Teachers Guide

Gabriel Daz Maggioli

Yearly plan ..................................................................................... 2

Walkthrough .................................................................................. 6
Introductory notes ....................................................................... 11
Stepping up 1: Macmillan Practice Online ................................... 14
Lets start! .................................................................................... 18
Module 1 Around the world ...................................................... 20
Module 2 Routines vs spare time ............................................... 28
Modules 1 and 2 Test .................................................................. 36
Module 3 Right now ................................................................. 38
Revision 1 .................................................................................... 46
Module 3 and Revision 1 Test ...................................................... 50
Mid-course Test ........................................................................... 52
Module 4 Lifestyles ................................................................... 54
Module 5 A day in a TV studio .................................................. 62
Modules 4 and 5 Test .................................................................. 70
Module 6 People and places ..................................................... 72
Revision 2 .................................................................................... 80
Module 6 and Revision 2 Test ...................................................... 84
End-of-course Test ....................................................................... 86
Stepping up Magazine reading strategies .................................. 88
Extra activities .............................................................................. 90
Teaching resources ...................................................................... 92
Answer key: Activities ................................................................. 114
Answer key: Language reference ................................................ 121
Answer key: Tests ....................................................................... 122
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CONTENTS

MODULE Comprehension Production

Cross-curricular Metalearning
Grammar Vocabulary Phonological (Strategies and (Strategies and
links strategies
Text types) Text types)
Personal pronouns The alphabet
Possessive adjectives Numbers 1100
Verb to be present Colours
Lets start! simple Days of the week
The time
Yearly plan

Family members

Verb to be present The weather Intonation of Strategies: Strategies: Physical Education: Using what one knows
simple: affirmative, Whats the weather questions Connecting information Using correct Different types of
negative and Yes/No like? one hears with pronunciation exercise and sports; Predicting from ideas
questions Personal Stress pattern in paratextual information parts of the body and words
Have got/has got: belongings common words Using correct
affirmative, negative Sports Reading/Listening for punctuation and Project: Scanning texts
and Yes/No questions gist spelling Favourite types of
1 Must: affirmative, exercise and sports Self-monitoring
negative and Yes/No Reading/Listening for Text types:
Around the questions specific information Dialogues Final task: Helping each other in
world Can: for ability and Making a graph pair and group work
possibility Text types: Oral presentations with survey results;
good at/bad at; well/ Informal conversations making an oral Visualizing to aid
very well/not very well/ Short expository texts presentation of expression
not at all Short articles survey results;
Prepositions of place Notes writing an email to Using textual clues
and time a web pal (Now I
Articles: a, an, the, () can)

Present simple Daily routine Intonation of Strategies: Strategies: Biology: Bacteria Using the words one
affirmative, negative Spare time questions Connecting information Using basic punctuation and viruses; illnesses knows to communicate
and questions activities one hears with appropriately simple messages
a bit/a lot/not much/ Sports \s\ \z\ Iz\ for verbs paratextual information Project:
not at all in the present Turn-taking Bacteria Using body language to
Present simple simple Reading/Listening for aid communication
How often? gist Actively listening to the Final task:
Adverbs of frequency interlocutor to respond Making an oral Using textual supports
Like/love/hate + Reading/Listening for appropriately presentation of to present information
2 noun/-ing specific information the information in
Routines vs Conjunctions: and, Using conjunctions (and, a poster; making Helping each other in
but, or Text types: but, or, so) a poster about a pair and group work
spare time Informal conversations favourite idol (Now
Text types: I can) Listening attentively
Descriptions Informal conversations
Responding to the
Short oral presentations Short oral presentations interlocutor through
active listening
Narratives Paragraphs
Self-monitoring
Agreeing and disagreeing
 CONTENTS

MODULE Comprehension Production

Cross-curricular Metalearning
Grammar Vocabulary Phonological (Strategies and (Strategies and
links strategies
Text types) Text types)
Present continuous: Actions Intonation of Strategies: Strategies: Information and Using grammatical and
affirmative, negative Expressions with Yes/No and Predicting from words Using models to Communication lexical explanations
and Yes/No questions have Wh- questions or images organize ones Technology before, during or after
There is/are: affirmative, Personal production (ICT): Different production tasks
negative and Yes/No belongings The \IN\ sound Using textual clues to technological
questions aid comprehension Linking a text gadgets; parts of a Self-correcting ones
Yearly plan

a lot of/some/any appropriately poster production or correcting

Prepositions of place: Listening attentively others production
in, behind, on, under, Using basic conjunctions Project:
between Text types: A new gadget Helping each other in
3 Sequencing words: Short informal Text types: pair and group work
First, Then/Next, Finally conversations Short expository texts Final task:
Right now Making a poster Self-evaluating
Description of objects Short descriptive texts about a new gadget; expression and
making an oral comprehension
Short magazine articles Description of people presentation of a
and places new gadget; writing
about places and
Short informal people for a school
dialogues to express competition (Now I
opinions, agreeing and can)
disagreeing

a lot of/lots of Food The \eI\ sound Strategies: Strategies: Using ones notes and
Countable and In the city Using paratextual Using conjunctions in a the Language reference
uncountable nouns The \aI\ sound features to aid written text section to revise
comprehension grammatical and lexical
Memorizing conventions content
Listening attentively and expressions
Applying what one
Focusing attention Text types: has learnt
Revision 1 Short expository texts
Text types: and dialogues Self-evaluating
Short informal expression and
conversations Descriptions of people, comprehension
places and events
Description of objects

Short magazine articles

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| 4
CONTENTS

MODULE Comprehension Production

Cross-curricular Metalearning
Grammar Vocabulary Phonological (Strategies and (Strategies and
links strategies
Text types) Text types)
Present continuous: Actions The \N\ sound Strategies: Strategies: Maths: Calculations; Collaborating to solve
Wh- questions Jobs Inferring meaning from Visualizing maths applied to problems
Contrast between the What does she do? \s\ \z\ \Iz\ for verbs context everyday situations
present simple and Means of transport in the present Reviewing Self-assessment and
continuous: affirmative subway/ simple Listening attentively Project: monitoring
Yearly plan

and negative underground/ Recycling vocabulary Planning the prom

How do you go to...? metro Visualizing and grammar party and budgeting
I go by it
4 Order of adjectives Text types: Planning for written
before a noun Short informal expression Final task:
Lifestyles conversations Making a table to
Text types: explain how money
Description of objects Description of places will be spent in
a party; making
Short magazine articles Poster a poster about
transport
Short expository texts Short expository texts (Now I can)

Short descriptive texts Short descriptive texts

Verb to be past TV studio: jobs The \\ sound and Strategies: Strategies: History: Buildings, Justifying ones answers
simple: affirmative, Parts of the house reduced forms Using textual clues Monitoring ones shops, transport and with textual evidence
negative and questions Places in town expression industries in a city
There was/were: Predicting Collaborating to solve
affirmative, negative Using norms and Project: problems
and Yes/No questions Listening attentively convention A town in the past
Past time expressions and now Enlarging on ones text
Would you like? Text types: Planning for written and based on a classmates
Short informal oral expression Final task: feedback
5 conversations Making a poster
A day in a TV Text types: about ones town Using different sources
Description of objects Short informal in the present and of information (eg the
studio conversations now; writing about dictionary, the Students
Short magazine articles ones new house Book, the Internet etc)
Description of objects or flat and about
Short narrative texts school changes;
Short narrative texts giving a talk
Short descriptive texts (Now I can)
Making suggestions

Writing invitations
 CONTENTS

MODULE Comprehension Production

Cross-curricular Metalearning
Grammar Vocabulary Phonological (Strategies and (Strategies and
links strategies
Text types) Text types)
Past simple regular Holiday activities \t\ \d\ \Id\ in regular Strategies: Strategies: Social Studies: Justifying ones answers
verbs: affirmative, Geographical verb endings in Listening attentively Planning for oral and Steve Jobs with textual evidence
negative and Yes/No features the past simple written expression biography (personal
questions Actions Monitoring information, life Enlarging on ones text
Past time expressions: Ordinal numbers comprehension Checking and editing events, jobs and based on a classmates
last month/two weeks oral and written inventions) feedback
Yearly plan

ago/in March/last year Evaluating expression

Pronunciation of comprehension Project: Using different sources
regular verb endings Collaborating A biography of information (eg the
6 Past simple irregular Text types: dictionary, the Students
verbs: affirmative, Short informal Text types: Final task: Book, the Internet etc)
People and negative and Yes/No conversations Short biographical Making a poster
places questions narratives about a person Proof-reading and
Common mistakes Description of objects students admire; self-assessing
Expressing personal writing the end of a
Short magazine articles opinions story for the school
online Book Club
Short expository texts Describing a place in a (Now I can)
postcard
Short descriptive texts
Short informal
conversations

Past simple verbs: Furniture The \i\ sound Strategies: Strategies: Using ones notes and
started to work/working Actions Using what one knows Applying what one the Language reference
finish working The \u\ sound has learnt section to revise
Monitoring grammatical and lexical
comprehension Text types: content
Writing postcards
Text types: Self-evaluating ones
Short informal Using informal language learning
Revision 2 conversations in writing
Applying what one
Description of objects has learnt

Short magazine articles

Short expository texts

Short descriptive texts

See page 92 for a Planning organizer model.

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Walkthrough
Students Book organization:
The 18 lessons in Stepping up 1 are organized into 6 thematic modules (3 lessons per module). Apart from
these presentation lessons, each module has a page devoted to skills and another one devoted to CLIL.
The Students Book also has a 2-page introductory unit, which activates students previous knowledge,
2 revision sections (one every 3 modules), a full-colour section of practice activities after each module and a
2-page section of extra activities with oral and written tasks to be carried out in pairs or groups.

In each module, teachers will find the following:

Vocabulary is presented
through tasks, to create in
students the need to learn
the new words. All these new
words are recorded to provide
students with appropriate
pronunciation samples.
The A step forward sections
highlight some aspects of
the use of language which
students should be aware of.
The activities following the
reading texts check students
comprehension and foster
their deduction of grammar
rules and structure formation.
The grammar cards in the
Grammar section help
students summarize the rules
and structures learnt.

The reading texts use the new vocabulary and structures There is a clear balance and
contextually. The topics are so interesting to teenagers integration of the skills,
that you can naturally transfer them to students everyday to expose students to a
life. These texts are recorded for students further exposure productive and purposeful use
to the oral language. of the language just learnt.

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 Focused work on skills where functional
language is introduced this gives
students the chance to build up their own
conversations and get involved in truly
communicative situations.
Development of the process of writing
different text types, with useful tips dealing
with formal aspects, such as punctuation and
word order, and with the appropriate use of
language, such as when to use the different
conjunctions and sequencing words.
CLIL pages dealing with different subjects
of the curriculum they give students the
chance to either use language they already
know or learn new vocabulary while
learning subject-specific content. These
pages end up in a Project where students
investigate different areas or topics related
to the subject being dealt with and get
involved in productive individual or group
work which leads to communication and
the use of ICT resources.

The activities at the end of each module provide specific practice for
each lesson. In the Now I know section, students have the chance
to integrate and recycle all the structures and vocabulary learnt so far,
and to test their memory about the texts and characters in the module.

7 |
Walkthrough

The Activities section of each module

ends up with a final task (Now I can)
where students often produce a piece of
contextualized writing using what they
have learnt so far. The Now lets read!
section provides an extra reading text for
each module; this text is always followed
by comprehension activities.

Each Revision section introduces some new

vocabulary and basic language students
should manage, apart from recycling and
consolidating the language learnt in the
previous 3 modules.

There are 2 Pronunciation sections in

each Revision focusing on the main sounds
students should learn at this level.

At the end of each Revision, there are 4

self-evaluation pages one for each of the
previous 3 modules, revising the vocabulary
and grammar taught in them, and one
Apart from practice activities, at the end of devoted to reading and writing.
each Revision there is a Language reference
section which includes tables summarizing
the grammar taught as well as grammar
drills for each of the structures. There is
also a crossword to recycle vocabulary and
grammar in a fun way.

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 Stepping up 1 Practice
Online offers a wide range
of online activities that help
students practise reading,
listening, grammar and
vocabulary. It also includes
an online dictionary,
grammar reference and a
markbook where students
can record their grades.
For further explanations
and a list of the resources
included, see pages 1417.

This highly visual section provides further ways of practising

and recycling the language students learn during the
course both orally and in writing, individually, or in pairs
or groups. The Teachers Guide includes notes on how to
work with these extra activities (see pages 90 & 91).

All the vocabulary

presentations, reading
texts, audio material
for the activities in the
Students Book and
the Tests, and the 2
songs in Stepping up
Magazine are recorded
on 2 CDs.

Stepping up 1 comes together with a magazine, created taking

teenagers interests into account. This magazine includes games,
articles, quizzes, 2 songs and plenty of material to engage students into
classwork or homework. Two Macmillan Readers are also suggested at
the back of the Students Book as further extensive reading.

9 |
Walkthrough
Teachers Guide organization:
Stepping up 1 Teachers Guide includes: a yearly plan, notes on the series approach, notes on how to use
Stepping up 1 Practice Online, Stepping up Magazine and the Extra activities in the Students Book, as well
as teaching notes for the modules and Revision sections. It also includes photocopiable Tests and Teaching
resources, and all the answer keys.

Some of the main features of the Teachers Guide are:

There are several notes on

The aims and the grammar The answers to all the
how to introduce and exercise
and vocabulary content activities in the Students
different learning strategies
are summarized at the Book and the audioscripts
throughout the Teachers Guide
beginning of each module. for the listening activities
giving further ideas for their
are provided together with
assessment as well.
the teaching notes.

Each module includes a brief explanation

Each module finishes with a clearly
of the reasons why the topic chosen for
sequenced development of steps
that module is relevant to teenagers.
to fully exploit the Project in the
Students Book.

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 Introductory notes
Some information about
the ideas in this Teachers Guide
The Stepping up series has at its core, an integrated
approach to language learning which puts students at
the centre of the process. By creating opportunities for
students to notice and work out language on their own,
the Students Book together with the extra materials,
create a safe environment where the development of
proficiency in English is a reality.
The following information highlights key ideas behind the
design of student materials and is intended as a source
of inspiration for teachers to enhance the potential of the
book.
Stepping up our teaching
Language teaching has a long history of change and
innovation. Along that history, methods have come and
gone. With every new method or approach, certain ideas
have become part of our understanding of the learning
process. These ideas constitute the common core of
language teaching and learning and should serve as
signposts along the road towards language proficiency.
The following information highlights some of these ideas,
which lie at the core of the actions we invite you to take
in this Teachers Guide:
Language learning happens in a cumulative way but not
in a linear way. Students go through different phases
advancing very fast at times, and slowing down to the
point of frustration at others. Teachers should be aware
of these rhythms and work hard at accompanying
students at their pace.
Language learning happens when students have the
opportunity to actively use the language in realistic
contexts. Research is conclusive about the role of
language use, so teachers should be vigilant of the fact
that teaching should be subordinated to learning.
Language learning does not happen in a predictable
sequence. Hence, the teachers task is to constantly
assess students current level of development and
anticipate future directions that learning can take. In
this light, assessment, in all its forms, plays a key role in
language development.
Learning a language can be equated with solving a
problem. Hence, when students are encouraged to
work out how language works on their own, they are
better able to remember and apply what they are
learning. The role of the teacher should be that of a
guide on the side.
The teachers main task in any course is to organize for
learning to happen.
The notes on the following pages try to offer teachers
options and potential directions, and aim at enhancing
opportunities for students to interact with one another.
The activities in the Students Book combined with the
additional ideas and suggestions in the Teachers Guide
will enable students to learn the language, learn about
the language and learn through the language. So, make
sure to read the recommendations in this Teachers Guide
when you are planning your lessons.
Stepping up students language
learning
Research on language teaching and learning emphasizes
the need for students to become autonomous if they
are to succeed in learning a new language. One of the
ways in which students gain autonomy is by applying
suitable learning strategies in order to solve linguistic
problems. Learning strategies are thoughts and actions
that help us learn better. Throughout the Teachers Guide,
there are suggestions of different strategies, which may
help students learn better. Research also indicates that
strategies need to be consciously taught for students to be
able to learn them, and that there should be opportunities
for practising the strategy once it has been demonstrated.
The following is a summary of the procedure for teaching
a learning strategy:
Explain to students (or remind them) that they can
succeed in language learning by applying learning
techniques called learning strategies.
Identify the learning strategy to be taught by name (eg
Predicting) and demonstrate its use to students. For
example, you may say, Predicting is about anticipating
or guessing what a text may be about. I can guess
by looking at the pictures or by reading the title and
forming an idea in my mind about what the text will
be about. Look at the title of this text and think about
two things that may be mentioned in the text. Now,
lets read the text very quickly and check whether the
information is there.
Provide opportunities for practice. Have students try out
the strategy on their own.
Assess the effectiveness of the strategy. Once students
have applied it, take some time to discuss how they
did it and what effect it had on their understanding/
expression.
Recycle previously learnt strategies. Encourage students
to identify opportunities to apply previously learnt
strategies or indicate those opportunities if students
are not aware of them. Engage students in recalling
what the strategy is called and how it is used, have
them practise using it and take some time to assess its
effectiveness. Also indicate potential applications of that
strategy to other classroom activities.
Learning how to use the strategies takes time and
requires practice, so dont expect students to
immediately use them well. However, given proper
recycling opportunities you and your students should
be able to see improvement in their understanding and
expression along the course.
Stepping up students language
awareness
While it is true that we dont know for certain how people
learn languages, we do have a few general rules that
have been confirmed by research about how people
can master a foreign language. One such rule is that
focusing on forms for the sake of learning grammar
does not lead to effective language learning. Instead, we
should aim at co-constructing language awareness with
students. This means that we will refrain from providing
11 |
 Introductory notes
decontextualized grammar rules and then have students
focus on meaning (focus on forms) and will instead help
students discover how language works in the context
of a communicative situation (focus on form). In other
words, we will take the communicative situation and
analyze it with students and encourage them to develop
the rules on their own. A sample procedure for co-
constructing knowledge about language with students
can be like this:
Focus students attention on what the sample language
is about. Elicit the meaning of what the speaker/writer
is trying to convey by exploring the communicative
situation, the speaker/listener/writers roles and
intentions as well as the topic.
Encourage students to generate a temporary rule. In
order to do this, you may want to ask students to find
patterns in the sample language or detect similarities
and differences between samples of language. Always
lead by asking questions that direct students attention
to how meaning is conveyed. Do not provide them
with rules or paradigms they can follow.
Direct students attention to the grammar cards in
the Students Book and ask them to try and solve the
language problem which is posed. This is best done
in pairs so that students can discuss possibilities. Tell
students to check whether their temporary rule is
accurate by asking them to find examples of the pattern
in the reading text of the lesson.
Provide feedback on the students completion of the
grammar cards and ask the class, as a whole, to provide
you with an explanation of how language works in this
particular situation.
Note down students explanation on the board. Start
by labelling the function so that meaning is highlighted
(eg Expressing existence). Then provide examples
taken from the text. Finally, you may want to write the
paradigm as a formula for students to copy.
Provide a summary of the collectively agreed
explanation and involve students in practice activities.
Mastering a language is a matter of becoming aware
of how meaning is expressed through words. If we
attempt to put the form before the meaning, the
communicative purpose is lost. Hence, we should always
highlight meaning first, involve students in working out
how language works on their own and then provide
confirmation of their hypotheses so that they can be
reassured that their efforts are worth it. Also by following
this procedure, we will be fostering students autonomy
and contributing to their becoming critical thinkers.
Stepping up collaboration
Collaborative group and pair work are the ideal
environments in which students can practise and use
what they learn. However, just putting students together
does not guarantee cooperation. In this Teachers Guide,
you will find ample opportunities for students to work in
groups as well as suggestions for how to organize group
work.
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Stepping up students attention
The secret behind the success of the best teachers
lies in their thorough knowledge of the subject and
its methodology, their students and also their skill at
managing the classroom. Maximizing time on task during
instruction is of paramount importance, as is establishing
a safe and relaxed atmosphere conducive to learning.
Here are a few ideas that may help you focus students
attention on the tasks you present them with:
Start off the academic year by negotiating classroom
rules with students.
Enforce classroom rules as well as the consequences for
these rules in a constant manner.
Remind students of the proper code of conduct in class
whenever you feel they are straying away.
Start every lesson with a Do now activity. This is a short
activity connected to the topic of the class that conveys
the message of involvement and allows you to get
organized while providing students with an opportunity
to organize themselves as well. Examples of Do now
activities may involve students checking information
in the book (eg Read what we worked on last class
and when I call the roll answer with a word that can
be found in that lesson) or checking their partners
homework before correcting it.
In every class, write up on the board the sequence
of activities to be covered that day. This class menu
informs students of what they need to do and also sets
targets to be accomplished.
Vary group and classroom organization often giving
students the opportunity to interact with all their
classmates. Use techniques that randomize groupings
such as numbering students off, providing pictures cut
in half, using colour tokens etc. Make sure that your
classes have a balance of individual, pair and group
work.
Teach your class entirely in English and insist that
students use English at all times. Have them make
posters of frequent class expressions and be sure to
monitor their performance while they are working
in pairs or groups. The biggest encouragement for
students to revert to their L1 while working in pairs
or groups is a teacher sitting behind a desk! So
circulate around the classroom and help students with
comments and suggestions when they request so.
Establish a sense of purpose by informing students of
what your learning goals for the lesson are. Explain
what they should be able to do as a result of your
teaching and use that information to help them
self-assess their progress.
Establish classroom routines that involve students
in performing classroom duties on a rotation basis.
Teenagers who are fresh out of primary school still
cherish the chance of helping out the teacher. This
involvement gives them a feeling of belonging.
See your class as a community and reinforce the values
of cooperation, truthfulness and dedication. Make a
point of highlighting good behaviours, performance
and engagement whenever possible.
Stepping up students
awareness as learners
The Stepping up series promotes a view of learning in
which assessment forms an integral part of the learning
process. Assessment information about teaching and
learning that is collected while students are engaged in
learning helps direct the teaching and learning process.
Some of the assessment activities suggested are:
Ongoing formative assessment: Throughout the
Students Book students are involved in reflecting about
their own performance as well as in evaluating their
peers performances informally by contrasting answers
to activities and responding to peers questions.
Ongoing peer assessment: Throughout this Teachers
Guide there are forms and suggestions for students to
assess their peers speaking and reading.
Ongoing progress assessment: There are five progress
tests in this Teachers Guide and one achievement
test at the end of it. The marks obtained by students
in these tests and other assessment activities can be
monitored and recorded by teacher and students alike.
Stepping up students skills use
Students using Stepping up 1 are involved in language
learning through an integrated skills approach. The notes
in this guide detail procedures to use when working with
the different skills. Our approach to skills development
is inherently interactive. We see skills development
as a progressive approximation to mastery through a
combination of students background knowledge and
the materials in the Students Book. Hence, whenever
students are faced with a skills activity, there are detailed
instructions on how teachers should approach the
different texts. In a simplified form, the sequence for
listening and reading can be logically developed as
follows:
Help students approximate the theme or topic of the
text by activating their prior knowledge about it.
Ask students to make predictions.
Ask students to access the text once to check
predictions.
Help students access the text in depth to get
information from it.
Help students integrate the new information with
information they already possess.
Extend understanding by personalizing new
information.
As far as writing and speaking are concerned, students
background knowledge is activated in a similar way
and then it is contrasted with a model of the language
they are expected to produce. That model should guide
students own expression and serve as a useful scaffold
when students are unable to use their own language to
express their ideas.
This advice is particularly important for the Projects and
Final tasks (in the Now I can section) where students
are expected to synthesize what they have learnt in the
module and use the new language in active, realistic
communicative situations.
Stepping up our lesson organization
We can think of each lesson as a three-course meal. There
should be a starter, a main course and also a dessert. In
other words, all our lessons should provide students with
a warmer or warm-up, followed by carefully sequenced
activities with good transitions, and finally there should
be a closure to the work of the day. Teachers should
pay careful attention to these three key elements of a
successful lesson and manage their time accordingly.
One way of doing this is to always write the sequence of
activities you intend to cover that day on the board, as
if it were a menu. As you complete the different phases
of the lesson, erase what has been achieved. This gives
a sense of progress to students while helping you keep
organized.
We will pay a closer look at warm-ups and closures in the
belief that these two kinds of activities can help increase
students motivation as well as enhance opportunities for
language use.
Warm-ups are short activities (five minutes
approximately), which set the tone for the lesson by
helping students transition from the outside world into
the classroom helping them to focus on English, while
allowing the teacher to assess students readiness to
engage with the topic. They are also ideally suited to help
the teacher revise and recycle previously taught language
and concepts. Thus, they provide a bridge between
students current knowledge and the new lesson and its
content. It is very important that warmers be tallied to the
students interests and potential for engagement. Hence,
their main objective is to start the lesson with a bang.
See page 93 for suggestions of warm-ups, which you can
adapt to your development of the course.
If warm-ups are important in order to set the tone for
the lesson, then closures are relevant in that they help
students summarize their new learning, while allowing the
teacher to assess the attainment of the lesson objectives.
See page 94 for activities that you can adapt to different
contents both at lesson and module level.
Afterword
Finally, the success of any language learning series lies in
how skilfully the teacher is able to weave the contents and
activities in the Students Book with teaching procedures
solidly grounded on research and best practice. We have
attempted to help teachers achieve this by suggesting
teaching sequences, expansion activities and innovative
classroom techniques, while not losing sight of those
activities and procedures which have proved effective over
the years across methods, paradigms and textbooks.
We hope you enjoy teaching this series as much as we
have enjoyed creating the materials.
The authors
13 |
 Stepping up 1:
Macmillan Practice Online
This online course accompanies Stepping up 1.
There are 6 modules and 2 revision sections,
matching the Students Book. The resources in the
modules include grammar, vocabulary, listening and
pronunciation activities, as well as reading passages,
videos and a game. These online activities (MPO)
aim to reinforce the syllabus of the course and also
provide students with extra practice and help them
study.
Accessing the MPO course
To get ready to use the MPO, ask students to
activate their tokens following the instructions
included at the end of their books. Once they have
logged in, tell students to click on the title of the
course: Stepping up 1 Practice Online, displayed in
the My Studies area.
Using the MPO course
The course is divided into modules and students will
be able to find different kinds of resources related
to the topics and contents they are studying in
class. You can either work with these activities in the
classroom (provided students have got netbooks
or access to PCs at school) or assign them as
homework.
Each activity has a set of instructions at the top of
the page. Ask students to read them carefully before
answering. If the activity is based on a reading or
listening task, the reading text or the audio can
be accessed by clicking on the relevant button
at the top of the screen. Each listening activity
has a transcript but students should read it after
completing the activity, if possible.
When they have finished answering, they must click
on the Submit button at the lower bar to see their
mark. They can also view the correct answers and
retry the activity in order to improve their marks.
Students may wish to bookmark their favourite
activities by clicking on the Bookmark button at
the top of the screen.
Notice that if students do not click on the Submit button,
their grades will not be recorded in their Markbook.
Checking marks
Students can access their Markbook by clicking on
My Markbook in the Study Area. In that section,
students will see a bar which shows the progress
they are making through the course and by clicking
on the arrow displayed under the item Action (at
the upper bar), they will be able to see how many
resources they have completed in each syllabus
item.
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For more details, they can click on the different
coloured squares and see their marks (shown as
a percentage), the number of times they have
completed each activity and the grades they have
achieved on their first and last attempts.
You may ask students to export their Markbooks in
the form of a pdf document and send it to you. In
order to do this, students should move the cursor
over Courses in the menu bar and choose My
courses. Once they have accessed that section,
they have to click on the Export marks/grades
symbol, which is next to the arrow, at the right of
the page.
Additional resources
Dictionary: Students can access the Macmillan
English Dictionary Online by clicking on the word
Dictionary displayed at the lower bar. This
tool allows them to consult the meaning and
pronunciation of over 100,000 words as they work.
In addition, they are able to copy entries into their
Word Lists included in the Study Area by
clicking on the Copy button at the upper bar and
pasting them into their lists. Students can check it
at any time since the Dictionary page opens in a
new window or tab so the MPO screen will remain
available behind it.
Notice that building up a word list as they work through the
course will help them memorize the vocabulary they have
learnt and allow them to refer to and revise it as they go.
Grammar Reference: By clicking on the Grammar
Reference button displayed at the lower bar,
students can access a section which contains
450 grammar reference units covering all areas
of English grammar. These provide students with
useful information which explains and enables them
to practise the language points they encounter in
the course. In addition, if they are unsure of the
grammar they are practising within a language
activity, they will find a link to the explanation.
These reference units are aimed at giving students
the grammar practice and explanations they need
to improve their performance.
Logging out of the MPO course
To log out the site, students have to click the
Log out button at the top right-hand side of the
page. Remind them that if they do not do this,
their MPO session will remain active and when
they try to log in again, they will see a warning
screen informing they have an active session
open. In that case, tell students to simply click
Continue to log back in.
Resources included in Stepping up 1 Practice Online:
Module 1 Description
This module provides practice of the language we use to ask for and give personal information,
and to talk about possession. It also provides practice of the language we use to express ability,
Around the world possibility, obligation and prohibition.
Youll also practise and broaden your knowledge of the vocabulary from Module 1 of the
Students Book: the weather, personal belongings and sports.

Syllabus components Syllabus component description Resource title

Practising useful words related to the weather, personal Whats the weather like?
Vocabulary
belongings and sports. People
Be: present simple use
Practising the verb to be in the present simple, in the Animals for adoption
affirmative, negative and questions; have got/ Have v have got: interrogative
has got in the affirmative, negative and Yes/No Have v have got: short answers
Grammar
questions; must in the affirmative, negative and Yes/No Have v have got: affirmative
questions; can in the affirmative, negative and Yes/No Have v have got: negative
questions; articles: a, an, the and no article. Have v have got: use
The weather
Listening to a radio programme about an animal The rules of football
shelter. Listening to a weather forecast. Listening to Articles
Skills
two people talking about the sports they like. Listening What sports do you like?
to people talking about sports. Sports

Module 2 Description
This module provides practice of the language we use to talk about daily routine and spare time
activities. It also provides practice of the language we use to express preferences.
Routines vs spare time
Youll also practise and broaden your knowledge of the vocabulary from Module 2 of the
Students Book: daily routine, spare time activities and sports.

Syllabus components Syllabus component description Resource title

Practising useful words related to daily routine, spare Routines
Vocabulary
time activities and sports. Present simple: spelling
Present simple
Practising the present simple in the affirmative, Present simple: interrogative
negative and questions; frequency question How Market research
Grammar What does Mrs Bari do?
often?; adverbs of frequency and frequency phrases;
like/love/hate + noun/-ing. Negative forms of present tenses
I love pizza
Whats for dinner, Dad?
Listening to people talking about their morning Do you like that?
activities. Reading a market research interview. Reading What I do on Saturdays
Skills
an article about a businesswoman. Listening to a Whats your favourite sport?
dialogue about cycling. Mad about cycling!

Module 3 Description
This module provides practice of the language we use to talk about actions that are happening
now. It also provides practice of the language we use to describe places or existence. Youll also
Right now
practise and broaden your knowledge of the vocabulary from Module 3 of the Students Book:
actions, expressions with have and personal belongings.

Syllabus components Syllabus component description Resource title

In the park
Practising the words you need referred to actions, My town
Vocabulary Where are the keys?
expressions with have and personal belongings.
Present continuous: negative
Present continuous
Practising the present continuous in the affirmative, Present continuous
negative and questions; there is/are in the affirmative, Present continuous: affirmative
Grammar
negative and Yes/No questions; a lot of/some/any; Present continuous: interrogative
prepositions of place. There is/are: use
Is there a bank on this street?
A, some, any
Listening to an interview with a park keeper. Listening Some, any, no, a/an
Skills
to someone talking about places in a town. Quantifiers
Astro Explorer Easy

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 Revision 1 Description
This module reviews the language covered in Modules 1, 2 and 3. It also introduces two new
Revision of Modules 13 vocabulary sets: food and in the city. Youll also practise and broaden your knowledge of the
vocabulary from Modules 1 to 3 of the Students Book.

Syllabus components Syllabus component description Resource title

Vowel sounds
Vocabulary Practising useful words related to food and the city. Have got: present simple negative
Party time
Animal features
Revising the verb to be, have got/has got, can, the Describing the weather
Grammar
present simple, adverbs of frequency and articles. The weather where you are
Simple present
Identifying vowel sounds. Listening to a woman talking In the supermarket
about her birthday party plans. Listening to weather Articles
Skills reports. Listening to conversations in a supermarket. Robot Rescue Dog
Listening to an interview about a Robot Rescue Dog. Sallys sport timetable
Listening to an interview about sport. What animals have you got?
I see your point

Module 4 Description
This module provides practice of the language we use to ask about actions that are happening now
and the contrast between daily routines and actions that we are doing now. It also provides practice
Lifestyles
of the language we use to describe places. Youll also practise and broaden your knowledge of the
vocabulary from Module 4 of the Students Book: actions, jobs and means of transport.

Syllabus components Syllabus component description Resource title

Job descriptions
Office equipment
Practising the words you need to talk about actions, jobs
Vocabulary Healthy eating
and means of transport.
My new job
How do you get to work?
Present simple and present
continuous
Practising the present continuous in Wh- questions,
Present simple v continuous
contrasting the present simple and the present continuous
Grammar Describing places
in the affirmative, negative and questions; describing
Present simple v present
places.
continuous
At work
At the airport
Listening to two teenagers talking about a healthier Become a teacher!
Skills lifestyle. Listening to people talking about how they travel Santorini Island
to work in Turkey. The Empire State Building
Home video

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 Module 5 Description
This module provides practice of the language we use to talk about the past. It also provides
practice of the language we use to describe places and talk about existence in the past. Youll also
A day in a TV studio
practise and broaden your knowledge of the vocabulary from Module 5 of the Students Book:
TV studio jobs, parts of the house and places in town.

Syllabus components Syllabus component description Resource title

Places and buildings
Practising the words you need referred to parts of the Buildings
Vocabulary Can I help you?
house and places in town.
Furniture and appliances
Homes
Living in Italy
Practising the verb to be in the past simple, in the My home
Grammar affirmative, negative and questions; there was/there were Places - town and country
in the affirmative, negative and Yes/No questions. Be: past simple use
Who lives there?
Be: past simple negative
Listening to six short dialogues. Listening to conversations
Questions and short answers with
in a shop. Listening to someone describing rooms in a
was and were
Skills house. Listening to a woman talking about where she lives
There was/were: interrogative
in Italy. Reading a description of a house and listening to
There was/were: negative
three people describing the house.
There was/were: affirmative

Module 6 Description
This module provides practice of the language we use to talk about events and actions in the past.
People and places Youll also practise and broaden your knowledge of the vocabulary from Module 6 of the Students
Book: holiday activities, geographical features and actions.

Syllabus components Syllabus component description Resource title

Two stories
Practising useful words related to holiday activities, What did you do last weekend?
Vocabulary Where did you go?
geographical features and actions.
Whats the question?
Prepare for take-off
Past simple irregular verbs: A-D
Practising the past simple regular and irregular verbs, Past simple
Grammar in the affirmative, negative and Yes/No questions; past Past simple irregular verbs: E-K
time expressions. Past simple
The rainforests
Holidays
Listening to two people talking about their hobbies. Holiday paradise
Listening to a woman booking a plane ticket. Listening Past simple irregular: negative
Skills
to a recording about tropical rainforests. Listening to a Checking in at the Riverside Hotel
woman checking in at a hotel. Im so tired

Revision 2 Description
This module reviews the language covered in Modules 4, 5 and 6. It also introduces two new
Revision of Modules 46 vocabulary sets: furniture and actions. Youll also practise and broaden your knowledge of the
vocabulary from Modules 4 to 6 of the Students Book.

Syllabus components Syllabus component description Resource title

Sounds
Practising the words you need to talk about furniture Breakfast all over the world
Vocabulary
and actions. Dianas birthday party
Today Im saving the world!
Past and present hobbies
Revising the contrast between the present simple and Present simple v past simple
the present continuous, the contrast between the Past simple
Grammar
present simple and the past simple, the past simple Ron the burglar
regular and irregular verbs. Holiday in Florida
Travelling by plane
Identifying vowel sounds. Listening to people talking Travelling for work
about breakfast habits in different places. Listening Welcome to our company
Skills to a burglar talking to his friend. Listening to an What happens where?
interview about somebodys work. Listening to a man Working in Bristol
introducing his work colleagues. A new lifestyle

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