Impact Teacher's Book

impact
impact
LESSON PLANNER
Impact helps teenage learners better understand

themselves, each other and the world they live in.
By encouraging self-expression, global citizenship and active

participation, Impact motivates students to explore who they
are and who they want to be – all while learning English!
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LESSON PLANNER
in
• Audio CD • Teacher’s Resource CD-ROM • DVD
The Impact Lesson Planner, with Audio CD, Teacher’s
Resource CD-ROM and DVD, provides everything needed to
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successfully plan, teach and supplement lessons.
The Lesson Planner includes:
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Step-by-step instructions for carrying out lessons
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A detailed Scope and Sequence listing all learning and
language objectives
Point-of-use teaching tips for using all Impact materials
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Answer keys for the Student’s Book and Workbook
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Student’s Book audio scripts
An MP3 Audio CD containing all Student’s Book audio
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A Teacher’s Resource CD-ROM, with printable resources,
including video scripts and extension activities
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A Classroom DVD containing all Student’s Book video
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NGL.Cengage.com/impact
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British English
A1 A2
CEFR correlation
B1 B2
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The exit level for Impact
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Foundation is A1+.
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Bringing the world to the classroom

and the classroom to life
NGL.Cengage.com/ELT
A P art of Ceng a ge
SAMPLE COPY, NOT FOR DISTRIBUTION

Foundation
Impact Lesson Planner Foundation © 2018 National Geographic Learning, a Cengage Learning Company
Series Editors: JoAnn (Jodi) Crandall ALL RIGHTS RESERVED. No part of this work covered by the copyright herein
and Joan Kang Shin may be reproduced or distributed in any form or by any means, except as
Author: Katherine Stannett permitted by U.S. copyright law, without the prior written permission of the
copyright owner.
Publisher: Gavin McLean
“National Geographic", "National Geographic Society" and the Yellow Border
Commissioning Editor: Sian Mavor Design are registered trademarks of the National Geographic Society
Editorial Manager: Claire Merchant ® Marcas Registradas
Editorial Project Manager: Adèle Moss
Media Research: Leila Hishmeh For product information and technology assistance, contact us at
Cengage Learning Customer & Sales Support, cengage.com/contact
Head of Production: Celia Jones
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For permission to use material from this text or product,
Content Project Manager: Sue Povey submit all requests online at cengage.com/permissions
Manufacturing Manager: Eyvett Davis Further permissions questions can be emailed to
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permissionrequest@cengage.com
Art Director/Cover Design: Brenda Carmichael
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Interior Design & Composition: DoubleInk
Lesson Planner: Foundation
Audio Producer: James Richardson Book + Media ISBN: 978-1-337-29389-1
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National Geographic Learning
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Cheriton House, North Way, Andover, Hampshire, SP10 5BE, United Kingdom
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National Geographic Learning, a Cengage Learning Company, has a mission
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to bring the world to the classroom and the classroom to life. With our
English language programs, students learn about their world by experiencing
it. Through our partnerships with National Geographic and TED Talks, they
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ON THE COVER
develop the language and skills they need to be successful global citizens
Ice climbing under the aurora borealis at the and leaders.
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Athabasca Glacier in Jasper National Park,

Canadian Rockies
Locate your local office at international.cengage.com/region
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Visit National Geographic Learning online at NGL.Cengage.com/ELT

Visit our corporate website at www.cengage.com
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To access the Teacher's Resources for Impact

Go to: NGL.Cengage.com/impact
Username: ImpactTeacher
Password: ngl_impact
Printed in Greece by Bakis SA

Print Number: 01 Print Year: 2017

impact
LESSON PLANNER
Foundation
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Walkthrough 2
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About the Author and Series Editors 18
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Teaching with Impact 19
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Pacing Guides 31
Scope and Sequence 34
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Unit 0 Welcome! 38
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Unit 1 Family Matters 64

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Unit 2 A Different Education 90

Units 1–2 Express Yourself: Text messages 116
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Unit 3 Robots and Us 118

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Unit 4 Part of Nature 144

Units 3–4 Express Yourself: Advertisement 170
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Unit 5 Water 172

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Unit 6 The City: Past, Present and Future 198

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Units 5–6 Express Yourself: Tour description 224

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Unit 7 Amazing Space 226

Unit 8 See the World 252
Units 7–8 Express Yourself: Blog 278
Assessment 280
Annotated Workbook Pages 291
Australia • Brazil • Mexico • Singapore • United Kingdom • United States

Student’s Book Walkthrough
Impact, a new five-level series from National Geographic Learning, helps teenage
learners to better understand themselves, each other and the world they live in. Impact
features real-world content, stunning photographs and video from authentic sources, and
inspiring stories from National Geographic Explorers, challenging teenagers not only to
understand their world but also to engage with it. By encouraging self-expression, global
citizenship and active participation, Impact motivates students to explore who they are and
who they want to be – all while learning English.
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The Unit Opener uses high-interest photographs Image captions help students
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to engage students, present the unit theme and understand the image and make
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provide opportunities for discussion. connections with the unit theme.
Unit 2 c
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Children in a boat
classroom, Bangladesh
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A Different
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Education
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To sTarT
1. Look at the photo. What is unusual about this school?
‘It’s a big world. We still have 2. Do you want to visit this school? Explain why or why not.
a lot to learn and share.’
3. Imagine your perfect classroom. Where is it? Is it outside
Amy Freeman or inside? What does it look like? How many students
are there?
42 43
OWI_F_SE_80310_042-057_U02_ptg02.indd 43 6/2/17 4:16 PM
Each unit highlights one National Geographic Explorer Discussion questions

to inspire future global citizens and promote 21st-century activate prior knowledge and
skills and values. Students first meet the unit Explorer with a lead students into the unit.
quote connected to the unit theme.
2 SAMPLE COPY, NOT FOR DISTRIBUTION

A guiding question promotes critical thinking, helps
students access prior knowledge and introduces the
context of the main vocabulary presentation.
Target vocabulary is presented in meaningful

contexts to help students build fluency and
confidence to discuss relevant real-world topics.
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1 What do you know about schools The Nenets people are from Western Siberia. In Bangladesh, it is often difficult for
in other countries? Discuss. Then Some Nenets live in towns and villages, but children to get to school because there are
listen and read. 039 many are nomadic. Nomadic people move from problems with heavy rain. But thousands of
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place to place. Nomadic Nenets follow their students now have their lessons at ‘floating
reindeer herds and travel around Siberia all schools’. It is easy for these students to go to
year. They live in camps. Some Nenets children school even in bad weather because ‘floating
travel with their families and learn at a special schools’ are on boats. There are also floating
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nomadic school. Teachers travel with the libraries, with a lot of books and laptops.
families and the classrooms are in the camps.
What’s your classroom like? Do you get
Some lessons are the same as lessons at normal
your homework from a robot? Do you travel
schools, but in other lessons the children also
with your classmates to a different place
learn about Nenets traditions and skills.
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every week? Do you learn on the land or on
At an elementary school in South Korea, the water?
hi children have got a new English language
teacher. It’s a robot. A teacher in Australia looks
into a camera and speaks. In their classroom
in South Korea, the children hear the teacher’s
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voice and see her face on the robot’s screen.

They follow her instructions and
practise their English.
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A Nenets boy studying outside his winter

camp in Western Siberia
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2 LeArN NeW WordS Listen and

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repeat. 040
3 Work in pairs. Why do you think

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schools have robot teachers in South

Korea? Would you like to learn from
a robot teacher? Why or why not?
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44 Vocabulary Vocabulary 45
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Students work in pairs or groups

to practise the new words.
All target vocabulary is presented on the

audio in isolation, in a contextualised
sentence, as well as in the context of
the main presentation.
SAMPLE COPY, NOT FOR DISTRIBUTION 3

Students learn new target vocabulary and
a vocabulary strategy that gives them tools
to learn new words on their own.
New vocabulary is practised The Speaking Strategy page

in meaningful contexts presents phrases and model
involving National Geographic dialogues that help students
Explorers and real-world topics. express themselves fluently.
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4 Read and write the words from the list.
Spe aking S tr ategy 043
camera classmate language laptops

talking about likes and dislikes
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lessons library practise screen
Which subjects do you like? I like science, but I don’t like maths.
Do you like PE? Yes, I do. I love it.
Dave and Amy Freeman are National Geographic adventurers and educators. Their Do you like art? No, I don’t. I hate it.
Wilderness Classrooms teach children about the wild and exciting places they explore.
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The explorers record their adventures on a . Students then
watch their videos on a in the classroom. They can use Listen. How do the speakers talk
hi 1
to about their likes and dislikes?
send questions to the explorers. Write the phrases you hear. 044
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Sometimes they choose the explorers’
route for the next week. The 2
7 read and complete the dialogue.
help
Ahmed: What’s your favourite
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children to
subject at school, Haider?
maths, geography and science skills.
Haider:
geography and art. How about you? Which subjects
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dave and amy Freeman Ahmed: I like art, but geography.

dogsledding in winter I think my favourite subject is maths.
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Haider: Maths? Really? maths!

5 LeaRn new woRds Listen to these words and match them to their opposite meanings. I’m not very good at it.
Then listen and repeat. 041 042 Ahmed: science?
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Haider: . Science is really interesting.

different easy
Do you like science?
difficult same
Ahmed: . It’s difficult!
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6 You decide choose an activity. 3 Work in pairs. Spin the wheel. Tell your partner
1. Work independently. Write three different things you want to learn at about your likes and dislikes. Then ask about your
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school. Explain why you want to learn about them. partner’s likes and dislikes.
2. Work in pairs. Design a robot teacher. Think about what it looks like and
I like the colours blue and black. I don’t like
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what it can do. Draw a picture of it.

the colour red. What colours do you like?
3. Work in groups. Imagine you can choose next week’s journey for Dave
and Amy Freeman. What’s their route? I like yellow and green.
go to page 171.
46 Vocabulary Speaking 47
You Decide activities allow students to make decisions and Games provide
become active participants in learning. They’re encouraged a fun context for
to think critically and creatively as they discover who they are communication.
and who they want to be.

Grammar boxes include natural examples of
real-world language. Expanded grammar boxes with
explanations are provided in the Workbook and on
the Classroom Presentation Tool.
Additional target vocabulary is
presented in meaningful contexts and
applied in the grammar practice.
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3 Learn neW Words Listen to learn about a typical
Gr ammar 045
school day in Japan. Then listen and repeat. 047 048
Present simple: Talking about routines, habits and permanent states
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Camila lives in Quito. School starts at 8.30 on weekdays.
She gets up at six o’clock in the morning.
I walk to school with her. The head teacher talks to the school once a week.
Her brothers don’t walk to school. They go by bus.
She doesn’t have lunch at school. She goes home for lunch.
She hangs out with with her friends after lunch.
c Lesson Time Monday Tuesday Wednesday Thursday Friday

What time does she go to bed? At half past nine.
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08.30 Head teacher Class Class Class Class
talks to the register register register register
1 Listen. Kerem describes a typical day in his life. Circle the correct form of the school
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verbs you hear. 046 1 08.45 PE maths geography maths PE

1. get up gets up 6. doesn’t have don’t have 2 09.45 science geography science art science
2. eat eats 7. make makes 3 10.45 art history art history geography
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3. doesn’t have don’t have 8. return returns 4 11.45 history PE history PE history
4. drink drinks 9. finish finishes 12.30 lunch lunch lunch lunch lunch
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5. go goes 10. do does 5 1.30 maths science maths science maths

2.30 After-school After-school
2 read. Complete the sentences with the correct form of the verbs in brackets. club club
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Danilo is 12 years old and he (live) in Manila

in the Philippines, with his sisters, Lilybeth and Tala, and his parents. He
There are five lessons every day.
(get up) every morning at seven o’clock and he
After-school clubs meet twice a There is no school
(prepare) breakfast for his family. After breakfast, he week at the end of the school day. at the weekend.
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(start) his lessons. Danilo

(not go) to school. His mother (teach) him at home in the
morning. In the afternoon, he (walk) to a music
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lesson at his friend’s house. There are five children in the 4 Work in pairs. Describe your typical school week. What do you do every day? What
music lesson and they all do you do once or twice a week after school? What do you do at the weekend?
(practise) together. Lilybeth and Tala
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(not go) to the music lesson. 5 Work in groups. Design a timetable for your ideal school. Then tell
They (stay) at home another group about your timetable.
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and (study) At our school, we start lessons at half past ten

every morning. We play football four times a
maths or science. week, and we have a maths lesson once a week.
48 GRAMMAR GRAMMAR 49
Grammar is practised in context with

multiple opportunities for real communication
using all four language skills.

New target vocabulary

is presented in the reading
and gives students an Reading strategies promote Readings feature engaging,
opportunity to make comprehension and help students relevant topics covering a variety
predictions about the become independent readers. of cross-curricular areas.
reading topic.
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1 Before you read discuss in pairs. Look at the title
16 How to be brilliant Josh is a great example of ‘growth mindset’.
and the photos. What do you think the reading is about? He doesn’t believe that he is naturally good at
Eduardo Briceño is an expert in education.
one special thing. He tries to learn new things.
He wants to find out why some people are chess
2 Learn new words find these words in the reading.
17
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He doesn’t always succeed immediately, but he
champions or brilliant at music or maths. He
Which words are verbs? Which word is an adjective? is very hard-working. He thinks that it’s good to
believes that it is because of how they think. He
Then listen and repeat. 049 fail sometimes because it makes you try harder.
calls this their ‘growth mindset’. These people
don’t believe they are special or better than We can all use ‘growth mindset’. Don’t think
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fail hard-working improve succeed other people. They believe they can work hard that you are good at a subject or bad at a subject.
and improve their skills. Think about how you can work hard and get
3 whiLe you read Think about the main idea of the
18 better at everything you do.
One example of this is Josh Waitzkin. Let’s
article. 050 look back at his story.
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When Josh is six years old, he sees people
4 afTer you read answer the questions. playing chess in Washington Square Park in
1. What does Eduardo Briceño want to find out about
hi New York City. He learns to play chess with
chess champions or people who are brilliant at music them. He loves the game and he plays a lot of
or maths? chess! He becomes very good at it. But then, a
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2. How does Josh Waitzkin first learn to play chess? couple of years later, he loses his first national
3. Why is his first national chess championship championship.
important for Josh? This is an important moment for Josh. He
4. What other activity is Josh also very good at? realises that it’s not about how clever you are. It’s
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about how hard you work. He works very hard
Growth
and he wins the next national championship.
Then, when he is 21 years old, Josh decides to
learn something completely different. He joins a
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Tai Chi class. Josh works very hard again and he

wins a world championship! Josh Waitzkin doing Tai Chi
Mindset
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5 Work in pairs. What’s the main idea of this reading?

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Underline the correct answer.
1. You can improve if you work hard.
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2. Some people are very good at subjects like maths,

music or chess.
3. Chess can help you to be good at other subjects.
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6 Discuss in groups.
1. Think of a school subject that is difficult for you.
How can you improve? Share your ideas.
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2. Do you think people are good at things without

trying? Why or why not?
3. Eduardo Briceño says, ‘Mindset affects all of us.’
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What do you think he means?
50 READING READING 51
Before reading While reading activities

activities help guide students and help
students make them stay focused.
predictions about
the reading.
After reading activities provide students

with opportunities to react and respond to the
text, and to make connections between the
reading and their lives.
Meaningful, relevant and timely topics are presented through
videos from National Geographic and other sources, as well as
animated infographic videos created specifically for this series.
Before watching activities help students

make predictions about the video.
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While watching activities guide students
and help them stay focused.
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VIDE
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1 Before you Watch Discuss in pairs. Look at
22
c 5 Work in pairs. Which fact from the video was the

the photo and guess. Where are the children
hi most surprising or interesting? Why? Which country’s
going? How often do they make this journey? school seemed most different to your school?
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2 Work in pairs. You’re going to watch Education 6 Discuss in groups. In the video, we see children in
Around the World. From the title and the China who have to make a very difficult journey to
photo, predict which topics the video is about. school. How do you get to school every day?
Tick your predictions.
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age when students start school

children from Atuler village climb
school uniform
ladders up a cliff to get to school,
journey to/from school Liangshan, china
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lunch breaks
lessons
school holidays
teachers
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size of school
3 WhiLe you Watch check your predictions from

24
activity 2. Watch scene 2.1.
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4 after you Watch Work in pairs. Tick T for True

or F for False.
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1. Students in Finland begin

school at the age of seven. t f 7
6 You DeciDe choose an activity.
2. In Finland, students usually 1. Work independently. Find out five more facts about schools in
t f
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get a lot of homework. Finland. Share your information with the class.
3. Some students in 2. Work in pairs. Imagine you have a very unusual journey to
Pennsylvania, USA, go to school every day. Draw a map of your journey. Then show the
t f
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school by horse and cart. map to your class and describe your journey.
4. Lunch breaks in French 3. Work in groups. Write a short paragraph about schools in your
schools are usually very short. t f
country. Include information about:
5. The main summer holidays in • what age students start school
Argentina begin in February. t f • what time school starts and finishes
6. Australian students have four • how long lunch break is
school holidays every year. t f • how many school holidays there are and how long they are.
52 VIDEO Video 53
After watching activities provide students with

opportunities for discussion and reflection. A You Decide activity supports learner
autonomy and allows flexibility in the
classroom by offering opportunities for
individual, pair or group work.

Grammar boxes include natural

examples of real-world language. Students learn the basics of writing in the
Expanded grammar boxes with Foundation level and are introduced to a variety of
explanations are provided in the Workbook academic writing genres in Levels 1–4.
and on the Classroom Presentation Tool.
Models written at the student level

provide examples for students to follow.
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Gr AmmAr 051 WRiting
Adverbs of frequency: Saying how often you do something When we write about a person’s daily routine, we use sequencing words
to show the order of events:
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0% 100%
never rarely sometimes often always first then next before after
I never say mean things to other people. She often
She often has
has lunch
lunch at
at school.
school.
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I rarely forget to do my homework. We always
We always report
report bullying
bullying to
to an
an adult.
adult. 1 Read the model. How does the writer show the order of events?
He sometimes gets up at six o’clock in the morning. Underline the sequencing words.
A Day in My Life
1 read. Circle the correct adverbs of frequency. On weekdays, I always get up at half past six in the morning. First, I have a
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shower, and then I have breakfast with my family. Next, I go to school. My family
Cyberbullying – saying bad things to or about people online – is a big problem. lives on a small island and I always go to school by boat! When the weather is
Of course, we should never / sometimes post mean things online. But it is
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very bad, I stay at home and my teacher sends me extra homework by email.
rarely / sometimes difficult, especially for young people. They can be very impulsive. School starts at 8.45 and lunch is at twelve o’clock. I often have rice with fish.
After lunch, we have music or art. School finishes at three o’clock, but once a week,
That means they often / never make decisions very quickly without thinking about
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on Wednesday afternoon, I stay at school for football club. I really love football!
them carefully first. But now there is a new app I get home at four o’clock. I often go swimming in the sea before supper, and then
called ‘ReThink’. The app always / sometimes I do my homework. I go to bed at nine o’clock. The stars are very beautiful and
checks your messages before you post them. I can hear the sea.
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If a message is mean, the app asks, ‘Do you

really want to write this?’ When people
stop and think about a mean message, they
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rarely / always decide to post it.
2 Work in pairs. Discuss:

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• a website you often visit

• an app you always use
• a sport you never do Trisha Prabhu, the inventor of the anti-cyberbullying
app ‘reThink’
• a colour you always see
• a food you sometimes eat
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• a place you rarely visit

• a person you sometimes see
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3 Work in pairs. Take turns throwing the cube.

Make a sentence using the words on the
2 Work in pairs. How similar is the writer’s typical day to your day?
cube and an adverb of frequency.
Which things are the same? Which things are different?
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I never sing in the shower!

3 Write. Describe a day in your life. Use sequencing words.
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Go to page 175.
54 GRAMMAR WRITING 55
Step-by-step pre-writing and drafting support

Grammar is practised in
is provided in the Workbook.
context through engaging
activities and games.
Optional worksheets guide students through the
five steps involved in process writing: pre-writing,
drafting, revising, editing and proofreading, and
publishing.

The Mission page features
National Geographic Explorers as role
models who embody the 21st-century A variety of projects build 21st-century skills through
skills and values teenagers need to independent research, discussion and presentations
become successful global citizens. using a variety of media.
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Make an Impact
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You decide choose a project.
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1 design your perfect school.
• Think about the classroom, the timetable and the lessons.
• Make an advertisement for your school.
• Present your advertisement to your classmates. Do they want to
c join your school?

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2 Plan and do a video interview.
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• Find out about a typical school day in another country.
• Imagine you are a student in that country. Film a role-play
interview about your day with a classmate.
• Show your video to your classmates and answer their questions.
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Believe in Yourself 3 Make a school guide for new students.

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• Write down the most important facts about

‘At one point I was a student sitting in a classroom just your school.
like them and I wanted to be an explorer. And now I am! • Draw a map to show where the
And they can do it, too, if they want to.’
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different classrooms are.

Dave Freeman • Put the information together
to make a leaflet about your
Dave and Amy Freeman school for new students.
National Geographic Explorers, Adventurers and Educators
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1. Watch scene 2.2. 3. Do you want to be an explorer?

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Why or why not?

2. Dave and Amy Freeman travel around
the world and tell children about their
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experiences. What do you think the

children learn from their adventures?
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56 Mission project 57
A quote by the Explorer and a You Decide project choices allow students to
Meet the Explorer video help take charge of their own learning and choose their
students connect with these preferred way to use the language they have learnt
inspirational people who are to synthesise and reflect on the unit topic.
making a difference in the world.

Express Yourself appears every two units. It actively engages students in

discussions to synthesise what they learnt in the preceding units and make
connections beyond the unit themes.
This section exposes students to a wide range of creative

expression, from poems and film scripts, to presentations
and personal narratives.
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Express Yourself 2 Work in groups. Discuss the text messages.
1. What do you think students learn about at
3 connect ideas. In Unit 1, you learnt
about food and families. In Unit 2,
World Food Day? you learnt about education. What
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1 Read and listen to the text messages about World Food Day. 052
connection do you see between
2. Imagine it’s World Food Day at your school. the two units?
You can make a dish from any country in the
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world. Which country do you choose? What
Hi, Mum. It’s World Food Day at school
dish do you make?
tomorrow! Help! I have to bring some
typical food from Japan.
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Tomorrow??
Yes, tomorrow. Sorry! The note about it

is in my bag. Have you got any ideas
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for a typical dish from Japan?
hi
What about some sushi? That’s a typical
Japanese food and it’s easy to make.
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That’s a great idea! Can you get the

ingredients for me this afternoon,
please? Then we can make it when I get
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home from school.
I’m at work this afternoon, but Grandad

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is always happy to help. You know he’s

good at cooking! You can go to the
supermarket together after school.
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Cool. What do we need?
You need some rice, some seaweed,

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6 You decide choose an activity.
a cucumber, some fish, some soy sauce
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and some ginger. 1. Choose a topic:

• a family celebration
• a school celebration
OK. Thanks, Mum.
2. Choose a way to express yourself:
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• an online conversation
Good luck making sushi! • an email
• a recipe
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3. Present your work.

Maki sushi
58 59
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Students choose a form of creative

expression to find their own voice and
reflect on the themes they have studied.

Unit 1 2 Listen and repeat. Listen to these
Syllables and stress words for nationalities. How many
1 Listen. Words in English have one or more parts.
syllables do they have? Write 2 or 3 Pronunciation activities provide practice
for the number of syllables. 134
Each part is called a syllable. Each syllable has
a vowel sound in it. It can also have one or more 1. Taiwanese 3 with stress, intonation and connected speech
consonant sounds. Listen to the syllables in
these words for nationalities. 133
2. English
3. Chilean
to help students better understand speakers
1 2 3 4. Indian
5. Chinese
of English and be better understood.
French Ger - man Kor - e - an 6. Russian
Spa - nish Ja - pan - ese
3 Work in pairs. Listen again and
In words with two or more syllables, one
repeat the words. Underline the
syllable is always stronger than the other. It
stressed syllable in each word.
is pronounced loudly and more clearly. This is 135
called the stressed syllable. Listen again and
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notice the stressed syllable in the two- and
three-syllable words above.
Expressing thanks: Formal and informal
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Unit 2 2 Listen and repeat. Then write the words in
The third person -s and the correct column.
5 Listen 137
and read. 160
-es endings
ar
crashes Formal
gives jumps Mr Silva:
learnsYou’ve been very helpful. That’s very kind of you.
1 Listen. Notice the different pronunciation misses plays runs Lara:
sits It’s my pleasure.
of the -s ending of these three verbs. speaks teaches watches writes
A speaking section
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Expressing thanks Responding
136
• Thank you. That’s very kind of you. • It’s my pleasure.
writes plays teaches

soft s sound hard z sound iz sound
• Thank you. That’s very thoughtful.
writes• I’m very plays
grateful. teaches
• Don’t mention it.
• It’s no trouble at all.
presents common academic
The -s verb ending has three possible
pronunciations: and social language
• a soft s sound after words ending in
-p, -t, -k and -f
c functions such as expressing
Listen andand
read.
hi
Work in6 pairs.
161
3 Listen repeat the
• a hard z sound after words ending in
-b, -d, -g, -l, -r, -w, -m, -n, -v, and sentences.Informal
Make sure you pronounce the Wow! That’s so nice of you. Thanks a lot.
Lara: thanks, asking for and giving
vowel sounds verb endings correctly. 138 Victor: You’re welcome.
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• an iz sound after words ending 1. Josh studies chess

Expressing thanksevery day. Responding
information and giving a
in -s, -ch, -sh, -ge, -ss, -x and -z
We use exactly the same rules for the

2. Josh wins a chess championship.
• Thanks.
3. Then he loses an important game of chess.
• Thanks a lot.
• You’re welcome.
• No problem.
presentation.
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• Thanks
to very much. • Any time.
pronunciation of regular plural nouns. 4. He decides learn a new sport.
5. He thinks it is good to fail sometimes.
162 Pronunciation Unit 1 Cutouts Use with Activity 3 on page 31.
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Taking turns 6/2/17 4:37 PM
7 Listen and read.

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162
e r / /
wherfagothfirst?
Ana: We have to practise the dialogue on page 27. Who should
e what rite
and rom favoufilm
Lara: Why don’t you?
Ana: OK, sure. g r f what ’s
/ /
mumme
/ na
na
/
Asking Responding Agreeing
gran live
/
wher dmother
whaturite
• Who should go first? • Why don’t you? • OK, sure.

favoport
e/y
• Do you want to say the first line? • I went first the last time. • All right. our
/
• Who would like to start? • I’d like to. • Of course.

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/s
• Is it OK if I go first?
/ fro
d m
wherad
at
e/
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Social and academic language 169
Unit 2 Cutouts Use with Activity 3 on page 47.

OWI_F_SE_80310_162-170_EM_ptg02.indd 169 6/2/17 4:26 PM
country
in my
Places
ls
A variety of games
Sp
ma
or t
Ani
allows students to
s
practise concepts and

Col
develop fluency – all

Foo
our
s
while having fun. Groups
171
11
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Workbook
The Workbook contains activities that reinforce and
consolidate the material in the Student’s Book and include
listening, reading, writing, grammar and vocabulary practice.
Months of the Y e ar and daYs of the Week Se aSonS
1 find and circle ten words in the puzzle. Then write them in the correct box. 1 Look and draw. Draw a picture to show each season.
E B J A N U A R Y F C A Y
F H I M O E W U D Y S R M
E P L I V T D A G R S A S
B R A X E E H D E U Y J A spring fall
R R Q C M N A U B I S D T
U D A S B T J G R O L T U
A D T C E L U R O S F K R
summer winter
R L A P R I L T E B D E D
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Y M O N D A Y H S W D A A
E T Y P W E D N E S D A Y numberS
D E T N D A B P W O A R R
1 Write the numbers.
1. thirty-five
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Months
2. one hundred and twenty
April Units 1–2 Review 3.
3
7 Read. Decide which answer (a, b or c) best fits each gap.
six hundred and eighty-two
Elena (1) an archaeologist. She (2) in Italy, but she (3) goes to
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1 Read. Choose the word that best completes the sentences. 4. Morocco
one thousand nine for work. She
hundred and(4) her job because she works with (5)
fifty-seven good people.
1. Maria is the mother of Sonia’s father. Sonia is Maria’s . They (6) kind and friendly.
5. 396
days a. children b. granddaughter c. wife When Elena is in Morocco, she works in the field (7) . When she’s in Italy, she
6. 983
(8) in a school. Elena (9) an easy job – it’s a lot of work! But she hasn’t got
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2. Isabel Sebastian, but they are very different people.
(10) problems with it. Her work makes her very happy.
a. is married to b. died c. succeeds
2 Listen. Complete the sentences. 005
3. Eva is my new . We’re doing our English homework together. 1. a. am b. is c. are

a. classmate b. daughter c. generation 1. It’s the race of2.
thea.day.
live b.4.don’t
Saralive
is c. lives .
2. Emilia finishes 3.. a. often b.5.never

Roberto is c. every day .
2 4. Brigitte
Write. Complete the tables from Activity speaks
1 with the four
remaining: English,
months Spanish,
and days.Mandarin and French. 4. a. love b. loves c. doesn’t love
c
a. lessons b. languages c. instructions 3. Paula is . 5. a. some b.6.any
Miguel is c. rarely .
5. I’ve got a lot of 6. a. am b. ’s c. ’re

3 Listen. Write the month of each person’s birthday. 004to do today. I’ll start with maths.
7. a. sometimes b. every day Usec.a never
a. libraries b. breakfast c. homework 3
hi
Write about your next birthday. Include the month, day and season. calendar.
1. Nadia 3. Salma 8. a. teaches b. teach c. don’t teach
6. Paul takes photos of his sons with his new . 9. a. have got b. hasn’t got c. has got
2. John a. screen 4. Rashi b. camera c. lesson 10. a. some b. any c. always
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6 7
2 Listen. Read and tick T for True or F for False. 022 4
7 Write. Use the words in the box to say how often you do each activity.
T F always at the weekend never often on weekdays rarely sometimes (twice) a week
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1. Jay is good at the guitar. 21/03/2017 17:35 OWI_F_WB_93969_002-015_U00.indd 7 21/03/2017 17:35
1. have lunch at home I rarely have lunch at home.

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2. Simon hasn’t got a laptop.
3. Lisa thinks her little brother is funny. 2. do homework
4. Paola often watches television on weekdays. 3. go to the library
Now I can ...
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5. Juan plays football three times a week. 4. make breakfast for my parents
6. Mrs Lopez hasn’t got any children. 5. have dinner at a restaurant

• talk about people in a family. o Yes, I can!
6. listen to my teacher’s instructions
o I think I can.
Write two sentences about someone in your family.
o I need more practice.
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7. use a laptop
8. visit a family member
Write two sentences about someone from a famous family.

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36 37
• use be and have got to talk about members of my family. o Yes, I can!
o I think I can.
Complete the sentences about your family. o I need more practice.
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OWI_F_WB_93969_036-037_U02.indd 36 27/03/2017 18:40 OWI_F_WB_93969_036-037_U02.indd 37 27/03/2017 18:40

I’ve got
He’s
They’re
A review section every two units exposes

at
She hasn’t got
students to question types commonly found in • use countable and uncountable nouns. o Yes, I can!
N
juice parents water o I think I can.

Write three sentences using these words. o I need more practice.
international exams.
• write about someone using the joining words and and but.
Now I can is a brief self-assessment that
o Yes, I can!
o I think I can.
Write four sentences about a friend. Join the sentences using and and but. o I need more practice.
offers students an opportunity to reflect on what

they learnt and identify areas where they need
additional practice. yOU dECIdE Choose an activity. Go to page 104. 25
OWI_F_WB_93969_016-025_U01.indd 25 27/03/2017 18:42
Each unit ends with a You Decide activity that

provides options for targeted skill practice.
Workbook audio is available for streaming and download
at NGL.Cengage.com/impactfoundationBR.

Online Workbook and Student’s Website
The Online Workbook, hosted on MyELT, includes
interactive activities to support each section
from the Student’s Book:
• Vocabulary • Reading
• Speaking Strategy • Video
• Grammar • Writing
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The Online Workbook also includes

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vocabulary flashcards and grammar

tutorials for additional support.
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Each unit ends with a You Decide activity

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that provides options for targeted skill

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practice. Specific activities are recommended

based on the Now I can self-assessment.
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Student resources, including audio for Student’s

Book and Workbook activities, are available at
NGL.Cengage.com/impactfoundationBR.

Teacher’s Resources
The Lesson Planner, with DVD, Audio CD and Teacher’s Resource CD-ROM, provides
everything needed to successfully plan, teach and supplement lessons.
Video VIDE Be the expert
Objectives
Students will 1 BEFORE YOU WATCH Discuss in pairs.
22 4 AFTER YOU WATCH Work in pairs to answer
Teaching Tip
• discuss how some countries have Which festivals and holidays do you the questions. It’s often better to allocate partners
special days to celebrate their dead celebrate together with your family? 1. Where do people celebrate ‘Día de los than to let students choose their own,
family members. How do you celebrate them? Muertos’, or Day of the Dead? especially when students are new to a
• apply the message of the video to 2. When is this festival? class. Sometimes you may wish to put a
their personal lives. 2 Work in pairs. You’re going more able student with a less confident
3. What things do people take to their family
to watch Celebrating
Academic Language label the Dead. Look at the
members’ graves on the Day of the Dead? student to help him or her. Listen to
Content Vocabulary celebration, 4. Name three other ways in which people partners as they work together, and help
photo. Why do you
costume, culture, dead, festival, grave, think the girls are celebrate this day. them treat each other with respect. Keep
honour, loved ones smiling? Discuss 5. In which country do people celebrate Tomb pairwork interesting by asking students
your ideas. Sweeping Day or ‘Qingming’? to change partners once or twice during
Resources Video scene 1.1 (DVD/
Website/CPT); Online Workbook; CPT: 6. What do families in Japan believe about the lessons.
3 WHILE YOU WATCH
24 festival of ‘Obon’?
Video
Circle the things you see.
Materials world map or globe (optional); Watch scene 1.1. 5 Work in pairs. What do you think about these
drawing materials; large sheets of kinds of celebrations? Why do you think some
paper for drawing cultures have them? What do you do in your
party hats a book
family or in your culture to remember your
Answer Key a guitar food loved ones?
flowers balloons
Comprehension 4 6 Work in groups. Find out more about what
people eat during the Day of the Dead
1. Mexico celebrations. Make a list.
Two sisters celebrating Day of the Dead
2. October 31st–November 2nd in San Miguel de Allende, Mexico
3. food, flowers and gifts Formative Assessment

4. They dress up, paint their faces and 7 YOU DECIDE Choose an activity. Can students
play music. • discuss how some cultures celebrate their
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1. Work independently. Design a costume for a Day of the Dead celebration.
5. China Draw a picture of the costume and label it. Explain what the different parts Formative Assessment
dead family members?
6. They believe the spirits of their loved of the costume mean and why you chose them.
Askstudents
What do some cultures do when they
Can
ones return. 2. Work in pairs. Choose one of the festivals below and find out more about it.
• hold a celebration
TT_Bullet TT_Bulletfor the dead?
TT_Bullet TT_Bullet
Write a short paragraph about it.
• Chuseok • Gai Jatra • Diwali TT_Bullet
3. Work in groups. Invent your own festival to honour the dead. Decide when TT_noBULtext TT_noBULtext TT_noBULtext
it will be and what people should do during the festival. Describe your Online Workbook
TT_noBULtext Video
festival to the class.
36 VIDEO VIDEO 37
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instruction, then choose a student to read aloud the

Before You Watch 1 2 • 2 Say Look at the photo. What do you think the girls
items in the box. Check the meaning of each word as
• 5 Read aloud the instructions and the discussion
are doing? Can you describe the way they are dressed? questions. Ask pairs to discuss the questions. Then
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• Write the title of the unit Family Matters on the board. a class.
Do they look happy or sad? Read the caption aloud. invite pairs to share their answers with the class.
Say So far in this unit, we’ve looked at lots of different Say We’re going to watch a video. Based on what you
aspects of family life. What have you learnt about? • Say While you watch, circle all the things you see. Play • 6 Put the students into small groups. Ask What
see in the photo, can you predict what the video is
(famous families, describing family members, what Video scene 1.1. Tell students to work independently. do you eat when you celebrate a special day? Invite
about? Then read Activity 2, and give pairs time to
families eat). Say In this lesson we’ll learn about how Check answers as a class. students to give their ideas. Read the instructions
discuss possible answers to the question.
families celebrate. Who can tell me an example of a and give students time to research and write their list.
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• Say Now we’re going to watch the video again. Point to
celebration – a special day in the year? Write some of • Read the question again. Say In which countries Share answers as a class.
the countries listed on the board. Say Let’s see which
the students’ responses on the board. around the world do people have special celebrations
countries the video names. Play the video again. • 7 you decide Ask students to choose an activity.
for their dead loved ones? What do you think? Invite
• 1 Ask students to open their books at pages pairs to suggest answers. Write their suggestions on If students choose the first activity, make sure they
• If students have trouble following the video, pause it
36−37. Read the questions in Activity 1 aloud. the board and help them locate some of the countries think about the different parts of the costume.
and allow them to ask questions.
Put students into pairs to discuss the questions. on a world map or globe, if available.
After pairs have had time to discuss, ask Which
• Put students who choose the second option into
celebrations did you talk about? Ask pairs to share After You Watch 4 5 6 7 pairs. Say You need to choose one of the festivals. If
While You Watch 3
c
you can, find some information online about each one.
their ideas with the class. Note any celebrations that • 4 Put students into pairs. Tell them to work
aren’t already on the board. Ask How do you celebrate • Say Now we’re going to watch Celebrating the Dead. together and use information from the video to answer • Put students who choose the third option into small
them? Help students with any vocabulary they need. Direct students’ attention to Activity 3. Read the the questions. Check answers as a class. groups. Tell them to brainstorm ideas in their group
hi first and to make sure that every student is involved.
80 UNIT 1 VIdeo 81
ap
OWI_F_LP_93891_064-089_U01.indd 80 01/06/2017
OWI_F_LP_93891_064-089_U01.indd
13:51 81 01/06/2017 13:51
The Lesson Planner includes: The Teacher’s Resource CD-ROM includes:

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• a professional development section that • unit-by-unit pacing guides for easy lesson planning;
introduces the key principles of the course; • printable worksheets for extension activities and process writing support;
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• a detailed scope and sequence; • printable graphic organisers;

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• step-by-step instructions for carrying out • video scripts;

lessons;
• Workbook audio scripts;
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• reduced Student’s Book pages with answers at • pronunciation activities answer keys.
point of use;
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• Student’s Book audio scripts; The DVD and the Audio CD contain all of the multimedia to support the
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• extension activities to supplement the Student’s Book.

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Student’s Book, including instructions to use

the worksheets on the Teacher’s Resource
CD-ROM;
• teaching tips and professional development
support at point of use;
• suggestions for formative assessment.

The Classroom Presentation Tool integrates all of the Impact resources,
including video, audio, Student’s Book pages and interactive activities, making
it easy to carry out lessons in any classroom with an interactive whiteboard or
a computer and projector.
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The Assessment CD-ROM with ExamView® includes activity banks to generate

customised unit quizzes, mastery tests and final tests, as well as a pre-test and
placement test.
The Teacher’s Resource Website includes the Student’s Book and Workbook audio,
the Professional Development Video, as well as all the printable materials contained in
the Teacher’s Resource CD-ROM.
NGL.Cengage.com/impact

Video
Main Video The main video in each unit
introduces a key concept of the unit theme
in a unique way, either through live action
National Geographic content or through an
original animation designed specifically for this
course.
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The videos cover meaningful, relevant
and timely topics such as:
• Group behaviour
c •
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Cleaning up the ocean
• Art in the open
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• Forming teen identity

• Pushing your limits
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Meet the Explorer When students

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reach the Mission page of each unit,

they’ll learn more about the National
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Geographic Explorer featured in the unit.

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A quote by the Explorer and a Meet the

Explorer video help students connect
with these inspirational people who are
making a difference in the world. These
short one-minute clips reinforce
unit objectives, develop critical thinking
skills and allow students to hear from
each Explorer in his or her own words.
The videos are available on a DVD bound with the Lesson Planner, on the
Online Workbook and on the Classroom Presentation Tool.

Professional Development
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To ensure that teachers are able to improve their classroom practice and get the most
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out of the Impact teaching resources, Dr Joan Kang Shin and Dr Jodi Crandall have
developed the Impact Professional Development Video.
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The Impact Professional Development Video, available on the Teacher’s Resource

Website, is hosted by Dr Joan Kang Shin and it features interviews with teachers around
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the world. The video provides useful insights and practical advice on the following topics:
• Characteristics of young teens
•
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21st-century skills
• Global citizenship
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• Learning language through content

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• Student choice and classroom management

• Strategy instruction
• Classroom routines
• Effective use of media in the classroom
• Assessment
• Teaching writing
Professional development topics are also covered at point of use throughout the
Lesson Planner.

About the Author and Series Editors
About the Author

Katherine Stannett
Katherine Stannett is based in West Sussex,
England, and is an author with more than
20 years’ experience in editing, writing and
developing materials to teach English. She
specialises in writing for children and teenagers
at all levels and is particularly interested in the
development of 21st-century skills.
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About the Series Editors c
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Dr JoAnn (Jodi) Crandall Dr Joan Kang Shin

Dr JoAnn (Jodi) Crandall is Professor Emerita and former Dr Joan Kang Shin is an Associate Professor of
Director of the Language, Literacy and Culture PhD Education at George Mason University and the
Program, and Co-Director of the MA TESOL Program at Academic Program Co-ordinator of the Teaching
the University of Maryland, Baltimore County (UMBC). Culturally & Linguistically Diverse & Exceptional
She has worked in all areas of ESL/EFL including Learners (TCLDEL) program. Dr Shin specialises in
teaching, curriculum and materials development, teaching ESL/EFL to young learners and teenagers and
standards development and teacher training. has provided professional development courses and
workshops to EFL teachers in more than 100 countries
around the world.

Teaching with Impact
2 2 4
impact impact
impact impact
impact
impact
impact
impact
themselves, each other and the world they live in. themselves, each other and the world they live in.
By encouraging self-expression, global citizenship By encouraging self-expression, global citizenship

and active participation, Impact motivates students and active participation, Impact motivates students
1 to explore who they are and who they want to be
3 to explore who they are and who they want to be
impact
—all while learning English! —all while learning English!
impact impact
impact
National Geographic Explorers are featured as National Geographic Explorers are featured as
role models who embody the 21st century skills role models who embody the 21st century skills
and values teenagers need to become successful and values teenagers need to become successful
global citizens. global citizens.
Cross-curricular topics engage learners with Cross-curricular topics engage learners with
stimulating information about the world, better stimulating information about the world, better
Impact helps teenage learners better understand preparing them for future academic success. Impact helps teenage learners better understand preparing them for future academic success.
impact
themselves, each other and the world they live in.
impact
stUDEnt’s BOOK
stUDEnt’s BOOK
Student-choice activities and projects present themselves, each other and the world they live in. Student-choice activities and projects present
learners with options for language practice, learners with options for language practice,
By encouraging self-expression, global citizenship By encouraging self-expression, global citizenship
allowing them to become active participants in allowing them to become active participants in
and active participation, Impact motivates students and active participation, Impact motivates students
the learning process. the learning process.
to explore who they are and who they want to be to explore who they are and who they want to be
—all while learning English! —all while learning English!
ngl.Cengage.com/impact ngl.Cengage.com/impact
National Geographic Explorers are featured as National Geographic Explorers are featured as
role models who embody the 21st century skills role models who embody the 21st century skills
and values teenagers need to become successful and values teenagers need to become successful
global citizens. global citizens.
Cross-curricular topics engage learners with British English Cross-curricular topics engage learners with British English
stimulating information about the world, better stimulating information about the world, better
A1 A2 B1 B2 A1 A2 B1 B2
preparing them for future academic success. preparing them for future academic success.
stUDEnt’s BOOK
Student-choice activities and projects present
stUDEnt’s BOOK
CEFr correlation Student-choice activities and projects present CEFr correlation
learners with options for language practice, The exit level for Impact 2 is B1. The exit level for Impact 4 is B2.
learners with options for language practice,
allowing them to become active participants in allowing them to become active participants in
the learning process. the learning process.
ngl.Cengage.com/impact ngl.Cengage.com/impact
British English
A1 A2 B1 B2
FOUNDATION
STUDENT’S BOOK 2 STUDENT’S BOOK
British English
A1 A2 B1 B2
4 STUDENT’S BOOK
CEFr correlation CEFr correlation
The exit level for Impact 1 is A2. The exit level for Impact 3 is B1+.
Untitled-1 1,3 7/15/16 11:49 AM Untitled-1 1,3 5/26/16 8:52 AM
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1 STUDENT’S BOOK 3 STUDENT’S BOOK
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Untitled-1 1,3 5/24/16 3:23 PM
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National Geographic Learning’s Impact is an Impact reflects key concepts and principles of
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exciting new series for young teens that aims to English language teaching and learning as they
help students to better understand themselves, apply to adolescent learners of English:
one another and the world they live in. The
series integrates real-world content, the work c • Learning is a process of constructing meaning.
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and stories of National Geographic Explorers, Active learners work to make sense of their
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a wide variety of cross-curricular concepts and world through interaction in personal, social and
engaging projects into a unified course of English academic contexts.
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language instruction. It uses a content-based,

communicative approach to learning English, with • All English learners, and especially teens,
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need multiple opportunities for questioning

grammar and vocabulary taught and practised in and communicating meaning about topics that
context, and multiple opportunities for authentic
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concern them, at a level that is appropriate to

communication using all language skills. In their emotional, social and intellectual stages of
every thematically organised unit, students development.
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are immersed in a topic that they explore from

different curricular perspectives, using the skills of • Learners benefit greatly from the support of
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listening, speaking, reading and writing. knowledgeable persons (teachers, adults and
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peers) to help them successfully incorporate

Young teens are actively exploring their own and understand new information.
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identities and grappling with big ideas daily. Impact

encourages teens to consider how their learning
might relate to their current or future lives and
• Learning is most effective when the learner
is challenged to go one step beyond his or
to the roles they may play in the world as adults. her current stage of cognitive and language
Impact challenges teens to think about their development.
places in their communities, in their countries and
in the world at large. By addressing issues of local
and global importance, Impact stimulates students
• Activities that encourage students to think
critically about issues and that engage them
in problem solving are most effective; these
to use 21st-century skills, such as problem-solving,
activities link language learning with other
critical thinking and other higher-order thinking
curricular areas.
skills. In every unit of Impact, students use their
skills to delve deeply into topics of immediate
concern to them as citizens of the 21st century.

Characteristics of Young Teens
Young teens are going through a number of
changes: physical, social and cognitive. For teens,
life is both exciting and confusing. They’re engaged
in discovering who they are and who they want to
be, and in exploring the qualities that make them
unique, as well as those qualities they share with
their peers.
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Teens combine childlike playfulness with a nearly
adult ability to think critically. They’re engaged
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in questioning, analysing and comparing points
of view, and they are likely to express strong
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opinions about topics related to their lives. Impact
encourages them to discuss and express their
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views using a variety of print and communications
media, such as videos, posters, stories, comic
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strips, raps, poems and songs.
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Adolescent English learners have already
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learnt at least one language and are cognitively

more efficient language learners than younger
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children. They can infer and confirm grammar,

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vocabulary and language use when given sufficient

opportunities to use the language to communicate.
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They also need to take part in activities that create

language awareness and foster an understanding
of, and an interest in, how language functions.
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Many young people are concerned about their

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places in the world and their roles as global

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citizens. They’re developing a sense of social

responsibility. They’re also developing a personal
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sense of values and looking for role models.

National Geographic Explorers are people who have
made a difference in the world and who challenge
young teens to do the same. Eight Explorers and
their work are featured in each level of Impact.
They’re presented as potential role models who
can encourage teens to explore their world (Daniel
Raven-Ellison), to discover the future (Bethany
Ehlmann), to be curious (Katy Croff-Bell) and to
believe in themselves (Dave and Amy Freeman).

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Real-World Content technology extends our human abilities. Explorer

Amber Case, a cyborg anthropologist, challenges
Students learn language and content at the
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teens (and adults!) to think about the positive and

same time, so it’s natural and authentic to
negative aspects of our reliance on technology.
incorporate academic content into the English
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classroom. Integrating grade-appropriate In Everybody’s Doing It (Unit 3), students

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content from science, geography, history and in Level 3 learn about the various ways that
other subjects complements what students
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animals and humans organise into groups,

are learning in their other courses, helps and how those groups affect behaviour. They
them develop the academic English they compare groups that they choose to belong to
may need for future study and motivates with others that are involuntary, and discuss
them to use English in meaningful ways. the importance of groups in their lives.
Because technology plays such a large role Other units focus on contemporary issues such
in the lives of teens – mobile phones, laptops, as the environmental impact of entertainment.
social media, texting and more are part of their As they read The Footprint of Fun (Unit 4) in
everyday lives – Impact provides opportunities Level 4, for example, students consider how
for adolescent English learners to explore the they can reduce their carbon footprints and
influence of media and technology in their lives. take part in sustainable activities while still
In Level 2, for example, in Your Virtual Self enjoying themselves in public settings.
(Unit 3), students explore the many ways in which
help others during times of conflict or crisis by
Multicultural Outlook employing techniques used in crisis mapping
Today’s teens live in a world made much smaller and crowdsourcing. (L4)
through technology and the role of English as a
global language. Impact brings that world into
the classroom, introducing teens to the diversity Cultural Connections
of global customs, traditions and ways of life. In addition to learning about other cultures,
Learning about cultures other than their own helps Impact provides teens with opportunities to
young people develop a multicultural outlook and make connections between their own and other
learn to communicate successfully with others who traditions and customs. Students reflect upon their
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are using English as a global language, both in own cultures and discuss connections with their
person and through social media. And of course, peers. The process helps them build a stronger
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as we’ve come to expect with National Geographic understanding and appreciation of themselves and
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and its global reach and extensive research, we their place in the world. It also helps them to learn
can rely on the accuracy of all content, as well to use English to communicate and describe their
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as the stunning photographs and visuals that values and traditions to others around them.
accompany the text and engage and motivate
adolescent learners.
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www
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In Foundation level, students read about

In Impact, teens education in countries around the world. They
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1.
learn about different types of schools and reflect

• learn about robots and how they are used in on their own learning experiences.
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many different aspects of life, from hospitals to

the home. (Foundation Level) After reading about the growth of the Internet
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and the use of electronic gadgets in Level 1,

• read about people with unusual and amazing
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for example, teens are asked about the impact

jobs, who work in some of the world’s most that technology has on their lives. In Level 2,
extreme and dangerous environments. (L1) after reading about Tristram Stuart’s campaign
• discover that colour affects people’s emotions

all over the world, and is often used to express
to encourage consumers not to reject that extra
lumpy potato or misshaped carrot, students are
asked to think about food waste and ugly food.
and represent one’s self. (L2)
• explore the different ways in which young people

in various cultures express themselves through
In Level 3, students read about the many
different ways people around the world have
developed animation, from cartoons to films, video
fashion, from special T-shirts and eco-friendly
games, mobile phone emojis and special effects
clothing to hair and body accessories. (L3)
in live-action films. In Level 4, after reading about
• learn how to become digital humanitarians and public art, teens are urged to think about how they
can use art to express their feelings and ideas.
National Geographic Explorers Explorer Jenny Daltry, in
a unit on misunderstood
As noted, each unit of Impact presents inspiring animals, many of which
stories about National Geographic Explorers, global are endangered species,
citizens who are actively working in many different urges teens to ‘keep an
fields, helping students explore content from open mind’. Iain Couzin,
different relevant perspectives. Each unit opener a behavioural ecologist,
presents a quote from the unit Explorer, meant for studies the value of
students to reflect upon and discuss in the context collaboration. As he
of their own lives. notes, whether we’re
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talking about ‘invasive cells to schooling fish to
These Explorers convey, through their work and
human cultures, groups can accomplish what
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their words, a sense of global values. They model
solitary individuals cannot’.
universal values such as acting responsibly,
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respecting others, appreciating the environment Explorer Jimmy Chin,
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and believing in the value of collaboration. Each a photographer and
unit in Impact includes a ‘Mission’ page, dedicated climber, reminds teens
to the Explorer’s work and message for teens, as
c to be prepared, and to
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well as a short ‘Meet the Explorer’ video in which avoid situations where
the Explorer shares his or her perspectives and the risks are high and
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challenges with students. their level of control

is low. In a unit about
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Impact gives students a window into the work of

exploration, Corey
Explorers such as Jack Andraka, who at only 15
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Jaskolski remarks
years of age invented an inexpensive and quick
on the importance of
way to detect certain types of cancer. It took him
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learning by doing and

4,000 attempts to find the protein he needed
‘showing people the
for his experiment, and 200 attempts to find a
world in a different
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research scientist who would accept his project.

light, in a new format –
He hopes to inspire other young people to pursue
something that they can
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their passions, no matter the odds, as he asks,

engage with and be excited about’.
‘Why not you?’
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There are other role models in Impact in addition

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Students meet
to the Explorers. From successful teenage fashion
Bethany Ehlmann, an
designers who have donated part of their earnings
Explorer and planetary
to charities or environmental organisations, to a
geologist who works
young girl who has regularly attended space camps
to help the Curiosity
from the age of seven in the hope of becoming
rover navigate on Mars.
an astronaut, users of Impact also read and learn
Bethany hopes that she
about young people like themselves who are
and others can someday
making a difference.
study signs of life not
only on Mars but also
in other worlds. She
encourages students to
‘discover the future’.

21st-century Skills
In our increasingly interconnected world,
exposure to 21st-century topics and ideas
is essential to student success. In addition
to key subjects such as English, world
languages, arts, mathematics, economics,
science, geography and history, 21st-century
students must also develop an awareness
and understanding of topics such as:
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• Global awareness
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Financial, economic, business and
Students are engaged in thinking critically
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entrepreneurial literacy
about the choices they make and the problems
•
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Civic literacy that confront them. Together, they develop fact
sheets, posters, videos or even advertisements
• Health literacy that communicate their views to their peers and
• c
others. They consider the ways in which groups
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Environmental literacy
affect their behaviour and how, by collaborating,
•
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Learning and innovation skills they can solve problems or accomplish goals. They
analyse, compare and offer their own views. They
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Impact provides students with rich opportunities also engage with a range of media and technology
to think deeply and critically about all of these in order to create their own narratives. Students
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topics and others. With the help of National using Impact are challenged in every lesson and
Geographic Explorers, students explore ideas that activity to think creatively, critically and innovatively,
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span the globe and affect people of all ages and and to communicate and collaborate as a matter
backgrounds. They ask and answer questions of course.
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about food consumption and waste, unusual

occupations, crisis management, the performing We live in a technology- and media-driven
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arts, planetary geology and collective behaviour, environment characterised by immediately

among many other topics. available information and constantly evolving
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technology. Learning and innovation skills beyond

In the process, Impact helps teens develop the
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the 4Cs are needed for the complex life and work
skills that have been called the 4Cs, and which environments students will face in today’s world. In
are considered essential for success in the 21st addition to the ability to collaborate and to make
century: individual contributions, students must also be
• Creativity and innovation

able to master a range of functional skills such as:
• Critical thinking and problem solving • Life and career skills
• Communication • ICT (Information and Communication Technology)

literacy
• Collaboration
• Information literacy
• Media literacy

With Impact, teens develop new ways of thinking, partner using expressions of surprise, such as
new ways of working, new skills for living fuller and ‘That’s amazing!’ or ‘Wow! Really?’ to respond.
more responsible lives, and a range of ICT skills
that they can use in their educations and careers. Speaking strategies in Impact include:
Skills and Strategies

• Extending the conversation
In addition to the 4Cs, the four domains of • Asking for help with schoolwork
listening, speaking, reading and writing, and

• Expressing strong opinions
the ICT skills necessary for success in the 21st
•
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century, today’s students need to develop content Asking for repetition and clarification
knowledge and social and emotional competencies
• Expressing surprise or disbelief
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to navigate complex life and work environments,
• Arguing and conceding
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and skills and strategies to help them navigate
their academic environments.
• Offering, accepting and declining advice
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Each unit of Impact includes direct, explicit
strategy instruction to help students effectively • Expressing interpretation and understanding
use English for academic and future success, and
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to express their views in appropriate ways. Supporting Reading Instruction
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Reading is arguably the single most important

Impact helps adolescent English learners
skill for academic success. At this stage in their
navigate language challenges by presenting
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learning, adolescents are exposed to longer

real-world situations that 21st-century students
and more complex texts in all of their academic
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encounter every day. All speaking strategies are

subjects. Impact provides an explicit focus on
presented and practised in authentic contexts. For
developing effective reading strategies that will not
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example, students might compare and contrast

only be helpful when reading English texts, but will
their parents and discuss how alike or unlike they
also help students become more effective readers
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are, or they may tell a surprising story to a partner,

of content in their own or other languages.
parts of which might be true or untrue, with the
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4
7 LeaRn neW WoRds Listen and read to find out about colours
and moods. Then listen and repeat. 010 011
Each Reading lesson in your Impact Lesson strategies with which We make strong connections between colours and feelings.
green relaxed
Planner is presented in a three-step instructional students can acquire

plan: Before reading, While reading and After words independently. red nervoUs
reading. During the lesson, students are directed Impact does both
to use a range of strategies before, while and after by introducing high-
they read. utility and academic blUe depressed
5 Work in pairs. Discuss how you feel when you see these things.
vocabulary thematically,
Before reading Students may be asked to talk
I feel relaxed when
I see green trees.
in context, within
with a partner about what they already know about reading and listening
a topic and related vocabulary, or, based on the activities, and by
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title and photo, to predict what the text will be supporting students as
I feel nervous when I
see red lights on a car.
about or what they expect to learn from it.

Me, too! But I feel more relaxed
6 Work in groups. Compare your answers to Activity 5
they develop strategies

when I look at blue artwork.
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with another pair. Then choose two other colours and say
how they make you feel.
grammar 15
While reading Students are given prompts that for learning the
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OWI_2_SE_81072_008-023_U01_FPP.indd 15 8/12/16 8:35 AM
help them self-monitor and focus while they read. vocabulary they need to communicate in English
about a range of topics drawn from science,
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As effective readers, they’re asked, for example, to
notice details that support their beliefs, to look for history, art and other areas of interest.
similarities and differences, or to notice the order
in which events happened.
• c
Vocabulary strategies in Impact include:
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The study of word parts such as prefixes,
After reading Readers may be asked to work
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suffixes and word roots (including Greek and

in small groups to discuss a main idea, to recall Latin roots)
important facts, to discuss the relationship of the
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text to their own lives, or to evaluate or comment

• Using a dictionary to learn the most common
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on the text. They might be asked to identify meaning of a word, how to pronounce and
possible good ideas not included in the reading. spell it, etc.
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Reading strategies in Impact include:

• Recognising common English collocations
• •
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Comparing and contrasting Identifying multiple-meaning words
• •
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Scanning a text Using context clues to discover meaning
•
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Making a personal connection Research has shown that at least seven
• to twelve exposures are needed to begin to

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Visualising ‘know’ a word in terms of its literal definition,
• Identifying a sequence of events its relationship to other words, its connotations

and its power of transformation into other
• Drawing conclusions forms. Students who can master these different
• Summarising
aspects of knowing a word have deep vocabulary
knowledge, and students who are familiar
• Identifying an author’s purpose with many words have breadth of vocabulary

knowledge. Impact helps students develop broad,
deep vocabulary knowledge by providing multiple
Vocabulary exposures to target vocabulary in contextualised
A balanced approach to vocabulary instruction activities that include pair and group work, in
includes explicit instruction of a limited number addition to independent Workbook practice, audio
of well-chosen words, along with instruction in
activities, whiteboard activities and videos. students might need at point of use, for example,
to describe a photo in the book.
Vocabulary is a fundamental part of
communicating and being understood, especially Although Impact provides contextualised
in another language. The sheer number of English vocabulary and complete lesson plans for all
words to be learnt – about a million – represents a vocabulary instruction, it’s helpful for teachers to
major challenge for students. Social and academic become familiar with simple routines that can be
vocabularies consist not simply of single words, used to introduce or present new vocabulary words
but also of set phrases or chunks of words, to students.
many of which are learnt together and frequently
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used together. In order to succeed academically A simple vocabulary routine
and socially, adolescent English learners must
• Display and pronounce the word. Images are
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master both social and academic English. While powerful aids to comprehension.
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an average English speaker learns about 1,000
words a year, at least until the age of 20, a non- • Introduce the meaning of the word with a
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English-speaking student who is trying to learn the student-friendly explanation (vs. a standard
language may be lucky to achieve 25% of that rate. dictionary definition).
Impact presents the language students need •

c Illustrate with examples and sample sentences.
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for academic and social success in highly
• Check for understanding by asking students to
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contextualised, real-world settings. It supports

use vocabulary actively.
vocabulary development with direct, explicit
•
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instruction in vocabulary strategies. Students Encourage wordplay.

learn to use common collocations in English, to
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break words into their component parts in order to

work out their meanings, to identify the Greek and
Pronunciation
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Latin roots of many English words, and to consult Impact includes a pronunciation topic in each
reference sources to find out how to correctly unit. The pronunciation syllabus covers basic
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pronounce a new word or to confirm its meaning. topics, such as the pronunciation of schwa and
-ed endings. There is a strong focus on discourse-
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Types of language in Impact level suprasegmental features, such as stress,

intonation and connected speech. The goal is to
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Target vocabulary High-utility, theme-related

help students to be better understood by and to
vocabulary that can be related to students’
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better understand English speakers.

lives, relationships and studies at school. Target
vocabulary is assessed.
Unit 1
Academic vocabulary The language of Syllables and stress
2 Listen and repeat. Listen to these
words for nationalities. How many
the classroom. Academic language plays an 1 Listen. Words in English have one or more parts.
Each part is called a syllable. Each syllable has
syllables do they have? Write 2 or 3
for the number of syllables. 134
increasingly prominent role as students read to a vowel sound in it. It can also have one or more
consonant sounds. Listen to the syllables in
1. Taiwanese
2. English
3
learn about science, social studies, maths and

these words for nationalities. 133 3. Chilean
1 2 3 4. Indian
5. Chinese
other areas of academic interest. French Ger - man
Spa - nish
Kor - e - an
Ja - pan - ese
6. Russian
3 Work in pairs. Listen again and

In words with two or more syllables, one
repeat the words. Underline the
Content vocabulary Useful, theme-related syllable is always stronger than the other. It
is pronounced loudly and more clearly. This is
stressed syllable in each word.
135
vocabulary that allows students to discuss called the stressed syllable. Listen again and
notice the stressed syllable in the two- and
three-syllable words above.
thematic content.
Unit 2 2 Listen and repeat. Then write the words in
The third person -s and the correct column. 137
Related vocabulary Useful vocabulary that -es endings
crashes gives jumps learns
1 Listen. Notice the different pronunciation misses plays runs sits
SAMPLE COPY, NOT FOR DISTRIBUTION of the -s ending of these three verbs.
136
speaks teaches watches
27
writes
soft s sound hard z sound iz sound

writes plays teaches writes plays teaches
The -s verb ending has three possible
pronunciations:
Impact’s Videos • Meet the Explorer When students reach the
‘Mission’ page of each unit, they’ll learn even
Video is a powerful tool that can help bring more about the National Geographic Explorer
the world into the classroom – and bring the whose mission both drives the unit theme and
classroom to life! Because video allows students encourages students to be active participants
to view and listen to authentic representations of in their learning. These short one-minute clips
content, it can be an effective tool for teachers reinforce unit objectives, develop critical thinking
and an especially useful aid for language learners. skills and allow students to hear from each
Explorer in his or her own words.
In each unit of Impact, students encounter two
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short videos: The videos in Impact introduce students to
• real people using English in real ways. They
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Main video The main video in each unit
provide a richer environment for learning and
introduces a key concept of the unit theme
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engage 21st‑century teens who are motivated by
in a unique way, either through live-action
content that both informs and entertains. More
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National Geographic content or through an
importantly, building students’ media and digital
original animation created for this series. Each
literacy skills prepares them to use English both
main video reviews target unit vocabulary and
grammar, and exposes students to authentic
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inside and outside the classroom.
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communication. Corresponding Student’s Book
Classroom Management
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pages and activities provide opportunities for

students to discuss and critically engage with Classroom atmosphere Effective teachers take
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the material. care to build a fair, safe and supportive classroom

climate. As supportive adults rather than friends,
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they aim for positive relationships with all their

students and consciously avoid favouritism. They
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have high but reasonable expectations and model

the values they hope to inspire in their students –
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kindness, patience, fairness and respect.

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Classroom rules and expectations The

establishment of rules is particularly important
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because students need rules to function

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successfully. Brainstorm classroom rules with

your students at the beginning of the year so
that they know what’s expected of them and feel
responsible for following the rules. It’s important to
share and communicate rules clearly and simply,
and to make sure they’re consistently enforced
with age-appropriate rewards and sanctions.
Managing You Decide activities A balance

of independence and support is important to
adolescent learners. They respond well to having
a choice of activities and to deciding whether they
want to work independently or in pairs or groups.

Make an Impact
you decide choose a project.
When given choices, 1 create a flipbook.

• Assemble a small book. Draw on each of the pages to create animation
when you flip it.
In Levels 2–4, students are introduced to
adolescents also need • Share your book with the class. Describe the story it tells.
• Explain the process of making your book. Answer your classmates’ questions. common academic writing genres, including
clear direction and Classification, Cause and Effect, Narration,
2 profile a visual storyteller.
• Go online to research visual storytellers. Select one to profile.
• Create a computer presentation about the person’s life and work. Show
support from peers and Biography, Persuasion, Review, and Compare and
examples of visual stories this person has told.
• Present your work to the class.
teachers. Contrast, among others.

3 Tell your own visual story.
• Think of a cause or person that is important to you. Think of the story
you want to tell about this subject.
• Choose a format for your story. You might choose
to draw, paint, animate or use photographs.
• Create your visual story and share
By providing students it with the class.

Scaffolded support For each writing assignment
with real choices in a flipbook
in the Student’s Book, students are guided step
activities and projects, by step in the Workbook. A complete model is
Impact actively supports provided for the writing task in each unit, so that
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project 125
learner autonomy. OWI_3_SE_81089_110-125_U07_CP2.indd 125 5/23/16 12:04 PM
learners have clear, meaningful examples of what

You Decide activities are an important feature of they’re expected to do.
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Impact and carry an important message: given
Worksheets In Levels 1–4, optional Genre
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the right support and materials, students can and
shoud be accountable and responsible for their Worksheets provide support for the academic
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own learning. writing genres presented in Impact. These include
the genres listed above. Optional Process Writing
Worksheets guide students through the five steps:
Writing
c Pre-writing, Writing a First Draft, Revising, Editing
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Impact introduces students to a variety of writing and Proofreading, and Publishing.
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genres and gives them multiple opportunities to

express themselves in writing. Young teens are In addition, common real-world genres are
presented throughout the course in You Decide
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systematically introduced to writing beginning in

Foundation and continuing in Level 1. They move activities and projects, in Express Yourself, in
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from descriptive paragraphs to other types of the Workbook and in all course components.
writing, such as fact sheets and product reviews. These include text messages, blogs, letters,
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presentations, travel reviews, poems, film scripts

WRITING
and brochures.
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A process description explains how something is done or how something happens.

The purpose of the steps and the order in which they happen are described.
Purpose: in order to so that
Sequence: before during after finally

first then next while
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little by little meanwhile over time

WRITING
A process description explains a purpose through a sequence of steps in the order in which
1 Read the model. Work in pairs to identify the process being described. What words they happen.
and phrases does the writer use to show purpose and sequence? Underline them.
in order to control
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Purpose: I went to the zoo my fear of snakes.

When you’re very, very afraid of something, that fear can affect you and how you so that I could control
live your life. When I was younger, I saw my cousin fall onto an ants’ nest. The ants
attacked him, and he was covered in horrible bites. After that, I became very scared
Sequence:
Before I went to the zoo, I was scared of snakes. During my visit, I became familiar with the
Process Writing
of ants. I wouldn’t eat outside, and I didn’t even like playing outside. I checked my
snakes. after I left the zoo, I felt more comfortable about snakes.
bed for ants every night. But when I turned 13, I decided I couldn’t let my fear The writing process includes five basic steps: Pre-writing, Writing First Drafts, Revising,
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get to me. I had to learn to control my fear of ants. First, I saw the snakes behind the glass. Then, I watched them as they moved around. Next, I Editing and Proofreading, and Publishing.
held one for a few minutes. Finally, I relaxed!
First, I read a lot about different ants. I didn’t focus on bites, but instead I read
about how beneficial ants are to the planet. Ants are really cool! They’re hard- 1 Pre-writing Sometimes teachers give you a topic to write about. Sometimes you get to
working, social and organised. They help bring air and nutrients to the soil. They 1 Organise. choose your own topic. Pre-writing includes choosing and focusing on a topic for your
pollinate plants, clean up decaying matter and help control other insects.
1. Your task is to describe the process of training a pit bull puppy to help people better
paragraph or essay.
Next, I began to watch ants from
understand your dog. Find out about this breed of dog. Research what type of training Imagine you want to write about animals. That’s a really big topic! You need to focus your
a safe distance. I started to look at
you will need to do. Write the main ideas in the table below. topic, or make it smaller and more specific, like this:
a colony of ants in real time on the
Internet in order to learn how they live. How to Train a Pit Bull Puppy
animals cats house cats my pet cat
Little by little, I felt more comfortable
about ants. Finally, I went outside one Now you try it. Focus the topics below.
day and let an ant crawl onto my hand.
It was OK! Now that I know about all sports
the good things ants do, I’m not so 2. Look at your notes. Number the steps you would need to follow to train your dog. family
afraid of them any more.
LIVE Live feed of an ant farm Think about the purpose of your description. Write a possible topic sentence to tell your
reader the purpose of your description. After choosing and focusing your topic, you need to choose a writing type. Are you writing a
description? A blog post? A fact sheet? After you choose, you can write your first draft.
2 Work in pairs. Imagine you’re scared of an insect or animal. What steps would you
take if you wanted to control your fear? Why? Now write the different steps here:
2 Writing First Drafts After you’ve focused your topic and chosen your writing type, it’s time
Step 1: to write. Your first try at writing is called a first draft. Don’t worry! A first draft isn’t perfect.
3 Write. Many people are scared of pit bulls. Imagine you have a new pit bull puppy. You
don’t want it to be misunderstood. How will you train it to be a good dog? Describe the Step 2:
Just put your ideas down on paper. You can change and correct things later.
process. How could you help people to understand your dog better? Choose a focused topic from the pre-writing activity. Plan the beginning, middle and end of
Step 3:
your first draft.
WRITING 37 Step 4:
Beginning:
Finally, think about your expected results. This will be your summary.
OWI_3_SE_81089_024-041_U02_CP2.indd 37 6/20/16 11:19 AM

2 Write. Middle:
1. Go to page 37 in your book. Re-read the model and the writing prompt.
2. Write your first draft. Check for organisation, punctuation, capitalisation and spelling.
3. Check your final draft. Share it with your teacher and classmates. End:
20
3 Revising After you’ve finished your first draft, it’s time to think about revising. This is your
chance to make your first draft better!
93945_012-023_U02_ptg01.indd 20 7/19/16 12:44 PM
FOUNDATION: Process Writing 1

Copyright © National Geographic Learning, a Cengage Learning Company

Assessment in Impact Impact Assessment Options Impact ensures
Assessment should always mirror learning. Tests that students engage in a wide variety of
should reflect curriculum objectives and provide communicative activities in each thematic unit,
students with opportunities to demonstrate what and many of these themes and activity types
they know and what they can do, in tasks and are correspondingly reflected in the assessment
formats that are similar to what they’ve experienced process. Impact provides many opportunities for
in class. Tests should also contribute to learning on both formal and informal assessment of different
the part of both teacher and student. Assessment types. The Impact assessment programme
results should provide teachers with information on includes various kinds of written tests: placement
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which to base subsequent instruction, especially tests and level pre-tests, eight unit quizzes, two
modifications that are needed for some or all mastery tests and final tests, together with an
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students. And, of course, the results should provide Audio CD for listening and speaking assessment.
information to learners on their current strengths
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Formal assessment in Impact is provided
and weaknesses, as well as their progress in
in the form of ExamView® test banks. Banks
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learning English.
include test items that allow teachers to create
Assessment should include a variety of a pre‑test for use at the beginning of the school
techniques that correspond to learners’ abilities
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year, unit quizzes, mastery tests and a final test.
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and learning styles. That is to say, assessments A placement test is also provided. In addition,
with the use of the Assessment CD-ROM with
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should provide opportunities for learners who are

not primarily linguistically, logical-mathematically ExamView®, all of the quizzes and tests are easily
generated and customisable to the needs of
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or spatially inclined to demonstrate other types of

intelligence or learning styles. All learners should each teacher’s students. Formative assessment
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have multiple chances to demonstrate their skills, opportunities appear at the end of each lesson
abilities and knowledge. and align directly to that lesson’s objectives.
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Assessment should motivate learners and build Accurate assessment reflects not only what
learner confidence. Teachers work hard to include students can recognise and produce on a written
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a variety of motivating and engaging activities in test, but also what they can perform or do as
they actually use the language in real or realistic
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their lessons, and they’re conscientious about

providing praise and constructive feedback to their contexts. Impact therefore provides a wealth of
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students in class. Students should have the same opportunities for informal assessment. These
include pair and group work, review pages in
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opportunities for fun, engagement and motivating

feedback in assessments. the Student’s Book, Workbook activities and the
Classroom Presentation Tool, among others. Many
Finally, it’s important to note that tests should of the products students create, including end-of-
take place over time in order to collect evidence of unit projects, may also be assembled as part of a
growth. Assessment should not be approached as portfolio assessment system.
an occasional but fear-inducing necessity. Indeed,
the more frequently students are assessed
through a variety of ways, the less test anxiety they
may have, and the more practised and confident
they may feel.

Pacing Guides
The following pacing guides are recommended for use when teaching Units 1–8.
Unit 0 is an introductory unit that can be taught in its entirety at the beginning of Impact, or
referred to throughout the course as necessary to reinforce the fundamentals of English.
2–3 hours per week

Use Warm Up and Consolidate sections from the Lesson Planner or
replace with your own Warm Up and Consolidate activities.
Week 1 Week 2 Week 3 Week 4 Week 9*

Unit Opener: Introduce Grammar 1: Warm Video: Before You Writing: Warm Up; Express Yourself:
the Unit Up; Present; Practise; Watch; While You Present; Read the Present; Practise;
Apply; Consolidate Watch; After You Watch Model; Plan; Write Connect; Prepare
Vocabulary: Warm
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Up; Present; Practise; Resources Resources Mission: Mission Resources
Apply; Consolidate • Student’s Book • Student’s Book • Student’s Book
Project: Prepare
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• Workbook/Online • Online Workbook • Audio (Audio CD/Website/
Resources Workbook CPT)
• Video (DVD/Online Resources
• Student’s Book
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• Audio (Audio CD/Website/ Workbook/CPT) • Classroom Presentation
• Workbook/Online CPT) • Classroom Presentation Tool: Express Yourself
Workbook • Workbook/Online
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• Classroom Presentation Tool: Video
Workbook Express Yourself
• Audio (Audio CD/Website/ Tool: Grammar 1
CPT) Grammar 2: Warm • Process Writing Worksheet (continued): Share
Reading: Warm Up; Up; Present; Practise; (Teacher’s Resource CD-
• Classroom Presentation
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Before You Read; ROM/Website) Resources
Tool: Unit Opener and Apply; Consolidate
hi • Video (DVD/Online
Vocabulary While You Read; After • Classroom Presentation
Workbook/CPT) Tool: Express Yourself
You Read; Consolidate Resources
Speaking Strategy:
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Warm Up; Present; Resources Tool: Writing
• Workbook/Online
Practise; Apply; • Student’s Book Workbook Project (continued):
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Consolidate • Workbook/Online • Audio (Audio CD/Website/ Share

Workbook CPT) *Express Yourself
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Resources gives students

• Audio (Audio CD/Website/ • Classroom Presentation Assessment
• Student’s Book CPT) Tool: Grammar 2 an opportunity to
• Online Workbook Resources
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• Classroom Presentation synthesise what they

• Audio (Audio CD/Website/ Tool: Reading • Student’s Book
CPT)
have learnt and focus
• Classroom Presentation on creative expression
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Tool: Project and Review

Tool: Speaking Strategy Games after every two units.
• Unit Quiz (ExamView®) The Express Yourself
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for Units 1 and 2 will

be covered in Week 9.
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Pacing Guides
Extend activities, including Extend Worksheets, are optional.

Unit Opener: Introduce Grammar 1: Warm Up; Reading (continued): Writing: Warm Up; Express Yourself:
the Unit; Extend Present; Practise After You Read; Present; Read the Present; Practise;
Extend; Consolidate Model; Plan; Write Connect
Vocabulary: Warm Up; Resources
Present; Practise • Student’s Book Resources Resources Resources
• Workbook/Online • Student’s Book • Student’s Book • Student’s Book
Resources Workbook • Workbook/Online • Workbook/Online • Audio (Audio CD/Website/
• Student’s Book • Audio (Audio CD/Website/ Workbook Workbook CPT)
• Extend Worksheets CPT) • Extend Worksheets • Process Writing Worksheet • Classroom Presentation
(Teacher’s Resource CD- (Teacher’s Resource CD- (Teacher’s Resource CD- Tool: Express Yourself
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ROM/Website) Tool: Grammar 1 ROM/Website) ROM/Website)
• Audio (Audio CD/Website/ • Classroom Presentation • Classroom Presentation Express Yourself
CPT) Grammar 1 (continued): Prepare
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Tool: Reading Tool: Writing
• Classroom Presentation (continued): Apply;
Tool: Unit Opener Extend; Consolidate Video: Before You Writing (continued): Cumulative Review
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Watch; While You Revise; Edit and
Vocabulary Resources Watch; After You Watch Proofread; Publish Resources
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(continued): Apply; • Student’s Book • Student’s Book
Extend; Consolidate • Workbook/Online Resources Mission: Mission • Classroom Presentation
Workbook • Student’s Book Tool: Express Yourself
Resources
• Audio (Audio CD/Website/
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• Online Workbook
Project: Prepare • Cumulative Review
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• Student’s Book CPT) Worksheets (Teacher’s
• Video (DVD/Online Resources
• Workbook/Online Resource CD-ROM/
• Classroom Presentation Workbook/CPT)
• Student’s Book Website)
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Workbook Tool: Grammar 1 • Classroom Presentation
• Extend Worksheets • Process Writing Worksheet
Tool: Video Express Yourself
(Teacher’s Resource CD- Reading: Warm Up; (Teacher’s Resource CD-
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ROM/Website) ROM/Website) (continued): Share

Before You Read; Grammar 2: Warm
• Classroom Presentation While You Read Up; Present; Practise; • Video (DVD/Online
Workbook) Resources
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Tool: Vocabulary Apply; Extend;

• Classroom Presentation • Student’s Book
Resources Consolidate
Speaking Strategy: Tool: Writing • Classroom Presentation
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Warm Up; Present; Tool: Express Yourself

• Workbook/Online Resources Project (continued):
Practise; Apply; Workbook • Unit Quiz (ExamView®)
• Student’s Book Share
Extend; Consolidate
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• Audio (Audio CD/Website/ • Workbook/Online

CPT) Workbook Assessment
Resources
• Classroom Presentation • Extend Worksheets
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Tool: Reading (Teacher’s Resource CD- Resources

• Online Workbook ROM/Website) • Student’s Book *Express Yourself
gives students
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• Extend Worksheets • Audio (Audio CD/Website/ • Classroom Presentation

(Teacher’s Resource CD- CPT) Tool: Project an opportunity to
ROM/Website)
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• Classroom Presentation • Unit Quiz (ExamView®) synthesise what they

• Audio (Audio CD/Website/ Tool: Grammar 2 have learnt and focus
CPT)
on creative expression
Tool: Speaking Strategy after every two units.
The Express Yourself
for Units 1 and 2 will

Pacing Guides

Unit Opener: Introduce Grammar 1: Warm Up; Video: Before You Mission: Mission Express Yourself:
the Unit; Extend Present; Practise Watch; While You Present; Practise;
Watch; After You Watch Project: Prepare Connect
Resources Resources
• Student’s Book • Student’s Book Resources Resources Resources
• Student’s Book • Student’s Book • Student’s Book
• Extend Worksheets • Workbook/Online
(Teacher’s Resource CD- Workbook • Online Workbook • Extend Worksheets • Audio (Audio CD/Website/
ROM/Website) (Teacher’s Resource CD- CPT)
• Audio (Audio CD/Website/ • Video (DVD/Online ROM/Website)
• Classroom Presentation CPT) Workbook/CPT) • Classroom Presentation
Tool: Unit Opener • Video (DVD/Online Tool: Express Yourself
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• Classroom Presentation • Classroom Presentation Workbook/CPT)
Tool: Grammar 1 Tool: Video
Vocabulary: Warm Up; • Classroom Presentation Express Yourself
Present; Practise Grammar 1 Tool: Mission and Project (continued): Prepare
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Grammar 2: Warm
(continued): Apply; Up; Present; Practise;
Resources Unit Review Resources
Extend; Consolidate
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Apply; Extend;
• Student’s Book • Student’s Book
Consolidate Resources
• Workbook/Online Resources
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Workbook • Unit Review Worksheets
• Student’s Book Resources Tool: Express Yourself
(Teacher’s Resource CD-
• Audio (Audio CD/Website/ • Workbook/Online • Student’s Book ROM/Website)
CPT) Workbook Express Yourself
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• Workbook/Online • Classroom Presentation
• Classroom Presentation • Audio (Audio CD/Website/ Workbook Tool: Review Games
(continued): Share
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Tool: Vocabulary CPT) • Extend Worksheets Resources
• Classroom Presentation (Teacher’s Resource CD- Project (continued):
Vocabulary
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Tool: Grammar 1 ROM/Website) Share • Student’s Book

(continued): Apply; • Classroom Presentation
Extend; Consolidate Reading: Warm Up; CPT) Resources Tool: Express Yourself
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Before You Read; • Classroom Presentation • Student’s Book

Resources While You Read Cumulative Review
Tool: Grammar 2 • Classroom Presentation
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• Student’s Book Tool: Project

• Workbook/Online Resources Writing: Warm Up; Resources
Workbook • Student’s Book Present; Read the Assessment • Cumulative Review
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Worksheets (Teacher’s
• Extend Worksheets • Workbook/Online Model; Plan; Write Resource CD-ROM/
(Teacher’s Resource CD- Workbook Resources Website)
ROM/Website) Resources • Unit Quiz (ExamView®)
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• Classroom Presentation CPT) • Student’s Book
Tool: Vocabulary
• Classroom Presentation • Workbook/Online
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Tool: Reading Workbook

Speaking Strategy:
Warm Up; Present; • Process Writing Worksheet
Reading (continued):
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Practise; Apply; After You Read; ROM/Website)
Extend; Consolidate
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Extend; Consolidate • Classroom Presentation

Tool: Writing
Resources Resources
• Student’s Book • Student’s Book Writing (continued):
• Online Workbook • Workbook/Online Revise; Edit and
• Extend Worksheets Workbook Proofread; Publish
(Teacher’s Resource CD- • Extend Worksheets
*Express Yourself
ROM/Website) Resources gives students
• Audio (Audio CD/Website/ ROM/Website) • Student’s Book an opportunity to
CPT) • Classroom Presentation • Workbook/Online synthesise what they
• Classroom Presentation Tool: Reading Workbook have learnt and focus
Tool: Speaking Strategy on creative expression
• Process Writing Worksheet
(Teacher’s Resource CD- after every two units.
ROM/Website)
The Express Yourself
Tool: Writing for Units 1 and 2 will

Scope and Sequence
Unit 0 • The Alphabet • Numbers • Possessive pronouns
• Greetings and Introductions • Colours • Plurals
Welcome! • Classroom Language • Telling the Time • Definite and indefinite articles
• Months of the Year and • Subject pronouns and be • Demonstrative adjectives
Days of the Week • Object pronouns • Prepositions of place
• Seasons • Possessive adjectives • Countable and uncountable nouns
1 2
Family Matters A Different
Education
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THEME Family and traditions Schools around the world
• Talk about famous families. • Talk about how schools are different in other countries.
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• Ask and answer personal questions. • Talk about likes and dislikes.
Language • Use be and have got to describe families and family members. • Use the present simple to talk about routines, habits and
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Objectives • Use countable and uncountable nouns with There is/There are. permanent states.
• Write a description of a family member using and and but to • Use adverbs of frequency to say how often something happens.
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connect and contrast information. • Write about daily routines.
be married to, child, daughter, die, generation, granddaughter, camera, classmate, homework, instructions, language, laptop,
grandson, husband, son, step-father, take care of, wife
c lesson, library, practise, screen
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enjoy, famous, good at, interested in different, difficult, easy, same
annoying, friendly, funny, mean, messy, noisy at the weekend, every day, on weekdays, once a week, twice a week
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Vocabulary
breakfast, dinner, lunch, meal fail, hard-working, improve, succeed
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Vocabulary Strategy: Vocabulary Strategy:

Adjective + dependent preposition Antonyms
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Speaking Asking and answering personal questions Talking about likes and dislikes
Strategy
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Be and have got: Present simple: Talking about routines, habits and permanent
I’m friendly, but my sister isn’t. states
Grammar She doesn’t have lunch at school. She goes home for lunch.
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Countable and uncountable nouns:

Are there any biscuits in the cupboard? Yes, there are. Adverbs of frequency: Saying how often you do something
Is there any water in the bottle? Yes, there is. I rarely forget to do my homework.
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Breakfast in Four Countries Growth Mindset

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Reading
Reading Strategy: Reading Strategy:
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Make predictions based on visuals Identify the main idea

Video Celebrating the Dead Education Around the World
Discover Your Values Believe in Yourself
Mission National Geographic Explorer: Max Lowe, National Geographic Explorers: Dave and Amy Freeman,
Photographer/Writer Adventurers/Educators
Genre: Personal description Genre: Sequencing paragraph
Writing
Focus: Connect and contrast Focus: Use sequencing words
PROJECT • Family tree • Food poster • Class family album • Design a school • Video interview • School guide
Pronunciation Syllables and stress The third person -s and -es endings
Creative Expression: Text messages
Express World Food Day
yourself
Making connections: Family, food and school
3 4
Robots and Us Part of Nature
THEME People interacting with technology People and animals and their place in nature
• Talk about how robots can help people. • Talk about successful conservation projects.
• Use phrases to express different reactions. • Use phrases to check facts.
Language
Objectives • Use can and can’t to talk about ability. • Use quantifiers to talk and ask about quantity.
• Use should and shouldn’t for advice. • Use adverbs of manner.
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• Write a paragraph of contrast. • Write a fact sheet about an animal.
boring, control, design, doctor, follow, help, improve, mouse, area, captivity, conservation, costume, endangered, forest, grow,
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online, pain, send panda, wild, worker
bring, hold, movable, move leopard, mountain, reserve, wildlife
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Vocabulary cry, dream, imagine, laugh centimetre, kilogram, litre, metre
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code, engineering, program, project against the law, rain forest, return, sell
The -able ending Compound words
Speaking
c
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Reacting Checking facts
Strategy
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Can and can’t: Talking about ability Quantifiers: Talking and asking about quantity
My robot can talk, but it can’t open doors. How many different kinds of camels are there? There are two
kinds of camels.
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Grammar Should and shouldn’t: Giving advice

They should study for this maths test. Adverbs: Saying how you do something
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You shouldn’t buy this robot. It’s very expensive. Elephants can swim very well.
The three-toed sloth moves very slowly.
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Girls Can Code A Wild Animal Isn’t a Pet

Reading
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Identify the main point of a paragraph Identify sequence of events

Video Squishy Robot Fingers Into the Real Wild: Photographing Pandas with Ami Vitale
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Change the World Use Your Skills

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Mission National Geographic Explorer: Chad Jenkins, National Geographic Explorer: Juliana Machado Ferreira,
Computer Scientist/Roboticist Conservation Biologist
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Genre: Contrast paragraph Genre: Fact sheet

Writing
Focus: Use contrast words Focus: Categorise and label information
PROJECT • Presentation • Design a robot • Invitation • Quiz • Diary entry • Wild animal poster
Pronunciation The th sound Short vowel sounds
Creative Expression: Advertisement
Express Robotosaurus Rex
yourself
Making connections: Robots and animals

5 6
Water The City: Past,
Present and Future
THEME How to protect and preserve water Architecture, photography and preservation of cities
• Talk about the water cycle. • Talk about how buildings make us feel.
• Brainstorm solutions. • Express opinions and respond to them.
• Use the present continuous to talk about what is • Use the past simple to talk about the past.
Language
Objectives happening now. • Ask and answer questions about the past.
• Use there was and there were to describe a situation • Write a paragraph of opinion.
in the past.
• Write a paragraph of persuasive writing.
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cloud, fresh water, ground, ice, lake, melt, ocean, rain, river, amazing, building, busy, centre, entrance, focus, hospital,
salt water, sky, snow, underground important, interesting, museum
ni
clean, dirty, safe, unsafe inside, outside, roof, take photos
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Vocabulary less, reusable, toilet, water castle, cathedral, mosque, theatre
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cloth, plastic, recycle, re-use angle, curve, rectangle, straight line, unusual
Prefix un- Collocations with take
Speaking
c
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Brainstorming solutions Expressing opinions and responding to them
Strategy
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Present continuous: Talking about what is happening now and Past simple: Talking about the past
about things that always happen They took photos of a temple, a church and a castle there.
My brother is always having long showers!
gr
Grammar
Past simple: Asking and answering questions about the past
There was and There were: Talking about the past Where did you go last summer?
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There were a lot of dead fish in the river. We went to Beijing. We didn’t fly there. We went by train.
An Ocean of Plastic Queen of the Curve
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Reading
Look for examples and explanations Identify the author’s purpose
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Video Boyan’s Big Idea Preserving Our Heritage with Ross Davison
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Protect Our Water Know Your History

Mission National Geographic Explorer: Osvel Hinojosa Huerta, National Geographic Explorer: Ross Davison,
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Conservationist Heritage Conservationist

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Genre: Persuasive paragraph Genre: Paragraph of opinion

Writing
Focus: Use persuasive phrases to give advice Focus: Give reasons to support your opinion
• Poster • Comic strip • Presentation • Architecture display • Biographical poster • A school
PROJECT
building
Pronunciation Long vowel sounds The n and ng sounds
Creative Expression: Tour description
Express A Tour of Thun, Switzerland
yourself
Making connections: Water, buildings and history

7 8
Amazing Space See the World
THEME Space and technology Travel and holidays

• Talk about space exploration. • Talk about travel and holidays.
• Make and respond to suggestions. • Ask for and give directions.
Language
Objectives • Use comparative adjectives to compare two things. • Use going to to describe future plans.
• Use superlative adjectives to compare three or more things. • Use in, on and at to say when things happen.
• Write a paragraph using comparison and contrast. • Write a blog post about holiday plans.
galaxy, journey, one-way trip, orbit, planet, solar system, space, airport, by (boat/coach/train), leave, pack, passport,
ng
spacecraft, travel, universe public transport, spend, ticket, tourist, trip
astronaut, atmosphere, Earth, gas gift, hotel, local, tour
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Vocabulary bright, storm, surface, wind beach, cave, island, valley
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discover, image, lost, signal equipment, pull, snow shovel, tent
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Upper vs. lower case Suffix -ist
Speaking Making and responding to suggestions Asking for and giving directions
Strategy
c
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Comparatives: Comparing two things Going to: Describing future plans
Saturn is much bigger than Earth, but it’s smaller than Jupiter. What are you going to do
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Grammar for your birthday?

Superlatives: Comparing three or more things
Jupiter is bigger than Saturn, but the biggest object in our In, on and at: Saying when things happen
gr
solar system is the sun. On Friday, we’re going to fly to Prague.

Satellites Above Kite-skiing in the Arctic
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Reading
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Connect text to prior knowledge Visualise

Video The Electric Wind of Venus Student Expedition: Tanzania
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Think Like a Scientist Get Outside!

Mission National Geographic Explorer: Brendan Mullan, National Geographic Explorer: Sarah McNair-Landry,
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Astrobiologist Adventurer/Cinematographer
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Genre: Compare and contrast paragraph Genre: Blog post

Writing
Focus: Use words for comparison and contrast Focus: Identify and include parts of a blog
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PROJECT • Interview • Presentation • Timeline • Tour itinerary • Blog entry • Map

Pronunciation The soft and hard g sounds Silent letters
Creative Expression: Blog
Express Welcome to Haneul’s Awesome Blogging World
yourself
Making connections: Space and travel

Unit 0
Welcome!
In This Unit
Sections
• The Alphabet
• Greetings and Introductions
• Classroom Language
• Months of the Year and Days of
the Week
• Seasons
• Numbers
• Colours
• Telling the Time
Grammar topics
• Subject pronouns and be
• Object pronouns
• Possessive adjectives
• Possessive pronouns
• Plurals
• Definite and indefinite articles
ng
• Demonstrative adjectives
• Prepositions of place
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• Countable and uncountable nouns
The Alphabet
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1 Listen, point and repeat. 002
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Aa Bb Cc Dd Ee Ff Gg Hh Ii
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Jj Kk Ll Mm Nn Oo Pp Qq Rr
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Ss Tt Uu Vv Ww Xx Yy Zz
gr
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8
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OWI_F_SE_80310_008-025_U00_PPDF.indd 8 2/22/17 4:02 PM
Warm Up • Say Now we’re going to listen (cup your hand

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behind your ear to demonstrate listening) and point

• TO START Ask students to open their books at (demonstrate pointing to the letters of the alphabet
pages 8−9. Point out the unit title Welcome! and
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in the book). Play Track 002. Ask students to listen

invite students to repeat it after you. Make a
and point to each letter as they hear it. Say Let’s
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sweeping gesture round the room with your arm,

listen again (cup your hand behind your ear) and
smile, and say Welcome to the class!
repeat (mime speaking). Play Track 002 again. This
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time, students listen, point and repeat each letter.

Present 1
• 1 Draw students’ attention to the letters of the Practise
alphabet in Activity 1. Say These are the letters of the • Ask Can you remember the letters? Point to each
alphabet in English. Move your finger across the rows of letter of the alphabet in order. Students say its name.
letters, to show the correct order of the alphabet. Point If necessary, play the track again. Then, try pointing
to Aa in the Student’s Book. Say This is the letter A. to letters in random order, asking, for example, Is this
Write Aa on the board. Say These letters are both the L or W?
letter A. The big letter is called a capital letter. We use
capital letters at the beginning of names – names of
people and names of places.
38 Unit 0 SAMPLE COPY, NOT FOR DISTRIBUTION

Unit Opener
Objectives
Students will
• learn the letters of the alphabet.
• understand and say A is for …,
B is for …
Academic Language capital letter,
listen, point, repeat
Resources Online Workbook/Workbook
page 2; Track 002 (Audio CD/
Website/CPT)
Materials small pieces of card, globe or
map of the world (optional)
ng
Be the Expert
ni
ar
Teaching Tip
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If this is your first lesson with a new
class, you will want to put the students
c and yourself at ease. Give yourself some

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simple tasks for the first lesson, including
learning all the students’ names and
‘A is for Athens.’
ap
speaking to every student at some point

in the lesson. Make sure the students
feel that they have learnt and used some
gr
English by the end of the class, and that

they have spoken to several of the other
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9 students.
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Apply Consolidate
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• Ask students to look at the photo on pages 8−9. Say • Ask students to write their name on a card, and draw
What a beautiful place! This is Athens. Draw attention a picture of their favourite animal next to their name.
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to the capital letter A for the name of a place. If you Help them to find out the English word for the animal
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have a globe or world map, point out where Athens is. they have drawn. Show them how to fold the bottom
Ask students what they can see in the photo. Point of the card to make a base, and tell them to stand
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to the caption, saying A is for Athens. Ask students the card on their table. Encourage students to greet
to repeat. Say ‘A is for Athens’ means that the first other students, saying Hello, (name) and ask the
letter of Athens is A. Ask a student to tell you his or name of their favourite animal, saying What’s this?
her name, and say, for example, P is for Panit. Tell
students to point to the first letter of their name in
the alphabet, and make a sentence using (letter) is
for (name).
The Alphabet 39
Greetings and
Introductions
Objective
Students will
• learn greetings and introductions.
Grammar Subject pronouns and be
Academic Language circle,
World map, Lisbon, Portugal
contraction, greeting, introduction,
match, sentences, subject pronouns
1 Listen and repeat. 003
Content Vocabulary good, name,
nice; names of countries and Greetings and Introductions Questions
nationalities Hi! Hello! What’s your name?
I’m Benjamina. My name’s Tarek. Where are you from?
Resources Online Workbook/Workbook This is Julia. Good / Nice to meet you.
pages 3−4; Tracks 003−006 (Audio
CD/Website/CPT)
2
7 Read and listen. Underline the greetings and introductions.
Materials small pieces of card Circle the questions in blue. 004
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Nadia: Hi! I’m Nadia. What’s your name?
Chang: Hi, Nadia. My name’s Chang. I’m from China.
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Nadia: Good to meet you, Chang.
Chang: Where are you from?
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Nadia: I’m from Turkey. This is my friend Gabriel. He’s from Argentina.
Chang: Hello, Gabriel. Nice to meet you.
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Gabriel: Hi! Nice to meet you, too!
Mrs Martin: OK! I think we’re all ready to start. Welcome to your new English class!
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hi My name is Mrs Martin. I’m from Australia.
3 Complete the sentences with the words from the box.

ap
Argentinian Chinese Australian Turkish
Turkish Argentinian
gr
1. Nadia is . 3. Gabriel is .
2. Chang is Chinese . 4. Mrs. Martin is Australian .

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10 UNIT 0
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Warm Up activity. Read the first line of the conversation. Say

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‘Hi!’ is a greeting, so I’ll underline it. ‘I’m Nadia’ is an

• If students made name cards in the previous lesson, introduction, so I’ll underline that, too. ‘What’s your
ask them to display them on their desks. If not, ask
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name?’ is a question, so I’ll circle that. Play Track 004

them to make a name card or a badge with their
and ask students to complete the activity. Play
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name on now. Encourage students to greet the other

Track 004 again, pausing to check answers.
students around them by name, saying, for example,
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Hi, Pablo! or Hello, Rosa! • 3 Say Chang is from China. Chang is Chinese. Write
China and Chinese on the board. If students know any
Present 1 other countries and their nationalities, write them on
the board, too. Ask students to complete Activity 3
• 1 Say Hello and Hi are greetings. Let’s listen to some individually. Remind them to look back at the dialogue in
more greetings and introductions. Say Open your books Activity 2 to find the answers. Check answers as a class.
at page 10. Point to the box in Activity 1. Play Track
003. Tell students to listen and read along. Play Track
003 again and ask students to listen and repeat.
Present 4
• 4 Ask students to look at the grammar box in
Practise 2 3 Activity 4. Say I’m (your name). I’m is another way of
saying I am. I is a subject pronoun. Am is part of the
• 2 Say Listen to some students making friends. verb be. It’s a very useful verb in English! Play Track 005
Read out the instructions for Activity 2. Model the and ask students to listen and read along. Explain that

Be the Expert
GR AMMAR
Subject pronouns and be
Full forms Contractions Full forms Contractions
Teaching Tip
I am I’m I am not I’m not
You are You’re You are not You aren’t Put students at ease and build trust
He/She/It is He’s/She’s/It’s He/She/It is not He/She/It isn’t by giving plenty of encouragement,
We are We’re We are not We aren’t particularly at this early stage in the
You are You’re You are not You aren’t year. Every time they answer a question
They are They’re They are not They aren’t
correctly, say Yes! Well done! When fluency
My name’s Sara. I’m from Spain. rather than accuracy is the focus of an
His name’s Alan. He’s from France. He isn’t from Spain.
activity, don’t jump in to correct errors
immediately, as this can inhibit students’
speaking. Note common errors to work
5 Look at Activity 2 again. Circle all the examples of the verb be in red. on later.
I’m, What’s, name’s, I’m, are, I’m, is, He’s, we’re, is, I’m
6 Listen and match. Then make sentences. 006
Brazil Spain Malaysia Bulgaria Mexico
ng
Bulgarian Spanish Mexican Brazilian Malaysian
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1. Nor is Malaysian. She's from Malaysia.
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2. Karina is Brazilian. She’s from Brazil.
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3. Daniel is Mexican. He’s from Mexico.
4. Andrei is Bulgarian. He’s from Bulgaria.
5. Alicia and Sandra are Spanish. They’re from Spain.
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7 Work in groups. Imagine you are in Australia for a STUDENT REGISTRATION
month to study English. Copy and complete the card to
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English Language School
the right. Ask and answer.
Name:
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Nationality:
Hi, I’m Junko. What’s your name?
Hi, Junko. My name’s Mayumi.
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UNIT 0 11
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I am is the full form, I’m is a contraction, or short form. refer to the grammar box if they need help with the
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Write He’s and She’s on the board. Ask When do we use correct form of be. When they have finished writing,
he and when do we use she? Confirm that he is for a play Track 006 again and check answers.
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boy or man, she is for a girl or woman. Play Track 005

again, pausing after each full form for the students to Apply 7
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say the contraction. Ask students to repeat the final

sentences. Draw attention to the word name’s. Remind • 7 Read out the instructions for Activity 7. Ask
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students that it’s a contraction for name is. students to copy and complete their card individually.
Help them to spell their nationality correctly, if
necessary. Put students into small groups. Ask a
Practise 5 6
pair to read out the example dialogue in the speech
• 5 Put students into pairs. Read the instructions bubbles. Then tell students to ask and answer about
for Activity 5 aloud. Help students find the first themselves in their groups.
two examples of the verb be in the dialogue in
Activity 2 (I’m and What’s). Then ask pairs to complete Consolidate
the activity. Check answers as a class.
• Ask students to move around the classroom in pairs,
• 6 Review the countries and nationalities on the introducing themselves and their partner to the other
board. Play Track 006 and ask students to complete students, for example, Hi, I’m Rafael. I’m from Mexico.
the matching activity individually. Tell students to This is José Luis. He’s Mexican, too. Encourage the
complete and write the sentences. Remind them to other pair to respond Nice to meet you.
Greetings and Introductions 41

Classroom Classroom Language
Language 1 Listen and repeat. 007
Objective
Students will
TEACHER
• learn classroom language that
• Sit down, please!
• Be quiet, please!
teachers and students say.
Academic Language act out,
conversation
• Open your books at page 5.
Content Vocabulary answer, be quiet,
• Listen to the recording.
• Work
close, mean, open, page, pairs, repeat,
sit down, sorry, spell, understand, write in pairs.
Resources Online Workbook/Workbook • Hurry up, please!
page 5; Tracks 007−008 (Audio CD/
Website/CPT) • Close the door, please.
• Write your answers in your books.
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STUDENTS
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• Can you repeat that, please?
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• What page is it, please?
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• What does ... mean?
• How do you spell ...?
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• I’m sorry, I don’t understand.
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• How do you say ... in English?
• I’m sorry I’m late.
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12 UNIT 0
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Warm Up on the right, and explain page, spell and late. Play
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Track 007 again all the way through and ask students
• Say Let’s learn some classroom language – things that to listen and repeat. Encourage students to copy the
teachers and students say. For example, read, point
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intonation in the questions correctly.

and listen are all used a lot in the classroom. Invite
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students to suggest some other classroom words and • 2 Ask them to look at the photo in Activity 2, and
phrases. Write them on the board. describe what they see. Say Now let’s listen to a
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classroom conversation. The teacher’s name is Mrs

Present 1 2 Martin. Play Track 008, while students listen and read
along. Ask Is there anything you don’t understand?
• 1 Ask students to open their books at page 12 Give students a chance to ask about any unfamiliar
and look at Activity 1. Read out the headings, and words or sentences. Check students’ understanding
say First, let’s listen to things that teachers say. Play of the conversation by asking questions such as the
the first part of Track 007, while students listen and following:
read along. Read aloud each ‘Teacher’ sentence
again, miming an action for each sentence. Encourage What does Daniel ask?
students to copy the actions. Nadia gives the right answer. What does Mrs Martin
say to her?
• Say Now let’s listen to things that students say. Play the Which student is late?
second part of Track 007, while students listen and
Why does Gabriel say he’s sorry?
read along. Draw students’ attention to the symbols

Be the Expert
Teaching Tip
Playing games is an enjoyable way of
practising and consolidating learning in
the classroom. The best language games
provide different ways of practising the
language and make students relax,
which reduces their anxiety about making
mistakes. Think about games you may
have played outside the classroom, and
see if you can adapt these for classroom
use.
2
7 Read and listen. 008
Mrs Martin: Be quiet, please! Open your books at page 40.

Daniel: Can you repeat that, please?
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Mrs Martin: Open your books at page 40. Let’s look at the photo. He’s a National
Geographic Explorer. What’s his name?
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Nadia: His name is Max Lowe.
Mrs Martin: Yes, that’s right. Well done, Nadia. Now let’s watch ...
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Alberto: I’m sorry I’m late, Mrs Martin.
Mrs Martin: Hurry up, please, Alberto! Gabriel, don’t talk to Chang.
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Gabriel: Sorry, Mrs Martin.
Mrs Martin: Now, let’s watch ...
Alicia: Mrs Martin, I can’t see.
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hi
Mrs Martin: Oh. Well, move your chair over here. Good. Now. Is everyone ready?
Let’s watch the video.
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3 Work in small groups. Act out the conversation from Activity 2.

4 Now make up your own conversation. Use classroom language from Activity 1.
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UNIT 0 13
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Practise 3 Consolidate
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• 3 Put students into groups of three. Say Now let’s • Play Simon Says using some of the teacher
instructions that students can do easily, or mime
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act out the conversation from Activity 2. Choose roles in

your groups. One of you is the teacher, Mrs Martin. One doing, for example, sit down, open your books, close
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of you can say all the boys’ lines, and the other can say your books, hurry up (mime running on the spot),
the girls’ lines. Give students time to allocate roles. listen, write and watch. Tell students that they must
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Say First, let’s listen to the conversation again. Listen only carry out the instruction when you first say Simon
carefully to your characters’ lines. Play Track 008 again says … Give students a chance to practise the game
while students listen. Then students work in their first. Say Simon says sit down. (Students sit down.)
groups to practise the conversation. Open your books. (Students don’t respond.) Once
students are used to the game, explain that any
student who makes a mistake is out.
Apply 4
• 4 Read out the instructions for Activity 4. Ask • When students are confident at playing the game,
students to work in their groups again to make up a invite students to take a turn giving the instructions
new conversation. Tell groups to choose a different for the rest of the class to follow.
student to role-play the teacher this time. Remind them
to look at Activity 1 for the language to use. When they
have made up and practised their conversations, invite
groups to act them out for the class.
CLASSROOM LANGUAGE 43
Months of the Year and Months of the Year and Days of the Week
Days of the Week 1 Listen and repeat. 009
January February March April

May June July August
Objectives September October November December
Students will
• learn and use vocabulary for the
months of the year. 2 Listen and repeat. 010

Monday Tuesday Wednesday Thursday Friday Saturday Sunday
days of the week.
Content Vocabulary days of the week,
months of the year 3 Work in pairs. Ask and answer questions.
What day is it today? What month is it?
It’s Monday. It’s August.
Website/CPT)
Materials a calendar, school timetable
or diary (optional), pieces of paper Seasons
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spring summer wet season
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autumn winter dry season
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2 Work in pairs. Ask and answer questions.

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What season is it? What season is it?

It’s summer. It’s the dry season.
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14 UNIT 0
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Warm Up Ask What do you notice about how the months are
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written? (the first letter is a capital letter) Why do you

• Ask How many months are there in a year? (12) How think we write them like this? (because they’re names)
many days are there in a week? (seven) Say We’re
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Remind students how they wrote names of places and

going to talk about months of the year and days of the
their own names with capital letters.
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week. We’re also going to learn about seasons of the

year, and numbers. If you have a calendar, timetable or
• Play Track 009 again. This time, ask students to listen
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diary, show it to the students. Explain that we use it

and repeat. Make sure that students pay attention
to plan the important events in our lives. Ask Do any
to and repeat the stress on the correct syllable of
of you use a diary? Ask students who respond with Yes
each word. (Note: Words that stress the first syllable:
to give the class examples of what they write in their
January, February, April, August; words that stress the
diaries.
second syllable: July, September, October, November,
Present 1 2 December)
• 1 Ask students to open their books at page 14 and • 2 Draw students’ attention to the word box in
look at Activity 1. Say In the box are the months of the Activity 2. Say These words are names, too. They begin
year, starting at the beginning of the year. Hold up a with capital letters. What are they the names of? (the
Student’s Book as you run your finger along the three days of the week) Play Track 010, and ask students
rows, to show the correct order of the months. Play to listen and read along the first time. Play Track 010
Track 009, and ask students to listen and read along. again. This time, ask students to listen and repeat.

Be the Expert
Practise 3
• 3 Put students into pairs. Read the instructions for Activity 3. Teaching Tip
Ask a pair to read the examples in the speech bubbles. Say Take Teach students to use the Look, Say, Cover,
turns to ask and answer the questions. Give pairs time to ask and Write, Check method to help them learn
answer the questions, using the correct day and month. Then, say the spelling of difficult words, such as
Now take turns to ask and answer the questions again. This time, days of the week or months of the year.
point to a different day and month in the boxes. Give pairs time to
First, ask students to copy the word
ask and answer the questions again, answering with the day and carefully, making sure the spelling and
month their partner is pointing to. capitalisation is correct. Then ask them
to look at the word, noticing the number
Consolidate of letters and shape of the word. The
next step is to say the word, first with the
• Tell the class about your favourite day of the week. Say, for example, correct pronunciation and then sounding
out all the letters in the spelling. After
My favourite day of the week is Thursday. On Thursday evening I go
this, the student covers the word and
swimming. Then I visit my Aunt Elena. I like Thursdays. Ask What’s tries to visualise how it looks, then writes
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your favourite day? Give each student a piece of paper to write the the word again, without looking at the
name of their favourite day of the week and draw a picture of what original. The final step is to uncover the
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they do on that day. word and check if they have written it
correctly.
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• When they have finished the activity, invite students to the front of This method can be used for single words
the classroom to say the name of their favourite day and show the
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or complete sentences.
class their picture. Help them to say one thing they have drawn.
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na
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at
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SAMPLE COPY, NOT FOR DISTRIBUTIONMonths and Days 45

Seasons and
Numbers Months of the Year and Days of the Week
January February March April
Objectives May
September
June
October
July
November
August
December
Students will
2 Listen and repeat.
010
Monday Tuesday Wednesday Thursday Friday Saturday Sunday

seasons.
• learn and use vocabulary for 3 Work in pairs. Ask and answer questions.
numbers. What day is it today?

It’s Monday.
What month is it?
It’s August.
Content Vocabulary anagram, autumn, Seasons

dry season, seasons, spring, summer, 1 Listen and repeat. 011
wet season, winter; numbers 1–1,000,

cardinal number, ordinal number
Resources Online Workbook/Workbook spring summer wet season

Website/CPT)
Materials pieces of paper autumn winter dry season
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2 Work in pairs. Ask and answer questions.
What season is it? What season is it?

It’s summer. It’s the dry season.
14 UNIT 0
ni
ar
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Present 1 Consolidate
• Ask the students to each choose a day, a month or
• 1 Ask students to look at the second section on
c a season at random and write it on a piece of paper.
hi
page 14: Seasons. Ask them to look at the photos in
Underneath, ask them to write an anagram of the word
Activity 1. Ask What can you see in the photos? How
(the same word with the letters in a different order).
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are they different from each other? Help students with

Demonstrate by writing gAuuts on the board. Ask Which
the language they need to express their ideas. Say
month is this? (August) Invite a student to write their
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In some parts of the world, there are four seasons in

anagram on the board, and ask the other students to
the year. Point to the four photos for spring, summer,
put up their hands when they have guessed what it is.
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autumn and winter. Say In other parts of the world,

Invite a student who guesses correctly to come and
there are two seasons. Point to the photos for wet
write their anagram on the board.
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season and dry season. Ask How many seasons do we

have here? Students respond.
Present 1
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• Play Track 011, and ask students to listen and point

• 1 Ask students to turn to page 15 in their books.
to the correct photo for each season, and read the
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Draw their attention to the boxes in Activity 1, and say

word. Ask What do you notice about how the seasons
Now let’s learn about numbers. On the board, write the
at
are written? Confirm that when we write the seasons

first five lines from the table:
of the year, we don’t write a capital letter at the
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beginning. Play Track 011 again and ask students to

listen and repeat. 1 one first
2 two second
Practise 2 3 three third
4 four fourth
• 2 Put students into pairs. Read the instructions
for Activity 2. Ask a pair to read the examples in the 5 five fifth
speech bubbles. Ask students to take turns asking
and answering the question with the correct season. • Point to the numbers 1 to 5 in the first column, and
Then, tell the student who asks the question to point read them out. Ask students to repeat. Say These
to a different season. The other student answers with numbers answer the question How many …? They’re
the season their partner is pointing to. called cardinal numbers. Point out the second column,
and explain that these are the same numbers, spelt
out in words.

Numbers Be the Expert
1 one first 18 eighteen eighteenth

2 two second 19 nineteen nineteenth
3 three third 20 twenty twentieth
Grammar in Depth
4 four fourth 21 twenty-one twenty-first Cardinal numbers (one, two, three, etc.)
5 five fifth 22 twenty-two twenty-second are numbers that describe quantity, or
6 six sixth 30 thirty thirtieth ‘counting numbers’. Ordinal numbers
7 seven seventh 40 forty fortieth (first, second, third, etc.) describe order
8 eight eighth 50 fifty fiftieth
9 nine ninth 60 sixty sixtieth or position. When expressing an ordinal
10 ten tenth 70 seventy seventieth number in figures, take the last two
11 eleven eleventh 80 eighty eightieth letters of the written word (e.g. the st of
12 twelve twelfth 90 ninety ninetieth first) and add them to the number. The
13 thirteen thirteenth 100 one hundred hundredth first three ordinal numbers are irregular.
14 fourteen fourteenth 101 one hundred and one Point out to students the difference in
15 fifteen fifteenth 235 two hundred and thirty-five
16 sixteen sixteenth 999 nine hundred and ninety-nine spelling between four and forty, and that
17 seventeen seventeenth 1000 one thousand they also need to be careful with the
spelling of the words fifth, eighth, ninth,
twelfth and the words ending in -y.
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2 Work in groups. Ask and answer questions.
Teaching Tip
When’s your birthday? How old are you?
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Students may find it difficult to make
My birthday is on the 29th of August. I’m fourteen years old. the link between numbers in words and
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figures, so it is best to take this slowly
at first, and make sure students practise
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their numbers often. This will ensure
that they become familiar and fluent
with numbers. Build a stock of simple
c number games, such as matching words

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and figures, playing Bingo!, reciting and
repeating telephone numbers, and doing
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simple calculations in English when you

have a spare few minutes at the end of
a lesson.
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UNIT 0 15
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• Point to the third column on the board and read out numbers that go with these (from twenty-third to
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the ordinal numbers. Ask five students to come to the thirty-first) as these aren’t listed in the box on page
front of the class and line up. Go to the first student 15. Read out the examples in the speech bubbles.
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in the line, and say (Ana) is first. Move along the line, Choose two students and ask them both questions:
saying (Leon) is second, and so on. Say The words first, When’s your birthday? and How old are you?
at
second, third, and so on, are called ordinal numbers.

Explain that we use the ordinal numbers to say the • 2 Put students into groups of four or five. Ask them
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position of something or someone in order. Ask the five to take turns asking the other students in their group
students to sit down, and thank them for their help. the two questions. Encourage them to help each other
to answer with the correct form of the numbers.
• Ask students to look at the list of numbers in Activity 1
again. Play Track 012, asking students to point to each Consolidate
number as they hear it and then repeat it.
• Divide the class into two teams. Ask a student from
each team to come to the front of the class. Call out
Practise 2 any number from 1 to 1,000, and tell the two students
• Say We also use ordinal numbers to talk about dates. to write it in figures on the board. The first student
If you want to tell someone when your birthday is, you to correctly write the number gains a point for their
use the ordinal number and the month. To say how old team. Continue until everyone has had a turn at the
we are, we use cardinal numbers. Write the numbers board. Then add up the points and announce the
23 to 31 on the board. Elicit and write the ordinal winning team.
Seasons and Numbers 47

Colours and Colours
Telling the Time 1 Listen and repeat. 013
pink
2 Point and say.
Objectives
Students will
• learn vocabulary to talk about
colours.
• learn vocabulary for telling the time.
yellow
Content Vocabulary names of white
colours; half past, o’clock, quarter
past/to, time brown
pages 8−9; Tracks 013−014 (Audio orange
CD/Website/CPT) grey
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purple
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red
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blue
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green
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black
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16 UNIT 0
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Warm Up in random order and ask students to point to the

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colour in the photo.

• Say Look round you in the classroom and out of the
window. What colours can you see? Invite students to
Practise
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name colours they can see. Ask What’s your favourite 2

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colour? Ask students to respond, then say In this • 2 Read the instruction for Activity 2. Put students
lesson, we’re going to learn some more colours. into pairs. Say Take turns. One of you points to a colour
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in the photo. The other student says the colour. Go round

Present 1 the class, monitoring and helping as necessary.
• 1 Ask students to open their books at page 16 and

look at the photo. Say What beautiful colours! Can you
Present 1
see your favourite colour in the photo? Say Let’s listen • 1 Ask students to look at Activity 1 on page 17. Say
to the names of the colours. Hold up the Student’s These are clocks. We use them to tell the time. Why is
Book and trace with your finger the labels for each it important to know what time it is? Point to the four
colour, to show in the order in which students will hear pairs of clocks. Explain that each pair shows the same
them on the recording. Play Track 013, while students time in a different way. Say Let’s listen to the times. Play
listen and point. the first part of Track 014, while students listen, point
and read along. Make sure they understand that the
• Say Now let’s listen and repeat. Play Track 013 again. sentences below the second, third and fourth pairs of
Students repeat each word. Then, call out the colours clocks are two different ways to say the same time.

Telling the Time Be the Expert
The Time What time is it?
Teaching Tip
If your students are not confident at
telling the time, incorporate practice into
your class routine. For example, towards
the end of the lesson, ask What time is
It’s one o’clock. It’s half past two. It’s quarter to three. It’s quarter past four.
It’s two thirty. It’s two forty-five. It’s four fifteen. it, please? When a student responds,
say Thank you, (Hana). So, we have ten
minutes before lunch. Let’s play a game!
in the morning in the afternoon in the evening
2 Work in pairs. Look at the map of Australia.

Write the times in words. Then read.
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What time is it in Perth?
It’s three o’clock in the afternoon .
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What time is it in Darwin? What time is it in Cairns?
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It’s four thirty in the afternoon . It’s five o’clock in the afternoon .
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What time is it in Sydney? What time is it in Adelaide?
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It’s six o’clock in the evening . It’s five thirty in the afternoon .
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3 Work in pairs. Ask and answer. Lunch is at one o’clock.

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What time is ...

• lunch? • your favourite club? • your favourite TV programme?
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• breakfast? • your first lesson at school • your last lesson at school?

UNIT 0 17
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• Point to the three pictures underneath and say Now

Apply 3
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let’s listen to words for parts of the day. Play the second
part of Track 014, while students listen and read along. • 3 Read out the instructions for Activity 3. Make sure
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that students understand all the phrases in the activity.

• Say Now let’s listen and repeat. Play Track 014 again.
Tell them that they need to use at in their answers.
at
Students repeat each sentence. Then, call out a

Ask What time is lunch? On the board, write Lunch is
sentence from the box at random, for example, It’s four
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at … Invite a student to complete the sentence. Ask

fifteen, and ask students to point to the correct picture.
students to work with their partners to do the activity.
When they have finished, invite some pairs to tell the
Practise 2 class some of their questions and answers.
• 2 Put students into pairs. Ask them to look at
the map of Australia. Explain that a.m. means in the Consolidate
morning and p.m. means in the afternoon or evening. • Play True or False? using language for colours and times
Demonstrate the activity by reading the first question from the lesson. Call out a sentence and encourage
in the speech bubble, and asking students to point students to say Yes! for a true sentence and No! for a
to the correct information in the map. Students work false sentence. For example, hold up an object that is
in pairs to complete the activity. Then ask pairs to blue and white and say It’s blue and red. Students say
practise reading the questions and answers. No! Invite students to correct the false sentences. Then
let students call out their own true or false sentences.
Colours and Telling the Time 49

GRAMMAR
GR AMMAR
Object pronouns
Objective It’s for me. I don’t like it.
Students will This is for you. Come with us.
• revise subject pronouns. It belongs to him. It belongs to you.
• learn to recognise and use object I’m with her. It’s for them.
pronouns to replace nouns.
Grammar Object pronouns
Academic Language object pronouns 2
7 Listen and read. Circle the object
Content Vocabulary belong, bold, pronouns. 016
lunch, shoes, student
1. Maria: Hi, Francesco.
Resources Online Workbook/Workbook Where’s Teresa?
page 10; Tracks 015−016 (Audio CD/ Francesco: I don’t know.
Website/CPT) She isn’t at school today.
Maria: Oh, I usually have lunch with her.
2. Stefano: I like your bike. It’s really cool!

Anna: Thank you! I love it.
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3. Roberto: Who’s that boy?
Claudia: I don’t know him. He’s a new student here.
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4. Antonio: Hurry up, Luca! It’s half past three. We’re late!
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Luca: I know! Mrs Martin is angry with us again!
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3 Circle the correct words.
1. Who is this girl? I / Me don’t know she / her .
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2. He / Him is a very good student.
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3. Where is my book? I / Us can’t find him / it .
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4. Us / We are in classroom B today.
5. He / Him doesn’t like we / us .
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6. Look at the shoes! I like they / them .

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18 UNIT 0
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Warm Up to listen and read along. Say The object pronoun

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in each sentence is darker than the other words. The

• Ask Can you make a sentence using the verb be? Elicit dark print is called bold type. It’s used here to help
students’ ideas. When a student makes a sentence
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you focus on the pronouns. Read out each sentence

using a subject pronoun, repeat it, for example, say
in turn, and ask the students to call out the object
at
Sam said ‘I’m fourteen years old.’ He’s fourteen years

pronoun.
old. Write I’m and He’s on the board, and circle I and
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He. Ask Can anyone remember what we call these • Say Pronouns are very useful. They’re little words that
words? If students have difficulty, ask them to look replace other nouns. They stop us from repeating the
back at the grammar box on page 11. Say These same words.
words are pronouns. When they come before the verb, On the board, write:
they’re subject pronouns. Today we’re going to learn
about a different kind of pronoun: object pronouns.
Luca is my friend. I walk to school with Luca.
Present 1 Francesca and Natalia are from Italy. I go
• 1 Ask students to open their books at page 18. swimming with Francesca and Natalia.
Draw their attention to the grammar box and read
the heading. Say Let’s listen to some sentences with
object pronouns. Play Track 015, and ask students

Be the Expert
• Read out the first two sentences. Point to Luca in the second
sentence and say Luca is a boy’s name. Which pronoun can we use
instead of ‘Luca’? Encourage students to try saying different pronouns Grammar in Depth
in place of Luca. Then cross out Luca in the second sentence and Subject and object pronouns are usually
write him. Do the same with the second pair of sentences, crossing called ‘personal pronouns’, although in
out Francesca and Natalia in the second sentence and writing them. fact they are used for objects and things
Remind students that him and them are object pronouns. Object as well as people. When we have already
mentioned a person or an object once, or
pronouns come after the verb, often at the end of a sentence.
it is clear from the context who or what
Subject pronouns come before the verb. is being referred to, we usually use a
pronoun instead of the full noun.
• Play Track 015 again and ask students to listen and repeat each
We use a subject pronoun instead of a
sentence.
noun when it is the subject of the verb:
This is Lucy. She’s my sister.
Practise 2 3 We use an object pronoun when it is the
object of a verb:
• 2 Read the instructions for Activity 2. Remind students to look
I often play tennis with her.
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at the words in bold type in the grammar box if they need to check
which words are object pronouns. Play Track 016. Ask students to Teaching Tip
listen and read along the first time. Play Track 016 again and ask
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Reassure students who find using
students to complete the activity. Check answers by asking pairs of grammar terminology difficult. Some
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students to read out each dialogue. Ask the other students to put students will find it helps to use gestures
up their hands when they hear the object pronoun. and movements to reinforce grammatical
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concepts. For example, you could ask
• 3 Read the instructions for Activity 3. Put students into pairs to students to clap their hands when they
read the sentences and complete the activity together. Tell students hear or read a subject pronoun, and tap
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that they need to circle one of the words in each pair of words in on the desk for an object pronoun. They
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could practise this by listening to the
italics. Explain Sometimes you circle a subject pronoun. Sometimes dialogues in Activity 2 again, and making
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you circle an object pronoun. Think about where the word comes in the the correct movement for each pronoun
sentence. Talk through the first answer. Say Do we say ‘I don’t know’ or they hear.
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‘Me don’t know’? (I) Do we say ‘I don’t know she’ or ‘I don’t know her’?
(her) Go round and monitor while pairs complete the activity. When
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they have finished, check answers as a class.
Consolidate
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• Call out an object pronoun and ask students to put up their hands
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when they have thought of a sentence using it. Elicit students’

sentences, and praise any correct and original sentences using
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the pronoun. Help students who use the pronoun incorrectly to see
their mistake. Then gently guide them to restate their sentence
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correctly.
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SAMPLE COPY, NOT FOR DISTRIBUTIONObject pronouns 51

GRAMMAR
GR AMMAR
Possessive adjectives
Objective It’s my cat. This is its food.
Students will Is this your house? Are these your books?
• use possessive adjectives to talk No, it’s his house. Yes, they’re our books.
about possession. It’s her bag. Where are their books?
Grammar Possessive adjectives
Academic Language possessive 2 Circle the correct word.
adjectives
1. Carla’s got a twin brother. His / Her name is Pedro.
Content Vocabulary food, hikng,
rucksack 2. They’ve got one cat. Its / Their name is Cosmo.
3. Carla and Pedro like purple. It’s his / their favourite colour.
page 11; Track 017 (Audio CD/ 4. I love purple, too. It’s my / her favourite colour!
Website/CPT)
3 Look at the photo. Complete the sentences with the names. Circle the
Materials cloth or paper bag, pieces correct word.
of paper
1. Amy likes hiking with her / their dad.
2. Amy ’s top is blue. His / Her rucksack is red and black.
ng
3. Bai ’s shorts are grey. His / Our rucksack is green.
4. Bai ’s hair is grey. Amy ’s hair is a
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different colour. Her / Our hair is brown.
Bai Amy
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5. and like the flowers in the
mountains. Their / Its favourite flowers are yellow.
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c
hi
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Amy
Bai
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UNIT 0 19
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• Ask students to identify all the possessive adjectives

Present 1
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in the grammar box, and the words that follow them.

• 1 Ask students to turn to page 19 in their books. List them in two columns on the board:
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Draw their attention to the grammar box in Activity 1,

and read the heading. Say The words in bold type are
at
my cat
possessive adjectives. Let’s listen to how we use them.
your house
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Play Track 017 while students listen and read along.

his house
• Pick up an object that belongs to you and say, for her bag
example, This is my pen. Encourage a student to hold its food
up an object that belongs to him or her and say This your books
is my (book). Point to the object the student is holding our books
and say It’s isn’t my book. It’s (her) book. Explain that their books
we use possessive adjectives when we talk about
things that belong to or relate to us. Play Track 017
again and ask students to listen and repeat each Tell students that possessive adjectives are always
sentence. followed by a noun.

Be the Expert
Practise 2 3
• 2 Put students into pairs. Tell them to read the pairs of Grammar in Depth
sentences and circle the correct possessive adjective in the second Possessive adjectives are used before a
sentence. Remind them that they need to think about who or what noun to refer to ‘belonging’ or ‘having a
the possessive adjective is referring to. Read out the first pair of close relationship’. For example:
That’s my coat. His coat is brown.
sentences, with the two options. Ask His or her? Whose name is it?
Juan is our brother. Our father is called Luis.
Is it Carla or her twin brother? (her brother, so we circle His). Give
The possessive adjectives are: my, your,
pairs time to complete the activity, then check answers as a class.
his, her, its, our, their. Note that their form
doesn’t change. For example, we don’t
• 3 Ask a student to hold up something belonging to him or add an s when they are followed by plural
her. Say, for example, This is Ayako’s ruler. It’s her ruler. Write nouns, as some languages do.
both sentences on the board, and circle the ’s. Say We use an
apostrophe plus s after someone’s name to show something belongs Make sure that students don’t confuse
the possessive adjective its with it’s,
to them. Give several other examples of this, using students’ names
which is a contraction of it is.
and things that belong to them.
ng
• Ask students to look at the photo in Activity 3. Read out the
ni
people’s names in the photo captions. Say Bai and Amy are hiking.
Hiking means walking a long way in the countryside. Do any of you
ar
like hiking? Elicit students’ responses and invite individual students
to tell the class where they go hiking. Then say Bai and Amy have
Le
got rucksacks on their backs. What do you think is in their rucksacks?
Let students share their ideas.
c
• Read the instruction for Activity 3. Ask students to complete the
hi
activity individually. When they have finished, encourage them to
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check their answers with a partner. Then check answers as a class.
Consolidate
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• Write some topics on the board:

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clothes friends
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families pets
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favourite things to do school
food sports
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• Then write each subject pronoun, object pronoun and possessive

adjective on a small piece of paper. Write some of the words more
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than once so that you have enough pieces of paper for each student
in the class. Put the pieces of paper in a paper or cloth bag.
• Divide the class into small groups. Ask each student to take a
piece of paper from the bag and take it back to their group. Ask
each group to write a dialogue using all of their words. Say Use
the topics on the board or make up your own. Give groups time
to practise. When they’re ready, invite students to perform their
dialogues for the class.
Possessive adjectives 53
GRAMMAR
GR AMMAR
Possessive pronouns
Objectives This is my book. This book is mine. This is our school. This school is ours.
Students will This is your phone. This phone is yours. These are their shoes. These shoes are theirs.
• use possessive pronouns to talk This is his bike. This bike is his. Question word: Whose?
about possession. This is her bag. This bag is hers. Whose house is this?
• learn some plurals and learn how to This is your house. This house is yours. It’s mine.
make plural nouns.
Grammar Possessive pronouns, plurals 2
7 Listen and read. Circle the correct word. Then listen and check. 019
Academic Language plural, possessive
pronouns, singular Penny: Is this your book, Ana?
Resources Online Workbook/Workbook Ana: No, it isn’t my / mine . Is it your / yours ?

pages 11−12; Tracks 018−020 (Audio Penny: No, it isn’t. There’s Sara! Maybe it’s her / hers .
CD/Website/CPT) Sara, is this book your / yours ?
Materials coins and counters for the Sara: Yes, it is. It’s my / mine !
board game Thank you!
3
7 Complete the conversation with
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the words from the box.
your yours my mine
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Mrs Martin: Adam, where is your book?
ar
Adam: I’m sorry, Mrs Martin. It isn’t in my bag. I don’t know where it is.
yours
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Mrs Martin: Jan, there are two books on your desk. Are they ?
Jan: Yes, they are mine , Mrs Martin. This is my English book,
and this is my maths book.
4
7 Write.
c
hi
her hers mine yours whose
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Khaled: Whose kite is this? Is it yours , Zain?

mine hers
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Zain: It isn’t . Is it ?
Khaled: Yes. Look, her name is on it.
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20 UNIT 0
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Warm Up • Say We use possessive pronouns to talk about

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things that belong to us. How are they different

• Remind students of the possessive adjectives by from possessive adjectives? If students need help
saying true or false sentences. For example, hold
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answering, remind them that possessive adjectives are

up a bag belonging to a student and say This is my
always followed by a noun. Confirm that possessive
at
bag. Is that true? (no) Prompt students to correct the

pronouns are used instead of a noun, and so they are
sentence, using the appropriate possessive adjective.
not followed by a noun. Play Track 018 again, and ask
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Invite some students to make true or false sentences

students to listen and repeat each sentence.
in the same way, and encourage the class to respond
with Yes, that’s true or No and a correct sentence. Say • Ask What question word do you see in the box?
In this lesson, we’re going to learn about another kind (Whose) Confirm that we use whose to ask about
of possessive: possessive pronouns. who something belongs to. Give some examples with
objects in the classroom. Pick up a student’s pencil,
Present 1 and ask Whose pencil is this? If students answer, for
example, It’s Julia’s pencil, say Yes, that’s right. It’s hers.
• 1 Ask students to turn to page 20 in their books. Hers is a possessive pronoun.
Ask them to look at the grammar box and read the
heading. Say The words in bold type are possessive
pronouns. Let’s listen to how we use them. Play
Practise 2 3 4
Track 018, while students listen and read along. • 2 Read the instructions for Activity 2. Put students
into pairs, and ask them to read the dialogue together

Plurals Be the Expert
singular plural singular plural singular plural

girl
boy
girls
boys
bus
watch
buses
watches
child
woman
children
women
Grammar in Depth
teacher teachers box boxes man men Most words add -s to form the plural.
quiz quizzes person people
For words ending with a consonant + y,
singular plural potato potatoes mouse mice
class classes deer deer we remove the -y and add -ies. For words
baby babies
country countries
sheep sheep ending in -s, -sh, -ch, -x and -z, we add -es.
tooth teeth
foot feet
Irregular plurals have to be learnt; they do
not follow any rules. Encourage students
2 Work in pairs. Take turns. Use a coin to move. (Heads = 1 space; tails = 2 spaces) to record the plurals of words when they’re
Is the word plural? Say the singular. Is the word singular? Say the plural. writing new vocabulary in their vocabulary
notebooks or on vocabulary cards.
START
quizzes girl people boxes
ng
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potato buses teacher boys
ar
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mice teeth watch foot
c
hi
ap
FINISH
deer men child class

gr
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UNIT 0 21
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and circle the correct words. Remind them to look at plural, it refers to more than one. Ask How do we usually
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the grammar box if they need help. Check answers by make a singular word plural? (We add an -s.) Explain
playing Track 019. When they have finished, ask them that some words form the plural in different ways. Say
io
to practise reading the dialogue with their partner. Let’s listen to some different ways of forming plurals.
Play Track 020 and ask students to read along the first
at
• 3 Read the instructions for Activity 3. Read out the time. Then, play Track 020 again and ask the students
words in the box. Remind students that possessive to listen and repeat.
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adjectives are followed by a noun, but possessive

pronouns are not. Ask students to work individually to
complete the activity, then check their answers with a
Practise 2
partner. Check answers by inviting a pair of students • 2 Read out the instructions for Activity 2. Make
to read out their completed dialogue to the class. sure that students understand heads and tails.
Explain that they move their counter one space if the
• 4 Ask students to look at Activity 4. Invite a student coin lands with the heads side up, and two spaces
to read the words in the box. Ask students to complete for tails. Put students into pairs and make sure each
the activity individually. Check answers as a class. pair has two counters and a coin to play the game
with. Explain that if they land on a plural word, they
Present 1 say the singular form, and vice versa. Give students
time to play the game. If time allows, let them change
• 1 Ask students to turn to page 21 and to look at the
partners to play the game again.
box in Activity 1. Read out the column headings. Say
If a word is singular, it refers to only one thing. If it is
Possessive pronouns and Plurals 55
GRAMMAR
GR AMMAR
Definite and indefinite articles
Objective There is a book in my bag. The book is red.
Students will There is an apple on the table. The apple is green.
• learn when to use the definite and Who are the students in your classroom?
indefinite articles a, an and the with
nouns.
Grammar Definite and indefinite 2 Complete the sentences with a, an or the.
articles: a, an, the
1. Alberto is a student at my school.
Academic Language article, definite,
2. There’s an umbrella in my bag.
indefinite
The
Content Vocabulary apple, umbrella 3. books on this desk are mine.
a The
Resources Online Workbook/Workbook 4. I’ve got new bike. bike is purple.
page 12; Track 021 (Audio CD/ 5. A: Where is the English teacher?
Website/CPT) B: He’s in the school office.
Materials cards with a, an and the
written on them
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ni
ar
Le
c
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22 UNIT 0
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Warm Up Present 1
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• Remind students of the singular and plural nouns they

learnt in the last lesson. Ask students to say nouns
• 1 Ask students to look at the grammar box on
io
page 22. Read out the heading. Say The indefinite

they can remember and to give their singular and
article is a or an. The definite article is the. Let’s listen
at
plural forms.
to sentences with definite and indefinite articles. Play
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• Ask students to open their books at page 22 and look Track 021 and ask students to listen and read along.
at the photo. Ask What can you see in the photo? Say
the singular noun if there’s only one, or the plural for • Ask Can you work out when we use a and when we use
more than one. Elicit students’ ideas, for example: the? Elicit students’ ideas, then explain that we use a
track, bikes, children, girls, boys, trees, sky, clouds, or an when we talk about something for the first time.
grass, mountains. We use the when we talk about something again. Say
We also use the when we talk about things or people
• Say I can see a white bike. The bike is new. Write these that we know about already. For example, look at the
two sentences on the board, and underline a and The. question in the grammar box: ‘Who are the students
Say We’re going to find out how to use a or an and the. in your classroom?’ We already know there are some
students in the classroom, so we use the.

Be the Expert
• Ask When do we use a and when do we use an? Write on the board:
Use an before a word beginning with a vowel sound: Grammar in Depth

a, e, i, o, u. Articles go before nouns or sometimes
an apple, an umbrella before other words in a noun phrase, for
example, a few bananas or a little water.
Use a before other words:
The indefinite article (a/an) is used when
a bike, a tree
the thing or person named by the noun
is not known to the speaker. The definite
Explain that using an before words beginning with a vowel sound article (the) is used when it is known.
makes the two words easier to say. Ask students to suggest other Let’s go and see a film. (We don’t know
which film.)
examples of words which would be preceded by an. List correct
examples on the board and ask students to read them aloud. The film about Japanese gardens was
beautiful. (We know which film the
• Play Track 021 again and ask students to listen and repeat. speaker is talking about.)
This is why we use a/an when we first
refer to something, and the for further
Practise
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2 references:
• 2 Read the instructions for Activity 2. Put students into pairs. There’s a cat at the top of our apple tree.
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The cat can’t get down.
Ask them to read the sentences and decide how to complete each
A common mistake is to use articles
ar
one. Remind them to look back at the sentences in the grammar
with plural or uncountable nouns. We
box to help them. Go round to monitor and help, if needed, while
say Leo climbs mountains or Elephants
Le
pairs complete the activity. Check answers as a class. drink water. Because we’re talking about
mountains and elephants in general, and
Consolidate because water is an uncountable noun,
c no article is needed in either sentence.

hi
• Divide the class into three groups: the a group, the an group and
the the group. Give each group a card with their word written on it.
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Call out a sentence with the article missing. Say gap for the missing
article. The group that has the correct article for the sentence holds
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up their card.
Sentences you could use include:
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There’s ______ new student in our class.

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I’ve got ______ ice cream.

______ bag on the table is mine.
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Who are ______ people in our classroom?

He’s got ______ new rucksack.
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at
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Definite and indefinite articles 57

GRAMMAR
GR AMMAR
Demonstrative adjectives
Objective
Students will
• use demonstrative adjectives to talk
about singular and plural nouns that
are near or far away.
Grammar Demonstrative adjectives
This flower is pink. She wants that flower.
Academic Language adjective,
demonstrative
Content Vocabulary far, flower, near
page 13; Track 022 (Audio CD/
Website/CPT)
These flowers are pretty. I like those orange flowers.
2 Read the sentences. Are the underlined words singular or plural, near or far?
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Tick two boxes for each sentence.
Singular Plural Near Far
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1. This bike is red. ✓ ✓
✓ ✓
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2. Is that your house?
3. These umbrellas are purple. ✓ ✓
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4. That cat is black. ✓ ✓
5. Are those shoes new? ✓ ✓
c
6. She wants to read this book.
hi ✓ ✓
7. Who is that girl? ✓ ✓
8. That phone is cool! ✓ ✓
ap
3 Work in pairs. Describe things in the

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This bag is big.

classroom. Use this, that, these and those Those pencils are yellow.
to talk about them.
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UNIT 0 23
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• Point to the second photo and read: She wants that

Present 1
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flower. Ask How many flowers are there? (one) Is the

• 1 Ask students to turn to page 23 in their books. flower near to the woman? (no) Explain that we use
io
Tell them to look at the grammar box in Activity 1. that for one thing that is far from the speaker.
Read out the heading. Ask students to look at the
at
• Do the same with the other two photos and

four photos and say what the people are doing. Say
sentences, explaining that we use these for more than
N
The words in bold type are demonstrative adjectives.

one thing that is close to the speaker, and those for
Let’s listen to find out how we use them. Play Track 022
more than one thing that is far from the speaker.
while students listen and read along.
• Play Track 022 again, and ask students to listen and
• Write near and far on the board. Explain that near
repeat each sentence.
means close to you, far means a long way from you.
Point to the first photo and read aloud the sentence
underneath: This flower is pink. Ask How many flowers
are there? (one) Is the flower near to the woman? (yes)
Explain that we use this for something that is near to
the speaker.

Be the Expert
Practise 2
• 2 Put students into pairs. Read the instructions for Activity 2. Grammar in Depth
Remind students that singular means one thing, and plural means This, that, these and those are used
more than one. Talk students through the first question. Say This before nouns to refer to people, places
bike ... How many bikes? Is the word singular or plural? (singular) or things:
this teacher
Ask Is it near or far? (far) Demonstrate how to put ticks into the two
that classroom
correct boxes. Tell students to work with their partner to read the those shoes
sentences and tick the correct boxes. When students have finished,
This and these refer to things that are
check answers as a class.
near to the speaker, either in space or
in time:
Apply 3 This picture is lovely.
These years are the best of my life.
• 3 Ask students to work in pairs with the same partner. Explain
That and those refer to things that are
that they should describe objects in the classroom, using this, that,
far from the speaker, either in space or
these and those. Ask a student to read the examples in the speech
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in time:
bubbles. Model the activity by making a few sentences about things Can you see that boat, the one with the
in the classroom, saying, for example, This book is mine. Those red sail?
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books are yours. These pens are colourful. That window is open. Those days were unhappy ones for him.
Give pairs time to talk about things in the classroom. When they’re
ar
comfortable using the adjectives, ask each pair to say two of their
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sentences for the class. Correct any errors as a class, making sure
pairs understand their mistake.
Consolidate c
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• Ask students to stand or sit in a circle. Write this, that, these and
ap
those on the board. Join the students in the circle. Say We’re going
to take turns to say a sentence using one of the four words on the
gr
board. You choose one word from the previous student’s sentence to
use in your sentence.
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• Say I’ll start. Here’s my sentence: ‘These students are great!’ Gesture
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at the students around you. Then say to the student on your left
Choose one word from my sentence and make a new sentence. The
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student makes a new sentence, saying, for example, This classroom

is great! Continue round the circle until all the students have had at
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least one turn or until you want to change to a new sentence.

at
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DEMONSTRATIVE ADJECTIVES 59
1 Listen and repeat. Where is the cat? 023
GRAMMAR
GR AMMAR
Prepositions of place
Objective The cat is
Students will on the bag.
• use prepositions of place to talk
about the location of things.
Grammar Prepositions of place
Academic Language preposition The cat is The cat is
Content Vocabulary behind, between, in the bag. in front of
the bag.
in, in front of, next to, on, under
page 14; Tracks 023 (Audio CD/
The cat is The cat is
Website/CPT)
under the behind
Materials an object such as a toy or a bag. the bag.
colourful ball; sheets of drawing paper
The cat is The cat is
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next to the between
bag. the bags.
ni
ar
2 Work in pairs. Look at the pictures in Activity 1.
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• Choose a picture.
• Describe where the cat is.
• Can your partner point to the correct picture?
3
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Draw a simple picture. Don’t show it to your partner. Include these things.
hi
a table a chair an animal a box
ap
a hat some books some pencils a banana
• Describe your picture to your partner.

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There’s a chair next to a table.

• Use prepositions of place.
There are some books under the chair.
• Can your partner draw your picture? There’s a box on the chair.
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24 UNIT 0
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Warm Up Do any of you have a pet cat? Give students time to

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respond. Read the question at the top of the activity.

• Hold up the toy (or other object) you’ve brought in, or Hold up the Student’s Book and run your finger down
use an interesting classroom object. Say, for example,
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the two columns in turn, to show the order of the

This is Robbie Robot. I’m going to hide him. Close your
sentences in the recording. Play Track 023.
at
eyes and count to twenty. Hide the object inside or on

Ask students to listen and read along, pointing
another classroom object while students cover their
to the correct picture for each sentence. Say The
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eyes. Say You can look now. Take turns to ask me a

prepositions of place are in bold type in each sentence.
question about where Robbie is hidden. Encourage
What are they? (on, in, under, next to, in front of,
students to ask questions such as Is he on the
behind, between) Play Track 023 again. This time, ask
cupboard? Is he in your bag? When a student guesses
students to listen and repeat.
correctly, let them have a turn hiding the object. After
a few turns, say You used words like in and on to say
where things are. These words are called prepositions
Practise 2
of place. Let’s learn some more of them. • 2 Put students into pairs. Read out the instructions
for Activity 2. Remind them to choose one of the
Present 1 pictures from Activity 1 and describe where the cat
is, without pointing to it. Their partner responds
• 1 Ask students to open their books at page 24 and by pointing to the correct picture. Tell students to
look at the photos in Activity 1. Say What a pretty cat!

Be the Expert
say That’s right. Well done! if their partner points correctly. Give
students time to do the activity. Tell them to talk about at least four Grammar in Depth
pictures each. The preposition between is used to refer
to two people or things, such as The cat
is between the bags. To refer to three or
Apply 3 more things, use the preposition among,
as in The cat is among the bags.
• 3 Read out the instructions for Activity 3. Invite a student to read
the words in the word box. Check that students understand each of
the words by asking them to do an action or mime for each object.
Ask students to work individually to draw their picture. Tell them
not to show their picture to anyone. Put students into pairs with a
different partner. Give the partner a clean sheet of paper. Tell the
first student to describe their picture using prepositions of place.
Then their partner has to draw it from the description. Say When
you’ve finished, compare your pictures. Are they similar? Give pairs
ng
time to do the activity, each taking turns to describe and draw. When
they have finished, invite each pair to show the class their pictures.
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Consolidate
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• Divide the class into two teams. Invite one student from each team
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to the front of the class. Whisper a different sentence to each
student, using a preposition of place. For example, say The dog is
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next to the ball to one student and The flower is on the hat to the
hi
other. When you say Go! each student begins to do a drawing of their
sentence on their side of the board.
ap
• Students in each team try to guess the sentence that their team
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member is drawing. Ask them to put up their hands when they think
they know the sentence. The first correct guess gains a point for their
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team. Choose a new pair of students to come to the front, and so on

until everyone has had a turn. The team with the most points wins.
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Prepositions of place 61
GRAMMAR
GR AMMAR
Countable and uncountable nouns
Objective Countable nouns Uncountable nouns

Students will There’s an apple on the table. There’s some juice on the table.
• learn and talk about countable and There are some apples in the fridge. There’s some bread on the table.
uncountable nouns.
Grammar Countable and uncountable nouns
2 Complete the sentences with a, an or some.
Academic Language countable, uncountable
some some
Content Vocabulary apple, bread, cheese, 1. There is juice and bread.
egg, fridge, juice, some, strawberry, tomato 2. There is an egg.
Resources Online Workbook/Workbook page 3. There are some tomatoes and some strawberries.
15; Track 024 (Audio CD/Website/CPT) 4. There is some cheese.
Materials large sheets of drawing paper
bread
juice
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Be the Expert cheese
egg
ni
ar
Teaching Tip
tomato
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Students may be confused as to whether some
nouns are countable or uncountable. For example,
bread is uncountable, but a loaf of bread or a strawberry
slice of bread is countable. Explain that this is
c
hi
because we know how big a whole loaf or slice is,
and if we have a number of them, we can count
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them. Similarly, we can ask How many cakes
would you like? (countable), when we are talking
3 Talk about the food in your fridge at home. There is some butter.
about whole cakes. But we ask Would you like
gr
There are some tomatoes.

some cake? (uncountable) when we don’t know
exactly how much; it’s just a part of something.
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UNIT 0 25
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noun? (apple) Which word do we use before it? (an)

Present 1
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Which word do we use before a plural countable noun?

• 1 Ask students to turn to page 25 in their books (some) Which word do we use before singular and
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and look at the grammar box in Activity 1. Read out plural uncountable nouns? (some)
the heading. Say Countable means something we can
at
count. Who can count up to ten? Students respond, • Explain that we sometimes leave out some before
then say Uncountable means something we can’t uncountable nouns, so There’s juice on the table would
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count. On the board, draw a quick sketch of two boats also be correct. Play Track 024 again and ask students
sailing on the ocean. Ask How many boats are on the to listen and repeat.
ocean? (two) How many water are in the ocean? Explain
that we can’t answer that question with a number Practise 2
because water is not something we can count. Say So,
• 2 Ask students to look at the photo on page 25,
boat is a countable noun. Water is uncountable.
and help them to read the captions naming the foods.
• Say Let’s listen to find out how we use countable and Ask several students to say which foods in the photo
uncountable nouns. Play Track 024, while students they like. Then ask students to complete the activity
listen and read along. Ask students to read out the individually. When they have finished, check answers
countable nouns in bold type. Then ask them to read as a class.
out the uncountable nouns. Ask them which noun is
plural. (apples) Ask Which word is a singular countable

Apply 3 Consolidate
• 3 Put students into pairs. Read the instruction for • Divide the class into small groups. Say Imagine you’re
Activity 3. Make sure that students understand fridge having a party. Draw a table full of food and drink. Talk
by asking Who can draw a fridge on the board? Let a about what there is. Give a large sheet of paper to each
student draw a fridge, and ask What do you think is in group to draw a picture. Say Everyone should draw
the fridge? Ask a student to read out the examples in something in the picture. Remind students to use There
speech bubbles. Give students time to do the activity, is/are when they discuss. Encourage them to also use
taking turns with their partner to make sentences. the prepositions of place to describe where the foods
Say Remember to use a or an if there is only one of are. Let groups share their pictures with the class.
something. Then ask several pairs to share their
sentences with the class.
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STUDENT’S BOOK
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AUDIO SCRIPT
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Track 002 1 L isten, point and repeat. See Student’s Track 012 1 Listen and repeat. See Student’s Book
Book page 8. page 15.
Track 003 1 Listen and repeat. See Student’s Book

c Track 013 1 Listen and repeat. See Student’s Book
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page 10. page 16.
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Track 004 2 Read and listen. See Student’s Book Track 014 1 Listen and repeat. See Student’s Book
page 10. page 17.
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Track 005 4 grammar See Student’s Book page 11. Track 015 1 grammar See Student’s Book page 18.
Track 006 6
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Track 016 2 Listen and read. See Student’s Book

1. Nor is Malaysian. She’s from Malaysia. page 18.
2. Karina is Brazilian. She’s from Brazil.
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3. Daniel is Mexican. He’s from Mexico. Track 017 1 grammar See Student’s Book page 19.
4. Andrei is Bulgarian. He’s from Bulgaria.
Track 018 1 grammar See Student’s Book page 20.
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5. Alicia and Sandra are Spanish. They’re from Spain.

Track 019 2 S1: Is this your book, Ana? S2: No, it isn’t
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Track 007 1 L isten and repeat. See Student’s Book mine. Is it yours? S1: No, it isn’t. There’s Sara! Maybe it’s
page 12. hers. Sara – is this book yours? S3: Oh, yes it is. It’s mine!
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Thank you!
Track 008 2 Read and listen. See Student’s Book
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page 13. Track 020 1 Listen and repeat. See Student’s Book
page 21.
Track 009 1 Listen and repeat. See Student’s Book
page 14. Track 021 1 grammar See Student’s Book page 22.
Track 010 2 Listen and repeat. See Student’s Book Track 022 1 grammar See Student’s Book page 23.
page 14.
Track 023 1 grammar See Student’s Book page 24.
Track 011 1 spring, summer, autumn, winter,
wet season, dry season Track 024 1 grammar See Student’s Book page 25.
Audio Script 63
Unit 1
In This Unit
Theme This unit is about families.
Content Objectives
Students will Family
Matters
• describe their families and individual
family members.
• read about and discuss famous
families.
• read about and discuss what
families around the world eat for
breakfast.
Language Objectives
Students will
• talk about famous families.
• ask and answer personal questions.
• use be and have got to describe
families and family members.
• use countable and uncountable
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Explorers Max Lowe and Conrad Anker
nouns with There is/There are.
• write a description of a family
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member using and and but to
connect and contrast information.
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Vocabulary
pages 28–29 be married to,
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child, daughter, die, generation,
granddaughter, grandson, husband,
son, step-father, take care of, wife
page 30 enjoy, famous, good at,
interested in
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hi
page 33 annoying, friendly, funny,
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mean, messy, noisy
page 34 breakfast, dinner, lunch, meal
Vocabulary Strategy Adjective +
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dependent preposition
Speaking Strategy Asking and
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answering personal questions 26

Grammar
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Grammar 1 Use be and have got

to describe families and family
members
Introduce the Unit
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Grammar 2 Use countables and

uncountables with There is or There • Activate prior knowledge Say Today we’re talking about families.
are to talk about food Ask How many people are in your family? Then ask Who is in your
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Reading Breakfast In Four Countries family? Encourage students to name some of their family members.
Reading Strategy Make predictions
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based on visuals • Say Is your family big or small? Ask students to take turns
Video Scene 1.1: Celebrating the Dead;
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suggesting an adjective that describes their family.

Scene 1.2: Meet Max Lowe
Writing Description of a family member • TO START Tell students to open their books at pages 26−27. Point
National Geographic Mission out the unit title Family Matters. Ask How many people are in the
Discover Your Values photo? (two) Where are the people? (in the mountains) Ask a student
Project to read Question 1. List students’ suggestions on the board. Tell
• Family tree
students that they will find out the answer later in the lesson.
• Food poster
• Class family album
• Ask questions such as the following to encourage further
Pronunciation Syllables and stress
discussion.
Pacing Guides F.1.1, F.1.2, F.1.3
What is the weather like in the photo? (cold, snowy)
How do the people in the photo look? Sad or happy? (happy)
What do you think the people in the photo are doing?
(They’re climbing/exploring.)

Unit Opener
Objectives
Students will
• describe and discuss people in
a photo.
• discuss who their heroes are.
‘My dad was superhuman to me.’ Resources Worksheet F.1.1
Max Lowe (Teacher’s Resource CD-ROM/
Website); CPT: Unit Opener
Materials globe or map of the world
Be the Expert
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About the Photo
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The photo shows photographer and
writer Max Lowe with his step-father and
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mentor, Conrad Anker. Conrad Anker is
a professional climber, and Max and
his family travelled to the wild places
c of the world following Conrad’s climbing

adventures. The photo shows Max and
hi
TO START Conrad on assignment for National
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Geographic.
1. Look at the photo. Guess. How are the people related?
2. What does ‘superhuman’ mean to you?

Teaching Tip
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3. Who are your heroes? Are they famous people, friends

or people in your family? Keep track of students’ participation
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during class. Encourage all students

27
in the class to speak aloud. At the end
of the lesson, make a note of which
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students have not yet spoken. During
• Read the quote by Max Lowe aloud. Tell students that Max is the the next class, invite these students to
answer questions that they have already
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younger man on the right in the photo. Explain that if someone is

written answers for. This will help them
described as superhuman, they have a special power. Say A person be more confident as they speak.
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who is superhuman can do something that ordinary people can’t

do. Who do you think is superhuman? When a student suggests a
Related Words
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name, ask Why is he/she superhuman? What can he/she do? Ask a
mountains, snow, sunglasses
student to read aloud Question 2 and elicit responses.
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• Share with students the information in About the Photo. If you have
a globe or world map, encourage them to find the location of the
photo. Confirm the answer to Question 1. (Conrad Anker is Max
Lowe’s step-father. He is married to Max Lowe’s mother.)
• Ask a student to read aloud Question 3. Say A hero is someone you

admire. You think they’re great. Maybe your hero is someone brave, or
clever, or they are very good at doing something. Encourage a class
discussion of students’ ideas about their real-life heroes.
Extend
• Hand out Worksheet F.1.1. Put students into pairs. Explain that
partners will be discussing/writing about family differences.
SAMPLE COPY, NOT FOR DISTRIBUTIONUnit Opener 65
1 Do you know any famous families?
Vocabulary Discuss. Then listen and read. 025
The Cousteau Family

Objectives Jacques Cousteau was a great marine
Students will explorer. Many people enjoy his books and
• use vocabulary related to families. films about the sea. His son, Philippe Sr, also
• use new vocabulary to read about loved the sea and made films about it. Now his
and discuss three famous families. grandson, Philippe Jr, and his granddaughter,
Alexandra, want to protect the sea. ‘My
Target Vocabulary be married to, father and grandfather were an inspiration,’
child, daughter, die, generation, says Alexandra.
granddaughter, grandson, husband,
son, step-father, take care of, wife
Content Vocabulary fossil, mentor,
palaeoanthropologist
Resources Worksheet F.1.2
(Teacher’s Resource CD-ROM/
Website); Tracks 025–026 (Audio CD/
Website/CPT); CPT: Vocabulary
Meave and Louise Leakey
working together, Kenya
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28 VOCABULARY
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Warm Up • Predict Tell students to open their books at

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pages 28−29 and look at the photo. Say This is a

• Build background Tell students they’re going to read mother and a daughter. They are interested in the
about three famous families. Say The members of
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same things. They work together. Ask What do you think

each family are interested in the same things. Write
they are interested in? List the students’ suggestions
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interested in on the board. Ask How about you and

on the board.
your family? What are you interested in? Model a
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response. Say, for example, I like learning about

wild animals. My daughters do, too. We watch TV
Present 1 2
programmes about nature. My family is interested in • Make sure that students have their books open at
wild animals. Invite students to say what their own pages 28−29. Say We talked about our own families.
families are interested in. Now let’s talk about famous families. What do you
think famous means? (if someone is famous, a lot of
• Say Family members are often interested in the same people know about them)
things. Sometimes, they do the same jobs, too. Ask
Does anyone know a family where two people do the • Ask a student to read aloud Activity 1 at the top of
same jobs? page 28. Ask Which famous families do you know?
Invite a few students to respond. Each time, ask Why
is the family famous? How many people in the family
are famous?

Be the Expert
The Lowe-Anker Family The Leakey Family
Conrad Anker is married to Jennifer Lowe- Palaeoanthropologists are scientists About the Photo
Anker. Jennifer’s first husband, Alex Lowe, was who are interested in fossils and early
a very famous climber. He died in a climbing human life. There are three generations of Meave and Louise Leakey search for
accident in 1999. Alex and Conrad were very palaeoanthropologists in the Leakey family. early hominids with a GPS, at Koobi Fora,
close friends and Conrad is also very good Mary and Louis Leakey were very famous for Kenya.
at climbing. In fact, he’s also a professional their important work in the 1940s and 50s.
climber. When Alex died, Conrad helped to Their son, Richard Leakey, is also interested in
take care of Jennifer’s children, Max, Isaac
and Sam. Max now works with his step-father.
early human life. Richard and his wife, Meave,
have got two daughters, Louise and Samira.
Teaching Tip
‘Conrad is my hero and my mentor,’ he says. Meave and Louise now work together. Remember to give all students a chance
to answer questions in class. Avoid
automatically choosing the first student
to put up their hand. Wait a few seconds
longer, to give less confident students
more time to formulate an answer and
put up their hands.
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Related Words
fossils, GPS, mountains
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2 LEARN NEW WORDS Listen and repeat. 026
3 Work in pairs. Name one of your heroes. What

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do you know about his or her family? Take notes.

Compare your notes with your partner’s.
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VOCABULARY 29
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When did the Leakey family first become famous?

• 1 Read the names of the three families on
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pages 28−29 aloud. Say Let’s find out about these (in the 1940s)
three families. Play Track 025 and tell students to • Explain Say Three generations of the Leakey family
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listen and read. Ask the question about the photo are palaeoanthropologists. Louise and Samira are
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again, pointing to the suggestions on the board. Ask sisters. They are one generation. Richard and Meave
Did we guess right? What are the people in the photo are their mother and father. They are the second
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interested in? (fossils and early human life) generation. The third generation are their grandparents.
What are their names? (Mary and Louis Leakey)
• Discuss the reading with students. Ask:
Why is the Cousteau family famous? (for exploring • 2 LEARN NEW WORDS Play Track 026. Ask students
the sea; protecting the sea) to listen and repeat. Then put them into small groups.
How did Conrad Anker help Max’s family when their Write the new words on the board. Give each group
father died? (He helped to take care of the three three or four of the words. Say Work together to make
children.) a new sentence for each word.
What do you think a mentor is? (someone who helps • Model an example. Point to take care of. Write
or advises a younger person) Mothers and fathers take care of their babies. When
What is a palaeoanthropologist? (someone who students have finished, ask each group to read their
studies fossils and early human life) sentences to the class.
Vocabulary
Vocabulary
child daughter died husband is married to son step-father wife
Max Lowe is a National Geographic photographer and writer. He travels around the
Objectives world and takes photos of amazing places. He is the son of
Students will Jennifer Lowe-Anker and Alex Lowe. Alex was Jennifer’s first husband .
• use vocabulary related to families. died
He in a climbing accident in 1999, when Max was a young
• use a vocabulary strategy to learn child is married to
. Now, Jennifer another famous
new vocabulary. step-father
climber, Conrad Anker. Conrad is Max’s . Max and Conrad enjoy
Target Vocabulary enjoy, famous, climbing and travelling together.
good at, interested in
Vocabulary Strategy Adjective + 5 LEARN NEW WORDS Listen to these words and match them to their definitions.
dependent preposition Then listen and repeat. 027 028
Academic Language synonyms
enjoy famous good at interested in
Content Vocabulary photographer
Resources Online Workbook/Workbook good at 1. able to do something well
pages 16–17; Tracks 027–028 (Audio famous 2. known by many people
CD/Website/CPT); CPT
interested in 3. wanting to know more about something
Materials pieces of card enjoy 4. like doing something
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6 YOU DECIDE Choose an activity.
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1. Work independently. Interview one of your classmates. Find out about
the different people in your classmate’s family. Make a list of what
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your classmate is good at, and what he or she is interested in. Max Lowe
2. Work in pairs. Imagine your family is famous. Tell
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your partner about the different people in your family.
What are they famous for?
3. Work in groups. Choose one of the families from this
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section. Draw and illustrate their family tree.
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30 VOCABULARY
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Practise 3 4 5
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• 3 Put students into pairs. Say Think about your heroes. Read
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the Activity 3 question on page 29 aloud while students follow.

Tell students to make notes and then compare notes with their
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partner. When they have finished, ask pairs to share their notes
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with the class.
• 4 Say Let’s read some more about the Lowe-Anker family. Ask
students to turn to page 30. Choose several students to read out
the words in the word box. Ask them to choose one of the words
and use it in a sentence. Then tell students to complete Activity 4
independently.
• 5 LEARN NEW WORDS Read the words in the box. Play Track 027
and tell students to listen for the words. Then ask them to work
in pairs and to look for each word in context on pages 28−29.
Play Track 028 and ask students to listen and repeat the words
and sentences. Review word meanings, and then tell students to
complete Activity 5 independently.

Be the Expert
• Vocabulary Strategy Ask Who is your favourite famous person?
What is he or she famous for? What is your best friend interested
in? What are you good at? Write the phrases on the board. Vocabulary Strategy:
Adjective + dependent preposition
famous + for + __________ In English we need to know which
preposition to use after a particular word.
good + at + __________
Because the preposition used depends
interested + in + __________ on the preceding word and its meaning,
the preposition is called a dependent
preposition. It is sometimes difficult for
• Underline the words famous, good and interested. Say These are students to know which preposition to
use after a given adjective. Encourage
adjectives, or describing words. Circle the words for, at and in. Say
students to learn dependent prepositions
These short words are called prepositions. The prepositions join the at the same time as the adjective they
adjective to the word or phrase that comes afterwards. We have to follow.
learn which preposition goes with each adjective.
It can be helpful to know that adjectives
with similar or opposite meanings often
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Apply 6 take the same preposition:
happy + about
• Put students into pairs. Ask them to choose one of the families on
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pleased + about
pages 28−29 and re-read the text about them. Say Work with your good + at
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partner to ask and answer questions about the family. Use the new bad + at
words in your questions and answers.
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• Think Aloud Model silently scanning the text to find the answer to Teaching Tip
a question. Say Why is Jacques Cousteau famous? I know that he Before your students begin an activity,
c
explored the sea. But how do people know about him? I’ll scan the
make sure that they have understood
hi
your instructions and are clear about
text about the Cousteau family and find out. what they have to do. Instead of saying
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‘Do you know what to do?’ or ‘Do you

• 6 YOU DECIDE Ask students to read silently the choices in understand?’, ask an open question,
Activity 6 on page 30. Ask students to choose an activity, and for example, ‘So, Elena, what is your
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help them to find partners or groups to work with. Check that they group going to do?’ Then walk round
understand what they have to do. When everyone has completed the classroom when the activity is in
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an activity, ask them to share their work with the class. progress, and make sure the students
are carrying out the instructions correctly.
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Extend
• Divide the class into six groups. Give each group two cards, each
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with one of the vocabulary words written at the top. Say Write
three sentences with each word. When you read out the sentence
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say ‘beep’ for the word. Your classmates have to guess what the
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missing word is. Give groups time to write their sentences. Ask
each group to read out the sentences one at a time. Invite the
Formative Assessment
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class to guess.
Can students
• If time allows, hand out Worksheet F.1.2. Explain that students • use new vocabulary to describe families?
will practise words for family relationships and write about and Ask What are the people in your family
discuss their interests. good at?
• use new vocabulary to discuss some
famous families?
Consolidate Ask students to describe one of the
• Say Which three famous families did we read about in this lesson? famous families they read about.
Write the names on the board. Ask What can you remember
about each family? Note a few points about each family on the
board. Say Which family would you like to belong to, and why? Ask Workbook For additional practice,
students to give their opinion and a reason. assign Workbook pages 16–17.
Online Workbook Vocabulary
Vocabulary Practice
Speaking Strategy SPE AKING S TR ATEGY 029
husband is married to son step-father wife Asking and answering personal questions
What’s your brother’s name? His name’s Lucas.

Objectives What’s your favourite sport? My favourite sport is football.
Students will Where do you live? I live in Recife.
• ask personal questions. Where are your grandparents from? They’re from Kyoto.
• respond to personal questions.
Speaking Strategy Asking and
answering personal questions 1 Listen. How do these speakers
Academic Language dialogue, phrase ask and answer questions?
Write the phrases you hear. 030
Content Vocabulary favourite, place,
sport
Pronunciation Syllables and stress 2
7 Read and complete the dialogue.
Possible answers:
Resources Online Workbook; Gina: Is this a photo of your family?
Worksheet F.1.3 (Teacher’s Resource Marco: Yes, it is.
CD ROM/Website); Tracks 029−030,
Gina: It’s a great photo.
133–135 (Audio CD/Website/CPT);
Pronunciation Answer Key (Teacher’s What’s your baby sister’s name?
Resource CD-ROM/Website); CPT: Her name’s
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Marco: Gabriela.
Speaking Strategy and Pronunciation where’s
Gina: And your mum from?
Materials sticky tape or glue, pieces She’s from
Marco: Rosario.
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of card
Gina: Where do you live ?
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Marco: We live in Buenos Aires.
Gina: What’s your favourite place in Argentina?
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Marco: My favourite place is Mendoza. My grandparents live there.
It’s really beautiful.
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3 Work in pairs. Take turns throwing the cube. Ask and
answer questions.
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Go to page 171.
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SPEAKING 31
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Warm Up and answering personal questions. Open your books

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at page 31. Listen to two people asking and answering

• Activate prior knowledge Say Pretend that I’m a personal questions. Play Track 029.
new student in this class. You want to make me feel
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welcome. What do you say? (Hi! How are you? What’s • Play Track 029 again. Tell students to read along in
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your name?) List appropriate responses on the board. their books. Ask pairs to take turns using the dialogue
and the expressions on the board to role-play getting
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• Model Write the other phrases on the board. Invite a to know a new student.
student to role-play a short conversation welcoming a
new student to the class. • 1 Say Now let’s listen to two students talking. What
phrases do they use to ask and answer personal
Hi! My name’s . How are you? questions? Make notes. Play Track 030. Ask students
How old are you? What’s your name? to share what they wrote with the class.
Welcome to our class, . I’m .
Practise 2
Present 1 • 2 Once students seem comfortable using the
speaking strategy, direct them to Activity 2. Point to
• Say When you want to get to know someone better, the photo. Say Look at the family in the photo. What
you want to find out more about them. You also want can you tell me about them? (It’s a big family./They
to tell them things about you. We do this by asking look happy./There are three generations in the photo.)

Be the Expert
Say The dialogue is about the family in the photo. Tell students to
complete Activity 2 independently.
Strategy in Depth
• Ask pairs of students to read their completed dialogues aloud,
When asking personal questions,
taking turns as Gina and Marco. After several pairs have read
students are encouraged to use open
their dialogues, ask Did you hear different ways to ask and answer questions as well as yes/no questions.
personal questions? What phrases did you say or hear? Open questions begin with question
words, e.g. who, what, where, when, how,
Apply 3 and cannot be answered with a yes/no
answer. They require an answer that gives
• 3 Put students into pairs with a new partner. Ask them to cut more information.
out and make the cube on page 171. Read the instructions aloud. You might also like to encourage
Demonstrate the activity. Say Take turns. First, one of you throws your students to respond to personal
information with phrases such as:
the cube. Throw a cube. Say Look at the words on the top and
make a question using the words. Read out the words on top of That’s interesting.
Really? That’s great.
the cube and ask the question. Say Then your partner answers the
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question. Invite a student to answer. Say Take turns until you have Encourage your students to use a friendly
tone and to make eye contact when
asked all the questions. Tell partners to play the game. Monitor
asking personal questions, and to be
students as they play.
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sensitive if another student is reluctant
to answer a personal question. Tell them
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Extend that it can be friendlier to give information
about yourself before asking other people
• Pair students with a different partner to play a new version of
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to answer about themselves. For example:
the game. Say Now we’re going to play the game again. But this
I live in Kyoto. How about you?
time, you can change one word on the cube. Demonstrate with a
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student. Throw the cube. Say The cube says ‘what / favourite / Pronunciation
hi
film’. I can change one word. I’ll change ‘film’ to ‘colour’. Now, I ask Go to Student’s Book page 162. Use
‘What is your favourite colour?’ Prompt your partner to answer
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Audio Tracks 133–135.

the question. Then let your partner throw the cube and ask a
question. Ask partners to play the new version of the game until Syllables and stress Word stress is
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they have both asked all the new questions. important, because stressing the wrong
syllables in words can make them difficult
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to understand. Some students find it easy

• If time allows, hand out Worksheet F.1.3. Explain that students
to spot stresses, and others will take
can use the worksheet to ask and answer personal questions. longer to do so. Make students aware of
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word stress when they are learning new

Consolidate words. First ask them to clap the rhythm of
the word to count the number of syllables,
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• Divide the class into groups of six. Prepare six pieces of card for then listen to identify the stressed
each group, with a word or phrase on each: a female name, a syllable. Point out that the stressed
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male name, a place name, a colour, a sport, a type of food. Give syllable is longer, louder, pronounced more
clearly and usually has a higher pitch than
out one of the six cards to each student in a group.
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the unstressed syllables.
• Say I’m going to ask a question. If you have a card that gives a
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sensible answer to the question, stand up. For example, I could ask Formative Assessment
‘What’s your favourite colour?’ If your card says ‘Basketball’, do you
Can students
stand up? (no) Encourage a student with a card saying ‘Yellow’ • ask personal questions?
to stand up and answer the question with a full sentence (My Say Imagine there is a new student in class.
favourite colour is yellow.) The first student to stand up answers You want to find out about them. Ask three
the question. A correct answer gets one point for the team. If you questions.
have the wrong card, your team loses a point. • answer personal questions?
Ask students to answer these questions:
• Play the game, asking the following questions in random order: Where do you live? Where is your father
What’s my sister’s/step-mother’s/grandmother’s name? What’s my from? What’s your favourite sport?
brother’s/step-father’s/grandfather’s name? Where do you live?/
What’s your favourite colour/sport/food? The first team to get six
points wins. Online Workbook Speaking Strategy
Speaking Strategy
Grammar 1 GR AMMAR 031
Be Have got
I’m friendly, but my sister isn’t. I’ve got two brothers.
My grandparents are interested in photography. My aunt hasn’t got any children.
Objectives
Is your mum good at sport? Have you got any brothers or sisters?
Students will
• revise the present tense forms of be
and have got. 1 Listen. You will hear six sentences about Joel’s family. Circle the correct form of the verbs
• use be and have got to describe you hear. 032
family members. 1. hasn’t got haven’t got 4. ’s are
• learn and use adjectives to describe 2. ’m ’s 5. ’s got ’ve got
people. 3. is are 6. isn’t aren’t
Grammar Present tense of be and

2 Read. Complete the sentences with the correct form of the verbs in brackets.
have got
Target Vocabulary annoying, friendly, Hi Petra,
funny, mean, messy, noisy
This is (be) a photo of my family. I , ve got (have got)
Academic Language characters, list one sister and one brother. We haven’t got (have not got) any pets, but we
Content Vocabulary animals, crazy, are (be) all interested in animals. My brother is (be)
crocodile, zoo really crazy about crocodiles. He ,s got (have got) crocodile posters,
Resources Online Workbook/Workbook is
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books and DVDs about crocodiles. His hero (be) Steve Irwin.
pages 18−19; Tracks 031–034 (Audio
CD/Website/CPT); CPT: Grammar 1 My sister and I aren’t (not be) crazy about crocodiles, but
is
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Materials A photo of your family, or of we love big cats. My sister (be) only four years old and
a famous family (optional); sheets of she ,s got (have got) a lot of toy lions and tigers. Our house
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paper; pieces of card is (be) next to the zoo!
How about you? Are you (you / be)
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interested in animals? Have you got
(you / have got) any pets?
Rita xx
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32 GRAMMAR
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Warm Up
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• Set the scene Write Describing people on the board. Say Today,

we’ll talk about people – real people and people in stories. Describe
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your own family, or if you prefer, describe another family you know,
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a famous or a fictional family. If you have a photo show it to the

class. Say, for example, This is my family. I’ve got two brothers.
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I haven’t got any sisters. My brother David is very noisy and talks a
lot ... (and so on). How about your family? Encourage students to
talk about their own family members.
• Recycle Say We use be and have got to describe family members.

Let’s see if we can remember the present simple forms. Write the
following table on the board. Ask students to come up and choose
the correct word to fill each blank.
I good at English. (am / are / is)

You / We / They good at English. (am / are / is)
He / She / It good at English. (am / are / is)
I / You / We / They a big family. (has got / have got)
He / She / It a big family. (has got / have got)

3 LEARN NEW WORDS Listen to learn about Clare’s brothers. Then listen
and repeat. 033 034 Be the Expert
My brothers, Charlie and
Peter, are very friendly.
Grammar in Depth
The verbs be and have are the most
Charlie is messy
common verbs in English. Both are
and noisy.
irregular verbs (as are many other
common English verbs).
Be
Be + adjective is used in the examples
to describe someone’s personality. The
adjective can stand alone, as in:
Sometimes Peter is a bit mean
My brother is friendly.
to Charlie. He thinks Charlie is
annoying. But Charlie is really funny.
Or, the adjective can be followed by a
dependent preposition and noun:
4 Work in pairs. Describe your family. Who is messy? Who is friendly? Is anyone a
My brother is interested in football.
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bit mean sometimes?
5 Play a game in groups. Have got
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Have got can be used instead of have to
1. Work together to make a list of families from your favourite books, films and
talk about possession in the present. In
TV programmes.
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informal British English, have got is used
2. Work independently. Write a sentence about each character. Begin ‘This person is …’ more often than have, especially in the
and use at least one word from the box below.
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negative:
annoying friendly funny good (at) She’s got two brothers but she hasn’t
interested (in) mean messy noisy got any sisters.
c
hi NOT
This person is very good at singing. She has two brothers but she hasn’t
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any sisters.
This person is really funny.
Have is usually used in more formal
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3. Read each other’s sentences and try to guess the characters. written English.
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GRAMMAR 33 Teaching Tip

Students who feel valued and supported
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in class are likely to take an active
role in the learning process. Create a
Present classroom atmosphere in which students
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• Tell students to open their books at pages 32–33. Point out the do not need to be anxious about making
mistakes. At the beginning of class,
grammar box at the top of page 32. Say We’re going to listen to
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explain to students that they’re learning

sentences describing family members. Play Track 031. new things and that making mistakes is
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a natural and expected part of learning.

• Point to the first sentence in the box. Say I’m friendly, but my sister Whenever possible, help and encourage
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isn’t. Ask Is my sister friendly? (no) On the board, write isn’t = is not. students to correct their own mistakes.
Explain that we use not to make a negative. Say There’s another
negative sentence in the box. Which one? (My aunt hasn’t got any
children.) On the board, write hasn’t got = has not got. Say Who can
make this sentence negative? My grandparents are interested in
photography. (My grandparents aren’t interested in photography.) On
the board, write aren’t = are not.
• Write on the board the following: He’s got a brother. Her sister is
good at singing. They’ve got a big family. Say Can you make these
sentences negative? Talk to a partner. Give pairs time to discuss,
then invite pairs to say the sentences.
• Play Track 031 again. Ask students to listen and read along in their
books. Ask pairs to take turns reading out each sentence in the box.
SAMPLE COPY, NOT FOR DISTRIBUTION Grammar 1 73
GR AMMAR 031
3 LEARN NEW WORDS Listen to learn about Clare’s brothers. Then listen
and repeat. 033 034
are? What are they doing? Elicit students’ ideas. Say
Let’s find out about the children. Play Track 033 while
Be Have got
I’m friendly, but my sister isn’t. I’ve got two brothers. My brothers, Charlie and
My grandparents are interested in photography. My aunt hasn’t got any children. Peter, are very friendly.
Is your mum good at sport? Have you got any brothers or sisters?
1 Listen. You will hear six sentences about Joel’s family. Circle the correct form of the verbs
you hear. 032
Charlie is messy
and noisy.
students listen.
1. hasn’t got haven’t got 4. ’s are
2. ’m ’s 5. ’s got ’ve got
• Ask students to look at the speech bubbles in

3. is are 6. isn’t aren’t
2 Read. Complete the sentences with the correct form of the verbs in brackets.
Hi Petra,
This is (be) a photo of my family. I ,ve got
haven’t got
(have got)
Sometimes Peter is a bit mean
to Charlie. He thinks Charlie is
Activity 3. Say What are the names of the little boys?
one sister and one brother. We (have not got) any pets, but we annoying. But Charlie is really funny.
are (be) all interested in animals. My brother
really crazy about crocodiles. He ,s got
books and DVDs about crocodiles. His hero
is
(have got) crocodile posters,
is (be) Steve Irwin.
(be)
4 Work in pairs. Describe your family. Who is messy? Who is friendly? Is anyone a
(Charlie and Peter). Play Track 033 again. Ask students
bit mean sometimes?
My sister and I aren’t
we love big cats. My sister is
(not be) crazy about crocodiles, but
(be) only four years old and
5 Play a game in groups.
1. Work together to make a list of families from your favourite books, films and
to listen for the children’s names.
she ,s got (have got) a lot of toy lions and tigers. Our house TV programmes.
is (be) next to the zoo!
2. Work independently. Write a sentence about each character. Begin ‘This person is …’
• Point out the six words in the speech bubbles that

Are you and use at least one word from the box below.
How about you? (you / be)
interested in animals? Have you got
annoying friendly funny good (at)
(you / have got) any pets?
interested (in) mean messy noisy
Rita xx
This person is very good at singing.

are in bold type. Say These are new words. They are all
This person is really funny.
words we can use to describe people. Let’s listen to the
3. Read each other’s sentences and try to guess the characters.
words in sentences. Play Track 034. Ask students to
repeat each word alone and in a sentence.

Practise 1 2
• 4 Put students into pairs. Write the new words
• 1 Say Now we’re going to listen to Joel talking about on the board: annoying, friendly, funny, mean, messy,
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his family. Play Track 032 and tell students to listen. noisy. Say Tell your partner about your family. Use the
Read the instructions and point to the alternative new words on the board and other words you know.
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words and phrases in Activity 1. Play the track again When pairs have finished, ask some to share their
and ask students to circle the form of be or have got
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descriptions with the class.
that they hear in each sentence. Check answers.
• 5 Say Let’s play a guessing game! Put the class into
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• 2 Ask students to look at the picture on page 32. groups of four or five students. Ask students to look
Ask questions such as How many people are in the at Activity 5. Read the instruction and the first task.
picture? What animal can you see? What are the people
cSay In your group, make a list of your favourite families
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doing? Help with any vocabulary students might need from books, films or TV programmes. Make sure you
to describe what they can see. all know who the characters are. Try to list eight to ten
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• Say Now we’ll read a letter from one of the people characters.
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in the photo. Draw student’s attention to Activity 2. • Give groups time to write their lists. Monitor as
Ask Who is the letter from? Who is it to? (from Rita, needed. When groups have finished their lists, say
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to Petra) Point out the blank lines in the letter and Now work on your own. Don’t show your group what you
the verbs in brackets. Read the instructions aloud. are writing. Read the second task. Write This person is
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Say First, read the letter quickly to see what it’s about. … on the board. Tell students that they should write a
This is called skimming. Don’t worry about the missing sentence for each character on their list. They can use
words this time. Give students time to skim the letter.
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their own ideas and the words and phrases in the box.
Say So, what do you think the letter is about? Choose
several students to give their ideas. (It’s about the • When students have finished writing, say Now play the
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animals that the family is interested in.) game in your groups. Take turns to read a sentence.
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Your group tries to guess which character you’re

• Say Now read the letter again. This time write the describing. The first group member to guess correctly
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correct form of the verb in the blanks. Work through the gets a point. Give groups time to play the game. If
first two examples with the students. Remind them to time permits, groups could share their lists and a few
refer to the grammar box at the top of the page if they sentences with the class.
have difficulty. When students have finished, choose
two or three students to each read out part of the
completed letter to the class.
Extend
• Ask What other words can we use to describe people?
Add students’ suggestions to the list on the board.
Apply 3 4 5
• 3 LEARN NEW WORDS Say You read a letter describing • Give out two sheets of paper to each student. Say
Rita’s family. Now we’re going to learn new words that You described characters from stories, films and TV
will help you describe different people in a family. Ask programmes. Now you’re going to invent a character
students to look at the photos in Activity 3. Say Look of your own. On one piece of paper, draw a picture of
at the children in the photos. How old do you think they the character. On the other, write a few sentences to
describe the character. The character can be a person

Be the Expert
or an animal. Make your character funny or interesting. Give your
character a name. Model the activity by drawing a picture of the
character on the board. Then say, for example, Let’s see; I think I’ll Teaching Tip
call my character Lucky Lucas. He’s very funny. I think he’s noisy, too. Playing games can be a welcome
He isn’t good at maths. He’s interested in sport, but he isn’t good at change of pace from reading and writing
playing football. He hasn’t got any brothers or sisters, but he’s got a activities and other seated work. Bring in
pet cat. As you speak, write sentences on the board. movement where possible. For example,
ask students to make a circle or stand
• Give students time to draw their pictures and write their when it is their turn. Students often relax
when playing games and are more willing
descriptions. Make sure they don’t write anything on the picture.
to participate.
When students have finished, collect their pictures and display them
at the front of the classroom. Say Now we’re going to guess which
picture belongs to each description. Divide the class into two teams, Related Word
A and B. Line the teams up. The first student from Team A reads giraffe
out his/her character description. The first student from Team B
tries to guess which picture matches the description. If the student
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is right, Team B gets a point. Then the same two students reverse
roles. Continue until all students have read out their descriptions.
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Consolidate
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• On the board, write words for family members and adjectives in
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random order. On four pieces of card write be, not be, have got,
haven’t got.
brothers grandparents funny c

friendly
hi
pets sisters mean messy
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annoying interested in aunt mum

good at crazy about
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• Ask students to sit in a circle. Say Let’s go round the circle, making
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sentences. I’ll start. I’m going to hold up one of these cards. Read the
verb on your card. Say My card says have not got. I choose a word Can students
from the list on the board. I choose grandparents. My sentence is: • use the correct form of be or have got to
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My grandparents haven’t got any pets. Say Now it’s your turn. describe family members?
Ask students to choose the correct word
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• Ask a student in the circle to go first. Hold up one of the verb cards. or phrase to complete each sentence.
Give the student time to choose a word on the board and make a My parents _________ (is/are) interested
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sentence using the verb and the noun or adjective from the board. in animals, but they ________ (hasn’t got/
haven’t got) any pets.
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Continue around the circle until everyone has had a chance to say
a sentence. Once a word on the board has been used, erase it from I ________ (hasn’t got/’ve got) four
the list. Remind students to use the correct form of the verb. When brothers.
all the students have had a turn, you could take a vote on the best • use the correct form of be or have got to
ask questions about family members?
sentence.
Ask students to make questions from the
following prompts:
your dad/interested in/sport ?
your aunt/got/sons ?
Workbook For additional practice,

assign Workbook page 18−19.
Online Workbook Grammar 1

1 BEFORE YOU READ Discuss in pairs.
16
Reading Look at the title and the photo. What do
you think the reading is about?
2 LEARN NEW WORDS Find these words

17
Objectives
in the reading. Which word is a more
Students will
general word? Then listen and repeat. 035
• read about and discuss what
families in four different countries breakfast dinner lunch meal
eat for breakfast.
• understand and use new words from
3 WHILE YOU READ Underline the numbers
18
the reading.
in the text. 036
• interpret photographs.
Reading Strategy Make predictions
based on visuals
A special Saturday morning breakfast in Turkey
Target Vocabulary breakfast, dinner,
BRE AKFAST
lunch, meal
Academic Language caption,
(dictionary) entry, prediction
Content Vocabulary bread, diet, food,
fruit, morning, porridge, sprinkles
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pages 20–21; Worksheet F.1.4
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Website); Tracks 035−036 (Audio CD/
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Website/CPT); CPT: Reading; Graphic
Organiser: Word Web (optional)
(Teacher’s Resource CD-ROM/Website)
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Materials photos of different types
of food and dishes from different
countries around the world
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34 READING
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Warm Up
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• Build background Say Every person in the world eats food. We all

eat to make our bodies work. But food is fun, too. We all like certain
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foods. What are your favourite foods? Choose several students to

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tell the class about their favourite foods and dishes. Say What
did you eat for dinner yesterday? Can you remember? Help with
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vocabulary, if necessary. When several students have answered,

see if any of them had the same answer. Say, for example, So, three
students had (noodles) last night. But only one student had (fish). Do
we eat a lot of (noodles) here?
• Say How many of you have visited a different country? Put your
hands up. Ask the students with their hands up to name the
country they visited. Then ask Did you eat any different foods in that
country? Help students to name any unfamiliar foods. Tell students
about your own experience, for example, In Spain, I had a dish made
with rice called paella. It was delicious. Show the class photos of
dishes from around the world, if you have these. Ask the class if
they can guess where any of the dishes come from.

DIFFERENT WAYS TO START THE DAY AROUND THE WORLD
What food does your family eat in the Oyku is nine years old. She’s from Turkey.
Be the Expert
morning? What is your favourite breakfast food? She has brown bread with olives, jam, tomatoes,
Is your meal at breakfast very different from your eggs and a lot of different types of cheese.
meal at lunch or dinner? Do you eat the same Nathanaël is six and he lives in France.
things as your friends?
From Monday to Friday, Nathanaël has fruit, Reading Strategy
Different families around the world have cereal and bread with his grandmother’s
got very different diets. Do you know what homemade jam for breakfast. At the weekends
Make predictions based on
people have for breakfast in other parts of he eats croissants. His favourite food, though, visuals Visuals from many sources −
the world? is pancakes (or ‘crêpes’ in French) with hot books, posters, websites, newspapers
In Malawi, Emily, aged seven, starts the chocolate. In France, children drink hot and magazines – are very useful to
day at six in the morning. She lives with her chocolate from a bowl. get students to predict the content of
grandmother and seven other family members. Viv, from the Netherlands, is five years old. a reading or listening text. Encourage
Her breakfast is porridge made from flour. She She has bread with sweet sprinkles on top. This students to look at the picture and
also has vegetables and drinks tea. is a very popular breakfast in the Netherlands.
describe what they can see. Ask
The Dutch eat 750,000 slices of bread with
chocolate sprinkles every day! questions to draw students’ attention
to the general content as well as the
IN FOUR COUNTRIES
details. If there is more than one picture,
they can compare them and guess what
relation they will have to each other in
the text.
4 AFTER YOU READ Answer the questions.
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While reading or listening, students
1. Who eats a special food at the weekend?
2. Who lives with her grandmother? should then be encouraged to check and
3. Who is from the Netherlands? revise their predictions. When they make
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4. In which country do children drink from a bowl? predictions, students become active
5. Where is Oyku from? readers, engaged in the task and are
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5 Work in pairs. Find numbers in the text to complete these
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more likely to understand and remember
sentences. what they read.
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1. There are nine people in Emily’s family.
2. Every day, people in the Netherlands eat 750,000 slices of Teaching Tip
bread with chocolate sprinkles.
3. Nathanaël is six years old.
c Students can use pictures to help them
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remember new vocabulary. Encourage
4. Emily gets up at six in the morning.
them to draw pictures to remind them
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6 Discuss in groups. of the meanings of the new words they

1. Look at the food in the photo. Do you eat similar food? Do you learn. They may enjoy building their own
picture dictionary. The drawing process
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want to try some of the food in the photo? Which food?

2. What do you think we can learn from the text? encourages students to check their
3. What differences do you notice between the people in the text? understanding of a word and identify
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READING 35 differences between related words.

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• Say In different countries around the world people eat different types
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of food. The food that we eat is called our diet. Different parts of the
world often have different diets. Ask students to suggest why this
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might be.
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Before You Read 1 2

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• 1 Ask students to open their books at pages 34−35. Direct

their attention to Activity 1. Put students into pairs, then read out
the instruction. Invite a student to read aloud the title. Say With a
partner, look at the photo and the title. Discuss what you think the
reading will be about. When students have finished, review their
predictions as a class. Note their ideas on the board. Say We
guessed what the reading is about. These are our ideas. They are
called predictions. When we read, we’ll see if our predictions were
correct.
Reading
16
Look at the title and the photo. What do
DIFFERENT WAYS TO START THE DAY AROUND THE WORLD are general words. The words around the outside are
examples. Read out the words in the box again. Ask
What food does your family eat in the Oyku is nine years old. She’s from Turkey.
you think the reading is about? morning? What is your favourite breakfast food? She has brown bread with olives, jam, tomatoes,
Is your meal at breakfast very different from your eggs and a lot of different types of cheese.
17 meal at lunch or dinner? Do you eat the same Nathanaël is six and he lives in France.
in the reading. Which word is a more things as your friends?
So, which word is the general word? (meal) Which

From Monday to Friday, Nathanaël has fruit,
general word? Then listen and repeat. 035
Different families around the world have cereal and bread with his grandmother’s
got very different diets. Do you know what homemade jam for breakfast. At the weekends
breakfast dinner lunch meal people have for breakfast in other parts of he eats croissants. His favourite food, though,
words are examples of the general word? (breakfast,

the world? is pancakes (or ‘crêpes’ in French) with hot
3 WHILE YOU READ Underline the numbers
18 In Malawi, Emily, aged seven, starts the chocolate. In France, children drink hot
day at six in the morning. She lives with her chocolate from a bowl.
in the text. 036
grandmother and seven other family members. Viv, from the Netherlands, is five years old.
dinner, lunch)
Her breakfast is porridge made from flour. She She has bread with sweet sprinkles on top. This
also has vegetables and drinks tea. is a very popular breakfast in the Netherlands.
A special Saturday morning breakfast in Turkey The Dutch eat 750,000 slices of bread with
chocolate sprinkles every day!
BRE AKFAST IN FOUR COUNTRIES

1.
2.
3.
Who eats a special food at the weekend?
Who lives with her grandmother?
Who is from the Netherlands?
While You Read 3
4. In which country do children drink from a bowl?
• 3 Say Now we’re going to find out what different

5. Where is Oyku from?
5 Work in pairs. Find numbers in the text to complete these

18
sentences.
families around the world have for breakfast. Listen and

1. There are nine people in Emily’s family.
2. Every day, people in the Netherlands eat 750,000 slices of
bread with chocolate sprinkles.
six years old.
read. Play Track 036 and tell students to read along.

3. Nathanaël is
4. Emily gets up at six in the morning.
1. Look at the food in the photo. Do you eat similar food? Do you
want to try some of the food in the photo? Which food?
• Say Now listen and read again. This time, look and
2. What do you think we can learn from the text?
3. What differences do you notice between the people in the text?
listen for numbers. Notice what the numbers refer to.

• Say Look at page 34 again. Don’t read the text yet. Play Track 036 again while students read and find
Can you tell which country the food comes from? numbers. Encourage students to write down the
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Give students time to find the caption for the photo. numbers they find.
That’s right, there is some writing next to the photo.
After You Read
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Ask a student to read the caption. Say This is called a 4 5 6
caption. It gives more information about the photo.
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• 4 Put students into pairs. Ask them to read and
• 2 LEARN NEW WORDS Read aloud the words in the answer the questions. If partners disagree on an
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word box on page 34. Ask students to repeat. Say One answer, encourage them to find the paragraph that has
of these words is in the title on page 34. Which one? the information they need, and read out the part of the
(breakfast) Ask students to find all four words from the text that supports their answer.
box in the reading and discuss what they think they c
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mean. Then play Track 035 and ask students to listen • 5 Put students into pairs with a different partner.
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and repeat. Ask them to compare with their partner the list of
numbers they wrote down while reading. Make sure
• Direct students’ attention to Activity 2 again, and
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students have their books open at page 35 and draw

read the second part of the instruction. Say Which their attention to the sentences in Activity 5. Ask them
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word is a more general word? Let’s see what general to read the gapped sentences. Say Don’t look at the
means. Here’s a different example. On the board, draw reading text again. Can you match one of the numbers
a word web with a central circle. In the central circle,
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you wrote with each sentence? Give pairs time to

write animals. Say Who can give me an example of an decide which number might fit each gap. Then say
animal? Ask several students to give you an example Now, re-read the text and check if you were right. When
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of an animal, and write each of these around the they have finished, check answers as a class.
central word.
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• 6 Put students into small groups. Tell the students

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to read and discuss the activity questions. If students

elephant
are struggling for ideas, provide some prompts. For
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dog cat each group, ask one member to act as secretary

animals and write a few notes from the discussion for each
question.
zebra frog
• Draw a new word web with a different word in the

central circle, such as colours. Ask students to
suggest colours to write around the outside. Point to
the two central circles and say Animals and colours

Be the Expert
Discussion prompts
1. Do you want to try imagine the taste of each

Teaching Tip
some of the food? food – sweet, bitter, salty, Encourage students to be active listeners
delicious, hot or cold when they have group discussions. From
time to time, ask students to pause an
2. What can we learn think about the different
from the text? countries: what is the weather activity and repeat what another group
like there, what food grows member just said. If one of the group is
there? making notes, the other group members
can assist them by repeating the main
3. What differences Is breakfast an important meal
points. Remind students that when they
do you notice in this country? How much do
between the people eat for breakfast? How make notes, they do not need to write
people in the text? long does it take to make and complete sentences.
eat breakfast?
Answer Key
Comprehension 4
Extend
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1. Nathanaël eats a special food at the
• Ask the group secretaries to share their discussion notes for weekend.
each question. Write some of their ideas on the board next to the
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2. Emily lives with her grandmother.
discussion prompts. Then tell students to work with a partner to 3. Viv is from the Netherlands.
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write sentences about the picture and the reading. Say Work with 4. Children drink from a bowl in France.
a partner. Write at least four things you learnt about breakfasts in 5. Oyku is from Turkey.
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different countries.
• If time allows, hand out Worksheet F.1.4 in class. Students will use
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the worksheet to practise the new vocabulary and discuss what
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people eat for different meals.
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Consolidate
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• Say Let’s play True or False. Check that students understand true
and false by saying a few sentences that are obviously true or false.
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Say Let’s see what you remember about breakfast in other countries.
Close your books. I’ll say a sentence. If it’s true, keep your hand down.
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If it’s false, put your hand up. Say sentences such as the following:
Emily’s family in Malawi have porridge and vegetables for breakfast.
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(true)
In Turkey, Oyku eats a lot of different types of fruit for breakfast. Formative Assessment
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(false) Can students

In France, children drink tea from a bowl at breakfast time. (false) • talk about what different families eat
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around the world?

Dutch people eat a lot of bread with chocolate sprinkles. (true)
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Invite students to correct the false sentences. Ask students to describe what one of
the families in the reading text has for
breakfast.
• use new words from the reading?
Ask What meals do we eat at different
times of day?
• interpret photographs?
Ask students to say two things they learnt
from the photo on pages 34−35.

assign Workbook pages 20–21.
Online Workbook Reading
Reading
Video VIDE
Objectives
22
• discuss how some countries have Which festivals and holidays do you
special days to celebrate their dead celebrate together with your family?
family members. How do you celebrate them?
• apply the message of the video to
their personal lives. 2 Work in pairs. You’re going
to watch Celebrating
Academic Language label the Dead. Look at the
Content Vocabulary celebration, photo. Why do you
costume, culture, dead, festival, grave, think the girls are
honour, loved ones smiling? Discuss
Resources Video scene 1.1 (DVD/ your ideas.
Website/CPT); Online Workbook; CPT:
3 WHILE YOU WATCH
24
Video
Circle the things you see.
Materials world map or globe (optional); Watch scene 1.1.
drawing materials; large sheets of
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paper for drawing party hats a book
Answer Key a guitar food
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flowers balloons
Comprehension 4
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1. Mexico
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2. October 31st–November 2nd
3. food, flowers and gifts
4. They dress up, paint their faces and
play music.
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5. China
6. They believe the spirits of their loved
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ones return.
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36 VIDEO
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Before You Watch 1 2 • 2 Say Look at the photo. What do you think the girls
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are doing? Can you describe the way they are dressed?
• Write the title of the unit Family Matters on the board. Do they look happy or sad? Read the caption aloud.
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Say So far in this unit, we’ve looked at lots of different Say We’re going to watch a video. Based on what you
aspects of family life. What have you learnt about?
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see in the photo, can you predict what the video is

(famous families, describing family members, what about? Then read Activity 2, and give pairs time to
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families eat). Say In this lesson we’ll learn about how discuss possible answers to the question.
families celebrate. Who can tell me an example of a
celebration – a special day in the year? Write some of • Read the question again. Say In which countries
the students’ responses on the board. around the world do people have special celebrations
for their dead loved ones? What do you think? Invite
• 1 Ask students to open their books at pages pairs to suggest answers. Write their suggestions on
36−37. Read the questions in Activity 1 aloud. the board and help them locate some of the countries
Put students into pairs to discuss the questions. on a world map or globe, if available.
After pairs have had time to discuss, ask Which
celebrations did you talk about? Ask pairs to share
While You Watch 3
their ideas with the class. Note any celebrations that
aren’t already on the board. Ask How do you celebrate • Say Now we’re going to watch Celebrating the Dead.
them? Help students with any vocabulary they need. Direct students’ attention to Activity 3. Read the

Be the Expert
4 AFTER YOU WATCH Work in pairs to answer

Teaching Tip
the questions. It’s often better to allocate partners
1. Where do people celebrate ‘Día de los than to let students choose their own,
Muertos’, or Day of the Dead? especially when students are new to a
2. When is this festival? class. Sometimes you may wish to put a
3. What things do people take to their family more able student with a less confident
members’ graves on the Day of the Dead? student to help him or her. Listen to
4. Name three other ways in which people partners as they work together, and help
celebrate this day. them treat each other with respect. Keep
5. In which country do people celebrate Tomb pairwork interesting by asking students
Sweeping Day or ‘Qingming’? to change partners once or twice during
6. What do families in Japan believe about the lessons.
festival of ‘Obon’?
5 Work in pairs. What do you think about these

kinds of celebrations? Why do you think some
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cultures have them? What do you do in your
family or in your culture to remember your
loved ones?
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6 Work in groups. Find out more about what
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people eat during the Day of the Dead
Two sisters celebrating Day of the Dead celebrations. Make a list.
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in San Miguel de Allende, Mexico
7 YOU DECIDE Choose an activity. Can students
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1. Work independently. Design a costume for a Day of the Dead celebration.
• discuss how some cultures celebrate their
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Draw a picture of the costume and label it. Explain what the different parts Formative Assessment
dead family members?
of the costume mean and why you chose them.
Askstudents
Can What do some cultures do when they
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2. Work in pairs. Choose one of the festivals below and find out more about it. hold a celebration
• TT_Bullet TT_Bulletfor the dead?
TT_Bullet TT_Bullet
Write a short paragraph about it.
• Chuseok • Gai Jatra • Diwali TT_Bullet
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3. Work in groups. Invent your own festival to honour the dead. Decide when TT_noBULtext TT_noBULtext TT_noBULtext
it will be and what people should do during the festival. Describe your Online Workbook Video
TT_noBULtext
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festival to the class.

VIDEO 37
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instruction, then choose a student to read aloud the

• 5 Read aloud the instructions and the discussion
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items in the box. Check the meaning of each word as

questions. Ask pairs to discuss the questions. Then
a class.
invite pairs to share their answers with the class.
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• Say While you watch, circle all the things you see. Play • 6 Put the students into small groups. Ask What
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Video scene 1.1. Tell students to work independently. do you eat when you celebrate a special day? Invite
Check answers as a class.
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students to give their ideas. Read the instructions

and give students time to research and write their list.
• Say Now we’re going to watch the video again. Point to
Share answers as a class.
the countries listed on the board. Say Let’s see which
countries the video names. Play the video again. • 7 you decide Ask students to choose an activity.
If students choose the first activity, make sure they
• If students have trouble following the video, pause it
think about the different parts of the costume.
and allow them to ask questions.
After You Watch 4 5 6 7 pairs. Say You need to choose one of the festivals. If
you can, find some information online about each one.
• 4 Put students into pairs. Tell them to work
together and use information from the video to answer • Put students who choose the third option into small
the questions. Check answers as a class. groups. Tell them to brainstorm ideas in their group
first and to make sure that every student is involved.
Video

Countable nouns Uncountable nouns
Objective Are there any biscuits in the cupboard? Is there any water in the bottle?
Students will Yes, there are. There are some chocolate biscuits, Yes, there is. And there’s some juice in the fridge.
• use countable and uncountable but there aren’t any ginger biscuits. Is there any bread at the shop?
nouns with There is or There are to Is there a banana in your bag? No, there isn’t. There isn’t any bread, but there’s
talk about food. No, there isn’t. But there is an apple. some rice.
Grammar Countable and uncountable

nouns 1 Listen to the conversation. Write C for countable and U for uncountable next to each
Academic Language countable, noun, word. 038
uncountable C kebab C beefburger U lettuce C tomato
Content Vocabulary beefburger, U juice U water C banana U honey
biscuit, honey, kebab, lettuce
Resources Online Workbook/Workbook 2 Work in pairs. Circle the correct words. Then write some or any.
pages 22–23; Worksheet F.1.5 Today is my sister’s tenth birthday and my
whole family is here for her birthday meal. There
is / are some cheese sandwiches and there
Website/CPT); CPT: Grammar 2
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is / are some crisps. There isn’t / aren’t
Materials large sheets of paper for any sweets because my sister doesn’t like
drawing, felt tip pens
sweets, but there is / are some biscuits and
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there is / are a big chocolate cake. There is / are also
some some
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fruit – there is / are
grapes and there is / are some strawberries.
any
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There isn’t / aren’t juice, but there
is / are some coffee in a large pot and there
is / are some water.
3
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Work in pairs. Take turns choosing a card. Ask and answer
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questions using the words on the card with Is there / Are there.
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Go to page 173.
Is there any water in the bottle?
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Yes, there is.

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38 GRAMMAR
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Warm Up • Play Track 037 while students read along silently. Ask
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What’s the first countable noun in the box? (biscuits)

• Activate prior knowledge Write There is and There are What’s the first uncountable noun in the box? (water)
on the board. Say We use these phrases to talk about
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things that are around us. For example, there are 20 • Write the following on the board:
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students in our class today. There is one teacher – me!

Ask some students to make sentences with There is Countable
Uncountable
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and there are. Ask How do we make those sentences biscuits water
negative? Add to the board There isn’t and There aren’t. ________ ________
________ ________
________ ________
Present
• Ask students to open their books at page 38. Say
Encourage students to find the other countable and
We’re going to find out how to use There is and There
are to talk about food. Ask students to look at the uncountable nouns in the box. Write the words in the
sentences in the grammar box. Say Some of the correct column on the board.
food and drink words are countable. Some of them
• Say We use There is with a singular noun – when
are uncountable. Can anyone say what the difference
there is only one of something. We use There are
is? (Countable nouns are things you can count;
with a plural noun – when there is more than one.
uncountable nouns are things you can’t count.)
Ask students to find examples of singular and plural
sentences in the first column of the grammar box.

Be the Expert
Ask Now look at the sentences with uncountable nouns. Do they use
There is or There are? (There is). Say You always use a singular verb
when you talk about an uncountable noun. Grammar in Depth
A countable noun is the name of a
• Play Track 037 again. Then ask students to take turns asking and separate item that can be counted. It is
answering with a partner. usually a concrete noun (something you
can experience through one or more of
Practise 1 2 the five senses: sight, hearing, touch,
smell, taste).
• 1 Read the Activity 1 instructions and items aloud. Check
An uncountable noun is the name of
understanding of the words. Explain that some of the nouns are
something such as a liquid, powder or
countable and others are uncountable. Say We’re going to listen to gas, a material or an abstract idea that
two people talking about food and drink for a barbecue. Listen for the we do not see as separate items and
words in the activity. Play Track 038 while students listen and follow. therefore cannot be counted. We cannot
Then say Now listen again, and work on your own to complete the use numbers or a/an with uncountable
activity. Play Track 038 again. When students have completed the nouns, and they cannot be made plural.
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activity, check answers as a class. Discuss any incorrect responses Usually it is not difficult to decide if
students may have and why they are incorrect. a noun is countable or uncountable.
However, some nouns can be countable
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• 2 Put students into pairs. Ask them to look at the photo in or uncountable depending on their exact
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Activity 2. Say What kind of celebration do you think this is? (a meaning. A good dictionary will help to
birthday) Ask students to read and complete the activity with check this. Some examples are:
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their partners. When they have finished, invite a pair to read the I’d like a tea, please. (countable, meaning
completed text. a cup of tea)
Do you like tea? (uncountable, meaning
Apply 3 c the drink in general)
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I’ll get two pizzas for dinner. (countable,
• 3 Put students into pairs with a new partner. Ask them to cut out meaning two separate whole items)
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Would you like some pizza? (uncountable,

the cards from page 173. Read the instructions and ask a pair to
meaning an unknown quantity)
read the speech bubbles. Then model the activity. Say I’ll choose a
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card: box – potatoes. I ask ‘Are there any potatoes in the box?’ Invite We can quantify an uncountable noun by
a student to reply. (Yes, there are.) Students take turns to ask and adding a countable noun such as
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answer questions. a piece/item/bit of before the noun:

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bread (uncountable) – a piece/slice/loaf

Extend of bread (countable)
news (uncountable) – a piece/item of
• Put students into small groups. Give out a sheet of drawing paper
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news (countable)
and some felt tip pens to each group. Say Let’s plan the food and
drink for a family celebration. First, decide on a celebration. Then,
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each person in your group should draw a food or drink item, and tell
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the group about it. Use There is or There are to begin your sentences.
Can students
Ask each group to tell the class which celebration they chose.
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• use countable and uncountable nouns to

ask and answer about food and drink?
• If time allows, hand out Worksheet F.1.5 to give students more
Ask students to complete the following
practice with countable and uncountable nouns.
dialogue with the correct form of there is/
there are:
Consolidate ________ any juice in the glass?
• Keep the students in the same groups as for the Extend activity. Yes, _________. But ________ any
Say We planned the food and drink for a celebration. Now let’s play bananas?
a game. Can you guess what food or drink the other groups have No, __________.
chosen? Ask questions beginning with Is there or Are there. Ask each
group in turn to choose another group and ask them a question
about the picture they drew, for example, Are there any biscuits in Workbook For additional practice,
your picture? If the answer is Yes, there are, the group asking the
question gets a point. Continue the game until each group member Online Workbook Grammar 2
has asked at least one question.
Writing WRITING
We use joining words, such as and and but, to connect information in a
sentence. We use and to connect two similar pieces of information.
Objectives She’s got long hair and blue eyes.

Students will We use but to contrast two different pieces of information.
• understand how joining words
My brother is very friendly, but my sister is quite mean.
are used to connect and contrast
information.
• use and to connect similar pieces of 1 Read the model. How does the writer connect and contrast information?
information. Underline the sentences with and and but.
• use but to connect different pieces My Grandfather
of information. I’ve got one grandfather – my grandfather Miguel. Grandfather Miguel is from
• analyse a model paragraph to Mexico, but now he lives with us in Spain. He’s 72 years old, but he’s very fit and
see how the writer connects and active. He’s got short grey hair and brown eyes. He’s quite tall and he’s got a very
contrasts information. loud voice. He’s really funny and friendly. All my friends like him. His favourite meal
• write a description of a family is breakfast, and he loves the Mexican dish ‘huevos rancheros’ – eggs with tomatoes
and chilli. He’s very interested in music and he’s got three guitars. He enjoys playing
member.
them, but he isn’t very good at it!
Writing Personal description
Academic Language connect, contrast,
different, similar
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Content Vocabulary appearance,
interests, personality
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page 24; Process Writing Worksheet
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Website); CPT: Writing; Graphic
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Organiser: Word Web (Teacher’s
Resource CD-ROM/Website)
2
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Work in pairs. What information does the writer include about his grandfather?
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Tick the information that is in the paragraph.
✓ ✓
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his name his personality his favourite animals
✓ his appearance his friends ✓ his interests
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3 Write. Describe a member of your family. Remember to use and and but
to connect and contrast information.
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WRITING 39
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Warm Up sentences describe how things are the same, or similar.

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Sometimes they describe how things are different. Ask

• Recycle Remind students of the language they used a student to read out the first pair of sentences. Say
to describe different family members. Say What kind
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Are these similar, or different? (similar) Do the same

of words did we use to describe people? (adjectives)
with the other pairs of sentences.
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Ask students to recall some of the adjectives they

used to describe their family members and list these
Present
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on the board.
• Say We’re going to see how we can make two
• Write the following pairs of sentences on the board: sentences like these pairs into one sentence. To do
this, we use joining words. We’re going to look at
I’m friendly. My sister is friendly, too. which joining words we use to join similar pieces of
My brother is interested in photography. I think information and different pieces of information.
it’s boring.
• Tell students to open their books at page 39. Ask
My cousin is friendly. He’s often very funny.
them to read silently through the information in the
My father likes sport. He isn’t very good at
green box at the top of the page. Write the example
football! sentences on the board:
• Say Look at these pairs of sentences. They give She’s got long hair and blue eyes.
information about people. Sometimes the pairs of My brother is very friendly, but my sister is quite mean.

Be the Expert
• Invite a student to read out the two sentences. Ask Which
sentence has two pieces of similar information? (the first one)
Which joining word do we use? (and) Ask Which sentence has two Writing Support
pieces of different information? (the second one) Which joining
Conjunctions of contrast The most
word do we use? (but) Write similar and different after the relevant usual way of expressing a difference
sentences on the board, and underline and and but. between ideas in two clauses of a
sentence is by using the joining word, or
• Read out the second sentence in the box. Say We use and to conjunction, but. In a sentence like this,
connect two similar pieces of information. Connect means join. but always comes at the beginning of
the second clause; it never begins the
Write connect on the board after the first sentence. Read out
sentence. We say:
the fourth sentence in the box. Say We use but to contrast two
different pieces of information. Contrast means join two pieces of My older sister is really friendly, but my
younger sister is mean.
information that are different. Write contrast on the board after the
second sentence. His aunt is good at singing, but his uncle
isn’t interested in music.
• Go back to the pairs of sentences you wrote on the board during
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the Warm Up. Say Which joining word will we use to connect each NOT
of the pairs? (and, but, and, but) Ask students to say the combined But my older sister is really friendly, my
sentences.
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younger sister is mean.
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Read the Model 1 2
In the following sentence, the conjunction
joins two pieces of information, in this
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• 1 Say Now we’re going to look at an example of a paragraph case, two contrasting adjectives:
with connecting and contrasting information. First, let’s look at the My little brother is noisy but funny.
photo and the title. Who is described in the paragraph? (the writer’s
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grandfather) Say Without reading the paragraph, can you predict
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Teaching Tip
some words that might be used to describe the man in the photo?
When students are writing a description
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Let several students give their ideas, and write them on the board. of a person, remind them to think of both
similarities and differences, and to focus
• Invite several students to each read a part of the paragraph
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on a person’s positive traits as well as

aloud. Ask students if there are any words they don’t understand. any negative ones.
Encourage them to work out what the words might mean from
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context. Ask a few comprehension questions, such as: What is the Remind students of the vocabulary and
grammar they should use in each writing
grandfather’s name? (Miguel) What does he look like? (He’s tall.
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assignment. Model example sentences

He‘s got short grey hair and brown eyes.) What does he like eating before the students begin to write.
for breakfast? (huevos rancheros) Point to the list of adjectives on
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the board and ask Did we predict any of the words correctly?
• Read the instruction aloud. Say Look for sentences that connect
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and contrast information. Which joining words are we looking for?

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(and and but) Ask students to read the paragraph again on their
own and underline the sentences that contain and or but. Ask
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students to read out each sentence that they have underlined, and
say whether the information in the sentence is similar or different.
• 2 Put students into pairs. Read the instruction aloud and ask a
student to read out the items. Explain personality and appearance.
Say When we talk about personality, we say what someone is like. Is
the person a happy person? Are they friendly or funny? Do they like
helping other people? When we talk about appearance, we say what
someone looks like. Are they tall or short? What colour is their hair?
What kind of clothes do they wear? Ask pairs to read the text again
and complete the activity together. Workbook For scaffolded Writing
support, assign Workbook page 24.
Online Workbook Writing
Writing
• If you have time in class, allow students to work on
WRITING this step. If not, assign it as homework. If students
We use joining words, such as and and but, to connect information in a
sentence. We use and to connect two similar pieces of information. have Workbooks, remind them to use Workbook
She’s got long hair and blue eyes. page 24 for writing support.
We use but to contrast two different pieces of information.
My brother is very friendly, but my sister is quite mean.
• Worksheets If your students need a reminder of any of
1 Read the model. How does the writer connect and contrast information? the steps of process writing, you may want to hand out
Underline the sentences with and and but.
the Process Writing Worksheet and review it together.
My Grandfather
I’ve got one grandfather – my grandfather Miguel. Grandfather Miguel is from
Mexico, but now he lives with us in Spain. He’s 72 years old, but he’s very fit and
active. He’s got short grey hair and brown eyes. He’s quite tall and he’s got a very
• Workbook Refer students to Workbook page 24 to
loud voice. He’s really funny and friendly. All my friends like him. His favourite meal
is breakfast, and he loves the Mexican dish ‘huevos rancheros’ – eggs with tomatoes
help them organise and plan their writing.
and chilli. He’s very interested in music and he’s got three guitars. He enjoys playing
them, but he isn’t very good at it!
Write
• After students have completed their pre-writing, tell
them to work on their first drafts. If you haven’t got
enough time in class, assign the first drafts as
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homework.
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2 Work in pairs. What information does the writer include about his grandfather?
Revise
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Tick the information that is in the paragraph.
✓ ✓
• After students have finished their first drafts, tell them
his name his personality his favourite animals
to review their writing and think about their ideas
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✓ his appearance his friends ✓ his interests
and organisation. Ask each student to consider the

3 Write. Describe a member of your family. Remember to use and and but
to connect and contrast information. following: Have I described my family member well? Have
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WRITING 39
I included the most interesting information about him or
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OWI_F_SE_80310_026-041_U01_PPDF.indd 39 2/22/17 4:33 PM her? Have I used and and but to connect and contrast
Plan 3 information? What is good? What needs more work?
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• 3 Read Activity 3 aloud. Say Now you’re going to

plan your writing. You already know your topic – a Edit and Proofread
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description of a member of your family. Your next step • Encourage students to consider elements of style,
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is pre-writing. such as sentence variety, parallelism and word choice.

Then ask them to proofread for mistakes in grammar,
• Ask students to use a word web graphic organiser punctuation, capitalisation and spelling.
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to list their ideas about the person they are going to

write about. Hand out copies of the Graphic Organiser
Publish
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or draw one on the board for students to copy. Remind

students of the items in Activity 2. Say Who are you • Publishing includes handing in pieces of writing to the
teacher, sharing work with classmates, adding pieces
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going to write about? Write their name in the central

circle. Then write the types of information from Activity to a class book, displaying pieces on a classroom wall
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2 in the outer circles. The graphic organiser will help or in a hallway, and posting on the Internet.
you plan your writing.
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1 2 3 4
Writing Assessment Writing Student includes appropriate connecting
Use these guidelines to assess and contrasting ideas using and and but correctly to
join pieces of information.
students’ writing. You can add
other aspects of their writing Grammar Student uses be and have got correctly to
you’d like to assess at the describe a person.
bottom of the table.
Vocabulary Student uses a variety of word choices,
4 = Excellent including words learnt in this unit.
3 = Good
2 = Needs improvement
1 = Re-do

Mission
Objective
Students will
Discover Your Values • discuss how we can discover what

things are important to our lives and
those of our family members.
‘The things you value in life stem from the very beginning.’
Max Lowe Content Vocabulary values, stem
National Geographic Explorer, Photographer and Writer Resources Video scene 1.2 (DVD/
Website/CPT); Worksheet F.1.6
Website); Online Workbook: Meet the
Explorer; CPT: Mission
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Be the Expert
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Teaching Tip
Encourage students to participate actively
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in discussion activities. Consider asking
one student or a pair of students to
lead a class discussion. Giving students
c responsibility in the classroom increases

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self-confidence and motivation, and
1. Watch scene 1.2. photos of beautiful places. How is his develops their leadership skills.
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career connected to his family?

2. Max Lowe is from a family of climbers.
He is a photographer and writer. Max 3. What things are important to your
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travels around the world and takes family? Are they important to you? How?
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40 MISSION Online Workbook Meet the Explorer

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Mission • Activity 1 Say Now let’s watch a video about Max

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Lowe. Play Video scene 1.2. Ask students to focus on

• Read aloud the mission Discover Your Values. Say where Max is and who he is climbing with.
Values are the things that we believe to be important
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in our life. Your values can change the way you live. • Activity 2 Put students into pairs. Ask partners to
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For example, some people believe that it is wrong to discuss the job that Max does. He is described as an
kill animals, and so they become vegetarian. Ask Who explorer, photographer and writer. Ask What kind of
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can think of other examples of values? Invite several skills do you think he would need to have? Would you
students to share their ideas. like to travel a lot, as Max does? Then tell students to
think about the video and the information they learnt
• Tell students to open their books at page 40 and look earlier in the unit, and discuss how Max’s career is
at the photo and quote from Max Lowe. Ask a student
connected to his family.
to read the quote aloud. Explain that in this sentence
stem means the same as come. Ask What do you • Activity 3 Say Now you’re going to think about
think Max means by ‘The things you value in life stem values – your values and your family’s values. Read the
from the very beginning’? (The most important things questions. Ask students to work individually to write
in life are with you from the start of your life.) Say Do responses to the questions.
you agree with Max? Why or why not? Ask students to
say whether they agree or disagree. Ask them to give • Worksheet Hand out Worksheet F.1.6. Explain that
examples from their own lives. students will use the worksheet to further discuss
family interests.
Mission
Project Make an Impact
YOU DECIDE Choose a project.
Objective
Students will 1 Draw a family tree.
• choose and complete a project
• Find out about four generations of a family.
related to their families.
• Draw a family tree to show how they are all in the same family.
Academic Language album, poster,
• Write sentences about the people in the family tree.
record
Describe the different relationships.
Content Vocabulary family tree,
relationships 2 Make a poster about your family’s breakfast.
Resources Assessment: Unit 1 Quiz; • Keep a record of everything your family eats for breakfast.
Workbook pages 25 and 104; • Design a poster with pictures and facts about the food.
Worksheet F.1.7; (Teacher’s Resource
• Display your poster in the classroom. Answer your
CD-ROM/ Website); CPT: Make an
classmates’ questions about the information on the poster.
Impact and Review Games
Materials book with large, blank pages 3 Make a class family album.
to make a class album, or large,
• Bring in some of your favourite family photos.
strong paper to make an album
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• Write a few sentences about each photo.
• Stick the photos and sentences in a book to create
a class family album.
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Assessment Go to page 280.
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Unit Review Assign Worksheet F.1.7.

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Workbook Assign pages 25 and 104.

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Online Workbook Now I can PROJECT 41

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Prepare • Activity 3 Explain that an album is a special book

with blank pages where you stick photographs,
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• you decide Ask students to choose a project. pictures and other important things that you want to
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• Activity 1 Ask students to find examples of family keep. Encourage the students who are making the
trees and examine how they are drawn. They can do class album to plan it together, and discuss what kind
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this by searching on the Internet or finding books or of information they want to include in the sentences
other sources on the subject. they are writing.
• Ask students to do research on their own families, Share

or other families they know, by talking to other family
• Schedule time for students to present their family
members and asking questions. Remind them to find
tree, poster or album to the class. Allow time for the
out about four different generations.
students to ask questions about their classmates’
• Activity 2 Tell students to keep a record of everything work.
their family eats for breakfast. They can do this
• Modify For Activity 2, ask students to keep a record
once, or every day for a few days, depending on how
of everything their family eats in a whole day. Ask
much time is available. Ask them to research some
them to research different food groups and assign the
interesting and unusual facts about the foods they
foods they have recorded to the different groups on
have recorded to add to their posters.
their poster. Is it a healthy diet?
88 Unit 1 Project
STUDENT’S BOOK
AUDIO SCRIPT
Track 025 1 Listen and read. See Student’s Book Track 033 3 I have two little brothers. Their names
pages 28–29. are Charlie and Peter. They’re both really friendly. Charlie
is two years old. He’s really messy and noisy. He plays
Track 026 2 LEARN NEW WORDS be married to / My music in the kitchen every day. Peter is five years old. He’s
mother is married to my father. child / She has got three sometimes a bit mean to Charlie because he thinks Charlie
children. daughter / Her daughter is five years old. die / is annoying. But the truth is, Charlie is really funny!
My dog died last year. generation / There are three
generations of climbers in our family. granddaughter / Track 034 3 LEARN NEW WORDS annoying / My sister is
She is my teacher’s granddaughter. grandson / He is the very annoying because she’s always in my room.
grandson of a famous explorer. husband / My husband friendly / He’s a very friendly, kind man. funny / My brother
makes films about the sea. son / My three sons are called tells a lot of jokes, but they aren’t very funny. mean /
Igor, Boris and Piotr. step-father / When my father died, my She’s quite mean and thinks only about herself. noisy / He
mother married Jim. Jim is my step-father. take care of / listens to loud music all the time and is very noisy. messy /
She takes care of her little sisters. wife / My wife is from They are very messy and don’t tidy up.
Egypt.
Track 035 2 LEARN NEW WORDS breakfast / We have
Track 027 5 The Irwin Family are a very famous family breakfast at seven o’clock in the morning. dinner / Dinner
in Australia. Lyn and Bob Irwin opened Australia Zoo in is in the evening. lunch / Many children around the world
have lunch at school. meal / My favourite meal is rice with
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1970. Their son, Steve Irwin, was very good at working with
crocodiles. He was famous for his TV show The Crocodile beans.
Hunter. Many people around the world enjoyed watching
Track 036 3 WHILE YOU READ See Student’s Book pages
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it. Steve died in 2006, but now his children, Bindi and
34–35.
Robert, also work with the zoo. They are very interested in
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conservation and make TV programmes about animals. Track 037 grammar See Student’s Book page 38.
Track 028 5 LEARN NEW WORDS enjoy / People enjoy Track 038 1 S1: Hey, it’s a beautiful day. Let’s have a
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seeing animals in the wild. famous / They are famous for family barbecue. S2: Great idea! Are there any kebabs in
their zoo. good at / Crocodiles are very good at swimming. the fridge? S1: Yes, there are. We’ve got some kebabs, and
interested in / Bindi and Robert Irwin are interested in we’ve got some beefburgers. S2: That’s good. Is there any
animals.
c lettuce? S1: No, there isn’t. There isn’t any lettuce, and
hi
Track 029 Speaking Strategy See Student’s Book page 31. there aren’t any tomatoes. S2: No lettuce, no tomatoes.
How about juice? Is there any juice in the fridge? S1: Yes
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Track 030 1 S1: Hi, Chau. Can I ask you some there is. There’s some juice and there’s some water.
questions for my geography project? S2: Sure. No problem. S2: OK. Can you check the fruit bowl for me? Are there
S1: OK, first of all. Where do you live? S2: I live in Hanoi, any bananas? Bananas with honey are great on the
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Vietnam. S1: Hanoi. Uh huh. And, where are your parents barbecue. S1: Yes, there are some bananas. But there
from? S2: My dad’s from Vietnam and my mum’s from the isn’t any honey in the cupboard. S2: OK. I’d better go to the
supermarket!
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USA. S1: Vietnam and the USA. OK. And what are your
parents’ names? S2: My dad’s name is Danh, and my
mum’s name is Cindy. S1: OK, great. And finally, what’s your
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favourite animal? S2: My favourite animal? I don’t know.

Um, I think my favourite animal is a lion. S1: A lion. OK.
Thanks very much.
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Track 031 grammar See Student’s Book page 32.

Track 032 1
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1. I haven’t got any brothers or sisters.

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2. I’m an only child.

3. My parents are from Brazil.
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4. My mum’s interested in music and dancing.

5. She’s got two sisters, Alicia and Silvia.
6. They also enjoy dancing, but they aren’t very good at it!
SAMPLE COPY, NOT FOR DISTRIBUTIONAudio Script 89

Unit 2
In This Unit
Theme This unit is about unusual
schools.
Content Objectives
Students will
• describe their schools and daily
routines.
• read about and discuss unusual
schools around the world.
• read about and discuss hard work
and success.
Language Objectives
Students will
• talk about how schools are different
in other countries.
• talk about likes and dislikes.
• use present simple to talk about
A Different
routines, habits and permanent
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states.
• use adverbs of frequency to say how
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often something happens.
• write about daily routines.
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Education
Vocabulary
pages 44–45 camera, classmate,
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homework, instructions, language,
laptop, lesson, library, practise,
screen
page 46 different, difficult, easy, same
page 49 at the weekend, every day,
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on weekdays, once a week, twice a
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week
page 50 fail, hard-working, improve, ‘It’s a big world. We still have
succeed a lot to learn and share.’
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Vocabulary Strategy Antonyms Amy Freeman

Speaking Strategy Talking about likes
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and dislikes 42
Grammar
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Grammar 1 Use the present simple

to talk about routines, habits and
permanent states
Introduce the Unit
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Grammar 2 Use adverbs of frequency

to say how often you do something • Activate prior knowledge Say Today we’re talking about schools
Reading Growth Mindset around the world. Ask How can we describe our school? Encourage
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Reading Strategy Identify the main students to suggest adjectives that describe the school. Say Is our
idea
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school different from other schools in any way? Ask students to take
Video Scene 2.1: Education Around the turns suggesting ways that the school is unusual.
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World; Scene 2.2: Meet Amy and Dave

Freeman
• TO START Tell students to open their books at pages 42−43. Point
Writing Description of a day in your life
out the unit title A Different Education. Explain that education is a
National Geographic Mission word for all the things we learn in schools and colleges. Read the
Believe in Yourself
quote by Amy Freeman aloud. Say Amy Freeman is an adventurer
Project
• Design a school who travels round the world. She is also an educator. What is another
• Video interview word for educator? (teacher) Ask students if they agree with Amy.
• School guide
Pronunciation The third person -s and • Tell students to look at the photo. How many adults are in the
-es endings photo? (two) What do you think they are doing? Ask a student to
Pacing Guides F.2.1, F.2.2, F.2.3 read Question 1. Ask Who can suggest another word that means
the same as unusual? Confirm that unusual is similar in meaning to
different. Ask students to suggest ways in which the school in the
photo is unusual. Confirm that the school is unusual because it is
on a boat.
Unit Opener
Objectives
Students will
• describe and discuss an unusual
school in a photo.
• discuss their idea of a perfect
school.
Resources Worksheet F.2.1 (Teacher’s
Resource CD ROM/Website); CPT:
Unit Opener
Materials globe or map of the world
Children in a boat
classroom, Bangladesh
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Be the Expert
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About the Photo
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The photo shows children sitting round a
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circular table during a class on board a
wooden boat. The non-profit organisation
Shidhulai Swanirvar Sangstha developed
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these floating schools to bring schools
to the students during flooding. The boat
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TO START
first acts as a school bus, stopping by
the riverside at various points to pick up
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1. Look at the photo. What is unusual about this school?
2. Do you want to visit this school? Explain why or why not. the students. Then it docks and classes
begin. Each boat can take about 30
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3. Imagine your perfect classroom. Where is it? Is it outside

or inside? What does it look like? How many students students and has solar panels that power
are there? equipment such as internet-linked laptops
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and printers, and also provides lighting
for evening classes for students who
work during the day. The boats also have
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libraries and other resources. They also
• Ask questions such as the following to encourage further have high ceilings and waterproof roofs
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that can withstand heavy monsoon rains.

discussion:
Viewed from the riverbank, members of
How are the children dressed for school? (bright, colourful clothes) the community see the school as a ‘river
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What do you think the children are learning? Why? turtle’.

Why do you think the school is on a boat?
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• Share with students the information in About the Photo. If you have Teaching Tip
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a globe or world map, encourage the students to find Bangladesh. When introducing students to a new unit,
Ask a student to read aloud Question 2 and elicit responses. help them make connections between
the new content and the content they’ve
• Read aloud Question 3 and discuss. Say Your perfect classroom learnt in previous units. For example,
can be anywhere in the world. Where would you like it to be? Some ask what words from past units might
be used to describe the photo in the
students like being in small classes, with just a few students. unit opener. Encourage students to use
Others prefer a large class. What do you think? Encourage a class grammar structures they’ve learnt in
discussion. Ask students to give the reasons for their choices. previous units to describe what they see.
Extend Related Words

• Hand out Worksheet F.2.1. Put students into pairs. Explain that boat, floating, flood, teacher
partners will be discussing/writing about what they do at school.

1 What do you know about schools
Vocabulary in other countries? Discuss. Then
listen and read. 039
Objectives
Students will
• use vocabulary related to schools.
• use new vocabulary to read about
and discuss schools in three
Target Vocabulary camera, classmate,
homework, instructions, language,
laptop, lesson, library, practise, screen
Content Vocabulary camp, float,
nomadic, problem, robot
Resource CD-ROM/Website);
Tracks 039–040 (Audio CD/Website/
CPT); CPT: Vocabulary
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hi
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44 VOCABULARY
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Warm Up homes? Do any of the problems and solutions we wrote

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on the board apply here?

• Predict Remind students that they learnt about an
unusual school that was on a boat. Say There is a
Present
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special reason why the schools are on boats. What is 1 2

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the problem? (because there is sometimes a lot of • 1 Make sure that students have their books open at
rain in Bangladesh; there is flooding) Draw a two- pages 44−45. Read aloud the question in Activity 1.
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column table on the board. Write problem at the Say We’ve already learnt about floating schools in
top of the first column and solution at the top of the Bangladesh. What other types of schools do you think
second. Say A problem is when something is difficult. A there are? Name the countries where we might find
solution is a good idea that helps to solve the problem. them. Invite a few students to respond.
Write flooding in the first column and floating schools
in the second. Say What are some other problems • Say Let’s find out about schools in three different
that schools could have in different countries? Write places. Listen and find out how each type of school
students’ suggestions in the first column, and then is unusual. Play Track 039 and tell students to listen
elicit ideas for solutions to add to the second column. and read. Ask What is unusual about the schools in
these three places? (In Western Siberia the schools
• Tell students to open their books at pages 44−45. and teachers travel around with the people; in South
Say Look at the photo. The boy in the photo is learning. Korea children have robot English teachers; in
Read the caption to find out where the boy lives. Ask Bangladesh there are schools on boats.)
What is the weather like? What do you notice about the

The Nenets people are from Western Siberia. In Bangladesh, it is often difficult for
Some Nenets live in towns and villages, but children to get to school because there are Be the Expert
many are nomadic. Nomadic people move from problems with heavy rain. But thousands of
place to place. Nomadic Nenets follow their students now have their lessons at ‘floating
reindeer herds and travel around Siberia all schools’. It is easy for these students to go to
year. They live in camps. Some Nenets children school even in bad weather because ‘floating
travel with their families and learn at a special schools’ are on boats. There are also floating Our World in Context
nomadic school. Teachers travel with the libraries, with a lot of books and laptops. The Nenets are an ancient people
families and the classrooms are in the camps.
What’s your classroom like? Do you get descended from inhabitants of northwest
Some lessons are the same as lessons at normal
your homework from a robot? Do you travel Siberia. Traditionally, they are reindeer
schools, but in other lessons the children also
with your classmates to a different place
learn about Nenets traditions and skills. herders. The reindeer provide the
every week? Do you learn on the land or on
At an elementary school in South Korea, the water? Nenets with meat for food, skins for
children have got a new English language making clothes, shoes and tents, and
teacher. It’s a robot. A teacher in Australia looks horn for making different implements.
into a camera and speaks. In their classroom Many Nenets families still move with the
in South Korea, the children hear the teacher’s
seasons, following their reindeer as they
voice and see her face on the robot’s screen.
They follow her instructions and migrate from the northern forests
practise their English. to the treeless tundra far above the
Arctic Circle.
The nomadic schools follow the same

migration routes, making education
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possible for the children of the herders.
The schools began in the 1920s, and
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are currently undergoing modernisation,
introducing information and communication
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technologies to help improve the quality of
A Nenets boy studying outside his winter
camp in Western Siberia education for these children. The nomadic
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schools aim to provide education while
adapting traditional ways of living to the
modern day.
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2
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LEARN NEW WORDS Listen and
repeat. 040 Related Words
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camp, fur, sledge, tent
3 Work in pairs. Why do you think
schools have robot teachers in South
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Korea? Would you like to learn from

a robot teacher? Why or why not?
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VOCABULARY 45
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• Discuss the reading with students. Ask questions: or false sentence with each word. The class will decide
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Find the word nomadic in the first paragraph. What if your sentence is true or false. Model an example.
do you think it means? (It describes people who Point to screen. Say In South Korea, children see a
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move around, who don’t live in one place.) book on the robot’s screen. Ask Is that true or false?
(false) Invite a student to correct the sentence.
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How do nomadic children learn? (Teachers travel with

the families.) • When students have finished writing their sentences,
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When the children in South Korea are taught by ask each pair to read one of their sentences to the
the robot, whose voice do they hear? (a teacher in class. If a sentence is false, encourage students to
Australia) change the sentence to make it true.
How many children in Bangladesh go to the ‘floating
schools’? (thousands) Practise 3 4 5
• Invite a confident student to read out the final • 3 Put students into pairs. Read the Activity 3
paragraph of the text. Ask some students to answer questions on page 45 aloud. Say Use your new words
the questions in the text. to discuss the questions. Think of some reasons why
they have robot teachers in South Korea. Would you
• 2 LEARN NEW WORDS Play Track 040. Ask students like to have a robot teacher? Tell your partner why or
to listen and repeat. Write the new words on the
why not. When they have finished, ask pairs to share
board. Put the students into pairs. Say Work with your
their answers for each question with the class.
partner. Choose three of the new words. Make a true
Vocabulary
Vocabulary
camera classmate language laptops
lessons library practise screen
Objectives
Students will Dave and Amy Freeman are National Geographic adventurers and educators. Their
• use vocabulary related to unusual Wilderness Classrooms teach children about the wild and exciting places they explore.
schools. The explorers record their adventures on a camera . Students then
• use a vocabulary strategy to learn screen
watch their videos on a in the classroom. They can use
new vocabulary. laptops to
Target Vocabulary different, difficult, send questions to the explorers.
easy, same
Sometimes they choose the explorers’
Vocabulary Strategy Antonyms route for the next week. The
Content Vocabulary adventure, lessons help
adventurers, dogsled, route children to
practise
Resources Online Workbook/Workbook maths, geography and science skills.
pages 26–27; Tracks 041–042 (Audio
CD/Website/CPT); CPT: Vocabulary
Materials large sheets of paper, globe
or map of the world, pieces of card
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Dave and Amy Freeman
dogsledding in winter
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5 LEARN NEW WORDS Listen to these words and match them to their opposite meanings.
Then listen and repeat. 041 042
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different easy
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difficult same
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YOU DECIDE Choose an activity.
6
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1. Work independently. Write three different things you want to learn at
school. Explain why you want to learn about them.
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2. Work in pairs. Design a robot teacher. Think about what it looks like and
what it can do. Draw a picture of it.
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3. Work in groups. Imagine you can choose next week’s journey for Dave
and Amy Freeman. What’s their route?
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46 VOCABULARY
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• 4 Ask students to turn to page 46. Ask them to look at the photo
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and describe what they see. Say The people in the photo are Dave
and Amy Freeman. We read a quote from Amy Freeman in the last
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lesson. Ask one student to turn back to page 42 and read out the
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quote again. Say We’re going to read some more about Amy and
Dave Freeman. They travel the world and have lots of adventures.
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An adventure is when you do something really exciting. Choose

several students to read the words in the word box aloud. Explain
that wilderness means a wild place, far away from towns and cities.
Tell students to complete Activity 4 independently. When they have
finished, ask a student to read the completed paragraph aloud.
• 5 LEARN NEW WORDS Read the words in the box. Ask students
to work in pairs to find each word in the reading on pages 44−45.
Play Track 041 while students listen. Read the first part of the
instruction. Say We have to match each word with its opposite
meaning. Opposite means two things that are as different as
possible. For example, big is the opposite of small. Ask students
to complete Activity 5 independently. Then play Track 042 and
ask students to listen and repeat.

Be the Expert
• Vocabulary Strategy Write opposite words = antonyms on the
board. Say Another word for a word with an opposite meaning is
antonym. When you learn a new word, it’s often good to learn its Vocabulary Strategy
antonym at the same time. Write the two examples of antonyms
Antonyms An antonym is a word that
from Activity 5 in two columns on the board: means the opposite of another one.
different same When teaching the meaning of a word, it
difficult easy can be very useful to define it in terms
of what it is not, for example, we can
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sk Who can give me some more examples of antonyms? Add say that old means not young. However,
some correct examples that students suggest to the two columns. a single word can often have more than
one possible meaning and therefore more
• Ask Do all words have antonyms? Give students a minute or so to than one possible antonym. For example:
talk with a partner. Ask some pairs to say what they think. Write on He collects old books.
the board the words yes, happy, true, reindeer, hot, robot. Say Which cannot be rewritten as
of these words have antonyms? Let partners discuss and then He collects young books.
ask again Do all the words have antonyms? (no) Which ones don’t?
In this case, the opposite of old is
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(reindeer, robot) Ask students to say what the antonyms for the new. So, although antonyms are often
other words are, and add these to the list on the board. (yes → no; convenient when defining new words, it is
happy → sad; true → false; hot → cold) Tell students that words
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important to make students aware that
sometimes have more than one antonym. For example, the opposite words rarely have a single antonym that
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of big could be small or little. could be used in all contexts.
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Apply 6 Teaching Tip
Encourage students to speak, even when
• 6 you decide Ask students to read the choices in Activity 6. Ask
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them to choose an activity and then find partners or groups to work
they aren’t sure of the answer or don’t
hi have all of the vocabulary they need to
with if they chose the second or third activities. Remind students answer it. If you ask a question and no
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who choose the first activity to give reasons for the different things one responds, ask students to tell you
single words they can use to answer
they would like to learn. For groups who choose the final activity,
the question. You could also encourage
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make sure they have access to a world map, globe or the Internet to students to ask you a question about the
research places that Dave and Amy Freeman might visit. vocabulary they need in order to respond.
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• Ask students to share their work on different school subjects,

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robot teachers or a route for the explorers with the class.
Extend
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• After students have had a chance to share their work with their
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classmates, ask them to choose one of the other Activity 6

Can students
options and complete it.
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• use new vocabulary to talk about schools?

• If time allows, hand out Worksheet F.2.2. Explain that students Ask Which things are easy to learn in
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will use vocabulary words to write about and discuss how your school? Which things are difficult?
school compares to other schools. • use new vocabulary to discuss learning in
different countries?
Ask students to describe one of the
Consolidate unusual schools they read about.
• Prepare pieces of card by writing one word on a card, and its
antonym on a different card, using different words so that there is
one for each student. Use words from the unit (big → small; outside Workbook For additional practice,
→ inside; same → different; easy → difficult; bad → good) as well assign Workbook pages 26–27.
as your own ideas. Mix up the cards and give one to each student. Workbook Vocabulary
Say Look at the word on your card. Which word is its antonym? Let’s
see who can find their antonyms first. Ask students to walk round
the class, asking other students, for example, Have you got the word
(difficult)? The first pair to hold up the matching pair wins.
Vocabulary Practice
Talking about likes and dislikes
Which subjects do you like? I like science, but I don’t like maths.
Objectives Do you like PE? Yes, I do. I love it.
Students will Do you like art? No, I don’t. I hate it.
• express likes and dislikes.
• ask and respond to questions about
likes and dislikes.
1 Listen. How do the speakers talk
Speaking Strategy Talking about likes about their likes and dislikes?
and dislikes Write the phrases you hear. 044
Academic Language dialogue, phrase
Content Vocabulary art, geography, 2
maths, science, subject Possible answers:
Pronunciation The third person -s and Ahmed: What’s your favourite
subject at school, Haider?
- es endings
Haider: I like
Resources Online Workbook; Worksheet geography and art. How about you? Which subjects
F.2.3 (Teacher’s Resource CD ROM/
do you like ?
Website); Tracks 043–044, (Audio CD/
Website/CPT); CPT: Speaking Strategy Ahmed: I like art, but I don’t like geography.
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I think my favourite subject is maths.
Materials paper clips, pencils, scissors
Haider: Maths? Really? I don’t like maths!
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I’m not very good at it.
Ahmed: Do you like science?
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Haider:
Yes, I do . Science is really interesting.
Do you like science?
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Ahmed: No, I don’t . It’s difficult!
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Work in pairs. Spin the wheel. Tell your partner
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about your likes and dislikes. Then ask about your
partner’s likes and dislikes.
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I like the colours blue and black. I don’t like

the colour red. What colours do you like?
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I like yellow and green.

Go to page 171.
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SPEAKING 47
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Warm Up • Play Track 043 again while students read along in their
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books. Then ask a pair of students to read out the

• Activate prior knowledge Say In this lesson we’re
questions and answers as a dialogue. Say There are
going to talk about things we like, and things we don’t
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two different words in the dialogue that mean like and

like. Who likes sport? Ask some of the students who
dislike. What are they? (love and hate) Say If you love
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put up their hands Which sport do you like? Do the

something, you like it very much. If you hate something,
same with music, TV programmes and pets.
you dislike it very much.
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• Tell students to compare their likes and dislikes

• 1 Say Now let’s listen to two students talking about
with a partner. Model the activity with a student. Say
their schools. Notice the phrases they use to say what
I like tennis. How about you? Encourage the student
they like and dislike. Write down the phrases you hear.
to respond Yes, I like tennis or No, I don’t like tennis.
Play Track 044. Ask students to share their phrases
When pairs have taken turns to talk about their likes
with the class.
and dislikes, ask a few pairs to tell the class what
they found out about their partner. • Say What school subjects did the students talk
about? See how many of the subjects the students
Present 1 remember. Explain that PE means physical education,
• Tell students to open their books at page 47. Read a school subject where students play sports and do
out the title of the speaking strategy. Say We’re talking exercise. Play Track 044 again and ask students to
about likes and dislikes. Listen to two people talking listen for the school subjects.
about their likes and dislikes. Play Track 043.
Be the Expert
Practise 2
• 2 Once students seem comfortable using the speaking strategy Strategy in Depth
to talk about likes and dislikes, direct them to Activity 2. Point to Likes and dislikes include expressing
the photo. Say The boy looks happy. Which subject do you think a wide range of different feelings.
he’s doing? (science) Say The dialogue is about school subjects. Tell Consequently, when talking about likes
and dislikes, there are many different
students to complete Activity 2 independently.
expressions that we can use to express
a degree of liking or disliking. Ways of
• Ask pairs of students to read their completed dialogues aloud, expressing liking include:
taking turns as Ahmed and Haider. After several pairs have read
I like …
their dialogues, ask Which student do you think is in the photo,
I’m interested in …
Ahmed or Haider? How do you know? (Haider, because he’s I enjoy …
enjoying a science lesson) I love …
I’m crazy about …
Apply 3 Ways of expressing dislike include:
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I don’t like …
• 3 Put students into pairs with a new partner. Ask them to cut I dislike …
out the spinner from page 171 in one of their books. Show them I’m not keen on …
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how to spin the paper clip round the point of a pencil. Explain that I hate …
when the paper clip stops spinning, it points to which text to read. If students want to say that they neither
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Read the instructions aloud, and then demonstrate the activity. like nor dislike something, they can say:
Spin the paper clip; then read out the text in the part of the
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I don’t mind …
spinner where the paper clip stops. Say It says Food. I talk about … is OK.
what food I like and dislike. So, I like pizza and apples. I don’t like
eggs. Turn to a student and ask What food do you like?
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• Ask a pair of students to read out the speech bubbles to model
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the activity. Say Take turns until you have talked about four different
subjects on the spinner. Tell partners to play the game.
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Extend
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• Put students into small groups of three or four. Say Now talk in
your groups about likes and dislikes. Talk about school subjects, or
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the topics on the spinner, or your own ideas. If necessary, suggest

some new topics to help groups get started: clothes, films, books,
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drinks. Give groups time to discuss two or three topics.

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can use the worksheet to practise talking about likes and dislikes.
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Consolidate
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• Give out a piece of paper to each student. On the board, write

like, love, don’t like, hate. Tell the students to write four sentences Formative Assessment
using each word or phrase. The sentences should be true for Can students
them. When they have finished, collect the pieces of paper, • talk about likes and dislikes?
and give them out to different students at random. Make sure Say What school subjects do you like and
students don’t get their own paper back. Ask each student to dislike?
read out the sentences on the paper they are holding, pausing • ask and answer questions about likes and
dislikes?
after each sentence for other students to guess who has written
it. If no one guesses correctly, ask the student who wrote the Say Let’s talk about what sports we like.
What do you ask me?
sentences to stand up.
Online Workbook Speaking Strategy
Speaking Strategy

Camila lives in Quito.
Objectives She gets up at six o’clock in the morning.
Students will I walk to school with her.
• identify the form and use of the Her brothers don’t walk to school. They go by bus.
present simple. She doesn’t have lunch at school. She goes home for lunch.
• use the present simple to talk about She hangs out with with her friends after lunch.
routines, habits and permanent What time does she go to bed? At half past nine.
states.
• learn and use phrases to talk about 1 Listen. Kerem describes a typical day in his life. Circle the correct form of the
routines and timetables. verbs you hear. 046
Grammar Present simple: Talking about 1. get up gets up 6. doesn’t have don’t have
routines, habits and permanent states
2. eat eats 7. make makes
Target Vocabulary at the weekend, 3. doesn’t have don’t have 8. return returns
every day, on weekdays, once a week,
4. drink drinks 9. finish finishes
twice a week
5. go goes 10. do does
Academic Language typical
Content Vocabulary afternoon, lunch, 2 Read. Complete the sentences with the correct form of the verbs in brackets.
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morning, timetable
Danilo is 12 years old and he lives (live) in Manila
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pages 28−29; Tracks 045−048,
gets up (get up) every morning at seven o’clock and he
prepares
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Pronunciation Answer Key (Teacher’s (prepare) breakfast for his family. After breakfast, he
Resource CD-ROM/Website); starts (start) his lessons. Danilo does not go
CPT: Grammar 1 and Pronunciation teaches
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(not go) to school. His mother (teach) him at home in the
Materials large sheets of paper morning. In the afternoon, he walks (walk) to a music
lesson at his friend’s house. There are five children in the
practise
c
music lesson and they all
hi
do not go (not go) to the music lesson.
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They stay (stay) at home

and study (study)
gr
maths or science.
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48 GRAMMAR
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Warm Up
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• Set the scene Write Routines on the board. Say Today we’re

going to talk about ordinary things that we do every day or every
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week. These things make up our routine. Describe your morning

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routine. Say, for example, I get up at six o’clock. I have a shower

and get dressed. Then I take our dog, Billy, for a walk ... (and so on).
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Encourage students to tell a partner about their morning routine.
• Say When we talk about routines we use the present simple. We

also use the present simple to talk about things that are always true:
they don’t change. In the last unit, we learnt the present simple of
be and have got. We talked about things that are always true, using
those verbs. For example, we said ‘My mum is good at maths.’ If your
mum is good at maths, that doesn’t change. In this lesson, we’ll use
different verbs in the present simple.
Present
• Tell students to open their books at pages 48–49. Point out the
grammar box at the top of page 48. Read the title. On the board,
write routine, habit and permanent state. Say A habit is something
3 LEARN NEW WORDS Listen to learn about a typical
school day in Japan. Then listen and repeat. 047 048 Be the Expert
School starts at 8.30 on weekdays.
The head teacher talks to the school once a week.

Grammar in Depth
The unit focuses on some uses of the
present simple tense, which describes
Lesson Time Monday Tuesday Wednesday Thursday Friday things happening in the present that are
08.30 Head teacher Class Class Class Class generally true.
talks to the register register register register
school We use the present simple to talk about
1 08.45 PE maths geography maths PE facts that are always true (permanent
2 09.45 science geography science art science
states), or things that we feel are usually
true.
3 10.45 art history art history geography
4 11.45 history PE history PE history
It rains a lot here in July.
12.30 lunch lunch lunch lunch lunch We also use the present simple to talk
5 1.30 maths science maths science maths about things that happen regularly: habits
2.30 After-school After-school and routines.
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club club
To form the present simple of regular
verbs, the verb changes only in the third
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There are five lessons every day. person he, she or it, when we usually
After-school clubs meet twice a There is no school add -s. Exceptions are:
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week at the end of the school day. at the weekend.
verbs ending in consonant + -y change
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the -y to -ies:
fly → flies
4 Work in pairs. Describe your typical school week. What do you do every day? What
do you do once or twice a week after school? What do you do at the weekend?
c verbs ending in -ch, -o, -s, -sh, -x, -z add -es:
hi
match → matches fix → fixes
5 Work in groups. Design a timetable for your ideal school. Then tell fish → fishes carry → carries
ap
another group about your timetable.

At our school, we start lessons at half past ten Some irregular verbs do not add -s or -es
but change their spelling:
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week, and we have a maths lesson once a week.

have → has
be → am, are, is
eo
GRAMMAR 49
We make the negative and question
lG

forms of the present simple with do. We
usually use the contractions don’t and
that we do regularly; for example, I play tennis on Tuesday and doesn’t in the negative when speaking.
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Thursday. A routine is similar. It means the things we do in a fixed

order at the same time. A permanent state is something that is Pronunciation
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always true. Say Now let’s listen to some sentences about a girl Go to Student’s Book page 162. Use
called Camila. Play Track 045 while the students listen. Audio Tracks 136–138.
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The third person -s and -es endings

• Write the following on the board:
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Pronunciation of present simple third person

singular endings follows the same rules as
Uses of present simple Examples regular plural nouns and possessives, so
it is important for students to understand
routines and habits and have plenty of practice in these. The s
or es is pronounced differently depending on
permanent states
the final consonant sound of the verb. The
pronunciation is /s/ after unvoiced sounds,
/z/ after voiced sounds, and /ɪz/ after
• Play Track 045 again. Read the first sentence from the box again. sibilant sounds. Ask students to refer to the
Say Camila lives in Quito. Is that a routine or a habit, or is it a rules and examples given on page 162. You
permanent state? (a permanent state) Write the sentence on the might also like to display a table of the word
second line on the board. Read out I walk to school with her. Is that endings and corresponding sounds in the
classroom for easy reference.
a permanent state? (No. It’s a routine or habit.) Write the sentence
on the first line.
• Ask pairs to practise reading the sentences in the box together.

GR AMMAR 045
3 LEARN NEW WORDS Listen to learn about a typical
school day in Japan. Then listen and repeat. 047 048
• Say Look at the box again, and Activity 1. How do we
make the negative form of a present simple verb? (we
Camila lives in Quito. School starts at 8.30 on weekdays.
She gets up at six o’clock in the morning.
add don’t or doesn’t) Say Yes, that’s right. We use the

I walk to school with her. The head teacher talks to the school once a week.
Her brothers don’t walk to school. They go by bus.
She doesn’t have lunch at school. She goes home for lunch.
She hangs out with with her friends after lunch. Lesson Time Monday Tuesday Wednesday Thursday Friday
1
What time does she go to bed? At half past nine.
Listen. Kerem describes a typical day in his life. Circle the correct form of the
08.30 Head teacher Class
talks to the register
school
Class
register
Class
register
Class
register helping verb do. On the board, write don’t = do not and
verbs you hear. 046
1. get up
2. eat
gets up
eats
6. doesn’t have
7. make
don’t have
makes
1
2
3
08.45
09.45
10.45
PE
science
art
maths
geography
history
geography
science
art
maths
art
history
PE
science
geography
doesn’t = does not.
3. doesn’t have don’t have 8. return returns 4 11.45 history PE history PE history
4. drink drinks 9. finish finishes
• Read the Activity 2 instructions aloud. Say Let’s do

12.30 lunch lunch lunch lunch lunch
5. go goes 10. do does 5 1.30 maths science maths science maths
2.30 After-school After-school
2 Read. Complete the sentences with the correct form of the verbs in brackets. club club
Danilo is 12 years old and he lives (live) in Manila

gets up (get up) every morning at seven o’clock and he
the first one together. Read out the first sentence. Say
I have to complete the gap with the correct present
prepares After-school clubs meet twice a There is no school
(prepare) breakfast for his family. After breakfast, he week at the end of the school day. at the weekend.
starts (start) his lessons. Danilo does not go
(not go) to school. His mother teaches (teach) him at home in the
simple form of the verb in brackets. That’s live. We’re

morning. In the afternoon, he walks (walk) to a music
lesson at his friend’s house. There are five children in the 4 Work in pairs. Describe your typical school week. What do you do every day? What
music lesson and they all practise do you do once or twice a week after school? What do you do at the weekend?
They
do not go
stay
(not go) to the music lesson.
(stay) at home
5 Work in groups. Design a timetable for your ideal school. Then tell
another group about your timetable.
talking about Danilo. The word before the verb is he so
I need to add -s to the verb. Ask students to complete
and study (study) At our school, we start lessons at half past ten
maths or science. week, and we have a maths lesson once a week.
the activity. Remind them to look at the grammar box
and the spelling rules on the board if they need help.
Practise 1 2
Apply 3 4 5
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• 1 Read the instructions for Activity 1. Say We’re
going to listen to Kerem talking about a typical day. • 3 LEARN NEW WORDS Ask students to look at
Activity 3. Point to the timetable. Say This is a school
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A typical day is an ordinary day, a day when nothing
unusual happens. Play Track 046 once and tell timetable. What information does it give? Ask several
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students to listen. Play the track again and ask students to give their ideas.
students to circle the present simple form they hear.
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• Say This timetable is for a school in Japan. We’re going
• 2
Say Now we’re going to read about a typical day to listen to someone talking about a typical school week
in the life of a family. First, let’s scan the text. Read the in that country. Play Track 047 while students listen.
text quickly and try to find one thing that is unusual c
hi
• Ask students to look at the labels in Activity 3. Ask
about this family’s routine. Give students time to scan
different students to each read out one of the labels.
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the text, then ask What is unusual about this family?

Point to the phrases in bold type. Write them on the
(Danilo doesn’t go to school. His mother teaches him
board: on weekdays, once a week, every day, twice a
gr
at home.) Ask a few general questions about the text,

week, at the weekend. Say These are useful phrases
and give students time to find the answers. Ask Where
when we want to say when something happens, or how
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does the family live? (in Manila, in the Philippines) Who

often it happens. Let’s listen to the audio track again.
is in the family? (Danilo and his sisters, Lilybeth and
Put up your hand when you hear one of the phrases on
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Tala, their parents)

the board. Play Track 047 again while students listen
• Remind students how to form the present simple. for the new vocabulary. Tell students that in Japan and
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Say Look at the grammar box at the top of the page many other countries, the weekend is Saturday and
again. Sometimes we have to add -s to the verb when Sunday. Other countries, however, have their weekends
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we make the present simple. Which examples can you on different days. For example, in Egypt, the weekend
find in the box? (Camila lives; She gets up; She goes is Friday and Saturday, and Sunday is a weekday.
at
home; She hangs out) Say For he, she and it, or when
• Point to the new vocabulary on the board again. Say
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we use a person’s name, we add an -s to the verb. Say

Now we’re going to hear each phrase on its own and
Sometimes the spelling changes when we add the -s.
in a sentence. Play Track 048. Ask students to repeat
Can you find an example in the box? (go – goes) On the
each word alone and in a sentence.
board, draw this table:
Present simple verbs: he, she and it
aloud. On the board, write every day – once or twice
a week after school – at the weekend. Ask each pair
verbs ending in -ch, -o, -s, -sh, -x, -z add -es
to discuss the questions and to think of at least two
go − goes activities for each phrase on the board. When pairs
verbs ending in consonant + -y change the -y to -ies have finished, read out each phrase on the board and
study − studies ask pairs to share their ideas with the class.

Be the Expert
• 5 Read the instructions for Activity 5 aloud. Say You’re going to
design a timetable for your ideal school. Who can suggest another
word that means the same as ideal? (perfect) Why is it called your Teaching Tip
ideal school? Elicit students’ ideas. Put the class into an even When students are taking part in a group
activity, it is important to monitor and
number of groups, ideally of four or five students. Ask a student to
check that they have understood the
read out the example in the speech bubble. Give out a large sheet activity and are not having difficulties in
of paper to each group. Remind groups to look at the timetable carrying it out. Beyond that, however, it’s
on page 49 for ideas about how to lay out their timetable. Say The often best to resist the temptation to
timetable on page 49 says Lesson 1, Lesson 2 and so on. If you like, intervene too much. If groups are left to
your group can say which subjects are in the timetable, too. carry out an activity without your help,
they are likely to formulate their own
• Give groups time to draw up their ideal school timetables. Monitor solutions and ideas and ultimately learn
more effectively.
and help as needed, and ensure that all group members are taking
part. When they have finished their timetables, put each group
together with another group. Say Now tell the other group about your
timetable. Take turns to say one thing about the timetable. Make sure
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they understand that each group member should have a chance to
speak.
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Extend
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• Say We talked about our ideal timetables. Now let’s compare these
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with our real-life school timetables. Remind students that we use
and to talk about two things that are similar, and but to talk about
two things that are different. On the board, write:
c
hi
ap
At my ideal school, there are five lessons every
day, and at my real school there are five lessons

gr
every day.
eo
At my ideal school, there are after-school clubs

lG
every day, but at my real school there are after-
school clubs once a week.

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• Give students time to write ideas for two sentences about their
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ideal school and their real school. Then go round the class, asking
at
each student to share their sentences with the class.

Can students
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• use the present simple to talk about

Consolidate routines, habits and permanent states?
• Ask students to sit in a circle. Display or write the vocabulary Say Tell me about your routine when you go
phrases on the board (on weekdays, once a week, every day, twice a home from school.
week, at the weekend). Say Choose one of the phrases and make a • learn and use phrases to talk about
true or false sentence. The sentence can be about you or someone routines and timetables.
else. The next student in the circle guesses if your sentence is true or Ask students to tell you one thing they do
false. I’ll start. I choose at the weekend. I always go swimming in the every day and one thing they do once a
week.
sea at the weekend. Is that true or false? Ask a student to guess
the answer, then take a turn. For the false sentences, ask the
student who made the sentence to correct it.

1 BEFORE YOU READ Discuss in pairs. Look at the title
16
Reading and the photos. What do you think the reading is about?
2 LEARN NEW WORDS Find these words in the reading.

17
Which words are verbs? Which word is an adjective?
Objectives Then listen and repeat. 049
Students will
• read about and understand the fail hard-working improve succeed
concept of a ‘growth mindset’.
• understand and use new words from 3 WHILE YOU READ Think about the main idea of the
18
the reading. article. 050
• discuss how people become good at

doing things.
Reading Strategy Identify the main chess champions or people who are brilliant at music
idea or maths?
Target Vocabulary fail, hard-working, 2. How does Josh Waitzkin first learn to play chess?
3. Why is his first national chess championship
improve, succeed important for Josh?
Academic Language example, 4. What other activity is Josh also very good at?
main idea
GROWTH
Content Vocabulary education,
growth, lose, mindset, skills, win
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MINDSET
ni
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Website/CPT); CPT: Reading
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c
hi
ap
gr
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50 READING
lG
Warm Up
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• Set the stage Say In this lesson we’re going to find out what makes
someone good at something. First, I’ll tell you an old story. It’s the
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story of The Tortoise and the Hare. Do any of you know the story?
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Ask students to put up their hands if they are familiar with the story.
Make sure they understand tortoise and hare. Tell the story, using
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mime as necessary to help clarify the meaning.
• Say The hare was very fast. The tortoise was very slow. One day, the
two animals had a race. ‘I’m really fast!’ said the hare. ‘I’m great! I’m
going to win!’ The tortoise didn’t say anything. The race began. The
hare ran down the road very fast. He was a long way in front of the
tortoise, so he stopped to have a rest. ‘I can win easily,’ he said. But
then he fell asleep. The tortoise was walking very, very slowly. But
he didn’t stop. He kept on going for a long time. He was close to the
finish line. The other animals started cheering. Suddenly, the hare
woke up. He started running again − but it was too late. The tortoise
had won the race! After that, the hare never again said ‘I’m really fast’
or ‘I’m the best.’ He’d learnt his lesson.

How to be brilliant Josh is a great example of ‘growth mindset’.
He doesn’t believe that he is naturally good at Be the Expert
is very hard-working. He thinks that it’s good to
fail sometimes because it makes you try harder.
Reading Strategy
other people. They believe they can work hard that you are good at a subject or bad at a subject. Identify the main idea The main
idea, or main point, of a reading text is
better at everything you do.
One example of this is Josh Waitzkin. Let’s the single most important idea that the
look back at his story. writer is trying to communicate. To help
When Josh is six years old, he sees people students think about the main idea, ask
playing chess in Washington Square Park in the question: In one sentence, what is
New York City. He learns to play chess with
the writer saying about the topic?
them. He loves the game and he plays a lot of
chess! He becomes very good at it. But then, a
The main idea can be located at different
couple of years later, he loses his first national
championship. places in a text. The title often contains
This is an important moment for Josh. He
a clue to the main idea. Sometimes
realises that it’s not about how clever you are. It’s the main idea is clearly stated in the
about how hard you work. He works very hard first sentence of a text, but often it is
and he wins the next national championship. necessary to read through the whole text
Then, when he is 21 years old, Josh decides to to trace the development of the idea,
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learn something completely different. He joins a before we can say what the main point is.
The main idea of the text is usually
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backed up, or supported, by a series
of examples or more minor points that
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18 reinforce the main idea. These are called
Underline the correct answer. supporting details or ideas.
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music or chess.
c
hi
ap
gr

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READING 51
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• Say Why did the tortoise win the race? Elicit students’ ideas. Ask
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What was the hare thinking during the race? What was the tortoise
thinking? Say When we try to do something difficult, the way we think
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about it is very important.

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Before You Read 1 2

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• 1 Ask students to open their books at pages 50−51. Direct

students’ attention to Activity 1. Put students into pairs, then read
aloud the title and subtitle. Say If a person is brilliant at doing
something, it means they’re very good at it. Read out the instruction,
and ask pairs to discuss what they think the reading is about,
based on the title and the photos. When students have finished,
review their predictions as a class. Note their ideas on the board.
• Say Look at the photo on page 51 again. Find the caption. What
information can you find out from the caption? Give students time to
find the caption for the photo and elicit the answer. (The man in the
photo is called Josh Waitzkin. He’s doing Tai Chi.)
Reading
After You Read
1 BEFORE YOU READ Discuss in pairs. Look at the title
16 How to be brilliant Josh is a great example of ‘growth mindset’.
and the photos. What do you think the reading is about?

17
Which words are verbs? Which word is an adjective?
He doesn’t believe that he is naturally good at
is very hard-working. He thinks that it’s good to
4 5 6
Then listen and repeat. 049 fail sometimes because it makes you try harder.
• 4 Put students into small groups. Draw their

fail hard-working improve succeed other people. They believe they can work hard that you are good at a subject or bad at a subject.
3 WHILE YOU READ Think about the main idea of the
18 better at everything you do.
One example of this is Josh Waitzkin. Let’s
article. 050 look back at his story.

When Josh is six years old, he sees people
playing chess in Washington Square Park in
New York City. He learns to play chess with
attention to the questions in Activity 4. Say These
chess champions or people who are brilliant at music them. He loves the game and he plays a lot of
or maths?
2. How does Josh Waitzkin first learn to play chess?
3. Why is his first national chess championship
chess! He becomes very good at it. But then, a
couple of years later, he loses his first national
championship.
questions don’t ask about the main idea of the article.
important for Josh?
They ask about details, smaller points that support

This is an important moment for Josh. He
4. What other activity is Josh also very good at? realises that it’s not about how clever you are. It’s
about how hard you work. He works very hard
GROWTH
and he wins the next national championship.
the main idea. Ask groups to read and answer the

Then, when he is 21 years old, Josh decides to
learn something completely different. He joins a
MINDSET questions. If students disagree about an answer,

18
Underline the correct answer.
encourage them to look again at the text to find
support for their answers.
music or chess.
• 5 Put students into pairs, and ask them to read to

their partner the sentence they wrote for Activity 3,

stating the main idea of the article. Give them

• 2 LEARN NEW WORDS Ask a student to read aloud a couple of minutes to discuss any similarities.
the words in the word box on page 50. Put students Then ask them to look at Activity 5. Read out the
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into pairs. Read the first part of the instructions. Ask instructions. Ask three students to each read aloud
partners to find all four words from the box in the one of the sentences, and ask pairs to discuss. When
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reading and discuss what they think they mean. Then they have finished, check answers as a class.
play Track 049 while students listen to the words on
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their own and in context. • 6 Put students into groups of four or five. Tell them
to read and discuss the questions. For question 1,
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• Direct students’ attention to Activity 2 again, and say Earlier in the unit, we talked about school subjects.
read the questions in the instruction. On the board, Which subjects can you remember? List students’
write verb and adjective. Remind students A verb is a
word for something we do, an action. Elicit an example c ideas on the board, or encourage them to look back
hi
at page 47 in their books to find words for different
of a verb. An adjective is a describing word. Elicit an school subjects before choosing one to discuss.
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example. Say Which words in the box are verbs? Which

one is an adjective? Discuss with your partner. Give • For question 2, tell students to think of a person they
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students time to discuss, then play Track 049 again, know who is very good at doing something. Did this
and ask students to listen and repeat. person really become good at something without trying
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hard?
While You Read 3
• For question 3, make sure that students have
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• 3
Say Now we’re going to read about the ideas of understood mindset. Say Mindset means a way of
a man who is an expert in education. An expert is thinking about things. Think about why this is important.
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someone who knows a lot about something. Eduardo

Briceño is an expert in how people learn. Let’s listen
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and read. Play Track 050 and tell students to read

along.
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• Say Now listen and read again. This time, think about
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what the main idea of the article is. What is the most
important idea in the article? What is the writer saying
about how people learn? Play Track 050 again while
students read and think about the main idea. When
the track has finished, give students a couple of
minutes to write one sentence stating what they think
is the main idea of the article.

Be the Expert
Extend
• Say Let’s find out which subjects most people find difficult. Then
let’s share our ideas for ways of getting better at these subjects. Teaching Tip
Encourage students to share their ideas with the class, and write Make sure students use new vocabulary
when they work in groups. Sometimes
their ideas in a table on the board. Then go round the rest of the it’s possible to answer a question without
class, encouraging other students to add their own ideas. using any of the new words. In those
cases, write sentence starters or frames
on the board to remind students to use
Subjects we find difficult How to practise and the vocabulary. Walk round the room to
get better check that students are doing this.
maths play maths games
get my brother to help me
Answer Key
English
help my sister with her Comprehension 4
homework 1. why they’re so good at certain things
2. He plays chess with people at
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Washington Square Park when he is
• If time allows, hand out Worksheet F.2.4 in class. Students will six years old.
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use the worksheet to practise the new vocabulary and discuss the 3. because he loses and learns he isn’t
people they’ve learnt about in the unit. special
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4. Tai Chi
Consolidate
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• Write the new words on the board: fail, hard-working, improve,
succeed. Do you remember the story of The Tortoise and the Hare?
c
Let’s make some sentences about the story using the new words.
hi
• Divide the class into two teams. Call out one of the new words
ap
and ask the students to put up their hands if they can think of
a sentence about the story using the word. Model the activity
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first. Say If the word is succeed, I could say the tortoise doesn’t
succeed immediately, but he works hard. For each student that
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says a correct sentence, give the team a point. Call out each of the
vocabulary words a few times, in random order. Give each student
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one chance only to make a sentence.

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Can students
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• understand the concept of ‘growth

mindset’?
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Ask students to describe the best way of

becoming good at something.
Ask students to make a sentence with
each of the new words.
• find the main idea of a text?
Ask What is the main idea of the story The
Tortoise and the Hare?

Reading
Video VIDE
Objectives
Students will 1 BEFORE YOU WATCH Discuss in pairs. Look at
22
• discuss how schools are different the photo and guess. Where are the children
around the world. going? How often do they make this journey?
2 Work in pairs. You’re going to watch Education
their personal lives.
Around the World. From the title and the
Academic Language compare, photo, predict which topics the video is about.
prediction Tick your predictions.
Content Vocabulary break, cliff, horse age when students start school
and cart, lunch break, start school school uniform
Resources Video scene 2.1 (DVD/ journey to/from school
Website/CPT); Online Workbook; lunch breaks
CPT: Video lessons
school holidays
Materials world map or globe (optional)
teachers
size of school
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3 WHILE YOU WATCH Check your predictions from
24
Activity 2. Watch scene 2.1.
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4 AFTER YOU WATCH Work in pairs. Tick T for True
or F for False.
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1. Students in Finland begin
✓
T F
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school at the age of seven.
2. In Finland, students usually
get a lot of homework. T ✓
F
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3. Some students in
Pennsylvania, USA, go to
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school by horse and cart. ✓
T F
4. Lunch breaks in French

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schools are usually very short. T ✓

F
5. The main summer holidays in

Argentina begin in February. T ✓
F
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6. Australian students have four

school holidays every year. T
✓ F
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52 VIDEO
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encourage each pair to share their ideas with the

Before You Watch 1 2
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class. Read out the photo caption. Explain cliff

• Write the title of the unit A Different Education on (a very steep rock face) and ladder (an item made of
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the board. Say In this unit we’ve talked about some wood or metal that people use to reach high places).
unusual schools. What can you remember about
at
• 2 Read the Activity 2 instructions out loud. Ask

them? (floating schools, schools with robot teachers,
a student to read out the list of topics. Say You’re
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nomadic schools) Say We also discussed school

going to predict which of these topics will be in the
subjects and school routines. Now we’re going to watch
video. What will you use to make your predictions? (the
a video about some other aspects of school life in
photo and the title) Ask pairs to discuss and tick their
predictions. When they have finished, ask pairs to
• Ask Has anyone in this class been to school in a compare their predictions with two other pairs.
different place, or even in a different country? How was
it different? Ask students who put up their hands to While You Watch 3
tell the class about their experiences.
• 3 Say Now we’re going to watch the video. Point
• 1 Ask students to open their books at pages to the title on the board, and read the instructions
52−53 and look at the picture. Say Look at the for Activity 3. Say While the video is playing, look and
children! What do you think they’re doing? Read the listen for the topics in the list. Did you tick the correct
instructions and questions for Activity 1. Put students topics? Play Video scene 2.1. Tell students to work
into pairs to discuss. When they have finished, independently. Check answers as a class.

Be the Expert
5 Work in pairs. Which fact from the video was the Teaching Tip
most surprising or interesting? Why? Which country’s Use the pause feature selectively while
school seemed most different to your school? students watch the video. For example,
pause to check students’ comprehension
6 Discuss in groups. In the video, we see children in
at a particular point or to help students
China who have to make a very difficult journey to
to define a word they hear in context. You
school. How do you get to school every day?
might also like to replay the video, and
invite students to put up their hands if
Children from Atuler village climb they would like you to pause the video so
ladders up a cliff to get to school,
Liangshan, China that they can ask a question.
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7
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1. Work independently. Find out five more facts about schools in Formative Assessment
Finland. Share your information with the class.
Can students
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2. Work in pairs. Imagine you have a very unusual journey to
school every day. Draw a map of your journey. Then show the
• discuss how schools are different around
hi
the world?
map to your class and describe your journey.
3. Work in groups. Write a short paragraph about schools in your Say Tell me something about the schools in
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country. Include information about: one country in the video.

• what age students start school
• what time school starts and finishes
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• how long lunch break is

• how many school holidays there are and how long they are. Online Workbook Video
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VIDEO 53
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• Say Now we’re going to watch the video again. This

• 5 Read aloud the instructions and the questions.
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time, write down any countries you hear or see in the

Tell pairs to discuss. When they have finished, invite
video. Make a note of any interesting information. Play
some pairs to share their answers with the class.
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the video again, and confirm the countries that were

mentioned. (Finland, China, USA, France, Argentina, • 6 Put the students into groups of four or five.
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Australia) You may need to explain that French means Read the instructions for Activity 6 aloud. Ask What
from France, and Chinese means from China, as these
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adjectives can you use to describe your journey to

countries are not named in the video. school? Tell your group, and then discuss the questions.
Give groups time to discuss.
• If students have trouble following the video, pause
it and allow them to ask questions. Try replaying the • 7 you decide Ask students to choose an activity. If
video with and without sound, and ask students to students choose the first activity, make sure that they
describe and comment on what they see. have access to the Internet or reference materials to
find out about schools in Finland.
After You Watch 4 5 6 7
• 4 Put students into pairs. Tell them to work pairs. Say Use your imagination! Think how your
together and use information from the video to decide journey to school could be unusual.
whether the statements are true or false. You may
want to play the video again. Review the answers and • Put students who choose the third option into small
ask students to correct the false statements. groups. Tell them to discuss ideas in their group first.
Video
Adverbs of frequency: Saying how often you do something

0% 100%
Objective never rarely sometimes often always
Students will I never say mean things to other people. She often has lunch at school.
• use adverbs of frequency to say how I rarely forget to do my homework. We always report bullying to an adult.
often something happens. He sometimes gets up at six o’clock in the morning.
Grammar Adverbs of frequency
Academic Language adverb, frequency 1 Read. Circle the correct adverbs of frequency.
Content Vocabulary app, bullying, Cyberbullying – saying bad things to or about people online – is a big problem.
cyberbullying, online, post
Of course, we should never / sometimes post mean things online. But it is
Resources Online Workbook/ rarely / sometimes difficult, especially for young people. They can be very impulsive.
Workbook pages 32–33; Worksheet That means they often / never make decisions very quickly without thinking about
F.2.5 (teacher’s Resource CD-ROM/
them carefully first. But now there is a new app
Website); Track 051 (Audio CD/
called ‘ReThink’. The app always / sometimes
checks your messages before you post them.
If a message is mean, the app asks, ‘Do you
really want to write this?’ When people
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stop and think about a mean message, they
rarely / always decide to post it.
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2 Work in pairs. Discuss:
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• a website you often visit
• an app you always use
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• a sport you never do Trisha Prabhu, the inventor of the anti-cyberbullying
app ‘ReThink’
• a colour you always see
• a food you sometimes eat
• a place you rarely visit
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• a person you sometimes see
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3 Work in pairs. Take turns throwing the cube.
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Make a sentence using the words on the

cube and an adverb of frequency.
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I never sing in the shower!

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Go to page 175.
54 GRAMMAR
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Warm Up Draw students’ attention to the scale from 0% to

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100%, and read out the adverbs below it. Ask If I do

• Build background Say How often do you use a something 0% of the time, how many times in a week
computer in a typical week? How often do you go
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do I do it? (none/never) If I do something 100% of the

online? How many times in a week do you post
time, how often do I do it? (all the time/always) If we
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a message? On the board, write use a computer,

do something rarely it means we do something, but not
go online, post a message. Check that students
very often. If we do something often it means we do it
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understand all the phrases and model talking about

a lot. Sometimes comes in the middle, it means we do
yourself. Say, for example, I use a computer every
it about half of the time.
day. I go online twice a day. I post messages online
at the weekend. Ask students to tell a partner about • Say Now let’s see how we use the adverbs of frequency.
themselves, using the phrases on the board. Play Track 051 while students read along silently.
Explain bullying (being mean or unkind), then read the
Present examples aloud. Ask students to name the adverb of
• Ask students to open their books at page 54. Say frequency in each sentence, and list them vertically on
We’re going to talk about how often we do something, the board. Then elicit the verb in each sentence, and
this time using adverbs of frequency. Read the title in list these in another column. Add a separate column
the grammar box. Explain An adverb tells us how we on the left, like this:
do something. Frequency means how often. These are
the adverbs of frequency we’re going to learn about.

Be the Expert
Who does it? Adverb of frequency Verb
___We__ always report Grammar in Depth
________ often
has We often use the present simple tense
________ sometimes gets up with expressions of frequency such
________ rarely forget as those on page 49 (every day, twice
a week, etc.), and with adverbs of
________ never say
frequency.
There are three positions where adverbs

Encourage students to say who does the action in each sentence, or adverbial phrases can be placed in a
and complete the first column. sentence or clause: the front position (at
the beginning), the mid-position (with the
• Play Track 051 again. Then ask students to take turns with a partner verb) or in the final position (at the end).
to read out the sentences.
Expressions of frequency are usually
positioned in the final position:
Practise 1 2 3
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• 1 Read the Activity 1 instructions aloud. Say You’re going to read
about cyberbullying. What is cyberbullying? (online bullying) Say The With a simple verb, adverbs of frequency
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text tells us about an app. The woman in the photo is the inventor of are usually positioned in the mid-position,
between the subject of a sentence and
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the app. the verb:
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• Tell students to choose the word that makes most sense each We always report bullying.
time. Put students into pairs. Tell students to complete the activity
with their partner. Check answers as a class. With a modal verb or an auxiliary (helping)
c verb, the adverb of frequency usually

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comes after the modal or auxiliary verb:
• 2 Ask a student to read aloud the topics in Activity 2. Put
students into pairs. Ask them to discuss each of the points in turn.
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I can always have lunch at home.
Apply 3
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• Put students into pairs with a new partner. Ask them to cut out
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and assemble the cube on page 175. Read the instructions and
the speech bubble. Say Take turns to throw the cube. Then say a
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true sentence with the phrase on top of the cube and an adverb of
frequency. The first pair to each use all the adverbs wins.
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Extend
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• Put students into new groups of four or five. Ask them to play a
new version of the game. Say This time, take turns in your group to
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throw the cube. Then say a sentence about yourself or someone in

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your family that is true or false. The rest of your group each decides
whether your sentence is true or false. If they are right, they get one
point. The person with the most points in the end wins. Ask groups to Formative Assessment
play the game. Can students
• use adverbs of frequency to say how often
• Hand out Worksheet F.2.5 to give students more practice with they do something?
adverbs of frequency. Ask students to make two sentences
about their daily routine, one using rarely
Consolidate and one using often.
• On the board, write: On my perfect day, I ... Tell the class to sit in a
circle. Ask each student to read out the sentence beginning on the Workbook For additional practice,
board and to complete it using an adverb of frequency that you call assign Workbook pages 32–33.
out and their own ending.

Writing WRITING
When we write about a person’s daily routine, we use sequencing words
to show the order of events:
Objectives first then next before after

Students will has lunch at school.
She often
• understand
We always how
report to usetosequencing
bullying an adult. 1 Read the model. How does the writer show the order of events?
words to show the order of events. Underline the sequencing words.
• use sequencing words correctly.
• analyse a model paragraph to see A Day in My Life
how the writer uses sequencing On weekdays, I always get up at half past six in the morning. First, I have a
shower, and then I have breakfast with my family. Next, I go to school. My family
words to show the order of events.
lives on a small island and I always go to school by boat! When the weather is
• compare a model paragraph with very bad, I stay at home and my teacher sends me extra homework by email.
their own daily routine. School starts at 8.45 and lunch is at twelve o’clock. I often have rice with fish.
• write a description of a typical day. After lunch, we have music or art. School finishes at three o’clock, but once a week,
Writing Description of a daily routine on Wednesday afternoon, I stay at school for football club. I really love football!
I get home at four o’clock. I often go swimming in the sea before supper, and then
Academic Language order, sequence, I do my homework. I go to bed at nine o’clock. The stars are very beautiful and
sequencing I can hear the sea.
Content Vocabulary island, sea, stars,
swimming, weather
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Website); CPT: Writing
Materials large sheet of paper for each
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student, scissors, glue
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c
hi
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2 Work in pairs. How similar is the writer’s typical day to your day?
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WRITING 55
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Warm Up Present
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• Recycle Remind students that when we describe • Tell students to open their books at page 55. Ask the
our routines, we talk about things that we do often students to read silently through the information in
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or always. Ask What tense do we use to talk about the green box at the top of the page. On the board,
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routines? (present simple) Say Tell me some things write these example sentences:
that you often do, or always do, at lunchtime. Ask
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several students to say two or three things they do at First, I do my homework, and then I watch TV.
lunchtime.
I have breakfast before I walk to school.
• Choose one of the students who has described a After supper, I read a book.
sequence of events. Say to the student, for example, Before I go to bed, I brush my teeth.
At lunchtime, you have lunch at school. You also play
chess. Which do you do first? The student responds.
• Ask students to work with a partner to find all the
Then say You have lunch. Then you play chess. Write
sequencing words on the board. When they have
then on the board. Say When you do things in a
finished, ask Which are the sequencing words?
certain order, it’s called a sequence. We can show the
Underline them as students name them. Then ask a
order using sequencing words.
student to read out the first sentence on the board.
• Say We’re going to learn some more sequencing words, Say I do my homework. I watch TV. Which action comes
and use them to describe our daily routine. first? (do my homework) Do the same for each of the
sentences. Say The sequencing words tell us the order
Be the Expert
in which things happen. Using sequencing words when you write
helps to make sure the order of the events is clear.
Writing Support
Read the Model 1 2 Using sequencing words A sequence
describes the order in which events
• 1 Say Now we’re going to look at a model of a paragraph that happen. It is important for students to
uses sequencing words. First, let’s look at the photo. Ask What do understand sequence when they are
you think the text might be about? reading, because it helps them to make
sense of both factual texts and fictional
• Tell students to read the text independently. When they have stories. It is important for students to
finished, put students into pairs. Say Now you’ll read the text understand sequence when they are
writing in order to guide their readers
again. Work with your partner to find all the sequencing words and through the order of events they are
underline them. When pairs have finished, check answers as a writing about. Sequencing words, used
class. well, can make a paragraph both easier
to read and more fluent.
• On the board, write always, often, sometimes. Say Work with your Some useful sequencing words and
partner again. Find two things that the writer always does, two
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phrases include:
things he often does, and two things he sometimes does. The word first – second – third, etc.
sometimes is not always used for things he sometimes does – you before − after
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have to decide. Write down your ideas. When pairs have finished, then – next – later
last – finally – in the end
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ask them to share their ideas with the class. On the board, write
some of the events from the model that students suggest, and First, second, third can be replaced by
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add a few more, so that you have a list like this, in random order: firstly, secondly, thirdly at the beginning
of a sentence. However, firstly is more
formal than first, and most writers today
does homework school finishes
c prefer to use first in written English.
hi
has lunch
swims in the sea
has a shower
goes to bed Sequencing words are used in all types
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of writing, but are particularly useful

gets up
goes to school by boat in writing instructions, directions, or
descriptions of a series of events.
gr
• Say Talk to your partner. In which order do the events on the board
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happen? Try to number them. When they have had time to work Teaching Tip
out the order of events, invite a pair to the board to write numbers Let students know in advance how
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before each item in the list. Ask Do you agree? Who wants to much time they will have to complete
change the order? an activity. For example, if students are
writing, make sure you tell them before
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• 2 Put students into pairs with a different partner. Read the they begin how much time they have to
complete the task. If they have difficulty
questions aloud. Say You’re going to compare the writer’s typical completing a task in the time given, allow
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day to yours. Remember that a typical day includes things that we them to finish at home or in the next
often do, or always do. Things that we rarely do don’t happen in lesson.
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a typical day. Ask pairs to read the text again and complete the
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activity together. Tell them to write a few events in their own typical
day as they discuss.
Plan 3
• 3 Read Activity 3 aloud. Say Now you’re going to plan your
writing. What is your topic? (a typical day in your life) What kind
of words will you use to help order the events in your description?
(sequencing words) Say Your next step is pre-writing.
Workbook For scaffolded Writing

Writing
When we write about a person’s daily routine, we use sequencing words
to show the order of events: have Workbooks, remind them to use Workbook page
first then next before after 34 for writing support.
1 Read the model. How does the writer show the order of events?
Underline the sequencing words.
A Day in My Life the steps of process writing, you may want to hand out
On weekdays, I always get up at half past six in the morning. First, I have a
shower, and then I have breakfast with my family. Next, I go to school. My family the Process Writing Worksheet and review it together.
lives on a small island and I always go to school by boat! When the weather is
very bad, I stay at home and my teacher sends me extra homework by email.
School starts at 8.45 and lunch is at twelve o’clock. I often have rice with fish.
After lunch, we have music or art. School finishes at three o’clock, but once a week,
on Wednesday afternoon, I stay at school for football club. I really love football!
I get home at four o’clock. I often go swimming in the sea before supper, and then
I do my homework. I go to bed at nine o’clock. The stars are very beautiful and
I can hear the sea.
Write
• After students have completed their pre-writing,
tell them to work on their first drafts. If you haven’t
got enough time in class, assign the first drafts as
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homework.
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Revise
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• After students have finished their first drafts, tell
2 Work in pairs. How similar is the writer’s typical day to your day? them to review their writing and think about their
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ideas and organisation. Ask each student to consider
the following: Have I described the most important or
c
WRITING 55
interesting events in my day? Have I described them in
hi
the right order, using sequencing words? What seems
• Give out two sheets of paper to each student and good? What needs more work?
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ask them to brainstorm all the things that happen

in their typical day. Say Note down all the things you Edit and Proofread
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can think of that you do in your typical day. Write them • Encourage students to consider elements of style,
down, in any order. You don’t need to write sentences,
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such as sentence variety, parallelism and word choice.

just a few words about each idea. Leave a little space Then ask them to proofread for mistakes in grammar,
between the ideas. When students have finished, punctuation, capitalisation and spelling.
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give out scissors and ask them to cut out each idea
separately. Then say Now put the events in the order Publish
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they happen in your day. Students lay out the pieces

• Publishing includes handing in pieces of writing to the
of paper in the correct order and stick them into their
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notebooks or onto a fresh sheet of paper in sequence.

to a class book, displaying pieces on a classroom wall
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or in a hallway, and posting on the Internet.

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1 2 3 4
Writing Assessment Writing Student includes appropriate sequencing
Use these guidelines to assess words to describe the order of events.
students’ writing. You can add Grammar Student uses the present simple and
other aspects of their writing adverbs of frequency correctly to describe a routine.
you’d like to assess at the
bottom of the table. including words learnt in this unit.
4 = Excellent Usage Student uses correct subject−verb
3 = Good agreement.
1 = Re-do

Mission
Objective
Students will
• discuss how it is important to have
self-belief.
Content Vocabulary adventurer,
educator
Believe in Yourself
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Be the Expert
‘At one point I was a student sitting in a classroom just
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like them and I wanted to be an explorer. And now I am!
And they can do it, too, if they want to.’
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Teaching Tip
Dave Freeman
If students don’t understand a concept,
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Dave and Amy Freeman they may not always speak up and make
National Geographic Explorers, Adventurers and Educators
it clear that they’re confused. Make sure
you check understanding as you teach
c new material. Encourage students to

hi
1. Watch scene 2.2. 3. Do you want to be an explorer? speak up when they don’t understand
Why or why not? something. Tell them that this is what
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2. Dave and Amy Freeman travel around

the world and tell children about their
good learners do.
experiences. What do you think the
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children learn from their adventures?

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Mission • Activity 1 Say Now let’s watch a video about Dave and
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Amy Freeman. Play Video scene 2.2. Ask students

• On the board, write the mission Believe in Yourself. to focus on how Dave and Amy keep in touch with
Say In the reading text in this unit, we read about
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students when they are travelling to wild places.

Josh Waitzkin. Can you remember what Josh was good
at
at? (playing chess, Tai Chi) Ask Did Josh find it easy • Activity 2 Put students into pairs. Ask partners to
to become a champion? (no) How did Josh become discuss what children can learn from following the
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brilliant at these things? (He worked very hard.) Say experiences of explorers like Dave and Amy Freeman.
Josh knew he could do well if he worked hard. He What questions would they like to ask the explorers?
didn’t give up when things were difficult. He believed in Which places would they like to learn about?
himself. Read out the mission and say We’re going to
talk about why it’s important to believe in yourself. • Activity 3 Say Dave Freeman says ‘I wanted to be an
explorer. And now I am!’ Think about whether you would
• Tell students to turn to page 56 and look at the like to be an explorer. Why would you, or why wouldn’t
photo of Dave and Amy Freeman. Say Dave and Amy you? For students who said they would not like to be
Freeman teach children about exciting places while an explorer, ask What would you like to be? What do
they are exploring the world. Look at the photo on this you believe you can do in your life?
page. Ask What do you think they are doing? Elicit
students’ ideas, and then ask a student to read the • Worksheet Hand out Worksheet F.2.6. Explain that
quote aloud. Ask What do you think is the main idea students will use the worksheet to further discuss
of Dave’s quote? (If you believe in yourself, anything is Dave and Amy Freeman’s mission.
possible.)
Mission
Objective YOU DECIDE Choose a project.
Students will
• choose and complete a project 1 Design your perfect school.
related to schools.
• Think about the classroom, the timetable and the lessons.
Academic Language guide, role-play,
• Make an advertisement for your school.
video interview
• Present your advertisement to your classmates. Do they want to
Content Vocabulary advertisement,
join your school?
leaflet, timetable,
Resources Assessment: Unit 2 Quiz;
2 Plan and do a video interview.
Workbook pages 35 and 105;
Worksheet F.2.7 (Teacher’s Resource • Find out about a typical school day in another country.
CD-ROM/Website); CPT: Make an • Imagine you are a student in that country. Film a role-play
Impact and Review Games interview about your day with a classmate.
Materials large sheets of paper, felt tip • Show your video to your classmates and answer their questions.
pens, video camera
3 Make a school guide for new students.
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• Write down the most important facts about
your school.
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• Draw a map to show where the
different classrooms are.
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• Put the information together
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to make a leaflet about your
school for new students.
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hi
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Prepare Tell students they should rehearse their interview

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before recording it.

• you decide Ask students to choose a project.
• Activity 3 Explain that a guide is a book that gives
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• Activity 1 Ask students to think about what their the most important information about something.
perfect school would be like. Tell them to think of a
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Encourage students to work together to plan and

name for the school first. Ask What would you include
make the guide, each working on a different aspect.
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in the design of a perfect classroom? Which subjects

would be on the timetable? Would you include any
more unusual activities? Encourage them to pick their
Share
best ideas for their advertisements and to present • Schedule time for students to present their projects
them in a colourful and eye-catching way. to the class. Allow time for the student audience to
ask questions about their classmates’ work. You can
• Activity 2 Tell students to do some research first ask students to vote on the best design for a perfect
about schools in another country. school.
• When they have finished their research, ask students • Modify Help students simplify a project by leaving
to write a series of questions for an interview, and out one of the options or steps. You could provide
think about some of the things they could include students with some information about schools in a
in answers to the questions. Students work with a particular country for the video interview, or provide
partner who asks them the interview questions. Make students with a plan of their school to label for the
sure they have access to a device that records video. school guide.
114 Unit 2 Project
STUDENT’S BOOK
AUDIO SCRIPT
Track 039 1 L isten and read. See Student’s Book Track 047 3 In most junior high schools in Japan,
pages 44–45. children start school at half past eight in the morning on
weekdays. Once a week, the whole school meets and the
Track 040 2 LEARN NEW WORDS camera / A camera head teacher gives a special talk to the students.
records the teacher’s words. classmate / Joe and Emma
are my classmates. homework / I get homework every day. There are four classes in the morning before lunch. Every
instructions / Please listen to your teacher’s instructions. day, students collect their lunch from the school kitchen and
language / She speaks two languages: English and take it to their classroom. They eat their food and then they
Japanese. laptop / We’ve got a new laptop in our help to tidy and clean their classroom. There is usually one
classroom. lesson / Our lessons are usually in the same more lesson after lunch and then school finishes.
classroom. library / Our school has got a big library with After-school clubs meet once or twice a week at the end of
some great books in it. practise / We practise singing and the school day. Children don’t go to school at the weekend,
dancing every morning before school starts. screen / The but sometimes they have extra private lessons.
students can see the teacher on the computer screen.
Track 048 3 LEARN NEW WORDS at the weekend / We
Track 041 5 The Nenets people are nomads. They don’t go to school at the weekend. every day / We get up
follow their reindeer herds around Siberia. But it is difficult every day at half past seven. on weekdays / School starts
for the children to go to school because their families move at eight o’clock on weekdays. once a week / I have a music
lesson once a week on a Monday. twice a week / We have
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to a new place every week. Now there is a nomadic school
for the children. The teachers move with the families. It PE twice a week on Tuesday and on Thursday.
is easy to go to school when your classroom is also your
Track 049 2 LEARN NEW WORDS fail / Sometimes it
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home! At the Nenets nomadic school, some lessons are the
same as lessons in a normal school. Children learn how is good to fail a test because you learn something.
hard-working / He is hard-working and always does all of
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to read and write, and they study maths and science. But
other lessons are very different. The children learn about his homework. improve / I can improve my grades if I work
special Nenets traditions and skills. hard. succeed / She doesn’t always succeed, but she
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tries hard.
Track 042 5 LEARN NEW WORDS difficult / This maths
question is very difficult – I can’t answer it. easy / It is Track 050 3 WHILE YOU READ See Student’s Book
pages 50–51.
easy to travel to my school by bus. same / My school is
in the same town as my home. different / We’ve got three
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hi
different teachers for English.
Track 052 Express Yourself See Student’s Book
ap
Track 043 SPEAKING STRATEGY See Student’s Book page 47. pages 58–59.
Track 044 1 S1: Do you like your new school, Luke?
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S2: Yes, I do. It’s great. S1: Which subjects do you like?
S2: Mmm. I’m not sure. I like music and history. S1: What
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about art? Do you like art? S2: No, I don’t. I hate art! But I
love geography. How about you? What subjects do you like
at your school? S1: I like English and Spanish, and I like
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maths. But I don’t like PE or history. S2: You don’t like PE?
That’s my favourite subject!
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Track 046 1 My name is Kerem and I’m from Turkey.

1. I get up at half past six in the morning.
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2. My sisters and I have bread with cheese for breakfast.

3. My mother doesn’t have breakfast.
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4. She drinks some black tea.

5. I go to school after breakfast.
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6. I don’t have lunch at school.

7. My grandmother makes my lunch at home.
8. After lunch I return to school.
9. My last lesson finishes at three o’clock.
10. I do my homework at school after my last lesson.

Express Yourself Express Yourself
1 Read and listen to the text messages about World Food Day. 052
Objectives
Students will
Hi, Mum. It’s World Food Day at school
• identify the purpose and features of tomorrow! Help! I have to bring some
text messages. typical food from Japan.
• connect ideas about families, food,
schools and education. Tomorrow??
Content Vocabulary celebration,
supermarket, sushi, text message, Yes, tomorrow. Sorry! The note about it
typical is in my bag. Have you got any ideas
for a typical dish from Japan?
Related Word emoticon
Resources Online Workbook (Units 1–2 What about some sushi? That’s a typical
Review)/Workbook pages 36–37; Japanese food and it’s easy to make.
Worksheet F.2.8 (Teacher’s Resource
CD-ROM/Website); Track 052 (Audio
CD/Website/CPT); CPT: Express That’s a great idea! Can you get the
ingredients for me this afternoon,
Yourself Units 1−2 please? Then we can make it when I get
ng
home from school.
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I’m at work this afternoon, but Grandad
is always happy to help. You know he’s
good at cooking! You can go to the
ar
supermarket together after school.
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Cool. What do we need?
You need some rice, some seaweed,
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a cucumber, some fish, some soy sauce
and some ginger.
hi
ap
OK. Thanks, Mum.
gr
Good luck making sushi!

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Maki sushi
58
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OWI_F_SE_80310_058-059_U01-U02_PPDF.indd 58 2/22/17 4:08 PM
Present 1 • 1 Read together Read the instruction for Activity 1.

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Say As you read along, think about how the people are
• Preview Ask students to turn to pages 58−59. feeling when they write each message. Play Track 052
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Discuss the photo. Ask What food is this? Have you once as students listen and read along. When they
eaten anything like it? Do you know which part of the
at
have finished, ask Which two people are sending the

world it comes from? Let students discuss and read text messages? (a student and his mother) How do
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the caption. Tell them they’re going to read and listen you think they’re feeling? (Invite students’ ideas.) Point
to a conversation in the form of text messages. Ask out the word Grandad. Say Grandad and Grandma are
Have you all sent a text message? What can you tell names people sometimes use for their grandfather
me about text messages? Invite students to share and grandmother.
their ideas and experiences.
• Ask students to look at the text messages in Practise 2

Activity 1. Say Some of the messages are in green • 2 Discuss Put students into groups of three or
speech bubbles. The others are in blue. Why are four. Read aloud the Activity 2 questions. Remind
there two colours? (Different people are sending the students that in Unit 1 they learnt about different
two sets of messages.) What do the writers use to foods that families eat for breakfast in other parts of
communicate, in addition to words? (emoticons) Make the world. Ask Have you celebrated any special days
sure students understand emoticons. Write the word at school? What activities did you do? Do you eat in
on the board and invite two or three students to draw restaurants that serve food from different countries?
examples on the board.
2 Work in groups. Discuss the text messages. 3 Connect ideas. In Unit 1, you learnt
1. What do you think students learn about at
about food and families. In Unit 2, Be the Expert
World Food Day? you learnt about education. What
connection do you see between
2. Imagine it’s World Food Day at your school. the two units?
You can make a dish from any country in the
world. Which country do you choose? What
Genre in Depth
dish do you make? Text messages Text messages usually
appear on a small screen, so they need
to be written in very few words. Single
words are often used, for example, Hi,
OK or Cool! Shorter forms of words or
acronyms are also used, for example,
CU for see you. Emoticons (such as a
smiley face or sad face) are often used to
convey the writer’s feelings or mood.
Cumulative Review
Hand out Cumulative Review Worksheet
F.2.8.
ng
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Can students
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• identify the purpose and features of text
messages?
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Ask students to say why they might send a
text message, and give an example.
4
6 YOU DECIDE Choose an activity. • connect ideas about food, families,
c schools and education?

hi
1. Choose a topic:
• a family celebration Ask Can you give examples of some
• a school celebration connections between food and schools for
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2. Choose a way to express yourself: different types of families?

• an online conversation
• an email
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• a recipe
3. Present your work. Workbook Assign pages 36–37.
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59 Online Workbook Units 1–2 Review

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Have you visited any other countries? What food did • 4 To help students decide which activity to choose,
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you like best? Encourage students to think about how ask them to think what kind of message they want
easy or difficult a dish would be to make. to communicate. Say An online conversation could be
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presented like the text messages on page 58. It could

Connect
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3 be about planning the celebration, or saying what

happened at the celebration. If you write an email,
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• 3 Critical thinking Put students into new groups. think about who you’re writing to and why. Do you want
Read aloud the Activity 3 text. Provide prompts as to ask for someone’s help or advice, for example? If
necessary: Remember some of the unusual types of you choose a recipe, take time to look at recipes in
schools we talked about in Unit 2 in different parts of books or online, and note how they look and what they
the world. Think about how families and communities include. Remind students of the importance of putting
in different countries live, and how this relates to, or the steps of a process in the correct order.
affects, education in those countries.
Share
Prepare 4
• Set aside time for sharing students’ work with
• YOU DECIDE Review the activity options. Allow students the class. Remind students to listen politely to
to choose their own topic. You may want to assign this presentations and to wait until they’re over before
activity in advance so that students have more time to asking any questions.
work on it in class or at home.
Express Yourself 117

Unit 3
In This Unit
Theme This unit is about robots.
Content Objectives
Students will
• describe robots and what they
can do.
• read about jobs that robots do.
• read about and discuss the gender
divide.
Language Objectives
Students will
• talk about how robots can help
people.
• use phrases to express different
reactions.
• use can and can’t to talk about
ability.
• use should and shouldn’t for advice.
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• write a paragraph of contrast.
Robots
Vocabulary
ni
pages 62–63 boring, control, design,
doctor, follow, help, improve, mouse,
ar
online, pain, send
page 64 bring, hold, movable, move
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page 67 cry, dream, imagine, laugh
page 68 code, engineering, program,
and Us
project
Vocabulary Strategy The -able ending
c
hi
Speaking Strategy Reacting
Grammar
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Grammar 1 Use can and can’t to talk

about ability
Grammar 2 Use should and shouldn’t
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to give advice
Reading Girls Can Code
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Reading Strategy Identify the main 60

point of a paragraph
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Video Scene 3.1: Squishy Robot OWI_F_SE_80310_060-075_U03_PPDF.indd 60 2/22/17 4:08 PM
Fingers; Scene 3.2: Meet Chad

Jenkins Introduce the Unit
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Writing Contrasting two gadgets • Activate prior knowledge Say In this unit we’re talking about robots.
National Geographic Mission Ask Who can tell me what a robot is? Elicit students’ ideas, and
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Change the World

confirm A robot is a machine that can work by itself. It often does a
Project
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job that humans did in the past.

• Presentation
• Design a robot
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• Ask students to name robots from stories or films they know. When
• Invitation
students name a fictional robot, ask What’s (robot name) like?
Pronunciation The th sound
Pacing Guides F.3.1, F.3.2, F.3.3 • TO START Tell students to open their books at pages 60−61. Point
out the unit title Robots and Us. Say We talked about robots that
aren’t real. But in real life, there are robots that can help people.
We’re going to find out about these robots in this unit. Ask students
to look at the photo. Say What’s the robot doing? (putting the lid on
a jar) Read Question 1. List suggestions on the board.
• Read aloud the caption and explain that robotics is the science
of making robots. Then ask questions about the photo and the
caption such as the following:
What country is this robot from? (Germany)
What do you think the robot is made of? (plastic, metal, glass)
Unit Opener
Objectives
‘We know that robots are going to have Students will
an impact on society.’ • describe and discuss a robot in a
Chad Jenkins photo.
• discuss the importance of robots
and machines.
Resource CD-ROM/Website); CPT: Unit
Opener
Be the Expert
ng
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About the Photo
The Institute of Robotics and
ar
A robot at work at the Institute of Robotics and
Mechatronics, Germany
Mechatronics in southern Germany
develops many different types of robots.
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Some of the robots are designed to
TO START operate in environments that would be
difficult to reach or dangerous for human
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1. Look at the photo. What is the robot
doing? What else do you think this beings. Others provide assistance to
hi
robot can do? people in their everyday life and work.
The robots copy the way humans move,
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2. Would you like to have a robot in
your home? Why or why not? and extend the things that humans
3. Think about your home. How many can do. The robots are designed for
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machines are there? What jobs do tasks in many different areas, including
they do? What would your life be like space exploration, medicine and health
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without them? care, industry, disaster management,

61
exploration of extreme environments and
personal assistance.
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How big do you think it is? Teaching Tip

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Which part of the robot is most like a human? Class discussion can bring out students’
What do you think the robot sounds like? Do you think it can speak? interests and allow them to talk about
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things that are important to them. Be

What name would you give this robot, and why?
aware of how much your students know
at
about the topic they are discussing and

• Read the quote by Chad Jenkins aloud. Say If something has an
whether they need help with vocabulary.
impact on society, it means it changes our lives in an important
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During class discussions, try to get

way. Can you think of some ways in which robots might change our students to talk to each other and not
society? Ask students to suggest some ways. Then ask a student to just to you. For example, you don’t have
read aloud Question 2 and elicit responses. to respond to every student’s comment
yourself. Instead, ask the class to
• Share with students the information in About the Photo. Say Robots comment on what a student has said.
can help with many different tasks. Which is the most important? Say Who agrees with (student’s name)?
Tell (him/her) what you think and why.
• Ask a student to read aloud Question 3. Ask What machines Make sure that students express their
ideas politely.
are there in your home? What do they do? Encourage a class
discussion.
Related Words
Extend human, robotics
partners will be discussing and writing about robots.
1 What do we use robots for? Discuss.
Vocabulary Then listen and read. 053
What do you think of when you hear the movements. The doctors can even control the
Objectives word ‘robot’? Perhaps you imagine something robots from far away. Other doctors also use
Students will that follows our instructions, brings us our another type of robot – a therapy robot. One
• use vocabulary related to robots. clothes and helps us around the home. These type of therapy robot called Paro looks and
• use new vocabulary to read about robots do exist, but scientists also design many acts like a baby seal. It has got a movable head
and discuss some jobs that other kinds of robots for other important jobs. and flippers. When patients hold this robot,
they feel relaxed and happy. Sometimes their
robots do. Doctors use medical robots for surgery.
They can use the robots to make very careful pain levels improve.
Target Vocabulary boring, bring,
control, design, doctor, follow, help,
hold, improve, mouse, movable, move,
online, pain, send
Content Vocabulary assembly line,
cuddle, household chores, medical,
position, roboticist, therapy, vehicle
Resource CD-ROM/Website);
Tracks 053–056 (Audio CD/Website
ng
/CPT); CPT: Vocabulary
ni
ar
Le
c
hi
ap
gr
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62 VOCABULARY
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Warm Up have two minutes to list as many ways we use robots

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as you can. When the time is up, ask pairs how many
• Build background Tell students they’re going to uses they listed and ask pairs to read out a few of
read about different jobs that robots do. Tell them
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their ideas.
to open their books at pages 62−63 and look at the
at
two photos. Say There are two very different types of • Say Let’s find out some more uses for robots. Play
robots in the photos. Read out the captions. Say The Track 053 and tell students to listen and read. Say
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robot in the main photo looks like a baby seal. Where The baby seal is a therapy robot. What do you think
do seals live? (sometimes in the sea, sometimes on therapy means? (helping someone with a medical
land). Can you guess what job the robots in the two problem to get better) Say The robot in the second
photos are doing? Put students into pairs and give picture is a vehicle. Can you give me some examples of
them time to discuss their predictions. things that are vehicles? (car, train, boat, lorry, plane)
Present • Discuss the reading. Ask questions such as:

1 2
Why do you think doctors sometimes use robots to do
• Say The child in the main photo is cuddling the seal. operations?
This is cuddling. Demonstrate a cuddling motion, like
What happens when patients hold the parobot?
a small child holding a doll and rocking it.
Explorers send robots to places that are hard to
• 1 Put students into pairs. Read aloud Activity 1 at reach. What example is given?
the top of page 62. Say Discuss with a partner. You What dangerous job can robots do?

Be the Expert
Explorers send robot vehicles to places that In factories, robots do a lot of very boring
are difficult to reach, for example, deep below
the sea. They can watch the robots on a screen
assembly line jobs. When humans do
repetitive jobs – the same thing, again and
About the Photo
and control them online using their keyboard again – they can make mistakes, but robots The Paro therapy robot has been modelled
and mouse. They can decide where and when don’t get bored. to look and behave like a baby harp seal.
the robots move. People also use robots to It is covered with soft artificial fur to make
A robot rescue vehicle, Russia
do very dangerous jobs. For example, if there
people feel as though they are touching a
is a fire in a building, a robot can go into the
building and look for people. real animal. It responds to being spoken
to or stroked, by making seal noises,
moving its body and flippers, and opening
and closing its eyes. It is designed to
have a positive effect psychologically on
people interacting with it, with similar
effects to therapies carried out with real
animals. It has helped people of all ages,
from children in hospital to elderly people
with dementia. And unlike drug therapies,
there are no side effects.
ng
Teaching Tip
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Involve students in the presentation phase
ar
A child in hospital cuddling Paro, a life-like of learning new words. Instead of always
baby seal robot, Japan supplying the definition of a new word
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in a text, present the form of the word
and elicit their ideas. For example, ask
What’s a repetitive job? Show me. Students
c might respond by miming doing the same

hi
actions several times. Encourage any
ideas that are on the right lines, and then
ap
2 LEARN NEW WORDS Listen and repeat. 054 confirm by giving a clear definition yourself.
That’s right. A repetitive job is when you
3 Work in pairs. Design a therapy robot. What does it look repeat the same actions many times.
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like? What does it do? How does it make people feel

happy? Share your ideas with the class.
Related Word
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VOCABULARY 63
patient
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Robots often do jobs that people find boring. What do students to sketch out their ideas on paper, including
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you think an assembly line is? a drawing of their robot. When they have finished,
ask them to share their ideas with the class. Ask the
• Explain Say Some jobs in factories in the past were
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class to vote on the best robot.

very boring for people to do. Now robots can do many
at
of these jobs, and do them better than people. • 4 Read aloud the quote from page 61 again.
Say Now let’s read about Chad Jenkins and his work.
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• 2 LEARN NEW WORDS Play Track 054. Ask students Then ask students to turn to page 64. Read out the
to listen and repeat. Then put the students into small words in the word box. Say Most of these words are
groups. Give each group three or four of the new verbs. Which words aren’t verbs? (doctor, online). Tell
words. Say Make a new sentence for each word. When students to complete Activity 4 independently. Ask a
students have finished, ask each group to read their student to read the completed paragraph aloud.
sentences.
• 5 LEARN NEW WORDS Read aloud the words in the
Practise 3 4 5 word box, then play Track 055 and tell students to
listen for the words. Ask students to work in pairs
• 3 Share with students the information in About and look for each word in context on pages 62−63.
the Photo. Put students into pairs. Say Now you’re Tell students to complete the matching activity
going to design a therapy robot. Think about who your independently. Play Track 056 and ask them to listen
robot might help. Read the Activity 3 questions. Tell and repeat the words and sentences.
Vocabulary
4 Read and write the words from the list. Make any necessary changes.
Vocabulary
control design doctor follow help online send
designs
Objectives Chad Jenkins is a computer scientist and roboticist. He robots.
Students will He wants to teach his robots how to learn new things. A lot of people help
• use vocabulary related to robots. Chad to teach his robots. They visit Chad’s robot lab online . Then they
• use a vocabulary strategy to learn send instructions to the robots. The robots follow
new vocabulary. the instructions. People who visit Chad’s lab control the robots online.
Target Vocabulary bring, hold, They can tell the robots to play football or to do some household chores. The robots learn new
movable, move things and improve because they get a lot of practice.
Vocabulary Strategy The -able ending
Academic Language definition, suffix
5 LEARN NEW WORDS Listen to these words and match them
Resources Online Workbook/Workbook to their definitions. Then listen and repeat. 055 056
CD/Website/CPT); CPT: Vocabulary bring hold movable move
Chad Jenkins interacts

move 1. change from one with a robot
position to another
hold
ng
2. have something in your
hands or arms
bring 3. take something or
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someone with you to
a place
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movable 4. able to change position
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1. Work independently. Write a list of five instructions
for the robots in Chad Jenkins’ lab.
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2. Work in pairs. Henry Evans works with Chad.
hi
He can’t speak or move his arms or legs. Think of
different ways a robot might help Henry.
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3. Work in groups. Think of a very simple task for a

robot, for example, ‘Bring me my book.’ or ‘Check
my email.’ Then write instructions for every
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step of the task.

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64 VOCABULARY
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• Vocabulary Strategy Say Read the words in the box again. Which

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two words begin with the same three letters? (move, movable)
Ask a student to read aloud the definitions of the two words.
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Say Sometimes when we add an ending to a word it changes the

type of word it is. Move is a verb. What kind of word is movable?
at
(an adjective) Explain When we add -able to the end of a verb, it

makes an adjective that means you can do something. If a robot has
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movable arms, it means you can move them. Write on the board:
verb + suffix = adjective

move + able = movable
control + able = controllable
reach + able = reachable
Say A suffix is a group of letters that we can add to the end of the
word to change its meaning. One suffix is -able. Draw students’
attention to other examples on the board. Say Here are two
other verbs that we can add -able to. Read the examples aloud.
Ask What do you think controllable means? (We can control
Be the Expert
something.) What do you think reachable means? (We can reach
something.) Point out the spelling changes. Say We remove the e
from move before adding the suffix. We double the final l in control. Vocabulary Strategy
Ask students to suggest sentences using the three -able words The -able ending It’s possible to
on the board. change the word class of a word in
English by adding a suffix. The suffix
-able is an example of an adjective suffix,
Apply 6 which changes a verb into an adjective.
It’s related to the word able, and means
• 6 you decide Ask students to silently read the choices in
‘can be done’ or ‘capable of’. It is a
Activity 6. Say Choose one of the three activities. You’ll work on your particularly useful suffix as it can be
own, with a partner or in a group. used with many verbs, e.g. drink →
drinkable, change → changeable, watch
• For Activity 1, encourage students to think about the order of the → watchable.
instructions, and to express them clearly. For Activities 2 and
Other common adjective suffixes are -ful,
3, help students to find partners or groups to work with. Give meaning ‘full of’ or ‘providing’, and -less,
students time to complete their chosen activity, then ask them to meaning ‘without’, e.g. use → useful,
ng
share their work with the class. useless, hope → hopeful, hopeless.
These suffixes are mainly added to nouns
ni
rather than verbs.
Extend
A suffix sometimes requires a change of
ar
• Invite a student to volunteer to role-play being a robot. Ask one spelling to the root word, for example:
of the groups who did Activity 3 to read out their instructions to move → movable (the final -e is omitted)
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the ‘robot’, who tries to mime the actions to complete the task. copy → copiable (the final -y changes to i)
Then say Did the instructions work well? Were any steps of the task control → controllable (the final
consonant doubles).
missed out? Invite students to suggest improvements and guide
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the ‘robot’ to do the task again. Repeat the activity a few more
hi
times with different students playing the robot, and other groups
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giving their instructions for a new task.

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will use vocabulary words to write about and discuss robots and
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technology.
Consolidate
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• Write two columns of words from the unit on the board: a list of
nouns and a list of verbs:
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Can students
Nouns: robot, doctor, mouse, instructions, computer, roboticist, • use new vocabulary related to robots?
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Ask students to choose the correct words

baby seal, people, household chores
to complete these sentences:
at
Verbs: move, control, design, send, improve, bring, hold, follow, A roboticist ______ robots. (follows/
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designs)
use
Students can send ______ to the robots
• Divide the class into two groups to play a game. Ask each group online. (instructions/pain)
to line up. Tell students that the person at the front of one line will The robots ______ because they get a lot
choose a noun and the person at the front of the other line will of practice. (follow/improve)
choose a verb. Say You need to work together to make a sentence • use new vocabulary to discuss some jobs
that robots do?
with the two words. The two students go back to their desk to write
their sentence on a piece of paper, then go to the back of the line. Ask students to talk about the work done
by one of the robots they read about.
In the meantime, the next pair is taking a turn. Say Try not to use
the same two words as any other pair. When the first pair get to the
front of the line again, say Now tell us your sentences. The rest of Workbook For additional practice,
the class listens and decides if the sentence is correct. The class assign Workbook pages 38–39.
gets a point for each correct sentence. Set a target number of
points that the class has to reach in order to win.
Vocabulary Practice
Reacting
That’s amazing! That’s boring!

Objective That’s fantastic! That’s a bit weird!
Students will
That’s so cool! That’s scary!
• express reactions.
Speaking Strategy Reacting
Academic Language speaker 1 Listen. How do the speakers react? Write the phrases you hear. 058
Content Vocabulary amazing, cool,
fantastic, scary, weird
2
Pronunciation The th sound Possible answers:
Krish: There’s an article in this magazine
Resources Online Workbook; Worksheet about robots.
F.3.3 (Teacher’s Resource CD-
Mariana: Robots! That’s boring!
ROM/Website); Tracks 057−058,
139–141 (Audio CD/Website/CPT); Krish: No, it isn’t! It’s really interesting. This robot
Pronunciation Answer Key (Teacher’s looks like a baby seal.
Resource CD-ROM/Website); CPT: That’s amazing!
Mariana: Wow!
Speaking Strategy and Pronunciation
Krish: They even use them in hospitals.
Materials Scissors for each pair of
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students, pieces of card or paper Mariana: In hospitals? That’s a bit weird.
Krish: Not really. The robots help patients to
ni
feel happy and relaxed.
That’s so cool!
ar
Mariana: Really?
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3 Work in pairs. Pick a card and react to the
information on it.
c
hi
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Go to page 177.
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SPEAKING 65
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Warm Up the student says, for example, My sister was on TV

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last week! say OK in a bored voice. Then say Tell me

• Activate prior knowledge Say Imagine someone tells about something unusual. When the student responds,
you something very surprising. For example, ‘We’ve got
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My brother loves doing household chores! don’t reply.

a new robot at home. It cleans the house every day
Instead, pause for a moment, and then talk about
at
and makes our meals.’ What do you say to them? Ask

something unrelated, such as I had fish for supper
several students for their ideas, and list them on the
last night.
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board. Then say Imagine someone tells you something

sad. For example, ‘My pet rabbit died yesterday.’ What • Ask the class What happened when I didn’t react in
do you say to them? Elicit students’ ideas and add the right way to what (Mia) said? Ask several students
them to the board. Explain When we respond to to give their ideas. Say If you don’t react in the right
something interesting, surprising, sad or happy that way, the conversation stops. Also, people might think
someone tells us, we’re reacting. Write reacting at the you’re unfriendly, or that you don’t care about them. So
top of the board. Say In this lesson, we’ll learn different it’s important to know different ways of reacting.
ways of reacting to people.
• Model Say Let’s see why it’s important to react in a Present 1

conversation. Invite a student to the front of the class • Say Let’s look at some different ways of reacting. Say
and role-play a short conversation in which you don’t Open your books at page 65. Listen to some different
react in an appropriate way. For example, you could expressions we can use. Play Track 057. Tell students
say Tell me something exciting that happened. When to listen and read along.

Be the Expert
• Play Track 057 again, pausing after each sentence for students
to repeat. Make sure that they use the right intonation. Say It’s
important that we say the expressions in the right tone of voice. Strategy in Depth
Intonation is the rise and fall, or ‘the
• 1 Say Now let’s listen to two people talking. What phrases do music’, of a voice when speaking. In
they use to react? Write down the phrases you hear. Play Track 058. English, intonation is very important in
Ask students to share what they wrote with the class. conveying meaning, but it is also crucial
in conveying attitude – how the speaker
Practise 2 is feeling. The same phrase spoken
with different intonation can convey
• 2 Once students seem comfortable using the speaking strategy enthusiasm or indifference, surprise or
excitement. Make sure that your students
to react, direct them to Activity 2. Say Now we’re going to read
have the chance to listen to typical
a dialogue about therapy robots. Read the instructions, and tell examples of natural speech and that
students to complete Activity 2 independently. they pay attention to and use the correct
intonation. Make students aware that
• Ask pairs of students to read their completed dialogues aloud, when reacting to another speaker, a flat
taking turns as Krish and Mariana. Remind them to use intonation tone indicates lack of interest, so they
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and facial expression to convey their feelings. When they have need to speak with real feeling.
finished, ask Did you both use the same expressions to react?
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Pronunciation
Apply
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3 Go to Student’s Book page 163. Use
• 3 Put students into pairs with a new partner. Ask them to cut
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out a set of cards on page 177. Read the instructions aloud. The th sound To make the unvoiced th
sound, tell students to place the front
Demonstrate the activity. Say Place the cards face down. One
c
person turns over a card and tells his or her partner the information
of the tongue lightly against the back
of the upper teeth, and blow air out. To
hi
on the card. Then the partner reacts. make the voiced th, ask them to add their
ap
voice, making the vocal cords vibrate. If
• Ask a student to play the game with you to model how it is played. they put two fingers on their Adam’s apple
Invite the student to turn over a card and read out the information, (the hard part at the front of the neck),
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they will feel the difference between the

for example, The SuperClock is a robot alarm clock. It jumps onto the
unvoiced and voiced sounds.
floor and hides! React, saying Wow! That’s so cool. I want one! Tell
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partners to play the game. Monitor, providing assistance as needed.

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Extend
• Give out two blank cards or small pieces of paper to each student.
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Ask them to make new game cards, writing two facts about robots.
They can use their own knowledge or facts from the unit. Put the
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class into small groups to play the game. Tell each group to sit in
at
a circle. Say Mix all the new cards together. Put them face down in
the middle of the group. Take turns to pick a card and read it to the
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person on your right. That person reacts to what you say. See how
many times you can go round the circle.
Can students
• If time allows, hand out Worksheet F.3.3. Explain that students • express reactions appropriately?
can use the worksheet to practise reacting. Ask students to react to each of these
statements:
Our teacher brought a robot into class
Consolidate today.
• Write the new vocabulary words on the board: boring, bring, This robot can speak five different
control, design, doctor, follow, help, hold, improve, mouse, movable, languages.
move, online, pain, send. Ask students to stand in a circle. Say You can get a robot that looks just like you.
Take turns to make a sentence. Use at least one of the words on
the board. Say something surprising, or unusual, or different. Then
choose two different students to react to what you said. Encourage Online Workbook Speaking Strategy
the two students reacting to use different expressions.
Speaking Strategy
Can and can’t: Talking about ability

My robot can talk, but it can’t open doors.
Can your robot clean the floor?
Objectives
Yes, it can.
Students will
• use can and can’t to talk about
ability.
• learn about and discuss what robots
can and can’t do.
Grammar Can and can’t: Talking about
ability Robotic pet dog
Target Vocabulary cry, dream, imagine,

laugh
Academic Language ability, compare
Content Vocabulary drive a car, fast-
food restaurant, go upstairs, load the
dishwasher 1 Listen. Tick the correct answers. 060

pages 40−41; Tracks 059−062 (Audio can can’t can can’t
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CD/Website/CPT); CPT: Grammar 1 jump ✓ go upstairs ✓
Materials One poster-sized sheet of walk ✓ dance ✓
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paper (optional) run ✓ talk ✓
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load the understand voice
dishwasher ✓ instructions ✓
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2 Work in pairs. Imagine you have got a robot. Think of five things it can do
and five things it can’t do. You can use the ideas in the box below or your own
ideas. Then compare your robot with another pair’s robot.
c
hi
hold things run jump swim talk
laugh sing load the dishwasher clean the house play football
ap
dance drive a car read a book understand voice instructions

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Our robot can hold things and it can dance,

but it can’t sing. Can your robot sing? Yes, it can. Our robot can sing and it can run,
but it can’t understand voice instructions.
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66 GRAMMAR
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Warm Up
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• Activate prior knowledge Say We’ve learnt about some fantastic

robots in this unit. Who can remember some of the things that robots
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do to help us? Let several students give their suggestions. Then

at
say My favourite is the baby seal robot. It moves like a baby seal. It
makes noises like a seal. It even pretends to go to sleep by closing
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its eyes. But seals can swim. Does the robot seal swim? (no) Ask Why
not? and elicit students’ ideas.
• Say The robot can move but it can’t swim. Write the sentence on the
board. Underline can and can’t. Say We’re going to talk about things
people and robots can and can’t do. We’re going to talk about ability.
Write ability at the top of the board.
• Predict Say Robots do a lot of things! But what are some things that
robots can never do? Talk to your partner. Put students into pairs
and give them time to discuss with their partner, then ask students
to share their ideas with the class.

3 LEARN NEW WORDS Listen to learn about what robots can and can’t do. Then listen
Grammar in Depth
A modal is an auxiliary or helping verb
that we use in English to talk about ideas,
✗ ✓ such as ability, possibility, necessity or
permission. Modal verbs include can,
Robots can’t imagine things. Humans can feel sad and cry.
could, may, might, shall, should and would.
This unit covers the use of can for ability.
Can is used in the present to express

an ability, and can’t to express a lack of
ability. Can is used to say what people,
animals and things are able to do
✓ ✗ because of their own skills, knowledge,
Humans can feel happy and laugh. Robots can’t dream. strength, design, and so on:
The robot can lift heavy weights.
4 Work in pairs. Complete these sentences about yourself. Then compare your answers Juan can play the guitar well.
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with your partner.
Be able to has a similar meaning,
I sometimes dream about … I laugh when …
particularly when talking about a person’s
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I like to imagine I’m … I cry when … ability, and where the ability is surprising
or exceptional:
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5 Work in groups. What do you think these robots can do? What can’t they do? Complete She is three years old, but she can / is
the sentences below with your own ideas. able to speak three languages!
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A fast-food restaurant robot can prepare food and it can do the washing up. It can talk Be able to is more formal than can, and is
to people. It can’t laugh and it can’t use a computer. used less often.
A hospital robot
c To talk about past ability, we use could.
hi
Teaching Tip
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A school robot
Pause from time to time to give
students a chance to ask questions
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A police robot about the lesson. Encourage them to

ask any questions they may have about
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GRAMMAR 67 vocabulary, grammar or other English-

language content. Help students to feel
comfortable about asking questions by
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reminding them that all questions are
Present important. Explain that other students

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in the class probably want to know the

• Tell students to open their books at pages 66–67. Point out the answer to the same question.
grammar box at the top of page 66. Say We’re going to listen to a
io
dialogue about what a robot can and can’t do. Play Track 059 while
at
the students listen and read along.

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• Read aloud the first sentence in the box, and write it on the board.
Say My robot can talk, but it can’t open doors. Can my robot talk?
(yes) Can it open doors? (no) Say We use can to talk about ability. We
use can’t to talk about its opposite, lack of ability. Can’t is the same
as cannot.
• Ask What can my robot do? (talk) Underline talk on the board. Ask
What can’t my robot do? (open doors). Underline open on the board.
Say Talk and open are the two main verbs in the sentence. But there
are two other verbs: can and can’t. Circle can and can’t. Explain
Sometimes we use a verb like can before the main verb, to express
certain kinds of ideas. These verbs are called modal or helping verbs.
Remind students that we use the joining word but to contrast two
different pieces of information.

GR AMMAR 059
3 LEARN NEW WORDS Listen to learn about what robots can and can’t do. Then listen
and repeat. 061 062
• Put students into pairs. Say Can you remember any
of the things the robot can and can’t do? Talk to your
My robot can talk, but it can’t open doors.
Can your robot clean the floor?
Yes, it can.
partner. Don’t complete the table yet. Give students

✗ ✓
Robotic pet dog

Robots can’t imagine things. Humans can feel sad and cry.
time to discuss any information they remember. Then
play Track 060 again and ask students to complete the
✓ ✗ activity. Say Put a tick in the can or can’t column for
1 Listen. Tick the correct answers. 060 Humans can feel happy and laugh. Robots can’t dream.
jump
can can’t
✓ go upstairs
can
✓
can’t 4 Work in pairs. Complete these sentences about yourself. Then compare your answers
with your partner.
each action. If necessary, pause the track after each
sentence for students to tick the correct box. Check
I sometimes dream about … I laugh when …
walk ✓ dance ✓
I like to imagine I’m … I cry when …
run ✓ talk ✓
load the understand voice
✓ ✓
answers as a class.
dishwasher instructions 5 Work in groups. What do you think these robots can do? What can’t they do? Complete
the sentences below with your own ideas.
2 Work in pairs. Imagine you have got a robot. Think of five things it can do A fast-food restaurant robot can prepare food and it can do the washing up. It can talk
and five things it can’t do. You can use the ideas in the box below or your own to people. It can’t laugh and it can’t use a computer.
ideas. Then compare your robot with another pair’s robot.
• Say What questions did the speaker ask? (What do

A hospital robot
hold things run jump swim talk
laugh sing load the dishwasher clean the house play football
dance drive a car read a book understand voice instructions A school robot
Our robot can hold things and it can dance,

but it can’t sing. Can your robot sing? Yes, it can. Our robot can sing and it can run,
A police robot
you think? Do you want a SpotMini in your house?)
but it can’t understand voice instructions.
Ask students to give their response to the questions,
stating their reasons.
• Talk through how to form questions and short answers • 2 Choose students to read aloud the verbs in the
with can. Ask a pair of students to read the question
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box in Activity 2. Put students into pairs and read
and answer in the grammar box. On the board, write aloud the first part of the instructions for Activity 2. Tell
the following: students to work with their partners and note down
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their ideas about what their robot can and can’t do.
Your robot can clean My robot can’t sing.
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the floor. • When pairs have had time to complete their lists, read
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Can your robot clean out the final part of the instruction. Ask a pair to read
the floor? ? out the example dialogue in the speech bubbles. Say
Now work with another pair. Compare what your robots
Yes, it can.
ccan do. When groups have finished, ask them to tell
hi
the class about their robots.
• Point to the sentences on the left. Say Which words
ap
have changed places in the first two sentences? (your Apply 3 4 5

robot and can). Say We put the modal verb can at the
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beginning of the sentence to make a question. Read • 3 LEARN NEW WORDS Say Robots can do a lot of
things, but people can do even more! Ask students to
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out the short answer. Say Yes, it can. We use only the
modal verb in the short answer, but we use the modal look at the pictures in Activity 3. Say The people in
the pictures are doing things that robots can’t do. Let’s
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and the main verb in the long answer. (Yes, it can clean
the floor.). Then read out the negative sentence. Ask find out about these things. Play Track 061 and ask
Who can make the question? (Can my robot sing?) Ask students to listen.
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What’s the short answer? (No, it can’t.)

• Say What things did the track say that robots can do?
Ask students to say what they can remember, then
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• Play Track 059 again. Ask students to listen and

repeat several times. Encourage them to read with play Track 061 again. Ask students to listen for the
at
expression and correct intonation. things that robots can do.

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• Ask students to silently read the captions below each

Practise 1 2 photo in Activity 3. Point out the four words in the bold
• 1 Say Now we’re going to find out about a new type type. Say These are new words. They’re all words we can
of robot called SpotMini. Let’s listen and find out what use for some things that people can do. Let’s listen to
the robot can and can’t do. Play Track 060 and tell the words in sentences. Play Track 062. Ask students to
students to listen. Then point out the tables in Activity repeat each word alone and in a sentence.
1. Ask a student to read out all the verbs in the first
• 4 Ask students to look at Activity 4. Read out the
column of each table. Say Are there any words in
instruction, and ask a student to read aloud the four
the box that you don’t understand? Help students as
sentence beginnings. Tell students to work individually
needed with the meaning of any verbs, for example,
to complete the sentences in a way that is true for
load the dishwasher. Ask What’s a dishwasher? (a
them.
machine for washing dishes) What does load mean?
(to put the dishes inside the dishwasher.)

Be the Expert
• When they have finished, put students into pairs and ask them to
compare answers with their partner. When they’ve finished, invite
some students to tell the class about their partner’s sentences. Our World in Context
Today, robots’ intelligence and ability to
• 5 Put students into small groups. Read the Activity 5
experience emotions are still very limited.
instructions. Say You’re going to decide how robots can help in a Scientists working in the field of artificial
fast-food restaurant, in a hospital, in school and how they can help intelligence predict that this will change
the police do their job. Listen to each other’s suggestions before you rapidly. In traditional programming, a
start to complete each sentence. Make sure all group members have computer needs to be given a detailed
set of instructions in order to carry
a chance to share their ideas. Ask groups to complete the task.
out any task. The concept of machine
learning could transform this. With
Extend machine learning, scientists programme
computers to learn by themselves. A
• Join the groups from Activity 5 on one side of the class into one
new generation of robots could become
team, and the groups from the other side into another team. Say extremely intelligent.
You’re going to tell us about the robots you wrote about in Activity 5.
Choose one of the sentences you wrote. But don’t tell us where the Scientists are divided, however, over
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robot works! The other team has to guess. Model the game by saying whether robots will be able to experience
emotions. They could be taught
This robot can bring food to people in bed. It can ask the patients
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psychological factors that affect the
how they’re feeling. But it can’t do operations. Which robot is it? actions of humans, such as goals, beliefs
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Students guess It’s a hospital robot! and preferences. But would the robot
truly be experiencing feelings, or merely
• Teams take turns saying a sentence about one robot. One student
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imitating humans? Scientists are agreed,
from the other team guesses whether it’s a fast-food restaurant however, that how robots develop in the
robot, a hospital robot, a school robot or a police robot. The team future is for people to decide.
c
gets a point for a correct answer. Let each student have a turn at
hi
guessing. Teaching Tip
ap
When students do activities or play
Consolidate games in groups, maintain order by
making sure all students understand the
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• Say Let’s design a class robot! Think about what you want our robot instructions before the activity or game
to do. On the board, or on a poster-sized sheet of paper, draw a starts. Establish a few ground rules, such
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large outline of a robot’s body, but without any details. Invite a as One person speaks at a time. Listen
student up to the board and say Draw one part of the robot, and tell while your classmate is speaking. Practise
by demonstrating the first few steps of an
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us one thing that the robot can do. For example, you could draw the
activity or game as a class.
robot’s eyes and say ‘Our robot can see’. Let each student in turn
add to the drawing of the robot and say what it can do. Make a list
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of the actions that the robot can perform on the board.

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• Say Let’s give our robot a name. Invite students to suggest a name
for the robot and then vote on the most popular idea. Then say Now
at
let’s talk about what our robot can and can’t do. I’ll start. Point to the
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list of things the robot can do, and choose one of them. Say, for
example, Our robot’s name is Robbie. So, here’s my sentence. Robbie
can dance, but he can’t run. Give each student a turn to make a Formative Assessment
sentence. Can students
• use can and can’t to talk about ability?
Say Pretend we each have a robot at home
to help with the chores. Tell me what your
robot can and can’t do. Then ask me about
my robot.


Reading
Objectives
Students will
• read about and discuss the gender
Girls
divide in computer science and
engineering.
the reading.
• identify the main point of a
Can
paragraph.
Reading Strategy Identify the main
point of a paragraph
Target Vocabulary code, engineering,
Code
program, project
Academic Language context,
paragraph
Content Vocabulary after-school club,
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computer science, gender divide,
technology
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1 BEFORE YOU READ Discuss
16 4 AFTER YOU READ Look at the sentences.
pages 42–43; Worksheet F.3.4 in pairs. Look at the title and Tick T for True or F for False.
ar
(Teacher’s Resource CD-ROM/ the photo. What do you think 1. Boys aren’t better than girls at
Website); Tracks 063−064 (Audio CD/ the reading is about? ✓
T F
maths and science at school.
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2 LEARN NEW WORDS Find these
17 2. Many girls study computer science
at university. T ✓
F
words in the reading. Use the
other words around them to guess 3. Reshma Saujani works as an
c
their meaning. Then listen and engineer. T ✓
F
hi
repeat. 063 4. ‘Girls Who Code’ is an after-school
club organisation. T
✓ F
ap
code program
engineering project 5. Girls can make computers at
‘Girls Who Code’ clubs. T ✓
F
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3 WHILE YOU READ Think about the

18 6. A lot of girls want to study computer
main point of each paragraph. 064 science or engineering at university
✓
T F
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because of ‘Girls Who Code’ clubs.

68 READING
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Warm Up
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• Build background Say We know that robots can do great things!

But who makes the robots do these things? (scientists, roboticists)
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Explain Scientists write the special instructions that make robots

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work. Ask Who would like to do a job like that? Give students time to
respond, giving their reasons.
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• Say At school, both girls and boys are good at maths and science.
Boys are interested in robots and girls are, too. But when students go
to university, and when they get jobs, there are a lot more men than
women who work in subjects like computer science. There are more
men who are roboticists, for example. This is sometimes called the
gender divide. Write the phrase on the board.

How to Change programs. So how can we get more girls to
the Future
study these subjects? Be the Expert
Reshma Saujani is an American lawyer.
Boys and girls are both good at science She wants to change things. Her organisation,
and maths at school. But there is a big ‘gender ‘Girls Who Code’, runs after-school clubs and
divide’ in subjects like computer science and summer schools all around the USA. The clubs
engineering at university. A ‘gender divide’ are free, and they teach girls how to write code, Reading Strategy
means there is a difference between what girls do or special instructions, for computers. The girls
and what boys do. Very few girls study computer use these instructions to make basic computer
Identify the main point of a
science or engineering at university and very few programs. They work on projects together to help paragraph When trying to understand
girls get jobs in these subject areas. In fact, only their community. a reading text with more than one
20% of engineering graduates and only 18% of
The clubs are a big success. There are now paragraph, it’s helpful to ask students
computer science graduates in the USA are girls.
10,000 girls in ‘Girls Who Code’ after-school to identify the main point – or topic
Computer science and engineering are clubs around the USA. Many of these girls want sentence – of each paragraph in turn. A
useful and interesting subjects. Engineers use to study computer science or engineering when
science and maths to create and design things.
paragraph is a group of sentences related
they leave school.
Computer scientists work on new computer to a main idea or point.
84% A well-written paragraph contains a topic

80%
ENGINEERING AROUND 70% sentence that states the main point
THE WORLD 48% 52%
and structures the rest of the paragraph
girls boys around it. For example, a paragraph will
30% often begin with the topic sentence,
20% 16%
which is then followed by a series of
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Indonesia India The USA The UK examples that support it. Or, a paragraph
might make a number of points that
lead up to a conclusion, and the topic
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5 Work in pairs. Write the
18 6 Discuss in groups. sentence is then at the end of the
correct paragraph number for the 1. Do you think there are any paragraph.
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descriptions below. subjects that girls are better at or
2 that boys are better at? Why or
An explanation of computer Identifying topic sentences or main points
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why not?
science and engineering. is a very important skill for both reading
4 The effect of the ‘Girls Who 2. Why do you think STEM subjects
and writing. Try to give your students as
Code’ clubs. (science, technology, engineering
much practise in this as possible, and it
c
1 and maths) are less popular with
An introduction to the topic.
girls? How can we change that? will become second nature to them.
hi
3 A description of the ‘Girls Who
Code’ clubs. 3. Imagine you can organise some
after-school clubs around your
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area. What clubs do you want to

organise? Why do you want to
organise these clubs? Who will
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join them?
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READING 69
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• Say Let’s think about which jobs are mostly done by men, or women.
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Are there some jobs that equal numbers of men and women do?
Draw a Venn diagram on the board, like the following:
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at
men
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men and women

women
• Ask students to suggest jobs that they can think of, and say which
part of the diagram they should go in. Add the jobs to the diagram
as students suggest. Encourage other students to say if they agree
or disagree.
• Say In this lesson we’re going to think about why there’s a gender
divide for some subjects and jobs, and how things are changing.
Reading
How to Change programs. So how can we get more girls to
study these subjects?
come before and after. They can give you clues to the
the Future
unfamiliar word’s meaning.
Reshma Saujani is an American lawyer.
Boys and girls are both good at science She wants to change things. Her organisation,
and maths at school. But there is a big ‘gender ‘Girls Who Code’, runs after-school clubs and
divide’ in subjects like computer science and summer schools all around the USA. The clubs
engineering at university. A ‘gender divide’ are free, and they teach girls how to write code,
means there is a difference between what girls do or special instructions, for computers. The girls
and what boys do. Very few girls study computer
Girls
use these instructions to make basic computer
science or engineering at university and very few programs. They work on projects together to help
While You Read

girls get jobs in these subject areas. In fact, only
3
their community.
20% of engineering graduates and only 18% of
computer science graduates in the USA are girls. The clubs are a big success. There are now
10,000 girls in ‘Girls Who Code’ after-school
Computer science and engineering are clubs around the USA. Many of these girls want
Can
useful and interesting subjects. Engineers use to study computer science or engineering when
science and maths to create and design things. they leave school.
Computer scientists work on new computer
ENGINEERING AROUND 80% 84%

• 3 Say Who can remember what the gender divide is?
Code
70%
THE WORLD 48% 52%
girls boys
30%
20% 16% Elicit students’ ideas, then say Let’s find out more about
Indonesia India The USA The UK
1 BEFORE YOU READ Discuss

16 4 AFTER YOU READ Look at the sentences. 5 Work in pairs. Write the
18 6 Discuss in groups.
the gender divide in computer science and engineering.
Play Track 064 and tell students to listen and read along.
in pairs. Look at the title and Tick T for True or F for False. correct paragraph number for the 1. Do you think there are any
the photo. What do you think 1. Boys aren’t better than girls at descriptions below. subjects that girls are better at or
the reading is about? maths and science at school. ✓
T F
2 that boys are better at? Why or
An explanation of computer
why not?
2. Many girls study computer science science and engineering.
2 LEARN NEW WORDS Find these
17 T ✓
F
at university. 4 The effect of the ‘Girls Who 2. Why do you think STEM subjects
words in the reading. Use the (science, technology, engineering
Code’ clubs.
• Say How many paragraphs are there in the reading text?

other words around them to guess 3. Reshma Saujani works as an and maths) are less popular with
engineer. T ✓
F 1 An introduction to the topic.
their meaning. Then listen and girls? How can we change that?
repeat. 063 3 A description of the ‘Girls Who
4. ‘Girls Who Code’ is an after-school 3. Imagine you can organise some
T
✓ F Code’ clubs.
club organisation. after-school clubs around your
code program
engineering project
3 WHILE YOU READ Think about the

18
5. Girls can make computers at
‘Girls Who Code’ clubs.
6. A lot of girls want to study computer
T ✓
F
area. What clubs do you want to
organise? Why do you want to
organise these clubs? Who will
join them?
(four) Make sure that students can identify the separate
paragraphs, by asking What is the first word and the last
main point of each paragraph. 064 science or engineering at university
because of ‘Girls Who Code’ clubs. ✓
T F
word of each paragraph? When they have identified the

paragraphs, say In Unit 2, we found the main point, or
Before You Read 1 2 main idea, in an article. But each paragraph in a text has
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• 1 Ask students to open their books at pages a main point, too. Let’s listen and read the text again. This
68−69. Direct their attention to Activity 1. Put students time, think about the main point of each paragraph. Play
Track 064 again while students read and decide which
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into pairs, then read out the instruction. Ask a student
to read aloud the title and subtitle. Say Talk to your sentence contains the main point of each paragraph.
ar
partner. Look at the photo on page 68 and the chart on Ask students to note or underline these sentences.
page 69. Think about the titles. What do you predict the
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reading will be about? When students have finished, After You Read 4 5 6
review predictions as a class.
• 4 Put students into pairs. Ask them to read the
• 2 LEARN NEW WORDS Read aloud the words in the csentences and decide if they’re true or false. Encourage
hi
word box on page 68. Ask students to repeat. Say Do them to look back at the reading each time to locate the
ap
you think these words are nouns, verbs or adjectives? answer. Check answers as a class, and ask students to
Ask a few students to say what they think, then explain correct the false sentences by reading out the part of the
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We can’t always tell what kind of word it is when we see text with the correct information.
a word on its own. We need to read the whole sentence,
• 5 Ask students to compare with their partner the
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or the words that come before and after it. These other
sentences they identified as the main point of each
surrounding words create a word’s context. Put the
paragraph. Then read the instructions for Activity 5
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class into pairs and ask partners to find all four words
and ask them to work together to complete the
from the box in the reading.
activity. Review their answers as a class.
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• Read out the first part of the instructions for Activity 2.

• 6 Put students into small groups for Activity 6.
Say Let’s find the word code in the reading text. How
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Ask each group to choose one student to act as

many times does the word appear in the text? (three,
secretary and write notes from their discussion for
and in the title) Say Let’s find the sentences with the
at
each question. Tell students that for Question 1, there

word code. The text tells us there’s an organisation
are no right or wrong answers. Remind them to listen
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called ‘Girls Who Code’. That tells us that code is a verb.

to each other politely and make sure they give reasons
But what does code mean? Which sentence tells us
for their opinions.
this? (When you code, you write special instructions for
computers.) Ask students to work with their partners • To help students discuss Question 2, you may want to
to find the other words in context and guess their provide prompts. For example, say Think about when
meaning. Then say Now we’re going to hear the four children are very young. Are toys different for boys and
words in context again, but in different sentences. Play girls? Think about how these subjects are taught in
Track 063 and ask students to listen and repeat. schools. Do boys and girls have role models in these
subjects – adults they would like to be like? Do boys and
• Say When you find a new word in a reading text and
girls know what kind of jobs are available in these areas?
don’t know the meaning, you can look in a dictionary. But
before you do this, look at the word in context. Look for • For Question 3, ask students to think about clubs that
clues. A clue is something that helps you find something don’t already exist in their area. Encourage them to
or understand something better. Look at the words that use their imagination.

Be the Expert
Extend
• Ask the secretary for each group to share their discussion notes for
Question 1. Say Let’s see if we agree on the subjects girls or boys Teaching Tip
are better at. Draw a table on the board to note their responses, When students are carrying out activities
in groups, monitor how well they work
like this: together. Even students who get on
well together in friendship groups do
not always work together effectively. For
Subject Girls are Boys are No
example, they might lack focus and have
better better difference
a tendency to talk to each other about
Music things not related to the task.
Science Another problem occurs when an

extrovert member of a group dominates
a group activity, discouraging quieter
students from participating. If you notice
Ask What can people do to give boys and girls the same chances to these kinds of situations arising, make
be good at all subjects? Let several students give their ideas. a note to change the groups for future
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tasks. For example, you might like to put
• If time allows, you may want to assign Worksheet F.3.4 in class. quieter students together in one group, or
Students will use the worksheet to practise the new vocabulary and separate close friends so that students
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revisit the content of the reading. focus better on the task in hand.
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Finally, let students know collaboration
Consolidate is an important part of group work, and
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when they help each other in their groups,
• Say Let’s play True or False in groups. Put students into an even it benefits both the helper and the
number of small groups. Ask each group to work together to write student helped.
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four sentences based on the reading text. The sentences can be
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either true or false.
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• Say Play against another group. Take turns to read your four
sentences to the other group. Each student in the other group
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responds to one of your statements, saying ‘True’ or ‘False’. If they

answer correctly, they get one point for their group. One student in
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each group writes how many points their group has got. When they
have used all their sentences, groups move on to play with another
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group, until they have all played each other. Then ask How many
points did each group get? Who won?
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Can students
• talk about the gender divide?
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Say What do we mean when we say there

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is a gender divide in some subjects at

universities?
Ask What can girls do at the after-school
clubs we read about?
• identify the main point of a paragraph?
Ask students to choose one paragraph
from the reading, and tell you what the
main point is.

Reading
Video VIDE
Objectives
Students will 1 BEFORE YOU WATCH Discuss in pairs. How can robots help
22
• discuss the development of robotic explorers in places that are very dangerous or difficult to reach?
hands for collecting deep-sea
samples. 2 Work in pairs. You are going to watch Squishy Robot Fingers.
• apply the message of the video to Before you watch, look at the photo. What do you think it shows?
their personal lives. What is it doing?
Academic Language advert,
description, list 3 WHILE YOU WATCH Check your answers from Activity 2.
24
Were they correct? What else did you learn about Squishy Fingers?
Content Vocabulary adapt, coral reef,
Watch scene 3.1.
equipment, rubber, underwater
Resources Video scene 3.1 (DVD/ 4 AFTER YOU WATCH Work in pairs. Circle the
Website/CPT); Online Workbook; CPT: correct words.
Video
1. David Gruber first tested Squishy Fingers
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in a swimming pool / coral reef .
2 Now he is testing it in a boat / on a coral reef .
3. Squishy Fingers is made from metal / rubber .
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4. David’s old robots were designed for coral / oil exploration .
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5. Squishy Fingers grabs a small / large piece of coral.
6. David and the team are happy / unhappy with the test.
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5 Work in pairs. Compare Squishy Fingers’ hands
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with the older robot hands. Draw a table with
three headings: Task, Squishy Fingers and Older
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Robot Hands. Tick which robot could do each
task better.
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Squishy Fingers in action underwater

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70 VIDEO
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is this, and what is it doing? Say The video is called

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Squishy Robot Fingers. What do you think squishy

• Say We’ve learnt about how robots can work in places means? Try to predict what the video is about. Give
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that are difficult or dangerous for people. What are pairs time to discuss the questions, and then invite
some of those places? (deep below the sea, inside them to share their ideas with the class.
at
a burning building) Say We learnt that some robots

can make small, careful movements with their hands. While You Watch
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3
What are some examples of this? (doctors using
medical robots to do operations, assembly line jobs in • 3 Say Now we’re going to watch Squishy Robot
factories) Fingers. Let’s find out if your predictions were correct.
Play Video scene 3.1. Say Did you guess right?
• 1 Ask students to open their books at pages Where’s the robot in the photo? What’s it doing? Invite
70−71. Read aloud the question in Activity 1. Put several students to answer.
students into pairs. Say Think about some other
places that are dangerous or difficult. Imagine how • Read the final part of the instruction for Activity 3. Say
robots can help explorers in those places. After pairs Let’s watch the video again. This time, find the answer
have had time to discuss, ask them to share their to this question: Is Squishy Fingers successful? Check
ideas. that students understand successful. Say You want
to do something. You try hard, and you do it. You’re
• 2 Read the instructions for Activity 2 aloud. Say successful! Play the video again. Confirm the answer
Look at the photo. Where is this? What kind of machine (Squishy Fingers is successful).

Be the Expert
Teaching Tip
When students work in groups, you
might like to give each individual student
within the group a role or task, to make
sure each of them is playing a part. One
student could be the secretary, and note
down all the group’s ideas. Another could
be the reader, reading out the questions
or relevant parts of the text to the group.
Another student could be the captain,
who makes sure that everyone does their
job. Make sure that you change the roles
from one activity to the next, so that each
gets a turn in the different roles.
Work in groups. Think of ways to use robots
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6
to explore the places listed below. How
would you change the robot for each place?
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a volcano the Sahara desert
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the Arctic an underground cave
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7 YOU DECIDE Choose an activity. Formative Assessment
1. Work independently. David Gruber is an underwater Can students
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explorer. In the video, he uses Squishy Fingers to collect a • discuss the development of robotic hands
piece of coral in the ocean. Where else could Squishy Fingers
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work? Make a list of your ideas.
for collecting deep-sea samples?
Say Describe the Squishy Fingers robot.
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2. Work in pairs. Design an advert for Squishy Fingers. Include
information about what it can do. Make a video or perform What job does it do in the video?
your advert to the class.
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3. Work in groups. Find out about another piece of equipment

used in underwater exploration. Write a short description of
the equipment and what it does. Tell the class about it.
Online Workbook Video
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VIDEO 71
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After You Watch 4 5 6 7 a very hot place, it might need a special fan to cool
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it. Encourage each student within the group to think

• 4 Put students into pairs. Tell them to use about one of the places, and then share their ideas
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information from the video to circle the correct with the rest of their group.
answers. If necessary, play all or part of the video
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again. Review the answers as a class. • 7 you decide Ask students to choose an activity.
If students choose the first activity, guide these
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• 5 Read the instructions aloud and write the students to do online research into the work of
three headings on the board. Say The scientists now underwater explorers.
have robots with squishy fingers. Before, the robots
had metal hands. But those were designed for oil • Put students who choose the second option into
exploration. Talk about the differences. Then think pairs. Say You’re going to design an advert. Think about
about other things the different robot hands can do. the best things that Squishy Fingers can do, and the
When pairs have finished, invite them to share their best words to make it sound great. If students wish
ideas with the class. to video their advert, make sure they have access to
a device that records video, and encourage them to
• 6 Put students into small groups. Read the rehearse their advert before recording it.
instructions aloud and the four places. Say Think
about how robots could help to explore these places. • Put students who choose the third option into small
You might need to adapt a robot for each place. groups and help them to find websites where they can
Adapt means change. For example, if your robot is in research equipment for underwater exploration.
Video
Should and shouldn’t : Giving advice

We should join the after-school coding club.
You shouldn’t buy this robot. It’s very expensive.
Objective
Students will They should study for this maths test.
• use should and shouldn’t to give
advice.
1 Read. Use should or shouldn’t with the correct verb from the box to complete
Grammar Should and shouldn’t: Giving the sentences.
advice
forget join learn look read spend start study watch
Academic Language advice
Content Vocabulary computer game,
cool, designer, developer
Resources Online Workbook/
Workbook pages 44–45; Worksheet
Do you want • You should learn how to code.

a cool job as
a robot developer
• You
and science.
should study maths
or a computer
Materials scissors, sheets of paper game designer? • You shouldn’t forget
computer games at home!
to play a lot of
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• You should join an after-school
computer club. If there isn’t an after-school computer
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club, you should start one!
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• You should watch
about science and technology.
TV programmes
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• You should read
magazines about computers.
books and
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hi
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2 Work in pairs. Take turns. You should ask your
Choose a card. Read the maths teacher for help.
sentence. Ask your partner
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for advice.
Go to page 179.
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72 GRAMMAR
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Warm Up about another modal verb that we use to give advice.

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That verb is should. The negative form is shouldn’t,

• Activate prior knowledge Say Imagine your best which is the shortened form of should not. Write
friend says to you, ‘I really want to be a computer
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should and shouldn’t on the board.

scientist when I’m older, but I don’t know what to study.’
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• Invite several students to tell the class what they Present

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would say to their friend. Respond to one student’s • Ask students to open their books at page 72 and look
advice, and say, for example, Ricardo said ‘Talk to your at the grammar box. Read the title. Say Let’s listen
science teacher. Then look on the Internet and find to some people giving advice. Play Track 065 while
out about jobs in computer science.’ Ricardo is giving students read along silently.
advice. When you give advice, you express your ideas
about how someone can solve a problem. You’re being • Point to should on the board. Say When the speaker
a good friend. says we should do something, is it a good idea to do it,
or a bad idea? (a good idea) Say There are two things
• Remind students about modal verbs. Say We learnt in the box that are good ideas. What are they? (join the
how to use one modal, or auxiliary, verb, earlier in the after-school coding club, study for the maths test) Say
unit. Who can remember what it was? (can) Say We use There’s one thing in the box that isn’t a good idea. What
can to talk about ability. Today we’re going to find out is it? (buy the robot) Ask Why not? (it’s very expensive)

Be the Expert
• Write the following on the board:
Who? should/shouldn’t main verb other information Grammar in Depth

Should is a modal auxiliary verb that we
We should join the after-school use to talk about probability or obligation.
coding club.
This unit covers the use of should to
You shouldn’t buy the robot. give advice: talking about what is good,
sensible or correct to do. When we use
should to give advice, we know that the
advice might or might not be followed.
Ask students to help you complete the third line. Say Look at the When it is extremely important that
a suggestion is followed, we use the
third sentence in the box. What’s the main verb in the sentence? stronger modal must.
(study) Is it a good idea to study, or a bad idea? (a good idea) So, we
Should does not change its form:
use should. Who should study? (they) What’s the other information in
Your son should spend more time doing
this sentence? What are they studying for? (this maths test) his homework.
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• Play Track 065 again, and ask students to listen and repeat. Questions are formed without do:
Should we invite her to the party?
The modal ought to has a very similar
Practise
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1 meaning and usage to should.
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• 1 Read the Activity 1 instruction aloud. Ask a student to read out
the verbs in the box. Then guide students to complete the first gap.
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Ask What do you think should come before ‘how to code’? (learn)
Ask Is it a good idea to learn how to code? (yes) So we use should.
Ask students to complete the activity individually, then check with a
partner. c
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Apply 2
• 2 Put students into pairs. Ask them to cut out a set of cards
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from page 179. Read out the instructions. Ask pairs to place the
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cards face down on the table in front of them. Students take turns
to pick a card and read out the situation described. Their partner
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gives appropriate advice.
Extend
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• Put students into small groups. Give each group a sheet of paper.
Say Choose a cool job together and write it at the top of the paper.
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Then write six pieces of advice to someone who wants that job. Use
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should and shouldn’t. Give students time to complete the task. Then
ask each group to tell the class which job they chose, and why.
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• Hand out Worksheet F.3.5 to give students more practice with

should and shouldn’t for advice.
Can students
Consolidate • use should and shouldn’t to give advice?
• Keep students in the same groups. Ask each group to write the job Say Imagine your best friend is upset
they chose for the Extend activity on a piece of paper. Collect the because you forgot his or her birthday. What
pieces of paper and hand them out so that each group receives should you do? What shouldn’t you do?
another group’s paper. Then give groups one minute to guess one
piece of advice the other group might have written in the Extend
activity. Go round and ask each group to read out their guesses.
The group who originally chose that job confirms whether any of the
guesses are correct. Online Workbook Grammar 2

Writing WRITING
When we contrast two different things, we use words like but and however.
We can use however at the beginning of a sentence.
Objectives Your robot is very strong, but it isn’t very intelligent.

Students will My robot cleans the floor. However, it can’t open the door.
• understand how but and however are
used to contrast information. 1 Read the model. How does the writer contrast information? Underline the
• analyse a model paragraph to see words that show contrast.
how the writer contrasts information.
Buddy and SegaTM Toys Dream Cat are both robots, but they’re very different.
• write a paragraph contrasting two
Buddy is a companion robot. He’s got three wheels and he’s got a screen for a face.
gadgets. However, he hasn’t got moveable arms, so he can’t bring things to you and he can’t
Writing Contrast two gadgets wash your dishes! He can check your emails and he can wake you up in the morning,
but he’s very expensive. SegaTM Toys Dream Cat is a robot pet. She can’t check your
Academic Language contrast emails or wake you up in the morning, but she is very cute! She can purr and she can
Content Vocabulary companion, move her tail. However, she can’t walk or run. Which robot do you prefer?
gadget
Resources Online Workbook/Workbook Buddy the robot SegaTM Toys Dream Cat
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c
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2 Work in pairs. Find two things Buddy can do and two things he can’t do.
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Find two things SegaTM Toys Dream Cat can do and two things she can’t do.
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3 Write. Compare two different gadgets in your house, for example, a

smartphone and a computer. Think about what they’re like, what they can do
and what they can’t do. Use but and however to show contrast.
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WRITING 73
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Warm Up
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Your robot is very strong, but it isn’t very intelligent.

• Recycle Remind students how they used joining
words in Unit 1 to connect information in a sentence. My robot cleans the floor. However, it can’t open the door.
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Say We used and to connect two similar pieces of

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information in a sentence. For example, ‘My robot can

sing, and it can dance.’ Which joining word did we use • Ask a student to read out the sentences. Ask Which
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to contrast two different pieces of information? (but) word shows contrast in the first sentence? (but)
Say Here’s an example using but: ‘My robot can wash Underline but. Then say My robot cleans the floor. It
the dishes, but it can’t help with my homework.’ Ask can’t open the door. How many sentences are there?
students to suggest other examples using but. (two) Say When we want to show contrast between two
sentences, we can use another word at the beginning
• Say We’re going to find out another way to contrast two of the second sentence. What’s that word? (however)
pieces of information. Draw students’ attention to the position of the
commas in each of the sentences.
Present
• Tell students to open their books at page 73. Ask Read the Model 1 2
them to read silently through the information in the • 1 Say Now we’re going to read a paragraph that
green box at the top of the page. Write the examples contrasts information about two things. Draw students’
on the board. attention to the two photos on page 73. Ask them to

Be the Expert
guess what the paragraph is about. Ask a student to read out the
captions. When several students have shared their predictions,
ask a student to read out the first sentence of the paragraph. Say Writing Support
Without reading the rest of the paragraph, can you predict what
But and however to express
Buddy and the Dream Cat can do? Let several students give their contrast In Unit 1, students used the
ideas and write them on the board. conjunction but to join two clauses of a
sentence containing contrasting ideas.
• Put students into pairs. Read the instructions aloud. Say Read the However is an adverbial that can be used
paragraph with your partner. Take turns to read one sentence at a to make a contrast between sentences.
It is used, along with phrases such as
time. Look for the words that show contrast, and underline them.
nevertheless or on the other hand, mainly
Give pairs time to complete the task, then ask Which words did you in more formal speech or writing.
underline? (but and however) Check answers by asking students to
Words like however that show how a
read out the sentences containing the underlined words. sentence is related to a sentence that
has gone before, or a sentence that will
• Say The paragraph says that Buddy is a companion robot. You’ve follow, are known as discourse markers.
read about the things that Buddy does. So, what do you think Discourse markers help to structure a
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companion means? Ask several students to give their ideas, spoken or written text and make it easier
then confirm Companion means a friend who does a lot of things to follow. There are a large number of
with you. Ask students if there were any other words in the discourse markers in English, both formal
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and informal.
paragraph they didn’t understand. Discuss possible meanings of
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words suggested with the class. If necessary, let them use their
dictionaries to check. Teaching Tip
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When students work with a partner,
• 2 Read the instructions aloud. Work with your partner. Write encourage them to speak only in English.
down two things that Buddy and Dream Cat can do, and two things To help students, you might provide
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they can’t do. If you wish, you could give a time limit for pairs to useful phrases and sentences on the
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board or on a classroom wall for them
find and write down the information.
to use, for example: It’s your turn, What
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do we do now?, Is this right? and That’s a

• When pairs have finished, ask them to tell you some of the things
good idea.
they wrote. Then write two pieces of contrasting information on the
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board:
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Buddy can wake you up in the morning. He can’t wash

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your dishes.
One sentence showing contrast:
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Two sentences showing contrast:

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• Say Here are two pieces of contrasting information. If we want

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to make them one sentence using a joining word, what will the
new sentence be? Ask a student to write the new sentence on
the board. (Buddy can wake you up in the morning, but he can’t
wash your dishes.) Say That’s a long sentence. If we want to make
two sentences, how do we show contrast? Ask a student to write
the two sentences on the board. (Buddy can wake you up in the
morning. However, he can’t wash your dishes.) Then ask students
to talk to their partner about what Buddy and Dream Cat can and
can’t do. Remind them to use but and however.

Writing
When we contrast two different things, we use words like but and however.
We can use however at the beginning of a sentence. have Workbooks, remind them to use Workbook
Your robot is very strong, but it isn’t very intelligent. page 46 for writing support.
My robot cleans the floor. However, it can’t open the door.
1 Read the model. How does the writer contrast information? Underline the • Worksheets If your students need a reminder of any of
words that show contrast.
the steps of process writing, you may want to hand out
Buddy and SegaTM Toys Dream Cat are both robots, but they’re very different.
Buddy is a companion robot. He’s got three wheels and he’s got a screen for a face. the Process Writing Worksheet and review it together.
However, he hasn’t got moveable arms, so he can’t bring things to you and he can’t
wash your dishes! He can check your emails and he can wake you up in the morning,
but he’s very expensive. SegaTM Toys Dream Cat is a robot pet. She can’t check your
emails or wake you up in the morning, but she is very cute! She can purr and she can
move her tail. However, she can’t walk or run. Which robot do you prefer?
Buddy the robot Sega Toys Dream Cat
TM
Write
• After students have completed their pre-writing,
got enough time in class, assign the first drafts as
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homework.
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Revise
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2 Work in pairs. Find two things Buddy can do and two things he can’t do.
Find two things SegaTM Toys Dream Cat can do and two things she can’t do. them to review their writing and think about their
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3 Write. Compare two different gadgets in your house, for example, a
smartphone and a computer. Think about what they’re like, what they can do
and what they can’t do. Use but and however to show contrast.
the following: Have I described each gadget well, and
contrasted what they are like? Have I described what
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WRITING 73
each gadget can and can’t do? Have I used but and
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however to show contrast? What seems good? What

Plan 3
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needs more work?

Edit and Proofread
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plan your writing. The topic is to compare two gadgets

in your house. Who can tell me what a gadget is? (a • Encourage students to consider elements of style,
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piece of equipment that does something unusual or such as sentence variety, parallelism and word choice.
useful) Ask students to suggest some examples of Then ask them to proofread for mistakes in grammar,
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gadgets. Then say Your next step is pre-writing. punctuation, capitalisation and spelling.
• Ask students to use word webs to brainstorm the
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features of two gadgets in their home. Say Which Publish

gadgets are you going to write about? Try to think of • Publishing includes handing in pieces of writing to the
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something unusual. Write the name of the gadget in teacher, sharing work with classmates, adding pieces
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the centre circle of the word web. Then write all the
information you can think of in the outer circles. or in a hallway, and posting on the Internet.
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1 2 3 4
Writing Assessment Writing Student includes appropriate contrasting
Use these guidelines to assess ideas and descriptions.
Grammar Student uses can and can’t for ability, and
other aspects of their writing uses but and however correctly to connect clauses or
you’d like to assess at the sentences.
4 = Excellent Vocabulary Student uses a variety of word choices,
3 = Good including words learnt in this unit.
1 = Re-do

Mission
Objective
Students will
• discuss how technology can make
people’s lives better.
Content Vocabulary technology
Be the Expert
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Change the World Teaching Tip
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If students have difficulty discussing an
abstract concept like changing the world,
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‘We provide the technology so that you can help us
to reach out and change the world.’ guide their discussion by asking them to
consider specific questions. For example,
Chad Jenkins
for this lesson you could ask What are
National Geographic Explorer, Computer Scientist and Roboticist
c some examples of technology in people’s

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homes? In hospitals? In factories? What are
1. Watch scene 3.2. some jobs that technology makes easier?
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3. Imagine you can use technology to
change your town or country. What What are some things that people find hard
2. Chad Jenkins develops new types of technology do you use? How does it
robots. How do you think they can help to do that technology can help with?
change your town or country?
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change the world?

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Mission • Activity 1 Say Now let’s watch a video about Chad

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Jenkins. Play Video scene 3.2. Ask students to focus

• Read aloud the mission Change the World. Say Do you on what Chad Jenkins wants his robots to do. Play the
agree that the world is changing quickly? Who can give
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video again, and ask students to make notes of any

some examples? Invite several students to share their
phrases they hear that say what Chad is trying to do.
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ideas. Ask Can a person change the world? How can

one person make the world better? Invite some ideas. • Activity 2 Put students into pairs. Read aloud the
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Say We’re going to learn about someone who wants to question, and ask partners to discuss it. Tell them to
change the world – using robots! think about the robots in the video. What kind of jobs
might those robots do? Can they change the whole
• Tell students to turn to page 74 and look at the photo world, or change the world for one person at a time?
and quote from Chad Jenkins. Ask a student to read
the quote aloud. Remind students of the meaning of • Activity 3 Say Now you’re going to think about your
technology. Say In the Reading lesson we learnt about own town or country. Read the questions in Activity 3.
girls studying science, technology, engineering and Ask students to work individually to write a short
maths. Technology means scientific knowledge and the paragraph in response to the questions. Remind them
machines that are developed using that knowledge. Say to use but and however to contrast different ideas.
Do you think that science and technology can really
change the world? Ask students whether they agree • Worksheet Hand out Worksheet F.3.6. Explain that
or disagree, and ask them to give their reasons. students will use the worksheet to think and write
about ways to change the world.
Mission
Objective YOU DECIDE Choose a project.
Students will
• choose and complete a project 1 Prepare a presentation about a famous robot.
related to robots and computer
• Find out facts about a famous robot – fictional or real.
Academic Language design, invitation,
presentation • Find photos and illustrations of the robot.
Content Vocabulary facts, fictional, • Give a presentation about the robot to the class.
illustration
Resources Assessment: Unit 3 Quiz; 2 Design your own robot.
Workbook pages 47 and 106; • Think about what your robot can and can’t do.
• Draw a picture of your robot and label it.
CD-ROM/Website); CPT: Make an
Impact and Review Games • Display your picture in the class. Answer your
classmates’ questions about it.
Materials large, strong sheets of paper
for robot designs
3 Write a Coding Club Invitation.
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• Decide when the club will be and what
students will learn.
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• Include information about why learning
to code is important.
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• Send your Coding Club Invitation to
your classmates.
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hi
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C-3PO and R2D2 from Star Wars:

Episode III Revenge of the Sith
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Prepare think about other details of their robot. Then they will
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be better able to answer their classmates’ questions.

• Activity 3 Remind students about the coding clubs
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• Activity 1 Draw students’ attention to the two robots described in the reading on page 69. Ask them to
in the photo, and the caption. Say Fictional means
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think of a name for their club, as well as thinking

something doesn’t exist in real life. It comes from a story
about the details listed in the bullet points.
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or a film. Are the two robots in the photo real, or are they
fictional? (fictional, they’re from the Star Wars films).
Share
• Ask students to do research on robots and choose • Schedule time for students to present their projects
one for their presentation. Make sure they understand to the class. Allow time for the other class members
that their chosen robot can be a real one, like Chad to question their classmates about their work.
Jenkins’ robots, or a fictional one. Encourage them to
find good pictures for their presentation. • Modify For Activity 2, when students have finished
designing their robots, you could ask them to discuss
• Activity 2 Tell students to focus first on what they their robot designs and contrast their robot with those
would like their robot to be able to do. Then they can designed by their classmates. They might like to make
decide what it might look like. Remind students that changes to improve their designs when they have
a robot does not have to look like a human being. It heard their classmates’ feedback.
might look like an animal, or a machine. Tell them to
142 Unit 3 Project

STUDENT’S BOOK
AUDIO SCRIPT
pages 62–63. Track 060 1 SpotMini is a new type of robot. It looks
like a robot dog but it’s got a long neck like a giraffe. It can’t
Track 054 2 LEARN NEW WORDS boring / This work jump, but it can walk on four legs and it can run. It can load
isn’t interesting; it’s boring. control / I can control this the dishwasher. It can go upstairs and downstairs, and it
robot. design / My company designs robots. doctor / can even dance. But it can’t talk and it can’t understand
A doctor usually works in a hospital. follow / This robot voice instructions. What do you think? Do you want a
follows my instructions. help / Robots can help to make our SpotMini in your house?
lives easier. improve / When you improve, you get better.
mouse / I use my mouse to control my computer. online / Track 061 3 Robots can do many useful jobs for
We can go online and watch the robot vehicle. pain / Some humans. They can work in banks and in supermarkets. They
robots can help to make pain better. send / We can send can cook and serve food at a fast food restaurant. When
robots to dangerous places. you buy something on the Internet, a robot probably sends
it to you. But robots aren’t creative. They can’t imagine
Track 055 5 One of Chad Jenkins’ projects is the PR2 things. They can’t think of new ideas. They are on or off.
robot. The PR2 robot is a special robot. It helps patients They don’t sleep and they can’t dream. They can cry and
with disabilities. Henry Evans has got a PR2 robot. Henry they can laugh, but they don’t cry and laugh like humans
can’t speak and he can’t move his arms or his legs. But because they don’t feel sad or happy. A robot can be a pet,
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now the PR2 helps him with a lot of household tasks. but can it be a friend?
Henry uses his eyes to give it instructions. The PR2 has
got two movable arms. It can bring things to Henry. It can Track 062 3 LEARN NEW WORDS imagine / Robots
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hold things for him. It helps Henry in a lot of different ways. can’t imagine things. cry / Humans can feel sad and cry.
‘Robots are my freedom,’ says Henry. laugh / Humans can feel happy and laugh. dream / Robots
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can’t dream.
Track 056 5 LEARN NEW WORDS bring / The robot
brings our food into the dining room. hold / The robot holds Track 063 2 LEARN NEW WORDS code / When you
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the equipment for the doctor. movable / This robot has got code, you write special instructions for your computer.
a movable head, arms and legs. move / It can move its engineering / My mother teaches engineering at university.
eyes and its mouth. program / This computer program helps you to practise
Track 057 Speaking Strategy See Student’s Book page 65.
c your maths. project / For our robot project, we made a
poster about therapy robots.
hi
Track 058 1 S1: Look at this picture! It’s a companion Track 064 3 WHILE YOU READ See Student’s Book
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robot. You can buy it for your home. S2: That’s so cool! pages 68–69.
S1: It can wake you up in the morning, check your emails
and take photos. S2: That’s amazing! Can it make my Track 065 GRAMMAR See Student’s Book page 72.
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breakfast? S1: Hmm. I don’t think so. But it can play

music. S2: That’s fantastic! S1: And also, you can give it
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instructions and it can understand you. S2: Really? Wow!

That’s a bit scary!
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Unit 4
In This Unit
Theme This unit is about wild animals.
Content Objectives
Students will Part of
Nature
• describe and discuss wild animals.
• read about and discuss conservation
projects for endangered species.
• read about and discuss wild animals
kept as pets.
Language Objectives
Students will
• talk about successful conservation
projects.
• use phrases to check facts.
• use quantifiers to talk and ask about
quantity.
• use adverbs of manner.
• write a fact sheet about an animal.
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Vocabulary
pages 78–79 area, captivity,
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conservation, costume, endangered,
forest, grow, panda, wild, worker
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page 80 leopard, mountain, reserve,
wildlife
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page 83 centimetre, kilogram, litre,
metre
page 84 against the law, rain forest,
return, sell
Vocabulary Strategy Compound words
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Speaking Strategy Checking facts
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Grammar
Grammar 1 Use quantifiers to talk Butterflies on the shoreline of the
and ask about quantities
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Juruena River, Brazil
Grammar 2 Use adverbs to say how

you do something
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Reading A Wild Animal Isn’t a Pet 76

Reading Strategy Identify sequence
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of events OWI_F_SE_80310_076-091_U04_PPDF.indd 76 2/22/17 4:11 PM
Video Scene 4.1: Into the Real Wild:

Photographing Pandas with Ami Vitale; Introduce the Unit
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Scene 4.2: Meet Juliana Machado

Ferreira
• Activate prior knowledge Say Today we’re talking about animals.
What different kinds of animals are there? Encourage students
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Writing Fact sheet about an animal

to suggest different kinds of animals, such as birds, insects and
National Geographic Mission Use
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Your Skills mammals. Ask Who can name an animal that lives in our area?
Project When students name an animal, ask What kind of animal is it?
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• Quiz
• Diary entry • TO START Tell students to open their books at pages 76−77. Read
• Wild animal poster the unit title Part of Nature. Explain that nature is a word for the
Pronunciation Short vowel sounds world and all the things that live in it.
• Ask students to name the things they see in the photo. (butterflies,
water, trees, rocks) Read Question 1. Ask Where is this? Read the
caption. Say A river and the land close to it form an ecosystem. What
kinds of animals live on or near rivers? When several students have
made suggestions, share the information in About the Photo.
• Ask questions to encourage further discussion:

How many butterflies do you think there are in the photo?
Can you describe the butterflies? What colours are they?
What do you know about how butterflies live?
Unit Opener
Objectives
‘We are part of nature and the Students will
ecosystem, not something separate.’ • describe and discuss a wildlife
ecosystem in a photo.
Juliana Machado Ferreira
• discuss how humans are part of
nature.
Unit Opener
Materials globe or map of the world;
map of Brazil (optional)
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Be the Expert
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About the Photo
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The photo shows butterflies on the
shoreline of the Juruena River, Brazil.
Different species of butterflies come to
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TO START the riverbank to feed on mineral salts
from the sand. Juruena National Park,
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1. Look at the photo and read the caption. What
kinds of animals live in this place? Would you visit Brazil’s newest national park, covers
2 million hectares (4.8 million acres),
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here? Why or why not?
mostly consisting of rain forest.
2. How are you ‘part of nature’? What do you think
nature and wild animals can teach us?
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3. Do you sometimes visit zoos or wildlife parks? Teaching Tip

Which animals do you see there?
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During whole class discussions, try to

77
encourage students to talk to each other
as well as to you by trying out different
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seating arrangements. Where possible,
• Read aloud the quote by Juliana Machado Ferreira. Say An arrange chairs in a circle or U-shape so
that students can all see and interact
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ecosystem means all the plants and animals in one area, and how with each other.
they live together. Ask a student to read the first part of Question 2.
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Ask students if they agree with Juliana that humans are part of
nature and the ecosystem, and why. Read aloud the second part of
Related Words
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Question 2. Guide students to answer by asking questions such as national park, riverbank, shoreline
What things do animals need to survive? Do humans need the same

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things? What are wild animals better at doing than humans? How
does learning about nature help us?
• Read aloud Question 3 and discuss. Ask Who has visited a zoo
or a wildlife park? Which do you think is better for the animals?
Which animals did you like best? Encourage a class discussion of
students’ ideas about zoos and wildlife parks.
Extend
partners will be discussing and writing about what it means to be
part of nature.

1 What do you know about giant pandas?
Objectives
Students will
• use new vocabulary to read
about and discuss giant panda
conservation.
and discuss keeping wild animals
and birds as pets. Did you know that almost 7,000 live safely in the wild. Their favourite
different types of animals are food, bamboo, grows in the forests
Target Vocabulary area, captivity, endangered? Fortunately, there are around the mountains.
conservation, costume, endangered, some amazing wildlife conservation
forest, grow, panda, wild, worker Increasing the giant panda
projects around the world.
population is a very important part of
Content Vocabulary bamboo, Thanks to conservation projects, the sanctuaries’ conservation work.
breeding, population, research, giant pandas are not endangered At a special research centre, workers
sanctuary anymore, but they still need our keep some pandas in captivity for
help. There are now 1,800 pandas in breeding. When the baby pandas are
Resources Worksheet F.4.2 (Teacher’s the wild, and the panda population born, the workers help the mothers to
Resource CD-ROM/Website); Tracks is growing slowly. Thirty per cent look after them. They try to teach them
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066–067 (Audio CD/Website/CPT); of the world’s population of giant how to live in the wild. They don’t want
CPT: Vocabulary pandas lives in the Sichuan Giant the pandas to be too friendly with
Panda Sanctuaries in China. These people, so the workers wear panda
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sanctuaries are famous for their work costumes!
with giant pandas and with other
With a combination of
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endangered animals, including snow
conservation, research, science
leopards and red pandas.
and some very cute costumes, the
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There are seven nature reserves Sichuan Giant Panda Sanctuaries
in a very big area of land in the are continuing to help to bring giant
sanctuaries. Here, giant pandas can pandas back into the wild.
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78 VOCABULARY
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Warm Up Say That’s strange. I wonder why the person is wearing

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a panda costume. Let’s find out. Tell students to read

• Build background Write endangered animals on the the caption. Ask Which country do giant pandas come
board. Say We’re going to read about animals that are
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from? (China)
endangered. Point to the board and ask one or two
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students to read the phrase aloud. Ask if anyone can

guess the meaning of endangered. Draw a circle round
Present 1 2
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danger within the word endangered. Say If something • 1 Make sure that students have their books open
is in danger it means that something bad could happen at pages 78−79. Ask a student to read aloud the
to it, even that it could die. Endangered means that a question in Activity 1. Say Has anyone here seen a
type of animal has got a lot of problems. Many of the giant panda? If any students have seen a real panda,
animals die, leaving few left alive. However, people can ask them to tell the class about it. Then discuss the
help. Ask students to suggest how people can help to Activity 1 question.
save animals that are endangered. Write their ideas
on the board. • Play Track 066 and tell students to listen and read.
Discuss the reading with students. Ask questions
• Tell students to open their books at pages 78−79. such as:
Say Look at the picture. Which animal are we going to What do conservation projects do? (help endangered
read about? (giant pandas) Say There are two pandas animals)
in the photo. Is that right? (No! There is one panda and
How many pandas are there now in the wild? (1,800)
one person dressed as a panda.)

Be the Expert
Our World in Context

An endangered species of animal is one
that has been identified as in danger
of becoming extinct. A major reason
A worker wearing a panda costume, why species are endangered is loss
Wolong, Sichuan Province, China
of habitat, which can happen naturally
or through human activity. When land
is developed for homes, industry or
agriculture, the habitat for wildlife is
reduced. One example of this is in the
Amazon rain forest in South America,
where developers have cleared hundreds
of thousands of acres of forest, removing
all the trees and vegetation. As trees
and plants are removed, the animals
that depend on them may become
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endangered.
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The International Union for Conservation
of Nature (IUCN) keeps a ‘Red List’ of
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species, which classifies species in
seven levels according to the threat
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of extinction: least concern, near
threatened, vulnerable, endangered,
critically endangered, extinct in the wild
c and extinct. Thanks to conservation

projects, the giant panda’s numbers
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2 LEARN NEW WORDS Listen and
repeat. 067 have increased and its status has
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been downgraded from endangered to
3 Work in pairs. Why do you think the vulnerable.
workers don’t want the baby pandas
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to be too friendly with people?

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VOCABULARY 79
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What’s the giant panda’s favourite food? (bamboo)

Practise 3 4 5
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What’s the word beginning with s that means the

place where pandas are looked after? (sanctuary) • 3 Put students into pairs. Read the Activity 3
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Why is the person in the photo wearing a panda question on page 79 aloud. Say Find the paragraph
in the reading that talks about the workers wearing
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costume? (The workers wear panda costumes

because they don’t want the pandas to get too panda costumes. Read the paragraph again with your
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partner. Then discuss the question. When they have

friendly with humans.)
finished, ask pairs to share their ideas.
• 2 LEARN NEW WORDS Play Track 067. Ask students
to listen and repeat. Put the students into pairs. Tell • 4 Ask students to turn to page 80. Point out the
partners to take turns saying each word. Write the new photo of Juliana Machado Ferreira, and say The
words on the board, and give each of the pairs two of person in the photo is a biologist. Who knows what
the new words. Say Work with your partner to make a a biologist is? (a scientist who studies plants and
new sentence for each of the words. Model an example. animals). Say We’re going to read about Juliana
Point to wild. Write on the board Workers teach baby Machado Ferreira’s work to protect birds in Brazil.
pandas how to live in the wild. When students have
finished, ask pairs to read their sentences to the class.
Vocabulary
Vocabulary
area captivity conservation endangered forest wild worker
National Geographic Explorer Juliana Machado Ferreira is a conservation biologist.

Objectives
She works on conservation projects in Brazil. There is a big problem in
Students will
• use vocabulary related to wildlife Brazil because people take wild birds from their homes in the
conservation. forest and then sell them as pets. Because of this, some of these
• use a vocabulary strategy to learn birds are now endangered .
new vocabulary. Juliana wants to teach people that when you
Target Vocabulary leopard, mountain, keep these birds in captivity ,
reserve, wildlife it’s very bad for nature. She uses her
Vocabulary Strategy Compound knowledge of biology to find out which
words area the birds originally
Content Vocabulary biologist, come from, and then she returns the birds to
originally their homes.
Resources Online Workbook/Workbook Juliana Machado Ferreira
Materials pieces of card 5 LEARN NEW WORDS Listen to these words and match them to their definitions.
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leopard mountain reserve wildlife
reserve
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1. a place where the animals and plants are protected
wildlife 2. animals and plants that live in a natural environment
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leopard 3. a large wild animal of the cat family
mountain 4. a very high hill
6
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YOU DECIDE Choose an activity.
hi
1. Work independently. Why is it a bad idea to own a wild animal as a pet?
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Think of three reasons. Share your ideas with the class.
2. Work in pairs. Imagine you work at the Sichuan Giant Panda Sanctuaries research
centre. What do you like about your work? What parts of your work are difficult?
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3. Work in groups. Design an advertisement for the Sichuan Giant Panda Sanctuaries.
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80 VOCABULARY
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• Ask students to read the words in the word box aloud. Tell them
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to choose a word and use it in a sentence. Then ask students

to complete Activity 4 independently. Ask a student to read the
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completed paragraph aloud.

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• 5 LEARN NEW WORDS Read the words in the box. Tell students to
listen for the words as you play Track 068. Then play the track again
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and ask students to match each of the four words to its definition.
Say Did you match the words to the right definitions? Check answers
as a class. Then play Track 069 and ask students to listen and
repeat the words and example sentences.
• Vocabulary Strategy Write compound words on the board. Say In

English, we can sometimes join two words together to make a new
word. Wildlife is a compound word. Which two words have been
joined to make wildlife? (wild + life) Write wild + life = wildlife. Say
Other examples of compound words you know are football and
homework. Write on the board foot + ball = football and home +
work = homework. Invite students to suggest other examples and to
come and write the words on the board.

Be the Expert
• Say Some compound words are written as two words, for example,
swimming pool. Some compound words are written with a short line
called a hyphen, for example, step-father. Write swimming pool and Vocabulary Strategy
step-father on the board. Explain that there aren’t any rules to say
Compound words
how a particular compound word is written, so it helps to check in Compound words can be nouns,
a dictionary. adjectives (e.g. old-fashioned) or verbs
(e.g. windsurf). The examples used in this
Apply 6 lesson are all compound nouns. These
can be made by combining two nouns,
• 6 you decide Ask students to silently read the choices in for example classroom, but they can also
be made by combining a noun with an
Activity 6 on page 80. Ask them to choose an activity, and help
adjective (e.g. whiteboard) or a verb (e.g.
them to find partners or groups to work with if they chose the swimming pool, sunrise).
second or third activities. Remind students who chose the first
activity to re-read the text in Activity 4, then think of other species Compound nouns can be written as
of wild animals kept as pets. Remind pairs and groups to re-read a single word, two words joined with
a hyphen, or two separate words.
the text on pages 78−79 for more details about the Sichuan
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Sometimes it is acceptable to write
Giant Panda Sanctuaries. Invite students to share their ideas or the same compound noun two or three
advertisements with the class. different ways, e.g. paper clip, paper-clip,
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paperclip. These conventions tend to
Extend change over time, so it is important to
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use an up-to-date dictionary to check how
• Invite students who chose the second activity to the front of the a particular compound noun is written.
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class to role-play being a worker at the Sichuan Giant Panda
Sanctuaries research centre. Give the rest of the class time to Teaching Tip
write down two questions they would like to ask the ‘workers’.
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Conduct an interview, with students taking turns to ask their
When you introduce new vocabulary, ask
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the whole class to repeat each word.
questions, and ‘workers’ taking turns to reply. Then ask individual students to repeat
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the same word. Correct any pronunciation

• If time allows, hand out Worksheet F.4.2. Explain that students errors and draw attention to the correct
will use vocabulary words to write about and discuss nature and word stress, particularly for longer words.
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endangered wildlife. If you monitor pronunciation from the

start, you can identify any difficulties and
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fix any errors before students begin to

Consolidate use the words on their own.
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• Prepare pieces of card by writing one word on each card that can
combine with a word on a different card to form a compound word.
Use enough words to give each student a card. Compound words Formative Assessment
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you could use include wild + life = wildlife; nature + reserve = Can students
nature reserve; class + room = classroom; step + mother = step-
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• use new vocabulary to talk about giant

mother; dish + washer = dishwasher; washing + machine = washing panda conservation?
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machine; grand + son = grandson; week + end = weekend. Mix up Ask students to tell you two things that the
the cards and give one to each student. workers at the Giant Panda Sanctuaries
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do.
• Say Look at the word on your card. You can join it to another • use new vocabulary to discuss keeping
word to make a compound word. Can you find the word that goes wild animals and birds as pets?
with yours? Ask students to walk round the class, asking other Ask Is it a good idea to keep wild animals
students, for example, What’s your word? Does it join with mine? as pets? Why or why not?
• When students find their match, ask them to sit down together
and write a sentence that uses their compound word. Say Think Workbook For additional practice,
about how your compound word is written. Remember that a assign Workbook pages 48–49.
compound word can be written as one word, two words, or a word Online Workbook Vocabulary
with a hyphen.
Vocabulary Practice 149

Checking facts
There are seven nature reserves in the Sichuan Giant Really?

Objectives Panda Sanctuaries.
Students will Yes. The most famous is the Wolong Nature Reserve. How big is it?
• use appropriate language to check It’s 2,000 square kilometres. How many pandas are there?
facts.
I don’t know exactly. I think there are about 100. Are there really 100 pandas there?
• respond to questions that check
facts. I think so!
Speaking Strategy Checking facts

Academic Language information 1 Listen. How do the speakers check information? Write the phrases you hear. 071
Content Vocabulary successful 2

Pronunciation Short vowel sounds Possible answers:
Samira: Hey, look at these cute baby panda pictures! They’re from the research
Resources Online Workbook; Worksheet centre in Sichuan, China. The workers wear panda costumes.
F.4.3 (Teacher’s Resource CD Really
Hadil: ?
142–143 (Audio CD/Website/CPT); Samira: Yes, look!
Pronunciation Answer Key (Teacher’s Hadil: How many baby pandas are at the research centre?
Resource CD-ROM/Website); CPT:
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Samira: There are 16 babies.
Hadil: Are there really 16 baby pandas there?
Materials scissors
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Samira: Yes, there are. It’s a very successful centre.
Hadil: How big is it?
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Samira: I don’t know, but the Sichuan Giant
Panda Sanctuaries reserve is very big.
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It covers 9,245 square kilometres.
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3 Work in pairs. Take turns. Choose an information
card. Give the matching picture card to your
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partner. Answer your partner’s questions about
the nature reserve on your information card.
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Go to page 181.
SPEAKING 81
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Warm Up Present 1
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• Activate prior knowledge Say In Unit 1, we learnt

how to ask about personal information. What kind
• Tell students to open their books at page 81. Read
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out the title of the speaking strategy. Say We talked

of questions did we ask? (Where do you live?
about how to check personal information. Now we’ll
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What’s your favourite sport?, etc.) Ask How can you

learn how to check facts. If someone is giving a lot of
check information? Imagine your new friend says
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information about something, we often need to check

‘My grandparents are from Canada, but they live in
what they’re saying. Say Let’s listen to two people
China now.’ What would you say to check that you’ve
talking about the Sichuan Giant Panda Sanctuaries.
understood? Elicit students’ ideas, for example, You
Play Track 070.
might say ‘Your grandparents live in China. Is that
right?’ or ‘Are your grandparents really from Canada?’ • Play Track 070 again while students read along. Say
Write some of the phrases that students use on the Which words are used twice in the questions? (really
board. and how) Say We use really to check information that
is surprising. We use how at the beginning of questions
• Ask partners or small groups to act out situations
like ‘How big’, ‘How many’, ‘How fast’, ‘How long’ to get
where they give and check personal information.
more information. Ask What does the first speaker
Encourage them to think of unusual or surprising facts
say when she isn’t sure of the answer? (‘I don’t know
about themselves or their families. Choose pairs or
exactly.’) Tell pairs to take turns to read the questions
groups to act out their role plays.
and answers.

Be the Expert
• 1 Say Let’s listen to two people talking about the Chengdu Panda
Base, where scientists research and breed giant pandas. (Explain that
breed means to help bring about the birth of baby pandas.) Write Strategy in Depth
down the words and phrases that check the facts about the panda The language used for checking facts in
this lesson includes ways of confirming
base. Play Track 071. Ask some students to read out their phrases.
that you have understood what a speaker
has told you, and asking for further
Practise 2 information. Here are some additional
examples:
• 2 Once students seem comfortable using the speaking strategy
to check facts, direct them to Activity 2. Say Complete the dialogue Checking understanding
by adding words or phrases that check facts. Reading the answer to Are you sure?
Did you say that …?
each question will help you to complete the question correctly. Ask
Is it really …?
students to do the activity independently. Is that the same as …?
• Ask pairs of students to read their completed dialogues aloud, Asking for further information
taking turns as Samira and Hadil. Why are there …?
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How old is …?
Apply 3 Can you tell me some more about …?
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Do you know anything about …?
• 3 Ask pairs to cut out a set of information and picture cards from
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page 181. Read aloud the instructions. On the board, write these Pronunciation
question prompts: Where …? How big …? What animals …?
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Go to Student’s Book page 163. Use
How many …? Say Spread out the information cards on one side Audio Tracks 142–143.
and the picture cards on the other side. The cards should all have
Short vowel sounds This unit focuses
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the pictures facing up. Take turns to pick an information card, and
on the short vowel sounds found in the
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give your partner the matching picture card. Your partner asks words man, red, him, hot and cup. There
questions about the nature reserve on the card. Respond to your are two other short vowel sounds in
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partner’s questions. Remind pairs to use the prompts on the English: the vowel sound in book, and the
board, and other words and phrases for checking facts. Say Take schwa sound. Learners need practice in
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turns until you’ve talked about all the different nature reserves. identifying and producing the different
vowel sounds, and to be aware that vowel
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sounds can vary with different English

Extend accents.
• Ask partners to choose one of the information cards about a
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nature reserve and write a short dialogue based on it. Provide

sentence frames on the board to help students get started:
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The nature reserve is amazing!

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? What animals can you find there?

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There are .
How many are there?
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How big is ?
Ask pairs to read their dialogues to the class. Can students
• use appropriate language to check facts?
Say Cheetahs are the fastest animals in the
can use the worksheet to practise checking facts. world. But there are only a few cheetahs
left in the wild. Ask students to respond.
Consolidate • respond to questions that check facts?
• Invite a student to come to the front of the class. Ask the student Ask How many giant pandas are there in
the wild? Ask students to respond.
Which nature reserve would you like to visit? Give the student the
information card relating to that nature reserve, and let the class
interview the student to find out why they would like to visit that
place, and to ask for more information. Let several students take
turns to go to the front and answer questions from the class.
Speaking Strategy
Quantifiers: Talking and asking about quantity

How many different kinds of camels are there?
There are two kinds of camels.
Objectives
How much food do they eat every day?
Students will
A lot! Camels eat a lot of cacti and dry plants.
• identify the form and use of
There is very little grass and there are very few plants in the desert.
quantifiers.
• use quantifiers to talk and ask about
quantity. 1 Read. Use how much, how many, a lot, little and few to complete the fact sheet.
• learn and use units of measurement
to give facts about camels. Camels: FAQs
Grammar Quantifiers: Talking and How many humps has a camel got?
asking about quantity Well, it depends. Dromedary camels have got one hump and Bactrian camels have got two humps.
Target Vocabulary centimetre, How much water can a camel drink?
kilogram, litre, metre
A lot little
Academic Language fact sheet ! There is very water in the desert.
When a camel finds water, it can drink a lot !
Content Vocabulary camel, drink,
extraordinary, hump, tail, walk, weigh How many wild Bactrian camels are there in the world?
ng
There are very few wild Bactrian camels. There are only about
1,000 in the wild. They are endangered.
CD/Website/CPT); CPT: Grammar 1
ni
Materials Large sheets of paper
2 Work in pairs. Write two more questions about camels with how much or how many.
ar
Then do some research to find out the answers. Share your answers with the class.
How ?
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How ?
c
hi
ap
gr
An Afar camel caravan crosses the

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salt flats of Lake Assal, Djibouti

82 GRAMMAR
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Warm Up
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• Activate prior knowledge Say In this lesson we’re going to talk

about extraordinary animals. Write extraordinary on the board, and
io
explain that it means unusual or surprising. Ask students to give

at
you an example of an extraordinary animal. Ask Why do you think

it’s extraordinary? What’s different about this animal?
N
• Say The extraordinary animal we’re going to learn about is the camel.
What do you know about camels? Is a camel big or small? Encourage
students to gesture with their hands to show how tall a camel is.
Ask other questions, such as What colour is a camel? Do camels
live in hot or cold countries? What other animal does a camel look
like? Then ask What shape is a camel’s back? Can anyone draw a
camel on the board? Invite a student to draw the outline of a camel
on the board. Point to the hump on its back and say This is one
extraordinary thing about a camel. It’s called a hump. Write hump on
the board and ask students to repeat the word.

3 LEARN NEW WORDS Listen and read
to learn about camels. Then listen Be the Expert
and repeat. 073 074
Its tail is about 50

centimetres (cm) long.
Grammar in Depth
Quantifiers are words or phrases that
It can drink 135 The Bactrian camel is
litres (L) of water about 1.8 metres (m) tall. are used before a noun to describe the
in 13 minutes. amount or quantity of something. This
unit focuses on much and many to ask
It weighs between
questions about quantity, along with a lot
600–1,000 The Bactrian camel is
kilograms (kg). kg about 3 metres (m) long. (of), few and little.
Much and many

4 Work in pairs. Invent your own extraordinary animal. Complete the questions and then
How much is used to ask about the
write your own answers.
quantity of an uncountable noun, e.g.
My animal’s name: How much bamboo does a panda eat in
one day?
How tall ? It is tall.
How many is used to ask about the
How much ? It weighs .
number of a countable noun, e.g. How
ng
How much ? It drinks
many animals are endangered?
of water in
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minutes.
A lot (of) and few / little
A lot (of) can be used before both
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How far ? It can walk
countable and uncountable nouns to talk
in day(s). about a large quantity of something: a lot
Le
of animals, a lot of food.
5 Work in groups. Ask other students about their amazing animal.
Few and little mean the opposite of a lot
c (of). Few is used before countable nouns,

and little before uncountable nouns: few
hi
camels, little water.
ap
Other commonly used quantifiers in

English are some, both, most, each, every
gr
and all.
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GRAMMAR 83 About the Photo

The photo at the bottom of pages 82−83
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OWI_F_SE_80310_076-091_U04_PPDF.indd 83 2/22/17 4:12 PM shows a camel caravan (also called a

camel train) crossing the salt flats of
Present Lake Assal in Djibouti. The landscape of
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• Ask students to open their books at page 82 and look at the Djibouti is very varied. The highest peak
is the volcano Mount Moussa, which
grammar box. Play Track 072 and tell students to read along. Read
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rises to 2,028 m (6,654 ft). Lake Assal,

aloud the title in the grammar box. Ask a student to read out the at 155 m (509 ft) below sea level, is the
at
first question. Say Starting a sentence with how many is one way lowest point in Africa. It has been used
of asking about a quantity. What’s the answer? (two) Say Two is a for salt production.
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quantity. We use how many when we’re asking about things we can
count. Ask a student to read out the second question. Ask Is the
word food countable or uncountable? (uncountable) Explain that we
use how much when we ask about uncountable things.
• Ask a student to read out the last two lines in the grammar box.
Ask How much food do camels eat? (a lot) Ask Which two words
in the box mean the opposite of a lot? (little and few) Say There’s
little grass and few plants in the desert. Is grass a countable noun,
or uncountable? How about plants? (grass = uncountable, plants =
countable) Explain that we use few before countable nouns, and
little before uncountable nouns.

Apply
3 LEARN NEW WORDS Listen and read
3 4 5
GR AMMAR 072
to learn about camels. Then listen
Quantifiers: Talking and asking about quantity and repeat. 073 074
How many different kinds of camels are there?
Its tail is about 50
There are two kinds of camels.
centimetres (cm) long.
How much food do they eat every day?
A lot! Camels eat a lot of cacti and dry plants.
There is very little grass and there are very few plants in the desert. It can drink 135 The Bactrian camel is
• 3 LEARN NEW WORDS Say We’re going to learn more

litres (L) of water about 1.8 metres (m) tall.
in 13 minutes.
1 Read. Use how much, how many, a lot, little and few to complete the fact sheet.
It weighs between
Camels: FAQs 600–1,000
kg The Bactrian camel is
How many humps has a camel got?

Well, it depends. Dromedary camels have got one hump and Bactrian camels have got two humps.
kilograms (kg). about 3 metres (m) long.
about camels, this time using units of measurement.
4 Work in pairs. Invent your own extraordinary animal. Complete the questions and then
How much
A lot
water can a camel drink?
! There is very little water in the desert.

write your own answers.
My animal’s name:
Write units of measurement on the board. Point to
a lot
a few students in turn and ask each one How tall

When a camel finds water, it can drink !
How tall ? It is tall.
How many wild Bactrian camels are there in the world?
How much ? It weighs .
There are very few wild Bactrian camels. There are only about
1,000 in the wild. They are endangered. How much ? It drinks
of water in
minutes.
are you? Keep asking until at least one student
2 Work in pairs. Write two more questions about camels with how much or how many.
Then do some research to find out the answers. Share your answers with the class.
How ?
How far ? It can walk
in day(s).
answers with a unit of measurement, either metres
or feet. Explain that these are examples of units
How ? 5 Work in groups. Ask other students about their amazing animal.
of measurement. Say Listen to two students plan

An Afar camel caravan crosses the
a fact sheet about camels. Listen for the units of
measurement. Play Track 073 while students listen.
salt flats of Lake Assal, Djibouti
Ask Which units of measurement did you hear? Note

• Draw a two-column chart on the board and encourage students’ suggestions on the board.
the students to help you to complete it as follows:
ng
• Play Track 073 again. This time ask students to look
Countable Uncountable at the photo and information in the boxes as they
listen. Ask Which two questions did the girl ask? (How
ni
How many …? How much …?
much does the Bactrian camel weigh? How big is it?)
a lot (of) a lot (of)
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Point to and read out the four new words in bold type,
few little and note them all on the board. Say Now let’s listen to
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these words on their own and in sentences. Play Track
• Play Track 072 again and ask pairs to practise reading 074 and ask students to repeat each word alone and
the dialogue in the box.
c in a sentence.
hi
• Ask Which unit can you use to measure how heavy
Practise 1 2
ap
something is? (kilograms) Which unit can you use to

• 1 Ask students to look at Activity 1. Read the title measure how much water there is? (litres) Which two
gr
in the blue bar. Ask Does anybody know what FAQs units can you use to measure how long something is?
means? Where have you seen this before? Explain (centimetres and metres) Ask How many centimetres
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that FAQs is short for frequently asked questions are there in a metre? (100) On the board, write 100
and websites often include FAQs, giving the most centimetres = 1 metre.
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important information about a topic. Read the

instructions for Activity 1. Say You’re going to complete
aloud. Say You’re going to invent an extraordinary
a fact sheet about camels. Tell students to complete
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animal. It isn’t a real animal. You need to use your

the activity individually, then compare their answers
imagination and make one up! Talk to your partner.
with a partner. Check answers as a class.
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What’s extraordinary about your animal? Think of a

• 2 Tell students to look at the photo at the bottom cool name for it. Tell each pair to read the sentence
at
of pages 82−83. Ask If you want to ask about the beginnings and complete each question and answer.
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number of camels in the photo, what would you say?

• 5 Put two or three pairs of students together to
(How many camels are there?) What would the answer
make small groups. Read the instructions for Activity 5
be? (13) Share the information from About the Photo
aloud. Say Take it in turns in your group to ask another
with the students.
student a question about their animal. Make sure you
• Put students into pairs. Read the instructions for ask a different question each time. Give students time
Activity 2. When pairs have written their questions, to ask at least three questions each.
make sure they have access to the Internet or other
resources to find out the answers. When they have
finished, ask pairs to share their questions and
answers with the class. After each question, ask Did
anyone else have the same question? Did you get the
same answer?

Be the Expert
Extend
• Give each student a large sheet of paper. Say Now you’re going to
draw a picture of an extraordinary animal. Choose a different animal Teaching Tip
from the one you invented in Activity 4. It can be a real or invented Playing games can be a welcome change
of pace from reading and writing activities
animal. Write three labels giving facts about it. Remind students to and other seated work. Incorporate
use some units of measurement. movement into games. For example, you
could ask students to stand or come to
• Help students by writing these prompts on the board: the front of the class, when they take a
turn. Students may also like to act out
My animal eats / drinks … It looks like … and is … tall. the actions in questions or responses.
It weighs … Its tail is … and it has got …
The extraordinary thing about my animal is …
ng
• Give students time to draw their pictures and write labels. Then
invite each student in turn to come to the front of the class and
ni
read out the facts about their animal. Tell them not to show the
class their picture or say their animal’s name. Ask the class So, do
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you think this animal is real or invented?
Le
• Once the other students have guessed, ask the student to say if
their animal is real or invented and show their picture. If it’s an
invented animal, ask the student to say what it’s called. If it’s a real
animal, ask the other students to guess what it is. c
hi
ap
Consolidate
• Ask students to sit in a circle. Make sure the units of measurement
gr
and quantifiers are displayed or written on the board (many, much,

a lot, little, few, centimetre, kilogram, litre, metre). Say Choose
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one of the words and use it in a true or false sentence about an

extraordinary animal you know about. It can be a pet or a wild Formative Assessment
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animal. The next student in the circle guesses if your sentence is Can students
true or false. I’ll start. I choose a lot. I’ll say ‘My pet cat eats a lot • use quantifiers to talk and ask about
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of vegetables. Is that true or false?’ Ask a student to guess the quantity?

answer, then he or she takes a turn. Ask students to correct false Ask students to complete this dialogue:
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sentences. How ______ humps has a Bactrian camel

got?
at
Two.
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How ______ food does a camel eat?

Camels eat ______ of food, but there is
______ grass in the desert.
• use units of measurement correctly to talk
about camels?
Ask students to complete these sentences
with the correct unit of measurement:
A camel can drink 135 ______ of water. It
weighs about 800 ______.


1 BEFORE YOU READ Discuss in pairs. Look at the title and
16
Reading the photo. What do you think the reading is about?

17
What do you think they mean? Use a dictionary to check.
Objectives Then listen and repeat. 075
Students will
against the law rain forest return sell
• read about and discuss the problem
of wild animals kept in captivity.
• understand and use new words from 3 WHILE YOU READ Think about the sequence of events.
18 076
the reading.
• identify a sequence of events. 4 AFTER YOU READ Work in pairs to answer the questions.
Reading Strategy Identify sequence 1. What is a poacher? Why do poachers take
of events animals from the rain forest?
Target Vocabulary against the law, 2. Why do wild animals often die in captivity?
rain forest, return, sell 3. Who helps Juliana to find the poachers?
Academic Language opinion, order, 4. What do the workers at the
sequence special rehabilitation
centre do?
Content Vocabulary DNA, lizard,
5. How does Juliana find
poacher, rehabilitation, turtle
out exactly where each
Resources Online Workbook/Workbook animal’s home is?
ng
ni
Website/CPT); CPT: Reading A green-billed toucan, Brazil
ar
Materials set of classroom dictionaries,
large sheets of paper
Le
c
hi
ap
gr
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84 READING
lG
Warm Up
na
• Activate prior knowledge Say Baby pandas are born at the

panda sanctuaries and then taught how to live in the wild. Can
io
you remember why the workers at the sanctuaries wear panda

at
costumes? (because the pandas are going to live in the wild and
they shouldn’t become friendly with people)
N
• Say There are some animals that we want to be friendly with people.
These are our pets. Do any of you have pets at home? Encourage
students to tell the class about their pets, and let other students
ask them questions.
• List all the different types of pets that have been mentioned on the
board. Say What other types of animals are kept as pets? Add any
new suggestions to the list. If students don’t know the name of an
animal, encourage them to mime it, describe it or draw a picture of
it. Then see if other students can name it.

A WILD ANIMAL Be the Expert
ISN’T A PET
RETURNING WILD ANIMALS Juliana Machado Ferreira works together
Reading Strategy
Identify sequence of events
A sequence of events is the order in
which a series of things happens or is
with the police to find the poachers and to save
TO THE RAIN FOREST arranged. Understanding the sequence
the animals. She then takes them to a special
Every year in Brazil, people take millions centre where workers look after the animals. of events is an important skill that helps
of animals from the rain forest and sell them They teach the animals how to find food in the comprehension of both narrative (story)
as pets. These people are called poachers. This wild. The birds learn how to fly again. When
texts and factual texts, for example, a
is against the law, but people love to buy these they are ready, the animals can return to the
beautiful animals and keep them as pets. In fact, rain forest. description of a process. Help students
people in Brazil spend more than £1.5 billion Juliana now has another important job.
to understand that sometimes events in
every year on birds, turtles, lizards and other She wants to find out exactly where each a text are mentioned in a different order
wild pets. However, the animals are not happy animal’s home is in the rain forest. But the rain from the actual sequence of events.
in captivity. People don’t know how to care for forest in Brazil is a very big place. Juliana looks
them. The animals often die because they Encourage students to identify all the
at the animals’ DNA. This gives her important
eat the wrong food or because they are very events that occur in a text; then ask What
information about each animal and its home.
unhappy. Wild animals have an important Then, at last, she can take the animals back to happens first? And after that? to guide
ng
role in nature. If people take them from the right places in the rain forest. them to identify the sequence.
their homes in the wild, it can cause
problems for other wildlife.
Some texts will have sequencing words
ni
such as first, next, then, finally. Encourage
5 Work in pairs. Put these events into the correct order.
18 students to look out for these when
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4 Workers at the centre help the animals to learn important skills. identifying a sequence.
6 The animals return to the rain forest.
Le
2
3
Juliana and the police save the wild animals from the poachers. Teaching Tip
Juliana takes the wild animals to a special centre.
1 To improve reading fluency, ask students
c
Poachers take wild animals from the rain forest.
to practise reading aloud in phrases
5 Juliana looks at the animals’ DNA.
hi
instead of individual words. Play audio
6 Discuss in groups. recordings and pause after each phrase
ap
1. Does the reading change your opinion about wild animals as pets? or sentence. Encourage students to
Explain why or why not. repeat the sentence exactly as they heard
2. Why do you think it’s important for the animals to return to exactly it. Learning to read in phrases helps
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the same place in the rain forest? Think of several different reasons.
students become more fluent readers.
3. Do you think it’s important to learn about the wild animals from
They can recognise common phrase types
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your own country? Why or why not?

READING 85 and apply the familiar pattern to different
texts.
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Before You Read 1 2

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• 1 Put students into pairs. Ask them to open their books at

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pages 84−85. Read aloud the title. Then read out the instruction to
Activity 1, and ask pairs to discuss what they think the reading is
at
about. When students have finished, review their predictions.

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• Ask What kind of bird is in the photo? Give students time to find the
photo caption; then elicit the answer. (a toucan) Ask Do you think
the toucan in the photo is a wild bird, or a pet? Why would someone
want a toucan as a pet? Elicit students’ ideas.
• 2 LEARN NEW WORDS Say Now you’re going to learn some new
words and phrases. Remember that a phrase is two or more words
that go together and have a particular meaning. Read aloud the
words and phrases in the word box on page 84. Say Against the law
is a phrase. What do you think it means? Ask students to read the
beginning of the reading text and find the phrase.
Reading
A WILD ANIMAL
16
While You Read 3

the photo. What do you think the reading is about?

17
ISN’T A PET
What do you think they mean? Use a dictionary to check.
Then listen and repeat. 075
• 3 Say Now we’re going to read about the problem

against the law rain forest return sell
3 WHILE YOU READ Think about the sequence of events.

18 076 RETURNING WILD ANIMALS Juliana Machado Ferreira works together
with the police to find the poachers and to save
TO THE RAIN FOREST
of animals being taken from the wild and sold as pets.

the animals. She then takes them to a special
4 AFTER YOU READ Work in pairs to answer the questions. Every year in Brazil, people take millions centre where workers look after the animals.
1. What is a poacher? Why do poachers take of animals from the rain forest and sell them They teach the animals how to find food in the
animals from the rain forest? as pets. These people are called poachers. This wild. The birds learn how to fly again. When
What do you think Juliana Machado Ferreira is doing

is against the law, but people love to buy these they are ready, the animals can return to the
2. Why do wild animals often die in captivity?
beautiful animals and keep them as pets. In fact, rain forest.
3. Who helps Juliana to find the poachers? people in Brazil spend more than £1.5 billion Juliana now has another important job.
every year on birds, turtles, lizards and other She wants to find out exactly where each
4. What do the workers at the
to solve the problem? Play Track 076 and tell students

wild pets. However, the animals are not happy animal’s home is in the rain forest. But the rain
special rehabilitation
in captivity. People don’t know how to care for forest in Brazil is a very big place. Juliana looks
centre do?
them. The animals often die because they at the animals’ DNA. This gives her important
5. How does Juliana find eat the wrong food or because they are very information about each animal and its home.
out exactly where each
to read along. Say Juliana looks at the animals’ DNA.

unhappy. Wild animals have an important Then, at last, she can take the animals back to
animal’s home is? role in nature. If people take them from the right places in the rain forest.
their homes in the wild, it can cause
problems for other wildlife.
A green-billed toucan, Brazil

5 Work in pairs. Put these events into the correct order.
18
4 Workers at the centre help the animals to learn important skills.
Does anyone know what DNA is? Let students give
their ideas, and then confirm that DNA is a substance
6 The animals return to the rain forest.
2 Juliana and the police save the wild animals from the poachers.
3 Juliana takes the wild animals to a special centre.
found inside humans, animals and plants. Scientists

1 Poachers take wild animals from the rain forest.
5 Juliana looks at the animals’ DNA.
1. Does the reading change your opinion about wild animals as pets?
Explain why or why not.
2. Why do you think it’s important for the animals to return to exactly
look at the DNA from a living thing and find out a lot of
the same place in the rain forest? Think of several different reasons.
84 READING
3. Do you think it’s important to learn about the wild animals from
your own country? Why or why not?
READING 85
information.
• Say Now listen and read again. This time, think about
• Ask If something is against the law, is it a good thing to
the sequence of events. Sequence means the order
do or a bad thing to do? What can happen to someone
in which things happen. Events are all the different
ng
who does something that is against the law? Elicit
things that happen. Think about Juliana’s work with wild
students’ ideas. Then say The second sentence names
animals. What happens first? And after that? Note down
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the people who are doing something that is against the
all the events that are mentioned. Play Track 076 again
law. What are they called? (poachers)
while students read and note down each event.
ar
• Put students into pairs. Read the first part of the
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instructions. Ask partners to find the remaining words After You Read 4 5 6
from the box in the reading and discuss what they
• 4 Put students into pairs. Ask partners to read
think they mean.
c the questions and answer them together. If students
hi
• Give out a dictionary to each pair. Say Let’s check the disagree about an answer, encourage them to look
meanings of the words and phrases. We look for the again at the text to find support for their answers.
ap
words in alphabetical order. First, find return and sell. When pairs have finished, check answers as a class.
When pairs have found these two words and checked
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their meanings, say Now let’s find against the law and • 5 Ask students to work in their pairs to compare the
rain forest in the dictionary. What problem do we have? events they noted for Activity 3. Give them a couple of
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(there is more than one word; we don’t know which minutes to talk about any differences. Then ask them
word to look for in the dictionary) Give students a to look at Activity 5. Read out the instructions, and ask
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couple of minutes to try to find the two phrases. different students to each read out one of the events.
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• Ask Did you find rain forest? What did you notice? Say • Do the first step with the students. Ask Which event
rain forest is a compound noun. It can be written as happens first? (Poachers take wild animals from the
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one word, or two. Ask Did you find against the law in rain forest.) Tell them to write number 1 next to this
your dictionary? Where did you find it? If you look up sentence. Ask pairs to complete the activity. When
at
the word against, you might not find the phrase against they have finished, check answers as a class.
the law. If you look for the word law, you’ll probably
N
find it. This is because law in this phrase is a more • 6 Put students into groups of four or five. Tell them
important word than against. to read and discuss the questions. For Question 1,
say Find the reasons mentioned in the reading why it
• Explain that when looking for a phrase in a dictionary, isn’t a good idea to keep wild animals as pets. Do you
it’s best to decide on the most important word in the agree with all of them? Do you know anyone who keeps
phrase, and look for that word first. a bird as a pet?
• Play Track 075 while students listen to the words and • For Question 2, tell students to first think about the
phrases on their own and in context. Play Track 075 different things that animals need to survive in the
again and ask students to listen and repeat. wild, such as food, water, shelter, space and safety
from predators.

Be the Expert
• For Question 3, ask students to name as many animals from their
own country as they can. Note these on the board. Ask Which
animals or birds would you like to know more about? Teaching Tip
Don’t let limited vocabulary restrict
Extend students when they brainstorm ideas or
take part in discussions. Encourage them
• Say You’re going to work in your groups to tell a story based on the to express their ideas by acting them out,
events I’m going to write on the board. First, you need to decide the drawing a picture or giving an example
sequence of events. Write on the board: of what they mean. Then help them to
learn or remember the English words to
describe their ideas.
Event Number in sequence
workers look after animal ________
Answer Key
poachers try to sell animal ________
Comprehension 4
animal taken to rehabilitation centre ________
animal taken back to the wild ________ 1. People who take wild animals and sell
them; to sell them as pets
ng
police find poachers and animal ________
2. Because they eat the wrong food, or
poachers take animal from rain forest ________ because they’re unhappy
ni
3. the police
4. They teach the animals how to find
• Say When you’ve decided on the sequence of events, take turns in
ar
food and they teach the birds how
your group to tell part of the story. You can invent all the details of to fly.
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the story. Decide what kind of animal the story is about. Give the 5. She looks at their DNA.
characters in your story names.
c
• If time allows, you may want to hand out Worksheet F.4.4 in class.
hi
Students will use the worksheet to practise the new vocabulary as
they revisit ideas from the reading.
ap
Consolidate
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• Write on the board: against the law, birds, captivity, endangered,

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poacher, rain forest, return, sell, wild, wildlife. Put students into pairs
and say Work with your partner. Make a poster with the title ‘A Wild
Animal Isn’t a Pet’. Write advice for someone choosing a pet. See how
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many of the words on the board you can use.

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• Give out a large sheet of paper to each pair of students. Allow

sufficient time for them to make their posters. Let them illustrate Formative Assessment
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the poster if time permits. Invite each pair to share their poster with
Can students
the class, and say how many of the words they have used. • discuss the problem of wild animals kept
at
in captivity?
N
Ask students to give two reasons why wild

animals should not be kept as pets.
Ask students to make a sentence with
each of the new words.
• identify a sequence of events?
Ask What do you do in the mornings before
school? Tell me the usual sequence of
events.

Reading
Video VIDE
Objectives
Students will 1 BEFORE YOU WATCH Discuss in pairs. What do you
22
• discuss how pandas are returned to already know about pandas? Remember what you read
the wild. about pandas on page 78. Try to answer these
• apply the message of the video to questions together:
their personal lives. 1. In which country do many giant pandas live?
Academic Language predict 2. How many giant pandas are there in the wild?
Content Vocabulary release, surprise, 3. What food do giant pandas love to eat?
A giant panda cub, Wolong,
survive Sichuan Province, China
2 Read and circle. You are going to watch Into the Real
Resources Video scene 4.1 (DVD/ Wild: Photographing Pandas with Ami Vitale. From the title,
predict what the video is about. Circle the letter.
Video
a. Returning pandas to the wild
b. Looking for pandas in the wild
3 WHILE YOU WATCH Circle the words

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you hear. Watch scene 4.1.
baby camera captivity costume forest
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leopard mother mountain school student
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86 VIDEO
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Before You Watch 1 2 • 2 Say The video we’re going to watch is called Into
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the Real Wild: Photographing Pandas with Ami Vitale.

• Say We’ve talked about wild animals and pets, and
Based on the title and the photo, predict what you think
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about animals that are endangered. Say Talk to your

the video will be about. Circle the letter that describes
partner. Which wild animals have you learnt about?
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your prediction. Ask a student to read out options a

Which is your favourite? Give partners time to discuss,
and b. Once they’ve made their choice, ask several
then ask them to share their ideas.
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students to explain their reasons for choosing it.

• 1 Ask students to open their books at pages
86−87 and look at the photo. Say What animal is While You Watch 3
this? (a giant panda) Ask Is the panda in the picture
• 3 Say Now we’ll watch the video. While the video
old or young? (young) Say That’s right. The panda in the
is playing, think about your prediction. Was it correct?
picture is very young. It’s a cub. The word for a baby
Play Video scene 4.1. Check the answer. (option a)
panda is cub. Read the instructions for Activity 1,
and the three questions. Put students into pairs to • Read out the instructions for Activity 3. Say Let’s watch
discuss, answering the questions from memory. When the video again. This time, circle the words in the box
they have finished, check answers as a class. that you hear. Ask a student to read out the words in
(1. China; 2. 1,800; 3. bamboo) the box. Play the video again. Ask students to work
independently. When they have finished, encourage
them to check their answers with a partner before
checking answers as a class.
Be the Expert
4 AFTER YOU WATCH Work in pairs. Tick T for True or F for False.
Teaching Tip
1. China takes pandas born in captivity and releases When students identify a false statement
them into the wild. ✓
T F in a true or false activity, ask them to
2. Mother pandas go for several months without food think about how to make the statement
and water after their baby is born. T ✓
F true. There may be more than one way
3. Baby pandas grow very slowly. T ✓
F to correct the false statement. Ask
students to think about which part of the
4. ‘Papa Panda’ is the name of a very old panda at the
Wolong China Conservation and Research Centre. T ✓
F statement is false, and challenge them to
think of more than one way to make the
5. Workers at the Conservation Centre teach pandas
how to live in the wild. T
✓ F statement true.
6. Leopards and pandas often play together at the
Conservation Centre. T F
✓
5 Work in pairs. At the beginning of the video, Ami says, ‘As a

National Geographic photographer, my job is to surprise people’.
Which photos or facts in the video surprised you? Explain.
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6 Work in groups. In the video, workers try to prepare pandas for life
in the wild. Think about how animals survive in the wild. What do
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they need to do and know in order to survive? Make a list of the
most important skills.
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1. Work independently. What do you want to know about the life of
• discuss how pandas are returned to
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a worker at the Wolong China Conservation and Research Centre? the wild?
Write a list of questions. Then read your questions to the class and
Say Tell me two things the workers do
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ask them to suggest possible answers.
before pandas can go to live in the wild.
2. Work in pairs. Role-play a conversation between Ami and a
reporter who wants to know about her experiences in China.
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Share your dialogue with the class.

3. Work in groups. Find out about an endangered animal and ways Online Workbook Video
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to protect it. Share with the class.

VIDEO 87
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• If students have trouble following the video, pause

• 6 Put the students into groups of four or five. Read
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it and allow them to ask questions. Try replaying the

the instructions for Activity 6 aloud. Give groups time
video with and without sound, and ask students to
to discuss the question; then ask them to share their
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describe and comment on what they see.

lists with the class.
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After You Watch 4 5 6 7 • 7 you decide Ask students to choose an activity.

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If students choose the first activity, ask them to think

• 4 Put students into pairs. Tell them to work
about the most interesting and unusual aspects of
together to decide whether the statements are true or
work at the centre.
false. Review the answers as a class. Ask students to
correct the false statements. • Put students who choose the second option into
pairs. Say One of you is Ami Vitale. Think about your life
• 5 Read aloud the activity instructions. Say If
as a photographer and your visit to China. What did you
someone tells you something surprising, is it something
do and see? How did you take your best photographs?
usual or unusual? (unusual) Say Who can make a
One of you is a reporter. What will you ask Ami?
surprised face? Encourage students to mime being
surprised. Tell pairs to discuss Ami’s quote, and the • Put students who choose the third option into small
question. When they have finished, invite some pairs groups. Tell them to brainstorm ideas in their group
to share their responses with the class. before choosing an endangered animal to research.
Make sure they have access to the Internet or other
research tools.
Video
Adverbs: Saying how you do something

Cheetahs are fast runners. They can run very fast at 113 kilometres per hour.
Elephants are good at swimming. They can swim very well.
Objective The three-toed sloth is a slow animal. It moves very slowly.
Students will
The howler monkey has got a loud voice. It can call very loudly.
• use adverbs of manner to describe
how you do something. good well high high easy easily
Grammar Adverbs: Saying how you do fast fast bad badly gentle gently
something
Academic Language adverb, manner 1 Work in pairs. Complete the sentences with the correct form
of a word from the box.
Content Vocabulary ability, hear, smell
Resources Online Workbook/Workbook bad easy good high loud fast quiet
(Teacher’s Resource CD-ROM/ Cats can jump very high . They can jump five
Website); Track 077 (Audio CD/ times their own height. They can run very fast
Website/CPT); CPT: Grammar 2 at 50 kilometres per hour. They have got good noses, and they can
well
Materials Pieces of paper, scissors smell things very from far away. They have
quietly
also got very good ears. Even if you speak , your
cat can hear you! All cats meow when they are angry or hungry, but some
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cats are very noisy. Siamese cats are famous because they meow
loudly when they are hungry. Cats are also good at
climbing. It isn’t difficult for them to climb trees. They can go up
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very easily , but sometimes they forget how
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to come down again!
2 Work in pairs. Make sentences about the animals below and their abilities.
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dogs dolphins pandas parrots snakes tigers
climb hear move run speak swim
easily
c fast loudly quickly quietly well
good bad fast
hi
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3 Work in pairs. Play Noughts and Crosses. Make

adverbs from the words in the grid. Use them to
loud quiet slow
describe things that you can or can’t do. Mark X or O.
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Try to get three in a row.

I can’t swim very well!
easy high quick
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88 GRAMMAR
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Warm Up Ask the student to demonstrate walking across the front

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of the class. Add the adverb slowly to the end of the

• Recycle Write two sentences on the board: Pandas sentence, and ask the student to demonstrate walking
always eat bamboo. Pandas are sometimes born in
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slowly. Change slowly to quickly, and ask the student to

captivity. Say These two sentences contain words that
demonstrate. Ask the other students to suggest other
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tell us how often something happens. Which words tell us

adverbs that could be used instead. Say All those words
that? (always and sometimes) Ask Can anyone remember
are adverbs of manner.
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what type of words these are? Encourage students to say

that these words are examples of adverbs. • Play Track 077 while students read along. Read out
the first sentence in the box and say Cheetahs are
Present fast runners. Is fast an adjective or an adverb? (an
• Ask students to open their books at page 88. Say We’re adjective) Read the second sentence. Ask How about
going to learn about adverbs of manner. Direct students’ fast in this sentence? (It’s an adverb.) Say In the first
attention to the title in the grammar box. Explain An sentence, fast is an adjective. It describes the noun
adverb of manner tells us how, or in what way, you do runner. In the second sentence, fast is an adverb. It
something. describes the verb run. Go through the other pairs of
sentences in the box, asking students to identify the
• Invite a student to the front of the class to help you adjectives and adverbs. Explain that some adverbs like
demonstrate. On the board, write this sentence fast and high keep the same form as the adjective.
beginning, using the student’s name: (Malai) walks ____. Other adverbs are formed by adding -ly to the adjective.

Be the Expert
• Point to the sentences with adverbs of frequency on the board again.
Remind students that adverbs of frequency usually come before the
verb. Then ask How about adverbs of manner? Look at the grammar Grammar in Depth
box again. Confirm that adverbs of manner usually go after the Adverbs of manner are used to add
verb. Play Track 077 again. Ask pairs to take turns to say one of the information to a verb to say how
adjectives and name the corresponding adverb. something is done or happens. They are
usually placed after the verb or after the
object of the sentence:
Practise 1 2 Polar bears can swim well.
The panda ate the bamboo happily.
• 1 Ask students to look at the photo and read the Activity 1
instructions and the words in the box. Say You’re going to complete a Adverbs ending in -ly can go in the middle
paragraph about cats. Let’s find out what cats can do. Guide students of a sentence when the verb, not the
to complete the first gap. Say More than one of the words from the adverb, is the main focus:
The snake greedily ate the eggs.
box would fit. Let’s read the next sentence. It talks about height. Which
word do we need for the first gap? (high) Remind students that the Most adverbs of manner are formed from
words in the box are adjectives, and they need to make adverbs. Ask adjectives by adding –ly:
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students to complete the activity individually. Check answers. sudden → suddenly
slow → slowly
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• 2 Ask three students to each read one row of words from the but sometimes there is a spelling
word box. Put students into pairs. Ask What kind of words are in the change:
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first row? And the second? And the third? (nouns for animals; verbs; noisy → noisily
gentle → gently
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adverbs) Ask the students to work with their partner to write six true
sentences, each using a noun, a verb and an adverb from the box. Some adverbs of manner take the same
form as the adjectives. Examples in this
Apply 3
c lesson are fast and high.
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• 3 Put students into new pairs. Ask each student to cut out five
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small squares from a piece of paper. One student in each pair

writes a nought on each of their squares, and the other student
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writes crosses. Say Let’s play! Read out the instructions, the words
in the grid and the example. Each student in turn chooses a word
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in the grid and makes a sentence with the adverb. If the sentence
is correct, they put a nought or cross on that square in the grid. Tell
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them that they need to try to form a straight line of three noughts or
crosses to win. If necessary, model how to play the game.
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Extend
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• Ask students to sit with their partner from Activity 2, and get out the
sentences they wrote down for that activity. Divide the class into
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two teams. Invite a pair from Team A to come to the front of the
Can students
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class and write one of their sentences on the board, for example, • use adverbs of manner to say how
Dolphins can swim quickly. Give the pair one point for their team for something happens?
making a true sentence. Ask the first pair in Team B to come to the Ask students to complete these
board and change one word in Team A’s sentence on the board, but sentences, using an appropriate adverb of
keeping it true, for example, Fish can swim quickly or Dolphins can manner:
swim well. They get a point for their team for a true sentence. Play Frogs can jump very ________.
until all students have had at least one turn. Wild birds kept as pets don’t live ________
as pets.
adverbs of manner.
Consolidate assign Workbook pages 54–55.
• Ask students to sit or stand in a circle and take turns round the Online Workbook Grammar 2
circle to make a sentence about their favourite animal. Say Use a
different adverb from the student that goes before you.
Text Overset
Writing WRITING
When we write a fact sheet, we need to check all the facts carefully.
Separate the facts into different sections. We can separate the facts with
Objectives headings or bullet points:
Students will Diet Fun facts
• understand how to check facts. Parrots eat fruit, seeds and small insects. • Parrots are often brightly coloured.
• use headings or bullet points to Habitat • There are more than 350 different
separate facts. A lot of parrots live in the rain forest. types of parrot.
• analyse a model paragraph to see
how the writer separates information.
1 Read the model. How does the writer separate the information? Underline the
• write a fact sheet.
headings and circle the bullet points.
Writing A fact sheet
The Capybara
Academic Language bullet point, fact The capybara is a large hairy mammal. It’s the size of a pig – about 50–60
sheet, heading, separate centimetres tall and about 100–130 centimetres long. It weighs between
Content Vocabulary capybara, diet, 30 and 80 kilograms. It hasn’t got a tail.
habitat, mammal Habitat:
Resources Online Workbook/Workbook Capybaras are from South and Central America. They always live near water.
page 56; Process Writing Worksheet Diet:
(Teacher’s Resource CD-ROM/ Capybaras are herbivores. They eat water plants and grass. They don’t eat meat.
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Website); CPT: Writing Fun facts:
• Capybaras can swim very well. They can stay under the water for five minutes.
• Capybaras are very friendly. They usually live together in large groups.
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• Capybaras are very noisy! They can make a lot of different sounds.
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2 Work in pairs. Look at the questions about capybaras.
Which ones can you answer using information
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from the fact sheet?
• What do they eat? • How fast can they run?

• How big are they? • How much do they eat?
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• Where do they live? • Do
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they live alone
or in groups?
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3 Write. Write a fact sheet about a different

animal. Choose an animal from this unit
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or any other animal. Use headings and

bullet points to separate the facts.
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Four squirrel monkeys on a capybara

WRITING 89
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Warm Up Present
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• Activate prior knowledge Write the following • Tell students to open their books at page 89. Ask them
sentences on the board: to read silently through the information in the green
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box at the top of the page. Say The examples in the

A princess lives in a tall tower in a magic forest.
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box come from a fact sheet about parrots. When we

There are 1,800 pandas in the wild. write a fact sheet, what’s the first thing we need to do?
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Poachers take 38 million animals from the rain (check all the facts carefully) Ask Where can we find
forest each year. facts about animals? Ask several students to give their
The spaceship door opens and three little green ideas, which should include books, magazines, posters,
men get out. encyclopedias, reliable Internet websites, and so on.
• Say Which of these sentences do you think are facts? • Say The box says we should separate the facts into
(sentences 2 and 3) Ask Where do the other sentences different sections. Why do you think this is? Let several
come from? Let students give their ideas. Say Facts students give their ideas. Say Separating facts into
are information that’s true. We’ve learnt a lot of facts different sections makes your fact sheet clear and
about animals in this unit. Now we’re going to read a easy to read. Two ways of doing this are shown in the
fact sheet about an animal. Write fact sheet on the box. What are they? (headings and bullet points) Ask
board. Ask What kind of information do you think we students to identify the two headings in the box (Diet
can include on an animal fact sheet? Note students’ and Habitat). Check that students remember the
suggestions on the board. meaning of diet (what the animal eats) and habitat

Be the Expert
(where the animal lives). Then draw students’ attention to the
bullet points. Make sure they understand that each bulleted
sentence is a separate fact. Writing Support
• Ask students to work with a partner to think of one more heading Separating information Headings
and bullet points are useful features of
that could go in a fact sheet about parrots, and one more factual writing that make a text more
sentence about parrots that they could add to the list of bullet organised and easy to read. These
points. When they have finished, ask pairs to share their ideas features are not usually used in fictional
with the class. writing.
Headings should be clear and short.

Read the Model 1 2 A reader should be able to skim the
headings in a text and gain an idea of
• 1 Say Now we’re going to look at a fact sheet about a different what the text is about. Students should
animal. Look at the photo. Do you know what the large animal is? be encouraged to use headings when
they have several points to make that can
Read the photo caption to confirm the answer.
be grouped together.
• Tell students to read the model fact sheet independently.
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Bullet points are often introduced
When they have finished, put students into pairs and read the with a colon (:). Bullets (the heavy dots)
instructions aloud. Say Now you’ll read the text again. Work with separate a list of similar points in a
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your partner to underline the headings and circle the bullet points. format that is easier to read than a long
paragraph of text. There are different
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When pairs have finished, check answers. ways to use punctuation with bullet
points, but to start with you might like
• Say What’s the first thing in this fact sheet? (the title) Say The title
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to encourage students to punctuate full
tells you what the fact sheet is about. What comes next? What kind sentences with a capital letter at the
of information is in the first paragraph? Encourage students to beginning and a full stop at the end.
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give their ideas about the paragraph, for example, that it includes If a bullet list contains single words or
phrases that aren’t full sentences, tell
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general information about the animal and what it looks like. Ask students that they probably don’t need a
What’s the first heading? (Habitat) What information is given about
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capital letter or full stop.
the animal’s habitat? (what part of the world the animal comes
from, what kind of place it lives in) Ask What kind of information is Teaching Tip
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given in the bullet points? (fun facts) A problem that happens often when
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students are working in pairs or groups

• 2 Put students into pairs with a different partner. Read the is that some finish more quickly than
instructions for Activity 2, and ask a student to read out the others. One way of avoiding having fast
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questions. Say You can answer some of the questions by looking finishers who sit doing nothing is to have
at the information in the fact sheet, but not all of them. Ask pairs ready a set of extra task-related activities
that students can work on. You can build
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to read the fact sheet again and complete the activity together.
these extra activities into the daily routine
Check answers as a class. Ask Can you think of any other of the class so that students know
questions you would like to ask about capybaras? Write students’
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without asking what they can be doing

questions on the board. when they have a few extra minutes to
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fill. In this way, no student should ever be

bored or unoccupied.
Plan 3
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• 3 Read Activity 3 aloud. Say Now you’re going to plan your fact
sheet. What will you use to organise the information in your fact
sheet? (headings and bullet points) Say Your next step is pre-writing.
• Say First, you need to choose an animal to write about, and then
think about the kind of information to include and the headings
to use to organise it. Here’s an example. Draw a word web on the
board, with the words African elephant in the centre circle and five
circles around it. Write habitat and diet in two of the outer circles.
Writing
WRITING help them organise and plan their writing.
When we write a fact sheet, we need to check all the facts carefully.
Separate the facts into different sections. We can separate the facts with
headings or bullet points:
Diet Fun facts
Write
Parrots eat fruit, seeds and small insects. • Parrots are often brightly coloured.
Habitat • There are more than 350 different • After students have completed their pre-writing,
A lot of parrots live in the rain forest. types of parrot.
1 Read the model. How does the writer separate the information? Underline the got enough time in class, assign the first drafts
headings and circle the bullet points.
The Capybara
as homework.
The capybara is a large hairy mammal. It’s the size of a pig – about 50–60
centimetres tall and about 100–130 centimetres long. It weighs between
30 and 80 kilograms. It hasn’t got a tail.
Habitat:
Revise
Capybaras are from South and Central America. They always live near water.
Diet:
Capybaras are herbivores. They eat water plants and grass. They don’t eat meat. to review their writing and think about their ideas
Fun facts:
• C
apybaras can swim very well. They can stay under the water for five minutes. and organisation. Ask each student to consider the
• C
apybaras are very friendly. They usually live together in large groups.
• C
apybaras are very noisy! They can make a lot of different sounds. following: Have I included the most important facts
about my animal? Have I separated the facts into
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2 Work in pairs. Look at the questions about capybaras.
Which ones can you answer using information different sections? Have I included some fun facts?
from the fact sheet?
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• What do they eat? • How fast can they run?
• How big are they? • How much do they eat? Edit and Proofread
• Where do they live? • Do
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they live alone
or in groups?
• Encourage students to consider elements of style,
3 Write. Write a fact sheet about a different such as sentence variety, parallelism and word choice.
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animal. Choose an animal from this unit
or any other animal. Use headings and Then ask them to proofread for mistakes in grammar,
bullet points to separate the facts.
Four squirrel monkeys on a capybara
punctuation, capitalisation and spelling.
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WRITING 89 hi
Publish
• Ask What other headings could I use for my fact sheet
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about elephants? Add students’ ideas to the remaining

circles in the word web. Tell students to research and
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check facts about their chosen animal carefully, and

or in a hallway, and posting on the Internet.
organise them using a word web.
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this step. If not, assign it as homework. If students

have Workbooks, remind them to use Workbook
page 56 for writing support.
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the steps of process writing, you may want to hand out

the Process Writing Worksheet and review it together.
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1 2 3 4
Writing Assessment Writing Student includes headings and bullet
Use these guidelines to assess points to separate information.
other aspects of their writing Grammar Student uses quantifiers and adverbs of
you’d like to assess at the manner to write facts about an animal.
3 = Good
1 = Re-do

Mission
Objective
Students will
• discuss the importance of using your
skills to solve problems.
Content Vocabulary abilities, biologist,
knowledge
Use Your Skills

‘Do whatever is in your reach … we need to act,
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and act now.’
Juliana Machado Ferreira
Be the Expert
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National Geographic Explorer, Conservation Biologist
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Teaching Tip
The best way to encourage students to
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speak in class is to create a risk-free
environment. Let students know that
mistakes are not only accepted, but
c expected. If classmates laugh at an error,

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1. Watch scene 4.2. 3. Think about some problems in your gently remind them that making fun of
own area. How can you use your people’s mistakes is not acceptable. Let
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2. Juliana talks about doing ‘whatever is in

your reach’. Think about Juliana’s work.
knowledge and abilities to help solve students know that mistakes show that
these problems? they are experimenting with language and
How does she use her special knowledge
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and abilities to help animals? attempting to communicate.

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90 MISSION
Online Workbook Meet the Explorer
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Mission wildlife trafficking. When they’ve finished watching,

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ask students to give their ideas.

• Tell students to turn to page 90 and look at the photo
of Juliana Machado Ferreira. On the board, write the • Activity 2 Put students into pairs. Ask partners to
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mission Use Your Skills. Ask a student to read aloud the discuss what special knowledge and skills Juliana
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quote. Say When we do whatever is in our reach, we do has, and how she uses them to help the animals. Tell
what we can. When we use our skills, we do things we’re them to look back at page 85 in their books to remind
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good at. What skills can you think of? What are you good themselves about her work.
at? Say We’ve read about Juliana Machado Ferreira’s
work. What does she do? Elicit ideas, then say We’re • Activity 3 Say Juliana says ‘we need to act, and act
going to find out more about her work against animal now’. What problems in our own area would you like
trafficking. Write trafficking on the board. Explain that to act on? Think about what skills and knowledge you
animal trafficking means taking animals from the wild need to solve those problems. Ask What can you do
and selling them. Remind students that this is against to help?
the law, and that Juliana works with the police to stop
• Worksheet Hand out Worksheet F.4.6. Explain that
poachers and rescue the animals.
students will use the worksheet to think and write
• Activity 1 Say Now let’s watch a video about Juliana about Juliana’s work, and about using special skills to
Machado Ferreira. Play Video scene 4.2. Ask students help people or animals.
to focus on why Juliana thinks it’s important to stop
Mission
Objective
Students will
1 Plan and hold an endangered animal quiz.
related to wild animals and wildlife • Prepare cards with true or false sentences about endangered animals.
conservation. • Organise two teams in your class.
Academic Language create, organise, • Hold the quiz. Read each fact aloud. Classmates say if your sentence is
prepare true or false.
Content Vocabulary diary entry,
display, quiz 2 Write a diary entry.
Resources Assessment: Unit 4 Quiz; • Imagine that you work at a wildlife reserve. Think about which animals you look
Units 1–4 Mastery Test; Workbook after and what you do.
pages 57 and 107; Worksheet • Write a description of your day. Include photos.
F.4.7; (Teacher’s Resource CD-ROM/ • Show your diary entry to your classmates. Answer their questions about it.
Website); CPT: Make an Impact and
Review Games 3 Make a wild animal poster.
Materials blank cards for the quiz • Choose a wild animal and find out about it. Collect information and photos.
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activity
• Organise your information on a poster.
• Display your poster in the classroom. Present it to your classmates.
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Assessment Go to pages 283 and 284.
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Golden snub-nosed
monkeys

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Prepare • Activity 3 Encourage students to find out about a

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wild animal that was not featured in the unit. Ask

• you decide Ask students to choose a project. them to gather information and photos and think
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• Activity 1 Ask students to do more research about about the most attractive way to display everything
endangered animals before writing their cards. Make on the poster.
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sure they keep a record of the correct answers. Say

Share
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Find some facts about more unusual animals. This will

make it more difficult for your classmates to guess the • Schedule time for students to present their projects
answers. Choose animals from different habitats, or to the class. Allow time for the student audience to
different parts of the world. ask questions about their classmates’ work. You can
ask students to vote on the most interesting wild
• Activity 2 Tell students to find out about different
animal poster.
wildlife reserves, and imagine which animals would
be interesting or fun to work with. Ask them to • Modify Help students simplify a project by leaving
describe the events of a typical day working in the out one of the options or steps. You could provide
wildlife reserve, but tell them they could also include students with some information about several
something unusual or funny that happened on that different wild animals for the posters, or provide them
day. Encourage them to be ready to answer questions with leaflets and website information about a specific
about working with their chosen animals. wildlife reserve to use for their diary entries.
168 Unit 4 Project

STUDENT’S BOOK
AUDIO SCRIPT
page 78. Track 073 3 S1: Let’s find some facts for this camel
fact sheet. S2: OK. So, we want to write about the Bactrian
Track 067 2 LEARN NEW WORDS area / There are many camel. How much does the Bactrian camel weigh?
unusual animals in this area. captivity / Some animals S1: It weighs between 600 and 1,000 kilograms. That’s
live in captivity in zoos or safari parks. conservation / quite heavy. S2: And how big is it? S1: It’s about three
Conservation projects help to save animals. costume / metres long and 1.8 metres tall, so the same height as
Please wear this costume when you visit the animals. a tall man. And the tail is about 50 centimetres long.
endangered / These animals are endangered. forest / S2: OK. Oh, look. Here’s an interesting fact. Camels
There are many tall trees in the forest. grow / can drink 135 litres of water in 13 minutes. S1: Really?
Bamboo grows in hot, rainy countries. panda / Giant S2: Yes! S1: That’s amazing!
pandas live in China. wild / There are very few giant pandas
in the wild. worker / The workers in this centre teach the Track 074 3 LEARN NEW WORDS centimetre / Its tail is
animals how to find food. about 50 centimetres long. litre / It can drink 135 litres of
water in 13 minutes. kilogram / It weighs between 600 and
Track 068 5 The Sichuan Giant Panda Sanctuaries in 1,000 kilograms. metre / The Bactrian camel is about 3
China are a very successful wildlife conservation project. metres long. The Bactrian camel is about 1.8 metres tall.
There are seven nature reserves and nine parks in the
Track 075 2 LEARN NEW WORDS against the law /
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mountains of the sanctuaries. These reserves and parks
cover a very big area of land. Many endangered animals It’s against the law to take wild birds from the forest.
live here. There are snow leopards, clouded leopards, red rain forest / There are 1,300 different types of birds in the
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pandas and, of course, giant pandas. There are also 5,000 Amazon rain forest. return / The rescue centres help to
different types of plants. Many people come from around return the animals to their homes. sell / Some people sell
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the world to visit the sanctuaries and help to look after the wild animals as pets.
endangered animals.
Track 076 3 WHILE YOU READ See Student’s Book
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Track 069 5 LEARN NEW WORDS leopard / Snow page 85.
leopards live in Central Asia. mountain / The mountains of
the Himalayas are very beautiful. reserve / Nature reserves Track 077 grammar See Student’s Book page 88.
keep animals and plants safe. wildlife / You can see a lot
of wildlife in the forest.
c Track 078 Express Yourself See Student’s Book
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pages 92–93.
Track 070 Speaking Strategy See Student’s Book page 81.
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Track 071 1 S1: Look, here’s a photo of my aunt at

Chengdu Panda Base. You can meet baby pandas there.
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S2: Really? I love pandas! S1: I know. It’s amazing. S2: How
many pandas are there? S1: I don’t know exactly, but I think
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there are about two hundred. S2: How big is the Panda
Base? S1: Oh, it’s really big. It’s 2.4 square kilometres.
S2: Is it really 2.4 square kilometres? S1: Yes, I think so!
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1 Read and listen to the advertisement. 078
Objectives
Students will
• identify the purpose and features of
advertisements.
• connect ideas about robots,
technology and animals.
Content Vocabulary advertisement,
Robotosaurus
advertising, dinosaur, mood, pet,
remote control, slogan, specification
Related Word Tyrannosaurus rex
Resources Online Workbook (Units 3–4
Review)/Workbook pages 58–59;
Rex
CD-ROM/Website); Track 078 (Audio
CD/Website/CPT); CPT: Express
Yourself Units 3−4
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This amazing remote-controlled
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robot dinosaur is more than a toy —
IT’S A PET AND A FRIEND!
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• Clap your hands to make your dinosaur sit or stand.
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• Use the remote control to make your dinosaur walk, run fast or lie down.
• Play music through the remote control to make your dinosaur dance!
• Throw the remote control and watch your dinosaur chase it.
•
c Look at the lights on your dinosaur’s back to check its mood:
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BLUE RED GREEN YELLOW
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happy angry tired hungry
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Remote control
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92
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Present 1 • Play Track 078 once as students listen and read

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along. Then ask Which features did you notice?

• Preview Ask students to turn to pages 92−93. (Students’ ideas might include the name of the
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Discuss the photo. Read out the title. Ask Do you product, pictures, descriptions of what the robot can
know why the robot has this name? (It’s named after a do, catchy slogans, specifications and price.)
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type of dinosaur called Tyrannosaurus rex).

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• Ask What’s being advertised? What kind of reader is the Practise 2

advertisement aimed at? Who do you think would buy • 2 Discuss Put the students into groups of three
something like this? Encourage a class discussion. Ask or four. Read aloud the Activity 2 questions. Provide
What’s your opinion of this advertisement? What kind prompts to help students with their discussions. Say
of advertisement do you like best? Invite students to Imagine you buy a Robotosaurus Rex. When you take
share their opinions and ideas. it home, what will you make it do? What other things
would you like it to do? This advertisement is probably
• 1 Read together Say Now we’ll listen to and read
from a newspaper or magazine. Where else do you see
the advertisement. Say As you read along, think about
advertising? Ask groups to share their ideas with the
the different features that advertisements include.
rest of the class.
How does an advertisement give information about a
product? How does it try to persuade the reader to
buy it?

You’ll love Be the Expert
Robotosaurus 2 Work in groups. Discuss the advertisement.
Rex! He’s 1. What are the best features of the

Robotosaurus Rex? Explain.
SO COOL! 2. Imagine that you can add some extra Genre in Depth
features to the Robotosaurus Rex. Which
features do you add? Advertisements Students will see
and hear advertisements in their daily
3. How do you find out when new toys or
products are available? Think of different life on television and radio, on hoardings,
ways companies tell people about their in magazines and on the Internet.
new products. Encourage them to think critically about
the purpose of the advertisements,
3 Connect ideas. In Unit 3, you learnt about and the persuasive techniques that
robots and technology. In Unit 4, you learnt are being used. Ask students to name
about animals. What connection can you see advertisements that are memorable, and
between the two units? say why. Have they ever been influenced
to buy something after seeing an
advertisement?
Cumulative Review
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F.4.8.
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Can students
Specifications • identify the purpose and features of
Height: 30 cm (12 in.)
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advertisements?
Weight: 350 g (0.8 lb) 4
6 YOU DECIDE Choose
Batteries: 4 x AA an activity. Ask students to talk about an
advertisement they like, and say why.
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1. Choose a topic:
• connect ideas about robots, technology
Price:
• an endangered animal
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• a robot and animals?
2. Choose a way to express Ask How can technology help animals that
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€49.99
yourself: are in danger?
• a poster
• an advertisement
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• a comic strip
3. Present your work. Workbook Assign pages 58–59.
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93 Online Workbook Units 3−4 Review

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Connect 3 • 4 To help students decide which activity to choose,

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ask them to first choose the topic that most interests

• 3 Critical thinking Put students into new groups. them. Then ask What kind of message do you want to
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Read the Activity 3 text aloud. Provide prompts communicate? If you want to persuade people to do
as necessary: In Unit 3, we learnt about robots in
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something, an advertisement would be a good choice.

hospitals. Can you remember what connection they had To give more information about something, a poster
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to animals? How did this type of robot help people? In might be better. If you want to make people laugh, a
Unit 4, we read about wild animals that are endangered comic strip would be great!
or are being taken from the wild as pets. Can you
remember how technology is helping these animals?
Share
Prepare 4 the class. Remind students to listen politely to
• YOU DECIDE Review the activity options. Allow presentations and to wait until they’re over before
students to choose their own topic. You may want to asking any questions.
assign this activity in advance so that students have
more time to work on it in class or at home.

Unit 5
In This Unit
Theme This unit is about water.
Content Objectives
Students will
• describe and discuss the water
Water
cycle.
• read about plastic in our oceans.
• read about and discuss
environmental protection.
Language Objectives
Students will
• talk about the water cycle.
• brainstorm solutions.
• use the present continuous to talk
about what is happening now.
• use there was and there were to
describe a situation in the past.
• write a paragraph of persuasive
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writing.
Vocabulary
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pages 96–97 cloud, fresh water,
ground, ice, lake, melt, ocean,
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rain, river, salt water, sky, snow,
underground
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page 98 clean, dirty, safe, unsafe
page 101 less, reusable, toilet, water
page 102 cloth, plastic, recycle, re-use
Vocabulary Strategy prefix un-
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Speaking Strategy Brainstorming
solutions
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Grammar
Grammar 1 Use the present The Colorado River Delta, from
300 metres above
continuous to talk about what is
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happening now
Grammar 2 Use there was and there
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were to describe a situation in the 94

past
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Reading An Ocean of Plastic OWI_F_SE_80310_094-109_U05_PPDF.indd 94 2/22/17 4:13 PM
Reading Strategy Look for examples

and explanations Introduce the Unit
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Video Scene 5.1: Boyan’s Big Idea;

Scene 5.2: Meet Osvel Hinojosa
• Activate prior knowledge Say In this unit we’re talking about water.
Ask Where can we find water? Elicit students’ ideas.
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Huerta
Writing Persuasive writing
• Say Without water, we would die. How much of your body is water? Let
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National Geographic Mission

students make suggestions. Confirm About 60 per cent of our body
Protect Our Water
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weight is water. Water is really important.

Project
• Poster
• Comic strip
• TO START Tell students to open their books at pages 94−95. Point
• Presentation out the unit title Water. Read question 1. Say Talk to your partner.
Pronunciation Long vowel sounds What do you think the photo shows? Give students a few minutes to
Pacing Guides F.5.1, F.5.2, F.5.3 discuss the photo, then ask them to share their ideas. Read out the
caption, and say The Colorado River flows through two countries. Do
you know which ones? (the USA and Mexico)
• Explain that a delta describes the place where a river breaks up into
smaller rivers that flow into the ocean. Then ask questions about the
photo and the caption such as the following:
How do you think this photo was taken?
What does the shape of the river remind you of?

‘Rivers affect the health of our seas,
wildlife, communities and economies.’ Unit Opener
Osvel Hinojosa Huerta
Objectives
Students will
• describe and discuss an aerial photo
of a river delta.
• discuss the importance of water and
rivers.
Resource CD ROM/Website);
CPT: Unit Opener
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Be the Expert
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About the Photo
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The photo was taken by Canadian
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photographer Edward Burtynsky, who
specialises in taking large-scale photos
showing the impact of human activity on
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nature. The photo shows the Colorado
TO START
River Delta in Mexico. In the photo, the
hi
1. Look at the photo. What do you see? river looks like a green-trunked tree
with brown branches. The area around
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2. Think about how you use water at home. What do
you use it for? How often do you use it? the river delta has become dry and
3. Osvel Hinojosa Huerta talks about the importance infertile as fresh water has been used
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of rivers. Do you live near any rivers? How do by people along the course of the river.
people use them? Give examples. Wildlife, agriculture and fisheries have
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been affected. However, a number of
environmental projects are returning
fresh water to parts of the area, and in
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those areas vegetation and wildlife are
Are there a lot of plants and trees growing around the river? Why or recovering.
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why not?
Teaching Tip
• Read the quote by Osvel Hinojosa Huerta aloud. Explain that
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Students may not tell you when they

health means that someone or something is well and strong. Say don’t understand a word or a concept.
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Community means human beings living together on Earth. Economy Before beginning a lesson, preview
means how we earn and spend money. Who can give some examples some of the more challenging concepts
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of how rivers affect our wildlife, our communities and economies? or vocabulary. You may want to pair a
fluent student with a less fluent one
Let several students give their ideas. Share with students the
and allow them to communicate briefly
information in About the Photo. in their first language, if necessary,
to clarify understanding. During class
• Ask a student to read aloud Question 2 and discuss as a class. discussions, walk around the room and
List students’ suggestions for water use on the board. Then ask a check students’ understanding by asking
student to read aloud Question 3. Encourage a class discussion of individuals to share ideas with you.
students’ ideas about how people use rivers.
Related Word
Extend delta
partners will be reading about and discussing water.

1 Where does your water come from?
You turn on a tap and water comes

out of it. But do you know where your water
Objectives comes from? Earth is sometimes called
Students will ‘The Blue Planet’ because 71 per cent of its
• use vocabulary related to the water surface is covered in water. This water is in
cycle. a continuous cycle. It is always moving on,
above and below the surface of the earth.
• use new vocabulary to read about Water in the clouds cools
Let’s look at the water cycle. down more and falls from
and discuss why the water cycle is
the sky as rain, snow or hail.
important.
Target Vocabulary cloud, fresh water,
ground, ice, lake, melt, ocean, rain,
river, salt water, sky, snow, underground
Content Vocabulary cycle, evaporates, Water in the sky cools down
tap a little and becomes clouds.
Resource CD-ROM/Website); Tracks
CPT: Vocabulary
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Materials diagram of life cycle of a frog
(optional)
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There is salt water in the oceans

and fresh water in rivers and lakes.
Water on the surface of the rivers,
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lakes and oceans heats up. Then it

evaporates and rises up into the sky.
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96 VOCABULARY
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Warm Up Trace the arrows with your finger, pointing out how the
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arrows lead round the circle. Say A cycle is continuous.

• Build background Tell students they’re going to read This means it doesn’t stop. Tell students to open their
about the water cycle. Write the water cycle on the
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books at pages 96−97. Point to the diagram, and

board. Ask What word do you know that has cycle in it?
trace your finger round in the direction of the arrows.
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If students suggest bicycle, say A bicycle has wheels

Say This diagram describes another continuous
that go round and round. A cycle is a series of events
process: the water cycle.
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that happen in the same order again and again, like

the bicycle’s wheels turning. Explain A life cycle of an • Predict Say We’re going to read about why Earth is
animal is another example. Let’s think about the life sometimes called ‘The Blue Planet’. Why do you think
cycle of a frog. Draw a simple diagram on the board this is? Ask students to give their predictions.
like this:
Present 1 2
frog
• 1 Ask students to look at the main photo on pages
96−97. Say Where is there water in the photo? (in the
river/lake at the bottom of the photo; as ice and snow
tadpole eggs
on the mountain) Ask a student to read aloud Activity
1. Have a class discussion about where water comes
from, helping students with any necessary vocabulary.

WATER GIVES LIFE, BUT IT IS Be the Expert
ALSO A KILLER!
Less than 1% of the water on Earth is
fresh water, and not all of that water
is clean and safe to drink. Our World in Context
• Unsafe water is one of the top ten Looking at pictures of Earth taken from
killers in the world. space, we can see how most of the
There is snow on the • Dirty water causes 80% of all planet is covered in water: snow and ice
mountains. Some diseases in some parts of the world.
at the poles, and water in the oceans.
snow turns into ice.
Water is found as a gas, a liquid and a

solid on Earth’s surface, and is essential
for life. Most of Earth’s water – about
97 per cent − is found in the oceans.
Sometimes the ice and snow However, for human beings, it is fresh
on the mountains melts. Then it
runs onto the ground and down water that is important, as it is used for
the side of the mountains. drinking and agriculture.
Teaching Tip
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Try to involve students actively in learning
new words and concepts. A good way of
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doing this is by personalisation: asking
students to use the new vocabulary
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in a context that is real for them. For
Some of the water goes
underground. Some water flows
example, in presenting the different types
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from the ground into oceans, of weather, you could ask students to
lakes and rivers. describe their experiences of being in rain
or snow. When presenting the concepts
c of safe and unsafe, you could ask

students Where do you feel safe? or Tell
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me about a time when you felt unsafe.
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Related Word
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3 Work in pairs. Talk about why the water cycle is continuous

important to us.
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VOCABULARY 97
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• Play Track 079 while students listen and read. Ask So, What does ‘water is also a killer’ mean? (If people
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was your prediction correct? Why is Earth called drink unsafe water, it can kill them.)
‘The Blue Planet’? (because most of its surface is Is unsafe water a big problem? How do you know?
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covered in water, which looks blue from the sky) Say (yes; it causes 80 per cent of all diseases in some
Find the word evaporates. What do you think it means? places)
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(the water turns into a gas and rises)

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• Discuss the reading with students. Ask questions to listen and repeat. Then put them into small groups.
such as: Display the new words. Give each group three or
How many stages are there in the water cycle? (six) four of the words. Say Work together to make a new
In what different forms does water fall from the sky? sentence for each word. When students have finished,
ask each group to read out their sentences.
(rain, snow or hail)
What two forms of water are found in the mountains?
(snow and ice)
Where is water found on the ground? (in oceans,
lakes and rivers)
What kind of water can we drink? (fresh water)
Vocabulary
Vocabulary
cloud fresh water ground ocean rain river salt water sky
The Colorado River is 2,330 km (1,448 mi) long. It flows

Objectives
Students will from the Rocky Mountains in the USA, through five states and into Mexico. It finally
• use vocabulary related to water. flows out into the Delta wetlands. The fresh water in the wetlands
• use a vocabulary strategy to learn is very important for wildlife and plants. From the wetlands, the river then joins the
new vocabulary. salt water of the ocean in the Gulf of California.
Target Vocabulary clean, dirty, safe, But there is a problem. Factories, farms and cities are using a lot of water from the Delta
unsafe wetlands. There is also less rain than there was in the past. This
Vocabulary Strategy prefix un- means that the ground in some parts is now completely dry. Osvel
Academic Language prefix Hinojosa Huerta is a National Geographic conservationist.
He is working together with businesses, farmers and
Content Vocabulary bodies of water,
wetlands industries to save the Delta wetlands. He wants to put water
back into the wetlands.
CD/Website/CPT); CPT: Vocabulary 5 LEARN NEW WORDS Listen to these words and match
Materials maps of local area (optional) them to their definitions. Then listen and repeat. 081 082
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clean dirty safe unsafe
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unsafe 1. not safe, dangerous
clean 2. free from dirt or marks
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safe 3. not dangerous
Sandra Postel and Osvel Hinojosa Huerta
dirty
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4. covered with dirt or marks
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1. Work independently. Find different bodies of water near where you live. Look for
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rivers, lakes or ponds. Draw and label a map to show where they are.
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2. Work in pairs. How much water do you use in your daily life? Talk about an average
day, and make a list of every time you use water.
3. Work in groups. Research groups that help people find clean, safe water. Learn about
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where they work and what they do. Share what you learn with the class.
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98 VOCABULARY
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Practise 3 4 5
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• 3 Share with students the information in Our World in Context.

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Put students into pairs. Read out the instruction in Activity 3. Say
Discuss how the water cycle is important. Think about how we use
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water. Ask pairs to note their ideas. When they have finished, ask
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them to share their ideas with the class. List the different reasons
that students suggest on the board. You could ask the class to put
the reasons in order of importance.
• 4 Ask students to turn to page 98. Point out the photo. Say What
are the people in the photo doing? What problem do you think they’re
trying to solve? Elicit ideas. Ask students to read the words in the
word box and to complete Activity 4 independently. Invite a student
to read the completed paragraph aloud.
• 5 LEARN NEW WORDS Read the words in the box. Ask students to
work in pairs and look for each word in context on page 97. Play
Track 081 and tell students to listen for the words. Tell them to
complete the matching activity independently. Play Track 082 and
ask students to listen and repeat the words and sentences.
Be the Expert
• Vocabulary Strategy Say Read the words in the box again. Which
two words end with the same four letters? (safe, unsafe) Ask a
student to read the definitions of the two words. Say Unsafe Vocabulary Strategy
means the opposite of safe. Which two letters have we added to
Prefix un- Tell students that we can’t
give it the opposite meaning? (un) Ask Have we added the letters add un- to every adjective to make a word
at the end of the word, or the beginning? (the beginning) Explain with the opposite meaning. Explain that
When we add letters to the beginning of a word to change its it’s useful to understand what prefixes
meaning, that group of letters is called a prefix. The prefix un- mean, so that we can guess the meaning
makes a word mean the opposite. Can anyone think of another of unfamiliar words that begin with them.
adjective that we can change by adding un-? Elicit suggestions. Un- can also be added to verbs to make
Write the following on the board: a verb with the opposite meaning, e.g.
tie → untie, do → undo.
safe + un- = unsafe (not safe) Remind students that un at the beginning
of a word is not always a prefix. For
example, in the words uniform and until,
Then add any correct suggestions that students have made. If they un is not a prefix.
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are unable to think of any examples, add the following to the list
on the board: happy – unhappy; believable – unbelievable; kind –
Teaching Tip
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unkind; real – unreal. Ask students to make sentences with some
Drawing diagrams and pictures helps
of the words.
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students to order their ideas and
memorise them. Tell students that their
Apply 6 ideas are more important than their
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artistic ability. Praise students’ drawings
• 6 you decide Ask students to silently read the choices in for the ideas they express, rather than for
Activity 6. Say Choose one of the three activities. You’ll work on how artistic they look.
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your own, with a partner or in a group. For options 2 and 3, help
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students to find partners or groups to work with. If students
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choose option 1, provide or help them to find maps of their local

area to base their own maps on. If students choose option 3,
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make sure they have access to the Internet to do their research.

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Extend
• Invite pairs of students who chose option 2 to present their work
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to the class. Divide the class into small groups. Say It’s important
to know how much water we use. What activity uses the most Formative Assessment
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water? Discuss in your groups. List the ways you use water. Put the Can students
list in order, starting with the activity that uses the most water. • use new vocabulary related to water?
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Ask students to choose the correct words

• If time allows, hand out Worksheet F.5.2. Explain that students to complete these sentences:
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will write about and discuss vocabulary words related to water.

Water falls from the clouds as ______.
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(rivers/rain)
Consolidate The water in the oceans is ______ water.
• Write on the board: (salt/fresh)
Clean water is ______ to drink. (unsafe/
safe)
Water falls on the ground and flows into rivers.
• use new vocabulary to discuss why the
Water in the clouds cools and falls as rain.
water cycle is important?
Water flows from the rivers into the ocean.
Ask students to describe two important
Water from the ocean evaporates.
stages of the water cycle.
Water in the sky becomes clouds.
• Ask students to draw a simple diagram of the water cycle, putting Workbook For additional practice,
the phrases from the board in the correct order. If time allows, tell assign Workbook pages 60–61.
them to draw symbols or simple pictures to illustrate each stage. Online Workbook Vocabulary
Vocabulary Practice
Brainstorming solutions
How can we save water? Maybe we can have shorter showers?

Objective What about young people? What can they do? What if they learn about the water cycle at school?
Students will
What can we do in the garden to save water? I think we should collect rainwater for the plants.
• brainstorm solutions.
Have you got any other ideas? Sorry, I can’t think of anything.
Speaking Strategy Brainstorming
solutions
Content Vocabulary rainwater, save
1 Listen. How do the speakers brainstorm solutions?
water, tap, turn off
Write the phrases you hear. 084
Pronunciation Long vowel sounds
Resources Online Workbook; Worksheet
F.5.3 (Teacher’s Resource CD- 2
7 Read and complete the dialogue. Possible answers:
ROM/Website); Tracks 083−084, What can
Stefan: we do at school
to save water?
Pronunciation Answer Key (Teacher’s
Frieda: At school? Maybe we can put some
Resource CD-ROM/Website); CPT:
posters up in the toilets about saving water.
Then people will remember to turn the taps off.
Materials scissors
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Stefan: Good idea. What about teachers?
What can they do?
Frieda: What if they show us some videos about
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saving water and ask us to research other ways?
Stefan: Yes, OK. And how can we save water in the school
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kitchen?
Frieda: Sorry, I can’t think of anything.
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Stefan: OK, never mind. Have you got any other ideas?
Frieda: Yes. I think we should plant more trees in the school garden.
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hi Trees don’t need so much water.
Stefan: Great idea. Thanks, Frieda.
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3 Work in pairs. Take turns. Choose a card.
Brainstorm solutions.
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Go to page 179.
SPEAKING 99
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Warm Up • Ask the class to brainstorm ideas for ways of solving the
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problem of unsafe water. Say Put up your hands if you

• Revisit Say In the last lesson we talked about a big can think of a solution. How many suggestions can the
problem related to water. What was it? Ask students to
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class make in three minutes? Let’s brainstorm! When the

give their ideas without looking back at their books.
three minutes have finished, praise the good suggestions
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Say The big problem was that many people don’t have
the students made, and say Now we’re going to find out
safe drinking water. Some of you found out about
some other ways of brainstorming solutions.
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groups that help people find clean water. What are

those groups doing to help? Let students who found
out about these groups say what they can remember.
Present 1
• Ask students to open their books at page 99. Say
• Say In this lesson we’re going to learn how to
Let’s listen to two people brainstorming solutions. Play
brainstorm solutions. Write brainstorming solutions
Track 083. Tell students to listen and read along. Ask
on the board. Explain Brainstorming means thinking
What’s the problem they’re trying to find solutions for?
of lots of ideas, as quickly as you can. A solution is a
(how to save water)
good way of dealing with a problem. When two or more
people brainstorm, they make lots of suggestions and • Play Track 083 again, pausing after each sentence for
then choose the best ones. It’s a great way to decide students to repeat. Make sure that they use the right
what to do when you have a difficult problem. intonation for the questions. Then ask students to
practise reading the dialogue with a partner.

Be the Expert
• 1 Say Let’s listen to a conversation about saving water at home.
What phrases do the young people use to brainstorm solutions?
Write down the phrases you hear. Play Track 084. Invite some Strategy in Depth
students to tell the class some of the phrases they wrote. Brainstorming is a way of generating as
many ideas as possible in a short space
of time, and coming up with creative ways
Practise 2 to solve problems. Encourage students
to call out any ideas that come to mind,
• 2 Once students seem comfortable using the speaking without stopping to worry about whether
strategy to brainstorm solutions, direct them to Activity 2. Say their suggestion is a good one or not.
Stefan and Frieda are talking about how to save water at school. The important thing is to keep the ideas
Read the instructions, and tell students to complete Activity 2 flowing. The suggestions generated
can be evaluated and graded when the
independently.
brainstorming session is over.
• Ask pairs of students to read their completed dialogues aloud,
taking turns as Stefan and Frieda. Then ask the class Did anyone Pronunciation
complete the dialogue in a different way? Go to Student’s Book page 164. Use
ng
Apply 3
ni
Long vowel sounds
• 3 Ask students to work with their partner to cut out a set Long vowel sounds are longer than short
ar
vowel sounds. Words from this lesson
of cards on page 179. Read the instructions aloud. Say Place
with long vowel sounds include do, school,
the cards face down on the table in front of you. Mix them up.
Le
saving, mind, choose, solutions. Some
Take turns to pick one card. Read out the topic on the card, then languages do not make a distinction
brainstorm solutions for it. Take turns with your partner to make between long and short vowel sounds,
c
suggestions. Try to think of at least four ideas for each card. Tell and this can cause difficulty in both
hi
partners to play the game. Encourage them to discuss at least comprehension and speaking. Asking
students to concentrate on the different
four different topics.
ap
mouth positions used to form each sound

can help, as can asking them to focus on
Extend minimal pairs such as not and note, ship
gr
and sheep, hat and hate.

• Put each of the pairs from Activity 3 together with one or two other
eo
pairs to form small groups. Say Now play the same game in your
groups. Brainstorm solutions for each topic. Each member of the
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group suggests one solution. Then vote on the best one. Do the
same for all the cards. When groups have finished, ask them to
feed back to the class their best solution for each topic.
na
• If time allows, hand out Worksheet F.5.3. Put students into

io
pairs. Explain that students can use the worksheet to get further
practice in brainstorming solutions to problems.
at
Consolidate
N
• Write on the board the sentence beginning: How can we ______?

Say Try to think of a problem we haven’t talked about yet. Give Formative Assessment
students one minute to write down a different problem that needs Can students
• use appropriate language to brainstorm
a solution. Invite different students to the front of the class to
solutions?
describe their problem to the class and invite the rest of the
Ask students to react to each of these
students to brainstorm solutions. statements:
How can we save water in school?
Have you got any ideas about saving water
in the garden?
Speaking Strategy
Present continuous: Talking about what is Talking about things that always happen
happening now
How are we trying to save water? My brother is always having long showers!
Objectives People aren’t running the tap for a long time to get Our neighbour is always washing his car
Students will cold water. They’re keeping water cold in the fridge. with a lot of water.
• identify the form, meaning and use of
Apps are helping people to save water in the garden.
the present continuous tense.
• use the present continuous to talk
about what is happening now and 1 Listen. You will hear about six ways that people are trying to save water. Number the
about things that always happen. words in the order you hear them. Then write them out in the correct form. 086
6 buy My parents are buying
Grammar Present continuous: Talking
about what is happening now and 2 put We ’re putting / are putting
things that always happen 4 help We ’re helping / are helping
Target Vocabulary less, reusable, 1 keep I ’m keeping / am keeping
toilet, water
5 plant I ’m planting / am planting
Academic Language compare, order
3 talk My sister ’s talking / is talking
Content Vocabulary fridge, gutter,
hose, run the tap, shower
2 Read. Complete the text with the correct form of the verb in brackets.
ng
pages 62−63; Tracks 085−088 (Audio are you doing
What (you / do) today?
ni
Materials large sheets of paper We’re on Day One of our Water Saving Plan at home. Mum and Dad
are trying (try) really hard to save water at the
ar
moment, but Hugo, my little brother, isn’t helping
(not help) us at all. He ’s always playing
Le
(always play) with the hose in the garden, and his friends
are always turning (always turn) on the tap in
the kitchen and then running away. We are getting
c (get) very annoyed with them! Have you got any advice for us?
hi
ap
gr
eo
100 GRAMMAR
lG
Warm Up
na
• Activate prior knowledge Ask Who can remember what

brainstorming solutions means? Invite two or three students to
io
respond. Then, say In the last lesson we brainstormed solutions for

at
how to save water at school, at home and in the garden. Ask Did
you tell your family about any of the solutions for saving water? Did
N
you try any of them? If so, which ones? Allow several students to
respond. If any of them are putting water-saving suggestions into
practice, praise them, saying That’s great. Well done!
• Say We brainstormed a lot of good ideas for saving water. I decided

to try some of them at home. Here are some of the things my family
does now. On the board, write several sentences in the present
continuous about how your family is saving water at home. Use
these ideas, or your own, if more appropriate for your situation.

3 LEARN NEW WORDS Listen to learn about other ways of saving water.
Then listen and repeat. 087 088 Be the Expert
an old brick Grammar in Depth

The present continuous is formed with
am, are or is and the present participle
of the main verb. We usually use the
contracted form of is or are in speech or
water from the roof
informal writing:
I’m helping my mum in the kitchen, but my
sister’s playing with her friends.
The present continuous is used to
describe a temporary action happening
toilet now or ‘around’ now (before, during and
after the moment of speaking). We also
use the present continuous to talk about
repeated actions, if these are happening
water for the garden within a temporary period of time. We
ng
can use the present continuous with
an adverb such as always to talk about
actions that happen very often, perhaps
ni
Find a reusable object like a brick. Put it in the tank of your Collect the water from your roof. Water runs through your gutter and
toilet. Now your toilet uses less water. a special container collects it. Now you can water your garden!
too often:
ar
He’s always making fun of me.
They’re always forgetting to do their
Le
homework.
4 Work independently. Imagine that you are trying to save water at home. Write
a list of the things you’re doing to help. Use words from the box.
Teaching Tip
garden less plants reusable shower
c When planning lessons, remember that
hi
tap toilet wash water students have different learning styles.
ap
Some students learn best when they hear
information, others when they see the
information written or in visual form, and
Work in pairs. Compare your lists from Activity 4. Do you have similar ideas?
gr
5
others learn best when they can touch
physical objects and use their bodies by
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GRAMMAR 101
pointing, miming, or walking and talking.
Provide a variety of activity types to
involve all learners in the lesson.
lG

na
We’re having shorter showers.

I’m remembering to turn the kitchen taps off.
io
My family is collecting rainwater for the plants

in the garden.
at
N
Add one or two things that students have said they are doing at home
to save water. Say All these things are happening now. That’s great!
Present
• Tell students to open their books at pages 100–101. Point out
the grammar box at the top of page 100. Say We’re going to listen
to sentences about things that are happening now, and things that
always happen. Play Track 085 while the students listen and read
along.
• Read out the first question in the box, and ask three students to
read out the sentences underneath it in the first column. Say Are
these things happening now? (yes) Explain that when we talk about
what is happening now we use the present continuous tense.

GR AMMAR 085
3 LEARN NEW WORDS Listen to learn about other ways of saving water.
• Read the final part of the instruction. Say Complete
Present continuous: Talking about what is Talking about things that always happen
happening now
How are we trying to save water?
People aren’t running the tap for a long time to get
My brother is always having long showers!
Our neighbour is always washing his car an old brick
the verbs in the present continuous. You can write the
cold water. They’re keeping water cold in the fridge.
Apps are helping people to save water in the garden.
with a lot of water.
short form of the verb be, or write the words separately
in full. Write the contractions on the board for students
1 Listen. You will hear about six ways that people are trying to save water. Number the
words in the order you hear them. Then write them out in the correct form. 086 water from the roof
6 buy My parents are buying
to refer to. Ask students to help you write the following

2 put We ’re putting / are putting
4 help We ’re helping / are helping
1 keep I ’m keeping / am keeping
5
3
plant
talk
I ’m planting / am planting
My sister ’s talking / is talking
toilet
table:
2 Read. Complete the text with the correct form of the verb in brackets. water for the garden
What are you doing (you / do) today?
We’re on Day One of our Water Saving Plan at home. Mum and Dad
are trying (try) really hard to save water at the
isn’t helping
Find a reusable object like a brick. Put it in the tank of your
toilet. Now your toilet uses less water.
Collect the water from your roof. Water runs through your gutter and
a special container collects it. Now you can water your garden!
I + am = I’m
you + are = you’re
moment, but Hugo, my little brother,
(not help) us at all. He ’s always playing
(always play) with the hose in the garden, and his friends 4 Work independently. Imagine that you are trying to save water at home. Write
he / she / it + is = he’s / she’s / it’s

are always turning (always turn) on the tap in a list of the things you’re doing to help. Use words from the box.
the kitchen and then running away. We are getting
(get) very annoyed with them! Have you got any advice for us? garden less plants reusable shower
tap toilet wash water
we + are = we’re
5 Work in pairs. Compare your lists from Activity 4. Do you have similar ideas? they + are = they’re
100 GRAMMAR GRAMMAR 101 my uncle + is = my uncle’s
• Ask a student to read the example sentences in the

Ask students to work individually to write the verbs.
second column. Say These are things that always
ng
When they have finished, play Track 086 again while
happen. They happen many times. We also use the
they check their answers individually. Check answers
present continuous tense for these situations.
as a class.
ni
• Ask What do you notice about these two sentences?
• Say You heard about six ways that people are saving
ar
Are the actions described good things to do, or bad?
water. Which is the best idea? Let students give their
(bad) Explain that we often use the present continuous
Le
opinions.
to describe an action that we don’t like people doing.
For example, The students in the other class are always • 2 Put students into pairs and read aloud the
leaving their classroom untidy!
c instructions for Activity 2. Ask students to read
hi
through the text together once, then go back to
• Talk through how to form the present continuous. Say
the beginning and complete the sentences. Check
ap
To make the present continuous, we use the present

answers as a class.
tense of the verb be and the main verb with -ing. Which
gr
forms of the verb be can you see in the yellow box?

(are, is) Ask students to read out the verbs with -ing Apply 3 4 5
eo
from the box. • 3 LEARN NEW WORDS Ask students to look at the
pictures in Activity 3. Ask them to predict what the
• Play Track 085 again. Ask students to listen and
lG
listening will be about. Play Track 087 while students

repeat several times. Encourage them to read with
listen. Say What did we find out about? (more ways of
expression and correct intonation.
na
saving water at home) Say The caption on the second

picture says ‘Water runs through your gutter and a
Practise 1 2
io
special container collects it.’ Can you guess what a

• 1 Read the first part of the instruction aloud. Ask gutter is? It’s part of a house. Who would like to try to
at
a student to read out the verbs in the first column. draw a gutter? Invite a student or students to draw on
the board a house with a gutter. Confirm The rain from
N
Say Now we’re going to listen to some ideas for saving

water. Listen for the main verb in each sentence and the roof falls into the gutter, which carries it away from
write numbers to put them in order. Play Track 086, the house. Play Track 087 again. Ask students to listen
pausing at the end of the first sentence. Ask Which again to the ways of saving water.
is the main verb in the first sentence? (keep) Show
• Ask students to silently read the labels and captions
students that they should write the number 1 on the
for the photos in Activity 3. Point out the four words
line in front of keep. Play the rest of the track while
in bold type. Say Let’s listen to the words alone and
students number the verbs in order. Check answers.
in sentences. Play Track 088. Ask students to repeat
each word and sentence.
• 4 Ask students to look at Activity 4. Read out the

instruction, and ask a student to read aloud the words
in the box. Say How many verbs are there in the box?

Be the Expert
What are they? If students say there is only one verb (wash), point
out that several of the words can be used as both a noun and
a verb, such as plant, shower, waste and wash. Tell students to Our World in Context
work individually to write their sentences. Remind them to use the Most water use at home is indoors. This
present continuous. includes personal and clothes washing,
toilets, kitchen use and drinking water.
• 5 Put students into pairs. Ask them to compare their lists of Choosing water-efficient products and
ways of saving water. Ask What’s the same? What’s different? making small changes in our water use
habits can help greatly to reduce our
water footprint. The first thing to do,
Extend though, is to stop leaks. Around 14 per
• Invite pairs from Activity 5 to come to the front of the class and cent of our indoor use is lost to leaking
tell the class, from memory, how their partner is saving water. taps and toilets, so repairing these is an
easy way to save water.
Encourage them to use the present continuous tense. After each
idea, ask the other students to put up their hand if they or their
partner wrote the same idea on their list.
ng
Consolidate
• Say Let’s design a super water-saving home! Put the students into
ni
small groups. Give each group a large sheet of paper and ask
ar
them to draw a house with many water-saving features. Tell them
to brainstorm ideas in their group before they begin to draw. Say
Le
Make sure everyone has a turn to draw part of the house. Add labels
to each water-saving idea. Include as many as you can. Use your
imagination!
c
hi
• Give groups time to complete the task, then ask each group to the
ap
front of the class to present their drawing. Ask each student in the
group to explain one feature of their house.
gr
• At the end, you might like to take a class vote on the best design.
eo
Encourage students to vote for the best water-saving ideas, not just
the most artistic drawing.
lG
na
Can students
io
• use the present continuous to talk about

what is happening now?
at
Ask What are you doing to save water at

N
home?
• use the present continuous to talk about
things that always happen?
present continuous sentences, using the
words in brackets and their own ideas for
the end of the sentence:
My little sister _________ (always / wash).
My friends __________ (always / try).


Reading
16
Look at the title and the photo. What do Keep our
oceans clean!
17
Objectives Look around you. Do you see anything
in the reading. Which two words are
Students will made with plastic? We use plastic in our
types of material? Which two words mean computers, in our phones, in our homes, in
• read about and discuss the problem
to do something again? Then listen and our cars and even in our clothes!
of plastic in our oceans. repeat. 089
• understand and use new words from We make 300 million tonnes of plastic
every year. That’s about the same weight as
the reading. cloth plastic recycle re-use 30 million adult elephants! Plastic is very
• identify examples and explanations useful, but there’s a problem. When we don’t
in the reading. want things made of plastic anymore, we
3 WHILE YOU READ Look for examples
18 often throw them away.
Reading Strategy Look for examples and explanations. 090
and explanations
Target Vocabulary cloth, plastic,
recycle, re-use
Academic Language examples,
explanations
Content Vocabulary microbeads,
microplastics, nutritious, products
ng
ni
ar
An Ocean
of Plastic Le
c
hi
ap
gr
eo
102 READING
lG
Warm Up
na
• Activate prior knowledge Say We talked about why it’s important to

have clean water for drinking. We don’t use water from the oceans for
io
drinking. But it’s important to keep our oceans clean. Why are clean
at
oceans important? Let several students give their ideas. Say It’s a
problem when rubbish gets into the ocean. How do you think that
N
happens? Elicit some suggestions, then ask What kind of rubbish

gets into the ocean? Have any of you found rubbish on a beach?
What was it? List students’ ideas on the board.
Before You Read 1 2

• 1 Tell students to open their books at pages 102−103. Ask a
student to read out the instructions for Activity 1. Put students into
pairs. Ask another student to read out the main title and subtitle.
Say Don’t read the text yet. Look at the photo and think about the
titles. Predict what the reading will be about. When students have
finished, review their predictions as a class.

A lot of that plastic ends up in our oceans. There are things we can do to stop plastic
In fact, every year, at least 8 million tonnes of
plastic goes into our oceans. This plastic breaks
reaching the ocean. Some countries have now
banned the use of microbeads in products. We
Be the Expert
up into very small pieces called microplastics. can also reduce the amount of plastic we use
Sea animals and fish eat the microplastics and find ways to recycle it. Don’t use plastic
and may die. bags. When you go shopping, take cloth bags
Microplastics are not the only problem. to the shop with you and re-use them. Recycle Reading Strategy
Tiny pieces of plastic, called microbeads, your plastic bottles at home and at school. If you
live near a beach, join or start a clean-up group. Look for examples and explanations
are added to many types of toothpaste and
shampoo. When we use these products, the Let’s all work together to keep our oceans clean! Students have already learnt to identify
microbeads go into the water and fish eat them. the main point, or topic sentence, of
However, because microbeads are not food and a paragraph. A well-written paragraph
are not nutritious, the fish then die. Microbeads identifies the main point clearly, and
can also pass into our systems when we eat fish.
gives more information about this point
in the form of examples or explanations.
Examples help to support the writer’s
A grey triggerfish below rubbish main point, and explanations help to
floating in the Atlantic Ocean,
Palm Beach, Florida give more information and clarification.
Explanations would normally follow
the topic sentence in a paragraph, but
examples could come first in a paragraph
that has the main point stated at the end.
ng
4 AFTER YOU READ Work in pairs to answer the questions.
1. How much plastic do we make every year?
2. What do we sometimes do when we don’t want our plastic?
ni
3. What happens to plastic when it goes into our oceans?
4. What happens when fish eat microplastics?
ar
5. What kinds of products have microbeads in them?
6. Why are cloth bags better than plastic bags?
Le
5 Work in pairs. How does the author give examples or explanations
18
to answer these questions? Underline the sentences.
c
1. 300 million tonnes of plastic is the same weight as how many elephants?
2. What happens when we use products with microbeads?
hi
3. Give an example of how people can re-use or recycle plastic.
ap
1. Does the reading change the way you feel about plastic? Why or why not?
2. How much plastic is in your classroom? Make a list of all the plastic
gr
things you can see. Compare your list with other groups.
3. What happens when fish and sea animals die because of plastic in the
eo
oceans? How can this affect other animals or humans?

READING 103
lG
• 2 LEARN NEW WORDS Read aloud the words in the word box on
na
page 102. Ask students to repeat. Tell students to work in their

pairs to find the four words from the box in the reading.
io
• Read out the two questions in Activity 2. Say Material means what
at
something is made from. Which two words do you think are types
N
of material? (cloth, plastic) Ask Which two words mean to use

something again? (recycle, re-use) Explain that the prefix re- means
to do something again. Point out the use of the hyphen in re-use.
Explain that some words with this prefix are written with a hyphen,
some are written without, and some can be written both ways. Tell
students that they need to learn which words are hyphenated and
which aren’t. They should check in a dictionary if they are not sure.
• Play Track 089 and ask students to listen. Say Another word that
begins with the prefix re- is replay. It means to play something again.
Now I’m going to replay the track. This time, listen to each word and
sentence and then repeat.
Reading
16
Look at the title and the photo. What do Keep our A lot of that plastic ends up in our oceans.
In fact, every year, at least 8 million tonnes of
There are things we can do to stop plastic
reaching the ocean. Some countries have now
has provided examples or explanations for all three
oceans clean! plastic goes into our oceans. This plastic breaks
up into very small pieces called microplastics.
Sea animals and fish eat the microplastics
banned the use of microbeads in products. We
can also reduce the amount of plastic we use
and find ways to recycle it. Don’t use plastic questions. Ask pairs to locate them in the reading
17 and may die. bags. When you go shopping, take cloth bags
Look around you. Do you see anything
in the reading. Which two words are
and underline them. When they have finished, invite

made with plastic? We use plastic in our Microplastics are not the only problem. to the shop with you and re-use them. Recycle
types of material? Which two words mean computers, in our phones, in our homes, in Tiny pieces of plastic, called microbeads, your plastic bottles at home and at school. If you
to do something again? Then listen and our cars and even in our clothes! are added to many types of toothpaste and live near a beach, join or start a clean-up group.
repeat. 089 shampoo. When we use these products, the Let’s all work together to keep our oceans clean!
We make 300 million tonnes of plastic
several pairs to read out the sentences they have

every year. That’s about the same weight as microbeads go into the water and fish eat them.
cloth plastic recycle re-use 30 million adult elephants! Plastic is very However, because microbeads are not food and
useful, but there’s a problem. When we don’t are not nutritious, the fish then die. Microbeads
want things made of plastic anymore, we can also pass into our systems when we eat fish.
3 WHILE YOU READ Look for examples
underlined for each question. Ask the class if they

18 often throw them away.
and explanations. 090
A grey triggerfish below rubbish
have identified the same examples and explanations.

floating in the Atlantic Ocean,
Palm Beach, Florida

Encourage a class discussion about which sentences
are examples, and which are explanations. Draw a
1. How much plastic do we make every year?
2. What do we sometimes do when we don’t want our plastic?
3. What happens to plastic when it goes into our oceans?
4. What happens when fish eat microplastics?
three-column table on the board and note students’

An Ocean
5. What kinds of products have microbeads in them?
6. Why are cloth bags better than plastic bags?
5 Work in pairs. How does the author give examples or explanations

18
to answer these questions? Underline the sentences.
ideas in the correct column, like this:
of Plastic
1. 300 million tonnes of plastic is the same weight as how many elephants?
2. What happens when we use products with microbeads?
3. Give an example of how people can re-use or recycle plastic.
1. Does the reading change the way you feel about plastic? Why or why not?
2. How much plastic is in your classroom? Make a list of all the plastic
Question Example Explanation

things you can see. Compare your list with other groups.
3. What happens when fish and sea animals die because of plastic in the
oceans? How can this affect other animals or humans?
1 30 million –
elephants
While You Read 3 2 – microbeads are
ng
• 3
Say You predicted what the reading is about. not nutritious,
the fish die
Let’s find out if you were right. Play Track 090 and tell
ni
3 use reusable bags, –
students to listen and read along. Ask students to say recycle plastic
ar
what parts of their predictions were correct. Ask them bottles
to find the word nutritious in the fourth paragraph. Ask
Le
Can anyone guess from the sentence, what nutritious
means? Confirm that nutritious describes a food that • 6 Put students into small groups for Activity 6. Ask
helps people or animals to stay healthy. each group to choose one member to act as secretary
c and write notes about the group’s discussions. Tell

hi
• Read the instruction for Activity 3. Say We know how students that when they discuss Question 1, they
to identify the main point of a paragraph. As well as might want to list some adjectives that describe how
ap
the main point, a paragraph often contains examples they feel, before going on to explain their reasons.
and explanations. When you give an example, you say
gr
one way in which something might happen. It shows • When students are listing plastic things in the
the kind of thing you’re talking about and helps people classroom for Question 2, encourage them to draw a
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to understand. Then say The word explanation comes quick sketch of the item if they don’t know the word
from the verb explain. An explanation gives more for it. When groups have compared their lists, bring
lG
information about why or how something happens. the class together to say what they found out. See if
other students in the class can help to name items
na
• Play Track 090 again while students read and listen they have drawn. Then confirm the word for any items
for examples and explanations in each paragraph. they didn’t manage to name.
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Ask students to write down one or two examples

or explanations that they hear. When they have • For Question 3, remind students to think of the
at
finished, ask some students to read the examples or food cycle in our oceans, and about how people
explanations they identified. Ask the rest of the class use things that come from the oceans in different
N
to say if they agree with what they wrote. ways. Encourage students to think of other uses
of the ocean in addition to food uses, for example,
leisure uses of the ocean, getting energy from the
After You Read 4 5 6
waves, recycling sea water for drinking water in some
• 4 Put students into pairs. Ask them to work countries.
together to answer the questions. Encourage them
to locate the paragraph in the reading where the
answer is given, and read out the relevant sentence or
sentences together. Check answers as a class.
• 5 Tell students that the author of the reading text

Be the Expert
Extend
• Ask the secretary for each group to share their discussion notes for
Question 3. On the board, list the effects of plastic in the oceans Teaching Tip
that students mention. Say Imagine you work for an organisation Use pictures and other visuals to help
students remember new vocabulary.
that wants to clean up our oceans. Talk to your partner. Decide what Drawing pictures of new vocabulary
you will do to solve these problems. Make notes. words, or arranging the new words into
diagrams showing the relationship
• When students have finished writing, invite a pair to come to the between them, requires students to
front of the class. The pair at the front pretend to be experts from demonstrate their understanding of the
an environmental organisation. The rest of the students interview word, and helps them to memorise it.
them. Enourage the ‘experts’ to use the present continuous to tell
the class what they are doing to solve the problem of plastic in our Answer Key
oceans. Let several pairs take a turn doing the role play.
Comprehension 4
• If time allows, you may want to hand out Worksheet F.5.4 in class. 1. 300 million tonnes
Students will use the worksheet to practise the new vocabulary and 2. We sometimes throw it away.
ng
think more about the problem of plastic in our oceans and some 3. It breaks up into very small pieces
called microplastics.
possible solutions.
ni
4. The fish may die.
5. toothpaste and shampoo
Consolidate
ar
6. because they reduce the amount of
• Say Let’s play True or False. Ask students to write one sentence plastic we use
Le
about keeping our oceans clean, that might be true or false. Ask
students to stand or sit in a circle. Join in the circle. Say I’ll go
c
first. Address the student to your left. Say Here’s my sentence.
hi
‘Microbeads are very nutritious for fish.’ Is that true or false?
Encourage the student to say false and correct the sentence. Then
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that student takes a turn, addressing the student to their left. Carry
on until all the students have had a turn.
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Can students
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• talk about the problem of plastic in our

oceans?
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Say What’s one way of stopping plastic from

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getting into our oceans?

Ask What materials can you make shopping
bags with?
• identify examples and explanations?
Ask students to choose one paragraph
from the reading, and read out one
example or explanation from that
paragraph.

Reading
Video VIDE
Objectives
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• discuss an invention to clean up 1. How often do you go swimming? Where do you go swimming?
plastic from the ocean.
2. Do you ever find plastic bags or other litter in the water? How do
• apply the message of the video to you feel when you find litter in the water?
their personal lives.
2 Work in pairs. You are going to watch Boyan’s Big Idea. Before
Content Vocabulary litter, pollution,
you watch, look at the photo of Boyan’s invention.
prototype, trash
What do you think his big idea is?
Video
Answer Key
Comprehension 4
1. 16 years old
2. plastic bags that look like jellyfish
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3. 8 million tonnes
4. Boyan and his team take the trash out,
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store it and ship it to land for recycling.
5. 2016
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6. 2020
3 WHILE YOU WATCH Check your prediction from Activity 2.
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Watch scene 5.1.
4 AFTER YOU WATCH Work in pairs to answer these questions.

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1.
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How old is Boyan in 2010?
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2. What do he and his friend see when they are diving in Greece?
3. How many tonnes of plastic go into the ocean every year?
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4. What happens to the trash after it collects at the centre of

Boyan’s invention?
5. When does Boyan put a model of his invention into the North Sea?
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6. When does Boyan want to put his invention into the

Pacific Ocean?
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104 VIDEO
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Before You Watch 1 2 While You Watch 3

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• Say We read about the problem of plastics in the • 3 Say Now let’s watch Boyan’s Big Idea. Let’s find
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ocean. We also read about some solutions to the out if your predictions were correct. Play Video scene
problem. Who can remember what they were? Ask 5.1. Ask Were your predictions correct? What’s Boyan’s
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several students to say what they remember. Say Now big idea? Invite several students to answer.
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we’re going to read about another idea. It’s a big idea!

After You Watch 4 5 6 7
104−105. Read out the questions in Activity 1. Put • 4 Put students into new pairs. Tell them to use
students into pairs. Say Discuss the questions with information from the video to answer the questions.
your partner. Have you had similar experiences? When If necessary, play all or part of the video again. Check
pairs have finished, encourage them to share their answers as a class.
ideas with the class.
• 5 Put students into small groups. Ask a student
• 2 Read the instructions for Activity 2 aloud. Say to read the instructions aloud. Say Make sure each
Look at the photo. Who do you think Boyan is? What do member of your group has a chance to give their
you think his big idea is? Try to predict what the video opinion. Say what’s good about the invention. List any
will say. Give pairs time to discuss the questions. Ask problems you can think of. When groups have finished,
them to share their ideas with the class. have a short class discussion to share opinions.

Be the Expert
5 Work in groups. What do you think about Boyan’s idea?

Teaching Tip
Discuss any possible problems. The novelty of watching a video in class
may make students excited and talkative.
6 Work in pairs. Plastic isn’t the only problem in our ocean. Set clear expectations before you play
What other environmental problems are there? Discuss your the video. Remind students of how they
ideas together. should behave by setting positive rules
of what they should do while they are
watching.
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The Ocean Cleanup North Sea Prototype in
The Hague, Netherlands
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1. Work independently. Find out about ways you can help to
• discuss an invention to clean up plastic
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reduce plastic pollution. Make a list of your ideas. from the ocean?
2. Work in pairs. Design a poster to tell people not to use Say Describe Boyan’s big idea. Do you think
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plastic bags. Include some information about plastic in it will be successful?

the oceans.
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3. Work in groups. Create an advertisement for Boyan’s

Ocean Cleanup system. Use music and images. Act it out
for the class or make a video. Online Workbook Video
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VIDEO 105
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• Put students who choose the third option into small

• 6 Put students into pairs again. Read the
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groups. If they want to video their advertisement,

instructions aloud. Check that students understand
make sure they have access to a mobile phone or
environmental (anything that affects the natural world,
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other suitable video recording device. Make sure they

birds or animals). Say Think of other environmental
rehearse their advertisement before they act it out or
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problems. Make a list and try to put them in order of

video it.
importance. Ask pairs to compare their list with other
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pairs’ ideas. • If there is not enough time for students to rehearse

and perform or film their advertisement, they could
• 7 you decide Ask students to choose an activity. If
present their ideas on paper or as a PowerPoint®
students choose the first one, guide them to do some
presentation or slideshow.
online research about plastic pollution and ways of
reducing it.
• Put students who choose the second option into pairs.

Say You’re going to design a poster. Your poster needs
to be very persuasive. Make sure you include some
surprising or startling information that will make people
think about the way they use plastic. Encourage them
to plan their poster before starting to draw or write.
Video
There was and There were: Talking about the past

The Han River, South Korea
In the 1970s … Now …
Objective
Students will There was pollution in the water. There isn’t any pollution in the water.
• use There was / There were to There were a lot of dead fish in the river. There aren’t any dead fish in the river.
describe a situation in the past. There wasn’t any food for the wildlife. There is plenty of food for the wildlife.
There weren’t any birds near the water. There are many types of birds in and near the water.
Grammar There was / There were
Content Vocabulary factory, museum,
park, tourist 1 Read. Complete the paragraph with there was, there were, there wasn’t or there weren’t.
Resources Online Workbook/ In the 1950s and 1960s, in Singapore, there was a big
Workbook pages 66–67; Worksheet problem with the Singapore River. There was a lot of rubbish
F.5.5 (teacher’s Resource CD-ROM/ in the water. There were farms and factories very close to
Website); Track 091 (Audio CD/ the river, and there was a lot of pollution from these places.
Website/CPT); CPT: Grammar 2 There weren’t many tourists near the river because it was
There wasn’t
Materials for the game: one coin per dirty.
there was
any clean water in the river. Then, in 1977,
pair, and a coloured counter or small a big clean-up project. Now the Singapore River is clean
object for each student; scissors and beautiful. Many tourists come to visit the parks and museums near the river.
(optional); sheets of paper
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The Singapore River in the 1960s The Singapore River, 2016
2 Work in pairs. Throw a coin and move ahead.
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(Heads = 1 space; tails = 2 spaces.) When you land
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on a space, make a sentence about how the park was
in the past and how it is now.
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In the past there was rubbish on the grass,

but now there’s no rubbish on the grass.
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106 GRAMMAR Go to page 183.

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Warm Up column) What time in the past is it describing? (the

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1970s) Play Track 091 while students read along silently.

• Activate prior knowledge Write There is ... and
There are ... on the board. Say Let’s say what’s in the • Say The sentences compare the past and the present
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classroom today. Make some sentences that are true of the Han River. Was the river clean in the 1970s? (no)
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for your classroom, starting with There is or There Is it clean now? (yes) Write the following on the board:
are. Say, for example, There’s a big poster on the
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wall. There are a lot of books on the shelf. There’s a Present Past
computer on the table. Invite several students to make Positive Negative Positive Negative
similar sentences starting with There is or There are.
There is ______ There was ______
Say We use There is to say that something exists. If
There are ______ ______ ______
we’re talking about more than one thing, we use There
are. Now we’re going find out how to do the same thing
in the past. We’ll compare situations in the past and • Invite students to help you complete the gaps, and
the present. read out the sentence in the grammar box that uses
that form. Say There wasn’t any food for the wildlife.
Present Wasn’t is short for which two words? (was + not)
Do the same for the other sentences with contractions.
• Ask students to open their books at page 106 and
Tell students that There is is often contracted to
look at the grammar box. Read the title and headings.
There’s, but There are can’t be contracted.
Say Which column is talking about the past? (the first

Be the Expert
• Play Track 091 again, and ask students to listen and repeat each
sentence.
Grammar in Depth
Practise 1 There is is used to say that something
exists or happens. There are is used
• 1 Read the Activity 1 instruction aloud. Say We’re going to find for a plural subject. The word There is
out how another river has changed. Scan the text. Which river is an ‘empty’ or ‘dummy’ subject at the
it? Give students time to scan the text and find the answer. (the beginning of the sentence, with the real
Singapore River) Say Look at the pictures. Which do you prefer? subject in the noun phrase that follows.
When some students have given their ideas, tell students to read There is / are is usually used with an
and complete the text individually. When they have finished, tell indefinite noun phrase:
them to compare their answers with a partner. Check answers as There is a computer in the classroom.
a class. NOT
There is the computer in the classroom.
Apply 2 There can be used in this way with all
forms of be, including modal forms.
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• 2 Put students into pairs. Say Let’s play a game! Ask them to
look at the game board on page 183. Allow students to cut it out if
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they wish. Read out the instructions and the speech bubble. Give
out a coin to each pair, and make sure that they understand heads
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and tails (heads = when the coin lands, the side with the head on is
facing up; tails = the other side of the coin is facing up)
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• Ask each student to take a coloured counter or small object and
place it on the Start circle. Demonstrate how to play the game,
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throwing the coin, moving the correct number of spaces, and
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making a correct sentence from the prompts in the circle. Then let
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a student have a turn. Say If you can’t make a correct sentence, you
miss a turn. The first student to reach the finish wins. Go round and
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monitor while pairs play the game.

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Extend
• Put students into pairs with a different partner. Give each pair two
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sheets of paper. Say Look at the game board again. It describes how
a park has changed over time. Imagine what the park looked like in
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the past and how it looks now. Talk to your partner. Draw pictures
of the same park in the past and now. Add some more details. Give
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pairs time to draw their ‘before and after’ pictures. Then invite pairs
Can students
to the front of the class to show their pictures and make sentences
• use There was / There were to describe a
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about the past and present. situation in the past?

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Ask students to choose the correct form to

• Hand out Worksheet F.5.5 to give students more practice using
complete these sentences:
There was(n’t) and There were(n’t).
In the 1950s, __________ a lot of rubbish
in the river. (there were / there was)
Consolidate Now, __________ many birds living by the
• Say I’ll make a sentence about this school, when I first started river. (there are / there were)
teaching here. You respond by saying something about the school The river was dirty and __________ any
now. Model an example. Say, for example There weren’t any food for wildlife. (there aren’t / there
wasn’t)
computers in the classrooms. Invite a student to respond Now there
are computers in every classroom. Call out some more sentences
for students to respond to.

Writing WRITING
In persuasive writing, we try to make the reader think or do something.
We can give advice with phrases like:
Objectives It’s really important to save water.

Students will It’s a good idea to have a quick shower instead of a bath.
• understand how to use phrases that You should use a reusable water bottle.
persuade the reader. You shouldn’t leave the tap on.
• analyse a model paragraph to see
how the writer uses persuasive 1 Read the model. Work in pairs to identify and
language. underline the phrases that persuade the reader.
• write a paragraph to persuade
people to save water. Save Water!
Water is very important. We drink it, we wash
Writing Persuasive writing in it, we swim in it and we cook with it. It’s really
Academic Language persuade important to save water at school. How can you help?
In the classroom, you should use reusable water
Resources Online Workbook/Workbook bottles. In the toilets, you should remember to turn
page 68; Process Writing Worksheet off the tap after you wash your hands. Teachers can
(Teacher’s Resource CD-ROM/ also help. They should teach us about the water cycle
Website); CPT: Writing at school. We should have posters about water in our
classrooms. It’s a good idea to collect rainwater in a
special container and use it to water the trees and
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plants in the school garden. Remember – save water
at school!
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2 Work in pairs. Do you already do things to save
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water at your school? What do you do?
3 Write. Write a paragraph to persuade people to
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save water at home. Include some ideas from
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pages 99 and 101.
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WRITING 107
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Warm Up • Tell students to open their books at page 107. Ask

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• Recycle Say Earlier in this unit, we brainstormed green box at the top of the page. Point to the word
solutions for how to save water. Who can remember
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persuade on the board. Say Which word in the box is

some of those solutions? Let several students say
related to the word persuade? (persuasive) Explain
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what they remember. Say We know how important

Persuade is a verb. Persuasive is an adjective. From
saving water is. We talked about what people should
the information in the box, what does persuade mean?
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and shouldn’t do. Tell your partner one way they should
(to try to make someone think or do something)
save water. Ask students to turn to the student next
Say When you read an advertisement, what is
to them and make a sentence starting with You
someone usually trying to persuade you to do? (to buy
should/shouldn’t.
something) Ask Can anyone remember a time when
• Say Saying ‘You should ...’ is one way of trying to you tried to persuade someone to do something? Ask
persuade someone to do something. Write persuade several students to give examples.
on the board. Say When you read an advertisement,
• Ask a student to read out the first sentence. Ask
someone is trying to persuade you to do something.
Which phrase is used to give advice? (It’s really
What do you think persuade means? Elicit students’
important to ...) Go through the other sentences in
ideas, then say Let’s find out if you’re right.
the same way, asking students to identify the phrases
used to advise or persuade. List them on the board.
Explain that the first two phrases are more polite

Be the Expert
or gentler ways of giving advice. Using should and shouldn’t is a
stronger way of persuading someone that your advice is the only
correct way to do something. Writing Support
Persuasive writing In persuasive
Read the Model 1 2 writing, we don’t have to present two
sides of an argument. It’s important to
• 1 Say Now we’re going to read a paragraph that tries to
stick to the main message and state
persuade the reader to save water. Ask Does the paragraph talk it more than once, in different ways. A
about saving water at home, outside or at school? Ask students to good persuasive paragraph uses simple,
skim the paragraph and find out. Confirm The paragraph is about clear language and gives reasons and
saving water at school. examples to back up its message.
Encourage students to be personal when

• Put students into pairs. Read the instructions aloud. Say Read writing persuasively. Tell them that using
the paragraph with your partner. Take turns to read one sentence. I or you engages the reader. It’s also a
Identify the phrases that are trying to persuade the reader to do good idea to use questions, because
something, and underline them. Explain that not every sentence they make the reader think. For example,
in the model the writer addresses the
has one of these phrases. Give pairs time to complete the task.
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reader directly, asking How can you help?
Check answers by asking students to read out the phrases they
underlined.
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Teaching Tip
• Say The first sentence of the paragraph states that water is very Many students find writing difficult, and
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important. The writer wants to make the reader understand how it’s important to recognise when they
have worked hard on a piece of writing
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important it is, so he or she goes on to give examples of how we
and to praise their efforts. A combination
use water. What are these? (drinking, washing, swimming, cooking) of appropriate praise with helpful
This helps to make the paragraph more persuasive. suggestions on doing even better next
c time helps students to improve their work

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• Say The paragraph gives a lot of different ideas about saving water and grow in self-confidence.
at school. Which idea do you think is the most important? Which
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idea will save the most water? Talk to your partner. Give students
time to discuss. Let several pairs give their opinion, and take a
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class vote to decide on the most important idea.

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• 2 Draw students’ attention to Activity 2, and read the

instructions aloud. Ask students to work with a new partner to
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discuss the questions. Say Make a list of the things you already do.
Try to think of some ideas that aren’t in the model.
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• When pairs have finished, invite a pair to the front of the class to
persuade the other students to agree with their ideas. Tell them to
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use the phrases on the board, for example, You shouldn’t use tap
water to water the plants in the classroom. It’s a good idea to collect
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rainwater instead.
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Writing
WRITING the steps of process writing, you may want to hand out
In persuasive writing, we try to make the reader think or do something.
We can give advice with phrases like: the Process Writing Worksheet and review it together.
It’s really important to save water.
It’s a good idea to have a quick shower instead of a bath.
You should use a reusable water bottle.
You shouldn’t leave the tap on. help them organise and plan their writing.
1 Read the model. Work in pairs to identify and
underline the phrases that persuade the reader.
Save Water!
Write
Water is very important. We drink it, we wash
in it, we swim in it and we cook with it. It’s really • After students have completed their pre-writing,
important to save water at school. How can you help?
In the classroom, you should use reusable water tell them to work on their first drafts. If you haven’t
bottles. In the toilets, you should remember to turn
off the tap after you wash your hands. Teachers can got enough time in class, assign the first drafts as
also help. They should teach us about the water cycle
at school. We should have posters about water in our homework.
classrooms. It’s a good idea to collect rainwater in a
special container and use it to water the trees and
plants in the school garden. Remember – save water
at school! Revise
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them to review their writing and think about their
2 Work in pairs. Do you already do things to save
water at your school? What do you do? ideas and organisation. Ask each student to consider
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3 Write. Write a paragraph to persuade people to
the following: Have I chosen the most persuasive
save water at home. Include some ideas from examples? Have I used phrases for giving advice
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pages 99 and 101.
correctly? Have I stated my argument clearly and with
good explanations?
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Edit and Proofread
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WRITING 107

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Plan 3 punctuation, capitalisation and spelling.

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plan your own writing. The topic is to persuade people Publish

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to save water at home. Encourage students to review • Publishing includes handing in pieces of writing to the
the ideas for water saving from the unit, as well as teacher, sharing work with classmates, adding pieces
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listing their own ideas. Say You need to decide on the to a class book, displaying pieces on a classroom wall
best, or most persuasive, ideas for your writing. or in a hallway, and posting on the Internet.
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have Workbooks, remind them to use Workbook page

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68 for writing support.

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1 2 3 4
Writing Assessment Writing Student includes phrases for persuasive
Use these guidelines to assess writing.
other aspects of their writing Grammar Student uses the present continuous to
you’d like to assess at the talk about what is happening now and what always
bottom of the table. happens.
4 = Excellent Vocabulary Student uses a variety of word choices,

including words learnt in this unit.
3 = Good
1 = Re-do

Mission
Objective
Students will
• discuss how natural bodies of water
can be protected.
Protect Our Water Be the Expert

‘We turn on our tap, but we don’t know where the
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water comes from.’
Osvel Hinojosa Huerta
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National Geographic Explorer, Conservationist Teaching Tip
When students are particularly interested
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in a topic, spontaneous discussions
can sometimes happen during lessons.
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These can provide productive speaking
opportunities if given encouragement.
Prompt all students to take part, and try
c to be flexible with error correction in order

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not to interrupt the flow of students’
1. Watch scene 5.2. 3. Choose a local lake or river. Find out
about the plants and wildlife there. ideas.
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2. Read Osvel’s quote. Do you know where How can you help to protect this place
your water comes from? How can
or to clean it up?
knowing where your water comes from
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change the way you use water every day?

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108 MISSION
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Mission Play the video again, and ask students to notice

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whether Osvel’s work has been successful.

• Read aloud the mission Protect Our Water, and write
it on the board. Say Who can explain what protect • Activity 2 Put students into pairs. Read out the quote
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means? (to look after something) Invite students again, and ask a student to read out the questions.
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to share their ideas about how we can protect the Ask partners to discuss them. Tell students to think
world’s water. Say We’re going to learn about someone of examples of how they will change their own water
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who’s doing great work protecting water. use, now that they know more about the water supply.
• Tell students to turn to page 108 and look at the • Activity 3 Read the instructions in Activity 3. Ask
photo. Say We already learnt something about Osvel students to choose and research a local lake or river.
Hinojosa Huerta. Can anyone remember in what part of Make sure they have access to the Internet to do their
the world he works? If students need help answering research, and maps of the local area. If there are any
this, ask them to turn back to page 98. Confirm Osvel organisations protecting lakes or rivers in your area,
works in the Colorado River Delta in Mexico. Read out make sure that students can access information from
the quote on page 108. Say Osvel says that people them. Ask students to present their ideas individually.
use water, but they don’t know where it comes from.
• Worksheet Hand out Worksheet F.5.6. Explain that
• Activity 1 Say Now let’s watch a video about Osvel’s students will use the worksheet to write about and
work. Play Video scene 5.2. Ask students to focus on further discuss the need to protect our water.
what Osvel’s work is, and why it is so important.
Mission
Objective
Students will 1 Make a clean-up day poster.
related to water pollution and water • Imagine that a local park, river or lake is holding a clean-up day.
saving. • Create a poster to advertise the day. Include information about why the
clean-up project is important.
Academic Language comic strip, story
• Display your poster in the classroom. Talk to your classmates about the day
Content Vocabulary clean-up day, and answer their questions.
volunteers
Resources Assessment: Unit 5 Quiz; 2 Create a comic strip.
Workbook pages 69 and 108; • Think of a short story about rubbish in a river.
• Design a comic strip to illustrate the story.
• Share your comic strip with the class.
Materials large, strong sheets of paper 3 Give a presentation.
for posters; examples of comic strips
• Find information about different ways that a city can save water.
(optional)
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• Make a list of the most useful advice and find pictures to illustrate your ideas.
• Present your advice to the class.
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Volunteers from a school collect
rubbish from Manila Bay, Philippines
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Prepare Ask students to think of a story about rubbish in a

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river. Encourage them to think about the beginning,

• you decide Ask students to choose a project. middle and end of the story, and to keep it simple.
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• Activity 1 Draw students’ attention to the boys in • Activity 3 Tell students to think about how a city uses
the photo, and the caption. Say What country are
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its water, for example, in public swimming pools and

the students from? (the Philippines) What are they
other large-scale water use. Ask them to think about
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doing? (taking part in a beach clean-up) Explain

how they will present their advice in an attractive way,
that if someone is a volunteer, they are helping with
and to choose pictures that will illustrate their ideas
something because they want to, not to earn money.
clearly.
• Ask students to choose a local park, river or lake to
feature in their poster. Ask them to think about how it Share
could benefit from a clean-up day. Encourage them to • Schedule time for students to present their projects
plan a design for their poster before they start to draw to the class. Allow time for the other class members
or write. Remind them to use persuasive language to to ask questions about their classmates’ work.
encourage readers to get involved in the clean-up day.
• Modify Help students simplify a project by eliminating
• Activity 2 Remind students of the features of a one of the options or steps. For Activity 3, you could
comic strip, how it tells a story in pictures and speech provide information for the students about the ways
bubbles. If you have some examples, display them to one city uses water.
remind students how a comic strip works.
196 Unit 5 Project
STUDENT’S BOOK
AUDIO SCRIPT
Track 079 1 Listen and read. See Student’s Book Track 086 1
pages 96–97. S1: What are you doing to save water?
Track 080 2 LEARN NEW WORDS cloud / When water in S2: I’m keeping a bottle of water in the fridge. Then I don’t
the sky cools down, it makes a cloud. fresh water / Fresh need to run the tap for a long time to get cold water.
water is water not from the sea. ground / The water flows S3: We’re putting a big container in our garden to store
into the ground and helps plants to grow. ice / When it is rainwater.
very cold, water turns to ice. lake / There are a lot of large
S4: My sister’s talking to her classmates about the water
lakes in Canada. melt / When it gets hot, snow and ice
cycle.
melt and turn to water. ocean / The ocean covers more
than 70% of the earth’s surface. rain / Rain falls from the S5: We’re helping to clean our local river.
sky onto the ground. river / Rivers flow from the mountains S6: I’m planting local flowers and trees in my garden. They
to the sea. salt water / Salt water is in the sea. sky / don’t need so much water.
The sky is above us. snow / There is usually snow at the S7: My parents are buying a new dishwasher. It uses less
top of mountains. underground / You can often find water water.
underground.
Track 087 3 Many people are trying to save water at
Track 081 5 Water gives life, but it is also a killer! Less home. Let’s look at some ideas for the bathroom. First of
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than 1% of the water on Earth is fresh water, and not all of all, the toilet. Did you know that every time you use your
that water is clean and safe to drink. Unsafe water is one of toilet, it uses nearly seven litres of water? If you have a
the top ten killers in the world. Dirty water causes 80% of toilet like the one in the picture, you can use this simple
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all diseases in some parts of the world. solution. Find a reusable object, for example, a brick. Then
Track 082 5 LEARN NEW WORDS clean / We can drink put it in the toilet tank. This means that less water goes
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this water because it is clean. dirty / This water is very into the toilet when you use it. You can also use the old
dirty and you shouldn’t drink it. safe / This water is safe to water from your roof. You can’t drink it, but you can use it to
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drink. unsafe / This water is unsafe. Don’t drink it. water your plants in the garden.
Track 083 Speaking Strategy See Student’s Book page 99. Track 088 3 LEARN NEW WORDS less / Try to use less
water at home. reusable / Fill a reusable bottle and put it
Track 084 1 S1: How can we save water at home?
c in the fridge. toilet / A toilet can use a lot of water. water /
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S2: I think we should collect rainwater for the garden. Use rainwater to water your garden.
S1: Good idea. What can we do in the kitchen to save
Track 089 2 LEARN NEW WORDS cloth / Use a cloth bag
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water? S2: Maybe we can use less water when we do the

washing up. S1: OK. What about the pets? How can we save when you go shopping. plastic / Plastic in our oceans is a
water there? S2: What if, when we clean the fish tank, we big problem. recycle / We should recycle plastic bottles.
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put the dirty water on the plants in the garden? S1: Uh huh. re-use / Don’t throw away that bag; re-use it!
Have you got any other ideas? S2: Sorry. I can’t think of
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anything else.
pages 102–103.
lG
na
io
at
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Unit 6
In This Unit
Theme This unit is about cities and
their buildings.
Content Objectives
Students will
• describe buildings and how they
make them feel.
• read about buildings past and
The City
present.
• read about a famous architect.
Language Objectives
Students will
• talk about how buildings make us
feel.
• express opinions and respond to
them.
• use the past simple to talk about the
Past, Present and Future
past.
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• ask and answer questions about
the past.
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• write a paragraph of opinion.
Vocabulary
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pages 112–113 amazing, building,
busy, centre, entrance, focus,
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hospital, important, interesting,
museum
page 114 inside, outside, roof, take
photos
page 117 castle, cathedral, mosque,
c
hi
theatre
page 118 angle, curve, rectangle,
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straight line, unusual

Vocabulary Strategy Collocations
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with take
Speaking Strategy Expressing
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opinions and responding to them 110

Grammar
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Grammar 1 Use the past simple to

talk about the past
Grammar 2 Ask and answer questions
Introduce the Unit
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about the past

Reading Queen of the Curve • Activate prior knowledge Say In this unit we’re going to talk about
Reading Strategy Identify the author’s cities. Ask What do we find in cities? Elicit students’ ideas. Say In
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purpose this unit we’re also going to talk about some amazing buildings.
Video Scene 6.1: Preserving Our
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Heritage with Ross Davison; Scene • TO START Ask students to open their books at pages 110−111.
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6.2: Meet Ross Davison Read out the unit title The City: Past, Present and Future. Say
Writing A paragraph of opinion Present means what’s happening now. If we look at a city today, we
National Geographic Mission Know can see how it is in the present. We can look at photographs and
Your History
film to see what a city was like in the past. What about the future?
Project What do you think cities will be like in the future? Let several
• Architecture display
• Biographical poster students give their suggestions, then ask students to look at the
• A school building photo. Read aloud Question 1. Give students time to discuss the
Pronunciation The n and ng sounds questions, then let pairs share their ideas with the class.
• Ask students to read the caption. Then ask questions such as the
following about the photo such to encourage further discussion:
Which city is in the photo? (Moscow, in Russia)
Can you describe the colourful building in the middle of the picture?
What kind of building do you think it is? (a cathedral, a very big church)
Which buildings in the photo do you think are old? Which are new?
‘The structures, the art and the buildings Unit Opener
that we build during our lifetime are our
way of communicating with the people
around us and with future generations.’ Objectives
Ross Davison Students will
• describe and discuss a city.
• discuss famous buildings and
buildings close to home.
Unit Opener
Moscow, Russia,
at night
Be the Expert
ng
About the Photo
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The photo shows Red Square, the central
square in Moscow, Russia’s capital city.
ar
Red Square dates from the late 15th
century. Alongside the square is the
Le
Kremlin, the centre of government. Both
TO START
the Kremlin and Red Square are World
1. Look at the photo. What do you see? Do you Heritage cultural sites. Millions of foreign
c
want to live in a city like this? Why or why not?
tourists visit Moscow every year.
hi
2. Ross Davison thinks that we can communicate
with future generations through our buildings. The colourful towers in the photo are part
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Think about a famous building or structure.

of St Basil’s Cathedral, and the tower
What message does it communicate to you?
in the foreground belongs to Russia’s
3. Think about a place in your area that you love.
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largest historical museum, the State

Why do you like it? Which things about that
place are most important? Historical Museum. The Moscow River is
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close by.
111
Teaching Tip
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While students are discussing in pairs

Which buildings in the photo are tall? or groups, make it a habit to walk round
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Do you think that many people visit this city? Why or why not? and monitor their discussions. Interact
with students by praising their ideas
Share with students the information in About the Photo. Say Red
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with phrases such as That’s a good idea!

Square in Moscow has some amazing buildings. A lot of tourists visit it. and Well done! To encourage students
at
to discuss a topic in greater depth, ask

• Read the quote by Ross Davison aloud. Explain structures. Say questions such as What’s the reason for
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that? or Can you give another example?

A structure is anything built by people. Buildings are structures,
and so are bridges. How do you think a building or structure can
communicate with future generations? Elicit suggestions. Then Related Words
ask a student to read aloud Question 2. Ask students to respond, communicate, structure, tower
talking about a famous building or structure they know.
• Ask a student to read aloud Question 3. Encourage a class

discussion of local places that students love, and encourage them
to say why. Take a vote on the students’ favourite place.
Extend
partners will be discussing and writing about their town or city.

1 What buildings do you
Vocabulary like to look at? Discuss.
Then listen and read. 092
Objectives
Students will
• use vocabulary related to buildings.
and discuss the importance of
buildings to people.
Target Vocabulary amazing, building,
busy, centre, entrance, focus, hospital,
important, interesting, museum
Content Vocabulary community,
nature, office, photographer, storey
CPT: Vocabulary
ng
ni
ar
Le
c
hi
A five-storey house and
garden in Tokyo, Japan
ap
gr
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112 VOCABULARY
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Warm Up Present 1 2
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• Build background Tell students they’re going to read • Say The house in the photo is very tall and thin. How
about a photographer who takes photos of buildings.
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many different levels are there in the house? (five,

Say Imagine you’re a photographer. Which buildings including a roof garden) Say We call these different levels
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in the world would you photograph? Invite several storeys. Write storey on the board. Tell students The
students to give their ideas. Tell them to give their tallest structure in the world has more than 160 storeys!
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reasons. Tell students to open their books at pages

112−113 and look at the photo. Say Are these • 1 Put students into pairs. Read the instructions for
buildings in the city or the countryside? (in the city) Activity 1. Ask students to discuss the question with
Ask What’s unusual about the house on page 112? a partner. Then ask pairs to tell the class about the
Do you like it? Read out the caption, and encourage a buildings they like.
class discussion about the photo.
• Say Let’s find out some more about the photographer
Iwan Baan. Play Track 092 and tell students to listen
and read. Say The reading gives several different
reasons why Iwan Baan takes photographs. Let’s listen
again, and see if you can underline the reasons. Play
Track 092 again, and then ask students to say which
sentences they underlined.

Be the Expert
About the Photo

The photo shows a five-storey home in
Tokyo, Japan. It was designed by architect
Ryue Nishizawa, and built on a tiny urban
Iwan Baan is an architectural Some buildings have more than one
plot in order to allow the owners to live
photographer. He travels 52 weeks of the focus, like the Tenerife Espacio de las Artes
year, taking photos of buildings and the (TEA), a cultural centre in Spain. Iwan took in the city centre, close to where they
people who live in them. Sometimes he photos of this interesting building in 2009. work. The house features concrete slabs
takes photos of buildings because they The TEA is a library, art museum, shop and and glass walls, and a metal staircase
bring nature into the city, such as the tiny restaurant in one! It brings together people of connects all the floors. However, its
five-storey garden building in the centre of all ages and interests. It’s a very busy place.
most unusual feature is the use of the
Tokyo, Japan. Sometimes he takes photos of But don’t worry about queuing up to get in.
buildings because they are very beautiful, The building has an entrance on every side! large number of plants, mostly in pots,
such as Zaha Hadid’s amazing MAXXI The inside of the TEA has many beautiful that cover the front of the building and
museum in Rome. galleries, but there’s no roof at the centre of continue inside the house.
He also takes photos of buildings such the building – it’s an outdoor space shaped
as the Butaro hospital in Burera, Rwanda, like a triangle. There, you can sit outside
because they are important and they help and eat a snack during the day or watch a Teaching Tip
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the community. Before this hospital opened film at night.
Using movement to act out new words
in Burera in 2011, there were no doctors in
this whole district of 340,000 people. helps students to develop a physical and
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visual connection with the words. This can
benefit students who have a preference
ar
for kinaesthetic learning. You could ask
the class to decide on a movement to
Le
associate with some of the new words,
particularly action verbs and objects. This
would also help you to check students’
c understanding of the words.

hi
Related Word
ap

architect
3 Work in pairs. Think of the buildings where you live.
gr
Which ones are important to your community? Why?

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VOCABULARY 113
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• Discuss the reading with students. Ask questions

Practise 3 4 5
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such as:
How can a building ‘bring nature into a city’? • 3 Share with students the information in About the
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Why did Iwan take photos of the MAXXI museum? Photo. Say The house in the photo is very important
What’s special about the Butaro hospital? to the people who live there. It lets them live close to
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When did Iwan take photos of the TEA? their workplace. Put students into pairs. Read the
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What’s interesting about the TEA? Activity 3 questions on page 113 aloud. Tell students
to discuss the questions with their partner. When they
• 2 LEARN NEW WORDS Play Track 093. Ask students have finished, share ideas as a class. Say What’s the
to listen and repeat. Then ask pairs or small groups most important building in our community?
to take turns saying each word. Tell them to make
a true or false statement containing one of the new • 4 Say We’re going to read about Ross Davison, who
words. Ask the class to decide whether the statement wrote the quote at the beginning of the unit. Read
is true or false. out the quote from page 111 again, and ask Can
you guess what Ross Davison’s job might be? When
students have guessed, read out the instruction for
Activity 4. Ask one student to read out the words
in the box. Tell students to complete the activity
independently, then check answers as a class.
Vocabulary
Vocabulary
amazing buildings centre entrance focus hospital important museum
Ross Davison works for CyArk, an organisation that keeps online images of important
Objectives important
cultural places. He travels to places around the world. These places are
Students will
because the buildings there are very old, and they can tell us a lot about
• use vocabulary related to buildings.
• use a vocabulary strategy to learn how people lived in the past. Ross uses CyArk’s special cameras to make images of these
new vocabulary. amazing places before they disappear forever. For example, in Syria,
hospital
Target Vocabulary inside, outside, roof, Ross and his team made a 3D image of a 13th-century in the
take photos centre of Damascus. In the past, this was a place for sick people, but now
Vocabulary Strategy collocations with it is an important historical site. Ross also teaches local people to use CyArk’s special cameras.
take In Beirut, Ross used the Sursock museum / Museum as his classroom. The local team
Academic Language imagine, compare used CyArk’s cameras on the historical objects there.
Ross Davison working with CyArk
Content Vocabulary camera, cultural, 5 LEARN NEW WORDS Listen to these words and use them
disappear, images to complete the sentences. Then listen and repeat. 094 095
pages 70–71; Tracks 094–095 (Audio inside outside roof take photos
1. Ross Davison uses special cameras to
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take photos of important buildings.
2. From the outside , this building doesn’t
ni
look very interesting.
3. When you go inside the building, you
ar
see that it’s a beautiful home.
4. This building even has a tennis court on the
Le
roof !
c
1. Work independently. Imagine a house that you would want
hi
to live in. What would it be like? Write a short description.
2. Work in pairs. What do you like about your school building?
ap
What would you change? Write a list. Compare your list with
your partner’s.
3. Work in groups. Make a plan to photograph the classrooms and students in your
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school. Decide where you want to go in your school and what photos you want to take.
Tell the class about your ideas.
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114 VOCABULARY
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• 5 LEARN NEW WORDS Read the words in the box, then play
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Track 094 and tell students to listen for the words. Ask students to
work in pairs and look for each word in context on pages 112−113.
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Tell students to complete the gap-fill activity independently. When

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they have finished, encourage them to check their answers with a

partner. Play Track 095 and ask students to listen and repeat the
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words and sentences.
• Vocabulary Strategy Say Which word in the box is a verb? Which

word is it combined with? (take + photos) Say Take is often used
together with different nouns. It’s useful to learn the verb and the
noun together. Words that go together like this are called collocations.
Here are some other collocations of take. Write on the board:
Collocations of ‘take’
take a photo / take photos
take advice
take an exam
take a minute
take exercise

Be the Expert
Ask students to suggest any other examples, and add any correct
suggestions to the list.
Vocabulary Strategy
Apply 6 Collocations with take
Collocations are words that frequently go
• 6 you decide Ask students to read silently the choices in together. This lesson focuses on verb +
Activity 6. Say Choose one of the three activities. You’ll work on your noun collocations with take, one of the
own, with a partner or in a group. most commonly used verbs in English.
Some examples are take photos, take an
• Think Aloud Model thinking about each activity in order to choose exam, take exercise and take a look.
one. Say If I choose Activity 1, I need to describe all the things It’s important to take some exercise every
I would want in my perfect house. That would be fun. Activity 2 day.
involves thinking about our school building, what we like about it Take a look. This is amazing!
and what we would change. That could be interesting. For Activity 3, Some collocations with take have a
we need to think about which parts of the school would make the more abstract meaning, such as take an
best photos and make a plan. Our school is big, so it might be hard interest in, take advice or take pity.
ng
to choose. So, which activity do I choose? He refuses to take advice.
• For Activities 2 and 3, help students to find groups or partners to She takes an interest in all her students.
ni
work with. Give students time to complete their chosen activity, Encourage students to note how
collocations are used in context when
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then ask the students who did Activities 1 and 3 to share their
learning them.
work with the class.
Le
Extend
c
• Invite the pairs who did Activity 2 to come to the front of the class.
hi
Ask them to tell the class the three things they liked about the
school building. Ask the other students if they agree, and let them
ap
suggest other aspects they like. Then ask the pairs at the front to
say the three things they would change about the school building
gr
and explain how they would change them. Have a class discussion
about the ideas. List the five most popular ideas on the board,
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and take a class vote for the best one.

lG

will use vocabulary words to write about and discuss buildings.
na
Consolidate Can students

• use vocabulary related to buildings?
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• Write on the board or display all the new words: amazing, building, Ask students to choose the best words to
busy, centre, entrance, focus, hospital, important, inside, interesting, complete these sentences:
at
museum, outside, roof, take photos. Put students into pairs. Say You go into a building through the ______.
Work with your partner. Write a sentence using as many of the new
N
(centre/entrance)
words as you can. The sentence has to make sense. You have two There are many historical objects in this
minutes. Give pairs two minutes to write their sentences. ______. (museum/hospital)
The garden house has trees on the
• Ask Who wrote a sentence with just one new word? Who used ______! (stairs/roof)
two of the words? and so on. Then ask each pair to read out • use new vocabulary to discuss the
their sentence. The rest of the class listens and decides if the importance of buildings to people?
sentences are correct. The pair or pairs to use the most new Ask students to say three things they like
words in a correct sentence are the winners. about the building they live in.

Vocabulary Practice
Expressing opinions and responding to them
I love photos of empty buildings. I don’t. I prefer photos with people in them.
Objective I think that this building is beautiful. I don’t agree. / No way! I don’t like it at all.
Students will
I don’t like the buildings in this street. Me neither! I think they’re really boring.
• express opinions and respond to
them. I think it’s important to keep a record of Me too! / Absolutely! They’re really important.
our historic sites.
Speaking Strategy Expressing
opinions and responding to them
Academic Language agree, disagree, 1 Listen. How do the speakers
opinion
agree and disagree? Write the
Content Vocabulary architecture, phrases you hear. 097
boring, empty, historic, people
Pronunciation The n and ng sounds
Resources Online Workbook; Worksheet The Maracanã Stadium, Rio de Janeiro, Brazil
F.6.3 (Teacher’s Resource CD 2
7 Read and complete the dialogue. Possible answers:
ROM/Website); Tracks 096−097, I love
Livia: these Iwan Baan photos of the CCTV building
in China. I think they’re amazing!
ng
Resource CD-ROM/Website); CPT: Bruno: Absolutely ! They are really interesting. But
Speaking Strategy and Pronunciation I prefer his photos of Zaha Hadid’s MAXXI building in
ni
Materials scissors, cards or small Rome. I like looking at photos of buildings without
pieces of paper people.
ar
Livia: No way ! People make the photos more interesting.
Empty buildings are boring.
Le
Bruno: I don’t agree . I want to look at the architecture – the walls,
the floor and the roof – not the people.
3
c
Work in pairs. Choose a card. Read the sentence.
hi
Give your opinion. Your partner will then agree or disagree.
ap
‘Museums are interesting places.’
Yes, I think museums are interesting
places. I like art museums.
gr
I don’t agree. I think

museums are really boring!
Go to page 185.
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SPEAKING 115
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Warm Up an opinion. Ask Can you think of any other ways of

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expressing opinions? List students’ suggestions on

• Activate prior knowledge Say Imagine two people the board.
are looking at the photo of the garden house on page
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112. The first person says, ‘That house is so beautiful. I

Present 1
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love it!’ The second person says, ‘I don’t like it. It’s ugly.’
Who’s right, and who’s wrong? Let several students • Say Let’s find out other ways of expressing opinions,
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give their ideas. Say We can’t say that one person is and how to respond. Say Open your books at page 115.
right and the other is wrong. They’re just saying what Listen to a dialogue. Play Track 096. Tell students to
they think. They’re giving their opinions. Write opinions listen and read along.
on the board.
• Play Track 096 again, pausing after each sentence for
• Write these four sentences on the board: 1. There students to repeat, using the correct intonation. Say
are two houses with roof gardens in our street. 2. Our The second speaker responds to the first speaker’s
school is the most beautiful building in the town. opinions. When two people think the same thing, they
3. I don’t like tall buildings. 4. Tokyo is the capital of agree with each other. When they think different things,
Japan. Ask Which of these sentences express opinions, they disagree. Draw students’ attention to the second
and which express facts? (2. and 3. express opinions, column in the box. Ask Which phrases are used for
1. and 4. state facts.) Say Phrases such as I think, I agreeing? (Me neither! Me too! Absolutely!) Which
love, I don’t like are clues that the speaker is giving phrases are used for disagreeing? (I don’t … I prefer …
I don’t agree. No way!)

Be the Expert
• 1 Say Now let’s listen to two people expressing their opinions
about two buildings. What phrases do they use to give their opinions
and to respond? Write down the phrases you hear. Play Track 097. Strategy in Depth
Ask students to share what they wrote with the class. When students are expressing opinions
rather than stating facts, they are
conveying emotions. It’s important to
Practise 2 encourage students to acknowledge
others’ opinions even if they don’t
• 2 Once students seem comfortable using the speaking strategy agree. Make sure that students speak
to express opinions and respond, direct them to Activity 2. Say respectfully and politely, even when
Livia and Bruno are talking about Iwan Baan’s photos of buildings. expressing a difference of opinion.
Read the instructions, and tell students to complete the dialogue In group discussions, encourage students to
in Activity 2 independently. Ask pairs of students to read their find out the opinions of all members of the
completed dialogues aloud. Remind them to use expression in group. Questions that they might find useful
in drawing out others’ opinions include:
their voices to convey their meaning.
What do you think of …?
How do you feel about …?
Apply
ng
3 Do you agree with …?
• 3 Put students into pairs with a new partner. Ask them to cut Some topics might evoke different
ni
out a set of cards on page 185. Ask a student to read out the degrees of agreement or disagreement.
You could ask students to express their
instructions. Say Place the cards face down. Take turns to choose a
ar
opinions in a more nuanced way by
card. Read out the sentence on the card, and give your own opinion. asking them if they: 1. strongly agree,
Le
Then your partner responds. Invite a pair to read out the example 2. agree, 3. neither agree nor disagree,
in the speech bubbles. Monitor while pairs play the game. 4. disagree, 5. strongly disagree.
Extend c Pronunciation
hi
• Hand out a blank card or small piece of paper to each student. Go to Student’s Book page 164. Use
ap
Ask them to each make a new game card, writing their opinion Audio Tracks 147–149.
about a building they know. Encourage them to use the phrases The n and ng sounds N and ng are both
gr
for expressing opinions. nasal sounds: the tongue closes up the

mouth, and air escapes through the nose.
eo
• Ask each pair from Activity 3 to join up with another pair to make In the case of n, the tip of the tongue
touches the roof of the mouth just behind
a group of four to play the game. Tell each group to mix their new
the teeth. In the case of ng, the back of
lG
cards with the cards from Activity 3. Say Take turns to pick a card the tongue closes the back of the mouth.
and express your opinion about what’s written on it. Then each of Speakers of languages that do not have
the other students in your group responds. these two sounds may have difficulty
na
hearing the difference or forming the

• If time allows, hand out Worksheet F.6.3. Explain that students sounds. The minimal pairs in Activity 2
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can use the worksheet to get further practice in expressing on page 164 provide good examples for
practice. Encourage students to focus on
opinions and responding to them.
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the position of the tongue: further forward

for n, at the back of the mouth for ng.
Consolidate
N
• Write the new vocabulary words on the board: amazing, building,

busy, centre, entrance, focus, hospital, important, inside, interesting, Formative Assessment
museum, outside, roof, take photos. Ask students to stand in a Can students
• express opinions?
circle. Say Take turns to express an opinion about a building you
know, or a building from this unit. Use at least one of the words on Say Choose one of the buildings shown in
this unit of the Student’s Book. What do you
the board. Then the student on your left will respond to what you’ve
think of it?
said. Go round the circle, with the student who responds then
• respond to opinions?
taking a turn to make a new sentence.
Say I prefer old buildings to modern ones.
How about you?
Speaking Strategy
Past simple: Talking about the past

In July 2016, Ross and his team visited Naxos island in Greece. visit visited take took
They took photos of a temple, a church and a castle there. love loved go went
Objectives
They carried all their equipment in rucksacks on their backs. carry carried build built
Students will
They loved seeing the ancient buildings.
• use the past simple to talk about the
past.
• learn about and discuss a visit to an 1 Listen. You will hear about a CyArk project in Hawaii. Circle the past simple verbs
amazing place. you hear. 099
Grammar Past simple: Talking about
came created learnt made sent started
the past
studied thought took visited wanted worked
Target Vocabulary castle, cathedral,
mosque, theatre
Academic Language irregular, past 2 Read. Complete the text with the past simple form of the verb in brackets.
simple, regular
Content Vocabulary animation, create,
equipment, monastery, presentation, In January 2015, Ross Davison visited (visit) a high school in
visit Armenia. He worked (work) with an advanced after-school club
Resources Online Workbook/Workbook of 21 students. They went (go) to a famous monastery near the
ng
pages 72−73; Tracks 098−102 (Audio school. They used (use) cameras and special equipment to
CD/Website/CPT); CPT: Grammar 1 take scans of the site. Then they returned (return) to the school.
ni
Materials world map or globe, pieces of They created (create) 3D models and animations of the site from
card, examples of postcards (optional) their photos. The project took (take) a week. After the students
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finished (finish) the project, they gave (give)
a presentation at their school. Two hundred students, teachers and parents
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came (come) to the presentation.
c
hi
ap
gr
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116 GRAMMAR
lG
Warm Up
na
• Activate prior knowledge Say We learnt how to describe a situation

in the past. Can you remember what phrases we used for this? Elicit
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There was and There were. Say Was and were are the past simple
at
form of the verb be. Write past simple on the board. Say In this
lesson we’re going to use the past simple of different verbs to talk
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about the past.
Present
grammar box at the top of page 116. Say We’re going to hear about
a visit that Ross Davison made to a special place. Play Track 098
while the students listen and read along.
• Read the first sentence in the box, and ask Which is the past simple
verb in that sentence? (visited) Say They visited Naxos island. Is that
action still going on? Are they still there? (no) Say We use the past
simple to talk about actions in the past that are finished now. Ask
students to read out the past simple verb in each of the sentences
in the box.
3 LEARN NEW WORDS Listen to learn about some amazing buildings. Then listen
Grammar in Depth
This unit focuses on the use of the
past simple to describe single actions
in the past that are now completed.
The past simple is often used with a
time reference, words that say when
The amphitheatre in Cartagena, Spain, is a Roman The Cathedral of Brasilia in Brazil is a very modern building. something happened:
open-air theatre.
Our class visited the museum last week.

Once the time reference is clear, we can
go on using the past simple in writing or
conversation:
At the museum, we saw 3D models and
watched a film. Then we went to the shop.
We form the past simple of regular verbs
ng
by adding -ed to the base form. For verbs
Himeji Castle in Japan looks like a white bird. The Sheikh Zayed Mosque in the United Arab Emirates ending in -e, add -d. For verbs ending in
has enough space for more than 40,000 people.
one stressed vowel + one consonant
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(except w, x, y), double the final
consonant before adding -ed. In British
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4 Work in pairs. Listen again. Circle the correct words. 102
English, a final l is usually doubled, even
if the vowel is unstressed. For verbs
Le
1. More than two million people visit / visited Himeji Cathedral / Castle in 2015.
2. Sheikh Zayed Castle / Mosque in the United Arab Emirates open / opened in 2007.
ending in a consonant and -y, change the
y to i before adding -ed.
3. I went / go to the Cathedral / Theatre of Brasilia with my grandparents last year.
4. Last week, 7,000 people watched / watch plays and races at the open-air
c Irregular verbs have to be learnt, but
hi
mosque / theatre in Cartagena. the past simple form is the same for all
persons (except for be). Page 166 of
ap
the Student’s Book has a useful table of

5 Work independently. Imagine you visited one of the places above. Write a irregular verbs.
postcard about your visit. Describe how you got there, what you saw and what
gr
you did.
Teaching Tip
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GRAMMAR 117 Notice which students are having difficulty

with a new grammar structure or new
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vocabulary. When the class is involved
in group activities, put these students in
• Say Let’s see how we make the past simple form. Read aloud the a group together and use the time to sit
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regular verbs in the first column (visit, love, carry) and say How do down with them and give them extra help
those verbs change to make the past simple form? (they end in -ed) and support.
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Say For most verbs, we make the past simple form by adding -ed.
These are called regular verbs. Sometimes the spelling changes.
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Write these examples on the board:

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carry – carried
love – loved
try − tried
hope − hoped
Ask If a word ends in -y, how do we make the past simple? (we
change the y to i then add -ed) Ask If a word ends in -e, what do we
do? (just add -d).

GR AMMAR 098

3 LEARN NEW WORDS Listen to learn about some amazing buildings. Then listen
and repeat. 100 101 • 2 Say We’re going to read about another project that
Ross Davison worked on. Draw students’ attention to
In July 2016, Ross and his team visited Naxos island in Greece. visit visited take took
They took photos of a temple, a church and a castle there. love loved go went
They carried all their equipment in rucksacks on their backs. carry carried build built
Activity 2. Ask a student to read the first sentence in the

They loved seeing the ancient buildings.
1 Listen. You will hear about a CyArk project in Hawaii. Circle the past simple verbs
text, and ask Where did Ross go? (Armenia) If you have a
you hear. 099
came created learnt made sent started The amphitheatre in Cartagena, Spain, is a Roman The Cathedral of Brasilia in Brazil is a very modern building.
open-air theatre.
studied thought took visited wanted worked
2 Read. Complete the text with the past simple form of the verb in brackets.
world map or globe, help students to locate Armenia.
visited
• Read out the instruction for Activity 2. Model the

In January 2015, Ross Davison (visit) a high school in
Armenia. He worked (work) with an advanced after-school club
of 21 students. They went (go) to a famous monastery near the
school. They used (use) cameras and special equipment to
activity. Say The verb in brackets in the first sentence

Himeji Castle in Japan looks like a white bird. The Sheikh Zayed Mosque in the United Arab Emirates
take scans of the site. Then they returned (return) to the school. has enough space for more than 40,000 people.
They created (create) 3D models and animations of the site from

their photos. The project took (take) a week. After the students
is visit. That’s a regular verb. So the past simple form

finished (finish) the project, they gave (give) 4 Work in pairs. Listen again. Circle the correct words. 102
a presentation at their school. Two hundred students, teachers and parents 1. More than two million people visit / visited Himeji Cathedral / Castle in 2015.
came (come) to the presentation.
2. Sheikh Zayed Castle / Mosque in the United Arab Emirates open / opened in 2007.
3. I went / go to the Cathedral / Theatre of Brasilia with my grandparents last year.

4. Last week, 7,000 people watched / watch plays and races at the open-air
is visited. I write visited in the first space. Remind
students to refer to the verbs in the grammar box and
mosque / theatre in Cartagena.
5 Work independently. Imagine you visited one of the places above. Write a
the verbs in Activity 1, if they are unsure how to form

postcard about your visit. Describe how you got there, what you saw and what
you did.
the past simple of a particular verb. Put students into

pairs and ask them to complete the activity. When

• Read out the irregular verbs from the final column in they have finished, check answers as a class.
the box. Say What do you notice about these verbs?
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(the past simple forms don’t end with -ed) Explain Apply 3 4 5
These are called irregular verbs. There are many
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common verbs in English that are irregular, and they all • 3 LEARN NEW WORDS Say Now we’re going to
form the past simple in different ways. We have to learn find out about four amazing buildings. Ask them to
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and memorise the past simple form for each verb. suggest adjectives that could be used to describe
each building. Ask students to look at the pictures in
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• Play Track 098 again. Ask students to listen and Activity 3. Say Which of these buildings are old, and
repeat several times. Put students into pairs and which are new? Ask students to discuss this with
ask them to take turns, one student saying the base
c a partner. Then play Track 100 and ask students to
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form of one of the verbs in the box, and their partner listen. Say What did you find out? (the amphitheatre
replying with the correct past simple form. and the castle are very old; the cathedral and the
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mosque are new)

Practise 1 2
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• Ask Which of these buildings would you like to visit, and

• 1
Ask Who can remember what the organisation why? Play Track 100 again. Tell students to listen and
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called CyArk does? (it collects and keeps online decide which building they would choose. Ask several
images of important places). Say We’re going to hear students to share their ideas with the class.
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about a CyArk project in Hawaii. If you have a world

map or globe, help students to locate Hawaii. Play • Invite four students to each read aloud one of the
Track 099 and tell students to listen. captions below the photos. Help them to pronounce
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the place names correctly if necessary. Point out the

• Read aloud the final part of the instruction for Activity 1, four words in bold type. Say These are all words for
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and invite students to read out the verbs in the box. different types of buildings. Let’s listen to the words
in sentences. Play Track 101. Ask students to repeat
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Say Can you remember hearing any of these verbs?

Let students say what they remember. Then play each word alone and in a sentence.
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Track 099 again and ask students to complete the

activity individually. Check answers as a class. • 4 Ask students to look at Activity 4. Read out the
instruction. Put students into pairs, and ask them
• Ask What ending do regular past simple verbs have? to read the sentences in Activity 4 with their partner,
(-ed) Say So, which of the verbs in the box are regular without completing the activity. Then play Track 102,
verbs? (created, started, studied, visited, wanted, and ask pairs to listen for the answers and circle the
worked) Ask a student to identify and read out the correct words for each sentence. Check answers as a
irregular verbs. class.

Be the Expert
• 5 Ask Who knows what a postcard is? Do you send postcards
when you’re on holiday? Let several students talk about postcards
they have sent or received. If you have brought in postcards, show Teaching Tip
them to the class and read out any appropriate text they contain. Consider making the seating arrangement
in your classroom as flexible as possible
Then read the instructions for Activity 5. Say You’re going to use the
for different types of activities. When
past simple to write about your holiday. Draw students’ attention to the focus of the class is on the teacher,
the list of irregular verbs on page 166, and encourage them to use make sure that all the students can see
it if they don’t know the correct form of any verb they want to use. you and the materials you are presenting.
If space permits, a U-shaped seating
• Hand out a postcard-sized piece of card to each student. Tell them arrangement makes it easier for you to
see and communicate with the whole
to complete the activity individually, writing on one side of their
class. This kind of seating arrangement
postcard. If time permits, encourage them to draw a relevant picture makes it harder for reluctant students
on the other side. to avoid participating. Don’t be afraid
to experiment with different seating
Extend arrangements, and take note of what
works well for different activity types.
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• Invite students to come to the front of the class, one by one, with
the postcard they wrote for Activity 5. Say Choose two or three
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sentences to read out to the class from your postcard. Don’t tell
the class which place you visited. Let the class guess. If you drew a
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picture, make sure you don’t show it!
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• Let each student have a turn at reading out part of their postcard
and inviting their classmates to guess which place they visited.
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They can then reveal which place they wrote about. If they drew a
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picture, ask them to show the class. When all the students have
finished, display the postcards in the classroom and give students
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time to look at and read them.

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Consolidate
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• Divide the class into two teams. On the board, write a list of verbs
from the lesson: come, build, carry, create, go, learn, love, make,
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open, take, think, visit, watch. Invite one member of each team to
come to the front of the class. Say I’m going to call out one of the
verbs on the board. You have to write a sentence using the past
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simple of the verb. The first person to write a correct sentence gets
three points for their team. The second person gets two points for a
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correct sentence.
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• Demonstrate the activity with the first pair, saying Your verb is make.
Write a sentence including the past simple of make. If you need help
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with the correct form of the verb, you can ask your classmates, but
you lose one point. Continue the game until all the students have Formative Assessment
had a chance to write a sentence. Ask them to rub their sentences Can students
off the board when their turn is over. • use the past simple to talk about the
past?
Say Talk about a visit you made to an
interesting place. Make three sentences in
the past simple.


16
Reading the photo. What do you think the reading is about?

17
What do you think they mean? Which four words would you
Objectives
find in a maths lesson? Then listen and repeat. 103
Students will
• read about and discuss the life and angle curve rectangle straight line unusual
work of a famous architect.
3 WHILE YOU READ Think about why the author wrote
18
the reading.
this text. 104
• identify the author’s purpose.
Reading Strategy Identify the author’s 4 AFTER YOU READ Work in pairs to answer the questions.
purpose 1. Why did no one want to build Zaha Hadid’s buildings in
Target Vocabulary angle, curve, her early career?
rectangle, straight line, unusual 2. Name four countries where Zaha Hadid lived.
Academic Language purpose 3. Give three reasons why, according to Zaha Hadid, people
had problems with her.
Content Vocabulary architect,
4. What can you find in the MAXXI museum in Rome?
foreigner, nice, popular, structure
5. Are Zaha Hadid’s buildings popular with everyone?
Resources Online Workbook/Workbook Find a sentence in the text to support your answer.
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(Teacher’s Resource CD-ROM/ 5 Work in pairs. Why did the author write this text? Tick
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Website); Tracks 103−104 (Audio CD/ the best reason. Explain your choice.
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to write a short biography of Zaha Hadid’s life
Materials pictures of old and new ✓ to express his/her opinion about Zaha Hadid’s work
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buildings in your area (optional)
to persuade the reader to visit some of Zaha Hadid’s
buildings
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1. Zaha Hadid said, ‘We don’t make nice little buildings. …
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The world is not a rectangle.’ What do you think she
means? Can you think of examples of ‘nice little
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buildings’ in your area?
2. Imagine that you can design a new public building for
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your city or town. What type of building do you design
and why? Do you use an old or new style of architecture
for your building?
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3. What different things do architects have to think about

when they design a building? Discuss your ideas and
make a list.
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118 READING
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Warm Up
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• Activate prior knowledge Say We’ve learnt about some amazing

buildings in this unit. Which one is your favourite? Give students time
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to look back at the previous lessons in this unit, if necessary. Ask

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several students to give their ideas, explaining their reasons.

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• Say A lot of people are involved in making great buildings. The people
who construct the building are called builders. But do you know the
word for someone who designs buildings? (an architect) Say The
practice of designing and making buildings is called architecture. The
people who design the buildings are architects. Write both words on
the board.
• Ask Do any of you know an architect? Or do you know about any

famous architects? Let several students respond. Ask Would you like
to be an architect? Why or why not? Give students time to respond.
Then say In this lesson, we’re going to read about an amazing
architect. Her name was Zaha Hadid. Her buildings are famous
around the world.

Guangzhou Opera House, Guangzhou, China
Queen Be the Expert
Curve
OF THE Reading Strategy
Identify the author’s purpose
Identifying an author’s purpose for writing
is an important skill in being able to
understand or analyse a written text.
Zaha Hadid: the architect The three main purposes or reasons for
who didn’t build nice buildings writing are often said to be:
Zaha Hadid (1950–2016) was one of the • writing to inform, for example,
most famous architects in the world. She was articles about factual topics,
called ‘Queen of the Curve’ because her buildings
instructions, reference and other
often had huge curves, as well as straight lines and
sharp angles. But she wasn’t always successful. At non-fiction texts, information leaflets
the beginning of her career, architecture magazines • writing to persuade, for example,
published her amazing drawings of buildings, but advertisements, structured
no one wanted to build them! Her ideas were too arguments, letters persuading
unusual and often very expensive. someone to do something
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Zaha Hadid was born in Baghdad, Iraq. She • writing to entertain, for example,
went to school in Switzerland and England and then stories, poems, songs and plays
studied maths at university in Beirut, Lebanon.
In 1972, she moved to London, England, to study When students are trying to identify an
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architecture. Life wasn’t always easy for her. ‘I’m a author’s purpose, they should first ask,
woman and that’s a problem for some people,’ she
‘Why did the author write this?’ and ‘Who
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explained once. ‘I’m a foreigner, and I do work which
is not normative (unusual).’ is the audience?’ Tell them to look for
clues in the structure of the text. For
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Today, there are 40 Zaha Hadid buildings and
structures around the world. You can listen to example, an informative text often has
opera at the Guangzhou Opera House in the city of facts and figures, maps and diagrams.
Guangzhou, China. You can cross the Sheikh Zayed A persuasive text will often present only
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Bridge in Abu Dhabi. You can go swimming at the
one side of an argument. Texts written
hi
Aquatics Centre in London, England, and you can
look at 21st-century art at the MAXXI museum in to entertain are usually in an easily
Rome, Italy. In all of these places, you can see the recognisable format, such as a story,
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shapes, curves and angles of Hadid’s structures. poem or play.

Hadid’s work is exciting, interesting and unusual.
Not everyone likes it, but it’s never boring. ‘We
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don’t make nice little buildings,’ she said in a

newspaper interview in 2013. ‘The world is
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not a rectangle.’
READING 119
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Before You Read 1 2

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• 1 Ask students to open their books at pages 118−119. Put

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students into pairs. Say Read the title. Look at the photo and read
the caption. When students are ready, ask them to talk to their
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partner and predict what they think the reading will be about. Ask
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pairs to share their predictions with the class.
• Say The caption says the photo is of Guangzhou Opera House. Does
anyone know where Guangzhou is? (in China) Ask From the photo,
can you guess what opera is? (a type of play performed by singers
and musicians) If any student has been to an opera, ask them to
tell the class about it.
• 2 LEARN NEW WORDS Read out the instructions for Activity 2. Ask
students to read aloud the words in the word box. Say Work with
your partner. Find the words in the reading. Try to work out their
meanings from the context. Give students time to find the words and
talk about the meanings, then ask Which four words would you find
in a maths lesson? (angle, curve, rectangle, straight line) Say Now
Reading
an advertisement? (to make the reader want to buy
Queen
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something) Why would someone write a recipe book?

the photo. What do you think the reading is about? Guangzhou Opera House, Guangzhou, China

17
Curve
OF THE
What do you think they mean? Which four words would you
find in a maths lesson? Then listen and repeat. 103
angle curve rectangle straight line unusual

(to tell the reader how to make different dishes) Ask
3 WHILE YOU READ Think about why the author wrote
18
this text. 104
Zaha Hadid: the architect

What other reasons for writing can you think of? Elicit
who didn’t build nice buildings
students’ ideas.
1. Why did no one want to build Zaha Hadid’s buildings in
Zaha Hadid (1950–2016) was one of the
her early career?
most famous architects in the world. She was
2. Name four countries where Zaha Hadid lived. called ‘Queen of the Curve’ because her buildings
often had huge curves, as well as straight lines and
3. Give three reasons why, according to Zaha Hadid, people
sharp angles. But she wasn’t always successful. At
• Say Now let’s listen to the text again. While you listen,
had problems with her.
the beginning of her career, architecture magazines
4. What can you find in the MAXXI museum in Rome? published her amazing drawings of buildings, but
no one wanted to build them! Her ideas were too
5. Are Zaha Hadid’s buildings popular with everyone?
unusual and often very expensive.
Find a sentence in the text to support your answer.
try to think why the author wrote this text about Zaha
Zaha Hadid was born in Baghdad, Iraq. She
5 Work in pairs. Why did the author write this text? Tick
18 went to school in Switzerland and England and then
the best reason. Explain your choice. studied maths at university in Beirut, Lebanon.
In 1972, she moved to London, England, to study
Hadid. Play Track 104 again while students read and

to write a short biography of Zaha Hadid’s life architecture. Life wasn’t always easy for her. ‘I’m a
✓ to express his/her opinion about Zaha Hadid’s work woman and that’s a problem for some people,’ she
explained once. ‘I’m a foreigner, and I do work which
to persuade the reader to visit some of Zaha Hadid’s
is not normative (unusual).’
buildings
1. Zaha Hadid said, ‘We don’t make nice little buildings. …
Today, there are 40 Zaha Hadid buildings and
structures around the world. You can listen to
opera at the Guangzhou Opera House in the city of
Guangzhou, China. You can cross the Sheikh Zayed
think about the author’s reason for writing. When they
The world is not a rectangle.’ What do you think she
means? Can you think of examples of ‘nice little
buildings’ in your area?
2. Imagine that you can design a new public building for
Bridge in Abu Dhabi. You can go swimming at the
Aquatics Centre in London, England, and you can
look at 21st-century art at the MAXXI museum in
Rome, Italy. In all of these places, you can see the
have finished, tell them to discuss their ideas with a
your city or town. What type of building do you design
partner.
and why? Do you use an old or new style of architecture shapes, curves and angles of Hadid’s structures.
for your building? Hadid’s work is exciting, interesting and unusual.
3. What different things do architects have to think about Not everyone likes it, but it’s never boring. ‘We
when they design a building? Discuss your ideas and don’t make nice little buildings,’ she said in a
make a list. newspaper interview in 2013. ‘The world is
not a rectangle.’
After You Read 4 5 6

we’re going to hear the words in context in different • 4 Put students into pairs. Ask them to work with
sentences. Play Track 103 and ask students to listen their partner to write answers to the questions.
ng
and repeat. Encourage them to try to answer each question from
memory first, then look back at the text to check
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• Say Who can draw an angle on the board? Invite two or
their answers. Check answers as a class. If students
three students to draw different angles on the board.
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disagree about an answer, ask them to read out the
Do the same with curve, rectangle and straight line. Ask
sentence in the text that supports their answer.
How many straight lines are there in a rectangle? (four)
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Is a circle made with straight lines, or a curve? (a curve) • 5 Remind students that they discussed the author’s
reason for writing this text in Activity 3. Then read the
While You Read 3
c instructions for Activity 5 and ask students to read out
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the three options. Remind them that biography means
• 3 Say Now we’re going to find out more about the
a factual account of someone’s life. Give students
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architect Zaha Hadid. Draw attention to the subtitle

time to complete the activity, discussing the reason
below the main title. Say The text calls Zaha Hadid ‘the
for their choice with their partner. Review the answer
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architect who didn’t build nice buildings’. That seems

as a class.
strange. What do you think it means? Elicit students’
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ideas, then say If Zaha Hadid’s buildings aren’t nice, • 6 Put students into small groups for Activity 6. Ask
which adjectives might describe them? While you listen each group to choose one member to act as secretary
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and read, note the adjectives that are used to describe and write notes about the group’s discussion for each
the buildings. Play Track 104, while students listen and question. When students are discussing Question 1,
read along.
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remind them of the list of adjectives on the board that

describe Zaha Hadid’s buildings.
• When they have finished, ask students to say what
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adjectives were used to describe Zaha Hadid’s • To help students discuss Question 2, you may want to
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buildings. List them on the board. (amazing, unusual, provide pictures of modern and older-style buildings
expensive, exciting, interesting, never boring) in your town or area. Make sure they understand the
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difference between a public building (for example, a

• Read the instruction for Activity 3. Say When we’re museum or library) and a private building (for example,
trying to understand a text, it’s important to think about a house or a block of flats). Tell groups to brainstorm
why the author wrote it. This is called the author’s a list of different types of public buildings before
purpose for writing. Write author’s purpose on the choosing one to discuss.
board.
• For Question 3, ask students to think about what
• Say Let’s think about some reasons why authors write. different elements buildings need to contain, and how
For example, why would an author write a funny story? they are designed to be both practical and beautiful.
(to make the reader laugh) Why would someone write

Be the Expert
Extend
• Ask the secretary for each group to share their discussion notes
for Questions 2 and 3. Say Let’s interview a famous architect! Invite Teaching Tip
a student to come to the front of the class and role-play being a Texts that give information often include
details that students may forget. After
famous architect who has just designed a public building. a first reading, give students a chance
to revisit the text and make notes. For
• Encourage the other students to ask questions to find out about example, ask students to re-read the text
the building. Write some prompts on the board to help them get at the end of the lesson and make notes.
started, for example: At the beginning of the next lesson, ask
students to refer to their notes to answer
questions about the text.
What’s your building?
Did you use an old or new style of architecture?

Answer Key
Comprehension 4
What words describe your building? 1. because they were unusual and
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expensive
What different things do you think about when you 2. Iraq, Switzerland, Lebanon and England
design buildings?
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3. because she was a woman, she was
a foreigner and her work was not
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normative
Let several students take a turn as the architect. Alternatively, 4. 21st-century art
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you could invite pairs of students to do the role play together, as 5. No. ‘Not everyone likes it, but it’s
architects who work on projects as a team. never boring.’
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Students will use the worksheet to practise the new vocabulary
words on page 118 and other target vocabulary words from the unit.
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Consolidate
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• Say Now draw a design for the public building you discussed in
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Activity 6, Question 2. Give out a sheet of paper to each student,

and give them time to draw a sketch of their public building, and
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label its features. When they have finished, ask them to talk to a
partner about their design. If time allows, ask students to present
their designs to the class. Ask them to say why their building is
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important to the public and who they think will use it. You might like
to display students’ designs in the classroom.
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at
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Can students
• talk about a famous architect?
Ask What kind of buildings did Zaha Hadid
design?
Show students drawings of an angle, a
curve, a straight line and a rectangle, and
ask What are these?

Reading
Video VIDE
Objectives
Students will 1 BEFORE YOU WATCH Discuss in pairs. Look at the photo.
22
• discuss how historic and important Discuss the questions below.
buildings can be preserved. 1. What do you think happened to this temple?
• apply the message of the video to 2. Do you think people can rebuild it? How?
their personal lives. 3. Can they find out exactly how it looked in the past? How?
Content Vocabulary digital, heritage,

2 Work in pairs. You are going to watch Preserving Our
image, landscape, preserve
Heritage with Ross Davison. From the title, predict what the
Resources Video scene 6.1 (DVD/ video is about. Circle the letter.
a. Using images to keep information about
Video
important buildings
Answer Key b. Using buildings to find out

about the past
Comprehension 5
3 WHILE YOU WATCH Check
1. in May 2016 your prediction from
2. An earthquake hit Bagan and damaged
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Activity 2. Watch scene 6.1.
the temples.
3. Ross and CyArk compared the photos
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before and after the earthquake so
they knew exactly what needed to
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A temple in Bagan, Myanmar, the
be repaired. day after a powerful earthquake
4. He teaches them how to use his
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special cameras and equipment.
5. She thinks he is a very interesting
person who likes his work.
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hi
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120 VIDEO
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Before You Watch 1 2 While You Watch 3

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• Say In this unit we’ve learnt about amazing buildings • 3 Say Now we’re going to watch Preserving
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and the architects who design them. Now we’re going Our Heritage with Ross Davison. Let’s check your
to learn about people who protect important buildings. predictions. Play Video scene 6.1. When they have
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Why do you think we have to protect buildings? Ask finished watching, invite students to say whether their
students to give their ideas. predictions were correct.
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120−121. Read out the questions in Activity 1. Put
After You Watch 4 5 6 7 8
students into pairs and ask them to discuss the • 4 You might like to ask students to change
questions. When they have finished, ask pairs to partners for Activities 4 to 6. Read the instruction for
share and discuss their ideas with the class. Activity 4. Tell students they need to decide on the
correct order of events from the video. Play the video
• 2 Read the instructions for Activity 2. Say again while students watch and complete the activity
Preserving means keeping something safe. What do in pairs.
you think heritage means? Ask students to give their
ideas. Ask a student to read out options a and b. Ask • 5 Invite students to read the questions aloud. Give
What’s another word for image? (picture) Tell students them time to answer the questions with their partner.
to complete the activity with their partner. Encourage them to try to answer from memory. If
necessary, play the video again.

Be the Expert
4 AFTER YOU WATCH Work in pairs 5 Work in pairs to answer the questions.
Teaching Tip
to put these events in the correct When students are about to carry out a
1. When did Ross first visit Bagan?
order. research task, talk to them before they
2. What happened a few months after
a. 4 Ross makes a digital model Ross’s trip?
begin. Ask them what their plan is for
of the building. doing their research, and help them with
1 Ross studies the site. 3. How did Ross’s photos of the building
b.
in Bagan help solve the problem? search terms and sources to get them
c. 3 Ross uses flying cameras to started. If possible, invite the school
take pictures of the landscape. 4. What does Ross teach his students?
librarian to explain what materials are
d. 2 Ross uses special cameras 5. What does the student from Lahore
think about Ross? available in the school and how they can
to take 3D images.
be used.
6 Work in pairs. In the video, Ross explains
that our heritage is our personal history
and buildings are part of that history. What
other things make up our heritage? Make a
list of your ideas.
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7 Work in groups. Earthquakes are just one
possible problem for historic buildings.
What other problems are there? How can
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we protect our buildings in the future?
Discuss your ideas together.
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1. Work independently. Find out about another historic • discuss how important and historic
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building that was damaged in an earthquake or another
disaster. What happened to it? Write a short report about it.
buildings can be preserved?
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Ask students to tell you three things
2. Work in pairs. Ross sometimes visits schools. He talks to Ross Davison does to preserve historic
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students about historic buildings and teaches them to use
his equipment. Write a letter to Ross, inviting him to visit buildings.
your school. Explain why you want him to come.
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3. Work in groups. Imagine that you can work with Ross

to make a 3D image of one building in your city or town.
Which building will you choose? Why?
Online Workbook Video
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VIDEO 121
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• 6 Read the instruction for Activity 6. Ask students
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pairs. Encourage them to make notes of their ideas

to do the activity with their partner. If necessary,
before writing their letter on a sheet of paper, using
confirm that Heritage includes buildings, art, music
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the correct layout for a letter.

and traditions that are important to people. Encourage
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students to think of at least five things for their list. • Put students who choose the third option into small
When they have finished, invite pairs to share their groups. Ask them to make a list of possible buildings
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lists with the class. before choosing one. Ask them to think about which
building would look amazing in 3D, perhaps a building
• 7 Read the instructions for Activity 7. Put students
that is an interesting shape or has beautiful gardens,
into groups and ask them to discuss the questions.
sculptures or other unusual features.
When they have finished, let groups share their ideas
with the class.
• 8 you decide Ask students to choose an activity. If

they choose the first activity, guide them to do some
online research into historic buildings that have been
damaged, either recently or in the more distant past.
Encourage them to find out about restoration work
that has been done, to bring damaged buildings back
to life.
Video
Past simple: Asking questions about the past

Where did you go last summer?
Objective We went to Beijing. We didn’t fly there. We went by train.

Students will Did you visit the National Centre for the Performing Arts?
• use the past simple to ask and Yes, we did. We didn’t see a performance there, but we looked at the building.
answer questions about the past.
Grammar Past simple questions
Academic Language past simple
Content Vocabulary performance 1 Read. Complete the dialogue with the correct past simple form of the verb in brackets.
Resources Online Workbook/ Nico: Hi, Florence. Did you enjoy (enjoy) your trip to Spain last month?
Workbook pages 76–77; Worksheet Florence: Yes, we did (do), thank you! It was a great trip.
F.6.5 (teacher’s Resource CD-ROM/ did you go
Nico: Where (you / go)?
Website/CPT); CPT: Grammar 2 Florence: We went to Barcelona and Bilbao.
Did you visit
Materials scissors, glue or sticky tape Nico: (you / visit) the Guggenheim Museum in Bilbao?
for the cube (optional) Florence: Yes, we did. I loved it, but my brother didn’t like (not / like) it
at all! He hates modern architecture.
Did you look
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Nico: Really? No way! (you / look) at the modern art inside?
Florence: No, we didn’t. We didn’t have (not / have) enough time. We were
only in Bilbao for one day, and then we went to Barcelona.
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Nico: How long did you spend (you / spend) in Barcelona?
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Florence: Four days. It was amazing! My favourite building was the Sagrada Familia
Cathedral. I didn’t want (not / want) to come home!
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What did you do last weekend?
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2 Work in pairs. Take turns throwing the
I played football with my friends.
cube. Use the words on the cube to
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make a past simple question. Answer
your partner’s questions.
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Go to page 175.
122 GRAMMAR
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Warm Up
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(question did who main other information

• Activate prior knowledge Say We learnt how to talk word) verb
about things that happened in the past. Which tense do
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we use for this? (the past simple) Ask Can you use the Where did you go last summer?
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past simple to tell me what you did last weekend? Elicit Did you visit the National Centre?
past simple sentences from several students.
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• Ask What’s the past simple form of go and visit? (went

Present and visited) Do these two questions use the past
• Ask students to open their books at page 122 and simple form of the main verb? (no) Explain that did is
look at the grammar box. Read the title. Say Let’s the past simple form in questions, and that the main
listen to a conversation about a holiday. The first verb stays in its base form. Draw attention to the
speaker asks questions in the past simple form. Play short answer to the second question in the box. Write
Track 105 while students read along silently. Yes, we did. on the board. Say If the answer was ‘no’,
what would we say? Elicit the answer and write it on
• Ask students to read out the two questions in the box.
the board. (No, we didn’t.)
Say When we ask questions in the past simple, we use
an auxiliary, or helping verb. Which word is it in these • Play Track 105 again, and ask students to listen
two sentences? (did) Ask What’s the main verb in these and repeat each sentence. Ask students to practise
two sentences? (go and visit) On the board, write: reading the dialogue with a partner.

Be the Expert
Practise 1
• 1 Read the Activity 1 instruction aloud. Guide students to Grammar in Depth
complete the first gap. Read out Nico’s first question, missing out For questions and negatives in the past
the blank. Point to the second question on the board. Say There simple, we do not use the past simple
isn’t a question word in this sentence. So which word comes first? form of the main verb. Instead, we use
did (not) + base form. When speaking, we
(Did) Ask Which word comes next? (you) Ask The main verb is enjoy.
usually use the contracted form didn’t for
Do we use the past simple form, or the base form? (the base form) the negative:
Say So we write ‘Did you enjoy’. Ask a student to read the complete Did you play tennis yesterday? No, I didn’t.
question. Ask students to complete the activity individually, then Remind students not to change the main
compare answers with a partner. Check answers as a class, then verb to the past form; this is a common
ask pairs to practise reading the complete dialogue. error.
Time references usually come at the end
Apply 2 of the sentence:
Did you play tennis last week?
• 2 Put students into pairs. Tell partners to cut out and assemble
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In short answers, remind students to use
the cube on page 175. Read the instructions. Say Some of the did instead of the main verb:
questions don’t start with a question word. You can answer those with Yes, I did. NOT Yes, I played.
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‘Yes, I did.’ or ‘No, I didn’t.’ The questions that start with a question
word need longer answers. Ask a pair to read out the example
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dialogue in the speech bubbles. Ask students to play the game.
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Remind them to answer the questions in a way that is true for them.
Extend
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• On one side of the board, write the question words Where, When,
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How long, What and Why. On the other side of the board, write these
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verbs: do, go, live, make, stay, take, visit. Put students into pairs, and
ask each pair to write four questions to ask someone about a visit
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to an amazing place.
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• When they have finished writing their questions, ask each pair to
join with another pair. One of the pairs pretends to be explorers who
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have just visited somewhere amazing. The other pairs ask them the
questions they wrote. Then the pairs change roles.
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• Hand out Worksheet F.6.5 to give students more practice in asking

and answering questions about the past.
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Consolidate
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• Divide the class into two groups. Invite one student from each
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group to come to the front. One student asks the other student
a question in the past simple about what they did last week. The
other student responds, then takes a turn to ask a question. For
every correct question or answer, give that team one point. Continue Can students
• use the past simple to ask questions
until all of the students have had a turn asking and answering a about the past?
question. Then total the points and declare the winning team!.
Say Imagine your friend went on holiday
last week. What questions would you ask
them about their holiday?


Writing WRITING
When we write a paragraph of opinion, we present several reasons to support
our argument. The following words can help you to introduce your reasons:
Objectives firstly secondly finally

Students will
• analyse a model paragraph of 1 Read the model. Work in pairs to identify and underline the examples that
opinion to see how the writer support the writer’s opinion.
supports their argument.
• use reasons to support an argument. Sagrada Familia
• write a paragraph of opinion. There are many beautiful buildings in Barcelona, but my
favourite building is the Sagrada Familia. The architect, Antoni
Writing Paragraph of opinion Gaudí, started to build this amazing church in 1882, and it still isn’t
Academic Language argument, completed today! Although it isn’t completed, it’s still important
introduce, reason, sequence for several reasons. Firstly, it’s a very tall church. You can see it
from very far away because it is 170 m (560 ft) tall. Secondly, it
Content Vocabulary fairy tale, natural looks very unusual. Not everyone likes it, but people always enjoy
world, stone talking about it. Some people think it looks like a forest made of
stone. Other people think it looks like a house from a fairy tale.
Finally, Gaudí used the natural world for his design. He thought
page 78; Process Writing Worksheet about mountains, trees and rocks when he designed this
(Teacher’s Resource CD-ROM/ building. For these reasons, I think the Sagrada Familia is a
Website); CPT: Writing very important and amazing building.
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2 Work in pairs. Find and circle the adjectives that
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the writer uses to describe the Sagrada Familia.
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3 Write. Write about your favourite building
or structure. Explain why it is your
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favourite. Give three reasons
that support your opinion.
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WRITING 123
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Warm Up • Put students into pairs. On the board, write:

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• Recycle Remind students of the meaning of opinion.

Arguments:
Ask Who can remember what phrases we used to
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I love tall buildings.

express opinions? Ask several students to respond. If
Modern architecture is boring.
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necessary, tell them to look back at page 115. Say We

also talked about an author’s purpose, or reason, for It’s important to protect old buildings.
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writing. One reason for writing is to express an opinion. Firstly, … Secondly, … Finally, …
In this lesson we’re going to read, and then write, a
paragraph of opinion.
Ask pairs to choose one of the arguments on the
board, and think of three reasons that would support
Present
that argument. When they have finished, ask pairs to
share their ideas with the class. Ask Was one of your
green box at the top of the page. Say An argument is reasons more important than the others? Do you think
the main idea in your paragraph of opinion. If you want you should put the most important reason first, second
to persuade someone that your argument is right, you or last? Let students discuss in which order they would
need to give reasons. It’s important to organise your present their reasons.
reasons clearly. Which words in the box help you to do
this? (firstly, secondly, finally)

Be the Expert
Read the Model 1 2
• 1 Say Now we’re going to read a paragraph of opinion. Draw Writing Support
students’ attention to the photo on page 123. Say This is a very Paragraph of opinion: using reasons
famous building. It’s called the Sagrada Familia. Does anyone know to support an argument When writing
anything about it? Invite students to say what they know. Explain a paragraph of opinion, it’s important to
introduce the main idea clearly at the
that the Sagrada Familia is in the city of Barcelona. It has more
beginning, and follow up with reasons,
than three million visitors every year. Say Look at the towers. or examples, to support this idea. Make
They’re a very unusual shape. What do they remind you of? What sure that students check that each of
adjectives can you use to describe them? Let several students their reasons effectively supports the
idea, and is relevant to their argument.
express their ideas, and note them on the board.
If the paragraph gives three supporting
• Read the instructions for Activity 1 aloud. Say First, let’s find out reasons, encourage students to order
how the writer introduces the main idea. Read the first sentence. them, putting the strongest reason last.
What phrase introduces the main idea? (my favourite building is
The concluding sentence of the paragraph
the Sagrada Familia) Then say Work with your partner. Read the
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should restate the main argument in
paragraph. Underline the examples, or reasons, that support the a way that follows logically from the
main idea. Give pairs time to complete the task. supporting reasons or examples.
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• Check answers by asking students to read out the sentences they
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have underlined. Ask Which words introduce each of the reasons?
Teaching Tip
Remind students when they are stating
(firstly, secondly, finally) Say In this paragraph, these words make
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an opinion, rather than a fact, they should
it clear when the writer is starting to describe a new reason to use introductory phrases that make this
support the argument. Using these words to organise the paragraph clear, such as In my opinion or I believe,
makes it easier to read.
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on page 115. It is also important to
• Say Some people think the Sagrada Familia looks like a house from show that they have considered other
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a fairy tale. What do you think they mean? Who can give me an viewpoints, using phrases such as Some
example of a fairy tale? Ask several students to name fairy tales. people think/say … but I … This will help
students gain confidence in expressing
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Then ask students if there were any other words in the paragraph
opinions, either when taking part in class
they did not understand. Discuss with the class possible discussions or in helping to structure
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meanings of any words mentioned, and if necessary let students their writing.
use their dictionaries to check.
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• 2 Read the instructions aloud. Give students time to work with

their partner to circle all the adjectives describing the Sagrada
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Familia. Check answers as a class. Ask Are any adjectives used

more than once? (amazing, important) Draw students’ attention to
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the list of adjectives on the board. Say Are any of the adjectives
you listed the same as, or similar to, the ones in the paragraph?
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Plan 3
• 3 Read aloud the Activity 3 instructions. Say It’s time to plan
your writing. The topic is to write about your favourite building or
structure. Ask students to suggest some examples of structures
that aren’t buildings, for example, bridges or walls. Then say Your
next step is pre-writing.

Writing
WRITING the steps of process writing, you may want to hand out
When we write a paragraph of opinion, we present several reasons to support
our argument. The following words can help you to introduce your reasons: the Process Writing Worksheet and review it together.
firstly secondly finally

1 Read the model. Work in pairs to identify and underline the examples that
support the writer’s opinion. help them organise and plan their writing.
Sagrada Familia
Write
There are many beautiful buildings in Barcelona, but my
favourite building is the Sagrada Familia. The architect, Antoni
Gaudí, started to build this amazing church in 1882, and it still isn’t
completed today! Although it isn’t completed, it’s still important
for several reasons. Firstly, it’s a very tall church. You can see it • After students have completed their pre-writing,
from very far away because it is 170 m (560 ft) tall. Secondly, it
looks very unusual. Not everyone likes it, but people always enjoy tell them to work on their first drafts. If you haven’t
talking about it. Some people think it looks like a forest made of
stone. Other people think it looks like a house from a fairy tale. got enough time in class, assign the first drafts as
Finally, Gaudí used the natural world for his design. He thought
about mountains, trees and rocks when he designed this homework.
building. For these reasons, I think the Sagrada Familia is a
very important and amazing building.
2 Work in pairs. Find and circle the adjectives that

Revise
the writer uses to describe the Sagrada Familia.
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Write. Write about your favourite building
3
or structure. Explain why it is your
them to review their writing and think about their
favourite. Give three reasons
that support your opinion.
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the following: Have I stated my opinion clearly at the
beginning? Have I supported my opinion with three
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reasons? Have I finished the paragraph by stating my
argument again in different words? What seems good?
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What needs more work?
Edit and Proofread

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WRITING 123 hi
• Ask students to first make a list of buildings or

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structures they like, and take time to decide which to

write about. Then ask them to brainstorm as many
punctuation, capitalisation and spelling.
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reasons as they can think of for their chosen building

or structure. Say Go through your reasons and choose
Publish
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the best three to include in your paragraph. Put them

in the order you will write them. Your strongest reason • Publishing includes handing in pieces of writing to the
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should come last. teacher, sharing work with classmates, adding pieces
• If you have time in class, allow students to work on or in a hallway, and posting on the Internet.
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have Workbooks, remind them to use Workbook
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1 2 3 4
Writing Assessment Writing Student includes appropriate reasons to
Use these guidelines to assess support their argument.
other aspects of their writing Grammar Student uses present simple and past
you’d like to assess at the simple forms correctly.
3 = Good
1 = Re-do

Mission
Objective
Students will
• discuss the importance of knowing
about and preserving their history
and culture.
Content Vocabulary culture,
generation, guardian
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Know Your History Be the Expert
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‘You are the guardians of your local history.
This is your culture.’
Teaching Tip
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Ross Davison
National Geographic Explorer, Heritage Conservationist
When you hold a class discussion, to
encourage students to participate actively
in their learning, consider asking a student
c or a pair of students to lead the discussion.

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1. Watch scene 6.2. we preserve our own culture for the Giving students responsibility in this way
next generation? builds self-confidence, increases motivation
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2. Ross Davison says that we are

the guardians of our local history. 3. What is your culture? Describe the
and develops their leadership skills.
A guardian is a person who preserves people, places, things and actions that
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and protects something. How can make up your culture.

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124 MISSION
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Mission students to note any phrases Ross uses to persuade

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people to get involved.

• Say Turn to page 124. Read aloud the Mission, Know
Your History. Ask What do you think this means? Who • Activity 2 Put students into pairs. Read out the
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can give an example of why it’s important to know instruction. Make sure that students remember the
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our own history? Invite several students to give their meaning of the next generation. Ask partners to
ideas. Say In the video lesson, we heard Ross Davison discuss the question. Tell them to think of specific
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talking about preserving our heritage, our personal examples. When they have finished, encourage a
history. Can you remember how Ross Davison’s work class discussion of their ideas.
helps to do this? Ask several students to say what
they remember about Ross’s work. • Activity 3 Say Now you’re going to think about all
the things that make up your culture. Think about all
• Read aloud the quote on page 124. Say The quote the things that are really important to you and your
talks about the importance of getting involved with community. Read the question and instruction in
preserving history in your area. Now we’re going to Activity 3. Ask students to work individually to write a
find out more about Ross Davison’s work and how he short paragraph about their culture. Remind them to
involves local people in it. use phrases for stating opinions where appropriate.
• Activity 1 Play Video scene 6.2. Ask students • Worksheet Hand out Worksheet F.6.6. Explain that
to focus on how local people were involved in one students will use the worksheet to further discuss
of Ross’s projects. Play the video again, and ask Ross Davison and their history.
Mission
Objective
Students will
1 Plan and create an architecture display.
concerning architecture and building • Work as a group to prepare a list of buildings in your area that are interesting,
design. unusual or historically important.
Academic Language design • Find or take photos and write sentences about each building.
Content Vocabulary biographical, • Create a display with your photos and sentences. Share it with the class.
biography, practical
Resources Assessment: Unit 6 Quiz; 2 Make a biographical poster.
Workbook pages 79 and 109; • Research an architect who designed some unusual buildings or buildings that
Worksheet F.6.7 (Teacher’s Resource you really like.
• Prepare a biography of that person. Include photos of some of their buildings.
• Create a poster and share the information with the class.
Materials large, strong sheets of paper
3 Design a new school building.
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• Think of a design for your school building.
It should look good and be practical.
• Draw a picture of your design. Use curves,
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angles and straight lines to make it interesting.
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• Present your design to the class and answer
their questions about it.
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IM Pei, architect of The Pyramid at

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the Louvre Museum, Paris, France

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Prepare • Activity 3 Make sure that students understand the

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word practical. Tell them to plan all the elements that

• you decide Ask students to choose a project. need to be included in their design before they start
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• Activity 1 Put students who have chosen this option drawing.

together in small groups. Tell students to choose the
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most interesting, unusual or historic buildings in their Share

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area. Say Try to choose buildings that are different • Schedule time for students to present their displays,
from each other. Choose buildings that look interesting posters or designs to the class. Allow time for the
and find or take good photos of them. Think about how other class members to ask questions about their
the buildings are used. classmates’ work.
• Activity 2 Remind students of the meaning of • Modify For Activity 2, students could work in pairs
biography. (the true story of a person’s life and work) to research the same architect if time is limited. Ask
Encourage them to think of questions they would like one student to research the architect’s life, and the
to ask about the architect, before they begin their other to research the buildings he or she designed.
research. For example, How did the architect first Then students can share their research to make a
become interested in architecture? What are his/her poster together. For Activity 3, the students could
most famous buildings? work in pairs or small groups to design their building,
allocating different tasks to each student.
222 Unit 6 Project

STUDENT’S BOOK
AUDIO SCRIPT
Track 092 1 Listen and read. See Student’s Book Track 100 3 I want to tell you about my favourite four
pages 112–113. places. The first place is in my home town of Cartagena
in Spain. It’s the famous amphitheatre. An amphitheatre
Track 093 2 LEARN NEW WORDS amazing / Look at is an open-air theatre – a theatre that’s outside. This
these amazing photographs of Kuala Lumpur. building / amphitheatre is Roman, and it’s more than 2,000 years old.
There are a lot of new buildings in this part of the city. Seven thousand people watched plays, chariot races and
busy / The town was busy and full of people. centre / gladiator fights in this amazing theatre.
Traffic in the centre of the city is very bad. entrance /
We can meet at the entrance to the park. focus / His The next place is the Cathedral of Brasilia in Brazil. This is
work often focuses on people and their lives. hospital / I a very modern building – it’s less than 60 years old. I went
stayed in hospital for two weeks last year when I was very there last year when I visited my grandparents in Brasilia
ill. important / This is an important place for the whole and I think it’s beautiful. My grandparents go there every
community. interesting / It is very interesting to read about Sunday.
how people live in different places. museum / We can find Then there’s a beautiful castle in Japan called Himeji
out about history, culture, science or art at a museum. Castle. It’s a bright white castle and people think that it
looks like a white bird. Himeji Castle is more than 400
Track 094 5 Some buildings have more than one focus, years old. It is very popular with tourists. More than two
like the Tenerife Espacio de las Artes (TEA), a cultural million people visited Himeji Castle in 2015.
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centre in Spain. Iwan took photos of this interesting
And finally, there’s an amazing modern mosque in the
building in 2009. The TEA is a library, art museum, shop
United Arab Emirates. It’s called the Sheikh Zayed Mosque.
and restaurant in one! It brings together people of all ages
It opened in 2007. It’s very big – there’s enough space
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and interests. It’s a very busy place. But don’t worry about
for more than 40,000 people in the building. It also has
queuing up to get in. The building has an entrance on every
beautiful gardens around it and a famous library.
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side! The inside of the TEA has many beautiful galleries, but
there’s no roof at the centre of the building – it’s an outdoor What about you? What are your favourite buildings?
space shaped like a triangle. There, you can sit outside and
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Track 101 3 LEARN NEW WORDS castle / Himeji Castle
eat a snack during the day or watch a film at night.
in Japan looks like a white bird. cathedral / The Cathedral
Track 095 5 LEARN NEW WORDS inside / Inside this of Brasilia in Brazil is a very modern building. mosque /
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building there are a lot of small shops and restaurants. The Sheikh Zayed Mosque in the United Arab Emirates has
outside / The outside of this building is very bright and enough space for more than 40,000 people. theatre / The
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colourful. roof / A tree fell on the roof of our house in a Amphitheatre in Cartagena, Spain, is a Roman open-air
storm last night. take photos / I always take photos of theatre.
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interesting buildings when I go on holiday.

Track 102 4 See Track 100.
Track 096 Speaking Strategy See Student’s Book
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page 115. Track 103 2 LEARN NEW WORDS angle / A right angle
is always 90 degrees. curve / There are a lot of curves
Track 097 1 S1: Look at this picture of the Beijing
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on the roof of this building. rectangle / A rectangle is the

National Stadium. It was the Olympic Stadium in 2008. I shape of one side of a box. straight line / A straight line is
think it’s really beautiful. S2: Me too! I love it! S3: No way! the shortest distance between two points. unusual / This
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I don’t like it at all! S4: Me neither. I mean, of course, the is a very unusual building – it is different from all the other
inside is interesting, but the outside looks really strange. buildings on the street.
S2: I don’t agree. I think it’s an amazing building. I like the
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design. S3: I prefer the Maracanã Stadium in Rio. S1: Well,

yes, I like that too. The Maracanã Stadium is also beautiful. pages 118–119.
S2: Absolutely. I love it!
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Track 098 grammar See Student’s Book page 116
Track 106 1 Express Yourself See Student’s Book
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Track 099 1 In Hawaii, the CyArk team worked with pages 126–127.
students at the Mid-Pacific Institute in Honolulu. The
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students visited some local historic sites together and

took scans of the buildings. The students then sent these
scans to CyArk and CyArk created 3D images of the site.
The students also studied the history of these sites in the
classroom. Finally, parents and local people came to an
exhibition of their work. Everyone thought the exhibition
was amazing.

1 Read and listen to the tour description. 106
Objectives
Students will
• identify the purpose and features of
a tour description.
• connect ideas about water, buildings A TOUR OF
Thun,
and history.
Content Vocabulary clothing,
description, market, sight, tour
Resources Online Workbook (Units 5–6
Review)/Workbook pages 80–81;
Switzerland
CD-ROM/Website); Track 106 (Audio Welcome to Thun, Switzerland — a beautiful town by the River
CD/Website/CPT); CPT: Express Aare, at the west end of Lake Thun.
Yourself Units 5−6
Join us on a three-hour tour of the town and discover some of
Thun’s amazing buildings and sights.
We begin our tour at the bus station. Next, we cross a bridge
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over the River Aare to the island of Bälliz. This is Thun’s
shopping area. There are a lot of expensive clothing stores
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here, but you can also buy fruit, vegetables and flowers on
Wednesdays and Saturdays at the market.
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Next, we cross another bridge to visit Castle Thun in the old
town. The castle is more than 800 years old. It is now a
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museum and concert hall. After we visit the castle, it’s time for
lunch! If the weather is sunny, we can eat at one of the outdoor
cafés by the river.
c After lunch, we walk to Schadau Park, a beautiful garden on

hi the shore of Lake Thun. Here, we can also see the famous
Thun-Panorama. A Swiss artist painted this 360-degree image
of the town in 1814.
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Finally, we return to the old town and visit one of the many
cafés for some coffee and a piece of delicious cake.
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126
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Present 1 Practise 2
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• Preview Ask students to turn to pages 126−127. • 2 Discuss Put students into groups of three or
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Discuss the photo. Ask What adjectives would you use four. Read aloud the Activity 2 questions. Remind
to describe this place? Do you think the buildings are them that in Unit 6, they learnt about amazing places
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old or new? How do you know? Describe the people in and buildings that people like to visit. Provide prompts
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the photo. What are they doing? Let students discuss, to help students with their discussions. Say Think
and then tell them they’re going to read a tour about towns you’ve visited as a tourist. Ask Were
description. Say The text describes a tour of a town. they similar to Thun, or different? How can you find
What information do you think will be included? Ask information about a town and its buildings? What clues
students to give their suggestions. can you get to the history of a town when you walk
round it? Encourage students to use the language
• 1 Read together Say Let’s listen to and read they learnt in Unit 6 for expressing opinions and
the tour description. As you read, think about what’s responding to them.
included in the description. Were you right in your
predictions? Play Track 106 as students listen
and read along. When it’s finished, ask Were your
predictions correct? Were you surprised by any of the
activities included in the tour?

Be the Expert
Genre in Depth
Tour description A tour description is a
type of persuasive writing typically written
by a holiday company or tour operator to
attract people to take part in their tours. It
should be written in simple, clear and vivid
2 Work in groups. Discuss the tour description.
language, and describe events in a logical
1. What do you find interesting about order. The tone and level of formality used
this tour?
depends on the type of person that the
2. Would you like to go on a tour like this? tour operator wants to attract.
Why or why not?
3. What do you think you can learn about
a town when you walk around it? Cumulative Review
3 Connect ideas. In Unit 5, you learnt about
F.6.8.
water and where it comes from and where
it goes. In Unit 6, you learnt about buildings
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and history. What connection can you see
between the two units? Formative Assessment
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Can students
• identify the purpose and features of a tour
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description?
Say Choose a town or city. Describe three
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places that you would include in a tour of
that place.
• connect ideas about water, buildings and
4
6
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YOU DECIDE Choose an activity. history?
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1. Choose a topic:
• lakes and rivers
Ask What connections did you make
between water and historical buildings?
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• historical buildings
Talk about two connections you made.
• a description of a tour
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• a labelled map
Thun, Switzerland • a postcard
Workbook Assign pages 80–81.
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Connect 3 express their ideas. Say If you write a tour description,

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choose all the places in a town or city that you’d like

• 3 Critical thinking Put students into new groups. to visit. Think about the order in which you’d visit them,
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Read the Activity 3 text aloud. Provide prompts as and how you’d travel around. Use lots of descriptive
necessary: In Unit 5, we talked about keeping oceans, words to make the tour sound attractive. If you choose
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lakes and rivers clean and free from pollution. In Unit to draw a labelled map, think carefully about what
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6, we talked about the importance of preserving our kind of features to label, and the information you want
historic buildings. Can you see a connection between to provide. You could include small pictures of the
these two themes? buildings or attractions, too. If you choose a postcard,
think about who you’re writing to. Decide how to
Prepare 4 describe the place you’re visiting and your experiences
in a few sentences. Draw a picture on the other side of
• YOU DECIDE Review the activity options. Allow students
the postcard.
to choose their own topic. You may want to assign this
activity in advance so that students have more time to
work on it in class or at home. Share
• 4 To help students decide which activity to choose, the class. Remind students to listen politely to
ask them first to choose the topic that most interests presentations and to wait until they’re over before
them. Then they should think about the best way to asking any questions.

Unit 7
In This Unit
Theme This unit is about space.
Content Objectives
Students will Amazing
Space
• read about and discuss space
exploration.
• read about satellite technology.
• read about and discuss the planets
of the solar system.
Language Objectives
Students will
• talk about space exploration.
• make and respond to suggestions.
• use comparative adjectives to
compare two things.
• use superlative adjectives to
compare three or more things.
• write a paragraph using comparison
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and contrast.
Vocabulary
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pages 130–131 galaxy, journey, one-
way trip, orbit, planet, solar system,
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space, spacecraft, travel, universe
page 132 astronaut, atmosphere,
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Earth, gas
page 135 bright, storm, surface, wind ‘We want to be
page 136 discover, image, lost, signal connected with
Vocabulary Strategy Upper vs. lower
case
something greater
c
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than ourselves.’
Speaking Strategy Making and Brendan Mullan
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responding to suggestions
Grammar
Grammar 1 Use comparatives to
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compare two things

Grammar 2 Use superlatives to
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compare three or more things 128

Reading Satellites Above
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Reading Strategy Connect text to OWI_F_SE_80310_128-143_U07_PPDF.indd 128 2/22/17 4:16 PM
prior knowledge
Video Scene 7.1: The Electric Wind Introduce the Unit
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of Venus; Scene 7.2: Meet Brendan

Mullan
• Activate prior knowledge Say In this unit we’re going to find out
about space. When it’s dark, and you look up at the night sky, what
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Writing A paragraph using comparison

and contrast can you see? Talk to your partner. When students have had time to
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National Geographic Mission Think list all the things they can see in the night sky, ask them to share
Like a Scientist their ideas with the class. List them on the board. Ask Which things
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Project in the night sky are natural? Which ones are made by people?
• Interview
• Presentation • TO START Tell students to open their books at pages 128−129.
• Timeline Read out the unit title Amazing Space and the quote from Brendan
Pronunciation The soft and hard g Mullan. Ask What do you think ‘something greater than ourselves’
sounds means? Ask students to share ideas.
• Draw students’ attention to the photo and ask them to read the
caption. Read Question 1. Say Talk to your partner. How do you think
the astronaut feels? Can you think of some adjectives to describe
how he’s feeling? Give students a couple of minutes to discuss the
questions. Ask pairs to share ideas with the class.
• Share with students the information in About the Photo. Then ask
questions about the photo and the caption to encourage further
discussion:
Unit Opener
Objectives
Students will
• describe and discuss a photo of an
astronaut taking part in a spacewalk.
• discuss space and space travel.
NASA astronaut Mike Hopkins
on a spacewalk Resources Worksheet F.7.1 (Teacher’s
Unit Opener
Materials a poster of the planets in the
solar system (optional)
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Be the Expert
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About the Photo
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The photo was taken on 24 December
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2013. It shows the astronaut Mike
Hopkins taking part in a spacewalk
outside the International Space Station,
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TO START which orbits Earth. The purpose of the
spacewalk was to repair some equipment
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1. Look at the photo. Imagine you are this astronaut.
How do you feel at the moment? on the exterior of the space station.
He was accompanied on the spacewalk
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2. We see planet Earth in the photo. What other

planets can you name? What else is in space?
by astronaut Rick Mastracchio, whose
image can be seen reflected in Mike
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3. Would you like to travel into space? Why or why

Hopkins’ helmet visor. You might like to
not? What do you think are the most difficult
things about space travel for astronauts? remind students that in Unit 5, Earth was
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129
described as ‘The Blue Planet’. The photo
illustrates this beautifully.
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Teaching Tip
What’s the astronaut wearing?
When students engage in group
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How do astronauts breathe in space? discussions, remind them to make sure

What’s in the pockets on the front of the astronaut’s spacesuit? that each group member has a chance to
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Which country does this astronaut come from? speak and express ideas and opinions.
An important skill for students to learn is
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Do you think it’s easy to move around in space? Why or why not? when it is appropriate to interrupt another
speaker. You might like to ask students
• Read aloud Question 2. Discuss the questions as a class. Add
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to reflect on this, by asking, for example,

students’ suggestions for things that are in space to the list on the When is it OK to interrupt another
board. If you have a poster showing the solar system, display it and student? Is it OK to interrupt another
confirm the names of the planets. student when they are talking too much?
How could you interrupt politely?
• Read aloud Question 3. Put the students into small groups to
discuss the questions. When they have finished, take a class vote Related Words
on whether students would or wouldn’t like to travel into space. Ask
patch, reflected, spacewalk
some students to give reasons for their opinion.
Extend
partners will be discussing and writing about outer space and going
to space camp.

Vocabulary
1 What do you know about space
exploration? Name a space mission
Universe
or space programme that you know of. The universe has
Discuss. Then listen and read. 107 many galaxies.
Objectives
Students will
We live on the planet Earth.
• use vocabulary related to space.
Earth is part of the solar system,
• use new vocabulary to read about and it orbits the sun. The sun is at
and discuss space exploration. the centre of our solar system. Our
Target Vocabulary galaxy, journey, solar system is a small part of the
Galaxies
one-way trip, orbit, planet, solar system, Milky Way galaxy. Our galaxy is
Our galaxy is the Milky Way.
one of many millions of galaxies in
space, spacecraft, travel, universe
the universe.
Content Vocabulary exploration, In the past, we could only look
helium, hydrogen, mission at the stars and planets through
Resources Worksheet F.7.2 (Teacher’s telescopes.
Resource CD-ROM/Website); Tracks Now, we have the technology Milky Way Galaxy
107–108 (Audio CD/Website/CPT); to find out about these stars and
CPT: Vocabulary planets. We can send astronauts into
space. We also use robot spacecraft
for very long journeys to distant
planets in our solar system. Stars
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The Milky Way has billions of stars.
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The sun
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Planets
c Our solar system
hi
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The sun
Earth
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130 Vocabulary
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OWI_F_SE_80310_128-143_U07_ptg02.indd 130 5/31/17 10:31 AM
Warm Up Present 1 2
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• Activate prior knowledge Say In the last lesson, we

looked at a photo of an astronaut walking in space.
• 1 Give students a minute to look at the diagram on
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page 130. Ask Where’s our planet in the diagram? (at

What can you remember about him and what he was
the bottom, in the solar system) Ask What’s the largest
at
doing? Invite students to say what they remember. Say

thing in the diagram? (the universe) Ask students to
Mike Hopkins was working on the International Space
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look at the picture of the solar system. Ask Who can

Station. The space station goes round Earth about 15
show me how Earth moves? Invite a student to draw
times every day. Astronauts live inside it and carry out
on the board how Earth moves round the sun. Say
scientific experiments. Ask What kind of experiments
Earth and the other planets move round the sun. We
do you think they do? What might they want to find
say they orbit the sun. Write orbit on the board.
out? Have a class discussion.
• Predict Say When countries send a spacecraft to • Ask a student to read aloud Activity 1. Say Talk to the
student sitting next to you. Discuss space missions or
explore space, it’s called a mission. Write mission on
space programmes that you know about. When they
the board. Say We’re going to read about two space
have finished, ask students to look at the two pictures
missions that go much further away from Earth than
on page 131. Say These two spacecraft are called
the International Space Station. Ask Where do you
Juno and New Horizons. We’re going to find out about
think these two missions are going to? Ask students to
their missions into space.
give their predictions.

The Juno Mission Be the Expert
The spacecraft Juno left Earth in
August 2011. In July 2016, Juno began to
orbit around the planet Jupiter. Now, Juno
is sending information about Jupiter back Our World in Context
to Earth.
While the observation of space from Earth
Jupiter is the biggest planet in our
solar system. Like the sun, its atmosphere
has been going on for many thousands
is made mainly of two gases – hydrogen of years, it is only very recently in human
and helium. history that the physical exploration of
Juno’s mission is a one-way trip. It space has become possible. The space
won’t return to Earth. In 2018, it will fly age began in 1957 with the Soviet Union’s
into Jupiter and be destroyed. launch of the first artificial satellite,
Sputnik 1. Later in 1957, the first animal,
a dog called Laika, went into space. In
1961 the first human being went into
space: the cosmonaut Yuri Gagarin.
The New Horizons Mission Other important dates in space

On 19 January 2006, the robot
th exploration are 1965, when the first
spacecraft New Horizons began its long spacewalk was carried out, and 1969,
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journey to the very edge of our solar system, when men walked on the moon for the
just past Neptune. This area is called the
first time. Since then, missions have
Kuiper Belt. It is a ring of icy rocks, some
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comets and some dwarf planets. One of
included space stations orbiting Earth,
the dwarf planets is Pluto. New Horizons spacecraft landing on Mars, the Voyager
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flew past Pluto in July 2015, and is now mission to Jupiter and Saturn (Voyager
travelling towards other objects in the is still sending information back to Earth
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Kuiper Belt. The New Horizons mission
from the outer edges of the solar system),
will help us to understand the outer edge
of our solar system.
and the Hubble telescope.
c Teaching Tip
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Remember to check students’
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2 LEARN NEW WORDS Listen and repeat. 108 understanding of new vocabulary or
grammar structures regularly. Students
3 Work in pairs. Why do you think scientists are may learn certain topics quickly but need
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so interested in finding out about other planets? additional help with others. Above all,
How can this knowledge help us on Earth? encourage students to let you know if
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VOCABULARY 131
they need help with any skills or topics.
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• Play Track 107 while students listen and read. Ask

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So, were your predictions correct? Where in space are

to listen and repeat. Then put the students into small
the Juno and New Horizons missions travelling? (to the
groups. Display the new words. Give each group three
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planet Jupiter, and to the edge of the solar system)

or four of the words. Say Work together to make a new
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• Discuss the reading with students. Ask questions sentence for each word. When students have finished,
such as: ask each group to read out their sentences.
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What’s at the centre of the solar system? (the sun)

What’s the Milky Way? (our galaxy) Practise 3 4 5
How many stars are there in the Milky Way? (billions) • 3 Share with students the information about space
What’s a robot spacecraft? (one that doesn’t have exploration in Our World in Context. Put students into
people on board) pairs. Read the Activity 3 questions aloud, and give
Is Jupiter the same size as Earth? (No, it’s much students time to discuss them with their partner. Help
bigger.) students with any new vocabulary they might need to
discuss the questions. When they have finished, ask
What’s the Kuiper Belt? (a ring of icy rocks, comets
them to share their ideas with the class.
and dwarf planets)
Vocabulary
Vocabulary
galaxy orbit planet space travel universe
Brendan Mullan fell in love with space when he was ten years old. He
Objectives
went on a school trip to a planetarium. ‘I thought it was the coolest thing in the world and
Students will
• use vocabulary related to space. decided right there I wanted to know how it all works,’ he says. That school trip was the
• use a vocabulary strategy to learn beginning of his career as an astrobiologist. Brendan now teaches physics and astronomy
new vocabulary. at a university. He also runs astrobiology summer camps for children. He studies how stars
galaxies
Target Vocabulary astronaut, form in different . In 2012, Brendan was the American winner of a
atmosphere, Earth, gas competition called FameLab. For the competition, he had to describe a complex scientific
travelled
Vocabulary Strategy Upper vs. lower idea in three minutes. Brendan talked about why aliens have never
case to Earth. He is very interested in life beyond Earth. He wants to find out if we are alone in the
universe planet
Content Vocabulary alien, astronomy, . Is Earth the only with life on it?
physics, planetarium, scientific
Resources Online Workbook/Workbook 5 LEARN NEW WORDS Listen to these words and match Brendan Mullan
pages 82–83; Tracks 109–110 (Audio them to their definitions. Then listen and repeat. 109 110

astronaut atmosphere Earth gas
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gas 1. a substance like air
Earth 2. the planet we live on
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astronaut 3. a person who travels to outer
space to work and study
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atmosphere 4. the air that surrounds a planet
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1. Work independently. There is a planned mission to
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Mars in 2020. What three items do you put inside the
spacecraft? Explain your choices.
hi
2. Work in pairs. Imagine you enter a science competition.
You must explain a scientific idea in three minutes. Explain
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your idea to your classmates.

3. Work in groups. Brendan Mullan wants to find out if Earth
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is the only planet with intelligent life on it. What do you

think? Discuss and give reasons for your answers.
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132 VOCABULARY
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• 4 Ask students to turn to page 132. Ask Does anyone know

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what a planetarium is? Have you ever visited one? Ask students to
give their ideas, and confirm that a planetarium is a building you
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can visit with a curved roof, where images of stars and planets
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are projected on the ceiling. Point out the photo, and explain
that this is the scientist Brendan Mullan. Say We’re going to
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read about Brendan’s interest in space, which began with a visit

to a planetarium. Ask students to read the words in the box and
to complete Activity 4 independently. Ask a student to read the
completed paragraph aloud.
and tell students to listen for the words. Ask students to work in
pairs and look for each word in context on pages 130–131. Tell
students to complete the matching activity independently. Play
Track 110 and ask students to listen and repeat the words and
sentences.

Be the Expert
• Vocabulary Strategy Ask Which word in the box is written with a
capital letter? (Earth) Ask students to suggest why this is. Explain
When we write our own names, or the names of places, we write the Vocabulary Strategy
first letter as a capital letter. These names are called proper nouns.
Upper vs. lower case Tell students
Earth is a proper noun, too, because it’s the name of the planet we that in English we use upper case, or
live on. For the same reason, the names of the other planets are capital letters, for the first letter of
also written with a capital letter. proper nouns. Students might have heard
the names of important stars such as
• Invite two or three students to come to the board and write the Sirius (the brightest star in the sky) or
names of planets they remember. Say We don’t usually write moon Betelgeuse. Because these are unique
names for those stars, they are proper
or sun with a capital letter. That’s because these are not proper
nouns, written with a capital letter. The
nouns. There are many suns and moons in the universe. Ours don’t same goes for the names of the planets
have their own names. in the solar system – Mercury, Venus,
Earth, and so on. The moons that orbit
Apply 6 the other planets have been given names
mostly taken from Greek or Roman
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• 6 you decide Ask students to read silently the choices in Activity mythology:
The planet Mars has two moons, called
6. Say Choose one of the three activities. You’ll work on your own,
Deimos and Phobos.
with a partner or in a group. For options 2 and 3, help students
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to find partners or groups to work with. If students choose option Earth’s own moon doesn’t have its own
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name, so it is usually written with a lower
2, help them get access to the Internet, if necessary, to research
case first letter:
a scientific idea. If students choose option 3, ask them to first
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The moon looks very bright tonight.
research a definition of ‘intelligent life’, before going on to discuss
their opinions and give reasons.
Extend c
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• Hold a class discussion about the question in option 3. Ask
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groups who chose this option to lead the discussion, first

explaining what ‘intelligent life’ means and then presenting both
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sides of the argument about whether life exists on other planets.

As students discuss, remind them to give reasons for their
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opinions. At the end of the discussion, hold a vote to see what the
majority view of the class is. Ask Did any of you change your minds
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as a result of the discussion?

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will use vocabulary words to write about and discuss space Formative Assessment
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exploration. Can students

• use new vocabulary related to space?
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Consolidate Ask students to choose suitable words to

complete these sentences:
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• Ask students to write one true statement and one false statement
There are eight ______ in the solar system.
about space. Invite a student to come to the front of the class and
read out their two statements, in any order. Ask the rest of the The ______ is at the centre of the solar
system.
class to say which is true and which is false, and to correct the
Our ______ is called the Milky Way.
false statements. Invite another student to come to the front, and
• use new vocabulary to discuss space
continue until every student has had a turn.
exploration?
Ask students to describe one space
mission they learnt about.

Vocabulary Practice
Making and responding to suggestions
I think we should write a fact sheet about Saturn. I’m not so sure. A fact sheet is quite boring.
Objective Why don’t we make something? That could be good.
Students will
What if we make a model of the solar system? Actually, that could work.
• make and respond to suggestions.
We could also record some audio with information That’s a great idea!
Speaking Strategy Making and about it.
responding to suggestions
Content Vocabulary fact sheet, NASA
Pronunciation The soft and hard g
sounds The sun
F.7.3 (Teacher’s Resource CD
ROM/Website); Tracks 111−112, Mercury Venus Earth Mars Jupiter Saturn Uranus Neptune

Pronunciation Answer Key (Teacher’s 1 Listen. How do the speakers make and respond to suggestions? Write the phrases
Resource CD-ROM/Website); CPT: you hear. 112
Materials Paper clips, scissors Read and complete the dialogue.
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2
7
Possible answers:
Renata: Have you got any ideas for this homework about planets?
I think we should
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Fabio: do something about the Kuiper Belt.
Renata: That could be good . There’s a lot to learn about the
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Kuiper Belt.
Fabio: We could also include some information about the
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New Horizons mission.
Renata: I’m not so sure about that. I think it’s quite difficult to find
information about it.
Fabio:
c Why don’t we look on NASA’s website?
hi
Renata: That’s a great idea . I’m sure we
can find out something about it there.
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3 Work in pairs. Spin the wheel. Take turns

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making suggestions. Your partner will FPO

respond to your suggestions.
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Go to page 187.
SPEAKING 133
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Warm Up we’re going to learn other ways of making suggestions,

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and how to respond to them.

• Activate prior knowledge Say Imagine your friend
says ‘I want to know if other planets have intelligent life.
Present
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How can I find out the facts?’ What would you say to 1
• Ask students to open their books at page 133. Point
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help them? (Why don’t you try looking on the Internet?

You should read a book about it.) List appropriate to the diagram of the solar system. Say We’re going
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suggestions on the board. to listen to two people discussing how to present

information about the solar system. Listen to them
• Say When we say things that someone could do, we’re making and responding to suggestions. Play Track 111.
making suggestions. When you make a suggestion, you Tell students to listen and read along.
don’t tell someone what they have to do. You say things
that they might like to do. They can choose whether to • Ask Which speaker is making suggestions? Which
do them or not. Explain that a suggestion does not speaker is responding? (The first speaker is making
convey the same importance as advice. It’s meant to suggestions and the second speaker is responding.)
simply present an idea or a proposal for consideration. Ask students to read out the phrases used for
making suggestions, then read out the phrases for
• Point to the board. Ask How do you think your friend
responding. Say Most of the phrases used to respond
would respond to these suggestions? Write any
agree with the suggestions. Which phrase is used to
appropriate responses on the board. Say In this lesson,
disagree politely? (I’m not so sure.)

Be the Expert
• Play Track 111 again, pausing after each sentence for students to
repeat. Then ask students to practise reading the dialogue with a
partner. Strategy in Depth
Remind students of the importance of
• 1 Say Now let’s listen to two students planning a school project. responding politely to suggestions. If
What phrases do they use to make suggestions? What phrases do they don’t agree with a suggestion, some
they use to respond? Write down the phrases you hear. Play Track kinds of response could appear rude, and
112. Ask some students to read out the phrases they wrote. don’t encourage further discussion:
No! That’s a terrible idea.
I don’t agree.
Practise 2
Instead, phrases such as the following
• 2 Once students seem comfortable using the speaking strategy are ways of gently disagreeing and
steering the discussions towards different
to make and respond to suggestions, direct them to Activity 2. Say
suggestions:
Renata and Fabio are discussing what to do for their homework. You I’m not so sure.
need to complete the dialogue. Ask students to complete Activity 2 Mm … perhaps, but we could also …
independently, then compare their answers with a partner. Ask I quite like that idea, but have you thought
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Did you both choose the same phrases? Invite a pair to read their about …
completed dialogue for the class.
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Pronunciation
Apply 3 Go to Student’s Book page 165. Use
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• 3 Put students into pairs with a new partner. Ask them to cut
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out the spinner from page 187. Remind them how to spin the The soft and hard g sounds
paper clip round the point of a pencil. Tell them that when the The letter g has two sounds, hard and
paper clip stops spinning, it points to which text to read. Read the soft. Hard g is more common than soft g
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instructions aloud, then model the activity with a student. Spin the
and is heard in words such as great and
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galaxy. The soft g sound is also written
paper clip and read out the text. Make a suggestion, and invite with the letter j, in words such as Jupiter,
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the student to respond. Tell partners to play the game. Encourage Juno and object. To pronounce the soft g,
them to discuss at least four different topics. the back of the tongue closes against the
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back of the roof of the mouth. For hard

g, the tip and sides of the tongue lightly
Extend touch the front of the roof of the mouth
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• Ask pairs of students from Activity 3 to join together with another and the side teeth. Encourage students
pair to work in groups of four. Say Choose one of the topics from to study the spelling rules for the two
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sounds on page 165, and note examples

the spinner. List as many suggestions as you can for that topic.
of each that they come across.
Give groups a time limit to list their suggestions. When they
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have finished, ask them to choose the two best suggestions to

read out to the class. Invite the other students to respond to the
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suggestions.
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can use the worksheet to practise making and responding to
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Can students
suggestions.
• make suggestions?
Say Another student wants to find out
Consolidate about space travel. What suggestions can
• Say Imagine that scientists want to name our sun. Write a you make to help him or her?
suggestion for how they can choose a name or what they can call • respond to suggestions?
it. Give students time to write down their suggestion. Then ask Ask students to react to each of these
them to sit or stand in a circle. Ask one student to read out their suggestions:
suggestion, and invite the student on their left to respond to it. I think our class should plan its own space
mission.
Then that student reads out their own suggestion. Continue round
the circle until all the students have had a turn. You might like to What if we visit a planetarium?
ask the class which suggestion they liked best.

Speaking Strategy
Comparatives: Comparing two things

Saturn is much bigger than Earth, but it’s smaller than Jupiter.
Saturn is further from the sun than Earth. Jupiter is closer to the sun than Saturn.
Objectives
Students will Astronomy is more interesting than I thought!
• identify the form and use of big bigger small smaller
comparative adjectives. close closer far further
• use comparative adjectives to interesting more interesting
compare two things.
Grammar Comparatives: Comparing 1 Read. Complete the sentences with the correct form of the words in the box.
two things
Target Vocabulary bright, storm, big close cold far hot long short small
surface, wind
Size: Venus: 12,104 km (7,521 mi) Earth: 12,756 km (7,926 mi)
Academic Language compare,
1. Venus is smaller than Earth.
comparison
2. Earth is bigger than Venus.
Content Vocabulary distance,
helium, hydrogen, length, size, solid, Length of one day: Venus: 243 Earth days Earth: 1 Earth day
temperature 3. One day on Venus is longer than one day on Earth.
Resources Online Workbook/Workbook shorter
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4. One day on Earth is than one day on Venus.
CD/Website/CPT); CPT: Grammar 1 Average temperature: Venus: 462°C (864°F) Earth: 14.6°C (58.3°F)
hotter
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5. Venus is much than Earth.
6. Earth is much colder than Venus.
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Distance from the sun: Venus: 108 million km (67 million mi)
Earth: 150 million km (93 million mi)
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7. Venus is closer to the sun than Earth.
8. Earth is further from the sun than Venus.
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Work in pairs. Use the information from the table below
Mercury is smaller than Uranus.
2
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to make comparisons between Mercury and Uranus.
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Size Distance from Average Length of one day

the sun temperature
Mercury 4,879 km 58 million km 167°C (333°F) 58 Earth days
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Uranus 51,118 km 2,871 million km -197°C (-323°F) 17 Earth hours

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134 GRAMMAR
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Warm Up
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• Pre-teach Say We can compare two different things using adjectives.

Hold up two objects, one big and one small. Ask, for example,
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Which book is big? Which one is small? Hold up the books in turn,
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saying This book is bigger than this one. This book is smaller than
this one. Explain We add the ending -er to the adjectives to compare
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the size of the two books. Adjectives used to compare two things are
called comparatives. Write comparatives on the board.
• Say In this lesson we’re going to compare the planets of the solar
system. Can anyone name a planet that is bigger than Earth?
(Jupiter, Saturn, Uranus, Neptune) Ask students to make sentences
with bigger and smaller, and write some examples on the board, for
example:
Neptune is bigger than Earth.

Earth is smaller than Saturn.
Venus is smaller than Earth.

3 LEARN NEW WORDS Listen to learn about Jupiter. Then listen and repeat. 114 115
Be the Expert
Jupiter doesn’t have a solid surface. Its atmosphere is mainly made up of the
gases hydrogen and helium.
Grammar in Depth
We use comparative adjectives followed
There are very strong by than to compare two things, people or
winds and storms actions:
on Jupiter.
Spacecraft are faster than aeroplanes.
We can also use than to introduce a

clause:
Space travel is more dangerous than I
There are big stripes
thought it was.
of cloud and bright
belts of colour. One-syllable adjectives usually have
comparative forms with -er; many
adjectives with two syllables, and most
adjectives with three or more syllables,
use more + adjective.
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This is the Great Red Irregular comparatives include:
Spot. It is a huge storm in good → better
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Jupiter’s atmosphere.
bad → worse
far → further
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Jupiter
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Teaching Tip
Make sure the instructions you give
students are easy to understand. Always
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I can see that Earth has bright blue oceans.
4 Work in pairs. Imagine you are an astronomer My planet doesn’t have oceans on its surface. get students’ attention before starting
hi
from another planet, looking at Earth. Compare
to give instructions. Whenever you can,
Earth with your planet using the words in the box.
model what students have to do, rather
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than just explaining it. Check that they

atmosphere big bright blue life small solid storms surface
have understood by saying Tell me what
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you’re going to do first. And after that?

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GRAMMAR 135
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• Say We use the comparative adjective followed by than to make

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comparative sentences. Underline bigger than and smaller than in

the sentences on the board.
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Present
at
• Tell students to open their books at pages 134–135. Point out

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the grammar box at the top of page 134. Say Let’s listen to some
examples of people comparing two things. Play Track 113 while the
students listen and read along.
• Read out the first sentence in the box. Ask In the first part of the
sentence, what two things are we comparing? (Saturn and Earth) Ask
What about the second part of the sentence? (Saturn and Jupiter)
Explain We don’t need to repeat the word Saturn in the second part
of the sentence, we use the pronoun it instead.
• Ask a student to read the other example sentences in the box.

Ask What do you notice about the form of the comparatives in these
sentences? (The final sentence doesn’t add -er.) Draw students’
attention to the adjectives and their comparative forms at the

Practise
3 LEARN NEW WORDS Listen to learn about Jupiter. Then listen and repeat. 114 115
GR AMMAR
1 2
113
Comparatives: Comparing two things Jupiter doesn’t have a solid surface. Its atmosphere is mainly made up of the
Saturn is much bigger than Earth, but it’s smaller than Jupiter. gases hydrogen and helium.
Saturn is further from the sun than Earth. Jupiter is closer to the sun than Saturn.
Astronomy is more interesting than I thought!
• 1 Read the instruction aloud. Ask students to read

big bigger small smaller
close closer far further There are very strong
interesting more interesting winds and storms
on Jupiter.
1 Read. Complete the sentences with the correct form of the words in the box. out the adjectives in the word box. Say Now you’re
big close cold far hot long short small
Size: Venus: 12,104 km (7,521 mi) Earth: 12,756 km (7,926 mi)

smaller
There are big stripes
of cloud and bright
going to read some information about two planets, Venus
1. Venus is than Earth. belts of colour.
2. Earth is bigger than Venus.
Length of one day: Venus: 243 Earth days Earth: 1 Earth day
and Earth. Then you’re going to use the information to
longer
complete sentences comparing the two planets.

3. One day on Venus is than one day on Earth.
4. One day on Earth is shorter than one day on Venus.
Average temperature: Venus: 462°C (864°F) Earth: 14.6°C (58.3°F) This is the Great Red
5. Venus is much hotter than Earth.
Spot. It is a huge storm in
Jupiter’s atmosphere.
6. Earth is much colder than Venus.
Distance from the sun: Venus: 108 million km (67 million mi)
Earth: 150 million km (93 million mi)
closer
Jupiter
• Read out the first line of information about the two
planets. Say The information in this line tells us the
7. Venus is to the sun than Earth.
8. Earth is further from the sun than Venus.
I can see that Earth has bright blue oceans.
Mercury is smaller than Uranus.
4 Work in pairs. Imagine you are an astronomer My planet doesn’t have oceans on its surface.
size of the two planets. If you measure from one side

2 Work in pairs. Use the information from the table below from another planet, looking at Earth. Compare
to make comparisons between Mercury and Uranus. Earth with your planet using the words in the box.
Size Distance from Average Length of one day
of the planet to the other, this is how big they are.

the sun temperature atmosphere big bright blue life small solid storms surface
Mercury 4,879 km 58 million km 167°C (333°F) 58 Earth days
Uranus 51,118 km 2,871 million km -197°C (-323°F) 17 Earth hours

Compare the figures. They are about the same size, but
which is bigger? (Earth) Ask The first sentence says
end of the box. Put students into pairs. Say We form ‘Venus is (blank) than Earth.’ Which word from the box
the comparatives of adjectives in different ways. Talk do we choose? What’s the comparative form? (small,
ng
to your partner. Can you guess some of the rules for smaller) Ask students to work individually to complete
forming comparatives? Give students time to discuss. the activity. Check answers as a class.
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• Say For one-syllable adjectives, add -er. Some adjectives • 2 Put students into pairs and read aloud the
ar
such as big double the final letter before adding -er. For instructions for Activity 2. Ask students to read the
adjectives ending in -e just add -r. And some adjectives information in the table with their partner. Ask a
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have an irregular comparative form, such as further. We student to read aloud the example in the speech
just have to learn those! Say The adjective interesting bubble. Ask students to take turns with their partner
has a different form. Can you suggest the rule for
c to make sentences with comparatives, using the
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adjectives with more than one syllable? (The adjective information in the table.
stays the same, but we add more before it.)
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• Draw a table such as the one below on the board to

Apply 3 4
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illustrate the spelling rules. Ask students to suggest • 3 LEARN NEW WORDS Ask students to look at
examples for each rule and add them to the table. the photo of Jupiter on page 135. Say Jupiter is
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an amazing planet! We’re going to listen to some

Comparative adjectives information about Jupiter. Ask Can you predict any
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Adjectives ending in vowel + single consonant — double adjectives that might be used to describe it? Write
the final consonant and add -er: students’ ideas on the board.
hot → hotter
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• Play Track 114 while students listen and write any

Adjectives ending in -e — just add r : adjectives they hear. Ask them whether any of the
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nice → nicer adjectives they heard are listed on the board.

Irregular adjectives:
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good → better • Ask students to read the text above the photo. Say
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The text says that Jupiter doesn’t have a solid surface;

Adjectives with two or more syllables:
it’s made up of gases. What do you think solid means?
colourful → more colourful
(hard; not a liquid or a gas) Ask Which two gases are
mentioned? (hydrogen and helium)
• Play Track 113 again. Ask students to listen
and repeat. • Ask students to find the Great Red Spot in the photo.
Say The Great Red Spot is huge. That means it’s very big.
Let’s listen again and find out how big it is. Play Track
114 again. Elicit the answer. (It’s bigger than Earth.)

Be the Expert
• Ask students to read silently the text above the photo again, and
the captions. Point out the four words in bold type. Say Let’s listen
to the words alone and in sentences. Play Track 115. Ask students to Teaching Tip
repeat each word and sentence. Try not to assume that if one or two
students give the correct answer to a
• 4 Ask students to look at Activity 4. Put them into pairs. Read question, all of the class has understood.
out the instruction, and ask a student to read aloud the words in If you always ask the first student who
the box. Ask Which words in the box are adjectives? (big, bright blue, puts up their hand for the answer, you
small, solid) Ask a student to read out the example in the speech run the danger of moving at the pace
of the fastest learners and leaving the
bubble. Make sure that students understand that they have to
other students behind. Make sure you
make sentences from the viewpoint of someone on another planet. turn to different students, for example
They can choose a real planet or an imaginary one. Give pairs time by addressing them by name, e.g. What’s
to make at least five comparisons. your answer, Isabel? or Do you agree,
Joaquin?
Extend
• Invite pairs from Activity 4 to come to the front of the class. Ask
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them to tell the class which planet they are from and to write the
name of their planet on the board. Ask the class Is this a real
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or an imaginary planet? Then ask the pairs to tell the class two
ar
comparisons between their planet and Earth. If time allows, ask
other students to ask follow-up questions about the planet.
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Consolidate
c
• Play True or false? using the information about Venus, Earth and
hi
Jupiter from this lesson. Say I’ll start. I’ll say a sentence about one of
the planets in this lesson. Fold your arms if you think it’s true. Stand
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up if you think it’s false. Here’s my sentence: ‘The storms on Earth

are bigger than the storms on Jupiter.’ Is that true or false? Give
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students time to fold their arms or stand up. Look at the students
who stand up and say You’re right! That was false.
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• Choose one of the students standing up to correct your sentence,

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and then invite him or her to come to the front of the class to make
a true or false sentence. Continue until all students have had a turn.
na
io
at
Can students
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• use comparative adjectives to compare

two things?
sentences, using the comparative form of
one of the adjectives in brackets:
Earth is _________ than Jupiter.
(beautiful/small)
Venus is __________ than Earth.
(hot/big)


1 BEFORE YOU READ Discuss in pairs. What do you
16
Reading know about satellites around Earth? Write a list of
uses for satellites.
2 LEARN NEW WORDS Find these words in the

17
Objectives
reading. What do you think they mean? Which of
Students will
these words are synonyms for picture and find?
• read about and discuss satellite
Then listen and repeat. 116
technology.
• understand and use new words from discover image lost signal
the reading.
• increase understanding of text by
connecting to prior knowledge. 3 WHILE YOU READ Look for the different uses
18
of satellites. 117
Reading Strategy Connect text to prior
knowledge 4 AFTER YOU READ Look at these sentences.
Target Vocabulary discover, image, Tick T for True or F for False.
lost, signal 1. GPS is a type of satellite orbiting Earth. T ✓
F
Academic Language synonym 2. We use satellite signals to watch TV

programmes from anywhere in the world. ✓
T F
Content Vocabulary Global Positioning
System, satellite, satellite dish, tag 3. Conservationists in Malaysia use
satellite tags to find out information
Resources Online Workbook/Workbook ✓
T F
ng
about hawksbill turtles.
pages 86–87; Worksheet F.7.4;
4. Sarah Parcak uses powerful cameras
Graphic Organiser: KWL chart to take photos of satellites in space. T ✓
F
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(Teacher’s Resource CD-ROM/ T ✓
F
5. Tanis is the name of a new city in Egypt.
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5 Work in pairs. Look at your list from Activity 1.
18
Were any of your ideas included in the article?
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Can you add any more uses for satellites to the list?
c
1. Think about your daily activities. When do you
hi
use satellites for information or entertainment?
2. Imagine that all the satellites orbiting Earth
ap
suddenly stop working. Think about how this
affects people, businesses and transport.
3. Discuss how these people might use information
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from satellite signals in their daily work: fishermen,

pilots, soldiers, world leaders and farmers. Satellite photo of Hurricane Katrina
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136 READING
lG
Warm Up
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• Activate prior knowledge Say In this lesson, we’re going to read

about satellites. Who can explain what a satellite is? (an artificial
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device sent up into space to orbit Earth or another planet) Ask What
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does a satellite look like? Who can draw a picture of a satellite? Invite
a student or students to the front of the class to draw a satellite on
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the board. Ask them to explain what they’ve drawn.
Before You Read 1 2

student to read out the instructions for Activity 1. Put students
into pairs. Ask them to discuss the question with their partner.
Encourage them to think about how satellites influence their daily
lives. Give each pair a KWL chart (Know/Want to know/Learnt),
and ask them to write satellites as the topic at the top of the chart.
Draw an example on the board:

HOW SPACE TECHNOLOGY IS conservationists put satellite tags on the backs Be the Expert
of hawksbill turtles. As the turtles swim from
HELPING EARTH
place to place in the ocean, the tags send
Imagine you are on a long hike with some signals to the satellites using GPS. This gives
conservationists important information about
friends and you get lost. How do you find your
way home? If you have a smartphone, you can where turtles go. The conservationists can Reading Strategy
use it to find your way home. Your phone has a then work to protect those habitats.
Global Positioning System (GPS). The GPS sends
Connect text to prior knowledge
We also use satellites to help us learn Students use information that they
and receives signals from satellites orbiting more about our planet’s history. Archaeologist
Earth. It uses information from these satellites Sarah Parcak uses powerful space cameras already know about a topic from school or
to work out exactly where you are and show you on satellites to take photos of important personal experience and connect it to the
how to get home. archaeological sites. She then looks at text they are reading. This helps them to
Satellites are now part of our daily lives. the images very carefully to find signs of make a deeper connection with the text,
There are more than 1,000 satellites orbiting underground buildings and roads. ‘From space
Earth at the moment, sending and receiving you can see a detailed network of streets and
understand it better and remember what
signals. We use information from these satellites houses,’ she explains. She used this method they have read.
to help us find places, predict the weather and to discover the underground city of Tanis, in
make telephone calls. We can use satellite Egypt. ‘Now we have a completely new plan of The strategy can be used before, while
dishes on our houses to watch satellite TV an ancient city no one has seen for 3,000 years.’ and after students read. Before reading,
programmes from anywhere in the world. Sarah believes that satellite technology can activate students’ prior knowledge by
In Malaysia, conservationists use satellites become even more accurate. ‘It’s getting much asking questions about the topic and
to help hawksbill turtles. Hawksbill turtles are better, much faster … this is the unbelievable their own experiences that might be
critically endangered, and conservationists future of archaeology.’
relevant. While reading, ask students
ng
want to know more about them. The
to check how the information in the text
relates to what they know already. After
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reading, ask them to reflect on what they
learnt. A KWL chart can help students
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organise this process.
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c
hi
ap
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READING 137
lG

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Topic: Satellites
Know Want to know Learnt

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Most satellites Which other planets

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orbit Earth. have man-made

Satellites send satellites orbiting
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information to them?
Earth.
• Ask students to complete the first column, listing information they

already know about satellites and their uses. When they have
finished, ask pairs to read out and compare the lists they have made.
• Say Now work with your partner to complete the second column of
the chart. That’s the ‘Want to know’ column. List things you’d like to
know about satellites. You can write these as questions. For example,
‘Can satellites help animals as well as people?’ Encourage pairs to
think of three or four questions to write in the second column of
their chart.
Reading
1 BEFORE YOU READ Discuss in pairs. What do you
16
know about satellites around Earth? Write a list of HOW SPACE TECHNOLOGY IS conservationists put satellite tags on the backs
• Play Track 117 again. Ask students to say whether any
uses for satellites. of hawksbill turtles. As the turtles swim from
of the questions they wrote were answered. Give them

HELPING EARTH
place to place in the ocean, the tags send
2 LEARN NEW WORDS Find these words in the
17 Imagine you are on a long hike with some signals to the satellites using GPS. This gives
friends and you get lost. How do you find your conservationists important information about
reading. What do you think they mean? Which of
the opportunity to clarify any vocabulary or sentences

way home? If you have a smartphone, you can where turtles go. The conservationists can
these words are synonyms for picture and find? use it to find your way home. Your phone has a then work to protect those habitats.
Then listen and repeat. 116 Global Positioning System (GPS). The GPS sends We also use satellites to help us learn
and receives signals from satellites orbiting more about our planet’s history. Archaeologist
discover image lost signal
in the text that they didn’t understand.

Earth. It uses information from these satellites Sarah Parcak uses powerful space cameras
to work out exactly where you are and show you on satellites to take photos of important
how to get home. archaeological sites. She then looks at
3 WHILE YOU READ Look for the different uses
18
Satellites are now part of our daily lives. the images very carefully to find signs of
of satellites. 117
There are more than 1,000 satellites orbiting underground buildings and roads. ‘From space
Earth at the moment, sending and receiving you can see a detailed network of streets and
4 AFTER YOU READ Look at these sentences. signals. We use information from these satellites houses,’ she explains. She used this method
After You Read

Tick T for True or F for False. to help us find places, predict the weather and to discover the underground city of Tanis, in
4 5 6
T ✓
F make telephone calls. We can use satellite Egypt. ‘Now we have a completely new plan of
1. GPS is a type of satellite orbiting Earth.
dishes on our houses to watch satellite TV an ancient city no one has seen for 3,000 years.’
2. We use satellite signals to watch TV programmes from anywhere in the world. Sarah believes that satellite technology can
programmes from anywhere in the world. ✓
T F
In Malaysia, conservationists use satellites become even more accurate. ‘It’s getting much
3. Conservationists in Malaysia use to help hawksbill turtles. Hawksbill turtles are better, much faster … this is the unbelievable
satellite tags to find out information critically endangered, and conservationists future of archaeology.’
✓
T F
• 4 Ask students to work individually to decide if

about hawksbill turtles. want to know more about them. The
4. Sarah Parcak uses powerful cameras
to take photos of satellites in space. T ✓
F
5. Tanis is the name of a new city in Egypt. T ✓

F
5 Work in pairs. Look at your list from Activity 1.

18
Were any of your ideas included in the article?
the statements are true or false. Encourage them to
6
Can you add any more uses for satellites to the list?
Discuss in groups.
locate the sentence in the reading where they can find
1. Think about your daily activities. When do you
use satellites for information or entertainment?
2. Imagine that all the satellites orbiting Earth
suddenly stop working. Think about how this
the correct information.
affects people, businesses and transport.
3. Discuss how these people might use information
• When students have finished, ask them to check their

from satellite signals in their daily work: fishermen,
pilots, soldiers, world leaders and farmers. Satellite photo of Hurricane Katrina

answers with a partner. If they disagree, tell them to
find and read the correct information from the text.
• 2 LEARN NEW WORDS Read aloud the words in the Check answers as a class. Ask students to correct the
word box on page 136. Ask students to repeat. Tell
ng
false statements.
students to work individually to find each of the words
in the reading. • 5 Say In the first column of your chart, you wrote a
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list of things that satellites are used for. Compare your
• Read out the two questions in Activity 2. Remind
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list with the uses mentioned in the text. Give students
students that synonym means a word that has the time to read their lists again and compare them
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same or a similar meaning to another word. Say Talk with the text. Ask Were any of the uses in your lists
to your partner. Which words mean the same as picture mentioned in the text? Which ones?
and find? Give students time to decide, then check
the answer. (image = picture; discover = find)
c • 6 Put students into small groups for Activity 6. Ask
hi
each group to choose one member to act as secretary
• Play Track 116 and ask students to listen to the words and write notes of their discussions. For Question 1,
ap
and sentences. Say If you get lost, you don’t know make sure that students understand the difference
where you are. Has that ever happened to you? How between information and entertainment.
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did you feel? Ask students to tell the class about their
experiences. • When students are discussing Question 2, encourage
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them to think about different groups of people and

• Play Track 116 again, and ask students to listen and how they might be affected. For example, which people
lG
repeat. Say One of the sentences on the recording would not be able to do their jobs without satellites?
talks about GPS technology. Do you know anything How would children be affected? What about older
about GPS? Can you guess what it does? Elicit
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people? How might businesses, such as advertising

students’ ideas, then say We’re going to find out more companies, and the airline and shipping industries be
about GPS technology in the reading. affected?
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While You Read • For Question 3, encourage students to talk about

at
3
each of the jobs mentioned in turn, drawing on their
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• 3 Say We’re going to read and listen to the text. prior knowledge of these jobs and what they entail.
Listen for the uses of satellites that are mentioned. Play Students might also like to talk about how these
Track 117 while students listen and read along. groups did their jobs in the past, and how satellite
technology has improved their lives.
• Say We’re going to listen and read again. This time,
think about the questions you wrote in the second
column of your chart. What did you want to know more
about? Were any of your questions answered in the
reading?

Be the Expert
Extend
• Ask groups to look at their discussion notes for question 2, and
plan a role play based on one of their ideas. Say Imagine you are Teaching Tip
a group of people affected when satellites stop working. Can you Graphic organisers are helpful in teaching
reading strategies. They give students a
act out what happens? Give groups time to practise their role play. picture of how the ideas and concepts
Make sure that every student in the group has a part to play. Then they read about are related to each other.
ask groups to perform their role plays for the class. Organisers come in many different forms:
webs, charts, tables, circles connected
• If time allows, you may want to hand out Worksheet F.7.4 in class. to other circles with lines or arrows,
Students will use the worksheet to practise new vocabulary related or overlapping. You can use the ones
to satellite technology. provided on the Teacher’s Resource CD-
ROM, or make your own. It is important
to model the correct use of graphic
Consolidate organisers and to explain how they
connect to the learning strategy.
• Ask students to work with their original partner again to complete
the third column of their KWL chart. Say The final column of the
ng
chart is for you to write what you learnt about the topic. Some of
those things might be answers to the questions you wrote. Others will
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be new facts you learnt. Try to write four things. Give pairs time to
complete the final column.
ar
• Put pairs together to form groups of four. Ask the pairs to exchange
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their KWL charts to compare the similarities and differences with
their own chart.
c
• When groups have compared their charts, ask each group to
hi
write four questions to ask the rest of the class, based on the
ap
information in their charts. Invite groups to come to the front of

the class and ask their questions. Make sure each student has a
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chance to ask one question for the other students in the class
to answer.
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na
io
at
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Can students
• use new words from the reading to discuss
satellite technology?
Say Tell me about two ways satellites are
used in our daily lives.
• connect text to prior knowledge?
Ask students to say one fact they already
knew about satellites before reading, and
one fact they learnt.

Reading
Video VIDE
Objectives
Students will 1 BEFORE YOU WATCH Discuss in pairs. Read the definition of
22
• discuss the ‘electric wind’ of Venus. gravity below. Then think of some other examples that show the force
• apply the message of the video to their of gravity in everyday life.
personal lives.
Gravity is a strong force. It pulls things down to the centre of the planet.
Content Vocabulary float, gravity, For example, when you drop a ball, it falls down onto the ground.
oxygen, temperature It doesn’t float in the air or rise up. This is because of gravity.
Website/CPT); Online Workbook;
CPT: Video
Answer Key
Comprehension 4
1. at NASA’s Goddard Space Flight Center
2. 460 degrees Centigrade/Celsius (860 °F)
ng
3. gravity and electric force
4. Answers will vary
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2 Work in pairs. You are going to watch The Electric
Wind of Venus. What do you already know about
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Venus? Compare it with some of the other planets
in the solar system. Look at the diagram on
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page 133 to remind you.
3 WHILE YOU WATCH Circle the correct answers.

24
Watch scene 7.1.
c
hi
1. Venus is much wetter / drier than Earth.
2. Venus is much hotter / colder than Earth.
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3. Every planet has oxygen / a gravity field .

4. Venus has got a very weak / strong electric field.
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5. The electrical field on Venus takes the oxygen / gravity

out of the atmosphere and sends it into space.
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138 VIDEO
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Before You Watch 1 2 • 2 Read the instructions for Activity 2 aloud. Give
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pairs time to discuss what they already know about

• Say We read about how satellite technology helps us Venus and compare it with the other planets. Ask
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in our everyday lives. Now we’re going to find out about pairs to tell the class what they discussed.
an amazing discovery scientists have made about the
at
planet Venus.
While You Watch 3
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• 1 Ask students to open their books at pages • 3 Read the instruction for Activity 3, and ask
138−139. Read out the instructions in Activity 1. Then students to read the sentences silently. Say Let’s
ask students to read the definition of gravity silently watch The Electric Wind of Venus and find the
and look at the diagram. Explain force. Say A force is a answers. Play Video scene 7.1. Give students time
power that can make an object move. Gravity is a type of to circle the correct word in each sentence. Check
force that makes objects move downwards, like this. Pick answers as a class.
up an object such as a pencil, and let it drop to the
floor. Say The pencil fell to the floor because of gravity.
• Put students into pairs. Say Think of some more

examples that show the force of gravity. When pairs
have finished talking, encourage them to share their
ideas with the class.

Be the Expert
4 AFTER YOU WATCH Work in pairs to answer

Teaching Tip
the questions. Keep order in the classroom by helping
1. Where does Glyn Collinson work? students stay focused during activities.
2. What’s the temperature on the surface
Review instructions, focusing on one step
of Venus? at a time. Encourage students to ask
3. Which two forces does Glyn talk about?
you to explain instructions or concepts
they don’t understand. Make sure that
4. Why do you think this discovery about
each student knows what he or she is
Venus is important?
supposed to do.
5 Work in groups. At the end of the video,
Glyn talks about looking for habitable planets
− planets where life can exist − around other
stars. What makes a planet habitable? Make a
list of the most important things.
ng
ni
ar
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1. Work independently. Find out six more
facts about Venus. Then compare Venus
with Earth.
c
2. Work in pairs. Find out about gravity and Formative Assessment
hi
the atmosphere on one of the other planets
in our solar system. Present your information Can students
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to the class. • discuss the ‘electric wind’ of Venus?
3. Work in groups. Find different objects and
Say Tell me two things you learnt about
drop them onto the ground from the same
Venus in the video.
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height. Time how long it takes for each object

to hit the ground. Discuss your results. What
The ‘electric wind’ of Venus affects how quickly an object falls?
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VIDEO 139 Online Workbook Video

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After You Watch 4 5 6
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pairs. Ask them to think about how they will present

• 4 Put students into pairs with a different partner. their information clearly. They might like to think about
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Tell them to use information from the video to answer organising the information in a table.
the questions. Ask students to let you know if they
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need to see all or part of the video again. Check
groups to carry out their experiment. Make sure they
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answers as a class.
have a stopwatch or a watch with a second hand
• 5 Put students into small groups. Read the to record their results. Encourage them to think of
instructions for Activity 5. Say Many scientists are different explanations for what they find out. Ask them
studying whether life can exist on other planets. to present their results and possible explanations to
Discuss which are the really important things a planet the class.
needs to have in order to support life. When groups
• If appropriate, some students might also like to follow
have finished discussing, encourage a short class
up their experiments by doing some research on
discussion to share ideas.
the Internet about how gravity works, and the other
• 6 you decide Ask students to choose an activity. factors that affect how quickly objects fall from
If students choose the first activity, guide them to do a height.
some research about Venus and Earth online.
Video

I learnt many interesting facts about space in my science class. The most interesting facts were about stars.
Canopus is brighter than Rigil Kentaurus, but the brightest star in our night sky is Sirius.
Objective
Students will Proxima Centauri is closer to Earth than Barnard’s Star, but the closest star to Earth is the sun.
• use superlative adjectives to Jupiter is bigger than Saturn, but the biggest object in our solar system is the sun.
compare three or more things. bright brighter the brightest
Grammar Superlatives: Comparing big bigger the biggest
three or more things close closer the closest
interesting more interesting the most interesting
Content Vocabulary dwarf star,
hypergiant
1 Read. Complete the sentences with the correct
Resources Online Workbook/Workbook form of the word in brackets.
(Teacher’s Resource CD-ROM/ There are billions of stars in our galaxy and billions UY Scuti
VY Canis
of galaxies in the universe. It’s impossible to know about Majoris (Largest known star)
Website/CPT); CPT: Grammar 2 all of these stars. Here are some facts that scientists like
Brendan Mullan know today about the stars we can see
Materials scissors, large sheets of
in the universe. As we watch new stars form, our
paper The sun
knowledge may change in the future.
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1. The brown dwarf star called WISE J085510.83-071442.5 is the coolest
(cool) star ever found.
The biggest
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2. (big) star in the universe is UY Scuti. It is 1,700 times bigger
than the sun!
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3. The smallest (small) known star today is OGLE-TR-122b, a red dwarf star.
The brightest
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4. (bright) stars in the universe are blue hypergiants, like Eta
Carinae. These are also the hottest (hot) stars in the universe.
5. Scientists believe that the oldest (old) star in the universe is
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HD 140283, also called the Methuselah Star. They believe this star formed more than
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13 billion years ago.
6. The closest (close) star to Earth other

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than the sun is Proxima Centauri.
2 Work in pairs. Take turns choosing a blue card. Make

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a question from the words on the card. Then try to find

the matching answer on a red card.
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Go to page 189.
140 GRAMMAR
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Warm Up • Say ‘The brightest star in our night sky is Sirius.’ So, are
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there any stars that are brighter than Sirius? (no) ‘The
• Activate prior knowledge On the board, write Mercury closest star to Earth is the sun.’ Are there any stars that
– Earth. Ask Can you make a sentence comparing these
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are closer to Earth? (no)

two planets, using the adjective big? (Earth is bigger than
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Mercury.) Write the sentence on the board. Say We learnt • Say We form comparatives by adding -er to most
how to use comparatives to compare two things. Can you adjectives. To form most superlatives, we add two
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make any other sentences comparing Mercury and Earth? things. Look at the sentences. What do we add? (the
Say Now, we’re going to find out how to compare more + -est) Ask How do we make the superlative form of a
than two things. Add Jupiter to the list of planets on the longer adjective? (the most + adjective)
board, and write a new sentence beginning underneath:
Earth is bigger than Mercury, but Jupiter is … Say Let’s • Point to the sentence beginning you wrote on the
find out how to complete this sentence. board. Say ‘Earth is bigger than Mercury, but Jupiter
is …’ We need a superlative to complete the sentence.
What is it? (the biggest) Complete the sentence.
Present
• Ask students to open their books at page 140 and • Play Track 118 again, and ask students to listen and
look at the grammar box. Read out the title. Say We repeat the adjectives with their comparative and
use comparatives to compare two things. For three or superlative forms.
more things, we use superlatives. Let’s see how we use
them. Play Track 118 while students read along.

Be the Expert
• Put students into pairs to take turns naming an adjective from the
box, and responding with the comparative and superlative forms.
Grammar in Depth
Practise 1 Comparatives are used to compare one
thing or person with another. Superlatives
• 1 Read the Activity 1 instruction aloud. Invite a student to read are used to distinguish one thing or
aloud the first paragraph. Ask students to look at the diagram of person from two or more others:
three stars. Ask Is that our sun? It looks tiny! The other stars must Venus is hotter than Earth.
be very big. Let’s find out about some amazing stars. Tell students Venus is the hottest planet in the solar
system.
to read and complete the sentences individually. When they have
finished, tell them to compare their answers with a partner. Invite One-syllable adjectives usually have
superlative forms with the + -est; many
students to read their complete sentences to the class.
adjectives with two syllables, and most
adjectives with three or more syllables,
Apply 2 generally use the most + adjective.
• 2 Put students into pairs with a new partner. Say Let’s play a Irregular superlatives include:
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game, and find out some incredible facts about space. Ask students good → the best
bad → the worst
to cut out the cards on page 189. Read out the instructions. Model
far → the furthest
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the activity. Put the blue cards in a pile, face down. Spread out
the red cards, face up. Say I need to pick up one of the blue cards
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and make a question. Ask students to look at the blue card at the
bottom of page 140. Say If I pick up this card, what question do I
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ask? (What’s the hottest planet in our solar system?)
• Ask a student to model the activity with you, and ask the question
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again. Then say Look for the red card that has the answer. Help the
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student to find the correct card and make a sentence in response
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to your question. Monitor while pairs play the game.
Extend
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• Put the pairs from Activity 2 together with another pair to form
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groups of four. Tell groups to mix up the cards and put them face
down and spread out on the table. Model with one group. Ask a
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student to turn over a blue card and ask the question. Then tell
another student to turn over any red card, read out the answer and
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decide if it is a correct ‘match’. If it is, that student scores a point

and keeps the cards. If it isn’t a ‘match’, tell the student to return
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the card to the same position and another student has a turn. The
Can students
aim is to remember where the matching questions and answers
• use superlatives to compare three or more
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are. Continue until all the cards have been matched. things?
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Ask students to choose the correct

superlative form to complete these
superlatives. sentences:
UY Scuti is __________ (big) star in the
Consolidate universe.
• Put students into pairs. Give each pair a large sheet of paper. Say The Methuselah Star is __________ (old)
Now you’re going to invent three planets. Think about how they’re star in the universe.
different. Draw each of the planets and give them names. Make I think Jupiter is __________ (interesting)
planet in the solar system.
some sentences using superlatives about your planets. Write some
adjectives on the board as prompts: big, small, bright, interesting,
colourful, hot, cold. Give students time to draw their three planets.
Then invite pairs to show their pictures to the class and talk about assign Workbook pages 88–89.
their imaginary planets.

Writing WRITING
When we compare and contrast two things, we describe the things that are the
same and the things that are different.
Objectives Both Saturn and Jupiter are gas giant planets in our solar system.
Students will Although Uranus is closer to the sun, it is colder than Neptune.
• use words for comparison and Uranus is several times larger than Earth. Saturn, however, is much bigger
than Uranus.
contrast.
• analyse a model paragraph to Earth has one moon, but Mars has two moons.
see how the writer compares and
contrasts two planets. 1 Read the model. How does the writer compare and contrast Jupiter and Venus?
• write a paragraph of comparison and Underline the words for comparison, and circle the words for contrast.
contrast.
Jupiter and Venus
Writing Comparison and contrast Jupiter and Venus are both planets in our solar system. Jupiter is further from
Academic Language compare, the sun and much bigger than Venus. In fact, Jupiter is the largest planet in the
comparison, contrast, difference, solar system. Venus is a terrestrial planet. This means that it has a solid surface.
Jupiter, however, is a gas giant planet and does not have a solid surface. Jupiter has
similarity
67 moons in orbit around it, but Venus has no moons. Jupiter also has some rings
Resources Online Workbook/Workbook of small pieces of rock around it. Venus doesn’t have any rings around it. Although
page 90; Process Writing Worksheet both Venus and Jupiter have layers of cloud around them, Venus has a much hotter
(Teacher’s Resource CD-ROM/ surface temperature than Jupiter. Jupiter’s clouds are white, brown and orange, but
Venus’s clouds are all white.
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2 Read the model again. Make a table of the similarities and the differences
between Venus and Jupiter. Look at the table on page 134 for ideas.
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3 Write. Compare and contrast Saturn and Mars. Describe the things that
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are the same and the things that are different about the two planets.
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Jupiter
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WRITING 141
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Warm Up next to the second sentence. Say Similarities are

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things that are the same. We can also talk about the
• Activate prior knowledge Remind students that opposite – differences. Write another sentence on
they’ve learnt how to compare two or more things
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the board: Jupiter has got more than 50 moons, but

using comparative and superlative adjectives. Write
Earth has only got one. Write differences next to this
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these two sentences on the board:

sentence. Say In this lesson, we’re going to write about
similarities and differences.
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Saturn is bigger than Uranus, but Jupiter is the

biggest planet in the solar system.
Present
Uranus, Saturn and Jupiter are all big planets,
and they’re all made mostly of gases. green box at the top of the page. Ask What’s the word
that means ‘to describe differences’? (contrast) Say
• Say The first sentence compares three planets, using There are five sentences in the box. Which sentences
comparative and superlative adjectives. The second contrast information?
sentence shows that there are similarities between
these three planets. Write similarities on the board,

Be the Expert
• Ask students to read out those sentences. (2, 4 and 5) Tell
students to look at the words in bold type in the sentences. Ask
Which words in bold talk about similarities, and which talk about Writing Support
differences? Say We use both when two things are the same.
Comparison and contrast
We can use although, however and but to talk about differences. Comparison shows similarities between
Writers use these words when they want to draw attention to, or different people, things, ideas or places.
emphasise, a particular similarity or difference. Contrast points out the differences.
There are two ways of organising a

Read the Model 1 2 compare and contrast paragraph.
The first method is to separate the
• 1 Say Now we’re going to read a paragraph comparing and information into two sections. For
contrasting Jupiter and Venus. Ask Do you think the writer will example, in a paragraph comparing and
find more similarities or differences? Ask students to express contrasting Mars and Neptune, the writer
could first give all the information about
an opinion. Mars, then give similar information about
Neptune. The second method, which is
• Put students into pairs. Read the instructions aloud. Say First read used in this lesson, is to compare point
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the paragraph all the way through with your partner. Write down any by point. A piece of information about
words that you don’t understand. Then go through the paragraph Mars would be immediately followed
again. This time, underline the words used for comparison and circle by a similar or contrasting point about
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the words for contrast. Give pairs time to complete the task. Check Neptune.
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answers by asking students to read out the words they underlined In this method, words that signal
and circled. comparison or contrast are important
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for organising the paragraph and aiding
• Ask Did you find any words in the paragraph that you didn’t comprehension. Words and phrases that
understand? Ask other students to suggest what these words signal similarities include: both, also, too,
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might mean, using the context. Confirm any meanings that are still as well and similar to. Words and phrases
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unclear, or let students find them in their dictionaries. that signal differences include however,
but, although and on the other hand.
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• 2 Draw students’ attention to Activity 2, and read the

instructions aloud. Give students time to look back at the table Teaching Tip
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on page 134 to remind them of some ways planets can be similar During class activities, look for and make
or different. On the board, draw a simple table for the students to
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a note of common and repeated errors.

copy and complete: Instead of drawing attention to individual
students, review errors with the whole
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class. Write a sentence that contains the

Venus and Jupiter error on the board, and ask the students to
identify the error. Then write the sentence
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Similarities Differences correctly and explain why it’s correct.

Both planets in solar Jupiter much bigger
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system than Venus

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Ask students to work individually to draw and complete their

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tables. When they have finished, encourage them to compare their

table with a partner.
Plan 3
• 3 Read Activity 3 aloud. Say Now you’re going to plan your own
writing. The topic is to compare and contrast Saturn and Mars.
Encourage students to use information about the two planets from
their own knowledge, from the unit and from research. Say For
your pre-writing, use a table like the one you made for Venus and
Jupiter to organise your information and to help you decide what to Workbook For scaffolded Writing
use in your paragraph. support, assign Workbook page 90.
Writing
Write
WRITING
When we compare and contrast two things, we describe the things that are the • After students have completed their pre-writing,
same and the things that are different.
Both Saturn and Jupiter are gas giant planets in our solar system.
Although Uranus is closer to the sun, it is colder than Neptune. got enough time in class, assign the first drafts as
Uranus is several times larger than Earth. Saturn, however, is much bigger
than Uranus. homework.
Earth has one moon, but Mars has two moons.
1 Read the model. How does the writer compare and contrast Jupiter and Venus?
Underline the words for comparison, and circle the words for contrast.
Revise
Jupiter and Venus • After students have finished their first drafts, tell them
Jupiter and Venus are both planets in our solar system. Jupiter is further from
the sun and much bigger than Venus. In fact, Jupiter is the largest planet in the to review their writing and think about their ideas
solar system. Venus is a terrestrial planet. This means that it has a solid surface.
Jupiter, however, is a gas giant planet and does not have a solid surface. Jupiter has and organisation. Ask each student to consider the
67 moons in orbit around it, but Venus has no moons. Jupiter also has some rings
of small pieces of rock around it. Venus doesn’t have any rings around it. Although following: Have I found similarities and differences
both Venus and Jupiter have layers of cloud around them, Venus has a much hotter
surface temperature than Jupiter. Jupiter’s clouds are white, brown and orange, but between the two planets? Have I expressed these
Venus’s clouds are all white.
clearly, using the words for comparison and contrast?
Have I chosen the most interesting facts? What could I
2 Read the model again. Make a table of the similarities and the differences
between Venus and Jupiter. Look at the table on page 134 for ideas. improve on?
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3 Write. Compare and contrast Saturn and Mars. Describe the things that
Edit and Proofread

are the same and the things that are different about the two planets.
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Jupiter punctuation, capitalisation and spelling.
Publish
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WRITING 141
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• If you have time in class, allow students to work on teacher, sharing work with classmates, adding pieces
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this step. If not, assign it as homework. If students to a class book, displaying pieces on a classroom wall
have Workbooks, remind them to use Workbook or in a hallway, and posting on the Internet.
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• Worksheets If your students need a reminder of any

of the steps of process writing, you may want to hand
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out the Process Writing Worksheet and review it

together.
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1 2 3 4
Writing Assessment Writing Student includes words to signal
Use these guidelines to assess comparison and contrast.
other aspects of their writing Grammar Student uses comparative and
you’d like to assess at the superlative adjectives correctly.
3 = Good
1 = Re-do

Mission
Objective
Students will
• discuss how scientific thinking can
solve problems.
Be the Expert
Think Like a Scientist
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‘Ask questions, solve problems, think like a Teaching Tip
scientist, stay curious!’ Video in the classroom After
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Brendan Mullan students have watched a video, ask them
to write questions about it. Partners
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National Geographic Explorer, Astrobiologist
can exchange papers and answer each
other’s questions. Then students give
back their partner’s paper and comment
1. Watch scene 7.2.
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3. What do you want to know about space, on each other’s answers. This gives
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the planets and the stars? Make a list of students an incentive to write better
2. Brendan Mullan says you should ‘Think questions. Then think like a scientist and
like a scientist.’ What do you think he questions, and to answer them more
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decide how you can find the answers to
means? How do scientists think? How your questions.
thoughtfully.
can you think like a scientist? Give an
example of a problem that you solved by
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thinking like a scientist.

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Mission • Activity 2 Put students into pairs. Read out the quote
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again, and ask a student to read out the questions.

• Tell students to turn to page 142 and look at the Ask partners to discuss them and write their ideas.
photo. Read aloud the Mission and the quote from
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Encourage students to think about a time when they

Brendan Mullen. Explain that someone who is curious
had to solve a problem on their own. Ask Did you ever
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asks a lot of questions. Ask Do you think it’s important

put together a toy or an electronic device? Did you ever
to ask a lot of questions? Why or why not? Let several
have to take some action in an emergency? How did
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students express their ideas. Say We read about how

you work out what to do? When they have finished, ask
Brendan Mullan first got interested in science. Can you
pairs to share their ideas with the class.
remember what happened? (He visited a planetarium
when he was ten years old.) • Activity 3 Read the instructions in Activity 3. Ask
students to list as many questions as they can, and
• Activity 1 Say Now let’s watch a video about Brendan then choose three of them to work on. Ask students
Mullan. Notice how he feels about his work as a
to present their ideas individually.
scientist. Play Video scene 7.2. Play the video again,
and ask students to notice what Brendan says is • Worksheet Hand out Worksheet F.7.6. Explain that
the best thing about being a scientist. (That moment students will use the worksheet to write about and
where you’re the first person in the world to learn further discuss how they think like a scientist.
something new.)
Mission
Objective
Students will 1 Write and role-play an interview.
• choose and complete a project • Use the Internet to find out about daily life on the International Space
related to space. Station (ISS).
Academic Language presentation, • Write an interview between a journalist on Earth and an astronaut on the ISS.
role-play, timeline • Role-play your interview for the class.
Content Vocabulary astronaut,
International Space Station 2 Give a presentation about a planet.
Resources Assessment: Unit 7 Quiz; • In a group, choose one of the planets in our solar system.
Workbook pages 91 and 110; • Create a presentation with information about the planet. Include pictures,
Worksheet F.7.7; (Teacher’s Resource photos and facts.
CD-ROM/Website); CPT: Make an • Give the presentation to the class and answer their questions about it.
3 Make a timeline of a famous astronaut’s life.
• Find out about the life of a famous astronaut.
• Create a timeline to show the astronaut’s NASA astronaut
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important life events. Find or draw pictures Mae C Jemison
for each event.

• Present your timeline to the class.
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Explain why you chose this astronaut.
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Prepare researched before, and make sure the groups don’t

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all choose the same planet.

• Activity 3 Remind students how to create a timeline
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• Activity 1 Draw students’ attention to the astronaut for their chosen astronaut’s life. Their timeline could
in the photo and the caption. Say This astronaut is
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begin in the year the astronaut was born, or even

making her first flight into space on board a science lab
before, if they want to add some information about
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orbiting Earth. What can you see in the photo? What

the astronaut’s parents. Make sure students plan
kind of work do you think she’s doing? Let students
their timeline before making it.
share their ideas.
• Put students who choose this option into pairs. Share

Help them to find websites to help them research • Schedule time for students to perform their role plays,
life on board the International Space Station (ISS). give their presentations or present their timelines to
Remind them that the photo on pages 128−129 is the class. Allow time for the other class members to
of an astronaut working on the ISS. In each pair, one ask questions about their classmates’ work.
student chooses to be the journalist, and the other is
the astronaut. • Modify Help students simplify a project by eliminating
one of the options or steps. For Activity 3, students
• Activity 2 Ask students to think of the clearest and could work in a group to make one timeline that they
most attractive way to organise their presentation. display across the classroom. Ask each student to
Encourage students to choose a planet they haven’t add two events from the astronaut’s life.
250 Unit 7 Project
STUDENT’S BOOK
AUDIO SCRIPT
pages 130–131. Track 114 3 I think Jupiter is the most beautiful planet
in our solar system. It’s also very unusual. It is a gas giant
Track 108 2 LEARN NEW WORDS galaxy / A galaxy is planet. This means that it doesn’t have a solid surface. It
a system of millions of stars. journey / It is a very long has a very thick atmosphere, made mainly of the gases
journey from Earth to Jupiter. one-way trip / We won’t hydrogen and helium. When you look at Jupiter, you can see
come back because this is a one-way trip. orbit / Earth big stripes of cloud and bright belts of colour. The clouds
orbits the sun. planet / Jupiter and Earth are planets in are there because of the very strong winds and storms
our solar system. solar system / The solar system is the on Jupiter. You can also see one very big red spot. This is
sun and the planets that move around it. space / Space called the Great Red Spot. It is a huge storm in Jupiter’s
begins about 100 kilometres above the surface of Earth. atmosphere. The Great Red Spot is bigger than Earth and it
spacecraft / There are 20 spacecraft on missions in space has lasted for hundreds of years.
at the moment. travel / New Horizons travelled for nine
years before it reached Pluto. universe / The universe is We don’t know yet exactly how many moons Jupiter has got,
everything that exists. but we know that it has definitely got at least 63 moons,
perhaps 67. Some of these moons are bigger than our
Track 109 5 Some planets have atmospheres and moon and some are much smaller.
some planets don’t. An atmosphere is the mixture of
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gases in the air that surrounds the planet. On Earth, our Track 115 3 LEARN NEW WORDS bright / Jupiter has
atmosphere is made up mainly of nitrogen, oxygen, argon beautiful bright belts of colour. storm / The Great Red Spot
and carbon dioxide. We can breathe in this atmosphere. is a huge storm. surface / Jupiter’s surface isn’t solid. It’s
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But when astronauts leave Earth’s atmosphere and travel made up of gases. wind / There are very strong winds on
through space, they need to carry special oxygen tanks to Jupiter.
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help them breathe. Until recently, scientists believed that
our moon had no atmosphere at all. Now we know that it Track 116 2 LEARN NEW WORDS discover / We can use
does have an atmosphere, but it is very, very thin. It is so satellite technology to discover new things about our planet.
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thin that we are still not sure which gases are in it. image / The images from satellite photographs show signs
of ancient cities. lost / I got lost yesterday, but I used my
Track 110 5 LEARN NEW WORDS astronaut / phone to find my way home. signal / GPS technology uses
Neil Armstrong was the first astronaut on the moon.
atmosphere / Jupiter’s atmosphere is made of hydrogen
c signals from satellites to work out where you are.
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and helium. Earth / We live on the planet Earth. gas / Track 117 3 WHILE YOU READ See Student’s Book
Oxygen, hydrogen and helium are all kinds of gas. pages 136–137.
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Track 111 Speaking Strategy See Student’s Book Track 118 grammar See Student’s Book page 140.
page 133.
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Track 112 1 S1: So, what are we going to do for this

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project on Jupiter? Any ideas? S2: What if we make a poster

about the planet? S1: I’m not so sure. What can we put
in a poster? S2: Well, why don’t we design it like a holiday
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poster? ‘Come and visit the wonderful planet of Jupiter! The

biggest planet in the solar system!’ That kind of thing.
S1: Actually, that could work. S2: And then we could also
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draw some pictures of Jupiter for the poster. S1: That could
be good, but I think we should look for some photos.
S2: That’s a great idea.
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Unit 8
In This Unit
Theme This unit is about travel and
holidays.
Content Objectives See the
World
Students will
• discuss travel itineraries and travel
experiences.
• read about kite-skiing in the Arctic.
• read about and discuss student
expeditions and family holidays.
Language Objectives
Students will
• talk about travel and holidays.
• ask for and give directions.
• use going to to describe future plans.
• use in, on and at to say when things
happen.
• write a blog post about holiday plans.
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Vocabulary
pages 146–147 airport, by (boat/
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coach/train), leave, pack, passport,
public transport, spend, ticket,
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tourist, trip
page 148 gift, hotel, local, tour
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page 151 beach, cave, island, valley
page 152 equipment, pull, snow
shovel, tent
Vocabulary Strategy Suffix -ist
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Speaking Strategy Asking for and
giving directions
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Grammar
Grammar 1 Use going to to describe
future plans
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Grammar 2 Use in, on and at to say

when things happen
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Reading Kite-skiing in the Arctic 144

Reading Strategy Visualise
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Video Scene 8.1: Student Expedition: OWI_F_SE_80310_144-159_U08_PPDF.indd 144 2/22/17 4:17 PM
Tanzania; Scene 8.2: Meet Sarah

McNair-Landry Introduce the Unit
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Writing Blog post • Activate prior knowledge Say In this unit we’re talking about travel
National Geographic Mission Get and holidays. Say In Units 1 to 7, we met some National Geographic
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Outside!
Explorers who travel to some amazing places. Which explorers can
Project
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you remember? Where did they travel to? Elicit students’ ideas.
• Tour itinerary
• Blog entry Encourage them to look at pages 6 and 7 in their Student’s Books,
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• Map to remind them of the explorers from Units 1 to 7.

Pronunciation Silent letters
• TO START Tell students to open their books at pages 144−145.
Ask students to look at the photo and the caption and say where
the people are. Confirm the answer by sharing with students the
information in About the Photo.
• Read Question 1. Put students into pairs. Say Talk to your partner.
Do you want to travel to this place? Discuss your reasons. Give
students a couple of minutes to discuss, then ask them to share
their ideas. If any students have travelled to very cold countries,
ask them to tell the class about their experiences.

Unit Opener
‘If you are passionate about what you do, it makes Objectives
motivating yourself and working hard much easier.’ Students will
Sarah McNair-Landry • describe and discuss a photo of an
expedition in Antarctica.
• discuss reasons why people travel.
Unit Opener
Be the Expert
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About the Photo
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The photo is of members of an expedition
team trekking over glacial ice. Glaciers are
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Expedition team members trek over blue glacial ice made from fallen snow that, over many
years, compresses to form a slow-moving
mass of ice. The photo was taken in
TO START
c Queen Maud Land, a region of Antarctica

south of Africa. The ice sheet here is up
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1. Look at the photo. Do you want to travel to
this place? Why or why not? to 2.4 km (1.5 mi) thick. The region was
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2. Why do people travel? Think of different reasons.

first explored by Norwegian expeditions,
Why don’t some people like to travel? and was named after the queen of
Norway. There is very little vegetation
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3. When you travel, how can you get to know local

people? How do you think local people feel about in the region, but several species of
travellers from other countries? birds live there, including penguins. Four
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145
species of Antarctic seals can be found in
the sea off Queen Maud Land.
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Teaching Tip
• Ask questions about the photo and the caption:
Some students may remember an
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What should you take with you when you go to a very cold place? experience better if they act it out. Help
What does it feel like to walk across ice? What kind of shoes are students to recall details by asking
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the people wearing? questions such as What happened first?

Then what happened? How did you feel?
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What animals live in very cold countries? How do they survive? How did it end? Ask students to act out
Can you see any plants or trees in the picture? Why or why not? the event. Then help them to describe it
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in words.
• Read the quote by Sarah McNair-Landry aloud. Explain that if you
are passionate about something, that means it’s very important to
you. Ask students to suggest what motivating means (enthusiastic
Related Words
glacial, glacier, ice, ski, ski poles, sledge,
to keep going with something, even if it’s difficult). Ask a student to
spikes
read aloud Question 2 and discuss as a class.
• Ask a student to read aloud Question 3. Say Why might local people
be happy to have travellers from other countries visiting them? Why
might they be unhappy? Encourage a class discussion.
Extend
students will write and talk about travelling and plan a trip.

1 What famous places in China
Vocabulary can you name? Discuss.
Then listen and read. 119
Objectives
Students will
• use vocabulary related to travel and
holidays.
and discuss a travel itinerary.
Target Vocabulary airport, by (boat/
coach/train), leave, pack, passport,
public transport, spend, ticket, tourist,
trip
Content Vocabulary cultural, itinerary
CPT: Vocabulary
Materials A map or maps of China
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(optional)
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ar
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c
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Sunset over the Great Wall of China

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146 VOCABULARY
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Warm Up Present 1 2
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• Activate prior knowledge Say In the last lesson, we

discussed reasons for travelling. One reason for visiting
• 1 Ask students to look at the photo on pages
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146−147. Say This is a very famous structure. What

different places is to find out about other cultures.
is it? (The Great Wall of China) Encourage them to
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What might you do on a cultural journey? Ask students

describe what they can see in the photo. Ask students
to share their ideas, and write them on the board.
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to say what they know about the Great Wall of China.

Remind students that culture includes all the things
Read out the information in Our World in Context. Ask
that are important to a place or country, including
What information did you find the most surprising?
music, history, architecture, books, theatre, film and
other arts. • Ask a student to read aloud Activity 1. Put students
into pairs and ask them to list and discuss any
• Say We’re going to read an itinerary for a cultural trip.
famous places in China they know. When they have
Who can guess what itinerary means? Elicit students’
finished, ask pairs to share their ideas to the class.
suggestions, and confirm that an itinerary is a plan
for a journey or holiday. It lists the activities that are • Before students listen and read, ask them to look at
planned for each day. the headings in the itinerary on page 147. Ask How
many days will the trip last? (ten) Then play Track 119
while students listen and read along.

Be the Expert
S TUDENT CULTUR AL TRIP TO DAY 6
China
5th September – 14th September
Today is our chance to buy gifts for
our families at the Shanghai Historic
District – a very popular shopping
area for tourists.
DAY 7
Our World in Context
The Great Wall of China runs for 8,850 km
ITINERARY:
DAY 1 We travel by coach to Nanjing. We stay (5,500 mi) along the northern border of
We arrive in Beijing and check into our with local families and experience China. It is one of the largest building
beautiful old Hutong hotel in Beijing’s traditional Chinese food and friendship!
projects ever undertaken and consists of
Dongcheng district. DAY 8
a series of fortifications rather than one
DAY 2 We spend the day at Nanjing No. 1
Junior Middle School and take part in single structure. It is thought that millions
We join a tour of the Great Wall of
China. Make sure you pack some some lessons. of people worked on the construction of
comfortable shoes for this part of our DAY 9 the wall over some 1,000 years. The most
trip because we’re going to do a lot of We visit Xuanwu Lake and Jiming intact section of the wall dates from the
hiking today! Temple. In the evening, we have a Ming dynasty (1368 to 1644).
DAY 3 goodbye dinner with students from
In the morning, we visit the Forbidden Nanjing No. 1 Junior Middle School.
Although some parts of the wall have
City. In the afternoon, we travel to DAY 10 fallen into disrepair, it is still one of the
the 2008 Beijing Olympic sites. In the The coach to the airport leaves at
evening, we enjoy some traditional 7 a.m., so we have a very early breakfast.
most remarkable structures on our planet,
and it was designated a UNESCO World
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Chinese opera at the Lao She Tea House. It’s time to say goodbye to China and
DAY 4 begin our journey home! Heritage site in 1987. Tourists explore
We experience China’s amazing the wall from Beijing; the most popular
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public transport system when we go section of the wall at Badaling is 70 km
MOST IMPORTANT ITEMS TO PACK:
by high-speed train to Shanghai. Later,
* Tickets (42 mi) from the city. There are impressive
we check into our hotel in the Pudong
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area of Shanghai.
* Passport views from this section of the wall.
* Comfortable shoes
DAY 5 * Warm clothes
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We travel by boat down the Huangpu
River in the morning. In the afternoon,
* Spending money (no more than £30) Related Words
we visit the Shanghai Museum. fortification, intact, section
c
hi
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3 Work in pairs. Imagine that this is the itinerary

for your school trip to China next week. How do
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you feel about the trip? Which activities are you

looking forward to? Which parts of the trip are
you worried about?
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VOCABULARY 147
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• Discuss the reading with students. Ask questions three or four of the words. Say Make a true sentence
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such as the following: and a false sentence for each new word. When
Where do the students begin their tour? (in Beijing) students have finished, ask each group to read out
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Why do the students have to take comfortable their sentences and ask the rest of the class to guess
shoes? (They’re going to do a lot of hiking.) which ones are true and which ones are false.
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Where do they travel to on Day 4? (Shanghai)

Practise
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Where can the students buy gifts? (at the Shanghai 3 4 5

Historic District) • 3 Read aloud Activity 3 on page 147. Put students
In which city do the students stay with local families? into pairs to talk about the itinerary. Say Imagine
(Nanjing) you’re going on a school trip to China. Read the
What will students do at Nanjing No. 1 Junior Middle itinerary again. How do you feel about it? Ask pairs to
note their ideas. Make sure they understand looking
School? (take part in some lessons)
forward to (to feel excited and happy about something
Do you think the weather will be hot or cold? Why
that is going to happen).
do you think this? (cold, because they have to take
warm clothes) • When students have finished, let pairs share their
ideas with the class. You might like to take a vote on
• 2 LEARN NEW WORDS Play Track 120. Ask students the most and least popular activities.
to listen and repeat. Then put them into small groups.
Write the new words on the board. Give each group
Vocabulary
Vocabulary
airport by left pack spent tourists trip
Sarah McNair-Landry loves to travel, but she’s not like most tourists .
Objectives
She goes on long expeditions to places like the North and South Poles, the Gobi Desert,
Students will
the Sahara and Greenland. In 2015, she and Erik Boomer spent
• use vocabulary related to travel.
left
• use a vocabulary strategy to learn 120 days in the Canadian Arctic. They Sarah’s home town of
new vocabulary. Iqualuit in February 2015 and and travelled around Baffin Island by
packed
Target Vocabulary gift, hotel, local, dogsled. They a lot of food for the journey, including 30 kg (66 lb)
tour of chocolate! Baffin Island is the fifth largest island in the world, and Sarah and Erik’s journey
trip
Vocabulary Strategy Suffix -ist was 4,000 km (2,500 mi) long. Sarah’s parents did the same
25 years earlier.
Academic Language suffix
Content Vocabulary expedition 5 LEARN NEW WORDS Listen to these words and use them to
Sarah McNair-Landry
Resources Online Workbook/Workbook complete the sentences. Then listen and repeat. 121 122
CD/Website/CPT); CPT: Vocabulary gift hotel local tour
Materials maps and tourist information local

for your local area (optional) 1. A person or place is part of the area.
gift
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2. You often give a to someone on
their birthday.
3. You can stay in a hotel when you’re
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on holiday.
tour
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4. When you go on a you visit several
different places.
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1. Work independently. Imagine that you can interview Sarah
c McNair-Landry about one of her expeditions. Which expedition

hi do you want to ask about? Make a list of questions.
2. Work in pairs. Interview each other about your most

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interesting travel experience. Explain why it was interesting
and what you learnt.
3. Work in groups. Which places in your area are interesting for

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tourists? Think of three different places for students from another

country to visit. Discuss why they should visit these places.
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148 VOCABULARY
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• 4 Ask students to turn to page 148, and point out the photo of
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Sarah McNair-Landry. Ask What do you think she’s doing? Where was
this photo taken? Elicit ideas. Ask a student to read aloud the quote
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on page 145 again. Say We’re going to read about how and why Sarah
at
McNair-Landry travels. Ask students to read the words in the word

box and to complete Activity 4 independently. Invite a student to read
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the completed paragraph aloud. Ask Why do you think Sarah takes
such long and unusual trips? Elicit responses. Then ask Is Sarah a
tourist or an explorer? Write tourist and explorer on the board, and
encourage a discussion about the difference between them.
and tell students to listen for the words. Ask students to work
in pairs and look for each word in the itinerary on page 147. Tell
students to complete Activity 5 independently. Play Track 122 and
ask students to listen and repeat the words and sentences.
• Vocabulary Strategy Ask Who can remember what a suffix is? (a

group of letters that we add to the end of a word to change its
meaning). Say In Unit 3, we learnt words with the suffix -able.

Be the Expert
Ask students to give examples of words ending in -able. (movable,
comfortable) Say Now we’re going to find out about the suffix -ist.
Write -ist on the board. Read out the words in the box in Activity Vocabulary Strategy
5 again. Ask Which word can you add -ist to? What word do you
Suffix -ist The suffix -ist is a noun
make? (tour → tourist) Write some more examples of words ending suffix, meaning someone who does or
in -ist on the board: artist, dentist, scientist, chemist. Ask Can you makes something, often as their job,
guess what the suffix -ist means? What’s the same about all of these or someone who has an interest or
words? (they’re all words for people) Confirm that the suffix -ist belief in something. Other examples are
usually means a person who does something, often as a job. people who play musical instruments:
guitarist, pianist, violinist, and people who
are experts in different scientific fields:
Apply 6 biologist, physicist, environmentalist.
• 6 you decide Ask students to read silently the choices in Other suffixes with a similar meaning are
Activity 6. Say Choose one of the three activities. You’ll work on -er and -or: worker, composer, traveller;
visitor, actor, operator and explorer.
your own, with a partner or in a group. For options 2 and 3, help
students to find partners or groups to work with. If students Remind students that -ist at the end of a
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choose option 1, remind them to look back at the text in Activity word is not always a suffix. For example,
4 to read about the places in the world that Sarah travels to in verbs like insist and assist, -ist is not a
suffix.
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on her expeditions. If students choose option 2, tell them that
their chosen travel experience need not be far from home or in
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another country. Travel close to home can be just as interesting. If Teaching Tip
students choose option 3, help them to research the local area, if Make sure that all students have an
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possible providing them with maps and tourist information. opportunity to speak in discussions.
Don’t let the most confident students
dominate the conversation. One way of
Extend
c doing this is by using a ‘talking stick’: a
hi
• Invite groups of students who chose option 3 to present their work ruler, a ball or another object that can be
passed from one student to another to
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to the class, then encourage a class discussion about the places

indicate that it is their turn to speak. This
the group chose. Ask any students who have visited these places also directs the other students’ attention
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to tell the class about their experiences. to the speaker, and reminds them to
listen to that person.
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will use vocabulary words to write about and discuss travel and
holidays.
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Consolidate
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Can students
• Put students into small groups. Say Imagine that a group of • use vocabulary related to travel and
students from another country is coming to visit this area for two holidays?
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days. Plan an itinerary for their visit. Remind them to look back at Ask students to choose the correct word
to complete these sentences:
at
the itinerary on page 147 for ideas on content and layout. Ask
students who chose option 3 in Activity 6 to share any useful Sarah often travels to the North and South
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Poles. She’s a famous ______. (tourist/

information they collected about the local area, and write it on the
explorer)
board. Say Think about how many activities the students will do
We travelled ______ (on/by) coach to
each day. Perhaps they’ll want some time for relaxing in between the Nanjing, where we stayed with ______
activities. Decide which country the students have come from. What’s (local/public) people.
different in their country? What will they find interesting here? • use new vocabulary to discuss a travel
itinerary?
• When they have finished, ask each group to present their itinerary
Ask students to describe the activities for
to the class. Ask another group to role-play the group of visiting one day on their perfect holiday.
students. Encourage them to ask questions about the itinerary
and comment on it.
Vocabulary Practice
Asking for and giving directions
Where is the Town Hall? It’s on the corner of Cumberland Street and King Street.
Objective How do I get there from the Fishermen’s Go straight down King Street. Turn left when you get to
Students will Memorial? Cumberland Street. It’s on the right.
• ask for and give directions. Do you know how to get to Fox Street Go down Unity Lane. Turn right into Cornwall Street.
Speaking Strategy Asking for and from the Lunenburg Academy? Take the first left into Fox Street.
giving directions
Academic Language abbreviation,
directions
Content Vocabulary corner, library,
memorial, straight, street plan,
town hall
Pronunciation Silent letters
F.8.3 (Teacher’s Resource CD
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Resource CD-ROM/Website); CPT: 1 Listen. The speakers are at the Town Hall. How do they ask for and give directions?
Speaking Strategy and Pronunciation Write the phrases you hear. 124
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Materials scissors, small pieces 2
7 Read and complete the dialogue. The speakers are at the Town Hall.
of card Possible answers:
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Rosa: Excuse me, Where is the library?
Marley: The library? That’s on the corner of Pelham Street and
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Kaulbach Street.
Rosa: How do I get there ?
Marley: From Cumberland Street, go down King Street.
c Turn right into Lincoln Street. Go straight down

hi
Lincoln Street, and turn left when you get
to Kaulbach Street. The library is on the right .
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Rosa: Great, thank you!

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3 Work in pairs. Use the map on this page. Start at Go to page 191.
the library. Take turns. Pick a card. Ask for directions
to the place on the card.
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SPEAKING 149
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Warm Up street plan? (Lunenburg, in Canada) Ask Is Lunenburg

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a town or a city? (a town) Explain that on a street plan,

• Activate prior knowledge Say In Unit 7, we talked sometimes there isn’t space to write the names of the
about what can help you if you get lost. What does
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streets and roads in full. Say An abbreviation is a short

getting lost mean? (You don’t know where you
way of writing a word, using only a few of its letters.
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are.) Ask What solution did we discuss? (using GPS

What abbreviations can you see on the street plan? (St,
technology on your phone) Say Suppose you’re visiting
Rd, Ln, Ave, Dr) Write the abbreviations on the board.
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a new place. You want to find your way around. If you

don’t have a smartphone, what else can you do? Elicit • Say Let’s listen to two people asking for and
students’ ideas. giving directions. Listen to see what some of the
abbreviations stand for. Play Track 123. Tell students
• Say In this lesson we’re going to learn how to ask for to listen and read along. Point to the abbreviations
and give directions. Say Imagine that you’re a tourist.
on the board. Ask Which words did you hear that are
You want to go to the museum. What questions can you
abbreviations in the street plan? (St = Street; Ln =
ask? Ask several students to make suggestions, and
Lane) Ask if any students can suggest the meanings
write appropriate phrases on the board.
of the other abbreviations. Confirm that Rd = Road,
Ave = Avenue and Dr = Drive.)
Present 1
• Ask What phrases did the first speaker use to ask for
• Ask students to open their books at page 149 and directions? What phrases did the second speaker use
look at the street plan. Ask What place is shown in the to give directions? Elicit the phrases in bold in both

Be the Expert
columns. Make sure that students understand corner and straight,
by asking a student to draw visuals on the board representing
each word. Play Track 123 again, pausing after each sentence for Strategy in Depth
students to repeat. Then ask students to practise reading the Stress the importance of politeness
dialogue with a partner, while tracing the route on the street plan when asking for directions. Tell students
with their finger. to always begin with Excuse me, … when
asking for information from a stranger.
• 1 Say Now let’s listen to two people talking. What phrases do Without this, a question may seem rude,
they use to ask for and give directions? Write down the phrases and the stranger may be unwilling to
respond in a helpful way. Similarly, make
you hear. Play Track 124. Invite students to tell the class the
sure that students always express their
phrases they wrote. Say When you’re asking for directions, it’s very thanks when they have been given the
important to be polite. Let’s listen again, and identify the phrases information they need, saying Thank you,
that the first speaker uses to be polite. Play Track 124 again, and Thanks very much, That’s kind of you or
elicit Excuse me, Great! and Thanks very much. Thanks for your help.
Other phrases to ask for directions

Practise 2 include: Can you show me the way to …?,
ng
What’s the best way to get to …? and
• 2 Once students seem comfortable using the speaking What’s the quickest way to get to …?
strategy to ask for and give directions, direct them to Activity 2.
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Put students into pairs. Say Rosa is asking Marley for directions. Another useful way of giving directions is
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to name the buildings or places along the
Tell students to complete the activity. Ask pairs to read their
route, for example, You pass the market
completed dialogues aloud, taking turns as Rosa and Marley.
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on your right …, Go over the bridge … or
Go past the tall white building …
Apply 3
c
• 3 Ask students to work with their partner to cut out a set of Related Words
hi
cards on page 191. Read the instructions aloud. Ask students to icon, key
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find their starting point, the library, on the street plan. Say Place
the cards face down in a pile. Take turns to pick up the card on the Pronunciation
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top of the pile and ask a question. Your partner responds. Tell pairs Go to Student’s Book page 165. Use
to play the game until all the cards have been used. Audio Tracks 153–155.
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Silent letters
Extend Silent letters are letters that are used in the
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• Ask each student to write the name of three places in the school spelling of a word, but are not pronounced
when the word is spoken. There are silent
(other than the classroom where you are now) on small pieces of
letters in many English words because
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card. Put each of the pairs from Activity 3 together with one or two over many years the pronunciation of the
other pairs to form small groups. Say Now play the game in your words has changed. For example, the k in
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groups. Put the cards you’ve made in a pile, face down. Take turns knock and the g in gnome would have been
to pick up one card and ask for directions from this classroom to sounded out in Old English. Finding out
at
the place on the card. The student on your left responds. Tell group about the origin of a word can often help
students remember the spelling.
members to listen to the student giving directions, and help them
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if the directions are incomplete or incorrect.
• If time allows, hand out Worksheet F.8.3. Explain that students Formative Assessment
can use the worksheet to ask for and give directions. Can students
• ask for directions?
Say Imagine you’re a new student in this
Consolidate school. You have to find your way to another
• Put students into pairs. Ask them to take turns asking How do you part of the school. Ask me for directions.
get from home to school every day? The other student responds, • give directions?
explaining their route in as much detail as they can. Ask How do I get to the (library) from this
classroom? Ask students to respond.
Speaking Strategy
Going to: Describing future plans

What are you going to do for your birthday?
I’m going to spend the weekend in San Miguel de Allende. My uncle lives there.
Objectives
We aren’t going to go by train. My brother’s going to drive.
Students will
On Saturday, my uncle’s going to take us on a tour of the town.
• identify the form, meaning and use of
On Sunday, we’re going to have a picnic at the Botanical Gardens.
going to to describe future plans.
• use going to to decribe future plans.
Grammar Going to: Describing future 1 Listen. What are Alicia’s plans for her weekend in San Miguel de Allende?
plans Circle the correct form of the verb you hear. 126
Target Vocabulary beach, cave, island, 1. They’re going to / aren’t going to
valley
leave on Saturday morning.
Content Vocabulary plan, spend time, 2. Her uncle is going to / isn’t going to
tourism
make breakfast at his home.
Resources Online Workbook/Workbook 3. She’s going to / isn’t going to visit a
museum on Sunday morning.
4. She’s going to / isn’t going to spend
Materials small pieces of card some time at her uncle’s
ng
house on Sunday afternoon.
5. They’re going to / aren’t going to drive
San Miguel de Allende, Mexico
home on Sunday evening.
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2 Work in groups. Complete the text about Ricardo’s plans for Sunday.
Ricardo isn’t going to visit (not visit) the museum with Alicia on Sunday
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morning. He ’s going to go (go) by bus to Fábrica La Aurora – a place
with a lot of art galleries. He ’s going to look for (look for) a surprise birthday
gift for his sister there. Then, he ’s going to walk (walk) to San Agustín
c
Café. He ’s going to buy (buy) a special cake for his sister there. Then he
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and his uncle are going to give (give) the gift and the cake to his sister at the
Botanical Gardens.
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3 Work in pairs. Imagine that a friend from another town is

In the morning, we’re going
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going to visit you this weekend. What are you going to do to go to the sports centre.
together? Discuss your plans.
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150 GRAMMAR
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Warm Up
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• Activate prior knowledge Say In the Vocabulary lesson we read

an itinerary for a trip to China. The itinerary described the students’
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activities for each day. Can you remember which form was used?
at
Read aloud the first few sentences in the itinerary on page 147,
and confirm the answer (present simple). Say Sometimes we use
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the present simple for a description of future events. But we can

also describe plans for the future by using going to. Write going to
on the board.
Present
grammar box at the top of page 150. Say We’re going to listen to
someone describing plans for her birthday. Play Track 125 while the
students listen and read along.
• Read out the first question in the box, and the first sentence of
the answer. Say The girl says ‘I’m going to spend the weekend in
San Miguel de Allende.’ Is she in San Miguel de Allende now? (no)

4 LEARN NEW WORDS Listen to learn about two UNESCO World Heritage sites:
Ha. Long Bay and Göreme National Park. Then listen and repeat. 127 128 Be the Expert
Grammar in Depth
We use be going to + the base form of
the main verb for plans and intentions, in
other words, for actions that are already
decided or planned. This structure is
very common, especially when used in
informal speech. For example:
Guess what! I’m going to buy a
new laptop.
Islands of Ha. Long Bay, Vietnam
Although often referred to as ‘the going
Ha. Long Bay in Vietnam is famous for its many small islands. Tourists enjoy travelling by boat from to future tense’, this structure is really
one island to another, admiring the beautiful beaches and green forests. a present form (the present continuous
of go). Although it refers to future
In Göreme National Park in Turkey, there are mountains, valleys, caves and underground cities in the events and actions, it suggests a strong
rock. Tourists can stay in hotels in the caves. connection with the present; the event
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or action depends on something in the
present that we know about. For example:
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My parents gave me some money. I’m
going to buy a new laptop.
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In the sentences above, the speaker
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already has the money, and is therefore
certain that he or she can make a plan to
spend it.
c In speech, not every letter of going

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to is sounded out: the words are run
Göreme National Park, Central Anatolia, Turkey
together, and it sounds more like gointa.
ap
Ask students to listen carefully to the

5 Work in groups. Imagine you can choose one of these three places for your pronunciation of the sentences in the
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next holiday: San Miguel De Allende, Göreme National Park or Ha. Long Bay. recording. In informal speech, going to is
Which place are you going to visit and why? What are you going to do there? sometimes pronounced gonna.
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GRAMMAR 151
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Confirm that going to shows that the action is planned to happen in

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the future. Say going to is followed by a main verb. What’s the main
verb in the first sentence of the girl’s answer? (spend)
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• Say Look at the sentences in the box again. Which verb comes before
at
going to in each sentence? (be) On the board, write:

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be + going to + main verb + other information
I’m going to spend the weekend in San Miguel ...
Ask Which sentence in the box is negative? (We aren’t going to go by

train.) So, how do we make a sentence with going to negative? (Add
not between be and going to.)
• Play Track 125 again. Ask students to listen and repeat several
times. Encourage them to read with expression and correct
intonation.

4 LEARN NEW WORDS Listen to learn about two UNESCO World Heritage sites:
GR AMMAR 125
Ha. Long Bay and Göreme National Park. Then listen and repeat. 127 128
Apply
Going to: Describing future plans
4 5
What are you going to do for your birthday?
I’m going to spend the weekend in San Miguel de Allende. My uncle lives there.
We aren’t going to go by train. My brother’s going to drive.
On Saturday, my uncle’s going to take us on a tour of the town.
On Sunday, we’re going to have a picnic at the Botanical Gardens.
1 Listen. What are Alicia’s plans for her weekend in San Miguel de Allende?
Circle the correct form of the verb you hear. 126
• 4 LEARN NEW WORDS Ask students to look at the
1. They’re going to / aren’t going to
leave on Saturday morning. photos in Activity 4. Ask a few students to describe
2. Her uncle is going to / isn’t going to
what they see in the photos. Then ask them to predict

Islands of Ha. Long Bay, Vietnam
make breakfast at his home.
3. She’s going to / isn’t going to visit a Ha. Long Bay in Vietnam is famous for its many small islands. Tourists enjoy travelling by boat from
one island to another, admiring the beautiful beaches and green forests.
museum on Sunday morning.
4. She’s going to / isn’t going to spend
some time at her uncle’s
house on Sunday afternoon.
In Göreme National Park in Turkey, there are mountains, valleys, caves and underground cities in the
rock. Tourists can stay in hotels in the caves.
what the listening will be about. Read the first part
5. They’re going to / aren’t going to drive
home on Sunday evening.
San Miguel de Allende, Mexico
of the instructions, and ask What can you remember
2 Work in groups. Complete the text about Ricardo’s plans for Sunday.
Ricardo isn’t going to visit (not visit) the museum with Alicia on Sunday
about World Heritage sites? Elicit students’ ideas. Play
morning. He ’s going to go
Track 127 while students listen. Say Those two places

(go) by bus to Fábrica La Aurora – a place
with a lot of art galleries. He ’s going to look for (look for) a surprise birthday
gift for his sister there. Then, he ’s going to walk (walk) to San Agustín
Café. He ’s going to buy
sound amazing! Listen again and focus on the reasons

(buy) a special cake for his sister there. Then he
and his uncle are going to give (give) the gift and the cake to his sister at the
Göreme National Park, Central Anatolia, Turkey
Botanical Gardens.
3 Work in pairs. Imagine that a friend from another town is

going to visit you this weekend. What are you going to do
together? Discuss your plans.
In the morning, we’re going
to go to the sports centre.
5 Work in groups. Imagine you can choose one of these three places for your
next holiday: San Miguel De Allende, Göreme National Park or Ha. Long Bay.
why these places are World Heritage sites.
Which place are you going to visit and why? What are you going to do there?

OWI_F_SE_80310_144-159_U08_PPDF.indd 151 2/22/17 4:17 PM • Play Track 127 again, and ask students to say why they
think the places are World Heritage sites. If they need
Practise 1 2 3 help, remind them that World Heritage sites can be
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• 1 Read the instructions for Activity 1 aloud. Play places of natural beauty or with unusual landscapes.
Track 126, and ask students just to listen and read the Others might contain ancient buildings or structures.
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sentences. Say You have to choose between two forms These special places need to be looked after carefully
of the verb in each sentence. What’s the difference so that uncontrolled tourism or development, for
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between them? (One is positive, the other negative.) example, don’t damage or alter them.
Play Track 126 again, and tell students that this time
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• Ask students to read silently the labels and captions
they should circle the correct form of each verb. Check
for the photos. Point out the four words in bold type.
answers as a class.
Say Let’s listen to the words alone and in sentences.
• Say Sentences 1 and 2 are negative. Those things c Play Track 128. Ask students to repeat each word and
hi
aren’t going to happen. Can you remember what is sentence. Check understanding of the four words, by
ap
going to happen instead? (sentence 1: they’re going asking questions: What can you do on a beach? What’s
to leave on Friday night; sentence 2: they’re going to it like inside a cave? How do you travel to an island? Is
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have breakfast in a café) a valley low down, or high up?
• 5 Put students into groups. Read the instructions.

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• 2 Put students into small groups and read aloud

the instructions for Activity 2. Ask Who is Ricardo? Ask students to discuss the three places, and then
take a vote in their group to choose one of them.
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(Alicia’s brother) Model the activity by reading out the

first gapped sentence. Say The words in the bracket They might like to think about what sort of holiday a
say not visit. What kind of sentence is this? (a negative traveller would have in each place, and what sort of
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sentence). Ask Who is the subject of the verb? (Ricardo) person each place would appeal to. Remind them to
Elicit the correct form of going to and the main verb to use going to when discussing their final plans.
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complete the first gap. (isn’t going to visit)

Extend
at
• Ask students to read through the text together in

• Invite groups from Activity 5 to come to the front of the
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their groups, taking turns to complete each sentence.

class and tell the class which place they chose and
Check answers as a class.
what they plan to do there, using going to.
• 3 Put students into pairs and read aloud the
• Ask the other groups who chose the same place to
instructions for Activity 3. Ask a student to read aloud
say if their activities are similar or different. Invite
the text in the speech bubble. Give students time to
them to say if they think the other groups had some
discuss their plans, and then invite pairs to tell the
ideas that were better or more unusual than theirs.
class about what they’ve planned. You might like to
take a class vote on the most exciting set of plans for
the weekend.

Be the Expert
Consolidate
• Prepare small cards, each with one of these words on: airport,
beach, cave, city, forest, hotel, island, mountain, valley. Put the cards Our World in Context
face down on a table at the front of the class. Write the words in The Göreme Valley in Cappadocia, Turkey,
is a beautiful landscape of volcanic rocks,
a list across the top of the board. Clean the board underneath the which have been formed by erosion into
list, and divide it into two sections with a vertical line. striking and unusual shapes, including
the so-called ‘fairy chimneys’. The
• Divide the class into two groups. Invite one student from each Göreme National Park and the rock sites
group to come to the front of the class and each choose one of of Cappadocia were together added to
the cards. When they have read the word on the card, ask them to the UNESCO World Heritage List in 1985.
show you which word they chose, without revealing it to the other Important monuments that are in danger
due to further erosion, or damage to the
students.
rocks, have been identified, and plans
have been made for their conservation.
• When you say Go!, the two students start to draw a picture on their
side of the board to illustrate their word. As soon as the students in There are more than one hundred
each group guess the word that their own group’s drawing depicts, underground towns and villages in the
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they put up their hands. Note which group puts up their hands first. region, some dating as far back as the
4th century. The first inhabitants took
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• The students at the front stop drawing and ask someone from their to living in caves as protection from
group with a hand up to guess the word. If the guess is incorrect, wild animals and from the harsh winter
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weather. People gradually enlarged and
the group gets no points. If the guess is correct, the group gets one connected the original caves with tunnels,
point, and they gain an extra point if their group is the first to guess
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eventually forming underground cities,
correctly. Continue playing the game until all students have had a some of which are open to visitors today.
turn at the front.
c Teaching Tip
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It will sometimes happen that you ask
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a question and no one puts their hand
up to answer. If this happens, don’t be
tempted to answer your own question.
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Instead, after giving students time to

respond, try asking the same question a
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different way, or point out the place in the

book where students can find the answer.
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Can students
• use going to to describe future plans?
Ask What are you going to do next
weekend? Tell me three things.


1 BEFORE YOU READ Discuss in pairs. Look at
16 5 Work in pairs. Choose one
18
Reading the title and the photo. What do you think the paragraph from the text. Draw a
reading is about? picture to show what happened
to Eric and Sarah.
2 LEARN NEW WORDS Look at the words below.
17
Objectives What do you think they mean? Now find them in 6 Discuss in groups.
Students will the reading. Has your idea about the meaning 1. For this journey, Sarah and
• read about and discuss an unusual changed? Explain. Then listen and repeat. 129 Eric travelled by kite-ski. Think
journey across the Arctic. about the advantages and
• understand and use new words from equipment pull snow shovel tent disadvantages of travelling by
the reading. kite-ski. Would you like to travel
• visualise the journey described in the this way? Why or why not?
3 WHILE YOU READ Try to picture the events of
18 2. For many days of their trip,
reading.
Sarah and Eric’s journey in your mind. 130 Sarah and Eric were alone in the
Reading Strategy Visualise middle of the Arctic. What are
the dangers of travelling so far
Target Vocabulary equipment, pull, 4 AFTER YOU READ Work in pairs to answer
from a town or village? Why do
snow shovel, tent the questions. you think people like travelling
Academic Language visualise 1. Why did people in the past want to use the in remote locations?
Northwest Passage? 3. Imagine you are planning a
Content Vocabulary frozen, kite-ski, 2. Which days were easier for Sarah and Eric – journey with an unusual means
polar bear, remote, route, sledge windy days or days with no wind? of transport. Explain why you
want to travel this way and
Resources Online Workbook/Workbook 3. Why did Sarah and Eric change their route at
where you want to go.
pages 96–97; Worksheet F.8.4 Boothia Strait?
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(Teacher’s Resource CD-ROM/ 4. How did Sarah make the polar bear go away?
Website); Tracks 129−130 (Audio CD/ 5. How did the people of Pond Inlet welcome
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Website/CPT); CPT: Reading Sarah and Eric?
Materials a world map or globe, sheets
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of paper
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Sarah McNair-Landry kite-skiing across the
Northwest Passage of Canada
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152 READING
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Warm Up
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• Activate prior knowledge Say At the beginning of this unit, we

looked at a photo of an expedition across ice. Can you remember
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where in the world the team was travelling? How were they travelling
at
across the ice? Ask two or three students to make suggestions.

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• Ask students to open their books at pages 144−145. Say The team in
the photo are travelling across Antarctica. Invite a student or students
to locate Antarctica on the world map or globe. Say They have special
shoes and ski poles to help them walk across the ice. They’re pulling
their supplies along on a sledge. Point out the two sledges in the photo,
and write sledge on the board. Discuss with students the possible
advantages of using sledges to move heavy loads over ice.
• Say In this lesson, we’re going to read about another expedition

across ice. It takes place in a different part of the world, and the
people use a different method of travelling across the ice. Can you
guess where it might be, and how the people might travel? Elicit
some predictions, but don’t confirm the answers for the moment.

Kite-skiing
in the Arctic
Be the Expert
Reading Strategy
Visualise Visualising is a powerful
strategy that engages a reader or listener
Polar bears, melting ice and a lot of chocolate! with a text, and aids comprehension.
When we ask students to visualise
The Northwest Passage is a sea route One of the most difficult parts of their
trip was at Boothia Strait. The ice started to
something, we are asking them to form
along the Arctic coast of Canada and Alaska.
melt, and Sarah and Eric had to change their a picture in their mind of an object,
It connects the Atlantic and the Pacific
Oceans. In the past, many explorers tried to route. They decided to camp for the night and events or scene described in a text. While
make a new plan the next day. students are reading, prompt them to
sail through the Northwest Passage because
it was a much shorter route from China to At four o’clock in the morning, Sarah woke up picture the events in their heads. When
suddenly. There was a polar bear outside the tent they have finished, ask students to
Europe. The freezing ice made travelling by
and it wanted to come inside! Eric tried to scare
sea very dangerous and difficult. it away with a snow shovel, but the snow shovel
describe what they visualised. Make sure
In 2011, Sarah McNair-Landry and her was very small and the polar bear was very big! they understand that everyone will form
brother, Eric, decided to kite-ski 3,300 km Then Sarah found her rifle and shot it once above a different picture of a particular scene,
(2,500 mi) across the frozen Northwest Passage the bear’s head. The bear ran away, but Sarah filling in details with their imagination;
in Canada. They each took four kites – big kites and Eric didn’t go back to sleep. They wanted to
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for days when there wasn’t much wind, and small leave. On the same morning, they saw five more there is no right or wrong answer.
kites for days when the wind was very strong. polar bears.
Of course, they also packed sleeping bags, a tent
Then you could ask students to say
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On 11th June 2011, after 85 days, Sarah and how their visualisation was similar
and a lot of food, including 200 bars of chocolate!
Eric finally arrived at the tiny Inuit community
In total, they had four sledges, with about 180 kg
of Pond Inlet. They were very tired, hungry and
to or different from other students’
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(400 lb) of equipment. Sarah and Eric were on visualisations. This helps students to
wet from the melting ice. The Mayor of Pond Inlet
skis for the journey.
greeted them on the beach. In the evening, the know how much they have understood
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On windy days, the kites pulled Sarah and local people organised a dance party. It was an from the reading, and whether they
Eric (on their skis) and the sledges with all the amazing end to a wonderful expedition.
equipment. But on days when there was no
missed any details that are important for
wind, they had to pull the sledges themselves a deeper understanding of the text.
with no help. Sometimes, when the weather
was really bad, they only travelled 5–6 km
c Once students are comfortable with the
hi
(3–4 mi) per day. technique, encourage them to practise
Sarah and Eric started their journey in the forming mental images whenever they read.
ap
west, in Tuktoyaktuk. Along the route, they

stopped at seven small communities, where
they stayed with local families. They visited the
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schools at each community and talked to the

children about their trip. Sarah McNair-Landry’s route
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READING 153
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Before You Read 1 2

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student to read out the instructions for Activity 1. Put students into
pairs. Say Don’t read the text yet. Look at the photo and read the
at
title and the caption. Predict what the reading will be about.
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• When students have finished, review their predictions as a class.

Say So, let’s answer the questions we asked before. The answers are
in the title. Which part of the world is this, and how are the people
travelling? (the Arctic; they are kite-skiing) Ask a student or students
to locate the Arctic on the world map or globe. Ask them to suggest
words to describe what the environment is like in the Arctic.
• 2 LEARN NEW WORDS Read aloud the words in the word box in
Activity 2. Ask students to repeat. Read out the first part of the
instruction. Give students time to write down what they think the
words mean. Tell them that if it’s easier, they can draw a picture
instead.
Reading
Kite-skiing Ask students who imagined other details of the
1 BEFORE YOU READ Discuss in pairs. Look at
16 5 Work in pairs. Choose one
18
the title and the photo. What do you think the paragraph from the text. Draw a
reading is about? picture to show what happened
to Eric and Sarah.
incident to share their visualisations with the class.
in the Arctic
2 LEARN NEW WORDS Look at the words below.
17
What do you think they mean? Now find them in 6 Discuss in groups.
the reading. Has your idea about the meaning 1. For this journey, Sarah and
changed? Explain. Then listen and repeat. 129 Eric travelled by kite-ski. Think
about the advantages and
Polar bears, melting ice and a lot of chocolate!
After You Read

equipment pull snow shovel tent disadvantages of travelling by
4 5 6
kite-ski. Would you like to travel
this way? Why or why not? The Northwest Passage is a sea route One of the most difficult parts of their
3 WHILE YOU READ Try to picture the events of
18 2. For many days of their trip, trip was at Boothia Strait. The ice started to
along the Arctic coast of Canada and Alaska.
Sarah and Eric’s journey in your mind. 130 Sarah and Eric were alone in the melt, and Sarah and Eric had to change their
middle of the Arctic. What are
It connects the Atlantic and the Pacific
route. They decided to camp for the night and
the dangers of travelling so far Oceans. In the past, many explorers tried to
4 AFTER YOU READ Work in pairs to answer make a new plan the next day.
sail through the Northwest Passage because
• 4 Put students into pairs to answer the questions.

from a town or village? Why do
the questions. you think people like travelling it was a much shorter route from China to At four o’clock in the morning, Sarah woke up
suddenly. There was a polar bear outside the tent
1. Why did people in the past want to use the in remote locations? Europe. The freezing ice made travelling by
Northwest Passage? 3. Imagine you are planning a and it wanted to come inside! Eric tried to scare
sea very dangerous and difficult. it away with a snow shovel, but the snow shovel
journey with an unusual means
Encourage them to locate the paragraph in the reading

2. Which days were easier for Sarah and Eric – In 2011, Sarah McNair-Landry and her
of transport. Explain why you was very small and the polar bear was very big!
windy days or days with no wind? brother, Eric, decided to kite-ski 3,300 km
want to travel this way and Then Sarah found her rifle and shot it once above
3. Why did Sarah and Eric change their route at (2,500 mi) across the frozen Northwest Passage the bear’s head. The bear ran away, but Sarah
where you want to go.
Boothia Strait? in Canada. They each took four kites – big kites and Eric didn’t go back to sleep. They wanted to
where the answer is given, and read out the relevant

4. How did Sarah make the polar bear go away? for days when there wasn’t much wind, and small leave. On the same morning, they saw five more
kites for days when the wind was very strong. polar bears.
5. How did the people of Pond Inlet welcome
Of course, they also packed sleeping bags, a tent
Sarah and Eric? On 11th June 2011, after 85 days, Sarah and
and a lot of food, including 200 bars of chocolate!
Eric finally arrived at the tiny Inuit community
sentence or sentences together. Check answers as

In total, they had four sledges, with about 180 kg
of Pond Inlet. They were very tired, hungry and
(400 lb) of equipment. Sarah and Eric were on
wet from the melting ice. The Mayor of Pond Inlet
skis for the journey.
greeted them on the beach. In the evening, the
On windy days, the kites pulled Sarah and local people organised a dance party. It was an
Eric (on their skis) and the sledges with all the
equipment. But on days when there was no
wind, they had to pull the sledges themselves
amazing end to a wonderful expedition.
a class.
with no help. Sometimes, when the weather
was really bad, they only travelled 5–6 km
(3–4 mi) per day.
Sarah McNair-Landry kite-skiing across the
Northwest Passage of Canada
Sarah and Eric started their journey in the
west, in Tuktoyaktuk. Along the route, they
stopped at seven small communities, where
they stayed with local families. They visited the
• 5 Ask students to work in their pairs again. Read
152 READING
schools at each community and talked to the
children about their trip. Sarah McNair-Landry’s route
READING 153
the instructions for Activity 5. Give each pair a blank
sheet of paper. Encourage them to choose different
• Ask students to find the words from the box in the parts of Sarah and Eric’s journey, not just the polar
reading. Tell them that each of the words can be found bear incident. Tell them that it’s fine to make up the
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twice in the text. Ask them to find both occurrences of details that the text doesn’t provide.
each word and to look at the context – the words and
sentences before and after – to help them decide if • When students have finished, ask each pair to show
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their definitions make sense. their picture to the class, without saying which part
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of the text it illustrates. Invite the other students
• Read out the question in Activity 2. Ask Did you to guess.
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change your mind about the meaning of any of the
words after you found it in the reading? Invite several • 6 Put students into small groups for Activity 6.
students to respond. Play Track 129 and ask students Ask each group to choose one member to act as
to listen and repeat the words and sentences.
c secretary and write notes about the group’s discussions.
hi
When students are discussing Question 1, encourage
the secretaries to use a two-column table to list the
While You Read
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3
advantages and disadvantages suggested by the group,
• 3 Say You predicted what the reading is about. Let’s before going on to discuss the main question. If time
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find out if you were right. Play Track 130 and tell students allows, the groups might like to do some quick internet
to listen and read along. Ask students to say what parts research on kite-skiing, finding out, for example, how
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of their predictions were correct. Draw attention to the fast you can travel in this way, and how long it takes to
map of Sarah McNair-Landry’s route on page 153, and learn to kite-ski.
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the places named in the text, and see if students can

find any of the places on the globe or world map. • For Question 2, encourage the secretaries to write
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down all the dangers the group members can think

• Read the instruction for Activity 3. Say Now we’re going of. Ask students to guess the meaning of remote, and
confirm that it means ‘far away from towns and cities’.
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to listen to the text again. This time, don’t read the text.
Close your eyes and visualise the events of the journey. Students might like to think of some adjectives that
at
Visualise means to make pictures in your mind. Play describe people who like to travel to remote locations,
Track 130 again while students visualise the events before discussing the second question.
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described.
• When students have finished, ask them to describe

some of the images they formed of the polar bear
incident. Ask questions such as the following:
Exactly how big was the polar bear?
Was the tent big or small, and what colour was it?
What were the expressions on Sarah and Eric’s
faces? Was it easy for Sarah to shoot the rifle?
How did the bear react when it heard the rifle shot?
How did Sarah and Eric look when they realised the
bear was running away?

Be the Expert
• For Question 3, encourage students to use their imagination to
think of an unusual means of transport. Suggest that they spend a
moment visualising what it would be like to travel that way, before Teaching Tip
discussing in their groups. Encourage each group to choose one If students don’t have the words to
unusual means of transport and ask the secretary to make notes express the meaning of a new word,
about it. They might also like to draw a picture or a labelled diagram. encourage them to sketch a picture of
it. Similarly, if students are undertaking
a visualisation activity, you could ask
Extend them to draw a quick sketch of what they
• Ask the secretary of each group to share their group’s ideas for visualised. Emphasise that the quality of
Question 3. Encourage the rest of the class to ask each group their drawing isn’t important; it’s simply
another way of conveying and comparing
questions about their suggested means of transport, for example,
their ideas.
Where are you going to go? How are you going to travel? How long is
your journey going to take? Is anyone going to go with you?
Answer Key
Comprehension 4
Students will use the worksheet to revisit the reading text and
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1. Because it was a shorter route from
practise the new vocabulary. China to Europe.
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2. Windy days were easier for Sarah
Consolidate and Eric.
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3. Because the ice started to melt.
• Ask the students to sit in a circle to play a memory game. Join in
4. Sarah shot her rifle above the
the circle with them. Explain Visualising can help you to remember
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bear’s head.
things. Let’s try it. Say Imagine we’re going on an expedition. Let’s talk 5. They organised a dance party.
about what we’re going to take. I’ll start. Here’s my sentence. ‘We’re
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going to take a lot of chocolate.’ Encourage students to visualise
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bars of chocolate for a few moments. Then ask the student on your
left to repeat what you said and add another item to the sentence,
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for example, We’re going to take a lot of chocolate and a tent.

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• Carry on round the circle, with students adding a new item each
time. Give students time to form a picture in their mind of each
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item, and of the list as it gets longer. If any student can’t remember
all the items, the next student in the circle starts the game again
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with one item. Ask Did visualising the items help you to remember
them?
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Can students
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• discuss Sarah and Eric’s journey across

the Arctic?
Ask What do you think was the biggest
problem for Sarah and Eric on their
journey?
Ask students to make four sentences, each
including one of the new words from this
lesson: equipment, pull, snow shovel, tent.

Reading
Video VIDE
Objectives
Students will 1 BEFORE YOU WATCH Discuss in pairs. Imagine you can take
22
• discuss a student expedition to a trip to any country in the world. Which country do you want to go
Tanzania. to? Why? What do you want to do there?
their personal lives. 2 Read and tick. You are going to watch Student Expedition: Tanzania.
Before you watch, predict which images you will see:
Content Vocabulary camera, elephant,
expedition, lion
✓ cameras ✓ tents ✓ dancing
Website/CPT); Online Workbook; CPT: shops computers ✓ singing
Video ✓ elephants caves boats
Materials a world map or globe, or a ✓
map of Africa stars
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154 VIDEO
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Then ask another student to read out the words in

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the box. Say Look at the photo. Think about what

• Say In this unit, we’ve learnt about travel to a lot of the students might do on this trip. Predict what you’ll
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different countries. Who can remember some of those see in the video. Ask students to work individually to
countries or places? Ask several students to name the complete the activity, then compare their predictions
at
countries or parts of the world they remember reading with their partner.
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about. Say In this lesson, we’re going to watch a video

about travel to another country. It’s a country where While You Watch 3
you can find lions and zebras. Can you guess where
• 3 Say Now let’s watch Student Expedition: Tanzania.
this is? Let students make suggestions.
Let’s find out if the words you ticked were correct. Look
• 1 Ask students to open their books at pages for the images. Play Video scene 8.1. Ask Were your
154−155. Read out the questions in Activity 1. Put predictions correct? Check answers as a class, playing
students into pairs. Say Discuss the questions with parts of the video again if necessary.
your partner. When pairs have finished, encourage
students to have a class discussion. After You Watch 4 5 6 7
• 2 Read the instructions for Activity 2. Say Now we • 4 Put students into new pairs. Tell them to use
know that the students are travelling to Tanzania. Help information from the video to decide if the statements
a student to locate Tanzania on a world map or globe. are true or false. Ask students to let you know if they

Be the Expert
Teaching Tip
3 WHILE YOU WATCH Check your predictions from Activity 2.
24
Video in the classroom Divide the
Watch scene 8.1.
class into pairs, with one student facing
4 AFTER YOU WATCH Work in pairs. Tick T for True or F for False.
24 the monitor and the other with their
1. The boy thought a trip to Tanzania would change back to it. Turn off the sound and play
his life. ✓
T F the video. Ask the students who can
2 The boy believes that he can use his camera to take
see to describe to their partner what is
photos of all the new things he sees in Tanzania. T ✓
F happening. Pause the video from time to
time for the students to change places.
3. The boy thinks that the trip was a typical
tourist experience. T ✓
F This activity could be used, for example,
to check answers for Activity 3.
4. The girl came to Tanzania to learn about a
different culture and lifestyle and to improve her
photography skills. T
✓ F
5. The girl’s favourite animal is a lion. T ✓

F
5 Work in groups. Would you like to take part in an expedition
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like this? Why or why not? Which parts of the video looked most
interesting or exciting? Think of some problems or difficulties you
might have on this kind of expedition.
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6 Work in pairs. In the video, one of the students says, ‘I can
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honestly say that a part of me is changed because I came
to Tanzania.’ How do you think a trip to another country
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might change your life?
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1. Work independently. Imagine you are in Tanzania on a
National Geographic Student Expedition. Write a postcard Formative Assessment
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home to your family about your activities in the last few days.
Can students
2. Work in pairs. Find out about a National Geographic Student
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Expedition to another country. Write a short description of it.

• discuss a student expedition to Tanzania?
3. Work in groups. Prepare a short holiday brochure about Say Tell me three things the students saw
Tanzania. Find out about four popular activities for tourists. or did in Tanzania.
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Find photos to go with your information. Present your

brochure to the class.
National Geographic Student
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Expedition, Tanzania
VIDEO 155 Online Workbook Video
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need to see all or part of the video again. Check

• 7 YOU DECIDE Ask students to choose an activity.
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answers as a class, and ask students to correct the

If students choose the first activity, encourage them
false statements.
to think of the most exciting parts of their trip to write
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• 5 Put students into small groups. Ask a student to about. If time allows, you could ask them to illustrate
at
read the instructions aloud. Say Make sure each member their postcard.
of your group has a chance to give their opinion. Ask one
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of your group members to make notes of your discussion.
pairs. Guide them to do internet research before
When groups have finished, ask them to share their
completing the activity. Information can be readily
ideas with the class. Take a class vote on whether
found online via a quick search using the term
students would like to take part in a similar expedition.
National Geographic Student Expeditions.
• 6 Put students into pairs again to discuss the
question. Ask them to tell their partner if they have
groups. Encourage them to find information about
already made a journey that has changed their life, or
travel to Tanzania online and in books and other
if there is a particular part of the world they would love
printed resources. Encourage students to divide up the
to visit. When pairs have finished, ask What are some
work, for example, one student can focus on research,
of the ways you think such a trip can change a person’s
another on the brochure design, another on finding
life? Are all the changes good? Are any not so good?
photos, and so on.
Video
In, on and at: Saying when things happen

On Friday, we’re going to fly to Prague.
On Saturday morning, we’re going to see Prague Castle.
Objective
At lunchtime, we’re going to try the new café in Wenceslas Square.
Students will
In the afternoon, I’m going to walk to the Alfons Mucha Museum.
At seven o’clock in the evening, we’re going to meet our friends at Prague Estates Theatre.
happen.
Grammar In, on and at
1 Read. Complete the email with in, on or at.
Content Vocabulary concert, castle,
email, square, tram
Hello from Prague
Resources Online Workbook/
Workbook pages 98–99; Worksheet Hi Stella!
How are you? We’re having a great time in Prague. Yesterday we went to Charles Bridge very early in
Website/CPT); CPT: Grammar 2 the morning and took a lot of photos. Then, at noon, we went by tram to Peace Square. We looked at
Materials Paper clips, scissors, pieces all the beautiful buildings and at lunchtime we had a hot dog from a kiosk in the square. In
of card In
the afternoon, we visited the National House of Vinohrady – an amazing building. the evening, we
went to an amazing concert at Akropolis. It didn’t finish until half past eleven at night. We didn’t get
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back to our hotel until one o’clock in the morning, so we’re very tired today! On Wednesday,
we’re going to go by train to Karlštejn Castle. And on Thursday, we’re going to come back home!
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See you soon.
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Joel
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2 Work in pairs. Talk about your plans for the next two or three days. Use in, on and at.
3 Work in pairs. Spin the wheel. Take turns making sentences using the
words on the wheel and the correct preposition: in, on or at.
c
hi
I had a cheese sandwich at lunchtime.
Go to page 187.
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gr
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Prague, Czech Republic

156 GRAMMAR
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Warm Up • Say We need to know which preposition to use. We use

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different prepositions depending on what follows them

• Activate prior knowledge Say When you write an in the sentence. Write the following table on the board:
itinerary for a trip, how do you organise it? Think about
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the itinerary you read for a trip to China. What were the
When? Preposition Example
at
headings? Confirm that an itinerary is usually divided into

the different days of the trip, and lists the activities for Day of the week
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each day. Say It’s very important to know exactly when

Part of the day
activities and events are happening. To talk about when
things happen, we use the prepositions in, on and at. Write Clock time
in, on, at on the board. Say Let’s find out how to use them.
Invite students to help you complete the table. Ask
Present Which sentences in the box name days of the week?
• Ask students to open their books at page 156. (the first two) Ask Which preposition do we use before
Read the title of the grammar box. Then point to the days of the week? (on) Write on in the second column
three words on the board, and ask students to work of the table, and On Friday as the example. Encourage
individually to find them in the example sentences. students to complete the other gaps in the table,
using the sentences in the grammar box. Confirm
• Say Listen to someone talking about a visit to Prague. that in is used for parts of the day, such as morning,
They say when they’re going to do each thing. Play afternoon and evening. Confirm that at is used for
Track 131 while students read along silently.

Be the Expert
specific times of day, such as clock times, or with words like
bedtime and lunchtime that refer to times when regular activities
take place. Grammar in Depth
Many different prepositions are used to
• Play Track 131 again, and ask students to listen and repeat each refer to time. In this lesson, we look at
sentence. the use of in, on and at.
Practise 1 2 In is used for parts of the day, for

example, morning, afternoon and evening.
• 1 Ask students to look at Activity 1, and read the instruction. Put It is also used for months or seasons of
the year:
students into pairs. Say Work with your partner to read the email and
In April we’re going to visit Paris. I love
complete it using the correct prepositions. Remind students to refer Paris in the spring.
to the table on the board, and the grammar box on page 156, if they
are not sure which preposition to use. Check answers as a class. On is used for days of the week, dates
and special days, for example, on my
• 2 Read out the instruction for Activity 2. Ask students to work birthday. We use plurals of days of the
with the same partner and talk about their plans. Say Try to make week to talk about repeated or habitual
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actions:
two sentences for each of the prepositions. When they have finished, On Sundays, I visit my aunt.
ask some of the students to tell the class about their plans.
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At is used for clock times, specific times
Apply of day and festivals, for example:
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3 at six o’clock
• 3 Put students into pairs with a new partner. Ask them to cut out at sunset
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at Christmas
the spinner from page 187 in one of their books. Remind them how
to spin the paper clip round the point of the pencil and read the Exceptions to the above rules are at the
c
text where the paper clip stops. Read out the instructions. Say Look weekend and at night.
hi
at the spinner in the picture at the bottom of page 156. The paper
clip points to ‘lunchtime’. Which preposition do we use? (at) Ask a
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student to read the example in the speech bubble. Tell pairs to play
the game, taking turns to spin the wheel and make a sentence.
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Extend
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• Make two sets of three cards, each with in, on or at written in large
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letters. Divide the class into two teams. Invite one student from
each team to the front of the class and give them a set of three
cards. Call out a word or phrase for time, for example, Thursday,
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morning, two o’clock, breakfast time, half past ten, night, Tuesday,
noon or evening. As soon as the two students hear the word or
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phrase, they hold up the card with the correct preposition. The first
at
student to hold up the correct card gets a point for their team. Ask
Can students
that student to make a sentence using the preposition and the time
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word or phrase. For a correct sentence, they gain an extra point. happen?
Continue until all students have had a turn at the front. Ask students to choose the correct
prepositions to complete these sentences:
• Hand out Worksheet F.8.5 to give students more practice of the
_ _____ Tuesday we’re going to perform a
prepositions in, on and at.
play for our parents.
They’re going to arrive ______ two o’clock.
Consolidate _ _____ the evening, we’re going to eat at a
• Ask students to work in small groups to write an itinerary for a restaurant.
perfect weekend. Say Imagine you can do anything you want to,
for one weekend. Think of at least three activities for each day.
Encourage them to decide at what time or time of day each activity Workbook For additional practice,
will take place. When they have finished, invite each group to
talk about their perfect weekend, using going to and the correct Online Workbook Grammar 2
prepositions to say when things happen.
Writing WRITING
Blogs usually include the following information:
• The titles of the blog posts
Objectives • The date of each blog post

• A small piece of information about the author (the blogger)
Students will
• understand how to structure a At the end of the blog post, the blogger often asks the readers to add their comments.
blog post.
• analyse the elements of a model 1 Read the model. Work in pairs to identify and underline these four things: the
blog post. title of the blog post, the date of the blog post, the information about the blogger
• write a blog post about holiday plans. and the request for comments.
Writing A blog post
My Life, My Music, My World, My Blog! About me: I’m Mateo. I’m
Academic Language blog, blogger, 12 December 2016
th
from Córdoba and I love music,
football and empanadas!
comment, request
My Staycation
Resources Online Workbook/Workbook Every summer holiday our family goes away for a week or two. Sometimes we visit friends in the
page 100; Process Writing Worksheet mountains or we go to the beach. Sometimes we travel to other countries. This year, we’re going
(Teacher’s Resource CD-ROM/ to do something completely different. We’re going to have a ‘staycation’. We’re planning to stay at
Website); CPT: Writing home and explore all the exciting things right here in Córdoba, Argentina.
On Monday, we’re going to visit the Paseo del Buen Pastor. We’re planning to look at some modern
art and listen to some music. On Tuesday, we’re going to have a picnic at Parque Sarmiento and
in the evening my sister’s hoping to take a tango lesson. (I’m not so sure about that plan!) On
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Wednesday, we’re planning to make a day trip to a small town near Córdoba called Cosquín. We’re
going to listen to some folk music there. After that … I don’t know yet. But there’s so much to do
in my own city, I think a staycation is a great idea!
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What do you think of our staycation plans? Please comment below!
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Fountain show, Paseo de Buen Pastor,
Córdoba, Argentina
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c
hi
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2 Work in pairs. Do you like the idea of a staycation? Why or why not?
3 Write. Write a blog about your holiday plans. Include all of the information
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you usually find on a blog.

WRITING 157
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Warm Up Present
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• Build background Ask What do you know about blogs • Tell students to open their books at page 157. Ask
and blogging? Where would you read a blog? Ask them to read silently through the information in the
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students to share their ideas about blogs with the green box at the top of the page. Go through the
at
class. Confirm that A blog is a website or webpage that points in the box one by one, asking questions such
has information added to it regularly. It’s usually written as the following:
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by one person, or a small group of people. Why does a blog post need a title? (to tell the reader
• Say A blog often shares information or experiences what the subject is; to persuade the reader to
about a particular topic. People blog about their jobs, continue reading)
or about their hobbies or interests. There are blogs Why is it important for a blog post to have a date?
about different sports and about how to make things. (so that the reader can see the order in which the
There are more than 150 million blogs on the Internet! blog posts were written; to see if the information is
Explain that a blog post or blog entry is an individual up to date)
article or new piece of writing that’s been added to
Why is there some information about the blogger?
a blog. Ask Do any of you read blogs? Who are they
(because readers like to know about the writer; it
written by? What’s the topic? You might like to start
the discussion by sharing your own experience of a makes the blog more personal)
blog that you read regularly. Why do bloggers ask for readers’ comments?
(Let the students express their own ideas about

Be the Expert
this question, but the answers might include: so that bloggers
can write about things that interest their readers; so that they Writing Support
can improve their writing; so that they can get to know what Writing a blog post The word blog
kinds of people are reading their blog.) is short for weblog, and it refers to a
website consisting of entries (or posts)
that appear in order of date, with the
Read the Model 1 2 most recent post shown first. Blogs often
include links to related websites and
• 1 Say Now we’re going to read a blog post and identify the
a section for comments from readers.
different features. Read the instruction for Activity 1. Put There are believed to be more than
students into pairs and ask them to read the blog post together 100 million blogs online, on every topic
and underline the four features mentioned. Give pairs time to from home life to business, politics and
complete the activity. different interests and pastimes.
A blog is usually written in an informal,

• Say The blog post uses going to to describe future plans. Elicit conversational style. Tell students to
some examples of this. (One example is, We’re going to do imagine they are writing to their friends,
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something completely different.) Then say In some sentences, because a friendly tone will attract
the blog uses another phrase to describe future plans. What is it? more readers. Bloggers are advised
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(We’re planning to …) Confirm that We’re planning to … and We’re to update their blog regularly, adding
new information or posts, to keep their
going to … have very similar meanings. Say The blog also says ‘my
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readers’ interest.
sister’s hoping to take a tango lesson.’ Hoping to means that you
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want to do something, but you’re not sure whether you’ll be able to Encourage students to think of a title
or not. that will communicate the content of
the blog clearly, but at the same time
c
• Say The title at the top of the blog is the name of the blog. What invite the reader to read on. Tell them to
provide some personal information that
hi
is it called? (My Life, My Music, My World, My Blog!) Ask Do you
will give the reader a picture of who they
think this is a good title for a blog? Why or why not? Say The title in are, and where they are based. After all,
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smaller type is the title of the blog post. What is it? (My Staycation) the Internet is a global phenomenon and
Explain The title ‘My Staycation’ tells us what this blog post is about. bloggers could be anywhere in the world,
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Did you find out what a staycation is? (a holiday where you stay as could their readers.
close to home) Check the other information students underlined
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as a class. Teaching Tip

Students often find writing difficult, and
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• Ask Did you enjoy reading Mateo’s blog? What did you like about it? it’s important to keep students motivated
Invite responses. Point out the informal, conversational tone of the and praise their efforts. Always give them
writing and ask What does the blog title, the personal information a good reason to write. Explain that being
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and the tone of the writing tell you about what kind of person Mateo able to write a blog post allows them to
is? If you could send Mateo a comment about his blog, what would express their own ideas and opinions,
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and to talk about subjects that they know

it say? Ask students to discuss in pairs. Invite several students to a lot about or are passionate about.
at
share their ideas with the class. Encourage students to read blog posts on
subjects that interest them, always with
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• 2 Draw students’ attention to Activity 2, and read the guidance from a teacher or parent.
instructions aloud. Ask students to work with a new partner to
discuss the question. Ask pairs to share their opinions with the
class. Ask Have you ever had a staycation? What did you do? Invite
students to share their experiences.

Writing
Blogs usually include the following information:
• The titles of the blog posts
have Workbooks, remind them to use Workbook page
• The date of each blog post 100 for writing support.
• A small piece of information about the author (the blogger)
At the end of the blog post, the blogger often asks the readers to add their comments.
• Worksheets If your students need a reminder of any
1 Read the model. Work in pairs to identify and underline these four things: the
title of the blog post, the date of the blog post, the information about the blogger
of the steps of process writing, you may want to hand
and the request for comments. out the Process Writing Worksheet and review
My Life, My Music, My World, My Blog!
12th December 2016
About me: I’m Mateo. I’m
from Córdoba and I love music, it together.
football and empanadas!
My Staycation
Every summer holiday our family goes away for a week or two. Sometimes we visit friends in the • Workbook Refer students to Workbook page 100 to
mountains or we go to the beach. Sometimes we travel to other countries. This year, we’re going
to do something completely different. We’re going to have a ‘staycation’. We’re planning to stay at help them organise and plan their writing.
home and explore all the exciting things right here in Córdoba, Argentina.
On Monday, we’re going to visit the Paseo del Buen Pastor. We’re planning to look at some modern
Write
art and listen to some music. On Tuesday, we’re going to have a picnic at Parque Sarmiento and
in the evening my sister’s hoping to take a tango lesson. (I’m not so sure about that plan!) On
Wednesday, we’re planning to make a day trip to a small town near Córdoba called Cosquín. We’re
going to listen to some folk music there. After that … I don’t know yet. But there’s so much to do
in my own city, I think a staycation is a great idea! • After students have completed their pre-writing, tell them
What do you think of our staycation plans? Please comment below!
to work on their first drafts. If you haven’t got enough
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Fountain show, Paseo de Buen Pastor,
Córdoba, Argentina time in class, assign the first drafts as homework.
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Revise
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to review their writing and think about their ideas
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2 Work in pairs. Do you like the idea of a staycation? Why or why not?
and organisation. Ask each student to consider the
3 Write. Write a blog about your holiday plans. Include all of the information following: Have I included all the information in the
you usually find on a blog.
right order? Will the title I’ve chosen make the reader
c
WRITING 157
want to read on? Have I chosen the most interesting

hi
Plan 3 points about my planned holiday? Have I written in an

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informal style, as though I was writing to a friend?

plan your own writing. The topic is to write a blog about
Edit and Proofread
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your holiday plans. Explain that students can write

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about a real holiday they are planning, or use their

imagination to write about a holiday they would like to such as sentence variety, parallelism and word choice.
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go on. Say Don’t forget to use going to or planning to

to talk about your plans. punctuation, capitalisation and spelling.
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• Ask What are the different types of information you Publish

need to include? (a title, a date, information about • Publishing includes handing in pieces of writing to the
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themselves, the blog post and an invitation for people teacher, sharing work with classmates, adding pieces
to comment) Encourage students to make notes about to a class book, displaying pieces on a classroom wall
at
each of these types of information before beginning or in a hallway, and posting on the Internet.
their writing.
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1 2 3 4
Writing Assessment Writing Student includes the information and
Use these guidelines to assess features of a blog post correctly.
other aspects of their writing Grammar Student uses going to and other
appropriate phrases to talk about future plans.
you’d like to assess at the
3 = Good
1 = Re-do

Mission
Objective
Students will
• discuss how travel and outdoor
experiences can help them learn.
Resources Resources Video scene
8.2 (DVD/Website/CPT); Worksheet
F.8.6 (Teacher’s Resource CD-ROM/
Be the Expert
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Get Outside!
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Teaching Tip
When students are working in pairs,
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encourage them to use English at all
‘Get outside and have fun!’
times. Make sure that they have useful
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Sarah McNair-Landry vocabulary to refer to. You might also like
National Geographic Explorer, Adventurer and Cinematographer
to provide basic sentences on the board
or on a classroom wall for students to
c use. For example:

hi
I think … Do you agree?
Have you got any other ideas?
ap
1. Watch scene 8.2. 3. Think about a time that you spent
outside recently. What did you do? What In my opinion, the most important
2. What things can you learn about when did you see? What did you learn? Did you thing is …
you travel to a different place? What can
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have fun? How can we find out about …?

you learn about yourself?
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Mission the incident with the polar bear in the night. Play
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the video again, and ask them to notice any new

• Read aloud the mission Get Outside! and write it on information about the incident in the video. Ask
the board. Ask Why is it important to get outside?
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students to say what they noticed.

Elicit students’ ideas. Ask Who’s the explorer featured
at
in this unit? What kind of places does she travel to? • Activity 2 Put students into pairs. Say In the video,
(Sarah McNair-Landry; She often travels to very cold Sarah says she wants to pass on the message to young
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places: the Arctic and Antarctic.) people that anything is possible. Read out the quote
again, and ask a student to read out the activity
• Tell students to turn to page 158 and look at the questions. Ask pairs to discuss them.
photo. Say This is another photo of Sarah. It looks like
she’s in a very cold place. How can we tell? (It’s so cold • Activity 3 Read the questions in Activity 3. Ask
that she’s got ice on her hair and her eyelashes!) Ask students to make notes individually about a recent
students to say what else they can see in the photo. experience. Then invite students to share and
Read aloud the mission and the quote. Ask Does compare ideas with the rest of the class.
Sarah look like she’s having fun in the photo? (Yes, she
seems to be smiling.) • Worksheet Hand out Worksheet F.8.6. Explain that
students will use the worksheet to think and write
• Activity 1 Say Now let’s watch a video about Sarah about Sarah McNair-Landry and why it’s important to
and her travels. Play Video scene 8.2. Ask students get outside.
to focus on what Sarah says about why she travels to
difficult places. Remind students that they visualised
Mission
Objective
Students will 1 Create a tour itinerary.
• Make a list of interesting places in your local area.
related to travel and holidays.
• Design a three-day tour itinerary for visitors. Think about how they can
Content Vocabulary blog entry, get from one place to the next. Use photos to illustrate your itinerary.
itinerary
• Present your itinerary to the class and answer their questions about it.
Resources Assessment: Unit 8 Quiz,
Units 5–8 Mastery Test, Final Test; 2 Write a blog entry.
Workbook pages 101 and 111;
• Research a city in another country.
CD-ROM/Website); CPT: Make an • Pretend that you are on holiday in this city. Write a blog about your visit.
Impact and Review Games Include photos.
Materials tourist leaflets about your • Publish your blog. Answer questions and respond to your
local area (optional), large sheets of classmates’ comments.
paper, glue sticks (optional)
3 Make a map.
• Survey your friends and family to find out which places around the world
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they have visited.
• Draw or print out a map of the world and label each place with the name
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of the person who went there and information about why they went there.
• Show your map to the class. Discuss which places are the most
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popular and why.
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c
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Assessment Go to pages 288–290.
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Prepare • Activity 3 When students carry out their surveys,

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remind them to find out why people visited the

• you decide Ask students to choose a project. different places, as well as where they went. You
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• Activity 1 Remind students how to organise their might like to provide large sheets of paper, so that
itinerary, laying it out day by day. Make sure that they students can stick their maps onto the centre of the
at
have access to information about interesting places in sheet, and have space to write their labels on the
blank paper around the map.
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the local area. If you have tourist information or books

about the local area, make these available. Encourage
students to do internet research to check facts and Share
deepen their knowledge of local places. In this way, • Schedule time for students to present their tour
they will be prepared to answer questions when they itineraries, blog entries or labelled maps to the class.
present their itinerary to the class. Allow time for the other students to ask questions
about their classmates’ work.
• Activity 2 Remind students of the features of a blog.
Encourage them to choose a city that is very different • Modify Help students to simplify a project by
from the students’ own culture, as this is likely to eliminating one of the options or steps. For Activity 3,
elicit more interesting comments and reflections. you could provide a world map outline for students
When they publish their blog, student bloggers might to use, and they could share their survey information
like to ask their classmates to provide short written with one or two other students, collating the results
comments, as if they were commenting online. onto one map.
276 Unit 8 Project

STUDENT’S BOOK
AUDIO SCRIPT
Track 119 1 Listen and read. See Student’s Book Track 127 4 The UNESCO list of World Heritage sites
pages 146–147. includes more than 1,000 places around the world of great
interest, importance or natural beauty.
Track 120 2 LEARN NEW WORDS airport / We can take
a train to the airport and then fly to France. by train/coach/ In Vietnam, Ha. Long Bay is a UNESCO World Heritage site.
boat / I usually go there by train/by coach/by boat. leave / There are more than 1,600 islands in this bay. Many of
Our train leaves tomorrow at eleven o’clock in the morning. them are uninhabited – no one lives there − because they
pack / It will be very cold in China, so don’t forget to pack are very small and rocky with thick forests. Tourists love to
warm clothes. passport / You usually need a passport visit this bay, often by boat. They travel from one island to
when you go to another country. public transport / Trains another and admire the beautiful beaches, the unusual rock
and buses are both forms of public transport. spend / formations, the green forests and the blue water of the sea.
Students will spend three days in Beijing. ticket / You Another amazing UNESCO World Heritage site is the
must buy your ticket before you get on the train. tourist / Göreme National Park in Turkey. Like the islands in Ha. Long
Thousands of tourists visit the Great Wall of China every Bay, Göreme National Park has some amazing and unusual
year. trip / The school trip to China was amazing. rock formations. But here, there are mountains, valleys,
caves and underground cities in the rocks. Two thousand
Track 121 5 S1: So, Marco … did you enjoy the school years ago, more than 20,000 people lived in these
trip to China? S2: Yes, it was amazing. S1: What was your underground cities. Now you can stay in hotels in the caves.
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favourite part? S2: My favourite part of the trip was our
tour of the Forbidden City. It was really interesting and the Track 128 4 LEARN NEW WORDS beach / Ha. Long Bay
palaces were so beautiful. And I liked Shanghai Historic has many beautiful beaches. cave / In Göreme National
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District. I bought a Chinese poster as a gift for my sister Park there are caves in the rocks. island / Tourists enjoy
there. She loves it! S1: Where did you stay? S2: In Beijing travelling by boat from one island to another. valley / There
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and Shanghai we stayed in hotels. They were OK, but it was are valleys between the mountains.
really interesting to stay with a local family in Nanjing. They
Track 129 2 LEARN NEW WORDS equipment / They
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were very friendly and I practised my Chinese.
had a lot of equipment for their trip. pull / The kites pulled
Track 122 5 LEARN NEW WORDS gift / I always bring the sledges along the ice. snow shovel / We used a snow
a gift when I stay with other people. hotel / I don’t want shovel to move the snow from our door. tent / A polar bear
to stay in a hotel because it’s expensive. local / The local
shops are much better than the ones in the city centre.
c tried to get into their tent while they slept.
hi
tour / Let’s go on a tour of the Forbidden City today. Track 130 3 HILE YOU READ See Student’s Book
W
pages 152–153.
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Track 123 S
PEAKING STRATEGY See Student’s Book
page 149. Track 131 GRAMMAR See Student’s Book page 156.
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Track 124 1 S1: Excuse me, do you know how to get Track 132 1 Express Yourself See Student’s Book
to Linden Avenue, please? S2: Linden Avenue? Of course. pages 160–161.
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Go down King Street and turn right at the Fishermen’s

Memorial into Bluenose Drive. S1: OK, got that. S2:
Then you go straight down Bluenose Drive. At the end of
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Bluenose Drive, turn left and that’s Linden Avenue. S1:

Great! Thanks very much. S2: No problem. Have a nice day.
Track 125 GRAMMAR See Student’s Book page 150.
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Track 126 1 S1: So, Alicia, tell me more about your

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birthday weekend in San Miguel de Allende. Are you going to

leave here on Saturday morning? S2: No, we aren’t. We’re
going to leave on Friday night. Ricardo’s going to drive. I
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think the journey from Mexico City is about four hours.

S1: And what are you going to do on Saturday morning?
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S2: Our uncle is going to take us to this amazing café called

Muro for breakfast. I can’t wait. And then in the afternoon
we’re going to do a tour of the town. S1: Are you going to
visit any museums? S2: Yes. You know I’m crazy about
museums! I’m going to visit the Historical Museum on
Sunday morning, before our picnic in the Botanical Gardens.
But my brother isn’t going to come! S1: Have you got any
plans for Sunday afternoon? There are a lot of amazing art
galleries, you know. S2: I’m not going to do anything on
Sunday afternoon. I’m just going to spend some time at my
uncle’s house and then we’re going to drive back home to
Mexico City in the evening.

1 Read and listen to the blog. 132
Objectives
Students will
• identify the purpose and features of Welcome to Haneul’s Awesome
blogs.
• connect ideas about space and
Blogging World
travel. 23rd May 2028 I saw the competition in a science magazine:
Content Vocabulary billionaire, ‘Win a five-day holiday in a space hotel, 300 km (186 mi) above
competition, float, hotel, strap, universe Earth.’ A holiday like that costs more than $1 million. Of course
I entered the competition! I’m crazy about space. And ... can you
Resources Online Workbook (Units 7–8 believe it? I won! Now, I am in a rocket with five billionaires on
Review)/Workbook pages 102–103; our way into space!
24th May 2028 The journey on the rocket yesterday was
CD-ROM/Website); Track 132 (Audio quite scary and very noisy. It was also much faster than
CD/Website/CPT); CPT: Express I imagined. In fact, it only took ten minutes to get into
Yourself Units 7−8 space, but it took six hours to connect with our space
Materials travel brochures and hotel. The space hotel is amazing! We all have our
catalogues for different kinds of own bedrooms, and we have special straps to
hold us onto our beds so we don’t float away
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holidays (optional)
when we’re asleep! It’s really strange being in
zero gravity.
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25th May 2028 I took a lot of photos today. I think
Earth is the most beautiful and the most colourful
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thing in space. We’re travelling around Earth at
27,000 km (16,777 mi) per hour, and we can watch
the sun rise and set 16 times a day!
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26th May 2028 Some of the other guests in this space hotel
complain about everything! They don’t like the food or the
beds. But I think we are the luckiest people in the universe!
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27th May 2028 Today was our last day in the space hotel.
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Now I just need to find $1 million for my next trip!
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160
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Present 1 Practise 2
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• Preview Ask students to turn to pages 160−161. • 2 Discuss Put students into groups of three or
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Ask them to look at the picture and read the caption. four. Read aloud the Activity 2 questions. Remind
Ask Where’s this hotel? Can you stay in this hotel now? them that in Unit 7 they learnt about space
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What can you see inside the hotel? What would the exploration, and in Unit 8 they read about many
view from the windows be like? Let students discuss,
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different types of travel and holidays. Provide prompts

then tell them they’re going to read a description of a to help students with their discussions. Say Think
very unusual trip in the form of a blog. Say You wrote about some things astronauts can do in space, and
a blog about holiday plans in Unit 8. Can you remember some things they can’t do. Would five days in space
what you included in your blog? Invite students to say pass quickly, or would it seem like a long time? When
what they remember about blog writing. students are discussing sources of information about
travel, show them any travel brochures and catalogues
• 1 Read together Say Now let’s read and listen
that you have brought into class. Ask them to think
to the blog. Say As you read, think about the writer’s
about the type of information that is included in these,
feelings and emotions. Do these change in the different
blog posts? Play Track 132 while students listen and and the type of information that is left out.
read along. When they have finished, ask How would
you describe Haneul’s feelings and emotions? Do the
other guests feel the same? Why do you think this is?

2 Work in groups. Discuss the blog.
Be the Expert
1. Do you want to take a five-day holiday
in a space hotel? Why or why not?
How do you think the guests spend
their time there? Genre in Depth
2. Haneul describes his experiences Blogs Remind students of the blog post
in a blog. What else can you read to they wrote in Unit 8, which included a title,
find out about travel? How do you date, information about themselves and
learn about other places?
a request for comments from readers.
Other features that can be included in
3 Connect ideas. In Unit 7, you learnt blog posts very effectively are photos,
about space. In Unit 8, you learnt about information tables and diagrams, and
travel. What connection do you see illustrations. Some blog posts also
between the two units? include a link to a video on the same
subject. For more information on blogs,
see page 273.
Cumulative Review
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F.8.8.
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Can students
• identify the purpose and features of blogs?
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Ask students to talk about a blog that
they’d like to write. Say What would be the
title of two or three of your blog posts?
4
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YOU DECIDE Choose an activity. • connect ideas about space and travel?
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1. Choose a topic: Ask students to tell you two different ideas
• space travel
they discussed about the connections
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• an unusual holiday
between space and travel.
• a blog
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Plans for a future space hotel • a short story

• a poem
Workbook Assign pages 102–103.
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Connect 3 blog, you already know the features to include. Your

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blog could be about a real experience or you could

• 3 Critical thinking Put students into new groups. use your imagination, especially if you’re writing about
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Read aloud the Activity 3 text. Provide prompts as space travel!

necessary. Say Try to think of other connections
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between space and travel, apart from space travel • Explain that a short story could be a good choice
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itself. For example, how does space technology help if students want to write about someone else’s
travellers on Earth? experiences, especially a character or characters that
they invent. Say Remember to plan a beginning, a
Prepare 4 middle and an end for your story. If you write a poem, try
to choose a topic that you feel strongly about and use
• YOU DECIDE Review the activity options. Allow students powerful language. Your poem doesn’t have to rhyme.
to choose their own topic. You may want to assign this
activity in advance so that students have more time to Share
work on it in class or at home.
• Set aside time for sharing students’ work with the
• 4 Ask students to choose their topic first. Then class. Remind students to listen politely to readings
help them to choose the kind of writing they will use and presentations and to wait until they’re over before
to express themselves. Say If you choose to write a asking any questions.

Assessment
Resources Unit 1 Quiz (ExamView®) Unit 1 Quiz

Before the Quiz
1. T o generate the quiz, go to ExamView® Test Generator and select
Be the Expert Create a new test using a wizard.
2. Give your quiz a title (for example: Unit 1 Quiz).

Testing Tip 3. Select the Unit 1 question bank and select all items. Quizzes
Set clear expectations for test-taking include questions that assess comprehension of vocabulary and
behaviour. Point out that students must
grammar, as well as skills in these four areas: listening, speaking,
stay in their seats and may not talk to
one another during the test. If they have reading and writing.
a question about the test, ask them to
put their hand up and wait for you to • You may choose to customise this quiz or create your own.
come to their desk. Establish a system
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for finishing and collecting tests. You may 4. Print the quiz. Then make copies for each student in your class.
want students to bring the test to your
• For additional review, use the end-of-unit games in the Classroom
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desk. Or you may find it easier if students
place their tests facedown on the desk Presentation Tool.
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to be collected after the time is up.
Find a system that works for each class
Giving the Quiz
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you teach and keep the same routine
throughout the course. • Hand out the quiz and tell students to read the instructions. Clarify
instructions if necessary.
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• For the listening comprehension activities, you can play Track 002 or
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you can read the audio script available on the ExamView® CD-ROM
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and also on the Teacher’s Resource Website.
• For the speaking section of the assessment, you can use the
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questions on ExamView® and these additional questions:

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Describe your family. Say three things about them.

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Choose one meal of the day. What do you eat for that meal?
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What food is important to you and your family?

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280 Unit 1 Quiz SAMPLE COPY, NOT FOR DISTRIBUTION

Assessment
Unit 2 Quiz Resources Unit 2 Quiz (ExamView®)
Before the Quiz

Create a new test using a wizard. Be the Expert
3. Select the Unit 2 question bank and select all items. Quizzes Testing Tip
include questions that assess comprehension of vocabulary and Before students enter on a test day,
prepare your room for assessment.
Arrange the desks in a way that allows
reading and writing. students to work individually, without
distraction. Check to make sure that the
• You may choose to customise this quiz or create your own. audio equipment is working properly, and
programme the audio to the correct track,
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4. Print the quiz. Then make copies for each student in your class. so that you’re not searching for the track
while administering the test. Lastly, make
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sure you have any other testing materials
Presentation Tool. that students may need during the test,
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such as scrap paper and sharpened
Giving the Quiz pencils. Preparing your materials
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in advance will result in a smooth,
• Hand out the quiz and tell students to read the instructions. Clarify organised test administration.
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Describe your school. What’s unusual about it?

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What school subject do you like best? Say why you like it.
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Name one thing you want to improve at. How can you do it?
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SAMPLE COPY, NOT FOR DISTRIBUTION Unit 2 Quiz 281

Assessment

Before the Quiz

Some students always finish a test early. include questions that assess comprehension of vocabulary and
It’s important to have another activity that
will keep students engaged until their
peers have finished. You may want to let reading and writing.
fast finishers select a book or magazine
from a classroom library of English • You may choose to customise this quiz or create your own.
language materials. Or, you may want to
ng
use the Internet to find puzzles, mazes 4. Print the quiz. Then make copies for each student in your class.
or word games to copy and hand out to
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these students. To clarify expectations
and avoid disruption, make a plan for fast Presentation Tool.
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finishers and explain it before you hand
out the test.
Giving the Quiz
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• Hand out the quiz and tell students to read the instructions. Clarify
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Describe one robot that helps people.

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Say three things robots can do, and three things robots can’t do.
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Chad Jenkins says that technology can change the world. Do you
agree or disagree? Say why.
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Assessment
Before the Quiz

include questions that assess comprehension of vocabulary and Always tell students to scan the entire
test before they begin to make sure
they understand each item type. After
reading and writing. you hand out the test, set one or two
minutes aside for students to look at the
• You may choose to customise this quiz or create your own. test items. Then review the test as an
entire class, section by section. Answer
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4. Print the quiz. Then make copies for each student in your class. students’ questions on item types only
(not content), providing models on the
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board and strategies for approaching
Presentation Tool. each item type.
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Giving the Quiz
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What’s your favourite wild animal? Why do you like it?

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Say one surprising fact about an animal you learnt in this unit.
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Why shouldn’t we keep wild animals as pets? Give two reasons.

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Assessment
Resources Units 1–4 Mastery Test

(ExamView®)
Units 1–4 Mastery Test
Before the Test
1. T o generate the test, go to ExamView® Test Generator and select
2. Give your test a title (for example: Units 1–4 Mastery Test).
Testing Tip 3. Select the Units 1–4 Mastery Test question bank and select all
Create a folder for each student’s items. Tests include questions that assess comprehension of
assessments, and keep the folders on
vocabulary and grammar, as well as skills in these four areas:
file for instructional use. For example,
before a mastery test, pass out students’ listening, speaking, reading and writing.
old tests, and allow them time to discuss
the tests in small groups. Students can • You may choose to customise this test or create your own.
use the tests to quiz one another on the
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content. They can also use old tests to 4. Print the test. Then make copies for each student in your class.
discuss challenging item types and how
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they approached them. After the review,
collect the tests again and file them away Presentation Tool.
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until the final test. At that time, allow
students to repeat the process with all
Giving the Test
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eight unit tests and/or the two mastery
tests. • Hand out the test and tell students to read the instructions. Clarify
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Describe one thing you and your family enjoy doing together.
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How are robots doing jobs that people can’t do? Give two examples.
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How can we help endangered animals?

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284 Units 1–4 Mastery

SAMPLETest COPY, NOT FOR DISTRIBUTION
Assessment
Before the Quiz

include questions that assess comprehension of vocabulary and Help students manage their time during
the test. Before they begin, go through
each section and tell them approximately
reading and writing. how long you think it should take. Explain
to students that if they’re spending a
• You may choose to customise this quiz or create your own. long time on a single test item, they may
want to skip that item and continue the
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4. Print the quiz. Then make copies for each student in your class. test, coming back to it at the end of the
assessment period. As students work on
ni
the test, let them know every ten minutes
Presentation Tool. how much time they have left. Make sure
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you give a two-minute warning before the
Giving the Quiz time is up.
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c
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Describe two things that happen in the water cycle.

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Think about the problem of plastic in our oceans. Brainstorm

some solutions.
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The mission for this unit is: Protect Our Water. How can you help
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protect a local lake or river?

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Assessment

Before the Quiz

When providing feedback on include questions that assess comprehension of vocabulary and
assessments, offer more than just a ✓ or
an ✗. Give praise for correct answers
and point out areas of improvement over reading and writing.
previous assessments. If a student gets
an answer wrong, explain why. Make • You may choose to customise this quiz or create your own.
sure students are aware of spelling and
ng
grammar errors. For open-ended items, 4. Print the quiz. Then make copies for each student in your class.
provide suggestions on how to improve a
ni
response so that students can do better
on the following tests. If a student’s Presentation Tool.
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result was particularly low, schedule a
time when you can sit down and discuss
Giving the Quiz
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the test with the student.
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Imagine you could design and build your own home. Describe it.
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Express your opinion of an unusual building in your town or city.

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Why is it important to preserve historic buildings?

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Assessment
Before the Quiz

include questions that assess comprehension of vocabulary and Some students experience anxiety during
tests. Before the test, try to help your
students relax. Increase their confidence
reading and writing. by reviewing the material once more.
Then offer some strategies for staying
• You may choose to customise this quiz or create your own. calm during the test. For example,
model closing your eyes and taking
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4. Print the quiz. Then make copies for each student in your class. deep breaths or rolling your shoulders
and neck. Ask the class to suggest
ni
other ways to stay calm during the test,
Presentation Tool. and make a list. Keep the strategies
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displayed in the classroom. If you see a
Giving the Quiz student experiencing stress during the
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test, approach the student and remind
• Hand out the quiz and tell students to read the instructions. Clarify him/her of the calming strategies you’ve
instructions if necessary. discussed.
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What did you learn about space from this unit?

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How can we use space technology better in the future? Make

some suggestions.
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Brendan Mullan says we should ‘Think like a scientist’. Give two

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examples of how we can do this.

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Assessment

Before the Quiz

Do not accept tests without first asking include questions that assess comprehension of vocabulary and
students whether they’ve checked their
answers. Even the most confident and
proficient student makes errors or reading and writing.
accidentally skips an item. Always play
audio tracks a second time for students • You may choose to customise this quiz or create your own.
to check their answers to audio activities.
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You may want to model how to check 4. Print the quiz. Then make copies for each student in your class.
one’s own work by doing a ‘think-aloud’,
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in which you read the questions aloud,
explain why the distractors are wrong, Presentation Tool.
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and justify each correct answer.
Giving the Quiz
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The title of this unit is See the World. Which part of the world would
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you like to visit? Give two reasons.
Describe your plans for your next holiday.

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What are your favourite activities to do outside?

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Assessment
Units 5–8 Mastery Test Resources Unit 5–8 Mastery Test

(ExamView®)
Before the Test
2. Give your test a title (for example: Units 5–8 Mastery Test).
3. Select the Units 5–8 Mastery Test question bank and select all Testing Tip
items. Tests include questions that assess comprehension of As students take the test, monitor
their focus and behaviour. Ensure that
vocabulary and grammar, as well as skills in these four areas:
students remain on-task by walking
listening, speaking, reading and writing. around the room and checking their
progress as they work. Guide students
• You may choose to customise this test or create your own. who are off-task to look at easier test
items first, in order to bring their attention
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4. Print the test. Then make copies for each student in your class. back to the test. If a student seems
particularly unfocused, move his/her
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seat to a quiet space in the classroom,
Presentation Tool. or into the hallway, so that he/she can
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concentrate better.
Giving the Test
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• Hand out the test and tell students to read the instructions. Clarify
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You’ve read about the problems some people have when they don’t
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have clean water. What solutions can you suggest for keeping rivers
and lakes clean?
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Describe your favourite public building or large structure.

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Would you like to travel into space? Why or why not?

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Units 5–8 Mastery Test

Assessment
Resources Final Test (ExamView®) Final Test

Before the Test
2. Give your test a title (for example: Units 1–8 Final Test).
Testing Tip 3. Select the Units 1–8 Final Test question bank and select all items.
Before administering the final test, take Tests include questions that assess comprehension of vocabulary
a close look at it to determine how long
and grammar, as well as skills in these four areas: listening,
each section will take your students
to complete. Depending on the length speaking, reading and writing.
of your class period, students may not
finish the final test in a single class. • You may choose to customise this test or create your own.
Plan accordingly. For example, break
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the test into two parts. On the first day, 4. Print the test. Then make copies for each student in your class.
administer the more controlled parts of
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the test, such as the listening, vocabulary
and grammar items. Then, on the second Presentation Tool.
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day, administer the open-ended items,
such as speaking and writing.
Giving the Test
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• Hand out the test and tell students to read the instructions. Clarify
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How are food and families connected with education? Give two
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examples from what you learnt in Units 1 and 2.
How are robots and technology connected with animals? Give two
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How is water connected with buildings and history? Give two

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How are space and travel connected? Give two examples from what
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you learnt in Units 7 and 8.
290 Final Test SAMPLE COPY, NOT FOR DISTRIBUTION

Workbook
Unit 0 GrEE TinGs And inTroduc Tions
Welcome! 1 read and match. Write the letter on the line.
d 1. Hello!
_____ a. Nice to meet you!
THE ALPHABE T c 2. What’s your name?
_____ b. I’m from Singapore.
b 3. Where are you from?
_____ c. My name is Raina.
1 Write the missing letters. a 4. Lara, this is my teacher, Mr Patel.
_____ d. Hi!
Aa B b C c D d E e F f G g H h I i J j K k
2
7 read. Complete the conversation.
L l M m N n O o P p Q q R r S s T t U u
Mrs Lee: Hello! My (1) name is Mrs Lee. What’s your (2) name ?
V v W w X x Y y Z z
Jian: (3) My name’s Jian. Nice to (4) meet you, Mrs Lee.
2 Write the words in alphabetical order. Then spell them out loud.
Mrs Lee: Hi, Jian! Good to meet (5) you , too!
class pencil paper name book homework
Jian: (6) Where are you from?
1. book 4. name from
Mrs Lee: I’m (7) Shanghai.
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2. class 5. paper
Jian: Oh, really? (8) This is Peter. He’s from Shanghai, too.
3. homework 6. pencil
Mrs Lee: (9) Hi / Hello , Peter.
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3 Listen. Write the cities you hear. Use a map to find the country for each city. Write, say Peter: Hello, Mrs Lee. (10) Good / Nice to meet you!
and spell each country name. Then check your answers with a partner. 002
Example: Athens Greece 3

7 Listen. Write a response using answers about yourself. 003
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1. Lisbon Portugal 1. Hi, Sam. I’m / I am [name].
2. Seoul South Korea 2. Hello, Ana. Good / Nice to meet you.
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3. Tokyo Japan 3. My name’s / name is [name].
4. Beijing China 4. I’m / I am from [country / city].
5. Oaxaca Mexico
c
6. Vancouver Canada
7. Zurich Switzerland
hi
8. New Delhi India
2 3
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cL Assroom L AnGuAGE
Gr AmmAr
subject pronouns and be
1
7 read. Who do you think is speaking? Write T for Teacher or s for Student.
Full forms contractions
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i am from Buenos Aires. it is in Argentina. i’m from Buenos Aires. it’s in Argentina. 1. ‘Be quiet, please!’ T
Juan is from Mexico City. He is Mexican. You’re from Mexico. He’s Mexican too.
We are not from England. We’re not / We aren’t from England. 2. ‘I’m sorry I’m late, Mrs Reed.’ S
Paula’s family is Canadian. she is from Toronto. They’re Canadian. she’s from Toronto.
3. ‘Open your books at page 23.’ T
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4. ‘Listen to the recording.’ T

1 read. Write the full form of be. 5. ‘Excuse me, how do you spell “welcome”?’ S
1. you are 4. they are 6. ‘Can you repeat that, please?’ S
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2. I am 5. it is T
7. ‘Work in pairs.’
3. he /she is 6. we are S
8. ‘Mrs Reed, what does “nationality” mean?’
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2 Write the contractions. Use the words from Activity 1. 2

7 read. Complete the conversation with the phrases from the box.
1. you’re 4. they’re
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How do you spell open your books sit down sorry i’m late What page is it work in pairs
2. I’m 5. it’s
3. he’s / she’s 6. we’re Mr Jansen: (1) Sit down , please. Today, let’s learn about cities and
countries. (2) Open your books at page 110.

3 read and write. Use a map if necessary. Thomas: Hello. I’m (3) sorry I’m late , Mr Jansen.
1. Berta is from Santiago. She isn’t Australian. Mr Jansen: Hurry up please, Thomas! Sit down and open your book.
2. Kyle is from London. He isn’t/He is not French. Thomas: (4) What page is it , please?
3. Lucas is from Rio de Janeiro. He’s/He is Brazilian. Mr Jansen: It’s page 110, Thomas. OK, let’s start. Look at the photograph. Who knows
which city that is? Yes, Juliana?
4. Valerie and Christine are from Chicago. They’re/They are American.
Juliana: It’s Moscow.
5. Mei and I are from Shanghai. We aren’t/We are not Malaysian. How do you spell
Mr Jansen: That’s right! (5) ‘Moscow’, Juliana?
6. You’re from Costa Rica. You aren’t/You are not Argentinian. Juliana: M-O-S-C-O-W.
Mr Jansen: That’s right. Now (6) work in pairs . Do Activity 1 with
4 Write three sentences. Say where you and two other people are from. your partner.
1. Answers will vary.
2.
3.
4 5
SAMPLE COPY, NOT FOR DISTRIBUTION Workbook 291

Workbook
monTHs oF THE Y E Ar And dAYs oF THE WEEk sE Asons
1 Find and circle ten words in the puzzle. Then write them in the correct box. 1 Look and draw. Draw a picture to show each season.
E B J A N U A R Y F C A Y
F H I M O E W U D Y S R M
E P L I V T D A G R S A S
B R A X E E H D E U Y J A spring fall
R R Q C M N A U B I S D T
U D A S B T J G R O L T U
A D T C E L U R O S F K R
R L A P R I L T E B D E D summer winter
Y M O N D A Y H S W D A A
E T Y P W E D N E S D A Y numBErs
D E T N D A B P W O A R R
1 Write the numbers.
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months 1. 35 thirty-five
2. 120 one hundred and twenty

April January February July August November
3. 682 six hundred and eighty-two
March May June September October December
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4. 1,957 one thousand nine hundred and fifty-seven
5. 396 three hundred and ninety-six

days
nine hundred and eighty-three
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6. 983
Monday Wednesday Thursday Saturday

Tuesday Friday Sunday 2 Listen. Complete the sentences. 005
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1. It’s the tenth race of the day. 4. Sara is fourth .
2. Emilia finishes first . 5. Roberto is fifth .

2 Write. Complete the tables from Activity 1 with the remaining months and days.
3. Paula is second . 6. Miguel is sixth .
c
3 Listen. Write the month of each person’s birthday. 004
November April
3 Write about your next birthday. Include the month, day and season. Use a calendar.
1. Nadia 3. Salma
hi Answers will vary.
2. John June 4. Rashi December
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6 7

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coLours TELLinG THE TimE
1 read. Tick ✓ the correct sentences. Rewrite the incorrect sentences. 1 Listen. Circle the clock with the time you hear. 006
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1. 3. 5.
1. Elephants are red. Elephants are grey.
✓ 2. Zebras are black and white. 2. 4. 6.
3. Apples are blue. Apples are red/yellow/green.
✓ 4. Chocolate is brown.
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2 Write. Complete the sentences with your own information.

5. The sun is purple. The sun is yellow/orange/red.
1. I have breakfast at half past seven .
✓ 6. Rice is usually white or brown.
2. I go to school at Answers will vary. .
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3. I have lunch at .
2 read and write. Use the clues to complete the puzzle with the colours.
4. I watch TV at .
at
1
P 5. I go to bed at .
2 3
Y B L U E
4
G R E E N R R
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5 3 read and look. Say and write what time it is. Use in the morning/afternoon/evening.
R L O P I N K
E L W L
6
Y O R A N G E
W
Across 1. Edgar is eating breakfast. What time is it? It’s seven o’clock in the morning.
3. the colour of the sea
4. yellow + blue
5. red + white 2. Julian is in a maths class. What time is it? It’s quarter past eleven/eleven fifteen in
6. yellow + red the morning.
down 3. Susannah is playing football. What time is it? It’s four thirty/half past four in the afternoon.
1. red + blue
2. the colour of a banana
3. the colour of a teddy bear 4. Mary is playing video games. What time is it? It’s five forty-five/quarter to six in the
4. black + white afternoon/evening.
5. Felipe is going to bed. What time is it? It’s quarter to nine/eight forty-five in the evening.
8 9
292 Workbook SAMPLE COPY, NOT FOR DISTRIBUTION

Workbook
Gr AmmAr Gr AmmAr
object pronouns Possessive adjectives
Come with me. The food is bad. Don’t eat it. my house his toys its colours your books
This book is for you. Please give the ball to us. your cat her pencil our food their bus
I really like him. I can share my lunch with you. Questions
Can you go with her? Let’s help them. Is it her bag? Is it your book?
1 read. Underline six object pronouns in the paragraph. 1 read. Complete the sentences with the correct word.
I like apples. They’re good for you. Do you like them? My 1. The bag belongs to me. It’s my bag.
mother buys apples for us at the market. She always cuts an Their
2. The students have got green books. books are on the table.
apple for my baby brother. She gives him one piece at a time.
He can’t eat it all – it’s too big! So, my mum gives the rest to me. 3. The blue shoes belong to Sara. They’re her shoes.
4. ‘This is our school,’ say Liz and Ivy.

2 read. Complete each sentence with a word from the box. his
5. The water bottle is Erik’s. It’s bottle.
her him it me them us you its
6. The bird is asleep. It’s in nest.
ng
1. Dad is thirsty. Please take this glass of water to him .
Gr AmmAr
2. Maria is very nice. Do you know her ?
Possessive pronouns
3. I want to watch TV. Can you watch with me ? my house → The house is mine. our food → The food is ours.
ni
you your cat → The cat is yours. your books → The books are yours.
4. You look sad. How can I help ?
his toys → The toys are his. their bus → The bus is theirs.
5. Let’s go to the park. We can take the dog with us . her pencil → The pencil is hers.
Question
ar
6. I need the computer. I’ll turn it on.
Whose car is this? It’s ours.
7. The boys want to see the new car. Let’s show it to them .
Le
3 rewrite each sentence. Replace the underlined word(s) with an object pronoun. 1 Write. Complete the sentences with the correct word.
1. Share your pens with Leila and Teresa. Share your pens with them. 1. My book is not yellow. The red one is mine .
2. Open your book at page 130. Open it at page 130. 2. Glenda doesn’t eat sweets. Those chocolates aren’t hers .
ours
c
3. I visit Charles at four o’clock. I visit him at four o’clock. 3. We’ve got a new car. The blue one over there is .
4. The pencils belong to Marta. The pencils belong to her. 4. ‘ Whose bicycle is that? David, is it yours ?’
hi
5. Dad is making a cake for you and me. Dad is making a cake for us. 5. Victor took Julie’s keys. He doesn’t know where his are.
10 11
ap

gr
eo
PLur AL s
Gr AmmAr
demonstrative adjectives
1 read. Decide if the word is singular, plural, or both. Tick ✓ the correct box. If the word is
This book is very interesting.
singular, write the plural. If the word is plural, write the singular.
lG
I love that dress over there. It’s really colourful!

1 2 or more 1 2 or more Do you want some of these oranges? They’re delicious.
We don’t know those students! Maybe they’re new.
1. child ✓ children 5. feet ✓ foot
2. babies ✓ baby 6. mouse ✓ mice
na
3. tomato ✓ tomatoes 7. quiz ✓ quizzes

1 Listen and colour. 007
4. sheep ✓ ✓ sheep 8. women ✓ woman

1. 3.
io
yellow
Gr AmmAr purple green
pink
definite and indefinite articles
at
The book is on the desk. 2. 4.

There’s a mouse in the classroom! The mouse is running.
I don’t want an animal in the classroom. The students don’t like mice. grey
N
black orange red
1 read and circle the correct word.

2 read. Complete each sentence with this, that, these or those.
1. A / The people at my school are very nice. 4. Maths is a / an difficult subject for me.
1. The books on that table belong to Lee. Those pencils are his, too.
2. Is there a / an animal at the window? 5. An / The teacher is Mrs Maddox.
2. Today is my birthday. I’m 11 this year.
3. A / The men at the club know my father. 6. I need a / an green apple for the pie.
3. Look at this cat. She always sits here on my keyboard.
4. Where can we put these flowers? We can’t keep them here.

2 read. Complete the sentences with a, an or the.
5. Look over there! I don’t know who that car belongs to.
1. There’s a bakery near my home. The bakers there make delicious bread.
2. Do you have an egg? I want to make a cake.

3 Write. Describe three things in your home. Use this, that, these and those.
3. The computer on the desk belongs to my mother.
1. This is my desk.
4. A: What’s in the box? It’s very heavy!
B: New books for the science students. 2. Answers will vary.
5. She’s eating an orange. It’s from the tree in our garden. 3.
6. The students are happy today. The teacher didn’t give them any homework. 4.
12 13

Workbook
Gr AmmAr Gr AmmAr
Prepositions of place countable and uncountable nouns
countable nouns uncountable nouns
an egg → three eggs juice → some juice
a book → some books bread → some bread
on in under next to
1 organise. Write the words in the correct column.
apple biscuit bread cheese egg juice milk pasta rice strawberry
countable uncountable
in front of behind between apple bread pasta
biscuit cheese rice
egg juice
strawberry milk
1 read. Circle the best word to complete each sentence.
ng
1. The children are in front of / behind the sofa. I can’t see them.
2 Listen. Complete the shopping list with the words you hear. 009
2. My pencil is on the floor, under / on my desk.
3. There’s a little green car between / in those two buses. some bread
three apples
ni
4. Please come and stand in front of / under the class.
5. The market is on this street, in / next to the school. milk
twelve eggs
6. She put her books in/ behind her bag to take them home.
ar
six oranges
7. The pens on / between the desk belong to Greta.
chicken
rice
Le
2 Listen and draw. Then compare your answers with a partner. Say where the items are. 008
1. 2. 3.
3 Write. You’re going food shopping. Write five things you need. Use a, an, some or a number
for each item.
some orange juice
c Answers will vary.

hi
ap
14 15

gr
eo
Unit 1 2 Listen. Tick the questions you hear. 010
Family Matters 1. a. What’s your favourite food?

b. What’s your favourite sport? ✓
lG
2. a. What’s your husband’s name?

b. What’s your son’s name? ✓
1 Look at the family tree. Complete each sentence with a word from the box.
3. a. Where are your parents from? ✓
na
b. Where are your grandparents from?

Robert Ida
4. a. What’s his name? ✓
(1944–) (1945–2014)
b. What’s her name?
io
Elaine Paul Janice Serena Tony 3

7 Listen. Write the number of the sentence that goes with each photo. 011
a. b. c.
at
Kate Harriet Mary David Sally Thomas

N
Mia
4 5 6
d. e. f.
children died four generations grandfather husband is married to son wife
1. Robert and Ida have got four granddaughters.
2. Paul and Elaine have got three children .

1 3 2
3. David is Serena and Tony’s son .
4. Elaine is married to Paul. 4

7 Listen to the questions. Write answers. 012
5. Ida died in 2014.

6. Sally is Thomas’s wife .
2.
7. Serena’s husband is called Tony. 3.
8. There are four generations in the family.
16 17

Workbook
4
7 Complete the sentences using the correct form of the words.
Gr ammar
Be and have got 1. The book is (be / ✓) really good.
Be Have got 2. Johann hasn’t got (have got / ✕) any sisters.
I’m an explorer. I’ve got two sisters. am = ’m
You aren’t an explorer. You’ve got one brother. is = ’s 3. Some of the insects in the rain forest are (be / ✓) dangerous.
Is he a photographer? He hasn’t got famous grandparents. are = ’re
4. The children aren’t (be / ✕) tall enough to ride the rollercoaster.
We’re explorers. We’ve got similar interests. have = ’ve
are they good at singing? Have they got any children? has = ’s 5. We ’ve got (have got / ✓) new ice skates.
You can use the verb be with nouns (I’m an explorer.) and adjectives (It’s dangerous.) 6. Mrs Moreau is (be / ✓) French.
To form the negative, use not or add n’t: I’m not an explorer. / We aren’t happy.
To ask a question, change the word order: Are you an explorer? 5
7 Listen to the boy. Write the words he uses to describe each family member. 014
We use have got to talk about things that are ours (I’ve got two sisters.) or to describe people
(She’s got long hair.).
To form the negative, use not or add n’t They have not got/haven’t got their tickets.
To ask a question, change the word order: Has he got blue eyes?
This is my dad. He (1) ’s / is an architect. He (2) ’s got / has got two older
brothers. He (3) ’s / is really (4) funny and (5) friendly .
ng
1 Circle the correct words.
This is my mum. She (6) ’s / is a photographer. She (7) ’s got / has got
1. I’m not / aren’t a photographer. a really nice camera. My mum’s (8) good at cooking too, and she makes
2. She’s got / ’ve got two cats. delicious cakes.
ni
3. Are / Is they explorers? Ben (9) is my brother. He’s (10) interested in films and he’s
4. They’ve got / ’s got one daughter. (11) good at acting. He often plays with me. I’m glad I haven’t got a
(12) mean brother!
ar
2 read and match the two parts of the sentence. Write the letter on the line. Jane is my sister. She (13) ’s / is three years old. She’s very (14) annoying .
c 1. Alexandra Cousteau has got
_____ a. but my friend isn’t. She (15) ’s got / has got a new drum kit and it’s very (16) noisy !
e 2. Jennifer is
_____ b. sport?
Le
f 3. Richard and Meave Leakey are
_____ c. a famous grandfather. 6
7 Write sentences about two people in your family or a famous family. Use be and have
b 4. Is your sister good at
_____ d. any pets? got and words from the box.
a 5. I’m interested in volcanoes,
_____ e. Conrad Anker’s wife. annoying friendly funny mean noisy rude
d 6. Have you got
_____ f. Louise and Samira’s parents.
c
Answers will vary.
3 Now listen and check your answers. 013
hi
18 19
ap

gr
eo
1 Listen and read. As you read, underline the numbers. 015 2 Look at the numbers in the article. Circle the correct answer.
Number
Paragraph in the
number answer
article
Omelettes!
lG
2 two a. number of brothers Rudi has got

b. number of sisters Rudi has got
How do you eat yours? 2 ten a. how many omelettes Rudi’s grandmother makes
b. how many eggs Rudi’s grandmother uses
na
3 two a. teaspoons of sugar

b. teaspoons of soy sauce
3 five a. number of times Akira eats a snack each week

b. number of times Akira eats tamagoyaki each week
io
4 six a. number of potatoes

b. number of eggs
at
1
A lot of people around the world eat eggs. One of the most
popular ways to eat eggs is to make them into omelettes. But an
3 Look at the table of ingredients. Read Omelettes! How do you eat yours? again.
omelette in Spain is very different to an omelette in Indonesia! Tick the boxes if the person uses that ingredient.
N
This is how people in different countries eat theirs.

rudi’s grandmother akira’s mum maria’s grandmother
2
Rudi has got two brothers and one sister. They live in Jambi in
Indonesia. Their favourite breakfast is telur dadar – an Indonesian Eggs ✓ ✓ ✓
omelette. Their grandmother makes it for them every morning. She Onions ✓ ✓
uses ten eggs each day! The omelettes have got garlic, onions and
chilli in them. They’re delicious! Potatoes ✓
Sugar ✓
3
Akira lives with her mum and dad in Tokyo. Her favourite
snack is her mum’s tamagoyaki. It’s a thin Japanese omelette. Akira Soy sauce ✓
eats this five times a week. Her mum adds two teaspoons of sugar Garlic ✓
and one teaspoon of soy sauce to the eggs. She then cooks the eggs
Chilli ✓
in a hot pan. It’s really tasty!
4
Maria’s grandmother makes tortilla de patatas for her family at
least four times a week. She uses six eggs, three large potatoes and 4 Write about your favourite snack. Who makes it for you? What ingredients are in it? How
one large onion. Maria loves her grandmother’s omelettes. often do you eat it?
Answers will vary.
20 21

Workbook
3 read the conversation between Polly and her grandmother. Complete the sentences with
Gr ammar
words from the box. You can use a word more than once.
Countable nouns Uncountable nouns any are is some there
There are six eggs in this omelette. There’s some honey in the cupboard.
are there any peppers? Is there any coffee? Polly: Grandma, how do you make your apple cake?
Yes, there are. There are some peppers, but No, there isn’t. There isn’t any coffee, but Grandma: First, we need (1) some apples. How many apples
there aren’t any onions. there’s some tea. (2) are there?
If we can count something, it’s a countable noun: eggs, peppers, onions. We generally add an Polly: (3) There are six apples in the fruit bowl. How many do we need?
-s to make the plural. We can put a/an or a number before a countable noun: an egg, six onions. Grandma: Only four, so that’s fine. We also need (4) some flour. That’s in
If you can’t count something, it’s an uncountable noun: bread, milk, water. These words don’t the cupboard, here. Is there (5) any butter in the fridge?
have a plural form. Polly: I’ll look … yes, there’s some butter.
Grandma: And we need brown sugar. (6) Is there (7) any
brown sugar in the cupboard?
1 Look at mari’s shopping list. Listen and write the numbers you hear in the boxes. If you Polly: And we mustn’t forget the spices. What do we need?
don’t hear a number, leave it blank. 016 Grandma: Polly, there aren’t (8) any spices in my apple cake.
6 onions C 4 answer the questions.
ng
1. Are there any eggs in the kitchen? ✕ No, there aren’t.
12 tomatoes C
2. Is there a pineapple in the fruit bowl? ✓ Yes, there is.
garlic U
3. Is there any milk in the fridge? ✓ Yes, there is.
ni
2 beefburgers C 4. Are there any potatoes in the cupboard? ✕ No, there aren’t.
ar
rice 5 Write questions. Then look at the shelf and answer the questions.
coffee U
Le
bread U
12 eggs C
1. there / any / tomato? Are there any tomatoes? Yes, there are.
2. there / any / biscuit? Are there any biscuits? Yes, there are.
2 Look at mari’s shopping list again. Write C for countable and U for uncountable next to
c 3. there / any / milk? Is there any milk? No, there isn’t.
hi 4. there / any / rice? Is there any rice? Yes, there is.
each word.
5. there / any / potato? Are there any potatoes? No, there aren’t.
ap
22 23

gr
eo
WrITING Now I can ...

When we want to connect pieces of information in a sentence, we use words such as and and but.
Use and to join similar pieces of information.
• talk about people in a family. o Yes, I can!
lG
My brother is crazy about sport, and he really likes to play music, too.
o I think I can.
Use but to contrast two different pieces of information. Write two sentences about someone in your family.
My mum is very friendly, but she’s quite quiet. Answers will vary.
1 Organise.
na
Write two sentences about someone from a famous family.

1. Describe a member of your family. Look at the list of topics. Write two sentences about
each topic. Is the information in the two sentences similar or different?
1
io
appearance:
2 • use be and have got to talk about members of my family. o Yes, I can!
o I think I can.
1 Complete the sentences about your family. o I need more practice.
Personality:
at
2 I’ve got Answers will vary.

1 He’s
Interests:
N
2 They’re
1
Favourite food: She hasn’t got
2
1 • use countable and uncountable nouns. o Yes, I can!
Other information: juice parents water o I think I can.
2 Write three sentences using these words. o I need more practice.
Answers will vary.
2. Plan your writing. Look at the information in the table above. If the information is
similar, join the sentences with and. If it is different, join the sentences with but.
1 She’s got blue eyes. My grandmother has got blue

appearance:
2 She’s got short grey hair. eyes and short grey hair.
• write about someone using the joining words and and but. o Yes, I can!
1 She likes music. She likes music, but she o I think I can.
Interests: Write four sentences about a friend. Join the sentences using and and but.
2 She doesn’t play music now. doesn’t play music now. o I need more practice.
Answers will vary.
2 Write.
1. Go to page 39 in your Student’s Book. Re-read the model.
2. Write your first draft. Check for organisation, content, punctuation, capitalisation
and spelling.
3. Write your final draft. Share it with your teacher and classmates.
24 yOU dECIdE Choose an activity. Go to page 104. 25

Workbook
Unit 2 2
7 Listen. Read and tick T for True or F for False. Then rewrite any false sentences to make
them true. 017
A Different Education 1. The boy has got a new television.

T F
✓
2. The laptop hasn’t got a camera. ✓

1 Read the clues. Then complete the crossword.
3. The boy isn’t very good at taking photos. ✓
Across Down ✓
4. The teacher gives instructions for the students’ homework in class.
1. You can borrow books from a . 7. The other people in my class are
2. Our teacher gives us for our my . 5. Sixteen classmates have got a laptop. ✓
work in class. 8. Televisions, tablets and computer 6. There are 16 computers in the library. ✓
3. I do my every night after school. monitors all have a .
4. People speak different 9. A computer you can carry around is 1. The boy has got a new laptop. 2. The laptop has got a camera.
in different countries. a . 5. Four classmates have got a laptop.
5. You study different subjects in 10. I take photos with my .
during the school day.
6. We speaking English so 7 3
7 Read. Complete the article with words from the box.
C
we get better. L
1
I B R A R Y easy difficult different instructions language practise same
A
ng
2
I N S T R U C T I O N S
8
Some people think it’s (1) easy to learn a (2) different
language. Other people think it’s very (3) difficult and struggle for years.
S C
3 Experts say that it’s easier to learn another (4) language
if you have a good
H O M E W O R K R
reason to learn it. Tomasz’ mum is English. His dad is Polish. Tomasz was born in England.
A E
ni
His parents speak to him in English. Tomasz can’t speak Polish, but he’s got a lot of family in
T E
4 9 Poland. Tomasz wants to learn Polish so he can speak to them. He likes to
L A N G U A G E S 5
L E S S O N S practise
(5) Polish every day after school. His mum is also
ar
S A learning Polish. Now, when they visit their family in Poland, they can all speak the
6 10
P R A C T I S E (6) same language!
T A
O M
Le
4
7 Answer the questions.
P E
R 1. Do you like learning a different language? What languages can you speak?
A Answers will vary.
2. What’s your favourite subject?
c
hi
3. Which subjects are difficult?
26 27
ap

gr
eo
3
7 Read the article. Complete the text with the correct words. Then listen and check your
GR AmmAR
answers. 019
Affirmative Negative Claude is 11 years old. He (1) lives (live) in South Africa with his parents. He’s
lG
I live in Jakarta. I don’t live in Singapore.

got two sisters, Eve and Tola. They’re both six years old – they’re
You learn two languages in Year 4. You don’t learn Spanish until Year 5.
twins. Claude (2) gets up (get up) at 6 a.m. He
She walks to school every morning. She doesn’t live far from school.
(3) makes (make) breakfast to help his parents. He
Questions
Do you like pasta? (4) finishes (finish) breakfast at 6.30. At seven o’clock, the
walk
na
What does she want for dinner? children (5) (walk) three km (1.86 mi) to school.
They (6) don’t go (go) to school at the weekend. On
To form the present simple: I live in Jakarta. We watch TV.
Saturdays, they (7) go (go) to the market with their
For he/she/it add -s or -es: She lives in Jakarta. He watches TV.
parents. They (8) buy (buy) meat and potatoes.
To form the negative, use don’t or doesn’t and the infinitive without to.
io
I don’t listen to the radio. He doesn’t want ice cream.

To ask a question, use do or does. Do you want breakfast?
4
7 Look at the table. Read the sentences and complete with the names and the correct
Does he travel by car?
at
form of the verb.

monday Tuesday Wednesday Thursday Friday Weekend
Jenna cooking tennis tennis cooking Spanish tennis
N
1 Circle the correct word to complete the sentences.

Sam cooking football football story football piano
1. Simon like / likes science and maths. writing
2. Miguel’s grandparents live / lives in Quito. Emily piano piano piano piano piano tennis
3. My sister teach / teaches English in Beijing. Harry football football football football football football
4. We doesn’t / don’t visit our friends every weekend. 1. Harry plays (play) football every day.
5. The orchestra practises / practise five times a week. 2. Emily plays (play) the piano on weekdays.
3. Sam writes (write) stories once a week.

2
7 Read the questions and the answers. Listen and complete the questions. 018
4. Jenna and Emily play (play) tennis at the weekend.
1. Does your brother play football? Yes, he does.
2. Where does your sister live ? In Toronto. 5

7 Think about your own routine. Write sentences using words from the box.
3. Do you visit your grandparents after school? Yes, I do. at the weekend every day once a week on weekdays twice a week
4. What time does he get home? At seven o’clock.

2.
3.
28 29

Workbook
1 Listen and read. As you read, think about the author’s main point. 2 Tick the ways that Ginny helps Laura.
Tick the correct sentence. 020
1. Ginny helps Laura find things. ✓
1. Parents think their children are safer with animals.
2. Ginny helps Laura cross busy roads. ✓
2. A disability doesn’t have to stop you doing things in life. ✓ ✓
3. Ginny lets Laura know if there is danger.
3. It’s very difficult to train a guide dog.
4. Ginny carries shopping.
5. Ginny gives Laura independence. ✓
A different pAir of eyes 3 Put the following sentences in the correct order.
1. Laura walks to school with Ginny. 4
Laura is 15 years old. She lives with her mum in Liverpool, in England.
Laura is blind. She lost her eyesight when she was 11 years old. At the time, Laura 2. Laura thinks she can’t do the activities she likes. 2
remembers thinking, ‘I can’t see. How can I do anything? What activities can I do?
3. Laura plays tennis four times a week. 5
I can’t play tennis now and I can’t go running.’
But now, Ginny lives with Laura. Laura explains, ‘Ginny is a Labrador retriever, 4. Laura loses her eyesight. 1
and she’s my best friend. She helps me with my daily activities. If I can’t find
5. Laura runs every day. 6
something, Ginny helps me look for it. Now, I walk to school without Mum because
Ginny helps me cross roads safely. She 3
6. Laura gets a guide dog called Ginny.
ng
helps me in the supermarket. We go out
together every day. She gives me so much
independence.’ 4 Read A Different Pair of Eyes and Growth Mindset on Student’s Book page 51 again.
Ginny is a wonderful partner for Read the sentences below. Write + (positive) if the speaker has a positive attitude,
Laura. Her mum says, ‘I don’t worry as and write – (negative) if the speaker has a negative attitude.
ni
much when Laura goes out now. I know
that Ginny is there by her side. We both 1. I’m not good at maths. I don’t understand it. –
feel safer with Ginny around.’ +
2. I want to succeed, so I work hard every day.
ar
And what about Laura’s activities? She
laughs and explains, ‘I know now that 3. Of course I can do that! +
you can succeed at anything you want to. –
4. I want to learn Spanish, but it looks too difficult.
I do so much more now I’m blind. I play
Le
tennis more – at least four times a week 5. I’m really bad at science. –
– at a tennis club for blind players. I also
run every day. I’ve made so many more
friends. But Ginny is my favourite. By a 5
7 Change the negative sentences in Activity 4 and make them positive.
long way!’ Use your own ideas.
c I’m good at maths. It’s my favourite subject.

ap
30 31

gr
eo
3 Read. Complete the sentences with the correct adverb of frequency.

GR AmmAR
Adverbs of frequency: Saying how often you do something We asked three ‘tweens’ – people between the ages of 8 and 12 – from different countries how
long they spend online.
0% 100%
lG
never rarely sometimes often always Claude, from South Africa
He never goes online. I often do my homework in the library. I’ve got a computer, but I haven’t got a smartphone. There are some
They rarely meet up on weekdays. I always use my laptop after school. computers at school. We sometimes use them, but we rarely look at things
We sometimes walk home together. online. We don’t often get a good Internet connection.
na
We use adverbs of frequency to say how often we do things.

Marianna, from Poland
My parents look at their smartphones all the time. My mum often checks
io
1 Look at the advice for staying safe online. Listen and write the adverbs of frequency. her emails at the table, and dad sometimes plays games. I haven’t got a
021
smartphone so I never spend any time on one.
1. Always think before you post anything online.
at
Jun, from Japan
2. Never share personal information with people you don’t know. Every day, I check my smartphone to see if I have messages from my
N
friends. At school, we often work on laptops or tablets. And I always do my

homework online. We upload it three or four times a week for our teachers.
3. Make sure you change your password often .
always never often rarely sometimes

4. I sometimes just leave my phone in my room and go outside.
1. Claude sometimes uses a computer at school.
2. Claude rarely goes online in class.

5. Apps are rarely free, so make sure you don’t spend too much
money on them. 3. Marianna’s dad sometimes plays games on his phone.
4. Marianna never uses a smartphone.

6. Always make sure your parents know what you’re looking at online. always / often
5. Jun looks at his smartphone.
6. Jun often uploads his homework for his teachers.

2 Complete the sentences about how to stay safe online. Use two different adverbs
4 Write three sentences about youself. Use a different adverb of frequency in each sentence.
of frequency.
always 1. Answers will vary.
1. Think about what you write online, and check your messages before
you post them. 2.
2. Never make friends with strangers online. 3.

32 33

Workbook
WRiTiNG Now I can ...

When we write about someone’s daily routine, we use sequencing words such as:
o Yes, I can!
first then next before after • talk about different types of schools. o I think I can.
These words tell the reader the order of events. Write a sentence about your school day. o I need more practice.
Answers will vary.

1 Organise.
Write a sentence about something you like doing at school.
1. Describe a day in your life. Look at the different times of day below. Think about your
own day and list what you do at each time in the ‘Things I do’ column.
Things i do When/How often i do these things

• use the present simple to talk about routines, habits and o Yes, I can!
Early morning: permanent states. o I think I can.
mid morning: Complete two positive sentences and one negative
eat go live
sentence using a word from the box.
Lunchtime: I Answers will vary.
Early afternoon: He
mid afternoon: We
ng
Late afternoon: o Yes, I can!
• use adverbs of frequency to talk about how often i do things.
o I think I can.
Early evening: Complete the sentences for you, using an adverb of frequency. o I need more practice.
I Answers will vary.
ni
Late evening: eat sushi.
Bedtime: I go to the cinema at the weekend.
ar
watch television after school.
2. How often do you do these things? Every day? At weekends? On weekdays?
Once a week? Complete the ‘When/How often I do these things’ column.
• write about daily routines using sequencing words. o Yes, I can!
3. Plan your writing. Look at the information in the table above. Remember to use o I think I can.
Le
sequencing words and adverbs of frequency to write your description. Put these events into order. Write 1–4 in the boxes. o I need more practice.
1. Then, I have breakfast. 2

2 Write. 1
2. First, I get up at seven o’clock.
1. Go to page 55 in your Student’s Book. Re-read the model text.
3. After school, I visit my grandmother. 4
c
and spelling. 4. Next, I go to school. 3
hi
34 yOu DECiDE Choose an activity. Go to page 105. 35
ap

gr
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Units 1–2 Review 3

Elena (1) b an archaeologist. She (2) c in Italy, but she (3) a goes to
1 Read. Choose the word that best completes the sentences. Morocco for work. She (4) b her job because she works with (5) a good people.
They (6) c kind and friendly.
lG
1. Maria is the mother of Sonia’s father. Sonia is Maria’s .

a. children b. granddaughter c. wife When Elena is in Morocco, she works in the field (7) b . When she’s in Italy, she
2. Isabel Sebastian, but they are very different people. (8) a in a school. Elena (9) b an easy job – it’s a lot of work! But she hasn’t got
a. is married to b. died c. succeeds (10) b problems with it. Her work makes her very happy.
na
3. Eva is my new . We’re doing our English homework together. 1. a. am b. is c. are

a. classmate b. daughter c. generation 2. a. live b. don’t live c. lives
3. a. often b. never c. every day
4. Brigitte speaks four : English, Spanish, Mandarin and French.
4. a. love b. loves c. doesn’t love
io
a. lessons b. languages c. instructions

5. a. some b. any c. rarely
5. I’ve got a lot of to do today. I’ll start with maths. 6. a. am b. ’s c. ’re
a. libraries b. breakfast c. homework 7. a. sometimes b. every day c. never
at
8. a. teaches b. teach c. don’t teach

6. Paul takes photos of his sons with his new . 9. a. have got b. hasn’t got c. has got
a. screen b. camera c. lesson 10. a. some b. any c. always
N
2 Listen. Read and tick T for True or F for False. 022 4

7 Write. Use the words in the box to say how often you do each activity.
T F always at the weekend never often on weekdays rarely sometimes (twice) a week
1. Jay is good at the guitar. ✓
2. Simon hasn’t got a laptop. ✓ 1. have lunch at home I rarely have lunch at home.
3. Lisa thinks her little brother is funny. ✓ 2. do homework Sample answer: I do homework on weekdays.
4. Paola often watches television on weekdays. ✓ 3. go to the library Sample answer: I go to the library once a week.
5. Juan plays football three times a week. ✓ 4. make breakfast for my parents Sample answer: I never make breakfast for my parents.
6. Mrs Lopez hasn’t got any children. ✓ 5. have dinner at a restaurant Sample answer: I have dinner at a restaurant at the weekend.
6. listen to my teacher’s instructions Sample answer: I always listen to my teacher’s instructions.
7. use a laptop Sample answer: I often use a laptop.
8. visit a family member Sample answer: I sometimes visit my grandfather.
36 37

Workbook
Unit 3 3
7 Listen. David is a robotics engineer. Circle the correct word. 023
Robots and Us 1. I hold / help to build robots.
2. I send / design the plans.
3. We decide which parts will be move / movable.

1 Look at the pictures. Complete each sentence with words from the box.
4. We follow / improve the plans.
controls doctor hold mouse movable online pain
5. We control / follow this with ‘prototype testing’.
6. We hold / control how we make the robot better.
4
7 Listen again. Number the sentences in the sequence you hear them. 024
1. He designs the plans needed to build a robot. 3
2. He works with a lot of other people. 2

1 2 3 3. He does ‘prototype testing’. 6
4. He goes back and improves plans. 5
ng
1. The doctor gave the boy some tablets for the
5. David helps to build robots. 1
pain in his leg.
6 They decide which parts will be movable. 4
2. The mouse controls the pencil on the screen.
ni
3. The robot has got movable arms. It can hold 5
7 Design and draw a robot. Then write a description. Use words from the box.
things in its hands.
bring control follow help hold improve
ar
2 Look at the words on the left. Cross out the phrase on the right which doesn’t make Answers will vary.
sense.
Le
1. control the temperature the instructions the car
2. design a sea a building a robot
3. follow the rules the instructions the keyboard
4. send a letter an email a mouse
c
5. help a chore someone your mum
6. improve the conditions the design the doctor
hi
7. bring a coat a mistake a towel
8. hold hands a hospital the door
ap
38 39

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2
7 Listen to the descriptions. Number the pictures. 025
Gr ammar
I can walk.
lG
You can sing.

He can read.
We can’t understand the instructions.
They can’t design new equipment.
Questions
3 4
na
Can you pass me the book, please?

Can it run? Yes, it can.
You use can to say what you’re able to do:

I can speak three languages. = I’m able to speak three languages.
io
You don’t use to with can: I can to speak three languages. Can and
can’t don’t change form: I can control the robot and he can control it, too.
1 2
To form the negative, add ’t: They can’t get the robot to walk. = They aren’t able to get the
at
robot to walk.
To ask a question, change the word order: Can you help me? Can it speak? Can’t it fly?
3
7 Listen again. Complete the sentences using can or can’t. 026
N
1. Tobor can see what’s behind it.
1 rewrite these sentences using can or can’t. 2. Tobor can understand the boy’s voice.
1. The robot isn’t able to communicate with other robots. 3. The girl’s brother can’t play tennis very well.
The robot can’t communicate with other robots. 4. The girl can’t always hit the ball back to Ballboy.
2. Today, doctors are able to use robots for operations. 5. Elgar can sing and play the piano.
Today, doctors can use robots for operations. can
6. Elgar and the boy improve a song together.
3. Engineers are able to design movable body parts. 7. The girl can’t remember her dreams.
Engineers can design movable body parts.
8. Sylvie can tell the girl her dreams.
4. These robots aren’t able to understand voice instructions.
These robots can’t understand voice instructions. 4
7 answer the questions.
5. This robot isn’t able to do chores. 1. What can you make? Answers will vary.
This robot can’t do chores.
2. What can’t you do?
6. Scientists are able to use robots for exploration.
3. What can you improve?
Scientists can use robots for exploration.
4. What can’t you change?
40 41

Workbook
1 Listen and read. As you read, think about the main point of each paragraph. What new 2 match each paragraph with a description. Write the number.
information does each paragraph give you? 027
1. 5 Suggestions about the ways MicroTug might be used in the future.
2. 2 An explanation of what MicroTug can do.
Tug-of-war A gecko 3. 4 An explanation of how MicroTug works.

Tiny Robot, 3 An explanation of where the idea behind MicroTug came from.
BIG PLANS
4.
5. 1 An introduction to the topic.
Tiny robots can carry 2,000 times their own weight! 3 Complete the paragraph with words from the box.
Question: What have tug-of-war and geckos got in

1 code design engineering movable program project
common? Answer: ‘sticky’ feet! In tug-of-war, you use your
arms, but you also push your feet into the ground. And Put ‘sticky’ feet and (1) engineering together, and meet MicroTug. The tiny robot can
geckos can walk up most things – even across ceilings.
Put the two together, add some engineering, and meet carry very heavy weights by using its ‘sticky’ feet and a (2) movable part. Scientists
MicroTug.
use (3) code to (4) program the robot. The scientists on the
2
MicroTug is small but strong. A 9 g (0.3 oz) MicroTug
ng
can pull a 1 kg (2 lb) object up a glass wall. The engineers MicroTug (5) project want the robot to help people: it might help people trapped
say this is similar to a person climbing a tall building …
while carrying an elephant! in a building, or it might just bring you something to drink!
3
So, how do you design a robot to carry such heavy
ni
weights? First, think about how ants can carry big leaves. 4 Imagine you are on the microTug team. Write a sentence for each stage of the development.
Then, look at how geckos can walk up walls. They can do Use words from the box.
this because of the tiny ‘hairs’ on their feet.
code design engineer help improve program project study
ar
4
The design of the robot is simple, but underneath it’s
got tiny, ‘sticky’ feet. Scientists use code to program the
robot. Then, when MicroTug pulls something heavy, it research Study how ants can carry things and how geckos can ‘stick’ to things.
‘sticks’ its feet to the ground and uses a movable part to
Le
pull the object. Design
microTug
Scientists want MicroTug to help people. It might
5
Development
deliver equipment to people trapped in buildings. Or, it
might just bring you a drink while you’re studying! Testing
c Use
hi
42 43
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3 read anna’s blog. Use the ideas in the article or your own ideas to write six pieces
Gr ammar
of advice using should and shouldn’t.
Should and shouldn’t: Giving advice
I should read more books in English.
lG
You should take your phone with you.

She should follow the instructions. Jobs for the girls!
We shouldn’t bring our pet robots to school.
You shouldn’t post mean things online. Right, boys! Get ready for the girls!
Questions
It’s true that at the moment, more men than women have STEM (science, technology,
na
Should I learn how to code?

Should they apply to do a computer science course? engineering and maths) jobs. But don’t think that this will always be true. If teachers
in schools get girls interested in studying maths and computer-based subjects, there’s
You use should to talk about the right thing to do: I should do my homework as soon as I no reason why girls shouldn’t play a big part in this type of work. So, what should you
get home.
girls do? First, don’t think that this should be work just for men. Study hard, learn
io
You don’t use to with should: We should to find the exit now. Should and shouldn’t don’t change how to code, join a club, play a lot of computer games, watch science fiction films and
form: I should do my homework. and She should read a book.
do online research. If you want to build a robot that changes the world, you should
To form the negative, add n’t to should: We shouldn’t stay up too late. believe that you can! Remember, girls, these jobs aren’t just for the boys!
at
To ask a question, change the word order: Should we cross the bridge?
N
Boys Girls Teachers

1 match the sentences. Write the letter on the line.
Boys should get ready for Girls should study hard Teachers should
d 1. I want to learn how to code.
____ a. She shouldn’t go to bed so late. the girls. and learn how to code. encourage girls to study
STEM subjects.
a 2. Mary is so tired every day.
____ b. You should see a doctor.
e 3. They can’t go in the water because it’s too deep.
____ c. You should click this icon, here. Boys shouldn’t think Girls shouldn’t think Teachers shouldn’t think
STEM subjects are only STEM jobs are only for STEM subjects are only
b 4. I want to get rid of this pain in my leg.
____ d. You should join a coding club. for men. men. for men.
f 5. My phone sometimes rings in the cinema.
____ e. They should send a robot there instead.
c 6. I want to send this email.
____ f. You should turn your phone off.
4 Choose one of the situations. Write a list of advice for your friend. Use should and shouldn’t.
2 Listen. Write should or shouldn’t. 028
1. Your friend wants to start up a coding club.
1. Jasmine should study maths. 2. Your friend spends six hours every night playing computer games.
2. She should study design and technology. 3. Your friend isn’t very good at maths, but she wants to become an engineer.
3. She shouldn’t listen to her brother’s advice. 4. Your friend loves making robots but doesn’t think she should do this as a job.
4. She shouldn’t give up doing art. Answers will vary.
5. She should continue with a creative subject.
6. She should do some online research.

44 45

Workbook
WrITInG Now I can ...

Use words like but and however when you want to contrast, or show the difference between, two things.
We usually use but to join two pieces of contrasting information to make one sentence. o Yes, I can!
• talk about robots, STEm subjects and gadgets. o I think I can.
I should learn to code, but there’s no coding club at school.
Write two sentences about one of the robots in this unit. o I need more practice.
We usually use however at the beginning of a sentence.
Answers will vary.
The robots are the same size. However, they do very different things.
1 Organise. Write two sentences about STEM subjects.

1. Compare two different gadgets in your house. Before you start, walk around your house Answers will vary.
and write down a list of gadgets that you can see. Decide which two gadgets you want
to compare. Think about what each gadget is like and what you can and can’t do with it.
Make notes in the table.
• use can and can’t to talk about ability. o Yes, I can!
appearance: Smartphone Computer o I think I can.
Write sentences about things you can and can’t do. o I need more practice.
Size
Answers will vary.
Features
ng
Imagine you have a robot. Write sentences about your robot.
What you can do with it play games, make phone calls do homework
Answers will vary.
What you can’t do with it
ni
2. Plan your writing. Look at the information about each gadget and write a topic sentence. • use should and shouldn’t to give advice. o Yes, I can!
o I think I can.
Topic sentence: Write four sentences using these prompts and should or shouldn’t. o I need more practice.
ar
and are both gadgets in my home. They’re girls / study / coding Girls should study coding.
Children should/shouldn’t play a lot of computer
both , but they are very different. children / play / a lot of computer games games.
Passengers shouldn’t use mobile phones on
Le
passengers / use / mobile phones / aeroplane an aeroplane.
3. Now, use the information to plan your paragraphs. Think about each gadget’s size and
features. Think about what each gadget can and can’t do. Include information on how engineers / study / science Engineers should study science.
useful each gadget is. Remember to use contrasing words such as but and however.
• contrast two things using the words but and however. o Yes, I can!
2 Write. o I think I can.
Write two sentences contrasting robots with real animals. Choose either MicroTug
c
1. Go to page 73 in your Student’s Book. Re-read the model text. o I need more practice.
and a real gecko, or Paro and a real baby seal. Use but and however.
2. Write your first draft. Check for organisation, content, punctuation, capitalisation Answers will vary.
and spelling.
hi
ap
46 yOU DECIDE Choose an activity. Go to page 106. 47

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Unit 4 2 Listen. Read and write T for True or F for False.

Then rewrite the false statements to make them true. 029
Part of Nature 1. There are now only 20 whooping cranes in the wild. F
lG
2. Crane chicks are born in captivity every year. T
3. Today, workers don’t wear costumes or use puppets. T

1 Complete each sentence with a word from the box. Then match the photos with the
sentences. Write the number. 4. Adult cranes learn to look after the chicks. T
na
area captivity conservation costumes endangered forest grow wild workers 5. The cranes learn to live with humans. F
d 6. The young cranes stay at the centre for five years. F

1. There aren’t many red pandas left in the wild .
2. The Amazon rain forest covers a huge area of Brazil. h 1. There are over 400 whooping cranes in the wild.
io
a 5. The cranes learn to live in the wild.

3. The scientist is looking for birds in the forest .
6. The young cranes stay at the centre for five months.
conservation f
at
4. Water projects are especially important in dry countries.
5. Scientists sometimes wear costumes when they work with animals. e

3
7 Complete the sentences about giant pandas. Use words from the box.
workers c
N
6. The sanctuary has a team of that washes the elephants. big captivity endangered forests snow leopards the wild workers
7. Some of the animals are kept in captivity so they can breed. b

1. Giant pandas live in bamboo forests in China.
8. Palm trees grow in hot and humid climates. g
2. There are 1,800 in the wild .
a. b. c. d. 3. They live in big areas of land.
4. The workers try to teach the pandas how to live in the wild.
5. The Sichuan Giant Panda sanctuaries also help snow leopards .
6. Today, the number of giant pandas is growing. This means they aren’t
endangered .
e. f. g. h. 4
1. What do red pandas and snow leopards have in common? They’re endangered animals.
2. Where does bamboo grow? in the forests around the mountains in China
3. Where are animals and plants protected? in a reserve
48 49

Workbook
3
7 Look at the photos. Read and label the fact cards. Then use the information on each card
Gr AmmAr
to answer the questions.
Quantifiers: Talking and asking about quantity
How much …? How much water do plants need? There are plants that need a lot of water. elephant giraffe jaguar
Other plants need little water. Animal:
Few plants need no water at all. eleph ant
Animal: jaguar Height:
3
How many …? How many types of leopard are there? A lot. About eight or nine I think. Tail leng –4 metres
Height: 60–80 centimetres th
Weight: : 1–1.5 met
We use quantifiers to talk about the quantity, or number, of something. When asking about Tail length: 80 centimetres up re
Die t: gr to 8,000 ki s
quantities, we use How much with uncountable nouns, and How many with countable nouns. Weight: 100–160 kilograms Wat er
ass, pl
an
logram
s
Diet: fish, mammals, reptiles per da ts
y: 190
We can use a lot of with countable and uncountable nouns. litres
We use few with countable nouns: There are few poisonous snakes. = There aren’t many Animal: giraffe
poisonous snakes.
Height: 4–6 metres
We use little with uncountable nouns: There’s little interest in the subject. = There isn’t much Tail length: 1 metre
interest in the subject. Weight: 790–1,200 kilogra
ms
Diet: leaves
Water per day: 45 litres
1 Complete the questions using How much or How many. 1. How tall is a giraffe? A giraffe is 4–6 metres tall.
1. How much honey can these bees make? 2. How much water does a giraffe drink? A giraffe drinks 45 litres of water per day.
ng
2. How many bees live in the hive? 3. How much does a jaguar weigh? A jaguar weighs 100–160 kilograms.
3. How many eyes has a bee got? 4. How long is a giraffe’s tail? A giraffe’s tail is 1 metre long.
4. How many flowers does a bee visit in one day? 5. How much water does an elephant drink? A elephant drinks 190 litres of water per day.
ni
5. How much time does a bee spend on each flower? 6. How tall is an elephant? An elephant is 3–4 metres tall.
6. How many eggs does a queen bee lay? 7. How long is a jaguar’s tail? A jaguar’s tail is 80 centimetres long.
ar
8. How much does an elephant weigh? An elephant weighs up to 8,000 kilograms.
2 Listen. Write the words you hear. 030
I’m walking through the rain forest in Puerto Rico. I can hear (1) a lot of 4
7 Choose an animal. Research some facts and write your own fact card. Then ask and
Le
different sounds, but I can see very (2) few animals! Listen! I can hear answer questions with a partner. Think about the questions below.
insects, mammals and (3) a lot of birds, way up in the trees. However, I can see How tall is the animal?
very (4) few of them. It’s dark here. Very (5) little sunlight Animal: Answers will vary.
How long is the animal’s tail?
reaches the forest floor. There are (6) a lot of good hiding places for the
How much does the animal weigh?
animals that live here. There’s (7) little chance of staying dry – everything is
c
What does the animal eat?
soaking wet. There’s (8) a lot of rain in the forest! Look! What’s that? I think it’s
How much water does the animal drink?
a snake. I don’t know exactly (9) how many snakes there are in the wild here, but I
hi
think there are very (10) few .
50 51
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1 Listen and read. As you read, think about the sequence of events. 031 2 read Saving Ghana’s Giant Squeaker Frogs again. Complete the flow chart with the
sentences in the box to show the correct sequence of events.
Saving
Gilbert finds giant squeaker frogs.
lG
Gilbert teaches people about giant squeaker frogs.

Gilbert is now an expert on African frogs.
Ghana’s
Gilbert helps save giant squeaker frogs.
Gilbert creates an organisation to protect giant squeaker frogs.
Giant
na
1 People think giant squeaker frogs are extinct.
Squeaker
io
frogs Gilbert Baase Adum holding

2 Gilbert finds giant squeaker frogs.
an African tiger frog

at
Gilbert Baase Adum doesn’t hunt frogs anymore. In fact, he helps save
them. Today, he’s a leading conservationist and an expert on African frogs. 3 Gilbert creates an organisation to protect giant squeaker frogs.
Some frogs are endangered in Ghana, and a lot of people thought the giant
N
squeaker frog was extinct. But thanks to Gilbert’s work, these frogs have a
second chance.
The land where the frogs live provides the local community with food,
4 Gilbert teaches people about giant squeaker frogs.
fuel and water. However, some people cut down the trees, which is against
the law, to use the land for farming. Some local people even burn down
the trees to look for bees. The bees make wild honey. When people find the
honey, they sell it at local markets.
In 2009, Gilbert found a small population of giant squeaker frogs. Now, 5 Gilbert is now an expert on African frogs.
he works with his organisation, Save the Frogs Ghana!, to protect them. He
talks to local farmers and persuades them to find different ways to earn
money. He plants trees so that the frogs can 3 Complete the sentences.
return to the area again. He encourages the
local community to look after the frogs. He
1. Cutting down trees to use the land for farming is against the law .
visits schools to tell children how important
the frogs are to the community. 2. Some people want to find honey to sell at local markets .
Gilbert knows how important the
3. Gilbert plants trees so that the frogs can return to the area again .
frogs are. They eat mosquitoes that spread
malaria. Malaria is a disease that kills 4. Saving the frogs means saving the world .
hundreds of thousands of people, including
many children, every year. So, Gilbert says
that if we save the frogs, we save the world.
Giant squeaker frog
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Workbook
3 read the letter from Leon’s grandma. Circle the correct words. Then listen and check.
Gr AmmAr
032
Adverbs of manner: Saying how you do something
Adjective Adverb Dear Leon,
The giant squeaker frog has got a loud squeak. The giant squeaker frog squeaks loudly.
I hope you’re (1) happy / happily at your new school. Here’s some
Mountain goats are good climbers. Mountain goats can climb well. (2) helpful / helpfully advice for you.
It is easy for leopards to find prey. Leopards can find prey easily.
• Make sure you eat (3) healthy / healthily.
We use adverbs of manner to say how we do something. We usually add -ly to an adjective: • Do your homework (4) neat / neatly. (5) Good / Well handwriting
He talks quietly. She sings happily. is important.
• Speak (6) clear / clearly when you talk to your teachers.
When an adjective ends in y (happy, angry), we change the y to i before adding -ly: • Learn your spelling every week! It’s important to be able to spell
The lion roared angrily. (7) correct / correctly.
Some words don’t change their form: The cheetah ran fast. They worked very hard. • Be (8) polite / politely. Don’t behave (9) bad / badly.
• Be (10) kind / kindly to people.
• Play football (11) good / well and make sure you run (12) fast / fastly!
I hope it works out (13) perfect / perfectly for you.
1 Look at these adjectives. Write the adverb. Lots of love,
Grandma
1. happy happily 6. easy easily
2. good well 7. fast fast / quickly

4 Do word sums. Write T for True or F for False.
ng
3. bad badly 8. beautiful beautifully
quickly healthily A B C
4. quick 9. healthy
1 Cats swim well
5. safe safely 10. slow slowly
2 Giraffes jump fast
ni
3 Parrots fly easily
2 read the sentences on the left. Then complete the sentences on the right with the adverb. 4 Lions shout quietly
well 5 Frogs roar loudly
ar
1. Most dogs are good at swimming. Most dogs can swim .
2. Snakes are very quiet when they move. Snakes move very quietly . 1. A1 + B3 + C1 = Cats fly well. F
3. Nature photographers are very patient. Nature photographers wait patiently . 2. A2 + B4 + C5 = Giraffes shout loudly. F
Le
4. Cheetahs are fast runners. Cheetahs can run very fast / quickly. 3. A5 + B2 + C3 = Frogs jump easily. T
5. Sam’s homework is always neat. Sam always does his homework neatly . 4. A4 + B5 + C4 = Lions roar quietly. F
6. Joe thinks it’s easy to speak English. Joe speaks English easily .
c
5 Now make two true sentences about the animals in the table or any others you know.
7. An elephant’s call is very loud. Elephants call very loudly .
8. Honey bees are hard working. Honey bees work very hard .
hi
2.
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WriTiNG Now I can ...

When we write a fact sheet, it’s important to make sure we check all the facts carefully.
We want the information in a fact sheet to be clearly presented to the reader so that it’s easy • talk about different things in nature. o Yes, I can!
lG
for them to read. Separate the facts into different sections. Use sub-headings or bullet points o I think I can.
to do this. Use words from the box to write two sentences.
captivity conservation giant panda giant squeaker frog

1 Organise.
na
1. Write a fact sheet about an animal. You can choose an animal from your Student’s
Book, or any other animal. First, decide which animal you want to write about. Write its 2.
name on the line below.
• use quantifiers to talk about quantity. o Yes, I can!
o I think I can.
io
Now look at the list of sub-headings below. Use the library or Internet to find out facts Complete these questions and answers. Use How much / How many o I need more practice.
about your animal. Write your facts in the table below. in the questions, and a lot, little and few in the answers.
1. How much rain is there in the desert? There’s little rain in the desert.
at
Colour How much A lot

2. water can a camel drink in 13 minutes? !
Size (height / weight / length) 3. How many wild Bactrian camels are there? Very few / Few .
N
Diet o Yes, I can!

• use adverbs of manner.
o I think I can.
Habitat badly fast safely o I need more practice.
Write three sentences using these words.
Fun facts Answers will vary.
2. Plan your writing. Look at the information in the table above. Think about how to
organise your facts. Remember, if you have more than one fact under a heading, you
can use bullet points. You also need to include a good introductory sentence. This
might include some of your general facts, e.g. The … is a large, hairy mammal. Look at • write a fact sheet. o Yes, I can!
the information above and write your own introductory sentence. o I think I can.
Complete the mini fact sheet. Check the details in your Student’s Book.
Giant Pandas
Giant pandas live in bamboo forests in China.
2 Write.
1. Go to page 89 in your Student’s Book. Re-read the model text. Appearance: • Giant pandas have got black and white fur.
2. Write your first draft. Check for organisation, content, punctuation, capitalisation Diet: • Giant pandas’ favourite food is bamboo .
and spelling. 1,800
Population: • There are giant pandas in the wild.
56 yOu DeCiDe Choose an activity. Go to page 107. 57

Workbook

7 Read the blog post. Decide which answer (a, b or c) best fits each gap.
1 Read. Choose the word that best completes the sentences.

1. There are few rhinoceros in the wild. They are an species. Becoming a Great Photographer
a. endangered b. against the law c. engineering I love taking photographs. I take photos of birds, plants, animals
2. Some pandas live in , where workers can look after them. and insects. Sometimes, I wait (1) c for hours, just to see a bee
a. the wild b. costumes c. captivity land on a flower. Getting a great photo takes (2) b of patience.
3. Robotic cameras are used in projects. They can see animals in certain areas. Do you want to be a photographer? Think about these ideas as you get started:
a. boring b. conservation c. control • You (3) a think carefully about what you want to photograph.
4. Robots are also used in hospitals, to people with pain. • You (4) c get great photos with the right location. Think about it: (5) b different
a. code b. grow c. help
plants or birds can you photograph in one place? You don’t want to choose a place
5. The engineer is designing a robotic hand with fingers. with (6) c interesting things to photograph.
a. online
• Think about (7) a time you can spend taking photos.
b. movable
c. wild • How good is your camera? A poor camera can (8) b make a photo come out (9) a .
6. The baby leopard only weighs two . • You (10) c expect your first shot to be perfect!
ng
a. litres
b. centimetres a. a lot b. little c. few
1. a. loudly b. well c. quietly 6.
c. kilograms 2. a. few b. a lot c. little 7. a. how much b. how many c. how easily
3. a. should b. shouldn’t c. can’t 8. a. high b. easily c. well
a. shouldn’t b. can’t c. can a. badly b. good c. little
ni
2 Listen. Circle the correct response for each sentence you hear. 033 4. 9.
5. a. how much b. how many c. how well 10. a. can b. should c. shouldn’t
1. a. No, the workers should return the robot.
b. Yes, but I dream about robots cleaning my house.
ar
4
7 Match the questions with the answers. Write the letter on the line.
2. a. It’s a conservation project. d 1. How much time do you spend taking photos?
____ a. No, you can’t.
b. Yes, they can return to this area.
a 2. Can you easily photograph the bees?
____ b. No, they can’t.
Le
3. a. No, they shouldn’t cry.
b. Yes, they can code very well. g 3. Should you be very loud at work?
____ c. Two.
4. a. That’s fantastic! b 4. Can robots take better photos than people?

____ d. A lot!
b. That’s against the law. h 5. How does she work?
____ e. There are very few.
c
f 6. Should you tell someone where you’re going?
____ f. Yes, you should.
hi c 7. How many cameras have you got?
____ g. No, you shouldn’t.
e 8. How many bees are in this area?

____ h. She works quietly.
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Unit 5 3
7 Complete the diagram with the correct words. Then listen and check. 034
Water
lG
1 Label each form of water. Then decide which is salt water and which is fresh water.
Write S for salt water or F for fresh water. More than one answer is possible. Clouds
(1) in the sky
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a. b. c. hold water. It falls as

(2) rain/snow and
(3) snow/rain .
io
The sun heats the water. The water

ice S/F ocean S river F
at
evaporates and goes up into the

(8) sky as clouds.
d. e. Then the cycle starts again.
N
Sometimes, the snow and

(4) ice on mountains
lake S/F snow F (5) melt and turn into water.
This water flows into (6) lakes/rivers ,
(7) rivers/lakes and oceans. Some
2 Read. Complete the sentences with words from the box.
water goes underground.
cloud ground ocean rain river sky underground
1. Be careful where you walk! The ground is very icy.
2. Hungry bears can find fish in a river .

4
7 Use the diagram in Activity 3 to complete the sentences.
3. Sharks, whales and dolphins live in the ocean .
4. Take your umbrella. There will be some rain . 1. The three forms of water the speaker talks about are: ice, snow and rain .
5. The sun is high in the sky in the afternoon. 2. When ice melts and turns into water, it flows into lakes, rivers and oceans .
6. It’s a beautiful day. There isn’t a cloud in the sky! 3. When the sun heats water, it evaporates and forms clouds.
60 61

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2
7 Re-read the text on page 100 in your Student’s Book. Then complete the text.
GR AmmAR
Present continuous We’re on Day Ten of our Water Saving Plan. Even my brother, Hugo,
Talking about what is happening now Talking about things that always happen (1) is helping (help)! He (2) isn’t / is not playing (not play) with the
I’m watering the garden with rainwater. I’m always trying to save water. hose in the garden anymore. His friends (3) aren’t / are not wasting (not waste) water in
You aren’t listening to me! You’re always having long baths.
the kitchen either. We (4) ’re / are always collecting (always collect) rainwater in containers
Shhh! Mrs Davis is talking. Why is Sonia always talking in class?
We aren’t using plastic water bottles. We’re always looking for ways to save water. outside, and we (5) ’re / are watering (water) the vegetables! Now, we
What are they doing? They’re always playing with the hose. (6) ’re / are saving (save) water, and we (7) ’re / are growing (grow) our
We use the present continuous (be + verb + ing) to say what is happening now, at the moment own vegetables!
of speaking. To form the negative, use not or n’t: I’m not playing. She isn’t playing.
Notice the difference between the present simple and the present continuous: 3
7 Listen. Tick the actions you hear. Then write sentences. 035
I eat lunch. = I eat lunch every day.

I am eating lunch. = I am eating my lunch at the moment. How we’re saving water
We can also use the present continuous to talk about things that regularly happen. We often 1. Use reusable water bottles. ✓
use the word always with this:
2. Water the garden with bath water. ✓
Sonia is always talking in class. = Sonia regularly talks in class.
3. Have shorter showers. ✓
ng
4. Re-use water from cooking.
1 Complete the sentences using the present continuous 5. Collect rainwater to water the plants. ✓
of the verbs in brackets. 6. Turn off the tap when brushing teeth. ✓
1. He isn’t / is not travelling (not travel) in Asia.
1. They’re using reusable water bottles.
ni
He’s in the Middle East now.
2. Make sure you ’re / are carrying (carry) 2. They’re / They are watering the garden with bath water.
plenty of water. 3. They’re / They are having shorter showers.
ar
3. The tap in the bathroom is dripping (drip). 4. They’re not / They aren’t / They are not not re-using water from cooking.
4. The ice caps are melting (melt). 5. They’re / They are collecting rainwater to water the plants.
Le
5. We aren’t / are not eating (not eat) dinner now. We’re watching TV! 6. They’re / They are turning off the tap when brushing / they brush their teeth.
6. They ’re / are helping (help) to save water at home.

4
7 Look at Activity 3. Write sentences to say what you’re doing to save water.
7. I ’m / am always trying (always try) to have shorter showers.
c
8. It seems like it ’s / is always raining (always rain) in England!
2.
hi
3.
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1 Listen and read. As you read, underline the name of a mountain range. 2 match the sentences. Write the letter on the line.
Think about why the author mentions this. 036
b 1. There isn’t always snow on
_____ a. People in the Atacama are growing and
the mountains. selling a lot of it.
lG
d 2. The water is reused for agriculture.

_____ b. This is because the environment is so dry.
Catching Fog
a 3. Aloe vera is very popular.
_____ c. They want to develop a system to collect
more fog.
c 4. Researchers hope to turn air
_____ d. Farmers can use it for their animals
na
into water. and crops.

io
1. Which desert is the reading about?

the Atacama Desert
The Atacama Desert in northern Chile is one of the driest places on Earth.
In some areas of the desert, rain never falls. Some of the mountains there are 2. Why does the author mention the Himalayas?
at
6,000 m (about 19,700 ft) high – that’s as high as some of the mountains in the to give an idea of how high the mountains are in the Atacama Desert
Himalayas. There isn’t always snow or ice on these mountains, but people in the
Atacama are collecting water. So, how are they doing it? 3. What’s unusual about the mountains in the Atacama Desert?
There isn’t always snow or ice on these mountains.
N
Meet the fog collectors. Fog is a type of cloud. But instead of being high up in
the sky, it forms near the ground. Fog collectors use big mesh nets (cloths with 4. Where does fog form?
holes) to collect water. In the desert, there isn’t any water on the ground, but near the ground
there’s a lot of water in the air. When the wind blows, the nets collect this water.
Then the water runs down into plastic storage tanks. 5. Name two things that people use the fresh water for.
drinking and agriculture
The local people are using this clean water for drinking and agriculture. In
one village, farmers are using the water to grow aloe vera. This plant can help 6. How does collecting fog help the local economy?
with sunburn and stomach ache. Farmers can grow plants/aloe vera to sell.
Many people want aloe vera.
People in the Atacama are growing
and selling a lot of it. This helps 4 Re-read Catching Fog. How does the author make these words easier to understand?
their economy. Complete the table with the examples or explanations from the reading.
For now, collecting fog works
well for small communities. 1. the Atacama Desert one of the driest places on Earth
Researchers are hoping to improve
the system so they can turn more 2. fog a type of cloud
air into water.
Aloe vera farm 3. mesh nets cloths with holes
4. aloe vera This plant can help with sunburn and stomach ache.
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Workbook
3 Listen. Complete the table for each place. 037

GR AmmAR
There was and There were: Talking about the past
Then Now
Then Now
In 1980, there was more dirty water. Today, there isn't as much pollution in the water. North Sea There weren’t many fish in the sea. There are a lot of fish in the sea.
There were plastic bottles, too. There's a new type of fish in the river.
There wasn’t much interest in cleaning the rivers. There are a lot of new plants in the area. Kaliabali, There weren’t any taps in the village. There are taps in every home.
There weren't any clean-up projects. There aren’t any plastic bottles in the water. India
We use There was or There were to talk about something that happened in the past. Badda, There are showers and washing
There wasn’t anywhere to wash.
Ethiopia stations for clothes.
Was is the past tense of is. It’s used in the singular: There was a swing in the park.
It’s also used with uncountable nouns: There was a lot of rain yesterday. murray River, There was a lot of plastic rubbish
There isn’t any plastic in the river.
Australia in the river.
Were is the past tense of are. It’s used in the plural: There were a lot of flowers in the park.
4 make sentences with the words. Then listen again and check. 038
1 Complete the sentences using There was / wasn’t or There were / weren’t.
1. In Kaliabali, India / taps / in the village.
1. There were six people in the park. ✓ 5. There wasn’t a building on that land. ✕ In Kaliabali, India, there weren’t any taps in the village.
2.There wasn’t a lot of pollution in the river. ✕ 6.There weren’t any projects to talk about. ✕
2. Now, / taps / in every home.
ng
3. There was a problem with the food. ✓ 7. There wasn’t rain in the desert. ✕ Now, there are taps in every home.
4. There were a lot of tourists last year. ✓ 8. There were a lot of people at the beach. ✓ 3. In Pila Pata, Bolivia / clean water.
In Pila Pata, Bolivia, there wasn’t any clean water.
ni
2 Think about last week. Write sentences. Use there was / wasn’t, there were / weren’t and
the words from the box. 4. Now, / water source.
Now, there’s a water source.
ar
difficult tests free time good TV programmes homework interesting projects rain
5. In Badda, Ethiopia / many deaths / due to unclean conditions.
1. Answers will vary. In Badda, Ethiopia, there were many deaths due to unclean conditions.
Le
2. 6. Now, / showers and washing stations for clothes.
3. Now, there are showers and washing stations for clothes.
4.
5.
6.
c
hi
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WRITING Now I can ...

When we write a piece of persuasive writing, we’re trying to get the reader to act. You might
o Yes, I can!
just want them to think differently about something, or you might want them to actually do
• talk about water. o I think I can.
lG
something, like join a beach clean-up, or use less plastic. Whatever it is you want your reader o I need more practice.
to do, persuade them with strong phrases of advice, such as: Read the questions. Write the answer.
It’s really important to … You should … unsafe water
1. What’s one of the top ten killers in the world?
It’s a good idea to … You shouldn’t …
2. Which type of water is in the earth’s oceans? salt water
na
1 Organise.
• talk about what’s happening now. o Yes, I can!
1. Write a paragraph to persuade your family to save water. Look back at the ideas on saving
You want your family to save water. Write three things that o I think I can.
water in your Student’s Book and in this Workbook. Think about who uses water at home o I need more practice.
and what they use it for. Think about ways they can reduce their use of water. Make a list you’re doing now. Use words from the box to help.
io
of your ideas in the table.

have recycle reduce use waste
What we should do What we shouldn’t do

at
have shorter showers

2.
3.
N
• use there was and there were. o Yes, I can!

o I think I can.
Complete these sentences in the past tense with there was/were or
there wasn’t/weren’t.
1. Last year, there were hundreds of millions people in India without

clean water.
2. Plan your writing. Remember to include a good introductory sentence telling your readers
2. Before the clean-up, there wasn’t / was not any wildlife near the river.
why it’s important to save water. Write your introductory sentence here.
3. There weren’t / were not many tourists because of the pollution.
4. There was a campaign to ban microbeads.

Next, you’ll need to persuade your readers to start saving water. Give them examples of o Yes, I can!
what they can do. Remember to use strong phrases of advice. o I think I can.
• write a piece of persuasive writing. o I need more practice.
Your friend uses toothpaste and shampoo with microbeads. Persuade your
2 Write. friend to stop using these products.
1. Go to page 107 in your Student’s book. Re-read the model text. Answers will vary.
and spelling.

Workbook
Unit 6 2
7 Listen to the description of a building. Circle the words you hear. 039
The City
I live in a town called West Bloomfield in Michigan. The (1) museum / hospital here is
(2) amazing / important. In the (3) centre / entrance, there’s a garden. That’s right! There’s
a garden (4) inside / outside! Wherever you look, you can see (5) beautiful / amazing green
Past, Present and Future

trees and plants. There’s also a greenhouse in the hospital. Fresh herbs and vegetables grow
there. The chefs use these in the patients’ meals. There are a lot of meals to prepare, and the
chefs are very (6) busy / interesting. It’s (7) focus / important for people to eat healthily,
especially when they’re ill. The (8) centre / focus of the hospital is on an environmentally
friendly, healthy place where patients can get better. There are even two green
1 Read the clues and complete the puzzle. (9) buildings / roofs with more than 20,000 plants. They’re beautiful (10) inside / outside
spaces.
1
C E N T R E
2 3
7 Complete the paragraph with words from the box.
A M A Z I N G
3
H O S P I T A L buildings centre entrance focus important inside roof
4
M U S E U M
5
I M P O R T A N T In Borneo, some people live in longhouses. These
6
F O C U S are long homes which are on stilts (long poles made
7 of wood). The stilts raise these (1) buildings
ng
B U I L D I N G S
8 above the ground. You have to climb a ladder to reach
O U T S I D E
9 the (2) entrance . (3) Inside ,
E N T R A N C E
10 there are separate rooms. There’s a main pole in the
I N S I D E centre
(4) of the house. This is an
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(5) important cultural feature. People
believe it links families to their ancestors. In some
1. the middle of something longhouses, many families live together under one
ar
2. very good, very surprising long (6) roof .
3. a place where sick people go
4. a place where you can see works of art
4
7 Think about a building or place in your town. Write sentences to describe it. Use words
Le
5. something with meaning, value or significance
from the box.
6. the main area of interest
7. every city in the world has these beautiful building busy centre entrance focus important roof
8. not inside
9. the place where you go into a building 1. Answers will vary.
c
10. not outside
2.
hi 3.
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3
7 Listen. Tick the buildings you hear. 040
GR ammaR
✓ ✓ ✓
I visited the Burj Khalifa last year. She went there a long time ago.
lG
He worked for six years. It took a long time.

We wanted to visit that museum. We saw a lot of interesting art.
You created something amazing. They gave me a beautiful present.
We use the past simple to talk about something that happened in the past.
na
For regular verbs, the past simple is formed by adding -ed. (start → started, want → wanted)
The Taj mahal angkor Wat The Eiffel Tower The Empire State Building
For verbs ending in e, just add -d. (agree → agreed)
For verbs ending in a consonant + y, change y to i and add -ed. (study → studied) 4
7 Complete the sentences with the correct form of the verb from the box. Then listen
again and check. 041
For verbs ending in a vowel + y, add -ed. (play → played)
io
Some verbs are irregular. You need to learn the past simple form. (go → went, come → came, come open plan take think want work
buy → bought)
The Taj Mahal
at
There’s a list of irregular verbs in your Student’s Book on page 166.

1. It took more than 20 years to build it.
2. About 20,000 people worked on it.
N
1 match. Write the letter on the line. The Eiffel Tower

3. Many Parisians thought it was ugly.
i
_____ 1. take a. sent
f
_____ 2. learn b. went 4. Over time, people came to like it.
a 3. send
_____ c. thought The Empire State Building
h 4. use
_____ d. made 5. It opened in the 1930s.
j
_____ 5. come e. loved
wanted
6. At first, not many people to use it.
d 6. make
_____ f. learnt
b 7. go
_____ g. carried
5
7 Look at the types of buildings in the box. Choose two that you know and write
e 8. love
_____ h. used sentences about them.
g 9. carry
_____ i. took
castle cathedral mosque theatre
c 10. think
_____ j. came
Windsor Castle is very big. Many people visited it last year.
2
7 Write about three things you did last week. Use words from Activity 1.
Answers will vary.
2.
3.
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Workbook
1 Listen and read. As you read, think about the author’s purpose in writing this text. 042 2 Read the text again. Circle the correct words.
1. Maggie Keswick Jencks was a doctor / designer.
2. Maggie died in 1994 / 1995.
Maggie’s Centres: 3. Frank Gehry designed one centre / nineteen centres.
How architecture is the Best Medicine 4. Frank Gehry was / wasn’t a good friend of Maggie’s.
5. Zaha Hadid’s building includes curves / straight lines on the inside.

In 1993, designer Maggie Keswick Jencks found out that she had cancer.
6. The greatest joy comes from the architects / buildings themselves.
Moments after hearing this news, she found herself in a bleak hospital corridor.
She looked around her and decided something had to change.
Maggie died two years later. But before she died, she did something amazing. 3 Tick the reason that best describes why the author wrote this text.
She wanted people with cancer to be able to spend time in beautiful buildings –
not bleak hospital corridors. With her husband and friends, she set up a charity to 1. To tell people who Maggie Keswick Jencks was.
make this dream come true.
2. To say that hospitals are ugly buildings.
The first Maggie’s Centre opened
in 1996. Today, there are 19 centres, all 3. To suggest that architecture can affect how people feel. ✓
designed by some of the world’s most
4. To tell people about famous architects’ buildings.
famous architects. Maggie’s close friend,
the world-renowned architect Frank
ng
Gehry, designed one of the first buildings. 4 Look at the word web. Write five words to describe Maggie’s Centres.
He included interesting spaces and a Then write sentences about them. Answers will vary.
metal roof with angles.
ni
In 2006, famous architect Zaha
Hadid designed the fifth centre. On
the outside, she included a lot of maggie’s
ar
Centres
straight lines and angles. The inside,
however, is full of soft curves and
big spaces.
Le
One important focus of every building is a welcoming entrance. Maggie
wanted people to feel at home as soon as they came inside. She wanted the
building to say, ‘You can relax here.’ Many of the people who use the centres
agree: it’s the architecture and the beauty of the buildings themselves that
provide the greatest joy.
c
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3 Jian visited Hong Kong last month. Look at his schedule and answer the questions.
GR ammaR
Past simple: asking questions about the past Day 1: Arrive at airport in Hong Kong
Where did you go on holiday? We went to Japan. We didn’t go to China. Day 2: Visit Wan Chai / eat dim sum
lG
We visited Tokyo. We didn’t leave the city. Day 3: Go to Temple Street night market
Did you travel on the train? Yes, we did. No, we didn’t. Day 4: See a concert at the Cultural Centre
Did you like the food? Yes, we did. No, we didn’t like sushi. Day 5: Go to Kowloon / go shopping in Kowloon
To ask a question using the past simple, use did + subject + verb.
Did they go to school last week? How did you do that? 1. How did Jian go to Hong Kong? He went by plane.
na
To form the negative, use didn’t (did not) + verb.

2. What did he do in Wan Chai? He ate dim sum.
They didn’t go to school last week. No, I didn’t see my cousin.
3. Did he go to Temple Street in the day? No, he didn’t. He went at night.
4. Where did he see a concert? He saw a concert at the Cultural Centre.

io
1 match the questions and answers. Write the letter on the line. 5. Did he eat dim sum in Kowloon? No, he didn’t. He went shopping in Kowloon.
d 1. Did they visit Angkor Wat?

_____ a. Yes, he did.
at
4 Listen. Tick the places that Ricardo visited. 043

f
_____ 2. Why did he go home early? b. I went in 2014.
a 3. Did Frank Gehry design that museum?
_____ c. Yes, I did, but she didn’t receive them. Oxford Street ✓
N
b 4. When did you go to the USA?

_____ d. No, they didn’t.
c 5. Did you send her the photos?
_____ e. He went to the museum. Big Ben ✓ St Paul’s Cathedral
Buckingham Palace ✓
e 6. Where did Simon go after school?
_____ f. He didn’t feel well.
2 Look at the answers. Write questions using the prompts. Natural History Museum ✓ Tate Modern ✓
1. when / visit / Bilbao When did you visit Bilbao? London Eye
We visited Bilbao last year.

5 Look at the words in the box. Write five questions to ask your partner about a holiday. Then
2. eat / in local restaurants Did you eat in local restaurants?
report your partner’s answers.
Yes, we ate local food every night.
buy eat go see visit
3. like / local food Did you like the local food?
I liked some of it. I didn’t like the squid.
2.
4. where / go / after Bilbao Where did you go after Bilbao?
3.
We went to Madrid after Bilbao.
4.
5.
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WRiTinG Now I can ...

When we write a paragraph of opinion, we tell the reader what we think about a certain topic.
It’s important to support your argument with reasons. Use firstly, secondly and finally to help
• talk about different types of buildings in a city. o Yes, I can!
structure your paragraph. o I think I can.
Describe two buildings that you studied in this unit. o I need more practice.
1 Organise. 1. Answers will vary.
1. Choose a building from your city and write a paragraph of opinion about it. Introduce 2.
your paragraph by telling readers which building you will write about.
Write the name of the building here: • use the past simple to talk about the past. o Yes, I can!
o I think I can.
You will also need to give readers some factual information such as: Write four sentences about something you did last year. Use the past simple of o I need more practice.
words from the box.
When was it built?
Who designed/built it? come enjoy fly go make take visit
How big/tall is it?

What is it used for?
2.
Now consider what you think about the building. What do you like about it? What don’t
you like about it? 3.
ng
Prompts my opinion 4.
Size (height)
Appearance • use the past simple to ask and answer questions. o Yes, I can!
o I think I can.
Use/Focus Use the prompts to ask and answer questions in the past simple. o I need more practice.
ni
Location 1. visit / Delhi / last year Did you visit Delhi last year?
2. Plan your writing. Look at your lists. Decide the order you will present your points. ✕ Delhi ✓ Mumbai No, I didn’t visit Delhi. I visited Mumbai.
ar
Number your opinions above and refer to them when writing your paragraph. Write an
opening statement that tells people which building you are writing about and introduces 2. see / Eiffel Tower / last week Did you see the Eiffel Tower last week?
your opinion. ✕ last week ✓ last month No, I didn’t see the Eiffel Tower last week. I saw it last month.
Le
3. When / start / learning English When did you start learning English?
Now, give the reasons that support your opinion. Remember to use descriptive words I started learning English [answers will vary].
and to order your points clearly.
• write a paragraph of opinion. o Yes, I can!

Choose one of the buildings you learnt about in this unit. Write three sentences
c
1. Go to page 123 in your Student’s Book. Re-read the model text. to give your opinion about the building.
2. Write your first draft. Check for organisation, content, punctuation, capitalisation Answers will vary.
and spelling.
hi
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78 yOu DECiDE Choose an activity. Go to page 109. 79

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7 Read the dialogue. Circle the correct words.
Luisa: (1) Do / Did you go to Bolivia last summer?
Pablo: No, we (2) don’t / didn’t. We (3) are always going / went to Chile in July.
lG
1. The Han River runs through the of Seoul.

a. entrance b. centre c. roof Luisa: Oh, really? Which city (4) did / do you fly to?
2. Pelican Point in Namibia is one of the driest places on Earth, with little more than Pablo: We (5) are flying / flew to Santiago.
8 mm (0.3 in) of a year.
Luisa: (6) Do / Did you visit the Atacama Desert?
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a. salt water b. clouds c. rain

Pablo: Yes, we (7) did / didn’t. I (8) learnt / am learning that it’s the driest place on Earth.
3. It’s very difficult to draw a without a ruler.
We also (9) saw / are seeing the crater lake of Ojos del Salado high up in the Andes
a. entrance b. curve c. straight line
mountains. There (10) was / were so much salt in the lake!
io
4. When water evaporates, it goes up into the .

Luisa: I bet that (11) was / were amazing to see!
a. sky b. sea c. ground
Pablo: It was! Now, I (12) ’m getting / got ready to go back to the Andes, this time to Peru.
5. In Barcelona, there’s a with the works of artist Joan Miró.
There (13) weren’t / wasn’t enough time to go there last year.
at
a. museum b. theatre c. city

Luisa: You’re so lucky! You (14) are always travelling / didn’t travel to interesting places.
6. The people living near the lake want to clean up the water.
a. safe b. dirty c. unusual
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4
7 Read. Complete the paragraph with the words from the box. Use each word twice: once in
7. The hospital has a garden because it’s helpful for some patients to go and get fresh air. the present continuous and once in the past simple.
a. underground b. inside c. outside
die learn throw try
8. There wasn’t enough water before. Now we collect rainwater on the of our house and
use it to water the garden.
Reduce, Re-use, Recycle
a. roof b. angle c. mosque
At school last week, we (1) learnt about the effects of plastics in the world’s
2 Listen. Read and tick T for True or F for False. 044
oceans. Every year, people around the world (2) are throwing away enough plastic to
T F
circle the earth four times! Yesterday, my neighbour (3) threw away six plastic
1. The Boy Scouts is an organisation that teaches boys to make interesting buildings. ✓
water bottles. I (4) tried to tell him that millions of sea birds
2. The treehouse teaches the Boy Scouts about conservation. ✓
(5) are dying every year because of plastic in the water. I also explained that more
3. There are three classroom spaces: underground, on the ground and in the canopy. ✓ died
than 100 million marine animals (6) last year because of plastic in the
4. The treehouse gets all of its energy from water. ✓ oceans. I really wanted him to understand how important it is to recycle!
5. Boy Scouts use the rain collected at the treehouse to water plants in the nearby forest. ✓
Luckily, a lot of countries (7) are trying to reduce the amount of plastic that’s
6. The treehouse teaches the next generation how to look after the earth. ✓ thrown away. And a lot of people (8) are learning that plastics harm the environment.
More and more, people are working to reduce, re-use and recycle.
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Unit 7 2 Read about Pluto. Circle the answer you think is correct. Then listen to check. 045
Amazing Space
1 Complete the sentences using words from the box.
atmosphere Earth galaxies journey orbit planets solar system space travelled
1. A journey is when you go from one place to another.
2. NASA sends robots into space to learn about our solar system.
3. Jupiter is one of the planets in our solar system.
4. There are eight planets in our solar system .
5. Like the other planets in the solar system, Earth orbits the sun.
6. The New Horizons spacecraft travelled at more than 48,000 km (30,000 mi).
per hour.
1. Pluto is a planet in our solar system / dwarf planet.
atmosphere
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7. Pluto’s is made up of the gases nitrogen and methane.
Galaxies 2. It takes Pluto 190 / 248 Earth years to orbit the sun.
8. are made up of dust, gas and billions of stars.
3. In 2006 / 2016, NASA’s New Horizons spacecraft set off for Pluto.
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4. New Horizons travelled / orbited 5 billion km (3.1 billion mi) to reach Pluto.
5. Gases make Pluto’s atmosphere look red / blue.
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6. It’s unlikely that astronauts / spacecraft will ever visit Pluto.
3
7 Explain the relationship between Earth and the universe.
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Earth is a planet. It’s part of the solar system.
Answers will vary.
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2 Complete the sentences using comparatives.

GR ammaR
Comparatives: Comparing two things 1. I think that Saturn is more beautiful (beautiful) than the other planets because of
Pluto is smaller than Saturn. its rings.
Adjective + er + than
lG
Saturn is bigger than Pluto.

The surface of Earth is more beautiful than the surface of Pluto. 2. Pluto is much further (far) from the sun than Earth. It’s also much
more + adjective + than
The new images are more important than any others. smaller (small) and colder (cold).
When we compare, we say what’s the same or what’s different about people, places or things.
We use comparatives to compare two or more things. 3. Earth is more colourful (colourful) than Mars.
na
For most one-syllable adjectives, we add -er: small → smaller. hotter bigger
4. Venus is (hot) and (big) than Mercury.
For adjectives ending in a consonant + e, we add -r: safe → safer.
For adjectives ending in y, change y to i and add -er: dry → drier. 5. In 1989, Voyager 2 got closer (close) to Neptune than any other spacecraft.
For adjectives ending in a consonant + vowel + consonant, double the final consonant:
faster
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6. The spacecraft Juno can travel nearly five hundred times (fast) than
thin → thinner.
a high-speed train.
For some two-syllable adjectives, we use the -er ending: simple → simpler, icy → icier.
For other two-syllable adjectives, we don’t change the adjective, but we add more:
at
more polite, more careful. 3

7 Look at the diagram. Write sentences using the comparative forms of big, small, hot, and cold.
For three- (or more) syllable adjectives, we always add more:
Size: jupiter :
more interesting, more beautiful, more important. 12,104
km Size
18 k
m
Size: 51,1 e
N
e
Averag ature: km ag e:
Some adjectives are irregular. You need to learn the comparative form: Temper 12,576 Aver eratur
e Temp
464˚C Averag ature: ˚C
good → better, bad → worse, far → further. Temper –195 neptune
mercury 15˚C uranus
saturn
Size:
Siz venus 4 km Size:
4,8
e: 142,98 km
79 k e
Averag ature: 49,528
Ave e
1
7 Listen and read. Write the words you hear. 046 Tem rage
m earth
Temper Averag ature:
Temper
p
167 eratur –110˚C
–200˚C
mars
˚C e:
stronger Size
: Size:
1. The storms on Jupiter are than the storms on Earth. 6 km
6,79
2 km 120,53
e
Aver Averag ature:
Temp age Temper
2. Earth is bigger than Pluto. erat
ure:
–65˚
C –140˚C
3. Mars is smaller than Neptune.

1. (Size: Mars / Earth) Mars is smaller than Earth.
4. Mars is further from the sun than Earth.
longer 2. (Temperature: Saturn / Mercury) Saturn is colder than Mercury.
5. It takes Earth to orbit the sun than Mercury.
6. Saturn is hotter than Neptune. 3. (Size: Neptune / Venus) Neptune is bigger than Venus.
4. (Temperature: Earth / Uranus) Earth is hotter than Uranus.
5. (Size: Venus / Earth) Venus is smaller than Earth.
6. (Temperature: Jupiter / Saturn) Jupiter is hotter than Saturn.
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Workbook
1 Listen and read. As you read, look for ways that satellites can help people. 047 2 Circle the best ending to complete the sentence.
Satellites can help people by .
Help from
a. confirming that there’s nothing left to be discovered
b. taking photographs of Earth for scientists to analyse
Above
c. discovering new species of animals and plants
d. sending signals to watch TV programmes
3 Read the sentences. Write T for True or F for False.

Mozambique is a beautiful country in southern Africa.
However, for a long time, scientists didn’t know a lot about it. T
1. There are mountains and forests in Mozambique.
In 2005, conservationist Julian Bayliss looked at pictures of 2. Julian discovered Mount Mabu when he was in Mozambique. F
Mozambique on Google Earth mapping service. Google uses satellites
TM
in space to take photos of Earth. Julian noticed a small area of dark 3. Julian went to Mozambique in 2008. T
green in northern Mozambique. He zoomed in to take a closer look and F
4. The area of green on the satellite image was a new species of butterfly.
discovered Mount Mabu. This was a very exciting discovery for him.
He started to plan an expedition to the mountain to learn more about it 5. Julian thinks there’s nothing left to be discovered. F
and to learn more about Mozambique.
ng
When Julian and his team arrived in 2008, they found that the green 4 Read the text again. Answer the questions.
area on the satellite images was thick, dense forest. The forest, the heat
and the environment made the expedition difficult, but it was worth it. 1. When did Julian discover Mount Mabu?
Julian and his team discovered five new species of butterfly and two new
in 2005
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species of snake. We only know about the existence of these animals
because Julian spotted the patch of green on his computer screen.
2. Give three reasons why the expedition was difficult.
Now, Google’s imagery is the forest, the heat, the environment
ar
much more powerful. ‘People
say there is nothing left to 3. Name two animals that the team of scientists found in the forest.
be discovered in this world,’
butterflies and snakes
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says Julian. ‘But there are new
species to be discovered. Lost
4. Name three things satellite data can help us with or tell us. (You can choose examples from
worlds to be found.’ Perhaps
the best way to find what’s on this text and from page 137 in your Student’s Book.)
this beautiful planet of ours is answers include: where animals go, sea temperatures, where forest fires are, find places,
to look at it from space.
predict the weather, make telephone calls, watch TV, discover archaeological sites
c
Data SIO, NOAA, U.S. Navy, NGA, GEBCO
hi
Image Landsat / Copernicus
5 Use the Internet to look at satellite maps. Try to find where you live. Then identify places
near you. Did you discover something new? Answers will vary.
ap
86 87

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2 Read about the missions to mars. Use the information to write sentences.
GR ammaR
The sun is the biggest star in our solar system.
lG
the + adjective + est Ganymede is the largest of Jupiter’s moons.

Astronomers believe that S/2010 J2 is the smallest of Jupiter’s moons.
The images are the most detailed to date.
the most + adjective
This is the most important document.
When we want to compare three or more things, we use superlatives. Superlatives usually
na
take the.
For most one-syllable adjectives we add -est: old → oldest, safe → safest; big → biggest, ity
Curios
dry → driest. (Remember to follow the same spelling rules for comparatives.) Lander
: 2012
For some two-syllable adjectives, we add -est: simple → the simplest, icy → the iciest. Launch
ht time:
io
Flig
x
Phoeni
ys
For other two-syllable adjectives, we don’t change the adjective, but we add most: most polite, 253 da
Lander
most careful. : 2007
Launch
time:
For three- (or more) syllable adjectives, we add most: most interesting, most beautiful. 1 Flight
Viking ys
at
295 da
: 1975
Some adjectives are irregular. You need to learn the superlative form: Launch
r 6 time:
good → best, bad → worst, far → furthest. Marine Flight
ys
: 1969 305 da
Launch
time:
r 4 Flight
Marine
N
da ys
: 1964 156
Launch
time:
Flight
1 Complete the sentences with superlatives. 228 da ys
1. Jupiter is the fifth furthest (far) planet from the sun.

1. (early) Mariner 4 was the earliest. 3. (short) Mariner 6 was the shortest.
2. Jupiter’s moon, Ganymede, is the largest (large) in the solar system.
2. (long) Viking 1 was the longest. 4. (recent) Curiosity Lander was the most recent.
3. Callisto is one of the rockiest (rocky) moons.
4. Io is one of the closest (close) moons to Jupiter. 3 Listen. Put the space missions in order by cost, with 1 being the most expensive. 048
5. Europa is the brightest (bright) of Jupiter’s moons.
6. It’s one of the smoothest (smooth) of Jupiter’s moons.
7. New Horizons has given scientists the best (good) images of Jupiter’s
moons to date.
3 New Horizons
____ 2 Cassini
____ 4 Magellan
____ 1 Hubble
____
8. Pioneer 10 made the earliest (early) journey to explore Jupiter and its moons
in 1973. 4 Listen again. Complete the sentences with superlatives. 049
1. Hubble was the most expensive mission .
2. Magellan was the cheapest mission .

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WRITInG Now I can ...

When we write a paragraph to compare and contrast two things, we write about what’s the same
and what’s different. To compare things, use words such as and and both. To contrast things, use o Yes, I can!
words such as but, however and although. • talk about space. o I think I can.
Answer the questions. o I need more practice.
1 Organise. 1. What’s the Milky Way? our galaxy
1. Compare and contrast Saturn and Mars. Look through your Student’s Book and this 2. What do all the galaxies form? the universe
Workbook to find some facts about each planet. You can also find information in the atmosphere
3. What’s the name of the air that surrounds a planet?
library or on the Internet. Make notes in the table.
Saturn mars • use comparatives to compare things. o Yes, I can!

o I think I can.
Type of planet Complete the sentences about the solar system. o I need more practice.
Size uranus
mercury venus
jupiter neptune
earth
Distance from sun saturn
The sun mars
average temperature 1. Jupiter is bigger than (big) Earth.
ng
2. Mars is further (far) from the sun than Mercury.
Length of one day
3. Mercury is closer (close) to the sun than Venus.
What surrounds it
• use superlatives to compare three or more things. o Yes, I can!
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Other facts o I think I can.
Write sentences. o I need more practice.
2. Plan your writing. You’ll need to start your paragraph with a sentence which introduces 1. close to sun
Mercury / Venus / Earth Venus and Earth are close to the sun, but Mercury is the closest.
ar
the two things you’re going to compare and contrast. Write your introductory
sentence here. 2. hot
Mercury / Venus / Earth Mercury and Earth are hot, but Venus is the hottest.
3. far from sun Saturn and Uranus are far from the sun, but Neptune is the
Le
Now, organise the points you noted in the table above. Remember to use comparatives Saturn / Uranus / Neptune furthest.
and superlatives where appropriate.
• write a paragraph to compare and contrast two things. o Yes, I can!
Choose two spacecraft from this unit and write two sentences to compare
1. Go to page 141 in your Student’s Book. Re-read the model text. and contrast them.
and spelling.
c Answers will vary.

hi

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Unit 8 2
7 Complete the travel itinerary. Use words from the box.
See the World

airport by coach gifts hotel leave local tickets tour trip
lG
Five-day cultural (1) trip to Day 2: Travel (5) by coach to visit
1 Read the clues and complete the puzzle. Then unscramble the letters in the shaded the pyramids at Giza, Memphis and
boxes to complete the name of a city in China. Saqqara.
Day 3: Meet your guide for a

na
1. If you’re going somewhere hot, remember to sun cream in your suitcase. 2nd March – 6th March
2. Next year, we’re going on a of Southeast Asia. half-day (6) tour of the
3. We almost missed our flight because the queues at the were really long. ItInerary Egyptian Museum in Cairo. Discover
4. We travelled by train, by plane and by . the treasures of ancient Egypt.
io
5. The company offers different cultural throughout the year. Day 1: Fly to Cairo. When you arrive,
Day 4: Visit a local market where
6. I bought you a when I was in China. I hope you like it! your (2) local tour guide takes
you can buy (7) gifts for your
7. Tiananmen Square was very crowded with a lot of . you from the (3) airport to your
family and friends.
8. We stayed in a beautiful, five-star when we were in Hong Kong. hotel
at
(4) in the centre of the city.

9. Hong Kong is a friendly place for tourists. The people are very welcoming. Day 5: (8) Leave Cairo.
10. Esther will six weeks travelling in China.
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1 Letters: A A H I G S H N 3
7 Listen to Victor talk about travelling. Answer the questions. 050
P A C K
2
T O U R S H A N G H A I is a city in China.
3 1. What doesn’t Victor like about travelling? He doesn’t like tourists.
A I R P O R T
4
C O A C H 2. How did he travel in Southeast Asia? He travelled by boat and by coach.
5
T R I P S 3. How long did he spend on the trip? He spent about four months on the trip.
6
G I F T
7 4. Who did he meet? He met a lot of local people.
T O U R I S T S
8
H O T E L 5. Where did he stay? He stayed in cheap hotels.
9
L O C A L
10 6. What did he love about his trip to Southeast Asia? He loved the food.
S P E N D
4
7 Read the statements. Say and write if you agree or disagree and why.
1. I don’t like going to places with too many tourists.

Answers will vary.
2. I love trying different food.
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Workbook
2
7 Listen. Complete the sentences about Jim and Anna’s travel plans. Use going to. 051
GR ammaR
Going to: Describing future plans 1. They ’re / are going to fly to Beijing.
We’re going to travel to India next year. We’re not going to stay very long.
She’s going to travel round the world. She isn’t going to travel by plane. 2. Anna ’s / is going to book a coach tour to the Great Wall.
They’re going to visit that museum tomorrow. I’m not going to go with them.
3. They ’re / are going to travel by high-speed train from Beijing to Xi’an.
When we want to talk about future plans, we use the present tense of be with going to:
I’m going to do my homework tonight. We aren’t going to visit my grandmother at the weekend. 4. Their journey from Beijing to Xi’an is going to take about five hours.
With negatives, we can form contractions two ways in all forms except I am:
5. They ’re / are going to see/visit the Dazu Caves and the Valley of the Buddhas.
You’re not going. You aren’t going.
Note: We often use time markers (tomorrow, next week, next year, etc.) with going to. 6. They ’re / are going to relax on the beach on Hainan Island.
3
7 Look at the photos. You’re going to visit China next year. Write a five-day plan for the trip.
1 Rewrite the sentences using going to. Use going to.
Yangtze River
Dazu Caves, Chongqing
The Great Wall
1. I leave at seven o’clock. of China
I’m / I am going to leave at seven o’clock.
2. Emily packs her suitcase.
ng
Emily’s / Emily is going to pack her suitcase.
3. We spend six weeks travelling round Australia.

Mon Tue Wed Thu Fri
We’re / We are going to spend six weeks travelling round Australia.
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Answers
4. The tour guide shows us round the site.
will vary.
The tour guide’s / The tour guide is going to show us round the site.
ar
5. You meet some local people in traditional clothes.
You’re / You are going to meet some local people in traditional clothes.
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6. They aren’t using public transport.
They’re not / They aren’t / They are not going to use public transport.
Giant Panda Sanctuary,

Sichua n
Harbin Ice Festival
c
hi Terracotta Soldiers, Xi’an
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1 Listen and read. As you read, try to visualise the events. 052 2 Read the text again. Circle the correct words.
1. The reindeer migration is / isn’t a tourist attraction.
The ArcTic reindeer 2. The herders move their reindeer in summer and winter / only in winter.
MigrATion
lG
3. There is more / less food near the Kara Sea.

Would you like to join the Arctic reindeer migration?
4. The Nenets’ tent roofs are made from reindeer bone / hide.
Think carefully before applying!
5. The Nenets people eat / don’t eat reindeer meat.
Next year, my brother, Luke, and I are going to join
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the Nenets people on their Arctic reindeer migration. 6. The author thinks the experience will be easy / amazing.
We know that this isn’t an easy trip. The temperatures can
drop to –40°C (–40°F), and the warmest days don’t get much
higher than 5°C (41°F). The local reindeer herders don’t generally
3 activity 1 asks you to visualise the events in the text. Tick the photos that
represent parts of the text.
io
have much contact with travellers like us, and the reindeer migration
isn’t usually a tourist attraction. It’s the herders’ way of life.
a. b. c.
The migration takes place twice a year. During the icy winter months, ✓ ✓
the Nenets people live further south where the reindeer can graze on moss and lichen.
at
However, during the summer months, the Nenets people move north towards the Kara Sea
where there’s more food.
The reindeer supply the Nenets people with almost everything they need. Coats are
N
made from reindeer fur; shoes are made from reindeer skin, or hide; and sledges, the
Nenets’ transport (pulled by the reindeer), are made from bone. Even the roofs of the
Nenets’ tents, called chums, are made from reindeer hide. Reindeer also feed the Nenets
people. Reindeer meat is the most important part of the Nenets’ diet.
On the journey, we’re going to travel with a Nenets family and fit in with their way of d. e. f.
life. We’re going to dress in reindeer clothing, eat raw reindeer meat and sleep in chums. On ✓ ✓
the trip, there’s going to be a lot of work to do, such as chopping trees, collecting firewood,
putting up the tents each night and cutting blocks of ice to melt for drinking water. It’s going
to be a difficult trip, but an amazing experience.
4 Imagine you’re going on the trip. Write a sentence to describe each photo you ticked.
I’m going to wear boots made out of reindeer fur.
Answers will vary.
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Workbook
2 Read and listen to Steven’s blog. Complete the sentences. Then listen again to check. 053
GR ammaR
In, on and at: Saying when things happen
in months in November, in March
seasons in summer, in winter
years in 2018, in 1870 New York is one of my favourite places on Earth, especially (1) at weekends .
times of day in the morning, in the evening I moved here (2) in 2015 , and I’m still discovering it. For tourists with
centuries in the 1800s, in the 20th century
eras in the Ice Age, in the Jurassic era little time, here are a few things that should be on everyone’s ‘to do’ list:
on days of the week on Monday, on Thursday Day 1: Visit the Statue of Liberty. (3) In 1886 , France gave this
on Tuesday afternoon, on Saturday evening
statue to the USA as a gift.
dates on 22nd January, on 5th September
holidays/special days on my birthday, on New Year’s Day tip: Make sure you get there early (4) in the morning as there
at clock times at six o’clock, at noon are always a lot of tourists!
parts of the day at sunrise, at bedtime, at lunch, at night Day 2: Enjoy a visit to Central Park. You can ride a bike, take a boat on the lake
or just sit and watch the world go by.
tip: There are free guided walks (5) on Saturday mornings . They start
(6) at 11 a.m. .
1 Complete the sentences using in, on or at.
Day 3: Go to the Metropolitan Museum of Art. Opened (7) on 13 April 1870 ,
th
1. The documentary finished at half past eleven. the museum has treasures from around the world.
2. We visited Moscow in 2010. tip: (8) In December , there will be an exhibition of Korean arts.
ng
Day 4: See a Broadway show. You can either see a show (9) in the afternoon
3. On Saturday, we’re going to drive to Darwin.
or buy a ticket for one of the evening shows. Either way, you won’t
4. Sarah flew to Durban on 7th July. be disappointed.
on tip: Even if you leave the theatre late (10) at night ,
ni
5. Look at this amazing gift I received my birthday!
you’ll find plenty of restaurants still open. After all, New York is the
6. The high-speed train leaves Tokyo station at 4.06 p.m. city that never sleeps!
in
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7. The birds begin to fly south September.
8. Animals like bats and owls hunt at night.

3 Write sentences using the time expressions to say what happened at each time.
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Use the Internet if necessary. Use at, on or in.
1. 16th August 1977 On 16 August 1977, Elvis Presley died.

th
.
2. 1924 Answers will vary. .
3. 12th December Answers will vary. .
c 4. 16th September, 2010 Answers will vary. .

hi
5. the weekend Answers will vary. .
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WRItInG Now I can ... o Yes, I can!

When we write a blog, we’re telling online readers what we’re doing or what we’re interested in.
o I think I can.
Blogs usually have a title to give the reader an idea of what the blog is about. There’s often a
• talk about different places and experiences around the world. o I need more practice.
lG
small piece of information about the blogger.

Each blog post usually has its own title and a date, as well as a section at the end for readers to Write a sentence about each of the following places using words you’ve learnt in the unit:
add their comments. Beijing: Answers will vary.
New York:
Organise.
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1
Hạ Long Bay:
1. Write a blog post about your holiday plans. The details can either be made up or real.
First write:
o Yes, I can!
• use going to to describe future plans. o I think I can.
the title of your blog:
io

Complete the sentences. Use going to + the verb in brackets.
a small piece of information about yourself:
1. Tomorrow, I ’m / am going to visit (visit) the Metropolitan Museum of Art.
’re / are going to fly
at
the title and date of the blog post: 2. We (fly) to Santiago next month.
the date of the blog post: 3. The journey ’s / is going to take (take) 24 hours.
N
Now, think about the details. Make notes, using the following questions to help you: o Yes, I can!
• saying when things happen using in, on and at.
• What are you going to do this year? o I think I can.
• Is this the same or different than what you normally do? Complete the phrases with the correct prepositon. o I need more practice.
• When / Where are you going to go? at at in

the weekend night the afternoon
• How are you going to get there?
• What are you going to do when you’re there? on 15th August at 7.30 on Sunday morning
• What sites are you going to see?
Choose three of the phrases above. Write them in a sentence to say what you do at those times.
• What food are you going to eat?
• What activities are you going to do? 1. Answers will vary.
• How long are you going to spend there?
2.
2. Plan your writing. Tell your readers what you normally do, followed by what you’re going to
do this year. Remember to include a lot of detail so your readers can visualise what you’re 3.
going to do. When you’ve finished writing the details of your holiday plans, remember to ask
your readers a direct question, and ask them to leave a comment on your site. o Yes, I can!
• write a blog post. o I think I can.
Write a short blog post about a trip you want to take. o I need more practice.
2 Write.
Answers will vary.
1. Go to page 157 in your Student’s Book. Re-read the model text.
and spelling.
100 yOu DeCIDe Choose an activity. Go to page 111. 101

Workbook

Vatican City is the world’s (1) c country, (2) b than other small countries like
Monaco and Lichtenstein. Vatican City is located inside Italy’s (3) c city, Rome. Vatican
1. Astronomers are looking for a new in the icy Kuiper Belt. City is (4) a , but it’s home to some of the world’s (5) c works of art. The Vatican
a. astronaut b. valley c. planet Museums are very (6) a and they have more than 14 km (9 mi) of art! They are one of the
(7) c tourist attractions in the city.
2. Mariner 7 took 131 days to make the to Mars.
a. tour Vatican City also has its own post office and postal service. Some people describe the
b. journey postal service as one of the (8) c in the world, and many tourists send postcards from
c. universe Vatican City.
3. Earth’s is made up of several different gases. 1. a. small b. smaller c. smallest

a. signal 2. a. tiny b. tinier c. tiniest
b. space 3. a. larger b. more large c. largest
c. atmosphere 4. a. little b. littler c. littler than
5. a. amazing b. more amazing c. most amazing
4. There aren’t any bridges to the island. The only way to get there is . 6. a. big b. bigger c. biggest
a. by coach b. by train c. by boat 7. a. popular b. more popular c. most popular
8. a. good b. better c. best
5. At the airport, you need to have your ticket and your .
ng
a. tourists b. passport c. tent
4
7 Write. Use the information to say when things are going to happen.
6. The scientists are studying distant beyond the Milky Way.
a. missions b. galaxies c. equipment 1. I / go / university / 2025
I’m going to go to university in 2025.
ni
2 Listen. Write words for the definitions that you hear. 054
2. they / fly / Singapore / Wednesday
1. to u r i s t
They’re / They are going to fly to Singapore on Wednesday.
ho t e l
ar
2.
3. Ea r t h 3. scientists / send / a new spacecraft into space/ 2020
4. st o r m
Scientists are going to send a new spacecraft into space in 2020.
5. as t r o n a u t
Le
6. be a c h 4. a comet / pass / into Earth’s orbit / 15th April
7. so l a r s y s t e m
A comet is going to pass into Earth’s orbit on 15th April.
8. a i r p o r t
5. we / study / the moon / night
c
We’re / We are going to study the moon at night.
6. Akio / visit / science museum / his birthday.

hi
Akio is going to visit the science museum on his birthday.
ap
102 103

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you decide Choose an activity. Unit 1 you decide Choose an activity. Unit 2
1 Use words from the box to talk 4 Work in pairs. Research a popular 1 Use words from the box to talk 4 Work in pairs. Role-play an
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about people in your family. dish from another country. Choose a different about school. interview about school life between a current
child daughter friendly country to your partner. Tell your partner student and a new student. Include details on:
classmate difficult easy
good at husband is married to about your dish. Include: homework lesson library
son wife • the timetable
• where it’s from (once/twice) a week practise
• the lessons
na
• its ingredients • after-school activities/clubs

2 Use be and have got, plus words • how it’s made 2 Use the present simple of verbs from • the teachers
from the box, to describe yourself. • when people eat it the box to say what you do and don’t do. • what’s special about your school
annoying aunt/uncle brother/sister • why it’s popular
do eat get up go
funny interested in mean • if you want to try it
io
make practise take walk 5 Write. Imagine you’re a teacher

mother/father noisy
at your school. Write an article for a school
Answers will vary.
5 Write. Describe a close friend. Use magazine about your daily routine. Remember
3 Complete each sentence with true
at
and and but in your description. to use words such as first, next, then, before
information. Use an adverb of frequency.
Answers will vary. and after.
• To plan your writing, follow the steps
on page 24 of your Workbook. 1. I use the Internet. • To plan your writing, follow the steps
N
• Share your writing with your teacher on page 34 of your Workbook.

2. Our teacher gives us homework at
and classmates. • Share your writing with your teacher
the weekend.
and classmates.
3 Use some or any to say if the 3. I play tennis.
6 Write. You see this poster in
following items are or aren’t in your fridge.
your school. 4. My family eats breakfast together. 6 Write. You see this advertisement in
apples biscuits bread cheese
juice milk toys yoghurt Bring a Family Member to School Day! your school newspaper.
5. I go to the library.
Students! Choose a family member to After-school Clubs
bring to school on Friday, 3rd March.
Next term, we want to start new after-school clubs.
This person can learn about your school What new clubs do you want? How many times a
day and meet your friends and teachers. week do you want them? Please give us your ideas.
Which family member do you choose? Why Reply to the advertisement. Write your
do you want this person to visit your school? suggestion for an after-school club. Say why
Write 50–80 words. it’s a good idea and how often you want to
do it. Write 50–80 words.
104 105
OWI_F_WB_93969_104-111_EM.indd 104 31/03/2017 16:15 OWI_F_WB_93969_104-111_EM.indd 105 31/03/2017 16:15

Workbook
1 Talk about robots. Use words from 4 Work in pairs. Think about what job 1 Choose one of the animals from the 4 Work in pairs. Role-play an
the box. you want to do. Use words from the box or first box. Then use words from the second interview with a conservationist.
bring code control design your own ideas. Tell your partner about your box to talk about it.
• Research people who work on
follow help hold improve job. Then listen as he or she gives advice on camel capybara leopard panda conservation projects.
movable program how to prepare for it. Your partner will tell you
• Choose one conservationist. Prepare
two things you should do, and one thing you captivity conservation endanger
forest kilogram metre three questions to ask about the work
shouldn’t do. When you finish, swap roles. he/she does. Make notes about the
2 Talk about what robots can and mountain reserve
climber designer engineer answers to your questions.
can’t do. Use words from the box. explorer footballer musician • Assign the roles of interviewer and
cry dream hold imagine photographer roboticist teacher 2 Ask questions using How much and conservation worker.
laugh love move think scientist • Practise the interview with your partner.
How many and the words below. Then use the
information in your Student’s Book to answer • Act out the interview in class, or record
Example: To be a musician, you should learn
the questions. it on a phone or tablet.
3 Say whether you think robots should to read music. You should practise every day.
or shouldn’t do each activity for you. You shouldn’t miss practice. • pandas / be / in the wild
• capybara / weigh 5 Write. Use the Internet to learn
1. do homework about reserves or conservation areas around
5 Write. Choose a real or imaginary • water / Bactrian camel / drink
2. tidy up the world. Choose one and write a fact sheet
robot. Compare it to a human. Use but and • Bactrian camels / be / in the wild
ng
3. cook dinner
about it. Include information on where it is,
however to talk about what it can and can’t do. • animals / poachers / take from the
rainforest
what animals and plants are there and what
4. teach languages • To plan your writing, follow the steps problem it wants to solve.
5. mend (a bicycle, a car, etc.) on page 46 of your Workbook. Example: How many pandas are there in the
• Draw a picture of your robot. wild? There are 1,800 pandas in the wild.
ni
6. go shopping on page 56 of your Workbook.
• Share your writing and picture with
• Share your writing with your teacher
your teacher and classmates.
3 Read the sentences. Then complete and classmates.
them with an adverb.
ar
6 Write. Imagine a story with the 6 Write. You need to write a fact
1. Dolphins are good swimmers. They swim
following title: sheet about an animal called a caribou. Your
very well .
friend’s father works with caribou in North
Le
My best friend is a robot.
2. Cheetahs are fast runners. They run fast . America. Continue the email to him. Ask him
Write your story. Write 60–100 words. 3. Sloths are slow animals. They move very questions for your fact sheet.
slowly . From: analee123@anyemail.com
4. The mother lion is careful with her babies. Dear Mr Madry,
I am writing a fact sheet on caribou. I need to find
She carries them carefully in her mouth.
c
answers to some questions. Please can you help?
5. The monkeys climb to the top of the trees. I want to know …
hi They climb up very high .
Finish the email. Write about 100 words.
106 107
ap

gr
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1 Summarise the water cycle. Use 4 Work in pairs. Research an ocean, 1 Use words from the box to talk 4 Work in pairs. Research a famous
lG
words from the box. sea, lake or river. Answer the questions below. about a famous building. architect. Role-play an interview between
cloud ground lake melt ocean Then, share what you learnt with the class. that person and a writer.
amazing angle beautiful curve
rain river sky snow water entrance important inside outside
• What’s the name of the body of water? • Use the Internet to learn about the
• Where is it? roof unusual architect’s work.
• Write three questions each to ask the
na
2 Use the words to talk about what • Is it fresh water or salt water?
• What kinds of animals live near/in architect.
is or isn’t happening now. 2 Use the past simple of verbs from
the water? • Assign roles and practise the interview
• I / drink water the box to talk about a day you spent in a city.
• Is the water clean or dirty? with your partner.
• sun / shine come go have learn • Act out the interview in front of the class.
• Are there any conservation projects
io
• snow / melt see take think visit

related to this body of water?
• teacher / talk
Example: I learnt about the artwork in the 5 Write. Write a paragraph of opinion
• students / recycling paper
5 Write. Why is it important to keep museum. about one of the following famous buildings.
at
Example: I’m not drinking water now. the rivers, lakes and oceans clean? Write to Choose one and research it online. Use
persuade your readers that clean water is reasons to support your opinion.
3 Read the answers. Write the
important. Burj Khalifa, dubai colosseum, Rome
questions using the prompts.
N
3 Think about where you live. Write Guggenheim Museum, Bilbao Hagia Sophia, istanbul
about what it was like there last year. Write • To plan your writing, follow the steps Louvre Museum, Paris Taj Mahal, Agra
on page 68 of your Workbook. 1. (fly / Berlin) Did you fly to Berlin?
about it using There was/were or There
• Share your writing with your teacher No, we didn’t fly. We went by train. • To plan your writing, follow the steps
wasn’t/weren’t and the words below. on page 78 of your Workbook.
and classmates.
2. (see / castle ) Did you see the castle?
• Share your writing with your teacher
1. plastic in the local river and classmates.
Yes, we did. It was amazing!
Answers will vary. 6 Write. We Mean to Clean is a local
organisation that works to keep the ground 3. (go / last month)Where did you go last month?
2. a lot of snow
and water clean. Read their advertisement. We went skiing in the Andes. 6 Write. You see this poster on a
community message board.
3. lessons at school about recycling We Mean to Clean 4. (like / design) Did you like the design?
New Community Centre
We want to hear from you. What’s an Yes, I liked it a lot. I thought the curves were
environmental problem in your area? What are you We need a new community centre. We’re
4. clean water to drink beautiful.
doing to change it? Tell us your story. looking for designs from members of the
community. This will be your centre, so tell us
5. many cloudy days what you need. Include details about both indoor
Respond to the advertisement. Tell your story. and outdoor space.
Write about 100 words. Send in designs by 14th March.
Write at least 100 words.
108 109

Workbook
1 Talk about space. Use words from 4 Play a game. Work in pairs. Make 1 You are planning a trip. Describe 4 Work in pairs. Plan and give a
the box to help you. fact cards about each of the eight planets. your trip using words from the box. guided tour of a city. Role-play a guide and
astronaut earth galaxy On the cards, write facts about each planet’s a tourist.
airport beach gift hotel island
image orbit planet size, temperature and distance from the sun. local passport ticket tour trip • Choose a different city to your partner.
solar system universe Mix the cards together. Then each partner
Learn about it on the Internet.
takes four cards.
• Plan a guided tour of this city.
2 Next December you’re going to visit
2 Think about the planets in our solar • Take turns to describe a planet. • Practise your role-play.
Iceland. Use the Internet to learn more about
system. Write three sentences to compare Example: I’ve got Saturn. It’s a very • Role-play your guided tour. Show your
this place. Write a list of the things you’re ‘tourist’ around your city.
them. big planet.
going to do.
• Your partner responds and tries to beat • Describe important places. Ask and
big close cold far hot small
1. Answers will vary. answer your partner’s questions.
your answer.
1. Answers will vary. • Swap roles and role-play the guided
Example: I’ve got Jupiter. It’s the 2. tour in your partner’s city.
2. biggest planet. I win!
3.
3. 5 Write. Choose one of the places
5 Write. Imagine you live on a planet 4. you learnt about in your Student’s Book or
Example: Earth is bigger than Venus.
with no gravity. Compare and contrast life Workbook. Describe it for a blog post.
ng
5.
there with life on Earth.
3 Look at your sentences in Activity 2. 6.
• To plan your writing, follow the steps on page 100 of your Workbook.
Write a sentence about the comparison using on page 90 of your Workbook.
a superlative. Example: I’m going to pack warm clothes. • Share your writing with your teacher
• Share your writing with your teacher and classmates.
ni
1. Answers will vary. and classmates.
3 Say what you are going to do at
2. these times. 6 Write. This is part of an email you
6 Write. Read the following blog entry. received from your cousins who live overseas.
ar
3. afternoon birthday Monday october
Where next? summer ten o’clock weekend
Great news! We’re going to visit you next summer.
Example: Earth is bigger than Venus, but the We know a lot about our solar system. What are we going to do? Where are we going to go?
biggest planet is Jupiter. Scientists and astronauts have got a lot of What should we bring? What other advice can you
Le
information about our planets, moons, stars and give us? We’re really excited to see you!
comets. But where should we explore next? Do
we need to find out more about our own solar Respond to the email. Write about 100 words.
system, or should we go further? What do you
think?
c
Respond to the blog. Write about 100 words. hi
ap
110 111

gr
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io
at
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Credits
Cover © Paul Zizka.
Lesson Planner Photography Credits

20 (tl) ©Roberto A. Sanchez/E+/Getty Images. (tc) ©Christos Arazos/Demotix/Corbis. (tr) ©Bulent Ince/E+/Getty Images. 21 ©Joe Giddens/EMPICS
Sport/Abaca Press. 22 (l) Diether Endlicher/AP Images. (r) Jonas Gratzer/LightRocket/Getty Images. 23 (b) ©Ryan Lash/TED. (t) ©Jenny Daltry/FFI.
(c)©Mikey Schaefer. 24 ©Stephen Morton. 25 ©Kaz Chiba/Stockbyte/Getty Images.
Student Book Photography Credits

4 (l) ©Max Lowe. (cl) Jonas Gratzer/LightRocket/Getty Images. (cr) Diether Endlicher/AP Images. (r) ©Zig Koch. 5 (l) © Edward Burtynsky, courtesy
Nicholas Metivier Gallery Toronto. (cl) Lars Ruecker/Moment/Getty Images. (cr) NASA. (r) CORY RICHARDS/National Geographic Creative. 6 (tl) ©Max
Lowe. (tr) ©Bryan Hansel. (bl) Rebecca Emily Drobis/National Geographic Creative. (br) J.J. Kelly/National Geographic Creative. 7 (tl) Cheryl Zook/National
Geographic Creative. (tr) ©CyArk. (bl) Rebecca Emily Drobis/National Geographic Creative. (br) ©Erik Boomer. 8-9 Glenn Van Der Knijff/Lonely Planet
Images/Getty Images. 10 (t) DESIGN PICS INC/National Geographic Creative. 13 (t) Sukree Sukplang/REUTERS. 14 (cl) Kim Rogerson/Moment Open/Getty
Images. (c) ChrisHepburn/E+/Getty Images. (cr) JAMES P. BLAIR/National Geographic Creative. (bl) Juampiter/Moment/Getty Images. (bc) Radius Images/
Getty Images. (br) Eye Ubiquitous/Eye Ubiquitous/Superstock. 15 Fuse/Corbis/Getty Images. 16 DIANE COOK. LEN JENSHEL/National Geographic
Creative. 17 (l) mict/Getty Images. (r) PhotoTalk/Getty Images. 18 (tr) DigiPub/Moment open/Getty Images. 18-19 Hero Images/Getty Images. 20 (cr)
marisagomez/E+/Getty Images. 22 H. Mark Weidman Photography/Alamy Stock Photo. 23 (tl) Hara Taketo/EyeEm/Alamy Stock Photo. (tr) Visage/
Stockbyte/Getty Images. (cl) blue jean images/Getty Images. (cr) blue jean images/Getty Images. 24 (t) stockphoto mania/Shutterstock.com. Africa Studio/
Shutterstock.com. 25 (b) monticello/Shutterstock.com. 26-27 ©Max Lowe. 28-29 KENNETH GARRETT/National Geographic Creative. 30 (b) ©Max Lowe. 31
ng
(tr) Jack Hollingsworth/Photodisc/Getty Images. Tolga_TEZCAN/E+/Getty Images. (b) ©National Geographic Learning. 32 (b) Purestock/Getty Images. 33
(tl) PeopleImages/DigitalVision/Getty Images. (tr) Jamie Grill/Getty Images. 34-35 ©Hannah Whitaker/Hello Artists. 34 (t) ©Hannah Whitaker/Hello
Artists. (c) David Freund/Stockbyte/Getty Images. 36-37 Ann Summa/Corbis/Getty Images. 38 (cr) Romiana Lee/Shutterstock.com. (br) Tatiana Popova/
ni
Shutterstock.com. ©National Geographic Learning. 39 (c) moodboard/Cultura/Getty Images. 40 Max Lowe/National Geographic Creative. 41 (b) Yagi-
Studio/E+/Getty Images. 42-43 Jonas Gratzer/LightRocket/Getty Images. 44-45 Arne Hodalic/Corbis Historical/Getty Images. 46 (c) ©Brian Peterson/Star
ar
Tribune. 47 (tr) Stockbyte/Getty Images. (br) ©National Geographic Learning. Ruslan Ivantsov/Shutterstock.com. GraphicsRF/Shutterstock.com. 48 (br)
Bruce Laurance/Photodisc/Getty Images. 49 (t) hudiemm/E+/Getty Images. (tr) George Doyle/Stockbyte/Getty Images. 50-51 daitoZen/Moment/Getty
Images. 51 (cr) ©Andrew Kist. 52-53 VCG/Visual China Group/Getty Images. 54 (cr) Michael Desmond/ Disney ABC Television Group/Getty Images. (br)
Le
©National Geographic Learning. 55 Dinodia Photos/Alamy Stock Photo. 56 ©Bryan Hansel. 57 (b) Bloom Productions/Getty Images. 58-59 Maksim Toome/
Shutterstock.com. 58 (l) cTermit/Shutterstock.com. 60-61 Diether Endlicher/AP Images. 62-63 (b) ZSB/WENN/Newscom. 63 (cr) ITAR-TASS Photo Agency/
Alamy Stock Photo. 64-65 Rebecca Hale/National Geographic Creative. 65 (br) ©National Geographic Learning. 66 (t) Angela Wyant/The Image Bank/
c
Getty Images. 67 (tl) Cylonphoto/Alamy Stock Photo. KTSDESIGN/Science Photo Library/Getty Images. (tr) Renphoto/E+/Getty Images. (cl) Elisabeth
Schmitt/Moment/Getty Images. (cr) Cylonphoto/Alamy Stock Photo. 68 (t) Westend61/Getty Images. 70-71 ©National Geographic Creative. 72 (c) JAY
hi
DIRECTO/AFP/Getty Images. (b) ©National Geographic Learning. 73 (cl) ©Blue Frog Robotics. (cr) Yoshikazu Tsuno/AFP/Getty Images. 74 Rebecca Emily
Drobis/National Geographic Creative. 75 ©20th Century Fox Licensing/Merchandising/Everett Collection. 76-77 ©Zig Koch. 78-79 AMI VITALENational
ap
Geographic Creative. 80 (cr) J.J. Kelly/National Geographic Creative. 81 (br) AMI VITALE/National Geographic Creative. (bl) hangingpixels/Shutterstock.
com. ©National Geographic Learning. 82-83 John Warburton-Lee Photography/Alamy Stock Photo. 83 (tr) Burazin/Photographer’s Choice/Getty Images.
84-85 Nick Dale/Design Pics/Getty Images. 86-87 AMI VITALE/National Geographic Creative. 88 (tr) Tony Campbell/Shutterstock.com. 89 (b)
gr
Supervliegzus/Moment/Getty Images. 90 J.J. Kelly/National Geographic Creative. 91 (b) JOEL SARTORE/NATIONAL GEOGRAPHIC PHOTO ARK/National
Geographic Creative. 92 (l) gabczi/Shutterstock.com. 92-93 Linda Bucklin/Shutterstock.com. 94-95 ©Edward Burtynsky. courtesy Nicholas Metivier Gallery
eo
Toronto. 96-97 Patrick J. Endres/Corbis Documentary/Getty Images. 97 (tr) Alena Brozova/Shutterstock.com. 98 (cr) Cheryl Zook/National Geographic
Creative. 99 (cr) Vanatchanan/Shutterstock.com. (br) Judith Collins/Alamy Stock Photo. ©National Geographic Learning. 100 (b) Sean Murphy/The Image
Bank/Getty Images. 101 (l) C Squared Studios/Photodisc/Getty Images. DNY59/Getty Images. (r) Nils-Johan Norenlind/Nordic Photos/Getty Images.
lG
102-103 Michael Patrick O’Neill/Science Source. 104-105 Michel Porro/Getty Images News/Getty Images. 106 (cl) Bettmann/Getty Images. (cr) Vietnamese
Photographer/Shutterstock.com. (br) Tetra Images/Getty Images. BirdImages/E/Getty Images. monticello/Shutterstock.com. Ryan McVay/Photodisc/Getty
Images. Dimitris66/E+/Getty Images. IDC/amana images/Getty Images. 107 (r) design56/Shutterstock.com. 108 Cheryl Zook/National Geographic Creative.
na
109 ROMEO GACAD/AFP/Getty Images. 110-111 Lars Ruecker/Moment/Getty Images. 112-113 ©Iwan Baan. 114 (cr) ©CyArk. 115 (tr) Cameron Davidson/
Corbis Documentary/Getty Images. (br) ©National Geographic Learning. Zoran Karapancev/Shutterstock.com. 116 (b) ©CyArk. 117 (tl) Luis Davilla/
Photolibrary/Getty Images. (tr) Jean-Pierre Lescourret/Lonely Planet Images/Getty Images. (cl) Remo Steuble - Switzerland/Moment/Getty Images. (cr)
io
Jane Sweeney/AWL Images/Getty Images. 118-119 View Pictures/Universal Images Group/Getty Images. 120-121 epa european pressphoto agency b.v./
Alamy Stock photo. 122 (br) ©National Geographic Learning. 123 Kindra Clineff/Photolibrary/Getty Images. 124 ©CyArk. 125 (br) Business/Alamy Stock
at
Photo. 126-127 Frank Lukasseck/Corbis Documentary/Getty Images. 128-129 NASA. 130 ©National Geographic Learning. 131 (t) Erik Simonsen/
Photographer’s Choice/Getty Images. (b) Johns Hopkins University Applied Physics Laboratory/Southwest Research Institute (JHUAPL/SwRI). 132 (br)
Rebecca Hale/National Geographic Creative. 133 (t) Christos Georghiou/Shutterstock.com. (br) ©National Geographic Learning. Ruslan Ivantsov/
N
Shutterstock.com. GraphicsRF/Shutterstock.com. 135 James Stevenson/Rough Guides Dorling Kindersley/Getty Images. 136-137 Stocktrek Images/Getty
Images. 136 (tr) BlackJack3D/E+/Getty Images. 138 (cl) LEONELLO CALVETTI/Science Photo Library/Getty Images. 138-139 StockTrek/Getty Images. 141
NASA. 142 Rebecca Emily Drobis/National Geographic Creative. 143 NASA. 144-145 CORY RICHARDS/National Geographic Creative. 146-147 Gloria &
Richard Maschmeyer/Getty Images. 148 (b) ©Sarah McNair-Landry. 149 (c) ©National Geographic Learning. (br) ©National Geographic Learning. 150 (cr)
Eye Ubiquitous/Universal Images Group/Getty Images. 151 (t) MarcelStrelow/iStock/Thinkstock. (b) Danita Delimont/Gallo Images/Getty Images. 152-153
Sarah McNair-Landry/National Geographic Creative. 153 (br) ©National Geographic Creative. 154-155 ©National Geographic Creative. 156 (c) cTermit/
Shutterstock.com(b) Bim/E+/Getty Images. (br) ©National Geographic Learning. Ruslan Ivantsov/Shutterstock.com. GraphicsRF/Shutterstock.com. 157 (b)
Bjanka Kadic/Alamy Stock Photo. 158 ©Erik Boomer. 159 (b) iStockphoto.com/crazydiva. 160-161 Caters News/ZUMA Press/Russian Federation/Newscom.
173 (tr) HandmadePictures/Shutterstock.com. (cr) PhotoDisc/Getty Images. (tcl) MarFot/Shutterstock.com. (tcl) ©Image Club. (tl) Premier Edition Image
Library/Superstock. (cr) PhotoDisc/Getty Images. (cr) ©MetaTools. (crc) Bildagentur Zoonar GmbH/Shutterstock.com. (clc) Digital Vision/Alamy Stock
photo. (clc) PhotoDisc/Getty Images. (cl) Dudarev Mikhail/Shutterstock.com. (cl) Ingram Publishing/Superstock. (br) Tatiana Popova/Shutterstock.com. (bl)
Shutterstock.com. (bl) PhotoDisc/Getty Images. 177 (bg) ©Imagestate Media (John Foxx). 179 (t) Julien Tromeur/Shutterstock.com. (br) Doggygraph/
Shutterstock.com. (cl) Judith Collins/Alamy Stock photo. (bl) Mirek Kijewski/Shutterstock.com. (cr) Dan Kosmayer/Shutterstock.com. 182 (tl) Melinda Chan/
Flickr/Getty Images. (clc) Matej Hudovernik/Shutterstock.com. (tcl) DigitalStock/Corbis. (bl) Ronnie Howard/Shutterstock.com. (cl) hangingpixels/
Shutterstock.com. (bcl) Nagel Photography/Shutterstock.com. 183 (tl) Tetra Images/Getty Images. (tr) BirdImages/E/Getty Images. (cl) monticello/
Shutterstock.com. (cr) Ryan McVay/Photodisc/Getty Images. (bl) Dimitris66/E+/Getty Images. (bg) IDC/amana images/Getty Images. 185 (t) Zoran
Karapancev/Shutterstock.com. (c) Bryan Busovicki/Shutterstock.com. (b) Shutterstock.com. 189 (cr) Stockbyte/Getty Images. (bl) CGEmapping/Elvele
Images Ltd/Alamy Stock photo. (cl) PhotoDisc/Getty Images. (t) PhotoDisc/Getty Images. (br) ©Imagestate Media (John Foxx).

Impact Teacher's Book

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Impact Teacher's Book

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impact

Impact helps teenage learners better understand

By encouraging self-expression, global citizenship and active

Bringing the world to the classroom

SAMPLE COPY, NOT FOR DISTRIBUTION

Athabasca Glacier in Jasper National Park,

Visit National Geographic Learning online at NGL.Cengage.com/ELT

To access the Teacher's Resources for Impact

Printed in Greece by Bakis SA

SAMPLE COPY, NOT FOR DISTRIBUTION

Unit 1 Family Matters 64

Unit 2 A Different Education 90

Unit 3 Robots and Us 118

Unit 4 Part of Nature 144

Unit 5 Water 172

Unit 6 The City: Past, Present and Future 198

Units 5–6 Express Yourself: Tour description 224

Unit 7 Amazing Space 226

Australia • Brazil • Mexico • Singapore • United Kingdom • United States

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Each unit highlights one National Geographic Explorer Discussion questions

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Target vocabulary is presented in meaningful

voice and see her face on the robot’s screen.

A Nenets boy studying outside his winter

2 LeArN NeW WordS Listen and

3 Work in pairs. Why do you think

schools have robot teachers in South

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Students work in pairs or groups

All target vocabulary is presented on the

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New vocabulary is practised The Speaking Strategy page

camera classmate language laptops

dave and amy Freeman Ahmed: I like art, but geography.

Haider: Maths? Really? maths!

Haider: . Science is really interesting.

what it can do. Draw a picture of it.

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c Lesson Time Monday Tuesday Wednesday Thursday Friday

verbs you hear. 046 1 08.45 PE maths geography maths PE

5. go goes 10. do does 5 1.30 maths science maths science maths

Danilo is 12 years old and he (live) in Manila

(start) his lessons. Danilo

and (study) At our school, we start lessons at half past ten

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Grammar is practised in context with

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New target vocabulary

about how hard you work. He works very hard

Tai Chi class. Josh works very hard again and he

5 Work in pairs. What’s the main idea of this reading?

2. Some people are very good at subjects like maths,

2. Do you think people are good at things without

What do you think he means?

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Before reading While reading activities

After reading activities provide students