Hello World 8 - Unit 1

HELLO, WORLD!
UNIT 1 WHAT IS THE CITY BUT THE PEOPLE
READY, SET, GO!
NASTAVNA Drugi i drugačiji / Slobodno

TEMA vrijeme / Književnost za djecu
i mlade
NASTAVNA Ready, set, go! / Kick-off! /
JEDINICA Learning by doing!
PREDVIĐENI 1
BROJ SATI
ISHODI A.8.1., A.8.2., A.8.3., A.8.4.,

POUČAVANJA A.8.5., B.8.1., B.8.3., C.8.1.,
C.8.2., C.8.3.
DJELATNOST(I) Govorenje, slušanje, pisanje
U FOKUSU
VOKABULAR boroughs, Brooklyn,

Manhattan, the Bronx,
Queens, Staten Island, Times
Square, Broadway, Little Italy,
Chinatown, Greenwich
Village, SoHo, Central Park,
Smorgasburg, cosmopolitan
city, go on a spree, bagels,
pastrami, pretzel, stoop
KOMUNIKACIJS Govorenje o New York Cityju
KO-JEZIČNA
KOMPETENCIJ
A
MEĐUPREDMETNE TEME
Osobni i socijalni A.3.1., A.3.3., B.3.2., B.3.4.,

razvoj C.3.3., C.3.4.
Učiti kako učiti A 3.1., A.3.2., A.3.3., B.3.1.,

C.3.2., C.3.3., D.3.2.
Uporaba A.3.1., A.3.2., C.3.1., C.3.2.,

informacijske i
C.3.3.
komunikacijske
tehnologije
HELLO, WORLD! 8
MEĐUPREDMET Hrvatski jezik Slušanje s

NO razumijevanjem
POVEZIVANJE Geografija New York City,
označavanje znamenitosti na
mapi New York Cityja
UDŽBENIK Str. 12.-13.
RADNA Str. 8.-9.

BILJEŽNICA
DIGITALNI Video Meet Diego!

SADRŽAJ IZZI
STARTING THE LESSON

● Discuss the title of the unit with your students. Ask them to try to explain the meaning
of the phrase what is the city but the people.
● In small groups, students leaf through the unit, read the titles of the lessons and look
at the pictures. Students give their ideas about the topics in the unit.
TRICKS OF THE TRADE

“What is the city but the people?” is a quote from Coriolanus, a tragedy written by William
Shakespeare. The tragedy is based on the life of the legendary Roman leader Caius Marcius
Coriolanus. The meaning of the phrase is that the people living in the cities are what make
great cities, not the buildings.
MAIN PART
MEET DIEGO!
Exercise 1, p. 12
● Ask students if they remember where Diego is from.
● Students close their eyes and think about New York City for a few moments.
● Ask students to draw a mind map in their notebooks with the central topic of New
York City. Students fill the mind maps with the things they have pictured and already
know about New York City.
● At the end of the lesson, you may want to use the mind map and let students add the
new information they have learned in the lesson, using another colour.
● In small groups, they compare their mind maps with their classmates. Let students
report back their ideas to the class.
ANSWER KEY
Students’ answers.
Exercise 2, p. 12
● Before playing the video, instruct students to check their mind maps about New York
City while watching the video.
● Play Video 1.
● Check answers as a class.
HELLO, WORLD! 8
Video 1
Hola! Me llamo Diego y soy de Nueva York. Soy puertorriqueño: like many other people from
all over the world, my family came to New York from Puerto Rico in search of a better life,
dreaming of making it big. Together with other nations and cultures, our Puerto Rican
heritage has helped build and shape the City of New York as we know it today. If you ask
me, it is this mix of different people and cultures that makes NYC great. But this
cosmopolitan city is not familiar to New Yorkers only: many of its streets and places are
famous all over the world. With a population of over 8 million people, making it the most
populous city in the 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
boroughs that make up the city of New York. The other four are Manhattan, the Bronx,
Queens and Staten Island. Manhattan, or the City, as New Yorkers call it, is the smallest
borough, but millions of tourists go there for its unique sights and tastes. You name it,
Manhattan has it! Times Square, also called the Crossroads of the World, is full of neon-lit
billboards, stores, entertainers and people. From there, you can go to Broadway and check
out its many theatres and shows. Culture lovers can enjoy the world-famous museums and
galleries. And those interested in shopping can go on a spree on Fifth Avenue! If you’d like to
try out your business knowledge, the Financial District with the famous Wall Street is the right
place for you. With so much to see 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, you can also try bagels, pastrami on
rye, or pretzels. If you have a sweet tooth, don’t miss out on New York cheesecake or the
black-and-white cookie! You can also enjoy ethnic food in many delis and restaurants across
the neighborhoods of Little Italy, Chinatown, Greenwich Village and SoHo. Or pop over to
Brooklyn and join the thousands who visit Smorgasburg, NYC’s largest weekly open-air food
market. When you get tired of the concrete jungle, relax in Central Park, New York’s famous
green oasis. You can also grab a cab, take the train or walk across the Brooklyn Bridge and
enjoy the view of New York’s iconic skyline. If you’re feeling adventurous, take a helicopter
tour or one of the ferries on the Hudson and East Rivers to admire the city from a different
perspective. Catch a breath after all this excitement and chill on stoops: one of my favorite
places to be. Talking to family, friends and my neighborhood Brooklynites: nothing beats that.
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 pup! I’m looking forward to
learning about Japanese culture and showing them the places and the people that make up
this great city. We’ll visit other places, as well. Upstate New York has lots to offer, too. And
Washington, DC, Philadelphia and Boston are just a ride away. Nevertheless, for me it’s all
about my city. Just as the song says: “New York, New York / I want to wake up in a city /
That doesn't sleep / And find I'm king of the hill / Top of the heap / These little-town blues /
Are melting away / I'll make a brand new start of it / In old New York / If I can make it there /
I'll make it anywhere / It's up to you / New York, New York”.
ANSWER KEY
● If available, prepare a map of New York City or show it via an OHP. Ask students to
find the places mentioned in the video.
Exercise 3 a), p. 12
● Students match the locations to the correct information.
● Play Video 1 again. Students check their answers.
HELLO, WORLD! 8
ANSWER KEY
1 Diego’s family, 2 boroughs, 3 the City, 4 the Crossroads of the World, 5 theatre district, 6
neighborhoods, 7 food market, 8 Hiro
● Explain any new vocabulary. Suggested vocabulary: heritage, cosmopolitan city,

populous, rowhouse, packed, neon-lit, go on a spree, bagels, pastrami, pretzel, have
a sweet tooth, concrete, skyline, exchange student, stoop.
● You may want to discuss the difference between neighbourhoods and boroughs with
students.
TRICKS OF THE TRADE

A neighbourhood is a geographically localised community within a larger city, town, suburb
or rural area. A borough is a town that has its own government. It also can be a part of a big
city but has powers of self-government. When a borough is a part of a big city, it represents a
more formal division than just a neighbourhood. When you move from one borough to
another, you might notice different tax rates or different parking regulations. (Source:
Wikipedia, Vocabulary.com)
Exercise 3 b), p. 12
● In pairs, students use the terms from Exercise 3 a) to make sentences. They talk
about Diego and New York City to their partners.
● Let volunteers share their ideas.
ANSWER KEY
CURIOUS ME!
● Explain to students that New York City has got a lot of nicknames, but that the most
famous one is “the Big Apple”. If available, have students research how New York
City got that nickname. Have them report what they have found out. This task can
also be assigned for homework.
TRICKS OF THE TRADE

The nickname “the Big Apple” was popularised in the 1920s by a newspaper reporter named
John Fitz Gerald. He was writing about horse racing, and once, in New Orleans, he heard
stable workers using “the Big Apple” when talking about going to New York City’s major race
tracks. Gerald used the nickname several times in his articles and the name took on a life of
its own. It was officially adopted as the city's nickname in 1971 when it was used in an ad
campaign to attract tourists.
WORKBOOK PRACTICE
Exercise 1, p. 8
● Students read about Diego and Hiro’s plans for their trips outside New York City.
● They look at the map and complete the sentences with the missing words.
HELLO, WORLD! 8
ANSWER KEY
1 Albany, 2 Lake Erie, 3 Lake Ontario, 4 Canada, 5 Ottawa, 6 Boston, 7 Philadelphia, 8
Washington
Exercise 2 a), p. 8
● Draw students’ attention to the meaning of the word borough.
● Have students read the clues on the opposite page and match them to the boroughs
of NYC.
ANSWER KEY 3 Manhattan, 4 Brooklyn, 2 Queens, 5 the Bronx, 1 Staten Island
CURIOUS ME!
● Refer students to the Curious me! section and assign it as optional homework.
Encourage students to find out more about Boston, Philadelphia and Washington,
DC. Let them decide which city they would like to visit and explain their choice.
Exercise 2 b), p. 9
● Students read the questions at the end of each paragraph and answer them.
Brainstorm their ideas of where they could look up the answers if they don’t know
them.
ANSWER KEY
1 Empire State Building, One World Observatory, the High Line, the Metropolitan Museum of
Art, Chrysler Building; 2 Brooklyn Bridge, 3 John F. Kennedy International Airport, 4 The New
York Yankees, 5 The Statue of Liberty
Exercise 3 a), p. 9
● Students complete the sentences with the words first.
● Then they match the sentences to the pictures.
ANSWER KEY
1 billboards, 2 neighborhoods, 3 delis, 4 stoops, 5 avenues, 6 cabs / 5, 3, 1, 6, 4, 2
Exercise 3 b) p. 9
● Ask students to explain the meaning of the remaining words.
● Encourage students to try to explain them in their own words.
● If possible, allow students to use an online monolingual dictionary or bring a printed
dictionary to class.
ANSWER KEY
A rowhouse is one of a row of similar houses that are joined together by both of their side
walls. Pastrami is strongly seasoned smoked beef. A subway is an underground railway.
(Source: Collins Dictionary)
HELLO, WORLD! 8
KICK-OFF! Are you people savvy?, p. 13

● If necessary, explain the meaning of the world savvy to students.
● In small groups, students read the questions and answer them.
● Discuss the answers as a class.
ANSWER KEY
Exercise 1, p. 13
● In small groups, students look at some people skills and explain which ones they
possess and why they think so.
● Monitor students and help them if necessary.
● Have volunteers share their ideas with the class.
ANSWER KEY
Exercise 2, p. 13
● In small groups, students discuss the jobs that would be best for them and explain
why.
● Let them think about some other professions for people.
● You may want to write their ideas on the board.
ANSWER KEY
ENDING THE LESSON

LEARNING BY DOING!
PROJECT 1: FAREWELL, BUT NOT GOODBYE
● Have students read the introduction to the project.
● Go through the instructions together with students. Help with any unknown
vocabulary if necessary.
● Help students form teams and think about what information they should include in
their yearbooks as well as its design. Students should also assign themselves the
roles on their teams according to their skills and preferences and set the deadline for
the yearbook.
● 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.
HELLO, WORLD! 8
1A ME, MYSELF AND I

Lesson 1

i mlade
NASTAVNA Me, myself and I (1. sat)
JEDINICA
PREDVIĐENI 2
BROJ SATI
ISHODI A.8.1., A.8.2., A.8.3., A.8.4.,

POUČAVANJA A.8.5., B.8.1., B.8.2., C.8.1.,
C.8.2., C.8.3., C.8.5.
DJELATNOST(I) Govorenje, čitanje, pisanje
U FOKUSU
VOKABULAR wise, outgoing, ambitious,

easy-going, passionate,
serious, immature, chatty,
bossy, impolite, self-
conscious, reliable, moody,
lazy, hardworking,
disrespectful, honest,
responsible
KOMUNIKACIJS Opisivanje osobina
KO-JEZIČNA
KOMPETENCIJ
A
MEĐUPREDMETNE TEME
Osobni i socijalni A.3.1., A.3.2., A.3.3., B.3.1.,

razvoj B.3.2., B.3.4., C.3.2., C.3.3.

B.3.2., C.3.2., C.3.3., D.3.2.
MEĐUPREDMET Hrvatski jezik Čitanje s

NO razumijevanjem, opis osobina
POVEZIVANJE
RADNA Str. 10.-11.

BILJEŽNICA
HELLO, WORLD! 8
DIGITALNI Dodatni zadatci za

SADRŽAJ IZZI uvježbavanje na digitalnoj
platformi IZZI
STARTING THE LESSON

● Check homework as a class.
● If you have assigned the Curious me! section for homework, have students report
how New York City got the nickname “the Big Apple” and share which city they would
like to visit and why – Boston, Philadelphia or Washington, DC.
● Discuss the meaning of the title of the lesson with students.
● Ask them to try to guess what the lesson is about.
ANSWER KEY
TRICKS OF THE TRADE

The expression me, myself and I refers to the explanation: only me, me alone, me without
companionship. "Me, Myself and I" is one of the great classic songs of Billie Holiday, and the
expression stuck in the language. It was published by Irving Gordon, Allan Roberts and Alvin
Kaufman on June 15, 1937.
SPEAKING
Exercise 1, p. 14
● In small groups, students discuss the questions and the topics they usually talk about
with people they have just met.
● Discuss students’ answers as a class.
ANSWER KEY
MAIN PART
● Explain to students that Hiro, an exchange student from Japan, is going to stay with
Diego’s family for six months.
● Have students look at Hiro’s questions for Diego and add two more questions they
would ask.
● Check students’ ideas as a class.
ANSWER KEY
READING
Exercise 2 b) p. 14
● Students read the text and tick the questions from Exercise 2 a) that Diego answers.
● Explain any new vocabulary. Suggested vocabulary: goofy, backing vocal, outgoing,
easy-going, pet peeves, guilty pleasure, cheesy.
HELLO, WORLD! 8
ANSWER KEY
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?
Exercise 2 c), p. 14
● Students read the text again and find Diego’s answers to Hiro’s questions in Exercise
2 a).
● In a lower-ability class, you may want to instruct students to underline the answers to
the questions in the text.
ANSWER KEY
1 My grandma is wise, goofy and fun to be around. My parents are outgoing and cheerful.
They are also hardworking. My brother is really passionate about baseball. My sister can be
very bossy at times. I’m really chatty. I’m also very helpful and caring. I’m very modest, too.
I’m pretty easy-going. 2 My guilty pleasures are drinking juice straight from the carton, eating
chocolate before dinner and dancing to some cheesy pop music in my room. 3 You’ll be
staying in my brother’s bedroom. 4 There are six of us in the family: my parents, my older
brother and sister, my grandma and me.
● At this point, you can GO DIGITAL and practise reading aloud.
SPEAKING
● In pairs, students look at the adjectives and answer the question and explain their
choices.
● Draw their attention to the sentence in the speech bubble they should use when
answering the questions.
● In a lower-ability class, you may want to pre-teach the following vocabulary:
immature, chatty, self-conscious, reliable, moody, disrespectful.
ANSWER KEY
SPEAKING
● In small groups, students think about the adjectives people they know would use to
describe themselves. They explain their answers and whether they agree with them
or not.
● Remind students to start using the prompt sentences in the exercise.
● Let volunteers share their answers and ideas with the class.
ANSWER KEY
WORKBOOK PRACTICE
VOCABULARY
HELLO, WORLD! 8
● Students go through the list of adjectives and match them to the definitions.
ANSWER KEY
1 outgoing, 2 immature, 3 self-conscious, 4 moody, 5 disrespectful, 6 impolite, 7 ambitious, 8
chatty, 9 passionate, 10 reliable, 11 easy-going, 12 responsible
● Instruct students to write the missing definitions for four adjectives using a
monolingual dictionary.
● In a stronger-ability class, you may want to challenge the students to try to write their
own definitions.
ANSWER KEY
bossy - always telling people what to do; lazy - unwilling to work or be active; doing as little
as 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 Learner's Dictionaries)
● Students match the adjectives to their opposites from Exercises 1 a) and b).
ANSWER KEY
1 ambitious, 2 honest, 3 immature, 4 impolite, 5 disrespectful, 6 responsible
● Have students read the sentences first and find the mistakes.
● Students correct the mistakes using the adjectives from Exercise 2 a).
ANSWER KEY
1 immature, 2 responsible, 3 respectful, 4 impolite, 5 unambitious, 6 honest
READING
● Students read the instructions for the exercise. Make sure they understand what they
need to do.
● Students match the interests to the right person.
ANSWER KEY
6, 2, 3, 1
HELLO, WORLD! 8
ENDING THE LESSON

● To further revise the vocabulary, play a version of Ball game (see Games and
Activities) with the key vocabulary from the lesson. Suggested questions:
What does someone who is ________ do? or How can you tell that someone is
_________? Use the following adjectives: wise, outgoing, ambitious, easy-going,
passionate, serious, immature, chatty, bossy, impolite, self-conscious, reliable,
moody, lazy, hardworking, disrespectful, honest, responsible, annoyed.
HOMEWORK
WB pp. 10–11, Exercises 1 c) and 3 b)
HELLO, WORLD! 8
Lesson 2

i mlade
NASTAVNA Me, myself and I (2. sat)
JEDINICA
PREDVIĐENI 2
BROJ SATI
ISHODI A.8.1., A.8.2., A.8.3., A.8.4.,

POUČAVANJA A.8.5., B.8.2., C.8.1., C.8.2.,
C.8.3., C.8.5.
U FOKUSU
GRAMATIKA Glagolska vremena present

simple i present continuous
KOMUNIKACIJS Opisivanje radnji u
KO-JEZIČNA sadašnjosti, opisivanje
KOMPETENCIJ osobina
A
MEĐUPREDMETNE TEME

razvoj B.3.2., B.3.4., C.3.2., C.3.3.

B.3.2., B.3.3., B.3.4., C.3.2.,
C.3.3., D.3.2.
MEĐUPREDMET Hrvatski jezik Izricanje

NO sadašnjosti, opis osobina
POVEZIVANJE
UDŽBENIK Str. 15.
RADNA Str. 12.

BILJEŽNICA

platformi IZZI
STARTING THE LESSON

HELLO, WORLD! 8
● Check homework.
● Play Sentence building (see Games and Activities) with students to revise the text
from the previous lesson. Students should make sentences with the given words
about Diego’s family. Suggested vocabulary for word slips: goofy, backing vocal,
outgoing, conversations, baseball, boyfriend, bossy, chatty, pet peeves, guilty
pleasures.
MAIN PART
Exercise 4, p. 15
● Have students complete the sentences about Diego’s family members without looking
at the text.
● Let students scan the text and check their answers.
● Check answers as class.
ANSWER KEY
1 Diego’s brother, 2 Diego’s grandma, 3 Diego’s dad, 4 Diego’s dad, 5 Diego’s parents, 6
Diego’s brother, 7 Diego’s sister
My… Grammar! Present simple vs present continuous

● Refer students to the My… GRAMMAR! section.
● Instruct students to read the seven sentences in Exercise 4 again.
● In groups, students discuss the questions.
● You may want to ask students to underline the tense in each sentence.
● They write the numbers of the sentences in Exercise 4 next to the explanation of the
activity each sentence expresses.
● Discuss answers as a class.
● Tell students that they have a detailed explanation of when to use the present simple
tense or the present continuous tense in the Grammar Summary on pages 122 and
123 of their Student’s Books.
● At this point, you can GO DIGITAL and further practise present simple and present
continuous.
ANSWER KEY
Sentences in the present simple tense: 2, 5, 6. Sentences in the present continuous tense: 1,
3, 4, 7.
Exercise 5, p. 15
● Students read one more of Diego’s answers to Hiro and choose the correct option.
● They check their answers in pairs before checking as a class.
● Discuss with students what helped them choose the correct tense.
ANSWER KEY
1 like, 2 am reading, 3 volunteer, 4 speak, 5 am learning, 6 am listening
WORKBOOK PRACTICE
Exercise 5, p. 12
● Students read an exchange student’s letter and circle the correct form of the verb.
HELLO, WORLD! 8
● In pairs, students swap their notebooks and correct mistakes, if any. Check answers
as a class.
ANSWER KEY
1 gets, 2 love, 3 is organising, 4 are singing, 5 is filming, 6 are helping
Exercise 6, p. 12
● Students complete the message Hiro has sent to Diego using the present simple or
the present continuous form of the verbs in the brackets.
● This task can be used for formative assessment to check how well students use and
understand the difference between the present simple and the present continuous.
● Collect students’ work and correct it. You can either underline the mistakes or correct
the answers.
ANSWER KEY
1 love, 2 find, 3 read, 4 is making, 5 uses, 6 am cleaning, 7 finish, 8 don’t have, 9 am
working, 10 are learning, 11 says, 12 listen
ENDING THE LESSON

SPEAKING
Exercise 6, p. 15
● Let students read the questions first.
● Students make notes following the questions and prepare a short talk about
themselves.
● Monitor students and help if necessary.
● Ask individual students to present their speeches by providing answers to the
questions in the exercise.
● While students are presenting themselves, make sure the others are paying attention
and evaluating the students’ speeches. After each student, ask the others to provide
feedback and say what the strong and weak points of the speech were.
HOMEWORK
WB p. 12, Exercise 4
HELLO, WORLD! 8
1B WHAT MAKES ME… ME

Lesson 1

i mlade
NASTAVNA What makes me… me (1. sat)
JEDINICA
PREDVIĐENI 2
BROJ SATI
ISHODI A.8.1., A.8.2., A.8.3., A.8.4.,

POUČAVANJA A.8.5., B.8.1., B.8.2., B.8.3.,
C.8.1., C.8.2., C.8.3.
U FOKUSU
VOKABULAR sound familiar, a problem

shared is a problem halved,
opposites attract, gather the
courage
KOMUNIKACIJS Govorenje o ljudima i
KO-JEZIČNA mjestima u svom životu
KOMPETENCIJ
A
MEĐUPREDMETNE TEME

razvoj B.3.2., B.3.4., C.3.2.

B.3.2., C.3.2., C.3.3., D.3.2.

NO razumijevanjem, opisivanje
POVEZIVANJE ljudi i mjesta
UDŽBENIK Str. 16.
RADNA Str. 14.

BILJEŽNICA

platformi IZZI
HELLO, WORLD! 8
STARTING THE LESSON

● Play Chinese whispers with your students (see Games and Activities). Suggested
messages: Being disrespectful is something I find very annoying. This week I am
volunteering at a local animal shelter. I’m very reliable, even though my parents
wouldn’t say that. Binge-watching TV series is one of my guilty pleasures. My brother
is passionate about superheroes, as far as I can tell.
● In pairs, students look at the words below and try to explain them to one another.
● Instruct students to look up the words they do not know in the word list.
● Let volunteers share their explanations with the class.
ANSWER KEY
SPEAKING
● Have students look at the questions first.
● In pairs, students answer the questions using the categories from Exercise 1 a).
● Draw their attention to the sentence in the speech bubble they should use when
answering the questions.
● Invite volunteers to share their answers with the class.
ANSWER KEY
MAIN PART
READING
● Explain to students that Diego is writing about the things that are important to him.
● They read the text and choose the topic and the main idea.
● In a lower-ability class, you may want to pre-teach the following words and
expressions: sound familiar, a problem shared is a problem halved, opposites attract,
gather the courage.
ANSWER KEY
Topic: b) My people. Main idea: a) The people I spend time with make me who I am.
● Students read the text again and answer the questions.
ANSWER KEY
1 his siblings, 2 Chloe, 3 Melosa, 4 Jake, Luis and Leona; 5 Chloe, 6 Jake, Luis and Leona;
7 his siblings, 8 his siblings

HELLO, WORLD! 8
● Refer students to the STOP AND THINK! section. Students explain the difference
between the words nursery and kindergarten.
● In groups, students think about some more examples.
TRICKS OF THE TRADE

A nursery in British English is a kindergarten in American English.
WORKBOOK PRACTICE
READING
● Let students read the paragraphs and match them to the headings.
● In a lower-ability class, you may want to pre-teach the following vocabulary: passer-
by, prestigious, gifted, historic landmark, insider.
ANSWER KEY
2, 3, 1
Study tip! READING

● Refer students to the Study tip! READING section before starting Exercise 5 b) and
remind them that when having to look for different pieces of information, they should
underline each sentence in a different colour.
● Students read the text again and underline the sentences that give the answers to the
questions in the exercise.
ANSWER KEY
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 of
Carnegie Hall are offered from September through July. 4 This historic landmark dates back
to the early 1890s. 5 It is named after Andrew Carnegie, an industrialist and sponsor who
funded its construction. 6 “Yes, practise!” 7 In the Rose Museum, you will hear insider stories
about musical stars, see their signed posters and learn many amazing facts about the 130
year-long history of the hall.
ENDING THE LESSON

● This exercise can be used as an exit ticket activity to check what students have
learned about Carnegie Hall.
HELLO, WORLD! 8
● Students write three facts, name two musicians who have performed there, and write
one unusual piece of information in the corresponding circles.
● Allow enough time for students to complete the task.
● If time allows it, let students share some interesting answers or, alternatively, do so at
the beginning of the following lesson.
ANSWER KEY
HELLO, WORLD! 8
Lesson 2
i mlade
NASTAVNA What makes me… me (2. sat)
JEDINICA
PREDVIĐENI 2
BROJ SATI
ISHODI A.8.1., A.8.2., A.8.3., A.8.4.,

POUČAVANJA A.8.5., A.8.6., B.8.1., B.8.3.,
C.8.1., C.8.2., C.8.3., C.8.4.,
C.8.5.
U FOKUSU
VOKABULAR stick with, rely on, cope with,

catch up, call off
GRAMATIKA Frazalni glagoli
KOMUNIKACIJS Govorenje o ljudima i

KO-JEZIČNA mjestima u svom životu
KOMPETENCIJ
A
MEĐUPREDMETNE TEME

razvoj B.3.2., B.3.4., C.3.2., C.3.4.

B.3.2., C.3.2., C.3.3., D.3.1.,
D.3.2.
Zdravlje B.3.1.A, B.3.1.B

POVEZIVANJE ljudi i mjesta
Geografija New York City
UDŽBENIK Str. 17.
RADNA Str.13.-14.
BILJEŽNICA
HELLO, WORLD! 8

platformi IZZI
STARTING THE LESSON

● If you have assigned the People my life mind maps for students to complete for
homework, let volunteers share their mind maps and ideas.
● Play a version of the Translation game (see Games and Activities) to revise the
vocabulary from the previous lesson. Say some sentences in Croatian and instruct
students to find them in the text in their Student’s Books on page 16 and translate
them into English. Suggested sentences: Dovoljno sam sretan što imam brata i sestru
na koje se uvijek mogu osloniti. (I’m lucky enough to have my brother and sister,
whom I can always rely on.) Sretan sam što sam tu za njih, pomažući im da se nose s
problemima koje trenutno imaju. (I’m happy to be there for them, helping them to
cope with whatever they are going through.) Provodimo puno vremena šaleći se,
družeći se i nadoknađujući propušteno. (We spend a lot of time joking, hanging out
and catching up.) Mislim da se i ja 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.)
● You may want to write one of these sentences on the board and underline the phrasal
verb in it.
I’m happy to be there for them, helping them to cope with whatever they are going
through.
● Explain to students that the underlined verb is a phrasal verb.
MAIN PART
● Draw students’ attention to the underlined verb in the text in Exercise 2 a).
● Explain to them that we call this type of a verb a phrasal verb.
● If necessary, explain what a phrasal verb is.
● Instruct students to read the text again and find and underline the phrasal verbs that
have the same meaning as the explanations.
ANSWER KEY
line 1 - wake up, line 5 – hang out, line 11 – stick with, line 13 – rely on, line 18 – cope with,
line 22 – catch up, line 37 – ask out, line 39 – call off
TRICKS OF THE TRADE

A phrasal verb is a phrase that consists of a verb with a preposition or adverb or both, the
meaning of which is different from the meaning of its separate parts. (Source: Cambridge
Dictionary)
HELLO, WORLD! 8
● In groups, students look at the verbs that they have underlined and answer the
questions.
ANSWER KEY
2 a) Students’ answers. 2 b) Students’ answers.
Study tip! VOCABULARY

● Refer students to the Study tip! VOCABULARY section and discuss the tip together
with students. Remind them that when learning phrasal verbs, they shouldn’t focus on
single words, but learn the verb as a whole and focus on the context to get the
meaning of the verb.
● At this point, you can GO DIGITAL and further practise phrasal verbs.
Exercise 4, p. 17
● Students choose four phrasal verbs from the text and use each of them in a
sentence. Remind them to write the sentences down in their notebooks.
● Ask students to share their examples with the class.
● Give short feedback to each student.
ANSWER KEY
WORKBOOK PRACTICE
VOCABULARY
Exercise 1, p. 13
● Students complete the phrases to get the phrasal verbs.
ANSWER KEY
1 stick, cope, 2 ask, hang, 3 wake, catch, 4 rely, 5 call
● Have students look at the illustrations.
● They match the phrasal verbs to the illustrations.
ANSWER KEY
A 6, B 3, C 4, D 2, E 5, F 8
Exercise 3, p. 13
● Let students go through the sentences first.
● Students complete the sentences with the missing phrasal verbs from Exercise 1.
● Remind them to use the correct form of the verbs.
HELLO, WORLD! 8
● In pairs, students swap their notebooks and correct the mistakes, if there are any.
ANSWER KEY
1 catch up, 2 wakes up, 3 ask out, 4 cope with, 5 stick with, 6 rely on, 7 call off, 8 hang out
● Instruct students to choose one of the verbs: give or look.
● Students should use a dictionary to find several phrasal verbs with the chosen verbs.
● You may want to let students work in pairs or small groups.
● In a higher-ability class, ask students to think of some of their own examples of
phrasal verbs with give or look.
ANSWER KEY
LISTENING
● Explain to students that Diego is Skyping with Hiro.
● You may want to discuss with students if they have ever Skyped someone.
● Students listen and put the places in the pictures in the correct order.
● Play Track 1.1.
Track 1.1
Diego: Hi, Hiro! It’s great to finally see you!
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 to see in New York when I arrive. Could you tell me something about your
favourite places in the city?
Diego: Sure! The city is so big that I know just a tiny 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 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
with lots of different rides. I hope you’re not afraid of heights, because you can’t skip a ride
on the Wonder Wheel!
Hiro: Oh, I’m not. Sounds fun! The amusement park is actually on my list; I love going on
roller-coaster rides.
Diego: Great! Then I was thinking of taking you to my favorite place in New York. It’s not in
Brooklyn but in Manhattan, so we’ll need to take the subway. It’s the Museum of Modern Art,
or MOMA, as people usually call 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 I’ve seen on the Internet; I can’t wait to
see it in person. Are there any other places worth visiting?
Diego: I’m a big fan of everything relating to superheroes, and New York City is quite famous
for the locations where superhero movies have been filmed. Maybe we could go on a themed
tour? My sister and I are really into movies in general, so we often go to see them together.
There’s a cinema just a few blocks from my house. We can go there, as well, if you want.
Hiro: Sure, that would be great! I like movies, too. One of my favorites is ‘Godzilla’. It’s about
a Japanese monster that almost destroys New York. Have you ever seen it?
HELLO, WORLD! 8
Diego: I sure have, and I loved it! I didn’t enjoy seeing 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 tourists as
Central Park. We can go for a run or ride a bike or skateboard there together!
Hiro: Deal! Wow, we’re going to do so many different things!
Diego: That’s the beauty of New York: there’s something for everyone here, and it never
gets boring. Oh, and I forgot to tell you about another hang-out I love. It’s the stoops right in
front of my house. It’s a New York thing. I often sit there with my friends; we chat and have
fun. Seeing and hearing the buzz of the city can be very relaxing.
Hiro: I think I’ll like it in New York City!
ANSWER KEY
2, -, 1, 3. Carnegie Hall is not mentioned.
● Instruct students to make notes in their notebooks about what Diego says about each
place in Exercise 4 a).
● Play Track 1.1 again.
● 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.
● 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)
HELLO, WORLD! 8
2A FRIENDS WILL BE FRIENDS

Lesson 1
i mlade
NASTAVNA Friends will be friends (1. sat)
JEDINICA
PREDVIĐENI 2
BROJ SATI
ISHODI A.8.1., A.8.2., A.8.3., A.8.4.,

POUČAVANJA A.8.5., B.8.3., C.8.1., C.8.2.,
C.8.3., C.8.4.
U FOKUSU
VOKABULAR stand up for, fall out, make

up, work out, put up with,
confide in
GRAMATIKA Frazalni glagoli
KOMUNIKACIJS Govorenje o prijateljstvu

KO-JEZIČNA
KOMPETENCIJ
A
MEĐUPREDMETNE TEME

razvoj B.3.2., B.3.3., B.3.4., C.3.2.,

B.3.2., C.3.2., C.3.3., D.3.1.,
D.3.2.

NO razumijevanjem
POVEZIVANJE
RADNA Str. 15.-16.

BILJEŽNICA
HELLO, WORLD! 8

platformi IZZI
STARTING THE LESSON

● Divide students into groups and have the groups find at least five things that they all
have in common.
● Discuss the things students have in common.
● Ask students to tell you who the person is in their lives they have most in common
with. Is it their sibling? Best friend?
SPEAKING
Exercise 1, p. 18
● Let students think about what they value most in a friend.
● Students look at the list of qualities and rate them from the most (1) to the least (3)
important for them.
● Have students explain their choices in groups.
● Discuss students’ ideas as a class.
ANSWER KEY
MAIN PART
READING
● Students read the instructions to the exercise and take the quiz.
● Tell them not to pay attention to the empty boxes yet.
● Have students check their results.
ANSWER KEY
SPEAKING
● In small groups, students discuss the results and answer the questions.
● Discuss students’ results and answers as a class.
● Together with students, you may want to make a class list of the most important
friendship skills.
ANSWER KEY
READING
Exercise 3, p. 19
● Draw students’ attention to the highlighted phrasal verbs in the text.
● Students read the text again and match the verbs to their explanations.
HELLO, WORLD! 8
ANSWER KEY
1 put up with, 2 confide in, 3 make up, 4 stand up for, 5 fall out, 6 work out
● At this point, you can GO DIGITAL and practise reading further.
WORKBOOK PRACTICE
READING
● Students read the text about what Diego’s friends say about friendship.
● Have them choose the correct answer: A, B or C.
ANSWER KEY
1 C, 2 B, 3 C, 4 A, 5 B, 6 C, 7 B, 8 A
TRICKS OF THE TRADE

You may want to draw students’ attention to the words advice and advise and stress the
difference a single letter makes. Explain that advice is a noun and advise is a verb.
ENDING THE LESSON

● Students read the text again and answer the questions, writing E for Ethan, L for Lisa,
and J for Jenny.
ANSWER KEY
1 Jenny, 2 Ethan, 3 Lisa, 4 Jenny, 5 Lisa, 6 Jenny, 7 Ethan, 8 Lisa
HOMEWORK
WB p. 15, Exercises 1 a) and b)
HELLO, WORLD! 8
Lesson 2
i mlade
NASTAVNA Friends will be friends (2. sat)
JEDINICA
PREDVIĐENI 2
BROJ SATI
ISHODI A.8.1., A.8.2., A.8.3., A.8.4.,

POUČAVANJA A.8.5., B.8.1., B.8.3., C.8.1.,
C.8.2., C.8.3., C.8.4.
U FOKUSU
GRAMATIKA Glagolsko vrijeme present

perfect simple
KOMUNIKACIJS Govorenje o prijateljstvu
KO-JEZIČNA
KOMPETENCIJ
A
MEĐUPREDMETNE TEME

razvoj B.3.2., B.3.3., B.3.4., C.3.2.

B.3.2., B.3.3., B.3.4., C.3.2.,
C.3.3., D.3.1., D.3.2.
MEĐUPREDMET Hrvatski jezik Izricanje

NO prošlosti
POVEZIVANJE
UDŽBENIK Str. 19.
RADNA Str.16.-17.
BILJEŽNICA

platformi IZZI
HELLO, WORLD! 8
STARTING THE LESSON

● Check homework.
● Play the Never have I ever game (see Games and Activities) with students.
MAIN PART
My… Grammar! Present perfect simple
● Instruct them to read the examples and think about the rules.
● In groups, students circle the correct words to complete the rules for using the
present perfect simple tense.
● Have volunteers explain the answers.
● Ask students to think of some more examples of sentences for the three rules in the
GRAMMAR! section.
● Since the present perfect simple tense has been mastered in the previous school
year, this activity should be quite easy.
● You may want to remind students of the examples they have shared in the Never
have I ever game and discuss which rule refers to those sentences. (Rule 3 – we use
the present perfect simple tense to talk about experience).
● Draw students’ attention to the Remember! section and discuss the time expressions
we use with present perfect simple with students.
● Tell students that they have a detailed explanation of the present perfect simple in the
Grammar Summary on pages 125 and 126 of their Student’s Books.
● At this point, you can GO DIGITAL and further practise the present perfect simple
tense.
ANSWER KEY
1 present, 2 non-specific, 3 experiences
LISTENING
● Students read the dialogue and complete it, using the present perfect simple tense of
the verbs in brackets.
● Play Track 1.2.
Track 1.2
Diego: I’m so happy that you have come to stay with us and that we’re getting on well!
Hiro: Yes, me too! You’re not the kind of person who would get me into trouble. My parents
were extremely worried about that, because I made some really bad decisions during the last
school year.
Diego: I have never been a troublemaker. However, ever since I started working as a
volunteer at a help centre for teenagers, I have met a lot of kids whose friends were a bad
influence.
Hiro: I understand... In Japan, I had a friend who had a really bad influence on me. Have you
ever let your friends copy the homework you have worked hard on? Have you skipped school
or your sports practice? I have 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.
Diego: But things have worked out really well for you, I see!
HELLO, WORLD! 8
Hiro: Yeah, I have learned an important lesson, too: never do things against your will. True
friends support you no matter what.
Diego: That’s true! Have you ever visited a help centre? Why don’t you come with me one
day and share your experience with teenagers who are having the same problems?
Hiro: Sure, why not? I’d be happy to help!
ANSWER KEY
1 have been, 2 have met, 3 have let, 4 have worked, 5 have skipped, 6 have done, 7 have
fallen out, 8 haven’t spoken, 9 have worked out, 10 have learned
● In pairs, students answer and discuss the questions.
● Check the answer as a class and let volunteers share their answers.
ANSWER KEY
Hiro has let his friend copy the homework he has worked hard on, and he has skipped school
and sports practice. / Students’ answers.
WORKBOOK PRACTICE
Exercise 4, p. 16
● Students complete the sentences with the time expressions.
ANSWER KEY
1 never, 2 already, 3 ever, 4 since, 5 yet, 6 for, 7 recently, 8 just
Exercise 6, p. 17
● Students read the e-mail Hiro is writing to his mum. They complete it with the present
perfect simple of the verbs in brackets.
● This task can be used for formative assessment to check how well students use and
form the present perfect simple.
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.
Check answers as a class.
ANSWER KEY
1 My friend and I have known each other for ten years. 2 I’ve just heard some juicy gossip. 3
HELLO, WORLD! 8
How long has Diego lived in New York? 4 Have you ever been proud of your friend? 5 I have
always liked reading comics.
SPEAKING
Exercise 8, p. 17
● Have students read the instructions to the exercise.
● Go through the steps together with students and make sure they understand the
rules.
● In pairs, students play the Noughts and Crosses (see Games and Activities) game.
● Let volunteers share their answers.
ANSWER KEY
1 Have you ever been to NYC? 2 Have you ever gossiped about your best friend? 3
Students’ answers. 4 Students’ answers. 5 Students’ answers. 6 Students’ answers. 7
Students’ answers. 8 How long have you had this mobile phone? 9 What is one thing that
you have done that you are not proud of?
ENDING THE LESSON

SPEAKING
Exercise 5, p. 19
● Explain to students that they will prepare a one-minute talk about friendship.
● 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)
HELLO, WORLD! 8
2B TAKING A STAND
Lesson 1
i mlade
NASTAVNA Taking a stand (1. sat)
JEDINICA
PREDVIĐENI 2
BROJ SATI
ISHODI A.8.1., A.8.2., A.8.3., A.8.4.,

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.
DJELATNOST(I) Govorenje, čitanje, slušanje,
U FOKUSU pisanje
VOKABULAR Idiomi: get to the bottom of,

easier said than done, fed up
with, drive up the wall, face
the music
KOMUNIKACIJS Govorenje o nasilničkom
KO-JEZIČNA ponašanju
KOMPETENCIJ
A
MEĐUPREDMETNE TEME

razvoj B.3.2., B.3.3., B.3.4., C.3.1.,
C.3.2., C.3.3.

B.3.2., C.3.2., C.3.3., D.3.1.,
D.3.2.
Zdravlje B.3.1.A, B.3.1.B, B.3.2.B,

B.3.2.C
MEĐUPREDMET Hrvatski jezik Slušanje i

NO čitanje s razumijevanjem,
POVEZIVANJE idiomi
RADNA Str. 18.-19.

BILJEŽNICA
HELLO, WORLD! 8

platformi IZZI
STARTING THE LESSON

● Play a version of the Give me five game (see Games and Activities). Divide students
into groups and assign each group five time expressions used with the present
perfect simple tense. Set up a time limit and instruct students to write down sentences
using the given time expressions at least once each. When the time is up, have group
representatives read out their sentences. Give a point for each correct sentence.
Suggested time expressions: ever, never, already, just, yet, for, since, recently, lately,
this week/month/year, etc.
● Discuss the title of the lesson with students.
● Brainstorm their ideas about the situations when it is important to take a stand.
TRICKS OF THE TRADE

The meaning of the idiom to take a stand is to express one's opinion and/or to defend one's
point of view or beliefs. (Source: Merriam-Webster Dictionary, YourDictionary.com)
MAIN PART
SPEAKING
Exercise 1, p. 20
● Students read and discuss the questions in groups first.
● Have a class discussion about the questions.
● Encourage students to speak in English but accept the expressions in Croatian.
ANSWER KEY
READING
● Explain to students that Diego is volunteering at the Stop Bullying Center for
teenagers.
● Students read the messages and match them to the types of bullying.
ANSWER KEY
2, 4, 1, 3
● Students read the messages again and answer the questions.
● You may want to explain any new vocabulary, if necessary. Suggested vocabulary:
nasty rumours, trip, passive bystander, student council, election campaign, hurtful,
conduct a poll.
HELLO, WORLD! 8
ANSWER KEY
1 Message 2, 2 Message 4, 3 Message 1, 4 Message 4, 5 Message 2, 6 Message 3
VOCABULARY Idioms
Exercise 3, p. 20
● Draw students’ attention to the meaning of the word idiom.
● You may want to give students a few examples of idioms in Croatian. Suggested
idioms: glava u oblacima, nemati ni glavu ni rep, slagati se kao pas i mačka, ići kao
po loju, etc.
● Let students find the coloured idioms in the messages in Exercise 2 a).
● Students read the explanations and match them to the idioms.
ANSWER KEY
1 fed up with, 2 It’s driving me up the wall. 3 get to the bottom of it 4 it’s easier said than
done
SPEAKING
Exercise 4, p. 21
● In groups, students discuss the teenagers’ problems and think about the advice they
would give them.
● Let the representatives of the groups share their advice for the teenagers’ problems.
ANSWER KEY
LISTENING
● Students read the instructions to the exercise. Make sure they understand what is
expected of them.
● Play Track 1.3.
● Students match Diego’s advice to the teenagers’ names.
● In a lower-ability class, you may want to explain the new vocabulary. Suggested
vocabulary: harass, handful, confront, offender.
Track 1.3
1 Dear beep, I understand that you’re fed up with it, but bullying back is not the answer. That
would just give the mean girl more reason to pick on you. Have you tried answering calmly,
saying something like “Want some? It’s delicious” and pretending that you don’t care? Get
support from your friends, too. They shouldn’t just be silent bystanders. Bullying usually
stops when peers intervene. And if it doesn't, report it to your teacher, and the bully will have
to face the music.
2 Hi, beep! Talking about it is definitely a step in the right direction, and you should feel
proud of yourself for doing it. Being a passive witness is almost as bad as 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
afraid to do that, talk to an adult who can help. If you help to stop this from happening ever
again, you’ll feel much better about yourself!
HELLO, WORLD! 8
3 Dear beep, first of all, block and report anyone who is bullying you online. Also, keep
records of any online bullying by saving messages or taking screenshots. And, most
importantly, don’t let a handful of envious 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 do everything to stop that kind of behaviour if they vote for you. The
bullies might end up regretting what they’ve done.
4 Hey, beep! Chin up! What you’ve just described is a very sneaky way of bullying. People
who gossip and do things behind your back are, in fact, really insecure and often feel very
bad about themselves. They pick on other people to make themselves look better. Have you
tried confronting the boy? Be confident. It might make him lose his power. And report the
graffiti to the school authorities. They should find the cause of the problem and deal with the
offender.
ANSWER KEY
1 Bahar, 2 Adrian, 3 Tanisha, 4 Janine
LISTENING
● Students read the advice Diego gives to each teenager.
● They listen to the track again and tick the correct advice.
● In groups, students compare Diego’s advice to theirs.
● Discuss the differences as a class.
ANSWER KEY
1 report your friends, 2 turn to adults for help, 3 record evidence of bullying, 4 stand up for
yourself
WORKBOOK PRACTICE
● Students read the explanations and copy the types of bullying next to their
explanations.
ANSWER KEY
1 cyberbullying, 2 physical bullying, 3 verbal bullying, 4 social bullying
● Students go through the acts of bullying and copy them under the correct headings in
Exercise 2 a).
● In pairs, students think about some other acts of bullying for the categories and add
them under the headings in Exercise 2 a).
● Check answers and discuss students’ ideas as a class.
HELLO, WORLD! 8
ANSWER KEY
1 cyber bullying: posting insulting photos, setting up fake accounts, conducting offensive
internet polls, 2 physical bullying: tripping, hitting, stealing, 3 verbal bullying: teasing, name-
calling, insulting, 4 social bullying: spreading rumours, leaving someone out, gossiping
/ Students’ answers.
● Have students match the sentence halves to get full sentences.
ANSWER KEY
1 If you get to the bottom of something, you discover the reasons why something happens. 2
If something is easier said than done, it looks like a good idea, but it’s not easy to achieve. 3
If you drive someone up the wall, you make them very frustrated. 4 If you’re fed up with
something, you've had enough of it. 5 If you face the music, you admit what you’ve done and
take punishment for it. / 3, 5, 1, 2, 4
● Students match the idioms from Exercise 3 a) to the illustrations.
● Instruct them to draw their own illustration of the remaining idiom from Exercise 3 a).
● Check answers as a class and let volunteers show their illustrations.
ANSWER KEY
A 5, B 4, C 2, D 3 / Students’ illustrations.
● Explain to students that Diego has received a message from another upset teenager.
● Students read the message and complete the text with the correct form of the idioms
from Exercise 3 a).
ANSWER KEY
1 easier said than done, 2 fed up with, 3 driving me up the wall, 4 get to the bottom of, 5 face
the music
● Let students think about what advice they would give to Alyssa.
● They write a reply to her message. Remind them to use at least one of the idioms
from Exercise 3 a).
● Give students enough time.
● Have volunteers read out their advice.
ANSWER KEY
ENDING THE LESSON

● Students illustrate two idioms of their choice.
● You may want to have a class exhibition of students’ drawings and choose the best
illustrations.
HELLO, WORLD! 8
● Alternatively, you can organise charades and have groups act out the idiom of their
choice, while the class tries to guess the idiom shown.
HOMEWORK
WB p. 18, Exercises 1 a), b), and c)
HELLO, WORLD! 8
Lesson 2

i mlade
NASTAVNA Taking a stand (2. sat)
JEDINICA
PREDVIĐENI 2
BROJ SATI
ISHODI A.8.1., A.8.2., A.8.3., A.8.4.,

POUČAVANJA A.8.5., A.8.6., B.8.1., B.8.3.,
C.8.1., C.8.2., C.8.3., C.8.4.,
C.8.5., C.8.6.
U FOKUSU
GRAMATIKA Izricanje prošlosti, sadašnjosti

i budućnosti pomoću
glagolskih vremena present
simple, present continuous i
present perfect simple
KOMUNIKACIJS Govorenje o nasilničkom
KO-JEZIČNA ponašanju
KOMPETENCIJ
A
MEĐUPREDMETNE TEME

razvoj B.3.2., B.3.3, B.3.4., C.3.1.,
C.3.2., C.3.3.
Učiti kako učiti A.3.1., A.3.2., A.3.3., B.3.1.,

B.3.2., B.3.3., B.3.4., C.3.2.,
C.3.3., D.3.1., D.3.2.
Uporaba A.3.1., A.3.2., B.3.1., B.3.2.,

informacijske i
C.3.1., D.3.1., D.3.3.
komunikacijske
tehnologije
Zdravlje B.3.1.A, B.3.1.B, B.3.2.B,

B.3.2.C

NO čitanje s razumijevanjem,
POVEZIVANJE
HELLO, WORLD! 8
izricanje prošlosti, sadašnjosti

i budućnosti
UDŽBENIK Str. 21.
RADNA Str. 20.-21.

BILJEŽNICA

platformi IZZI
STARTING THE LESSON

● Play a version of the Cut up sentences game (see Games and Activities) with
students.
● Once all the groups have rearranged the sentences, write them on the board.
My mum and dad always watch 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?
● Underline the verbs in the sentences and ask students to tell you the tense used in
each sentence.
● Have students think about the situations in which we use the tenses.
ANSWER KEY
1, 2 present simple; 3, 4 present continuous; 5, 6 present perfect simple
MAIN PART
My… Grammar! Expressing present time
● Students read the sentences first.
● Instruct students to look at the timeline and have them explain when we use each
tense.
● Encourage students to speak in English but accept the expressions in Croatian.
● Students match the use to the tense.
● At this point, you can GO DIGITAL and further practise expressing present time.
ANSWER KEY
2 the present simple tense, 1 the present continuous tense, 3 the present perfect simple
tense
HELLO, WORLD! 8
Exercise 6, p. 21
● Explain to students that Diego is writing about bullying in NYC schools for the help
centre’s website.
● Students complete the text, using the present simple, present continuous or present
perfect simple of the verbs in brackets.
● You may want to discuss the tenses used in each sentence with students. Have them
explain why they have used a particular tense.
ANSWER KEY
1 affects, 2 has (never) been, 3 have witnessed, 4 doesn’t feel, 5 stay, 6 struggle, 7 happens,
8 don’t tell, 9 has done, 10 are celebrating
WORKBOOK PRACTICE
SPEAKING
Exercise 5, p. 20
● Students read the questions first.
● They write down short answers to the questions.
● When they are finished, have them report to the class what they have or haven’t
done.
ANSWER KEY
Exercise 7, p. 20
● Students read an e-mail from Diego’s friend Leona and choose the most suitable
answer, A, B or C, to complete the sentences.
ANSWER KEY
1 B, 2 B, 3 C, 4 C, 5 A, 6 A, 7 B, 8 B, 9 B, 10 A, 11 C, 12 B, 13 A, 14 B
● Students complete the text, using the present simple, present continuous or present
perfect simple.
● This task can be used for formative assessment to check how well students
understand expressing present time and the use of present simple, present
continuous and present perfect simple.
the answers.
ANSWER KEY
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
HELLO, WORLD! 8
● Students read the text again and answer the questions.
ANSWER KEY
1 A permanent public record is everything we post/put on the internet. It becomes a part of
our digital footprint so everyone can see it (our future employer, a new boyfriend/girlfriend). 2
It’s easier to hurt people online because it’s much easier to be bold and rude when you aren’t
standing face to face with the person. 3 You should admit that you have done something that
you’re not proud of and apologise to the person you’ve hurt.
ENDING THE LESSON

WRITING AND SPEAKING
Exercise 7, p. 21
● Although students are going to do the task for homework, go through the tasks with
students. Instruct students to choose one of them.
● Suggest some of the poster-making apps and websites to the students who have
chosen to do the Easy-peasy task.
● Suggested poster-making apps and websites: canva.com, adobespark.com.
● You may want to remind the students who have chosen the No picnic task to use the
present perfect tense in their questionnaire.
● In a lower-ability class, you may want to instruct students to work in groups.
HOMEWORK
WB pp. 20–21, Exercises 6 and 8
Student’s Book, WRITING AND SPEAKING, Exercise 7, p. 21
3A A SUPER-CITY
Lesson 1
HELLO, WORLD! 8

i mlade
NASTAVNA A super-city (1. sat)

JEDINICA
PREDVIĐENI 2
BROJ SATI
ISHODI A.8.1., A.8.2., A.8.3., A.8.4.,

POUČAVANJA A.8.5., B.8.1., B.8.3., C.8.1.,
C.8.2., C.8.5.

U FOKUSU
VOKABULAR stunts, villains, fictional,

skyscraper, storey, featured,
ape, get across, tramway,
nemesis, bustling, landmark,
record holder, awesome,
brilliant, enormous,
recognisable, fictional,
thrilling, bustling, legendary
KOMUNIKACIJS Opisivanje znamenitosti

KO-JEZIČNA grada
KOMPETENCIJ
A
MEĐUPREDMETNE TEME
Osobni i socijalni A.3.1., A.3.3., B.3.2.

razvoj

B.3.3., C.3.3., D.3.2.
Uporaba A.3.1., A.3.2.

informacijske i
komunikacijske
tehnologije

NO razumijevanjem
POVEZIVANJE
HELLO, WORLD! 8
RADNA Str. 22.-23.

BILJEŽNICA

platformi IZZI
STARTING THE LESSON

● Students present their anti-bullying posters, the results of their bullying questionnaire
or the programmes for an anti-bullying day.
● While students are presenting their work, make sure the others are paying attention.
● Give your own feedback to each student or group. Focus on the elements of the
presentation, their correctness, fluency and confidence.
ANSWER KEY
1 What are you drinking? 2 Correct. 3 Her back hurts because she has worked in the garden
every day for the last two weeks. 4 How long has he known about it? 5 I am busy because
I’m studying for my English test tomorrow. 6 Correct. 7 We haven’t planned our holiday yet. 8
He usually helps his mother in the kitchen. 9 He hasn’t called Susan today, so he doesn’t
know where she is. 10 How often do you go to the cinema?
● Draw students’ attention to the title of the lesson and let them explain the meaning of
the phrase super-city.
ANSWER KEY
Students' answers.
TRICKS OF THE TRADE

A super-city: 1 a very large city, with a population in the millions; 2 a vast urban area, often
incorporating several smaller cities. (Source: Collins Dictionary)
MAIN PART
SPEAKING
Exercise 1, p. 22
● Have students read the instructions and go through the list of guided tours.
● Write the following places on the board and ask students to try to match them to the
tours.
HELLO, WORLD! 8
Monteleone bakery the Empire State Building

Brooklyn, the Bronx and Queens the Statue of Liberty
Central Park the Audubon Mural Project
Carnegie Hall the World Trade Center/One World Trade Center
● In small groups, let students think about which of the tours they would be most
interested in and what they would expect to see, hear and taste there.
● Brainstorm students’ ideas as a class.
ANSWER KEY
NYC Culinary Tour - Monteleone bakery, ‘Outer Boroughs’ Tour - Brooklyn, the Bronx and
Queens, ‘Green NYC’ Tour - Central Park, Discover Street Art NYC - the Audubon Mural
Project, ‘Movies & TV Sites’ Tour - the Empire State Building, ‘History of NYC’ Tour - the
Statue of Liberty, ‘Music of NYC’ Tour - Carnegie Hall, 9/11 Tour - the World Trade
Center/One World Trade Center / Students' answers.
READING
● Have students read the instructions as well as the questions.
● Students scan the text and answer the questions.
ANSWER KEY
1 Hiro is writing about New York and some of its famous locations from films and comics. 2
He has chosen that title because New York City plays a key role in Marvel Comics stories
about Spider-Man, the Avengers and other superheroes, all written by Marvel writer Stan
Lee. 3 He mentions the Empire State Building, the Twin Towers, the Brooklyn Bridge, the
Queensboro Bridge, Roosevelt Island, Grand Central Terminal and Central Park.
● Let students read the missing sentence parts first.
● Students then read the article carefully and complete it with the missing sentence
parts.
● Explain any new vocabulary. Suggested vocabulary: stunts, villains, fictional,
skyscraper, feature, ape, get across, tramway, nemesis, bustling, landmark, record
holder.
ANSWER KEY
C, E, A, D, B, F
● Refer students to the STOP AND THINK! section. Discuss with students where they
can look up a word if they don’t understand it from context.
HELLO, WORLD! 8
ANSWER KEY
Students’ answers. Suggested answers: In the Student’s Book, in an online or a print
dictionary.
● You may want to divide students into groups and instruct them to go online and find
the sites mentioned in the text in Exercise 2 a).
● Suggested sites: the Empire State Building, the Twin Towers, the Brooklyn Bridge,
the Queensboro Bridge, Roosevelt Island, Grand Central Terminal, Central Park.
● If that is not possible, display a map online via an OHP and find the places together
with students.
WORKBOOK PRACTICE
VOCABULARY
● Students read the definitions first and then match them to the adjectives.
ANSWER KEY
8, 3, 7, 6, 5, 4, 1, 2
Study tip! VOCABULARY

● Refer students to the Study tip! VOCABULARY section and remind them that it is
easier to remember new words if they put them in a context they can relate to. Let
students think of something they find awesome, brilliant or thrilling. Discuss students’
ideas as a class.
ANSWER KEY
Exercise 2, p. 23
● Students read the text and complete it with the missing words. Remind them that
there are three words they do not need.
ANSWER KEY
1 landmarks, 2 stunts, 3 villains, 4 scenes, 5 title, 6 go across, 7 landscape, 8 skyscraper, 9
record holder, 10 featured
ENDING THE LESSON

● To further revise the vocabulary, play Music action with students (see Games and
Activities) with the key vocabulary from the lesson. Suggested vocabulary: stunts,
villains, fictional, skyscraper, storey, featured, ape, get across, tramway, nemesis,
HELLO, WORLD! 8
bustling, landmark, record holder, awesome, brilliant, enormous, recognisable,

fictional, thrilling, bustling, legendary.
HOMEWORK
WB p. 22, Exercise 1 b)
Lesson 2
HELLO, WORLD! 8

i mlade
NASTAVNA A super-city (2. sat)

JEDINICA
PREDVIĐENI 2
BROJ SATI
ISHODI A.8.1., A.8.2., A.8.3., A.8.5.,

POUČAVANJA B.8.1., B.8.2., C.8.1., C.8.2.

U FOKUSU
VOKABULAR Expressions for making,

accepting and declining
suggestions: How about…?
Shall we…? It sounds…
That’s fine by me! I’d rather…
I’m not keen on… I’d
prefer….
KOMUNIKACIJS Izražavanje, prihvaćanje i

KO-JEZIČNA odbijanje prijedloga
KOMPETENCIJ
A
MEĐUPREDMETNE TEME
Osobni i socijalni A.3.1., A.3.2., A.3.3.

razvoj
Učiti kako učiti A.3.1., A.3.2., B.3.1., B.3.2.,

B.3.3., B.3.4., C.3.3., D.3.2.

NO
razumijevanjem, izražavanje,
POVEZIVANJE
prihvaćanje i odbijanje
prijedloga
UDŽBENIK Str. 23.
RADNA Str. 23.-24.

BILJEŽNICA
HELLO, WORLD! 8

platformi IZZI
STARTING THE LESSON

● You may want to play the Noughts and crosses game (see Games and Activities) to
do a comprehension check of the text students have read in the previous lesson.
● Suggested questions: 1 Who wrote the stories about Marvel superheroes? 2 How
many storeys are there in the Empire State Building? 3 When was the Empire State
Building built? 4 When were the Twin Towers destroyed? 5 Which bridge connects
Manhattan with Queens? 6 What is the name of Spider-Man’s nemesis? 7 What is the
name of the big train station in New York City? 8 Where is Bow Bridge located?
9 How big is Central Park in comparison to other parks in New York City?
MAIN PART
LISTENING
● Explain to students that Diego and Hiro are planning their Spider-Man tour.
● Brainstorm what students already know about Spider-Man.
● Ask them if they can guess which places they are going to visit on the tour and name
the sites in the pictures.
● Play Track 1.4.
● Students listen and put the pictures in the correct order.
Track 1.4
Diego: I’ve finished writing the article for your school magazine. Phew! It wasn’t an easy job,
I have to say. There’s so much to choose from, and so little space on one page.
Hiro: That’s true. I’m googling all the Spider-Man sites in New York I’d like to see, but it
seems that putting myself in the shoes of my favorite superhero will take time.
Diego: You’re staying here for six months, so we’ll have enough time to see everything. Well,
almost everything. I’m not sure anybody has ever discovered the whole of New York. Let’s
start planning, what do you say?
Hiro: Yes, let’s! What did you have in mind?
Diego: How about starting small? Some of my favorite buildings here are not skyscrapers at
all. We must take a selfie at the New York Public Library. You must meet Patience and
Fortitude, the Library Lions. They’re among New York’s most popular statues!
Hiro: Is that where Peter’s uncle, Ben, gives that famous quote: “With great power comes
great responsibility”?
Diego: Yeah, right there! And then we could visit the Flatiron Building. It’s really unusual –
skinny and triangular – so you can’t miss it. The Daily Bugle, the newspaper that Spider-Man
works for and sells his photos to, has its headquarters there. Or we could go to Columbia
HELLO, WORLD! 8
University, where the story starts when Peter is bitten by a radioactive spider. I’d like to study
at Columbia, too.
Hiro: This all sounds fantastic, but why don’t we go back to the real beginning, before the
spider bite, and start where Peter grew up: at Queens, in Forrest Hills?
Diego: I’d love to! I’ve never been there. OK, so let’s start our tour in Queens and then visit
the other places after. We can take the Queensboro Bridge tramway on our way to Forrest
Hills.
Hiro: Cool! And when we’re done with the Peter Parker tour, we can start all over again –
only this time right here in Brooklyn, with Miles Morales, the second Spider-Man!
ANSWER KEY
2, 1, -, 3
● Let students read the questions first.
● Students listen and answer the questions.
ANSWER KEY
1 Next to the Library Lions, in front of the New York Public Library. 2 At The Daily Bugle
newspaper, which has its headquarters at the Flatiron Building. 3 At Columbia University. 4
In Forrest Hills in Queens.
● To further check listening comprehension, ask students the following questions: What
does Diego suggest first? What is Hiro’s alternative offer? What do they finally agree
on?
ANSWER KEY
Diego suggests visiting the New York Public Library first. Hiro’s alternative offer is starting in
Queens, in Forest Hills. They finally agree on taking the Queensboro Bridge tramway to
Queens.
CURIOUS ME!
Encourage students to find out more about Miles Morales and how different his story
is from Peter Parker’s story. Let them decide which story they prefer and explain why
and have them report about it at the beginning of the next lesson.
My… EVERYDAY ENGLISH! Making, accepting and declining suggestions

HELLO, WORLD! 8
● Draw students’ attention to the My… EVERYDAY ENGLISH! section and the table
there. Explain to students that they can use these phrases for making, accepting and
declining suggestions.
● In groups, students read the phrases and think about some more examples they
could add to each column.
● At this point, you can GO DIGITAL and practise making, accepting and declining
suggestions further.
ANSWER KEY
WORKBOOK PRACTICE
Exercise 3, p. 23
● Students match the suggestions to the responses.
ANSWER KEY
4, 6, 1, 3, 5, 2
Exercise 4, p. 24
● Students read the dialogues and circle the correct options.
ANSWER KEY
1 go, let’s; 2 Why don’t, How about; 3 We could, by; 4 Why don’t you, but, prefer
Exercise 5, p. 24
● Students read the dialogue and translate it into English.
● You may want to instruct students to practise reading the dialogue in pairs. Let
volunteers role-play the dialogues.
ANSWER KEY
Suggested answers:
Diego: Hi Hiro! What are you doing? / What’s up?
Hiro: Nothing much / special. And you?
Diego: I’m bored. Why don’t we go out?
Hiro: Sure, great! What did you have in mind?
Diego: How about visiting the Coney Island Museum?
Hiro: I’m not that keen on visiting an amusement park museum. I’d prefer to / rather go to the
amusement park itself.
Diego: That’s fine by me!
HELLO, WORLD! 8
Hiro: Great! When do we go? / When are we going?
ENDING THE LESSON

WRITING
Exercise 4, p. 23
● Have students read the instructions. Make sure they understand what they need to
do.
● In pairs, students first choose one of the three situations.
● Students then write their dialogues.
● Remind them to use the phrases from the My…EVERYDAY ENGLISH! section as
help.
● Give students enough time. Monitor them and help if necessary.
● Let volunteers read out their dialogues to the class.
ANSWER KEY
Exercise 5, p. 23
● Although you are going to assign this task for homework, go through the task as a
class.
● In groups, students choose one of the tours from Exercise 1 on page 22.
● Go through the steps together with your students. Make sure they understand what
they need to do.
● Have groups present their speeches at the beginning of the next lesson.
HOMEWORK
Student’s Book, p. 23, Exercise 5
HELLO, WORLD! 8
3B BEHIND THE MASK

i mlade
NASTAVNA Behind the mask

JEDINICA
PREDVIĐENI 1
BROJ SATI
ISHODI A.8.1., A.8.2., A.8.3., A.8.4.,

POUČAVANJA A.8.5., B.8.1., B.8.2., C.8.1.,
C.8.2., C.8.3., C.8.4.
DJELATNOST(I) Govorenje, slušanje, čitanje,

U FOKUSU pisanje
VOKABULAR skilled hacker, martial arts,

lack in, be exposed to,
posses, muscular, healing
powers, regeneration powers,
get provoked, a bit of a
stretch, barely, mighty, yield
KOMUNIKACIJS Opisivanje superjunaka

KO-JEZIČNA
KOMPETENCIJ
A
MEĐUPREDMETNE TEME

razvoj B.3.2., B.3.4.
Učiti kako učiti A.3.1., A.3.2., A.3.3., A.3.4.,

B.3.1., B.3.2., B.3.3., C.3.2.,
C.3.3., D.3.2.
Uporaba A.3.1., A.3.2., B.3.2., C.3.1.,

informacijsko-
C.3.2., D.3.1.
komunikacijske
tehnologije
MEĐUPREDMET Hrvatski jezik, Čitanje s

NO
razumijevanjem, izražajno
POVEZIVANJE
čitanje pjesme
HELLO, WORLD! 8
Likovna kultura Motivi kulture

pop-arta
UDŽBENIK Str. 24.
RADNA Str. 25.-26.

BILJEŽNICA

SADRŽAJ IZZI uvježbavanje gramatike na
digitalnoj platformi IZZI
STARTING THE LESSON

● Check homework.
● Students present the speeches you have assigned for homework.
● While groups are giving their speeches, make sure the others are paying attention
and are evaluating the students’ speeches.
● After each group, ask students to provide feedback and say what the strong and
weak points of each speech were.
● You may want to use this exercise as formative assessment.
● Give short feedback to each student on their work.
MAIN PART
SPEAKING
Exercise 1, p. 24
● In small groups, students discuss how much they know about superheroes and think
about their names and alter egos, superpowers, personality, costume and gear and
nemeses.
● In a lower-ability class, you may want to help students by giving them an example for
each of the categories (e.g., Spider-Man: name - Peter Parker, alter ego - Spider-
Man, superpowers - superhuman strength, ability to stick to and climb walls, uses
web-shooters, special "Spider-Sense"; personality - genius intellect specializing in
chemistry and invention, costume and gear - blue suit with red gloves, boots, and
mask, a black spider in the centre of the chest plate, nemesis - the Green Goblin).
● Monitor students and help them if necessary.
ANSWER KEY
CURIOUS ME!
● Have students read the Curious me! section and draw their attention to the
illustrations of the sound effects on the page. Discuss their meaning with students
and the reason why these illustrations are necessary in comic strips and books.
HELLO, WORLD! 8
TRICKS OF THE TRADE

The illustrations of sound effects in comic strips and books mimic the sound, so the reader
can experience the story fully.
READING
● Write the title of the poem on the board and brainstorm students’ ideas on what the
poem is about.
If I Could Be a Superhero
● Students read the poem and check their guesses.

ANSWER KEY
The author of the poem imagines himself as various superheroes, but he knows that he is
too scared and not brave enough to become one. In the end, he questions if it is time to
consider finding the strength to become a superhero on his own, without emulating any other
fictional superhero.
● Have students look at the names of the superheroes. Ask them if they recognise any
of them.
● Students fill in the blanks with the names of the superheroes.
● Play Track 1.5.
● Students listen and check their answers.
Track 1.5
If I Could Be a Superhero
by Steve Lazarowitz
I don’t think I could be Superman
I’m sort of scared of heights
I’d sort of like to be Spider-Man
But I’m afraid of spider bites
I suppose I could be Wolverine

But I’m afraid people would stare
I’d consider being the Incredible Hulk
But radiation’s bad for your hair
HELLO, WORLD! 8
The fantastic four, now there’s a thought

But I’m not sure that’s for me
Ben’s too ugly, Johnny too hot
And Sue I just can’t see
Maybe though I could be Reed

And lead the other three
Well maybe Reed’s a bit of a stretch
I can barely take care of me
Captain America, him perhaps

I love his mighty shield
But I fear I’m not brave enough
When things get rough, I yield
If I could be a superhero
I wonder which I’d be
Or maybe it’s time I tried to find
The hero inside me
ANSWER KEY
1 Superman, 2 Spider-Man, 3 Wolverine, 4 The Incredible Hulk, 5 The Fantastic Four, 6
Captain America
● If necessary, explain any new vocabulary. Suggested vocabulary: a bit of a stretch,

barely, mighty, yield.
● At this point, you can GO DIGITAL and practise reading the poem further.
TRICKS OF THE TRADE

Superman: He's the grandfather of all superheroes and his character was created by
cartoonists Jerry Siegel and Joe Shuster in 1933. Superman was born on the planet Krypton
and was given the name Kal-El at birth. As a baby, his parents sent him to Earth in a small
spaceship moments before Krypton was destroyed in a natural cataclysm. His superpowers
include super-speed, superstrength, supervision, superhearing, superbreath, flight and
invulnerability — although kryptonite blocks his powers. Spider-Man: Spider-Man was
created in 1962 and is still the most famous Marvel character. American teenager Peter
Parker was bitten by a radioactive spider and that gave him the superpowers allowing him to
be Spider-Man. He can stick to walls and sense danger before everyone else; he can also
fire cobwebs to block his opponents. He neglects his girlfriend, as his great feeling of
responsibility prevails over everything else. Wolverine: He is a mutant who possesses
animal-keen senses, enhanced physical capabilities, a powerful regenerative ability known
as a healing factor, and three retractable claws in each hand. Wolverine is a member of the
X-Men, young mutants with supernatural abilities. The Incredible Hulk: When scientist
Bruce Banner accidentally gets exposed to massive amounts of gamma radiation, something
unusual happens to him. When he gets angry, he turns into a big green monster called the
Hulk. Hulk is not very smart but is extremely strong. Once Banner learns to control the Hulk,
he becomes a useful superhero. The Fantastic Four: The Fantastic Four are a group of
HELLO, WORLD! 8
heroes with different skills acquired by travelling to outer space: Reed, or Mister Fantastic, is
extremely flexible; Susan, the Invisible Woman, can become invisible and create force fields;
her brother Johnny, the Human Torch, can control fire and fly; and Ben, the Thing, is the
stone muscleman. Together they save humanity. Captain America: In 1941, Captain
America was created as a patriotic super-soldier fighting against the Nazis. He's a fighting
machine whose only weapon is a near-indestructible shield. Thanks to a serum developed by
the military, Captain America's strength, endurance and reflexes are amplified. (Source:
Wikipedia, Deutsche Welle)
SPEAKING
Exercise 3, p. 24
● In pairs, students answer the questions.
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.
ANSWER KEY
1 boots, 2 cape, 3 costume, 4 mask, 5 gloves, 6 armour, 7 helmet, 8 shield
● Have students think of some more words or expressions connected with the
superhero costume and gear and write them down.
ANSWER KEY
● In small groups or pairs, students discuss superheroes’ superpowers and complete
the mind map with the missing verbs.
ANSWER KEY
1 to have, 3 to read, 4 to move, 5 to climb/crawl, 6 to change
HELLO, WORLD! 8
● Instruct students to illustrate the superpowers in Exercise 2 a).
● Monitor them and let volunteers show their illustrations.
ANSWER KEY
READING
● Students read the texts and guess the superheroes.
● Explain any new vocabulary. Suggested vocabulary: skilled hacker, martial arts, lack
in, be exposed to, possess, muscular, healing powers, regeneration powers, get
provoked.
ANSWER KEY
1 Superman, 2 Black Widow, 3 Batman, 4 The Incredible Hulk
CURIOUS ME!
● If possible, have students research what Comic-Con is and answer the questions.
● Alternatively, you can assign this task for homework.
TRICKS OF THE TRADE

Comic-Con is an event with a primary focus on comic books and comic-book culture. During
the event, comic book fans gather to meet comic creators, experts and each other.
International Comic-Con takes place in San Diego, California every year, usually in July. It
lasts for three days, and visitors can attend seminars and workshops with comic book
professionals and see previews of upcoming films and video games. In the evenings, you
can attend awards ceremonies, take part in the annual Masquerade costume contest and
visit the Comic-Con International Independent Film Festival.
ENDING THE LESSON

Creative me!, p. 24
● As a class, go through the activities. Explain what students should do in each activity.
● In groups, students choose the activity they would like to do.
● 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
HELLO, WORLD! 8
HOMEWORK
WB p. 26, Exercises 3 b), c) and d)
HELLO, WORLD! 8
3C THE POWER OF LISTENING

i mlade
NASTAVNA The power of listening

JEDINICA
PREDVIĐENI 1
BROJ SATI
ISHODI A.8.1., A.8.2., A.8.3., B.8.1.,

POUČAVANJA B.8.2., C.8.1., C.8.2., C.8.5.
DJELATNOST(I) Govorenje, slušanje, čitanje

U FOKUSU
KOMUNIKCIJSK Opisivanje osobnog iskustva

O-JEZIČNA
KOMPETENCIJ
A
MEĐUPREDMETNE TEME

razvoj B.3.2., B.3.4., C.3.2.

B.3.2., C.3.3., D.3.2.
Uporaba A.3.1., A.3.2., B.3.3., C.3.1.

informacijsko-
komunikacijske
tehnologije
Zdravlje B.3.1.B

NO čitanje s razumijevanjem
POVEZIVANJE
UDŽBENIK Str. 25.
RADNA Str. 27.

BILJEŽNICA
HELLO, WORLD! 8

platformi IZZI
STARTING THE LESSON

● If you have assigned the Curious me! section for homework, have students report
what they have found out about Comic-Con.
● You may want to play a Guessing game with students (see Games and Activities).
Say some fun facts about superheroes and let students try to guess which superhero
you are talking about.
● Suggested fun facts: He doesn’t need to eat or breathe air as he can live off solar
energy alone (Superman). He speaks over 40 different languages (Batman). He can
see ghosts (The Incredible Hulk). He was born on the 4th of July, Independence Day
(Captain America). He can be killed by drowning (Wolverine). His parents were spies
and died in a plane crash (Spider-Man).
MAIN PART
SPEAKING
Exercise 1, p. 25
● In small groups, students discuss the questions.
● When they are finished, have the groups report their answers.
ANSWER KEY
1 Active listening is listening with full concentration and understanding, responding and then
remembering what is being said, not just passively 'hearing' the message. 2 A good listener
doesn’t interrupt, accepts other people’s opinions, asks the right questions, doesn’t get
distracted easily and is curious. 3 Students’ answers.
LISTENING
Exercise 2, p. 25
● Let students look at the questions first. Remind them to use the active listening
techniques you have discussed in the previous exercise.
● Play Track 1.6.
● Students listen to the track and make notes.
Track 1.6
Brandon Stanton is a New York photographer and chronicler of street life. His photoblog and
books are famous all over the world and have millions of fans. In 2010, he decided to start a
photography project and create a catalogue of 10,000 New Yorkers. He would stop a random
person in the street, take their photo and start a conversation with them. That’s how Humans
of New York, or HONY for short, started. People often wonder why complete strangers open
up to him. He says it’s because he is really interested in what they have to say. He actually
takes time to listen to them, which is something many of us don’t do that often in our busy
HELLO, WORLD! 8
everyday lives. And the questions he asks are simple, but they really make you think. Lots of
people around the world have started similar blogs in their cities and local communities. We
have recently started one at our school, and it’s a big hit!

● If necessary, explain any new vocabulary. Suggested vocabulary: chronicler, random
person, open up, genuinely.
● At this point, you can GO DIGITAL and practise listening skills further.
ANSWER KEY
1 Brandon Stanton is a New York City photographer and chronicler of street life. 2. HONY
started when Brandon would stop a random person in the street, take their photo and start a
conversation with them. 3 People open up to him because he is genuinely interested in what
they have to say, he takes time to listen to them and the questions he asks are simple.
READING
● Explain to students that they are going to read Brandon’s interviews with the people
of New York City.
● Students read the interviews and match them to the photos.
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
HELLO, WORLD! 8
● Explain to students that they are going to do a short test to find out if they are good
listeners or not.
● Students read the article and circle the answers that are true for them.
● Go through the results and the explanations together with students.
ANSWER KEY
SPEAKING
● In pairs, students discuss the questions.
● Monitor them and help if necessary.
● Discuss students’ answers as a class and have them choose the top pieces of advice
for becoming a better listener.
● You may want to write the chosen pieces of advice on the board.
ANSWER KEY
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
beginning of the next lesson.
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
Student’s Book, p. 25, Exercise 4
HELLO, WORLD! 8
4 SUPERHERO, ME

i mlade
NASTAVNA Superhero, me
JEDINICA
PREDVIĐENI 1
BROJ SATI
ISHODI A.8.1., A.8.2., A.8.3., A.8.4.,

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.
U FOKUSU
GRAMATIKA Veznici
KOMUNIKACIJS Opisivanje izmišljenog lika

KO-JEZIČNA
KOMPETENCIJ
A
MEĐUPREDMETNE TEME

razvoj B.3.2., C.3.2.
Učiti kako učiti A 3.1., A.3.2., A.3.3., A.3.4.,

B.3.1., B.3.2., B.3.3., B.3.4.,
C.3.2., C.3.3., D.3.1., D.3.2.

POVEZIVANJE lika
UDŽBENIK Str. 21.
RADNA Str. 28.-29.

BILJEŽNICA

platformi IZZI
STARTING THE LESSON

HELLO, WORLD! 8
● Students present the stories they have chosen from Brandon Stanton’s photoblog or
their own Humans of… projects.
● While students are presenting their stories, make sure the others are paying
attention.
● Give your own feedback to each student or group. Focus on the elements of the
presentation, their correctness, fluency and confidence.
● Play the Pictionary game (see Games and Activities) with students.
● 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.
MAIN PART
Exercise 1, p. 26
● Instruct students to look at the emojis and guess the superheroes.
● Students work in pairs and explain their choices.
● Check answers as a class and have students explain their answers.
ANSWER KEY
1 Superman, 2 Spider-Man, 3 Batman, 4 Aquaman, 5 the Incredible Hulk, 6 Professor X, 7
Catwoman, 8 Ironman, 9 Thor / Students’ answers.
READING
● Explain to students that Diego has created his own superhero.
● Students read the text and answer the question.
● Check the answers as a class.
● Explain any new vocabulary, if necessary. Suggested vocabulary: regular, offensive,
roam, overalls, passer-by, daily commute.
ANSWER KEY
Art-Man has night vision and super-speedy painting skills, and he can become invisible.
● Students read the text again.
● Instruct students to draw a mind map in their notebooks and include the information
about Diego’s superhero’s basic information and his alter ego, superpowers, costume
and cause.
● You may want to help students by drawing a mind map on the board.
basic information
alter ego
costume
superpowers
cause
● In a lower-ability class, you may want to let students work in pairs.

● Give students some time to complete the mind map and help them if necessary.
HELLO, WORLD! 8
ANSWER KEY
Basic information: a regular teenager, lives in New York City. Alter ego: Art-Man, at night
roams the streets of Brooklyn looking for offensive graffiti, paints murals. Superpowers:
night vision, super-speedy painting skills, invisible. Costume: used to wear a costume but
looked ridiculous in it; wears overalls. Cause: paints inspiring murals to cover offensive
graffiti and hateful messages.
Exercise 3, p. 26
● Have students go through the highlighted words in the text.
● In groups, students think about the meaning of the linking words and when they are
used.
ANSWER KEY
● At this point, you can GO DIGITAL and further practise reading.
PENCIL, PAPER, GO! Short report

● Draw students’ attention to the Pencil, paper, go! section.
● Instruct students to match the linking words from the text to their use.
● Help students, if necessary.
● Check and discuss the answers as a class.
ANSWER KEY
so – to show result or consequence, and – to connect two similar things, although – to
express that the action in one of the statements is surprising, because – to show the reason,
but – to contrast two statements, when – to express time, or – to express choice
WORKBOOK PRACTICE
READING
● Explain to students that they are going to read about one of Diego’s favourite artists,
Banksy.
● Brainstorm students’ ideas about Banksy to find out what they already know about
him.
● Students read the paragraphs and put them in the correct order.
ANSWER KEY
2, 3, 1
● Have students read the questions and match them to the paragraphs.
● Remind them to underline the answers in the text.
HELLO, WORLD! 8
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 by spraying graffiti on the
walls in his hometown in the late 1990s. 3 Paragraph 3: Balloon Girl – or Girl 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 that he was born in Bristol, in the southwest of
England, in 1974. 5 Paragraph 1: Since then, he has made graffiti all round the world, from
New York and through Vienna and London to Jerusalem. 6 Paragraph 1: His fans don’t really
want to know his true identity, because this mystery is what makes him so fascinating.
Exercise 3, p. 29
● Let students read the sentences about Spider-Man first.
● Students then join the sentences with the correct linking word.
● You may want to instruct students to swap their notebook in pairs and check the
answers before checking them as a class.
ANSWER KEY
1 His real name is Peter Parker and he lives in New York. 2 Spider-Man got his superpowers
when a radioactive spider bit him. 3 He can shoot webs from his wrists, or he can use web
shooters. 4 He can hang from ceilings or buildings because he can shoot spider webs. 5 He
is a superhero, but he still lives with his uncle and aunt. 6 He has sharp animal senses so he
can feel when danger is near. 7 Spider-Man has remained popular although new superhero
characters appear in comics and films all the time.
WRITING BANK
CHARACTER DESCRIPTION
READY? (pre-writing)
● Students read the list of superpowers they would like to have.
● Have them correct the spelling mistakes.
ANSWER KEY
1 telepathy, 2 teleporting, shapeshifting, 4 X-ray vision, 5 immortality, 6 superstrength, 7
invisibility, 8 flight, 9 time travel, 10 superspeed

● Let students choose three superpowers from the list in Exercise 1 a) and complete
the sentences.
● In pairs, students read out the sentences to their partners. Their partners try to guess
which superpower each sentence is about.
● Remind students to keep the sentences logical but not too easy to guess.
● Invite volunteers to read out their sentences.
HELLO, WORLD! 8
ANSWER KEY
SET
● Before reading the superhero text, have students match the paragraphs with their
content.
● Students then read the text on the opposite page to check.
ANSWER KEY
3, 1, 2 / 1 real name and basic information, 2 alter ego, superpowers and costume, 3 cause
the character is fighting for

● Students pretend they are the superhero from the text and answer the interview
questions, completing the dialogue using the information from the text.
● Explain any new vocabulary. Suggested vocabulary: reveal, levitate, telekinesis,
telepathically, awake, turquoise, flaming, truce, still, habitat, teleport.
ANSWER KEY
1 My real name is Ginny and I’m thirteen years old. 2 I can levitate and control things using
telekinesis. I can also telepathically communicate with species. 3 My supersuit is chameleon-
like; it can change its colour and material to fit the environment. It also contains a cooling
skin gel. 4 I try my best to stop any creatures from destroying their habitat or from destroying
each other.
ENDING THE LESSON

WRITING
Exercise 4, p. 26
● One more writing task is provided in Exercise 3 on page 111 in the Student’s Book.
You may want to assign it for homework or include it in the writing task in this lesson.
● Instruct students to think about their own superhero and prepare a mind map similar
to the one they drew in their notebooks.
● Students write a text about what type of 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.
● 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.
HELLO, WORLD! 8
● 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.
HOMEWORK
WB pp. 28–29, Exercises 2 and 4 a) and b)
HELLO, WORLD! 8
5 THE AMERICAN DREAM

i mlade
NASTAVNA The American dream
JEDINICA
PREDVIĐENI 1
BROJ SATI
ISHODI A.8.1., A.8.2., A.8.3., A.8.4.,

POUČAVANJA B.8.1., B.8.2, B.8.3., C.8.1.,
C.8.2., C.8.3.
U FOKUSU
VOKABULAR immigrant, opportunity,

melting pot, gateway, port of
entry, inspection, bundles,
cultural diversity
KOMUNIKACIJS Govorenje o imigraciji i
KO-JEZIČNA imigrantima
KOMPETENCIJ
A
MEĐUPREDMETNE TEME

razvoj B.3.2., C.3.2., C.3.4.

B.3.2., C.3.2., C.3.3., D.3.1.,
D.3.2.
Građanski odgoj i A.3.1., A.3.3., A.3.4.

obrazovanje

NO razumijevanjem
POVEZIVANJE Povijest Društvene promjene i
migracije
UDŽBENIK Str. 27.
RADNA Str. 30.

BILJEŽNICA
HELLO, WORLD! 8

platformi IZZI

● Do a short USA trivia quiz with your students.
● You can divide students into two groups and turn it into a competition.
● Suggested questions: 1 What is the second most spoken language in the USA? 2
Which explorer discovered America? 3 What is the national 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 longest
river in the United States? 8 What was New York called before it became New York?
ANSWER KEY
1 Spanish. 2 Christopher Columbus. (Christopher Columbus was the first European explorer
to discover America in 1492, although there is evidence that some five hundred years before
Columbus, Vikings, led by Leif Eriksson, set foot in North America and established a
settlement. And long before that, some scholars say, the American continents seems to have
been visited by seafaring travellers from China and possibly by visitors from Africa and even
Ice Age Europe.) 3 American Bison. 4 France. 5 Neil Armstrong. 6 50, one for each of the 50
US states. 7 Missouri. 8 New Amsterdam.
● Draw students’ attention to the title of the lesson and discuss its meaning.
TRICKS OF THE TRADE

The American dream is the ideal that every citizen of the United States should have an equal
opportunity to achieve success and prosperity through hard work, determination and
initiative; the belief that America offers the opportunity of a good and successful life achieved
through hard work to everyone. (Source: Oxford Learner’s Dictionaries)
MAIN PART
SPEAKING
Exercise 1, p. 27
● In pairs, students read the questions and discuss the answers.
● You may want to name some of the famous immigrants to the USA. Suggested
immigrants: Natalie Portman (Israel), Arnold Schwarzenegger (Austria), Sergey Brin
(Russian Federation), Albert Einstein (Germany), Jackie Chan (Hong Kong, China),
Nikola Tesla (Croatia), Sofia Vergara (Colombia).
ANSWER KEY
READING
● Let students look at the headings and the pictures first.
● Explain to students that they are going to read a text about immigration and the way
immigrants arrived to the USA.
HELLO, WORLD! 8
● If necessary, explain the meaning of the expression melting pot.

● Students then read the text and match the headings to the paragraphs.
● Explain the new vocabulary. Suggested vocabulary: opportunity, gateway, port of
entry, inspection, bundles, cultural diversity.
ANSWER KEY
3, 1, 4, 5
TRICKS OF THE TRADE

A melting pot - a place or situation in which large numbers of different people, ideas, etc.
are mixed together; a place where many different people and ideas exist together, often
mixing and producing something new. (Sources: Oxford Learner’s Dictionaries, Cambridge
Dictionary)
● Students go through the text one more time and decide whether the sentences are
true, false or it doesn’t say.
● Check answers as a class and have students explain their answers.
● Remind students to underline the parts of the text that give them the answers.
ANSWER KEY
1 F, 2 F, 3 F, 4 DS, 5 T, 6 T / Students’ answers.
● At this point, you may use the digital content for further reading practice.
CURIOUS ME!
Encourage students to find out more about the Statue of Liberty - which country it
was originally designed for and how it ended up in the USA. Have them report about
it at the beginning of the next lesson.
WORKBOOK PRACTICE
● Students match the words and expressions to their definitions.
ANSWER KEY
1, 4, 2, 7, 5, 6
READING
Exercise 2, p. 30
● Instruct students to skim the immigrants’ stories and the missing sentences first.
● Students then read the stories carefully and complete them with the missing
sentences A–H.
● Remind them that there are two sentences they do not need.
● Explain any new vocabulary, if necessary. Suggested vocabulary: deck, rough sea,
foreigner.
HELLO, WORLD! 8
ANSWER KEY
1 G, 2 C, 3 H, 4 F, 5 A, 6 D
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.
● 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
WB p. 30, Exercise 1 b)
HELLO, WORLD! 8
UNIT 1 REVISION
NASTAVNA Unit 1 Revision
JEDINICA
PREDVIĐENI 1
BROJ SATI
ISHODI A.8.1., A.8.2., B.8.1., B.8.2.,

POUČAVANJA C.8.1., C.8.2., C.8.3., C.8.5.
DJELATNOST(I) Slušanje, čitanje

U FOKUSU
MEĐUPREDMETNE TEME

razvoj B.3.4.
Učiti kako učiti A.3.1., A.3.2., B.3.2., B.3.3.,

B.3.4., C.3.2., D.3.1., D.3.2.
RADNA Str. 31.-33.

BILJEŽNICA

SADRŽAJ IZZI ponavljanje na digitalnoj
platformi IZZI
STARTING THE LESSON

WORD LIST, pp. 82–83

● In groups, students play the Definition game (see Games and Activities). Instruct
students to go through the list of words. In each group, a student chooses a word or
expression and tries to define it or describe it to their group members. The rest of the
group tries to guess the word.
● Monitor and provide help if needed.
LANGUAGE MATTERS
Tomayto, tomahto
Exercise 1, p. 29
● Draw students’ attention to the words pronounced in American and British accents.
HELLO, WORLD! 8
● In pairs, students read out the words, trying to pronounce them in both accents.
Exercise 2, p. 29
● In small groups, students discuss the questions and try to think of some more
examples similar to the ones in Exercise 1.
● If students cannot think of the examples themselves, give them some examples of
your own. Suggested examples: neither, privacy, vase, garage, advertisement,
record, dynasty.
● Discuss students’ ideas and answers as a class.
ANSWER KEY
MAIN PART
WORKBOOK PRACTICE
U1 Revision: LISTENING
TRICKS OF THE TRADE

This is a good opportunity to revise key listening strategies. You can do it as a whole-class
activity, or you can have students discuss the listening strategies in groups and share their
ideas later with the class.
Exercise 1, p. 31
● Allow enough time for students to read the instructions and the sentences. Make sure
they understand what is expected of them.
● Play Track 1. Students listen and tick the correct person.
● If necessary, play the track once more.
Track 1
Hi! I’m Hiro, and I’m from Tokyo, the world’s most 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. My grandparents live just
a 90-minute ride away from Tokyo by express train. I always enjoy the ride, because the
scenery is breathtaking. Spending time with my grandparents is equally interesting. My
grandpa is the most intelligent person I know. He’s the person I always turn to when I need a
piece of advice. He is also very traditional. I’ve never seen him argue with anybody, even
when he knows the other person is wrong. He believes that pushing your own beliefs on
other people is disrespectful. This is exactly what he taught me: to respect others. He is not
very talkative; he speaks only when he has to. (laughing) I wish I could say the same about
my grandma! When I was younger, she would tell me fun stories she’d invented. She still
makes me laugh every time I visit! My grandparents are both very hardworking, and they’ve
passed that trait on to my dad. He is also very responsible, and he never jokes about work.
HELLO, WORLD! 8
He takes it very seriously. He’s like that at home, too. Mum is the exact opposite, though:
she’s cheerful all the time, and she never stresses about things. They both work a lot, and
we don’t have much time to spend together during the week, but that’s why we make our
weekends all about us. We love discovering new things together, and Tokyo is a paradise for
foodies like us! We either choose one of the many restaurants and street-food stands, or we
stay at home and order takeaway. My dad and I always eat from the takeaway plastic boxes,
which is probably on the top of my mum’s pet-peeves list. She hates it when we do that.
‘Respect your food! Use a plate!’ she yells. I don’t like it when she gives us orders. That’s my
pet peeve! Although, when I think about it, I miss it a little now that I’m in New York.
ANSWER KEY
1 Grandpa, 2 Grandpa, 3 Grandma, 4 Grandma, 5 Dad, 6 Mum, 7 Mum
● Have students look at the pictures. Make sure they understand what is expected of
them.
● Play Track 2. Students number the sites in the correct order.
Track 2
Jake: I often visit the iconic places of New York, and I can never get enough! I don’t mind the
crowds, the tourists or their selfie sticks. One of my favorite landmarks is the Brooklyn
Bridge. Walking across the pedestrian walkway and taking pictures of the city through the
steel wires is one of my favorite things to do. You can even see the Statue of Liberty from the
Bridge. I’ve visited Liberty Island a couple of times: going there is always a day well spent!
However, if I had to choose just one landmark, it would most definitely be the Top of the
Rock open-air observatory, from which you can get an amazing view of Manhattan with the
Empire State Building in the centre. Finding rooftops with nice views and taking photos of the
city skyline is my favorite pastime.
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 no skyscraper in
sight, and no traffic. I feel very peaceful and calm there. I always bring a packed lunch and sit
on a bench looking out across the lake. My number-one spot is definitely near the
picturesque Bow Bridge; it’s so romantic! I love the colour of the trees in autumn. I could
spend hours lost in Central Park. But when I get tired of the peace and quiet that the park
offers, I take a subway and go to Coney Island. In summer, my friends and I head for the
beach to swim in the ocean and joke around. I never go on a roller-coaster ride, though.
Heights make 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 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 different food, you should definitely visit Brooklyn’s food festival, called Smorgasburg.
It’s full of surprises for the senses, and, to me, it smells like home. There’s an area in the
middle where you can even spread out a picnic blanket. It’s located on the waterfront, so you
HELLO, WORLD! 8
can eat your ramen burger while enjoying the killer skyline views. I love how the market is
both a meeting place for people and a melting pot of cultures!
ANSWER KEY
First row: 6, 4, 7, 2. Second row: 5, 1, -, 3
● Students read the sentences first. There are two pieces of information that you do not
need.
● Play Track 2 again. Students match the information to the correct name, writing the
numbers in the boxes.
● Remind students that there are two pieces of information they do not need.
ANSWER KEY
Jake: 3, 6: Leona: 2, 5; Luis: 4, 8
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 made mistakes. You can do it as a
whole-class activity upon completion of each of the revision areas or you may want to collect
students’ workbooks and correct the work yourself. If doing so, make sure to comment on
students’ work and emphasise what areas need more work. It could also be discussed at the
beginning of the following lesson.
U1 Revision: READING
TRICKS OF THE TRADE

This is a good opportunity to revise key reading strategies. You may want to do it as a whole-
class activity or you may want to refer students to pages 8 and 9 of the Student’s Books.
● Have students read the instructions and the topics first.
● They scan the texts and match them to the topics. Tell them not to worry about the
gaps at this point.
ANSWER KEY
1 interests, 2 friendships, 3 going places, 4 pet peeves
HELLO, WORLD! 8
● Students read the texts again and choose the correct answer, A, B or C, to complete
the sentences.
ANSWER KEY
1 B, 2 A, 3 C, 4 C, 5 A, 6 B, 7 C, 8 A, 9 C, 10 C, 11 B, 12 A
Exercise 2, p. 33
● Before doing the task, remind students to read both the instructions and the
interviews to get a general idea of what they are about.
● Students match the interviews with the questions asked.
ANSWER KEY
5, 3, 2
Exercise 3, p. 33
● Students scan the text first.
● They complete the text with the missing sentence parts.
● Remind them to read each sentence and the text carefully.
ANSWER KEY
1 D, 2 G, 3 A, 4 E, 5 C, 6 F
● At this point, you can GO DIGITAL and further practise reading and listening.
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.

Hello World 8 - Unit 1

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HELLO, WORLD!

UNIT 1 WHAT IS THE CITY BUT THE PEOPLE

READY, SET, GO!

NASTAVNA Drugi i drugačiji / Slobodno

ISHODI A.8.1., A.8.2., A.8.3., A.8.4.,

VOKABULAR boroughs, Brooklyn,

Osobni i socijalni A.3.1., A.3.3., B.3.2., B.3.4.,

Učiti kako učiti A 3.1., A.3.2., A.3.3., B.3.1.,

Uporaba A.3.1., A.3.2., C.3.1., C.3.2.,

MEĐUPREDMET Hrvatski jezik Slušanje s

UDŽBENIK Str. 12.-13.

RADNA Str. 8.-9.

DIGITALNI Video Meet Diego!

STARTING THE LESSON

TRICKS OF THE TRADE

● Explain any new vocabulary. Suggested vocabulary: heritage, cosmopolitan city,

TRICKS OF THE TRADE

TRICKS OF THE TRADE

ANSWER KEY 3 Manhattan, 4 Brooklyn, 2 Queens, 5 the Bronx, 1 Staten Island

KICK-OFF! Are you people savvy?, p. 13

ENDING THE LESSON

1A ME, MYSELF AND I

NASTAVNA Drugi i drugačiji / Slobodno

ISHODI A.8.1., A.8.2., A.8.3., A.8.4.,

VOKABULAR wise, outgoing, ambitious,

Osobni i socijalni A.3.1., A.3.2., A.3.3., B.3.1.,

Učiti kako učiti A 3.1., A.3.2., A.3.3., B.3.1.,

MEĐUPREDMET Hrvatski jezik Čitanje s

UDŽBENIK Str. 14.-15.

RADNA Str. 10.-11.

DIGITALNI Dodatni zadatci za

STARTING THE LESSON

TRICKS OF THE TRADE

● At this point, you can GO DIGITAL and practise reading aloud.

ENDING THE LESSON

NASTAVNA Drugi i drugačiji / Slobodno

ISHODI A.8.1., A.8.2., A.8.3., A.8.4.,

GRAMATIKA Glagolska vremena present

Osobni i socijalni A.3.1., A.3.2., A.3.3., B.3.1.,

Učiti kako učiti A 3.1., A.3.2., A.3.3., B.3.1.,

MEĐUPREDMET Hrvatski jezik Izricanje

UDŽBENIK Str. 15.

RADNA Str. 12.

DIGITALNI Dodatni zadatci za

STARTING THE LESSON

My… Grammar! Present simple vs present continuous

ENDING THE LESSON

1B WHAT MAKES ME… ME

NASTAVNA Drugi i drugačiji / Slobodno

ISHODI A.8.1., A.8.2., A.8.3., A.8.4.,

VOKABULAR sound familiar, a problem

Osobni i socijalni A.3.1., A.3.2., A.3.3., B.3.1.,

Učiti kako učiti A 3.1., A.3.2., A.3.3., B.3.1.,

MEĐUPREDMET Hrvatski jezik Čitanje s

UDŽBENIK Str. 16.

RADNA Str. 14.

DIGITALNI Dodatni zadatci za

STARTING THE LESSON

● At this point, you can GO DIGITAL and practise reading aloud.

TRICKS OF THE TRADE

Study tip! READING

ENDING THE LESSON