Hello World 8 Prirucnik 100dpi

Katarina Metzner
Dajana Vidaković
HELLO, WORLD! 8
Priručnik za učitelje/učiteljice
za osmi razred osnovne škole, osma godina učenja
Hello World 8 PRIR.indb 1 5.10.2021. 7:14:53

Izdavač
Profil Klett d. o. o.
Zagreb, Petra Hektorovića 2
Za Izdavača
Dalibor Greganić
Direktorica izdavaštva
Petra Stipaničev Glamuzina
Urednica
Mia Šavrljuga, prof.
Lektor
Eric Bergman
Likovno-grafičko uređivanje
Profil Klett
Fotografije
Shutterstock
Prijelom
Ivan Belinec
Tisak
Og grafika, Jastrebarsko
1. izdanje, 2021.
Zagreb, Hrvatska
© Sva prava pridržana. Nijedan dio ovog priručnika ne može biti objavljen
ili pretisnut bez prethodne suglasnosti izdavača i vlasnika autorskih prava.
Član smo europskog

udruženja izdavača
udžbenika.

Katarina Metzner
Dajana Vidaković
HELLO, WORLD! 8 Priručnik za učitelje/učiteljice

za osmi razred osnovne škole, osma godina učenja

CONTENTS
1 Course description. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
2 Student’s Book: a short guide. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
3 PBL: an introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
4 Lesson plans . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
Starting up. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
Unit 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
Unit 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96
Unit 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 168
Unit 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 242
Unit 5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 310
Till We Meet Again!. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 378
Appendix. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 382
5 Games and activities. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 394
6 Resource Bank. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 413
4 HELLO, WORLD! 7

COURSE DESCRIPTION
Welcome to Hello, World!, a four-level course for
upper-primary students covering 105 hours of
lessons at each level. The Hello, World! course
gives you and your students the opportunity
to make teaching and learning simple and
effective. It has a clear structure that is easy to
follow. The course consists of five main units
and additional lessons at the start and the end
of the book. The Student’s Book offers a clearly
structured progression in presenting vocabulary
and grammar. These are reinforced with ISBN 978-953-3592-65-7
numerous communicative tasks throughout the

course.
Hello World 8 UDZB Naslovnica 2021.indd 1,3 14.7.2021. 11:46:26
Student’s Book
Primary school curriculum
• Three introductory lessons aimed at revising
The material in the Student’s Book covers all the the language learned in previous years,
requirements of the primary school curriculum. offering learning strategy tips and introducing
It offers engaging and motivational topics that the book’s characters
cover various interests of the student-users
• Five core units to teach four language skills,
of the Student’s Book and the Workbook.
present grammar and vocabulary and foster
The activities in the course are designed
communication skills
to motivate students and encourage active
participation. They also offer opportunities to • A clear outcome for each lesson in a unit
develop students’ critical and creative thinking • A word list at the end of each unit along with
abilities. The activities are accompanied by phonetics exercises and an exit ticket using
categories such as Study tip! and Project tip! that metacognitive strategies
help students develop their learning skills by
providing practical ideas about how to learn and • A finishing lesson to bring the story to a
plan their learning. The course takes students conclusion
through five English-speaking countries • An appendix to teach target culture through
and thus develops students’ intercultural holidays and special days: Halloween,
competencies. Christmas and Valentine’s Day
Course Components • A Writing Bank for further developing writing

skills
• Student’s Book
• Tasks to develop students’ creativity
• Workbook
• Tasks adapted to students’ various language
• Teacher’s Book with a photocopiable Resource proficiency levels
Bank
• Curious me! sections to encourage students’
• Audio CD curiosity and investigative spirit
• Digital materials available on the IZZI platform
• Study tip! sections to help students become
• Materials for students with special educational autonomous learners
needs
• Project tip! sections to draw attention to
• Test Bank language and tips useful for unit projects
• Posters • Stop and think! sections to develop students’
analytical skills

5
• The My... Grammar! category for reinforcing • Additional ideas for delving deeper into the
grammar structures material
• The My... Everyday English! category to teach • Ideas for language games in the classroom
functional language • Ideas for formative assessment
• The Language matters section at the end of • Background notes and cultural information
each unit for exposing students to phonetics
and self-study metacognitive questions • Student’s Book and Workbook answer keys
• A bilingual grammar summary • A tapescript for the Student’s Book and
Workbook audio sections
• An audio CD with listening tasks from the
Student’s Book and Workbook • An abundant Resource Bank with bespoke
photocopiable material
• Checklists for students and rubrics for peer
assessment
• Analytical rubrics for summative assessment
IZZI Digital Platform

• Clear outcomes
for each lesson
• A wide range of digital exercises for each
Student’s Book unit
• Numerous videos on culture and grammar
accompanying the lessons in the Student’s
Book
World 8 RB Naslovnica 2021.indd 1,3 29.7.2021. 20:48:38
• Various additional content: quizzes, exercises,

Workbook
audio recordings, etc.
• A wide range of exercises accompanying each • Student’s Book and Workbook audio
unit in the Student’s Book
• A list of new or less familiar vocabulary from the
• A revision at the end of each unit to test students’ Student’s Book with audio
listening and reading comprehension skills
• Additional phonetics exercises to accompany Test Bank
the Language matters section • Five editable progress tests for formative
• A clear system to show each exercise’s level of assessment—groups A, B and C (for students
difficulty with special educational needs)
• Curious me! sections to develop students’ curiosity • Five-minute grammar and vocabulary tests for
formative assessment
• Study tip! sections to develop students’ self-study
• Five editable speaking tests for either formative
Teacher’s Book or summative assessment
• Clear outcomes for each lesson in compliance • Two editable writing tests for either formative or
with the primary school curriculum summative assessment
• A clear structure for each lesson with step-by- • Five editable listening and reading
step instructions comprehension tests for summative
• Methodological tips on how to present, do or assessment—groups A, B and C (for students
assess various activities in the Tricks of the trade with special educational needs)
category • Recordings for all the listening tasks
6 HELLO, WORLD! 7

Meet the characters
The five units in the course take students across five English-speaking countries. Each country is
introduced by the main character of the unit. The characters are connected through a common
interest: participating in the Big Sibling Youth Programme. Meet the characters!
Diego is from New York City in the USA. He is 14 years old but he’s already
thinking about his future career. He would like to do a job that involves
working with people because he’s got great people skills. In his free time,
he volunteers a lot because he loves helping his peers.
Freddie comes from London in the UK. He’s a self-professed history buff
and history is his favourite subject at school. He does not see himself as
a history teacher one day, and he’s still trying to find a future career path
that can accommodate his love for history.
Amelia lives in Montego Bay in Jamaica. She helps her parents run a
tour company but, in the future, she would like to work with tourists in a
different capacity after finishing her studies. She would like to learn about
tourism and marketing and work with modern technologies and ideas.
Charlotte is from a small town in Wyoming in the USA. Her home state is
famous for its natural beauty and unique geography. She is interested in
exploring the natural world, but she’s also thinking of becoming a doctor
one day.
Lota and Luka are twins who come from Sydney in Australia. Their family
is moving to Croatia soon and they are thinking about their future in a new
country. Luka wants to pursue a culinary career and would like to become
a chef one day. And Lota would like to go to university but she’s still a bit
indecisive about her future career.

7
STUDENT’S BOOK: a short guide
There are five core units in the Student’s Book.
Each unit consists of five lessons.
Every unit starts with an introductory lesson. It is designed for one or two in-class lessons,
depending on your interests and time requirements.
Every lesson topic opens with KICK-OFF! aims at introducing the main
introductory questions aimed at topic of the unit in a fun and stimulating
giving students a voice in creating a way. It challenges students to think
plan for the unit. By actively involving critically and express their opinions in a
them in the decision-making process creative way.
rather than simply informing them
about what they are expected to learn,
students become active participants in
the outcomes of each lesson.
KICK-OFF!
A T I S T HE CI T Y ARE YOU PE
OPLE SAVVY?
rounded by peo
ple? pany?
WH
en you are sur ng in your com person!
Do you thrive
wh people love bei you’re a people
ge crowd? Do the signs that
UNIT 1
PLE?
st when in a lar n you have all
Are you happie ‘yes’, the
O
stions is think so.
E
to all these que Explain why you
E P
If the answer do you possess?
T H
ow. Which ones
BU T
people skills bel
1 Look at some
flexibility
patience trustworthiness
y
empath tiveness
su ppor
honesty
at does it mean? active listening
skills
e of the Unit. Wh of the lessons,
and look
> Read the titl Read the titles
oug h Un it 1. k at the ones
> Leaf thr learn about? interaction. Loo
What will you end on human ? Why? Think of
at the pictures. 2 Many jobs dep uld be best for you
ich one wo
below. Wh ple persons.
T, GO!
fessions for peo
some other pro
DY, S E counsellor
RE A
her youth
hts lawyer teac
human-rig salesperson
write down psychologist
ments. Then social worker
New Yor k for a few mo
MEET DIEGO! think about ates’.
BY DOING!
your eyes, and h your classm
O D BY E
k City. Close r thoughts wit
LE ARNING RE WELL , BUT NOTughGcomOe to an end, so you’d

1 Diego is from New Yor you’ve pictured. Compare you
ngs t tha
places and thi
FA
PROJECT 1:the final year of your elementary educate. Whionat! Yeabetrter8 wilwaly to look back on memorable moments
C. Which of
the soon eno
2 vid eo about NY
1 Watch the mentioned?
your list are s! You’re in
things from > Congratulation the years to com
of your class for
turing the spirit
better start cap er important
rbook? get about oth
than a class yea 2 Don’t for y
and how the
r education
people in you process. You
r
e to be a ced the whole
doesn’t hav have influen staff most
1 A yearbook s and and support
tion of photo s, tea chi ng
simple collec familie or two, too!
some tim to e create erve a page
quotes. Take definitely des
le treasu re box. You
tab
an unforget ogr aph s
ce for aut
can leave spa dent
, or collect stu 3 the workload
and messages Wh y not ms! Distribute
achiev em ent s. Get into tea preferences.
blunders and lls and your skills and
classroom wa according to s, art ists, editors…
go outside the r special Photograph
ers, writer best.
made the yea what they do
record what the world? t can choose
munity and Each studen dline: will it
be
in your com picking! to set the dea
there for the Don’t forget tur n it into an
The ideas are t, or will you year?
a short projec ut your final
ject througho
ongoing pro
the correct
3 locations to check.
1 a) Match the
Curious me!
eo again and
Watch the vid boroughs want to che
rish,
information.
food market moments you
the precious printed yearbo
ok:
1 Puerto Ric
o eens, Staten
Island lots of collected all m. There’s a
the Bronx, Qu Hiro NYC has got When you’ve record the atively, you
Manhattan, but the most 4 you want to sponsors? Alt
ern
2 Brooklyn, Diego’s family nicknames, decide how why not find keep
is certainly expensive, so r IT skills and
3 Manhattan neighbourhoo
ds famous one this could be k, or you could use you
Find out a scrapboo
4 Times Squ
are s of the World the Big Apple. could make
the Crossroad ries in the clo
uds.
5 Broadway
Little Italy, Chinat
own, Greenw
ich Village
the City
how New Yor
k got it!
your memo 13
6 SoHo, theatre distric
t
urg
7 Smorgasb go and
talk about Die
16:40:14
13.7.2021.
8 Tokyo tences, and
e3 a) to make sen
from Exercis
Use the terms
Work in pairs.
b) SPEAKING
y. .indb 13
New York Cit 16:40:07
Hello world
8 UDZB 2021
13.7.2021.
12
Hello world
8 UDZB 2021
.indb 12
LEARNING BY DOING! presents the
project for each unit. At this point,
Video-based tasks introduce the country students are already acquainted with
and culture that students will be learning the topic and the outcomes of the
about. They also present the character who project. This allows an introduction
will guide students of project-based learning into the
classroom in a structured way.
8 HELLO, WORLD! 7

Each lesson begins with an I can...
statement, which clearly states the main The My... GRAMMAR! section
outcome of the lesson. All the activities presents a certain grammatical
throughout the lesson lead to active and structure in a guided, inductive way.
personalised production as described by It encourages students to discuss
the outcome. targeted grammatical structures
and provides the necessary rule
(s), which are based on example
sentences.
1
son
Les 1A ME, MYS
EL I can describe
F A ND I
a pers on’s ch
arac ter. 3
a) SPEAKING
1 Look at the
SPEAKING Do like? adjectives bel
you like me ow. What do
you have jus eting new peo they mean?
t met? ple? Why (no wise What are peo
t)? What topics outgoing ple that the
do you usually ambitious se adjective
films talk about wit immature s describe
h easy-going
games people chatty passionate
music bossy impolite serious
sport moody
2 weather lazy hardworking self-consciou
s
I think people wh
o are
a) Hiro, an exc school reliable
hange studen disrespectfu serious don
questions for t from Japan, l honest 't make
Diego, and add is going to sta responsible time for fun act
two question y with Diego’ b) Which of ivities.
s that you wo s family for the adjective
What school uld ask. six months. siblings, frie s would peo
do you go to? Look at his nds and tea ple you kno
chers. Explain w use to des
What are you parents would why you thi cribe you? Thi
r family memb Where will I probably say nk so and wh nk of your par
ers like? stay at your that I am…, ether you agr ents, grandpar
What are you hom because… ee with them. ents,
r pet peeves e?
or guilty ple How big is you
r family?
4 Start like thi
s: My
What do you asures? Which of Die
like doing in ____________ go’s family me
your free tim ____________ previous pag mbers is eac
b) READING e? ____________ e to check you h sentence abo
Read the tex ____________ _________ r answers. ut? Complete
t, and tick the ____________ 1 ____________ the sentences
questions fro ____________ _________ is . Then scan
m Exercise 2 _________ leaving for col the text on the
L
a) that Diego 2 ____________ lege.
answers. _________ sin 5 ___ ___
et me introd 3 ____________ gs beautifully. ____________
uce myself. ___ work har
think. When I’m Diego and _________ is 6 ____________ d every day.
you get here, I live in Brookl always com _________ lov
yn, the best 4 ____________ menting on es baseball.
are six of us you’ll see wh part of New _________ is films. 7 ___
in the house: y! Here’s wh York – or at we speak. talking to Die ____________
my parents, at you should least that’s wh go’s brother ______ is spe
You’ll probab my older bro know before at I as her boyfriend nding a lot of
ly like my gra ther and sist you come to these days. time with
goofy and fun ndma best. er, my grandm stay with us.
She ’s a and me. There
sing backing
to be around.
She moved to
ver y wise and alw
ays gives gre My... GRAM
vocals in ma
ny famous Ne
New York fro
m Puerto Rico
at advice. At
the MAR! Present
can’t sing at w York clubs. when she wa same time, she simple vs pre
all, but that’s
what makes Her voice stil s young, and is very Read the sev sent continuou
outgoing and our weekend l sounds am she used to en sentences s
cheerful, too karaoke nights azing! I, on in Exercise 4,
But when the . They are als even more fun the other han 1 Which sen and discuss.
whole family o very hardw . My parents d, tences are in
but don’t wo is together, I orking, so I are 2 What sort present simple
rry: we never love every mi don ’t see them as ver y of activity doe ? Which are
fight – it’s jus nute of it. Ou much as I’d s each senten in present con
My brother t how we talk r conversation like to. ce express? tinuous?
is leaving for ! s can be qui Present con Write number
college soon, te loud, tinous s 1–7.
passionate abo so you’ll be sta action in pro
ut baseball: ying in his bed gress
team, the Ne the walls of room. He is annoying hab Present sim
w York Mets. his room are really ple
that baseball They are my covered in pos its a state or con
is very popula favourite tea ters of his fav fixed arrang dition
r in Japan, as m, too. I thi orite ement for the statements wit
like your new well. I hope nk I’ve read somew activity hap fut ure
room! My sist tha here pening around h stative ver
be spending er’s room is just t you ’re a fan and like, need, wa bs, e.g. hate,
too much tim across the hal that you’ll now nt, sound, thi love,
spending a lot e with her, eith l, but we pro habits, repeat nk
of time with er. She’s got bably won’t ed actions and
all big sisters him. She can a boyfriend,
so she is
Let’s practise timetables
are like. And be very bossy more! → WB
me? I’m really at times. I gue , p. 12
and caring,
or at least tha chatty, as you ss that’s what 5
doesn’t really t’s what my can tell. I’m Read one mo Gr ammar sum
sound like it friends say. also very hel re of Diego’s
answers to Hir
mary → pp.
when I talk I’m ver y modest, too pful
o. Choose the
122-123
Although I’m so much abo , even though In my free tim correct option
pretty easy-g ut myself! it e, I (1) like /
oing, there are Spider-Man, am liking rea .
always comme but this week ding superh
nting on wh som e things that (3) volunteer I (2) read / am ero comics. My fav
fact, as I’m typ at we’re watch I find very ann / am volunteer reading a com orite superh
ing this I can ing together: oying. For exa ing in a local ic about Dared ero is
ruining it for hear him in tha t’s definitely mple, my dad about it when youth club a evil. I also
my brother. the other roo on the top of is you arrive in few times a
Ugh! But I’m m, discussin my pet-peeve and English, New York. I lov week. I’ll tell
when he cat sure he’s als g what happen s list. In and I am flue e languages you more
ches me dri o annoyed at s next in the some Japane nt in Americ . I (4) speak
before dinner nking juice stra some things movie and se, too. I’ll be an Sign Langua / am speaking
are guilty ple ight from the I do. He always able to say at ge. This week Spanish
cheesy pop asures of mi carton. I can yells at me I (6) listen / am least ‘Hi!’ to I (5) learn / am
music in my ne. However ’t help mysel listening to som you when you learning
room... Luckily , I’d say the f: that and eat learning the e Japanese visit us! Right
more about , nobody has biggest one ing chocolate language eas pop music on now,
me and my seen me doi is definitely ier! my stereo. Ho
staying with family, you kno ng dancing to som pefully, it wil
us! w what you tha t so far! So, now e l make
can expect wh
en you come that you kno 6
over. I hope w SPEAKING Ma
you’ll enjoy ke notes fol
c) Read the class. lowing the qu
text again. Wh estions below
at are Diego’ , and prepar
14 s answers to
Hiro’s quest
ions in Exercis
e 2 a)?
1 What qua
2 What do you
lities do you
like in people
? Include at
e a short tal
k about you
rself. Presen
t it to your
think are you least five adj
r best qualitie ectives.
3 What are som s?
Hello world
8 UDZB 2021 e of your pet
.indb 14
4 Have you pee ves? Think of
got any guilty the habits peo
pleasures? If ple are always
you have, sha annoying you
re at least one with.
with your cla
13.7.2021.
ssmates.
16:40:19
Hello world
8 UDZB 2021
.indb 15
15
Students are referred to 13.7.2021.
16:40:22
additional exercises for

practice in the Workbook.
Students are referred
to the bilingual
Grammar Summary
Each lesson ends with at the end of their
Grammar exercises are Student’s Books.
exercises that aim at
contextualised and topic
personalising the topic.
based. They encourage
Students are encouraged
students to express
to use target structures and
themselves creatively by
vocabulary actively and
using the language that
creatively.
has been practised.

9
Relevant vocabulary is introduced and then further
recycled through reading and listening to texts,
exercises and activities in both the Student’s Book
and Workbook.
Vocabulary is presented and

practised in a way that allows
students to learn words and
phrases in context.
in, and
d the text aga
Phrasal verbs rasal verb. Rea
ME … ME
VOCABULARY a type of ver
b called a ph
below.
S
t. It is ati ons
E
tex lan
K
verb in the ng as the exp
A
underlined
M
3 same meani
A T
a) Look at the that have the
1B WHtalk about people and places in my life.

phrasal verbs
underline the
being asleep
Study tip!
line 1 to stop
nd (a lot of)
time with som
eone
VOCABULARY le
I can line 5 to spe e 't focus on sing
y close to som
eon of them phrasal verbs, don
know line 11 to sta at you expect When learning as a whole. Foc
us on the
rds you do not st someon e to do wh
situation but learn the verb
k up the wo line 13 to tru icu lt wor ds, .
another. Loo with a diff meaning of the verb
them to one l successfully news context to get the
rds bel ow , and explain line 18 to dea ut the latest
rs. Look at the
wo friends rn or talk abo here to start
a
a) Work in pai acquaintance
s line 22 to lea
1 relatives inv ite som ebody somew
neighbours line 36 to you
in the word
list. tionship with
are nts classmates romantic rela
siblings
gra ndp o is important cel an event ions below.
parents rcise 1 a). Wh I usually call my
best line 38 to can wer the quest
ries from Exe ined, and ans ? ual words?
Use the catego I feel t you have underl e learned so far at the individ
Work in pairs. friend when
b) Look at the
ver bs tha st ver bs you hav t by looking
b) SPEAKING d new s? e... erent from mo underlined jus
you... re some goo lonely, bec aus
se verbs diff bs you have
to you when 5 want to sha 1 Ho w are the
ng of the phr asa l ver
the sentences
down in
ll? ss the meani tence. Write
d adv ice ? 6 don’t feel we 2 Can you gue them in a sen
1 nee ? k left at hom
e? use each of
blem at school 7 have no mil homework? from the tex t, and
2 have a pro w what’s for 4 Choose four phrasal verbs
e fun? 8 don’t kno and
3 want to hav ose the topic ok. rect order
text, and cho your notebo into the cor
4 feel lonely
? him. Read the the pictures
import ant to the places in
ngs tha t are ten, and put do not need.
about the thi ping Hiro. Lis you
go is writing 5 TENING Die go is sky
is one pic ture
2 a) READING Die a) 1.1 LIS go mentions
them. There
the main ide
a. (1–3) as Die land
Coney Is
MAIN IDEA o I am. stoops
make me wh
nd time with say. l bored.
TOPIC a) People I spe lf, no matter
what others you never fee
ere sts be you rse of people, so
a) My int b) Always nded by lots MoMA
to be surrou Carnegie Hall
b) My people c) It is important
c) My person
ality Jake, Luis and
me as well.
important to a lot of tim
e
My friends are . We spend
ays in touch with na are my best buddies cat chi ng up. We’ve
ke up, I’m alw Leo g out and
me nt I wa pu ter , or in ing , han gin tty sur e
1 From the
mo com together jok I’m pre
my phone or dergarten, so
love, be it on mind being
alone nds since kin to be part of
our
the people I wrong: I don’t I’m all been frie y. Chloe used so
n’t get me st wh en e to sta yea rs ago ,
real life. Do at my happie are her to Boston two
PROJECT TIP!
25 they
time, but I’m shape me. t she moved lt to keep
from time to ple. You cou
ld say they group too, bu re. It’s difficu exhibition, or a
play
nded by peo m, and h other anymo nds over seen a film, an
5 surrou talking to the rarely see eac y close frie r notebook
about Has your class te
wit h the m, r we e and sta
ber that ke notes in you yearbook, and wri
I love hangin
g out
If this sound
s fam ilia
in touch wit
h someon ugh. I remem ten again. Ma rcise 4 a). Include a ticket in your
new thi ngs from them. ple per son, ces . I do miss her, tho nev er forget b) 1.1 Lis s abo ut each place in Exe lately?
d it or not.
peo long distan
learning ht cal l you rself a the first grade. You what Diego
say
ut whether you like
to you, then
you mig sh on her in and talk abo
30 I had a cru your notes,
to have at sh, do you? t I like. rs. Compare
too. can be sure your first cru my class tha c) Work in pai uts.
e siblings, you ple most re is a girl in very ite hang-o
en you hav the peo eak ing of crushes, the short. She’s Diego’s favour
10 Wh life . They are . Sp or just Mel for
least one frie
nd for ody els e lea ves
Her name is
Me los a, not sporty
a !
k with you,
even if everyb sister, who fun ny. She’s int
o lacrosse. I’m
y say. I think D WRITING Ch
oose a task. Down to work ce
likely to stic my bro the r and sm art and t, as the 6 SPEAKING AN
ugh to have the ones I can posites attrac the courage
to No picnic Think about
the pla
I’m lucky eno siblings are 35 type
at all, but op still gathering and your . What
I can always
rely on. My blems with.
As they
she likes me
too, but I’m his 14th birthd
ay next Easy-peasy Think about
your friends
did you
where you live ies do
ivit
and share my pro ! Tal kin g e is celebrating m is that
text, and g-outs. Why places and act
15 alw
ays tur n to
a problem
hal ved ask her ou t. Jak
n. The only
pro ble
Write a short favourite han be your k there?
m shared is g at an nk I’ll try the off the r most import
ant peo ple to teenagers lac
say, a proble rt volunteerin week, so I thi doesn’t call present you choose these ee on a you like to
ed me to sta there ly: I hope he r favourite do you agr What wo uld
to them has ins pir
ns. I’m hap
py to be bee n sic k late
people and
you friends? How ? Why is live that
center for tee
he has you hang out see where you
anti-bullying ver they are ose an place where ? the lives of
e with whate party! hang-outs. Cho ort ant to you wo uld ma ke
ping them cop out to presen
t
this place imp ctice your ter?
for them, hel interesting lay rt notes, pra teenagers bet
through.
STOP AND THINK! n, e.g. a Prepare sho present it to rt talk.
20 going your informatio hom e and Prepare a sho
What’s the difference , a pos ter or an speech at
list
text again. Wh
o does Die go. ..
g out with?
between the words 'nursery'
top-five
infographic.
your classm
ates.
17
b) Read the 5 miss hangin and 'kindergarten'? Can you
nursery?
problems wit
h? 6 know from blems? think of some more
1 share his re? y hav e pro
t with any mo
16:40:30
e con tac 7 hel p when the p? examples?
13.7.2021.
2 not hav hel

en he needs
sh on? 8 rely on wh
3 have a cru
e han gin g out with?
4 spend tim
.indb 17
8 UDZB 2021
Hello world
16:40:23
13.7.2021.
16
.indb 16
8 UDZB 2021
Hello world
In each unit, there are writing exercises developed on three

levels: Easy-peasy, No picnic and Down to work! They The Study tip! offers
all lead to the same outcome, but provide differentiated guidance related to
levels of applying cognitive skills, knowledge and creativity. learning strategies for
Individually or in pairs/groups, students choose which task reading, writing, listening
they would like to work on. Alternatively, the teacher may or speaking. Students are
decide and choose one task for the whole class. encouraged to use various
learning techniques and
methods.
10 HELLO, WORLD! 7

The My... Everyday English! section
presents the useful, functional language that
students will need on a daily basis. The STOP AND THINK! section
serves as a gentle reminder to
students to draw upon their
existing knowledge and express
the focal points of lexical content
presented in the lesson.
3
son
Les 3A A SUPER
I can make, ac
cept and re fu
-CIT Y
se sugges tions .
1 b) Read the
article again,
SPEAKING Vis and comple
iting New Yor te it with the
Which of the k can be a cha A which con missing sen
tours below llenging tas nects Manha tence parts
would you be k. Luckily, the ttan with Qu below.
most intere re are nume B and is the eens
NYC Culinary sted in? What rous guided most-filmed E until the firs
Tour would you exp tours to help location in the t World Trade
‘Outer Borou ect to see, hea you! C NYC is real wo rld Center
ghs r and taste the and relatable, tower was bui
‘Movie&TV Sit ’ Tour re? D and even has bot h to readers lt
es’ Tour ‘Green NYC’ and to writer
‘History of NY Tour a catchy son s F where poor old
2 C’ Tour Dis cover Street g written abo Spidey gets his STOP A
‘Music of NY Art NYC 3 ut it heart broken ND TH
a) READING C’ Tour a) 1.4 LISTE by Mary Jane If yo INK!
Diego is writin
g an article
for Hiro’s sch
9/11 Tour NING Diego
and Hiro are a worud don’t unde
1 What is he ool magazine the pictures planning the of from th rstand
writing about? . Scan the tex in the correc ir Spider-Man the text, e contex
2 Why has he t, and answe t order (1–3). Tour. Listen yo u look ere can t
w h
chosen that r the question There is one , and put it up?
title? s. picture you
3 Which site do not need.
MARVE L-OU N
s does he me
ntion?
S YC
What do Spider-M
fight and perform
one more charact
an, the Avenge
other awesome
rs, and other lege
stunts to save the
ndary superhero
es have in com
mon? They fly,
b) 1.4 Listen
again. Where
er that plays a day from terrifyin swing, does...
Stan Lee said tha key role in all the g villains, of cou
t he chose it to ir stories: New rse. But there’s 1 Uncle Ben
Metropolis, make his stories York City. The brillian say the popula
. So let me take more realistic. t Marvel writer 2 Peter Parker r quote from
you to some of Unlike fictiona Spider-Man?
my must-see loca l citie s such as Gotham earn money 3 Peter Parker
tions from Mar or by selling his become a sup
vel movies and photos? erhero?
comics. 4 Peter Parker
1 My... EVERYDAY grow up?

Can you ima
gine Spider-M
an without eno
ENGLISH!
Making, accept
Curious
New York is
home to som
e of the most
rmous buildi
ngs to swing
Here are some
Making sugges
ing and declining sugges me!
the world. Bu elegant and between? useful phrases tions
ilt in 1930, the recognizable tions Accepting sug
of the world 102-storey Em skyscrapers to help you You / We could… gestions Who is Miles
’s tallest buildi pire State Bu in Great idea! Perfect Declining sugges
its work. On ng. Soon the ilding earned accept or decline Let’s… tions Morales? Ho
e of my favori mo vie industry the title ! That’s a good idea w
of the buildi te movie sce decided to fea suggestions in What / How abo Sure! Why not? , but… is his story
ng in the 193 nes is when ture it in a ut…? I’m not sure.
3 classic Kin a gia nt ape climbs polite way. Add Why don’t you It sounds / look
the title for g Kong. The to the top / we…? s… different fro
almost 40 yea Empire State some more to Why not…? That’s fine by me! I’d rather (not)… m
the Twin Tow rs, . Unfortunate Building hel Peter Parker
ers, were des ly, two of the d each column. Yes, let’s! I’m not (that) kee ’s?
The bridges troyed in a ter towers, kno Shall we…? n on… Find out, and
of New York rorist attack wn as I’d love to! I’d prefer…
most popular have also had on September decide which
way to get acr their mome 11, 2001. Yes, I feel like… I’d love to, but…
one of NYC’s oss the East nts to shi ne in pop cul
River must be story you pre
most recogn
izable sights the Brooklyn
ture. The 4 WRITING Wo
I don’t feel like
… fer
. I enjoy riding . But my fav Bridge. It’s rk in pairs. Ch and why.
you a great
the aerial tra
view of both
mway: it tak
the bridge and
orite is the Qu
es you to Ro eensboro Bri
osevelt Island dge, 2 you. oose a situati
on, and write a dialog
scene from
Spider-Man, the city. It’s and gives 1 You and you ue. Follow the
when he sav also the settin r friend are dec instructions
passengers, es his crush, g of a thrillin iding you r teacher wil
from his nem Ma g what to do in 2 You are talk l give
Bridge is not esis, the Gre ry Jane, alo the evening. ing to your par
as famous as en Goblin. Eve ng with tramw ents
the Brooklyn n though the ay about where 3 You and you
Bridge, it is Queensboro to travel in r friend want
featured in lot summer. to the cinem to go
s of movies, a. Agree on wh
! film to see. ich
5
3There are two
alike. Grand
places that are
cen tral for New
SPEAKING Ne
below, and
w York City
do research.
has a lot to
offer to peo
Central Termin Yorkers, visito ple of variou
of movie and al is one. It’s rs and superh s interests.
comic scenes more than a eroes Step 1 Work in gro
record holde take place at bustling train ups. Follow
r is Central Par this famous station: lots Ste the steps
k. This huge landmark. Bu Choose a tou p 2
in NYC!) has pu t the real r from
appeared in blic park (bu Exercise 1 on Prepare a sho Step 3
landscapes, hundreds of t only the fift the rt
sculptures and movies and h-largest Step 4
architecture TV shows, previous pag presentation Present you
of the movie have surely ! Its various e. about r work to
industry. The captured the Find out wh the sites on the rest of the As a class, cho
love spending y are also the imagination at you the tour. class. ose
their free tim reason why
22 e here. My fav Ne w Yorkers and could see and Explain what Your classm the most int
Bow Bridge, orite part of tourists do there. each of ates will eresting
. Even superh the park is the them is, and use a rubric tour. Discus
eroes get hu romantic include that your s what
rt sometimes! fun facts and teacher will you would like
photos. give them to visit
to evaluate first if you we
Hello world
8 UDZB 2021 your work. nt to NYC
.indb 22
on a school
trip.
13.7.2021.
16:40:51
Hello world
8 UDZB 2021
.indb 23
23
Students are encouraged 13.7.2021.
16:41:06
to use target vocabulary

actively through personalised
speaking activities. The Curious me! section has a threefold purpose. It
can be assigned for homework: students research the
topic on their own and then present their findings
to the class, or just submit them to the teacher. It
can be done in class, individually or in pairs/groups.
Finally, it can be assigned as an additional task to
fast-finishers in mixed-ability classes.

11
In each unit, there is an authentic text to
encourage students to read and interpret Each lesson ends with exercises that
examples of children’s literature, original songs aim at personalising the topic. Here,
or poems. All of these aim at developing both students use learned structures and
their reading and listening skills. Students vocabulary actively and creatively.
are encouraged to practise reading aloud by
paying attention to pronunciation, intonation
and rhythm.
R OF LISTE NING
TH E P O W E
3C riences .
t pers onal ex
pe
D T HE MA SK I can talk abou
BE H IN
3B can understand an authentic text . estions below
.
d listener?
3 Are you a
good listene
r? Why (not)?
1 SPEAKING Discuss the qu at are the qua

lities of a goo
I ive listening? 2 Wh
is act
Curious 1 What
?
es? me! questions. ple open up to him
ut superhero answer the 3 Why do peo
you know abo ten, and start?
How much do Before coming
to 2 LISTENING Lis en did HONY
rk in groups. ing:
1.6 2 How and wh
1 SPEAKING Wo the fol low
gear nemesis the big screen
, n Stanton?
sing, think abo
ut
costume and 1 Who is Brando
While discus personality superheroes
were
superpowers the photos.
stly in tch them to
name and alter ego featured mo erviews. Ma
and 3 a) READING Read the int 3 homes
think it comic strips erent foster
. What do you I lived in six diff
e of the poem sses. books . Loo k at 2 did eleven. I was
feeling
2 Read the titl ck your gue time when I before I was es even
a) READING poem, and che some sound
effects There was a my , and sometim
en rea d the superheroes.
1
wasn’t what
I t to fit in with sad and lonely
is about? Th the names of s pag e. What
Moving to NYC everything jus I n the Brown
s came
blanks with on thi oms often list ened to music angry. And the
in. Fill in the ten and che
ck.
do they mean? vie s and sitc classm ate s. I d my
d the poem aga d. Lis expected. Mo the city. ppe d school, pletely change
b) 1.5 Rea
o names you
do no t nee
ealistic pictur
e of
n’t really like
, I ski along and com new
There are tw the Incredible
Hulk pai nt an unr really
did
ately wanted
to los e ‘family’ got a
the crowds are and I desper life. The word fect,
Black Widow The noise and hungry at tim
es! me. They’re
not per
Superman Wolverine e parts of the
city
ight. I was so meaning for
Spider-Man tic fou r Elasti-Girl ann oying. Som ck we unh app ier ody is. But the
y do
erica The
fantas
unsafe. I get
homesi I tried, the of course: nob
Captain Am are dirty and But the more d I finally fee l I hav e
lots of things: , I just stoppe their best, and
sometimes.
But I do like I got. One day e. I never call the
m my
ero ice s ebo dy els
e a Superh
little freedom
s, cho
pretending to
be som a real home. y’re my
hundreds of that anymore. The
If I CLaozaruowld B and opportuni
ties you have
when
re I learned to lov
e everything
the answer
foster family
fullest sense
of the
d ss they’re mo me who I am. So family in the
itz I could be Ree living in NYC . I gue ma kes rn to a, 14)
by Steve Maybe though n bumping into
people hing, and lea word. (Brend
_____ other three important tha is: change not for who
____________ And lead the learning ept yourself
I could be (1) bit of a stretch in dog poo. I’m love and acc
I don’t think Well maybe
Reed’s a and stepping tole rat e the bad. hnn ie, 14)
s d and . (Jo
t of sca red of height __ take care of
me
to love the goo you are
I’m sor _________ ___ I can barely
to be (2) ___ (Jack, 16)
I’d sort of like es perhaps
afraid of spider bit ________, him
Bu t I’m (6) _________
__ hty shield
____________ I love his mig ugh
ld be (3) ___ not brave eno
I suppose I cou stare But I fear I’m yield
people would get rough, I
But I’m afraid ______ ___ ________ When things
being (4)
I’d consider r hair
s bad for you a superhero
But radiation’ If I could be
ught ich I’d be iews.
w there’s a tho I wonder wh find h of the interv
________, no time I tried to m above eac
(5) _________ Or maybe it’s ed? Write the
sure that’s for
me questions ask
But I’m not hot The hero ins
ide me
do you think were the h your classmates.
y, Johnny too in. What your answers
wit
Ben’s too ugl interviews aga stions? Share
t can’t see b) Read the the same que
And Sue I jus you answer
How would
this poem? c) SPEAKING
estions. message of
rk in pairs. An
swer the qu
be? Why?
2 What is the PROJECT TIP!
3 SPEAKING Wo e would you through ut your classma
tes
erh ero, which on 4 Choose a task. and browse Learn more abo
ld be a sup of New York, k of
1 If you cou
nton’s photob
log, Humans it. Describe wh
at t high school. Thin
you’ve chosen before you star
1 Visit Brandon Sta exp lain wh y at question you wou ld like to ask
ose a story, and r attention. Wh some questions
I illustrateonce more. the photos. Cho wh y they drew you your stories in
the
em the photos and them, and include
I create Read the po
or more ver
ses is going on in
Brandon Sta
nton asked? be limited to yearbook.
superhero. Choose one do you think it up. It could
I write em Create a new
mission? Wh
at them. How do
es
mans of... pro
ject, and set nity or town.
sion of the po What is their and illustrate n Hu local commu
Write your ver at ut each 2 Think of you r ow include your work on a
a Superhero
. k like, and wh the aut ho r fee l abo
school, or you cou ld
a top ic and
do they loo can choose
If I Could Be
Think of sup
erheroes you are their sup
erpowers
nemesis?
?
superhero?
Includ e cap
and/or though
tio ns,
t
your class or
Your questio
ns can be ran
dom, or you 25
uldn’t like Who is their and speech
would and wo sound effects
, too! single theme
.
and exp lain why. balloons. Use
to be, 13.7.2021.
16:41:15
.indb 25
8 UDZB 2021
Hello world
16:41:08
13.7.2021.
24
Hello world
8 UDZB 2021
.indb 24
PROJECT TIP! directs students’ attention
to the language structures they will
need while working on the project. It
The Creative me! section allows students to also guides students through the project
choose between two or more activities as a creatively by suggesting various topics
follow-up activity related to the authentic text. and activities that they might include in it.
They are encouraged to think critically about
the themes and motives discussed as well as to
express themselves creatively by, e. g., drawing,
singing, composing, acting, etc.
12 HELLO, WORLD! 7

Each Lesson 4 aims at
developing students’ writing
skills. It provides a writing model
that students study in detail to The Pencil, paper, go! section presents
help them with their own writing. and allows students to practise various
aspects of writing, such as text structure,
sequencing, paragraphing, formal and
informal language, etc.
4
son
Les S U P E R HE R
I can wr ite a
O, ME
charac ter desc
rip tion. THE AMERIC
1 Wo
rk in pairs.
superheroes
Your teache
from the list
r will give you
a list of 12 sup
A N DR E A M
Les
they represent
. Explain you
erheroes. Loo
k at the emojis I can talk abou
t immigrat ion
son
r choices. below, and
1
3
guess which .
1
5
4
5 SPEAKING An
swer the qu
1 Who or wh estions.
6
at is an imm
2 What are the igrant?
2 reasons that
2 make people
a) READING leave their cou
7 Read the tex ntry?
There is one t, and match
8 heading you the
9 do not need. headings to the paragr
1 The Journe aphs.
y 2 The Statue
2 a) of Liberty
4 The Isle of 3 The Americ
READING Die Hope or Tea an Dre am
go has create rs 5 The Meltin
d his own sup g Pot
My name is erhero. Rea
Art-Man, an d the text. Wh For more tha
n a century, peo
teenager, d I live in Ne at superpow ple have looked
but I have w York Cit ers does he York, especia
a special ski y. I may loo possess? lly, has always at America as
At night, I ll that nobo k like a reg Big Apple as attracted peo the land of opp
roam the str dy else kno ular a place where ple from all ove
r the world. The
ortunity. New
the help of eets of Bro ws about. a gateway for dreams come
my night vis okl yn, looking for
millions of imm true ever sinc
e 1892, when
y have seen the
building wa ion, I can spo offensive gra entry into the igrants. Ellis
Island was one it officially bec
lls. Then I use t hateful me ffiti. With
United States
. of the most imp ame
murals to co my super-spe ssages tha ortant ports
ver the gra edy painting t appear on When steams
hips replaced of
costume, bu ffiti. When skills to paint faster and eas sailing ships,
t I stopped I started, inspiring ier. The first- the journey to
it. Now I jus wearing it I use d to wear without a visi and sec ond-class tick Am eric a bec
t wear overa because I my superhero t to Ellis Island. et owners cou
ame much
to make up lls, so I do thought I loo and spent the However, mo ld go to NYC
new lies for n’t get cove ked ridiculou journey in the st people had
have anoth my mom ab red in paint s in But what the unclean crowd a third-class
ticket
er great ski out what ha . It’s exhau y all had in com ed bottom par
ll: I can be s happened sting scared of the mon was the ts of the stea
passers-by come invisib to my clothe new beginning feeling of bei mship.
or the police le at s. I never see the and what awa ng lost, confus
reading the . Although I the first sign of ir home countr ited . The majority ed and
news when am not doing y again. of them would
I may not people are anything wr With the last
have any wo guessing wh ong, I don’t day of the jou
rld-saving o the creator of want to be step was the rney came hop
what do we superpowers the latest uncovered. inspection at e in the shape
prefer see , but I believ mural is. I like Ellis Island. The of ‘Lady Liberty
beautiful an ing on our e that what
their heavy bag place was jam ’. The last
d inspiring daily comm s and bundle med with peo
? ute to school or wo I do really matte interrogation.
The inspectors
s. After a short
medical check-u ple and
rk: hateful rs. After all, society. Finally checked wheth p came a two
messages , those who did er the person -minute
b) Read the
text again. In or something countries, wh n’t pass the insp was a threat to the
your notebo ile the lucky one ection were sen ir
superhero: bas ok, draw a min s could start cha t back to their
ic informati d map and inc The USA is a sing their Am
on and his alt lude the follow nation of imm erican dream
3 Loo er ego, superp ing informati US have taken igrants. All tho s.
k at the highlig owers, costum on about Die their culture, se people who hav
hted words e and cause. go’s contributed to customs and e gone to the
them? in the text. Wh what Americ languages wit
at do they me symbol of imm a is today: a mu h them. They
igration and lticultural soc have all
an, and when iety. Today, Elli
Pencil, paper, go do we use
ONE MORE
immigrants and
the US citizen
the cultural div
ersity of the nat s Island is a
! LOOK! open to anyone
in search of a
s, who believe
their country
ion. It still insp
will always kee
ires both the
Linking words Check and tick
better life. p its doors
Match the linking words .
_________ - from the text b) Read the
to show result to their use. I have written thre text again. Are
_________ - or consequence e the sentences
to connect two _________ - paragraphs. are true (T),
_________ - similar things to show the reas 1 Ellis Island false (F) or it
to express that _________ - on was the only doesn’t say
the action in one to contrast two I have covered port of entry (DS)? Explain
statements all the 2 All passen into America. your answe
of the statements _________ - gers from ste rs.
is surprising to express time topics from the amships had
Writing ban ___ ______ - to exp mind 3 Most imm to go thr ough Ellis Isla
k → pp. 110 map. igrants went nd.
-111 ress choice back to visit
4 WR I have used at leas
t four
4 People had
5 Not everyo
to leave their
luggage for ins
their home lan
d. Curious me!
ITING Think different linking ne passed the pection.
about your words. inspection.
the one in Exe own superh 6 The US is Which countr
rcise 2 b). Use ero, and pre I have used cap a place where y was the
about what the informati pare a mind ital letters different cul Statue of Lib
type of superh on from you map similar tures come tog erty originally
to and punctuation
26 ero you would
like to be.
r mind map
to write a tex
t I have checked
my
correctly.
3
SPEAKING Im
ether. designed for
it ended up
? Find out how
in the USA!
spelling. agine packin
give a short g your whole
talk. life into a bag
Hello world
8 UDZB 2021 . What would
.indb 26 you take wit
h you, and wh
y? Make a list
, then
13.7.2021.
16:41:16
Hello world
8 UDZB 2021
.indb 27
27
Students are given a 13.7.2021.
16:41:22
structured writing task.

For further writing
practice, students are
referred to the Writing
Students are encouraged to assess
Bank at the end of their
their own writing with the help of the
Student’s Books.
ONE MORE LOOK! section. They are
Provided with a checklist that clearly
states what is expected of them.

13
Each unit ends with the LANGUAGE MATTERS
section, consisting of two parts. The first part
introduces students to a peculiarity of English
At the end of each unit, there phonetics through simple exercises and gives
is a word list encompassing relatable explanations of the phenomenon. The
the vocabulary that students aim is for students to recognise and connect these
may not be familiar with as specific aspects of the English language to their own
well as the key vocabulary for knowledge and mother tongue.
the unit.
LANG
MATTUAGE
WORD LIST ERS
izmišljeni
oman
fictional divovski, ogr
giant sjedište
S headquarter znamenitost
L BE FRIENDjeravati se komu
2A FRIENDS WIL pov
s kime
landmark krajolik, pejzaž telj
rija
posvađati se landscape suparnik, nep
Lesson 2
confide in
pecivo
fall out with slagati se nemesis prepoznatljiv Tomayto,
bagel pogreška čati že
blunder gradski okrug get on well ogovarati, tra recognizable s kojim se mo tomahto
Ready, set, go!
iskren, pošten relatable poistovjetiti

borough taksi gossip the following
njegovati, što
vati honest utjecaj mršav, uzak 1 Try to read accent and
cab an American
cherish
i
kozmopolitsk nica influence pomiriti se
jeti
skinny kat
akrobacija words with
cosmopolitan anje, raskrs make up podnositi, trp tričan storey vratolomija, British on e.
križ
put up with sebičan, ego
cen stunt zastrašujuć then a café
crossroads okrug kitten can’t
district vješt self-centered zauzeti se za ršku terrifying uzbudljiv bird John ask locate
ngla pod thrilling zlikovac atom frustrate
betonska džu ska stand up for koji pru ža boss
savvy rodostojan car min bath
gle
concrete jun lawyer odvjetnik za
ljud supportive pouzdan, vje villain
war rock vita
past adult
trustworthy posvjedočiti MASK Betty
human-rights prava variti 3B BEHIND THE drugo ʻjaʼ start pop
s nogu, usput ba witness riješiti se, ost
work out donijeti odluku ljstvo alter ego oprema
on the go društvena oso n jate gear voditi
people person kupovina make a decisio nezdravo pri
ee mlade toxic friends
hip lead zuriti
shopping spr savjetnik za stare udovica
llor
youth counse STAND
2B TAKING A tjeskoba widow
1A ME, MYSEL
F, AND I ti zasititi se čeg
a R OF LISTENING
iritirati, smeta jen) anxiety
h 3C THE POWE katalog
stro be fed up wit zlostavljanje rotstaviti se
Lesson 1
annoy šefovski (na catalogue kroničar nk.

bossy brbljav bullying suočiti se, sup chronicler iskreno 2 Stop and thi
ilje
chatty viša škola confront virtualno nas genuinely komu nedost a
aje dom notice?
cyberbullying obeshrabriti ences do you
college neobazriv omoran homesick naletiti na kog ost 1 What differ similar
disrespectfu
l
otvoren discourage zavidan, ljub ebody
bump into som ion privući pozorn telj nk of mo re examples
n envious šačica ent obi 2 Try to thi
easy-going šašav, smota uznemiravati draw your att udomiteljska Exercise 1.
ponašanja, handful maltretirati, kuća to the ones in
goofy djetinjastog v foster family udomiteljska
harass štetan, škodlji n fer when
immature nezreo rda foster home ent do you pre
nepristoja n hur tfu l uvr edl jiv, pog 3 Which acc
posredovati glish? Why?
impolite skroman insulting umiješati se,
, zao SUPERHERO, ME prekriti you speak En
nama
Lesson 4
modest sklon promje , ćudljiv intervene podmukao rijatno cover iscrpljujuće

moody raspoloženja mean neugodno, nep tupnik exhausting prepun mržnj
e
jes
otv oren nasty počinitelj, pri emiravati hateful oslikani zid
iritira nde r tira ti, uzn
outgoing stvar koja te offe ma ltre mural uvredljivo
e
n
pet-peeve pouzdan uzdanja,
pick on podao zivati offensive kombinezo Here are som
niskog samoposebe sneaky zadirkivati, iza prolaznik can
reliable overall questions you
self-consciou
s pun sumnji u tease obratiti se passer-by smiješan lf before,
ali turn to svjedok ridiculous
ask yourse
prateć i vok na internetu lutati er learning
backing voc
als slatki grijeh witness vesti anketu a zamijetiti during and aft
ernet poll pro iza leđ roam ics in this Un
it.
guilty pleasu
re conduct an Int one,s raditi komu spot izmisliti laž about the top
beh ind
do things make up a lie / What
ME... ME is the topic?
1B WHAT MAKES poznanik back izluđivati DREAM Before: What
wall
drive up the n done lakše reći neg
o učiniti
THE AMERICAN svežanj, zavežl
jaj w about / it?
acquaintance pozvati van do I already kno ut this?
suočiti se s kimice d to learn abo
Lesson 5
ask out prijatelj easier said tha bundle doprinijeti

Why do I nee
eon e ljed ulaz, prolaz
face som snositi pos contribute ? / What
buddy gužva, vreva is new to me
azati face the music lažni profil gateway useljavanje During: What
buzz odgoditi, otk pušteno t at is confusing
?
fake accoun saznati, riješiti trač immigration ispitivanje
call off nadoknaditi
pro tom of is easy? / Wh
e) get to the bot der pasivni proma j interrogation krcat, prepun ?/
catch up nositi se (s čim st interesting
pas sive bystan uganuti gležan jammed većina After: Wh at wa s mo
help? / What
do I
cope with simpatija sprain your ank le
širiti glasine u svoju majority
snost
prijetnja, opa ikost lain without
sh prikaz ati our s to nol What can I exp
cru spread rum okrenuti neš threat kulturna raz tinu e wo rking on?
display udaljenost turn someth
ing to
korist
ity
cultural divers up
gled
liječnički pre e need to con , during and
vrijeme you ask before
distance u posljednje your advant
age
medical che
ck- lonac za talj
enj estions could
osloniti se (na
) What other qu y help you learn
lately
Y melting pot ulazna luka How can the
rely on biti uz kog a
3A A SUPER-CIT port of entry after learning? ngs
jeznica zračni revise the thi
stick with podzemna žel jmun new things or
Lesson 3
aerial čovjekoliki ma
subway
turn to
obratiti se
cen tar protiv nas
ilja ape
capture
uhvatiti
lako pam tljiv
you already
know?
29
center st kazati u
anti-bullying rage skupiti hrabro u koga catchy istaknuti, pri
gather the cou someone biti zaljubljen tu feature glavnoj ulozi
on tak 16:41:23
have a crush ostati u kon 13.7.2021.
keep in touch
.indb 29
8 UDZB 2021
Hello world
16:41:22
13.7.2021.
28
.indb 28
8 UDZB 2021
Hello world
The second section raises students’ awareness of their own

knowledge and encourages them to plan their own learning. Through
simple metacognitive questions divided into three key studying
and learning stages (before, during and after), this section presents
students with various techniques for working on their language
learning strategies. It can be assigned either at the beginning of each
unit so that students can keep track of their progress or at the end as
preparation for formative and/or summative testing.
14 HELLO, WORLD! 7

PBL: an introduction 3 Allow some time for students to brainstorm
and offer their ideas about how to do the chosen
“Project based learning is a dynamic approach
project. The project described in their Student’s
to teaching in which students explore real world
Books can be altered according to your and your
problems and challenges, simultaneously
students’ preferences.
developing cross-curriculum skills while working
in small collaborative groups. ”* This is only one 4 When you have collected all the ideas, it
of the definitions of project based learning or is time to get more specific. Form groups or
PBL, but it accurately summarises its gist. Using organise students in some other way, and make
PBL in the classroom promotes collaboration sure everyone knows what their task is. Set
and interaction since students are usually milestones and a precise deadline.
required to work in small groups. Students 5 To help students monitor their progress,
bring their own unique ideas, and they are prepare a to-do list/checklist for them to tick.
often allowed to choose their role in the group Explain the merits of such assessment and coach
in accordance with their preferred learning them on how to use it before they start working
style (s). Students are encouraged to increase on the project.
their learner autonomy. They learn content,
language and skills simultaneously, which 6 Students can also participate in preparing an
is one of the main goals of the new English assessment rubric. The rubric itself can be either
language curriculum in Croatia. All of this makes in English or in Croatian. It is very important
it possible to develop key 21st century skills: that students understand what is expected from
critical thinking, creativity and innovation, them and how it will be assessed.
collaboration and communication. 7 While working on a specific unit, draw your
Each PBL assignment in the Student’s Book is students’ attention to the Project tips! sections
based around a topic. The topic itself relates to strategically placed throughout the unit. They
unit goals and objectives. Students choose what provide ideas on how to use language structures
their own product will look like. They usually or vocabulary from a certain lesson in the
have a number of options available, but they can project. Discuss it with them (in Croatian if
also opt for something not suggested in their necessary).
books. 8 Allow at least two lessons for the presentation
In order to make the most of the suggested PBL of the project. Make sure students offer feedback
assignments, it may be useful to follow some on each other’s work. If possible, have students
simple steps: present their work to other classes or in the local
community.
1 Together with your students at the beginning
of the school year, choose one or more projects
that you will do that year. Ask your students to
study each project closely and have a vote on
which ones they like best.
2 When the time comes to start working on a
specific project, go through it in detail with your
students. Allow some time for them to read the
overall instructions at the beginning of the unit.
In lower-ability classes, this part of the project
can be done in Croatian. Make sure everyone
knows what the goals of the project are.
*Source: http://www.edutopia.org/project-based-learning

15
Lesson 1
UNIT 1
STARTING UP
PLAY, LEARN, GROW! MAIN PART

NASTAVNA TEMA Engleski i ja • Set the timer to not more than a few minutes
NASTAVNA JEDINICA Play, learn, grow! for each activity and assign a point for each
PREDVIĐENI BROJ SATI 1 correct answer. The team with the most points
A.8.1., A.8.2., A.8.3., A.8.4., is the winner.
ISHODI POUČAVANJA A.8.5., B.8.1., B.8.2., C.8.1.,
C.8.2., C.8.3., C.8.5. • You may want to adjust the timer for
DJELATNOST (I) U FOKUSU Govorenje, čitanje, pisanje every task, depending on the ability of
Opis predmeta i kućanskih your students.
VOKABULAR
poslova
• Start the countdown and let students do the
Glagolska vremena past
GRAMATIKA simple i present perfect task. Monitor them and make sure they follow
simple, nulti kondicional the rules.
Razredni jezik, govorenje o
KOMUNIKACIJSKO-JEZIČNA izazovima online okruženja, • After the time has run out, ask students to
KOMPETENCIJA izražavanje slijeda radnji i stop the activity and have teams share their
općih istina answers. Assign points to each team.
MEĐUPREDMETNE TEME
Osobni i socijalni razvoj A.3.1., A.3.2., A.3.3.
• You may want to write down the points
A 3.1., A.3.2., A.3.3., A.3.4.,
for each team on the board.
Učiti kako učiti B.3.1., B.3.2., B.3.3., B.3.4., • Refer students to the next task.
C.3.1., D.3.2.
Uporaba informacijske i A.3.1., A.3.2., C.3.1., C.3.3. • Start the countdown again and ask students to
komunikacijske tehnologije stop after each task.
Hrvatski jezik Izricanje prošlih
MEĐUPREDMETNO radnji • You may want to limit some of the
POVEZIVANJE
activities and give instructions for the
UDŽBENIK Str. 6. -7. following tasks:
RADNA BILJEŽNICA Str. 6. –7. • Task 1 Set the countdown to 60 seconds.
Dodatni zadatci za
DIGITALNI SADRŽAJ IZZI uvježbavanje na digitalnoj • Task 2 Let the representative of each
platformi IZZI team describe the object in 60 seconds.
Award points according to their
STARTING THE LESSON correctness, fluency and confidence.
• You may want to bring a print dictionary • Task 4 Have a representative of each team
to class or make it possible for students report the arguments to the class in 60
to use an online dictionary. seconds. Award points according to their
correctness, fluency and confidence.
• Explain to students that they are going to
revise what they remember from Year 7 doing • Task 5 The representative of the team
nine different tasks. reports the three activities that their team
has done to the class. When awarding
• Refer your students to the steps. Go through
points, focus on the correct usage of the
each step with students and check their
present perfect.
understanding.
• Task 6 Award points by focusing on the
• Divide students into groups, and make sure correct usage of the present perfect
they divide the work equally. Have them simple in the sentences.
choose a representative for the group and the
name of their team. • Task 7 Award additional points to the
teams that haven’t used an online or
• Distribute the photocopiable answer sheets print dictionary.
to students (Resource bank, Resource 1, pp.
406-412) and make sure the teams write their • When students have finished all the tasks,
name on the answer sheet. check which team has scored the highest
number of points.
16 HELLO, WORLD!

1
5.10.2021. 7:15:06
17
on
ss
Le
up
g
tin
ar PLAY, LEARN, GROW!

St
Let’s check how much you already know. Follow these steps: 5 Play the Have you ever? bingo he Old
read / T e Sea?
game! Look at the bingo card and win / a d th
Man an
Step 1 Step 3 use the prompts to write present- ndem medal?
try / ta ? ence /
Get into groups of four. Analyse your results. What do perfect questions. Answer the cycling experi ms
proble
questions as a team. When you get health ng to
There are nine different Step 2 you remember from Year 7?
Step 4 ideo n old
visit / a ? relati
tasks for you to do. What do you need to revise? three Yes, I have! answers in a row, play / v logy?
Your teacher will set the timer for
There are plenty games
for castle techno
Make sure you divide How happy are you with your shout BINGO!. Report to the class urs
each activity, and assign points. Stay
more exercises to do five ho ? an ope
n-
the work equally. focused, race against the timer, and knowledge? the three activities that your team non-sto
p be / at ival?
/ air fest
in your workbook. has done. donate
collect points. The team with the tartan ?
Check them out! wear / money
most points is the winner! skirt?
1 Complete these verbs with the missing letters to get jobs you do round the house. Find out 6 Look at the illustrations. A 1 repair / the roof
which word hides behind the red lines. Then write six sentences about the __ __ __ __ __ __ you mighty storm damaged the 2 paint / the house
did or didn’t do last week. Russells’ house two months 3 install / a lightning
ago. What has happened since protection system
1 v __ __ __ __ __ the carpets 3 __ __ the laundry 5 __ __ __ __ y the bin then? Write five sentences 4 Mrs Russell organise /
2 __ __ s __ the dishes 4 i __ __ __ the clothes 6 __ u __ __ the furniture using present perfect and the a party
prompts below. 5 invite / friends
2
7
Describe this object. Talk about its
size, shape, colour and material. Say 3 Unscramble the letters to get terms for environmental problems. Add two more words in English that
relate to the topic. Use an online or printed dictionary if you can’t remember the words.
how it is used and where it is kept. What a day it was: your grandma turned 100!
Put the verbs below in the past simple, and
1 rai tuoipolln ______________________ 5 onuoopverptial ______________________
write six sentences about what happened
last weekend. Make sure you use all the 2 etiooderfstna ______________________ 6 watse dsalpois ______________________
verbs! 3 labogl migwanr ______________________ 7 _______________________________________
4 cie lingmet ______________________ 8 _______________________________________
visit celebrate buy look
make sing be blow wish
8 What if? Look at the pictures and say what the result is.
9 List as many film genres as you
can. Then write one adjective
that is appropriate for each
genre. The more you write, the
more points you collect!
4 If you forget an
umbrella on a Example:
Read the statement below. Think up the best rainy day, you... If you mix...
arguments that you can for both sides: three
a comedy: hilarious
that support the claim and three that disagree
with it. Choose a group representative to
report your arguments to the class.
Social media are destroying our lives. You’ve made it!
If... If... Congratulations!
Hello World 8 PRIR.indb 17

6 7
Hello world 8 UDZB 2021.indb 6 13.7.2021. 16:39:22 Hello world 8 UDZB 2021.indb 7 13.7.2021. 16:39:31
UNIT 1
STARTING UP
ANSWER KEY Exercise 2 a), p. 6

1 1 vacuum, 2 wash, 3 do, 4 iron, 5 empty, 6 dust; • Students read the words first and then sort
2 Students’ answers. 3 visited, celebrated, bought, them into the correct categories.
looked, made, sang, was/were, blew, wished.
• Check answers as a class.
Students’ answers. 4 Students’ answers. 5 Have you
ever tried tandem cycling? Have you ever played a ANSWER KEY
video game for five hours non-stop? Have you ever
worn a tartan skirt? Have you ever won a medal? charitable health
instruments devices media
Have you ever visited an old castle? Have you ever events problems
donated money? Have you ever read The Old Man gaming
accordion telethon anxiety headline
console
and the Sea? Have you ever experienced health poor
trumpet blood drive keyboard article
problems relating to technology? Have you ever eyesight
been to an open-air festival? 6 The Russells have bass guitar
food
smartwatch stiff neck host
donations
repaired the roof. They have painted the house.
benefit
They have installed a lightning protection system. concert
VR headset depression channel
Mrs. Russell has organised a party. They have invited smartphone
friends. 7 1 air pollution, 2 deforestation, 3 global
warming, 4 ice melting, 5 overpopulation, 6 waste
disposal. 8 Students’ answers.
Exercise 2 a), p. 6
• Let students think of some more words they
• Discuss the results with students and how could add to each category.
much they remember from Year 7. • In a lower-ability class, you may want to
• Let them think about the things they need to let students work in pairs or groups.
revise. • Check students’ ideas as a class.
• Finally, discuss how happy they are with their
knowledge and give some advice on how to ANSWER KEY
improve.
Students’ answers.
WORKBOOK PRACTICE
Exercise 1, p. 6 PLAY, LEARN, GROW!
• Have students find the natural disasters
in the wordsearch and match them to the 12
Find six natural disasters in the word search, and match them to the explanations.
1 __________________________ a long period when

explanations. there is little or no rain
2 __________________________ a sudden violent
G
V
T
J
O
X
R
A
N
B
A
N
D
G
O
C
E
A H
T
movement of the earth’s surface that sometimes V G E F B K K T R G

• Check answers as a class. causes damage
3 __________________________ an overflow of water
I J Q Q N N G S T U
onto land that is not normally under water E N A C I R R U H O
4 __________________________ an extremely large X Q T A F H K N Q R
wave caused by a violent movement of the earth
S S X L U H B A U D
ANSWER KEY
under the sea
5 __________________________ a strong, dangerous U N O B Z N A M A R
wind that spins as it moves across the ground
A O U I T C F I K P
6 __________________________ a devastating storm,
1 drought, 2 earthquake, 3 flood, 4 tsunami, 5 also called a tropical cyclone, with winds that
reach a speed of 119 km per hour
D R I O N D L D E I
tornado, 6 hurricane 2 2
a) Sort out these words.

telethon gaming console headline anxiety laptop blood drive smartwatch
poor eyesight accordion food donations VR headset article benefit concert
trumpet smartphone stiff neck host depression bass guitar channel
musical instruments charitable activities devices health problems the media
b) Can you add two more words to each category?
3
Complete these sentences with the adjectives below.
2
mysterious brilliant nail-biting moving thought-provoking enchanting
1 I thought it was a ___________________________ idea to raise money for the local homeless shelter.
2 I love the Welsh countryside, especially the ___________________________ rustic cottages: they are so
charming and in harmony with nature!
3 A Thousand Splendid Suns is a deeply ___________________________ story about love, family and friendship,
set in the wounded country of Afghanistan. I couldn’t hold back my tears at the end of the novel.
6
Hello World 8 RB 2021.indb 6 29.7.2021. 16:10:06
18 HELLO, WORLD!

Le
ss
on
1
ENDING THE LESSON
WORKBOOK PRACTICE
SPEAKING
Exercise 5, p. 7
• Instruct students to choose one of the three
topics and prepare a short talk about it with
the help of the questions.
• In small groups, students give the talk about
the chosen topic.
• Invite volunteers to present their topics to the
class.
HOMEWORK
WB pp. 6–7, Exercises 3 and 4

19
Lesson 2
UNIT 1
STARTING UP
LEARNING CAN BE EASY • In pairs, they discuss why it is important to

know the answers to the questions before they
NASTAVNA TEMA Engleski i ja
start working on the project. Give them some
NASTAVNA JEDINICA Learning can be easy
time to think about the answers.
PREDVIĐENI BROJ SATI 1
A.8.1., A.8.2., A.8.3., A.8.5., • Discuss the answers as a class.
ISHODI POUČAVANJA B.8.1., C.8.1., C.8.2., C. 8.3,
C.8.4., C.8.5., C.8.6.
ANSWER KEY
Govorenje, slušanje, čitanje,
DJELATNOST (I) U FOKUSU
pisanje Students’ answers.
MEĐUPREDMETNE TEME
A.3.1., A.3.2., A.3.3., B.3.1., FINDING SOURCES
Učiti kako učiti
B.3.2., B.3.3., C.3.3., D.3.2.
Uporaba informacijske A.3.1., A.3.2., A.3.3., C.3.1.,
Exercise 3, p. 8
komunikacijske tehnologije C.3.3., D.3.1., D.3.3. Step 1
UDŽBENIK Str. 8. -9.
• Distribute the photocopiable reliable sources
Dodatni zadatci za
DIGITALNI SADRŽAJ IZZI uvježbavanje na digitalnoj lists to students (Resource Bank, Resource 2,
platformi IZZI pp. 406-412).
STARTING THE LESSON • Help students write which sources are

trustworthy for finding information for their
• Check homework as a class. projects.
• Let students try to remember some of the • Discuss students’ ideas as a class.
learning strategies they have used in the
• If possible, go online and show some of
previous year.
the websites students have mentioned.
• Discuss with students the ways in which the
Step 2
learning strategies have helped them.
• In pairs, students look at the list of sources,
• Refer students to the title Study smart! and
circle the ones they use most often and
discuss its meaning with them.
explain their choices.
STUDY SMART! • Discuss students’ answers as a class.
SPEAKING Step 3
• Have students think what they can do if they
Exercise 1, p. 8
do not understand some words or phrases
• In groups, students read the instructions to the from the sources written in English.
exercise and study the project.
• Let volunteers share their ideas with the class.
• Students discuss and explain the most difficult
part of working on the project. • You may want to remind students of some
online dictionaries they could use to check
• Let volunteers share their ideas with the class. the meaning of the words or phrases.
• Suggested online dictionaries: https://
ANSWER KEY
www.oxfordlearnersdictionaries.com/,
Students’ answers. https://www. macmillandictionary.
com/, https://www.collinsdictionary.
MAIN PART com/dictionary/english, https://www.
e-rjecnik.net/
PART I GETTING STARTED
KNOWING YOUR TASK ANSWER KEY
Exercise 2, p. 8 Students’ answers.
• Let students look at the questions first.
20 HELLO, WORLD!

Le
ss
on
2
LEARNING CAN BE EASY
STUDY SMART!
1 SPEAKING You have probably already done a report or a project on some topic, both in English and in other
lessons. Work in groups, and look at the project below. When you are assigned a similar project, what is the
most difficult part of working on it? Why?
getting started finding sources working on the sources the English language itself
organising information using IT to present your assignment presenting your work in class
Which capital of the English-speaking countries would you

like to visit? Follow the steps below, and do the task.
Step 1 Step 2
Choose a capital, and find information Prepare a short speech
about it. Cover the following topics: and a presentation with
general information pictures and captions.
history bits and pieces
Step 3
places to visit things to do Present your work to
the rest of the class.
Part I GETTING STARTED

KNOWING YOUR TASK FINDING SOURCES
2 Look at the questions below. Why is it important 3 Discuss the questions below.
to know the answers to them before you start 1 Where can you find reliable sources for your project?
working on your project? Write a list of some trustworthy sources, and put it
somewhere where you can check it when you need it.
1 What is the task about? How much do I already 2 Which sources do you use most often to find
know about it? information for your projects? Circle and explain your
choices.
2 If I have further questions or need more input,
who can I ask for help? websites textbooks from other school subjects
3 Why am I doing this task? What is the final product school or public library people videos/documentaries
that I have to create? 3 What can you do if you do not understand some
words or phrases in sources written in English?
Part II ACTIVE READING

4 1 LISTENING What is active reading, and why is it important? Discuss in groups, then listen and check your ideas.
5 a) READING Read the text on the opposite page. b) Are there any other strategies you have used? What
Which... are they? How do you use them?
1 strategies have you used so far?
2 strategies do you think are useful?
3 strategies would you like to try out?
8
Hello world 8 UDZB 2021.indb 8 13.7.2021. 16:39:37

21
UNIT 1
STARTING UP
PART II ACTIVE READING ANSWER KEY

LISTENING Students’ answers.
Exercise 4, p. 8 • Refer students to the STOP AND THINK! section.

• In groups, students discuss what ‘active Discuss with students what skimming and
reading’ is and why it is important. scanning are. Have them think about what
they focus on when using these reading
• Students listen and check their ideas. strategies. Elicit their ideas.
1 • Play Track 1. Check answers as a class.
TRICKS OF THE TRADE
Track 1
Skimming is reading rapidly to get a general
Have you ever read a text and then had to go back
and read it again because you couldn’t remember
overview of the material. Scanning is reading
what it was about? If this has happened, it means that rapidly in order to find specific facts.
you haven’t read the text actively. The best way to
check your understanding is to ask yourself a simple PART III PRESENTING YOUR PROJECT
question: Can I describe or retell what I have just
read? Active reading is a skill that takes some time Exercise 6, p. 9
and practice to master. It means that you, a reader, • Go through the steps with students and
engage with a text. You use various strategies to find
the most important information, and you read critically discuss the tips as a class.
and analytically. If you practise active reading, you will • Explain to students that they are going to use
save time and won’t have to go back and re-read the
text over and over again. Why is it important to learn these steps in preparing a project.
how to read actively? Soon you’re finishing primary
school, and every new education level comes with its ENDING THE LESSON
challenges. The texts will get longer, and there will be
more individual research and reading expected from Exercise 7, p. 9
you. And one way to become more successful is to try
out active reading strategies and find some that work • Although students are going to do the task for
best for you. homework, go through the task as a class.
• Instruct students to choose one of the capitals
ANSWER KEY of the English-speaking countries they would
Active reading is a reading skill in which a reader like to visit.
engages with a text and reads the text critically and • Let students study Exercise 1 and the
analytically. described project.
Exercise 5 a), p. 8 • Go through the steps together with your

students again. Make sure they understand
• Students read the text on page 8 first.
what they need to do. Remind them to use the
• Have them answer the questions. tips they have learned about in this lesson.
• Check answers as a class. • Have students present their work at the
beginning of the next lesson.
ANSWER KEY
HOMEWORK
Student’s Book, p. 9, Exercise 7
Exercise 5 b), p. 8
• In pairs, students answer the questions.
• Brainstorm and discuss students’ answers as a
class.
22 HELLO, WORLD!

Le
ss
on
2
ACTIVE READING STR ATtheEG IES
empty spaces > Margins are
1 SKIMMING THE TEXT at both sides of the printed
ce, ask yourself
Before you choose a text as your sour page. They can be used for Do you rem
for you to be skimming ember what
whether or not that’s the right text writing key words, comments
looking at. Skimming the text first can
save you time are? What and scanning
or questions to summarise on when u do you focus
at the title and
and effort before you even start. Look the para grap h. If you writ e sing
these read each of
you. Read the in
headings. Images, if any, can also help the main points of the text strategies? g
captions below them. in them, you can hide the
text and use your notes for
2 READING FOR GENERAL , or
revising. If you don’t want to write in them
INFORMATION you can alwa ys use stick y notes.
a text you want are not allowed to,
Now that you’ve made sure this is
before you diagrams and
to work on, read the whole text once > Graphic organisers, such as charts,
ll get a basic on the text while
start taking any notes. This way, you’ mind maps, are great ways to work
re working
understanding of it. you read. Carefully read the task you’
ion you have
on, and see what pieces of informat
3 NOTE-TAKING of your choice,
to find. Prepare a graphic organiser
ng to decide
Writing in itself is a type of learning. Havi and take notes while you read.
thin king about
what you want to write down means
rent ways of 4 ANALYSING YOUR NOTES
what you have just read. There are diffe
reading? Look
taking notes: How successful were you at active
ing is a useful your note s to practise
> Highlighting or underlining while read away from the text, and use
lve writing out talking about what you have read . If you can
technique. Although it doesn’t invo
have found successfully retell the text or answer the questions,
words or phrases, it points out that you
important than it means you’ve done a good job! But wha t should
a piece of information which is more
it can help you do if you don’t know what to say abou a note?
t
the surrounding text. If done properly,
just make Go back and re-read the part of the text that the note
you focus on relevant parts of the text:
e the whole refers to. Add to your notes, or re-write them, and
sure you don’t highlight or underlin
here. Do you try to use them again.
text! You can also use colour-coding
remember what that is?
Part III PRESENTING YOUR PROJECT

6 You’re almost there! Consider these three important things when organising your notes into the final product
you have to prepare.
STEP 2 STEP 3
T
STEP 1 TURN YOUR NOTES INTO TEX BE FAIR!
nise
CHECK • For a writing assignment, orga • Do not copy the text! Use
your
Check that you have your notes into text. notes to retell it in your
own words.
are
included all the • For a speaking assignment, prep If you want to include par
ts of
a pres enta tion , or the original text, quote
ne ce ssary information. note cards, them and
list your sources at the end
visuals that will help you stay on .
• Find free images to use
track and deliver your speech. in your project.
IT’S YOUR TURN NOW!

7 Look at Exercise 1, and prepare the project described there. Follow the steps you have learned about in this
lesson. Good luck!
9

23
Lesson 3
UNIT 1
STARTING UP
FUTURE ME SPEAKING
NASTAVNA TEMA Engleski i ja Exercise 1, p. 10
NASTAVNA JEDINICA Future me • Have students look at the questions and think
PREDVIĐENI BROJ SATI 1 about the categories.
A.8.1., A.8.2., A.8.3., A.8.4.,
ISHODI POUČAVANJA A.8.5., A.8.6., B.8.1., C.8.1., • Write the categories on the board and
C.8.2., C. 8.3, C.8.4. brainstorm students’ ideas.
DJELATNOST (I) U FOKUSU Govorenje, čitanje, pisanje
Glagolsko vrijeme present country city family job hobbies
GRAMATIKA simple; modalni glagoli
would, could, should
Čitanje, razumijevanje i
KOMUNIKACIJSKO-JEZIČNA
pisanje kratke poruke, ANSWER KEY
KOMPETENCIJA
traženje i davanje savjeta
MEĐUPREDMETNE TEME
A.3.1., A.3.2., A.3.3., B.3.1.,
Osobni i socijalni razvoj
B.3.2. MAIN PART
A.3.1., A.3.2., A.3.3., B.3.1.,
Učiti kako učiti READING
B.3.2., C.3.3., D.3.2.
Poduzetništvo A.3.3.
Exercise 2, p. 10
Hrvatski jezik Čitanje s
MEĐUPREDMETNO razumijevanjem • Ask students if they can guess what the Big
POVEZIVANJE
Sibling Youth Programme is.
• Let them read the text about the Big Sibling
Dodatni zadatci za Youth Programme and answer the questions.
DIGITALNI SADRŽAJ IZZI uvježbavanje na digitalnoj
platformi IZZI • Check answers as a class.
STARTING THE LESSON
ANSWER KEY
• Have students present the projects they have 1 The Big Sibling Youth Programme offers support
done that you assigned for homework. to young people who need help with deciding about
• Play a Matching game (see Games and their future. 2 They target teenagers (13 – to 19-year-
Activities on pp. 394-398) with students. old children). 3 The programme assigns a mentor
who helps the teenager decide which school to enrol
• Write the names of the people on one side of in and answers questions about a school or future
the board and the jobs on the other. Divide career path.
students into two teams. Teams take turns
matching the people with the correct job. The
team with the most correct matches is the READING
winner. Exercise 3 a), p. 10
• Suggested people and their jobs: Yuri Gagarin • Explain to students that they are going to meet
– an astronaut, Jamie Oliver – a chef, Jacques- six young people who will be their guides
Yves Cousteau – an oceanographer, Ernest through the book.
Hemingway – a writer, Florence Nightingale
• Students read the instructions and skim the
– a nurse, Amal Clooney – a lawyer, Frederic
texts to find out what kind of decisions these
Chopin – a composer, Michael Schumacher – a
six young people are trying to make.
car racer, Alexander Fleming – a biologist, Steve
Wozniak – a computer scientist. • Check answers as a class.
ANSWER KEY
The six young people are trying to make decisions
about their future jobs and schools.
24 HELLO, WORLD!

Le
ss
on
3
FUTURE ME
1 SPEAKING How often do you think about your future? Where do you see yourself as a 30-year-old?
Think about the categories below.
country city family job hobbies
2 READING Read the text about the Big Sibling Youth Programme, and answer the questions below.
1 What is the programme about? 2 What age group do they target? 3 How does the programme work?
ABOUT US
We are a non-profit organization whose mission is to help young people realise their full potential. We offer one-to-one support
by providing a Big Brother or a Big Sister for teenagers who need help with deciding about their future. If you’re not sure which
school to enrol in or what your future career might be, or if you simply have questions about a school and career path you’re
interested in, contact us. One of our volunteers will become your mentor: they will answer all your questions and make your
decision easier!
3 a) READING These six young people will be your guides through

this book. They all have one thing in common: they are all taking
part in the Big Sibling Youth Programme. Skim the texts, and 13 YEARS OL
D
find out what kind of decision all of them are trying to make.
Freddie
14 YEARS OLD London, U
K
Hello! My
name is F
London, in reddie, an
the UK. M d I’m from
subject has y favourite
always bee school
my friends n his
or family sh tory. None of
for it, so I ares my p
would like assion
who could to talk to so
Diego what scho
give me so
ol to atten
me ideas ab
d. People
meone
out
New York, USA be a histo tell me to
ry teacher
would enjo , but I don
y the job. ’t think I
Hi! My name is Diego, and I’m from New someone Could I talk
who shares to
York, in the USA. I’m only 14 years old, my fascinat
past times ion with
but I’ve already started thinking about my , please?
future career. Although I have a lot of
different options to choose from, I would
like to do a job that involves working with
people. All my classmates and teachers
say my people skills are great. I also b) Read the texts again. For each teenager,
volunteer a lot; I love helping my peers. answer the questions below.
I’d like to get some advice on my possible
1 What is their area of interest?
future jobs from you. Thanks!
2 How certain are they about their future career?
10

25
UNIT 1
STARTING UP
Exercise 3 b), p. 10 WRITING

• Let students read the text again and answer Exercise 5 a), p. 10
the questions.
• Have students imagine they are members of
• Distribute the photocopiable Future me tables the Big Sibling Youth Programme.
to students (Resource Bank, Resource 3, pp.
• Draw students’ attention to the prompts and
406-412) and have them complete the first two
let them think about them.
rows with the missing information for Diego,
Freddie, Amelia, Lota, Luka and Charlotte. • Distribute the photocopiable short message
templates to students (Resource Bank,
• You may want to ask students to
Resource 4, pp. 406-412).
complete the last column in the table
with the missing information about • Students write a short message asking for
themselves. Discuss students’ ideas as a advice regarding their future career.
class. • Give them enough time and help if necessary.
ANSWER KEY
ANSWER KEY Students’ answers.
Diego Freddie Amelia
Area of interest working
with people,
history tourism,
marketing,
ENDING THE LESSON
volunteering modern
technologies SPEAKING
How definite quite sure quite sure definite
are they about Exercise 5 b), p. 10
their future
career? • In pairs, students read their partner’s message
and offer some advice.
Lota Luka Charlotte
Area of interest further studies cooking exploring the • You may want to turn this activity into a
natural world, Guess the classmate game (see Games
medicine
and Activities on pp. 394-398). Collect all
How definite not sure definite indecisive
are they about the messages from students and read
their future
career?
them randomly to the class. Students try
to guess who wrote the message and
offer advice for each message.
SPEAKING • Monitor students and help them if necessary.
Exercise 4, p. 10
• In pairs or small groups, students discuss the
jobs that might suit the interests of Diego,
Freddie, Amelia, Lota, Luka and Charlotte.
• Ask students to complete the last row in
the table for the six children and finally for
themselves.
• Discuss students’ ideas as a class.
ANSWER KEY
26 HELLO, WORLD!

Le
ss
on
3
14 YEARS OLD
4 SPEAKING For each student, think of some jobs that
might suit their interests. Explain your choices.
Lota and Luka

Sydney, Australia
14
Hi from Sydney, Australia! We are Lota
YEARS OLD
e up
and Luka, and we’re twins. Luka mad
t what he’d like to do quite
his mind abou
a chef.
a while ago; he decided to become
n’t decid ed yet.
14 I, on the other hand, have
YEARS OLD
universit y, so I’m look ing
I’d like to go to
are me for
Amelia for a scho ol that will prep
further studies. Our family is moving
to
Jamaica wou ld be great for both
Croatia soon, so it
ing
of us to talk to someone local. Look
Greetings from Jamaica! I’m Amelia. I live
forward to hearing from you!
in Montego Bay, a world-famous tourist
destination. My parents run a tour
Charlotte
company, and they expect me to join them Wyoming, USA
when I finish my studies. I like the idea of HI! I’m Charlotte. I
live in the USA, in
working with tourists, but I’d like to do it state of Wyoming. the
I live in a relatively
differently. I’d like to learn about tourism small town, so there
and marketing, and work with modern aren’t that many
career options to ch
oose from. My state
technologies and ideas. Is there someone famous for its natur is
al beauty and uniqu
I could talk to about my ideas? Really geography. I’m intere e
sted in exploring the
appreciate your help! natural world, but I’m
really indecisive: I’m
also thinking of be
coming a doctor. I’d
like to talk to some
one and find out wh
would fit better wi ich
th my skills and
personality. Many tha
nks in advance.
5 a) WRITING Imagine you are a member of the programme. Write a short message asking for advice regarding
your future career. Think about the prompts below.
your interests your skills your personality your strengths your weaknesses
b) SPEAKING Work in pairs. Read your partner’s message, and offer some advice. Then switch roles.
11

27
Lesson 13
UNIT 1
UNIT 1 WHAT IS THE CITY BUT THE Coriolanus. The meaning of the phrase is that
PEOPLE the people living in the cities are what make
great cities, not the buildings.
READY, SET, GO!
Drugi i drugačiji / Slobodno MAIN PART
NASTAVNA TEMA vrijeme / Književnost za djecu
i mlade MEET DIEGO!
Ready, set, go! / Kick-off! /
NASTAVNA JEDINICA
Learning by doing! Video 1
PREDVIĐENI BROJ SATI 1 Exercise 1, p. 12
A.8.1., A.8.2., A.8.3., A.8.4.,
ISHODI POUČAVANJA A.8.5., B.8.1., B.8.3., C.8.1., • Ask students if they remember where Diego is
C.8.2., C.8.3. from.
DJELATNOST (I) U FOKUSU Govorenje, slušanje, pisanje
• Students close their eyes and think about New
boroughs, Brooklyn,
Manhattan, the Bronx,
York City for a few moments.
Queens, Staten Island, Times
Square, Broadway, Little
• Make enough copies of the photocopiable
VOKABULAR Italy, Chinatown, Greenwich mind map template (Resource Bank, Resource
Village, SoHo, Central Park, 5, pp. 406-412) and distribute it to students.
Smorgasburg, cosmopolitan
city, go on a spree, bagels, Students fill the mind maps with the things
pastrami, pretzel, stoop they have pictured and already know about
KOMUNIKACIJSKO-JEZIČNA Govorenje o New York Cityju New York City.
KOMPETENCIJA
MEĐUPREDMETNE TEME
• At the end of the lesson, you may want to
A.3.1., A.3.3., B.3.2., B.3.4.,
use the mind map and let students add
Osobni i socijalni razvoj the new information they have learned in
C.3.3., C.3.4.
A 3.1., A.3.2., A.3.3., B.3.1., the lesson, using another colour.
Učiti kako učiti
C.3.2., C.3.3., D.3.2.
• In small groups, they compare their mind
Uporaba informacijske i A.3.1., A.3.2., C.3.1., C.3.2.,
komunikacijske tehnologije C.3.3. maps with their classmates. Let students
Hrvatski jezik Slušanje s report back their ideas to the class.
razumijevanjem
MEĐUPREDMETNO
POVEZIVANJE Geografija New York City, ANSWER KEY
označavanje znamenitosti na
mapi New York Cityja Students’ answers.
RADNA BILJEŽNICA Str. 8. -9. Exercise 2, p. 12
DIGITALNI SADRŽAJ IZZI Video Meet Diego! • Before playing the video, instruct students to
check their mind maps about New York City
STARTING THE LESSON while watching the video.
• Discuss the title of the unit with your students. Play Video 1.
Ask them to try to explain the meaning of the
phrase what is the city but the people. 1• country
Check answers as a class.
• In small groups, students leaf through the unit, Video 1

read the titles of the lessons and look at the Hola! Me llamo Diego y soy de Nueva York. Soy
pictures. Students give their ideas about the puertorriqueño: like many other people from all over
the world, my family came to New York from Puerto
topics in the unit. Rico in search of a better life, dreaming of making it
big. Together with other nations and cultures, our
TRICKS OF THE TRADE Puerto Rican heritage has helped build and shape the
City of New York as we know it today. If you ask me, it
“What is the city but the people? ” is a quote is this mix of different people and cultures that makes
from Coriolanus, a tragedy written by William NYC great. But this cosmopolitan city is not familiar to
Shakespeare. The tragedy is based on the life New Yorkers only: many of its streets and places are
famous all over the world. With a population of over 8
of the legendary Roman leader Caius Marcius
28 WHAT IS THE CITY BUT THE PEOPLE

!
go
5.10.2021. 7:15:15
29
t,
se
y,
ad
Re
WHAT IS THE CITY KICK
UNIT 1
-OF
READY, SET, GO!

BUT THE PEOPLE?
ARE YOU PEOPLE SAVVY?
Do you thrive when you are surrounded by people?
Are you happiest when in a large crowd? Do people love being in your company?
F!
If the answer to all these questions is ‘yes’, then you have all the signs that you’re a people person!
1 Look at some people skills below. Which ones do you possess? Explain why you think so.
> Read the title of the Unit. What does it mean?
> Leaf through Unit 1. Read the titles of the lessons, and look empathy patience trustworthiness flexibility
at the pictures. What will you learn about?
active listening skills honesty supportiveness
RE ADY, SET, GO!
2 Many jobs depend on human interaction. Look at the ones
below. Which one would be best for you? Why? Think of
MEET DIEGO! some other professions for people persons.
1 Diego is from New York City. Close your eyes, and think about New York for a few moments. Then write down human-rights lawyer teacher youth counsellor
places and things that you’ve pictured. Compare your thoughts with your classmates’.
social worker psychologist salesperson
2
1 Watch the video about NYC. Which of the
LEARNING BY DOING!
things from your list are mentioned?
PROJECT 1: FAREWELL, BUT NOT GOODBYE
> Congratulations! You’re in the final year of your elementary education! Year 8 will soon enough come to an end, so you’d
better start capturing the spirit of your class for the years to come. What better way to look back on memorable moments
than a class yearbook?
2 Don’t forget about other important
1 A yearbook doesn’t have to be a
people in your education and how they
simple collection of photos and
have influenced the whole process. Your
quotes. Take some time to create
families, teaching and support staff most
an unforgettable treasure box. You
definitely deserve a page or two, too!
can leave space for autographs
and messages, or collect student
blunders and achievements. Why not 3
go outside the classroom walls and Get into teams! Distribute the workload
3 according to your skills and preferences.
1 a) Match the locations to the correct record what made the year special
in your community and the world? Photographers, writers, artists, editors…
information. Watch the video again and check.
The ideas are there for the picking! Each student can choose what they do best.
1 Puerto Rico boroughs Don’t forget to set the deadline: will it be
2 Brooklyn, Manhattan, the Bronx, Queens, Staten Island food market Curious me! a short project, or will you turn it into an
3 Manhattan Hiro ongoing project throughout your final year?
4 Times Square Diego’s family NYC has got lots of
5 Broadway neighbourhoods nicknames, but the most
6 SoHo, Little Italy, Chinatown, Greenwich Village the Crossroads of the World famous one is certainly
7 Smorgasburg the Big Apple. Find out 4 When you’ve collected all the precious moments you want to cherish,
the City
how New York got it! decide how you want to record them. There’s a printed yearbook:
8 Tokyo theatre district
this could be expensive, so why not find sponsors? Alternatively, you
could make a scrapbook, or you could use your IT skills and keep
b) SPEAKING Work in pairs. Use the terms from Exercise 3 a) to make sentences, and talk about Diego and your memories in the clouds.
New York City.

12 13
UNIT 1
million people, making it the most populous city in the • Check answers as a class.
US, New York attracts over 60 million visitors a year! It
truly is the city that never sleeps. I live in a brownstone
rowhouse in Brooklyn. Brooklyn is one of the five
ANSWER KEY
boroughs that make up the city of New York. The other 1 Diego’s family, 2 boroughs, 3 the City, 4 the
four are Manhattan, the Bronx, Queens and Staten Crossroads of the World, 5 theatre district, 6
Island. Manhattan, or the City, as New Yorkers call it, is
the smallest borough, but millions of tourists go there neighborhoods, 7 food market, 8 Hiro
for its unique sights and tastes. You name it, Manhattan
has it! Times Square, also called the Crossroads of the • Explain any new vocabulary. Suggested
World, is full of neon-lit billboards, stores, entertainers vocabulary: heritage, cosmopolitan city,
and people. From there, you can go to Broadway and
check out its many theatres and shows. Culture lovers populous, rowhouse, packed, neon-lit, go on a
can enjoy the world-famous museums and galleries. spree, bagels, pastrami, pretzel, have a sweet
And those interested in shopping can go on a spree tooth, concrete, skyline, exchange student,
on Fifth Avenue! If you’d like to try out your business
knowledge, the Financial District with the famous Wall
stoop.
Street is the right place for you. With so much to see • You may want to discuss the difference
and do, you’ll definitely get hungry. Why not have a hot
dog on the go? For a taste of New York’s staple foods, between neighbourhoods and boroughs
you can also try bagels, pastrami on rye, or pretzels. with students.
If you have a sweet tooth, don’t miss out on New York
cheesecake or the black-and-white cookie! You can TRICKS OF THE TRADE
also enjoy ethnic food in many delis and restaurants
across the neighborhoods of Little Italy, Chinatown, A neighbourhood is a geographically localised
Greenwich Village and SoHo. Or pop over to Brooklyn community within a larger city, town, suburb
and join the thousands who visit Smorgasburg, NYC’s
largest weekly open-air food market. When you get or rural area. A borough is a town that has its
tired of the concrete jungle, relax in Central Park, New own government. It also can be a part of a big
York’s famous green oasis. You can also grab a cab, city but has powers of self-government. When
take the train or walk across the Brooklyn Bridge and
enjoy the view of New York’s iconic skyline. If you’re a borough is a part of a big city, it represents a
feeling adventurous, take a helicopter tour or one of more formal division than just a neighbourhood.
the ferries on the Hudson and East Rivers to admire When you move from one borough to another,
the city from a different perspective. Catch a breath
after all this excitement and chill on stoops: one of you might notice different tax rates or different
my favorite places to be. Talking to family, friends and parking regulations. (Source: Wikipedia,
my neighborhood Brooklynites: nothing beats that. Vocabulary. com)
And this fall I’m welcoming Hiro, a Japanese exchange
student from Tokyo, to join my family. But that’s
not all: I’m also getting a Japanese dog, a Shiba Inu Exercise 3 b), p. 12
pup! I’m looking forward to learning about Japanese • In pairs, students use the terms from Exercise
culture and showing them the places and the people
that make up this great city. We’ll visit other places, 3 a) to make sentences. They talk about Diego
as well. Upstate New York has lots to offer, too. And and New York City to their partners.
Washington, DC, Philadelphia and Boston are just a
ride away. Nevertheless, for me it’s all about my city. • Let volunteers share their ideas.
ANSWER KEY
ANSWER KEY
• If available, prepare a map of New York CURIOUS ME!

City or show it via an OHP. Ask students Explain to students that New York City has got
to find the places mentioned in the a lot of nicknames, but that the most famous
video. one is “the Big Apple”. If available, have students
Exercise 3 a), p. 12 research how New York City got that nickname.
Have them report what they have found out.
• Students match the locations to the correct
This task can also be assigned for homework.
information.
• Play Video 1 again. Students check their
answers.

Re
ad
y,
se
t,
go
TRICKS OF THE TRADE
!
UNIT 1
The nickname “the Big Apple” was popularised READY, SET, GO!
in the 1920s by a newspaper reporter named CANADA
John Fitz Gerald. He was writing about horse UNITED STATES

OF AMERICA
racing, and once, in New Orleans, he heard Ottawa
stable workers using “the Big Apple” when 1 2
Read Diego and Hiro’s plans for their trips outside New York City.
Look at the map, and complete these sentences with the missing
talking about going to New York City’s major

names.
Although New York City is the biggest city in the USA, the state
race tracks. Gerald used the nickname several

of New York isn’t its biggest state. However, it is one of the 13
original colonies and states, represented by the 13 stripes on
the US flag. It lies in the north-eastern USA. Its capital is not
times in his articles and the name took on New York City, as you might think, but (1) ___________________.
The state extends into two of the five Great Lakes:
a life of its own. It was officially adopted as (2) _____________________ and (3) _____________________. New York
State borders the country of (4) _____________________ in the north;
the city’s nickname in 1971 when it was used in we’ve made plans to visit Toronto and the Canadian capital,
(5) _____________________. The state of New York also borders five
an ad campaign to attract tourists. other US states. We don’t have time to explore them all, but we’ve decided to spend a few days in
(6) _____________________, the capital of Massachusetts. We are also going to visit
(7) _____________________, also known as Philly, the biggest city in Pennsylvania. I have some relatives
there. Finally, we’ll travel to the US capital, (8) _____________________. Would you like to come along?
• Distribute the photocopiable city nicknames 2

a) Read the clues on the opposite page, and match them to the boroughs
worksheets to students (Resource Bank,

2
of NYC. The compass at the top of the page can help you.
Resource 6, pp. 406-412). Have students match borough noun, American English
/ˈbʌrə/
part of a county (or a city) that has
5
the cities to their nicknames. its own local government

3 1
Curious me!
WORKBOOK PRACTICE Boston, Philadelphia and
2
1
Washington, DC are cities with
Exercise 1, p. 8
interesting history and lots of
tourist attractions. Look them 4
1
up on the Internet, and decide
• Students read about Diego and Hiro’s plans for

which one you’d like to visit.
Explain your choice. 1 1
their trips outside New York City.

8
• They look at the map and complete the Hello World 8 RB 2021.indb 8 29.7.2021. 16:10:25
sentences with the missing words.

Exercise 2 b), p. 9
• Check answers as a class. • Students read the questions at the end of each
paragraph and answer them. Brainstorm their
ANSWER KEY
ideas of where they could look up the answers
1 Albany, 2 Lake Erie, 3 Lake Ontario, 4 Canada, 5 if they don’t know them.
Ottawa, 6 Boston, 7 Philadelphia, 8 Washington
Exercise 2 a), p. 8
ANSWER KEY
• Draw students’ attention to the meaning of the
1 Empire State Building, One World Observatory, the
word borough.
High Line, the Metropolitan Museum of Art, Chrysler
• Have students read the clues on the opposite Building; 2 Brooklyn Bridge, 3 John F. Kennedy
page and match them to the boroughs of NYC. International Airport, 4 The New York Yankees, 5 The
Statue of Liberty

• Students complete the sentences with the
3 Manhattan, 4 Brooklyn, 2 Queens, 5 the Bronx, 1
Staten Island words first.
• Then they match the sentences to the pictures.
CURIOUS ME! • Check answers as a class.
Refer students to the Curious me! section and
assign it as optional homework. Encourage ANSWER KEY
students to find out more about Boston, 1 billboards, 2 neighborhoods, 3 delis, 4 stoops, 5
Philadelphia and Washington, DC. Let them avenues, 6 cabs / 5, 3, 1, 6, 4, 2
decide which city they would like to visit and
explain their choice.
READY, SET, GO!

31
UNIT 1
Exercise 3 b) p. 9 ANSWER KEY
• Ask students to explain the meaning of the Students’ answers.
remaining words.
• Encourage students to try to explain them in Exercise 1, p. 13
their own words. • In small groups, students look at some people
skills and explain which ones they possess and
• If possible, allow students to use an
why they think so.
online monolingual dictionary or bring a
printed dictionary to class. • Monitor students and help them if necessary.
• Check answers as a class. • Have volunteers share their ideas with the
class.
ANSWER KEY
A rowhouse is one of a row of similar houses that
ANSWER KEY
are joined together by both of their side walls. Students’ answers.
Pastrami is strongly seasoned smoked beef. A
subway is an underground railway. (Source: Collins Exercise 2, p. 13
Dictionary)
• In small groups, students discuss the jobs that
would be best for them and explain why.
Manhattan is the smallest borough, but certainly the most popular one. It’s also the most crowded borough in
New York. Itʼs located in the northwest of the city. It’s famous for its skyscrapers, and for landmarks such as
• Let them think about some other professions
Times Square and Central Park. Which other sights can you see there?
Brooklyn is the most populous borough, and lies southeast of Manhattan. Thanks to Coney Island’s beaches
for people.
and the country’s oldest amusement park, as well as many other features, it attracts millions of visitors every
year. In 1883 it was connected to Manhattan by a bridge. What is its name?
Queens is the largest and the most ethnically diverse borough. It is situated north and east of Brooklyn, on • You may want to write their ideas on the
board.
Long Island. It is the home of the New York Mets baseball team. The two busiest NYC airports are located in
Queens: La Guardia and which other well-known airport?
The Bronx is the northernmost borough of NYC. It is home to one of the largest US zoos, the Bronx Zoo, and
the New York Botanical Garden. Yankee Stadium, where baseball is played, is located in the Bronx. What is the
name of the team that plays there?
Staten Island is connected to Brooklyn by a bridge, but if you want to go to Manhattan, you have to take the
Staten Island Ferry. This free commuter ferry is also a popular tourist attraction. Once on board, you can enjoy
ANSWER KEY
the view of Manhattan and Ellis Island. Which statue can you see on nearby Liberty Island?
b) Read the questions at the end of each paragraph, and answer them. Where can you look up the answers
you donʼt know?
3 a) Complete the sentences with the words below, then match them to the pictures. There are three
words you do not need.
rowhouses billboards delis pastrami neighborhoods cabs stoops avenues subway

ENDING THE LESSON
1 _____________________ are large advertising boards on the outside of buildings or at the sides of roads.
Brightly lighting Times Square, they give it its recognisable look.
2 Manhattan is the most famous borough, with its picturesque _____________________, such as Little Italy,
LEARNING BY DOING!
SoHo, Chinatown and the Village.
3 NYC is known for its _____________________. These shops sell cooked meat and cheese, as well as other
NYC staple food and food items from other countries.
PROJECT 1: FAREWELL, BUT NOT GOODBYE
4 Many New Yorkers love spending time on their _____________________, which are raised areas with stairs
leading to the door of the house.
5 Manhattan is known for its grid layout: there are 220 streets that run east-west and 12 _________________
• Have students read the introduction to the
that run north-south.
6 NYC is famous for its iconic yellow _____________________. They are a popular way to get around the city
project.
along with other means of transport, such as the subway and the buses.
• Go through the instructions together with

students. Help with any unknown vocabulary
if necessary.
• Distribute photocopiable yearbook ideas
b) What do the remaining words mean? Explain them in your own words, or look them up in a dictionary.
templates (Resource Bank, Resource 7, pp.
9 406-412) that can help students create their
Hello World 8 RB 2021.indb 9 29.7.2021. 16:10:40 class yearbook.
• Help students form teams and think about
KICK-OFF! Are you people savvy?, p. 13 what information they should include in their
• If necessary, explain the meaning of the yearbooks as well as its design. Students
world savvy to students. should also assign themselves the roles
on their teams according to their skills and
• In small groups, students read the questions preferences and set the deadline for the
and answer them. yearbook.
• Discuss the answers as a class.

Re
ad
y,
se
t,
go
• Finally, they decide on presentation options –
!
a scrapbook, a printed yearbook or an online
yearbook. Talk about their preferences and the
equipment and/or software they might need
for it.
READY, SET, GO!

33
UNIT 1
1A ME, MYSELF AND I TRICKS OF THE TRADE
Lesson 1 The expression me, myself and I refers to the
explanation: only me, me alone, me without
Drugi i drugačiji / Slobodno companionship. “Me, Myself and I” is one of
NASTAVNA TEMA vrijeme / Književnost za djecu the great classic songs of Billie Holiday, and
i mlade
the expression stuck in the language. It was
NASTAVNA JEDINICA Me, myself and I (1. sat)
published by Irving Gordon, Allan Roberts and
Alvin Kaufman on June 15, 1937.
A.8.1., A.8.2., A.8.3., A.8.4.,
C.8.2., C.8.3., C.8.5. SPEAKING
Exercise 1, p. 14
wise, outgoing, ambitious,
easy-going, passionate, • In small groups, students discuss the
serious, immature, chatty, questions and the topics they usually talk
VOKABULAR bossy, impolite, self-conscious,
reliable, moody, lazy, about with people they have just met.
hardworking, disrespectful,
honest, responsible
• Discuss students’ answers as a class.
KOMUNIKACIJSKO-JEZIČNA Opisivanje osobina
KOMPETENCIJA ANSWER KEY
MEĐUPREDMETNE TEME Students’ answers.
A.3.1., A.3.2., A.3.3., B.3.1.,
B.3.2., B.3.4., C.3.2., C.3.3.
MAIN PART
A 3.1., A.3.2., A.3.3., B.3.1.,
Učiti kako učiti
B.3.2., C.3.2., C.3.3., D.3.2.
Exercise 2 a), p. 14
MEĐUPREDMETNO razumijevanjem, opis osobina • Explain to students that Hiro, an exchange
POVEZIVANJE
student from Japan, is going to stay with
UDŽBENIK Str. 14. -15. Diego’s family for six months.
RADNA BILJEŽNICA Str. 10. -11.
• Have students look at Hiro’s questions for
Dodatni zadatci za
Diego and add two more questions they would
platformi IZZI ask.
• Check students’ ideas as a class.
STARTING THE LESSON
• Check homework as a class. ANSWER KEY
• If you have assigned the Curious me!
section for homework, have students
report how New York City got the READING
nickname “the Big Apple” and share
which city they would like to visit and Exercise 2 b) p. 14
why – Boston, Philadelphia or • Students read the text and tick the questions
Washington, DC. from Exercise 2 a) that Diego answers.
• Discuss the meaning of the title of the lesson • Check answers as a class.
with students. • Explain any new vocabulary. Suggested
• Ask them to try to guess what the lesson is vocabulary: goofy, backing vocal, outgoing,
about. easy-going, pet peeves, guilty pleasure, cheesy.
ANSWER KEY ANSWER KEY

Students’ answers. What are your family members like? What are your
pet peeves or guilty pleasures? Where will I stay in
your home? How big is your family?

1
35
5.10.2021. 7:15:18
on
ss
Le
1
ss
on 1A ME, MYSELF AND I 3
1A ME, MYSELF AND I

Le a) SPEAKING Look at the adjectives below. What do they mean? What are people that these adjectives describe
like?
I can describe a person’s character. wise outgoing ambitious easy-going passionate serious I think people who are
immature chatty bossy impolite self-conscious reliable serious don't make
time for fun activities.
1 SPEAKING Do you like meeting new people? Why (not)? What topics do you usually talk about with people
moody lazy hardworking disrespectful honest responsible
you have just met?
films games music sport weather school b) Which of the adjectives would people you know use to describe you? Think of your parents, grandparents,
siblings, friends and teachers. Explain why you think so and whether you agree with them. Start like this: My
2 a) Hiro, an exchange student from Japan, is going to stay with Diego’s family for six months. Look at his
parents would probably say that I am…, because…
questions for Diego, and add two questions that you would ask.
4 Which of Diego’s family members is each sentence about? Complete the sentences. Then scan the text on the
What school do you go to? Where will I stay at your home?
previous page to check your answers.
What are your family members like? How big is your family?
1 _____________________ is leaving for college. 5 _____________________ work hard every day.
What are your pet peeves or guilty pleasures? _____________________________________________
2 _____________________ sings beautifully. 6 _____________________ loves baseball.
What do you like doing in your free time? _____________________________________________
3 _____________________ is always commenting on films. 7 _____________________ is spending a lot of time with
b) READING Read the text, and tick the questions from Exercise 2 a) that Diego answers. 4 _____________________ is talking to Diego’s brother as her boyfriend these days.
we speak.
L
et me introduce myself. I’m Diego and I live in Brooklyn, the best part of New York – or at least that’s what I
think. When you get here, you’ll see why! Here’s what you should know before you come to stay with us. There My... GRAMMAR! Present simple vs present continuous
are six of us in the house: my parents, my older brother and sister, my grandma and me. Read the seven sentences in Exercise 4, and discuss.
You’ll probably like my grandma best. She’s very wise and always gives great advice. At the same time, she is very 1 Which sentences are in present simple? Which are in present continuous?
goofy and fun to be around. She moved to New York from Puerto Rico when she was young, and she used to 2 What sort of activity does each sentence express? Write numbers 1–7.
sing backing vocals in many famous New York clubs. Her voice still sounds amazing! I, on the other hand,
Present continous Present simple
can’t sing at all, but that’s what makes our weekend karaoke nights even more fun. My parents are very
action in progress a state or condition
outgoing and cheerful, too. They are also very hardworking, so I don’t see them as much as I’d like to.
But when the whole family is together, I love every minute of it. Our conversations can be quite loud, annoying habits statements with stative verbs, e.g. hate, love,
but don’t worry: we never fight – it’s just how we talk! fixed arrangement for the future like, need, want, sound, think
activity happening around now habits, repeated actions and timetables
My brother is leaving for college soon, so you’ll be staying in his bedroom. He is really
passionate about baseball: the walls of his room are covered in posters of his favorite
team, the New York Mets. They are my favourite team, too. I think I’ve read somewhere Let’s practise more! → WB, p. 12 Grammar summary → pp. 122-123
that baseball is very popular in Japan, as well. I hope that you’re a fan and that you’ll
like your new room! My sister’s room is just across the hall, but we probably won’t 5 Read one more of Diego’s answers to Hiro. Choose the correct option.
be spending too much time with her, either. She’s got a boyfriend, so she is
In my free time, I (1) like / am liking reading superhero comics. My favorite superhero is
spending a lot of time with him. She can be very bossy at times. I guess that’s what
Spider-Man, but this week I (2) read / am reading a comic about Daredevil. I also
all big sisters are like. And me? I’m really chatty, as you can tell. I’m also very helpful
(3) volunteer / am volunteering in a local youth club a few times a week. I’ll tell you more
and caring, or at least that’s what my friends say. I’m very modest, too, even though it
about it when you arrive in New York. I love languages. I (4) speak / am speaking Spanish
doesn’t really sound like it when I talk so much about myself!
and English, and I am fluent in American Sign Language. This week I (5) learn / am learning
Although I’m pretty easy-going, there are some things that I find very annoying. For example, my dad is some Japanese, too. I’ll be able to say at least ‘Hi!’ to you when you visit us! Right now,
always commenting on what we’re watching together: that’s definitely on the top of my pet-peeves list. In I (6) listen / am listening to some Japanese pop music on my stereo. Hopefully, it will make
fact, as I’m typing this I can hear him in the other room, discussing what happens next in the movie and learning the language easier!
ruining it for my brother. Ugh! But I’m sure he’s also annoyed at some things I do. He always yells at me
when he catches me drinking juice straight from the carton. I can’t help myself: that and eating chocolate 6 SPEAKING Make notes following the questions below, and prepare a short talk about yourself. Present it to your
before dinner are guilty pleasures of mine. However, I’d say the biggest one is definitely dancing to some
class.
cheesy pop music in my room... Luckily, nobody has seen me doing that so far! So, now that you know
more about me and my family, you know what you can expect when you come over. I hope you’ll enjoy 1 What qualities do you like in people? Include at least five adjectives.
staying with us! 2 What do you think are your best qualities?
3 What are some of your pet peeves? Think of the habits people are always annoying you with.
c) Read the text again. What are Diego’s answers to Hiro’s questions in Exercise 2 a)?
4 Have you got any guilty pleasures? If you have, share at least one with your classmates.

14 15
UNIT 1
Exercise 2 c), p. 14 answers and whether they agree with them or
• Students read the text again and find Diego’s not.
answers to Hiro’s questions in Exercise 2 a). • Remind students to start using the prompt
• In a lower-ability class, you may want to sentences in the exercise.
instruct students to underline the • Let volunteers share their answers and ideas
answers to the questions in the text. with the class.
ANSWER KEY
1 My grandma is wise, goofy and fun to be around.
My parents are outgoing and cheerful. They are also WORKBOOK PRACTICE
hardworking. My brother is really passionate about
baseball. My sister can be very bossy at times. I’m VOCABULARY
really chatty. I’m also very helpful and caring. I’m
very modest, too. I’m pretty easy-going. 2 My guilty Exercise 1 a), p. 10
pleasures are drinking juice straight from the carton, • Students go through the list of adjectives and
eating chocolate before dinner and dancing to some match them to the definitions.
cheesy pop music in my room. 3 You’ll be staying in
my brother’s bedroom. 4 There are six of us in the • Check answers as a class.
family: my parents, my older brother and sister, my
grandma and me. ANSWER KEY
1 outgoing, 2 immature, 3 self-conscious, 4 moody,
• At this point, you can GO DIGITAL and 5 disrespectful, 6 impolite, 7 ambitious, 8 chatty, 9
practise reading aloud. passionate, 10 reliable, 11 easy-going, 12 responsible
Exercise 1 b), p. 10
SPEAKING
• Instruct students to write the missing
Exercise 3 a), p. 15 definitions for four adjectives using a
• In pairs, students look at the adjectives and monolingual dictionary.
answer the question and explain their choices. • If possible, allow students to use an
• Draw their attention to the sentence in online monolingual dictionary or bring a
the speech bubble they should use when printed dictionary to class.
answering the questions. • In a stronger-ability class, you may want
• Discuss students’ answers as a class. to challenge the students to try to write
their own definitions.
• In a lower-ability class, you may want to
pre-teach the following vocabulary: • Check answers as a class.
immature, chatty, self-conscious, reliable,
moody, disrespectful. ANSWER KEY
bossy – always telling people what to do; lazy –
ANSWER KEY unwilling to work or be active; doing as little as
Students’ answers. possible; honest – always telling the truth and never
stealing or cheating; hardworking – putting a lot of
effort into a job and doing it well. (Source: Oxford
SPEAKING Learner’s Dictionaries)
Exercise 3 b), p. 15 Exercise 2 a), p. 10

• In small groups, students think about the • Students match the adjectives to their
adjectives people they know would use to opposites from Exercises 1 a) and b).
describe themselves. They explain their

Le
ss
on
1
1 ambitious, 2 honest, 3 immature, 4 impolite, 5 6, 2, 3, 1
disrespectful, 6 responsible
b) Correct the mistake in every sentence. Use adjectives from Exercise 2 a).
1A ME, MYSELF AND I

1
on
1 He sometimes behaves like a child. He’s so mature! ___________________

ss
Le
2 Iʼm very irresponsible; I always complete my tasks on time. ___________________

3 She is very disrespectful of older people. She always gives them her seat on the bus. ___________________
VOCABULARY 4 I think it was very polite of you to talk back at your mum like that yesterday. ___________________
5 My sister is so ambitious that when she comes home from school she just lies
1
a) Match these adjectives to their definitions. There are four adjectives you do not need. on the couch and watches TV. ___________________
ambitious chatty disrespectful bossy immature passionate lazy reliable 6 Diego’s brother wasn’t being dishonest with his parents when he accused Diego
of breaking the kitchen window. ___________________
self-conscious moody easy-going responsible honest impolite outgoing hardworking
1 ____________________________ enjoys talking to and meeting people 3

a) READING Read four letters from exchange students participating in the same exchange programme as
2 ____________________________ behaves in a silly, childish way
Hiro. What are their interests? Match the interests to the right person. There are two words you do not
3 ____________________________ worried about other people’s opinion of oneself
need.
4 ____________________________ likely to experience unpredictable changes of mood
1 mechanics 2 film 3 music 4 photography 5 sport 6 volunteering
5 ____________________________ doesn’t respect other people or things
6 ____________________________ rude, and doesn’t behave nicely
7 ____________________________ wants to achieve something; wants to be successful Hi! My name is Elea, and I’m from Finland. I love spending time in nature, but what I
8 ____________________________ enjoys talking a lot love even more is helping others. I often help my friends with homework. These days, I’m
9 ____________________________ shows intense interest or enthusiasm spending my free time in a children’s home. I’m helping the children study and get better
10 ____________________________ capable of being trusted or relied on marks. Sometimes, it’s more than just tutoring someone: it’s helping them believe in
11 ____________________________ not easily upset, relaxed themselves. They really like it when I pay them a visit. I enjoy it, too!
12 ____________________________ a person who takes their obligations seriously
Picture this: it’s a dark, gloomy night. Suddenly, you see a bat coming
b) Use a monolingual dictionary, and write the four definitions that are missing. towards you. It turns into a vampire, and you start running for your life... And then you
hear: “Cut!” Well, that’s what I’ve always wanted to do. My imagination runs wild from
1 ____________________________________________________________________________________________________
time to time, as you can tell. Oh, I’ve almost forgotten – I’m Andrei, from Romania. You
2 ____________________________________________________________________________________________________
know, the country Count Dracula comes from!
3 ____________________________________________________________________________________________________
4 ____________________________________________________________________________________________________ Hola! I’m Catalina, and I come from Argentina. Have you ever been there?
It’s really something. My favourite thing about my country is that you can hear someone
c) Complete these sentences with adjectives from Exercises 1 a) and b). There are eight adjectives you do playing the guitar or singing in the street wherever you go. You can also see people
not need.
dancing to the music. There are so many places I’d like to tell you about and lots of
1 Diego’s parents are very ________________. Because of their jobs, they aren’t home as much as Diego would different musicians I’d love to show you!
like them to be.
2 Since Diego’s parents work such long hours, he and his siblings have always had to be ________________ I wish more teenagers in India wanted to do the things I want to do when I
and independent. grow up! It’s nothing special, really, but I like it very much. My name’s Varun, and I always
3 There are days when Diego is really ________________ and doesn’t feel like doing anything at all. But that’s help my dad repair all kinds of different bike or car parts, so it won’t be long before I get to
alright; everybody has days like that. do major repairs. I hope I’ll start repairing cars soon. Who knows – you might visit me one
4 It’s not always easy being with ________________ people – sometimes there’s not much you can talk about. day and ask me to help you out!
5 Even adults can be ________________. A lot of them don’t act their age.
6 The opinions Diego gets from his grandma are always ________________. She has no problem telling him
b) Think about the students, and use different adjectives to describe them. Explain why you think so.
that his singing skills aren’t his best feature.
7 Diego says that his older sister is ________________, because she’s always telling him what to do. And often Example: I think that Elea is..., because...
not in a polite way. ______________________________________________________________________________________________________
8 Diego thinks that he is pretty ________________, because things rarely stress him – although there are some ______________________________________________________________________________________________________
things about his family that annoy him.
______________________________________________________________________________________________________
2 ______________________________________________________________________________________________________
2
a) Match the adjectives below to their opposites from Exercises 1 a) and b).
1 unambitious ______________________ 4 polite ______________________

2 dishonest
3 mature
______________________
______________________
5 respectful
6 irresponsible
______________________
______________________
11
10 Hello World 8 RB 2021.indb 11 29.7.2021. 16:10:46
ENDING THE LESSON

• Have students read the sentences first and • To further revise the vocabulary, play a version
find the mistakes. of Ball game (see Games and Activities on
pp. 394-398) with the key vocabulary from the
• Students correct the mistakes using the lesson. Suggested questions:
adjectives from Exercise 2 a).
What does someone who is ________ do? or How
• Check answers as a class. can you tell that someone is _________? Use the
following adjectives: wise, outgoing, ambitious,
ANSWER KEY
easy-going, passionate, serious, immature,
1 immature, 2 responsible, 3 respectful, 4 impolite, 5 chatty, bossy, impolite, self-conscious, reliable,
unambitious, 6 honest moody, lazy, hardworking, disrespectful, honest,
responsible, annoyed.
READING
HOMEWORK
WB pp. 10–11, Exercises 1 c) and 3 b)
• Students read the instructions for the exercise.
Make sure they understand what they need to
do.
• Students match the interests to the right
person.
1A ME, MYSELF AND I

37
UNIT 1
Lesson 2
My... GRAMMAR! resent simple vs present
P
Drugi i drugačiji / Slobodno continuous
NASTAVNA TEMA9 vrijeme / Književnost za djecu
i mlade • Refer students to the My... GRAMMAR! section.
NASTAVNA JEDINICA Me, myself and I (2. sat) • Instruct students to read the seven sentences
PREDVIĐENI BROJ SATI 2 in Exercise 4 again.
A.8.1., A.8.2., A.8.3., A.8.4., A.8.5.,
ISHODI POUČAVANJA • In groups, students discuss the questions.
B.8.2., C.8.1., C.8.2., C.8.3., C.8.5.
DJELATNOST (I) U FOKUSU Govorenje, čitanje, pisanje • You may want to ask students to
GRAMATIKA
Glagolska vremena present underline the tense in each sentence.
simple i present continuous
KOMUNIKACIJSKO-JEZIČNA Opisivanje radnji u sadašnjosti, • They write the numbers of the sentences
KOMPETENCIJA opisivanje osobina in Exercise 4 next to the explanation of the
MEĐUPREDMETNE TEME activity each sentence expresses.
A.3.1., A.3.2., A.3.3., B.3.1.,
B.3.2., B.3.4., C.3.2., C.3.3. • Discuss answers as a class.
Učiti kako učiti
A 3.1., A.3.2., A.3.3., B.3.1., B.3.2., • Tell students that they have a detailed
B.3.3., B.3.4., C.3.2., C.3.3., D.3.2.
explanation of when to use the present simple
MEĐUPREDMETNO Hrvatski jezik Izricanje
POVEZIVANJE sadašnjosti, opis osobina
tense or the present continuous tense in the
UDŽBENIK Str. 15.
Grammar Summary on pages 122 and 123 of
RADNA BILJEŽNICA Str. 12.
their Student’s Books.
Dodatni zadatci za • At this point, you can GO DIGITAL and
DIGITALNI SADRŽAJ IZZI uvježbavanje na digitalnoj further practise present simple and
platformi IZZI
present continuous.
STARTING THE LESSON
ANSWER KEY
• Check homework. Sentences in the present simple tense: 2, 5, 6.
• Play Sentence building (see Games and Sentences in the present continuous tense: 1, 3, 4, 7.
Activities on pp. 394-398) with students to
revise the text from the previous lesson. Exercise 5, p. 15
Students should make sentences with the • Students read one more of Diego’s answers to
given words about Diego’s family. Suggested Hiro and choose the correct option.
vocabulary for word slips: goofy, backing vocal, • They check their answers in pairs before
outgoing, conversations, baseball, boyfriend, checking as a class.
bossy, chatty, pet peeves, guilty pleasures.
• Discuss with students what helped them
MAIN PART choose the correct tense.
Exercise 4, p. 15 ANSWER KEY

• Have students complete the sentences about 1 like, 2 am reading, 3 volunteer, 4 speak, 5 am
Diego’s family members without looking at the learning, 6 am listening
text.
WORKBOOK PRACTICE
• Let students scan the text and check their
answers. Exercise 5, p. 12
• Check answers as class. • Students read an exchange student’s letter
and circle the correct form of the verb.
ANSWER KEY • In pairs, students swap their notebooks
1 Diego’s brother, 2 Diego’s grandma, 3 Diego’s dad, and correct mistakes, if any. Check
4 Diego’s dad, 5 Diego’s parents, 6 Diego’s brother, 7 answers as a class.
Diego’s sister

Le
ss
on
1
• Check answers as a class. ENDING THE LESSON
ANSWER KEY SPEAKING

1 gets, 2 love, 3 is organising, 4 are singing, 5 is Exercise 6, p. 15
filming, 6 are helping
• Let students read the questions first.
Exercise 6, p. 12 • Students make notes following the questions
• Students complete the message Hiro has and prepare a short talk about themselves.
sent to Diego using the present simple or the • Distribute an analytic rubric for peer
present continuous form of the verbs in the assessment (Resource Bank, Resource 8, pp.
brackets. 406-412). Discuss it with students and explain
• This task can be used for formative that they will need it for two purposes: first for
assessment to check how well students planning their talk and second for assessing
use and understand the difference their peers’ talks later.
between the present simple and the • Monitor students and help if necessary.
present continuous.
• Ask individual students to present their
• Collect students’ work and correct it. speeches by providing answers to the
You can either underline the mistakes or questions in the exercise.
correct the answers.
• While students are presenting
• Discuss the answers as a class. themselves, make sure the others are
paying attention and evaluating the
ANSWER KEY students’ speeches using the peer
1 love, 2 find, 3 read, 4 is making, 5 uses, 6 am assessment rubric. After each student,
cleaning, 7 finish, 8 don’t have, 9 am working, 10 are ask the others to provide feedback and
learning, 11 says, 12 listen say what the strong and weak points of
the speech were.
My...
4
GRAMMAR! Present simple vs present continuous
HOMEWORK
There are two mistakes in each set of sentences. Find and correct them.
1 I always trying to help my friends when I sees them struggling.
__________________________________________________________________________________________________ WB p. 12, Exercise 4

2 Diego’s little cousin catchs insects all day long. Her brother, on the other hand, running away from them all
the time.
__________________________________________________________________________________________________
3 Our parents goes on a trip every year. This year, their staying home.
__________________________________________________________________________________________________
4 My sister currently talking to her classmate. He need help with homework.
__________________________________________________________________________________________________
5 You really listening to me? I’m not so sure about that! See? Your still doing it.
__________________________________________________________________________________________________
6 While Diego’s brother helping with housework, his sister are hanging out with her friends.
__________________________________________________________________________________________________
5
Diego is participating in an international exchange programme. Read an exchange studentʼs post on the
programme website, and circle the correct form of the verb.
Hi, whoever (1) gets / is getting to read this! I’m Kaleo, and I’m from Hawaii, a truly beautiful place for
people who (2) love / are loving nature. Even though drawing is my thing, I’m also a big fan of singing. These
days, our local youth community centre (3) organises / is organising a party to celebrate the end of the
international “Clean the Beaches” eco-project. My friends and I (4) sing / are singing at the opening, and our
school video team (5) films / is filming a short video clip for students from all over the world to show them
what we’ve achieved. We’ve learned that being eco-friendly doesn’t take much time, and we are glad we
(6) help / are helping the community and the planet! I’ll upload the video here, so you can see it, too. What
about you? Are there any eco-projects you’re participating in? Let me know in the comments below!
6
Complete the message Hiro has sent to Diego on the programme website. Use the present simple or the
present continuous form of the verbs in the brackets.
Hi, Diego! I (1) _______________ (love) superhero comics, too! When we have some free time at school, I
usually (2) _______________ (find) a spot somewhere and (3) _______________ (read) about my favourite
superheroes’ adventures. The Japanese are all about heroes and villains. There are a lot of manga, comic
and book clubs in Japan, and Spider-Man (4) _______________ (make) a big comeback here. However, my
favourite superhero is the Green Lantern. He (5) _______________ (use) a very special ring to defeat his
enemies. I (6) _______________ (clean) my room this week: when I (7) _______________ (finish) cleaning it, I’ll
take a few photos of the Green Lantern posters I have on my bedroom walls and send them to you. I
(8) _______________ (not have) much free time these days, because I (9) _______________ (work) on a school
magazine. I’m very glad to hear that you (10) _______________ (learn) Japanese! I also love learning new
languages, and my teacher (11) _____________ (say) I’m good at them. Oh, and Japanese pop music is great! I
often (12) ______________ (listen) to it with my friends. Bye for now!
12
1A ME, MYSELF AND I

39
UNIT 1
1B WHAT MAKES ME... ME ANSWER KEY
Lesson 1 Students’ answers.
Drugi i drugačiji / Slobodno SPEAKING

i mlade
NASTAVNA JEDINICA What makes me... me (1. sat)
• Have students look at the questions first.
A.8.1., A.8.2., A.8.3., A.8.4., • In pairs, students answer the questions using
ISHODI POUČAVANJA A.8.5., B.8.1., B.8.2., B.8.3., the categories from Exercise 1 a).
C.8.1., C.8.2., C.8.3.
DJELATNOST (I) U FOKUSU Govorenje, čitanje, pisanje • Draw their attention to the sentence in
sound familiar, a problem the speech bubble they should use when
VOKABULAR
shared is a problem halved, answering the questions.
opposites attract, gather the
courage • Invite volunteers to share their answers with
KOMUNIKACIJSKO-JEZIČNA Govorenje o ljudima i the class.
KOMPETENCIJA mjestima u svom životu
MEĐUPREDMETNE TEME ANSWER KEY
A.3.1., A.3.2., A.3.3., B.3.1.,
B.3.2., B.3.4., C.3.2. Students’ answers.
A 3.1., A.3.2., A.3.3., B.3.1.,
Učiti kako učiti
B.3.2., C.3.2., C.3.3., D.3.2. MAIN PART
MEĐUPREDMETNO
POVEZIVANJE
razumijevanjem, opisivanje READING
ljudi i mjesta
UDŽBENIK Str. 16. Exercise 2 a), p. 16
RADNA BILJEŽNICA Str. 14. • Explain to students that Diego is writing about
Dodatni zadatci za the things that are important to him.
platformi IZZI • They read the text and choose the topic and
the main idea.
STARTING THE LESSON
• Check homework as a class.
• Play Chinese whispers with your students pre-teach the following words and
(see Games and Activities on pp. 394-398). expressions: sound familiar, a problem
Suggested messages: Being disrespectful is shared is a problem halved, opposites
something I find very annoying. This week I am attract, gather the courage.
volunteering at a local animal shelter. I’m very
reliable, even though my parents wouldn’t say ANSWER KEY
that. Binge-watching TV series is one of my Topic: b) My people. Main idea: a) The people I
guilty pleasures. My brother is passionate about spend time with make me who I am.
superheroes, as far as I can tell.
• Students read the text again and answer the
• In pairs, students look at the words below and
questions.
try to explain them to one another.
• Instruct students to look up the words they do
not know in the word list. ANSWER KEY
• Let volunteers share their explanations with 1 his siblings, 2 Chloe, 3 Melosa, 4 Jake, Luis and
the class. Leona; 5 Chloe, 6 Jake, Luis and Leona; 7 his siblings,
8 his siblings

1
5.10.2021. 7:15:25
41
on
ss
Le
1B WHAT MAKES ME… ME
1B WHAT MAKES ME... ME

VOCABULARY Phrasal verbs
I can talk about people and places in my life. 3
a) Look at the underlined verb in the text. It is a type of verb called a phrasal verb. Read the text again, and
underline the phrasal verbs that have the same meaning as the explanations below.
line 1 to stop being asleep
1 a) Work in pairs. Look at the words below, and explain them to one another. Look up the words you do not know line 5 to spend (a lot of) time with someone Study tip!
in the word list. line 11 to stay close to someone VOCABULARY
line 13 to trust someone to do what you expect of them
parents siblings grandparents classmates neighbours relatives acquaintances friends
line 18 to deal successfully with a difficult situation When learning phrasal verbs, don't focus on single
b) SPEAKING Work in pairs. Use the categories from Exercise 1 a). Who is important line 22 to learn or talk about the latest news words, but learn the verb as a whole. Focus on the
to you when you... line 36 to invite somebody somewhere to start a context to get the meaning of the verb.
I usually call my best romantic relationship with you
1 need advice? 5 want to share some good news? friend when I feel
line 38 to cancel an event
2 have a problem at school? 6 don’t feel well? lonely, because...
3 want to have fun? 7 have no milk left at home? b) Look at the verbs that you have underlined, and answer the questions below.
4 feel lonely? 8 don’t know what’s for homework? 1 How are these verbs different from most verbs you have learned so far?
2 Can you guess the meaning of the phrasal verbs you have underlined just by looking at the individual words?
2 a) READING Diego is writing about the things that are important to him. Read the text, and choose the topic and
the main idea.
4
Choose four phrasal verbs from the text, and use each of them in a sentence. Write the sentences down in
your notebook.
TOPIC MAIN IDEA
a) My interests a) People I spend time with make me who I am. 5
b) My people b) Always be yourself, no matter what others say. a) 1.1 LISTENING Diego is skyping Hiro. Listen, and put the places in the pictures into the correct order
c) My personality c) It is important to be surrounded by lots of people, so you never feel bored. (1–3) as Diego mentions them. There is one picture you do not need.
Coney Island
1 From the moment I wake up, I’m always in touch with My friends are important to me as well. Jake, Luis and MoMA
stoops
the people I love, be it on my phone or computer, or in Leona are my best buddies. We spend a lot of time Carnegie Hall
real life. Don’t get me wrong: I don’t mind being alone together joking, hanging out and catching up. We’ve
from time to time, but I’m at my happiest when I’m all been friends since kindergarten, so I’m pretty sure
5 surrounded by people. You could say they shape me. 25 they are here to stay. Chloe used to be part of our
I love hanging out with them, talking to them, and group too, but she moved to Boston two years ago, so
learning new things from them. If this sounds familiar we rarely see each other anymore. It’s difficult to keep
to you, then you might call yourself a people person, in touch with someone and stay close friends over
too. long distances. I do miss her, though. I remember that
10 When you have siblings, you can be sure to have at 30 I had a crush on her in the first grade. You never forget PROJECT TIP!
least one friend for life. They are the people most your first crush, do you? b) 1.1 Listen again. Make notes in your notebook about
likely to stick with you, even if everybody else leaves. Speaking of crushes, there is a girl in my class that I like. what Diego says about each place in Exercise 4 a). Has your class seen a film, an exhibition, or a play
I’m lucky enough to have my brother and sister, who Her name is Melosa, or just Mel for short. She’s very lately? Include a ticket in your yearbook, and write
c) Work in pairs. Compare your notes, and talk about whether you liked it or not.
I can always rely on. My siblings are the ones I can smart and funny. She’s into lacrosse. I’m not a sporty Diego’s favourite hang-outs.
15 always turn to and share my problems with. As they 35 type at all, but opposites attract, as they say. I think
say, a problem shared is a problem halved! Talking she likes me too, but I’m still gathering the courage to
to them has inspired me to start volunteering at an ask her out. Jake is celebrating his 14th birthday next
6 SPEAKING AND WRITING Choose a task.
anti-bullying center for teens. I’m happy to be there week, so I think I’ll try then. The only problem is that
for them, helping them cope with whatever they are he has been sick lately: I hope he doesn’t call off the Easy-peasy No picnic Down to work!
20 going through. party! Write a short text, and Think about your friends and your Think about the place
present your most important favourite hang-outs. Why did you where you live. What
people and your favourite choose these people to be your places and activities do
STOP AND
b) Read the text again. Who does Diego... THINK! hang-outs. Choose an friends? How do you agree on a teenagers lack there?
W ha t’s th place where you hang out? Why is What would you like to
1 share his problems with? 5 miss hanging out with? e differenc interesting layout to present
betwee e this place important to you?
n th e words 'nurse your information, e.g. a see where you live that
2 not have contact with any more? 6 know from nursery? and 'kinde ry' Prepare short notes, practice your
rgarten'? top-five list, a poster or an would make the lives of
3 have a crush on? 7 help when they have problems? Can you speech at home and present it to
think of so teenagers better?
me more infographic.
4 spend time hanging out with? 8 rely on when he needs help? examples your classmates. Prepare a short talk.
?

16 17
UNIT 1
• At this point, you can GO DIGITAL and of Carnegie Hall are offered from September through
practise reading aloud. July. 4 This historic landmark dates back to the
early 1890s. 5 It is named after Andrew Carnegie, an
• Refer students to the STOP AND THINK! section. industrialist and sponsor who funded its construction.
Students explain the difference between the 6 “Yes, practise! ” 7 In the Rose Museum, you will hear
words nursery and kindergarten. insider stories about musical stars, see their signed
• In groups, students think about some more posters and learn many amazing facts about the 130
year-long history of the hall.
examples.
• Check answers as a class. ENDING THE LESSON
TRICKS OF THE TRADE Exercise 5 c), p. 14
• This exercise can be used as an exit ticket
A nursery in British English is a kindergarten in
activity to check what students have learned
American English.
about Carnegie Hall.
WORKBOOK PRACTICE • Students write three facts, name two
musicians who have performed there, and
READING write one unusual piece of information in the
corresponding circles.
Exercise 5 a), p. 14 • Allow enough time for students to complete
• Let students read the paragraphs and match the task.
them to the headings.
• If time allows it, let students share some
• In a lower-ability class, you may want to interesting answers or, alternatively, do so
pre-teach the following vocabulary: at the beginning of the following lesson.
passer-by, prestigious, gifted, historic
landmark, insider. ANSWER KEY
• Check answers as a class. Students’ answers.
ANSWER KEY
4 a) Choose a base verb: give or look. Use a dictionary to find several phrasal verbs with the chosen verb.
2, 3, 1 Base verb
Phrasal verbs
Study tip! READING b) Now choose two phrasal verbs from Exercise 4 a). Use them in sentences of your own.
• Refer students to the Study tip! READING

______________________________________________________________________________________________________
______________________________________________________________________________________________________
section before starting Exercise 5 b) and 5 a) READING Match these headings to the paragraphs. There is one heading you do not need.
remind them that when having to look for 1 Walls Filled with Stories 2 Among the Best 3 Who, When, Where? 4 Why Was It Built?
different pieces of information, they should According to a rumour, a passer-by stopped Jascha Heifetz, a violinist, in the street and asked him the
following question: “Could you tell me how to get to Carnegie Hall?” Heifetz replied: “Yes, practise!” This
underline each sentence in a different colour.

prestigious hall has welcomed many world-class musicians on its three stages: from Tchaikovsky and
George Gershwin, through Judy Garland, Frank Sinatra, the Beatles and Pink Floyd, to Jay-Z.
Even if you are not a gifted musician, but just a fan of music, Carnegie Hall is a place you should
definitely visit in New York City. This historic landmark dates back to the early 1890s. It is named after
Exercise 5 b), p. 14 Andrew Carnegie, an industrialist and sponsor who funded its construction. Over the years, more than
50,000 concerts and other events have taken place in the hall.
• Students read the text again and underline For those who are not lucky enough to see a show at the Hall, it is still possible to visit it and explore
its interior and the beautiful architecture. Guided tours of Carnegie Hall are offered from September to
July. In the Rose Museum, you will hear insider stories about music stars, see signed posters of them, and
the sentences that give the answers to the learn many interesting facts about the 130-year-long history of the Hall.
questions in the exercise. b) Read the text again. Underline the sentence that says...
1 who has played in Carnegie Hall. 5 who paid for its construction.
Study tip!
READING
2 where it is located. 6 what, according to a rumour, gets When having to look for
• Check answers as a class. 3 when you can take a guided tour.
4 when it was built.
you to Carnegie Hall.
7 where you can hear insider stories.
different pieces of
information, underline each
sentence in a different colour.
c) What have you learned about Carnegie Hall? Write three facts, name two musicians who have
ANSWER KEY performed there, and write one unusual piece of information.
1 This prestigious hall has welcomed many world-

class musicians, from Tchaikovsky, George Gershwin,
Judy Garland, Frank Sinatra, the Beatles, Pink Floyd
to Jay-Z on its three stages. 2... this is a place you
should definitely visit in New York City. 3 Guided tours 14

Le
ss
on
1
• If you wish to explore the topic further,
distribute the photocopiable People in
my life mind maps to students (Resource
Bank, Resource 9, pp. 406-412).
• Instruct students to go back to Exercise
2 b) in their Student’s Books on page
16 and think about the answers to the
questions for themselves.
• Students complete the mind map with
the names of important people in their
lives.
• When they are finished, in pairs or small
groups, students discuss the reasons
why the people in the mind map are
important to them.
• Let volunteers share their mind maps
and ideas.
• Alternatively, you can assign this task for
homework.
ANSWER KEY

43
UNIT 1
Lesson 2 they are going through.) Provodimo puno
vremena šaleći se, družeći se i nadoknađujući
Drugi i drugačiji / Slobodno propušteno. (We spend a lot of time joking,
i mlade
hanging out and catching up.) Mislim da se i ja
NASTAVNA JEDINICA What makes me... me (2. sat)
njoj sviđam, ali još uvijek skupljam hrabrost da
je pozovem van. (I think she likes me too, but I’m
still gathering the courage to ask her out.)
A.8.1., A.8.2., A.8.3., A.8.4.,
A.8.5., A.8.6., B.8.1., B.8.3., • You may want to write one of these
ISHODI POUČAVANJA
C.8.1., C.8.2., C.8.3., C.8.4.,
C.8.5. sentences on the board and underline
DJELATNOST (I) U FOKUSU Govorenje, slušanje, pisanje the phrasal verb in it.
stick with, rely on, cope with,
VOKABULAR I’m happy to be there for them,
catch up, call off
GRAMATIKA Frazalni glagoli helping them to cope with
KOMUNIKACIJSKO-JEZIČNA Govorenje o ljudima i whatever they are going through.
KOMPETENCIJA mjestima u svom životu
MEĐUPREDMETNE TEME
• Explain to students that the underlined
A.3.1., A.3.2., A.3.3., B.3.1.,
B.3.2., B.3.4., C.3.2., C.3.4.
verb is a phrasal verb.
A 3.1., A.3.2., A.3.3., B.3.1.,
Učiti kako učiti B.3.2., C.3.2., C.3.3., D.3.1.,
MAIN PART
D.3.2.
Zdravlje B.3.1. A, B.3.1. B Exercise 3 a), p. 17
Hrvatski jezik Slušanje s • Draw students’ attention to the underlined
MEĐUPREDMETNO razumijevanjem, opisivanje verb in the text in Exercise 2 a).
POVEZIVANJE ljudi i mjesta
Geografija New York City • Explain to them that we call this type of a verb
UDŽBENIK Str. 17. a phrasal verb.
RADNA BILJEŽNICA Str. 13. -14. • If necessary, explain what a phrasal verb
Dodatni zadatci za is.
platformi IZZI • Instruct students to read the text again and
find and underline the phrasal verbs that have
STARTING THE LESSON
the same meaning as the explanations.
• If you have assigned the People my life • Check answers as a class.
mind maps for students to complete for
homework, let volunteers share their ANSWER KEY
mind maps and ideas. line 1 – wake up, line 5 – hang out, line 11 – stick
• Play a version of the Translation game (see with, line 13 – rely on, line 18 – cope with, line 22 –
Games and Activities on pp. 394-398) to revise catch up, line 37 – ask out, line 39 – call off
the vocabulary from the previous lesson.
Say some sentences in Croatian and instruct TRICKS OF THE TRADE
students to find them in the text in their A phrasal verb is a phrase that consists of a
Student’s Books on page 16 and translate verb with a preposition or adverb or both, the
them into English. Suggested sentences: meaning of which is different from the meaning
Dovoljno sam sretan što imam brata i sestru of its separate parts. (Source: Cambridge
na koje se uvijek mogu osloniti. (I’m lucky Dictionary)
enough to have my brother and sister, whom
I can always rely on.) Sretan sam što sam tu Exercise 3 b), p. 17
za njih, pomažući im da se nose s problemima
• In groups, students look at the verbs that they
koje trenutno imaju. (I’m happy to be there
have underlined and answer the questions.
for them, helping them to cope with whatever

Le
ss
on
1
2 a) Students’ answers. 2 b) Students’ answers. • Students complete the sentences with the
missing phrasal verbs from Exercise 1.
Study tip! VOCABULARY • Remind them to use the correct form of the
• Refer students to the Study tip! VOCABULARY verbs.
section and discuss the tip together with • In pairs, students swap their notebooks
students. Remind them that when learning and correct the mistakes, if there are any.
phrasal verbs, they shouldn’t focus on single
words, but learn the verb as a whole and focus • Check answers as a class.
on the context to get the meaning of the verb.
ANSWER KEY
• At this point, you can GO DIGITAL and
1 catch up, 2 wakes up, 3 ask out, 4 cope with, 5 stick
further practise phrasal verbs.
with, 6 rely on, 7 call off, 8 hang out
Exercise 4, p. 17
• Students choose four phrasal verbs from 1B WHAT MAKES ME... ME
the text and use each of them in a sentence.
VOCABULARY
Remind them to write the sentences down in 1
Complete these phrases to make phrasal verbs.
their notebooks. wake rely catch stick call ask hang cope
2 out
1 with
• Ask students to share their examples with the 3 up
class. 4 on 5 off
• Give short feedback to each student. 2

a) Match the phrasal verbs to the illustrations they represent. There are two phrasal verbs you do not need.
1 wake up 2 hang out 3 rely on 4 cope with
5 catch up 6 stick with 7 ask out 8 call off

ANSWER KEY
Students’ answers. A B C
WORKBOOK PRACTICE
D E F
VOCABULARY b) Illustrate the two phrasal verbs remaining in Exercise 2 a).
Exercise 1, p. 13
3 Complete these sentences. Use the correct forms of phrasal verbs from Exercise 1.
1 I always find time for myself and my friends to ______________________. I love hearing whatʼs new!
• Students complete the phrases to get the 2 At weekdays, Diego ______________________ early, but he’s rarely out of bed before 10 a.m. at weekends.
3 Leona: Remember that boy I was telling you about? What should I do about him?
phrasal verbs. Diego: He seems nice. I think you should _________________ him _________________!
4 It’s much easier to ______________________ your problems when your friends are there to help you.
5 When you find a friend you can trust, ______________________ them. They will always be there for you.
• Check answers as a class. 6 I can always ______________________ my best friend to help me out with everything.
7 My favourite cousin can’t come to my birthday party this weekend. I think I’ll _________________ it
_________________; I don’t want to celebrate it without him.
ANSWER KEY
8 When my friend and I ______________________, we usually spend hours together just talking and walking
round the town.
13
1 stick, cope, 2 ask, hang, 3 wake, catch, 4 rely, 5 call Hello World 8 RB 2021.indb 13 29.7.2021. 16:10:52
Exercise 2 a), p. 13 Exercise 4 a), p. 14

• Have students look at the illustrations. • Instruct students to choose one of the verbs:
give or look.
• They match the phrasal verbs to the
illustrations. • Students should use a dictionary to find
several phrasal verbs with the chosen verbs.
• If possible, allow students to use an
ANSWER KEY online monolingual dictionary or bring a
A 6, B 3, C 4, D 2, E 5, F 8 printed dictionary to class.
• You may want to let students work in
Exercise 3, p. 13 pairs or small groups.
• Let students go through the sentences first.

45
UNIT 1
• In a higher-ability class, ask students to to see in New York when I arrive. Could you tell me
think of some of their own examples of something about your favourite places in the city?
Diego: Sure! The city is so big that I know just a tiny
phrasal verbs with give or look. part of it. I’ll definitely take you to Coney Island. It’s in
Brooklyn, not far from my house, and it’s a place where
• Check students’ ideas as a class. you can have loads of fun. There’s a beach I go to for a
swim with my brother. There’s also an amusement park
ANSWER KEY with lots of different rides. I hope you’re not afraid of
heights, because you can’t skip a ride on the Wonder
Students’ answers. Wheel!
Hiro: Oh, I’m not. Sounds fun! The amusement park is
actually on my list; I love going on roller-coaster rides.
4 a) Choose a base verb: give or look. Use a dictionary to find several phrasal verbs with the chosen verb.
Diego: Great! Then I was thinking of taking you to my
Base verb
favorite place in New York. It’s not in Brooklyn but in
Manhattan, so we’ll need to take the subway. It’s the
Phrasal verbs
Museum of Modern Art, or MOMA, as people usually call
b) Now choose two phrasal verbs from Exercise 4 a). Use them in sentences of your own.
it. I’m really into art, and some of the paintings by Andy
______________________________________________________________________________________________________ Warhol are displayed there. He’s my favorite artist!
______________________________________________________________________________________________________
Hiro: Oh, I’d love that! I only know his work from what
5 a) READING Match these headings to the paragraphs. There is one heading you do not need. I’ve seen on the Internet; I can’t wait to see it in person.
1 Walls Filled with Stories 2 Among the Best 3 Who, When, Where? 4 Why Was It Built?
Are there any other places worth visiting?
According to a rumour, a passer-by stopped Jascha Heifetz, a violinist, in the street and asked him the Diego: I’m a big fan of everything relating to
following question: “Could you tell me how to get to Carnegie Hall?” Heifetz replied: “Yes, practise!” This
prestigious hall has welcomed many world-class musicians on its three stages: from Tchaikovsky and superheroes, and New York City is quite famous for the
George Gershwin, through Judy Garland, Frank Sinatra, the Beatles and Pink Floyd, to Jay-Z.
locations where superhero movies have been filmed.
Maybe we could go on a themed tour? My sister and I
Even if you are not a gifted musician, but just a fan of music, Carnegie Hall is a place you should
definitely visit in New York City. This historic landmark dates back to the early 1890s. It is named after
Andrew Carnegie, an industrialist and sponsor who funded its construction. Over the years, more than
50,000 concerts and other events have taken place in the hall. are really into movies in general, so we often go to see
For those who are not lucky enough to see a show at the Hall, it is still possible to visit it and explore them together. There’s a cinema just a few blocks from
its interior and the beautiful architecture. Guided tours of Carnegie Hall are offered from September to
July. In the Rose Museum, you will hear insider stories about music stars, see signed posters of them, and my house. We can go there, as well, if you want.
learn many interesting facts about the 130-year-long history of the Hall.
Hiro: Sure, that would be great! I like movies, too.
Study tip!
b) Read the text again. Underline the sentence that says...
READING
One of my favorites is ‘Godzilla’. It’s about a Japanese
1 who has played in Carnegie Hall. 5 who paid for its construction.
2 where it is located. 6 what, according to a rumour, gets When having to look for monster that almost destroys New York. Have you ever
3 when you can take a guided tour.
4 when it was built.
you to Carnegie Hall.
7 where you can hear insider stories.
different pieces of
information, underline each seen it?
sentence in a different colour.
c) What have you learned about Carnegie Hall? Write three facts, name two musicians who have
Diego: I sure have, and I loved it! I didn’t enjoy seeing
performed there, and write one unusual piece of information. my city getting destroyed, though!
Hiro: Yeah, I’m sure you didn’t! Look, I also like to go for
a jog in the morning. Is there a park nearby with some
good routes?
Diego: Sure there is. There’s Prospect Park, a huge park
in Brooklyn where I often hang out with my friends. It’s
very nice and pretty quiet, since it’s not as popular with
14 tourists as Central Park. We can go for a run or ride a
Hello World 8 RB 2021.indb 14 29.7.2021. 16:10:53 bike or skateboard there together!
Hiro: Deal! Wow, we’re going to do so many different
LISTENING things!
Diego: That’s the beauty of New York: there’s
Exercise 5 a), p. 17 something for everyone here, and it never gets boring.
Oh, and I forgot to tell you about another hang-out I
• Explain to students that Diego is Skyping with love. It’s the stoops right in front of my house. It’s a New
Hiro. York thing. I often sit there with my friends; we chat and
have fun. Seeing and hearing the buzz of the city can
• You may want to discuss with students if be very relaxing.
they have ever Skyped someone. Hiro: I think I’ll like it in New York City!
• Students listen and put the places in the

pictures in the correct order. ANSWER KEY
1.1. • Play Track 1.1. 2, –, 1, 3. Carnegie Hall is not mentioned.
• Check answers as a class. Exercise 5 b), p. 17

• Instruct students to make notes in their
Track 1.1
notebooks about what Diego says about each
Diego: Hi, Hiro! It’s great to finally see you! place in Exercise 4 a).
Hiro: Hello, Diego! It’s great to see you, too! I’m very
excited about the trip. I’ve made a list of things I’d love • Play Track 1.1 again.

Le
ss
on
1
Exercise 5 c), p. 17
• In pairs, students compare their notes and talk
about Diego’s favourite hang-outs.
• Let volunteers share their notes about Diego’s
favourite hang-outs with the class.
ANSWER KEY
Coney Island is in Brooklyn, you can have loads of
fun there and there’s a beach Diego goes to for a
swim with his brother and an amusement park with
lots of different rides. MOMA is where some of the
work by Andy Warhol is displayed. There are stoops
in front of Diego’s house, he often sits there with his
friends and chats and has fun with them.
PROJECT TIP!
• Discuss the Project tip! section with students.
If there is time, let students name the films,
exhibitions or plays they have seen. Encourage
them to include the tickets in their yearbooks
and write their opinion of them.
ENDING THE LESSON
WRITING
Exercise 6, p. 17
• Go through the tasks with students and
instruct them to choose one of them.
• Distribute the photocopiable infographic/
poster templates (Resource Bank, Resource 10,
pp. 406-412) to students who have chosen to
do the Easy-peasy task.
• Allow enough time for students to finish the
task. Monitor and help if necessary.
• Have students present their work.
HOMEWORK
WB pp. 13–14, Exercises 2 b) and 4 b)

47
Lesson 2
UNIT 1
2A FRIENDS WILL BE FRIENDS • Students look at the list of qualities and
rate them from the most (1) to the least (3)
Lesson 1 important for them.
Drugi i drugačiji / Slobodno • Have students explain their choices in groups.
i mlade • Discuss students’ ideas as a class.
NASTAVNA JEDINICA Friends will be friends (1. sat)
ANSWER KEY
A.8.1., A.8.2., A.8.3., A.8.4., Students’ answers.
ISHODI POUČAVANJA A.8.5., B.8.3., C.8.1., C.8.2.,
C.8.3., C.8.4.
MAIN PART
stand up for, fall out, make up, READING
VOKABULAR work out, put up with, confide
in
GRAMATIKA Frazalni glagoli
• Students read the instructions to the exercise
KOMUNIKACIJSKO-JEZIČNA Govorenje o prijateljstvu
KOMPETENCIJA and take the quiz.
MEĐUPREDMETNE TEME • Tell them not to pay attention to the empty
A.3.1., A.3.2., A.3.3., B.3.1., boxes yet.
B.3.2., B.3.3., B.3.4., C.3.2.,
A 3.1., A.3.2., A.3.3., B.3.1., • Have students check their results.
D.3.2. ANSWER KEY
Zdravlje B.3.1. A, B.3.1. B
MEĐUPREDMETNO razumijevanjem
POVEZIVANJE
SPEAKING
RADNA BILJEŽNICA Str. 15. -16. Exercise 2 b), p. 19
Dodatni zadatci za • In small groups, students discuss the results
platformi IZZI
and answer the questions.
• Discuss students’ results and answers as a
STARTING THE LESSON class.
• Check homework as a class. • Together with students, you may want to
• Divide students into groups and have the make a class list of the most important
groups find at least five things that they all friendship skills.
have in common.
ANSWER KEY
• Discuss the things students have in common. Students’ answers.
• Ask students to tell you who the person is in
their lives they have most in common with. Is it
READING
their sibling? Best friend?
Exercise 3, p. 19
SPEAKING • Draw students’ attention to the highlighted
phrasal verbs in the text.
Exercise 1, p. 18
• Let students think about what they value most • Students read the text again and match the
in a friend. verbs to their explanations.

2
49
5.10.2021. 7:15:31
on
ss
Le
2
ss
on
2A FRIENDS WILL
2A FRIENDS BE FRIENDS
WILL BE FRIENDS
2A FRIENDS WILL BE FRIENDS

Le b) Do you agree with the results and what they say about you? Why (not)? Which friendship skills could you
I can talk about friendships. improve to be a better friend? Discuss in class.
VOCABULARY Phrasal verbs
1 3 Read the text again. Look at the highlighted phrasal verbs in the text. Match them to their explanations below.
SPEAKING Think about what you value most in a friend. Look at the list of qualities, and rate them from the
most (1) to the least (3) important for you. Explain your choices.
1 tolerate or accept something 4 defend someone who is being criticised
A true friend… 2 trust somebody enough to share your secrets with them 5 argue with someone and stop being friends
has the same interests as you. is very intelligent 3 become friends again 6 happen or develop in a particular way (usually good)
is reliable and always there for you. and gets good marks.
is honest and always tells the truth. is someone you can share your
Present perfect simple
secrets with.
is popular and good-looking.
has a good family background. Read the examples, and complete the rules for using the present perfect tense. Circle the correct word.
is funny and makes you laugh.
1 We use the present perfect when we are concerned with the past / present effects of an action.
2 Two of your friends have fallen out. (Are they feeling friendly towards each other now?)
a) READING Diego has taken an online quiz about friendship. Try it out.
Circle the options that are true for you, then check your result. 2 We use the present perfect tense to talk about actions that happened at a specific / non-specific time in the past.
Your friend has won a competition. (It’s not stated ‘when’.)
3 We use the present perfect to talk about our routines / experiences.
TRUE OR FAKE? 4 You have started going out with someone. Have you ever won a medal for being a true friend? (At any time in your life.)
Take the test to discover what kind of friend you are! How do you treat your best friend?
1 You have just heard someone gossiping about your A I spend most of my time with my girlfriend or Remember! We use the present perfect simple with these time expressions: just, yet, already, ever, never, for,
best friend. You: boyfriend and very little time with my friend. since...
A Join in. B My friend? Who?
Let’s practise more! → WB, pp. 16-17 Grammar summary → pp. 125-126
B Say nothing. C Friends come first. They’re always there for you,
C Stand up for your friend. especially if relationships don’t work out.
4 a) 1.2 Hiro and Diego are talking about friendships. Complete their dialogue. Use the present perfect simple
2 Two of your friends have fallen out and stopped 5 Your friend has won a competition. How do you feel?
tense of the verbs in brackets. Listen and check.
talking to each other. You: A It’s time to celebrate!
A Don’t care as long as they both get on well with you. B I can’t put up with it! For once, I want to be the Diego: I (1) ________ never _____________ (be) a troublemaker. However,
B Ignore the problem. centre of attention. ever since I started working as a volunteer at a help centre for teenagers,
C Talk to them both so they can make up. C I’m very proud of my friend and happy about their I (2) ____________________ (meet) a lot of kids whose friends were a bad
success! influence.
3 A friend has shared a juicy secret with you. What do Hiro: I understand... In Japan, I had a friend who had a really bad influence
you do? 6 Have you ever thought about your definition of on me. (3) ________ you ever _____________ (let) your friends copy the
A Text everyone you know. friendship? Friendship is: homework you (4) ____________________ (work) hard on?
B Use it against them next time they refuse to do A Having someone you can have fun with. (5) ________ you _____________ (skip) school or your sports practice? I
something for you. B Hanging out with the popular kids. (6) ____________________ (do) it all. I suppose I was worried he would make fun of me
C Keep it to yourself. C Having somebody you can confide in. and stop hanging out with me. I don’t know. Anyway, we (7) ____________________ (fall out) and I
(8) ____________________ (not speak) to him for months.
If your answers are mostly…
Diego: But things (9) ____________________ (work out) really well for you, I see!
As: Has anyone told you that Bs: Have you heard of toxic Cs: Have you ever won a medal Hiro: Yeah, I (10) ____________________ (learn) an important lesson, too: never do things against your will.
there is more to life than just friendship? Not all friendships are for being a true friend? You True friends support you no matter what.
having a good time, and that you positive, and it seems that you definitely deserve it! You value your
should take it more seriously? are in a negative relationship. friends, and you make them feel b) What has Hiro done to please his friend? Have you ever done anything similar? If yes, what?
You are surely fun to be around, You can sometimes be a little comfortable and safe when they
but your friends need you to be self-centred: if you don’t want to are with you. You are supportive 5 SPEAKING Prepare a short talk about friendship. The questions below will help you.
more responsible, supportive hurt your friends, you need to start and always on their side no
1 What makes a good friend? 4 How do you feel in their company?
and trustworthy. Have you paying attention to their feelings matter what decision they make.
2 Have you found it in someone? 5 Have you ever fallen out, and, if so, why?
thought about slowing down and and to what they are telling you. They can rely on you through
3 How has this person influenced you? 6 How has that affected your friendship?
working on your listening skills? the good times and the bad.

18 19
UNIT 1
ANSWER KEY Exercise 2 b), p. 16
1 put up with, 2 confide in, 3 make up, 4 stand up for, • Students read the text again and answer the
5 fall out, 6 work out questions, writing E for Ethan, L for Lisa, and J
for Jenny.
practise reading further.
WORKBOOK PRACTICE ANSWER KEY
1 Jenny, 2 Ethan, 3 Lisa, 4 Jenny, 5 Lisa, 6 Jenny, 7
READING Ethan, 8 Lisa
• Students read the text about what Diego’s b) Read the texts again, and answer the questions below. Write E for Ethan, L for Lisa and J for Jenny.
Who says that…
friends say about friendship. 1 some friends criticize you publicly?

2 they have a true friend to whom they can speak freely, without being judged?
3 having someone to talk to and share secrets with is very important to them?
4 some friends say things about you when you’re not there?
• Have them choose the correct answer: A, B or C. 5 they don’t make decisions easily?
6 they have stopped tolerating their friends’ unkind behaviour?
7 a person can’t have a lot of good friends?
• Check answers as a class. My...

8 they had an argument with a friend?
GRAMMAR! Present perfect simple

3
Put the words in the correct order to make sentences in the present perfect simple.
ANSWER KEY 1 with / I / have / fallen out / my / never / best friend

______________________________________________________________________________________________________
2 yet / I / met / my / haven’t / boyfriend’s family
1 C, 2 B, 3 C, 4 A, 5 B, 6 C, 7 B, 8 A ______________________________________________________________________________________________________
3 always / has / confided / me / She / in
______________________________________________________________________________________________________
4 you / to / ever / the USA / Have / been / ?
______________________________________________________________________________________________________
TRICKS OF THE TRADE 5 mum / anything / has / My / posted / never / online

______________________________________________________________________________________________________
6 just / he / at me / Has / waved / ?
You may want to draw students’ attention to

______________________________________________________________________________________________________
4
Complete the sentences with the time expressions below. There are two time expressions you do not need.
the words advice and advise and stress the already yet still ever never always just for since recently
difference a single letter makes. Explain that 1 I’m proud to say that I have _____________________ lied to my best friend.
2 Iʼve seen this film three times _____________________.
3 Have you _____________________ fallen in love with someone at first sight? I wonder what thatʼs like.
advice is a noun and advise is a verb. 4 They haven’t visited us _____________________ last Easter holidays.
5 He hasn’t finished his science project _____________________.
6 We’ve known each other _____________________ eight years.
7 I’ve started hanging out with some new friends _____________________.
8 Sit down and join me. The film has only _____________________ started.

Le
ss
5
on
Write questions in the present perfect simple for these answers.

2
1 ____________________________________________________________________________________________________?
Unfortunately, no; we’ve never tried Thai food.
VOCABULARY 2 ____________________________________________________________________________________________________?
1 No, I haven’t seen Mary for weeks.
a) Match the two parts of each phrasal verb. Then match the phrasal verb to its translation. 3 ____________________________________________________________________________________________________?
1 put out with posvađati se s kim She’s been here since early in the morning.
2 confide up for riješiti se 4 ____________________________________________________________________________________________________?
3 work out zauzeti se za Yes, I once won a silver medal in a running competition.
4 fall up with povjeravati se 5 ____________________________________________________________________________________________________?
5 stand up pomiriti se Yes, I’ve had lunch at work.
6 make in trpjeti, podnositi
16
b) Complete the sentences with the correct forms of the phrasal verbs from Exercise 1 a).
1 I used to _____________________ with my best friend a lot when we were younger. Luckily, we’ve stopped Hello World 8 RB 2021.indb 16 29.7.2021. 16:10:58
fighting over silly things.

2 When you _____________________ what you believe in, you build up your self-confidence.
3 When you feel that everything is falling apart, don’t despair. Things always ____________________ in the end.
4 I’ve got a lot of friends to talk to, but when I have a secret to share, my sister is the first person I
ENDING THE LESSON
_____________________.
5 Nothing’s good enough for him; he’s always complaining. I won’t _____________________ it any longer!
6 I had a fight with my boyfriend, but we _____________________ this morning. We had a talk, and I realised • Distribute the photocopiable phrasal verbs
wordsearch (Resource Bank, Resource 11,
it was all just a big misunderstanding.
2
a) READING Diego’s friends are talking about friendship. Read what they say. Choose the correct answer:
A, B or C.
pp. 406-412) to students to revise the phrasal
verbs from this and the previous lesson.
Ethan: I’d say that friends really are the family you choose. They accept you for who you
are and make you feel safe. It’s only when I can speak my mind without being judged
that I’m sure I have a real friend. You can’t be that relaxed with everyone. Friends need
to be (1) _____ and (2) _____. And I don’t believe in having a bunch of best friends. You
can’t be friends with everybody. I’m lucky I have one friend I can always rely (3) _____.
Lisa: Friendship is very important to me. Having someone who listens to you and who you
ANSWER KEY
can confide (4) _____ means the world to me. I’m often indecisive, so I turn to my friends
for help. We (5) _____ each other and talk openly and honestly. I’ve fallen (6) _____ with
my best friend only once, and it didn’t last long. We soon realised that our friendship is
1 ask out, 2 call off, 3 catch up, 4 confide in, 5 cope
too valuable for us to quarrel over different opinions.
with, 6 fall out, 7 hang out, 8 make up, 9 put up with,
Jenny: Choose your friends wisely! I’ve learned that the hard way. There are friends who
embarrass you in front of others and make you feel insecure. They’re very (7) _____; they
10 rely on, 11 stand up for, 12 stick with, 13 wake up,
only care about themselves. They talk about you behind your back and refuse to admit
when they do something wrong. I used to put (8) _____ with such behaviour, until I 14 work out
finally realised that such toxic friends aren’t really worth keeping around.
1 A trusty B trust C trustworthy 5 A advice B advise C advices

2 A supported B supportive C supporting 6 A down B in C out
3
4
A after
A in
B at
B at
C on
C on
7
8
A self-centring
A up
B self-centred
B on
C self-centre
C in
HOMEWORK
15
WB p. 15, Exercises 1 a) and b)

Le
ss
on
2
Lesson 2 • Since the present perfect simple tense
has been mastered in the previous
Drugi i drugačiji / Slobodno school year, this activity should be quite
i mlade
easy.
NASTAVNA JEDINICA Friends will be friends (2. sat) • You may want to remind students of the
PREDVIĐENI BROJ SATI 2 examples they have shared in the Never
A.8.1., A.8.2., A.8.3., A.8.4., have I ever game and discuss which rule
ISHODI POUČAVANJA A.8.5., B.8.1., B.8.3., C.8.1., refers to those sentences. (Rule 3 – we
C.8.2., C.8.3., C.8.4.
use the present perfect simple tense to
talk about experience).
Glagolsko vrijeme present
GRAMATIKA
perfect simple • Draw students’ attention to the Remember!
KOMUNIKACIJSKO-JEZIČNA Govorenje o prijateljstvu section and discuss the time expressions we
KOMPETENCIJA
use with present perfect simple with students.
MEĐUPREDMETNE TEME
A.3.1., A.3.2., A.3.3., B.3.1., • Tell students that they have a detailed
B.3.2., B.3.3., B.3.4., C.3.2. explanation of the present perfect simple in
A 3.1., A.3.2., A.3.3., B.3.1., the Grammar Summary on pages 125 and 126
Učiti kako učiti B.3.2., B.3.3., B.3.4., C.3.2., of their Student’s Books.
C.3.3., D.3.1., D.3.2.
Zdravlje B.3.1. A, B.3.1. B • At this point, you can GO DIGITAL and
Hrvatski jezik Izricanje further practise the present perfect
MEĐUPREDMETNO
POVEZIVANJE
prošlosti simple tense.
UDŽBENIK Str. 19. ANSWER KEY

1 present, 2 non-specific, 3 experiences
Dodatni zadatci za
platformi IZZI
LISTENING
STARTING THE LESSON Exercise 4 a), p. 19
• Check homework. • Students read the dialogue and complete it,
using the present perfect simple tense of the
• Play the Never have I ever game (see Games
verbs in brackets.
and Activities on pp. 394-398) with students.
1.2. • Play Track 1.2.
MAIN PART
My... GRAMMAR! Present perfect simple Track 1.2

Diego: I’m so happy that you have come to stay with us
• Refer students to the My... GRAMMAR! section. and that we’re getting on well!
• Instruct them to read the examples and think Hiro: Yes, me too! You’re not the kind of person who
would get me into trouble. My parents were extremely
about the rules. worried about that, because I made some really bad
decisions during the last school year.
• In groups, students circle the correct words Diego: I have never been a troublemaker. However,
to complete the rules for using the present ever since I started working as a volunteer at a help
perfect simple tense. centre for teenagers, I have met a lot of kids whose
friends were a bad influence.
• Have volunteers explain the answers. Hiro: I understand... In Japan, I had a friend who had
a really bad influence on me. Have you ever let your
• Ask students to think of some more examples friends copy the homework you have worked hard on?
of sentences for the three rules in the Have you skipped school or your sports practice? I have
GRAMMAR! section. done it all. I suppose I was worried he would make
fun of me and stop hanging out with me. I don’t know.
Anyway, we have fallen out and I haven’t spoken to him
for months.

51
UNIT 1
Diego: But things have worked out really well for you,
I see! b) Read the texts again, and answer the questions below. Write E for Ethan, L for Lisa and J for Jenny.
Who says that…
Hiro: Yeah, I have learned an important lesson, too: 1 some friends criticize you publicly?
never do things against your will. True friends support

2 they have a true friend to whom they can speak freely, without being judged?
3 having someone to talk to and share secrets with is very important to them?
you no matter what. 4 some friends say things about you when you’re not there?
5 they don’t make decisions easily?
Diego: That’s true! Have you ever visited a help centre? 6 they have stopped tolerating their friends’ unkind behaviour?
7 a person can’t have a lot of good friends?
Why don’t you come with me one day and share your 8 they had an argument with a friend?
experience with teenagers who are having the same My... GRAMMAR! Present perfect simple
3
problems? Put the words in the correct order to make sentences in the present perfect simple.
1 with / I / have / fallen out / my / never / best friend
Hiro: Sure, why not? I’d be happy to help! ______________________________________________________________________________________________________
2 yet / I / met / my / haven’t / boyfriend’s family
______________________________________________________________________________________________________
3 always / has / confided / me / She / in
______________________________________________________________________________________________________
ANSWER KEY 4 you / to / ever / the USA / Have / been / ?

______________________________________________________________________________________________________
5 mum / anything / has / My / posted / never / online
1 have been, 2 have met, 3 have let, 4 have worked, ______________________________________________________________________________________________________

6 just / he / at me / Has / waved / ?
5 have skipped, 6 have done, 7 have fallen out, 8

______________________________________________________________________________________________________
4
haven’t spoken, 9 have worked out, 10 have learned Complete the sentences with the time expressions below. There are two time expressions you do not need.
already yet still ever never always just for since recently
1 I’m proud to say that I have _____________________ lied to my best friend.

2 Iʼve seen this film three times _____________________.
Exercise 4 b), p. 19 3 Have you _____________________ fallen in love with someone at first sight? I wonder what thatʼs like.
4 They haven’t visited us _____________________ last Easter holidays.
5 He hasn’t finished his science project _____________________.
• In pairs, students answer and discuss the 6 We’ve known each other _____________________ eight years.
7 I’ve started hanging out with some new friends _____________________.
questions. 5
8 Sit down and join me. The film has only _____________________ started.
Write questions in the present perfect simple for these answers.
• Check the answer as a class and let volunteers 1 ____________________________________________________________________________________________________?

Unfortunately, no; we’ve never tried Thai food.
share their answers.

2 ____________________________________________________________________________________________________?
No, I haven’t seen Mary for weeks.
3 ____________________________________________________________________________________________________?
She’s been here since early in the morning.
4 ____________________________________________________________________________________________________?
ANSWER KEY Yes, I once won a silver medal in a running competition.

5 ____________________________________________________________________________________________________?
Yes, I’ve had lunch at work.
Hiro has let his friend copy the homework he has 16

worked hard on, and he has skipped school and Hello World 8 RB 2021.indb 16 29.7.2021. 16:10:58
sports practice. / Students’ answers.

Exercise 6, p. 17
WORKBOOK PRACTICE • Students read the e-mail Hiro is writing to
his mum. They complete it with the present
Exercise 4, p. 16
perfect simple of the verbs in brackets.
time expressions. • This task can be used for formative
assessment to check how well students
• Check answers as a class. use and form the present perfect simple.
ANSWER KEY • Collect students’ work and correct it.
1 never, 2 already, 3 ever, 4 since, 5 yet, 6 for, 7
You can either underline the mistakes or
recently, 8 just correct the answers.
ANSWER KEY
1 have had, 2 have unpacked, 3 haven’t sorted out,
4 have known, 5 have even organised, 6 have you
ever met, 7 have never been, 8 have never laughed, 9
haven’t been, 10 haven’t read
• Students read the sentences in Croatian and
translate them into English.
• Remind students to pay attention to the
placement of the time expressions.

Le
ss
on
2
• In pairs, students swap their notebooks
and correct the mistakes, if there are any. 6
Hiro is writing to his mum. Complete his e-mail with the present perfect simple of the verbs in brackets.
Hi Mum, I (1) ________________________ (had) a great day today! I (2) ________________________ (unpack),
Check answers as a class. but I still (3) ________________________ (not sort out) my things and clothes. The room I’m staying in is just
perfect. I even have my own bathroom! You don’t have to worry; the Serranos are really friendly. I feel as if I
(4) ________________________ (know) them all my life. They (5) ________________________ (even/organise) a
big family lunch to welcome me. (6) _____________ you _____________________ (ever/meet) a Puerto Rican? I
ANSWER KEY (7) ________________________ (never/be) with so many talkative people. They all speak at the same time. You
should hear that, itʼs like on film! It’s going to take a while for me to get used to it. But I
(8) ________________________ (never/laugh) so much in my life! I can already see that this is going to be a
1 My friend and I have known each other for ten wonderful experience. We (9) ________________________ (not be) out yet, but I picked up some travel-guide
brochures when I was at the airport. I (10) ________________________ (not read) them, though; I’ll do that
years. 2 I’ve just heard some juicy gossip. 3 How long 7

later. What about you? How are you and Dad? Miss me already? Talk to you soon!
has Diego lived in New York? 4 Have you ever been

a) Translate these sentences into Croatian.
1 I’ve already made a decision. _______________________________________________________
proud of your friend? 5 I have always liked reading 2 Sheʼs fallen out with her best friend.
3 I’ve never witnessed bullying.
_______________________________________________________
_______________________________________________________
comics. 4 We’ve just arrived home from the airport.

5 Have you ever stood up for a friend?
_______________________________________________________
_______________________________________________________
b) Translate these sentences into English.

1 Prijateljica i ja poznajemo se već deset godina. _______________________________________________________
2 Upravo sam čula sočan trač. _______________________________________________________
SPEAKING 3 Koliko dugo Diego živi u New Yorku?

4 Jesi li ikada bio ponosan na prijatelja?
_______________________________________________________
_______________________________________________________
5 Uvijek sam voljela čitati stripove. _______________________________________________________
Exercise 8, p. 17 8
SPEAKING Work in pairs. Read the rules, and play a game of Noughts and Crosses.
• Have students read the instructions to the

Step 1 Step 2 Step 3
Decide who is going Take turns choosing a square. On a If you have answered correctly, you may
to write Xs, and who is yellow square, talk about the topic. claim the square. The winner is the first
exercise. going to write Os. On a green square, read the answer

and ask the correct question.
person to complete three squares across
(→), down (↓) or diagonally ( )!
↓
• Go through the steps together with students No, I’ve never No, I’ve never gossiped how long you’ve known
been to NYC. about my best friend. your best friend
and make sure they understand the rules.
something you’ve the best time the silliest thing
• In pairs, students play the Noughts and experienced this week you’ve ever had you’ve done
Crosses (see Games and Activities on pp. something interesting I’ve had this mobile
One thing I’ve done that
I’m not proud of is lying to
394-398) game.
you’ve read phone since last summer.
my parents.
17
• Monitor students and help if necessary.
• Let volunteers share their answers.

ENDING THE LESSON
ANSWER KEY
SPEAKING
1 Have you ever been to NYC? 2 Have you ever
gossiped about your best friend? 3 Students’ Exercise 5, p. 19
answers. 4 Students’ answers. 5 Students’ answers. 6
• Explain to students that they will prepare a
Students’ answers. 7 Students’ answers. 8 How long
one-minute talk about friendship.
have you had this mobile phone? 9 What is one thing
that you have done that you are not proud of? • Have them read the questions and think about
the answers.
• In pairs, students give their talk about
friendship.
• Invite volunteers to give their talk to the class.
ANSWER KEY
HOMEWORK
WB pp. 16–17, Exercises 3, 5 and 7 a)

53
UNIT 1
2B TAKING A STAND • Brainstorm their ideas about the situations
when it is important to take a stand.
Lesson 1
TRICKS OF THE TRADE
Drugi i drugačiji / Slobodno
NASTAVNA TEMA vrijeme / Književnost za djecu The meaning of the idiom to take a stand is to
i mlade express one’s opinion and/or to defend one’s
NASTAVNA JEDINICA Taking a stand (1. sat) point of view or beliefs. (Source: Merriam-
PREDVIĐENI BROJ SATI 2 Webster Dictionary, YourDictionary. com)
A.8.1., A.8.2., A.8.3., A.8.4.,
ISHODI POUČAVANJA A.8.5., A.8.6., B.8.3., B.8.4.,
C.8.1., C.8.2., C.8.3., C.8.4. MAIN PART
Govorenje, čitanje, slušanje,
DJELATNOST (I) U FOKUSU SPEAKING
pisanje
Idiomi: get to the bottom of,
easier said than done, fed up Exercise 1, p. 20
VOKABULAR
with, drive up the wall, face • Students read and discuss the questions in
the music
groups first.
KOMUNIKACIJSKO-JEZIČNA Govorenje o nasilničkom
KOMPETENCIJA ponašanju • Have a class discussion about the questions.
MEĐUPREDMETNE TEME
• Encourage students to speak in English
A.3.1., A.3.2., A.3.3., B.3.1.,
Osobni i socijalni razvoj B.3.2., B.3.3., B.3.4., C.3.1., but accept the expressions in Croatian.
C.3.2., C.3.3.
A 3.1., A.3.2., A.3.3., B.3.1., ANSWER KEY
D.3.2.
B.3.1. A, B.3.1. B, B.3.2. B,
Zdravlje
B.3.2. C
READING
Hrvatski jezik Slušanje i
MEĐUPREDMETNO čitanje s razumijevanjem,
idiomi
POVEZIVANJE
• Explain to students that Diego is volunteering
UDŽBENIK Str. 20. -21. at the Stop Bullying Center for teenagers.
RADNA BILJEŽNICA Str. 18. -19. • Students read the messages and match them
Dodatni zadatci za to the types of bullying.
platformi IZZI • Check answers as a class.
STARTING THE LESSON ANSWER KEY
• Check homework as a class. 2, 4, 1, 3
• Play a version of the Give me five game (see
Games and Activities on pp. 394-398). Divide
students into groups and assign each group • Students read the messages again and answer
five time expressions used with the present the questions.
perfect simple tense. Set up a time limit and • Check answers as a class.
instruct students to write down sentences
• You may want to explain any new
using the given time expressions at least
vocabulary, if necessary. Suggested
once each. When the time is up, have group
vocabulary: nasty rumours, trip, passive
representatives read out their sentences. Give
bystander, student council, election
a point for each correct sentence. Suggested
campaign, hurtful, conduct a poll.
time expressions: ever, never, already, just, yet,
for, since, recently, lately, this week/month/year, • At this point, you can GO DIGITAL and
etc. practise reading aloud.
• Discuss the title of the lesson with students.

2
55
5.10.2021. 7:15:40
on
ss
Le
2B TAKING A STAND 4 SPEAKING Work in groups. Discuss the teenagers’ problems. What advice would you give them?
2B TAKING A STAND
I can talk about bullying.
5
a) 1.3 LISTENING Diego is doing his best to help these teenagers who are going through a rough time.
Listen, and match his advice to the teenagers’ names.
1 SPEAKING How can you recognise bullying? How is it different from arguing or fighting? How do you think a
Janine Bahar Adrian Tanisha
person who has been bullied feels? Discuss with your classmates.
b) 1.3 Listen again. What advice does Diego give to each of the teenagers? Tick. Then compare his advice to
2 a) READING Diego works as a volunteer at the Stop Bullying Help Centre for teenagers. Read the messages he has yours. How different are they?
just received, and match them to the types of bullying.
1 remain calm and under control / report your friends 3 record evidence of bullying / take a photo of the bully
verbal bullying cyberbullying social bullying physical bullying
2 be a silent bystander / turn to adults for help 4 don’t face the bully / stand up for yourself
NEED HELP? OUR TRAINED TEENAGE
VOLUNTEERS ARE HERE FOR YOU! My... GRAMMAR! Expressing present time
Look at the sentences and the timeline, and explain when we use each tense. Match the use to the tense.
1 Someone has spray- 2 I often take traditional Indian food, cooked by my
painted an embarrassing the present simple tense: I often take traditional Indian food to school for lunch.
mum, to school for lunch. Zoey says it looks like pig food. the present continuous tense: I’m running for president of the school’s student council.
message about me on She calls me names and tells me Indians stink. My friends
the wall of the school the present perfect simple tense: I’ve never had such negative feelings about anyone.
tell me to ignore it. I’ve tried, but it’s easier said than done. I’m
playground. I’d like someone so annoyed, I feel like throwing the food in her face. I’ve never had such PAST NOW FUTURE
to get to the bottom negative feelings about anyone, but I really can’t help it now. (Bahar, 13) 1
of it. I think a boy from my 2
class has done it. He keeps 3
3 Who do I turn to? A group of boys at school are making one boy’s
spreading nasty rumours
life a living hell. They keep hitting and tripping him and throwing his
about me, and I can’t stand it Let’s practise more! → WB, pp. 20-21
things in the toilet. He sprained his ankle on the stairs today while
anymore... I’m having trouble
trying to get away from them. Is it OK to be a passive bystander? I’m
sleeping, and I’m losing my
fed up with watching it and doing nothing. I feel guilty. (Adrian, 13)
6 Diego is writing about bullying in NYC schools for the help centre’s website. Complete the text.
appetite. What
Use present simple, present continuous or present perfect simple of the verbs in brackets.
can I do to
stop it? I feel 4 I’m running for president of the school’s student council, Bullying is a serious problem. It (1) _______________ (affect) teens around the world every day. In NYC schools it
depressed. and I’ve posted my election campaign posters on social media. (2) _______________ never _______________ (be) worse. Eighty-two percent of teens report that they
I’m crying Some mean students keep writing hurtful comments from fake
(3) _______________ (witness) their peers being bullied at some point. One student in five (4) _______________ (not
as I write accounts. They’ve even conducted an insulting Internet poll
feel) safe in and near school. Every day, thousands of students (5) _______________ (stay) home to avoid their
this. about me. It’s driving me up the wall. I see this position I’m
bullies. And even there, they aren’t safe. At home, they (6) _______________ (struggle) with cyberbullying. It often
(Janine, 14) running for as a chance to make a change, but I’m starting to
lose hope... (Tanisha, 16) (7) _______________ (happen) at night and causes emotional problems, such as anxiety and having trouble sleeping.
Most students (8) _______________ (not tell) their parents when they are cyberbullied, which is a big problem. So far,
b) Read the messages again. Which one tells us about... our school (9) _______________ (do) its best to prevent cyberbullying. At the moment, they (10) _______________
1 a bully who teases and uses insults to hurt 4 a person who wants to make a difference (celebrate) kindness and acceptance as part of the Respect for All week.
another person? in their school community?
2 shaming someone online? 5 a person whose family background is 7 WRITING AND SPEAKING Choose a task.
being insulted?
3 a person with emotional and health problems?
6 a person who feels bad about witnessing bullying? Easy-peasy No picnic Down to work!
VOCABULARY Idioms Make an anti-bullying Create an anonymous In pairs, organise an anti-
3 One idiom has been coloured in each message. Match them to their explanations below. poster with your anti- questionnaire for your bullying day dedicated to
bullying message(s). You classmates to check their promoting kindness and
1 when you are annoyed, or bored with a situation that can include drawings, experience of bullying. tolerance at your school. Write a
has existed for a long time idiom (n) /ˈɪdɪəm/ Come up with at least 8 programme with a list of
writing, images and more.
2 when something makes you very frustrated or angry a phrase with a mea questions in the present
ning Why not use poster-making activities and events, and write
different from the liter perfect tense. Collect the short descriptions of each.
3 to find out the explanation or cause of a bad situation al apps and websites to make
meaning of the ind answers, and present the Present your programme to the
4 when something seems like a good idea, but it’s difficult to do ividual words your poster visually
results to the class. rest of the class.
attractive?

20 21
UNIT 1
ANSWER KEY • Check answers as a class.
1 Message 2, 2 Message 4, 3 Message 1, 4 Message 4, • In a lower-ability class, you may want to
5 Message 2, 6 Message 3 explain the new vocabulary. Suggested
vocabulary: harass, handful, confront,
VOCABULARY Idioms offender.
Exercise 3, p. 20 Track 1.3

• Draw students’ attention to the meaning of the 1 Dear beep, I understand that you’re fed up with it,
word idiom. but bullying back is not the answer. That would just
give the mean girl more reason to pick on you. Have
• You may want to give students a few you tried answering calmly, saying something like
“Want some? It’s delicious” and pretending that you
examples of idioms in Croatian. don’t care? Get support from your friends, too. They
Suggested idioms: glava u oblacima, shouldn’t just be silent bystanders. Bullying usually
nemati ni glavu ni rep, slagati se kao pas i stops when peers intervene. And if it doesn’t, report
it to your teacher, and the bully will have to face the
mačka, ići kao po loju, etc. music.
• Let students find the coloured idioms in the 2 Hi, beep! Talking about it is definitely a step in the
right direction, and you should feel proud of yourself
messages in Exercise 2 a). for doing it. Being a passive witness is almost as bad as
• Students read the explanations and match being the bully. If you feel safe to do so, you can stand
up for the boy next time they harass him. And if you’re
them to the idioms. afraid to do that, talk to an adult who can help. If you
help to stop this from happening ever again, you’ll feel
• Check answers as a class. much better about yourself!
3 Dear beep, first of all, block and report anyone who
ANSWER KEY is bullying you online. Also, keep records of any online
bullying by saving messages or taking screenshots.
1 fed up with, 2 It’s driving me up the wall. 3 get to And, most importantly, don’t let a handful of envious
the bottom of it 4 it’s easier said than done people discourage you from reaching your goal. Have
you considered turning what they’ve done to your
advantage? Show your fellow students that you will
SPEAKING do everything to stop that kind of behaviour if they
vote for you. The bullies might end up regretting what
Exercise 4, p. 21 they’ve done.
4 Hey, beep! Chin up! What you’ve just described is a
• In groups, students discuss the teenagers’ very sneaky way of bullying. People who gossip and
problems and think about the advice they do things behind your back are, in fact, really insecure
and often feel very bad about themselves. They pick on
would give them. other people to make themselves look better. Have you
• Monitor students and help if necessary. tried confronting the boy? Be confident. It might make
him lose his power. And report the graffiti to the school
• Let the representatives of the groups share authorities. They should find the cause of the problem
their advice for the teenagers’ problems. and deal with the offender.

Students’ answers. 1 Bahar, 2 Adrian, 3 Tanisha, 4 Janine
LISTENING LISTENING
Exercise 5 a), p. 21 Exercise 5 b), p. 21
• Students read the instructions to the exercise. • Students read the advice Diego gives to each
Make sure they understand what is expected teenager.
of them.
• They listen to the track again and tick the
1.3. • Play Track 1.3. correct advice.
• Students match Diego’s advice to the • Play Track 1.3 again.
teenagers’ names.

Le
ss
on
2
• Check answers as a class. • In pairs, students think about some other acts
• In groups, students compare Diego’s advice to of bullying for the categories and add them
theirs. under the headings in Exercise 2 a).
• Discuss the differences as a class. • Monitor students and help if necessary.

• Check answers and discuss students’ ideas as
ANSWER KEY a class.
1 report your friends, 2 turn to adults for help, 3
record evidence of bullying, 4 stand up for yourself ANSWER KEY
1 cyber bullying: posting insulting photos, setting up
WORKBOOK PRACTICE fake accounts, conducting offensive internet polls, 2
physical bullying: tripping, hitting, stealing, 3 verbal
bullying: teasing, name-calling, insulting, 4 social
• Students read the explanations and copy the bullying: spreading rumours, leaving someone out,
types of bullying next to their explanations. gossiping
• Check answers as a class. / Students’ answers.

1 cyberbullying, 2 physical bullying, 3 verbal bullying, • Have students match the sentence halves to
4 social bullying get full sentences.
2B TAKING A STAND
VOCABULARY
ANSWER KEY
1
a) Match the two parts of the phrases. 1 If you get to the bottom of something, you discover
the reasons why something happens. 2 If something
1 to lose 2 to stand up 3 to spread 4 to feel 5 to call 6 to be
somebody names a passive bystander for yourself

rumours depressed your appetite is easier said than done, it looks like a good idea, but
b) Copy the phrases from Exercise 1 a) next to their explanations.
1 ____________________________________ to say rude, insulting things to a person

it’s not easy to achieve. 3 If you drive someone up
2 ____________________________________ to watch what is happening, but choose to ignore it the wall, you make them very frustrated. 4 If you’re
3 ____________________________________ to be unhappy and without hope
4 ____________________________________ not to have the same desire to eat as you used to fed up with something, you’ve had enough of it. 5 If
5 ____________________________________ to tell (a lot of) people a piece of news that might be true or invented
6 ____________________________________ to be confident and defend yourself
you face the music, you admit what you’ve done and
c) Complete the sentences with the appropriate forms of some of the phrases from Exercise 1 a). Make all
the necessary changes. Then use the two remaining phrases in sentences of your own.
take punishment for it. / 3, 5, 1, 2, 4
1 I think that people who _______________________________ about others actually don’t feel good about
themselves.
2 When you choose _______________________________, you choose to ignore the situation rather than try to
help.
3 No matter how much I dislike someone or how angry I get, I never ________________ them ________________.
4 When you don’t get the respect you deserve from others, don’t be afraid to ______________________________.
• Students match the idioms from Exercise 3 a)
5 ______________________________________________________________________________________________________
6 ______________________________________________________________________________________________________
to the illustrations.
2
a) Match the types of bullying to their explanations.
• Instruct them to draw their own illustration of
verbal bullying cyberbullying social bullying physical bullying the remaining idiom from Exercise 3 a).
1 _______________________ 2 _______________________ 3 _______________________ 4 _______________________
(using digital technology
to deliberately harass or
(any bullying that hurts
someone’s body or
(the act of saying unkind
and hurtful things to a
(bullying behind
someone’s back and
• Check answers as a class and let volunteers
show their illustrations.
humiliate) damages their person) encouraging others to
possessions) turn against them)
ANSWER KEY
A 5, B 4, C 2, D 3 / Students’ illustrations.
18
Exercise 2 b), p. 19 • Explain to students that Diego has received a

• Students go through the acts of bullying and message from another upset teenager.
copy them under the correct headings in • Students read the message and complete the
Exercise 2 a). text with the correct form of the idioms from
Exercise 3 a).
2B TAKING A STAND
57
UNIT 1
• Check answers as a class. • You may want to have a class exhibition
of students’ drawings and choose the
ANSWER KEY best illustrations.
1 easier said than done, 2 fed up with, 3 driving me • Alternatively, you can organise charades
up the wall, 4 get to the bottom of, 5 face the music and have groups act out the idiom of
their choice, while the class tries to guess
Exercise 4 b), p. 19 the idiom shown.
• Let students think about what advice they
would give to Alyssa. ANSWER KEY
• They write a reply to her message. Remind 1 b), 2 a), 3 b), 4 c), 5 a), 6 b), 7 c), 8 c), 9 b), 10 a)
them to use at least one of the idioms from
Exercise 3 a). HOMEWORK
• Give students enough time.
WB p. 18, Exercises 1 a), b), and c)
• Have volunteers read out their advice.
ANSWER KEY
b) Sort these acts of bullying under the correct headings in Exercise 2 a). Add at least two more examples.
teasing tripping somebody posting insulting photos spreading rumours

setting up fake accounts hitting somebody stealing leaving someone out
gossiping insulting name-calling conducting offensive polls on social media
3 a) Match the sentence halves to form full sentences.
1 If you get to the bottom of something, you make them very frustrated.
2 If something is easier said than done, you admit what you’ve done and take punishment for it.
3 If you drive someone up the wall, you discover the reasons why something has happened.
4 If you’re fed up with something, it looks like a good idea, but it’s not easy to achieve.
5 If you face the music, youʼve had enough of it.
b) Match the idioms from Exercise 3 a) to the illustrations. Draw your own illustration of the remaining
idiom in Exercise 3 a).
A 1
D
B
4
a) Diego has received a message from another upset teenager. Complete the text with the correct form of
the idioms from Exercise 3 a).
A boy at my school keeps picking on me. He’s always teasing me and calling me names. My parents advise
me not to talk back, but that’s (1) ___________________________________. I wish it were that simple! I’m so
(2) __________________________________ it! On top of that, the other day, someone conducted an embarrassing
Internet poll about me, asking a question about my physical appearance. My life has become a nightmare; I
can’t sleep, I can’t eat, I keep thinking about who it was. Itʼs really (3) _______________________________. I can’t
tell whether it’s this boy, but I definitely want to (4) ___________________________________ it. How can I find
out? Can you help me, please? I just want that person to (5) ___________________________________, apologise
and stop doing it! (Alyssa, 13)
b) What advice would you give Alyssa? Write a reply to her message. Make sure you use at least one of the
idioms from Exercise 3 a).
Dear Alyssa, ____________________________________________________________________________________________

_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
19
ENDING THE LESSON

• Distribute the photocopiable idioms quiz
templates to students (Resource Bank,
Resource 12, pp. 406-412). Students do the
quiz and illustrate two idioms of their choice.

Le
ss
on
2
Lesson 2
My mum and dad always watch
Drugi i drugačiji / Slobodno documentaries in the evening.
i mlade
Mike’s sister doesn’t drink coffee late in the
NASTAVNA JEDINICA Taking a stand (2. sat)
day.
PREDVIĐENI BROJ SATI 2 Helen is coming to Daniel’s party next Friday.
A.8.1., A.8.2., A.8.3., A.8.4.,
A.8.5., A.8.6., B.8.1., B.8.3.,
Are they having a meeting on Thursday?
ISHODI POUČAVANJA
C.8.1., C.8.2., C.8.3., C.8.4.,
C.8.5., C.8.6.
We have lived in this house since 2017.
DJELATNOST (I) U FOKUSU Govorenje, čitanje, pisanje Have you ever tried Mexican food?
Izricanje prošlosti, sadašnjosti
i budućnosti pomoću
GRAMATIKA glagolskih vremena present
• Underline the verbs in the sentences and ask
simple, present continuous i students to tell you the tense used in each
present perfect simple sentence.
KOMUNIKACIJSKO-JEZIČNA Govorenje o nasilničkom
KOMPETENCIJA ponašanju • Have students think about the situations in
MEĐUPREDMETNE TEME which we use the tenses.
A.3.1., A.3.2., A.3.3., B.3.1.,
Osobni i socijalni razvoj B.3.2., B. 3.3, B.3.4., C.3.1., ANSWER KEY
C.3.2., C.3.3.
1, 2 present simple; 3, 4 present continuous; 5, 6
A.3.1., A.3.2., A.3.3., B.3.1.,
present perfect simple
Učiti kako učiti B.3.2., B.3.3., B.3.4., C.3.2.,
C.3.3., D.3.1., D.3.2.
Uporaba informacijske i A.3.1., A.3.2., B.3.1., B.3.2., MAIN PART
komunikacijske tehnologije C.3.1., D.3.1., D.3.3.
B.3.1. A, B.3.1. B, B.3.2. B,
Zdravlje
B.3.2. C My... GRAMMAR! Expressing present time
MEĐUPREDMETNO čitanje s razumijevanjem, • Refer students to the My... GRAMMAR! section.
POVEZIVANJE izricanje prošlosti, sadašnjosti
i budućnosti • Students read the sentences first.
UDŽBENIK Str. 21. • Instruct students to look at the timeline and
RADNA BILJEŽNICA Str. 20. -21. have them explain when we use each tense.
Dodatni zadatci za
DIGITALNI SADRŽAJ IZZI uvježbavanje na digitalnoj • Encourage students to speak in English
platformi IZZI but accept the expressions in Croatian.
STARTING THE LESSON • Students match the use to the tense.

• Play a version of the Cut up sentences game
further practise expressing present time.
(see Games and Activities on pp. 394-398)
with students. Distribute the photocopiable ANSWER KEY
cut up templates to students (Resource Bank,
2 the present simple tense, 1 the present continuous
Resource 13, pp. 406-412).
tense, 3 the present perfect simple tense
• Once all the groups have rearranged the
sentences, write them on the board. Exercise 6, p. 21
• Explain to students that Diego is writing about
bullying in NYC schools for the help centre’s
website.
2B TAKING A STAND
59
UNIT 1
• Students complete the text, using the present
simple, present continuous or present perfect My...
5
GRAMMAR! Expressing present time
simple of the verbs in brackets.

SPEAKING Write down short answers to these questions. Report back to the class on what you have or
haven’t done. Explain your answers.
Have you ever...

1 made fun of others? _______________________
2 spread rumours? _______________________
3 done something just to be liked or to fit in? _______________________
and correct the mistakes, if there are any. 4 made hurtful graffiti?
5 posted a hurtful comment?
_______________________
_______________________
Check answers as a class. 6 felt pressure to do something because everyone else does it? _______________________
6
Circle the correct answers. Then tick the sentences that are true for you.
• You may want to discuss the tenses used 1 I ever / now / always feel bad after I say unkind words to my friends when we get into an argument.
2 One of my classmates has today / recently / yet told me that he’s moving abroad.
in each sentence with students. Have 3 I never feel depressed, but sometimes / already / today I’m feeling really sad because I got an F in a test.
4 I’ve never / yet / usually posted insulting photos of my friends on social media.
them explain why they have used a 5 I at the moment / every day / sometimes feel pressured into gossiping.
6 The amount of time I’m spending looking at a screen since / these days / often is alarming.
particular tense. 7
Diego has received a text message from his friend Leona. Choose the most suitable answer – A, B or C – to
complete the sentences.
Hi Diego, I (1) ____ a great time here at the youth camp in Greece! I (2) ____ for one more week. People
ANSWER KEY (3) ____ really nice since the first day, and I (4) ____ some friends that I’ll keep in touch with afterwards. I like
our timetable at the camp. We (5) ____ lessons every morning, and then we usually (6) ____ some sport. But
that’s not the plan for today! Today we (7) ____ to the gym; we (8) ____ on a day trip to Athens. We (9) ____ the
1 affects, 2 has (never) been, 3 have witnessed, 4 Acropolis Museum. I can’t wait to see the Parthenon, I’m so excited! And, by the way, we have already visited
the ancient site of Delphi. I know how you (10) ____ the story about the Delphi fortune tellers, so I (11) ____
doesn’t feel, 5 stay, 6 struggle, 7 happens, 8 don’t tell, you a postcard of the site. I (12) ____ home next Sunday; my plane (13) ____ at 7 a.m. We’ll see who gets home
first – me or the postcard. Have to run now, I can hear the teacher; she (14) ____ us! See you soon!
9 has done, 10 are celebrating 1 A have B am having C have had

2 A stay B am staying C have stayed
3 A are B are being C have been
4 A already make B am already making C have already made
WORKBOOK PRACTICE 5
6
A have
A do
B
B
are having
are doing
C
C
have had
have done
7 A don’t go B aren’t going C haven’t gone
8 A go B are going C have gone
A visit B C
SPEAKING
9 are visiting have visited
10 A love B are loving C have loved
11 A already send B am already sending C have already sent
12 A fly B am flying C have flown
Exercise 5, p. 20
13 A leaves B is leaving C has left
14 A calls B is calling C has called
• Students read the questions first. 20

• They write down short answers to the Hello World 8 RB 2021.indb 20 29.7.2021. 16:11:04
questions. Exercise 9 a), p. 21

• When they are finished, have them report to • Students complete the text, using the present
the class what they have or haven’t done. simple, present continuous or present perfect
simple.
ANSWER KEY
• This task can be used for formative
understand expressing present time and
Exercise 7, p. 20
the use of present simple, present
• Students read an e-mail from Diego’s friend continuous and present perfect simple.
Leona and choose the most suitable answer,
A, B or C, to complete the sentences. • Collect students’ work and correct it.
• Check answers as a class. correct the answers.
ANSWER KEY • Discuss the answers as a class.
1 B, 2 B, 3 C, 4 C, 5 A, 6 A, 7 B, 8 B, 9 B, 10 A, 11 C, 12 B,
ANSWER KEY
13 A, 14 B
1 becomes, 2 harm, 3 becomes, 4 aren’t looking for,
5 starting, 6 don’t stand/aren’t standing, 7 affects,
8 Have (you ever) been, 9 have (you ever) made, 10
have ever done, 11 have/‘ve hurt, 12 respect
• Students read the text again and answer the
questions.

Le
ss
on
2
ANSWER KEY WRITING AND SPEAKING
1 A permanent public record is everything we Exercise 7, p. 21
post/put on the internet. It becomes a part of our
digital footprint so everyone can see it (our future • Although students are going to do the task
employer, a new boyfriend/girlfriend). 2 It’s easier for homework, go through the tasks with
to hurt people online because it’s much easier to students. Instruct students to choose one of
be bold and rude when you aren’t standing face to them.
face with the person. 3 You should admit that you • Suggest some of the poster-making apps and
have done something that you’re not proud of and
websites to the students who have chosen to
apologise to the person you’ve hurt.
do the Easy-peasy task.
• Suggested poster-making apps and websites:
8
Read the situations, then write sentences in present simple, present continuous or present perfect simple
using the prompts in the brackets.
canva. com, adobespark. com.
1 Diego sees his neighbours go out. Minutes later, a delivery man comes to their door.
Diego tells him: ___________________________________________________________________. (they / just / go out)
2 Diego is at Grand Central Terminal. He wants to know when the train from Boston arrives.
• You may want to remind the students
He asks: ___________________________________________________________________________? (the train / arrive)
3 Diego is meeting his friend Jake. Jake’s arm is in plaster.
who have chosen the No picnic task to
Diego asks: ________________________________________________________________________________? (happen)
4 Diego’s dad is temporarily out of job. Someone asks him where he works.
use the present perfect tense in their
He says: _________________________________________________________________ at the moment. (I / not work)
5 Hiro wants to know how often Melosa has her lacrosse practice.
questionnaire.
He asks: ________________________________________________________________________________? (you / have)
6 Hiro has borrowed a book from Diego’s friend Luis. Luis asks him whether he’s finished reading it. • In a lower-ability class, you may want to
Hiro answers: ______________________________________________________________________. (I / not read / yet)
9
instruct students to work in groups.
a) Complete the help centre’s teen bullying brochure. Use present simple, present continuous or present
perfect simple.
Have you ever posted a hurtful comment or shared something unkind about someone else? Do you know
that everything you post (1) _________________ (become) part of a permanent public record? That way, you HOMEWORK
(2) ____________________ (harm) not just the online reputation of the person being bullied; you also harm
your own. Whatever you put on the Internet (3) ____________________ (become) part of your digital footprint
and might hurt you later. Maybe you’re not aware of it right now, because you (4) _________________________
(not look for) a job or (5) ____________________ (start) a new relationship at the moment. But it might have
B pp. 20–21, Exercises 6 and 8
W
negative consequences in the future. It’s much easier to be bold and rude when you (6) ____________________
(not stand) face to face with the person. People are sometimes unaware how unkind some of the messages Student’s Book, p. 21, WRITING AND
SPEAKING, Exercise 71
they send in the virtual world are. Real or virtual, they hurt the same. Think about how your everyday
behaviour (7) ____________________ (affect) other people. (8) ___________ you ever __________________ (be)
mean to someone or (9) ___________ you ever __________________ (make) fun of the way they look or speak?
Take the first step, and be honest to yourself. If you (10) ____________________ (ever / do) something that
you’re not proud of, now is the time to admit it and apologise to the person you (11) ____________________
(hurt). It’s really rewarding, you’ll see. People (12) ____________________ (respect) those who are nice and
kind to them.
b) Read the text again. Answer these questions.

1 How can a permanent public record harm you?
________________________________________________________________________________________________________
2 Why is it easier for people to hurt others online?

________________________________________________________________________________________________________
3 What should you do if you hurt someoneʼs feelings?

________________________________________________________________________________________________________
21
ENDING THE LESSON

• Make enough copies of the 3-2-1 Exit ticket
(Resource Bank, Resource 14, pp. 406-412) to
check how well students have understood the
use of present simple, present continuous and
present perfect simple.
• If time allows it, check what students have
written or, alternatively, do so at the beginning
of the following lesson. If necessary, explain
the use of the tenses one more time.
2B TAKING A STAND
61
Lesson 3
UNIT 1
3A A SUPER-CITY distribute the photocopiable Expressing
present time worksheets to students
Lesson 1 (Resource Bank, Resource 15, pp.
406-412).
i mlade ANSWER KEY
NASTAVNA JEDINICA A super-city (1. sat) 1 What are you drinking? 2 Correct. 3 Her back hurts
PREDVIĐENI BROJ SATI 2 because she has worked in the garden every day for
A.8.1., A.8.2., A.8.3., A.8.4., the last two weeks. 4 How long has he known about
ISHODI POUČAVANJA A.8.5., B.8.1., B.8.3., C.8.1., it? 5 I am busy because I’m studying for my English
C.8.2., C.8.5. test tomorrow. 6 Correct. 7 We haven’t planned
DJELATNOST (I) U FOKUSU Govorenje, čitanje, pisanje our holiday yet. 8 He usually helps his mother in
stunts, villains, fictional, the kitchen. 9 He hasn’t called Susan today, so he
skyscraper, storey, featured, doesn’t know where she is. 10 How often do you go
ape, get across, tramway,
nemesis, bustling, landmark,
to the cinema?
VOKABULAR
record holder, awesome,
brilliant, enormous, • Draw students’ attention to the title of the
recognisable, fictional,
thrilling, bustling, legendary
lesson and let them explain the meaning of
the phrase super-city.
KOMUNIKACIJSKO-JEZIČNA Opisivanje znamenitosti
KOMPETENCIJA grada
MEĐUPREDMETNE TEME
ANSWER KEY
Osobni i socijalni razvoj A.3.1., A.3.3., B.3.2. Students’ answers.
A.3.1., A.3.2., A.3.3., B.3.1.,
Učiti kako učiti
B.3.3., C.3.3., D.3.2.
TRICKS OF THE TRADE
Uporaba informacijske i A.3.1., A.3.2.
komunikacijske tehnologije A super-city: 1 a very large city, with a
Hrvatski jezik Čitanje s population in the millions; 2 a vast urban area,
POVEZIVANJE often incorporating several smaller cities.
Geografija New York City
(Source: Collins Dictionary)
MAIN PART
Dodatni zadatci za
uvježbavanje na digitalnoj
DIGITALNI SADRŽAJ IZZI platformi IZZI SPEAKING
Exercise 1, p. 22
• Have students read the instructions and go
STARTING THE LESSON through the list of guided tours.
• Check homework as a class. • Write the following places on the board and
• Students present their anti-bullying posters, ask students to try to match them to the tours.
the results of their bullying questionnaire or
Monteleone bakery the Empire
the programmes for an anti-bullying day.
State Building Brooklyn, the
• While students are presenting their work, Bronx and Queens the Statue of
make sure the others are paying Liberty Central Park the Audubon
attention. Mural Project Carnegie Hall the World
• Give your own feedback to each student Trade Center/One World Trade Center
or group. Focus on the elements of the
presentation, their correctness, fluency • In small groups, let students think about which
and confidence. of the tours they would be most interested in
• You may want to revise the usage of and what they would expect to see, hear and
tenses for expressing present time, so taste there.

Le
ss
on
3
3A A SUPER-CITY
3
on
ss
Le
I can make, accept and refuse suggestions.
1 SPEAKING Visiting New York can be a challenging task. Luckily, there are numerous guided tours to help you!
Which of the tours below would you be most interested in? What would you expect to see, hear and taste there?
NYC Culinary Tour ‘Outer Boroughs’ Tour ‘Green NYC’ Tour Discover Street Art NYC
‘Movie&TV Sites’ Tour ‘History of NYC’ Tour ‘Music of NYC’ Tour 9/11 Tour
2 a) READING Diego is writing an article for Hiro’s school magazine. Scan the text, and answer the questions.
1 What is he writing about? 2 Why has he chosen that title? 3 Which sites does he mention?
MARVE L-OUS NYC

What do Spider-Man, the Avengers, and other legendary
superheroes have in common? They fly, swing,
from terrifying villains, of course. But there’s
fight and perform other awesome stunts to save the day
: New York City. The brilliant Marvel writer
one more character that plays a key role in all their stories
realisti c. Unlike fictional cities such as Gotham or
Stan Lee said that he chose it to make his stories more
. So let me take you to some of my must-s ee locatio ns from Marvel movies and comics.
Metropolis,
1 Can you imagine Spider-Man without enormous buildings to swing between?

New York is home to some of the most elegant and recognizable skyscrapers in
the world. Built in 1930, the 102-storey Empire State Building earned the title
of the world’s tallest building. Soon the movie industry decided to feature it in
its work. One of my favorite movie scenes is when a giant ape climbs to the top
of the building in the 1933 classic King Kong. The Empire State Building held
the title for almost 40 years, . Unfortunately, two of the towers, known as
the Twin Towers, were destroyed in a terrorist attack on September 11, 2001.
The bridges of New York have also had their moments to shine in pop culture. The
most popular way to get across the East River must be the Brooklyn Bridge. It’s
one of NYC’s most recognizable sights. But my favorite is the Queensboro Bridge,
2
. I enjoy riding the aerial tramway: it takes you to Roosevelt Island and gives
you a great view of both the bridge and the city. It’s also the setting of a thrilling
scene from Spider-Man, when he saves his crush, Mary Jane, along with tramway
passengers, from his nemesis, the Green Goblin. Even though the Queensboro
Bridge is not as famous as the Brooklyn Bridge, it is featured in lots of movies, !
3
There are two places that are central for New Yorkers, visitors and superheroes
alike. Grand Central Terminal is one. It’s more than a bustling train station: lots
of movie and comic scenes take place at this famous landmark. But the real
record holder is Central Park. This huge public park (but only the fifth-largest
in NYC!) has appeared in hundreds of movies and TV shows, ! Its various
landscapes, sculptures and architecture have surely captured the imagination
of the movie industry. They are also the reason why New Yorkers and tourists
love spending their free time here. My favorite part of the park is the romantic
Bow Bridge, . Even superheroes get hurt sometimes!
22
3A A SUPER-CITY
63
UNIT 1
• Brainstorm students’ ideas as a class. • Refer students to the STOP AND THINK! section.
Discuss with students where they can look
ANSWER KEY up a word if they don’t understand it from
NYC Culinary Tour – Monteleone bakery, ‘Outer
Boroughs’ Tour – Brooklyn, the Bronx and Queens,
3A A SUPER-CITY
context.
‘Green NYC’ Tour – Central Park, Discover Street Art ANSWER KEY
NYC – the Audubon Mural Project, ‘Movies & TV Sites’ Students’ answers. Suggested answers: In the
Tour – the Empire State Building, ‘History of NYC’ Student’s Book, in an online or a print dictionary.
Tour – the Statue of Liberty, ‘Music of NYC’ Tour –
Carnegie Hall, 9/11 Tour – the World Trade Center/ • You may want to divide students into
One World Trade Center / Students’ answers. groups and instruct them to go online
and find the sites mentioned in the text
READING in Exercise 2 a).
• Suggested sites: the Empire State
Exercise 2 a), p. 22 Building, the Twin Towers, the Brooklyn
• Have students read the instructions as well as Bridge, the Queensboro Bridge, Roosevelt
the questions. Island, Grand Central Terminal, Central
• Students scan the text and answer the Park.
questions. • If that is not possible, display a map
• Check answers as a class. online via an OHP and find the places
together with students.
ANSWER KEY
WORKBOOK PRACTICE
1 Hiro is writing about New York and some of its
famous locations from films and comics. 2 He has VOCABULARY
chosen that title because New York City plays a key
role in Marvel Comics stories about Spider-Man, Exercise 1 a), p. 22
the Avengers and other superheroes, all written by
• Students read the definitions first and then
Marvel writer Stan Lee. 3 He mentions the Empire
match them to the adjectives.
State Building, the Twin Towers, the Brooklyn Bridge,
the Queensboro Bridge, Roosevelt Island, Grand • Check answers as a class.
Central Terminal and Central Park.
ANSWER KEY
Exercise 2 b), p. 22 8, 3, 7, 6, 5, 4, 1, 2
• Let students read the missing sentence parts
first. Study tip! VOCABULARY
• Students then read the article carefully and • Refer students to the Study tip! VOCABULARY
complete it with the missing sentence parts. section and remind them that it is easier to
• Check answers as a class. remember new words if they put them in a
context they can relate to. Let students think
• Explain any new vocabulary. Suggested of something they find awesome, brilliant or
vocabulary: stunts, villains, fictional, thrilling. Discuss students’ ideas as a class.
skyscraper, feature, ape, get across, tramway,
nemesis, bustling, landmark, record holder. ANSWER KEY
• At this point, you can GO DIGITAL and Students’ answers.
practise reading aloud.
ANSWER KEY
C, E, A, D, B, F

Le
ss
on
3
b) Read the article again, and complete it with the missing sentence parts below.
A which connects Manhattan with Queens E until the first World Trade Center
B and is the most-filmed location in the world tower was built
STOP AND
F where poor old Spidey gets his
THINK!
C NYC is real and relatable, both to readers and to writers If you don’t
heart broken by Mary Jane u
a word from nderstand
D and even has a catchy song written about it
of the text the context
,w
3 you look ithere can
up?
a) 1.4 LISTENING Diego and Hiro are planning their Spider-Man Tour. Listen, and put
the pictures in the correct order (1–3). There is one picture you do not need.
b) 1.4 Listen again. Where does...
1 Uncle Ben say the popular quote from Spider-Man? 3 Peter Parker become a superhero?
2 Peter Parker earn money by selling his photos? 4 Peter Parker grow up? Curious
me!
My... EVERYDAY ENGLISH! Making, accepting and declining suggestions Who is Miles
Morales? How
Here are some Making suggestions Accepting suggestions Declining suggestions
useful phrases is his story
You / We could… Great idea! Perfect! That’s a good idea, but…
to help you different from
Let’s… Sure! Why not? I’m not sure.
accept or decline What / How about…? It sounds / looks… I’d rather (not)… Peter Parker’s?
suggestions in a Find out, and
Why don’t you / we…? That’s fine by me! I’m not (that) keen on…
polite way. Add decide which
some more to Why not…? Yes, let’s! I’d prefer…
Shall we…? I’d love to! I’d love to, but… story you prefer
each column.
Yes, I feel like… I don’t feel like… and why.
4 WRITING Work in pairs. Choose a situation, and write a dialogue. Follow the instructions your teacher will give
you.
1 You and your friend are deciding 2 You are talking to your parents 3 You and your friend want to go
what to do in the evening. about where to travel in to the cinema. Agree on which
summer. film to see.
5 SPEAKING New York City has a lot to offer to people of various interests. Work in groups. Follow the steps
below, and do research.
Step 1 Step 2 Step 3 Step 4

Choose a tour from Prepare a short Present your work to As a class, choose
Exercise 1 on the presentation about the rest of the class. the most interesting
previous page. the sites on the tour. Your classmates will tour. Discuss what
Find out what you Explain what each of use a rubric that your you would like to visit
could see and do there. them is, and include teacher will give them first if you went to NYC
fun facts and photos. to evaluate your work. on a school trip.
23
3A A SUPER-CITY
65
UNIT 1
on
3 3A A SUPER-CITY
ss
2
Le
Complete the texts with the words below. There are three words you do not need.
story record holder featured tramway scenes stunts
skyscraper landscape title landmarks villains go across ape
VOCABULARY
1
a) Match the adjectives to their definitions. New York City is one of the most recognizable cities in the world. Thousands of people visit its well-known
1 awesome 2 legendary 3 enormous 4 recognizable (1) _____________________ every day. The movie and comic industries have certainly played a role here;
many popular stories are set in this thrilling city. Writers and directors choose New York City for their
5 fictional 6 thrilling 7 bustling 8 brilliant heroes to perform amazing (2) ___________________, fight (3) ___________________ and save the day – and
the city. Below are two landmarks that have been featured in many movie and comic (4) ________________.
extremely clever or bright from a story, not real or true
very large, huge easy to know or identify Opened in 1883, the Brooklyn Bridge was the world’s first steel-wire suspension bridge. It also
busy, full of people and activity extremely good held the (5) _____________________ of the world’s longest suspension bridge for twenty years.
exciting and a lot of fun very famous and talked about a lot, like a hero Its construction wasn’t an easy one; at least 20 people, including its designer, John A.
in a traditional story Roebling, died building this masterpiece. It was finally completed by Roebling’s daughter-
in-law, Emily. She was the first person to (6) _____________________ the bridge. However,
Study tip! VOCABULARY New Yorkers had to be convinced that the bridge wouldn’t collapse. It took 21 elephants
crossing it to show them it was safe! Today, it still dominates New York City’s
It’s easier to remember new words if you put them in a context you can relate to. For example, think of something that you (7) _____________________.
find awesome or consider brilliant. What is thrilling for you?
The Chrysler Building is considered by many to be the most elegant (8) _____________________
b) Complete these sentences with adjectives from Exercise 1 a). in NYC. It was the world’s tallest building when it was completed in 1930, but not for long.
1 In 1962, Stan Lee had a _____________________ idea: creating a superhero story with a teenager as the main The Empire State Building became the new (9) _____________________ just a year later.
character. That’s how Spider-Man, one of the best-known superheroes of all time, was born. Nevertheless, this romantic 77-story building still inspires many writers and movie directors.
2 We went sky-diving last summer and had lots of fun. I was so excited to try it out; it was a ________________ Although King Kong chose to climb the rival Empire State Building, this beautiful skyscraper
experience! is (10) _____________________ in many other famous movies and TV shows.
3 It’s difficult to say what the most _____________________ structure in NYC is; there are so many of them that
are famous around the world.
My... EVERYDAY ENGLISH! Making, accepting and declining suggestions
4 New York City is one of the most _____________________ cities in the world, because there are over eight
million people living there and many more visiting it every year. 3
Match the suggestions to the responses.
5 The characters in this novel and all the events are entirely _____________________. The story takes place in That’s a great idea; the weather is just perfect!
1 Let’s go shopping today.
NYC.
2 Why don’t you ask someone to help you? I’d love to play, but I have to do my homework first.
6 You can get an _____________________ view of the Statue of Liberty if you take the Liberty Island ferry. Oh, yes; I could use a new T-shirt!
3 Shall we meet at half past seven?
7 Skyscrapers in NYC are absolutely _____________________. You really can’t imagine their size until you see 4 We could go to the beach today. I don’t think I’ll be able to make it by then.
them with your own eyes.
5 How about booking a hotel for our holiday? I’d prefer to sleep outdoors, under the stars.
8 Many _____________________ artists have lived in New York City and used it as inspiration for their work. 6 Let’s play basketball! I’d rather not; I’d like to do it myself.
22 23
Hello World 8 RB 2021.indb 22 29.7.2021. 16:11:12 Hello World 8 RB 2021.indb 23 29.7.2021. 16:11:24
Exercise 2, p. 23 ENDING THE LESSON

• Students read the text and complete it with
the missing words. Remind them that there • To further revise the vocabulary, play Music
are three words they do not need. action with students (see Games and Activities
on pp. 394-398) with the key vocabulary from
• Check answers as a class. the lesson. Suggested vocabulary: stunts,
villains, fictional, skyscraper, storey, featured,
ANSWER KEY ape, get across, tramway, nemesis, bustling,
1 landmarks, 2 stunts, 3 villains, 4 scenes, 5 title, 6 go landmark, record holder, awesome, brilliant,
across, 7 landscape, 8 skyscraper, 9 record holder, 10 enormous, recognisable, fictional, thrilling,
featured bustling, legendary.
HOMEWORK
WB p. 22, Exercise 1 b)

Le
ss
on
3
Lesson 2 MAIN PART
Drugi i drugačiji / Slobodno LISTENING

i mlade Exercise 3 a), p. 23
NASTAVNA JEDINICA A super-city (2. sat) • Explain to students that Diego and Hiro are
PREDVIĐENI BROJ SATI 2 planning their Spider-Man tour.
A.8.1., A.8.2., A.8.3., A.8.5.,
ISHODI POUČAVANJA
B.8.1., B.8.2., C.8.1., C.8.2. • Brainstorm what students already know about
DJELATNOST (I) U FOKUSU Govorenje, slušanje, pisanje Spider-Man.
Expressions for making, • Ask them if they can guess which places they
accepting and declining
suggestions: How about...? are going to visit on the tour and name the
VOKABULAR
Shall we...? It sounds... That’s sites in the pictures.
fine by me! I’d rather... I’m not
keen on... I’d prefer... 1.4. • Play Track 1.4.
KOMUNIKACIJSKO-JEZIČNA Izražavanje, prihvaćanje i
KOMPETENCIJA odbijanje prijedloga
• Students listen and put the pictures in
MEĐUPREDMETNE TEME
the correct order.
Osobni i socijalni razvoj A.3.1., A.3.2., A.3.3. • Check answers as a class.
A.3.1., A.3.2., B.3.1., B.3.2.,
Učiti kako učiti
B.3.3., B.3.4., C.3.3., D.3.2. Track 1.4
Hrvatski jezik Slušanje s Diego: I’ve finished writing the article for your school
razumijevanjem, izražavanje,
MEĐUPREDMETNO magazine. Phew! It wasn’t an easy job, I have to say.
prihvaćanje i odbijanje
POVEZIVANJE prijedloga
There’s so much to choose from, and so little space on
one page.
Geografija New York City Hiro: That’s true. I’m googling all the Spider-Man sites
UDŽBENIK Str. 23. in New York I’d like to see, but it seems that putting
RADNA BILJEŽNICA Str. 23. -24. myself in the shoes of my favorite superhero will take
time.
Dodatni zadatci za Diego: You’re staying here for six months, so we’ll have
DIGITALNI SADRŽAJ IZZI uvježbavanje na digitalnoj enough time to see everything. Well, almost everything.
platformi IZZI
I’m not sure anybody has ever discovered the whole of
New York. Let’s start planning, what do you say?
STARTING THE LESSON Hiro: Yes, let’s! What did you have in mind?
Diego: How about starting small? Some of my favorite
• Check homework as a class. buildings here are not skyscrapers at all. We must take
a selfie at the New York Public Library. You must meet
• You may want to play the Noughts and Patience and Fortitude, the Library Lions. They’re
crosses game (see Games and Activities among New York’s most popular statues!
on pp. 394-398) to do a comprehension Hiro: Is that where Peter’s uncle, Ben, gives that famous
quote: “With great power comes great responsibility”?
check of the text students have read in Diego: Yeah, right there! And then we could visit the
the previous lesson. Flatiron Building. It’s really unusual – skinny and
triangular – so you can’t miss it. The Daily Bugle, the
• Suggested questions: 1 Who wrote the newspaper that Spider-Man works for and sells his
stories about Marvel superheroes? 2 How photos to, has its headquarters there. Or we could go
to Columbia University, where the story starts when
many storeys are there in the Empire Peter is bitten by a radioactive spider. I’d like to study at
State Building? 3 When was the Empire Columbia, too.
State Building built? 4 When were the Hiro: This all sounds fantastic, but why don’t we go
Twin Towers destroyed? 5 Which bridge back to the real beginning, before the spider bite, and
start where Peter grew up: at Queens, in Forrest Hills?
connects Manhattan with Queens? 6 What Diego: I’d love to! I’ve never been there. OK, so let’s
is the name of Spider-Man’s nemesis? 7 start our tour in Queens and then visit the other places
What is the name of the big train station after. We can take the Queensboro Bridge tramway on
our way to Forrest Hills.
in New York City? 8 Where is Bow Bridge Hiro: Cool! And when we’re done with the Peter Parker
located? tour, we can start all over again – only this time right
here in Brooklyn, with Miles Morales, the second
• 9 How big is Central Park in comparison to Spider-Man!
other parks in New York City?
3A A SUPER-CITY
67
UNIT 1
ANSWER KEY • At this point, you can GO DIGITAL and
2, 1, –, 3 practise making, accepting and declining
suggestions further.
ANSWER KEY
• Let students read the questions first.
• Play Track 1.4 again.
• Students listen and answer the questions. WORKBOOK PRACTICE
• Check answers as a class. Exercise 3, p. 23
• Students match the suggestions to the
ANSWER KEY responses.
1 Next to the Library Lions, in front of the New York • Check answers as a class.
Public Library. 2 At The Daily Bugle newspaper, which
has its headquarters at the Flatiron Building. 3 At ANSWER KEY
Columbia University. 4 In Forrest Hills in Queens.
4, 6, 1, 3, 5, 2
• To further check listening comprehension, ask
students the following questions: What does
2
Diego suggest first? What is Hiro’s alternative Complete the texts with the words below. There are three words you do not need.
story record holder featured tramway scenes stunts
offer? What do they finally agree on? skyscraper landscape title landmarks villains go across ape
New York City is one of the most recognizable cities in the world. Thousands of people visit its well-known
(1) _____________________ every day. The movie and comic industries have certainly played a role here;
ANSWER KEY many popular stories are set in this thrilling city. Writers and directors choose New York City for their
heroes to perform amazing (2) ___________________, fight (3) ___________________ and save the day – and
the city. Below are two landmarks that have been featured in many movie and comic (4) ________________.
Diego suggests visiting the New York Public Library Opened in 1883, the Brooklyn Bridge was the world’s first steel-wire suspension bridge. It also
held the (5) _____________________ of the world’s longest suspension bridge for twenty years.
first. Hiro’s alternative offer is starting in Queens, Its construction wasn’t an easy one; at least 20 people, including its designer, John A.
Roebling, died building this masterpiece. It was finally completed by Roebling’s daughter-
in Forest Hills. They finally agree on taking the in-law, Emily. She was the first person to (6) _____________________ the bridge. However,
New Yorkers had to be convinced that the bridge wouldn’t collapse. It took 21 elephants
Queensboro Bridge tramway to Queens. crossing it to show them it was safe! Today, it still dominates New York City’s
(7) _____________________.
The Chrysler Building is considered by many to be the most elegant (8) _____________________
in NYC. It was the world’s tallest building when it was completed in 1930, but not for long.
CURIOUS ME! The Empire State Building became the new (9) _____________________ just a year later.
Nevertheless, this romantic 77-story building still inspires many writers and movie directors.
Although King Kong chose to climb the rival Empire State Building, this beautiful skyscraper

is (10) _____________________ in many other famous movies and TV shows.
assign it as optional homework. Encourage My...
3
EVERYDAY ENGLISH! Making, accepting and declining suggestions
Match the suggestions to the responses.

students to find out more about Miles Morales 1 Let’s go shopping today. That’s a great idea; the weather is just perfect!
I’d love to play, but I have to do my homework first.
and how different his story is from Peter Parker’s
2 Why don’t you ask someone to help you?
3 Shall we meet at half past seven? Oh, yes; I could use a new T-shirt!
4 We could go to the beach today. I don’t think I’ll be able to make it by then.
story. Let them decide which story they prefer 5 How about booking a hotel for our holiday?
6 Let’s play basketball!
I’d prefer to sleep outdoors, under the stars.
I’d rather not; I’d like to do it myself.
and explain why and have them report about it

at the beginning of the next lesson.
My...EVERYDAY ENGLISH!
Making, accepting and declining suggestions 23
• Draw students’ attention to the My... EVERYDAY

ENGLISH! section and the table there. Explain Exercise 4, p. 24
to students that they can use these phrases for • Students read the dialogues and circle the
making, accepting and declining suggestions. correct options.
• In groups, students read the phrases and think • In pairs, students swap their notebooks
about some more examples they could add to and correct the mistakes, if there are any.
each column. Check answers as a class.

Le
ss
on
3
ANSWER KEY ENDING THE LESSON
1 go, let’s; 2 Why don’t, How about; 3 We could, by; 4
WRITING
Why don’t you, but, prefer
Exercise 4, p. 23
Exercise 5, p. 24 • Have students read the instructions. Make sure
• Students read the dialogue and translate it they understand what they need to do.
into English.
• In pairs, students first choose one of the three
• Check answers as a class. situations.
• You may want to instruct students to • Distribute the photocopiable dialogue
practise reading the dialogue in pairs. Let templates to students (Resource Bank,
volunteers role-play the dialogues. Resource 16, pp. 406-412).
ANSWER KEY • Students then write their dialogues.
Suggested answers: • Remind them to use the phrases from the My...
Diego: Hi Hiro! What are you doing? / What’s up? EVERYDAY ENGLISH! section as help.
Hiro: Nothing much / special. And you? • Give students enough time. Monitor them and
Diego: I’m bored. Why don’t we go out? help if necessary.
Hiro: Sure, great! What did you have in mind?
• Let volunteers read out their dialogues to the
Diego: How about visiting the Coney Island Museum? class.
Hiro: I’m not that keen on visiting an amusement
park museum. I’d prefer to / rather go to the ANSWER KEY
amusement park itself.
Diego: That’s fine by me!
Hiro: Great! When do we go? / When are we going? Exercise 5, p. 23
• Although you are going to assign this task for
4
Circle the correct answer in the dialogues.
homework, go through the task as a class.
1 A: Let’s go / to go / going to the cinema tonight.
B: Yes, do / let’s / go! Which film would you like to watch?
A: I don’t know; you choose!
• In groups, students choose one of the tours
2 A: I’m bored! We could / Why donʼt / Letʼs we go for a walk? from Exercise 1 on page 22.
B: I’m not in the mood for a walk, sorry.
A: OK. How about / Let’s / Shall playing cards?
B: Sure, why not? • Go through the steps together with your
3 A: I’ve just finished my homework. How about / Why donʼt / We could play some video games.
B: That’s fine by / of / from me! But I think Mum expects us to help her prepare dinner. students. Make sure they understand what
they need to do.
A: Oh, of course. We can play after dinner, then.
4 A: I have to go to the shopping centre. Shall / Let’s / Why don’t you come with me and choose a new pair
of trainers?
B: I’d love to, because / but / and I have to work on my project.
A: Do you need some help?
• Distribute the photocopiable assessment
rubrics to students (Resource Bank, Resource
B: Thanks, but I’d rather / prefer / not to finish it by myself. I’m almost done, anyway.
5
17, pp. 406-412).
Translate the dialogue into English.
________________________________________________
Diego: Bok, Hiro, što radiš?
________________________________________________
________________________________________________
• Have groups present their speeches at the
Hiro: Ništa posebno. Ti?
________________________________________________
________________________________________________
Diego: Dosađujem se. Zašto ne izađemo malo?
________________________________________________
Hiro: Može, super! Što si planirao?

________________________________________________ HOMEWORK
________________________________________________
Diego: Možda bismo mogli posjetiti Coney Island

Museum?
________________________________________________
________________________________________________
________________________________________________
Hiro: Ne zanima me baš razgledavanje muzeja o ________________________________________________
zabavnim parkovima. Radije bih išao u sâm ________________________________________________
zabavni park. ________________________________________________
________________________________________________
________________________________________________
Diego: Može što se mene tiče!
________________________________________________
________________________________________________
Hiro: Odlično! Kad krećemo?
________________________________________________
24
3A A SUPER-CITY
69
UNIT 1
3B BEHIND THE MASK • You may want to use this exercise as
formative assessment.
NASTAVNA TEMA vrijeme / Književnost za djecu • Give short feedback to each student on
i mlade
their work.
NASTAVNA JEDINICA Behind the mask
PREDVIĐENI BROJ SATI 1 MAIN PART
A.8.1., A.8.2., A.8.3., A.8.4.,
ISHODI POUČAVANJA A.8.5., B.8.1., B.8.2., C.8.1., SPEAKING
C.8.2., C.8.3., C.8.4.

Govorenje, slušanje, čitanje, Exercise 1, p. 24
pisanje
• In small groups, students discuss how much
skilled hacker, martial arts,
lack in, be exposed to, posses, they know about superheroes and think about
VOKABULAR
muscular, healing powers, their names and alter egos, superpowers,
regeneration powers, get
provoked, a bit of a stretch,
personality, costume and gear and nemeses.
barely, mighty, yield • In a lower-ability class, you may want to
KOMUNIKACIJSKO-JEZIČNA Opisivanje superjunaka help students by giving them an example
KOMPETENCIJA
for each of the categories (e. g., Spider-
MEĐUPREDMETNE TEME
Man: name – Peter Parker, alter ego
A.3.1., A.3.2., A.3.3., B.3.1.,
B.3.2., B.3.4. – Spider-Man, superpowers –
A.3.1., A.3.2., A.3.3., A.3.4., superhuman strength, ability to stick to
Učiti kako učiti B.3.1., B.3.2., B.3.3., C.3.2., and climb walls, uses web-shooters,
C.3.3., D.3.2.
special “Spider-Sense”; personality
Uporaba informacijsko- A.3.1., A.3.2., B.3.2., C.3.1., – genius intellect specializing in chemistry
komunikacijske tehnologije C.3.2., D.3.1.
and invention, costume and gear – blue
Hrvatski jezik, Čitanje s
razumijevanjem, izražajno suit with red gloves, boots, and mask, a
MEĐUPREDMETNO
POVEZIVANJE
čitanje pjesme black spider in the centre of the chest
Likovna kultura Motivi kulture plate, nemesis – the Green Goblin).
pop-arta
UDŽBENIK Str. 24. • You may want to distribute the
RADNA BILJEŽNICA Str. 25. -26. photocopiable superhero templates
Dodatni zadatci za (Resource Bank, Resource 18, pp.
DIGITALNI SADRŽAJ IZZI uvježbavanje gramatike na 406-412) and have students complete
digitalnoj platformi IZZI
them with the missing information.
STARTING THE LESSON • Monitor students and help them if necessary.
• Check homework. • Discuss students’ ideas as a class.
• Students present the speeches you have ANSWER KEY
assigned for homework.
• While groups are giving their speeches,
make sure the others are paying CURIOUS ME!
attention and are evaluating the
students’ speeches using the Have students read the Curious me! section
presentation assessment rubric you gave and draw their attention to the illustrations of
them in the previous lesson (Resource the sound effects on the page. Discuss their
Bank, Resource 17, pp. 406-412). meaning with students and the reason why
these illustrations are necessary in comic strips
• After each group, ask students to provide and books.
feedback and say what the strong and
weak points of each speech were.

Le
ss
on
3
3B BEHIND THE MASK
I can understand an authentic text.
1 SPEAKING Work in groups. How much do you know about superheroes? Curious
While discussing, think about the following: me!
name and alter ego superpowers personality costume and gear nemesis Before coming to
the big screen,
2 superheroes were
a) READING Read the title of the poem. What do you think it featured mostly in
is about? Then read the poem, and check your guesses. comic strips and
books. Look at
b) 1.5 Read the poem again. Fill in the blanks with the names of superheroes. some sound effects
There are two names you do not need. Listen and check.
on this page. What
Spider-Man Superman Black Widow the Incredible Hulk do they mean?
Captain America The fantastic four Elasti-Girl Wolverine
If I Could Be a Superhero
by Steve Lazarowitz
I don’t think I could be (1) _________________ Maybe though I could be Reed

I’m sort of scared of heights And lead the other three
I’d sort of like to be (2) _________________ Well maybe Reed’s a bit of a stretch
But I’m afraid of spider bites I can barely take care of me
I suppose I could be (3) _________________ (6) _________________, him perhaps

But I’m afraid people would stare I love his mighty shield
I’d consider being (4) _________________ But I fear I’m not brave enough
But radiation’s bad for your hair When things get rough, I yield
(5) _________________, now there’s a thought If I could be a superhero

But I’m not sure that’s for me I wonder which I’d be
Ben’s too ugly, Johnny too hot Or maybe it’s time I tried to find
And Sue I just can’t see The hero inside me
3 SPEAKING Work in pairs. Answer the questions.

1 If you could be a superhero, which one would you be? Why? 2 What is the message of this poem?
I write I create I illustrate

Write your version of the poem Create a new superhero. Read the poem once more.
If I Could Be a Superhero. What is their mission? What Choose one or more verses
Think of superheroes you do they look like, and what and illustrate them. How does
would and wouldn’t like are their superpowers? the author feel about each
to be, and explain why. Who is their nemesis? superhero? Include captions,
and speech and/or thought
balloons. Use sound effects, too!
24
3B BEHIND THE MASK

71
UNIT 1
TRICKS OF THE TRADE And Sue I just can’t see
Maybe though I could be Reed
The illustrations of sound effects in comic strips And lead the other three
and books mimic the sound, so the reader can Well maybe Reed’s a bit of a stretch
I can barely take care of me
experience the story fully. Captain America, him perhaps
I love his mighty shield
But I fear I’m not brave enough
READING When things get rough, I yield
If I could be a superhero
Exercise 2 a), p. 24 I wonder which I’d be
Or maybe it’s time I tried to find
• Write the title of the poem on the board and The hero inside me
brainstorm students’ ideas on what the poem
is about.
ANSWER KEY
If I Could Be a Superhero 1 Superman, 2 Spider-Man, 3 Wolverine, 4 The
Incredible Hulk, 5 The Fantastic Four, 6 Captain
• Students read the poem and check their America
guesses.
• If necessary, explain any new vocabulary.
• Check answers as a class. Suggested vocabulary: a bit of a stretch,
barely, mighty, yield.
ANSWER KEY
The author of the poem imagines himself as various
practise reading the poem further.
superheroes, but he knows that he is too scared
and not brave enough to become one. In the end,
TRICKS OF THE TRADE
he questions if it is time to consider finding the
strength to become a superhero on his own, without Superman: He’s the grandfather of all
emulating any other fictional superhero. superheroes and his character was created
by cartoonists Jerry Siegel and Joe Shuster
Exercise 2 b), p. 24 in 1933. Superman was born on the planet
• Have students look at the names of the Krypton and was given the name Kal-El at
superheroes. Ask them if they recognise any of birth. As a baby, his parents sent him to
them. Earth in a small spaceship moments before
Krypton was destroyed in a natural cataclysm.
• Students fill in the blanks with the names of
His superpowers include super-speed,
the superheroes.
superstrength, supervision, superhearing,
1.5. • Play Track 1.5. superbreath, flight and invulnerability —
• Students listen and check their answers. although kryptonite blocks his powers.
Spider-Man: Spider-Man was created in 1962
• Check answers as a class. and is still the most famous Marvel character.
American teenager Peter Parker was bitten
Track 1.5 by a radioactive spider and that gave him the
If I Could Be a Superhero superpowers allowing him to be Spider-Man.
by Steve Lazarowitz
I don’t think I could be Superman He can stick to walls and sense danger before
I’m sort of scared of heights everyone else; he can also fire cobwebs to block
I’d sort of like to be Spider-Man his opponents. He neglects his girlfriend, as
But I’m afraid of spider bites
I suppose I could be Wolverine
his great feeling of responsibility prevails over
But I’m afraid people would stare everything else. Wolverine: He is a mutant
I’d consider being the Incredible Hulk who possesses animal-keen senses, enhanced
But radiation’s bad for your hair physical capabilities, a powerful regenerative
The fantastic four, now there’s a thought
But I’m not sure that’s for me ability known as a healing factor, and three
Ben’s too ugly, Johnny too hot retractable claws in each hand. Wolverine is
a member of the X-Men, young mutants with

Le
ss
on
3
supernatural abilities. The Incredible Hulk: ANSWER KEY
When scientist Bruce Banner accidentally 1 boots, 2 cape, 3 costume, 4 mask, 5 gloves, 6
gets exposed to massive amounts of gamma armour, 7 helmet, 8 shield
radiation, something unusual happens to
him. When he gets angry, he turns into a big Exercise 1 b), p. 25
green monster called the Hulk. Hulk is not very • Have students think of some more words or
smart but is extremely strong. Once Banner expressions connected with the superhero
learns to control the Hulk, he becomes a useful costume and gear and write them down.
superhero. The Fantastic Four: The Fantastic
Four are a group of heroes with different skills • Check answers as a class.
acquired by travelling to outer space: Reed, or
Mister Fantastic, is extremely flexible; Susan, ANSWER KEY
the Invisible Woman, can become invisible Students’ answers.
and create force fields; her brother Johnny, the
Human Torch, can control fire and fly; and Ben, Exercise 2 a), p. 25
the Thing, is the stone muscleman. Together • In small groups or pairs, students discuss
they save humanity. Captain America: In 1941, superheroes’ superpowers and complete the
Captain America was created as a patriotic mind map with the missing verbs.
super-soldier fighting against the Nazis. He’s
a fighting machine whose only weapon is a
near-indestructible shield. Thanks to a serum ANSWER KEY
developed by the military, Captain America’s
1 to have, 3 to read, 4 to move, 5 to climb/crawl, 6 to
strength, endurance and reflexes are amplified.
change
(Source: Wikipedia, Deutsche Welle)
SPEAKING • Instruct students to illustrate the superpowers
in Exercise 2 a).
Exercise 3, p. 24
• In pairs, students answer the questions. • Monitor them and let volunteers show their
illustrations.
ANSWER KEY
ANSWER KEY
1 Students’ answers. 2 The message of the poem is
that you should let go of your fears, have confidence
in yourself and try to find the hero inside you.
WORKBOOK PRACTICE
VOCABULARY
• Let students think about the costume and the
gear of a superhero and look at the pictures.
• Students unscramble the letters to get the
words.
3B BEHIND THE MASK

73
UNIT 1
TRICKS OF THE TRADE
3B BEHIND THE MASK
VOCABULARY
Comic-Con is an event with a primary focus
1
a) What would a superhero be without a costume and gear? Look at the pictures, and unscramble the
on comic books and comic-book culture.
During the event, comic book fans gather to
letters to get words.
meet comic creators, experts and each other.

International Comic-Con takes place in San
1 TSOBO 2 PACE 3 CSTOMUE 4 KSAM
Diego, California every year, usually in July.
It lasts for three days, and visitors can attend
seminars and workshops with comic book
5 VGOLSE 6 RAOMRU 7 HLETME 8 HLEISD
professionals and see previews of upcoming
b) Add some more words or expressions to the list.
films and video games. In the evenings, you
______________________________________________________________________________________________________
______________________________________________________________________________________________________
can attend awards ceremonies, take part in the
2
a) What superpowers do superheroes have and what can they do? Complete the mind map with the
annual Masquerade costume contest and visit
missing verbs.
supersight
the Comic-Con International Independent Film
superspeed
X-ray vision
Festival.
1
superstrength
healing powers
SUPERPOWERS
6
invisible 3
shape a) READING Read, and guess the superhero.
2 to be
1
on walls This superhero is not of earthly origin: he was born on the planet Krypton and named Kal-El. His parents
3
5 sent him to Earth in a small spaceship just moments before their planet was destroyed. He grew up on a
minds
4 farm in Smallville with his human parents. As a child, he discovered his superpowers: superstrength,
supersight and superhearing, the ability to fly, and more. He moved to Metropolis so his alter ego, Clark
objects with their mind
Kent, could find work as a journalist.
b) Illustrate the superpowers in Exercise 2 a). 2

This superheroine comes from Russia, and her alter ego is Natasha Romanoff. At first she worked as a
25 Russian spy, but later she moved to the USA. There, she joined S.H.I.E.L.D. and became a member of the
superhero team called the Avengers. Although it doesn’t seem so, she has many superpowers. Like some
Hello World 8 RB 2021.indb 25 29.7.2021. 16:11:47 other superheroes, she ages slowly. She can speak lots of languages, and she is a skilled hacker and an
expert in various weapons, as well as in martial arts.
READING This superhero doesn’t have any superpowers, but this doesn’t mean he’s not super! What Bruce Wayne
lacks in superpowers, he makes up for in other things: detective skills, scientific and engineering
knowledge, intelligence, creativity, athletic fitness – and lots of money to invent all sorts of useful
gadgets. He lives in the fictional Gotham City, which is full of villains to fight. His best-known nemesis is
Exercise 3 a), p. 26 the Joker.
• Students read the texts and guess the

4
This superhero came to life when a physicist, Dr Robert Bruce Banner, was accidentally exposed to
gamma rays from a bomb that he had developed. As a result, this brilliant scientist transforms into a
superheroes. being that’s green-skinned, muscular and very strong every time he gets angry or provoked. Besides
limitless physical strength, the creature possesses healing and regeneration powers. If you wonder just
how strong he is, the answer is simple: the angrier he is, the stronger he gets!
• Check answers as a class. b) Read the texts again, and... Curious me!
1 underline the superheroes’ superpowers.
• Explain any new vocabulary. Suggested
If you’re into superheroes, Comic-Con is the
2 circle the names of their alter egos. event to attend! When and where does it
take place? What can you see and do there?
vocabulary: skilled hacker, martial arts, lack c) Answer the questions. Which superhero...
1 hasn’t always lived on Earth? _________________________________
in, be exposed to, possess, muscular, healing 2 is also a successful scientist?

3 has a famous enemy?
_________________________________
_________________________________
powers, regeneration powers, get provoked. 4 is a member of a superhero group?

5 changes colour when angry?
_________________________________
_________________________________
6 has had their superpowers since an early age? _________________________________
d) WRITING Choose a superhero, and write a similar paragraph for your classmates to guess who it is.
ANSWER KEY ______________________________________________________________________________________________________

______________________________________________________________________________________________________
1 Superman, 2 Black Widow, 3 Batman, 4 The ______________________________________________________________________________________________________
Incredible Hulk 26
CURIOUS ME! ENDING THE LESSON

If possible, have students research what Comic-
Con is and answer the questions. Creative me!, p. 24
• As a class, go through the activities. Explain
• Check answers as a class. what students should do in each activity.
• Alternatively, you can assign this task for • In groups, students choose the activity they
homework. would like to do.
• Distribute the photocopiable verse templates
(Resource Bank, Resource 19, pp. 406-412) to

Le
ss
on
3
groups who have chosen to do the I illustrate
activity.
• Remind students who have chosen the I
create activity to use the superhero templates
(Resource Bank, Resource 18, pp. 406-412) as
help.
• Allow enough time for students to prepare.
• When they have finished, each group presents
what they have worked on.
• Give your own feedback to each group.
Focus on their correctness, fluency and
confidence.
ANSWER KEY
HOMEWORK
WB p. 26, Exercises 3 b), c) and d)
3B BEHIND THE MASK

75
UNIT 1
3C THE POWER OF LISTENING MAIN PART
Drugi i drugačiji / Slobodno SPEAKING
3B BEHIND THE MASK
i mlade
Exercise 1, p. 25
NASTAVNA JEDINICA The power of listening
• In small groups, students discuss the
questions.
A.8.1., A.8.2., A.8.3., B.8.1.,
ISHODI POUČAVANJA
B.8.2., C.8.1., C.8.2., C.8.5. • When they are finished, have the groups report
DJELATNOST (I) U FOKUSU Govorenje, slušanje, čitanje their answers.
KOMUNIKCIJSKO-JEZIČNA Opisivanje osobnog iskustva
KOMPETENCIJA • Discuss the answers as a class.
MEĐUPREDMETNE TEME
ANSWER KEY
A.3.1., A.3.2., A.3.3., B.3.1.,
B.3.2., B.3.4., C.3.2. 1 Active listening is listening with full concentration
Učiti kako učiti
A.3.1., A.3.2., A.3.3., B.3.1., and understanding, responding and then
B.3.2., C.3.3., D.3.2. remembering what is being said, not just passively
Uporaba informacijsko- A.3.1., A.3.2., B.3.3., C.3.1. ‘hearing’ the message. 2 A good listener doesn’t
komunikacijske tehnologije
interrupt, accepts other people’s opinions, asks the
Zdravlje B.3.1. B right questions, doesn’t get distracted easily and is
MEĐUPREDMETNO
Hrvatski jezik Slušanje i curious. 3 Students’ answers.
čitanje s razumijevanjem
POVEZIVANJE
UDŽBENIK Str. 25. LISTENING

Exercise 2, p. 25
Dodatni zadatci za
DIGITALNI SADRŽAJ IZZI uvježbavanje na digitalnoj • Let students look at the questions first. Remind
platformi IZZI
them to use the active listening techniques you
have discussed in the previous exercise.
STARTING THE LESSON
• Students listen to the track and make
• If you have assigned the Curious me! notes.
section for homework, have students
report what they have found out about Track 1.6
Comic-Con.
Brandon Stanton is a New York photographer and
• You may want to play a Guessing game chronicler of street life. His photoblog and books are
famous all over the world and have millions of fans.
with students (see Games and Activities In 2010, he decided to start a photography project
on pp. 394-398). Say some fun facts and create a catalogue of 10, 000 New Yorkers. He
about superheroes and let students try would stop a random person in the street, take their
photo and start a conversation with them. That’s
to guess which superhero you are talking how Humans of New York, or HONY for short, started.
about. People often wonder why complete strangers open up
to him. He says it’s because he is really interested in
• Suggested fun facts: He doesn’t need to what they have to say. He actually takes time to listen
eat or breathe air as he can live off solar to them, which is something many of us don’t do that
energy alone (Superman). He speaks over often in our busy everyday lives. And the questions he
asks are simple, but they really make you think. Lots
40 different languages (Batman). He can of people around the world have started similar blogs
see ghosts (The Incredible Hulk). He was in their cities and local communities. We have recently
born on the 4th of July, Independence Day started one at our school, and it’s a big hit!
(Captain America). He can be killed by
drowning (Wolverine). His parents were • Check answers as a class.
spies and died in a plane crash (Spider- • If necessary, explain any new vocabulary.
Man). Suggested vocabulary: chronicler,
random person, open up, genuinely.

Le
ss
on
3
3C THE POWER OF LISTENING
I can talk about personal experiences.
1 SPEAKING Discuss the questions below.

1 What is active listening? 2 What are the qualities of a good listener? 3 Are you a good listener? Why (not)?
2
1.6 LISTENING Listen, and answer the questions.
1 Who is Brandon Stanton? 2 How and when did HONY start? 3 Why do people open up to him?
3 a) READING Read the interviews. Match them to the photos.
1 2 3
Moving to NYC wasn’t what I There was a time when I did I lived in six different foster homes
expected. Movies and sitcoms often everything just to fit in with my before I was eleven. I was feeling
paint an unrealistic picture of the city. classmates. I listened to music I sad and lonely, and sometimes even
The noise and the crowds are really didn’t really like, I skipped school, angry. And then the Browns came
annoying. Some parts of the city and I desperately wanted to lose along and completely changed my
are dirty and unsafe. I get homesick weight. I was so hungry at times! life. The word ‘family’ got a new
sometimes. But I do like lots of things: But the more I tried, the unhappier meaning for me. They’re not perfect,
hundreds of little freedoms, choices I got. One day, I just stopped of course: nobody is. But they do
and opportunities you have when pretending to be somebody else. their best, and I finally feel I have
living in NYC. I guess they’re more I learned to love everything that a real home. I never call them my
important than bumping into people makes me who I am. So the answer foster family anymore. They’re my
and stepping in dog poo. I’m learning is: change nothing, and learn to family in the fullest sense of the
to love the good and tolerate the bad. love and accept yourself for who word. (Brenda, 14)
(Jack, 16) you are. (Johnnie, 14)
b) Read the interviews again. What do you think were the questions asked? Write them above each of the interviews.
c) SPEAKING How would you answer the same questions? Share your answers with your classmates.
4 Choose a task.
1 Visit Brandon Stanton’s photoblog, Humans of New York, and browse through PROJECT TIP!
the photos. Choose a story, and explain why you’ve chosen it. Describe what Learn more about your classmates
is going on in the photos and why they drew your attention. What question before you start high school. Think of
do you think Brandon Stanton asked? some questions you would like to ask
2 Think of your own Humans of... project, and set it up. It could be limited to them, and include your stories in the
your class or school, or you could include your local community or town. yearbook.
Your questions can be random, or you can choose a topic and work on a
single theme.
25

77
UNIT 1
• At this point, you can GO DIGITAL and • Students read the article and circle the
practise listening skills further. answers that are true for them.
ANSWER KEY • Go through the results and the explanations

together with students.
1 Brandon Stanton is a New York City photographer
and chronicler of street life. 2. HONY started when ANSWER KEY
Brandon would stop a random person in the street,
take their photo and start a conversation with them. Students’ answers.
3 People open up to him because he is genuinely
interested in what they have to say, he takes time to
SPEAKING
listen to them and the questions he asks are simple.
READING • In pairs, students discuss the questions.
Exercise 3 a), p. 25 • Monitor them and help if necessary.
• Explain to students that they are going to read
• Discuss students’ answers as a class and have
Brandon’s interviews with the people of New
them choose the top pieces of advice for
York City.
becoming a better listener.
• Students read the interviews and match them
• You may want to write the chosen pieces
to the photos.
of advice on the board.
ANSWER KEY
3, 1, 2
• Students read the texts again.
• In pairs, students think about the questions asked
and write them above each of the interviews.
ANSWER KEY
WORKBOOK PRACTICE
READING
Exercise 1, p. 27
• Students read the text about Brandon Stanton
and choose the correct answers to complete it.
ANSWER KEY
1 B, 2 A, 3 A, 4 C, 5 C, 6 A, 7 B, 8 C
• Explain to students that they are going to do a
short test to find out if they are good listeners
or not.

Le
ss
on
3
ENDING THE LESSON
Exercise 4, p. 25
• Although this task is going to be assigned for
homework, go through the task as a class.
• Students choose one of the tasks.
• Go through the instructions together with your
students. Make sure they understand what
they need to do.
• You may want to write the internet
address of Brandon Stanton’s blog on the
board so students can explore it at home:
https://www.humansofnewyork.com.
• Have students present the story they have
chosen or their Humans of... project at the
PROJECT TIP!
• Draw students’ attention to the PROJECT TIP!
section and let them think about the questions
they would like to ask their classmates before
they start secondary school. Encourage them
to include the stories in the yearbook.
HOMEWORK

79
Lesson 4
UNIT 1
4 SUPERHERO, ME MAIN PART
Drugi i drugačiji / Slobodno Exercise 1, p. 26
i mlade • Instruct students to look at the emojis and
NASTAVNA JEDINICA Superhero, me guess the superheroes.
• Students work in pairs and explain their
A.8.1., A.8.2., A.8.3., A.8.4.,
choices.
C.8.1., C.8.2., C.8.3., C.8.4. • Check answers as a class and have students
DJELATNOST (I) U FOKUSU Govorenje, čitanje, pisanje explain their answers.
GRAMATIKA Veznici
KOMUNIKACIJSKO-JEZIČNA Opisivanje izmišljenog lika ANSWER KEY
KOMPETENCIJA
1 Superman, 2 Spider-Man, 3 Batman, 4 Aquaman,
MEĐUPREDMETNE TEME
5 the Incredible Hulk, 6 Professor X, 7 Catwoman, 8
A.3.1., A.3.2., A.3.3., B.3.1.,
B.3.2., C.3.2.
Ironman, 9 Thor / Students’ answers.
A 3.1., A.3.2., A.3.3., A.3.4.,
Učiti kako učiti B.3.1., B.3.2., B.3.3., B.3.4.,
C.3.2., C.3.3., D.3.1., D.3.2. READING
MEĐUPREDMETNO
razumijevanjem, opisivanje
POVEZIVANJE
lika • Explain to students that Diego has created his
UDŽBENIK Str. 21. own superhero.
• Students read the text and answer the
Dodatni zadatci za
DIGITALNI SADRŽAJ IZZI uvježbavanje na digitalnoj question.
platformi IZZI
• Check the answers as a class.
STARTING THE LESSON • Explain any new vocabulary, if necessary.
Suggested vocabulary: regular, offensive, roam,
• Check homework as a class. overalls, passer-by, daily commute.
• Students present the stories they have chosen
from Brandon Stanton’s photoblog or their ANSWER KEY
own Humans of... projects. Art-Man has night vision and super-speedy painting
skills, and he can become invisible.
• While students are presenting their
stories, make sure the others are paying
attention. Exercise 2 b), p. 26
• Students read the text again.
• Give your own feedback to each student
or group. Focus on the elements of the • Instruct students to draw a mind map in their
presentation, their correctness, fluency notebooks and include the information about
and confidence. Diego’s superhero’s basic information and his
alter ego, superpowers, costume and cause.
• Play the Pictionary game (see Games and
Activities on pp. 394-398) with students. • You may want to help students by
drawing a mind map on the board.
• Divide students into groups. Members of
the groups take turns at the board and draw
symbols associated with the assigned words.
Suggested words: Wolverine, Batman, Black
Widow, Wonder Woman, Daredevil, Ant-Man,
Captain America, the Incredible Hulk, Ironman.

Le
ss
on
4
SUPERHERO, ME
4
on
ss
Le
I can write a character description.
1 Work in pairs. Your teacher will give you a list of 12 superheroes. Look at the emojis below, and guess which
superheroes from the list they represent. Explain your choices.
3 4 5 6
1
2 7 8 9
2 a) READING Diego has created his own superhero. Read the text. What superpowers does he possess?
My name is Art-Man, and I live in New York City. I may look like a regular
teenager, but I have a special skill that nobody else knows about.
At night, I roam the streets of Brooklyn, looking for offensive graffiti. With
the help of my night vision, I can spot hateful messages that appear on
building walls. Then I use my super-speedy painting skills to paint inspiring
murals to cover the graffiti. When I started, I used to wear my superhero
costume, but I stopped wearing it because I thought I looked ridiculous in
it. Now I just wear overalls, so I don’t get covered in paint. It’s exhausting
to make up new lies for my mom about what has happened to my clothes. I
have another great skill: I can become invisible at the first sign of
passers-by or the police. Although I am not doing anything wrong, I don’t want to be uncovered. I like
reading the news when people are guessing who the creator of the latest mural is.
I may not have any world-saving superpowers, but I believe that what I do really matters. After all,
what do we prefer seeing on our daily commute to school or work: hateful messages or something
beautiful and inspiring?
b) Read the text again. In your notebook, draw a mind map and include the following information about Diego’s
superhero: basic information and his alter ego, superpowers, costume and cause.
3 Look at the highlighted words in the text. What do they mean, and when do we use
ONE MORE LOOK!
them?
Pencil, paper, go!

Check and tick.
I have written three
Linking words Match the linking words from the text to their use. paragraphs.
_________ - to show result or consequence _________ - to show the reason I have covered all the
_________ - to connect two similar things _________ - to contrast two statements topics from the mind
_________ - to express that the action in one _________ - to express time map.
of the statements is surprising _________ - to express choice I have used at least four
different linking words.
Writing bank → pp. 110-111
I have used capital letters
4 WRITING Think about your own superhero, and prepare a mind map similar to and punctuation correctly.
the one in Exercise 2 b). Use the information from your mind map to write a text I have checked my
about what type of superhero you would like to be. spelling.
26
4 SUPERHERO, ME
81
UNIT 1
• Instruct students to match the linking words
from the text to their use.
basic • Help students, if necessary.
information superpowers
• Check and discuss the answers as a class.
Diego’s ANSWER KEY

superhero so – to show result or consequence, and – to
connect two similar things, although – to express
alter ego cause that the action in one of the statements is surprising,
costume because – to show the reason, but – to contrast two
statements, when – to express time, or – to express
choice
• In a lower-ability class, you may want to WORKBOOK PRACTICE

let students work in pairs.
READING
• Give students some time to complete the
mind map and help them if necessary. Exercise 1 a), p. 28
• Check answers as a class. • Explain to students that they are going to read
about one of Diego’s favourite artists, Banksy.
ANSWER KEY • Brainstorm students’ ideas about Banksy to
Basic information: a regular teenager, lives in find out what they already know about him.
New York City. Alter ego: Art-Man, at night roams
• Students read the paragraphs and put them in
the streets of Brooklyn looking for offensive graffiti,
paints murals. Superpowers: night vision, super-
the correct order.
speedy painting skills, invisible. Costume: used to • Check answers as a class.
wear a costume but looked ridiculous in it; wears
overalls. Cause: paints inspiring murals to cover ANSWER KEY
offensive graffiti and hateful messages.
2, 3, 1
Exercise 3, p. 26
• Have students go through the highlighted
• Have students read the questions and match
words in the text.
them to the paragraphs.
• In groups, students think about the meaning
• Remind them to underline the answers in the
of the linking words and when they are used.
text.
ANSWER KEY
ANSWER KEY
1 Paragraph 2: His graffiti usually sends messages of
love and hope and stands against war and greed. 2
Paragraph 1: We also know that he started his work
further practise reading. by spraying graffiti on the walls in his hometown in
the late 1990s. 3 Paragraph 3: Balloon Girl – or Girl
Pencil, paper, go! with Balloon, as it is also called – is one of the most
important pieces of graffiti by Banksy. 4 Paragraph
1: Another piece of information that is certain is
Short report that he was born in Bristol, in the southwest of
• Draw students’ attention to the Pencil, paper, England, in 1974.5 Paragraph 1: Since then, he has
go! section. made graffiti all round the world, from New York
and through Vienna and London to Jerusalem. 6

Le
ss
on
4
Paragraph 1: His fans don’t really want to know his
true identity, because this mystery is what makes 3
Join the sentences to write about Spider-Man. Use and, so, but, because, when, or and although.
1 His real name is Peter Parker. He lives in New York.
him so fascinating. ___________________________________________________________________________________________________
2 Spider-Man got his superpowers. A radioactive spider bit him.
___________________________________________________________________________________________________
3 He can shoot webs from his wrists. He can use web shooters.
SUPERHERO, ME
4
___________________________________________________________________________________________________
on
ss
4 He can hang from ceilings or buildings. He can shoot spider webs.

Le
___________________________________________________________________________________________________
5 He is a superhero. He still lives with his uncle and aunt.
1 ___________________________________________________________________________________________________
a) READING Read about one of Diego’s favourite artists. Put the paragraphs into the
correct order. 6 He has sharp animal senses. He can feel when danger is near.
___________________________________________________________________________________________________
His graffiti usually sends messages of love and hope, and stands against war
and greed. There is a huge amount of graffiti round the world, but nobody can 7 Spider-Man has remained popular. New superhero characters appear in comics and films all the time.
ever claim Banksy’s artwork as their own, no matter how hard they might try. ___________________________________________________________________________________________________
When the time comes, he always announces it – anonymously, of course.
Chances are, at one point in your life, you have seen the image of a little girl
4
a) Think up your own superhero, or choose one from Exercise 1 in your Student’s Book. Complete the
holding a red heart-shaped balloon. Balloon Girl – or Girl with Balloon, as it is also mind map below with the missing information.
Superpowers
called – is one of the most important pieces of graffiti by Banksy. And Banksy is one of
the most influential street artists of today, although nobody knows who he actually is. Basic information
This graffiti master, painter, activist and filmmaker has kept his identity a secret.
His fans don’t really want to know his true identity, because this mystery is what
makes him so fascinating. So what do we know about him? Once he posted a picture
Costume
of himself with a paper bag over his head, so we know that he is male. Another
piece of information that is certain is that he was born in Bristol, in the southwest
of England, in 1974. We also know that he started his work by spraying graffiti on
Alter ego
the walls in his hometown in the late 1990s. Since then, he has made graffiti all
round the world, from New York, through Vienna and London, to Jerusalem.
Causes
b) Read the text again, and match the questions to paragraphs. Underline the answers in the text.
1 What does Banksy’s art represent? 4 Where was he born?

2 Where did his graffiti first appear? 5 Where can you find his graffiti?
3 What is the name of one of his 6 Do people who appreciate his art want
best-known pieces of graffiti? to know who Banksy is? b) WRITING Use the mind map in Exercise 4 a), and write a short description of your superhero.
2
Banksy was the inspiration behind Diego’s superhero, Art-Man. What are the similarities and differences
between the two graffiti artists? Complete each sentence with the correct linking word. Use and, or, but,
so, because, when and although.
Banksy vs Art-Man
1 Banksy often paints inspiring graffiti, _____________ Art-Man does the same.
2 Art-Man used to wear a superhero costume, _____________ he stopped wearing it, _____________ he
thought he looked silly. _____________ he has once worn a paper bag on his head to hide his identity,
Banksy has never worn a costume. 29
3 Art-Man claims that he can become invisible _____________ passers-by or the police are near him.
_____________ Banksy wants to hide from the police, he wears various costumes _____________ that he Hello World 8 RB 2021.indb 29 29.7.2021. 16:11:57
can stay anonymous.

4 Art-Man _____________ Banksy: who is the better graffiti artist? It’s difficult to say, _____________ both are
trying to do something positive through art.
WRITING BANK
28
CHARACTER DESCRIPTION
Exercise 3, p. 29 READY? (pre-writing)

• Let students read the sentences about Spider- Exercise 1 a), p. 110
Man first. • Students read the list of superpowers they
• Students then join the sentences with the would like to have.
correct linking word. • Have them correct the spelling mistakes.
• You may want to instruct students to • Check answers as a class.
swap their notebook in pairs and check
the answers before checking them as a ANSWER KEY
class. 1 telepathy, 2 teleporting, shapeshifting, 4 X-ray
• Check answers as a class. vision, 5 immortality, 6 superstrength, 7 invisibility, 8
flight, 9 time travel, 10 superspeed
ANSWER KEY
1 His real name is Peter Parker and he lives in New Exercise 1 b), p. 110
York. 2 Spider-Man got his superpowers when a • Let students choose three superpowers from
radioactive spider bit him. 3 He can shoot webs the list in Exercise 1 a) and complete the
from his wrists, or he can use web shooters. 4 He sentences.
can hang from ceilings or buildings because he can
shoot spider webs. 5 He is a superhero, but he still • In pairs, students read out the sentences to
lives with his uncle and aunt. 6 He has sharp animal their partners. Their partners try to guess
senses so he can feel when danger is near. 7 Spider- which superpower each sentence is about.
Man has remained popular although new superhero
characters appear in comics and films all the time.
4 SUPERHERO, ME
83
UNIT 1
• Remind students to keep the sentences logical
nk
ba
but not too easy to guess. 1 CHARACTER DESCRIPTION
ng
iti
Wr
• Invite volunteers to read out their sentences. READY? (pre-writing)
TOP TEN SUPERPOWERS – TOP TEN SUPERPOWERS –
1 a) The following is a list of
OOPS LIST UPGRADED LIST
1 telepaty
ANSWER KEY
superpowers we might like to have.
Each of the words has a spelling 2 telleporting
mistake. Put on your supersight, 3 shapeshipping
and correct it.
4 x-ray wision
Students’ answers. b) Choose three superpowers from 5 imortality
the list in Exercise 1 a), and do the 6 superstrenght
task below. Then pair up, read the 7 unvisibility
sentences, and have your partner
SET guess which superpower each

sentence is about. Keep it logical,
8 fligth
9 time trawel
but don’t make it too easy to guess! 10 superspead
Exercise 2 a), p. 110 1 Superpower:
If I had this superpower, I could ____________________________________________________________________________.
• Before reading the superhero text, have 2 Superpower:
If I had this superpower, I would ____________________________________________________________________________.
students match the paragraphs with their 3 Superpower:
content.
If I had this superpower, people would ______________________________________________________________________.
SET...
2
• Students then read the text on the opposite a) Before you read our superhero text, let’s see what information there should be in each paragraph. Match the
paragraphs with their content. Then read the text on the opposite page, and check.
page to check.
1 Introduction 2 Body 3 Conclusion
cause the character is fighting for real name and basic information alter ego, superpowers and costume
b) Pretend you are our superhero, and answer these interview questions for the ISN (Interplanetary Social
• Check answers as a class. Network). Complete the dialogue using information from the text.
ISN: Dear secret superhero, thank you for agreeing to reveal your identity to us! Can you tell our followers what
your real name is and how old you are?
Emerald: __________________________________________________________________________________________________
ANSWER KEY ISN: Thank you. We knew you were young, but to be that young and that brave... Wow! And how about your
superpowers? Can you fly? Can you read minds?
3, 1, 2 / 1 real name and basic information, 2

Emerald: __________________________________________________________________________________________________
ISN: Ginny... No, sorry, I must call you Emerald. Every superhero has a supersuit. What can yours do?
alter ego, superpowers and costume, 3 cause the Emerald: __________________________________________________________________________________________________

ISN: That makes you almost invisible! Fantastic! And tell us – what do you try to achieve?
character is fighting for Emerald: __________________________________________________________________________________________________

ISN: Basically, you are saving all worlds. What else can we say, then, but – thank you?
110
Exercise 2 b), p. 110 Hello world 8 UDZB 2021.indb 110 13.7.2021. 16:48:06
• Students pretend they are the superhero from ENDING THE LESSON
the text and answer the interview questions,
completing the dialogue using the information WRITING
from the text. Exercise 4, p. 26
• One more writing task is provided in
• Explain any new vocabulary. Suggested Exercise 3 on page 111 in the Student’s
vocabulary: reveal, levitate, telekinesis, Book. You may want to assign it for
telepathically, awake, turquoise, flaming, truce, homework or include it in the writing
still, habitat, teleport. task in this lesson.
ANSWER KEY • Instruct students to think about their own

superhero and prepare a mind map similar to
1 My real name is Ginny and I’m thirteen years old.
the one they drew in their notebooks.
2 I can levitate and control things using telekinesis.
I can also telepathically communicate with species. • Distribute the photocopiable mind map
3 My supersuit is chameleon-like; it can change its templates to students (Resource Bank,
colour and material to fit the environment. It also Resource 20, pp. 406-412).
contains a cooling skin gel. 4 I try my best to stop
any creatures from destroying their habitat or from • Students write a text about what type of
destroying each other. superhero they would like to be using the
information from the mind map.
• Refer them to the Pencil, paper, go! section on
page 26 as well as the writing guide on page
111. Remind students again to organise their
texts in three paragraphs, cover all the topics
from their mind map and use at least four
different linking words.

Le
ss
on
4
• Go round the class and provide help where
needed.
• Draw students’ attention to the ONE MORE
LOOK! section. Ask them to go back to
their writing and check whether they have
completed the task correctly.
• Divide students into pairs or small
groups. Have them check each other’s
work. They tick the checklist for their
classmates’ work as well. Encourage
them to provide feedback to their peers.
They write two compliments and one
suggestion on how to improve the report.
• Students go back to their work and make
the necessary corrections.
• If you decide to use this task for
summative assessment, there is a
detailed analytic rubric (Resource Bank,
Resource 21, pp. 406-412). Students
need to become familiar with the rubric
(the grading criteria) beforehand, so
discuss it with them in the advance of the
assignment.
HOMEWORK
WB pp. 28–29, Exercises 2 and 4 a) and

b)
4 SUPERHERO, ME
85
Lesson 5
UNIT 1
5 THE AMERICAN DREAM long before that, some scholars say, the American
continents seems to have been visited by seafaring
Drugi i drugačiji / Slobodno travellers from China and possibly by visitors from
i mlade Africa and even Ice Age Europe.) 3 American Bison. 4
France. 5 Neil Armstrong. 6 50, one for each of the 50
NASTAVNA JEDINICA The American dream
US states. 7 Missouri. 8 New Amsterdam.
A.8.1., A.8.2., A.8.3., A.8.4., • Draw students’ attention to the title of the
ISHODI POUČAVANJA B.8.1., B. 8.2, B.8.3., C.8.1.,
C.8.2., C.8.3. lesson and discuss its meaning.
TRICKS OF THE TRADE
immigrant, opportunity,
melting pot, gateway, port The American dream is the ideal that every
VOKABULAR
of entry, inspection, bundles,
cultural diversity citizen of the United States should have an
KOMUNIKACIJSKO-JEZIČNA Govorenje o imigraciji i equal opportunity to achieve success and
KOMPETENCIJA imigrantima prosperity through hard work, determination
MEĐUPREDMETNE TEME and initiative; the belief that America offers
A.3.1., A.3.2., A.3.3., B.3.1., the opportunity of a good and successful life
B.3.2., C.3.2., C.3.4. achieved through hard work to everyone.
A 3.1., A.3.2., A.3.3., B.3.1., (Source: Oxford Learner’s Dictionaries)
D.3.2.
Građanski odgoj i obrazovanje A.3.1., A.3.3., A.3.4. MAIN PART
razumijevanjem
SPEAKING
MEĐUPREDMETNO
POVEZIVANJE Povijest Društvene promjene
i migracije
Exercise 1, p. 27
UDŽBENIK Str. 27. • In pairs, students read the questions and
RADNA BILJEŽNICA Str. 30. discuss the answers.
Dodatni zadatci za • Check students’ ideas as a class.
platformi IZZI • You may want to name some of the
• Check homework as a class. famous immigrants to the USA.
Suggested immigrants: Natalie Portman
• Do a short USA trivia quiz with your students. (Israel), Arnold Schwarzenegger (Austria),
• You can divide students into two groups Sergey Brin (Russian Federation), Albert
and turn it into a competition. Einstein (Germany), Jackie Chan (Hong
Kong, China), Nikola Tesla (Croatia), Sofia
• Suggested questions: 1 What is the second most
Vergara (Colombia).
spoken language in the USA? 2 Which explorer
discovered America? 3 What is the national ANSWER KEY
animal of the USA? 4 The Statue of Liberty was
a gift from which country? 5 Who was the first
American to land on the moon? 6 How many
stars are on the flag of the USA? 7 What is the READING
longest river in the United States? 8 What was Exercise 2 a), p. 27
New York called before it became New York? • Let students look at the headings and the
pictures first.
ANSWER KEY
1 Spanish. 2 Christopher Columbus. (Christopher • Explain to students that they are going to
Columbus was the first European explorer to read a text about immigration and the way
discover America in 1492, although there is immigrants arrived to the USA.
evidence that some five hundred years before • If necessary, explain the meaning of the
Columbus, Vikings, led by Leif Eriksson, set foot in expression melting pot.
North America and established a settlement. And

Le
ss
on
5
THE AMERICAN DREAM
Le
ss
on
5
I can talk about immigration.
1 SPEAKING Answer the questions.

1 Who or what is an immigrant?
2 What are the reasons that make people leave their country?
2 a) READING Read the text, and match the headings to the paragraphs.
There is one heading you do not need.
1 The Journey 2 The Statue of Liberty 3 The American Dream
4 The Isle of Hope or Tears 5 The Melting Pot
For more than a century, people have looked at America as the land of opportunity. New
York, especially, has always attracted people from all over the world. They have seen the
Big Apple as a place where dreams come true ever since 1892, when it officially became
a gateway for millions of immigrants. Ellis Island was one of the most important ports of
entry into the United States.
When steamships replaced sailing ships, the journey to America became much
faster and easier. The first- and second-class ticket owners could go to NYC
without a visit to Ellis Island. However, most people had a third-class ticket
and spent the journey in the unclean crowded bottom parts of the steamship.
But what they all had in common was the feeling of being lost, confused and
scared of the new beginning and what awaited. The majority of them would
never see their home country again.
With the last day of the journey came hope in the shape of ‘Lady Liberty’. The last
step was the inspection at Ellis Island. The place was jammed with people and
their heavy bags and bundles. After a short medical check-up came a two-minute
interrogation. The inspectors checked whether the person was a threat to their
society. Finally, those who didn’t pass the inspection were sent back to their
countries, while the lucky ones could start chasing their American dreams.
The USA is a nation of immigrants. All those people who have gone to the
US have taken their culture, customs and languages with them. They have all
contributed to what America is today: a multicultural society. Today, Ellis Island is a
symbol of immigration and the cultural diversity of the nation. It still inspires both the
immigrants and the US citizens, who believe their country will always keep its doors
open to anyone in search of a better life.
b) Read the text again. Are the sentences are true (T), false (F) or it doesn’t say (DS)? Explain your answers.
1 Ellis Island was the only port of entry into America.

2 All passengers from steamships had to go through Ellis Island. Curious me!
3 Most immigrants went back to visit their home land.
Which country was the
4 People had to leave their luggage for inspection.
Statue of Liberty originally
5 Not everyone passed the inspection. designed for? Find out how
6 The US is a place where different cultures come together. it ended up in the USA!
3 SPEAKING Imagine packing your whole life into a bag. What would you take with you, and why? Make a list, then
give a short talk.
27
5 THE AMERICAN DREAM

87
UNIT 1
• Students then read the text and match the ANSWER KEY
headings to the paragraphs. 1, 4, 2, 7, 5, 6
• Explain the new vocabulary. Suggested READING
vocabulary: opportunity, gateway, port of entry,
inspection, bundles, cultural diversity. Exercise 2, p. 30
• Instruct students to skim the immigrants’
ANSWER KEY stories and the missing sentences first.
3, 1, 4, 5 • Students then read the stories carefully and
complete them with the missing sentences
TRICKS OF THE TRADE A–H.
A melting pot – a place or situation in which • Remind them that there are two sentences
large numbers of different people, ideas, etc. are they do not need.
mixed together; a place where many different • Check answers as a class.
people and ideas exist together, often mixing
and producing something new. (Sources: Oxford • Explain any new vocabulary, if necessary.
Learner’s Dictionaries, Cambridge Dictionary) Suggested vocabulary: deck, rough sea,
foreigner.
ANSWER KEY
• Students go through the text one more time
and decide whether the sentences are true, 1 G, 2 C, 3 H, 4 F, 5 A, 6 D
false or it doesn’t say.
THE AMERICAN DREAM
5
• Check answers as a class and have students

on
ss
Le
explain their answers. VOCABULARY

1
a) Match the words and expressions to their definitions. There is one word you do not need.
• Remind students to underline the parts 1 port of entry 2 melting pot 3 immigrant 4 journey 5 inspection 6 cultural diversity 7 opportunity
place where a person enters a country, a chance to do something

of the text that give them the answers. gateway
act of travelling from one place to another
activity of looking at something carefully,
examination
society where many different people and existence of many different customs and beliefs
ANSWER KEY
cultures mix together as one within a society
b) Complete the sentences with the words and expressions from Exercise 1 a).
1 The American Dream is the belief that everyone, no matter where they come from, has an equal
1 F, 2 F, 3 F, 4 DS, 5 T, 6 T / Students’ answers. _______________________ for success.

2 The _______________________ across the ocean was extremely long and uncomfortable.
3 In the past, New York City was a major _______________________ into the USA, as were some other US cities
such as Baltimore, Boston, Philadelphia and New Orleans.
• At this point, you may use the digital 4 After arriving by ship, the passengers had to pass both a medical ______________________, and a legal one.
5 The USA is rich in _______________________; you can meet people there from all over the world and learn
content for further reading practice. about lots of different cultures.

6 The USA is a _______________________ of different cultures that have shaped the country as it is today.
2
READING Complete these immigrants’ stories with missing sentences A–H. There are two sentences you
CURIOUS ME!
do not need.
The journey lasted for fourteen days: the longest two weeks of my life. We were on the lowest deck, and we
couldn’t go upstairs. (1) ____ There was no air conditioning back then, and the smell was really bad. The sea
was rough. You could hear the waves crashing against the ship. (2) ____ My wife and I were really worried.
Refer students to the Curious me! section and And then, one morning, loud cheers and clapping woke us up. Seeing the Statue of Liberty marked the new
beginning for our family.
(Antoni, who migrated from Poland in 1920 at the age of 34)
assign it as optional homework. Encourage They inspected our eyes with a small hook. (3) ____ They made sure that people didn’t have any diseases.
We had to be healthy and without a criminal record, so we could get a job and support our families. There
students to find out more about the Statue was a woman whose hair was very big and curly, and they cut it to check whether her head was clean. It
was a price she had to pay to reach the land of opportunity. (4) ____ And for those who were rejected and
of Liberty – which country it was originally had to travel back home, it was the Isle of Tears.
(Ulla, who migrated from Denmark in 1922 at the age of 25)
designed for and how it ended up in the USA. Learning the language was the hardest part. The plan was to start my own business as an ice-cream maker.
(5) ____ Getting up early in the morning, going to work and not understanding a word they were saying,
was pretty difficult. (6) ____ It took years before I finally realized my dream and opened a small shop
Have them report about it at the beginning of selling hand-made gelato. It was clear I was a foreigner every time I opened my mouth, but I didn’t mind.
Cultural diversity is actually what I love most about my new home country.
the next lesson. A However, I ended up making shoes at a factory.

(Enzo, who migrated from Italy in 1921 at the age of 21)
E People who didn’t speak English had trouble

B We had to leave our luggage in a room near the understanding the officers.
entrance. F For many, it was the Isle of Hope.
C My son was seasick for the whole journey. G It was summer, and it was very hot.
WORKBOOK PRACTICE D I was lost, and I often regretted coming to
America.
H I remember I was really scared while waiting for
my turn.
30
Exercise 1 a), p. 30 Hello World 8 RB 2021.indb 30 29.7.2021. 16:11:57
• Students match the words and expressions to

their definitions.

Le
ss
on
5
ENDING THE LESSON
WRITING AND SPEAKING

Exercise 3, p. 27
• Go through the task with students and make
sure they understand what they should do.
• Distribute the photocopiable My whole life in a
bag templates (Resource Bank, Resource 22,
pp. 406-412) to students.
• Let students write their lists first.
• In small groups, students share their lists and
explain why they would take the things on
their lists. Monitor and help if necessary.
• Have volunteers share their lists and reasons
with the class.
HOMEWORK
5 THE AMERICAN DREAM

89
Revision
UNIT 1
UNIT 1 REVISION ANSWER KEY
NASTAVNA JEDINICA Unit 1 Revision Students’ answers.
A.8.1., A.8.2., B.8.1., B.8.2., MAIN PART
ISHODI POUČAVANJA
C.8.1., C.8.2., C.8.3., C.8.5.
DJELATNOST (I) U FOKUSU Slušanje, čitanje ORKBOOK PRACTICE
W
MEĐUPREDMETNE TEME REVISION: LISTENING
A.3.1., A.3.2., A.3.3., B.3.2.,
B.3.4. TRICKS OF THE TRADE
A.3.1., A.3.2., B.3.2., B.3.3.,
Učiti kako učiti
B.3.4., C.3.2., D.3.1., D.3.2. This is a good opportunity to revise key listening
UDŽBENIK Str. 28. -29. strategies. You can do it as a whole-class activity,
RADNA BILJEŽNICA Str. 31. -33. or you can have students discuss the listening
Dodatni zadatci za strategies in groups and share their ideas later
DIGITALNI SADRŽAJ IZZI ponavljanje na digitalnoj with the class.
platformi IZZI
Exercise 1, p. 31
STARTING THE LESSON
• Allow enough time for students to read the
• Check homework as a class. instructions and the sentences. Make sure they
WORD LIST, pp. 82–83 understand what is expected of them.
• In groups, students play the Definition game 1 • Play Track 1. Students listen and tick the
(see Games and Activities on pp. 394-398). correct person.
Instruct students to go through the list of • If necessary, play the track once more.
words. In each group, a student chooses a
word or expression and tries to define it or Track 1
describe it to their group members. The rest of Hi! I’m Hiro, and I’m from Tokyo, the world’s most
the group tries to guess the word. populous city. Tokyo is a lot like New York; it’s a city that
gives you an unlimited choice of things to do and see.
• Monitor and provide help if needed. My grandparents live just a 90-minute ride away from
Tokyo by express train. I always enjoy the ride, because
LANGUAGE MATTERS, p. 29 the scenery is breathtaking. Spending time with my
grandparents is equally interesting. My grandpa is the
Exercise 1, p. 29 most intelligent person I know. He’s the person I always
• Draw students’ attention to the words turn to when I need a piece of advice. He is also very
traditional. I’ve never seen him argue with anybody,
pronounced in American and British accents. even when he knows the other person is wrong. He
believes that pushing your own beliefs on other people
• In pairs, students read out the words, trying to is disrespectful. This is exactly what he taught me: to
pronounce them in both accents. respect others. He is not very talkative; he speaks only
when he has to. (laughing) I wish I could say the same
• Monitor students and help if necessary. about my grandma! When I was younger, she would
tell me fun stories she’d invented. She still makes me
Exercise 2, p. 29 laugh every time I visit! My grandparents are both very
• In small groups, students discuss the hardworking, and they’ve passed that trait on to my dad.
He is also very responsible, and he never jokes about
questions and try to think of some more work. He takes it very seriously. He’s like that at home,
examples similar to the ones in Exercise 1. too. Mum is the exact opposite, though: she’s cheerful
all the time, and she never stresses about things. They
• If students cannot think of the examples both work a lot, and we don’t have much time to spend
themselves, give them some examples of together during the week, but that’s why we make our
your own. Suggested examples: neither, weekends all about us. We love discovering new things
together, and Tokyo is a paradise for foodies like us! We
privacy, vase, garage, advertisement, either choose one of the many restaurants and street-
record, dynasty. food stands, or we stay at home and order takeaway. My
dad and I always eat from the takeaway plastic boxes,
• Discuss students’ ideas and answers as a class. which is probably on the top of my mum’s pet-peeves
list. She hates it when we do that. ‘Respect your food!

Re
vis
ion
WORD LIST
bagel pecivo 2A FRIENDS WILL BE FRIENDS
Ready, set, go!
Lesson 2
blunder pogreška confide in povjeravati se komu
borough gradski okrug fall out with posvađati se s kime
cab taksi get on well slagati se
cherish njegovati, štovati gossip ogovarati, tračati
cosmopolitan kozmopolitski honest iskren, pošten
crossroads križanje, raskrsnica influence utjecaj
district okrug make up pomiriti se
savvy vješt put up with podnositi, trpjeti
concrete jungle betonska džungla self-centered sebičan, egocentričan
human-rights lawyer odvjetnik za ljudska stand up for zauzeti se za
prava supportive koji pruža podršku
on the go s nogu, usput trustworthy pouzdan, vjerodostojan
people person društvena osoba witness posvjedočiti
shopping spree kupovina work out riješiti se, ostvariti
youth counsellor savjetnik za mlade make a decision donijeti odluku
toxic friendship nezdravo prijateljstvo
1A ME, MYSELF, AND I
Lesson 1
annoy iritirati, smetati 2B TAKING A STAND

bossy šefovski (nastrojen) anxiety tjeskoba
chatty brbljav be fed up with zasititi se čega
college viša škola bullying zlostavljanje
disrespectful neobazriv confront suočiti se, suprotstaviti se
easy-going otvoren cyberbullying virtualno nasilje
goofy šašav, smotan discourage obeshrabriti
immature djetinjastog ponašanja, envious zavidan, ljubomoran
nezreo handful šačica
impolite nepristojan harass maltretirati, uznemiravati
modest skroman hurtful štetan, škodljiv
moody sklon promjenama insulting uvredljiv, pogrdan
raspoloženja, ćudljiv intervene umiješati se, posredovati
outgoing otvoren mean podmukao, zao
pet-peeve stvar koja te iritira nasty neugodno, neprijatno
reliable pouzdan offender počinitelj, prijestupnik
self-conscious niskog samopouzdanja, pick on maltretirati, uznemiravati
pun sumnji u sebe sneaky podao
backing vocals prateći vokali tease zadirkivati, izazivati
guilty pleasure slatki grijeh turn to obratiti se
witness svjedok
1B WHAT MAKES ME... ME conduct an Internet poll provesti anketu na internetu
acquaintance poznanik do things behind one,s raditi komu iza leđa
ask out pozvati van back
buddy prijatelj drive up the wall izluđivati
buzz gužva, vreva easier said than done lakše reći nego učiniti
call off odgoditi, otkazati face someone suočiti se s kim
catch up nadoknaditi propušteno face the music snositi posljedice
cope with nositi se (s čime) fake account lažni profil
crush simpatija get to the bottom of saznati, riješiti
display prikazati passive bystander pasivni promatrač
distance udaljenost sprain your ankle uganuti gležanj
lately u posljednje vrijeme spread rumours širiti glasine
rely on osloniti se (na) turn something to okrenuti nešto u svoju
your advantage korist
stick with biti uz koga
subway podzemna željeznica
3A A SUPER-CITY
Lesson 3
turn to obratiti se
aerial zračni
anti-bullying center centar protiv nasilja
gather the courage skupiti hrabrost ape čovjekoliki majmun
have a crush on someone biti zaljubljen u koga capture uhvatiti
keep in touch ostati u kontaktu catchy lako pamtljiv
feature istaknuti, prikazati u
glavnoj ulozi
28
UNIT 1 REVISION
91
UNIT 1
Use a plate! ’ she yells. I don’t like it when she gives us ANSWER KEY
orders. That’s my pet peeve! Although, when I think
about it, I miss it a little now that I’m in New York. First row: 6, 4, 7, 2. Second row: 5, 1, –, 3

• Students read the sentences first. There are two
1 Grandpa, 2 Grandpa, 3 Grandma, 4 Grandma, 5
Dad, 6 Mum, 7 Mum pieces of information that you do not need.
• Play Track 2 again. Students match the
Exercise 2 a), p. 31 information to the correct name, writing the
• Have students look at the pictures. Make sure numbers in the boxes.
they understand what is expected of them. • Remind students that there are two pieces of
information they do not need.
2 • Play Track 2. Students number the sites
in the correct order. ANSWER KEY
Jake: 3, 6: Leona: 2, 5; Luis: 4, 8
Track 2
Jake: I often visit the iconic places of New York, and
I can never get enough! I don’t mind the crowds, TRICKS OF THE TRADE
the tourists or their selfie sticks. One of my favorite Both the listening and the reading parts should be
landmarks is the Brooklyn Bridge. Walking across the
pedestrian walkway and taking pictures of the city checked with students by focusing on what they
through the steel wires is one of my favorite things to did correctly as well as where and why they made
do. You can even see the Statue of Liberty from the mistakes. You can do it as a whole-class activity
Bridge. I’ve visited Liberty Island a couple of times:
going there is always a day well spent! However, if I had upon completion of each of the revision areas or
to choose just one landmark, it would most definitely you may want to collect students’ workbooks and
be the Top of the Rock open-air observatory, from correct the work yourself. If doing so, make sure to
which you can get an amazing view of Manhattan
with the Empire State Building in the centre. Finding comment on students’ work and emphasise what
rooftops with nice views and taking photos of the city areas need more work. It could also be discussed
skyline is my favorite pastime. at the beginning of the following lesson.
Leona: I enjoy every part of New York, but I’d say that
my favorite place is right in the heart of Manhattan. I love
the fact that you are in the middle of the city and there’s REVISION: LISTENING
no skyscraper in sight, and no traffic. I feel very peaceful
and calm there. I always bring a packed lunch and sit 1 1 Hiro is talking about the members of his family. What are they like? Listen, and tick the correct person.
on a bench looking out across the lake. My number-one Who is... Mum Dad Grandpa Grandma
spot is definitely near the picturesque Bow Bridge; it’s so 1 wise?

2 respectful?
romantic! I love the colour of the trees in autumn. I could 3 chatty?
spend hours lost in Central Park. But when I get tired of 4 funny?
the peace and quiet that the park offers, I take a subway
5 serious?
6 easy-going?
and go to Coney Island. In summer, my friends and I head 7 bossy?
for the beach to swim in the ocean and joke around. I ______ / 7
never go on a roller-coaster ride, though. Heights make 2

a) 2 Diego’s friends, Jake, Leona and Luis, are describing their favourite places in NYC to Hiro. Number
the sites in the correct order. There is one picture you do not need.
me sick; I prefer staying firmly on the ground.
Luis: I love how New York changes all the time, but it
also gives you the sense of belonging to a place – and
to the world! When I find myself in Time Square, I Times Square Bow Bridge Smorgasburg Statue of Liberty
can understand why they call it the Crossroads of the

World. With all those flashing lights and billboards, it
definitely feels as if you’re in the centre of the universe!
And if you like exploring different cultures and trying Coney Island Brooklyn Bridge Flatiron Building Top of the Rock observatory
different food, you should definitely visit Brooklyn’s ______ / 7
food festival, called Smorgasburg. It’s full of surprises b) 2 Listen again. Match the information to the correct name. Write the numbers in the boxes. There are
two pieces of information that you do not need.
for the senses, and, to me, it smells like home. There’s Jake Leona Luis
an area in the middle where you can even spread out 1 doesn’t like the smell of the outdoor market
2 likes to get away from the buzz of the city
a picnic blanket. It’s located on the waterfront, so you 3 enjoys being in high places
4 appreciates the cultural diversity of the city
can eat your ramen burger while enjoying the killer 5 is afraid of heights
skyline views. I love how the market is both a meeting 6 doesn’t stay away from tourist attractions
7 has lunch at a restaurant in Central Park
place for people and a melting pot of cultures! 8 has a special interest in food ______ / 6
31

Re
vis
ion
LAN
G
MAT UAGE
TER
fictional izmišljeni
giant divovski, ogroman
headquarter sjedište
S
landmark znamenitost
landscape krajolik, pejzaž
nemesis suparnik, neprijatelj
recognizable prepoznatljiv
relatable s kojim se može Tomayto,
poistovjetiti
skinny mršav, uzak
tomahto
storey kat 1 Try to read the following
stunt vratolomija, akrobacija
terrifying zastrašujuć words with an American accent and
thrilling uzbudljiv then a British one.
villain zlikovac
bird John kitten can’t café
3B BEHIND THE MASK car boss atom ask locate
alter ego drugo ʻjaʼ war rock vitamin bath frustrate
gear oprema start pop Betty past adult
lead voditi
stare zuriti
widow udovica
catalogue katalog
chronicler kroničar
genuinely iskreno
homesick komu nedostaje dom 2 Stop and think.
bump into somebody naletiti na koga
draw your attention privući pozornost
foster family udomiteljska obitelj
1 What differences do you notice?
foster home udomiteljska kuća 2 Try to think of more examples similar
SUPERHERO, ME to the ones in Exercise 1.
Lesson 4
cover prekriti
exhausting iscrpljujuće 3 Which accent do you prefer when
hateful prepun mržnje you speak English? Why?
mural oslikani zid
offensive uvredljivo
overall kombinezon
passer-by prolaznik Here are some
ridiculous smiješan
roam lutati questions you can
spot zamijetiti ask yourself before,
make up a lie izmisliti laž during and after learning
about the topics in this Unit.
THE AMERICAN DREAM
Lesson 5
bundle svežanj, zavežljaj Before: What is the topic? / What

contribute doprinijeti
gateway ulaz, prolaz
do I already know about it? /
immigration useljavanje Why do I need to learn about this?
interrogation ispitivanje
jammed krcat, prepun During: What is new to me? / What
majority većina is easy? / What is confusing?
threat prijetnja, opasnost
cultural diversity kulturna raznolikost After: What was most interesting? /
medical check-up liječnički pregled What can I explain without help? / What do I
melting pot lonac za taljenje need to continue working on?
port of entry ulazna luka
What other questions could you ask before, during and
after learning? How can they help you learn
new things or revise the things
you already know?
29
UNIT 1 REVISION
93
UNIT 1
REVISION: READING Exercise 2, p. 33
• Before doing the task, remind students to read
TRICKS OF THE TRADE both the instructions and the interviews to get
This is a good opportunity to revise key reading a general idea of what they are about.
strategies. You may want to do it as a whole- • Students match the interviews with the
class activity or you may want to refer students questions asked.
to pages 8 and 9 of the Student’s Books.
ANSWER KEY
5, 3, 2
• Have students read the instructions and the
topics first. Exercise 3, p. 33
• They scan the texts and match them to the • Students scan the text first.
topics. Tell them not to worry about the gaps
• They complete the text with the missing
at this point.
sentence parts.
ANSWER KEY • Remind them to read each sentence and the
1 interests, 2 friendships, 3 going places, 4 pet text carefully.
peeves
ANSWER KEY
Exercise 1 b), p. 32 1 D, 2 G, 3 A, 4 E, 5 C, 6 F
• Students read the texts again and choose
the correct answer, A, B or C, to complete the • At this point, you can GO DIGITAL and
sentences. further practise reading and listening.
ANSWER KEY 2
Read the interviews. Match them to the questions asked. There are two questions that you do not need.
1 What was the happiest moment of your life? 2 What are you most afraid of?
1 B, 2 A, 3 C, 4 C, 5 A, 6 B, 7 C, 8 A, 9 C, 10 C, 11 B, 12 A 3 Who’s influenced you most in your life? 4 What life event has shaped you the most?
5 What’s the best decision you’ve ever made?
That would probably be when I moved away from the city. I hated the noise and the crowds and the
feeling of being all alone among thousands of people. I lived in a neighbourhood where there were a lot
REVISION: READING
of robberies, and I didn’t feel safe walking around alone after dark. I didn’t talk to my neighbours. People
didn’t help each other; it was pretty much every man for himself. Now I live in a village in the countryside
where I know everybody, and I’m a member of the community. My neighbours and I do lots of things
together. We feel a strong connection, and we’re always there for each other. I’ve never regretted moving.
(Shelly, 42)
1 a) Four people are talking about what matters to them. Read the texts, and match them to the topics below. For most people, their parents have had a huge impact on their lives. And that’s perfectly
There are two topics that you do not need. Do not worry about the gaps at this point. understandable. However, my hero is my grandma. My parents died in a terrible car accident when I was
just a little baby, and it was my grandma who raised me and helped me become who I am today. She has
family pet peeves interests going places friendships bullying
always made sure I feel loved, and she has taught me to appreciate what I have. She has also taught me
the importance of getting back up after you fall. When I think about what she’s been through, I have
1 I’m very (1) ____ about sport. I’ve been doing karate since I was 6 years old. I’m also nothing but admiration for her. I’m lucky to be her granddaughter. She is a true survivor and will forever
very (2) ____, and I never skip training. I’ve never used karate outside the gym, and I
be my role-model. (Christine, 26)
would never use it to hurt anybody. However, lots of kids challenge me to a fight or ask
me to demonstrate breaking boards. But karate is much more than that. It’s much more I’m starting high school next year, and I’m very anxious about it. What if I don’t make a good first
than learning how to defend yourself. It’s about discipline and respect. It’s a way of life. I impression on students and teachers? What if I don’t fit in? There will be tons of new faces around, and
know that becoming a professional karate athlete takes a lot of training, but that’s my plan. I’m really I’m often too shy to start a conversation. Right now, I can’t think of anything scarier than walking into the
(3) ____; I won’t give up until I succeed. (William, 14) school cafeteria for the first time. My mum tells me everything will turn out fine. There’s nothing to worry
about, she says. But I think that’s easier said than done. I know it’s always difficult to turn over a new leaf
2 Recently, I read a quote that went ‘find your tribe, and love them hard’. I believe I’m and make a fresh start, but I’ve never been more frightened in my life! (Leo, 14)
one of the lucky ones: I’ve found the right people. We trust each other and rely (4) ____ ______ / 3
each other: through the good times and the bad, I can count on them. Whenever I have a
problem or a secret to share, my girls are the ones I confide (5) ____. We sometimes have 3
Jake’s dad is talking about bullying. Read the text, and complete it with the missing sentence parts A–H.
arguments, but it’s never anything serious; we’ve never fallen (6) ____. I think it’s very
There are two sentence parts that you do not need.
important to surround yourself with people who you can be honest with, people who support
you, and accept and love you for who you are. (Zoe, 17) When I think about it now, I don’t feel good about myself. I’m so embarrassed by (1) ____ it’s going to
bother me for the rest of my life! Most of the time I thought I was being funny, but what I didn’t realise was
3 I’m a real New Yorker; I’m always (7) ____ the go. I mostly walk to where I need to be, that the kids I was playing jokes on didn’t think that way. On the contrary, (2) ____. Once, I glued one boy’s
and I walk very fast. That’s how you can distinguish a local from a tourist: locals are books and notebooks to his desk and laughed so hard when he couldn’t pick them up! I remember how
always in a hurry to get to their destination. I take every chance to hang (8) ____ with my upset and stressed out he was. The other time, I spray-painted his bike. He reported it to the school
friends. We’re very (9) ____, we like meeting new people! During warmer months we spend authorities, but (3) ____: he didn’t have any evidence against me, and I denied everything. I believe the
a lot of time on the riverbank in Brooklyn Bridge Park or at outdoor rooftop parties. In winter,
whole thing (4) ____. I realise now that I was a bully and that my actions hurt a lot of people. If I had the
we like to spend time going to Lower East Side comedy clubs together. We always laugh our heads off
chance, I would try to make up for the pain I caused them. I even have this dream that comes back again
and have a great time there! (Bella, 25)
and again. In it, my parents keep telling me to go back to school and apologise to every kid that I’ve hurt. I
really want to, but (5) ____; I’m so ashamed, I can’t even move. I’ve read somewhere that unpleasant events
4 I met an old friend from high school the other day, and we decided to grab lunch
from the past can often stay in your memory and cause emotional problems. I’ve definitely learned my
together to (10) ____ up. What a mistake that was! He talked extremely loudly, which
made me very (11) ____. I can’t stand it when people are loud in public. I could swear the lesson, and I’m trying to be a better person today. I have a son now, and I see things from a different
couple sitting at the next table were whispering something about us! On top of that, I perspective. I couldn’t stand seeing anyone hurt him. And I always teach him to treat others with the same
counted the times he used ‘literally’ in his speech. I tried to ignore it, but it was hurting my respect that he wants to be treated with. I tell him never to poke fun at anybody, and (6) ____.
ears. Literally! He was saying it for the 21st time when my phone rang. The timing was perfect! I
couldn’t cope (12) ____ it anymore, so I made an excuse and ran away without finishing my meal. A they never got to the bottom of it E was driving him up the wall
(Jaden, 32) B they felt bad about being a witness F to stand up for himself and others
C it’s easier said than done G they were probably fed up with my behaviour
______ / 4
D how badly I behaved in elementary school H don’t face the bully
b) Read the texts again, and choose the correct answer: A, B, or C.
______ / 6
1 A passion B passionate C passionately 7 A at B in C on
2 A responsible B responsibility C irresponsible 8 A out B on C in 33
3 A unambitious B ambition C ambitious 9 A ongoing B upgoing C outgoing
4 A of B in C on 10 A hold B take C catch Hello World 8 RB 2021.indb 33 29.7.2021. 16:12:36
5 A in B at C of 11 A self-confident B self-conscious C self-centred

6 A on B out C at 12 A with B for C on
______ / 6
32

Re
vis
ion
ENDING THE LESSON
LANGUAGE MATTERS, p. 29
• Draw students’ attention to the third part of
the LANGUAGE MATTERS section.
• Go through it and discuss the questions and
tips on learning together with students.
• In groups, students think about what other
questions they could ask before, during and
after learning and how these questions can
help them learn new things or revise the things
they already know.
• Brainstorm students’ ideas as a class.
• You may want to write students’ ideas on
the board.

95
Lesson 1
UNIT 2
UNIT 2 LONDON CALLING ANSWER KEY
READY, SET, GO! Students’ answers.
NASTAVNA TEMA Drugi i drugačiji

CURIOUS ME!
NASTAVNA JEDINICA
Learning by doing! London Calling is the third studio album by the
PREDVIĐENI BROJ SATI 1 English rock band the Clash. It was originally
A.8.1., A.8.5., A.8.6., B.8.1., released in 1979. The album was a big success
ISHODI POUČAVANJA B.8.3., C.8.1., C.8.2., C.8.3., and its lead single, London Calling, topped the
C.8.4., C.8.5., C.8.6.
charts. Also, the phrase This is London calling...
was used by the BBC World Service during WWII
chime, conquer, consultant,
crumble, district, drawbridge, as part of its broadcast to occupied countries.
fair, fortress, genealogist,
VOKABULAR
raven, reign, residence, spare, • Divide students into pairs or small groups.
the Great Plague, the Romans,
the Normans, the British Isles, Allow some time for students to flip through
the Houses of Parliament, the the unit and look at the lessons and topics.
Tube Ask them what they find most interesting and
KOMUNIKACIJSKO-JEZIČNA Govorenje o Londonu. what they are looking forward to reading and
KOMPETENCIJA Govorenje o prošlosti.
learning about. Check as a class.
MEĐUPREDMETNE TEME
A.3.1., A. 3.2, A.3.3., A.3.4., • Students give their ideas and expectations
B.3.1., B.3.2., B.3.4., C.3.2., about the topics in the unit.
C.3.3., C.3.4.
• Make enough copies of the
A.3.1., A.3.2., A.3.3., A.3.4., photocopiable mind map template
Učiti kako učiti
B.3.1., B.3.2., B.3.3., B.3.4., (Resource Bank, Resource 23, pp.
C.3.1., C.3.2., C.3.3., C.3.4.,
D.3.2. 406-412) and distribute it. Students fill it
Građanski odgoj i obrazovanje A.3.1., A.3.3., C.3.1., C.3.2. with everything they already know about
London.
komunikacijske tehnologije D.3.1.
• At the end of the lesson, they will come
back to the mind map and, using another
Održivi razvoj C.3.4. colour, add new information they have
Geografija Geografski položaj learned in the lesson.
Engleske i Ujedinjenog
Kraljevstva; označavanje
MEĐUPREDMETNO geografskih pojmova na karti MAIN PART
POVEZIVANJE Ujedinjenog Kraljevstva
Povijest Povijest Engleske i READY, SET, GO!
Londona
MEET FREDDIE!
UDŽBENIK Str. 30-31.
RADNA BILJEŽNICA Str. 32-33. Video 2
DIGITALNI SADRŽAJ IZZI Video Meet Freddie.
Exercise 1, p. 30
STARTING THE LESSON • Introduce the new character, Freddie. Students
look at the picture of Freddie and describe
• Discuss the title of the unit with your students. what he looks like. They describe what they
Ask them if they understand the title phrase see in the background.
London calling. Point them to the Curious me!
section to brainstorm their answers. • Next, they look at the words given in the
exercise, and they try to explain what each of
• You may wish to ask them to look it up those words represents.
online using their mobile phones or
tablets. • You can show your students a map of the
UK (Resource Bank, Resource 24, pp.
406-412) either a physical copy or via an
96 LONDON CALLING

Re
ad
y,
se
t,
go
!
UNIT 2 LONDON
CALLING > What does the title of the Unit mean?
> Flip through the Unit. What topics are you going to learn about?
> What do you know so far about the topics?
MEET FREDDIE! RE ADY, SET, GO!

1 Let’s test your geography knowledge! What are
the differences among the names below?
Great Britain the United Kingdom England
the British Isles Ireland
2 2 Freddie is from London. How are the expressions

below connected with his hometown? Discuss.
Then watch the video, and check.
Londinium the Tower of London Big Ben
London Bridge William Shakespeare
the London Eye Camden
3
2 Are the statements below true (T), false (F) or it doesn’t say (DS)?
1 The Romans were the first people to live in the area of modern London.
2 The Normans conquered Britain in 1066, making this the year of its last
successful invasion.
3 There usually are seven resident ravens in the Tower of London: the six Curious me!
that
that are required, and one spare. London calling has to do
4 In the 17th century, London was struck by the Great Plague and the with two things: the BBC
Great Fire of London. and the Clash. Find out
5 Buckingham Palace is the Queen’s favourite home. how, and report to your
classmates. Why not listen
6 The Houses of Parliament were built in the reign of Queen Elizabeth I.
to the song?
7 ‘London Bridge’ is a nickname for the famous drawbridge, Tower Bridge.
8 The Tube is the oldest underground railway system in the world.
30
READY, SET, GO!

97
UNIT 2
OHP. Ask volunteers to come to the map 100, 000 people. Just a year later, in 1666, the Great
and show what the names represent. Fire of London destroyed most of the city’s wooden
LONDON
buildings. The city was rebuilt, and many famous
buildings were constructed after the fire. The most
ANSWER KEY popular ones would surely be Buckingham Palace,
where the Queen stays when she’s in London, and St.
England is a country. Great Britain is the island Paul’s Cathedral. Have you ever heard of them?
on which England is situated. Ireland is the
CALLING
The city began to take its recognisable shape in the
neighbouring, smaller island. The British Isles are a 19th century, during the reign of Queen Victoria.
group of islands in the North Atlantic, consisting of Many landmarks were completed then, such as the
the islands of Great Britain, Ireland, the Isle of Man, Palace of Westminster, better known as the Houses
of Parliament, which includes Big Ben. Did you know
the Hebrides and over six thousand smaller islands. that ‘Big Ben’ is the name of the massive bell inside
Together, the island of Great Britain, the northern the tower, and not the whole tower? Make sure you
part of Ireland and the smaller islands around them catch its chime every hour on the hour! Tower Bridge
make up the United Kingdom, also called the UK. was completed in the same century. Lots of people
confuse it with London Bridge, which is, well, just a
regular, plain bridge. The 19th century is also when the
Exercise 2 a), p. 30 world’s first underground railway was opened! Can
• Students read the expressions and try to guess you imagine life in London without it? I most certainly
can’t! The Tube, as we call it, is a great way to find your
their connection to Freddie’s hometown, way around town, besides the somewhat pricy black
London, and make notes in their notebooks. taxis and the famous red double-decker buses. With so
much to see and do in London, it’s difficult to choose.
ANSWER KEY If you’re in a hurry, get a glimpse of London from the
London Eye, a huge observation wheel. Or start your
Students’ answers. day with a large English breakfast, or the Full Monty,
to give you energy for a walking tour around London’s
Play Video 2. Students watch the historic centre. Even though London is big, it’s easy to
explore its attractions on foot: Piccadilly Circus, Hyde
video and check if their ideas were Park, and Trafalgar Square – with Nelson’s Column,
1 country
correct. They correct their notes where celebrating victory over Napoleon – are just some of
necessary. the sights you mustn’t miss! History buffs will enjoy
the city’s free museums and galleries. My favourite is
• Allow a few minutes for students to compare the British Museum, where you can learn about the
their answers before checking as a class. history of humankind. But there’s more to London than
history and the centre itself. Its trendy districts offer
something for everyone’s taste, so make sure you visit
Video 2 Soho, Notting Hill, Little Venice or Camden, where I live.
Freddie: Alright, mates? I’m Freddie, and I’m from Wherever you choose to go, I’m sure you’ll have a lot
London. This cosmopolitan city on the River Thames of fun discovering London’s past, or guessing what the
is the capital of England, and of the UK. It’s also the future might bring.
biggest city there! What I like most about it is its rich
history and how that has shaped what the city is today. ANSWER KEY
So let me tell you something about how London came
to be! Suggested answers:
Even though people were attracted to this area as long
ago as the Bronze Age, London first started writing Londinium – the old Roman name for London;
its history within the Roman Empire. The Romans the Tower of London – a museum; William
built Londinium, as well as the first bridge across the Shakespeare – a famous British playwright, lived in
Thames. The city continued to change and develop,
especially after 1066. This was when the Normans London; Big Ben – the nickname for the Great Bell of
made the last successful invasion of Britain. They the striking clock in Elizabeth Tower; London Bridge
brought about lots of changes in politics and life in – a drawbridge over the River Thames; the London
general, and also in English language and architecture. Eye – a huge observation wheel; Camden – Freddie’s
For instance, they built the Tower of London; at first it neighbourhood
served as a royal residence and fortress, then a prison,
and now it’s a museum. But I’d say the most interesting
thing about it is the ravens that live there. The legend Exercise 2 b), p. 30
says that, if they leave, the Tower will crumble, and
the kingdom will fall. Scary, don’t you think? London • Check students’ understanding of new
continued to grow and expand in both size and vocabulary from the video. Suggested
importance. Did you know that the world’s greatest vocabulary: chime, conquer, consultant,
playwright, William Shakespeare, lived there and wrote
for the Globe Theatre? However, the city has seen some
crumble, district, drawbridge, fair, fortress,
hard times, too. In 1665, the Great Plague killed about
98 LONDON CALLING

Re
ad
y,
se
t,
go
!
KICK-OF
HISTORIA EST
MAGISTRA VITAE
1 Look at the Latin proverb in the title. Find out what it means and translate it into
F!
English. Do you agree with it? What can history teach us?
2 History may be boring for some, but it’s more than just memorising years and events.
It offers many different aspects to be studied. Which of the things below would you be
interested in? Why?
mythology dinosaurs people music and art wars

scandals royalty discoveries ogress
technological pr
3 Look at the list of jobs for history buffs. Think of a short definition for each: what do
you do, and where do you do it? Can you think of more career options for history lovers?
museum curator archivist librarian documentary filmmaker
archaeologist tour guide genealogist film consultant
LEARNING BY DOING!
PROJECT 2: HISTORY COMING TO LIFE
> Have you ever wondered what it was like to live in ‘days gone by’? Would you like to try and walk in the shoes of people
from the past? If your answer is yes, then this is the project for you. It’s time to dig in and bring history to life!
1 Choose a historical period or event you would like to re-enact. There’s a lot of work to be done, so designate
different roles in groups: researching the period you’d like to cover, writing and proofreading scripts, making
props, costumes and artefacts, directing and rehearsing... There’s something for everyone’s taste!
2 Re-enactment can be a challenging task, so you’re most

likely going to need all the help you can get. History
teachers are an obvious choice, but are there others who
could help? What other subject knowledge might come
in handy? Science, Art, D&T, perhaps? Can you get help
beyond school and ask your local museums, galleries or
theatre companies for help?
3 Now that you’re all set, think about presenting your

work, and find your stage. Re-enactments, just like
other theatre performances, need their audience. Why
not organise a history fair at your school? Is there a
similar history event in your town? Showcase
Medieval Fair, Day 1 your work, invite others to join in and become
somebody else for a day.
31
READY, SET, GO!

99
UNIT 2
genealogist, raven, reign, residence, spare, the
Great Plague. 2
Read the interviews. Match them to the questions asked. There are two questions that you do not need.
1 What was the happiest moment of your life? 2 What are you most afraid of?
• You can instruct students to look up the

3 Who’s influenced you most in your life? 4 What life event has shaped you the most?
5 What’s the best decision you’ve ever made?
meaning of words in the word list at the That would probably be when I moved away from the city. I hated the noise and the crowds and the
feeling of being all alone among thousands of people. I lived in a neighbourhood where there were a lot
of robberies, and I didn’t feel safe walking around alone after dark. I didn’t talk to my neighbours. People
end of the unit on page 46. didn’t help each other; it was pretty much every man for himself. Now I live in a village in the countryside
where I know everybody, and I’m a member of the community. My neighbours and I do lots of things
together. We feel a strong connection, and we’re always there for each other. I’ve never regretted moving.
• For further vocabulary practice, you can (Shelly, 42)

For most people, their parents have had a huge impact on their lives. And that’s perfectly
GO DIGITAL. understandable. However, my hero is my grandma. My parents died in a terrible car accident when I was
just a little baby, and it was my grandma who raised me and helped me become who I am today. She has
always made sure I feel loved, and she has taught me to appreciate what I have. She has also taught me
the importance of getting back up after you fall. When I think about what she’s been through, I have
• Ask students to read the statements and nothing but admiration for her. I’m lucky to be her granddaughter. She is a true survivor and will forever
be my role-model. (Christine, 26)
decide if they are true or false. I’m starting high school next year, and I’m very anxious about it. What if I don’t make a good first
impression on students and teachers? What if I don’t fit in? There will be tons of new faces around, and
I’m often too shy to start a conversation. Right now, I can’t think of anything scarier than walking into the
• Play Video 2 again. Students watch and check school cafeteria for the first time. My mum tells me everything will turn out fine. There’s nothing to worry
about, she says. But I think that’s easier said than done. I know it’s always difficult to turn over a new leaf
and make a fresh start, but I’ve never been more frightened in my life! (Leo, 14)
their answers. ______ / 3
3
Jake’s dad is talking about bullying. Read the text, and complete it with the missing sentence parts A–H.
• Allow some time for students to compare their There are two sentence parts that you do not need.
When I think about it now, I don’t feel good about myself. I’m so embarrassed by (1) ____ it’s going to
answers in pairs. Finally, check as a class. bother me for the rest of my life! Most of the time I thought I was being funny, but what I didn’t realise was
that the kids I was playing jokes on didn’t think that way. On the contrary, (2) ____. Once, I glued one boy’s
books and notebooks to his desk and laughed so hard when he couldn’t pick them up! I remember how
upset and stressed out he was. The other time, I spray-painted his bike. He reported it to the school
authorities, but (3) ____: he didn’t have any evidence against me, and I denied everything. I believe the
ANSWER KEY whole thing (4) ____. I realise now that I was a bully and that my actions hurt a lot of people. If I had the
chance, I would try to make up for the pain I caused them. I even have this dream that comes back again
and again. In it, my parents keep telling me to go back to school and apologise to every kid that I’ve hurt. I
1 F, 2 T, 3 DS, 4 T, 5 DS, 6 F, 7 F, 8 T really want to, but (5) ____; I’m so ashamed, I can’t even move. I’ve read somewhere that unpleasant events
from the past can often stay in your memory and cause emotional problems. I’ve definitely learned my
lesson, and I’m trying to be a better person today. I have a son now, and I see things from a different
perspective. I couldn’t stand seeing anyone hurt him. And I always teach him to treat others with the same
respect that he wants to be treated with. I tell him never to poke fun at anybody, and (6) ____.
WORKBOOK PRACTICE A they never got to the bottom of it E was driving him up the wall
B they felt bad about being a witness F to stand up for himself and others
C it’s easier said than done G they were probably fed up with my behaviour
D how badly I behaved in elementary school H don’t face the bully
______ / 6
• Ask students to look at the pictures and name 33

those they recognise. Hello World 8 RB 2021.indb 33 29.7.2021. 16:12:36
• Students read the clues and match them to • At this point, students should go back to
the places on the map. Check as a class. the mind map and, using another colour,
add new information they have learned
ANSWER KEY in the lesson.
1, 10, 7, 5, 8, 2, 4, 3, 9, 6
KICK-OFF!
Historia est magistra vitae, p. 31
• Students answer the questions in pairs. Check
as a class. Exercise 1, p. 31
• You can turn this activity into a game of • Students read the title and try to guess the
Noughts and crosses (see Games and language it is in and its meaning.
Activities on pp. 394-398) or a quiz played
TRICKS OF THE TRADE
by teams of three to four students.
Historia est magistra vitae is a well-known Latin
ANSWER KEY proverb, meaning History is the teacher of life. It
1 From the Celtic word for river. 2 The Holy Trinity means that we should always learn from past
(the Father, the Son and the Holy Ghost). 3 A red events and avoid repeating the same mistakes.
dragon. 4 Sheep’s intestines cooked in its stomach.
5 Daffodil. 6 The Union Jack. 7 A unicorn. 8 The • Students discuss the saying, agree or disagree,
Tudor rose. 9 They were built to protect people and explain why. Encourage your students to
from violence in a 30-year-long conflict between give examples of the lessons that history can
Protestants and Catholics, known as the Troubles. 10 teach us.
On the flag of Scotland.
ANSWER KEY
100 LONDON CALLING

Re
ad
y,
se
t,
go
Exercise 2, p. 31 group, help students practise distributing the
!
• Students look at the different aspects of workload and make it possible for higher-
history in the task. ability students to help the lower-ability ones.
Groups of similar abilities are a good idea if
• They choose three aspects of history they you decide on tasking the lower-ability groups
would like to study, and three they think with simpler tasks, so they can feel successful,
would be boring. They make two lists in their too, and the higher-ability groups more difficult
notebook. tasks to challenge them. You can also form
• Give students some time to compare the random groups by using various random
lists in pairs, then discuss them together. choice methods (numbers, letters, different
coloured straws, etc.). And, lest we forget, when
ANSWER KEY in a hurry, you can always group students into
Students’ answers. groups of three or four according to their seating
arrangement.
Exercise 3, p. 31
• Brainstorm possible ways of preparing and
• Students look at the words in the task and
presenting their re-enactment: as a video,
explain those they are familiar with. Those that
live in the classroom, as an animation. Let
they are unsure about, they can look up in a
students suggest what equipment they would
dictionary or an online dictionary, if available.
need and whose help they could enlist.
• In a lower-ability class, you can translate
• Let students suggest where and how they
the words and then elicit short
could showcase their re-enactments.
definitions.
• Finally, create or share a rubric (Resource
ENDING THE LESSON Bank, Resource 25, pp. 406-412) for either
formative or summative assessment.
LEARNING BY DOING!
PROJECT 2: HISTORY COMING TO LIFE HOMEWORK
• Discuss the title of the project. Ask your WB p. 33, Exercise 2
students how they could bring history to life.
• Allow some time for students to go through
the project. Help with any unknown
vocabulary if necessary.
pre-teach the following words: re-enact,
proofreading.
• Help students form groups.
TRICKS OF THE TRADE

For group work, you can form groups in different
ways, depending on the task and the class itself.
Sometimes, it is a good idea to let your students
form groups themselves. It is always more fun to
work with friends!
But, for some tasks and projects, more variety
can help. Here are some suggestions for teacher-
formed groups:
Mixed abilities groups, where there are both
higher – and lower-ability students in the same
READY, SET, GO!

101
UNIT 2
1A THE GOOD OLD DAYS • You can play the game as a whole-class
activity by dividing the class into two
Lesson 1 teams and have different team
representatives for each question.
Alternatively, you can split the class into
NASTAVNA JEDINICA The good old days (1. sat)
smaller groups of three to five students,
where one student is the game master,
A.8.1., A.8.2., A.8.3., B.8.1., C.
ISHODI POUČAVANJA
8.1, C.8.2., C.8.3., C.8.5., C.8.6.
and the other two students or pairs
DJELATNOST (I) U FOKUSU Govorenje, čitanje, slušanje
compete against each other. For this
arrangement, you need to prepare a
act, blast out, chunky, coal
decade, fossil-fuel, illegal, Game master question and answer sheet
patterned, rebellious, sequin, (Resource Bank, Resource 26, pp.
split up, brand new, fall ill,
VOKABULAR flared trousers, hit the shops, 406-412) with questions and correct
Prime Minister, respiratory answers for the game master. The players
problems, shoulder pads, play the game as usual, and the game
shut down, tiny waist, top the
charts, vivid colour master is the one who reads the
KOMUNIKACIJSKO-JEZIČNA Govorenje o prošlosti. questions, checks the answers and
KOMPETENCIJA awards the points.
The Internet became widely
used. People listened to • Suggested questions and tasks: 1 Who were the
FUNKCIONALNI JEZIK
Queen. We used to listen to first people to live in the area of London? 2 How
pirate radio stations. Etc. many resident ravens are there in the Tower
MEĐUPREDMETNE TEME of London? 3 Name three famous people from
A.3.1., A. 3.2, A.3.3., B.3.1., London. 4 Name three famous London sights.
Osobni i socijalni razvoj B.3.2., B.3.4., C.3.2., C.3.3.,
C.3.4. 5 When were the Houses of Parliament built?
A.3.1., A.3.2., A3.3., A.3.4., 6 Name two big catastrophes that have hit
Učiti kako učiti B.3.1., B.3.2., B.3.3., B.3.4., London in the past. 7 Who lives in Buckingham
C.3.1.
Palace? 8 What is Big Ben? 9 Name two London
Građanski odgoj i obrazovanje A.3.1., A.3.3.
neighbourhoods.
Uporaba informacijske i A.3.1., A.3.2., C.3.2., C.3.3.
MAIN PART
Održivi razvoj C.3.4.
MEĐUPREDMETNO
Hrvatski jezik Izricanje SPEAKING
prošlosti
POVEZIVANJE
Povijest Dvadeseto stoljeće Exercise 1, p. 32
UDŽBENIK Str. 32. -33. • Have students read the task, discuss the title
RADNA BILJEŽNICA Str. 36-38. and answer the questions.
Dodatni zadaci za
uvježbavanje vokabulara, ANSWER KEY
DIGITALNI SADRŽAJ IZZI
čitanje i slušanje na platformi
IZZI Students’ answers.
STARTING THE LESSON TRICKS OF THE TRADE

• Check homework with students. The phrase the good old days refers to a period
of time in the past that a person thinks was
• Revise the previous lesson by playing a
pleasant and better than the present time. “In
game of Noughts and crosses (see Games
the 1960s, everything seemed possible. Those
and Activities on pp. 394-398). You can give
were the good old days. ” (Source: Merriam-
students a minute to prepare by revisiting their
Webster Dictionary)
mind maps (Resource Bank, Resource 23, pp.
406-412).
102 LONDON CALLING

103
1
5.10.2021. 7:16:17
on
ss
Le
1
ss
on 1A THE GOOD OLD DAYS
1A THE GOOD OLD DAYS

Le 3
a) 2.1 LISTENING Freddie has collected people’s real-life stories about three of the decades mentioned in
I can talk about past habits. his text. Study the timeline on the previous page. Then listen to the people speak, and match them to
the decades they talk about (1–3). There are two decades you do not need.
1 Albert 2 Melanie 3 Harriet
1 SPEAKING Look at the title of the lesson. Have you ever heard anyone refer to the past as ‘the good old days’? the 50s the 60s the 70s the 80s the 90s
Do you think that life was better in the past? Why (not)?
b) 2.1 Listen again. Tick the correct person.
2 a) READING Freddie is writing a history column called The Interesting Side of History for his school’s online Who… Albert Melanie Harriet
magazine. He has made a timeline for Britain in the second half of the 20th century. Read the texts, and match 1 experienced a dangerous environmental problem?
them to the correct decades.
2 used to listen to the sounds of illegal radio stations?
3 cried after a band split up?
4 used a fossil-fuel heating system?
5 would go on a family trip abroad?
6 went against the standard dress code of the time?
My... GRAMMAR! Talking about the past
Look at the examples below, and complete the rules.
1 When we talk about something that was completed at a particular time in the past, we use the
__________________________ tense.
Music defined the 1960s, and it defined us as well.
That day, the bus didn’t come.
2 We can use ____________ and ____________ to describe regular habits and routines in the past.
The sound of the Stereos were blasting Pop art was born The wedding of the It was all about
Beatles and the out pop music as in Britain. The century took place; glam rock and punk, I would spend hours in front of the mirror pretending I was one of the Spice Girls.
Rolling Stones was boy bands and girl air-pollution disaster Prince Charles with David Bowie Did you know that, back then, we used to listen to pirate radio stations?
in the air. Transistor groups topped the known as the ‘Great married Lady Di. and the Sex Pistols
radios became charts. The Spice Smog’ hit London. Leggings, a high in the lead. Flared Be careful! We do not normally use would to refer to past states: we use past simple or used to instead.
available. Pirate Girls spread girl The Clean Air Act waist and massive trousers, sequins, My dad was a car mechanic. or My dad used to be a car mechanic.
radio stations power globally. was introduced shoulder pads were nail polish, colourful NOT My dad would be a car mechanic.
played pop music; Oversized shirts and afterwards. Queen a must, as well as a hairstyles and
Radio Caroline was chunky boots were Elizabeth II was big, messy hairstyle. Let’s practise more! → WB, pp. 37-38 Grammar summary → pp. 123-124
platform shoes were
the most popular a big thing. Britain crowned in 1953. It was a great decade
fashionable for men
one. Women wore got closer to Europe for British comedy,
People watched the as well as women. 4
miniskirts. Young when the Channel with Only Fools and Work in pairs. Look at the topics below. Talk about the habits you had when you were a child.
event live on black- The era of colour
people loved Tunnel opened. The Horses topping the Use would and used to. Report on your partner’s habits to the rest of the class.
and-white TVs. Tiny television and
psychedelic designs Game Boy hit the list, and an even
waists and long, cassette recorders toys and games food TV stories clothes music
and vivid colours. shops. Harry Potter better decade for
full-circle skirts were started. The nation
The English football mania began. The British music. People
very fashionable. celebrated the
team was on top of
the world. Monty
World Wide Web
became available People danced the
listened to Queen,
George Michael, Queen’s 25th year on
5 WRITING AND SPEAKING Prepare a short presentation about Croatia. Study tip!
Python made people to people, and the jive and listened to Eurythmics and the throne. Britain
Follow the steps below. VOCABULARY
laugh themselves to Internet became rock and roll on their Depeche Mode on had its first woman Step 1 Step 2 Step 3
gramophones. Go through your parents’ or
death. widely used. their Walkmans. Prime Minister. Choose a decade. Do Interview an older Present your findings
grandparents’ things to find real
some research on it, and person (a family to the rest of your
objects mentioned in the text.
b) Read the texts again. How did the following change through the decades? draw a timeline with member, a neighbour class. Why not prepare
PROJECT TIP! important events. Include etc.) about their habits a digital presentation
Flip through a family photo
1 music 2 fashion 3 technology album, as well. Use authentic
Why not choose a decade from music, sport, news, back then. What did they with pictures and audio?
objects and photos to learn new
20th-century Britain for fashion or anything else use to do, wear, watch Have your classmates
c) SPEAKING Which decade do you like the most, and which one vocabulary. They might come in
re-enactment? There are plenty that you associate with and listen to? guess the decade.
do you like the least? Why? handy for your presentation, too.
of ideas here to choose from! the decade.

32 33
UNIT 2
READING Exercise 2 b), p. 32
Exercise 2 a), p. 32 • Divide students into three groups. Assign one
category to each group – music, fashion or
• Ask students if they read online magazines. Let technology.
them name the ones they read or explain why
they don’t read them. • Students read the texts again and make notes
about changes over time.
• Write the word column on the board. Students
try to explain it. • Check as a class.
TRICKS OF THE TRADE ANSWER KEY

The word column is a homonym. It has several Students’ answers.
different meanings: among others it can be a
pillar, a vertical section of a page, and a special SPEAKING
type of a newspaper article. A newspaper
column is usually written by the same author, Exercise 2 c), p. 32
called the columnist, in the same format, on the • In small groups, students choose a favourite
same topic, which appears regularly in the paper and a least favourite decade.
and usually expresses the author’s opinion on
• Groups share their thoughts and ideas with
the topic.
the rest of the class.
• Students read the task, study the timeline
pictures and describe them.
PROJECT TIP!
• Pre-teach the following words: act, blast out, • Discuss the PROJECT TIP! section with your
sequin, flared trousers, hit the shops, Prime students. Suggest choosing a decade from
Minister, psychedelic designs, shoulder pads, 20th-century Britain as the topic of their re-
tiny waist, top the charts, vivid colours. enactment.
• Ask students to try to predict in which decade
LISTENING
each word will appear. They draw five columns
in their notebooks and sort the words out. Exercise 3 a), p. 33
Warn the students that some columns will • Explain to students that Freddie has
contain more words than the others. interviewed three people – Albert, Melanie
• Students read the text and check their and Harriet – about their life in the decades
predictions. They correct their tables. mentioned in his text. Students should listen
to and match the texts to the corresponding
ANSWER KEY decades. Remind them that they will use only
the 50s: act, tiny waist; the 60s: psychedelic designs, three decades of the suggested five.
vivid colours; the 70s: flared trousers, sequins, Prime 2.1. • Play Track 2.1.
Minister; the 80s: shoulder pads; the 90s: blasting
out, top the charts, chunky, hit the shops.
• You can play the track twice if needed.
• Next, students read the texts again and match • Check as a class.
them to the pictures. Ask them to read the
parts of the text that support their choice. TRICKS OF THE TRADE
Always remind students to carefully read the
ANSWER KEY
task in order not to miss important instructions.
the 60s, the 90s, the 60s, the 80s, the 70s They often rely on their teacher to explain the
task in detail and at the same time skip reading
the task completely. The role of the teacher
is to help the students and clarify the task
104 LONDON CALLING

Le
ss
on
1
while also helping students to develop their Exercise 3 b), p. 33
independence. • Instruct students to read the six sentences in
the table.
ANSWER KEY • Play Track 2.1.
1 Albert – the 60s, 2 Melanie – the 90s, 3 Harriet – the
• Check as a class.
50s
ANSWER KEY
Track 2.1 Albert: 2, 6. Melanie: 3, 5. Harriet: 1, 4.
1 Albert: Those were the days! People were full of
hope and optimism. To a young person such as myself,
everything seemed shiny and brand new. Music TRICKS OF THE TRADE
defined the decade, and it defined us as well. I would
spend hours listening to the Beatles and later the Windows, Android and iOS offer an mp3-player
Rolling Stones on my pocket transistor radio. Did you function, which allows you to manipulate the
know that, back then, we used to listen to pirate radio playback speed and slow down or speed up the
stations? They played music from ships in international
waters to challenge BBC radio, which was dominant
track. If your students are struggling to gather all
at the time. They would play pop music all day long, the necessary information from the text, you can
while the conservative BBC played it only for a couple opt to use that feature, especially for detailed
of hours a week. We were rather rebellious, and we
dressed that way, too. We wore clothes that went
listening, in order to make listening tasks less
against the strict rules of the time. Miniskirts became troublesome and frustrating.
the big thing back then, and almost all the girls wore
them. As for the boys, we loved wearing patterned
shirts. You’d probably laugh at them now, but they were ENDING THE LESSON
a huge hit back then!
2 Melanie: I have extremely fond memories of this WORKBOOK PRACTICE
decade. I grew up playing Game Boy, which was a sort
of video-game console, and listening to pop music
on the stereo. Britpop, a type of rock music that first VOCABULARY
started in the UK, was very popular. However, I didn’t
really listen to it: I had a serious ‘girl power’ phase. The Exercise 1 a), p. 36
Spice Girls were the biggest British pop success since • Students look at the pictures and match the
the Beatles. I would spend hours in front of the mirror
pretending I was one of them, and I cried for days when
objects with their names. They compare their
they split up. Imagine that! Hmm, what else happened? answers with their neighbour.
Oh, yeah, the Channel Tunnel opened and got us closer
to the rest of Europe. Every spring, Dad would take us ANSWER KEY
on a day trip to Paris, because it was just a two-hour
ride away. Another very important thing at the time was First row: 11, 1. Second row: 6, 10. Third row: 12, 7, 8.
the Internet. Going online wasn’t as easy as it is today, Fourth row: 2, 3, 5.
but it was very exciting!
3 Harriet: I was a child then, so I don’t remember
much about the decade, but what I do remember
is how foggy it was when I woke up one December
morning. It soon became clear that the thick fog that
covered the whole city was something quite unusual.
My dad used to work at a car factory. That morning, the
bus didn’t come, so he had to go to work on foot. When
he returned, he was having trouble breathing. Outside,
the smog was so thick that you couldn’t see what was
in front of you. Everything stopped: the entire city was
shut down for five days. Why did it happen? Well, back
then, we used to burn coal to heat our homes. With
no wind, the smoke from the chimneys got trapped
over the city, creating terrible atmospheric pollution.
Thousands of people died from respiratory problems,
and thousands fell very ill. We have problems with air
pollution today as well, so I feel like we haven’t learnt
anything from the past.

105
UNIT 2
Lesson 2
on
1 1A THE GOOD OLD DAYS
ss
Le
VOCABULARY NASTAVNA TEMA Drugi i drugačiji

1
a) Match the words and phrases to the pictures on the timeline. There are two words you do not need.
1 leggings 2 gramophone 3 platform shoes 4 shoulder pads 5 the Game Boy
NASTAVNA JEDINICA The good old days (2. sat)
6 transistor radio 7 cassette recorder 8 chunky boots 9 flared trousers
10 Walkman 11 miniskirt 12 full-circle skirt
A.8.1., A.8.3., A.8.4., A.8.6.,

50s 70s 90s ISHODI POUČAVANJA B.8.1., B.8.3., C.8.1., C.8.2.,
C.8.3., C.8.4.
Glagolsko vrijeme past simple
GRAMATIKA
– jesni i niječni oblik
KOMUNIKACIJSKO-JEZIČNA Pisanje o događajima iz
KOMPETENCIJA prošlosti.
The internet became widely
60s 80s used. People listened to
FUNKCIONALNI JEZIK
Queen. We used to listen to
b) Freddieʼs cousin Lauren is talking about fashion and music in the past. Read the text, and complete
it with words from Exercise 1 a). There are four words you do not need. Make the nouns plural where
pirate radio stations. Etc.
necessary.
I’m a fashion lover, and if I had to choose the decade when fashion was at its best, I’d say it was the 50s.
MEĐUPREDMETNE TEME
I love the (1) ____________________ women wore back then, going just below the knee. My great-grandma
looked so lovely and classy wearing hers! The music was nice then, as well. I still have some of my A.3.1., A.3.3., A.3.4., B.3.2.,
great-grandmaʼs records, and I sometimes play them on her (2) ____________________. Although it’s old, the
sound is still incredible. Looking at photos of my Granny when she was young, I see that she played with
C.3.4.
different trends. She’s not happy when I say that 70s clothes seem like carnival costumes to me! I don’t
like the (3) ____________________ she wore; I prefer skinny jeans. And those (4) ____________________! I can’t A.3.1., A.3.2., A.3.3., A.3.4.,
imagine how she walked with those horrible things on her feet. In some photos from the later years, she has
B.3.1., B.3.2., B.3.3., B.3.4.,
a strange device in her hands and small headphones on her ears. I think they called it a
Učiti kako učiti
(5) ____________________. It was revolutionary to be able to walk and listen to music at the same time. I can
see she often wore (6) ____________________, but she doesn’t like it when I wear them today. ‘They’re too
C.3.1., C.3.2., C.3.3., C.3.4.,
tight! Put on a longer top to cover them up!’ she says. At least I donʼt wear fluorescent ones. She also doesn’t D.3.2.
like seeing me in a (7) ____________________ in summer. ‘You’re going out like that? It’s too short’, she says.
She, however, still enjoys listening to her old mixtapes on a (8) ____________________ with me. Music from the
70s is the best ever!
A.3.1., A.3.2., A.3.4., A.3.5.
36 Građanski odgoj i obrazovanje C.3.1., C.3.2.

SPEAKING
Hrvatski jezik Izricanje
• Divide students into groups of four. One MEĐUPREDMETNO prošlosti
POVEZIVANJE
member of the group thinks of a decade and Povijest Dvadeseto stoljeće
gives hints, e.g., They listened to rock music UDŽBENIK Str. 32. -33.
then. The rest of the group guesses which RADNA BILJEŽNICA Str. 36. -38.
decade it is. Dodatni zadaci za
uvježbavanje/ponavljanje
gramatičkih sadržaja na
HOMEWORK digitalnoj platformi IZZI.

STARTING THE LESSON
• Check homework.
• Play Definition battle (see Games and
Activities on pp. 394-398) to revise the
vocabulary from the previous lesson.
Suggested words and definitions: decade – ten
years; blast out – listen to music very loudly;
fossil-fuel – coal, oil, gas; illegal – against the
law; shut down – turn off; hit the shops – go to
the stores; respiratory problems – difficulties
breathing; fall ill – get sick.
106 LONDON CALLING

Le
ss
on
1
MAIN PART • Ask students how long these actions have
lasted and which of them was a constant or
My... GRAMMAR! Talking about the past lasted for a longer period of time and which
was repeated regularly.
• Students go back to the questions in Exercise
3 b), underline the verbs and say which tense TRICKS OF THE TRADE
the verbs are in. We use the modal verb would for past activities
• Write example sentences on the board: that were repeated many times, and the verb
used to for activities that have continued for a
Harriet experienced a dangerous longer period of time.
environmental problem.
• Direct your students to the Be careful! section
Melanie cried after the band split up. of My... GRAMMAR! and remind them that the
Albert went against the standard dress code modal verb would is generally not used with
of the time. stative verbs such as: like, love, hate, think,
know, see, taste, hear, etc.
• Ask students to remember the rule for forming
the past simple of regular and irregular verbs. TRICKS OF THE TRADE
We form the past simple of regular verbs Stative verbs are verbs that describe a state
by adding the endings – ed or – d to the rather than action. They are usually not used
base form of the verb. If the verb ends in a in a continuous form. They are often verbs that
consonant + –y, we change the – y into – i and express feelings (like, love, dislike, hate, want,
add the ending – ed. Irregular verbs must be prefer, wish, etc.), senses (see, hear, look, feel, be,
learned by heart. smell, taste, etc.), opinions (think, know, mean,
• Make the sentences negative and write them believe, remember, understand, etc.). Some
on the board: verbs can be both stative and action verbs,
depending on the context: have (I’m having a
Albert didn’t experience a dangerous great time. / I have a younger sister.), see (I’m
environmental problem. seeing someone. / Cats see in the dark.), think
(I’m thinking of you. / I think you’re the best.), etc.
Harriet didn’t cry after the band split up.
Melanie didn’t go against the standard dress • Tell your students that they have a detailed
code of the time. explanation of the past simple tense in the
Grammar Summary on pp. 123–124 of their
• Elicit the changes that have happened. In the Student’s Books.
negative form, we put the auxiliary verb did • Direct your students’ attention to the list of
and the word not in front of the main verb, irregular verbs on pages 120–121, which they
which stays in its base form. can use as reference when needed.
• Students read and complete the My...
WORKBOOK PRACTICE
GRAMMAR! section on page 33.
ANSWER KEY My... GRAMMAR! Talking about the past

past simple, would, used to Exercise 4, p. 37
• Students rewrite the sentences using used to
• Instruct students to compare the following
and would.
sentences:
• They compare their answers in pairs.
Albert used to listen to illegal radio stations.
Melanie would go on family trips abroad.

107
UNIT 2
1 I used to play the guitar all the time. 2 I used to 1 A, 2 A, 3 B, 4 A, 5 C, 6 B, 7 C, 8 A, 9 C, 10 B
have long hair. 3 We would go to the same restaurant
all the time when I was a child. 4 I never used to need
help with my maths homework when I was at school. 5
Complete the sentences with the words below.
5 My grandpa used to live in Cambodia when he use played didn’t went would
1 We __________________________ to Paris for lunch on the day the Chunnel opened.

find wear used
was in his 20s. 6 Every morning, our grandma would 2 I __________________________ to listen to music on my Walkman all the time.
3 Did you use to __________________________ shoulder pads when you were young, Mum?
make breakfast and we would eat it in a hurry. 4 Mum __________________________ always give us tea and biscuits before going to sleep.
5 I __________________________ use to wear skirts and dresses when I was in high school, but now I do.
6 Didn’t he __________________________ to work with our dad at the factory?
7 On Sundays, my parents would __________________________ the best picnic spots in the countryside.
8 I have great memories from that one time I __________________________ records at a school dance.
6
Freddieʼs dad is talking about his childhood. Choose the correct answer – A, B or C – to complete the text.
My... GRAMMAR! Talking about the past
When I was a child, I (1) ____ visit my grandparents every weekend. They (2) ____ to live in a village in Essex,
2 2
Read what Freddieʼs old neighbour says about her childhood. Complete the text with the past simple and my mum and I always (3) ____ the bus to get there. I loved talking to my grandad. I (4) ____ spend hours
forms of the verbs below. There are two verbs you do not need. just listening to his stories about his youth, or the ‘good old days’, as he would call it. He loved talking
spend fly sing grow up not manage be (2x) see play listen go drive about his twenties. He (5) ____ to be a drummer in a band. They (6) ____ the popular music of the time, and
performed in local pubs and clubs. That’s how he met Grandma. Every weekend, she would (7) ____ with
I (1) ____________________ in a town just outside London. I (2) ____________________ my free time with my her friends to listen to them perform. ‘I was very cool and handsome. I didn’t (8) ____ to wear suits. I wore
friends. We often (3) ____________________ records on a record player and (4) ____________________ to our a leather jacket on our first date. She (9) ____ take her eyes off me for the entire evening’, he would say. I
favourite bands. The Beatles (5) ____________________ very popular then. (6) ‘_______ you ________________ remember Grandma giggling at his comments. She (10) ____ always serve us a cup of tea and a sponge cake
them in the famous rooftop concert in 1969?’ my kids often ask. Unfortunately, I (7) ____________________ when we visited. Even now, I can remember the taste of it.
to see them play live. At the age of 13, I (8) ____________________ in an aeroplane for the very first time. It 1 A used B would C use 6 A play B played C playing
(9) ____________________ very exciting. We (10) ____________________ on our first family holiday outside 2 A used B use C would 7 A going B went C go
England: to the island of Jersey, where I now live. 3 A take B took C use 8 A use B would C used
4 A would B use C used 9 A wasn’t B doesn’t C didn’t
5 A would B use C used 10 A used B would C use to
3 Choose the correct verb form.
2
1 When I was a child, I used to play / playing on a Game Boy. 7

SPEAKING Work in pairs. Read the rules, and play the game.
2 We didn’t used / use to have video games back in the 50s.
3 I use / used to listen to boy bands when I was a teenager. Step 1 Step 2 Step 3 Step 4
4 Did you use / used to play outside until dark when you were a child? Use a rubber, Toss the coin. If you get tails, If you have The winner is
sharpener or other move one square forward; completed the task the first person
5 Mum never used to come / coming home from work late.
small object as a if you get heads, move two correctly, stay on to reach the
6 Going online in the 90s use / used to be very difficult, and it took a long time. counter. You will squares forward. Do the task your square. If not, finish square.
7 Did you use / used to spend most of your weekends listening to music when you were a teenager? need a coin, too. in each of the squares. go one square back. Good luck!
8 When we were younger, my parents used to sit / sat with us and talk about our day.
2 Complete the sentence. 3 Answer the question.

4 Write sentences about the past habits, or typical behaviour in the past, below. If possible use would. If 1 Complete the sentence.
START
I didn’t use to ... when I What did you listen to

not, use used to. When I was five I used to...
was younger. when you were younger?
1 I played the guitar all the time when I was younger. I don’t play it any longer.
6 Make a sentence. 5 Make a sentence. 4 Answer the question.
___________________________________________________________________________________________________
Years ago, / we / go / My parents / live / in ... / What was your favourite TV
2 I had long hair, but now it’s short. ______________________________. when I was born. programme when you were ten?
___________________________________________________________________________________________________
7 Make a sentence. 8 Complete the sentence. 9 Complete the sentence.
FINISH
3 We went to the same restaurant all the time when I was a child. I / wear / ________________________ / When I was a little child, When I started school, my mum
when I was 8. I would... would always...
___________________________________________________________________________________________________
4 I didn’t need help with my maths homework when I went to school. 38

___________________________________________________________________________________________________ Hello World 8 RB 2021.indb 38 29.7.2021. 16:13:24
5 My grandpa lived in Cambodia when he was in his twenties.
______________________________________________________________________________
6 Every morning, our grandma made breakfast, and we ate it in a hurry.

• Ask your students to give feedback on
how much they understand. They use
STOP AND
THINK!
_________________________________________________________________________ Which verbs
in Exercise
are stative 4
their thumbs to show you:

_________________________________________________________________________ verbs? Circle
them. Can
we use ‘wo
when we are uld’
talking abo
past states ut
?
37
Exercise 5, p. 38
• Students fill in the blanks using the given
words. Check as a class. I can do I’m getting I need
this! there! help!
• You can use this task to revise the rules
for forming negative and interrogative • For additional practice, you can go
forms of the past simple. DIGITAL.
ANSWER KEY ENDING THE LESSON
1 went, 2 used, 3 use, 4 would, 5 didn’t, 6 wear, 7
find, 8 played WRITING
Exercise 4, p. 33
Exercise 6, p. 38
• In pairs, students discuss their past habits and
• Students choose between three verb forms to make notes about their partner’s answers.
complete the sentences.
• Volunteers report about their partner’s habits
• Have them swap their workbooks and check to the class.
each other’s answers.
108 LONDON CALLING

Le
ss
on
1
ANSWER KEY
WORKBOOK PRACTICE
Exercise 7, p. 38
• End the lesson by playing a short board game.
Pair your students and let them play.
• You can give a prize to the first student in
the class to finish the game – for
example, one homework-free pass is
always a student favourite.
ANSWER KEY
HOMEWORK

Exercise 5, p. 33
• Students research what a decade of their
choice was like in Croatia. They should
interview an older person about what they
used to do, wear, watch and listen to back
then. They can make notes and prepare
a poster or a digital presentation. They
should include music, sports, news, fashion
of the decade and find photos and images
connected to the period.
• Remind students to bring their posters or
presentations to the next lesson when they will
present them to the class.
• Remind students that a poster for a short
presentation can be smaller in size,
ideally in A3 format.
Study tip! VOCABULARY
• Refer students to the Study tip! VOCABULARY
section. Remind them that using authentic
objects (realia) and photographs can make
learning more memorable and facilitate
remembering new vocabulary later on.

109
UNIT 2
1B WHAT WERE YOU DOING...? them to fill it out for each student who
presents their work. This way you are making
sure that they are paying attention to their
What were you doing...? (1.
NASTAVNA JEDINICA
sat) classmates’ presentations.
PREDVIĐENI BROJ SATI 2 • In larger classes, you can divide students
A.8.1., A.8.2., A.8.3., A.8.4., into groups of four for presenting. This
ISHODI POUČAVANJA A.8.5., A.8.6., B.8.1., C.8.1.,
C.8.2.
way, more students can speak, and
students apprehensive about public
DJELATNOST (I) U FOKUSU speaking will be more relaxed presenting
pisanje
take place, line-up, raise in front of a smaller group.
money, opening ceremony,
speedboat, parachute jump, • Prompt students to give their feedback to each
VOKABULAR declare, funeral service, presenter.
modesty, nail-biting, stitched,
devastated, mountain lodge,
kneel, glitter TRICKS OF THE TRADE
KOMUNIKACIJSKO-JEZIČNA Govorenje o nesvršenim Always remind students to be kind and
KOMPETENCIJA aktivnostima u prošlosti.
constructive while giving feedback to their
I was sleeping. We were all
FUNKCIONALNI JEZIK having fun. They were running
classmates. When giving peer feedback,
around. Etc. encourage students to use the sandwich
MEĐUPREDMETNE TEME technique. First, they should start with praise
A.3.1., A. 3.2, A.3.3., B.3.1., and focus on the positive aspects of the
Osobni i socijalni razvoj B.3.2., B.3.4., C.3.2., C.3.3., presentation. Afterwards, they should say what
C.3.4.
needs improving and then finish with some
A.3.1., A.3.2., A.3.3., A.3.4.,
B.3.1., B.3.2., B.3.3., B.3.4.,
more positive feedback. This method is good
Učiti kako učiti
C.3.1., C.3.2., C.3.3., C.3.4., for boosting the confidence of the recipient
D.3.2. because the negative remarks are sandwiched
Građanski odgoj i obrazovanje C.3.1., C.3.2. between the positive ones.
MAIN PART
A.3.1., A. 3.2, A.3.3., A.3.4., • Students read the title of the lesson. Ask them
Osobni i socijalni razvoj B.3.1., B.3.2., B.3.4., C.3.2.,
C.3.3., C.3.4. if they know the meaning of the phrase and to
MEĐUPREDMETNO Hrvatski jezik Izricanje explain when and why they would use it.
POVEZIVANJE prošlosti
UDŽBENIK Str. 34. -35. TRICKS OF THE TRADE
RADNA BILJEŽNICA Str. 39. -41. The title phrase What were you doing when...? is
Dodatni zadaci za usually used when talking about very important
events that are so important that people
digitalnoj platformi IZZI. remember the exact moment they witnessed
them or heard about them – like, for example,
STARTING THE LESSON the Moon landing, the fall of the Berlin Wall,
the start or the end of a war, the death of an
• Check homework with students. Volunteers
important figure, etc.
present their presentations/posters on various
decades of the 20th century.
• Students guess which decade their classmates SPEAKING
are talking about. Exercise 1 a), p. 34
• Prepare a formative assessment rubric • Ask students to look at the four pictures and
(Resource Bank, Resource 27, pp. 406-412) describe what they see.
and distribute a copy to each student. Instruct
110 LONDON CALLING

1
111
5.10.2021. 7:16:23
on
ss
Le
1B WHAT WERE YOU DOING...?

b) Read the texts again. Are the sentences true (T), false (F) or it doesn’t say (DS)?
I can talk about past events. 1 John first learned the news via e-mail.
2 Paul watched the match with supporters of the losing team.
3 Stacey is still a big fan of Queen.
1 4 Harriet was having a holiday when she heard the news.
a) SPEAKING Look at the pictures, and describe them. Which memorable events do they represent?
5 Bridget says watching the ceremony on TV and being there are the same thing.
Match the names to the pictures.
6 George had a birthday party after the match.
1 Live Aid 2 the Olympics 3 Diana’s crash 4 the World Cup
My... GRAMMAR! Past continuous
Look, think and discuss.
1 How do we form past continuous? Be careful!
I / He / She / It was hiking in the Bavarian Alps. hike→ hiking
was screaming like crazy. clap→ clapping
We / You / They were sailing in the Mediterranean. dance→ dancing
were clapping and cheering. run → running
2 When do we use past continuous? Look at the examples, and complete the rule. Circle the correct option.
I was sleeping when my pager woke me up.
b) 2.2 LISTENING Listen to four people talk about these events, and check your answers in Exercise 1 a). I was staying with some friends in Italy when I heard the news.
We use the past continuous to say that somebody or something completed an action / was in the middle
c) 2.2 Listen again, and write the dates of the events under the pictures in Exercise 1 a). of an action at the given time in the past.
3 Read the texts on the previous page once more. Underline all the examples of past continuous that you
2 a) READING Freddie’s family members are talking about their experiences. Which of the events in Exercise 1 are can find.
they talking about?
Let’s practise more! → WB, pp. 39-41 Grammar summary → p. 127
1 I can remember it clearly. I was sleeping, after a long 4 It was the day the world rocked. I was lucky enough
night working on a project, when my pager woke to be at Wembley. We sang and danced for ten hours,
me up. As I looked at the message, I couldn’t believe and it was all for a good cause. The best part of the 3 Freddie is talking to a friend. Complete the dialogue. Use the past continuous of the verbs in brackets.
what I was reading. I really liked her, and I was day was when Freddie Mercury walked onto the
Freddie: I called you yesterday evening, but you didn’t Freddie: Wicked! I’m sorry I didn’t see it.
devastated. I spent all day watching TV. It felt as if the stage with Queen; I was screaming like crazy. They
answer. What (1) _______ you ______________ (do)? I (5) _____________________ (watch) a historical
whole nation was crying. (John, 49) definitely stole the show. Being there was one of the
David: Sorry, I had a really busy day. I had to finish my documentary at the cinema with my history group.
best moments of my life! (Stacey, 55)
2 I was hiking in the Bavarian Alps on that day. I science project, and I (2) _____________________ (work) I couldn’t miss it.
reached a mountain lodge where some local hikers 5 I was staying with some friends in Italy at the time. on it all afternoon. Later on, I had a basketball match. David: Yawn, boring! Anyway, why did you call?
were watching the game. I decided to join in. We We were sailing in the Mediterranean. It was early in You won’t believe what happened! I scored a basket Freddie: I (6) _____________________ (think) about my
were having a lot of fun until the very end, when they the morning, and I was watching a cartoon with my with time running out and won the game for my team. birthday party. I want to do something completely
noticed the Union Flag stitched on my rucksack. One son when we heard about the tragedy. What a shock! As the final buzzer sounded, everybody different this year. I (7) _____________________
moment we were laughing, and the next they were As I’m a journalist, I raced to get on the first plane (3) _____________________ (shout) and (wonder) what you think about the idea...
running around and shouting at me. Such bad losers! back to London. (Harriet, 57) (4) _____________________ (clap). It was great!
(Paul, 76)
6 It was a day I’ll always remember. I was dancing
It was my 15th birthday, and I was watching in the opening ceremony among the other 70,000 4 Work in pairs. Ask and answer questions about what you were doing at the times below.
impatiently for the final result. For the last few volunteers. I was wearing glitter flares and platform
at 8 o’clock last night at 10 o’clock yesterday morning
minutes, I was kneeling in front of the TV and shoes as a cast member of the 70s scene
biting my nails. Soon after the final whistle, in Britain. People were clapping and at the end of the last school year when you first heard your favourite song
my family and I were crying with joy and cheering, and then David Beckham
hugging each other. I still remember how arrived, and I got to see him in 5 WRITING Interview a member of your family, your neighbour or your friend. Choose one of the questions below, and
proud I felt as the captain was climbing the person. I’m so glad I volunteered; ask them about their memories and feelings. Write down their stories. Use the past continuous where necessary.
steps to take the trophy from the Queen’s nothing beats a live
hands. It was the best birthday present experience! (Bridget, 29) 1 What was the happiest moment in your life? What were you doing at the time?
ever! (George, 70) 2 What is your favourite memory of me? What was I doing at the time?

34 35
UNIT 2
• Students try to match the photographs to the there is one date that will stay for good in the memory
events they represent. Ask for their feedback of much of the British public. That’s 31 August 1997,
the day Princess Diana died in a car crash in Paris. Most
and prompt them to explain what they have people remember where they were and what they were
based their guesses on, but don’t tell them if doing when they heard the shocking news. Her death
they are right at this point. was a trauma for many of them. They left over one
million bouquets of flowers at Kensington Palace and
Buckingham Palace, and millions around the world
ANSWER KEY watched the funeral service. She will be remembered
Students’ answers. for her beauty and charity work, and celebrated as the
People’s Princess because of her modesty.
4 The first and only time that the England football team
won the World Cup was in 1966. Interestingly, the Cup
LISTENING was held in England, and only 16 teams competed.
The Cup Final was played at Wembley Stadium on 30
Exercise 1 b), p. 34 July 1966 between England and West Germany. It was
a nail-biting match. The score was 2-2 after 90 minutes,
• In a lower-ability class, you might want to but Geoff Hurst scored two goals in extra time. It made
pre-teach the following vocabulary: take him a national hero and put England on top of the
place, line-up, raise money, opening world.
ceremony, speedboat, parachute jump,
declare, funeral service, modesty, nail- Exercise 1 c), p. 34
biting. • Students listen to the text again and write the
dates of the four events. Check as a class.
• Additionally, you can ask students to
try to guess which word is connected • Play Track 2.2.
to which picture and check these
predictions during the first listening. ANSWER KEY
• Students listen to the text to check their 1 Diana’s crash – 31 August 1997.2 the World Cup –
30 July 1966.3 the Olympics – 27 July 2012.4 Live Aid
predictions.
– 13 July 1985.
• Check as a class. TRICKS OF THE TRADE
In British English, the dates are written in
ANSWER KEY
the following order: day – month – year. For
3, 4, 2, 1 example, we write the date as 13 July 1985 and
read it in that order, the thirteenth of July. In
Track 2.2 American English, the month is written before
1 Bob Geldof, an Irish singer and activist, brought the day: July 13, 1985. The date is then read:
together the biggest names in pop and rock to fight July the thirteenth 1985. Since, outside of the
hunger in Ethiopia. Live Aid, the biggest concert ever EFL classroom, students are exposed mostly
held, took place in both London and Philadelphia
on 13 July 1985. Almost 2 billion people all around
to American English, many of them will find
the world watched the live concerts on their TVs and the later date format more comfortable. Both
donated money. The UK line-up included Queen, Elton formats are acceptable and welcome when
John, David Bowie, Sting, U2, Paul McCartney, the Who, expressing dates; just remind students that they
and Bob Geldof with his band. Over $120 million was
raised for Africa. should try to use them consistently.
2 Those who watched the opening ceremony of
the London Olympic Games in 2012 will certainly • If possible, show your students some
remember the spectacular show. It was held on 27 video clips of the events they are
July 2012 in the Olympic Stadium. The show told the
story of British history and culture, and included real listening and reading about. Online video
and fictional historical figures, such as the Beatles, Mr streaming services offer plenty of
Bean, Mary Poppins, Peter Pan, Voldemort and Alice authentic videos you can use to enrich
in Wonderland. David Beckham arrived by speedboat
carrying the Olympic torch, and Queen Elizabeth II the coursebook material.
declared the games open after apparently making a • At this point, you can GO DIGITAL and
parachute jump with James Bond.
3 History is full of events that shook the world, but practise vocabulary.
112 LONDON CALLING

Le
ss
on
1
READING ENDING THE LESSON
Exercise 2 a), p. 34 WORKBOOK PRACTICE
• Introduce Freddie’s family members – John,
Paul, George, Stacey, Harriet and Bridget. VOCABULARY
Instruct students to read about how they
experienced the events from the pictures.
• Students pair the words to get meaningful
• Students read the texts and match them to the phrases. Check as a class.
events they describe.
ANSWER KEY
ANSWER KEY
1 car crash, 2 opening ceremony, 3 charity work, 4
1 Live Aid – Stacey. 2 The Olympics – Bridget. 3 live experience, 5 mountain lodge, 6 extra time, 7
Diana’s crash – John, Harriet. 4 The World Cup – funeral service, 8 parachute jump
Paul, George.
• Write the new vocabulary on the board: 1B WHAT WERE YOU DOING...?
stitched, devastated, mountain lodge, kneel,
VOCABULARY
glitter. 1
a) Match the words to make meaningful phrases.
1 car 2 opening 3 charity 4 live 5 mountain 6 extra 7 funeral 8 parachute
• Instruct students to find the words in the text service work crash jump lodge ceremony experience time
and try to divulge their meaning from the b) Complete the sentences with the phrases from Exercise 1 a). There are two phrases you do not need.
1 It was still 2-2 even after __________________________, so the match was decided by a penalty shootout.
context. 2 I was in a __________________________ caused by another driver last year. Fortunately, I wasn’t injured, and I
didn’t have to pay for the repair.
3 While we were hiking in the Swiss Alps last summer, we stayed at a wonderful ___________________________.
TRICKS OF THE TRADE

4 Our school contributes a great deal to our community. We do __________________________ and volunteering.
5 I can’t think of anything more exciting than the __________________________ I made on my twentieth
birthday. It was such a thrill!
Students might be tempted to reach for a 6 My sister was honoured to give a speech at the __________________________ of our new school gym.
dictionary (or look at an online dictionary) for

My... GRAMMAR! Past continuous
2
a) Look at the illustrations. What were Freddie and his friends doing at 8 o’clock yesterday evening? Write
every unknown word, which might hinder their down sentences using the past continuous form of the verbs below.
do get sit make have kneel sing dance
reading progress. Guessing the meaning from

context is one of the reading strategies you
should remind them of every now and then
since it makes reading faster and facilitates 1 David ___________________ 2 Sara ___________________ 3 The O’Briens
reading comprehension.
in front of the TV. and ___________________ ___________________
in her room. dinner.
• Working in pairs, instruct students to read the
sentences in the task and compare them with
4 Henry ___________________ 5 Ella ___________________ 6 Freddie and his mum
at his desk and ready for a birthday party. ___________________ plans
___________________ his for the next day.
the text. homework.
39
• Remind them to use colour-coding and Hello World 8 RB 2021.indb 39 29.7.2021. 16:13:27
underline the information in the text using

• In pairs or groups of three, students write
different colours.
sentences using each phrase.
• You can turn the task into a competition.
ANSWER KEY For each sentence in which the phrase is
used in the right context, the group is
1 F, 2 T, 3 DS, 4 T, 5 F, 6 DS
awarded a point. If another group has the
• Students can GO DIGITAL and practise same sentence, each group gets only one
reading. point. If a group uses two phrases in the
same sentence, they are awarded three
points.

113
UNIT 2
Lesson 2
VOCABULARY NASTAVNA TEMA Drugi i drugačiji
1
What were you doing...? (2.
1 car 2 opening 3 charity 4 live 5 mountain 6 extra 7 funeral 8 parachute NASTAVNA JEDINICA
service work crash jump lodge ceremony experience time sat)
b) Complete the sentences with the phrases from Exercise 1 a). There are two phrases you do not need. PREDVIĐENI BROJ SATI 2
2 I was in a __________________________ caused by another driver last year. Fortunately, I wasn’t injured, and I A.8.1., A.8.3., A.8.4., A.8.6.,
ISHODI POUČAVANJA B.8.1., B.8.3., C.8.1., C.8.2.,
4 Our school contributes a great deal to our community. We do __________________________ and volunteering. C.8.3., C.8.4.
birthday. It was such a thrill! DJELATNOST (I) U FOKUSU Govorenje, slušanje, pisanje
6 My sister was honoured to give a speech at the __________________________ of our new school gym.
Glagolsko vrijeme past

My... GRAMMAR! Past continuous GRAMATIKA
2
continuous
down sentences using the past continuous form of the verbs below.
KOMUNIKACIJSKO-JEZIČNA Govorenje i pisanje o
KOMPETENCIJA
događajima iz prošlosti.
The internet became widely
used. People listened to
FUNKCIONALNI JEZIK
Queen. We used to listen to
1 David ___________________ 2 Sara ___________________ 3 The O’Briens
pirate radio stations. Etc.
in front of the TV. and ___________________
in her room.
___________________
dinner. MEĐUPREDMETNE TEME
A.3.1., A.3.3., A.3.4., B.3.2.,
C.3.4.
A.3.1., A.3.2., A.3.3., A.3.4.,
B.3.1., B.3.2., B.3.3., B.3.4.,
4 Henry ___________________ 5 Ella ___________________ 6 Freddie and his mum Učiti kako učiti
at his desk and ready for a birthday party. ___________________ plans C.3.1., C.3.2., C.3.3., C.3.4.,
___________________ his
homework.
for the next day.
D.3.2.
39 A.3.1., A.3.2., A.3.4., A.3.5.
Građanski odgoj i obrazovanje
C.3.1., C.3.2.
HOMEWORK Uporaba informacijske i A.3.1., A.3.2., C.3.2., C.3.3.,
WB p. 39, Exercise 1 b) Hrvatski jezik Izricanje
MEĐUPREDMETNO prošlosti
POVEZIVANJE
Povijest Dvadeseto stoljeće
UDŽBENIK Str. 34.
RADNA BILJEŽNICA Str. 39. -41
Dodatni zadaci za
digitalnoj platformi IZZI.
STARTING THE LESSON

• Check homework with students.
• Play a game of Charades (see Games and
Activities on pp. 394-398) using the topic What
were you doing yesterday? in order to revise
some activities and get students to start using
the past continuous tense. You can write
the activities on pieces of paper or whisper
them to students. Suggested sentences: You
were watching TV. You were dancing. You
were sleeping. You were running. You were
celebrating. You were reading. You were
singing.
114 LONDON CALLING

Le
ss
on
1
• Encourage students to form sentences using • You can write down a sentence in the
the past continuous tense. Accept sentences present continuous at this point to
formed in the past simple, although you may contrast the difference in the auxiliary
want to repeat the sentence using the past verb: I am sleeping vs I was sleeping. Ask
continuous, and the students should start students to compare the two and explain
using it by following your model. the difference.
TRICKS OF THE TRADE • Elicit the name of the past continuous tense
by pointing out that the auxiliary verb to be is
Jeremy Harmer’s boomerang model of teaching in the past tense.
grammar (also known as EASA: Engage – Activate
– Study – Activate) suggests getting your students • Students read the first part of the My...
to reproduce a new structure while still unaware GRAMMAR! section in the Student’s Books and
of the rules as the first stage of teaching (Engage try to form the rules.
and Activate). In the second stage (Study), the ANSWER KEY
structure is analysed and explained, and in the
third stage (Activate) the students use it actively We use the past simple form of the verb to be (was/
and fully aware of the rules. The boomerang were) and the present participle – ing form of the
main verb.
model is a good idea for teaching structures that
students are passively acquainted with. Also, by • Students do the second part of the My...
making students reproduce the structure, such GRAMMAR! section to determine the use of the
as the past continuous tense in the game of past continuous tense.
Charades, they gain confidence in using it.
ANSWER KEY
MAIN PART was in the middle of an action
My... GRAMMAR! Past continuous • In the third task, students go back to the
texts and underline the examples of the past
• Ask students to find verbs in the text in continuous tense.
Exercise 2 on page 34. • In pairs, they compare the underlined verbs.
• To speed up this part, divide the class
into three groups and assign each group ANSWER KEY
two parts of the text. Alternatively, you Students’ answers.
can divide the class into six pairs/groups
of three and assign each group just one Exercise 3, p. 35
part of the text. • In pairs, students complete the dialogue.
• Accept all the answers but write only a couple Check as a class.
of examples of the past continuous tense that
ANSWER KEY
your students suggest on the board, e.g., I was
sleeping. We were having a lot of fun. They were 1 were doing, 2 was working, 3 was shouting, 4
running around and shouting at me. clapping, 5 was watching, 6 was thinking
• Ask students to analyse how the tense is WORKBOOK PRACTICE

formed. They will probably immediately
recognise the auxiliary verb was/were and the My... GRAMMAR! Past continuous
ending – ing.
• Now, ask them which tense this reminds them • Students complete the sentences using the
of. They will probably notice similarities with past continuous tense of the given verbs.
the present continuous tense. Check as a class.

115
UNIT 2
1 is kneeling, 2 is singing and dancing, 3 are having, 4 • In pairs, students interview each other.
is sitting... and doing, 5 is getting, 6 are making
ANSWER KEY
VOCABULARY
1
1 car 2 opening 3 charity 4 live 5 mountain 6 extra 7 funeral 8 parachute • Students rewrite the answers as full sentences.
service work crash jump lodge ceremony experience time
ANSWER KEY
b) Complete the sentences with the phrases from Exercise 1 a). There are two phrases you do not need.
2 I was in a __________________________ caused by another driver last year. Fortunately, I wasn’t injured, and I
4 Our school contributes a great deal to our community. We do __________________________ and volunteering.
birthday. It was such a thrill!
6 My sister was honoured to give a speech at the __________________________ of our new school gym.
My... GRAMMAR! Past continuous • Practise making questions some more. Divide
2
down sentences using the past continuous form of the verbs below.
students into groups of three or four and let
them make questions with the given words.
Monitor what they are doing and offer help if
needed.
1 David ___________________ 2 Sara ___________________ 3 The O’Briens
in front of the TV. and ___________________ ___________________
in her room. dinner.
ANSWER KEY
Questions: 1 Where was David standing? 2 What was
he doing there? 3 What was the man doing there? 4
4 Henry ___________________
at his desk and
5 Ella ___________________
ready for a birthday party.
6 Freddie and his mum
___________________ plans
What was the man holding? 5 Who was driving the
___________________ his
homework.
for the next day.
car? Answers: Students’ answers.
39
b) What were Freddie and his friends doing an hour later? Write sentences.
Exercise 2 b), p. 40 1 David / not kneel / in front of the TV / he / surf the Net.
David wasn’t kneeling in front of the TV, he was surfing the Net.
____________________________________________________________________________________________________
• In pairs, students write the sentences. Check

2 Sara / not sing and dance / in her room / she / lie on the bed.
____________________________________________________________________________________________________
as a class.
3 The O’Briens / not have dinner / they / play Pictionary.
____________________________________________________________________________________________________
4 Henry / not sit and do homework / he / have a shower.
• At this moment, you might want to ____________________________________________________________________________________________________
5 Ella / not get ready for the party / she / eat cake.
quickly go through the rules for forming ____________________________________________________________________________________________________
6 Freddie and his mum / not make plans / they / discuss a documentary.
negative sentences in the past ____________________________________________________________________________________________________
3
continuous tense. Since students already a) Work in pairs. Ask your partner questions, and write down their answers. Use short answers.
1 Were you eating a sandwich half an hour ago? _______________________________________
know how to form the negative form of 2 Were your parents working two hours ago?
3 Were you taking a shower at 9 o’clock last night?
_______________________________________
_______________________________________
the present continuous tense, the 4 Were you having breakfast at 7 o’clock yesterday morning? _______________________________________
5 Were you visiting your grandparents at 11 o’clock last Saturday? _______________________________________
analogy should be clear. Remind b) Report your partnerʼs answers using full sentences.
Example: Half an hour ago Eva was eating a sandwich.
students that all the rules and examples Half an hour ago Eva wasn't eating a sandwich, she was writing.
1 Half an hour ago ____________________________________________________________________________________
are listed in the Grammar summary on 2 Two hours ago ______________________________________________________________________________________

3 At 9 o’clock last night ________________________________________________________________________________
page 127. 4 At 7 o’clock yesterday morning _______________________________________________________________________

5 At 11 o’clock last Saturday ___________________________________________________________________________
4
a) David is talking to Freddie about what happened to him last week. Look at the picture. Write questions
ANSWER KEY about it in the past continuous. Think of the possible answers, and write them down in your notebook.
1 Where / David / stand?
2 Sara was not singing and dancing in her room, she

___________________________________________________________
2 What / he / do / there?
was lying on her bed. 3 The O’Briens weren’t having

___________________________________________________________
3 What / the man / do / there?
dinner, they were playing Pictionary. 4 Henry wasn’t ___________________________________________________________

4 What / the man / hold?
sitting and doing his homework, he was having a ___________________________________________________________

5 Who / drive / the car?
shower. 5 Ella wasn’t getting ready for a party, she ___________________________________________________________
was eating a cake. 6 Freddie and his mum weren’t 40

making plans, they were discussing a documentary. Hello World 8 RB 2021.indb 40 29.7.2021. 16:13:29
116 LONDON CALLING

Le
ss
on
1
Exercise 4 b), p. 41 • Alternatively, you can turn this into a writing
• Students complete the story using the verbs in and speaking activity by playing Steal the
the brackets in the past continuous tense. sentence (see Games and Activities on pp.
394-398). Each student writes four
• In pairs, students swap their workbooks, sentences using the prompts from the task
check for mistakes and correct them. and leaves their notebook open on their
Check as a class. desk. Students take a pencil and a piece of
ANSWER KEY paper and go around the classroom. They
read other students’ sentences and “steal”
1 was waiting, 2 were going, 3 was standing, 4 was four of them (each one from a different
smoking, 5 was looking, 6 was holding, 7 was trying,
student). They write them down on their
8 was pulling up, 9 were driving, 10 were having, 11
pieces of paper. They go back to their seats.
were competing, 12 was miming
Volunteers ask questions, e. g.: Who was
riding in a car when they first heard their
b) Now read the story about what actually happened. Complete the text with the past continuous of the
verbs in the brackets.
favourite song? and the rest of the class tries
The strangest thing happened to me last Friday evening. I (1) __________________________ (wait) impatiently
in front of our house for my mum to pick me up. We (2) _____________________ (go) to our friend’s house for a
to remember in whose notebook they have
birthday party. A man (3) __________________________ (stand) close to me. He (4) __________________________
(smoke) and (5) __________________________ (look) around. He (6) __________________________ (hold) a
read that sentence. Encourage students to
big bag. Suddenly he spoke to me: ‘Hey, do you know who lives here?’ He explained that he
(7) __________________________ (try) to find his old friend Mike’s house. ‘Only my mum and I live in this house, use full sentences when answering, e. g.,
Ana was riding in a car when she first heard
and I don’t even know anybody by that name in the street’, I replied. And, as my mum
(8) __________________________ (pull up) in her car, he moved away. He disappeared while we
(9) __________________________ (drive off). At the party, we (10) __________________________ (have) so much
fun that I forgot about him completely. Then, at the end, the kids (11) __________________________ (compete)
against the adults in a game of charades. My mum (12) __________________________ (mime) a word when her
her favourite song.
phone rang. It was our neighbour, who exclaimed: ‘Oh, Angela, I think your house has been burgled!’
c) WRITING Write a short paragraph from the burglar’s point of view.
Last Friday evening, ___________________________________________________________________________________

ANSWER KEY
______________________________________________________________________________________________________
______________________________________________________________________________________________________
______________________________________________________________________________________________________
______________________________________________________________________________________________________
5
1 At 6 o’clock yesterday evening, I was having dinner.
HOMEWORK
____________________________________________________________________________________________________
WRITING
2 What was he doing this time yesterday?
____________________________________________________________________________________________________
3 Were you standing outside the house at 5 o’clock yesterday?
____________________________________________________________________________________________________
4 Davidʼs mum was driving us to the shopping centre at 10 o’clock last Saturday.
____________________________________________________________________________________________________
Exercise 5, p. 35
• Assign the writing task for homework.
5 They were working on the computer an hour ago.
____________________________________________________________________________________________________

1 Doručkovao sam jučer u 9 ujutro.
Students choose one question and do a short
____________________________________________________________________________________________________
2 Što su su tvoji roditelji radili prošli vikend?
interview with a family member or a friend.
____________________________________________________________________________________________________
3 Pisala sam domaću zadaću prije tri sata.
____________________________________________________________________________________________________
4 Je li on govorio meni?
TRICKS OF THE TRADE
____________________________________________________________________________________________________
5 Nije padala kiša jučer navečer.
____________________________________________________________________________________________________
It is important to practise writing and to
41 practise it regularly. These writing tasks do
not have to be especially long. The English
language curriculum prescribes 80 words as the
• For further practice of the past
recommended length of a written and spoken
continuous tense, you may want to
text in Year 8, but it is better to practise writing
suggest to your students to GO DIGITAL.
shorter texts more often. Especially if the writing
ENDING THE LESSON task is planned for formative assessment, the
teacher has the autonomy to decide on its
SPEAKING length. Shorter texts are easier to write and to
give feedback on, but that doesn’t mean you
Exercise 3, p. 35 have to limit the students who can and want to
• Pair students off and let them ask and answer write longer texts.
questions and then report about their
partner’s answers. WB p. 41, Exercises 4 c), 5 a) and b)

117
Lesson 2
UNIT 2
2A THE SPECKLED BAND Activities on pp.). Use images of some
objects that are characteristic of Sherlock
Lesson 1 Holmes: a pipe, a magnifying glass, a
chequered cap, etc. Let students guess
Drugi i drugačiji / Književnost
NASTAVNA TEMA
za mlade the person that connects these elements.
NASTAVNA JEDINICA The speckled band (1. sat) • If your students don’t recognise Sherlock
PREDVIĐENI BROJ SATI 2 Holmes, you can give them an anagram
A.8.1., A.8.2., A.8.3., A.8.5., to solve (for example, chrome elk slosh)
ISHODI POUČAVANJA B.8.1., B.8.3., C.8.1., C.8.2., or play a game of Hangman (see Games
C.8.3., C.8.4., C.8.5.
and Activities on pp. 394-398).
observation skills, • Ask students to tell you everything they can
housekeeper, case, remember about Sherlock Holmes.
investigator, consult, commit
VOKABULAR a crime, stepfather, terrifying,
whistle, speckled, vagabond, MAIN PART
venomous, sign of violence,
trembling voice, etc. READING AND LISTENING
KOMUNIKACIJSKO-JEZIČNA Opisivanje događaja u
KOMPETENCIJA prošlosti Exercise 1, p. 36
The doctor was sitting in the • Students read the questions and mark their
chair when Sherlock entered
FUNKCIONALNI JEZIK
the room. Julia was lying when answers.
Helen found her. Etc.
• In a lower-ability class, you might want to
MEĐUPREDMETNE TEME
pre-teach the key vocabulary before the
A.3.1., A. 3.2, A.3.3., A.3.4.,
B.3.1., B.3.2., B.3.4., C.3.2.,
listening task: observation skills,
A.3.1., A.3.2., A.3.3., A.3.4.,
housekeeper, case, investigator, consult.
B.3.1., B.3.2., B.3.3., B.3.4.,
Učiti kako učiti
C.3.1., C.3.2., C.3.3., C.3.4.,
2.3. • Play Track 2.3 and let students check
D.3.2. their predictions. Check as a class.
Uporaba informacijske i A.3.1., A.3.2., C.3.2., C.3.3., • After listening, ask students if they have
watched a film or a TV series featuring
MEĐUPREDMETNO Hrvatski jezik Izricanje
POVEZIVANJE prošlosti, književnost Sherlock Holmes. Do they know the
UDŽBENIK Str. 36. -37. names of the actors who have played
RADNA BILJEŽNICA Str. 42. -44. that role, have they liked them and why
Dodatni zadaci za (not)?
uvježbavanje vokabulara,
čitanje i slušanje na platformi ANSWER KEY
IZZI
1 a), 2 c), 3 b), 4 a), 5 c)
STARTING THE LESSON
TRICKS OF THE TRADE
• Check homework with students. Students
swap their notebooks, read each other’s Many actors have played the role of the world’s
interviews, correct mistakes and give most famous detective from 221B Baker
feedback. Street. There have been over one hundred
different actors who have portrayed Sherlock
• Show your students an image of Sherlock
Holmes in animated series, TV series, TV films
Holmes. You can choose an illustration or a
and theatrical feature films. The most recent
scene from a film or a popular TV series about
are Robert Downey, Jr. in two films, Sherlock
the famous detective and let them name the
Holmes in 2009 and Sherlock Holmes: A Game of
character.
Shadows in 2010; Will Ferrell in a 2018 comedy;
• If you want to gamify the introduction, Henry Cavill in the 2020 Enola Holmes film. The
you can play a game of Flashing
dictation or Pictionary (see Games and
118 LONDON CALLING

119
2
5.10.2021. 7:16:34
on
ss
Le
2
ss
on 2A THE SPECKLED BAND
2A THE SPECKLED BAND

Le When I woke up, Sherlock was standing beside my bed.
“Julia complained about
I can make guesses about a crime story. “Hurry up, Watson! We’ve got a case!” shouted Sherlock.
There was a woman waiting in the hall. Her name was
a terrible whistling
sound followed by a
Helen Stoner. She looked tired and unhappy, and her
metallic bang in the
hands were shaking. “Mr Holmes, you’ve got to help
1 me! I’m terrified I’m going to die soon!” said the woman.
middle of the night,”
2.3 READING AND LISTENING Sherlock Holmes is Freddie’s favourite fictional detective. How much do said Helen. “She slept
you know about him? Do the quiz, and test your knowledge. Then listen and check. Sherlock took out his notebook and started making notes.
alone in her room,
1 Who visited Sherlock Holmes? which was right next
1 2 2 Why did this person need Sherlock’s help?
a) Sir Arthur Conan Doyle. a) the 18th century. to our stepfather’s room.
Sherlock Holmes Sherlock Holmes She always locked her door, so
b) Agatha Christie. b) the 18th and 19th centuries.
was created by… lived in… Helen lived alone with her stepfather, Dr Grimesby nobody could get in. Then, one night, I heard a
c) Edgar Allan Poe. c) the 19th and 20th centuries. Roylott, who was a very unpleasant man. He met terrifying scream. When I got out of my room, Julia
and married Mrs Stoner, Helen’s mother, when was lying on the floor in the hallway. Her face was
3 4 5
a) Dr White. a) 221B Baker Street. a) Private Investigator. he was a soldier in India. She died when they pale with terror. The last thing she said to me was
The name of returned to England, leaving a large fortune
Sherlock’s Sherlock describes ‘A speckled band!’. I’m afraid I have no idea what it
Sherlock’s b) Dr Watson. b) 221B Oxford Street. b) Detective Advisor.
address is... himself as a… to her two daughters if they got married. was supposed to mean,” she added. Julia died soon
assistant is…
c) Mr Dotson. c) 212B Baker Road. c) Consulting Detective. “My sister, Julia, died two years ago, just afterwards, and the police found no culprits and no
before her wedding. I’m getting married sign of violence. “Now my room is being renovated,
2 soon, too,” said Helen with a trembling and I’ve had to move into my sister’s room. I heard
a) READING Read Freddie’s favourite Sherlock Holmes story, The Adventure of the Speckled Band. First, read voice. “I’m all ears: tell me everything about the same whistling sound last night... Please, please,
the questions under each paragraph and think of possible answers. Then read the paragraph and check. your sister’s death,” replied Sherlock. help me!” cried Helen.
b) READING AND SPEAKING Think about Helen’s case. Who do you think the possible suspects are? Why do you think 3 What made Helen fear for her life? 5 What made Julia feel afraid?
so? What kind of weapon do they plan to use? Read the story again, and provide evidence for your choices. Start like 4 Who was she afraid of? 6 Who did the police arrest?
this: It must be... It could be... It can’t be...
That afternoon, Sherlock and I took the train and visited the Roylott House. When we arrived, we saw a group
of vagabonds, who were living on the property. We also found out that a monkey and a wild cat were
3 a)
2.4 LISTENING How do you think the story ended? Tick one or more answers that you think are true. Then listen living there. Dr Roylott had brought them from India years ago. After that, we made sure that nobody
and check. could get into Helen’s room. While Sherlock was searching it, he saw a strange hole in the wall. It
led to the stepfather’s room. Right next to it, we saw a rope hanging beside Helen’s bed. I saw that
1 A ghost visited Helen’s room, and she died of a heart attack.
Sherlock was very curious about it. In the Doctor’s room, we found a metal box and a bowl with some
2 A venomous snake bit Julia while she was sleeping. That same snake killed Dr Roylott in the end. milk in it. That was very odd, as there were no pets inside the house. “Quick, now! Miss Stoner, you
3 One of the vagabonds broke into the house and killed Helen, just as he had killed Julia. are going to sleep in your old room tonight. Watson and I will spend the night in this room and solve
4 Dr Roylott found Sherlock and Watson in his room, shot them and escaped. the case,” said Sherlock. “So do you have a theory?” asked Helen. “Perhaps I do!” replied Sherlock.
7 Who else lived at Dr Roylott’s property? 8 What did Sherlock find in the house?
5 The wild cat entered Helen’s room and killed her while she was sleeping.
b) 2.4 Listen again, and make short notes in your notebook. Use them to retell the ending of the story.
4 a) A thief has broken into a shop and stolen ten boxes of very valuable Golden Chocolate Bars. Sherlock is
interviewing a witness who saw what happened. Read the witness statement, and complete it using the past
My... GRAMMAR! Past simple vs past continuous simple or past continuous form of the verbs.
Look, think and discuss. My husband and I (1) _____________________ (watch) television yesterday evening, when it (2) __________________
1 Which tense describes actions that were completed at the given time in the past? Which tense describes actions (start) to get dark. I (3) _____________________ (get up) to close the blinds. It was then that I (4) _________________
that were still in progress at the given time in the past? (see) a man who (5) _____________________ (stand) in front of the shop. He (6) ________________________ (wear) a
Past simple Past continuous mask, which I (7) _____________________ (find) very suspicious. He suddenly (8) ________________________ (say)
Sherlock sat on the bed and waited. The doctor was sitting in the chair when Sherlock entered the room. something to another man, who (9) _____________________ (sit) in a car the whole time. Then he
Watson woke up early in the morning. Julia was lying on the floor when Helen found her. (10) _____________________ (break) the window with his elbow and (11) _____________________ (go) into the shop.
2 Look at the examples below. Then circle the correct option to complete the rule. I was in complete shock. Now that I think of it, I (12) _____________________ (not wear) my glasses, so I’m not sure
whether it was a man or a woman. Oh, I’m terribly sorry...
While he was searching the room, Sherlock noticed something strange.
When Helen got out of her room, Julia was lying on the floor.
b) SPEAKING Work in groups, and follow the steps below.
We can use both tenses in the same sentence. We usually use while / when with the past simple tense, and while / when
Step 1 Step 2
with the past continuous.
Get into groups. Your teacher will give you role cards. Prepare Perform the interrogation in front of the class.
Let’s practise more! → WB, pp. 43-44 Grammar summary → p. 128 your questions and alibis, and get ready to play the game. The rest of the class vote on who the thief is.

36 37
UNIT 2
TV series Sherlock (2010–2017) starring Benedict
2
on
Cumberbatch is also still very popular.
ss
Le
VOCABULARY
1 Choose the correct answer.
Track 2.3 1 A detective’s assistant helps the detective

2 Your stepfather is your mother’s
a) solve crime.
a) new husband.
b) commit crime.
b) new boyfriend.
3 An unpleasant man is a) nice to be with. b) not nice to be with.
Sherlock Holmes is a fictional detective created by the 4 A trembling voice sounds a) strong. b) shaky.
Scottish writer Sir Arthur Conan Doyle. He appeared 5 A terrible whistling sound is like a) a loud, high-pitched
sound.
b) a soft, low whisper.
for the first time in a novel entitled ‘A Study in Scarlet’, 6 A metallic bang is the sound a) of heavy-metal
music.
b) of a metal object
hitting something.
which was published in 1887. Altogether, Sherlock 7 A terrifying scream

8 A speckled band has got
a) scares you to death.
a) spots.
b) makes you laugh.
b) stripes.
appears in four novels and fifty-six short stories. This 9 A group of vagabonds is
10 Your face becomes pale when you’re
a) a local football team.
a) not feeling well.
b) a group of travellers.
b) asleep.
brilliant mastermind, who lived in the late 19th and
2
early 20th centuries, is famous for his great intellect and a) Match the words to make collocations.
1 leave 2 solve 3 make 4 sign 5 live 6 get

sharp observation skills. His adventures are told by his on the property the case married of violence notes a fortune
faithful companion, Dr Watson, who follows him and b) Complete these sentences using the collocations in Exercise 2 a).
helps him solve the most unusual mysteries one can 1 She was just about to ___________________________ to the man of her dreams before she died.
think of! The pair live in London at 221B Baker Street, 2 After a long investigation, the police managed to ____________________________ and arrest the murderer.
with their housekeeper, Mrs Hudson. Sherlock Holmes 3 Before his death, Hugh’s grandfather decided to change his will and _______________________________ to
his housekeeper.
is often invited by Scotland Yard, as the London police 4 While he was interrogating witnesses, the police officer started to ______________________________.
were called, to help them solve difficult cases. That’s 5 The police found a dead body, but there was no ______________________________, and there was no
murder weapon.
why he refers to himself rarely as a private investigator, 6 Some strange people _______________________________, so the detective will interrogate them as well.
but rather as a consulting detective for the police. 3

Let’s see how much you remember about the story The Adventure of the Speckled Band. Fill in the report
Sherlock Holmes has been popular from the very on the murder of Helen’s sister. Check your answers by scanning the text in the Student’s Book on pages
36 and 37.
beginning, and has even made his way to the screen –
have you ever seen a film or a TV series about him?
Victim:
Killer:
WORKBOOK PRACTICE
Motive:
How the victim was killed:
42
VOCABULARY
Exercise 1, p. 42
• Use this task to pre-teach the vocabulary READING
students will need for the reading
comprehension task.
• Tell students they will read Freddie’s favourite
• In pairs, students do the task. Check as a class. Sherlock Holmes story – The Adventure of the
• In a lower-ability class, you might want to Speckled Band. Ask them to guess what the
check the understanding of some key story could be about.
vocabulary: commit a crime, stepfather, • Write the first two questions on the board or
terrifying, whistle, speckled, vagabond, display them using an OHP:
venomous. Feel free to add some more
vocabulary your students might find 1 Who visited Sherlock Holmes?
difficult, for example: sign of violence,
2 Why did this person need Sherlock’s help?
trembling voice, etc.
• For more vocabulary practice, you can • Let students make predictions, and then read
GO DIGITAL at this point. the first paragraph of the text on page 37 to
check their predictions. Check as a class.
ANSWER KEY
• Write the next two questions on the board or
1 a), 2 b), 3 b), 4 b), 5 a), 6 b), 7 a), 8 a), 9 b), 10 a)
display them using an OHP:
1 What made Helen fear for her life?

2 Whom was she afraid of?
• Let students make predictions again, and then

read the second paragraph of the text on page
37 to check their predictions. Check as a class.
120 LONDON CALLING

Le
ss
on
2
• Write the third set of questions on the board or READING AND LISTENING
display them using OHP:
1 What made Julia feel afraid? • Divide students into groups of four and direct
them to try to solve the case. Give them some
2 Whom did the police arrest?
time to read the text again, make guesses,
create theories and find supporting evidence
• Let students make predictions, and then read
in the text.
the third paragraph of the text on page 37 to
check their predictions. Check as a class. • Let the group representatives present
the theories the group has agreed upon.
• Write the last set of questions on the board or
Encourage students to use the phrases: It must
display them using an OHP:
be..., It could be..., It can’t be...
1 Who else lived on Dr. Roylott’s property? • At this point, after they have heard all the
2 What did Sherlock find in the house? theories, have students choose those
that sound the most and least likely and
• Let students make predictions, and then read which of them is most imaginative. Let
the last paragraph of the text on page 37 to students explain why they agree or
check their predictions. Check as a class. disagree with the theories and find
supporting evidence in the text.
• To check the understanding of the text on page
37, play a game of Where does it say? (see • You can GO DIGITAL to practise reading
Games and Activities on pp. 394-398). Choose out loud.
sentences or parts of sentences with key
ANSWER KEY
vocabulary. Suggested vocabulary: fortune, case,
whistling, terrifying, vagabond, housekeeper, sign Students’ answers.
of violence, trembling voice, etc.
ENDING THE LESSON
TRICKS OF THE TRADE
WORKBOOK PRACTICE
When possible, let students, especially the ones
deemed higher ability, take over the role of the Exercise 2, p. 42
teacher/game master while playing various • In pairs, students translate the sentences.
games. Games like Where does it say? often Check as a class.
pose no challenge for such students, which
can lead to them getting bored and restless or, ANSWER KEY
alternatively, too eager to show their knowledge 1 Last year, a venomous snake bit him. 2 She
and not allow lower-ability students enough heard a terrible whistling sound. 3 His stepfather
time to think. When you put higher-ability is an unpleasant man. 4 Dr. Watson is a detective’s
students in the role of the teacher, they can assistant.
demonstrate their knowledge while at the same
time give other students a chance to participate. Exercise 3 a), p. 42
• Divide the class into groups of four. Make a
ANSWER KEY copy of Collocation memory (Resource Bank,
1 Helen Stoner. 2 She was afraid she would die soon. Resource 28, pp. 406-412) for each group and
3 She and her sister would inherit a fortune if they cut the individual words out. Let students
got married. Her sister died before her wedding, compete within groups or as opposing
and she is getting married soon. 4 Her stepfather. 5 teams. You can have a competition between
A strange noise in her room. 6. No one. 7 A monkey members of individual groups, resulting in
and a wild cat. 8 A strange hole in the wall which led every group having its winner, or make it a
to the stepfather’s room, a metal box and a bowl team competition, where teams compete to
with some milk in it. match all the words into collocations first.

121
UNIT 2
ANSWER KEY Lesson 2
Suggested answers:
NASTAVNA TEMA
leave solve make sign get live za mlade
a fortune a fortune of married on the NASTAVNA JEDINICA The speckled band (2. sat)
the case
notes notes violence a fortune property PREDVIĐENI BROJ SATI 2
A.8.1., A.8.2., A.8.4., A.8.5.,
ISHODI POUČAVANJA
B.8.1., C.8.1., C.8.2.
• As feedback, let volunteers write the
collocations on the board. DJELATNOST (I) U FOKUSU
pisanje
Glagolska vremena past
Exercise 3 b), p. 42 GRAMATIKA simple i past continuous –
• Students fill in the blanks using the upotreba
collocations from Exercise 3 b). Check as a KOMUNIKACIJSKO-JEZIČNA Opisivanje događaja u
KOMPETENCIJA prošlosti
class.
The doctor was sitting in the
• In a higher-ability class, you can prompt FUNKCIONALNI JEZIK
chair when Sherlock entered
the room. Julia was lying when
students to try to make new sentences Helen found her. Etc.
using the same collocations. MEĐUPREDMETNE TEME
A.3.1., A. 3.2, A.3.3., A.3.4.,
HOMEWORK Osobni i socijalni razvoj B.3.1., B.3.2., B.3.4., C.3.2.,
C.3.3., C.3.4.
WB p. 43, Exercises 4 a) and b) A.3.1., A.3.2., A.3.3., A.3.4.,
B.3.1., B.3.2., B.3.3., B.3.4.,
Učiti kako učiti
C.3.1., C.3.2., C.3.3., C.3.4.,
D.3.2.
MEĐUPREDMETNO
prošlosti, svršeni i nesvršeni
POVEZIVANJE
glagoli, književnost
Dodatni zadaci za
DIGITALNI SADRŽAJ IZZI uvježbavanje gramatike na
platformi IZZI
STARTING THE LESSON

• Revise key vocabulary from the previous
lesson by playing a competitive variation
of the Definition game (see Games and
Activities on pp. 394-398). Divide students
into small groups and distribute worksheets
with target vocabulary definitions (Resource
Bank, Resource 29, pp. 406-412) to each group.
Groups try to write all the words as fast as they
can. Have them swap their worksheets. Check
the vocabulary together, either by writing the
words on the board, by projecting them over
an OHP or handing out the answer key. For
each correct and correctly written word, award
two points. If there is a spelling mistake, the
122 LONDON CALLING

Le
ss
on
2
group is awarded only one point. The winner • Play Track 2.4 one more time. This time
is the group with the highest number of points. prompt students to make notes that will
• You can choose how to limit the duration help them explain how the murder was
of the game. Either stop the game after committed. Let volunteers present their
the first group has written all the words notes.
or give a fixed timeframe after which the ANSWER KEY
game stops and the points are tallied.
2 A venomous snake bit Julia while she was sleeping.
• In a lower ability class, you can do this That same snake killed Dr. Roylott in the end.
as a matching game. Write the words in
random order on the board and insert
Track 2.4
a few extra words, so as not to make
it too easy. Suggested vocabulary: Sherlock and I sat quietly in the dark room for three
hours, but nothing happened. Suddenly, we saw
fortune, father, vagabond, investigator, a flash of light and heard someone moving in the
cook, venomous, stepfather, terrifying, Doctor’s room. Soon, we heard a very quiet hissing
whistle, sing, evidence, fortune, happy, sound. Sherlock took his stick and started hitting the
rope with all his strength. “Can you see it, Watson? ”
housekeeper, evidence, poor, culprit, yelled Sherlock. But I saw nothing. Then we heard a
castle, etc. terrible scream coming from the Doctor’s room, and
everything went silent again. “It’s over now! ” said
ANSWER KEY Sherlock. We went to the Doctor’s room. He was sitting
in a chair. There was a snake wrapped around him. “A
1 stepfather – your mother’s husband, someone yellow speckled band! An Indian snake! It’s extremely
who is not your birth father. 2 housekeeper – a venomous, so be careful, Watson! ” shouted Sherlock.
person who manages someone’s household and He took the snake and put it in the metal box. “How
did you know it was the snake that killed Julia? ” I
takes care of their home. 3 fortune – a big amount asked him. “First, I thought it was the vagabonds who
of money. 4 vagabond – a person who has no did it, but then I saw various animals from India, and
permanent home but wanders from town to town. 5 I thought about an animal that could go through the
venomous – trait of an animal that can poison you hole in the wall, ” answered Sherlock. The doctor had
with its bite or sting. 6 investigator – a person who apparently trained the snake to go to the room next
door and come back whenever he made the whistling
investigates a crime. 7 culprit – a person who has sound. The banging sound came from the metal box,
committed a crime: a criminal. 8 whistle – a high- in which he kept the snake. Night after night, the snake
pitched sound that you make when calling a dog, would go down the rope, until one night it finally bit
for example. 9 terrifying – very scary. 10 evidence Julia while she was sleeping. It’s a very rare snake, so
– proof. the doctors couldn’t identify the venom. Soon after this
case, Helen got married. She tried to forget the deaths
of her sister and stepfather, but she could never forget
MAIN PART the speckled band!
LISTENING
My... GRAMMAR! ast simple vs past
P
Exercise 3, p. 36 continuous
• Instruct students to read the suggested
• Divide the class into two groups. Instruct the
solutions of the case and choose the one they
first group to go through the text on page 37
believe is most likely as the ending.
and underline all the examples of the past
• Have students read the text one more time to simple tense they can find. The second group
find supporting evidence for the answer they should underline the examples of the past
have chosen. continuous tense.
1.1. • Play Track 2.4. • Draw a simple T-table on the board, writing
• Check as a class. Compare the solution Past simple in one column, and Past
of the case to those the groups have continuous in the other. Ask the students
suggested. to read the sentences in which they have
found examples of the two tenses. Write
some of them in the appropriate column.

123
UNIT 2
Have students copy the sentences into their WORKBOOK PRACTICE
notebooks, too. Try curating the example
sentences, avoiding the ones that contain both My... GRAMMAR! ast simple vs past
P
tenses at this stage, to get clearer examples. continuous
• Suggested example sentences: Exercise 5, p. 43
Past simple Past continuous
• In pairs, students choose the right verb forms
Sherlock took out his There was a woman
to finish the sentences. Check as a class.
notebook and started waiting in the hall. • Remind them to choose the tense according
making notes. Her hands were shaking.
He met and married her
to the temporal conjunctions, if present. If not,
Julia was lying on the
mother. floor in the hallway. they can translate the sentences into Croatian
to check the verb aspect.
• Point students to the My... GRAMMAR! section ANSWER KEY
and let them read and compare the sentences.
1 was wearing, 2 disabled, 3 tied up, 4 was sleeping,
Ask students to translate the sentences into
5 opened, 6 stole, 7 left, 8 was putting, 9 looked, 10
Croatian and compare the duration of the left, 11 drove off, 12 was waiting, 13 didn’t have
action in each.
• Remind them of verb aspects in the Croatian Exercise 6, p. 43
language, imperfective and perfective, and • Practise the use of temporal conjunctions when
have them connect the past simple tense to and while. Tell students to always underline
the perfective aspect of a finished action and the verb in the temporal clause and choose the
the past continuous tense to the imperfective conjunction accordingly. Check as a class.
aspect of an ongoing action.
ANSWER KEY
• Now use some examples of both tenses in the
same sentence: 1 while, 2 while, 3 when, 4 while, 5 when, 6 when
When I woke up, Sherlock was standing

beside my bed. 4
a) READING Read these two texts. Each of them is connected with the novel A Study in Scarlet, but in what way?
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
While Sherlock was searching it, he saw a ‘Dr Watson, Mr Sherlock Holmes’: this is possibly the most famous introduction in the history of detective
strange hole in the wall. novels. It occurs in this novel, in which the eccentric character of Sherlock Holmes first sees the light of
day. The pair go on a quest to solve the murder of an American man in London. They have the dead body, a
wedding ring, cigar ash, a handkerchief and RACHE written in blood on the wall. But who’s the killer? Go on a
journey with the two, and see Sherlock’s brilliant mind in action putting all the pieces together.
• Get students to notice that when is usually Sir Arthur Conan Doyle (1859–1930) was a Scottish physician and writer, most famous for his stories involving
the detective Sherlock Holmes. He wrote a number of science-fiction stories, detective and historical
used with the past simple tense, and while

novels, and poems. His detective novels revolutionised the genre of crime fiction: he introduced assistant
characters, such as Watson, and offered his readers interesting crimes, plenty of information about them,
investigations, and the solution. This has been the typical plot structure of detective stories ever since!
with the past continuous tense. b) Read the texts again, and answer the questions below.
1 What makes the novel A Study in Scarlet so special?
TRICKS OF THE TRADE

______________________________________________________________________________________________________
2 What clues do Sherlock and Watson have?

______________________________________________________________________________________________________
When teaching the difference between the 3 How did the author change the genre of crime fiction?
______________________________________________________________________________________________________
past simple tense and the past continuous My... GRAMMAR! Past simple vs past continuous
tense, it is always a good idea to use positive 5
Choose the correct answer.
transfer between the English and the Croatian 1 The police chased / were chasing the robber when he tripped / was tripping over the curb.
2 The police investigated / were investigating the suspect but let / were letting him go, because he had /
languages. The imperfective aspect of the past was having a solid alibi.
3 A witness looked / was looking through the window when he saw / was seeing the burglary take place.
continuous tense is something that exists in the 4 He didn’t hear / wasn’t hearing anything, because he listened / was listening to music on his headphones.
5 The detective found / was finding the knife while he searched / was searching the room.
Croatian language, too, but not as a tense, like 6 A woman saw / was seeing a strange man in the street, so she called / was calling the police.
in English, but as a verb aspect: finished and 6

Complete the sentences. Use when or while. STOP AND
Think about
THINK!
unfinished actions (svršeni i nesvršeni glagoli).

1 I met a friend ________________________ I was walking down the street. the way we
these verbs use
2 My mum was sleeping ________________________ I was watching TV. in Croatian.
the actions Are
finished (pa
3 I was sleeping in my bed ______________________ I heard the police sirens. simple) or st
ongoing (pa
continuous) st
4 I saw the burglar _______________________ she was trying to get into the shop. ?
5 She was already gone ___________________________ I got home.
6 I was out with my friends ___________________________ I heard the news of his death.
43
124 LONDON CALLING

Le
ss
on
2
• If you want to practise using the past ENDING THE LESSON
simple tense and the past continuous
tense some more, you can always GO Exercise 4 b), p. 37
DIGITAL! • Divide students into groups of four. Make
copies of the role cards (Resource Bank,
Exercise 4 a), p. 37 Resource 30, pp. 406-412) and distribute them
• In pairs, students choose the right verb forms to students randomly.
to finish the sentences. Check as a class.
• In each group, one student is the detective,
• Remind them to choose the tense according and they need to prepare a set of questions.
to the temporal conjunctions, if present. If not, The three suspects read their role cards and
they can translate the sentences into Croatian their backstories and prepare their alibis.
to check the verb aspect.
• Each group role-plays the interrogation, and
• To check how much your students have the rest of the class tries to guess who the
understood, use the Fist-to-five method: culprit is.
students raise their hands and use it as a
scale to show their self-assessment. The HOMEWORK
closed fist means they don’t understand
anything, five fingers that everything is WB pp. 41–42, Exercises 5, 7 and 8
crystal clear, and any number of fingers
in between how much or little they
understood.
I have no idea.
I barely understand.
I understand, but I need support.
I understand most of it, but I am unsure if I

can explain it to others.
I understand and could do an adequate
job of explaining it.
I understand it completely and can easily
explain it to others.
• You can also use this task for formative
assessment. When checking the answers,
students use a different colour to correct
their mistakes.
ANSWER KEY
1 were watching, 2 started, 3 got up, 4 saw, 5 was
standing, 6 was wearing, 7 found, 8 said, 9 was
sitting, 10 broke, 11 went, 12 wasn’t wearing

125
UNIT 2
2B WHODUNNIT? MAIN PART
Lesson 1 Exercise 1, p. 38
• Introduce the target vocabulary by dividing
the expressions into those done by the police
NASTAVNA JEDINICA Whodunnit? (1. sat)
and those done by the criminals. Check as
a class, and check for understanding of the
A.8.1., A.8.2., A.8.3., A.8.4.,
ISHODI POUČAVANJA B.8.1., C.8.1., C.8.2., C.8.5.,
expressions.
C.8.6. • In a lower-ability class, you might want to
DJELATNOST (I) U FOKUSU Govorenje, čitanje, slušanje additionally explain or even translate
commit a robbery, make an some of the expressions or suggest
arrest, catch a culprit, protect
VOKABULAR a witness, provide an alibi, students look them up in the word list at
collect evidence, commit the end of the unit.
fraud, put on handcuffs
KOMUNIKACIJSKO-JEZIČNA Rješavanje zagonetki. ANSWER KEY
KOMPETENCIJA
It was an easy case. Inspector
The police: make an arrest, catch a culprit, protect
FUNKCIONALNI JEZIK Ridley solved the case easily. a witness, find a killer, question a suspect, collect
Etc. evidence, put on handcuffs. The criminals: commit
MEĐUPREDMETNE TEME a robbery, commit a murder, provide an alibi,
A.3.1., A. 3.2, A.3.3., A.3.4., commit fraud.
C.3.3., C.3.4.
WORKBOOK PRACTICE
A.3.1., A.3.2., A.3.3., A.3.4.,
B.3.1., B.3.2., B.3.3., B.3.4.,
Učiti kako učiti VOCABULARY
C.3.1., C.3.2., C.3.3., C.3.4.,
D.3.2.
Uporaba informacijske i A.3.1., A.3.2., C.3.2., C.3.3., Exercise 1 a), p 45
komunikacijske tehnologije D.3.1. • Students match the words to create phrases
MEĐUPREDMETNO Hrvatski jezik Pridjevi i prilozi to reinforce the vocabulary. They swap
POVEZIVANJE
workbooks to check each other’s answers.
RADNA BILJEŽNICA Str. 45. -46. ANSWER KEY
Dodatni zadaci za
uvježbavanje vokabulara, 1 fraud, 2 an arrest, 3 a culprit, 4 a witness, 5
čitanje i slušanje na platformi handcuffs, 6 an alibi, 7 a suspect, 8 evidence
IZZI
STARTING THE LESSON further practise vocabulary.
• Start the lesson by checking homework with Study tip! READING

students. • Refer students to the Study tip! READING
• Introduce the topic of the lesson by writing section. Have them read the tip and suggest
the title on the board. Ask if students know the underlining or circling key words as they
meaning of the expression. If not, explain it. find them in the text. Key words can help
identify the topic of the text and facilitate
TRICKS OF THE TRADE comprehension while reading.
Whodunnit is an elision of the expression “Who
has done it? ” and signifies a detective story. The
word was first used in 1930 by a book reviewer
named Donald Gordon, and it caught on.
126 LONDON CALLING

Le
ss
on
2
2B WHODUNNIT?
I can understand and solve mysteries.
1 Look at the phrases below. Which are done by the police, and which by criminals? Write P for the police or C for
criminals. Explain why.
commit a robbery make an arrest catch a culprit protect a witness commit a murder
find a killer provide an alibi question a suspect collect evidence commit fraud put on handcuffs
2 a) READING It was Freddie’s birthday last weekend. Study tip! READING

He prepared a theme party. Skim the texts and find out...
Find the key words that relate to the topic. This
1 what the theme was. 2 which criminal activity each text is about. will help you recognize what the text is about.
b) Freddie has prepared an Escape Room game for his friends. He has created a fictional character, Inspector
Ridley, who can solve the most difficult cases. Are you as clever as he is? Play the game in groups. Solve each
case, and get a number from your teacher. Use the four given numbers to crack the code.
Case 1
Mr Jones went to the police to report that his expensive watch was missing.
He claimed that somebody had broken into his house and stolen it. When the
police arrived, they carefully investigated the scene. The house was a mess.
They found a broken vase on the floor. The window was broken, too, and there
were muddy footprints on the floor. The police couldn’t work out what had
happened, so they called Inspector Ridley for help. Ridley looked around for a
few minutes and quickly concluded the investigation. He told the police to arrest
Mr Jones for lying to them. How did Inspector Ridley solve the case so easily?
Case 2
It was a cold winter morning. Mark Simpson woke up early. It was snowing outside,
and he was feeling bored. He decided to call his friends, Jessica, Matt and Erica, to
come over at 10 a.m. When they arrived, they found Mark dead on the sofa. They
immediately called the police, who determined that Mark had been killed at 9 a.m.
The police officers questioned everybody about what they were doing at that time.
This is what they found out: Jessica was sleeping late because she had a terrible
headache, Erica was playing golf with her boyfriend, and Matt was studying hard for
an exam. The police officers were confused, so once again Inspector Ridley jumped
in. He finished the investigation fast and found the killer. How did he do it so quickly?
Case 3
James Baines was killed on a hot August afternoon. His body was found by
his son, who called the police right away. The police officers found that Mr
Baines had had three visitors that day: his friend Jack, his brother John and
his neighbour Jude. The officers questioned all three suspects, but they all
had solid alibis. They desperately tried to solve the case, but they couldn’t
come up with any good theories. They decided to call Inspector Ridley.
Ridley searched the house thoroughly and found a note under the desk. All
the suspects watched Ridley nervously as he read the note. Were they all
guilty? After a few minutes, Ridley solved the case. Who was the killer?
38
2B WHODUNNIT?
127
UNIT 2
dictionary, if available. Prepare enough copies
2B WHODUNNIT? of the case file (Resource Bank, Resource 32,
VOCABULARY
1
pp. 406-412) for each student, which they fill
a) Match the two parts of the phrases.
1 commit 2 make 3 catch 4 protect 5 put on 6 provide 7 question 8 collect out while reading. Set the time limit for this
part of the task for 2 to 3 minutes.
fraud an alibi evidence handcuffs
a culprit a witness a suspect an arrest
b) Complete these sentences with phrases from Exercise 1 a). There are two phrases you do not need.
1 Criminals can _______________________________, murder or robbery.
2 When a crime takes place, the police _______________________________ at the crime scene to find clues about
• After the case files have been filled out, it’s
who the culprit might be.
3 The police usually _______________________________ to find out what they were doing when the crime was
time to form new expert groups. This time,
committed.
4 Culprits try hard to _______________________________ to convince the police that they were somewhere else students should be grouped according to the
when the crime took place.
5 The police cannot _______________________________ if they do not have enough proof that the person is
guilty of a crime.
colour of their cards. Each member of every
6 When they _______________________________, the police officers handcuff them and take them to a police
station.
newly formed group has read a different text,
My...
2
GRAMMAR! Adjectives vs adverbs of manner
and they are the group expert on it. Group
experts should report to the other group
a) Read these sentences. Underline all the adjectives in blue, and all the adverbs in red.
1 David has successfully completed his school project. _______________________________
members about their case, and together they

2 Freddie’s family lives in a peaceful neighbourhood. _______________________________
3 Freddie nicely asked his mum to close the door. _______________________________
try to solve the case.

4 Freddieʼs mum is such a cheerful person! _______________________________
5 Freddie’s dog quickly jumped onto the sofa and grabbed the treat. _______________________________
6 Freddie always helps his mum with heavy grocery bags. _______________________________
7 There were some hard cases to solve.
8 Sara threw her paper plate away angrily.
_______________________________
_______________________________ • While the groups are working, put possible
b) Using the same colours, circle the word that the adjective or the adverb refers to. Write what part of
speech it is: a noun or a verb.
solutions for each case on the board (Resource
c) Sort the underlined words in Exercise 2 a) in the table below. For each adjective or adverb of manner,
write its counterpart in the table (e.g. loud – loudly). Bank, Resource 33, pp. 406-412). When
Adjectives Adverbs of manner
students agree on a theory, they send a
representative to the board to find the answer
most similar to their solution and write down
the number next to it. These four numbers are
45 their escape code.
• If you have an uneven number of
Hello world 8 RB 2021 - 02 - unit 2.indd 45 30.7.2021. 11:23:35
Exercise 2 a), p. 38 students, you can always have two

• Ask students if they know what a theme party students as experts on the same text in
is. Elicit some examples of theme parties: one group.
space, Star Wars, Halloween, ‘80s, etc. • If you are short on time, you can always
• Remind students of the skimming reading skip the jigsaw strategy and have
technique. Instruct them to skim the texts students read the texts and do the task in
and try to decide what the theme of Freddie’s the same groups of four.
birthday party could be.
ANSWER KEY
• Have them try to recognise which crimes were
1 The footsteps led from the door to the window and
committed in each text. there was no broken glass inside, which meant that
the window hadn’t been broken from the outside.
ANSWER KEY (Code number: 8); 2 You can’t play golf in the snow.
1 Detective stories. 2 Case 1: burglary/fraud. Case 2: (Code number: 4); 3 “The first of June” means ‘the
murder. Case 3: murder. Case 4: fraud. first letter of the month of June’. You get the letters
J U D E. The neighbour is the killer. (Code number:
Exercise 2 b), p. 38 1); 4 Oliver was first holding the cane in his left hand,
but, while he was leaving, he was holding it in his
• Now is the time for the students to try to solve
right hand. (Code number: 5)
the four mysteries. They should do it in groups,
using the jigsaw strategy. Use the colourful
number cards (Resource Bank, Resource 31, pp. TRICKS OF THE TRADE
406-412) to divide the class into four groups: The jigsaw strategy is a complex strategy in
Group 1, Group 2, Group 3 and Group 4. which students practise reading, listening,
• Each group reads only the text with their speaking and cooperation at the same time.
group number. They read it and look up the It is an excellent method for texts that can be
unfamiliar words in the word list or an online divided into several parts, where first each group
128 LONDON CALLING

Le
ss
on
2
Case 4
Mrs Smith lived in a large villa that had a big garden at the back. She had a
gardener named Oliver, who took care of the bushes, trees and flowers in it.
He was a nice man, and he did his job well. Mrs Smith also had a beautiful,
but somewhat aggressive, dog, Buddy. One day, Oliver arrived at Mrs Smith’s
house, leaning on a cane, and claimed that her dog had bitten him. He asked
for some money in compensation. Mrs Smith was very suspicious, so she
called Inspector Ridley to help her. When Ridley arrived, he found the dog
lying peacefully in the garden. Ridley asked to take a look at the front-door
camera footage, and soon realised that Oliver was lying. How did he know?
c) 2.5 LISTENING Listen, and check your solutions. Have you got the right code?
3 a) Read the texts again. Complete the table with the missing adverbs.
Adjective Adverb Adjective Adverb
careful carefully hard
quick thorough
easy nervous
fast peaceful
b) Look at the table. How do we form adverbs of manner in the English language?
My... GRAMMAR! Adjectives vs adverbs of manner

Look at the sentences below. Then complete the rule with adjectives and adverbs of manner.
We usually use _________________________ to say something about people or things, and we use
_________________________ to say how something happens.
quick → quickly
Adjectives Adverbs of manner →
careful carefully
It was an easy case. Inspector Ridley solved the case easily. BUT! good → well
The exam was hard. He studied hard. hard→ hard
fast→ fast
4 Modify the sentences below. Copy them into your notebook, and use at least one adjective and one
adverb in each sentence.
1 The cat sat on the mat. 4 Simon cried because he couldn’t find his phone.
2 The singer sang, and the audience enjoyed the show. 5 The thief ran into the alley.
3 The police officer searched the house until he found the key. 6 A boy was playing on the beach.
5 WRITING Choose a task.
Easy-peasy No picnic Down to work!

Find different ways of Create your own fictional Think up a crime scene. Draw it, or create
writing coded messages. detective. Think of their it and take photos of it, and make sure you
Write a message for your name, looks and set of include some clues and evidence. Write the
classmates, and see how skills, and write a short story of what happened, but leave out the
fast they can crack it. story about them. ending. Have your classmates find the culprit.
39
2B WHODUNNIT?
129
UNIT 2
of students, or a jigsaw group, reads a different ANSWER KEY
part of the text, and afterwards new groups, or Students’ answers.
expert groups, are formed. Each expert group
has one member from each jigsaw group, who is
HOMEWORK
now an expert on the part of the text they have
read. At this point, each expert teaches the rest WB p. 45, Exercise 1 b)
of the group about their text, so the group can
complete the task together.
• Students listen to Track 2.5 to check
their theories and compare their codes to
Freddie’s.
Track 2.5
OK, everyone. Listen closely, and see how well you’ve
done in these crime riddles. Crime number one wasn’t
a difficult case at all. Inspector Ridley looked around
the room and saw that the footsteps led from the
door to the window, and not the other way round.
Also, there was no broken glass inside, which meant
that the window hadn’t been broken from the outside.
If you got it right, your first number should be number
8. Let’s take a look at case number two. One alibi
makes no sense at all. Take a look at the weather! It
was snowing that morning; you can’t play golf in the
snow! Erica needs to learn how to lie better. Or maybe
she doesn’t, as she’ll spend many years in prison!
Your second number is 4. Let’s see how Ridley cracked
case number three. You must always investigate the
crime scene carefully. Since the victim was afraid that
the killer would find the note with his name on it, he
wrote it in a secret code. “The first of June” means
‘the first letter of the month of June’. That’s how you
get the letter J. If you do the same for the other three
months, you get the letters J U D E, which means that
the killer’s name is Jude. It was the neighbour! Did
you manage to solve the mystery? If you did, your
next number is 1. On to the last case: case number
four! Not the easiest one, I admit. But not impossible
to solve, if you look at the camera images carefully.
Oliver was first holding the cane in his left hand, but,
while he was leaving, he was holding it in his right
hand. He was obviously faking the injury! Did you
get it? If so, your last number is number 5. That’s it,
everyone! Did you crack all the cases? If you got the
8415 code, then you have extremely sharp minds. Well
done, Sherlocks!
ENDING THE LESSON

• Discuss the cases with students. Suggested
questions: Which case was the easiest, and
which did you find most difficult? What has
helped you find the right solution? Did any of
the solutions surprise you? Why?
130 LONDON CALLING

Le
ss
on
2
Lesson 2 Exercise 3 b), p. 39
• Ask students how adverbs of manner are
NASTAVNA TEMA Drugi i drugačiji formed in the English language. Write some
NASTAVNA JEDINICA Whodunnit? (2. sat) examples on the board.
A.8.1., A.8.2., A.8.3., A.8.5.,
• Elicit the exceptions from students and write
ISHODI POUČAVANJA them down, too.
B.8.1., C.8.1., C.8.2.
Razlika između načinskih
ADJECTIVE + –LY → ADVERB
GRAMATIKA
pridjeva i priloga
quick + –ly = quickly
KOMUNIKACIJSKO-JEZIČNA Opisivanje osoba i događaja.
KOMPETENCIJA peaceful + –ly = peacefully
It was an easy case. Inspector
FUNKCIONALNI JEZIK Ridley solved the case easily.
easy + –ly = easily
Etc. BUT!
MEĐUPREDMETNE TEME
A.3.1., A. 3.2, A.3.3., A.3.4.,
hard – hard
C.3.3., C.3.4.
fast – fast
A.3.1., A.3.2., A.3.3., A.3.4.,
B.3.1., B.3.2., B.3.3., B.3.4., ANSWER KEY
Učiti kako učiti
C.3.1., C.3.2., C.3.3., C.3.4.,
D.3.2. An adverb is usually formed by adding the ending –
Uporaba informacijske i A.3.1., A.3.2., C.3.2., C.3.3., ly to an adjective, except for irregular adverbs.
MEĐUPREDMETNO Hrvatski jezik Pridjevi i prilozi • If you want to practise the formation of
POVEZIVANJE
adverbs some more, you can tell
students to draw a simple T-table in their
notebooks. Divide the class into four
Dodatni zadaci za groups and have each group go through
DIGITALNI SADRŽAJ IZZI one of the texts on pages 38–39,
digitalnoj platformi IZZI. underlining all the adjectives and
adverbs in it. They should copy all the
STARTING THE LESSON adjectives in the table and transform
them into adverbs. After that, they should
• Check homework with students. copy all the adverbs in the table and
• Revise the vocabulary from the previous transform them back into adjectives.
lesson by playing a game of Tick-tock-boom
(see Games and Activities on pp. 394-398) with ADJECTIVE ADVERB
the topic of detective stories. expensive expensively
muddy muddily
MAIN PART cold coldly
• Pair students off. Have them go through the My... GRAMMAR! djectives vs adverbs of
A
texts on pages 38–39 and complete the table manner
with the adverb forms of the given adjectives.
Check as a class. • Point students to the My... GRAMMAR! section.
They read example sentences and explain the
ANSWER KEY rules for the use of adjectives and adverbs of
quickly, easily, fast, hard, thoroughly, nervously, manner.
peacefully • Ask what part of speech an adjective refers to,
and what part of speech an adverb of manner
2B WHODUNNIT?
131
UNIT 2
refers to. Elicit from students that adjectives Exercise 2 b), p. 45
describe nouns, and adverbs of manner refer • Students need to identify the words these
to verbs. adjectives and adverbs modify. They circle the
• Point out the Be careful! section and nouns the adjectives modify in blue and the
explain that with sense verbs we always verbs the adverbs modify in red.
use adjectives. Ask for some more example • Have them compare answers in pairs.
sentences from students, with the verbs feel,
taste, sound and smell. ANSWER KEY
• Warn students of some more exceptions and 1 completed, 2 neighbourhood, 3 asked, 4 person, 5
irregular adverbs: good – well, late – late, early jumped, 6 grocery bags, 7 cases, 8 threw away
– early.
• In a higher-ability class, you might want
to point out the difference in meaning • Students sort adjectives and adverbs into
between the adverbs late and lately, as the table and transform the adjectives into
well as hard and hardly. adverbs and vice-versa in the opposite
column.
• Direct your students’ attention to the Grammar
summary on page 128, where they can • Check as a class.
find both English and Croatian rules and ANSWER KEY
explanations for the formation and the use of
adjectives and adverbs of manner. successful – successfully, peaceful – peacefully, nice
– nicely, cheerful – cheerfully, quick – quickly, heavy
ANSWER KEY – heavily, hard – hard, angry – angrily
adjectives; adverbs
2B WHODUNNIT?
• Ask your students to give feedback on VOCABULARY
how much they understand. They use 1
a) Match the two parts of the phrases.
their thumbs to show you: 1 commit 2 make

fraud
3 catch 4 protect
an alibi
5 put on 6 provide
evidence
7 question
handcuffs
8 collect
a culprit a witness a suspect an arrest
b) Complete these sentences with phrases from Exercise 1 a). There are two phrases you do not need.
1 Criminals can _______________________________, murder or robbery.
2 When a crime takes place, the police _______________________________ at the crime scene to find clues about
who the culprit might be.
3 The police usually _______________________________ to find out what they were doing when the crime was
committed.
4 Culprits try hard to _______________________________ to convince the police that they were somewhere else
when the crime took place.
5 The police cannot _______________________________ if they do not have enough proof that the person is
I can do I’m getting I need guilty of a crime.

6 When they _______________________________, the police officers handcuff them and take them to a police
station.
this! there! help! My... GRAMMAR! Adjectives vs adverbs of manner
2
a) Read these sentences. Underline all the adjectives in blue, and all the adverbs in red.
1 David has successfully completed his school project. _______________________________
WORKBOOK PRACTICE 2 Freddie’s family lives in a peaceful neighbourhood.

3 Freddie nicely asked his mum to close the door.
_______________________________
_______________________________
4 Freddieʼs mum is such a cheerful person! _______________________________
5 Freddie’s dog quickly jumped onto the sofa and grabbed the treat. _______________________________
My... GRAMMAR! Adjectives vs adverbs of 6 Freddie always helps his mum with heavy grocery bags.
7 There were some hard cases to solve.
_______________________________
_______________________________
manner 8 Sara threw her paper plate away angrily. _______________________________
b) Using the same colours, circle the word that the adjective or the adverb refers to. Write what part of
speech it is: a noun or a verb.
Exercise 2 a), p. 45 c) Sort the underlined words in Exercise 2 a) in the table below. For each adjective or adverb of manner,
write its counterpart in the table (e.g. loud – loudly).
• Students identify adjectives and adverbs in the

Adjectives Adverbs of manner
sentences. They underline the adjectives blue

and the adverbs red. Do this task as a whole
class activity, so you can check how well
students understand the difference. 45
ANSWER KEY
Adjectives: 2 peaceful, 4 cheerful, 6 heavy, 7 hard.
Adverbs: 1 successfully, 3 nicely, 5 quickly, 8 angrily.
132 LONDON CALLING

Le
ss
on
2
Exercise 3, p. 46 • For further practice of adjectives and
• In pairs, students choose the right form, an adverbs of manner, you can always GO
adjective or an adverb, of the given word. DIGITAL.
Check as a class.
ENDING THE LESSON
• Ask students to explain their choice and
identify the word the adjective or the adverb Exercise 4, p. 39
modifies. • Write sentences on the board:
ANSWER KEY Inspector Ridley solved the case.
1 a) easy, b) easily, 2 a) beautifully, b) beautiful, 3 a) Inspector Ridley solved the case easily.
slowly, b) slow, 4 a) quick, b) quickly, 5 a) hard, b)
hard I played a game.
I played an interesting game.
Exercise 4, p. 46
• In this task, students need to choose between • Ask students to compare the sentences and
the adjective good and the adverb well. explain the difference. Ask: Which sentence
• Check as a class and ask students to explain sounds more interesting and offers more
their choice and identify the word the complete information? Explain that it is the
adjective or the adverb modifies. sentence modified with the adjectives and
adverbs.
ANSWER KEY • Instruct students to choose at least four out of
1 good, 2 well, 3 well, 4 good, 5 good, 6 well the six sentences in Exercise 4 and insert some
adjectives and adverbs to make them more
interesting.
3
Complete each of these sentences using either an adjective or an adverb.
1 easy / easily • You can turn this exercise into a little

competition. Challenge students to add
a) It wasn’t an ___________________________ task, was it?
b) You could ___________________________ have forgotten to write your name on the test.
2 beautiful / beautifully
a) The choir sang ___________________________ at the end-of-term concert.
as many modifiers as they can in a single
b) My mother wore a ___________________________ dress on her wedding anniversary.
3 slow / slowly
sentence or choose the best or the
a) The tortoise ___________________________ made its way through the garden.
b) Freddie goes to school by bike, because he thinks public transport is very ___________________________.
funniest modified sentence.
4 quick / quickly
a) When you’re racing against him, you can never be ___________________________ enough!
b) Inspector Ridley ___________________________ announced he had solved the case. TRICKS OF THE TRADE
5 hard / hard
a) She studied ___________________________ for that grade.
b) Not going on the school trip was a very ___________________________ decision to make.
Students like to feel they are in charge and to
4
feel they have a say in their learning process. By
Read about Freddie’s birthday party. Complete each sentence with either an adjective
or an adverb of manner. Circle the correct option. Explain your choices.
1 Everybody at the party had a good / well time!
not requiring them to do all the tasks in a single
STOP AND
2 Most of Freddie’s friends did good / well in the detective challenge.
3 Everything was going good / well until Freddie’s dog, Buster, ran
What is the
between sen
THINK!
difference exercise, you are handing them that power.
tences 5 and
into the birthday cake.
4 The food was delicious, especially the homemade pizza, which
Which one
and which
health? Ho
is about you 6?
r mo
one is about od
your
Generally, higher-ability students will probably
still do all the tasks, but lower-ability students
smelled really good / well. w does it aff
we use adj ect how
5 David, Freddie’s best friend, felt really good / well about winning ectives and
in the karaoke contest. adverbs?
6 Although he had a cold the day before the party, Freddie felt good / well
during the party.
won’t feel too overwhelmed.
5
Add at least three adjectives and three adverbs of manner to this text to make it more interesting.
Inspector Ridley was on a summer holiday. He was relaxing

HOMEWORK
on the beach when he heard a lifeguard shouting. He went

closer and saw that the guard had found a watch in the sand.
Three men arrived, and each claimed that the watch was his.
The guard looked at the men and tried to find the owner, but
he didn’t know who to believe. ‘Are you all right-handed?’ WB p. 46, Exercise 6
asked Ridley. All the men confirmed they were. A second later,
Inspector Ridley found the owner. Can you do the same?
46
2B WHODUNNIT?
133
Lesson 3
UNIT 2
3A FROM RULE BRITANNIA TO COOL • Distribute the photocopiable K-W-L chart
BRITANNIA (Resource Bank, Resource 34, pp. 406-412) and
instruct students to fill in the Know and Want
Lesson 1 to learn columns with information about Great
Britain.
Drugi i drugačiji / Svijet
NASTAVNA TEMA • Bring a map of the UK to class and show it to
znanosti i umjetnosti
From rule Britannia to cool students. Invite them to explain the difference
NASTAVNA JEDINICA
Britannia (1. sat) between the UK and Great Britain.
A.8.1., A.8.2., A.8.3., A.8.4., MAIN PART
ISHODI POUČAVANJA
A.8.5., B.8.1., C.8.1., C.8.2.
DJELATNOST (I) U FOKUSU Govorenje, čitanje SPEAKING
influence, indigenous,
colonise, reign, legacy, Exercise 1, p. 40
identity, diversity, enrich, • Form small groups and let students study
VOKABULAR
gradually, illiterate, trade,
fall apart, get stuck, raw the two pictures in Exercise 1. Ask group
materials, the British Empire representatives to share their group’s
KOMUNIKACIJSKO-JEZIČNA Govorenje o Velikoj Britaniji u conclusion with the rest of the class.
KOMPETENCIJA prošlosti i sadašnjosti.
Many former countries ANSWER KEY
have decided to join the
FUNKCIONALNI JEZIK Commonwealth. They joined Students’ answers.
the Commonwealth in the first
half of the 20th century.
MEĐUPREDMETNE TEME TRICKS OF THE TRADE
A.3.1., A. 3.2, A.3.3., A.3.4., The British Empire represented the United
C.3.3., C.3.4.
Kingdom and all the countries, colonies,
A.3.1., A.3.2., A.3.3., A.3.4.,
territories and dominions under its rule. The rise
B.3.1., B.3.2., B.3.3., B.3.4., of the British Empire started in the 16th century,
Učiti kako učiti
C.3.1., C.3.2., C.3.3., C.3.4., under the rule of Queen Elizabeth I, and, in the
D.3.2.
following centuries, it continued to grow. At its
Građanski odgoj i obrazovanje A.3.1., A.3.3., C.3.1., C.3.2.
peak, the British Empire encompassed 24 % of
komunikacijske tehnologije D.3.1. the whole world’s territory. It had spread over
Održivi razvoj C.3.4. all seven continents, and it was sometimes
referred to as “the empire on which the Sun
prošlosti never sets”. The decline of the Empire started
MEĐUPREDMETNO Povijest Velika Britanija kroz at the beginning of the 20th century, with all
POVEZIVANJE povijest
the colonies gaining their independence by
Geografija Zemlje
Commonwealtha
the end of the century, and it officially ended
in 1997, when Hong Kong was handed back
to China. The Commonwealth of Nations
Dodatni zadaci za
is a political union of 54 states, almost all of
uvježbavanje vokabulara, which were once a part of the British Empire.
čitanje i slušanje na platformi It is a community of free and equal countries,
IZZI
which was formally founded in 1949. The head
of the Commonwealth of Nations is Queen
STARTING THE LESSON Elizabeth II, but the title is not hereditary.
• Start the lesson by inviting students who have The Commonwealth of Nations is not to be
done the writing and speaking task to present confused with a Commonwealth realm. A
their work. Commonwealth realm is an independent state
that still recognises Queen Elizabeth II as its
head of state. There are sixteen Commonwealth
134 LONDON CALLING

135
3
5.10.2021. 7:16:50
on
ss
Le
3
on 3A FROM RULE BRITANNIA TO COOL BRITANNIA
ss
3A FROM RULE BRITANNIA TO COOL BRITANNIA

Le b) Read the text again. Are the sentences true (T), false (F) or it doesn’t say (DS)?
I can say a few facts about Britain in the past and today. 1 The British Empire began under Queen Victoria’s rule. 4 The Empire fell apart gradually.
2 Britain colonised a quarter of the world. 5 The Commonwealth is a voluntary organisation.
3 Australia was the most important and valuable 6 Fish and chips is Britain’s least-favourite food.
1 SPEAKING Work in groups. Look at the maps and the expressions below them. What do they show? British colony.
My... GRAMMAR! Past simple vs present perfect simple
1 When do we use the past simple, and when the present perfect simple? Look at the examples below, and complete
the table with past simple and present perfect simple.
_________________________ _________________________
Australia joined the Commonwealth in 1926. Many former countries have joined the Commonwealth.
1 the British Empire, monarchy, colonies, trade 2 the Commonwealth, former colonies, independence
Time of the action is important, we say exactly when Time of the action isnʼt important, but the result of
2 a) READING Read the texts, and match the headings to the paragraphs. There is one heading you do not need.
something happened in the past (it happened in 1926). the action in the present is (they are members of the
Commonwealth now).
1 New Empire Within Britain 2 Rule, Britannia! Britannia, Rule the Waves! 3 God Save the Queen!
2 Which time expressions do we use with past simple, and which with present perfect simple?
This line from the famous 18th-century patriotic song describes what Britain had achieved by the end of Queen Let’s practise more! → WB, pp. 48-50 Grammar summary → p. 126
Victoria’s reign: an enormous British Empire. It had more than 25 per cent of the globe under its rule! The colonies were
very important for trade. Britain took raw materials such as sugar, rice, cotton and wood from these countries and sold
them as products such as textiles and furniture. But what legacy has the Empire left behind? The English language has 3
Read Freddie’s e-mail to his friend. Complete the text with the past simple or the present perfect simple of the
become a world language. It’s the mother tongue in nine countries, and many other countries use it as their official verbs in brackets.
second language. It certainly makes communication easier, but some
I (1) ______________________ (just/come) back from the British Museum. It’s definitely my favourite place to be in
smaller countries have taken steps to protect their language from its
London. I (2) ______________________ (recently/start) working on my new column for our online school newspaper.
influence. The Empire also brought a system of public education to
indigenous people who were often illiterate. Some former colonies, In our last meeting, my editor (3) ______________________ (suggest) that I write about famous artefacts in the
such as Australia and New Zealand, still have similar school systems to British Museum. I (4) ______________________ (begin) my research a few days ago, but got stuck. What better way
Britain’s. Driving on the left, football, cricket and rugby are some other to get inspired than to visit the museum and ‘feel’ the history? The exhibits and the artefacts on display are really
examples of how British culture and traditions have influenced these spectacular! Did you know that lots of former British colonies (5) ______________________ (ask) the UK to return
countries. Even some flags still show their shared history with Britain! treasures taken from their countries under British rule? So far, the museum (6) ______________________ (refuse) to
However, this influence wasn’t a one-way street. British culture, in give them back. They say that the collections have to be preserved as a whole, and that more people can see them in
return, has become richer thanks to the people and traditions of the London. What do you think?
countries it used to colonise.
4
a) 2.6 LISTENING Listen to Freddie’s column. Match the
pictures of the artefacts to their names. There is
Salman Rushdie, a well-known British-Indian author, has come up with this expression for the people from former
one picture you do not need.
colonies moving to Britain. The Empire started falling apart during the first half of the 20th century. Country after
country welcomed its independence. For some, it was difficult to find their own national identity after years of British 1 Rosetta stone 2 Hoa Hakananai,a
rule. Still, most of these countries have decided to join the Commonwealth of Nations. This group was founded within
the Empire in 1931, but it now consists of 54 independent countries. Queen Elizabeth II has said that all the countries b) 2.6 Listen again, and make short notes in your
and the different traditions they bring to the Commonwealth make it a strong community. Since it was founded, notebook. What does Freddie say about the
thousands of people from former colonies have moved to Britain for artefacts?
work and education, and in search of a better life. They have brought
their culture and traditions with them and have helped create a
multicultural Britain. Fashion, food, music, festivals and different 5
customs from around the globe have enriched British culture. If you SPEAKING The British Museum is home to millions of artefacts with interesting stories to tell about the history
want to explore the cultural diversity of the British, a good way to of humankind. Work in groups. Follow the steps below, and do research.
do so is to look at the food they eat. Forget about fish and chips: Step 1 Step 2 Step 3 Step 4
curry has become Britain’s national dish! You can also participate Choose an artefact from the Prepare a photo and a Present your findings to Write a short caption for
in various events all over the UK that show the many faces of the British Museum. Find out what short speech about it. the rest of the class. your photo, and make a

people that make up Britain as we know it today. it is and where it is from. class display.
40 41
UNIT 2
realms at the moment: Antigua and Barbuda, Exercise 1 b), p. 47
Australia, the Bahamas, Barbados, Belize, • Have students further practise the vocabulary
Canada, Grenada, Jamaica, New Zealand, Papua by completing the sentences. Remind them
New Guinea, Saint Kitts and Nevis, Saint Lucia, they will need to use capital letters in two
Saint Vincent and the Grenadines, the Solomon sentences.
Islands, Tuvalu and the United Kingdom.
• Check as a class. Ask students to explain
WORKBOOK PRACTICE why the Empire and the Commonwealth are
capitalised.
VOCABULARY ANSWER KEY
Exercise 1 a), p. 47 1 Empire, 2 monarchy, 3 colony, 4 Commonwealth
• Students match the words with their
vocabulary definitions. Check as a class.
Le
ss
on
3
• Ask students if they know who the other
VOCABULARY
eleven royal families in Europe are and which 1
a) Read the four dictionary entries. Complete them with the words below.
countries they live in. Let them look it up monarchy commonwealth colony empire
online or assign it as homework. They can also 1 _______________________, noun

2 _______________________, noun
BrE /ˈkɒləni/ NAmE /ˈkɑləni/
research who the ruling monarch is, and how

BrE /ˈempaɪə(r)/ NAmE /ˈɛmˌpaɪr/ (plural _______________________)
> a group of countries controlled by one ruler > an area or country that is controlled by
another country
many kings and queens there are in Europe.

4 _______________________, noun
3 _______________________, noun
BrE /ˈmɒnəki/ NAmE /ˈmɑnərki/
BrE /ˈkɒmənˌwɛlθ/ NAmE /ˈkɑmənˌwɛlθ/
TRICKS OF THE TRADE > a group of countries that have the same
political or economic interests
(plural _______________________)
> a country or system of government with a king
or queen at its head
The royal families in Europe are: the Saxe- b) Complete the sentences with the words from Exercise 1 a). Be careful: in two cases, you will need to use
Coburg and Gotha in Belgium, with King

capital letters.
1 The Roman ___________________________ fell apart in the 5th century AD.
Philippe as the monarch; Denmark is ruled by

2 The Queen is famous all over the world as the current representative of the British ________________________.
But did you know that there are eleven other royal families in Europe?
3 India was one of the most important British ___________________________: it was the source of various raw
the Glücksburg family and Queen Margarethe materials, soldiers and workers, as well as a big market to sell goods.
4 Member countries of the ___________________________ meet every two years to discuss the economy and
II; in Liechtenstein, there is Prince Hans-Adam II progress, as well as democracy and human rights.
2
of the family Liechtenstein; the family Nassau- Complete the sentences with the appropriate word.
1 reign / rule
Weilburg is the royal family of Luxembourg, a) The British Empire was biggest during the ___________________________ of Queen Victoria.
b) British ___________________________ over Hong Kong ended in 1997.
with the Grand Duke Henry as the sovereign; 2 indigenous / illiterate
in Monaco, Prince Albert II Grimaldi is the head

a) The Aborigines are the ___________________________ people of Australia.
b) In 1800, almost half of the British were ___________________________: they couldnʼt read or write.
of state; King Willem Alexander of the Orange- 3 independence / identity
a) The Caribbean community in London is trying hard to preserve its cultural ___________________________.
Nassau dynasty rules the Netherlands; in b) The USA gained its ___________________________ from Britain in 1776.
4 mother tongue / second language

Norway, the ruler is King Harald V Glücksburg; a) Chinese is Xiao’s ___________________________, but she’s also fluent in English, German and French.
the Bourbon family rules Spain, with King

b) Jaya’s native language is Hindi, and English is her ___________________________.
47
Felipe as the head of state; Sweden has got the Hello World 8 RB 2021.indb 47 29.7.2021. 16:13:46
Bernadotte dynasty and King Karl XVI Gustaf;

and, of course, Queen Elizabeth II of the Windsor READING
dynasty in the UK (their surname was originally
Saxe-Coburg and Gotha but they changed Exercise 2 a), p. 40
it during the WWI because of the rising anti- • First, ask students to look at the pictures and
German sentiment in the country). There are describe them. Then instruct them to skim
also Andorra and the Vatican, which haven’t got both texts and try predicting which heading
hereditary but elective monarchies: the ruler of matches which text.
the Vatican State is the Pope, and Andorra has • Let students read the texts and check if they
two heads of state simultaneously: the Bishop of were right. Remind them to ignore the boxes
Urgel and the President of France. next to the words in colour as they are of no
importance for this task. Check as a class.
ANSWER KEY
1 empire, 2 colony, 3 commonwealth, 4 monarchy
136 LONDON CALLING

Le
ss
on
3
• In a higher-ability class, ask students to technique not only for EFL but also other
underline the parts of the text that have subjects.
influenced their choice of headings.
• In a lower-ability class, pre-teach the ANSWER KEY
following words: trade, raw materials, 1 F, 2 T, 3 DS, 4 T, 5 T, 6 F
influence, indigenous, colonise, reign,
legacy, illiterate, identity, enrich, diversity, • At this point, you can GO DIGITAL and
fall apart. practise reading and vocabulary.
TRICKS OF THE TRADE ENDING THE LESSON

Sir Ahmed Salman Rushdie (born 19 June 1947) • Students go back to their K-W-L charts
is a British American writer of Indian origin. (Resource Bank, Resource 34, pp.).
He is the author of a dozen novels and the Instruct them to first go over the Know
recipient of numerous literary prizes, including column and check if the information they
the prestigious Booker Prize in 1981. Because of have entered at the beginning is true and
his novel The Satanic Verses, about the Prophet correct it if necessary. Next, they should
Mohammad, his works were forbidden in many tick those parts of the Want to learn
Islamic countries and a fatwa – an order for column that this lesson has answered for
his execution – was even issued by Ayatollah them. Finally, they enter new and
Khomeini of Iran, which led to several attempts interesting information they have
on Rushdie’s life. learned in this lesson in the Learned
column. It is not important if they have
ANSWER KEY already stated any new and interesting
1 Rule, Britannia! Britannia rule the waves! 2 New
information in the W-column.
Empire within Britain • Form pairs or small groups. Encourage
students to share their K-W-L entries and
• To further check understanding of the text, discuss the similarities and differences.
play a game of Where does it say? (see Games
and Activities on pp. 394-398). Choose a
sentence from the text and say it in Croatian.
Students look for it in the text and read it out What I What
What I
loud. If possible, allow higher-ability students want to I have
know
to take over moderating the game. know learned
• In pairs, students read the text one more
time and mark the sentences as true, false or HOMEWORK
doesn’t say. Check as a class.
WB pp. 47–48, Exercise 2
TRICKS OF THE TRADE
Always ask students to read the part of the text
that contains the required information. This
way, the entire class can hear how they came
to the right answer. Remind students that the
best way to determine if a sentence is true, false
or if it does not contain information mentioned
in the text, is to go back to the text and find the
corresponding sentence. Encourage students
to use colour-coding, which is a useful reading

137
UNIT 2
Lesson 2 (reign), 5 characteristics that determine
who or what a person or thing is (identity), 6
NASTAVNA TEMA
Drugi i drugačiji / Svijet traditions or problems that exist because of
something that happened in the past (legacy),
From rule Britannia to cool
NASTAVNA JEDINICA
Britannia (2. sat)
7 a country or a system of government with
a king or queen as its head (monarchy), 8 an
area or a country that is controlled by another
A.8.1., A.8.2., A.8.3., A.8.4.,
ISHODI POUČAVANJA country (colony), 9 a group of countries that
A.8.5., B.8.1., C.8.1., C.8.2.
DJELATNOST (I) U FOKUSU Govorenje, čitanje, slušanje have the same economic and political interests
Glagolska vremena past (commonwealth).
GRAMATIKA
simple i present perfect simple
KOMUNIKACIJSKO-JEZIČNA Govorenje o Velikoj Britaniji u MAIN PART
KOMPETENCIJA prošlosti i sadašnjosti.
Many former countries
have decided to join the My... GRAMMAR! ast simple vs present
P
FUNKCIONALNI JEZIK Commonwealth. They joined perfect simple
the Commonwealth in the first
half of the 20th century. • Split the class into two groups. Instruct one
MEĐUPREDMETNE TEME group to find all the past simple forms in the
A.3.1., A. 3.2, A.3.3., A.3.4., two texts on page 40. The second group looks
C.3.3., C.3.4. for all the examples of the present perfect
A.3.1., A.3.2., A.3.3., A.3.4., simple in the texts.
B.3.1., B.3.2., B.3.3., B.3.4.,
Učiti kako učiti
C.3.1., C.3.2., C.3.3., C.3.4.,
• Have students read their examples, and write
D.3.2. some on the board. Suggested example
Građanski odgoj i obrazovanje A.3.1., A.3.3., C.3.1., C.3.2. sentences:
komunikacijske tehnologije D.3.1. The group was founded within the Empire in
Održivi razvoj C.3.4. 1931.
prošlosti, Povijest Velika
The English language has become a world
MEĐUPREDMETNO language.
Britanija kroz povijest
POVEZIVANJE
Geografija Zemlje
Commonwealtha
• Compare the two sentences. Ask students to
tell you when the action takes place in each
sentence. They should recognise that we know
Dodatni zadaci za
uvježbavanje/ponavljanje the exact time in the first sentence, which is in
gramatičkih sadržaja na the past simple tense.
• Direct students to the My... GRAMMAR! section
of the Student’s Book. They should identify
STARTING THE LESSON
the tenses in the pairs of sentences and notice
• Check homework with students. the differences. Point out that we use the past
simple when we know exactly when an action
• Revise the vocabulary by playing a game
took place. Likewise, stress that we use the
of Noughts and Crosses (see Games and
present perfect simple when the time of the
Activities on pp. 394-398). Prepare a definition
action isn’t important, but the result of the
for each of the nine fields. Students have
action, which stretches into the present, is.
to say the word to win the field. Suggested
definitions: 1 not able to read or write ANSWER KEY
(illiterate), 2 to add something; to improve the
1 Past simple, Present perfect simple. 2 Past simple:
quality of something (enrich), 3 the difference
in 1926. Present perfect simple: just, for, since...
among a range of people or things (diversity),
4 the period during which a monarch rules
138 LONDON CALLING

Le
ss
on
3
TRICKS OF THE TRADE WORKBOOK PRACTICE
The present perfect simple tense is often a
difficult concept for Croatian students to grasp My... GRAMMAR! ast simple vs present
P
because there is nothing similar in their mother perfect simple
tongue that they can connect it to. Sometimes, Exercise 3 a), p. 48
it helps to make it as simple as possible while
explaining its form and function by using as • Explain to students that there are some time
creative and flexible examples as possible. For expressions that indicate they should use the
example, we can use the example sentence I past simple, while others are more likely to be
broke my leg skiing last winter because it clearly used with the present perfect simple.
shows the students that we know exactly when • Pair students off and instruct them to use the
the leg was broken. Or: I have broken my leg text on page 40 of their Student’s Books to sort
recently and I’m still wearing a cast since it isn’t the time expressions.
important when the leg was broken exactly, • To check, draw two columns on the board and
but the result is still present and affecting ask students to write the expressions in the
the speaker. It is also a good idea to practise right column.
translating the structures with students, because
past simple is usually translated using the • Alternatively, you can print them out and
Croatian perfekt/aorist tenses, and for present have students sort the word cards on the
perfect simple either prezent or perfekt/aorist board (Resource Bank, Resource 35, pp.
tenses can be used. For further examples, use 406-412).
the My... GRAMMAR! section of the Student’s
ANSWER KEY
Book as well as the Grammar summary at the
end of the Student’s Book (pp. 122–135), which Present perfect simple: today, never, ever, yet, just,
offer examples and explanations in both English for three years, since 2005, this year, these days, this
and Croatian. month. Past simple: last year, yesterday, last month,
in 2005, a few days ago, when I was young, from 2010
• Use the hand thermometer technique for to 2020.
formative assessment. Students raise
their hands to indicate their level of Exercise 3 b), p. 48
understanding of the concept: • Ask students to remain paired up. Instruct
them to first find the time expressions in each
I don’t get it. sentence and then choose which tense to use.
ANSWER KEY
1 a) have finished, b) read; 2 a) visited, b) haven’t
I understand some of it, visited; 3 a) has been, b) didn’t like; 4 a) worked, b)
but it could be better. has worked; 5 a) published, b) has started
Everything is clear.
• If necessary, explain the rules of use one more

time.

139
UNIT 2
LISTENING
5 gradually / voluntary
a) I do some ___________________________ work at the dog shelter.
b) We thought it would never stop raining, but the weather started to improve ___________________________.
6 found / fall apart
a) Following Brexit, some British are wondering whether or not the UK will ___________________________.
• Ask students if they now know what kind of
b) When did the British settlers ___________________________ Sydney: in the 17th or the 18th century?
exhibits they can see at the British Museum.
7 diversity / multicultural
a) Britain has become a truly ___________________________ society in the last 50 years. Point out the three pictures and ask them to
b) Canada values its rich ethnic and cultural ___________________________.
8 enrich / influence
describe what they see. Let them guess the
a) Going to festivals that celebrate different cultures and traditions can _________________________ your life. names of the artefacts.
b) British culture has changed under the _________________________ of its former colonies and immigrants.
My... GRAMMAR! Past simple vs present perfect simple 2.6. • Play Track 2.6 once. Students listen to
3
a) Sort the time expressions.
never last year yesterday ever just last month yet for three years
check their predictions.
in 2005 since 2005 a few days ago when I was young from 2010 to 2020 this month
past simple present perfect simple

ANSWER KEY:
1 Rosetta stone – Picture B. 2 Hoa Hakananai’a –
Picture C.
b) Read the sentence pairs. Underline the time expressions in each. Then choose the correct tense.
1 a) I have just finished / just finished reading Freddie’s latest column.
b) I have read / read Freddie’s latest column yesterday evening.
2 a) We have visited / visited the British Museum last year. I loved it!
b) We haven’t visited / didn’t visit the British Museum yet. We’re going there tomorrow.
Track 2.6
3 a) My sister has been / was interested in history since she was a child.
b) My sister hasn’t liked / didn’t like history when she was in elementary school.
It’s never been easy for me to plan my visits to the
4 a) He has worked / worked as a history teacher from 2012 to 2020. Now he works at the museum.
British Museum. With over eight million objects that
b) He has worked / worked for the museum for twelve years now. He really enjoys his job. tell the story of human history, culture and art over a
5 a) Freddie has published / published two articles in the school magazine last month.
b) Freddie has already started / already started writing his next article.
period of two million years, there’s always something
new to discover. And this time I had to choose my
48 favourite exhibits and talk about them... So let’s
Hello World 8 RB 2021.indb 48 29.7.2021. 16:13:46 get started! The Rosetta stone is probably the most
famous artefact. This ancient Egyptian stone has two
Exercise 3, p. 41 languages on it: ancient Egyptian and Greek. This
makes it an important artefact, because it helped
• Ask students if they have ever heard of the scientists to translate the Egyptian hieroglyphs. Before
British Museum. Let them guess what kind of that, nobody knew how to read them. The stone was
museum it is and what you can see there. discovered by French soldiers near the River Nile in the
18th century. When the British defeated Napoleon, it
• Explain that Freddy, a history buff, loves was shipped to England and has been in the museum
museums, and that they will read his e-mail ever since. The second-most amazing thing for me is
the massive Easter Island moai statue. It’s called Hoa
about the British Museum. Hakananai’a, which means ‘hidden or stolen friend’. At
just 2.5 metres tall, it’s one of the smaller moai statues,
• Students read the text and complete it with but its size is still very impressive. There are hundreds
the appropriate tenses. Remind them to more found on the island, and they all represent the
always look for a time expression first and, islanders’ ancestors. British soldiers took this statue
during an expedition to Easter Island and gave it to
if there is none, try to decide if the action is Queen Victoria. It has been in the museum since 1869.
finished in the past or still has consequences Both Egypt and Easter Island have asked for their
and results in the present. Check as a class. precious artefacts to be returned to their country of
origin. There is a debate whether...
• Ask students if they think the British
Museum is right to deny the return of the Exercise 4 b), p. 41
artefacts to the countries they were
• Instruct students to make two columns in
found in. Let them explain their opinion
their notebooks and title them respectively
and encourage them to give arguments.
The Rosetta Stone and Hoa Hakananai’a. Give
• For additional practice of tenses, you can them a minute to write down as much as they
GO DIGITAL. can remember about each artefact.
ANSWER KEY • Instruct students to take short notes about

both artefacts while listening to Track 2.6
1 have just come, 2 have recently started, 3
again.
suggested, 4 began, 5 asked, 6 has refused
• You can play Track 2.6 twice, if necessary.
140 LONDON CALLING

Le
ss
on
3
• Have students compare their notes with their
neighbours, filling in anything they have
missed.
• Give them two to three minutes and then
let volunteers report to the class about the
artefacts.
ENDING THE LESSON
SPEAKING
Exercise 5, p. 41
• Divide students into groups of three or four
and instruct them to visit the British Museum
webpage at www. britishmuseum. org. They
should choose one of the artefacts, research
it, find a photograph, caption it and prepare a
short speech about it.
• If time or technical equipment do not
allow it, you can always assign this task
for homework.
TRICKS OF THE TRADE

Instead of printing photos out, you can make a
class exhibition using an online collaborative
board. Simple applications include Jamboard,
Padlet, Wakelet, Lino. it and others.
HOMEWORK
B p. 50, Exercises 4 and 5; p. 49,

W
Exercises 6 a) and b)

141
UNIT 2
3B DIVERSITY, EQUALITY AND UNITY TRICKS OF THE TRADE
Drugi i drugačiji / Svijet Diversity involves the deliberate inclusion
NASTAVNA TEMA
znanosti i umjetnosti in a group or activity of people who are, for
NASTAVNA JEDINICA Diversity, equality and unity example, of different races, genders and
PREDVIĐENI BROJ SATI 1 religions. Equality is the same status, rights and
A.8.1., A.8.2., A.8.3., A.8.4., responsibilities for all the members of a society,
C.8.2., C.8.4., C.8.5.
group or family. Unity is the state of different
areas or groups being joined together to form
DJELATNOST (I) U FOKUSU a single country or organisation. When there is
pisanje
achievement, exception, unity, people are in agreement and act together
VOKABULAR gender, inequality, for a particular purpose. (Source: Collins English
remarkable, slavery
dictionary)
Razgovor o ljudskim pravima,
zapisivanje biografskih
KOMPETENCIJA Exercise 1, p. 42
podataka
MEĐUPREDMETNE TEME • Divide the class into groups of four to five and
A.3.1., A. 3.2, A.3.3., A.3.4., have them discuss the three questions in the
C.3.3., C.3.4.
exercise. Group representatives report to the
A.3.1., A.3.2., A.3.3., A.3.4.,
class.
B.3.1., B.3.2., B.3.3., B.3.4.,
Učiti kako učiti
C.3.1., C.3.2., C.3.3., C.3.4., ANSWER KEY
D.3.2.
A.3.1., A.3.3., C.3.1., C.3.2.
Građanski odgoj i obrazovanje
Uporaba informacijske i A.3.1., A.3.2., C.3.2., C.3.3., MAIN PART

Poduzetništvo A.3.3. READING
MEĐUPREDMETNO Hrvatski jezik Biografija
POVEZIVANJE Povijest Ljudska prava • Students read the text and find answers to the
UDŽBENIK Str. 42. three questions from Exercise 1. Then, they
RADNA BILJEŽNICA Str. 51. -52. compare the answers to their discussions.
Dodatni zadaci za • Check as a class.
čitanja, slušanja i vokabulara
na digitalnoj platformi IZZI. ANSWER KEY
1 Human rights are basic rights that should belong to
STARTING THE LESSON all human beings, no matter what their race, gender,
nationality or religion is. 2 Right to life and liberty,
right to education and work, freedom from slavery,
• If you have assigned researching an freedom of opinion, etc. 3 Women should have the
artefact from the British Museum for same opportunities as men, but in many parts of the
homework, have students present their world and in many areas of life they still don’t.
chosen artefacts and make a class
display. • Check understanding of key vocabulary. Tell
students a definition or paraphrase a word,
• Play a game of Hangman (see Games and and they should find it in the text. Ask the
Activities on pp. 394-398) to introduce the student who found it in the text to come and
lesson title. Play three rounds, one for each write it on the board. Suggested vocabulary:
word: diversity, equality and unity. slavery, discrimination, gender, exception,
• Ask students to explain the meaning of the inequality.
three words in the title.
142 LONDON CALLING

Le
ss
on
3
3B DIVERSITY, EQUALITY AND UNITY
I can talk about remarkable women.
1 SPEAKING Work in groups. Answer the questions below.

1 What are human rights?
2 Can you name some of them?
3 Do men and women have the same opportunities? Why do you think so?
2 a) READING Read the text. Find the answers to questions in Exercise 1.
Human rights are basic rights that should belong to all human beings, no matter what their race, gender,
nationality, language or religion is. Each one of us deserves the right to life and liberty, to education and work,
freedom from slavery, freedom of opinion and many other freedoms. Everyone should have these rights,
without discrimination. Unfortunately, it’s not always the case that they do. Both men’s and women’s rights, for
example, are affected by inequality. However, it is especially difficult for women. Today, you can see women
scientists, astronauts and prime ministers, but are they exceptions rather than the rule? Not so long ago,
women had to fight for the right to vote. Things have changed for the better during the last century, but there is
more that could be done. Recent research shows that two-thirds of illiterate people are female. In fact, of 150
million children who don’t attend school, 90 million are girls. Women generally get paid less than men. And
there are still a lot of jobs that are dominated by men: in the UK, for example, women make up only 12.8 per
cent of people in STEM jobs. These examples show us that we still have a lot to do before we start treating
women and men equally.
b) Read the text again. What piece of information in the text was new to you, and what surprised you most? Why?
3 a) 2.7 LISTENING Listen to Freddie and Lola. What are they working on at the moment?
b) 2.7 Listen again. Complete the biographical information about Malala Yousafzai and Mae Jemison.
MALALA MAE
YOUSAFZAI JEMISON
1 Date and place of birth birth
1 Date and place of
2 Education
2 Education
3 Achievements
3 Achievements
4 Awards
4 Awards
4 WRITING Find out more about remarkable women. Follow the steps below. PROJECT TIP!
Step 1 Step 2 Choose an important person
Think of a woman that has been an Make a class display. Which from the past, and prepare a
inspiration for you. Write a short biography. biography did you find most first-person account or an
If possible, include the same biographical interesting and would you like to interview with them.
information as in Exercise 3 b). know more about?
42

143
UNIT 2
• In a lower-ability class, you can give girls should have the right to education. Then, in 2007,
students the Croatian translation of the a group of extremists came to power in her home town.
Girls weren’t allowed to go to school any more. They
words instead. destroyed over 100 schools for girls across the country!
That’s when Malala, at the age of eleven, gave her first
Exercise 2 b), p. 42 speech. She demanded the right to education. The
• Ask students to make a 3-2-1 list in their BBC and other TV stations around the world picked up
her story, and they asked Malala and her father to write
notebooks. They should write down three a blog about their life. In 2012, she was attacked and
things from the text they already knew, two seriously wounded.
things that were new for them and one thing Lola: That’s horrible!
Freddie: Yes... But even this didn’t make her stop. Since
that surprised them. then, she has established the Malala Fund, a charity to
support education for girls all over the world. And in
• Pair students off and have them compare their 2014 she became the youngest person to win the Nobel
lists. Peace Prize. That’s not the only award she’s won, either.
And she’s recently graduated from Oxford University.
ANSWER KEY She studied philosophy, politics and economics.
Lola: She really is a remarkable woman!
Students’ answers. Freddie: And who have you written about?
Lola: Mae Jemison. Have you heard of her?
Freddie: No, I haven’t. Who is she?
LISTENING Lola: She’s the first African American woman to
become an astronaut. She was born in 1956 in
Exercise 23 a), p. 42 Alabama. She grew up at a time when NASA was
sending lots of missions into space, and she was
• Prepare students for the listening task. They interested in science from an early age. She studied
will hear a phone conversation between medicine and became a doctor, but in 1983 she
decided to apply for NASA. Another two thousand
Freddie and his friend Lola. Ask them to try to people applied as well, but she was one of the 15 who
guess what they will be talking about. Accept got chosen! In 1992, she finally spent eight days in
all answers and don’t correct them. space orbiting Earth and made her dream come true.
She has received lots of science awards for her work,
2.7. • Play Track 2.7 and let students check and she’s been included in the National Women’s Hall
their expectations. Check the topic of the of Fame in the USA. Since then, she has also started
working on a programme to make space travel to
conversation as a class. another star possible in the next 100 years!
• You can expand this topic by asking Freddie: Wow, I’m really looking forward to completing
the project; we’ll learn so much!
students what date the International
Women’s Day is celebrated on and if they
know anything else about the holiday.
• Students take a look at the profile cards
ANSWER KEY in Exercise 2 b) and write down important
information about the two women.
They are talking about a project for International
Women’s Day and two extraordinary women – Malala • Play Track 2.7 again.
Yousafzai and Mae Jemison.
• If necessary, play the track three times
and instruct students to use the third
Track 2.7 listening to fill in the information they
Freddie: Hi, Lola! What are you up to? have missed or check the information
Lola: Hi, Freddie. I’ve just finished my research for our they have written down.
school project for International Women’s Day.
Freddie: It’s great that we’re doing a project about such • Have students compare their profile cards with
an important topic. I can’t wait to see our collage with
all the examples of remarkable women!
their partners.
Lola: I agree, it’s going to look great! Who have you • GO DIGITAL for additional reading and
written about?
Freddie: I’ve signed up to write about Malala Yousafzai. listening practice.
Lola: Oh, I’ve heard of her, but I can’t say I know much.
Freddie: I didn’t either, but when I started reading ANSWER KEY
about her, I found out some fascinating things. She was
born in Pakistan, in 1997. Her father was a teacher at Malala Yousafzai: 1 Pakistan, in 1997.2 Graduated
a girl’s school. He was also an activist; he believed all in philosophy, politics and economics from Oxford
144 LONDON CALLING

Le
ss
on
3
I can talk about remarkable women.

1 What are human rights?
2 Can you name some of them?
3 Do men and women have the same opportunities? Why do you think so?
2 a) READING Read the text. Find the answers to questions in Exercise 1.
Human rights are basic rights that should belong to all human beings, no matter what their race, gender,
nationality, language or religion is. Each one of us deserves the right to life and liberty, to education and work,
freedom from slavery, freedom of opinion and many other freedoms. Everyone should have these rights,
without discrimination. Unfortunately, it’s not always the case that they do. Both men’s and women’s rights, for
example, are affected by inequality. However, it is especially difficult for women. Today, you can see women
scientists, astronauts and prime ministers, but are they exceptions rather than the rule? Not so long ago,
women had to fight for the right to vote. Things have changed for the better during the last century, but there is
more that could be done. Recent research shows that two-thirds of illiterate people are female. In fact, of 150
million children who don’t attend school, 90 million are girls. Women generally get paid less than men. And
there are still a lot of jobs that are dominated by men: in the UK, for example, women make up only 12.8 per
cent of people in STEM jobs. These examples show us that we still have a lot to do before we start treating
women and men equally.
b) Read the text again. What piece of information in the text was new to you, and what surprised you most? Why?
3 a) 2.7 LISTENING Listen to Freddie and Lola. What are they working on at the moment?
b) 2.7 Listen again. Complete the biographical information about Malala Yousafzai and Mae Jemison.
MALALA MAE
YOUSAFZAI JEMISON
1 Date and place of birth birth
1 Date and place of
2 Education
2 Education
3 Achievements
3 Achievements
4 Awards
4 Awards
4 WRITING Find out more about remarkable women. Follow the steps below. PROJECT TIP!
Step 1 Step 2 Choose an important person
Think of a woman that has been an Make a class display. Which from the past, and prepare a
inspiration for you. Write a short biography. biography did you find most first-person account or an
If possible, include the same biographical interesting and would you like to interview with them.
information as in Exercise 3 b). know more about?
42

145
UNIT 2
University. 3 Established the Malala Fund, a charity
to support education for girls all over the world. 4 3B DIVERSITY, EQUALITY AND UNITY
Nobel Peace Prize in 2014. Mae Jemison: 1 Alabama, VOCABULARY
1956.2 Studied medicine, became a doctor. 3 She 1

a) Match the words to their definitions. There is one word you do not need.
gender inequality race nationality liberty rights discrimination opinion slavery

was the first African American astronaut in space. 4 1 _______________________ the act of treating a person or a group of people less fairly than others
Included in the National Women’s Hall of Fame in 2 _______________________ your thoughts about something, not a fact
3 _______________________ a group of people sharing the same skin colour and other physical features
the USA. 4 _______________________ the fact of being male or female, with reference to social and cultural differences,
not biological
5 _______________________ the system of being owned by another person and forced to work for them
without getting paid
The Interesting Side of History 6 _______________________ a situation in which people are not equal
WORKBOOK PRACTICE
1 February 2020 7 _______________________ the freedom to think and behave in the way you want
LONG LIVE THE QUEEN! 8 _______________________ membership of a particular nation
b) Complete the sentences with the words in Exercise 1 a).
VOCABULARY 1 Although lots of people support ___________________________ equality in the workplace, women often
can’t get the same jobs as men or don’t earn the same as men who are doing the same job.
2 He’s British and she’s German, so their children have dual ___________________________.
Exercise 1 a), p. 51 3 The question of the same rights no matter what oneʼs ___________________________ is has been a very
important issue in the USA for the past two centuries. African Americans are still fighting for equal
• Students match the words with their

treatment.
4 This book is about the ___________________________ between men and women in today’s society.
definitions. Check as a class. 5 Many ancient civilisations, and some modern ones, were based on ___________________________. In the
USA, it ended in the 19th century.
6 The right to ___________________________ is one of the most important human rights: nobody should have
• You can turn this exercise into a the right to take our personal freedom away from us.
7 In my ___________________________, we should work more on realising human rights, especially when it
competition. Divide the class into two or comes to the right to education.
8 __________________________ on the grounds of race, age, sex or anything else is not tolerated in our school.
three groups. Write the words on the

board. Read the definitions and the
Study tip! GRAMMAR
group representative to first touch the Curious me!
right word is awarded a point for their

When and why have people
started celebrating
International Women’s Day?
group.
• You can erase or cross out the words after 51
they have been used. Or, to make it more Hello World 8 RB 2021.indb 51 29.7.2021. 16:13:59
difficult, leave the words on the board.

READING
• In a high-ability class, you can add some
more words as distractors. Exercise 2 a), p. 52
• Ask students to guess who a “Kid of the Year”
ANSWER KEY
could be. Accept all answers.
1 discrimination, 2 opinion, 3 race, 4 gender, 5
slavery, 6 inequality, 7 liberty, 8 nationality • Students read the text and match the headings
to the paragraphs. Tell them to ignore the
Exercise 1 b), p. 51 blanks at this point.
• Students use the words from Exercise 1 a) in ANSWER KEY
sentences.
1 Prestigious Magazine Award, 2 How It All Started, 3
• Check as a class. Future Hopes and Plans

1 gender, 2 nationality, 3 race, 4 inequality, 5 slavery, • Pair students and instruct them to complete
6 liberty, 7 opinion, 8 discrimination the text in Exercise 2 a) with the most suitable
answer: A, B or C.
ANSWER KEY
1 C, 2 C, 3 C, 4 C, 5 C, 6 B, 7 B, 8 C, 9 C, 10 B, 11 A, 12 A,
13 A, 14 A, 15 B, 16 C, 17 B, 18 B.
146 LONDON CALLING

Le
ss
on
3
HOMEWORK
2
a) READING Read the article. Match the headings to the paragraphs. There is one heading you do not
need.
Prestigious Magazine Award Living the American Dream Student’s Book, p. 42, Exercise 4
Future Hopes and Plans How It All Started
• Instruct students to make a small poster and

TIME’S FIRST-EVER KID OF THE YEAR
1 Once a year, the world-famous American magazine Time prints an write a short biography of a famous woman of
issue that features a person, a group or an idea that has influenced
the events of that year. It (1) ____ awarding the ‘Man of the Year’
award in 1927. The name of the award (2) ____ to ‘Person of the Year’
their choice.
in 1999. In 2019, Greta Thunberg, an environmental activist, (3) ____
the youngest person to be featured, at the age of 16. In 2020, Time
(4) ____ awarding its ‘Kid of the Year’ award. A 15-year-old scientist and inventor
Gitanjali Rao (5) ____ the first child to be chosen from 5,000 US-based nominees.
2 Gitanjali was born in Denver, in Colorado, in 2005. Her American-Indian parents (6) ____ her interest
in STEM ever since she was little. She (7) ____ how she could use technology and science to make
people’s lives better. At the age of 10, she (8) ____ she wanted to research technology to detect
dangerous chemicals in water. That’s why she (9) ____ a device called Tethys, which sends water-quality
information to your smartphone. Since then, she (10) ____ an app which detects cyberbullying. This
service is called Kindly, and it (11) ____ artificial intelligence to detect words that could be considered
bullying. If you (12) ____ in an unkind word or phrase, the app (13) ____ you if it might be considered
bullying and (14) ____ you a choice: to change it or send it the way it is.
3 Thanks to these and other projects she’s currently working on, she (15) ____ the title of Kid of the
Year and the place on the cover of the magazine. In her big interview, she (16) ____ there was one more
thing she’d like to achieve: inspire others to make a change. She (17) ____ over 30,000 students so far
and (18) ____ to create a community of young innovators. Her message is “If I can do it, you can do it,
and anyone can do it.”
b) Choose the most suitable answer – A, B or C – to complete the sentences.
1 A begins B has begun C began

2 A changes B has changed C changed
3 A becomes B has become C became
4 A starts B has started C started
5 A is B has been C was
6 A support B have supported C supported Curious
7 A always wonders B has always wondered C always wondered me!
8 A decides B has decided C decided
9 A develops B has developed C developed What other women have
10 A also develops B has also developed C also developed been named Person of
11 A uses B has used C used the Year in Time
12 A type B have typed C typed magazine?
13 A warns B has warned C warned
14 A gives B has given C gave
15 A earns B has earned C earned
16 A says B has said C said
17 A mentors B has mentored C mentored
18 A begins B has begun C began
52
ENDING THE LESSON
WRITING
• To prepare for their homework task, ask
students to name some remarkable women
who inspire them. They can be scientists,
activists, historical figures or famous actors
and singers.
• Try directing students towards positive,
healthy role-models and emphasise that
money and fame are not the only things
that matter in life.
PROJECT TIP!, p. 42
• Point students to the PROJECT TIP! section
and suggest they include an important person
from the period they are re-enacting.
• Discuss the difference between talking about
an important person and presenting this
person in first person as well as the benefits of
both methods.

147
UNIT 2
3C HAPPILY EVER AFTER • To make it more interesting, you can set a
time limit, e. g., 30 seconds per round.
NASTAVNA TEMA
za mlade
NASTAVNA JEDINICA Happily ever after SPEAKING
Exercise 1, p. 43
A.8.1., A.8.2., A.8.3., A.8.4.,
ISHODI POUČAVANJA A.8.5., A.8.6., B.8.1., C.8.1., • Put students into small groups and give them
C.8.2., C.8.5., C.8.6. two discussion topics. Suggested topics: 1
Govorenje, čitanje, pisanje, Name all the fairy tales you can remember. 2
slušanje
Retell a fairy tale of your choice.
Horrid, tough, yelp, helping,
VOKABULAR
frightful, leer • Instead of just naming fairy tales, groups
KOMUNIKACIJSKO-JEZIČNA Čitanje autentičnog teksta can make their top-five list of fairy tales,
KOMPETENCIJA
which they can compare. Allow groups to
MEĐUPREDMETNE TEME
discuss the differences and similarities of
A.3.1., A. 3.2, A.3.3., A.3.4., their lists.
C.3.3., C.3.4. • Groups report to the class.
A.3.1., A.3.2., A.3.3., A.3.4.,
B.3.1., B.3.2., B.3.3., B.3.4., ANSWER KEY
Učiti kako učiti
C.3.1., C.3.2., C.3.3., C.3.4.,
D.3.2. Students’ answers.
WORKBOOK PRACTICE
MEĐUPREDMETNO Hrvatski jezik Bajke,
POVEZIVANJE prepričavanje Exercise 1, p. 53
UDŽBENIK Str. 43. • Use this exercise to further introduce the topic
RADNA BILJEŽNICA Str. 53. of Roald Dahl’s Revolting Rhymes.
Dodatni zadaci za
uvježbavanje/ponavljanje • Individually, students complete the text with
čitanja, slušanja i vokabulara the missing words.
na digitalnoj platformi IZZI.
STARTING THE LESSON
ANSWER KEY
• Check homework with students. If you have
1 B, 2 C, 3 A, 4 B, 5 A, 6 A
assigned Exercise 4 on page 42 as homework,
let volunteers present the inspirational women
they have chosen for their posters. Make a
class display of all the works presented.
• Play Pictionary (see Games and Activities
on pp. 394-398) with your students to
introduce the topic of the lesson: fairy tales.
Divide students into two teams. Have team
representatives come to the board. Whisper
the phrase fairy tale. Both representatives try
to draw it on the board while their team tries
to guess what it is. Award a point to the team
that guesses the phrase first. Repeat with the
titles of some well-known fairy tales.
• Suggested words: Cinderella, Snow White and
the Seven Dwarfs, Jack and the Beanstalk, The
Ugly Duckling, Three Little Pigs, etc.
148 LONDON CALLING

Le
ss
on
3
3C HAPPILY EVER AFTER

1 Which fairy tales, classic or modern, do you know of? Which one do you like best, and why?
2 Choose one fairy tale, and retell it.
2 In his collection Revolting Rhymes, Roald Dahl takes six well-known fairy tales
and rewrites them – with a twist. Do the tasks below.
a) READING Read the first part of the tale. What is its title? Write it down in
the empty space above the tale. How is it different from the classic version?
b) 2.8 LISTENING Read the tale again. Fill in the missing rhyming words. The
first letter of each word has been given. Listen and check.
As soon as Wolf began to feel He ran around the kitchen yelping,

That he would like a decent (1) m______________, ‘I’ve got to have another (8) h______________!’
He went and knocked on Grandma’s door. Then added with a frightful leer,
When Grandma opened it, she (2) s______________ ‘I’m therefore going to wait right (9) h______________
The sharp white teeth, the horrid grin, ‘Till Little Miss Red Riding Hood
And Wolfie said, ‘May I come (3) i______________?’ ‘Comes home from walking in the (10) w____________.’
Poor Grandmamma was terrified, He quickly put on Grandma’s clothes,
‘He’s going to eat me up!’ she (4) c______________. (Of course he hadn’t eaten (11) t______________.)
And she was absolutely right. He dressed himself in coat and hat.
He ate her up in one big (5) b______________. He put on shoes and after (12) t______________
But Grandmamma was small and tough, He even brushed and curled his hair,
And Wolfie wailed, ‘That’s not (6) e______________! Then sat himself in Grandma’s (13) c______________.
‘I haven’t yet begun to feel In came the little girl in red.
‘That I have had a decent (7) m______________!’ (...)
3 a) Look at the illustration. How do you think the story ends? GLOSSARY
b) 2.9 LISTENING Listen, and check your guesses. horrid = very unpleasant or unkind
tough = difficult to cut or bite
to yelp = to make a sudden, short, usually painful cry
4 SPEAKING Which version of this fairy tale do you like a helping = an amount of food given to somebody at a meal
better: Roald Dahl’s or the traditional one? Why? frightful = very unpleasant
a leer = an unpleasant look or smile
I read I write I perform I debate

Find the other five Choose a fairy tale, and Do you dream of Hold a class debate.
Revolting Rhymes tales retell it in a brand-new becoming an actor? Get Should children read
online and read them. way. Don’t forget the some props, and act out fairy tales? How do they
Which one do you like surprise twist! the tale! influence boys and girls?
best? Why?
43

149
UNIT 2
LISTENING
• Point students to the gaps in the text. Explain
that the missing words rhyme with the line
before.
• In pairs, students fill in the missing words.
• To check, play Track 2.8.
ANSWER KEY
1 meal, 2 saw, 3 in, 4 cried, 5 bite, 6 enough, 7 meal, 8
helping, 9 here, 10 wood, 11 those, 12 that, 13 chair
Track 2.8
As soon as Wolf began to feel
That he would like a decent meal,
He went and knocked on Grandma’s door.
When Grandma opened it, she saw
The sharp white teeth, the horrid grin,
And Wolfie said, ‘May I come in? ’
Poor Grandmamma was terrified,
‘He’s going to eat me up! ’ she cried.
And she was absolutely right.
He ate her up in one big bite.
But Grandmamma was small and tough,
And Wolfie wailed, ‘That’s not enough!
MAIN PART I haven’t yet begun to feel
That I have had a decent meal! ’
He ran around the kitchen yelping,
READING ‘I’ve got to have another helping! ’
Then added with a frightful leer,
Exercise 2 a), p. 43 ‘I’m therefore going to wait right here
• Tell students they will read one of Roald Dahl’s ‘Till Little Miss Red Riding Hood
Comes home from walking in the wood. ’
Revolting Rhymes. Instruct them to read the He quickly put on Grandma’s clothes,
text and try to recognise which fairy tale Dahl (Of course he hadn’t eaten those.)
is retelling. He dressed himself in coat and hat.
He put on shoes, and after that
• For new words and expressions, point He even brushed and curled his hair,
students to the GLOSSARY, where there are Then sat himself in Grandma’s chair.
In came the little girl in red.
definitions of key vocabulary.
• Instruct students to ignore the gaps and try to
decide how this version of the Little Red Riding SPEAKING
Hood fairy tale differs from the classical one. Exercise 3 a), p. 43
Encourage discussion.
• Direct students’ attention to the illustration
ANSWER KEY at the top of the page. Ask them to describe it
and use it to form their presumptions. Discuss
Little Red Riding Hood. Roald Dahl’s version is in
their ideas.
verse, but the first half of the fairy tale follows the
original closely. • You can have students choose the best
ending before listening to check the
answer.
ANSWER KEY
150 LONDON CALLING

Le
ss
on
3
LISTENING • Divide the class into groups. You can assign
tasks or let groups choose which one they
Exercise 2 b), p. 43 would like to do.
• To check students’ guesses, play Track 2.9.
• Go around the classroom. Monitor and provide
• Ask students to compare their hypotheses help where necessary.
with Dahl’s ending.
• Let students perform in front of the class: read
ANSWER KEY the fairy tale they have changed, act out Dahl’s
Little Red Riding Hood or debate about fairy tales.
The Little Red Riding Hood shoots the Big Bad Wolf
with a pistol and makes a fur coat out of him. • You can always choose only one or two
tasks for your class, depending on the
Track 2.9 size of the class and their interests.
She stopped. She stared. And then she said, • For written assignments, collaborative
‘What great big ears you have, Grandma. ’ writing in groups of three or four students
‘All the better to hear you with, ’ the Wolf replied.
‘What great big eyes you have, Grandma, ’
might be a viable option.
said Little Red Riding Hood. • If you decide on a debate, you can try
‘All the better to see you with, ’ the Wolf replied.
He sat there watching her and smiled. holding a Paper debate (see Games and
He thought, I’m going to eat this child. Activities on pp. 394-398).
Compared with her old Grandmamma
She’s going to taste like caviare. • Step 1 Each student has to write an
Then Little Red Riding Hood said, ‘But Grandma, affirmation argument and pass the piece
what a lovely great big furry coat you have on. ’ of paper on.
‘That’s wrong! ’ cried Wolf. ‘Have you forgot
‘To tell me what BIG TEETH I’ve got? • Step 2 On the paper they have been
‘Ah well, no matter what you say,
‘I’m going to eat you anyway. ’
passed on, each student writes a
The small girl smiles. One eyelid flickers. negation argument to counter the
She whips a pistol from her knickers. affirmation argument. Then they pass
She aims it at the creature’s head that piece of paper on.
And bang bang bang, she shoots him dead.
A few weeks later, in the wood, • Step 3 Students read both arguments
I came across Miss Riding Hood.
But what a change! No cloak of red,
on the last piece of paper they got.
No silly hood upon her head. They make an impartial decision which
She said, ‘Hello, and do please note argument is better.
‘My lovely furry WOLFSKIN COAT. ’
• Additionally, students can read the
arguments they especially liked or
ANSWER KEY
disliked and discuss them further.
1 Was, 2 Were, 3 Did, 4 Did
TRICKS OF THE TRADE
SPEAKING There is an eponymous animated adaptation of
Roald Dahl’s Revolting Rhymes. Filmed in 2016
Exercise 4, p. 43 for BBC 1, there are two thirty-minute-long CGI
• Divide students into small groups and give animated films of Dahl’s original work. The first
them a couple of minutes to discuss which part was nominated for an Academy Award
version of the fairy tale they prefer – Dahl’s or for best short animated film in 2018 and won
the traditional one. the British Academy Children’s Award for best
animation.
ENDING THE LESSON
WRITING AND SPEAKING HOMEWORK
Creative me!, p. 43 WB p. 53, Exercise 2

151
Lesson 4
UNIT 2
4 LIGHTS OUT! SPEAKING
NASTAVNA TEMA Drugi i drugačiji Exercise 1 b), p. 44
NASTAVNA JEDINICA Lights out! • In pairs, students try to answer the three
PREDVIĐENI BROJ SATI 1 questions:
A.8.1., A.8.5., A.8.6., B.8.3.,
ISHODI POUČAVANJA C.8.1., C.8.2., C.8.3., C.8.4., 1 Why was this person the last man on Earth?
C.8.5., C.8.6. What has happened to the rest of humankind?
2 Who knocked on his door?
abandoned, creak, gloomy,
VOKABULAR haunt, moonlight, nonsense, 3 Do you think the man opened the door? What
plot, shiver, spine
happened next?
KOMUNIKACIJSKO-JEZIČNA Pisanje završetka priče.
KOMPETENCIJA • Encourage volunteers to share their ideas
MEĐUPREDMETNE TEME with the rest of the class and compare their
A.3.1., A. 3.2, A.3.3., A.3.4., answers.
C.3.3., C.3.4. • Ask students what genre they would
A.3.1., A.3.2., A.3.3., A.3.4., characterise this piece of flash-fiction as.
B.3.1., B.3.2., B.3.3., B.3.4.,
Učiti kako učiti • Discuss their favourite literary genres, ask
C.3.1., C.3.2., C.3.3., C.3.4.,
D.3.2. them why they like or dislike particular genres.
Uporaba informacijske i A.3.1., A.3.2., C.3.2., C.3.3., ANSWER KEY
Hrvatski jezik Oblikovanje
uradaka u kojima dolazi
MEĐUPREDMETNO do izražaja kreativnost, TRICKS OF THE TRADE
POVEZIVANJE originalnost i stvaralačko
mišljenje na temelju When asking students a question, many
usvojenih jezičnih vještina
teachers often wait a few seconds and then
UDŽBENIK Str. 44., 112. -113.
answer the question themselves or call out
the first student who raises their hand. It can
Dodatni zadaci za
uvježbavanje vokabulara, be easily forgotten that many students take
čitanje i slušanje na platformi time to process the question and think about
IZZI the answer when they encounter a new topic.
Instead of supplanting them with ready-made
STARTING THE LESSON
answers or favouring the same few students
• Check homework with students. repeatedly, why not try counting to ten before
asking someone to answer the question or
• If you have assigned any of the Creative me!
saying the answer yourself. Although the sound
tasks on page 43 for homework, let students
of a silent classroom may be daunting at
demonstrate what they have prepared.
first, this short reprieve should actually allow
Exercise 1 a), p. 44 students the time to think, which should help
• Pair students off. Tell them to first read the with student engagement and might enable
short story by Frederick Brown individually. better discussion.
Then, they should think about how the story
made them feel and share their thoughts and
ideas with their partners.
ANSWER KEY
152 LONDON CALLING

Le
ss
on
4
LIGHTS OUT!
4
on
ss
Le
I can write an ending to a story.
1 a) Read this short story by Frederick Brown. How does it make you feel?
The last man on Earth sat alone in a room. There was a knock on the door.
b) SPEAKING Work in pairs. Think up answers to the questions below.

1 Why was this person the last man on Earth? What had happened to humankind?
2 Who knocked on the door?
3 Do you think the man opened the door? What do you think happened next?
2 a) READING Freddie is a big fan of horror stories. He has written one for his school magazine. Brainstorm some
words or phrases that you would expect to hear in such a story. Then read the text, and check whether your
guesses were correct.
It was a gloomy, freezing evening as Charles walked towards his boarding school.
All of a sudden, he saw a thick cloud of fog rolling down the street towards him.
He began walking faster to keep warm, and soon he found himself in front of an
old, abandoned castle. There were stories that the castle was haunted by ghosts,
but he didn’t believe in such nonsense. ‘I have to go inside, or I’ll freeze to death,’
Charles thought. He gently opened the huge front door, which greeted him with a
hair-raising creaking sound. Charles felt his heart pumping fast. The castle
was dark inside, with only moonlight to see by. It shone on the portraits of
long-dead people hanging on the walls. Charles felt all the eyes were on him.
‘Relax. Everything is going to be fine,’ whispered Charles to himself. A moment
later, he heard a loud bang that came from the attic. ‘It must be the wind,’
thought Charles. But then he heard quiet footsteps coming down the wooden
stairs and soon felt a soft breath on the back of his neck. Cold shivers ran down
his spine. ‘Oh no!’ Charles cried, quietly.
Pencil, paper, go!

The plot is the key to a good story. There are five elements of a good plot. Match them to their definitions.
1 Exposition the end of the story
2 Rising action the problem or the conflict is introduced
3 Climax events leading to the end of the story
4 Falling action the beginning of the story, where characters and setting are introduced
5 Resolution the most exciting part of the story, the turning point
b) Which of these elements can you find in Freddie’s story? Mark the beginning and the end of each element.
3 ONE MORE LOOK!

WRITING Write the ending of
Freddie’s story. Include the two Check and tick.
parts that are missing. I have included the missing I have used direct speech.
elements of the story. I have used past tenses correctly.
I have used appropriate adjectives I have checked my spelling.
and adverbs.
44
4 LIGHTS OUT!
153
UNIT 2
MAIN PART
LIGHTS OUT!
4
on
ss
Le
WORKBOOK PRACTICE VOCABULARY
1 a) Complete these mind maps with the correct words. Use evening, castle, sound and footsteps. There is
one word you do not need.
gloomy freezing
VOCABULARY hair-raising
1
creaking
2
Exercise 1 a), p. 54 old

3
abandoned
haunted dark
• Ask students to guess what other literary b) Match the two parts of the phrases.
genre, besides detective stories, Freddie likes. 1 thick
shivers
2 huge front
footsteps
3 loud
door
4 quiet
fog
5 wooden
breath
6 soft
bang
7 cold
stairs
When they guess he likes horror stories, ask c) Complete these sentences with the correct phrases from Exercise 1 a) and b).
them what atmosphere horror stories have. 1 According to legend, the creepy old building on the top of the hill was a _________________________________
where the ghosts of past owners scared those who were brave enough to enter. One night...
2 As Tommy was walking home on a quiet winter night, he got the feeling that he was being followed. Then,
• Move on to Exercise 1 and use it to both suddenly, he could hear ________________________________ behind him. He turned round and saw...
3 Alex was spending the night at his grandparents’ old wooden house. Everybody had already gone to bed
activate the pre-existing knowledge about when Jude heard a ___________________________________ outside his bedroom door, as if someone was
walking up and down the hall. He got up to check who it was and...
horror stories and introduce some new 4 It was a beautiful summer day, and the sun was shining above the tiny town of Galway. Mark was walking
home from school when, all of a sudden, the sunlight disappeared, and he saw ___________________________
rolling towards him. He felt scared, but...
vocabulary. 5 Marie knocked on the ___________________________________, half expecting nobody to answer but it opened,
and there he was – the scary-looking old man she had seen in her dreams. She said...
• For each word, ask students to provide a

6 Zane was home alone, reading Edgar Allan Poe’s The Raven in his room. The poem was a bit spooky, but he
wasn’t scared of horror tales. Then, all at once, the lights went out. And he could feel a
___________________________________ on the back of his neck. He slowly closed the book and turned...
definition, an illustration or a synonym. 2 a) How do the stories below end? Tick the correct type of ending for each story.
happy ending sad ending open ending
ANSWER KEY 1
2
The Ugly Duckling
Romeo and Juliet
3 The Diary of Anne Frank
1 sound, 2 castle, 3 evening 4

5
Charlie and the Chocolate Factory
The Secret Diary of Adrian Mole, Aged 13¾
6 The Adventures of Huckleberry Finn
7 The Boy in the Striped Pyjamas
8 The Little Prince
54
• Students match the collocations. Check as a Hello World 8 RB 2021.indb 54 29.7.2021. 16:14:07
class.
• You can ask students to try thinking of READING
several other adjectives that collocate
with each of the nouns.
• Explain that Freddie is writing not only a
ANSWER KEY column, but also a horror story for his school
magazine. Instruct students to look at the
1 thick fog, 2 huge front door, 3 loud bang, 4 quiet
breath, 5 wooden stairs, 6 soft footsteps, 7 cold
illustration and ask them to brainstorm the
shivers words and expressions they would expect in
such a story.
• Let students read the text to check their
expectations. Let students discuss the
accuracy of their guesses.
ANSWER KEY
Pencil, paper, go!

p. 44
• In a lower ability class, ask students to
name the parts of a story in Croatian.
• Draw students’ attention to the Pencil,
paper, go! section. Have them read the five
154 LONDON CALLING

Le
ss
on
4
plot elements and connect them to their TRICKS OF THE TRADE
explanations. Check as a class. Different students can have opposing views on
ANSWER KEY the type of endings in some of these stories.
Some can, for example, say that The Diary of
5, 2, 4, 1, 3 Anne Frank has an open ending, because it ends
abruptly; others might feel that the ending of
Exercise 2 b), p. 44 Adrian Mole is happy. Accept their perspectives,
• In pairs, students identify all five elements in but always ask them to explain why they think
Freddie’s story. They mark the beginning and so. This is also excellent practice for supporting
the end of each element. their opinion with arguments.
• Remind them of the usefulness of colour-
coding. ANSWER KEY
• Check as a class and ask students which Happy ending: 1, 4. Sad ending: 2, 3, 7. Open ending:
elements are missing. 5, 6, 8.
ANSWER KEY • For further scaffolding, you can ask your

students’ opinion on some other types of
Suggested answers: Exposition: It was a gloomy,
endings. Try organising a Four corners
freezing evening as Charles walked towards his
boarding school. All of a sudden, he saw a thick
activity (see Games and Activities on pp.
cloud of fog rolling down the street towards him. 394-398). Put signs in each corner of the
He began walking faster to keep warm, and soon he classroom: I strongly agree. I agree. I
found himself in front of an old, abandoned castle. disagree. I strongly disagree. Read sentences,
There were stories that the castle was haunted by and students head to the corner that aligns
ghosts, but he didn’t believe in such nonsense. with their opinion on the subject. You can
Rising action: ‘I have to go inside, or I’ll freeze to build up on this by allowing groups to
death, ’ Charles thought. He gently opened the huge discuss their opinions and having group
front door, which greeted him with a hair-raising representatives explain their stance.
creaking sound. Charles felt his heart pumping fast.
The castle was dark inside, with only moonlight • Students need to decide if the sentences
to see by. It shone on the portraits of long-dead describe a good ending of a story.
people hanging on the walls. Charles felt all the eyes Suggested sentences:
were on him. ‘Relax. Everything is going to be fine,
• 1 It leaves the reader with strong
’ whispered Charles to himself. A moment later, he
heard a loud bang that came from the attic. ‘ Climax: emotions, feeling either happy or sad. 2 It
‘It must be the wind, ’ thought Charles. But then he leaves the reader feeling indifferent. 3 It is
heard quiet footsteps coming down the wooden predictable and obvious from the start. 4 It
stairs and soon felt a soft breath on the back of his is very open and leaves you wanting more.
neck. Cold shivers ran down his spine. ‘Oh no! ’ 5 It has a plot-twist and leaves the reader
Charles cried, quietly. surprised or shocked. 6 It makes no sense
at all.
WORKBOOK PRACTICE
• If you want to further practise reading
Exercise 2 a), p. 54 and vocabulary, GO DIGITAL at this point!
• Discuss the importance of story endings with
students. Ask them to discuss which types WRITING BANK
of endings they can remember. Check for
PRE-WRITING
understanding of the term open ending.
• In pairs, students decide which story has Exercise 1 a), p. 112
which type of ending. • For activating the vocabulary they will need,
students sort words into adjectives and
adverbs.
4 LIGHTS OUT!
155
UNIT 2
• In a lower-ability class, check for
nk
ba
understanding of the words. 2 THE ENDING OF A STORY
ng
iti
Wr
TRICKS OF THE TRADE 1
READY? (pre-writing)
a) Here is a list of words you can use in story writing. Sort them out into two categories: adjectives and
It is important to revise adjectives and adverbs

adverbs. Circle the adjectives, and underline the adverbs.
wonderful lazily mysterious polite inspiring generous honestly carefully
with your students in the pre-writing phase, quiet angrily lonely bravely well selfishly fantastic talkative gloomy slowly
because using adjectives and adverbs can make

b) Circle the correct adverb or adjective to complete each sentence.
1 When Jake broke his brother’s new toy soldier, little Timmy shouted at him angrily / angry.
2 The cat was stretching lazy / lazily on the bed, with no intention of ever moving away.
their writing richer and livelier. 3
4
The brave / bravely knight rode out to meet the furious dragon.
The wizard kept all his magic spells to himself, selfish / selfishly hiding them from his apprentice.
5 His grandmother was a very generous / generously lady.
6 As a boy, he was always politely / polite and said ‘thank you’, ‘please’ and ‘sorry’.
ANSWER KEY 2
SET...
a) Read the story, and answer the questions.
Adjectives: wonderful, mysterious, polite, inspiring,

1 Who are the main heroes? 4 Where does the action take place?
2 Who is the main villain? 5 When does the action take place?
3 Who are the minor (less important) characters? 6 What is the atmosphere like?
generous, quiet, lonely, fantastic, talkative, gloomy. ELEMENTS OF THE PLOT
Adverbs: lazily, honestly, carefully, angrily, lonely, STORM IN THE CITY

1 It was a dark, stormy evening in Iron Valley. Three best friends
These are very important for any story
and its structure, and they will help you
bravely, well, selfishly, slowly.

organise your paragraphs. See Exercise 2
– John, Eleanor and Marty – were on the edge of their seats,
b) for further explanations.
watching a horror film in Eleanor’s house. 2 Suddenly, a news
report interrupted the film with live footage from their own town.
The reporter shouted: “A giant robot is destroying the city! Take GRAMMAR
Make sure you use a proper verb tense.
cover!” The trio froze, but before they could do anything, they
Exercise 1 b), p. 112 heard a horrible noise outside. “It’s the robot! What can we
do?” Marty cried, terrified. “Come on, Eleanor, you’re the genius.
Use past simple for actions happening
one after another. Don’t forget to use
the combination of an action in past
Think!” John whispered. Eleanor already had a plan: “Guys, the
• To further practise the use of adjectives and
continuous interrupted by an action in
garage!” 3 Outside, the gigantic robot was smashing cars and past simple!
roofs. All the neighbours were hiding. Covered by darkness, three
adverbs, students choose between the two small shadows came out of a garage, carrying large buckets. They
quickly spilled something on the pavement, making it dark and
VOCABULARY
Make sure you use various adverbs
slippery, and then disappeared back into the garage. The robot
parts of speech to finish the sentences. Check started walking towards Eleanor’s house, but it suddenly lost its
balance and crashed to the ground. Everybody held their breath.
and adjectives to create action and
atmosphere, and use linking words to
connect your storyline and paragraphs.
as a class. 4 The robot didn’t move; it buzzed quietly for a few seconds and
then shut down. John, Eleanor and Marty shouted: “Victory!”. TOPIC POINTS
Eleanor smiled and added: “Good thing Dad never threw away his Don’t forget! You need interesting
old car oil!” 5 The next day, the children’s pictures were all over characters, scenes and atmosphere.
ANSWER KEY
the media. The city needed repairs, but John, Eleanor and Marty Remember to include the characters’
became the neighbourhood heroes. point of view, if possible.
112
1 angrily, 2 lazily, 3 brave, 4 selfishly, 5 generous, 6 Hello world 8 UDZB 2021.indb 112 13.7.2021. 16:48:06
polite
Exercise 2 a), p. 112 • Ask students if they think they could identify
• Explain to students that they will read another elements of the plot in this story and retell
story. In pairs, students read the story and each in only one sentence. Set it as a
answer the six questions. challenge.
• Point students to the four writing tips that • Check as a class.

follow the story and discuss them together. • Have students choose the best retelling
for each element.
ANSWER KEY
1 John, Eleanor and Marty. 2 A robot. 3 A reporter,
neighbours. 4 In the evening. 5 In Iron Valley. 6
Intense and action-packed.
156 LONDON CALLING

Le
ss
on
4
should be made aware of their own typical
mistakes. Instead of explicit correction, where
b) Read the story again, and complete the table below. Summarize each of the five parts of the story; think up
a key sentence that best presents each element of the story’s plot.
mistakes are marked and corrected by the
teacher, why not try implicit correction. Through
ELEMENTS OF THE PLOT YOUR KEY SENTENCE BASED ON ‘STORM IN THE CITY’
1 Exposition
Introduce the characters and place, and set the mood
for the story.
2 Rising action
implicit correction, the teacher only signals that
Start building the suspense and the tension; this is
where things begin to get complicated!
3 Climax
there is a mistake and what type of a mistake
This is the big moment; the most intense parts of the
plot and action take place in this step. it is. Before any correction takes place, agree
4 Falling action
Things are unravelling and beginning to settle down
in this part. Pave the way to the end by solving the
with students on a set of symbols or colours
for different types of mistakes. For example,
problems.
5 Resolution
Wrap up the story; describe how it ends, and show the
consequences of the climax.
if you underline a part of the text in blue, that
3
…WRITE!
means there’s a grammar mistake. Other
It’s story time! Complete this story by writing the falling action and the resolution. Once you decide how it
ends, think up the title. The writing tips in the Set... section can help you plan and organise your writing. There
is a checklist at the end of the page to help you make your story shine!
suggested symbols are: green is for wrong word
TITLE: ________________________ choice, red is for wrong word order and purple
Peter was at school, sitting in the back row, right next to the window. He was biting his pencil, because he didn’t
know one of the answers in his Maths test. Suddenly, he heard the sound of gigantic wings flapping outside.
The classroom became dark, and everybody started shouting – even their Maths teacher. Something landed on
stands for spelling mistakes. If you haven’t
the school playground and growled. They all hid under their tables, but Peter couldn’t help himself; he just had
to take a peek. He crawled out from under his desk, grabbed the windowsill and started to get up. “Stop! You’ll
got enough different coloured pencils, you
can use different styles of underlining: single
get yourself killed!” the teacher warned him. But Peter still peeked. He couldn’t believe his eyes. He saw the
enormous shadow of a beast. It looked like a dragon from one of the online games he played with his friends. It
was black. It had wings, horns and white fangs. Peter’s body was shaking like a leaf. Then an even bigger shadow
appeared above it, and threw a metal net over the huge winged body. The beast screeched, and Peter fainted.
line, double line, straight, wavy or dotted line,
ONE MORE LOOK! etc. When corrected assignments are handed
Check and tick.
I have covered all the elements of the plot.
MY SELF-CHECK
Remember those tiny mistakes that you, and only you, always back, the key to corrections should always be
included so students can easily recognise the
I have used direct speech. make? List them, and check.
I have used appropriate adjectives and adverbs. ___________________________________________
type of mistake. After analysing their mistakes

I have used the past tenses correctly.
___________________________________________
I have tried to avoid repetition.
___________________________________________
according to the key, students can rewrite their

113 texts correctly. You can allow them to use their
Student’s Books, dictionaries or a grammar
book, or you can ask them to rewrite the texts
ENDING THE LESSON
themselves. This type of correction may be
WRITING very conducive to formative assessment as well
as summative assessment, especially when
Exercise 3, p. 44 students rewrite their texts.
• Have students read Freddie’s story one more
time and then write their own falling action HOMEWORK
and resolution to finish the story.
WB pp. 55, Exercises 2 b), 3 a), b), and 4
• Offer students a choice between writing
an ending to Freddie’s story or an ending
to the story in Exercise 3 on page 113.
• Students hand in their stories for reading and
feedback.
• Instruct students to go over their writing
one more time using the checklist in the
One more look section.
summative assessment, a detailed
writing rubric is provided (Resource
TRICKS OF THE TRADE

Students should be allowed to correct their
mistakes themselves occasionally. Ideally,
before doing any self-correction, students
4 LIGHTS OUT!
157
Lesson 5
UNIT 2
5 LOVELY JUBBLY! Exercise 1, p. 45
• Instruct students to read the joke, then
NASTAVNA TEMA familiarise themselves with the meaning of
NASTAVNA JEDINICA Lovely jubbly three words: sarcasm, self-deprecation and
PREDVIĐENI BROJ SATI 1 pun. Students decide which type of humour
A.8.1., A.8.2., A.8.3., A.8.4., the joke is.
C.8.2., C.8.5. • To develop this topic further, ask
DJELATNOST (I) U FOKUSU Govorenje, čitanje, pisanje students for some more examples of
deadpan, failure, hilarious, these types of humour. Ask them if they
humble, pun, rooted, self- can name some other types of humour.
VOKABULAR deprecation, straight face,
take oneself too seriously, take
Help if needed. Accept answers in
pride in Croatian, too. If students can’t express
KOMUNIKACIJSKO-JEZIČNA Govorenje o britanskom themselves in English, provide English
KOMPETENCIJA humoru; pričanje šala. equivalents.
Deadpan delivery is the
FUNKCIONALNI JEZIK
art of telling a joke with a ANSWER KEY
straight face. They don’t take
themselves too seriously. Etc. A pun.
MEĐUPREDMETNE TEME
A.3.1., A. 3.2, A.3.3., A.3.4., TRICKS OF THE TRADE
C.3.3., C.3.4. Sarcasm is often called sharpened irony,
A.3.1., A.3.2., A.3.3., A.3.4., meaning the opposite of what you’re saying.
B.3.1., B.3.2., B.3.3., B.3.4.,
Učiti kako učiti
C.3.1., C.3.2., C.3.3., C.3.4., E. g., “You’re so clever! ” when someone says
D.3.2. or does something stupid. A pun is a play on
Uporaba informacijske i A.3.1., A.3.2., C.3.2., C.3.3., words. E. g., Can February March? No, but April
komunikacijske tehnologije D.3.1. May. Self-deprecation means undervaluing
MEĐUPREDMETNO Hrvatski jezik Humor i šale yourself. E. g., Is it garbage day today? I didn’t
POVEZIVANJE
know they made a day in my honour. Some
UDŽBENIK Str. 45.
other types of humour are understatement,
which means trying to make something seem
Dodatni zadaci za
uvježbavanje vokabulara, lesser, smaller or less important; slapstick,
čitanje i slušanje na platformi which involves physical action, such as falling
IZZI down or hitting someone; dark, or gallows
humour, which deals with dark and morbid
STARTING THE LESSON topics in a humorous way; and scatological (or
toilet) humour, which uses bodily functions for
• Since the topic of this lesson is humour, you
comedic effect, etc.
can always start it by telling a joke in English.
Invite students to tell their own if they know
WORKBOOK PRACTICE
any.
• Alternatively, if possible,b)play some
Which of these elements can you find in Freddie’s story? Mark the beginning and the end of each element.
video-clips from well-known British • To reinforce the use of vocabulary, have
comedy shows: Monty Python; Only Fools students match the expressions to their
and Horses; Allo, Allo; You Rang, My Lord; definitions.
Mr. Bean; The Office. Various online
ANSWER KEY
streaming services offer numerous
video-clips of the iconic scenes from 1 pun, 2 self-deprecation, 3 sarcasm, 4
shows your students might be familiar Understatement – describing something as smaller,
lesser or less important than it really is.
with.
158 LONDON CALLING

Le
ss
on
5
LOVELY JUBBLY!
Le
ss
on
5
I can talk about British humour.
1 Look at the words below. What do they mean? Look them up in a "My dog’s got no
dictionary. Then decide which category the joke from the Funniest nose."
Joke in the World sketch by Monty Python falls into.
"How does he sm
ell?"
"Awful."
sarcasm pun self-deprecation
2 a) READING Read the text, and match the beginning sentences to the correct paragraphs.
1 And what do the British joke about? 2 The British take pride in their humour.
3 With the British, you never know whether they,re joking or being serious.
It’s deeply rooted in British society and language. It’s a very important part of their culture and everyday
interaction, and it comes naturally to them. In a lot of polls asking ‘What makes you proud of being British?’,
British humour comes very high on the list. Other things that make the British proud are the Queen,
the Beatles, kindness, Only Fools and Horses and sarcasm, one of the most important features of
British humour. You’ll often hear a Brit say ‘Oh, lovely weather today!’ when, in fact, it’s pouring rain.
And that’s being sarcastic.
And that’s because of deadpan delivery, the art of telling a joke with a straight face, so you
never see it coming. In some cultures, people are the first to laugh at their own jokes, but not in
Britain: you’re a terrible joke-teller if you do that. And you should never explain a joke or reveal
that you’re joking, because that’s when the humour is lost. Someone once said, ‘Explaining a
joke is like dissecting a frog: you understand it better, but you end up with a dead frog.’ And
you wouldn’t want that to happen, would you?
Some jokes, such as making fun of the French or the Americans, are rooted in their
history. However, they laugh about themselves the most. They’re charmingly humble, and
they don’t take themselves too seriously. And that’s another important feature of British
humour: self-deprecation, or self-criticism. Just think of comedy characters such as Mr
Bean and Del Boy: they’re failures, but that’s exactly what makes them hilarious. In an
episode of The Office, a character named David Brent says, ‘You just have to accept
that some days you are the pigeon, and some days you are the statue.’ And British
humour is all about being the statue.
b) Read the text again, and answer the questions. 3 SPEAKING Answer the questions.
1 What are the British proud of? 1 How important is humour in your daily life?
2 What are some of the features of British humour? 2 Is it important for a person to have a good sense
3 What is a deadpan delivery? of humour? Why (not)?
4 What makes you a ‘joke killer’? 3 How good are you at telling jokes?
ment.
5 What are British jokes usually about? 4 Can you take a joke?
4 WRITING AND SPEAKING Prepare for a British joke challenge! Follow the steps below.

First, write or find a joke Practise your joke delivery. Try it out Present it in front of your class.
that you find funny. loud in front of a mirror or your family. Don’t forget to keep a straight face!
45
5 LOVELY JUBBLY!
159
UNIT 2
Exercise 1 b), p. 56 ANSWER KEY
• In pairs, students match the situations to the 2, 3, 1
four types of humour. Check as a class.
ANSWER KEY
• Pair students off and have them answer the
Pun: 3, 5. Self-deprecation: 6. Sarcasm: 2. five questions. Check as a class.
Understatement: 1, 4.
• Ask students to compare British and
Croatian humour. Ask: What are the most
LOVELY JUBBLY!
5
popular Croatian comedy shows? What

on
ss
Le
VOCABULARY
topics are they about? What types of
1
a) Read the three dictionary entries. Complete them with the missing words below. Then write the humour do they use?
explanation for the remaining word.
sarcasm pun understatement self-deprecation
1 _______________________, noun [C] 2 _______________________, noun [U] ANSWER KEY

BrE /pʌn/ NAmE /pʌn/ BrE /ˌsɛlfdɛprɪˈkeɪʃən/ NAmE /sɛlfdɛprɪˈkeɪʃn/
> a humorous use of a word or phrase that has
several meanings or that sounds like another
> self-criticism; trying to make yourself, your
abilities, or your achievements seem less 1 Their humour. 2 Deadpan delivery, not explaining
word important
a joke, sarcasm and self-deprecation. 3 Telling a joke
3 _______________________, noun [U] 4 ______________________________________________________ with a straight face. 4 Explaining a joke. 5 Making fun
BrE /ˈsɑːkæzəm/ NAmE /ˈsɑrˌkæzəm/
of the French and Americans and themselves.
__________________________________________________________
> the use of remarks that mean the opposite of __________________________________________________________
what the speaker says, usually made to criticize
__________________________________________________________
something in a humorous way
__________________________________________________________
b) Decide which category in Exercise 1 a) the situations below fall into.

1 You’ve just fallen off your bike, and your arm is badly hurt and bleeding,
TRICKS OF THE TRADE
but you say: ‘Oh, it’s just a scratch’. ________________________
2 It’s pouring with rain outside. You say, ‘Oh, such lovely weather!’ ________________________ Underlining key parts of the text or the parts
3 I didn’t like my beard at first. Then it grew on me. ________________________
4 Your friend is sunburnt. You say, ‘Oh, I see you’ve caught some sun.’ ________________________ that support students’ opinions and answers
5 I’m reading a book about anti-gravity. I can’t put it down. ________________________
6 It’s a great thing that you like to laugh, because my whole life is a kind of joke. ________________________ is a simple yet effective reading strategy that
2
READING Read the text. Complete it with missing sentences A–G. There is one sentence you do not need. encourages critical thinking. Ask students to
You’ve probably heard that the weather-talk has replaced the standard (1) ___ greeting in Britain. But,
according to Kate Fox, a social anthropologist, when Brits talk about the weather, they’re not actually
interested in the forecast; they’re trying to start a conversation. So a simple (2) ___ or ‘Cold, isn’t it?’ is
underline only the parts that provide supporting
another way of saying hello. And if you don’t respond in agreement, it’s like saying (3) ___. You end up being
very rude without meaning to. information, not the whole sentences or
Brits often try to avoid negative comments and direct disagreements. When they disagree with you, they’ll
say something like (4) ___, even when they don’t agree at all. This means that you have to be very good at paragraphs. Encourage the use of colour coding,
for example, by using the same colour to circle
reading between the lines. If someone says (5) ___, they’re probably just being polite; not that you actually
should surprise them with a visit. The same goes for the common response to an invitation, ‘I’ll try and make
it’. Don’t get your hopes up, because what it probably means is (6) ___. Sounds familiar, doesn’t it?
A
B
‘I almost agree’
‘I’m not coming’
E ‘I don’t want to have a conversation with you’
F ‘Whenever you get a minute’
or underline the question and underline the
C
D
‘How do you do?’
‘Pop round next time you’re in London’
G ‘Nice day, isn’t it?’
answer in the text.
56
further practise reading and vocabulary.
MAIN PART
WORKBOOK PRACTICE
READING
Exercise 2, p. 55
Exercise 2 a), p. 45 • Students read the text and fill in the missing
• In a lower-ability class, you might want to words and phrases.
pre-teach new vocabulary. Suggested • In pairs, they compare their answers with their
words: deadpan, failure, hilarious, partners.
humble, rooted, straight face, take oneself
too seriously, take pride in. ANSWER KEY
• Have students read the text and choose which 1 C, 2 G, 3 E, 4 A, 5 D, 6 B
sentence opens which paragraph.
• Ask students to think of a heading for
each paragraph.
• Check students’ understanding by playing
Where does it say? (see Games and Activities
on pp. 394-398).
160 LONDON CALLING

Le
ss
on
5
b) SPEAKING Choose one of the stories in Exercise 2 a). How does the story end? Make short notes, and
use them to retell it.
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
3
a) READING Read Freddie’s ending of his horror story. What kind of ending does it have?
a) happy b) sad c) open
He turned round, but he couldn’t see anything. Suddenly, a black shadow appeared in front of him. It
seemed small at first, hiding from Charles, looking at him from afar and whispering. Then everything
turned dark, and he could see a pair of red eyes staring back at him. The creature started coming closer to
Charles. He tried running away, but his legs wouldn’t move. He closed his eyes, hoping it was all just a
nightmare. A moment later, the moonlight lit up the creature. It didn’t seem so scary any more: it looked...
it looked like a cat! But this was no ordinary cat; it had a nasty scar on its left cheek. Relieved, Charles
began walking towards the door, when suddenly one of the portraits fell to the floor with a loud crash.
Painted in it was the exact same cat with the same scar. ‘Wait! There’s a year scribbled here... 1652!’ Charles
gasped. He couldn’t believe his eyes. He ran out of the castle, slamming the door so hard that the bang
could be heard all the way to his school. Now every time Charles walks near the castle, he hears a single,
whispery sound: ‘Meow.’
b) Read the text again, and do the tasks below.

1 Circle parts of sentences which describe what Charles saw.
2 Underline parts of sentences which describe what Charles heard.
3 Highlight the parts of sentences which describe what Charles felt.
4 Find nouns, adjectives and adverbs which help maintain the creepy tone of the story, and sort them below.
nouns adjectives adverbs
4
Read Freddie’s story in your Student’s Book and Workbook again, and write a 50–70-word summary
following the writing outline below. Use some of the nouns, adjectives and adverbs in Exercise 3 b), and
add at least one new adjective to build up the creepy tone of the story.
Exposition
Body
- rising action
- climax
- falling action
Resolution
55
ENDING THE LESSON
SPEAKING
Exercise 3, p. 45
• Divide students in groups of four and have
them discuss the four questions amongst
themselves.
ANSWER KEY
• End the lesson with a 3-2-1 exit ticket

(Resource Bank, Resource 37, pp.
406-412). Students write down three
types of humour, name two comedy
shows and the one topic they find
funniest.
HOMEWORK
Exercise 4, p. 45
• Assign this exercise as homework. Students
can do it independently or in pairs. They
have to find or create a joke. After they have
practised their delivery, they will present their
jokes in front of the class.
5 LOVELY JUBBLY!
161
Revision
UNIT 2
UNIT 2 REVISION them, what grammar they have learned, what
was easy and what was difficult, what they
NASTAVNA JEDINICA Unit 2 Revision
would like to know more about, what they have
learned best and what they still struggle with,
ISHODI POUČAVANJA A.8.1., C.8.1., C.8.2., C.8.3.
etc. This helps students focus on the structures
DJELATNOST (I) U FOKUSU Slušanje, čitanje
and vocabulary while, at the same time,
MEĐUPREDMETNE TEME
critically appraising their learning and directing
A.3.1., A.3.2., A3.3., A.3.4.,
them towards taking responsibility for their
C.3.1. learning.
RADNA BILJEŽNICA Str. 57. -59. MAIN PART
Dodatni zadaci za ponavljanje
čitanja i slušanja, vokabulara WORKBOOK PRACTICE
i gramatičkih sadržaja na
REVISION: LISTENING
STARTING THE LESSON TRICKS OF THE TRADE
• Students tell their jokes as a part of the This is a good opportunity to revise key listening
homework assignment from the previous strategies. You can do it as a whole-class activity,
lesson. or you can have students discuss the listening
strategies in groups and share their ideas later
TRICKS OF THE TRADE with the class.
If technical conditions allow it, use an online
noise-o-meter to measure how hard students Exercise 1, p. 57
have laughed at each other’s jokes. You can use • Instruct students to read the task carefully. Ask
this method for choosing the funniest comedian them if they can guess what the three people
in the class. will be talking about.
LANGUAGE MATTERS, p. 47 1 • Play Track 1. Students listen to three

people talking about their youth in
Exercise 1, p. 47 different decades. Play the track again.
• Tell students to read the words in each
row, first the whole class silently and then ANSWER KEY
volunteers read them aloud. 1 Jennifer: music in the 70s. 2 Margaret: women in
the 50s. 3 Christopher: fashion in the 80s.
ANSWER KEY
Students’ answers. Track 1
1 Jennifer: People were buying records like crazy
Exercise 2, p. 47 at that time. More and more teenagers had the
convenience of their own bedroom, where they could
• Discuss the three questions with students. listen to records and create their first mix-tapes, which
they could share with their friends. Making a good
ANSWER KEY compilation tape was the goal of many teenagers. The
discotheque with a DJ replaced the dance hall and
1 1 b, 2 k, 3 g, 4 p, 5 w. 2 h and k. 3 2 knight, 3 a live band. Even though a great deal of songs were
about Saturday night fever and love, a lot of them dealt
TRICKS OF THE TRADE with subjects which concerned young people: politics,
racism and women’s rights.
It’s always a good idea to start a unit revision by 2 Margaret: In the post-war period, women were
encouraged to stay at home and out of the workplace.
having students flip through the unit one more It was also very unusual for women to go to university.
time and reflect on it. You can ask them to tell Secondary schools taught them how to cook, manage
you which topics were covered, which topics a household, sew and iron clothes. They were trained
for the role of a housewife after they got married. Very
they found interesting, which were boring for
162 LONDON CALLING

163
ion
5.10.2021. 7:17:13
vis
Re
WORD LIST LAN
MATGUAGE
UNIT 2 REVISION
chime skladna zvonjava raise money prikupiti novac precious dragocjen
TERS
Ready, set, go!
conquer osvojiti score a basket zabiti koš trade trgovina

consultant savjetnik steal the show zasjeniti sve ostale fall apart raspasti se
crumble smrviti, raspasti se take place održati se get stuck zapeti
district okrug raw materials sirovine
drawbridge pomični most za dizanje 2A THE SPECKLED BAND the British Empire Britanska imperija Ghost letters:
Lesson 2
fair sajam case slučaj

fortress tvrđava, utvrda consult savjetovati (se)
Knock, knock,
genealogist geneaolog, onaj koji culprit krivac, počinitelj achievement postignuće knocking on heaven’s door
proučava rodoslovlja evidence dokaz exception izuzetak
raven gavran fortune bogatstvo 1 Read the words below.
gender rod
reign vladavina housekeeper domaćin inequality nejednakost 1 bomb - comb - debt - dumb - thumb
residence kuća za stanovanje interrogation ispitivanje remarkable značajan, vrijedan
spare rezervni 2 kneel - know - knock - knickers - knife
investigator istražitelj spomena
the Great Plague Velika kuga rope uže 3 champagne - cologne - design - reign - moonlight
slavery ropstvo
suspect osumnjičenik 4 receipt - psychedelic - pseudo - pneumonia
1A THE GOOD OLD DAYS suspicious sumnjičav 3C HAPPILY EVER AFTER 5 sword - wrap - wrist - wrong - write
Lesson 1
act zakon terrifying zastrašujući curl nakovrčati

blast out treštati, bučiti vagabond skitnica, lutalica decent pristojan
chunky glomazan, masivan venomous otrovan frightful strašan, užasan
coal ugljen weapon oružje helping porcija jela
decade destljeće whistle zvižduk horrid užasan, grozan
fossil-fuel fosilno gorivo witness svjedok knickers dugačke ženske gaće bez 2 Stop and think.
illegal nezakonit heart attack srčani udar dugmeta
patterned s uzorkom observation skills moć opažanja 1 Which letters were silent in each group?
leer zloban pogled; cerenje
rebellious buntovan, neposlušan sign of violence trag nasilja tough tvrd, žilav 2 Read the title again. Which letters are
sequin šljokica trembling voice drhtav glas yelp cviliti, zavijati
split up razdvojiti se, razići se silent? Find the song by that name online
brand new potpuno nov 2B WHODUNNIT? and check your answer.
LIGHTS OUT!
Lesson 4
fall ill oboljeti audience publika abandoned napušten 3 Can you think of any examples of
flared trousers hlače na trapez cane štap
hit the shops doći u prodaju creak škripati silent letters on your own? Share
compensation odšteta, naknada gloomy tmuran
Prime Minister premijer, predsjednik vlade desperately očajnički them with the class.
respiratory problems teškoće s disanjem haunt progoniti
determine utvrditi, ustanoviti moonlight mjesečina *Bonus: Do you know the song
shoulder pads jastučići za ramena fake lažirati
shut down zatvoreno nonsense besmislica from the title? It has been
immediately odmah, istog trena plot radnja
tiny waist uzak struk injury ozlijeda covered by lots of
shiver jeza, drhtaj Here are some
top the charts biti na vrhu ljestvica muddy blatan artists, but try to
vivid colour jarka, živa boja questions you can
thief lopov
LOVELY JUBBLY! ask yourself before, find out who
Lesson 5
thoroughly temeljito
1B WHAT WERE YOU DOING...? collect evidence skupiti dokaze deadpan bezizražajno lice during and after learning wrote it and
buzzer sirena commit a robbery počiniti krađu failure gubitnik about the topics in this Unit. originally
devastated shrvan, očajan commit fraud počiniti prevaru hilarious urnebesan
humble skroman Before: What seems to be sang
declare proglasiti conclude the investigation zaključiti istragu
glitter svjetlucavo, na šljokice crack a code razbiti šifru pun igra riječima the most important thing to it!
hunger glad make an arrest uhititi rooted usađen know? / What can I already talk
kneel klečati provide an alibi dati alibi self-deprecation samoomalovažavanje about? / How can I use it in real life?
line-up popis izvođača put on handcuffs staviti lisčine straight face ozbiljni izraz lica
modesty skromnost take oneself too seriously shvatiti sebe preozbiljno During: What is clear to me? / What
nail-biting uzbudljivo, napeto take pride in ponositi se is familiar? / What is difficult?
3A FROM RULE BRITANNIA TO COOL BRITANIA
Lesson 3
speedboat gliser artefact rukotvorina After: What have I learned? / What can I understand on
stitched zašiven display izlaganje
supporter navijač
my own? / What do I need some more help with?
diversity različitost, raznolikost
extra time produžetci enrich obogatiti Why is it important to ask questions before, during and
funeral service pogreb exhibit izložbeni predmet, izložba after learning? How do you know that you've really
mountain lodge planinarski dom illiterate neobrazovan, nepismen understood something new that
opening ceremony svečanost otvaranja legacy baština, nasljeđe
parachute jump skok s padobranom you're learning about?

46 47
UNIT 2
few women had jobs back then. A woman took care of to a room where two young men were staying for the
her husband and children, did the shopping and kept night. I saw a guitar leaning against the wall, and –
the house clean. I remember that my mum was always even though we were taught not to touch our guests’
around, listening to her gramophone records and belongings – I couldn’t help it. I knew the guests were
checking up on me. downstairs having dinner, so I took the guitar and
3 Christopher: When I look at my old photos, I laugh started playing a tune. I was so lost in the moment
my head off. I used to look like George Michael, my that I didn’t notice when one of the guests returned.
favourite singer of the period. First of all, the hair! Short A young man wearing a black hat was standing at the
at the front and sides, and long at the back. Oh, yes, door clapping. ‘You’re a natural! You’re definitely going
I wore the mullet – the ridiculed haircut. It went best places! ’, he said. I blushed and apologised, but there
with double denim! If you paired your denim jeans with was something about him that made me remember his
a denim top, you couldn’t go wrong; at least not back words. Next autumn, I recognised him on television. He
then. I was also very broad-shouldered then. Did you was singing a song called ‘Love Me Do’. It was the first
know that men also wore shoulder pads? It’s funny how ever TV appearance of the Beatles. And it wasn’t until
now everything on me looks two sizes bigger! they topped the charts that it hit me: I had held John
Lennon’s guitar in my hands! What a memory!
Exercise 2, p. 57
• Explain that Freddie has got an elderly
neighbour, whom he interviewed about her • Ask students if they remember what Freddie’s
childhood. favourite book genre is. Tell them they will
hear Freddie talking about some criminal
• Instruct students to read all the statements cases and should mark the words they hear in
carefully. They all come in the same order as the text.
they are heard in the text.
3 • Play Track 3. Students listen and mark
2 • Allow enough time for students to read the words.
the sentences and play Track 2. Students
mark the sentences as true or false. Play • If necessary, play the track one more
the track twice. time.

1 T, 2 F, 3 T, 4 F, 5 F, 6 F, 7 T, 8 F, 9 T, 10 T fraud, burglary, murder
Track 2 Track 3
I was born in 1949 and I grew up in the countryside, in Freddie: You must read this article; you’ll love it! It’s
a small village called Dorchester-on-Thames. Growing about crimes gone wrong, and some of them are
up there wasn’t very exciting and eventful. I used to almost too funny to be true.
live in a picturesque cottage on the High Street, near David: Sounds interesting. Tell me more!
a pub which my mum and dad ran. In the olden days, Freddie: OK. Here’s case number one. A man from
the Crown – that was the name of the pub – was the Arizona was working as a manager for a company and
old inn on an important coach route where the coaches was using his job to steal money. Finally, someone
used to stop to change horses and allow passengers noticed that he was trying to use his workplace to
to rest on their long journeys. There were no horses make a fortune, so they reported him to the authorities.
and coaches when I was growing up, but the pub had He quit the job quickly and moved out of town. Two
a very important role in the life of the villagers. It was years later, although the police were still looking for
not only a place to eat and drink, it was the centre of him, he applied for a job in... are you ready for this one?
social life in the village. All the celebrations, dances, The local police station! After reading his application,
tea parties, meetings and events were held there. We the police couldn’t believe how lucky they were,
also offered accommodation for travellers, and my so they decided to play along. They arranged a job
sister and I would always look forward to meeting interview, and he showed up all happy and dressed up.
new people. When I was a bit older, we would even Instead of a job, he got handcuffs. The police made an
help clean the rooms and wash the dishes. Apart from arrest as soon as he arrived.
spending time at the pub, I also enjoyed doing sport David: He seems a pretty clever fellow.
a lot, and I regularly attended and participated in all Freddie: Oh yes, indeed! But that’s not the worst one.
the sporting events in the village. However, another Listen to case number two. A 28-year-old man broke
hobby became even more important to me. Ever into a house in Lancashire. He went quickly through
since I was little, the guitar has been a great passion the house in search of some jewellery and money.
of mine. My mum used to be a music teacher, too, so Usually, burglars leave the scene after they’ve finished
she taught me how to play it at home. One autumn stealing, but not this one! This one was so tired that he
evening when I was 12 years old, I took clean towels decided to take a nap in one of the bedrooms.
164 LONDON CALLING

Re
vis
ion
David: Well, I can imagine that going through suggest what students could do to overcome
someone’s belongings, opening every drawer and this.
checking every cupboard could be very tiring.
Freddie: And you can imagine the surprise of the
house owners when they returned home to find a
stranger fast asleep in their bed! They immediately REVISION: LISTENING
called the police. He was arrested and handcuffed on
the spot. 1 1 Listen, and match the speakers to the topics they talk about. There are two topics you do not need.
David: At least he was well rested. Well, joking aside, fashion in the 80s
technology in the 90s
it must be very disturbing to find a criminal in your
1 Jennifer
music in the 70s
2 Margaret
home... 3 Christopher
women in the 50s
free time in the 60s
Freddy: Indeed. And, speaking of disturbing, case ______ / 3
number three is chilling. You won’t believe it! It 2 2 Freddie’s neighbour Janet, a 72-year-old retired music teacher, is talking about her childhood. Listen to
her story. Are the sentences true (T) or false (F)?
happened in Poland. A man was brutally killed; 1 The Crown used to be a roadside inn before becoming a pub.
fishermen found his body a month after he went 2 Janet’s parents used to have horses and coaches.
3 Their pub was the heart of community life in the village.
missing. However, the police couldn’t collect enough 4 Janet and her sister didn’t enjoy meeting their guests.
5 Janet and her sister didn’t use to help out in the pub.
evidence, and they didn’t find the culprit for five years. 6 Janet preferred sport to music.
And then a book was published that caught their 7 Janet was homeschooled in playing an instrument.
8 Janet would often go through their guests’ things.
attention. The plot of the bestselling thriller was very 9 A guest complimented Janet on her talent for music.
10 The Beatles weren’t widely known at the time Janet met John Lennon.
similar to the unsolved case. They investigated the ______ / 10
author and discovered that he’d known the victim well 3

and had actually been the last person to see him alive. a) 3 Listen to the conversation between Freddie and his friend David. Number the criminal activities they
mention in the correct order. There are two activities you do not need.
They questioned the suspect and solved the case. It murder fraud car theft bank robbery burglary
turned out that the victim had been having an affair ______ / 3
with the writer’s wife: it was a crime of passion. The b) 3 Read the sentences carefully, then listen again. Tick the case the sentences below refer to.
writer was sentenced to 25 years in prison. Case 1 Case 2 Case 3
David: Life writes the weirdest stories. And this one is 1 It took more than three years to solve the case.
2 The culprit stopped working and left town.
the plot of a blockbuster! 3 The culprit was arrested while at the crime scene.
Freddie: I agree! 4 The culprit knew the victim.

5 The culprit was willing to find a proper job.
6 The victim was found in water.
7 The culprit was arrested at the police station.
8 The criminal activity was very tiring for the culprit.
______ / 8
• Instruct students to read the sentences 57

carefully. They fill in the table while listening to Hello World 8 RB 2021.indb 57 29.7.2021. 16:14:10
the conversation once more.

• Play Track 3 again. Students mark which case REVISION: READING
the sentences are talking about.
TRICKS OF THE TRADE
ANSWER KEY This is a good opportunity to revise key reading
Case 1: 2, 5, 7. Case 2: 3, 8. Case 3: 1, 4, 6. strategies. You may want to do it as a whole-
class activity, or you may want to refer students
TRICKS OF THE TRADE to pages 8 and 9 of the Student’s Books.
Finish both the listening and the reading part
by checking students’ answers. You can do
it as a whole class activity, or, if you want to • Have students read the instructions and the
engage students more and encourage learning headings first. Remind them that there are two
independence, provide them with an answer headings they don’t need.
key. They can compare their answers to the • Students scan the texts and match the
answer key in small groups or swap workbooks headings with the paragraphs.
between themselves and correct their
classmates’ work. You can make the answer ANSWER KEY
key into a handout for every individual student, 2, 1, 4
pairs of students or groups, or you can show it
using an OHP, if available. Discuss the answers Exercise 1 b), p. 58
as a follow-up activity, encourage students to • Tell students they should read the text again
identify questions and exercises that have been and decide who said the sentences in the
difficult, analyse why they were problematic and exercise.
UNIT 2 REVISION
165
UNIT 2
• Encourage students to underline key false or DS if the information isn’t stated in the
information in the text and use different text.
colours for a better overview. • Recommend students find and underline
ANSWER KEY the actual parts of the text that support
or dispute the statements.
Marko: 3, 8. Fiona: 1, 5, 7. Leo: 2, 4, 6.
• Students read the text and mark the
sentences.
REVISION: READING
ANSWER KEY
1
a) Three people are talking about their most special memories. Read, and match the texts to the appropriate
headings. There are two headings you do not need.
1 F, 2 F, 3 T, 4 DS, 5 F, 6 T, 7 DS, 8 T
1 Wish You Were Here 2 Noise for the Boys 3 Hugs and Kisses 4 Go With the Flow 5 Friendship
It’s one of those moments frozen in time: a battle of the giants. My family and I spent
the whole day preparing for it. We cheered and sang chants, and we couldn’t wait for it to
begin. Megaphones, horns, whistles: you name it, we had it. And we were loud! As the
national anthem played, I was holding back the tears. I couldn’t believe how proud I felt. 1
a) Freddie is writing about powerful women for his column The Interesting Side of History. Read the text,
The opponents scored the first goal, which pushed our boys into action. They were running and complete it with the missing sentence parts A–J. There are two sentence parts you do not need.
all over the pitch trying to get every ball as if their lives depended on the match. They knew that the
whole nation was watching them and cheering for them. There was no doubt that we deserved to win Did you know that Queen Elizabeth II, born on 21 April 1926 in London, celebrates
that game. And, for the first time ever, we fought our way into the World Cup final. I cried like a baby. two birthdays? She celebrates her actual birthday in April with her family, and
(Marko, 23) the official birthday (1) _____. This tradition started with King George II in the
18th century. The King’s birthday was in autumn, which wasn’t suitable for
It was one of the best days of my life. From the very moment I woke up, everything a big public party because of the bad weather, (2) _____. Being the king
went as planned. While I was brushing my teeth, the doorbell rang. It was a delivery man isn’t all that bad, wouldn’t you agree? The Queen grew up with all the
with a giant bouquet of tulips and a note saying ‘Forever mine...’ My heart smiled; I privileges of a member of the royal family, too, (3) _____. At the age of 14,
couldn’t wait! I just loved the buzz of the day, friends and neighbours coming, everybody she gave radio speeches addressed to all the British children who were
singing from the early morning. I was so excited and overwhelmed, but at the same time forced to leave their homes and families due to World War II. She tried to
deeply sad. I couldn’t explain it. I felt there was a piece of me missing. There’s a memory from calm them and assure them (4) _____. She never doubted the British victory.
that day that I hold very dear. It’s when my dad saw me in my wedding dress and said ‘You’re She also volunteered and trained with other British women in the armed forces
beautiful... just like your mum was. She would be so proud to see you wearing it.’ And that’s when I to be a lorry driver and mechanic.
realised where my sadness was coming from. Tears started rolling down my cheeks. (Fiona, 31)
Elizabeth was crowned in 1953 at the age of 27. For the first time in history, people around the world were
Last summer I went to Brighton with two of my friends, Lucas and Russell. It was my able (5) _____. After her coronation, the Queen went on a six-month journey with her husband and two
first time on a one-day trip only with my friends, we were all very excited! While we were children, on which they visited 13 countries of the Commonwealth. When they returned home from the
on the train, we passed the time going through the itinerary that we’d made. We wanted long voyage, thousands of people, including the Queen Mother, waited for them on the banks of the River
to visit the city’s most famous sights and some vintage shops, and go up a 162-metre-high Thames. There was even a huge message on Tower Bridge saying ‘Welcome home’. From the early days of
observation tower for the best views of the city. After an hour and a half, we finally arrived! her reign, the queen has shown great respect for all the nations in the Commonwealth (6) _____. She once
We were walking through the old shops in the Lanes when we suddenly emerged onto the seafront. It said that diversity is a strength, not a threat.
was so hot that we forgot all about our plans as soon as we saw the beach. We had loads of fun that
The image of the royal family has changed a lot from the old days. Queen Elizabeth II has done a lot to
day! We met lots of other teenagers, went to an amusement park, enjoyed the sunshine and learned a
valuable lesson: sometimes it’s better not to have a plan. Just let go, and see what happens! (Leo, 16) show a less traditional image of the royal family in recent years. During her reign, (7) _____, such as the
introduction of colour television, mobile phones and the Internet. The queen has always been very up to
______ / 3 date with modern technology. She was the first monarch to send an e-mail, to set up a YouTube channel,
and to tweet. At the age of 93, in her attempt to modernise the monarchy even more, (8) _____! In 2021, the
b) Read the text again. Who says what? Write M for Marko, F for Fiona and L for Leo.
queen turned 95. She has had the longest reign in Britain so far. She has even beaten her great-great-
Who says that… grandma, Queen Victoria, who was the longest-reigning monarch until 2015. There’s nothing else to say but
1 they felt happiness and sadness at the same time? ____________________ to wish the Queen many happy years to come!
2 they travelled by rail? ____________________
3 they took pride in the representatives of their country? ____________________ A but that didn’t spoil her G helped create a multicultural Britain
B she’s witnessed many technological changes H so he decided to move the ceremony to the
4 plans don’t always work out? ____________________
C party took place in summer sunny month of June
5 they cried when they realised something? ____________________
D and pride in the cultural diversity of the British I that everything would work out for the best
6 they didn’t spend the day with their parents? ____________________ E she even published her first Instagram post J to watch the coronation of a monarch on black-
7 they received a present that day? ____________________ F in June with the people of Britain and-white TVs
8 they were noisy when cheering? ____________________
______ / 8
______ / 8
58 b) Read the text again. Are the sentences true (T), false (F), or it doesn’t say (DS)?
1 The tradition of two birthday celebrations dates back about one hundred years.

2 The Queen gave television broadcasts as a teenager.
3 Children were evacuated from the war zone during World War II.
4 The Queen continued working as a mechanic after her training in the army.
Exercise 2, p. 59 5 Since she was crowned, the Queen has spent less than half a year abroad.
6 The Queen believes British people should not feel threatened by multiculturality.
7 The Queen posts on Instagram every day.
• Explain that Freddie is writing a text about 8 Queen Victoria’s reign was the second-longest of any British monarch.
Queen Elizabeth for his column. Some parts of ______ / 8

59
the sentences are missing. Warn students that Hello World 8 RB 2021.indb 59 29.7.2021. 16:14:16
there are two sentence parts they don’t need. • At this point, you can GO DIGITAL to
• Remind students that they can always further practise reading and listening.
cross out the sentence parts they have
used or that they are sure about. ENDING THE LESSON
• Students read the text and fill in the missing LANGUAGE MATTERS, p. 47
parts. • Direct students to the third part of the
ANSWER KEY LANGUAGE MATTERS section in the Student’s
Book. Go through it and discuss the questions.
1 F, 2 H, 3 A, 4 I, 5 J, 6 D, 7 B, 8 E
• End the lesson with a revision of unit
Exercise 2 b), p. 59 vocabulary. Tell students to go through the
Word list once more and circle the words they
• Students read the text again and mark the
find difficult to remember. Next, they should
given sentences T if they are true, F if they are
underline words connected to history in blue,
166 LONDON CALLING

Re
vis
ion
those connected with crime in red and those
that can be used to create an atmosphere in
writing in green.
TRICKS OF THE TRADE

Learning vocabulary in semantic groups makes
it easier to remember the words and colour
coding helps visual learners when memorising.

167
Lesson 1
UNIT 3
UNIT 3 ITCHY FEET • Let students share their ideas.
READY, SET, GO! • Encourage students to speak in English

but accept expressions in Croatian. Help
Svijet oko mene / Putovanja / students if necessary.
NASTAVNA TEMA
Drugi i drugačiji
NASTAVNA JEDINICA
Learning by doing!
ANSWER KEY
PREDVIĐENI BROJ SATI 1 Students’ answers.
A.8.1., A.8.2., A 8.3., A.8.4.,
C.8.2., C.8.3., C.8.4., C.8.5.
TRICKS OF THE TRADE
DJELATNOST (I) U FOKUSU Govorenje, slušanje, čitanje Itchy feet: to want to travel to different places;
Nazivi gradova na Jamajci, to want to leave something such as a job or a
pojmovi vezani uz Jamajku: relationship and start something new. (Source:
VOKABULAR
Kingston, Montego Bay, the
Taino people, Patwa Macmillan Dictionary)
KOMUNIKACIJSKO- Govorenje o Jamajki,
govorenje o putovanjima MAIN PART
JEZIČNA KOMPETENCIJA
MEĐUPREDMETNE TEME MEET AMELIA!
A.3.1., A.3.2., A.3.3., B.3.2.,
B.3.4. Video 3
A.3.1., A.3.2., A.3.3., B.3.1.,
Učiti kako učiti
C.3.3., D.3.1., D.3.2.
Exercise 1, p. 48
A.3.1., A.3.2., C.3.1., C.3.2., • Introduce the new character, Amelia. Explain
Uporaba informacijske i
C.3.3., C.3.4., D.3.1., D.3.2., to students that Amelia is from Montego Bay in
D.3.3.
Jamaica.
Geografija Geografski položaj • Students look at the photo and then close
Jamajke, označavanje their eyes and imagine they are there.
gradova na karti Jamajke
MEĐUPREDMETNO
Hrvatski jezik Slušanje s • Make enough copies of the photocopiable
POVEZIVANJE
razumijevanjem, idiomi mind map template (Resource Bank, Resource
Povijest Vojno-politički savezi 38, pp. 406-412) and distribute it to students.
i odnosi među državama
Students fill in the mind maps with the things
they can see, touch, smell, taste and hear.
DIGITALNI SADRŽAJ IZZI Video Meet Amelia! • At the end of the lesson, you may want to
use the mind map and let students add
STARTING THE LESSON new information that they have learned
in the lesson, using another colour.
• Discuss the title of the lesson with your
students. • In small groups, students compare their mind
maps with their classmates’. Let students
• Have students look up the meaning of the report their ideas back to the class.
expression itchy feet in a dictionary.
• If possible, allow students to use an ANSWER KEY
online monolingual dictionary or bring a Students’ answers.
printed dictionary to class.
• Allow some time for students to leaf through Exercise 2, p. 48
the unit. • Brainstorm students’ ideas about Jamaica to
find out what they already know.
• In small groups, students discuss the
connection of the topics with the title and the • In pairs, students go through the words
topics they are interested in and would like to and think about how they are connected to
learn more about. Jamaica.
168 ITCHY FEET

!
go
169
5.10.2021. 7:17:20
t,
se
y,
ad
Re
ITCHY FEET KICK-O
UNIT 3
FF!
READY, SET, GO!

ON THE HOME STRETCH
Are all things travelling right up your alley? Does meeting people
from different cultures float your boat? If yes, kick into high gear
> Look at the title of the Unit. What do you think it means? Look it up in a dictionary. and consider tourism as your future profession!
> Flip through the Unit. How is the title connected with its content? 1 What is tourism? Work in groups, and come up with a definition.
> Which lesson seems most interesting to you? Why? 2 Tourism offers a wide variety of professions to choose from. Discuss
how the following are connected with tourism, and add a few more.
What knowledge and skills do you need to work in them?
travel agent receptionist chef event organizer interpreter
tour guide PR manager web designer journalist air cabin crew
3 Look at the idioms in colour in the introduction. What
RE ADY, SET, GO!
do they mean? Find some more travel idioms, and
illustrate their meaning in your notebook.
LEARNING BY DOING!
PROJECT 3: LET’S GET THE SHOW ON THE ROAD!
> If you’re not interested in a classic ‘sun, sea and sand’ holiday, this is the project for you! Although travelling round the globe is
considered expensive, today people can explore more and travel farther without spending a lot of money. So get your backpacks ready,
and see where your budget can take you!
MEET AMELIA!
1 How much money would you like to 2 Choose your destination, and start planning the trip. What
1 Amelia is from Montego Bay, Jamaica. Look at the spend? Set a budget. What does it do you need to do before you leave? Is there anything you
photo. Close your eyes, and imagine you are there. have to cover besides transport and need to buy before starting your adventure? What would
Use your five senses to say what you can see, smell, accommodation? Make a list of all you like to see and do at your destination? Make a detailed
touch, taste and hear. the important things, such as food, itinerary, and keep track of all your expenses. Psst... there
tours, tickets and local transport. are lots of useful websites and travel tools to help you stay
within your budget!
2
3 How are the words below connected with 3
Jamaica? Watch the video, and check. Done planning? Prepare a
presentation for your classmates.
the Caribbean Sea the Taino people West Africa Show them your itinerary, and tell
them more about your destination.
the Commonwealth Patwa Kingston Montego Bay
Make sure you include some photos
and say something about its sights,
3 Listen to Bobby McFerrin’s people, places and culture. Who
3 Watch the video again. Take notes, and answer the questions. song Don’t Worry, Be Happy. knows? You might inspire them to
What is it about? Do you like turn your imaginary adventure into
1 Where is Jamaica located? Show it on the map at the end of
it? Why (not)? Find out how it a real one some day!
your Student's Book.
is connected with Jamaica.
2 Why is the Jamaican motto ‘Out of Many, One People’?
3 What is the relationship between Jamaica and the UK?
4 Which two languages are in use in Jamaica?

48 49
UNIT 3
Play Video 3. Students watch the video • If necessary, explain any new vocabulary.
and check whether their guesses were Suggested vocabulary: turquoise,
correct.
1 country indigenous, sugar cane, summarised,
• Check answers as a class. bilingual, bustling, upbeat music, get
jamming.
Video 3 ANSWER KEY
Do you like what you’ve heard and seen so far? If you’ve
enjoyed the beats of reggae, and the pictures of sandy
Students’ answers. The Caribbean Sea: Jamaica
beaches, endless sunshine and turquoise seas, then is located in the Caribbean Sea. The Taino people:
this is the place for you: welcome to Jamaica! My name Jamaica’s first inhabitants, indigenous people of the
is Amelia, and I’m going to show you why I think my Caribbean. West Africa: The first slaves from West
home country of Jamaica is the most beautiful of all the Africa were brought to Jamaica by Spanish colonists.
Caribbean islands. Jamaica is an island nation located
in the Caribbean Sea. Around 2.8 million people call it
The Commonwealth: Jamaica is a member of the
their home. It’s the third-largest Caribbean island, right Commonwealth. Patwa: Jamaican Patois, a Creole
after the islands of Cuba and Hispaniola, which is made language, is a mix between English and the West
up of the Dominican Republic and Haiti. Christopher African languages that slaves brought to Jamaica
Columbus was among the first Europeans to admire centuries ago. Kingston: the capital of Jamaica.
its wonders. He called it Santiago, but the name didn’t
catch on. Instead, the island got its name after the Taino
Montego Bay: Amelia’s hometown.
word ‘Xaymaca’, meaning ‘the land of wood and water’.
The Taino, Jamaica’s first inhabitants, were once the TRICKS OF THE TRADE
most numerous indigenous people of the Caribbean.
However, they were conquered by the Spanish colonists The Commonwealth is a political association
and almost became extinct: some managed to escape,
but a lot of them died of European diseases, starvation
of 54 member states, almost all of which are
and overwork. The first slaves from West Africa were former territories of the British Empire.
brought in at that time. Then, in the mid-17th century,
the British came, forced the Spanish to leave, and made Exercise 3, p. 48
Jamaica part of the British Empire. Many more African
slaves were shipped to work on sugar-cane plantations. • Have students go through the questions first.
That’s why the majority of Jamaicans today are of African
ancestry. This mix of European and African cultures • Instruct them to watch the video again and
is nicely summarised in our nation’s motto: ‘Out of take notes.
Many, One People’. Jamaica became an independent
country in 1962, but it has remained a member of the • Play Video 3 again.
Commonwealth. Since the 1950s, a lot of Jamaicans • Prepare a map of Jamaica or show it via
have emigrated to the UK, the USA and Canada. They
have taken Jamaican culture, traditions and music with an OHP (Resource Bank, Resource 39, pp.
them, making Jamaica recognisable around the world. 406-412).
English is the official language in Jamaica, but people also
speak Jamaican Patois, or Patwa. It is a Creole language, • Check answers as a class and ask students to
resulting as a mix between English and the West African find the places mentioned in the video on the
languages that the slaves brought to Jamaica centuries map.
ago. Even though it is based on English, it’s difficult to
understand. See for yourself: ‘Weh yuh a seh? Mi deh try ANSWER KEY
call yuh! ’. Did you get it? It means: ‘How are you doing?
I’ve been trying to call you! ’. My family speaks Patwa at 1 Jamaica is located in the Caribbean Sea. 2 ‘Out of
home, just as many other bilingual families do. Kingston Many, One People’ is the Jamaican motto because
is the capital of Jamaica, and it’s also its largest city. It’s it summarises the mix of European and African
a good place to start exploring and to feel the pulse of cultures in Jamaica. 3 In the mid-17th century, the
Jamaica; its open-air markets, bustling streets, welcoming
people and upbeat music are just some of the things that
British came to Jamaica and made Jamaica a part of
will blow you away! If you’re a fan of outdoor activities, the British Empire. Jamaica has remained a member
you’ll love exploring Jamaican nature, and you’ll easily of the Commonwealth. A lot of Jamaicans have
understand how Jamaica got its nickname, the ‘Jewel of emigrated to the UK, the USA and Canada. 4 The
the Caribbean’. If you have enough time, you could plan English language and Jamaican Patois, or Patwa.
a visit to other cities, too! You could come to Montego
Bay, my hometown. Lying on the northern coast, it is
the fourth-largest urban centre, after Spanish Town and CURIOUS ME!
Portmore. My family owns a tour agency there, and I look
forward to taking you on a tour of my favourite places! Refer students to the Curious me! section and
Let’s get jamming! assign it as optional homework.
170 ITCHY FEET

Re
ad
y,
se
t,
go
• If possible, play Bobby McFerrin’s song Don’t
!
UNIT 3
Worry, Be Happy to students. READY, SET, GO!
• Discuss with students what the song is about
and if they like it or not.
1
• Have them report how the song is connected
Read these descriptions, and match them to the places on the map.
2
This is the largest island country in the Caribbean Sea. Its capital is Havana.
with Jamaica at the beginning of the following This is the second-largest island in the Caribbean, and it has two countries
on it. It is the most populous island here.
lesson. 1
This independent country, where Diego’s family in Unit 1 comes from, is a
commonwealth of the United States.
The distance between Jamaica and this US state is about 1,150 km.
This is Jamaica’s capital and its largest city. It is located on the southeast
TRICKS OF THE TRADE coast of Jamaica.

This is the fourth-largest city in Jamaica, located in the northwest. It’s
Amelia’s hometown.
The song Don’t Worry, Be Happy by Bobby 2
McFerrin became an unofficial anthem in

Jamaica after Hurricane Gilbert struck the island Montego
in September 1988, at the same time when Bay

3 5 6
4
the song was released, and caused months of Kingston
hardship to the population, killing hundreds of 2 2
How much do you remember about Jamaica? Do the quiz! Circle the correct option.
1 People in Jamaica speak a) one official language. b) two official languages.
people. 2 The population of Jamaica is

3 Jamaica is a member of
a) 28 million.
a) the Commonwealth.
b) 2.8 million.
b) the European Union.
4 The Taino word ʻXaymaca’ means a) the jewel of the Caribbean. b) the land of wood and water.
5 Patois is a Creole language. a) English and West African b) English and the
It is a mixture of languages. Taino language.
WORKBOOK PRACTICE 6 Jamaica is the birthplace of a) reggae music. b) jazz music.
Exercise 1, p. 60 Curious me!

What do the colours on the
• Have students study the map. Jamaican national flag stand for?
• Students read the descriptions and match 60

them to the places on the map. Hello World 8 RB 2021.indb 60 29.7.2021. 16:14:18

READING
ANSWER KEY Exercise 3, p. 61
2 5, 4, 6, 1, 3 • Students read the instructions to the exercise.
Exercise 2, p. 60 • Let them look at the pictures.

• Explain to students that they will do a short • Students read the texts and write the hashtags
quiz to find out how much they remember under the pictures.
about Jamaica. • In a lower-ability class, you may want to
• Students do the quiz and circle the correct explain the new vocabulary. Suggested
options. vocabulary: hummingbird, saltfish, coat of
arms.
ANSWER KEY
ANSWER KEY
1 a), 2 b), 3 a), 4 b), 5 a), 6 a)
Students’ answers. / Suggested answers: 2
#nationalflower #woodoflife 3 #nationalfruit, #ackee,
CURIOUS ME!
4 #outofmany, #coatofarms
assign it as optional homework.
READING
• Have them report what they have found out
about the colours on the Jamaican national
flag at the beginning of the following lesson. • Have students read Amelia’s text and write an
appropriate heading.
• Give students some time.
READY, SET, GO!

171
UNIT 3
We’ve been on this project for three months,
ANSWER KEY but we’re on the home stretch now.
Students’ answers. / Suggested heading: The history The Oscars race will enter the homestretch
of Jamaica after this weekend.
Exercise 4 b), p. 61 • Have students read the introductions but

• Students read the text again and put the explain that you will return to the idioms later.
paragraphs in the correct order.
TRICKS OF THE TRADE
Home stretch: the last part of something that
ANSWER KEY is being done; the last part of a race or other
activity. (Source: Cambridge Dictionary)
5, 3, 2, 6, 1, 4
Exercise 1, p. 49
3
READING Amelia has written a short article about Jamaican national symbols for the website of her
family’s tour company. Read the text, and write hashtags under the pictures. The first one has been
• Write tourism in the middle of the board and
done.
brainstorm students’ ideas about it and all the
1 The ‘Doctor Bird’ is our national bird. It lives only in Jamaica, but that’s not the only
thing that makes it special. It’s a type of hummingbird with unique colours, which words they associate with it.
change in different types of light.
#doctorbird #nationalbird
• As students say their ideas, write them on the
board.
2 Our national flower is as beautiful as our national bird. Also indigenous to Jamaica,
its Latin name, Lignum Vitae, means ‘the wood of life’. People believe it got its name
because of its medicinal qualities.
3 Ackee is the Jamaican national fruit. It is soft and creamy on the inside, and it tastes a
bit like peas. It was probably brought on slave ships from West Africa. Now it grows all
over the island, and its fruit is part of our national dish: ackee and saltfish. Yum!
4 Jamaican people are proud of our coat of arms and the motto on it: ‘Out of Many,
One People’. The motto refers to many people of different origins living in peace and
unity on the same island.
tourism
4 a) READING Read Amelia’s text. What is it about? Write an appropriate heading. Be careful: the
paragraphs are mixed up.
In 1655, Jamaica came under British rule, and the Spanish were forced to leave the island. Slave traffic
and European immigration continued. Jamaica was an important colony for the British.
The Spanish ruled Jamaica for almost a century and a half. The Taino became almost extinct under their
rule. Many of them died of European diseases. Some were enslaved and overworked by the Spanish. • In groups, students try to come up with a
Some managed to escape.
On his second voyage to the Americas, Christopher Columbus became the first European to discover
Jamaica. In 1492, he claimed Jamaica for Spain. He named it Santiago, but the name didn’t catch on.
definition of tourism.
Jamaica gradually got its autonomy in the early 20th century. On 6 August 1962 Jamaica became an
independent country. It is a member state of the Commonwealth of Nations, with the British monarch as
head of state.
1 Not much is known about the Taino, the indigenous people of the Caribbean. They probably came to the
Caribbean from South America in about 800 AD. They were skilled fishermen and farmers.
The Spanish also started bringing slaves from West Africa to the island. They worked on sugar-cane
plantations under hard conditions. Today, the majority of the Jamaican population is of African ancestry:
ANSWER KEY
they are the descendants of slaves brought to the island by the Europeans.
b) Read the text again. Put the paragraphs into the correct chronological order. The first one has been done. Students’ ideas.
61
TRICKS OF THE TRADE
Tourism – the business activity connected
KICK-OFF! On the home stretch, p. 49
with providing accommodation, services and
• Discuss the meaning of the expression with entertainment for people who are visiting a
students. place for pleasure. (Source: Oxford Learner’s
Dictionary)
• Give students some example sentences with
the expression:
Exercise 2, p. 49
• Students read the instructions to the exercise
and the list of professions connected to
tourism.
172 ITCHY FEET

Re
ad
y,
se
t,
go
• In pairs or small groups, students discuss how • Distribute the photocopiable travelling
!
the professions are connected to tourism and checklist templates (Resource Bank, Resource
add a few more. 40, pp. 406-412) to students, which can help
• Check students’ ideas as a class and write their them in planning their trip.
suggestions on the board. • Students think about the budget, the
• Have students think about the knowledge and destination and the itinerary and complete the
skills needed to work in these professions. checklists.
• Let students share their ideas. • You may want to explain to students that
an itinerary is a detailed plan or route of
ANSWER KEY a journey.
Students’ ideas. • Finally, students decide on presentation
options – a PowerPoint presentation or
Exercise 3, p. 49 a poster talk about their preferences and
• Students go back to the introduction part and the things that they should include in their
look at the highlighted idioms. presentations, including photos and some
information about sights, people, places and
• Discuss the meaning of the idioms with culture.
students.
• If possible, have students go online and find
some more travel idioms. If not, assign this
activity for homework.
• Students illustrate the meaning of the idioms
they have found.
• Let them share their illustrations with the
class.
ANSWER KEY
Right up your alley: to be the type of thing that you
are interested in or that you enjoy doing, float your
boat: to be what someone likes or is interested in,
kick into high gear: to make things happen with
quickness. Suggested travel idioms: a mile a minute,
to travel light, to go off the beaten track, smooth
sailing, jump the track, Sunday driver. (Sources:
Cambridge Dictionary, Urban Dictionary)
ENDING THE LESSON

LEARNING BY DOING!
PROJECT 3: LET’S GET THIS SHOW ON THE
ROAD
• Discuss the title of the project with students.
• Have students read the introduction to the
project.
if necessary.
READY, SET, GO!

173
UNIT 3
1A FEEL THE RHYTHM • Explain to students that the green tasks are
translation tasks, the yellow tasks are explain-
Lesson 1 the-meaning tasks and the black tasks are
correct-the-mistakes tasks.
Svijet oko mene / Putovanja /
NASTAVNA TEMA
Drugi i drugačiji • Suggested tasks:
NASTAVNA JEDINICA Feel the rhythm (1. sat)
green: 1 I don’t really want to go to Europe, but
whatever floats your boat. 4 I didn’t like that
A.8.1., A.8.2., A 8.3., A.8.4.,
film, but I think it would be right up Amy’s alley.
C.8.2., C.8.3. 7 At first, it was difficult to learn the new system.
Govorenje, slušanje, čitanje, However, now it is nothing but smooth sailing for
pisanje everyone.
Vezan uz turizam: five-star
hotel, holiday package, cruise yellow: 2 travel light, 5 go off the beaten track, 8
VOKABULAR
ship, travel guide, sun cream, kick into high gear
city break, adrenaline rush,
tour company, pocket money, black 3 I can’t keep up with Keith. He walks a
day trip, tourist destination
kilometre a minute. 6 Sorry I am late. I got stuck
KOMUNIKACIJSKO- Govorenje o aktivnostima na
odmoru
behind some Monday driver who didn’t want to
JEZIČNA KOMPETENCIJA let anyone pass. 9 It just wasn’t working for us, so
MEĐUPREDMETNE TEME we decided to jump the route and try something
A.3.1., A.3.2., A.3.3., B.3.2., different.
B.3.4.
Učiti kako učiti

A.3.1., A.3.2., A.3.3., B.3.1., MAIN PART
C.3.2., C.3.3., D.3.1., D.3.2.
Uporaba informacijske i C.3.1., C.3.2., C.3.3. SPEAKING
Geografija Krajolik Jamajke, Exercise 1, p. 50
MEĐUPREDMETNO turizam
• Ask students to think about travelling and the
POVEZIVANJE Hrvatski jezik Slušanje i
questions in the exercise.
UDŽBENIK Str. 50. -51. • Students make their own top-five lists.
• In small groups, let students discuss their lists.
Dodatni zadatci za
DIGITALNI SADRŽAJ IZZI uvježbavanje na digitalnoj • Have volunteers share the most interesting
platformi IZZI
top-five lists.
STARTING THE LESSON ANSWER KEY
• If you have assigned the Curious me! section Students’ answers.
for homework, have students report how the
song Don’t Worry, Be Happy is connected to CURIOUS ME!
Jamaica and what they have found out about
the colours on the Jamaican national flag. If available and if there is enough time, let
students research the difference between the
• Play a version of the Noughts and crosses words travel and journey. Have them report
game with students (see Games and Activities what they have found out. This task can also be
on pp. 394-398) to revise travel idioms from assigned for homework.
the previous lesson.
• Draw a 3x3 grid on the board and, if possible, • You may want to add the word trip for
colour it in the suggested colours. students to research, too.
1 2 3 TRICKS OF THE TRADE

4 5 6
Travel: verb; to go from one place to another,
7 8 9
especially over a long distance. Journey: noun;
174 ITCHY FEET

Le
ss
on
1
1A FEEL THE RHYTHM
1
on
ss
Le
I can talk about holiday activities.
1 Think about travelling, and make some top five lists for yourself. Think about the Curious
following: me!
1 why travelling is a good thing 3 places you would like to visit What is the difference
2 favourite holiday activities 4 things you would never travel without between the words
travel and journey?
VOCABULARY Tourism
2 a) Make phrases by putting one term from box A before one from box B. Write them down in your notebook.
How many phrases can you make?
A B
five-star holiday cruise travel rush money cream company
sun city adrenaline tour guide hotel trip break
pocket day tourist package ship destination
b) Work in pairs. Choose some phrases from Exercise 2 a), and think about their definitions. Take turns, and
quiz each other.
3 a) 3.1 LISTENING Amelia’s parents own a small tour company. Amelia often spends her summer holidays
helping them out. Listen to what she says. Which phrases from Exercise 2 a) does she mention?
b) 3.1 Listen again, and answer the questions.

1 How does Amelia earn her pocket money? 3 Why does she do all the work on the computer?
2 What are her duties in the company? 4 What is her favourite type of holiday package? Why?
4 a) READING Look at some of the ads for holiday packages Amelia has created for the website of her family’s
tour company. Match them to their titles.
A Day to Remember! Snorkel. Breathe. Repeat. Love in Paradise Get Your Heart Pumping
b) Read the ads again, and complete them with the phrases below.
sun cream five-star hotels cruise ships adrenaline rush
1 2 3 4
Leave ordinary life Time to slow down! Tired of sailing on Looking for a relaxing
behind and go on Go slow rafting by (3) ___________________? holiday? Forget about
an adventure! Take day, and enjoy the It’s dive o’clock! Go (4) ___________________!
an ATV ride, or slide Glistening Waters snorkelling or scuba Enjoy your stay in a
on a zip-line across at night. Pack your diving; treat yourself to romantic cottage on this
beautiful waterfalls on (2) ___________________ a world of underwater beautiful sandy beach.
this amazing day trip – for the day and your colour, and discover the It’s a perfect getaway for
(1) ___________________ jacket, and join us on magic of the Caribbean. your honeymoon!
guaranteed! a day trip you’ll never
forget!
50
1A FEEL THE RHYTHM

175
UNIT 3
an act of travelling from one place to another, • Students listen to Amelia and tick the phrases
especially when they are far apart. Trip: noun; a from Exercise 2 a) in their notebooks.
journey to a place and back again, especially a • Check answers as a class.
short one for pleasure or a particular purpose.
(Source: Oxford Learner’s Dictionary) Track 3.1
Welcome to Jamaica, one of the most popular tourist
VOCABULARY Tourism destinations in the world! A lot of tourists visit us during
the summer, which means I can earn some pocket
money by helping my parents out in our tour company.
Exercise 2 a), p. 50 But, to be honest, I don’t work very hard. My parents
• Students go through the words from box A and are not very good with computers, so from time to
box B. time they ask me to create some ads for our holiday
packages. It’s not as easy as it sounds, though. We offer
• Have them match the terms – one from box A lots of different kinds of activities, so it can be very
challenging to come up with original and interesting
and one from box B – to make phrases. texts for them all. That’s why my favourite packages to
• Instruct students to write down the phrases in write about are city breaks; you can never run out of
things to do in Montego Bay or Kingston! Other than
their notebooks. doing this, I also keep our company website up to
date, and I sometimes answer our guests’ e-mails and
• Check answers as a class. online comments. I often hang around at the company,
• Explain any new vocabulary, if necessary. so I tell tourists what is included in our day trips, give
them our island travel guides, and inform them about
the prices and timetables of the tours. And when I’ve
ANSWER KEY finished working, I do what I always advise our guests
five-star hotel, holiday package, cruise ship, tourist to do: hit the beach and have fun with my friends!
destination/guide, sun cream, city break, adrenaline
rush, tour company, pocket money, day trip, travel ANSWER KEY
guide/destination
tourist destination, pocket money, tour company,
holiday package, city break, day trip, travel guide
• In pairs, students choose some phrases from Exercise 3 b) p. 50
Exercise 2 a) and think about their definitions. • Draw students’ attention to the questions.
• Students take turns and quiz each other to try • Instruct them to make notes while listening to
to guess the phrase. the track again.
• To make the activity more fun, have • Play Track 3.1 again.
students come up with some funny pairs.
For example: pocket hotel, sun company, • Check answers as a class.
day cream, five-star rush, etc. Let them • At this point, you can GO DIGITAL and
share the funniest examples. practise listening further.
Students’ answers. 1 She helps her parents out in their tour company.
2 She creates ads for their holiday packages, keeps
their company website up to date, and sometimes
LISTENING answers our guests’ e-mails and online comments.
Exercise 3 a) p. 50 She also tells tourists what is included in their
day trips and informs them about the prices and
• Explain to students that Amelia’s parents own timetables of the tours. 3 She does all the work on
a small tour company, and that Amelia often the computer because her parents are not very good
spends time helping them. with computers. 4 Her favourite type of holiday
3.1. • Play Track 3.1. package are city breaks because one can never run
out of things to do in Montego Bay or Kingston.
176 ITCHY FEET

Le
ss
on
1
c) Work in pairs. Which tour seems most, and which seems least interesting to you? Why?
5 a) 3.2 LISTENING Listen to three people talking about their upcoming holiday activities. Match the speaker to
the holiday package they would most enjoy (1–3). There is one package you do not need.
A Day to Remember! Snorkel. Breathe. Repeat. Love in Paradise Get Your Heart Pumping
b) 3.2 Listen again. Match the information below to the correct speaker (1–7). There is one sentence you do
not need.
Paul 1 has worked hard on a daily basis 5 loves excitement from time to time
2 hardly ever goes diving 6 spends time abroad every now
Miranda and then
3 does the same thing on summer
Luiz holidays time after time 7 has been under a lot of stress day
4 goes hiking once in a while in, day out
Adverbs of frequency
1 Put these adverbs of frequency in the correct order, from the most often (1) to the least often (8).
occasionally never often hardly ever sometimes always rarely usually
2 Look at the examples below. What do adverbs of 3 Look at the position of the adverbs, and complete
frequency tell us? the rule with before and after.
I am often under a lot of stress. Adverbs of frequency go ___________ most verbs, but
I will never go bungee jumping. ___________ auxiliary verbs (such as ‘to have’, ‘will’,
‘can’, ‘must’ etc.) and after the verb ‘to be’.
I almost never get the chance to explore the marine
world.
6 Do these pairs of words and expressions have similar (S) or different (D) meanings?
1 from time to time / sometimes 4 almost never / hardly ever
2 on a daily basis / often 5 day in, day out / rarely
3 once in a while / occasionally 6 every now and then / always
7 SPEAKING How often do you do these activities during the summer?

snorkelling scuba diving zip-lining camping watching the sunset collecting seashells
playing beach volleyball fishing surfing having a barbecue hiking
8 WRITING Choose a task.

Choose one popular tourist Choose one holiday Work in pairs. Imagine you are at the
destination in Croatia, and package from Exercise tour company. You are interested
create an ad for it. What can you 4 b). Plan your day, and in one of the holiday packages
see or do there? Include some write an itinerary with a in Exercise 4 a). Write a dialogue
interesting photos, and present list of activities you are between you and the travel agent, in
the ad to your classmates! going to do. which you ask about the programme,
prices and timetables. Act it out!
51
1A FEEL THE RHYTHM

177
UNIT 3
READING ANSWER KEY
Exercise 4 a) p. 50 Students’ answers.
• Students first look at the pictures and ads for
WORKBOOK PRACTICE
holiday packages Amelia has created for the
website of her family’s tour company. Exercise 1 a), p. 62
• You may want to ask students to describe • Have students quickly scan the sentences first.
the pictures. • Students then complete the sentences with
• Then they match the ads to their titles. the correct form of the compound nouns.
• Check answers as a class. • Remind students to pay attention to the

singular or plural forms of the compound
ANSWER KEY nouns.
2, 3, 4, 1 • Check answers as a class.
Exercise 4 b) p. 50 ANSWER KEY

• Let students read the ads again and complete 1 day trip, 2 Five-star hotels, 3 holiday packages, 4
them with the missing phrases. sun cream, 5 tour companies, 6 adrenaline rush, 7
travel guide, 8 passport control
• In a lower-ability class, you may want to Exercise 2 a), p. 62
explain the difference between • Let students look at the photos first.
snorkelling and scuba diving to students
• Students match the photos to the activities.
and the meaning of an ATV ride.
• In a higher-ability class, you may want to
ask students to name the activities in the
photos without using the given words.
ANSWER KEY • Check answers as a class.
1 adrenaline rush, 2 sun cream, 3 cruise ships, 4 five-
star hotels ANSWER KEY
3, 7, 9, 11
TRICKS OF THE TRADE 1, 10, 4, 6
Snorkelling is the sport or activity of swimming
underwater with a snorkel. Scuba diving is the
sport or activity of swimming underwater using
special breathing equipment consisting of a
container of air that you carry on your back and
a tube through which you breathe the air
All-terrain vehicles (ATVs) are off-road vehicles
often used for recreation.
Exercise 4 c) p. 51
• In pairs, students discuss which tour seems
the most interesting and which the least
interesting to them and why.
• Give students some time.
• Let students share their ideas.
178 ITCHY FEET

Le
ss
on
1
on
1 1A FEEL THE RHYTHM
ss
b) WRITING What would your perfect weekend getaway be like? Where would you go? How would you get
Le
there? Where would you stay: at a campsite, in a hotel, or somewhere else? What activities would you engage
in? Plan your weekend, and write a two-day itinerary. Include some of the activities from Exercise 2 a).
VOCABULARY ______________________________________________________________________________________________________
1 a) Complete these sentences with the correct form, singular or plural, of the compound nouns below. ______________________________________________________________________________________________________
There are two compound nouns you do not need. ______________________________________________________________________________________________________
travel guide traffic jam five-star hotel sun cream tour company day trip
My... GRAMMAR! Adverbs of frequency
holiday package adrenalin rush passport control beach time
3 Put these words in the correct order.
1 We went on a __________________________________ to Kingston three days ago, and we’re planning on going
back again before we leave Jamaica. We didn’t have enough time to see everything we wanted to. 1 has / adrenalin-rush activities / Paul / loved / always
2 __________________________________ are something not everyone can afford, but staying in them is really ___________________________________________________________________________________________________
great. My favourite thing about them is the tiny, fancy shampoo bottles you find in the bathroom. 2 hardly ever / Paul / diving / goes
3 Last-minute __________________________________ are a great option for those who aren’t sure where to
___________________________________________________________________________________________________
travel next or for those who forget to book their holidays on time!
4 Whenever you’re at the beach, you should use __________________________________. It can be dangerous to 3 felt / Miranda and her friends / while / bored / on the cruise ship / travelling / sometimes
stay out without it for a long period of time. ___________________________________________________________________________________________________
5 These days, __________________________________ offer great choices for travellers. You’ll certainly find 4 never / Miranda / a reality show / participate / is / in / going to
something you like, whether you want to spend a calm day in a picturesque Italian village or book an ___________________________________________________________________________________________________
adventure tour in a Vietnam rainforest.
5 a lot of stress / has / felt / under / Luiz / often
6 Activities such as zip-lining and bungee jumping are perfect for those who like to feel an
___________________________________________________________________________________________________
______________________________ once in a while. Not me, though: I prefer calmer holidays.
7 Before going somewhere on holiday, it’s a good idea to read a __________________________________ and 6 to / occasionally / spend time alone / want / Luiz and his wife
learn a bit more about the place you’re visiting. ___________________________________________________________________________________________________
8 When you’re at an airport, you have to go through __________________________________ before you board an
international flight. 4 Complete these sentences with the verbs and adverbs in brackets. Use the correct form of the verb, and
put the adverb in the correct place.
b) Choose three questions, and answer them in your notebook.
1 Since we first set off, our trip advisor, Ms Shakera, ____________________________________ (always / be) kind
1 Do you have a travel guide at home? Which one(s)?
and professional.
2 Find out the name of one five-star hotel in your country. What amenities does it offer?
3 Which sun-cream factor do you use? 2 I ____________________________________ (travel / often) during the summer, but rarely during the winter.
4 Is there a tour company where you live or in a nearby town? Find out about one holiday package that it offers. 3 They ____________________________________ (rarely / watch) TV while on holiday.
5 What gives you an adrenalin rush?
4 Mr Lakeson ____________________________________ (help / sometimes) our clients plan their itineraries,
6 How do you deal with traffic jams?
especially when other employees take sick days.
2 5 Martha ____________________________________ (usually / travel) with her best friends, Livia and Evie.
2
a) Match the photos with the names of the activities. There are three activities you do not need.
1 snorkelling 2 scuba diving 3 zip-lining 4 camping 5 watching the sunset 6 collecting seashells 5 a) Answer these questions about yourself. Use never, hardly ever, rarely, sometimes, usually, often or always.
7 beach volleyball 8 fishing 9 surfing 10 having a barbecue 11 hiking ME MY CLASSMATE
1 How often do you watch the sunset? ____________________ ____________________
2 How often do you travel by boat? ____________________ ____________________
3 How often do you visit other countries? ____________________ ____________________
4 How often do you go hiking? ____________________ ____________________
5 How often do you do something relaxing? ____________________ ____________________
6 How often do you speak foreign language(s)? ____________________ ____________________
7 How often do you use sun cream in the summer? ____________________ ____________________
8 How often do you stay at five-star hotels? ____________________ ____________________
b) Now interview your classmate, and write down their answers.
62 63
ENDING THE LESSON HOMEWORK
WORKBOOK PRACTICE WB p. 62, Exercise 1 b)
WRITING • As you will be doing a writing task in the

next lesson that should include some
Exercise 2 b), p. 63 photos, instruct students to bring a few
• Students read the instructions to the exercise. photos or pictures of popular tourist
Make sure they understand what is expected destinations in Croatia.
of them.
• Give students some time to think about their
perfect weekend getaway and plan a two-day
itinerary. Remind them to use some of the
activities from Exercise 2 a).
• You may want to set a certain time limit
for students, e. g., three minutes.
• Let volunteers share their itineraries.
• You may want to have a class vote on the
best or the most exciting weekend
getaway.
1A FEEL THE RHYTHM

179
UNIT 3
Lesson 2 holiday or weekend break spent in a city,
travel guide – a book or other work designed
NASTAVNA TEMA
Svijet oko mene / Putovanja / to give tourists and other visitors information
Drugi i drugačiji
about a particular country or area, day trip
NASTAVNA JEDINICA Feel the rhythm (2. sat)
– a journey in which a person goes to visit a
PREDVIĐENI BROJ SATI 1 place and then returns home on the same day.
A.8.1., A.8.2., A 8.3., A.8.4., (Sources: Merriam-Webster Dictionary, Collins
C.8.2., C.8.3., C.8.4. Dictionary, Cambridge Dictionary)
Govorenje, slušanje, čitanje, • In a higher-ability class, you may want to
pisanje
leave the words off of the board and
Prilozi učestalosti: always,
never, sometimes, often, challenge students to think of the words
GRAMATIKA
usually, seldom, occasionally, themselves.
hardly ever
KOMUNIKACIJSKO- Govorenje i pisanje o MAIN PART
učestalosti aktivnosti na
JEZIČNA KOMPETENCIJA odmoru
LISTENING
MEĐUPREDMETNE TEME

A.3.1., A.3.2., A.3.3., B.3.2., Exercise 5 a), p. 51
B.3.4., C.3.4.
A.3.1., A.3.2., A.3.3., A.3.4.,
• Before doing the exercise, you may want
Učiti kako učiti B.3.1., B.3.2., B.3.3., B.3.4., to quickly revise the texts describing four
C.3.2., C.3.3., D.3.1., D.3.2. holiday packages from the previous
Poduzetništvo A.3.1. lesson.
MEĐUPREDMETNO čitanje s razumijevanjem, • Elicit the names of the four holiday
POVEZIVANJE prilozi učestalosti packages and, optionally, write them on
Geografija Turizam the board.
• Say some words and expressions and
have students decide which of the four
Dodatni zadatci za
DIGITALNI SADRŽAJ IZZI uvježbavanje na digitalnoj tours they are connected to. Suggested
platformi IZZI words and expressions: Get Your
Heart Pumping – ATV ride, waterfalls,
STARTING THE LESSON adrenaline rush; A Day to Remember –
• Check homework as a class. slow rafting, Glistening Waters, sun cream;
Snorkel, Breathe, Repeat – cruise ships,
• If you have assigned the Curious me! section scuba diving, underwater colour; Love
for homework, have students report about in Paradise – five-star hotels, romantic
the difference between the words travel and cottage, sandy beach
journey.
• Students listen to three people talking about
• Play a version of the Definition game (see their upcoming holiday activities and match
Games and Activities on pp. 394-398) with the speaker to the holiday package they would
students to revise the vocabulary from the most enjoy.
previous lesson.
• Suggested expressions and definitions: tourist
destination – a place for tourists to visit and • Check answers as a class.
stay, tour company – an organisation or a
firm that makes arrangements for travel and Track 3.2
places to stay, holiday package – a group Paul: When I was young, my holidays used to be all
about the adrenaline rush you get from activities such
of services at a fixed price in which the travel as bungee-jumping or rafting. I must say I prefer less
company arranges your travel, hotels and adventurous holidays now. However, I can’t imagine
sometimes meals for you; city break – a short just lying on the beach all day. I’m still quite physically
active, so I like spending time outdoors. Although I’m
180 ITCHY FEET

Le
ss
on
1
often very busy, I like to go hiking in the hills when I find • In a higher-ability class, elicit the part of
the time. But there’s one thing I’m especially looking speech and usage of the underlined
forward to on my next holiday: jumping into the water
and enjoying the underwater world! I almost never get parts.
the chance to explore marine life, so I think it will be a
nice change. • In a lower-ability class, explain to
Miranda: My friends and I spent our last summer on a students that it is an adverb of frequency.
cruise ship. While it was fun to see so many beautiful
places, we felt a bit bored after some time. Every • Refer students to the My... GRAMMAR! section.
day felt the same to us. Actually, I feel as if almost all In pairs, students put the adverbs of frequency
our summer holidays are the same. That’s why, this in the correct order, from the most often to the
summer, we’re looking for something completely
different for a change. We’re not exactly sporty, but we least often.
love to get our blood pumping from time to time. We’ve
decided we’d like to do something fun, but not too
dangerous; I’m afraid of heights, so bungee jumping is
out of the question. But driving go-karts, cage diving ANSWER KEY
with sharks, or something else exciting, would do just
nicely!
4, 1, 7, 2, 5, 8, 3, 6
Luiz: The last couple of months have been really
hectic, and I’ve been under a lot of stress all the time. • In pairs, students read the examples and
I’ve had no time for doing things I love, such as playing discuss what adverbs of frequency signify in a
football with my friends, because I’ve had to work
long hours almost every day. But what has been even
sentence.
more exhausting than my job is planning the wedding. • Check students’ ideas as a class.
My wife and I got married last week, but we’re still
recovering from all the hard work that we put into
organising everything. We’d like to get away for two ANSWER KEY
weeks, so we’re looking for something where we could Students’ answers. / Adverbs of frequency tell us
relax and spend some time alone. No people, no stress,
no Internet: just the two of us. We desperately need to how often an action happens.
unplug for a while.
• Students look at the position of the adverbs of
frequency in the examples and complete the
ANSWER KEY
rule with before and after.
1 Snorkel, Breathe, Repeat, 2 A Day to Remember, 3
Love in Paradise • Discuss answers as a class.
ANSWER KEY
before, after
• Let students read the information about the
speakers. • Tell students that they have a detailed
• Students listen to the track and match the explanation of adverbs of frequency in the
information to the correct speaker. Grammar Summary on page 129 of their
• Play Track 3.2 again. Student’s Books.
• Check answers as a class. • You may want to give students some

examples of the position of adverbs of
ANSWER KEY frequency in a sentence or, in a higher-
ability class, encourage students to think
Paul – 2, 4; Miranda – 3, 6; Luiz – 7, 1
of their own examples. Suggested
examples: Laura can sometimes hold her
My... GRAMMAR! Adverbs of frequency breath for over a minute. He is usually
ready for work at 6 am. I’ll never make
that mistake again. She must always
• You may want to write the following
listen to her teacher. Ben occasionally
sentence on the board and underline the
misses tennis practice.
adverb of frequency:
Paul hardly ever goes diving. further practise adverbs of frequency.
1A FEEL THE RHYTHM

181
UNIT 3
Exercise 6, p. 51 • Collect students’ work and correct it.
• Let students read the pairs of words and You can either underline the mistakes or
expressions and decide whether they have correct the answers.
similar or different meanings. • Discuss answers as a class.
ANSWER KEY
ANSWER KEY 1 has always been, 2 often travel, 3 rarely watch, 4
1 S, 2 S, 3 S, 4 S, 5 D, 6 D sometimes helps, 5 usually travels
SPEAKING • Students first answer the questions about
Exercise 7, p. 51 themselves using the given adverbs of
frequency.
• In groups, students discuss how often they do
the activities during summer. ANSWER KEY
• Monitor students and help if necessary. Students’ answers.
• Let volunteers share their examples.
ANSWER KEY • In pairs, students interview their classmates
Students’ answers. and write down their answers.
WORKBOOK PRACTICE ANSWER KEY

Exercise 3, p. 63 Students’ answers.
• Have students scan the sentences first.

• Students then put the words in the correct b) WRITING What would your perfect weekend getaway be like? Where would you go? How would you get
there? Where would you stay: at a campsite, in a hotel, or somewhere else? What activities would you engage
in? Plan your weekend, and write a two-day itinerary. Include some of the activities from Exercise 2 a).
order and write the sentences. ______________________________________________________________________________________________________

______________________________________________________________________________________________________
• In pairs, students swap their notebooks My...

______________________________________________________________________________________________________
GRAMMAR! Adverbs of frequency
and correct the mistakes, if any. Check 3 Put these words in the correct order.
answers as a class. 1 has / adrenalin-rush activities / Paul / loved / always

___________________________________________________________________________________________________
2 hardly ever / Paul / diving / goes
___________________________________________________________________________________________________
ANSWER KEY 3 felt / Miranda and her friends / while / bored / on the cruise ship / travelling / sometimes
___________________________________________________________________________________________________
4 never / Miranda / a reality show / participate / is / in / going to
1 Paul always loved adrenaline-rush activities. 2 Paul ___________________________________________________________________________________________________

5 a lot of stress / has / felt / under / Luiz / often
hardly ever goes diving. 3 Miranda and her friends ___________________________________________________________________________________________________
6 to / occasionally / spend time alone / want / Luiz and his wife
sometimes felt bored while travelling on a cruise ___________________________________________________________________________________________________
ship. 4 Miranda is never going to participate in a 4 Complete these sentences with the verbs and adverbs in brackets. Use the correct form of the verb, and
put the adverb in the correct place.
reality show. 5 Luiz has often felt under a lot of stress. 1 Since we first set off, our trip advisor, Ms Shakera, ____________________________________ (always / be) kind
6 Luiz and his wife occasionally want to spend time and professional.
2 I ____________________________________ (travel / often) during the summer, but rarely during the winter.
alone. 3 They ____________________________________ (rarely / watch) TV while on holiday.
4 Mr Lakeson ____________________________________ (help / sometimes) our clients plan their itineraries,

especially when other employees take sick days.
Exercise 4, p. 63
5 Martha ____________________________________ (usually / travel) with her best friends, Livia and Evie.
5 a) Answer these questions about yourself. Use never, hardly ever, rarely, sometimes, usually, often or always.
• Students complete the sentences with the 1 How often do you watch the sunset?
ME
____________________
MY CLASSMATE
____________________
verbs and adverbs in the brackets.

2 How often do you travel by boat? ____________________ ____________________
3 How often do you visit other countries? ____________________ ____________________
4 How often do you go hiking? ____________________ ____________________
5 How often do you do something relaxing? ____________________ ____________________
• Remind them to use the correct form of the 6

7
How often do you speak foreign language(s)?
How often do you use sun cream in the summer?
____________________
____________________
____________________
____________________
verb and to pay attention to the position of the 8 How often do you stay at five-star hotels? ____________________
b) Now interview your classmate, and write down their answers.

____________________
adverbs of frequency. 63
• This task can be used for formative Hello World 8 RB 2021.indb 63 29.7.2021. 16:14:50

understand adverbs of frequency.
182 ITCHY FEET

Le
ss
on
1
Exercise 6 a), p. 64 • Make sure that students have brought a
• Let students match the adverbs of frequency few photos or pictures of popular tourist
in English to their Croatian counterparts. destinations in Croatia, as you have
instructed them in the previous lesson.
• Distribute ad templates (Resource Bank,
ANSWER KEY Resource 41, pp. 406-412) or itinerary
4, 3, 2, 5, 1 templates (Resource Bank, Resource 42, pp.
406-412) to students, depending on the task
Exercise 6 b), p. 64 they have chosen.
• Instruct students to read the sentences and • Allow enough time for students to finish their
choose the correct answers. tasks. Monitor and help if necessary.
• Check answers as a class. • Have students present their ads, itineraries
and dialogues.
ANSWER KEY
1 day in, day out, 2 hardly ever, 3 from time to time, 4
ANSWER KEY
daily, 5 every so often Students’ answers.
c) Report your classmate’s answers.

HOMEWORK
Example: Lena never watches sunsets.
1 ______________________________________________________________________________________________________
2 ______________________________________________________________________________________________________
WB p. 63, Exercises 5 c), 7 a) and b)
3 ______________________________________________________________________________________________________
4 ______________________________________________________________________________________________________
5 ______________________________________________________________________________________________________
6 ______________________________________________________________________________________________________
7 ______________________________________________________________________________________________________
8 ______________________________________________________________________________________________________
6
a) Match the adverbs of frequency in English to their Croatian counterparts.
1 from time to time 2 day in, day out 3 daily 4 every so often 5 hardly ever
svako toliko svakodnevno dan za danom rijetko, gotovo nikada s vremena na vrijeme
b) Choose the correct answer to complete the sentences.

1 Amelia watches her favourite show every so often / day in, day out: she never misses an episode!
2 My cousins moved to Mexico five years ago, so we hardly ever / from time to time see them any more. I
miss them so much!
3 Although I prefer warm weather and holidays at sea, I still like to go skiing from time to time / daily.
4 During the summer months, Amelia’s tour company is open hardly ever / daily, because lots of tourists
visit Montego Bay over the weekend or for the Jamaican national holidays.
5 My sister usually goes to the beach with her friends, but every so often / day in, day out she goes there
with my mum, too.
72

1 Tom is often very busy.
______________________________________________________________________________________________________
2 From time to time, Johanna likes to go snorkelling.
______________________________________________________________________________________________________
3 Alex has been working long hours day in, day out.
______________________________________________________________________________________________________

1 Dobro je svako toliko promijeniti naviku.
______________________________________________________________________________________________________
2 Ne volim neprestano provoditi vrijeme na plaži.
______________________________________________________________________________________________________
3 Thomas oduvijek voli planinariti.
______________________________________________________________________________________________________
64
ENDING THE LESSON
WRITING
Exercise 8, p. 51
• Go through the tasks as a class. Instruct
students to choose one of them depending on
their interests and motivation.
1A FEEL THE RHYTHM

183
UNIT 3
1B TRAVEL SURVIVAL KIT • Remind students to pay attention to the
position of the adverbs of frequency in the
Lesson 1 sentences.
Svijet oko mene / Putovanja / • Monitor students and help if necessary.
NASTAVNA TEMA
Drugi i drugačiji
• At the end of the game, you may want to
NASTAVNA JEDINICA Travel survival kit (1. sat)
let students share some of their most
interesting examples.
A.8.1., A.8.2., A 8.3., A.8.5.,
ISHODI POUČAVANJA B.8.1., B.8.2., C.8.1., C.8.2., • Discuss the meaning of the title with students
C.8.3.
and the things necessary “to survive” while
travelling.
Vezan uz putovanja: book a
hotel/a flight/a room, plane
VOKABULAR
leaves, stay at, check-in desk,
ANSWER KEY
checklist, departure Students’ answers.
Govorenje i snalaženje
KOMUNIKACIJSKO- u situacijama tijekom
putovanja, razmjena MAIN PART
JEZIČNA KOMPETENCIJA informacija vezanih uz
putovanja
SPEAKING
MEĐUPREDMETNE TEME
A.3.1., A.3.2., A.3.3., B.3.2., Exercise 1 a), p. 52
B.3.4., C.3.2., C.3.4.
• In pairs, students discuss what problems they
A.3.1., A.3.2., A.3.3., B.3.1.,
can encounter while travelling.
D.3.2. • Draw their attention to the categories in the
Poduzetništvo A.3.1. exercise that can help them.
Hrvatski jezik Slušanje s
MEĐUPREDMETNO razumijevanjem • Have volunteers share their ideas.
POVEZIVANJE Geografija Turizam
ANSWER KEY
UDŽBENIK Str. 52. Students’ answers.
Dodatni zadatci za Exercise 1 b), p. 52
platformi IZZI • In small groups, students discuss what they
can do to prevent problems while travelling.
STARTING THE LESSON
• Instruct students to make a list of useful tips
• Check homework as a class. they can use before travelling.
• Play a version of the Two Truths and a Lie • Refer them to the checklists they have used
game (see Games and Activities on pp. at the beginning of the Unit (Resource Bank,
394-398). Resource 40, pp. 406-412).
• Divide students into groups and assign each • Monitor students and help if necessary.
group five adverbs of frequency. • Discuss students’ ideas and have a class vote
• Instruct students to think of three sentences on the top tips they find most important.
using the assigned adverbs of frequency. Two • You may want to write down their
sentences should be true and one a lie. travelling tips on the board.
• Students take turns in reading their sentences.
The aim of the game is to try to guess which ANSWER KEY
sentence is a lie. Students’ answers.
184 ITCHY FEET

185
1
5.10.2021. 7:17:34
on
ss
Le
1B TRAVEL SURVIVAL KIT

5 SPEAKING Here are a few more situations Amelia might find herself in during her trip. Imagine yourself in
I can cope with various situations while travelling. Amelia’s shoes, and think of your responses in the following situations. Work in pairs. Student A responds to
situations with blue backgrounds and Student B with orange backgrounds. Use will or going to in your responses.
1 2 3
You are going to a nice It’s raining outside, and you are You’re playing beach
1 a) SPEAKING What problems can you encounter while travelling? Discuss in pairs. The categories below can
START
restaurant tonight with bored to death. Make some plans volleyball. You hit the ball,
help you. your family. What are you for the rest of the day. What are and it hits an old lady in the
local food lack of language skills different culture different currency forgetting to pack something going to wear? you going to do? face. What will you do?
b) What can you do to prevent these problems? Prepare a list of useful tips you can use before travelling. 6 5 4
2 You are vegetarian, but a You see an older person You are on the plane. Your
a) 3.3 LISTENING Amelia and her family are ready for their holiday. flight attendant asks you carrying a heavy suitcase up headphones stop working, and the
Listen to the dialogue, and answer the questions below. STOP AND ‘Chicken or beef?’ What the stairs. What will you do person next to you is not using
THINK!
1 When and where are they travelling? Which tw will you say? and say? theirs. What will you say?
2 What will Amelia and mum do before the journey? used in theo tenses are
dialogue to 7 8 9
talk about fu
tu
events? re You want to contact You have really enjoyed the trip, but now You want to buy some
a) 3.3 Listen again. Circle the correct option.
your friends at home. it’s time to go home. What are you going to souvenirs for people back
1 Amelia and her parents have already / never been to the Bahamas. What are you going remember about this trip? Choose five things home. What souvenirs are
2 The plane laves early / late in the morning. to do? starting with these letters: B, H, F, S and T. you going to buy?
3 They are staying for three weeks / a fortnight.
12 11 10
4 They have booked a bungalow / hotel. You are at a fancy You are at the beach, and You go to buy some fruit
FINISH
5 They are leaving their business to their staff / relative. restaurant. You are suddenly you hear thunder at the market, but you
6 They are renting out / renovating their flat while away. looking at the menu. and see dark clouds rolling are short-changed. What
What will you have? in. What is going to happen? will you say?
3 a) Here are some questions Amelia is likely to hear during her trip. Match the questions to the answers.
1 When does the bus leave? It’s free; please have a seat. Will vs going to
2 Excuse me. Is this seat free or taken? Yeah, it’s really lovely. Match sentences A–D to the rules.
3 Welcome to our hotel. How can I help you? In that hotel over there.
A Look at those clouds! It’s going to rain heavily soon! prediction based on what we know or guess
4 Can you please tell me where the nearest post office is? At 1 p.m.
B I’ll take your suitcase. prediction based on what we can see or hear
5 The weather’s really nice, isn’t it? I’d like to check in, please.
C You’ll love the beaches! plans when we have already decided what to do
6 Where are you staying? I’m sorry, I don’t know. I’m not a local.
D I’m going to send him a postcard. decisions at the moment of speaking
b) Work in pairs. Imagine you are on a holiday. Student A asks the questions, and Student B thinks of their own
answers. Then change roles. Let’s practise more! → WB, pp. 65-66 Grammar summary → pp. 129-130
4 a) When Amelia visits the Bahamas, she is likely to see various notices. Look at some notices below, and 6 WRITING Imagine you are going to travel with Amelia and her family to the Bahamas. Do some research online,
answer the questions.
and find information on your holiday destination. What are you going to visit? What are you going to take with
1 What does each notice mean? 2 Where can you find it? you? What do you expect you will see, hear, taste and experience? Write a short report.
PLEASE DONATE
PLE ASE DO NOT
QUEUE THIS
FEED THE ANIMALS KEEP CLEAR Suggested donation £5
SIDE PLEASE OF THE DOORS
MIND
PLEASE STAND OUT WAY OUT THE GAP
ON THE RIGHT OF ORDER
b) Can you find similar notices in public spaces? Take photos, and bring them to the next lesson. Say where
you found them, and translate them into English.

52 53
UNIT 3
LISTENING and she will download an app for travelling. Mum
will go to the bank and get some Bahamian dollars.
Exercise 2 a), p. 52 They will both go shopping to buy Amelia a new
• Students read the instructions to the exercise. bathing suit.
Make sure they understand what is expected
of them. Exercise 2 b), p. 52
3.3. • Play Track 3.3. • Instruct students to listen to the text again and
circle the correct option.
Track 3.3 ask students to circle the correct option
Amelia: It’s been a really busy year!
before listening to the track again.
Mum: Yeah, your father and I are exhausted. I’m sure • Play Track 3.3 again.
you are, too. We really need a rest: good thing it’s time
for our January break! • Check answers as a class.
Amelia: Have you finally decided where we are going:
the Bahamas or the USA? • Explain any new vocabulary if necessary.
Mum: Yes, we have. We’re finally going to the Bahamas! Suggested vocabulary: book a hotel/a flight/a
You’ve been asking to go there for years now.
Amelia: Oh yes! Finally! Shelly was there last year, and room, plane leaves, stay at, check-in desk,
she says it was like a paradise! I’m definitely going checklist, departure.
swimming with pigs on their Pig Beach!
Mum: I booked our flight this morning; I managed to ANSWER KEY
get us some pretty cheap tickets.
Amelia: When is the flight? 1 never, 2 early, 3 fortnight, 4 hotel, 5 relative, 6
Mum: Next Friday. The plane leaves at 6 a. m., and the renting
check-in desks open around 4 a. m., but we can check
in online, so we don’t have to be there that early.
Amelia: That’s OK: anything for the Bahamas! Where
are we staying? practise listening further.
Mum: We’ve booked a room in a four-star hotel. Here
are some of the photos of the rooms. • Refer students to the STOP AND THINK! section.
Amelia: Wow, this is really nice! We’re staying for three Students explain which two tenses are used in
weeks, right? the text to talk about future events.
Mum: We wanted to stay for three weeks, yes, but it
will have to be two instead. We can’t stay any longer: • In a lower-ability class, you may want to
unfortunately, the business can’t run itself. We’re write example sentences from the text on
leaving on 7 January and we’re returning on the 21st.
Amelia: That’s OK, I get it. But you shouldn’t be the board to help students identify the
worried; Uncle Jay is experienced at running the tenses.
business.
Mum: Yeah, I suppose. Oh, I almost forgot to ask. We’re We’re renting our flat.
renting our flat out while we’re away. Can you post the
ad online? I’ll go to the bank.
Amelia: Sure, no problem. But first we need to do
some preparation for the trip. Shelly says there’s an app
for travelling that gives you various checklists, so you ANSWER KEY
don’t forget anything before your departure. Do you
want me to download it? Present continuous and will future.
Mum: Good idea! I’ll go to the bank and get some
Bahamian dollars. We need some cash when we arrive
there. Anything else we need to do? Exercise 3 a), p. 52
Amelia: Of course: I need to buy a new bathing suit! • Have students read the questions Amelia is
Mum: Yeah, me too. OK, let’s go to the company and
see whether Dad needs any help, and then go shopping likely to hear during her trip and match the
later this afternoon. answers to the questions.
Amelia: Agreed!
1 They are travelling on 7 January to the Bahamas. 2, 5, 6, 1, 3, 4
2 Amelia will post the ad for renting their flat online
186 ITCHY FEET

Le
ss
on
1
• In pairs, students imagine they are on a
holiday. Student A asks the questions and VOCABULARY
1
a) Match the people to the questions they are likely to ask you on a trip. There is one person you do not
student B answers them. Then they change need: write down what you think they would ask.
roles.
1 flight attendant 2 hotel receptionist 3 waiter
• Let volunteers act out the dialogues to the

class.
4 post-office clerk 5 hotel porter 6 spa-resort front-desk clerk
ANSWER KEY Good morning and welcome! Welcome! Would you like to book
What can I do for you? a treatment?
Students’ answers. Could you please return to your seat? Hello! Do you need to send a postcard?
Would you like to try today’s special? ________________________________________________
I can ask a
WORKBOOK PRACTICE b) What can each of these people help you with? Say a sentence about each job. waiter for a glass
of orange juice.
My... GRAMMAR! The future
Exercise 1 a), p. 65 2
a) Circle the correct answer.
1 Have you checked the timetable? Our bus leaves / is leaving at 10 a.m. _____
• Students look at the pictures and name the 2 Amelia goes / is going on a trip with her family next Friday.
3 Where do you go / are you going on holiday this summer?
_____
_____
people. 4 Amelia, are you coming to our monthly staff meeting? It starts / is starting at 10.
5 We go / are going to the Junkanoo carnival this afternoon. Would you like to come with us?
_____
_____
6 When does the guided tour start / is the guided tour starting? _____

7 What time do we meet / are we meeting tomorrow? _____
8 Well, how about 8:30? The Heritage Museum of the Bahamas opens / is opening at 9. _____
explain some of the vocabulary. b) Which tense is used in each of the sentences in Exercise 2 a): present simple (PS) or present
continuous (PC)? Write PS or PC on the empty lines.
Suggested vocabulary: postal service c) Read the sentences in Exercise 2 a) again. Underline the verbs that express a future action that follows
clerk, spa resort front-desk clerk. a timetable or schedule in red, and those that express arrangements for the future in blue.
65
• Have them match the people to the questions Hello world 8 RB 2021 - 03 - unit 3.indd 65 29.7.2021. 17:38:40
they are likely to ask while on a trip.

• There is one person they do not need. Instruct ENDING THE LESSON
students to write down what they think they
would ask.
• Explain to students that when Amelia visits the
• Check answers and students’ ideas as a class. Bahamas, she is likely to see various notices.
ANSWER KEY • Let them look at the notices and answer the
questions.
2, 1, 3, 6, 4 / Students’ answers. / Suggested
question: Shall I take your luggage? • Check answers as a class.

• In small groups or pairs, students think about Students’ answers. / Suggested answers:
what each of these people can help them with Queue this side Red je na ovoj bank, shop
and write a sentence about each job. please strani
Please do not feed Molimo, ne hranite the zoo
• Refer students to the example sentence. the animals životinje
• Give students enough time to complete the Keep clear of the Odmaknite se od hotel, bank, shop
doors. vrata
exercise.
PLEASE DONATE: Molimo, donirajte the zoo
• Discuss students’ ideas as a class. Suggested – minimalna
donation £5 donacija £5
ANSWER KEY Please stand on the Molimo, stanite s bank, shop
right desne strane
Students’ answers. Out of order Izvan upotrebe hotel, bank, shop
Way out Izlaz hotel, bank
Mind the gap Pripazite na razmak the zoo

187
UNIT 3
• You may want to distribute the Lesson 2
photocopiable notice templates
(Resource Bank, Resource 43, pp. NASTAVNA TEMA
Drugi i drugačiji
406-412) to students and have them
NASTAVNA JEDINICA Travel survival kit (2. sat)
think of their own examples of notices.
• Have a class exhibition of the notices A.8.1., A.8.2., A 8.3., A.8.5.,
students have created. ISHODI POUČAVANJA A.8.6., B.8.1., B.8.2., C.8.1.,
C.8.2., C.8.3., C.8.4.
Exercise 4 b), p. 52 DJELATNOST (I) U FOKUSU Govorenje, čitanje, pisanje
• Although this task will be assigned for Glagolska vremena i oblici
homework, go through the instructions with za izražavanje budućnosti:
GRAMATIKA
present continuous, going to
students. future, will future
• Instruct students to find similar notices in KOMUNIKACIJSKO- Govorenje i pisanje o
događajima u budućnosti
public places in their hometown and take JEZIČNA KOMPETENCIJA
photos of them. MEĐUPREDMETNE TEME
• Students are going to present the notices Osobni i socijalni razvoj
A.3.1., A.3.2., A.3.3., B.3.2.,
B.3.4., C.3.2., C.3.4.
during the next lesson.
A.3.1., A.3.2., A.3.3., B.3.1.,
• You may want to limit the number of Učiti kako učiti B.3.2., C.3.2., C.3.3., D.3.1.,
D.3.2.
notices to a maximum of five.
HOMEWORK Hrvatski jezik Čitanje s
razumijevanjem, izražavanje
Student’s Book, Exercise 4 b), p. 52 MEĐUPREDMETNO budućnosti
POVEZIVANJE Geografija Turizam, krajolik i
znamenitosti Bahama
UDŽBENIK Str. 53.

Dodatni zadatci za
platformi IZZI
STARTING THE LESSON

• Organise a show-and-tell class presentation
of the notices students have prepared for
homework.
• Instruct the other students to listen
carefully and give feedback on how well
the notices were presented and
translated. Ask students to use the Hand
Thermometer Technique. Ask them to
explain their choices. Allow them to use
Croatian when explaining.
Focus on the translation of the notice
into English as well as the students’
speech.
188 ITCHY FEET

Le
ss
on
1
• You may want to play Pictionary (see ANSWER KEY
Games and Activities on pp. 394-398) to C, A, D, B
get the expressions from the notices
students have presented. • Tell students that they have a detailed
explanation of the tenses and forms we use
MAIN PART for expressing the future in the Grammar
Summary on pages 129–130.
SPEAKING
Exercise 5, p. 53 practise the tenses and forms used for
• Explain to students that they are going to read expressing the future further.
about some more situations Amelia might find
herself in during her trip. WORKBOOK PRACTICE
• In pairs, students first decide who Student A is Exercise 2 a), p. 65

and who Student B is. • Students read the sentences and circle the
correct answers.
• Student A responds to the situations in blue
and Student B to the situations in orange. • They check the answers in pairs before
Have students think about the answers. checking as a class.
• Remind students to answer the questions ANSWER KEY
using will or going to.
1 leaves, 2 is going, 3 are you going, 4 starts, 5 are
• Monitor students and help them if necessary. going, 6 does/start, 7 are we meeting, 8 opens
ANSWER KEY • Students think about the tenses used in
Students’ answers. each of the sentences in Exercise 2 a) and
write PS for present simple or PC for present
continuous.
My... GRAMMAR! Will vs going to
• Check answers as class.
• Refer students to the My... GRAMMAR! section.
ANSWER KEY
• In groups, students look at the sentences and
match them to the rules. 1 PS, 2 PC, 3 PC, 4 PS, 5 PC, 6 PS, 7 PC, 8 PS
• Discuss answers as a class. Exercise 2 c), p. 65

• You may want to draw a table on the • Instruct students to read the sentences in
board and have students complete it Exercise 2 a) again and underline the verbs
with the correct rules for each tense. that express a future action that follows a
• In a lower-ability class, you may want to timetable or schedule in red and those that
ask students to copy the table into their express arrangements for the future in blue.
notebooks. • Check answers as class.
WILL GOING TO ANSWER KEY

decisions made at the prediction based on red: 1 leaves, 4 starts, 6 does start, 8 opens; blue: 2 is
moment of speaking what we can see or hear
going, 3 are you going, 5 are going, 7 are we meeting
prediction based on plans when we have
what we know is just a already decided what
guess to do

189
UNIT 3
ANSWER KEY
1 are leaving, 2 are going, 3 does leave, 4 takes off, 5
arrives, 6 begins
VOCABULARY
1
a) Match the people to the questions they are likely to ask you on a trip. There is one person you do not
need: write down what you think they would ask.
1 flight attendant 2 hotel receptionist 3 waiter
correct form of be going to or will and the verb
in brackets.
4 post-office clerk 5 hotel porter 6 spa-resort front-desk clerk
• Both Exercise 5 a) and b) can be used for
Good morning and welcome!
What can I do for you?
Welcome! Would you like to book
a treatment? formative assessment to check how well
Could you please return to your seat?
Would you like to try today’s special?

Hello! Do you need to send a postcard?
________________________________________________
students use and understand the
b) What can each of these people help you with? Say a sentence about each job.
I can ask a
waiter for a glass
difference in using present simple,
of orange juice.
My... GRAMMAR! The future present continuous, will future and going
2
a) Circle the correct answer. to future for expressing the future.
1 Have you checked the timetable? Our bus leaves / is leaving at 10 a.m. _____
2 Amelia goes / is going on a trip with her family next Friday. _____
3 Where do you go / are you going on holiday this summer?
4 Amelia, are you coming to our monthly staff meeting? It starts / is starting at 10.
_____
_____
• Collect students’ work and correct it.
5 We go / are going to the Junkanoo carnival this afternoon. Would you like to come with us?
6 When does the guided tour start / is the guided tour starting?
_____
_____ You can either underline the mistakes or
7 What time do we meet / are we meeting tomorrow? _____
8 Well, how about 8:30? The Heritage Museum of the Bahamas opens / is opening at 9. _____
b) Which tense is used in each of the sentences in Exercise 2 a): present simple (PS) or present
continuous (PC)? Write PS or PC on the empty lines.
• Discuss answers as a class.
c) Read the sentences in Exercise 2 a) again. Underline the verbs that express a future action that follows
a timetable or schedule in red, and those that express arrangements for the future in blue.
• You may want to let students act out the
65 dialogues in front of the class.
Exercise 3 a), p. 66 ANSWER KEY

• Let students read the sentences and circle the 1 ‘ll be, 2 aren’t going to make, 3 are going to close, 4
correct answer. ‘ll take, 5 are you going to write, 6 ‘ll do
ANSWER KEY 3
1 is going to rain, 2 will open, 3 is going to set, 4 1 There are lots of rainclouds in the sky. It ________________________.
a) will rain b) is going to rain
_______
won’t be 2 I think they ________________________ a new shop at the end of the street.
a) will open b) are going to open
_______
3 The sun ________________________ in the evening. _______

a) is going to set b) will set
4 I’ve just broken Mumʼs favourite vase. She ________________________ very happy about that. _______
a) isn’t going to be b) won’t be
b) How did you choose the correct answer? Was it a prediction based on evidence (E), or a general
• Instruct students to go back to the sentences prediction, based on what we guess (GP)? Write E or GP on the empty lines.
in Exercise 3 a) and think about how they have 4 2
chosen the correct answer.

1 It’s almost August; our holidays are getting closer. We will visit / are going to visit Spain soon!
2 Oh, you’ve bought a lot of things! Don’t worry, I am going to help / will help you carry the bags.
3 They won’t paint / aren’t going to paint the bathroom white, because I want it to be blue.
• Students write E for prediction based on 4 I can’t decide what to order... I think I will have / am going to have a big burger. Thank you!
b) Read the sentences again. Underline those that express spontaneous decisions in red, and those that
evidence or GP for a general prediction based express decisions made in advance in blue.
on what we guess. 5
a) Complete these sentences with present simple or present continuous of the verbs in the brackets.
Dad: We (1) ________________________ (leave) for the Bahamas in a couple of days. Are you excited?
• Discuss answers as class. Amelia: Yes, I can’t believe we (2) ______________ finally ________________________ (go) there! I’ve always
wanted to go swimming with pigs on the Pig Beach, and now I’ll get to try it out!
Dad: Iʼve forgotten, when (3) __________ our plane ________________________ (leave)?
ANSWER KEY Amelia: Mum says it (4) ________________________ (take off) from Montego Bay at 6 a.m. and
(5) ________________________ (arrive) in Nassau at 12:30 p.m. Check-in always (6) ________________________
(begin) at least two hours before the flight, but she said we can do it online the evening before the flight to
1 E, 2 GP, 3 E, 4 GP avoid long queues.

Dad: Good thinking!
b) Complete these sentences with the correct form of be going to or will and the verb in brackets.
Mum: Hurry up, Amelia! Itʼs already 5 p.m. We (1) ________________________ (be) late; the bus leaves in ten
minutes.
Amelia: Ooh, and I still have to dry my hair... We (2) ________________________ (not/make) it!
• Let students read the sentences first to get the Mum: Well, if you had washed your hair this morning, as I told you to... All the shops (3) ___________________
(close) before we leave the house.
general idea. Dad: Oh, you two... I’m going back to the agency in a bit; I (4) ________________________ (take) you to the city
centre on my way there. But please hurry up!
Amelia: Thanks, Dad, you’re a lifesaver! I can’t wait to go shopping; I need a new bathing suit for our trip!
• Have them complete the sentences with the Mum: I know I’ve already asked you this, but (5) _________ you ________________________ (write) the listing for
our apartment when we return from the city?
present simple or the present continuous of Amelia: Of course: I (6) ________________________ (do) that after dinner.
66
the verbs in the brackets.
190 ITCHY FEET

Le
ss
on
1
ENDING THE LESSON
• Distribute the photocopiable 3-2-1 Exit tickets
406-412). Their answers can relate to the usage
of tenses and forms for expressing the future
or something else they have learned in the
lesson or would like to know more about.
• Allow enough time for students to complete
the task. Collect the exit tickets.
• If time allows it, check them quickly and share
some interesting answers or, alternatively, do
so at the beginning of the following lesson.
WRITING
Exercise 6, p. 53
• Although this task will be assigned for
homework, go through the instructions with
students.
• Instruct students to do some research
online and find information on their holiday
destination in the Bahamas.
• Students are going to write a short report
about the places they are going to visit, the
things they are going to take with them and
the things they expect to see, hear, taste and
experience.
• They are going to present their reports during
the next lesson.
HOMEWORK
B p. 66, Exercises 4 a) and b)

W

191
Lesson 2
UNIT 3
2A TRAVELLING MINDFULLY TRICKS OF THE TRADE
Lesson 1 The expression travelling mindfully is used
to describe an approach to travel that is
Svijet oko mene / Putovanja / more aware of the impact our travels and our
NASTAVNA TEMA
Drugi i drugačiji decisions have on the environment and on local
NASTAVNA JEDINICA Travelling mindfully (1. sat) communities. It is also called responsible travel,
PREDVIĐENI BROJ SATI 1 sustainable tourism and ecotourism.
A.8.1., A.8.2., A 8.3., A.8.4., A responsible tourist is a tourist who tries to
ISHODI POUČAVANJA A.8.5., B.8.1., B.8.2., B.8.3.,
C.8.1., C.8.2., C.8.3., C.8.5. minimize their impact on the environment and
Govorenje, slušanje, čitanje, the community.
pisanje
mindfully, sustainable, flood, MAIN PART
introduce rules and fines,
careless, local authorities,
VOKABULAR
peak time, carbon footprint, SPEAKING
straws, heaps of rubbish, turn
a blind eye Exercise 1 a), p. 54
KOMUNIKACIJSKO- Govorenje o održivom • In pairs, students answer the questions.
turizmu
JEZIČNA KOMPETENCIJA • Discuss students’ answers as a class.
MEĐUPREDMETNE TEME
A.3.1., A.3.2., A.3.3., B.3.2., ANSWER KEY
B.3.4., C.3.2., C.3.3.
A.3.1., A.3.2., A.3.3., B.3.1.,
D.3.2. Exercise 1 b), p. 54
Održivi razvoj
A.3.1., A.3.2., A.3.3., A.3.4., • Let students think about the questions.
B.3.1., B.3.2., C.3.1., C.3.2.
Hrvatski jezik Slušanje i • Write a simple T-table on the board and have
MEĐUPREDMETNO čitanje s razumijevanjem students copy it in their notebooks.
POVEZIVANJE Geografija Održivi turizam
Biologija Održivi razvoj pros cons
Dodatni zadatci za
platformi IZZI • Instruct them to think about the possible pros
and cons of their choices and the impact they
STARTING THE LESSON have on people, places and the environment
• Check homework as a class. when they travel.
• Students present their reports on holiday • Give students some time.

destinations in the Bahamas. • Let volunteers share their lists of pros and cons
• Play Hangman with students (see Games and with the class.
Activities on pp. 394-398) to get the title of the
ANSWER KEY
lesson.
• Discuss the meaning of the title with students
and brainstorm students’ ideas on who a
responsible tourist is. LISTENING

Students’ answers. • Draw students’ attention to the definition of
the adjective sustainable.
192 ITCHY FEET

193
2
5.10.2021. 7:17:43
on
ss
Le
2
ss
on 2A TRAVELLING MINDFULLY PROJECT TIP!
2A TRAVELLING MINDFULLY
Le b) Read the texts again. Answer the While researching your destination, think of some aspects of sustainable tourism
I can talk about what it takes to be a responsible tourist. questions after each paragraph. that you should pay attention to. Are there any laws and rules you should know
about? Make a list of all the things you should consider before travelling.
1 a) SPEAKING When going on holidays, would you rather...
Modal verbs
1 fly and drive everywhere, or use public transport? 4 try eating local food, or visit global food chains? Look, think and discuss.
2 stay in a big hotel or an eco-lodge? 5 take away memories or loads of souvenirs?
1 Read the examples below, and complete the information about the verbs. Circle the correct option.
3 visit popular destinations, or explore less crowded 6 research the local community before your trip, or
a) We use can to express permission /obligation.
places? wait to be surprised?
You can enjoy your ice cream in a park or a quiet street, but eating in front of historic monuments isn’t allowed.
b) How can your choices impact people, places and the environment when you travel? Discuss the possible
b) We use must and have to to express obligation / prohibition.
pros and cons.
You must take action yourself!
2 People have to take the rules seriously.
STOP AND
3.4 LISTENING Discuss the questions in groups. Then listen, and sustainable (adj) /səˈsteɪnəbəl/ THINK!
c) Modal verbs must not (mustn’t) and cannot (can’t) express obligation / prohibition.
check your answers. 1 able to continue for a long period What do th
You mustn’t hunt or hurt endangered species.
of time at the same level verbs 'sh e modal
1 Why is tourism important? What are some of its good and bad points? You can’t walk around shirtless or in swimwear in some places. 'shouldn't'ould' and
2 using methods that do not harm express?
2 Look at the definition of the adjective sustainable. What is d) We use don’t have to to express lack of possibility / obligation.
the environment
sustainable tourism? You don’t have to keep air-conditioning and lights on at all times, either.
3 a) READING Read the text. Write an appropriate heading for each paragraph.
2 Both must and have to express obligation, but we use them differently. What is the difference?
BE THE DIFFERENCE!
1 4 a) 3.5 LISTENING Listen to the final part of the text. Put the categories in the correct order (1–3). There are
Overtourism has become a big problem in many countries. Thousands of travellers are flooding popular destinations, two categories you do not need.
causing damage to cities and sites, and creating unpleasant experiences for both the locals and other tourists. Some
countries have had to close certain destinations to give them time to recover. Others are trying to deal with overtourism language f ood and drinks photos
by introducing rules and fines for careless tourists. For example, you can’t walk around shirtless or in swimwear, or
dress code public transport
drink in the streets, in some places. You can enjoy your ice cream in a park or a quiet street, but eating in front of historic There are many other (both written and unwritten)
monuments isn’t allowed. In Greece, you mustn’t wear high heels, to avoid damaging the sites. Not that
b) 3.5 Listen again. Take short notes for each rules that will ensure you don’t get into trouble
you would want to climb the Acropolis or visit the Parthenon in high heels anyway, would you? And
of the categories. Then use your notes when travelling. Find some examples online.
if you think jumping into fountains to cool off is allowed, you’re in for a surprise; if you do so, you’ll
have to pay a fine. ‘People have to take the rules seriously,’ say the local authorities. So keep in and modal verbs to talk about them.
mind that you must take action yourself, and not just wait for others to deal with the problem. Do
you really have to visit a famous destination at a peak time? Why not explore some less crowded, 5 WRITING Choose a task. For each, think about the topics below.
but equally beautiful, places instead?
transport accommodation energy and ecology local communities and businesses
1 How has overtourism affected some countries?
the natural world food people and social interactions other relevant information
2 What can you do to make a difference to overcrowded places and the people there?
2
When at home, most people turn off the tap when showering or brushing their teeth, and they switch off the lights when Easy-peasy No picnic Down to work!
leaving a room. But some travellers seem to forget these simple things when they’re on holiday. It doesn’t take much You’re entering a competition Choose a popular tourist
You’ve decided to work in tourism.
to protect the environment and wildlife while travelling. You should start by thinking of ways to reduce your carbon to win a free eco-holiday. destination in Croatia.
footprint even before arriving at your destination. Flying may be the fastest option, but it’s also the least eco-friendly You’re opening a family-run boutique
Why are you the perfect Design a tourist brochure
one. How about taking a train or a bus instead? And when you arrive at your destination, you should choose local public hotel or becoming tour operators.
candidate? Write a letter of or website to promote
transport. Why not rent a bike? Saving energy comes in many forms! You don’t have to keep air-conditioning and lights Choose one, and prepare a welcome
application, and describe responsible tourism there.
on at all times, either. Think about plastic pollution, too, and how it harms nature and animals. letter with instructions for your clients.
your holiday plans.
You shouldn’t use plastic bottles, bags or straws and add to the heaps of rubbish in some
tourist places. Tourism harms wildlife in other ways as well, and many countries take steps
to protect it. You mustn’t hunt or hurt endangered species. And you shouldn’t buy souvenirs
and products made from plants and animals. Remember that you mustn’t turn a blind
eye to these problems. Instead, you should educate yourself and others on how to travel
responsibly, and take good care of our planet.
3 How does tourism harm the environment and wildlife?

4 What actions can you take to promote responsible tourism?
54 55
03 - Hello world 8 UDZB 2021 - unit 3.indd 54 14.7.2021. 15:22:44 Hello world 8 UDZB 2021.indb 55 13.7.2021. 16:43:39
UNIT 3
• If necessary, explain the meaning and READING
translate the adjective into Croatian.
• Distribute the photocopiable K-W-L charts • Students read the instructions to the exercise.
(Resource Bank, Resource 45, pp. 406-412) to Make sure they understand what they need to
students and have them complete the first two do.
columns.
• Students read the text and think of an
• Students then discuss the questions in the appropriate heading for each paragraph.
exercise in groups.
• Students listen and check their answers. vocabulary: flood, introduce rules and
• Check answers as a class. fines, careless, local authorities, peak
time, carbon footprint, straws, heaps of
Track 3.4 rubbish, turn a blind eye.
Today, travelling has become easier than ever before;
we can travel farther and more often, while spending ANSWER KEY
less money. Because of this, tourism has become
one of the most important industries in the world. It Suggested headings: 1 Overtourism, 2 Responsible
brings money to countries and local communities, tourism
and creates lots of different types of jobs. It also helps
preserve culture and art, so that people from all over
the world can admire them. However, it also has TRICKS OF THE TRADE
some bad points. Mass tourism has become a real
threat to nature and wildlife, and it is a big source of
A carbon footprint is the total amount of
pollution. Overcrowding also damages historic sites, greenhouse gases, including carbon dioxide and
and local residents may face a poorer quality of life methane, that are generated by our actions.
because of tourism. That’s why sustainable tourism has
become important. It makes sure that both the travel
industry and the travellers make efforts to protect Exercise 3 b), p. 55
the environment and wildlife, reduce pollution, and • Have students read the texts again and answer
respect local people and businesses. After all, these
wonderful destinations aren’t here just for us to enjoy the questions after each paragraph.
them; we must preserve them for future generations, • You may want to remind students to
too!
underline the parts of the text that
provide the necessary information.
ANSWER KEY
1 Tourism is important because it brings money to
countries and local communities and creates lots ANSWER KEY
of different types of jobs. The upside of tourism
is that it helps preserve culture and art, so that 1 Paragraph 1: Overtourism has caused damage to
people from all over the world can admire them. The cities and sites and created unpleasant experiences
downsides of tourism include the threat to nature for the locals and other tourists. It has forced
and wildlife and being a big source of pollution. Also, some countries to close some destinations and
overcrowding can damage historic sites and local to introduce rules and fines for careless tourists.
residents may face a poorer quality of life. Paragraph 2: You can follow the rules by, for
example, not walking without a shirt or in swimwear,
2 Sustainable tourism is a type of tourism that makes not eating in front of historic monuments, not
sure that both the travel industry and travellers wearing high heels and not jumping into fountains.
make efforts to protect the environment and wildlife, You can visit famous destinations at an off-peak time
reduce pollution and respect local people and and explore some less crowded places. 2 Paragraph
businesses. 1: Tourists leave their carbon footprints everywhere
they go; they use too much water, electricity
and energy and also non eco-friendly means of
transportation. They pollute the places they visit.
Some tourists hunt or hurt endangered animals and
194 ITCHY FEET

Le
ss
on
2
buy souvenirs and products made from plants and
Le
ss
animals. Paragraph 2: You can save water, electricity
on
2
and energy by turning off the tap and switching off VOCABULARY
the lights and air-conditioning. You can take a train 1

a) Read the article, and complete the title with one or two words. Do not worry about the gaps in the
text at this point.
or a bus instead of a plane and use local public WINTER IS COMING – OR _____________________________?
transport. You mustn’t hunt or hurt endangered Dubrovnik has always been a popular tourist location. But today it is becoming a victim of
(1) ___________________________ (a situation where the number of tourists is causing problems). Dubrovnik
animals. You shouldn’t use plastic bottles, bags or has starred as King’s Landing in the TV series Game of Thrones, making it a must-see
(2) ______________________ (the place where someone or something is going) for its fans. But they’re not the
straws and buy souvenirs and products made from only ones responsible for the (3) ________________________ (too many people in the same place). Although
(4) ________________________ (somewhere to stay) is not very cheap, cruise ships contribute to the growing
plants and animals. number of tourists who (5) _____________________________ (come in large numbers) the streets of Dubrovnik
every day. This often creates an unpleasant experience for both tourists and
(6) _____________________________ (someone who lives in a place, not a visitor). It also causes
(7) _____________________________ (harm) to the Old Town. Other than tourists, cheap
• Divide students into groups and instruct them (8) _____________________________ (something that you buy during a holiday) stands, and fast-food and
other restaurants, have also taken over the old city centre recently.
to think about what else they can do to make Both the locals and the experts agree that action must be taken. (9) _____________________________ (capable
of continuing for a long time) tourism practices must be introduced to save the city from overtourism. In
2016, UNESCO warned that the city could lose its World Heritage Status. Because of that, the local
a difference in overcrowded places and for (10) _____________________________ (official legal institutions) have started limiting the number of tourists.
They are also considering introducing (11) _____________________________ (money that you have to pay if
the people living there and what other actions you break the law) for various tourist offences. But individuals must also take part in these efforts. One way
to do so is to plan your trip outside the (12) _____________________________ (most intense) summer months.
they can take to promote responsible tourism. That way, you’ll help preserve this beautiful city, and you’ll be able to fully enjoy everything it has to offer.
b) Read the article again, paying attention to the clues in brackets. Complete the text with the words
below. There are two words you do not need.
• You may want to assign each group one accommodation destination overcrowding overpopulation fines peak authorities
souvenir sustainable overtourism damage locals flood rules
paragraph and the question connected My... GRAMMAR! Modal verbs
to it. 2
Complete the sentences with appropriate modal verbs. Explain your choices.
a) don’t have to / have to
• Give students enough time to discuss the 1 We’ve got enough time before the flight, so you ______________________________ hurry.
2 You ______________________________ bring your passport. Otherwise they won’t let you board the flight.
questions. b) should / have to
• If available, let students go online and research

1 I ______________________________ use glass bottles. They’re less harmful for the environment.
2 I ______________________________ recycle my rubbish. The law is very clear about that.
the topics or assign it as optional homework.

67
• Discuss students’ ideas as a class. Hello World 8 RB 2021.indb 67 29.7.2021. 16:15:15

ENDING THE LESSON
• Refer students to the K-W-L charts you have
PROJECT TIP! distributed earlier in the lesson (Resource
While researching their destination, remind • Let them complete the last column of the
students to think of some aspects of charts by writing the things they have learned
sustainable tourism that they should pay about sustainable tourism during the lesson.
attention to. Instruct them to find out if there • Discuss students’ answers as a class.
are any laws or rules they should know about
and have them make a list of all the things HOMEWORK
they should consider before travelling.
WORKBOOK PRACTICE
• Students read the article and complete its title
with one or two words.
ANSWER KEY
Suggested answer: not; is it; tourists
195
UNIT 3
Lesson 2 • Discuss their choices as a class.
Svijet oko mene / Putovanja / ANSWER KEY

NASTAVNA TEMA
Drugi i drugačiji
Negative impact: overtourism, overcrowding, fines,
NASTAVNA JEDINICA Travelling mindfully (2. sat)
flood, careless tourists, carbon footprint, plastic
PREDVIĐENI BROJ SATI 1 bottles, high-heels, peak time, threat to nature.
A.8.1., A.8.2., A 8.3., A.8.4., Positive impact: responsible tourists, sustainable,
A.8.5., A.8.6., B.8.1., B.8.2.,
ISHODI POUČAVANJA public transport, eco-lodge, local food, turn off,
B.8.3., C.8.1., C.8.2., C.8.3.,
C.8.4., C.8.6. preserve culture, bring money, reduce pollution,
DJELATNOST (I) U FOKUSU Govorenje, slušanje, pisanje protect wildlife.
Modalni glagoli: can, must,
GRAMATIKA have to, mustn’t, cannot, don’t MAIN PART
have to, should, shouldn’t
KOMUNIKACIJSKO- Izražavanje dozvola, zabrana, • Ask students if they remember some of the
obveza i mogućnosti rules certain countries have introduced in
trying to deal with overtourism.
MEĐUPREDMETNE TEME
A.3.1., A.3.2., A.3.3., B.3.2., • As students say them, write them on the
C.3.2., C.3.4. board. Suggested examples:
A.3.1., A.3.2., A.3.3., A.3.4.,
Učiti kako učiti B.3.1., B.3.2., B.3.3., B.3.4., You can’t walk around shirtless or in
C.3.2., C.3.3., D.3.1., D.3.2.
swimwear.
A.3.1., A.3.2., A.3.3., A.3.4.,
Održivi razvoj
B.3.1., B.3.2., C.3.1., C.3.2. You mustn’t wear high heels.
A.3.1., A.3.2., B.3.1., B.3.3.,
Poduzetništvo If you jump into a fountain, you’ll have to
C.3.1.
Hrvatski jezik Slušanje s pay a fine.
POVEZIVANJE Geografija Održivi turizam • Elicit the verbs we use to express prohibition
Biologija Održivi razvoj
and obligation.
UDŽBENIK Str. 55.
• Since students have learned about
Dodatni zadatci za
modal verbs in the previous school year,
DIGITALNI SADRŽAJ IZZI uvježbavanje na digitalnoj they should recall the verbs easily.
platformi IZZI
• Remind students that these verbs are called
STARTING THE LESSON modal verbs.
• If you have assigned additional research ANSWER KEY

to find out what else students can do to can’t, mustn’t, have to
make a difference in overcrowded places
and for the people living there and what
other actions they can take to promote My... GRAMMAR! Modal verbs
responsible tourism, have them report
• Refer students to the My... GRAMMAR! section.
what they have found out.
• In groups, students read the sentences and
• Distribute the photocopiable Travelling
complete the information about the verbs by
mindfully word cloud templates to students.
circling the correct option.
(Resource Bank, Resource 46, pp. 406-412).
• Instruct students to circle all the words and
expressions connected with the negative ANSWER KEY
impact of tourism red and all the words and
We use can to express permission. We use must and
expressions relating to its positive impact
have to to express obligation. The modal verbs must
green.
196 ITCHY FEET

Le
ss
on
2
not (mustn’t) and cannot (can’t) express prohibition. LISTENING
We use don’t have to to express a lack of obligation.
• Discuss the difference between the verbs must • Students read the instructions to the exercise.
and have to with students. Make sure they understand what they need to
• If necessary, explain the difference in do.
Croatian. 3.5. • Play Track 3.5.
• You may want to give students some • Students listen and put the categories in
examples of the difference between the correct order.
the verbs must and have to. Suggested
examples:
I must study for the history test. (I think it is Track 3.5

necessary.) When you arrive at your destination, you will meet a
lot of local people. You should learn something about
We have to complete the essay by Friday. (The their culture and their way of life to avoid offending or
teacher has given us the obligation.) accidentally insulting them. Even everyday things, such
as eating, can cause misunderstandings. For example,
I must buy flowers for my grandmother. (It’s burping in most western countries is considered bad
manners. In China and some others, you actually let
her birthday and I have decided to do that.) your host know that you’ve enjoyed the meal when
I have to buy flowers for my grandmother. you burp. In some places, there are even laws telling
you what you can and can’t eat or drink. In Singapore,
(It’s not my decision – my mother/father has for instance, chewing gum is not allowed, while in
asked me to do it.) some Asian countries drinking alcohol is prohibited.
To avoid misunderstandings, you can learn a few
words and phrases of the local language to help you
ANSWER KEY communicate more easily with the people. In this
way, you also show them you’re interested in their
We use must to talk about obligation when it is the culture and language. Dress code is another thing to
speaker’s opinion. We use have to to talk about consider. Lots of countries and public places have rules
something that needs to be done because it is a rule telling you what you can or cannot wear. You should
pay special attention to them in some Middle Eastern
or because of circumstances.
countries. According to their authorities, your arms,
legs and head all have to be covered up. If you ignore
• Refer students to the STOP AND THINK! section. this rule, you will have to pay a fine, or even go back to
Students explain what the modal verbs should your country! But you don’t have to travel to another
and should not (shouldn’t) express. continent to come across rules that are different from
the ones back home. For example, you can’t go into
• Tell students that they have a detailed Harrods, London’s famous department store, wearing
ripped jeans, flip flops or messy clothes. All in all, if you
explanation of modal verbs in the Grammar want your stay abroad to be comfortable, you should
Summary on pages 130 and 131 of their get to know the rules and traditions of the places you’re
Student’s Books. visiting.

practise modal verbs further. ANSWER KEY
2, 1, –, 3, –
ANSWER KEY
We use should and shouldn’t for giving advice or a Exercise 4 b), p. 55
recommendation and for stating an obligation that’s • Instruct students to copy the categories
less strong than with must. mentioned in the recording in their notebooks.
• Students listen to the recording and take short
notes for each of the categories.
197
UNIT 3
• In pairs, students use their notes and modal
Le
ss
on
verbs to talk about the categories with their
2
partners. VOCABULARY
1
a) Read the article, and complete the title with one or two words. Do not worry about the gaps in the
• Monitor students and help if necessary. text at this point.
WINTER IS COMING – OR _____________________________?
• Have volunteers give a talk about some rules

Dubrovnik has always been a popular tourist location. But today it is becoming a victim of
(1) ___________________________ (a situation where the number of tourists is causing problems). Dubrovnik
has starred as King’s Landing in the TV series Game of Thrones, making it a must-see
connected to food and drinks, language and (2) ______________________ (the place where someone or something is going) for its fans. But they’re not the
only ones responsible for the (3) ________________________ (too many people in the same place). Although
dress code. (4) ________________________ (somewhere to stay) is not very cheap, cruise ships contribute to the growing
number of tourists who (5) _____________________________ (come in large numbers) the streets of Dubrovnik
every day. This often creates an unpleasant experience for both tourists and
(6) _____________________________ (someone who lives in a place, not a visitor). It also causes
CURIOUS ME! (7) _____________________________ (harm) to the Old Town. Other than tourists, cheap
(8) _____________________________ (something that you buy during a holiday) stands, and fast-food and
other restaurants, have also taken over the old city centre recently.
If available and if there is enough time, have Both the locals and the experts agree that action must be taken. (9) _____________________________ (capable
of continuing for a long time) tourism practices must be introduced to save the city from overtourism. In
students research some examples of laws and

2016, UNESCO warned that the city could lose its World Heritage Status. Because of that, the local
(10) _____________________________ (official legal institutions) have started limiting the number of tourists.
They are also considering introducing (11) _____________________________ (money that you have to pay if
rules (written and unwritten) that will help them you break the law) for various tourist offences. But individuals must also take part in these efforts. One way
to do so is to plan your trip outside the (12) _____________________________ (most intense) summer months.
not get into trouble when travelling. Have them That way, you’ll help preserve this beautiful city, and you’ll be able to fully enjoy everything it has to offer.
report what they have found out. This task can

b) Read the article again, paying attention to the clues in brackets. Complete the text with the words
accommodation destination overcrowding overpopulation fines peak authorities
also be assigned for homework. souvenir sustainable overtourism damage locals flood rules
My... GRAMMAR! Modal verbs

2
Complete the sentences with appropriate modal verbs. Explain your choices.
TRICKS OF THE TRADE a) don’t have to / have to
1 We’ve got enough time before the flight, so you ______________________________ hurry.
The Sri Lanka Buddha tattoo ban: A number 2 You ______________________________ bring your passport. Otherwise they won’t let you board the flight.
of tourists have been banned from entering Sri b) should / have to
1 I ______________________________ use glass bottles. They’re less harmful for the environment.
Lanka as they had visible Buddha tattoos on 2 I ______________________________ recycle my rubbish. The law is very clear about that.
their body, which is considered an offense in the 67

country. Also, taking selfies or posing standing Hello World 8 RB 2021.indb 67 29.7.2021. 16:15:15
in front of a Buddha statue in Sri Lanka is not

allowed. Feeding pigeons is not allowed in Exercise 3, p. 68
Venice: The feeding of pigeons got banned • Students complete the sentences with can,
because the pigeons were causing damage to can’t, should and shouldn’t.
the city’s marble statues and other structures • Check answers as a class.
by pecking. The improper language law in
the US: You’ll have to pay a fine if you are heard ANSWER KEY
using curse/bad/swear words in Virginia Beach 1 can, 2 can’t, 3 should, 4 shouldn’t, 5 can’t, 6 can, 7
in Virginia, the USA. shouldn’t, 8 should
WORKBOOK PRACTICE Exercise 4, p. 68

Exercise 2, pp. 67–68 • Have students scan the text first.
• There are six parts of the exercise, and • Instruct them to complete the text with the
students should complete the sentences with correct form of the verbs must, mustn’t, have to
the appropriate modal verbs in all of them. and not have to.
• Let students read the instructions and make • Check and discuss answers as a class.
sure they understand what they need to do.
• In pairs, students swap their notebooks ANSWER KEY
and correct the mistakes, if there are any. 1 doesn’t have to, 2 has to, 3 have to, 4 don’t have to,
Check answers as a class. 5 mustn’t, 6 don’t have to, 7 have to, 8 must, 9 have
to, 10 mustn’t
ANSWER KEY
a) 1 don’t have to, 2 have to; b) 1 should, 2 have to; c)
1 mustn’t, 2 shouldn’t; d) 1 have to, 2 can; e) 1 must,
2 have to; f) 1 mustn’t, 2 don’t have to
198 ITCHY FEET

Le
ss
on
2
mustn’t bathe in the fountain. 8 You have to eat more
c) shouldn’t / mustn’t
1 We _____________________________ take photos in the museum. There’s a fine for that.
fruit and vegetables. The doctor told you so.
2 We _____________________________ take photos of people before asking them for permission. It’s rude.
d) have to / can
1 You _____________________________ keep on the designated path. There are endangered plants in this park.
2 There is a designated area where you _____________________________ put up your tent. 5
a) READING Skim the article. Match the places to the pictures. There is one picture you do not need.
e) must / have to 1 Italy 2 Georgia, USA 3 New Zealand

1 I _____________________________ use my car less and cycle more. It’s good for the environment.
2 Tourist buses aren’t allowed in the city centre, so I’ll _____________________________ rent a bike.
f) don’t have to / mustn’t

1 You _____________________________ pick rare mountain flowers.
2 You _____________________________ throw away glass jars; you can reuse them.
UNUSUAL LAWS AND REGULATIONS
3 Today, you (1) can / have to / mustn’t cross borders more easily than ever before. This means that you
Complete the sentences with can, can’t, should, or shouldn’t.
1 I _____________________________ only stay out until 10 p.m. My parents don’t allow me out a minute longer (2) should / must / can also meet different cultures – and their written and unwritten rules! Once you have
than that. chosen your destination, you (3) have to / mustn’t / should read about the dos and don’ts there. Otherwise,
2 I’m sorry, but I _____________________________ come to the cinema tonight. I’ve got lot of homework to do. there’s a possibility you (4) will have to / must / don’t have to pay a fine, or even worse – end up behind bars.
3 I _____________________________ study more if I want to pass my test. Many of these rules involve animals.
4 You _____________________________ spend so much time indoors. It isn’t good for your health. As the number of pet-friendly places is increasing, you (5) can’t / can / don’t have to take your dog to lots of
5 You got your new phone a couple of months ago; you ____________________________ have a new one! destinations. But be careful! In some Italian cities, you (6) should / must / have to walk your dog at least three
6 You _____________________________ play when you finish your chores. times a day. There’s a fine waiting for you if you don’t. And if you think you (7) don’t have to / mustn’t / can’t
7 Just look at those clouds! We _____________________________ go to the beach now. clean up after your pet, think again! Lots of countries have fines for this smelly offence. Barking is punishable,
8 They _____________________________ start saving money if they want to buy a new car. too. In the US state of Oregon, dogs (8) don’t have to / shouldn’t / mustn’t bark for more than ten minutes.
If you have ever wondered why the chicken crossed the road, you definitely won’t find the answer in Quitman,
4 in the US state of Georgia. Chickens (9) mustn’t / can’t / can cross the road there, so, if you happen to bring your
Complete the text with the correct form of the verbs must, mustn’t, have to or not have to.
pet chicken, you (10) don’t have to / can / have to keep it on a leash at all times! And if you prefer roosters as
My family is pretty easy-going, and we get on well. However, there are some rules pets, remember: you (11) can’t / mustn’t / must take them with you in a hot-air balloon in New Zealand. The
when it comes to housework and our tour company. My baby sister is three, so she rules say that your feathery pet (12) has to / can / doesn’t have to stay on the ground and patiently wait for you
(1) _____________________________ do much, of course. But she to return.
(2) _____________________________ put her toys away after playing. My parents
are very strict about that. I (3) _____________________________ help with some b) Read the article again. Circle the correct answer.
chores: I clean around the kitchen and help my mum prepare meals. I
(4) _____________________________ work in our garden; that’s my father’s job. 6
Translate these sentences into English.
He’s crazy about his garden. He tells us we (5) _____________________________ touch 1 Moram pospremiti svoju sobu. Stvarno je neuredna.
anything when he’s not around – or there will be trouble! I help as much as I can in our ____________________________________________________________________________________________________
company, too. I (6) _____________________________ be there every day; school comes first, of course. But I
2 Ne bismo se trebali koristiti plastičnim vrećicama.
(7) _____________________________ help my parents from time to time. They’re not that computer savvy.
____________________________________________________________________________________________________
And it’s a good opportunity for me to earn some pocket money. As for school, that’s where my real
3 Ne smijemo hraniti životinje u zoološkom vrtu. Zabranjeno je.
responsibility lies. I’m a good student, but I believe I can do even better. That’s why I
____________________________________________________________________________________________________
(8) _____________________________ start studying more. It’s difficult to keep up sometimes. We get lots
4 Trebala bih više odvajati otpad. Bolje je za okoliš.
of homework, and our teachers are strict, so I (9) _____________________________ hand everything in on
____________________________________________________________________________________________________
time. We (10) _____________________________ be late or copy other students’ homework, or our parents get
notified. 5 Ne moraš platiti kartu. Ulaz je besplatan.
____________________________________________________________________________________________________
68 6 Možeš ponijeti fotoaparat sa sobom.

____________________________________________________________________________________________________
7 Ne smiješ se kupati u fontanama.
____________________________________________________________________________________________________
Exercise 6, p. 69 8 Moraš jesti više voća i povrća. Doktor ti je to rekao.

____________________________________________________________________________________________________
• Let students read the sentences in Croatian. 69
• Students translate the sentences using modal

ENDING THE LESSON

verbs.
• Remind them to refer to the My... GRAMMAR! WRITING
section in their Student’s Books on page 55 if Exercise 5, p. 55
they are not sure which modal verb to use. • Go through the tasks with students and
• You may want to advise students to instruct them to choose one.
choose the correct modal verb for each • Instruct students to think about the suggested
sentence first and then translate the topics in the exercise before they start writing.
whole sentence.
• Distribute the photocopiable brochure
• You may want to use this exercise as
(Resource Bank, Resource 47, pp. 406-412) or
formative assessment to check how well
website templates (Resource Bank, Resource
students understand the use of modal verbs.
48, pp. 406-412) to the students who have
• Collect students’ work and correct it. chosen to do the No picnic task.
correct the answers. • Allow enough time for students to finish the
• Have students present their work.
ANSWER KEY
ANSWER KEY
Suggested answers: 1 I must tidy up my room. It’s
really messy. 2 We shouldn’t use plastic bags. 3 We
mustn’t feed animals at the zoo. It is forbidden. 4 I
should recycle more. It’s better for the environment. HOMEWORK
5 You don’t have to pay for the ticket. Entrance is
free. 6 You can take your camera with you. 7 You WB p. 69, Exercises 5 a) and b)
199
UNIT 3
2B HOLIDAY HEAVEN – OR HELL? Sunday afternoons. –TRUE. 3 In South
Africa, young people in bathing suits have
Lesson 1 to sit at least 12 inches apart from each
other. –TRUE. 4 It is illegal to recite poetry
NASTAVNA TEMA
Drugi i drugačiji while skiing in Austria. –FALSE. (It’s illegal
Holiday heaven – or hell? (1.
in Switzerland.) 5 It is illegal to remove a
NASTAVNA JEDINICA bandage in public in Japan. –FALSE (It’s
sat)
PREDVIĐENI BROJ SATI 1 illegal in Canada.) 6 It’s illegal to put an
A.8.1., A.8.2., A 8.3., A.8.4., ice cream in a mailbox in Greece. –FALSE
ISHODI POUČAVANJA A.8.5., B.8.1., B.8.2., C.8.1., (It’s illegal in Japan.)
C.8.2., C.8.3.
DJELATNOST (I) U FOKUSU Govorenje, slušanje, pisanje MAIN PART
Vezan uz putovanja i smještaj:
amenity, wall socket, cutlery, SPEAKING
bed linen, travel adapter,
VOKABULAR overbooked flight, airport
lounge, cabin, upgrade, check- Exercise 1, p. 56
in, legroom, domestic flight, • In groups, students first discuss what they look
flight attendant
forward to when going on holidays.
KOMUNIKACIJSKO- Govorenje o iskustvima na
putovanjima • Check students’ ideas as a class.
MEĐUPREDMETNE TEME • Have them look at the situations and think
A.3.1., A.3.2., A.3.3., B.3.2., about how annoying they are. Students rate
B.3.3., C.3.2. them from 1 (not that bad) to 3 (absolute
A.3.1., A.3.2., A.3.3., B.3.1., disaster).
Učiti kako učiti B.3.2., B.3.3., C.3.2., C.3.3.,
D.3.1., D.3.2. • Let volunteers share their lists of the most
Hrvatski jezik Slušanje s annoying situations.
POVEZIVANJE Geografija Turizam • In groups, students talk about what they can
do to deal with the situations.
UDŽBENIK Str. 56. -57. • Discuss students’ ideas as a class.
Dodatni zadatci za ANSWER KEY
platformi IZZI Students’ answers.
STARTING THE LESSON

LISTENING
• If you have assigned the Curious me! section • Explain to students that Amelia is listening to a
for homework, have students share some podcast about travel experiences.
examples of laws and rules that could help
them to not get into trouble when travelling. 3.6. • Play Track 3.6.
• You may want to play the Call my bluff • Students put the pictures in the correct order.
game (see Games and Activities on pp. • Check answers as a class.
394-398) with students. Read some travel
laws and rules to students and have Track 3.6
them guess if they are true or false.
1 (Sebastian, Scotland) I’ve always been a fan of
• Suggested rules: 1 Some Caribbean geoglyphs, and last year I finally saved just enough
money to visit some of the famous sites in Latin
countries have put a ban on wearing America. When I got there, I decided to take an air tour;
camouflage clothes. –TRUE. 2 In Victoria, what better way to see geoglyphs than from an
it’s illegal to wear pink hot pants on aeroplane? I was so excited! Well, at least until I saw the
Cessna. The shabby, old plane looked as if it was ready
200 ITCHY FEET

Le
ss
on
2
2B HOLIDAY HEAVEN - OR HELL?
I can write a polite comment.
1 SPEAKING Work in groups. Discuss the questions.

1 What do you look forward to when going on a holiday?
2 How annoying are these situations while you are travelling? Rate them from 1 (not that bad) to 3 (absolute disaster).
All your money gets stolen. You lose your passport. Your luggage is lost. You get sick or hurt.
You get lost. Nobody speaks English. You buy souvenirs, but they break on the way home.
You lose your phone.
3 What can you do in the situations above to solve them?
2 a) 3.6 LISTENING Amelia is listening to a podcast about travel experiences. Listen to some of the stories. Put
the pictures in the correct order (1–3). There is one set of photos you do not need.
Jada, Ireland Mika, Japan
Sebastian, Scotland Marc, France
b) 3.6 Listen again. Are the sentences true (T), false (F) or it doesn’t say (DS)?
Sebastian... Marc and his wife...

1 thought the plane wasn’t safe. 7 missed their flight.
2 has always wanted to see hieroglyphs. 8 didn’t have to pay to travel business class.
3 has a large collection of photos from the overflight. 9 had lots of first-class perks.
Jada...
4 didn’t get everything the host listed.
Study tip! LISTENING
5 hurt herself on the way to the beach. When listening to (or reading) a new text, you’ll come
6 complained to the host. across words you don’t understand. Before looking them
up, try to guess their meaning from the context.
VOCABULARY Travelling
3 a) Look at these words and expressions from the texts. Circle the ones you understand.
amenity wall socket cutlery bed linen travel adapter overbooked flight airport lounge
cabin upgrade check-in legroom domestic flight flight attendant
b) Work in groups. Try to explain the meanings of the words your classmates do not understand. In your
notebooks, sort the words into two groups: air travel and accommodation. Add a few more to each group.
56
2B HOLIDAY HEAVEN – OR HELL?

201
UNIT 3
for retirement. Inside, I wanted to fasten my seatbelt, are true, false or it doesn’t say in the text
but there weren’t any! The pilot told me it didn’t matter. before playing the track again and have
And just as I thought it couldn’t get any worse, I noticed
rust and holes in the floor of the plane. Was I supposed them check their answers while listening.
to use them for sightseeing, instead of windows? But it
was too late for me to quit, because we were already • Play Track 3.6 again.
up in the air. I closed my eyes and kept them shut for • Students write T for true, F for false, and DS for
most of the flight. I don’t remember much of the
geoglyphs, and the few photos I took were mostly doesn’t say in the boxes.
blurred; I was so scared, my hands were trembling
during the entire flight! When we finally landed, I
decided I’d do more research next time I booked a
private tour. But, despite this scary experience, I still ANSWER KEY
enjoyed my holidays. My wish to see the geoglyphs had
finally come true! 1 T, 2 F, 3 F, 4 T, 5 T, 6 DS, 7 F, 8 T, 9 F
2 (Jada, Ireland) Never fully believe what you see in
ads and photos! That’s the most important lesson I Study tip! READING
have learned. The photos on the website showed a
clean, cosy two-bedroom apartment, with a shortcut • Refer students to the Study tip! READING
to a beautiful beach. And the beach was really section and encourage them to try to
magnificent. But the apartment – that’s another story.
Most of the amenities listed were either missing or not guess the meaning of the words they don’t
working. The air-conditioning was broken. The iron understand from the context before looking
and the hairdryer were nowhere to be found. Most of them up in a dictionary.
the sockets hung loose from the walls. They were so
old that I was afraid of using them. There were also • At this point, you can GO DIGITAL and
no travel adapters provided for the sockets, so we practise listening further.
had to buy our own. The bed linen was yellow and
torn, and the cutlery was missing; we only found two
knives and a few forks and spoons. It was such a bitter VOCABULARY
disappointment! And it didn’t get much better outside.
The shortcut led through thick bushes, so we needed Exercise 3 a), p. 56
to fight our way through! I couldn’t see where I was
stepping, and I sprained my ankle on the first day. What • Before doing the exercise, you may want
a terrible holiday!
3 (Marc, France) My wife and I went on our
to play Track 3.6 one more time and
honeymoon that summer. At the check-in, we found have students write down all the words
out that our flight was overbooked. We were desperate, they don’t understand.
because there wasn’t a new flight for days, but the
airline staff had a surprise for us. I know this might • Let students share the words they have
sound made up, because these things rarely happen, written down with the rest of the class.
but we got an upgrade from economy to business Marc and his wife...
class! What a fantastic experience that was! First, we Discuss the meaning7of the words and
missed their flight.
got to use a fancy airport lounge to relax in before motivate students to8guess thetomeaning
didn’t have pay to travel business class.
boarding the flight. And the cabin itself was out of this from the context. 9 had lots of first-class perks.
world! There was much more legroom for us to sit
comfortably, and there were only a few seats in each • In pairs, students look at the words from the
row. Flight attendants were always around, offering us texts and circle the ones they understand.
drinks and food. And the seat could turn into a bed!
What a great feature, even for a short domestic flight • Check students’ answers as a class.
such as ours! I can only imagine what it means flying
first class, with lots more perks, such as free pyjamas
and slippers, showers, and luxury food. Who knows?
ANSWER KEY
Maybe one day we’ll experience that, too! Students’ answers.

2, –, 1, 3 • Divide students into groups and instruct them
to try to explain the meaning of the words
Exercise 2 b), p. 56 their classmates do not understand.
• Let students read the sentences. • Monitor students and help if necessary.
• In a higher-ability class, you may want to • Discuss the meaning of the words that
ask students to decide if the sentences students do not understand as a class.
202 ITCHY FEET

Le
ss
on
2
4 SPEAKING Think up a story for the remaining set of photos in Exercise 2 a). What happened? Retell it in the first
person singular.
5 a) The speakers from the podcast have also written some comments about their travel experiences. Are they
positive, negative or neutral?
1 I really enjoyed seeing 2 The accommodation was a disaster! Most of the amenities were
geoglyphs from the air! The missing, and the way to the beach was so dangerous that I hurt my
plane wasn’t in the best of leg. I’ll never come here again!
shape, so I would recommend Jada, Ireland
taking another tour operator.
The one I took was affordable, 3 I have nothing but words of praise for the airline company!
but not safe enough for my Although they overbooked our flight, they quickly made up for it
standards. by upgrading us to business class. My wife and I had a fantastic
Sebastian, Scotland experience!
Marc, France
b) SPEAKING Work in groups. Answer the questions.

1 Would you write the comments above in the same way? Why (not)?
2 How often do you write online comments? What do you usually comment on?
3 Have you ever received an impolite comment? How did you feel about it? How did you respond?
6 a) READING Read Amelia’s text. What is it about?
Tourists often leave comments on our tour-company website, too. Most of them are
polite and constructive, but there have been a few which really made us feel bad. I often
wonder how people can write such terrible things when they’re behind the safety of
their screens. Would they say the same to a person’s face? Commenting, complaining
and criticising can hurt other people’s feelings. If you’re not happy with something,
there are ways to make sure that these negative or uncomfortable things that you have to
say are said in a polite way. Most important of all: if you’re angry or hurt, don’t start typing
a comment right away. Take a deep breath and a few moments to gather your thoughts. I usually start with a
compliment. It shouldn’t be too difficult to find something you truly like or that has been done in a good way. And
which of us can say they don’t enjoy a compliment or two? Then, give advice to keep the criticism constructive,
or politely explain why you don’t agree with something. Don’t attack the person directly. Saying ‘You’re wrong!’
or ‘You did this or that wrong!’ won’t get you far. Choose your words carefully; they can easily be misunderstood,
even if you mean no harm. Finally, proofread what you have written. Correct any spelling, capitalisation or other
types of mistakes. Following these easy steps can really make your communication more polite and meaningful.
class.
Both you and the person you are talking to are sure to feel better.
b) What advice does Amelia give for writing online comments? Read
again, and underline them. Use them to write a list of tips on how to
comment politely in your notebook. Giving polite comments
Look at some useful phrases to start
7 WRITING Choose a task, and write a short comment. Use the tips your comments. Add a few more.
from Exercise 6 b) to review your work. I really liked / loved…
1 You have booked a room, 2 You have to review your classmate’s
However, I was less happy about...
but some of the amenities project presentation. You think I think you should / shouldn’t…
listed weren’t there. they should add more pictures I couldn't help noticing...
However, the host was and have less text on the slides. I hope you don't mind, but...
friendly and helpful, and There are also a few grammar and I hate to tell you but…
you generally liked your spelling mistakes you think they I’m sorry to say this but…
stay there. should correct. Although I like…, I think...
57

203
UNIT 3
• You may want to explain the meaning of
the words geoglyph and perks. 2B HOLIDAY HEAVEN - OR HELL?
VOCABULARY
• In their notebooks, have students sort 1
a) Read the clues, and do the crossword.
DOWN
the words into two groups: air travel and 1
2
1 an object that allows you to connect
pieces of electrical equipment that
accommodation and add a few more words to 12 cannot be connected directly

2 a seating and waiting area for
each group. passengers in an airport

4 not foreign or international, but
happening inside a particular country
4

6 the part of an aeroplane where
3 passengers sit
8 the space for your legs when you’re
sitting in a plane, car, cinema etc.
• In a lower-ability class, you may want to 5 6
10 to sell more tickets or room
reservations than you have available
draw a table and have students write the 7

8
ACROSS
3 raise something to a higher standard
answers, as well as their own examples, 9

10 5 something that makes a location
more comfortable or enjoyable
on the board. 11
7 a person who works on an aeroplane,
taking care of the passengers during
- a flight
9 an opening in a wall where you can
ANSWER KEY plug in an electric device to get power

11 the process of registering as a
passenger at an airport
Students’ answers. Suggested answers:

12 sheets, pillowcases, etc., made of
cloth and used in the house
b) Complete these sentences. Use the words in Exercise 1 a), and make all the necessary changes. There are
Air travel Accommodation two words you do not need.
1 You should arrive for ________________________ at least two hours before departure.
overbooked flight amenity 2 The first-class _____________________ in the aeroplane are usually much bigger than the ones in economy class.
3 Our hotel offers lots of ________________________, such as a gym, a pool, a jacuzzi and shops.
airport lounge wall socket 4 On our flight back, we were ________________________ to business class. What an amazing experience!
5 You should change your bed ________________________ once a week.
cabin cutlery 6 Our flight was delayed, so we had to wait in an airport _____________________. It had free snacks and drinks.
7 Don’t forget to bring your travel ________________________ with you to the UK. You won’t be able to plug in
your charger otherwise.
upgrade bed linen 8 The ________________________ on our last flight was very polite and helpful.
9 The seats in this car are comfortable, but there’s not much ________________________ in the back.
check-in travel adapter 10 You don’t have to have your passport with you on a ________________________ flight, but you need it if you’re
planning on leaving the UK.
legroom students’ ideas 70

domestic flight Hello world 8 RB 2021 - 03 - unit 3.indd 70 29.7.2021. 17:40:49
flight attendant
READING
students’ ideas
TRICKS OF THE TRADE • Students read the booking ad and answer the
questions.
A geoglyph is a large design or motif, generally
longer than 4 metres, produced on the ground • Check answers as a class.
by durable elements of the landscape, such as
stones, stone fragments, gravel or earth. Perks ANSWER KEY
are special benefits that are given to people who 1 It advertises a two-bedroom apartment with a pool
have a particular job or belong to a particular and beach front. 2 It is located in Montego Bay. 3 Yes,
group. (Source: Collins Dictionary) it does.
WORKBOOK PRACTICE Exercise 2 b), p. 71

Exercise 1 a), p. 70 • Have students read the booking ad again and
decide whether the sentences are true, false or
• Let students read the clues and do the
it doesn’t say.
crossword.
ANSWER KEY practise reading further.
DOWN: 1 adapter, 2 lounge, 4 domestic, 6 cabin,
8 legroom, 10 overbook. ACROSS: 3 upgrade, 5 ANSWER KEY
amenity, 7 flight attendant, 9, socket, 11 check-in, 12 1 T, 2 T, 3 F, 4 F, 5 T, 6 F, 7 T, 8 DS, 9 DS, 10 T
linen.
204 ITCHY FEET

Le
ss
on
2
Lesson 2
2
a) READING Read the booking ad, and answer the questions below.
1 What does the ad advertise? ____________________________________________________________________

2 Where is the apartment located? ____________________________________________________________________
NASTAVNA TEMA
3 Does it offer a lot of amenities? _____________________________________________________________________ Drugi i drugačiji
Where would you like to go? Holiday heaven – or hell? (2.
NASTAVNA JEDINICA
Million-Dollar View Two-Bedroom sat)
Apartment with Pool, Beach Front
Montego Bay, St. James Parish, Jamaica

Entire home for yourself
Self check-in
A.8.1., A.8.2., A 8.3., A.8.4.,
A.8.5., A.8.6., B.8.1., B.8.2.,
You can cancel free of charge until 48 hours before
arrival. There is no refund after that. ISHODI POUČAVANJA
House rules: this apartment allows pets, but smoking
B.8.3., C.8.1., C.8.2., C.8.3.,
and parties are not allowed.
The Blue Lagoon is an apartment complex with three separate
C.8.4., C.8.5.
apartments, each with private entrance and balconies, and a
shared infinity pool. Light-filled and airy rooms each come with
amazing views of the ocean and the mountains. Just a short walk
from the beach, the city centre and restaurants, it... read more
Contact host Vezan uz pisanje komentara:
Sleeping arrangements VOKABULAR constructive, gather thoughts,
Bedroom 1 Bedroom 2 Common spaces
proofread
Wi-Fi available Free parking Air conditioning Free streaming services, cable TV
Fully-equipped kitchen Linen provided Bed and bath essentials Show all 40 amenities
KOMUNIKACIJSKO- Pisanje komentara
4.5 (260 reviews)
Jeannie, USA
The location is fantastic, and the name of the ad definitely does it justice – the view is spectacular!
Communication with the owner was great from the start. The beach is just a few steps away, and a
shuttle is available to take you to nearby beaches...
Sean, UK I really liked...; However, I was
Although we enjoyed our stay in Montego Bay, the rooms look more spacious in the pictures. But the
flat was clean, with lots of amenities. The host was friendly and helpful. All in all, I would less happy about...; I couldn’t
recommend this beautiful flat to other holidaymakers! FUNKCIONALNI JEZIK
help noticing...; I hate to tell
b) Read the booking ad. Are the sentences true (T), false (F) or it doesn’t say (DS)? you that...; Although I like...
6 You don’t have to share amenities
1 The flat is called Million-Dollar View.
2 There are two bedrooms in the flat.
with other guests. MEĐUPREDMETNE TEME
7 You don’t have to bring your toiletries and cutlery.
3 The host has to let you in.
8 You have to take a bus to the centre of Montego Bay. A.3.1., A.3.2., A.3.3., B.3.1.,
4 You get all your money back if you cancel
one day beforehand.
5 The flat is pet-friendly.
9 The flat is child-friendly.
10 The reviews are mostly positive.
B.3.2., B.3.3., B.3.4., C.3.2.
A.3.1., A.3.2., A.3.3., B.3.1.,
71
D.3.1., D.3.2.
Građanski odgoj i obrazovanje C.3.3.
ENDING THE LESSON
razumijevanjem, pisanje
SPEAKING MEĐUPREDMETNO komentara
POVEZIVANJE
Geografija Turizam
Exercise 4, p. 57
• Divide students into groups and let them UDŽBENIK Str. 57.
think up a story for the remaining photo RADNA BILJEŽNICA Str. 72.
(Mika, Japan). Have them imagine what has Dodatni zadatci za
happened and retell it in first person singular. DIGITALNI SADRŽAJ IZZI uvježbavanje na digitalnoj
platformi IZZI
• You may want to instruct students to make
notes for their stories. STARTING THE LESSON
• When students have finished, have group • Check homework.
representatives retell their stories.
• Play the Jumbled Words game (see Games and
• Have a class vote on the most interesting, the Activities on pp. 394-398) to revise vocabulary
funniest or the worst-experience story. from the previous lesson. Distribute the
photocopiable jumbled words lists to students
ANSWER KEY
(Resource Bank, Resource 49, pp. 406-412).
Students’ answers. Instruct students to unscramble the letters to
get the words connected with travelling and
HOMEWORK then translate them into Croatian.
WB p. 70, Exercise 1 b) ANSWER KEY

1 legroom = prostor za noge, 2 overbooked =
rasprodan, 3 cutlery = pribor za jelo, 4 lounge =
salon, 5 domestic = domaći, 6 amenity = pogodnost,

205
UNIT 3
7 upgrade = unaprijediti, 8 socket = utičnica, 9 • Check answers as a class.
geoglyph = geoglif, 10 perk = povlastica
• Explain any new vocabulary, if necessary.
Suggested vocabulary: constructive, gather
MAIN PART thoughts, proofread, meaningful.
Exercise 5 a), p. 57 • Instruct students to write down a list of tips on
• Students read the comments about the how to comment politely in their notebooks,
speakers’ travel experiences. using Amelia’s advice.
• Let them decide whether their comments are • Discuss students’ lists as a class.
positive, negative or somewhere in-between. • You may want to write the tips on the board as
• Discuss answers as a class and have students students say them.
explain what has helped them decide if the
ANSWER KEY
comment is positive, negative or somewhere
in-between. Students’ answers. Suggested tips: 1 Don’t start
typing a comment right away – take a deep breath
ANSWER KEY and gather your thoughts. 2 Start with a compliment.
3 Give advice or politely explain why you don’t agree
with something. 4 Choose your words carefully –
don’t attack the person directly. 5 Proofread what
SPEAKING you have written.
• In small groups, students discuss the practise reading further.
questions.
• Give students enough time and help them if
necessary.
Giving polite comments
• Draw students’ attention to the My... EVERYDAY
ANSWER KEY ENGLISH! section.
Students’ answers. • In pairs or groups, students discuss the useful
phrases for starting comments and try to think
READING of some more examples.
Exercise 6 a), p. 57 • Check students’ ideas as a class and write
• Draw students’ attention to Amelia’s text. them on the board.
• Let students skim the text first to find out what ANSWER KEY
it is about. Students’ answers. Suggested answers: I have
• Check answers as a class. enjoyed...; Unfortunately, I have to say...; I appreciate...
but...
ANSWER KEY
The text gives advice on how to write a constructive WORKBOOK PRACTICE
and polite comment, no matter if it’s a positive or Exercise 4 a), p. 72
negative one.
• Students read the comments and look at the
checklist.
• Have students think about the advice Amelia • Have them tick the tips that relate to the
gives for writing online comments. comments.
• Students read the text again and underline the • Check answers as a class.
advice Amelia gives.
206 ITCHY FEET

Le
ss
on
2
• Discuss the difference between students’ tips • Remind students to use the checklists/tips
and the checklist in the exercise. they have written previously in Exercise 6 b) or
to use the checklist from Exercise 4 a) on page
ANSWER KEY 72 of their Workbooks.
Comment 1: 3. Comment 2: 1, 2, 3, 4, 5, 6. • Allow enough time for students to write the
comments.
• When they have finished, let students read
• Refer students to the phrases for giving polite
their comments.
comments in Exercise 3. Let them rewrite
Comment 1 using the phrases from Exercises 3 • Give your own feedback to each student.
and 4 a) in a polite way. Focus on their spelling, capitalisation
and the appropriateness of the comment
(politeness and constructiveness).
ANSWER KEY
ANSWER KEY
• To further practise giving polite

My... EVERYDAY ENGLISH! Giving polite comments
3
Rewrite the sentences to make them more polite.
comments, you may want to divide
1 Those trousers don’t fit you at all! They’re too small.
students into groups and instruct them
To be honest with you, ______________________________________________________________________________
2 Waiter! I want another soup. There’s a hair in mine. to imagine an embarrassing or annoying
Excuse me! I I’m afraid there’s _______________________________________________________________________
3 Ugh, I hate these trainers! I won’t buy them.

travelling situation.
I’m sorry to say this, but _____________________________________________________________________________
4 The food was bad. The city tour was ok. • When the groups have finished, they
exchange their situations and write
Although I liked ____________________________________________________________________________________
5 Do your homework again. It’s no good; there are mistakes.
I think you should __________________________________________________________________________________
6 There’s something green and nasty between your teeth!

comments to them using the checklist
I hate to tell you ____________________________________________________________________________________ and tips from Exercise 6 b).
4
a) Read the comments, and look at the checklist below. Tick the tips that relate to the comments.
1 the flight was just awful! i’ve never been this disappointed! first they overbooked our flight. what
• Have group representatives read out the
incompetence! i just cant understand how the staff managed to do that. when we finally boarded the
plane, we were in for a surprise. our seats were taken! there wasnt enough room for our hand luggage and situations and the comments their group
we didnt get enough food. it was okay, but the portions were very small.
has written.
2 I have read your short story. It seems to me that you have put a lot of effort into it. I really liked the first
• Discuss the comments as a class.

part. The characters and the plot are interesting and get the reader’s attention. Although I enjoyed most of
the story, I didn’t like the ending that much. I’m sorry to say this, but I knew what would happen. Perhaps
you could rewrite it and make it more suspenseful.
1 Don’t write the comment when angry.

Comment 1 Comment 2
HOMEWORK
2 Start with a compliment or something good that has been done.
3 Explain why you disagree with something or don’t like it.
4 Give advice to keep your comment constructive.
5 Don’t attack the person directly. WB p. 72, Exercise 3
6 Proofread your comment.
b) Use the checklist and phrases in Exercises 3 and 4 a) to rewrite Comment 1 from Exercise 4 a) in a polite way.
______________________________________________________________________________________________________
______________________________________________________________________________________________________
______________________________________________________________________________________________________
______________________________________________________________________________________________________
______________________________________________________________________________________________________
72
ENDING THE LESSON
WRITING
Exercise 7, p. 57
• Have students read the tasks first.
• Students then choose a task and write a short
comment.

207
Lesson 3
UNIT 3
3A MOVE TO THE GROOVE MAIN PART
Lesson 1 SPEAKING
Svijet oko mene / Putovanja / Exercise 1, p. 58

NASTAVNA TEMA
Drugi i drugačiji • Draw students’ attention to the pictures.
NASTAVNA JEDINICA Move to the groove (1. sat)
• In pairs or small groups, students discuss the
A.8.1., A.8.2., A 8.3., A.8.4.,
questions.
ISHODI POUČAVANJA A.8.5., B.8.1., B.8.2., C.8.1., • Discuss students’ answers as a class.
C.8.2., C.8.3.
DJELATNOST (I) U FOKUSU Govorenje, čitanje, pisanje ANSWER KEY
Vezan uz glazbu: enthusiast,
VOKABULAR upbeat, originate, craze, Students’ answers. / Picture 5.
downbeat, conscious
KOMUNIKACIJSKO- Govorenje o glazbi
READING
MEĐUPREDMETNE TEME Exercise 2 a), p. 58
A.3.1., A.3.2., A.3.3., B.3.2., • Explain to students that Amelia is writing
B.3.4., C.3.2. about Jamaican music for the hotel’s website.
A.3.1., A.3.2., A.3.3., B.3.1.,
Učiti kako učiti B.3.2., C.3.2., C.3.3., D.3.1., • Brainstorm students’ ideas about Jamaican
D.3.2. music and what they already know about it.
Uporaba informacijske i A.3.1., C.3.1., C.3.2., C.3.3.
komunikacijske tehnologije • Students read the texts and match them to the
Hrvatski jezik Čitanje s headings.
razumijevanjem
MEĐUPREDMETNO
Geografija Turizam
• Tell them not to worry about the gaps in the
POVEZIVANJE text at this point.
Glazbena kultura Žanrovi
glazbe 20. stoljeća
UDŽBENIK Str. 58.
RADNA BILJEŽNICA Str. 73. ANSWER KEY
Dodatni zadatci za
DIGITALNI SADRŽAJ IZZI uvježbavanje na digitalnoj 1 The capital of music, 2 New era, new moves; 3 King
platformi IZZI of reggae music
STARTING THE LESSON Exercise 2 b), p. 58

• Check homework as a class. • Have students look at the missing sentence
parts A–H first.
• Play the Association game (see Games and
Activities on pp. 394-398) to get the word • Students then read the text again and
groove. complete it with the missing sentence parts.
• Suggested associations: It is a situation or an • Check answers as a class.

activity that one enjoys. It also means to create, • If available, play the Beatles song ‘Ob-La-
dance to, or enjoy rhythmic music. It is a piece Di, Ob-La-Da’ to show students the
of popular music with a good beat. It can also influence ska music had on the song.
mean a fixed routine. His music has a real Discuss what they think about it and
‘60s ________ to it, mixed with modern punk what ska elements they notice in the
sounds. They’re happy to stay in the same old song.
_______.
ANSWER KEY
1 F, H, 2 A, C, 3 B, G
208 ITCHY FEET

Le
ss
on
3
3A MOVE TO THE GROOVE
3
on
ss
Le
I can talk about music and festivals.
1 SPEAKING Look at the pictures. What do they tell you about Jamaica? There is one picture that does not belong
here. Which one is it? Why do you think so? Skim the texts in Exercise 2 a) to check your answers.
3
1 5
2 4
2 a) READING Amelia is writing about Jamaican music for the website of her family’s tour company. Match the
headings to the texts. There are two headings you do not need. Do not worry about the gaps in the text at this point.
King of reggae music The capital of music The school of reggae

The beach is calling New era, new moves
1 2 3
What do people think of first when One of Jamaica’s most popular art forms, Reggae music, , was more (5) downbeat
asked about Jamaica? For many, the which is known for its (2) upbeat tempo and much slower in tempo. Bob Marley and
sun, turquoise sea and white sand are and energetic dance moves, is ska. In the his band, the Wailers, became world-famous
the first things that come to mind. But late 1950s, when it (3) originated, ska reggae stars in the 1970s. Marley was an
there’s more to Jamaica than just sandy was a synonym for having a good time. artist . He fought for the rights of black
beaches! For example, coffee lovers will No wonder: the music was new, fast and people, and he used reggae music to call
surely think of the Blue Mountain, . exciting! But this new dance (4) craze for social change. He made (6) conscious
And sports (1) enthusiasts will mention the really hit Jamaica in the first half of the music. His lyrics are meaningful and speak
Jamaican Olympic heroes, ! However, 1960s, . The island was going through of human rights, unity, peace, love and hope.
what most people think of first is music. a cultural revival, and ska reflected the But, at the same time, music encourages
Jamaican music has always been the optimism of that period. And a decade people to forget their troubles and move
heart of the island: Kingston, the island’s later it hit the clubs of London! Even slowly to the rhythm. Marley managed to
capital, is the birthplace of ska, reggae the chart-topping Beatles, , helped inspire people of all cultures and races, and
and many other music genres. If you ever popularise the ska sound. he still continues to do so. No wonder he
visit Jamaica, make sure you bring your became a Jamaican cultural icon!
dance shoes with you!
b) Read the text again, and complete it with the missing sentence parts below. There are two sentence parts you do
not need.
A when Jamaica finally got its independence E where it developed from reggae
from Britain
F where one of the best coffee beans in the world
B which developed from ska in the late 1960s is grown
C whose ska-inspired song ‘Ob-La-Di, Ob-La-Da’ G who had a great influence on global culture in his
was recorded in 1968 short musical career
D which are held every four years H who have won a total of 79 medals
58

209
UNIT 3
VOCABULARY
Le
ss
on
3
Exercise 3, p. 59
VOCABULARY
1
• Draw students’ attention to the coloured parts Rewrite these sentences so that the meaning stays the same. Use the most suitable word or expression
below. The phrase in colour will help you find it.
of the text.
enthusiast upbeat craze downbeat originated conscious birthplace top the charts
1 Bob Marley created music which talks of social issues and calls for social justice.
Bob Marley created _________________________ music.
• Instruct students to match them to their 2 Do you remember when Psy released Gangnam Style and the global madness started?
Do you remember when Psy’s Gangnam Style started a global _________________________?
explanations below. 3 I really like to go hiking.

I’m a hiking _________________________.
4 My mum prefers more relaxed, slow-paced music.
• Check answers as a class. My mum prefers _________________________ music.

5 I’m into music which is lively and fast-paced.
I’m into _________________________ music.
• You may want to ask students to translate 6 Reggae is a music genre which emerged in Jamaica in the late 1960s.
Reggae music _________________________ in Jamaica in the late 1960s.
the words into Croatian. 7 Skip Marley, Bob’s grandson, was the first Jamaican artist to reach No.1 in the US music charts.
Bob Marley’s grandson Skip was the first Jamaican to _________________________ in the US.

8 Six different music genres have been born in Kingston, Jamaica.
Kingston, Jamaica, is the _________________________ of six different music genres.
Suggested vocabulary: turquoise, synonym, My... GRAMMAR! Relative clauses

2
cultural revival, reflect, chart-topping, wailer. Circle the correct relative pronoun.
1 Amelia is a girl which / whose parents own a small tour company.

2 Her family lives in a seaside town when / where a popular reggae festival takes place.
• At this point, you can GO DIGITAL and 3 Her dad is a host who / which can speak four languages.
4 They have a house for rent which / who has a big garden.
practise reading further. 5 They often have barbecues with the guests whose / who come to stay in the house.
6 They live in an area where / which there are a lot of souvenir shops.
7 I’ve talked to a girl which / who knows Amelia’s father.
ANSWER KEY 3
8 He was happiest on the day where / when he won an award for the best host.
Complete these sentences with who, which, where, when or whose.
2, 6, 1, 3, 5, 4 1 What do you call a place ___________________ you buy stationery?

2 Is he the boy ___________________ asked you out on a date?
3 I ate the biscuit ___________________ was on the plate.
4 Do you remember the night ___________________ we kissed for the first time?
CURIOUS ME! 5 I couldn’t live in a place ___________________ there are none of the excitements of city life.
6 The house ___________________ owner moved abroad has been sold.
73
Assign this task for homework. Students are Hello World 8 RB 2021.indb 73 29.7.2021. 16:16:07
going to research which music genres, other

than ska and reggae, were born in Jamaica and ENDING THE LESSON
find out about their characteristics. Have them
• Do a comprehension check of the text in
report what they have found out in the next
Exercise 2 a).
lesson.
• Divide students into groups and give each
WORKBOOK PRACTICE group a photocopiable Move to the groove
answer sheet (Resource Bank, Resource 50, pp.
VOCABULARY 406-412).
Exercise 1, p. 73 • Students read the questions and write the
answers without looking at the text.
• Students read the instructions to the exercise.
Make sure they understand what they need to • The group to answer first with the most correct
do. answers is the winner.
• Let students rewrite the sentences using the • Check answers as a class.
words and expressions.
ANSWER KEY
1 sun, turquoise sea and white sand, 2 Blue
ANSWER KEY Mountain, 3 seventy-nine, 4 in the late 1950s, 5 in
the 1970s, 6 Beatles song, 7 the Wailers, 8 to call for
1 conscious, 2 craze, 3 enthusiast, 4 downbeat, 5 social change, 9 of human rights, unity, peace, love
upbeat, 6 originated, 7 top the charts, 8 birthplace and hope
HOMEWORK
Student’s Book, p. 59,
210 ITCHY FEET

Le
ss
on
3
VOCABULARY
3 Look at the parts of the text in colour. Match them to their explanations below.
fast-paced and lively started to exist

that is aware of social issues slow-paced and relaxed
people who are very keen on something that is extremely
something popular, usually for a short time
Relative clauses
1 We use relative clauses to give more information about the noun it follows. A relative clause begins with a
relative pronoun. Circle the relative pronouns in the relative clauses below.
Marley was an artist who had a great influence on global culture.
Reggae music, which developed in the late 1960s, was more downbeat.
Coffee lovers will surely think of the Blue Mountain, where one of the best coffee beans in the world is grown.
In the late 1950s, when it originated, ska was a synonym for having a good time.
The Beatles, whose ska-inspired song ‘Ob-La-Di, Ob-La-Da’ was recorded in 1968, topped the charts in many
countries.
2 Complete the rules with the correct relative pronouns.

________________ refers to people. ______________ refers to possession. ________________ refers to a time.
________________ refers to things. ______________ refers to a place.
4 a) 3.7 LISTENING Amelia has created an ad for a reggae-festival package. Complete

the sentences with the missing relative pronouns. Then listen and check.
1 Are you a person _________________ likes reggae music?
PROJECT TIP!
2 Come around 15 January, _________________ the festival takes place. Why not find a festival
3 Rebel Salute, _________________ aim is to promote reggae, is known for saying ‘NO’ to to visit in your chosen
destination? Think
alcohol and meat. about what kind of
4 The organizers, _________________ do their best to keep the positive image of the festival you would like
festival, guarantee fun for the whole family! to go to. What do you
need to have with
5 Visit the house _________________ the legend lived. you?
6 Enjoy this tropical paradise, _________________ you can relax under a palm tree.
b) 3.7 Listen again, and take short notes. Use them to talk about the music festival mentioned.
You can use some of the prompts below.
> It’s a festival which... > It’s visited by people who... > It’s the festival where...
5 SPEAKING There are a lot of festivals in your country, too. Follow the steps below, and do some research.

Choose a festival. Find out Include photos, Present your As a class, choose the
information about its name, and prepare a festival to the festival you would
location, duration and ticket prices, short presentation rest of the most like to go to.
the music genre it promotes, etc. about it. class. Explain your choice.
59

211
UNIT 3
Lesson 2 Mento is a style of Jamaican folk music
recognisable by its acoustic sounds. It is a fusion
NASTAVNA TEMA
Svijet oko mene / Putovanja / of African and European rhythms, and it was
Drugi i drugačiji
originally played on homemade instruments,
NASTAVNA JEDINICA Move to the groove (2. sat)
including pieces of iron, empty sardine cans,
PREDVIĐENI BROJ SATI 1 forks and graters. Today, Mento is played on
A.8.1., A.8.2., A 8.3., A.8.4., instruments like the banjo, guitar, hand drums
A.8.5., A.8.6., B.8.1., B.8.2.,
ISHODI POUČAVANJA and triangle. Rocksteady originated in Jamaica
C.8.1., C.8.2., C.8.3., C.8.4.,
C.8.6. around 1966. The term rocksteady comes from
Govorenje, slušanje, čitanje, a popular (slower) dance style. Dub music
pisanje
is a genre of electronic music that grew out
GRAMATIKA Odnosne rečenice
of reggae in the late 1960s and early 1970s.
KOMUNIKACIJSKO- Govorenje i pisanje o glazbi i
festivalima
It is reggae without the original lead vocals.
JEZIČNA KOMPETENCIJA Dancehall is named after Jamaican dance halls
MEĐUPREDMETNE TEME in which popular Jamaican recordings were
A.3.1., A.3.2., A.3.3., B.3.2., played by local sound systems. It is louder and
B.3.4., C.3.4. faster paced than reggae. Reggae fusion is a
A.3.1., A.3.2., A.3.3., A.3.4., genre of reggae that mixes reggae or dancehall
B.3.1., B.3.2., B.3.3., B.3.4.,
Učiti kako učiti
C.3.2., C.3.3., C.3.4., D.3.1., with other genres, such as pop, rock, hip hop,
D.3.2. R&B, jazz, funk and drum and bass.
A.3.1., A.3.2., B.3.2., C.3.1.,
Uporaba informacijske i
C.3.2., C.3.3., C.3.4., D.3.1.,
D.3.3. MAIN PART
razumijevanjem, izražavanje
budućnosti
My... GRAMMAR! Relative clauses
MEĐUPREDMETNO
POVEZIVANJE Glazbena kultura Žanrovi
glazbe 20. i 21. stoljeća, • Refer students to the My... GRAMMAR! section.
glazbeni festivali
• In pairs, students read the definition and circle
UDŽBENIK Str. 59.
the relative pronouns.
Dodatni zadatci za • Discuss the definition and answers as a class.
platformi IZZI • Write down the relative pronouns on the
board:
STARTING THE LESSON
who
• Check homework as a class and have students
which
report what they have found out about music
genres that originated in Jamaica. where
• Play Sentence building (see Games and when
Activities on pp. 394-398) to revise vocabulary whose
from the previous lesson. Suggested
vocabulary: enthusiast, upbeat, originate, • Let students complete the rules with the
craze, downbeat, conscious, top the charts, relative pronouns.
birthplace, ska, reggae.
TRICKS OF THE TRADE
ANSWER KEY
The music of Jamaica includes Jamaican folk
music and many popular genres, such as mento, who, which, whose, where, when
ska, rocksteady, reggae, dub music, dancehall,
• Tell students that they have a detailed
reggae fusion and related styles.
explanation of the tenses and forms used
212 ITCHY FEET

Le
ss
on
3
for expressing the future in the Grammar Exercise 4 b), p. 59
Summary on pages 131–132. • Instruct students to listen to the track again
• At this point, you can GO DIGITAL and and take short notes that will help them talk
practise relative clauses further. about the Rebel Salute festival.
LISTENING • In pairs or small groups, students talk about
Exercise 4 a), p. 59 the Rebel Salute festival. Draw their attention
• Explain to students that Amelia has created an to the prompts they can use.
ad for a reggae festival package. • Monitor students and help if necessary.
• Instruct them to complete the sentences with • Have volunteers give a talk about the festival.
the missing relative pronouns.
ANSWER KEY
• Students listen and check.
• Check answers as a class. PROJECT TIP!
• You may want to discuss the name of the • Discuss the Project tip! section with students.
festival, Rebel Salute, with students. Encourage students to find a festival while
researching their chosen destination. Let them
Track 3.7
think about what kind of a festival they would
Are you a person who likes reggae music? If your like to go to and find out what they need to
answer is ‘yes’, then you must visit Rebel Salute, one
of the most popular musical events on the island. have with them.
Come and visit us around 15 January, when the festival
takes place. Join us for seven days of dance, music WORKBOOK PRACTICE
and eco-awareness! Rebel Salute, whose aim is to
promote reggae, is known for saying ‘NO’ to alcohol Exercise 4, p. 74
and meat. And the organizers, who do their best to • Students read the sentences first and then join
keep the positive image of the festival, guarantee fun
for the whole family! After you’ve enjoyed dancing to
them, using the relative pronouns in brackets.
the rhythms of reggae, take our Bob Marley Home Tour. • Remind them to make all the necessary
Visit the house where the legend lived, and find out all
about his accomplishments. And when you get tired, changes.
head to the beach! Enjoy this tropical paradise, where • They check the answers in pairs before
you can relax under a palm tree. Soak up the Caribbean
sunshine, and take a swim in the crystal-clear blue sea. checking as a class.
Come and create memories that you will never forget!
ANSWER KEY
ANSWER KEY 2 I’ve got a teacher who is a real reggae enthusiast. 3
You need to return the tablet which I have lent you.
1 who, 2 when, 3 whose, 4 who, 5 where, 6 where
4 This is the bookshop where I often buy books. 5
Do you know the woman whose car is parked over
TRICKS OF THE TRADE there? 6 It was the year 2007 when we won the music
Rebel Salute is an annual music festival held competition. 7 They’ve broken the laptop which
belongs to my father. 8 We really liked the beach
in Jamaica. It is held on 15 January of every
resort where we spent our last summer holiday.
year, the birthday of promoter Tony Rebel. Tony
Rebel began the festival in 1994. The festival has
Exercise 5, p. 74
a no-alcohol policy. Salute: an action or sign to
honour or show your admiration for a person or • Students choose the correct answer to
achievement. (Source: Cambridge Dictionary) complete the text.

213
UNIT 3
use relative pronouns and relative ENDING THE LESSON
sentences.
• Play a version of Chain Stories (see Games
• Collect students’ work and correct it. and Activities on pp. 394-398) with students to
You can either underline the mistakes or practise relative clauses.
• Divide students into groups and distribute
• Discuss the answers as a class. the photocopiable Chain stories prompts to
students (Resource Bank, Resource 51, pp.
ANSWER KEY 406-412). The first player begins a sentence
1 B, 2 A, 3 B, 4 C, 5 C, A, 7 B, 8 A about the person, e.g., My father... The other
players then take turns adding additional
Exercise 6, p. 74 information to the sentence by adding relative
• In pairs, students read the text first. clauses and the prompt words from the list.
• They add relative clauses where there are • Set a time limit. When the time is up, groups
numbers. write down their sentences and read them
out to the class. The group with the longest
• Remind them to pay attention to which
grammatically correct sentence wins.
relative pronouns they are going to use.
• Before starting the game, you may want
to give an example to students: My father,
ANSWER KEY who is a pilot, works in Singapore, where
he met my mother, who owns a shop,
Students’ answers. Suggested answers: 2 when, 3
which sells cats, which she buys from
who, 4 which/where, 5 which/where, 6 which
Spain.
• Explain to students that they do not have to
4
Use the relative pronoun in brackets to join the two sentences together. Make all the necessary changes.
1 I’ve bought a T-shirt. It's very comfortable and fits well. (which)
use the word prompts in the order they are
I’ve bought a T-shirt which is very comfortable and fits well.
___________________________________________________________________________________________________
2 I’ve got a teacher. The teacher is a real reggae enthusiast. (who)
listed and that they can think of their own
___________________________________________________________________________________________________
3 You need to return the tablet. I have lent you the tablet. (which) examples.
___________________________________________________________________________________________________
4 This is the bookshop. I often buy books here. (where)
___________________________________________________________________________________________________
5 Do you know the woman? Her car is parked over there. (whose)
___________________________________________________________________________________________________ SPEAKING
6 It was the year 2007. We won the music competition. (when)
___________________________________________________________________________________________________
7 They’ve broken the laptop. The laptop belongs to my father. (which)
___________________________________________________________________________________________________
Exercise 5, p. 59
8 We really liked the beach resort. We spent our last summer holiday there. (where)
___________________________________________________________________________________________________
5 Choose the correct answer – A, B or C – to complete the text. homework, go through the steps with
students.
People (1) ___ like reggae music should put Jamaican Reggae Sumfest, the most popular Jamaican festival,
on their bucket list. Since 1993, (2) ___ it started, the festival has grown and earned a reputation as the
biggest reggae show in the world. Thousands of people from all across the globe come to Jamaica in
mid-July, (3) ___ the festival takes place. They enjoy seven days of dance, music and culture. Reggae
Sumfest, (4) ___ slogan is ‘Our Music, Our Festival’, promotes not only the Jamaican music industry, but
also Jamaican tourism and food. Every year, there are various food stalls (5) ___ people can get a taste of
• Instruct students to do some research online
and find information on a festival held in
Jamaican cuisine. In 2016 the festival won an award from the International Reggae and World Music
Awards (6) ___ is the oldest award for achievement in reggae and world music. That same year, (7) ___ live
360-degree virtual-reality streaming was introduced, it became possible for fans around the world to
experience the festival without having to leave their homes. But if you ever decide to attend the festival in
person, book your accommodation early; hotels in Montego Bay, (8) ___ the festival is held, sell out very Croatia.
fast!
1
2
A
A
which
when
B
B
who
where
C
C
whose
which
5
6
A
A
who
which
B
B
which
when
C
C
where
whose
• Students are going to prepare a short
3
4
A
A
where
which
B
B
when
who
C
C
which
whose
7
8
A
A
who
where
B
B
when
who
C
C
where
when
presentation, which includes some photos,
6 Work in pairs. Read the text, and add relative clauses where there are numbers.
about the festival and present their festival to
My friend1 has been to Jamaica with his family. They went there last summer2. He stayed for two weeks;
when he returned, he said it had been the best holiday ever. They stayed in a rented flat in Montego Bay. It the rest of the class during the next lesson.
was affordable, and the host3 was very friendly. Every day they went to the beach4. He just couldn’t believe
the colour of the sea. But what was even more impressive, he said, was trekking along the Blue Mountain’s
hiking trails5. They even reached Blue Mountain Peak, Jamaica’s highest point. He sent me a Bob Marley-
inspired postcard and bought me Jamaican coffee6. I really hope to visit Jamaica one day!
• Distribute an analytic rubric for peer
who lives next door
1 ________________________________________________ 4 ________________________________________________ assessment (Resource Bank, Resource 52, pp.
406-412). Discuss it with students and explain
2 ________________________________________________ 5 ________________________________________________
3 ________________________________________________ 6 ________________________________________________
74 that they will need it for two purposes, first for

planning their talk and second for assessing

their peers’ talks later.
214 ITCHY FEET

Le
ss
on
3
summative assessment, there is also a
need to become familiar with the rubric
(the grading criteria) beforehand, so
discuss it with them before doing the
assignment.
HOMEWORK
B p. 73, Exercises 2 and 3

W

215
UNIT 3
3B DON’T WORRY ABOUT A THING! (Resource Bank, Resource 54, pp. 406-412).
Students match the two parts of the sentences
NASTAVNA TEMA
Drugi i drugačiji to get the quotes.
NASTAVNA JEDINICA Don’t worry about a thing • Check answers as a class.
• You may want to discuss the meaning of
A.8.1., A.8.2., A.8.3., A.8.4.,
ISHODI POUČAVANJA A.8.5., B.8.1., B.8.2., C.8.1., the quotes with students and name the
C.8.2., C. 8.3, C.8.4., C.8.5. authors of the quotes.
pisanje ANSWER KEY
uplifting, songwriter, release,
VOKABULAR
hum
1 The music is not in the notes, but in the silence in
between. (Wolfgang Amadeus Mozart) 2 If music be
KOMUNIKACIJSKO-JEZIČNA Izražavanje, razumijevanja
KOMPETENCIJA autentičnog teksta the food of love, play on. (William Shakespeare) 3
Life seems to go on without effort when I am filled
MEĐUPREDMETNE TEME
with music. (George Eliot) 4 Music can name the
A.3.1., A.3.2., A.3.3., B.3.2.,
B.3.4. unnameable and communicate the unknowable.
(Leonard Bernstein) 5 Music in the soul can be heard
A.3.1., A.3.2., A.3.3., B.3.1.,
Učiti kako učiti B.3.2., B.3.3., C.3.2., C.3.3., by the universe. (Lao Tzu) 6 Without music, life would
D.3.1., D.3.2. be a mistake. (Friedrich Nietzsche) 7 As long as we
Hrvatski jezik Slušanje i live, there is never enough singing. (Martin Luther) 8
čitanje s razumijevanjem, Music is the universal language of mankind. (Henry
MEĐUPREDMETNO interpretacija pjesme Wadsworth Longfellow)
POVEZIVANJE Glazbena kultura Aktivno
slušanje i razumijevanje
pjesme MAIN PART
UDŽBENIK Str. 60.
RADNA BILJEŽNICA Str. 75. SPEAKING
Dodatni zadatci za
DIGITALNI SADRŽAJ IZZI uvježbavanje na digitalnoj Exercise 1 a), p. 60
platformi IZZI • Have students think about the role of music in
their lives.
STARTING THE LESSON
• Students read the options and tick the ones
• Check homework as a class. that are true for them.
• Students present their short presentations • In groups, students discuss their answers.
about a festival held in Croatia.
• Let volunteers share their ideas.
• While students are presenting the
festivals, make sure the others are paying ANSWER KEY
attention and evaluating the speeches Students’ answers.
using the peer assessment rubric. After
each student, ask the others to provide Exercise 1 b), p. 60
feedback and to say what the strong and
• Students think about what else music does for
weak points of the speech were.
them and add two things to the list.
• In groups, students share their ideas with their
classmates.
presentation, their correctness, fluency
and confidence. • Monitor students and invite volunteers to
share their ideas. Discuss them as a class.
• Play a version of the Connections game with
students (see Games and Activities on pp. ANSWER KEY
394-398).
• Divide students into groups and distribute the
photocopiable Music quotes lists to each group
216 ITCHY FEET

Le
ss
on
3
3B DON’T WORRY ABOUT A THING!
1 SPEAKING What is the role of music in your life? Tick the options that are true for you. Work in groups, and
discuss your answers.
A song can change my mood for the better or worse. I often listen to music when I’m studying.
Listening to music makes me feel relaxed. Music helps me be creative and imaginative.
Music helps me improve my listening skills. Listening to songs in English helps me pick up new
words.
b) What else does music do for you? Which two things would you add to the list? Share your ideas with your
classmates.
2 3.8 LISTENING Amelia often listens to her favourite song. Listen to what she says about it, and complete the
factfile with the missing information. Whatʼs the magic behind the song?
SONG FACTFILE
SONG TITLE
WRITTEN BY
RELEASED IN
INSPIRED BY
3
a) 3.9 LISTENING Read the lyrics, and put the lines of the second verse in the correct order (1–7). Then listen
and check.
b) 3.9 Listen again, and answer the questions.
THRE E LITTL E BIRDS
1 What is the song about?
Don’t worry about a thing
‘Cause every little thing gonna be alright 2 What is the mood of the song? How does it make you feel?
Singin’ don’t worry about a thing 3 What is the message of the song? Do you agree with it? Why (not)?
‘Cause every little thing gonna be alright
_______ Smile with the risin’ sun I write

Get creative, and try to rewrite the second verse of the song
_______ Pitched by my doorstep
to make it about your morning.
1
_______ Rise up this mornin’
I sing
_______ Of melodies pure and true Find and listen to to some other songs by Bob Marley.
Choose the one you like best. Learn the lyrics, and try to
_______ Three little birds
sing it!
_______ Sayin’ this is my message to you
I illustrate
_______ Singin’ sweet songs Close your eyes, listen to the song and try to illustrate it.
Why not draw a storyboard?
Singin’ don’t worry ‘bout a thing
‘Cause every little thing gonna be alright
I motivate
Singin’ don’t worry ‘bout a thing Write a ‘don’t worry’ letter to a friend who is feeling down.
‘Cause every little thing gonna be alright Try to cheer them up by pointing out the good things in
their life.
60

217
UNIT 3
LISTENING ‘Cause every little thing gonna be all right
Rise up this mornin’
Exercise 2, p. 60 Smile with the risin’ sun
Three little birds
• Have students look at the fact file on Amelia’s Pitched by my doorstep
favourite song. Singin’ sweet songs
Of melodies pure and true
3.8. • Play Track 3.8. Sayin’ this is my message to you
Singin’ don’t worry ‘bout a thing
• Students listen to the track and complete the ‘Cause every little thing gonna be all right
fact file with the missing information. Singin’ don’t worry ‘bout a thing
‘Cause every little thing gonna be all right
• Discuss the magic behind the song with ANSWER KEY
students. 2, 4, 1, 6, 3, 7, 5
Track 3.8 Exercise 3 b), p. 60

All Bob Marleyʼs songs send good vibrations around the • Let students read the questions first.
globe, but there’s one that makes us feel more joyful
and relaxed than any other. ’Three Little Birds’ was • Play Track 3.9 again. Play the track on the IZZI
first released in 1977, and it is still very popular over
40 years later! No matter where you are, the song can
platform.
magically take you to the tropical paradise of Jamaica. • In pairs or small groups, students answer the
If you close your eyes, you can feel the warm morning
breeze, and hear reggae music floating through the questions.
air and birds singing cheerfully... And, for a moment
or two, you can even see Marley sitting on his porch,
looking at his feathered friends, who inspired him to • At this point, you can GO DIGITAL and
write the song, and humming the uplifting tune: Don’t
worry ʼbout a thing... further practise listening.
ANSWER KEY
ANSWER KEY
1 The song is about three little birds that used to
SONG TITLE: Three Little Birds come to Bob Marley’s doorstep in the morning and
WRITTEN BY: Bob Marley
sing. It also talks about positivity. 2 The song is
uplifting, it has a positive mood.
RELEASED IN: 1977
INSPIRED BY: birds 3 The message of the song is that no matter how
bad things may seem, it will all turn out alright in the
Students’ answers. / The song can magically take end. / Students’ answers.
you to the tropical paradise of Jamaica.
WORKBOOK PRACTICE
LISTENING Exercise 1 a), p. 75
• Students match the explanations to the
words.
• Students read the lyrics and try to put the lines
of the second verse in the correct order. • Check answers as a class.
3.9. • Play Track 3.9. Play the track on the IZZI ANSWER KEY
platform. 5, 3, 4, 1, 2
• Students check their answers.
• Have students complete the sentences with
Track 3.9 the words from Exercise 1 a).
Don’t worry about a thing • Check answers as a class.
‘Cause every little thing gonna be all right
Singin’ don’t worry about a thing
218 ITCHY FEET

Le
ss
on
3
ANSWER KEY • Play some other songs by Bob Marley to the
1 singer, 2 release, 3 hum, 4 uplifting, 5 songwriter groups who have chosen to do the I sing
activity or have them go online and listen to
the songs themselves.
READING
• Distribute the photocopiable storyboard
Exercise 2, p. 75 templates (Resource Bank, Resource 55, pp.
• Students read the story behind the song Three 406-412) to the groups who chose to do the I
Little Birds first. illustrate activity.
• Then they complete the text with the missing • Allow enough time for students to prepare.
sentence parts A–G. • Monitor students and help if necessary.
• Check answers as a class. • When they have finished, each group presents
what they have worked on.
ANSWER KEY
1 E, 2 F, 3 A, 4 G, 5 B, 6 C
Focus on their correctness, fluency and
confidence.
ANSWER KEY
VOCABULARY
1
a) Match the explanations to the words below. Students’ answers.
uplifting songwriter hum release singer
1 to make it available for sale or distribution
HOMEWORK
2 a person who sings it
A SONG
5 improving a person’s mood
4 to sing it without opening your mouth 3 the person who wrote it

b) Complete these sentences with the words in Exercise 1 a). WB p. 75, Exercise 3
1 I love a ___________________ who leaves their heart on the stage.
2 As a rule, artists choose the ___________________ date for their new album very carefully.
3 There are apps that let you ___________________ a tune to find the name of the song.
4 It was such an ___________________ performance that I instantly felt like dancing.
5 A good ___________________ should have lyrical ability and the inspiration to create.
2
READING Read about the story behind the song Three Little Birds. Complete the text with the missing
sentence parts A–G. There is one sentence part you do not need.
Bob Marley loved nature and used it often in his songs. Three Little Birds was written at 56 Hope Road in
Kingston, (1) ____. He said that the birds (2) ____ inspired him to write the song. One of his close friends,
(3) ____, said that ‘it was just amazing how he put the words together in a flow’. But his feathered visitors
aren’t the only ones that might have inspired Marley. In fact, the female trio of the I-Threes, (4) ____,
claimed that the song was inspired by them. Apparently, he often called them the ‘three little birds’. Either
way, the song is Marley’s slow-burning classic, and it is sung both by his fans and by people (5) ____ or
who Bob Marley was. It has been featured in many films, covered by many artists, and made into an off-
Broadway musical. Liverpool F.C. fans even sing it at their matches. So it seems that (6) ____, he was
absolutely right.
A who was present while Marley was writing it E where Marley lived in the second half of the
B who don’t know anything about reggae music 1970s
C when Marley told the world his music would F which frequently came to his porch
go on forever G who sang backing vocals for Marley
D where they made music together
3
WRITING What helps you shake off your sadness when you feel down? Read these ideas, and arrange
them from the most (1) to the least (4) important for you. Add three more ideas to the list.
exercising: riding a bike or going for a run

listening to music, singing and/or playing your favourite song
keeping yourself busy with activities such as reading, doing a project, or watching a film
spending time with family and friends
______________________________________________________________________________________________________
______________________________________________________________________________________________________
______________________________________________________________________________________________________
75
ENDING THE LESSON
Creative me!, p. 60
• As a class, go through the activities. Make
sure students understand what is expected of
them.
• In groups, students choose an activity.

219
UNIT 3
3C IT’S SHOP O’CLOCK MAIN PART
Svijet oko mene / Putovanja / SPEAKING
NASTAVNA TEMA
Drugi i drugačiji
NASTAVNA JEDINICA It’s shop o’clock Exercise 1, p. 61
PREDVIĐENI BROJ SATI 1 • In pairs or small groups, students discuss the
A.8.1., A.8.2., A.8.3., A.8.4., questions about shopping.
C.8.2., C. 8.3, C.8.4. • Have volunteers share their answers with the
Govorenje, slušanje, čitanje, class.
pisanje
discount, return policy, fitting ANSWER KEY
room, exchange, full refund,
VOKABULAR receipt Students’ answers.
KOMUNIKACIJSKO-JEZIČNA Kupovanje odjeće

KOMPETENCIJA LISTENING
Can I help you? What size
are you? Maybe you could Exercise 2 a), p. 61
try...? Can you enter your
FUNKCIONALNI JEZIK
PIN, please? Yes, please! I’m
• Let students read the instructions to the
looking for..., Can I try it on? It’s exercise. Make sure they understand what they
a good fit. need to do.
MEĐUPREDMETNE TEME
3.10. • Play Track 3.10.
A.3.1., A.3.2., A.3.3., B.3.2.,
B.3.3., B.3.4. • Students put a tick next to the things
A.3.1., A.3.2., A.3.3., B.3.1., Amelia does.
D.3.1., D.3.2. • Check answers as a class.
MEĐUPREDMETNO Hrvatski jezik Slušanje i
POVEZIVANJE čitanje s razumijevanjem
Track 3.10
UDŽBENIK Str. 61.
Shop assistant: Hello! How can I help you?
RADNA BILJEŽNICA Str. 76. -77. Amelia: Hello! I’m looking for a present for a friend.
Dodatni zadatci za How much is that T-shirt? The green one with Bob
DIGITALNI SADRŽAJ IZZI uvježbavanje na digitalnoj Marley on it.
platformi IZZI Shop assistant: This one? It’s J$1, 805.
Amelia: Can I have a look at it, please?
STARTING THE LESSON Shop assistant: Sure, here it is!
Amelia: Thank you! Oh, it seems too big... Do you have
• Check homework as a class. it in a smaller size?
Shop assistant: They’re sold out, I’m afraid. But we’ve
• You may want to play the A to Z game got it in yellow. Here, I’ll show you.
Amelia: Oh, great! Well, we’re about the same size. Can
(see Games and Activities on pp. 394-398) I try it on? Is there a fitting room?
with students to introduce the topic of Shop assistant: Of course; it’s right there at the back.
the lesson. Follow me, please.
Shop assistant: How is it?
• Divide students into groups and have Amelia: It’s a good fit; I’ll take it. Can I pay by card?
each group write out the alphabet on a Shop assistant: Sorry, we only take cash...
Amelia: Oh, alright. Here you are! What do I do if it
piece of paper or in their notebooks. doesn’t fit her?
• Give them the topic of the day: shopping. Shop assistant: You can exchange it or return it within
30 days for a full refund. Just keep the receipt. Here’s
Students try to think of a category of your change, and here’s the T-shirt. The receipt is in the
things that they might shop for, one for bag. Thank you, and come again!
each letter. Allow one word per letter. Amelia: Thank you! Bye!
• Set a time limit to a few minutes. When

ANSWER KEY
the time is up, the winner is the team
with the most words related to the topic. asks for a smaller size, asks to pay by credit card
220 ITCHY FEET

Le
ss
on
3
3C IT’S SHOP O’CLOCK
I can shop for clothes.
1 SPEAKING Do you like shopping? Why (not)? What kind of things do you usually go shopping for?
2
a) 3.10 LISTENING Amelia is shopping for a birthday present for her friend Shelly. Listen, and put a tick next to
the things she does.
asks for a smaller size asks for a discount pays by credit card
asks for a different colour asks to pay by credit card asks about the return policy
b) 3.10 READING Read the dialogue, and complete it with the missing sentences below. There is one sentence
you do not need. Listen and check.
1 Do you have it in a smaller size?
Shop assistant: Hello! (1)
Amelia: Hello! I’m looking for a present for a friend. How much is
2 Can I have a discount?
that T-shirt? The green one with Bob Marley on it.
Shop assistant: This one? It’s J$1,805.
3 Can I pay by card?
Shop assistant: Sure, here it is!
4 Just keep the receipt.
Amelia: Thank you! Oh, it seems too big... (2)
Shop assistant: They’re sold out, I’m afraid. But we’ve got it in yellow.
Here, I’ll show you.
5 How is it?
Amelia: Oh, great! Well, we’re about the same size.
(3) Is there a fitting room?
6 Can I try it on?
Shop assistant: Of course; it’s right there at the back.
(Amelia goes into the fitting room and tries on the T-shirt.)
7 How can I help you?
Shop assistant: (4)
Amelia: It’s a good fit; I’ll take it. (5)
Shop assistant: Sorry, we only take cash...
Amelia: Oh, alright. Here you are! What do I do if it doesn’t fit her?
Shop assistant: You can exchange it or return it within 30 days for a full refund. (6) Here’s your change, and
here’s the T-shirt. The receipt is in the bag. Thank you, and come again!
Amelia: Thank you! Bye!
c) Read the dialogue again. What did Amelia want to buy? What did she buy in the end? What can she do if the
size is not right?
3
Buying clothes SPEAKING Work in pairs.
Take turns to act out the
Shop assistant Customer dialogue.
Can I help you? Yes, please! I’m looking for… /
What size are you? No thanks, I’m just looking. Student A: You work in a small
How is it? / Does it fit? I’m (a) size XS / S / M / L / XL. shop that sells clothing and
accessories. Help your customer
It really suits you! / Can I try it on?
find what they are looking for.
Maybe you could try… It’s a good fit. / It doesn’t fit.
Are you paying by cash or card? Have you got it in (a) medium / large? Student B: You are a customer
We only take cash. I’ll take it. / I’ll have this one. looking for an item of clothing.
Can you enter your PIN, please? Can I pay by card? You want to try it on. Decide
whether you want to buy it or not.
61

221
UNIT 3
READING • You may want to ask students to read, in
pairs, the phrases out loud.
• Instruct students to read the dialogue and
translate the phrases into Croatian.
complete it with the missing sentences.
practise shopping dialogues further.
• Students listen and check their answers.
WORKBOOK PRACTICE
• Explain any new vocabulary. Suggested VOCABULARY
vocabulary: discount, return policy, fitting
room, exchange, full refund, receipt.
• Students match the words and expressions to
• You may want to explain that the the pictures.
currency mentioned in the dialogue is J$
or Jamaican dollar. • Check answers as a class.
ANSWER KEY Suggested vocabulary: accessories, price
1 Sentence 7, 2 Sentence 1, 3 Sentence 6, 4 Sentence tag, bargain, window shopping.
5, 5 Sentence 3, 6 Sentence 4
ANSWER KEY
TRICKS OF THE TRADE 9, 10, 8, 2
A thousand Jamaican dollars equals 4, 3, 7, 1
approximately 6 US dollars and 47 cents, or 41
kuna and 42 lipa. Exercise 2, p. 76
• Let students read the sentences and decide
Exercise 2 c), p. 61 who is talking.
• Students read the dialogue again and answer • Students write C for customer or SA for shop
the questions. assistant.
• Check answers as a class. • Check answers as a class and have students
explain their choices.
ANSWER KEY
1 Amelia wanted to buy a green T-shirt with Bob ANSWER KEY
Marley on it. She bought a yellow T-shirt with Bob 1 SA, 2 SA, 3 C, 4 SA, 5 C, 6 SA, 7 C, 8 SA, 9 C, 10 C, 11
Marley on it in the end. If the size is not right, she can SA, 12 SA
exchange the T-shirt or return it within 30 days for a
full refund. • Refer students to the STOP AND THINK! section.
In pairs, students discuss when we use the
My...EVERYDAY ENGLISH! quantifiers much and many.
In a clothes shop
• Draw students’ attention to the My... EVERYDAY ANSWER KEY
ENGLISH! section. We use much with uncountable nouns and many
with countable nouns.
• Explain to students that these are phrases that
can be used in a clothes shop.
• Students read the phrases both the shop
assistant and the customer might use.
222 ITCHY FEET

Le
ss
on
3
I can shop for clothes.
1 SPEAKING Do you like shopping? Why (not)? What kind of things do you usually go shopping for?
2
a) 3.10 LISTENING Amelia is shopping for a birthday present for her friend Shelly. Listen, and put a tick next to
the things she does.
asks for a smaller size asks for a discount pays by credit card
asks for a different colour asks to pay by credit card asks about the return policy
b) 3.10 READING Read the dialogue, and complete it with the missing sentences below. There is one sentence
you do not need. Listen and check.
1 Do you have it in a smaller size?
Shop assistant: Hello! (1)
Amelia: Hello! I’m looking for a present for a friend. How much is
2 Can I have a discount?
that T-shirt? The green one with Bob Marley on it.
Shop assistant: This one? It’s J$1,805.
3 Can I pay by card?
Shop assistant: Sure, here it is!
4 Just keep the receipt.
Amelia: Thank you! Oh, it seems too big... (2)
Shop assistant: They’re sold out, I’m afraid. But we’ve got it in yellow.
Here, I’ll show you.
5 How is it?
Amelia: Oh, great! Well, we’re about the same size.
(3) Is there a fitting room?
6 Can I try it on?
Shop assistant: Of course; it’s right there at the back.
(Amelia goes into the fitting room and tries on the T-shirt.)
7 How can I help you?
Shop assistant: (4)
Amelia: It’s a good fit; I’ll take it. (5)
Shop assistant: Sorry, we only take cash...
Amelia: Oh, alright. Here you are! What do I do if it doesn’t fit her?
Shop assistant: You can exchange it or return it within 30 days for a full refund. (6) Here’s your change, and
here’s the T-shirt. The receipt is in the bag. Thank you, and come again!
Amelia: Thank you! Bye!
c) Read the dialogue again. What did Amelia want to buy? What did she buy in the end? What can she do if the
size is not right?
3
Buying clothes SPEAKING Work in pairs.
Take turns to act out the
Shop assistant Customer dialogue.
Can I help you? Yes, please! I’m looking for… /
What size are you? No thanks, I’m just looking. Student A: You work in a small
How is it? / Does it fit? I’m (a) size XS / S / M / L / XL. shop that sells clothing and
accessories. Help your customer
It really suits you! / Can I try it on?
find what they are looking for.
Maybe you could try… It’s a good fit. / It doesn’t fit.
Are you paying by cash or card? Have you got it in (a) medium / large? Student B: You are a customer
We only take cash. I’ll take it. / I’ll have this one. looking for an item of clothing.
Can you enter your PIN, please? Can I pay by card? You want to try it on. Decide
whether you want to buy it or not.
61

223
UNIT 3
ANSWER KEY
1 A passion, 3 motto, A drop, 4 impulsive, 5 Window,
VOCABULARY
1 a) Match these words and expressions to the photos. There are two words or expressions you do not need.
6 A brands, 7 A bargain, 8 A excitement / Students’
1 clothes and accessories 2 cash 3 go shopping 4 receipt 5 price tag answers.
6 bargain 7 fitting room 8 on sale 9 window shopping 10 credit card
SPEAKING
• Students read the explanation and discuss the
b) Complete the sentences below with words and expressions from Exercise 1 a). There are two words or
questions in small groups.
expressions you do not need.
1 Always keep the ________________________ in case you decide to return or exchange an item you’ve bought.
2 I always shop around, looking for items __________________________. I don’t want to pay the full price if I
• Discuss answers as a class.
can find a discount.
3 I’m trying not to __________________________ too often, because I’m saving for my holidays.
4 When shopping online, most people pay by ____________________________________. ANSWER KEY
5 If you ask me, nothing can replace the experience of being in the shop and trying on clothes in the
_______________________________ with my friends.
6 I found my record player in a garage sale. It was a real __________________________!
7 People avoid carrying a lot of __________________________ with them, because they are afraid they might
get robbed.
8 One of my favourite pastimes is __________________________. Just browsing, rather than buying, sometimes
gives me great pleasure.
3
WRITING AND SPEAKING Work in pairs. In your notebooks, write a dialogue between a shop assistant and
a customer. Follow the steps below. Then role-play the dialogue.
2
Read the sentences, and decide who is talking. Write C for customer and SA for shop assistant.
STUDENT A – Shop assistant STUDENT B – Customer
1 Can I help you? 7 Does it come in yellow? 1 Say hello. Offer to help. 2 Say what you are looking for. Ask to see an item.
2 It suits you. 8 Does it fit? 3 Give the item. 4 Ask about the price.
STOP AND THINK! 5 Give the price. 6 You want to try it on.
3 How much is it? 9 Have you got it in a small size?
Do we use 'much' 7 Show the customer where the fitting rooms are. 8 Thank the shop assistant.
4 Would you like to try it on? 10 It doesn’t fit. with
countable nouns or 9 Ask whether it fits. 10 Comment on the item. There’s a problem (size,
5 Where can I try it on? 11 How would you like to pay? uncountable ones? length, colour etc.).
What
6 We only take cash. 12 Can you enter your PIN, please? about 'many'? 11 Offer a solution (bigger/smaller size, different 12 Accept. Try it on.
colour, etc.).
13 Give a compliment. 14 Decide to buy it.
15 Ask about the payment method. 16 Choose credit card.
76 17 Ask the customer for the PIN. Give a receipt. 18 Thank the shop assistant.
19 Thank the customer, and say goodbye. 20 Say goodbye.
4 a) First complete this questionnaire with the words below. Then do the quiz. Circle the option that is true
for you: A or B.
impulsive brands drop passion window bargain motto excitement
WRITING AND SPEAKING 1 1 For you, clothes shopping is a...

1 2 2 How often do you shop for
1
clothes?
3 1
Your shopping
A ________________________. _____________________ is...
B necessity. A Very often. A ʻShop till you _____________!ʼ
Exercise 3, p. 77 4 4 Are you an __________________

1
B Occasionally. B ʻBuy only what you need!ʼ
5
• In pairs, students write a dialogue between a
buyer?
A Yes, I often buy things without
1
_______________ shopping, 66 You’re more likely to buy...
or ‘just lookingʼ, is...
A well-known _____________.
thinking carefully. A stressful.
shop assistant and a customer. B No, I always shop around first. B fun.
B no-name products.
7 7 Do you buy things simply because they’re on sale? 8 8 When you find the item you need, you feel...
• Refer students to the steps they should take
1
A Of course: I won’t say no to a _____________! A a rush of _______________________.

B No: only if I really need them. B relief: shopping is over.
when writing the dialogue. b) SPEAKING Read the explanation below. What do you think about it? Does it apply to you or anyone you know?
• Give students enough time.

If your answers are mostly As, you must be very careful not to develop a shopping addiction. You may think
that spending money on clothes is not a big deal. However, if spending is emotional rather than rational, it
might become a serious problem. What is causing your desire to constantly buy something? Could it be that
you’re just unhappy about something and want to feel better about yourself? Face your problems, kick your
• Students role-play the dialogue in pairs. shopping habit and stop wasting money!
c) WRITING What if your answers are mostly Bs? Write a short paragraph about it. Think about the
questions below.
• Have volunteers role-play the dialogue in front 1 What type of buyer are you? How does it show? 2 Should you be worried? What can you do about it?
If your answers are mostly Bs, you ______________________________________________________________________
of the class. ______________________________________________________________________________________________________

______________________________________________________________________________________________________
______________________________________________________________________________________________________
ANSWER KEY 77
ENDING THE LESSON
• Tell students to complete the questionnaire SPEAKING
with the words first. Exercise 3, p. 61
• Check answers as a class. • In pairs, students take turns acting out
• Students then do the quiz and circle the the dialogue by following the instructions
option that is true for them. in the exercise.
224 ITCHY FEET

Le
ss
on
3
• Let students act out the dialogues in front of
the class.
• You may want to have a class vote on the
best dialogue.
• Give your own feedback to students.
Focus on the phrases they have used,
their fluency, confidence and creativity.
ANSWER KEY
HOMEWORK
WB pp. 76–77, Exercises 1 b) and 4 c)

225
Lesson 4
UNIT 3
4 BOOKING A HOLIDAY MAIN PART
Svijet oko mene / Putovanja / SPEAKING
NASTAVNA TEMA
Drugi i drugačiji
NASTAVNA JEDINICA Booking a holiday Exercise 1, p. 62
PREDVIĐENI BROJ SATI 1 • Students imagine they are going on holiday
A.8.1., A.8.2., A.8.3., A.8.4., and look at the types of accommodation.
A.8.5., A.8.6., B. 8.1, B.8.2.,
ISHODI POUČAVANJA
C.8.1., C.8.2., C. 8.3, C.8.4., • In pairs, students discuss the questions.
C.8.5.
DJELATNOST (I) U FOKUSU Govorenje, čitanje, pisanje • Discuss students’ choices as a class.
Vezan uz smještaj u
turističkim objektima: hotel, ANSWER KEY
campsite, bed and breakfast,
VOKABULAR amenities, cancellation policy, Students’ answers.
house rules, fully equipped,
facilities, check-in, check-out,
free of charge READING
KOMUNIKACIJSKO-JEZIČNA Pisanje poruka domaćinu
KOMPETENCIJA Exercise 2 a), p. 62
Dear Sir/Madam, we’ve • Explain to students that Amelia’s family is
booked..., we also love the
fact..., we’d also like to ask renting out their flat.
FUNKCIONALNI JEZIK a few questions..., could you
please tell us..., thanks in • Let students read the listing for it and match
advance..., looking forward to each item to the correct heading.
meeting you
MEĐUPREDMETNE TEME
• You may want to explain what a listing is.

A.3.1., A.3.2., A.3.3., B.3.1., • Check answers as a class.
B.3.2., B.3.3.
A.3.1., A.3.2., A.3.3., B.3.1., ANSWER KEY
C.3.3., D.3.1., D.3.2. 3, 4 1, 5, 2
Uporaba informacijske i B.3.1., B.3.2., B.3.3.
TRICKS OF THE TRADE
MEĐUPREDMETNO
POVEZIVANJE
razumijevanjem, pisanje A listing is something that is included in a list,
poruke domaćinu in this case a list of properties that are available
UDŽBENIK Str. 62. for rent. The listing should have a catchy title, a
RADNA BILJEŽNICA Str. 78. -79. short description, a list of amenities and some
Dodatni zadatci za photos of the property you are renting.
platformi IZZI
STARTING THE LESSON • Have students read the instructions for the
• Check homework with students. exercise. Make sure they understand what they
need to do.
• Brainstorm students’ ideas on the types of
accommodation where they could spend their • Students read the message and answer the
holidays. question.
ANSWER KEY
Students’ answers. / Suggested answers: hotel, vocabulary: cancellation policy, provided, fully
hostel, bed and breakfast, house, apartment, boat, equipped, facilities, free of charge, love the
cottage, cabin, campsite.
sound.
226 ITCHY FEET

Le
ss
on
4
BOOKING A HOLIDAY
4
on
ss
Le
I can write a message to a host.

Hosted by Amelia
1 SPEAKING Imagine you’re going on a holiday. 1 Guest review
Look at the types of accommodation below. 2 Location
Where would you stay? Why? 3 Amenities
hotel hostel bed and breakfast 4 House rules
5 Cancellation policy
campsite house/flat/apartment for rent
Wi-Fi available Air conditioning
2 a) READING Amelia’s family is renting out a flat. Heating Fully-equipped kitchen
Read the listing for it, and match each item to Linen provided Ironing facilities
the correct heading.
Check-in: from 3 p.m. until 8 p.m.
Check-out: until 10 a.m.
b) Somebody has made a booking and sent a Score 9.8: Jan, August 2020
message to Amelia. Read the message. Which
Lovely – what a gem! Great loca
parts of the listing in Exercise 2 a) is the guest tion for beach lovers.
Clean, comfortable place with a
talking about? friendly, helpful host. I
totally recommend it.
You may cancel free of charge unti
l 14 days before arrival.
Dear Amelia,
In Montego Bay, just a four-minute
I’ve booked your flat from 11 to 17 January. walk from the
Doctor’s Cave Beach.
We are a young married couple from Liverpool,
and we’re coming for the Rebel Salute Music
Festival. We love the sound of your flat – being
within walking distance of the beach is priceless!
I’d like to ask you a couple of questions before arriving. On your page it says that check-in is until 8 p.m..
We’re going to arrive on a 10 p.m. flight. Is it possible to check in later? We’re also going to rent a car at the
airport. Is there a parking place on site – and, if not, is it OK to leave the car in the street? And one more
thing... Are the towels provided, or do we need to bring our own?
Thanks in advance,
Bella
c) Read Bellaʼs message again, and put the items listed below in the order (1–5) in which they appear in the message.
3 WRITING You’re going on holiday to Jamaica. You’ve

booked Amelia’s flat. Write a message to her following the
Contacting the host proposed structure. Ask about the following things as well:
This is what you can include in your > Ask for earlier check-in, or whether you can at least
message: come to leave your luggage.
> Ask about the best way to get to the flat.
any questions about the listing > You want to bring a pet dog. Ask about the house rules.
(amenities, location, house rules, etc.)
what you like about the listing
your booking dates
Check and tick.
reasons that bring you to their place
something about yourself (e.g. where I have used a proper introduction and ending.
you come from, who you are coming I have included all the necessary parts.
with)
I have used punctuation and capital letters correctly.
Writing bank → p. 114-115 I have checked my spelling.
62
4 BOOKING A HOLIDAY
227
UNIT 3
The guest is talking about the location, house rules • Students look at the list and tick the
and amenities. information that tourists usually check when
choosing their holiday accommodation.
Exercise 2 c), p. 62 • In pairs, have students discuss which things
• Students read Bella’s message again and put they find most important and why.
the listed items in the order they appear in the
message.
• Check answers as a class. ANSWER KEY
price, vacancy dates, Wi-Fi availability, guest reviews,
ANSWER KEY parking place, location, amenities, cancellation
1 location, 2 house rules, 3 amenities policy / Students’ answers.
• At this point, you can GO DIGITAL and Exercise 2, p. 114

further practise reading. • Students read the instructions to the exercise
and look at the listing and the message from
Pencil, paper, go! somebody who has made a booking.
Short report
nk
ba
3 BOOKING A HOLIDAY
ng
iti
Wr
• Draw students’ attention to the Pencil, paper,

go! section. READY? (pre-writing)
1 a) Here is a list of fun holiday activities. Write S for summer activities, W for winter, or B for those activities that
• Have students go through the list of things

can be done in both seasons.
fishing skiing swimming videogame tournaments zip-lining
they should include in their message to a host. collecting pine cones camping ice fishing watching the sunset
ice skating jogging snowboarding ice hockey barbecues
• Discuss the things that should be included hiking karaoke water skiing building igloos of snow
b) Have a look at this list, and tick the information that tourists usually check when choosing their holiday
when contacting a host as a class. accommodation. Which of these things do you find most important? Why?
price guest reviews curtains

hospitals parking place cancellation policy
vacancy dates nearby boutiques libraries
WRITING BANK Wi-Fi availability

tattoo parlours
location
amenities
the butcher’s
breakfast included
BOOKING A HOLIDAY 2
SET...
The Fogg family rents out rooms in a lovely lodge in the mountains. Take a look at their listing and the message
from somebody who has made a booking.
THE FOGG FAMILY LODGE

walk from the ski slopes.
In Montafon, Austria, just a five-minute
Wi-Fi available Free parking
Heating Indoor ski storage
• Let students read the list of activities and Air conditioning

Fully-equipped kitchen
Indoor sauna and pool
Linen provided
write S for summer, W for winter or B for those

-hunting training
special offer: hiking guide and mushroom
available in resort
activities that can be done in both seasons. Check-in: from 6 a.m. until 10 a.m.
Check-out: until 10 a.m.
before arrival.
You may cancel free of charge until 8 days
• Check answers as a class. You will be charged the total price if you
or if you don’t show up.
don’t cancel on time
Score 9.5: The Smiths, February 2019

hosts, delicious
Wonderful place, calm and quiet, hospitable
ANSWER KEY breakfast.
Score 8.9: Peter, January 2018

sleep, a bargain!
Good spot, great hiking guide, got good
fishing – S, skiing – W, swimming – S, videogame 114

tournaments – B, zip-lining – B, collecting pine cones Hello world 8 UDZB 2021.indb 114 13.7.2021. 16:48:17
– B, camping – B, ice fishing – W, watching sunset –

B, ice skating – W, jogging – B, snowboarding – W, ice Exercise 2 a), p. 115
hockey – W, barbecues – B, hiking – B, karaoke – B, • Instruct students to read the notes Mr. Fogg
water skiing – S, building igloos of snow – W has made and check what he has written.
• Students underline the correct notes in green
and the incorrect ones in red.
228 ITCHY FEET

Le
ss
on
4
ANSWER KEY
Green: a retired couple, 3rd to 15th January, arriving at Dear Mr and Mrs Fogg, FORMAT REMINDER
Remember! In a message, there is no title. However,
8 a. m., need vault, want linen, allergic to something. We’ve booked a room in your lodge from 3rd to 15th
January. We are a retired couple from Dubrovnik, and
there are some phrases we must use when writing a
polite message.
we’re coming for the Montafon bridge tournament.
Red: from Russia, a dog, need walk-in shower, want We’re excited to see the sauna listed! We also love
the fact that you have underfloor heating; my wife
BEGINNING
Dear Sir / Madam / title and surname / forename
towels, asking about bridges. is always afraid of the cold, so this will be perfect
for her. We’d like to ask you a few questions before
arriving. We’re going to arrive at about 8 a.m. We’re
(depending on the level of formality).
travelling by car, so could you please reserve a CENTRAL PART

parking place for us? We’re also not quite sure where Write about what you like, and place most of your
the bridge tournament is held. Is it within walking

questions and concerns in the central part of the
distance, or would we have to drive? We don’t need message. Use modal verbs for polite questions: Could
the ski storage, because we don’t ski. We do have we/you...?, Would it be all right if we...?, Could you
some expensive photography equipment, though; is possibly organise...?. You can also ask questions starting
• Explain to students that Mrs. Fogg is confused, there some sort of vault available where we could
keep it? Also, could you please tell us whether towels
are available? If so, is there an extra charge, or are
with: Is there...?, Is it OK if...?, Is it possible to...?.
so she is checking whether the Popov family they included in the price? Finally, we’d like to know
whether you allow pets. Unfortunately, we are both
allergic to dog hair, so we have to be prepared, just in
CLOSING
Always sign off when writing a message: thank the
person, use a phrase such as ‘looking forward to your
have included all the necessary things in their case.
Thank you very much. Looking forward to meeting you!

reply’ or ‘looking forward to meeting you’. You can
also add a phrase such as ‘kind regards’ or ‘sincerely’
depending on the content of your message. And don’t
message. Niko Popov forget to sign the message!
a) Here are the notes Mr Fogg has made to discuss with his wife. He was in a big hurry, so he wasn’t really
• Students check the message by using the careful. Check what he wrote. Underline the correct notes in green and the incorrect ones in red.
A retired couple from Russia, two people and a dog (we may allow a poodle if it’s quiet), 3rd-15th January, arriving
suggested method of marking the text. at 8 a.m., need vault and walk-in shower, want towels and linen, asking about bridges (no idea why?), allergic to
something (not food).

b) Mrs Fogg is confused, so she is checking whether the Popov family have included the following things. Help
her check, using her method of marking text.

1 requests or questions about the listing – highlighted in yellow 3 their booking dates – highlighted in green
2 what they like about the listing – circled in blue 4 information about themselves – underlined in red
…WRITE!
• Check answers as a class. 3 It’s your turn! You have booked a holiday in the Fogg Family Lodge for you and your family. Write a message to
your hosts, following the structure proposed in the Set... section. When you finish, there is a checklist at the
end of the page to help you make your message clear!
• Draw students’ attention to the format ONE MORE LOOK!
reminder and the three parts of the message. Check and tick.
I have used a proper introduction and ending.
MY SELF-CHECK
Remember those tiny mistakes that you, and only you, always
Have them read the explanations for each part I have included all the necessary parts.
I have used punctuation and capital letters correctly.
make? List them, and check.
___________________________________________
carefully.
I have used modals for polite questions. ___________________________________________
I have checked my spelling.
___________________________________________
115
• Discuss the explanations as a class.
ANSWER KEY WORKBOOK PRACTICE

1 Yellow: ... could you please reserve a parking place Exercise 1, p. 78
for us? ... where the bridge tournament is held. Is it
within walking distance, or would we have to drive? • Students match the types of accommodation
... is there some sort of vault available where we to their explanations.
could keep it? ... could you please tell us whether • Check answers as a class.
linen is available? If so, is there an extra charge,
or is it included in the price? ... we’d like to know ANSWER KEY
whether you allow pets. 2 Blue: We’re excited to
see the sauna listed! We also love the fact that you 3, 2, 5, 4, 1
have underfloor heating... 3 Green: We’ve booked a
room in your lodge from 3rd to 15th January. 4 Red: Exercise 2, p. 78
We are a retired couple from Dubrovnik, and we’re • Students look at the words and phrases in
coming for the Montafon bridge tournament... my the exercise and sort them into the correct
wife is always afraid of the cold... We’re going to categories.
arrive at about 8 a. m. We’re travelling by car... We
don’t need the ski storage, because we don’t ski. We • Check answers as a class.
do have some expensive photography equipment...
Unfortunately, we are both allergic to dog hair... ANSWER KEY
guest cancellation
Location amenities house rules
review policy
Wi-Fi smoke-free non-
lovely place town centre
connection property refundable
free up to 7
friendly flat-screen
countryside no pets days before
host TV
arrival
near the free
perfect spot kettle no parties
sea cancellation
4 BOOKING A HOLIDAY
229
UNIT 3
4 BOOKING A HOLIDAY
on
ss
• Let students imagine they are renting out a place

Le
VOCABULARY
1
and have them think about the listing for it.
Match the types of accommodation to their explanations.
1 hostel 2 hotel 3 house or apartment for rent 4 bed and breakfast
a home that people own and rent out to tourists as an alternative to a hotel
5 campsite
• Since students are going to write a
a building where people pay money to sleep, eat meals and buy other services
a piece of land where people can put up a tent or park their camper
message relating to their partner’s listing
a small lodging place or guest house offering a room to sleep in for the night and a morning meal
a place with shared rooms where people can stay cheaply when travelling
for homework, you may want to instruct
2
Sort these words and phrases.
them to create a listing in their partner’s
Wi-Fi connection lovely place non-refundable smoke-free property town centre
workbook.
no pets flat-screen TV friendly host free up to 7 days before arrival countryside
no parties near the sea kettle perfect spot free cancellation

• Give students enough time and help if
guest review location amenities house rules cancellation policy
necessary.
• Invite volunteers to read out their listings.
ANSWER KEY
3
READING Read about the needs of three different travellers who are going to Kingston, Jamaica. Match
them to the property which suits them best.
Comment Property 1 Property 2 Property 3 Property 4
Location in the heart of the city near the city centre near the city centre a village outside the city
Amenities air conditioning/ air conditioning/ air conditioning/ air conditioning/
heating, Wi-Fi available, heating, satellite TV, heating, kitchen basics, heating, satellite TV,
kitchen essentials, fully-equipped kitchen, coffee/tea maker, fully-equipped kitchen, Jack is arriving by plane, alone. He is coming for a three-day business conference in the central part of
ironing facilities, hairdryer, washing facilities for disabled hairdryer, washing Kingston. He won’t have time to prepare his own meals; he is going to eat out. He is going to use his laptop
balcony machine, Wi-Fi guests, terrace, parking machine, garden,
in the evenings. He needs a clean, quiet place with an outside smoking area. He will also have to deal with
available, parking space space parking space
the problem of his shirts getting wrinkled in his suitcase; he has to look smart for the conference.
House rules Keep noise to a Smoking is not allowed, Guests are allowed a Smoking is not allowed,
minimum, not suitable gatherings of any kind maximum of two suitable for children,
for children under 5, are strictly prohibited visitors at any time pet-friendly A family of four is looking for a property away from the hustle and bustle of city life. They are renting a
smoking is not allowed during their stay car and staying for ten days. They will be taking a couple of trips, including one to central Kingston. They
would love to find a place with a safe area for the small children to play when they’re home. If possible,
they would like to bring their dog along. The children like watching a specific cartoon programme, so a
satellite TV would mean a lot.
78 Martha and Victor are a married couple looking for a place to stay in or near central Kingston. She will
be driving, since her husband is in a wheelchair. Victor is used to drinking his tea and reading the
newspaper outdoors, so a place with a spacious external area would suit them perfectly. They are meeting
another couple in Kingston, and they will want to invite their friends over for tea. They are not planning to
cook, but rather to buy prepared food at the supermarket or eat out.
READING 4 READING Amelia has received a message from a guest. Read the message, and complete it with the
missing sentence parts A–H. There are two sentence parts you do not need.
Exercise 3, pp. 78–79 Dear Amelia, I’ve booked your apartment (1) _____. I’m coming for the World Congress on Medical
and Aromatic Plants in Montego Bay. Your apartment is near the venue, which is perfect, but
(2) _____. Your listing says that (3) _____, and the Congress starts at 9 a.m. Is it possible for me to
• Let students read about the needs of three (4) _____ after the flight and to leave the luggage? Also, am I allowed (5) _____? Some of my
colleagues would join me for dinner after the conference. One more thing: (6) _____, and what is the
different travellers who are going to Kingston,

easiest and cheapest form of transportation? Thanks in advance! Melvin
A come early in the morning just to change clothes E to have visitors during my stay
Jamaica. B to bring a pet dog

C I’d like to ask you a couple of questions
F how far is Kingston from Montego Bay
G check-out time is until 10 a.m.
D from 18th to 22nd January H check-in time is from 3 p.m.
• Students then match the travellers to the 5

a) Imagine renting out a place. Create your own listing for it.
property that suits them best. 1 Location:

2 Amenities:
_____________________________________________________________________________
_____________________________________________________________________________
3 House rules: _____________________________________________________________________________
• Check answers as a class. 4 Cancellation policy: _____________________________________________________________________________
b) Read your partner’s listing. Write them a message following the structure in Exercise 4. Include
questions about an amenity you need, a house rule you want to know more about, and the distance from
ANSWER KEY the site of your interest.
Dear ______________________,
1, 4, 3
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
READING 79
Exercise 4, p. 79
• Students read the instructions to the exercise. ENDING THE LESSON

do. WRITING
• Have them complete the message with the Exercise 3, p. 62
missing sentence parts A–H. • One more writing task is provided in
• Check answers as a class. Exercise 3 on page 115 in the Student’s
Book. You may want to assign it for
ANSWER KEY homework or include it in the writing
1 D, 2 C, 3 H, 4 A, 5 E, 6 F task in this lesson.
230 ITCHY FEET

Le
ss
on
4
• Have students imagine that they are going on
holiday to Jamaica and that they have booked
Amelia’s flat.
• Instruct them to write a message to her
following the proposed structure and ask the
things suggested in the exercise.
• Students write their messages. Refer them
to the Pencil, paper, go! section on page 62
as well as the writing guide on page 115 of
the Student’s Book. Remind them again
to organise their messages in three parts
and include the necessary information and
phrases in each part.
• Go round the class and provide help where
needed.
• Draw students’ attention to the ONE MORE
LOOK! section. Ask them to go back to
their writing and check whether they have
completed the task correctly.
• Divide students into pairs or small
groups. Have them check each other’s
work. They tick the checklist for their
classmates’ work as well. Encourage
them to provide feedback to their peers.
They write two compliments and one
suggestion on how to improve the report.
• Students go back to their work and make
the necessary corrections.
summative assessment, there is a
Resource 56, pp. 406-412). Students need
to become familiar with the rubric (the
grading criteria) beforehand, so discuss it
with them before the assignment.
HOMEWORK
WB, p. 79, Exercise 5 b)
4 BOOKING A HOLIDAY
231
Lesson 5
UNIT 3
5 A LAND OF WONDERS • Give students enough time to complete the
mind maps.
NASTAVNA TEMA
Drugi i drugačiji
ANSWER KEY
NASTAVNA JEDINICA A land of wonders
A.8.1., A.8.2., A.8.3., A.8.4.,
A.8.5., B.8.1., B.8.2., C.8.1., Exercise 1 b), p. 63
ISHODI POUČAVANJA
C.8.2., C.8.3., C.8.4., C.8.5., • In pairs, students compare their mind maps and
C.8.6.
add their partners’ facts to their own mind maps.
bobsleigh, stronghold, trade • Have volunteers share their mind maps with
VOKABULAR route, estate, laid-back, the rest of the class.
punctuality, valued, debutants
KOMUNIKACIJSKO-JEZIČNA Govorenje o zanimljivim ANSWER KEY
KOMPETENCIJA činjenicama
MEĐUPREDMETNE TEME
A.3.1., A.3.2., A.3.3., B.3.2.,
Osobni i socijalni razvoj MAIN PART
B.3.4., C.3.4.
A.3.1., A.3.2., A.3.3., A.3.4., READING
C.3.3., D.3.1., D.3.2.
komunikacijske tehnologije C.3.3., C.3.4., D.3.1., D.3.3. • Explain to students that Amelia has written an
Hrvatski jezik Čitanje s article for her family’s tour company website.
razumijevanjem
• Students read the article and tick the topics
MEĐUPREDMETNO Geografija Nazivi gradova na
POVEZIVANJE Jamajki Amelia has covered.
Tjelesna i zdravstvena kultura
Sportovi
UDŽBENIK Str. 63. • Check students’ understanding of any new
RADNA BILJEŽNICA Str. 80. vocabulary. Suggested vocabulary: bobsleigh,
Dodatni zadatci za stronghold, trade route, estate, laid-back,
DIGITALNI SADRŽAJ IZZI uvježbavanje na digitalnoj punctuality, valued, debutants.
platformi IZZI
ANSWER KEY
STARTING THE LESSON
geography, sport, art, lifestyle, history
• Have students read the texts again and rank
• Have students think about what they have them from most to least interesting for them.
learned about Jamaica so far.
• Discuss students’ choices as a class and
• Distribute the photocopiable Jamaica mind encourage students to explain their choices.
maps to students (Resource Bank, Resource
57, pp. 406-412). ANSWER KEY
• Students create the mind map, completing it Students’ answers.
with what they now know about Jamaica.
• You may want to refer students to the Exercise 2 c), p. 63
mind maps about Jamaica they have • Refer students to the mind maps they have
completed at the beginning of the Unit created at the beginning of the lesson
(Resource Bank, Resource 38, pp. (Resource Bank, Resource 57, pp. 406-412).
406-412). Let them use the information • Instruct them to add some of the information
from that mind map to create the new from Amelia’s article to their mind maps about
one. Jamaica.
232 ITCHY FEET

Le
ss
on
5
A LAND OF WONDERS
Le
ss
on
5
I can find and talk about interesting facts.
1 a) Think of what you have learned about Jamaica so far. Create a mind map, and write what you now know
about the country. Think of its location, language, history, flag, music, tourist sites, etc.
b) Work in pairs. Compare your mind maps, and add your partner’s facts to your own mind map.
2 a) READING Amelia has written an article for the website of her family’s tour company. She has included
some interesting facts about Jamaica. Tick the topics she has covered.
music food geography politics sport

art lifestyle tourism ecology history
SIX FUN FACTS ABOUT JAMAICA

A team from a tropical island competing in a winter event may sound incredible...
But it’s not impossible! One of the most famous sporting events in history took place
when the Jamaican bobsleigh team competed at the 1988 Winter Olympic Games in
Calgary, in Canada. You can even watch a film based on this unlikely story!
When you take a closer look at the map of Jamaica, you’ll find lots of places with funny
names. You can visit places such as Yu-No-Call-Mi-Mi-No-Come, I-No-Call-Yu-Noh-Come,
Pig City, Jungle, Keep Left, Uman Hole and many others. There is also a place called Bad
Times, but you don’t have to worry: in Jamaica, you can only have good times!
You have probably seen the films in the ‘Pirates of the

Caribbean’ series, haven’t you? Although the plot is fictional, the pirates were very real!
Many of them could be found in Jamaica, especially in the 17th century. Port Royal was
the main pirate stronghold in Jamaica, from where they attacked ships on trade routes.
“Bond. James Bond”: who in the world hasn’t heard these

words? This famous secret agent was created by Ian Fleming, who wrote all fourteen of his
James Bond books while he was living on his Goldeneye estate in Jamaica. Even two James
Bond films, ‘Dr. No’ and ‘Live and Let Die’, were filmed on the island.
‘Jamaica time’ usually refers to the islanders’ always being late,

which is a consequence of our laid-back lifestyle. Punctuality is not highly valued in
Jamaica, so always be prepared to wait for some extra minutes... or sometimes even
hours! Luckily, there’s plenty to enjoy in Jamaica while you’re waiting, so you’ll never
get bored.
Football has become very popular on the island ever since the Jamaican national team,
the Reggae Boyz, first qualified for the World Cup. That was in 1998, when it was held in
France. Their first game was against Croatia, their fellow debutants. Unfortunately for the
Jamaicans, Croatia won the game 3-1.
b) Read the texts again, and rank them from the most (1) to the least (6) interesting for you. Explain why.
c) Add some of the information from Amelia’s article to your mind map about Jamaica.
3 WRITING AND SPEAKING What interesting facts are there about Croatia? Do some research. Choose at least
five facts you like, and prepare a short talk to present them. You may also prepare a digital presentation.
63
5 A LAND OF WONDERS
233
UNIT 3
• Let volunteers present their mind maps to the
A LAND OF WONDERS
5
on
rest of the class.
ss
Le
• At this point, you can GO DIGITAL and 1
a) Read the definition, and write the right name, word or phrase.
1 A football event which takes place every four years ___ ___ ___ ___ ___ ___ ___ ___
further practise reading. 2 The nickname of the Jamaican national football team ___ ___ ___ ___ ___ ___
6
___ ___ ___ ___
5
3 The quality of being late on the island of Jamaica ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___
3
4 The name of a famous British secret agent ___ ___ ___ ___ ___ ___ ___ ___ ___
ANSWER KEY 5 A person who attacks and robs ships at sea ___ ___ ___ ___ ___ ___
1
7
6 The author of the James Bond novels ___ ___ ___ ___ ___ ___ ___ ___ ___ ___
4
Students’ answers. 7 A city that used to be a pirate stronghold ___ ___ ___ ___ ___ ___ ___ ___ ___
9
8 The city that hosted the 1988 Winter Olympic Games ___ ___ ___ ___ ___ ___ ___
2
9 A winter sport in which the Jamaicans have competed ___ ___ ___ ___ ___ ___ ___ ___ ___
8
WORKBOOK PRACTICE b) Write down the letters that match the numbers below. Who is the mystery person?
___ ___ ___ ___ ___ ___ ___ ___ ___
6 8 2 1 4 7 5 9 3
Exercise 1 a), p. 80 2
What do you know about the person in Exercise 1 b)? Read the text, and complete the profile.
• Students read the definitions and write the Full name:
right name, word or phrase. Nickname:

Nationality:
Born:
• Check answers as a class. Height:

100-metre world record:
200-metre world record:
Olympic gold medals:
ANSWER KEY World Championship gold medals:
Without a doubt, Jamaica is most famous for its sprinters and is home to the fastest man in the world.
1 World Cup, 2 Reggae Boyz, 3 Jamaica time, 4 Usain Bolt is a world-record holder who has won gold medals in the 100-metre and 200-metre races at
three consecutive Olympic Games. Usain Bolt, or Usain St Leo Bolt in full, was born in Sherwood Content
James Bond, 5 pirate, 6 Ian Fleming, 7 Port Royal, 8 on 21 August 1986. As a child, he enjoyed various sports, such as cricket and football. However, when his
coaches noticed how fast he was, they motivated him to focus on sprinting. And it was a good thing they
Calgary, 9 bobsleigh did! Despite being 1,96 metres tall, which is very unusual for sprinters, Bolt dominated sprinting events for
almost a decade. At the 2009 world championships, he beat his own 100-metre record, winning the event
final in 9.58 seconds. Just eleven days later, he also broke the 200-metre world record, setting a time of
19.19 seconds. Bolt, often nicknamed Lightning Bolt, has won 29 medals in major events. He has collected
eight Olympic gold medals and eleven gold medals at the World Championships. He retired from the world
Exercise 1 b), p. 80 of track and field in 2017. He often confidently stated “I’m now a legend. I’m also the greatest athlete to
have lived.” This confirms that he, too, knew he would be remembered as the greatest of all time in the
• Tell students to write down the letters from

world of sprinting.
80
Exercise 1 a) that match the numbers in the Hello World 8 RB 2021.indb 80 29.7.2021. 16:16:36
name of the mystery person.

ENDING THE LESSON
• You may want to brainstorm students’ • To check students’ comprehension of the texts
ideas about Usain Bolt to find out what from Exercise 2 a) on page 63 of the Student’s
they already know about him. Book and the text from Exercise 2 on page 80
of the Workbook further, do a short activity
ANSWER KEY with students.
Usain Bolt • Distribute the photocopiable A land of wonders
worksheets (Resource Bank, Resource 58, pp.
Exercise 2, p. 80 406-412) to students.
• Have students read the text about Usain Bolt • To make the activity more fun, you can
and complete the profile. play the Noughts and crosses game (see
• Check answers as a class. Games and Activities on pp. 394-398)
with students instead, using the
ANSWER KEY questions and tasks from the template. In
that case, you do not need to distribute
Full name: Usain St Leo Bolt
the templates to students.
Nickname: Lightning Bolt
Nationality: Jamaican • Check answers as a class.
Born: 21 August 1986
ANSWER KEY
Height: 1, 96 metres
100-metre world record: 9.58 seconds 12345678
200-metre world record: 19.19 seconds
Olympic gold medals: eight
World Championship gold medals: eleven
234 ITCHY FEET

Le
ss
on
5
Exercise 3, p. 63
homework, go through the instructions with
students.
• Instruct students to do research online and
find some interesting information about
Croatia.
• Remind them to choose and include at least
five facts they like.
• Students are going to prepare, according to
their preference, a short talk to present the
facts or do a digital presentation for the next
lesson.
HOMEWORK
5 A LAND OF WONDERS
235
Revision
UNIT 3
UNIT 3 REVISION Exercise 2, p. 65 / Part 1
• Have students think about the meaning of
NASTAVNA TEMA each word in Exercise 1.
Drugi i drugačiji
NASTAVNA JEDINICA Unit 3 Revision • In groups, students explain the meaning of the
PREDVIĐENI BROJ SATI 1 words.
ISHODI POUČAVANJA A.8.1., C.8.1., C.8.2., C.8.3.
DJELATNOST (I) U FOKUSU Slušanje, čitanje
MEĐUPREDMETNE TEME
ANSWER KEY
A.3.1., A.3.2., A.3.3., A.3.4., B.3.1.,
Učiti kako učiti
B.3.2., B.3.3., B.3.4., C.3.1. 1 temeljit – kroz, 2 pustinja – desert, 3 utrkivati se –
UDŽBENIK Str. 64. -65. podići, 4 riža – ustati, 5 smjer – prokletstvo, 6 cijena
RADNA BILJEŽNICA Str. 81. -83. – nagrada, 7 brada – ptica, 8 lagati – položiti
Dodatni zadatci za
DIGITALNI SADRŽAJ IZZI uvježbavanje na digitalnoj Exercise 2, p. 65 / Part 2
platformi IZZI
• Students think of a sentence using the words
STARTING THE LESSON in Exercise 1.
• Check homework as a class. • In groups, let students read their sentences
out loud, leaving out the target word. The rest
• Students give a short talk to present
of the group tries to work out the word and
interesting facts about Croatia or share their
spell their answer.
digital presentations.
• Invite volunteers to share their examples of
sentences.
presentation, fluency and confidence. ANSWER KEY
WORD LIST, pp. 64–65 Students’ answers.
• In groups, students play the Taboo game (see
Games and Activities on pp. 394-398). Instruct MAIN PART
students to go through the list of words. In
each group, a student chooses a word or an WORKBOOK PRACTICE
expression and describes it to their group REVISION: LISTENING
members without actually saying the word
or using their native language. The rest of the TRICKS OF THE TRADE
group tries to guess the word.
This is a good opportunity to revise key listening
• Monitor and provide help if needed. strategies. You can do it as a whole-class activity,
LANGUAGE MATTERS, p. 65 or you can have students discuss the listening
strategies in groups and share their ideas later
Exercise 1, p. 65 with the class.
• Draw students’ attention to the words through,
tough, thorough, thought and though and let Exercise 1, p. 81
them think about the meaning of the words. • Allow enough time for students to read the
• In pairs, students look at the pairs of words instructions and the questions. Make sure they
and think about their difference. understand what is expected of them.
• Check students’ ideas as a class. 1 • Play Track 1. Students listen and tick the
correct person.
ANSWER KEY
• If necessary, play the track once more.
The difference is in pronunciation, spelling and the
meaning of the words.
236 ITCHY FEET

Re
vis
ion
WORD LIST
accommodation smještaj permission dopuštenje
Ready, set, go!
ancestry preci, porijeklo preserve sačuvati, očuvati

budget budžet prohibition zabrana
interpreter tumač, prevoditelj resident stanovnik
itinerary plan puta sustainable održiv
PR manager menadžer za odnose s at a peak time na vrhuncu
javnošću carbon footprint ugljični otisak, količina
starvation gladovanje ugljikovog oksida koju
proizvede svaka osoba
1A FEEL THE RHYTHM come across naići na što
Lesson 1
ATV terensko vozilo department store robna kuća

adrenaline rush nalet adrenalina dress code pravila odijevanja
city break kratko putovanje u grad pay a fine platiti kaznu
cottage koliba turn a blind eye to praviti se da ne vidiš
cruise ship brod za putovanja
getaway bijeg; kratak odmor 2B HOLIDAY HEAVEN OR – HELL?
hectic užurbano affordable pristupačan
honeymoon medeni mjesec amenity pogodnost
pocket money džeparac bed linen posteljina
scuba diving ronjenje pomoću ronilačkog blurry zamućen, mutan
aparata cutlery pribor za jelo
snorkelling ronjenje (pomoću ronilačke domestic domaći
maske, dihalice i peraja) geoglyph geoglif
timetable raspored host domaćin
waterfall vodopad legroom prostor za noge
come up with dosjetiti se nečega overbooked rasprodan
day in, day out neprekidno i dugo perk pogodnost, povlastica
every now and then svako toliko rust hrđa
hardly ever gotovo nikad shabby otrcan
keep something up to date ažurirati što socket utičnica
on a daily basis dnevno upgrade unaprijediti
once in a while svako toliko, katkad airport lounge salon za putnike
time after time neprestano business class poslovna klasa
economy class ekonomska klasa
1B TRAVEL SURVIVAL KIT first class prva klasa
check-in prijava flight attendant stjuard ili stjuardesa
currency valuta gather your thoughts sabrati misli
dawn zora
fortnight razdoblje od dva tjedna 3A MOVE TO THE GROOVE
Lesson 3
queue red accomplishment postignuće

survival kit set za preživljavanje eco-awareness ekološka osviještenost
keep clear držati razmak craze zaluđenost
mind the gap paziti na prostor ili razmak downbeat sporiji, opušteniji (ritam)
out of order neuporabljivo, trenutačno enthusiast zaljubljenik, ljubitelj
izvan funkcije fast-paced brz, dinamičan
rent a flat iznajmiti stan meaningful smislen, značajan
originate potjecati
2A TRAVELLING MINDFULLY popularise promicati
Lesson 2
authority vlast, stručnjak reflect odražavati

forbidden zabranjen revival preporod, procvat
insult uvrijediti slow-paced polagan
lodge kućica, koliba soak up upijati
misunderstanding nesporazum unity jedinstvo
obligation obaveza upbeat brži, živahniji
offend uvrijediti conscious music glazba sa snažnom porukom
overcrowded prenapučen human rights ljudska prava
64
UNIT 3 REVISION
237
UNIT 3
Track 1 blouse in the shop window and had to take a closer
look.
Ora: Hi, Ace! The summer holidays are starting soon; Ace: That one? It’s really nice!
have you found a summer job yet? Amelia: It is, but it’s a bit expensive... I can’t decide
Ace: Hey there! I have, actually. A friend of mine helped whether to buy it or not.
me. Ora, you’re looking at – drum roll, please – a Ace: Oh, I had the same dilemma the other day when
lifeguard! I went to buy a new pair of shorts. My friends and I
Ora: Oh, wow! Now that’s something. I remember you wanted to go to the beach later that day, but all I had
mentioned your dad worked as a lifeguard when he at home were jeans. There was even a beach party
was your age, too. Is that why you chose this job? planned for the evening – and, trust me, wearing jeans
Ace: No, not really. I mean, my dad was great at it, but by the sea is not a good idea!
I’m not that athletic, so I was really looking for a job Amelia: And? Did you find any?
which would allow me to do lots of things that aren’t Ace: I did, actually! It was love at first sight. Of course,
so... sporty? However, I ended up choosing this one. I’m the price tag wasn’t what I’d hoped for, but I had some
not very excited about running around and swimming pocket money left from my last summer job, so I
all the time, but being able to help other people makes bought them after all.
up for it. What about you? Amelia: That’s great! But it’s funny how sometimes you
Ora: Well, I’m thinking of babysitting again this year. end up spending all your pocket money on a single
I love looking after children. I’m actually thinking of shirt or a pair of shorts! Why have clothes become so
becoming a teacher one day! expensive?
Ace: I think you’d make a great teacher! And what Ace: Well, I think it depends on where you buy them.
about your sister: is she going to work in a tour If you’re shopping at fancy shops, it’s no wonder you
company this summer, too? spend all your spare money on one item only. I usually
Ora: Yes, she is; she really liked it last year. It’s not my buy my clothes at more affordable shops, and I only
cup of tea, though: I need more excitement, and kids buy a few cheaper items, especially during summer. I
are a non-stop adrenalin rush. wear them all the time, and when they get worn out, I
Ace: Yeah, they are! It seems we’ll both be very busy buy something else. But, from time to time, it’s OK to
this summer. But that’s all right; I prefer being outside spend a bit more money if you really like something –
and doing something useful to spending time at home and if you can afford it, of course.
doing... well, nothing. Also, it’s nice to earn your own Amelia: That’s true. I usually do my shopping online, so
money. I carefully choose what I’d like to buy in the first place;
Ora: Indeed! Not asking your parents for money feels but, when I go to an actual shop, I almost always buy
good! more than I should.
Ace: And you meet a lot of people, don’t you? Ace: Online shopping has made me more careful about
Ora: Absolutely: that’s how we met! We worked at a how much I spend, too!
local ice-cream stand, remember? Amelia: Yeah, but there’s a negative side to it, as
Ace: How could I forget those hundreds of tourists well: finding the right size seems an impossible task,
coming to our stand and buying ice cream? I think both sometimes. Size M fits me in one shop, but it doesn’t in
of us made a lot of money that summer... another. And you can’t know, because you can’t try it
Ora: Just you, Ace. I’m glad you did, though: you out!
worked much more than others, including me. Ace: I think it’s because different shops use different
Ace: Well, I wanted to earn enough money to buy models. But you can always ask for a different size... or
myself a new bike, so I thought working extra hours about the return policy.
would help. And it did; I was very proud of myself at the Amelia: I completely agree. Well, it was nice talking
end of the summer! to you, Ace. I think I’ve made up my mind: I’ll buy the
blouse!
ANSWER KEY
1 Ace, 2 neither, 3 Ora, 4 Ora, 5 Ace, 6 both, 7 neither ANSWER KEY
1 A, 2 C, 3 B, 4 C, 5 B
Exercise 2, p. 81
• Have students go through the questions and Exercise 3, p. 81
the answers. • Let students read the instructions and the
information in the table first. Make sure they
2 • Play Track 2. Students circle the correct
understand what is expected of them.
answer: A, B or C.
3 • Play Track 3. Students complete the
• If necessary, play the track once more. table with the missing information.
Track 2 • If necessary, play the track once more.

Ace: Oh, Amelia, hi there! Do you usually shop here?
Amelia: Ace, hi! No, not really, but I’ve just seen a pretty
238 ITCHY FEET

Re
vis
ion
LAN
G
MAT UAGE
3B DON'T WORRY ABOUT A THING!
TER
S
doorstep prag
feathered pernati
hum pjevušiti
joyful radostan
mood raspoloženje English can be
pitch smjestiti se weird. It can be
porch trijem
uplifting poletan, živahan understood through tough,
release a song objaviti pjesmu thorough thought, though.
3C IT’S SHOP O’CLOCK 1 What is the difference between the words

accessories modni dodaci in the pairs below?
discount popust 1 thorough - through 6 price - prize
exchange zamijeniti 2 desert - dessert 7 beard - bird
fit pristajati
3 race - raise 8 lie - lay
receipt račun
4 rice - rise
sell out rasprodati
fitting room kabina za presvlačenje 5 course - curse
full refund puni povrat novca
return policy povrat robe
BOOKING A HOLIDAY 2 Stop and think.

Lesson 4
bed and breakfast noćenje s doručkom

campsite kamp 1 What do you think each word in the pair
guest review recenzija gosta means? Explain them in your own words.
provided opskrbljen
show up pojaviti se
apartment (US) / stan za najam, apartman 2 Let's play! Think of sentences using
flat (UK) for rent the words in Exercise 1. Read your
cancellation policy pravila otkazivanja sentence out loud, but leave out
rezervacija
free of charge besplatno
the target word for your
fully-equipped potpuno opremljen classmates to work out; then
house rules kućni red they spell their answers.
ironing facilities oprema za glačanje Here are some
on site na lokaciji questions you
can ask yourself
A LAND OF WONDERS before, during and
Lesson 5
bobsleigh bob after learning about

consequence posljedica the topics in this Unit.
debutant debitant, tko se prvi put
predstavlja Before: What will I learn
estate nekretnina in each lesson? / What seems
fictional nestvaran, fikcijski important to know? / How can
incredible nevjerojatno this information be useful to me?
punctuality točnost During: What's going on in each
stronghold utvrda
lesson? / What is most important? /
highly valued od velike važnosti
laid-back lifestyle opušten način života What can I ask about the topic?
trade route trgovački put After: What will I be able to do with the things
I've learned? / What do I think about what I have
learned? / What do I need to understand a bit better?
What are some of the things you expected to learn
about? Have you learned all there is
to know about the topics
in this Unit?
65
UNIT 3 REVISION
239
UNIT 3
Track 3 made mistakes. You can do it as a whole-class
Ladies and gentlemen, fans of reggae, ska and activity upon completion of each of the revision
dancehall, wah gwaan? It’s time for another Jamaican areas or you may want to collect students’
Waves music festival, so put on your dance shoes and workbooks and correct the work yourself. If
join fans from all over the world for five days of great
music! This year, the festival will be held from 25 to 30 doing so, make sure to comment on students’
June at Redbones Blues Café in Kingston. There will be work and emphasize what areas need more
plenty of artists performing their well-known songs, so work. It could also be discussed at the beginning
let me name a few: Jimmy Cliff, the famous soul and
reggae musician, and the Maytals, whose music makes of the following lesson.
living a lot easier... Oh, Sean Paul will be there, too, just
like his fellow musician Damian Marley; and among
the rest, let me just tell you this – Stevie Wonder will
REVISION: READING
be joining us, as well! Your grandparents and parents
love him, and we’re sure you will, too! The festival starts TRICKS OF THE TRADE
at 9 p. m. and lasts until dawn each of the five days.
Depending on whether you’ll be sitting, standing or This is a good opportunity to revise key reading
moving to the groove in the VIP area, ticket prices range strategies. You may want to do it as a whole-
from 30 to 100 dollars. Remember: Jamaican Waves,
the last five days of June, great artists, amazing music,
class activity, or you may want to refer students
great time every night, all night long. Let’s get jammin’! to pages 8 and 9 of the Student’s Books.

• Have students read the instructions and
1 Jamaican Waves, 2 25–30 June, 3 9 p. m., 4 30–100
dollars, 5 Jimmy Cliff, 6 Sean Paul, 7 Marley headings first.
• They scan the texts and match them to the
headings. Remind them that there are two
REVISION: LISTENING headings they do not need.
1 1 Listen to Amelia’s friends Ace and Ora talk about summer jobs. Who says what? Listen, and tick the
correct person.
ANSWER KEY
Who says that... Ace Ora both neither
1 they’ve got the same summer job as their parent?
2 they’re going to earn money tutoring?
1 Liquid Roads, 2 Near, but Feeling Far, 3 Where the
3 they’d like to work in a school some day?
4 their sibling works in a tour company?
Mediterranean Meets the Alps
5 they prefer spending time outdoors?
6 they enjoy earning their own money?
7 they didn’t make a lot of money selling ice cream? Exercise 1 b), p. 82
• Allow some time for students to read the
______ / 7
2
endings of the texts.
2 Listen to Ace and Amelia talk about shopping for clothes. Choose the correct answer: A, B or C.
1 Why was Ace shopping for shorts? 4 What does Ace think about buying clothes?
A He wanted to go swimming. A It’s best to buy one item and wear it all the time.
• They read the texts again and match them

B He wanted to go out with his friends. B Having a lot of clothes is always a good choice.
C He wanted to go to school. C Cheap clothes are the best option during hot
weather.
2 The price of the shorts was
A lower than Ace expected. 5 Amelia says that you can’t ___________________ with the endings.
B just what Ace expected. when shopping online.
C higher than Ace expected. A stop buying clothes
3 Amelia thinks that clothes nowadays

B be sure the clothes will fit you
C return the clothes you don’t like
• Point out that there is one ending that they do
A don’t cost too much.
B aren’t as cheap as they used to be.
C aren’t priced too high. ______ / 5
not need.
3 3 Listen to a radio announcement for a music festival. Complete the table using the missing information.
ANSWER KEY
Name of the festival: (1) __________________________
Dates: (2) ______________ – 30 ______________ Time: starts at (3) ______________ , lasts until dawn 2, 1, –, 3
Price: (4) ______________ Place: Kingston
Artists: (5) ________________, the Maytals, (6) ________________, (7) Damian ______________, Stevie Wonder etc.
______ / 7
81
TRICKS OF THE TRADE

Both the listening and the reading parts should
be checked with students by focusing on what
they did correctly as well as where and why they
240 ITCHY FEET

Re
vis
ion
REVISION: READING 2
Read the text about the Greek island of Santorini. Complete it with the missing sentence parts A–G. There
are two sentence parts you do not need.
The Internet has made our lives easier and helped us communicate our thoughts faster. It has also made other
1 things possible. For example, it has made it possible for us to share photos with the rest of the world! Of
a) Read about some trips that three people have been on. Match the headings to their stories. There are two
headings you do not need. course, (1) _____ to share the same photo, taken at the same place and at the same time, using the same
medium. The island of Santorini in Greece is one of such locations: this lovely island has become a popular
Top of the World Where the Mediterranean Meets the Alps Dark Mines Near, but Feeling Far Liquid Roads
destination with tourists in recent years, but the number of tourists visiting it has become overwhelming.
1 ________________________________ When you arrive there, (2) _____: picturesque, white-painted houses with blue doors and windows. But when
Last year, my sister and I travelled to Bangkok in Thailand. We only wanted to spend a night or two there, you turn round, you can also see dozens of ships (3) _____. While, at first, tourism helped Santorini make more
but ended up spending a whole week in Thailand’s capital city. We didn’t like the noisy traffic, but we loved money, it soon became an issue. The quality of life on the island has decreased because of overtourism, and
everything else! One of the best places we visited there was the Phra Khanong district, with its street
the islanders, (4) _____, are angry at the Greek government. It has allowed housing prices to keep rising,
markets, where both locals and tourists go every day to relax and grab a bite. However, moving round the
because of tourist accommodation, and the island to become packed with cars, causing frequent traffic jams.
city was a bit stressful because of the frequent traffic jams. We didn’t like being stuck in traffic, so we
decided to travel by river boat instead, and enjoyed the refreshing breeze and beautiful sights along the Overtourism has also led to waste problems on the island. Did you know that Santorini still hasn’t got a
way! (Tom, England) proper waste-management system? It’s a shame (5) _____. Hopefully, the government will take steps to
help it survive the ever-growing number of tourists. It’s a big project, but something must be done before
2 ________________________________
overtourism ruins this beautiful island and the lives of the locals. In the meantime, tourists can help protect it,
Have you ever been to Pearl Beach in Australia? Although it’s close to Sydney, being there feels as if you’re
miles and miles away from traffic jams and hordes of people, which is exactly what I needed. My wife and I too: a good way to start is to enjoy photos of Santorini online during peak season and only visit it during less
went there in March, and we really enjoyed ourselves! The hotel was lovely, and we visited a lot of different popular months.
shops and restaurants, but we spent most of our time at the beach. We loved it! We swam and sunbathed
all day; we could never get enough of the fresh air and the ocean breeze! We also visited the Crommelin A who are facing this problem on a daily basis E bringing thousands of tourists to the island
Native Arboretum, a wonderful place where we learned about the history of the world from the many rare
B it has also allowed thousands of people F that such a lovely island isnʼt being treated
and endangered species living there! (Josh, Australia)
C you can immediately see villages famous for well
3 ________________________________ their architecture G you can’t even notice the houses
My grandpa used to tell me about his trips round the world, so when I finally grew up, I decided to follow in D that donʼt care about the problem
his footsteps and travel whenever I got the chance. I have always been interested in Italy and Italian ______ / 5
customs, and that’s why I chose Isola Bella, on the lake called Lago Maggiore, as the last stop of my
Southern European tour. Of course, I had to stay elsewhere because the apartments for rent were pricy on 3
Read these reviews. Are these statements true (T), false (F) or it doesn’t say (DS)?
the island, so I was very excited when I finally arrived at the lake and saw the island. I was stunned by the
beauty of its Palace and gardens, but what left me truly speechless was the loveliness of its small fishing Staying in your hotel was wonderful. We had everything we wanted, including the jacuzzi! My husband and I
village! (Marlo, Denmark) enjoyed the organised sightseeing tour, and we would like to thank the receptionist, Irina, for her warm
______ / 3
welcome when we arrived on Friday. I loved the food, too! (Melody, England)
b) Match the texts of Exercise 1 a) with their endings below. There is one ending you do not need. I usually travel with my parents, but this year I decided on a city break with my friends, which I booked
With its rainforest animals and ancient trees, this is a paradise for nature-lovers. Lots of families have through your tour company. Well done, everyone! The guide was a pleasant surprise: they usually talk a lot,
picnics there, but we just walked around and admired the native plants and animals. We even attended a live but this one kept it short and sweet, and he made it really interesting. Unfortunately, the price for a one-day
opera event there one evening. It was a holiday to remember! trip was too high, so I can only give you a four-star review. (Antonio, Croatia)
We got great views of the Giant Buddha and the magnificent Grand Palace from the river. After one of our I’m an experienced traveller, and I have to say I’m very disappointed. First and foremost, the accommodation
boat rides, my sister wanted to watch a snake show, but she gave up when she saw how terrified I was. We was horrible. Please clean your rooms after your guests leave! Second, although the restaurant staff did a
explored the food markets and enjoyed their delicious street food instead. good job, the menu was the same every day. Third and last, you should do something about your dress code –
in my opinion, all staff should wear uniforms. (Olivia, Portugal)
During our hike on the hill, our guide told us that the mountain range we could see from there was millions
of years old. It was snowing, so the sight was spectacular. Although we had trouble getting down from the top of 1 Melody praises the amenities.
the hill because of the snow, we loved the experience!
2 Olivia was pleasantly surprised with the accommodation.
Regardless of its size, a lot of famous guests have stayed there: one of them was Napoléon Bonaparte! Once 3 Antonio didn’t like the bus driver.
you take a walk down its cobbled streets, you’ll understand why this little gem enchanted them. It definitely
4 Melody’s husband enjoyed the meals.
made me realise I prefer small, charming villages to big cities.
______ / 3 5 Olivia believes that the hotel should improve its service. ______ / 6
82 83
Hello world 8 RB 2021 - 03 - unit 3.indd 82 30.7.2021. 11:19:27 Hello World 8 RB 2021.indb 83 29.7.2021. 16:16:44
Exercise 2, p. 83 ENDING THE LESSON

• Before doing the task, remind students to LANGUAGE MATTERS, p. 65
read both the instructions and the text to get a
general idea of what it is about. • Draw students’ attention to the third part of
the LANGUAGE MATTERS section.
• Students complete the text about the Greek
island of Santorini with the missing sentence • Go through and discuss the questions and tips
parts A–G. on learning together with students.
• In groups, students think about what some of
ANSWER KEY the things they expected to learn about were
1 B, 2 C, 3 E, 4 A, 5 F and if they have learned all there is to know
about the topics in this unit.
Exercise 3, p. 83 • Brainstorm students’ ideas as a class.
• Have students read the reviews and decide
whether the sentences are true, false or it
doesn’t say.
ANSWER KEY
1 T, 2 F, 3 DS, 4 DS, 5 T

further practise reading and listening.
UNIT 3 REVISION
241
UNIT 4
UNIT 4 A SENSE OF WONDER • Students give their ideas and expectations
about the topics in the unit.
READY, SET, GO!
Drugi i drugačiji / Planovi za
MAIN PART
NASTAVNA TEMA budućnost / Svijet znanosti i
umjetnosti / Svijet oko mene READY, SET, GO!
NASTAVNA JEDINICA
Ready, set, go! / Kick-off! / MEET CHARLIE!
Learning by doing!
PREDVIĐENI BROJ SATI 1 Video 4
A.8.1., A.8.5., B.8.1., B.8.3.,
ISHODI POUČAVANJA C.8.1., C.8.2., C.8.3., C.8.4., Exercise 1, p. 66
C.8.5., C.8.6. • Introduce the new character, Charlie. Ask
DJELATNOST (I) U FOKUSU Govorenje, slušanje students to describe the picture of Charlie in
bronco, butte, calf, dormitory, their Student’s Books. Ask them to guess her
frontier, outlaw, prairie,
VOKABULAR
trademark, trail, bucking personality, as well as her likes and dislikes.
horse, research facility Next, they should describe what they see in
KOMUNIKACIJSKO-JEZIČNA Govorenje o Wyomingu. the background and try to guess where she
KOMPETENCIJA Govorenje o STEM-u. lives.
MEĐUPREDMETNE TEME
• Tell them that Charlie is from Jackson in
A.3.1., A.3.2., A.3.3., A.3.4.,
Osobni i socijalni razvoj B.3.1., B.3.2., B.3.4., C.3.2., Wyoming. Students find Wyoming on a map of
C.3.3., C.3.4. the USA.
A.3.1., A.3.2., A.3.3., A.3.4.,
B.3.1., B.3.2., B.3.3., B.3.4., • You can show your students a map of the
Učiti kako učiti
C.3.1., C.3.2., C.3.3., C.3.4., USA (Resource Bank, Resource 59, pp.
D.3.2.
406-412), either a physical copy or via an
Građanski odgoj i obrazovanje A.3.3., C.3.1., C.3.2.
OHP. Alternatively, they can look up the
Uporaba informacijske i A.3.1., A.3.2., C.3.2., C.3.3., map on their phones or tablets, if
available.
A.3.3., B.3.1., B. 3.2, C.3.1.,
Poduzetništvo
C.3.2.
Geografija Geografski
ANSWER KEY
položaj Wyominga u SAD-u, Students’ answers.
MEĐUPREDMETNO geografske i prirodne
POVEZIVANJE osobitosti Wyominga,
označavanje geografskih • Make enough copies of the
pojmova na karti SAD-a photocopiable mind map template
UDŽBENIK Str. 66. -67. (Resource Bank, Resource 60, pp.
RADNA BILJEŽNICA Str. 84. -85. 406-412) and distribute it to students.
DIGITALNI SADRŽAJ IZZI Video Meet Charlie. Students fill it in with everything they
already know about Wyoming and the
STARTING THE LESSON USA.
• Discuss the title of the unit with your students. • At the end of the lesson, they will come
Ask them to try to explain what a sense of back to the mind map and, using another
wonder could mean. colour, add new information they have
learned in the lesson.
ANSWER KEY
• Instruct students to look at the word list. They
• Divide students into pairs or small groups. look up the unfamiliar vocabulary, either in
Allow some time for students to flip through the word list on page 82 of the Student’s Book
the unit and look at the lessons and topics. or using a printed or an online dictionary, if
Ask them what they find most interesting and available.
what they are looking forward to reading and
learning about. Check as a class.
242 A SENSE OF WONDER

Re
ad
y,
se
t,
go
!
UNIT 4 A SENSE
OF WONDER> Flip through the Unit. Look at the titles of the lessons and pictures.
What is the Unit about?
> Which lesson are you most looking forward to? Why?
> Look at the title of the Unit. How is it connected with its topics?
RE ADY, SET, GO!
MEET CHARLIE!
1 Charlie is from Jackson, Wyoming.
Do you know where that is? Find
it on a map of the USA. What does
this picture tell you about it?
2
a) 4 Study the words below. Then watch the video with the sound off.
Tick the words and phrases you think you are going to hear.
cowboy Wyomingites fishing The USA is a big country,

and each state has its own
Wild West the right to vote canyon
unique story to tell. Find,
volcano geysers fossil and listen to, the 50 States
rodeo dinosaur prairie Song by Sufjan Stevens.
ranch bison cattle Which state would you like
horse wolf Native Americans to learn more about? Find
more information online.
b) 4 Watch the video with the sound on. Check your guesses.
c) 4 Watch the video again, and take short notes. Use them to talk about Wyoming.
66
READY, SET, GO!

243
UNIT 4
Play Video 4 with no sound. Students be spotted in vast forests and meadows. Wyoming
watch the video and tick the words they also has the first national monument in the US, Devils
A SENSE
Tower. This towering rock is a sacred place for many
think should appear in the video.
1 country Native American tribes. Most of their stories about
how the rock came to be include a bear, who clawed it
• Allow students to compare their guesses and and gave it its recognizable shape. Steven Spielberg, a
discuss them, but don’t tell them if they are movie director, made it even more famous in his movie
OF WONDER
right. Close Encounters of the Third Kind, one of my favorite
SF movies. Fossil Butte national monument is another
one of my favorites. You can see some of the world’s
ANSWER KEY best-preserved fossils there! They tell the story of
Students’ answers. ancient wildlife living in this area, as well as the story of
Earth’s extraordinary history. You see, there’s so much
to learn about nature if you come to Wyoming. That’s
Video 4 why I’m happy to live here. My family lives in Jackson,
a small town in northwestern Wyoming. Even though
My name is Charlotte, but everybody calls me Charlie it’s small, it’s a popular tourist destination, because it’s
for short. I live in Wyoming, a state in the west of the close to the southern entrance of Grand Teton National
USA. It’s easy to find Wyoming on the map; its borders Park. My dad is a park ranger there, and my mom is a
are all straight lines! Even though it’s among the geologist. I guess that’s why I’m a nature lover myself!
ten largest states in the US, it is the least populous. I’d like to make natural sciences my career some day.
Fewer than 600, 000 people live here. With so few I’m still not sure what exactly, so I plan to volunteer and
inhabitants, Wyoming doesn’t have any big cities. try different things out through high school, to find out
In fact, its tallest building is a twelve-story student what’s best for me.
dormitory on the University of Wyoming’s campus!
The biggest city, and the capital, is Cheyenne. If you
ever decide to visit it, make sure to come in July and Exercise 2 b), p. 66
take a trip through time! Go back to the days of the Old • Play Video 4 again, this time with the sound
West, when cowboys, outlaws and various explorers
roamed the areas of what is now the western part of on, and let students check their predictions.
the United States. You can take part in Frontier Days,
the world’s largest rodeo, which recreates the spirit
• Allow some time for students to compare their
of the Wild West, with events such as bronco and bull answers in pairs. Finally, check as a class.
riding or calf roping. Another way to go is by visiting
Native American villages, or historic ranches. Or you • Ask students about their incorrect
can walk on one of the historic national trails, just presumptions. Let them explain why they
as lots of traders, gold seekers, ranchers and others thought certain words will or won’t
did two centuries ago in search of a better life! The
cowboys that you’ll see in these places have always
appear in the video.
been a symbol of Wyoming. In fact, a cowboy on a
bucking horse is Wyoming’s official trademark, and ANSWER KEY
the reason why some people call it the Cowboy State.
However, its official nickname is ‘the Equality State’. Cowboy, Wild West, volcano, rodeo, ranch, horse,
Did you know that in 1869 Wyoming was the first state the right to vote, geysers, bison, wolf, canyon, fossil,
or territory within the USA to grant women the right Native Americans
to vote? Other cities and towns are rather small, with
wide-open spaces separating them. But don’t let this
fool you into thinking Wyoming is a boring state. What Exercise 2 c), p. 66
it lacks in population and the number of cities and • Play Video 4 again. This time, students take
buildings, it more than makes up for with its majestic
nature and wildlife. In 1872, Yellowstone National
notes that which they will use to talk about
Park became the first national park, not just in the Wyoming.
US, but in the world! This enormous park contains
about half of the world’s geysers! Other than being a • Students can add their notes in their
breathtaking sight, they reveal its underground secret. mind maps using a different colour.
Do you know what it is? A supervolcano that sleeps
below Yellowstone’s peaceful landscape. And what a • Let volunteers use their notes to talk about
beautiful landscape it is! Yellowstone is home to lots Wyoming.
of natural wonders. Did you know that the waterfalls
in the park are bigger than the ones at Niagara Falls? ANSWER KEY
Or that it even has its own Grand Canyon? Just make
sure you don’t confuse it with the world-famous Grand Students’ answers.
Canyon in Arizona, carved by the Colorado River!
This national park is rich in wildlife, too. You can see
bison, our state mammals, roaming the Great Plains,
and gray wolves, bighorn sheep and grizzly bears can

Re
ad
y,
se
t,
go
!
KICK-OF
A MOMENT OF SCIENCE
1 ‘STEM education’ and ‘STEM careers’ have recently become buzz
F!
words. What does the acronym STEM stand for? Why are STEM fields important for the future?
2 a) STEM jobs include a broad range of career fields. Match the jobs below to the fields of STEM. Explain your choices.
Can you add more jobs to each category?
1 Science 2 Technology 3 Engineering 4 Mathematics
civil engineer, environmental engineer, mechanical engineer

microbiologist, chemist, physicist, medical scientist, geoscientist
accountant, financial analyst, statistician, mathematician, economist
computer programmer, web developer, IT manager, database administrator
b) STEM professionals work in various settings. Match the jobs to their possible settings. Where would you like
to work? Why?
office laboratory research facility public institution classroom outdoors
LEARNING BY DOING!
PROJECT 4: PUSHING THE LIMITS
> The world is changing fast, and various technological advances are being made every day. These advances can make
our lives easier and more enjoyable if we put them to good use! You can help, too: it’s time to put your thinking caps on
and work on solving some real-world problems. Are you ready to invent something to make our lives better?
1 TEAMWORK & COLLABORATION 2 OBSERVATION & CRITICAL ANALYSIS

The strength of the team lies in Look around you, and find a problem
each individual member. Get into that you think needs solving.
teams, and distribute roles. Although Start small, with your school,
this is a science project, it involves neighbourhood or local community.
more than science-oriented Can you come up with a product
thinking: art, design, and or a service that could improve an
advertising knowledge and existing state or issue?
skills are a must, too! Which
role suits you best?
INITIATIVE & ACTION

Your final product doesn’t need to
3 PROBLEM-SOLVING & INNOVATION remain just ink on paper. Many great
Now that you have identified an issue ideas have come from young people!
you’d like to see improved, it’s time to get Think of a campaign to offer your
down to work. You don’t have to start from product to the public and put it to good
scratch. Why not make use of a device or an idea that use. Use various IT tools to create an
already exists, and modify it to serve your purpose? ad. Is there anyone you can turn to with
Draw designs, and describe your product or service. your product and make it come to life?
67
READY, SET, GO!

245
UNIT 4
CURIOUS ME!
3
a) READING Read the texts, and match them to the photos. The fact file in Exercise 2 a) can help you. There
Suggest that students listen to The 50 States is one photo you do not need.
1 This national park is one of the most frequently-visited parks in the USA. It is located only 16 km
Song by Sufjan Stevens. They choose one state (1) __________________________ of Yellowstone National Park. The Teton Range is part of the Rocky
Mountains. (2) __________________________ can enjoy long hiking trails through forest, as well as climbing
they would like to know more about and do high (3) __________________________. Winter sports, such as cross-country skiing and snowshoeing, are also
popular.
some online research about it for homework.

2 This canyon may not be as well-known as the Grand Canyon in Arizona, but its (4) _______________________
is equally spectacular. It is almost 40 km long, with hiking trails along the (5) __________________________.
The (6) __________________________ are bigger than those in Niagara. They have been an inspiration for
Make sufficient copies of the fact file (Resource many artists. There are lots of viewpoints, and the so-called ‘Artist Point’ is the most famous one.
3 In prehistoric times, this southwest part of Wyoming was a freshwater (7) __________________________.
Bank, Resource 61, pp. 406-412) for students to Today this national monument boasts one of the largest collections of freshwater fish fossils in North
America, and possibly the world. There are also layers of insects, reptiles, larger animals and
fill in. (8) __________________________. Visitors can learn a lot about it in the tourist centre, as well as on many
educational hiking (9) __________________________.
4 This wonder of nature was the country’s first national monument. The unusual hill, 300 metres tall, stands
high above the surrounding prairies, and is a sacred symbol to several Native American
• If time and technical conditions allow it, (10) __________________________. It is also a (11) __________________________ destination in Wyoming for
several reasons: incredible night skies for star-gazers, (12) __________________________ for those who prefer
play the music video in class. It’s

adrenalin-pumped activities, and ranger-led hiking tours.
5 There’s always something fun happening at this festival, dedicated to celebrating all things Western! It
available on online streaming platforms.

features various (13) __________________________ competitions, where cowboys and cowgirls can show off
their skills, such as (14) __________________________, calf-roping and many more. Besides these popular
events, visitors can participate in parades, concerts and themed (15) __________________________.
WORKBOOK PRACTICE
READING Devil’s Tower Fossil Butte Frontier Days
• Ask students to look at the six photos under
the text and describe what they see. Grand Canyon Grand Prismatic Spring Grand Teton National Park
b) Read the texts again. Complete them with the missing words.
• Instruct students to read the texts, ignoring the rodeo trails plants must-visit route rock climbing visitors landscape
gaps, and match them to the photos. Remind

south lake tribes tours peaks waterfalls bull-riding
them that there is one extra photo. Check as a 85

class. Hello World 8 RB 2021.indb 85 29.7.2021. 16:17:02
• For further reading and vocabulary

ANSWER KEY practice, GO DIGITAL.
4, 3, 5, 2, –, 1
• Refer students back to the mind maps
and, using another colour, add new
information they have learned in the
• Check for understanding of the 15 words. Help lesson.
with the ones that students aren’t familiar
with. KICK-OFF!
• In a higher-ability class, let students look A moment of science, p. 67
up the words themselves either in an
Exercise 1, p. 67
online or a printed dictionary, if available.
• If you want to revise some professions
• Students use the given words to complete the
before starting this part of the lesson, let
text by filling in the gaps.
students play a few rounds of Tick-tock-
• Have them compare the texts in pairs. boom (see Games and Activities on pp.
394-398) on the topic of jobs and
ANSWER KEY professions.
1 south, 2 Visitors, 3 peaks, 4 landscape, 5 route, 6
• Students read the task. Explain the meaning of
waterfalls, 7 lake, 8 plants, 9 trails, 10 tribes, 11 must-
the expression buzz word. Have them discuss
visit, 12 rock climbing, 13 rodeo, 14 bull-riding, 15
tours what they know about STEM and STEM fields.
ANSWER KEY

Re
ad
y,
se
t,
go
TRICKS OF THE TRADE • Teams brainstorm the problems that need
!
STEM is an abbreviation for Science, Technology, solving. They don’t have to choose their
Engineering and Mathematics. Sometimes, art is problem right away, but it is important that
included, too, and the abbreviation broadens to they start thinking about it.
STEAM. • Encourage students to start thinking, from
the beginning, about preparing a good
Exercise 2 a), p. 67 presentation of the final product.
• Students match the STEM fields to the careers • Finally, create or share a rubric (Resource
in those fields. Check as a class and let Bank, Resource 62, pp. 406-412) for
students suggest some more jobs for each either formative or summative
field. assessment.
ANSWER KEY HOMEWORK
3, 1, 4, 2
WB p. 84, Exercises 1, 2 a) and b)
Exercise 2 b) p. 67
• Ask students to name various places of work.
• Have students read the task and check for
understanding of the given words.
• In a lower-ability class, explain the
expressions research facility and public
institution.
• In pairs, students match the jobs to their
workplaces. Check as a class.
• Ask students what future work setting they
imagine themselves in.
ANSWER KEY
ENDING THE LESSON

LEARNING BY DOING!
PROJECT 4: PUSHING THE LIMITS, p. 67
• Discuss the title of the project. Ask your
students what pushing the limits means and
which limits they think they could push and
move.
• Allow some time for students to go through
the project.
• Go through the instructions with students.
Help with any unknown vocabulary, if
necessary.
• Help students form teams. Let them divide
the roles and tasks according to their areas of
interest and strong suits.
READY, SET, GO!

247
Lesson 1
UNIT 4
1A THE HUMAN BODY states, let them talk about what they
have found out.
Lesson 1
TRICKS OF THE TRADE
Svijet znanosti i umjetnosti /
NASTAVNA TEMA Motivate students to do the extra tasks through
Svijet oko mene
NASTAVNA JEDINICA The human body (1. sat) a reward system. You can give them stamps or
PREDVIĐENI BROJ SATI 2 stickers to collect, which they can later trade
A.8.1., A.8.2., A.8.3., A.8.5., for different privileges: extra points in an exam,
ISHODI POUČAVANJA
C.8.1., C.8.2., C.8.3., C.8.5., a no-homework pass, choosing their sitting
Govorenje, čitanje, slušanje, arrangement, choosing a game or activity to
pisanje
start/end the lesson or even a topic they would
bladder, blood vessel, like to learn about. This type of simple reward
bloodstream, collar bone,
exhale, fist-sized, inhale, joint, system could motivate students who otherwise
VOKABULAR
kidney, nutrient, oxygenate, wouldn’t be keen on participating in additional
rib, skeleton, spine, squishy,
upright, urine, digestive juices, tasks.
digestive tract, large intestine,
small intestine, take a peek
MAIN PART
GRAMATIKA
simple passive
VOCABULARY
KOMUNIKACIJSKO-JEZIČNA Opisivanje ljudskog tijela i
KOMPETENCIJA njegovog funkcioniranja.
The lungs are filled with the air
FUNKCIONALNI JEZIK you breathe. Is the collar bone • Set a timer for two minutes. In pairs or threes,
often broken? Etc. students write down as many body parts as
MEĐUPREDMETNE TEME they can remember. Count them to see who
A.3.1., A.3.2., A.3.3., B.3.1., has managed to write down the most.
C.3.4. • In a lower ability class, you can increase
A.3.1., A.3.2., A3.3., A.3.4., the time frame to three minutes or have
Učiti kako učiti B.3.1., B.3.2., B.3.3., B.3.4., students brainstorm body parts in larger
C.3.1.
groups.
Zdravlje B.3.2. A
Uporaba informacijske i A.3.1., A.3.2., C.3.2., C.3.3. Exercise 1 b), p. 68
• Make a simple T-table on the blackboard. Write
Hrvatski jezik Subjekt,
MEĐUPREDMETNO predikat, objekt Outside and Inside as headings.
POVEZIVANJE
Biologija Ljudsko tijelo
UDŽBENIK Str. 68. -69. Outside Inside
Dodatni zadaci za
čitanje i slušanje na platformi • Ask students to come to the board and sort
IZZI the body parts they have written in Exercise 1
a) into the two columns
STARTING THE LESSON • Students colour the external organs blue and
• Check homework with students. internal organs red in their own lists.
• Let students report on Wyoming using their WORKBOOK PRACTICE

mind maps (Resource Bank, Resource 60, pp.
406-412) or the fact file from the Workbook on VOCABULARY
page 84. Exercise 1 a), p. 86
• If students have done the Curious me! • Use this task to introduce new vocabulary.
assignment and researched some other Have students find the twenty-three words

249
1
5.10.2021. 7:18:35
on
ss
Le
1
ss
on 1A THE HUMAN BODY
Y
1A THE HUMAN BODY

Le ou look a lot nicer on the outside than you do on What is it that gets your chest and belly moving
the inside. Still, let’s take a peek into your body
I can talk about the human body. – not literally, of course – and explore what
constantly? It’s a pair of lungs that are filled with the
air you inhale. Your lungs are the place where blood is
makes it so fascinating. oxygenated. Of all the oxygen we breathe in, only about
VOCABULARY Body parts 5% is kept in our bodies, and the rest is exhaled. You
First, your skeleton; all the bones and joints in your
1 a) How many body parts can you think of in two minutes? Write them down in your notebook, and see who can body that keep you upright and help you move around. don’t have to be a genius to know that you cannot live
name the most. Without it, you would be just a bag of fat and muscle. without breathing. Some people are trying to push the
The most important group of bones in your body is limits of the human body and can hold their breath for
b) Sort the organs you have come up with into two categories: those that can be seen on the outside, and those that
are hidden inside your body. probably your spine, which is made up of 33 different up to 24 minutes… But don’t try this at home! Instead,
bones. Can you feel the two bones at the front of your think of how you can keep your lungs healthy: a good
2 body between your shoulders? They are called collar way to start is to keep away from cigarettes.
a) READING Charlie is reading an article on the human body. Skim the text on the opposite page, and find out
bones, and are among the bones that are broken most
which organs are mentioned in the article. Then use those words to label the illustration. To survive, we need to take in food and water daily.
often. Lower down, there are twelve pairs of ribs that
The water we drink is used to keep us hydrated and
b) Read the text again. Answer the questions below. keep your inner organs protected. And let’s not
healthy. The kidneys use the water to filter all
forget about joints, the places where
1 What makes people able to stand upright? 5 What happens to the blood in the lungs? the bad things from your blood. They are like
two bones meet. Have you ever tried to
the janitors who keep your organism clean! The
2 What often happens to collar bones? 6 How much oxygen is exhaled from our lungs? kiss your elbow?
kidneys send all the waste into your bladder,
3 Which organ is checked to see whether a person is alive? 7 What is the key function of our kidneys? Now, let’s have a look at some squishy organs. which is filled with urine. If your urine is dark,
4 What is the size of the human heart? 8 Which organ is donated most often? We’ll start with the one which is drawn – but you should drink more water. If it’s red, you
not accurately – every time we fall in have probably eaten too much beetroot –
love, and which is checked first to see but go and see your doctor just in case!
3 Work in pairs. Find some more facts in the text, and make four questions for your partner. Then take turns, and whether a person is dead or alive: the Although they come as a pair, you can
ask and answer the questions. human heart. This fist-sized organ
survive with just one kidney. Of all the
never gets a single day of vacation.
organs, the kidney is donated most
That’s because your heart is a
Present simple passive often by live donors.
pump that sends blood through
1 Look at the examples below. Complete the rules by circling the correct words. 60,000 miles of blood vessels; that’s You’ve probably noticed that one
how it is carried to other organs important organ isn’t mentioned in
a) We form the passive with the correct form of the verb be / have and the base form / past participle of the
main verb. in your body. If your heart stops the article... And you’ve even worked
working, that’s not good news. That’s this out by using it! But our brain is
Kidneys are donated most often.
why it’s very important to stay active so complex that it deserves its own
Lungs are filled with the air you inhale.
and keep it in great shape. article; don’t you agree?
b) In passive sentences, the person who does the action is / isn’t important.
The water we drink is used to keep us hydrated and healthy.
Is the collar bone often broken?
5 Use the prompts below to talk about your largest organ: your skin. Use passive sentences.
2 Read the text again, and underline present simple passive forms. How many can you find?
1 the entire human body / cover / in skin 4 teenage skin / often / affect / by pimples
Let’s practise more! → WB, pp. 88-89 Grammar summary → pp. 132-133 2 the body / protect / from cold or heat 5 our sense of touch / control / by nerve endings in our skin
3 body / defend / against harmful germs 6 50,000 old skin cells / replace / by new skin cells every minute
4 Read about the digestive tract, and complete the text with the present simple passive form of the verbs in brackets. 6 Choose a task.
The process of digesting food starts in your mouth. This is where the food (1) _____________________ (chew)
and (2) _____________________ (break down) into chunks. Then it (3) _____________________ (swallow). Within
seven seconds, it reaches your stomach; this is where digestive juices (4) _____________________ (produce), Draw or find a picture of the human The human body is full of wonders! Design a different human being.
body, and label it with the names of Find some interesting facts about Think of the body parts you would
and the food (5) _____________________ (turn) into liquid. Then the food (6) _____________________ (send) to
the organs you have learned so far. it, and prepare a quiz for your add or remove. What would be the
your small intestine, where nutrients (7) _____________________ (absorb) into the bloodstream. The rest
For each organ, say how many of classmates. Are there any online purpose of the new body parts, and
(8) _____________________ (transform) into waste, and it (9) _____________________ (move) to your large intestine. them there are and what they are tools you can use for creating it? why would you remove some old
The waste (10) _____________________ (keep) there until you have to use the toilet. In general, the whole used for. ones?
process lasts from 24 to 72 hours.

68 69
UNIT 4
connected with the human body in the word READING
snake. Check as a class.
• Next, have students colour the words they • Ask students if they are interested in the
are unfamiliar with green. Then explain or human body and how it works and tell them
translate them together. that today they are going to learn more about
• Add the words that weren’t already in the table it.
on the board. • Instruct students to skim the text on page 69
• In pairs, students label the diagram. and underline the organs mentioned in the
text.
ANSWER KEY
• Next, students use five of the organs to label
eyes, skeleton, joints, collarbones, heart, blood the illustration. Check as a class.
vessels, spine, kidneys, bladder, brain, muscles,
lungs, stomach, ribs, elbows, intestine, bloodstream, • If possible, use the same task on the IZZI
mouth, digestive tract, skin, nerves, chest, shoulders platform to check understanding, either
Translation: oči, kostur, zglobovi, ključne kosti, srce, by letting students do it themselves or by
krvne žile, kralježnica, bubrezi, mokraćni mjehur, projecting the correct answers via an
mozak, mišići, pluća, želudac, rebra, laktovi, crijeva, OHP.
krvotok, usta, probavni trakt, koža, živci, prsa,
ramena ANSWER KEY
Diagram: 1 brain, 2 lungs, 3 heart, 4 stomach, 5 brain, lungs, heart, kidneys, bladder
kidneys, 6 intestine, 7 bladder
• If you want to further practise vocabulary, • Tell students to carefully read the questions in
GO DIGITAL. Exercise 1 b).
• Students read the text and find and underline
1A THE HUMAN BODY
1
on
ss
the answers. Encourage students to use

Le
VOCABULARY colour-coding. Check as a class.

1
a) Find words connected with the human body in the
word snake. Use some of them to label the illustration of
the human body.
1
• In a lower-ability class, allow students to
spin
ekidneysebladd
erbr
ainmuscles
olungs
compare answers with a partner first.
h d i ge st i vet r
a mout a ctlsk h e st h s
houlders
i n n e r v e stc
ANSWER KEY
2
sto machfribselbo wsh st rea m 3

e i n te st i n e b l o o d
eyes
s ke l eto n p j o i n ts
i cco
l l a r b o n e st h
ea r t b l o
odvessels
4 1 the skeleton, 2 they are broken, 3 the heart, 4 the
Study tip! VOCABULARY 5 size of a fist, 5 it’s oxygenated, 6 95 %, 7 filtering the
New or difficult words can be learned and memorised
more easily if you draw simple pictures or doodles 6
blood, 8 the kidney
that remind you of their meaning.
7
ENDING THE LESSON

b) Answer these questions using words from Exercise 1 a).
1 Which organ acts like a janitor, keeping your organism clean? ________________________________
2 What are the two bones between your shoulders? ________________________________
3 What is made up of 33 different bones? ________________________________
4 What is the combination of all the bones and joints in your body?
5 Where is blood oxygenated?
________________________________
________________________________
SPEAKING
6 What keeps your inner organs safe? ________________________________
7 What controls our body and the way we use it? ________________________________
Exercise 3, p. 68
c) In pairs or individually, write your own questions for three more words from Exercise 1 a).
1 ______________________________________________________________________________________________________
2 ______________________________________________________________________________________________________
• Pair students off. Each student should write at
3 ______________________________________________________________________________________________________ least four more questions for their partner.
2
• Students ask each other questions and try to
Circle the odd one out.
1 collar bones spine joints lungs

2
3
ribs
blood vessels
lungs
heart
heart
bloodstream
kidneys
bladder
answer them.
4 oxygen urine blood red blood cells
5 mouth nose arm eyes • In a competitive class, you can turn this
86 exercise into a game. For each correctly
answered question, the student gets a
point. For each question a student hasn’t

Le
ss
on
1
answered correctly, their partner gets a
point.
TRICKS OF THE TRADE

Consider not limiting higher-ability students
with the assigned number of questions. The
questions in the task are suited for the average
learner. Pair students of similar abilities and
let higher-ability students compete to see who
can write more questions and who can think of
questions that are difficult to answer.
ANSWER KEY
• Make enough copies of the human body

diagram (Resource Bank, Resource 63,
pp. 406-412) and hand them out to
students. They try to find and label as
many body parts as they can.
HOMEWORK
WB pp. 86–87, Exercises 1 b), c), 2, 3 a)

and b)
1A THE HUMAN BODY

251
UNIT 4
Lesson 2 MAIN PART
Svijet znanosti i umjetnosti

NASTAVNA TEMA
/ Svijet oko mene / Zdrav život My... GRAMMAR! Present simple passive
NASTAVNA JEDINICA The human body (2. sat)
PREDVIĐENI BROJ SATI 2 • Write the following questions on the board
A.8.1., A.8.2., A.8.3., A.8.5.,
and let students find the answers in the text.
ISHODI POUČAVANJA
C.8.1., C.8.2., C.8.3., C.8.5.
Govorenje, čitanje, slušanje, What is the spine made of?
pisanje
What bones are most often broken?
bladder, blood vessel,
bloodstream, collar bone, Which organ is drawn when we fall in love?
exhale, fist-sized, inhale, joint,
GRAMATIKA
kidney, nutrient, oxygenate, Which organ isn’t mentioned in the text?
rib, skeleton, spine, squishy,
upright, urine, digestive juices,
digestive tract, large intestine, • Write their answers on the board but leave
small intestine, take a peek enough space between them to add an active
KOMUNIKACIJSKO-JEZIČNA Glagolsko vrijeme present sentence later on.
KOMPETENCIJA simple passive
Opisivanje ljudskog tijela i The spine is made of 33 bones.
FUNKCIONALNI JEZIK
njegovog funkcioniranja.
MEĐUPREDMETNE TEME Collarbones are most often broken.
A.3.1., A.3.2., A.3.3., B.3.1., A heart is drawn when we fall in love.
C.3.4. The brain isn’t mentioned in the text.
A.3.1., A.3.2., A3.3., A.3.4.,
C.3.1. • Ask students who is doing these actions. Write
Zdravlje B.3.2. A active sentences underneath each passive
Uporaba informacijske i A.3.1. sentence for comparison:
komunikacijske tehnologije A.3.2., C.3.2., C.3.3., D.3.1.
Hrvatski jezik Subjekt,
The spine is made of 33 bones.
MEĐUPREDMETNO predikat, objekt
POVEZIVANJE 33 bones make up the spine.
Biologija Ljudsko tijelo
UDŽBENIK Str. 68. -69. Collarbones are most often broken.
RADNA BILJEŽNICA Str. 86. -88. People most often break collarbones.
Dodatni zadaci za
uvježbavanje/ponavljanje A heart is drawn when we fall in love.
digitalnoj platformi IZZI. We draw a heart when we fall in love.
The brain isn’t mentioned in the text.
STARTING THE LESSON
We didn’t mention the brain in the text.
• Play Tick-tock-boom (see Games and Activities • Elicit from students that in each pair, the first
on pp. 394-398) on the topic of body parts. sentence focuses on the action, but we don’t
actually care who is doing it. Explain that these
• To further discuss the topic of body parts, sentences are called passive sentences.
ask students to name as many body parts
as they can on a human body model. For • Continue to the formation of present simple
the human body model, use the passive. Ask students to underline and
illustration (Resource bank, Resource 63, compare the verbs in the passive and active
pp. 406-412) or, if possible, borrow one sentences.
from the biology teacher. • Elicit the rule for formation: the present simple
of the auxiliary verb to be and past participle.
Remind students that the past participle is

Le
ss
on
1
formed by adding the ending – ed to regular ANSWER KEY
verbs, and the irregular verbs can be found in 1 done, 2 caught, 3 allowed, 4 broken, 5 used, 6
the 3rd column of the irregular verbs list at the thought, 7 felt, 8 found, 9 replaced, 10 carried, 11
end of their Student’s Books. Write down the made, 12 drawn
rule as a simple formula:
present simple passive = to be (is/are) + past
• Students put the words in the correct order to
participle (-ed/3rd column)
form passive sentences. Check as a class.
• Students copy the examples and the formula • In a lower-ability class, check for
in their notebooks. understanding of the words and phrases
lobes and middle ear.
• Direct students to the My... GRAMMAR! section,
where they can use additional example ANSWER KEY
sentences to complete the definitions and
1 A baby is born with 300 bones. 2 The left lung
explanations.
is divided into two lobes. 3 Blushing is caused by
• Students go through the text and underline all adrenalin. 4 The smallest bone in our body is located
the examples of passive in it. Have students in the middle ear. 5 Only a quarter of all the oxygen
compare them with their partners. we breathe in is used by the brain.
• Tell your students that there is a detailed

explanation of present simple passive in the
Grammar Summary on pages 132–133 of their • Students underline the passive verbs in the
Student’s Books. sentences from Exercise 5 a).
• Direct your students’ attention to the list of • They swap notebooks with their partners and
irregular verbs on pages 120–121, which they check each other’s work.
can use as reference when needed. ANSWER KEY
ANSWER KEY 1 A baby is born with 300 bones. 2 The left lung
is divided into two lobes. 3 Blushing is caused
1 a) be, past participle; b) isn’t, 2 which is made up
by adrenalin. 4 The smallest bone in our body is
of 33 bones; they are called collar bones and are
located in the middle ear. 5 Only a quarter of all the
among the bones that are broken the most often;
oxygen we breathe in is used by the brain.
We’ll start with the one which is drawn (...) and which
is checked first; that’s how it is carried; that are
filled with the air you inhale; only about 5 % is kept Exercise 5 c), p. 88
in our bodies and the rest is exhaled; the water we • Students use the verbs they have identified in
drink is used...; which is filled with urine; the kidney Exercise 5 b) to complete the four sentences.
is donated the most; one important organ isn’t
mentioned. ANSWER KEY
1 is born, 2 is used, 3 is located, 4 is caused
WORKBOOK PRACTICE
Exercise 6, p. 88
My... GRAMMAR! Present simple passive
• In pairs, students complete the sentences
Exercise 4, p. 88 with the passive form of the verbs in brackets.
Check as a class.
• Students read the list of verbs. First have
them identify regular verbs in the list (allow, • Check the understanding of the
use, replace, carry) and then fill in all the sentences. In a lower-ability class, you
participles. Check as a class. might want to pre-teach some
vocabulary: saliva, ear wax, acid, dissolve,
compress, vice-versa.
1A THE HUMAN BODY

253
UNIT 4
• Ask students how many of these fun facts
about the human body they have already
known and which of the ten sentences
surprised them most.
• Ask students if they know any other I can do I’m getting I need
human body related trivia. this! there! help!
• You can challenge students to find • For additional practice of present simple
some more interesting facts about the passive, GO DIGITAL.
human body for homework. Afterwards,
students can even vote for the most Exercise 4, p. 68
interesting and unbelievable random • Ask students if they know how the food we eat
fact. Alternatively, ask students to moves through our body and what we call the
prepare two true trivia facts and one organs used for processing and transporting
that is untrue to play Call my bluff (see food. Allow them to answer in Croatian and
Games and Activities on pp. 394-398) at then offer the English translation: the digestive
the beginning of the next lesson. tract.
• Students fill in the missing verb forms. Check
ANSWER KEY
as a class.
1 is produced, 2 is exhaled, 3 is made up, 4 is
covered, 5 is used, 6 is dissolved, 7 are compressed, • In a lower-ability class, allow students to
8 is replaced, 9 is decreased, 10 is controlled compare their answers in pairs before
checking them as a class.
My... GRAMMAR! Present simple passive ANSWER KEY

4
Write the past-participle forms of the verbs below.
1 do __________________ 5 use __________________ 9 replace __________________

1 is chewed, 2 is broken down, 3 is swallowed, 4 are
2 catch __________________ 6 think __________________ 10 carry __________________ produced, 5 is turned, 6 is sent, 7 are absorbed, 8 is
3 allow
4 break
__________________
__________________
7 feel
8 find
__________________
__________________
11 make __________________
12 draw __________________
transformed, 9 is moved, 10 is kept
5
a) Put these words into the correct order to make sentences.
1 born / a baby / with 300 bones / is

_______________________________________________________________________________________________________
ENDING THE LESSON
2 the left lung / divided / is / two lobes / into
_______________________________________________________________________________________________________
3 blushing / by adrenalin / caused / is
SPEAKING
_______________________________________________________________________________________________________
4 in the middle ear / located / the smallest bone / is / in our body
_______________________________________________________________________________________________________
Exercise 5, p. 69
5 all the oxygen / only a quarter / breathe in / used / of / by the brain / is / that we
_______________________________________________________________________________________________________
• Ask students how much they know about
b) Underline the present simple passive form of the verbs in Exercise 5 a). human skin. Tell them they are about to learn
c) Complete these sentences with verbs from Exercise 5 a). There is one verb that you do not need.
more.
1 When a child ____________________________, it quite literally sees the world upside down.
• Students read the prompts in the task to form

2 The energy that we get from food ____________________________ by our body to maintain its main
functions and perform various physical activities.
3 The stomach ____________________________ under the lungs.
4 An itch ____________________________ by many different things, such as sunburn or an insect bite. passive sentences. In pairs, they speak about
6
Complete each sentence using the present simple passive form of the verbs in the brackets. skin using the prompts.
1 A litre of saliva ____________________________ (produce) by your mouth each day.
2 Most of the air we breathe in ____________________________ (exhale) through one nostril only.
3 About eight per cent of your body weight ____________________________ (make up) by blood.
4 Your tongue ____________________________ (cover in) about 8,000 taste buds that help you taste your food.
ANSWER KEY
1 The entire human body is covered by skin. 2 The
5 Ear wax ____________________________ (use) to clean our ears.
6 The acid in our stomach is so strong that even metal ____________________________ (dissolve) there.
7 The whole surface of your skin ____________________________ (replace) every month, which means you
wear about a thousand skins in your lifetime. body is protected from cold or heat. 3 The body is
8 The right side of your body ______________________ (control) by the left side of your brain and vice-versa.
defended against harmful germs. 4 Teenage skin is
88 often affected by pimples. 5 Our sense of touch is
controlled by nerve endings in our skin. 6 50, 000
old skin cells are replaced by new skin cells every
• Ask students to give feedback on how minute.
much they understand. They use their
thumbs to show you:

Le
ss
on
1
WORKBOOK PRACTICE
Exercise 7, p. 89
• End the lesson by playing a short board game.
Students will need a small object in lieu of a
counter and a coin. Pair students and let them
play.
• You can give a prize to the first student in
the class to finish the game, for example,
one homework-free pass is always a
student favourite.
7
Work in pairs. Read the rules, and play the game.
Step 1
Use your rubber, Step 3
sharpener, or other small If you have answered
object as a counter. You correctly, you may stay on your
will need a coin, too. square. If not, go back to START.
If you are not sure about the
Step 2
answer, ask your
Toss the coin: if you get
teacher for help.
tails, move one space
Step 4
forward; if you get
The winner is the
heads, move two spaces.
first person to reach
Solve the problem in each
FINISH. Good luck!
of the squares that you
1234
land on.
START
Make a question Say the past

Correct this sentence: Unscramble this
for this answer: participles of
The heart is one of the sentence:
Through 60,000 these verbs: make,
most frequently drawed urine / the bladder /
5
miles of blood see, carry, hold,
symbols. filled with / is / .
vessels. break.
In our body, what is
8 7 6
replaced every
minute? Use a full
sentence.
What is our sense of Say the past participles Correct this sentence:
touch controlled by? of these verbs: move, The food not turned into
9
Use a full sentence. keep, donate, deserve. liquid is sended to our
small intestine.
Unscramble this sentence:
10 1112
the spine / 33 different
bones / made up / of / is / .
FINISH
Unscramble this sentence

What happens in your body Correct this sentence: using the present simple
when you breathe? Use Food is breaked down into passive form:
sentences in the present chunks in your mouth. use / water / be / for
simple passive. hydration and health / .
89
HOMEWORK
Exercise 6, p. 69
• Students choose one of three creative tasks
according to their preference and prepare it for
the next lesson.
1A THE HUMAN BODY

255
UNIT 4
1B BLAME IT ON THE BRAIN • Prompt students to give their feedback to each
presenter.
Svijet znanosti i umjetnosti
NASTAVNA TEMA
/ Svijet oko mene / Zdrav život
MAIN PART
NASTAVNA JEDINICA Blame it on the brain (1. sat)
PREDVIĐENI BROJ SATI 2 • Ask students to remember which part of the
A.8.1., A.8.2., A.8.3., A.8.5., body wasn’t mentioned in the text. Make
ISHODI POUČAVANJA B.8.1., C.8.1., C.8.2. C.8.3.,
C.8.6.
enough copies of the K-W-L chart (Resource
Bank, Resource 64, pp. 406-412) and distribute
DJELATNOST (I) U FOKUSU them to students. In the K-column, students
pisanje
affect, blame, consequence, write everything they already know about the
disrespectful, inappropriate, brain. In the W-column, they note down what
VOKABULAR mature, moody, questionnaire,
stubbornness, talk back, mood
they would like to learn about it. Leave the
swings, slam the door L-column empty until the end of the lesson.
GRAMATIKA
simple passive
SPEAKING
KOMUNIKACIJSKO-JEZIČNA Govorenje o razvoju i funkciji
KOMPETENCIJA ljudskog mozga. Exercise 1, p. 70
Teenagers are often criticised
FUNKCIONALNI JEZIK by adults. Adults often criticise • Ask students if they worry much or often
teenagers. Etc. and what usually worries them. Let them
MEĐUPREDMETNE TEME read the given topics in Exercise 1. Check for
A.3.1., A.3.2., A.3.3., B.3.1., understanding and, if needed, explain the
Osobni i socijalni razvoj B.3.2., B.3.4., C.3.2., C.3.3., following expressions: fitting in, peer pressure,
C.3.4.
mood changes, lack of.
A.3.1., A.3.2., A3.3., A.3.4.,
Učiti kako učiti B.3.1., B.3.2., B.3.3., B.3.4., • Have students rank the topics from those that
C.3.1.
worry them most to those that don’t worry
Zdravlje B.3.2. A
them at all.
komunikacijske tehnologije D.3.1. • Pair students off and let them compare their
Hrvatski jezik Subjekt i objekt lists and discuss the three items that worry
MEĐUPREDMETNO
POVEZIVANJE Biologija Ljudski mozak, them the most. Discuss why those issues
pubertet
worry them and how they deal with them.
RADNA BILJEŽNICA Str. 90. -91. ANSWER KEY
Dodatni zadaci za
uvježbavanje/ponavljanje Students’ answers.
DIGITALNI SADRŽAJ IZZI razumijevanja čitanjem i
slušanjem i vokabulara na
digitalnoj platformi IZZI. LISTENING
STARTING THE LESSON Exercise 2, p. 70

• Ask students if they ever have external guest
• If you have assigned the body trivia and facts
lecturers at school. Let them tell you who
task as homework, have students tell their fun
usually comes and what they speak about.
facts, or play Call my bluff (see Games and
Activities on pp. 394-398). Students have found • Tell students that Charlie’s class has a guest
two fun facts about the human body that are lecturer today, a psychologist who will talk
true and one that is incorrect. Each student about the relationship between teenagers
reads their three sentences and the rest of the and their parents, but first they need to read a
class guesses which sentence is made up. quote.
• Check homework with students. Form groups • Students read the quote.
of four students and let them present the • If needed, explain the words elders,
creative task they have chosen. contradict, gobble.

Le
ss
on
1
1B BLAME IT ON THE BRAIN
I can talk about the challenges of being a teenager.
1 SPEAKING How often do you think about the following issues? In pairs, choose the three issues that worry you
most, and discuss them. Why do they worry you? How do you deal with them?
fitting in body image peer pressure mood changes arguing with your parents
lack of sleep social media lack of motivation at school
2 a)
4.1 LISTENING Dr Mark Wilson, a psychologist, is giving a lecture to Charlie’s class on relationships between teenagers
and their parents. Read the quote he gives them. Do you know who said it, and when? Listen and check.
“Our youth now love luxury. They have bad manners, contempt for authority; they show disrespect for their
elders and love chatter in place of exercise; they no longer rise when elders enter the room; they contradict their
parents, chatter before company, gobble up their food and tyrannize their teachers.”
b) SPEAKING What does the quote tell us about the relationship between teenagers and their parents? How has it
changed over the centuries?
3 a) READING Read the second part of Dr Wilson’s lecture. Tick the topics that he talks about.
teenagers’ mood swings teenage brain development old beliefs about teenagers
parents’ stubbornness strict household rules building a healthy teenage brain
M
odern science has found some answers to why behavior. If you’re struggling to cope with your emotions,
teenagers act a certain way. The secret lies in the try to find someone to talk to. Why not turn to your family
brain, your body’s control center. When you were or friends? They love you and care about you, although it
six years old, your brain was already at 90 to 95 percent of doesn’t always seem like this to you. You can also try talking
its adult size. However, it wasn’t fully developed! In fact, to your teachers. They should understand what’s bothering
your brain doesn’t stop developing until you’re an adult. you, because they’ve gone through the same thing, too.
It goes through many changes when you’re an adolescent. Remember that you’re responsible for what your brain is
The way you behave, make decisions, or solve problems is going to be like when you’re an adult. Try to do as much as
controlled by the front part of your brain, which is the last you can to keep it healthy. Are you getting enough sleep
to mature. Until it develops, you rely on the part of the brain and exercise? Are you eating healthy food? Your brain is
that connects with emotions, aggression and instinctive affected by every decision you make
behavior. That’s the reason you’re moody, easily annoyed on a daily basis. Now is also a
good time to find out what
or willing to take risks sometimes. And that’s why it’s harder
you’re good at and learn more
for you to control yourself, so you end up talking back to
about it. Music, painting,
your parents or slamming doors when you’re angry. This
sports, science, acting…
doesn’t mean you’re a bad child or student. It just means The options are endless! And
that your brain is still developing, and you sometimes find remember that it’s alright if
it hard to control your words and actions. you’re still not sure about
While the brain is often blamed for your lack of control of what you like. You’ll find
emotions, this should never be an excuse for inappropriate out, sooner or later.
b) Read the text again. Find and underline the information below.
1 when the brain stops growing 5 why adults can help you
2 the part of the brain that develops last 6 ways of keeping your
brain healthy
3 examples of inappropriate behaviour
4 who to ask for help when you’re
struggling with emotions
70

257
UNIT 4
• Ask students to try to guess who said the moody, mood swings, stubbornness, talk
quote and when. back, slam the door.
4.1. • Play Track 4.1. Students listen to confirm • Students read the text. Check as a class.
their predictions. • In a lower ability class, you can tell
• Check as a class. students that there are three topics.

Socrates, a Greek philosopher, said it four centuries teenagers’ mood swings, teenage brain
before Christ. development, building a healthy teenage brain
Track 4.1 Exercise 3 b), p. 70

Let’s look at the quote I have given you. You probably • Have students read the text again and find and
think that it’s about teenagers today. But you’ll be underline the six pieces of information in the
surprised to hear that it actually comes from Socrates, text. Check as a class.
a Greek philosopher who lived four centuries before
Christ. What does it tell us about the relationship
between teenagers and adults? It seems that it has
ANSWER KEY
always been one of misunderstanding. The adults have 1 It doesn’t stop developing until adulthood. 2 The
always asked themselves the famous question: ‘What
front part of the brain. 3 Talking back to parents,
is wrong with the youth of today? ’. Teenagers are often
seen as being rude, moody, disrespectful and lazy. slamming the door. 4 Family, friends or teachers. 5
But, in truth, there is absolutely nothing wrong with Because they have gone through the same thing. 6
teenagers today. And there has never been anything Get enough sleep and exercise, eat healthy.
wrong with them. Today, we’re going to see...
TRICKS OF THE TRADE

SPEAKING Encourage students to underline the
Exercise 2 b), p. 70 information in the text in different colours to
navigate the text easier.
• In pairs, students discuss the questions in the
exercise: How has the relationship between • GO DIGITAL for additional reading and
teenagers and their parents changed over the vocabulary practice.
centuries? Volunteers share their opinion.
WORKBOOK PRACTICE
• Encourage students to express their
agreement and disagreement when
VOCABULARY
sharing their ideas and opinions.
ANSWER KEY
• To reinforce vocabulary, have students
It hasn’t really changed – it has always been full of complete the three texts about teenagers’
misunderstanding. brains. Remind students that they will not
need two words. Check as a class.
READING
ANSWER KEY
Exercise 3 a), p. 70 1 connections, 2 consequences, 3 control, 4
• Tell students that they are going to read the struggling, 5 developed, 6 affected
second part of Dr. Wilson’s lecture. Their task is
to tick the topics he talks about. ENDING THE LESSON
Exercise 2, p. 90
pre-teach the following vocabulary:
affect, blame, consequence, cope with, • Ask students about their relationship with
disrespectful, inappropriate, mature, their parents. Tell them they will read about
the problems some parents have in their

Le
ss
on
1
4 a) SPEAKING AND WRITING For their homework, Dr Wilson gave the students a questionnaire for their parents.
Look at the short questionnaire below. Ask your parents the question, write down their answers, and ask them
for some stories behind the arguments.
What did you argue about most with your parents when you were a teenager?
school marks money curfew looks friends housework disrespect music
b) SPEAKING Report on what you have talked about with your parents. What did they argue about with their
parents, and why?
5 a)
4.2 LISTENING Charlie is talking to her parents about Dr Wilson’s assignment. Listen, and circle the things
in Exercise 4 a) that they argued about with their parents.
b) 4.2 Listen again. Complete the summary of the conversation.
When Charlie’s Dad was a teenager, his father was angry

because of the (1) e_____________ he had. Mum’s parents often
criticized her for her (2) l_____________ and her hairstyle. They
thought it wasn’t appropriate for a teenage (3) g_____________.
Dad lived in a (4) s_____________ household and always had to
be home early. Mum’s parents weren’t that strict, but they were
annoyed by her choice of (5) m_____________; they didn’t like
it at all. Charlie’s (6) m_____________ is very protective and is
often (7) w_____________ about Charlie, which Charlie finds a
bit annoying. Charlie’s parents show a lot of
(8) u_____________ for what she is going through.
Active vs passive sentences

Look at the explanations and examples, then make the sentence below passive.
In the active voice, the subject of the sentence does the action.
In the passive voice, the subject of the sentence receives the action.
Adults often criticize teenagers. Charlieʼs parents trust Charlie.
Teenagers are often criticized by adults. Charlie is trusted by her parents.
Your brain controls your behaviour. → ___________________________________________________________________
Let’s practise more! → WB, p. 91 Grammar summary → pp. 132-133
6 a) Read Dr Wilson’s message to parents. Choose the active or the passive form of the verb.
Often, teenagers (1) expect / are expected to follow the rules and be obedient, just like when they were little
children. A lot of parents try to (2) control / be controlled their children, but control is not the key. Connection is.
Show your teenagers that you (3) love / are loved them no matter what. They won’t ask for help if you treat them
as if they can’t (4) trust / be trusted. Keep in mind that your teens are slowly becoming young adults who need to
(5) teach / be taught how to become responsible young people. If they (6) tell / are told what to do, how will they
ever become more independent? They must learn to make their own decisions and accept the consequences
of their actions. Be patient with your teenagers; try to be a part of their lives and have fun with them. But don’t
forget that you’re still the adults: you (7) make / are made the rules, and you make sure the rules (8) follow /
are followed. Your teens may moan and whine, but they will eventually be grateful for everything you did for them.
b) READING AND SPEAKING How do you feel about the message? Underline the things you agree with, and
highlight the things you disagree with. Then talk about it.
71

259
UNIT 4
relationship with their children. In pairs, are a guideline: they should feel free to add
students read the two problems. They choose some more if their parents mention them.
one and write advice for the teenager’s • Students should ask for stories and reasons
parents. behind at least one, but preferably two or
• Students team up with another group that has three, of the issues, write them down and
chosen the same problem. They compare and prepare a report on that for the next class.
discuss their solutions for the problem and the
advice for the teenager’s parents.

VOCABULARY
1
Charlie has read some other papers on teenagers’ brains. Complete these excerpts with the words
developed control struggling affected instinctive trusted consequences connections
Do you know that teenagers’ brains are wired to take risks? During adolescence,
human brains need to get rid of unnecessary (1) _________________ and learn to control
their instinctive behaviour. That’s why parents play an important role in their teenagers’
lives: they act as their guides before the teenagers become fully aware of the
(2) _________________ of their actions.
If you fall asleep late and wake up late as well, don’t worry: that’s perfectly normal. Your
sleep cycle is under the (3) _________________ of melatonin, the sleep hormone, which is
released later at night in your brain and sticks around for longer than in adults’ brains.
Nevertheless, you still need your nine hours of sleep, so if you’re (4) _________________ to
get up early, do something to change your sleep routine.
As your brain becomes more (5) _________________, and you start thinking more abstractly,
your social anxiety increases. That’s when you start thinking more about those around
you than you do about yourself. Your actions and decisions are (6) _________________ by
what others think of you. Still, by the end of adolescence, most people value their own
opinions much more than those of others.
2
In pairs, read these texts and give advice on various problems. Explain your answers.
1 Donnie doesn’t follow his parents’ house rules, such as getting home before 11 p.m., making his bed in the
morning and not inviting his friends home without his parents’ permission. They’re very angry at him, but
they don’t know what to do.
What’s your advice to his parents?
______________________________________________________________________________________________________
______________________________________________________________________________________________________
______________________________________________________________________________________________________
______________________________________________________________________________________________________
2 Joan is often sad, and she shuts herself up in her bedroom. Her parents are clueless about what to do. Just
a year ago, she seemed happy! She also ignores food and doesn’t talk about how she feels. Her parents are
starting to worry.
What’s your advice to her parents?
______________________________________________________________________________________________________
______________________________________________________________________________________________________
______________________________________________________________________________________________________
______________________________________________________________________________________________________
90
• Go back to the K-W-L chart (Resource Bank,

Resource 64, pp. 406-412) with your students.
Tell them to go through the K-column and
check if everything they have written was
correct. Then, they go back to the W-column
and underline or highlight questions they
found answers to in the course of this lesson.
Finally, students write down the answers to
their W-column questions, and any other
interesting facts they have learned today.
HOMEWORK
Student’s Book, p. 71, Exercises 4 a) and b)
• For homework, assign Exercise 4. Students
will have to interview their parents about the
reasons for the parents’ arguments with their
parents. Tell students that the provided issues

Le
ss
on
1
Lesson 2 • Instruct students to tick the topics from
Exercise 4 a) that Charlie’s parents name as
NASTAVNA TEMA
Svijet znanosti i umjetnosti reasons for an argument.
/ Svijet oko mene / Zdrav život
NASTAVNA JEDINICA Blame it on the brain (2. sat) 4.2. • Play Track 4.2. Students listen in order to
PREDVIĐENI BROJ SATI 2 check their expectations.
A.8.1., A.8.2., A.8.3., A.8.4., • In a lower-ability class, tell students that
ISHODI POUČAVANJA A.8.5., B.8.1., C.8.1., C.8.2.,
C.8.3., C.8.6.
they need to choose two topics.

Govorenje, čitanje, slušanje, • Check as a class.
pisanje
pierce an ear, moan, obedient, ANSWER KEY
protective, whine
Curfew and looks.
GRAMATIKA
simple passive
KOMUNIKACIJSKO-JEZIČNA Govorenje o razvoju i funkciji Track 4.2
KOMPETENCIJA ljudskog mozga.
Charlie: Mom, Dad, I need to talk to you. Do you have
Teenagers are often criticised
FUNKCIONALNI JEZIK by adults. Adults often criticise
a minute?
teenagers. Etc. Mum: Of course. What happened?
Charlie: Nothing happened! You don’t have to worry
MEĐUPREDMETNE TEME all the time. I just have this school assignment, and I
A.3.1., A.3.2., A.3.3., B.3.1., need to talk to you.
Osobni i socijalni razvoj B.3.2., B.3.4., C.3.2., C.3.3., Dad: Sure, go ahead. How can we help?
C.3.4. Charlie: This morning we had a lecture on the teenage
A.3.1., A.3.2., A3.3., A.3.4., brain. We got a questionnaire, and I have to prepare a
Učiti kako učiti B.3.1., B.3.2., B.3.3., B.3.4., report for tomorrow. It’s about what you were like as
C.3.1. teenagers.
Dad: Oh, are you sure you want to know?
Zdravlje B.3.2. A
Charlie: Well, I’m sure you weren’t that bad! Or were
Uporaba informacijske i A.3.1., A.3.2., C.3.2., C.3.3., you?
komunikacijske tehnologije D.3.1. Dad: No, I was a pretty good kid, and I didn’t get into
Hrvatski jezik Subjekt i objekt that many fights with my parents. But I remember
MEĐUPREDMETNO constantly fighting with my dad about my earring. I had
POVEZIVANJE Biologija Ljudski mozak,
pubertet my ear pierced when I was fifteen. Actually, my friend
pierced it for me. It was a pretty stupid thing to do, now
UDŽBENIK Str. 70. -71. that I think about it. But at the time I thought it looked
RADNA BILJEŽNICA Str. 90. -91. great! And my dad really, really hated it.
Dodatni zadaci za Mum: Oh, I liked that earring! My parents also
uvježbavanje/ponavljanje sometimes criticized my style. I often changed the color
DIGITALNI SADRŽAJ IZZI of my hair, and I wore ripped jeans, which I’m glad are
digitalnoj platformi IZZI. fashionable again. But your grandparents didn’t think it
was a good look on a teenage girl.
Charlie: I guess that’s why you never criticize me for my
STARTING THE LESSON clothes...
Dad: I guess we remember what our teenage years
• Check homework with students. were like. You know your grandparents. They aren’t
• Volunteers report on their interviews with their as understanding as your mom and I are. They’re very
traditional, and I grew up in a very strict household.
parents. When I was out with friends, I was always the first to
leave, because I had to be home by ten. And I always
• Encourage other students to ask additional had to be the ‘responsible one’ in the family. Your
questions or ask them yourself to spark Uncle Jim was the ‘baby brother’, and could get away
discussion. with almost anything he did. The one time I tried telling
them it wasn’t fair, they grounded me!
Mum: My parents were a lot more liberal, so I could
MAIN PART stay out longer. My best friend was in a punk band, and
we often sat in the garage and listened to punk music.
Exercise 5 a), p. 71 Whenever I listened to it at home, my mum would
• Ask students to guess what Charlie’s parents always shout ‘Turn that awful music down! ’. Of course,
I never would, and she’d get very angry at me.
argued about with their parents. Accept all Charlie: Wow, I didn’t know you were a punk. Cool! Is
answers. there anything else you want to tell me?
Mum: Hmm... Not that I can think of, no. But while

261
UNIT 4
we’re discussing this... Charlie, is there anything we do WORKBOOK PRACTICE
that annoys you?
Charlie: Well, Mom, you worry about me too much. I’m
not a baby any more. You can relax from time to time, My... GRAMMAR! ctive vs passive
A
you know. sentences
Mum: That’s easier said than done... But I get the point.
Still, I’ll always worry about you. That’s just the way I Exercise 4, p. 91
am.
Dad: Charlie, you’re a really good kid, and we try not to • Ask students if they liked Dr. Wilson’s lecture
be critical. We trust you, and we hope you trust us, too! from the previous lesson and if they think
You know you can always talk to us about anything.
Charlie: I know, I know. Now I have to go to my room Charlie and her classmates liked it and why.
and prepare the report... And choose my new hair • Students will find out Charlie’s classmates’
color!
Mum: Ummm, yeah about that. I don’t... opinion on the lecture by completing the four
texts with the appropriate active or passive
Exercise 5 b), p. 71 verb forms.
• Instruct students to read the text in Exercise 5 • Check as a class.
b) and try to fill in as many words as they can.
ANSWER KEY
• Play Track 4.2.
1 bothers, 2 pays, 3 are listened to, 4 is thought, 5
• Have students compare their answers first in tries, 6 puts, 7 eat, 8 is talked, 9 is controlled, 10 are
pairs and then check as a class. held, 11 aren’t organised, 12 are judged
ANSWER KEY
1 earring, 2 looks, 3 girl, 4 strict, 5 music, 6 mum, 7 My...
3
GRAMMAR! Active vs passive sentences
worried, 8 understanding Complete these sentences using the passive forms of the verbs in brackets.
1 A lot of patience and empathy ________________________ (require) when parenting teenagers.
2 Teenagers’ activities ________________________ (often affect) by other people’s opinions.
3 Many older people ________________________ (annoy) by today’s youth.
4 Teenagers’ feelings and thoughts ________________________ (often express) through music.
5 Unfortunately, many teenagers ________________________ (not support) by their families when it comes to
My... GRAMMAR! ctive vs passive

A their career paths.
6 Body image and fitting in are two teenage issues that ________________________ (not talk) about enough
sentences 4
these days.
Read what some of Charlie’s classmates think about Dr Wilson’s lecture. Choose the correct form of the
verb: active or passive.
2
• Write two sentences on the board: 1
I agree with Dr Wilson. When
we have difficulties talking
My sister (4) thinks / is thought
to be very self-centred, because
she’s a teenager who posts a lot
3
I was surprised to hear how
important healthy food is for
about something that of pictures of herself online. But our brains. Unfortunately, my
(1) bothers / is bothered us, the adults don’t seem to family doesn’t cook a lot of it.
Adults often criticise teenagers. it’s important to find understand that has nothing to When Mum and Dad buy
someone who (2) pays / do with her personality. She hamburgers and fries, we
is paid attention to what always (5) tries / is tried to help (7) eat / is eaten them in just a
we’re saying. It feels good others and always (6) puts / few minutes. Do we buy
Teenagers are often criticised by adults. when we (3) listen /

are listened to. (Eleni)
is put them first. (Manny) vegetables? No: they (8) talk /
are talked about, but not
bought. (Tala)
4
I must say I disagree with Dr Wilson. If
5
everything in our body (9) controls / Lectures like this (11) don’t organise /
• Ask students to compare the sentences. They is controlled by the brain, then how come
we (10) hold / are held responsible for our
actions? How can I be responsible for
aren’t organised often enough! I think every school
should talk about teenagers’ brain development
more. It’s important to understand what makes us
will probably recognise the first one as an something I can’t control? (Tony) behave the way we do and why we (12) judge /
are judged the way we are by others sometimes. (Mac)
active sentence and the second as a passive

5
sentence. Rewrite these sentences in passive form.
1 The front part of the brain controls the way teenagers behave.
____________________________________________________________________________________________________
• Now ask students to identify the subject in 2 Rules and restrictions usually annoy teenagers.
____________________________________________________________________________________________________
both sentences. After they notice it’s not the 3 Every day, psychologists learn plenty of things about teenagers’ brains.
____________________________________________________________________________________________________
same, ask them to find the subject of the 4 Parents often blame teenagers for being lazy.
____________________________________________________________________________________________________
passive sentence in the active sentence. At this 5 Teachers expect teenagers to follow the rules.
____________________________________________________________________________________________________
moment, they should recognise it functions as 6 Some teenagers don’t eat enough healthy food.
____________________________________________________________________________________________________
the object of the active sentence. Write on the 91

board: Hello World 8 RB 2021.indb 91 29.7.2021. 16:17:19
Active sentence Passive sentence Exercise 6 a), p. 71

• Tell students that Dr. Wilson has something
object –– > subject
to say to the parents, too. To find out what,
they have to choose between the active and
passive forms of the given verbs.

Le
ss
on
1
• In a lower-ability class, check for disagreement, it’s always a good idea to remind
understanding of the following words: them of some useful phrases, e. g., I agree; I
moan, whine, obedient. agree, but...; I disagree; I disagree, but...; I think
• Students read the text and choose the right that...; In my opinion, ... Write the phrases on the
verb forms. board or project them over an OHP as help for
students to express their opinion more fluently
• Check as a class. and making their discussion run more smoothly.
ANSWER KEY
ANSWER KEY
1 are expected, 2 control, 3 love, 4 be trusted, 5 be
taught, 6 are told, 7 make, 8 are followed Students’ answers.
• To check how clear the difference HOMEWORK

between present simple active and
passive is to students, ask them to assess WB, p. 91, Exercises 3 and 5
it through the Fist-to-five method.
I have no idea.
I barely understand.
I understand, but I need support.
I understand most of it, but I am unsure if I

can explain it to others.
I understand and could do an adequate
job of explaining it.
I understand it completely and can easily
explain it to others.
• To practise the difference between

present simple active and passive, GO
DIGITAL.
ENDING THE LESSON
SPEAKING
• Instruct students to read the text again. They
underline the parts of the text they agree with
and circle those they disagree with.
• In groups of three, students compare and
discuss their opinions on Dr. Wilson’s
message.
TRICKS OF THE TRADE

When you want to encourage students to
discuss a topic by expressing agreement and

263
Lesson 2
UNIT 4
2A WHEN BRAINS DESIGN MAIN PART
Lesson 1 SPEAKING
Svijet oko mene / Putovanja / Exercise 1 a), p. 72

NASTAVNA TEMA Moja domovina i druge zemlje • Tell students to take a look at the pictures and
/ Svijet znanosti i umjetnosti
describe them. Ask them if they recognise any
NASTAVNA JEDINICA When brains design (1. sat)
of the buildings or know anything about them.
A.8.1., A.8.2., A.8.3., A. 8.5, ANSWER KEY
C.8.3., C.8.4., C.8.5. Students’ answers.
Govorenje, čitanje, pisanje,
slušanje
ancestor, carve, coffin,
embalm, estimate, marvel, • Let students try matching the pictures with the
VOKABULAR sledge, strip, tomb, worship, names of the buildings in Exercise 1 b). Check
building site, burial site,
heritage site, serve a function
as a class.
KOMUNIKACIJSKO-JEZIČNA Opisivanje događaja u • If possible, instead of checking as a class,
allow students to do research online to
It was constructed without check their answers.
modern machinery. It is
FUNKCIONALNI JEZIK
unknown how the stones were
transported. Etc. ANSWER KEY
MEĐUPREDMETNE TEME First row: 4, 9, 5, 1, 7. Second row: 6, 10, 2, 3, 8.
A.3.1., A.3.2., A.3.3., A.3.4.,
C.3.3., C.3.4.
LISTENING
A.3.1., A.3.2., A.3.3., A.3.4.,
Učiti kako učiti
B.3.1., B.3.2., B.3.3., B.3.4., Exercise 2 a), p. 72
C.3.1., C.3.2., C.3.3., C.3.4.,
D.3.2. • Ask students if they know what the Seven
Građanski odgoj i obrazovanje A.3.1., A.3.3. Wonders of the Ancient World are. Explain
Uporaba informacijske i A.3.1., A.3.2., C.3.2., C.3.3., briefly if they are not familiar with the Seven
komunikacijske tehnologije D.3.1. Wonders. Tell them that almost all of the
MEĐUPREDMETNO
Hrvatski jezik Izricanje original Seven Wonders were destroyed and
prošlosti
POVEZIVANJE let them guess which of the buildings in
Povijest Sedam svjetskih čuda
Exercise 1 could be the New Seven Wonders.
They mark them on the list.
Dodatni zadaci za • Explain that Charlie is researching the Seven
uvježbavanje vokabulara, Wonders for her D&T class, and she is listening
IZZI
to a podcast about them. Students listen and
tick the ones which made it to the list.
STARTING THE LESSON 4.3. • Play Track 4.3. Students listen to confirm
• Check homework with students. their predictions. Check as a class.
• Revise vocabulary by playing a game of • Ask students how many Wonders they have
Hot seats (see Games and Activities on pp. guessed.
394-398). Suggested vocabulary: affect, blame,
TRICKS OF THE TRADE
consequence, disrespectful, inappropriate,
mature, moody, questionnaire, stubbornness, The Seven Wonders of the Ancient World, also
talk back, mood swings, slam the door, pierce known as the Seven Wonders of the World,
an ear, moan, obedient, protective, whine. is a list of seven monuments located in the
Mediterranean circle. The list was first compiled

265
2
5.10.2021. 7:18:51
on
ss
Le
2
ss
on 2A WHEN BRAINS DESIGN 2 Egypt is well known as the land of the pyramids, the largest stone constructions in the world. Believe it or
2A WHEN BRAINS DESIGN

Le not, these gigantic tombs were each built in the lifetime of a single pharaoh. For example, it took only about
20 years to complete the Great Pyramid of Giza. The experts think that the project involved thousands
I can talk about the wonders of the world. of workers, engineers and mathematicians, and that it was carefully planned and designed first. The
enormous stone blocks were pulled on sledges to the building site. Over two million stone blocks were used
for the Great Pyramid. Once it was completed, the tomb was ready to hold the pharaoh’s body. The body was
1 a) SPEAKING Look at the photos below. Do you recognise the sites? What do they have in common? embalmed and wrapped up in long strips of cloth. Then the mummy was laid in the centre of the pyramid in
a stone coffin. This ancient giant is one of the many wonders proving that the human brain has long
been an engineering marvel.
b) Read the texts again, and complete them with the missing sentences below. There are two
sentences you do not need.
A But how was that possible? F It was, of course, constructed without
B In this way, the purpose of the pyramid modern machinery.
was fulfilled. G Research has shown that these bodies
C However, we are still not sure how were buried 5,000 years ago.
Stonehenge was built, or who built it. H They are one of the seven
D It served other functions as well. wonders of the ancient
world.
E It consists of enormous monoliths, or
b) Match the names to the sites in Exercise 1 a). blocks of stone, that form a circle.
1 the Great Wall of China 6 Stonehenge
Past simple passive
2 the Roman Colosseum 7 Petra
3 the Great Pyramid of Giza 8 Machu Picchu 1 How do we form past simple passive? 2 Who does the action in the sentences?
4 the Taj Mahal 9 the Eiffel Tower The body was embalmed and wrapped up in long strips of cloth.
5 Chichén Itzá 10 Christ the Redeemer It was discovered by geologists that the smaller stones were also brought from the Preseli Hills.
2 a) 4.3 LISTENING Charlie is doing some research on the greatest architectural creations of mankind for an Art
and Design lesson. She is listening to a podcast about a new list of the Seven Wonders of the World.
Listen, and circle the seven wonders in Exercise 1 b).
4 4.4 Complete the text. Use past simple passive of the verbs in brackets. Then listen and check.
b) 4.3 Listen again, and write the names of the countries that are mentioned in the podcast next to the sites Rapa Nui, better known as Easter Island, is one of the most isolated islands on Earth. It’s known
in Exercise 1 b). for its mysterious mo’ai statues. This Pacific island (1) ___________ first _________________
(reach) by Europeans in 1722. When they arrived, they found poor, primitive people living there.
3 a) READING Charlie has chosen her two favourite sites to write about. Read, and match the headings to the texts.
‘These gigantic stone heads (2) ___________ surely _________________ (build) by a greater
There is one heading you do not need. Do not worry about the gaps in the text at this point. civilization’ they assumed, and for centuries the builders remained a mystery. However,
research has shown that the statues (3) ___________, in fact, ____________________ (create)
Maths and Architecture A Place of Worship
Maths and Architecture A Transportation
A Place of Worship Mystery
A Transportation Mystery by the natives! When some of the statues (4) _________________ (dig out) by archaeologists
and geologists, it (5) _________________ (discover) that the heads and fronts of these stone
1 A burial site, a temple for sun worship or a giant stone calendar? The scientists still have a lot of questions about figures (6) _________________ (carve) while they were lying on the ground. Then they
the origin and purpose of Stonehenge. This fascinating prehistoric monument is located in Wiltshire, England. (7) __________________ (raise) upright into deep holes using ropes, and the backs
The largest ones weigh around 50 tonnes – that’s as heavy as nine African elephants! It is estimated that it (8) _________________ (finish). They (9) _________________ (build) to honour the islanders’
would take more than 500 men to transport each of them. Some bodies were found at the site, and scientists ancestors. In total, almost 1,000 statues (10) _________________ (document) and
have discovered that they came from the Preseli Hills in West Wales, which is more than 160 kilometres away. (11) _________________ (study) by a team of experts in the late 20th century and the early
That’s about the same time Stonehenge was put up! It was discovered by geologists that the smaller stones 21st. In 1995, Easter Island (12) _________________ (name) a World Heritage Site by UNESCO.
were also brought from the Preseli Hills. How these giant stones were transported The island’s sites with the statues are protected within Rapa Nui National Park.
from hills that far away has remained unknown to this
day. It seems that we’ll never fully 5 SPEAKING AND WRITING Work in groups. Select the Seven Wonders of Croatia.
understand what the human Step 1 Step 2 Step 3
brain is capable of!
Think about the sites you would Think about ways of presenting your Organise a class poll. Include all the
put on a list of the Seven Wonders list to the class. Say something about sites mentioned. As a class, choose
of Croatia. Draw up a list, and make each of the sites, and try to convince your favourite seven sites from all

short notes to explain your choices. the others your choices are best. the candidates on the list.
72 73
UNIT 4
in Ancient Greece, some 200 years BC. It READING
includes the Great Pyramid of Giza, the Colossus
of Rhodes, the Lighthouse of Alexandria, the Exercise 3 a), p. 72
Mausoleum at Halicarnassus, the Temple of • Ask students which of the ten sites from
Artemis at Ephesus, the Hanging Gardens of Exercise 1 they would like to visit. Let them
Babylon, and the Statue of Zeus at Olympia. guess which two locations are Charlie’s
Today, only the Great Pyramid of Giza can be favourites.
seen. Five wonders were destroyed from 1st • Tell students to look at the illustrations to
to 15th centuries AD, and there is no evidence check their guesses.
that the Hanging Gardens of Babylon ever really
• In a lower ability class, you can pre-teach
existed.
the following vocabulary: ancestor, carve,
coffin, embalm, estimate, marvel, sledge,
ANSWER KEY strip, tomb, worship, building site, burial
1, 2, 4, 5, 7, 8, 10 site, heritage site, serve a function.
• Students read the two texts and match the
Track 4.3 headings to Charlie’s texts. Remind students to
In 2007, a big online poll took place. The world was read the task carefully, not only the text. Check
asked to choose its favourite heritage sites from the 21 as a class.
candidates on the list. The New Seven Wonders of the
World were chosen by more than a hundred million
people. Can you name them? Be careful not to list ANSWER KEY
the Great Pyramid of Giza in Egypt, because it already 1 A Transportation Mystery, 2 Maths and Architecture
has its place among the seven ancient wonders!
The ‘modern’ winners were called out at the Benfica
stadium in Lisbon. Two wonders in South America Exercise 3 b), p. 73
made it to the list: the Inca city ruins of Machu Picchu,
in Peru, and the gigantic statue of Christ the Redeemer,
• Bring students’ attention to the six missing
in Brazil. The Mexicans and their Chichén Itzá, a ruined sentences in the text. Students read the text
Mayan city, didn’t miss the opportunity to land on again and complete it with the sentences A–H.
the list, either. And it’s all thanks to a well-organised Remind them that there are two sentences
campaign that was led in Mexico to remind people to
vote for their site. England, on the other hand, didn’t do they will not need.
much to encourage people to vote. That may explain
why Stonehenge, which was among the 21 candidates, • You can check this exercise by having
did not make it to the list. The Eiffel Tower, the Statue students read the whole text out loud for
of Liberty and Sydney Opera House, which were among some extra reading practice.
the youngest candidates, didn’t get elected, either.
Three Asian sites to get among the chosen seven were
the ancient city of Petra in Jordan, the Taj Mahal, a 17th-
ANSWER KEY
century mausoleum complex in northern India, and the 1 E, 2 C, 3 G, 4 A, 5 F, 6 B
famous Great Wall of China. Finally, the only European
site to be included was the largest amphitheatre ever
built: the Colosseum of Rome, in Italy. TRICKS OF THE TRADE
When dealing with sorting tasks, or tasks of
filling in the text with given words/phrases,
• Instruct students to listen to the text again and always remind students to cross out the words,
write down the country in which each of the phrases or sentences they have used. This
buildings is located. simple procedure makes it easier for students
• Play Track 4.3 again. Check as a class. to correctly choose the words for filling in the
remaining gaps because it is easier to identify
ANSWER KEY the remaining words/phrases at a glance, and
1 China, 2 Italy, 3 Egypt, 4 India, 5 Mexico, 6 England, the already used phrases do not distract them.
7 Jordan, 8 Peru, 9 France, 10 Brazil

Le
ss
on
2
ENDING THE LESSON • Make copies of the 3-2-1 formative
assessment sheet (Resource Bank,
WORKBOOK PRACTICE Resource 65, pp. 406-412), and tell
Exercise 1, p. 92 students to write down three new things
• Tell students they will read some more they have learned today, two sites they
information about the UNESCO World Heritage would like to visit and one fun fact that
sites. There is one additional site they will not has surprised them in this lesson.
need to use. Ask them to guess which one it HOMEWORK
could be just by looking at the names.
• Let students read the descriptions and match • Make enough copies of the Instagram profile
them to the names of the sites. template (Resource Bank, Resource 66, pp.
406-412). Students choose one of the ten
• Ask students to compare their answers in pairs. sites from Exercise 1, research it and make an
• As feedback, ask students which of these sites Instagram profile for the site.
is not described. Ask them what they know • You can use them as formative assessment or
about the Eiffel Tower. make a class display.
• If possible, let students research the Eiffel
Tower and report back what they have
found out. If not, assign this for
homework.
ANSWER KEY
1 The Great Wall of China, 2 The Taj Mahal, 3 Christ
the Redeemer, 4 Machu Picchu, 5 Petra, 6 Chichén
Itzá, 7 The Roman Colosseum 8. The Eiffel Tower

2
on
ss
Le
1
Match these UNESCO World Heritage sites to their descriptions. Then find some information on the
remaining site, and write about it.
Christ the Redeemer the Roman Colosseum the Taj Mahal Petra
Machu Picchu the Eiffel Tower Chichén Itzá the Great Wall of China
1 This was built as a military defence system against the invasions from the north. It took two thousand
years to finish the project. It’s 21,196 kilometres long.
2 This landmark is an enormous mausoleum built in memory of the emperor’s wife. It was built of white
marble.
3 This colossal statue atop Mount Corcovado was completed in 1931. It’s 30 metres tall, with the arms
spread 28 metres wide.
4 This is a Mayan city with many important monuments and temples. The most often-photographed one is
certainly the stepped pyramid called ‘El Castillo’, with its 365 steps: one for each day of the year.
5 This is an ancient city located in a desert among sandstone mountains hiding caves, temples and tombs.
The most famous archaeological site is a temple which was carved into a pink sandstone cliff.
6 This Inca site was discovered in 1911 by Hiram Bingham. Its location, high in the Andes, is the reason why
it was found mostly undamaged.
7 This amphitheatre was built in the first century by the Romans. Its construction was ordered by the
Emperor Vespasian. Gladiator fights and battles with animals were held there.
8 ______________________________________________________________________________________________________
_______________________________________________________________________________________________________
My... GRAMMAR! Past simple passive
2
Complete these sentences with was or were.
1 A lot of defensive walls _________ built in the 4 The students _________ given a test by their
Middle Ages. history teacher yesterday.
2 The tower _________ named after the engineer 5 Until last year, the tickets for the museum
Gustave Eiffel. _________ sold online.
3 The face of a 5,500-year old body found near 6 New 7 Wonders of the World _________ chosen in
Stonehenge _________ reconstructed in 2013. 2007.
3
Put the words in the correct order to make sentences in past simple passive.
1 paper / in / invented / China / was
______________________________________________________________________________________________________
2 were / in / phones / the / mobile / made / first / 1977
______________________________________________________________________________________________________
3 concert / where / the / held / was / ?
______________________________________________________________________________________________________
4 by / was / written / George Orwell / this / book
______________________________________________________________________________________________________
5 given / were / the / to / when / women / vote / right / ?
______________________________________________________________________________________________________
6 in case / told / weren’t / to / what / we / do / emergency / of
______________________________________________________________________________________________________
92

267
UNIT 4
Lesson 2 MAIN PART

NASTAVNA TEMA Moja domovina i druge zemlje My... GRAMMAR! Past simple passive
/ Svijet znanosti i umjetnosti
NASTAVNA JEDINICA When brains design (2. sat)
• Write two example sentences on the board,
one in present simple passive and the other in
past simple passive. For example:
A.8.1., A.8.2., A.8.3., A.8.4.,
A.8.5., B.8.1., B.8.3., C.8.1.,
ISHODI POUČAVANJA It is constructed without modern machinery.
C.8.2., C.8.3., C.8.4., C.8.5.,
C.8.6.
Govorenje, čitanje, pisanje,
It was constructed without modern
DJELATNOST (I) U FOKUSU machinery.
slušanje
Glagolsko vrijeme past simple
GRAMATIKA
passive • Ask students to compare them. They will
KOMUNIKACIJSKO-JEZIČNA Opisivanje događaja u most likely notice that the first sentence is
in the present tense and the second in the
It was constructed without
modern machinery. It is
past tense. Ask them what the present tense
FUNKCIONALNI JEZIK
unknown how the stones were is called and elicit that it is present simple
transported. Etc. passive. Elicit that the sentence in the past
MEĐUPREDMETNE TEME tense is passive, too, and that it is in past
A.3.1., A.3.2., A.3.3., A.3.4., simple passive.
C.3.3., C.3.4. • Point students to the My... GRAMMAR! section
A.3.1., A.3.2., A.3.3., A.3.4., on page 73 and have them answer the first
B.3.1., B.3.2., B.3.3., B.3.4.,
Učiti kako učiti
C.3.1., C.3.2., C.3.3., C.3.4., question. Help students make a formula for
D.3.2. the formation of past simple passive:
Uporaba informacijske i A.3.1., A.3.2., C.3.2., C.3.3., Past simple passive
past simple of verb to be (was/were) + past
MEĐUPREDMETNO
prošlosti, svršeni i nesvršeni
participle (-ed or 3rd column)
POVEZIVANJE
glagoli, književnost
UDŽBENIK Str. 72. -73. • Students answer the second question.
Dodatni zadaci za ANSWER KEY
DIGITALNI SADRŽAJ IZZI uvježbavanje gramatike na 1 We use the past simple of the verb to be (was/
platformi IZZI
were) and the past participle. 2 The agent is either
STARTING THE LESSON unknown or introduced as the object of the passive
sentence.
• Check homework with students. Make a
classroom display with their Instagram profiles WORKBOOK PRACTICE
of the famous sites.
• Revise the text from the previous lesson by
playing a game of Noughts and Crosses (see Exercise 2, p. 92
Games and Activities on pp. 394-398). Divide
• Practise the use of the auxiliary verb to be.
students into two groups. Students have
Students supply the correct form of the verb in
to describe a Heritage site to win the field.
the sentences. Check as a class.
Suggested sites: 1 The Great Wall of China, 2
The Taj Mahal, 3 Christ the Redeemer, 4 Machu ANSWER KEY
Picchu, 5 Petra, 6 Chichén Itzá, 7 The Roman
Colosseum, 8 The Eiffel Tower, 9 The Great 1 were, 2 was, 3 was, 4 were, 5 were, 6 were
Pyramid of Giza.

Le
ss
on
2
2 2A WHEN BRAINS DESIGN
on
ss
4
Le
Complete these sentences. Use past simple passive of the verbs in brackets.
1 In ancient times, animal skins and furs ________________________ (use) by people to cover themselves.
1 2 Pens ________________________ (invent) by the Egyptians to write on papyrus.

Match these UNESCO World Heritage sites to their descriptions. Then find some information on the
3 Make-up ________________________ (wear) in ancient Egypt by both women and men.
remaining site, and write about it.
4 Democracy ________________________ (introduce) in ancient Greece.
Christ the Redeemer the Roman Colosseum the Taj Mahal Petra
5 The marathon _____________ first _____________ (run) by a Greek soldier from Marathon to Athens to bring
Machu Picchu the Eiffel Tower Chichén Itzá the Great Wall of China
news of the Athenian victory over the Persians.
1 This was built as a military defence system against the invasions from the north. It took two thousand 6 Concrete for the long-lasting Roman buildings ________________________ (make) by mixing limestone with
years to finish the project. It’s 21,196 kilometres long.
volcanic ash.
2 This landmark is an enormous mausoleum built in memory of the emperor’s wife. It was built of white
marble.
5
3 This colossal statue atop Mount Corcovado was completed in 1931. It’s 30 metres tall, with the arms Complete the second sentence so that it means the same as the first. Use no more than three words.
spread 28 metres wide. 1 Millions of people around the world watched the Olympics opening ceremony.
4 This is a Mayan city with many important monuments and temples. The most often-photographed one is
The Olympic opening ceremony ______________________________ millions of people around the world.
certainly the stepped pyramid called ‘El Castillo’, with its 365 steps: one for each day of the year.
5 This is an ancient city located in a desert among sandstone mountains hiding caves, temples and tombs. 2 They e-mailed the information about the conference to me.
The most famous archaeological site is a temple which was carved into a pink sandstone cliff. The information about the conference ______________________________ to me.
6 This Inca site was discovered in 1911 by Hiram Bingham. Its location, high in the Andes, is the reason why
it was found mostly undamaged. 3 Wolf Cukier, a 17-year-old-boy, discovered a new planet in 2019.
7 This amphitheatre was built in the first century by the Romans. Its construction was ordered by the A new planet ______________________________ in 2019 by Wolf Cukier, a 17-year-old boy.
Emperor Vespasian. Gladiator fights and battles with animals were held there.
4 When did they give you the award?
8 ______________________________________________________________________________________________________
When _________________________________ the award?
_______________________________________________________________________________________________________
5 We didn’t harm any animals while making the film.
No animals _________________________________ during the making of this film.
2
Complete these sentences with was or were.
6 The host suggested that we visit the Natural History Museum.
1 A lot of defensive walls _________ built in the 4 The students _________ given a test by their Going to the Natural History Museum _________________________________ to us by the host.
Middle Ages. history teacher yesterday.
2 The tower _________ named after the engineer 5 Until last year, the tickets for the museum 6
Gustave Eiffel. _________ sold online. Rewrite these sentences using past simple passive. Use by only when necessary.
3 The face of a 5,500-year old body found near 6 New 7 Wonders of the World _________ chosen in 1 They produced the first CD on 17 August 1982.
Stonehenge _________ reconstructed in 2013. 2007. Their first CD _________________________________________________________________________________________
3 2 Ancient Sumerians were the first to wear lipstick.

Put the words in the correct order to make sentences in past simple passive.
1 paper / in / invented / China / was Lipstick ______________________________________________________________________________________________
______________________________________________________________________________________________________ 3 They sold the first mobile phones with cameras in Japan.
2 were / in / phones / the / mobile / made / first / 1977 The first ______________________________________________________________________________________________
______________________________________________________________________________________________________
4 Somebody built this magnificent villa in 1890.
3 concert / where / the / held / was / ?
______________________________________________________________________________________________________ ______________________________________________________________________________________________________
4 by / was / written / George Orwell / this / book 5 The Norwegians invented ski jumping.
______________________________________________________________________________________________________ ______________________________________________________________________________________________________
5 given / were / the / to / when / women / vote / right / ?
6 The Wright brothers flew the first successful motor-operated aeroplane in 1903.
______________________________________________________________________________________________________
6 in case / told / weren’t / to / what / we / do / emergency / of ______________________________________________________________________________________________________
______________________________________________________________________________________________________
92 93
Exercise 3, p. 93 Exercise 4, p. 73
• Use this task to practise word order in a • Tell students to look at the illustration and ask
passive sentence. Allow students some time them if they have ever seen the figure in it. Let
to put the words in the right order. Check as a them tell you what they already know about it.
class. • In pairs, students read the text and fill in the
• In a lower-ability class, allow students to gaps with the past simple passive of the verbs
compare their answers with their in brackets to finish the sentences.
partners’ before checking the task. 4.4. • Play Track 4.4 and let students check
ANSWER KEY their answers this way.
1 Paper was invented in China. 2 The first mobile • You can also use this task for formative
phones were made in 1977.3 Where was the concert assessment. When checking the answers,
held? 4 This book was written by George Orwell. 5 students use a different colour to correct
When were women given the right to vote? 6 We their mistakes.
weren’t told what to do in case of an emergency.
• To check how much students have
understood, use the hand thermometer
Exercise 4, p. 93
method of feedback. Students show their
• Students practise the formation of past simple understanding on an imaginary scale
passive. They fill in the gaps with the past from nothing, by lowering their hands to
simple passive form of the verbs in brackets. desk level, to crystal clear, by raising their
Let them do the task in pairs and check as a hands to the top of their heads.
class.
ANSWER KEY
1 were used, 2 were invented, 3 was worn, 4 was
introduced, 5 was run, 6 were made

269
UNIT 4
ANSWER KEY
I don’t get it.
1 was watched by, 2 was e-mailed, 3 was discovered
by, 4 were you given, 5 were harmed, 6 was
suggested
I understand some of it, TRICKS OF THE TRADE

but it could be better. Exercises 5 and 6 are aimed at practising the
transformation of sentences from the active to
passive tense. Since this language area tends
to pose a problem for some students, it is
important to practise it in a gradual way. For
Everything is clear. some students, it is easier to comprehend if
they can see what is happening on the board,
so letting them come to the board to do a few
example transformations while you lead them
Track 4.4 step by step could be useful.
Rapa Nui, better known as Easter Island, is one of
the most isolated islands on Earth. It’s known for its Exercise 6, p. 93
mysterious mo’ai statues. This Pacific island was first
reached by Europeans in 1722. When they arrived, • Students should transform whole sentences.
they found poor, primitive people living there. ‘These Remind them that they have to simultaneously
gigantic stone heads were surely built by a greater mind both the word order and the tense.
civilization’ they assumed, and for centuries the
builders remained a mystery. However, research has Check as a class.
shown that the statues were, in fact, created by the
natives! When some of the statues were dug out by
archaeologists and geologists, it was discovered that do this task together on the board, with
the heads and fronts of these stone figures were carved students writing the active sentence and
while they were lying on the ground. Then they were working on the transformation step by
raised upright into deep holes using ropes, and the
backs were finished. They were built to honour the step as a type of demonstration for the
islanders’ ancestors. In total, almost 1, 000 statues whole class.
were documented and studied by a team of experts in
the late 20th century and the early 21st. In 1995, Easter ANSWER KEY
Island was named a World Heritage Site by UNESCO.
The island’s sites with the statues are protected within 1 The first CD was produced on 17 August 1982.2
Rapa Nui National Park. Lipstick was first worn by ancient Sumerians. 3
The first mobile phones with cameras were sold in
ANSWER KEY Japan. 4 This magnificent villa was built in 1890.5 Ski
jumping was invented by the Norwegians. 6 The first
1 was reached, 2 were built, 3 were created, 4
successful motor-operated aeroplane was flown by
were dug out, 5 was discovered, 6 were carved, 7
the Wright brothers in 1903.
were raised, 8 were finished, 9 were built, 10 were
documented, 11 (were) studied, 12 was named
ENDING THE LESSON
• If you want to practise using the past
simple tense and the past continuous SPEAKING AND WRITING
tense some more, you can always GO Exercise 5 p. 73
DIGITAL.
• Divide students into groups of four. Tell them
Exercise 5, p. 93 that they will now choose the Seven Wonders
• Students practise transforming the verb of Croatia. Reach an agreement on whether
from active to passive form. Let them do it they will include natural wonders or only
individually and check as a class. human-made sites.

Le
ss
on
2
• Give each group five minutes to write their
lists and think of arguments that support their
choices. If students have access to an online
search engine, remind them to include photos.
• Representatives of each group present their
lists.
• The class votes for the nominated wonders.
Finally, they make a list of the seven wonders
with the most votes – their Seven Wonders of
Croatia.
TRICKS OF THE TRADE

When making digital posters or presentations,
always remind students to respect other
people’s intellectual property and copyright,
i. e., to not steal photos and videos. There are
many free stock image sharing services online,
such as Pixabay or Unsplash, which they could
use instead.
HOMEWORK
WB p. 94, Exercises 7 and 8

271
UNIT 4
2B THE FUTURE IS HERE an active sentence using the past simple.
A student from team B has to say the same
Lesson 1 sentence, but in the passive form. After that,
the next student from team B says an active
Svijet oko mene / Svijet
NASTAVNA TEMA
znanosti i umjetnosti sentence, and another student from team A
NASTAVNA JEDINICA The future is here (1. sat)
transforms it into the passive form. Teams
get a point for each correctly transformed
A.8.1., A.8.2., A.8.3., B.8.1.,
sentence.
ISHODI POUČAVANJA
C.8.1., C.8.2., C.8.5., C.8.6.
DJELATNOST (I) U FOKUSU Govorenje, čitanje
MAIN PART
admire, advance, benefit,
commute, coordinate crops, SPEAKING
cure, detect, disability,
edible, implant, lab- Exercise 1, p. 74
grown, nanotechnology,
VOKABULAR
spacecraft, subterranean,
• Ask students if they ever think about the future
surgeon, surgery, treatment, and if they are optimistic or pessimistic when
artificial intelligence, driving thinking about it.
conditions, fossil fuel, run out
of, vertical farming • Divide students into groups of four. Let them
KOMUNIKACIJSKO-JEZIČNA Predviđanje budućnosti. read the eight statements about the future and
KOMPETENCIJA
instruct them to rank each statement from 1 –
Nanobots will be implanted
into our brains. Driving
very unlikely to happen, 2 – could happen, to
FUNKCIONALNI JEZIK 3 – very likely to happen.
decisions won’t be made by
us. Etc.
MEĐUPREDMETNE TEME
understanding of the following words:
A.3.1., A.3.2., A.3.3., A.3.4.,
Osobni i socijalni razvoj B.3.1., B.3.2., B.3.4., C.3.2., commute, lab-grown, nanobot, implant.
C.3.3., C.3.4.
• Group representatives explain their choices for
A.3.1., A.3.2., A.3.3., A.3.4.,
B.3.1., B.3.2., B.3.3., B.3.4., each statement.
Učiti kako učiti
C.3.1., C.3.2., C.3.3., C.3.4.,
D.3.2. • Ask groups to make three additional
Građanski odgoj i obrazovanje A.3.3., C.3.1., C.3.2. predictions themselves and share them
with the rest of the class.
Poduzetništvo A.3.3. ANSWER KEY
MEĐUPREDMETNO Hrvatski jezik Izricanje Students’ answers.
POVEZIVANJE budućnosti
RADNA BILJEŽNICA Str. 95. -96. READING
Dodatni zadaci za
čitanje i slušanje na platformi • Explain that Charlie is very interested in
IZZI
science and wants to know what scientists
predict for the future. Ask students to guess
STARTING THE LESSON which statements will be the topic of the text.
• Start the lesson by checking homework with • In a lower-ability class, you may want to
students. pre-teach the following vocabulary:
• To revise past simple passive, play Passive admire, advance, benefit, coordinate
tennis, a variation of the Word tennis game crops, cure, detect, disability,
(see Games and Activities on pp. 394-398). nanotechnology, spacecraft,
Divide the class into two teams and choose subterranean, surgeon, treatment,
one student from team A who has to say artificial intelligence, driving conditions,
fossil fuel, run out of, vertical farming.

273
2
5.10.2021. 7:18:58
on
ss
Le
2B THE FUTURE IS HERE b) Read the text again, and complete the table below.
2B THE FUTURE IS HERE

brain health food transport housing holidays
I can talk about the technology of the future.
invention(s)
1 SPEAKING Read the statements below about the future. Rank them from the least (1) to the most (3) likely to
purpose
happen. Explain your answers.
50 years from now...
1 underwater bubble cities will be built. 6 body parts will be created in labs. c) SPEAKING Cover the texts. Use the information in the table to retell the article.
2 cars will drive themselves. 7 people will eat lab-grown meat.
3 time travel will be possible. 8 brain nanobots will be implanted to The passive with will
4 people will be able to commute to the Moon. improve our memory. Read the sentences, and complete the rule.
5 holidays in space will be popular.
Tiny intelligent nanobots will be implanted into our brains.
2 a) READING Charlie is interested in what scientists say about our future. Read this article she has come across. Driving decisions won’t be made by us.
Circle the statements in Exercise 1 which are mentioned in the text. There are two statements you do not need.
We can make a passive sentence about the future by using ____________ or ____________ followed by the past
participle of the main verb.
1 It is possible that our bodies will be improved by ‘non-biological’ intelligence. Tiny intelligent
nanobots will be implanted into our brains. Our abilities, such as memory, hearing, sight
and intellect, will be improved by these microscopic robots. People with disabilities will
especially benefit from advancements in nanotechnology; they will help them become more
3 Write positive or negative passive sentences with will based on
independent! your opinion about the future. Discuss your answers in class.
1 Helper robots / use / in every household. PROJECT TIP!
2 Diagnoses will be given at home. People will have 3 2 Teachers / replace / by robots. When presenting your project, use
The problem of feeding the growing human
scanning capsules that will detect health problems 3 Roofs / cover / by solar roof tiles. the passive voice when the performer
population will be solved by vertical farming and
and give them the right treatment. Nanobots will 4 Food / 3D-print / at home. of the action is unknown, irrelevant
lab-grown meat. Vertical farming will have
also be able to cure diseases from 5 Plastic / make / edible. or less important than the action.
a lot of environment-friendly benefits:
inside our bodies. Instead of waiting the use of fossil fuels and water 6 The world / control / by thinking machines.
for organ donors and transplants, will be reduced, and crops will be
new organs will be grown in produced all year round. Meat will 43 a) 4.5 LISTENING Listen to this article about artificial intelligence. Put the pictures in the correct order. What
the laboratory. Just imagine – a be designed in labs. In this way, cruel do they stand for?
transplant surgeon will be able to treatment of animals will be stopped,
order a completely new organ! and costs of meat production reduced.
4 Soon, we won’t have to drive our 5
World population is growing, and we are running
cars; they will do the job for us! After out of space on land. The solution might be to
entering the coordinates, we will be build higher, dig deeper or even go underwater.
taken to our destination by a b) 4.5 Listen again, and answer the questions.
New, super-strong materials will be
self-driving car. Artificial intelligence developed and used to build giant 1 What is artificial intelligence? 3 What is machine learning?
will recognise the driving conditions skyscrapers which could hold
2 What is the Turing test? Has it ever been passed? 4 Where can we find artificial intelligence in our daily lives?
and tell the car what’s going on around entire cities. Subterranean cities
Explain why (not).
it. Driving decisions won’t be made by us; instead, the with earth-scrapers will be built
car itself will make them. It is estimated that, in this below the ground, and ‘bubble’ 5 Choose a task.
way, car accidents will be reduced by up to 94%. cities will be created underwater!
6 If you’ve already experienced space travel, you must be a millionaire! In the future, What are the examples How will schools be transformed by Design a robot. Think about
non-millionaires will be able to go on space holidays, too. Space travel will be made easier of artificial intelligence the advance of technology? Think its exterior design, as well as
and more affordable. Spacecraft capable of carrying humans into orbit will be built, as well that you’re already about the teachers, classrooms, its qualities and skills. What
as orbiting space hotels. Spending holidays admiring the breathtaking views of our planet using? Look around subjects, books and transport. will it be used for? Present it
from space will be worth every penny! you, and make a list of Make a list of changes using the to your classmates. Have a

six examples. passive with ‘will’. vote on the best robot design.
74 75
UNIT 4
• Students read the text and circle the • Have the rest of the class give feedback
statements that are discussed in the text. to their classmates.
Check as a class. • You can divide students into groups for
• Ask students what has surprised them most in this task. Make groups of six students and
the text. assign each student a different text to
report on.
ANSWER KEY
1, 2, 4, 6, 7, 8 ANSWER KEY
• Have students copy the table from Exercise 2 TRICKS OF THE TRADE
b) into their notebooks. When giving peer feedback, encourage students
• In groups of four, students read the text again to use the sandwich technique. First, they
and find the relevant information to fill in the should start with praise, afterwards say what
table. needs improvement, and then finish with some
• To check the task, draw the table on the board more positive feedback. This method is good
and let group representatives fill it in. for boosting the confidence of the recipient,
because negative remarks are sandwiched
ANSWER KEY between positive ones.
brain health food

ENDING THE LESSON
inventions nanobots scanning vertical farming,
capsules, lab-grown meat • Divide the class into six groups. Let students
nanobots, lab-
grown organs decide for themselves which topic interests
purpose improving detecting feeding the them most and join that group.
abilities, and curing population,
helping diseases, cruelty- • Each group makes an ad for a product from
people with organ free meat, their topic, e.g., a self-driving car, a holiday in
disabilities transplants environmentally
friendly
a space-hotel, lab-grown meat, etc. Using their
ad poster, including illustrations and a slogan,
transport housing holidays groups present their topics to the class.
inventions artificial super-strong spacecraft, • If available, allow students to make their
intelligence materials space hotels
driving ads digitally.
purpose reducing car subterranean holidays in • Make a class display of students’ posters.
accidents cities, space
underwater
bubble cities HOMEWORK
WB p. 95, Exercise 1

further practise vocabulary.
• Tell students they will have to report on one of
the topics from the text by using only the table
on the board or in their notebooks.
• Allow a few minutes for students to read the
text again and prepare.
• Volunteers report to the class.

Le
ss
on
2
Lesson 2 Groups compete to see who can assemble the
sentences first.
NASTAVNA TEMA
znanosti i umjetnosti ANSWER KEY:
NASTAVNA JEDINICA The future is here (2. sat)
4, 6, 8, 7, 1, 3, 5, 2
A.8.1., A.8.2., A.8.3., A.8.5.,
ISHODI POUČAVANJA B.8.1., C.8.1., C.8.2., C.8.5.,
C.8.6.
DJELATNOST (I) U FOKUSU Govorenje, čitanje, slušanje VOCABULARY
1
Read the clues, and find the words in the word search.
Izricanje budućnosti u pasivu 1 You can go travelling through space in a L L S N A I R X K V T G A I
GRAMATIKA korištenjem modalnog s___a___e___r___f___. A I A M W C F C R F D F N S
I P Y D D O X K A I F J N G
glagola will 2 Food which has been made by means of
science and medicine is l___b-___r___w___. C K R D V Y R R Z O P O O O
I P Z G P A C G R N O P D T
3 N___ ___o___e___h___ol___ ___y is a field
KOMUNIKACIJSKO-JEZIČNA Predviđanje budućnosti. of science and technology which includes F N C Q X E N D B R B F X Z
KOMPETENCIJA making products invisible to the human I U E U C S A C U A K Q J T
eye. T P A A N B O J E Z L X I C
R F P P L H A Q E M W M T R
Nanobots will be implanted 4 The study of a___t___f___c___ ___l
intelligence is an area of computer science
A S X E P Y Z B S H E W Z O
into our brains. Driving which deals with making smart machines
X O O G B E N E F I T N M P
FUNKCIONALNI JEZIK programmed to think like humans.

T O B O N A N J V A B R T S
decisions won’t be made by 5 An advantage gained from something is a

N A N O T E C H N O L O G Y
N A E N A R R E T B U S C M
us. Etc. b___ ___ef___t.
6 Plants grown by farmers such as grains, vegetables and fruits are c___o___s.
MEĐUPREDMETNE TEME 7 Something under the earth’s surface is s___b___e___ ___a___e___n.

8 An extremely small robot controlled by a computer is called a n___n___b___t.
A.3.1., A.3.2., A.3.3., A.3.4., 9 Something reasonably priced is a___ ___ o___d___bl___.
10 A development or improvement is an a___v___n___e___ ___nt.
2
C.3.3., C.3.4. Match the sentence parts.
1 Soon, more and more advanced nanobots... will be used as the largest source of energy.
2 All the work round the house... will be implanted into our skin instead of ID cards.
A.3.1., A.3.2., A.3.3., A.3.4., 3 Lab-grown food... will be replaced by electric ones.
B.3.1., B.3.2., B.3.3., B.3.4., 4 Solar panels... will be reduced by flying and self-driving cars.
Učiti kako učiti 5 Subterranean cities... will be made to improve our abilities.
C.3.1., C.3.2., C.3.3., C.3.4., 6 Tiny microchips... will be produced to help stop world hunger.
D.3.2. 7 Traffic jams...

8 Gas-powered cars...
will be built because of a growing population.
will be done by robots.
Građanski odgoj i obrazovanje A.3.3., C.3.1., C.3.2. My... GRAMMAR! The passive with will
3
What do you think about the future? Complete these sentences with will be or won’t be and the past
Uporaba informacijske i A.3.1., A.3.2., C.3.2., C.3.3., participle of the verbs in brackets.
komunikacijske tehnologije D.3.1. 1 Time-travelling machines _______________________________ (use).

2 The need for workers in the future _______________________________ (reduce) by use of robotics.
Poduzetništvo A.3.3. 3 People _______________________________ (transport) to the Moon by space elevators.

4 Children _______________________________ (teach) by human-like robots.
MEĐUPREDMETNO Hrvatski jezik Izricanje 5 People _______________________________ (bury) in eco-coffins with a tree planted above.
6 Actual travel _______________________________ (replace) by virtual travel.
POVEZIVANJE budućnosti 95
UDŽBENIK Str. 74. -75. Hello World 8 RB 2021.indb 95 29.7.2021. 16:17:26

Dodatni zadaci za MAIN PART
IZZI My... GRAMMAR! The passive with will
• Use two example sentences from Exercise 2 in
STARTING THE LESSON the workbook and write them on the board:
All the work around the house will be done
WORKBOOK PRACTICE by robots.
Exercise 2, p. 95 Gas-powered cars will be replaced by
• Use this exercise to revise the text and get electric ones.
students using the target structure: the
passive with will. You can make this task • Elicit from students that both sentences are
into a competition. Make enough copies of in the passive form and that they both refer to
the handout with sentence parts (Resource the future.
Bank, Resource 67, pp. 406-412). Prepare the • Ask students if the work would be done by
handout for group work by cutting out the humans and prompt them to form a sentence
sentence parts and placing them in envelopes. that expresses that. Write it on the board. Then
Put students into groups of four and give do the same with the second sentence.
each group an envelope with sentence parts.

275
UNIT 4
ANSWER KEY
The work around the house will not be done
by humans. 1 Helper robots will/won’t be used in every
household. 2 Teachers will/won’t be replaced by
Gas-powered cars won’t be used any more. robots. 3 Roofs will/won’t be covered with solar tiles.
4 Food will/won’t be 3D-printed at home. 5 Plastic
• Remind students that will not can be will/won’t be made edible. 6 The world will/won’t be
contracted into won’t. controlled by thinking machines.
• Point students to the My... GRAMMAR! section. • At this point, ask your students to give
They read the two example sentences and fill feedback on how much they understand.
in the missing words to complete the rule. They use their thumbs to show you:
• Write the formula on the board for students to
copy:
the passive with will = will/won’t be + past

participle (-ed/3rd column)
I can do I’m getting I need
this! there! help!
ANSWER KEY
will be, won’t be Exercise 4 a), p. 75
• Ask students to explain what artificial
WORKBOOK PRACTICE intelligence is in their own words. Then have
them describe the four pictures and guess
My... GRAMMAR! The passive with will how they are related with AI.
Exercise 3, p. 95 4.5. • Instruct students to put the pictures in
the correct order while listening to the
• Students read some more predictions and
text. Play Track 4.5.
supply the missing verb for every sentence.
They can use either positive or negative forms, • Check as a class.
depending on what they believe.
• Check as a class. Discuss some of the ANSWER KEY
sentences, especially if there are opposing 3, 4, 1, 2
opinions in the class.
ANSWER KEY Track 4.5

For a long time now, scientists have been trying to copy
1 will/won’t be used, 2 will/won’t be reduced, 3 will/ human intelligence and make computers think, learn
won’t be transported, 4 will/won’t be taught, 5 will/ and solve problems as we do. That’s what artificial
won’t be buried, 5 will/won’t be replaced intelligence, or AI, is all about. The goal is to create
a program that can use not only logic, as computer
programs do, but also other things involved in decision-
Exercise 3, p. 75 making, such as human imagination, feelings and
• Tell students that you would like to hear values. But is it possible? Can it be done? This question
goes all the way back to the 1950s. That’s when Alan
their opinions on some more predictions. Let Turing, an English mathematician known as the father
them read the sentence prompts and form of AI, came up with a test to find out whether machines
them into affirmative or negative sentences, could think. The Turing test involves a person who asks
questions and gets typed answers from both another
depending on their personal opinions. Check person and a machine. The test checks whether people
as a class. can actually tell the difference between the human
answers and those of the machine. If they can’t, then
• If there are opposing opinions, let students that machine can be considered intelligent. In 2013, a
discuss them and explain why they believe computer program called Eugene Goostman passed
certain things will or won’t happen. the Turing test... Or so its creators say. The program
pretended to be a 13-year-old boy from Ukraine during
a five-minute typed conversation. It convinced 33 % of

Le
ss
on
2
the judges that it was human, and that was enough for made any longer. 3 Some shops will be closed. 4
them to say that it had passed the test. However, there Decades from now, underwater cities will be built.
are scientists who disagree with this and claim that a
5 The Earth’s ocean floor will be explored by marine
five-minute conversation is not enough to make such
a decision. But what they all agree on is that the test biologists. 6 New camera technologies will be used
will be passed at some time in our future. There has to read our facial expressions.
been great progress in the field of AI. It’s everywhere
around us. Video games use it. Smart technology, too!
Every time digital voice assistants make a mistake when 4
Rewrite these sentences using the passive with ‘will’. Use by only when necessary.
performing a task, they learn from it and improve. The 1 In the future, biodegradable materials will replace plastic.
experts call it ‘machine learning’. Social media use AI to In the future, plastic ________________________________________________________________________________
2 Soon, companies won’t make CDs, because people listen to music online nowadays.
monitor dangerous content and false news. Even surgery Soon, CDs _________________________________________________________________________________________
3 They will close some shops because of the popularity of online shopping.
is becoming more and more robotised. And, while it is Some shops _______________________________________________________________________________________
true that some human jobs are being lost to machines, 4 Decades from now, they will build underwater cities.
Decades from now, underwater cities _______________________________________________________________
many others are being created. It seems that humans 5 Marine biologists will explore the Earth’s ocean floor.
___________________________________________________________________________________________________
and robots will work together in the future, improving 6 Experts will use new camera technologies to read our facial expressions.
___________________________________________________________________________________________________
and completing one another. 5
Charlie is writing about her vision of the future. Complete the text with the correct form of the verbs in
the brackets. Use the passive with ‘will’.
Exercise 4 b), p. 75 The world is changing amazingly fast, and sometimes it is hard to tell what the future will be like. How
(1) ________ people and the world around us _____________________ (improve) by the new technologies and
inventions? Here’s what I think. First of all, medicine will advance: new medication (2) ___________________
• Let students read the four questions. (invent), and sensors (3) _____________________ (install) in our clothes to monitor our well-being. Cures for
most diseases (4) _____________________ (find), and implants will improve the work of various organs and
body parts. Imagine how many people will benefit from this!
• Play Track 4.5. Repeat if necessary. Check as a

Artificial intelligence will be built into every home. It (5) _____________________ (implement) in robots. All
the work around the house (6) ________________ (do) by them. People will even have robot dogs and other
pets. Internet connection will be present everywhere. Smart homes and smart buildings
class. (7) _____________________ (build), and everything (8) _______________ (do) automatically. It sounds a bit
scary, but I think it will give us more time to do things we love, instead of cleaning up our bedrooms or
doing the dishes. Virtual reality will become something we will use in our everyday lives as entertainment.
• Discuss the pros and cons of developing AI in Artificial worlds (9) _____________________ (enter) just by using VR headsets.
Most importantly, our planet will be greener because of new inventions. Petrol (10) _____________________
(not use) anymore; solar-powered cars (11) _____________________ (produce), and they will eventually
the future. replace all other types of cars. Just imagine needing only sunlight before you set off on a journey! Holidays
in space (12) _______ also _____________________ (turn) into reality. Space tourism will become popular and
affordable for everyone. I hope this will happen sometime soon: I’d love to try it out!
ANSWER KEY 6
What do you think the future will be like? Write at least one sentence for each of the topics below using
passive with ‘will’.
1 AI is a computer that thinks, learns and solves housing energy medicine agriculture AI transport free time
____________________________________________________________________________________________________
problems as humans do. 2 The Turing test involves a ____________________________________________________________________________________________________

____________________________________________________________________________________________________
person who asks questions and gets typed answers ____________________________________________________________________________________________________
from both another person and a machine. The test ____________________________________________________________________________________________________

____________________________________________________________________________________________________
checks whether people can actually tell the difference ____________________________________________________________________________________________________
96
between human answers and those of a machine.
There was one machine that fooled 33 % of the judges, Hello World 8 RB 2021.indb 96 29.7.2021. 16:17:26
but many think that this conversation was too short to • For further practice of the passive with
tell the difference. 3 Every time a computer makes a will, you can always GO DIGITAL.
mistake when performing a task, it learns from it and
improves. 4 Video games, smart technology, digital ENDING THE LESSON
voice assistants, social networks, medicine, etc.
Exercise 5, p. 75
WORKBOOK PRACTICE • Instruct students to read the three tasks and
Exercise 4, p. 96 decide which they would like to do. Let them
• Use this exercise to practise the transformation form pairs or small groups and allow enough
of sentences from active to passive form. time for students to finish the task. Monitor
and help where needed.
do this task on the board, so that the • Volunteers present their tasks to the class.
whole class can see the process. Have ANSWER KEY
students write down the active sentence
and then lead them through the passive Students’ answers.
transformation step by step.
HOMEWORK
ANSWER KEY
WB p. 96, Exercises 5 and 6
1 In the future, plastic will be replaced with
biodegradable materials. 2 Soon, CDs won’t be

277
Lesson 3
UNIT 4
3A INTO THE WILDERNESS Want to learn columns with information about
Yellowstone National Park.
Lesson 1
• Have students fill in what they already know
Drugi i drugačiji / Svijet oko about Yellowstone and what they want to
NASTAVNA TEMA mene / Putovanja / Moja learn, especially focusing on four topics:
domovina i druge zemlje
history, landscape, wildlife and volcanic
NASTAVNA JEDINICA Into the wilderness (1. sat)
activity. You can add a fifth row for any
additional information students know about
A.8.1., A.8.2., A.8.3., A.8.4., the park or are interested in.
ISHODI POUČAVANJA
A.8.5., B.8.1., C.8.1., C.8.2.
DJELATNOST (I) U FOKUSU Govorenje, čitanje, pisanje ANSWER KEY
awe-inspiring, dam, delicate,
elk, inhospitable, seismic, Students’ answers.
VOKABULAR
garbage dump, geothermal
features MAIN PART
KOMUNIKACIJSKO-JEZIČNA Govorenje o nacionalnom
KOMPETENCIJA parku Yellowstoneu. WORKBOOK PRACTICE
A geologist was sent to explore
the region. Its volcanic history
FUNKCIONALNI JEZIK
is signalled by hundreds of
VOCABULARY
earthquakes. Etc.
Exercise 1, p. 97
MEĐUPREDMETNE TEME
A.3.1., A.3.2., A.3.3., A.3.4.,
• Use this task to introduce some new
Osobni i socijalni razvoj B.3.1., B.3.2., B.3.4., C.3.2., vocabulary. First, check whether students
C.3.3., C.3.4. know the meaning of any of the words and ask
A.3.1., A.3.2., A.3.3., A.3.4., them to explain them. Let them look up those
B.3.1., B.3.2., B.3.3., B.3.4.,
Učiti kako učiti
C.3.1., C.3.2., C.3.3., C.3.4., words that are new and then match them to
D.3.2. their definitions. Check as a class.
ANSWER KEY
komunikacijske tehnologije D.3.1. 1 hot spring, 2 magma, 3 geyser, 4 microorganisms, 5
Održivi razvoj A.3.1., A.3.3., B.3.1. earthquake, 6 geothermal
MEĐUPREDMETNO Geografija Nacionalni parkovi
POVEZIVANJE
Dodatni zadaci za
IZZI
STARTING THE LESSON

• Start the lesson by checking homework.
Exercise 1, p. 76
• Play a game of Hangman (see Games and
Activities on pp. 394-398) to introduce the
topic. Suggested words: national park,
Yellowstone, landscape, wildlife, volcanic
activity.
• Distribute the photocopiable K-W-L chart
(Resource Bank, Resource 68, pp. 406-412)
and instruct students to fill in the Know and

279
3
5.10.2021. 7:19:06
on
ss
Le
3
ss
on 3A 3A
INTOINTO
THETHE
WILDERNESS
WILDERNESS 3 Work in pairs. Cover the text in your books. Use the pictures and your KWL chart to talk about Yellowstone.
3A INTO THE WILDERNESS

Le
I can talk about Yellowstone National Park. 4
a) 4.6 LISTENING Charlie’s mum is volunteering in Yellowstone National Park. She is giving a lecture to
students on a school trip. Listen, and answer the questions.
1 How much do you know about Yellowstone National Park? What do you want to learn about it? Draw a KWL
1 How many volcanoes are there in the USA? 3 What is the difference between a volcano and a supervolcano?
chart in your notebook, and do the tasks below. 2 What is the Volcanic Explosivity Index (VEI)?
1 Complete the first column, what you already know. Think about the following:
b) 4.6 Listen again. Put the pictures in the correct order (1–3).
history landscape wildlife volcanic activity
2 Complete the second column, what you want to learn, for the same categories. ash and rocky mater
ial crust
2 a) READING Read the text, and match the headings to the paragraphs. There is one heading you do not need.
caldera
Letting Off Steam How Art Saved Yellowstone Into the Unknown Human Bootprint on Wildlife hotspot
mantle pipeline
1 Native Americans had been admiring Yellowstone’s 2 Yellowstone is home to
landscape and wildlife for thousands of years half of the world’s geysers,
before the first white explorers came to this region which remind us of its deep
at the beginning of the 19th century. At first, people underground secret. Below the c) Use the pictures to talk about the life of a supervolcano.
didn’t believe that there could be a place where enchanting landscape, there
boiling springs and water blasting from the ground sleeps a supervolcano... for 5 Read this text about the Yellowstone supervolcano. Choose the correct form of the verb: active or passive.
existed together with peaceful forests and plains. now. Its volcanic and seismic
But still, word of its awe-inspiring beauty spread history – and future – are signaled BEAUTY AND THE BEAST
quickly. A geologist named Ferdinand Hayden was by hundreds of earthquakes each The size of today’s caldera in Yellowstone is 50 km by 70. It is a product of a supereruption that (1) shook /
sent to explore the region. He was accompanied year. The geysers, together with other geothermal was shaken the region some 630,000 years ago. And to think that this eruption wasn’t as big as the first two,
by a photographer and a painter, who created features such as hot springs, are a sure sign that the millions of years ago! This is why scientists today (2) keep / is kept a close watch on Yellowstone. They are also
stunning images of the area. When they returned, supervolcano is still active. For example, every 60 to looking into its past to find answers about these rare and violent events. They hope they (3) will predict / will be
they proposed the creation of a national 90 minutes, the Old Faithful geyser shoots hot water predicted any future eruptions in good time. Hopefully, this (4) will buy / will be bought them some time to warn
park in that location. Their artwork around 140 feet into the air. And, while tourists people early enough to avoid too many casualties. Various sensors and satellites (5) use / are used to look for
impressed the public and, more have to observe this site from a distance, they signs of activity. Luckily, it seems that there is no reason to worry for now. But we can never be too sure.
importantly, the politicians in can take a closer look at Grand Prismatic Spring.
Scientists can’t be certain what lies ahead. What they do know is that a new supereruption would be catastrophic,
Congress, who even bought one Even though the biggest hot spring in Yellowstone
but certainly not world-ending. Volcanoes (6) suffer / are suffered a bad reputation. However, we shouldn’t forget
of the paintings. It shows the may seem inhospitable, there are microorganisms
that these processes (7) created / were created more than 80 per cent of the Earth’s surface, allowing life to develop
Yellowstone River and its Grand living on its edges. They are what gives the spring
and thrive! When the lava (8) cools / is cooled, it turns into rock. When the rock falls apart, fertile soil (9) creates /
Canyon. Thanks to their efforts, its recognizable orange-red color! Thousands of
is created. Volcanoes (10) know / are known as one of the most destructive forces of nature, but they are the very
Yellowstone became a national visitors admire it, often unaware of the giant pool of
reason we get to admire what Yellowstone has to offer today: breathtaking landscapes and thriving wildlife.
park in 1872. magma lying below.
3 Yellowstone got its special status early enough to protect the animals living in its territory. Unfortunately, this
6 SPEAKING Work in groups. Do the tasks below.
special status remained dry ink on paper. Bison, elk and bighorn sheep were killed for money, fun and souvenirs. a) Update the last column of the KWL chart. c) Use your KWL charts to write a script for a voice-over.
Beavers were seen as a problem, because they built dams where humans didn’t want them. Yellowstone’s gray b) Your teacher will show you a short documentary d) Record a voice-over for the documentary.
wolves were hunted to extinction in the 1930s. They were successfully reintroduced into the park in 1995. Other about Yellowstone.
predators faced similar problems. Tourists fed bears, especially grizzly bears, for amusement. The bears soon
started to rely only on large human garbage dumps. When these were removed,
the numbers of grizzly bears started dropping fast, and they were listed as
7 SPEAKING With 62 national parks and many other nationally protected areas, the USA’s natural beauties
‘threatened’. Although Yellowstone may boast big, strong animals, its draw the attention of nature lovers and tourists. Follow the steps below, and do a mini-project.
delicate ecosystem has suffered quite a lot from human activity. Luckily,
people have started to learn how to enjoy this beautiful place without
disturbing its fragile natural balance. Choose a US national park, and research Find photos for all the Use the pictures, and the
it. Find information about the following categories in Step 1. keywords in your fact
b) Read the text again. Write notes in the third column of your KWL categories: location, size, date established, Prepare a digital or paper file, to prepare for a short
chart: what you have learned about Yellowstone National Park. natural features, home to, and fun facts. presentation. presentation in class.

76 77
UNIT 4
Then, they should write notes about new facts
Le
ss
on
from the text in the third column.
3
VOCABULARY
1
Complete these sentences with the words below. There are two words you do not need.
geyser earthquake geothermal hot spring magma geologist microorganisms seismic
ANSWER KEY
1 A __________________________ is a place where hot water comes up out of the ground and forms a pool. There
are some that people can relax in, but not the Grand Prismatic Spring: its temperature reaches 870ºC!
2 ___________________________ is very hot liquid rock below the Earth’s surface. When it comes out of a
volcano, it is called ‘lava’.
3 A ___________________________ is a natural spring that sometimes shoots water and steam out of the earth up
into the air. In Yellowstone, there are about 500 of them.
4 _________________________ are very small organisms that can only be seen with a microscope. They are also
known as microbes. practise reading and vocabulary.
5 An ___________________________ is a sudden, and often violent, shaking of the Earth’s surface and ground.
Volcanic eruptions are often accompanied by them.
6 ___________________________ features that we can see on the ground, such as geysers and hot springs, tell us
about the heat at the centre of the Earth. ENDING THE LESSON
2
a) READING Skim the text, and say what happened in the years: a) 1872, b) 1926, and c) 1995.
THE WOLVES OF YELLOWSTONE

In 1872, Yellowstone became the first national park in the USA. Although this meant
SPEAKING
it was given a special (1) protected / preserved status, a struggle for life and death
Exercise 3, p. 77
for many species soon began. Even species of (2) predators / prey such as wolves,
bears and coyotes didn’t get a fair chance of survival. This was a time when people,
even biologists, didn’t understand how fragile the natural balance is and how
everything within an (3) ecology / ecosystem is connected.
The story of the wolves was especially sad. In the 1800s, many Americans moved to the
west, where they and their domestic animals came into contact with the native (4) people / wildlife. As the
• Tell students to go over the text and their
farmers settled and took land for farming, they destroyed a lot of the wolves’ prey, so the wolves started
attacking their animals. That’s when humans started killing them off. By 1926, at least 136 wolves had been notes in the K-W-L chart one more time. Allow
killed. By the mid-20th century, they were (5) extinct / endangered in the park area and most other states.
Although the experts were not yet sure how their action would affect the (6) environment / farms, they
decided to introduce wolves back into the park in 1995. As the wolf population grew, something else
enough time for this task.
happened, too. While the wolves were gone, the elks, their main (7) predator / prey, had doubled in number.
They ate up most of the grass in the park, and animals such as mice and rabbits lost their hiding places.
Grizzly bears didn’t have enough berries to prepare for their winter sleep. But, since the wolves returned,
scientists have recorded many (8) positive / negative changes, as the natural balance of the park has been
• Bring some pictures of Yellowstone or use
restored.
the ready-made pictures (Resource Bank,
b) Read the text again. Circle the correct word.
Resource 70, pp. 406-412). Put them on the
3 a) In the wordsnake, find and circle ten words that relate to volcanoes.
lavacorecrustpipeline
board for students to see or project a collage
magma ca
lde
raa
shma
ntlehotspoterup
tio
n
over the OHP if available.
97 • In pairs, students close their Student’s Books
and use only their K-W-L charts and pictures to
talk about Yellowstone National Park.
READING
• Prepare enough copies of the
Exercise 2 a), p. 76 assessment rubric (Resource Bank,
• Ask students to read the headings and then Resource 71, pp. 406-412). Give each pair
look at the illustrations for each part of the text an assessment rubric, so they can give
and try predicting which heading would match feedback to their partner.
with which paragraph.
ANSWER KEY
• Students read the text and match the
paragraphs with the headings. Check as a
class.
HOMEWORK
• Give students a list of words in Croatian:
zadivljujuć, geotermalne karakteristike, WB p. 97, Exercises 2 a) and b)
negostoljubiv, veliki kanadski jelen, brana,
odlagalište otpada, osjetljiv. Ask them to find
the English translations in the text without
using the help of the word list.
ANSWER KEY
1 How Art Saved Yellowstone, 2 Letting off Steam, 3
Human Bootprint on Wildlife
• Let students update their K-W-L charts. They
should revise the first, K-column, and check if
all the information they have written is correct.

Le
ss
on
3
Lesson 2 • Introduce the topic by playing a game of
Pictionary (see Games and Activities on pp.
Drugi i drugačiji / Svijet oko 394-398). Draw a volcano line by line and let
NASTAVNA TEMA mene / Putovanja / Moja
domovina i druge zemlje
students guess what it is.
NASTAVNA JEDINICA Into the wilderness (2. sat) • Ask students what they know about
PREDVIĐENI BROJ SATI 2 volcanoes. Make an associogram on the board
ISHODI POUČAVANJA
A.8.1., A.8.2., A.8.3., A.8.4., with students writing words connected to the
A.8.5., B.8.1., C.8.1., C.8.2. central idea – volcano.
DJELATNOST (I) U FOKUSU Govorenje, čitanje, slušanje
advocate, ash, caldera, MAIN PART
casualty, core, crust,
VOKABULAR devastating, hotspot,
inhospitable, mantle, molten,
LISTENING
soil, swell, thrive
Glagolska vremena i oblici
present simple passive, past • Tell students that Charlie’s mum is giving
GRAMATIKA
simple passive i future with a lecture about volcanoes to students on
will passive
a school trip. Let students read the three
Govorenje o nacionalnim
parkovima, objašnjavanje questions in Exercise 4 a).
KOMPETENCIJA
nastanka vulkana.
4.5. • Play Track 4.6 once. Students listen,
Satellites are used to monitor
the activity. Fertile soil is
make notes and answer the questions.
FUNKCIONALNI JEZIK created. Volcanoes are known Check as a class.
as the most destructive force
of nature. Etc.
ANSWER KEY:
MEĐUPREDMETNE TEME
1 Around 169 volcanoes. 2 It measures the
A.3.1., A.3.2., A.3.3., A.3.4.,
Osobni i socijalni razvoj B.3.1., B.3.2., B.3.4., C.3.2., explosiveness of volcanic eruptions. 3 Volcanoes
C.3.3., C.3.4. have VEI from zero to seven. Supervolcanoes are
A.3.1., A.3.2., A.3.3., A.3.4., categorised as VEI 8.
B.3.1., B.3.2., B.3.3., B.3.4.,
Učiti kako učiti
C.3.1., C.3.2., C.3.3., C.3.4.,
D.3.2. Track 4.6
Građanski odgoj i obrazovanje A.3.1., A.3.3. There are about 1, 500 active volcanoes on land and
Uporaba informacijske i A.3.1., A.3.2., C.3.2., C.3.3., many more on the ocean floor. Around 169 of them are
komunikacijske tehnologije D.3.1. in the US! Volcanoes come in various shapes and sizes,
Održivi razvoj A.3.1., A.3.3., B.3.1. but only 20 of them can be called ‘supervolcanoes’.
Yellowstone is one of them. There is a scale that tells us
MEĐUPREDMETNO Geografija Vulkani what a supervolcano is. The Volcanic Explosivity index,
POVEZIVANJE VEI for short, measures the explosiveness of volcanic
UDŽBENIK Str. 76. -77. eruptions. It begins at zero. Above level two, each level
RADNA BILJEŽNICA Str. 97. -98. is ten times as powerful as the previous one. It doesn’t
have an upper limit, but the most catastrophic events
Dodatni zadaci za have been categorized as VEI 8: supervolcanoes. There
uvježbavanje/ponavljanje are three stages in a supervolcano’s life. The Earth’s hot
core sends heat to the Earth’s mantle, creating magma:
molten rock rising towards the surface through a
pipeline. In the first stage, this pocket of magma is
STARTING THE LESSON trapped under the Earth’s crust. It is called a ‘hotspot’.
The hotspot grows and puts more pressure on the
• Check homework with students. crust, making it swell. When the pressure is too high,
the second stage occurs: a supereruption sends ash
• Revise vocabulary by playing a game of and rocky material into the air. In the third stage, after
Hot seat (see Games and Activities on pp. the supereruption, the magma forms calderas: large
394-398). Suggested words: awe-inspiring, holes in the ground.
dam, delicate, elk, inhospitable, seismic,
garbage dump, geothermal features, hot
spring, magma, geyser, microorganisms,
earthquake, etc.

281
UNIT 4
Exercise 4 b), p. 77 Exercise 3 b), p. 98
• Tell students to look at the pictures. Let them • Keep students in pairs and instruct them to
look up the following words: ash, caldera, read the texts. They complete the texts with
mantle, pipeline, hotspot, crust. the words from the word snake and label the
• In a lower-ability class, you might want to diagram. Check as a class.
check the meaning of additional words: ANSWER KEY
eruption, core, molten, swell.
1 core, 2 mantle, 3 crust, 4 magma, 5 pipeline, 6
• Play Track 4.6 again. Let students put the hotspot, 7 lava, 8 ash
three illustrations in the correct order. Check
Diagram 1: (top down) crust, mantle, core. Diagram
as a class.
2: (top down) hotspot, pipeline, magma. Diagram 3:
(top down) ash, lava.
ANSWER KEY
2, 3, 1
b) Read these clues, and use the words in Exercise 3 a) to label the illustrations.
There are two words you do not need.
WORKBOOK PRACTICE 1 This is the central part of our planet. It’s very dense and hot, with temperatures
above 6,000 ºC. It is composed mainly of metals, such as iron and nickel.
_______________________
Exercise 3 a), p. 97 2 This part of the Earth is deep below the surface and surrounds the core. It takes
up 80% of the Earth’s volume. _______________________
3 This is the thin, outer layer of Earth. It is composed of solid rock, and makes up
• In pairs, students find ten words connected to less than 1% of the Earth’s volume. _______________________
volcanoes in the word snake. 4 The heat from the Earth’s core creates this very hot
liquid rock. _______________________
5 Magma rises through this long underground structure
ANSWER KEY towards the crust. _______________________

6 This is where a pocket of magma is trapped under the
Earth’s crust. It gradually swells, until the eruption
magma, lava, core, crust, pipeline, caldera, ash, happens. _______________________
mantle, hotspot, eruption

7 When a volcano erupts, this rock is ejected in the form of hot
liquid. _______________________
8 This hot grey powder, together with other rocky material, is
ejected into the air during an eruption. _______________________
Le

ss
on
3
4
Read this text. Put the verbs in brackets in the appropriate tense, active or passive.
VOCABULARY Mount St Helens is a volcanic peak in a mountain range in Washington State. The Native Americans who
(1) ___________________________ (live) in that region call it Louwala-Clough, ‘the smoking mountain’. Its
1
Complete these sentences with the words below. There are two words you do not need. last big eruption (2) ___________________________ (record) on 18 May 1980, in one of the greatest volcanic
geyser earthquake geothermal hot spring magma geologist microorganisms seismic explosions on record in North America.
On the morning of that day, an earthquake with a magnitude of 5.1 on the Richter scale (3) ________________
1 A __________________________ is a place where hot water comes up out of the ground and forms a pool. There
(cause) an enormous landslide. Most of the north side of the mountain (4) _______________________
are some that people can relax in, but not the Grand Prismatic Spring: its temperature reaches 870ºC!
(collapse), wiping out everything in its path. A few moments later, there was an explosion. Hot ash and stone
2 ___________________________ is very hot liquid rock below the Earth’s surface. When it comes out of a shot out of the side of the volcano. A big cloud of ash (5) _________________________ (form) in the air above
volcano, it is called ‘lava’. the volcano, and much of the state turned dark.
3 A ___________________________ is a natural spring that sometimes shoots water and steam out of the earth up Fifty-seven people and thousands of animals (6) ___________________________ (kill) in the Mount St Helens
into the air. In Yellowstone, there are about 500 of them. eruption. Trees (7) ___________________________ (blow) down by the blast. Around 200 houses, roads, bridges
4 _________________________ are very small organisms that can only be seen with a microscope. They are also and railways (8) ___________________________ (destroy). Ash (9) ___________________________ (cover) much
known as microbes. of eastern Washington. Smaller eruptions (10) ___________________________ (continue) until 1986. Mount St
5 An ___________________________ is a sudden, and often violent, shaking of the Earth’s surface and ground. Helens is still active today, and (11) ___________________________ (consider) to be one of the most dangerous
Volcanic eruptions are often accompanied by them. volcanoes in the United States.
6 ___________________________ features that we can see on the ground, such as geysers and hot springs, tell us A few years after the eruption, Mount St Helens Visitor Center (12) ___________________________ (open).
about the heat at the centre of the Earth. There, visitors can learn about the landscape before and after the eruption. There are numerous displays
that (13) ___________________________ (show) the volcano’s past and present. Outdoors, visitors can explore
2
a) READING Skim the text, and say what happened in the years: a) 1872, b) 1926, and c) 1995. nature on lots of educational trails.
THE WOLVES OF YELLOWSTONE

In 1872, Yellowstone became the first national park in the USA. Although this meant
98
it was given a special (1) protected / preserved status, a struggle for life and death
for many species soon began. Even species of (2) predators / prey such as wolves, Hello world 8 RB 2021 - 04 - unit 4.indd 98 29.7.2021. 18:00:20
bears and coyotes didn’t get a fair chance of survival. This was a time when people,
even biologists, didn’t understand how fragile the natural balance is and how
everything within an (3) ecology / ecosystem is connected.
The story of the wolves was especially sad. In the 1800s, many Americans moved to the
west, where they and their domestic animals came into contact with the native (4) people / wildlife. As the
farmers settled and took land for farming, they destroyed a lot of the wolves’ prey, so the wolves started
attacking their animals. That’s when humans started killing them off. By 1926, at least 136 wolves had been • Students stay in pairs. They use the
illustrations in Exercise 4 b) and tell the story
killed. By the mid-20th century, they were (5) extinct / endangered in the park area and most other states.
Although the experts were not yet sure how their action would affect the (6) environment / farms, they
decided to introduce wolves back into the park in 1995. As the wolf population grew, something else
happened, too. While the wolves were gone, the elks, their main (7) predator / prey, had doubled in number.
They ate up most of the grass in the park, and animals such as mice and rabbits lost their hiding places. about the life of a supervolcano. Their partner
gives them feedback.
Grizzly bears didn’t have enough berries to prepare for their winter sleep. But, since the wolves returned,
scientists have recorded many (8) positive / negative changes, as the natural balance of the park has been
restored.
b) Read the text again. Circle the correct word.
3 a) In the wordsnake, find and circle ten words that relate to volcanoes.
ANSWER KEY
magma
lavacorecrustpipeline
ca
lde
raa tio
n
shma
ntlehotspoterup
97
Exercise 5, p. 77
• Use this task to review passive tenses. Instruct

students to quickly revise the formation of

Le
ss
on
3
present simple, past simple and future with service of your choice or send them to
will passive as well as the difference in the you to upload.
use of active and passive tenses using their • If recording is not possible, let students
notebooks or the Grammar summary on pages read their voice-overs.
132 and 133.
• Play the documentary again, this time
• In a lower-ability class, pre-teach the unmuted, so students can compare their
following words: casualty, soil, thriving. voice-overs with the actual script.
• Let students read the text and choose the
appropriate tense. Check as a class. HOMEWORK

1 shook, 2 keep, 3 will predict, 4 will buy, 5 are used, • Although students will do research at home,
6 suffer, 7 created, 8 cools, 9 is created, 10 are known be sure to go through the instructions in class.
• Divide students in pairs and give each pair the
WORKBOOK PRACTICE fact file template (Resource Bank, Resource 72,
Exercise 4, p. 98 pp. 406-412).
• Tell students they are going to read about • Students should choose a national park in
another volcano and its eruption. Put them in the USA and complete the fact file on it. In
pairs and let them complete the text with the addition, they should find photographs for
correct active or passive forms of the given each item and make a small poster (digital
verbs. Check as a class. or paper), which they will use for their oral
presentations.
ANSWER KEY
• To avoid several pairs doing
1 lived, 2 was recorded, 3 caused, 4 collapsed, presentations on the same national park,
5 formed, 6 were killed, 7 were blown, 8 were you can assign some of the 63 parks to
destroyed, 9 covered, 10 continued, 11 is considered,
students. For example: American Samoa,
12 was opened, 13 show
Death Valley, Everglades, Glacier, Grand
Canyon, Hawai’i Volcanoes, Hot Springs,
ENDING THE LESSON Indiana Dunes, Joshua Tree, Mammoth
Cave, Redwood, Rocky Mountain,
SPEAKING
Sequoia, White Sands, Yosemite, Zion,
Exercise 6, p. 77 etc. Alternatively, you can have students
• Divide students in groups of four and let them draw slips of paper with the name of the
add new information to their K-W-L charts national park they will present.
(Resource Bank, Resource 68, pp. 406-412)
from the previous lesson.
• Show students a short documentary on the
IZZI platform about Yellowstone, but muted.
• With the help of their K-W-L charts, students
script a voice-over for the documentary.
• Have students bring a pair of
headphones or a handsfree device for
this activity, and in groups record their
voiceover (without interfering with other
groups) using their phones or tablets.
Students upload their recordings on a

283
UNIT 4
3B MATHS IN DISGUISE • Play a game of Bingo! (see Games and
Activities on pp. 394-398) to revise numbers.
NASTAVNA TEMA
znanosti i umjetnosti • Alternatively, the game Carousel count
NASTAVNA JEDINICA Maths in disguise (see Games and Activities on pp. 394-398)
PREDVIĐENI BROJ SATI 1 is also a student favourite and a great
A.8.1., A.8.2., A.8.3., A.8.4., way of revising numbers.
C.8.2., C.8.4., C.8.5. WORKBOOK PRACTICE
Govorenje, čitaje, slušanje,
pisanje
VOCABULARY
distinct, equation, fraction,
pattern, petal, pinecone, Exercise 1, a) p. 99
sequence, stalk, trunk,
VOKABULAR
cardinal number, decimal • Use this exercise to pre-teach some
number, ordinal number, right-
angled triangle
vocabulary. Have students read the definitions
KOMUNIKACIJSKO-JEZIČNA Čitanje i zapisivanje velikih
and match the words to the right definition.
KOMPETENCIJA brojeva. Check as a class. Also, check the meaning of
one hundred and twenty-three the two extra words.
million, four hundred and fifty-
FUNKCIONALNI JEZIK
six thousand seven hundred • If possible, have students look up the
and eighty-nine, etc. words in an online dictionary instead of
MEĐUPREDMETNE TEME checking as a class.
A.3.1., A.3.2., A.3.3., A.3.4.,
Osobni i socijalni razvoj B.3.1., B.3.2., B.3.4., C.3.2., ANSWER KEY
C.3.3., C.3.4.
A.3.1., A.3.2., A.3.3., A.3.4.,
1 sequence, 2 pattern, 3 equation, 4 numeral, 5 ratio
B.3.1., B.3.2., B.3.3., B.3.4.,
Učiti kako učiti
C.3.1., C.3.2., C.3.3., C.3.4., Exercise 1, b) p. 99
D.3.2.
A.3.1., A.3.3., C.3.1., C.3.2.
• Students match the new vocabulary with the
Građanski odgoj i obrazovanje illustrations. Check as a class.
Uporaba informacijske i A.3.1., A.3.2., C.3.2., C.3.3., • If your students are artistically inclined,
ask them to illustrate the other two
words.
Hrvatski jezik Zapisivanje ANSWER KEY
velikih brojeva
MEĐUPREDMETNO 5, 4, 3, 2, 1
Matematika Veliki brojevi,
POVEZIVANJE
Fibonaccijev niz
Likovna umjetnost Zlatni rez
UDŽBENIK Str. 78.
Dodatni zadaci za
na digitalnoj platformi IZZI.
STARTING THE LESSON

• If you have assigned researching a
national park in the USA for homework,
have students present their chosen park.
Make either a digital or a paper poster
display in the class using their fact files.

Le
ss
on
3
3B MATHS IN DISGUISE
I can say large numbers in English.
1 4.7 Work in groups. Match the names to the items below. Explain your choices. Then listen and check.
1 Archimedes 2 Albert Einstein 3 Pythagoras 4 Isaac Newton 5 Euclid 6 Ada Lovelace
E=mc2 gravity computers geometry a2+b2 =c2 3.14159
2 a) 4.8 LISTENING Listen to Charlie. What is she talking about? Circle the most appropriate heading.
a) Maths is Difficult b) Maths is Magical c) Maths in Nature d) Maths Is Beautiful
b) 4.8 Listen again. Are these sentences true (T) or false (F)?
1 Charlie thinks nature is magical. 3 Fibonacci was an Italian scientist.

2 The Fibonacci sequence doesn’t have an end. 4 Fibonacci numbers are rare in nature.
Reading large numbers
123,456,789 Hundred, thousand, million and

billion never take a final -s when
preceded by a figure or number.
STOP AND
THINK!
How do we
BUT! Millions of dollars are spent ordinal read
one hundred and four hundred seven hundred on scientific research. numbers?and cardinal
decimal nuWhat about
mb
twenty-three and fifty-six and eighty-nine Thousands of people are taking fractions?ers and
million thousand part in eco-protests.
3 The Fibonacci sequence is easy to continue, no matter how large the numbers are. Each number is the sum of
the previous two numbers.
a) Do the maths, and continue the sequence.
1 377 610 987 ____________________ 3 17,711 28, 657 46,368 ____________________
2 2,584 4,181 6,765 ____________________ 4 121,393 196,418 317,811 ____________________
b) 4.9 Read the numbers. Then listen and check.
c) 4.10 Listen, and write down the numbers you hear into your notebook.
Study tip!
It takes time to learn the proper way to say numbers in any foreign language. The best way
to practise is to say them whenever possible: in your maths or physics classes, for example,
or when giving your phone number. Make the most of each situation, and saying numbers
will become easier with time.
4 Work in pairs. Choose one of the experiments below.

Experiment 1 Experiment 2
Put your maths glasses on, and go for Take a pine cone, a pineapple or
a walk in nature. Keep a diary, and a sunflower. Count the number of
sketch all the things where you see spirals. Do they reflect the Fibonacci
the Fibonacci sequence. sequence?
78
285
UNIT 4
3 Pythagoras was another Greek mathematician, and
3B MATHS IN DISGUISE a philosopher. Among other things, he is famous for
the theorem that carries his name and compares the
VOCABULARY
1
lengths of the three sides of a right-angled triangle: a2
a) Match the words to their definitions. There are two words you do not need.
equation pattern formula sequence numeral ratio geometry

+ b2 = c2.
1 the order in which a set of things happens or is done 4 Sir Isaac Newton was an English mathematician,
2 the regular way in which something happens or is done, or a repeated decorative design
3 a statement showing that two amounts or values are equal
physicist, astronomer and author. His work was a
4 a symbol that represents a specific number scientific revolution at that time. Legend has it that he
5 a relationship between the sizes of two numbers or amounts, e.g. 2:1
discovered the laws of gravity when he saw an apple
b) Match the words from Exercise 1 a) to the correct pictures.
fall.
5 Euclid was a Greek mathematician, also known as the
‘father of geometry’. His book, Elements, was a major
source of geometric knowledge. His legacy remained
2
unchanged for two millennia.
a) READING Read Charlie’s text. Write an appropriate title for it.
6 Ada Lovelace was an English mathematician. She has
been called the first computer programmer, because
she created a program for a prototype of a digital
The magic of Fibonacci numbers doesn’t stop with the infinite sequence itself. If you divide any one number
in the sequence by the one before it, you get approximately the same ratio: 1.6. The larger the numbers, the
closer you get to the exact ratio of 1.618. The Greeks discovered this long before Fibonacci, and they called it
phi. It is also known as the Golden Ratio. computer in the 19th century.
Phi has fascinated mathematicians, scientists and artists for centuries. It is very frequent in nature, and
everything that comes close to this ratio is said to be perfectly proportioned. That’s why it’s sometimes called
the ‘divine proportion’. It can be seen in the proportions of the human body, animals and plants. It is found
in both small things, such as DNA, and large things, such as hurricanes and galaxies. Artists have used it to
achieve balance and beauty in their work. Phidias applied it to his sculptures, and Leonardo da Vinci to his
paintings.
So, if you’re interested in art or photography, take some time to study the Golden Ratio, and find out how it
can make your work more eye-catching. People often say ‘Beauty is in the eye of the beholder’. I agree with
• Introduce the next listening task by asking
that. But I also find beauty in numbers and maths.
students whether they like maths and if they
b) Read the text again. Are these sentences true (T), false (F), or it doesn’t say (DS)? find it difficult or easy. Ask them to guess
1 Phi is associated with the Fibonacci sequence.
2 Smaller numbers are closer to the Golden Ratio. Curious me! whether Charlie likes maths or not.
3 Fibonacci was the first mathematician to calculate phi.
What is the difference
4 Phi is rare in nature.
5 Phi has been an important number for artists.
between the numbers
pi /paɪ/ and phi /faɪ/? 4.8. • Play Track 4.8 and let students choose
6 Charlie uses the Golden Ration when taking photos.
99
the right heading.
ANSWER KEY
MAIN PART c) Maths in Nature
LISTENING
Track 4.8
Exercise 1, p. 42 Many of my friends don’t like math. They wonder why
• Students form small groups. They read the six they have to learn all these formulas and numbers. My
best friend even said that math was invented to harass
names and brainstorm what they know about students. But I completely disagree. For me, math is
the people. They can make short notes about much more than a set of numbers, equations and all
them, too. the other confusing things that make most students’
lives miserable. It can be seen in the most surprising
• Let students try to guess which word, number places! Math can be used to explain how nature gets
or formula matches whom. many things done. Just take a look at shapes, numbers
and patterns in the world around us. They’re complex
4.7. • Play Track 4.7 for students to match the and beautiful, aren’t they? But there is no magic behind
this – it’s math! Have you ever counted the number
people to the answers. Check as a class. of petals on a flower? Most of them have three, five,
eight, thirteen or twenty-one petals. And flowers are
ANSWER KEY just one example: there are specific numbers that we
see in nature all the time. They go like this: 1, 1, 2, 3, 5,
2, 4, 6, 5, 3, 1 8, 13, 21, 34, 55 and so on – to infinity. Together, they
are called the Fibonacci sequence. It is named after
a medieval mathematician, Leonardo of Pisa, better
Track 4.7 known as Fibonacci. But this Italian mathematician
1 Archimedes was a Greek mathematician and wasn’t the first one to notice this sequence. It was
inventor. He was the first person to calculate the described long before him by mathematicians in India.
mathematical constant pi, approximately equal to It’s pretty simple to get the numbers. You just add up
3.14159. It appears in many formulas in mathematics two numbers to get the next one, like this: 1 plus 1 is
and physics. Eureka! 2, 2 plus 1 is 3, 3 plus 2 is 5, and so on. Next time you
2 Albert Einstein was a German-born theoretical peel a banana, you might notice it has three distinct
physicist. Besides his theory of relativity, he is the sections – and their skins have five segments! And
father of the world’s most famous equation, E = mc2. It did you know that rows of seeds in pinecones and
describes a relationship between mass and energy. sunflowers always add up to Fibonacci numbers?

Le
ss
on
3
That’s the most efficient way to fit as many seeds
as possible into a small space. There are Fibonacci 987, 654, 321
numbers even in how the leaves are arranged on a
stalk. Again, it’s not magic – this pattern ensures they nine hundred six hundred three hundred
catch the most sunlight. As you can see, Fibonacci’s twenty-one eighty-seven fifty-four
numbers appear in nature surprisingly often. If you’re
still not convinced, just count the parts of the human million thousand
body: we’ve got one trunk, one head, two eyes and
ears, five fingers and toes, five openings on the face...
The list goes on, just like the numbers in the Fibonacci WORKBOOK PRACTICE
sequence.
• Students read the four statements in the task. Exercise 4 a), p. 100
• Play Track 4.8 again and let students mark the • Use this task to quickly and efficiently revise
statements as true or false. Then they compare various types of numbers in English and
their answers to their partners’. Check as a remind students how they are written and
class. read.
• Let students match the numbers with their
ANSWER KEY names. Check as a class.
1 F, 2 T, 3 T, 4 F
• Be sure to point out the difference between 1,
978 and 1978. Let students explain why they
My...EVERYDAY ENGLISH! are written and pronounced differently and
what each number represents.
Reading large numbers
ANSWER KEY
• Ask a student to come to the board and
write down the number you say. Choose First row: 3, 7, 5, 11, 2, 1, 8. Second row: 6, 4, 9, 12, 10.
a big number – for example, 987, 654,
321. Exercise 4 b), p. 100
• Students sort the numbers according to their
• Use the opportunity to remind students that
type. Check as a class.
in English a comma is always used for all the
numbers with more than four digits. Elicit ANSWER KEY
where we need to put the comma (after every
three digits), and what we use for decimal 1 143, 2 41st, 82nd; 3 ⅔, 1 ¾; 4 3.14159, 5 52 %, 6 15°,
7 1978, 2021; 8 555-9420, 9 1978
numbers instead of comma (a decimal point,
or a full stop).
• Ask another volunteer to read the number on
the board and write it down using words. Elicit
that the words million and thousand should
be used as singular. Ask students to come
up with an example of using millions and
thousands in plural. If they cannot remember
themselves, point them to the My... Everyday
English section in their Students’ Books for the
explanation.
• Students read the STOP AND THINK! section.
Ask them to provide examples for each
category: an ordinal number, a cardinal
number, a decimal number, a fraction.
287
UNIT 4
CURIOUS ME!
My... EVERYDAY ENGLISH! Large numbers
3
a) Read, then write these large numbers. Remember to use commas!
1 two thousand five hundred and thirty-eight ________________________
Ask students if they have ever heard of the
2 eleven thousand three hundred and five
3 fifty-nine thousand seven hundred and twenty-two
________________________
________________________
number Pi. They will probably say it equals 3.14
4 one hundred thousand and sixteen
5 eight hundred thousand six hundred and eighty-seven
________________________
________________________ and that it is used in geometry.
6 three million two hundred and thirty-one thousand four hundred and twelve ________________________
b) Write these large numbers in words. Ask students if they can explain the difference
1 3,513 ______________________________________________________________________________________
2 12,818 ______________________________________________________________________________________ between Pi and Phi now. If their answer is
3 46,543 ______________________________________________________________________________________
4 381,793 ______________________________________________________________________________________ negative, assign researching the difference for
homework.
5 4,500,009 ______________________________________________________________________________________
6 120,345,599 ______________________________________________________________________________________
4
a) Match these numbers to the way we read them.
2 3
143 1,978 41st 82nd 15⁰ 1
3 4
1978 555-9420 3.14159 52% 2021
1 two thirds 7 one thousand nine hundred and seventy-eight

2 fifteen degrees 8 one and three quarters VOCABULARY
3 one hundred and forty-three 9 three point one four one five nine
1
4 triple-five nine four two oh 10 twenty twenty-one a) Match the words to their definitions. There are two words you do not need.
5 forty-first 11 eighty-second
equation pattern formula sequence numeral ratio geometry
6 nineteen seventy-eight 12 fifty-two percent
1 the order in which a set of things happens or is done
b) Which numbers in Exercise 4 a) represent: 2 the regular way in which something happens or is done, or a repeated decorative design
1 cardinal numbers ____ 4 decimal numbers ____ 7 years ____ , ____ 3 a statement showing that two amounts or values are equal
2 ordinal numbers ____ , ____ 5 percentages ____ 8 telephone numbers ____ 4 a symbol that represents a specific number
3 fractions ____ , ____ 6 degrees ____ 9 large numbers ____ 5 a relationship between the sizes of two numbers or amounts, e.g. 2:1
b) Match the words from Exercise 1 a) to the correct pictures.
5
Write the following numbers in words.
1 1,872 ______________________________________________________________________________________
2 1872 ______________________________________________________________________________________
3 0800 1212 ______________________________________________________________________________________
4 6.732 ______________________________________________________________________________________
5 23rd ______________________________________________________________________________________
6 67th ______________________________________________________________________________________ 2 a) READING Read Charlie’s text. Write an appropriate title for it.
7 2/5 ______________________________________________________________________________________
8 72% ______________________________________________________________________________________
100
The magic of Fibonacci numbers doesn’t stop with the infinite sequence itself. If you divide any one number
in the sequence by the one before it, you get approximately the same ratio: 1.6. The larger the numbers, the
closer you get to the exact ratio of 1.618. The Greeks discovered this long before Fibonacci, and they called it
Hello World 8 RB 2021.indb 100 29.7.2021. 16:17:45 phi. It is also known as the Golden Ratio.
Phi has fascinated mathematicians, scientists and artists for centuries. It is very frequent in nature, and
everything that comes close to this ratio is said to be perfectly proportioned. That’s why it’s sometimes called
the ‘divine proportion’. It can be seen in the proportions of the human body, animals and plants. It is found
READING in both small things, such as DNA, and large things, such as hurricanes and galaxies. Artists have used it to
achieve balance and beauty in their work. Phidias applied it to his sculptures, and Leonardo da Vinci to his
paintings.
So, if you’re interested in art or photography, take some time to study the Golden Ratio, and find out how it
Exercise 2, a) p. 99 can make your work more eye-catching. People often say ‘Beauty is in the eye of the beholder’. I agree with
that. But I also find beauty in numbers and maths.
• Ask students if maths and art are connected. b) Read the text again. Are these sentences true (T), false (F), or it doesn’t say (DS)?
Accept all answers, and then explain that they 1 Phi is associated with the Fibonacci sequence.
2 Smaller numbers are closer to the Golden Ratio. Curious me!
will find out Charlie’s answer to this question. 3 Fibonacci was the first mathematician to calculate phi.
4 Phi is rare in nature.
What is the difference
between the numbers
5 Phi has been an important number for artists. pi /paɪ/ and phi /faɪ/?
• Students read the text and think of an 6 Charlie uses the Golden Ration when taking photos.
99
appropriate heading for it. They share their
ideas.
ANSWER KEY • Ask students if they remember what a
Students’ answers. Fibonacci sequence is and tell them to try
continuing the given sequences in Exercise
Exercise 2, b) p. 99 3 a). If possible, students can use their
• Students go through the six sentences and calculators, phones or tablets for the task.
decide if they are true, false or not mentioned
in the text. Remind them to find supporting ANSWER KEY
evidence in the text and underline it. Check as 1 1, 597, 2 10, 946, 3 75, 025, 4 514, 229
a class.
ANSWER KEY • In pairs, students read all the numbers out
1 T, 2 F, 3 F, 4 F, 5 T, 6 T loud to each other to compare the results.
4.9. • Play Track 4.9 for students to check their
Fibonacci sequences.

Le
ss
on
3
• If your students are having trouble with HOMEWORK
reading or pronouncing numbers
correctly, you might want to pause the Exercise 4, p. 79.
recording after each number and have • Let students choose between the two
them repeat the numbers. experiments and carry them out at home.
Track 4.9 WB p. 100, Exercises 3 a), b) and 5

1 377 610 987 1, 597
2 2, 584 4, 181 6, 765 10, 946
3 17, 711 28, 657 46, 368 75, 025
4 121, 393 196, 418 317, 811 514, 229
• Students write down the numbers they hear.
Check as a class.
ANSWER KEY
1 2, 015, 2 38, 762, 3 593, 870, 4 3, 439, 635
Track 4.10
1 2, 015
2 38, 762
3 593, 870
4 3, 439, 635
• GO DIGITAL for additional practice

reading and writing large numbers.
ENDING THE LESSON
Study tip!
• Ask students what they usually do to learn
numbers easier in any foreign language.
• Point them to the Study tip! section in the
Student’s Book and ask them if they have tried
learning numbers by practising whenever they
have a chance and reading all the numbers
they come across in English.
• Suggest they try using it for some time – a
month, for example. They might even have a
learning journal in which they can write down
how often they read numbers in English each
day and set the date when you will check their
progress together.
• Finish the lesson by playing Spelling race
(see Games and Activities on pp. 394-398). Say
large numbers for students to write down in
words as fast as they can.
289
UNIT 4
3C WORDS OF WISDOM 4.11. • Play Track 4.11 for students to check the
information. Discuss any new
NASTAVNA TEMA
za mlade information with students.
NASTAVNA JEDINICA Words of wisdom
ANSWER KEY
A.8.1., A.8.2., A.8.3., A.8.4., Washington DC – the capital of the USA, George
ISHODI POUČAVANJA A.8.5., B.8.1., C.8.1., C.8.2., Washington – the first President of the USA,
C.8.4., C.8.5., C.8.6. Washington State – a state in the northwest of the
Govorenje, čitanje, pisanje, USA, Seattle – the largest city in Washington State,
slušanje Chief Seattle – a famous Native American chief
befall, course, crest, dew,
glossy, meadow, mist,
VOKABULAR
murmur, quench, sap, sparkle, Track 4.11
strand, stream, weave
As most of you know, Washington DC is the capital city
KOMUNIKACIJSKO-JEZIČNA Čitanje autentičnog teksta. of the United States of America. It was named after the
KOMPETENCIJA
first US president, George Washington. But did you
MEĐUPREDMETNE TEME know that there’s also a state with the same name? It
A.3.1., A.3.2., A.3.3., A.3.4., lies in the northwest corner of the country. Its capital
Osobni i socijalni razvoj B.3.1., B.3.2., B.3.4., C.3.2., is Olympia, but Seattle is its largest city. Seattle is an
C.3.3., C.3.4. important economic centre, but it has also contributed
A.3.1., A.3.2., A.3.3., A.3.4.,
a lot to popular culture: it’s the birthplace of the
B.3.1., B.3.2., B.3.3., B.3.4., incredibly talented rock guitarist Jimi Hendrix, as well
Učiti kako učiti as of the grunge sound of the 1990s. Seattleites like
C.3.1., C.3.2., C.3.3., C.3.4.,
D.3.2. drinking coffee, and the headquarters of the popular
coffee chain Starbucks are in this city. The city of
Uporaba informacijske i A.3.1., A.3.2., C.3.2., C.3.3., Seattle was named after Chief Seattle, one of the most
famous of Native Americans. You’re going to learn more
Održivi razvoj A.3.1., A.3.3., B.3.1. about him today.
MEĐUPREDMETNO Povijest Odnosi američkih
POVEZIVANJE Indijanaca i doseljenika
MAIN PART
UDŽBENIK Str. 79.
RADNA BILJEŽNICA Str. 101. LISTENING
Dodatni zadaci za
uvježbavanje/ponavljanje Exercise 2 a), p. 79
na digitalnoj platformi IZZI. • Tell students that Charlie is doing a report on
Chief Seattle. Students read the four questions.
STARTING THE LESSON Ask if they understand the questions.
• Check homework with students. If you 4.12. • Play Track 4.12. Students make notes to
have assigned Exercise 4 as homework, answer the questions. Check as a class.
let volunteers present the results of their • In a lower-ability class, you might want to
experiments. play the track twice or slow the recording
Exercise 1, p. 79 down.
• Split students into five groups. Give each ANSWER KEY
group one of the topics: Washington DC,
1 He was friends with the settlers. 2 For a speech he
George Washington, Washington State, Seattle,
made in 1854.3 Nobody can prove what he said or
Chief Seattle. Let them brainstorm for a couple if he really said it. It wasn’t in English, and there are
of minutes and write down everything they many translations, so nobody can be sure about his
know about their topic. exact words. 4 Charlie thinks it’s very memorable,
• Groups report to the class. powerful and moving.
• As an alternative, if possible, you can let

students quickly research their topics Track 4.12
online instead of brainstorming them. Chief Seattle is one of the most famous of indigenous
leaders. He was born around 1790 in the region

Le
ss
on
3
3C WORDS OF WISDOM
1 4.11 Who or what are the following places and people? What do you know about them? Listen and check.
Washington DC George Washington Washington State Seattle Chief Seattle
2 4.12 LISTENING Listen to Charlie talk about Chief Seattle. Answer the questions.
1 What was the relationship between Chief Seattle and 3 What is the problem with his speech?
white settlers? 4 What does Charlie think about the speech?
2 What is Chief Seattle best known for?
3 a) READING Read this passage from Chief Seattle’s speech. What is the main topic of the passage?
b) Read the passage again. Do the tasks below.

1 Underline the places in nature. 2 Circle the wildlife mentioned. 3 Highlight a few metaphors in the text.
The President in Washington sends word that he wishes to buy our land. But how can you buy or sell the sky? The
land? The idea is strange to us. If we do not own the freshness of the air and the sparkle of the water, how can you
buy them?
Every part of the earth is sacred to my people. Every shining pine needle, every sandy shore, every mist in the dark
woods, every meadow, every humming insect. All are holy in the memory and experience of my people.
We know the sap which courses through the trees as we know the blood that courses through our veins. We
are part of the earth, and it is part of us. The perfumed flowers are our sisters. The bear,
the deer, the great eagle: these are our brothers. The rocky crests, the dew in the
meadow, the body heat of the pony, and man: they all belong to the same family.
The shining water that moves in the streams and rivers is not just water, but
the blood of our ancestors. If we sell you our land, you must remember that it
is sacred. Each glossy reflection in the clear waters of the lakes tells of events
and memories in the life of my people. The water,s murmur is the voice of my
father,s father. The rivers are our brothers. They quench our thirst. They carry
our canoes and feed our children. So you must give the rivers the kindness that
you would give any brother. (...)
This we know: the earth does not belong to man; man belongs to the earth. All
things are connected like the blood that unites us all. Man did not weave the web of
life; he is merely a strand in it. Whatever he does to the web, he does to himself.
4 Answer the questions.

1 Which sentence, in your opinion, best summarises the passage? Why?
2 What is your favourite part of the passage? Why?
I draw I write I research

Read the passage from Write a letter to the president Native American history has a long
the speech once more and of Croatia. Choose a topic that list of exceptional chiefs and leaders:
illustrate it. How did Chief you are passionate about and Geronimo, Crazy Horse and Sitting Bull,
Seattle see the relationship where you would like to see to name just a few. Choose one, and find
between nature and people? improvement. out more about him.
79
3C WORDS OF WISDOM
291
UNIT 4
of today’s city of Seattle. He was the chief of the
Duwamish, Suquamish and other tribes living in the 3C WORDS OF WISDOM
northwest of what is now the state of Washington.
His tribes befriended the white settlers in that region. VOCABULARY
1
Chief Seattle even converted to Christianity under the Copy these words under the correct pictures. There is one word you do not need.
shore meadow crest stream woods pond dew mist pine sap web
influence of French missionaries. He stayed loyal to
white settlers in major conflicts between them and 1 1 2 3 4
1 5 1
Indian tribes, which is why they decided to name the

growing city after him. It is believed that he was a
great speaker, best known for a speech he presumably 6 7 8 9 10
made in 1854. Most historians today can’t prove what
exactly Chief Seattle said or whether he even said
it. As he didn’t speak any English, the text itself was
translated lots of times, and they’ve never found an 2
Complete these sentences with the missing words. The synonyms in brackets can help you.
original transcript. Today, there are several versions of sparkle rocky murmur glossy course quench
his speech. The best-known is the one written by Ted

1 We felt adrenalin ________________________ (run) through our veins as we faced our greatest adventure.
2 It was an extremely hot day. I couldn’t ________________________ (satisfy) my thirst, no matter how much
Perry, a Texas professor, for a film script. The speech water I drank.
3 The ________________________ (glow) of the snow made it difficult for me to drive. I had to put on my
was made into a letter to President Franklin Pierce. sunglasses.
Even though we can’t know how authentic the speech 4 They enjoyed taking long walks along the ________________________ (stony) coastline.
5 I couldn’t understand a word he said. His ________________________ (whisper) was so quiet.
is, I think it’s one of the most memorable, powerful and 6 Her hair is ________________________ (shiny) and soft. It must be this new shampoo she’s using.
moving texts I have ever read! 3

READING Read the final part of Chief Seattle’s speech. Complete it with the missing sentence parts A–F.
There are two sentence parts you do not need.
“When the last red man has vanished with this wilderness, and his memory is only the shadow of a cloud
WORKBOOK PRACTICE moving across the prairie, will these shores and forests still be here? Will there be (1) ______?
We love this earth as a newborn loves its mother’s heartbeat. So, if we sell you our land, (2) ______. Care for
it, as we have cared for it. Hold in your mind the memory of the land as it is when you receive it. Preserve
Exercise 1, p. 101 the land for all children, and love it, as God loves us.
As we are part of the land, (3) ______. This earth is precious to us. It is also precious to you.
One thing we know: there is only one God. No man, be he Red man or White man, (4) ______. We are all
• Use this exercise to introduce some new brothers, after all.”
vocabulary. Ask students if they recognise

A you too are part of the land C there is nothing more precious E that means more to us
B any of the spirit of my people left D can be apart F love it as we have loved it
some of the words and let them match those 101

to the pictures. Then, students look up the Hello World 8 RB 2021.indb 101 29.7.2021. 16:18:08
remaining words, either in the word list at

the end of the unit or in a printed or online READING
dictionary, if available.
• Explain to students that they will get a chance
ANSWER KEY to see what made Charlie so thrilled about the
speech. Students read the excerpt and decide
1 woods, 2 web, 3 shore, 4 dew, 5 sap, 6 mist, 7 crest,
what the main topic of the text is.
8 pine, 9 stream, 10 meadow
• Students share their ideas. Accept all answers
Exercise 2, p. 101 as long as they can support them with parts of
• Students look at the given words, explain the text.
those they are familiar with and look up any
ANSWER KEY
new vocabulary.
The earth does not belong to man, man belongs to
• Ask students what synonyms are. Elicit that the earth.
they are two or more words that mean the
same thing. Tell them synonyms will help Exercise 3 b), p. 79
them to do the next exercise.
• Form groups of three and let them read the
• Students fill in the gaps with the given words, text one more time. Groups find and underline
using the synonyms in the brackets for the places in nature, circle the wildlife and
guidance. highlight the metaphors in the text.
ANSWER KEY • Warn students that the word wildlife refers to

both animals and plants.
1 course, 2 quench, 3 sparkle, 4 rocky, 5 murmur, 6
glossy

Le
ss
on
3
• Tell students they can divide their workload,
but each text has to have all three categories
marked.
ANSWER KEY
1 sandy shore, dark woods, meadow, rocky crests,
streams, rivers, lakes; 2 insect, pine needle, trees,
flowers, bear, deer, great eagle, pony; 3 Flowers are
our sisters. Man did not weave the web of life. The
water in the stream (...) is the blood of our ancestors.
Exercise 4, p. 79
• Students discuss the two questions in the
same groups of three. Volunteers share their
conclusions.
ANSWER KEY
ENDING THE LESSON
Creative me!, p. 79
• Students read all three tasks and decide which
one they would like to do.
• Let students choose the social forms for the
task: they can work in groups or proceed
individually. Agree on a time limit, e.g., at least
ten minutes. Allow students to draw, write or
do research.
• Finish the lesson by letting volunteers present
their work.
• Not all students will be able to finish this
creative task in the allotted time. Allow
them to complete the task at home and
present it at the beginning of the next
lesson.
HOMEWORK
3C WORDS OF WISDOM
293
Lesson 4
UNIT 4
4 CHANGING THE WORLD • Students try to guess what their assigned
person would think about today’s world and
what new invention would fascinate them
NASTAVNA JEDINICA Changing the world
most.
A.8.1., A.8.5., A.8.6., B.8.3., • Set a time limit of two to three minutes. Then
ISHODI POUČAVANJA C.8.1., C.8.2., C.8.3., C.8.4., form new groups of four using the jigsaw
C.8.5., C.8.6.
technique, where each new group has one
member from every expert group. Each
demanding, efficient, impact, member of the jigsaw group reports about
VOKABULAR increase, likelihood, sum up, in
addition, perform a surgery their assigned person.
KOMUNIKACIJSKO-JEZIČNA Pisanje eseja.
KOMPETENCIJA ANSWER KEY
MEĐUPREDMETNE TEME Students’ answers.
A.3.1., A.3.2., A.3.3., A.3.4.,
C.3.3., C.3.4. MAIN PART
A.3.1., A.3.2., A.3.3., A.3.4.,
Učiti kako učiti
B.3.1., B.3.2., B.3.3., B.3.4., READING
C.3.1., C.3.2., C.3.3., C.3.4.,
D.3.2. Exercise 2 a), p. 80
Građanski odgoj i obrazovanje A.3.1., A.3.3., C.3.1., C.3.2. • Ask students what is, in their opinion, the best
Uporaba informacijske i A.3.1., A.3.2., C.3.2., C.3.3., invention ever. Let them try guessing what
Charlie thinks the best invention ever is.
Hrvatski jezik Oblikovanje
uradaka u kojima dolazi • Students quickly skim the text and check their
MEĐUPREDMETNO do izražaja kreativnost,
POVEZIVANJE originalnost i stvaralačko predictions.
mišljenje na temelju
usvojenih jezičnih vještina. • Students read the text and put the three
UDŽBENIK Str. 80., 116. -117.
paragraphs in the correct order. Check as a
class.
Dodatni zadaci za • In a lower-ability class, pre-teach the
uvježbavanje vokabulara, following vocabulary: demanding,
IZZI efficient, impact, increase, likelihood, sum
up, perform a surgery.
STARTING THE LESSON
ANSWER KEY
2, 1, 3
• If some students have decided to finish their
Creative me! tasks at home, let them present Exercise 2 b), p. 80
what they have done. • Ask students to explain in their own words
what an argument is. Elicit that using
SPEAKING arguments when writing an essay is important
Exercise 1 a), p. 80 because arguments support your ideas
and, by using arguments, you can convince
• Divide students into four expert groups someone of your point of view.
by having them draw one of four names:
Wolfgang Amadeus Mozart, Henry Ford, • Students read the text again and underline the
Nikola Tesla or Alexander Graham Bell. Each arguments Charlie has used in her essay.
group brainstorms what they know about the
ANSWER KEY
assigned person.
1 It helps with homework. It marks spelling mistakes.
• If possible, allow students to do a quick 2 It’s enough to enter a destination on your
online search.

Le
ss
on
4
CHANGING THE WORLD
4
on
ss
Le
I can write an opinion essay.
1 SPEAKING Look at the names below. What do you know about these people?
What would they think of the world today? What inventions would they be
fascinated by?
Wolfgang Amadeus Mozart Henry Ford Nikola Tesla Alexander Graham Bell
2 a) READING As part of her school assignment, Charlie has written an opinion essay on
the best invention in the history of humankind. Read the essay, and put the paragraphs
in the correct order.
LIFE MADE EASY

In my opinion, AI is the best concept humans have come up with. There are several reasons for this. Firstly, it is
extremely useful when we have to do homework. AI immediately marks all our spelling mistakes and even offers the
best choice of words, so the writing process is quicker and easier. Secondly, I believe AI has made other parts of our
daily lives a lot easier. Travelling is just one example: it is enough to enter a destination into your smartphone, and you
are guided there in the quickest way possible! Thirdly, AI increases precision. For example, when surgery is performed
with the help of AI, the likelihood of making mistakes is much lower. In addition, AI can work non-stop. Because of that,
it can be very efficient and help us get more work done in less time.
Humans have invented many things that have changed our lives for the better. Although it is hard to choose
just one, I am going to write about the invention that I believe has had the biggest impact on our lives: artificial
intelligence (AI).
To sum up, I think AI has allowed us to do lots of activities in an easier and more efficient way. It has also made
it easier for us to do some risky or demanding jobs. I am looking forward to seeing how it will develop in the future!
b) Find Charlie’s arguments in the text, and underline them.

c) What do you think of Charlie’s arguments? Do you agree with them or disagree? Why?
3 Read the text again, and sort the phrases in colour into the table below.
Expressing opinion Sequencing ideas Concluding

I think (that)..., _______________________,
_______________________, In conclusion,
_______________________,
_______________________
_______________________ Thirdly, ________________
Use the SAY SAY SAY method to organise your essay in three parts. Check and tick.
SAY what you are going to say  introduce the topic, and express I have included all three parts of the
your opinion essay.
SAY it  express your thoughts, and provide facts I have used passive sentences.
SAY what you’ve said  sum up your thoughts and opinion I have used appropriate phrases to
express, organise and link my ideas.
Writing bank → p. 116-117
4 WRITING What do you think the best invention in the history of humankind is? Write an opinion essay about it,
following the proposed structure.
80
4 CHANGING THE WORLD

295
UNIT 4
smartphone and you are guided there. 3 It increases
CHANGING THE WORLD
4
on
precision. 4 It can work non-stop.
ss
Le
1
a) READING Read Charlie’s text, and complete it with the phrases below.
Exercise 2 c), p. 80 Lastly In conclusion In my opinion First of all In addition
• In the same groups of four, students discuss

IS PLASTIC FANTASTIC?
Single-use plastic gained popularity as soon as it was invented, because it was affordable and
convenient. However, it soon became obvious what a devastating effect it would have on the
Charlie’s arguments and say if they agree with environment. (1) ___________________, single-use plastic is one of the worst inventions mankind has ever
come up with, and for several reasons.
them or not. Ask students to explain their (2) ___________________, although plastic has made many products cost less, it has greatly added to the
problem of pollution. Many plastic products, such as plastic cups and shopping bags, are used for only a
points of view. short time, sometimes no more than a few minutes, but end up in the environment for hundreds of years.
(3) ___________________, plastic products kill millions of birds, fish and turtles every year: they get caught
in these plastic products, or they mistake them for food. (4) ___________________, micro-plastic is
everywhere: when animals eat plastic, it enters the food chain. In the end, plastic can be found even in
ANSWER KEY
our bodies and cause various health problems.
(5) ___________________, to decide whether an invention is good or bad, we need to see the bigger picture.
How will it affect the future? What will it do to the environment? Plastic products may be practical, but
they are negatively affecting the planet and our lives in the long run. We have only got one home, and we
must take good care of it.
b) Read the text again, and find words that have a similar meaning to the words below.
1 handy (p. 1) __________________________ 4 finish up (p. 2) __________________________
Exercise 3, p. 80 2 very damaging (p. 1) __________________________

3 humanity (p. 1) __________________________
5 confuse with (p. 2)
6 influence (p. 3)
__________________________
__________________________
• Point students to the coloured phrases in c) Tick the arguments against the use of single-use plastic that Charlie uses in her essay. Underline them
in the text.
the text. Instruct them to sort the phrases 1 Plastic products stay in the
environment for a long time.
4 Around 90% of the plastic
is not recycled.
into three groups: expression of opinions,

2 Landfills are filled with tons of 5 Micro-plastic damages
plastic products. our health.
3 Animals die because they 6 Plastic needs to be replaced
sequencing ideas and concluding. consume plastic. by paper or glass.
2
Sort the phrases below.
Lastly, ... I believe... In addition... Firstly, ... Secondly, ... To sum up, ...
In my opinion, ... Thirdly, ... I think that... In conclusion...
ANSWER KEY Expressing opinion Sequencing ideas Concluding
Expression of opinions: I believe..., In my opinion,

...; Sequencing ideas: Firstly, ..., Secondly, ..., In 102
addition, ...; Concluding: To sum up... Hello World 8 RB 2021.indb 102 29.7.2021. 16:18:09

WORKBOOK PRACTICE
and vocabulary, GO DIGITAL at this point.
READING
WRITING BANK
PRE-WRITING
• Use this exercise to practise useful expressions
for an opinion essay. Students fill in the gaps Exercise 1 a), p. 116
in the text with the given phrases. Check as a • Use this exercise to reinforce the use of
class. phrases used in the opinion essay.
ANSWER KEY • Students find the mis-sorted phrases and sort

them correctly. Check as a class.
1 In my opinion, 2 First of all, 3 In addition, 4 Lastly 5
In conclusion, • In a lower-ability class, check students’
understanding of some phrases: In my
Exercise 2, p. 102 view, ..., As I see it, ..., Furthermore, ...,
• Challenge students to check how many of Overall, ..., In summary, ...
the phrases used in the essay they can sort ANSWER KEY
without looking in their Student’s Books. They
compare their tables with their partners’. Expression of opinions: I believe that...,
Sequencing ideas: Thirdly, ..., Concluding: Finally,
ANSWER KEY ...
Expression of opinions: I believe..., In my opinion,

..., I think that...; Sequencing ideas: Firstly, ...,
Secondly, ..., Thirdly, ..., In addition, ..., Lastly, ...; • Students recognise the topics used to support
Concluding: To sum up, ..., In conclusion, ... the idea. They read the topics and the
opinions and match them. Check as a class.

Le
ss
on
4
CHANGING THE WORLD
4
on
ss
Le
I can write an opinion essay.
1 SPEAKING Look at the names below. What do you know about these people?
What would they think of the world today? What inventions would they be
fascinated by?
Wolfgang Amadeus Mozart Henry Ford Nikola Tesla Alexander Graham Bell
2 a) READING As part of her school assignment, Charlie has written an opinion essay on
the best invention in the history of humankind. Read the essay, and put the paragraphs
in the correct order.
LIFE MADE EASY

In my opinion, AI is the best concept humans have come up with. There are several reasons for this. Firstly, it is
extremely useful when we have to do homework. AI immediately marks all our spelling mistakes and even offers the
best choice of words, so the writing process is quicker and easier. Secondly, I believe AI has made other parts of our
daily lives a lot easier. Travelling is just one example: it is enough to enter a destination into your smartphone, and you
are guided there in the quickest way possible! Thirdly, AI increases precision. For example, when surgery is performed
with the help of AI, the likelihood of making mistakes is much lower. In addition, AI can work non-stop. Because of that,
it can be very efficient and help us get more work done in less time.
Humans have invented many things that have changed our lives for the better. Although it is hard to choose
just one, I am going to write about the invention that I believe has had the biggest impact on our lives: artificial
intelligence (AI).
To sum up, I think AI has allowed us to do lots of activities in an easier and more efficient way. It has also made
it easier for us to do some risky or demanding jobs. I am looking forward to seeing how it will develop in the future!
b) Find Charlie’s arguments in the text, and underline them.

c) What do you think of Charlie’s arguments? Do you agree with them or disagree? Why?
3 Read the text again, and sort the phrases in colour into the table below.
Expressing opinion Sequencing ideas Concluding

I think (that)..., _______________________,
_______________________, In conclusion,
_______________________,
_______________________
_______________________ Thirdly, ________________
Use the SAY SAY SAY method to organise your essay in three parts. Check and tick.
SAY what you are going to say  introduce the topic, and express I have included all three parts of the
your opinion essay.
SAY it  express your thoughts, and provide facts I have used passive sentences.
SAY what you’ve said  sum up your thoughts and opinion I have used appropriate phrases to
express, organise and link my ideas.
Writing bank → p. 116-117
4 WRITING What do you think the best invention in the history of humankind is? Write an opinion essay about it,
following the proposed structure.
80

297
UNIT 4
ANSWER KEY
nk
ba
4 OPINION ESSAY
ng
2, 4, 5, 1, 3
iti
Wr
Pencil, paper, go!

1 a) Here are some phrases to use in an opinion essay. We have sorted them all for you, but three are in the
wrong category. Find the three ‘misfits’, and circle them.
EXPRESSING OPINION SEQUENCING IDEAS CONCLUDING

In my opinion... Firstly... To sum up...
Finally... Secondly... In conclusion...
p. 80 I think that...
As I see it...
I believe that...
In addition...
Overall...
Thirdly...
In my view... Furthermore... In summary...
• Draw students’ attention to the Pencil, paper, b) Match the expressed opinion to the topic you believe it covers.
go! section. After they have read it, ask them

TOPIC OPINION
In my opinion, the cost of producing such vehicles will fall, and
there will be more and more of them.
what the Say, say, say method actually means. 1 Money makes the world go round.
2 Electric cars will take over.
I completely disagree with this statement, because creativity is
very important.
Elicit from them that they need to state their 3 Home-grown vegetables are healthier.
As I see it, our minds work non-stop, so ideas for new devices and
machines appear all the time.
4 Art is a useless waste of time.
opinion in each part of the essay.
Regardless of what we may think, people are still guided by how
5 Technology is unstoppable. much money they make.
Thirdly, much as you may enjoy going grocery shopping, there is
nothing better than picking your own lettuce in your own garden.
Exercise 2 a), p. 116 SET...

2
• The purpose of this exercise is to quickly revise a) Before you read the text on the opposite page, think about the language you need to use in an opinion essay.
Circle the correct information in the sentences below. Then read the text, and check your answers.
1 In an opinion essay, we use formal / informal vocabulary.
the types of vocabulary and language that are 2 In an opinion essay, we should try to use / to avoid contractions (short verb forms, e.g. you’re).
3 In an opinion essay, we should not / should use slang, abbreviations and repetitive words.
used in an essay. 4 In an opinion essay, linking words are necessary / unnecessary.
b) Read the text again. Find phrases which have been used to:
• Students circle the answers and then read 1 express opinion (underline them) 2 sequence ideas (circle them) 3 write a conclusion (highlight them)
c) Let’s work on some vocabulary expansion. Looking back on our text, and thinking about your everyday life
an example essay on page 117 to check their

with devices, try to find the odd word out in each line. Check whether you know their meanings, because you
might need them later on.
guesses. 1 keyboard
2 memory
screen
calling
charger
texting
pizza
searching
5 subscription phone bill
6 chat talk
payment
sleep
thirdly
speak
3 application calendar chapters games 7 privacy mathematics art chemistry
4 draw cook calculate read
ANSWER KEY
116
1 formal, 2 to avoid, 3 should not, 4 necessary Hello world 8 UDZB 2021.indb 116 13.7.2021. 16:48:18

• Ask students if they think they could identify THE INVENTION OF THE PRIVATE
all the phrases in the essay on page 117. LANDLINE TELEPHONE

Communication is one of the most important parts of human
life. Even though we now use mobile phones and social
• Check as a class. platforms, I believe the biggest breakthrough in communication
started with the invention of the private landline telephone. Let
SAY what you are going to write about
Present the subject, state your opinion
me explain. clearly, and make sure you include the
main point of your paper.
ANSWER KEY Firstly, before telephones, people were able to send each other
letters, packages or telegrams, but they always needed a
middle-man, a postman or clerk who had the technology. With
Expression of opinions: I believe..., Sequencing

the landline, that power was given directly to you. Secondly,
SAY what you think, and provide facts
using a phone booth, you were in a public place. With a private and arguments
landline, you could contact anyone in the privacy of your own
ideas: Firstly, ..., Secondly, ..., Thirdly, ..., In addition, home, and you could talk about anything without fear of
Explain the reasons for your opinions,
and provide examples, if possible. In
eavesdropping, comments or interruptions. Thirdly, you could get a way, this is where you have to prove
...; in touch with your significant other or your friends to share your thesis.
secrets, or you could even call someone for help in case of
trouble. In addition, with the landline phone, you did not have
Concluding: To sum up, ... to stand outside during your phone call, in the freezing cold or
summer heat, with strangers or neighbours in a queue behind
you. SAY what you have said, but sum it up
Drawing out the best from all your
To sum up, people were given more freedom to communicate with
arguments provided in the previous
the arrival of landline telephones. The telephones helped people paragraph, restate your initial opinion,
feel more relaxed about using technology in their everyday lives, backing it up with a summary of your
arguments and evidence.
• The purpose of this exercise is to activate the which became a lot easier and more fun.
vocabulary students will need for writing an 3

…WRITE!
essay. Students read the words and mark the

It’s your turn! Write about the invention of smartphones and how they have changed our lives. The writing tips
and useful phrases in the Ready... and Set... sections will help you plan and organise your opinion essay. There
is a checklist at the end of the page to help you make your essay shine!
odd one out in each line. ONE MORE LOOK!
• Check as a class. Ask students to explain their

Check and tick. MY SELF-CHECK
I have included all three parts of the essay. Remember those tiny mistakes that you, and only you, always
I have used passive sentences where necessary. make? List them, and check.
choice of the odd-one-out word. 5 subscription phone bill payment thirdly

I have used appropriate phrases to express,
organise and link my ideas.
___________________________________________
I have checked my spelling. ___________________________________________

6 chat talk sleep speak
I have tried to avoid repetition. ___________________________________________
ANSWER KEY
7 privacy mathematics art chemistry
1 pizza, 2 memory, 3 chapters, 4 cook, 5 thirdly, 6 117

sleep, 7 privacy Hello world 8 UDZB 2021.indb 117 13.7.2021. 16:48:21

Le
ss
on
4
ENDING THE LESSON
WRITING
Exercise 3, p. 80
• Tell students they will now write an opinion
essay about the best invention in the history of
humankind.
• Offer students the choice between
writing an opinion essay about the best
invention in history or about the
invention of smartphones and how they
have changed our lives as per Exercise 3
on page 117.
• Instruct students to go over their writing
one more time using the ONE MORE
LOOK! checklist.
• Divide students into small groups. Have them
check each other’s work. Encourage them to
provide sincere, kind and helpful feedback to
their classmates.
• Students make all the necessary changes to
their work
• If you decide to use this task for summative
assessment, a detailed writing rubric is
provided (Resource Bank, Resource 72, pp.
406-412).
HOMEWORK
B pp. 102–103, Exercises 1 b), c), 3

W
and 4

299
Lesson 5
UNIT 4
5 WE ARE THE LAND • After a minute, students come and write the
words they have come up with on the board.
NASTAVNA TEMA
znanosti i umjetnosti Correct the spelling if needed and supply the
NASTAVNA JEDINICA We are the land rest.
PREDVIĐENI BROJ SATI 1 • Ask students what all these words have in
A.8.1., A.8.2., A.8.3., A.8.4., common.
C.8.2., C.8.5.
ANSWER KEY
dreamcatcher, hardship,
A totem pole, a bison, a canoe, a tomahawk, a
headband, intimidating, tipi tent, a feathered headdress, a dreamcatcher,
VOKABULAR
legacy, pass on, plain, spear, a bow and arrow. They are all connected with the
stream, bow and arrow, traditional way of life of Native Americans.
feathered headdress, have
pride in, war cry
KOMUNIKACIJSKO-JEZIČNA Govorenje o kulturi američkih
KOMPETENCIJA Indijanaca.
READING
MEĐUPREDMETNE TEME Exercise 2 a), p. 81
A.3.1., A.3.2., A.3.3., A.3.4.,
Osobni i socijalni razvoj B.3.1., B.3.2., B.3.4., C.3.2., • In a lower-ability class, you might want to
C.3.3., C.3.4. pre-teach some vocabulary. Suggested
A.3.1., A.3.2., A.3.3., A.3.4., words: hardship, headband, intimidating,
B.3.1., B.3.2., B.3.3., B.3.4.,
Učiti kako učiti
C.3.1., C.3.2., C.3.3., C.3.4., legacy, pass on, plain, spear, stream, have
D.3.2. pride in, war cry.
• Students guess which of these objects will be
Održivi razvoj A.3.1., A. 3.3, B.3.1.
mentioned in the text.
Povijest Život američkih • Students check their expectations by reading
MEĐUPREDMETNO Indijanaca
POVEZIVANJE the text and ticking the pictures which were
Geografija Američki Zapad
mentioned in it. Check as a class.
UDŽBENIK Str. 81.
• Check students’ understanding of the text by
Dodatni zadaci za
playing Where does it say? (see Games and
uvježbavanje vokabulara, Activities on pp. 394-398).
IZZI ANSWER KEY
Tipi tents, feathered headdresses, bison, totem
STARTING THE LESSON poles.
• Check homework with students
• Remind students of Chief Seattle. Ask them to
• In pairs, students answer the five questions.
revise everything they remember about him.
Check as a class.
• To activate students’ pre-existing
• Ask students if they can remember
knowledge, distribute the mind map
another culture with similar beliefs that
about Native Americans (Resource Bank,
they have studied in previous years. They
Resource 73, pp. 406-412). Let students
might remember studying about
fill in everything they know about them.
Aboriginal people. Ask them to list the
MAIN PART similarities and differences between
Native Americans and Aboriginal people.
Exercise 1, p. 81 • Students go through the text one more
• Form small groups and let students try to time and fill in their mind maps.
name as many pictures as they can. Set the
time limit to one minute.

Le
ss
on
5
WE ARE THE LAND
Le
ss
on
5
I can talk about Native American culture.
1 Look at the pictures. What do they represent? What do they have in common?
2 a) READING Read the text, and tick the pictures in Exercise 1 that are mentioned.
N
orth America has been home to Native American tribes for thousands of years, since long before
Christopher Columbus first sailed to the New World. Today, we know much more about Native
Americans than Columbus did, but some stereotypes still exist. Native Americans are much
more than just the tipi tents, smoke signals and feathered headbands we see in films. Each one of
the tribes – almost 600 of them – is different, especially in their lifestyle and language.
What they have in common, though, is their special connection with nature. In the past,
their way of life depended completely on farming and hunting. Some tribes, such as
the Mohicans, lived in small, round houses called wigwams. They were fishermen and
farmers who dried food to preserve it for winter. Other tribes, such as the Cheyenne,
Lakota and Comanche, lived in tipis. They hunted American bison across the great
plains. They were also skilled warriors who scared their enemies by wearing
feathered headdresses, painting their faces, and yelling an intimidating war cry.
Even Native American art shows us that all these tribes had a special relationship with
nature. Many tribes carved and painted their spirit animals on wooden totem poles.
Tribe members would place them in front of their houses to show their family’s
history and identity. Many Native Americans believed that everything on Earth –
or Turtle Island, as some of them still call it – has a soul and must be treated with
respect. Honouring the spirit of the land – every animal, plant, rock, hill and lake
– is the legacy that Native Americans still pass on to their children.
Today there are around 5 million Native Americans in the USA, which is a
much smaller number than the 60 million at the time of Columbus. They live
in urban areas and on reservations. They still keep their culture and history
alive, showing pride in their heritage, despite all the hardships their
ancestors have been through.
b) Read the text again, and answer the questions.

1 What is one of the common misconceptions about 3 How did some tribes scare their enemies?
Native Americans? 4 What did totem poles represent?
2 What kinds of natural resources did the Natives use? 5 How did the Native Americans treat nature, and why?
3 Choose one task, and present it in class.

Task 1 Task 2 Task 3
Find out the differences between Write an acrostic poem using the The bison is an iconic image of the
a wigwam and a tipi in terms of words ‘Native Americans’. Use each Old West. Find out more about the
construction, shape and use. Use letter as the beginning of a word or animal, and present your findings
pictures to explain your findings. line that says something about them. to the class.
81
5 WE ARE THE LAND

301
UNIT 4
ANSWER KEY
WE ARE THE LAND
5
on
ss
Le
1 That they all live in tipi tents, wear feathered
headbands, use smoke signals... 2 They farmed, 1
How much do you know about Native Americans? Do the quiz and find out. If you don’t know the
answers to all the questions, where will you look for them?
fished and hunted bison. 3 With an intimidating 3 Native Americans carved wooden
war cry. 4 The tribe’s or family’s history and identity. 1 Circle the Native American tribes.
A Maasai, Bushman, Zulu
2 Mohicans used to live in houses
called
totem poles mainly to show respect
for
B Koori, Murri, Nunga
5 They honoured the spirit of the land because C Cherokee, Comanche, Navajo
A tipis.
B wigwams.
C igloos.
A animals.
B gods.
C ancestors.
they believed that everything has a soul and that
5 Native Americans in the Great 6 Dreamcatchers are associated
everything is connected. 4 The tribes that often moved
lived in easily-built, portable
houses which were called
Plains area used to depend very
much on
with the Ojibwe tribe.
Asabikeshiinh, their word for one,
A fishing. means
A tipis.
B farming and drying food. A a spider.
B wigwams.

C hunting American bison. B a net.
C igloos.
C a web.
further practise reading and vocabulary. 7 How did Native Americans

use to pass on their legends?
8 Some Native Americans have
referred to our world as
9 How many Native Americans are
there today?
A They wrote them down. A About 5 million.
A Fish Island. B About 7 million.
B Using paintings.
WORKBOOK PRACTICE
B Turtle Island. C About 9 million.
C From mouth to mouth.
C Eagle Island.
2
Curious me!
a) READING Read this childhood memory, told by E. Thomas Morning Owl,
READING
What is a dreamcatcher?
a Native American writer. What is the moral of the story?
What do you call it in
a) you can get hurt throwing stones b) listen to your (grand)parent your language?
c) have respect for everything that exists
Exercise 2 a), p. 104 “As I was walking with my grandma beside a stream, I took up a stone and
• Ask students if they know what a moral is. Let

threw it into the water. Immediately, my grandma asked me ‘Why did you
do that? How long did it take that rock to get out of the water? And you put
it right back in there? Why did you put it back in the water? It wasn’t
them either explain it in English or translate it bothering you. You had no reason to do that, do you realize that?’.”
into Croatian. b) WRITING Write your own list of three Native American principles that we should live by. You can use
some of the words below.
• Students read the text and choose one of the

earth one respect peace spirit harmony nature legacy pride land
1 ______________________________________________________________________________________________________
three suggested morals of the story. Check as 2 ______________________________________________________________________________________________________

3 ______________________________________________________________________________________________________
a class.
104
ANSWER KEY Hello World 8 RB 2021.indb 104 29.7.2021. 16:18:17
C ENDING THE LESSON

• Students quickly go through the notes in
WRITING their mind maps.
Exercise 2 b), p. 104 • Using the mind maps, volunteers talk
• In pairs, students use their knowledge about about Native Americans.
Native Americans to write three principles to WORKBOOK PRACTICE
live by, according to their views. Remind them
that they may use the given words to help Exercise 1, p. 105
them, but they don’t have to use them if they • Students read the questions and fill in the
have different ideas. quiz.
• Students read their answers and compare • Use this exercise as a formative
them. assessment. After students have solved
the quiz, they swap their workbooks and
ANSWER KEY correct the answers, using the text and
Students’ answers. the mind map to check the information.
ANSWER KEY
1 C, 2 B, 3 A, 4 A, 5 C, 6 A, 7 C, 8 A, 9 A
HOMEWORK
Student’s Book, Exercise 3, p. 81
choose one of the three suggested tasks and

Le
ss
on
5
do it at home. They should bring their results –
presentations of their research or their poems
– and present them in class during the next
lesson.
5 WE ARE THE LAND

303
Revision
UNIT 4
UNIT 4 REVISION TRICKS OF THE TRADE
NASTAVNA JEDINICA Unit 4 revision If your students are not prone to public speaking
PREDVIĐENI BROJ SATI 1 or have issues with reading and pronunciation,
ISHODI POUČAVANJA A.8.1., C.8.1., C.8.2., C.8.3. allow them to read the tongue twisters in pairs
DJELATNOST (I) U FOKUSU Slušanje, čitanje or groups of three or four. This method will
MEĐUPREDMETNE TEME relieve some of the stress of public speaking
A.3.1., A.3.2., A3.3., A.3.4., since it is always easier and less stressful to
Učiti kako učiti B.3.1., B.3.2., B.3.3., B.3.4., speak or read in front of a smaller audience.
C.3.1.
UDŽBENIK Str. 82. –83.
ANSWER KEY
RADNA BILJEŽNICA Str. 105. –107.
Dodatni zadaci za ponavljanje Students’ answers.
čitanja i slušanja, vokabulara
i gramatičkih sadržaja na Exercise 2, p. 83
• Make a competition and find out who can read
STARTING THE LESSON the whole rhyme fastest.
• If you have assigned Exercise 3 as homework, • Students identify unfamiliar vocabulary in the
let students present the results of their tongue twister.
research or read their poems. • If possible, bring a printed dictionary or
• If students have made posters for their allow online research to look up the
presentations, make a class display. words.
• To revise vocabulary from the previous lesson, • Ask students to compare the Croatian and
play a game of Pictionary or Charades the English letter R and try to explain the
(see Games and Activities on pp. 394-398). difference in pronunciation. Then let them
Suggested vocabulary for Pictionary: read the explanation in their Student’s Books.
dreamcatcher, headband, spear, stream, bow • If time allows it, you can further practise
and arrow, feathered headdress, war cry. different pronunciations of the same
Suggested vocabulary for Charades: hardship, letter combination in Exercise 4 of the
intimidating, legacy, pass on, plain, have pride LANGUAGE MATTERS section of the
in, headband, spear, stream, bow and arrow, Workbook on page 137.
feathered headdress, war cry.
ANSWER KEY
Exercise 1, p. 83
• Ask students if they know what a tongue TRICKS OF THE TRADE
twister is. Let them name a few Croatian
tongue twisters that they are familiar with. Tell It’s always a good idea to start a unit revision by
them they will read a tongue twister rhyme. having students flip through the unit one more
time and reflect on it. You can ask them to tell
• Start by slowly chorally reading or even you which topics were covered, which topics
chanting line by line. they found interesting, which were boring for
• Students read the verses silently for a minute them, what grammar they have learned, what
or practise in pairs with their partners. was easy and what was difficult, what they
would like to know more about, what they have
• Volunteers read a line or two of their choice or
learned best and what they still struggle with,
even the entire tongue twister.
etc. This helps students focus on key structures
and vocabulary while, at the same time,
critically appraise their learning and direct them
towards taking responsibility for their learning.

305
ion
5.10.2021. 7:19:33
vis
Re
WORD LIST LANG
MA UAGE
UNIT 4 REVISION
T TE
bronco poludivlji prerijski konj estimate procijeniti 3B MATHS IN DISGUISE
R
Ready, set, go!
S
butte osamljeno strmo brdo marvel čudo distinct različit, zaseban
calf tele sledge saonice equation jednadžba
dormitory studentski dom, spavaonica strip traka fraction razlomak
frontier granica tomb grobnica pattern obrazac, model
outlaw odmetnik worship štovanje petal latica
prairie prerija building site gradilište pinecone borov češer
trademark tvornički znak, zaštitni žig burial site mjesto pokopa sequence niz, slijed Standing out
trail utrta staza, put heritage site lokalitet kulturne baštine stalk stabljika from the crowd.
bucking horse konj koji se propinje serve a function imati ulogu, služiti čemu trunk trup
research facility ustanova za istraživanje cardinal number glavni broj 1 Choose the odd one out.
2B THE FUTURE IS HERE decimal number decimalni broj
1A THE HUMAN BODY admire diviti se ordinal number redni broj 1 pool - fool - cool - door
Lesson 1
bladder mjehur advancement napredak, progres right-angled triangle pravokutni trokut 2 dough - rough - tough - enough
blood vessel krvna žila benefit imati korist
bloodstream krvotok commute putovati na posao 3C WORDS OF WISDOM 3 bear - team - sea - eat
collar bone ključna kost coordinate koordinata befall zadesiti, dogoditi se 4 chase - character - choose - champion
exhale izdahnuti crops usjevi course teći, strujati
fist-sized veličine šake cure liječiti crest vrh 5 think - this - thing - throw
inhale udahnuti detect otkriti, zapaziti dew rosa
joint zglob disability invaliditet glossy sjajan, gladak
kidney bubreg edible jestiv meadow livada
nutrient hranjiva tvar implant usaditi, ugraditi mist izmaglica
oxygenate obogatiti kisikom lab-grown laboratorijski uzgojen murmur šapat
rib rebro nanotechnology nanotehnologija quench utažiti
skeleton kostur spacecraft svemirska letjelica sap biljni sok
2 Stop and think.
spine kralješnica subterranean podzemni sparkle sjaj
squishy gnjecav, mekan surgeon kirurg strand nit, vlakno 1 Explain the logic behind your answers.
upright uspravan surgery kirurgija stream potok
urine mokraća, urin treatment liječenje, terapija 2 What do you think all these words
weave plesti, tkati
digestive juices probavni sokovi artificial intelligence umjetna inteligencija mean?
digestive tract probavni sustav driving conditions uvjeti vožnje
CHANGING THE WORLD 3 Try to use all the odd ones out
Lesson 4
large intestine debelo crijevo fossil fuel fosilno gorivo
demanding zahtjevan from Exercise 1 in a short story
small intestine tanko crijevo run out of potrošiti, iscrpiti
efficient učinkovit
take a peek zaviriti vertical farming vertikalni uzgoj of two or three sentences.
impact utjecaj
increase povećati
1B BLAME IT ON THE BRAIN 3A INTO THE WILDERNESS
Lesson 3
likelihood vjerojatnost
affect utjecati, djelovati advocate zagovornik sum up sažeti Here are some
blame okriviti ash pepeo in addition dodatno, nadalje questions you can
consequence posljedica awe-inspiring zadivljujući perform a surgery obaviti ili izvesti operaciju
disrespectful bez poštovanja caldera kaldera, depresija nastala ask yourself before,
inappropriate neprimjeren eksplozijom during and after learning
WE ARE THE LAND about the topics in this Unit.
Lesson 5
mature sazrjeti casualty žrtva nesreće
dreamcatcher hvatač snova
moan gunđati, jadikovati core jezgra Before: What do I expect
hardship teškoća, nedaća
moody ćudljiv crust kora
headband traka za glavu to learn in this Unit? / What
obedient poslušan dam brana
intimidating zastrašujući new skills will I be able to learn? /
protective zaštitnički delicate nježan, osjetljiv
legacy nasljeđe, baština What will I be able to do with this?
questionnaire upitnik, anketa devastating razoran
pass on predati, ostaviti
stubbornness tvrdoglavost elk veliki kanadski jelen During: How do I decide what is more important
plain ravnica
talk back odgovarati hotspot vruća točka to learn, and what is less? / What am I doing to
spear koplje
whine kukati, cviliti inhospitable negostoljubiv, nepovoljan
stream potok make learning easier? / Where can I use this?
mood swings promjene raspoloženja za život
bow and arrow luk i strijela
pierce an ear probušiti uho mantle omotač After: What can I retell in my own words? / How do I
feathered headdress perjanica
slam the door zalupiti vratima molten rastaljen keep on learning about this? / What are the things I’m not
have pride in biti ponosan na što
seismic seizmički certain about and could use more practice on?
war cry ratni poklič
2A WHEN BRAINS DESIGN soil tlo
Lesson 2
ancestor predak swell nateknuti, nabubriti How do you feel about the topics in this Unit?
carve rezbariti thrive rasti, uspijevati What have you learned that you
coffin lijes garbage dump odlagalište otpada previously didn’t know?
embalm balzamirati geothermal features geotermalne karakteristike

82 83
UNIT 4
MAIN PART views from mountain tops will make you feel as if
you’re on top of the world, and the fresh air and the
calming sounds of nature will help you clear your
ORKBOOK PRACTICE
W mind and relax. So what are you waiting for? Yosemite
REVISION: LISTENING National Park employees can’t wait to greet you!
Exercise 1 a), p. 105 Exercise 2, p. 105

• Instruct students to read the task carefully. • Students read the task. Ask them how many
Ask them what is missing in the task. Let them people they expect to hear in the recording.
recognise that they will have to listen for the Tell them that one of them is a reporter and
numbers. the other three are people being interviewed.
1 • Play Track 1. Students listen to a report • Instruct students to read all the statements
about Yosemite National Park and write carefully. Warn students that the sentences are
the missing numbers to answer the not in the same order as in the recording. Warn
questions. Play the track again. them that two sentences refer to none of the
speakers.
ANSWER KEY
1 3, 029, 2 30, 3 1890, 4 739, 5 91, 260, 6 1, 300 2 • Allow enough time for students to read
the sentences and play Track 2. Students
assign the sentences to one of the three
Track 1 speakers. Play the track twice.
Yosemite National Park is located in Northern
California, in the USA. It covers a vast area of 3, 029 ANSWER KEY
km2. It is famous for its breathtaking landscape: from
its deep valleys, through stunning waterfalls to the Patrick: 2, 5. Tracy: 1, 6. Michelle: 4, 7.
ancient sequoia trees. Did you know that its granite
cliffs are more than twice the height of the Empire State
Building? The Yosemite Valley came into existence Track 2
thanks to huge masses of ice called glaciers, which
Interviewer: Ladies and gentlemen, welcome to
slowly moved over the land and carved it during a
another episode of What Next? Today, I’ll be talking to
30-million-year span! The changes that took place
passers-by about their thoughts on our everyday lives –
during this long process allowed the park to become
in the future. Let’s go! Oh, there’s someone who seems
one of the most beautiful places on planet Earth. In
available for a quick chat. Hi, my name is Aaron, and
order to protect Yosemite Valley, President Abraham
you’re live on TV. May I ask you some questions?
Lincoln signed the Yosemite Grant in 1864. However, it
Patrick: Oh, uhm... OK, why not?
wasn’t until 1890 that the place was officially given the
Interviewer: Great! For starters, what’s your name?
status of a national park. Almost four million tourists
Patrick: Patrick.
from all over the world visit the park every year. The
Interviewer: Patrick, we’re glad to have you with us
record was set in 2016, when more than five million
today. What do you think the world will look like 50
people spent their holidays there! If you have seen
years from now?
the photos of the park online, you will certainly have
Patrick: Well, I haven’t given it much thought, to be
noticed its two notable landmarks. The first one is a
honest. I do think that most of the forests will be gone
large granite monolith, called El Capitán, standing at
by that time. People chop trees down faster than they
1, 095 m above the valley. If you’re in good shape, why
plant them, so in the next 50 years much of what can
not consider going on a day-long hike to its top? Less
be seen now will disappear. Sea level will certainly rise,
adventurous visitors can admire it from afar, or go on
which means the shores will be flooded. And deserts...
an easier hike to reach the second landmark: Yosemite
well, they’re hot already, but they can only become
Falls. At 739 m, it is the fifth-highest waterfall in the
hotter. We should start acting more eco-friendly now,
world, and certainly among the most mesmerizing
because our actions today will have a huge impact on
ones! Even though a large part of Yosemite National
the climate 50 years from now!
Park has been altered by human activity, 91, 260 ha
Interviewer: Thank you, Patrick! And the lady next to
of old-growth forest is still intact. Various species of
you... May I have your name?
animals have survived thanks to moderate climate
Tracy: Hi, everyone! It’s Tracy. It’s a pleasure to be on
and well-preserved plants. Fish, reptiles, birds and
TV!
mammals all live there undisturbed. But tourists and
Interviewer: Tracy, Patrick has just told us what he
their belongings aren’t as lucky: Yosemite black bears
thinks the future of our environment will be like. What
are famous for stealing food from tourists’ parked cars,
about the way people travel?
so make sure your snacks are stored somewhere safe!
Tracy: I’m pretty sure all the cars will either be electric
Those who are into hiking will love the park. Over 1, 300
or use some other type of renewable fuel or energy.
km of trails are available to hikers and everyone else
I’m not sure a lot of people will use bikes any more – at
interested in sightseeing or simple strolls. Spectacular
least not the bikes we used to ride when we were kids. I

Re
vis
ion
think they will be replaced by electric bikes. I also think the surgeon himself gave plenty of interviews. The
planes will travel farther and use less fuel, and it will transplant technique that was used had first been
become even more common for people to use planes developed by a pair of American researchers in the
to travel long distances. 1950s, but it evolved and became more sophisticated
Interviewer: Thank you so much for your time. Have a before the first human-to-human transplant took
lovely day! place. Mr Washkansky was given medication to prevent
Tracy and Patrick: Thanks; you too! his immune system and his body from rejecting the
Interviewer: We’ve got time for one more guest today. new heart. Even today, medicines are needed to
I see someone coming this way... Excuse me! Hi, I’m help the patients recover from the surgery faster, as
Aaron, and this is What Next?, a TV show where we talk well as to help the body accept the donated organ.
about future events. Have you got a minute or two? Unfortunately, they made Mr Washkansky more prone
And could you tell us your name? to sickness, and he died only 18 days after the surgery.
Michelle: Absolutely! I’m Michelle. However, his new heart had functioned properly until
Interviewer: Thanks, Michelle! Now, what are your the day he died. Dr Barnard continued to perform these
thoughts on food supplies and the overall health of operations, and lots of his patients lived up to five
future generations 50 years from now? healthy years after their heart transplants. Today, heart-
Michelle: Well, I think we’ll start printing food. It will transplant surgery is performed regularly and is usually
be just like Star Trek; you’ll be able to choose what successful. However, finding appropriate donors is still
you’d like to eat, and the printer will make it for you. very difficult, because the heart must be in excellent
I’m not sure it’ll be as tasty as the original, though. condition and should match the candidate’s blood and
Talking about health... I hope we find the cures for tissue types.
various types of illnesses that can’t easily be healed yet.
Doctors will definitely use futuristic technology to heal
people faster. I suppose they might help us live longer,
too, but that’s a topic for another day.
REVISION: LISTENING
Interviewer: Michelle, it’s been a pleasure talking to 1 1 Listen to a TV report about Yosemite National Park. Write the numbers you hear, and answer the
you. Thank you! questions.
Michelle: Thank you, Aaron! Bye! 1 How large is Yosemite National Park?
2 How long did it take for the Yosemite Valley to form?
___________________ km2
___________________ million years
Interviewer: So that’s all for today. As you’ve heard, 3 When was the national park established? in ___________________
there are plenty of things to think about regarding our 4 How high is Yosemite Falls?
5 How much of the park hasn’t been altered by visitors and personnel?
___________________ m
___________________ ha
future. The good news is that there are more positive 6 How many kilometres of trails are open to hikers? ___________________ km
ones than negative! Until next time, bye everyone! ______ / 6
2 2 Listen to a reporter talking to passers-by on the street about the future of the world. Match the people’s
Exercise 3 a), p. 105 names to their visions of the future. Write P for Patrick, T for Tracy, and M for Michelle. There are two
statements you do not need.
1 Electricity is the way of the future. ________

• Ask students to think about surgical 2 Deforestation will increase in future decades.
3 The media will rule the planet.
________
________
procedures and say which one is the most 4 Our eating habits will change, as well as our meals.
5 The environment will change drastically.
________
________
amazing accomplishment in their opinion. Let 6 Types of vehicles won’t change as much as the type of fuel they use.
7 The field of medicine will improve our lifespan.
________
________
them know they will listen to a text about the 8 People will often travel into space. ________
______ / 8
first heart transplant. 3 3 Listen to the story of the first human heart transplant. Choose the correct answer: A, B or C.
• Give students a minute to read the multiple- 1 When was the first human heart transplant
performed?
4 Where were the developers of the transplant
technique from?
choice questions.
A At the beginning of 1967. A The UK.
B In the middle of 1967. B South Africa.
C At the end of 1967. C The USA.
• Play Track 3. Students listen and mark

2 How did the heart donor die? 5 Why was Mr Washkansky given medicine?
3 A In a car accident. A So his new heart wouldn’t fail.
B Buying a new car. B So his liver would remove toxins more easily.
the correct answers. Play the track twice. C Travelling by train.

3 The heart-transplant technique was developed in
C So he might sleep better.
6 The heart ___________________ to be considered for
A the 19th century. donation.
B the 20th century. A should belong to a wealthy person
ANSWER KEY C the 21st century. B doesn’t need to be healthy enough

C must be well-preserved
______ / 6
1 c, 2 a, 3 b, 4 b, 5 a, 6 c 105
Track 3
TRICKS OF THE TRADE
It was the beginning of December 1967 in Cape Town,
in South Africa. Louis Washkansky, a 53-year-old man Finish both the listening and the reading parts
dying from chronic heart disease, received the first by checking students’ answers. You can do
human heart transplant from Denise Darvall, a 25-year-
old woman. She had died after being hit by a car, but it as a whole-class activity or, if you want to
the doctors believed her heart could save another engage them more and encourage learning
person’s life. Back then, surgeries like this one were independence, provide them with an answer
considered impossible. However, Christiaan Barnard, a
skilled surgeon, proved they could be done. The media key. Students can compare their answers to the
covered this remarkable surgery in many ways: it was answer key in small groups or swap workbooks
talked about on the radio and in the newspapers, and
UNIT 4 REVISION
307
UNIT 4
between themselves and correct their partners’
exercises. You can make the answer key into a REVISION: READING
handout for every individual student, pairs of
1
students or groups, or you can show it using a) Read this text about the Eiffel Tower. Match the topics A–F to the paragraphs. There are two topics you do
not need.
an OHP, if available. Discuss the answers as a A Materials B Tourism C Problems D Debate E Communication F Origins
Rising 324 m in height, thanks to its 24-meter-long antenna, the Eiffel Tower, also called the Iron Lady,
follow-up activity and encourage students to is one of the tallest structures in Paris. It was named after Gustave Eiffel, a French engineer whose
company designed and built it. It is made of iron, a material that can resist various types of weather. It was
identify questions and tasks that have been

built for the 1889 World Fair, as a monument to the French Revolution, which had taken place a hundred
years earlier. Its construction started only two years before the event and was successfully completed by
the time the fair started. Since then, it has become a global cultural icon.
difficult, analyse why they had problems with However, not everyone liked the design. Many artists protested against the construction of such a
structure, and some disliked the idea of the tower being over 300 metres tall. At the time, there was an
them and suggest what they could practise to

ongoing debate about whether engineering and architecture could go hand in hand or not. Eiffel was
certain they could, so he replied to his critics by comparing the tower to the Egyptian pyramids. And,
although some of the critics continued to think it was the ugliest building in Paris after it was completed,
overcome this. many changed their minds about this technological masterpiece in the end. Today, it is considered an
extraordinary work of art by engineers, artists and tourists worldwide.
The Eiffel Tower is visited by millions of people every year. The queue and the wait are usually very
long, because over 25,000 people climb it every day. They can either take the stairs or wait for a lift to take
them to one of the three levels of the tower. From there, they can enjoy breathtaking views of the city, and
even enjoy a meal with a view in restaurants on the first two levels. The tower is so popular that there are
REVISION: READING
over 50 replicas of it all over the world: most of them are in the USA, but you can also find them in China,
Russia, Austria and the Czech Republic, amongst other countries.
Did you know that this symbol of Paris is more than just a tourist attraction and a beautiful addition to
the Parisian skyline, and has another purpose? It was supposed to be taken apart 20 years after it was
Exercise 1 a), p. 106 constructed, but the Parisians decided to keep it. Its height proved to be very useful, and the tower started
to function as a radio transmitter. In 1913, it was even used by the French armed forces for exchanging
wireless signals with the US Naval Observatory. Today, it’s home to more than a hundred antennas
• Ask students if they remember which buildings

broadcasting radio and television signals across the French capital and beyond.
______ / 4
were nominated for the New Seven Wonders b) Read the text again, and complete the factfile with the missing information.
of the World but didn’t make the list. Tell them THE EIFFEL TOWER
1 Height (without the antenna): ___________________ m
they will read about one of them. 2 Construction (years, from – to): ___________________ – ___________________
3 City and country: ___________________
• Students first read the task carefully.

4 Designed by: ___________________
5 Levels for the visitors: ___________________
6 Restaurants: ___________________
• Students scan the texts and match the topics 7 Replicas: ___________________ in many different countries
to the paragraphs. Warn them that there are ______ / 7
two topics they will not need. 106

• Remind students that they can always

cross out the topics that they have used Exercise 2 a), p. 107
and are sure about. • Students read about another national park in
the USA.
ANSWER KEY
• Ask students to describe the six pictures.
F, D, B, E
• Students read the text. Instruct them to ignore
Exercise 1 b), p. 106 the gaps for now and only match four of the
pictures to the paragraphs.
• Ask students to read the text again and
fill in the fact file with the most important ANSWER KEY
information about the building.
4, 6, 1, 2
• Encourage students to underline key
information in the text and use different Exercise 2 b), p. 107
colours for a better overview. • Students read the text again and choose one
of the three given words to complete each
ANSWER KEY
sentence.
1 300, 2 1887-1889, 3 Paris, France, 4 3, 5 two, 6 over
50 ANSWER KEY
1 C, 2 A, 3 B, 4 B, 5 A, 6 C, 7 C, 8 A
• At this point, you can GO DIGITAL to

further practise reading and listening.

Re
vis
ion
2 a) Read this text about Death Valley National Park. Match the pictures to the paragraphs. There are two
pictures you do not need.
1 1 21 3
4 5 1 6
Because of its hot desert climate, Death Valley National Park is the hottest and driest national park in the
USA. This, however, doesn’t mean that sand is the only thing you’ll see there. Besides plenty of sand dunes,
visitors can admire not only valleys and canyons, but also (1) ____, some of which are more than 300 metres
high and covered in snow! They are very dangerous, because of sudden rainfall and flooding. This land of
extremes is also the lowest national park in the States. Its Badwater Basin is considered to be the second-
lowest depression in the Western Hemisphere, at 86 metres (2) ____ sea level, indicating that it was once full
of water. That’s why the soil there is extremely rich in minerals.
Thousands of years ago, Native American tribes started to inhabit Death Valley. They were hunters and
gatherers who had lots of animals and plants to feed on, thanks to a milder, moderate (3) ____. Some of
them left traces of their presence that show us what their lives were like thousands of years ago. When the
Saratoga Spring People came to the valley about 2,000 years ago, they left markings on rocks all over the
(4) ____ desert area. These markings show that they didn’t live in caves, but formed camps and migrated
from place to place. During the California Gold Rush in the 1840s and 1850s, the settlers started moving
through Death Valley. It was during this time that the valley got its gloomy name.
Other than for gold, the miners started looking for copper, silver and minerals in the second half of
the 19th century. The valley was rich in borax, so this mineral was widely transported in carts and wagons to
other parts of the country. It was used to (5) ____ soap and laundry detergent, and it was advertised as a
product that could be used as sun cream or deodorant, or even remove freckles! It took a lot for the miners
to carry the resources from the mining point to their destination, which was why a railway was built in 1914.
The (6) ____ helped the workers make their work faster, more efficient and easier.
Of course, humans aren’t the only living beings in the valley. Even though it may seem uninhabited,
various plants and wild animals live there. You can find desert holly, pines and bushes all over the valley and
the surrounding mountains. As for animals, there are (7) ____ small mammals than large ones. This is
because food is hard to find, and big animals need to find more of it to survive. But you still might see
bighorn sheep or mountain lions roaming around! Of course, the park is also home to various spiders, lizards
and venomous snakes. Surprisingly enough, you can even find a small kind of fish there: the Death Valley
pupfish! Although today we know a lot about it, the valley is still (8) ____ lots of secrets. Who knows – if you
visit it one day, you just might find something no-one else has found before!
______ / 4
b) Complete the text with the correct answes: A, B or C.
1 A depressions B lakes C mountains 5 A make B eat C mine

2 A below B above C behind 6 A bus B plane C train
3 A wind B climate C water 7 A less B equally C more
4 A cold B hot C freezing 8 A hiding B revealing C exposing
______ / 8
107
ENDING THE LESSON

• Direct students to the third part of the
LANGUAGE MATTERS section in the Student’s
Books. Go through it and discuss the
questions.
• End the lesson with a revision of the
vocabulary. Tell students to go through the
word list once more and circle the words they
underline the words connected to technology
in blue, those connected with the human body
in red, and those connected with nature in
green.

309
UNIT 5
UNIT 5 NEW BEGINNINGS • Encourage students to speak in English
but accept expressions in Croatian. Help
READY, SET, GO! students if necessary.
Moja domovina i druge zemlje
NASTAVNA TEMA / Planovi za budućnost / Drugi ANSWER KEY
i drugačiji / Svijet oko mene
NASTAVNA JEDINICA
Learning by doing!
A.8.1., A.8.2., A 8.3., A.8.4.,
ISHODI POUČAVANJA A.8.5., B.8.1., B.8.2., C.8.1., MEET LOTA AND LUKA!
C.8.2., C.8.3.
Video 5
pisanje
Exercise 1, p. 84
Nazivi gradova u Australiji,
znamenitosti Australije: • Introduce the new characters, Lota and Luka.
Melbourne, Canberra, Alice Explain to students that they are from Sydney,
Springs, Perth, Cairns, Darwin,
Brisbane, the Sydney Opera
Australia.
VOKABULAR
House, the Sydney Harbour • Have students look at the picture. Brainstorm
Bridge, Sea Life Sydney
Aquarium, Taronga Zoo, their ideas about the two famous sights.
the Sydney Tower Eye, the
Outback ANSWER KEY
KOMUNIKACIJSKO- Govorenje o Australiji
MEĐUPREDMETNE TEME TRICKS OF THE TRADE
A.3.1., A.3.2., A.3.3., B.3.2.,
Osobni i socijalni razvoj The Sydney Opera House was opened by
B.3.4.
A.3.1., A.3.2., A.3.3., B.3.1., Queen Elizabeth II on 20 October 1973. It is a
Učiti kako učiti
B.3.2., C.3.3., D.3.1., D.3.2. UNESCO World Heritage Site. The “shells” of the
Uporaba informacijske i A.3.1., A.3.2., C.3.1., C.3.2., Opera House resemble the sails of a ship, but
komunikacijske tehnologije C.3.3., C.3.4., D.3.2.
the design of the building was initially inspired
Geografija Geografski položaj
Australije, pronalaženje
by nature. The Sydney Harbour Bridge was
država i gradova na karti built in 1932 and is the world’s largest steel arch
Australije bridge, connecting the harbour’s north and
MEĐUPREDMETNO
Hrvatski jezik Slušanje
POVEZIVANJE
s razumijevanjem, citati
south shores. It is nicknamed “Coathanger”
poznatih osoba because it resembles a coat hanger.
Povijest Vojno-politički savezi
i odnosi među državama Exercise 2, p. 84
• Make enough copies of the photocopiable
mind map template (Resource Bank, Resource
DIGITALNI SADRŽAJ IZZI Video Meet Lota and Luka!
74, pp. 406-412) and distribute it to students.
STARTING THE LESSON • Let students think about the suggested topics.
• Discuss the title of the lesson with your • In groups, students fill in the mind maps with
students. words and phrases connected with nature,
animals, cities, people, sights and the history
• Allow some time for students to flip through of Sydney and Australia.
the unit.
• At the end of the lesson, you may want to
• In small groups, students discuss what they use the mind map and let students add
think they will learn about in the unit and the new information they have learned in the
topics they are interested in. lesson, using another colour.
• Let students share their ideas.
310 NEW BEGINNINGS

Re
ad
y,
se
t,
go
!
UNIT 5 NEW
BEGINNINGS
> Look at the title, and flip through the Unit. What do you think you will learn about?
> Which topics in this Unit are you most interested in? Why?
RE ADY, SET, GO!

MEET LOTA AND LUKA!
1 Lota and Luka are from Sydney, Australia.
Look at the picture. What do you know
about these two famous sights?
2 5 Work in groups. Look at the topics below. Write down words

and phrases connected with these topics that you expect to
hear about Sydney and Australia. Then watch the video, and
check your guesses. Curious me!
nature animals cities people sights history Sydney may be the city in Australia
that’s visited most, but other cities
have their own uniqueness that
3 5 Watch the video again. Answer the questions. is well worth visiting: Melbourne,
Canberra, Alice Springs, Perth,
1 How do Lota and Luka feel about moving to Croatia? Cairns, Darwin and Brisbane. Look
2 What is Luka going to miss most about Sydney? them up online, and decide which
3 What places, things and activities is Lota going to miss? one you would like to visit.
84
READY, SET, GO!

311
UNIT 5
Play Video 5. Students watch the video I’m going to miss. There is something special to see
and check whether their guesses were and do in each part of Australia. I’ve enjoyed travelling
through the Outback, where red deserts make up most
correct.
1 country of the landscape. The aboriginal people of Australia
knew how to live and thrive in this harsh environment.
• Discuss students’ answers as a class. I love listening to their stories and learning about their
culture and heritage. Their sacred landmark of Uluru is
Video 5 just one of the many wonders of nature you can see in
Australia. Everywhere you look, something is there to
Lota: Hi! I’m Lota. amaze you. I know I’ll find breathtaking nature, culture
Luka: And I’m Luka. We’re twins. Lota is a few minutes and stories in Croatia as well, but right now it feels very
older than I am. You’ve probably noticed we aren’t difficult to say goodbye to the country we grew up in.
identical twins. And this can be seen not only in the
way we look, but also in the way we are. I sometimes
have a feeling we’re not siblings at all! ANSWER KEY
Lota: Please ignore my baby brother, and let me tell
you something about us. We’re from Sydney, Australia, Students’ answers.
but soon we’re moving to Croatia, the country our
mum and dad’s parents came from. Our parents have
been to Croatia a couple of times, and they’ve fallen
Exercise 3, p. 84
completely in love with it, which is why they’ve decided • Have students go through the questions first.
to move! We’re starting a new life in Zagreb, because
we have family there. Much as we’re looking forward • Instruct them to watch the video again and
to new experiences, friends and school, we’re a bit sad answer the questions.
about leaving our Aussie life behind. We’ve learned
Croatian from our mum, so language shouldn’t be that • Play Video 5 again.
big a problem for us when we get there, even though
we could use more practice. But I’m very optimistic; I • Check answers as a class.
think everything will turn out fine!
Luka: I’m going to miss Sydney. Even though we’ve ANSWER KEY
seen lots of beautiful places across the country,
nothing beats this paradise on the southeast coast. The 1 Lota and Luka are looking forward to moving to
heart of the city is the harbour on the Pacific Ocean. Croatia because of the new experiences, friends and
Few cities have such recognisable landmarks and school, but they are also a bit sad about leaving their
spectacular first sights when coming by air, sea or land
as the Harbour City. The Sydney Harbour Bridge, which
Aussie life behind. 2 Luka is going to miss Sydney
we also call the Coathanger, dominates the landscape. Opera House and spending time on the beach most.
I love climbing on top of it and watching the city: you 3 Lota is going to miss surfing, Sea Life Sydney
get a great view of the Opera House from up there! It’s Aquarium and travelling through the Outback.
difficult to believe lots of people didn’t like the Opera
House’s shell-shaped roof structure at first. I honestly
can’t imagine the city without it! Another thing about CURIOUS ME!
Sydney that I find hard to imagine is that a city this big
started out as a small British convict settlement in the Refer students to the Curious me! section and
early 19th century. But that’s why you can see a lot of assign it as optional homework.
Victorian architecture and public gardens around here.
As the immigrants and new Sydneysiders poured in,
the city grew into the biggest city Down Under, with
• Students are going to look up Melbourne,
around 5 million residents... and around a hundred Canberra, Alice Springs, Perth, Cairns, Darwin
beautiful beaches! I just can’t imagine my new life and Brisbane online.
without the sea; I love spending time on the beach!
Lota: Me too, and I’ll miss surfing the most! I agree with • Have them report which of the suggested
Luka; Sydney really is special. Here, you can experience Australian cities they would like to visit and
the real Aussie lifestyle and see all of Australia’s
wonders in one place. If you don’t have enough time to
explain why at the beginning of the next
explore the Great Barrier Reef, there’s Sea Life Sydney lesson.
Aquarium. It’s one of my favourite places in the city;
there, you can see all our marine animals up close... WORKBOOK PRACTICE
From a safe distance behind thick glass, of course! As
you already know, Australia is home to some of the Exercise 1, p. 108
deadliest animals in the world. But we have cute, furry • Have students study the map.
ones, too, and you can see both in our Taronga Zoo.
Besides various animal species, the zoo offers some • Students read the text and circle the correct
spectacular views of Sydney. You can also enjoy the words.
view of the city from our tallest building, the Sydney
Tower Eye. But our hometown is not the only place • Check answers as a class.
312 NEW BEGINNINGS

Re
ad
y,
se
t,
go
!
KICK-OF
Do What You Love;
Love What You Do
1 Read the quotes. What do they mean? Which one is your favourite? Why?
F!
Our greatest weakne
ss lies in
giving up. The most ce portant. You can’t
rtain way to Dreams are extremely im
succeed is always to (George Lucas)
try just one
Anyone who has never do it unless you imagine it.
more time. (Thomas
A. Edison)
made a mistake has
never tried anything
The only way to do gr
new. (Albert Einstein) eat work is to love wh
at
you do. If you haven’t
It does not matter how slowly you go, as looking. Don’t settle.
found it yet, keep
long as you do not stop. (Confucius) (Steve Jobs)
2 Do you have any inspiring quotes or messages that you would like to share with your classmates? Write them on
a piece of paper, and post them on a pinboard, or make a collage.
LEARNING BY DOING!
PROJECT 5: CAREER DAY
> A month or so to go, and you’ll find yourself on the next leg of your journey: in secondary school. But which school are
you going to choose? The decision you have to make might be difficult, but it’s not impossible – especially if it’s an
informed one. So follow the steps below, and organise a career day at your school.
1 Form a Career-Day Committee. Their task 2 Choose a format for your Career Day.
is to organise your ideas and suggestions Your speakers can come during your
and set the plan in motion. You need homeroom classes on various days, or
a date, a place and... speakers. Which you could designate one day for all of
professionals, or even secondary-education them to join you. Students can form
representatives, would you like to invite? smaller groups and meet only those
professionals they are interested in. If a
speaker can’t come, why not organise a
3
What are the things you want to virtual interview?
know about their jobs and careers?
A list of questions and talking points
will guide your interview and make 4 Make your speakers feel
it more efficient. Don’t forget to at home. Send them all
allow some time for speakers to the details they need for
introduce themselves. coming to your school. Have
student helpers welcome
them and help with any
5
Organize a follow-up meeting. equipment they might
What have you learned? What bring. Prepare name tags for
would you like to know more easier communication. And
about? Where can you find don’t forget to thank them:
the information? Evaluate the a simple thank-you note can
whole process of organising go a long way!
and conducting a career day!
85
READY, SET, GO!

313
UNIT 5
ANSWER KEY • Distribute the photocopiable diplomas to
1 southern, 2 the Commonwealth of Nations, 3 students (Resource Bank, Resource 75, pp.
countries, 4 continent, 5 Asia, 6 the Indian Ocean, 406-412) as a reward for the completion of the
7 the Pacific Ocean, 8 Sydney, 9 six, 10 Western quiz.
Australia, 11 island, 12 Melbourne • You may want to explain to students
what the internal and external territories
Exercise 2 a), p. 108 of Australia are.
• Explain to students that they will do a short
quiz to find out how much they know about ANSWER KEY
Australia. PART I THE HISTORY OF AUSTRALIA 1 c) 50, 000 years
• In groups, students read the instructions ago, 2 a) The Dutch. 3 c) Captain James Cook. 4 a)
for each part of the quiz. Make sure they Convicts. 5 c) In 1986.
understand what they need to do. PART II ABORIGINAL TRADITIONS AND CULTURE 1
Hunters-gatherers/semi-nomads. 2 The Dreamtime.
• Students do the quiz.
3 Dot painting. 4 Didgeridoo. 5 Yellow, black and red.
• Check answers as a class. PART III NATURAL WONDERS 2, /, 4, 1, 3
ANSWER KEY PART IV AUSTRALIAN ANIMALS 1 False; they are
called marsupials. 2 True. 3 True. 4 True. 5 False; the
Tasmanian tiger is extinct. The Tasmanian devil still
lives in Tasmania, but it is endangered.
UNIT 5
READY, SET, GO! TRICKS OF THE TRADE

The Federation of Australia consists of
1 2
Read this text about Australia,

six federated states (New South Wales,
and look at the map. Circle
the correct words. Queensland, South Australia, Tasmania,
Welcome to the land ‘down
under’! Australia is often
called this because it lies in
Victoria and Western Australia) and ten federal
the (1) southern / northern
hemisphere, almost halfway
territories. Three federal territories are internal
across the world from Great
Britain. The British colonised territories (Australian Capital Territory, Jervis
Australia in the 18th century.
As a result, Australia is a member of
(2) the British Empire / the Commonwealth of Nations today.
Bay Territory and the Northern Territory) and
Australia is one of the largest (3) countries / continents in the world, but it is also the
smallest (4) country / continent. It is located south of (5) Africa / Asia, and surrounded
seven are external (Ashmore and Cartier Islands,
by two oceans: (6) the Pacific Ocean / the Indian Ocean to the west and south, and
(7) the Pacific Ocean / the Indian Ocean to the east. The capital of Australia is Canberra, a city located Christmas Island, the Cocos [Keeling] Islands,
between the bigger cultural and economic centres of (8) Sydney / Adelaide and Melbourne.
There are (9) six / seven states in Australia and two internal territories: the Northern Territory and the the Coral Sea Islands, the Australian Antarctic
Australian Capital Territory. The largest of the states is (10) Queensland / Western Australia, and its capital is
Perth. The smallest is Tasmania, a small (11) peninsula / island off the southeast coast. Victoria is the smallest
mainland state, but it’s home to Australia’s second-most populous city, (12) Melbourne / Sydney.
Territory, Heard Island and McDonald Islands,
It is also the biggest city in Australia. It lies in the country’s oldest state, New South Wales.
and Norfolk Island). The Australian Antarctic
2 a) How much do you know about Australia? Work in groups. Do the quiz below. Good luck!
Territory covers nearly 5.9 million square
PART I THE HISTORY OF AUSTRALIA
Circle the correct answers.
Curious me!
kilometres. That is about 42 % of Antarctica.
2 Who were the first
1 When did the Aboriginal European explorers to get
people arrive in Australia? What does the flag of
to Australia?
Australia tell us about its
A 10,000 years ago
CURIOUS ME!
A the Dutch history? What do the stars
B 30,000 years ago B the British stand for? Look it up online.
C 50,000 years ago C the Portuguese
3 What is the name of the

British explorer who claimed
Australia for the crown?
4 Australia was a penal
colony first. Who were the
first people to settle it?
5 When did Australia become
a fully independent country?
A Abel Tasman
B Christopher Columbus
A convicts
B gold-seekers
A In 1851
B In 1901 assign it as optional homework.
C James Cook C In 1986
C adventurers
108
• Have them report at the beginning of the next
lesson what they have found out about the
Exercise 2 b), p. 109 flag of Australia, what it tells about Australian

• Refer students to page 138 of their workbooks history and what the stars stand for.
to check how well they did on the quiz.
• Check answers as a class and discuss
students’ results.
314 NEW BEGINNINGS

Re
ad
y,
se
t,
go
!
PART II ABORIGINAL TRADITIONS AND CULTURE
Complete these sentences with the missing pieces of information. assign this task for homework.
1 The Aboriginal people were _________________________________. They moved from place to place in search
of food, water and medicine.
2 They told stories about the creation of all living and non-living things. These stories are called • Students write their quotes or messages.
_________________________________.
3 They recorded their stories in a unique painting style. This type of art is called ___________________________.
4 The Aboriginal people play a special wind instrument called a _________________________________. • Check students’ ideas as a class and let
students post the quotes and messages on a
5 The colours on the Aboriginal flag are _________________________________. They represent the people, the
sun, and the land.
PART III NATURAL WONDERS pinboard or make a collage out of them.

Match the texts to the pictures. There is one picture you do not need.
1 This world-famous towering rock is a sacred place of the indigenous Anangu people. It’s known for
ANSWER KEY
changing colour in the sunlight. It goes by two names: Ayers Rock and, as the natives call it, Uluru.
2 The Bungle Bungles are a spectacular sandstone range in Western Australia. These beehive-shaped towers
have eroded into a spectacle over a period of twenty million years.
Students’ ideas.
3 The Aborigines tell a story of how three sisters were turned to stone to protect them from being taken by a
rival tribe in a war. That’s how they say the Three Sisters, an unusual rock formation in the Blue Mountains,
came to be.
4 The Great Barrier Reef is a spectacle both from the air and under the water. The world’s largest coral reef is
home to many animal species, and was listed as a World Heritage site in 1981.
ENDING THE LESSON

LEARNING BY DOING!
PROJECT 5: CAREERS DAY
PART IV AUSTRALIAN ANIMALS • Discuss the title of the project with students.
Decide whether these sentences are true (T) or false (F).
1 Kangaroos, koalas, wallabies and around 140 other animal species that carry their young
in pouches are called rodents. • Have students read the introduction to the
2 The unusual egg-laying mammal, the duck-billed platypus, is a venomous animal. Like
many other animals, it is native to Australia. project.
3 Australia is famous for its dangerous snakes. The most venomous is the inland taipan.
4 Although there may be lots of rabbits in Australia, the children of Australia look forward to
bilbies at Easter.
5 Many Australian animals are endangered, and some are extinct. The last known specimen
of the Tasmanian devil was seen in the first half of the 20th century.
b) How well did you do on the quiz? Go to page 138, and check your answers. if necessary.
109
• Distribute the photocopiable Career Day
checklist templates (Resource Bank, Resource
KICK-OFF! Do what you love: love what 77, pp. 406-412) that can help students
you do, p. 85 organise a Career Day.
• Discuss the meaning of the expression with • Students think about the speakers, the format
students. and the questions they would like to ask the
speakers and go through the checklist.
Exercise 1, p. 85
• You may want to suggest that students
• In small groups, students read the quotes and decide on presentation options – a
discuss their meaning. digital presentation or a poster to show
• Have them choose their favourite quote and what they have learned and what they
explain why. would like to know more about. Talk
about their preferences and the things
• Discuss the meaning of the quotes as a class.
they should include in their
• You may want to have a class vote on presentations: photos and some
their favourite quote. information about the speakers, their
jobs and careers.
ANSWER KEY
Exercise 2, p. 85
• Let students think about some inspiring
quotes or messages they would like to share
with their classmates.
• Distribute the photocopiable quote templates
406-412).
READY, SET, GO!

315
Lesson 1
UNIT 5
1A LIVE AND LEARN MAIN PART
Lesson 1 SPEAKING
Moja domovina i druge zemlje Exercise 1, p. 86

NASTAVNA TEMA / Planovi za budućnost / Drugi • Draw students’ attention to the pictures.
NASTAVNA JEDINICA Live and learn (1. sat) • In groups, students discuss what the pictures
PREDVIĐENI BROJ SATI 1 tell them about schools in the past.
A.8.1., A.8.2., A 8.3., A.8.4., • Discuss students’ ideas as a class.
C.8.3.
ANSWER KEY
Vezan uz obrazovanje Students’ answers.
u prošlosti: curriculum,
VOKABULAR compulsory, writing slates,
home economics, corporal LISTENING
punishment
KOMUNIKACIJSKO- Govorenje o obrazovanju u Exercise 2 a), p. 86
prošlosti
JEZIČNA KOMPETENCIJA • Explain to students that they are going to listen
MEĐUPREDMETNE TEME to an interview with Ms. Cromwell, a retired
A.3.1., A.3.2., A.3.3., B.3.2., teacher from Lota and Luka’s school.
B.3.4.
A.3.1., A.3.2., A.3.3., B.3.1.,
Učiti kako učiti C.3.1., C.3.2., C.3.3., D.3.1.,
D.3.2.
• Students listen to the track and put the
pictures in Exercise 1 in the correct order.
Hrvatski jezik Slušanje i • Check answers as a class.
MEĐUPREDMETNO čitanje s razumijevanjem
POVEZIVANJE Povijest Obrazovanje u
prošlosti
Track 5.1
UDŽBENIK Str. 86. Teacher: As you know, today we have a special guest
with us. Ms Lisa Cromwell is a retired history teacher
RADNA BILJEŽNICA Str. 110. -111. from our school. She has done a lot of research on
Dodatni zadatci za teaching and the school system in our country, and
DIGITALNI SADRŽAJ IZZI uvježbavanje na digitalnoj now she’s here to answer your questions. Welcome, Ms
platformi IZZI Cromwell!
Ms Cromwell: Thank you! It’s great to be back in the
STARTING THE LESSON classroom. I have to say, this is the place I’ve always felt
most comfortable in.
• If you have assigned the Curious me! section Teacher: Let me start off with the first question. When
did the first schools in Australia open?
for homework, have students report which Ms Cromwell: The church opened the first schools
of the suggested Australian cities they would in our country. But these schools did not have a
like to visit and what they have found out programme as we do today. There was no curriculum.
And these first schools were only open to students
about the flag of Australia, what it tells about who could pay to attend them. Then, in the 1850s, the
Australian history and what the stars stand for. first government schools opened. Education was not
compulsory at that point, and lots of children didn’t
• Play Hangman with students (see Games and attend schools, because they had to stay home and
Activities on pp. 394-398) to get the Nelson help their parents earn a living. Things have changed
Mandela quote: Education is the most powerful since then, of course, but too slowly in my opinion.
I, for example, was the first person in my family to go
weapon you can use to change the world. to high school – and, later on, go to university. And it
• Discuss the meaning of the quote with wasn’t that long ago!
Teacher: I don’t think today we can even imagine such
students. a situation! What were these government schools like?
Ms Cromwell: The school buildings in the country were
usually small; there was just one room and nothing
else. Back then, there were no sports fields or gyms,
cafeterias or science labs. Textbooks were rare, and
316 NEW BEGINNINGS

317
1
5.10.2021. 7:19:42
on
ss
Le
1
ss
on 1A LIVE AND LEARN 5
1A LIVE AND LEARN

SPEAKING Work in groups. Go back to the pictures in Exercise 1. For each of the topics, answer these questions.
Le 1 How are schools today different from schools in the past?
I can talk about the past, present and future of education. 2 What do you think were some of the good and bad points of schools in the past?
1 SPEAKING Look at the pictures. What do they tell you about schools in the past? 6 a) READING Read the interview. Write the questions you think Luka and Lota asked Ms Cromwell.
Luka:
Ms Cromwell: It’s difficult to say what will happen in the future, because we can see our world changing
every day. We’re living at a time when technology is becoming such an important part of our lives that it
is also changing the way our schools function. But I believe schools will stay very much the same as they
are now. Of course, they will have to adapt to the changes. They will use new technologies . I think
technology will be of great help to students; it will allow them to get better results and make them more
interested in studying. But, at the same time, I believe that the relationship between students
and their teachers will stay as strong as it has always been. We’ve experienced the global
pandemic, . If there’s one thing that we’ve learned from this experience, !
Lota:
Ms Cromwell: That’s not an easy question to answer, because there isn’t just one reason.
I have always loved learning. I could find something new to learn even in subjects I wasn’t
excellent at. In my last year at high school, . I couldn’t imagine doing the exact
same thing every day. And I realised that teaching allows you to learn something
new every time you enter a classroom. In the beginning, my students and their
questions helped me learn more about the subject I was teaching. Every new
school year meant . I had to adjust my lessons to suit their needs. But
2 teaching isn’t only about learning new things and educating children. You are
a) 5.1 LISTENING Listen to an interview with Ms Cromwell, a retired teacher from Lota and Luka’s school. more than just an educator; . You can make a difference in your students’
Put the pictures in Exercise 1 in the correct order (1–6). lives. The lessons you give are more than just the subject you teach – they
are life lessons.
b) 5.1 Listen again. Write key words and phrases under the pictures.
VOCABULARY b) Read the interview again. Complete it with missing sentence parts below. There is one sentence part you do not need.
3 Read the sentences. Explain the meaning of the highlighted expressions in A when lots of schools had to replace regular classes D to make both teaching and learning easier
your own words. with virtual ones
Study tip! E you’re a friend, a mentor, sometimes even a parent
1 Church schools didn’t have a programme as we do today. There was no B a new set of young minds who shaped my teaching
curriculum. Paraphrasing is finding F it’s how important school and teachers are for the
another way to say C I started thinking quite a lot about my future career students’ physical and mental health
2 Education was not compulsory at that point, and lots of children didn’t
something when you don't possibilities
attend school. G I had a teacher who influenced me
know how to say it, or
3 Textbooks were rare, and students used writing slates to practise the three
when you can't remember 7
R’s: reading, writing and arithmetic. Later on, when paper became cheaper,
a particular word. This SPEAKING Work in three groups. Each group chooses two of the topics. PROJECT TIP!
students used pens they had to dip into ink to write with. For each topic, answer the questions below.
communication strategy Ask your guests
4 There was home economics for girls. They learned how to knit, sew, cook helps you keep the teachers and students places in the school teaching equipment and textbooks whether they would be
and much more. conversation going and willing to speak in
extra-curricular activities sports fields or gyms school rules
5 Caning and other forms of punishment were allowed. Although corporal avoid moments of silence English. Give them a
punishment may seem like a thing of the distant past, it was still going on in the classroom. list of talking points or
1 What was your school like in the past?
late in the 20th century. questions beforehand
2 What is your school like today?
so that they can prepare
4 Work in pairs. Use your notes to describe schools in the past. 3 What will your school be like in the future? for the interview.

86 87
UNIT 5
students used writing slates to practise the three R’s: VOCABULARY
reading, writing and arithmetic. Later on, when paper
became cheaper, students used pens they had to dip Exercise 3, p. 86
into ink to write with. I remember it well; it was a messy
business! I was so happy when I got my first fountain • In pairs or small groups, students read the
pen; my fingers were a little less black. The situation sentences and explain the meaning of the
was similar in city schools, but the classes were much highlighted expressions in their own words.
larger, up to a hundred students in one class – even
during music lessons! • Monitor students and help if necessary.
Luka: Excuse me, Ms Cromwell... You’ve mentioned the
three R’s. But were there any other subjects? • Discuss the answers as a class.
Ms Cromwell: Yes. Both boys and girls had the same
basic subjects. And then there were other, different ANSWER KEY
subjects that each of them had to study. There was
home economics for girls. They learned how to knit, Students’ answers. Suggested answers: 1 curriculum
sew, cook and much more. There were also lessons – the subjects studied in a school, college, etc.
on how to keep their backs straight, in which they
had to walk around with books on their heads. As for
and what each subject includes. 2 compulsory –
boys, they had to learn woodwork and metalwork, for something that has to be done because of a rule
example. or law. 3 writing slates – a small, tin piece of rock,
Luka: What about the teachers? What were they like? usually with a wooden frame, used for writing
Ms Cromwell: Oh, the teachers have changed quite on, especially by children. 4 home economics – a
a bit. In the beginning, few teachers had appropriate
education themselves. And they were much stricter.
subject or class that teaches skills (such as cooking
In the morning, they would check students’ clothes, or sewing) that are useful in the home. 5 corporal
nails, hair and teeth to make sure they were clean. punishment – physical punishment, such as caning.
The relationship between the student and the teacher (Sources: Cambridge Dictionary, Merriam-Webster
was also very different: there were no discussions, Dictionary)
no projects, no questioning what the teachers said.
Caning and other forms of punishment were allowed.
Although corporal punishment may seem like a thing Study tip!
of the distant past, it was still going on late in the 20th
century... I myself remember being smacked a few • Refer students to the Study tip! section and
times for misbehaving when I was a student. explain what paraphrasing is. Encourage
Luka: What other forms of punishment besides students to use this strategy whenever they
caning...
can’t remember a word or do not know how to
say something.
ANSWER KEY
3, 4, 5, 6, 1, 2
practise listening further.
Exercise 2 b), p. 86 WORKBOOK PRACTICE
• Have students listen to the track again and
write the key words and phrases under the VOCABULARY
pictures.
• Play Track 5.1 again. • Have students read the definitions first and
• Check answers as a class. then match them to the words.
ANSWER KEY
3 writing slate (instead of pen and paper), 4 large ANSWER KEY
classes (up to 100 students) – music lesson, 5 home 4, 2, 10, 9, 1, 8, 7, 6, –, 5
economics for girls, woodwork and metalwork for
boys, 6 corporal punishment, teachers – caning, 1
children helped their parents earn a living, 2 school
building – one room • Instruct students to complete the sentences
using some of the words from Exercise 1 a).
ask students to cover the words from
318 NEW BEGINNINGS

Le
ss
on
1
Exercise 1 a) and complete the sentences ENDING THE LESSON
without looking at them.
Exercise 4, p. 86
• Explain to students that they are going to
ANSWER KEY describe schools in the past by using the notes
they have made during the listening task.
1 textbook, 2 arithmetic, 3 woodwork, 4 question, 5
ink, 6 gym, 7 cane, 8 discussion • In pairs, students describe schools.
• Give students enough time for this task.
Exercise 1 c), p. 110 Monitor them and help if necessary.
• Students use the remaining two words from
• Let students share their descriptions of
Exercise 1 a) (timetable, curriculum) and
schools in the past.
write example sentences to illustrate their
meanings. ANSWER KEY
• In a lower-ability class, you may want to Students’ answers.
• Let volunteers share their examples with the HOMEWORK
class.
WB pp. 110–111, Exercise 2
ANSWER KEY
1A LIVE AND LEARN

1
on
ss
Le
VOCABULARY
1
a) Read the definitions, and match them to the words. There is one word you do not need.
textbook ink discussion question woodwork cane
arithmetic metalwork timetable curriculum gym
1 the activity or skill of making objects of wood
2 a black or coloured liquid used for writing, drawing or printing
3 a room or hall with equipment for doing physical exercises
4 a book full of text for a student to learn from
5 the subjects that students study at a school
6 the activity or skill of making objects of metal
7 the part of mathematics dealing with basic adding, multiplying, etc., of numbers
8 a wooden or metal stick that helps someone walk; a thin stick used for punishing children
9 to ask questions about something or to express doubts about something
10 a debate, or a conversation aimed at reaching a conclusion about something
b) Complete the sentences. Use some of the words from Exercise 1 a).
1 Our geography teacher is also the author of our Year 8 __________________________. It’s interesting and
simple to use; all the students love it.
2 She’s excellent at __________________________; she can multiply large numbers without writing them down!
3 I was very good at __________________________. I still have some of my wooden figurines from primary
school.
4 I used to __________________________ everything my parents said when I was younger. I sometimes thought
they were too strict, but now I know they just wanted what’s best for me.
5 I’ve bought a bottle of black __________________________ for my art lesson.
6 Our school __________________________ is very big and well-equipped: we can do all kinds of sport there.
7 My grandfather told me how his primary-school teacher often used the __________________________ to
punish them. I’m happy that schools don’t use it any more; I think it’s cruel!
8 Last week we had an informative __________________________ in our school debate group. It was about
corporal punishment.
c) Use the remaining words from Exercise 1 a) in sentences to illustrate their meanings.
1 ____________________________________________________________________________________________________
2 ____________________________________________________________________________________________________
2 2
Complete these sentences with the missing expressions.
the three R’s state schools compulsory education corporal punishment

fountain pens home economics writing slates science labs
1 _______________________________ is a school subject where you learn skills that are useful in the home,
such as cooking, sewing and budgeting.
2 In the past, students didn’t have notebooks to write in. Instead, they used pieces of chalk or special pens
to write on _______________________________.
3 _______________________________ are primary and secondary schools which provide cost-free education
for all children.
110
1A LIVE AND LEARN

319
UNIT 5
Lesson 2 • When the time is up, collect students’ answers
and award one point for each correct word
Moja domovina i druge zemlje and add an extra point if the spelling is correct
NASTAVNA TEMA / Planovi za budućnost / Drugi
as well.
NASTAVNA JEDINICA Live and learn (2. sat)
ANSWER KEY
A.8.1., A.8.2., A 8.3., A.8.4.,
1 curriculum, 2 compulsory, 3 arithmetic, 4 corporal
ISHODI POUČAVANJA B.8.1., B.8.2., C.8.1., C.8.2., punishment, 5 discussion, 6 home economics, 7
C.8.3. woodwork, 8 writing slate, 9 metalwork, 10 question
adapt, global pandemic, MAIN PART
shape, adjust, educator, life
VOKABULAR
lessons, household, barefoot,
misbehave, harsh, illiterate SPEAKING
KOMUNIKACIJSKO- Govorenje o obrazovanju
u prošlosti i sadašnjosti i
Exercise 5, p. 87
JEZIČNA KOMPETENCIJA budućnosti obrazovanja • Refer students to the pictures and topics in
MEĐUPREDMETNE TEME Exercise 1.
A.3.1., A.3.2., A.3.3., B.3.1.,
B.3.2., B.3.4. • Divide students into groups and have them
A.3.1., A.3.2., A.3.3., B.3.1., discuss the questions.
D.3.2. • Students answer the questions.
Građanski odgoj i obrazovanje A.3.1., A.3.4. • Monitor students and help if necessary.
MEĐUPREDMETNO razumijevanjem • Invite students to share their ideas with the
POVEZIVANJE Povijest Obrazovanje u class.
prošlosti
UDŽBENIK Str. 87. ANSWER KEY
RADNA BILJEŽNICA Str. 111. Students’ answers.
Dodatni zadatci za
platformi IZZI
• Explain to students that they are going to read
STARTING THE LESSON the interview with Ms. Cromwell and write the
questions they think Luka and Lota asked Ms.
Cromwell.
• Play the Transcription game (see Games
and Activities on pp. 394-398) with students
to revise the vocabulary from the previous ANSWER KEY
lesson.
1 How are schools going to change in the future? 2
• Distribute the photocopiable Transcription Why did you become a teacher?
game templates to students (Resource
Bank, Resource 78, pp. 406-412). Write the Exercise 6 b), p. 87
phonetic description of the following words • Let students read the interview again and
on the board or show them via an OHP: 1 / complete it with the missing sentence parts A–G.
kəˈrɪkjʊləm/, 2 /kəmˈpʌlsəri/, 3 /əˈrɪθmətɪk/, 4
/ˈkɔː(r)p(ə) rəl ˈpʌnɪʃmənt/, 5 /dɪˈskʌʃ (ə)n/, 6 / • Remind them that there is one sentence part
həʊm iːkəˈnɒmɪks/, 7 /ˈwʊdˌwɜː(r)k/, 8 /ˈraɪtɪŋ they do not need.
sleɪt/, 9 /ˈmet (ə)lˌwɜː(r)k/, 10 /ˈkwestʃ (ə)n/ • Check answers as a class.
• Set a time limit, e.g., two minutes. In pairs • Explain any new vocabulary. Suggested
or small groups, students complete the vocabulary: adapt, global pandemic, shape,
templates. adjust, educator, life lessons.
320 NEW BEGINNINGS

Le
ss
on
1
• At this point, you can GO DIGITAL and ENDING THE LESSON
further practise reading.
SPEAKING
D, A, F, C, B, E • Divide students into three groups and instruct
each group to choose two topics from the list
WORKBOOK PRACTICE in the exercise.
• Let students go through the questions and
READING answer them for each topic they choose.
Exercise 3 a), p. 111 • Allow enough time for students to finish the
• Have students read the conversation between task. Monitor and help if needed.
Lota, Luka and their grandparents and answer • Have group representatives present group
the question. answers and ideas.
• Check students’ ideas as a class. ANSWER KEY
• Explain any new vocabulary. Suggested Students’ answers.
vocabulary: household, barefoot, misbehave,
harsh, illiterate. PROJECT TIP!
ANSWER KEY
Encourage students to ask their guests during
Lota and Luka’s grandparents are talking about what their Career Day to speak in English. Let them
schools and education was like when they were think about the list of talking points or questions
children. they should give to their guests beforehand so
they can prepare for the interviews.
• To further practise the vocabulary from
4 In schools, _______________________________ are special classrooms where there is various equipment for
doing research and experiments in school subjects such as chemistry, biology and physics.
5 _______________________________ means that students are required by law to go to school over a certain
period of time. It has to take place at a registered school or institution.
6 _______________________________ includes all forms of physical punishment, such as hitting a student on
Exercise 3 a) on page 111 of the
the bottom or the palms of their hands. Although it has been banned in many countries, there are still
places where it is allowed. workbook, you may want to play Where
does it say? (see Games and Activities on
7 You have to use ink in _______________________________, which contain a special container that you have
to fill. The ink then flows to the tip of the pen, called a nib.
8 _______________________________ in education means the three basic skills that students learn: reading,
writing and arithmetic.
pp. 394-398) with students.
3 a) READING Read this conversation held by Lota, Luka and their grandparents. What are they talking about?
• Suggested sentences: Tamo nije bilo

2
Lota: We had an interesting guest today at school: Ms Cromwell, a retired teacher. She talked
about schools in the past. I was surprised to learn how different schools used to be... and
not even that long ago! Dida, what was school like for you in Croatia?
Dida: Oh, everything was very different from what you children have today. You know, I
puno kućanstava... –There weren’t many
households there..., Ne mogu zamisliti da
grew up in a small village. There weren’t many households there, so we didn’t have a
school, either. Luckily, there was one that was close to my home, just a few kilometres away.
Lota: A few kilometres? I wouldn’t call that close!
Dida: Well, it was to us. Some of my friends had to walk even farther. Don’t forget, there were no
cars or buses then. Some of us didn’t even have shoes. I got my first pair when I was eight. Oh boy, was I
moram hodati kroz snijeg bosih nogu. –I
can’t imagine having to walk through snow
happy!
Luka: Brrrr, that sounds awful! I can’t imagine having to walk through snow barefoot.
Dida: Well, you get used to it. I was lucky my parents could send me to school. But I didn’t go every day: I
would spend three days at school and three days helping my family. I was a shepherd, you know.
Lota: How many students were there in your class? What subjects did you have?
barefoot... nije nas udarala kad smo se
lose ponašali. –... she didn’t hit us when we
Dida: There weren’t many students, because some children didn’t go to school at all. Our teacher was only a
few years older than we were! She completed eight years of primary school and then became a teacher. She
was very kind; she didn’t hit us when we misbehaved. And she taught every subject. We learned to read and
write, and we had arithmetic. We didn’t have any textbooks or notebooks. Instead, we had writing slates and
chalk to practise. Pens, paper and other stationery were very expensive. Just ask your grandma. misbehaved... imali smo pločice za pisanje i
kredu za vježbanje. –... we had writing slates
Baka: Oh yes, I remember when I got my first pen and notebook! My parents had to work hard to buy them
for me. But I had it easier than your grandpa. I grew up in Osijek and attended a big state school. Our teachers
were well-educated and harsh! There were over 30 students in each class, and we were all terrified of them.
Our maths teacher used the cane more than he used the chalk!
Luka: How long did you go to school? and chalk to practise. Odrasla sam u Osijeku
Baka: I completed the eight years of primary education in Croatia, and then my family decided to move to
Australia, where I met your grandpa. He only spent four years at school, which was normal at that time. His
parents didn’t even go to school. They were illiterate. Fortunately, schools have changed, and more children
i pohađala veliku državnu školu. –I grew up
can attend school and get a better education than we did.
in Osijek and attended a big state school.
b) Read the conversation again. Who...
1 says that they had an interesting day at school? _______________________________ Naš učitelj matematike više je koristio štap
2 had to walk a long way to school? _______________________________
3 had to walk barefoot to school?
4 had an unqualified teacher?
_______________________________
_______________________________
nego kredu! –Our maths teacher used the
5 had to work a lot to provide education for their child?
6 complains that their teacher was harsh?
_______________________________
_______________________________
cane more than he used the chalk! Bili su
7 couldn’t read or write?
8 is happy the school system has evolved?
_______________________________
_______________________________ nepismeni. –They were illiterate.
111
HOMEWORK
1A LIVE AND LEARN

321
UNIT 5
1B WORLD CLASSROOMS • You may want to explain the meaning of
the words versatile and inclusive.
Lesson 1
• Students read the statements and rate them
Moja domovina i druge zemlje on a scale of 1 (completely disagree) to 5
NASTAVNA TEMA / Planovi za budućnost / Drugi (completely agree).
NASTAVNA JEDINICA World classrooms (1. sat) • Instruct students to explain and discuss their
PREDVIĐENI BROJ SATI 1 choices with their partners.
A.8.1., A.8.2., A.8.3., A.8.4., • Have volunteers share their ideas and discuss
C.8.2., C.8.3.
them as a class.
ANSWER KEY
Vezan uz školske sustave:
electives, paper, to Students’ answers.
be expelled, facilities,
standardised, university,
VOKABULAR
graduates, periods, to learn TRICKS OF THE TRADE
by heart, primary / secondary
/ nursing / private / public Versatile – able to change easily from one
school, compulsory subject activity to another or able to be used for many
KOMUNIKACIJSKO- Govorenje o školskim sustavima different purposes. Inclusive – an inclusive
JEZIČNA KOMPETENCIJA stranih zemalja i Hrvatske
group or organisation tries to include many
MEĐUPREDMETNE TEME
different types of people and treat them all fairly
A.3.1., A.3.2., A.3.3., B.3.1.,
B.3.2., B.3.4. and equally. (Source: Cambridge Dictionary)
A.3.1., A.3.2., A.3.3., B.3.1.,
D.3.2. READING
Građanski odgoj i obrazovanje A.3.4.
MEĐUPREDMETNO razumijevanjem • Students read the instructions to the exercise.
POVEZIVANJE
UDŽBENIK Str. 88. -89. of them.
RADNA BILJEŽNICA Str. 112. • Give students enough time.
Dodatni zadatci za
DIGITALNI SADRŽAJ IZZI uvježbavanje na digitalnoj • You may want to remind students to
platformi IZZI underline the parts of the text that give
them the necessary information.
STARTING THE LESSON
• Check answers as a class and discuss what
• Check homework as a class. item of information has helped them decide
• If you haven’t played the Where does it on the answers.
say? game (see Games and Activities on
pp. 394-398) during the previous lesson, ANSWER KEY
you may want to play it at this point. 1 the USA, 2 Finland, 3 Japan / Students’ answers.
Suggested answers: The names of the children. 1
• Discuss with students what words come to their public school, private schools, cheerleading, our
minds when they think about their school. grades are the letters A–F 2 Our education system
is considered to be one of the best in the world. We
MAIN PART can usually attend university free of charge! 3 Over
90 % of our population can read and write and 50 %
SPEAKING are university graduates., earthquake practice
Exercise 1, p. 88
• In pairs or small groups, students think about
how they feel about their school.
322 NEW BEGINNINGS

323
1
5.10.2021. 7:19:50
on
ss
Le
1B WORLD CLASSROOMS VOCABULARY
1B WORLD CLASSROOMS
3 Read the texts again. Find and underline the words that match the explanations below.
I can describe the Croatian school system. Text 1 Text 3
1 subjects or courses that you can choose to do 6 people who have completed their studies
1 SPEAKING How do you feel about your school? Rate these statements on a scale of 1 (completely disagree) to 5 2 an exam, or a piece of writing on a certain topic 7 parts that a day is divided into at school, hours
(completely agree), and explain why you think so. 3 forced to leave a school permanently 8 to learn something so that you remember it
My school is… completely
Text 2
beautiful. comfortable. safe. flexible. versatile. modern. supportive. inclusive. 4 (school) buildings and spaces
5 made so as to fit the standard
2
a) READING Read these texts about three school systems. Decide which text describes schools in Finland, which in Varieties of English
the USA, and which in Japan. What piece of information has helped you decide?
Scan text 1 British English Australian English American English
again. Complete nursery kindergarten
1 the table with
primary school primary school
I started a public school at the age of five. Unlike in private schools, my parents don’t have to terms from three
pay a fee here. The first year at elementary school is called kindergarten, and the second year different kinds of secondary school high school
is actually called the first grade. I’m now in the tenth grade, in high school. We don’t have to
English for similar optional subject optional subject
educational ideas.
wear uniforms, but we have a rather strict dress code. We only have a few compulsory classes: year year
English, math, science, social sciences and P.E. There are lots of electives to choose from, so
state school government school
everyone can pick what they’re good at: from sports and cheerleading, to science and computers,
or even visual and performing arts. We don’t have much homework. There is an occasional pop quiz or a paper we private school non-government school
have to work on. Our grades are letters, A–F. All the teachers are pretty relaxed at my school, except when it comes
to cheating. That’s strictly prohibited, and you can get expelled for it. After we get our high-school diplomas, we can
continue our education at colleges and universities. (Joe, 15) 4 SPEAKING Work in groups. Discuss the questions.
1 How would you describe the three school systems you have read about using expressions from Exercise 1?
2
Our education system is considered to be one of the best in the world. Our teachers are 2 If you had to choose one of these three schools, which one would you like to attend? Why?
well-educated and highly respected. But we can call them by their first names! Our classes
are small, up to 20 students. And our school facilities are so clean that we often walk round 5
a) 5.2 LISTENING Lota is talking to her Croatian cousin. Listen to their conversation. What are they talking about?
them in socks. We have only around 30 minutes of homework each day. Our lessons fit
students with different abilities, talents and interests. There are no standardized tests: it’s all b) 5.2 Listen again. Are these sentences true (T), false (F) or it doesn’t say (DS)?
about cooperation, not competition. Teachers use tests to find out what we need to become more
successful. We do have marks, though, from 4 to 10, but not during the first few years. We only get descriptions of 1 Borna is an excellent student. 4 Borna has started studying lots of new
our strengths and things we could improve then. We don’t go to secondary school. We all attend the same school subjects at her school.
from 7 to 16 years of age. After that we can either leave school or continue our education. What I really like about 2 Primary school in Australia lasts for six years.
my country is that we can usually attend university free of charge! (Anja, 14) 5 Lota is looking forward to learning Latin.
3 Gymnasiums are types of secondary schools.
6 Luka is starting vocational school.
3
Education has always been important in my country, and our students do very well in various
6 WRITING Describe the school system in Croatia. Include the topics below.
tests, both national and international. Over 90% of our population can read and write, and > levels of education > compulsory and optional subjects in primary school
50% are university graduates. But it can sometimes be difficult and stressful to keep up with
the demands from teachers, peers and parents. We have lessons five or six days a week, usually > age when children start and leave school > grading system and exams
six periods a day. I like most of my subjects, but I don’t enjoy learning lots of information by > organisation of the school year (terms and breaks) > rules and policies in your school
heart. After the lessons are over, we clean the classrooms and other spaces. In the afternoon, we
have various club activities, and we have to do homework, sometimes lots of it. It takes a lot of will and hard work
for all these things, and I’m often tired. But I know that school will prepare me for real life. One of my favourite
things at elementary school was earthquake practice. It doesn’t get more real than that! (Kodo, 14)
b) Read the texts again. What pieces of information…
1 are the same for schools in Croatia? 2 are different from schools in Croatia? 3 surprised you most?

88 89
UNIT 5
Exercise 2 b), p. 88 VOCABULARY
• Let students skim the texts and answer the Exercise 3, p. 89
questions.
• Have students read the texts again and find
• Distribute the photocopiable tables to the words that match the explanations.
students (Resource Bank, Resource 79, pp.
406-412). and have them complete the lists • Instruct them to underline the words in the
with the information from the text. text.
• Draw the table on the board and let students • Check answers as a class.
come to the board and write the answers. ANSWER KEY
same for different from surprised me Text 1 1 electives, 2 paper, 3 to be expelled. Text
schools in schools in most 2 4 (school) facilities, 5 standardised. Text 3 6
Croatia Croatia (university) graduates, 7 periods, 8 to learn by heart.
WORKBOOK PRACTICE
VOCABULARY
Exercise 1, p. 112
• Let students read the definitions first.
ANSWER KEY • Instruct them to complete the words and
phrases by paying attention to the first letter
same for schools different from surprised me
in Croatia schools in Croatia most that has been given.
no fee in public first year – Students’ answers. • Help students if needed.
schools elementary garden
cheating tenth grade – high • Check answers as a class.
prohibited school
after high-school strict dress code ANSWER KEY
– college or
university 1 primary school, 2 nursing school, 3 secondary
school, 4 private school, 5 state school, 6 term, 7
teachers – well- few compulsory
educated classes compulsory subject, 8 break, 9 optional subject, 10
university free of lots of electives
year, 11 mark, 12 lesson
charge
lessons five or six grades A–F
days a week, six READING
periods a day
lots of homework walk in socks
various club 30 minutes of • Explain to students that they are going to
activities homework read a text about the UK school system. Let
earthquake no standardised students match the headings to the correct
practice tests
paragraphs.
marks 4–10
no marks during • Tell them not to worry about the gaps in the
the first few years text at this point.
no secondary
school
students clean the
classrooms and
ANSWER KEY
other spaces 1, –, 3, 2

324 NEW BEGINNINGS

Le
ss
on
1
1B WORLD CLASSROOMS
VOCABULARY
1 The definitions below relate to the UK school system. Complete the words and phrases. The first letter
has been given.
1 A p __ __ __ __ __ __ s __ __ __ __ __ is a school for children between the ages of 4 or 5 and 11.
2 A n __ __ __ __ __ __ s __ __ __ __ __, or pre-school, is a place where young children are taken care of and
educated while their parents are at work.
3 A s __ __ __ __ __ __ __ __ s __ __ __ __ __ is a school for young people between the ages of 11 and 16 or 18.
4 A p __ __ __ __ __ __ s __ __ __ __ __ is a school that does not receive money from the government, and the
parents pay for the education.
5 A s __ __ __ __ s __ __ __ __ __ is a school that is funded by the government and that students attend free of
charge.
6 A t __ __ __ is one of the periods in the year during which there are lessons at school.
7 A c __ __ __ __ __ __ __ __ __ s __ __ __ __ __ __ is a subject that all students have to take.
8 A b __ __ __ __ is a period of time in between lessons at school.
9 An o __ __ __ __ __ __ __ s __ __ __ __ __ __ is a subject that students can choose to do.
10 A y __ __ __ is a level at school where students of similar age are grouped together and that you stay in for
one year.
11 A m __ __ __ is a number that is given to show a student’s success or performance at school.
12 A l __ __ __ __ __ is a period of time in a school day during which students are taught a particular subject.
2
a) READING Read this text about the UK school system. Match the headings to the correct paragraphs.
There is one heading you do not need. Do not worry about the gaps in the text at this point.
Terms and breaks Grading system School subjects Students’ ages
THE UK SCHOOL SYSTEM

1 The school year in Britain usually starts in September and finishes in July. Most schools have three
(1) _______________________________: the first one from September to December, the second from January to
March or April, and the last one until July. After the first term, the students go on their winter break. Holidays
after the second term are around Easter. Every day, the students have to attend five or six
(2) _______________________________. In between the lessons there are (3) _______________________________.
2 Education in the UK is compulsory until the students turn 16. Most (4) _______________________________
don’t charge anything for education. On the other hand, parents have to pay money for their children to
attend (5) _______________________________. Children usually start (6) _______________________________ at the
age of five. They go to (7) _______________________________ at the age of 11 to continue their education. After
taking secondary-school final exams at the age of 16, they are allowed to leave school.
3 In (8) _______________________________ 8 or 9, students can start shaping their future career by choosing
the subjects that they like most and that could be useful to them when taking their final exams. There are
(9) _______________________________ that the students have to take. These are usually English, maths, science
and IT, depending on the school the students are enrolled in. (10) _______________________________ usually
include modern languages, humanities, arts and technical subjects.
b) Read the text again. Complete the gaps with words from Exercise 1 in the correct form: singular or
plural. There are two words you do not need.
112
ENDING THE LESSON

• Distribute the photocopiable 3-2-1 Exit
tickets to students (Resource Bank,
Resource 80, pp. 406-412).
• Instruct students to write three things
they have learned in the lesson, two
things that surprised them and one
thing they would like to know more
about. Allow enough time for students to
complete the task. Collect the tickets.
• If time allows it, check them quickly
and share some interesting answers or
alternatively do so at the beginning of
the following lesson.
HOMEWORK
1B WORLD CLASSROOMS
325
UNIT 5
Lesson 2 • Have them read out the expressions in the
table.
Moja domovina I druge zemlje
NASTAVNA TEMA / Planovi za budućnost / Drugi • In a higher-ability class, challenge
i drugačiji / Svijet oko mene students to complete the third column of
NASTAVNA JEDINICA World classrooms (2. sat) the table with the American English
PREDVIĐENI BROJ SATI 1 expressions without going back to Text 1.
A.8.1., A.8.2., A 8.3., A.8.4.,
• Students scan Text 1 in Exercise 2 a) and
C.8.1., C.8.2., C.8.3., C.8.4. complete the table with American English
DJELATNOST (I) U FOKUSU Govorenje, slušanje, pisanje expressions.
Vezan uz američki engleski • Check answers as a class.
i britanski engleski:
kindergarten – nursery, • At this point, you can GO DIGITAL and
secondary school – high
FUNKCIONALNI JEZIK
school, eggplant – aubergine, practise varieties of the English language
closet – wardrobe, recess – further.
break, cookie – biscuit, fall –
autumn, etc.
ANSWER KEY
KOMUNIKACIJSKO- Govorenje o razlikama
između školskog sustava u American English
JEZIČNA KOMPETENCIJA Hrvatskoj i drugim zemljama
kindergarten
MEĐUPREDMETNE TEME
elementary school
A.3.1., A.3.2., A.3.3., B.3.2.,
Osobni i socijalni razvoj high school
B.3.4., C.3.2., C.3.4.
A.3.1., A.3.2., A.3.3., B.3.1., elective
Učiti kako učiti B.3.2., C.3.2., C.3.3., D.3.1., grade
D.3.2.
public school
MEĐUPREDMETNO Hrvatski jezik Slušanje s
private school
POVEZIVANJE razumijevanjem
UDŽBENIK Str. 89.
Dodatni zadatci za
SPEAKING
platformi IZZI Exercise 4, p. 89
• Divide students into groups and let them
STARTING THE LESSON discuss the questions about the three schools
• Check homework as a class. from Exercise 1.
• Play the Sentence building game (see Games • Monitor students and help if needed.
and Activities on pp. 394-398) with students • Have volunteers share their answers with the
to revise the vocabulary from the previous class.
lesson.
ANSWER KEY
• Suggested vocabulary: electives, compulsory
subject, primary school, facilities, standardised, Students’ answers.
university graduate, be expelled, period, break,
state school, private school, mark. LISTENING
MAIN PART Exercise 5 a), p. 89
• Explain to students that Lota is talking to her
My...EVERYDAY ENGLISH! Croatian cousin.
Varieties of English • Instruct them to listen to the track and find out
what they are talking about.
• Draw students’ attention to the three varieties
of English in the table.
326 NEW BEGINNINGS

Le
ss
on
1
• Check the answer as a class. Lota: I think there’s a great career in store for him. He’s
really passionate about it.
Borna: Is he around somewhere? I’d like to say ‘hi’.
Track 5.2 Lota: He’s making something; I can smell it. Let me go
Lota: Hi, Borna! Lovely to talk to you again! How are and get him. Back in a minute!
you doing?
Borna: Hi, Lota! I’m doing really well! School finishes
soon; there’s only a few more exams to go. It’s been an ANSWER KEY
exciting year. But, I suppose, not as exciting as yours They are talking about schools in Croatia, ‘gimnazija’
will be!
Lota: That’s true! It’ll make quite a change. But I’m or grammar school in particular. Lota must choose
really looking forward to everything. And it’s good that the right high school when she moves to Croatia, so
you’ll be close by to help me out. Lota is telling her about the subjects in ‘gimnazija’.
Borna: Absolutely, whatever you need. Just ask away!
Lota: I’ve been researching schools in Croatia a lot. The • You may want to explain to students
two school systems are quite different! I suppose I’ll be
starting high school all over again. what a vocational school is.
Borna: How come?
Lota: Well, in Australia, primary school starts at the age TRICKS OF THE TRADE
of 6 and finishes when you’re 12. So I already attend
high school. Vocational school – a school where students
Borna: Oh, right. That is a big difference. We usually learn skills that involve working with their
leave elementary school at the age of 14. I think Year hands. (Source: Cambridge Dictionary)
8 has been the most difficult school year for me. I’ve
been under a lot of pressure. I got good marks, but
so did lots of other students. I was worried I wouldn’t Exercise 5 b), p. 89
get into the high school I wanted. Fortunately, it’s all
worked out as planned for me! • Students read the sentences first.
Lota: Tell me more about your new school. • Play Track 5.2 again.
Borna: Well, you know I go to what we call ‘gimnazija’.
But I’m not sure what you call it in English. It’s a school • Students decide whether the sentences are
that gives you general education and prepares you for
universities.
true, false or it doesn’t say.
Lota: The name is a bit confusing, I agree. A • Check answers as a class.
‘gymnasium’ in English, or ‘gym’ for short, is a fitness
centre, or a place to do P. E. at school... But it should
be similar to grammar schools in the UK and here in ANSWER KEY
Australia. It’s definitely my choice, since it offers lots of 1 DS, 2 T, 3 F, 4 F, 5 F, 6 T
different subjects. I’m still not sure what I want to study,
so I think it’s great to have another four years to decide
what’s best for me. WORKBOOK PRACTICE
Borna: I agree. Just make sure you’re ready for lots of
subjects and studying! Exercise 4 a), p. 114
Lota: I’ve seen the list; it’s pretty long! You have to take • Let students read the introduction to the
at least fourteen compulsory subjects...
Borna: Yup... But I think it’s all about paying attention, exercise. Make sure they understand what is
taking part in the lessons, and planning. It was expected of them.
challenging for me at times, but I started following a
study plan. I study in a group from time to time, too. I • Students find the British English words in the
try to get plenty of rest and sleep, and I always organise word snakes.
my week so that I have enough time for other things as
well. • Check answers as a class.
Lota: What are your favourite subjects?
Borna: Most of the subjects are the same as in primary ANSWER KEY
school, so modern languages are still at the top of my
list. And Latin is fun, too. It gives some of my friends Word snake 1: maize, jumper, mark, aubergine,
nightmares, but I enjoy learning it. washbasin, biscuit, film, trousers, rubber, wardrobe,
Lota: To me, psychology seems like an interesting chips, chemist’s, autumn, sweets. Word snake
subject. Sociology and philosophy, too.
Borna: I think I might like them, as well! And what does 2: break, crisps, cutlery, taxi, dungarees, trainers,
Luka think about starting school in Croatia? football, full stop, timetable, garden, rubbish, mobile
Lota: It’s pretty simple with him, actually. He’s all about phone.
cooking, so vocational school is his first and only
choice.
Borna: That’s great! I’ve heard a lot about his cooking
skills. Can’t wait to try his famous dishes!
1B WORLD CLASSROOMS
327
UNIT 5
TRICKS OF THE TRADE • Divide students into groups and, if necessary,
Instruct students not to use colloquialisms when explain the rules of the Definition battle game
writing the examples of varieties of English. to students (see Games and Activities on pp.
394-398).
Exercise 4 b), p. 114 • Students play the game. Monitor them and
• Tell students to circle the words belonging help if needed.
to the categories in the colours suggested for
each category. ANSWER KEY
ANSWER KEY CURIOUS ME!

Green: maize, aubergine, biscuit, chips, sweets, Refer students to the Curious me! section and
crisps. Red: jumper, trousers, dungarees, trainers. assign it as optional homework.
Yellow: mark, rubber, break, timetable. Blue:
washbasin, wardrobe, cutlery, garden, rubbish. • Have students research some other examples
Orange: film, chemist’s, autumn, taxi, football, full of varieties of English and report what they
stop, mobile phone. have found out at the beginning of the next
lesson.
• In pairs, have students match the words 4
You have come across many typically British English and American English words that are different, but
and phrases from the word snakes to their mean the same thing, in the Hello, World! series. How much do you remember? Do the tasks below.
a) Find the British English words and phrases in the word snake.
American English equivalents. erwardr

bb rgin o
ablegarde
et
be ash ba si i
u
un
m
xid ga
nr
be e
ee tro u s e r sr
stopti
w ize n
chi
le r yta
m arkau
ubb
re a k n
m b
estrai
r
a
e
psche
ishm
um r ri
m
ull
ut
pe c
er sps l
c
j
bi
ts
scuitfil
lf
ile sfo ot ba
ob
m
st
’s a w
utumns pho
ANSWER KEY ne
b) Circle the words belonging to the categories below in the following colours:
CLOTHES HOME SCHOOL green – food red – school yellow – home purple – clothes blue – other
NAmE BrE NAmE BrE NAmE BrE c) Match the words and phrases from the wordsnake to their American English equivalents.
HOME
sweater jumper sink washbasin grade mark CLOTHES NAmE BrE
SCHOOL
NAmE BrE
NAmE BrE sink __________________
pants trousers closet wardrobe eraser rubber sweater _______________
___
closet __________________
grade ___________________
___
pan ts _______________ silverware __________________
eraser ___________________
sneakers trainers silverware cutlery recess break sneakers ___
_______________
___
yard __________________
recess ___________________
overalls _______________ garbage __________________

period ___________________
overalls dungarees yard garden period timetable

garbage rubbish FOOD
OTHER
NAmE BrE
NAmE BrE movie ______________________
corn ____________________ cab ______________________
FOOD OTHER eggplant ____________________ soccer ______________________
cookie ____________________ fall ______________________
NAmE BrE NAmE BrE French fries ____________________ pharmacy ______________________
candy ____________________ cell phone ______________________
corn maize movie film chips ____________________ fullstop ______________________
eggplant aubergine cab taxi 5

SPEAKING Get into groups, and play a game of
cookie biscuit soccer football Definition Battle with words from Exercise 4. For
Curious me!
an extra point, name both the British English and
American English words. Do you know of any other examples of
French fries chips fall autumn varieties of English: British, American,
Australian or others? Go online, and find
candy sweets pharmacy chemist’s some more! It’s always good to know them
to avoid misunderstandings.
chips crisps cell phone mobile phone

114
full stop full stop
ENDING THE LESSON

SPEAKING
WRITING
Exercise 5, p. 114
• Have students read the instructions for the Exercise 6, p. 89
exercise. Make sure they understand what they • Let students think about the school system in
need to do. Croatia and the topics.
328 NEW BEGINNINGS

Le
ss
on
2
• Students write a short report including the
suggested topics.
• Have volunteers read out their reports.
• Give your own feedback to each student.
Focus on the included topics, grammar,
spelling and punctuation.
HOMEWORK
WB p. 113, Exercises 3 a), b) and c)
1B WORLD CLASSROOMS
329
Lesson 2
UNIT 5
2A TAKE ACTION! MAIN PART
Lesson 1 SPEAKING
Moja domovina i druge zemlje Exercise 1 a), p. 90

NASTAVNA TEMA / Planovi za budućnost / Drugi • In pairs, students discuss the questions
about summer jobs and their advantages and
NASTAVNA JEDINICA Take action (1. sat)
disadvantages.
A.8.1., A.8.2., A 8.3., A.8.4., • Discuss students’ answers as a class.
C.8.2., C.8.3., C.8.4. ANSWER KEY
DJELATNOST (I) U FOKUSU Students’ answers.
pisanje
applicant, spotless, detail-
oriented, committed, early Exercise 1 b), p. 90
VOKABULAR bird, follow the lead, peer
tutoring programme, charity • Let students look at the list of some part-time
drive, vulnerable jobs for teenagers.
KOMUNIKACIJSKO- Govorenje o dodatnim
poslovima i volontiranju • Students tick the jobs they would do and, in
JEZIČNA KOMPETENCIJA pairs, explain why to their partners.
MEĐUPREDMETNE TEME
• Let volunteers share the jobs they would do
A.3.1., A.3.2., A.3.3., A.3.4.,
B.3.1., B.3.2., B.3.4., C.3.2.
and give reasons for their choice.
A.3.1., A.3.2., A.3.3., B.3.1., • In a lower-ability class, you may want to
Učiti kako učiti B.3.2., C.3.2., C.3.3., D.3.1., explain what a paperboy/papergirl and a
D.3.2.
tutor do.
Građanski odgoj i obrazovanje A.3.4., C.3.2.
ANSWER KEY
POVEZIVANJE čitanje s razumijevanjem Students’ answers.
UDŽBENIK Str. 90.
RADNA BILJEŽNICA Str. 115. TRICKS OF THE TRADE
Dodatni zadatci za
A paperboy/papergirl delivers newspapers
platformi IZZI to people’s homes. A tutor teaches children
outside of school to give some extra help with a
STARTING THE LESSON subject he or she finds difficult. (Sources: Collins
Dictionary, Cambridge Dictionary)
• If you have assigned the Curious me! section
for homework, have students report what they READING
have found out about some other examples of Exercise 2, p. 90
varieties of the English language.
• Explain to students that Luka has decided to
• Play Pictionary with students (see Games and take a part-time job.
Activities on pp. 394-398). to get the names of
• Have students read the job adverts and match
part-time jobs for teenagers.
them to the headlines.
• Suggested jobs: teenage model, pet sitter,
car-wash worker, video-game tester, blogger,
paperboy/papergirl, babysitter, a T-shirt • Explain any new vocabulary. Suggested
designer. vocabulary: applicant, spotless, detail-oriented,
committed, early bird.
330 NEW BEGINNINGS

Le
ss
on
2
2A TAKE ACTION!
2
on
ss
Le
I can talk about part-time jobs and volunteering.
1 a) SPEAKING Would you like to have a summer job? What are the advantages and disadvantages of having one?
Discuss in pairs.
b) Look at this list of some part-time jobs for teenagers. Tick the jobs you would do, and explain why.
a lawn mower a pet sitter or dog walker a video-game tester a blogger

a teenage model a tutor a babysitter a car-wash employee a paperboy/papergirl
2 a) READING Luka has decided to take a part-time job. Read the job adverts, and match them to their headlines.
There is one headline you do not need.
1 Pet Day-Care 2 Weekend Deliveries 3 Pet Wash ’N’ Go 4 First-Class Cleaners
We are a car-care business We are looking for a pet sitter If you’re an early bird and
looking for an applicant who can in the St George area to look you own a bike, then you’re the
keep our customers satisfied and after our dog while we’re away person we’re looking for! We
make their cars look as shiny as on holiday from 20 January to 4 need energetic young people to
new. Do you enjoy working on February. We need a reliable young deliver newspapers on Sat and
cars? Do you like keeping things person who would feed and walk Sun mornings in Strawberry Hills.
Punctuality is a must; paper rounds
spotless? If the answer is ‘yes’, then the dog twice a day. Our ideal
have to be finished by 8 a.m.
this is the summer job for you! candidate is someone who is caring
Contact Strawberry Hills Post Office
We’re looking for a detail-oriented, and experienced with Golden
for more information. We look
committed person to join our team. Retrievers. We pay $15 per hour. forward to meeting you!
b) Read the adverts again. Underline the qualities and skills needed for each job.
3 a) 5.3 LISTENING Listen to Luka and Lota discuss the adverts. Which job does he decide to apply for?
b) 5.3 Listen again. Complete the table with the missing qualities which Luka does or doesn’t have for the jobs
listed.
a car-wash worker a paperboy a pet sitter
 ______________________________
 doesn’t often clean his room  ______________________________
 isn’t an early bird
 hates ______________________  ______________________________
 ______________________________
c) SPEAKING Use the information in the table to retell the conversation.
90
2A TAKE ACTION!
331
UNIT 5
ANSWER KEY Luka: Hmm, you’ve got a point there. And I love dogs.
Pet sitting it is!
4, 1, 2 Lota: Great! I think you’re the best candidate for the
job. They’ll just have to hire you, won’t they?
Exercise 2 b), p. 90 Luka: Thanks, sis. We’ll see. And what about you? Not
interested in getting some extra money?
• Students read the adverts again. Instruct them Lota: Actually, I was thinking about volunteering.
to underline the qualities and skills needed for Luka: Of course you were. Always trying to make the
world a better place...
each job.
• At this point, you can GO DIGITAL and Luka decides to apply for a pet-sitter job.
ANSWER KEY
• Let students look at the table with the missing
First-class cleaners: make cars look shiny, keep qualities that Luka does or doesn’t have for
things spotless, detail-oriented, committed. Pet day-
the jobs.
care: reliable, young, feed and walk the dog, caring,
experienced with Golden Retrievers. Weekend • Play Track 5.3 again.
deliveries: early bird, own a bike, energetic, young,
• Students complete the table with the missing
punctuality.
information.
LISTENING • Check answers as a class.

• Have students read the instructions for the a car-wash worker a paperboy a pet sitter
exercise. Make sure they understand what is x hates washing + great at + has experience with
expected of them. cars cycling Golden Retrievers
x isn’t punctual + loves dogs
• Check the answer as a class.
SPEAKING
Track 5.3 Exercise 3 c), p. 90
Luka: I’m thinking about getting a part-time job. Take a • In pairs, students use the information in the
look at the adverts I’ve found. They sound great, don’t
they? I can’t decide which one to apply for. table to retell the conversation.
Lota: Let me see. Hmm, washing cars, pet sitting and
delivering newspapers. Sounds great, but... • You may want to suggest students role-
Luka: But what? play the conversation, student A being
Lota: Well, for starters, you haven’t cleaned your room Luka and student B Lota.
in a while, have you? And you hate it when Dad tells
you to wash the car. • Invite volunteers to retell the conversation or
Luka: Well, yeah, but this is different. They pay to get it role-play the dialogue.
done.
Lota: They do, but I still don’t see you as the right
person for the job. You’re not exactly committed to ANSWER KEY
keeping things spotless. Students’ answers.
Luka: OK, let’s say you’re right. What about the delivery
job? I’m very good at cycling, aren’t I?
Lota: You’re great at cycling. But you aren’t really an WORKBOOK PRACTICE
early bird, are you? Delivering newspapers early means
waking up at 5 a. m. You ARE aware of that, aren’t
you? And it’s EVERY Saturday and Sunday. Also, being VOCABULARY
punctual isn’t really your thing, is it?
Luka: You’re killing it for me, sis... Exercise 1 a), p. 115
Lota: Ha-ha, I’m just being realistic. But I do see you • Students read the list of some popular
as a dog walker. You looked after our neighbours’ dog
some time ago, didn’t you? And it was also a Goldie,
part-time jobs and match them to the
wasn’t it? You definitely tick the experience box. responsibilities.
332 NEW BEGINNINGS

Le
ss
on
2
Question tags
Look at the table below, and complete the rules.
It was also Goldie, wasn’t it? You aren’t really an early bird, are you?
They’ll just have to hire you, won’t they? Being punctual isn’t your thing, is it?
You can wake up early, can’t you? You haven’t cleaned your room, have you?
You like to keep things spotless, don’t you?
You looked after your neighbour’s dog, didn’t you?
Be careful!
I’m very good at cycling, aren’t I? I’m not very good at cycling, am I?
When the statement is negative, we use a ___________________ question tag.

When the statement is positive, we use a ___________________ question tag.
In sentences with auxiliary and modal verbs be, have, ________________ and _______________, we repeat the same
verb in the question tag.
In sentences with other verbs, we use ________ or does for the present simple and ________ for the past simple.
4 a) READING Lota is talking to her parents about volunteering. Read the dialogue, and answer the questions below.
1 What is Lota’s main reason for wanting to volunteer? 3 What types of volunteering are mentioned?
2 What are some of the benefits of volunteering? 4 What does Lota decide to do in the end?
Lota: Mum, Dad, have you got a minute? I’m thinking about volunteering, but I can’t decide where.
Mum: You continue to surprise me. You already volunteer at your school, (1) do you / don’t you?
Lota: Yes, but I really like helping people. And volunteering is a great way to do that, (2) is it / isn’t it?
Mum: Sure it is.
Dad: Why don’t you try a paid part-time job for a change? People need money to survive, (3) do they / don’t they?
Mum: Sure, but the world would be a better place if more people volunteered. And it can’t be bad on your CV,
(4) can it / can’t it?
Dad: That is true. Lots of employers nowadays like it when young people have some experience of voluntary work.
Lota: Yeah, but I’m too young to think about that, (5) are I / aren’t I?
Dad: Oh, I’d say you’re never too young to think about your future!
Mum: And you won’t get any work experience staying at home, (6) will you / won’t you?
Lota: I guess... I’ve never looked at it that way. I just want to feel like I’m doing something useful.
You can understand that, (7) can you / can’t you?
Mum: Of course, darling. What would you like to do?
Lota: Well, I was thinking about helping older people.
Mum: Oh, that’s a lovely idea! I have a friend who works at a nursing home. She was
talking about an interesting volunteering program for the elderly the other day,
(8) was she / wasn’t she, Marc?
Dad: Uh, I must admit I switched off... But why don't you try applying? You might like it.
Lota: Oh, I will; thank you!
b) Read the dialogue again, and circle the correct question tag.
5 SPEAKING Are there any opportunities for volunteering in the place where you live? Work in groups. Follow the
steps below.
Brainstorm where you might How can you contribute to your local Share your ideas with the rest of
be able to volunteer in your community? Which volunteer jobs would the class. Is there any suggestion
local community. each of you be interested in, and why? you could put into action?
91
2A TAKE ACTION!
333
UNIT 5
• Check answers as a class. • Make enough copies of the photocopiable job
advert template (Resource Bank, Resource 81,
ANSWER KEY pp. 406-412) and distribute it to students.
5, 4, 8, 6, 3, 2, 1, 7 • Instruct students to choose a job and write a
short advert for it by following the tips on the
READING template.
• Refer students to the adverts in Exercise 2 a)
on page 90 of their Student’s Books and the
• Draw students’ attention to the pictures. list of part-time jobs in Exercise 1 a) on page
Explain to students that Lota and her friends 115 of their Workbooks that might help them
are talking about volunteering. write the advert.
• Students read the texts and match them to the • Give students enough time. Monitor them and
pictures. help if necessary.
• Check answers as a class. • Have the groups present their adverts and
• Explain any new vocabulary. Suggested discuss which jobs the rest of the class would
vocabulary: follow the lead, peer tutoring apply for.
programme, charity drive, vulnerable.
HOMEWORK
ANSWER KEY
WB p. 115, Exercises 1 b) and 2 b)
4, 3, 2
2A TAKE ACTION!
Le
ss
on
2
VOCABULARY
1
a) Read the list of some popular part-time jobs. Match the responsibilities to the jobs.
1 a video-game tester taking an animal for a walk
2 a paperboy/papergirl putting groceries into shopping bags
3 a babysitter helping companies promote products such as clothes and cosmetics
4 a grocery-store bagger helping children who are struggling with their studies
5 a dog walker looking after children
6 a tutor taking newspapers to customers’ front doors
7 a pet sitter finding ‘bugs’ so programmers can fix the errors
8 a teenage model feeding an animal while the owners are away
b) Add two more jobs to the list, and write what their responsibilities are.
1 ___________________________________________________________________________________________________
2 ___________________________________________________________________________________________________
2 a) READING Read what Lota and her friends say about volunteering, and match the texts to the pictures.
There is one picture you do not need.
1 2 3 4
You probably didn’t know that some of the world’s favourite celebrities are the world’s most passionate
volunteers, did you? Well, I’m following their lead and trying to help whenever I can. At the moment, I’m
engaged in our school’s peer tutoring programme. We’re helping younger students who have learning
problems do their homework and study. I give them detailed instructions for every task, and I’m there to
help at every step of the way until they finish. (Lota, 14)
I volunteer at an animal shelter. I help clean the animals. I also spend some one-to-one time with them,
feed them, and help walk the dogs. Twice a year we organise charity drives for pet food, toys and blankets.
A lot of volunteers get involved. It gives me so much pleasure knowing that I’m doing something to help!
We must stand with the vulnerable, whether they’re the elderly, the disabled, the animals or anyone else.
(Lucas, 14)
My mum is a cook, and when she’s not at the restaurant, she volunteers at the local soup kitchen. I
often go with her to help her out. Twice a day, they serve meals to homeless people and to people in need.
My mum cooks, and I assist with setting up the tables and cleaning up afterwards. I also sometimes help
with serving the food and doing the dishes. We need to buy more dishwashers, so we accept donations all
year long. (Ava, 13)
b) Read the texts again. Are the sentences below true (T), false (F), or it doesn’t say (DS)?
1 Lota’s school organises help for poor students.
2 Older students help the younger ones.
3 Lucas washes the animals and gives them food.
4 Not many people take part in drives for the shelter.
5 Ava’s mum owns a restaurant.
6 They don’t have enough dishwashers at the soup kitchen.
115
ENDING THE LESSON

• Divide students into groups.
334 NEW BEGINNINGS

Le
ss
on
2
Lesson 2 • Circle the question tag wasn’t it and explain to
students that we call this part of the sentence
Moja domovina i druge zemlje a question tag.
i drugačiji / Svijet oko mene • Discuss the use of question tags in sentences
NASTAVNA JEDINICA Take action (2. sat) with students.
• Draw their attention to the difference between
A.8.1., A.8.2., A 8.3., A.8.4.,
question tags in positive and negative
C.8.2., C.8.3., C.8.5. sentences.
DJELATNOST (I) U FOKUSU Govorenje, čitanje, pisanje • Students study the table again and complete
GRAMATIKA Upitni izrazi the rules.
KOMUNIKACIJSKO- Govorenje o volontiranju
• Check and discuss the answers as a class as
JEZIČNA KOMPETENCIJA well as the Be careful! part of the table.
MEĐUPREDMETNE TEME
• Tell students that they have a detailed
A.3.1., A.3.2., A.3.3., A.3.4.,
Osobni i socijalni razvoj B.3.1., B.3.2., B.3.4., C.3.2., explanation of question tags in the Grammar
C.3.3. Summary on page 133 of their Student’s
A.3.1., A.3.2., A.3.3., B.3.1., Books.
C.3.3., D.3.1., D.3.2. • At this point, you can GO DIGITAL and
Građanski odgoj i obrazovanje A.3.4., C.3.1., C.3.2. practise question tags further.
MEĐUPREDMETNO Hrvatski jezik Čitanje s
POVEZIVANJE razumijevanjem, upitni izrazi ANSWER KEY
UDŽBENIK Str. 91.
positive, negative, can, will, do, did
Dodatni zadatci za
DIGITALNI SADRŽAJ IZZI uvježbavanje na digitalnoj TRICKS OF THE TRADE
platformi IZZI
Question tags are used in spoken language,
STARTING THE LESSON especially when we want to check if something
is true or invite people to agree with us.
• Play Chinese whispers (see Games and
Activities on pp. 394-398). with the sentences
from the texts students have read or listened READING
to during the previous lesson. Exercise 5 a), p. 91
• Suggested sentences: They’ll just have to hire • Let students read the dialogue between Lota
you, won’t they? We’re looking for a committed and her parents and answer the questions.
person. They sound great, don’t they? We need
a reliable young person. You haven’t cleaned
your room, have you? Punctuality is a must. • You may want to discuss what a CV is
with students.
MAIN PART
ANSWER KEY
My... GRAMMAR! Question tags 1 She really likes helping people. 2 It can improve
your CV, you get work experience and you do
• Refer students to the My... GRAMMAR! section. something useful. 3 Volunteering at school and
helping older people. 4 She decides to help older
• In groups, students read the sentences and
people.
think about them.
• Write an example sentence on the board: TRICKS OF THE TRADE
It was also a Goldie, wasn’t it? A CV or Curriculum Vitae is Latin for “course
of life”. It is a short, written description of your
2A TAKE ACTION!
335
UNIT 5
education, qualifications, previous jobs and
sometimes also your personal interests, that you My... GRAMMAR! Question tags
send to an employer when you are trying to get 3

Choose the correct question tag.
a job. (Source: Cambridge Dictionary) 1 You can’t drive a car, can you / can’t you?
2 They don’t live here, do they / don’t they?
3 You won’t tell him what I’ve said, will you / won’t you?
4 She hasn’t had lunch yet, has she / hasn’t she?
5 I’m late, am I / aren’t I?
6 The lesson finishes at 11, does it / doesn’t it?
7 We travelled a lot when we were younger, did we / didn’t we?
• Instruct students to read the dialogue again 8 He isn’t going to come, is he / isn’t he?
4
and circle the correct question tag. Rewrite the incorrect sentences. There are two sentences that do not need correcting.
1 It’s quite a big room, is it?
____________________________________________________________________________________________________
• Check answers as a class. 2 You can help me with my science project, can’t you?
____________________________________________________________________________________________________
3 You have a part-time job, haven’t you?
____________________________________________________________________________________________________
ANSWER KEY 4 We aren’t leaving this weekend, aren’t we?
____________________________________________________________________________________________________
1 don’t you, 2 isn’t it, 3 don’t they, 4 can it, 5 aren’t I,

5 He went out earlier, did he?
____________________________________________________________________________________________________
6 will you, 7 can’t you, 8 wasn’t she 6 They will get here on time, won’t they?
____________________________________________________________________________________________________
7 I’m not very punctual, are I?
____________________________________________________________________________________________________
WORKBOOK PRACTICE 8 You don’t mind if I sit here, don’t you?

____________________________________________________________________________________________________
5
Exercise 4, p. 116
Use the two sets of words below to complete these questions with the appropriate question tags.
1 will wasn’t are don’t haven’t is hasn’t can’t
• Let students read the sentences and find the 2 we she they
1 I need a pet sitter, _______________________________________?

it he I you there
mistakes. 2 We can stay a little bit longer, _______________________________________?

3 They won’t be late, _______________________________________?
• Students then rewrite the incorrect sentences.

4 You’ve finished writing, _______________________________________?
5 There aren’t any eggs in the fridge, _______________________________________?
6 Moira has sent her application, _______________________________________?
• Remind them that there are two sentences 7 The workshop was very educational, _______________________________________?
8 It’s raining. Dad isn’t working in the garden, _______________________________________?
that do not need correcting. 116

and correct the mistakes, if there are any. Exercise 6, p. 117

Check answers as a class. • Let students skim the dialogue first.
ANSWER KEY • Have students complete the conversation with
the missing question tags.
1 It’s quite a big room, isn’t it? 2 Correct. 3 You have
a part-time job, don’t you? 4 We aren’t leaving this • Remind them to refer to the My... GRAMMAR!
weekend, are we? 5 He went out earlier, didn’t he? Question tags section in their Student’s Books
6 Correct. 7 I’m not very punctual, am I? 8 You don’t on page 91 if they need help doing the task.
mind if I sit here, do you?
• You may want to use this exercise as
formative assessment to check how well
Exercise 5, p. 116
students understand question tags.
• Instruct students to use the two sets of
words to complete the questions with the • Collect students’ work and correct it.
appropriate question tags. You can either underline the mistakes or
• Remind students to think about the sentences
as either positive or negative when using the • Check answers as a class.
question tags and to pay attention to the
ANSWER KEY
pronouns used.
1 aren’t you, 2 isn’t it, 3 wasn’t he, 4 didn’t he, 5 don’t
• Check answers as a class. you, 6 have you, 7 will you, 8 can’t you
ANSWER KEY
1 don’t I, 2 can’t we, 3 will they, 4 haven’t you, 5 are
there, 6 hasn’t she, 7 wasn’t it, 8 is he
336 NEW BEGINNINGS

Le
ss
on
2
6
Complete the conversation with the missing question tags.
Lota: You’re a doctor, (1) _____________________________?
Dr Sharpe: Yes, I’m a pediatrician.
Lota: It’s a rewarding job, (2) _______________________________________?
Dr Sharpe: Oh, yes, working with children is very satisfying.
Lota: Your dad was a doctor too, (3) _______________________________________?
Dr Sharpe: Yes, he was a surgeon.
Lota: He joined Doctors Without Borders in Africa, (4) _______________________________________?
Dr Sharpe: How do you know? He spent five years in the Central African Republic.
Lota: That’s really impressive! You do some voluntary work yourself, (5) ___________________________________?
Dr Sharpe: Yes, I help at the homeless shelter.
Lota: You haven’t considered working abroad, (6) _______________________________________?
Dr Sharpe: Actually, I have, but it was years ago...
Lota: So you won’t be leaving our country any time soon, (7) _______________________________________?
Dr Sharpe: Ha-ha, I won’t. Having a family has made me change my mind. Iʼd like to have more free time, though.
Lota: But you can find some time for yourself, (8) ___________________________________? How hard can that be?
Dr Sharpe: Oh, you’d be surprised!
7
WRITING You’re at a party. You don’t know the other guests, but you’ve heard some things about them.
Write short dialogues. Ask them questions using question tags.
Guest 1 lives in Vienna Guest 2’s dad is a scientist Guest 3 has recently been to Japan
Guest 4 acted in a film last year Guest 5 writes a blog Guest 6 is a T-shirt designer
Guest 7 volunteers at the animal shelter
You live in Vienna, don’t you? Do you like it there?

1 You: _______________________________________________________________________________________________
Oh, yes, I moved there five years ago. It’s an amazing city!
Guest 1: ____________________________________________________________________________________________
2 You: _______________________________________________________________________________________________
Guest 2: ____________________________________________________________________________________________
3 You: _______________________________________________________________________________________________
Guest 3: ____________________________________________________________________________________________
4 You: _______________________________________________________________________________________________
Guest 4: ____________________________________________________________________________________________
5 You: _______________________________________________________________________________________________
Guest 5: ____________________________________________________________________________________________
6 You: _______________________________________________________________________________________________
Guest 6: ____________________________________________________________________________________________
7 You: _______________________________________________________________________________________________
Guest 7: ____________________________________________________________________________________________
117
ENDING THE LESSON
SPEAKING
Exercise 6, p. 91
• Divide students into groups and tell them to
think about the opportunities for volunteering
in the place where they live.
• Go through the steps with students and let
them discuss the questions.
• Allow enough time for students to finish the
• Have groups share their ideas with the rest of
the class.
ANSWER KEY
HOMEWORK
WB pp. 116–117, Exercises 3 and 7
2A TAKE ACTION!
337
UNIT 5
2B CHOICES AND OPPORTUNITIES MAIN PART
Lesson 1 SPEAKING
Moja domovina i druge zemlje Exercise 1, p. 92

NASTAVNA TEMA / Planovi za budućnost / Drugi • Have students think about the questions first.
Choices and opportunities • In small groups, students discuss their
NASTAVNA JEDINICA
(1. sat) answers.
• Finally, discuss students’ ideas as a class.
A.8.1., A.8.2., A 8.3., A.8.4.,
ISHODI POUČAVANJA
A.8.5., B.8.2., C.8.1., C.8.3.
ANSWER KEY
pisanje Students’ answers.
Vezan uz zanimanja: midwife,
accountant, social-media
expert, school counsellor, LISTENING
plumber, IT technician,
VOKABULAR
entrepreneur, automated,
give up on, apply for a job, Exercise 2 a), p. 92
collaborate, under pressure, • Students read the instructions to the exercise.
hands-on experience
KOMUNIKACIJSKO- Govorenje o budućem
zanimanju of them.
• Let students try to guess and write the missing
MEĐUPREDMETNE TEME
professions.
A.3.1., A.3.2., A.3.3., A.3.4.,
B.3.2., B.3.4., C.3.2. • You may want to explain the meaning of
A.3.1., A.3.2., A.3.3., B.3.1., the word midwife.
C.3.3., D.3.1., D.3.2. 5.4. • Play Track 5.4.
Građanski odgoj i obrazovanje A.3.4.
• Students listen and check their guesses.
POVEZIVANJE čitanje s razumijevanjem • Check answers and their spelling as a class.
RADNA BILJEŽNICA Str. 118. Track 5.4
Dodatni zadatci za The latest PISA survey, conducted in 2018, resulted
DIGITALNI SADRŽAJ IZZI uvježbavanje na digitalnoj in a study called “Dream Jobs? Teenagers’ Career
platformi IZZI Aspirations and the Future of Work”. In the survey,
teenagers were asked about the jobs they expect
STARTING The E LESSON to have when they are 30. The results show that the
career expectations of young people haven’t changed
• Check homework as a class. much over time. The majority of teenagers still answer
• Play a version of the Snake game (see Games with the so-called traditional jobs. Doctors, teachers,
managers, engineers, lawyers and police officers
and Activities on pp. 394-398) with students to are very popular even in the 21st century. There are
revise question tags. differences between the girls’ and boys’ lists, though.
Doctors rank highest on the girls’ list, followed by
• Suggested question tags: 1 aren’t you? 2 wasn’t teachers, managers, lawyers and other healthcare
she? 3 does he? 4 can’t they? 5 hasn’t he? 6 did workers. Boys, on the other hand, seem to be more
she? 7 can you? 8 won’t it? 9 weren’t you? 10 interested in the fields of engineering and science.
Their number one job is that of engineers, followed by
doesn’t she? 11 didn’t they? 12 haven’t you? 13 managers and doctors. Boys also choose to become
do you? 14 has she? 15 are they? 16 isn’t he? 17 ICT professionals, sportspeople and motor mechanics.
was I? 18 don’t you? 19 weren’t they? 20 am I? These jobs are nowhere to be found in the girls’ top
ten. Experts are worried about young people’s lack of
knowledge about the future of work. For young people
who are making decisions about their future now, it is
very important to understand that the world of work
will probably change by the time they are 30. It has
already changed a lot over the past two decades, with
338 NEW BEGINNINGS

339
2
5.10.2021. 7:20:12
on
ss
Le
2B CHOICES AND OPPORTUNITIES b) Read the texts again. Write E for Ebba, O for Olivier and D for Daria. Who…
2B CHOICES AND OPPORTUNITIES

1 says that education is very stressful?
I can talk about a future career. 2 says that the world of work is changing?
3 wants to learn by working with other people?
1 SPEAKING Where do you see yourself in five years? What would you like to study or do? Who or what influences 4 thinks students should learn by doing things?
the decisions you make about your future career? 5 wants to help people by making them look better?
6 wants to help people online to make decisions about their holidays?
2
a) 5.4 LISTENING In a recent study, teenagers were asked about the jobs they expect to have when they are 30. VOCABULARY
Read the top ten professions cited by girls and boys. Are you familiar with all the professions on the list?
4
*data taken from PISA 2018 database
What do you think the missing professions are? Listen, and complete the table. Match the highlighted words in Exercise 3 a) to their explanations.
Top 10 jobs cited by girls: Top 10 jobs cited by boys: work together feeling a need to perform well
1 ___________________ 6 psychologist 1 ___________________ 6 teacher practical knowledge gained by doing things to request a job
2 ___________________ 7 designer 2 manager 7 police officer operated by machines or computers to stop trying to achieve something
3 manager 8 veterinarian 3 doctor 8 motor mechanic
4 ___________________ 9 police officer 4 ___________________ 9 lawyer Reported speech
5 nurse or midwife 10 architect 5 ___________________ 10 architect
1 Read the following sentences, and write direct or reported on the correct line.
b) 5.4 LISTENING Listen to the report again. Are these sentences true (T) or Ebba: I read an article yesterday saying that some jobs, such as travel agent and accountant, will be automated
false (F)? by 2030. →
___________________ speech
1 Job choices have changed a lot in the past few decades.
Curious me! Ebba says (that) she read an article yesterday saying that some jobs, such as travel agent and accountant, will
2 Boys are more interested than girls in jobs in healthcare.
Did you know that be automated by 2030. →___________________ speech
PISA is not just a city
3 Technological development has changed the world of work. 2 Underline the changes made in reported speech, then study the explanations below.
in Italy? Find out what
4 Some jobs are being lost to machines. is hiding behind this When we report immediately what someone says, we use a present reporting verb: say/says (that). When we are
5 Young people are familiar with the new jobs. acronym, and what its talking, we sometimes use reported speech without that.
purpose is.
6 Talking to various professionals can help young people make career choices. We change pronouns where necessary to be clear who or what they refer to (e.g. I → she) and make necessary
verb changes (e.g. I’ve read →
she’s read).
3 Let’s practise more! → WB, pp. 119-120 Grammar summary → p. 134
a) READING Lota is readingLota
a) READING what teenagers
is reading around
what the globe
teenagers say the
around about their
globe sayfuture
aboutcareer
their choices. Which
future career jobs areWhich jobs are
choices.
mentioned in mentioned
the texts? Underline them.
in the texts? Underline them.
5 Choose one of the texts from Exercise 3 a), and report what the speaker says. Start like this: Ebba/Olivier/
Daria says (that)...
6
a) 5.5 LISTENING Luka is listening to an interview with a careers adviser. Listen, and tick the topics the careers
adviser talks about. There are two topics you do not need.
A careers adviser’s job Changes in the job market Applying for a job
How school grades can help What to do when choosing a career Teaching the four C’s
I was thinking about a job in tourism, I plan to be a hairdresser one day I think that we’ve lost the
but I read an article yesterday saying and to (3) apply for a job in a big purpose of education. Everybody b) 5.5 Listen again. Take short notes about the topics you ticked in Exercise 6 a). Use your notes to report
that some jobs, such as travel salon. It’s a good way of learning is running after grades and
what the careers adviser says.
agents and accountants, will be and getting experience. And I stressing over scores. This puts
(1) automated by 2030. Modern jobs don’t like working on my own. us (5) under a lot of pressure.
include robotics technicians, social- My teachers say I (4) collaborate Some experts say that we’re
7 WRITING AND SPEAKING Choose a task.
media experts and nutritionists. I’ve well with other people and I’ve getting theoretical knowledge Easy-peasy No picnic Down to work!
done a little research, and, as it turns got good communication skills. instead of (6) hands-on Write about your future career Interview one of your parents about Think critically about your primary school
out, I don’t have to (2) give up on I’m very happy with my decision, experience that will help us build choice. What would you like to their job. Ask them about their education. Which skills have you learned
my dream. A social-media expert in because I like being creative and life skills. I agree. I’d like to be a do? Think about the subjects responsibilities, things they do, skills at school? Make a visual presentation of
tourism seems like a perfect job for helping people feel better about school counsellor one day and or activities you’re good at and needed for the job, and things they the skills with examples of the activities
me! themselves. help students cope with stress. the skills you have. List them. like or dislike about the job. Write the you have done. Think about various
Ebba (15), Sweden Olivier (15), France Daria (14), Croatia How can they help you in your interview out in direct speech, then school subjects. How can these skills be
future career? report what they say to your class. useful in the future?

92 93
UNIT 5
advancements in technology and the era of social READING
media. Some jobs are being done by machines, and
a lot of new jobs are being created. However, many Exercise 3 a), p. 92
teenagers are unaware of them, and that is definitely
something that must be changed. It’s true that ‘you • Explain to students that Lota is reading what
can’t be what you can’t see’, which is why young people teenagers around the globe say about their
should be given career guidance. They should be given future career choices.
the opportunity to meet people with various jobs,
as well as people who break gender stereotypes: a • Students read the texts and underline the jobs
male nursery teacher, nanny or hairdresser; a female
plumber, mechanic or firefighter. This could help them
mentioned in the texts.
choose their future career, as well as realise that gender • Check answers as a class.
beliefs should not affect their career decisions.
ANSWER KEY
ANSWER KEY
travel agent, accountant, robotics technician, social-
Girls: 1 doctor, 2 teacher, 4 lawyer. Boys: 1 engineer, media expert, nutritionist, hairdresser, teacher,
4 ICT professional, 5 sportspeople. school counsellor
Exercise 2 b), p. 92 Exercise 3 b), p. 93

• Let students read the sentences. • Let students read the texts again and answer
• In a higher-ability class, you may want to the questions, writing E for Ebba, O for Olivier
ask students to decide if the sentences and D for Daria.
are true or false before playing the track • Check answers as a class.
again. Have students check their answers
while listening.
ANSWER KEY
• Students write T for true or F for false in the
boxes. 1 D, 2 E, 3 O, 4 D, 5 O, 6 E

VOCABULARY
ANSWER KEY
Exercise 4, p. 93
1 F, 2 F, 3 T, 4 T, 5 F, 6 T
• Draw students’ attention to the highlighted
words in the texts.
CURIOUS ME!
• Have them go through the texts one more
Refer students to the Curious me! section and,
time and match the highlighted words to their
if available, have students go online and find
explanations.
out what the acronym PISA stands for and
what its purpose is. If not, assign it as optional • Check answers as a class and explain the
homework and have students report about it at meaning of the words, if necessary.
the beginning of the next lesson. • You may want to ask students to
translate the words into Croatian.
TRICKS OF THE TRADE
PISA is an acronym for Programme for vocabulary: accountant, social-media expert,
International Student Assessment. It measures school counsellor.
15-year-old students’ reading, mathematics and
science literacy every three years. ANSWER KEY
4, 6, 1, 5, 3, 2
340 NEW BEGINNINGS

Le
ss
on
2
WORKBOOK PRACTICE
Exercise 1 a), p. 118 VOCABULARY
• Instruct students to find the jobs in the word 1 a) Find the jobs in the wordsnake, and use them to complete the sentences.
ediaexpertITtechnicianenginee
plumb icsocial-m
snake first. mechan r
eracco
untanthai ifemotor
rdresserentrepreneurarchitectmidw
1 An __________________________ is a person who comes up with an idea and starts a new business.
2 An __________________________ is a person who designs and constructs roads, railways and bridges.
• Students then complete the sentences with 3 A
4 A
__________________________ is a person whose job is to repair and maintain car engines.
__________________________ is a person who plans how to sell products and services on social media.
the jobs they have found. 5 A

6 A
__________________________ is a person who installs and maintains water systems.
__________________________ is a person who cuts or styles hair.
7 An __________________________ is a person who repairs and maintains information-technology systems.

8 An __________________________ is a person who keeps and checks financial records for a company.
9 An __________________________ is a person who plans, designs and supervises the construction of buildings.
10 A __________________________ is a person who assists women in childbirth.
• Explain any new vocabulary. Suggested b) SPEAKING Work in pairs. Choose a job, and have your partner ask questions and guess which job it is.
The phrases below can help you.
Do Do you
vocabulary: plumber, entrepreneur, IT

work indoors / outdoors help people you work wear a
indoors? uniform?
work alone / with people use a computer / tools / vehicles
technician. wear a uniform earn a lot of money

have to study at university for the job
repair something
work shifts
Do
you help
people?
Are you a
doctor?
2 Read what some other teenagers around the globe say about their future career choices. Complete the
ANSWER KEY texts with the words below. There are two words you do not need.
repetitive well-paid healthcare fair automated entrepreneur apply for
Word snake: plumber, accountant, hairdresser,

pressure hands-on collaborate vocational technician
My parents have badly-paid jobs. It makes me sad to see them work long hours to earn just
entrepreneur, architect, midwife, motor mechanic, enough to pay the bills. It can be really stressful sometimes. I hope I’ll be able to get a
(1) ______________________ job and help them in the future. I’m good at breaking down
social-media expert, IT technician, engineer / 1 problems and solving them. ICT is my field of interest, so one day I’d love to
(2) ______________________ the job of a computer programmer or an IT
entrepreneur, 2 engineer, 3 motor mechanic, 4

(3) ______________________. (Jan, 14, Poland)
My mum works in (4) ______________________; she’s been a nurse for the past thirty years.
social-media expert, 5 plumber, 6 hairdresser, 7 IT With her job, she’s often under (5) ______________________, but somehow she always
manages to keep a smile on her face. ‘Choose a job you love, and you’ll never have to
technician, 8 accountant, 9 architect, 10 midwife work a day in your life’, she says. Well, before I take her up on that advice, I plan to go to a
job (6) ______________________ to learn more about the world of work. (Sara, 14, Austria)
I’m good at designing things, so I want to go to a (7) ______________________ school which

teaches both artistic and technical skills. After I get (8) ______________________ experience, I
will definitely consider the career of an (9) ______________________. I have a lot of ideas, and I
SPEAKING
want to turn them into action and start my own business. Everyone who knows me says that
I was born for a creative job, rather than a (10) ______________________ one. (Timmy, 15, USA)
118
Exercise 1 b), p. 118 Hello World 8 RB 2021.indb 118 29.7.2021. 16:20:15
• In pairs, students choose a job, and their

partner asks questions, trying to guess which ENDING THE LESSON
job they have chosen. • Make enough copies of the Find someone
• Refer students to the phrases that can help who... handouts (Resource Bank, Resource 82,
them. pp. 406-412) and distribute them to students.
• Monitor students and help if necessary. • Instruct students to interview their classmates
to find out who wants to become a doctor/
• Let volunteers share the jobs they have chosen
work in the film industry, etc. Students can add
with the class.
a few more jobs of their own choice to the list.
ANSWER KEY • Students write the names of their classmates
Students’ answers. on the handouts.
• Invite volunteers to report what they found out
with the class.
ANSWER KEY
HOMEWORK

341
UNIT 5
Lesson 2 and software, under pressure – forced to do
something.
NASTAVNA TEMA / Planovi za budućnost / Drugi MAIN PART
Choices and opportunities
NASTAVNA JEDINICA
(2. sat) My... GRAMMAR! Reported speech
A.8.1., A.8.2., A 8.3., A.8.4., • Explain to students what reported speech is.
C.8.2., C.8.3. • Refer students to the My... GRAMMAR! Section.
DJELATNOST (I) U FOKUSU Govorenje, slušanje, pisanje Students read the sentences and write direct
GRAMATIKA Neupravni govor or reported speech on the correct lines.
KOMUNIKACIJSKO- Prenošenje upravnog govora • Check answers as a class.
MEĐUPREDMETNE TEME
ANSWER KEY
A.3.1., A.3.2., A.3.3., A.3.4., direct, reported
B.3.2., B.3.4., C.3.2.
A.3.1., A.3.2., A.3.3., B.3.1.,
TRICKS OF THE TRADE
C.3.2., C.3.3., D.3.1., D.3.2.
Reported speech is used when we want to
Građanski odgoj i obrazovanje A.3.4. report what someone has said without using
Hrvatski jezik Slušanje s speech marks and without necessarily using
MEĐUPREDMETNO
razumijevanjem, neupravni
POVEZIVANJE exactly the same words.
govor
UDŽBENIK Str. 93.
• Instruct students to go back to the example
sentences and underline the changes made
Dodatni zadatci za
DIGITALNI SADRŽAJ IZZI uvježbavanje na digitalnoj in reported speech. Have them study the
platformi IZZI explanations.
STARTING THE LESSON • Check answers as a class and discuss the

changes.
• Draw students’ attention to the adverbial of
• If you have assigned the Curious me! section time yesterday in direct speech and explain
for homework, have students report what they that it changes to the day before in reported
have found out about PISA. speech.
• Play the Swat that word game (see Games • You may want to give some more
and Activities on pp. 394-398) to revise examples of adverbials of time and the
vocabulary from the previous lesson. way they change in reported speech.
Suggested definitions and clues: collaborate Suggested adverbials of time:
– work together, hands-on experience –
DIRECT SPEECH REPORTED SPEECH
knowledge or skill that someone gets from
now then
doing something, accountant – financial
today that day
records, automated – using computers
tonight that night
and machines without human control,
tomorrow the next day
entrepreneur – a new business, midwife –
last night/month the night/month before
childbirth, social-media expert – Facebook,
Instagram, give up on – to expect someone this week that week
or something to fail, plumber – water pipes, next year the following year
school counsellor – a person who gives five minutes ago five minutes before
advice to students, IT technician – hardware in one hour one hour later
342 NEW BEGINNINGS

Le
ss
on
2
ANSWER KEY CA: Well, that seems to be the problem. Teenagers
usually choose jobs their parents or friends do, or
says, (that), she, the day before something they’ve seen on television and social
media. They are often unaware of the changing world
• Tell students that there is a detailed of work and the new jobs out there. For example,
factory-worker jobs are being automated as we
explanation of reported speech in the speak, or moved to another country, where they are
Grammar Summary on page 134 of their cheaper. Automation is happening in other jobs, as
Student’s Books. well – but mostly in routine or repetitive ones, such as
accounting. This doesn’t mean people will be out of
• At this point, you can GO DIGITAL and jobs; it simply means that they will have to learn new
further practise reported speech. things and develop new skills. Young people should be
aware of these changes. When choosing their future
Exercise 5, p. 93 profession, it would be a good idea to visit job fairs,
speak to career advisors, and try to learn more about
• In pairs, let students choose one of the texts their interests and abilities. Schools should organise
from Exercise 3 a) and report what the speaker career days, where students can listen to adults
talking about their jobs and sharing stories about their
says to their partners. experience.
• Remind students to start the report with the H: Those are some great ideas you mention. What else
can schools do to prepare young people for the world
suggested phrases. of work?
CA: Today, employers look for workers who can
• Monitor students and help if necessary. think critically, solve problems creatively, collaborate
• Have a few volunteers report on the texts. and communicate well. Critical thinking, creativity,
collaboration and communication, or the four C’s, as
we call them, are the most important skills of the 21st
ANSWER KEY century. I believe they should be taught at schools,
Students’ answers. because they are essential for the students’ success
in school and later on in their workplace. They need
to learn how to deal with abstract problems and
real-life situations, work in teams, learn to distinguish
LISTENING good information from bad, speak at least one foreign
language, and be good at time management. By
Exercise 6 a), p. 93 teaching this, schools can help students prepare for
• Students read the instructions to the exercise. jobs and technologies of the future.
H: Thank you very much for joining us today and
Make sure they understand what they need to sharing your knowledge with us! And for our listeners,
do. check in weekly to hear new episodes, and head over
to our social pages to learn more about...
• Explain any new vocabulary. Suggested A careers adviser’s job, Changes in the job market,
vocabulary: careers adviser, in a nutshell, What to do when choosing a career, Teaching the
career path, repetitive, job fair, critical four C’s
thinking, essential, abstract, distinguish, time
management. Exercise 6 b), p. 93
• Draw a table on the board and have students
Track 5.5 copy it in their notebooks.
Host: This week’s podcast is all about career choices.
I’d like to introduce Dr Timothy Delph, a careers adviser A careers Changes in What to Teaching
who advises future vocational-school students. Dr adviser’s the do when the four C’s
Delph, we’re excited to have you here today! job job market choosing a
Careers adviser: Thank you very much; I’m glad to be career
here!
Host: So what exactly do you do?
CA: I help students understand themselves, and the
world of work, better. I try to make them think critically
about their skills, their education and their future life...
In a nutshell, I help them make future career and life
decisions.
H: How do students usually choose a career path?

343
UNIT 5
• Instruct them to take notes about the topics ANSWER KEY
while listening to the track again and write 1 My grandpa always says (that) I will succeed if I
them in the table. try hard. 2 My grandma says (that) she has been a
• Play Track 5.5 again. housewife all her life, and she is proud of that. 3 My
mum says (that) she didn’t let gender stop her from
• In pairs, students report to their partners what becoming a software-developer. 4 My dad says (that)
the careers adviser says by using the notes he started working at a very early age, and he hasn’t
they’ve taken. stopped since. 5 My sister says (that) I must join them
in organising Career Day. 6 My friends say (that) they
• Ask a few students to report what the careers
are going to go to a job fair before choosing a career.
adviser says to the class. 7 Ms. Cromwell says (that) they didn’t use textbooks
WORKBOOK PRACTICE when she went to school.
Exercise 3, p. 119
• Students read the sentences and choose the My...
3
GRAMMAR! Reported speech
correct option to report the sentences. Choose the correct option to report the sentences.
1 ‘I’ve made a decision!’ 4 ‘It’s ours.’
a) She says that I’ve made a decision. a) They say it’s ours.
• Check answers as a class and discuss the

b) She says that she’s made a decision. b) They say it’s theirs.
2 ‘I’m sending the e-mail now.’ 5 ‘I want to get a job.’
a) He says he’s sending the e-mail now. a) She says I want to get a job.’
changes made in the reported speech. b) He says I’m sending the e-mail now.
3 ‘I love you.’
b) She says she wants to get a job.
6 ‘We take a lot of photos of our family.’
a) She says that I love her. a) They say we take a lot of photos of our family.
b) She says that she loves me. b) They say they take a lot of photos of their family.
ANSWER KEY 4
Read what Lota says, and rewrite her sentences as reported speech.
1 ‘Getting into the high school of my choice is an absolute dream for me.’
1 b), 2 a), 3 b), 4 b), 5 b), 6 b) Lota says (that) getting into the high school of her choice is an absolute dream for her.
______________________________________________________________________________________________________
2 ‘Our grandparents moved to Australia in search of a better life.’
Lota says (that) _______________________________________________________________________________________
3 ‘We’re looking forward to moving to Croatia.’
Exercise 4, p. 119 She says (that) _______________________________________________________________________________________

4 ‘My brother Luka always cooks something delicious for us.’
• Instruct students to read what Lota says and

She says (that) _______________________________________________________________________________________
5 ‘I don’t know what I want to do in life.’
She says (that) _______________________________________________________________________________________
rewrite her sentences as reported speech. 6 ‘I’m not stressing over it, because I still have enough time to decide.’
She says (that) _______________________________________________________________________________________
• In pairs, students swap their workbooks 5 Change these sentences from direct to reported speech.
and correct the mistakes, if there are any. 1 Grandpa: ‘You will succeed if you try hard.’
My grandpa always says (that) _________________________________________________________________________
Check answers as a class. 2 Grandma: ‘I’ve been a housewife all my life, and I’m proud of it.’
My grandma says (that) _______________________________________________________________________________
3 Mum: ‘I didn’t let gender stop me from becoming a software-developer.’
My mum says (that) ___________________________________________________________________________________
ANSWER KEY 4 Dad: ‘I started working at a very early age, and I haven’t stopped since.’
My dad says (that) ____________________________________________________________________________________
2 Lota says (that) their grandparents moved to 5 Sister: ‘You must join us in organising Career Day.’
My sister says (that) ___________________________________________________________________________________
Australia in search of a better life. 3 Lota says (that) 6 Friends: ‘We’re going to go to a job fair before choosing a career.’
My friends say that ___________________________________________________________________________________
they are looking forward to moving to Croatia. 4 Lota 7 Ms Cromwell: ‘We didn’t use textbooks when I went to school.’
Ms Cromwell says (that) _______________________________________________________________________________
says (that) her brother Luka always cooks something
delicious for them. 5 Lota says (that) she doesn’t 119
know what she wants to do in life. 6 Lota says (that) Hello World 8 RB 2021.indb 119 29.7.2021. 16:20:16
she’s not stressing over it, because she still has

enough time to decide. Exercise 7 a), p. 120
• Students read the sentences and translate
Exercise 5, p. 119 them into Croatian.
• Tell students to read the sentences in direct • Check answers as a class.
speech and change them to reported speech.
ANSWER KEY
assessment to check how well students 1 Luka kaže da ne želi odustati od svoje ljubavi
understand reported speech. prema hrani i kuhanju. 2 Lota kaže da dobro
surađuje s drugim učenicima. 3 Savjetnik za
• Collect students’ work and correct it. profesionalno usmjeravanje kaže da učenici trebaju
You can either underline the mistakes or pomoć pri izboru karijere. 4 Naša učiteljica kaže da
correct the answers. bismo trebali poraditi na našim komunikacijskim
vještinama.
344 NEW BEGINNINGS

Le
ss
on
2
Exercise 7 b), p. 120 said and then adding an original sentence in
• Instruct students to read the sentences in direct speech.
Croatian and translate them into English.
• Remind them to pay attention to the WRITING AND SPEAKING
necessary changes in reported speech. Exercise 7, p. 93
• Help students with the vocabulary, if needed. • Although it will be assigned for homework, go
• Check answers as a class. through the task with students.
• Instruct students to choose one of the tasks
ANSWER KEY and prepare it for homework.
1 My dad says (that) today’s employers are looking • Students are going to present their future
for creative candidates. 2 My mum says (that) I career choices, report on interviews with their
should choose the job I like. 3 I always say (that) I still
parents or share the visual presentations of
have enough time to decide. 4 My friends say (that)
Career Day will help them choose their high school.
their skills (depending on the task they choose
to do) in the next lesson.
6
Read this conversation between Luka and Lota. Luka is retelling their conversation to Mum. First,
HOMEWORK
underline the words you need to change. Then, write what Luka says.
Lota: ‘I don’t think I’m creative. I don’t ask a lot of questions, and I don’t like solving problems.’
Luka: ‘I think I am. You can see my creativity in the dishes I make.’
B p. 120, Exercise 6
W
Lota: ‘I agree. On the other hand, you aren’t much of a team player, and I really enjoy working on projects
with other people. I’ve got good communication skills.’
Luka: ‘You’re right about that.’
Lota: ‘You prefer to accomplish tasks independently, and you’re good at it.’
Lota says (that) she doesn’t think _______________________________. She says that she ____________________
_______________________________ questions and _______________________________ solving problems. I think
that I’m creative and that you ________________________________________________________________________.
Lota ___________________________. However, she says that I ______________________________________________
player, and that she __________________________________________________________________________________.
_______________________________________________________________________________ communication skills.
I think that ______________________________________________________________________________________ that.
She says that ________________________________________________________________________________________
and that ____________________________________________________________________________________________.
7
1 Luka says that he doesnʼt want to give up on his love of food and cooking.
____________________________________________________________________________________________________
2 Lota says that she collaborates well with other students.
____________________________________________________________________________________________________
3 The careers adviser says that students need help when choosing a career.
____________________________________________________________________________________________________
4 Our teacher says that we should work on our communication skills.
____________________________________________________________________________________________________

1 Moj tata kaže da današnji poslodavci traže kreativne kandidate.
____________________________________________________________________________________________________
2 Moja mama kaže da bih trebala izabrati posao koji volim.
____________________________________________________________________________________________________
3 Uvijek kažem da još imam dosta vremena za odlučiti.
____________________________________________________________________________________________________
4 Moji prijatelji kažu da će im Dan karijera pomoći pri odabiru srednje škole.
____________________________________________________________________________________________________
120
ENDING THE LESSON

• Play a version of Chain story (see Games and
Activities on pp. 394-398) with students to
further practise reported speech. A student
starts a story by saying a sentence in direct
speech. The student next to them reports that
sentence and adds a new one in direct speech.
Each student continues the story, first by
reporting what the students before them have

345
Lesson 3
UNIT 5
3A A NEW START • Check answers as a class.
Lesson 1 ANSWER KEY
1 c), 2 a), 3 a), 4 b), 5 c), 6 b), 7 b), 8 a)
i drugačiji / Svijet oko mene MAIN PART
NASTAVNA JEDINICA A new start (1. sat)
PREDVIĐENI BROJ SATI 1 SPEAKING
A.8.1., A.8.2., A 8.3., A.8.4.,
A.8.5., B.8.1., B.8.2., B.8.3., Exercise 1, p. 94
ISHODI POUČAVANJA
C.8.1., C.8.2., C.8.3., C.8.4.,
C.8.5.
• Draw students’ attention to the illustration.
DJELATNOST (I) U FOKUSU Govorenje, slušanje, pisanje • You may want to ask students to look at
Vezan uz Australiju: the illustration for 30 seconds. Instruct
kookaburra, wallaby, them to close their books. Challenge
didgeridoo, boomerang, Ayers
VOKABULAR
Rock (Uluru), dingo, Aborigine, students to try to name as many details
the Sydney Opera House, the in the illustration as they can remember.
Great Barrier Reef
KOMUNIKACIJSKO- Govorenje o kulturi Australije • Have students name the objects, animals and
places in the illustration and brainstorm their
JEZIČNA KOMPETENCIJA ideas about them.
MEĐUPREDMETNE TEME

A.3.1., A.3.2., A.3.3., B.3.2., ANSWER KEY
B.3.4., C.3.4.
Students’ answers. Suggested answers: kookaburra,
A.3.1., A.3.2., A.3.3., B.3.1.,
Učiti kako učiti B.3.2., C.3.2., C.3.3., D.3.1., wallaby, didgeridoo, crocodile, boomerang, Ayers
D.3.2. Rock (Uluru), dingo, Aborigine, surfing, clownfish,
Hrvatski jezik Slušanje s shark, rugby, koala, the Sydney Opera House, star
razumijevanjem fish, corals, blue tang, the Indian Ocean, Perth,
MEĐUPREDMETNO Geografija Geografski Melbourne, Tasmania, Canberra, Sydney, Brisbane,
POVEZIVANJE položaj Australije, gradovi, Fraser Island, the Great Barrier Reef
znamenitosti i specifičnosti
Australije
UDŽBENIK Str. 94.
LISTENING
Dodatni zadatci za Exercise 2 a), p. 94
platformi IZZI • Let students read the instructions for the
exercise. Make sure they understand what is
STARTING THE LESSON expected of them.
• Check homework as a class. 5.6. • Play Track 5.6.
• Students present their future career choices, • Students circle the things Lota and Luka
report on interviews with their parents or mention in the illustration in Exercise 1.
share the visual presentations of their skills, • Check answers as a class.
depending on the task they have chosen to do.
• Give your own feedback to each student Track 5.6
or group. Focus on the elements of the Luka: Come in!
Lota: Hey, Lu. What are you up to?
presentation, their correctness, fluency Luka: Nothing much, just going through some photos
and confidence. on my phone. It’s weird, I never thought I’d miss
Australia this much – and we haven’t even left yet!
• Make enough copies of the photocopiable Lota: But I thought you were excited about moving to
Australia trivia quiz (Resource Bank, Resource Croatia.
83, pp. 406-412) and distribute it to students. Luka: Don’t get me wrong; I’m looking forward to it. It’s
just that it’s such a big change...
• Students do the quiz. Lota: What are you going to miss most?
346 NEW BEGINNINGS

347
3
5.10.2021. 7:20:23
on
ss
Le
3
ss
on 3A A NEW START 5 5.7 LISTENING The family is getting ready for their trip. They have got a lot to do. Listen to Mum’s message,
3A A NEW START
Le and complete it with Luka or Lota.
I can talk about Australian culture. 1 ___________, don’t forget to return your books to the 6 ___________, please talk to your coach about
library. Croatian rugby teams.
2 ___________, go to the doctor for a check-up. 7 ___________, don’t forget to fold your clothes
1 SPEAKING 3 ___________, put your old things in the garage. before putting them in the suitcase.
Look at the 4 ___________, call Borna and ask her about school 8 ___________, buy some postcards for your new
illustration. Do application deadlines. classmates.
you recognise any 5 ___________, buy some souvenirs for the family in Croatia.
of the objects,
animals, or places?
What do you know Reported commands and requests
about them?
Look at the examples, and complete the rule below using the words infinitive, verb and person.
For reported commands and requests, use ________________ + ________________ + ________________. You can use
reporting verbs such as tell or order for commands, and ask for requests.
Direct speech Reported speech
“Put your old things in the garage.” Mum told Luka to put his old things in the garage.
“Don’t forget to return your books to the library!” Mum told Lota not to forget to return her books to the
library.
“Please talk to your coach about Croatian rugby Mum asked Luka to talk to his coach about Croatian
teams.” rugby teams.
2
a) 5.6 LISTENING Listen to Lota and Luka talking about the things they and their parents are going to miss Let’s practise more! → WB, pp. 122-123 Grammar summary → pp. 134-135
when they leave Australia. Circle the things they mention in the illustration in Exercise 1.
b) 5.6 Listen again. Tick the correct person/people. 6 Report the commands and requests in Exercise 5, and write them down in your notebook.
Who is going to miss... Lota Luka Mum Dad All of them Nobody 7 a) Tick the orders and requests you might hear from your parents. Then compare in pairs. How much do you
1 surfing? have in common?
2 visiting Fraser Island? Don’t spend so much time on your phone. Do your homework before you go out with your friends.
Be home on time. Tell us what’s new at school.
3 dangerous Australian animals?
Go to the shop, please. Watch your tone.
4 doing sport with friends? Clean up the mess in your room. Don’t drink milk from the carton.
Do the dishes after lunch, please. Please be careful what you post online.
5 a soap opera?
6 a busy lifestyle? b) Report the commands and requests in Exercise 7 a), and say how often you hear them from your parents.
Use adverbs of frequency: always, often, sometimes, rarely and never. Start like this: My parents (often) tell me...
3 a) WRITING Here are a few more things Lota and Luka are going to miss. Work in pairs, and write a short
dialogue between the two of them. Use the expressions below. 8 SPEAKING Work in pairs or groups. Follow the steps below, and do research.
Bondi beach wearing flip-flops all year round playing the didgeridoo Christmas on the beach Step 1 Step 2 Step 3
Choose an object, place or Research the topic, and find two It’s time to get creative!
b) Now act the dialogue out. Use your writing as support, but try not reading too much.
animal from Exercise 1 and write articles about it. Do they answer all Think of an interesting
as many questions about it as your questions? If not, try finding one way to present your
4 SPEAKING Imagine you are leaving Croatia for another country. Make a list of things you would miss, then talk you can think of. These questions more article. Make a Venn diagram, and work to your teacher and
about it with your classmates. What are the things that you have in common? will help you focus your research compare the similarities and differences classmates. They are sure
on what you wish to find out. you’ve found in the chosen articles. to appreciate your effort!

94 95
UNIT 5
Luka: Other than my friends, you mean? Kookaburras, ANSWER KEY
ha-ha! Seriously, though. This morning I was woken
up by the sound of a kookaburra laughing, and I Who is going to Lota Luka Mum Dad All of Nobody
immediately thought about how weird it’s going to be miss... them
not hearing it any more. And to think it used to annoy 1 surfing? +
me!
2 visiting Fraser +
Lota: Wow, I wasn’t really expecting that for an answer. Island?
I suppose it’s those little things that we often take for
granted. For me, it’s my friends and surfing. I like the 3 dangerous +
Australian animals?
Adriatic, but I think it’s definitely not for us surfers. But
I’m looking forward to enjoying the beach every now 4 doing sport with +
friends?
and then. I’ve seen pictures of the Croatian coast; I’m in
love with those pretty stone towns and clear sea! I hope 5 a soap opera? +
we can explore the islands, too. 6 a busy lifestyle? +
Luka: And we’ll definitely stay fit; there’s a range of hills
north of Zagreb, so we won’t miss out on our hiking
trips.
Lota: Yeah, but hiking is more your thing than mine. WRITING
I’ve always found our ocean walkways more enjoyable
than the hills... But I think we can agree we’ll miss our Exercise 3 a), p. 94
grandparents in Brisbane. We all loved our family trips
to Fraser Island with them. Its sandy beaches, dunes • Explain to students that Lota and Luka are
and rainforests are as close to paradise as it gets! going to miss a few more things when they
Luka: And you’ll never see as many dingoes and
wallabies in one place as there. I never liked having to
leave Australia.
look out for snakes, though. • In pairs, students write a dialogue between
Lota: That’s a plus for Croatia; we won’t have to worry
that much about being bitten or stung by venomous Lota and Luka using the expressions in the
animals while exploring nature. Oh, will you be able to exercise.
play rugby there?
Luka: I think there’s a local rugby club in Zagreb; I’ll • Monitor students and help if needed.
have to look it up. But I’ll definitely miss playing the
game with my mates. • When all the pairs have finished, move on to
Lota: And what about Mum and Dad? the next exercise.
Luka: Oh, I’m sure Mum will hate not being able to
watch Home and Away on TV in the evenings. She’s ANSWER KEY
been watching the show her whole life!
Lota: I suppose she’ll have to find it somewhere online, Students’ answers.
then. Luckily, you can find anything you want online
these days. And Dad will certainly miss his job and his
busy way of life. SPEAKING
Luka: He probably will at first, but I’m sure he’ll find
something to keep him busy and active in Zagreb, too. Exercise 3 b), p. 94
Speaking of busy schedules, I still haven’t done what
Mum told me to. Where’s the... • Instruct students to act out a dialogue with
their partners.
ANSWER KEY • Remind students they can use writing as
kookaburras, surfing, Fraser Island, Brisbane, support but tell them not to read too much.
dingoes, wallabies, rugby • Have pairs act out their dialogues to the class.
Exercise 2 b), p. 94 • Give your own feedback to each pair.
Focus on the elements of their fluency,
• Have students listen to the track again and tick
confidence and creativity.
the correct person/people.
• Play Track 5.6 again. WORKBOOK PRACTICE
• Check answers as a class. VOCABULARY
• Students read the clues and do the crossword.
348 NEW BEGINNINGS

Le
ss
on
3
ANSWER KEY
2
Complete these sentences with words from Exercise 1 a). Make changes where necessary. There are two
ACROSS: 3 didgeridoo, 5 koala, 6 Canberra, 7 words you do not need.
Uluru, 8 rugby. DOWN: 1 Sydney Opera House, 2

1 Did you know that the sound of a laughing __________________________ was used to create the
background jungle sounds in the old Tarzan movies? Those sounds are still used in lots of games and
films.
boomerang, 4 kookaburra. 2 The __________________________ was developed by Aboriginal peoples of northern Australia at least 1,500
years ago, and is now played round the world. Have you ever heard what it sounds like?
3 __________________________ eat half a kilo of eucalyptus leaves a day. But did you know that eucalyptus is
poisonous? It gives these animals very little energy, which is why they sleep a lot – sometimes for 18 to
22 hours a day!
3A A NEW START
Le
4 Did you know that the monolith of __________________________ is taller than the Eiffel Tower? And that’s
ss
on
only the part that’s visible to us: there is even more of it underground.
3
5 The __________________________ is considered to be a masterpiece of modern architecture. Its design was
chosen from the 233 designs that were submitted to an international competition held in 1956.
VOCABULARY
6 Did you know that the city of __________________________ was entirely planned? There was an
1 international design contest for the city, and it was won by two American architects. Construction started
a) Read the clues, and do this crossword.
1 2 in 1913.
ACROSS
3 an Aboriginal wind instrument in the form of My... GRAMMAR! Reported commands and requests
a long wooden tube
3 3
5 an Australian marsupial that climbs trees and a) Are the sentences below orders or requests? Write O for orders and R for requests.
eats eucalyptus leaves 4
1 Stop at the red light.
6 the capital city of Australia 2 Take the dog for a walk, please.
7 a massive sandstone monolith sacred to 3 Wash your hands.
indigenous Australians, also called Ayers Rock
4 Could you please pass me the salt?
8 a type of sport popular in the UK and 5 Please help me carry the bags.
Australia where the
5 6 Listen carefully to your coach.
players carry, pass or
kick the ball to the end 6 b) Complete the reported orders and requests of Exercise 3 a). Make any necessary changes.
of the pitch to earn as
many points as possible stop at the red light.
1 Julia told her little daughter to _______________________________________________________________________
7 2 Grandpa asked Tom _________________________________________________________________________________

3 The nursery teacher told the children _________________________________________________________________
DOWN 4 I asked Dad _________________________________________________________________________________________
1 the biggest art centre in Australia, and one of the 20th
5 Mum asked Lota _____________________________________________________________________________________
century’s most famous buildings; its roof is designed in the
form of a number of big white sails 6 John told his sons ___________________________________________________________________________________
2 a curved, flat piece of wood that can be thrown, and that is 8
designed to return to its thrower c) In Exercise 3 b), which verb did you use to report commands, and which to report requests? Underline them
4 a bird native to Australia and New Guinea, whose call sounds using different colours, and copy them onto the lines.
like laughter 1 Commands: ___________________________________________________
2 Requests: _____________________________________________________
b) Sort the words of Exercise 1 a) into the mind map below.
Buildings
Objects
Sports Cities
122
AUSTRALIA
Wildlife Landscapes
ENDING THE LESSON
SPEAKING
c) What else do you know about Australia? Add at least one more example to each category.
121
Hello World 8 RB 2021.indb 121 29.7.2021. 16:20:16 Exercise 4, p. 94
Exercise 2, p. 122 • Have students imagine they are leaving
Croatia for another country.
• Let students read the sentences and complete
them with the words from Exercise 1 a). • Distribute the photocopiable Croatia – things I
would miss lists (Resource Bank, Resource 84,
• Remind them to make all the necessary
pp. 406-412) to students
changes and that there are two words that
they do not need. • Students complete the lists with the things
they would miss.
• In groups, students talk about their lists and
ANSWER KEY find out what they have in common.
1 kookaburra, 2 didgeridoo, 3 Koalas, 4 Uluru, 5 • Discuss students’ lists as a class.
Sydney Opera House, 6 Canberra
HOMEWORK
WB p. 121, Exercises 1 b) and c)
3A A NEW START
349
UNIT 5
Lesson 2 MAIN PART
Moja domovina i druge zemlje LISTENING

i drugačiji / Svijet oko mene Exercise 5, p. 95
NASTAVNA JEDINICA A new start (2. sat) • Students read the instructions to the exercise.
PREDVIĐENI BROJ SATI 1 Make sure they understand what they need to
A.8.1., A.8.2., A 8.3., A.8.4., do.
A.8.5., B.8.1., B.8.2., B.8.3.,
ISHODI POUČAVANJA
C.8.1., C.8.2., C.8.3., C.8.4., 5.7. • Play Track 5.7.
C.8.5.
DJELATNOST (I) U FOKUSU Govorenje, slušanje, pisanje • Students listen to Mum’s message and
GRAMATIKA Neupravne naredbe i zahtjevi complete the sentences with Luka or Lota.
KOMUNIKACIJSKO- Govorenje o kulturi Australije • Check answers as a class.
JEZIČNA KOMPETENCIJA • Elicit the types of sentences from the exercise
MEĐUPREDMETNE TEME and explain to students what commands and
A.3.1., A.3.2., A.3.3., B.3.2., requests are.
B.3.4., C.3.3.
A.3.1., A.3.2., A.3.3., B.3.1.,
Učiti kako učiti B.3.2., B.3.3., B.3.4., C.3.2., Track 5.7
C.3.3., D.3.1., D.3.2. Where are you guys? I’ve been calling you all morning!
A.3.1., A.3.2., B.3.1., C.3.1., You’ve got a busy day ahead of you. Here are your
Uporaba informacijske i tasks. Lota, don’t forget your appointment today at
C.3.2., C.3.3., D.3.1., D.3.2.,
D.3.3. eleven. Go to the doctor for your check-up. Don’t forget
Hrvatski jezik Slušanje s to return your books to the library, either. Then please
razumijevanjem, neupravne find some souvenirs for the family in Croatia. While
naredbe i zahtjevi you’re there, could you also buy some postcards for
MEĐUPREDMETNO your new classmates, and Luka’s? When you see Luka,
POVEZIVANJE Geografija Geografski
položaj Australije, gradovi, please tell him to put all the stuff he doesn’t need in the
znamenitosti i specifičnosti garage. He has to call Borna, too, and check the school
Australije application deadlines. Remind him to get some info on
rugby clubs in Zagreb. And tell him to fold his clothes
UDŽBENIK Str. 95. neatly before he puts them in the suitcase! I think that’s
RADNA BILJEŽNICA Str. 122. -123. it. Text me when you get the message. I must go back to
Dodatni zadatci za work now. Love you!
platformi IZZI
ANSWER KEY
STARTING THE LESSON 1 Lota, 2 Lota, 3 Luka, 4 Luka, 5 Lota, 6 Luka, 7 Luka,
8 Lota
• Play a version of the Give me five game TRICKS OF THE TRADE
(see Games and Activities on pp. 394-398)
Commands are a type of sentence in which
with students to revise vocabulary from the
someone is being told to do something.
previous lesson. Instead of asking students
Requests are a type of sentence in which
to come up with five words belonging to a
someone is being asked to do something.
certain category, ask them to come up with as
many words as they can think of for each of
the assigned categories. Suggested topic and My... GRAMMAR! Relative clauses
categories: Australia – animals / cities / sports
and activities / objects / buildings / sights. • Write example sentences on the board:
ANSWER KEY Mum told Luka to put his old things in the
Students’ answers. garage.
350 NEW BEGINNINGS

Le
ss
on
3
things in the garage. 4 Mum told Luka to call Borna
Mum told Lota not to forget to return the and ask her about school application deadlines. 5
books to the library. Mum told Lota to buy some souvenirs for the family
in Croatia. 6 Mum asked Luka to talk to his coach
• Underline the names in one colour and circle about Croatian rugby teams. 7 Mum told Luka not to
the infinitive and underline the verbs in a forget to fold his clothes before putting them in the
different colour. suitcase. 8 Mum told Lota to buy some postcards for
her new classmates.
• Discuss the words you have marked. (Luka,
Lota – person, to/not to – infinitive, put, forget Exercise 7 a), p. 95
– verbs).
• Students read the orders and requests and tick
• Refer students to the My... GRAMMAR! section. the ones they might hear from their parents.
• In pairs, students look at the examples and • Let students compare their lists in pairs to find
complete the rule using the words infinitive, out how much they have in common.
verb and person.
ANSWER KEY
• Discuss the reporting verbs that we can use for
commands and for requests with students. Students’ answers.
• Draw students’ attention to reporting negative Exercise 7 b), p. 95

commands and requests when they should
• Tell students to report the commands and
use not to + infinitive.
requests in Exercise 7 a) to their partners.
ANSWER KEY • Instruct them to say how often they hear
person, infinitive, verb them from their parents by using adverbs of
frequency: always, often, sometimes, rarely
• Tell your students that they have a detailed and never. Remind students to start with the
explanation of reported commands and suggested phrase My parents (often) tell me...
requests in the Grammar Summary on pages
• Monitor students and help if needed.
134–135.
• Invite volunteers to report the commands and
requests to the class.
practise reported commands and
requests further. ANSWER KEY
WRITING
Exercise 6, p. 95 WORKBOOK PRACTICE
• Instruct students to report the commands and Exercise 3 a), p. 122
requests in Exercise 5 and write them in their • Students read the sentences and decide if they
notebooks. are orders or requests and write O for orders
• Monitor students and help if necessary. and R for requests in the boxes.
• Have students come to the board and write • Check the answers as a class.
the sentences.
ANSWER KEY
• Check and discuss answers as a class.
1 O, 2 R, 3 O, 4 R, 5 R, 6 O
ANSWER KEY
1 Mum told Lota not to forget to return her books
to the library. 2 Mum told Lota to go to the doctor • Let students complete the reported orders and
for a check-up. 3 Mum told Luka to put his old requests in Exercise 3 a).
3A A NEW START
351
UNIT 5
• Check the answers as a class. • In pairs, students swap their notebooks
and correct the mistakes, if there are any.
ANSWER KEY Check answers as a class.
2 Grandpa asked Tom to take the dog for a walk. 3
The nursery teacher told the children to wash their ANSWER KEY
hands. 4 I asked Dad to pass me the salt. 5 Mum 1 Lota asked me to help her with her English
asked Lota to help her carry the bags. 6 John told his homework. 2 Luka told his sister not to tell Mum
sons to listen to their coach carefully. they’ve broken the vase. 3 The maths teacher told us
to hand in our tests. 4 The English teacher told us to
Exercise 3 c), p. 122 read the first chapter of the book by Tuesday. 5 She
• Refer students to the reported sentences in told her to stop by the bakery to get some bread on
Exercise 3 b) and have them underline the her way back. 6 The headmaster ordered us to sit
down and be quiet.
verb which we use to report commands in one
colour and the verb which we use to report
Exercise 6, p. 123
requests in another colour.
• Let students read the sentences first.
• Instruct them to copy the underlined verbs
onto the appropriate lines. • Have them underline and correct the mistakes
in the sentences.
ANSWER KEY assessment to check how well students
1 told, 2 asked report commands and requests.
• Collect students’ work and correct it.
2
Complete these sentences with words from Exercise 1 a). Make changes where necessary. There are two
words you do not need.
1 Did you know that the sound of a laughing __________________________ was used to create the
background jungle sounds in the old Tarzan movies? Those sounds are still used in lots of games and
films.
2 The __________________________ was developed by Aboriginal peoples of northern Australia at least 1,500
years ago, and is now played round the world. Have you ever heard what it sounds like?
3 __________________________ eat half a kilo of eucalyptus leaves a day. But did you know that eucalyptus is
poisonous? It gives these animals very little energy, which is why they sleep a lot – sometimes for 18 to
ANSWER KEY
22 hours a day!
4 Did you know that the monolith of __________________________ is taller than the Eiffel Tower? And that’s
only the part that’s visible to us: there is even more of it underground. 1 He told me not to forget the book about the
5 The __________________________ is considered to be a masterpiece of modern architecture. Its design was
chosen from the 233 designs that were submitted to an international competition held in 1956. Sydney Opera House. 2 The teacher advised the boys
6 Did you know that the city of __________________________ was entirely planned? There was an
international design contest for the city, and it was won by two American architects. Construction started to study more. 3 She asked her to put the T-shirts
in the drawer. 4 Mum told me to do my homework
in 1913.
My... GRAMMAR! Reported commands and requests

3
a) Are the sentences below orders or requests? Write O for orders and R for requests.
before dinner. 5 Our cousins told us not to forget to
1 Stop at the red light.
2 Take the dog for a walk, please.
take our walking shoes. 6 Lota asked Luka to do the
3 Wash your hands.
4 Could you please pass me the salt?
dishes.
5 Please help me carry the bags.
6 Listen carefully to your coach.
b) Complete the reported orders and requests of Exercise 3 a). Make any necessary changes.
stop at the red light.
1 Julia told her little daughter to _______________________________________________________________________
2 Grandpa asked Tom _________________________________________________________________________________
3 The nursery teacher told the children _________________________________________________________________
4 I asked Dad _________________________________________________________________________________________
5 Mum asked Lota _____________________________________________________________________________________
6 John told his sons ___________________________________________________________________________________
c) In Exercise 3 b), which verb did you use to report commands, and which to report requests? Underline them
using different colours, and copy them onto the lines.
1 Commands: ___________________________________________________
2 Requests: _____________________________________________________
122
Exercise 5, p. 123
• Students complete the sentences by reporting
the commands and requests.
352 NEW BEGINNINGS

Le
ss
on
3
• Divide students into pairs or groups and have
4
Put these parts of the reported sentences into the correct order.
1 they / to visit / his grandma / him / asked / this weekend

them choose an object, place or animal from
_______________________________________________________________________________________________________
2 to turn off / Grandpa / her / told / not / the lights
Exercise 1 and write as many questions about
_______________________________________________________________________________________________________ it as they can think of.
3 at people / ordered / he / to stop / shouting / him
• Students are going to research the topic they

_______________________________________________________________________________________________________
4 the teacher / to be / told / her students / there on time
have chosen and find two articles about it for

_______________________________________________________________________________________________________
5 our mum / tidy up / asked / to / us / our room
_______________________________________________________________________________________________________
6 the policeman / to move / them / the lorry / ordered / the driveway / off homework.
_______________________________________________________________________________________________________
5
Complete these sentences by reporting the commands and requests.
• Students are going to make a Venn diagram
1 “Can you help me with my English homework, please?” and compare the similarities and differences
Lota asked me ______________________________________________________________________________________
2 “Don’t tell Mum weʼve broken the vase!”
Luka told his sister __________________________________________________________________________________
they’ve found in the chosen articles.
• Encourage students to think of an interesting
3 “Please hand in your tests.”
The maths teacher told us ___________________________________________________________________________
4 “Read the first chapter of the book by Tuesday.”
The English teacher told us __________________________________________________________________________ way of presenting their work. It could be a
5 “Stop by the bakery to get some bread on your way back.”
She told her _________________________________________________________________________________________
6 “Sit down and be quiet!”
PowerPoint presentation, a short video, a
The headmaster ordered us __________________________________________________________________________ poster, an infographic or any other format.
6
Underline and correct the mistakes in the following sentences.
1 He told me to not forget the book about the Sydney Opera House.
• Distribute an analytic rubric for peer
______________________________________________________________________________________________________
2 The teacher advised that the boys to study more.
assessment (Resource Bank, Resource 86, pp.
______________________________________________________________________________________________________
3 She asked she to put the T-shirts in the drawer.
406-412). Discuss it with students and explain
______________________________________________________________________________________________________
4 Mum told me that do my homework before dinner. that they will need it for two purposes: firstly,
______________________________________________________________________________________________________
5 Our cousins told us to not forget to take our walking shoes. for planning their presentation and secondly,
______________________________________________________________________________________________________
6 Lota asked Luka do the dishes. for assessing their peers’ presentations later.
______________________________________________________________________________________________________
123 • If you decide to use this task for

summative assessment, there is also a
ENDING THE LESSON
• You may want to distribute the need to become familiar with the rubric
photocopiable Reported commands and (the grading criteria) beforehand, so
requests exit card worksheets to students discuss it with them before the
(Resource Bank, Resource 85, pp. assignment.
406-412) to check how well students
understand reported commands and HOMEWORK
requests or, alternatively, do so at the
B p. 123, Exercise 4
W
beginning of the following lesson.
Student’s Book, p. 95, Exercise 8 (Step 2 and 3)
• Prepare three envelopes. Write GOT IT! on
the first, I NEED MORE PRACTICE on the
second and I NEED HELP on the third.
Students put their exit card worksheets in
the right envelope, depending on how
well they understand reported
commands and requests.
• If time allows it, check them quickly and
give feedback to each student.
SPEAKING
Exercise 8, p. 95
• Although a part of this task will be assigned
for homework, go through the steps with
students.
3A A NEW START
353
UNIT 5
3B A SUMMER LIST • Play the Taboo game (see Games and
Activities on pp. 394-398) with students.
NASTAVNA TEMA / Planovi za budućnost / Drugi Suggested vocabulary: Zagreb, hills,
i drugačiji / Svijet oko mene štrukli, Dubrovnik, island, beach, waterfall,
NASTAVNA JEDINICA A summer list (1. sat) breathtaking Osijek, mosquito.
A.8.1., A.8.2., A 8.3., A.8.5., MAIN PART
C.8.2., C.8.3. Exercise 1, p. 96
DJELATNOST (I) U FOKUSU Govorenje, čitanje, pisanje • Have students think of the reasons why people
hectic, city buzz, grab a bite, should move to Croatia and write their top-five
VOKABULAR
ferry, calmness, nature park
reasons.
Određeni član the s nazivima
GRAMATIKA
mjesta • In pairs, students compare their lists and find
KOMUNIKACIJSKO- Pisanje o mjestima u out how much they have in common.
Hrvatskoj
JEZIČNA KOMPETENCIJA • Let volunteers share their top-five reasons
MEĐUPREDMETNE TEME lists.
A.3.1., A.3.2., A.3.3., B.3.1.,
B.3.2., B.3.4., C.3.2., C.3.4. ANSWER KEY
A.3.1., A.3.2., A.3.3., B.3.1.,
Učiti kako učiti B.3.2., C.3.2., C.3.3., D.3.1., Students’ answers.
D.3.2.
razumijevanjem READING
MEĐUPREDMETNO
POVEZIVANJE Geografija Mjesta i
znamenitosti u Hrvatskoj, Exercise 2 a), p. 96
reljefni oblici • Explain to students that Borna has prepared a
UDŽBENIK Str. 96. list of places where she’d like to take Luka and
RADNA BILJEŽNICA Str. 124. -125. Lota this summer.
Dodatni zadatci za
DIGITALNI SADRŽAJ IZZI uvježbavanje na digitalnoj • Students read the text and complete it with
platformi IZZI the missing words.
STARTING THE LESSON • Check answers as a class.
• Check homework as a class. ANSWER KEY

• Students present the similarities and 1 Zagreb, 2 Medvednica, 3 Dubrovnik, 4 Lokrum, 5
differences they’ve found in the articles about the Plitvice Lakes, 6 Osijek, 7 the Drava, 8 Kopački Rit
the Australian object, place or animal they’ve
chosen. Exercise 2 b), p. 96
• Students read the text again and underline all
• While students are presenting their work,
the reasons why people should visit the places
make sure the others are paying
in the text.
attention and evaluating the students’
presentations using the peer assessment • Check answers as a class.
rubric (Resource Bank, Resource 86, pp. • Explain any new vocabulary. Suggested
406-412). After each student, ask the vocabulary: hectic, city buzz, grab a bite, ferry,
others to provide feedback and to say calmness, nature park.
what the strong and weak points of the
presentation were. ANSWER KEY
• Give your own feedback to each student Text 1: ... we have a perfect getaway from the city
or group. Focus on the elements of the buzz. You have the most spectacular view of the
presentation, their correctness, fluency city from the top! It’s a great place to go hiking and
and creativity. spend a day in nature. There are also some nice
354 NEW BEGINNINGS

Le
ss
on
3
3B A SUMMER LIST
I can write about places in Croatia.
1 Make a list of your top five reasons people should move to Croatia. Then get into pairs, and compare your lists.
How much do you have in common?
2 a) READING Borna has prepared a list of places where she’d like to take Luka and Lota this summer. Read her
text, and complete it with the missing words.
Osijek Zagreb Lokrum Plitvice Lakes Medvednica Dubrovnik the Drava Kopački Rit
Your new home will be (1) __________________, the capital of Croatia. Although it’s not nearly
as busy as Sydney, life here can be rather hectic. Luckily, we have a perfect getaway from
the city buzz. It’s (2) __________________, a range of hills just above Zagreb. You have the
most spectacular view of the city from the top! It’s a great place to go hiking and spend a
day in nature. There are also some nice restaurants in which you can grab a bite and relax
after the climb. When we go there, you must try our famous štrukli!
After doing a tour of Zagreb, we can go to South Dalmatia to visit one of my favourite places:
(3) __________________. It’s probably the most recognisable Croatian city in the world.
Walking round the city walls is a must! After that, we can go to (4) __________________, an
island just a short boat ride away from Dubrovnik’s Old Town. I know you’re both Game of
Thrones fans, so you’ll love the tour. Then we can relax at one of the beautiful beaches –
there are lots of them. You can’t surf there, but I think you’ll still enjoy it!
On our way back from the coast, we can visit (5) __________________ National Park, Croatia’s
oldest and biggest national park. There you’ll see a large number of turquoise-coloured
lakes and high waterfalls: they’re breathtaking! We can also take a ferry and enjoy the
calmness of the water. Almost 80% of the Park’s area is covered in trees, so get your lungs
ready for lots of fresh air! The best season to visit is definitely autumn, so we can revisit it
then and enjoy its beautiful warm colours.
At the end of summer, we’re going to visit our uncle Dario in (6) __________________. It’s my
second-favourite city, after Zagreb. We can ride our bicycles along (7) __________________
and explore the town – especially Tvrđa, its oldest part. We can also visit
(8) __________________, a nature park just outside Osijek. It’s a beautiful place, although
it’s full of mosquitoes in the summer. But you’re quite used to them, aren’t you?
b) Read the text again. Underline all the reasons why people should visit the places in the text.
c) Which of the places in the text have you visited? What did you like about those places? Which of the others
would you like to visit? Explain why.
3 WRITING Choose a place in Croatia that you think is worth visiting. Write a short paragraph about it. Make sure
you include some of the information below.
> location > geographical features (rivers, mountains, lakes) > attractions
96
3B A SUMMER LIST
355
UNIT 5
restaurants in which you can grab a bite and relax • Check answers as a class.
after a climb. Text 2: It’s the most recognisable
Croatian city in the world. Walking round the city ANSWER KEY
walls is a must. I know you’re both Game of Thrones
1 river, 2 mountain range, 3 mountain, 4 desert, 5
fans, so you’ll love the tour. Then we can relax at
island, 6 mountain range, 7 sea, 8 lake, 9 river, 10
one of the beautiful beaches... Text 3: ... you’ll see a
ocean
large number of turquoise-coloured lakes and high
waterfalls: they’re breathtaking! We can also take a • Refer students to the STOP AND THINK! section.
ferry and enjoy the calmness of the water... get your
lungs ready for lots of fresh air! ... enjoy its beautiful • Distribute the photocopiable Definite article
warm colours. Text 4: We can ride bicycles along the “the” with geographical names templates
Drava and explore the town – especially Tvrđa. It’s a (Resource Bank, Resource 88, pp. 406-412) to
beautiful place... students.
• In pairs, students look at the geographical
names in Exercise 1 b) and think about which
• Instruct students to think about the questions geographical names are used with the definite
in the exercise first. article the.
• In groups, students discuss which of the places • Let students complete the mind maps.
in the text they have visited, what they liked
about the places and which of the other places • Tell students that they have a detailed
they would like to visit. Ask them to explain explanation of the definite article the with
why. geographical names in the Grammar Summary
on page 135, which they can use for help.
• Give students enough time to discuss the
questions. • Have students present their mind maps.
• Let volunteers share their answers with the • Discuss students’ answers as a class.
class. • At this point, you can GO DIGITAL and
practise the definite article the with
ANSWER KEY geographical names further.
ANSWER KEY
WORKBOOK PRACTICE Students’ answers.
Exercise 2, p. 124
• Students look at the photos and match them
to the words. • Students read the instructions to the exercise.
• In a higher-ability class, have students do.
name what they can see in the photos
before matching them to the words. • Check answers as a class.
ANSWER KEY 1 –, 2 the, 3 the, 4 –, 5 –, 6 –, 7 –, 8 the, 9 –, 10 the, 11
–, 12 the, 13 the, 14 –
5, 7, 2, 1, 4, 8

• Students go through the place names and
think about what kinds of geographical
categories the places belong to.
• They use the words and expressions from
Exercise 1 a) and write them on the lines.
356 NEW BEGINNINGS

Le
ss
on
3
3B A SUMMER LIST 3
a) Give English equivalents of these Croatian place names. Be careful with the definite articles and capital
letters!
VOCABULARY 1 Republika Hrvatska ________________________ 6 Kornati ________________________

2 Dalmacija ________________________ 7 Slavonija ________________________
1
a) Match these words to the photos. There are two words you do not need.
3 Dunav ________________________ 8 Istra ________________________
1 river 2 lake 3 peninsula 4 mountain or mountain range 5 desert 6 valley 7 sea or ocean 8 island
4 Plitvička jezera ________________________ 9 Jadransko more ________________________
5 Sava ________________________ 10 Prokljansko jezero ________________________
b) Label the map of Croatia with the English names from Exercise 3 a). Then add:
three islands one peninsula three rivers two mountains two lakes two cities or towns
b) What kind of geographical terms do the places below belong to? Use words and expressions from
Exercise 1 a).
1 the Nile __________________ 6 the Alps __________________ STOP AND THINK!

2 the Himalayas __________________ 7 the Baltic __________________ What geographical
names
of places are used
3 Ben Nevis __________________ 8 Loch Ness __________________ with the
definite article ‘the’
4 the Gobi __________________ 9 the Ganges __________________ ?
Present it visually
in the
5 Tasmania __________________ 10 the Atlantic __________________ form of a mind map.
2 Curious me!
Lota and Luka are preparing a presentation on Australia for their Croatian cousins. Complete the text
below with the definite article the or –. Did you know that Croatia
has a desert? Find out its
name and location, and
(1) ______ Australia, the smallest continent and one of the largest countries in the world, lies between
label it on the map!
(2) ______ Indian Ocean and (3) ______ Pacific, in the southern hemisphere. The capital of Australia is
(4) ______ Canberra, but it’s not the country’s biggest city. Its two biggest cities, as well as economic and
cultural centres, are (5) ______ Sydney and (6) ______ Melbourne! Australia’s biggest island, (7) ______
Tasmania, is located 240 kilometres to the south of the country. If you go farther south, sailing across
(8) ______ Tasman Sea, you will reach (9) ______ New Zealand. Australia’s longest river is (10) ______
Murray River: it’s 2,508 kilometres long. And (11) ______ Lake Eyre, also known as Kati Thanda, is the
country’s largest lake. It is a salt lake, and it can be dry for much of the year. In Australia you can also
find (12) ______ Australian Alps, the country’s highest mountain range, in the south-east. There are also
ten deserts inland: you’ve surely heard of the largest one, (13) ______ Great Victoria Desert! But,
although Australia is the driest continent in the world, this doesn’t mean snowy mountains and hot
deserts are all there is. This small continent also boasts green eucalyptus forests and the colourful Great
Coral Reef, which many Australian animals call their homes. Just like (14) ______ Croatia, our country
has a lot to offer!
124 125
Exercise 3 a), p. 125 ENDING THE LESSON

• In pairs, students write the English equivalents
of the Croatian place names. WRITING
• Remind them to be careful when using the Exercise 3, p. 96
definite article the and capital letters. • Let students choose a place in Croatia that
• Check answers as a class. they think is worth visiting.
• Instruct them to write a short paragraph about
ANSWER KEY it and include information about the location
1 the Republic of Croatia, 2 Dalmatia, 3 the Danube, of the place and its geographical features and
4 the Plitvice Lakes, 5 the Sava, 6 the Kornati, 7 attractions.
Slavonia, 8 Istria, 9 the Adriatic Sea, 10 Lake Prokljan
• Allow enough time for students to complete
the task and help if necessary.
CURIOUS ME!
Refer students to the Curious me! Section and, if
available, have students go online and find out
the name and location of a desert in Croatia and • When they have finished, let volunteers read
label it on the map. If not, assign it as optional out the texts they have written.
homework and have students report about it at
the beginning of the next lesson. ANSWER KEY
TRICKS OF THE TRADE
HOMEWORK
There is a desert in Croatia, Đurđevački pijesci,
also nicknamed Croatia’s “Sahara”. It is located WB p. 125, Exercise 3 b)
near the town of Đurđevac, in Podravina.
3B A SUMMER LIST
357
UNIT 5
3C A SHOCKER! • Draw students’ attention to the title of the
lesson. Discuss its meaning with students.
i drugačiji / Svijet oko mene ANSWER KEY
NASTAVNA JEDINICA A shocker (1. sat) shock
A.8.1., A.8.2., A 8.3., A.8.4., TRICKS OF THE TRADE
A.8.5., A.8.6., B.8.1., B.8.2.,
ISHODI POUČAVANJA
B.8.3., C.8.1., C.8.3., C.8.4., A shocker is something such as a story, a piece
C.8.5., C.8.6.
of news or a film that shocks people or that
pisanje is intended to shock them. (Source: Collins
draft, deficient, current, Dictionary)
confined, scourge, dastardly,
VOKABULAR associated, ailments, aches,
bladder, spleen, inflammation, MAIN PART
preclude, maladies, expose
KOMUNIKACIJSKO- Izražavanje razumijevanja Exercise 1 a), p. 97
autentičnog teksta • Let students read the definition of “culture
shock” and complete it with the words.
MEĐUPREDMETNE TEME
A.3.1., A.3.2., A.3.3., B.3.1., • Check answers as a class.
C.3.4. ANSWER KEY
A.3.1., A.3.2., A.3.3., A.3.4.,
Učiti kako učiti B.3.1., B.3.2., C.3.2., C.3.3., 1 confusion, 2 a country, 3 different, 4 customs, 5
D.3.1., D.3.2. unfamiliar
MEĐUPREDMETNO čitanje s razumijevanjem, Exercise 1 b), p. 97
POVEZIVANJE razumijevanje autentičnog
teksta • In groups, students discuss what foreign
UDŽBENIK Str. 97. visitors could find shocking when visiting
RADNA BILJEŽNICA Str. 126. Croatia. Have them think about people from
Dodatni zadatci za various parts of the world.
platformi IZZI • Instruct students to think up a list of possible
causes of culture shock and write it in their
STARTING THE LESSON notebooks.
• Check homework as a class. • Discuss students’ ideas as a class.
• If you have assigned the Curious me! section ANSWER KEY
for homework, have students report what they
have found out about a desert in Croatia.
• Write the following expressions on the board
and have students guess the missing word. READING
electric ________
• Students read the instructions to the exercise.
________ resistant
allergic ________ do.
after – ________
• Before reading the paragraph, you may
be in for a ________ want to give students some information
culture ________ about the author and his books.
• If necessary, explain the meaning of the
expressions.
358 NEW BEGINNINGS

Le
ss
on
3
3C A SHOCKER!
1 a) Complete the definition of culture shock with the words below. There are two words you do not need.
country customs similar confusion excitement unfamiliar different
Culture shock is a feeling of (1) __________________ felt by people who visit a (2) __________________ or place which
is (3) __________________ from their own, and who experience (4) __________________, beliefs and values that they
are (5) __________________ with.
b) What could foreign visitors find shocking when visiting Croatia? Think about people from various parts of
the world, and think up a list of possible causes of culture shock.
2 a) READING Read this excerpt from Cody McClain Brown’s book Chasing a Croatian Girl. What is the purpose of
the paragraph? Is it negative towards Croatian culture, or is it just light-hearted fun? Explain why you think so.
Welcome to the Wonderful World of Propuh

Huh? Pro-what? Right. The closest thing Americans have for this word is draft, but this alone is deficient in
explaining the cultural (and medical) importance of propuh in any way. In English a draft is defined as a current
of cool air in a confined space. The end. Propuh on the other hand is the
scourge of Croatian grandmas. This dastardly, and yes, at times deadly,
draft, this awful form of air-flow is associated with all sorts of ailments:
muscle aches, headaches, back aches, ear aches, colds, the flu, bacterial
infection of the kidneys, bladder and spleen, and the most feared of them
all, inflammation of the brain. Ladies and gentlemen, dear readers, in short,
Propuh Kills!
In order to preclude such maladies it is necessary to:
1 Immediately dry your hair after a shower. Never go outside or go to
sleep with wet hair.
2 Never expose the…
b) Read again. Find information about…

1 where the author is from. 3 how Croatians feel about propuh.
2 how Americans feel about propuh. 4 how dangerous propuh is.
3
a) WRITING The author concludes this paragraph with some advice on how to survive in the world of propuh.
What other items of advice do you think the author might give his reader? Complete the list with some
examples of your own.
b) 5.8 LISTENING Listen to the rest of the excerpt. How many pieces of your advice are the same as the author’s?
I interview I retell I advise

Interview a person who has Think of your experiences of other ‘When in Rome, do as the
moved to another country. What cultures. Have you travelled Romans do’ is a common saying.
culture shock have they anywhere, or have you seen or heard What do you think it means?
experienced? Report to your something you found interesting in Think up a list of some ways
classmates. Why not make a the media? Prepare a short talk, and people can lower the level of
video or podcast? present it to the class. culture shock when travelling.
97
3C A SHOCKER!
359
UNIT 5
ANSWER KEY • Tell students to write the advice in their
Students’ answers. / The purpose of the paragraph notebooks and complete the author’s list with
is to explain what propuh is in Croatian culture. The some examples of their own.
paragraph isn’t negative; it is light-hearted fun. • Invite volunteers to read out their advice.

Cody McClain Brown is an American from Students’ answers.
Oklahoma who moved to Croatia in 2011. He
lives with his wife and daughter in Zagreb and LISTENING
teaches at the University of Zagreb. For four
years, he wrote a popular, weekly blog for the Exercise 3 b), p. 97
Croatian Radio Television’s The Voice of Croatia. • Instruct students to listen to the rest of the
He is the author of two bestselling books about excerpt and check how many of their pieces of
Croatian culture: Chasing a Croatian Girl: A advice are the same as the author’s.
Survivor’s Tale and Croatia Strikes Back: The
Unnecessary Sequel. Chasing a Croatian Girl is
a light-hearted story of his adjustment to life in • Discuss answers as a class.
Croatia.
vocabulary: cross-breeze, nefarious, midriff.
• Have students read the paragraph again and • At this point, you can GO DIGITAL and
find the information in the text. practise reading and listening further.
• Check answers as a class. Encourage students Track 5.8

to explain what has helped them find the
1 Immediately dry your hair after a shower. Never go
answers. outside or go to sleep with wet hair.
2 Never expose the back of your or your child’s neck to
• Explain any new vocabulary. Suggested the wind during the fall, winter or spring. The back of
vocabulary: draft, deficient, current, confined, your neck should always be covered with a hood or a
scourge, dastardly, associated, ailments, scarf.
3 Never go barefoot. Always wear socks and slippers
aches, bladder, spleen, inflammation, preclude, (even during the summer on the coast).
maladies, expose. 4 Avoid having two or more windows open in the same
room, especially if they are on different walls. The
ANSWER KEY cross-breeze is one of the worst nefarious forms of
propuh.
1 The author is from the USA. 2 They consider it just 5 Always cover your midriff and the vital organs
a draft, nothing of special importance. contained therein, so that the breeze can’t get to them.
3 Croatians consider propuh very dangerous. 4
Propuh can cause serious health problems: muscle ANSWER KEY
aches, headaches, colds, the flu, etc. Students’ answers.
WRITING WORKBOOK PRACTICE
Exercise 3 a), p. 9 VOCABULARY

• Draw students’ attention to the advice the
author gives on how to survive in the world of
propuh. • Let students look at the pictures and try to
name the superstitions presented in them.
• In groups, students think about other items of
advice the author might give his readers. • Students then match the pictures to the
sentences.
360 NEW BEGINNINGS

Le
ss
on
3
ANSWER KEY
3C A SHOCKER!
3, 2, 5, 4
1
a) Match these pictures to some Croatian superstitions. There is one sentence you do not need.

• In pairs, students think about the superstitions
in Exercise 1 a) and write what one shouldn’t 1
2
Don’t walk around with your pockets turned inside out.
Don’t put your purse on the ground.
3 Don’t open your umbrella inside the house.
do or why it is bad for each picture. 4
5
Don’t walk under a ladder.
Don’t put your shoes on a table.
b) For each of the items in Exercise 1 a), explain why you shouldn’t do it, or why it is bad.
• Give students enough time. 1 ______________________________________________________________________________________________________
2 ______________________________________________________________________________________________________
• Check and discuss students’ ideas as a class. 3 ______________________________________________________________________________________________________

4 ______________________________________________________________________________________________________
c) Are there any other rules you follow or have heard of? Write down at least two of them.
ANSWER KEY 1 ______________________________________________________________________________________________________

2 ______________________________________________________________________________________________________
Students’ answers. 2
a) Are these fun facts more typical of the USA or Croatia? Write U for the USA and C for Croatia.
1 When you order coffee, it comes with a glass of water.
2 There are a lot of narrow roads.
3 Soccer is the national sport there.
Exercise 1 c), p. 126 4

5
Tipping 20% of the total bill in restaurants is expected.
Food delivery is often done by car, rather than bike.
6 Small talk or waving at strangers is not common.
• Have students think about some other rules 7

8
Money exchanges are found everywhere.
People can get their driving licence when they turn 16.
they follow or have heard of. b) SPEAKING Are there any other differences you know of? Share them with your partner or class.
3
• Instruct them to write at least two of them. ‘Propuh’ is not the only untranslatable Croatian concept. Find some other untranslatable words or
concepts in Croatian. How would you define them?
1 Word: 2 Word:
• Monitor students and help if necessary. __________________________________________________ __________________________________________________

__________________________________________________ __________________________________________________
• Let volunteers read out their examples. __________________________________________________

__________________________________________________
__________________________________________________
__________________________________________________
126
ANSWER KEY Hello World 8 RB 2021.indb 126 29.7.2021. 16:20:54
ENDING THE LESSON
Exercise 2 a), p. 126 • Play the Pass that flashcard game (see Games
• Students read the fun facts and decide and Activities on pp. 394-398) with students to
whether they are more typical of the USA or practise the vocabulary from the lesson.
Croatia.
• There is a photocopiable flashcard template
• Have them write U for USA and C for Croatia. (Resource Bank, Resource 89, pp. 406-412) you
• Check answers as a class. can use to play the game.
ANSWER KEY
Creative me!
1 C, 2 C, 3 C, 4 U, 5 U, 6 U, 7 C, 8 U
homework, go through the activities as a
class. Make sure students understand what is
SPEAKING expected of them.
Exercise 2 b), p. 126 • Students choose an activity and either report
• In pairs, students think about and discuss any on an interview with someone who has moved
other differences they know of. to another country, prepare a talk about their
own experiences of other cultures or think up
• Have students share them with the class. a list of some ways people can lower their level
of culture shock when travelling and present it
ANSWER KEY
in the next lesson.
HOMEWORK

Student’s Book, p. 97 Creative me!
3C A SHOCKER!
361
Lesson 4
UNIT 5
4 GROW THROUGH EXPERIENCE • Group representatives report back to the class.
Planovi za budućnost / Drugi i ANSWER KEY
NASTAVNA TEMA
drugačiji / Svijet oko mene
NASTAVNA JEDINICA Grow through experience Students’ answers.
A.8.1., A.8.5., A.8.6., B.8.3., MAIN PART
ISHODI POUČAVANJA C.8.1., C.8.2., C.8.3., C.8.4.,
C.8.5., C.8.6. WORKBOOK PRACTICE
application, consider,
Exercise 1, p. 127
vulnerable, letter of • Ask students what Lota needs to send to apply
VOKABULAR motivation, pen pal, senior
citizen, special education
for the programme. Ask them to explain what
needs a letter of motivation is.
KOMUNIKACIJSKO-JEZIČNA Pisanje motivacijskog pisma.
KOMPETENCIJA
• Students find the definition by isolating the
MEĐUPREDMETNE TEME
words in the word snake. Check as a class.

A.3.1., A.3.2., A.3.3., B.3.2., • Ask students when one would be
B.3.4. expected to write a letter of motivation.
A.3.1., A.3.2., A.3.3., B.3.1.,
Učiti kako učiti C.3.1., C.3.2., C.3.3., D.3.1., ANSWER KEY
D.3.2.
Građanski odgoj i obrazovanje A.3.1., A.3.4. A motivational letter is a letter that you write to say
Uporaba informacijske i A.3.1., A.3.2., C.3.2., D.3.1. why you are the perfect candidate for a certain job.
Poduzetništvo A.3.3., C3.1., C.3.2. Exercise 2 a), p. 127
MEĐUPREDMETNO Hrvatski jezik Pisanje • Ask students what parts should be included
POVEZIVANJE formalnog pisma
in a letter of motivation. Let them tick the
UDŽBENIK Str. 98., 118. -119.
elements that they think should be included.
Check as a class.
Dodatni zadaci za
uvježbavanje vokabulara, • Ask students if they would include
IZZI
anything else that hasn’t already been
mentioned.
STARTING THE LESSON
ANSWER KEY
• Check homework with students. full name, gender, contact, reasons for applying,
• If you have assigned any of the Creative me! work experience, key skills
tasks on page 97 for homework, let students
demonstrate what they have prepared.
• To introduce the topic, start with a game of
Hangman (see Games and Activities on pp.
394-398) with the suggested words: volunteer,
apply, motivation, pen pal.
• Ask students to explain the meaning of these
words and try to find the connection between
them.
Exercise 1, p. 98
• Assign small groups of three or four students.
Tell them to first read the advert individually,
then discuss it and answer the three
questions.
362 NEW BEGINNINGS

Le
ss
on
4
GROW THROUGH EXPERIENCE
4
on
ss
Le
I can write a letter of motivation.
1 Lota is reading an advert for a 1 Lota Bilich

lota.bilich@onemail.com
volunteering programme. What is +2 9876 6189
2000
it for? Would you be interested in 122 Phillip St, Sydney, NSW
applying? Why (not)? 10 January 2022
Dear Sir or Madam,

Programme, which
Looking for student volun the Love’n’Care Pen Pal
teers! 2 I am writing to apply for I would be
Join the Love’n’Care PEN Kids Giving Back website.
PAL Programme for an I have read about on the per son in care.
elderly person in care pen pal for an elderly
interested in becoming a
If you like writing letters I am very
, this is the job for you the programme, because
Become a senior citizen’s ! 3 I would really like to join of our
pen pal, and bring most vulnerable members
happiness to their day. committed to helping the sen ior citi zens feel
import ant to ma ke
Send us a letter of motiva community. I believe it is ng tten language
wri
tion saying why we also very interested in usi
should choose you! wanted and loved. I am ds.
letters and designing car
in my work. I enjoy writing
. For the last two
and hardworking person
4 I am a well-organised h special
2 a) READING Lota has applied for the as a tutor for students wit
years I have volunteered rested in
school. I am sincerely inte
volunteering programme. Decide in what educational needs at my peo ple with special
improving the lives of
order you expect to find the following promoting equality and help oth er people as well.
ke a difference and
categories in her letter of motivation needs. I am eager to ma
unteer with you
(1–6). Then read the letter of motivation, get the opportunity to vol
5 In conclusion, I hope to app lica tion. Please feel
and check your guesses. for considering my
at Love’n’Care. Thank you have any
thanking the reader ail or mobile phone if you
free to contact me by e-m
skills and/or experience questions.
contact details from you soon.
6 I look forward to hearing
why you want the job
reason for writing Yours faithfully,
formal ending Lota Bilich
b) Read the letter again, and underline more appropriate formal expressions for the following informal ones.
1 Write or call back. 3 Can’t wait for your e-mail. 5 I’d like to be a pen pal.
2 ’Bye for now. 4 Hey, you! 6 Thanks for reading my letter.
3 WRITING Write a short letter of motivation for a volunteering job of interest to you. Follow the structure laid out
in ‘Pencil, paper, go!ʼ.
Pencil, paper, go! ONE MORE LOOK!

A letter of motivation Check and tick.
This is how you can organise your letter of motivation: I have written all the parts of the letter.
1 Write your contact details I have organised my letter into paragraphs.
2 Start with a formal greeting (Dear Sir or Madam, Dear Mr/Mrs/Ms, ...) I have used appropriate phrases to start and finish
3 Explain reasons for writing (I am writing to apply for…) the letter.
4 Explain why you want the job
I have used formal language.
5 Write about your skills, qualities and/or experience
6 Thank the reader (Thank you for…) I have used punctuation and capital letters correctly.
7 Finish with a polite remark (I look forward to…) I have checked my spelling.
8 Sign off with a formal ending (Yours faithfully/sincerely, …)
98
4 GROW THROUGH EXPERIENCE

363
UNIT 5
phrase. Let them compare their answers with
GROW THROUGH EXPERIENCE
Le
ss
on
another student.
4
1
Can you work out this definition of a letter of motivation? Copy it onto the lines below.
A m ot heperfe
ctca n d i d ate fo ra ce r ta i n j o b
.
ANSWER KEY
i vat i o ouaret
n a l l ette r aywhyy
i s a l ette r w h i c h y o u w r i teto s
_______________________________________________________________________________________________________
1 contact me by e-mail or mobile phone, 2 Yours
_______________________________________________________________________________________________________ faithfully, 3 I look forward to hearing from you soon,
2
a) What should you put in your letter of motivation? Tick the things you should include. 4 Dear Sir or Madam, 5 I would be interested in
full name
reasons for applying

gender contact details
work experience
relationship status
key skills religion

becoming a pen pal, 6 Thank you for considering my
b) Match the phrases to their use. application
1 I look forward to hearing from you soon. to address the reader
2 Yours faithfully, to say where you heard about the job
3 Please feel free to contact me by e-mail. to say which job you are interested in
4 I would really like to join...
5 I am writing to apply for...
to tell the reader how to reach you
to talk about your skills
WORKBOOK PRACTICE
6 Dear Sir or Madam, to explain the reasons you want the job
7 I found your advertisement...
8 I am well-organised and hard-working.
to finish with a polite remark
to sign off
3 a) Read the letter of motivation.
Complete it with the phrases in
Lucas Wilson
lucas.wilson@onemail.com
• In pairs, students try to connect the eight
phrases with their use. Let them use the text in
+2 9877 8429
Exercise 2 b). 6 Hunter St, Sydney, NSW 2000
b) Read the letter again. In which 8 February 2022

paragraph does Lucas...
1 talk about his skills
(1) ______________________________,
1 (2)
________________________________
Community Volunteering Program
_______________ the Help the
their Student’s Books as a reference point.
me. (3) ________________________
and experience? _____________________ on Voluntee __
rs Organised website, and I would
2 give a reason for writing?
3 thank the reader?
be interested in volunteering at
2 (4)
the soup kitchen.
________________________________
programme, because I am committe
_______________ the
d to helping the poor and
homeless members of our commun
4 say why he wants the job? ity. I would be delighted to work
at the soup kitchen and give out
free meals to those in need. I am
also interested in meeting people
ANSWER KEY
who share my passion for helping.
3 (5)
________________________________
__________________________.
Study tip! WRITING For the last year I have voluntee
learnt how to organise my time.
red at the local animal shelter. I
have
I am responsible for feeding the
Here are some additional writing tips: animals, cleaning them and walking
the dogs. I have participated in
1 Plan before you write. Make notes or
outline what you are going to write about.
organising food drives, and I have
dedication. Helping at the soup
completed all my tasks with great
kitchen would mean so much more
than just serving meals and cleaning
6, 7, 5, 3, 8, 4, 1, 2
! I would be helping the most
2 Simple is good. Use simple language and vulnerable members of our society.
4 In
structures to make sure your writing is conclusion, I hope you will allow
me to take part in your
error-free. Programme. Thank you for consider
ing my application. If you have

any further questions, (6) ________
3 Check before you finish. Always reread ________________________________
(7) ________________________________ .
what you've written to check for mistakes. ________.
(8) ______________________
127 • In pairs, students fill in the letter with the eight

Lucas Wilson

phrases from exercise 2 b).
READING
• Tell students they will read Lota’s motivational 1 Phrase 6, 2 Phrase 5, 3 Phrase 7, 4 Phrase 4, 5
letter. Let them guess in which order the six Phrase 8, 6 Phrase 3, 7 Phrase 4, 8 Phrase 2
pieces of information appear in the letter.
• Let students read the text to check their
• Let students read the letter one more time and
expectations and then discuss the accuracy of
decide about the topics for each paragraph.
their guesses.
ANSWER KEY
5, 4, 1, 3, 2, 6 ANSWER KEY
3, 1, 4, 2
• Ask students what kind of language a person
and vocabulary, GO DIGITAL at this point.
should use when writing a motivational letter
– formal or informal. Let them explain their
answers. WRITING BANK
• Have students read the six phrases in the READY? (pre-writing)
exercise and ask them if they are formal or Exercise 1 a), p. 118
informal.
• To revise formal and informal styles of writing,
• Students read the text again and find and let students sort out the phrases.
underline the formal equivalents for each
understanding of the phrases.
364 NEW BEGINNINGS

Le
ss
on
4
ANSWER KEY
k
an
5 LETTER OF MOTIVATION
gb
Jim Evans
itin
313 Edmington Square • Forename and surname
Chichester
Wr
West Sussex PO19 • Address
1AF
UK • Date
3 June 2023 • Picture
I, I, I, F, F I, F, I, I, F
Dear Sir or Madam,
READY? (pre-writing) • Opening
This is my letter of
application for the • Where you found the add
1 a) Here are some phrases you can use in letters. Sort them according to the level of formality. Write F for formal advertisement on
our school website,
MMM programme.
I have seen your
and I would love to • Why you are writing
and I for informal. Which style should you not use in a letter of motivation? Why? I already have some volunteer.
experience with elderly
living in a home for people. My grandmot
the elderly, and I sometime her is currently
I just have to see you soon. Hugs and kisses, and her friends. It s play my guitar and • Experience and reasons
helps them relive sing to her
I can’t wait for your e-mail. This is a letter of application for... themselves. Music some memories and for applying
helps connect different feel good about
from them, both about generations; I have • Why you would be good
How’s the weather over there? Hi, there! music and about life. also learned a lot
for the job (if possible,
I would like to become a volunteer. Bye, I am hard-working
and dedicated. I have add references)

years, and I sing in been playing the acoustic guitar
Yours sincerely, I look forward to your reply, the school choir. (I for six
necessary.) I love all can provide reference
kinds of music, although s from my teachers if
love the Beatles and I have learned that • Thank your recipient for
b) Here is an example of a motivational letter written to apply for a programme that involves writing Elvis best. I am also senior citizens
perform our own songs a member of the school the opportunity
encouraging letters to children who are about to start school. There are 10 mistakes in it; find and correct them. band; we
at school festivities • Proper sign-off and
in similar activities, . My family has always
and I would like to been involved signature
people’s lives with give back to the communi
SET... music. ty and improve
• Students should spot the ten mistakes in

In conclusion, I hope
Paul Batter 2 you will allow me b) Read the letter again, and answer
a) Before you read the letter on the grateful for the opportun to take part in the
505 Village Road
ity. Please feel free MMM. I would be very
Selly Oak to contact me by e-mail the questions.
opposite page, take a look at what phone if you have
Birmingham B12 3CD any questions. or mobile
UK it must include. Organise the letter I look forward to hearing 1 Who is writing the letter?
from you soon.
properly by putting its parts in the 2 What programme is he applying for?
14 Martch 2022 Yours faithfully,
the exercise. Remind them that not all of the

correct order. Then read the letter to 3 What previous experience does he
Dear Mr or Madam, Jim Evans
check your answers. have?
encouraging
your programme to write
I am writing to apply for school 4 Why would he like to take part in the
your advertisement on our Thank the reader (Thank you for...)
letters to children. I found for this programme?
interested in volunterying
bulletin board. I would be Write your contact details (e-mail
address, phone number, etc.) c) In your opinion, what makes this person a good candidate for the advertised position?
mistakes are related to the style of writing;

programme.
out, ‘cause I also have a younger
helping
I am really interested in feels. I like
Finish with a polite remark (I look
sister who is about to start
school, so I know how it forward to...) …WRITE!
something for
well, so I could also draw
writting letters and I draw Explain your reason for writing (I am 3 It’s your turn! Write a letter of motivation for the advertisement below. Use the Ready... and Set... sections to
the childern in each letter. writing to apply for...)
I have organise your letter. There is a checklist at the end of the page to help you make your letter shine!
creative. My teacher says
some are grammar and spelling mistakes.

I am good-organised and parents to read Sign off with a formal ending (Yours
I think it will be easy for
beautiful handwriting, so faithfully/sincerely, ...) Looking for student volunteers!
my letters to their childrens. Join the ReadWithHeart Programme for children and adults with vision impairment!
you for Explain why you want the job (what
this opportunity. Thank
In conclusion, I hope I get contacting me by you like about it and how you would
If you like reading stories aloud, this is the job for you! Become a reader to people with vision impairment, and read
Please feel free
considering my aplication. like to contribute)
aloud to them during our club meetings or online. Send us a letter of motivation saying why we should choose you!
Instruct them to underline the mistakes and

e-mail.
Write about your skills, qualities
from you soon.
I look forward to hearing and/or experience (previous ONE MORE LOOK!
Yours faithful, experience in similar jobs/activities)
Check and tick. MY SELF-CHECK
Paul Batter Start with a formal greeting (Dear Sir
I have written all the parts of the letter. Remember those tiny mistakes that you, and only you, always
correct them.
or Madam, Dear Mr/Mrs ..., ...)
I have organised my letter into paragraphs. make? List them, and check.
I have used appropriate phrases to start and ___________________________________________
Looking for student volunteers!
finish the letter.
Join the MMM (Music Makes Miracles) Programme for senior citizens: Choir and Orchestra I have used formal language. ___________________________________________
If you like singing and playing an instrument, this is the job for you! Join our choir or orchestra, prepare festive I have used punctuation and capital letters correctly. ___________________________________________
concerts to perform in homes and clubs for the elderly, and make miracles with music. Send us a letter of motivation
saying why we should choose you!
118 119
ANSWER KEY Hello world 8 UDZB 2021.indb 118 13.7.2021. 16:48:24 Hello world 8 UDZB 2021.indb 119 13.7.2021. 16:48:26
Martch (March), Mr. or Madam (Sir or Madam),

ENDING THE LESSON
volunterying (volunteering), ‘cause (because),
childern (children), good-organized (well- WRITING
organized), says (say), childrens (children), aplication
(application), contacting (to contact)
SET...
Pencil, paper, go!
Exercise 2 a), p. 118 Exercise 3, p. 98
• Explain to students that they will read another • Students study the organisation guide
letter. Before reading, check whether students for structuring and formatting a letter of
know the order that the information and motivation.
phrases should appear in the letter. • Offer students the choice between writing a
• In pairs, students read the elements and put letter of motivation for the ReadWithHeart
them in the right order. Programme from Exercise 3 on page 119
of the Student’s Book or the Sports For All
• Students read the letter to check their answers. Programme from Exercise 4 on page 128 of the
ANSWER KEY Workbook.
6, 1, 7, 3, 8, 4, 5, 2 • Students can use the template on page
128 of the Workbook or use the given
Exercise 2 b), p. 119 template (Resource Bank, Resource 90,
• Let students read the letter one more time and pp. 406-412) to make the organisation of
note down their answers to the four questions. the letter easier.
• Check as a class. ONE MORE LOOK!

ANSWER KEY • Instruct students to go over their writing
one more time using the checklist.
1 Jim Evans, 2 MMM – Music Makes Miracles, 3 He has
experience with elderly people – he often sings and • Divide students into small groups. Have them
plays the guitar for his grandmother and her friends. check each other’s work. Encourage them to
4 He would like to give back to the community and provide sincere, kind and helpful feedback to
improve people’s lives with music. their classmates.
• Students make all the necessary changes to
their work.
• In pairs, students discuss why Jim is a good
candidate for the position he is applying for. • If you decide to use this task for summative
assessment, a detailed writing rubric is
ANSWER KEY provided (Resource Bank, Resource 91, pp.
406-412).
4 GROW THROUGH EXPERIENCE

365
Lesson 5
UNIT 5
5 THE RAINBOW SERPENT TRICKS OF THE TRADE
Drugi i drugačiji / Književnost Aboriginal people are the Indigenous people
NASTAVNA TEMA
za mlade / Svijet oko mene of Australia. They are not a single nation, but
NASTAVNA JEDINICA The rainbow serpent various distinct peoples (more than 400 groups
PREDVIĐENI BROJ SATI 1 and subgroups) with distinct languages, cultures
A.8.1., A.8.2., A.8.3., A.8.4., and customs, who have inhabited the continent
C.8.5.
for the last 50, 000 years.
DJELATNOST (I) U FOKUSU Govorenje, slušanje, čitanje
eventually, gather, punish, SPEAKING
serpent, steep, tickle, track,
VOKABULAR
valley, creation story, far and Exercise 1, p. 99
wide, obey the law
KOMUNIKACIJSKO-JEZIČNA Prepričavanje mita o • In pairs, students discuss how the planet Earth
KOMPETENCIJA stvaranju. was created for a couple of minutes.
MEĐUPREDMETNE TEME
• If many of your students attend the
A.3.1., A.3.2., A.3.3., A.3.4.,
elective Religious Education, you might
C.3.3., C.3.4. want to ask them to quickly re-tell the
A.3.1., A.3.2., A.3.3., A.3.4., Christian creation story and compare it to
B.3.1., B.3.2., B.3.3., B.3.4., the scientific explanation of the creation
Učiti kako učiti
C.3.1., C.3.2., C.3.3., C.3.4.,
D.3.2. of the planet Earth.
komunikacijske tehnologije D.3.1. ANSWER KEY
MEĐUPREDMETNO
Hrvatski jezik Legende, mitovi Students’ answers.
i narodne predaje
POVEZIVANJE
Vjeronauk Stvaranje svijeta
UDŽBENIK Str. 99.
TRICKS OF THE TRADE
RADNA BILJEŽNICA Str. 129. Approximately 4.6 billion years ago, the solar
Dodatni zadaci za system was a cloud of dust and gas known as
uvježbavanje vokabulara, a solar nebula. Gravity collapsed the material
IZZI in on itself as it began to spin, forming the sun
in the centre of the nebula. With the rise of the
STARTING THE LESSON sun, the remaining material began to clump
up. Small particles drew together, bound by
• To activate pre-existing knowledge, ask the force of gravity, into larger particles. The
students who the First Peoples of Australia solar wind swept away lighter elements, such as
are and what they know about the Aboriginal hydrogen and helium, from the closer regions,
people. leaving only heavy, rocky materials to create
• Play a game of Wordsnake (see Games and smaller terrestrial worlds like the Earth. But
Activities on pp. 394-398) and try to collect farther away, the solar winds had less impact
as many words connected to Australian on lighter elements, allowing them to coalesce
Aborigines as possible. into gas giants. In this way, asteroids, comets,
• In a competitive class, you might want to planets and moons were created. The Earth’s
divide the class into groups and make rocky core formed first, with heavy elements
the game into a competition. Set a time colliding and binding together. Dense material
limit of two minutes and agree whether sank to the centre, while the lighter material
you will count individual words or letters created the crust. The planet’s magnetic field
to determine the winner. probably formed around this time. Gravity
captured some of the gases that made up the
planet’s early atmosphere. Early in its evolution,
the Earth suffered an impact from a large body
that catapulted pieces of the young planet’s
366 NEW BEGINNINGS

Le
ss
on
5
THE RAINBOW SERPENT
Le
ss
on
5
I can understand a creation story.
1 SPEAKING What do you know about the formation of planet Earth?

Work in pairs, and discuss.
2 a) 5.9 READING Read the story The Rainbow Serpent, an Aboriginal

creation story on how the Earth was formed. Put the paragraphs in
the correct order (1–5). Then listen and check.
The water gave life to grass and trees, and the animals that lived in the rocks or on the plains woke up. They
followed the Rainbow Serpent and were happy with their life on Earth. The serpent made laws that the
animals had to obey. Those who didn’t like them began to argue. Then the serpent said “I will give human
form to those who obey my laws. Others will be punished and turned to stone.”
Another law that the Rainbow Serpent made was that no tribe should eat the animals of their own totem. That
way, there was food for everyone. The tribes lived happily together on the land that the Rainbow Serpent had
given them. They knew that the land would always be theirs, and that nobody should ever take it away from
them.
Once upon a time, the Earth lay flat and still. Nothing moved or grew on its surface. Below, there slept a
serpent known as the Rainbow Serpent. One day, she awoke and made her way up to the surface. She
travelled far and wide; as she moved, she left huge tracks behind her, forming mountains and valleys.
Eventually, she grew tired and went back to sleep.
And so it was. Those who made trouble were turned into tall mountains and steep hills, while the obedient
ones were given human form. They were also given their own totem, to remind them of the animal form they
were created from. When they gathered, the tribes knew themselves by their totems: kangaroo, emu, snakes
and many, many more.
After she had had her rest, she called to the frogs: “Come out!” And so they did. But, because their bellies were
full of water, they were very, very slow. The serpent tickled them, and the frogs started laughing. The water
that was in their stomachs started flooding the serpent’s tracks. That’s how the first lakes and rivers were
formed.
b) Read the story again, and answer the questions.

1 What formed the mountains and valleys? 3 What happened to disobedient animals?
2 How were rivers and lakes formed? 4 Why was there food for everyone?
c) Look at the text again. Explain the meaning of the highlighted expressions in your own words.
3 SPEAKING Choose one of the places below, and find out what creation myths say about how they
came to be. Present what you have learnt to the class. The words in brackets can help you.
1 Giant’s Causeway, Northern Ireland (Finn McCool, rocks, rival, Scotland, Ireland)
2 Milford Sound, New Zealand (Tu-te-raki-whanoa, piopio, fjord, axe)
3 Grožnjan, Roč, Završje, Motovun, Sovinjak and Vrh, Croatia (giant, Dragonja, hills, Istria)
99
5 THE RAINBOW SERPENT

367
UNIT 5
mantle into space. Gravity caused many of these woke up. They followed the Rainbow Serpent and were
pieces to draw together and form the moon, happy with their life on Earth. The serpent made laws
that the animals had to obey. Those who didn’t like
which took up orbit around its creator. The flow them began to argue. Then the serpent said “I will give
of the mantle beneath the crust causes plate human form to those who obey my laws. Others will be
tectonics, the movement of the large plates punished and turned to stone. ” And so it was. Those
who made trouble were turned into tall mountains and
of rock on the surface of the Earth. Collisions steep hills, while the obedient ones were given human
and friction gave rise to mountains and form. They were also given their own totem, to remind
volcanoes, which began to spew gases into the them of the animal form they were created from. When
they gathered, the tribes knew themselves by their
atmosphere. (Source: www. space. com) totems: kangaroo, emu, snakes and many, many more.
Another law that the Rainbow Serpent made was that
no tribe should eat the animals of their own totem.
MAIN PART That way, there was food for everyone. The tribes lived
happily together on the land that the Rainbow Serpent
READING had given them. They knew that the land would always
be theirs, and that nobody should ever take it away
Exercise 2 a), p. 99 from them.
• Explain to students that they will now find out
how the Aboriginal people believed the world Exercise 1 b), p. 99
came to be. • In pairs, students go through the text again to
• In a lower-ability class, you might want to find the answers to the five questions. Check
pre-teach new vocabulary. Suggested as a class.
words: eventually, gather, punish, serpent, • Ask students to compare the Aboriginal
steep, tickle, track, valley, creation story, Rainbow Serpent myth to the Christian
far and wide, obey the law. Creation of the world.
• Have students read the text and put the
ANSWER KEY
paragraphs into the right order.
1 The Rainbow Serpent’s track marks. 2 The Serpent
5.9. • Play Track 5.9 to check the answers. tickled the frogs, and the water from their bellies
flooded the Serpent’s tracks. 3 They were turned into
• Ask students to think of a heading for stone and became mountains and hills. 4 Because
each paragraph. no tribe was allowed to eat their totem animal.
• Check students’ understanding of the text by
playing a game of Where does it say? (see Exercise 1 c), p. 99
Games and Activities on pp. 394-398). • If you haven’t pre-taught the vocabulary,
let students look up the meaning of the
ANSWER KEY highlighted words.
3, 5, 1, 4, 2 • Put students in groups of four and let them
explain the highlighted words in English.
Track 5.9
Once upon a time, the Earth lay flat and still. Nothing
ANSWER KEY
moved or grew on its surface. Below, there slept a plain: lowland, grassland, prairie; obey: listen to
serpent known as the Rainbow Serpent. One day, someone; surface: above ground; serpent: a big
she awoke and made her way up to the surface. She
travelled far and wide; as she moved, she left huge snake; tracks: prints; steep: sharply ascending or
tracks behind her, forming mountains and valleys. descending; obedient: obeying someone; tribes:
Eventually, she grew tired and went back to sleep. After groups of people, communities; tickle: touch
she had had her rest, she called to the frogs: “Come someone lightly in a way that makes them laugh
out! ” And so they did. But, because their bellies were
full of water, they were very, very slow. The serpent
tickled them, and the frogs started laughing. The
water that was in their stomachs started flooding the
serpent’s tracks. That’s how the first lakes and rivers
were formed. The water gave life to grass and trees,
and the animals that lived in the rocks or on the plains
368 NEW BEGINNINGS

Le
ss
on
5
THE RAINBOW SERPENT
Le
ss
on
5
I can understand a creation story.
1 SPEAKING What do you know about the formation of planet Earth?

Work in pairs, and discuss.
2 a) 5.9 READING Read the story The Rainbow Serpent, an Aboriginal

creation story on how the Earth was formed. Put the paragraphs in
the correct order (1–5). Then listen and check.
The water gave life to grass and trees, and the animals that lived in the rocks or on the plains woke up. They
followed the Rainbow Serpent and were happy with their life on Earth. The serpent made laws that the
animals had to obey. Those who didn’t like them began to argue. Then the serpent said “I will give human
form to those who obey my laws. Others will be punished and turned to stone.”
Another law that the Rainbow Serpent made was that no tribe should eat the animals of their own totem. That
way, there was food for everyone. The tribes lived happily together on the land that the Rainbow Serpent had
given them. They knew that the land would always be theirs, and that nobody should ever take it away from
them.
Once upon a time, the Earth lay flat and still. Nothing moved or grew on its surface. Below, there slept a
serpent known as the Rainbow Serpent. One day, she awoke and made her way up to the surface. She
travelled far and wide; as she moved, she left huge tracks behind her, forming mountains and valleys.
Eventually, she grew tired and went back to sleep.
And so it was. Those who made trouble were turned into tall mountains and steep hills, while the obedient
ones were given human form. They were also given their own totem, to remind them of the animal form they
were created from. When they gathered, the tribes knew themselves by their totems: kangaroo, emu, snakes
and many, many more.
After she had had her rest, she called to the frogs: “Come out!” And so they did. But, because their bellies were
full of water, they were very, very slow. The serpent tickled them, and the frogs started laughing. The water
that was in their stomachs started flooding the serpent’s tracks. That’s how the first lakes and rivers were
formed.

1 What formed the mountains and valleys? 3 What happened to disobedient animals?
2 How were rivers and lakes formed? 4 Why was there food for everyone?
c) Look at the text again. Explain the meaning of the highlighted expressions in your own words.
3 SPEAKING Choose one of the places below, and find out what creation myths say about how they
came to be. Present what you have learnt to the class. The words in brackets can help you.
1 Giant’s Causeway, Northern Ireland (Finn McCool, rocks, rival, Scotland, Ireland)
2 Milford Sound, New Zealand (Tu-te-raki-whanoa, piopio, fjord, axe)
3 Grožnjan, Roč, Završje, Motovun, Sovinjak and Vrh, Croatia (giant, Dragonja, hills, Istria)
99

369
UNIT 5
WORKBOOK PRACTICE ENDING THE LESSON
Exercise 1 a), p. 129 SPEAKING
• To reinforce the use of vocabulary, have
students find the new words in the wordsearch Exercise 3, p. 99
and match the expressions to their Croatian • Divide students into three groups. Assign
translations. each group a different legend. If you have the
necessary conditions and equipment, give
ANSWER KEY them ten minutes to research it online and
1 plain, 2 steep, 3 obedient, 4 serpent, 5 flood, 6 make a poster about it.
tickle, 7 tribe, 8 surface, 9 law, 10 belly • Group representatives present their group’s
legend to the class.
• If your classroom lacks the technical
• In pairs, students fill in the gaps in the
conditions to perform this research
sentences using six of the ten words from
during the lesson, you can assign this
Exercise 1 a). Check as a class.
task as homework. In that case, students
ANSWER KEY do Exercises 2 a) and b) from the
Workbook on page 129 in class instead.
1 tickle, 2 tribes, 3 law, 4 steep, 5 obedient, 6 plains
ANSWER KEY
THE RAINBOW SERPENT
Le
ss
on
5
VOCABULARY
1
a) Find English translations of the Croatian words below, and copy them onto the lines. • End the lesson with a 3-2-1 exit ticket
1 ravnica
2 strm
___________________________
___________________________
F
A
X
A
W
Y
G
U
Y
E
K
P
Y
B
O
J
E
C
T
R D
B C
A
(Resource Bank, Resource 92, pp.
3 poslušan
4 zmija
___________________________
___________________________
N
L W
V
S
V
W
T
M
D
E
Z
K
I
T
P
A
F
I
B
I
B
D
P
406-412). Students write down three new
5 poplaviti ___________________________
F
T
O
X
S
E L
I E
K
C
E
S
D
G
J
R
U
E
G
O
J
A
D things they have learned, two things they
find interesting and one topic they would
6 škakljati ___________________________ Y N A L Q J P N S Q I O
7 pleme ___________________________ T N E U D O O L F I D Q
U N M P S T O M A C H P
8 površina
9 zakon
___________________________
___________________________
W
C
V
U
B
Z
R
F
R
P
N
E G
I A
A
L
E
P
T
Q
X
B
E
like to know more about.
10 želudac ___________________________ P G O V B L S A Z L K L
b) Use some of the words in Exercise 1 a) to complete the sentences below. Make all the necessary
changes. There are four words you do not need. TRICKS OF THE TRADE
1 People think it’s fun to __________________________ somebody, but such laughter is a panic response.
2 Aborigines have lived in their __________________________ for centuries, preserving their traditional lifestyle.
3 Citizens need to obey the __________________________, or they can be fined or even sent to prison. Giant’s Causeway is an area on the north
4 Mountain climbers see __________________________ hills as an additional challenge.
5 All parents want their children to be __________________________. coast of Northern Ireland. A volcanic eruption
2
6 Uluru rises 348 metres above the surrounding __________________________.
in the past formed a great number of basalt
a) READING Read Lota’s favourite Aboriginal folk tale. What is the moral of the story? Write it in the empty
space below the text.
columns that resemble a staircase. According
In the beginning, every single bird in the world used to be black. Then, one day, a little bird flew around
looking for food. She landed on a sharp thorn, which cut her leg. For many days, the bird was sick and in
to folk legend, the Irish giant Finn McColl was
pain. She just lay on the branch with a swollen claw. All of her bird friends tried to help her. All but one – a
crow. A parrot decided to help the sick bird, and with its sharp beak it bit into the bird’s swollen claw.
challenged to a fight by the Scottish giant
Suddenly, all sorts of colours burst out of the wound. The rainbow colours splashed all over the birds. They
were red, yellow, purple, green. Some even got beautiful stripes. The sick bird soon got better and thanked Benandonner. He then built the causeway so
the birds for their help. That is how the birds got their colours. Except for the crow – it remained black.
The moral of the story:

they could meet and fight, but when he saw
b) Read the story again, and underline the answers to the questions
the Scottish giant, he got scared and ran away.
Curious me!
below. Use a different colour for each answer.
1 How did the bird get injured? 4 What did the parrot do? If you have enjoyed these stories,
His wife then disguised him as a baby to hide
2 What happened to her claw?
3 Who tried to help it?
5 What flew out of the wound?
6 Why did the crow remain black?
read some more Aboriginal stories
online, and get some ideas about
how kangaroos got their tails, or
him from his opponent. When Benandonner
why koalas have stumpy tails.
129 came looking for Finn and saw the size of
“the baby”, he was terrified thinking that its
father must be enormous and ran back home
to Scotland, destroying the causeway so Finn
couldn’t follow him. Milford Sound is a fiord
on the South Island of New Zealand. A Maori
legend says that the fiord was carved out by
the god Tū Te Rakiwhānoa, who was given the
task of carving out the coast. As he worked from
370 NEW BEGINNINGS

Le
ss
on
5
south to north, his skill improved and Milford
Sound was the last fiord he carved and his
masterpiece. Grožnjan is an Istrian town. An old
Istrian legend says that the towns of Grožnjan,
Roč, Završje, Motovun, Sovinjak and Vrh were all
built by giants who lived there a long time ago.
The largest of them was the giant Dragonja, also
known as the Plougher, because he ploughed a
deep furrow from the Ćićarija Mountain to the
sea, through which the River Mirna then flowed.
The people of Istria asked him to plough one
more furrow, in which another river started to
flow – the River Dragonja – named after the
giant.
HOMEWORK
WB p. 129, Exercises 2 a) and b)

371
Revision
UNIT 5
UNIT 5 REVISION TRICKS OF THE TRADE
NASTAVNA JEDINICA Unit 5 Revision It is always a good idea to start a unit revision by
PREDVIĐENI BROJ SATI 1 having students flip through the unit one more
ISHODI POUČAVANJA A.8.1., C.8.1., C.8.2., C.8.3. time and reflect on it. You can ask them to tell
DJELATNOST (I) U FOKUSU Slušanje, čitanje you which topics were covered, which topics
MEĐUPREDMETNE TEME they found interesting, which were boring to
A.3.1., A.3.2., A3.3., A.3.4., them, what grammar they have learned, what
Učiti kako učiti B.3.1., B.3.2., B.3.3., B.3.4., was easy and what was difficult, what they
C.3.1. would like to know more about, what they have
UDŽBENIK Str. 100. -101. learned best and what they still struggle with,
RADNA BILJEŽNICA Str. 130. -132. etc. This helps students focus on the structures
Dodatni zadaci za ponavljanje and vocabulary while, at the same time,
i gramatičkih sadržaja na critically appraising their learning, and directs
digitalnoj platformi IZZI. them towards taking responsibility for their
learning.
STARTING THE LESSON
MAIN PART
LANGUAGE MATTERS, p. 101 WORKBOOK PRACTICE
Exercise 1, p. 101 REVISION: LISTENING

• Tell students to read the pairs of words and
decide if any of the pairs mean the same thing. TRICKS OF THE TRADE
This is a good opportunity to revise the key
ANSWER KEY
listening strategies. You can do it as a whole-
Students’ answers. class activity, or you can have students discuss
listening strategies in groups and share their
Exercise 2, p. 101 ideas later with the class.
• Students look up the translations of both
words. Pair students off and have one student Exercise 1, p. 130
look up the English translations of the • Instruct students to read the task and the
Croatian false friend, while the other one tries sentences carefully. Ask them to assess how
to find the Croatian translation of the English many people will be having the conversation.
false friend. Check as a class.
1 • Play Track 1. Students listen to the
• If possible, bring printed English-Croatian conversation about elementary school in
and Croatian-English dictionaries to class different countries and mark the
or let students look the words up in sentences as true or false. Play the track
online dictionaries. again.
• In groups of four, students try to think of some
ANSWER KEY
more examples of false friends.
1 T, 2 F, 3 T, 4 F, 5 F, 6 F
• If time allows it, you can go through
additional examples of false friends in
Exercise 5 on page 137 of the Workbook. Track 1
Kate: Mum, Dad, we’ve got an essay to write as our last
ANSWER KEY task for homework this year. It’s about your primary-
school education, and I hope you can help me with it.
1 pathetic – patetičan, 2 chef – šef kuhinje, glavni Mum: Of course we can. What should we start with?
kuhar; 3 eventually – konačno, s vremenom; 4 Kate: Well, how about the country where you started
actual – stvaran; 5 biscuit – keks, 6 sympathetic – your education? I know that Dad grew up in the USA,
suosjećajan and that you grew up here...
372 NEW BEGINNINGS

373
ion
5.10.2021. 7:20:52
vis
Re
WORD LIST LAN
MATGUAGE
UNIT 5 REVISION
coat hanger vješalica za odjeću hire zaposliti
T
fold clothes složiti odjeću
Ready, set, go!
E
convict osuđenik paperboy/papergirl dostavljač/dostavljačica novina
R
take for granted uzeti zdravo za gotovo
S
harbour luka pet sitter čuvar kućnih ljubimaca
representative predstavnik punctual točan
3B A SUMMER LIST
settle zadovoljiti se punctuality točnost
breathtaking koji oduzima dah Is
shell-shaped u obliku školjke spotless čist, bez mrlje there
calmness mirnoća
maritime animal morska životinja tutor učitelj, instruktor anything worse
ferry trajekt, brod
apply for a job podnijeti molbu za posao than a false friend? Lota
waterfall vodopad
1A LIVE AND LEARN early bird ranoranilac
city buzz gradska vreva and Luka really dislike them.
Lesson 1
adapt prilagoditi se homeless shelter prihvatilište za beskućnike

geographical features geografska obilježja
caning šibanje, udaranje štapom nursing home starački dom 1 Look at the examples of words that sound
grab a bite pojesti, prigristi
compulsory obavezan part-time job posao s nepunim radnim
nature park park prirode alike in Croatian and English but have entirely
curriculum kurikulum, nastavni program vremenom
different meanings.
ink tinta work experience radno iskustvo
knit plesti 3C A SHOCKER! 1 patetičan - pathetic 4 aktualan - actual
ailment (lakša) bolest 2 šef - chef 5 biskvit - biscuit
metalwork obrada metala 2B CHOICES AND OPPORTUNITIES barefoot bos
sew šiti 3 eventualno - eventually 6 simpatičan - sympathetic
accountant računovođa
start off započeti breeze povjetarac
accounting računovodstvo
woodwork obrada drveta confusion zbunjenost
automate automatizirati
attend school pohađati školu current struja, tok
collaborate surađivati
corporal punishment tjelesna kazna custom običaj
distinguish razlikovati
fountain pen nalivpero deficient manjkav
firefighter vatrogasac
government school državna škola draft propuh
hairdresser frizer
home economics domaćinstvo inflammation upala
public school (AmEng) javna škola u američkom healthcare worker zdravstveni radnik 2 Stop and think.
slippers papuče
obrazovnom sustavu ICT professional stručnjak u IKT-u
spleen slezena 1 What do the English words mean?
writing slate pločica za pisanje midwife babica, primalja
value vrijednost
motor mechanic automehaničar confined space zatvoreni prostor 2 What would the correct translation of those
nanny dadilja words be into Croatian?
1B WORLD CLASSROOMS
nursery teacher odgajatelj, odgajateljica
cheerleading navijanje
plumber vodoinstalater GROW THROUGH EXPERIENCE *Bonus challenge: Try to think of some more
Lesson 4
elective izborni predmet application prijava false friends between Croatian and English.
repetitive ponavljajući
grade ocjena consider razmatrati, uzeti u obzir
school counsellor školski psiholog
graduate apsolvent vulnerable ranjiv, osjetljiv
social media expert stručnjak za društvene mreže
inclusive uključiv, inkluzivan letter of motivation motivacijsko pismo
travel agent putnički agent Here are some
paper rad, istraživanje pen pal prijatelj za dopisivanje
career adviser savjetnik za profesionalno questions you
versatile svestran, raznovrstan senior citizen stariji građanin
usmjeravanje can ask yourself
compulsory classes obavezna nastava career guidance profesionalno usmjeravanje special educational posebne odgojno-
general education opće obrazovanje needs -obrazovne potrebe before, during and
communication skills komunikacijske vještine after learning about
get expelled biti izbačen cope with nositi se s čime
learn by heart učiti napamet the topics in this Unit.
gender stereotype rodni stereotip THE RAINBOW SERPENT
Lesson 5
standardized test standardiziran ispit give up on odreći se čega eventually konačno, na kraju Before: What do I want
straight A student odlikaš sa svim peticama hands-on experience praktično iskustvo gather okupiti (se) to know at the end? / What
vocational school strukovna škola job fair sajam poslova punish kazniti is my role in learning? / Why is
life skills životne vještine serpent zmija this important for me to know?
2A TAKE ACTION! time management upravljanje vremenom steep strm
Lesson 2
applicant kandidat under pressure pod pritiskom tickle škakljati During: What does this remind me
appreciate cijeniti track staza, put of? / How do I know what to learn? /
committed predan 3A A NEW START valley dolina What do I do while learning?
Lesson 3
customer klijent, mušterija bustle vreva, užurbanost creation story priča o stvaranju After: What can I repeat without help? / How
CV životopis check-up liječnički pregled far and wide posvuda did I organise my learning? / How does what
deliver dostaviti deadline rok obey the law poštovati zakon I’ve learned affect my life?
detail-oriented usmjeren na detalje dune (pješčana) dina
employer poslodavac flip-flops japanke What do you find most important at the end of this Unit?
experienced iskusan soap opera televizijska sapunica What have you learned that has changed your
goal cilj walkway staza, šetalište previous level of knowledge?

wallaby vrsta malog klokana
100 101
UNIT 5
Dad: Indeed. I was living in Nashville, in Tennessee, 2 • Play Track 2. Students match the
when I started elementary school. I was six years old; activities to the days for which they are
that’s the usual age when kids start school in the
USA. Some start half a year earlier, but we’re all in our planned. Play the track twice.
classrooms by the age of six.
Mum: In Australia, children can start school before they ANSWER KEY
turn six, too. However, there’s a big difference between
our two countries: a lot of Australian parents keep their Day 1: 9, 2; Day 2: 1, 5; Day 3: 8, 10; Day 4: 3, 6
children home for as long as possible, because they
think that children under the age of six are too young to
start formal education. Track 2
Kate: Oh, I see. So they’ve got the choice! Dad, what Lucas: Hey, Chloe, have you heard we’re going to
about the days you spent in school? What did you do, Fraser Island for our holidays?
how long did you have to stay there? Chloe: Really? How do you know that?
Dad: When I was a kid, and I think it’s still like that, Lucas: Mum told me so last night.
we would start at 8 a. m. and stay there until 3 p. m. Chloe: Of course: I’m always the last to know
Children finish their school day a bit later in Australia, everything in this house. How long are we staying?
but you start at 9 a. m., which gives you a whole extra Lucas: For four days. Mum has left the whole itinerary
hour of beauty sleep! somewhere around here; do you want to have a look
Kate: I’m not complaining! Mum, talking about school at it?
subjects, which were your favourite ones, and which Chloe: Absolutely!
did you like least? Lucas: Okay, here it is. Let’s see. Fraser Island is the
Mum: For me, the best subject was science. We did lots largest sand island in the world, all meals included,
of experiments, our teacher talked to us about all kinds blah, blah, blah... Here we go, day one. We arrive at the
of topics... I really loved it! What I didn’t like was P. E. resort. We can use the spa and relax a bit, and there
I’m not a sporty type, so any activity other than walking are lots of sporting facilities there. So it’s mostly leisure
around the gym was far too much for me to do. time.
Kate: What about you, Dad? Chloe: That’s okay. We’ll have a good rest, and I’ll beat
Dad: I’d say English for both. When I started school, I you in a tennis match.
hated it. Too much homework, and all the reading and Lucas: Oh yeah, dream on. Uhm... What’s next? Day
writing made me sick to my stomach... Not to mention two. We visit 75-Mile Beach. Wow, it’s a 120-kilometre-
the strict teacher we had! In later years, we got a new long beach covered in white sand!
teacher, and I started liking the subject better. Our Chloe: What can you see there?
lessons and the topics that we talked about became Lucas: It says that there’s an old shipwreck that’s been
more interesting, so I felt very motivated to study. there since 1935. Apparently, it’s very popular with
Thanks to Mr Tompkins, I even went on to study English photographers.
at university! Chloe: Nice! I’ll get my camera ready! Is it safe to swim
Kate: Wow, Dad, that’s amazing! I never knew teachers there?
had such an impact on their students. Now, finally, is Lucas: Well, there’s a warning about great white sharks,
there anything else you’d like to say about your primary but generally it’s safe. You should be careful, though,
education? and stick to shallow water. There’s also a warning
Dad: Well, we had a lot of holidays: Thanksgiving, about a local dingo population. We can take photos of
Christmas, Easter, and almost 12 full weeks off over the them, but we shouldn’t get too close to them.
summer. Chloe: Of course: we’ll let them be. If they feel safe,
Mum: Lucky you! We had only six weeks off during they’ll leave us alone as well. Sounds like a great day.
summer. But I liked going to school, so it wasn’t a What about day three?
problem for me. The only thing I wish we had more of Lucas: Hm... We visit Lake McKenzie, which is a great
were language classes, and more languages to choose spot for swimming – although it says here that the
from. water is not seawater but gathered rainfall. And a visit
Kate: I think that’s everything I need; thank you, both! to Champagne Pools is planned for the afternoon.
Mum: Any time, love! Chloe: Champagne Pools?
Lucas: Yup: they’re small natural pools full of water
Exercise 2, p. 130 that’s full of bubbles. Oh, another warning! Huh. There
are strong tides outside these pools, so swimming in
• Tell students they are going to listen to a text the ocean is not advised. Apparently, there are some
about holidays. sharp rocks around, so you have to beware of big
waves.
• Instruct students to read all the sentences very Chloe: Wow, the island has a lot to offer, but there are
carefully, because they will not come in the so many warnings! What about the last day?
Lucas: We take a boat and go offshore. Hopefully, we’ll
same order as in the text. Remind them that see some whales; they usually swim down the east
there are two extra sentences. coast of the island in summer.
Chloe: That’s exciting! Finally, an animal you don’t
• Allow enough time for students to read the have to fear. One more question. Are we not going to
sentences. visit the local rainforest? I think Mum once talked about
how gorgeous it is.
374 NEW BEGINNINGS

Re
vis
ion
Lucas: Let me see... Oh, we are! We’ll go through it on Ted: I feel very indecisive about volunteering; I still
our way to Lake McKenzie. All in all, this looks like a haven’t signed up for anything. I’m spending my days
great trip to me! in the kitchen and working quite a lot, so I’ll probably
Chloe: Me, too; I can’t wait! skip voluntary work this year. I won’t have much free
time anyway, and I’d like to spend all of it with my
friends.
Exercise 3, p. 130 Angie: I’m looking forward to having more free time.
• Explain that the next text will be about some This last term has been exhausting; there was never
enough time to do everything I wanted to... That’s why
summer plans. Instruct students to read the I’ll try to take the opportunity to catch up on drawing
task carefully, then study the table and the ten and taking photos when we get to Porto!
given activities. Tell them that they will hear Kate: I’ll try to spend more time with my dog, because
the information in the same order it is sorted we can’t take him to Madrid with us. Ben’s been a great
friend, and leaving him home alone feels wrong...
in the table, but there are two extra activities. Ted: Luckily for us, summer is here! Sorry, you two,
Mum’s calling. We’ll catch up soon!
3 • Play Track 3. Students listen and fill in Kate and Angie: Bye, Ted!
the table. Play the track one more time.
ANSWER KEY REVISION: LISTENING

name trip summer jobs volunteering free time 1 1 Listen to Luka and Lota’s friend Kate talking to her parents about their education. Are these sentences
true (T) or false (F)?
Ted 7 a washer-up 3 spending 1 Some children start primary school at the age of five and a half in the USA.
time with 2 In Australia, parents send their children to school when they turn five.
friends 3 Children spend about seven hours a day in American schools.

4 Kate’s mum loved running in the gym.
Kate Madrid 5 1 10 5 Kate’s dad was greatly influenced by his science teacher.
6 In summer, Australian children spend twice as many weeks at home as children from the USA do.
Angie 2 9 pet shelter 6 ______ / 6
2 2 Luka and Lota’s friends, Lucas and Chloe, are talking about their trip to Fraser Island. Match the
information to each day. There are two pieces of information you do not need.
Day 1 Day 2 Day 3 Day 4
Track 3 1 A day to fill your photo album.

2 A day to do some sport.
3 A day to see the worldʼs largest animal.
Ted: Hi, everybody! I haven’t seen you in a while. What 4 A day to enjoy the local art.
have you been up to? 5 A day when you must be careful about dangerous animals.
6 A day on a boat.
Kate: Hi, Ted! I’ve been planning summer holidays 7 A day to slide down the sand dunes.
8 A day for swimming in fresh water.
with my parents. We’re supposed to visit Madrid soon, 9 A day to take a relaxing massage.
10 A day to enjoy tall green trees and other local plants and animals.
though I’m not sure when, exactly. ______ / 10
Angie: So you’re going to Spain, eh? I suppose we’ll be 3

neighbours, then! My parents, my grandparents and I Listen to Ted, Kate and Angie talking about their summer plans. Complete the table with the missing
3
information. There are two numbers you do not need.
will be visiting Portugal. At first we thought about going 1 retirement home 2 Porto 3 not sure 4 Turku 5 a stallholder
to Lisbon, but finally decided to go to Porto.

6 making art 7 Helsinki 8 sports 9 a babysitter 10 playing with their pet
Ted: You’re going to Europe, too? That’s great! I’m name trip summer jobs volunteering free time
spending time with
going to northern Europe to visit my relatives. My
Ted a washer-up
friends
mum’s cousins live in Helsinki, and I’ve always wanted

Kate Madrid
to go there. I’ve got family in Espoo and Turku as well,

Angie pet shelter
but we’re heading straight to Finland’s capital, and ______ / 8
we’re staying there for two weeks.

Angie: Oh wow! You’re going to have a great time there. 130
By the way, what about the time until the trip? My mum Hello world 8 RB 2021 - 05 - unit 5.indd 130 30.7.2021. 10:56:58
told me I should start earning my own money, so I’m

taking care of my neighbours’ children while they’re at TRICKS OF THE TRADE
work.
Ted: I’ve been helping out at a local restaurant for the Finish both the listening and the reading parts
past few years, doing dishes and everything else that by checking students’ answers. You can do
the cooks tell me to do. It’s mostly dishes, though. I’m
doing it again this year. it as a whole-class activity, or, if you want to
Kate: Wow, nice! My friend and I will be working at engage students more and encourage learning
a local cake stall. Both of us love sweets, so it’s the independence, provide them with an answer
perfect summer combination.
Angie: Speaking of which, I was very excited about our key. They can compare their answers to the
volunteering programme at school this year! I started answer key in small groups or swap workbooks
helping out at a local pet shelter last week! I hope I’ll be between themselves and correct their
able to do it even when I get back from my holiday.
Kate: That’s nice, Angie! I’ve been volunteering at a classmates’ work. You can make the answer
retirement home for the last couple of months, and I’ll key into a handout for every individual student,
try to keep doing that in the future. I like it a lot! pairs of students or groups, or you can show it
UNIT 5 REVISION
375
UNIT 5
using an OHP, if available. Discuss the answers ANSWER KEY
as a follow-up activity, encourage students to 1 Making Tough Decisions, 2 Helping Others by
identify questions and exercises that have been Helping Yourself, 3 New Week, New Me; 4 Inspiring
difficult, analyse why they were problematic and Others
suggest what students could do to overcome
this. Exercise 2 b), p. 132
• Students read the text again and complete
REVISION: READING each of the eight sentences with one to three
words from the text.
TRICKS OF THE TRADE • Recommend students find and underline
This is a good opportunity to revise the key the actual parts of the text they will need
reading strategies. You may want to do it as a to use.
whole-class activity, or you may want to refer • Students read the text and fill in the sentences.
students to pages 8 and 9 of their Student’s
Books. ANSWER KEY
1 decisions, 2 father, 3 anyone, 4 campaign, 5
Exercise 1, p. 131 constant travelling, 6 truly passionate about, 7
• Have students read the instructions first. various conferences, 8 feel happy
Tell students to first scan the text, then read
the given parts of the sentences and, finally,
carefully read the text and supply the missing 2
a) Read this text about Sean Aiken and his project. Match the headings to the paragraphs. There are two
headings you do not need.
parts of the sentences. Remind them that they New Week, New Me Overcoming Challenges Inspiring Others
Helping Others by Helping Yourself Making Tough Decisions The Meaning of Success
won’t have to use them all. (1) ______________________________________________
‘Who am I? What do I want to do with my life?’ These are some of the questions lots of people ask
• Suggest students cross out the used themselves when they need to make an important decision. When Sean Aiken had just graduated from
college, he knew he would need to find a job soon. But the problem was that he wasn’t sure what kind of
parts of the sentences they are work he wanted to do. He talked to his father, who encouraged him to listen to his heart and follow his
passion. This gave Sean an idea.
completely sure about and mark those (2) ______________________________________________
Instead of taking the first job he could find, Sean Aiken came up with The One-Week Job Project. The idea
they are unsure about to identify them of the project was that anyone, anywhere in the world, could offer Sean a job. Instead of paying Sean a
salary, his employers would donate money to the Make Poverty History campaign. The project was a
more easily later on when checking the complete success: more than 20,000 US dollars had been donated to the campaign by the time it was
completed, and Sean had learned a lot about himself in the process.
answers. (3) ______________________________________________
Each week of the year, Sean would do a different job. One week he would milk cows as a farmer, and he
would bake bread the next. He also worked as a firefighter, a bungee instructor, a pre-school teacher, even
ANSWER KEY
as a cowboy! Of course, constant travelling and meeting new people wasn’t always easy, but this
experience allowed Sean to learn a lot about himself and to find out what he was truly passionate about.
(4) ______________________________________________
1 G, 2 D, 3 F, 4 B, 5 C The whole experience has since been turned into a book and a film. Sean also speaks at various
conferences and inspires people not to settle for just any job they find, but to get to know themselves first.
That might help them realize what sort of life they would like to lead, and choose a job that would make
them feel satisfied. You can’t exactly do a different job every week for the rest of your life, but if you find
Exercise 2 a), p. 132 one that makes you feel happy, says Sean, that means you’ve made the right choice.
______ / 4
• Explain to students that they will read about b) Read the text again. Complete each sentence with no more than three words from the text.
a very unique One-week job project. They will 1 When making ____________________________, people must think about the results and consequences.
2 Sean got the advice to be guided by his feelings from his ____________________________.
need to match the paragraphs to the headings. 3 The idea behind Sean’s project was that ____________________________ could hire Sean for a week.
Tell them to read the task carefully and warn

4 The money Sean Aiken earned for his work was donated to a ___________________________.
5 Sean liked most of his jobs, but ____________________________ between places was tiring.
them that there are some headings they won’t 6 This project helped Sean realize what he was ____________________________.
7 Sean gives lots of talks at ____________________________, trying to inspire others.
use. 8 When choosing a job, Sean thinks that the key is to find something that makes you _______________________.
______ / 8
• Remind students that they can always 132

cross out the headings they have used Hello World 8 RB 2021.indb 132 29.7.2021. 16:21:12
and are sure about. • At this point, you can GO DIGITAL to

• Students read the text and match the further practise reading and listening.
headings.
376 NEW BEGINNINGS

Re
vis
ion
ENDING THE LESSON
• Direct students to the third part of the
LANGUAGE MATTERS section in the Student’s
Book. Go through it and discuss the questions.
• End the lesson with a revision of unit
vocabulary. Tell students to go through the
word list once more and circle the words they
underline the words connected to school in
blue, those connected with jobs in red and
those connected to holidays in green.
TRICKS OF THE TRADE

Learning vocabulary in semantic groups makes
it easier to remember new words, and colour-
coding helps visual learners when memorising.

377
Lesson 1
TILL WE MEET AGAIN!

TILL WE MEET AGAIN! and what the purpose of the programme was.
Let them look it up in their Student’s Books if
they can’t remember.
NASTAVNA JEDINICA Till we meet again!
PREDVIĐENI BROJ SATI 1 • Do this and the next exercise using the jigsaw
A.8.1., A.8.3., A.8.6., B.8.1., strategy. Use the coloured number cards
ISHODI POUČAVANJA B.8.2., C.8.1., C.8.2., C.8.3., (Resource Bank, Resource 32, pp. 406-412)
C.8.4., C.8.5., C.8.6.
to divide the class into five expert groups
according to the colour of the card and assign
KOMUNIKACIJSKO-JEZIČNA Davanje savjeta. each group one text they read and choose
KOMPETENCIJA
who the author is.
MEĐUPREDMETNE TEME
A.3.1., A.3.2., A.3.3., A.3.4., ANSWER KEY
C.3.3., C.3.4. 1 Amelia, 2 Diego, 3 Lota, 4 Freddie, 5 Charlie
A.3.1., A.3.2., A.3.3., A.3.4.,
B.3.1., B.3.2., B.3.3., B.3.4.,
Učiti kako učiti
C.3.1., C.3.2., C.3.3., C.3.4., Exercise 1 b), p. 102
D.3.2. • In the same groups, students read their
Hrvatski jezik Pisanje pisma, assigned text. They find and discuss what
MEĐUPREDMETNO čitanje s razumijevanjem
POVEZIVANJE
decisions about life and career each character
Sat razrednika Profesionalno
usmjeravanje has made. They can make short notes.
UDŽBENIK Str. 102. -103 • Build new jigsaw groups of five, grouping
Dodatni zadaci za students according to the number on their
čitanje i slušanje na platformi cards. The groups should be formed with one
IZZI member from each of the five expert groups.
STARTING THE LESSON • Each jigsaw group member is an expert on

their text, and they explain what the text was
• Ask students what their favourite lesson and about and what answer to the questions their
topic were this year. expert group agreed upon.
• Show students photos of the six characters. ANSWER KEY
Divide the class into groups of four and let
them try to remember and note everything Amelia decided to focus on sustainable tourism and
they can about each character without looking IT and improve the family business. Diego wants to
become a social worker or a psychologist and help
in their Student’s Books.
people. Lota hasn’t decided on her future career
• You can let groups revise information yet: she will choose a general education secondary
about all the characters or make five or school and decide later. Freddie wants to work in
six groups and assign a single character a museum, but he still isn’t sure what kind exactly.
to each group. Luka and Lota can be Charlie has decided not to study medicine; she
assigned as separate characters or as a wants to stay in her hometown and protect nature.
unit.
• Let students report about the characters and SPEAKING
then read the introductory text on page 102.
Exercise 2, p. 103
MAIN PART • In the same groups, students discuss the four
questions.
READING
• While the students are discussing, go around
Exercise 1 a), p. 102 the class and offer help if needed.
• Ask students if they remember the name of the
ANSWER KEY
programme all the characters signed up for
378 HELLO, WORLD!

Le
ss
on
1
TILL WE MEET AGAIN!
You have spent your final year travelling to four English-speaking countries: the USA with Diego and Charlie, England
with Freddie, Jamaica with Amelia, and Australia with the twins, Lota and Luka. You have learned not only about their
countries and cultures, but also about their personal interests, hopes and dreams for the future. Now it’s time to see how
the Big Sibling Youth Programme has helped them in making decisions about their future careers.
1 a) READING Read the teenagers’ reviews of the Big Sibling Youth Programme. Match them to their pictures,
and write their names above the texts.
1 2
I often communicate with people from all round the world, This year I got a chance to see two sides of the same coin.
and offer them help when they come to my country. This I asked for help here, at the Big Sibling Youth Programme,
year I had some questions of my own, and decided to join and I volunteered for a help center in my hometown. This
this programme to help me find the answers. And I certainly experience was priceless! I have always known I wanted
got them! Although I knew I would continue to run our to work with people in one way or another, and what
family business, I wasn’t really sure what to focus on in my I’ve learned here has only made my decision stronger. A
future education. Talking to my Big Sibling has made me platform like this can really make a difference in people’s
aware of two areas I’d like to master: sustainable tourism lives, and that’s what I want to be doing in the future, too.
and IT. I have done a lot of research on the impact of In these busy and stressful times, it’s really important
tourism on the environment. Although my family runs our to have someone willing to listen to you and give you a
business according to sustainable practices, there’s always helping hand. I think I’m going to study to become a social
room for improvement. I’d also like to improve our service worker or a psychologist, and help people cope with their
technologically, and show people all over the world the problems and solve them. Thank you, Big Siblings, for
beauty of my home country. making my decisions easier!
b) Read the reviews again. What decisions about their future education and career has each of the young people
made?
102
TILL WE MEET AGAIN!

379
TILL WE MEET AGAIN!
ENDING THE LESSON
WRITING
Exercise 3, p. 103
• Go through the instructions with students. Let
them read each step carefully.
• Let students write their letters. Monitor and
help if necessary.
• When finished, students swap their letters to
read and get feedback.
• After receiving feedback and correcting the
mistakes, hand each student an envelope to
put their letters in.
• You know your students best, so judge if
you feel comfortable letting them seal
the letters without you reading them, or if
you want to read them first to make sure
that the contents are completely
appropriate.
ANSWER KEY
380 HELLO, WORLD!

Le
ss
on
1
2 SPEAKING Work in groups. Discuss the questions below.
1 How easy or difficult has it been for you to choose your secondary education?
2 Who have you turned to for help? How useful was their advice?
3 Have you taken part in any programmes to help you make your decisions? If yes, which?
4 How useful has your English textbook been? Have any of the lessons played a role in making your decision?
3 4 5
This year has been a turning point Taking part in the Big Sibling Youth I have enjoyed being in this
for my brother and me. We’re Programme has really helped me program. Talking to my Big Sibling,
moving to another country and make up my mind when it comes as well as to other teenagers like
continent, starting a whole new to the future. My Big Sibling, who is myself, has helped me shape my
life – and school. It won’t be easy, a history buff herself, has listened ideas for the future. I still haven’t
so we decided to turn to the Big to me and my dilemmas about my reached a final conclusion about
Sibling Youth Programme for help. future profession. She has guided my future career, but it doesn’t
We’ve met wonderful people who me in trying to focus my interests. bother me as much as it used to.
listened to us and offered advice, It’s been a wonderful experience I always thought I would move to
and we’re grateful for that. My writing for our school magazine. a bigger city and study medicine.
brother has always known what he Each column meant doing research What I know now is that I’d like to
wanted to do in life. I can’t say the and visiting various museums. stay in my hometown and continue
same for myself, but thanks to my That’s when I came to a conclusion: enjoying the wonders of nature. I’m
Big Sibling, now I’ve realised it’s all this is what I’m going to do! I’m looking forward to learning more
right not to know for sure what the going to work at a museum. This about them and about the ways
future brings. There’s still time to still doesn’t mean I know exactly we can protect them. I also want
make up my mind. That’s why I’m what I’d like to become, because to educate others on how to take
going to choose a type of school the possibilities are many: from care of our precious planet. Every
that offers general education and being an archaeologist or archivist decision we make can have severe
various subjects. Hopefully, by the to being a conservator or curator... consequences: we have to be very
end of my high school I will find out But what I know for sure is that I’m careful not to disturb the delicate
what I like, and choose the right going to enjoy it wherever I end up, balance in nature.
university! as long as history is what I do.
IT’S YOUR TURN NOW!

3 WRITING Life is always easier when you have someone to turn to with your problems or dilemmas! Why not
offer help to students at your school who will be in the same situation next year? Become a Big Sibling, and
make a difference in someone’s life.
Think about all the good Write a letter of advice Seal your letter in an Why not go beyond this?
times – and the bad for the new Year 8 envelope, and leave it at Is there a possibility of
times – you have faced students. Give them tips school. Your teacher will continuing to be involved
in your final year of on how to do well at distribute your letters in the lives of younger
primary education. What school and how to cope to the students at the students by organising a
questions have you had? with the challenges of beginning of the next similar Big Sibling Youth
Where did you get the the final year. school year. Programme at your
answers? school?
103

381
Lesson 1
APPENDIX
SPOOKTACULAR HALLOWEEN! ANSWER KEY
NASTAVNA TEMA Posebni datumi Students’ answers.
NASTAVNA JEDINICA Spooktacular Halloween!
A.8.1., A.8.2., A.8.3., A.8.4.,
ISHODI POUČAVANJA B.8.1., B.8.3., C.8.1., C.8.2., LISTENING
C.8.5., C.8.6.
DJELATNOST (I) U FOKUSU Govorenje, slušanje, čitanje Exercise 2 a), p. 104
Celts, Samhain, bonfires, • In a lower-ability class, you might want to
roam, All Hallows’ Day,
VOKABULAR banned, immigrants, grim, pre-teach new vocabulary. Suggested
demise, joining the ranks, a words: Celts, Samhain, bonfires, roam, All
pane of glass. Hallows’ Day, banned, immigrants.
KOMUNIKACIJSKO-JEZIČNA Govorenje o Halloweenu.
KOMPETENCIJA 7.1. • Have students read the three questions.
MEĐUPREDMETNE TEME Play Track 7.1. Students note down the
Osobni i socijalni razvoj A.3.1., A. 3.2, B.3.4. answers. Check as a class.
A.3.1., A.3.2., A.3.3., A.3.4.,
Učiti kako učiti B.3.1., B.3.2., B.3.3., B.3.4., ANSWER KEY
C.3.1.
1 On September 31.2 European immigrants. 3 Trick-
Vjeronauk Dan Svih Svetih
MEĐUPREDMETNO
Hrvatski jezik Slušanje i or-treating, parades, costume parties, telling scary
POVEZIVANJE stories, watching horror films, etc.
RADNA BILJEŽNICA Str. 133. Track 7.1
Dodatni zadaci za
The spookiest day of the year, as some people think
DIGITALNI SADRŽAJ IZZI of Halloween, goes back some 2, 000 years. Around 1
IZZI November, the Celtic tribes of ancient Britain, Ireland
and northern France celebrated a harvest festival
called Samhain. It marked the end of summer and
STARTING THE LESSON the beginning of dark, cold winter. Celts believed that
this was the day when the barrier between our world
• Start the lesson by playing a game of Taboo and the world of spirits got really thin. That meant
spirits and other spooky creatures could roam the
(see Games and Activities on pp. 394-398) Earth. To scare them off, people lit bonfires and wore
with typical Halloween vocabulary. Suggested costumes. When Christianity spread, 1 November
vocabulary: bat, skeleton, vampire, zombie, was celebrated as All Saints’ Day, also known as
All Hallows’ Day. So the day before it was called All
costume, witch, pumpkin, mask, candy, holiday, Hallows’ Eve, which is where the name ‘Halloween’
horror. comes from. The celebration of Halloween was, at first,
banned in most of Europe and among early American
colonists. However, in the 19th century, European
SPEAKING immigrants brought many of their customs, including
the Halloween celebration, to the USA. Since then it
Exercise 1, p. 104 has become one of the most popular celebrations,
• Divide the class into groups of four and especially among children. They love dressing up and
going trick-or-treating from house to house, asking
let them discuss what they already know for candy and playing tricks on people who don’t
about Halloween using the four prompts: give them any. Carving pumpkins, or making jack-
traditions, symbols, games, decorations. Group o’-lanterns, has also become a favourite Halloween
pastime for both children and adults. These and many
representatives report to the class. other traditions, such as parades in the streets, having
costume parties at home and in the workplace, and
• Make sufficient copies of the Halloween spending time with your friends and family telling scary
mind map (Resource Bank, Resource 93, pp. stories or watching horror films, make Halloween the
406-412) and distribute them to students. second-most widely celebrated holiday in the USA.
Students fill in what they already know.
382 HELLO, WORLD!

383
1
5.10.2021. 7:21:02
on
ss
Le
ix
pe
nd
SPOOKTACULAR HALLOWEEN!
Ap
I can talk about Halloween.
BRAINSTORMING
3 SPEAKING Work in groups. Discuss the questions below.
1 SPEAKING Work in groups. How much do you know about Halloween? Think about the following:
1 How many types of monsters do you know of? Which of these monsters scare you most and least? Why?
traditions symbols games decorations
2 Who or what is a zombie? What are its characteristics? Think up a definition.
HALLOWEEN THEN AND NOW 4 READING Read an excerpt from the book Zombie Survival Guide by Max Brooks. Choose the most appropriate
2
Curious me! heading. Explain your choice.
a) 7.1 LISTENING Listen. Answer the questions.
Halloween is considered an a) On the run b) Immediate defense c) Starting over
1 When is Halloween celebrated? American holiday by much of
2 Who made it popular in the USA? the world, but it is celebrated in
The dead have risen. You smell the smoke, hear the sirens. Screams and shots fill the air. You have been
countries other than the USA,
3 What traditions are associated with Halloween? unable or unwilling to properly prepare your home – what now? Although the situation looks grim, it by
too. Find out where and how!
no means signals your demise. If you take the right actions at the right time, you can save yourself and
your family from joining the ranks of the undead.
b) 7.1 Listen again, and take short notes. How do the terms below relate to Halloween?
A. Strategies for Two-Story Homes
Celts 1 November Samhain bonfires and costumes All Saints’ Day
1. Lock all your doors and windows. Although a pane of glass may not stop a zombie, the sound of its
shattering will be the best warning you can get.
/ˈsɑːwɪn/
2. Run upstairs and turn on the bathtub. Although this sounds foolish, there is no way of knowing when
c) What do people usually dress up as for Halloween? What would you choose for your costume? Why?
the water will be cut. After a few days, thirst will become your greatest enemy.
Halloween edition 3. Find the best weapons possible. (…)
I create! I upcycle! I imagine!
Invent a brand-new type of Bring old things to school, and Think of a story from the 5
monster. Make a drawing use them to make Halloween perspective of a pumpkin, a black SPEAKING Work in groups. Follow the steps below, and do the task.
of it, and label its special decorations. Decorate your cat or a bat. How might they live Step 1 Step 2 Step 3 Step 4
characteristics. Present it to classroom, and vote for the through Halloween festivities?
Read the excerpt once Now that you have It’s been some time since Form new groups, with
your classmates. best one. Draw a storyboard.
more, and continue the secured the basics, think the zombie outbreak representatives from
author’s list. What other of what other useful items began. Your stocks are each group. Compare
things would you take care you can find to keep you running low. You and your your ideas and lists. Can
of at the beginning of a safe without leaving your loved ones have to find you adapt and improve
sudden zombie outbreak? home. Which of these new shelter. Where will your original plan and
Think of the following: items can serve more than you go? Why? What do you equipment?
food weapons tools one purpose? How can need for your evacuation?
first-aid kit clothes you make sure they last
communication until things calm down?
other equipment

104 105
APPENDIX
Exercise 1 b), p. 104 SPEAKING
• Students listen to the text again to add Exercise 3, p. 105
notes about the Celts, 1 November, • Ask students if they are afraid of monsters.
bonfires and costumes and All Saints’
Day to their mind maps. • In the same groups, students name the
monsters they know and compare them to
• Play Track 7.1 again. each other’s answers.
• Volunteers report to the class. • Students try to define and describe zombies.
Celts: the tribes of ancient Britain, Ireland and
northern France. 1 November: All Saints’ Day or All
Hallows’ Day. bonfires and costumes: the Celts
used them to scare spirits and spooky creatures. All READING
Saints’ Day: a Christian holiday.
Exercise 4, p. 105
CURIOUS ME! • Students read the text and choose the best
heading for it. Check as a class.
You can either let students guess where
Halloween is celebrated or have them look it up • In a lower-ability class, you might want to
online. pre-teach the vocabulary: grim, demise,
joining the ranks, a pane of glass.
Halloween is a holiday that is traditionally b) Immediate defence.
celebrated in English-speaking countries:
the UK, the Republic of Ireland, the USA and ENDING THE LESSON
Canada. Mexico and other countries of Latin
America have a somewhat similar custom called SPEAKING
El día de los muertos, which also has roots in
All Saints’ Day, but it’s more about honouring Exercise 5, p. 105
the dead than scaring and chasing evil spirits • Do this task applying the jigsaw method.
away. Through the influence of Hollywood Divide students in four groups. Make enough
and American films and series, celebrating copies of the handout (Resource Bank,
Halloween has spread all over the world, so Resource 94, pp. 406-412). Have students
today it is celebrated even in countries that imagine a zombie apocalypse happening and
don’t have that tradition. discuss the three situations from steps 1, 2 and
3. Each student should make notes on their
Exercise 1 c), p. 104 handout.
• In groups of four, students discuss their • Form new groups of four, containing one
ideas for Halloween costumes. Group student from each original group. Students
representatives report to the class. use the notes from their handouts to compare
their group’s zombie apocalypse strategies
ANSWER KEY and choose the best solutions and ideas and
Students’ answers. adapt their original plans.
• At this point, you can GO DIGITAL and • Group representatives report to the class.
ANSWER KEY
384 HELLO, WORLD!

Le
ss
on
1
TRICKS OF THE TRADE
The jigsaw strategy is a complex strategy in
which students practise reading, listening,
speaking and cooperation at the same time.
It is an excellent method for texts that can be
divided into several parts, where first each group
of students, or jigsaw group, reads a different
part of text, and afterwards new groups, or
expert groups, are formed. Each expert group
has one member from each jigsaw group who is
now an expert on the part of the text they have
been reading. At this point, each expert teaches
the rest of the group about their text, so the
group can complete the task together.
HOMEWORK
Creative me!Halloween edition
choose one of three tasks, do it for homework
and present it in the next lesson.
WB p. 133, Exercises 1 a), b) and 2
385
Lesson 2
APPENDIX
THE MAGIC OF CHRISTMAS person gets the prize – a trinket, a toy or a piece
of paper with a joke or a message.
NASTAVNA JEDINICA The magic of Christmas
A.8.1., A.8.2., A.8.3., A.8.4.,
MAIN PART
C.8.5., C.8.6. WORKBOOK PRACTICE
DJELATNOST (I) U FOKUSU Govorenje, slušanje, čitanje Exercise 1, p. 134
KOMUNIKACIJSKO-JEZIČNA Govorenje o Božiću, čitanje s
KOMPETENCIJA razumijevanjem • Let students match the Christmas cracker
MEĐUPREDMETNE TEME jokes and their punchlines. Check as a class.
Osobni i socijalni razvoj A.3.1., A.3.2., B.3.4.
ANSWER KEY
A.3.1., A.3.2., A.3.3., A.3.4.,
Učiti kako učiti B.3.1., B.3.2., B.3.3., B.3.4., 5, 4, 6, 2, 1, 3
C.3.1.
Vjeronauk Božić Exercise 2 a), p. 134
MEĐUPREDMETNO
POVEZIVANJE Hrvatski jezik Slušanje i
čitanje s razumijevanjem • Ask students if anyone knows how the first
UDŽBENIK Str. 106. -107. Christmas cracker was made. Let them guess.
RADNA BILJEŽNICA Str. 134. • Students read the text and fill in the gaps with
Dodatni zadaci za ponavljanje the given parts of the sentences.
i gramatičkih sadržaja na
digitalnoj platformi IZZI. ANSWER KEY
D, G, A, I, C, E, B, F
STARTING THE LESSON
• Start the lesson by playing Tick-tock-boom
ix
THE MAGIC OF CHRISTMAS

nd
pe
Ap
(see Games and Activities on pp. 394-398) with

the topic of Christmas. 1 Read some popular cracker jokes. Match the 1 What’s worse than a
two parts of the joke. giraffe with a sore neck?
Elfies.
2 I start with
READING AND SPEAKING Lost.
By icicle. and have T
a T, end with
in me... wh
a T, 3 Where do ghosts
go swimming?
A teapot. at am I?
A centipede with sore feet.
Exercise 1, p. 106 The Dead Sea!

4 What do
a penguin you call
Sahara de in the
5 What do elv
es post
sert? on social med
ia?
• Students read the riddle and try to solve it.
travel around?
6 How do snowmen Curious me!
• eht rof hcraes stneduts tel ,elbissop fI 2
Find some more examples of
a) READING Read the story behind the Christmas cracker. Complete it Christmas-cracker jokes. Why not
eht evlos t’nac yeht fi enilno rewsna with missing sentence parts A–I. There is one sentence part that you
do not need.
try to make one up yourself?
.sevlesmeht elddir The British have a lot of Christmas traditions, but there is one (1) ___, when a baker, Tom Smith, invented what we now
know as the Christmas cracker. The idea was born (2) ___ in the 1840s and bought sweets sold in tissue paper with a
twist at each end. You had to pull at the ends to get to the sweets. He returned to London and started selling sugared
almond bonbons wrapped in a twisted package with a love poem inside. Needless to say, the packages became (3) ___.
ANSWER KEY According to a story, hearing the crackle of a log on the fire inspired Smith to make the package log-shaped and to add
another twist: (4) ___. That made them even more popular! Later, he replaced the almond with a small surprise present.
It didn’t take long until the public started recognising the product as the ‘cracker’.
His sons took over their father’s business and added paper hats to the cracker in the 1900s and
A Christmas cracker. (5) ___. Ever since, the cracker has become a well-loved seasonal tradition, and you can find it on
almost every Christmas Day dining table. Tom Smith’s company makes crackers for families
across Britain, (6) ___. The crackers contribute to the magic of Christmas in a fun and unique
way. Family members sit round the table, take their crackers in one hand and cross their arms
so that each person holds one end of the cracker. They pull at the same time and... BANG! The
TRICKS OF THE TRADE Christmas crackers snap open (7) ___. People put the coloured crowns on and read the jokes.
(8) ___ even the Queen wears a paper crown!
A popular presents for women F Rumour has it that, on Christmas Day,
A Christmas cracker is a traditional Christmas B

C
and the toys, paper hats and jokes go flying up in the air
replaced the love poems with jokes in the 1930s
G
H
when Smith visited Paris
when he died
table decoration in English-speaking countries.

D dating back to Victorian times I the loud popping sound when you open it
E including the Royal family
It is a three-piece cardboard tube container in

b) SPEAKING Read the text again, underline the answers to the following the questions.
1 How did Tom Smith get the idea for the cracker?
2 How did the cracker change from the original to a modern-day one?
colourful wrapping paper that looks like a candy 3 What do people do on Christmas Day?
4 Have you and your family got a special seasonal tradition? If so, what is it?
wrapper. The cracker is pulled apart by two 134

people by taking one outward part of the tube Hello World 8 RB 2021.indb 134 29.7.2021. 16:21:32
each and pulling until the middle part of the

cardboard tube snaps in half with a loud crack
(hence the name). It splits unevenly, so only one
386 HELLO, WORLD!

Le
ss
on
2
ix
nd
pe
Ap
I can understand an authentic Christmas story.
1 READING AND SPEAKING Solve the riddle. What have 2 a) 7.2 LISTENING Christmas Cracker is a short
you found out about this popular English holiday story written by Jeanette Winterson, an English
tradition? Have you heard of it before? If so, where? author. Listen to a short summary of the first part
of the story, and answer the questions below.
I come in all colours but only one shape. 1 When and where does the story take place?
They put me on the Christmas dinner plate. 2 Who are the characters?
Pull me to find a paper hat, a present and a festive joke. 3 What is the climax?
I go with a bang; don’t scare b) Can you guess what happens next?
the old folk! What does the dog say?
3 a) READING Read the rest of the story on the opposite page. Choose the sentence that best describes its main idea.
a) We should protect animals. b) Holidays are not about material things. c) Holidays are all about giving presents.

1 How does the story 2 How is Tommy 3 What is the best thing 4 How does the story
end? different from the other you can wish for, make you feel? Why?
two children? according to Magic? Do
you agree? Why (not)?
4 Christmas is a time to be thankful for the things we have. What are you thankful for? Write six gratitude
hashtags about it. Here are some suggestions to get you going:
#thankfulforthememoriesmade #thankfulformygoodhealth #thankfulformyfurrybundleofjoy
A Christmas
to remember CHRISTMAS EDITION Let`s play!
Team up, and play a game of
Christmas is the Christmas-carol charades. Write
perfect time to get 12 days of giving
Christmas presents down the names of Christmas
creative and make carols you know on slips of paper.
great memories! Christmas is a time of giving, and Team representatives pick a slip,
Why not create a class Christmas what better gift than one that indicate the number of words,
photo booth? Prepare prompts comes from the heart? Give your and then act them out without
such as a Christmas photo-booth special someone (e.g. a parent, a speaking. Their teammates try to
frame, Santa’s beard and hat, sibling or a friend) a non-material guess the carol within a minute.
reindeer antlers, Rudolph’s nose gift: make a list of 12 things that The winner is the team with the
and crackers. You will need sheets would make that person happy, most correct guesses. Celebrate
of card, some coloured paper, and do one each day leading up to your victory with carol singing!
wooden sticks, colouring Christmas. Have fun and spread the
pens, glue and holiday joy!
scissors. Say cheese!
106

387
APPENDIX
LISTENING READING
Exercise 2 a), p. 106 Exercise 3 a), p. 106

• Tell students they are about to hear the • Students read the text on the opposite page
beginning of a Christmas story about a and choose which sentence describes the
Christmas cracker. main idea of the text best. Check as a class.
• Let students read the three questions, then ANSWER KEY
play Track 7.2. Play it again if needed. b
• Check the answers as a class.
ANSWER KEY • In pairs, students find the answers to the four
1 On Christmas Eve, in a hotel. 2 A stray dog and questions and underline them in the text.
three children. 3 The dog springing out of the Check as a class.
cracker.
ANSWER KEY
Track 7.2 1 The dog got a home. 2 He didn’t ask for anything
material from the “magical” dog. 3 Love. 4 Students’
It’s Christmas Eve. A little stray dog wakes up in a
Christmas-cracker factory wrapped up in ribbons, toys answers.
and Christmas presents. He crawled in through a small
window last night to hide from the cold. Suddenly, he • At this point, you can GO DIGITAL to
hears people talking. ‘Close the cracker; we’re taking it further practise reading and listening.
to the children’s charity raffle! ’ The dog can’t escape;
he is trapped inside the giant cracker. The workers take
the cracker to a hotel, where the raffle takes place. The ENDING THE LESSON
dog is terrified. What will they do when they find him
inside? Nobody wants him! They draw the winning Exercise 4, p. 106
number. It’s 999! It appears that three children have the
winning ticket: a slim girl in a fake-fur coat, a chubby
• Tell students that Christmas time is an
boy in a red Elvis suit, and a pale, quiet boy. The master excellent time to think about everything that
of ceremonies is confused. The winning ticket must you have and what you can be thankful for.
have been multiplied by three, and the winners will
just have to share the prize. The first two children start • Let students create six hashtags for expressing
fighting over the cracker while the pale boy watches in their gratitude.
silence. They pull and pull until the cracker goes ‘bang!
’ The dog goes up in the air and lands on his feet! • emos yalp ,gnikrow era stneduts elihW
What’s a dog doing inside the cracker? They all look at rehtie yalp nac uoY .cisum samtsirhC
him in surprise. The dog thinks really fast, and finally he
says... sgnos pop nredom ro slorac lanoitidart
.erehpsomta samtsirhC a etaerc ot
• In pairs, students use their imagination to
guess what could happen next.
• Have them write down what the dog could HOMEWORK
have said to the children.
• Volunteers share their ideas.
Creative me! Christmas edition
ANSWER KEY choose one of three tasks, do it for homework
Students’ answers. and present it in the next lesson.
388 HELLO, WORLD!

Le
ss
on
2
‘Hi!
I’m a magic dog, like the genie in the bottle.’ (…)
‘If you’re a MAGIC DOG, yeah, right, where are my
three wishes?’ says the slim girl. The pale, quiet boy
says nothing. He’s looking at the dog.
‘OK! One wish each,’ says the dog. (…)
I want a Ferrari,’ shouts the fat boy.
‘Righto,’ says the dog. ‘Give me ten minutes.’ (…)
‘Me now,’ orders the thin girl. ‘Me, me, me! I want a real fur coat.’
‘That’s unethical,’ replies the dog. (…)
‘I want one!’ shrieks the girl with such force that all the glass baubles on
the Christmas tree shatter to powder.
‘OK!’ says the dog. ‘Your wish is my command.’ (…)
It seems that the winning ticket 999 has not been multiplied by three after
all. (…) The holders of ticket numbers 9 and 99 each added the required
9s to their stock. The big present will go to the real number 999 only. The pale little
boy still has his ticket in his hand. The master of ceremonies examines it through a
magnifying glass – yes, it’s the one. (…)
Hesitatingly the boy pulls the ribbon, because he isn’t used to big presents. He and his
mother don’t have much money. Inside the box is a mountain bike. ‘And it’s all yours,’
says the master of ceremonies. ‘You won it fair and square.’ (…)
‘Well, you won’t be needing a wish, then,’ says the dog invisibly, from behind the blow-
up reindeers. ‘Probably for the best, under the circumstances.’ (…) ‘I’m not a magic
dog,’ says the dog. ‘I’m a stray. I got trapped in that cracker.’ (…) ‘What were you going
to wish for?’ said the dog. ‘If I had been a magic dog?’
The boy thought for a bit because he was that kind of boy, then he said, ‘If I had a wish,
my wish would be to take you home with me and keep you forever.’
‘What?’ barked the dog, his ears going round and round like satellite
dishes picking up an alien signal. ‘What? Woof! What? Woof! What?
WOO-OO-OOF!’
‘I’d wish for you,’ said the boy. ‘My name’s Tommy. What’s yours?’
‘Haven’t got one.’
‘Then I’ll call you Magic,’ said Tommy.
And Tommy asked his mother if he could take Magic home, and she said
yes, he could keep the dog, as long as he knew that a dog is forever and
not just for Christmas.
That was all right, because Tommy was a forever sort of boy. (…)
The dog trotted beside the boy, and looked into the clear sky at the
star-dogs, cold and fine, and he knew that, whatever you wish, you can’t
wish for better than love.
107

389
Lesson 3
APPENDIX
THOSE THREE LITTLE WORDS ANSWER KEY
NASTAVNA JEDINICA Those three little words 3, 5, 6, 2, 1, 4
A.8.1., A.8.2., A.8.3., A.8.4., Exercise 2 b), p. 108
ISHODI POUČAVANJA B.8.1., B.8.3., C.8.1., C.8.2., • In pairs, students try to find Croatian
C.8.5., C.8.6.
equivalents of the expressions. Remind
DJELATNOST (I) U FOKUSU Govorenje, slušanje, čitanje
students that most idioms can’t be translated
Mr. Right, love at first sight,
blind date, tie the knot, word-for-word.
VOKABULAR
head over heels, fall in love,
heartbeat
• evig nac uoy ,ssalc ytiliba-rewol a nI
KOMUNIKACIJSKO-JEZIČNA Govorenje o ljubavi, čitanje s
.stnih emos stneduts
KOMPETENCIJA razumijevanjem.
MEĐUPREDMETNE TEME
ANSWER KEY
Osobni i socijalni razvoj A.3.1., A.3.2., B.3.4. 1 Gospodin Savršeni, 2 ljubav na prvi pogled, 3 spoj
A.3.1., A.3.2., A.3.3., A.3.4., naslijepo, 4 reći sudbonosno da, 5 zaljubiti se preko
Učiti kako učiti B.3.1., B.3.2., B.3.3., B.3.4., ušiju, 6 zaljubiti se
C.3.1.
MEĐUPREDMETNO
POVEZIVANJE
čitanje s razumijevanjem, READING
idiomi
UDŽBENIK Str. 108. -109. Exercise 2 c), p. 108
RADNA BILJEŽNICA Str. 135. • Students read the text and fill it in with the
Dodatni zadaci za ponavljanje missing idioms.
i gramatičkih sadržaja na • In pairs, students compare their answers.
ANSWER KEY
STARTING THE LESSON 1 blind date, 2 love at first sight, 3 fell in love, 4 Mr.
• Start the lesson by making a Wordsnake (see Right, 5 tie the knot, 6 head over heels
Games and Activities on pp. 394-398) on the
topic of Valentine’s Day. LISTENING
Exercise 1, p. 108 Exercise 3 a), p. 108
• Students read the title and try to explain • Ask students if they know anything about the
it. They try to think of some three-word history of Valentine’s Day.
expressions they could use to express
their love for someone or something, not • Have students read the four topics. Then play
necessarily of the romantic kind. Track 7.3. Students put the topics in the order
they appear in the text.
ANSWER KEY • Check as a class.
I love you.
ANSWER KEY
MAIN PART 4, 1, 3, 2
Exercise 2 a), p. 108 Exercise 3 b), p. 108

• Students look at the pictures and describe • Let students do the quiz.
them. 7.3. • Students swap notebooks. Play Track 7.3
• They match the idioms to the pictures. Check again.
as a class. • Students listen to the text and check each
other’s answers.
390 HELLO, WORLD!

Le
ss
on
3
THOSE THREE LITTLE WORDS
ix
nd
pe
Ap
I can talk about love.
1 What do you think the idiom in the title stands for? Think of other three-word phrases that you can use to express
your love for someone. Don’t limit yourself to your sweetheart; think of your family, or your friends, too!
VOCABULARY Love idioms

2 a) Match the idioms to the pictures.
1 Mr Right 2 love at first sight 3 blind date 4 tie the knot 5 head over heels 6 fall in love
b) What do you think these idioms mean? How would you say them in Croatian?
c) READING Jess and Ross met on the most romantic day of the year. Complete the text below using the idioms
from Exercise 2 a). Make changes where necessary.
Jess and Ross met on a (1) ______________ one Valentine’s Day. They were both a bit nervous and afraid of what
would happen. Would they meet the loves of their lives, or would they end up disappointed? Luckily for them, it was
(2) ______________, just like in films! Ross (3) ______________ with Jess the moment he laid eyes on her. Jess, too, knew
Ross was her (4) ______________ from the very beginning. A couple of years later, they decided to (5) ______________.
It’s been fifty years now, and they are still (6) ______________ in love.
3 a) 7.3 LISTENING Listen about Valentine’s Day. Put the topics below in the correct order as they appear in the
text (1–4).
new customs the origins of the day what people traditionally do who the holiday is named after
b) 7.3 Do the quiz. Then listen again and check.
1 Valentine’s Day is celebrated on a) 4 February. b) 14 February. c) 14 January.
2 The origins of Valentine’s a) second century. b) third century. c) seventh century.

Day go back to the
3 Emperor Claudius II a) going on dates. b) fighting wars. c) getting married.

banned men from
4 Valentine was a Roman a) god. b) saint. c) priest.
5 Valentine was arrested a) married couples. b) fought the c) was against war.
because he Romans.
6 In recent years Valentine’s Day a) spending money. b) romantic love. c) writing poetry.
has become a lot more about
108

391
APPENDIX
1 c, 2 b, 3 c, 4 c, 5 a, 6 a Students’ answers.
Track 7.3 WORKBOOK PRACTICE

Valentine’s Day is a festival of love which is celebrated Exercise 2, p. 135
every year on 14 February. It’s a day when people all • In the same groups, students study the nine
over the world express their feelings for the ones they
love. The origin of this special day is not quite clear, tasks and write down their answers.
and there are many different legends of how it came to
be. One legend says it goes way back to ancient Rome,
• Group representatives read their answers.
to about 270 AD. During this time, Emperor Claudius • nac spuorg ,elbaliava dna elbissop fI
II wanted to build a strong army. In order to do so, he
said that young men couldn’t get married. He believed evitcaretni latigid a no srewsna rieht etirw
that married men were weak soldiers who didn’t want .draob nitellub
to leave their homes and go to war. He also thought
that those who did go would only think of their wives ANSWER KEY
and wouldn’t focus on fighting. Claudius’s new law
upset many young lovers. Valentine, a Catholic priest in Students’ answers.
Rome, thought it was unfair, too. He decided to break
the law and secretly marry young couples who were in
love. For this, he was arrested and sentenced to death.
Ap
pe
Today we celebrate Saint Valentine’s Day in memory
nd
ix
of his bravery and sacrifice. The legends of why Saint
Valentine is remembered may have changed since 1 a) Match the idioms to their definitions.
Roman times, but the tradition of celebrating romantic 1 Mr Right get married
love on Saint Valentine’s Day still exists. Throughout 2 love at first sight
3 blind date
madly in love
a meeting arranged between two strangers in hope of romance
the years people have shown their love and affection 4 tie the knot
5 head over heels
develop a romantic interest in someone
an instance of two people falling in love the first time they see each other
with poetry, flowers, sweets and special cards called 6 fall in love a man who would make the perfect husband
valentines. Unfortunately, in recent years, Valentine’s Day b) Complete the text by translating the Croatian phrases in the brackets.
has become a day famous for spending money on often Cole had never been on a (1) _____________________________ (spoj naslijepo) before.
Then Tanya, his best friend, suggested that he go out with Beatriz, one of her friends. Curious me!
very expensive gifts. In the USA alone, people spend She thought Cole might be Bea’s (2) _____________________________ (onaj pravi). He
There are a lot of
was curious and said yes, but he got so nervous that he wanted to call everything off
billions and billions of dollars on Valentine’s Day gifts! just minutes before Bea walked into the bar. But before he had the chance to pick up
Croatian love idioms.
Find some of them, and
But that’s not what the day dedicated to celebrating love the phone, he saw Beatriz at the door and suddenly forgot about everything. He
never thought it would be that easy to (3) ___________________________ (zaljubiti se).
discuss them in class.
Why don’t you ask your
used to be about. It was a day to remember the ones He was very happy when he discovered it was (4) ________________________________
(ljubav na prvi pogled) for Beatriz, too! Six years later, they’re still
Croatian-language
teacher for help as well?
we cared about – our family, friends or loved ones – and (5) _____________________________ (zaljubljeni preko ušiju) with each other and are
planning to (6) _____________________________ (vjenčati se) on their holidays in Spain
remind them of how much we loved and appreciated next summer.
them... Something we all should be doing not only on 14 2 Work in groups, and answer the questions below. Compare your answers with the rest of your class.
February, but on every other day of the year!
1 When is Valentine’s 2 Name three places you can go 3 Name two romantic films.
Day celebrated? to on a date.
Exercise 4, p. 109
• In pairs, students read and discuss the three
questions. 4 Name three things people
usually buy for their loved ones.
5 Say ‘I love you’ in four
different languages.
6 What flower makes for a
popular present on
Valentine’s Day?
• Volunteers share their answers.

7 Name four love songs. 8 What is the name of 9 Name three famous loving
ANSWER KEY
the angel who shoots couples from literature.
arrows at couples?
Students’ answers. 135

ENDING THE LESSON HOMEWORK
Exercise 5, p. 109 Creative me! Valentine’s Day Edition

• Divide students in groups. Let them read the • Assign this exercise as homework. Students
quotes, choose the one they like best and choose one of three tasks, do it for homework
discuss why they like it. and present it in the next lesson.
• Students can choose one quote as a group. WB p. 135, Exercises 1 a) and b)
• Group representatives read their group’s
quotes and explain why they liked it.
392 HELLO, WORLD!

Le
ss
on
3
4 SPEAKING Work in pairs. Discuss the questions below.
1 Do you celebrate Valentine’s Day? Why (not)?
2 How do you celebrate it?
3 How would you like to see this day celebrated in your school?
5 a) READING Love is often the central theme in art and literature.

Read the quotes below. Which one do you like best? Why?
“If you remember me, then I don’t

care if everyone else forgets”
Haruki Murakami
S o m e t im e s, home has
“
a heartbeat”
Beau Taplin
“And if ther
love you the is eternity, I’d “Love is like the wind, you
Bob Dylan
ere again” can’t see it, but you can feel it”
Nicholas Sparks
“I don’t tr
“We are shaped and fashioned by don’t loveust people who
what we love” and tell m themselves
e, ‘I love y
Johann Wolfgang von Goethe Maya Ange
lou
ou’”
According to
Murakami, love is
b) Read the quotes again. What having one person
is love, according to the authors? who will always
Explain it in your own words. remember you.
Valentine’s Day edition

I create I rhyme I write
Become a poet for a day! Try out “Roses are red” is a poem that Write a valentine to someone to
black-out poetry. Your teacher is known worldwide. Why not say why you love and appreciate
will give you a page of text. Black create three versions of it of your them. Even if you are not in love,
out all the words except those own? Make a funny one and a there are people in your life who
that you wish to use to form romantic one, and don’t forget will be glad to receive your card!
your own message of love. Have that self love is just as important
fun! – write one for yourself.
109

393
394
GAMES AND ACTIVITIES
ACTIVITY TITLE DIFFICULTY TEACHING FOCUS LEXICAL AREA ADDITIONAL RESOURCES ACTIVITY TYPE
BACK-TO-BACK revision, check, assessment, vocabulary practice, functional language any none pair work

practice, speaking skill practice
BALL GAME / revision, check, assessment, vocabulary practice, grammar practice, any soft ball group work
functional language practice, speaking skill practice, retelling whole class
HELLO, WORLD! 8
BASKETBALL / revision, check, assessment, vocabulary practice, grammar practice, any soft ball or paper ball, group work
functional language practice, speaking skill practice wastepaper bin or basket whole class
CHARADES / revision, check, assessment, vocabulary practice, grammar practice, any word cards, flashcards group work
functional language practice, speaking skill practice whole class

CUT-UP SENTENCES / revision, check, assessment, grammar practice, functional language word order, paper cut-outs, word cards
practice inversion, asking group work
questions
DRAW IT RELAY / revision, check, assessment, vocabulary practice, grammar practice, any board, chalk or whiteboard group work
functional language practice markers, word cards whole class
FOUR CORNERS / revision, check, assessment, vocabulary practice, grammar practice, any four labels whole class
functional language practice
JUMP TO THE SIDE revision, check, assessment, vocabulary practice, grammar practice, any tape or a paper strip individual work
functional language practice, listening skill practice whole class
LINE UP revision, check, assessment, vocabulary practice, grammar practice, any none group work
functional language practice whole class
MUSIC ACTION / revision, check, assessment, vocabulary practice, grammar practice, any soft ball, word cards, CD group work
functional language practice player or computer with whole class
TPR GAMES
speakers
STAND UNDER THE / revision, check, assessment, vocabulary practice, grammar practice, any printed out headings individual work
RIGHT HEADING functional language practice whole class
SWAT THAT WORD / revision, check, assessment, vocabulary practice, grammar practice, any word cards, flashcards, group work
functional language practice board, chalk or whiteboard whole class
markers, fly swatter
RUNNING DICTATION / revision, check, assessment, vocabulary practice, grammar practice, any handouts pair work
functional language practice group work
SNOWBALL FIGHT / revision, check, assessment, vocabulary practice, grammar practice, any a piece of paper whole class
RUNNING DICTATION / revision, check, assessment, vocabulary practice, grammar practice, any handouts pair work
SNOWBALL FIGHT / revision, check, assessment, vocabulary practice, grammar practice, any a piece of paper whole class
WAVE YOUR HANDS IF / revision, check, assessment, vocabulary practice, grammar practice, any none individual work
IT’S TRUE functional language practice, listening skill practice whole class
STAND UP, SIT DOWN / revision, check, assessment, vocabulary practice, grammar practice, any none whole class
functional language practice, listening skill practice
5.10.2021. 7:21:15
STAND UP, SIT DOWN revision, check, assessment, vocabulary practice, grammar practice, any none whole class

/
functional language practice, listening skill practice
ASSOCIATION GAME / revision, check, assessment, vocabulary practice, grammar practice, any board, chalk or whiteboard individual work
functional language practice, introduction markers group work
whole class
BEAT THE TEACHER revision, check, assessment, vocabulary practice, grammar practice, any none individual work
functional language practice whole class
TEACHER, STOP! / revision, check, assessment, vocabulary practice, functional language any none "individual work
practice, introduction whole class"
TEACHER, STOP! / revision, check, assessment, vocabulary practice, functional language any none individual work
practice, introduction whole class
BINGO! revision, check, assessment, vocabulary practice, grammar practice, any bingo cards or handouts, individual work
functional language practice, listening skill practice notebooks whole class
CALL MY BLUFF revision, check, vocabulary practice, grammar practice, functional any none individual work
language practice, introduction whole class
CARRUSEL revision, vocabulary pracice numbers, none whole class
COUNTING months
CHAIN STORIES revision, check, assessment, vocabulary practice, grammar practice, any board, chalk or whiteboard individual work
functional language practice markers whole class
WORD SNAKE revision, check, assessment, vocabulary practice, functional language any board, chalk or whiteboard "group work
practice, introduction markers whole class"
OTHER GAMES AND ACTIVITIES

WORD SNAKE revision, check, assessment, vocabulary practice, functional language any board, chalk or whiteboard group work
practice, introduction markers whole class
CHINESE WHISPERS revision, check, assessment, vocabulary practice, grammar practice, any none group work
functional language practice, listening / speaking skill practice whole class
DRAWING DICTATION revision, check, assessment, vocabulary practice, grammar practice, any board, chalk or whiteboard individual work
functional language practice, listening skill practice markers, notebooks whole class
FLASHING DICTATION revision, check, assessment, vocabulary practice, grammar practice, any word cards, paper cut-outs, individual work
functional language practice, listening / writing skill practice notebooks whole class
GIVE ME FIVE / revision, check, assessment, vocabulary practice, grammar practice, any none individual work
functional language practice, speaking skill practice group work
whole class
GUESS THE WORD revision, check, assessment, vocabulary practice, grammar practice, any word cards, flashcards group work
ON YOUR BACK functional language practice whole class
5.10.2021. 7:21:16
395
396
HOT SEAT revision, check, assessment, vocabulary practice, grammar practice, any word cards, box or pair work

functional language practice, speaking skill practice envelope, board, chalk or group work
whiteboard markers whole class
I SPY WITH MY LITTLE revision, check, assessment, vocabulary practice, grammar practice, any picture or poster group work
HELLO, WORLD! 8
EYE functional language practice, speaking skill practice whole class
JABBERWOCKY revision, check, assessment, vocabulary practice, grammar practice, any handouts individual work
STORY functional language practice, reading skill practice pair work
group work
whole class
JUMBLED WORDS revision, check, assessment, vocabulary practice, grammar practice, any handouts individual work
functional language practice, writing skill practice pair work
group work
whole class
ODD ONE OUT revision, check, assessment, vocabulary practice, grammar practice, any handouts individual work
functional language practice, writing skill practice pair work
group work
whole class
PAPER DEBATE / revision, check, assessment, vocabulary practice, grammar practice, any pencil, paper individual work
functional language practice, writing skill practice
PASS THAT / revision, check, assessment, vocabulary practice, grammar practice, any flashcards whole class
FLASHCARD functional language practice, speaking skill practice
REPEAT IT IF IT’S / revision, check, assessment, vocabulary practice, grammar practice, any none individual work
TRUE functional language practice, listening / speaking skill practice, retelling whole class
STEAL THE / revision, check, assessment, vocabulary practice, grammar practice, any notebooks, pencil, paper whole class
SENTENCE functional language practice, listening/speaking skill practice, retelling
TICK-TOCK-BOOM revision, check, vocabulary practice, introduction any a stopwatch, a smaller whole class
object
VOCABULARY / revision, check, assessment, vocabulary practice, grammar practice, any handouts, board, chalk or individual work
CHALLENGE functional language practice, introduction, writing / speaking skill practice whiteboard markers pair work
group work
whole class
WHERE AM I? / revision, check, assessment, vocabulary practice, grammar practice, any none group work
functional language practice, speaking skill practice whole class
ASK ME A QUESTION revision, check, assessment, vocabulary practice, grammar practice, asking questions word cards, handouts pair work
WHO AM I? revision, check, assessment, vocabulary practice, grammar practice, any Student's Books or pair work
functional language practice, reading/listening skill practice Workbooks, handouts group work
whole class
5.10.2021. 7:21:16
ASK ME A QUESTION revision, check, assessment, vocabulary practice, grammar practice, asking questions word cards, handouts pair work

WHO AM I? revision, check, assessment, vocabulary practice, grammar practice, any Student’s Books or pair work
functional language practice, reading / listening skill practice Workbooks, handouts group work
whole class
WHERE DOES IT SAY? revision, check, assessment, vocabulary practice, grammar practice, any Student’s Books or individual work
functional language practice, reading / listening skill practice Workbooks, handouts whole class
WORD CARD / / revision, check, assessment, vocabulary practice, grammar practice, any word cards, flashcards, individual work
FLASHCARD TIDY-UP functional language practice headings, board, magnets group work
or Blu-Tac, chalk or whole class
whiteboard markers
WORD TENNIS revision, check, assessment, vocabulary practice, grammar practice, any none pair work
functional language practice, speaking skill practice group work
whole class
YODA SPEAK revision, check, assessment, vocabulary practice, grammar practice word order board, chalk or whiteboard individual work
markers group work
whole class
NEVER HAVE I EVER / revision, assessment, check, vocabulary practice, grammar practice present none group work /
perfect tense, whole class
vocabulary
CHAIN GAME / revision, check, assessment, vocabulary practice, grammar practice, any none individual work
functional language practice, speaking skill practice, retelling group work
whole class
DEFINITION BATTLE / revision, check, assessment, vocabulary practice, grammar practice, any board, chalk or whiteboard group work
functional language practice, writing skill practice markers whole class
SNAKE GAME revision, check, assessment, vocabulary practice, grammar practice, any board, chalk or whiteboard group work
TEAM GAMES
functional language practice markers whole class
SNAKE GAME revision, check, assessment, vocabulary practice, grammar practice, question tags board, chalk or whiteboard group work
question tags functional language practice markers
CONNECTIONS GAME / revision, check, assessment, vocabulary practice, grammar practice, any handouts, board, chalk or group work
functional language practice, writing / speaking skill practice whiteboard markers whole class
DEFINITION BINGO / revision, check, assessment, vocabulary practice, grammar practice, any handouts, board, chalk or group work
functional language practice, listening / speaking skill practice whiteboard markers whole class
DEFINITION GAME / revision, check, assessment, vocabulary practice, grammar practice, any word cards, board, chalk or individual work
functional language practice, listening / speaking skill practice, retelling whiteboard markers pair work
group work
whole class

VOCABULARY ACTIVITIES
GROUPING / revision, check, assessment, vocabulary practice, grammar practice, any word cards, handouts group work
functional language practice, speaking skill practice, retelling whole class
5.10.2021. 7:21:17
397
398
IN, AT, OR ON? revision, check, assessment, vocabulary practice, grammar practice, prepositions of word cards, handouts individual

/
functional language practice, speaking skill practice time workgroup work
whole class
SENTENCE BUILDING revision, check, assessment, vocabulary practice, grammar practice, any word cards, handouts group work
HELLO, WORLD! 8
/
TRANSCRIPTION / revision, check, assessment, vocabulary practice, reading / writing / any word cards, handouts, group work
RACE speaking skill practice board, chalk or whiteboard whole class
markers, Blu-Tac or
magnets
TABOO / revision, check, assessment, vocabulary practice, grammar practice, any word cards, handouts group work
functional language practice, listening/speaking skill practice whole class
A TO Z GAME / revision, check, assessment, vocabulary practice, writing/speaking skill any notebook, piece of paper group work
practice
TABOO / revision, check, assessment, vocabulary practice, grammar practice, any word cards, handouts group work
TRANSLATION GAME / revision, check, assessment, vocabulary practice, grammar practice, any notebooks, board, chalk or group work
functional language practice, writing / speaking skill practice whiteboard markers whole class
HANGMAN revision, check, assessment, vocabulary practice, grammar practice, any board, chalk or whiteboard group work
functional language practice, introduction, speaking skill practice markers whole class
PARACHUTE GAME revision, check, assessment, vocabulary practice, grammar practice, any board, chalk or whiteboard group work
functional language practice, introduction, speaking skill practice markers whole class
MEMORY revision, check, assessment, vocabulary practice, grammar practice, any word cards, flashcards, group work
functional language practice, introduction, speaking skill practice board, chalk or whiteboard whole class
markers, Blu-Tac or
magnets
PICTIONARY revision, check, assessment, vocabulary practice, grammar practice, any word cards, handouts, group work
functional language practice, introduction, speaking skill practice board, chalk or whiteboard whole class
CLASSIC GAMES
markers
SIMON SAYS revision, check, assessment, vocabulary practice, grammar practice, any none group work
functional language practice, introduction, speaking skill practice whole class
NOUGHTS AND revision, check, assessment, vocabulary practice, grammar practice, any board, chalk or whiteboard group work
CROSSES functional language practice, introduction, speaking skill practice markers whole class
5.10.2021. 7:21:18
GAMES AND ACTIVITIES number of their points if they manage to throw
the ball into a basket or a wastepaper bin. The
IDEAS ON HOW TO FORM PAIRS AND team that gets the biggest number of points
GROUPS wins.
ABILITIES: The teacher can group mixed- CHARADES: Choose one or more students to
ability students together so that stronger- come to the front of the classroom. Whisper or
ability students can help the weaker-ability show a word card/flashcard only to the student
ones. Alternatively, you can group students in the front. The student needs to mime the
according to their abilities and give them word. The rest of the class observes and tries to
different tasks. guess what they are miming.
CATEGORIES: The teacher can give each CUT-UP SENTENCES: Cut printed-out
student a word card and then ask the students sentences into separate words or chunks of
to go around the classroom and find others words. Give each student a one-word card and
with words belonging to the same category, ask them to arrange themselves so that they
e.g. animals, food, furniture, months, etc. make a correct sentence. You can practise word
order, inversion and asking questions with this
FREE CHOICE: The teacher can let students
activity.
choose their partner or group members. It is
important to make sure that students do not DRAW-IT RELAY: Divide the class into two
always work with the same partner. teams. Whisper or show a word only to the
first representative of each team. They need to
GEOGRAPHY: If you want group members to
draw the word on the board. Give a different
work on a project outside of the classroom, it is
word to each team so that they do not draw
a good idea to avoid putting students who live
the same word. After their team has guessed
far away from each other into the same group.
the word, the second representative is given
MATCHING: You can give students a word card the next word. The first team to draw and guess
or a flashcard and ask them to find their match. all the words wins. If you wish, you could set a
They can match, for example, a word card and time limit and then the winner is the team that
a flashcard, two parts of the same picture, two draws the most words within the time limit.
or more puzzle pieces, pairs (such as Tom and
FOUR CORNERS Put signs in each corner of the
Jerry, cats and dogs), etc.
classroom: I strongly agree. I agree. I disagree. I
TPR GAMES strongly disagree. Read sentences and students
go to the corner that corresponds to their
BACK-TO-BACK: This game is used to revise opinion on the subject. You can build up on
body parts. If you say ‘a foot’, two students this by allowing groups to discuss their opinion
need to touch with their feet. between themselves and having a group
BALL GAME: Students stand or sit in a circle representative explain their stance.
around the teacher. Toss a ball to a student JUMP TO THE SIDE: Put a piece of tape
and ask a question or give a command, down the middle of the classroom or draw
e.g. ‘say a colour’. The student then responds an imaginary line dividing the classroom.
and throws the ball back to the teacher. The Designate one side as ‘true’ and the other side
teacher then throws the ball to another student as ‘false’. Students should stand on the line and
and asks another question. This is a fast game when you say a sentence about a certain topic
and quite useful for reviewing vocabulary. they should jump to either side depending on
BASKETBALL: Decide the lexical area you wish whether the sentence is true or false (for them).
to revise, e.g. grammar or vocabulary. Play LINE UP: Ask students to stand in a line. Then
this game in teams. If a team representative ask them to line up alphabetically or according
answers your question correctly, they win to their birthdays, their height, their shoe size,
a point for their team. They can double the etc.

399
MUSIC ACTION: Play some lively music and many times as necessary to complete their
let students perform a certain activity, e.g. they sentence. This can be a loud activity so remind
can pass a ball or a word card around. When your students to try to use their indoor voices.
you stop the music, the student holding the However, if you can accommodate a louder
ball or the card has to do what you ask them activity, place the posts in a way that ensures
to do, e.g. translate the word card, use it in a students have to intersect while running.
sentence, etc. The aim is to write all five sentences with no
mistakes and in the least amount of time.
STAND UNDER THE RIGHT HEADING: Put
different headings all over the classroom WAVE YOUR HANDS IF IT’S TRUE: Students
depending on the topic. Ask students to listen to the teacher and decide if the sentence
stand under the right heading after you say a they have heard is true or false. If they think the
sentence. sentence is true, they wave their hands.
SWAT THAT WORD: Place word cards, STAND UP, SIT DOWN: This game is played
flashcards or write target vocabulary on the as a whole-class activity at any level and at
board. Say a clue or a definition of a word on any moment during a lesson. Students stand
the board and the student who swats the word up or sit down as a response to a question,
first scores a point for their team. You can use a a statement, a picture, etc. For example, the
fly swatter for this game or students can simply teacher can ask a closed question to which
swat the word on the board with their hand. the students respond by standing up in lieu
of YES, or sitting down in lieu of NO. Likewise,
SNOWBALL FIGHT: Give each student a piece
the teacher can say a sentence about a text.
of paper. Have them write a question on it, e.g.,
The students stand up if the sentence is true
What did you do last night? and then crumple
or sit down if it is false. The game can also
the paper into a snowball. Divide the students
be used to practise grammar, e.g., countable
into two teams and have them stand facing each
and uncountable nouns, regular and irregular
other on the opposite sides of the classroom. verbs, etc.
Explain that they are going to have a snowball
fight. On your mark, they start throwing the OTHER GAMES AND ACTIVITIES
‘snowballs’ at each other until you give them
a signal to stop. Everyone holding a ‘snowball’ ASSOCIATION GAME: Give students some
must open it and answer the question written clues, one at a time. Students need to guess
inside. You can continue the ‘fight’ until all the final solution, i. e. what all the clues have in
students have answered a question. common.
RUNNING DICTATION: Divide students into BEAT THE TEACHER: Students ask their
four or five groups and assign a colour to teacher questions. These can be related to the
each group. Copy the sentences you wish to unit or lesson you have just done. The teacher
include in the dictation on coloured paper or has to answer them. Of course, the teacher can
simply mark the copies with the appropriate give wrong answers to make the game more
colours and place them in different parts of interesting. The goal of this game is to review
the classroom. While doing so, make sure each the unit or lesson and to provide a relaxed
group is equally far away from their post. Each atmosphere in which students can practise
group should assign a runner and a scribe. asking questions.
The runner runs to the designated post, reads TEACHER, STOP!: This game can be used for
and remembers a part of the text, runs back to introducing new vocabulary, especially larger
their group and dictates the text to the scribe. lexical sets like clothes or fruit and vegetables.
Make sure that each student has at least one The teacher reads all the words off a list of
turn as the runner and one turn as the scribe. new words while students listen and nod their
Also, students are not allowed to use Croatian heads if they understand the words. If there
during the game but spelling out the words is a word unfamiliar to any student, they
in Croatian is acceptable. Runners run as say, “Teacher, stop!” and that word is then
400 HELLO, WORLD! 8

translated or defined. You can choose to do it CHINESE WHISPERS: First ask the students to
yourself or have one of the students translate form a line or lines if the game will be played
or explain the word. competitively. The student at the rear of each
BINGO!: Students need to draw a grid with a line whispers a message to the student in front
certain number of fields depending on how of them. The message is then passed through
long you want the game to last. Students fill the line of students until the last player at the
in the fields using words from a category you front of the line announces the message to the
assign. Tell students one word at a time and entire group. Compare how correct the word
students listen for the words on their sheet. the last player says is to the original word for
If their sheet contains the word you say, the the group to score a point.
student crosses it out. When a student has WORD SNAKE: Write a word on the board
crossed out all the words, they call out ‘Bingo! ’ and have one of the students add a word that
The first student to say ‘Bingo! ’ wins. begins with the last letter of the previous word
CALL MY BLUFF: This is a classic introductory and so forth, e.g., carrotomatonionectarine,
icebreaker. A teacher and/or student tells two etc. Students write the words together, thus
truths and one lie. The object of the game is to creating a ‘word snake’. The game ends when
determine which statement is the false one. the allotted time is up, e.g., three minutes,
or when there aren’t any words starting with
CAROUSEL COUNTING: Students form a circle a certain letter left. The game can be made
and start counting. The first student starts more competitive by dividing the students into
with number one, the next one says ‘two’, the two teams and having each team create their
one after them ‘three’, and so on. If a student own ‘word snake’. The winner is the team that
makes a mistake while counting, they are out creates a longer ‘word snake’.
and have to sit down. The game continues until
there is only one student left. This game can DRAWING DICTATION: This activity can be
also be used for revision and practice of the done in two ways. Either you can say sentences
months of the year. If you want to make the and students draw what they hear, or you
game more challenging, have students count can let students say sentences and invite one
backwards, from 100 to 1, for example. When student to the board to draw what the others
they have counted back to number one, the have said.
next student starts with the number 100 again. FLASHING DICTATION: Flash a word card or
Another way to make the game more complex a cut-out of a short sentence to your students.
is to have students say Boom! (or any other Students take a quick look at it and copy the
word) instead of certain numbers (for example, word or the sentence into their notebooks.
every multiple of the number three, or of the
GIVE ME FIVE: Assign a category and ask
number five, etc.).
students to come up with five words belonging
CHAIN STORIES: This activity works really well to the category.
when you give the class a particular structure
GUESS THE WORD ON YOUR BACK: Put a
to use. You can practise all kinds of structures
word card or a flashcard on a student’s back.
and vocabulary; e. g., in order to practise the
The student asks questions in order to find out
present simple for habitual actions try starting
what the word is. The student can either ask
the story with ‘John always has a busy day. He
you or the rest of the class.
wakes up at 6 o’clock every morning. At 6 : 10,
he...’. Write this at the top of the board and HOT SEAT: One student sits at the front of the
ask one of the students to continue the story. classroom facing the others with their back to
Each student continues the story by adding the board. Another student writes a word from
an original sentence. If a student is not sure a box you have provided on the board. The
of what to write, help them out with a prompt student in the hot seat is not allowed to look at
(e. g., after breakfast, at 7 : 30, then, next, before the board but the other students have to elicit
he eats lunch, etc.). the word from them. Each student stays in the

401
hot seat until they have guessed one or two team. They read the first argument and try
words and then nominates another student to counter it. When they have finished, they
to take their place. Although this activity pass the paper yet again to the student behind
encourages cooperation, first demonstrate them. At this point, everybody is the judge.
how it is played by placing yourself in the hot They read both arguments on the piece of
seat before doing it with a group. The game paper they have in front of them and try to
can also be played in two or more groups. In impartially decide which is better. You can have
that case, each group has its own hot seat, them vote by raising their hands to get the
facing the group. The first group to elicit a word ruling, and volunteers can read the debates in
successfully gets a point and then a different front of them and explain their ruling.
student in each group takes the hot seat. PASS THAT FLASHCARD: Students pass a
I SPY WITH MY LITTLE EYE: Ask students flashcard around. When you make a sound, the
to look at a picture, a poster or around the student holding the flashcard needs to say the
classroom, and say a sentence, for example: word on the flashcard, use it in a sentence or
‘I spy with my little eye something beginning define the word.
with the letter B.’ Students need to identify REPEAT IT IF IT’S TRUE: Say a sentence and
the word by offering their guesses. Instead of students listen and decide if the sentence you
letters, you can also use colours, sizes, etc. have said is true or false. If it is true, they repeat
JABBERWOCKY STORY: Jabberwocky is a it.
nonsense poem written by Lewis Carroll. Use STEAL THE SENTENCE: Each student writes
this activity to revise vocabulary or practise four sentences using the prompts from the
a certain language structure. Give students a task and leaves their notebook open on the
short text and instead of the actual words you desk. Each student takes a pencil and a piece
wish to practice, use a nonsensical word, in this of paper and goes around the class. They read
case the word ‘jabberwocky’. other students’ sentences and ‘steal’ four of
JUMBLED WORDS: Choose a lexical set you them (each one from a different student). They
wish to revise. Give students a list of words with write them down on their pieces of paper.
the letters jumbled. Students need to decipher They go back to their seats. Volunteers ask
the words and write them correctly. questions, e.g.: Who was riding in a car when
they first heard their favourite song?, and the
ODD ONE OUT: Offer four words in which three rest of the class tries to remember in whose
of the words belong to the same lexical set notebook they have read that sentence.
while one does not. Students decide which Encourage students to use full sentences when
word does not belong to the group. Accept answering, e.g., Ana was riding in a car when
more than one answer if students can come up she first heard her favourite song.
with a convincing reason for their choice.
TICK-TOCK-BOOM: For this activity, you will
PAPER DEBATE This is a great method of need a stopwatch and a smaller object that
practising debating. Each student needs a students can easily pass around the class (e.g.,
pencil and a piece of paper. Write the opening a paper ball, a pencil case, a book, etc.). This
statement on the board and let students will be the ‘bomb’. It is best to have students
copy it. Alternatively, you can give students standing or sitting in a circle. Assign a topic,
handouts on which the statement has already usually a lexical family, e.g., clothes, animals,
been printed. In the first step of the debate, furniture, etc. Set the stopwatch to a short
all students are a part of the affirmation team. period of time, e.g., two or three minutes. A
They have to write down at least one sound student says words related to the topic and
argument that supports the statement. When passes the ‘bomb’ to the next student. The word
they have finished, they pass the paper to the must belong to the given lexical family, and it
student sitting behind them. In the second mustn’t be repeated. If a student says a wrong
round, the whole class is a part of the negation word or repeats an already used one, they can’t
402 HELLO, WORLD! 8

pass the ‘bomb’. They should try using another activity. Give students some time to think of
word until the word they have used complies a few things that they haven’t done but they
with the rules. The game is over when the believe others in the class or their group have.
stopwatch buzzes, and the person holding the The first student starts the game by saying
‘bomb’ at that moment is out of the game. Never have I ever _____. The other students
VOCABULARY CHALLENGE: At the beginning listen and if they have done the activity
of a new lesson, prepare a few sentences mentioned, they get a point. Students keep
containing new vocabulary. Have your track of their points by ticking the activities
students try to come up with the definition or on their pieces of paper or in their notebooks.
translation of the new word from its context You can also suggest a few possible categories
and not by using dictionaries. such as food, travel, hobbies, free time, etc.
Suggested examples: Never have I ever blamed
WHERE AM I? Ask a student to come to the someone else for something bad I have done/
front of the classroom and describe a place had braces/dyed my hair/lost my wallet/been
they would like to be. You can give them a few lost, etc.
minutes to prepare, but they should not write
out their descriptions. Each student describes TEAM GAMES
the activities happening in their place to the
group. The group guesses where the place is. CHAIN GAME: Assign a lexical category and
You can model this activity after the following ask the students to say words related to the
description: ‘There are many people here. category. The first student needs to say a word
Some people are swimming. One little girl is or a sentence, the second rep_haeats it and
building a sandcastle. Where am I? ” (Answer: adds one of their own, e.g. a cat / a cat and
You are at the beach.) a dog / a cat, a dog and a bear. The game is
played until a student can’t repeat the whole
WHERE DOES IT SAY? This is a simple chain of words or sentences.
translation activity. Say a sentence in Croatian
and let students find the corresponding DEFINITION BATTLE: Divide your students
sentence in English in the text. The first student into two teams and ask two representatives
to find the sentence reads it out loud. to come forward. Read a definition from the
vocabulary set you have been studying. The
WORD CARD / FLASHCARD TIDY-UP: Choose rest of the class should remain quiet while the
a lexical set and place word cards or flashcards students in front of the classroom figure out
related to the topic all over the classroom. Set the word given. The first student to write the
categories and ask students to find cards and word correctly wins a point for their team.
put them into the right category or under the
right heading on the board. SNAKE GAME: Draw a 4x5 grid containing 20
numbers. Prepare 20 riddles or words you wish
WORD TENNIS: This game can be played to revise. Divide students into teams. Team A
between groups or individuals. One student starts by answering question 1. Team B starts
says a word and the opposing player needs by answering question 5. Circle their numbers
to respond with a word that either belongs to in different shapes or colours every time they
the same lexical set or the opposite lexical set. offer a correct answer. Each team moves across
This is a good way to recycle language by using the grid. They can move vertically, horizontally
different categories, e.g. synonyms, antonyms, or diagonally. The team with the longest
adjectives, etc. uninterrupted answer chain or ‘snake’ wins.
YODA SPEAK: This is a good exercise for SNAKE GAME QUESTION TAGS: Draw a
practising word order. Say or write a sentence 4x5 grid on the board. Number the squares
incorrectly and ask the students to put it into and write a question tag in each one. Divide
the right order. students into two teams. Teams take turns
NEVER HAVE I EVER: Divide students into choosing a question tag from the grid. Teams
groups or play the game as a whole-class use the question tag to make a question. If the

403
question is correct, the team wins a square and points if they remember the definition of each
asks the other team the question. The other word.
team must answer the question correctly or GROUPING: Give each pair of students a small
they lose their turn choosing a square. The aim pile of words to group. They can categorise
of the game is to get three squares in a row them according to different criteria: easy-
either horizontally, vertically or diagonally. The difficult, positive-negative, useful-useless, parts
first team to do so wins the game. of speech, topic, the unit they are used in, etc.
VOCABULARY ACTIVITIES When they have finished, the students explain
their grouping criteria.
The following activities are all played with IN, AT, OR ON? Write random times on slips
words or sentences written on separate slips of of paper, including years, months, specific
paper and placed in a box or an envelope. dates and times, e.g. noon, June, Sunday,
CONNECTIONS GAME: Students take out 14 February, etc. Each student takes a turn
about 20 word slips and copy them onto the drawing one of the times. They should then
board. Divide the class into two teams. In tell the class what they usually do or do not
order to get a point, students have to find the do at that time and should choose the correct
connections between two words; i. e. they have preposition of time. For example, ‘I usually go
to explain how the two words are connected. swimming in June. I don’t usually study on
Insist on students using English, but help with Sunday. I eat lunch at noon.’
the language they need for their explanation. SENTENCE BUILDING: Each student has
They should not repeat the same pair that the a word slip and so does the teacher. The
other team has chosen. The game is over when teacher starts. They read the word and make a
there are no more connections between the sentence using it. Students produce sentences
words. using their words as a chain activity. You can
DEFINITION BINGO: Take out and read about also do this as a game. In that case, divide
20 word slips. Divide students into groups of students into groups. Students take turns
five and give each group five word slips. They taking out word slips and producing sentences
copy the words into their notebooks and return using those words. A group can score two
the word slips. Tell them the definitions of the points if the assigned student has made the
words on the slips. If students recognise the sentence on their own, or one point if they
word you have defined, they cross it out. The have consulted the team.
game is played until a group has crossed out TABOO: Prepare taboo cards using the
all of its words and shouted ‘Bingo! ’ Check vocabulary you want to revise. Each card
by getting them to read their bingo grid. The should contain a word for a students to
students try to ‘reconstruct’ the definitions explain, in addition to three or four taboo
from the bingo grid. words, i.e., words students are not allowed
DEFINITION GAME: Take out and read fifteen to use when explaining what is written on the
to twenty word cards. Place them on the card. The game can be played in teams or as
board. Divide the class into three to five groups a whole-class activity. Students come to the
with representatives. Explain that you will board, choose a card and try to explain the
communicate only with the representatives, word while their teammates or the whole class
but the group members can consult amongst try to guess it. If the game is played in teams, a
themselves. Say the definition (e. g., it’s time limit can also be set, e.g., 1 minute. During
opposite of young; it’s a place in a town where that time, a team tries to guess as many words
you buy bread; it’s something that brings luck; as possible. The game can be played in several
it’s an animal that has got a very long neck; rounds or until all the cards have been used. If
etc.). The representatives take turns ticking the the students can’t explain a word, they put the
word that suits the definition. After this part card back at the bottom of the pile and take
of the game is over, groups can score further another one.
404 HELLO, WORLD! 8

TRANSCRIPTION RACE: Give each group
of students a small pile of words. Write the
phonetic transcription of some 10 to 12 of the
words you want to revise. Each group looks
through the pile to see if the transcribed word
(s) correspond (s) to the words they have. If
they find a word, they place it on the board
next to its transcription. Make sure to read and
correct all the pairs. After that, remove the
word slips and ask the students to try to read
the transcribed words.
TRANSLATION GAME: You (or a student) read
the words you wish to revise in order to check
if all the students understand the meanings. If
any of the students do not know the meaning
of a word, they say ‘Stop! ’ and you (or another
student) explain the word. After that, divide
the class into small groups of three to four
members. Say a word in Croatian and, in order
to score a point, students (or groups), take
turns translating the words into English.
A TO Z GAME: Divide students into groups and
have each group write out the alphabet on a
piece of paper or in their notebooks. Assign the
topic of the day, e.g.: animals, shopping, jobs,
body parts, etc. Students have to fill in as many
letters as possible with the words connected
to the topic. Set a time limit. When the time
is up, the winner is the team with the most
vocabulary words related to the topic.
CLASSIC GAMES
PARACHUTE GAME: This game is a version
of the well-known Hangman game in which
students guess a word represented by a row of
dashes, one for each letter of the word. Draw
a stick figure wearing a parachute with six or
eight strings that connect the stick figure and
the parachute. Each time students suggest a
letter not contained in the word, erase one
of the strings. The game ends when all the
strings have been erased. Hangman, Memory,
Pictionary, Simon Says, Noughts and Crosses

405
406
RESOURCE BANK
# Activity title Unit Lesson Difficulty Teaching focus Topic Lexical area Activity type
1 The Play, learn, grow! Starting Play, learn, revision, check, assessment, vocabulary practice, household adjectives, past group work

/
answer sheet up grow! grammar practice, functional language practice, chores, simple, present whole class
introduction, reading/writing/speaking skill describing an perfect, zero
practice object, media, conditional
HELLO, WORLD! 8
environmental
RESOURCE BANK
problems, film
genres
2 The reliable sources list Learning can revision, check, functional language practice, reading, writing any individual work
be easy reading/writing skill practice
3 The Future Me table Future me revision, check, vocabulary practice, grammar reading, writing any individual work
practice, functional language practice,
introduction, writing skill practice
4 The short message revision, check, grammar practice, writing/ writing, any pair work
template speaking skill, practice speaking
5 The New York City mind Unit 1 Ready, set, go! / introduction, check, speaking/writing skill practice, speaking, any individual work
map vocabulary practice writing
6 Cities and their / functional language practice, introduction, reading, any individual work
nicknames reading/speaking skill practice speaking
7 The yearbook ideas revision, check, vocabulary practice, grammar writing, any individual work
/
template practice, functional language practice, writing/ speaking pair work
speaking skill practice group work
whole class
8 Analytic rubric for peer 1A / self-assessment, assessment speaking any individual work
assessment
9 The People in my life 1B revision, check, vocabulary practice, speaking skill speaking any individual work
mind map practice pair work
group work
10 The infographic/poster check, vocabulary practice, functional language writing, any individual work
template practice, writing/speaking skill practice, retelling speaking
11 The phrasal verbs 2A check, vocabulary practice, functional language reading, writing phrasal verbs individual work
wordsearch practice, reading/writing/skill practice pair work
12 The idioms quiz 2B check, vocabulary practice, functional language reading idioms individual work
/
practice, reading skill practice
13 Cut up sentences / revision, check, grammar practice, introduction reading present tenses pair work
group work
14 The Expressing present self-assessment, reading/writing skill practice reading, writing any individul work
time exit ticket
5.10.2021. 7:21:20
15 Expressing present time 3A revision, check, grammar practice, reading/writing, reading, writing present tenses individual work

/
skill practice
16 A dialogue template revision, check, functional language practice, writing, any pair work
/
writing/speaking skill practice speaking
17 Analytic rubric for peer / self-assessment, assessment speaking any individual work
assessment group work
18 The superheroes 3B introduction, vocabulary practice, reading/writing reading, writing any individual work
/
template skill practice
19 The I illustrate template / revision, check, vocabulary practice, grammar writing, any individual work
practice, functional language practice, writing skill speaking pair work
practice
20 My superhero mind map 4 / revision, check, vocabulary practice, grammar reading, writing any individual work
practice, reading/writing skill practice
21 Analytic rubric: character self-assessment, assessment writing any individual work
description pair work
group work
whole class
22 The My whole life in a 5 revision, check, vocabulary practice, grammar writing, any individual work
bag template practice, speaking group work
reading/writing skill practice
23 The London mind map Unit 2 Ready, set, go! / introduction, check, speaking/writing skill practice, speaking, any individual work
vocabulary practice writing
24 The map of the UK introduction, revision, check, vocabulary practice, speaking any individual work
speaking/listening skill practice whole class
25 The project assessment / self-assessment, assessment speaking any individual work

rubric
26 The game master 1A revision, check, vocabulary practice, speaking skill speaking any group work
question and answer practice
sheet
27 The presentation / self-assessment, assessment speaking any individual work
assessment form
28 The collocation memory 1B revision, check, vocabulary practice reading, collocations pair work
/
game speaking group work
29 Definition battle revision, check, vocabulary practice, speaking skill speaking any group work
practice
5.10.2021. 7:21:20
407
408
RESOURCE BANK
30 Role cards 2A revision, check, vocabulary practice, grammar reading, any group work

/
practice, functional language practice, speaking speaking
skill practice, role play
31 Number cards 2B revision, check, vocabulary practice, grammar any any group work
HELLO, WORLD! 8
practice pair work
group work
32 The case file template revision, check, vocabulary practice, grammar listening, any individual work
practice, functional language practice, reading skill reading, writing, pair work
pratcice, speaking skill practice, retelling speaking group work
whole class
33 The case solutions revision, check, vocabulary practice, speaking/ speaking, any pair work
/
escape room reading skill practice writing group work
whole class
34 The K-W-L chart 3A revision, check, vocabulary practice, writing/ writing, reading any individual work
/
reading skill practice
35 Time expressions revision, check, grammar practice reading present perfect pair work
simple, past simple group work
whole class
36 Rubrika za procjenu 4 self-assessment, assessment, writing skill practice writing any individual work
zadatka pisanja
37 The 3-2-1 Exit ticket self-assessment, reading/writing skill practice reading, writing any individual work
pair work
group work
whole class
38 Jamaica: the five senses Unit 3 Ready, set, go! / introduction, check, speaking/writing skill practice, speaking, any pair work
mind map vocabulary practice writing
39 The map of Jamaica introduction, revision, check, vocabulary practice, speaking any individual work
40 Travelling cheklists revision, check, vocabulary practice, grammar writing, any individual work
/
practice, functional language practice, writing/ speaking group work
speaking skill practice
41 The tourist destination 1A check, vocabulary practice, functional language writing any individual work
ad template practice, writing skill practice
42 The day trip itinerary check, vocabulary practice, functional language writing any individual work
practice, writing skill practice
5.10.2021. 7:21:21
43 The notice template 1B revision, check, vocabulary practice, grammar writing any individual work

practice, functional language practice, writing skill
practice
44 Travel survival kit exit self-assessment, reading/writing skill practice reading, writing any individual work
card
45 The sustainable tourism 2A revision, check, vocabulary practice, writing/ writing, reading any individual work
/
K-W-L chart reading skill practice
46 The Travelling mindfully / revision, check, vocabulary practice, reading skill reading any individual work
word cloud practice, retelling
47 The tourist destination revision, check, vocabulary practice, functional writing any individual work
/
brochure template language practice, writing skill practice
48 The tourist destination revision, check, vocabulary practice, functional writing any individual work
/
website template language practice, writing skill practice
49 The jumbled words list 2B / revision, check, vocabulary practice, writing skill writing any individual work
practice
50 The Move to the groove 3A revision, check, reading/writing skill practice reading, writing any individual work
answer sheet
51 Chain story prompts revision, check, grammar practice, speaking skill speaking relative pronouns group work
practice
52 Analytic rubric for peer self-assessment, assessment listening/writing skill listening, any individual work
assessment practice speaking group work
53 Analytic rubric for assessment, speaking skill practice speaking any individual work
/
summative assessment
54 Music quotes 3B revision, check, vocabulary practice, functional reading any group work
language practice, reading skill practice
55 The storyboard template revision, check, vocabulary practice, functional listening any individual work
language practice, reading skill practice
56 Analytic rubric: 4 assessment, writing skill practice speaking any individual work
contacting the host
57 The Jamaica mind map 5 / introduction, check, vocabulary practice, writing writing any individual work
skill practice
58 A land of wonders revision, check, vocabulary practice, reading/ reading, writing any individual work
/
writing skill practice whole class
5.10.2021. 7:21:22
409
410
RESOURCE BANK
59 The map of the USA Unit 4 Ready, set, go! introduction, revision, check, vocabulary practice, speaking any individual work

60 The Wyoming mind map introduction, check, speaking/writing skill practice, speaking, any individual work
HELLO, WORLD! 8
vocabulary practice writing pair work
whole class
61 The USA fact file introduction, check, speaking/writing skill practice, speaking, any individual work
vocabulary practice writing pair work
whole class
62 The project assessment / self-assessment, assessment speaking any individual work
rubric
63 The human body 1A introduction, revision, check, vocabulary practice, speaking any individual work
64 The K-W-L chart 1B revision, check, vocabulary practice, writing/ writing, reading any individual work
/
reading skill practice
65 The 3-2-1 exit ticket 2A self-assessment, reading/writing skill practice reading, writing any individual work
pair work
group work
whole class
66 The Instagram profile revision, check, vocabulary practice, functional writing any individual work
/
template language practice, writing skill practice
67 Sentence matching 2B / check, vocabulary practice, reading/writing skill reading, writing any individual work
practice
68 The Yellowstone 3A revision, check, vocabulary practice, writing/ writing, reading any individual work
/
National Park K-W-L reading skill practice
chart
69 The formative self-assessment, assessment listening/writing skill listening, any individual work
assessment rubric practice speaking group work
70 Yellowstone National introduction, revision, check, vocabulary practice, speaking any individual work
Park speaking/listening skill practice whole class
71 The National Park fact introduction, check, speaking/writing skill practice, speaking, any individual work
file vocabulary practice writing pair work
whole class
72 Rubrika za procjenu 4 self-assessment, assessment, writing skill practice writing any individual work
zadatka pisanja
5.10.2021. 7:21:22
73 The Native Americans 5 introduction, check, speaking/writing skill practice, speaking, any individual work

mind map vocabulary practice writing pair work
whole class
74 The Sydney and Unit 5 Ready, set, go! / introduction, check, speaking/writing skill practice, speaking, any individual work
Australia mind map vocabulary practice writing
75 The Australian quiz / check, revision, vocabulary practice, reading skill reading any individual work
certificate practice
76 The quotes and revision, check, vocabulary practice, reading, writing any individual work
/
messages template reading/writing skill practice
77 The Career Day check revision, vocabulary practice, grammar practice, writing any individual work
/
list functional language practice, writing skill practice group work
78 The transcription game 1A check, revision, vocabulary practice, introduction, reading, writing any pair work
worksheet reading/writing skill practice group work
79 The three school 1B check, vocabulary practice, reading/writing skill reading, writing any individual work
/
systems reading practice
template
80 The 3-2-1 exit ticket / self-assessment, reading/writing skill practice reading, writing any individual work
81 The job advert template 2A check, revision, vocabulary practice, functional writing any individual work
/
language practice, writing skill practice
82 The Find someone who... 2B / revision, check, vocabulary practice writing, any individual work
template writing/speaking skill practice speaking whole class
83 The Australia trivia quiz 3A / revision, check, reading skill practice reading any individual work
84 The Things I would miss / revision, check, vocabulary practice, writing, any individual work
template writing/speaking skill practice speaking group work
85 The reported self-assessment, assessment, grammar practice writing reported individual work
/
commands and requests commands and
exit card requests
86 Analytic rubric for peer / self-assessment, assessment, vocabulary practice, reading, writing, any individual work
assessment reading/writing/speaking skill practice speaking whole class
87 Analytic rubric for assessment, vocabulary practice, reading/writing/ reading, writing, any individual work
/
summative assessment speaking skill practice speaking
88 Definite article the with 3B check, revision, grammar practice, writing skill writing definite article pair work
names of places practice the with names of

places
5.10.2021. 7:21:23
411
412
RESOURCE BANK
89 The flashcard template 3C revision, check, vocabulary practice, reading, any individual work

/
reading/speaking skill practice speaking whole class
90 A letter of motivation 4 / check, vocabulary practice, grammar practice, writing any individual work
template functional language practice, writing skill practice
HELLO, WORLD! 8
91 Rubrika za procjenu self-assessment, assessment speaking, any individual work
zadatka pisanja writing
92 The 3-2-1 exit ticket 5 self-assessment, reading/writing skill practice reading, writing any individual work
pair work
group work
whole class
93 The Halloween mind Appendix Spooktacular introduction, check, speaking/writing skill practice, speaking, any individual work
map Halloween vocabulary practice writing pair work
whole class
94 My Zombie-apocalypse revision, check, vocabulary practice, reading, writing any individual work
/
backpack reading/writing skill practice pair work
group work
5.10.2021. 7:21:24
1 THE PLAY, LEARN, GROW!
St
ar
tin
gu
ANSWER SHEET
p
TEAM NAME: MARKS TOTAL: /62
1 Complete the verbs with the missing letters. Find out the mystery word. _____ /12
1 ________________________ 3 ________________________ 5 ________________________

2 ________________________ 4 ________________________ 6 ________________________
Write six sentences about the ___________________________________ you did or didn’t do last week.
1 _____________________________________________________________________________________
2 _____________________________________________________________________________________
3 _____________________________________________________________________________________
4 _____________________________________________________________________________________
5 _____________________________________________________________________________________
6 _____________________________________________________________________________________
2 Describe the object. _____ /6
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
3 P
ut the verbs in the past simple and write six sentences about what
happened last week. _____ /12
_____________, _____________, _____________, _____________, _____________, ____________
1 _____________________________________________________________________________________
2 _____________________________________________________________________________________
3 _____________________________________________________________________________________
4 _____________________________________________________________________________________
5 _____________________________________________________________________________________
6 _____________________________________________________________________________________
4 Think up three arguments that support the claim and three that disagree
with it. _____ /6
For Against
1 _____________________________________ 1 _____________________________________
2 _____________________________________ 2 _____________________________________
3 _____________________________________ 3 _____________________________________
RESOURCE BANK
413
5 Write present perfect questions. _____ /9
BINGO card
read / The Old Man and

try / tandem / cycling? win / a medal?
the Sea?
experience / health
play / video games for five
visit / an old castle? problems relating to
hours non-stop?
technology?
be / at an open-air
wear / a tartan skirt? donate / money?
festival?
5 Write present perfect questions. _____ /9
BINGO card
read / The Old Man and

try / tandem / cycling? win / a medal?
the Sea?
experience / health
play / video games for five
visit / an old castle? problems relating to
hours non-stop?
technology?
be / at an open-air
wear / a tartan skirt? donate / money?
festival?
414 HELLO, WORLD! 8

6 Write five sentences using the present perfect simple and the prompts. _____ /5
1 _____________________________________________________________________________________
2 _____________________________________________________________________________________
3 _____________________________________________________________________________________
4 _____________________________________________________________________________________
5 _____________________________________________________________________________________
7 Write English translations of the Croatian terms for environmental

problems. Add two more words in English that relate to the topic. _____ /8
1 _____________________________________ 5 _____________________________________
2 _____________________________________ 6 _____________________________________
3 _____________________________________ 7 _____________________________________
4 _____________________________________ 8 _____________________________________
8 Look at the pictures and say what the result is. _____ /4
1 If you mix ____________________________________________________________________________

2 If you forget an umbrella on a rainy day, you _________________________________________________
3 If ___________________________________________________________________________________
4 If ___________________________________________________________________________________
9 List as many film genres as you can. Then write one adjective that is
appropriate for each genre. _____ /__
Film genres Adjective
RESOURCE BANK
415
tin
gu
p 2 THE RELIABLE SOURCES LIST
ar
St
Write a list of some trustworthy sources you can use when preparing a project.
Websites Books People Other
Write a list of some trustworthy sources you can use when preparing a project.
Websites Books People Other
416 HELLO, WORLD! 8

3 THE FUTURE ME TABLE
St
ar
tin
gu
p
1 First, complete the table with the missing information for the six young people.
2 Then, complete it with the information about yourself.
3 Finally, think about the jobs that might suit their and your interests.
Diego Freddie Amelia Lota Luka Charlotte Me
Area of interest
How definite are

they about their
future career?
Possible jobs
1 First, complete the table with the missing information for the six young people.
2 Then, complete it with the information about yourself.
3 Finally, think about the jobs that might suit their and your interests.
Diego Freddie Amelia Lota Luka Charlotte Me
Area of interest
How definite are

they about their
future career?
Possible jobs
RESOURCE BANK
417
tin
gu
p 4 THE SHORT MESSAGE TEMPLATE
ar
St
Write a short message asking for advice on your future career. Think about:
1 your interests: _________________________________________________________________________

2 your skills: ____________________________________________________________________________
3 your personality (what are you like?): ______________________________________________________
4 your strengths (what are you good at?): _____________________________________________________
5 your weaknesses (what are you bad at?): ___________________________________________________
418 HELLO, WORLD! 8

5 THE NEW YORK CITY MIND MAP
Re
U y, ni set,
ad
t 1 go
!
geography
famous sights history
NEW YORK CITY
neighborhoods famous people
other
RESOURCE BANK
419
se 1
go
!
6 CITIES AND THEIR NICKNAMES
y, t
t,
ad ni
Re U
Match the cities to their nicknames. Can you guess how the cities got their nicknames?
1 Paris Fashion Capital of the World

2 Las Vegas Little Vienna
3 Chicago The Eternal City
4 Los Angeles The Forbidden City
5 Amsterdam The Lion City
6 Rome The Pearl of the Orient
7 Jerusalem Sin City
8 Singapore Diocletian’s City
9 Milan The City of Peace and Justice
10 Dubrovnik The City of Love
11 Hong Kong The Pearl of the Adriatic
12 Beijing Venice of the North
13 Zagreb The City of Angels
14 Split The Holy City
15 The Hague The Windy City
Match the cities to their nicknames. Can you guess how the cities got their nicknames?
1 Paris Fashion Capital of the World

2 Las Vegas Little Vienna
3 Chicago The Eternal City
4 Los Angeles The Forbidden City
5 Amsterdam The Lion City
6 Rome The Pearl of the Orient
7 Jerusalem Sin City
8 Singapore Diocletian’s City
9 Milan The City of Peace and Justice
10 Dubrovnik The City of Love
11 Hong Kong The Pearl of the Adriatic
12 Beijing Venice of the North
13 Zagreb The City of Angels
14 Split The Holy City
15 The Hague The Windy City
420 HELLO, WORLD! 8

ANSWER KEY
9, 13, 6, 12, 8, 11, 2, 14, 15, 1, 10, 5, 4, 7, 3
1 Paris is the City of Love. Paris is considered as one of the most romantic cities in the world.
Thousands of marriage proposal are made under the Eiffel Tower every year.
2 Las Vegas is Sin City. In 1906, an area of downtown Las Vegas, known as Block 16, became home
to many of the vices available in the day. Whiskey, gambling and ladies of bad reputation could
all be found there.
3 Chicago is the Windy City. People assume that Chicago is called the Windy City because of the
wind gusts that come off Lake Michigan, but the nickname dates back to the late 1870s when
Charles A. Dana, once the editor of the New York Sun, wrote an editorial that said Chicago was
windy because of its full-of-hot-air politicians.
4 Los Angeles is the City of Angels. Los Angeles is called the City of Angels because Los Angeles
means “the angels” in Spanish.
5 Amsterdam is the Venice of the North. Amsterdam is called Venice of the North because of its
lovely canals that criss-cross the city, its impressive architecture and more than 1, 500 bridges.
6 Rome is the Eternal City. Rome is called the Eternal City because ancient Romans believed that
no matter what happened to the world, or how many empires rose or fell, that Rome would go on
forever.
7 Jerusalem is the Holy City. The city of Jerusalem is sacred to many religious traditions, including
Judaism, Christianity and Islam, which consider it a holy city.
8 Singapore is the Lion City. Sometime in the 14th century, Singapore got the name Singapura.
Singapura means “Lion City” in Sanskrit.
9 Milan is the Fashion Capital of the World. Milan began as a centre of fashion in the Middle Ages
and Renaissance. Milan Fashion Week is one of the most important fashion events of the year.
10 Dubrovnik is the Pearl of the Adriatic. In the 19th century, Lord Byron, the famous English poet,
was the first to describe Dubrovnik as the “pearl of the Adriatic. ”
11 Hong Kong is the Pearl of the Orient. Hong Kong has long been known as the “Pearl of the
Orient”. It is an international financial centre and home to 7.4 million people from countries
around the world. It is situated on the eastern Pearl River Delta. One of the reasons why it is
called the Pearl of the Orient is its beautiful night view and skylines of the city.
12 Beijing is the Forbidden City. Beijing was built as the emperors’ residence, and it was considered a divine
place. It was forbidden to ordinary people and that is why it was named the Forbidden City.
13 Zagreb is Little Vienna. In the 19th century, during the golden age of the bourgeois class, Zagreb was
nicknamed “Little Vienna” due to the days when Croatia was part of the huge, long-gone Habsburg
Monarchy with Vienna as its capital. The Austrian influence is present in much of Zagreb’s past and
present.
14 Split is Diocletian’s City. The Roman emperor Diocletian ordered a residence to be built in Split for his
retirement. Today, Diocletian’s Palace is one of the best-preserved monuments of Roman architecture in
the world.
15 The Hague is the City of Peace and Justice. The Hague is known as the “City of Peace and Justice” thanks
to the many organisations that have since established themselves in the city, including the Peace Palace,
the International Court of Justice and the International Criminal Court.
RESOURCE BANK
421
se 1
go
!
7 THE YEARBOOK IDEAS
y, t
t,
ad ni
Re U
TEMPLATE
Here is a list of some standard content you should

include in your yearbook:
School staff portraits (teachers, headmaster
•
and other school staff)
• Student portraits (headshots or class group
photos)
• Special awards and achievements (students
and teachers)
• Special classes (music, art, P. E., theatre, etc.)
• School events (various competitions, Spelling
Bee, school plays, class trips, etc.)
• Clubs, teams and other student groups
(book club, basketball team, football team, etc.)
Other items you could include:

• Fill-in-the-blank features (e.g.: My favourite memory... or I’ll never forget...)
• Students’ messages and comments
• Messages from parents and families
• Some interesting stories from your school life
• Letter from your class teacher
Some of your favourites (e. g., favourite shows to binge-watch, TikTok
•
adventures, favourite YouTube channels or streamers/influencers, favourite
activities during the breaks, etc.)
422 HELLO, WORLD! 8

8 ANALYTIC RUBRIC FOR PEER
Unesson
L
it 1A
1
ASSESSMENT
Checklist: Notes
I have used five adjectives describing I have mentioned some of my pet peeves.
qualities I like in other people.
I have shared at least one guilty pleasure.
I have named my best qualities.
Checklist: Speech
I understand all the words and phrases I I have checked my grammar.
am using in my speech.
I have practised my speech.
I have checked the pronunciation of new
I can deliver my speech without reading.
vocabulary.
Checklist: Notes
Checklist: Speech
vocabulary.
Checklist: Notes
Checklist: Speech
vocabulary.
RESOURCE BANK
423
LEVELS OF CRITERIA ACHIEVEMENT
CRITERIA
Well done Good Needs improvement
Topic
Your speech needs to
(at least five adjectives – Your speech is about the Your speech is mainly
be more connected to
qualities in other people, topic. All the elements are about the topic. Most of
the topic. Some of the
your best qualities / pet present. the elements are present.
elements are missing.
peeves / guilty pleasures)
You use various You use various
grammatical structures grammatical structures You have lots of
Language
correctly with only a few mainly correctly with some grammatical errors.
minor errors. errors.
You use a wide range of
You use a wide range of You use a limited range of
vocabulary relevant to
vocabulary relevant to vocabulary relevant to the
the topic. The vocabulary
the topic. The vocabulary topic with lots of errors
is used mainly correctly
Vocabulary and is used correctly with and repetitions.
with only some errors
pronunciation only a few minor errors.
and repetitions. You You often mumble and
You speak clearly and
speak mostly clearly and mispronounce some
mispronounce very few
mispronounce some words.
words.
words.
Your performance is
You mostly keep eye You read during most of
delivered with confidence
contact with the audience. the performance. You
Performance and without reading
You sometimes use written rarely keep eye contact
written notes. You keep the
notes. with the audience.
audience engaged.

CRITERIA
Topic
Your speech needs to
(at least five adjectives – Your speech is about the Your speech is mainly
be more connected to
qualities in other people, topic. All the elements are about the topic. Most of
the topic. Some of the
your best qualities / pet present. the elements are present.
peeves / guilty pleasures)
Language
You use a wide range of You use a limited range of
vocabulary relevant to
vocabulary relevant to vocabulary relevant to the
the topic. The vocabulary
the topic. The vocabulary topic with lots of errors
is used mainly correctly
Vocabulary and is used correctly with and repetitions.
with only some errors
pronunciation only a few minor errors.
and repetitions. You You often mumble and
You speak clearly and
speak mostly clearly and mispronounce some
mispronounce very few
mispronounce some words.
words.
words.
Your performance is
You mostly keep eye You read during most of
contact with the audience. the performance. You
audience engaged.
424 HELLO, WORLD! 8

9 THE PEOPLE IN MY LIFE
Unesson
L
it 1B
1
MIND MAP
Complete the mind map with the names of the people in your life.
miss hanging don’t have

out with contact any more
with
have known share my

them from nursery problems with
help them when spend time

they have problems hanging out with
rely on them when

they need help
RESOURCE BANK
425
on 1
10 THE INFOGRAPHIC/
ss t
1B
Le ni
U
POSTER TEMPLATE
Write about the most important people in your life and your favourite hang-outs.
THE MOST IMPORTANT

PEOPLE IN MY LIFE
MY FAVOURITE
HANGOUTS
426 HELLO, WORLD! 8

11 THE PHRASAL VERBS
Unesson
L
it 2A
1
WORD SEARCH
Find fourteen phrasal verbs in the word search and copy them below.
A S F B L S E R H H W D
X R E L Y O N T F O S S
V F O N F A I P R U H E
H A G F S W U K U N T M
T L W Z P E O T I H I A
I L O U K U Z E A P W K
W O T A T M D N F U K E
E U W R F I G N R H C U
P T V F F O L L A C I P
O O I N U O H M E T T F
C L O T U O K S A A S T
O C K C I T X N I C E U
1 a_________________________ 5 c_________________________ 9 p_________________________ 13 w_________________________

2 c_________________________ 6 f_________________________ 10 r_________________________ 14 w_________________________
3 c_________________________ 7 h_________________________ 11 s_________________________
4 c_________________________ 8 m_________________________ 12 s_________________________
Find fourteen phrasal verbs in the word search and copy them below.
A S F B L S E R H H W D
X R E L Y O N T F O S S
V F O N F A I P R U H E
H A G F S W U K U N T M
T L W Z P E O T I H I A
I L O U K U Z E A P W K
W O T A T M D N F U K E
E U W R F I G N R H C U
P T V F F O L L A C I P
O O I N U O H M E T T F
C L O T U O K S A A S T
O C K C I T X N I C E U
1 a_________________________ 5 c_________________________ 9 p_________________________ 13 w_________________________

2 c_________________________ 6 f_________________________ 10 r_________________________ 14 w_________________________
3 c_________________________ 7 h_________________________ 11 s_________________________
4 c_________________________ 8 m_________________________ 12 s_________________________
RESOURCE BANK
427
on 1
12 THE IDIOMS QUIZ
ss t
2B
Le ni
U
What do these idioms mean? Circle the correct answer: a, b or c.
1 rock the boat 6 barking up the wrong tree

a) lose your balance a) having an argument with someone
b) make trouble b) trying to achieve something but doing it in
the wrong way
c) do something unexpected
c) paying too much attention to something
2 go with the flow

7 do something once in a blue moon
a) accept something and not fight it
a) do it once a month
b) use other’s actions to your advantage
b) do it very often
c) take a swim
c) do it very rarely
3 put your foot in your mouth

8 beat around the bush
a) put yourself in a tough position in order to
support someone a) do whatever it takes to help someone
b) say something by accident that embarrasses b) begin to talk about important things
or upsets someone
c) avoid talking about a difficult or
c) eat too much food in one meal embarrassing subject
4 be on pins and needles 9 do something by the skin of your teeth

a) be very angry at someone a) do something because you are very stubborn
b) pretend to be someone you are not b) barely manage to do something
c) nervously wait to find out what is going to c) do something because it’s important for your
happen health
5 let the cat out of the bag 10 face the music

a) accidentally reveal a secret a) accept the consequences of your mistakes
and actions
b) tell someone bad news
b) do something what somebody else wants
c) do something in the easiest way you to do
c) ignore the unnecessary details and get to the
point
428 HELLO, WORLD! 8

13 CUT UP SENTENCES
Un sson
Le
it 2B
1
Put the words in the correct order to make sentences. Copy them in the table below.
My mum and dad always watch the documentaries in the evening.
Mike’s sister doesn’t drink coffee late in the day.
Helen is coming to Daniel’s party next Friday.
Are they having a meeting on Thursday?
We have lived in this house since 2017.
Have you ever tried Mexican food?
RESOURCE BANK
429
on 1
14 THE EXPRESSING PRESENT
ss t
2B
Le ni
U
TIME EXIT TICKET

Name: ___________________________________________________________________________________ Date: _____________________________
Today I have learned:

__________________________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________________________
How well do you understand what we have learned in today’s lesson?
I understand, and I can explain it to others.
I understand and can do the exercises.
I am beginning to understand, but I’m still a bit unsure.
I do not understand and need help from others.
Name: ___________________________________________________________________________________ Date: _____________________________
Today I have learned:

__________________________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________________________
How well do you understand what we have learned in today’s lesson?
I understand, and I can explain it to others.
I understand and can do the exercises.
I am beginning to understand, but I’m still a bit unsure.
I do not understand and need help from others.
430 HELLO, WORLD! 8

15 EXPRESSING PRESENT TIME
Un sson
Le
it 3A
1
Read the sentences and correct the ones that use an incorrect tense. There are two
sentences that are correct.
1 What do you drink? It looks tasty!
______________________________________________________________________________
2 He hasn’t seen Susan since Friday.
______________________________________________________________________________
3 Her back hurts because she works in the garden every day for the last two weeks.
______________________________________________________________________________
4 How long does he know about it?
______________________________________________________________________________
5 I can’t go out now. I am busy because I have studied for my English test tomorrow.
______________________________________________________________________________
6 Do you know Patricia? No, we’ve never met.
______________________________________________________________________________
7 We aren’t planning our holiday yet.
______________________________________________________________________________
8 He is usually helping his father in the kitchen.
______________________________________________________________________________
9 He isn’t calling Susan today, so he doesn’t know where she is.
______________________________________________________________________________
10 How often have you gone to the cinema?
______________________________________________________________________________
RESOURCE BANK
431
on 1
16 A DIALOGUE TEMPLATE
ss t
3A
Le ni
U
Choose one of the three situations from Exercise 4 on page 23 of your Students’ Book. Decide
who is Student A and who is Student B. Follow the steps and use the phrases from the My...
Everyday English! section on p. 23.
A:
1 make
a suggestion
B:
2 reject it and
explain why
A:
3 give an
alternative
suggestion
B:
4 accept
the suggestion
432 HELLO, WORLD! 8

17 ANALYTIC RUBRIC FOR PEER
Un sson
Le
it 3A
1
ASSESSMENT
Check list: Research

I have used relevant and trustworthy online
I have found and included fun facts about
resources. the sights.

I have researched at least four sights on my
I have found relevant pictures to
tour. accompany the speech.
Check list: Speech

I understand all the words and phrases I I have prepared speaking cards/prompts.

vocabulary.
I have checked my grammar.
Check list: Presentation

I have prepared a presentation.
My presentation includes pictures and
captions.
My presentation includes a title.
My presentation includes a list of resources.
Check list: Research

I have used relevant and trustworthy online
I have found and included fun facts about
resources. the sights.

I have researched at least four sights on my
I have found relevant pictures to
tour. accompany the speech.
Check list: Speech

I understand all the words and phrases I I have prepared speaking cards/prompts.

vocabulary.
Check list: Presentation

My presentation includes pictures and
captions.
RESOURCE BANK
433
CRITERIA
Topic Your presentation needs to

Your presentation is about Your presentation is mainly
be more connected to the
(at least four sights, the topic. All the elements are about the topic. Most of the
topic. Some of the elements
fun facts) present. elements are present.
are missing.
Presentation Your presentation includes Your presentation includes Some of the elements
(title, pictures and all the necessary elements. It most of the necessary are missing from your
captions, list of is presented in a logical and elements. It is logical and presentation. It is sometimes
resources) creative way. creative. difficult to follow.
You use various grammatical You use various grammatical

You have lots of grammatical
Language structures correctly with only structures mainly correctly
errors.
a few minor errors. with some errors.
You use a wide range of You use a wide range of You use a limited range of
vocabulary relevant to the vocabulary relevant to the vocabulary relevant to the
topic. The vocabulary is topic. The vocabulary is used topic with lots of errors and
Vocabulary and
used correctly with only a mainly correctly with only repetitions.
pronunciation
few minor errors. You speak some errors and repetitions.
clearly, and mispronounce You speak mostly clearly, and You often mumble and
few words. mispronounce some words. mispronounce some words.
Your performance is delivered Your read during most of

You mostly keep eye contact
with confidence and without the performance. You rarely
Performance with the audience. You
reading written notes. You keep eye contact with the
sometimes use written notes.
keep the audience engaged. audience.

CRITERIA

(at least four sights, the topic. All the elements are about the topic. Most of the
topic. Some of the elements
fun facts) present. elements are present.
are missing.
(title, pictures and all the necessary elements. It most of the necessary are missing from your
captions, list of is presented in a logical and elements. It is logical and presentation. It is sometimes
resources) creative way. creative. difficult to follow.
You use various grammatical You use various grammatical

You have lots of grammatical
Language structures correctly with only structures mainly correctly
errors.
a few minor errors. with some errors.
You use a wide range of You use a wide range of You use a limited range of
vocabulary relevant to the vocabulary relevant to the vocabulary relevant to the
topic. The vocabulary is topic. The vocabulary is used topic with lots of errors and
Vocabulary and
used correctly with only a mainly correctly with only repetitions.
pronunciation
few minor errors. You speak some errors and repetitions.
clearly, and mispronounce You speak mostly clearly, and You often mumble and
few words. mispronounce some words. mispronounce some words.
Your performance is delivered Your read during most of

You mostly keep eye contact
with confidence and without the performance. You rarely
Performance with the audience. You
reading written notes. You keep eye contact with the
sometimes use written notes.
keep the audience engaged. audience.
434 HELLO, WORLD! 8

18 THE SUPERHEROES TEMPLATE
Unsson
Le
it 3B
1
How much do you know about superheroes? Choose a superhero and complete the table with the
missing information.
Name
Alter ego
Superpowers
Personality
Costume and gear
Nemesis
How much do you know about superheroes? Choose a superhero and complete the table with
the missing information.
Name
Alter ego
Superpowers
Personality
Costume and gear
Nemesis
RESOURCE BANK
435
on 1
19 THE I ILLUSTRATE TEMPLATE
ss t
3B
Le ni
U
Choose a verse and illustrate it. How does the author feel about the superhero?
Verse
436 HELLO, WORLD! 8

20 MY SUPERHERO MIND MAP
Unesson
L
it 4
1
basic
information
alter ego costume

and gear
MY
SUPERHERO
superpowers cause
RESOURCE BANK
437
U
438
Le nit
ss
on 1
4
Levels of criteria achievement

Scoring criteria
3 2 1
HELLO, WORLD! 8
The description mainly corresponds The description needs to be better
The description fully corresponds to
to the agreed upon topic, but one connected to the topic, there are no
the agreed upon topic and all three
paragraph is missing and / or is not paragraphs, and the text is not fully
Topic and organisation of the text paragraphs are included and fully
fully developed. developed. The student has covered
developed. The student has covered
The student has covered most of the some of the five topics from the mind
all the five topics from the mind map.
five topics from the mind map. map.
A wide vocabulary relevant to the A wide vocabulary relevant to the A limited vocabulary relevant to the
Vocabulary topic is used correctly or with 1–2 topic is used with 3–4 errors and/or topic is used with 5–6 errors and/or
minor errors. repetitions. repetitions.
A few linking words (3 or less) are

At least four linking words are used At least four linking words are mainly
Grammar mostly used in the correct manner.
correctly with no errors. used correctly. There are 1–2 errors.
There are a few errors.
21 ANALYTIC RUBRIC:
CHARACTER DESCRIPTION
Spelling and punctuation are correct There are 3–4 errors in spelling and/or There are 5–6 errors in spelling and/or
Spelling and punctuation
or with 1–2 minor errors. punctuation. punctuation.
5.10.2021. 7:21:32
22 THE MY WHOLE LIFE
Unesson
L
it 5
1
IN A BAG TEMPLATE
Imagine packing your whole life into a bag. Make a list and write down the things you would
take with you. Give a short talk and explain why you would take those things.
10
RESOURCE BANK
439
se 2
go
!
23 THE LONDON MIND MAP
y, t
t,
ad ni
Re U
geography
other history
LONDON
neighbourhoods famous sights
famous people
440 HELLO, WORLD! 8

24 THE MAP OF THE UK
Re
U dy, ni set,
a
t 2 go
!
RESOURCE BANK
441
se 2
go
!
25 THE PROJECT
y, t
t,
ad ni
Re U
ASSESSMENT RUBRIC
Checklist: Research Checklist: Speech Checklist: Presentation
I have used relevant I understand all the I have prepared a

and trustworthy words and phrases I presentation.
online resources. am using in my speech.
y presentation
M
I have checked the includes a title.
I have researched a
pronunciation of new
historical period.
vocabulary. y presentation
M
I have found and I have checked my includes pictures and
included information grammar. captions.
about lifestyle,
music, fashion and I have prepared speaking y presentation
M
interests. cards/prompts. includes a list of
resources.
I have found I have practised my
relevant pictures speech.
to accompany the
speech. I can deliver my speech
without reading.
I have used relevant I understand all the I have prepared a

and trustworthy words and phrases I presentation.
online resources. am using in my speech.
y presentation
M
I have checked the includes a title.
I have researched a
pronunciation of new
historical period.
vocabulary. y presentation
M
I have found and I have checked my includes pictures and
included information grammar. captions.
about lifestyle,
music, fashion and I have prepared speaking y presentation
M
interests. cards/prompts. includes a list of
resources.
I have found I have practised my
relevant pictures speech.
to accompany the
speech. I can deliver my speech
without reading.
442 HELLO, WORLD! 8

CRITERIA
(a historical period, be more connected to the
the topic. All the elements about the topic. Most of the
important events, lifestyle, topic. Some of the elements
are present. elements are present.
fashion, music, interests) are missing.
Some of the elements

Presentation Your presentation includes Your presentation includes
are missing from your
all the necessary elements. most of the necessary
(title, pictures and presentation. It is
It is presented in a logical elements. It is logical and
captions, list of resources) sometimes difficult to
and creative way. creative.
follow.
You use various
You use various grammatical
grammatical structures You have lots of
Language structures mainly correctly
correctly with only a few grammatical errors.
with some errors.
minor errors.
You use a wide range of You use a wide range of
You use a limited range of
vocabulary relevant to the vocabulary relevant to the
vocabulary relevant to the
topic. The vocabulary is topic. The vocabulary is mainly
Vocabulary and topic with lots of errors
used correctly with only a used correctly with only some
pronunciation and repetitions. You often
few minor errors. You speak errors and repetitions. You
mumble and mispronounce
clearly and mispronounce mostly speak clearly and
some words.
few words. mispronounce some words.
Your performance is
Your read during most of
delivered with confidence You mostly keep eye contact
the performance. You rarely
Performance and without reading with the audience. You
keep eye contact with the
written notes. You keep the sometimes use written notes.
audience.
audience engaged.

CRITERIA
(a historical period, be more connected to the
important events, lifestyle, topic. Some of the elements
fashion, music, interests) are missing.

(title, pictures and captions, presentation. It is
list of resources) sometimes difficult to
follow.
Language
vocabulary relevant to You use a limited range of
the topic. The vocabulary vocabulary relevant to the
topic. The vocabulary is
Vocabulary and is mainly used correctly topic with lots of errors
used correctly with only a
pronunciation with only some errors and and repetitions. You often
few minor errors. You speak
repetitions. You mostly speak mumble and mispronounce
clearly and mispronounce
clearly and mispronounce some words.
few words.
some words.
Your performance is
You mostly keep eye contact Your read during most of
with the audience. You the performance. You rarely
sometimes use written keep eye contact with the
notes. audience.
audience engaged.
RESOURCE BANK
443
on 2
26 THE GAME MASTER QUESTION
ss t
1A
Le ni
U
AND ANSWER SHEET
QUESTIONS
1 Who were the first people to live in the area of London?
2 How many resident ravens are there in the Tower of London?
3 Name three famous people from London.
4 Name three famous London sights.
5 When were the Houses of Parliament built?
6 Name two big catastrophes that have hit London in the past.
7 Who lives in Buckingham Palace?
8 What is Big Ben?
9 Name two London neighbourhoods.
ANSWERS
1 The Romans.
2 Seven plus one spare.
3 Queen Elizabeth I, William Shakespeare, Queen Victoria, Queen Elizabeth II, etc.
4 The Tower, the Tower Bridge, Big Ben, Buckingham Palace, the Houses of Parliament,
Piccadilly Circus, Hyde Park, and Trafalgar Square – with Nelson’s Column.
5 In the 19th century.
6 The Great Fire and the Great Plague.
7 The Queen.
8 The nickname for the Great Bell of the striking clock in Elizabeth Tower.
9 Soho, Notting Hill, Little Venice, Camden.
444 HELLO, WORLD! 8

27 THE PRESENTATION
Unesson
L
it 1A
2
ASSESSMENT FORM
OBRAZAC ZA PROCJENU
3 boda 2 boda
IZLAGANJA
Izražava se razgovijetno Ne govori razgovijetno.
Izražava se razgovijetno i
Jezik (gramatika i i točno. Ne primjećujem Dosta griješi, zbog čega
uglavnom točno. Griješi, ali
vokabular) značajne pogreške u ne razumijem uvijek što je
svejedno sve razumijem.
gramatici i vokabularu. želio/la reći.
Opisao/la je desetljeće po
Opisao/la je desetljeće po
svom izboru. Iskoristio/la
svom izboru. Iskoristio/la U opisu desetljeća po
je podatke o odjeći, glazbi,
je podatke o odjeći, glazbi, izboru nedostaju važni
Prezentacija i zadatak filmovima i aktivnostima.
filmovima i aktivnostima. podaci. Izlaganje je
ali neki podaci nedostaju.
Izlaganje je odgovarajuće prekratko.
Izlaganje je uglavnom
duljine.
odgovarajuće duljine.
IME UČENIKA TEMA BODOVI MOJA NAPOMENA
RESOURCE BANK
445
PRESENTATION
3 marks 2 marks 1 mark
ASSESSMENT FORM
I do not understand
Language Speaks clearly and Speaks clearly and mostly everything. There are
correctly. I do not notice correctly. There are some many mistakes due to
(grammar and any major grammar or mistakes, but I can still which I sometimes do not
vocabulary) vocabulary mistakes. understand everything. understand what they are
trying to say.
Instructions have more or
All instructions have less been followed. They
been followed. They have described a decade Instructions have not
have described a decade of their choice. There is been followed. Important
Presentation and of their choice. There is information about clothes, information is missing
assignment information about clothes, music, films and activities, in the description of a
music, films and activities. but some information is decade. The presentation
The presentation is not too missing. The presentation is too short.
short or too long. is mostly of appropriate
length.
STUDENT’S NAME TOPIC MARKS COMMENTS
446 HELLO, WORLD! 8

28 THE COLLOCATION MEMORY
Unesson
L
it 2A
2
GAME
leave of violence
solve on the property
make married
sign the case
get a fortune
live notes
leave of violence
make married
sign the case
get a fortune
live notes
leave of violence
make married
sign the case
get a fortune
live notes
RESOURCE BANK
447
on 2
29 DEFINITION BATTLE
ss t
2A
Le ni
U
Read the definitions and write down the words they are describing.
___________________________: Your mother’s husband, who is not your birth father

1
2
___________________________: A person who manages someone’s household and takes care of
their home
3
___________________________: A big amount of money
4
___________________________: A person who has no permanent home, but wanders from town to
town
5
___________________________: The trait of an animal that can poison you with its bite or sting
6
___________________________: A person who investigates a crime
7
___________________________: A person who has committed a crime: a criminal
8
___________________________: A high-pitched sound that you make when calling a dog, for
example
9
___________________________: Very scary
10 ___________________________: Proof
Read the definitions and write down the words they are describing.
___________________________: Your mother’s husband, who is not your birth father

1
2
___________________________: A person who manages someone’s household and takes care of
their home
3
___________________________: A big amount of money
4
___________________________: A person who has no permanent home, but wanders from town to
town
5
___________________________: The trait of an animal that can poison you with its bite or sting
6
___________________________: A person who investigates a crime
7
___________________________: A person who has committed a crime: a criminal
8
___________________________: A high-pitched sound that you make when calling a dog, for
example
9
___________________________: Very scary
10 ___________________________: Proof
448 HELLO, WORLD! 8

30 ROLE CARDS
Unesson
L
it 2A
2
Group 1
Sherlock Holmes
You are the best detective in town and your job is to get to the bottom of this case and find
the thief. Question the suspects and find out about their alibis. One of them is the guilty one.
Ask them who they are, where they were at the time of the robbery, what they were doing
and whom they were with. Then use your brilliant thinking skills and say who the thief is. The
rest of the class will be the jury and will vote and decide if you are right or not.
Danny Doughnut
You’re a twenty-year-old who was alone at home last night. You were playing games all night.
Unfortunately, you have nobody to confirm your alibi. Think of the ways you could convince
the detective you are not the thief. You love chocolate but is that a good enough reason to
break into a shop?!
Sarah Sweettooth
What a clever thief you are! You don’t even like chocolate, but you know you can get good
money for those Golden Chocolate Bars! You live alone with your partner, and you know he
loves you so much that he will lie for you and confirm your alibi. Just try to hide the cut on
your elbow! It hurt breaking that glass, didn’t it?
Olly Oreo
You were seen just a few blocks away from the shop that was robbed. You were wearing
a mask at the time. But you were wearing it because it was cold, and you were out there
running. Was it just a coincidence that you were there with a mask on? You’ll have to find a
way to prove your innocence and convince the detective!
RESOURCE BANK
449
Group 2
Sherlock Holmes
Sammy Sugarcoat
What are you going to do with all that chocolate? Eat it? Sell it? Keep it? Whatever you decide,
well done on the masterful robbery. But be careful! There is a witness who saw somebody
break the glass and enter the shop. Find an alibi quickly! And hide the chocolate! Everybody
who knows you knows what a good liar you are.
Tommy Toffee
All your life you’ve loved sweets more than anything else, but you are an honest man and
a man of principle. You would never commit a crime. But you know you’re in trouble. A
shopkeeper has seen you looking at those Golden Chocolate Bars many times before. It’s a
real shame you have no one to confirm your alibi. How do you make others believe you were
at home alone baking a delicious pie?
Bonnie Biscuit
Hey, how could anyone even think you could steal something as disgusting as sweets! ?
Everybody knows you are careful about what you eat – it’s either healthy or it goes straight to
the trash. Still, there are other motives for stealing things. Your business has been bad lately.
Maybe you needed some money? What’s your alibi? Running alone around the block in the
dark? Good luck with that!
450 HELLO, WORLD! 8

Group 3
Sherlock Holmes
Johnny Jelly
You were at home watching TV with your girlfriend. Unfortunately, your girlfriend cannot
be trusted. She’s known for shoplifting in the past. What will you do? What exactly were you
watching? Try to convince the mighty Sherlock Holmes of your innocence by mentioning
some details from the show? Oh yeah, good luck with explaining that bruise on your elbow!
You fell from your bike, right. Yes, you did.
Tammy Taffy
How could anyone think a person with such a sweet name could be a thief? But sorry, that’s
not a good alibi. You’ve always enjoyed the thrill of stealing something from the shops.
This time, you’ve gone a bit too far. The best detective in town is after you. Your partner was
waiting for you in the car. Maybe you two could invent a nice little story about how you spent
a romantic weekend in the countryside?
Pete Peanut
You taxi-drivers often get into trouble, don’t you? You find yourself in the wrong place at the
wrong time. Your car was seen parked outside the shop. Lucky for you, nobody could see the
driver. You were at the cinema with your wife. How will you prove your innocence? Maybe
next time save the cinema tickets? Will the jury really believe you lost your car keys that
afternoon?
RESOURCE BANK
451
on 2
31 NUMBER CARDS
ss t
2B
Le ni
U
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
452 HELLO, WORLD! 8

32 THE CASE FILE TEMPLATE
Unesson
L
it 2B
2
Case number
Crime
Victim
Suspects
Alibis
Evidence
Theory
Case number
Crime
Victim
Suspects
Alibis
Evidence
Theory
Case number
Crime
Victim
Suspects
Alibis
Evidence
Theory
RESOURCE BANK
453
on 2
33 THE CASE SOLUTIONS
ss t
2B
Le ni
U
ESCAPE ROOM
1 The footsteps led from the door to the window

and there was no broken glass inside, which
meant that the window hadn’t been broken from
the outside.
(Code number: 8)
2 You can’t play golf in the snow.

(Code number: 4)
3 “The first of June” means ‘the first letter of the

month of June’. You get the letters J U D E. The
neighbour is the killer.
(Code number: 1)
4 Oliver was first holding the cane in his left hand,

but, while he was leaving, he was holding it in his
right hand.
(Code number: 5)
454 HELLO, WORLD! 8

Topic: ______________________________________________________________________

What I know What I want to know What I have learned
34 THE K-W-L CHART
RESOURCE BANK
L
Unesson
5.10.2021. 7:21:40
it 3A
2
455
on 2
35 TIME EXPRESSIONS
ss t
3A
Le ni
U
present perfect simple
today
never
ever
yet
just
for three years
since 2005
this year
these days
this month
456 HELLO, WORLD! 8

past simple
last year
yesterday
last month
in 2005
a few days ago
when I was young
from 2010 to 2020
RESOURCE BANK
457
on 2
36 RUBRIKA ZA PROCJENU
Le nit
4
U
ss
ZADATKA PISANJA
PISANJE RAZINE OSTVARENOSTI KRITERIJA
SASTAVNICE 3 2 1
Svi su dijelovi zadane teme

Izvršenje Svi su dijelovi zadane teme Dijelovi zadane teme nisu
uglavnom jednako dobro
zadatka jednako dobro razrađeni. dovoljno dobro razrađeni.
razrađeni.
Upotrebljava većinom osnovni Teško se izražava i koristi

Upotrebljava širok vokabular. vokabular. Često pravopisno ograničen vokabular. Učestalo
Vokabular U pisanju postoji samo krivo piše riječi, ali pogreške griješi u pisanju što otežava
poneka pravopisna pogreška. ne ometaju razumijevanje razumijevanje napisanog
teksta. teksta.
Upotrebljava većinom
Upotrebljava širok raspon Teško se izražava i koristi
osnovne jezične strukture.
jezičnih struktura. Poneke ograničene jezične strukture.
Jezične Pogreške u odabiru jezičnih
pogreške u odabiru jezičnih Pogreške u odabiru
strukture struktura povremeno
struktura ne utječu na jezičnih struktura otežavaju
otežavaju razumijevanje
razumijevanje. razumijevanje teksta.
teksta.
Napomena: Ako sastavnica nije ostvarena ni na najnižoj očekivanoj razini ili ne postoji, tada se za nju dodjeljuje 0
bodova.

SASTAVNICE 3 2 1
Svi su dijelovi zadane teme

Izvršenje Svi su dijelovi zadane teme Dijelovi zadane teme nisu
uglavnom jednako dobro
zadatka jednako dobro razrađeni. dovoljno dobro razrađeni.
razrađeni.
Upotrebljava većinom osnovni Teško se izražava i koristi

Upotrebljava širok vokabular. vokabular. Često pravopisno ograničen vokabular. Učestalo
Vokabular U pisanju postoji samo krivo piše riječi, ali pogreške griješi u pisanju što otežava
poneka pravopisna pogreška. ne ometaju razumijevanje razumijevanje napisanog
teksta. teksta.
Upotrebljava većinom
Upotrebljava širok raspon Teško se izražava i koristi
osnovne jezične strukture.
jezičnih struktura. Poneke ograničene jezične strukture.
Jezične Pogreške u odabiru jezičnih
pogreške u odabiru jezičnih Pogreške u odabiru
strukture struktura povremeno
struktura ne utječu na jezičnih struktura otežavaju
otežavaju razumijevanje
razumijevanje. razumijevanje teksta.
teksta.
Napomena: Ako sastavnica nije ostvarena ni na najnižoj očekivanoj razini ili ne postoji, tada se za nju dodjeljuje 0
bodova.
458 HELLO, WORLD! 8

37 THE 3-2-1 EXIT TICKET
Unesson
L
it 4
2
Name or write...
three types of humour two comedy shows one topic you find funniest
Name or write...
Name or write...
Name or write...
RESOURCE BANK
459
se 3
go
!
38 JAMAICA:
y, t
t,
ad ni
Re U
THE FIVE SENSES MIND MAP

Look at the photo of Jamaica. What can you see, smell, touch, taste or hear when you think
about the photo? Complete the mind map with your ideas.
see
touch hear
JAMAICA
smell taste
460 HELLO, WORLD! 8

39 THE MAP OF JAMAICA
Re
U dy, ni set,
a
t 3 go
!
RESOURCE BANK
461
se 3
go
!
40 TRAVELLING CHECKLISTS
y, t
t,
ad ni
Re U
PROJECT 3: LET’S GET THIS SHOW ON THE ROAD
Travelling checklists
Before planning your itinerary make sure to:

choose your destination
check transport options to the destination
look up museums and galleries
look up festivals, concerts, exhibitions
look up local food and drink
choose places to visit
choose activities to do
look up local transport
Departure: ___________________________ Return: ___________________________

Accommodation: __________________________________________________________
Day 1
TIME ACTIVITY EXPENSES
Day 2
Day 3
462 HELLO, WORLD! 8

BUDGET LIST
transport
accommodation
food
tours
tickets
local transport
other
TOTAL:
THINGS TO DO BEFORE LEAVING

pack clothes
look up accommodation
change money into local currency
pack a travelling kit
check the weather
plan an itinerary
download a mobile app with a map of the place
buy:
other:
Some useful websites and travel tools:

www.tripadvisor.com
www.rome2rio.com
www.responsibletravel.com
www.seat61.com
www.booking.com
www.airbnb.com
www.google.com/maps
fi.google.com
www.citymapper.com
www.swarmapp.com
RESOURCE BANK
463
on 3
41 THE TOURIST DESTINATION
ss t
1A
Le ni
U
AD TEMPLATE
Complete the ad with the missing information.
Destination:
Destination highlights: Price:
Discount: Number of nights: What does the package

include?
E-mail / phone / website:
464 HELLO, WORLD! 8

42 THE DAY TRIP ITINERARY
Unesson
L
it 1A
3
THE DAY TRIP ITINERARY
TIME ACTIVITY
RESOURCE BANK
465
on 3
43 THE NOTICE TEMPLATE
ss t
1B
Le ni
U
Write down some notices you may find while travelling.
466 HELLO, WORLD! 8

44 THE TRAVEL SURVIVAL
Unesson
L
it 1B
3
KIT EXIT CARD
Name and surname:

__________________________________________________
Write three things you have learned today.

1 _____________________________________________________
2 _____________________________________________________
3 _____________________________________________________
Write two things you can do.

1 _____________________________________________________
2 _____________________________________________________
Write one question that you have.

1 _____________________________________________________
Name and surname:

__________________________________________________
Write three things you have learned today.

1 _____________________________________________________
2 _____________________________________________________
3 _____________________________________________________
Write two things you can do.

1 _____________________________________________________
2 _____________________________________________________
Write one question that you have.

1 _____________________________________________________
RESOURCE BANK
467
on 3
45 THE SUSTAINABLE TOURISM
ss t
2A
Le ni
U
K-W-L CHART
Fill in the first two columns of the K-W-L chart. Think about what you already know about
sustainable tourism and what you want to learn about it.
K-W-L CHART
Topic: ________________________________
468 HELLO, WORLD! 8

46 THE TRAVELLING MINDFULLY
Unesson
L
it 2A
3
WORD CLOUD
Circle the words and expressions connected with the negative impact of tourism red and all
the words and expressions related to its positive impact green.
overtourism
overcrowding
threat to nature
reduce pollution
preserve culture
public transport
carbon footprint
turn off
responsible tourists
flood
careless touristspeak time

bring money
plastic bottles
protect wildlife
sustainable
high heels
fines
local food
eco-lodge
RESOURCE BANK
469
on 3
ss t
2A
Le ni
U
BROCHURE TEMPLATE
HOLIDAY BROCHURE
470 HELLO, WORLD! 8

Unesson
L
it 2A
3
WEBSITE TEMPLATE
RESOURCE BANK
471
on 3
2B 49 THE JUMBLED WORDS LIST
ss t
Le ni
U
Unscramble the letters to get the words connected with travelling. Then translate the words
into Croatian.
1 g m l o e o r _______________________________ = _______________________________
2 k o e v o o d r e b _______________________________ = _______________________________
3 u l c e r t y _______________________________ = _______________________________
4 e l n o u g _______________________________ = _______________________________
5 c t i s e d m o _______________________________ = _______________________________
6 m i a y e t n _______________________________ = _______________________________
7 d e r g u a p _______________________________ = _______________________________
8 e k o s t c _______________________________ = _______________________________
9 g h e g p l o y _______________________________ = _______________________________
10 k p r e _______________________________ = _______________________________
Unscramble the letters to get the words connected with travelling. Then translate the words
into Croatian.
1 g m l o e o r _______________________________ = _______________________________
2 k o e v o o d r e b _______________________________ = _______________________________
3 u l c e r t y _______________________________ = _______________________________
4 e l n o u g _______________________________ = _______________________________
5 c t i s e d m o _______________________________ = _______________________________
6 m i a y e t n _______________________________ = _______________________________
7 d e r g u a p _______________________________ = _______________________________
8 e k o s t c _______________________________ = _______________________________
9 g h e g p l o y _______________________________ = _______________________________
10 k p r e _______________________________ = _______________________________
472 HELLO, WORLD! 8

50 THE MOVE TO THE GROOVE
Unesson
L
it 3A
3
ANSWER SHEET
Read the questions and write the answers. Don’t forget to check your spelling and grammar.
1 What are the first things that come to mind when

people think of Jamaica?
2 What is the name of the place where one of the
best coffee beans in the world is grown?
3 How many medals have Jamaican Olympic heroes
won?
4 When did ska originate?
5 When did ska hit London clubs?
6 Whose song helped popularise the ska sound?
7 What was the name of Bob Marley’s band?
8 What did Bob Marley use his music for?
9 What do Bob Marley’s lyrics speak about?
Read the questions and write the answers. Don’t forget to check your spelling and grammar.
1 What are the first things that come to mind when

people think of Jamaica?
2 What is the name of the place where one of the
best coffee beans in the world is grown?
3 How many medals have Jamaican Olympic heroes
won?
4 When did ska originate?
5 When did ska hit London clubs?
6 Whose song helped popularise the ska sound?
7 What was the name of Bob Marley’s band?
8 What did Bob Marley use his music for?
9 What do Bob Marley’s lyrics speak about?
RESOURCE BANK
473
on 3
51 CHAIN STORY PROMPTS
ss t
3A
Le ni
U
Don’t forget to use the relative pronouns: who, which, where, when, whose.
PEOPLE PROFESSION CITY PLACE COUNTRIES

mother pilot Tokyo hotel Spain
father tour guide Sydney shop Greece
brother journalist London fountain France
sister receptionist New York museum Jamaica
boyfriend / girlfriend travel agent Kingston beach Italy
aunt / uncle flight attendant Rome apartment Japan
cousin waiter / waitress Paris pool Thailand


474 HELLO, WORLD! 8

52 ANALYTIC RUBRIC FOR
Unesson
L
it 3A
3
PEER ASSESSMENT
CHECKLIST
Research
I have used relevant and trustworthy online resources.

I have found and included all the information about the festival (name, location, duration, ticket
prices, music genres).
Speech
I understand all the words and phrases I am using in my speech.

I have checked the pronunciation of new vocabulary.
Presentation

My presentation includes photos and captions.
CHECKLIST
Research

I have found and included all the information about the festival (name, location, duration, ticket
prices, music genres).
Speech

Presentation

RESOURCE BANK
475
on 3
ss t
3A
Le ni
U
SUMMATIVE ASSESSMENT
CRITERIA
3 2 1
Topic
Your presentation needs
(name of the festival, Your presentation is about Your presentation is mainly
to be more connected
location, duration and the topic. All the elements about the topic. Most of
to the topic. Some of the
ticket prices, the music are present. the elements are present.
genre it promotes)

(title, pictures and presentation. It is
captions, list of resources) sometimes difficult to
follow.

grammatical structures grammatical structures There are lots of
Language

You use a wide range of vocabulary relevant to You use a limited range of
vocabulary relevant to the topic. The vocabulary vocabulary relevant to the
the topic. The vocabulary is used mainly correctly topic with lots of errors
Vocabulary and and repetitions.
is used correctly with with only some errors
pronunciation
only a few minor errors. and repetitions. You You often mumble and
You speak clearly and speak mostly clearly and mispronounce some
mispronounce few words. mispronounce some words.
words.
Your performance is
You mostly keep eye Your read during most
contact with the audience. of the performance. You
audience engaged.
476 HELLO, WORLD! 8

54 MUSIC QUOTES
Unesson
L
it 3B
3
Match the two parts of the sentences to get the music quotes.
1 The music is not in the notes, when I am filled with music.
2 If music be the food of love, heard by the universe.
3 Life seems to go on without effort language of mankind.
4 Music can name the unnameable play on.
5 Music in the soul can be there is never enough singing.
6 Without music, but in the silence in between.
7 As long as we live, life would be a mistake.
8 Music is the universal and communicate the unknowable.
Match the two parts of the sentences to get the music quotes.
1 The music is not in the notes, when I am filled with music.
2 If music be the food of love, heard by the universe.
3 Life seems to go on without effort language of mankind.
4 Music can name the unnameable play on.
5 Music in the soul can be there is never enough singing.
6 Without music, but in the silence in between.
7 As long as we live, life would be a mistake.
8 Music is the universal and communicate the unknowable.
RESOURCE BANK
477
on 3
3B 55 THE STORYBOARD TEMPLATE
ss t
Le ni
U
478 HELLO, WORLD! 8

56 ANALYTIC RUBRIC:
Unesson
L
it 4
3
CONTACTING THE HOST
Levels of criteria achievement
Scoring criteria
4 3 2
The message fully

corresponds to the agreed The message mainly The message needs to
upon topic and all three corresponds to the agreed be better connected to
parts (introduction, upon topic, but one the topic, there are no
Topic and organisation of central part and ending) paragraph is missing and/ paragraphs and the text is
the text are included and fully or is not fully developed. not fully developed. The
developed. The student The student has included student has included some
has included all the most of the information in of the information in the
necessary information in the message. message.
the message.
A wide vocabulary relevant A wide vocabulary relevant A limited vocabulary

to the topic is used to the topic is used relevant to the topic is
Vocabulary
correctly or with 1–2 minor with 3–4 errors and/or used with 5–6 errors and/
errors. repetitions. or repetitions.
Various grammatical Various grammatical Basic grammatical

structures are used structures are used structures are used mostly
Grammar
correctly with 1–2 minor correctly for the most part. in the correct manner.
errors. There are 3–4 errors. There are a few errors.
Spelling and punctuation There are 3–4 errors There are 5–6 errors
Spelling and punctuation are correct or with 1–2 in spelling and/or in spelling and/or
minor errors. punctuation. punctuation.
RESOURCE BANK
479
on 3
57 THE JAMAICA MIND MAP
Le nit
5
U
ss
location
tourist sites
JAMAICA
music language
flag history
480 HELLO, WORLD! 8

58 A LAND OF WONDERS
Unesson
L
it 5
3
1 What year did the Jamaican bobsleigh team compete at the Winter Olympic Games?

_____________________________________________________________________________________________________________________
2 Write at least one place in Jamaica with a funny name.

_____________________________________________________________________________________________________________________
3 How many James Bond books did Ian Fleming write?

_____________________________________________________________________________________________________________________
4 What is not highly valued in Jamaica, considering that Jamaicans are always late?
_____________________________________________________________________________________________________________________
5 Where was the 1998 World Cup held?

_____________________________________________________________________________________________________________________
6 What was the score in the first World Cup match in which the Jamaicans played against Croatia?
_____________________________________________________________________________________________________________________
7 Where was Usain Bolt born?

_____________________________________________________________________________________________________________________
8 Which sports did Usain Bolt enjoy as a child?

_____________________________________________________________________________________________________________________
9 When did Usain Bolt retire from the world of track and field?
_____________________________________________________________________________________________________________________
1 What year did the Jamaican bobsleigh team compete at the Winter Olympic Games?
_____________________________________________________________________________________________________________________
2 Write at least one place in Jamaica with a funny name.

_____________________________________________________________________________________________________________________
3 How many James Bond books did Ian Fleming write?

_____________________________________________________________________________________________________________________
4 What is not highly valued in Jamaica, considering that Jamaicans are always late?
_____________________________________________________________________________________________________________________
5 Where was the 1998 World Cup held?

_____________________________________________________________________________________________________________________
6 What was the score in the first World Cup match in which the Jamaicans played against Croatia?
_____________________________________________________________________________________________________________________
7 Where was Usain Bolt born?

_____________________________________________________________________________________________________________________
8 Which sports did Usain Bolt enjoy as a child?

_____________________________________________________________________________________________________________________
9 When did Usain Bolt retire from the world of track and field?
_____________________________________________________________________________________________________________________
RESOURCE BANK
481
se 4
go
!
59 THE MAP OF THE USA
y, t
t,
ad ni
Re U
482 HELLO, WORLD! 8

60 THE WYOMING MIND MAP
Re
U dy, ni set,
a
t 4 go
!
history
nature the USA
WYOMING
culture cities
other
RESOURCE BANK
483
se 4
go
!
61 THE USA FACT FILE
y, t
t,
ad ni
Re U
State
Size
Inhabitants
Population
Cities
State flag
State motto
Nicknames
State
Size
Inhabitants
Population
Cities
State flag
State motto
Nicknames
State
Size
Inhabitants
Population
Cities
State flag
State motto
Nicknames
484 HELLO, WORLD! 8

62 THE PROJECT
Re
U dy, ni set,
a
t 4 go
ASSESSMENT RUBRIC
!
I have chosen a I understand all the I have prepared a
relevant real-life words and phrases I am presentation.
problem. using in my speech.
My presentation
I have researched I have checked the
includes a title.
the problem. pronunciation of new
vocabulary. My presentation
I have come up with
I have checked my includes pictures and
possible solutions.
grammar. captions.
I have designed
a product or I have prepared My presentation
innovation that can speaking cards/prompts. includes a list of
solve that problem. resources.
I have practised my
I have created a speech.
visual presentation
or advertisement I can deliver my speech
for my innovation. without reading.
I have chosen a I understand all the I have prepared a
relevant real-life words and phrases I am presentation.
problem. using in my speech.
My presentation
I have researched I have checked the
includes a title.
the problem. pronunciation of new
vocabulary. My presentation
I have come up with
I have checked my includes pictures and
possible solutions.
grammar. captions.
I have designed
a product or I have prepared My presentation
innovation that can speaking cards/prompts. includes a list of
solve that problem. resources.
I have practised my
I have created a speech.
visual presentation
or advertisement I can deliver my speech
for my innovation. without reading.
RESOURCE BANK
485
CRITERIA
Topic Your presentation needs to be
(problem, solutions, more connected to the topic.
product/ innovation, Some of the elements are
advertisement) missing.
(title, pictures and all the necessary elements. most of the necessary are missing from your
captions, list of It is presented in a logical elements. It is logical and presentation. It is sometimes
resources) and creative way. creative. difficult to follow.
grammatical structures grammatical structures You have lots of grammatical
Language
correctly with only a few mainly correctly with some errors.
Vocabulary and is mainly used correctly topic with lots of errors and
pronunciation with only some errors and repetitions. You often mumble
repetitions. You speak mostly and mispronounce some
clearly and mispronounce words.
few words.
some words.
Your performance is
You mostly keep eye
delivered with confidence Your read during most of the
contact with the audience.
Performance and without reading performance. You rarely keep
You sometimes use written
written notes. You keep the eye contact with the audience.
notes.
audience engaged.

CRITERIA
Topic Your presentation needs to be
(problem, solutions, more connected to the topic.
product/ innovation, Some of the elements are
advertisement) missing.
(title, pictures and all the necessary elements. most of the necessary are missing from your
captions, list of It is presented in a logical elements. It is logical and presentation. It is sometimes
resources) and creative way. creative. difficult to follow.
grammatical structures grammatical structures You have lots of grammatical
Language
correctly with only a few mainly correctly with some errors.
Vocabulary and is mainly used correctly topic with lots of errors and
pronunciation with only some errors and repetitions. You often mumble
repetitions. You speak mostly and mispronounce some
clearly and mispronounce words.
few words.
some words.
Your performance is
You mostly keep eye
delivered with confidence Your read during most of the
contact with the audience.
Performance and without reading performance. You rarely keep
You sometimes use written
written notes. You keep the eye contact with the audience.
notes.
audience engaged.
486 HELLO, WORLD! 8

63 THE HUMAN BODY
Unesson
L
it 1A
4
RESOURCE BANK
487
on 4
64 THE K-W-L CHART
ss t
1B
Le ni
U
K-W-L CHART
Topic: ________________________________
488 HELLO, WORLD! 8

Unesson
L
it 2A
4
Name or write...
three new things you have one fun fact that has surprised
two sites you’d like to visit
learned today you in this lesson
Name or write...
Name or write...
RESOURCE BANK
489
on 4
66 THE INSTAGRAM
ss t
2A
Le ni
U
PROFILE TEMPLATE
490 HELLO, WORLD! 8

67 SENTENCE MATCHING
Unesson
L
it 2B
4
Soon, more and more advanced
will be made to improve our abilities.
nanobots
All the work around the house will be done by robots.
Lab-grown food will be produced to stop world hunger.
Solar panels will be used as the largest source of energy.
will be built because of a growing

Subterranean cities
population.
will be implanted into our skin instead of ID

Tiny microchips
cards.
will be reduced by flying and self-driving

Traffic jams
cars.
Gas-powered cars will be replaced by electric ones.
RESOURCE BANK
491
on 4
68 THE YELLOWSTONE NATIONAL
ss t
3A
Le ni
U
PARK K-W-L CHART

Fill in the first two columns of the K-W-L chart. Think about what you already know
about Yellowstone National Park and what you want to learn about it.
K-W-L CHART Topic: History

K-W-L CHART Topic: Landscape

K-W-L CHART Topic: Wildlife

K-W-L CHART Topic: Volcanic activity

K-W-L CHART Topic: Additional information

492 HELLO, WORLD! 8

69 THE FORMATIVE
Unesson
L
it 3A
4
ASSESSMENT RUBRIC
OBRAZAC ZA PROCJENU
3 boda 2 boda 1 bod
IZLAGANJA
Izražava se razgovijetno i Ne govori razgovijetno.

Izražava se razgovijetno i
Jezik točno. Ne primjećujem Dosta griješi zbog čega ne
uglavnom točno. Griješi, ali
(gramatika i vokabular) značajne pogreške u razumijem uvijek što je
svejedno sve razumijem.
gramatici i vokabularu. želio/la reći.
Opisao/la je Nacionalni
Opisao/la je Nacionalni
park Yellowstone.
park Yellowstone
Uključio/la je podatke
Uključio/la je najvažnije
o povijesti, krajobrazu, U opisu Nacionalnog parka
podatke o povijesti,
vulkanskoj aktivnosti i Yellowstone nedostaju
Prezentacija i zadatak krajobrazu, vulkanskoj
prirodi ali neke informacije bitne informacije. Izlaganje
aktivnosti i prirodi. Podaci
nedostaju. Podaci su je prekratko.
su smisleno povezani.
smisleno povezani.
Izlaganje je
Izlaganje je uglavnom
PRESENTATION
3 marks 2 marks 1 mark
ASSESSMENT FORM
I do not understand
Speaks clearly and everything. There are
Speaks clearly and mostly
Language correctly. I do not notice many mistakes due to
correctly. There are some
(grammar and any major which I sometimes do not
mistakes, but I can still
vocabulary) grammar or vocabulary understand what they are
understand everything.
mistakes. trying
to say.
All instructions are Instructions are mostly

followed. They have followed. They have
described Yellowstone described Yellowstone
Instructions are not
National Park. There National Park. There
followed. Important
is information about is information about
Presentation and information is missing
its history, landscape, its history, landscape,
assignment in the description of
volcanic activity and volcanic activity and
the national park. The
wildlife. All the information wildlife, but some
presentation is too short.
is logically connected. information is missing. The
The presentation is not too presentation is mostly of
short nor too long. an appropriate length.
RESOURCE BANK
493
on 4
70 YELLOWSTONE NATIONAL PARK
ss t
3A
Le ni
U
494 HELLO, WORLD! 8

RESOURCE BANK
495
496 HELLO, WORLD! 8

71 THE NATIONAL PARK FACT FILE
Unesson
L
it 3A
4
Name
Location
Size
Date established
Natural features
Home to
Fun facts
Name
Location
Size
Date established
Natural features
Home to
Fun facts
Name
Location
Size
Date established
Natural features
Home to
Fun facts
Name
Location
Size
Date established
Natural features
Home to
Fun facts
RESOURCE BANK
497
on 4
Le nit
4
U
ss
ZADATKA PISANJA
SASTAVNICE 3 2 1
Zadatak je izvršen većinom

Zadatak je izvršen prema prema uputama. Esej Zadatak nije izvršen prema
uputama. Esej opisuje izum. opisuje izum. Esej ima uputama. Esej se bavi
Izvršenje zadatka Esej se sastoji od tri ulomka. manje od tri ulomka drugom temom. Ulomci ne
ili ulomci nisu jasno postoje.
naznačeni.
Upotrebljava većinom Teško se izražava i

Upotrebljava širok raspon
osnovni vokabular. upotrebljava ograničeni
vokabulara. Pravilno
Upotrebljava fraze za vokabular. Minimalno
upotrebljava fraze za
izražavanje mišljenja, upotrebljava fraze za
izražavanje mišljenja,
sekvenciranje teksta i izražavanje mišljenja,
Vokabular sekvenciranje teksta i
iznošenje zaključka uz sekvenciranje teksta
iznošenje zaključka. U
pokoju pogrešku. Često i iznošenje zaključka.
pisanju postoji samo
pravopisno krivo piše riječi, Učestalo griješi u pisanju
poneka pravopisna.
ali pogreške ne ometaju što otežava razumijevanje
pogreška.
razumijevanje teksta. napisanog teksta.
Upotrebljava širok raspon Upotrebljava većinom Teško se izražava i

jezičnih struktura. Poneke osnovne jezične strukture. upotrebljava ograničene
pogreške u odabiru jezičnih Pogreške u odabiru jezičnih jezične strukture. Pogreške
Jezične strukture struktura ne utječu na struktura povremeno u odabiru jezičnih struktura
razumijevanje. otežavaju razumijevanje otežavaju razumijevanje
teksta. teksta.
Napomena: Ako sastavnica nije ostvarena niti na najnižoj očekivanoj razini ili ne postoji, tada se za nju dodjeljuje 0
bodova.
498 HELLO, WORLD! 8

73 THE NATIVE
Unesson
L
it 5
4
AMERICANS MIND MAP
way of life
other culture
NATIVE
AMERICANS
stereotypes customs
beliefs
RESOURCE BANK
499
se 5
go
!
74 THE SYDNEY AND
y, t
t,
ad ni
Re U
AUSTRALIA MIND MAP
nature
sights history
SYDNEY AND
AUSTRALIA
people animals
cities
500 HELLO, WORLD! 8

75 THE AUSTRALIAN
Re
U dy, ni set,
a
t 5 go
QUIZ CERTIFICATE
!
CERTIFICATE
Congratulations!
This certificate is presented to
_______________________________________________
for successfully completing a quiz on Australia.
RESOURCE BANK
501
se 5
go
!
76 THE QUOTES AND
y, t
t,
ad ni
Re U
MESSAGES TEMPLATE
502 HELLO, WORLD! 8

77 THE CAREER-DAY CHECKLIST
Re
U dy, ni set,
a
t 5 go
!
Things to do before Career Day
We have formed a Career Day Committee.
We have set a date and a place.
We have made a list of speakers.
We have chosen a format for our Career Day.
We have made a list of questions and talking points for the interview with the speakers.
We have invited the speakers and sent them the details they need for coming to our school.
We have organised student helpers to welcome the speakers and help them with the equipment.
We have prepared name tags for the speakers.
We have prepared thank-you notes for the speakers.
Things to do after Career Day
We have organised a follow-up meeting.
We have evaluated the process of organising and conducting a Career Day.
Optional
We have decided on the presentation options for our Career Day.
We have presented our Career Day to our families and friends.
RESOURCE BANK
503
on 5
1A 78 THE TRANSCRIPTION
ss t
Le ni
U
GAME WORKSHEET
The Transcription Game
Team name:
Team members:
10
The Transcription Game
Team name:
Team members:
10
504 HELLO, WORLD! 8

79 THE THREE SCHOOL SYSTEMS
Unsson
Le
it 1B
5
READING TEMPLATE
Skim the text in Exercise 2 a), p. 88, Student’s Book. Complete the table.
Which pieces of information...

are the same for schools in are different from schools in
surprised you most?
Croatia? Croatia?
Skim the text in Exercise 2 a), p. 88, Student’s Book. Complete the table.
Which pieces of information...

are the same for schools in are different from schools in
surprised you most?
Croatia? Croatia?
RESOURCE BANK
505
on 5
1B 80 THE 3-2-1 EXIT TICKET
ss t
Le ni
U
The 3-2-1 exit ticket
Name and surname: _____________________
Date: ______________________
3 things you have learned today
2 things that have surprised you
1 thing you would like to know more about
Name and surname: _____________________
Date: ______________________
3 things you have learned today
2 things that have surprised you
1 thing you would like to know more about
506 HELLO, WORLD! 8

81 THE JOB ADVERT TEMPLATE
Un sson
Le
it 2A
5
Choose a part-time job and create an advert for it, describing it in not more than five
sentences. Don’t forget to write a catchy headline. Think about the following questions:
Whom are you looking for? What will the person do? What do you need? What are the qualities and
responsibilities required for the job?
RESOURCE BANK
507
on 5
2B 82 THE FIND SOMEONE WHO...
ss t
Le ni
U
TEMPLATE
Interview your classmates to complete the sentences. You can add a few jobs of your own choice.
Find someone who wants to...
become a doctor.
work with computers.
work in the film industry.
become a teacher.
work in the beauty industry.
become a lawyer.
become a police officer.
become a veterinarian.
Interview your classmates to complete the sentences. You can add a few jobs of your own choice.
Find someone who wants to...
become a doctor.
work with computers.
work in the film industry.
become a teacher.
work in the beauty industry.
become a lawyer.
become a police officer.
become a veterinarian.
508 HELLO, WORLD! 8

83 THE AUSTRALIA TRIVIA QUIZ
Unsson
Le
it 3A
5
Test your knowledge of some fun facts about Australia. Circle the answers you think
are correct and then check with your teacher.
1 What two animals are on the Australian coat of arms?

a) A kangaroo and a koala.
b) A koala and an emu.
c) A kangaroo and an emu.
2 How many of the world’s top-25 deadliest snakes live in Australia?

a) 21.
b) 18.
c) 15.
3 When is Australia Day?

a) 26th January.
b) 7th October.
c) 18th March.
4 What Australian animal did the UK think was a prank?

a) The Tasmanian devil.
b) The platypus.
c) The emu.
5 What flower produced in Tasmania is used for making ice-cream?

a) Sunflower.
b) Rose.
c) Lavender.
6 How many time zones are there in Australia?

a) 2.
b) 3.
c) 4.
7 What is the largest desert in Australia?

a) The Great Sandy Desert.
b) The Great Victoria Desert.
c) The Tanami Desert.
8 When did Canberra become the capital city?

a) 1913.
b) 1923.
c) 1933.
RESOURCE BANK
509
on 5
3A 84 THE THINGS I WOULD
ss t
Le ni
U
MISS TEMPLATE
What are the things you would miss if you were leaving Croatia for another country? Think
about the following categories.
People Cities Places Buildings Wildlife Objects Sports and activities Other things to do
510 HELLO, WORLD! 8

85 THE REPORTED COMMANDS
Unsson
Le
it 3A
5
AND REQUESTS EXIT CARD
1 Read the sentences in direct speech. Write asked or told in the reported speech sentences.
DIRECT SPEECH REPORTED SPEECH

Peter: “Open the window, please.” Peter _____________ her to open the window.
Tina: “Check your e-mail.” Tina _____________ him to check his e-mail.
Kylie: “Please help me carry the bag.” Kylie _____________ them to carry the bag.
2 Complete these sentences by reporting the commands and requests.
1 Mum: “Remember to put the soup in the fridge.”

Mum told him _____________________________________________________________________________________________________________
2 Barbara: “Don’t wait for me after school.”
Barbara told John ________________________________________________________________________________________________________
3 George: “Can you help me water the plants, please?”
George asked her _________________________________________________________________________________________________________
3 Circle the correct reported speech sentence.
1 John: “Don’t buy this terrible coat.”

a) John told her to not buy the terrible coat.
b) John told her not to buy the terrible coat.
c) John asked her not to buy the terrible coat.
2 Brianna: “Give me the pen, please.”

a) Brianna told him to give her the pen.
b) Brianna asked to give her the pen.
c) Brianna asked him to give her the pen.
3 Frank: “Stop laughing at me!”

a) Frank told them to stop laughing at him.
b) Frank told them not to laugh at him.
c) Frank told them to stop laughing at them.
How well did you do? Put your answers in an envelope.
RESOURCE BANK
511
on 5
3A 86 ANALYTIC RUBRIC
ss t
Le ni
U
FOR PEER ASSESSMENT

CHECKLIST
Research
I have found two articles that answer all my questions.
I have made a Venn diagram and compared the similarities and differences that I’ve found in the
articles.
Speech
Presentation
I have prepared a creative and interesting way of presenting my work.
My presentation includes all the answers to my questions.
My presentation includes all the similarities and differences between two articles.
512 HELLO, WORLD! 8

Unsson
Le
it 3A
5
SUMMATIVE ASSESSMENT

CRITERIA
3 2 1
Your presentation needs to

Your presentation is Your presentation is mainly
Topic about the topic. You have about the topic. You have
topic. You have included
included all the answers included all the answers
(object, place or animal most of the answers to
to your questions from to your questions from
from Australia, two your questions from the
the two articles and the the two articles and most
articles) two articles and some
similarities and differences of the similarities and
similarities and differences
between them. differences between them.
between them.
Your presentation includes Some of the elements

Presentation Your presentation includes
most of the necessary are missing from your
all the necessary elements.
(title, pictures and elements. You have presentation. You have
You have presented your
captions, list of resources, presented your work in a presented your work
work in a creative and
creativity) creative and interesting mostly in a creative and
interesting way.
way. interesting way.

Language

You use a wide range of vocabulary relevant to You use a limited range of
vocabulary relevant to the topic. The vocabulary vocabulary relevant to the
the topic. The vocabulary is used mainly correctly topic with lots of errors
Vocabulary and and repetitions.
is used correctly with with only some errors
pronunciation
only a few minor errors. and repetitions. You You often mumble and
You speak clearly and mostly speak clearly and mispronounce some
mispronounce few words. mispronounce some words.
words.
Your performance is
You mostly keep eye Your read during most
contact with the audience. of the performance. You
audience engaged.
RESOURCE BANK
513
on 5
3B 88 DEFINITE ARTICLE THE WITH
ss t
Le ni
U
NAMES OF PLACES
Complete the mind map with the geographical names of places that are used with the definite
article the.
DEFINITE
ARTICLE
THE
514 HELLO, WORLD! 8

Complete the mind map with the geographical names of places that are used without the
definite article the.
NO ARTICLE
RESOURCE BANK
515
on 5
3C 89 THE FLASHCARD TEMPLATE
ss t
Le ni
U
draft confined current aches
ailment associated expose scourge
bladder preclude midriff spleen
inflammation dastardly deficient malady
cross-breeze nefarious
516 HELLO, WORLD! 8

90 A LETTER OF
Unesson
L
it 4
5
MOTIVATION TEMPLATE
Write a letter of motivation for the advertisement above. Include all the parts given in Exercise
3 a), and put them in the correct order.
(contact details)
your
photo
here
(greeting and reasons for writing)
(reasons for wanting the job)
(skills and experience)
(thanking the reader, a polite remark and a formal ending)
RESOURCE BANK
517
on 5
Le nit
4
U
ss
ZADATKA PISANJA
SASTAVNICE 3 2 1
Zadatak je izvršen
Zadatak je izvršen prema
većinom prema uputama. Zadatak nije izvršen
uputama. Motivacijsko
Motivacijsko pismo sadrži prema uputama. Ne prati
Izvršenje zadatka pismo sadrži sve potrebne
gotovo sve potrebne strukturu, neki dijelovi
dijelove i prati zadanu
dijelove i većinom prati nedostaju.
strukturu.
zadanu strukturu.
Koristi većinom osnovni

Teško se izražava i koristi
Koristi širok raspon vokabular. Većinom
ograničeni vokabular.
vokabulara. Koristi koristi formalni stil
Miješa neformalni i
formalni stil pisanja. pisanja. Tipične fraze
formalni stil pisanja.
Tipične fraze za za motivacijsko pismo
Pojavljuje se minimalan
Vokabular motivacijsko pismo koristi većinom pravilno
broj fraza tipičnih za
koristi pravilno i u svakom i u većini ulomaka. Često
motivacijsko pismo.
ulomku. U pisanju postoji pravopisno krivo piše
Učestalo griješi u pisanju
samo poneka pravopisna. riječi, ali pogreške ne
što otežava razumijevanje
pogreška. ometaju razumijevanje
napisanog teksta.
teksta.
Koristi širok raspon Koristi većinom osnovne Teško se izražava i koristi

jezičnih struktura. Poneke jezične strukture. Pogreške ograničene jezične
pogreške u odabiru u odabiru jezičnih strukture. Pogreške u
Jezične strukture jezičnih struktura ne utječu struktura povremeno odabiru jezičnih struktura
na razumijevanje. otežavaju razumijevanje otežavaju razumijevanje
teksta. teksta.
Napomena: Ako sastavnica nije ostvarena niti na najnižoj očekivanoj razini ili ne postoji, tada se za nju dodjeljuje 0
bodova.
518 HELLO, WORLD! 8

Unesson
L
it 5
5
Name and surname: _____________________
Date: ______________________
3 new things you have learned today
2 things that you find interesting
1 topic you would like to know more about
Name and surname: _____________________
Date: ______________________
3 new things you have learned today
2 things that you find interesting
1 topic you would like to know more about
RESOURCE BANK
519
en x
we di
93 THE HALLOWEEN MIND MAP
llo n
Ha pe
Ap
traditions
other symbols
HALLOWEEN
history games
decorations
520 HELLO, WORLD! 8

Ap Hallo
94 MY ZOMBIE-APOCALYPSE
pe wee
nd n
ix
BACKPACK
food
weapons
tools
first-aid kit
clothes
communication
other equipment
evacuation plan
food
weapons
tools
first-aid kit
clothes
communication
other equipment
evacuation plan
food
weapons
tools
first-aid kit
clothes
communication
other equipment
evacuation plan
RESOURCE BANK
521
522 HELLO, WORLD! 8

Hello World 8 Prirucnik 100dpi

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Hello World 8 Prirucnik 100dpi

Uploaded by

Copyright:

Available Formats

Katarina Metzner

Hello World 8 PRIR.indb 1 5.10.2021. 7:14:53

Član smo europskog

Hello World 8 PRIR.indb 2 5.10.2021. 7:14:53

HELLO, WORLD! 8 Priručnik za učitelje/učiteljice

Hello World 8 PRIR.indb 3 5.10.2021. 7:14:53

2 Student’s Book: a short guide. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

Till We Meet Again!. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 378

5 Games and activities. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 394

6 Resource Bank. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 413

Hello World 8 PRIR.indb 4 5.10.2021. 7:14:53

numerous communicative tasks throughout the

Course Components • A Writing Bank for further developing writing

IZZI Digital Platform

• Various additional content: quizzes, exercises,

Hello World 8 PRIR.indb 6 5.10.2021. 7:14:54

LE ARNING RE WELL , BUT NOTughGcomOe to an end, so you’d

Hello World 8 PRIR.indb 8 5.10.2021. 7:15:00

additional exercises for

Vocabulary is presented and

1B WHtalk about people and places in my life.

2 not hav hel

In each unit, there are writing exercises developed on three

Hello World 8 PRIR.indb 10 5.10.2021. 7:15:02

1 My... EVERYDAY grow up?

to use target vocabulary

D T HE MA SK I can talk abou

1 SPEAKING Discuss the qu at are the qua

Hello World 8 PRIR.indb 12 5.10.2021. 7:15:03

structured writing task.

iskren, pošten relatable poistovjetiti

annoy šefovski (na catalogue kroničar nk.

modest sklon promje , ćudljiv intervene podmukao rijatno cover iscrpljujuće

ask out prijatelj easier said tha bundle doprinijeti

The second section raises students’ awareness of their own

Hello World 8 PRIR.indb 14 5.10.2021. 7:15:04

PLAY, LEARN, GROW! MAIN PART

Hello World 8 PRIR.indb 16 5.10.2021. 7:15:05

Hello World 8 PRIR.indb 17

ANSWER KEY Exercise 2 a), p. 6

1 __________________________ a long period when

movement of the earth’s surface that sometimes V G E F B K K T R G

a) Sort out these words.

musical instruments charitable activities devices health problems the media

b) Can you add two more words to each category?

mysterious brilliant nail-biting moving thought-provoking enchanting

Hello World 8 PRIR.indb 18 5.10.2021. 7:15:06

WB pp. 6–7, Exercises 3 and 4

LEARNING CAN BE EASY • In pairs, they discuss why it is important to

STARTING THE LESSON • Help students write which sources are

Hello World 8 PRIR.indb 20 5.10.2021. 7:15:07

Which capital of the English-speaking countries would you

Part I GETTING STARTED

Part II ACTIVE READING

PART II ACTIVE READING ANSWER KEY

Exercise 4, p. 8 • Refer students to the STOP AND THINK! section.

Exercise 5 a), p. 8 • Go through the steps together with your

Hello World 8 PRIR.indb 22 5.10.2021. 7:15:07

Part III PRESENTING YOUR PROJECT

IT’S YOUR TURN NOW!

Hello World 8 PRIR.indb 24 5.10.2021. 7:15:09

country city family job hobbies

3 a) READING These six young people will be your guides through

Exercise 3 b), p. 10 WRITING

WB pp. 6–7, Exercises 3 and 4

1 unambitious 4 polite

__________________________________________________________________________________________________ WB p. 12, Exercise 4