Look 6 Teacher's Book 9781337915069

Citation preview

Look ng

6

ap hi c

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T E AC H E R ’ S B O O K

Mary Charrington

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Gerhard Erasmus Mike Sayer

C O U R S E C O N S U LTA N T S

Paul Dummett

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Elaine Boyd

Australia • Brazil • Mexico • Singapore • United Kingdom • United States

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© 2020 Cengage Learning, Inc.

National Geographic Learning, a Cengage Company

ALL RIGHTS RESERVED. No part of this work covered by the copyright herein may be reproduced or distributed in any form or by any means, except as permitted by U.S. copyright law, without the prior written permission of the copyright owner.

Look 6 Teacher’s Book Authors: Mary Charrington, Gerhard Erasmus and Mike Sayer Course Consultants: Elaine Boyd and Paul Dummett Publisher: Sherrise Roehr

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Director of Global Marketing: Ian Martin

ISBN: 978-1-337-91506-9

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Composition: Symmetry Creative Productions, Inc.

Printed in Greece by Bakis SA Print Number: 01 Print Year: 2019

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Contents

iv

Introduction

vi

Unit walkthrough

ix

Look and remember

4

3 4

Working outdoors



Game 1  page 45, Reading extra 1  page 46, Review  2 page 48

7 8

Let’s get technical



49

Fantastic festivals

57

Function 2  page 65, 

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11 1 2





School trip 2  page 66, Review  3 page 68

Extreme sports

69

Tales of survival

77

Game 2  page 85, Reading extra 2  page 86, Review  4 page 88

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9 10

37

Going places

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Exploring the world

89

Great museums

97

Function 3  page 105, 

School trip 3  page 106, Review  5 page 108

Very mysterious!

109

Fascinating places

117

Game 3  page 125, Reading extra 3  page 126, Review 6  page 128

One more look

17 29

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5 6

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9

School trip 1  page 26, Review  1 page 28

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Function 1  page 25, 

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1 A good start 2 Amazing animals

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Scope and sequence

129

BONUS School trip  page 130, BONUS Reading extra  page 132, BONUS game  page 134

Anthology teaching notes and answers

136

Formative assessment framework

142

Workbook answer key

144

Workbook grammar reference answer key

173

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Scope and sequence Look and remember p. 4

Vocabulary

National parks, Environment, Holidays, Food People explore the caves and enjoy the beautiful waterfalls and lakes there. The people in the photo are walking along paths between the lakes.

Grammar

Plitvice Lakes National Park has been a UNESCO World Heritage Site since 1979. Where did you go on your last holiday?

Skills

arrive at school on time, be more friendly, do my music practice, go to bed early, help tidy the classroom, join a club, study harder, take exercise

I’m going to sit on the Friendship Bench. We’re going to help these people. I’ll help to tidy the classroom. I’m meeting Richard and Sarah at four o’clock to study for the science exam. The Science Bus is coming to our School on Tuesday.

Listen to a radio programme about Friendship Benches. Read about the Science Bus and Bioblitzes. Write a biography. Learn and speak about National Geographic Explorer Shabana Basij-Rasikh and her special school. VALUE Be friendly.

If people see what is happening, they’ll do something about it. If we don’t stop putting plastic into the ocean, we’ll lose more and more animals. Fish wouldn’t be able to move through the water if they didn’t have tails. If you had a tail, what would you use it for?

Listen to an interview with artist and National Geographic Explorer Asher Jay. Read about how different kinds of animals use their tails. Write a report about an animal that’s in danger. Learn and speak Care for the about national VALUE environment. animals.

artist, creatures, damage, disappear, environment, extinct, ocean, protect

2

Reading: donkey, parrot, rattlesnake, scorpion, spider monkey, squirrel

Amazing animals

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Reading: discover, equipment, materials, special

p. 9

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Grammar

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1

A good start

Vocabulary

Function 1  Giving advice p. 25    School trip 1  Protecting our oceans: Niue and Chile p. 26    Review 1: Units 1–2  p. 28

3

Working outdoors

Reading: fashion, keeper, mural, wonder

chat, connect, delete, do research, improve, program, repair, save

4

p. 37

Computers are used every day. The first computer was invented by scientists a long time ago. Technology is being used more and more in film and photography. My laptop isn’t being used right now.

Listen to an interview about how computers are changing. Read about camera traps. Write instructions for using some kind of technology. Learn and speak about important inventions.

Reading: engineers, fixed onto, remote-controlled, straight (into)

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Let’s get technical

Listen to an interview with National Geographic Explorer Jónína Herdís Ólafsdóttir. Read about three interesting jobs. Write a description of a job. Learn and speak about working with penguins.

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p. 29

She’s looking at something under the microscope. No one is in the water. It’s very cold! I don’t know anything about Iceland. You’re not a mural painter, are you? No, I’m not. He’s got an interesting job, hasn’t he? Yes, he has.

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gardener, lifeguard, marine biologist, mechanic, mountain guide, painter, photojournalist, tennis coach

VALUE Stay safe.

VALUE Help others.

Going places

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Game 1  p. 45   Reading extra 1  Clever creatures p. 46    Review 2: Units 3–4  p. 48 cross, destination, hurry, reach, set off, suitcases, survive, view Reading: centimetres, heights, loads, metres, tunnel, wide

Most mountains have been climbed, but a few haven’t been climbed yet. Where's German spoken? How was the old bridge damaged?

Listen to a report on Robyn Davidson’s journey across the desert in Australia. Read about the Charles Kuonen Suspension Bridge and the Gotthard Base Tunnel. Write a factfile about your country or another country. Learn and speak about crossing the world’s VALUE Take exercise. largest glaciers.

People in Japan have been celebrating the cherry blossom for centuries. She’s been dancing since six o’clock. I’ve been eating delicious food all day, so now I’m not hungry. Our feet are sore because we’ve been dancing at the festival all day.

Listen to an interview about the cherry blossom festival in Japan. Read about the Mistura festival in Peru and the Boryeong Mud Festival in Korea. Write an advert for an event. Learn and speak about festivals from around the world. Learn about other VALUE cultures.

p. 49

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Fantastic festivals p. 57

a.m., autumn, century, hours, midday, midnight, minutes, month, p.m., seconds, spring, summer, winter Reading: mixture, poured, skin, tropical fruit

Function 2  Agreeing and disagreeing p. 65   School trip 2  Franz Josef Land, Russia p. 66   Review 3: Units 5–6  p. 68

iv

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Look

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Extreme sports

Vocabulary

Grammar

Skills

accident, beginner, challenging, concentrate, experience, experts, large, routes

You have to wear a helmet when you go rock climbing. You don’t have to wear a helmet when you play tennis. I taught myself how to kayak. Why are you talking to yourself?

Listen to an interview about rock climbing. Read about white-water kayaking. Write an article about an extreme sport. Learn and speak about splitboarding.

Reading: flows, specially, steep, steeply, wondered

p. 69

No one had ever crossed these mountains before. After the men had landed safely, they ate dinner. Alison hadn’t met the man before. Where had she been before she got to Thailand?

8

Tales of survival

Listen to a podcast about Ernest Shackleton’s expedition. Read about a survival story. Write survival tips. Learn and speak about famous expeditions.

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battery, charge, dead, expedition, frightening, hard, horrible, realized, search

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VALUE Be responsible.

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Reading: alive, kindness, stranger, treatment

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p. 77

VALUE Be kind to others.

Game 2  p. 85   Reading extra 2  Anansi the wise p. 86    Review 4: Units 7–8  p. 88 If Ed hadn’t met Cho, he would have walked alone. If he had run out of food, he would have been hungry. Would Philip have found the tooth if he had stayed indoors?

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backpack, bite, brave, decide, had the chance, hear, meet, prefer, run out, sting

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Exploring the world

Reading: coins, noticed, observatory, points, worth

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p. 89

admire, closing time, enter competitions, exhibitions, fascinating, go out, opening time, touch, unusual, visitors

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Great museums

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Reading: cocoons, fossils, lucky, sign language

p. 97

My friend said (that) there was an underwater café. Marta and Ferran said (that) they had seen a fascinating film. The guide told the children they could put their sleeping bags under the blue whale. The guide told us she was going to turn off the lights.

Listen to an account of National Geographic Adventurer Ed Stafford’s walk along the Amazon River. Read about three lucky explorers. Write a for and against essay. Learn and speak about the discovery of a shipwreck. VALUE Be on time.

Listen to an interview about the City of Arts and Sciences in Valencia, Spain. Read about International Museum Day. Write a diary entry about a day at a favourite museum. Learn and speak about famous museums. VALUE Be curious.

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Function 3  Responding to invitations and making plans p. 105   School trip 3  Climbing China’s amazing limestone rocks p. 106   Review 5: Units 9–10  p. 108

Very mysterious!

GPS, migrate, mystery, recognize, position, sight, smell, solve Reading: appeared, crashing, horror, imagine

p. 109

12

Fascinating places

The presenter asked the expert why he liked birds. The student asked what the birds ate. Mark told his friends to look at the floating man. Rashid asked me to explain the mystery of the flying cars to him.

Listen to an interview about the mystery of bird migration. Read about three mysterious events. Write a summary of a book, TV programme or film. Learn and speak about bark scorpions. VALUE

clear, luxurious, opportunity, ordinary, perhaps, relax, successful, sunrise, sunset

I wish I lived by the sea. I wish I could be a successful photographer. Watch out! It’s a long way down.

Reading: attraction, hang out, natural, resort

Find out for yourself.

Listen to an interview about photography. Read about some amazing places to stay. Write a holiday review. Learn and speak about famous places around the world.

p. 117

VALUE Enjoy the world.

Game 3  p. 125   Reading extra 3  Fascinating facts about the first emperor of China p. 126   Review 6: Units 11–12 p. 128

Look further

One more look p. 129   BONUS School trip  The Lopburi Monkey Festival p. 130  

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BONUS Reading extra  The man who never told a lie p. 132    BONUS Game   p. 134

v

Introduction

The world is an amazing place Make connections

Children are naturally questioning and curious. They have an

We have included a range of video types in Look. All are

enormous appetite for learning about the world. Look taps

in keeping with the theme of real-life stories and what an

into this curiosity by providing a window onto a fascinating

amazing place the world is. The Lesson 7 videos in even

world of real-life stories from diverse places and cultures: The

units comprise recordings of children from around the world,

Boryeong Mud Festival in Korea; a factfile about Argentina;

describing their experiences. These interviews, interspersed

children talking about their countries’ national animals. In

with footage of the places and things they describe, feature

each case the topic is then related back to students’ own

the children answering questions about how the topics in

lives and experiences in personalization activities: What

the book relate to life in their countries: the festivals they

festivals are there in their countries? What facts do they know

enjoy, interesting places in their countries, famous museums

about their countries? What’s the national animal of their

in their countries, and so on. In this way, they give a fresh

country? These real-life stories enhance the child’s learning

perspective on the topic. The Lesson 7 videos in odd units

experience by:

comprise documentary-style footage that relate to the unit topics.

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stimulating them with amazing facts about the world

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See something real

giving a meaningful context to the language learnt

Another video strand is the School trip videos. These centre

making learning more memorable

on visits to exciting places – Franz Josef Land, Russia,

providing an opportunity for follow-up work on stories of particular interest You don’t need to worry about unfamiliar content. We have each real-world story and guides to the pronunciation of

any names that are unfamiliar. Our hope is that you too will

be inspired by these stories and then extend each topic. For

example, getting students to discuss festivals in their countries, describing the national animal from their countries, writing a

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Get up close

springboard for students to do their own mini-projects. After doing the activities on the page, you can try other techniques with these videos, such as: turning the sound off and getting students to provide

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included background information in the teacher’s notes on

factfile about their countries, and so on.

the limestone rocks and cliffs in China – and provide a

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nurturing a spirit of open-mindedness and interest in others

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As with every National Geographic Learning course, Look contains stunning photos. The photos are not just cosmetic.

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Each relates closely to the specific topic and is intended to warm students to it and to stimulate discussion. These opening photos are always accompanied by discussion questions for students. You can ask questions with any of the photos in the book, eliciting and revising items of vocabulary from previous lessons such as colours, clothes, objects, numbers and actions as you go. Ask questions, such as What do you think the children in the photo are doing? What do you notice about the people in the photo? Or, better still, encourage students to ask each other questions. You will find extra information about these photos in each lesson in the About the Photo box in the Teacher’s Book. It is fine to tell your students more about the background to the photo in their first language. You can also return to these photos and use

some commentary or narration

pausing the video and asking students to remember what happened next

asking students to watch and list different things they see (for example, animals or activities)

Learn about the world and its stories Each level of Look contains four extensive reading texts (Reading extra). They are an opportunity for students to enjoy reading about the world rather than to practise language (although they do, of course, recycle language previously taught). Two of the reading texts are non-fiction (for example, Clever creatures) and two feature fables from around the world (for example, Anansi the wise). In both cases, there is opportunity for motivating follow-up activities. For the former, students can try to find out more about this subject and bring their ideas (or pictures) to the next lesson. For the latter, you can help students to dramatize the story (with actions or words, or both) or ask them to draw a scene from it. The fables also contain important moral lessons with universal significance, such as the importance of sharing wisdom and advice in Anansi the wise. You may also choose to discuss the moral of these stories with your students in their own language.

them as prompts for recalling words.

vi

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Making teaching and learning a joy Chants

Games

Chants are an important resource in any primary language

There are four games lessons in Look. Children love playing

learning programme because their repetition and rhythm

games. A good game can make a lesson a fun, memorable

make them memorable. They’re one of the best ways of

event in the students’ day. As well as consolidating learning,

providing language input for children. Students learn the

games can give lessons a boost in energy and enjoyment,

words and structures along with the rhythms and patterns of

and stimulate students to use English freely – but only if they

the language. The chants in Look are catchy and fun, and

are set up well. Here are the key ingredients to a successful

designed to help you present and recycle language in a

game.

learners’ listening skills in general.

Preparation: Make sure any materials are ready before the

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motivating way. Chants are also opportunities to develop

can help students by building up the chant line by line, or chunk by chunk. For example:

each lesson.

Clear instructions: The Teacher’s Book provides a clear

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it and then chanting along to the recorded version. But you

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lesson. There is always a list of materials at the beginning of

The best way for students to learn a chant is by listening to

procedure for how to set up each game, by illustrating what class beforehand.

Monitoring: Once students start playing, it’s crucial that you

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She’s a mountain guide, Isn’t she? Isn’t she?

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to say, explaining how to play and doing examples with the

Repeat after me: She’s … / She’s a mountain guide … / When students are really confident with a chant, they can

check that they are following the rules and using English

chant along with the instrumental version. Most of the

correctly.

chants in Look get students to chant while acting out the

words. This helps students grasp the meaning of the words,

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while providing opportunities for full body movement and exercise – a necessity in any primary classroom.

Teachers are offered plenty of extra ideas for creative

activities based on the chants in Look. For example, you could ask your students to work in groups and write a

new verse and record them performing it. Other activities

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suggested in the Teacher’s Book include:

Variety: This level of Look features a variety of game types: trivia-style games based on real-world content from the Student’s Book, and in the Workbook, crosswords, word finds and spot the differences. Clear language objectives: Games should be fun, but in the English class, they must also help us meet our language goals. The games in Look encourage students to think about the language they have recently learnt and practise it in an engaging and safe environment. You need to bear in mind these objectives from start to finish, provide students with

performing a verse or the entire chant from memory

the English they need and correct errors where appropriate.

relating the topic of the chant to their own experience

Look games ensure students are using real English without

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working in groups to plan the actions for a verse

detracting from the primary objective of winning!

Values An important feature of Look is the attention it places on values. Besides being embedded throughout the materials, there is an explicit focus on one key age-appropriate value in every unit. Values education creates a healthy and often joyful learning environment, helping children develop social and relationship skills that last into adulthood. As students engage with positive values, they are equipped with attitudes and behaviours for success at school and beyond. The values are reviewed and consolidated through fun and motivating activities in the corresponding unit of the Workbook.

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vii

A multi-strand approach to assessment Formative assessment and feedback

This level provides preparation and practice for the

Young learners need the support of constant feedback on

Cambridge English Qualifications, A2 Flyers test. Look

their learning and progression in order to motivate them. To

Student’s Book and Workbook include tasks that represent

help teachers with this, we have included a framework for

all the different parts of the exam. Practice is focused on

managing formative assessment and feedback on page 142.

enabling students to master techniques which will allow them

This framework outlines how each performance objective for

to perform at their best in formal assessment situations. These

the level can be assessed informally by you across the term

tasks give students the opportunity to familiarize themselves

or year. It suggests a range of feedback techniques and

with each of the task types that appear in the exam and

remedial activities that will support students’ progression in

make connections to their own lives in order to build both

each objective. The framework and photocopiable Student

their interest and confidence. A complete practice exam is

progress log allow you to keep an objective, evidence-based

included at the end of the Workbook.

record of each student’s progress that you can use with

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Exam practice

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the students themselves, their parents or other stakeholders.

Building young learners’ confidence

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You can also download the Student progress log from the website.

To help students be less anxious and to relax in an exam situation, this Teacher’s Book incorporates a range of

Assessing productive skills

less scary. These strategies include activities to:

It may help you to use the assessment criteria applied

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strategies to build confidence, motivate and make exams feel Personalize  These activities ask students to connect the

context or situation of the task to their own lives. This allows

been extensively trialled to match realistic performance expectations for young learners. These are available in the

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them to see the relevance of what they are doing to real

in the Cambridge English Qualifications as these have

life.

Collaborate  These activities allow students to prepare

tasks together, both to learn from each other and to give

them the support they need before they have to ‘perform’. Help My Friend  This encourages students to focus on

Handbook for teachers on the Cambridge Assessment English website. The criteria can be overwhelming for students to process, so it is suggested that you apply individual criteria to each task as appropriate and work with one criterion at a time to allow young learners to focus on one feature of language. Speaking  The three assessment criteria for the Speaking

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what they can do well and to allow them to use these

exam are Vocabulary & Grammar, Pronunciation and

skills and competences to help teach and support their

Interaction. In the different Speaking practice tasks, these

classmates, enabling the class to develop a pool of skills

are broken down so that one criterion is included with each task throughout the book. Advice is also given on how to

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and knowledge.

Reflect  These activities give students time to check and

apply each criterion as you complete the specific task.

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consider their answers together so that they can reflect

Writing  In Part 7 of the Flyers Reading & Writing exam,

on the process they went through and look at how they

students write a short story based on three pictures they

can improve. This helps develop self-regulation and

are given. The practice writing task includes guidance on

autonomous learning in young learners.

how to approach this, but students need to be reminded

Second Chance  These activities are suggested especially

that their answers must represent what they can see in the

for productive tasks so that they give students the

pictures (accuracy of description) and that they need to

opportunity to be successful in these performative parts of

write clearly. The story students write is assessed on:

the exam. Once students have had some feedback and have considered their performance, they can repeat the

• whether their story describes a progression of events

task successfully to build confidence.

• how far their story is based on all three of the pictures • whether their response is comprehensible in terms of

Own It!  These are tasks which ask students to start

grammar, vocabulary and orthography

developing their own short tests in some way. This allows them to understand what tasks are testing and how they’re



A very important long-term learning point here is ensuring

testing it. It also shows that testing is not scary but can be

that students understand that they must address the task

fun with their classmates.

given and not invent their own ideas.

viii

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Unit walkthrough

Unit opener Every unit starts with a full-page photo which stimulates students’ interest in the topic and provides opportunities for discussion.

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Working outdoors

UNIT

A high-impact photo

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engages students’

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interest. The About the Photo section in the Teacher’s Book allows

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you to satisfy your students’ curiosity about

Students see places from all

Scientists study Mount Etna, a volcano in Sicily, Italy.

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around the world and learn

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the photo.

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about life in other countries.

Look at the photo. Discuss the questions. 1 Where are these men? What are they doing? 2 What is their job? Do you think their job looks interesting? Why? / Why not?

Questions stimulate

Work in groups. Make a list of as many jobs as you can in English. Then discuss the questions.

discussion about the

1 Which jobs do people do indoors? Which jobs do people do outdoors?

unit topic.

Which jobs do people do indoors and outdoors? 2 Would you like to work indoors or outdoors? Why?

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ix

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Vocabulary and 

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Grammar

The vocabulary and grammar lessons are stand-alone lessons that are thematically linked. Students hear some of the target vocabulary recycled in a listening text. The listening text also

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contextualizes the target grammar from Lesson 2.

Target grammar is presented in the

benchmarked against wordlists from

grammar box and then practised in one

international exams and the CEFR.

or two controlled-practice activities. The

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Target vocabulary has been

Listen and repeat. Then say which job you think looks TR: 19 the most interesting.

mountain guide

painter

mechanic

tennis coach

photojournalist

Complete the sentences with the jobs from the box. There are two jobs you don’t need. gardener

lifeguard marine biologist

mountain guide

painter

mechanic

photojournalist

tennis coach

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2

Study the grammar box. Indefinite pronouns We use indefinite pronouns to talk about people, things or places we don’t name. She’s looking at something under the microscope. No one is in the water. It’s very cold! We usually use anything, anyone and anywhere for questions and negative statements. Is there anyone in the science laboratory? I don’t know anything about Iceland.

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Circle the correct answer. We’re at the beach today. Is there 1anyone / no one in the water? No, there isn’t because there’s 2no one / anyone at the lifeguard station now. Usually, the lifeguard is there to check that 3everyone / someone and 4everything / anything is safe in the sea and on the beach. The lifeguard watches people in the water to check there isn’t 5anything / anywhere dangerous happening and he or she makes sure there is 6nothing / something on the beach that might

2 A

looks after plants and flowers.

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3 A

takes photos for news stories.

rescue. If there isn’t a lifeguard at the station, don’t go in the

4 A

fixes cars and electrical equipment.

water. It’s important to stay safe!

5 A

checks that people on the beach are safe.

6 A

leads groups of walkers and climbers.

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cause a problem. If 7something / nothing goes wrong, or someone / no one is in trouble, the lifeguard comes to the

VALUE Stay safe.

Workbook, Lesson 6

Listen to the interview with Jónína Herdís Ólafsdóttir. TR: 20 Circle the correct answer (A–C). .

A marine biologist

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A plants B very small creatures C rocks

4 If we study living things, we

Work in pairs. Discuss ways to complete the sentences. 1 Everyone likes … 2 No one wants to …

C the sea

C lifeguard 2 She’s studying

3 She has to dive into A lakes B laboratories

B scientist

3 Is there anyone here who … ?

.

A can learn more about our planet B will know exactly what will happen in the future C can change our climate

4 I’m hungry. Is there anything in the … ? Marine biologist and National Geographic Explorer, Jónína Herdís Ólafsdóttir scuba dives in Iceland.

5 There’s nothing on TV except …

UNIT 3 Working outdoors

UNIT 3 Working outdoors

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Students practise the target

In the final discussion activity, students

vocabulary in context through

use the grammar to complete sentences

reading and listening activities.

with their own ideas or talk about the topic in relation to their own lives.

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paints walls, bridges and buildings.

1 Jónína is not a

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Grammar

1 A

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marine biologist

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lifeguard

gardener

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Vocabulary

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1

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final activity is more open and productive.

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Reading and 

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SO

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Grammar

The reading and grammar lessons are also stand-alone lessons. Students learn about the world as well as learning vocabulary and grammar that they then use to discuss the topics.

Target grammar is thematically linked

reading texts are recorded, so students can listen

to the reading text, presented in the

and read simultaneously.

grammar box and then practised in

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The reading text is about the real world. All the

Look at the photo. Discuss the questions.

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1 What do the rhino keepers do?

1 What do you think this man has to do for his job?

2 What do mural painters do?

2 Do you think you would like to do his job? Why? / Why not?

3 How do mural painters help cities and towns?

3 Do you think his job is easy or difficult? Why?

2

Listen and read.

Read again. Answer the questions.

4 What do ‘cool hunters’ do? 5 What might be difficult about being a ‘cool hunter’?

TR: 21

How would you like to be a … ?

4

Rhino keeper Do you enjoy looking after animals and being outdoors all day? If you do, then maybe you’d enjoy being a rhino keeper. A team of rhino keepers in Kenya looks after some special white rhinos. The team protects the rhinos to make sure they don’t become extinct.

1

A: You’re not a mural painter, are you? A: He’s got an interesting job, hasn’t he? A: He can’t work today, can he?

L

B: Yes, he has!

B: No, he can’t.

For sentences with most other verbs, use the verb do in the tag. She likes fashion and clothes, doesn’t she?

B: Yes, she does.

Watch out: I’m not late, am I? BUT I’m late, aren’t I?

2

Match the sentences (1–10) with the question tags (A–J). 1 She enjoys looking after animals,

A haven’t you?

2 You can paint murals,

B aren’t we?

3 The murals are colourful,

C does he?

4 He’s got an interesting job,

D aren’t they?

5 It’s important to stay safe,

E can’t you?

6 He doesn’t work indoors,

F hasn’t he?

7 We are going to paint a mural tomorrow,

G isn’t it?

8 You like fashion and clothes,

H doesn’t she?

9 He’s not working right now,

I don’t you? J is he?

at

Add question tags to the sentences. Then write three of your own ideas. 1 It’s a nice day, 2 We have

? next,

?

3 You’re playing tennis at the weekend,

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32

B: No, I’m not.

10 You’ve got some paint,

4 That’s a new bag, 5 Our teacher’s nice,

become famous. To be a ‘cool hunter’, you need to learn different languages and enjoy talking to people. The only problem is that it’s hard to stop working. You have to pay attention, because things can be cool one day but ‘uncool’ the next!

4

Study the grammar box.

For sentences with be, have or can, use the same verb in the question tag.

3

wonder why some new things are popular and ‘cool’ and some are not? Would you enjoy walking around, looking at what people are wearing and finding cool new places? Would you like to talk to people about the things they like and then write about them? This is what ‘cool hunters’ do. They find new people with good ideas and help them

S ES O

We use question tags to check information, ask others if they agree, to be friendly and make conversation.

Yusuf, a rhino keeper at the Lewa Wildlife Conservancy in Kenya, resting with baby rhinos

‘Cool hunter’ Are you interested in clothes and fashion? Do you

New words: keeper

Grammar Question tags

Work in pairs. Discuss which job you would like to do and why.

io na

Mural painter Do you like painting and being outdoors? If your answer to both these questions is ‘yes’, then the job of mural painter might be perfect for you! Some places, like walls in cities, can look quite boring and ugly because they’re grey. But when mural painters paint them with big colourful pictures, they look amazing! Mural painters have a great job. They make walls into art and help make cities and towns look more beautiful!

ap hi c

1

Reading

lG eo gr

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SO

3

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ES

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controlled and more open activities.

4

?

? ?

Work in pairs. Use your question tags from Exercise 3 to make conversation. It’s a nice day, isn’t it? Yes, it is!

mural fashion wonder

UNIT 3 Working outdoors

UNIT 3 Working outdoors

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A high-impact photo brings the real world into the classroom and provides further practice opportunities.

SAMPLE COPY, NOT FOR DISTRIBUTION

 

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Chant and 

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Writing

The chant pulls together all the language threads of the unit in a fun and active way. Each writing lesson features a different text type and focuses on its features.

Students are presented with a model

(with lyrics and instrumental only) so you

description. The features of this text

can choose how to support your students’

type are focused on in Exercise 2.

ng

Two versions of the chants are provided

modern tunes.

1

Chant 3

Read the chant and guess the missing jobs. Then listen, check TR: 22 and repeat.

2

He’s

io na

?

Isn’t he? Isn’t he? He grows plants and flowers. He works outdoors, Doesn’t he? Doesn’t he? For hours and hours!

Read the description of a mechanic’s job. Answer the questions.

A description of a job 2

?

If you want to become a mechanic, you have to work hard at school, especially in maths and science. In the past, not many girls became mechanics, and some people still think it is a man’s job, but now anyone who wants to can have a great job as a

6

Read the information in the box. Then look at the description of a mechanic’s job and answer questions 1–4.

1 Where do mechanics work? 2 What do they do?

Mechanics work in many different places – they work indoors and outdoors, in garages, on roads, in big or small buildings. They might need safety glasses if they are doing something dangerous. It’s an interesting job because mechanics do something different every day.

S ES O

Descriptions of jobs tell the most important information about a job. For example, the information about where someone with that job works, what he/ she does and what he/she needs to do his/her job.

Mechanics study how things work. They learn about electricity and transport, for example cars, trains and planes. When things go wrong, they put them right. It’s very useful to have a mechanic in the family!

?

3 What do they need to do their job? 4 How does someone become a mechanic?

3

Writing skill Using questions for ideas a Think of another job and write questions about it. Use the questions in Exercise 2 to help you. b Write short answers to your questions in Exercise 3a.

4

Write longer answers to your questions from Exercise 3a to give a description of the job you chose.

mechanic. Kamala Chaudhary opened her own mechanic shops in Nepal.

,

Isn’t he? Isn’t he? He can swim and he can dive. He watches the beach, Doesn’t he? Doesn’t he? And he saves lives! She’s a

Writing

A mechanic’s job

She’s a , Isn’t she? Isn’t she? She can help you. She fixes things when they go wrong, Doesn’t she? Doesn’t she? And makes them good as new! He’s a

own text in Exercise 4.

3 Can anyone become a mechanic?

at

,

students for writing their

2 Where do they work?

N

He’s a

? He

skill. This then prepares

1 What do mechanics do?

all day long tennis coach doesn’t he? doesn’t he? very strong teaches tennis isn’t he? isn’t he?

TR: 23 and 24

She’s a mountain guide, Isn’t she? Isn’t she? She knows the way. She brings you back safe, Doesn’t she? Doesn’t she? At the end of the day!

1

Work in groups. Use the words from the box to write a new verse.

Divide into two groups, A and B. Group A chants the sentences, Group B chants the question tags.

She’s a mountain guide …

lG eo gr

SO

5

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ES

and practises a writing

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The chants have catchy,

The third activity presents

N

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Le

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language needs with chanting.

,

Isn’t she? Isn’t she? She loves the sea. It’s full of fish and creatures, Isn’t it? Isn’t it? That she wants to see!

34

PHCAP

UNIT 3 Working outdoors

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Pasang Lhamu Sherpa Akita became Nepal’s first woman mountain climbing teacher and she was National Geographic’s 2016 People’s Choice Adventurer of the Year.

UNIT 3 Working outdoors

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35

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Video

In the even unit videos, children representing fifteen different countries are interviewed about their lives and cultures. In the odd units, students learn more about the unit topic through a documentary-style video.

Function

1

Watch the video. Match the countries (1–4) with the national animals (A–D).

ni

Three to five children are featured

Video

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7

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ES

Video 2

in each video. Their answers

2 India

with photos and video footage.

4 the US

ar

1 Italy

and descriptions are illustrated

3 Vietnam

Le

Students get a glimpse into how life is lived in different places embrace diversity and equality.

ap hi c

around the world and learn to A the bald eagle

Watch the video again. Tick (✓) the other animals you hear.

✓ ape bird

to the video and talk about their

lion

shark

dog

giraffe

monkey

whale

leopard

rabbit

dolphin

Complete the table with the animals from Exercise 2.

4

Italy

Vietnam

the US

ape

ES

Work in groups. Discuss the questions.

SO

7

N

own lives and cultures.

Video 2

elephant

India

After watching, students respond

D the water buffalo

crocodile

lG eo gr

bear

3

C the Bengal tiger

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2

B the wolf

Video

1 Has your country got a national animal? What is it?

io na

2 What does it look like?

24

1

Work in pairs. Look at the photo. Talk about penguins. 3 Where do these animals live? What do you know about them? Where do they live? 4 What other kinds of wild animals are there in your country? What do they eat? What can they do? What can’t they do? UNIT 2 Amazing animals

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at

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In this video, students learn Douglas Krause is a National Geographic Explorer and a wildlife biologist with the National Oceanic and Atmospheric Administration (NOAA).

N

about National Geographic Explorer and wildlife biologist Douglas Krause’s work with chinstrap penguins.

2

Watch the video. Circle the correct answer (A or B). 1 The penguins are called A Chinstrap penguins 2 Douglas is putting

The language in the video is carefully

A tags

on the penguins. B cameras

3 The penguins

the tags. A are bothered by B don’t mind

graded for the level. Activities assess students’ comprehension of the video.

Video 4

. B Antarctic penguins

3

Watch the video again. Write T (true) or F (false). Correct the false Video 4 sentences. 1 Chinstrap penguins live in the Arctic. 2 Douglas is a photographer. 3 Douglas and his team attach the tags to the penguins’ feathers. 4 The tags tell Douglas what the penguins eat. 5 The tags stay on the penguins for three days. 6 When the penguins are wearing the tags, they can do their usual activities.

4

Work in groups. Discuss the questions. 1 Would you like to do Douglas’s job? Why? / Why not? 2 Douglas is putting tags on the penguins to find out how long it takes them to find food. Discuss other reasons why scientists put tags on animals. What might they want to discover?

36

UNIT 3 Working outdoors

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xiii

There are five types of modular

Game 1

lessons that sit outside the unit

1

Review 1: Units 1–2 1

Work in groups. Tick (✓) the correct answer.

Maria

Explorer and . a marine biologist an artist a mountain guide

structure. The one-page lessons

. takes teachers, ideas and equipment to schools takes children and teachers to school takes people to Bioblitzes

Review. The two-page lessons

4 There are

are School trip and Reading

3

1

are the fastest land animals in the world. Tigers Cheetahs Dogs

8 A marine biologist studies animals in the jungle insects in the desert fish and sea creatures

2

ask. It’s 2

turned on by . a human brain a sound an animal moving

Jian:

Sophia

9 Rhino keepers work in

Listen, check and repeat.

Give advice for the problems below. Use a different phrase each time.

.

visit the lions at the zoo. go to Egypt.

remember the information. look after them.

give you advice about the future.

TR: 17

4

2 My best friend is ill.

. a photographer a photo engineer a mountain guide

.

like elephants, lions and tigers.

2 I’m not sure where I want to go on holiday. I think I

1 I’ve got three exams tomorrow and I haven’t studied for them.

10 Steve Winter is

ocean

Complete the sentences. Use will or be going to. Then write two sentences using the present continuous for future.

5 Do you need help? They

3

extinct

.

4 Elsa found baby turtles on the beach. She

2

.

disappear the environment.

a long time ago. There aren’t any now.

3 The teachers are sure their students

Mei: Good advice, Jian! Thank you.

.

damage

1 This weekend, we

talking to teachers. Ask them to

tell their classes about the day.

3 I want to make new friends at school.

Complete the conditional sentences. 1 If I saw a tiger in the wild,

.

2 If I see rubbish on the floor,

.

3 If I drink bottled water,

.

4 If I worked on a wildlife reserve,

.

5 If I could choose any pet,

.

4 My parents said I can’t play computer games for a week. Let’s get technical GAME 1

45

28

5 People in my family never remember to recycle.

4

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Think of a task or a problem you’ve got. Ask a partner for advice.

REVIEW 1: Units 1–2

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25

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FUNCTION 1: Giving advice

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ni ar Le

ap hi c

School trip 3

lG eo gr io na

Rock climbers enjoy going to this part of China as it’s got so many of these interesting rocks. The rocks are especially challenging and exciting to climb. It’s a place for experts, not beginners – as you’ll see in the video. It’s also a really beautiful and unusual place, so it’s good that large parts of it are now protected for the future as a UNESCO World Heritage Site.

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4

3

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Tick (✓) the things you think you’ll see in the video. Write Video 13 two of your own ideas. Then watch and check.

rocks that look like trees

a road

a beach

a waterfall

a butterfly

camels

cars

a cave

a big city

flowers

a forest

a helicopter

a river

a volcano

a rope

Work in pairs. Discuss the questions. 1 Would you like to visit this place? Why? / Why not?

birds

2 If you went to this part of China, what would you like to do (go rock climbing, relax on a boat on the river, take photos, explore)? 3 What would you take with you? How long would you like to stay?

3 Do you know of any other UNESCO World Heritage Sites?

106

Tom

4 If we don’t take care of the planet, many more kinds of animals will

Mei: That’s clever. If we start keeping the school clean, there will be less work to do on clean-up day.

Check your answers. Give 1 point for each correct answer. Share your results with the class. The group with the most points wins.

You’re going to see a video about the amazing limestone rocks of South China. Limestone is a kind of rock that’s very soft. Over millions of years, the shape of the rock has been changed by the weather and especially by rain. As a result, large caves have formed, and there are even natural bridges made of rock in some places. Some of the rocks look like tall, thin sculptures and some even look like trees. One place with lots of these rocks is called Shilin, which means Stone Forest in Chinese.

2 Why should this place be protected?

Marco

6 My sister likes to paint and draw. She wants to be a(n)

3

you get students to clean before the event? Put signs on the Jian: And rubbish bins to remind students not to drop litter. I can help you with that.

Jian: That’s right! And one more thing, 5

.

creatures

5 Zookeepers look after many kinds of

, I’d put it on the school calendar. Everyone sees that.

3

4

Climbing China’s amazing limestone rocks

2

artist

2 Fish, whales and dolphins live in the

to learn what that

Mei: Great idea!

the four corners of the Earth without leaving the classroom!

1 What’s unusual about the rocks in South China? Why do rock climbers like to climb them?

TR: 18

Carla

Complete the sentences with the words from the box.

3 Dinosaurs became

The four video-based School trip lessons take students to

Read the text. Discuss the questions.

Harry

1 Cutting down trees can

Mei: OK. I’ll ask Ms Chang. But I need to get started today. How should I tell other students about the event?

5 A camera trap can be

India Kenya Chile

2

Mei: I don’t know. person did.

UNITS X – X

School trip

It’s a good idea to talk to your teacher.

TR: 16

Jian: Well, 1

between a person and a computer. The computer was called . Deep Blue Big Blue 7 A rattlesnake uses its tail to Light Blue turn quickly brush away insects frighten away other animals

shown on these two pages.

You might try talking to your teacher.

If I were you, I’d talk to your teacher.

Jian: Who organized it last year?

6 In 1996, the first chess match was played

extra. Examples of these are

Why don’t you talk to your teacher?

Listen and complete.

Mei: Help me, Jian! I’ve got to organize the school clean-up day, and I don’t know what to do.

types

of bee. 200 2,000 20,000

Sarah

You should talk to your teacher.

2 The Science Bus in Chile

are: Game, Function and

1

Listen and draw lines. There is one example.

Function 1: Giving advice

1 Asher Jay is a National Geographic

PROJECT Prepare a group presentation. Work in groups. Choose a place you all agree should be protected. Prepare a presentation about the place for the class. Here are the things you can do to prepare for your presentation: • Find a photo or short video of the place. • Do research to find out why the place is special. • Explain what would happen if there were more people, buildings, cars and roads there. • Make a poster for your presentation.

SCHOOL TRIP 3

SCHOOL TRIP 3

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A stunning photo captures

A carefully staged lesson activates

The end-of-lesson

students’ interest.

students’ prior knowledge (Exercise 1),

project requires a range

works on comprehension (Exercise 2)

of talents that allow

and encourages discussion (Exercise 3).

different students to shine in mixed-ability classes.

xiv

SAMPLE COPY, NOT FOR DISTRIBUTION

Reading extra The four extensive reading lessons comprise two real-world texts and two fables. The fables are well-known traditional stories, variations of which exist in many cultures. They often have important moral lessons with universal significance – in this case: the importance of being honest. Reading extra 1

Clever creatures child when she repeats the words. In the wild, orcas live in groups and the young orcas copy the sounds the adult orcas make. So, each group of orcas

Some dogs have jobs. Working dogs are especially good at learning words because

2

Listen and read. What kinds of animals can repeat words?

3

Read again. Write T (true) or F (false). Correct the false sentences.

TR: 32

1 Scientists used to believe that animals weren’t very clever.

communicates in a different way from other groups. Parrots are famous for repeating words, and an

they have to listen carefully to instructions. Border Collies, a kind of dog, are often used to move sheep. Farmers use special words to

African Grey parrot called Alex could understand the English words for one-hundred and fifty different things, for example water, banana

tell the dogs what to do. They say Find when they want the dog to go and look for the sheep, and then Walk when they want the

and grape. He knew some colours and shapes, and he could count various items. He could even understand the word none or zero. People

dog to move towards the sheep. The dogs also need to understand the word Stop. They

used to think it was rude to say someone had a brain like a bird, but now it seems birds and

can also understand if they’ve done a job well or not from the sound of the farmer’s voice.

other animals are cleverer than we thought.

2 Farmers use their voices to show dogs when they’ve done a good job. 3 Wilkie the orca can copy the sound of a human voice. 4 All orcas communicate in the same way. 5 Alex the parrot knew three hundred different words. 6 Alex couldn’t count.

4

Dogs are not the only creatures that can learn words. An orca (killer whale), called Wilkie, has been taught to repeat the words Hello and

5

An orca gathering and eating herring

Work in groups of three. Each student retells information about one of the animals from the text: Border Collies, Wilkie/orcas or Alex the parrot. Use the words in the box to help you. colours

repeat

communicate

shapes

follow instructions

sounds

learn

understand

Beautiful artwork or

All the readings are

photos set the scene

recorded and can be

and engage students’

used in class as extensive

interest.

listening lessons.

Work in groups. Discuss the questions. 1 Working dogs have jobs. Can you think of any other jobs done by animals? 2 Why are animals used to do these jobs?

46

the hole on a whale or dolphin’s head used for breathing

READING EXTRA 1

READING EXTRA 1

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The man who never told a lie

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GLOSSARY blowhole

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amazingly, she can copy the sound of a human voice. If she listens to children, she sounds like a

dogs, they’ll begin to understand them and follow the instruction. Some kinds of dogs can understand more than a hundred words!

ni

Bye bye and can count to three. She produces the sounds by pushing air through her blowhole, but

understand information and use it. For example, if we repeat words such as Down or Sit to

Which animals do you think are clever? Why? Can you give an example of an animal doing something clever?

ar

Scientists used to believe that animals couldn’t think, but now we know that animals can

1

As soon as Maliki had gone, the king got down from his horse. He laughed. ‘I’m not going to visit my father today, so soon Maliki will tell a lie to the queen.’

Once there was a young man named Maliki who never told a lie. Everyone knew Maliki, because everyone tells a lie at some time – big or small. But not Maliki.

lG eo gr

The king wanted to meet Maliki. ‘A person who doesn’t lie?’ he said. ‘That’s impossible!’ So he called Maliki to his palace.

‘Is it true what they say about you?’ asked the king. ‘I don’t know what you mean,’ said Maliki. ‘That you never tell a lie. Is it true?’ ‘That’s true,’ Maliki answered, honestly. ‘And can you tell me,’ said the king, ‘that you’ll never lie – ever – in your whole life.’ ‘No, I never will,’ said Maliki.

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A few days went by and the king could not stop thinking about Maliki. ‘He said that he’d never tell a lie,’ he said to himself, ‘but how could he know that?’ So he decided he’d play a trick on Maliki and make him tell a lie. He called him back to the palace.

BONUS Reading extra 1

Look at the title of the story. If someone told you they never told a lie, would you believe them? Why? / Why not?

2

Listen and read. Did Maliki tell a lie to the queen?

3

Read again. Circle the best answer (A, B or C).

TR: 96

1 Which word describes Maliki? A naughty

Maliki found the queen in her garden. He bowed and said, ‘Your highness, the king asked me to tell you that he’s gone to visit his father. He said he’d return tomorrow at lunchtime.’ ‘Thank you,’ said the queen.

B honest C dishonest 2 Why did the king want to play a trick on him? A He didn’t believe that Maliki always told the truth. B He didn’t like Maliki. C He’d heard that Maliki told lies.

The next morning, the king came to the queen in the garden. The queen was surprised to see him. ‘I thought that you were with your father,’ she said.

3 Where did the king ride on his horse? A He went to his father’s house. B He didn’t ride anywhere. C He rode a short way from the stable. 4 Why was the queen surprised to see the king the next morning?

‘People say the young man never lies. But I’m afraid he told you a lie yesterday,’ said the king.

A He didn’t normally come into her garden. B She didn’t expect to see him until lunchtime. C She thought he’d be with his father for two days.

‘And what was the lie?’ asked the queen.

5 What did the queen tell the king about Maliki? A That he only told a small lie.

‘He told you that I’d gone to see my father,’ the king replied, ‘but I didn’t go.’

‘Maliki,’ he said, ‘please follow me to the stable.’ And in the stable, the king got on his horse and said, ‘Maliki, please go and tell the queen that I’m going to visit my old father. I’ll

The queen shook her head. ‘No,’ she said. ‘He only repeated your words. You told him that you were going to see your father and that’s what he told me. So he only said what he knew was true.’

return tomorrow at lunchtime.’ Maliki bowed. ‘I’m your messenger,’ he said. And with that, the king rode off.

And from that day, the king understood what it means to be honest.

B That he only reported what the king had said. C That he thought the king was lying.

4

5

Work in pairs. Retell the story. Use the words from the box. believe

father

horse

king

lie

message

queen

repeat

stable

trick

Work in groups. Discuss the questions. 1 What do you think this story is trying to teach us? 2 Do you think it’s ever OK to lie? If so, give an example of when. GLOSSARY to bow honest a stable to play a

132

to bend over as a sign of respect telling the truth a building where you keep horses trick on someone to make someone believe something that isn’t true

BONUS READING EXTRA

BONUS READING EXTRA

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The main focus of the activities is on comprehension and discussion. However, the language is carefully graded and

See the complete list of Student and Teacher components for Look on the inside back cover.

also offers opportunities for language-based extension.

SAMPLE COPY, NOT FOR DISTRIBUTION

 

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ABOUT THE PHOTO

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The photo shows tourists visiting the Plitvice Lakes National Park, which is one of the oldest and largest national parks in Croatia. More than one million people visit the park each year. The park is strongly focused on preservation and heritage. There are strict rules to protect the environment. For example, swimming is not allowed in any of the lakes. The park also has numerous ongoing research projects.

Plitvice Lakes National Park, Croatia

4

SAMPLE COPY, NOT FOR DISTRIBUTION

LOOK AND REMEMBER



Look and remember Twenty-First Century Skills

•• review and use vocabulary from Level 5.

Collaboration Work together to write questions about a photo, Lesson 1

•• review and use grammar from Level 5. •• write a story based on a photo.

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1 Look and remember N

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TEACHER TIP

ar

It is important to clarify with students the goal for each lesson and, on occasion, the term. This will make it easier for students to understand what they are learning and why. It is important to let students know what will happen in a lesson, using vocabulary and structures that they understand. This will ensure that they are more engaged in what happens in the lesson or the term, and it offers them the opportunity to better direct their learning.

In this lesson, students will:

•• talk about their summer holidays.

ap hi c

•• review the present simple, the present continuous, the past simple, the present perfect and question formation.

Le

L

Critical Thinking Identify true or false sentences about a photo, Lesson 2

Communication Ask and answer questions to learn about classmates, Lesson 3

•• discuss holidays and food.

ES

Creativity Write a story based on a photo, Lesson 2

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In this unit, students will:

Resources: Worksheets 6.0.1–6.0.3, Classroom Presentation Tool, Workbook pp. 4–5, Workbook Audio Track 1, Online Practice

lG eo gr

Materials: name-card paper, coloured pencils or felt tips

Warm Up

•• Say Welcome to your English lesson! We’re going to do an activity so we can get to know each other. Write on the board: My name is [Marta]. I like to [watch TV]. No, I don’t like [pizza]. Elicit the questions for these answers.

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•• Write the following words on the board: music, food, sports, family, school and holiday. Say You need to say five sentences about yourself that will help your classmates get to know you. You can use the words on the board to help you with your sentences.

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•• Put students into pairs. Ask them to say sentences about themselves. Say You need to remember a few things about your partner because you need to introduce him or her to the class. Walk around and monitor. Offer help as needed. •• Ask each student to say one or two things about his/her partner.

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•• Use the Photo Ask students to open their books to p. 4. Focus their attention on the photo. Put students into pairs and say Look at the photo. Tell your partner what you can see. What words can you use to describe this place? Listen to several students’ answers. Use the information in the About the Photo box to tell students more about Plitvice Lakes National Park. •• Tell students to work in small groups. Read the instructions aloud. Do the first item as a class by writing This National Park is in Croatia on the board. Ask What questions could we ask to get this answer? (Where is this National Park?) Listen to students’ ideas. Remind students that Where is used to ask questions about a place or location. Tell groups to work together to write questions for the answers. Walk around, monitoring and offering help if necessary. •• Extra Challenge Ask groups to write sentences similar to those in the activity and swap them with another group. Then tell groups to write questions for the sentences their classmates wrote. •• Extra Support Ask students to underline the verb forms in the sentences. Explain that they need to use the same verb form in the question. Offer additional help by writing Whquestion words (Who, What, When, Where, How and Why) on the board. You could also provide the first word of the question to help students get started.

  LOOK AND REMEMBER 4a SAMPLE COPY, NOT FOR DISTRIBUTION

Optional Activity

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•• Write the following words on the board (use this example or adjust it to fit the letters in your own name):

Task Guidance Notes Flyers Reading & Writing Part 4 Students read a factual text that has ten gaps. They must choose the correct word from a choice of three to write in each gap. The missing words are grammatical exponents. This part is testing understanding a factual text and writing missing words correctly. Challenges Students tend to try to fill each gap immediately. Remind them to read the whole text first and to read to the end of the sentence before choosing a word. Performance Descriptors •• Can read and understand short texts •• Can copy words

Peter pizza exciting train electric guitar rode a horse •• Say My name’s [Peter. My holiday was really exciting. We went by train to my grandmother’s house. I played the electric guitar and rode a horse. I also ate a lot of pizza on holiday]. Point out that the first letter of each phrase on the board also spells [Peter]. •• Hand out name-card paper and coloured pencils or felt tips. Tell students to work individually to make a name card using their own name, referring to things they did while on holiday. They can also decorate the card with drawings related to their holiday activities. Walk around and offer help if necessary.

•• Ask students to read through the text quickly. Check how much factual information they predicted.

•• In pairs, ask students to share their name cards and talk about what they did during their summer holidays.

•• Make sure students understand what to do. Point out that they need to read the whole sentence. Ask them to complete the activity individually.

•• Ask students to leave the cards on their desks. This will help them to remember each other’s names.

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•• Use What You Know With books closed, elicit everything students know about what they might find in a national park (lakes, trees, plants, and so on). This helps reassure students that factual texts can be familiar and that they can use their world knowledge to help them understand the text quickly.

Wrap Up

•• Ask What do you remember about Plitvice Lakes National Park? Listen to students’ answers. •• Ask What can you remember about your classmates’ summer holidays? Listen to several students’ responses.

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•• Help My Friend Tell students to share answers and help each other, for example, by explaining why one option is correct. Walk around and monitor. Then go over answers as a class.

•• Reflect With correct answers, ask students, in pairs, to read again and underline the language that indicated the correct answer. For example, 2: sometimes = regular activity, so present simple.

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Additional Practice: Workbook pp. 4–5, Worksheets 6.0.1–6.0.3, Online Practice

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•• Read the instructions aloud. Give students a minute or two to think about their answers. Then ask them to discuss answers in pairs.

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•• Extra Challenge Ask students to think of two more questions to ask and answer about their summer holidays. Alternatively, tell students to close their books and talk about their summer holidays without referring to the prompt questions. This will help with their fluency, as well as their ability to talk about a topic for a longer period of time. •• Extra Support Read each question aloud. Elicit possible answers. Use additional questions if needed. For example, for question 1, ask Where can we go on summer holiday? To another country, or to visit our grandparents?

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Work in groups. Read the answers to the questions about the photo. Then write the questions. Use the present simple, the present continuous, the past simple and the present perfect. 1 This National Park is in Croatia. 2 No, I’ve never been there.

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3 There are sixteen lakes.

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4 People explore the caves and enjoy the beautiful waterfalls and lakes there.

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5 Tourists like to go there on holiday.

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6 The people in the photo are walking along paths between the lakes.

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Read the text and circle the correct words.

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If you like lakes, mountains and waterfalls, you’ll love Plitvice Lakes National Park. It’s 1 a / an / the amazing place with sixteen lakes and more than ninety waterfalls. The water in the lakes is a beautiful colour. Sometimes the water 2 change / changes / changing colour, for example from blue to green. The people in this photo are 3 look / looking / looks at the lakes and some of them are 4took / taking / take photos.

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The park is a very popular place. More than a million people 5visit / visited / visits the park every year. It’s 6was / been / being a UNESCO World Heritage Site 7for / since / yet 1979. It’s important that we 8 recycle / look after / make sure it for the future.

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Work in pairs. Ask and answer the questions. 1 Where did you go in your summer holidays? 2 Did you enjoy it? Why? / Why not? 3 What did you do? 4 What did you see? 5 What did you eat?

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An outdoor market in Madeira, Portugal

ABOUT THE PHOTO

The photo shows an outdoor market in Madeira, Portugal. Markets form a part of Portugal’s rich trade history. Visitors to Portugal can experience local life and culture by visiting these markets. The markets are not limited to food and often sell other items such as antiques.

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In this lesson, students will: •• review food vocabulary and discuss food.

•• Extra Support Hold up pp. 6–7 of the Student’s Book. Say sentences about the photo as a class first. Then tell students to close their books and try to remember as much as they can about the photo. Walk around and monitor. Help with vocabulary and grammar as needed.

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•• write a story based on a photo. Resources: Audio Track 1, Classroom Presentation Tool, Workbook pp. 6–7, Workbook Audio Track 2, Online Practice Materials: pieces of paper

•• Read the instructions aloud. Explain to students that they have to listen and write down exactly what they hear. Tell them that they should not change the sentences. Say This is like a dictation, so you only have to write down what you hear.

TEACHER TIP

•• Play TR: 1. Pause the recording briefly after each sentence to allow students time to write. •• Tell students to compare answers in pairs. Then go over answers as a class.

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•• Tell students to work in pairs again. Say Now look at the photo in your book. Check which sentences are true and which are false. Then correct the false sentences to make them true. Give them time to check their sentences in pairs. Then go over answers as a class. •• Extra Challenge Ask students to write three more sentences about the photo. Tell them to make at least one of their sentences false. Then ask them to swap sentences with a partner. Tell their partner to mark the sentences as true or false. Tell them to correct any false sentences to make them true.

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It is important to make sure that everyone has a chance to speak during discussion activities. One way of doing this is by having a ‘talking stick’ or another object, such as a stone, that signals whose turn it is to speak. When a student has finished speaking, he/she passes the talking stick to another student. Instruct students to be quiet and listen to the student who has the talking stick. Doing this will help ensure that the most outgoing students don’t dominate the class and group discussions.

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Warm Up •• Divide the class into three groups. Explain that you are going to give them a topic and that each group has to say words from that topic. If a group cannot say a word, they are out. They cannot repeat any words.

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•• Start with words for colours to ensure that everyone understands the activity. Say Blue and then point to one of the groups. Ask Can they say blue? (No, because it has already been said.) Tell groups to take turns saying a colour. If a colour is repeated, just say We’ve already said that colour. Then give them a few seconds to say another colour.

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•• Tell students to do the activity with the names of fruits, then with vegetables and then with the names of other foods.

Script for TR: 1 1 2 3 4 5 6

Two of the men are wearing striped shirts. The man in the green shirt is eating a banana. A man is selling pineapples. There are lots of onions. The carrots are next to the oranges. Two women are buying apples.

Optional Activity 1 •• Put students into pairs. Tell them to write questions for the sentences they wrote in Exercise 2. Invite pairs to share their questions with the class.

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•• Ask students to open their books to p. 6. Read the instructions aloud. Tell students that they will have one minute to look at the photo and try to remember as much as they can about it. Say Start now to signal when they should begin. Then say OK, stop or Time’s up when the minute is up.

•• Extra Support Ask students to circle the incorrect information in the sentences that are false. This will get them to focus on what they need to change.

•• Ask students to work in pairs. Say Now close your books and write a list of what you remember about the photo. Give them a time limit of three to four minutes for this. •• When the time is up, tell students to open their books to p. 6 and check their lists against the photo on the page. Ask pairs to share their lists with the class. •• Extra Challenge Write the list of things students were able to remember about the photo on the board. Then ask them to write a question for each sentence – similar to what they did in Exercise 1 on p. 5.

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Wrap Up

3 •• Read the instructions aloud. Tell students to work in small groups. Tell them to brainstorm answers to the questions. Ask Who do you think the people in the photo are? Listen to students’ answers. To prompt students, ask Is he a customer? Someone who wants to have a picnic? A chef? Now you answer the other questions in your group. Walk around and monitor. Offer help if necessary. •• Tell students to use their answers to write a story about the people in the photo. Say Now use your ideas to write a story. Walk around and monitor. Make sure groups are working together successfully.

•• Ask If someone from another country visits us, what food do you think we should give him or her? What special food do you think they have to try? Tell students to discuss as a class. Ask them to give reasons. Additional Practice: Workbook pp. 6–7, Online Practice

Workbook Lesson 2, Exercise 1 Task Guidance Notes

Challenges Students tend to look at the whole scene rather than the detail. They need practice in making sure they can identify any differences between two of a kind, for example: two children, boats, houses, birds, and so on. Make sure they don’t spend too much time colouring and remember to listen.

•• Invite individual students to read the instructions and questions. Tell them to work in pairs to discuss the questions. Tell students that they need to listen to their partner’s answers, since they will need to talk about them later.

•• Ask students to introduce their partners to the class. Invite them to tell the class something interesting they learnt about their partner when doing the activity.

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•• Extra Support Allow some time for students to prepare their answers for the task and make notes. They can also use a dictionary to look up the names of foods or other words they might not know in English.

Optional Activity 2

•• Can understand simple spoken descriptions of people and objects •• Can understand instructions given in more than one sentence

•• Predict Tell students to look at the drawing. Give them one minute to think of words for what each person looks like (for example, clothes or activities) and objects they see. Check and write the words on the board.

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•• Extra Challenge Tell the class to ask follow-up questions after each student presents information about his/her partner.

Performance Descriptors

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•• Tell students to work with a new partner. Instruct them to tell each other about their previous partner.

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•• Extra Support Write the story as a class. To do this, you can write the story on the board.

Flyers Listening Part 5 Students look at a picture of a scene and listen to a conversation with instructions to locate five objects. They need to colour three of the objects and write two words on two objects. There is a pause in the conversation after each instruction. This part is testing words for objects, colours, prepositional phrases and specific information.

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•• Extra Challenge Put students into pairs or groups of three. Tell them to prepare a role-play between two or three of the people in the photo. Tell them to brainstorm what they think the people might say. Allow some preparation time. Then invite pairs/groups to perform their role-plays for the class.

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•• Ask Do you like having class parties? Listen to students’ answers. Then ask What do you enjoy most about class parties? Say Imagine that we’re going to have a class party. We’re going to think about the food we want to have.

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•• Put students into small groups and give each group a piece of paper. Tell them to brainstorm a list of the dishes they would like to have at the class party. Say Make a list of the dishes you’d like to have at the class party. •• When everyone is ready, tell them to post their lists around the classoom. •• Tell students to walk around the classroom. Tell them to look at the lists and decide which list they think looks the best.

•• Ask students, in pairs, to find the differences between similar people or objects, for example, the market stalls, vegetables, and so on. See how many differences they can find. Ask them to share ideas with the class. •• Make sure students understand the instructions. Remind them that they need to colour and write quickly. Play TR: 2. Pause briefly to allow for colouring/writing. Tell students to complete the activity individually.

•• Play TR: 2 again. Tell students to check their answers. Then check answers as a class. •• Own It! Ask students to create their own picture. Tell them to draw a picture of their classroom or an event with at least two objects and three people. Then, in pairs, ask them to swap drawings and take turns describing where each object is and what colour it is. Instruct their partners to colour correctly. Monitor and check their use of prepositional phrases.

•• Tell students to sit down again and ask So, which list do you think looks the best? Listen to students’ answers and reasons.

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LOOK AND REMEMBER

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Work in pairs. Look at the photo and try to remember what you see. Then close your books. Write a list of what you can remember. Then look and check.

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Listen and write the sentences. Then look at the photo and caption and write T (true) or F (false). Correct the false TR: 1 sentences.

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1 Two of the men are wearing striped shirts. T

The man in the green shirt is eating a banana. F

2 (The man in the green shirt is buying apples.)

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A man is selling pineapples. F (A man is selling

3 bananas.)

Work in groups. Write a story about the photo. Use the questions below to help you.

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4 There are lots of onions. T The carrots are next to the oranges. F (The carrots are next to 5 the potatoes. OR The carrots are next to the bananas.) Two women are buying apples. F (Two men are 6 buying apples.)

1 Who are the people in the photo?

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2 What are they doing? 3 Why are they at this market? 4 What were they doing before they came to the market?

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Work in pairs. Ask and answer the questions. 1 What kinds of food do you eat every day? 2 What’s the strangest food you’ve ever tried? 3 What’s the most delicious food you’ve ever tried? 4 What food have you never tried? 5 What food is popular in your country? I eat yoghurt every day. I usually have it for breakfast with some fruit. I eat a banana every day, too.

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Ask and answer around the class. If someone answers ‘yes’, write his/her name in the table and ask more questions. Try to keep the conversation going. Find someone who …

Name

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… is enjoying school. … went to the theatre in the holidays. … has never eaten watermelon. … visited his/her grandparents in the holidays.

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… has brought a photo of his/her holiday into school. … helps look after his/her little brother or sister.

What are you enjoying?

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Are you enjoying school? Yes, I am.

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… saw an animal while he/she was coming to school today.

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… plays football every day.

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I’m enjoying the lessons and seeing my friends again.

Tell the class three things you learnt about your classmates.

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Yasmin went to the theatre in the holidays. She saw a dance show.

Paulo visited his grandparents in the holidays. He helped them in the garden.

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Mila plays football every day.

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Now write about yourself and what you did in the holidays. My name is . I live in , but when I was little, I used to live in . I’m enjoying being back at school as I am happy to see my friends again. In the holidays, I visited my cousins and we went swimming every day. I looked after my little cousin. I’ve brought a photo of her to school. We made pancakes with my grandma and we ate them with honey. They were delicious!

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•• get to know their classmates by asking and answering questions.

Focus on one aspect of the assessment. Listen and make note of any problems. Don’t interrupt the flow of the activity. Then go back over any issues with the class after the activity. Assess: Vocabulary (and grammar)

•• share information they learnt about their classmates. •• write about their summer holiday. Resources: Classroom Presentation Tool, Online Practice

•• Invite volunteers to say sentences for the class.

uses simple linkers

Satisfactory

uses most of the vocabulary; makes some

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basic mistakes; uses very simple linkers

•• Own It! Ask students, in pairs, to think of five questions they might ask someone about a single activity they did over the weekend. Encourage them to use a range of Wh - and yes/ no questions. Put students into new pairs. Tell them to ask and answer the questions orally. Then put students back into their original pairs to report back orally. •• Extra Challenge Tell students to make their own tables with a few statements. Then tell them to mingle with the class. Monitor and check for grammatical accuracy.

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•• Say We’re going to play a game to get to know each other better. I’m going to say some sentences. If the sentence is true for you, put up your hand. If it’s false for you, keep your hand down. OK ready? Make sure students understand. Then say I walk to school. Put up your hand if it’s true. Keep your hand down if it’s false. Repeat with other sentences, for example, I’ve got two sisters. I’ve got a cat. Tennis is my favourite sport. I’ve got a blue bike. If you wish, ask students follow-up questions, for example [Jan], what’s your cat’s name?

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Excellent

•• Extra Support Tell students to underline the verbs in the statements. Instruct them to use these to guide them.

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In this lesson, students will:

examples in Exercise 2. Ask each pair to report back to the class on their questions, including the follow-up information.

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•• Read the instructions and the model paragraph aloud. •• Tell students to think about how they could change each of the sentences in the model paragraph to make them true for themselves. As an example, say My name is [your name]. I live in [your town/city], but when I was little, I used to live in [town/city].

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1 & 2 Task Guidance Notes

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Flyers Speaking Part 3 Students have to exchange information with the examiner based on a set of facts and question clues they are given. The student answers the examiner’s questions based on the information they have been given and then asks the examiner questions based on the question clues they have. This part is testing the ability to respond to questions with short answers and to form questions to elicit information.

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Challenges Students can find this part challenging because they have to do three things: understand the question, process the information they are given to read and then respond appropriately. They can also find it hard to form questions and need to be given plenty of practice in asking Wh- questions and yes/no questions as well as questions with two options, such as Is the boy happy or sad?

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•• Can ask basic questions about everyday topics •• This activity practises forming questions. Check that students understand the instructions. Ask students, in pairs, to look through the list of questions they have to ask. Direct their attention to the example. Point out that they have to choose the right question word and possibly change the verb. Ask them to decide which question word they need for each one. Check ideas with the class. •• Collaborate Divide the class into pairs. Assign each pair either the first four or the second four questions. Ask students, in their pairs, to think of a follow-up question they can ask for each of their questions. Monitor and help. •• Tell students to go around the class and do the activity individually for their four assigned topics. Monitor.

•• Tell students to write their paragraphs. Tell them to use the paragraph in the activity as a model. Walk around and monitor, offering help if needed. •• You could assign the writing activity for homework. If you do it in class, include a peer-editing stage after the first draft. Ask students to exchange their work with a partner’s and tell them to make comments to correct any mistakes with the present simple, present continuous, past simple or present perfect. Ask students to return their work and write a second draft, incorporating suggested changes. •• Extra Challenge Ask students to include two additional sentences about themselves, for example, information about activities they enjoy doing in their free time. •• Extra Support Ask students to copy the model paragraph and just add their name and where they live.

Optional Activity •• Write three sentences (two true, one false) on the board about yourself. Tell students to guess which sentence is false. •• Tell students to write three sentences of their own. Tell them to mingle with their classmates, share their sentences, and guess which sentences are true and which are false.

Wrap Up •• Ask What did we talk about in this unit? What was your favourite part of this unit? Listen to students’ answers. Additional Practice: Online Practice

•• Ask students to go back into their pairs. Tell them to check their answers together. Go through the instructions and

  LOOK AND REMEMBER 8a SAMPLE COPY, NOT FOR DISTRIBUTION

UNIT

1 A good start In this unit, students will:

Language

Twenty-First Century Skills

•• talk about how to make a good start.

Vocabulary arrive at school on time, be more friendly, do my music practice, go to bed early, help tidy the classroom, join a club, study harder, take exercise; discover, equipment, materials, special

Collaboration Work with a partner to say intentions and make offers to help, Lesson 2

•• listen to a radio programme about Friendship Benches. •• use be going to and will to talk about intentions, offers, plans and events. •• read about the Science Bus and Bioblitzes.

Communication Discuss how a Friendship Bench could help at school, Lesson 1 Creativity Plan actions for the chant, Lesson 5

Grammar

•• chant about resolutions.

•• be going to and will

•• write a biography about a famous young musician.

Critical Thinking Predict content from visual clues, Lesson 3

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•• watch a video about National Geographic Explorer Shabana Basij-Rasikh and her special school.

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•• The present continuous for future plans and events

In the Unit Opener, students will: •• respond to a photo of a science demonstration. •• talk about what a good start means and consider ways of making a good start at school.

Materials: sticky notes with empty thought bubbles drawn on them for sticking on the photo

Introduce the Theme

TEACHER TIP When you ask students a question, allow them time to think of and form an answer. Remember that students are being asked to think and speak in a new language, so it may take them longer to answer. If students do not respond immediately, it often means that they just need more time to answer.

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Resources: Home School Connection Letter, Classroom Presentation Tool

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•• identify the value Be friendly.

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•• Write the words Science and Art in large letters on the board. Say These are school subjects. What are some other school subjects? Then elicit three or four other school subjects and write them. Say When I was at school, my favourite subject was [science] because I liked [doing experiments]. Then say I think science is important. [Science] helps us understand the world around us. What about you? What’s your favourite subject? Invite a volunteer to say his/her favourite subject. Then ask Why is that subject important? Then write What’s your favourite subject? and Why is that subject important? on the board. Put students into pairs and ask them to discuss the questions for a few minutes.

•• For question 1, ask How do you think the children feel? Interested? Excited? Surprised? If you wish, hand out sticky notes with empty thought bubbles drawn on them to each student so that they can complete them and stick them on the photo. Write That’s really interesting! on a sticky note and stick it on the photo in a copy of the Student’s Book. Show it to the class as an example. •• For questions 2 and 3, ask What’s the title? What does getting ‘a good start’ mean? Listen to students’ answers. Then say A good start means doing positive things so that when you start something, it goes well. For example, going to bed early or eating a good breakfast before you start school. Ask What other ways of getting a good start can you think of? Listen to students’ answers.

Use the Photo •• Ask students to open their books to p. 9. Focus their attention on the photo and read the caption aloud. Ask some simple questions to engage the class. For example, ask How many children can you see? (two) Where are they? (the National Science Center’s Mobile Discovery Center) Listen to students’ responses. •• Put students into pairs or small groups. Ask them to discuss the questions on p. 9.

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UNIT 1  A good start

ABOUT THE PHOTO

A good start

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The photo is of children looking at a science demonstration put on by the National Science Center’s Mobile Discovery Center. Mobile Discovery Centers (MDC) are offered as an Outreach Program provided by the National Science Center and the US Army. Housed in large vans, the mobile centres travel across the US, presenting programmes designed to show children that studying science and maths is fun and important. The complete 50-minute programme presented during van visits consists of hands-on, interactive science demonstrations.

UNIT

Children at a science demonstration put on by the National Science Center’s Mobile Discovery Center in Littleton, Colorado, USA

Look at the photo. Discuss the questions. 1 What do you think the children in the photo are doing? 2 Look at the title of this unit. What do you think ‘A good start’ means? 3 What are some ways that you can make a good start at school?

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Vocabulary

Listen and repeat.

TR: 2

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Write answers. Use the words from Exercise 1. How can I … Take exercise Do (your) music practice

2 get better at the piano? arrive at school on time

Help tidy the classroom

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help tidy the classroom

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Go to bed early

5 feel less tired in class?

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7 learn a new activity and meet new people?

Listen to the radio programme about Friendship Benches. Write T (true) or F (false). Correct the false TR: 3 sentences.

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Arrive at school on time

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join a club

Join a club

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Study harder

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1 The children wanted their school to be more friendly. T 2 Most of the Friendship Benches are green. F (yellow) 3 Other children might sit with the child on the bench. T study harder

do my music practice

4 Older people don’t need Friendship Benches.

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F (Older people need Friendship Benches.)

5 The women who listen are called ‘aunts’. F (‘grandmothers’)

6 There are going to be lots more Friendship Benches. T

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Work in pairs. Discuss the questions. 1 Would you like a Friendship Bench?

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2 Where could it go? 3 How could a Friendship Bench help in your school?

ABOUT THE PHOTO

The Peace Palace houses the International Court of Justice. It settles legal disputes between member states of the United Nations.

A bench that means friendship outside the Peace Palace, The Hague, Holland

VALUE Be friendly.

Workbook, Lesson 6

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UNIT 1 A good start

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Be more friendly

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Bench? Here are some children who know all about them. Can you tell us why you wanted a Friendship Bench?

•• talk about how Friendship Benches could help in their school. •• identify the value Be friendly. Resources: Audio Tracks 2–3, Classroom Presentation Tool, Workbook pp. 8 and 13, Workbook Audio Track 3, Online Practice Materials: paper (for posters), felt tips or coloured pencils

Warm Up •• Write a good start on the board. Ask Did you make a good start at school today? What did you do to make a good start? If students are struggling for ideas or don’t answer immediately, ask questions to prompt them. For example, ask Did you wake up on time? Did you eat a healthy breakfast? Listen to several students’ responses.

Child 2: And when other children see you on the bench, they might come and sit with you and talk to you. Or they might ask you to play with them. Presenter: Why are most of the benches yellow? Child 1: Because it sounds like Hello! Presenter: Are Friendship Benches only for children? Child 2: Oh, no! Older people sometimes feel lonely, sad or worried, and it often helps to talk to a friendly person. In Zimbabwe, the Friendship Bench Project has changed the lives of thousands of people. The project started more than ten years ago, and it’s been a great success.

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•• listen to a radio programme about Friendship Benches.

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•• talk about making a good start.

Presenter: How does it work?

Child 1: Well, there’s a team of ladies – they are called ‘grandmothers’ …

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In this lesson, students will:

Child 1: Well, it’s not easy to be in a big school with no friends. So, we said, ‘OK, we’re going to help these people. We are going to be a more friendly school.’ So, we put a Friendship Bench in the playground. Now, if you’re feeling a bit sad and lonely, for example, after lessons, or if you arrive at school early, you can sit on the bench.

Presenter: ‘Grandmothers’?

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Child 2: Yes, they’re called ambuya utano in Zimbabwe. It means ‘grandmother’. The ‘grandmothers’ have learnt to listen carefully and to ask the right questions.

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•• Ask students to open their books to p. 10. Focus their attention on the eight small photos and the phrases underneath. Play TR: 2 and ask students to listen and repeat the phrases.

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•• Extra Challenge Ask students to close their books. Act out the new vocabulary phrases and tell students to guess them.

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•• Read through the How can I …? questions with the class. Tell students to complete the activity individually. Tell them to compare answers in pairs before going over them as a class.

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•• Use the Photo Ask students to look at the photo of the Friendship Bench and read the caption. Ask How do we know that the bench means friendship? (The colours are from the flags of different countries. The hands coming together show friendship and peace.)

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•• Play TR: 3. Tell students to listen once globally. Then give them time to read through the six sentences in Exercise 3. Encourage them to mark T or F in pencil next to each sentence; however, reassure them that they will have time to listen again and check their answers. Play TR: 3 again as students check their answers. Tell them to compare answers in pairs. Then go over answers as a class. •• Listening Strategy: Listening for Specific Information  Remind students that they often need to listen for specific information to complete an activity, for example, when completing true/false activities. For true/false activities, they will need to listen closely to hear one word or one phrase that will match (or not match) the sentence in the activity. •• Extra Support Play TR: 3 as many times as necessary for students to complete the activity. Script for TR: 3 Presenter: Today we’re going to hear about Friendship Benches. Have you ever seen – or sat on – a Friendship

Presenter: What do they do? Child 1: They sit on the benches. People who are feeling sad come to them. First, they answer some questions so that the ‘grandmothers’ can start to understand their problems. Then, they sit on the bench with one of the ‘grandmothers’. They talk and the ‘grandmother’ listens. Presenter: And does it help? Child 2: Oh, yes! People usually feel better when someone listens to them. There are going to be lots more Friendship Benches in other towns in Zimbabwe, and in other countries too.

Optional Activity •• Put students into small groups. Tell them that they are going to make a poster. Give each group a piece of paper and felt tips or coloured pencils. Write these topics on the board: How to get better marks, How to get better at a sport, How to make new friends. •• Tell students to choose one of the topics for their poster. Then tell them to plan five things they could do to achieve the goal. Invite groups to present their posters to the class.

4 •• Ask students to discuss the questions in pairs or small groups.

Wrap Up •• Value: Be friendly Say The value of this lesson is Be friendly. How can we be friendly at school? Listen to students’ answers. For additional practice, ask students to complete Lesson 6 of the Workbook in class or for homework. Additional Practice: Workbook pp. 8 and 13, Online Practice

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problems. After they finish, ask different pairs to come to the board and write their sentences. As a class, discuss whether each sentence is correct or not. Correct any errors.

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In this lesson, students will: •• use be going to to talk about intentions and things they’ve already decided to do.

•• Tell students to work in pairs to say intentions and offers to help from the prompts. Model one item first. Ask for a volunteer and say I’m going to tidy my bedroom. Hold up the Student’s Book. Point to the options next to the blue B on the page. Prompt the volunteer to say I’ll put the clothes in the cupboard. Tell students to complete the activity in pairs. Walk around and note where students have problems. Offer help if necessary.

Warm Up

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•• Tell students to write intentions. Start by writing an example on the board: I’m going to [do my homework every day]. Then say Now, write four or five intentions. Walk around and help students with ideas and vocabulary. They could write, for example, I’m going to [practise the piano/ take more exercise/do the washing up/be more friendly to people]. •• Tell students to work with a new partner, or in small groups, and share their intentions. Tell students that they can offer to help each other with their intentions – similar to Exercise 3. Walk around and monitor, checking that students are using the verb forms correctly. Make a note of any errors for class correction at the end of the activity.

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•• Ask students to open their books to p. 11. Read the explanation in the green grammar box aloud, pausing after the first sentence. Say Look at the word intention. An intention is a plan. When I have the intention to do something, I plan to do it. For example, my intention is to help you learn English. Then ask volunteers to read the example sentences aloud.

•• Extra Support Ask students to match intentions and offers and write the mini-conversations before they speak.

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•• Write the following jobs on the board: doctor, artist and actor. Then read the following sentences: I’m going to be a star! I’m going to change the world! I’m going to help people! Read the first sentence aloud again and ask Who said this sentence? (an actor) Read the other two sentences aloud again and ask the same question. Then write three other jobs on the board, for example, musician, fashion designer and vet. Ask students, in pairs, to choose two of the jobs and write what the people might say, beginning with I’m going to. Invite pairs to read one of their sentences. Tell the class to guess the job.

•• Extra Challenge Ask students, in pairs, to prepare and practise their own intentions and offers in a conversation. For example: I’m going to make a cake for the class party./I’ll help you.

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Resources: Classroom Presentation Tool, Workbook p. 9, Online Practice

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•• talk about intentions to help themselves and others.

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•• use will to make offers of help or talk about things they’ve just decided to do.

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•• Review the form of be going to and will. You could do this as a teacher-led board presentation. For example, write the following on the board:

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be + going to + verb I am (I’m) going to eat more fruit. She is (She’s) going to study harder. We are (We’re) going to join the art club.

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•• Remind students that am, is and are are often contracted to ’m, ’s and ’re. •• Write the following on the board: will + verb I will (I’ll) help you later.

•• Remind students that will is often contracted to ’ll.

2 •• Read the instructions aloud. Then read the first item and sample answer aloud. Ask Is it an intention or an offer? (intention)

Optional Activity •• Divide the class into groups of four. Then write Make the school a better place on the board. Say You’re going to make a list of five things you’re going to do to make the school a better place. Ask Can someone give me an idea? If students can’t think of ideas, suggest have lessons outside on sunny days, have friendship benches or paint the school in bright colours. Say You’ve got five minutes to make a list. Go! After five minutes, ask groups to present their ideas to the class, for example: We’re going to have lessons outside on sunny days!

Wrap Up •• Write the following on the board: this evening, next weekend and next year. Ask What are you going to do at these different times? Give me ideas. Ask different students to make their own personal sentences. For example, they might say: I’m going to do my guitar practice this evening. I’m going to play football next weekend. I’m going to get a new bike next year. Additional Practice: Workbook p. 9, Online Practice

•• Put students into pairs and ask them to complete the activity. Set a five-minute time limit. Walk around and monitor. Offer help if necessary. Notice where students have

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UNIT 1  A good start

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Study the grammar box. be going to and will

be + going to + verb / will + verb

We use be going to to talk about intentions and things we’ve already decided to do. I’m going to sit on the Friendship Bench. We’re going to help these people. We’re going to be a more friendly school. We use will to make offers of help, or talk about things we’ve just decided to do. I’ll help tidy the classroom.

Read the sentences. Write intentions or offers. Use be going to or will.

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Work in pairs. Student A says an intention. Student B offers to help.

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We’ll sit with you on the Friendship Bench.

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1 You want to make new friends this term. What do you say? I’m going to be more friendly. 2 You’ve just come into the classroom. Your friend stays after class to tidy the classroom. You offer to help. What do you say? I’ll help (you) tidy the classroom.

I’ll …

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I’m going to …

tidy my bedroom

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A

arrive at school on time get better at the piano eat more fruit

3 You want to get better marks in school this term. What do you say?

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join the art club

I’m going to study harder. (OR I’m going to get better marks.)

4 There are lots of books on the table. They need to be put in the cupboard. What do you say?

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put the clothes in the cupboard

I’ll put the books in the cupboard.

come with you

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5 It’s football club this afternoon and they need more players. You decide to join. What do you say?

give you some apples phone you early in the morning

I’m going to join the football club.

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6 You’ve decided to practise your guitar every day. What do you say?

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I’m going to do my music practice every day. (OR I’m going to practise the guitar every day.)

help you practise

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Write some intentions to help yourself and to help other people. Then work with a partner and talk about your intentions. Intentions to help myself

Intentions to help others

I’m going to be on time for my lessons.

I’m going to help my parents tidy our house.

UNIT 1 SAMPLE COPY, NOT FOR DISTRIBUTION

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Reading

Look at the photo. What are the boys in the photo doing? What do you think a Bioblitz is? Listen and read.

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Read again. Answer the questions. 1 Why do small schools need the Science Bus?

TR: 4

2 Where do the children have their science lessons?

Science for everyone Chile is a long and beautiful country with ocean to the west and mountains to the east. Some of the villages are a very long way from the cities and some of the schools are very small.

3 Why should the materials for the experiments be easy to find?

It’s difficult for small schools to teach science because they don’t have enough teachers or equipment. This is where the Science Bus project can help. The bus brings special science teachers, new ideas and equipment to schools in different parts of the country. Sometimes the children go inside the bus for their science lessons or clubs. Sometimes the teachers bring the equipment inside the school building. The children do experiments. The materials used in the experiments are easy to find, for example recycled plastic bottles, so that the class teacher can repeat the experiments with the class when the bus has gone.

6 Why is science important?

4 Who takes part in a Bioblitz?

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5 What do people do during a Bioblitz?

Work in pairs. Discuss the questions.

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1 What do you think is good about the Science Bus?

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2 What do you think is good about Bioblitzes?

Bioblitzes are intense periods of biological surveying in an attempt to record all the living species within a designated area. As well as documenting species occurrence and identifying rare and unique species, a bioblitz usually has the specific aim of engaging the local community in science and giving them the chance to meet scientists and learn about biodiversity and preservation. The Bioblitz shown in this photo took place in Mozambique, a tropical country in east Africa.

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The goal of the Science Bus is to bring science to children all over Chile. Since 2012, the bus has visited lots of schools in Chile, and hundreds of teachers have learnt how to make their science classes fun and exciting.

ABOUT THE PHOTO

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In other parts of the world, children can take part in events called Bioblitzes. During a Bioblitz, scientists, families, students, teachers and other people work together to collect as many different kinds of plants and animals as possible in a certain place, such as a park or a forest. Bioblitzes are a fun way to help scientists and discover more about the plants and animals around us. Science is important for all of us, as it helps us understand our world and we can learn about it inside or outside of the classroom. New words: equipment materials discover

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Boys collect frogs and insects around Murombodzi waterfall on Mount Gorongosa, in Mozambique during a Bioblitz.

SAMPLE COPY, NOT FOR DISTRIBUTION

UNIT 1 A good start

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Resources: Audio Track 4, Classroom Presentation Tool, a T-chart graphic organizer, Workbook p. 10, Online Practice

Warm Up •• Write the following words from the reading text at random on the board: Chile, villages, bus, schools, science and fun. Ask What can you tell me about Chile? (It’s a country.) What do you know about Chile? (It’s in South America. The people there speak Spanish.) Ask students, in pairs, to say what they think the lesson will be about based on the words on the board. Then ask pairs to share their ideas with the class.

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•• Play TR: 4. Tell students to listen and read the text. Ask the questions in Exercise 1 again and find out if students’ predictions were correct.

•• Help students, if necessary, with the new words listed below the text.

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•• Reading Strategy: Predicting from the Title and Photos  Remind students that they can predict the content of a text from the title and from pictures or photos. Photos and captions that support a text can be very helpful because they often provide a lot of clues about the content of the text.

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•• Ask students to work in pairs, A and B. Tell them to roleplay an interview with an expert about Science Buses and Bioblitzes. Instruct Student A to ask the questions in Exercise 3 and Student B to play the expert and answer the questions. Then tell students to swap roles and repeat the activity.

4 •• Tell students to discuss the questions in pairs or small groups. Draw a T-chart on the board (as shown below) and hand copies of a T-chart graphic organizer to each group. Tell students to write Science Bus at the top of the left column and Bioblitzes at the top of the right column. Tell them to look at the T-chart on the board as an example. Science Bus

Bioblitzes

brings special science teachers

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•• Use the Photo Ask students to open their books to p. 12. Focus their attention on the photo. Ask What are the boys in the photo doing? What do you think a Bioblitz is? Listen to students’ answers. Read the title of the text and the caption aloud. Ask What do you think the text will be about? Listen to students’ answers.

Optional Activity

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•• talk about the Science Bus and Bioblitzes.

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•• read about the Science Bus in Chile and Bioblitzes in other parts of the world.

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In this lesson, students will:

Answers: 1 Because they don’t have enough teachers or equipment.; 2 inside the bus; 3 so that teachers can repeat the experiments with the class after the bus leaves; 4 scientists, families, students, teachers and other people; 5 They collect as many different kinds of plants and animals as possible in a certain place.; 6 It helps us understand our world.

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Wrap Up •• Ask students to work in pairs. Tell them to underline three new words in the text (possibilities include experiment, recycled, repeat, goal, events and together). Tell them to write definitions for their words. Tell them to write the words they chose on a piece of paper. Then ask pairs to read their definitions aloud to another pair, who must guess which word they are defining. Ask students to say facts they remember about the Science Bus and Bioblitzes. Additional Practice: Workbook p. 10, Online Practice

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•• Give students time to read through the questions first. Explain that they will have to read each question carefully and then try to find the part of the text that gives the information they need to answer the questions.

You could ask them to start by finding suggestions in the text before discussing their own ideas. For example, say The Science Bus brings special science teachers – that’s a good thing.

•• Extra Challenge Ask students to write two more questions about the reading text. Invite students to write their questions on the board. Ask the class to answer them. •• Extra Support Go through each question and tell students to underline the question words. Then help them underline the key information in the text that answers each question word. For example, the answer to Why? in question 1 begins with the word because (because they don’t have enough teachers or equipment).

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that we could put in a diary. Ask some concept-check questions. For example, ask Are Tom’s plans for the future? (yes) Did he make the plans before now? (yes) Are the plans in his personal diary? (yes)

In this lesson, students will:

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•• use the present continuous to talk about future plans or events.

•• Model the activity on the board first. Write the next three days (for example, Friday, Saturday and Sunday). Then write three things you plan to do (for example, play football, meet friends and go to the cinema). Describe your plans to the class. Say Look at the board. I’m playing football on Friday. I’m meeting friends on Saturday.

•• talk about their plans for the next few days. Resources: Classroom Presentation Tool, Workbook p. 11, Workbook Audio Track 4, Online Practice

Warm Up

•• Tell students to prepare their own diary in the way you have modelled. Then put students into pairs to talk about their plans.

•• Review the present continuous for talking about now. Act out a few simple activities and say what you are doing. For example, say I’m standing up. I’m sitting down. I’m writing on the board.

•• Extra Challenge Ask students to tell the class about their partner’s plans. They will need to change from starting sentences with I’m to starting with He’s/She’s.

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•• Now write the following on the board: after school, next Saturday and next Sunday. Tell the class what your plans are for these times. For example, say I’m playing tennis on Saturday. I’m going to the cinema on Sunday.

1 •• Ask students to open their books to p. 13. Read through the explanation in the green grammar box. Then ask two volunteers to read the example sentences aloud.

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Optional Activity

•• Write the following question words on the board: When? Where? Who with? Why? Tell students that you are going to tell them about three plans you have for the weekend, but one plan isn’t true. Instruct students to ask the questions on the board and guess which plan isn’t true. Say I’m [playing tennis]. Answer the questions. Say two other plans and answer the questions. Then tell the class to guess which sentence isn’t true.

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•• Say I said, ‘I’m writing on the board’. I also said, ‘I’m playing tennis’. I’m writing on the board now. I’m playing tennis next Saturday. It’s the same verb form, but we can use it to talk about now or the future. Today, we’re going to learn to use the present continuous to talk about the future.

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•• Extra Support Ask students to write complete sentences before talking to their partner.

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•• Review how to form the present continuous. You could do this as a teacher-led board presentation. Write we/go to the Bioblitz on Saturday and Tom/have lunch with Holly tomorrow on the board. Ask for volunteers to come to the board and write the correct form. Point out the contractions ’m, ’re and ’s of be. Remind students that words that end with -e (for example, have and come) lose the -e when -ing is added.

•• Put students into small groups. Ask them to write down two things they plan to do at the weekend. Then ask them to write down one thing they aren’t really going to do. For example, they could write: I’m meeting friends. I’m playing football. I’m going to my grandparents’ house. Invite a student to read his/her first sentence aloud. Instruct other group members to use the question words on the board to find out more information. Tell the student to then read the second sentence aloud and answer questions, and then the third sentence.

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•• Read the instructions aloud. Ask students to read the blog for comprehension first. Ask Where’s Tom going on Saturday and why? (to the Bioblitz to look for insects and small creatures) •• Go over the first example so students are clear about the task. Ask students to complete the task individually. Tell them to compare answers in pairs before going over them as a class. After they finish, ask students what other future forms they recognize in the text. (’ll and be going to) Make sure students recognize that we’re going to the Bioblitz and this is going to be great are two different verb forms.

3 •• Read through Tom’s diary with students. Check any unknown words. Tell students to write sentences. Tell them to compare answers in pairs. After they finish, ask students to read their sentences aloud. Write the correct answers on the board so students can check them. •• The present continuous can be described as the ‘diary future’. We only use it for personal plans and arrangements

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•• Once the groups have completed asking their questions, instruct them to guess which sentence isn’t true. Make sure each student in the groups asks and answers questions.

Wrap Up •• Write the following on the board: catch insects have lunch at 1.00 see you tomorrow

•• Say There’s a Bioblitz tomorrow. Look at the phrases on the board. Would you use be going to, will or the present continuous with each phrase when telling a friend about the Bioblitz? Point to catch insects and ask Be going to, will or present continuous? You should elicit I’m going to catch insects. (intention – already decided); I’m having lunch at one o’clock. (a plan – in the diary); and I’ll see you tomorrow. (just decided). Additional Practice: Workbook p. 11, Online Practice

SAMPLE COPY, NOT FOR DISTRIBUTION

UNIT 1  A good start

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Study the grammar box. The present continuous for future

be + verb + -ing

We sometimes use the present continuous to talk about future plans or events. Often another person knows about the details of the plan or event. I’m meeting Richard and Sarah at four o’clock to study for the science exam. The Science Bus is coming to our school on Tuesday.

Read Tom’s blog. Circle the examples of the present continuous for future plans.

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I’m so excited! On Saturday, we’re going to the Bioblitz in the forest near my town. We’re meeting there at ten o’clock, so my friends and I are catching the bus at half past nine. We’re going to look for insects and small creatures all morning and then we’re having lunch together. After lunch, we’ll look for some more. I’m going to take a notebook as we have to write everything down. Some scientists are going to be there to explain things to us. One of my goals this term is to learn more about insects, so this is going to be great!

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Look at Tom’s diary. Write sentences about his plans for tomorrow and for Thursday, Friday and Saturday. Use the present continuous for future. Tomorrow: Study with Finn (after school)

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Thursday: Finish the experiment in science class

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Friday: Meet with the Science Club (4.00) / Help Harry with his homework (after dinner)

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Saturday: Catch the bus for the Bioblitz with Ali and Finn (9.30) / Meet with the Bioblitz group in the park (10.00) 1 He’s studying with Finn after school tomorrow.

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in science class on Thursday. He’s finishing the experiment

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at four o’clock on Friday. He’s meeting with the Science Club

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after dinner on Friday. He’s helping Harry with his homework

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at half past nine on Saturday. Bioblitz with Ali and Finn

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at ten o’clock in the park on Saturday. He’s meeting with

He’s catching the bus for the

the Bioblitz group

Make your own diary for the next few days. Then tell a partner about your plans.

UNIT 1 SAMPLE COPY, NOT FOR DISTRIBUTION

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Chant

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Listen, read and repeat.

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Listen for the perfect rhymes (e.g. page and stage) and the imperfect rhymes TR: 6 (e.g. far and stars). Write them.

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Perfect rhymes

Imperfect rhymes

page stage

far stars

1 I’ve made a resolution. I’m going to go far. I’m going to be an astronaut. I’m going to reach the stars! Class We’ll help you, we’ll support you. We’ll come and wave Goodbye.

Divide into four groups, one for each verse. Decide the actions for your verse. Listen again. Chant and act.

We’ll come and cheer you, When your rocket hits the sky!

TR: 7 and 8

2 I’ve made a resolution.

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A resolution

TR: 5

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I’ll write it on this page. I’m going to be an actor.

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I’m going to be on stage!

Class We’ll help you, we’ll support you.

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Astronaut Edgar H. White II floats outside the spacecraft. He was the first American astronaut to walk in space.

We’ll cheer you on your way. We’ll definitely come and watch you, When you’re in a play!

3 I’ve made a resolution. I’m going to write a song. I’m practising on Friday. Why don’t you come along?

Class We’ll help you, we’ll support you. We’ll be your greatest fans. We’ll come and shout for you, When you’re in a band! 4 I’ve made a resolution. I’m following my dream. I’m going to play football In a famous team! Class We’ll help you, we’ll support you. We’ll cheer you to the end.

ABOUT THE PHOTO

This photo shows Edgar Higgins White, II outside the Gemini 4 spacecraft in June 1965. White was a pilot and astronaut on the four-day orbital spaceflight and was the first US astronaut to walk in space. He stayed outside the spacecraft for 21 minutes.

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But – one day when you’re famous Remember your old friends! GLOSSARY a resolution

a plan

SAMPLE COPY, NOT FOR DISTRIBUTION

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3 •• Organize the class into four groups. Groups should include no more than four or five students. Assign each group one of the four verses or ask them to scan the chant and choose the verse they want.

Resources: Audio Tracks 5–8, Classroom Presentation Tool, Online Practice

Warm Up •• Say Today, we’re going to chant. When we chant, there are rhyming words. Let’s practise rhyming words. Write the following words on the board: walk, space, verse, float, tie, blue, fork, zoo, sky, nurse, eight, face, hate and vote. Ask students to work in pairs to match the words into rhyming pairs. (space/face, verse/nurse, float/vote, tie/sky, blue/zoo, eight/hate) •• Extra Challenge Ask students to think of one more word to add to each pair.

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•• Tell groups to work together to plan the actions for their verse. Start them off by demonstrating some actions (for example, spreading arms for go far and slow-motion moonwalking for be an astronaut). Walk around and help with ideas as needed. Set a five-minute time limit.

4 •• Play TR: 7 (with lyrics) or TR: 8 (instrumental only). Decide which of the two tracks you would prefer to play. •• As students listen, tell each group to take turns chanting their verse and performing the actions they prepared. If more than one group planned actions for the same verse, you will need to play the chant more than once.

Optional Activity 1 •• Ask students to scan the verses and the ‘Class’ choruses and say when the chant uses be going to and when it uses ’ll (will ). Ask students why these forms are used. (In the verses, the speaker uses be going to to state resolutions; in the chorus, the speakers use ’ll (will) to make offers at the moment of speaking.)

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•• Ask students to open their books to p. 14. Draw their attention to the glossary below the chant. Check that they understand the word resolution. Ask Is it a certain plan? (yes) Is it a plan that you will work hard to complete? (yes)

•• If you have a very large class, divide the class in half and then divide each half into four groups for a total of eight groups.

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•• listen for and recognize perfect and imperfect rhymes.

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•• chant about resolutions.

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In this lesson, students will:

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•• Play TR: 5. As students listen, tell them to read the chant and repeat each line. Try to help students by chanting too, and tapping out the rhythm with your hand.

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Optional Activity 2

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•• Check that students are clear on perfect and imperfect rhymes. Say Page and stage are perfect rhymes – they sound exactly the same. Tell me another perfect rhyme. (age/cage) Then say Far and stars are imperfect because, although they share one rhyming sound (/a/), they don’t share the /z/ sound at the end of stars. Give me another word that would be an imperfect rhyme with far. (cars/ Mars) Explain that e.g. (in the instruction) means ‘for example’.

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•• Point out that the rhymes come at the end of the second and fourth line of each verse. Say Listen and write the perfect and imperfect rhymes. Act out writing down. Play TR: 6. As students listen, tell them to write down which rhymes are perfect and imperfect. •• Extra Support Read the rhyming verses aloud, stopping after each pair to give students time to recognize and write down the perfect and imperfect rhymes. Answers: Perfect rhymes: goodbye/sky, page/stage, way/ play, song/along, dream/team. Imperfect rhymes are far/ stars, fans/band and end/friends.

•• Put students into small groups and ask them to write a verse of their own. Tell them to include a perfect or imperfect rhyme.

Wrap Up •• Tell students that every year people make New Year’s resolutions. Explain that these are promises and plans that they make for the coming year. For example, say I’m going to read five books a month. I’m going to go to the gym every day. •• Ask students to prepare and write their New Year’s resolutions. Tell them to share their plans in small groups. At the end, invite students to share their resolutions with the class. Write them on the board. Ask the class to decide which resolution is the most interesting, most difficult, etc. See if any students had the same resolutions. Additional Practice: Online Practice

UNIT 1  SAMPLE COPY, NOT FOR DISTRIBUTION

A good start 14a

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Optional Activity •• You may want to ask students to underline words they don’t know in the text. Then ask them to guess the meaning from context. Focus on and check care about (‘have interest in whether someone or something is OK’) and look after (‘protect and make sure someone or something is OK’).

In this lesson, students will: •• read a biography about a young musician. •• identify time expressions.

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•• write the biography of a famous young musician. •• use time expressions in a biography.

•• Focus students’ attention on part a. Read through the information in the box with students.

Resources: Classroom Presentation Tool, Workbook p. 12 Materials: copies of biographies and autobiographies, a photo of Sheku Kanneh-Manson and/or a video clip of his music, a variety of books (four or five) with clear titles (for example, two biographies, a novel, an autobiography and a history book)

•• Focus students’ attention on part b. Ask students to circle the time expressions in the biography. Tell them to compare answers in pairs before going over them as a class. •• Remind students of how we use at, in and on with time. See the table below: at

times (six o’clock), special dates (New Year’s), some

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days (Monday), dates (the 10th of May)

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•• Ask students to read the information about Sheku KannehMason. Ask a few focus questions. For example, ask Where’s Sheku from? What awards has he won? What’s his goal? If possible, use a picture of Sheku with his cello and play a clip of his music to introduce students to him and his music. •• Tell students to write Sheku’s biography. Tell them to use the text about Ta’Kaiya as a model and to include all the information about Sheku from the table. •• You could assign the writing activity for homework. If you do it in class, include a peer-editing stage after the first draft. Ask students to exchange their work with a partner’s. Tell them to make comments to correct or improve the biography, for example, if their partner has used in, at and on incorrectly with time expressions. Ask students to return their work and write a second draft, incorporating suggested changes.

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•• Extra Support Ask students to write complete sentences before sharing their answers with a partner.

of day (the morning) on

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•• Tell students to read the biography and note answers to the questions. Remind them that in this context special means ‘different from other people’. Ask students to compare answers in pairs before going over answers as a class.

months (May), years (2018), seasons (summer), times

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•• Use the Photo Ask students to open their books to p. 15. Focus students’ attention on the photo of Ta’Kaiya Blaney, or find and show another interesting photo of her. Ask Where is she? What’s she wearing? What’s she doing? Where do you think she’s from? Why is she famous? Listen to several students’ ideas.

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expressions (the age of ten, the end of May)

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Answers: 1 Because of her achievements and the fact that she grew up in Tla’amin Nation, Canada; 2 Her goal is to make the world a better place and to look after the planet.

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•• Read through the information in the box with students. Illustrate the meaning of biography by bringing in and showing them four or five different books with clear titles. Aim to show a variety of books, for example, two biographies, a novel, an autobiography and a history book. Hold up different books and ask Is it a biography? Is it an autobiography? If you haven’t got books, write four titles on the board and ask Is it a biography? Is it an autobiography?

•• Ask students to do steps 1 and 2 individually. After they finish, make sure students have underlined facts about Ta’Kaiya. Ask students to tick the most interesting facts and compare their ideas in pairs. Then go over the answers as a class.

Wrap Up •• Tell students to close their books. Write four events from the writing model in a random order on the board. Ask students to number them in the correct order. Ask for volunteers to come to the board and underline the time expressions. Additional Practice: Workbook p. 12, Online Practice

Answers: Most of the sentences contain facts: Ta’Kaiya … was born in 2001 … grew up in Tla’amin Nation, Canada … started singing lessons when she was four … recorded her first music video when she was only ten … has spoken at many international events … wants to use her music to help make the world a better place.

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SAMPLE COPY, NOT FOR DISTRIBUTION

UNIT 1  A good start

Read the biography. Then answer the questions.

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1 Why is Ta’Kaiya Blaney special?

Ta’Kaiya Blaney: A young singer with a message for the world

Ta’Kaiya Blaney

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Ta’Kaiya was born in a beautiful place and she cares about the environment. Now her goal is to make the world a better place and to look after our planet. She wants to use her music to help do this.

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2 Tick (✓) the fact that you think is the most interesting.

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3 Work in pairs. Did you underline and tick the same facts?

Writing skill Time expressions

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a Read the information about time expressions.

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She has spoken at many international events and conferences in different countries, for example in 2015, she was in France and the next year, she was in Korea.

1 Underline three facts in the biography.

A biography usually contains time expressions, for example: now, at six o’clock, on Wednesday, in January, on 16th May, after school, a day later, the following year, when he was seven, at the age of ten.

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Ta’Kaiya Blaney is a very special young woman. She was born in 2001 and grew up in Tla’amin Nation, Canada. She started singing lessons when she was four years old and she recorded her first music video when she was only ten.

Read the information in the box. Then look at the biography and do steps 1–3. A biography is a true account of a person’s life. It’s written by another person. If a person writes about his/her own life, it’s an autobiography. A biography includes the most interesting facts and information about the person’s life.

2 What is her goal?

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b Read the biography again and underline the time expressions.

Use the information below to write a short biography of another famous young musician. Include time expressions. Name Sheku Kanneh-Mason Born 1999 From Nottingham, England Why he’s Cellist special - Started learning to play the cello at the age of six Other information

Goals

- Performed with his brothers and sisters in a talent show on national television - Has won many important awards, for example Young Musician of the Year, UK 2016. To help more children to play and enjoy classical music

UNIT 1 SAMPLE COPY, NOT FOR DISTRIBUTION

A good start

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Video

Look at the photos. What do you think girls learn at the SOLA (School of Leadership, Afghanistan)?

ABOUT THE VIDEO

The Islamic Republic of Afghanistan is a country located in Central Asia. Between 1996 and 2001, when National Geographic Explorer Shabana Basij-Rasikh was young, it was controlled by an Islamic organization called the Taliban, which prohibited the education of women. Even today, women and girls have limited rights and freedom in the conservative country. Many girls don’t get an education. The video takes a look at SOLA (School of Leadership Afghanistan) that Shabana started.

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Watch the video. Then tick (✓) the things you think are important to Video 1 Shabana.

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National Geographic Explorer Shabana Basij-Rasikh started the SOLA (School of Leadership, Afghanistan).

going shopping ✔

helping girls reach their goals

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watching TV helping her country staying at home trying new things

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helping girls have the same chances as boys

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helping boys but not girls

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Watch the video again. Circle the correct answer (A or B).

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1 Girls didn’t use to go to school in Afghanistan because

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B only for girls

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A become future leaders of their country 4 At this school, the girls can A try new things

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B they weren’t allowed to

2 School of Leadership, Afghanistan is A for boys and girls

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B go home every day after their lessons

Work in groups. Discuss the questions. 1 Would you like to go to a boarding school? Why? / Why not? 2 Shabana believes it’s better for the whole world if all girls go to school. Do you agree with her? Why? / Why not?

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UNIT 1 A good start

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In this lesson, students will: •• watch a video about National Geographic Explorer Shabana Basij-Rasikh and her special school for girls in Afghanistan. •• discuss topics raised by the video. Resources: Video 1, Classroom Presentation Tool, Online Practice End-of-unit resources: Worksheet 6.1, Unit 1 Test, ExamView Assessment Suite

•• Play Video 1 again. Tell students to watch and circle their answers. Tell students to concentrate on any answers they are not sure of. Ask them to compare answers in pairs. Then go over them as a class. •• Extra Support Pause the video after the answer for each item is given and elicit answers before moving on.

Materials: a map of southern Asia

Optional Activity 2

Warm Up

•• Put students into pairs. Tell them to prepare five questions to ask Shabana about her life and her school. When students are ready, organize pairs into groups of four. Tell pairs to take turns role-playing Shabana and answering the other pair’s questions. Walk around and monitor. Check that students are taking turns asking and answering questions.

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•• Discuss the question on the page as a class. Listen to several students’ answers.

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•• Remind students that at boarding school, students sleep, eat and live at the school. Clarify that the whole world means ‘all the countries in the world’.

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•• Ask students to open their books to p. 16 and look at the photos. Ask What’s SOLA? (School of Leadership, Afghanistan) What’s leadership? (a quality that people have that means other people look up to them as someone who is in charge of a team or project) Who’s Shabana? (She’s a National Geographic Explorer and she started SOLA.)

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•• Show a map of southern Asia with Afghanistan clearly labelled. Point out the location of the country and say the name, Afghanistan, to model the pronunciation. Ask Where’s Afghanistan? What do you know about Afghanistan? Listen to several students’ answers.

•• Play Video 1 with the sound off. Ask students what they find out about Afghanistan and girls in Afghanistan from watching the images.

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The script for Video 1 is available on the Teacher’s Resource Website.

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•• Read the instructions aloud. Give students time to read through the sentences. Ask How many can you answer? Ask students to tell you how many, and find out how well students understood the video content based on the first viewing. This will help you determine whether you can just play the video once more or whether you should plan to pause and check their understanding carefully.

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•• Read through the list of items with students. Check their understanding of any new words/phrases. Try new things may be a new phrase. Use examples and comprehension questions to check new words. For example, say If you try new things, do you always do the same thing, or do you do things you didn’t do before?

•• Give students time to read the questions. Then organize the class into groups of four or five to discuss the questions. At the end, discuss the questions as a class. •• Extra Challenge Ask students to discuss other questions related to the content of the video. For example, ask Do you think girls study better in a school without boys? Do you think it’s better to have schools for boys or girls only, or to have schools with both boys and girls?

Wrap Up •• Tell students to work in pairs. Ask them to close their books. Then tell them to write down what students learn at SOLA. At the end, find out which pair remembered and wrote the longest list. Their list should include the following: how to be leaders; how to reach goals and be doctors, teachers, scientists, etc.; how to help their country; and new things like skateboarding and cycling. Additional Practice: Worksheet 6.1, Online Practice

•• Encourage students to predict what they will hear and see in the video by asking What things do you think Shabana will think are important? Listen to several students’ ideas. •• Play Video 1. Tell students to watch and tick the things that are important to Shabana. Ask students to compare answers in pairs. Then go over answers as a class.

UNIT 1  SAMPLE COPY, NOT FOR DISTRIBUTION

A good start 16a

UNIT

2 Amazing animals In this unit, students will:

Language

Twenty-First Century Skills

•• talk about animals.

Vocabulary artist, creatures, damage, disappear, environment, extinct, ocean, protect; cheetah, rattlesnake, scorpion, squirrel

Collaboration Work together to plan actions for the chant, Lesson 5

•• listen to an interview with artist and National Geographic Explorer Asher Jay. •• use the first conditional to talk about the future result of a possible action or event. •• read about how tails help animals survive.

Communication Describe and discuss national animals, Lesson 7

Grammar •• The first conditional

Creativity Discuss how they would use a tail if they had one and what kind of animal they would be if they could be one and why, Lesson 4

•• The second conditional

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•• use the second conditional to talk about things that are not real or things that probably will not happen.

Critical Thinking Use information from a text to complete a table, Lesson 3

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•• chant about hypothetical situations, such as having wings, a beak, a long neck, etc.

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•• write a report about an animal in danger. •• identify the value Care for the environment.

•• respond to a photo showing tigers.

TEACHER TIP

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In the Unit Opener, students will:

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•• watch a video about national animals.

•• discuss what they know about tigers.

Resources: Home School Connection Letter, Classroom Presentation Tool

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Materials: five or six pictures or slides of interesting animals and/or the animals mentioned in the reading text on p. 20

Introduce the Theme

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•• Show five or six pictures or slides of interesting animals (for example: a lion, an elephant, an eagle, a whale and a giraffe; if you would like to preview vocabulary from the reading lesson on p. 20 at this point, use: a snake, a parrot, a monkey, a scorpion and a donkey). Point to each animal and ask What is it? Say the name and ask students to repeat the name of the animal. Ask What do you know about this animal? Listen to students’ answers.

Use the Photo •• Ask students to open their books to p. 17. Focus their attention on the photo and read the caption aloud. Ask students to describe the tigers. Use the opportunity to preteach or review key words: colours, family (i.e., the relationship between the two tigers: mother and baby (cub), perhaps, body parts (nose, eyes, ears, tail and whiskers) and fur.

It is important to ask students to work in pairs or groups. At this level, students have a fair amount of English skills and vocabulary, and pairs and groups give them the chance to have more speaking time and more autonomy. It also changes the pace of the lesson and moves the focus off you and onto the students’ output. Pair and group work also allows students to mix, gives them a sense of achievement when reaching a group goal, and allows you to walk around and monitor their language. Here are two challenges with asking students to work in pairs and groups, along with suggested solutions. •• I might lose control of the class. At the start, set a clear start signal and stop signal. Set a time limit at the beginning to keep students focused. •• I can’t hear everyone. Organize students into groups of three, with students A and B talking and student C monitoring. Then tell them to swap roles. See your role as a facilitator – just making sure that everyone is on task. At the end, allow some time to ask students what they found out about their classmates. It is important to allow time for students to share what they said during the group discussion.

•• Ask students to read the sentences and guess and circle the answers. Then tell them to discuss answers in pairs or small groups. Then go over answers as a class.

17a 

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UNIT 2  Amazing animals

Amazing animals

UNIT

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ABOUT THE PHOTO

Sumatran tigers

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There are a number of different tigers. The Bengal tiger lives in the Indian subcontinent. The Siberian tiger lives in cold regions of Russia and China. The South China tiger and Malayan tiger live in Southeast Asia and are very rare. The Sumatran tiger (shown in the photo) lives on the Indonesian island of Sumatra. It is critically endangered – there are only between 400 and 700 wild Sumatran tigers left.

What do you know about tigers? Circle the correct answer. 1 A tiger’s fur is red / orange and white with dark stripes / spots. 2 Every tiger’s fur is the same / different. 3 A young tiger is called a cub / puppy / kitten. 4 Most tigers live in the forest / mountains in Africa / Asia. 5 There are more / fewer tigers living in zoos than in the wild.

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Vocabulary

ABOUT THE PHOTO

Listen and read.

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The photo shows bottles painted by Asher Jay. Asher was born in India but lives in New York. She’s a National Geographic Explorer, an international adventurer and a public figure whose compelling paintings, sculptures, animations, ad campaigns and films all have a single purpose: to encourage global action on behalf of wildlife conservation. Asher was inspired to create the artwork Message in a Bottle by Sting’s song ‘Message in a Bottle’. She heard the song during a beach clean-up. There are 365 bottles – each otherwise a piece of rubbish – one for each day that it takes for the earth to revolve around the sun. The installation was on display at National Geographic Encounter in Times Square, New York City.

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Asher Jay is an artist. She paints pictures of creatures that are in danger: land animals, like tigers; and animals in the ocean, like whales. Her pictures tell us that we must protect these animals from danger. She says that if people continue to damage the environment – cutting down trees and leaving rubbish everywhere – these creatures will disappear and become extinct.

protect 1 There are different ways to help to the environment and animals that are in extinct danger of becoming . The artist Asher Jay uses her art. 2 There aren’t many tigers left in the wild. We need to do something or they’ll disappear . 3 If you throw rubbish on the street or in the park, it’ll damage the environment. 4 The bottles in the photo have pictures of different creatures that live in the ocean . What animals can you see?

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Asher Jay is an artist and a National Geographic Explorer.

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Listen to the interview with Asher Jay. TR: 10 Write the missing words. 1 Name of artwork: Bottle Message in a 2 What the artwork shows us: plastic How damages sea plants and creatures 3 Number of bottles in the artwork: 365

4 People who wrote the messages: Celebrities, biologists, photographers, journalists, students and teachers 5 What is on the bottles: An image of a sea animal or sea bird

6 What happens if animals eat plastic: sick They get and often they die .

SAMPLE COPY, NOT FOR DISTRIBUTION

UNIT 2 Amazing animals

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•• Extra Challenge: Ask students to write a question they would like to ask Asher Jay. Invite students to share their questions with the class. •• Extra Support: Play TR: 10 again. Pause after Asher Jay answers each of the interviewer’s questions.

Resources: Audio Tracks 9–10, Classroom Presentation Tool, Workbook p. 14, Workbook Audio Track 5, Online Practice Materials: a photo of an endangered animal, for example, a sea turtle

Warm Up •• Show a photo of an endangered animal, for example, a sea turtle. Ask What is it? Are there lots of [sea turtles in the sea] or a few? Why? What can people do to help these [turtles]? Listen to several students’ answers.

1 •• Use the Photo Ask students to open their books to p. 18. Focus their attention on the photo of the bottles. Ask What can you see on the bottles? (pictures/paintings of animals) Why do you think the artist painted animals on plastic bottles? Listen to several students’ responses.

Interviewer: Asher Jay is an artist who lives in New York. She makes art about animals around the world. She makes drawings, sculptures, paintings and photographs. Asher uses her art to draw our attention to animals in danger. Asher, can you tell us about this work, Message in a Bottle? Asher: Message in a Bottle is a way for different people to use art to tell the world about wildlife, oceans, plastic pollution and the problems humans create. I’m reusing bottles that people usually throw away as a place for art, to show how plastic damages sea plants and creatures. Every person’s voice makes a difference, but together we change the story. Interviewer: Is the message in the bottles or on the bottles? Asher: Both. There are 365 bottles in total, 265 of which you can see in National Geographic Encounter in Times Square in New York City. In each one, there is a message from a person who is trying to save our oceans or the wildlife on planet Earth – celebrities, biologists, photographers, journalists, students, teachers. So, in one way, my artwork is thanking them for their wonderful work and helping them tell the world about it.

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•• Then focus their attention on the photo of Asher Jay and read the caption aloud. Ask What’s her job? (She’s an artist and a National Geographic Explorer.)

Script for TR: 10

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•• listen to an interview with artist and National Geographic Explorer Asher Jay.

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•• talk about an artist’s work and the environment.

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In this lesson, students will:

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•• Play TR: 9. Ask students to listen and read. Point out and check strong stresses in the new words in bold (for example, protect, environment and disappear) and difficult sounds (for example, /tʃ/ in creatures).

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•• Read the instructions aloud. Ask students to complete the activity individually. Then go over answers as a class.

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•• Say We’re going to listen to an interview with Asher Jay. What do you know about Asher Jay? What does she paint? (pictures of animals on bottles) Why? (to tell us that we must protect these animals) Listen to students’ responses. Then ask What’s an interview? What do you know about interviews? Listen to student’s responses. •• Play TR: 10. Write a focus question on the board, for example: What is the message of Message in a Bottle? Ask students to give their answers after first listening. (message = we shouldn’t throw away plastic; we should protect the environment and animals) •• Give students time to read through the items before playing the audio a second time. Play TR: 10 again. Tell students to listen and write the missing words. Ask them to compare answers in pairs. Then go over answers as a class. •• Listening Strategy: Preparing to Listen Before listening, students need to be ready. Help students prepare to listen by asking questions like these: 1 What do you already know about the person and the topic? 2 What are you going to listen to? What do you know about [interviews]?

Interviewer: And what is on the bottles? Asher: On each one, I’ve painted an image, often of a sea animal or sea bird – turtles, whales, dolphins, pelicans – to go with the message inside the bottle. I think that images are very powerful. If people see what is happening, they will be able to do something about it. Interviewer: And why is plastic dangerous for these animals? Asher: All the plastic ever made is still here. It only breaks into smaller and smaller pieces. There’s plastic in every sea animal now, because when animals like fish, sharks or turtles see it, they think it’s food and they eat it. The plastic then goes into their stomachs and gets stuck. Then they get sick because they can’t eat … and often they die, or they get eaten by something bigger. In this way, the plastic doesn’t go away and it can end up in our stomachs at a restaurant. If we don’t stop putting plastic into the sea, more and more animals will disappear and it will continue to get into our food. And that makes me very sad, because all living things are important, including people, so for the health of the planet, and people, say no to plastics.

Optional Activity •• Ask students to draw the outline of a bottle on a piece of paper. Then ask them to draw a picture of a marine creature on it for the Message in a Bottle project. Ask students to share pictures in groups.

Wrap Up •• What can people do to protect the environment? Ask students to discuss the questions as a class. Additional Practice: Workbook p. 14, Online Practice

UNIT 2  Amazing animals 18a SAMPLE COPY, NOT FOR DISTRIBUTION

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an answer. Tell students to work individually. Tell them to compare answers in pairs. Then go over answers as a class. •• Extra Challenge After they finish matching the sentence halves, ask students to make up their own second halves of the sentences (A–F).

In this lesson, students will: •• use the first conditional to talk about the future result of a possible action or event.

Optional Activity 1

•• talk about possible future results of their own actions. Resources: Classroom Presentation Tool, Workbook p. 15, Online Practice

Warm Up •• Tell students to imagine that they’re environmentalists. Then write these questions on the board:

•• Ask Student B to cover up items A–F. Tell Student A to read items 1–6 aloud and Student B to remember and say the correct second half, items A–F. Tell students to swap roles and repeat the activity. Finally, ask Student B to read items 1–6 aloud and ask Student A to make up different halves to complete each sentence (for example, If I see any plastic on the beach, I’ll put it in a recycling bin.). Again, ask students to swap roles and practise again. As students do the activity, walk around, monitor and correct as needed.

•• Put students into groups. Give them two or three minutes to think of ideas. Then ask a volunteer from each group to summarize their ideas.

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•• Start by giving one or two examples of how you could complete sentence 1. Say If I help my mum with the housework, she [will be happy/will be able to relax]. Then ask Can you give me an example? Read item 1 aloud again: If I help my mum with the housework, she … Pause and invite volunteers to finish the sentence.

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•• Ask students to open their books to p. 19. Read through the explanation in the green grammar box. Then ask volunteers to read the example sentences aloud.

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How will you protect creatures such as whales in the ocean? How will you protect tigers? How will you stop people from damaging the environment?

•• After completing Exercise 3, do a repetition activity. Say If I see any plastic on the beach. Ask the class to repeat chorally. Then say I’ll pick it up. Ask the class to repeat chorally. Repeat with two more sentences from Exercise 3. Then put students into pairs. Tell Student A to read items 1–6 aloud and Student B to read the correct second half, items A–F, aloud. Tell students to swap roles and repeat.

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•• Tell students to complete the activity individually. Then ask students to share their sentences in pairs or small groups.

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•• Write on the board: If we protect the environment, animals won’t disappear. Then ask questions to check students’ understanding of form and meaning. To check meaning, say We use the first conditional to talk about a situation we see as possible in the future. Ask What’s the action or event? (we protect the environment) How possible is this? (very possible) What’s the result? (animals won’t disappear) How possible is the result if the action or event happens? (100%)

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•• To check form, say After if, do we use the present simple form of the verb or a future form? (the present simple form) In the result clause, do we use the present simple form of the verb or a future form? (a future form)

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•• Ask students to read the text for comprehension first. Ask What’s the most interesting piece of advice that the text gives? Ask a few students to share their opinions. •• Tell students to complete the sentences with the correct forms of the verbs in brackets. Get students started by doing the first items as a class. Say Learn – is it part of the if clause? (yes) Is it in the present or future form? (present – learn) What about know in the second gap? Is it you know or you will know? (you will know) •• Tell students to complete the activity individually. Ask them to compare answers in pairs. Then go over answers as a class. •• Extra Support Go through more or all of the items as a class, as you did with the first item.

3 •• Do the first items as a class to get students started. Say If I see any plastic on the beach, … and pause to wait for

19a 

•• Extra Challenge Ask students to choose one sentence stem from Exercise 4. Tell them to work with a partner to make as many possible complete sentences as they can in one minute.

Optional Activity 2 •• Tell students to work in groups to write a chain of sentences. Start by writing the following on the board: If I don’t study, I won’t get good marks. Then write: If I don’t pass my exams, I won’t … Elicit possible endings. For example, I won’t move up next year or I won’t go to college. •• Ask groups to continue the chain. So, their next sentence could be If I don’t move up next year, I won’t see my friends or If I don’t go to college, I won’t get a good job. •• Set a five-minute time limit. After they finish, ask groups to present their chains of sentences.

Wrap Up •• Write the two sentences below on the board. Ask What are the missing words? Listen to students’ answers. 1 If we ______ stop putting plastic in the sea, many marine animals ______ die. (don’t, will) 2 Many animals ______ survive if we ______ change the things we do. (won’t, don’t)

Additional Practice: Workbook p. 15, Online Practice

SAMPLE COPY, NOT FOR DISTRIBUTION

UNIT 2  Amazing animals

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Study the grammar box. First conditional

If + present simple, … will …

We use the first conditional to talk about the possible future result of an action or event. If people see what is happening, they’ll do something about it. If we don’t stop putting plastic into the ocean, we’ll lose more and more animals. These animals won’t be here in the future if people don’t protect the environment. If people see Asher Jay’s artwork, will they be more careful with plastic in future?

Match to form correct sentences.

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Complete the sentences with the verbs in brackets.

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1 If I see any plastic on the beach, E 2 I’ll be really happy D 3 If I write the message, F 4 Will you come with me B

5 We’ll swim in the sea A

A green sea turtle off Sipadan Island, Malaysia

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6 If we don’t go to the art museum today, C A if the water isn’t too cold.

learn 1 Teach yourself: If you (learn) more about ’ll/will know (know) which the animals in your area, you ones are in danger of becoming extinct.

B if I go to the beach later?

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Six easy ways you can help animals in danger

C we’ll go tomorrow. D if I get a fish for my birthday. E I’ll pick it up.

tell 2 Tell your friends: If you (tell) others about it, ’ll/will be they (be able) to help too.

F will you help me put it in the bottle?

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put 3 Recycle: If you (put) things like plastic bottles in the rubbish bin, they will not/won’t (not / damage damage) the environment.

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4 Shop carefully: You ’ll/will help (help) animals in danger, like tigers, if you do not/don’t (not / buy) things buy (like wood and paper) that come from where the animals live. drive 5 Drive slowly: If you (drive) more slowly, will not/ you (not / hit) small animals as they cross won’t hit the road. will be 6 Protect animal spaces: Animals (be) safer protect if we (protect) the areas where they live – parks, gardens and other open spaces.

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Complete the conditional sentences. 1 If I help my mum with the housework, she … . 2 If I eat too many sweets, I …. 3 My parents will be angry if I … . 4 I won’t pass my exams if I … . 5 Will you lend me your phone if I … ?

UNIT 2 Amazing animals 19 SAMPLE COPY, NOT FOR DISTRIBUTION

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Reading

Match the animals (1–6) with the tails (A–F). scorpion

spider monkey

donkey

rattlesnake

squirrel

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C

D

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ABOUT THE PHOTO

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TR: 11

A tale (tail!) of survival

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Listen and read.

The photo shows a resplendent quetzal. The resplendent quetzal has got a green body and a red breast. Depending on the light, quetzal feathers can appear to shine in many colours: green, cobalt, yellow and ultramarine. Female quetzals are also colourful but much less vibrant than males. You can find quetzals all across Central America and South America. It’s the national symbol of Guatemala.

Some animals need their tails to move. Fish wouldn’t be able to swim through the water or turn if they didn’t have tails. Cheetahs, which are the fastest runners in the animal world, use their tails to turn quickly.

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In the animal world, you can find tails of all different kinds: long tails, short tails, thin tails, thick tails. And each animal uses them in a different way.

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parrot

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Cats and squirrels use their tails to balance. So, when they walk on a wall or jump onto a table, their tails help them not to fall. Horses and donkeys use their tails to brush away insects. Of course, if they had arms and hands like us, they’d use them instead! Some tails work like arms and hands. Spider monkeys, for example, can swing from tree to tree with their tails. They can also hold food with them.

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If you had a tail, what would you use it for?

Read again. Complete the table. Animal

What it uses its tail for

Animal that uses its tail in a similar way

squirrel

It uses its tail to balance.

cat

donkey

It uses its tail to brush away insects. It uses its tail to swing from tree to tree. It also uses its tail to hold food. It uses its tail to turn quickly. It uses its tail to frighten animals that come too near. It wags its tail when it’s excited.

horse

spider monkey cheetah rattlesnake dog

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Other animals use their tails when they’re in danger. A rattlesnake’s tail makes a noise to frighten away other animals when they come too near, while a scorpion lifts its tail ready to hit out. But tails can send friendly messages too. Think of a dog wagging its tail when it’s excited. Parrots also move their tails to show they’re happy.

no answer fish scorpion parrot

SAMPLE COPY, NOT FOR DISTRIBUTION

UNIT 2 Amazing Animals animals

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words and phrases. A simple focus question during the first reading tells students how they should read.

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In this lesson, students will:

•• Give students time to read through the list of animals in the table. Ask what they can remember from the reading. Then tell students to read the text again and find the information they need to complete the table. Ask students to compare answers in pairs. Then go over answers as a class.

Resources: Audio Track 11, Classroom Presentation Tool, Workbook p. 16, Online Practice Materials: a photo of an interesting animal tail

Warm Up •• Show students a photo of an interesting tail (for example, a monkey’s tail). Ask What does [a monkey] use its tail for? (to [climb], to [eat]) Ask students, in pairs, to brainstorm different ways animals use their tails. Start with a couple of examples (to hit flies, to hang from trees). After one minute, find out which pair has the longest list. Ask pairs to share their answers with the class. Write them on the board. •• Leave the list on the board. At the end of the lesson, after reading the text, find out how many of the students’ ideas were mentioned in the text.

•• Extra Support Support students by showing them a two-step way of finding the information they need to complete the activity. Ask students to find and underline the word squirrel. Then ask them to find the phrase that comes after the word squirrels: use … tail. (to balance) Point out that students don’t need to read every word. They should just find and underline the animal and then find the phrase that goes with the animal.

Optional Activity

•• Say Imagine that you had a tail. How could it be useful? Ask for one or two ideas. Then organize the class into pairs or small groups to make a list of uses. Suggested uses (which you could suggest to students to get them thinking): an extra leg to lean on so you don’t have to sit down or an extra long arm so you can tidy your room while sitting on your bed.

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•• Extra Challenge Ask students to write two true/false sentences about the text, for example, Squirrels use their tails to frighten other animals. (false) Tell students to read their sentences to a partner. Tell partners to say whether each sentence is true or false.

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•• discuss how animals use their tails.

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•• complete a table with information from the text.

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•• read about animal tails and how they help animals survive.

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•• Ask students to open their books to p. 20. Focus their attention on the small photos of the animals. Read the names of the animals aloud to model the pronunciation. Say Match the animals with the tails. So, 1 scorpion goes with … Ask students to give you the answer. (E) •• Tell students to do the activity individually. Then tell them to compare answers in pairs before going over them as a class.

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•• Start by pointing out the ‘joke’ in the title. Tale (meaning ‘story’) and tail are homophones. They sound the same but have different spellings and meanings. Say A tale (or tail!) of survival. This is a tale (a story) of animals’ tails. Hold up the Student’s Book and point to the photo of a tail as you say the word tail a second time.

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•• Play TR: 11. Tell students to listen and read the text. Ask a simple focus question, for example, Which animals that are not in Exercise 1 are mentioned in the text? (cats, horses, dogs, fish and cheetahs)

Wrap Up •• Do a quick quiz. Tell students to close their books. Ask: Which animals use their tails to move faster? (fish, cheetahs) Which animals use their tails to balance? (squirrels, cats) Which animals use their tails to show how they feel? (dogs, parrots) Which animals use their tails when eating? (monkeys) Which animals use tails to protect themselves? (rattlesnakes, scorpions) •• Ask students to give you answers or to write them and check them in the text on p. 20. Additional Practice: Workbook p. 16, Online Practice

•• Reading Strategy: Asking a Focus Question Ask students a focus question when they read a text for the first time. This should be a simple and general question (for example, What is the text about? What animals are mentioned in the text?). The goal of this activity is to give students a reason to read. At the end, they can answer and show they have generally understood. Doing this helps build confidence because the simplicity of the focus questions means all students can answer them. It also ensures that all students are reading for the same reason – to answer the focus question. Without a focus question task, some students may be reading very generally, just trying to get an understanding of the topic, while others may be reading very intensively, worrying about the meaning of individual

UNIT 2  Amazing animals 20a SAMPLE COPY, NOT FOR DISTRIBUTION

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we use in the result clause? (would) After would, do we use the past or infinitive? (infinitive)

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In this lesson, students will:

•• Ask students to discuss the questions in pairs. Walk around and offer help if necessary. You may have to prompt for ideas and help with vocabulary. A good way to do this is to keep asking the questions What would you use a tail for? and What would you be? Another way is to act out activities or animals for students who can’t think of ideas (for example, act out cleaning windows or writing text messages with your tail, or act out being an elephant or a giraffe).

•• use the second conditional to talk about things that are not real or things that probably will not happen. •• talk about what they would do in different unlikely or impossible situations. Resources: Classroom Presentation Tool, Workbook p. 17, Workbook Audio Track 6, Online Practice

Warm Up

•• As you walk around and monitor, note down any errors.

Optional Activity

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•• At the end of the activity, write three or four errors you heard on the board. Make sure they are anonymous and generic. Ask students to work in pairs to correct them. Then go over the answers as a class.

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•• Review the first conditional. Write the following on the board: If we clean the oceans, … / If we stop cutting down rain forests, … / If we stop driving cars, … Ask students to work in pairs to complete the sentences in as many different ways as they can. Set a five-minute time limit. Then ask each pair to share some of their sentences.

•• Write the following situations on the board:

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… you see a snake in the bathroom … you find a baby bird in the garden … you see an elephant on the motorway … your family gives you a horse as a present

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•• Say We saw the first conditional earlier in the unit, and now we’re going to look at the second conditional. In the first conditional, we use the present in the ‘if clause’ and will in the ‘result clause’, but in the second conditional, we use the past form in the ‘if clause’, and in the ‘result clause’, we use would or its contraction, for example I’d.

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•• Ask students to open their books to p. 21. Read through the explanation in the green grammar box. Then ask volunteers to read the example sentences aloud.

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•• Write the following on the board: If they ______ arms, they _______ them. Ask a volunteer to come to the board and write the correct form of have and use. Point out again that after if, we use the past form and in the result clause, we use would or the contracted form ’d. (If they had arms, they would/they’d use them.)

•• Introduce the question What would you do if …? Ask students to practise questions using the situations. Tell them that they will have to change verbs to past forms (for example, What would you do if you saw a snake in the bathroom?).

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•• Use concept-check questions to check meaning. Concept check questions are simple yes/no questions that guide students to an understanding. Using the same target sentence on the board (If they had arms, they’d use them.), ask the following questions: Do horses and donkeys have arms? (no)

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Are we talking about something that’s possible or impossible? (impossible)

•• Do the first item as a class. Say I don’t like animals, so I haven’t got a pet. Then say If I … Pause and wait for students to complete the rest of the sentence. •• Ask students to complete the activity individually. Tell students to compare answers in pairs before going over them as a class. •• Extra Challenge Tell students to work in pairs to discuss questions 5 and 6 and to suggest personal answers (for example, I’d call my pet snake ‘Hiss’! ). •• Extra Support As you review answers, use questions to guide them to a better understanding. For example, ask What do we use after if – past or would? (past) What do

•• After students practise the question form, tell them to ask and answer the questions in pairs or small groups. •• Alternatively, make this a class survey. Tell students, in pairs, to think of two more situations to ask about (for example, a scorpion in your bed). Then tell them to stand up, walk around individually and interview five students in ten minutes. At the end of ten minutes, tell them to sit down with their partner and share what they learnt about their classmates. •• End by asking different students what they found out about their classmates. Ask What would students do if they saw a snake? What would they do if they found a baby bird? •• Extra Support Ask students to write or copy all the questions before asking them.

Wrap Up •• Ask students to complete some sentence halves and then share them with a partner. You could use the sentences from Exercise 2 or add some ideas of your own, for example, If I liked animals, … (I’d get a pet/go on a safari.) If I had a horse/cat/pet, … (I’d look after it/buy food for it.) If I didn’t live in the city, … (I’d go outside every day/I wouldn’t be happy.) If I were a scorpion, … (I’d eat horrible things.) •• Invite pairs to share their completed sentences. Additional Practice: Workbook, p. 17, Online Practice

21a 

SAMPLE COPY, NOT FOR DISTRIBUTION

UNIT 2  Amazing animals

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Grammar

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Study the grammar box. Second conditional If + past simple, … would … We use the second conditional to talk about things that are not real or things that probably will not happen. If they had arms and hands like us, they’d use them. Fish wouldn’t be able to move through the water if they didn’t have tails. If you had a tail, what would you use it for?

Complete the conditional sentences.

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1 I don’t like animals, so I haven’t got a pet. If I liked animals, I would have a . dog

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2 I haven’t got a dog, so I don’t go to the park very often. If I had a dog , I ’d/would go more often. to the park

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3 I live in the city, so I don’t see many wild animals. If I didn’t live in , I ’d/would see lots of wild animals. the city

4 You feel nervous because you’re not an experienced horse rider. You wouldn’t feel if you were an . experienced

nervous

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horse rider 5 You haven’t got a pet snake. If you had a pet , what name would you it? give

snake

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6 You won’t see a scorpion. saw a If you , what would you ?

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Resplendent Quetzal, Central and South America

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scorpion

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Work in pairs. Discuss the questions. 1 If you had a tail, what would you use it for? 2 If you could be an animal, what animal would you be and why?

If I had a tail, I’d use it to pick things up. If I could be an animal, I’d be a cheetah, because I’d be able to run really fast.

UNIT 2 Amazing animals 21 SAMPLE COPY, NOT FOR DISTRIBUTION

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Chant

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Divide into two groups, A and B. TR: 12 Listen, read and repeat.

2

Listen again and act.

3

Listen, chant and act.

TR: 13 TR: 14 and 15

If I had wings …

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A: Animals are lucky. They can do things we can’t do. If I had a longer neck, I’d have a perfect view.

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B: But if I had a beak, I’d eat bugs and worms all week. I couldn’t eat a burger And I probably couldn’t speak.

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A: No, that wouldn’t work for you. Let me think of something new. What if you had a beak?

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B: But if my neck was long, I’m sure things would go wrong. I’d hit my head on ceilings And have headaches all day long.

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A: No, that wouldn’t work for you. Let me think of something new. What if you had fur?

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B: Well, if I had thick fur, I’d be warmer than you were. But I’d be too hot in summer And that’s not what I’d prefer.

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ABOUT THE PHOTO

A: No, that wouldn’t work for you. Let me think of something new. What if you had wings? B: Oh yes, if I had wings, I could do so many things. I could fly around the world, From Chicago to Beijing.

The photo shows children celebrating the Caracol Festival. The Caracol Festival is celebrated in Makati City (a business district of the capital Manila) in the Philippines on the last Sunday in February every year. It is similar to the Mardi Gras festival which takes place in New Orleans in the US.

Students at the Caracol Festival in Manila, Philippines

GLOSSARY beak

22

worm

wings

SAMPLE COPY, NOT FOR DISTRIBUTION

UNIT 2 Amazing animals

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•• act out the words to a chant.

•• Play TR: 14 (with lyrics) or TR: 15 (instrumental only). Decide which of the two tracks you would prefer to play. As students listen, tell each group to take turns chanting their verse and performing the actions they planned. If more than one group planned actions for the same verse, you will need to play the chant more than once.

Resources: Audio Tracks 12–15, Classroom Presentation Tool, Online Practice

Optional Activity 1

In this lesson, students will: •• read about, listen to and chant about hypothetical situations, such as having wings, a beak, a long neck, etc.

•• Write the following on the board:

•• Ask students to open their books to p. 22. Draw their attention to the glossary below the chant. Check that they understand the words.

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•• Extra Challenge Ask students to think of a different way of completing each of the sentences above starting with if.

Optional Activity 2 •• Ask students to write a four-line verse of their own. They should include in their verse one of the following: If I had very strong claws, If I had colourful feathers, If I walked on four legs or If I had very strong teeth.

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•• Divide the class into two groups. How you do this will depend on the size of your class. With a small class, say A, B, A, B, … while pointing to students. Then ask students to gather in their groups on different sides of the classroom. This mixes students up and gives them a real sense of being in a new group (of four, five or six students) to do the activity. If your class is large, simply use your arm to make an imaginary line down the middle of the class and tell one half they are Group A and the other half they are Group B.

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•• Ask students to scan the verses and find and copy a second clause to complete these second conditional sentences (for example, I’d have a perfect view, I’d eat bugs, I’d be too hot and I could fly).

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•• Show a photo of an interesting bird (for example, an eagle or a parrot). Alternatively, use the photo of the quetzal on p. 21. Say Look at the photo. What can you see? Point to the different parts of the body. Elicit wings, beak, tail, neck, feathers and claws. Ask Would you like to be the bird in the photo? Why?/Why not? Listen to several students’ responses.

If I had a longer neck, … If I had a beak, … If I had thick fur, … If I had wings, …

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Warm Up

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•• Test students’ memory of the chant lyrics. Tell them to close their books. Divide them into Group A and Group B. Chant the first line and point to Group A to provide the second line. Then chant the third line and tell them to give you the fourth line. Repeat the activity with the second verse and Group B. Additional Practice: Online Practice

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•• Play TR: 12. As students listen, tell them to read the text and repeat each line of the chant. Tell Group A to repeat the part labelled A and Group B to repeat the part labelled B. Try to help students by chanting too, and tapping out the beat with your hand.

Wrap Up

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•• Tell students to work in groups. Ask them to read the chant and think about how to act it out. Group A should think of actions for the A verses. Group B should think of actions for the B verses. If the two groups are very large, split them further into smaller groups to plan actions. You could start with examples. For example, say If I had a longer neck and hold your arm stretched out above your head. Then say If I had a beak and move your fingers and thumb in imitation of a bird’s beak. Give students three or four minutes to think of an action for each of their verses of the chant. •• Play TR: 13. As students listen, tell them to act out the chant. Tell them that they do not need to chant this time. Try to help students by performing their actions or by performing a suitable action if they are not sure how to act out a verse. •• Extra Support Before playing TR: 13, read the chant slowly and tell students to practise their actions.

UNIT 2  Amazing animals 22a SAMPLE COPY, NOT FOR DISTRIBUTION

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•• Tell students to do steps 2–4 individually. Ask them to compare answers in pairs before going over them as a class.

3

In this lesson, students will:

•• Focus students’ attention on part a. Ask them to underline of in the sentences. Ask students to compare answers in pairs before checking them as a class.

•• read a report about bees in danger. •• use of with facts and figures. •• write a report about an animal in danger. •• identify the value Care for the environment.

•• Focus students’ attention on part b. Ask them to complete the activity individually. Then ask students to compare answers in pairs before going over them as a class.

Resources: Classroom Presentation Tool, Workbook pp. 18 and 19, Online Practice

•• Extra Challenge Write the following sentences on the board. Tell students to put of in the gaps if necessary.

•• use facts and figures in a report.

Materials: a photo of a honeybee

1 Lots animals have got long tails. (of is necessary) 2 Some use their tails for balance. (of isn’t necessary) 3 There are a number kinds tigers. (of is necessary) 4 There are only between 400 and 700 wild Sumatra tigers left. (of isn’t necessary) 5 In 2016, beekeepers lost about a third their bees. (of is necessary)

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•• Extra Support Summarize the rules for using of. Explain that we use of after the following: numbers and amounts: a number (of), a lot/lots (of), 10% (ten percent) (of) and half/a third/all (of); and types and examples: a type of, a kind (of), an example (of).

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•• Show a photo of a honeybee. If you haven’t got one to show on your classroom technology, just open a copy of the Student’s Book and point to the one on p. 23. Ask What is it? (a honeybee) How can you describe it? (It’s small, and black and yellow. It’s got six legs and four wings.) What do you know about bees? Elicit facts about bees (for example: They make honey. They fly. They collect pollen from flowers.) and opinions (for example: They are beautiful.).

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Warm Up

•• Ask students to open their books to p. 23. Ask them to look at the title of the report and read it aloud: Bees in danger. Ask What’s the report about? (how and why bees are in danger) Read questions 1 and 2 aloud. Discuss questions 1 and 2 as a class. Ask students to share their ideas.

•• Tell students to think about a kind of animal to write a report on. You could brainstorm animals in danger to help them with ideas. Some popular examples include: tigers, giant pandas, whales and rhinos.

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•• Tell students to read the report and note answers to the two questions. Then ask students to compare answers with a partner before sharing answers with the class.

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Answers: 1 They make honey and they help new plants grow.; 2 Farmers are using more and more chemicals on their plants – the chemicals change the bees’ behaviour, and they collect less pollen.

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•• Value: Care for the environment At this point, you can introduce the value of caring for the environment into the lesson. Say The value of this lesson is Care for the environment. Ask How can we care for the environment? Elicit some ideas. You could extend the activity by asking students in groups to say what they could do at home or at school to help care for the environment. For additional practice, ask students to complete Lesson 6 of the Workbook in class or at home.

2 •• Read the information in the box aloud. Ask What’s a fact? Is it true, or is it an idea that you have? (It’s true.) Ask What’s a heading? Is it at the beginning of a paragraph or at the end? (the beginning) What’s the aim? Is it what the report wants to do? (yes) What are suggestions? Are they things you could do or things you must do? (could do) •• Use the board to show the meaning of circle, underline and arrow. Do step 1 as a class. Hold up p. 23 of the Student’s Book. Read aloud Put a circle around the aim. Ask Where’s the aim? Point to different parts of the text until students agree on the aim. Then draw an imaginary line around the aim.

23a 

•• Ask students to write their reports. Tell them to use the Bees in danger report as a model. Instruct them to include facts and figures. •• You could assign the writing activity for homework. If you ask them to do it in class, break the writing into stages. Here is a possible process: 1 Ask students to prepare ideas. Instruct them to start by writing the aim, for example: This report explains why [elephants are in danger]. Then tell them to write headings, for example: Why are elephants important? Why are elephants in danger? Tell them to write notes to answer the questions in the headings. Students could use their own ideas or research ideas online. 2 Ask students to write a first draft. Encourage them to use of with facts and figures. Include a peer-editing stage after the first draft. Ask students to swap their work with a partner and make comments to correct or improve the report. Tell students to check if of is used correctly with facts and figures, and if facts and figures are used. Tell students to return their work and write a second draft.

Wrap Up •• Tell students to ‘publish’ their work. You could ask several volunteers to read their writing aloud or ask students to swap reports with one another to read and give feedback. Additional Practice: Workbook pp. 18 and 19, Online Practice

SAMPLE COPY, NOT FOR DISTRIBUTION

UNIT 2  Amazing animals

1

Read the report. Answer the questions.

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1 Why are bees important to us?

Reports present information and facts that we have found out by doing research. In a report, we put the information into different sections. Each section has a heading explaining what it is about. The first section is the introduction and describes the aim of the report. The last section gives a conclusion or makes suggestions.

Bees in danger I have heard many people say that they are worried about bees. But I did not know why. This report explains why bees are important and how we can help them.

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Why are bees important?

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1 Put a circle around the aim.

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2 Put an arrow next to a heading. 3 Underline a fact. 4 Put a box around a suggestion.

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Why are bees in danger?

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Farmers are using more and more chemicals on their plants to stop plant diseases. But the chemicals change the bees’ behaviour and they collect less pollen.

Writing skill Using of with facts and figures

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a Read the facts and figures. Underline the word of. 1 A third of all the food we eat depends on bees. 2 There are a huge number of bees in the world.

What can we do about it?

If we only buy food from farms which don’t use chemicals, more farmers will stop using

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3 There are 20,000 different types of bee. 4 Beekeepers in the US lost 33% of their honeybees in 2016.

them. Also, if we allow wild flowers to grow in our gardens, more bees will come.

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b Put of in the space if necessary. A single honeybee makes only one twelfth of a teaspoon of honey in its life. Between 1950 and 2010 the US lost about 50% of its honeybees.

Care for the environment.

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VALUE

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Read the information in the box. Then look at the report and do steps 1–4.

2 Why are bees in danger?

Bees are important because they make honey. They also help new plants grow. When a bee lands on a flower, it gets pollen on its feet. Then, it flies to another flower and leaves the pollen on it. The pollen allows the new plant to make seeds. And seeds make new plants. A third of all the food we eat depends on bees.

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Writing A report

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Workbook, Lesson 6

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A honeybee collects pollen from a flower.

Find out about another animal that is in danger (for example, elephants), or an animal that has already become extinct (for example, dinosaurs). Write a report about it.

UNIT 2 Amazing animals 23 SAMPLE COPY, NOT FOR DISTRIBUTION

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Video

ABOUT THE VIDEO

The video features four children talking about their countries’ national animals. Two of the children, Tracy and Jessica Tran, talk about Vietnam’s national animal, the water buffalo. They explain that water buffaloes are sometimes used on farms and some people even ride them. They also describe some of the other interesting animals that live in Vietnam, such as apes, monkeys and Burmese pythons.

Watch the video. Match the countries (1–4) with the national animals (A–D). Video 2

1 Italy

C

2 India

D

3 Vietnam

A

4 the US

2

C the Bengal tiger

Watch the video again. Tick (✓) the other animals you hear.

✓ ape ✓ bear ✓ bird

✓ elephant

crocodile

✓ dog ✓ dolphin

Video 2

lion

shark

✓ monkey ✓ rabbit

giraffe

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D the water buffalo

leopard

whale

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Complete the table with the animals from Exercise 2.

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B the wolf

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A the bald eagle

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B

India

Italy

Vietnam

the US

monkey

bear, bird, dolphin, rabbit

ape elephant

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dog

Work in groups. Discuss the questions. 1 Has your country got a national animal? What is it? 2 What does it look like? 3 Where do these animals live? 4 What other kinds of wild animals are there in your country?

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SAMPLE COPY, NOT FOR DISTRIBUTION

UNIT 2 Amazing animals

Function 1: Giving advice

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In this lesson, students will: •• watch a video about the national animals of different countries. •• learn more about wild animals. •• describe national animals, wild animals and their habitats.

•• Ask for suggestions of animals from Exercise 2 for each column of the table in Exercise 3 to help get students started. •• Tell students to complete the table with the animals from Exercise 2 individually. Walk around the class, monitoring and offering help if necessary.

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Resources: Video 2, Classroom Presentation Tool, Online Practice

•• Organize the class into groups of four or five. Ask volunteers to read the questions from Exercise 4 aloud.

End-of-unit resources: Anthology Story 1, Anthology teaching notes p. 136, Worksheet 6.2, Unit 2 Test, ExamView Assessment Suite

•• Ask groups to discuss the answers to the questions together. Walk around the class and check that students are working together successfully.

•• Write four of the suggested wild animals on the board. Ask Where do they live? What’s a ‘national animal’? (an animal that is a symbol of a country, for example, bear – Russia)

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Optional Activity

•• Make a list of animals from the students’ countries on the board. Tell students to work in small groups, with each group choosing one of the animals and preparing a short presentation about it, similar to what they saw on the video. If necessary, show Video 2 again to give students ideas on how to structure this.

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•• Ask students to open their books to p. 24, look at the photos and read the names of the national animals and the countries.

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•• Explain to students that they are going to watch a video about the national animals of different countries. Prepare for this by asking students to give examples of wild animals.

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Warm Up

•• Ask groups to report their answers to the class. If you have a variety of nationalities in your class, students will have different answers. Make sure at least one student of each nationality gets to speak. If your students are of one nationality, they need to agree on the national animal. If they are having trouble agreeing on their national animal, suggest they research further to find out.

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•• Play Video 2. Tell students to watch and listen. Then tell them to match the national animals with the countries.

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•• Play Video 2 again so they can check answers. Then go over answers as a class.

The script for Video 2 is available on the Teacher’s Resource Website.

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•• Extra Challenge Tell students to review the second conditional from Unit 2, Lesson 4 by writing a few sentences for each of the four national animals in the video, for example: If I saw a Bengal tiger, I would …

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•• Extra Support Play Video 2 again pausing after each child speaks to allow more time for students to match each national animal with the correct country.

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•• Ask a volunteer to read the animals listed in Exercise 2. Then play Video 2 again. Tell students to tick the box next to each of the animals they hear. •• Ask students to check answers in pairs or small groups. Then ask individuals to list the animals they did or did not hear. If time allows, write Yes and No on the board and ask students to write the names of the animal in the appropriate columns.

•• Guide students by writing the following questions on the board: What does it look like? Where does it live? If it’s got a tail, what does it use it for? Is it in danger? How can we help it?

•• Ask students to find photos or draw pictures of their animal to illustrate their presentation. •• Ask students to give their presentations.

Wrap Up •• Ask students to list as many animals as they can from the video, remember where the animals are from and how the children described them. Additional Practice: Anthology Story 1, Worksheet 6.2, Online Practice

UNIT 2  Amazing animals 24a SAMPLE COPY, NOT FOR DISTRIBUTION

Function 1: Giving advice 4

In this lesson, students will: •• learn and practise phrases for giving advice.

•• Say Think of a problem you’ve got. For example, I’ve got a lot of homework, I’m not feeling well or I’m not on the sports team. When students are ready, put them into pairs. Ask them to take turns saying their problems and giving advice.

•• ask for and offer advice. Resources: Audio Tracks 16–17, Classroom Presentation Tool, Workbook p. 20, Workbook Audio Track 7, Online Practice

•• As students do the activity, walk around and check that they understand the task and are taking turns speaking. Make a note of any errors with the language that you hear.

Optional Activity

•• Write the following situations on the board: School clean-up day School parents’ day Last day of school Class beach day Community football tournament

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•• Draw students’ attention to the form used after each phrase. Say Look at the phrases. Which phrases are followed by to plus an infinitive, which are followed by infinitive without to and which are followed by -ing? Prompt students to notice and answer. (Point out: try + -ing and It’s a good idea to talk.)

•• Extra Support If students can’t think of ideas, start by writing a few phrases on the board that they can use as prompts: I can’t find my … ; My best friend isn’t/doesn’t … ; I want to …

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•• Ask students to open their books to p. 25. Start by introducing the functional language in the green box. Say Look at the green box. Today, we’re going to learn phrases we use when giving advice. Read the expressions aloud, pausing to ask students to repeat after you model them.

•• Extra Challenge Ask students to prepare three or four problems to ask about.

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•• At the end, ask students to share any good advice they received with the rest of the class.

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•• Say I’ve got a problem. I left my [bag/laptop/mobile phone] at home. I don’t know what to do. Pause and wait for students to ask you questions or offer advice. If they offer advice, say That’s a good idea, but … See how many good ideas or suggestions they can come up with.

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•• Ask students to work in small groups. Ask each group to choose one of the events listed on the board. Then ask each group to give advice to the organizer on how to prepare for the special day they have chosen.

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•• Write School clean-up day on the board. Ask What do you think students do on a school clean-up day? Elicit ideas. Use the opportunity to check key words: tidy rooms, pick up litter and empty recycling bins. •• Play TR: 16. Ask students to listen and complete the conversation.

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•• Extra Challenge Ask students to close their books before playing the conversation for the first time. Ask What advice does Jian give Mei? Tell students to listen and say what they understand before doing Exercise 1.

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•• Extra Support Play and pause TR: 16 to give students time to write and to check with a partner.

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•• Play TR: 17. Tell students to listen, check their answers and repeat the phrases. Then put students into pairs and tell them to practise the conversation.

3 •• Read the instructions aloud. Ask students to write advice for each problem individually. Ask for suggestions from the class for the first problem to get students started. For example, say You should study now. It’s a good idea to talk to your teacher. Help students with ideas and vocabulary as they write. Tell students to compare answers in pairs. Then invite students to share their sentences with the class.

Wrap Up •• Ask students to close their books. Write the following prompt words on the board at random: don’t, were, should, try and idea. Organize the class into two teams, A and B. Say a situation, for example, I left my school bag at home. Instruct Group A to give you advice using one of the prompt words on the board (for example, Why don’t you call your mum?). Tell Group B to give advice using a different prompt word. If a group says an incorrect sentence or can’t think of an idea, then the other team gets a point. Read the next situation aloud. Possible situation: My friends don’t want to talk to me./I want a holiday./I don’t like school lunches./I feel sick. After a few rounds, announce which team has the most points and is the winner. Additional Practice: Workbook p. 20, Online Practice

•• Extra Challenge In pairs, tell students to think of and write another piece of advice for each of the problems in Exercise 3. Invite pairs to share their ideas with the class.

25a 

SAMPLE COPY, NOT FOR DISTRIBUTION

FUNCTION 1: Giving advice

Function 1: Giving advice Why don’t you talk to your teacher?

You might try talking to your teacher.

If I were you, I’d talk to your teacher.

It’s a good idea to talk to your teacher.

You should talk to your teacher.

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Listen and complete.

TR: 16

Mei: Help me, Jian! I’ve got to organize the school clean-up day, and I don’t know what to do. Jian: Who organized it last year? Mei: I don’t know. you should Jian: Well, 1 person did.

a good idea

to learn what that

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ask. It’s 2

If I were you

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, I’d put it on the school calendar. Everyone sees that.

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Jian:

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Mei: OK. I’ll ask Ms Chang. But I need to get started today. How should I tell other students about the event?

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Mei: Great idea!

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why don’t Jian: And 4 you get students to clean before the event? Put signs on the rubbish bins to remind students not to drop litter. I can help you with that.

Mei: That’s clever. If we start keeping the school clean, there will be less work to do on clean-up day. you might try

talking to teachers. Ask them to

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Jian: That’s right! And one more thing, 5 tell their classes about the day. Mei: Good advice, Jian! Thank you.

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Listen, check and repeat.

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Give advice for the problems below. Use a different phrase each time.

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TR: 17

1 I’ve got three exams tomorrow and I haven’t studied for them.

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2 My best friend is ill.

3 I want to make new friends at school.

4 My parents said I can’t play computer games for a week.

5 People in my family never remember to recycle.

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Think of a task or a problem you’ve got. Ask a partner for advice.

FUNCTION 1: Giving advice 25 SAMPLE COPY, NOT FOR DISTRIBUTION

Protecting our oceans: Niue and Chile Niue, a very small island in the Pacific Ocean, has made one new marine reserve, and Chile, in South America, has made two. Both countries want to protect the oceans around them for the future and for the rest of the world. Only 1,600 people live on the island of Niue, but they, and the people of Chile, have given a very important gift to the world.

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You’re going to watch a video about some new marine reserves which will help protect our oceans. A marine reserve is a nature reserve at sea. It means that the sea, the seabed and all the fish and sea creatures that live there are protected. Sometimes fishing boats damage the seabed, and when people catch too many fish, it also causes problems because there aren’t enough fish left. Now, people will have to stop fishing in the marine reserves.

communities in order to establish some of the largest marine reserves in the world. The two places mentioned in the video are Niue, an island country in the South Pacific Ocean, 2,400 kilometres northeast of New Zealand, and Chile, a South American country occupying a long, narrow strip of land between the Andes to the east and the Pacific Ocean to the west. In 2017, Niue’s government announced a protected marine reserve extending over 126,909 square kilometres. It includes the island itself, as well as various offshore reefs and a submerged atoll, and makes up 40 percent of the nation’s Exclusive Economic Zone.

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The Pristine Seas project was started in 2008 by National Geographic Explorer-in-Residence Enric Sala. The goal was to explore and help protect the last wild places in the ocean.

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ABOUT THE VIDEO

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Spending weeks at sea, diving thousands of hours, and seeking out some of the least explored and understood places in the ocean, Sala and a small team of scientists and filmmakers have worked to inspire the creation of protected areas around the world where marine life can thrive.

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The Pristine Seas project has worked with country leaders, business leaders, NGOs, and local governments and

A moon jellyfish swims near Cape Horn, Chile.

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SCHOOL TRIP 1

SAMPLE COPY, NOT FOR DISTRIBUTION

School trip 1 In this lesson, students will: •• read about new marine reserves near Niue and Chile. •• use new words to talk about marine creatures. •• watch and respond to a video about marine reserves. •• prepare a class frieze. Resources: Video 3, Classroom Presentation Tool, Workbook p. 21, Online Practice Materials: pencils, pieces of paper, scissors, sheets of cardboard, felt tips or coloured pencils, a map that includes Chile and Niue

•• Play Video 3 a third time and tell students to check answers. Then tell them to compare answers with a partner before going over them as a class. To review answers, invite students to say true or false, and if false, to say why. •• Extra Support Pause the video after each True or False statement is mentioned to allow time for students to answer it. For item 3, pause after and many whales live there too. For item 4, pause after Creatures like this amazing octopus … For item 5, pause after People will have to stop fishing in these areas.

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•• Put students into pairs. Allow time for them to take turns describing and guessing two or three creatures each. •• Extra Challenge Ask students to write a short description of two of the creatures.

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•• Say Let’s think about protecting our oceans. What can we do? Listen to students’ ideas and write some on the board: stop fishing, stop looking for oil, stop putting plastic in the sea and stop boats and people from visiting.

•• Go over the instructions. Then say It’s long and thin. It’s got eyes, but it hasn’t got fins, claws or tentacles. What do you think it is? Ask students to guess before saying It’s a sea snake.

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•• Write the phrases marine reserve and protect our oceans on the board. Say Today, we’re going on a school trip. We’re going to see some marine reserves. To teach the meaning of marine reserve, ask questions: If something is marine, is it on land or in the ocean? (in the ocean) If a place is a reserve, does it protect plants and animals inside it? (yes) Can you fish in a reserve? (no) Can you look for oil and gas? (no)

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Warm Up

•• Make sure that students understand the meanings of the words in the box. Hold up the Student’s Book and ask questions. For example, say Look at the sea lion. Has it got claws? (no) What about crabs? (yes) Point to the claws.

Introduce the Topic

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•• Leave the ideas on the board. Say Today, we’re going to watch a video about marine reserves. Let’s see how they can protect the oceans.

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•• Ask students to open their books to pp. 26–27. Read the title aloud and say Protecting our oceans: Niue and Chile. Ask Where’s Niue? Where’s Chile? If students don’t know, say Niue is an island in the Pacific Ocean and Chile is a country in South America. Use a map to show the countries. Remind them that they learnt about Science Buses in Chile in Unit 1.

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•• Read the text aloud. Pause after stop fishing in the marine reserves and check difficult words. Use gestures to show ocean floor by pointing to the floor and using your arm to show the wavy sea above it. Ask Is the ocean floor at the top or bottom of the ocean? (bottom)

•• Read the instructions and the questions aloud. Then allow time for students to discuss the questions in pairs. Go over answers as a class.

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Script for Video 3 The tiny island of Niue in the South Pacific is helping to look after our oceans. This means that creatures like this sea snake and thousands of others, will be protected for the future. The seabed and coral, like this, will become part of a huge marine nature reserve – nearly 127 thousand square kilometres of ocean. The area includes one of the best habitats in the world for reef sharks and many whales live there too; and the good news is that there are now more marine reserves. Chile, in South America, has created two new reserves. They cover over four hundred square kilometres of ocean and they’re fully protected. Now, crabs like these … and sea lions like these … will be able to survive. People will have to stop fishing in these areas. Creatures like this amazing octopus and this moon jellyfish will be protected. These new reserves are special environments for lots of different creatures, some that don’t live anywhere else in the world. National Geographic’s Pristine Seas Project helps to look after the reserves. Pristine means ‘very clean’. If we look after the sea and keep it clean, we’re helping to protect our planet and the creatures that live there for the future.

•• Say Let’s visit the marine reserves. Play Video 3. Tell students to watch it the whole way through and enjoy it. •• Read the instructions and the items aloud. Encourage students to mark T or F in pencil next to each sentence; however, reassure them that they will have time to watch the video again and check their answers. •• Then play Video 3 again. Tell students to complete the activity individually.

  SCHOOL TRIP 1 26a SAMPLE COPY, NOT FOR DISTRIBUTION

School trip 1 •• End by asking wrap-up questions about the video.

4 Project •• Ask students to work in groups. Direct their attention to the blue project box at the bottom of p. 27. Read the instructions aloud. Make sure that students have the necessary materials to complete the project. Each group should have the following materials: a pencil, a piece of paper, a pair of scissors, a sheet of cardboard and felt tips or coloured pencils.

Additional Practice: Workbook p. 21, Online Practice Script for TR: 18 Grandmother: So, tell me, Sophia, how is school going? Child: It’s going really well. I like my teachers and I’ve got some very nice friends too.

•• Before students begin, clearly explain what you want to see in their project. Point out that you are looking for the following: •• correct language •• good research and accurate information •• neatness •• creativity

Grandmother: That’s great – tell me about them. Child: Umm, OK … Actually, I’ve got some photos of them on my phone. Would you like to see them? Grandmother: Of course, I’d love to!

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Child: She’s the girl in the dark grey T-shirt.

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Grandmother: Oh, so she plays the flute. Child: Yes, she’s really good … And here’s another photo. These are my friends Tom and Marco. We’re in the school science club together. Grandmother: That’s very nice! It looks like they’re taking exercise.

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•• Tell the class that they are now going to put the information and pictures of their creatures together on one large piece of paper to make a frieze. Tell them that first, they need to decide on a name for the frieze. Tell students to brainstorm ideas and then vote on the best one. Invite volunteers to write the title at the top of the large piece of paper.

Grandmother: I see … that’s a nice photo. Which one is she?

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•• After groups finish drawing and writing the information about their marine creatures, invite a volunteer from each group to present their creature to the class, reading the title and information aloud and displaying the pictures.

Child: OK, here’s a photo of my friend Sarah … She’s doing her music practice.

•• As a class, decide where each of the creatures should go. Ask a volunteer from each group to attach the picture and information about their creature to the paper.

Optional Activity

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•• Draw an imaginary marine creature on the board. Make it thin or fat, long or short, with claws, tentacles or fins. Say This is my marine creature. Then describe it. For example, say It’s long and thin with big fins. It’s got a small head, big eyes and a long tail.

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•• Put students into pairs. Say Draw your own marine creature. Make it amazing. But don’t show it to your partner. Make sure each pair has a pencil and paper. Note: You may want to hand out a blank piece of paper for each student to draw on. •• Ask students to draw their marine creatures. Then tell students to sit back-to-back. Tell one student to describe his/her creature. His/Her partner draws it on the other side of the piece of paper. Say Listen carefully and draw the creature you hear. Once both students have described and drawn a marine creature, tell them to show each other their pictures. Find out if any students drew marine creatures that were similar to the originals.

Wrap Up •• Write some of the new words from this lesson on the board: octopus, shark, claw, fin, huge, teeth and tentacles. Point to the first word (octopus) and ask a student to act out the word. Invite different students to act out or show each word on the board.

27a 

SCHOOL TRIP 1

Grandmother: OK, and is this Marco in the striped T-shirt? Child: Yes, it is.

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•• When all of the pictures have been added to the frieze, display it somewhere in the classroom or somewhere else in the school where other students can see and enjoy it.

Child: Yes, they are – they’re playing football. Tom’s the boy in the blue T-shirt.

Grandmother: He looks fast! Child: He is! He’s a very good football player! … OK, and here’s another photo. Grandmother: Let me see … Is this your school? Child: Yes, and my friend Carla’s in this photo. She’s arriving at school – on time of course! Grandmother: And how about you? Do you arrive at school on time? Child: Yes, Grandma. I always arrive on time … and sometimes I’m early! Grandmother: I’m sure! So, tell me about your friend, Carla? Which one is she? Child: She’s the girl in the pink T-shirt. She’s in my maths class. Oh, and her mum’s an art teacher at our school. Grandmother: Really? Is she your art teacher? Child: No, Mr Jones is my art teacher. Grandmother: Aha. And do you like him? Child: Yes, he’s a good teacher and a great artist … Well, that’s all of the photos I’ve got. Grandmother: Thanks, they’re great photos. Now, how about lunch? Child: Yes – I’m hungry! Grandmother: Good – me too!

SAMPLE COPY, NOT FOR DISTRIBUTION

School trip 1 1

Marine reserves are nature reserves at sea. They’re important because they protect the seabed and the fish 1 What are marine reserves and why are they important? and sea creatures that live there.

Read the text. Discuss the questions.

2 What kinds of fish and other sea creatures do you think you’ll see in the video? Make a list. Answers will vary. 3 Why is it important to protect marine reserves from fishing boats and fishing? Because sometimes

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Watch the video. Write T (true) or F (false). Correct the false Video 3

1 There’s a sea snake at the beginning of the video. T 2 The island of Niue is in the North Atlantic. F (in the South Pacific)

fishing boats damage the seabed, and when sentences.people catch too many fish, it causes problems because there aren’t enough fish left.

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3 The marine reserve is a very good habitat for sharks. T

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4 There’s an octopus in the video. T

5 People will be able to go on fishing in the reserves for as long as they like. F (People will have

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to stop fishing in the marine reserves.)

eyes

huge

long

small

sea snake

crab

teeth

thin

tentacles

whale

octopus

reef shark

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sea lion

fin

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claws

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Work in pairs. Take turns to describe a sea creature from the video for your partner to guess. Use the words in the box to help you.

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6 Pristine means very large. F (very clean)

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PROJECT Prepare a class frieze. Work in groups. Choose a sea creature from Exercise 3. Draw a picture of it and cut it out. Do some research and write some information to go next to your picture. Then prepare a class frieze. Decide on a title for the frieze and display it in school.

Here are some questions to help you with your research: 1 What does the sea creature look like? 2 Where does it live? 3 Is it in danger? 4 What does it need to survive?

SAMPLE COPY, NOT FOR DISTRIBUTION

SCHOOL TRIP 1

27

Review 1: Units 1–2 Listen and draw lines. There is one example. Harry

Carla

Marco

Tom

damage damage

1 Cutting down trees can

2 Fish, whales and dolphins live in the 3 Dinosaurs became

extinct

disappear

extinct

the environment. ocean

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ocean

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creatures

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Complete the sentences with the words from the box. artist

a long time ago. There aren’t any now.

4 If we don’t take care of the planet, many more kinds of animals will 5 Zookeepers look after many kinds of

creatures

disappear .

like elephants, lions and tigers. artist

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6 My sister likes to paint and draw. She wants to be a(n)

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Sarah

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Maria

TR: 18

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Complete the sentences. Use will or be going to. Then write two sentences using the present continuous for future. 1 This weekend, we ’re/are going visit the lions at the zoo. to

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2 I’m not sure where I want to go on holiday. I think I 3 The teachers are sure their students

’ll/will

’ll/will

go to Egypt.

remember the information.

4 Elsa found baby turtles on the beach. She ’s/is going to look after them. ’ll/will

give you advice about the future.

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5 Do you need help? They

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Complete the conditional sentences. 1 If I saw a tiger in the wild,

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2 If I see rubbish on the floor,

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3 If I drink bottled water,

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4 If I worked on a wildlife reserve,

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5 If I could choose any pet,

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SAMPLE COPY, NOT FOR DISTRIBUTION

REVIEW 1: Units 1–2

Review 1: Units 1–2 3

In this lesson, students will: •• review vocabulary and grammar from Units 1 and 2. Resources: Audio Track 18, Classroom Presentation Tool, Workbook pp. 22–23, Workbook Audio Track 8, Online Practice

•• Read the instructions aloud. Ask students to complete the activity individually. Tell them to compare answers in pairs before going over them as a class.

4 •• Read the instructions aloud. Tell students to complete the activity individually. Walk around and monitor. Help with ideas and vocabulary if necessary.

Challenges Students tend to rush to match after the first sentence they hear, but some descriptions will be similar, so they need to listen carefully to the whole description. Remind them there will be a pause for them to draw the line. Performance Descriptor

•• Ask students to reflect on what they have learnt in the first two units. Write the sentence stems below on the board. Ask students to copy and complete them.

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The most interesting thing I learnt was … ; My favourite photo in these units is … because … ; I was surprised to learn that … ; I liked talking about … •• Invite students to share their completed sentences with the class. Additional Practice: Workbook, pp. 22–23, Online Practice

Workbook Review 1, Exercise 1

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•• Can understand some simple spoken descriptions of people and events

Wrap Up

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Flyers Listening Part 1 Students look at a big picture of people doing different things. They listen to a conversation and match five of the names around the picture to people by drawing lines. The conversation might mention activities, physical appearance and/or location. There is an extra name and at least three extra characters that they do not need. This part is testing understanding names and descriptions.

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Task Guidance Notes

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•• Familiarize Ask students to look at the photo scenes. Ask What are they doing? for each scene. Choose a character in one scene and describe him/her for the class. For example, describe his/her actions, clothes and location. Ask Who is it? Then ask students to look at each character and think silently of all the words they know. Then ask them, in pairs, to write as many words as they can for each character in each scene. Go over the words with the class and make a list on the board.

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•• Look at the names with the class. Read each name aloud and ask students to repeat. Go over whether it’s a girl’s or boy’s name.

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•• Make sure students understand the instructions. Play TR: 18 until the end of the first character description but show them you are not drawing. Draw the line when the description is complete so they understand that they should listen to the whole description. •• Remind students that there are extra names they do not need. Play the rest of TR: 18. Tell students to complete the activity individually. Play the recording again for students to check answers. Then check answers with the class. •• Personalize Ask students, in pairs or small groups, to take turns describing a classmate. Tell the rest of the group to guess who it is. Monitor and help if necessary. For the script for TR: 18, see page 27a.

2 •• Read the instructions aloud. Do the first item as a class. Then tell students to complete the activity individually. Ask students to compare answers in pairs before going over them as a class.

Task Guidance Notes Flyers Listening Part 4 Students listen to five short, separate conversations and choose the correct answer from three pictures for each question. The pictures are very similar, so students need to listen for details. This part is testing understanding of specific information. Challenges Each conversation has some distractors, so all three options are mentioned, but only one is the correct answer. Remind students to listen to the whole conversation before choosing an answer. Performance Descriptor •• Can understand simple conversations on everyday topics

•• Read the context with the class. Make sure they understand the instructions. Then read the questions with the class. Ask them, in pairs, to underline the key words in each, for example: question 1 tomorrow, question 2 Wednesday and so on. Check answers with the class. •• Ask them to read again, looking at the options. Point out that they may hear words from all three options but only one answer will be correct. •• Collaborate Ask students, in pairs, to think of the words for what they can see in the options, for example, 1 painting, insects and so on. •• Play TR: 8 and tell students to complete the activity individually. Play TR: 8 again for students to go over answers. Then go over answers as a class. •• Reflect Give each pair a copy of the script for TR: 8. Tell them to underline the words that give the answer to each question. Check answers as a class.

  REVIEW 1: Units 1–2 28a SAMPLE COPY, NOT FOR DISTRIBUTION

UNIT

3 Working outdoors In this unit, students will:

Language

Twenty-First Century Skills

•• talk about outdoor jobs.

Vocabulary gardener, lifeguard, marine biologist, mechanic, mountain guide, painter, photojournalist, tennis coach; fashion, keeper, mural, wonder

Collaboration Work together to brainstorm a list of jobs and describe them, Unit Opener

•• use indefinite pronouns to talk about people, things and places. •• use question tags to check information, ask for agreement, be friendly and make conversation. •• read about unusual jobs. •• chant about different jobs.

•• Question tags to check information, ask others if they agree, be friendly and make conversation

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In the Unit Opener, students will: •• respond to a photo showing scientists on Mount Etna.

of saying ‘inside’. Then ask Can you give me an example of an indoor job? Can you give me an example of an outdoor job?

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•• brainstorm all the jobs they know in English.

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•• identify the value Stay safe.

•• talk about jobs people do indoors and outdoors.

•• give their opinion about working indoors or outdoors. Resources: Home School Connection Letter, Classroom Presentation Tool

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•• Organize the class into groups of five or six. Say Each group needs to take turns saying a job in alphabetical order – for example, actor, banker, cook. Say Group 1 – your letter is A. Think of a job. You’ve got twenty seconds. Talk together. Wait twenty seconds. Then say OK. What’s your job? Then say Now Group 2 – your letter is B. You’ve got twenty seconds. Tell groups to think of and then say jobs in alphabetical order, clockwise around the class. If a group can’t think of a job in twenty seconds, they’re out. If students are struggling during their thinking time, act out one or two jobs to help – this is fun!

Use the Photo •• Ask students to open their books to p. 29. Focus their attention on the photo. Read the caption aloud. Then direct students to the first set of questions labelled 1 and 2. Read each question aloud and elicit ideas from the class. See the About the Photo box for answers to the questions. •• Organize the class into groups of four or five. Review the meaning of indoors and outdoors by pointing to ‘inside’ the classroom and ‘outside’ the classroom. Say Outdoors is another way of saying ‘outside’. Indoors is another way

29a 

Critical Thinking Use information from a text to answer questions, Lessons 3 and 6

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•• watch a video about National Geographic Explorer and wildlife biologist Douglas Krause and his work with penguins.

Introduce the Theme

Creativity Write a new verse for the chant, Lesson 5

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•• write a description of a job.

Communication Discuss which jobs are most interesting, Lesson 1

Grammar •• Indefinite pronouns to talk about people, things or places we don’t name

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•• listen to an interview with National Geographic Explorer and marine biologist Jónína Herdís Ólafsdóttir.

•• Say Work in your groups to make a list of jobs. Say One student in each group is the secretary. Choose your secretary. Ask ‘secretaries’ to put up their hands. Say It’s your job to write down your group’s ideas. Set a short time limit (around four minutes). Walk around the room, monitor and check how students are doing. Help students if necessary by prompting. For example, prompt by using gestures, pictures or descriptions (for example, act out being a waiter or a scientist). If they have ideas but are getting the words wrong, say the correct word. After four minutes, find out which group has the longest list. Ask that group to come to the board and write their list of jobs. Other groups can then add other jobs they thought of. •• Once you’ve got a list of jobs on the board, ask students, in their groups, to discuss the other questions in 1 and 2. After they finish, ask students to say which indoor or outdoor jobs they would like and why.

TEACHER TIP To help with classroom management, it is useful to establish some signals that everyone in the class understands. For example, when you need students to stop talking and pay attention, you can put up your hand and ask students to put up their hands with you. Do this until everyone stops talking and pays attention to you. Once everyone is quiet, begin talking. Using signals like this will help students learn to pay attention and make it easier for you to manage your class and the transition from one activity to the next.

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UNIT 3  Working outdoors

Working outdoors

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ABOUT THE PHOTO

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This photo was taken on Mount Etna, the largest active volcano in Italy. It’s on the island of Sicily. It’s almost constantly active and there are regular eruptions. The men in the photo are scientists or volcanologists. They are using advanced technology to study and monitor the volcano. For example, they use thermal imaging, lava flow mapping and drones to take photos. All of this technology is helping them better understand the volcano.

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Scientists study Mount Etna, a volcano in Sicily, Italy.

Look at the photo. Discuss the questions. 1 Where are these men? What are they doing? 2 What is their job? Do you think their job looks interesting? Why? / Why not?

Work in groups. Make a list of as many jobs as you can in English. Then discuss the questions. 1 Which jobs do people do indoors? Which jobs do people do outdoors? Which jobs do people do indoors and outdoors? 2 Would you like to work indoors or outdoors? Why?

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ABOUT THE PHOTO

Jónína Herdís Ólafsdóttir is an Icelandic marine biologist and National Geographic Explorer. Her love for the underwater realm shapes her research interests and she is currently focusing on mapping biodiversity in groundwaterfilled fissures in Iceland.

Listen and repeat. Then say which job you think looks TR: 19 the most interesting.

gardener

lifeguard

marine biologist

mechanic

mountain guide

painter

photojournalist

tennis coach

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Complete the sentences with the jobs from the box. There are two jobs you don’t need. gardener

lifeguard marine biologist

mountain guide 1 A

painter

2 A

gardener

painter

photojournalist

mechanic

tennis coach

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paints walls, bridges and buildings. looks after plants and flowers.

4 A

mechanic

5 A

lifeguard

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3 A photojournalist takes photos for news stories.

fixes cars and electrical equipment. checks that people on the beach are safe.

Listen to the interview with Jónína Herdís Ólafsdóttir. TR: 20 Circle the correct answer (A–C).

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6 A mountain guide leads groups of walkers and climbers.

1 Jónína is not a . A marine biologist

3 She has to dive into A lakes

B scientist

B laboratories

C lifeguard

C the sea

2 She’s studying A plants

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B very small creatures

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4 If we study living things, we A can learn more about our planet B will know exactly what will happen in the future

C rocks

C can change our climate

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. Marine biologist and National Geographic Explorer, Jónína Herdís Ólafsdóttir scuba dives in Iceland.

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UNIT 3 Working outdoors

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3 •• Use the Photo Focus students’ attention on the main photo. Ask some questions about Jónína Herdís Ólafsdóttir.

•• listen to an interview with marine biologist and National Geographic Explorer Jónína Herdís Ólafsdóttir. Resources: Audio Tracks 19–20, Classroom Presentation Tool, Workbook p. 24, Workbook Audio Track 9, Online Practice

Warm Up •• Write -er and -ist on the board. Ask students to brainstorm jobs ending with -er or -ist. Write the jobs on the board.

1 •• Ask students to open their books to p. 30. Focus their attention on the small photos and names of the jobs in bold. Play TR: 19 and tell students to listen and repeat. Ask Which job looks most interesting? Why? Listen to students’ answers and reasons.

•• Tell students to read through the sentences and answer options. Ask students what topics they think will be discussed in the interview. •• Play TR: 20. Tell students to complete the activity individually. Then go over answers as a class. •• Listening Strategy: Predicting Before listening, encourage students to predict the content by looking closely at the task and thinking about what topics will be discussed. Script for TR: 20 Presenter: Hello and welcome to our programme about unusual jobs. Today we’re going to meet someone who has to work in some very cold and wet places. She is a marine biologist, a scientist, a cave diver and a National Geographic Explorer. Her name is Jónína Herdís Ólafsdóttir, and she’s from Iceland. Welcome, Jónína!

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•• learn about outdoor jobs.

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In this lesson, students will:

Jónína: Thank you.

Presenter: Tell us about what you do every day.

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Jónína: Well, I put my drysuit and diving equipment into the car and drive to the water. I study very small creatures that live in between the rocks here in Iceland.

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2 Task Guidance Notes

Presenter: How do you find the creatures?

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Flyers Reading & Writing Part 1 Students read fifteen definitions and choose the correct word from a set of ten. This part is testing understanding of words and ability to copy them accurately.

Performance Descriptors

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Challenges Students can sometimes find this task hard because it uses several lexical sets. Help them to become familiar with vocabulary in different areas of lexis so they have a good resource to draw on. They also need to take time to check that they have copied the word(s) correctly, including an article (a, an) if this is given, or plural forms. •• Can understand simple, written descriptions

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•• Can copy words and phrases

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•• Familiarize This activity practises matching jobs to definitions. Students will need to understand that definitions usually refer to purpose or function. Give a short definition of purpose for a word from Units 1, 2 or 3. For example, say Ocean – This is a large sea we can sail across to get to other places. Then ask some students to say similar definitions with objects in the classroom. Point out definition language, for example, you rather than we, This/These rather than It’s/They’re. •• Look at the word box with the class. Point out that there are two extra words. To help them understand that they need to think around each vocabulary item in the test, ask them to cover the definitions and think of one word they associate with each job, for example, painter/paint. •• Read through the definitions in the activity with the class. Ask students to complete the activity individually. •• Own It! Ask students, in pairs, to write three definitions for objects in Units 1, 2 or 3. Monitor and help. Then ask them to swap with another pair and write the answers. Tell them to check together.

Jónína: I have to dive into deep lakes with caves full of water and collect the creatures from the rocks. Presenter: Is the water very cold? Jónína: Yes, it’s VERY cold! That’s why I need a drysuit. When you go diving in a drysuit, no water gets inside the suit, so you stay warmer. When you come out of the water and take the suit off, all the clothes you are wearing are still dry. Presenter: Is there anyone else there? Jónína: Oh yes, it would not be safe to go alone. You always need someone else there. Presenter: How long do you stay in the water? Jónína: Usually about 45 minutes. Presenter: What do you do with the creatures? Jónína: I take them back to the science laboratory. We look at them under the microscope, we count them and study them. Then we make lists of the different types of creatures. Presenter: And why are you doing this? Jónína: If we study living things, even very small creatures like this, we can learn more about how our planet works, for example, how the climate is changing. Presenter: Do you like your job? Jónína: I love it. I think it’s really important. No one knows exactly what will happen in the future, but studying living creatures can help.

Wrap Up •• Play Charades. Students act out jobs and their classmates try to guess. Additional Practice: Workbook p. 24, Online Practice

UNIT 3  Working outdoors 30a SAMPLE COPY, NOT FOR DISTRIBUTION

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students to compare answers in pairs before going over them as a class. •• Value: Stay safe At this point, you can introduce the value of staying safe. Say The value of this lesson is Stay safe. Write the word safe on the board and check its meaning (‘not in danger’). Ask How can we be safe at school? Elicit ideas. (don’t run, don’t push, be careful when opening a door, and so on) To extend the activity, ask students in groups to choose one of the situations below and think of ways of being safe there (possible situations: near a main road, near a river, at the beach or on a bus). For additional practice, ask students to complete Lesson 6 in the Workbook in class or for homework.

In this lesson, students will: •• use indefinite pronouns to talk about people, things or places we don’t name. •• identify the value Stay safe. Resources: Classroom Presentation Tool, Workbook pp. 25 and 29, Online Practice Materials: handouts (or a projected copy) of the story in the Wrap Up activity

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•• Ask students to open their books to p. 31. Go through the explanation in the green grammar box. Then ask volunteers to read the example sentences aloud.

•• Extra Challenge Ask students to make up their own complete sentences using indefinite pronouns. •• Extra Support Write a few possible sentence endings on the board (for example, chocolate, the news, likes football, fridge and be late). Ask students to match the sentence halves before thinking of their own ideas.

Optional Activity •• Write the following sentences on the board:

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•• Check students’ understanding of the meaning and form. Write someone, something and somewhere on the board. Then ask comprehension-check questions for understanding and form:

•• Ask students to work in pairs. Say Look at 2 to 5 and talk about how to complete the sentences. After they finish, ask different pairs to read whole sentences aloud.

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•• Ask students, in pairs, to decide if the sentences are true or false. Then reveal the answers.

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1 Everyone in the world speaks some English. (False, but most people do!) 2 No one speaks the language called Manx. (True. Manx was spoken on the Isle of Man in the UK for thousands of years, but the last speaker died in 1974.) 3 Someone in the world speaks 50 languages. (True. Ziad Fazah from Liberia can speak 58 languages including Arabic, Polish, Thai, Urdu and Norwegian.)

•• Model the activity by saying Everyone likes … Then pause before saying, for example, chocolate/going on holiday to encourage students to finish the sentence for you. Invite three or four students to make suggestions.

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•• Write the following sentences on the board:

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Are we talking about people, things or places? (someone = people; something = things; somewhere = places)

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Do we say what the people, things or places are? (no) How many is no and every? (no = 0; every = all) What words can we use in place of some? (no, every or any)

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Do we use any in affirmative or negative statements? (negative)

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Do we use is or are with indefinite pronouns? (is – for example, No one is in the water.)

2 •• Ask students to read the text for comprehension first. Ask What does a lifeguard do? (He/She checks that everyone is safe and checks for dangers in the water and on the beach.) •• Ask students to circle the correct answers. Say Look at 1. Is it anyone or no one? (anyone) Why? (because it is a question) Hold up the page in your book and point to the sentence in Exercise 2 and then to the rule in Exercise 1. Show students that they should think of and refer to rules to do this activity. Say Now circle the best answer for 2 to 8. Tell students to complete the activity individually. Then tell

31a 

1 No one likes homework. 2 Everyone goes to bed before ten on weekday nights. 3 Someone’s hungry. 4 No one wears a watch. 5 Everyone likes football.

•• Tell students to work in pairs. Ask them to decide if the sentences are true or false about students in the class. Then ask students to form questions (for example, Do you like homework?) and then stand up, walk around and ask their classmates. After four minutes, ask students to sit in pairs again and say whether (based on their survey) the sentences really were true or false.

Wrap Up •• Start by showing the following on the board, using a projector or on a handout given to students: Once upon a time, there were four people … Their names were Everyone, Someone, Anyone and No one. There was an important job to do at school. Everyone was sure that Someone would do it. Anyone could have done it, but No one did it. When No one did it, Everyone got angry because … it was Everyone’s job! Everyone thought that Someone would do it, but No one thought that No one would do it …

•• Read the story aloud and ask students to listen. Ask Who did the important job in the end? What did you think of the story? Is it true in real life – do people do this at your school? Additional Practice: Workbook pp. 25 and 29, Online Practice

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UNIT 3  Working outdoors

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Study the grammar box. Indefinite pronouns We use indefinite pronouns to talk about people, things or places we don’t name. She’s looking at something under the microscope. No one is in the water. It’s very cold! We usually use anything, anyone and anywhere for questions and negative statements. Is there anyone in the science laboratory?

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Circle the correct answer.

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I don’t know anything about Iceland.

We’re at the beach today. Is there 1anyone / no one in the

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water? No, there isn’t because there’s 2no one / anyone at the

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lifeguard station now. Usually, the lifeguard is there to check that 3everyone / someone and 4everything / anything is safe in the sea and on the beach. The lifeguard watches people in the water to check there isn’t 5anything /

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anywhere dangerous happening and he or she makes sure there is 6nothing / something on the beach that might

cause a problem. If 7something / nothing goes wrong, or someone / no one is in trouble, the lifeguard comes to the

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water. It’s important to stay safe!

VALUE Stay safe.

Workbook, Lesson 6

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rescue. If there isn’t a lifeguard at the station, don’t go in the

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Work in pairs. Discuss ways to complete the sentences. 1 Everyone likes … 2 No one wants to … 3 Is there anyone here who … ? 4 I’m hungry. Is there anything in the … ? 5 There’s nothing on TV except …

UNIT 3 Working outdoors 31 SAMPLE COPY, NOT FOR DISTRIBUTION

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Reading

Look at the photo. Discuss the questions.

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1 What do the rhino keepers do?

1 What do you think this man has to do for his job?

2 What do mural painters do?

2 Do you think you would like to do his job? Why? / Why not?

They paint places like walls.

3 How do mural painters help cities and towns? They help make cities and towns more beautiful.

3 Do you think his job is easy or difficult? Why?

Listen and read.

4 What do ‘cool hunters’ do? 5 What might be difficult about being a ‘cool hunter’? It’s hard to stop working.

TR: 21

How would you like to be a … ?

ni Yusuf, a rhino keeper at the Lewa Wildlife Conservancy in Kenya, resting with baby rhinos

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Mural painter Do you like painting and being outdoors? If your answer to both these questions is ‘yes’, then the job of mural painter might be perfect for you! Some places, like walls in cities, can look quite boring and ugly because they’re grey. But when mural painters paint them with big colourful pictures, they look amazing! Mural painters have a great job. They make walls into art and help make cities and towns look more beautiful!

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Rhino keeper Do you enjoy looking after animals and being outdoors all day? If you do, then maybe you’d enjoy being a rhino keeper. A team of rhino keepers in Kenya looks after some special white rhinos. The team protects the rhinos to make sure they don’t become extinct.

Work in pairs. Discuss which job you would like to do and why.

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Read again. Answer the questions.

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‘Cool hunter’ Are you interested in clothes and fashion? Do you wonder why some new things are popular and ‘cool’ and some are not? Would you enjoy walking around, looking at what people are wearing and finding cool new places? Would you like to talk to people about the things they like and then write about them? This is what ‘cool hunters’ do. They find new people with good ideas and help them become famous. To be a ‘cool hunter’, you need to learn different languages and enjoy talking to people. The only problem is that it’s hard to stop working. You have to pay attention, because things can be cool one day but ‘uncool’ the next! New words: keeper

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mural fashion wonder

ABOUT THE PHOTO

Lewa Wildlife Conservancy in northern Kenya in east Africa was once a cattle ranch. It became a guarded black rhino sanctuary in 1995, and it is now the headquarters for a non-profit wildlife conservancy, which has gained a world-wide reputation for extending the benefits of conservation beyond its borders. Both black and white rhinos are protected from poachers. Rhinos have become endangered because poachers kill them for their horns.

SAMPLE COPY, NOT FOR DISTRIBUTION

UNIT 3 Working outdoors

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3 •• Give students time to read through the questions. Ask What can you remember from the first reading? Then tell students to read the text again and find information to answer the questions. Ask students to compare answers in pairs. Then go over answers as a class.

In this lesson, students will: •• read about unusual jobs. •• talk about what job they would like to do and why. Resources: Audio Track 21, Classroom Presentation Tool, Workbook p. 26, Online Practice

Answers:

Materials: photos of interesting jobs

4 They talk to people about things they like and write about them. They find new people with good ideas and help make them famous.

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•• Extra Support Support students by breaking down the task. Read question 1 aloud. Then say Look in the first paragraph, find answers and check with a partner. Give students a minute. Then ask the question and invite pairs to answer. Then repeat the process for questions 2–5.

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•• Say Now we’re going to read about three more unusual jobs.

•• Extra Challenge Ask students to write three more questions about information in the text. At the end, ask students to ask their questions to the class. See if the class can answer them.

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•• Start by showing three photos of interesting jobs (for example, a clown, an astronaut and a zookeeper). Ask What are the names of these jobs? What do people do in these jobs? Which is the most interesting job and why? Ask What adjectives describe the jobs? (easy, difficult, boring, interesting, fun, and so on)

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Warm Up

1  They look after rhinos and protect them.

Optional Activity

•• In pairs, ask students to use context to work out the meaning of any new words in the text. Once they work out the meaning, tell them to write a sentence showing the meaning of each word. Tell them to start with the four new words listed below the text and then to find three other words in the text to use in sentences. These could be words that are new to them or words they are not sure about.

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•• Use the Photo Ask students to open their books to p. 32. Focus their attention on the photo and read the caption aloud. Use the photo to clarify the meaning of rhino and keeper.

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•• Tell students to discuss the questions as a class or in pairs.

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•• Start by pointing out the three subheadings (Rhino keeper, Mural painter and Cool hunter). Say We know what a rhino keeper is. But what’s a mural painter? And what’s a cool hunter? Do they sound like good jobs? Why? Ask students to say what they think the jobs are, but don’t tell them because the answers are in the text.

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•• Play TR: 21. Ask students to listen and read the text. To guide students as they read, ask Is the writer speaking to readers who already have an unusual job or might want an unusual job in the future? (might want an unusual job) If you predicted from subheadings, ask students if their predictions are correct.

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•• Help students, if necessary, with the new words listed below the text.

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•• Ask Why do you think the author wrote this text? To give us information or to make us laugh? (to give us information) Look at the first sentence of each paragraph. Is it a question or a statement? (a question) Why does the writer use questions with you? (to make us interested in reading because she is speaking to ‘me’) Who is you? (it is me – the reader) Why are you a typical reader for this text? (Because I’m young and I might be interested in this type of job.)

•• After students write their sentences, tell them to work with a new partner. Tell students to take turns reading their sentences, saying ‘mmm’ in place of the word they are defining. Tell their partner to guess what the missing word is. You will need to model this activity with an example first. So say The mmm protects and feeds animals. What’s mmm? (rhino keeper)

4 •• Ask students to discuss the jobs from the text in pairs. At the end, ask students to say what job their partner would like and why.

Wrap Up •• Do a quick quiz. Tell students to close their books. Ask students if they can remember the following: 1 the place where Yusuf works; 2 the type of rhino that keepers like Yusuf protect; 3 the reason why mural painters paint on city walls; 4 what you need to learn to be a cool hunter. Say these items or write them on the board. Additional Practice: Workbook p. 26, Online Practice

•• Reading Strategy: Understanding the Writer’s Intent and Target Audience Recognizing the writer’s intent is a step towards getting a good understanding of a text. If students know who the writer is writing for (the audience) and the writer’s purpose for writing the text (for example, to give information, entertain or persuade), it will help them become better readers.

UNIT 3  Working outdoors 32a SAMPLE COPY, NOT FOR DISTRIBUTION

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4 •• Read the instructions aloud. Ask students to make a conversation in pairs using their question tags from Exercise 3. It is a good idea to mix students at this stage so they are working with a new partner.

In this lesson, students will: •• use question tags to ask for agreement, be friendly and make conversation.

•• Start by modelling the activity with a volunteer. Say Hello [Maria]. It’s a nice day, isn’t it? Prompt the student to respond Yes, it is and add his/her line if necessary. Then say We’ve got [maths] next, haven’t we? Again, prompt the student’s answer. Ask two more questions and prompt answers. Once students have the idea, tell them to ask and answer questions in pairs.

•• Write the following on the board: You’re … , aren’t you? Choose a student who’s comfortable speaking in front of the class. Then ask question tags. For example, ask You’re in a lesson, aren’t you? You’re [Spanish], aren’t you? You’re studying English, aren’t you? You’re from [Madrid], aren’t you? You’re wearing [a blue shirt], aren’t you? You’re from [England], aren’t you? The student can answer with a simple yes or no. He/She doesn’t need to produce the target grammar at this point.

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•• As students speak, walk around and monitor. Prompt for ideas and help with vocabulary if necessary. Notice errors students make, but don’t correct them immediately. Note them down. At the end of the activity, write three or four errors you heard on the board. Make sure they are anonymous and generic. Change the wording of a phrase, if necessary, to avoid revealing any student identities. Ask students to work in pairs to correct the sentences on the board.

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Warm Up

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Materials: music, handout for the Optional Activity

•• Extra Challenge Ask students to prepare three questions about Jónína Herdís Ólafsdóttir, who was interviewed in the listening passage on p. 30 in Lesson 1.

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Resources: Classroom Presentation Tool, Workbook p. 27, Workbook Audio Track 10, Online Practice

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•• Extra Support Write the possible responses on the board so students can refer to them: Yes, we do./No, we don’t./Yes, it is./Yes, I am./No, I’m not./No, it isn’t./Yes, she is.

•• Now say You’re a rhino keeper … You are … What’s the verb? (are) Is it affirmative or negative? (affirmative) So, what verb do we use in the tag? (are) Is it affirmative or negative in the tag? (negative) Repeat with one or two other sentences.

Optional Activity

•• Write the following on the board (or copy the list onto a handout – one handout per student):

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•• Check students’ understanding of form. Write the following on the board:

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•• Ask students to open their books to p. 33. Read through the explanation in the green grammar box. Then ask volunteers to read the example sentences aloud.

1  He ______ tired, ______ he? 2  You ______ got a new phone, ______ you? 3  She ______ like cheese, ______ she?

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•• Ask volunteers to come to the board and write the correct missing forms in each sentence. Point out how the same auxiliary verb is used and how the verb changes from affirmative to negative.

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•• Read the instructions aloud. Do the first item as a class. Then ask students to complete the activity individually. Ask students to compare answers in pairs. Then go over answers as a class. •• Extra Challenge Ask students to change the sentences so they say the opposite. So, for example, they change She enjoys looking after animals, doesn’t she? to She doesn’t enjoy looking after animals, does she? •• Extra Support If students have problems completing the activity, point out what the abbreviated forms refer to (for example: ’s can be is or has; with like, we use do).

3 •• Read the instructions aloud. Then do the first item as a class. Ask students to complete the activity individually. Tell them to compare answers in pairs. Then go over answers as a class.

33a 

1  You ____________ , don’t you? 2  You ____________ , aren’t you? 3  You ____________ , do you? 4  You ____________ , have you? 5  You ____________ , can you? 6  You ____________ , haven’t you? 7  You ____________ , are you?

•• Tell students to work in pairs. Ask them to copy and complete the question tags in a way they think is true for their partner. For example, they could write You like football, don’t you? Then tell them to take turns asking and answering the question tags in their pairs.

Wrap Up •• Ask three question tags about the text on p. 32 to find out how well students remember it. For example, ask Yusuf works with tigers, doesn’t he? Mural painters work indoors, don’t they? Cool hunters love fashion, don’t they? •• Ask students to stand up. Play music quietly. Tell students to walk around the class. Stop the music. When the music stops, prompt students to take turns asking questions to the person next to them. Instruct them to keep asking and answering questions until the music starts again. Tell students to walk around when the music starts again. Stop the music and tell them to talk to a new partner. Additional Practice: Workbook p. 27, Online Practice

SAMPLE COPY, NOT FOR DISTRIBUTION

UNIT 3  Working outdoors

They look after the rhinos and protect them to make sure they do not become extinct.

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Study the grammar box. Question tags We use question tags to check information, ask others if they agree, to be friendly and make conversation. For sentences with be, have or can, use the same verb in the question tag.

They walk around, look at what people are wearing and find cool new places. They also find new people with good ideas and help them become famous.

A: You’re not a mural painter, are you?

B: No, I’m not.

A: He’s got an interesting job, hasn’t he? A: He can’t work today, can he?

B: Yes, he has!

B: No, he can’t.

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For sentences with most other verbs, use the verb do in the tag. She likes fashion and clothes, doesn’t she?

B: Yes, she does.

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Match the sentences (1–10) with the question tags (A–J). 1 She enjoys looking after animals, H

A haven’t you?

2 You can paint murals, E

B aren’t we?

3 The murals are colourful, D

C does he?

4 He’s got an interesting job, F

D aren’t they?

5 It’s important to stay safe, G

E can’t you?

6 He doesn’t work indoors, C

F hasn’t he?

7 We are going to paint a mural tomorrow, B

G isn’t it?

8 You like fashion and clothes, A, I

H doesn’t she?

9 He’s not working right now, J

I don’t you?

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Watch out: I’m not late, am I? BUT I’m late, aren’t I?

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10 You’ve got some paint, I, A

Add question tags to the sentences. Then write three of your own ideas. 1 It’s a nice day,

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J is he?

2 We have

isn’t it

? don’t we

next,

3 You’re playing tennis at the weekend, 4 That’s a new bag,

isn’t it

? aren’t you ?

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5 Our teacher’s nice, isn’t he/she ?

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Work in pairs. Use your question tags from Exercise 3 to make conversation. It’s a nice day, isn’t it? Yes, it is!

UNIT 3 Working outdoors 33 SAMPLE COPY, NOT FOR DISTRIBUTION

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Chant

Read the chant and guess the missing jobs. Then listen, check TR: 22 and repeat.

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Work in groups. Use the words from the box to write a new verse. all day long tennis coach doesn’t he? doesn’t he? very strong teaches tennis isn’t he? isn’t he?

Divide into two groups, A and B. Group A chants the sentences, Group B chants the question tags. TR: 23 and 24

He’s

She’s a mountain guide, Isn’t she? Isn’t she? She knows the way. She brings you back safe, Doesn’t she? Doesn’t she? At the end of the day!

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Isn’t he? Isn’t he? He grows plants and flowers. He works outdoors, Doesn’t he? Doesn’t he? For hours and hours!

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She’s a mechanic , Isn’t she? Isn’t she? She can help you. She fixes things when they go wrong, Doesn’t she? Doesn’t she? And makes them good as new!

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He’s a lifeguard , Isn’t he? Isn’t he? He can swim and he can dive. He watches the beach, Doesn’t he? Doesn’t he? And he saves lives! She’s a marine biologist , Isn’t she? Isn’t she? She loves the sea. It’s full of fish and creatures, Isn’t it? Isn’t it? That she wants to see!

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ABOUT THE PHOTO

The woman in the photo is mountaineer Pasang Lhamu Sherpa Akita. She grew up in Lukla, Nepal, near Mount Everest. She has climbed the world’s highest mountains (including the two highest, K2 and Mount Everest) and became the first female mountaineering instructor in Nepal. Pasang has worked hard to help people who were affected by the April 2015 earthquake in Nepal. Pasang was National Geographic’s People’s Choice Adventurer of the Year in 2016, largely because of her heroic work helping the victims of Nepal’s earthquake.

Pasang Lhamu Sherpa Akita became Nepal’s first woman mountain climbing teacher and she was National Geographic’s 2016 People’s Choice Adventurer of the Year.

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UNIT 3 Working outdoors

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gardener

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He’s a

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She’s a mountain guide …

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•• Play TR: 23 (with lyrics) or TR: 24 (instrumental only). Decide which of the two tracks you would prefer to play. •• As students listen, tell each group to take turns chanting their part of each verse. Use gestures to prompt students to come in and chant their part at the appropriate time.

In this lesson, students will: •• chant about different jobs. •• write a verse for the chant. Resources: Audio Tracks 22–24, Classroom Presentation Tool, Online Practice

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A tennis coach is good at teaching people how to play tennis, isn’t he? (Yes, he is.) A mechanic takes photos for a newspaper, doesn’t she? (No, she doesn’t.) OK. Who takes photos for newspapers then? (a photojournalist) Mechanics don’t repairs cars, do they? (Yes, they do!) A lifeguard can swim very well, can’t he? (Yes, he can.)

Gardeners work with flowers and trees, don’t they? (Yes, they do.)

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•• Ask students to open their books to p. 34. Focus their attention on the photo. Read the caption aloud. Ask Where’s she from? What’s her job?

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•• Read the first verse of the chant aloud. Then say Read the chant and guess the jobs. Tell students to check answers in pairs.

•• Play TR: 22. As students listen, tell them to repeat each line. Then write the jobs on the board so students can check that they have written the jobs correctly.

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•• Extra Support Play TR: 22 again. Pause after each verse to give students time to fill in any missing answers.

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•• Invite groups to perform the verse for the class. Ask as many groups as time allows. Sample answer: He’s a tennis coach, Isn’t he? Isn’t he? He teaches tennis all day long, Doesn’t he? Doesn’t he? And he’s very strong.

Optional Activity •• Brainstorm some jobs and write them on the board, for example, English teacher, football player, doctor, and so on. Tell students to work in groups. Tell each group to choose a job and write as many sentences as they can about that job in three minutes. For example, for English teacher: She/ He works in a classroom. She/He gives homework. She/He listens to students.

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Gardeners are good at showing people the way up and down mountains, aren’t they? (No, they aren’t.) OK. Who’s good at showing people the way up and down mountains? (a mountain guide)

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A marine biologist works in the ocean, doesn’t she? (Yes, she does.)

•• Organize the class into new groups of three or four. If you have a small class and mixed students for Exercise 2, you may want to leave them in the same groups. Ask students to work in their groups to write a verse of their own using the words in the box. You could elicit the first line (He’s a tennis coach) to get students started.

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•• Review question tags from Lesson 4 and the jobs from Lesson 1. You could do this with a quick quiz. Ask these questions and tell students to give you short answers:

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Warm Up

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•• Extra Challenge Play TR: 23 or TR: 24 again. This time, tell students in Group B to close their books. Say You need to remember and say the question tags. If students can’t remember, keep prompting them. Tell Groups A and B to swap roles and repeat.

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•• Divide the class into two groups. How you do this will depend on the size of your class. With a small class, say A, B, A, B, … while pointing to students. Then say As – stand and move over here. Bs – stand and move over here. Point to where you want students to go. Then say Now, sit down in your new groups. Dividing the class mixes students up and gives them a real sense of being in a new group (of four, five or six students) to do the activity. If your class is large, simply use your arm to make an imaginary line down the middle of the class. Then tell one half they are Group A and the other half they are Group B.

•• When students have at least six sentences, tell them to work together to write and perform a verse. Instruct them to choose the best sentences they have and write question tags to go with them.

Wrap Up •• Test your students’ ability to use question tags. Tell them to close their books. Read lines from the chant aloud and see which students can give you the correct question tag first. For example, say She’s a mountain guide, … (students say isn’t she?) She knows the way, … (students say doesn’t she?) Test students further with some more demanding questions. You could change the wording slightly. For example, refer to the lifeguard and say He can swim, … (can’t he?) or He doesn’t work indoors, … (does he?) Additional Practice: Online Practice

UNIT 3  Working outdoors 34a SAMPLE COPY, NOT FOR DISTRIBUTION

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•• Note that you could also ask students to role-play an interview after Exercise 3. After students prepare questions and short answers, tell them to give their questions to a partner and use their short answers to answer the questions.

In this lesson, students will: •• read a description of a mechanic’s job.

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•• use questions to prepare ideas. •• write a description of a job.

•• Direct students’ attention to part a. Model the activity by writing a job on the board (for example, nurse) and asking What questions can you ask? To prompt students, ask Where do you work? What do you do? How do you become a nurse?

Resources: Classroom Presentation Tool, Workbook p. 28, Online Practice Materials: a photo of a mechanic at work

Warm Up •• Display a photo of a mechanic at work. Ask What does [he/she] do? Where is [he/she]? What can you see in the photo? Elicit key words: garage, car, engine, wheel, fix, repair and put (something) right.

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•• Tell students to think of a job and write it down. Say Choose a job you want to do or a job you know a lot about. Ask students to prepare questions. Tell them to use the questions in Exercise 2. Tell students to compare questions in pairs to make sure they are correct. •• Direct students’ attention to part b. Ask students to write short answers. Monitor and help with ideas and vocabulary.

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•• Extra Support Instead of asking students to write short answers by themselves, brainstorm possible answers on the board. Elicit the first question, Where do doctors/teachers/ lifeguards work? Then elicit possible answers and write them on the board: in a hospital/at a school/on a beach, and so on. Do the same with the other questions, writing key vocabulary on the board.

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•• Ask students to open their books to p. 35. Ask them to look at the questions. Ask What do you think the answers are? Ask students to share their ideas.

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•• Ask students to read the description and note answers to the three questions. Ask them to compare answers in pairs before telling the class.

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Answers: 1 They study how things work. 2 They work in many different places. 3 Yes.

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•• You could assign the writing activity for homework. If you do it in class, break the writing into stages. Here is a possible process: 1 Ask students to prepare three paragraphs. Tell them to decide what questions to answer in each paragraph. So, in paragraph 1, they answer the question What do they do? In 2, they answer the questions Where do they work? and What do they need? In 3, they answer the questions How do you become a person with that job? 2 Ask students to write a first draft. Include a peer-editing stage after the first draft. Ask students to exchange their work with a partner. Tell them to make comments to correct or improve the description.

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•• Read through the information in the grey box with students. Then ask them to answer questions 1–4. Remind them that they have already covered some of the answers in Exercise 1. Tell students to compare answers in pairs. Then go over answers as a class.

•• Ask students to write a description of a job. Tell them to turn their short answers from Exercise 3, part b into sentences.

•• Extra Challenge Ask students to work in pairs. Tell them to try to answer the four questions before looking back at the job description.

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•• Extra Support Ask students to underline the question words in the four questions below the grey box to help them understand the kind of information they need to look for. For additional support, review the text and do the activity as a class.

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Answers: 1 in garages, on roads and in big or small buildings; 2 They fix things; 3 safety glasses; 4 You have to work hard at school, especially in maths and science.

•• Ask students to ‘publish’ their work. You could ask several volunteers to read their writing aloud or ask students to swap their descriptions with one another to read and give feedback.

Optional Activity

Wrap Up

•• Ask students to role-play an interview with a mechanic. Tell students to work in pairs. Ask them to decide who is the ‘interviewer’ and who is the ‘mechanic’. Instruct the interviewer to prepare questions (This student needs to make changes such as Where do mechanics work? to Where do you work?). Tell the mechanic to look at the description and note or underline things he/she can say. After students have practised their interview, tell them to swap roles and repeat.

•• If you assigned the writing activity for homework, go through what you want students to achieve. Say, and write on the board, the following: 1 Write a heading: the name of the job. 2 Use your notes from Exercise 3 part b to write long sentences. 3 Organize the sentences into three paragraphs. 4 Write 80 to 100 words. Additional Practice: Workbook p. 28, Online Practice

35a 

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UNIT 3  Working outdoors

Read the description of a mechanic’s job. Answer the questions.

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1 What do mechanics do? 2 Where do they work?

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Read the information in the box. Then look at the description of a mechanic’s job and answer questions 1–4.

3 Can anyone become a mechanic?

Descriptions of jobs tell the most important information about a job. For example, the information about where someone with that job works, what he/ she does and what he/she needs to do his/her job.

A mechanic’s job

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Mechanics study how things work. They learn about electricity and transport, for example cars, trains and planes. When things go wrong, they put them right. It’s very useful to have a mechanic in the family!

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1 Where do mechanics work? 2 What do they do?

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3 What do they need to do their job?

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4 How does someone become a mechanic?

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Writing skill Using questions for ideas

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Mechanics work in many different places – they work indoors and outdoors, in garages, on roads, in big or small buildings. They might need safety glasses if they are doing something dangerous. It’s an interesting job because mechanics do something different every day.

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b Write short answers to your questions in Exercise 3a.

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Write longer answers to your questions from Exercise 3a to give a description of the job you chose.

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If you want to become a mechanic, you have to work hard at school, especially in maths and science. In the past, not many girls became mechanics, and some people still think it is a man’s job, but now anyone who wants to can have a great job as a mechanic.

a Think of another job and write questions about it. Use the questions in Exercise 2 to help you.

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Kamala Chaudhary opened her own mechanic shops in Nepal.

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A description of a job

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Writing

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PHCAP

UNIT 3 Working outdoors 35 SAMPLE COPY, NOT FOR DISTRIBUTION

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Video

Work in pairs. Look at the photo. Talk about penguins. What do you know about them? Where do they live? What do they eat? What can they do? What can’t they do?

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Watch the video. Circle the correct answer (A or B). 1 The penguins are called A Chinstrap penguins

Douglas Krause is a National Geographic Explorer and a wildlife biologist with the National Oceanic and Atmospheric Administration (NOAA).

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Video 4

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Douglas Krause is a National Geographic Explorer and a wildlife biologist with the National Oceanic and Atmospheric Administration (NOAA). The video shows his work with chinstrap penguins. Chinstrap penguins live on islands in the Southern Pacific and the Antarctic Ocean. They are about seventy centimetres long and weigh three to five kilos. They are named after the ‘chinstrap’ that goes from their black head and around their ‘chin’, in a similar way to the chinstrap on a helmet. Note that penguins only live in the southern hemisphere.

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ABOUT THE VIDEO

. B Antarctic penguins

2 Douglas is putting on the penguins. A tags B cameras

Watch the video again. Write T (true) or F (false). Correct the false Video 4 sentences.

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3 The penguins the tags. A are bothered by B don’t mind

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1 Chinstrap penguins live in the Arctic. F (in Antarctica) 2 Douglas is a photographer. F (a National Geographic Explorer and a wildlife biologist) 3 Douglas and his team attach the tags to the penguins’ feathers. T 4 The tags tell Douglas what the penguins eat. F (when they go out to find food and when they come back) 5 The tags stay on the penguins for three days. F (three weeks) 6 When the penguins are wearing the tags, they can do their usual activities. T

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Work in groups. Discuss the questions. 1 Would you like to do Douglas’s job? Why? / Why not? 2 Douglas is putting tags on the penguins to find out how long it takes them to find food. Discuss other reasons why scientists put tags on animals. What might they want to discover?

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UNIT 3 Working outdoors

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•• Play Video 4. Ask students to watch and circle the correct answers. Ask students to compare answers in pairs. Then go over answers as a class.

In this lesson, students will: •• watch a video about wildlife biologist and National Geographic Explorer Douglas Krause and his work with penguins. •• learn more about penguins and wildlife research. •• discuss the job of a wildlife biologist. Resources: Video 4, Classroom Presentation Tool, Online Practice End-of-unit resources: Worksheet 6.3, Unit 3 Test, ExamView Assessment Suite Materials: a photo to help show the meaning of feathers

•• Extra Support Play Video 4 a second time. Pause the video at key moments and elicit the answer. The script for Video 4 is available on the Teacher’s Resource Website.

3 •• Read the instructions aloud. Ask students to read the six sentences. Clarify key words: attach (= ‘put on’; use gestures to show this word) and feathers (= ‘they cover birds’; use a photo and remind them of the chant in Unit 2). Encourage students to mark T or F in pencil next to each sentence; however, reassure them that they will have time to watch the video again and check their answers.

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•• Organize the class into groups of four or five. Ask groups to discuss the answers to the two discussion questions together. Walk around and monitor, asking students for their opinions. Check that students are working together successfully and that everyone in each group is participating.

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biologist photographer scientist Antarctic explorer penguin

•• Ask students to compare answers in pairs. Tell them to correct the false sentences at this stage. Then go over answers as a class. You can do this by writing the answers (T or F ) on the board. Ask students to justify false answers by giving the correct information.

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•• Explain to students that they are going to watch a video about a wildlife biologist who studies penguins. Prepare for this by writing the following jobs on the board, checking the pronunciation (see underlined stresses) and asking the questions that follow:

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•• Play Video 4 again and tell students to check their answers.

Warm Up

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Which words are jobs? What do people with these jobs do? (for example, travel, go on expeditions, do research, take photos, climb mountains) Which word is a place? (Antarctic) Which word is a bird? (penguin) What do you think is the connection between these words? (Most penguins live in the Antarctic, and the people study them.)

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•• Use the Photo Ask students to open their books to p. 36. Focus their attention on the photos. Read the caption aloud. Divide the class into pairs to discuss the questions. At the end, ask each pair to tell the class one thing about penguins.

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Sample answers: Most penguins live in cold places/in the Antarctic. Some penguins live in temperate locations (South America, Australia, Africa). They eat fish. They can swim, but they can’t fly.

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•• Extra Challenge If you ask students to discuss in pairs, tell them, when ready, to come to the board and write one thing (or two things if your class is small) about penguins. At the end, you will have a board covered with interesting facts and opinions.

2 •• Read the instructions aloud. Ask students to read through the sentences and options. Use gestures, definitions or examples to show what a tag is and to help them understand what putting it on means. Point out that don’t mind is the opposite of bothered by. Ask comprehensioncheck questions to illustrate the meaning. Say It’s noisy, but I don’t mind – is it OK with me or not OK? Then say It’s noisy and I’m bothered by the loud noise – is it OK with me or not OK?

•• Ask groups to report their conclusions to the class. If you would like to provide more information for question 2, explain that scientists use bio-logging tags to study behaviour (movement, choice of food, etc.) and they use ID tags to help them estimate population numbers.

Optional Activity •• Tell students to imagine that a scientist put a tag on them for the last 24 hours. Tell them to think about what the scientist found out. They should think about: where they went, what they did, what they ate, how long they slept and how many times they did certain things. Ask students to talk in groups and tell each other what the scientist found out.

Wrap Up •• Ask students to close their books. Ask the following questions as a quick quiz: What type of penguins are they? (chinstrap) What’s Douglas’s job? (wildlife biologist) What’s NOAA? (National Oceanic and Atmospheric Administration) What do they use to attach the tags to the penguins? (a plastic strap and glue) How long do the penguins wear the tags? (three weeks) Additional Practice: Worksheet 6.3, Online Practice

UNIT 3  Working outdoors 36a SAMPLE COPY, NOT FOR DISTRIBUTION

UNIT

4 Let’s get technical In this unit, students will:

Language

Twenty-First Century Skills

•• talk about technology.

Vocabulary chat, connect, delete, do research, improve, program, repair, save; engineers, fixed onto, remotecontrolled, straight into

Collaboration Work together to say sentences about things that are happening now, Lesson 4

•• listen to an interview about how computers are changing. •• use the present simple passive and the past simple passive to emphasize the action rather than who does it. •• read about camera traps. •• use the present continuous passive to talk about things that are happening now.

Communication Discuss taking photos, Lesson 3

Grammar •• Passive (present simple and past simple)

Creativity Plan and perform actions for the chant, Lesson 5

•• Passive (present continuous)

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Critical Thinking Determine if sentences are true or false and correct the false sentences, Lesson 1

•• chant about technology problems.

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•• write instructions.

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•• watch a video about inventions from different countries.

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•• identify the value Help others.

•• Read question 2 aloud. Ask students to share their ideas.

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In the Unit Opener, students will:

•• respond to a photo showing students wearing virtual reality glasses. •• talk about technology they use every day.

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Resources: Home School Connection Letter, Classroom Presentation Tool

Introduce the Theme

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•• Write mobile phone on the board. Show students your mobile phone. Say This is my mobile phone. I use it for all kinds of things. I use it to call and text. I also use it to check the time. I use it to take photos or make short videos. And it’s also my alarm clock – I use it to help me wake up! •• Ask Have you got a mobile phone? What do you use it for? Listen to students’ answers. •• Put students into pairs. Tell them they’ve got two minutes to write down everything they use their mobile phones for. After two minutes, say Stop. Ask pairs to share their lists with the class.

Use the Photo

•• For question 3, put students into pairs. Read the two questions in question 3 aloud. Say Ask and answer the questions with your partner. Model the activity by saying I use my mobile phone every day. I use it to call and text people. After a few minutes, invite students to share their answers with the class.

TEACHER TIP It is important to vary interaction in the classroom. Plan to ask students to do some activities in pairs, some in groups and some as a whole class, and aim to provide a variety of interaction in each lesson. Here are some tips for doing this: •• Change the way you do a certain kind of activity or step from lesson to lesson. For example, you could do the Warm Up activity as a whole class in one lesson then ask students to work in pairs for the next lesson’s Warm Up activity. •• Ask students to change partners often so they have a chance to work with and speak to different classmates. You can ask them to check or compare answers with a regular partner (a student they usually sit next to).

•• Ask students to open their books to p. 37. Focus their attention on the photo. Read the caption aloud. Ask questions to engage the class. For example, ask Look at the photo. Where are these boys? How do you think they feel? Listen to several students’ answers.

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UNIT 4  Let’s get technical

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Let’s get technical

UNIT

The boys in this photo are using VR (virtual reality) glasses in a science lesson in Hunan, China. Hunan is a southern province of China. Current VR technology most commonly uses virtual reality headsets to generate realistic images, sounds and other sensations that simulate a user’s physical presence in a virtual or imaginary environment. A person using virtual reality equipment is able to ‘look around’ the artificial world, move around in it and interact with virtual features or items.

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ABOUT THE PHOTO

Students wear virtual reality glasses to learn about science in Xiangxi Tujia and Miao Autonomous Prefecture, Hunan Province of China.

Look at the photo. Discuss the questions. 1 Where do you think these boys are? How do you think they feel? 2 What do you think they’re looking at? 3 What kinds of technology do you use every day? What do you use it for?

SAMPLE COPY, NOT FOR DISTRIBUTION

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TR: 25

Complete the sentences with the words from Exercise 1.

program a set of instructions that tells a computer how to do something

2 I can’t 3 I usually

connect chat

it tomorrow.

to the internet, so I can’t get online. to my friends online. It’s faster than email.

4 She wants to learn more about robots, so she’s going to do research about them.

chat to communicate

save

5 Remember to

connect to link to

6 Don’t

delete to remove

delete

your work before you turn off your computer.

that email message. I want to read it again later. improve

7 My dad watches videos online to

do research to look for information about something

programs

8 You probably use a few different computer.

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his English.

every time you use your

Listen to the interview about how computers are changing. Write TR: 26 T (true) or F (false). Correct the false sentences.

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improve to make better

repair

1 My laptop is broken. Someone’s going to

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Listen and repeat.

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1 The first computers were connected to the internet. F (The first computers weren’t

repair to fix

connected to the internet.)

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2 A cat’s brain can hold more information than a tablet. T

save to keep

3 In the future, computers might be able to use information to improve our health. T 4 In the future, computers will be able to do everything that people can.

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5 A computer could do the job of a lifeguard.

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F (A computer couldn’t do the job of a lifeguard.)

F (They won’t be able to do everything that people can.)

ABOUT THE PHOTO

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The photo shows a dinosaur robot receptionist at the Henn na Hotel in Japan. The Henn na is the first hotel in the world to have mostly robots as workers. The robot receptionists speak different languages and help guests check in and out of their rooms. There is also a robotic arm in the hotel that helps guests with their suitcases and small robots in the rooms that can answer questions, for example about the time or weather. The hotel uses robots in order to keep costs low and increase efficiency. The hotel still uses human employees for security.

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UNIT 4

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Let’s get technical

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•• Extra Support Play TR: 26 a second time if necessary. Script for TR: 26

Resources: Audio Tracks 25–26, Classroom Presentation Tool, Workbook p. 30, Workbook Audio Track 11, Online Practice

Warm Up •• Use the Photo Ask students to open their books to p. 38 and focus their attention on the photo. Read the caption aloud. Clarify what greet means if necessary and show an example with gestures. For example, say Hello or Good morning and wave. Then say The dinosaur in the photo is a robot. It works at a hotel. Do you know of any other jobs that robots can do? Listen to students’ answers.

1 •• Focus students’ attention on the eight new words in bold and the definitions. •• Play TR: 25. Ask students to listen and repeat. Point out and check strong stresses in the words in bold. (program, connect, delete, research, improve, repair)

Presenter: That’s true. So, how do you think computers will change in the future? Computer scientist: They will be more like our brains. We’re studying the human brain because we want to understand how we learn. Then we can design programs to work more like our brains. Presenter: Why do you want to do that? Computer scientist: Well, our brains can do many different things. When a computer is programmed to do a job, it can do it very quickly, but it can’t do as many different things as a human brain – yet! Even a cat’s brain can hold more information than a tablet!

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•• Go over the meanings of the new words in bold. Act out and/or describe the new words. For example, act out using a screwdriver to repair something and ask What am I doing? (repairing) Tell students to say the words as you act them out or describe them.

Computer scientist: Well, the first computers were huge. They were amazing, but they could not do all the things that modern computers can do. Forty years ago, you could connect a computer to a television and it could be used to design new computer programs, keep information and play games. However, computers weren’t connected to the internet because there was no internet forty years ago! Computers are very different now!

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•• listen to an interview about how computers are changing.

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•• talk about computers and technology.

Presenter: Welcome to Technology Now. Today we’re going to talk to a computer scientist about how computers are changing. As we know, computers are used almost everywhere now so, can you start by telling us a bit about the first computers?

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In this lesson, students will:

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•• Extra Challenge Put students into pairs. Instruct one student to close his/her book as his/her partner acts out or describes the words. The student with his/her book closed tries to guess the words. Then tell them to swap roles and repeat the activity.

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•• Read the instructions aloud. Do the first item as a class. Ask students to complete the activity individually. Then go over answers as a class.

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•• Say We’re going to listen to an interview about how computers are changing. What words do you think you’ll hear? Then tell students to look at the items in Exercise 3 and underline words they think they will hear in the interview. Listen to several students’ responses. Write the words they say on the board.

Presenter: Wow! Really? Computer scientist: Yes! But computers are doing more and more all the time. And computers are able to use information to solve problems. For example, in the future, computers might be able to find cures for some illnesses – so they would help to improve our health. Presenter: Wow! That would be amazing. So, do you think that, in the future, technology will do everything that people do now? Computer scientist: No. Technology will do a lot of the jobs that are done by people now, like some of the jobs in banks, shops and hotels. But there will always be jobs that only people can do. Presenter: Like what? Computer scientist: Well, jobs that connect us to the outside world – like being a lifeguard, a mountain guide or a tennis coach. When you do jobs like that, you have to think for yourself. Jobs like that can’t be done by computers.

Optional Activity

•• Give students time to read through the five sentences. Encourage them to mark T or F in pencil next to each sentence; however, reassure them that they will have time to listen again and check their answers.

•• Ask students to work in pairs. Ask Which jobs do you think will be done by computers in the next fifty years? Give students a few minutes to discuss. Then invite pairs to share their ideas and reasons.

•• Play TR: 26. Tell students to listen and check their answers. Tell them to correct any false sentences. Ask students to compare answers in pairs. Then go over answers as a class.

Wrap Up

•• Listening Strategy: Predicting Vocabulary Encourage students to predict the vocabulary they think they will hear. They can predict from the topic or from the questions and items in the activity. When students predict key words before listening, it helps prepare them to hear those words and follow the interview, conversation, etc. when they listen.

•• Tell students to close their books. Read the definitions on p. 38 and ask students to say the corresponding new words. Additional Practice: Workbook p. 30, Online Practice

UNIT 4  Let’s get technical 38a SAMPLE COPY, NOT FOR DISTRIBUTION

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3 •• Read the instructions aloud. Go over the example with the class. Say Look at the verb use. What does it change to? It changes to is used. What’s the object in the first sentence? It’s the internet. Where is it in the passive sentence? It moves to the beginning of the sentence.

In this lesson, students will: •• use the passive (present simple and past simple) to emphasize the action rather than who does it Resources: Classroom Presentation Tool, Workbook p. 31, Online Practice

•• Tell students to complete the activity individually. Tell them to compare answers in pairs. Then go over answers as a class. You can do this by asking different students to come to the board and write one sentence.

Warm Up

made done sent

hidden held

lost

broken won

Computers Computers My computer

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every day. a long time ago. last week.

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•• To check students’ understanding of form, say a verb (for example, use). Then ask a student to come to the board and complete the first sentence. (are used) Say Invent. Ask another student to complete the second sentence. (were invented) Continue with repair/was repaired. Ask Do we use be to form the passive? (yes) Do we use the infinitive or the past participle? (past participle) •• To check their understanding of meaning, say Look at the first sentence. Do we say who did the action? (no) Is the action more important than the doer of the action? (yes)

2 •• Ask students to read the text for comprehension first. Ask Who played in this chess match? Why was the match important? •• Do the first item as a class to get students started. Then tell them to complete the activity individually. Ask students to check answers in pairs. Then check answers as a class. •• Extra Challenge Ask students to write down the passive forms they circled in the text. Then put students into pairs and tell them to close their books. Tell them to take turns retelling facts from the text using the passive forms.

39a 

Optional Activity

•• Do the following quiz with students. Say Listen to the descriptions and write down a possible answer. Then read the sentences below aloud:

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•• Check students’ understanding of the form and meaning. You could do this as a teacher-led board presentation. For example, write the following on the board:

•• As students write their sentences, walk around and monitor. Offer help with ideas and vocabulary if necessary. When everyone is ready, put students into pairs. Tell them to take turns reading their sentences and guessing which one is false.

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•• Ask students to open their books to p. 39. Go through the explanation in the green grammar box. Then invite volunteers to read the example sentences aloud.

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•• Tell students to work in pairs. Say Match the verbs with the past participles. Go over answers as a class. Then rub out the past participles from the board. Tell students to work in pairs again. Tell them to take turns saying a verb. Their partner says the correct past participle.

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•• Ask students to write three sentences, two true and one false. Model this activity first: Write three sentences from your own experience on the board (for example, My car was repaired last week. This photo of my friends was taken last summer. My shoes were made in England.). Read them aloud. Then say Guess which one is false. Reveal the answer.

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•• Review irregular past participles with your class before introducing the passive. Write the following verbs on the board: send, do, make, take, hold, win, lose, hide, see and break. Write them randomly all over the board. Then write the past participles of the verbs, randomly, all over the board:

•• Extra Support Write the beginning of each sentence (for example, This computer program, Many different jobs) on the board.

1 It was invented in the US.; 2 It’s used by teachers every day.; 3 It’s written in English.; 4 It’s played in Brazil.; 5 It was invented more than a hundred years ago.

•• Tell students to work individually to write down an answer for each description. •• Ask students to compare answers in pairs. Then invite volunteers to write their sentences on the board.

Wrap Up •• Tell students that they are going to play a whispering game using the sentences in Exercise 3. Tell them to close their books. Whisper the passive version of sentence 1 from Exercise 3 into the ear of the student next to you. In a natural voice, say The internet is used by more than four billion people. Then use gestures to show that the student you whispered to must whisper the same sentence into the ear of the next student, and so on around the class. Once the sentence reaches the last student in the class, ask that student to stand up and say the sentence he/she heard. Look at the first whisperer and ask Is that the correct sentence? •• Now whisper other sentences from Exercise 3, but change the words slightly (for example, This photo of our bird was taken by my brother.). Once the sentence reaches the last student, ask that student to stand up and say the sentence he/she heard. Additional Practice: Workbook p. 31, Online Practice

SAMPLE COPY, NOT FOR DISTRIBUTION

UNIT 4  Let’s get technical

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Study the grammar box.

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Read and circle the passive verbs.

The passive (present simple and past simple)

Chess is played all over the world. The goal

present simple passive: is/are + past participle

king. As computer programs improved, chess

of the game is to capture the other player’s players wanted to test their skills against

past simple passive: was/were + past participle

computers. In 1996, the first match was played

We use the passive voice when:

between the world chess champion, Garry

• we want to emphasize the action rather than who does it.

Kasparov, and the computer, Deep Blue. The

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computer won the first game, but Kasparov

• we don’t know who does the action.

won three out of the next five games. The

• it’s obvious who does the action.

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computer programs were improved by

Computers are used every day.

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scientists and a year later, another match was

My first computer was repaired six times.

held. This time, Kasparov was defeated by the

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We use by if we want to say who or what does the action.

computer. Now many people use computers

The first computer was invented by scientists a long time ago.

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to practise chess and other games of skill.

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A dinosaur robot greets a guest at the Henn na Hotel (Strange Hotel) near Tokyo Disney Resort in Japan.

Rewrite the sentences in the passive.

1 More than four billion people use the internet. The internet is used by more than four billion people. 2 My brother didn’t design this computer program. This computer program wasn’t designed by my brother.

3 Computers do many different jobs.

Many different jobs are done by computers.

4 My sister took this photo of our cat.

This photo of our cat was taken by my sister.

5 Sarah sent the email.

The email was sent by Sarah.

6 Almost everyone uses mobile phones.

4

Mobile phones are used by almost everyone.

Write three sentences, two true and one false. Use the passive, the words from the box and your own ideas. Then say your sentences to a partner. Your partner guesses which sentence is false. My mum’s car …

repair …

This photo …

take …

My shoes …

make …

My homework …

delete …

My mum’s car was repaired last week.

UNIT 4 Let’s get technical 39 SAMPLE COPY, NOT FOR DISTRIBUTION

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ABOUT THE PHOTO

Reading

Look at the photos. Discuss the questions. 1 How do you think the photographer took the photo of the jaguar? 2 What do you think the jaguar is looking at? 3 Do you think taking photos of wild animals is difficult? Why? / Why not?

2

Listen and read.

The photo is of a jaguar cub. Jaguars are big cats that live in forests in Central and South America. They prefer living near water in forests. The Pantanal in western Brazil is a natural region encompassing the world’s largest tropical wetland area. It is home to one of the largest and healthiest jaguar populations on Earth. This photo was taken by Steve Winter using a camera trap. He has been a National Geographic photojournalist since 1991.

TR: 27

Camera traps

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Technology is being used more and more in film and photography. For example, wildlife photographers sometimes use camera traps. When a photographer uses a camera trap, the camera is hidden; for example, in a tree or on the ground so the animals cannot see it. When an animal moves near the camera, the camera is turned on and it takes a photo or a short film. Sometimes the camera is fixed onto an animal so it can take a film as the animal moves. The film then helps us to learn much more about the animal’s life.

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Photo engineers at National Geographic design camera traps to help photographers hide cameras, for example in birds’ nests or on the ocean floor. They’ve designed camera traps for National Geographic photographers like Steve Winter, who takes photos of wild animals such as tigers, leopards, jaguars and bears. The camera traps are set up so that the animal looks straight into the camera. Steve thinks that if people see good photos of wild animals, they’ll understand National Geographic photographer Steve Winter in more about the animals and want to protect them. Yala National Park, Sri Lanka Photo engineers have to design cameras that will not break when they’re being used in places like jungles or the ocean. Sometimes photographers use small remote-controlled cars to carry cameras.

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Technology is improving all of the time and helping photographers to take amazing photos. Thanks to the technology of camera traps, we can all see the world in new and interesting ways.

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New words: fixed onto

3

engineers

straight (into) remote-controlled

Read again. Complete the sentences with the words from the box. designed

engineers

1 Camera traps are 2 The camera is

protect

designed

turned on

turned on

by photo

engineers .

when an animal moves near it.

3 Photos of wild animals might make people want to them.

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UNIT 4

protect

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Work in pairs. Discuss the questions. 1 Do you enjoy taking photos? What do you usually take photos of? 2 If you had a camera trap, what kind of animal would you photograph? Where would you put the camera trap?

SAMPLE COPY, NOT FOR DISTRIBUTION

Let’s get technical

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Resources: Audio Track 27, Classroom Presentation Tool, Workbook p. 32, Online Practice

Warm Up •• Dictate the words below from the text. Say Listen and write the words you hear. video photographer camera technology  photo engineer jaguar •• Ask students to compare answers in pairs. Then write the words on the board. Ask students to predict what the reading text will be about based on these words.

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•• Ask students to discuss the questions as a class.

2

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•• Ask students to discuss the questions in pairs. Then invite them to share some of their answers with the class.

Optional Activity 2

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•• Use the Photo Ask students to open their books to p. 40. Focus their attention on the photos and read the caption aloud. Use the photo to check the meaning of cub (= baby animal) and camera trap (a camera with no person in control). Focus students’ attention on the small photo of Steve Winter. Ask What’s Steve Winter doing? (making a camera trap – using wood so the animal can’t see the trap)

Optional Activity 1 •• Ask students to work in pairs. Ask them to try to work out the meanings of the new words listed below the text (also in bold) from context. Once they work out the meanings, organize pairs into groups of four. Say Take turns acting out a word to show its meaning. Guess which word the other pair is acting out. Provide an example. For example, act out engineers fixing something while saying OK, designing and fixing camera traps is difficult.

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•• talk about taking photos.

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•• read about camera traps used in wildlife photography.

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In this lesson, students will:

•• Extra Support Support students by breaking down the task in Exercise 3 into smaller steps. Tell them to find and underline the words in the text and read the context around them. Say Look at the words in the box. Now, find and underline these words in the text. Check the words that students have underlined. Then say Read the sentence around the word. For example, designed is design in the text; the sentence in the text says, ‘Photo engineers at National Geographic design camera traps …’ So, now look at sentence 1. It begins ‘Camera traps’. The missing word must be ‘designed’.

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•• Play TR: 27. Ask students to listen and read the text. You could set a focus question for students to answer as they read. For example, write on the board: What do you find out about camera traps? (They are hidden or attached to the animal or on remote-controlled cars. They are set up so animals look at the camera. They don’t break easily.)

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•• Help students, if necessary, with the new words listed below the text. •• Reading Strategy: Listening and Reading Asking students to listen to the text as they read it for the first time helps them in the following ways:

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1  It gets them reading at the same speed.

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2 It encourages them to read at a natural speed, without worrying about the meaning of every word. 3 It helps them notice the pauses and stresses, which help carry meaning. 4 It helps them notice the correct pronunciation of words and phrases. •• Extra Challenge Put students into pairs. Tell them to take turns explaining what camera traps are and how they work.

3 •• Read the instructions aloud. Give students time to read through the sentences. Ask them to try to complete them using the words from the box. Tell them to write their answers in pencil. Then tell them to read the text again and find information to help them check their answers and complete the sentences. Ask students to compare answers in pairs. Then go over answers as a class.

•• Write the following on the board: an eagle flying a shark swimming a rabbit underground a bat flying at night

•• Tell students to work in pairs or groups. Tell each pair or group to choose one of the animals from the list on the board. Say You’re photo engineers. Plan how you’re going to get the perfect photo of your animal. •• Ask students to discuss their plan and present it to the class.

Wrap Up •• Do a quick quiz. Tell students to close their books. Ask them the following (answers in parentheses): Name three places where you could put a camera 1  trap to take a photo of an animal. (in a tree, on the ground, in a bird’s nest, on the ocean floor, on an animal, on a remote-controlled car) 2  Name three animals that Steve Winter takes photos of. (tigers, leopards, jaguars, bears) 3  Name one reason why Steve thinks we need good photos of wild animals. (If people see good photos of wild animals, they’ll understand more about the animals and want to protect them.) Additional Practice: Workbook p. 32, Online Practice

UNIT 4  Let’s get technical 40a SAMPLE COPY, NOT FOR DISTRIBUTION

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•• use the passive (present continuous) to talk about things that are happening now.

•• Read the instructions aloud. Then do the first item as a class. Say Let’s look at number one. What’s the past participle of improve? (improved) What’s the present continuous form of be? (is being) So, what’s the answer? (is being improved/Technology is being improved quickly.)

Resources: Classroom Presentation Tool, Workbook p. 33, Workbook Audio Track 12, Online Practice

•• Ask students to complete the activity individually. Tell them to compare answers in pairs. Then go over them as a class.

In this lesson, students will:

Warm Up •• Review the present simple passive and past simple passive. Write the word computers in the middle of the board and put a circle around it. Draw a word web graphic organizer like the one below on the board:

•• Walk around and monitor. Offer help and prompt students if necessary. For example, if students say Photos are taken, ask Where? By whom? How often? At the end, invite students to share their sentences with the class. •• Extra Challenge In pairs, ask students to think of two more present continuous passive sentences using words that are not in the box.

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•• Tell students to work in pairs. Say Now make as many present simple passive or past simple passive sentences as you can, starting with the word computers and using the verbs on the board. For example, computers/use: Computers are used every day or Computers are used in schools. Walk around and monitor, prompting students if necessary. When everyone is ready, ask different pairs to share one of their sentences.

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design

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connect

•• Read the instructions aloud. Then say Look at the topics. Read the list aloud. Now say Look at the verbs. Read the verbs aloud. Do an example with the class. Say Books/ write. The past participle is written. So, Books are being written. Robots/use. Used is the past participle. So, Robots are being used to help people or Robots are being used to make cars. Say Now, cars … What verb can you use? Elicit the answer. (design, repair or use) Say OK, cars/ design. What’s the past participle? (designed) Say Give me a sentence. (Cars are being designed.) Tell students to complete the activity in pairs. Set a time limit.

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computers make

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use

invent

•• Extra Support Write the words students need to complete the activity on the board. On the right-hand side of the board, write: improved, designed, repaired, used, and so on. On the left-hand side, write: is, are, isn’t and being.

•• Ask students to open their books to p. 41. Read through the explanation in the green grammar box. Ask volunteers to read the example sentences aloud. •• Check students’ understanding of the form. Write the following scrambled sentence on the board:

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are / Animals / being / photographers / filmed / by

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•• Say This is a sentence, but it’s in the wrong order. Put the words in order to make a sentence. What’s the first word? Elicit the answer. (Animals) Write it on the board. Then say This is a passive sentence, so what are the next three words? Elicit the answer. (are being filmed) Write it on the board. Then ask Who or what is the ‘doer’ of the action? What word do we put before the doer of the action? Elicit by photographers. Write it on the board. •• Rub out the scrambled words, leaving the correct sentence on the board. Underline the present continuous passive form (are being filmed). Add the labels from the green grammar box (am/is/are + being + past participle above the sentence. •• The sentence and labels on the board should look like this: am/is/are + being + past participle Animals are being filmed by photographers.

•• Tell students to copy the sentence and labels in their notebooks or onto a separate piece of paper.

41a 

•• Extra Support Prepare students by asking them to match the topics to the verbs first or by asking them to write the past participle form of the verbs first.

Optional Activity •• Ask students to work in pairs. Ask them to write a list of all the things that are being done in their school at this moment. For example, depending on the time of day, books are being read, activities are being written, food is being cooked or messages are being sent on phones. Find out which pair can write the longest list.

Wrap Up •• Write the following on the board: 1 She’s being followed by millions of fans. 2 It’s being filmed in the wild. 3 It’s being shown in a hundred different countries. 4 They’re being given an award.

•• Put students into groups. Tell them to discuss and answer the following questions: What’s the situation for each sentence? Who or what do the pronouns (we, she, it, and so on) refer to? After they finish, ask different pairs or groups to share their ideas with the class. Additional Practice: Workbook p. 33, Online Practice

SAMPLE COPY, NOT FOR DISTRIBUTION

UNIT 4  Let’s get technical

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Study the grammar box. The passive (present continuous) am/is/are + being + past participle We can use the passive with the present continuous. Technology is being used more and more in film and photography. Cameras are being designed so they won’t break. If the sentence is negative, we put not before being.

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Complete the sentences with the verbs in brackets. Use the present continuous passive.

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My laptop isn’t being used right now.

is being improved (improve) quickly. are being 2 New programs designed (design) all the time. isn’t/is not 3 My bike being repaired(not / repair) right now. are being used 4 Remote-controlled cars (use) to carry

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1 Technology

cameras.

isn’t/is not

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5 The jaguar being filmed (not / film) right now. 6 The camera trap

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National Geographic photographer, Steve Winter used a camera trap to take this photo of a jaguar cub in Brazil’s Pantanal region.

is being eaten

(eat) by a tiger.

Work in pairs. Say sentences about things that are happening now. Use the words in the box and your own ideas. Use the present continuous passive. Topics:

Verbs:

books

climb

cars

design

computers

read

emails

repair

mountains

take

photos

use

robots

write

Books are being written. Robots are being used to help people.

UNIT 4 Let’s get technical 41 SAMPLE COPY, NOT FOR DISTRIBUTION

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Chant

1

Listen, read and chant.

2

Listen again. Act.

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Divide into two groups, A and B. Chant and act.

TR: 28

TR: 29 TR: 30 and 31

Don’t panic! A: I can’t find my laptop. I’ve looked everywhere! I’ll go to my friend’s house, And see if it’s there.

A: My computer has frozen. I can’t even begin. I’ve forgotten my password. It won’t let me in!

B: Don’t panic, don’t panic! Don’t go anywhere. Your laptop’s not here – It’s being repaired.

B: Don’t panic, don’t panic! Just click on this box. You can reset your password And it should be unlocked.

A: My camera’s not working. My photos have gone. They’ve all been deleted. It’s all going wrong!

A: I cannot believe it. A file’s disappeared. I wrote it this morning. Isn’t that weird?

B: Don’t panic, don’t panic! It’s going to be fine. Look, here are your photos. You saved them last time.

B: Don’t panic, don’t panic! Just click on ‘Undo’. Or look in the waste bin And see what comes through.

ABOUT THE PHOTO

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The photo shows a man using a laptop in the frozen wilderness of Alaska. Alaska is the 49th and most northerly state of the US. It is in the northwest corner of the country and borders the western part of Canada. Part of the state is above the Arctic Circle and is covered in snow and ice.

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A man with a laptop, Alaska, USA

VALUE 42

UNIT 4

Help others. Workbook, Lesson 6

SAMPLE COPY, NOT FOR DISTRIBUTION

Let’s get technical

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In this lesson, students will: •• chant about technology problems. •• act out the words to the chant. •• identify the value Help others. Resources: Audio Tracks 28–31, Classroom Presentation Tool, Workbook p. 35, Online Practice Materials: handout for the Find someone who … activity

•• Play TR: 30 (with lyrics) or TR: 31 (instrumental only). Decide which of the two tracks you would prefer to play. •• As students listen, tell each group to take turns chanting their part of each verse and performing the actions they prepared in Exercise 2. •• Value: Help others Say The value of this lesson is Help others. Ask How can we help other people in class? Listen to students’ ideas. To extend the activity, ask students in groups to choose one of the following situations and think of ways they could help: in the street, in a shop or on a bus. For additional practice, ask students to complete Lesson 6 of the Workbook in class or at home.

Optional Activity

•• Play Find someone who … Write the following on the board (or make it into a handout and give one handout to each student):

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•• Ask What could go wrong with a laptop? For example, you could lose it. Act out looking for a lost laptop. Say You could drop it. Act out dropping a laptop. Say You could spill water on it. Act out spilling water. Ask What other things could go wrong? Listen to several students’ answers. Then say An important file on a computer or camera. Ask What could go wrong? Work in pairs and think of three or four things that could go wrong. You’ve got two minutes. Make a list. Ask students to work in pairs to make a list of things that could go wrong with files or cameras. Then ask different pairs to share their ideas with the class.

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a laptop  an important file on a computer/camera

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•• Write the following on the board:

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Warm Up

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•• Use the Photo Ask students to open their books to p. 42. Focus their attention on the photo and read the caption aloud. Ask What problems could he have with his laptop? (It gets too cold!) Say Look at the title of the chant: Don’t panic! If you panic, do you stay calm and relaxed in a difficult situation? (no) If you panic, do you throw your hands up, run and shout? (yes, maybe) •• Play TR: 28. As students listen and follow in their books, ask them to repeat each line.

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•• Extra Support Explain and review key words in the chant. Review repair a laptop, save/delete photos, click on a box/ icon, reset a password, the computer is frozen, lock/unlock a computer, undo and waste bin. If you have a laptop in class, act out the different functions and problems.

2

•• Divide the class into two groups, Group A and Group B. How you do this will depend on the size of your class. With a small class, say A, B, A, B, … while pointing to students. Tell them to gather in their groups on different sides of the classroom. This mixes students up and gives them a real sense of being in a new group. If your class is large, simply use your arm to make an imaginary line down the middle of the class. Tell one half they are Group A and the other half they are Group B.

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•• Tell students they are going to prepare actions to go with each verse of the chant. Start by acting out the first verse yourself. Act out looking for your laptop. For example, put your hand over your eyes, looking around. Then act out going to your friend’s house to look.

Have you ever …   … lost or broken a phone or laptop?   … lost an important file or photo?   … deleted something important?   … forgotten a password?

•• Tell students to ask and answer the questions in pairs or small groups. Tell them to follow up with What happened? and What did you do?

Wrap Up •• Point out that the second and fourth lines of each verse in the chant rhyme. Remind students that while some rhymes are perfect, others are imperfect. Ask students to find the imperfect rhymes (anywhere/repaired; gone/wrong; fine/ time; box/unlocked). Additional Practice: Workbook p. 35, Online Practice

•• Ask students to work in small groups. Ask them to think of ideas for actions for each of the other verses. When everyone is ready, ask groups to share their ideas. Then ask students to decide, as a class, what actions to use for each verse. •• Play TR: 29. Tell students to listen and perform the actions they agreed on as a class.

UNIT 4  Let’s get technical 42a SAMPLE COPY, NOT FOR DISTRIBUTION

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•• Say Put the steps in the correct order and number them. Tell students to check answers in pairs. Then go over answers as a class. You can do this by asking a student to come to the board and write the steps in the correct order.

In this lesson, students will:

•• Extra Challenge Ask students to close their books. Write Turn, Open, Click and Enter on the board in any order. Put students into pairs. Ask them to try to remember and take turns saying the instructions for printing a document.

•• read instructions on how to set an alarm on a mobile phone. •• write instructions for using a different kind of technology. •• use imperatives to give instructions.

4

Resources: Classroom Presentation Tool, Workbook p. 34, Online Practice

Warm Up •• Say Listen to these instructions. What machine am I using? Then read the following instructions aloud: 1 Open the top. 2 Place the sheet of paper you want to copy on the screen. 3 Close the top. 4 Make sure there is enough paper in the machine. 5 Choose how many copies you want. 6 Press the Start button.

•• Ask students to write instructions for using a different kind of technology. Start by brainstorming kinds of technology students could choose. As well as the ideas in the Student’s Book, students might suggest: how to upload photos to a social media website or how to download documents attached to an e-mail. Make sure every student chooses a technology procedure that he/she is familiar with.

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•• Tell students to write their instructions.

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•• You could also assign the writing activity for homework. If you do it in class, break the writing into stages. Here’s a possible process:

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1 Ask students to write a How to … heading. 2 Tell them to choose which imperatives they plan to use in their description and to put them in order. 3 Tell them to number the imperatives and to write out each instruction completely. 4 Ask students to write a first draft. Include a peer-editing stage after the first draft. Ask students to swap their work with a partner and make comments to correct or make the instructions clearer.

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•• Ask students to remember and give your instructions on how to use a photocopier. Start by acting out opening the top. Ask What’s the instruction? (Open the top.) Then act out placing paper. Ask What’s this? Hold up imaginary (or real) paper and prompt students to say A piece of paper. Ask What’s the instruction? Ask students to provide the instruction. Continue to act out and ask the class to tell you each instruction.

•• Ask students to open their books to p. 43. Ask them to look at the questions. Review the meaning of imperatives by providing examples: Look! Listen! Don’t stop!

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•• Tell students to read the instructions and note answers to the two questions. Tell them to compare answers in pairs. Then check answers as a class.

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•• Go through the information in the grey box. Then say Look at steps 1 and 2. Read step 1 aloud. Act out circling an imperative on the text. Ask What’s the first imperative in the instructions? (Press) Say Now circle the other imperatives. Ask students to compare answers in pairs. Then go over answers as a class. •• Read step 2 aloud. Act out underlining the text. Ask students to compare answers in pairs. Then go over answers as a class. •• At the end, remind students that Don’t is used in front of the imperative form of the verb to make it negative. Also explain that ’ll and won’t + infinitive are used when saying what can happen if people do or don’t do something.

3 •• Read the heading and instructions aloud. Then ask different students to read each instruction aloud under ‘How to print a document’.

43a 

•• Extra Support Write a list of key words on the board for students to copy and use when preparing their instructions. Depending on the technology students choose, key words may include: turn on, turn off, click (on), enter, press, choose, put, make sure, look for, find, swipe and hold.

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•• Ask students for answers. (a photocopier)

Optional Activity •• Play Simon says. In this game, students have to follow and perform instructions preceded by the phrase Simon says. If the instruction is not preceded by Simon says, students must not do the action. If they do, they are out and have to sit down. For example: Simon says … stand up. (Everybody stands.) Simon says … sit down. (Everybody sits.) Stand up. (If anybody stands, they are out.) Once students understand the game, incorporate some of the language from this lesson in your instructions: Simon says … [turn on a TV/put your hand on your head/press a button in the air/close your eyes/open your eyes] …

Wrap Up •• Write the following words on the board: this box, your password, a button, this document, the computer. •• Ask students to work in pairs to decide which imperatives from the lesson can go with each word. (click (on) this box, enter your password, press a button, open this document, turn on/off the computer). Additional Practice: Workbook p. 34, Online Practice

SAMPLE COPY, NOT FOR DISTRIBUTION

UNIT 4  Let’s get technical

Read the instructions for setting an alarm on a mobile phone. Answer the questions.

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1 Why do you think numbers are used in these instructions?

Instructions need to be clear and easy to follow.

How to set an alarm on a mobile phone

When we’re writing instructions, we use imperatives, for example Press and Make sure. We use short sentences and number them. This helps the reader follow the steps in the correct order. We also explain what can happen if people do or don’t do something.

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We add Be careful! or Remember for information that’s especially important.

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2 Press the word Alarm under the picture of an alarm clock.

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You can use a mobile phone to set an alarm to wake you up in the morning. It’s a good idea as the phone will remember the time you set and you can use it every day – if the phone is working! 1 Press the Home button and look for the picture of a clock.

1 Circle all the imperatives in the instructions for setting an alarm.

3 Make sure the alarm button is turned on (or your alarm won’t ring)!

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4 Enter the time you want to get up.

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Read the information about writing instructions. Then look at the instructions for setting an alarm on a mobile phone and do steps 1 and 2.

2 Why do you think imperatives are used?

5 Put the phone somewhere near your bed.

6 When the alarm rings, press Stop or Snooze.

2 Underline examples of things that can happen if people do or don’t do something.

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Writing skill Giving instructions Write these instructions for printing a document in the correct order and give them numbers.

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7 Be careful – don’t press Snooze too many times (or you’ll never get up)!

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How to print a document: Enter the number of copies you want. Turn on the printer. Press Print. Open the document you want to print.

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Writing Instructions

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Write instructions for using a different kind of technology (for example, How to edit photos on a computer, How to download music or How to use the camera on a tablet).

UNIT 4 Let’s get technical 43 SAMPLE COPY, NOT FOR DISTRIBUTION

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Video

ABOUT THE VIDEO

2 Poland

A

3 the US

B

4 Mexico

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1 Japan

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Watch the video. Match the countries (1–4) Video 5 with the inventions (A–E).

E robots

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In this video, children from Japan, Mexico, Poland and the US talk about inventions made by people from their countries. One child, Yurara, talks about the robot ASIMO (shown in the photo). ASIMO stands for Advanced Step in Innovative Mobility. It’s a humanoid robot that was created by Honda in 2000. Humanoid robots imitate human features – for example, they have a human body shape and eyes, and can talk. A number of different types of robots have entertained passengers at Narita Airport in recent years. Narita Airport near Tokyo is the largest international airport in Japan, handling around 50% of the country’s international passenger traffic.

C computer games

Watch the video again. Circle the correct answer.

D walkie talkies

Video 5

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B colour TV

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A windscreen wipers

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1 Marlen is happy because she can watch films / the World Cup in colour. 2 The robot in Narita Airport says ‘hello’ / gives snacks to people. 3 Walkie talkies are smaller / bigger than mobile phones. 4 Mary Anderson got the idea for windscreen wipers when she saw people driving in the rain / snow. 5 When the Model T was invented, fewer / more people needed windscreen wipers.

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Work in groups. Discuss the questions. 1 Which invention from the video do you think is the most important and why? 2 Which invention from the video do you think is the least important and why? 3 Can you think of an important invention from your country? What is it? Why is it important?

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UNIT 4

SAMPLE COPY, NOT FOR DISTRIBUTION

Let’s get technical

Game 1

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•• discuss important inventions from their countries. Resources: Video 5, Classroom Presentation Tool, Online Practice End-of-unit resources: Anthology Story 2, Anthology teaching notes p. 137, Worksheet 6.4, Unit 4 Test, ExamView Assessment Suite

Warm Up

Optional Activity •• Write the following inventions on the board. Act out examples to help students understand the meanings. electricity World Wide Web

light bulb aeroplane

telephone

•• Put students into small groups. Tell them to put the inventions in order of importance from 1 (most important) to 5 (least important). •• Ask each group to present their list and explain their reasons for their order.

Wrap Up

•• Ask students to close their books. Write these key words from the video on the board: engineer  safer  funny  cool  says ‘Hello’

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•• Tell students that they are going to watch a video about important inventions. Prepare by showing the children’s countries on a world map. Say We’re going to listen to four students – Marlen, Yurara, Mati and A. J. Marlen is from Mexico, Yurara is from Japan, Mati is from Poland and A.J. is from the US. Do you know any important inventions that come from these countries? Listen to students’ ideas. If students can’t think of ideas, prompt them with suggestions. For example, ask What about mobile phones? (the US) What about digital cameras? (Japan)

•• After they finish, ask groups to report some of their ideas to the class.

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•• learn more about important inventions.

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•• watch a video about important inventions from different countries.

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In this lesson, students will:

•• Ask students to work in groups of four or five. Tell them to discuss the questions. Walk around and monitor. Check that they’re working together successfully and offer help if necessary.

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•• Use the Photo Ask students to open their books to p. 44. Focus their attention on the main photo. Ask What can you see? (a robot) Where do you think the robot was invented? Listen to students’ answers. •• Ask students to read through the countries and inventions. Make sure that students understand the inventions. Provide support if necessary. For example, act out walking like a robot and ask Which invention is this? Ask the class to tell you the name of the invention.

Answers: engineer (colour TV and walkie talkies) safer (windscreen wipers) funny (Asimo the robot) cool (walkie talkies) says ‘Hello’ (Asimo the robot)

Additional Practice: Anthology Story 2, Worksheet 6.4, Online Practice

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•• Play Video 5. Tell students to watch and match the countries with the inventions. Ask students to compare answers in pairs. Then go over them as a class.

•• Ask students to say which inventions these words are used to describe on the video.

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The script for Video 5 is available on the Teacher’s Resource Website.

•• Ask students to read the five sentences. Check their understanding of key words: snacks (= small meals like crisps or sandwiches), windscreen wipers (= something that moves across a windscreen to clear rain and snow). •• Play Video 5 again. Pause the video after the first child, Marlen, speaks. Hold up the Student’s Book. Act out drawing a circle around each of the options in turn. Ask Which one? When students say the correct answer, say Yes and act out drawing a circle around the correct option. •• Play the rest of Video 5. Tell students to complete the activity individually. Then go over the answers as a class. •• Extra Support Pause the video after each child speaks to give students time to circle the options they think are correct.

UNIT 4  Let’s get technical 44a SAMPLE COPY, NOT FOR DISTRIBUTION

Game 1 3 Ta’Kaiya Blaney uses … to make the world a better place. A art B music C sports

In this lesson, students will: •• play a game to review content from Units 1–4. •• collaborate to answer questions. Resources: Classroom Presentation Tool, Workbook p. 36

•• Extra Challenge After going over the correct answers, tell students to close their books and try to remember as many facts from the quiz as they can.

Materials: pieces of paper with sentence halves written on them

Optional Activity 1

Warm Up

•• Ask students to work in small groups. Ask them to create their own quiz by researching information in Units 1–4. Tell them to write four sentences, each with three answer options, but only one correct answer. Then tell them to swap quizzes with another group and do each other’s quizzes.

•• Write the following topics on the board:

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1 a type of bird with a long tail 2 a marine creature 3 a National Geographic Explorer 4 a country in South America 5 an outdoor job 6 a Japanese festival 7 a place in China

Optional Activity 2

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•• Ask students to work in pairs to create eight true/false statements about the facts in Units 1–4, two for each unit.

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•• When everyone is ready, organize pairs into groups of four. Tell pairs to take turns saying their statements and saying whether or not the other pair’s statements are true or false. Tell them to give the correct information for the false statements.

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•• Prepare pieces of paper with sentence halves written on them that, once combined, make true facts about the content from Units 1–4, for example:

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•• Tell students to work in groups of three or four.

Optional Activity 3

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•• Give students five minutes to skim and find answers in the Student’s Book. When everyone is ready, invite different students to write their answers on the board.

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•• Tell students to work in pairs. Say Open your books. Look at Units 1 to 4 and find an example of each of the topics on the board. Write your answers.

•• Ask students to open their books to p. 45. Ask What can you see in the photos? (Asher Jay, a bee, a snake’s tail) Say You’re going to complete a quiz. You’ve got ten minutes. Tell students not to look back through their books while they are completing the quiz. They will have a chance to check their answers later.

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•• Extra Support Before playing the game, give students three minutes to look back through Units 1–4 and to try to review and remember as much as they can.

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•• When time is up, or when all of the groups have finished, read the instructions aloud. Tell students to work together to find the answers to the quiz questions and calculate their points. Walk around and monitor. Offer help if necessary. •• Ask each group to say how many points they scored. Then declare the winning group(s). •• If there is a tie, use these three extra questions to try to determine a clear winner: 1 2

Young tigers are called … A kittens B puppies C cubs Pasang Lhamu Sherpa Akita comes from … A Japan B Nepal C the US

45a 

GAME 1

Horses use their tails to … / ... brush away insects. Parrots move their tails to … / … show that they are happy. Garry Kasparov is a … / … famous chess player. Steve Winter is a … / … National Geographic photographer.

•• Hand a piece of paper out to each student. For smaller classes, you can hand out more than one per student. •• Tell students to stand up and walk around the classroom until they find the student with the match for their sentence half. The complete sentences should make true statements. •• Once everyone finds their match, ask students to take turns saying their true sentences.

Wrap Up •• Ask students to reflect on what they learnt from the Game and what else they know about the units. Ask some of the following questions: What else can you remember about Asher Jay? What did you find out about schools in Chile? What other information do you know about bees? How do wildlife photographers get photos of wild animals? What are some other ways that animals use their tails? Who’s the marine biologist you learnt about in Unit 3? What can you remember about her? Additional Practice: Workbook p. 36

SAMPLE COPY, NOT FOR DISTRIBUTION

Game 1 1

Work in groups. Tick (✓) the correct answer.

1 Asher Jay is a National Geographic Explorer and . a marine biologist ✔ an artist a mountain guide

2 The Science Bus in Chile

. are the fastest land animals in the world. Tigers ✔ Cheetahs Dogs

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4 There are

types

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of bee. 200 2,000 ✔ 20,000

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to schools takes children and teachers to school takes people to Bioblitzes

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✔ takes teachers, ideas and equipment

5 A camera trap can be

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turned on by . a human brain a sound ✔ an animal moving

6 In 1996, the first chess match was played

.

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between a person and a computer. The computer was called . ✔ Deep Blue Big Blue 7 A rattlesnake uses its tail to Light Blue turn quickly brush away insects ✔ frighten away other animals

8 A marine biologist studies animals in the jungle insects in the desert ✔ fish and sea creatures

.

9 Rhino keepers work in India ✔ Kenya Chile

.

10 Steve Winter is

.

✔ a photographer

a photo engineer a mountain guide

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Check your answers. Give 1 point for each correct answer. Share your results with the class. The group with the most points wins. UNITS X – X Let’s get technical GAME 1 45 SAMPLE COPY, NOT FOR DISTRIBUTION

Clever creatures

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Parrots are famous for repeating words, and an African Grey parrot called Alex could understand the English words for one-hundred and fifty different things, for example water, banana and grape. He knew some colours and shapes, and he could count various items. He could even understand the word none or zero. People used to think it was rude to say someone had a brain like a bird, but now it seems birds and other animals are cleverer than we thought.

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Some dogs have jobs. Working dogs are especially good at learning words because they have to listen carefully to instructions. Border Collies, a kind of dog, are often used to move sheep. Farmers use special words to tell the dogs what to do. They say Find when they want the dog to go and look for the sheep, and then Walk when they want the dog to move towards the sheep. The dogs also need to understand the word Stop. They can also understand if they’ve done a job well or not from the sound of the farmer’s voice.

Bye bye and can count to three. She produces the sounds by pushing air through her blowhole, but amazingly, she can copy the sound of a human voice. If she listens to children, she sounds like a child when she repeats the words. In the wild, orcas live in groups and the young orcas copy the sounds the adult orcas make. So, each group of orcas communicates in a different way from other groups.

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Scientists used to believe that animals couldn’t think, but now we know that animals can understand information and use it. For example, if we repeat words such as Down or Sit to dogs, they’ll begin to understand them and follow the instruction. Some kinds of dogs can understand more than a hundred words!

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Dogs are not the only creatures that can learn words. An orca (killer whale), called Wilkie, has been taught to repeat the words Hello and

An orca gathering and eating herring

46

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READING EXTRA 1

Reading extra 1

•• discuss why animals are used to do different jobs. Resources: Audio Track 32, Classroom Presentation Tool, Workbook p. 37, Workbook Audio Tracks 13–14, Online Practice Materials: photos of the following animals: an elephant, a lion and a dolphin

Warm Up

ABOUT THE PHOTO

The photo was taken by National Geographic Photographer Paul Nicklen near Andenes, Norway.

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Even though herring (orcas’ food) are plentiful, orcas often have difficulty catching them because the fish swim very fast and form huge schools (or groups of fish) that can function like a wall. In order to overcome this obstacle, orcas do what is known as ‘carousel feeding’, which involves herding the schools of fish into smaller, more manageable groups and forcing the groups to the surface. Once these smaller groups are under control, orcas slam the herring with their tails, stunning and killing some of them, which the orcas can then eat.

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Carousel feeding, scientists say, is one aspect of orcas’ ‘culture’, which includes methods for catching certain types of prey.

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•• Read and Listen Review the reading strategy listening and reading by asking students to listen as they read along silently. Play TR: 32. Tell students to listen, read and note their answer to the question What kinds of animals can repeat words? •• Ask students to compare answers in pairs. Then go over answers as a class. Answers: orcas, parrots

•• Listen Only If you choose to do this as a listening-only activity, tell students to cover the reading task or close their books. Play TR: 32. Ask students to listen and note their answer to the question. Remind students that they can prepare themselves to listen by asking themselves questions, for example, What do I already know about this topic? At the end, ask students to check answers with a partner.

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•• Show photos of an elephant, a lion and a dolphin. Ask students to say what these animals are called. In pairs or small groups, ask students to put the animals in order from most intelligent to least intelligent. Ask each group to present their order and explain why (for example, elephants remember everything, dolphins can do tricks). Research reveals the following order (most intelligent first): 1 dolphin, 2 elephant, 3 lion.

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•• retell information about the animals from the text.

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•• identify whether sentences about the text are true or false and correct the false sentences.

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•• read about clever creatures.

•• Read question 3 aloud. Say Here’s an example: a jaguar in a forest is waiting for an animal to come near so it can kill and eat the animal. The jaguar is clever because it knows that if it is quiet and waits, it will catch something. What about you? Can you give an example? Listen to students’ answers. Alternatively, you could ask students to work in pairs and say Think of two examples. At the end, ask each pair to tell the class one example they thought of.

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In this lesson, students will:

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•• Use the Photo Ask students to open their books to pp. 46–47. Focus their attention on the photo. Read the caption aloud. Say This is an orca or killer whale. Ask What does gathering mean? (making things or animals go close together) Why does gathering show that an orca is clever? (Because you have to think and plan to do this.) •• Read questions 1 and 2 aloud. Say I think dogs are clever because they can understand when you tell them to do things. I also think parrots are clever because they can talk. What about you? Which animals are clever and why? Ask students to suggest animals and say why they are clever. Listen to several students’ answers.

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•• Tell students to read the six sentences carefully. Clarify any key words if necessary. For example, say Voice. This is my voice. I use it to talk. Sometimes it’s loud and sometimes it’s quiet. Use a loud and then a quiet tone as you speak. Then say Count. This is when you say numbers. For example, one, two, three, four, five, six, seven, eight … •• Encourage students to write T or F in pencil next to each sentence; however, reassure them that they will have a chance to read the text again. •• Tell students to read the text again and check their answers. Then ask them to correct the false sentences. Ask students to compare answers in pairs. Then go over them as a class. •• Listen Only If you choose to do this as a listening-only activity, tell students to write T or F in pencil next to each sentence; however, reassure them that they will have a chance to listen again. Then play TR: 32 again. Ask students to check their answers and correct any false sentences. Ask students to compare answers in pairs. Then go over them as a class.

•• Extra Support Play TR: 32 again if necessary and pause after the correct information for each item in Exercise 3 is given.

  READING EXTRA 1 46a SAMPLE COPY, NOT FOR DISTRIBUTION

Reading extra 1 Optional Activity 2

•• Extra Support Allow students to complete the activity with their books open so they can refer to the text as needed. Additionally, you can ask students to find and underline the words in the text to help them repeat for the speaking activity.

Optional Activity 1 •• Ask students to write true sentences about facts from the text using the words from the box in Exercise 4. Tell them to write one sentence using each word or ask them to choose a few (4 or 5) and write a sentence using each. Write an example on the board to get them started, for example, Parrots can repeat words.

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•• Repeat the activity with sentence 2, then 3, and so on. At the end, give the answers. Sentences 1–6 are true. (An elephant in a Korean zoo actually learnt to say five words – the Korean words for hello, sit down, lie down, good and no.) Sentences 7 and 8 are false. (African elephants are bigger than Asian elephants. Elephants aren’t afraid of mice.) Find out which pair got the most correct answers. 1 Some elephants can use tools. 2 Some elephants can understand who’s talking – a man or a woman. 3 Some elephants can say a few words. 4 Some elephants feel sad when another elephant dies. 5 Some elephants show sympathy for other elephants when they are unhappy. 6 Some elephants understand what you are pointing at. 7 African elephants are smaller than Asian elephants. 8 Elephants are afraid of mice.

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•• Extra Challenge Ask students to complete the activity with their books closed.

•• Put students into pairs. Then read sentence 1 from the list below aloud. Say Discuss with your partner whether you think the sentence is true or false. Write true or false on a piece of paper.

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•• Make sure students are clear on which animal they will describe. As students describe the animals in their groups, walk around and monitor. Offer help if necessary. After they finish, invite volunteers to describe the animals from the text.

•• Say I’m going to find out how much you know about elephants. I’m going to read a piece of information about elephants and you have to decide if it’s true or false. Work in pairs.

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•• Ask students to work in groups of three. Read the instructions aloud.

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Wrap Up

•• Ask students to close their books. Ask the following questions as a quick quiz:

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•• Start by asking the class to brainstorm animals that do jobs. Provide one or two examples. For example, say Police horses work with police officers and camels carry people in the desert. Ask Can you think of other examples? As students provide additional examples, write them on the board.

What words can dogs understand? (Down, Sit, Find, Walk, Stop) What words can Wilkie say? (Hello, Goodbye) What type of parrot was Alex? (African Grey) How many English words did Alex understand? (150)

Additional Practice: Workbook p. 37, Online Practice

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•• Tell students to work in new groups to discuss the questions. Say Think of more jobs done by animals. Then think about why they do these jobs. For example, camels carry people in the desert because they’re good at walking on sand and they don’t need much water. Set a four- or five-minute time limit. At the end, ask different pairs to give an example of a job done by an animal and say why animals are used to do it.

47a 

SAMPLE COPY, NOT FOR DISTRIBUTION

READING EXTRA 1

Reading extra 1 1

Which animals do you think are clever? Why? Can you give an example of an animal doing something clever?

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Listen and read. What kinds of animals can repeat words? TR: 32

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Read again. Write T (true) or F (false). Correct the false sentences.

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1 Scientists used to believe that animals weren’t very clever. T

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2 Farmers use their voices to show dogs when they’ve done a good job. T

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3 Wilkie the orca can copy the sound of a human voice. T

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4 All orcas communicate in the same way. F (Each group communicates in a different way.)

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5 Alex the parrot knew three hundred different words. F (one hundred and fifty) 6 Alex couldn’t count. F (Alex could count.)

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Work in groups of three. Each student retells information about one of the animals from the text: Border Collies, Wilkie/orcas or Alex the parrot. Use the words in the box to help you. colours

repeat

communicate

shapes

follow instructions

sounds

learn

understand

Work in groups. Discuss the questions. 1 Working dogs have jobs. Can you think of any other jobs done by animals? 2 Why are animals used to do these jobs?

GLOSSARY blowhole

the hole on a whale or dolphin’s head used for breathing

SAMPLE COPY, NOT FOR DISTRIBUTIONREADING EXTRA 1 47

Review 2: Units 3–4 1

Read the text. Choose a job from the box. Write the correct job next to numbers 1–5. There is one example. gardener

lifeguard

marine biologist

mechanic

mountain guide

painter

photojournalist

tennis coach

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Which is the best title for the paragraph (A, B or C)? Circle your answer. A My favourite job

B Exciting outdoor jobs

Circle the correct answer.

C Jobs with the sea

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For people who want interesting jobs but don’t want to sit indoors all day, there’s good news. There are lots of exciting outdoor jobs to choose from. For example, someone who likes swimming, going to the beach and checking that people are safe would be a good lifeguard . Being a 1 mountain would be a good job for guide someone who likes to climb and help other people. Some outdoor jobs mix science with adventure, for example being a 2 marine is a great choice for people who biologist want to explore the sea and the creatures that live there. A person who likes plants and flowers might want to become a 3 gardener . And someone who likes cars or motorbikes and can repair them would be a good 4 mechanic . Some jobs are done indoors or outdoors. Someone who enjoys travelling and taking photos might photojournalist enjoy being a 5 . Working outdoors can be cold and wet if the weather is bad, but it can also be interesting and exciting.

1 Don’t delete / save those photos. I want to look at them again later. 2 If your laptop is broken, you need to connect / repair it. 3 I chat / save to my friends online every day.

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4 Tom’s going to do research / improve online to learn more about robots. 5 Scientists are working hard to improve / save computers.

Add question tags to the sentences.

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1 It’s a beautiful day,

2 We’re going somewhere for a picnic today, aren’t we ?

4 He can swim,

can’t he

5 She hasn’t got a towel, 6 They don’t like eggs,

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do they

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3 You’ve got something to eat, haven’t you ?

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Read the email and write the missing words. Write one word on each line. being I’m emailing you from my dad’s computer because my computer is broken. It’s 1 repaired 2 was right now. It given to me by my uncle four years ago, so I think I’ll need a new one soon! was I’ve also had some problems with my phone this week. It 3 repaired yesterday, but all of 4 5 were was my photos deleted. Only one saved. It’s the photo of our football team. I 6 was are think it taken by Mr Sosa last year. I’m glad that computers and phones 7 being improved all the time. Maybe I won’t have so many technical problems in the future!

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REVIEW 2: Units 3–4

Review 2: Units 3–4 3

In this unit, students will: •• review vocabulary and grammar from Units 3 and 4.

•• Read the instructions aloud. Do the first item as a class. Say Look at item 1. Delete or save? If I delete, are the photos on my phone or not on my phone? (not) OK. So, don’t delete; circle delete. Tell students to complete the activity individually. Ask students to compare answers in pairs. Then go over answers as a class.

Resources: Classroom Presentation Tool, Workbook pp. 38–39, Workbook Audio Track 15, Online Practice

Warm Up •• Write Jobs on the board. Then ask the class to brainstorm as many jobs as they can. Write their ideas on the board. •• Once you have a list of jobs on the board, ask a volunteer to come to the front and act out one of the jobs. Instruct the rest of the class to guess which job it is. Invite other students to come up and act out one of the jobs.

•• Read the instructions aloud. Tell students to complete the sentences with question tags. Do the first item as a class. Say It’s a beautiful day … What’s the subject and verb? (It’s/It is) So, what verb do we use in the tag? (is) In the sentence, is is affirmative. Is it affirmative in the tag? (No, it’s negative.) Do we change the word order of subject and verb? (Yes – isn’t it?) Ask students to complete the activity individually. Tell students to compare answers in pairs. Then go over them as a class.

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Task Guidance Notes Flyers Reading & Writing Part 6 Students read a text with gaps (usually a diary or letter) and have to write one word in each of five gaps. There is no list of words – they must choose their own. The focus is on vocabulary and grammar. This part is testing understanding a short text and producing words.

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Flyers Reading & Writing Part 3 Students read a story that has five gaps. They need to choose the correct word for each space from a set of ten words in a box. The missing words might be nouns, adjectives or verbs. They then have to choose the best title for the story from a set of three options. This part is testing reading for specific information and gist as well as the ability to copy words accurately.

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Task Guidance Notes

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1 and 2

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Performance Descriptors

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Challenges Students tend to rush to fill the gaps, but there are several distractors in this task. Encourage them to take time to read the whole text properly first. Also make sure they understand that they have to look at the whole sentence with the gap, and not just the words before and after the gap. •• Can understand simple, short stories containing narrative verb forms •• Can copy words

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•• Predict This activity practises completing a text with nouns. Ask students, in pairs, to cover the text and look at the words in the box. Ask them to think of one activity with each job. Check ideas with the class.

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•• Ask students to read the text quickly. Ask What’s the writer talking about? (jobs) Does he or she recommend only one job? (no) •• Ask students to read again in pairs. Tell them to decide what words near each gap help them decide what word is missing, for example: 1 someone who likes to climb = mountain guide. Check ideas with the class but do not tell them whether answers are correct or not. •• Point out that there are two extra words. Tell students to complete the activity individually. Then check answers as a class. •• Personalize Ask students to write their own text describing three jobs they would like to do in the future. Tell them to include gaps for three nouns. Monitor and help. Ask them to swap texts with a partner. Instruct students to complete their partner’s text and write a 3–4 word title. Tell pairs to check and discuss.

Challenges Students can find it hard to think of words themselves when they are used to more support. Encourage them to read the whole text first so they are familiar with the context and/or purpose and any time references. Also make sure they are familiar with a range of collocations and fixed phrases, for example, have a shower and make dinner. Performance Descriptor •• Can read and understand short texts, even if some words are unknown

•• Ask students to read the text quickly. Ask What problems does the writer have? (computer, phone) What does he/ she send? (a photo) •• Predict Ask students, in pairs, to read the text again and decide if each verb needs to be in the present or past. Check ideas with the class. •• Ask students to complete the activity individually. •• Reflect Ask students, in pairs, to check answers together. Ask them to explain the reason for their choices, for example, whether the action is happening now or happened at a single moment in the past. •• Go over answers as a class.

Wrap Up •• Write five jobs from the Student’s Book on the board. •• Ask students to write one sentence to describe each job. Invite students to read their sentences aloud to the class. Additional Practice: Workbook pp. 38–39, Online Practice

  REVIEW 2: Units 3–4 48a SAMPLE COPY, NOT FOR DISTRIBUTION

UNIT

5 Going places In this unit, students will:

Language

Twenty-First Century Skills

•• talk about transport and journeys. •• listen to a report about Robyn Davidson’s journey across the desert in Australia.

Vocabulary cross, destination, hurry, reach, set off, suitcases, survive, view; centimetres, heights, loads, metres, tunnel, wide

Collaboration Work together to write good and bad news, Lesson 2

•• use the present perfect passive to talk about events.

Grammar •• Present perfect passive

•• read about the world’s longest tunnel and the world’s longest pedestrian suspension bridge.

•• Questions in the passive

Communication Discuss favourite ways to travel, Unit Opener Creativity Plan actions for a verse of the chant, Lesson 5 Critical Thinking Work out the meanings of words from context, Lesson 1

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•• use the passive in questions. •• chant about ways to travel.

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•• write a factfile about a country.

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•• watch a video about an expedition across glaciers.

In the Unit Opener, students will: •• discuss their favourite way to travel.

Resources: Home School Connection Letter, Classroom Presentation Tool

Introduce the Theme

•• To vary interaction, ask students to work in pairs or small groups to discuss question 3. Give students some time to prepare their ideas. Then set a four-minute time limit for students to discuss their ideas. At the end, ask students to tell the class what their partner’s favourite way of travelling is and why.

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•• respond to a photo of the V-Train in South Korea.

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•• identify the value Take exercise.

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•• Write the following places on the board: school, my best friend’s house, my cousins’ house and the shopping centre. Then tell the class how you get to these places. For example, say I drive to school./I walk to my best friend’s house./My cousins live near the sea, so I go by train to see them./ I drive or take the bus to the shopping centre.

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•• Say Now, on a piece of paper, write four different places that you go to. Tell students to work in pairs. Say Tell your partner how you go to these places.

Use the Photo •• Ask students to open their books to p. 49. Focus their attention on the photo. Read the caption aloud. Direct students’ attention to question 1 and read it aloud. Listen to several students’ answers. To guide students, ask Do you think they’re on holiday or going to work? Are they going to the city or the country? Is it summer or winter? (The V-Train is a famous tourist train; they are on holiday in the summer.) See the About the Photo box for more information about the V-Train.

•• Extra Support Provide helpful phrases on the board for students to use for question 3, for example, I like going by train because … and The train is my favourite way to travel because …

TEACHER TIP It’s important to give a clear time limit when asking students to complete discussion activities in pairs or groups. This will help them stay focused on the task. When starting the activity, you can begin by saying You’ve got [three] minutes. You can signal that the time is beginning by saying a word or phrase. For example, you could say You’ve got [three] minutes starting … now. Or OK, begin. Or Go. You should also let students know how much time is remaining. For example, you can say You’ve got [one] more minute! When the time is up, you can say OK, time’s up. At this point, make sure that everyone stops talking and pays attention so that you can transition to the next step or activity.

•• Say I’d like to travel on the V-Train because it looks comfortable and fast. What about you? Read question 2 aloud. Listen to several students’ answers.

49a 

SAMPLE COPY, NOT FOR DISTRIBUTION

UNIT 5  Going places

Going places ABOUT THE PHOTO

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This photo is of the V-Train in South Korea. The ‘V’ is for ‘valley’ because the train passes through a scenic valley on its route. This colourful train has large windows that passengers can open to let fresh air in. The train travels relatively slowly (only about thirty kilometres per hour) so that passengers can enjoy the beautiful natural scenery along the way. There is even a special sightseeing car at the back of the train. The solar panels on the roof of the V-train help make it environmentally friendly.

Inside South Korea’s V-Train

Look at the photo. Discuss the questions. 1 Why do you think these people are on the train? 2 Do you think you’d like to travel on this train? Why? / Why not? 3 What’s your favourite way to travel (e.g. by train, by bus, by car, by plane) and why?

SAMPLE COPY, NOT FOR DISTRIBUTION

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Vocabulary

ABOUT THE PHOTO

Listen and read.

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The photo is from Robyn Davidson’s journey across Australia. Robyn Davidson set off from Alice Springs in the heart of Australia for the west coast with her dog, Diggity, and four camels: Dookie (a large male), Bub (a smaller male), Zeleika (a female) and Goliath (Zeleika’s son). She had no intention of writing about the journey at first, but agreed to write an article for National Geographic magazine. The article was published in 1978. It attracted so much interest that Davidson decided to write a book about the experience. She travelled to London and wrote the best-selling book Tracks, which was made into a film in 2013.

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If you need to cross a desert, it’s helpful to travel with camels. They can carry up to 250 kilograms – that’s like twelve heavy suitcases – and they can survive for a long time without water. And you might be surprised to learn that camels can move quite quickly. They can run at 65 kilometres per hour over short distances and they can travel for 190 kilometres in one single day, but they don’t like to hurry, and you may have to wait until the camel is ready to go before you set off. It may be quicker to reach your destination if you fly or drive, but if you go by camel, you can sit back and enjoy the view, and it’s definitely a more interesting way to go!

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Read the sentences. Write T (true) or F (false). Correct the false sentences. 1 If you cross the desert, you go from one end to the other. T 2 You can carry your things in a suitcase. T 3 When you’re setting off on a journey, you finish it. F (You’re starting it.)

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Robyn Davidson with her camels in the outback, Australia

Listen to a report on Robyn Davidson’s journey across the desert in Australia. Number the events in the correct order. TR: 34

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A She found the lost camels a few days later.

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B She reached the ocean with the camels.

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C Before Robyn set off on her journey, she learnt to look after the camels.

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D Two of the camels disappeared.

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E She had to say Goodbye to the camels.

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F One of the camels ate Robyn’s cherries.

4 When you hurry, you move slowly. F (You move quickly.)

5 When you arrive where you want to go, you reach your destination. T 6 It’s easy to see the view when the weather is very cloudy. F (It’s difficult. /when the weather is very clear)

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Going places

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•• Extra Support Play TR: 34 a second time if necessary. Script for TR: 34

Resources: Audio Tracks 33–34, Classroom Presentation Tool, Workbook p. 40, Workbook Audio Track 16, Online Practice Materials: a photo of a camel, blank pieces of paper

Warm Up •• Show students a photo of a camel. Ask What type of animal is this? (It’s a camel.) Where do camels live? (Most camels live in the desert.) Then ask What else do you know about camels? Listen to students’ answers.

1 •• Ask students to open their books to p. 50. Play TR: 33. Tell students to listen and read. Set a focus question. For example, write the following on the board before playing the recording: What do you learn about camels? After playing the audio, ask What did you learn about camels? Listen to several students’ responses.

One night, Robyn opened a tin of cherries. She ate half the cherries and saved the other half for breakfast the next morning. But when she woke up, the cherries were all gone. One of the camels was sleeping next to her – and his mouth was as red as cherries! Not long after this, when Robyn was crossing Gibson Desert, two of the camels disappeared. Robyn worried that she did not have enough water. She tried not to panic and things improved. A few days later, she found the missing camels and a truck arrived with water for her. In the end, Robyn and the camels reached the ocean. The camels had never seen so much water before. They ran towards it and tried to drink, but had a big shock when they found out that it was salty. They made funny faces, which made Robyn laugh. Robyn was pleased that she had reached the end of the journey, but she was sad to say goodbye to the camels.

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•• Focus students’ attention on the eight new words in bold. Point out and check strong stresses in the words in bold (e.g., survive, destination).

The journey took 195 days. The camels carried food and water and equipment for cooking. Robyn, Diggity and the camels walked all day and then, every evening, Robyn built a fire and cooked her food. She usually ate dried or tinned food.

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•• listen to a report about a journey across the Australian desert.

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•• talk about long journeys.

In 1977, Robyn Davidson travelled thousands of kilometres across Australia with four camels and a dog called Diggity. She wrote a book about it and the book has been made into a film. Before she set off on her journey, Robyn had to learn how to look after the camels. People and camels can work well together, but camels can sometimes be badtempered. They can kick and bite if they are not happy.

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In this lesson, students will:

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•• Read the instructions aloud and do the first item as a class. Ask students to compare answers in pairs. Then go over answers as a class. Ask students to give reasons why the false answers are incorrect. •• Extra Challenge Ask students to write their own sentences using some of the new words in bold from Exercise 1.

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•• Use the Photo Focus students’ attention on the photo. Say We’re going to listen to a report about Robyn Davidson’s journey across the desert in Australia. Look at the photo. What can you tell me about Robyn’s journey from this photo? Listen to several students’ answers.

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•• Read the instructions aloud. Give students time to read through the sentences. •• As a class, brainstorm synonyms and antonyms of key words. For example: synonyms – lost/missing, reached/ arrived at, journey/trip; antonyms – lost/found, reached/ left, disappeared/appeared. •• Play TR: 34 and ask students to complete the task individually. Remind them to listen for synonyms and antonyms. •• Go over answers as a class. While going over answers, draw students’ attention to synonyms, antonyms and alternative ways of saying things. For example, get students to notice that lost camels is used in sentence A, but in the audio, it is missing camels. •• Listening Strategy: Recognizing Synonyms and Antonyms Helping students recognize synonyms, antonyms and alternative ways of saying things will enable them to better understand what they hear.

Optional Activity •• Ask students to work in pairs. Give each pair a blank piece of paper. Write on the board: Our amazing journey. Say This is the title of your story. Write it at the top of your piece of paper. Then ask Where did you set off from? Tell students to write a sentence at the top of the piece of paper under the title. •• Now say Fold over the piece of paper so the first sentence is not visible. Show students how to do this. When students have folded their paper, instruct them to pass it to the next pair in a clockwise direction. •• Now ask Where did you travel to? Tell students to write the next sentence without looking at what has already been written. Tell students to write a sentence and pass it on clockwise. Continue in this way with the following questions: How did you travel? What did you take with you? How long did it take to reach your destination? What did you eat and drink during the journey? How did you feel when you reached your destination? •• Once students have completed their seven-sentence story, tell them to open up the paper and read the story aloud.

Wrap Up •• Ask students to retell information about camels and/or Robyn Davidson’s journey. Additional Practice: Workbook p. 40, Online Practice

UNIT 5  SAMPLE COPY, NOT FOR DISTRIBUTION

Going places 50a

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3 •• Read the instructions aloud. •• Ask students to complete the task individually. Then ask students to compare answers in pairs. At the end, ask different students to come to the board and write one sentence each.

In this lesson, students will: •• use the present perfect passive to emphasize an action rather than who did it. •• talk about good news and bad news.

•• Extra Support Write the beginning of each sentence (for example, The Australian desert) on the board. This provides a prompt to help students write the complete passive sentences.

Resources: Classroom Presentation Tool, Workbook p. 41, Online Practice

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•• Check students’ understanding of the form and meaning. Write the following on the board:  .

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•• Extra Support Give students time to prepare and write sentences before they speak in pairs.

Optional Activity

•• Play Noughts and Crosses to practise passives. Start by drawing the following on the board:

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The biscuits

•• Put students into pairs. Say Take turns saying sentences. Listen to your partner and say ‘Good news!’ or ‘Bad news!’ when you hear their sentences.

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•• Ask students to open their books to p. 51. Read through the explanation in the green grammar box. Then ask volunteers to read the example sentences aloud.

•• Read the instructions and the verbs in the box aloud. Ask What’s the past participle of break? (broken) And clean? (cleaned) Ask for the other past participle forms. Then say Listen to my examples. Are they good news or bad news? Say My phone has been stolen. The train has been painted. Ask Can you give me an example? Ask two or three students to give example sentences.

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•• Review present simple passive and past simple passive forms. Write the following verbs on the board: invent and make. Ask What are the past participle forms of these verbs? (invented, made) Write Television and 1923 on the board. Ask students to say a sentence with these items and the verb invented. Then write Ferraris and Italy on the board. Ask students to say a sentence with made. Remind students of the present simple and past simple forms in the passive: Ferraris are made in Italy. Television was invented in 1923.

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•• To review form, say Let’s make a sentence with the verb eat. What’s the past participle of eat? (eaten) Ask Do we use be to make the passive? (yes) What’s the present perfect form of be? (has/have + been) So, the correct sentence is The biscuits have been eaten. Write this on the board.

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•• To review meaning, say Look at the sentence. Which is more important: the action, or who did it? (the action)

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•• Ask students to complete the sentences. Read the instructions aloud. Then say A new bridge … build … What’s the past participle of build? (built) Say So, the answer is has + been + built. Ask students to complete the other sentences individually. Then ask students to compare answers in pairs. After they finish, ask different pairs to read their answers aloud. •• Extra Challenge Tell students to write other passive sentences using the same words at the beginning (A new bridge, Lots of books, and so on) but using different verbs. For example: A new bridge has been opened. A lot of books have been read. All of the biscuits have been made. •• Extra Support Ask students to say what the past participles of the verbs in brackets are before they write the sentences.

•• Divide the class into two teams, Team O and Team X. Tell Team O to go first. Tell them to choose a past participle and say a sentence using the present perfect passive (for example, eaten/All the pasta has been eaten.). If they produce a correct sentence, they win the square and write O in the corresponding square of the blank board. Now it is Team X’s turn to choose a participle and say a sentence. Continue until one team forms a line of three Os or three Xs vertically, horizontally or diagonally. •• To make the activity more challenging, write infinitives instead of participles on the board.

Wrap Up •• Write the following sentence on the board: Trips have been made easier by technology. Ask students to work in pairs. Ask them to think of three examples from their own country that show that trips have been made easier. Tell them to think of motorways, aeroplanes, airports, bridges, and so on. •• Ask different pairs to read one or more of their sentences aloud to the class. Additional Practice: Workbook p. 41, Online Practice

51a 

SAMPLE COPY, NOT FOR DISTRIBUTION

UNIT 5  Going places

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Study the grammar box. The passive (present perfect)

have/has (not) + been + past participle

We can use the present perfect with the passive. Most mountains have been climbed, but a few mountains haven’t been climbed yet. This tin of cherries has been opened. This bottle of water hasn’t been opened. The camels that disappeared have been found.

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Complete the sentences with the verbs in brackets. Use the present perfect passive. 1 A new bridge

has been built

(build) across the river.

been fed

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5 The animals haven’t/have not (not / feed).

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4 The water hasn’t/has not been (not / drink).

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2 Lots of books have been written (write) about journeys. 3 All of the biscuits have been eaten (eat).

Rewrite the sentences in the passive.

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6 The children have been given (give) their bus tickets.

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1 Robyn Davidson has crossed the Australian desert.

break

lose

clean

paint

give lots of money

rebuild

feed

repair

find

steal

improve

The Australian desert has been crossed by Robyn Davidson.

2 A fourteen-year-old boy has crossed the Atlantic Ocean. 3 A thirteen-year-old girl has climbed Mount Everest.

1 My phone has/hasn’t been …

4 Construction workers have built a new railway line from China to Europe.

2 The plane has/hasn’t been …

The Atlantic Ocean has been crossed by a fourteen-year-old boy. Mount Everest has been climbed by a thirteen-year-old girl.

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A new railway line has been built from China to Europe.

5 Queen Elizabeth has opened a new bridge in Scotland.

A new bridge in Scotland has been opened by Queen Elizabeth.

6 Technology has made journeys easier.

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Work in pairs. Complete the sentences with one piece of good news and one piece of bad news. Use the past participle of the verbs from the box.

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3 The school has/hasn’t been … 4 My cat has/hasn’t been … 5 The train has/hasn’t … My phone has been found! The train hasn’t been repaired.

Robyn Davidson giving one of her camels a snack

UNIT 5 SAMPLE COPY, NOT FOR DISTRIBUTION

Going places

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Reading

ABOUT THE PHOTO

Look at the photo. Discuss the questions. 1 What are the people in the photo doing? How do you think they feel? 2 Have you ever crossed a very high bridge? Where was it? 3 Have you ever travelled through a very long tunnel? How did you feel?

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This photo is of the The Charles Kuonen Suspension Bridge in Switzerland, which opened in July 2017. It has eight tons of cables and a system that prevents it from swinging. The bridge is part of Europaweg, a hiking path between the villages of Zermatt and Grächen.

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Extreme travel

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Crossing this bridge is very exciting – but maybe not if you’re afraid of heights!

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The world’s longest tunnel The world’s longest train tunnel is also in Switzerland. It’s called the Gotthard Base Tunnel and it runs for 57 kilometres, deep under the mountains. It took seventeen years to build it. Thanks to the Gotthard Base Tunnel, heavy loads can now be carried by train under the mountains, instead of by truck along the mountain roads. It’s so long that the people at one end speak German and the people at the other end speak Italian. Also, the weather might be bad when you go into the tunnel, but good when you come out!

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The world’s longest pedestrian suspension bridge How would you like to walk across the world’s longest pedestrian suspension bridge? The Charles Kuonen Suspension Bridge was opened in Switzerland in the Alps. It’s 457.2 metres long, but only 63.5 centimetres wide. The old bridge was damaged by falling rocks. Before the new bridge was built, it took about four hours to cross the valley; now, it takes just ten minutes!

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The bridge is made of steel and is 86 metres above the ground at its highest point, so you might not want to look down! But if you’re brave enough to look around, there are amazing views of some of the highest mountains in the Alps – the Matterhorn and the Weisshorn.

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New words: centimetres wide metres heights tunnel loads

Read again. Complete the sentences.

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1 The Charles Kuonen Suspension Bridge is 457.2 long metres and 63.5 centimetres wide . 2 It takes ten minutes to cross the bridge. 3 The Gotthard Base Tunnel is 57 kilometres long. 4 It took

seventeen years

to build the tunnel.

5 The suspension bridge and the tunnel are in Switzerland .

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Going places

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In this lesson, students will: •• read about the world’s longest pedestrian suspension bridge and the world’s longest tunnel. •• talk about their experience with bridges and tunnels. Resources: Audio Track 35, Classroom Presentation Tool, Workbook p. 42, Online Practice Materials: a photo of the Burj Khalifa (or other significant structure)

Warm Up •• Write the following adjectives on the board:

•• Reading Strategy: Scanning for Specific Information Teaching and encouraging students to scan can help them find specific words in a text. It also helps them understand that they do not need to read every word of the text. Doing this helps them learn how to find the information they need quickly. •• Extra Support Provide students with additional support by looking at the sentences and identifying the key information in each as a class before asking them to read the text again and complete the activity individually.

Optional Activity 1

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How Where high wide

What When How many rooms built opened

•• In pairs, tell students to form questions about the building. When they are ready, tell students to ask you their questions. Answer what you can.

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•• Ask Which words describe bridges? Which describe tunnels? Which describe both? (Bridges can be long, high, wide and heavy. Tunnels can be long, dark, high, deep and wide.)

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•• Ask students to say what the opposite of each of these adjectives is. (short, light, low, narrow, shallow, light) Alternatively, ask them if they know any of the noun forms of these adjectives. (length, darkness, height, width, depth, weight)

•• Show a photo of another record-breaking structure, such as the Burj Khalifa in Dubai, the world’s highest building. Show the photo and write the following prompts on the board:

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 long  dark  high  wide  deep  heavy

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•• Ask students to open their books to p. 52. Draw their attention to the photo and read the caption aloud. Use the photo to check the meaning of suspension bridge and pedestrians (= people walking).

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•• Ask students to discuss the questions as a class or in small groups. If discussing as a class, ask each question and then invite volunteers to share their answers before moving on to the next question. If students discuss the questions in small groups, ask one student in each group to ask the questions. It is that student’s responsibility to ask questions and get everybody speaking. Ask a different student to report back to the class from the discussion at the end.

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•• Tell students to read the text again scanning for the information needed to complete each sentence. Ask students to complete the activity individually. Then tell them to compare answers in pairs before going over them as a class.

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•• Play TR: 35. Tell students to listen and read the text. Set a focus question for students to answer as they read. For example, write on the board: Why is the title ‘Extreme travel’? (Because the text is about travelling across the longest pedestrian suspension bridge and through the longest tunnel, which are both ‘extreme’.)

3 •• Read the instructions aloud. Then ask students to underline key information in the activity questions. Tell them to use these clues to locate which section of the text information will be found. Go over the first item as a class. Ask What important information could you underline in sentence 1? (Charles Kuonen Suspension Bridge, 457.2 metres, 63.5 centimetres). Then ask Where can you find this information in the text? In which section? (the first section about the world’s longest pedestrian suspension bridge). Then ask them to use the clues to locate where the missing word or phrase is.

•• Useful information about the Burj Khalifa: It’s in Dubai, UAE. It opened 2010. It’s 828 metres high. It’s made of concrete and glass. There are 163 floors and eight lifts; There are 304 hotel rooms and 900 apartments in the Burj Khalifa.

Optional Activity 2 •• If you have internet access available, tell students to work in pairs to research other famous structures. Tell them to find an interesting structure and prepare a presentation on how long, high, wide and/or deep it is. Possibilities for research include: the Eiffel Tower, Big Ben, the Shanghai Tower, the Channel Tunnel and the Golden Gate Bridge.

Wrap Up •• Tell students to close their books. Then write the following numbers on the board: four hours 17 years

86 metres 63.5 centimetres

57 kilometres

•• Tell students to work in pairs. Ask them to recall and say what the numbers refer to in the text. After one minute, tell students to open their books and check the answers. (four hours = the time it took to cross the valley before the new bridge was built; 86 metres = how high the Charles Kuonen Suspension is above the ground; 57 kilometres = how long the Gotthard Base Tunnel is/the length of the Gotthard Base Tunnel; 17 years = how long it took to build the Gotthard Base Tunnel; 63.5 = the width (in centimetres )of the Charles Kuonen Suspension Bridge) Additional Practice: Workbook p. 42, Online Practice

UNIT 5  SAMPLE COPY, NOT FOR DISTRIBUTION

Going places 52a

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3 •• Go over the instructions. Provide an example answer to the first question. Say My bag was made in Thailand. What about yours? Ask two or three students to share their answers.

In this lesson, students will: •• use questions in the passive. •• discuss where things were made, when buildings were built, and so on, using the passive.

•• Tell students to work in pairs to discuss the questions. As students speak, walk around and monitor, offering help if needed. At the end, ask a few students to share their answers with the class.

Resources: Classroom Presentation Tool, Workbook p. 43, Workbook Audio Track 17, Online Practice

•• Extra Challenge Ask students to write and ask their own questions in the passive using these verbs: invent, use, make, open, design and paint.

Warm Up

•• Extra Support Tell students prepare to for the activity by asking them to write answers to the questions first.

•• Write the following words at random on the board: homework  week  given   What  been  has  this

Optional Activity

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question word (been or being)

verb be subject past participle

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Where’s Spanish spoken? Where have the Olympic Games been held? What are pencils used for? Where’s coffee grown? What was taught today?

Wrap Up

•• Ask students to write their own questions in the passive beginning with What, When or Where. As students write, walk around and monitor. Offer help if necessary. •• When students are ready, tell them to walk around, ask their question and get as many answers as they can in three minutes. Then ask students to read the questions aloud and say some of the answers they were given.

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•• Go over the form. Do this as a teacher-led board presentation. For example, write these labels on the board:

1 2 3 4 5

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•• Ask students to work in pairs. Say Work together to make a question using the words on the board. When you think you’ve got the answer, put up your hand without speaking. When all students have their hands up, ask the pair that put their hands up first to give you the answer. Then ask students what the answer to the question is. (What homework has been given this week?)

•• If your students like quizzes, give them a simple quiz. Tell them to write two answers to each question. Then read the questions below aloud, giving students time to write answers.

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•• Ask students to match the words in the example questions in the green grammar box with these labels.

Additional Practice: Workbook p. 43, Online Practice

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•• Go over the meaning. Say Look at the sentence Why has the tunnel been built? Do we know who built the tunnel? (no) Are we interested in who built the tunnel? (no) Say OK. So, we use the passive when the action is more important than who did it.

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•• Read the instructions and the example aloud. Ask What type of word goes first? (the question word) And the next word? (a form of be) Ask What’s the answer? (A) Say Yes, A because it’s the answer to a When question. •• Ask students to complete the activity individually. Ask students to compare answers in pairs. Then go over answers as a class. •• Extra Support Elicit the first and last words in each question and ask students to put the rest of the words in the correct order.

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SAMPLE COPY, NOT FOR DISTRIBUTION

UNIT 5  Going places

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Study the grammar box. Questions in the passive Present simple:

Where’s German spoken?

Past simple:

How was the old bridge damaged?

Present continuous: Where are the heavy loads being carried? Present perfect:

Put the questions in the correct order. Then circle the correct answer.

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Why has the tunnel been built?

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1 is / How often / played / the World Cup? How often is the A It’s played every four years. World Cup played? B It’s played by football teams.

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C It’s played in a different country each time.

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2 the first plane / invented / Where / was? Where was the first plane A It was invented twenty years ago. invented? B It was invented in the US. C It’s just been invented.

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3 opened / was / When / the tunnel / between England and France? When was the tunnel between England and France opened? A So that cars can drive through it. B It’s fifty kilometres long. C It was opened in 1994.

Where were the

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4 used / were / Where / the first boats? first boats used? A They were used to carry animals across the river. B They were used in Egypt. C They were used many centuries ago.

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5 Why / made / electric cars / being / are? Why are electric A So that we use less petrol. cars being made? B They were made in Brazil. C They’re made of light metal.

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Work in pairs. Discuss the questions. 1 Where was your bag made? 2 When was your school built?

The Charles Kuonen Suspension Bridge in Switzerland is the longest pedestrian suspension bridge in the world.

3 When’s your classroom cleaned? 4 What homework have you been given this week?

UNIT 5 SAMPLE COPY, NOT FOR DISTRIBUTION

Going places

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Chant

Listen, read and repeat. Choose TR: 36 your favourite verse.

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Listen again. Act.

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Divide into five groups, one for each verse. Perform your verse with your group.

TR: 37

The best way to go 1 I prefer to travel by train. It’s nice to be indoors, out of the rain. You can sit and relax and enjoy the view. You can have something to drink and a biscuit too. 2 I think it’s much better to go by car. You can drive where you like, near or far. You don’t have to stop, you don’t have to wait. You can go when you like, so you’re never late.

TR :38 and 39

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3 Have you thought of going by bus? We need buses and buses need us. A bus is fine in different weather. And it’s better if we all travel together.

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4 What about travelling by bike? You can carry your things and go where you like. It keeps you fit, you don’t have to pay. And it’s great when it’s a beautiful day.

VALUE

Take exercise. Workbook, Lesson 6

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5 I think you’re all wrong – there’s a much better way. And it’s something we should do every day. You don’t have to hurry, you don’t have to run. Enjoy the fresh air and sometimes the sun!

Cyclists in Kyoto, Japan

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UNIT 5

ABOUT THE PHOTO

This photo is of cyclists in Kyoto, Japan. Kyoto is a city located on Japan’s largest island, Honshu. The city of Kyoto has many historical monuments and ornate, traditional gardens. It’s easy to travel in Kyoto there are two subway lines and there are a lot of walkways in its centre. Kyoto is regularly voted one of the best bicycle cities in Asia because it’s mostly flat and the roads are well looked after. There are also lots of places to purchase or rent bicycles. In Japan, people drive, and cycle, on the left side of the road.

SAMPLE COPY, NOT FOR DISTRIBUTION

Going places

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In this lesson, students will: •• chant about ways to travel. •• identify the value Take exercise. Resources: Audio Tracks 36–39, Classroom Presentation Tool, Workbook p. 45, Online Practice Materials: blank pieces of paper

•• Organize the class into five groups. How you do this will depend on the size of your class. One way of mixing students is to go around the class, assigning group numbers to individual students by saying 1, 2, 3, 4, 5. Say Stand up, 1s. Then motion for them go to one part of the room. Say Stand up, 2s and repeat. In the end, you should have five even groups. Alternatively, simply group students according to where they are seated if it is difficult for them to move. •• Play TR: 38 (with lyrics) or TR: 39 (instrumental only). Decide which of the two tracks you would prefer to play.

•• Ask students to work in pairs. Tell them to choose one pair of topics (ways to travel) and compare them in as many ways as they can. For example: A car is faster than a bus. It’s easier to go by car. It’s cheaper to go by bus. Buses are more fun than cars. Cars are more comfortable than buses.

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•• Write on the board: I prefer to travel by … Ask What ways can we travel? Listen to students’ ideas and write them on the board.

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•• Use the Photo Ask students to open their books to p. 54. Focus their attention on the photo. Ask What are these people doing? Do you think this is a good way to travel? Listen to several students’ answers. Read the caption and the title of the chant aloud. Ask What’s the best way to go to school? What’s the best way to get to the city centre? What’s the best way to travel on a long journey? Listen to several students’ answers.

•• Value: Take exercise Say The value of this lesson is Take exercise. Ask How can we take exercise? Listen to students’ ideas. To extend the activity, ask students, in groups, to choose one of these situations – at school, on holiday, or on a rainy day – and think of ways to take exercise. For additional practice, ask students to complete Lesson 6 of the Workbook in class or at home.

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car/bus  train/aeroplane  walking/cycling

•• As students listen, tell each group to take turns chanting their verse and performing the actions they prepared in Exercise 2.

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•• Write the following pairs of ways to travel on the board:

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•• Play TR: 36. As students listen and read, ask them to repeat each line. At the end, ask students to say which verse they liked the most.

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•• Extra Support Explain and/or review key words in the chant as needed. Review the meaning of: indoors (= opposite of outdoors); relax (= opposite of work – or act it out); near (= opposite of far); carry (act it out); hurry (= go fast because you are late).

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•• Tell students that they are going to plan actions to go with each verse. Start them off by acting out the first verse yourself. So, act out travelling by train (make circular chugging motions with your arms), act out being indoors (put your hands together over your head), act out sitting and relaxing (slump in your chair in a way that makes you look relaxed and comfortable), and act out drinking and eating a biscuit.

•• Ask students to work in groups of three or four. Tell each group to choose a form of transport from the board. Ask them to write the first line of a new verse on a piece of paper (for example, I prefer to travel by boat). Then ask groups to exchange pieces of paper with another group. Tell that group to write the second line before passing the paper back. Then tell groups to write the third line before passing it back again. At the end, ask groups to read or chant their new verses aloud.

Wrap Up •• Ask students to close their books. Then write on the board: travel by train, go by car, go by bus, travel by bike, walk. Tell students to work in pairs. Ask them to try to remember and say one reason from the chant why each of the different forms of travel is the best way to go (for example, travel by train because you can sit and relax). Additional Practice: Workbook p. 45, Online Practice

•• Elicit and suggest ways of acting out verses 2–5. For example: act out holding a steering wheel, act out holding on to a cord while standing on a bus and act out pedalling a bike or walking. •• Play TR: 37. As students listen, ask them to perform the actions you agreed on as a class. Stand at the front and lead the actions.

UNIT 5  SAMPLE COPY, NOT FOR DISTRIBUTION

Going places 54a

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•• Point out the difference between a common noun (for example, waterfall) and a proper noun (for example, Iguazu Falls). Practise this with the class by reading five words aloud (three proper nouns, two common nouns) and asking students to identify which are common nouns and which are proper nouns. Choose place names they will be familiar with.

In this lesson, students will: •• read a factfile about Argentina. •• write a factfile about their country or a country they know.

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•• use figures correctly in a factfile. Resources: Classroom Presentation Tool, Workbook p. 44, Online Practice

•• Direct students’ attention to part a. Go over the information in the grey box.

Materials: a map of South America

•• Direct students’ attention to part b. Tell students to complete the activity individually. Ask students to check answers in pairs. Then ask one pair to write the figures on the board so that others can check their answers.

Warm Up

•• Extra Challenge Tell students to close their books. Dictate three or four numbers. Ask students to write them as figures. Say Sixty-seven (67), four hundred and fifteen (415), one thousand, three hundred and forty-nine (1,349), nine hundred and one (901).

•• Write Facts on the board. In groups, tell students to brainstorm any facts they know about Argentina for three minutes. Then ask different groups to share their facts. Alternatively, ask a volunteer from each group to come to the board and write their group’s facts.

•• Tell students to write a factfile. Ask them to decide which country they want to write about. If you plan to do the writing in class, it is a good idea to let students work and write with a partner as long as they choose the same country.

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•• Ask students to open their books to p. 55. Read the three questions aloud. Ask students to read the factfile and find answers. Then tell them to check answers in pairs. Alternatively, ask different students to read each bullet point of the factfile aloud. Then go over answers as a class.

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Answers: 1 Buenos Aires; 2 more than 5,000 km long; 3 on the border between Argentina and Brazil

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•• Start by showing a map of South America. Ask Where’s Argentina? Ask students to label the country on the map.

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•• Extra Challenge Ask students to think of two more questions about information in the factfile. When everyone is ready, tell them to ask their questions to the class. Ask the class to try to remember the facts from the factfile and answer the questions.

•• You could assign the writing activity for homework. If you do it in class, break the writing into stages. Here is a possible process: 1 Ask students to write a heading (for example, Factfile: Mexico). 2 Tell them to make brief notes about the information they want to include. This could include: location, capital city, size, population, languages, tourist attractions, important cities, rivers, mountains, and so on. 3 Tell them to do research on (or remember) facts and figures and make notes. 4 Ask students to write a first draft. Tell them to include at least eight bullet points. Remind them to use proper nouns and figures correctly. Include a peer-editing stage after the first draft. Ask students to swap their work with a partner. Tell them to make comments to correct or improve the factfile.

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•• Extra Support Pre-teach key words: size (= how big it is), population (= how many people there are), on the border (= the line between countries), southernmost (= a place, or landmark, which is further south than any other within a range) and tourist attraction (= place that tourists like to see).

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•• Ask students to work in pairs. If your classroom has internet access, ask them to research two more facts about Argentina. Invite pairs to share their facts with the class. •• Alternatively, you could ask them to think of two more questions about Argentina that are not answered in the factfile, for example, What’s the national animal of Argentina? (rufus hornero, or red ovenbird) Then ask students to find the answers for homework and share their questions and answers during the next class.

2 •• Go through the information in the grey box. Then ask students to do steps 1 and 2 individually. Ask students to compare answers in pairs. Then go over answers as a class. (For your reference: 2.54 centimetres = 1 inch; 1 metre = 3.3 feet; 1.6 kilometres = 1 mile; 1 kilogramme = 2.2 pounds)

55a 

•• Extra Support Write a list of key information students have to include on the board, for example, location, capital city, size, population, language(s), tourist attractions, important cities, rivers and mountains. Remind students to refer to this list as they write.

Wrap Up •• Ask students to ‘publish’ their written work. Display completed factfiles around the classroom. Invite students to walk around and read each other’s factfiles. Alternatively, tell students to sit in small groups and pass their factfiles around. Encourage students to tell each other what interesting facts they learnt from their factfiles. Additional Practice: Workbook p. 44, Online Practice

SAMPLE COPY, NOT FOR DISTRIBUTION

UNIT 5  Going places

Read the factfile. Answer the questions.

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1 What’s the capital city of Argentina? 2 How long is Route 40?

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The Río de la Plata is the widest river in the world. It’s about 190 km wide at its widest point – where it connects with the Atlantic Ocean.

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The biggest city in Argentina is the capital, Buenos Aires. Nearly three million people live there.

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When we write facts, we often give numbers and measurements to add details and make the facts more interesting. We sometimes shorten the measurement words, for example:

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It’s the second largest Spanish-speaking country in the world (in size, not population).

km = kilometres

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m = metres

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Argentina is the eighth largest country in the world.

Ushuaia, in Argentina, is the southernmost city in the world.

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The highest mountain in Argentina is Aconcagua. It’s nearly 7,000 m high.

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Route 40 is the longest road in Argentina and it’s one of the longest roads in the world. It’s more than 5,000 km long.

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The Iguazu Falls are one of the biggest tourist attractions in Argentina. They’re on the border between Argentina and Brazil. There are 275 waterfalls and the water falls from an average height of 71 m.

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There are 33 national parks in Argentina.

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In Argentina, people eat lots of meat – about 118 kg of meat per person per year!

cm = centimetres kg = kilograms

1 Underline the proper nouns. 2 Circle the numbers and measurements.

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Writing skill Using figures a Read the information in the box. When we write very small or very big numbers, we usually write the words (four centimetres, three million). When we write long numbers, we usually write figures (275 waterfalls).

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Facts should be clear and easy to read. It’s good to start a new line for each new piece of information. Remember to use capital letters for proper nouns (names of people or places).

Factfile: Argentina •

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Read the information about writing facts. Then look at the factfile and do steps 1 and 2.

3 Where are the Iguazu Falls?

b Write the figures for the numbers.

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A factfile

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1 two thousand, four hundred and sixty-five 2,465 2 eighty-seven

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3 three hundred and thirty-three 333 4 nineteen Tourists at Iguazu Falls on the border of Brazil and Argentina

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Write a factfile about your country or another country you know about. Use figures and measurements to make the facts more interesting.

UNIT 5 SAMPLE COPY, NOT FOR DISTRIBUTION

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Video

Work in pairs. Look at the photo. What words would you use to describe this place? Make a list.

The Le Conte and Patterson Glaciers, the Stikine Ice Field and the mountains surrounding the town of Petersburg, Southeast Alaska, USA

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Watch the video. What’s the most important reason for National Geographic Explorers Vincent Colliard and Børge Ousland’s journey? Tick (✓) the correct Video 6 answer.

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Vincent Colliard, from France, and Børge Ousland, from Norway, are both National Geographic Explorers. Børge founded the IceLegacy project in 2012 and invited Vincent to be a part of it. Børge is a famous explorer who holds the record for the fastest unsupported journey to the South Pole (taking just 34 days). And he got married at the North Pole! Vincent works mainly as a polar explorer and works part time as a ski expedition guide. The IceLegacy project and his personal exploration projects are his main activities. His guiding is secondary. The glaciers mentioned in this video are part of the Stikine Icefield, which is located in the far south of Alaska. Glaciers tell stories of the Earth’s history. Glaciers shape the Earth’s surface as they move and form valleys, mountains and other large formations.

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ABOUT THE VIDEO

1 It’s never been done before.

2 The views from the glacier are incredible. ✔

Watch the video again. Complete the sentences. Use one word or number in Video 6 each gap.

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3 They want to tell people about what’s happening in these places.

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1 National Geographic Explorers Vincent Colliard and Børge Ousland are trying to cross 20 largest the world’s glaciers. snow

is very heavy

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2 Walking and climbing on ice isn’t easy. Sometimes the and they can’t see anything . world’s

3 As the 4 In Alaska,

temperature rises,

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glaciers

billion tons of ice melt each

5 In Africa, 80% of glacier ice has been lost

are melting. year

since

6 In the same period, 50% of glaciers in the European Alps

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1900 have

. disappeared .

Work in groups. Discuss the questions. 1 Which information did you find most interesting and why? 2 Do you think that Vincent and Børge’s journey is a good idea? Why? / Why not? 3 If you could ask Vincent and Børge a question, what would you ask them?

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UNIT 5

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•• Extra Challenge Ask students to complete the activity with their books closed by telling them to watch the video and answer the question in their own words.

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In this lesson, students will: •• watch a video about crossing the world’s largest glaciers. •• learn more about glaciers and global warming. •• discuss their ideas about the journey across the glaciers. Resources: Video 6, Classroom Presentation Tool, Online Practice End-of-unit resources: Worksheet 6.5, Unit 5 Test, ExamView Assessment Suite Materials: a map showing Alaska and the European Alps

Warm Up

•• Play Video 6 again. Tell students to watch and complete the sentences. Ask students to compare answers in pairs. Then go over answers as a class. You can do this by inviting students to write the completed sentences on the board. •• Extra Support Play Video 6 again and pause it to give students more time to complete the sentences.

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•• Write the following on the board:

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•• Tell students to work in groups of four or five. Ask them to discuss the answers to the discussion questions together. Walk around and monitor, asking their opinions and checking that they are working together successfully.

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a mountain a glacier a desert an ocean

•• Ask groups to report their ideas to the class.

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Walk across Climb up Sail across Walk across

•• Tell students to read through the sentences. Ask What words can you guess? If necessary, use a map to show where Alaska and the European Alps are or explain where they are.

Optional Activity

•• Ask students to role-play an interview with Vincent and Børge. Divide the class into two groups, Group A and Group B. Then organize students in each group into pairs. Tell the pairs in Group A that they are ‘interviewers’. Instruct them to prepare five questions to ask Vincent and Børge. Tell pairs in Group B that they are Vincent and Børge – the ‘explorers’. Instruct them to prepare how they will describe their journey. Give students three minutes to prepare. Then organize pairs into groups of four so that one pair of interviewers (from Group A) is with one pair of explorers (from Group B).

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•• Point to the line to match Walk across to a desert. Then ask students to tell you how to match the other verbs and words. Ask Which of these journeys is most difficult and why? Which one would you like to do and why?

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•• Use the Photo Ask students to open their books to p. 56. Focus their attention on the photo. Ask What can you see? (a glacier) Then read the caption aloud. Explain that a glacier is a large area of ice in the Arctic or Antarctic or in mountains. It is so big and cold that it doesn’t melt in summer.

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•• Read the instructions. Ask students to work together to make a list of words to describe what they can see in the photo. Provide three or four words to get them started, such as glacier, ice, cold and mountains. Set a two-minute time limit. Then ask pairs to share their lists of words with the class.

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•• At the end, use the opportunity to pre-teach key words from the audio: dangerous, heavy snow, uphill, downhill, incredible (views), melting, disappearing and amazing (place). Think of ways of reviewing the words. For example, say Dangerous is the opposite of safe. If ice becomes water, it melts. When something becomes smaller and smaller until it isn’t there, it disappears. If snow is heavy, then there is lots of it.

2 •• Read the instructions and the three sentences aloud. Play Video 6. Tell students to watch and tick their answers. Then tell them to compare answers with a partner. After they finish, go over answers as a class.

•• Say Go. Tell the interviewers to ask their questions and the explorers to respond. At the end, ask interviewers what they found out about the explorers.

Wrap Up •• Ask students to close their books. Write these key numbers from the video on the board: 20  75 billion  80%  1900  50%

Ask students to say what these numbers refer to in the video. Ask Which numbers are surprising or worrying? Why? (20 = number of glaciers they want to cross; 75 billion = the number of tons of ice that melt each year; 80% of glacier ice in Africa has been lost since 1900; 50% of glaciers in the European Alps have disappeared) Additional Practice: Worksheet 6.5, Online Practice

The script for Video 6 is available on the Teacher’s Resource Website.

UNIT 5  SAMPLE COPY, NOT FOR DISTRIBUTION

Going places 56a

UNIT

6 Fantastic festivals In this unit, students will:

Language

Twenty-First Century Skills

•• talk about periods of time.

Vocabulary a.m., autumn, century, hours, midday, midnight, minutes, month, p.m., seconds, spring, summer, winter; mixture, poured, tropical fruit, seafood, skin

Collaboration Work together to plan and perform actions for the chant, Lesson 5

•• listen to an interview about the cherry blossom festival in Japan. •• use the present perfect continuous with for and since to talk about something that started in the past and is still happening. •• read about festivals from around the world.

Communication Interview a partner, Lesson 2 Creativity Write an advert, Lesson 6

Grammar •• Present perfect continuous with for and since

Critical Thinking Use information from a text to answer questions, Lesson 1

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•• Present perfect continuous to explain a situation

•• use the present perfect continuous to explain situations.

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•• chant about festivals. •• write an advert for an event.

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•• watch a video about festivals in different countries.

In the Unit Opener, students will:

•• talk about festivals they know about.

Resources: Home School Connection Letter, Classroom Presentation Tool

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Introduce the Theme

•• To vary interaction, ask students to work in pairs or small groups to discuss questions 2 and 3. Give students some time to prepare their ideas. Then set a four-minute time limit for students to discuss. At the end, ask students to tell the class about the festivals their partner has been to.

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•• respond to a photo showing the Redhead Days international festival in the Netherlands.

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•• identify the value Learn about other cultures.

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•• Write the names of two different festivals your students will know about on the board. Ask What do people do during the festivals? In what ways are the festivals similar?

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•• If you can’t think of any festivals, write the following unusual festivals from around the world on the board: The Air Guitar Festival in Finland and The Cheese Rolling Festival in England. Ask What do you think happens at these festivals? (The Air Guitar Festival – People play imaginary guitars, and the winner becomes World Champion; The Cheese Rolling Festival – Somebody rolls a big, round disk of cheese down a hill, and a lot of people run down the hill and try to catch it.)

TEACHER TIP Think about how you wrap up an activity. When an activity involves students sharing ideas, opinions and experiences in a warm up or fluency activity, the wrap up should reflect this. Provide closure to the activity by regrouping as a class and giving students a chance to say something. Here are some suggestions: •• Ask students to report one thing their partner or group said. •• Ask a question that gets students to briefly sum up their group discussion. For example, ask Did everybody in your group agree? What did you disagree about? •• Including a wrap-up step helps signal to students that the activity is finished. You can then prepare them for the next activity or lesson.

Use the Photo •• Ask students to open their books to p. 57. Focus their attention on the photo. Read the caption aloud. Discuss the questions with the class. Say Look at the photo. What do you notice about the people? What do you think they’re doing? Listen to several students’ answers.

57a 

SAMPLE COPY, NOT FOR DISTRIBUTION

UNIT 6  Fantastic festivals

Fantastic festivals

UNIT

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The photo is of the Redhead Days international festival (Roodharigendag in Dutch), which is a Dutch festival that takes place every year on a weekend in September in the city of Breda. Breda is located in the southern part of the Netherlands. The highlight of the festival is a huge picnic in a large park in the city. There’s a photo shoot of the thousands of redheads. It’s only for people with naturally red hair (and their families), and many people at the event also wear red clothing. Redhead Days started in 2005 when a Dutch artist advertised for fifteen red-headed models because he wanted to make a painting of redheads. One hundred and fifty people applied, so they all decided to meet in the city and start a festival instead. In addition to the picnic, at the festival there are lectures, workshops and exhibitions aimed at red-haired people.

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ABOUT THE PHOTO

The Redhead Days international festival, Breda, The Netherlands

Look at the photo. Discuss the questions. 1 What do you notice about the people in the photo? What do you think they’re doing? 2 Have you ever been to a festival? What kind of festival was it? 3 What other festivals do you know about?

SAMPLE COPY, NOT FOR DISTRIBUTION

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Vocabulary

ABOUT THE PHOTO

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The photo shows people enjoying the o-hanami (flower viewing party) near the 17th-century Kintai Bridge in Iwakuni, which is a city in the far south of Japan. The cherry-blossom festival is popular with people from all walks of society. Families go to parks and have picnics or barbecues. Cherry blossoms start blooming in January in Okinawa in the south and are usually in full bloom in May in Hokkaido in the north.

TR: 40

1 There are sixty seconds in a minute and sixty minutes in an hour.

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Listen to an interview about the cherry blossom festival. Circle the correct answer. TR: 41

1 The cherry blossom festivals take place every A spring B summer C autumn

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2 There are twenty-four hours in a day and seven days in a week.

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Listen and repeat.

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People enjoy the o-hanami (flower viewing) party under cherry blossoms in Iwakuni, Yamaguchi, Japan.

3 There are just over four weeks in a month and twelve months in a year. 4 The four seasons are spring, summer, autumn and winter.

5 There are a hundred years in a century.

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6 Midnight is twelve o’clock at night. Midday is the middle of the day.

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7 Times before midday are a.m. and times after midday are p.m. So, eight p.m. is eight o’clock in the evening.

Read the sentences. Write T (true) or F (false). Correct the false sentences. 1 There are a hundred summers in a century. T 2 There are thirty-two days in a month.

F (There are 28, 29, 30 or 31 days in a month.)

3 There are 1,440 minutes in a day. T

2 O-hanami means . A eating special food B looking at flowers C listening to music

3 People have been celebrating o-hanami for A weeks

B years

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UNIT 6

4 The celebrations do not all take place at the same time because . A they can be very noisy B people can’t agree about the best time to celebrate C people have to wait until the blossom arrives in their area 5 The blossom starts to die after A two days B two weeks

B have a barbecue C dance and sing

SAMPLE COPY, NOT FOR DISTRIBUTION

Fantastic festivals

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C centuries

.

C two months 4 There are a thousand months in a century. F (There are 1,200 months in a century.) 6 People want to be in the best place to . A have a good view of the flowers 5 There are 168 hours in a week. T 6 Summer follows spring. Winter follows autumn. T

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•• Play TR: 41 and tell students to complete the activity individually. Then go over answers as a class.

•• listen to an interview about the cherry blossom festival in Japan.

•• Listening Strategy: Activating and Using Prior Knowledge When students activate and use their prior knowledge, they relate what they already know to new information about a topic. This can help them understand the new information they hear as well as make educated guesses about new vocabulary and the answers to activity items.

Resources: Audio Tracks 40–41, Classroom Presentation Tool, Workbook p. 46, Workbook Audio Track 18, Online Practice

•• Extra Support Play TR: 41 a second time and pause if necessary.

In this lesson, students will: •• talk about periods of time.

Materials: photos of winter and summer scenes

Script for TR: 41

1 •• Ask students to open their books to p. 58. Play TR: 40. Tell students to listen and repeat.

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Presenter: Have Japanese people been celebrating o-hanami for a long time? Yui: Yes, for centuries! People used to look at the beautiful cherry blossom and write poems about it. Presenter: Do people still do that now? Hayato: Some people do, but most people have parties. Everyone is happy because when we see the cherry blossom, we know spring has come and winter is over. We bring special food and drink and have picnics or barbecues under the trees. We take photos of the blossom and sometimes we watch traditional dancers and listen to music. It can be quite noisy!

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•• Draw students’ attention to the thirteen new words and abbreviations in bold. Go over the words with different examples and questions. For example, say January, February and March are … (months) It’s hot in … (summer), but very cold in … (winter) Is it a.m. or p.m. now? In our country, April is in … ([spring])

Hayato: We call them o-hanami – it means ‘looking at flowers’.

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•• Show two photos – one of a winter scene and one of a summer scene. Ask What can you see? What season is it? What time of day is it? Point to the winter scene. Ask What do you do in this season? Point to the summer scene. Ask And what do you do in this season? Which season do you prefer? Why? Listen to several students’ answers.

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Warm Up

Presenter: Hello and welcome to Let’s Celebrate where we interview people about festivals in their countries. Today we’re going to Japan to talk to Hayato and Yui about the cherry blossom festivals, which take place in Japan every spring. What are the festivals called in Japanese?

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NOTE: a.m. and p.m. come from Latin; a.m. = ante meridiem and p.m. = post meridiem.

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•• Read the instructions and the first item aloud. Ask students to complete the activity individually. Tell students to compare answers in pairs. Then go over answers as a class. Ask students to give the correct information for the false answers.

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•• Extra Challenge Ask students to work out how many minutes there are in a century. (52,596,000 minutes; remember that every four years, there is a leap year, so 25 years in every century have 366 days)

•• Use the Photo Focus students’ attention on the photo. Say We’re going to listen to an interview about the cherry blossom festival. Use the photo to pre-teach cherry blossom. Explain that blossom is another word for flowers. Ask What can you tell me about the festival? Listen to several students’ answers. •• Encourage students to use all the information on the page, as well as what they already know about a topic, to prepare them for listening. For example, before listening to the interview about cherry blossom, read the photo caption aloud. This will help them understand what o-hanami might mean. •• Give students time to read through the six sentences and the answer options before listening. Ask What do you think the answers are? Ask for guesses.

Presenter: Does everyone celebrate at the same time? Yui: No, we have to wait for the blossom. It comes to the south of Japan first and then moves up the country. We can look on the internet to see when the blossom is coming to our area. Hayato: The blossom starts to die after two weeks, so we don’t have long. Everyone wants to have their party in the best place with the best view of the blossom. Yui: That’s right. We have to be quick if we want to get a good place.

Optional Activity •• Write the following on the board: 10 seconds  90 minutes  2 weeks in summer  40 minutes  3 minutes  2 days  1 hour  8 hours

•• Ask students to work in pairs or groups of three. Ask them to think of events and activities that last for the different periods of time on the board. Tell them to use their imagination.

Wrap Up •• Ask students to close their books. Tell them to work in pairs to write down three things they remember about the lesson. Then invite pairs to share their ideas with the class. Additional Practice: Workbook p. 46, Online Practice

UNIT 6  Fantastic festivals 58a SAMPLE COPY, NOT FOR DISTRIBUTION

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•• Extra Challenge Ask students to rewrite each sentence using different time phrases after for and since. For example: The cherry blossom has been flowering since yesterday/for twenty-four hours.

In this lesson, students will:

•• Extra Support Tell students to underline for or since in each sentence before they circle their answers. Remind them that we use for with lengths of time (e.g., two hours, three days) and since with points in time (e.g., six a.m., midnight).

•• use the present perfect continuous with for and since to talk about something that started in the past and is still happening. •• talk about how long they have been doing certain things.

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Resources: Classroom Presentation Tool, Workbook p. 47, Online Practice

Warm Up

•• Read the instructions aloud. Then do the first item as a class. Say I’ve been studying English … Ask students to give you an example for the first sentence, such as: I’ve been studying English for many years/since I was small/for a long time.

•• Review the present perfect. Write the following prompts on the board:

•• Ask students to complete the activity individually. Then ask students to read their sentences aloud to a partner.

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•• Ask students to work with a new partner. Go over the instructions. Then model the activity by asking and answering the first question with a volunteer. Then tell students to take turns asking and answering the questions in pairs.

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•• Extra Challenge Ask students to prepare other questions using their own ideas or these prompts: study science, learn a musical instrument, do your favourite hobby and sit in this lesson. •• Extra Support Give students time to think of and write their answers before telling them to ask and answer the questions.

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•• Ask What’s the beginning of the question? (Have/Has … ever) Tell students to work in pairs. Tell them to take turns interviewing each other using the questions on the board. At the end, ask students to say what they found out about their partner. If anyone says they have studied the present perfect continuous, ask them to share an example with the class.

Optional Activity •• Role-play an interview with a rock band. Organize the class into groups of four. Tell each group to decide on their name. Tell them to decide roles: the singer, drummer, guitarist and interviewer. Then write these prompts on the board:

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•• Ask students to open their books to p. 59. Go through the explanation in the green grammar box. Then ask volunteers to read the example sentences aloud. •• Go over the meaning and form. To present form, write the following labels on the board. Then ask students to come to the board to match example sentences from the green grammar box to the labels.

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subject + has/have + been + -ing

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•• To review the -ing forms, write these verbs on the board and elicit their -ing forms (shown in brackets): play (playing), go (going), run (running) and dance (dancing). Point out that for short verbs ending consonant + vowel + consonant, the final consonant is doubled, and for verbs ending with -e, the final -e is dropped. •• To explain meaning, say Look at the first example sentence in the box. Did it start in the past? (yes) Is it happening now? (yes)

2 •• Use the Photo Focus students’ attention on the photo. Ask Where’s the kite festival? What words could you use to describe the kite in the photo? Listen to students’ answers. •• Read the instructions aloud. Do the first item as a class. Ask students to complete the activity individually. Tell students to compare answers in pairs. Then go over answers as a class.

59a 

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… lost something important? … met someone famous? … visited an interesting place? … studied the present perfect continuous?

play the guitar make records

sing do interviews

tour the world

•• Ask What other things does a rock band do? Elicit other prompts on the board, for example, play drums, play the piano, give concerts, make videos and write songs. •• Ask the ‘rock bands’ to make How long have you been ...? questions with the prompts. Elicit one or two examples. Then tell students to write other questions. •• When everyone is ready, move the ‘interviewers’ from their groups to the next group in a clockwise direction. Tell the interviewer to use their questions to interview the rock band they are with. Say Go. After a few minutes, ask interviewers what they found out about the rock bands.

Wrap Up •• In small groups, ask students to write down things that have been happening since this lesson started, for example, Students have been speaking English. Tell them to use the present perfect continuous with for and since. Find out which group can write the longest list. Additional Practice: Workbook p. 47, Online Practice

SAMPLE COPY, NOT FOR DISTRIBUTION

UNIT 6  Fantastic festivals

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Study the grammar box. Present perfect continuous with for and since has/have + been + present participle (verb + -ing) We use the present perfect continuous to talk about something that started in the past and is still happening. We use for with the present perfect continuous for a length of time, e.g. five minutes, three hours, centuries. We use since with the present perfect continuous for a point in time, e.g. five p.m., midday, Tuesday, January, autumn, last year.

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People in Japan have been celebrating the cherry blossom for centuries. She’s been dancing since six o’clock.

2 People have been dancing for two o’clock / hours.

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3 She’s been sleeping since midnight / seven hours.

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1 The cherry blossom has been flowering since last week / two weeks.

Complete the sentences. Use since and for and the words from the box.

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Circle the correct answer.

a long time

many years

hours

this morning

I was small

yesterday

It’s been raining since yesterday.

4 The Kite Festival in Cervia, Italy has been taking place since 1981 / thirty years.

1 I’ve been studying English ...

5 The Kite Festival in Gujarat, India has been taking place for 1989 / many years.

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2 I’ve been living here ... 3 It’s been raining ...

6 We’ve been flying kites for this morning / three hours.

4 I’ve been waiting for my friend to phone ... 5 I’ve been feeling hungry ...

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The International Kite Festival in Ahmedabad, Gujarat, India

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Have people been celebrating o-hanami for a long time?

6 They’ve been listening to music ...

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Work with a partner. Ask and answer the questions. Use since and for. 1 How long have you been studying English? 2 How long have you been living in your house? 3 How long have you been coming to this school? I’ve been studying English for seven years.

UNIT 6 Fantastic festivals 59 SAMPLE COPY, NOT FOR DISTRIBUTION

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Reading

Look at the photo. Discuss the questions.

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1 What’s the woman doing? 2 Where do you think she is?

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Listen and read.

Learn about other cultures. Workbook, Lesson 6

TR: 42

Festivals from around the world

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There are wonderful festivals all over the world! In Lima, Peru, there’s a huge food festival called Mistura in spring. It’s been taking place every year since 2008. It’s become the biggest food festival in South America. Mistura means mixture, and the festival celebrates all the different kinds of food and drink from Peru. There’s tropical fruit from the Amazon, seafood from the ocean and potatoes, sweetcorn and other vegetables from the countryside. You can try delicious soup, called inchicapi, made from chicken and nuts, or ceviche, made from raw fish mixed with lemons, tomatoes and onions.

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You can eat expensive food in restaurants or you can buy amazing food from the market and eat it outdoors. The festival continues for more than a week, and people sing and dance, as well as enjoy delicious food and drink.

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Mistura is all about food, but in Korea there’s a festival to celebrate mud! The Boryeong Mud Festival has been taking place every summer since 1998 and it’s becoming more and more popular. Mud from the beach near Boryeong is very good for the skin, so the festival was started to tell everyone about it.

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Now, the festival has something for everyone. You can throw yourself down a mud slide, swim in a mud pool and paint mud all over your body. There’s also the ‘mud bucket challenge’ when buckets of mud are poured all over people. If you go to the Boryeong Mud Festival, you can be sure of something – you’ll get very muddy! skin poured ABOUT THE PHOTO

Read again. Complete the table.

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tropical fruit seafood

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New words: mixture

Mistura

Peru

Where’s it celebrated?

the Boryeong Mud Festival Korea

When does it take place?

spring

summer

How long have people been celebrating it?

since 2008

since 1998

What does the festival celebrate?

food

What can you do at the festival?

eat

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UNIT 6

The photo shows the Mistura festival in Peru. The Mistura festival (which lasts about ten days) is the biggest food festival in Latin America. It attracts hundreds of thousands of people and showcases food from every corner of Peru, including street food and food from the country’s best restaurants.

Thanks to Peru’s diverse geography and climate, which includes deserts, Amazon rain forest and mud Andean highlands, the variety of go down a mud slide, foods produced in the country swim in a mud pool, is extraordinary. As an example, paint your body with Peru grows close to 4,000 different mud, do the mud varieties of potato. bucket challenge

SAMPLE COPY, NOT FOR DISTRIBUTION

Fantastic festivals

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•• Extra Challenge Put students into pairs. Tell them to close their books. Tell them to choose one of the two festivals from the text and tell their partner about it. One student in each pair should talk about the Mistura festival, and one should talk about the Boryeong Mud Festival.

In this lesson, students will: •• read about festivals from around the world.

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Materials: a photo of an interesting festival

Warm Up •• Find a photo of an interesting festival that hasn’t been mentioned in the unit so far. You could find a photo of the Boryeong Mud Festival (which is in the text). Other suggestions include the Harbin Ice Festival in China or the Water Festival in Thailand. •• Show the photo and ask Where are they? What are they doing and why? What do you think the name of the festival is? Ask students to make guesses before telling them the name and purpose of the festival.

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•• Read the caption aloud. It contains answers to the questions.

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Answers: 1 She’s making a dessert called picarones.; 2 She’s at the Mistura festival in Peru.

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•• Value: Learn about other cultures Say The value of this lesson is Learn about other cultures. Ask How can we learn about other cultures? Listen to several students’ answers. For additional practice, ask students to complete Lesson 6 in the Workbook in class or at home.

Optional Activity 1

•• Put students into pairs. Tell them to complete the table for a festival from their country or a festival that they are both familiar with. •• Combine pairs of students to form groups of four. Tell pairs to take turns sharing the information in their tables.

Optional Activity 2

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•• Use the Photo Ask students to open their books to p. 60. Focus their attention on the photo. Ask students to discuss the questions as a class or in small groups. If you do this as a class, ask the first question. Then ask for answers before moving on to the next question.

•• Read the instructions aloud. Give students time to read through the table. Ask them to try to complete it with information they remember from the text. Then ask students to read the text again. Tell them to check their answers and find any other information they need to complete the table. Ask students to compare answers in pairs. Then go over answers as a class.

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Resources: Audio Track 42, Classroom Presentation Tool, Workbook pp. 48 and 51, Online Practice

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•• identify the value Learn about other cultures.

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•• talk about festivals.

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•• Play TR: 42. Ask students to listen and read the text. If you wish, set a focus question for students to answer as they read. For example, write on the board: What are the names of the two festivals in the text? (Mistura festival, Boryeong Mud Festival)

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•• Ask students to underline any words in the text that are new for them. With the text in this unit, they could start with the new words in bold (also listed below the text) and then underline any other words that are new for them. Tell students to divide the words into those they can guess and those they can’t guess. •• Ask them to identify the part of speech of new words from the context. For example, mixture is a noun and poured is probably a verb because it ends with -ed. •• Ask students to say which words in the sentence around a new word help show the meaning. For example, seafood must be a type of food from the look of the word itself, from the fact that it goes with sweetcorn and potatoes, and from the fact that it comes from the ocean. •• Reading Strategy: Guessing Words from Context Students at this level are able to read around new words, guessing what they probably mean from the context. They do not need to have all the new words defined before they read. Encourage them to guess the meaning of a new word by identifying its part of speech and looking at the other words around it.

•• If you have internet access available in your classroom, ask students to work in pairs to research other popular festivals. Tell them to complete the same table as in Exercise 3. Students could copy this table into their notebooks. Alternatively, do a search using the following prompts and see if students can find and report on funny festivals: the moustache festival, the pirate festival, the bald-headed festival and the mouse festival.

Optional Activity 3 •• Ask students to work in small groups. Tell them to work together to invent their own fun festival. Tell them to decide the following: what their festival is celebrating and why, where and when it takes place and what you can do there. •• Before students start, brainstorm ideas for students who can’t think of any. Some ideas are: a tall festival, a big-feet festival and an ice-cream festival.

Wrap Up •• Tell students to close their books. Then ask the following questions. Tell students to write answers. 1 When is the Mistura festival? (spring) 2 What can you eat there? Name one thing. (seafood, tropical fruit) 3 When is the Boryeong Mud Festival? (summer) 4 What can you do there? Name one thing. (go down a mud slide, swim in a mud pool) •• Ask students to compare answers in pairs. Find out which pair got the most answers correct. Additional Practice: Workbook pp. 48 and 51, Online Practice

UNIT 6  Fantastic festivals 60a SAMPLE COPY, NOT FOR DISTRIBUTION

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•• Once students have got the idea, go over the instructions and say Tell your partner how you’re feeling and act out why. As students talk, walk around and monitor. Prompt students to produce correct present perfect continous sentences if necessary.

In this lesson, students will: •• use the present perfect continous to explain a situation. Resources: Classroom Presentation Tool, Workbook p. 49, Workbook Audio Track 19, Online Practice

•• Extra Challenge At the end, ask a few students How’s your partner feeling? Why? Remind them to answer using He or She.

Materials: an interesting photo of a person, different activities written on small cards or pieces of paper

Optional Activity

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•• Alternatively, copy each of the activities onto cards or pieces of paper. Hand out the cards or pieces of paper to different students in the class. This gives students time to think about how to act out the activities.

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•• Ask students to open their books to p. 61. Go through the explanation in the green grammar box. Then ask volunteers to read the example sentences aloud.

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•• Do the first item as a class. Say I’m muddy because … What’s the answer? (C) Ask students to complete the activity individually. Then tell them to compare answers in pairs. Go over answers as a class.

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•• Here is a suggested list of activities you can write on the board: 1 paint pictures 2 play tennis 3 write a poem 4 cook pasta 5 eat pizza 6 take photos 7 read a newspaper 8 play a computer game 9 sit in the sun 10 call a friend

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•• Ask How does [he/she] feel? Listen to several students’ answers. Then ask Why? What’s [he/she] been doing? Elicit possible reasons. This is a preview stage, so don’t expect students to use the present perfect continuous. They might say She feels happy because she’s cooking delicious food, or because she’s a cook. However, if they say something that is closer to the new form (for example, because she cooked a lot), then rephrase it for students using the target grammar: OK, so it’s because [she’s] been [cooking delicious food/celebrating the Mistura festival].

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•• Show students an interesting photo of a person. This person could look tired, upset, disappointed, very happy, or perhaps dirty, or covered in paint or water. If you wish, use the photo of the happy cook at the Mistura festival on p. 61.

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Warm Up

•• Play Charades as a class. Write on the board: I’m happy because … Then invite a volunteer to come to the front of the class. Point to one of the activities on the board. (See the list below for ideas.) Tell the student the activity, but don’t let the rest of the class know. Then tell the student to act out the activity for the class. Instruct the class to shout out guesses using the present perfect continuous. For example, for the first ‘charade’, they should shout out You’ve been painting pictures. Invite another student to come to the front. Give him/her another activity to act out.

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•• Read the instructions aloud. Elicit two or three possible ways of completing the first sentence so students are clear on the task. For example, say I’m happy because … Then invite students to give you ideas, such as ... I’ve been playing football.

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•• Ask students to complete the activity individually. Ask students to compare answers in pairs. Then go over answers as a class. •• Extra Support Write some useful verbs on the board before students write sentences. Students can choose to use the verbs. Possible verbs include: play, study, drink, work and walk.

•• To make the game competitive, divide the class into two teams, Team A and Team B. Tell a player from Team A to act out the first activity for his/her group. They have thirty seconds to guess. Then ask someone from Team B to act out an activity for his/her group.

Wrap Up •• Ask students to think of as many ways of completing the sentence I’m tired because … as they can in three minutes. After three minutes, find out which pair has the most sentences. Ask them to read them aloud. Additional Practice: Workbook p. 49, Online Practice

4 •• Start by modelling the activity. Say I’m feeling happy. Then ask Why? Act out a reason, such as dancing. Encourage students to say You’ve been dancing. Say I’m tired. Then ask Why? Act out a reason, such as running.

61a 

SAMPLE COPY, NOT FOR DISTRIBUTION

UNIT 6  Fantastic festivals

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Study the grammar box. Present perfect continuous to explain a situation We sometimes use the present perfect continuous to explain a situation. I’ve been eating delicious food all day, so now I’m not hungry. Our feet are sore because we’ve been dancing at the festival all day. A: Why are you all muddy?

Match to form correct sentences.

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B: Because I’ve been swimming in a mud pool.

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1 I’m muddy because C

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2 She’s been eating lots of sweetcorn, so D 3 Her arms are tired because A

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4 They’ve been painting mud all over their bodies, so E

A she’s been flying her kite for two hours. B I’ve been buying lots of food at the festival. C my friends have been pouring mud over me. D she’s not hungry now. E their skin is very healthy now.

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A cook shows how to prepare picarones, a traditional Peruvian dessert, at the Mistura festival in Peru.

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5 I haven’t got any money left because B

Complete the sentences. Use the present perfect continuous and your own ideas.

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1 I’m happy because I’ve been talking to my grandparents. . 2 He’s very wet because he’s 3 They’ve been home. 4 I’m worried because I

, so now they want to go .

5 She’s good at English because she’s 6 We’ve been

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, so we’re not thirsty now.

Tell your partner how you’re feeling. Then act to explain why.

UNIT 6 Fantastic festivals 61 SAMPLE COPY, NOT FOR DISTRIBUTION

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Chant

ABOUT THE PHOTO

Read the chant. Write the missing words. Then TR: 43 listen and check. flowers

food

kite

new year

sing

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Listen again. Act.

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Work in five groups, one for each verse. Perform TR: 45 and 46 your verse with your group.

TR: 44

The photo shows a spectacular fireworks display at the Burj Khalifa on New Year’s Eve. The Burj Khalifa is the world’s highest building. It’s 828 metres high, and the observatory deck of the building is located at a height of 452 metres. Burj means ‘tower’ in Arabic. There are 163 floors above ground and one floor below ground. It has 57 functional lifts that run at a top speed of ten metres per second. The Burj Khalifa has 2,957 parking spaces, 304 hotels and 900 apartments. The tower requires a supply of 250,000 gallons of water each day. The Burj Khalifa’s design was inspired by the form of the Hymenocallis flower, a beautiful flower with long petals.

sing 1 Come to the festival and dance and You don’t need to worry about anything. Wave your arms and tap your feet. Move to the music, dance to the beat!

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food . 2 Come to the festival and celebrate Try something you know and something that’s new. There’s something delicious for every taste. Make sure nothing goes to waste! kite . 3 Come to the festival and fly a Look up at the sky. What a beautiful sight! Kites of every colour, shape and size, Some traditional, some a surprise!

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Come to the festival!

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flowers 4 Come to the festival and look at the Stay and enjoy them for hours and hours. Have a picnic under the trees. Watch the blossom float in the breeze!

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5 Come to the festival and celebrate the new year . Everyone is welcome here. Greet your family and your friends. As the new year starts and the old year ends!

Fireworks to celebrate the New Year at the Burj Khalifa in Dubai, UAE

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UNIT 6

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Optional Activity •• Organize students into groups and tell them to write another verse to the chant. Suggest possible opening lines. Write them on the board. For example:

Resources: Audio Tracks 43–46, Classroom Presentation Tool, Online Practice

Warm Up •• Use the Photo Ask students to open their books to p. 62. Focus students’ attention on the photo and read the caption aloud. Ask Have you ever seen fireworks? Where? Did you enjoy them? Listen to several students’ responses. Then ask What are other ways to celebrate the new year? Listen to several students’ responses.

1 •• Ask students to read the chant and write the missing words. Do the first item as a class. Point out that the word in the box must rhyme with the word at the end of the next line (sing and anything rhyme). Play TR: 43. As students listen and read, tell them to check their answers.

•• Ask students to suggest other opening lines, based on festivals that have come up in the unit or festivals they know about. •• Once you have some ideas, ask each group to choose one opening line. Tell them to work together to write the rest of the verse. Ask each group to chant their verse and perform the actions for the class.

Wrap Up •• Ask students to close their books. Then chant the first two verses of the chant. Pause after every few words and tell students to shout out the missing word. For example, say: Come to the … (festival) and dance and … (sing) You don’t need to … (worry) about anything Wave your … (arms) and tap your … (feet) Move to the … (music), dance to the … (beat) •• Tell students to work in groups of three. Tell Student A to chant verse 3. Tell Students B and C to shout out words when Student A pauses. Then tell Student B to do the same with verse 4, and Student C with verse 5.

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•• Extra Support You may need to explain and/or review key words in the chant. Review and check: dance to the beat (act out by tapping your fingers), delicious (= very good (food)), goes to waste (= when you throw things away), float in the breeze (act this out; move slowly in the light wind) and greet (= say hello when you meet people).

Come to the festival and play in mud. Come to the festival and show your red hair.

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•• plan and perform actions for the chant.

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•• learn a chant about festivals.

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In this lesson, students will:

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Additional Practice: Online Practice

•• Tell students that they are going to plan actions to go with each verse. Start them off by acting out the first verse. So, act out dancing, singing, waving arms, tapping feet and moving to the music.

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•• Elicit actions for verses 2 to 5. For example: pretend to eat something delicious, pretend to fly a kite, pretend to look at and smell flowers and pretend to greet someone with imaginary hugs.

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•• Play TR: 44. As students listen, tell them to act out the movements you agreed on as a class. Stand at the front and lead the motions.

•• Organize the class into five groups. How you do this will depend on the size of your class. A way of mixing students is to go around the class, assigning group numbers to individual students by saying 1, 2, 3, 4, 5. Say Stand up, 1s. Then motion for them to go to one part of the room. Say Stand up, 2s and repeat. In the end, you should have five even groups. Alternatively, simply group students according to where they are seated if it is difficult for them to move around the classroom. •• Play TR: 45 (with lyrics) or TR: 46 (instrumental only). Decide which of the two tracks you would prefer to play. •• As students listen, tell each group to chant their verse and perform the actions they prepared in Exercise 2.

UNIT 6  Fantastic festivals 62a SAMPLE COPY, NOT FOR DISTRIBUTION

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Optional Activity •• Ask students to work in pairs. Say You’re going to role-play an interview between a journalist and someone who has just spent the day at the Albuquerque International Balloon Fiesta. Tell them to decide who will be the journalist and who will be the person who has just been to the fiesta.

In this lesson, students will: •• read an advert for a hot-air balloon festival. •• write an advert for a real or imaginary event.

•• Ask them to look at the advert on p. 63 (Exercise 1). Say If you’re the journalist, look at the advert and write down some questions you can ask in the interview. If you’re the person who went to the fiesta, look at the advert and think of some things you did and saw there.

Warm Up •• Use the Photo Ask students to open their books to p. 63. Draw their attention to the photo of a hot-air balloon. Ask What is it? (a hot-air balloon) Have you ever seen a hotair balloon? Where? What did it look like? Have you ever been in a hot-air balloon? When? Where did you go? How did you feel? Would you like to travel in a hot-air balloon? Listen to several students’ answers. Say We’re going to read an advert for a hot-air balloon festival. What do you think people do at this festival? Listen to several students’ answers.

•• Extra Challenge Ask students to think of two more questions to ask about information in the advert. Tell them to ask a partner their questions.

•• If you plan to do the writing in class, you may wish to allow students to work and write with a partner. If you do this, make sure they decide to write about the same event. •• You could assign the writing activity for homework. If you do it in class, break the writing into stages. Here is a possible process:

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•• Extra Support Pre-teach key words connected with a balloon event: car park (= place where people leave cars); balloons float in the sky (= they move slowly, carried by the air); take place (= happen); and take part (= be somebody who is there at the event).

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•• Go over the information in the grey box. Then tell students to do steps 1–3. Ask students to compare answers in pairs. Then check answers as a class.

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•• Extra Support Help students recognize words that make a text interesting. Write on the board: It’s every year. It’s amazing. Ask Which word makes the text interesting? (amazing) Why? (It’s a strong word that shows feelings.) What sort of words make a text interesting? (some verbs and nouns, but mostly adjectives)

3 •• Direct students’ attention to part a. Point out the example. Ask students to circle positive adjectives and expressions. Tell students to compare answers in pairs. Then go over them as a class. •• Direct students’ attention to part b. Point out the example. Ask students to underline positive verbs. Ask students to compare answers in pairs. Then go over answers as a class. •• Extra Challenge Ask students to think of other adjectives they could use to replace the adjectives in the text, for example: colourful, great, fantastic and tasty.

63a 

•• Ask students to write an advert. As a class, brainstorm a list of events and write them on the board.

1 Ask students to write a heading starting with a suitable phrase (for example, Come and enjoy …, Have fun at …). 2 Tell them to think of the type of information they want to include and write headings. Some ideas are: what the event is, when it is, where it is, how many people come and what people can do there. 3 Tell them to research (or remember) information and make notes next to their headings. 4 Introduce key sentence starters to help students write. For example: It takes place …, People come to …, There is/are …, You can … and Don’t miss … 5 Ask students to write a first draft. Tell them to include positive language. Include a peer-editing stage after the first draft. Ask students to swap their work with a partner and make comments. Tell them to comment on what information helped make their partner’s advert sound interesting and would make people want to attend.

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•• Read the two questions aloud. Ask students to read the advert and find answers. Tell them to compare answers in pairs. Then go over them as a class.

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•• Tell them to role-play their interviews. Walk around and monitor. After they finish, invite pairs to role-play their interviews for the class.

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Resources: Classroom Presentation Tool, Workbook p. 50, Online Practice

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•• use positive language in an advert.

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•• Extra Support Provide a list of key adjectives to include: beautiful, amazing, delicious, popular, wonderful and fantastic.

Wrap Up •• Tell students to ‘publish’ their written work. One suggestion is to tell students to display their adverts around the classroom. Students can then walk around and read each other’s adverts. •• To make this activity interactive, ask students to work with a new partner and swap their adverts. Tell students to read each other’s adverts and ask questions. After they finish, ask students to say if they would go to the event or not, and why. Additional Practice: Workbook p. 50, Online Practice

SAMPLE COPY, NOT FOR DISTRIBUTION

UNIT 6  Fantastic festivals

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Read the advert. Answer the questions.

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1 How long has the Albuquerque International Balloon Fiesta been taking place? since 1972

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Read about writing an advert for an event. Then look at the advert and do steps 1–3.

2 Where does it take place? in Balloon Fiesta Park

When we’re giving information about an event, we say:

Come and enjoy a day of food, fun and amazing hot-air balloons!!

• what the event is. • when it’s happening. • where it’s happening.

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• how to pay or where to get tickets.

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We also use words to make the event sound exciting and interesting, so people will want to come.

1 Underline the information about where the event takes place. 2 Circle the information about when the event takes place.

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The Albuquerque International Balloon Fiesta takes place every autumn in Balloon Fiesta Park in Albuquerque, New Mexico in the US. It started in a car park in 1972 with just thirteen hot-air balloons and it becomes more and ✔ more popular every year. Now hundreds ✔ ✔ of beautiful, colourful balloons float in the ✔ brilliant blue sky above Albuquerque and thousands of people come to watch and ✔ have fun at the festival every year.

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Writing An advert

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✔

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There are picnic tables and places to buy ✔ delicious food and drink, so you can sit and ✔ ✔ enjoy a meal while you watch the fantastic show. If you want to take part in the fun, you can join a team and help to set up the balloons, follow them and help them land.

3 Tick (✓) the words that make the event sound interesting and exciting.

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a Read the sentences. Circle the positive adjectives. The beautiful balloons are a wonderful sight. You can also enjoy delicious food and drink. The Balloon Fiesta is an amazing experience.

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Don’t miss this amazing show. It’ll be a ✔ wonderful experience that you’ll never forget!

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b Read the sentences. Underline the positive verbs and expressions. Come and enjoy the Balloon Fiesta. It’s becoming more and more popular every year. Hurry up and buy your ticket. You’ll have a great time!

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ABOUT THE PHOTO

The Albuquerque International Balloon Fiesta is the largest hot-air balloon festival in the world. Albuquerque is the largest city in the southern US state of New Mexico. The fiesta takes place every October. There are usually about 600 balloons at the fiesta that compete in a lot of different events and competitions. The most exciting part of the fiesta is when hundreds of balloons take off together. Close to a million people come to watch the early morning launches, the evening balloon glows (in which the balloons are lit up) and the various fireworks displays.

Writing skill Using positive language

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Write an advert to persuade people to come to a real or imaginary event.

The Albuquerque Balloon Fiesta, Albuquerque, New Mexico, USA

UNIT 6 Fantastic festivals 63 SAMPLE COPY, NOT FOR DISTRIBUTION

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Video

Watch the video. Match the countries Video 7 (1–4) with the festivals (A–D). 1 Saudi Arabia

2 India

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A The Holi Festival

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B Castells

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C The Awa Odori Festival

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D The Janadriyah Festival

3 Japan

4 Spain

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A man shows his pottery skills in Al-Thamama, Saudi Arabia.

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The video includes four children talking about popular festivals in their countries. One child, Rafi, talks about the Janadriyah Festival. This festival takes place each year near Riyadh, the capital of Saudi Arabia. It was first held in 1985. The festival offers a variety of interesting things to do and see such as art, traditional dancing and camel racing. It also offers visitors an opportunity to taste food from different parts of the country and learn about the country’s history.

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ABOUT THE VIDEO

Watch the video again. Then read the sentences and tick (✓) the correct festival. Holi

It takes place at the end of winter.

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It takes place in summer.

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It takes place from June to November.

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It celebrates spring.

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It’s called the ‘Festival of Colours’.

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It’s a dance festival.

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The festival is two weeks long.

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You can see lots of colourful costumes.

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There’s art, food and camel racing.

✔

✔ ✔

✔ ✔

✔ ✔ ✔ ✔ ✔

Work in groups. Discuss the questions. 1 What’s a popular festival in your country? 2 When does it take place? 3 What do people do at the festival? 4 What can you see at the festival?

64

UNIT 6

SAMPLE COPY, NOT FOR DISTRIBUTION

Fantastic festivals

Janadriyah ✔

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10 People make human towers.

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Awa Odori

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Castells

Video 7

Function 2: Agreeing and disagreeing

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3 Task Guidance Notes

In this lesson, students will: •• watch a video about festivals in different countries. •• learn more about festivals. •• discuss popular festivals in their country. Resources: Video 7, Classroom Presentation Tool, Online Practice End-of-unit resources: Anthology Story 3, Anthology teaching notes p. 138, Worksheet 6.6, Unit 6 Test, Units 1–6 Tests, ExamView Assessment Suite Materials: a world map

Challenges Students can get nervous because there are no pictures to help them and they have to rely on listening. Ask them to think about all the parts of their personal life and predict questions they might be asked. Performance Descriptors

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•• Can respond to questions on familiar topics with simple phrases and sentences

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•• Can talk briefly about activities done in the past •• Familiarize Give students practice in identifying a variety of question forms quickly with a word association task. Write on the board, in columns: How often? When? Where? Do you? Would you? Elicit one idea for each question, for example: How many? three times; Do/Would you? yes/no, and so on. Then say each question type randomly and ask students to quickly say an appropriate word.

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•• Tell students that they are going to watch a video about international festivals. Prepare for this by showing the speakers’ countries on a world map. Say We’re going to listen to four children – Shiven, Pablo, Yurara and Rafi. Shiven is from India. Where’s India? Point to India on the map. Then say Pablo is from Spain. Where’s Spain? Point to Spain on the map. Repeat for Yurara (Japan) and Rafi (Saudi Arabia). Ask What do you know about these countries? Listen to several students’ answers.

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Warm Up

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•• Use the Photo Ask students to open their books to p. 64. Focus their attention on the main photo and read the caption. Ask Where is this man? What’s he doing? Why do you think he’s doing this? Listen to students responses. Read through the countries and festivals. Ask Have you heard of any of these festivals? What do you know about them? Do you know about any festivals in these countries? Listen to several students’ answers.

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•• Play Video 7. Tell students to watch and match. Ask students to compare answers in pairs. Then go over answers as a class.

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Flyers Speaking Part 5 Students answer personal questions about themselves, such as school, holidays, family and hobbies. There are no visual prompts, but students are only expected to give short answers that are a phrase or one to two sentences. Questions are generally in the present, but students may also be asked questions in the past simple, in the present perfect or with be going to. This part is testing understanding and responding to personal questions.

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•• Ask students to read the ten sentences in the table. Review key words, including the seasons. For example, act out being cold for winter and being hot for summer. For spring, ask Which months are in spring? Other words to review are costumes, camel racing and human towers. Use gestures and descriptions to remind students of what they saw in the video. •• Play Video 7 again. Tell students to watch and tick. Show students what to do by holding up a copy of the Student’s Book and acting out ticking an answer. Tell students to compare answers in pairs.Then write the answers on the board. •• Extra Support Pause the video after each child to give students time to tick the sentences. The script for Video 7 is available on the Teacher’s Resource Website.

•• Collaborate Look at the questions with the class. In pairs, tell students to discuss ALL the points they could say in response. Check ideas with the class. For example: 1 what and why popular; 2 time plus reason; 3 two or three activities plus reason(s); 4 what plus why. •• Ask students to work in pairs. Monitor. Focus on one aspect of the assessment. Listen and note any problems. Don’t interrupt the flow of the activity. Then go back over any issues after the activity. Assess: Interaction Excellent

responds appropriately; needs very little

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support; generally responds promptly

Satisfactory

responds but with some support; prompt

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but some hesitation and delays

•• Second Chance Teach or review Sorry, I don’t understand. Tell students to ask three new questions on another activity. Then put them into new pairs to ask and answer. Remind them to sometimes say Sorry, I don’t understand. Instruct their partner to then repeat the question. Monitor.

Wrap Up •• Tell students to work in groups of three or four. Write these questions on the board and ask students to discuss: Which of the four festivals in the video would you most like to go to and why? What’s the most interesting or important part of each of the festivals? •• At the end, ask students to share their ideas with the class. Additional Practice: Anthology Story 3, Worksheet 6.6, Online Practice

UNIT 6  Fantastic festivals 64a SAMPLE COPY, NOT FOR DISTRIBUTION

Function 2: Agreeing and disagreeing 4

In this lesson, students will: •• learn and practise phrases for agreeing and disagreeing.

•• Go over the instructions. Tell students to work individually to circle the words that make the sentences true for them.

Resources: Audio Tracks 47–48, Classroom Presentation Tool, Workbook p. 52, Workbook Audio Track 20, Online Practice

•• Put students into pairs. Tell them to take turns reading their sentences and agreeing/disagreeing. Walk around and monitor. Check that they are working together successfully. Note any errors with the target expressions from this lesson that you hear.

Warm Up

Optional Activity 1

•• Write the following sentences on the board:

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•• Ask students to copy the sentences. Ask Do you agree or disagree with these sentences? Put a tick next to the sentence if you agree and a cross if you disagree. In pairs, ask students to say if they agree or disagree and why.

I think everybody at school should go home for lunch. Students should be allowed to use their mobile phones during lessons.

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1 School should start at 10.00 in the morning. 2 People under 16 should go to bed before 10.00. 3 We should have extra lessons at the weekend.

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•• Ask pairs to say if they agreed or disagreed with each other’s ideas. Then write a few incorrect expressions you heard on the board. Make sure they are errors using this lesson’s target language. Tell students to work in pairs to correct the errors. Then invite pairs to share their corrections with the class.

•• Write the following sentences on the board:

•• Add additional sentences. You could use those from the Warm Up (see above) or make up other sentences that better suit your class.

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•• Ask students to open their books to p. 65. Focus their attention on the green box. Say Today, we’re going to learn phrases we use for agreeing and disagreeing. Read the expressions aloud. Pause and ask students to repeat after you read each expression.

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Optional Activity 2

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•• Focus student’s attention on the photo. AskWhat’s the boy doing? (skateboarding) Where is he? (at a skate park). Say You’re going to listen to and complete a conversation about two friends who are making plans to go to a skate park.

•• In small groups, tell students to discuss each sentence and say why they agree/disagree.

•• Play TR: 47. Tell students to listen and complete the conversation individually.

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•• Extra Challenge Ask students to close their books before listening for the first time. Ask When do the friends decide to go to the skate park? Tell students to listen and say what they understand before doing the task.

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•• Extra Support Play TR: 47 again and pause it to give students more time to process and write.

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•• Play TR: 48. Ask students to listen, check their answers and repeat the phrases. •• Ask students to work in pairs. Tell them to practise the conversation. Then tell them to swap roles and repeat the conversation.

3 •• Go over the instructions. Tell students to use expressions from the green box to complete the conversations. Ask for suggestions for the first sentence to get students started. For example, You’re right about that./I think so too.

•• Ask students to work in pairs to write an I think/don’t think ... sentence of their own. Tell them to look through the first six units of the Student’s Book to find ideas they could write about. For example, I think being a rhino keeper would be fun. Once students have written a sentence, organize pairs into groups of four. Tell them to share their sentences and agree/disagree.

Wrap Up •• Give students a quiz to make sure they have learnt the target expressions from the green box. Tell students to close their books. Read an expression aloud, but say mmmm in place of one of the words. For example, say You’re mmmm about that. Ask students to call out the missing word: right! Repeat with five or six other phrases. To make this competitive, divide the class into two teams. Alternate between the teams and keep track of the score. •• Some possible phrases are: I don’t mmmm so. I’m mmmm to disagree, but … I mmmm agree. I think mmmm too. Additional Practice: Workbook p. 52, Online Practice

•• Extra Challenge In pairs, tell students to take turns reading each sentence A aloud and agreeing/disagreeing using the phrases they prepared in Exercise 3. After practising once, tell them to close their books and try to remember the conversations.

65a 

SAMPLE COPY, NOT FOR DISTRIBUTION

FUNCTION 2: Agreeing and disagreeing

Function 2: Agreeing and disagreeing

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Agreeing

Disagreeing

That’s right.

But don’t you think …

I agree.

I don’t agree.

You’re right about that.

I’m sorry to disagree, but …

I think so, too.

I’m not sure about that.

That’s true.

I don’t think so.

Listen and complete.

TR: 47

Mauro: Hey, shall we go skateboarding at the skate park on Saturday? It would be so cool! I agree

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. How shall we get there?

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Tomas:

A boy skateboarding at a skate park

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. I think it’s better

I’m not sure about that . It’s quite a long way.

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Mauro:

I don’t think so

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Tomas: Hmm. 2 to walk.

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Mauro: I think going by bus is the best way to get there.

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Tomas: I could ask my mum to drive us there. But we would have to go early as she’s working on Saturday. Mauro: I think it would be nicer to get up late on Saturday morning. Tomas:

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You’re right about that .

Tomas:

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Mauro: Let’s go after school today. I’m sure it’s easy to walk there from here. That’s true

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. I’ll just have to check if it’s OK with my dad.

Mauro: Yes, I’ll need to phone my mum. Let’s hope we can both go. It’s going to be so cool! 6

I think so too

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Tomas:

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Listen, check and repeat.

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Work in pairs. Complete the conversations. Use the expressions from the box at the top of the page. Answers will vary. Sample answers: 1 You’re right about that.

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TR: 48

2 I don’t think so. 3 I’m not sure about that.

1 A: It’s much better to walk than to go by car.

B: (Agree)

2 A: Technology has made life much easier.

B: (Disagree)

3 A: I think everyone should walk to school.

B: (Disagree)

Circle the words to make the sentences true for you. Then work with a partner and read your sentences and agree or disagree. Use the expressions from the box and your own ideas. 1 I think / don’t think a camel would be a good pet. 2 It would / wouldn’t be fun to cross a very high suspension bridge. 3 I think / don’t think it’s good for young children to have homework.

FUNCTION 2 : Agreeing and disagreeing 65 SAMPLE COPY, NOT FOR DISTRIBUTION

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ABOUT THE VIDEO

National Geographic Explorer and photographer, Cory Richards

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You’re going to watch a video about an expedition that takes place in Franz Josef Land – an archipelago (a group of islands) in the Russian Arctic, near the North Pole. Sometimes scientists go to the islands to do research, but other than that, no one lives on them. There are lots of interesting creatures there, such as polar bears, whales and different kinds of sea birds. In the video, National Geographic Explorer and photographer Cory Richards and his team are on one of the islands trying to get a photo of a polar bear. They’ve tried many times to get a good photo of the polar bear, but it’s very difficult – and dangerous. They want to get a close-up photo of the bear, so they need special photo equipment. It’s an exciting project in a very interesting place.

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Franz Josef Land, Russia

Explorer and photographer Cory Richards was National Geographic’s 2012 Adventurer of the Year. He has climbed many mountains, including Mount Everest. He has tracked the source of the Okavango Delta, and also visited the Arctic to take breathtaking photos for National Geographic.

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The video shows Cory and his team on an expedition to Franz Josef Land where they are trying to photograph polar bears. Franz Josef Land is an archipelago of 191 islands in the northeastern Barents Sea. It is the northernmost territory of Russia. Fligeli Cape, on Rudolf Island, where Cory and his team took most of their photos, is the northernmost point of Russia. About 85% of Franz Josef Land is covered in ice. The average winter temperature is -22° C.

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Franz Josef Land was discovered by an Austro-Hungarian expedition in 1873. It was named after the AustroHungarian Emperor Franz Josef. The Soviet Union annexed the islands in 1926.

Read the text. Discuss the questions.

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Watch the video. Number the events in the Video 8 correct order.

1 Why do you think Cory Richards and his team want to take a photo of a polar bear?

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A The polar bear tries to eat the camera tripod.

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B Cory and his team are excited because they’ve got a very good photo of the bear.

2 Why do you think taking photos of polar bears is so difficult and dangerous?

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C The men leave the camera on the beach and hurry away in the boat.

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D One man gets the drone before the bear comes.

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E Cory checks the photo of the polar bear.

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F The polar bear moves away and the men get the camera.

SCHOOL TRIP 2

SAMPLE COPY, NOT FOR DISTRIBUTION

School trip 2 1

In this lesson, students will: •• read about a photo expedition to Franz Josef Land, Russia. •• watch and respond to a video about Cory Richards and his team’s expedition to photograph polar bears in Franz Josef Land. •• present a project to the class. Resources: Video 8, Classroom Presentation Tool, Workbook p. 53, Online Practice

2 •• Say Let’s go on the expedition. Read the instructions aloud. Then read sentences A to F aloud. Use gestures or photos to show the meaning of tripod and drone. Then play Video 8 one time. Pause after you see a man getting the drone just before the bear comes. Say Look. What’s he doing? (getting the drone) So, which sentence is first in the order? (D) Write 1 D on the board. •• Continue playing Video 8. Pause after each event on the video that is described by a sentence in Exercise 2. Ask What’s happening? What’s the next sentence in the order? Then play Video 8 a second time for students to check their answers. Tell students to compare answers in pairs. Then go over answers as a class. To review answers as a class, invite students to say 1 D, 2 C, 3 A, and so on.

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•• Extra Challenge Instead of playing and pausing the first time, tell students to watch the whole video and number the events in the correct order. Then tell students to work in pairs to check the order by describing in detail exactly what they saw in the video.

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•• Write on the board: expedition to the Arctic. Say Today, we’re going on a school trip. We’re going on an expedition to the Arctic. Then ask Where’s the Arctic? Is it north or south? Point to show north and south as you speak. Ask Is it hot or cold? (very cold) To teach the meaning of expedition, ask If you go on an expedition, do you stay at home or go on a journey to a place? (on a journey to a place) Do you go to a place that’s difficult to get to? (yes) Do you take special equipment? (yes)

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Warm Up

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Materials: photos to show the meaning of tripod and drone (if you want to use them for Exercise 2), ten interesting photos of animals, a round container, a pencil, tin foil, wax paper, tape, a blanket, a map that includes Franz Josef Land, Russia

•• Read the instructions aloud. Then read the first question aloud. Listen to students’ answers. Ask question 2 aloud and listen to students’ answers.

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•• Say Let’s think about our expedition to the Arctic. What animals can we see in the Arctic? Write students’ ideas on the board, for example: polar bears, seabirds, seals (note: there are no penguins in the Arctic). Ask What equipment – things we need – should we take? Listen to students’ ideas. Use gestures to prompt students if necessary. For example, act out taking a photo with a camera, putting on warm boots and using skis.

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•• Say Today we’re going to watch a video about an expedition to the Arctic to take photos of polar bears. Let’s see what happens.

Introduce the Topic

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•• Ask students to open their books to pp. 66–67. Read the title aloud. Focus students’ attention on the main photo. Ask Where do you think Franz Josef Land is in Russia? Say It’s in the Arctic and it’s very cold. Use a map to show the region if you have one. •• Read the first paragraph aloud. Pause after archipelago. To show the meaning, draw a simple picture of a group of islands on the board. Pause after research. Say Research is when you do scientific experiments or observations to find out about things. Pause after close-up photo. Act out the meaning by pretending to take a photo near the face of a student.

Script for Video 8 On one of the islands of Franz Josef Land, National Geographic Explorer and photographer Cory Richards and his team have been trying for a long time to get a close-up photo of a polar bear. They need special equipment, like a drone and a remote-controlled camera. One of the men runs to collect the drone before the polar bear gets there. Cory is worried; polar bears can be dangerous, especially when they’re hungry. The men hurry into the boat. They’ve left a camera on the beach. The polar bear walks slowly towards the camera. The men watch from the boat. They are very excited as they hope they’ll get a good photo of the polar bear. The team thinks the polar bear is going to eat the tripod – but in the end, the polar bear moves away and the men can pick up the camera. Cory looks to see whether he has got a good photo. He has! It’s a beautiful photo. Cory is pleased because he knows a photo like this will make a difference. He hopes people will think more about protecting the environments where polar bears live.

  SCHOOL TRIP 2 66a SAMPLE COPY, NOT FOR DISTRIBUTION

School trip 2 3

4 Project •• Tell students to work in groups of four or five. Direct students’ attention to the blue project box at the bottom of p. 67. Read the instructions aloud. Make sure that students have the necessary materials to make the camera: a round container, a pencil, tin foil, wax paper, tape and a blanket. Note: it is useful to cover the hole in the base of the container with tin foil and make a pinhole in the foil.

•• Find and show ten interesting photos of animals. They could be photos cut from magazines or National Geographic photos that you could show using your classroom technology. Display the photos, one at a time. As you show each one, ask: What animal can you see? Where is it? Where do you think the photo was taken and how? How does the photo make you feel? Invite different students to say what they think.

1  Following the instructions carefully and step-by-step 2  Working together to achieve the goal •• After groups have completed their pinhole cameras, tell groups to swap pinhole cameras and test them out.

Wrap Up

•• Read the following sentences about the video aloud. Ask the class to say if they are true or false. Tell the class to correct the false sentences: Franz Josef Land is in the Antarctic. (F – the Arctic)

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Lots of people live in Franz Josef Land. (F – no one. Sometimes scientists go there to do research (and there are some military personnel), but no one lives there permanently.)

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•• Tell students to work in groups of four. Say Each group has to choose one photo as the poster photo for a presentation. The purpose of the presentation is to persuade people to protect the environments where wild animals live. First, choose your photo together. Decide why it’s a good choice. Second, choose a title for the presentation. Walk around and monitor. Help with ideas and titles if necessary.

•• Before students begin, clearly explain what you want to see in their project. Specify that students should be:

You can find whales in Franz Josef Land. (T) Cory Richards is a National Geographic Explorer. (T) Cory is worried about the polar bear. (T)

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•• Ask one student from each group to present the photo they chose to the class. Tell them to explain why they think it is a good poster photo.

Optional Activity 2

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Optional Activity 1

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•• Ask students to work in pairs. Say Discuss the questions. You’ve got four minutes. As students discuss, walk around and monitor. Offer help if necessary. After they finish, ask different pairs to share their opinions with the class.

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•• Read the instructions and the first question aloud. Ask students to give answers.

•• Say You’re going on an expedition to take a photo of a wild animal. First, read these questions. Write (or show) the following questions on the board:

In the end, Cory doesn’t get a good photo of the polar bear. (F – he does)

Additional Practice: Workbook p. 53, Online Practice

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1 What animal do you want to take a photo of? 2 Where are you going to find it? 3 How will you take the photo? 4 What equipment will you need to take the photo?

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•• Organize students into small groups. Tell them to choose an animal and discuss the questions. At the end, ask a volunteer from each group to tell the class their plans.

67a 

SCHOOL TRIP 2

SAMPLE COPY, NOT FOR DISTRIBUTION

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A polar bear walks towards a remote-controlled camera, Franz Josef Land, Russia.

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School trip 2

Work in pairs. Discuss the questions. 1 Would you like to go to Franz Josef Land? Why? / Why not? 2 Would you like to be part of Cory’s team? Why? / Why not? 3 How do you think people will feel when they see Cory’s photo of the polar bear?

4

PROJECT Make a pinhole camera. You’re going to make a pinhole camera. Here are the things you’ll need: • wax paper • a round container • tape • tin foil • a blanket • a pencil Instructions: 1 Make a hole in the bottom of a round container with a pencil. 2 Put a piece of wax paper over the top of the container. 3 Cover your head and the top of the container with a blanket. 4 Look through the wax paper. Have fun with your pinhole camera!

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SCHOOL TRIP 2

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Review 3: Units 5–6 1

Complete the sentences with the words from the box. cross

destination

hurry

set off

1 We’re going to

2 We’re late! If we don’t 3 Camels can

survive

cross 4 You have to side of the valley.

reach

set off

survive

view

on our journey at half past nine. hurry

, we won’t get there on time.

in the desert because they don’t need to drink very often. reach

a suspension bridge to

the town on the other

from the top of the mountain is amazing!

Complete the crossword puzzle.

1

Down

3

2 There are seven of these in one week.

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3 There are one hundred years in one of these. Across

4

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i

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5

h

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5 There are twenty-four of these in one day.

o

u

6 There are fifty-two weeks in one of these.

d

o

a

n

y

t

u

t

4 There are sixty of these in one hour.

e

s

h r

s

e

a

r 6

y

r

Complete the sentences with the verbs in brackets. Use the passive.

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1 There are twelve of these in one year.

2

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2

view

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6 The

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5 We arrived at our destination at ten p.m. last night. It was a very long journey.

1 A new suspension bridge has been built

been opened

just

(open).

has been closed

(build) under the mountains. The old one

at

2 A new tunnel (close) for six months.

has

4 When

4

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3 What languages are spoken (speak) in Switzerland? was

made

Robyn Davidson’s book

(make) into a film?

Complete the sentences so that they’re true for you. 1 I’m tired because

.

2 I’ve been working hard this week, so

.

3 I’ve been living in this town since

.

4 I haven’t been

for

5 I’ve been

68

since

. .

SAMPLE COPY, NOT FOR DISTRIBUTION

REVIEW 3: Units 5–6

Review 3: Units 5–6 3

In this unit, students will: •• review vocabulary and grammar from Units 5 and 6.

•• Read the instructions aloud. Do the first item as a class. Tell students to complete the activity individually. Tell them to compare answers in pairs. Then go over answers as a class.

1 •• Ask students to open their books to p. 68. Read the instructions and the words in the box aloud. Do the first item as a class. Then tell students to complete the activity individually. Ask students to compare answers in pairs. Then go over answers as a class. •• Extra Challenge Ask students to complete the sentences without looking at the words in the box.

2

•• Read the instructions aloud. Elicit one or two examples for the first item to get them started. Tell students to complete the activity individually. Then go over answers as a class.

Optional Activity 2

•• Say the following sentences about the lesson. Ask students to say if each sentence is true or false and correct any false sentences to make them true: I’ve been teaching this lesson for thirty minutes. The audio player has been used in this lesson. Only English has been spoken during the lesson. You’re tired because you’ve been working very hard.

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•• Tell students to complete the crossword individually. Read the first clue and do the first item as a class to get them started. Tell students to compare answers in pairs. Then go over them as a class.

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•• In pairs, ask students to put the words in order – from the shortest period of time to the longest. (second, minute, hour, day, week, month, year, century)

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•• Write the words below at random on the board: year, hour, century, second, week, hour, minute, day.

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Warm Up

•• Extra Challenge If you have internet access in your classroom, ask students to find the answers to the last two questions. (Four languages are spoken in Switzerland – Swiss-German, French, Italian and Romansh; Robyn’s book was made into a film in 2013.)

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Resources: Classroom Presentation Tool, Workbook pp. 54–55, Online Practice

Optional Activity 1

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•• Extra Support Write answers at random on the board before students start. Then tell them to copy the words into the crossword after reading the clues.

•• In pairs or small groups, tell students to put the times below in order – from longest to shortest:

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Thirty-one million seconds Half a million minutes Nine thousand hours Three hundred and sixty days Ninety weeks Sixteen months A year and a half

•• Ask students to express the times above in different ways. For example, half a million minutes is 347 days or about fifty weeks. (Correct order:  Ninety weeks, A year and a half, Sixteen months, Nine thousand hours, Three hundred and sixty days, Thirty-one million seconds, Half a million minutes)

Optional Activity 3 •• Write the words below at random on the board: We  It  have built  been  was   working  China  hard  in

•• Put students into pairs and ask them to write two sentences, using each word on the board once. Tell students that each sentence must have five words. (We have been working hard. It was built in China.) Invite students to write their sentences on the board.

Wrap Up •• Write the sentences below on the board: 1 I can say when I set off for school and when I arrived. 2 I can ask where French is spoken in the world. 3 I can say how long I have been sitting in this room. 4 I can explain why I am tired.

•• Say Write 1, 2 or 3 next to each sentence. 1 means ‘I can do it’. 2 means ‘I think I can do it’. 3 means ‘I can’t do it’. •• Ask students who wrote 1 for any statements to show that they can by producing sentences. Note any of the items that several students wrote 3 for and provide extra practice. Additional Practice: Workbook pp. 54–55, Online Practice

  REVIEW 3: Units 5–6 68a SAMPLE COPY, NOT FOR DISTRIBUTION

UNIT

7 Extreme sports In this unit, students will:

Language

Twenty-First Century Skills

•• talk about extreme sports.

Vocabulary accident, beginner, challenging, concentrate, experience, expert, large, route; flow, specially, steep, steeply, wondered

Collaboration Work together to come up with advice and rules for white-water kayaking, Lesson 3

•• listen to an interview about rock climbing. •• use have to, must, should and ought to to talk about obligation. •• read about an extreme white-water kayaking adventure. •• use reflexive pronouns when the subject and the object are the same. •• chant about extreme sports.

Communication Discuss splitboarding, Lesson 7

Grammar •• Obligation: have to, must, should and ought to

Creativity Write an article about an extreme sport, Lesson 6

•• Reflexive pronouns

Critical Thinking Identify whether sentences about the listening passage are true or false and correct the false sentences, Lesson 1

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•• write an article about an extreme sport. •• watch a video about splitboarding.

In the Unit Opener, students will: •• respond to a photo showing snowboarding.

Resources: Home School Connection Letter, Classroom Presentation Tool

Introduce the Theme

•• Say either Draw lines to match the words to make four extreme sports or Write a word from Group A and a word from Group B to make four extreme sports. Tell students to compare answers in pairs. Then go over answers as a class. You can do this by writing the answers on the board. (rock climbing, mountain unicycling, bungee jumping, snowboarding)

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•• talk about snowboarding and other extreme sports and consider what’s exciting and/or risky about them.

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•• identify the value Be responsible.

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•• Write SPORTS in large letters on the board. Say Tell me the names of some sports. Give examples, such as tennis or football, to start them off if necessary.

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•• Now write the word EXTREME before SPORTS. Ask What do you think the word extreme means? Ask questions to help them understand the adjective extreme. For example, ask Do you think extreme sports could be exciting/risky/ dangerous? •• Say We’re going to learn about extreme sports. Do you think extreme sports are difficult? Which English words do you think we’ll use to talk about extreme sports? Guide students by asking, for example, Where do people go to do extreme sports? Write these words on the board: mountains, caves, the ocean, lakes, rivers, forests and rocks.

•• Ask students to discuss questions 1 and 2 in pairs or small groups. Then discuss the questions as a class. •• For question 1, ask What do you think the sport in the picture is called? When the correct answer (snowboarding) has been given, ask Why do you think it’s called snowboarding? (snowboarders stand on a board to travel across the snow) Ask Would you like to try it? Say Put up your hand if you’d like to try it. Invite students to explain why they would like to try snowboarding. Then say Put up your hand if you wouldn’t like to try it. Invite students to explain why they wouldn’t like to try snowboarding. Then share your own ideas. •• For question 2, write the headings mountains, water and air on the board. Say Tell me an extreme sport that people do in the mountains. Help by acting out an extreme sport, such as snowboarding or rock climbing. Repeat for water and air. Write the sports under the appropriate columns.

Use the Photo

TEACHER TIP

•• Ask students to open their books to p. 69. Focus their attention on the photo. Read the caption aloud. Ask some simple questions to engage the class. Ask How many women can you see? (six) Where are they? (in South Korea, at the 2018 Winter Olympics) Do you think this looks like fun? Listen to students’ responses.

Remind students that it’s OK to disagree about certain topics and that they can learn by speaking to people who have different opinions. Emphasize that it is important to be respectful when someone is expressing an opinion and that they should listen and not interrupt.

69a 

SAMPLE COPY, NOT FOR DISTRIBUTION

UNIT 7  Extreme sports

7

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Extreme sports

UNIT

ABOUT THE PHOTO

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Snowboarders compete during the Ladies’ Snowboard Cross Big Final at the PyeongChang 2018 Winter Olympic Games in South Korea.

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This photo was taken at the PyeongChang 2018 Winter Olympic Games at Phoenix Snow Park in Pyeongchang-gun, South Korea. Snowboarding hasn’t always been recognized as a serious sport. In the beginning, skiers were reluctant to allow snowboarders into US ski resorts. When snowboarding was first introduced as an Olympic sport at the 1998 Winter Games in Nagano, Japan, the snowboarding halfpipe event was shown on TV in the middle of the night in the US. This changed at the 2002 Winter Olympics in Salt Lake City when the snowboarding halfpipe event was broadcast at prime time. Snowboarding has since gained even more popularity and respect as a sport.

Match the words from Group A and Group B to make extreme sports. Group A:

rock

mountain

bungee

snow

Group B:

jumping

boarding

climbing

unicycling

Look at the photo. Discuss the questions. 1 What do you think the sport in the photo is called? Would you like to try it? Why? / Why not? 2 Can you think of extreme sports that take place on mountains, in water, in the air? What sports do you do? What’s exciting or risky about them?

SAMPLE COPY, NOT FOR DISTRIBUTION

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1 1

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Vocabulary

Listen and read.

TR: 49

Margo Hayes rock climbing in Ceuse, France

Rock climbing is an exciting and challenging sport. There are lots of different routes. You can climb on large rocks and high mountains all over the world and it can be a fantastic experience to get to the top.

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When you’re rock climbing, you have to concentrate as it can be dangerous and it’s easy to have an accident. If you’re a beginner, you should always wear a helmet and use a rope. Some experts climb without ropes. That’s called ‘free solo climbing’ and it’s definitely extreme!

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ABOUT THE PHOTO

The photo was taken in 2017 and shows Margo Hayes, a young rock climber from the US, ascending a rock face called Biographie in Ceuse, France. She was nineteen years old at the time. She was the first woman to climb this rockface. She was also the first woman to climb a difficult route known as La Rambla in Spain.

Complete the sentences with the words from Exercise 1.

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1 Rock climbing is a really challenging sport. It’s not easy! 2 If you’ve never been rock climbing, or you’re a(n) beginner , you should take some lessons.

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3 Ropes are not used in ‘free solo climbing’, but only experts should try this. 4 It’s a great experience to get to the top of a rock or mountain. 5 Rock climbing is difficult, so you have to concentrate and think about what you’re doing. 6 When you go rock climbing, you need to be careful so that you don’t have a(n) accident . routes 7 There are lots of different climbing try. Some are easy and some are difficult.

you can

8 You can climb all over the world, on high mountains and large very rocks.

70

UNIT 7

3

Listen to the radio programme about rock climbing. Write T (true) or F (false). Correct the TR: 50 false sentences. 1 People haven’t been climbing rocks for very long. F (People have been climbing rocks for centuries.)

2 You can get some experience by climbing indoors. T

3 You don’t need to bring warm clothes when you go rock climbing. F (You sometimes need warm clothes.)

4 Margo Hayes was the first woman to climb La Rambla. T 5 La Rambla is a difficult route in Peru. F (Spain) 6 Rock climbing isn’t as popular as it used to be. F (It’s becoming more and more popular.)

SAMPLE COPY, NOT FOR DISTRIBUTION

Extreme sports

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1 Vocabulary N

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Optional Activity •• Draw a Noughts and Crosses board on the board:

In this lesson, students will: •• talk about extreme sports. •• listen to an interview about rock climbing. •• identify whether sentences about the interview are true or false and correct the false sentences.

•• Ask Has anyone here tried rock climbing? If so, put up your hand. If any students put their hands up, ask questions to get more information. Listen to students’ answers. Ask Who would like to try it? Who would not like to try it? Ask students to put up their hands.

1

•• Divide the class into two teams, Team X and Team O. Ask Team X to choose a word from one of the boxes and work together to write a sentence using the word. Then tell them to read the sentence aloud. Team O says whether or not the sentence is correct. If the sentence is correct, Team X can mark the box with an ✗.

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•• Ask What extreme sports can you remember from the last lesson? Listen to students’ responses.

•• Team O then takes a turn, and so on. The game ends when one of the teams has marked three boxes in a row.

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Warm Up

•• Write one of the eight new words in bold from Exercise 1 in each of the boxes of the Noughts and Crosses board. Choose an extra word that you think the class needs to practise and write it in the ninth box.

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Resources: Audio Tracks 49–50, Classroom Presentation Tool, Workbook p. 56, Workbook Audio Track 21, Online Practice

Script for TR: 50

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Welcome to our programme on extreme sports. Presenter:  Today we’re looking at rock climbing and I have two experts here with me. Expert 1: Hello.

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•• Use the Photo Ask students to open their books to p. 70. Focus their attention on the photo and the photo caption. Ask Would you like to try this? How do you think she feels? How would you describe Margo Hayes? Listen to students’ responses. •• Play TR: 49 and ask students to listen and read. Point out and check strong stresses in the new words in bold (for example: challenging, experience, accident, beginner).

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2

•• Read the instructions aloud. Tell students to complete the activity individually. Then ask them to compare answers in pairs before going over them as a class.

3

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•• Ask students to close their books. Play TR: 50. At this stage, they can simply listen for gist and absorb as much of the information as they can. Encourage students to relax and tell them that it’s OK if they don’t understand every word.

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•• Ask students to open their books again to p. 70. Ask volunteers to read the sentences in Exercise 3 aloud. Encourage students to mark T or F in pencil next to each sentence; however, reassure them that they will have time to listen again and check their answers and correct the false sentences. •• Play TR: 50 again. Tell students to listen and check their answers. •• Tell students to compare answers in pairs. Then go over answers as a class. •• Listening Strategy: Listening for Gist  When students first hear a listening text, they may not understand every word and this may cause them to become anxious. Encourage students to relax and concentrate on what they do understand instead of what they don’t understand. •• Extra Challenge Ask students to think of two more questions they would like to ask the rock-climbing experts. •• Extra Support Play TR: 50 again. For additional support, pause after the rock-climbing experts answer each of the presenter’s questions.

Expert 2: Hi. Presenter:  People have been climbing rocks for centuries, haven’t they? And now, lots of indoor climbing walls have been built, so you can climb indoors where it’s warm and dry. Expert 1: That’s right – and indoor walls are really good for practising and getting some experience. Presenter: R  ight, so what kind of equipment should you take? Expert 2: Well, you have to take a rope, of course – and a helmet. And if you’re climbing outdoors, you ought to take some warm clothes as it can get cold. Presenter:  Rock climbing is becoming more and more popular, isn’t it? Especially with girls? Expert 1: That’s right. Young women and girls are starting to climb some of the most challenging routes in the world. In 2017, Margo Hayes was the first woman to climb a route in Spain called La Rambla. It’s over forty metres high and it looks really exciting! Margo says she has worked hard to follow her dream. She says it’s important to be really positive and believe that you can do it. Expert 2: She thinks there are going to be more and more girls rock climbing in the future and she says, ‘Watch out, boys!’

Wrap Up •• Ask Does anyone feel differently about rock climbing now? What words do you think describe it? Listen to several students’ responses and reasons. Additional Practice: Workbook p. 56, Online Practice

UNIT 7  Extreme sports 70a SAMPLE COPY, NOT FOR DISTRIBUTION

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2 Grammar N

•• Go over the instructions and read the first sentence aloud. Elicit the correct option. (must) Ask Why is the correct answer must? (because it’s a rule) •• Tell students to complete the activity individually. Walk around the classroom and monitor. Offer help if necessary. Notice where students have problems.

In this lesson, students will: •• use have to, must, should and ought to to talk about obligation.

4

Resources: Classroom Presentation Tool, Workbook p. 57, Online Practice

•• Go over the instructions. Then model the activity. Read the first intention aloud: I’m going to go rock climbing. Please give me some rules or advice. Listen to students’ answers.

•• Write other school-related actions on the board. For example: arrive on time, be friendly, do your homework, wear a school uniform, talk in class and study hard. Ask Which of these things do you think are rules and which do you think are just good ideas – something that someone would give as advice? Listen to students’ responses.

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•• Tell students to do the activity. Walk around and monitor. Check that students are using must/mustn’t, have to/don’t have to, should/shouldn’t and ought/ought not to correctly. •• Extra Challenge Ask students to come up with two or three of their own ideas for activities and intentions, and advice and rules. •• Extra Support Ask students to match the activities and intentions with the advice and rules. Then tell them to write their mini-conversations before they speak.

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•• Ask students to open their books to p. 71. Go through the explanation in the green grammar box. Then ask volunteers to read the example sentences aloud.

•• Ask one pair to demonstrate the activity, with Student A saying an intention and Student B responding with a rule or advice from the box.

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•• Write the rules students suggest on the board using must, for example, We mustn’t run in the classroom.

•• Tell students to work in pairs. Make sure each pair knows who is Student A and Student B. You can check by asking individuals Are you A or B? Alternatively, tell the individuals within each pair to say I’m [A/B].

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•• Say Today we’re going to learn how to talk about rules, advice and things that are necessary or unnecessary. Ask Can you give me an example of some rules, for example, in school?

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Warm Up

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•• Repeat with the other example sentences from the green grammar box. NOTE: Explain that there is some crossover with must and have to. The verb have to is sometimes also used for rules.

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•• Read the instructions aloud. Then read the first sentence with the example answer aloud twice, once with each option. Ask Is it something that’s necessary or is it advice? (something that’s necessary)

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•• Tell students to complete the activity individually. Then ask them to compare answers in pairs. Walk around and monitor, noticing where students have problems. Then go over answers as a class. You can do this by inviting different students to come to the board and write sentences with the options they chose. As a class, discuss whether the sentence is correct or not and prompt students to say why.

3 •• Focus students’ attention on the words and phrases in the box. Ask Which of these words and phrases are used for rules or for a necessary action? (must, mustn’t) Which ones are used for advice? (should, shouldn’t, ought not) Which verbs are used for an unnecessary action? (don’t have)

71a 

Optional Activity •• Ask students to sit in a circle. Write an activity on the board, for example, go swimming. Invite a volunteer to give a rule or some advice, for example: You should take a towel.

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•• Write rule, advice and necessary/unnecessary on the board. Say All climbers must wear shoes, with the stress on must. Ask Is this is a rule or advice? (It’s a rule.)

•• Tell the next student to repeat this rule or piece of advice and add another of his/her own. •• Tell the next student to repeat what has been said and add another piece of advice or rule. Tell students to help each other remember by acting out the rules and advice that have already been given. Examples of more rules and advice for going swimming could include: You must wear a swimming costume. You mustn’t eat in the swimming pool. You should take some money. You mustn’t run near the pool. You shouldn’t jump in where small children are swimming. •• When the list of rules and advice has become too long for anyone to remember, tell the class to choose a new activity and repeat the game.

Wrap Up •• In groups, ask students to decide on an extreme sport for the class to try on a school trip. Tell them to write three rules and three pieces of advice for the school trip. When they are ready, ask groups to present their rules and advice to the class. For example: We’re going to go mountain biking. You must wear a helmet. You should bring your lunch. Additional Practice: Workbook p. 57, Online Practice

SAMPLE COPY, NOT FOR DISTRIBUTION

UNIT 7  Extreme sports

1

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Grammar

S ES O

Study the grammar box. Modal verbs We use should/shouldn’t and ought to/ ought not to for advice.

You have to wear a helmet when you go rock climbing. You don’t have to wear a helmet when you play tennis.

We should take more exercise. We shouldn’t watch TV all the time. Beginners ought to take climbing lessons. They ought not to climb difficult routes.

All climbers must wear shoes. You mustn’t climb on the castle walls.

Watch out: We don’t use ought to in questions.

3 You have to / shouldn’t go rock climbing alone. 4 Ought / Should I bring warm clothes?

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5 Some expert rock climbers don’t have to / mustn’t use ropes.

6 You always shouldn’t / have to be careful when you do extreme sports.

don’t have

You should/shouldn’t … .

mustn’t

ought not

You ought to/ought not to … .

must

should 2 My advice is that you do your homework as soon as you get home. ought not

Advice and rules

shouldn’t

1 The rules at the park say that you tell someone where you’re going.

3 You

I’m going to go rock climbing. I’m going to go snowboarding. I’m going to go mountain biking. I want to get better marks this term. I want to get stronger. I want to become a (marine biologist, mechanic, etc.) one day.

should

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must

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Complete the sentences with the words from the box.

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Activities and intentions

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2 You ought to / mustn’t tell someone where you’re going when you go rock climbing.

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1 You ought to /shouldn’t practise before you go downhill on a unicycle.

Work in pairs. Student A says an activity or an intention, Student B responds with advice or a rule. Use the sentences and words from the boxes and your own ideas.

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Circle the correct answer.

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We use must/mustn’t for rules.

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2

We use have to/don’t have to when something is necessary or unnecessary.

to go to bed too late.

4 We’re given lunch at school, so you don’t have to bring your own food. 5 You shouldn’t eat too much ice cream. It’s not good for you. 6 The rules at the swimming pool say that you mustn’t run. You might get hurt.

You must/mustn’t … . You have to/don’t have to … . be careful

take some money

be silly

take some water

go alone

wear a helmet

have fun

wear shorts

take sandwiches

wear warm clothes

I’m going to go rock climbing. You should set off early.

UNIT 7 SAMPLE COPY, NOT FOR DISTRIBUTION

Extreme sports

71

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1

Reading

Look at the photo. Discuss the questions. 1 Do you think this sport looks exciting or scary or both? 2 Would you like to try it? Why? / Why not? 3 What do you think the expression Go with the flow! means?

2

Listen and read.

TR: 51

White-water kayaking

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When water flows fast over rocks in the riverbed, or it drops steeply (like over a waterfall), air bubbles are formed and they make the water look white. White-water kayaks are specially designed to move through white water and to turn easily.

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Have you ever wondered what it’s like to travel in a kayak along a fast river, over rocks and even down waterfalls? That’s what white-water kayaking is all about! It’s a fast, fun and challenging sport!

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Trip Jennings is a National Geographic Adventurer and an extreme white-water kayaker who made a journey down the Pandi River in Papua New Guinea. He wanted to make a film to show people what a beautiful place it was. Jennings and his team of kayakers started underground, in a cave and then continued down waterfalls, some small and some big, until they arrived at a very steep drop. The photographer had a frightening experience when he got trapped behind the waterfall. Luckily, Trip threw him a rope and he was able to free himself.

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White-water kayaking is an exciting sport, but it can also be dangerous. You have to concentrate and think quickly. It’s amazing how fast water can flow! Tips for white-water kayaking: • Wear a wetsuit to keep yourself warm.

ABOUT THE PHOTO

• Wear a helmet to keep yourself safe. • Prepare yourself – you should learn how to paddle and how to roll over in the kayak without falling into the water. • Practise somewhere easy before you try kayaking on fastflowing water. • Relax and go with the flow! New words: wondered flows steeply specially

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UNIT 7

steep

This photo is an example of a photo technique called sequence photography. In sequence photography, the subject of the photo appears multiple times in order to suggest movement. This photo shows an extreme white-water kayaker paddling down a waterfall. The photo was taken at Tomata 1 Waterfalls in the Alseseca river in Tlapacoyan, Veracruz, Mexico. Veracruz is one of the most popular places to kayak in Mexico.

SAMPLE COPY, NOT FOR DISTRIBUTION

Extreme sports

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3 •• Give students time to read through the sentences first. Encourage them to mark T or F in pencil next to each sentence; however, reassure them that they will have time to read the passage again and check their answers.

•• identify whether sentences about a text are true or false and correct the false sentences. Resources: Audio Track 51, Classroom Presentation Tool, Workbook p. 58, Online Practice

Warm Up •• Write white-water kayaking on the board. Ask What is it? Listen to students’ responses. Then ask students to open their books to p. 72. Focus their attention on the photo. Ask Why do you think it’s called white-water kayaking? •• Ask What equipment do you think you need for white-water kayaking? Write students’ ideas on the board.

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•• Tell students to compare answers in pairs. Then go over answers as a class. Ask students to justify their false answers by saying the true information. •• Extra Challenge Ask students to imagine that they went kayaking along the Pandi River with Trip Jennings. Ask How did you feel? What did you see? What did you hear? In pairs, tell students to take turns describing their experiences. •• Extra Support Identify the relevant information for each sentence as a class before students correct the false sentences.

Optional Activity

•• Focus on the Tips for white-water kayaking at the end of the reading passage. Ask Why …? questions. For example, ask Why should you wear a wetsuit when you go white‑water kayaking? (to keep yourself warm) Why should you wear a helmet? (to keep yourself safe) Ask students to write similar questions about other sports. Tell them to write their questions individually. Then, in pairs, tell them to take turns asking and answering their questions. Then invite students to ask one of their questions to the class.

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•• Ask volunteers to read the questions aloud. Elicit responses, ideas and suggestions. •• Ask What do you think ‘Go with the flow’ means? Explain that it means ‘to accept a situation without trying to change it’. Explain that one of the words is a pun – a play on words – relating to water. Ask them to guess which word this is. (flow) •• Students have just discussed white-water kayaking in the Warm Up, so you can ask What do you already know about white-water kayaking? Ask What words and information do you think you will find in the text about white-water kayaking? Listen to students’ ideas and write them on the board.

•• Tell students to re-read the text and check their answers. Tell them to correct any false sentences. Ask them to find and underline parts of the text that give the relevant information.

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•• read an article about white-water kayaking.

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•• respond to a photo showing extreme white-water kayaking.

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In this lesson, students will:

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•• Play TR: 51. Ask students to listen and read the text. Tell them to check their predictions and circle any of the words or ideas listed on the board.

Wrap Up •• Ask students to work in pairs. Tell them to imagine that they are taking a friend white-water kayaking. Tell them to think of two rules and two pieces of advice to give the friend. At the end, ask pairs to read one or two of their rules or pieces of advice aloud to the class. Alternatively, you could ask them to write their rules and/or advice on the board. Additional Practice: Workbook p. 58, Online Practice

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•• Ask questions to check students’ overall understanding of the text. For example, ask Why did Trip Jennings want to make a video of the Pandi River? (To show how beautiful it was.)

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•• Ask students to give a simple explanation of what happened to the photographer and what Trip did to rescue him. •• Help students, if necessary, with the new words listed below the text. •• Reading Strategy: Using Prior Knowledge Encourage students to think about what they already know about the topic before and as they read a text. They can do this by asking themselves questions about what they already know about the topic and how it relates to the new information in the text. When students use their prior knowledge, it can help them better comprehend and remember what they read.

UNIT 7  Extreme sports 72a SAMPLE COPY, NOT FOR DISTRIBUTION

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3 •• Read the instructions aloud. Then go over the sample item as a class.

In this lesson, students will:

•• Tell students to do the rest of the activity individually. Walk around the class and monitor. Offer help if necessary. Ask students to compare answers in pairs. Then go over answers as a class.

•• use reflexive pronouns. Resources: Classroom Presentation Tool, Workbook p. 59, Workbook Audio Track 22, Online Practice Materials: a mirror

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•• Now ask two volunteers to demonstrate the activity. Tell Student A to say a new statement. Tell Student B to ask a question about it and tell Student A to answer it. •• Ask students to suggest some statements, for example: My sister plays the violin. My father speaks Japanese. My brother went kayaking yesterday. Write the statements on the board. •• Tell students to work in pairs. To check that each pair knows who is Student A and Student B, ask Are you A or B? Alternatively, tell students to say I’m [A/B]. Ask pairs to work through the statements on the board. Tell them to make up two more statements. Then tell them to swap roles and repeat the activity.

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•• Invite different students to look at themselves in a mirror. Ask Who did [he/she/they] see in the mirror? At this point in the lesson, students shouldn’t be expected to produce reflexive pronouns, so you can answer your own question by saying [He/She/They] saw [himself/herself/themselves].

•• Ask the student a question about what he/she did. Make sure the question includes a reflexive pronoun. For example, ask Did you enjoy yourself? The student answers, for example, Yes, I did or No, I didn’t.

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•• Hold up a mirror. Ask What’s this? (a mirror) Then act out looking at yourself in the mirror. For example, straighten your hair or your glasses. Then say I’m looking at myself in the mirror. Ask a female volunteer to do the same and say She’s looking at herself in the mirror. Ask a male volunteer to do the same and say He’s looking at himself. Then give the mirror to a pair of students and say They’re looking at themselves in the mirror. Write the sentences you just said on the board. Underline the subject pronouns and reflexive pronouns.

•• Go over the instructions. Then model the activity. For example, ask a volunteer [Nehir], what did you do on Saturday afternoon? Tell the student to answer, for example: I went to the park on Saturday.

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Warm Up

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•• Extra Challenge Ask Student A to give more information in response to Student B’s question, for example:

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•• Ask students to open their books to p. 73. Go through the explanation in the green grammar box. Then ask volunteers to read the example sentences aloud.

Optional Activity

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•• Read the beginnings of the examples aloud, in a random order, stopping before each reflexive pronoun. Ask students to say the appropriate reflexive pronoun. For the example that includes yourselves, gesture that the subject pronoun you is plural. For example, gesture in a circular motion around all of the students or hold up several fingers to indicate plural.

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•• Say the subject pronouns: I, you, he, she, it, we, you, they. For each one, elicit the corresponding reflexive pronoun. (myself, yourself, himself, herself, itself, ourselves, yourselves, themselves)

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•• Divide the class into two teams. Call out a subject pronoun. The first team to call out the correct reflexive pronoun wins a point. Continue with other subject pronouns. The team with the most points at the end wins.

2 •• Read the instructions aloud. Then ask a volunteer to read item 1 (the first part of the sentence) aloud. Then ask What’s the correct ending to the sentence? (to keep ourselves warm)

Student A: My dad speaks Japanese. Student B: Did he teach himself? Student A: Yes, he’s been studying it for five years and he’s really good now.

•• Extra Support As a class, brainstorm a question with a reflexive pronoun for each of the statements on the board.

Wrap Up •• Tell students to play a quick team-challenge game. Divide the class into two teams. Team A chooses a reflexive pronoun (for example, yourself). Team B chooses someone who makes up a sentence or question containing that pronoun (for example, Have you seen yourself in the mirror?). •• Team A confirms whether or not the sentence or question is correct. If it is, Team B gets a point. If it is incorrect, Team A gives a correct version and, assuming their new their version is correct, scores a point. Additional Practice: Workbook p. 59, Online Practice

•• Tell students to complete the activity individually. Ask them to compare answers in pairs. Then go over answers as a class.

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SAMPLE COPY, NOT FOR DISTRIBUTION

UNIT 7  Extreme sports

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We use reflexive pronouns when the subject and the object are the same. I taught myself how to kayak. Why are you talking to yourself? He hurt himself when he was playing football. The camera turned itself off. We watched ourselves kayaking on a video. Can you get yourselves some water? They’re looking after themselves.

look white.)

2 It’s easy to turn a white-water kayak. T 3 The Pandi River is in Brazil.

F (It’s in Papua New Guinea.)

4 Trip Jennings made a film to show how dangerous the place was. F (to show how beautiful it was)

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6 Trip helped the photographer. T

Match to form correct sentences. A yourself to play the piano?

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1 We ought to wear wetsuits C E

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7 You should wear a wetsuit. T

2 She bought

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3 Did you teach 4 They enjoyed 5 I hurt

B themselves at the beach yesterday.

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C to keep ourselves warm.

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D itself.

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E herself a new phone.

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6 You and your sister are good at looking after

F himself a sandwich for lunch.

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7 My brother made

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G myself when I was rock climbing.

3

H yourselves.

Complete the sentences with reflexive pronouns. 1 We all enjoyed ourselves

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8 A baby bird cannot feed D

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2 She prepared had lots of fun!

herself

at the festival. well for kayaking. She

3 They took lots of pictures of themselves on holiday. 4 I’ve been teaching three years. 5 The computer turned

A time-lapse photo of an extreme kayaker riding down Tomata 1 Waterfalls in the Alseseca river in Tlapacoyan Veracruz, Mexico

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Reflexive pronouns

1 This sport is called white-water kayaking because the kayaks are white. F (Air bubbles make the water

5 The kayakers started at the top of a waterfall. F (in a cave)

Study the grammar box.

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Read again. Write T (true) or F (false). Correct the false sentences.

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myself

itself

English for on.

6 Tom and Ali, have you looked at yourselves in a mirror? You’re all dirty!

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Work in pairs. Student A says a statement, Student B asks a question with the reflexive pronoun and Student A answers.

UNIT 7 SAMPLE COPY, NOT FOR DISTRIBUTION

Extreme sports

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Chant

Read the chant and say the sport for each verse (1–5). Then listen and TR: 52 chant.

A mountain biker riding in Gorce Mountains, Poland

mountain unicycling rock climbing snowboarding

2

Listen again. Act.

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Divide into two groups, A and B. Listen and TR: 54 and 55 chant.

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white-water kayaking

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TR: 53

ABOUT THE PHOTO

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This photo of a mountain biker was taken in the Gorce Mountains in Poland. The area is a popular place for outdoor activities such as hiking, riding and mountain biking. Mountain biking is a kind of cycling done ‘off road’ on rough, rocky ground or on trails in the woods. Mountain bikes look similar to road bikes, but they have some special features such as thicker tyres and flat handle bars. Mountain biking is a challenging sport that takes skill and practice.

What will you try? 1

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A: I want to try unicycling Down a rocky track.

4 A: I’d like to whizz across the snow Standing on a board.

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B: But you only have one wheel, And you mustn’t look back!

Flipping, jumping, turning round, It’s surely not that hard! 5

A: Kayaking is really cool when The water’s fast and white.

B: Everything looks easy In the movies and the books.

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B: If you wear a helmet, You should be all right.

But I think these extreme sports Aren’t as easy as they look!

3 A: Climbing is exciting If you’re feeling brave.

VALUE

Be responsible. Workbook, Lesson 6

B: Make sure you’ve got a good Strong rope to keep yourself safe!

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UNIT 7

SAMPLE COPY, NOT FOR DISTRIBUTION

Extreme sports

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3 •• Divide the class into two groups, A and B. Tell groups to practise chanting. Play TR: 54 (with lyrics) or TR: 55 (instrumental only). Decide which of the two tracks you would prefer to play. Tell students to chant again, this time performing the actions.

•• identify the value Be responsible. Resources: Audio Tracks 52–55, Classroom Presentation Tool, Workbook p. 61, Online Practice

Warm Up •• Review different extreme sports with a short guessing game. Ask for a volunteer and say [Miguel] will choose a sport and we have to ask questions to find out what it is. The questions have to have Yes or No answers. Ask the volunteer to choose a sport. •• Tell the rest of the class to ask yes/no questions, for example: Do you do this sport in the mountains? Do you need to wear a helmet? Is it dangerous? •• When the class guesses the sport, tell everyone to act it out. •• Ask for another volunteer and play the game again.

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•• Extra Challenge Ask students to work in pairs. Tell one student to take the role of Student A and the other, of Student B. Tell pairs to choose one or more verses of the chant to learn and then chant aloud together, with their books closed. •• Extra Support Ask students to just listen to TR: 54 (with lyrics) before chanting again.

Optional Activity

•• Brainstorm some different extreme sports. Write them on the board. Point to one of the sports and say Tell me a rule for this sport. •• Ask students to work in small groups and write another verse for the chant. Write the following structure on the board: I want to try It looks really cool. You must That’s a safety rule.

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•• Say Read the words of the chant to yourselves. Allow a few minutes for this. Then say Verse 1. What’s the sport?

•• Now ask the class to give a performance of the chant, in their groups. Encourage them to snap their fingers or tap their feet to build up a rhythm.

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•• plan actions for the chant.

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•• chant about extreme sports.

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In this lesson, students will:

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Answers: Verse 1: mountain unicycling; Verse 2: white-water kayaking; Verse 3: rock climbing; Verse 4: snowboarding

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•• Play TR: 52. Tell students to listen and chant along. To support students, chant along yourself and tap out the regular rhythm with your hand.

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•• Plan actions for the chant as a class. Write each of the sports on the board: mountain unicycling, white-water kayaking, rock climbing and snowboarding. Elicit an action to go with each sport.

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•• Identify other parts of the chant that could benefit from actions and write them on the board. For example, write:

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you mustn’t look back wear a helmet a good strong rope whizz across the snow flipping, jumping, turning round movies books

 .  .

Walk around and monitor. Offer help if necessary. Invite groups to chant their verse for the class.

•• Value: Be responsible Say The value of this lesson is Be responsible. Ask How can we be responsible when we are doing extreme sports or other sports? Listen to several students’ answers. For additional practice, tell students to complete Lesson 6 in the Workbook in class or at home.

Wrap Up •• Ask students to close their books. Recite the chant and encourage the class to join in and chant from memory. •• Stop before the last word of each verse. Tell the class to chant the word. •• Repeat the procedure, stopping in different places in the chant. Additional Practice: Workbook p. 61, Online Practice

Tell the class to decide on what the action for each part should be. Agree on an action for aren’t as easy as they look (for example, shaking your head). •• Play TR: 53. Tell students to chant and perform the actions.

UNIT 7  Extreme sports 74a SAMPLE COPY, NOT FOR DISTRIBUTION

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Ask students to compare answers in pairs before going over them as a class. •• Extra Challenge Write on the board: paragraph, title, subject, question and article. Then say Look at the reading text in Lesson 3 and find an example of a paragraph, a title, a question and an article. Instruct students to either annotate the text or write the four words in a list and then write the example they find next to the relevant word or section.

In this lesson, students will: •• read an article about volcano boarding. •• organize their writing into paragraphs. •• write an article about an extreme sport. Resources: Classroom Presentation Tool, Workbook p. 60, Online Practice

•• Extra Support Complete all of part b as a class.

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•• Ask What’s a volcano? Elicit a simple explanation in English. •• Tell students to read the article and note answers to the three questions. Ask students to compare answers in pairs. Then go over answers as a class.

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•• Go through information in the grey box. Pause after the words subject, title, paragraphs and questions to confirm understanding. For example, ask What does title mean? (For paragraphs, a brief description, such as a group of sentences, will suffice at this stage; it will be dealt with more thoroughly in the next activity.)

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•• Read questions 1–4 aloud and make sure everyone understands them. Tell students to answer the questions individually. Ask them to compare answers in pairs. Then go over answers as a class.

3 •• Direct students’ attention to part a. Go through the information in the grey box. Then ask Why are paragraphs helpful? (because it’s easier for the writer to organize his/ her work and it’s easier for the reader when text is divided up into paragraphs) •• Direct students’ attention to part b. Read the instructions aloud. Find the answer for Paragraph 1 as a class. Tell students to read Paragraph 1 again. Then ask What is Paragraph 1 about? Listen to students’ responses. Then ask What’s the correct answer? (D. It tells the history of volcano boarding.) Tell students to complete the activity individually.

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•• Ask students to return their work. Instruct them to write a second draft, incorporating suggested changes.

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•• For question 3, ask Would you like to try it? Ask students to put up their hands for Yes or No and listen to their reasons. Ask Why?

•• You could assign the writing activity for homework. If you do it in class, include a peer-editing stage after the first draft. Ask students to exchange their work with a partner. Tell them to make comments to correct or improve paragraph organization.

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•• Use the Photo Ask students to open their books to p. 75. Focus their attention on the photo and the caption. Ask them what they think is happening. Ask What’s the man doing? What’s he wearing? Where is he? Listen to students’ answers.

•• Write the numbers 1, 2, 3 and 4 vertically on the board. Ask What kinds of information could you put in four paragraphs about an extreme sport? Tell them to look back at Exercise 3 part b for ideas. Elicit and prompt for the following: the history of the sport, an explanation of the sport, the equipment needed, the writer’s opinion and questions for the reader. Encourage students to use the article in the Student’s Book as a model, but tell them that they can depart from this if they prefer a different organization. The important factor is that they are organizing their work into paragraphs.

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•• Say You’re going to read an article about another extreme sport. Ask What’s an article? Where do you usually find articles? Listen to students’ answers.

•• Tell students to write an article about an extreme sport. Brainstorm a list of extreme sports and write them on the board.

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•• Say an extreme sport, for example, rock climbing, white‑water kayaking, mountain unicycling or snowboarding. Then ask What do you need to do this sport? Listen to several students’ responses.

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Warm Up

Optional Activity

•• Say Turn back to page 72, to the text about Trip Jennings’s white-water kayaking expedition. Tell students to read the first four paragraphs (before the Tips). Then ask them to write one sentence about each paragraph, summarizing what it’s about. (Possible answers: The first paragraph asks the reader a general question about the subject and then describes white-water kayaking. The second paragraph explains white water. The third paragraph tells us about Trip Jennings and his adventure/expedition. The fourth paragraph tells us what you have to do when you go white‑water kayaking.)

Wrap Up •• Write four paragraph headings on the board, for example: History, Explanation, Equipment and Opinion. Make a statement about an extreme sport. For example, say You need a helmet to go snowboarding. / People have been climbing rocks for centuries. / I never want to go volcano boarding. Tell the class to say which heading the statement goes under. Additional Practice: Workbook p. 60, Online Practice

SAMPLE COPY, NOT FOR DISTRIBUTION

UNIT 7  Extreme sports

1

Read the article. Answer the questions.

2

1 What’s volcano boarding? It’s a new extreme sport. 2 What do you need to go volcano boarding?

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An article

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Writing

S ES O

Read the information in the box. Then look at the article and answer the questions.

You need: a board with a rope attached, a helmet, gloves, goggles, to be brave, a Articles can be written about any subject. volcano. They’re much easier to read if they’re clear

3 Would you like to try volcano boarding? Why? / Why not?

and well organized. An article usually has a title and paragraphs for different kinds of information. Sometimes a writer uses questions in order to make the information more interesting for the reader.

Volcano boarding – who needs snow?!

1 What’s the subject of the article? volcano boarding

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2 What’s the title? Volcano boarding – who needs snow?!

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3 How many paragraphs are there? four 4 What questions does the writer ask?

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What do you think? Would you like to try it (volcano boarding)? Do you think you would find it scary or Writing skill Organizing your writing: fun and exciting? paragraphs

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2 Every day, people climb to the top of the volcano. They carry boards like snowboards that are made of metal or light wood. When they’re at the top of the volcano, they go down again on the boards. They go very fast. Some experts stand on the board, but most people sit down.

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1 Volcano boarding is a new extreme sport. It started when a tour guide named Daryn Webb wanted to surf down Cerro Negro, a volcano in Nicaragua in Central America that’s perfect for volcano boarding.

a Read the information in the box.

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A paragraph is a group of sentences about the same subject or topic. A new paragraph starts when the writer wants to write about something slightly different. Articles often have a few paragraphs. Using paragraphs can help the writer to organize his/her writing and make it easier for readers to follow his/her ideas.

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3 If you want to go volcano boarding, you’ll need a board with a rope attached to it, a helmet, goggles to protect your eyes and gloves for your hands. You’ll also need a volcano! 4 What do you think? Would you like to try it? Do you think you would find it scary or fun and exciting?

Paragraph 1 D

A

Paragraph 2 C

B Asks readers for their opinions and ideas

Paragraph 3 A

C

Paragraph 4 B

D Tells the history of volcano boarding

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b Look at the article. Match the paragraph numbers with the information they give.

ABOUT THE PHOTO

A volcano boarder on Cerro Negro in the Cordillera de los Maribios mountain range in Nicaragua

This photo was taken at the Cerro Negro volcano in Nicaragua. There are many tourism companies that offer volcano boarding trips to Cerro Negro. It’s becoming popular in other countries too, for example Vanuatu, an PHCAP island country in the Pacific Ocean. Volcano boarding was invented by Daryn Webb. He tried sliding down a volcano on a table, a mattress and a mini-refrigerator!

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Gives information about equipment and clothing

Gives an explanation of volcano boarding

Write about another extreme sport. Organize your writing into paragraphs.

UNIT 7 SAMPLE COPY, NOT FOR DISTRIBUTION

Extreme sports

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ABOUT THE VIDEO

The video focuses on a group of splitboarders in the mountains of Canada. Splitboarding is a more extreme form of snowboarding, as the boards are split in half to make skis. This means splitboarders can climb up the mountain using their board as separate skis. Then they put them back together again to snowboard down. Splitboarders enjoy the freedom of being able to go wherever they like in the mountains.

Look at the photo. Write a list of things you think you would need to do this sport.

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Video

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A splitboarder on the diamond glacier, Icefall Lodge, Canadian Rockies, Golden, BC, Canada

Watch the video. What’s special about this kind of snowboarding? Video 9 Discuss with your partner.

3

Watch the video again. Complete the sentences with the words Video 9 from the box. choose

danger

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explore

helicopter

routes

skis

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1 Splitboarding is when snowboarders use snowboards and divide them in skis two (or ‘split’ them) to make .

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2 It’s easier and faster to take a

helicopter

choose

where they go.

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3 The splitboarders like being able to

to the top of the mountain.

4 North America is a good place to go splitboarding because there are lots explore of places to . 5 Splitboarders have to think carefully about their 6 They need to stay away from

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danger

routes

.

.

Work in groups. Discuss the questions. 1 Which words would you use to describe splitboarding? 2 How’s splitboarding similar to or different from the other extreme sports that you learnt about in this unit? 3 What do you think is good about splitboarding and why? 4 What do you think is not so good about splitboarding and why?

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UNIT 7

SAMPLE COPY, NOT FOR DISTRIBUTION

Extreme sports

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•• Ask groups to report their thoughts, responses and ideas to the rest of the class. If time allows, make a list on the board of what students consider to be the positive and negative aspects of splitboarding.

In this lesson, students will: •• watch a video about splitboarding. •• complete sentences with vocabulary from the video. •• discuss splitboarding. Resources: Video 9, Classroom Presentation Tool, Online Practice End-of-unit resources: Worksheet 6.7, Unit 7 Test, ExamView Assessment Suite 

•• Extra Challenge Say Imagine that you’re going splitboarding. What can you see? What does it feel like? Tell students to write a text message or a social-media post to friends describing the experience. Tell them to use adjectives and descriptive phrases. •• Extra Support Prepare students for the activity by asking them to write a list of the vocabulary they might use to answer each question.

Optional Activity 1

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•• Play Video 9 once and tell students to watch it the whole way through and enjoy it.

•• At the end, ask What did you see in the video? What’s special about this kind of snowboarding? Put students into pairs to discuss. Then invite students to share their answers with the class. Ask pairs to say what they think is special about this kind of snowboarding.

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The script for Video 9 is available on the Teacher’s Resource Website.

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•• Give students a few minutes to plan and practise their role-plays. •• Invite as many pairs to perform their role-plays as time allows.

Wrap Up

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•• Use the Photo Ask students to open their books to p. 76. Focus their attention on the photo and caption. Say The person in the photo is splitboarding. Do you think this sport looks scary or fun and exciting? Ask Does anyone know the difference between snowboarding and splitboarding? (Splitboarders split their board in half to make skis that they use to climb up the mountain.)

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•• Tell students to brainstorm a list of questions that the ‘journalist’ can ask, for example: Why do you enjoy splitboarding? What equipment do you need?

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•• Greet the class and say We’re going to watch a video about an extreme sport. Then say It’s an extreme sport that people do on mountains. What are some extreme sports that people do on mountains? Listen to students’ ideas. Then say The video is about an extreme sport called splitboarding.

•• Put students into pairs. Tell them to role-play a conversation between an extreme splitboarder and a journalist who is going to write an article about splitboarding for a sports magazine. Tell them to decide who will be the splitboarder and who will be the journalist.

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Warm Up

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•• Ask volunteers to read the words in the box aloud. Then ask other volunteers to read the sentences aloud, pausing or saying ‘Mmmm’ for the gaps. •• Give students time to start on the activity. Encourage them to write words in the spaces in pencil first, but tell them that they will watch the video again and will have a chance to check their answers and change them if they need to. •• Play Video 9 again. Tell students to check their answers and change them if necessary. •• Ask students to compare answers in pairs. Then go over answers as a class. You can do this by asking volunteers to read the completed sentences aloud.

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•• As this is now the end of the unit on extreme sports, ask the class to vote on the extreme sport they think is the most interesting and exciting. •• Ask the class What extreme sports did we learn about in this unit? Elicit suggestions for the extreme sports they learnt about in the unit (snowboarding, rock climbing, mountain biking, white-water kayaking, volcano boarding, splitboarding). Write them on the board. Then take a vote for each one (one vote per student). Put a star next to the favourite extreme sport on the board. •• Ask a few students questions about the extreme sport they voted for and why. For example, ask Did you vote for [volcano boarding]? Why?/Why not? Have you ever tried [volcano boarding]? Would you like to try it (again)? •• Write the following sentences on the board: 1 Everyone should try an extreme sport. 2 Extreme sports are dangerous and no one should do them. 3 Extreme sports are always risky, but you can still enjoy them if you are responsible.

•• Say Everyone is going to choose their favourite sentence about extreme sports. Ask volunteers to read the sentences aloud. Then call out the sentence numbers. Tell students to put up their hands for the sentence they chose. Write the number of votes next to each sentence. If time allows, ask individuals Why did you choose this sentence? Additional Practice: Worksheet 6.7, Online Practice

•• Tell students to work in groups of four or five. Ask volunteers to read the questions aloud. •• Tell groups to discuss the questions. Walk around and monitor. Check that group members are working together successfully.

UNIT 7  Extreme sports 76a SAMPLE COPY, NOT FOR DISTRIBUTION

UNIT

8 Tales of survival In this unit, students will:

Language

Twenty-First Century Skills

•• talk about amazing survival stories.

Vocabulary battery, charge, dead, expedition, frightening, hard, horrible, realize, search; alive, kindness, stranger, treatment

Collaboration Work together to play a teamchallenge game, Lesson 4

Grammar •• Past perfect affirmative statements •• Past perfect negative statements and questions

Creativity Write a list of survival tips, Lesson 6

•• use past perfect affirmative statements to talk about events and actions that happened before other actions in the past. •• read about Alison Wright – a National Geographic photographer and a 2013 National Geographic Traveller of the Year – and an experience she had.

Critical Thinking Determine the correct order of events, Lesson 1

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•• use past perfect negative statements and questions to talk about actions and events that happened before other actions and events in the past.

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•• chant about the story of Balto.

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•• identify the value Be kind to others.

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•• write survival tips using imperatives and explanations. •• watch a video about expeditions from around the world.

Communication Discuss expeditions, Lesson 7

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•• listen to a podcast about Ernest Shackleton’s expedition.

In the Unit Opener, students will:

•• discuss a dramatic photo showing a survival situation.

•• talk about the best way to survive in the situation shown in the photo and what the next step might be.

•• Ask students to open their books to p. 77. Focus their attention on the photo. Read the caption aloud. Ask questions to engage the class. For example, ask Where do you think this photo was taken? Prompt with suggestions. For example, ask Was it taken in the city? •• Ask question 1: What’s happening in this photo? Listen to several students’ responses.

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Resources: Home School Connection Letter, Classroom Presentation Tool

Use the Photo

•• Write Tales of survival in large letters on the board. Ask What’s a tale? Remind them of the Tale (tail!) of survival reading passage in Unit 2, Lesson 3.

•• Ask students to discuss questions 2 and 3 in pairs or small groups. For question 2, encourage students to make abstract suggestions (for example, You would need to know about bears.), as well as practical ones (for example, You would need something to make a noise.).

•• Write tail and tale on the board. Say One is a story; the other is a tail (use gestures to convey tail ). Alternate pointing to each word and asking the class to say story or act out motions for a tail.

•• After discussing question 3, ask pairs or groups to share their answers with the class. If there are differences of opinion about what the man in the photo should do next, write the different ideas on the board and hold a class vote.

•• Ask What does survival mean? Explain that it’s the noun from the verb survive. Elicit definitions of survive.

•• Ask students How would you feel if you were this man?

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Introduce the Theme

•• Explain that this new unit is about people surviving difficult experiences and environments. Ask What are some difficult environments? If necessary, prompt students by giving them an example or two to get them started, for example, very cold places, deserts, jungles, and so on).

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TEACHER TIP Encourage students to participate actively in the learning process. You could do this by asking a student or pair of students to lead a class discussion. Giving students responsibility increases motivation, builds self-confidence and helps students develop leadership skills.

SAMPLE COPY, NOT FOR DISTRIBUTION

UNIT 8  Tales of survival

ABOUT THE PHOTO

Tales of survival

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A bear shows its teeth to a man in a tree.

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This photo was taken in the US. The National Geographic photographer Joel Sartore learnt about the way bears behave from an expert grizzly bear trainer, Scott Handley. Students may be interested to know that bears are not normally aggressive towards humans and usually try to avoid contact with them. However, when camping, it’s a good idea to keep all food stored away so that bears are not attracted to it. If a bear does approach, you should raise your arms, yell and make a noise to scare it off.

UNIT

Look at the photo. Discuss the questions. 1 What’s happening in this photo? 2 What do you think you would need to help you survive in this situation? 3 What do you think the man in the photo should do next?

SAMPLE COPY, NOT FOR DISTRIBUTION

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Vocabulary 1

Listen and read.

TR: 56

An eleven-year-old boy called Josh Hopkins, from Nova Scotia in Canada, had a frightening experience when he realized he’d lost his way in the woods. His phone battery was nearly dead, but Josh was able to send one text message – to his mum.

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Josh had a horrible time waiting, but help was on its way. His text message had given information about where he was and a team of people set off on an expedition to search for him, rescue him and bring him safely home. Night fell and it became very dark, so it was hard to see, but Josh had a good idea. The inside of his jacket was orange, so he turned it inside out and it helped the rescue team to find him.

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After his adventure, Josh’s advice to all explorers is: wear bright colours, make sure you charge your phone and tell someone where you’re going. ABOUT THE PHOTO

Circle the correct answer.

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1 It was scary for Josh when he realized / charged he did not know where he was.

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2 The expedition / battery on Josh’s phone was nearly hard / dead, so he couldn’t use it. 3 When it was dark, it was hard / horrible to see. It was very dead / frightening. 4 In the future, Josh will always make sure he has charged / searched his phone.

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The photo was taken in Antarctica and shows the ship The Endurance. The Endurance was used in the TransAntarctic Expedition of 1914–16 (described on pp. 78–79 in Unit 8) led by Ernest Henry Shackleton, an Irish-born British explorer. Despite the extreme conditions suffered on the expedition, every single member of the expedition survived.

Listen to the podcast about Ernest Shackleton’s expedition. Number the events in the correct order. TR: 57

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A Four and a half months later, the men on Elephant Island were rescued. They had all survived.

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B A boat was sent to rescue the three men.

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C The ship got trapped and Shackleton and the other men had to pull three lifeboats across the ice.

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D Ernest Shackleton set off on an expedition to try and cross Antarctica.

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Shackleton and five other men had a frightening journey to South Georgia Island to find help.

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Three men stayed behind while Shackleton and two others walked for 36 hours across high mountains to the other side of the island.

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G They arrived on Elephant Island, but there was no help there.

SAMPLE COPY, NOT FOR DISTRIBUTION

UNIT 8 Tales of survival

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•• Play TR: 57 again. Ask students to check their answers. Encourage them to listen for time words and expressions (Over a hundred years ago, When the storm finally stopped, When they arrived at the other side, By now, In the end). Tell students that time expressions often start with When.

In this lesson, students will: •• talk about survival stories. •• listen to a podcast about Ernest Shackleton’s expedition. •• number the events from the podcast in the correct order. Resources: Audio Tracks 56–57, Classroom Presentation Tool, Workbook p. 62, Workbook Audio Track 23, Online Practice

•• Tell students to compare answers in pairs. Then go over answers as a class. •• Listening Strategy: Listening for Sequence When students listen to information about an event, it can be helpful for them to try to understand the order in which things happen. Listening for time words and expressions can help make this easier. •• Extra Support Play TR: 57 a third time if necessary.

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Script for TR: 57

Presenter: Welcome to our podcast, Amazing survival stories. Today we’re going to hear about a famous expedition which went wrong – but was an amazing survival story.  ver a hundred years ago, Ernest Shackleton and a team O of 28 men set off to cross Antarctica. The weather was horrible and their ship became trapped in ice. The men left the ship and pulled three small lifeboats across the ice. They arrived on a small island called Elephant Island, but there was no one there.

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•• Ask students to open their books to p. 78. Focus their attention on the photo and the caption. Explain that they will hear about the ship in the photo later in the lesson, but first, they’re going to listen and read another survival story about a boy in Canada.

•• Tell students to imagine that they were one of the 22 men who were left on Elephant Island while Shackleton went to the island of South Georgia to get help. Ask them to write a few sentences about what they did and how they felt.

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•• Ask Can you think of anyone we’ve learnt about who has gone on an expedition? (for example, Robyn Davidson in Unit 5)

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•• Write EXPEDITION on the board. Say the word for the class to repeat Expedition. Explain that an expedition is when someone makes a journey, often a challenging journey, sometimes to a place that’s far away.

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•• Play TR: 56.  Ask students to listen and read. Focus students’ attention on the new words in bold. Then say each word in bold and ask students to repeat them. Point out and check strong stresses (for example, frightening, horrible and battery) and difficult or unexpected sounds (for example, /tʃ/ in charge and search).

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•• Write on the board: scary, difficult, awful, look and journey. Check students’ understanding of the meanings of the words in bold (hard, frightening, search, horrible and expedition). Say each word in bold and ask students to call out the word from the board that’s closest to its meaning.

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•• Read the instructions aloud. Then read the first item with the example answer aloud twice, once with each option. Elicit the correct answer.

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•• Tell students to complete the activity individually. Tell them to compare answers in pairs. Then go over answers as a class.

•• Say You’re going to listen to a podcast about a survival story in Antarctica. Explain that the ship in the photo on p. 78 is The Endurance – the ship used by Shackleton in the expedition they are about to hear about. •• Tell students to close their books. Play TR: 57 once. Tell students to listen to the whole podcast for gist. •• Ask students to open their books again to p. 78. Ask volunteers to read the activity items aloud. Encourage students to write 1–7 in pencil next to each sentence, depending on when it occurred in the story. Reassure them that they will have time to listen again and check their answers.

 hackleton decided to take five other men and sail on to a S bigger island, South Georgia Island, to search for help. There was a terrible storm and it was a frightening journey. The men were very tired and hungry and Shackleton knew they had to land soon or they wouldn’t survive.  hen the storm finally stopped, they were able to land safely, W but they realized they were a long way from anyone who could help them. Three men waited while Shackleton and two others set off across high mountains to the other side of the island. It was very hard as they had to walk and walk; they couldn’t stop. They didn’t have tents. They walked for 36 hours! No one had ever crossed these mountains before.  hen they arrived on the other side, they sent a boat to W rescue the other three men. By now it was winter and the weather had become even worse, so the 22 men who were still on Elephant Island had to wait for four and a half months. In the end, they were all rescued. Shackleton had been worried that some of the men might be dead, but amazingly all 28 men on the expedition survived!

Wrap Up •• Ask students to close their books. Ask them what they can remember about the two tales of survival from the lesson (Josh Hopkins’ story and Ernest Shackleton’s expedition). Then ask them which of the two survival tales they found more interesting and why. Additional Practice: Workbook p. 62, Online Practice

UNIT 8  Tales of survival 78a SAMPLE COPY, NOT FOR DISTRIBUTION

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sentence, focus students’ attention on the verb forms. For sentences that include the past perfect, ask Which action happened first? Which happened second? •• Remind students that the action that happened first (longer ago) is the one that needs to be in the past perfect.

In this lesson, students will: •• use the affirmative form of the past perfect to talk about something that happened before another action or time in the past.

3 •• Read the instructions aloud. Then read the first item aloud, pausing or saying Mmmm instead of reading the verbs. Ask What happened first? Did they pull the lifeboats across the ice first or arrive at the island first? (They pulled the lifeboats across the ice first.) Check understanding of the correct form of the verbs. (had pulled, arrived)

Resources: Classroom Presentation Tool, Workbook p. 63, Online Practice Materials: pieces of paper with sentence halves written on them

•• Tell students to do the activity individually. Monitor and notice where students have problems. Offer help if necessary. Ask students to compare answers in pairs. Then check answers as a class.

Warm Up •• Ask students questions about the two survival stories from Lesson 1. If possible, use the past perfect in your questions. For example, ask What had Josh done to make it easier for the rescue team to find him? (He had turned his jacket inside out.) What had Shackleton wanted to do on his expedition? (He had wanted to cross Antarctica.) Tell students to answer using the past simple.

Optional Activity

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•• Tell students to work in small groups. Hand out pieces of paper with sentence halves on them. See suggestions below, or use your own ideas (the slashes mark separate pieces):

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By the time I arrived at school/lessons had already started.

•• To explain when the past perfect is used, draw a diagram like the one below on the board.

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When I got home yesterday,/my sister had already finished her homework.

Watch TV X

Past perfect

Past simple

Now X

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Do homework X

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•• Ask students questions about their days. For example, ask [Nadia], did you have breakfast this morning? Did you have breakfast before you came to school? If the student replies yes to both questions, say to the class [Nadia] had had breakfast before [she] came to school. Or ask [Daniel], did you do your homework before you went to bed last night? Depending on the student’s answer, say to the class, for example, [Daniel] had [not] done [his] homework before [he] went to bed last night. •• Read the second example sentence in the green grammar box aloud. (After the men had landed safely, they ate dinner.) Then ask Which action happened first? (the men landed safely) Which action happened second? (they ate dinner)

2 •• Read the instructions and the example aloud. Ask students to complete the activity individually. Walk around and monitor. Offer help if necessary. •• Ask students to compare answers in pairs. Then go over answers as a class. •• Extra Support Complete the entire activity as a class. Invite students to read the sentences from the text. After each

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By the time the film ended,/I’d eaten two boxes of popcorn.

•• Tell students to work together to match the sentences halves. Invite students to read the complete sentences aloud.

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•• Say After I had done my homework, (wave your arms far back) I watched TV (wave your arms less far back).

By the end of the game,/I’d scored three goals.

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•• Ask students to open their books to p. 79. Go through the explanation in the green grammar box. Then ask two volunteers to read the example sentences aloud. Go over the form by pointing out that for the past perfect, we use had plus the past participle of the verb.

•• Start by modelling the activity. Read the beginning of the first sentence aloud: When we got to the cinema, we weren’t hungry because … Pause and ask Why weren’t they hungry? Can you give me a reason – in the past perfect? Encourage students to use their imagination and think of an interesting reason. •• Tell students to complete the activity in pairs. •• Walk around and monitor. Check that students are using the forms correctly. Go over answers as a class. •• Extra Challenge Write additional beginnings of sentences on the board. Ask students to complete them with their own ideas. Everyone was angry by the end of the lesson because … I was very happy last week because … He had a horrible time yesterday because …

Wrap Up •• Play ‘Grammar Challenge’. Organize students into groups of three or four and ask them to stand up. Call out the base form of a verb, for example, search. Gesture to a group and ask them to say the past perfect form of the same verb. (had searched) Allow groups to discuss, if necessary. If they get the correct answer, tell them to stay standing; if not, tell them to sit down. Continue the game until only one group is left standing. Additional Practice: Workbook p. 63, Online Practice

SAMPLE COPY, NOT FOR DISTRIBUTION

UNIT 8  Tales of survival

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Study the grammar box. Past perfect affirmative statements

had + past participle

We use the past perfect to talk about something that happened before another action or time in the past. No one had ever crossed these mountains before. After the men had landed safely, they ate dinner.

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Read and circle the past perfect verbs.

Complete the sentences with the verbs in brackets. Use the past perfect for the actions that happened first. Use the past simple for the actions that happened second.

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The ship could not move as the water had frozen around it. The men started to pull the lifeboats across the ice. When they had all arrived on Elephant Island, Shackleton and five other men set off across the ocean to South Georgia. After they had landed, three men waited while Shackleton and two other men walked across the mountains to find help. By the time they had arrived on the other side of the island, they were able to send a boat to rescue the three men. When spring came, Shackleton went back to find the men on Elephant Island. He had not known what he would find, but luckily, all of the men had survived.

1 After the men had pulled (pull) the lifeboats across the ice, they arrived (arrive) at the island. (set off) for home after they

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set off 2 They everyone.

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3 At the beginning of the expedition, the weather but later it improved (improve).

’d/had rescued

had been

4 After they ’d/had rested (rest) for twenty minutes, they walking again.

5 They camped desert.

(camp) by a river after they

6 After they ’d/had eaten (eat) all their food, they

(rescue) (be) terrible,

started

’d/had crossed

wanted

(start)

(cross) the (want) to go

home. Shackleton and the men on his ship used ice and ropes to help guide them when it became dark.

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Work in pairs. Complete the sentences. Use the past perfect. 1 When we got to the cinema, we weren’t hungry because 2 By the time I got home yesterday, I was tired because 3 By the time I finished my homework,

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UNIT 8 SAMPLE COPY, NOT FOR DISTRIBUTION

Tales of survival

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Reading

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Look at the photo and read the title of the text. Who’s the woman The woman in the photo is Alison Wright. She's in the photo? What do you think the text will be about? a photojournalist with

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Listen and read.

National Geographic. Other answers will vary.

TR: 58

The kindness of strangers

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Alison had a frightening experience and she almost didn’t survive. She had a goal and this goal helped her to get better. Her goal was to climb Mount Kilimanjaro in Tanzania and just a few years after her accident, she did it! Alison has never forgotten the kindness of the strangers who helped her. She says she’s alive today because of the kindness of strangers.

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Travelling is exciting, but sometimes it can be hard. Several years ago, Alison was in a horrible bus accident in Laos. A truck hit the bus and it caught fire. She was rescued by two tourists who pulled her out of the bus and took her to a nearby village. The people in the village looked after her as much as they could, but there weren’t any doctors or medicine and she needed to get to a hospital. She was badly hurt. She had broken lots of bones, so she couldn’t walk.

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Fortunately, a stranger offered to help her. Alison hadn’t met him before, but he drove her for eight hours to a hospital in Thailand where she was able to receive the treatment she needed. Slowly she started to recover.

Alison Wright has an exciting job. She’s a photojournalist with National Geographic. She’s been taking photos all over the world for many years, and she loves travelling. In fact, she was named a 2013 National Geographic Traveller of the Year.

New words: stranger treatment

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Read again. Write T (true) or F (false). Correct the false sentences.

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1 Alison Wright is a doctor. F (a photojournalist) 2 She was in an accident when she was tavelling in Laos. T

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3 Some tourists helped her get out of the bus. T

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4 There were lots of doctors in the nearby village. F (there 5 A friend drove her to a hospital. F (a stranger)

weren’t any)

6 Alison’s goal was to climb a mountain in Thailand. F (to climb Kilimanjaro in Africa)

7 She says she survived the accident because of the kindness of strangers. T ABOUT THE PHOTO

VALUE

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Be kind to others. Workbook, Lesson 6

Alison Wright has taken photos for several organizations that help people (or animals) in different parts of the world. This photo was taken when she was on an expedition to Antarctica. She started an organization called Faces of Hope, and she was named National Geographic Traveller of the Year in 2013.

SAMPLE COPY, NOT FOR DISTRIBUTION

UNIT 8 Tales of survival

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•• Reading Strategy: Skimming Teaching students how to skim read texts can help save them time, especially when they are working with longer reading texts. Explain that when we skim a text, we read it quickly for the main ideas. Tell them that it’s OK if they don’t understand every word or detail.

In this lesson, students will: •• respond to a photo and think about the job of a photojournalist. •• read a text about Alison Wright – a National Geographic photojournalist and a 2013 National Geographic Traveller of the Year – and a travel experience she had.

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•• identify the value Be kind to others.

•• Read the instructions aloud. Then give students time to read through the sentences first. Encourage them to write T or F in pencil next to each sentence; however, reassure them that they will have time to read the text again and check their answers.

Resources: Audio Track 58, Classroom Presentation Tool, Workbook pp. 64 and 67, Online Practice

•• Ask students to read the text again, check their answers and correct any false sentences.

•• identify whether statements about the text are true or false and correct the false statements.

Someone who guides people up mountains (mountain guide) Someone who grows plants and flowers (gardener)

Someone who takes a lot of photos and writes articles (photojournalist)

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•• Use the Photo Ask students to open their books to p. 80. Focus their attention on the photo and caption. Read question 1 aloud and listen to students’ answers. Ask Where do you think Alison Wright is in this photo? Do you think she likes her job? Listen to students’ answers and reasons.

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•• Read the title of the text aloud. Ask Who are strangers? (people you don’t know) What is kindness? (being kind, the noun for kind) What do you think ‘the kindness of strangers’ means? (when someone you don’t know is kind to you or helps you) Then ask What do you think the text will be about? Listen to students’ ideas.

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•• Extra Support Tell students to underline or make a note of the sentences in the text that give them the relevant information for each of the items in Exercise 3. •• Value: Be kind to others Say The value of this lesson is Be kind to others. The text we read was called ‘The kindness of strangers’. Who were some of the strangers that were kind to Alison Wright? What did they do? Then ask Can you think of any other examples of strangers showing kindness to others? Listen to students’ answers. Then say Tell me what you can do to be kind to people. Listen to several students’ answers. For additional practice, ask students to complete Lesson 6 in the Workbook in class or at home.

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Someone who studies marine creatures (marine biologist)

•• Extra Challenge Ask students to write four questions they would like to ask Alison Wright.

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•• Tell students that they are going to do a quick review of jobs. Say job descriptions and ask students to say what the job is. For example, say:

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•• Ask students to compare answers in pairs. Then go over answers as a class. Ask students to give the correct information for the false sentences.

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•• Tell students to skim the text. Say Read the text. You don’t have to understand every word. Just find out what the story is about. Tell them to look up when they’ve finished. When everyone is ready, ask What was text about? Why is it called ‘The kindness of strangers’? Listen to students’ answers. •• Play TR: 58. Tell students to listen and read the text. •• If necessary, help students with the new words listed below the text. •• Ask questions to check students’ understanding of the text. For example, ask What happened to the bus in the accident? (It was hit by a truck and caught fire.) What happened to Alison? (She was rescued by two tourists who took her to a nearby village.)

Optional Activity •• Put students into pairs. Tell them to role-play a podcast interview with Alison Wright about her experience from the text. •• Tell students to decide who will be Alison and who will be the interviewer. Tell them to use the text to help them think of questions and answers. •• Give students time to prepare and practise their role-plays. •• Invite as many pairs as time allows to perform their roleplays for the class.

Wrap Up •• Ask Why do you think people want to become photojournalists? Listen to students’ responses. Then ask Would you like to be a photojournalist? Ask Where would you like to go? What kinds of stories would you like to work on? Additional Practice: Workbook pp. 64 and 67, Online Practice

UNIT 8  Tales of survival 80a SAMPLE COPY, NOT FOR DISTRIBUTION

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•• Tell students to work in pairs. Make sure they know who is asking and who is answering. Tell students to work through all of the activities listed in the box. Then tell them to switch roles and repeat the activity.

In this lesson, students will:

•• Extra Challenge Encourage the students asking the questions to ask them again but with new past time references, for example: by the time you could talk, before you were eight years old and before you could walk.

•• use past perfect negative statements and questions to talk about actions and events that happened or did not happen before other actions and events in the past. Resources: Classroom Presentation Tool, Workbook p. 65, Workbook Audio Track 24, Online Practice

•• Extra Support Go over the correct question formation for each of the activities listed in the box. Ask students to repeat the questions. For additional support, you can tell students to write the past participles of the verbs included in the activities in the box.

Warm Up •• Start the class by asking students about their mornings using the past simple. For example, ask What time did you [get up/get dressed/have a shower/have breakfast/leave for school] this morning?

•• Ask students questions about their partners, using the past perfect. For example, ask Had [Jordi] learnt to swim by the time [he] was seven years old?

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•• Then ask students questions about the order of events during their mornings, using the past perfect. For example, ask [Tanya], had you [had breakfast] before you [left for school]?

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•• Encourage students to ask each other similar questions about their partners.

•• Write on the board: Before I came to this school, I hadn’t … Elicit suggestions for how to complete the sentence from the class. Play this as a memory game. Go around the class and ask each student to say what was said before and then add his/her own idea. For example, students might say, Before I came to this school, I hadn’t learnt about Ernest Shackleton … Before [Monica] came to this school, she hadn’t learnt about Ernest Shackleton and I hadn’t met our teacher. Tell the rest of the class to give clues to the student who’s trying to remember.

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•• Ask students to open their books to p. 81. Go through the explanation in the green grammar box. Ask volunteers to read the example negative sentences and questions aloud. Elicit answers to the questions from the class. Tell them that they can look back at the text in Lesson 3 if they can’t remember the answers.

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•• Ask additional questions using the past perfect. For example, ask Had you heard of Alison Wright before reading the text in Lesson 3? Had you done your homework before you went to bed last night? Had you met any of your classmates before you came to this school? Listen to students’ answers.

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•• Read the instructions aloud. Then do the first item as a class. You can do this by asking a volunteer to read the first item, pausing for the spaces. Ask Which happened first – I read the text or I didn’t know anything about Alison Wright? See if they can identify the word in the sentence that helps them work this out. (before)

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•• Tell students to complete the activity individually. Walk around and monitor. Offer help if necessary.

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•• Ask students to compare answers in pairs. Then go over answers as a class. This can be done by inviting different students to read their completed sentences aloud.

Wrap Up •• Tell the class to play a quick team-challenge game. Divide the class into two teams. Team A chooses an action (for example, eat pizza). Team B makes up a question containing that action plus a past time reference (for example, Had you eaten pizza before you were two years old?). •• Team A confirms whether or not the question is correct. If it is, Team B gets a point. If it’s incorrect, Team A gives a correct version and, assuming their new version is correct, scores a point. •• Someone from Team A then answers the question. Additional Practice: Workbook p. 65, Online Practice

3 •• Read the instructions aloud. Then model the activity by asking a volunteer a question using an activity and a time reference from the box. For example, ask Had you ridden a bike by the time you were seven years old? •• Elicit several replies from the class. (Yes, I had./No, I hadn’t.) You may want to change the age in the question to get a more varied range of replies and to give students the experience of answering in the negative as well as the positive. For example, ask Had you ridden a bike by the time you were three years old?

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SAMPLE COPY, NOT FOR DISTRIBUTION

UNIT 8  Tales of survival

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Study the grammar box. Past perfect: negative statements and questions Alison hadn’t met the man before. Where had she been before she got to Thailand? Had she broken any bones in the accident?

Complete the sentences with the verbs in brackets. Use the past perfect for the actions that happened first. Use the past simple for the actions that happened second.

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1 I hadn’t/had not (not / know) anything about Alison known read Wright before I (read) the text.

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was 2 It (be) dark in the house, because his mum hadn’t/had not (not / turn on) the lights. turned on

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3 She hadn’t/had not (not / be) to Mexico before she been visited (visit) her friend Rosa there last summer. hadn’t/had not

charged 4 He (not / charge) his phone battery set off before he (set off) on his journey.

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5 I didn’t/did not do (not / do) well in the exam, because I hadn’t/had not (not / study).

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studied

Work in pairs. Ask each other questions. Use the past perfect, the words from the box and your own ideas.

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Had you … ? study English

hear of Ernest Shackleton

ride a bike

eat pizza

climb a mountain

make pancakes

travel by plane

have a pet

learn to swim before you came to this school by the time you were seven years old

4 Alison Wright is a photojournalist with National Geographic.

Tell the class about your partner. By the time Elea was seven years old she’d ridden a bike. She hadn’t travelled by plane.

UNIT 8 SAMPLE COPY, NOT FOR DISTRIBUTION

Tales of survival

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Chant

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Listen, read and repeat.

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Listen again. Act.

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Divide into five groups, one for each verse. Listen and chant in TR: 61 and 62 groups.

TR: 59

TR: 60

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2 The weather that winter was terrible, The water had frozen to ice. The journey to reach the young people Would take many days and nights.

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1 A long time ago in Alaska, Young people were fighting for their lives. They didn’t have any medicine, And they were worried they wouldn’t survive.

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The story of Balto

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3 Teams of dogs carried the medicine. Men showed them which way to go. By the time they reached the young people, They had run miles over ice and snow.

The statue of Balto in Central Park in New York City, USA

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4 One of the dogs was called Balto. He did the last run in the dark. You can see him now in a statue In New York‘s Central Park.

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5 So this is the story of Balto. I’m afraid he’s no longer alive. He hadn’t asked to be famous, But he helped many people survive!

ABOUT THE PHOTO

This photo was taken in Central Park in New York City, in the United States. It shows a statue of the dog named Balto, who led teams of other dogs through a blizzard and travelled 674 miles to deliver medicine to people who were very ill in a remote area of Alaska. The statue was created in honour of Balto’s bravery.

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UNIT 8 Tales of survival

SAMPLE COPY, NOT FOR DISTRIBUTION

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3 •• Organize the class into five groups, one for each verse. Make sure everyone knows which verse they will be chanting. Give groups time to practise chanting their verses. Tell them they can just practise chanting the words this time. They don’t need to practise the actions yet.

•• plan actions to support the lyrics of the chant. Resources: Audio Tracks 59–62, Classroom Presentation Tool, Online Practice

Warm Up •• Write the following words on the board: go, dark, alive, snow, survive and park. Ask students to work in pairs to match the rhyming words. (go/snow, dark/park, alive/ survive) •• When they are ready, ask students to open their books to p. 82 and find the rhyming words in the chant. •• Use the Photo Focus students’ attention on the photo. Say Look at the photo. Why do you think someone made a statue of this dog? Listen to students’ ideas. Then say The dog is named Balto and he was part of a survival story. We’ll read the chant and find out more.

•• Say Read the words of the chant to yourselves. Allow students a few minutes to do this.

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•• Play TR: 59 once all the way through for students to get the feel of the chant. Then play TR: 59 again, pausing after each pair of lines. Ask groups of students to repeat the pairs of lines. Keep everyone involved by asking different groups of students in different parts of the classroom to repeat. •• To support students, chant along with them and tap out the regular rhythm with your hand. Encourage students to accompany the beat by tapping their feet and clicking their fingers or tapping their hands.

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•• Extra Support Read through the chant aloud. Provide support with the pronunciation and meanings of any words that students are unsure of.

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•• Play TR: 61 (with lyrics) or TR: 62 (instrumental only). Decide which of the two tracks you would prefer to play. Tell students to give a performance of the chant, with each group chanting their verse and performing the actions. Encourage them to click their fingers or tap their feet to build up a rhythm. •• Extra Challenge Ask students to close their books. Play TR: 62 (instrumental only). Tell groups to chant and perform the actions for their verses.

Optional Activity

•• Ask students to work in small groups. Focus their attention on the photo and caption again. Say You’re going to write another verse for the chant about the statue of Balto. •• Tell students to think about some of the words they need and some rhymes. Tell students that it’s OK if their verse doesn’t rhyme perfectly. Walk around and monitor. Offer help with ideas and vocabulary if necessary.

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•• Tell them to practise their verses again, this time performing the actions you planned and practised in Exercise 2.

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•• suggest rhymes.

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•• chant about the story of Balto.

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In this lesson, students will:

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•• Once all of the groups have come up with lyrics for their verses, tell them to plan some actions to go along with the words. •• When everyone is ready, tell groups to take turns chanting and performing the actions for their verses. As each group performs their chant, play TR: 62 (instrumental only). Encourage the rest of the class to keep the beat by tapping their feet and clicking their fingers.

Wrap Up •• Finish the lesson by asking students to retell the story of Balto. You can ask them to do this in pairs or as a class. Additional Practice: Online Practice

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•• Plan actions for the chant as a class. Say Let’s plan some actions. How can we show medicine? Elicit ideas from the class, for example, acting out sipping from a spoon. •• Repeat with worried, terrible, journey, miles, statue and no longer (shake your head). Elicit ideas for actions for these words from the class. •• Play TR: 60. Tell students to chant and perform the actions.

UNIT 8  Tales of survival 82a SAMPLE COPY, NOT FOR DISTRIBUTION

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•• Tell students to complete the activity individually. Walk around and monitor, offering help if necessary. Go over answers as a class by inviting students to read their completed sentences aloud.

In this lesson, students will:

•• Extra Challenge Write several endings of sentences on the board, for example:

•• read survival tips for hiking in the snow. •• use imperatives.

… so that you don’t get thirsty. … to find out more about Balto. … so that we arrive on time. … to keep your hands warm.

•• use to to explain purpose. •• use so that to give explanations for actions. •• write their own survival tips. Resources: Classroom Presentation Tool, Workbook p. 66, Online Practice

Tell students to write a suitable beginning for each sentence.

Warm Up •• Ask students to imagine that they are guiding a walk in the desert. They need to give advice or ‘tips’ for the people who they are leading. •• Elicit suggestions for tips, for example: Wear a hat. Don’t bring a heavy suitcase. Bring lots of water.

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•• You could assign the writing activity for homework. If you do it in class, include a peer-editing stage after the first draft. Ask students to exchange their work with a partner. Tell them to make comments to correct or improve the survival tips. For example, tell them to check that their partner used so (so that) and to (in order to) correctly and that all the tips are clear.

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•• Walk around and monitor, offering help if necessary. Tell students to compare answers in pairs. Then go over answers by inviting students to share their ideas with the class.

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•• Go through the information in the grey box.

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•• Tell students to do steps 1 and 2 individually. Then ask them to compare answers in pairs.

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•• Go over answers as a class. Invite different students to say the imperatives they circled and the explanations they underlined.

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•• Tell students to write their survival tips. Tell them to use Survival tips for hiking in the snow as a model. Remind them to make sure their tips are clear. Also remind them to use to (in order to) and so (so that ).

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•• Ask students to read the survival tips for hiking in the snow to themselves. Then tell them to do steps 1 and 2 individually.

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•• Read the instructions aloud. Then ask What type of activity do you want to write about? Tell students they can use one of the ideas listed in the instructions or one of their own ideas.

•• Give other situations, such as swimming across the ocean, camping in the forest or exploring a big city. Elicit suggestions for tips for each situation.

•• Use the Photo Ask students to open their books to p. 83. Focus their attention on the photo. Ask What’s she doing? What’s she wearing? Why? Where do you think she is? Listen to several students’ ideas.

•• Extra Support Tell students to work in pairs and come up with the endings for the sentences. Then ask them to complete the sentences individually.

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•• Direct students’ attention to part a. Go through the information in the grey box. Explain that to (or in order to) is used before a purpose of an action is explained. Explain that so (or so that) is used before giving an explanation of why something is or isn’t a good idea. •• Read some of the survival tips in Exercise 1 with to or so that missing. Tell the class to call out the missing word(s).

•• Tell students to return their work and write a second draft, incorporating suggested changes.

Wrap Up •• Tell the class to play a quick team-challenge game. Divide the class into two teams. Give a tip or an instruction. For example, say Wear a hat. Ask Team A to continue the instruction with to or so that, for example: to keep your head and ears warm or so that you don’t get sunburnt. •• Instruct Team B to confirm whether or not the sentence is correct. If it is, Team A gets a point. If it is incorrect, Team B gives a correct version and, assuming their new version is correct, scores a point. •• Other possible tips or instructions include: bring lots of water, wear warm clothes and don’t forget to charge your phone. Additional Practice: Workbook p. 66, Online Practice

•• Tell students to complete sentences 1, 2 and 3 in the box. Go over answers as a class. •• Read the instructions aloud for part b. Then read the beginning of the first sentence: Take a mobile phone on your expedition so that … Ask How can we continue this sentence? Elicit suggestions.

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SAMPLE COPY, NOT FOR DISTRIBUTION

UNIT 8  Tales of survival

Read the survival tips. Then do steps 1 and 2.

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1 Make a list of the things you need to wear or take with you. warm clothes, sun cream, sunglasses, a hot drink, food, a sleeping bag

Tips for survival – or for anything – need to be clear and easy to read. We use imperatives, for example: Don’t forget … , Remember … , Wear … , Make sure …

Survival tips for hiking in

the snow

Wear sunglasses to protect your eyes. (The sun can damage your eyes even in the winter.) If possible, bring a hot drink.

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Bring lots of food so that you don’t get hungry.

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Writing skills Giving reasons a Read the information in the box. Then complete the sentences with so that or to. We use to (in order to) to explain the purpose of something.

Make sure you have a good thick sleeping bag if you’re camping.

We use so or so that to explain what will happen (or won’t happen) if people follow the instruction.

Tell someone where you’re going so that he/she can find you if something goes wrong.

1 Wear a hat warm.

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Set off on time so that you don’t have to walk in the dark.

2 Bring a map

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keep your head

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find your route.

3 Set off early so that you don’t have to walk in the dark.

Don’t forget to charge your phone so that you can call home if you need to.

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2 Some tips explain why you should follow the instruction. Underline these explanations.

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1 Circle the imperatives.

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Don’t forget to put on sun cream to protect your skin. (You can still burn even when it’s cold and cloudy.)

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It’s also helpful to explain why people should do (or not do) something.

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Wear warm clothes, such as a hat and thick socks.

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Read the information in the box. Then look at the survival tips and do steps 1 and 2.

2 Think of another tip to add to the list.

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Writing Survival tips

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b Complete the sentences with your own ideas.

Have a great time!

1 Take a mobile phone on your expedition so that . 2 Take some gloves to

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3 Don’t forget to take some money so that . 4 Remember to take a camera to .

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Think of a type of trip or activity, for example a walk in the hills or a judo class, and write survival tips.

UNIT 8 SAMPLE COPY, NOT FOR DISTRIBUTION

Tales of survival

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Video

ABOUT THE VIDEO

In this video, children from Brazil, the UK and Argentina talk about people from their countries who have gone on amazing expeditions. One of the children, Aliyah from the UK, talks about British adventurer Sarah Outen, who travelled around the world by bike, by boat and by kayak. The photo on this page shows her in her ocean rowing boat during her attempt to cross the Indian Ocean.

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1 Brazil

A Santiago Tito

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2 the UK

B Amyr Khan Klink

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3 Argentina

C Sarah Outen

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Watch the video. Match the countries (1–3) Video 10 with the people (A–C).

Watch the video again. Write T (true) or F (false). Correct the false Video 10 sentences.

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British adventurer Sarah Outen in her ocean rowing boat during her attempt to row alone across the Indian Ocean from Fremantle to Mauritius

1 Amyr Khan Klink travelled from Brazil to Argentina on a motorcycle. F (from Brazil to Chile)

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2 His trip across the South Atlantic took 300 days. F (100 days)

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3 He’s travelled to Antarctica about 15 times. T 4 Sarah Outen travelled around the world. T 5 She rode her bicycle for part of the journey. T 6 Santiago Tito made an expedition to the South Pole. F (North Pole) 7 He made his expedition because he wanted to study penguins. F (He wanted to make people think

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Work in groups. Discuss the questions.

about the earth and our environment and show that our climate is changing.)

1 Which information did you find most interesting and why? 2 Do you know of an expedition made by someone from your country? What’s the person’s name? What did he/she do? 3 If you could go anywhere on an expedition, where would you go and why?

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UNIT 8 Tales of survival

Game Game 2

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7 Video N

3 •• Ask volunteers to read the instructions and the questions aloud.

In this lesson, students will: •• watch a video about expeditions made by people from around the world. •• identify whether sentences about the video are true or false and correct the false sentences. •• discuss the expeditions and think about where they would like to go themselves. Resources: Video 10, Classroom Presentation Tool, Online Practice End-of-unit-resources: Anthology Story 4, Anthology teaching notes p. 139, Worksheet 6.8, Unit 8 Test, ExamView Assessment Suite Materials: a world map

•• Tell each group to prepare answers to report back to the class. •• Ask a volunteer from each group to report the answers to the class.

Optional Activity 1 •• Ask students to write three sentences about each of the explorers in the video. Invite students to share their sentences with the class. You can do this by asking them to read their sentences aloud or write them on the board.

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Optional Activity 2

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Wrap Up

•• As this is now the end of the unit on survival stories, ask the class to remind you of who they have learnt about. (Josh Hopkins, Ernest Shackleton, Alison Wright, Balto, Amyr Khan Klink, Sarah Outen, Santiago Tito)

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•• Greet the class. Say We’re going to watch a video about expeditions made by people from Brazil, the UK and Argentina. Display a map of the world. Ask Where are Brazil, the UK and Argentina? Ask students to find the countries on the map. For each country, ask What else have we learnt about Brazil? What else have we learnt about the UK? What else have we learnt about Argentina?

•• Ask students to choose one of the explorers from the video. Tell them to write a list of five questions they would like to ask him/her.

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•• Play Video 10 once. Tell students to watch it the whole way through and enjoy it.

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•• Use the Photo Ask students to open their books to p. 84. Focus students’ attention on the main photo. Ask Who’s the woman in the photo? (Sarah Outen) Where’s she from? (the UK) What did she do? (She travelled all the way around the world.) How did she travel? (by bike, by boat and by kayak)

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•• Tell students to match the people with the countries. Go over answers as a class. The script for Video 10 is available on the Teacher’s Resource Website.

•• Describe something that each of the survivors did. For example, say He took medicine to people in Alaska. (Balto) She survived a bus accident in Laos. (Alison Wright) He got lost in the woods in Canada. (Josh Hopkins) He travelled from Brazil to Chile on a motorcycle and rowed across the South Atlantic. (Amyr Khan Klink) He tried to cross Antarctica. (Ernest Shackleton) She travelled around the world by bike, by boat and by kayak. (Sarah Outen) He went on an expedition to the North Pole. (Santiago Tito) Tell students to call out the correct name each time. Additional Practice: Anthology Story 4, Worksheet 6.8, Online Practice

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•• Tell students to discuss the questions in small groups. Walk around, monitor and encourage discussion if necessary.

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•• Read the instructions aloud. Invite volunteers to read the sentences aloud. Encourage students to mark T or F in pencil next to each sentence; however, reassure them that they will have time to watch the video again and check their answers. •• Play Video 10 again and tell students to check their answers. •• Ask students to compare answers in pairs. Then go over answers as a class. Ask students to give the correct information for the false sentences. •• Extra Challenge Organize students into groups of three. Tell them to choose one of the explorers from the video and tell their group about him/her. Tell students that they can use the sentences in the Student’s Book to help them remember information, but they should not read the sentences directly. •• Extra Support Play Video 10 again. Pause after the relevant information for each true/false sentence.

UNIT 8  Tales of survival 84a SAMPLE COPY, NOT FOR DISTRIBUTION

Game 2 •• If you wish, award a small prize to the winning pair, for example, a sticker or a winner’s certificate.

In this lesson, students will: •• play a game to review content from Units 5–8.

•• Extra Support Refer students to the following units to find and understand the answers to the questions:

Resources: Classroom Presentation Tool, Workbook p. 68 Materials: a prize for the winning team (for example, a sticker or a winner’s certificate); a bell or other device to indicate when the time is up

1 Unit 5; 2 Unit 5; 3 Unit 6; 4 Unit 5; 5 Unit 6; 6 Unit 7; 7 Unit 7; 8 Unit 8; 9 Unit 8; 10 Unit 8

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•• Give the second challenge. Say Name three festivals that you’ve learnt about in this book. This time, ask Team B to give an answer first, then ask Team C and then Team A. •• Give the third challenge. Say Name three extreme sports. This time, ask Team C to give an answer first, then ask Team A and then Team B.

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Optional Activity

•• Ask students to stand up for a final challenge. Explain that you will describe something and they must say a new word from Units 5–8 that fits the description. •• Tell students that anyone who calls out the wrong word must sit down and they will be ‘out’, or no longer in the game.

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•• Give the fourth challenge. Say Name three oceans. This time, ask Team A to give an answer first, then ask Team B and then Team C. Continue so that each team gets to answer first an equal number of times.

•• Extra Challenge Tell students to write four more questions about other expeditions and tales of survival in Units 5–8.

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•• Give the first challenge. Say Name three people who have made amazing journeys. Ask Team A to give a name first, then ask Team B and then Team C. Once one name has been given, it can’t be given again. (So, if Teams B and C were planning to say the name that Team A gives, they have to think of another.) Give one point for each correct answer.

•• When everyone is ready, tell groups to ask and answer these new questions orally. Ensure that groups read both the question and the answer options aloud. Number the groups so that Group 1 asks Group 2, Group 2 asks Group 3, and so on. Ensure that everyone has an equal number of chances. Students will be very quick to point out if one group is getting more chances than the others! Keep track of the points.

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•• Prepare students for the class game by doing a quick warmup challenge. Divide the class into three teams, A, B and C. Tell the class that you are going to give them challenges based on what they learnt in the last four units. Explain that you will ring a bell after a certain amount of time after each challenge is given, to show that the time is up.

•• Read the instructions aloud. Tell each group to create two additional questions in the style of the game, with one correct answer option and two incorrect ones. Tell them that their questions need to be based on the content of Units 5–8.

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Warm Up

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•• Tell students to work in groups of three or four. Ask them to open their books to p. 85. Read the instructions aloud. Explain the rules of the game. Say You have to work together in your groups. Answer all the questions.

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•• Ask students to work together in their groups to choose the answers. Walk around and monitor. Encourage students to take turns reading the item and the three answer options aloud for their groups. Make sure group members are working together to agree on the answer. •• When a group completes the last question, tell them to put up their hands.

2 •• Read the instructions aloud. Tell students to check their answers by looking for the correct information in Units 5–8 in the Student’s Book. Tell students to give themselves one point for each correct answer. Then go over answers as a class and confirm which group got the most points. If there is a tie, ask these questions to break the tie: Name three countries that are named in Unit 8. (Thailand, Laos, Canada, South Georgia, US, i.e., Alaska and New York) Name the mountain climbed by Alison Wright. (Mount Kilimanjaro)

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GAME 2

•• Possible descriptions are: The place you are travelling to (destination) There are one hundred of these in a metre. (centimetre) There are one thousand of these in a kilometre. (metre) The eighth largest country in the world (Argentina) The middle of the night (midnight) The English meaning of the Spanish word mistura (mixture) Someone who knows how to do something very well (expert) The thing inside a mobile phone that has to be charged (battery) Someone you don’t know (stranger) •• Continue, adding in more descriptions if necessary and as time allows, until only one student is left standing.

Wrap Up •• Tell students to close their books and try to remember the facts from the game. As students say facts, write them on the board. At the end, tell them to open their books again to p. 85 and check the list on the board. Invite volunteers to say any of the facts that were missed. Additional Practice: Workbook p. 68

SAMPLE COPY, NOT FOR DISTRIBUTION

Game Game 2 1

Work in groups. Tick (✓) the correct answer.

1 Camels can carry up to

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25 kilograms

✔ 250 kilograms

2,500 kilograms

2 Robyn Davidson crossed the desert in Argentina Antarctica ✔ Australia

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3 One hundred and sixty-eight

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4 From the Charles Kuonen Suspension

hours is the same as four days ✔ one week one month

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Bridge in Switzerland, you can see amazing views of . ✔ The Alps The Himalayas 5 Inchicapi soup is made from . The Andes sweetcorn and vegetables raw fish, lemons, tomatoes and onions ✔ chicken and nuts

6 Cerro Negro is a

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✔ volcano

7 Margo Hayes was the first woman to

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river rock climbing route

. walk across the mountains in South Georgia ✔ climb a route called La Rambla in Spain kayak down the Pandi River in Papua New Guinea

8 Twenty-two men from Shackleton’s team

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had to wait on Elephant island for . four and a half days four and a half weeks ✔ four and a half months 9 Alison Wright, a 2013 National Geographic Traveller of the Year, is a . doctor 10 There is a statue of Balto the dog in ✔ photojournalist ✔ Central Park in New York City, USA bus driver Alaska, USA Nova Scotia, Canada

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Check your answers. Give one point for each correct answer. Share your results with the class. The group with the most points wins.

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In your group, write two more questions for the rest of the class. Give the correct answer, as well as two false answers. Check your facts!

SAMPLE COPY, NOT FOR DISTRIBUTION

GAME 2

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Anansi the wise Some people think they know everything. Anansi the Spider didn’t think that. He was a clever spider. And he knew to have real wisdom, he had to learn more. One day, Anansi found an empty gourd on the ground and he had an idea. ‘If I get advice from others and put it in this gourd, then I’ll be wiser than anyone else in the world.’

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So, he went from house to house and asked the other creatures, ‘What’s your best piece of advice?’ And they were all happy to share their wisdom, because they could see that Anansi needed it.

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The slug said, ‘You should never judge people by their looks. Under an ugly coat, there’s often a beautiful heart.’

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The snail said, ‘Don’t be in a hurry. Life is not a one-hundredmetre race.’

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The grasshopper said, ‘The grass always looks greener on the other side of the fence, but it isn’t.’

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The butterfly said, ‘Life is short. Enjoy every day.’

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READING EXTRA 2

Reading extra 2 Optional Activity 1

In this lesson, students will:

•• Organize students into groups. Tell them to take turns describing one of the creatures from Exercise 1 without saying its name. Instruct the other students in the group to try to guess which animal is being described.

•• read and/or listen to a fable about Anansi the Wise. •• exchange information about the other creatures in the fable. •• complete a summary of the fable.

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Warm Up

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•• Do an adjective challenge. Ask the class to call out as many adjectives as they can that could be used to describe a person or an animal. (friendly, kind, brave, worried, happy, strong, tall, short, small, old, young, and so on)

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•• Write the adjectives on the board as students call them out. Then rub the list off the board and challenge students to remember ten of the adjectives. Give them hints (for example, a definition or the initial letters) for any they have forgotten.

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•• Listen Only If you choose to do this activity as a listeningonly activity, start by telling students that they are going to hear an old story about a wise spider named Anansi. Explain that Anansi will talk to six other creatures. Review the listening strategy listening for gist by asking them to listen to the story and not worry about understanding every word. Play TR:63 all the way through. Give students a chance to listen and enjoy the story. At the end, ask What was the story about? Why do you think the story is called Anansi the Wise? Do you think he’s wise? Why or why not? Listen to students’ answers and reasons. •• Extra Support Play TR: 63 a second time.

Optional Activity 2 •• Ask students to work in pairs. Tell them to take turns retelling the story with their books closed.

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•• Write the word wise on the board. Act out thinking carefully. Elicit the meaning of wise. Explain that wisdom is the noun form of wise. To provide an example, say [My grandmother]’s wisdom has helped me a lot. [She]’s very wise.

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•• Ask students to read the story again. This time, tell them to pay attention to the advice that each of the creatures gives Anansi. At the end of the story, ask which creature gave which piece of advice to Anansi. For example, ask Who told Anansi you should never judge people by their looks? (the slug)

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The Anansi or Ananse spider folktales originated in Ghana, Africa, among the Ashanti people. Anansi is a clever folkloric character who sometimes appears as a spider and sometimes appears as a being who’s part human, part spider. The Anansi fables were passed orally and spread from Africa to the Caribbean, and then eventually to the Americas. In the southern US, the fables were called ‘Nancy’ or ‘Aunt Nancy’ stories. In the fable Anansi the Wise, Anansi the spider gathers good advice from several different creatures and places it in a gourd, which he plans to keep for himself. In the end, Anansi realizes that wisdom is only useful when it’s shared with others.

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ABOUT THE STORY

•• Listen and Read Focus students’ attention on the glossary at the bottom of p. 87. Read through the words in bold and the definitions. Clarify the meanings if needed with examples and gestures. For example, you could act out sharing your book or some other item with a student. Review the reading strategy scanning. Play TR: 63. Tell students to read and listen for the words they discussed in the Warm Up: wisdom and wise. At the end, ask What happened to the wisdom? Do you think Anansi is wise? Why or why not? Listen to students’ answers and reasons.

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Resources: Audio Track 63, Classroom Presentation Tool, Workbook p. 69, Workbook Audio Tracks 25–26, Online Practice

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•• discuss the advice they would give to Anansi.

•• Ask students to open their books to pp. 86–87. Focus students’ attention on the main illustration. Ask What’s this creature? How would you describe it? Encourage them to use adjectives. Ask What’s it doing? Why? •• Now focus their attention on the small illustrations of the other creatures. Read the question aloud: What do you know about each creature? Ask What do you know about grasshoppers? Listen to students’ answers. •• In pairs, tell students to discuss the other animals. Then invite students to share their ideas with the class.

  READING EXTRA 2 86a SAMPLE COPY, NOT FOR DISTRIBUTION

Reading extra 2 3

•• Extra Challenge Ask students to write the advice they would give to different people, for example: 1 someone who is always late 2 someone who is always too busy to talk 3 someone who always thinks life would be better in a different place 4 someone who laughs at other people because of their clothes or the way they look

Anansi the wise

Flyers Reading & Writing Part 5 Students read a story and then complete seven sentences using words and phrases from the story. They may need one, two, three or four words. The story is accompanied by a picture for context, but this does not contain the answers. This part is testing reading and understanding a story, and writing to complete sentences.

Optional Activity 3 •• Ask the class to give a performance of the story. Ask different students to take on the parts of Anansi and the six other creatures in the fable. Choose seven narrators – one for each paragraph. The fourth narrator introduces each of the creatures, for example, The slug said … . If appropriate, ask each student to highlight, or underline in pencil, the lines they will be reading.

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Challenges Students need to understand that the sentences are a summary of the story, so they may be structured differently from or be a paraphrase of the story. This may confuse young students, so they need practice in matching synonyms and alternative structures. Students also need to understand that they must choose words or phrases from the story, not simply what they think.

•• Give students a chance to practise. Make sure students know which parts they are reading.

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Performance Descriptor

•• When they are ready, ask students to perform. Involve anyone who does not have a part by asking them to introduce the creatures at the beginning of the performance. Alternatively, you could assign more than one narrator to the longer paragraphs and tell them to take turns reading.

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•• Can understand short, simple stories containing narrative tenses

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•• Read through the sentences with the class. Make sure they know what a summary is. Remind them that they must choose exact words from the text.

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Task Guidance Notes

Wrap Up

•• Ask different students to read the six pieces of advice from the fable aloud. Write these – or abbreviated versions of them – on the board:

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•• Collaborate Ask students, in pairs, to match words in the first sentence with words in the text, for example: 1. ... wanted to have real wisdom ... took an empty gourd = Text: he knew to have real wisdom ... found an empty gourd. It is also important that students understand that the information can be in a different order and/or structure. Point out that they need to do this with every sentence before choosing the answer. Walk around, monitor and help. •• Tell students to complete the activity individually. Walk around and monitor.

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•• Help My Friend Put students into pairs and tell them to check their answers and consider if they have all the words they need in each space (such as articles, prepositions and pronouns) to ensure that the sentence is grammatically correct.

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•• Go over answers as a class.

•• Put students into pairs. Read the instructions and the questions aloud. Tell students to discuss the questions in their pairs. Ask them to write down their advice. Walk around and monitor. Offer help if necessary. Then ask pairs to tell you their advice. •• After students finish, pretend to be Anansi. Ask pairs to share their advice with you. React to each piece of advice as if you were Anansi. For example, say That’s good advice./ Hmmm, I’m not sure about that ...

87a 

You should never judge people by their looks. Don’t be in a hurry. The grass always looks greener on the other side of the fence – but it isn’t. Life is short. Enjoy every day. Everyone needs the help of others. Work for eight hours, sleep for eight hours and play for eight hours.

•• Tell the class to vote on their favourite piece of advice. Say each piece of advice again and ask for a show of hands. •• After determining the winning piece of advice, ask individuals Did you vote for this advice? Why? Listen to students’ responses and reasons. Then ask Who voted for this piece of advice? Put up your hand. Then ask individuals Which piece of advice did you vote for? Why? Listen to students’ responses and reasons. Additional Practice: Workbook p. 69, Online Practice

SAMPLE COPY, NOT FOR DISTRIBUTION

READING EXTRA 2

Reading extra 2 1

The ant said, ‘You’ll never be great on your own. Everyone needs the help of others.’

Look at the pictures. What do you know about each creature?

grasshopper

ant

snail

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fly

3

Complete this summary of the story. You can use 1, 2, 3 or 4 words in each gap.

TR: 63

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Listen and read.

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1 Anansi the Spider wanted to have real wisdom , so he took an empty gourd and went to ask others for their advice. He put each piece of into the gourd. advice

full 2 When the gourd was , Anansi went home. But he was worried that someone would steal it (the gourd/the wisdom) . to hide 3 So he decided the gourd in a hole in a tree. He held the gourd in front of him and tried to climb the tree, but he couldn’t. ‘Put it on your back ,’ said his son.

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4 Anansi realized that good advice must be shared with others. So, he took the gourd to the top of the tree and let it fly out in the wind .

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So, he climbed the tree with the gourd on his back. And when he reached the top, he held the gourd up to the wind. All the advice flew into the sky and travelled across the land. And wisdom came to everyone.

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Anansi held the gourd in two legs and tried to climb the tree with his other six legs. But the gourd was too big and he couldn’t climb. His son was nearby watching him. ‘Daddy,’ he said, ‘why don’t you tie the gourd to your back and then climb the tree?’ ‘That’s very good advice,’ said Anansi. ‘Thank you for sharing it with me.’ And then Anansi realized that advice is only useful when we share it with someone.

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Anansi was very happy with all this advice. He took it and put it in his gourd. And when he’d filled the gourd, he said, ‘Now, I have more wisdom than anyone else. I must take it home.’ And then he thought to himself, ‘No, I must hide the wisdom, so no one can steal it.’ He looked around and saw a tall tree. High up in the tree there was a hole. ‘That’s where I’ll hide the wisdom,’ he said.

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The fly said, ‘Work for eight hours, sleep for eight hours and play for eight hours.’

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Imagine you’re a creature that Anansi asks for advice. What creature are you? What advice would you share? Discuss your ideas with a partner. GLOSSARY wisdom gourd judge steal share

knowledge about life a hard fruit often used as a container to decide what you think about something to take something that’s not yours to give part of what you have to others

SAMPLE COPY, NOT FOR DISTRIBUTIONREADING EXTRA 2 87

Review 4: Units 7–8 1

Complete the sentences with the words from the box. battery

challenging realized

1 When we

battery

2 The

concentrate

dead expedition realized routes

we were lost, we called the Search and Rescue team.

in her phone was

dead

, so she couldn’t use it.

3 If you’re going on an expedition across Antarctica, you’ll need to wear warm clothes. 4 It can be challenging to travel if there’s lots of ice. routes

2

, rock climbers have to concentrate and be very careful.

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5 On difficult

Read the sentences and follow the instructions. Use modal verbs.

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1 Your friend wants to try white-water kayaking. Write some advice for her.

You should/ought to practise in an easy place first./You should/ought to learn how to roll over in the kayak./ You must be quiet/stop talking/work harder/concentrate more.

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2 You’re a teacher. Your students are always talking. Write a rule. You should/ought to wear a wetsuit/a helmet.

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3 You’re an expert rock climber. Write some advice for a beginner about what not to do. You shouldn’t/should not/ought not to go alone/go in bad weather.

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4 You’re an expert volcano boarder. Write some advice for a beginner about what to wear. You should/ought to wear goggles, gloves and a helmet.

Amy is telling her friend Lara about a kitten she found. Lara is asking her questions. What does Lara say? Read the conversation and choose the best question (A–F). You don’t need two of the questions. A Wow! How had it survived for so long without food or water?

D Why was the kitten in the tree?

B Had it eaten anything?

F How long had it been there?

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5 Your friend wants to play football, but he doesn’t want to wear a helmet. Write to tell him that helmets aren’t necessary. You don’t/do not have to wear a helmet.

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Lara:

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C Had anyone else seen it?

E Why had it climbed the tree?

Amy: It had climbed up it and couldn’t get back down. Lara:

2

F

Amy: I’m not sure, but probably for a few days. Lara: A few days?! 3

B

Amy: I don’t think so. It was very hungry and thirsty when it finally got down! Lara:

4

A

Amy: I don’t know, but it’s amazing! Lara: It really is! I’m glad you found it and it survived!

88

SAMPLE COPY, NOT FOR DISTRIBUTION

REVIEW 4: Units 7–8

Review 4: Units 7–8 3

In this unit, students will: •• review grammar and vocabulary from Units 7 and 8.

Task Guidance Notes

•• Now ask a volunteer to make a statement. For example, say [Ali], tell us something you’ve done or something you’re going to do. Again, challenge the class to think of more than ten questions.

1 •• Read the instructions aloud. Do the first item as a class.

Performance Descriptor

•• Can read and understand short texts even if some words are unknown •• Predict Ask students to cover the conversation. Read the instructions with the class and look at A–F. Ask students, in pairs, to decide what kind of information each question asks for, for example: yes/no, reason or time. Check ideas with the class.

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•• Tell students to complete the activity individually. Tell them to compare answers in pairs. Then go over answers as a class.

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•• Write students’ questions on the board. Challenge them to think of more than ten questions.

Challenges Students sometimes jump in when they recognize a response and don’t read the thread of the conversation carefully. Encourage them to take the time to read the entire conversation and to read all the responses before choosing. Also, give them practice responding to statements as well as questions.

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•• Do a question challenge. Make a statement, for example, say I went snowboarding yesterday. Encourage students to think of as many different questions as they can, using different question words, different verb forms, modals, and so on. If needed, prompt them by giving some ideas of the types of questions they could ask, for example: Who did you go with? Where did you go? Did you enjoy it?

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Warm Up

Flyers Reading & Writing Part 2 Students read a conversation on a familiar topic and complete this with five responses from a set of eight. They have to write the correct identifying letter (A–H) in each space. This part is testing understanding of functional language, appropriateness, formulaic expressions and writing letters.

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Resources: Classroom Presentation Tool, Workbook pp. 70–71, Online Practice

•• Extra Challenge Tell students to choose three words from the box and write a new sentence with each of the words.

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•• Read the instructions aloud. Ask a student to read the first sentence. Say Let’s give some advice to the ‘friend’. Then model some advice. For example, say You should [wear a helmet/practise in an easy place first/practise with an expert first]. Remind students to use should/shouldn’t, have to/don’t have to, ought to/ought not to and must/mustn’t in their sentences.

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•• Tell students to work in pairs to complete the activity. Tell them to write down the advice they decide on. Walk around and monitor, offering help if necessary. Make sure students are using the target grammar.

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•• Go over answers as a class. Invite different pairs to read their sentences aloud. •• Extra Support Before students write their answers, go over the items as a class and discuss some possible ideas and the appropriate phrase(s) of obligation for each item.

Optional Activity •• Ask students to write two sentences about activities they want to do, for example, I want to go snowboarding. •• Tell students to work in pairs and take turns reading their sentences and offering advice or telling their partner what is necessary or unnecessary for each activity or situation.

•• Check that students understand what to do. Ask them, in pairs, to underline any linking words or verb forms, for example: item 1 probably includes past perfect because of the response (had climbed). Monitor. •• Tell students to do the activity individually. Then ask them to check answers in pairs. •• Go over answers as a class. Make sure students give reasons for their choices. •• Own It! Ask students, in pairs, to imagine a conversation about something that happened to a pet. Ask them to write three responses/explanations, for example: explaining what, when, where or how the problem happened. Walk around, monitor and help. Tell pairs to exchange their responses with another pair, who writes questions for the responses. Then tell pairs to check with each other and do each conversation orally to practise intonation.

Wrap Up •• Write the following sentence stems on the board: My favourite reading text from Units 5–8 was … because … I need more help with the grammar in Unit … I think I understand the grammar in Unit … very well. I want to find out more about …

•• Ask students to complete the sentences with their own ideas. Collect their completed sentences. These can be helpful in assessing in which areas your students feel most and least confident. Additional Practice: Workbook pp. 70–71, Online Practice

  REVIEW 4: Units 7–8 88a SAMPLE COPY, NOT FOR DISTRIBUTION

UNIT

9 Exploring the world In this unit, students will:

Language

Twenty-First Century Skills

•• talk about explorers and stories of exploration.

Vocabulary backpack, bite, brave, decide, have the chance, hear, meet, prefer, run out, sting; coins, notice, observatory, points, worth

Collaboration Work together to create stories, Lesson 2

•• listen to an account of Ed Stafford’s walk along the Amazon. •• use the third conditional to talk about things that were possible in the past but did not happen. •• read about three lucky young explorers.

Communication Discuss shipwrecks and history, Lesson 7

Grammar •• Third conditional •• Third conditional questions

Creativity Write a for and against essay, Lesson 6

•• use the third conditional to ask questions about things that were possible in the past but did not happen.

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Critical Thinking Discuss reasons for and against a topic, Lesson 6

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•• chant about the consequences of waking up late.

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•• write a for and against essay.

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•• watch a video about the discovery of a shipwreck.

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•• identify the value Be on time.

•• Ask Why do you think Ella Al-Shamahi is making a funny face? Listen to students’ answers. Ask Do you think she’s trying to look like the skull?

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In the Unit Opener, students will:

•• respond to a photo showing National Geographic Explorer and paleoanthropologist Ella Al-Shamahi holding the skull of a Neanderthal.

•• talk about the work of National Geographic Explorer Ella Al-Shamahi.

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•• discuss their own ideas about exploration.

Resources: Home School Connection Letter, Classroom Presentation Tool

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Materials: a large map of the world or a globe

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Introduce the Theme

•• Write Exploring the world in large letters on the board. Ask What do you do when you explore? What kinds of places might you go to in order to explore the world? The ocean? The mountains? Listen to students’ ideas and write them on the board. Ask What words can we use to describe exploring? Listen to several students’ responses.

Use the Photo •• Ask students to open their books to p. 89. Focus their attention on the photo. Read the caption aloud. Ask simple questions to engage the class. For example, ask What part of the body is this? (head) Explain that we use the word skull for the head bones.

89a 

•• Tell students to discuss the questions in pairs or small groups. •• For question 1, say For her work, she travels around the world and goes into caves to find fossils. She does this to help us learn about the past. Do you think her job is interesting? Do you think she likes her job? Listen to several students’ responses. •• For question 2, ask Where have you explored? Show a large map of the world or a globe. Ask students to show where they have been. Explain that you can also explore close to home; you do not need to travel a long way. Say We can explore places near where we live. •• For question 3, show the world map again so that students can show where they would like to go. Write the places they mention on the board.

TEACHER TIP When having discussions about personal experiences, tell students that there is not one correct answer. Encourage them to give answers that differ from their classmates. Give positive feedback for original answers and ask more than one student to respond to each question.

SAMPLE COPY, NOT FOR DISTRIBUTION

UNIT 9  Exploring the world

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Exploring the world

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Paleoanthropologist, comedian and National Geographic Explorer Ella Al‑Shamahi holds a copy of a Neanderthal skull.

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ABOUT THE PHOTO

The woman in the photo is Ella Al-Shamahi, a paleoanthropologist, archaeologist and National Geographic Explorer. She explores caves in unstable parts of the world to look for fossils that can teach us more about the past. She likes talking about science through comedy, and she also uses comedy to help us understand more about how and where people lived thousands of years ago. Recently she has also made TV programmes about Neanderthals and our biological clocks.

Look at the photo. Discuss the questions. 1 Who’s the woman in the photo? Does her work seem interesting to you? Why? / Why not? 2 What places have you explored? 3 Where would you like to explore? Which continents or countries and why?

SAMPLE COPY, NOT FOR DISTRIBUTION

89

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1

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Vocabulary

Ed Stafford in the Amazon River during his 860‑day Amazon Jungle trek in the Amazon Jungle, Peru

ABOUT THE PHOTO

2

TR: 64

Complete the sentences with the words from the box.

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Listen and read.

If you had the chance to explore the Amazon rain forest, would you be brave and decide to go? Or do you think you would prefer to stay at home?

1 If you decide a backpack .

Here’s what it might be like:

2 It’s easy to

* You’d hear all kinds of noisy birds.

bite 3 Some snakes fangs, so be careful!

bite

hear

meet

prefer

run out

sting

to go to the Amazon, you’ll need to take

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* You might not meet anyone else for several days.

hear

birds as they make lots of noise. with their sharp teeth, called sting

chance

6 Which would you jungle?

prefer

3

Listen to the account of Ed Stafford’s walk along the Amazon. Then answer the questions. Write Yes or No. TR: 65

1 Had anyone walked along the Amazon before Ed Stafford? No 2 Did Ed meet Cho in Colombia? No 3 Did Ed and Cho ever run out of food or money? Yes

6 Had Cho ever seen the ocean before? No

SAMPLE COPY, NOT FOR DISTRIBUTION

Exploring the world

. You

meet 7 You might not anyone else in the rain forest, so you might have to travel alone.

5 Did they catch fish every night? No

UNIT 9

run out

to explore: the desert or the

4 Did Ed enjoy life in the rain forest? Yes

90

.

brave 8 Do you think you’re enough to explore the Amazon rain forest, or would you be too scared?

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So, what do you think? Would you like to go?

have the chance

5 Bring lots of food and water so you don’t might not have the to buy food.

* You’d probably see some enormous insects (and some little ones that bite and sting!).

* You’d have an amazing experience!

decide

4 Some insects also bite and others

* You might see spiders that are as big as your hand and snakes as long as a bus!

* You’d have to carry enough food and water in your backpack so that you didn’t run out.

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backpack

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The photo shows National Geographic Adventurer Ed Stafford (wearing the hat) during his 860-day walk along the Amazon River. The photo was taken in the Amazon River in the Amazon jungle in Peru. The Amazon is the world’s largest tropical rain forest and the Amazon River is about 6,800 kilometres long.

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1 Vocabulary N

•• Ask students to compare answers in pairs. Then go over answers as a class. •• Extra Support Play TR: 65 a third time, pausing if necessary. •• Listening Strategy: Visualizing Encourage students to visualize, or create pictures in their mind’s eye while they listen. If they can visualize and imagine some of what they hear, they will be able to better understand and remember it.

In this lesson, students will: •• talk about exploring. •• listen to an account of Ed Stafford’s walk along the Amazon River.

Script for TR: 65

Warm Up •• Ask Where’s the Amazon River? (South America) Which countries does it flow through? (Peru, Brazil and Colombia) Ask a volunteer to find it on a world map. •• Say Imagine that you’re going to explore the Amazon rain forest. What do you think you’ll see? Listen to several students’ answers.

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•• Play TR: 64. Tell students to listen and read.

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•• Focus on the new words and phrases in bold. Say each new word and ask students to repeat. Point out and check strong stresses (for example, prefer, decide) and difficult or unexpected sounds (for example, /st/ in sting, and /ɪə/ in hear).

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•• Read the instructions aloud. Then read through the sentences with the class. Use gestures and examples to explain any unknown words or review any words from previous units, for example, brave.

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•• Tell students to complete the activity individually. Tell them to compare answers in pairs. Then go over answers as a class. You can do this by asking different students to read their completed sentences aloud.

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•• Extra Challenge Ask students to choose three of the words or phrases from the box and write a new sentence using each.

3

Ed and Cho sometimes ran out of food and money. They caught fish most nights, but sometimes the fish would escape by using their sharp teeth to bite though the fishing line. Often there was no path, so they had to walk in the river and carry their backpacks above their heads and hope there weren’t any snakes hiding in the water. The rain forest is full of insects that sting and snakes that can bite, but in many ways, Ed preferred being in the rain forest to life in a town. He loved to hear the birds and see all of the amazing creatures.

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•• Ask students to open their books to p. 90. Draw their attention to the photo. Ask Where do you think they are? What do you think they’re doing?

Ed met Cho in Peru, and they agreed to walk to the next town together. Cho loved Ed’s idea, so he decided to continue along the river into Colombia with Ed, and then into Brazil, and then on to the end of the journey. If Ed hadn’t met Cho, he would have walked the whole way alone.

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Materials: a large world map

No one had ever walked along the Amazon River from start to finish, but National Geographic Adventurer Ed Stafford did it. He started where the Amazon starts, in Peru, and more than 6,000 kilometres, and two and a half years later, he arrived where the Amazon meets the Atlantic Ocean. For most of the journey, he walked with Gadiel Sánchez Rivera, also known as ‘Cho’.

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Resources: Audio Tracks 64–65, Classroom Presentation Tool, Workbook p. 72, Workbook Audio Track 27, Online Practice

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•• answer questions about Ed Stafford’s journey.

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•• Ask students to close their books. Play TR: 65 once. At this stage, students can simply listen for gist and absorb as much of the information as they can. •• Encourage students to visualize what they hear as they listen. Ask What can you see? What can you hear? What can you feel? •• Ask students to open their books again to p. 90. Read the instructions aloud. Invite volunteers to read the questions aloud. Ask them to write Yes or No for each question; however, reassure them that they will have time to listen again and check their answers.

After 860 days, the two men arrived at the Atlantic Ocean. Ed described it as the best day of his life. Cho had never seen the ocean before, so it was a wonderful day for him too. They had all kinds of amazing experiences on their journey, and they had done something no one had ever done before.

Optional Activity •• Review and expand on the vocabulary and content from Lessons 1 and 2 by playing a memory game. To set the scene, say I’m in the rain forest and I can see a spider. Choose a student and say Now, you repeat what I said and add something. For example, I’m in the rain forest and I can see a spider and lots of birds. Tell the next student to continue, repeating what was said and adding something new. Continue in this way around the class. Keep the rest of the class involved by encouraging them to help the student who is trying to remember the list and by giving hints such as using gestures or making appropriate sounds.

Wrap Up •• Ask students to work in groups. Say Imagine that you’re talking to some people who are going to walk along the Amazon. What survival tips would you give them? •• Tell groups to think of survival tips. Then ask groups to share their survival tips with the class. Additional Practice: Workbook p. 72, Online Practice

•• Play TR: 65 again. Tell students to listen and check their answers.

UNIT 9  Exploring the world 90a SAMPLE COPY, NOT FOR DISTRIBUTION

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2 Grammar N

the activity, asking different pairs of students to read each sentence aloud. •• After each sentence, ask students which parts of the sentences they underlined. Tell the class to listen and correct, if necessary.

In this lesson, students will: •• use the third conditional to talk about things that were possible in the past but did not happen.

3

Resources: Classroom Presentation Tool, Workbook p. 73, Online Practice

•• Read the instructions aloud. Go over the first (example) item as a class.

Materials: pieces of paper

•• Tell students to complete the activity individually. Walk around and monitor. Offer help if necessary.

Warm Up •• Review the first and second conditional from Unit 2. Start a first conditional sentence. For example, say If I go to the beach, ... Say to the class Now you finish the sentence. Ask students to answer, for example: I’ll go swimming.

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•• Demonstrate a new conversation with the same three students. Choose a new destination from the box. For example, say I went to the mountains. Tell the three students to continue the conversation in the same way, each starting If I hadn’t … and picking up on what the person before him/her said.

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•• Repeat with the negative. For example, say If we didn’t have school today, ... Ask students to finish the sentence, for example: I would go to the beach.

•• Tell students to work in groups of four or five. Tell them to do the activity. Walk around and monitor, offering help if necessary.

Optional Activity

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•• Ask students to open their books to p. 91. Explain that they are now going to learn about the third conditional. Say We use this for actions that were possible in the past, but didn’t happen, and now never will.

•• Read the instructions aloud. Then model the activity with three volunteers. Say the sentence in the first speech bubble (green): I went to the park after school. Ask the first student to say the sentence in the second speech bubble (blue). Tell the second student to respond with the sentence in the third speech bubble (green). Then tell the third to respond with the sentence in the fourth speech bubble (blue).

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•• Start a second conditional sentence. For example, say If I went to the beach, … Ask students to finish the sentence, for example: I would go swimming.

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•• Repeat with the negative. For example, say If I don’t go to the beach, ... Ask students to finish the sentence, for example: I won’t go swimming.

•• Ask students to compare answers in pairs. Then go over answers as a class.

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•• Go through the explanation in the green grammar box. Then ask two volunteers to read the example sentences aloud.

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•• Extra Challenge Write a first conditional sentence on the board, for example: If it’s hot, I’ll go to the beach. Tell students to copy this sentence. Then tell them to change it into the second conditional (If it was hot, I’d go to the beach.) and then the third conditional (If it had been hot, I would have gone to the beach.). Do this orally first. Then tell students to write the sentences.

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•• Extra Support Check students’ understanding of how to form the past perfect with if. Write a present simple sentence on the board, for example: It’s hot. Say Now put this into the past simple with if. (If it was hot, ...) Then say Now put it into the past perfect with if. (If it had been hot, …) Repeat with another verb, this time in the negative, for example: If she doesn’t decide, If she didn’t decide and If she hadn’t decided. To make this more fun, divide students into two teams. Challenge the teams to be the first to come up with the correct version.

2 •• Read the instructions aloud. Do the first item as a class. Read the first part of the first sentence aloud. Then ask Which is the correct ending? (D)

•• Tell students to work in groups of four or five. Tell each group to form a small circle. Give each student a piece of paper. Write on the board: I went to the beach last summer. Tell students to copy the sentence onto the piece of paper and write another sentence to continue the story. For example, tell them they might say: I wouldn’t have gone snorkelling, I wouldn’t have been sad or I wouldn’t have seen my cousin. When everyone is ready, tell them to pass their pieces of paper to the student on their right. Then ask them to write another sentence to continue the story. Encourage students to use their imagination – the sentences do not have to be true. Keep the activity going for as long as possible. Then ask volunteers to read their sequences aloud.

Wrap Up •• Say If I hadn’t come to school today, I … Elicit different possibilities to complete the sentence. Encourage students to use their imagination, for example: I would have walked along the Amazon, I would have gone to New York or I would have stayed in bed all day. Additional Practice: Workbook p. 73, Online Practice

•• Tell students to complete the activity individually. •• When everyone is ready, ask one student to read the first half of the first sentence aloud. Ask another student to read the matching second half aloud. Continue this way through

91a 

SAMPLE COPY, NOT FOR DISTRIBUTION

UNIT 9  Exploring the world

1

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Grammar

S ES O

Study the grammar box. Third conditional

If + past perfect … would have + past participle …

We use the third conditional to talk about something that was possible in the past but did not happen. Because it’s in the past, it cannot be changed. If Ed hadn’t met Cho, he would have walked alone. If he had run out of food, he would have been hungry.

Match to form correct sentences. Then underline the verb forms. 2 If Ed hadn’t carried his backpack above his head, C

A I wouldn’t have been late.

B I wouldn’t have watched it.

F

C it would have got very wet.

4 If Ed and Cho had stopped,

E

D he wouldn’t have met Cho.

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3 If Cho hadn’t liked Ed’s idea, A

E they wouldn’t have reached the ocean.

6 If you had told me the film was bad,

B

had brought

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Complete the third conditional sentences with the verbs in brackets. 1 If I

(bring) my camera,

would have (take) lots of photos. taken had snowed 2 If it (snow), they would have got (get) very cold.

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3 If the insect hadn’t/had not

(not / sting)

stung wouldn’t/would (not / have) a sore not have had

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me, I arm yesterday.

4 If I hadn’t/had not met(not / meet) my friend,

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we wouldn’t/would (not / walk) home not have walked

together.

5 If they hadn’t/had not time.

snake, it

4

Work in groups. Make up a story. Each person adds a sentence starting with If … hadn’t … . park mountains

sports centre rain forest beach

snake

I went to the park after school. If I hadn’t gone to the park, I wouldn’t have met my friend. If I hadn’t met my friend, we wouldn’t have gone for a walk.

(not / catch) the

caught bus, they wouldn’t/would (not / arrive) on not have arrived

6 If you hadn’t/had not

F he wouldn’t have walked with him for so long.

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5 If I had left on time,

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1 If Ed hadn’t gone to South America,

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2

If we hadn’t gone for a walk, we wouldn’t have …

(not / touch) that

touched wouldn’t/would not have bitten

(not / bite) you.

UNIT 9 Exploring the world 91 SAMPLE COPY, NOT FOR DISTRIBUTION

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Look at the photos. What do you think the boy is holding?

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Listen and read.

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Reading

TR: 66

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Three lucky explorers

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Can you imagine stepping onto an enormous tooth? This is what happened to Philip Stoll from Michigan in the US when he was exploring outdoors near his home. Philip took the tooth home and cleaned it. He and his mum asked an expert what it was. It was the tooth of a mastodon, an animal similar to an elephant that lived about ten thousand years ago. Mastodons are now extinct. The tooth was about twenty centimetres long with six sharp points. What do you think mastodons ate with huge teeth like that?

The main photo shows a model of a mastodon, and the inset picture shows Philip Stoll from Michigan, in the US, holding the tooth of a mastodon. He found the tooth near his home. Mastodons are from the same family as mammoths and modern elephants, but elephants are more closely related to mammoths than they are to mastodons.

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Ten-year old Kathryn Gray from Canada was looking at new and old pictures of stars taken at an observatory when she saw one that she hadn’t noticed before. She realized it was a supernova – a star, bigger than the sun, which burns very brightly before it disappears. Kathryn would have been the youngest person ever to discover a supernova, if her younger brother Nathan hadn’t also discovered one two years later! How do you think you’d feel if you discovered a supernova?

ABOUT THE PHOTO

Young children often dress up as pirates and some have toy treasure chests, but not many play with real gold coins. A little boy in England was playing with an old coin when his dad decided to check if it was real. It had been given to the boy’s dad by his grandfather who had travelled all over the world and collected lots of old coins. He discovered that the coin in his son’s toy box had come from a ship near the coast of Spain in 1702. It was made of real gold and was worth about 250 thousand pounds! What do you think he did with the coin? New words: points

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Exploring the world

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•• Ask What would you have done if you had found a [big tooth/new supernova/gold coin]? Encourage them to use the third conditional in their answers.

In this lesson, students will: •• respond to a photo of Philip Stoll holding a mastodon’s tooth. •• read an article about three lucky explorers. •• answer questions about what they have read. Resources: Audio Track 66, Classroom Presentation Tool, Workbook p. 74, Online Practice Materials: a coin (for example, a toy gold coin or a chocolate one wrapped in gold foil)

•• Reading Strategy: Summarizing Asking students to summarize after reading helps them process what they have read and demonstrate their understanding of it. You can practise this skill by asking students to work in pairs or groups and summarize all or part of a text.

3 •• Give students time to read through the questions and write their answers. Encourage them to try to find the parts of the text that give the relevant information. •• Tell students to re-read the text all the way though again to check their answers and correct any if necessary.

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•• Extra Challenge Write tooth, supernova and coin on the board. Ask students to write a description of each of these, based on the information given in the reading passage. Then ask students to work in small groups. Tell them to read their descriptions aloud to their groups. •• Extra Support Write on the board: Who was the explorer and what did he/she find? Tell students to write one sentence about each paragraph of the reading passage. Say Make sure your sentences answer the question. (for example, Philip Stoll found the tooth of a mastodon.)

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•• Ask students what kinds of interesting objects they would like to find, if they had the chance.

•• Tell students to compare answers in pairs. Then go over answers as a class.

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•• Remind the class that explorers do not have to explore in places far away from them. Explain that sometimes, exciting explorations and discoveries happen close to home and sometimes, people find things when they are not actually looking for anything. Ask Can you think of any interesting explorations or discoveries that have taken place near here? Suggest that perhaps objects from the past have been found or unusual animals have been seen in the area.

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•• Use the Photo Ask students to open their books to p. 92. Focus their attention on the large photo. Ask What kind of animal is this? Many students will likely reply elephant. It is, in fact, a mastodon, but do not correct them at this stage. Say We’re going to find out soon.

•• Ask volunteers to read the questions aloud. Listen to several students’ responses.

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•• Ask What does lucky mean? Listen to several students’ ideas and definitions.

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•• Play TR: 66. Tell students to listen and read the text. Ask the question at the end of each paragraph to the class. Listen to students’ responses. Help students, if necessary, with the new words listed below the text.

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•• At the end of the reading passage, ask Which explorer do you think is the luckiest? Why? •• Ask questions to check students’ understanding of the text. For example, ask What did [Philip/Kathryn/the little boy in England] find? What did each explorer do with the thing he/she found?

•• Tell a sequencing story around the class. To set the scene, say This weekend I went into the garden and I had a big surprise. Say to a student What happened next? Tell the student to make up and say the next sentence. If he/she has difficulty, allow small groups to work together to think of a plausible sentence. Continue around the class. Make gentle suggestions if necessary, to help build up the story, ideally about an interesting discovery.

Wrap Up •• Remind students of the names of the young explorers in the reading passage. (Philip, Kathryn and the little boy) Say something that happened in each of the stories. Tell the class to call out the explorer. For example, say This explorer was exploring outdoors. (Philip) This explorer’s father’s grandfather had travelled all over the world. (the little boy in England) This explorer was looking at pictures taken from an observatory. (Kathryn) This explorer was playing with an old coin. (the little boy in England) Additional Practice: Workbook p. 74, Online Practice

•• Organize the class into three groups. Assign each group one of the three paragraphs from the text. Ask them to summarize the information from their paragraph. Prepare them by asking some Wh- questions Who was the explorer? What did he/she find? Where did he/she find it? If you wish, you can write these questions or the Wh- question words to prompt and guide them. For large classes, you can assign the same paragraph to more than one group.

UNIT 9  Exploring the world 92a SAMPLE COPY, NOT FOR DISTRIBUTION

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3 •• Read the instructions aloud. Then model the activity. Invite a volunteer to read the question in the green speech bubble aloud. Listen to several students’ answers.

In this lesson, students will: •• use the third conditional to ask questions about something that was possible in the past but did not happen.

•• Put students into pairs. Make sure they know who is Student A and Student B. Ask pairs to work through the questions in Exercise 2. Then ask them to swap roles and repeat.

Resources: Classroom Presentation Tool, Workbook p. 75, Workbook Audio Track 28, Online Practice

•• Extra Challenge Ask students to think of some new questions in the third conditional. Tell them to write these out first, before they ask them to their partner or the rest of the class.

Warm Up

•• Extra Support Ask students to write their answers before speaking to their partner.

•• Review the first conditional by asking students questions. For example, ask If you go outside today, will you need a jacket? Encourage students to answer in complete sentences. (Yes, I will./No, I won’t.)

Optional Activity

•• As a class, complete each of the questions on the board. Then listen to several students’ answers to each question.

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•• Tell students to work in groups. Ask What would you have done today if you hadn’t come to school? Tell groups to discuss and write an interesting, imaginative answer. •• Ask groups to share their answers with the class. Then ask the class to vote on the most interesting one.

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If you stayed at home all day, … If you found a gold coin, … If you were a famous football player, … If you worked in an ice-cream shop, …

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•• Write the beginning of second conditional questions on the board, for example:

•• Say If I had not come to school today, I would have gone shopping. Prompt a volunteer to ask you a question, for example: Would you have bought a cake? Prompt another student to ask a question about your statement. Continue around the class, until everyone has asked a question. Respond to their questions and add comments as appropriate to make it more interesting. For example, say Yes, I would have bought a cake. I love cake!

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•• Now ask questions with the second conditional. For example, ask If you had wings, where would you fly to? Elicit complete sentences. (I would fly to [Africa].)

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•• Ask students to open their books to p. 93. Read through the explanation in the green grammar box. Then ask volunteers to read the example sentences aloud.

Additional Practice: Workbook p. 75, Online Practice

•• Explain that they are now going to learn how to ask questions in the third conditional.

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•• Ask the class which verb forms are used for the third conditional questions. (the past perfect for the if clause – for example – If you had eaten your breakfast, … – and would plus the past participle of a verb for the other clause – for example, would you have been hungry at school?) Point out that the two parts of the question can also be in the other order. (Would you have been hungry at school if you had eaten your breakfast?)

•• Ask a volunteer to read the first question aloud, pausing or saying Mmmm where the verbs will go. Elicit the correct form of the verbs from the class. •• Give students time to work through the activity individually. Tell them to compare answers in pairs. Then go over answers as a class. Ask volunteers to read the completed questions aloud. Ask the class to confirm or correct each question.

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UNIT 9  Exploring the world

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Read again. Answer the questions.

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Study the grammar box.

1 What did Philip find when he was out exploring near his home? How old was it?

Third conditional questions

2 What’s a supernova? How did Kathryn Gray discover one? It’s a type of star.

stayed indoors?

He discovered a mastodon tooth. It was about ten thousand years old. Would Philip have found the tooth if he had

If he and his mum hadn’t asked an expert, would they have discovered it was a mastodon tooth?

She was looking at new and old pictures of stars.

3 Why is Kathryn no longer the youngest person to discover a supernova? Because

her younger brother discovered one two years later.

4 How did the little boy’s father get the coin? His grandfather gave it to him.

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5 Where had the coin come from?

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from a ship near the coast of Spain

Complete the third conditional questions with the verbs in brackets.

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had found 1 If you (find) a real gold coin near your house, what would you have done (do) with it?

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2 If you ’d/had discovered (discover) a supernova, what would you have called (call) it?

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3 What would have happened (happen) if you hadn’t/had not (not / wake up) on woken up time today?

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have done 4 What would you (do), ’d/had stayed if you (stay) at home yesterday?

5 If you hadn’t/had not (not / finish) your finished homework last night, what would the have said teacher (say)?

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Work in pairs. Discuss the questions in Exercise 2. If you had found a real gold coin near your house, what would you have done with it? I would have …

A model of a mastodon

UNIT 9 Exploring the world 93 SAMPLE COPY, NOT FOR DISTRIBUTION

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Chant

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Listen, read and chant.

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Listen again. Act.

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Divide into five groups, one for each verse. Listen and chant in TR: 69 and 70 groups.

TR: 67

TR: 68

If I hadn’t …

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3 If I hadn’t woken up late that morning, I wouldn’t have had to hurry. I would have decided to walk to school. I wouldn’t have had to worry.

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2 If I hadn’t woken up late that morning, There wouldn’t have been such a fuss. I’d have had more time to have breakfast, And I wouldn’t have missed the bus.

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1 If I hadn’t woken up late that morning, I wouldn’t have been late for school. I wouldn’t have missed the first lesson. I wouldn’t have broken the rule.

4 Would you have woken up earlier, If you hadn’t gone to bed so late? Would you have jumped up in the morning At seven instead of at eight?

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5 We’ll never know the answer. But all that we can say Is, if you go to bed late in the evening, You’ll know all about it the next day!

VALUE

Be on time. Workbook, Lesson 6

The Old City of Bethlehem, Palestine ABOUT THE PHOTO

This photo was taken in the Old City of Bethlehem, Palestine, which is now a busy modern city with almost 30,000 people. A lot of visitors like to come to explore this city, see its buildings and learn about its history.

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•• Extra Challenge Tell students to work in pairs. Ask one student to read the first two lines of each verse and the other to read the third and fourth lines. Tell pairs to choose one or more verses of the chant to learn and then chant them aloud together.

In this lesson, students will: •• chant about the consequences of waking up late. •• suggest rhymes. •• identify the value Be on time. Resources: Audio Tracks 67–70, Classroom Presentation Tool, Workbook p. 77, Online Practice

•• Value: Be on time Say The value of this lesson is Be on time. Ask Why is it important to be on time? What can you do to make sure you’re on time? Tell them to look back at the chant for ideas. For additional practice, tell students to complete Lesson 6 of the Workbook at home or in class.

Optional Activity 1

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Optional Activity 2

•• Tell students to think about a time when they had to hurry. Write on the board: I had to hurry because … If I hadn’t … Say Think about a time when you had to hurry. What happened? Why did you have to hurry? What could you have done differently so that you didn’t have to hurry? Tell them to complete the sentences on the board about their experiences.

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•• Play TR: 67. As students listen, ask them to read the chant and repeat each line. Try to help students by chanting too, and tapping out the regular rhythm with your hand.

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•• Then ask students to count the number of third conditional questions they can find in the chant. (two) Ask volunteers to read these aloud.

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•• When they are ready, ask students to open their books to p. 94 and find the rhyming words. (school/rule, fuss/bus, hurry/worry, late/eight, say/day)

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•• Write the following words on the board: school, fuss, late, hurry and say. In pairs, ask students to think of words that rhyme with these words.

•• Use the Photo Focus students’ attention on the photo. Ask What are the boys doing? (hurrying, running) Why do you think they’re doing that? What else can you see? Say Now you’re going to write a description of the photo. Write about what you can see and what the people are doing. Ask students to write at least five sentences. Walk around and monitor. Offer help if necessary. Then invite students to read their descriptions aloud.

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•• Extra Support Play TR: 67 again and pause after each line. Tell students to listen, read and repeat each line. Focus and provide additional practice with any words or lines that they have difficulty with.

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•• Finish the lesson with a final performance of the chant. Ask volunteers to chant different verses. Make sure everyone joins in with the actions. Additional Practice: Workbook p. 77, Online Practice

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•• Tell the class to plan actions for the chant. Ask Can you show me an action for wake up late? Ask students to act out waking up and then discovering what time it is and panicking. Continue, asking for and giving ideas for actions for have breakfast, miss the bus, hurry, walk to school, worry, jump up in the morning, and so on.

•• When everyone is ready, invite students to share their sentences with the class.

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•• Ask students if they can relate to any of the events in the chant. Ask Do you ever have to hurry to get to school on time? Listen to students’ answers. Encourage them to add a sense of hurrying to their chanting.

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•• Play TR: 68. Tell students to chant and perform the actions. If you wish, divide the class in half and ask one side to chant as the other performs the actions. Then tell them to swap roles and repeat.

3 •• Organize the class into five groups. Assign a verse to each group. Play TR: 69 (with lyrics) and ask students to practise chanting their verse with their group. •• Tell groups to practise their verse, without the recording. Encourage them to click their fingers, clap their hands or tap their feet to build up a rhythm. •• Play TR: 70 (instrumental only). Ask groups to chant and perform the actions for their verses.

UNIT 9  Exploring the world 94a SAMPLE COPY, NOT FOR DISTRIBUTION

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•• Ask students to compare answers in pairs. Then go over them as a class.

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In this lesson, students will:

•• For part a, read the instructions aloud. Then go through the explanations and examples in the grey box. Invite volunteers to read the information in the box aloud.

•• read a for and against essay about the advantages and disadvantages of visiting new places. •• use expressions for introducing different sides of an argument.

•• Ask students to read the sentence under the grey box. Then ask them to write a sentence that expresses a different side of the argument. Remind them to use one of the phrases from the grey box that introduces a different opinion.

•• use expressions for giving their own opinions. •• write a for and against essay. Resources: Classroom Presentation Tool, Graphic Organizer: T-chart, Workbook p. 76, Online Practice

•• For part b, invite students to share their own opinions about the sentence. Tell them to start with one of the phrases in the grey box. Do this orally first. Then tell students to put their own opinion in writing.

Against ✗

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•• Tell students to write a for and against essay. Tell them to choose one of the questions in the box. Hand out copies of a T-chart. Encourage students to use it to organize their ideas. Walk around and monitor, offering help if necessary.

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•• Extra Challenge Ask students to think of another controversial statement or question. Ask them to write one sentence in favour of the argument, one sentence against it and one stating their own opinion.

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•• Pick a topic that will generate some strong for and against opinions from your students, for example: Should students have to do homework? Write this question on the board. Then draw a T-chart underneath. In the header row, write For and a tick on one side and Against and a cross on the other, as shown below:

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•• Tell students to write their for and against essays. Remind them what information they need to include in each paragraph. Write the following on the board:

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Ask What do you think about homework? Should students have to do homework? What are some reasons for having homework? Listen to students’ answers. Write them in the T-chart on the board. Then ask What are some reasons against having homework? Listen to students’ answers. Write them in the T-chart on the board.

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•• Use the Photo Ask students to open their books to p. 95. Focus their attention on the photo and the caption. Ask Do you think this looks like a nice place to visit? Ask Are there lots of people there? Would you like to go there? Listen to several students’ ideas. See the About the Photo box for more information about the Neist Point Lighthouse.

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•• Read the instructions and the questions aloud. Then ask students to read the model and find the answers to the questions. When everyone is ready, go over answers as a class.

2 •• Go through the information in the grey box. Remind students what a paragraph is and that they learnt about them in the Unit 7 Writing lesson. •• Explain the meaning of advantages (good things), disadvantages (bad things) and your own opinion (what you think). •• Write For on the board. Ask What are the advantages of visiting new places? Listen to several students’ answers. •• Write Against on the board. Ask What are the disadvantages of visiting new places? Listen to several students’ answers.

Paragraph 1: Introduce the subject and give both sides of the argument Paragraph 2: Give one side of the argument Paragraph 3: Explain the other side of the argument Paragraph 4: Give your own opinion

•• Encourage students to use words and phrases from the grey box in Exercise 3 part a. You could assign the writing activity for homework. If you do it in class, include a peer-editing stage after the first draft. Ask students to swap their work with a partner. Tell them to check if their partner has included both sides of the argument and his/her own opinion. •• Extra Support Tell students to write their for and against essays using the topic you used in the Warm Up: Should students have to do homework? Tell them to organize the ideas from the T-chart on the board into a for and against essay.

Wrap Up •• Write a sentence on the board that is likely to generate different opinions, for example: It is good for students to take a test every week. Ask Do you agree? Why? Listen to students’ responses and reasons in favour of this (you may have to provide these if not many students agree). Then tell students to offer a different side of the argument. Finally, ask students for their own opinions. Additional Practice: Workbook p. 76, Online Practice

•• Ask students to do steps 1, 2 and 3 individually.

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UNIT 9  Exploring the world

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Read the for and against essay. Answer the questions.

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1 How has modern technology helped people travel and explore the world?

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Read the information in the box. Then look at the for and against essay and do steps 1–3. When we write a for and against essay, we need to introduce the subject and then give both sides of the argument. In the first paragraph, we introduce the subject. In the second paragraph, we explain one side of the argument and in the third paragraph, we explain the other side of the argument. We can give our own opinion in the last paragraph.

It’s made it easier and faster to travel and explore the world.

2 What are more people doing now?

They’re visiting places where tourists didn’t use to go.

Visiting new places

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Modern technology has made it much easier and faster to travel and explore the world. Now, more people are visiting places where tourists didn’t use to go, but there are advantages and disadvantages to this.

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1 Underline the advantages the writer gives (the reasons for visiting these places).

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2 Circle the disadvantages the writer gives (the reasons against visiting these places). 3 Put a box round the writer’s own opinion.

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When people visit places that aren’t usual tourist destinations, there are advantages for everyone. For example, tourists and locals can learn about each other’s cultures. Also, tourists bring money to the places they visit. For tourists, these places are often cheaper, quieter and less crowded than popular tourist destinations.

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Writing skill Giving a different side of the argument a Read the information in the box. Then read the sentence below and write a different side of the argument.

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On the other hand, there are also some disadvantages to visiting places that are not usual tourist destinations. For example, it may be more difficult to plan trips to these places because there are fewer hotels and flights to choose from. Also, tourism can make things more expensive for the people who live in these places. It can also make these places busier and more crowded.

Here are some words and phrases we can use to introduce a different idea:

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However, In contrast,

On the other hand, The problem is

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Here are some words and phrases we can use before we give our own opinion:

In my opinion, it’s great for tourists to explore the world and learn about different places, but we should protect the places we visit and think about the people who live there.

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In my opinion

My feeling is that

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Sentence: It’s good for people to go and live in a different place. b Now give your own opinion about the sentence in Exercise 3a.

Neist Point Lighthouse on the Isle of Skye in Scotland, UK

ABOUT THE PHOTO

The photo shows Neist Point and the Neist Point Lighthouse on the Isle of Skye in Scotland. Neist Point is similar to the Giant’s Causeway in Northern Ireland. The scenery is beautiful, and it’s a good place to go to view wildlife such as dolphins, whales, basking sharks and a variety of sea birds.

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Choose one of the questions from the box and write a for and against essay.

Should students be allowed to use mobile phones in class? Should students have to wear school uniforms?

UNIT 9 Exploring the world 95 SAMPLE COPY, NOT FOR DISTRIBUTION

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ABOUT THE VIDEO

Video

The video features National Geographic Explorer and ‘shipwreck hunter’ David Mearns’ discovery of the Esmeralda, a ship from Vasco da Gama’s fleet that sank off the coast of Al Hallaniyah island, Oman in 1503. Mearns worked with Oman’s Ministry of Heritage and Culture and was supported by the National Geographic Society to conduct an archaeological excavation of the ship. In the process, Mearns and his team were able to recover some fascinating lost artefacts, such as gold coins, the ship’s bell and an Astrolabe – a rare navigation device.

Look at the photo. Discuss the questions. 1 Who’s the scuba diver? What’s he doing?

Watch the video. Circle the correct answer.

Video 11

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National Geographic Explorer and shipwreck hunter David Mearns

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2 You’re going to see a video about the discovery of the shipwreck of the Esmerelda. What kinds of things do you think were discovered in the shipwreck?

1 The shipwreck was from the sixteenth / eighteenth century. 2 It was one of Christopher Columbus’s / Vasco da Gama’s ships. 3 The team was especially happy about finding a disk / a silver ring.

Watch the video again. Write T (true) or F (false). Correct the false Video 11 sentences.

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1 The shipwreck was discovered off an island near the coast of Oman. T

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2 The disk belonged to the King of Oman. F (to the King of Portugal) 3 The coin was made for buying things in Portugal. F (It was made for buying things in India.) 4 The ship was sailing to India. T 5 The divers found the ship’s bell under a rock. T 6 They carried the bell out of the sea in a backpack. F (in a bucket)

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Work in groups. Discuss the questions. 1 Do you think it’s important for people like David Mearns to spend time searching for shipwrecks? Why? / Why not? 2 Would you like to help search for things like shipwrecks? What kinds of things would you like to search for and why? 3 What helps make history interesting for you?

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4 •• Ask students to work in groups of four or five. Ask groups to discuss the answers to the discussion questions together.

In this lesson, students will: •• watch a video about the discovery of a shipwreck. •• select the correct information in sentences about the video. •• identify whether sentences about the video are true or false and correct the false sentences. •• discuss the video. Resources: Video 11, Classroom Presentation Tool, Online Practice End-of-unit resources: Worksheet 6.9, Unit 9 Test, ExamView Assessment Suite

•• Encourage each group to choose a ‘secretary’. Say Choose someone to write down your group’s ideas for each discussion question. Encourage students to take turns doing this. Walk around and monitor. Make sure that groups are working together successfully. •• Ask groups to report their conclusions to the rest of the class. If time allows, make a list on the board of the students’ opinions of what makes history interesting for them. •• Extra Challenge Ask students to imagine that they were diving with David Mearns when he explored the shipwreck. Ask them to write a description of the dive, including what they saw and how they felt.

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•• Ask students to open their books to p. 96. Focus their attention on the photos. Ask Who’s David Mearns? What’s his job? (He’s a National Geographic Explorer and a shipwreck hunter.) Then ask What’s a shipwreck hunter? Listen to students’ responses.

•• Review and expand on vocabulary and content by playing a memory game. To set the scene, say I’m in the ocean and I see a shipwreck. Invite a volunteer to be first and say Now, you repeat what I said and add something. Prompt the student to add to the sentence, for example: I’m in the ocean and I see a shipwreck and lots of old coins. Tell the next student to continue, repeating what has been said and adding something else. Continue in this way around the class. To keep the rest of the class involved, encourage them to help the student who is trying to remember the list by giving hints, such as doing actions or making appropriate sounds.

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•• Greet the class. Then say We’re going to watch a video about a shipwreck hunter and the discovery of a shipwreck. Ask What equipment do you think a shipwreck hunter needs in order to find shipwrecks underwater? Listen to several students’ responses.

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Warm Up

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•• Read questions 1 and 2 aloud. Elicit answers by asking What do you think? Listen to several students’ answers.

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•• Play Video 11 once. Tell students to watch it the whole way through and enjoy it.

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•• Invite volunteers to read the sentences aloud, with both options. Give students time to decide which option to circle; however, reassure them that they will have time to watch the video again to check their answers.

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•• Play Video 11 again. Then ask individuals to read the sentences aloud, this time with the correct option. Ask the rest of the class Do you agree?

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The script for Video 11 is available on the Teacher’s Resource Website.

Wrap Up •• Ask the class what they enjoyed most about this unit on exploring the world. Then on the board, write the five main activities students did in this unit: Listening to an account of Ed and Cho’s journey along the Amazon Reading about the young explorers Learning the chant Writing the for and against essay Watching and discussing the video

•• Invite students to share their answers and reasons. Additional Practice: Worksheet 6.9, Online Practice

•• Go over the instructions. Then ask volunteers to read the true or false sentences aloud. Encourage students to mark T or F in pencil next to each sentence; however, reassure them that they will have time to watch the video again and check their answers. •• Play Video 11 again. Tell students to watch the video and check their answers. Ask students to compare answers in pairs. Then go over answers as a class. •• Extra Support Play Video 11 again. Tell students to watch and check their answers or watch for and complete any items they may have missed.

UNIT 9  Exploring the world 96a SAMPLE COPY, NOT FOR DISTRIBUTION

UNIT

10 Great museums In this unit, students will:

Language

Twenty-First Century Skills

•• talk about museums.

Vocabulary admire, closing time, enter competitions, exhibitions, fascinating, go out, opening time, touch, unusual, visitors; cocoons, fossils, lucky, sign language

Collaboration Work with a partner to complete a graphic organizer, Unit Opener

Grammar •• Reported speech with said

Creativity Plan actions for the chant, Lesson 5

•• listen to a radio programme about a visit to the City of Arts and Sciences in Valencia. •• use reported speech with said. •• read a text about International Museum Day. •• use reported speech with told. •• chant about a night at a museum. •• write a diary entry about a day at their favourite museum.

Communication Practise using reported speech in small groups, Lesson 4

•• Reported speech with told

Critical Thinking Discuss and compare what makes museums interesting, Lesson 7

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•• watch a video about museums in different countries.

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•• respond to invitations and make plans.

In the Unit Opener, students will: •• respond to a photo of a unique museum. •• talk about museums they have visited.

Introduce the Theme

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•• Say I like going to museums. Who else likes going to museums? Put up your hand. Then say There are many different kinds of museums. What types of museums are there? Elicit different types of museums, for example: science museums, history museums, natural history museums, transport museums and art museums. Write them on the board. If students need prompting, ask Where can you see famous paintings and sculptures? (in an art museum) Where can you see dinosaurs? (in a science museum or a natural history museum)

•• Ask students to work in pairs. Say I want you to think about what you might see in different museums. Draw a spider map, like the one from the Spider map organizer, on the board. Write museums in the middle of the spider map (inside the oval). Write science museum on one of the lines. Ask Can you see dinosaurs at a science museum? Wait for students to say Yes. Then write dinosaurs under science museum. Hand out copies of the spider map organizer. Tell students to write a different kind of museum on each of the other lines. Then say Think of two things you can see at each kind of museum and write them on the lines. Walk around and monitor, offering help as needed. •• Invite pairs to share their ideas. Write them on the spider map on the board.

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TEACHER TIP Adjust the questions you ask depending on the needs of your students and their prior knowledge of the topic. For example, if your students are having difficulty coming up with the language needed to answer a Wh- question, you can ask Yes/No questions to help them. If the topic is museums, you could ask Can you see dinosaurs at a science museum? Can you see paintings and sculptures at an art museum? You can use Wh- questions to provide more of a challenge. For example, you could ask Where can you go to see famous paintings? What other things can you see at an art museum?

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Resources: Home School Connection Letter, Classroom Presentation Tool, Graphic Organizer: Spider map

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•• identify the value Be curious.

Use the Photo •• Ask students to open their books to p. 97. Focus their attention on the photo. Then read the caption aloud. Ask some questions, for example, What can you see in the photo? What’s it made of? •• Put students into small groups or pairs to discuss the questions. •• For question 1, ask What’s special about this museum? (It’s made of shells.) Tell students to discuss whether or not they would like to visit the museum and why or why not. Then invite students to share their ideas. •• For question 2, explain that people with different interests enjoy going to different kinds of museums. Read the question. Then ask students to discuss their answers. Walk around and monitor, offering help if necessary. Invite students to share their answers with the class. •• For question 3, encourage students to look back at their spider maps if they need help coming up with kinds of museums.

SAMPLE COPY, NOT FOR DISTRIBUTION

UNIT 10  Great museums

Great museums

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ABOUT THE PHOTO

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The photo is of the Takeshima Fantasy Museum in Japan. The museum is decorated from floor to ceiling with sculptures and decorations made from shells from all over the world. There is fantastical music playing while visitors walk through the museum. The museum is geared towards children, so there are sculptures of princesses, dragons and castles all made of shells. LED lights are placed throughout all the tunnels, which add to the beauty and mystique of the museum. For those who are really interested in shells, the last room in the museum is more like a natural history museum with shells on display in glass cases.

Takeshima Fantasy Museum displays a colourful world made from over 50,000 shells from 110 different countries. Visitors can see sculptures of coral reefs, tunnels, shipwrecks and dragons made completely out of shells.

Look at the photo. Discuss the questions. 1 What’s special about this museum? Would you like to visit it? Why? / Why not? 2 What’s your favourite museum? What do you like about it? 3 What other museums have you visited?

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In most museums you can look, but you can’t touch. You have to stand and admire everything from a distance. But the Príncipe Felipe Museum of Science in Valencia, Spain, is different. Here, visitors can pick things up, touch them and feel them. They can also enter competitions, visit exhibitions and watch fascinating films.

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Read the sentences. Write T (true) or F (false). 1 It’s a good idea to get to a museum at closing time. F (at opening time)

1 The students got to the museum at A . A opening time B midday

3 Visitors are people who work at a museum. F (who visit/don’t work at a museum)

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4 If something’s unusual, you don’t see it every day. T

5 If you admire something, you think it’s terrible. F (You think it’s interesting/amazing/

A experiment B exhibition C competition 3 They saw a dinosaur with a head like a A . A crocodile

B whale

C shark

4 After they saw the dinosaur, they B . A ate in an underwater restaurant B saw an exhibition about electricity C entered a competition 5 The Hemisfèric is a huge C . A aquarium

B lake C cinema

6 As they walked back to the bus, they A . A admired the buildings B watched a fascinating film C saw fish swimming around them

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Be curious. Workbook, Lesson 6

The Hemisfèric and Príncipe Felipe Science Museum at the City of Arts and Sciences in Valencia, Spain

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great, etc.)

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2 They entered a(n) C .

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2 If something’s fascinating, it’s very interesting. T

TR: 72

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There’s so much to do that you might want to stay all day, from opening time in the morning until closing time in the evening. At the end of your visit, you can go out and admire the other unusual buildings at the City of Arts and Sciences in Valencia.

Listen to the radio programme about a visit to the City of Arts and Sciences in Valencia, Spain. Circle the correct answer (A, B or C).

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TR: 71

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Listen and read.

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Vocabulary

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ABOUT THE PHOTO

The photo shows the Hemisfèric and the Príncipe Felipe Science museum at the City of Arts and Sciences in Valencia, Spain. The City is made up of several buildings. Each has special architectural features and combines entertainment with science and art. Due to its popularity, the buildings in the City of Arts and Sciences have appeared in films, TV programmes and computer games.

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UNIT 10 Great museums

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•• Extra Challenge Ask students to note their answers as they listen the first time. •• Extra Support Play TR: 72 again and pause after the relevant information for each item.

In this lesson, students will: •• talk about the Príncipe Felipe Museum of Science in Valencia, Spain. •• listen to a radio programme about a visit to the City of Arts and Sciences in Valencia, Spain. •• explore vocabulary related to museums. •• identify the value Be curious. Resources: Audio Tracks 71–72, Classroom Presentation Tool, Workbook pp. 78 and 83, Workbook Audio Track 29, Online Practice

•• Value: Be curious Point out that the value of this lesson is Be curious. Ask How can we be curious in a museum? Listen to students’ answers. For additional practice, tell students to complete Lesson 6 of the Workbook in class or for homework. The script for TR: 72 is on p. 176.

Wrap Up

Additional Practice: Workbook pp. 78 and 83, Online Practice

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•• Elicit the typical rules that museums have by asking questions. For example, ask What rules do museums usually have? If students have difficulty answering, prompt them with questions. For example, ask Can you run in a museum?

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•• Ask Would you like to visit the City of Arts and Sciences in Valencia? Listen to several students’ responses and reasons.

Warm Up

Workbook Lesson 1, Activity 1

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1 •• Ask students to open their books to p. 98. Read the instructions aloud.

Task Guidance Notes Flyers Listening Part 3 Students listen to a conversation and match five people, activities or objects to pictures of activities, places or objects. There are two distractors. The instructions before the task give context and purpose. This part is testing understanding words, names and detailed information.

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•• Play TR: 71. Tell students to read and follow in their books. Tell them to pay attention to the new words in bold and try to guess their meanings. •• At the end, ask What’s different about this museum? (Visitors can pick things up, touch them and feel them.) Listen to students’ answers.

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•• Read the instructions aloud. Then invite students to read the sentences aloud. Tell them to look at the underlined words in each sentence. Do the first item as a class. Tell them to complete the activity individually. Then ask them to compare answers in pairs before going over them as a class.

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•• Use the Photo Draw students’ attention to the photo. Say One of the buildings is shaped like a fish. Why do you think it’s shaped like a fish? Listen to students’ answers.

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Challenges Students find it confusing that the information in the conversations is in a different order from the pictures on the page. Also, each section of the conversation has some distraction. Students need to listen to the end of each section before choosing an answer. Performance Descriptors •• Can understand simple conversations on everyday topics •• Can understand simple spoken descriptions about people, events and objects

•• Familiarize Practise saying the list of objects (1–5) with the class so they can identify them quickly when they hear them. Then ask students to look at the pictures (A–H) in pairs and decide what each place is. It’s important that they give themselves some thinking time before they jump in to answer the questions.

•• Ask students to open their books again to p. 98. Tell them to read the activity items and answer choices. Encourage students to circle their answers for each item in pencil; however, remind them that they will be able to listen again and check their answers.

•• Read the overall question with the class. Remind them that this is what they are listening for.

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•• Read the instructions aloud. Tell students to close their books. Say We’re going to listen to a radio programme about the museum in the photo, but first try to relax. Then say Close your eyes and keep them closed as you listen. Don’t worry if you don’t understand every word. I’ll play it again. Play TR: 72. Tell students to listen for gist.

•• Play TR: 72 again. Tell students to listen and check their answers. Ask students to compare answers in pairs. Then go over answers as a class. •• Listening Strategy: Relaxing before Listening Listening can be stressful for students, so it is helpful to help them relax before they do a listening activity. Here are some ways you can do this: 1 Tell students that they will hear the recording more than once. 2 Tell students to close their eyes while listening to avoid distraction. Tell them not to worry about understanding every word.

•• Check the places with the class. Make sure students understand what to do. Remind them that things are not in the order they will hear them. Point out that there are two extra places they do not need. Play TR: 29 as students complete the activity. Play TR: 29 again so students can check their answers. Then check answers with the class. •• Reflect Ask students, in pairs, to look at the audio script and underline the language that gives them the key. Do an example with them. Ask them to check their ideas with another pair.

UNIT 10  Great museums 98a SAMPLE COPY, NOT FOR DISTRIBUTION

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3 •• Go over the example item as a class. Ask Why do we use she and not I? Explain that reported speech is used to express what someone else said, so the pronoun may need to shift as well. Point out the verb form shift from want to to wanted to.

In this lesson, students will: •• use reported speech with said. •• use reported speech in a role-play.

•• Tell students to complete the rest of the activity individually. Tell them to compare answers in pairs. Then go over answers as a class. If students did not use contractions, elicit these when going over answers as a class.

Resources: Classroom Presentation Tool, Workbook p. 79, Online Practice Materials: pieces of paper with the following phrases written on them: I don’t want ice cream. I’m sixteen years old. I can’t come to your party. I didn’t do my homework. The test is today. It’s going to be rainy.

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•• Ask students to work in pairs. Say Ask your partner three of the questions on the board. Remember your partner’s answers so you can tell the class later. Then say When you answer your partner’s questions, give two true answers and one false answer.

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•• Put students into groups of three to do the activity. Walk around and monitor. Offer help if necessary. Note any incorrect sentences for the Wrap Up activity, unless immediate correction is required. •• Invite each group to perform one of their conversations for the class. •• Extra Challenge Tell students to make up their own questions. Then ask them to report the answers to the class.

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•• Give students a few minutes to ask and answer their questions. Then invite a student to share one of their partner’s answers, for example, [Rashid] is going to play football after school. Repeat what the student said in reported speech, for example, [Alex] said that [Rashid] was going to play football after school. Do you think that’s true or false? Listen to students’ answers. Then tell the student to say whether the information is true or false. If the statement is false, ask them to say the true information. Continue until every student has had a chance to say information about his/her partner.

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•• Write the following questions on the board: What did you have for breakfast? What are you going to do after school? What do you want to do this weekend? What sports do you like to play? What do you do in your free time?

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Warm Up

•• Go over the instructions with the class. Then model the activity with two volunteers. Say I’m Student A, [Marco] is Student B and [Alicia] is Student C. I’m going to ask [Marco] a question. Turn to the volunteer who is Student B and ask What are you going to do after school? Listen to his/her answer. Then turn to the volunteer who is Student C and repeat what Student B said in reported speech.

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Optional Activity

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•• Prepare pieces of paper with the following phrases written on them: I don’t want ice cream. I’m sixteen years old. I can’t come to your party. I didn’t do my homework. The test is today. It’s going to be rainy. Tell students to take turns reading the sentences. Tell the class to respond with surprise using reported speech. For example: Student: It’s going to be rainy. Class: But you said it was going to be sunny!

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•• Ask students to open their books to p. 99. Go through the explanation in the green grammar box. Ask volunteers to read the example sentences aloud. Focus their attention on the shift in verb form in the example sentences. Then focus their attention on the second pair of example sentences. Say If there are two or more verbs, we only change the first one, so we don’t say wanted to went.

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•• Point out that in the third pair of example sentences, they had seen can also be contracted to they’d seen.

2 •• Read the instructions aloud. Then do the first items as a class.

Wrap Up

•• Do error correction with some of the errors you heard and noted from Exercise 4. Write some incorrect sentences on the board (change the mistakes to keep them anonymous). Correct the sentences as a class. •• Write on the board: I can use reported speech when I … Tell students to work in pairs to complete the sentence. •• Invite students to share their sentences with the class. Additional Practice: Workbook p. 79, Online Practice

•• Tell students to complete the activity individually. Ask students to compare answers in pairs. Then go over answers as a class. •• Extra Support Tell students to underline the verbs in the direct speech sentences. Remind them that they need to shift the verb form. Say Look at the green grammar box to help you remember how the verb forms shift. •• Go over answers as a class by asking students to read the sentences aloud.

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SAMPLE COPY, NOT FOR DISTRIBUTION

UNIT 10  Great museums

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Study the grammar box. Reported speech with said We use reported speech to say what someone has said. When we use reported speech, we change the form of the verb. We sometimes add that, but we don’t have to. Reported speech

My friend: There’s an underwater café.

My friend said (that) there was an underwater café.

Ferran: I want to go back again soon.

Ferran said (that) he wanted to go back again soon.

Marta and Ferran: We saw a fascinating film.

Marta and Ferran said (that) they had seen a fascinating film.

My friend: I’ll go to the museum with you.

My friend said (that) she would go to the museum with me.

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Direct speech

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Circle the correct answer.

Rewrite the conversation as reported speech.

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1 The teacher: We’ll arrive in the morning.

1 My mother: I want to go to Valencia. My mother said she wanted to go to Valencia.

The teacher said they arrived / would arrive in the morning.

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2 Marta and Ferran: We entered a competition. Marta and Ferran said they would enter / had entered a competition.

2 My sister: I’ve always wanted to go there too.

My sister said she had/she’d always wanted to go there too.

3 My father: I went there last year.

My father said he had/he’d been there last year.

4 My brother: I read an article about the My brother said he had/he’d read museums. an article about the museums.

3 The tour guide: We’re going to learn all about electricity.

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The tour guide said they were going to learn / had learnt all about electricity.

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4 Ferran: I can see all sorts of sea creatures. Ferran said he can see / could see all sorts of sea creatures.

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If the information being reported is a fact that is always true, the verb can stay the same.

5 Marta: I’m going to tell my friends about it. Marta said she had told / was going to tell her friends about it.

5 My aunt: The buildings in Valencia are really unusual. My aunt said the buildings in

Valencia were really unusual.

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Work in groups of three. Student A asks Student B a question. Student A then reports Student B’s answer to Student C. What are you going to do after school? What are your plans for this weekend? What did you have for dinner last night?

6 The students: We didn’t want to leave. The students said they didn’t want / hadn’t wanted to leave.

What are you going to do after school? I’m going to play tennis. Mariam said she was going to play tennis after school.

UNIT 10 Great museums 99 SAMPLE COPY, NOT FOR DISTRIBUTION

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Reading

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Look at the photo. What do you think makes museums interesting?

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Listen and read.

TR: 73

It’s International Museum Day!

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• The Museum of Modern Art in São Paulo, Brazil, offers tours of the sculpture garden for visitors who cannot hear very well. The visitors are able to touch and feel the sculptures and information is given in sign language.

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Remember this date: May 18th. It’s International Museum Day! On this day, museums across the world think of all sorts of activities to make museum visits even more interesting. Here are some examples of things you can do at museums in different parts of the world.

• At the Museum of Paleontology in Santana do Cariri, also in Brazil, you can help dig for dinosaur fossils.

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• There’s a fascinating collection of insects at the Natural History Museum in Grenoble, France. Visitors who came to the museum on International Museum Day in 2017 had the chance to taste some very unusual things, for example spider cocoons made of candy floss!

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• Many museums stay open very late on International Museum Day – until one o’clock in the morning! If you’re very lucky, you might even have the chance to sleep in a museum. How would you like to sleep under the life-size blue whale in London’s Natural History Museum, or near the Egyptian sculptures in the British Museum, also in London? You bring your sleeping bag and choose a place to sleep on the floor. You do lots of special activities and listen to stories. You can even ask the museum guide to turn off the lights so that you can explore the museum by torchlight! Find out what’s going on at museums near you on International Museum Day. There might be some interesting experiences waiting for you! New words: sign language fossils cocoons lucky

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UNIT 10

ABOUT THE PHOTO

The photo shows boys at the German Hygiene Museum in Dresden. The museum opened in 1912 with a specific focus on health education and has a special children’s section called The World of the Senses. This part of the museum encourages younger visitors to explore how we discover and perceive the world through our senses. In this photo, the boys are acting like fruit flies. They are exploring hearing, sight and feeling (balance) from a different perspective.

SAMPLE COPY, NOT FOR DISTRIBUTION

Great museums

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3 •• Read the instructions aloud. Tell students to complete the activity individually. Ask students to check answers in pairs. Then go over answers as a class.

•• brainstorm and discuss fun activities to do on International Museum Day. Resources: Audio Track 73, Classroom Presentation Tool, Workbook p. 80, Online Practice

Warm Up •• Write International Museum Day on the board. Ask students to brainstorm what they think might happen on International Museum Day. Listen to students’ ideas.

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•• Extra Support Encourage students to underline the names of the museums in the text. This will help them identify where to read to find the answers. •• Reading Strategy: Responding to the Text By asking students to respond to a text in an authentic way, you are encouraging them to explore the text beyond just the comprehension questions. Doing this allows them to personalize what they have read and relate it to their own lives. This also makes reading much more engaging.

Optional Activity

•• Ask students to work in groups and make a list of local museums or other museums they know about. •• Tell them to choose one of the museums from their list and brainstorm special activities that visitors could do there on International Museum Day. Ask groups to share their ideas with the class.

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•• Use the Photo Ask students to open their books to p.100. Focus their attention on the photo and the caption. Explain that the photo shows boys acting like fruit flies. Explain what a fruit fly is, if necessary. Tell students to look at what the boys are wearing and what they are walking on. Ask Would you like to try this? Do you think you’d like to visit this museum? Listen to students’ answers. Then ask What do you think makes museums interesting? Ask students to discuss in small groups. Then ask them to share their answers with the class.

•• When everyone has finished, ask Which of these activities would you most like to do and why? Tell students to discuss the question and give reasons for their choices. Then refer them to the last part of the text about spending the night at a museum. Ask Would you like to spend a night at a museum? What kind of museum? What do you think it would be like? Tell students to discuss in pairs. Then invite students to share their ideas with the class.

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•• discover what is special about International Museum Day at different museums across the world.

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•• read a text about International Museum Day.

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In this lesson, students will:

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Wrap Up

•• Tell students that they are going to read and listen to the text about International Museum Day. Write on the board: When is International Museum Day? How many museums are in the text? Explain that they need to find the answers to these questions as they read.

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•• Play TR: 73. Tell students to listen and read. When everyone is ready, ask them to answer the questions on the board. (International Museum Day is on 18th May. There are five museums in the text.)

•• Help students, if necessary, with the new words listed below the text.

•• Ask students to imagine that they did one of the activities discussed in the lesson. It could be one of the activities mentioned in the text, something they brainstormed or an activity at the German Hygiene Museum from the photo. Say I went to the National History Museum in Grenoble, France, and tasted spider cocoons. They were delicious. I had three! Ask students to use their imagination and describe their experiences. Additional Practice: Workbook p. 80, Online Practice

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•• Extra Challenge Write Stop! That’s wrong. on the board. Read the first sentence of the text, but intentionally read a wrong word. Say Remember this date: the eighteenth of April. Point to the board and encourage students to say Stop! That’s wrong. Tell students to correct your mistake. Read the next sentence and say It’s International Pizza Day. Ask a volunteer to identify the mistake and correct it. Then tell him/her to read the next sentence, with one word wrong. Put students into pairs. Tell them to take turns reading sentences, adding incorrect words and correcting them.

UNIT 10  Great museums 100a SAMPLE COPY, NOT FOR DISTRIBUTION

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•• Review reported speech with said. Say a few sentences. For example, say We read about International Museum Day in Lesson 3. I’m going to have a sandwich for lunch. Ask students to tell you what you said using reported speech. (You said that we’d read about International Museum Day in Lesson 3. You said you were going to have a sandwich for lunch.)

•• Give students two or three minutes to work individually and write sentences they can use in the activity. Then, tell students to work in groups of three to complete the activity. Tell students to swap roles so each student has a chance to be A, B and C. •• When everyone is ready, ask each group to perform one of their conversations for the class.

•• Invite a volunteer to say a statement. If needed, prompt him/her with a question. For example, say [Elena], what are you going to have for lunch? What are you going to do after school today? After the volunteer says a sentence, ask students to report what the volunteer said using reported speech with said. Remind students of the verb form shift in reported speech.

•• Extra Challenge Ask students to alternate between using said and told while paying attention to the correct form.

Optional Activity

•• Ask students to play Bingo. Say Want is a verb. Write want on the board. Ask What are some other verbs? Brainstorm a list of at least 24 verbs. Write them on the board. •• Put students into pairs. Give each pair a 4 x 4 matrix organizer (Bingo sheet). Ask them to choose verbs from the list on the board and write one verb in each of the boxes.

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Resources: Classroom Presentation Tool, Graphic Organizer: 4 x 4 matrix, Workbook p. 81, Workbook Audio Track 30, Online Practice

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•• use reported speech with told.

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In this lesson, students will:

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Warm Up

•• Go over the instructions. Then ask three volunteers to read the examples aloud. Again, point out the person being spoken to (me) and the verb form shift. Then ask the volunteers to model the activity. Assign them roles: Student A, Student B and Student C. Tell Student A to say a true statement to Student B. If necessary, prompt him/her with a question, for example, ask [Eric], what are you going to do after the lesson? Tell him/her to say the answer to Student B. Then tell Student B to report what Student A said to Student C. Then ask Student C to say a true statement to Student A.

•• As the class listens, tell pairs to take turns using one of the verbs in a mini-conversation using reported speech. For example: Student A says I want to go to the beach. Student B reports this sentence to the class: [Sonya] told me [she] wanted to go to the beach. Then prompt students to cross out the verb want if they’ve got it on their Bingo sheets.

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•• Read the explanation in the green grammar box with students. Then invite volunteers to read the example sentences aloud. Focus students’ attention on the pronouns used to say who was being spoken to in each example. Say In example 1, who is they? (the children). Then say In example 2, who is she? (the guide) Who is us? (him/her and his/her friends).

•• Explain that either said or told can be used for reported speech, but with told, we have to say who is being spoken to.

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•• Ask a couple of questions to remind students about the International Museum Day text from Lesson 3. Ask What can you do on International Museum Day? What can you see? What’s special about International Museum Day? Explain that the context of the sentences in this activity is what people have said at or about a trip to the museum.

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•• Do the first item as a class. Remind students that they need to write who is being spoken to and point out the verb form shift. •• Ask students to complete the activity individually. Tell them to compare answers in pairs. Then go over answers as a class. •• Extra Support In the direct speech sentences, tell students to underline the person/people being spoken to and the verb phrase.

•• When each student has had a chance to be Student A and Student B, tell pairs to count the number of Bingo lines (four across, down, or diagonally) they’ve got. Avoid students shouting Bingo after getting just one or two lines, as this might mean not every student gets a chance to contribute before the game ends.

Wrap Up •• Write these sentences on the board: One place I can use reported speech is … Something that was difficult in this lesson was … Something that was easy in this lesson was …

•• Ask students to complete the sentences individually. Then ask students to work in small groups and share their sentences. •• Invite students to share their answers with the class. Alternatively, these can be handed in for you to use in future review lessons. Additional Practice: Workbook p. 81, Online Practice

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SAMPLE COPY, NOT FOR DISTRIBUTION

UNIT 10  Great museums

Read and match the museums (1–5) with the activities (A–E).

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Study the grammar box. Reported speech with told

1 Museum of Modern Art, São Paulo, Brazil E

When we use tell or told with reported speech, we need to say who the speaker was talking to.

2 Museum of Paleontology, Santana do Cariri, Brazil D

‘You can put your sleeping bags under the blue whale,’ the guide said to the children.

3 Natural History Museum, Grenoble, France B

The guide told the children they could put their sleeping bags under the blue whale.

5 British Museum, London, the UK C

The guide told us she was going to turn off the lights.

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A sleep under a blue whale

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The guide told them they could touch the sculptures  . 2 ‘You can dig for fossils,’ the teacher said to the girl.

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D dig for fossils

Complete the sentences. Use reported speech. 1 ‘You can touch the sculptures,’ the guide said to the children.

B taste spider cocoons made of candy floss C sleep near Egyptian sculptures

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‘I’m going to turn off the lights,’ the guide said to me and my friends.

4 Natural History Museum, London, UK A

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The teacher told her

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she could dig for fossils

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3 ‘I want to see the whale,’ the boy said to his brother.

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The boy told him

he wanted to see the whale

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4 ‘I had a fantastic time,’ the girl said to her parents. The girl told them

she’d had a fantastic time

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5 ‘There’s going to be a new exhibition at the museum,’ our teacher told our class. Our teacher told us there was going to be a new

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exhibition at the museum

Work in groups of three. Student A tells Student B something that’s true, Student B reports this to Student C. Student C then tells Student A something, and so on. I’m going to go to the Science Museum this weekend.

Boys act like fruit flies at the Deutsche Hygiene Museum in Dresden, Germany.

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Rosa told me she was going to go to the Science Museum this weekend.

I want to go to the beach this weekend. Kenji told me he wanted to go to the beach this weekend.

UNIT 10 Great museums 101 SAMPLE COPY, NOT FOR DISTRIBUTION

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Chant

ABOUT THE PHOTO

The photo shows children getting ready for a sleepover at the British Museum in London. These sleepovers are very popular, and there is a very specific programme for each sleepover. The programmes include four activities, followed by lights out at twelve o’clock. In the morning, there is breakfast, followed by a final activity. After that, children can visit the gift shop before going home.

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Listen, read and repeat.

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Listen again. Act.

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Divide into two groups, A and B. Group A chants, Group B TR: 76 and 77 acts and makes the sound effects.

TR: 74

TR: 75

Night at the museum We listened to a story Until it was nearly midnight. Then it was time to stop talking And the guide said, ‘Good night!’

She told me I should bring my sleeping bag And put it on the floor. She said I could put it next to hers Near a huge dinosaur.

I lay and looked up at the ceiling At the heads of huge dinosaurs. All I could see were great big beasts And all I could hear were snores.

We entered a competition And then we had a snack. We started to explore the museum, But the guide said we should come back.

The next day the guide said, ‘Please tidy up And put all your things away.’ I told my friend it had been a great night. Then I went home and slept all day!

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My friend said, ‘Come to the museum After school on Friday night.’ She said I shouldn’t forget my torch In case they turned off the light.

GLOSSARY beasts animals snores sounds people make with their noses and mouths when they are sleeping

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UNIT 10

Children going to a sleepover at The British Museum in London, UK

SAMPLE COPY, NOT FOR DISTRIBUTION

Great museums

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3 •• Ask students what sounds they think they might hear at the museum sleepover. Brainstorm sound effects as a class.

In this lesson, students will:

•• Play TR: 76. Tell students to listen and practise the chant along with the accompanying sound effects.

Resources: Audio Tracks 74–77, Classroom Presentation Tool, Online Practice Materials: a handout with a list of the sleepover activities for a night at the British Museum

Warm Up •• Ask students to work in small groups. Ask Have you ever had or been to a sleepover? Maybe at a friend’s house, or a camping trip, or any other place where you spent the night? Did you have fun? Did you stay up late? What did you do? Tell students to discuss the questions in their groups. Then invite students to share their answers with the class.

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•• Extra Challenge Ask students to memorize one verse of the chant. Tell students to take turns chanting their verses in pairs. Invite volunteers to chant their verse for the class.

Optional Activity •• Hand out or write a list on the board of the sleepover activities from the British Museum. (You can check their website for current events and activities.) Ask students to look at the list of activities. •• Tell students to work in small groups and ask them to put the activities in order, from one to five, based on what they think will be the most interesting activity. •• Tell groups to share their orders with the class. Tell them to give reasons for their orders.

Wrap Up

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•• Use the Photo Ask students to open their books to p.102. Focus their attention on the photo. Ask Where are these children? What are they carrying? (sleeping bags, pillows, toys, and so on) Why? What do you think they’re doing?

•• Divide the class in half. Tell them to alternate chanting and making the sound effects. Use TR: 76 (with lyrics) or TR: 77 (instrumental only). Decide which of the two tracks you would prefer to play. If you have a large class, you can divide it into four (or more) groups.

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•• make sound effects to go with the chant.

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•• act out the words to the chant.

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•• chant about a night at a museum.

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•• Read the caption aloud. Explain that these children are going to spend the night at the British Museum. Ask What do you think the children are going to do there? Listen to students’ ideas.

•• Play TR: 74. Tell students to listen and repeat each line. Clarify vocabulary if necessary. At the end, ask which verse they liked the most. Listen to several students’ answers.

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Additional Practice: Online Practice

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•• Extra Support Play TR: 74 again and pause after each line for additional pronunciation support and practice.

•• Play an acting and guessing game with the class. Say We’re going to play an acting and guessing game. I’m going to act out a line from the chant and you need to watch and guess which line it is. If you think you know, put up your hand. Perform the actions for one of the lines from the chant. Tell students to watch. Then ask Who can guess the line? Choose a student with his/her hand up and ask him/ her to chant the corresponding line. Then invite individual students to perform actions and ask the class to guess and chant the corresponding lines.

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•• Tell students to read through the chant again. As a class, decide on actions for each verse (at least two actions per verse). Provide suggestions and examples if necessary. For example, verse one can be: come (motion toward you with your hand), torch (pretend to shine a torch) and turned off the light (pretend to press a light switch). •• Play TR: 75. Tell students to listen and perform the actions. •• Extra Support Ask students to just listen and perform the actions without chanting.

UNIT 10  Great museums 102a SAMPLE COPY, NOT FOR DISTRIBUTION

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that we enjoy and laugh a lot, I say that I had a [...] day. Elicit fun. Write these adjectives on the board and circle happy. Underline fun. Say We use fun to describe activities and happy to say how we feel. Use this as a model for what students are supposed to do in the activity.

In this lesson, students will: •• read a diary entry about a visit to a museum.

•• Tell students to read the diary entry. Tell them to complete steps 1 and 2 individually. Tell students to compare answers in pairs. Then go over answers as a class.

•• identify adjectives to describe days and activities and adjectives used to describe people and how they feel. •• complete a table with participle adjectives. •• write a diary entry about a day at their favourite museum. •• use participle adjectives. Resources: Classroom Presentation Tool, Graphic Organizer: T-chart, Workbook p. 82, Online Practice

•• Extra Challenge Hand out copies of the T-chart graphic organizer. Tell students to write a day at the top of the lefthand column and my or other people’s feelings at the top of the right-hand column.

•• Focus student’s attention on part a. Read the information in the grey box aloud. Show and explain the difference between present and past participle adjectives by writing the following examples on the board: The film is boring. We’re bored. Running is tiring. We’re tired. Ask Which adjective describes the film? (boring) Which adjective describes how I feel? (bored) Which adjective describes running? (tiring) Which adjective describes how we feel? (tired)

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•• Ask Have you ever been to a food museum, like a chocolate museum? Listen to students’ answers. Then say I’d like to go to a [chocolate] museum. How about you? Listen to students’ responses. Then ask If you could go to a food museum, what kind of food would you like it to have? Listen to students’ responses.

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•• Put students into pairs. Tell them to brainstorm as many adjectives as they can that can be used to describe what a day was like. Then tell pairs to brainstorm as many adjectives as they can that can be used to describe how they or someone else feels. Invite pairs to share their lists with the class.

Materials: names of local museums and activities for children at these museums

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•• Focus students’ attention on part b. Tell students to complete the table. Tell them to compare answers in pairs. Then go over answers as a class.

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•• Use the Photo Ask students to open their books to p. 103. Focus their attention on the photo. Read the caption aloud. Ask Does this look like a usual park to you? Why or why not? Is it indoors or outdoors? What’s the name of the park? (Cupnoodles Park) Refer to the About the Photo box to tell students more about Cupnoodles Park. •• Explain what Cupnoodles are, if necessary. (It is a brand of instant noodles.) Explain and act out what instant noodles are, if necessary. •• Read the instructions aloud. Ask What’s the writer’s name? (Yuki)

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•• Ask volunteers to read the questions aloud. Then tell students to read the text and answer the questions individually. •• Ask students to compare answers in pairs. Then go over answers as a class.

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Optional Activity

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•• Put students into pairs. Tell them to decide who is Student A and who is Student B. Alternatively, you can walk around to each pair and say You’re Student A. You’re Student B. •• Tell pairs that they are going to role-play a conversation between Yuki and her brother or sister. Say Student A, you’re Yuki. Describe your visit to the Cupnoodles Museum to your brother or sister. Student B, you’re Yuki’s brother or sister. Listen to Yuki describe her visit to the Cupnoodles Museum and ask some questions. •• After a few minutes, tell students to swap roles, so that Student A is the brother or sister and Student B is Yuki.

2 •• Go through the information in the grey box. Read the two instructions aloud. Elicit an example of each that does not appear in the diary entry. Say When I see my friends, I feel … Elicit happy. Then say If my friends and I do activities

103a 

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•• Ask students to write a diary entry describing a day at their favourite museum. Start by telling students to look at the diary entry in Exercise 1 again. Then ask them to think about a museum they have visited for their diary entry. •• Tell students to work individually to write their diary entries. Remind them to use participle adjectives. Tell them that they can use the participle adjectives from Exercise 3 to help them. As students work, walk around and monitor. Offer help if necessary. •• You can assign the writing activity for homework. If you do it in class, include a peer-editing activity. Ask students to exchange their work with a partner. Instruct them to make comments to correct or improve the diary entry. Tell them to check for correct use of participle adjectives. Then tell students to write a second draft, incorporating suggested changes. •• Extra Support Supply a list of local museums and activities for students to write about in their diary entry. Suggest a few adjectives to get them started. Then ask them to brainstorm a few more to use.

Wrap Up •• Invite students to write sentences on the board describing their museum visits. Tell the class to identify the adjectives and participle adjectives in the sentences. Additional Practice: Workbook p. 82, Online Practice

SAMPLE COPY, NOT FOR DISTRIBUTION

UNIT 10  Great museums

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Read Yuki’s diary entry about her day at the Cupnoodles Museum. Answer the questions.

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1 When were the world’s first instant noodles invented? over sixty years ago 3 What did Yuki’s family think of her noodles?

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They thought they were delicious.

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1 Underline the adjectives which tell us about Yuki’s day and the things she did.

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2 Circle the adjectives which tell us how she, or other people, felt.

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Writing skill Using participle adjectives

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My favourite part of the museum was the Chicken Ramen Factory. I had the chance to make my own Chicken Ramen. I wasn’t sure what to do, but a lady from the museum helped me. We prepared the mixture by hand, but then we used a machine to cut the noodles. I designed a cup for my noodles and I took them home for my family to taste. They were really interested to hear about my day and they all told me my noodles were delicious!

Read the information in the box. Then look at the diary entry and do steps 1 and 2. A diary entry is personal, so we can be honest about our feelings. We use adjectives to help us remember what a certain day was like. We use some adjectives to describe the day and the things we did. We use other adjectives to describe how we, or other people, felt.

2 Who invented them? Mr Momofuko Ando

Yesterday, we went to the Cupnoodles Museum in Osaka. It was so cool! We learnt all about Mr Momofuko Ando who invented the world’s first instant noodles over sixty years ago. It was really interesting. We entered a competition about noodles and our team won. We were so excited. The prize was – guess what – some noodles!

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Writing A diary entry

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a Read the information in the box.

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Present participle adjectives end in -ing. They tell us what someone or something is like and how it affects us. Past participle adjectives usually end in -ed. They tell us how someone (or something) is feeling.

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b Fill in the missing participle adjectives.

It was a really exciting day!

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ABOUT THE PHOTO

Present participle adjectives

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The photo shows a girl at Cupnoodles Park. The focus of the park is to allow children to see the noodle manufacturing process from the noodle’s point of view. There are numerous activities. For example, ‘Noodle Net’ shows how the noodles are stretched. ‘Seasoning Pool’ is a ball pit where children can imagine that they are noodles in seasoning. ‘Virtual Fryer’ allows children to experience what it is like for noodles to be fried in oil. There are orange bubbles on the floor that children can run and jump over. After these fun activities and others, there is a slide with cardboard boxes on each side where children can imagine being noodles that are being delivered in a box.

A girl plays at ‘Cupnoodles Park’ at the Cupnoodles Museum in Yokahama, Japan.

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Past participle adjectives

boring

bored

exciting

excited

frightening

frightened

interesting

interested

tiring

tired

Write a diary entry describing a day at your favourite museum. Include some participle adjectives.

UNIT 10 Great museums 103 SAMPLE COPY, NOT FOR DISTRIBUTION

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Video

A The Terracotta Warriors and Horses Museum

ABOUT THE VIDEO

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B Chapultepec Park

1 Istanbul, Turkey

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3 Mexico City, Mexico

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2 London, UK

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4 Xi’an, China

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C The Natural History Museum

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Watch the video. Match the places (1–4) with Video 12 the museums (A–D).

Watch the video again. Write the missing words.

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The video includes four children talking about museums in their countries. Lara talks about Hagia Sophia in Istanbul, Turkey. Sophia means wisdom in Greek. It was originally a church and later became a mosque. Then in 1935, it was made into a museum. This majestic structure can be seen from many kilometres away. The design of the Blue Mosque (or the Sultan Ahmed Mosque), also in Istanbul, was inspired by Hagia Sophia.

D Hagia Sophia

Video 12

The Natural History Museum

1 At the Natural History Museum in London, you can see a blue whale skeleton. night

2 You can visit the museum at

3 You can visit the

Natural

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over with your family.

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Chapultepec Park

sleep

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History Museum and the Chapultepec

Castle

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at the park, so you can see lots of animals.

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The Terracotta Warriors and Horses Museum warriors

5 At this museum, you can see the terracotta 6 The sculptures are as big as real

men

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Hagia Sophia

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7 Hagia Sophia is almost

fifteen

8 You can see beautiful

art

hundred years old! and architecture and learn about the

history

Work in groups. Discuss the questions. 1 Which museums from the video would you like to visit most and why? 2 What’s a famous museum in your country? 3 What kinds of things can you see and do there?

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UNIT 10

SAMPLE COPY, NOT FOR DISTRIBUTION

Great museums

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•• identify whether sentences about the video are true or false and correct the false sentences.

•• Tell students to discuss the questions in groups. For question 1, tell them they can use the answers in Exercise 2 to help them remember what they can do at each of the museums. Walk around and monitor, making sure everyone is getting a chance to speak. Offer help if necessary. Then ask groups to share some of their answers with the class.

•• discuss their responses to the places in the video and their own travel experiences.

Optional Activity 1

In this lesson, students will: •• watch a video about museums in different countries.

Resources: Video 12, Classroom Presentation Tool, Online Practice End-of-unit resources: Anthology Story 5, Anthology teaching notes p. 140, Worksheet 6.10, Unit 10 Test, ExamView Assessment Suite

•• Play Video 12 again. Ask students to write down the questions the interviewer asks. (They are very similar for each child.) Pause the video after each question, if needed, to allow students time to write down the questions. •• Put students into pairs. Tell them to plan an interview talking about a local museum or a museum they like. Instruct them to use the interview questions from the video.

Materials: a world map

•• Ask What do you know about these countries? Listen to students’ responses. Then ask Do you know of any famous places in these countries? Listen to students’ responses.

Optional Activity 2

•• Write International Museum Day and Museum Sleepover on the board. Tell students to work in groups to plan one of these two events for a museum from the video lesson. Tell them to incorporate activities and competitions.

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•• Ask the class to vote on which museum from the student interviews sounds the most interesting.

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•• Write the UK, Mexico, China and Turkey on the board. Invite volunteers to locate these countries on a world map.

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•• Tell pairs to practise their interviews. Then invite them to perform their interviews for the class.

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•• Ask students to open their books to p. 104. Focus their attention on the main photo and the three smaller photos. Ask students to guess where these places are. Encourage them to mark their answers in pencil, but reassure them that they will have an opportunity to check and change their answers. •• Tell students that they are going to watch four children talk about famous museums in their countries. •• Play Video 12 and tell students to check their answers and complete the activity individually. Then go over answers as a class.

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The script for Video 12 is available on the Teacher’s Resource Website.

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•• Tell students to read through the sentences. If they can recall the answers, allow them to write them now.

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•• Play Video 12 again. Tell students to work individually to check their answers and complete any they missed. Then ask students to compare answers in pairs before going over them as a class. You can do this by asking students to read the completed sentences aloud. •• Extra Challenge Tell students to work in groups of four. Assign one of the museums from the video to each student in the group. With their books closed, ask students to tell their group about their assigned museum based on what they remember from the video. If there are some groups of three, tell them to choose the museums they will talk about. •• Extra Support If there are words that students might not know how to spell, for example, warriors or natural, write these on the board as support. The number of words can be increased to offer additional support.

•• Ask groups to share their ideas with the class. Then tell the class to vote on the event that sounds like the most fun.

Wrap Up •• Write the names of the four children in the video on the board: Aliyah, Marlen, Lara, Kaitlyn. Say the following sentences. Ask students to say which child would most likely say it. I want to have a sleepover at the museum with my family. (Aliyah) Thousands of people worked on these sculptures. (Kaitlyn) Many people take pictures of these buildings because they are so special. (Lara) I love looking at the wildlife in the gardens. (Aliyah) My favourite part is the zoo because I really love animals. (Marlen) •• Write the names of the museums on the board. In small groups, tell students to write down as much as they can remember about each museum. •• When everyone is ready, say the name of one of the museums. Tell groups to take turns reading their facts. The group with the most correct facts wins a point. Repeat for each of the museums from the video. At the end, the group with the most points wins. Additional Practice: Anthology Story 5, Worksheet 6.10, Online Practice

UNIT 10  Great museums 104a SAMPLE COPY, NOT FOR DISTRIBUTION

Function 3: Responding to invitations and making plans •• Tell students to work in pairs. Tell them to create their own conversations using the instructions in brackets to guide them. Encourage them to look at the green box at the top of the page for support. Explain that there are a few ways they can complete each part of the conversation.

In this lesson, students will: •• practise responding to invitations and making plans. Resources: Audio Tracks 78–79, Classroom Presentation Tool, Workbook p. 84, Workbook Audio Track 31, Online Practice

•• Tell students to practise their conversations.

Materials: pieces of paper

•• Invite pairs to perform their conversations for the class.

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•• Give each student a piece of paper with an expression on it. Then tell students to mingle with their classmates. Tell them to invite each other to events and accept or decline invitations. If they say the expression on their piece of paper, they give it back to you and take a new one.

Wrap Up

•• Tell students to stand in a circle. For larger classes, this can be two circles. Tell one student to start a conversation based on an invitation, but tell him/her to say only one sentence. Tell the next student to continue with one sentence. Continue until everyone in the circle has had a chance to say a sentence. For example:

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•• Read the conversation aloud, one sentence at a time. Elicit possible responses. Pause at each space and ask What can [Nadia/Hannah] say? Point out that there is more than one way to ask or respond. •• Play TR: 78. Tell students to listen and complete the conversation individually.

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•• Extra Support Allow students to say Stop if they want the recording paused for more time to write. Play TR: 78 a second time, if needed.

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•• Prepare pieces of paper with the different expressions from the green box written on them.

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•• Ask students to open their books to p. 105. Go through the information in the green box at the top of the page. Read the expressions aloud.

Optional Activity

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•• Allow some preparation time. Then ask students to role-play their conversations for the class.

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•• Ask If you wanted to invite a friend to go to a museum, what could you say? Listen to students’ responses. Then ask If a friend invited you to go to a museum, what could you say? Listen to students’ responses.

•• Read the instructions aloud. Say We spoke about different activities you could invite someone to do. Refer to the list of activities that were brainstormed in the Warm Up activity – activities that you might invite someone to do. Tell them to choose an activity from the list or another idea. Encourage them to be creative.

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•• Write the word invitation on the board. Ask What’s an invitation? Listen to student’s responses. If necessary, explain the meaning of invitation. Then ask What things do we invite people to do? Listen to students’ responses. If necessary, prompt students with some examples, such as to come to a party or a celebration, or to go to the cinema, a museum or the park.

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•• Play TR: 79. Tell students to listen, check their answers and repeat the lines after they hear them. Then ask students to compare answers in pairs before going over them as a class.

Student A: Would you like to go on a picnic? Student B: When? Student C: On Saturday. Student D: Great. What time?

•• Prompt and correct as needed. Additional Practice: Workbook p. 84, Online Practice

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•• Extra Challenge In pairs, ask students to role-play the conversation. Tell them to try saying the conversation without looking at their books. Allow students to use any phrase that communicates a similar meaning to the original conversation.

3 •• Read the instructions aloud. Then go through the instructions (in brackets) for the conversation. Create a conversation as a class. As an example, say You need to invite someone to do something Thursday after school. How can you do that? What can you say? Tell students to look at the next instruction in brackets in the activity. Ask them how they could respond. Listen to different students’ responses. Continue with the rest of the conversation.

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SAMPLE COPY, NOT FOR DISTRIBUTION

FUNCTION 3: Responding to invitations and making plans

Function 3: Responding to invitations and making plans Invitations Would you like to do something on … day? Shall we … ? Accepting That sounds great. Yes, I’d love to.

Refusing I’d love to, but … Thanks for asking, but … I’m sorry, I can’t. I have to …

Making plans Suggestions Where/What time shall we meet? We could meet at (time) (place). Would … be better? I’m looking forward to it.

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Listen and complete.

TR: 78

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Yes, I’d love to

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Hanna: Hi Nadia. Would you like to do something on Saturday?

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Responses How about … ? That sounds great./Could we make it a bit earlier/later? Yes, that’s good/that would be good. Great, so am I! See you then.

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Hanna: You’re interested in photography, aren’t you? Would you like to go to the new photo exhibition at the museum? Nadia:

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That sounds great

. Where shall we meet?

Hanna:

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We could meet

at the café by the entrance.

Hanna:

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Nadia: OK. What time? How about midday

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Could we make it a bit later Hanna: 6 Would half past one be better Nadia: 7 Yes, that would be good

Nadia:

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? I have to help my grandma in the morning. ? .

Nadia:

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Hanna: OK, see you then. 8 I’m looking forward to it Great, so am I

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! See you then.

Listen, check and repeat.

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Work in pairs. Practise the conversation. Follow the instructions in brackets. Use the expressions from the box at the top of the page.

TR: 79

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A (Invite your partner to do something on Thursday after school.) B (Accept and ask where you should meet.) A (Suggest a place.) B (Agree and say Goodbye.)

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Work in pairs. Take turns inviting, responding to invitations and making plans. Use expressions from the box at the top of the page.

FUNCTION 3: Responding to invitations and making plans 105 SAMPLE COPY, NOT FOR DISTRIBUTION

Climbing China’s amazing limestone rocks

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ABOUT THE VIDEO

The areas around the Lijiang River (also called Li River or Li Jiang River) and Guilin in China are known for their amazing limestone rock formations. The karst terrain is a very special sight and very popular with tourists from all over the world. The video is about rock climbers who climb these amazing rocks. Its proximity to the river also means that water has created numerous caves. Some of the caves are very well known. Hikers who reach the top of Moon Hill can enjoy a 360-degree view of the entire area.

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Rock climbers enjoy going to this part of China as it’s got so many of these interesting rocks. The rocks are especially challenging and exciting to climb. It’s a place for experts, not beginners – as you’ll see in the video. It’s also a really beautiful and unusual place, so it’s good that large parts of it are now protected for the future as a UNESCO World Heritage Site.

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You’re going to see a video about the amazing limestone rocks of South China. Limestone is a kind of rock that’s very soft. Over millions of years, the shape of the rock has been changed by the weather and especially by rain. As a result, large caves have formed, and there are even natural bridges made of rock in some places. Some of the rocks look like tall, thin sculptures and some even look like trees. One place with lots of these rocks is called Shilin, which means Stone Forest in Chinese.

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As a popular tourist destination, the area has been laid out with footpaths and lights, and there are numerous shops that sell climbing equipment. It is also possible to rent a bicycle or electric bike and explore the area.

Read the text. Discuss the questions.

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1 What’s unusual about the rocks in South China? Why do rock climbers like to climb them?

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rocks that look like trees

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a road

a beach

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a waterfall

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a butterfly

camels

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a cave

2 Why should this place be protected?

Tick (✓) the things you think you’ll see in the video. Write Video 13 two of your own ideas. Then watch and check.

a helicopter

a big city ✔

a river

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SCHOOL TRIP 3

birds cars

flowers

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a forest

a volcano

✔

a rope

3 Do you know of any other UNESCO World Heritage Sites?

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✔

SAMPLE COPY, NOT FOR DISTRIBUTION

School trip 3 •• For question 2, encourage students to think of as many reasons as possible why it is important to protect places like these.

In this lesson, students will: •• read a text about limestone rocks in China. •• talk about places that should be protected. •• watch and respond to a video about the limestone rocks in China. •• research and prepare a poster about a place that they think should be protected. •• present their poster to the class.

2

1 What should people wear to go rock climbing?

•• Ask pairs to share their ideas with the class. Write their ideas on the board. Tell students they can change their predictions if they would like. Clarify any vocabulary, if necessary. •• Play Video 13. Tell students to watch and check their predictions. Tell students to compare answers in pairs. Then go over answers as a class.

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2 What should people do to stay safe when they go rock climbing?

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•• Write Extreme sports on the board. Remind students that they discussed extreme sports in Unit 7. Ask them to briefly brainstorm the sports they learnt about. Elicit rock climbing. Write the following questions on the board:

•• Tell students to work in pairs and compare the things they ticked. Then tell them to think of two more things they think they will see in the video.

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Warm Up

•• Read the instructions aloud. Ask students to look at the list of things. Ask them to predict which of the things they think they will see in the video and tick them. Remind them that the video will be about the place they just read about in Exercise 1.

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Materials: a list of a few UNESCO World Heritage Sites (and photos of them if possible), a world map, poster paper, glue, scissors, coloured pencils or felt tips

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Resources: Video 13, Classroom Presentation Tool, Workbook p. 85, Online Practice

•• Put students into pairs and tell them to brainstorm answers to the two questions on the board. Ask pairs to share answers with the class.

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Introduce the Topic

•• Ask Have you ever tried rock climbing? Listen to students’ answers. Then ask Do you think it’s better to do it in a gym or on a mountain? Do you think rock climbing would be fun? Listen to students’ responses.

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•• Put students into groups. Ask them to brainstorm the differences between rock climbing on a special wall in a gym and rock climbing on real rocks or on a mountain outdoors. Prompt students as needed. For example, ask Where can you see more of nature and have a better view? Which one do you think is more dangerous?

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•• Tell students that they are going to watch a video about rock climbing in China. Ask What do you think you’ll see in the video? Listen to students’ ideas.

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•• For question 3, ask Do you know any UNESCO World Heritage Sites? Share the list you prepared with the class. Ask students to identify where these places are (use a world map). Ask Why do you think it’s important to protect these places? Listen to students’ responses. Tell students to discuss in pairs. Then ask them to share their ideas with the class.

•• Use the Photo Ask students to open their books to pp. 106 –107. Focus their attention on the photo. Ask them to describe what they can see. Ask What words could you use to describe the place in the photo? Listen to students’ responses. Then ask What words could you use to describe the climbers in the photo? How do you think they feel? Listen to students’ responses. •• Read the three discussion questions aloud. Then ask students to discuss the questions as a class. For question 1, ask students to find the parts of the text that answer the question and underline them. Ask Why is this place special? Why do rock climbers enjoy climbing here? Listen to students’ responses.

•• Extra Support Play Video 13 again and allow students to ask you to pause if they think they have seen something from the list in Exercise 2 and need time to tick the box. Script for Video 13 China is a huge and beautiful country, full of many different people and interesting places. Here in South China, there’s a large area made of limestone, a kind of rock which is very soft. Over millions of years, the shape of the rock is changed by rain, and caves are formed. Powerful waterfalls drop over the steep cliffs. Some of the rocks look like natural sculptures and there are some amazing and very challenging rock-climbing routes here. Expert rock climbers like to come here to climb and explore, and to challenge themselves – while keeping themselves safe of course; and the views and scenery are amazing. There’s a lot to see in this area and many different rocks and cliffs for climbers to choose from. Many of the limestone rocks look like trees – a forest of trees made of limestone. Climbers often put chalk on their hands so that they don’t slip and fall. This part of China has more limestone rocks like this than anywhere else in the world. It makes it an especially challenging but exciting experience for rock climbers.

  SCHOOL TRIP 3 106a SAMPLE COPY, NOT FOR DISTRIBUTION

School trip 3 3 •• Read the instructions aloud. Then ask students to work in pairs to discuss the questions. For question 1, allow students some time to prepare their answers. Encourage them to talk about more than just rock climbing. Say You can talk about rocks and rock climbing. Talk about any reason why you would or would not like to visit this part of China. •• For question 2, ask What other activities can you do here? Which do you think would be the most fun? For question 3, ask What would you need to take with you if you went here? Tell them to discuss in pairs. Then ask them to share their ideas with the class. •• Extra Challenge Ask students to write two questions they would like to ask one of the climbers in the video. Then ask students to share their questions with the class.

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•• Tell students to discuss their ideas. Walk around and monitor. Make sure that everyone is participating in their group discussions.

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Review 5: Units 9–10

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In this lesson, students will:

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•• review grammar and vocabulary from Units 9 and 10. •• practise note-taking with numbers, names and spelling. Resources: Audio Track 80, Classroom Presentation Tool, Workbook pp. 86–87, Online Practice

Warm Up

•• Write the following words on the board: points, observatory, noticed, coins, worth, brave, decide, sting, backpack, sign language, fossils, cocoons, lucky, touch, admire, visitors, enter competitions, exhibition, fascinating, opening time, closing time, go out and unusual. Ask students to select two of the words from the list on the board. Tell them to write a sentence containing both words. Then invite students to share their sentences with the class.

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•• Focus students’ attention on the blue project box at the bottom of p.107. Read the instructions aloud. Make sure that students have the necessary materials to complete it: poster paper, glue, scissors and coloured pencils or felt tips.

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•• As a class, brainstorm different places that should be protected. Write students’ ideas on the board.

•• Put students into small groups and tell them to choose one of the places on the board (or another idea) as their presentation topic. Tell groups to prepare their presentations using the list of instructions in the blue box to guide them.

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•• If you do not have internet access in your classroom, tell students to complete bullet point three and do the rest for homework. If you do have internet access, tell them to research information about the place, find a photo or short video of the place (they can also draw if they prefer), and plan their posters. •• Allow time for students to check the information on their posters. Walk around and monitor, helping with vocabulary and spelling, if necessary. •• When everyone is ready, allow time for groups to prepare and practise their presentations. Then ask groups to present their posters to the class. One way of doing this would be to display the posters around the classroom and give students a few minutes to just walk around and look at the posters. •• Then tell groups to stand near their posters and present them to the class. Tell students to move around, from poster to poster, and listen to each group’s presentation.

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•• Ask students to close their books. Write See (things you can see), Do (things you can do), Special (things that are special about this place) and Other (other facts about this place) on the board. Ask students to work in small groups. Tell them to write down as many facts as they can remember about the places they learnt about in the lesson. Tell them to use the four categories on the board to help them. Tell groups to share their facts with the class.

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•• After discussing question 2, put students into small groups. Then write all the activities that students have suggested, including those in the book and on the board. Say You’re going to plan a trip to South China – the area you saw in the video. You can use these activities, but you need to say why you chose them. Also talk about where you’ll stay and what else you plan to see, do or eat.

4 Project

Wrap Up

Additional Practice: Workbook p. 85, Online Practice

Optional Activity

•• Ask groups to share their ideas with the class.

•• Ask as many groups to give their presentations as time allows. If necessary, ask some groups to give their presentations during another lesson.

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•• Ask students to open their books to p. 108. Tell them to read the instructions aloud. Say First, just see if the sentences are true or false. Do the first sentence as an example. Tell students to complete the activity individually, but tell them not to correct the false sentences yet. •• Tell students to compare answers in pairs. Tell them to correct the false sentences. Remind them to look at the underlined words. •• Go over answers as a class. Note that there might be more than one correct answer to some items.

2 •• Read the instructions aloud. Go through the first item as a class. Tell students to complete the sentences individually. Tell them to confirm answers in pairs before going over them as a class. •• Extra Support Tell students to circle if in each sentence. This will help make them more aware of the form and which verbs should go where.

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SCHOOL TRIP 3

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School trip 3

Work in pairs. Discuss the questions. 1 Would you like to visit this place? Why? / Why not? 2 If you went to this part of China, what would you like to do (go rock climbing, relax on a boat on the river, take photos, explore)? 3 What would you take with you? How long would you like to stay?

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PROJECT Prepare a group presentation. Work in groups. Choose a place you all agree should be protected. Prepare a presentation about the place for the class. Here are the things you can do to prepare for your presentation: • Find a photo or short video of the place. • Do research to find out why the place is special. • Explain what would happen if there were more people, buildings, cars and roads there. • Make a poster for your presentation.

SAMPLE COPY, NOT FOR DISTRIBUTION SCHOOL TRIP 3 107

Review 5: Units 9–10 1

Write T (true) or F (false). Correct the false sentences. 1 When you prefer something, you like it better than another thing. T 2 You hear with your eyes. F (you see with your eyes/you hear with your ears) 3 You bite with your teeth. T 4 If you meet a friend, you speak to them, but you don’t see them. F (you see them) 5 When you run out of something, you still have lots more of it. F (you don’t have any left) 6 If you have the chance to do something, you can’t do it. F (you can do it)

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Complete the questions. Then ask and answer the questions with a partner. Use the third conditional. would you (you / do)? have done 2 If you had/’d slept (sleep) at school last night, where would you (you / put) your have put

(bite) you yesterday, what

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1 If a snake had bitten

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sleeping bag?

(you / do) if you had/’d found (find) a huge spider in the classroom? have done 4 Where would you (you / go) if you had not/ (not / come) to school today? have gone hadn’t come 5 If you had/’d found (find) a gold coin on your friend’s desk, what would you have done (you / do and say)? and said

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6 How would you (you / get) to school today if the traffic had stopped (stop)? have got

Listen and write. There is one example.

TR: 80

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A trip to the Science Museum 1 opens at: 9.00 a.m. 2 meet at:

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3 meet outside the dinosaur exhibition

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4 Salma interested in exhibition about: the

Write two sentences for each picture to make a story.

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Picture 1

You can look round the dinosaur exhibition before bedtime.

A night at the museum Picture 2

Picture 3 The next morning … You can’t sleep there!

DINOSAURS

I’m tired.

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REVIEW 5: Units 9–10

DINOSAURS

He’s not a dinosaur!

Review 5: Units 9–10 •• Personalize Tell students that they are going to write a story about some friends at a museum. Ask Do you like museums? Who do you go with? What do you do there?

Performance Descriptor •• Can understand simple conversations on everyday topics •• Predict Ask students, in pairs, to look at the notes carefully. Elicit what kind of word might go in each space, for example, a place or time. Tell students that they may hear the information for each space in a different order. Help them understand how the audio may be different by asking them, in pairs, to change the notes into sentences. Do an example with them, for example: 1 The museum opens at ... or The opening time is … Check ideas with the class.

•• Collaborate Ask students to work in pairs to describe orally what is happening in each picture. Monitor and help. Discuss ideas as a class. •• Next, tell students, in their pairs, to write one sentence for each picture. Ask them to check their ideas with another pair. Ask Can you make any improvements? Check their final versions with the class. •• Again in pairs, ask students to connect the ideas in their sentences using and, but or other linking words they know. •• Tell students to write their stories individually. It is best to do this in class so that you can monitor as they work. •• Help My Friend Ask students, in pairs, to check each other’s writing. Give them a checklist with these questions: Is the story the same as the pictures? Has your partner connected the ideas? Has your partner used a variety of vocabulary? Are the grammar and spelling correct? Sample answer: Excellent performance

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•• Make sure students understand the instructions. Play TR: 80. Tell students to complete the activity individually. Play TR: 80 again for students to check their answers. Go over answers as a class.

•• Read through the conversation. Check their understanding of the events.

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Challenges Students often find note-taking difficult. They tend to spend too much time reading and/or writing and miss the next answer. They need practice in how to move on after each item.

•• Ask students to look at the pictures in Exercise 4. Ask Who fell asleep? (The boy in the red T-shirt.)

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Flyers Listening Part 2 Students listen to a conversation and complete five spaces in a note pad. They have to complete each space with words or numbers from the conversation, some of which may be spelled out. This part is testing note-taking with numbers, names and spelling.

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Task Guidance Notes

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The script for TR: 80 is on p. 176.

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•• Own It! In order to help students understand how we only write down the most important things when we make notes, put students into pairs and ask them to think of a message to leave a friend on the phone (for example, about a meeting, homework, shopping, and so on). Monitor and help. Then tell students to work with a new partner to give their message and make notes on the message they hear. Remind them that they must only write the key information. Tell students to then check with each other for accuracy.

A group of friends was at a dinosaur museum at night. But one boy was very tired, and he went to sleep by a dinosaur. The next morning, the museum guide found him asleep. Sample answer: Satisfactory performance The boy went to the museum. He didn’t like the dinosaurs. He fell asleep. (middle sentence not really about the picture; no connectors)

Wrap Up •• Ask students to write three things they learnt in Units 9 and 10. Additional Practice: Workbook pp. 86–87, Online Practice

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Flyers Reading & Writing Part 7 Students write a story based on three pictures using between 20–40 words. They are assessed on: a how closely they describe the pictures b how well they connect the ideas/events in the story c how understandable their story is (vocabulary and grammar) Challenges Students can find this stressful because they have to ‘create’ the story and often worry about how correct their language is. It’s important that they focus on the content of the pictures. As students have to tackle this task on their own, it’s a good idea to do an activity to help them take ownership of/be independent with their work. Performance Descriptors •• Can link phrases or sentences with connectors such as and and but •• Can write simple descriptions of objects, pictures or actions •• Can write a short, simple story

  REVIEW 5: Units 9–10 108a SAMPLE COPY, NOT FOR DISTRIBUTION

UNIT

11 Very mysterious! In this unit, students will:

Language

Twenty-First Century Skills

•• talk about the mystery of bird migration.

Vocabulary GPS, migrate, mystery, position, recognize, sight, smell, solve; appeared, crashing, horror, imagine

Collaboration Work together to brainstorm messages that could be put in bottles, Lesson 3

Grammar •• Reported speech with questions

Communication Discuss mysteries in the natural world, Unit Opener

•• listen to an interview about bird migration. •• use reported speech with questions. •• read about three mysteries. •• use reported speech with asked and told for commands and instructions.

•• Reported speech with asked and told for commands and instructions

•• chant about everyday mysteries.

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•• write a summary of a book, TV programme or film.

Creativity Think of possible explanations for three mysteries, Lesson 3 Critical Thinking Think about and discuss unusual insects, Lesson 7

•• watch a video about bark scorpions.

In the Unit Opener, students will: •• respond to a photo of an interesting tunnel. •• talk about mysteries in the natural world.

Introduce the Theme

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•• Ask students if they have ever gone through a long tunnel in a car or train. Review the meaning of tunnel if needed. This can be done by referring students to Unit 5, p. 52, where they learnt about the Gotthard Base Tunnel. Ask students who answered yes how they felt when they travelled through the tunnel.

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•• Put students into small groups. Say Imagine that you’re walking through a tunnel. What do you think you would see and hear? How do you think you would feel? Tell students to discuss their ideas. Then invite students to share their ideas with the class.

TEACHER TIP When organizing students into groups, think about their proficiency levels and fluency in English. When possible, aim to include a mix of fluency and proficiency levels in each group. It can be helpful for less proficient students to work with classmates who are more proficient and fluent in English. By doing this, students can help and learn from each other.

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Use the Photo •• Ask students to open their books to p. 109. Focus their attention on the photo. Read the caption aloud. Then ask them to describe what they can see in the photo to a partner. Ask Is this what you imagined a tunnel to look like? Listen to several students’ responses.

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Resources: Home School Connection Letter, Classroom Presentation Tool

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•• identify the value Find out for yourself.

•• Tell students to discuss the questions in small groups. Walk around and monitor. •• For question 1, make sure that students understand the photo caption. Ask Do the glow worms always glow or just on certain days? •• For question 2, tell students to discuss their ideas in their groups. Then ask them to share their ideas with the class. Say Put up your hand if you would like to travel through the tunnel in the photo. Put up your hand if you would not like to travel through the tunnel in the photo. Ask students to give reasons for their answers. Then tell them whether or not you would like to travel through the tunnel and your reason(s) for your answers. •• For question 3, ask Do you know of any mysteries in the natural world? If students need prompting, ask or write the following on the board: How do ants know where they live? How do giraffes sleep if they cannot lie down? How do dolphins sleep if they have to breathe every twenty minutes? Ask students to discuss their ideas in their groups. Then invite students to share their ideas with the class.

SAMPLE COPY, NOT FOR DISTRIBUTION

UNIT 11  Very mysterious!

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ABOUT THE PHOTO

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Very mysterious!

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The photo is of a tourist attraction in Helensburgh in New South Wales, Australia. The train tunnels there are famous, and there are numerous stories, including ghost stories, about these tunnels. Despite the glow worms, the tunnels are still quite dark and visitors are encouraged to bring a torch when they go into them. Unfortunately, the glow worm tunnel has been closed since 1st July, 2018. The number of visitors to the tunnel caused the glow worm population to decrease so significantly that the local government decided to close the tunnel until the glow worm population has recovered.

The beautiful, mysterious lights in this train tunnel are made by glow worms on rainy days. The tunnel is in Helensburgh, New South Wales, Australia.

Look at the photo. Discuss the questions. 1 What makes the green lights in the tunnel? 2 Would you like to travel through this tunnel? Why? / Why not? 3 Do you know about any other mysteries in the natural world?

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Vocabulary

ABOUT THE PHOTO

TR: 81

GPS Global Positioning System: something that tells you where you are

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mystery something that’s difficult to explain or understand

This image shows the flight pattern of western harriers above trees in Estany d’Ivars i Vila‑Sana, Spain. The photographer, Xavi Bou, filmed the birds when they were flying. Then, he put pieces of the film together to make this unusual image.

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Listen and repeat.

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The photo is one of many images by Spanish photographer Xavi Bou. It is part of a project called ‘Ornitographies’, which he says is an attempt to capture the beauty of nature and represent it in new and interesting ways. He uses a technique called chronophotography, which means combining two or more photos into a single image. Bou uses Photoshop to create his images.

position a place where something or someone is sight something you see

smell something you sense through your nose

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migrate to move to a different place

recognize to remember something or someone when you see that thing or person solve to find the answer to something or to fix a problem

Complete the sentences with the words from Exercise 1.

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migrate 1 Many kinds of birds north to the south in winter.

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2 We aren’t sure how birds find their way. It’s mystery that scientists are trying to a solve . 3 I saw an eagle flying yesterday. It was an sight amazing ! 4 If you’re lost, you can use a map, a position GPS or even the stars to help you find your way.

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5 I don’t recognize this place. I don’t think I’ve ever been here before. 6 What’s that delicious baking a cake?

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Listen to the interview about the mystery of bird migration. Then complete the TR: 82 text. Use one word for each gap.

Birds 1 migrate thousands of kilometres every year. Birds in the north fly to warmer south places in the 2 where there’s more food and they can build their nests. Experts are solve the mystery of how birds trying to 3 find their way back to the same places. They GPS think birds may have their own 4 systems which help them and they may also be able to 5 recognize places. However, no one mystery really knows, so it’s still a 6 .

VALUE

Find out for yourself. Workbook, Lesson 6

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UNIT 11 Very mysterious!

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•• Extra Support Play TR: 82 a third time or more, if necessary.

In this lesson, students will: •• practise the meaning and use of vocabulary related to bird migration. •• listen to an interview about bird migration.

Script for TR: 82

•• Write on the board: Why do birds fly [south/north]? (depending on where in the world you are). Listen to a few students’ answers. Then say Because it’s too far to walk! Make sure students get the joke. •• Then ask How do birds know how to find the same place every year? What do you think? Listen to students’ ideas.

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•• Focus students’ attention on the new words in bold and their definitions. Play TR:81. Ask students to follow in their books as they listen and repeat the new words in bold.

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•• Read the instructions aloud. Do the first item as a class.

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•• Ask students to complete the activity individually. Then ask them to compare answers in pairs before going over them as a class.

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•• Extra Challenge Tell students to choose three words from Exercise 1 and write their own sentences using them. Invite students to share their sentences with the class.

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Presenter: How long do they stay in those places? Expert: Usually till autumn, when it starts getting cold. So, birds in the north will start to fly south to warmer places. But they always come back again the next spring, often to the same place. Presenter: But how do they know the way? I have all sorts of things – like maps and technology – to help me find my way to places, but I still get lost sometimes.

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•• Use the Photo Ask students to open their books to p. 110. Focus students’ attention on the photo. Read the caption aloud, pausing at the end of the first sentence. Ask What can you see? Where’s it from? Read the rest of the caption. Then explain how the image was created. See the About the Photo box for more information about the photo.

Expert: Well, in spring, birds like to fly to places where there’s lots of food and where they can build their nests.

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Warm Up

Presenter: How many of you see the same kinds of birds in your garden or in the park every year? They appear in spring and then they disappear in autumn. We know that most birds migrate thousands of kilometres every year, so we asked a bird expert to explain where they go and why they move around so much.

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Resources: Audio Tracks 81–82, Classroom Presentation Tool, Workbook pp. 88 and 93, Workbook Audio Track 32, Online Practice

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•• identify the value Find out for yourself.

•• Focus students’ attention on the new words in bold.

•• Value: Find out for yourself At this point, you can introduce the value Find out for yourself into the lesson. Ask If you want information about a topic, where can you look and who can you ask? Listen to students’ answers. For additional practice, ask students to complete Lesson 6 of the Workbook in class or for homework.

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•• Ask students to close their books. Play TR: 82 and ask them to listen once for gist. Then ask them to open their books to p. 110 and read the text.

Expert: Birds are really clever, aren’t they? We’re not really sure how they do it, but we think they have their own natural GPS systems which help them to follow the same route every year. The position of the stars and the sun also helps them. Presenter: That’s amazing!

Expert: Also, young birds have learnt the route from their parents. They seem to remember which way to go even when they’re still young. Presenter: Wow! So, can they recognize places they’ve been to before? Expert: Some scientists think birds can recognize sights and also smells. But we don’t really know for sure. We still haven’t solved the mystery of how they find their way back to the same place each year, and one thing birds can’t do is explain it to us!

Optional Activity

•• Tell students to complete as much of the text as they can in pencil. Then tell them to put a tick next to the answers they feel confident about. Tell them to put a question mark next to any answers they are unsure about or did not complete. Reassure them that they will have a chance to listen again to check their answers and write any missing words.

•• Put students into groups and ask them to think of two questions they would like to ask the expert. Then ask groups to share their questions with the class. Ask Where could you find the answers to these questions? Listen to students’ ideas.

•• Play TR: 82 again. Tell students to check their answers and write any words they missed. Ask students to compare answers in pairs. Then go over them as a class.

•• Ask students to write down something interesting they learnt in the lesson. Then invite students to share their ideas with the class.

•• Listening Strategy: Listening to Check Answers  After students have listened to a text once for gist, ask them to try to answer the activity items in pencil. Encouraging students to do this will help them identify the information they need to listen for the next time.

Wrap Up

Additional Practice: Workbook pp. 88 and 93, Online Practice

UNIT 11  Very mysterious! 110a SAMPLE COPY, NOT FOR DISTRIBUTION

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3 •• Refer students to the green grammar box. Point out that after the question words and if, we use statement not question word order. For example, point out that he liked birds, the birds ate, the birds had gone and the birds would come back are statements, not questions.

In this lesson, students will: •• use reported speech with questions. •• use reported speech to report a short conversation between classmates.

•• Tell students to complete the activity individually. Then ask them to compare answers in pairs. Then go over answers as a class.

Resources: Classroom Presentation Tool, Workbook p. 89, Online Practice

•• Walk around and monitor. Pay specific attention to word order. Offer help if necessary.

Materials: pieces of paper with the following sentences written on them: I’m eating fish., I like pizza., I don’t like playing badminton., I want to go to the park., I’ve already seen this film.

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•• Ask students to open their books to p. 111. Read the explanation in the green grammar box aloud.

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•• Ask students to look through the four example sentences and find the yes/no question. If is used in reported speech with Yes/No questions. Tell students to circle if as a reminder. Point out that when reporting a wh- question, we repeat the question word (Who, What, When, Where, Why, How) after the verb asked.

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•• Ask students to identify the question words in the other examples. (why, what, when) Point out that we don’t use do, does and did in reported speech questions.

•• Read the instructions aloud. Ask students to complete the activity individually. Remind them about the verb form shifts in reported speech. Tell them to compare answers in pairs. Then go over answers as a class. •• Extra Support Ask students to circle the verbs in the direct speech sentences before selecting their answers.

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•• Extra Challenge Ask students to create and memorize a short conversation from Exercise 4. Then ask them to roleplay the conversation for the class.

Optional Activity

•• Prepare a set of answers that you can say to students. Some example answers are: I’ve got two cats., I work in a school., Yes, I can., No, I don’t., I live on [Oak Street]. Say I went to dinner last night with a friend from my primary school. She asked me many questions. I’ll tell you my answers and you have to say what she asked me. Start the activity by saying I’ve got two cats. Elicit from students what the question was. Tell them to use reported speech. (He/She asked you if you had any pets and you said you’d got two cats.)

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•• Put students into groups of three to complete the activity. Walk around and monitor. Check for correct word order and verb forms. Make notes of errors for the Wrap Up activity, unless immediate error correction is required.

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•• Ask students to work in groups of four. Tell them to stand in a line. Give a piece of paper with a sentence written on it to the first student in each line (see Materials above). Tell him/ her to read the sentence and then whisper it to the second student in the line. Tell them to continue until it gets to the fourth student. Instruct the fourth student to use reported speech to say what he/she heard. Use the first sentence (I’m eating fish.) as an example. Remind them of the verb form shift from am to was. Say [He/She] said [he/she] was eating fish. Correct errors as needed.

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•• Briefly review reported speech. Say Let’s play a game. Write on the board: The teacher said … Ask students to complete the sentence orally. Remind them of the verb form shifts in reported speech.

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Warm Up

•• Go over the instructions. Invite two volunteers to read the example speech bubbles aloud with you. Then ask them to do one more example with you. Ask the first volunteer What’s your favourite food? Prompt him/her to answer. Then say to the second volunteer I asked [Daniella] what [her] favourite food was and [she] said [chocolate cake]. Prompt him/her to say That’s right or No, [she] didn’t.

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Wrap Up •• Do error correction with some of the errors from Exercise 4. When using errors from students, make sure the errors are kept anonymous. Common errors that can be used for this activity include: I asked [Paul] where did you go (he went) last night and he said he went to the cinema. I asked [Rashid] what he did last night before bed and he said he plays (played/had played) video games. •• Elicit the errors in the sentences and clarify as necessary. Additional Practice: Workbook p. 89, Online Practice

SAMPLE COPY, NOT FOR DISTRIBUTION

UNIT 11  Very mysterious!

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Study the grammar box. Reported speech with questions We can use reported speech with questions. When we do, we leave out do or does. If it’s a question which will have a yes or no answer, we need if. Direct speech

The presenter asked the expert why he liked birds.

The student: What do the birds eat?

The student asked what the birds ate.

The boy: Have the birds gone?

The boy asked if the birds had gone.

The girl: When will the birds come back?

The girl asked when the birds would come back.

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Complete the sentences. Use reported speech.

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The presenter: Why do you like birds?

1 The children: When can we watch a film? The children asked when they could watch a film 2 My mum: Have your friends arrived?

My sister asked where those birds are / were from.

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My mum asked me if my friends had arrived

2 Kim: When will the birds fly south again?

I asked my friends why they were late

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4 My brother: What are you going to do today? My brother asked what we were going to do today

3 Irina: Who took the photograph?

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4 The teacher: Why do you have to leave early today?

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The teacher asked me why I had to leave / have to leave early today.

5 My parents: Can they come to the party? My parents asked if they could come / came to the party. 6 Tomas: What did the presenter say?

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3 Me: Why are you late?

Kim asked when the birds would fly / will fly south again. Irina asked who took / had taken the photograph.

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1 My sister: Where are those birds from?

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Reported speech

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5 My sister: Where’s my book? My sister asked where her book was

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Work in groups of three. Student A asks a question. Student B answers. Then Student A reports the conversation to Student C. Student C agrees or disagrees with the report. What are you going to do after school today? I’m going to go shopping with my mum.

I asked Mari what she was going to do after school today. She told me she was going to go shopping with her mum. That’s right.

Tomas asked what the presenter said / had said.

UNIT 11 Very mysterious! 111 SAMPLE COPY, NOT FOR DISTRIBUTION

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Reading

Work in pairs. Discuss the questions. 1 Can you think of any mysteries which have not been solved? If so, can you think of an explanation? 2 Has anything surprising or mysterious ever happened to you? What was it?

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Listen and read.

TR: 83

How did that happen?

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The bottle

In 2012, Niels Gade, a fisherman from Denmark, was surprised to find a bottle in the sea near the coast north-west of Copenhagen. In the bottle, there was a piece of paper with a name and address: ‘James Christopher, 25 St Paul’s Street, Cardiff’. Niels knew Cardiff was in Wales, so he wrote to James and asked him to send more information about himself. But the post office returned the letter. They said that there was no 25 St Paul’s Street in Cardiff. So, what do you think had happened?

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Imagine what a surprise you would have if you saw a man floating above your house! This is what happened to Mark Taylor, of Rainham, UK. It was a stormy day and Mark was in his garden. He looked up and saw a strange sight – a man in the sky hundreds of metres above the town. He had no parachute or flying suit. Mark took photos on his phone and sent them to friends on the internet. He asked them to share the photos with others, hoping someone could explain the mystery. Can you?

cross the road and then puts his hands up in horror. A few seconds later a minibus and two cars jump into the air before crashing down to the ground again. Luckily no one was hurt, but how can the flying cars be explained? How did that happen?

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The floating man

The flying cars

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A video of a strange accident in Xingtai, China, appeared on the internet in 2015. Many people saw the video and told their friends to watch it. In the video, a man starts to

appeared

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horror crashing

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New words: imagine

Read again. Tick (✓) the correct mystery. The floating man 1 Something very strange happened in a street in China.

The flying cars ✔

2 There was a name and an address on a piece of paper.

✔

3 Many people told their friends to watch the video. 4 A man appeared in the sky.

✔ ✔

5 The letter was returned. 6 The man asked his friends to share the photos.

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✔ ✔

SAMPLE COPY, NOT FOR DISTRIBUTION

UNIT 11 Very mysterious!

The bottle

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•• Reading Strategy: Re-reading a Text Encouraging students to re-read a text allows them to explore the text in more depth, especially if they are asked to read for a different purpose each time. For example, in Exercise 2, they are doing a global reading, and in Exercise 3, they are reading for the specific information they need in order to complete the table.

In this lesson, students will: •• read a text about mysteries. •• identify information about three mysteries. •• brainstorm possible solutions to the mysteries. Resources: Audio Track 83, Classroom Presentation Tool, Workbook p. 90, Online Practice Materials: a world map

•• Extra Challenge Ask students to write their own sentences about the text. Then put students into pairs and ask them to share their sentences. Tell students to take turns identifying which mystery each sentence refers to.

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•• In groups, tell students to brainstorm different messages that could be put in a bottle and write them down. •• Ask students to share their messages with the class. Tell the class to vote on the best message.

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The floating man was a science experiment to see how long people can fly if they were wearing special clothes designed by a scientist. (F) The floating man was actually a balloon of a Star Wars Stormtrooper that escaped from a five-year-old boy’s birthday party during a storm. (T)

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•• Tell students that you are going to tell them explanations – two at a time. Tell them to decide which explanation is true for each mystery and which is false. Then say the following explanations:

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•• Write Message in a bottle on the board. Ask Why would someone write a message, put it in a bottle and throw it into the sea? Why wouldn’t they use email or a letter instead? Ask students to discuss in pairs. Then ask them to share their ideas with the class. Ask if anyone has ever found a message in a bottle or if they know someone who has.

•• Organize students into small groups. Tell them to brainstorm explanations for each mystery. Walk around and monitor. Make sure that students remain on task and that everyone participates. Invite students to share their explanations with the class.

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Warm Up

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•• Put students into pairs. Tell them to discuss the questions. Then invite students to share answers with the class. If students have difficulty coming up with examples of mysteries for question 1, prompt them by asking Have you heard of the Loch Ness Monster? Has that mystery been solved? How would you explain it? Or give an example of another well-known mystery.

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•• Ask students to open their books to p. 112. Write the following on the board: The floating man, The flying cars and The bottle. Say You’re going to read about these three mysteries. Read and find out which country each mystery took place in. Play TR: 83 and tell students to listen and read.

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•• Help students, if necessary, with the new words listed below the text.

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•• Invite volunteers to say in which country each of the mysteries took place. (The floating man – the UK, The flying cars – China, The bottle – Denmark; The bottle was found in Denmark, but the message came from Cardiff, Australia.) •• Extra Support Tell students to read the mysteries aloud together. Put students into groups of three. Ask each student in the group to read about one of the mysteries. If they are uncertain of the pronunciation or do not want to read on their own, encourage them to listen to the other students in their group.

3 •• Read the instructions and the six sentences in the table aloud. Do the first item as a class. Then tell students to reread the text and complete the activity individually.

The flying cars were lifted into the air by a broken cable that had fallen across the street near the ground. (T) The clip is actually from a film that was made in Hong Kong about a girl with special powers. (F) There used to be a 25 St Paul Street, but the house was destroyed two hundred years ago. (F) The bottle had travelled all the way from a different Cardiff – not Cardiff in Wales, but Cardiff in Australia. That’s more than nine thousand miles! (T)

•• For the last mystery, show students the difference in distance on a world map. Then ask them to compare the actual explanations to the explanations they brainstormed earlier. Ask if any of their explanations were close to the real explanations.

Optional Activity •• Put students into pairs. Say You’re going to role-play a news report about one of the mysteries from the text. One of you will be a news reporter and the other will be a person from one of the mysteries. Think of the questions you can ask and how you would answer them. •• Tell pairs to plan and practise their role-plays. Then invite pairs to role-play their news interviews for the class.

Wrap Up •• Ask students which of the mysteries and which of the explanations they found most interesting and why. Additional Practice: Workbook p. 90, Online Practice

•• When everyone has finished, ask students to compare answers in pairs. Then go over answers as a class.

UNIT 11  Very mysterious! 112a SAMPLE COPY, NOT FOR DISTRIBUTION

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•• Write PLEASE on the board. Say I’m going to ask someone to give me a command or make a request and you’re going to tell me what he or she said. If I point to the word PLEASE on the board, it means it was a request. If I don’t point to it, it means it was a command. Ask a volunteer to give you a command or request from his/her group’s list. Perform the action. Point to PLEASE if the student made a request. Ask the class what the command or request was. Remind them to use reported speech and asked or told.

In this lesson, students will: •• use asked and told with reported speech commands and instructions. Resources: Classroom Presentation Tool, Workbook p. 91, Workbook Audio Track 33, Online Practice

•• Tell one student in the group to whisper his/her command or request to another student in the group. Tell this student to perform the action. Remind them to point to the word PLEASE on the board if was a request. Ask group members to identify the action or command using reported speech and asked or told. Once the group has correctly identified the command or request, tell them to cross it off their list.

Warm Up •• Play Simon Says with the class. Use both affirmative and negative commands with Don’t so it ties in with the grammar explanation. For example, say Simon says Stand up. Simon says Touch your nose. Simon says Don’t touch your nose. Sit down. Instruct students to only follow the instructions that begin with Simon says and ignore the others. Tell those who follow the instructions without Simon says to become watchers; tell them to look to see who is following the commands properly.

•• Extra Challenge Once the command or request has been identified, ask students to write it down.

Optional Activity

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•• Tell students to brainstorm different questions, commands and requests that they might hear at a restaurant. Write these on the board.

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•• Encourage students to write down a few classroom commands from the game. Ask them to include negative commands with Don’t. Invite volunteers to the front to be ‘Simon’ and give commands.

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•• Clarify the difference between a command and a request, and when to use told or asked. Ask If I say Please pass me a pen, do you use asked or told? (asked) If I say Sit down, do you use asked or told? (told)

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•• Allow pairs time to write their list of complaints. Walk around and monitor. Offer help if necessary.

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•• Use the examples from Simon Says to further emphasize the use of to and not to. Only told can be used in these examples since they are commands.

•• Tell students to work in pairs or groups of three. Tell them to imagine that they went to a restaurant and that the service at the restaurant was bad and they need to complain to the manager. Instruct them to write a list of complaints for the manager, for example, We asked our waiter to bring water, but he didn’t. He told us the bread was free, but it wasn’t. Remind them to use reported speech with asked and told.

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1 •• Read through the explanations in the green grammar box with students. Then invite volunteers to read the example sentences aloud. Draw students’ attention to the words to and not to in the examples.

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•• Read the instructions aloud. Point out the word order of the reported command or request. Tell students to complete the task individually. Tell students to check answers in pairs. Then go over answers as a class.

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•• Extra Support Tell students to first identify if the imperative in the direct speech is a command or a request before doing the activity.

3 •• Read the instructions aloud. Model the activity by quietly giving a command or request to a volunteer. For example, say [Open/Close] the door. Promp the volunteer to perform the action (request or command). Ask the class what you said to the student. Listen to students’ answers. Remind them to use reported speech and pay attention to the form of the verb.

•• Ask pairs to share their lists with the class.

Wrap Up •• Ask students to think about the activities they did in this lesson. Tell them to think individually about their answers to the following questions. Then ask them to share answers in small groups.

I enjoyed

most because

I thought

was difficult because

Additional Practice: Workbook p. 91, Online Practice

SAMPLE COPY, NOT FOR DISTRIBUTION

UNIT 11  Very mysterious!

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•• Invite students to share answers with the class. If student responses identify a specific area of difficulty, review it again in the next lesson.

•• Tell students to work in small groups. Give groups a minute or two to write down a few requests and commands.

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Work in pairs. Think of an explanation for each mystery. Listen to other explanations and guess the real one.

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Study the grammar box. Reported speech with asked and told We use asked for requests and told for commands and instructions. We need to or not to before the command or the request.

ABOUT THE PHOTO

The photo shows a message in a bottle. People have been sending messages in bottles for centuries. The first known message in a bottle was sent in 310 BCE by the Greek philosopher Theophrastus. He sent it to help prove that the Mediterranean Sea and the Atlantic Ocean were connected.

‘Look at the floating man,’ Mark said to his friends. Mark told his friends to look at the floating man.

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‘Explain the mystery of the flying cars to me,’ Rashid said to me. Rashid asked me to explain the mystery of the flying cars to him.

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‘Please don’t cross the road,’ the teacher said to the children. The teacher asked the children not to cross the road.

Complete the sentences. Use asked or told and reported speech.

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1 ‘Please don’t show the photos to everyone’, said Kara to her sister. asked Kara to everyone

her sister not to show the photos .

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2 ‘Don’t park in front of the police station,’ said the police officer to the photojournalist. told

The police officer

the photojournalist .

not to park in front of the police station

3 ‘Bring some water,’ said the teacher to the students. The teacher

told

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some water

the students to bring .

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4 ‘Please don’t leave any rubbish,’ said the tour guide to the visitors. The tour guide

asked

any rubbish

the visitors not to leave .

5 ‘Don’t be late,’ said the mother to her children. The mother

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told

her children not to be late .

Work in groups. Student A quietly gives a command or makes a request and Student B acts it out. The rest of the group guesses the command or request.

UNIT 11 Very mysterious! 113 SAMPLE COPY, NOT FOR DISTRIBUTION

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Chant

ABOUT THE PHOTO

The photo shows the northern lights in Iceland. They are also called aurora borealis. These lights are visible at both poles. At the South Pole, they are called aurora australis. They are caused by charged particles from the sun that crash into particles at the poles. The most common colour is a pale yellow-green, which is caused when the particles crash into oxygen at about 100 kilometres above the earth’s surface. Different heights and different particles (like nitrogen) cause different colours.

Listen, read and repeat. Can you TR: 84 explain any of the mysteries?

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Listen again and chant.

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Divide into five groups, one for each verse. Listen and chant in groups.

TR: 85

TR: 86 and 87

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It’s a mystery!

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3 Why do I go red When everyone’s looking at me? There may be an explanation, But to me it’s a mystery!

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2 Why does time fly when we’re having fun, But slow down when there’s not much to do? Is there an explanation, Or is it a mystery too?

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1 Why do birds migrate every year? I’m asking you to tell me. How do they know where to go? It’s a mystery!

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4 Why do we sometimes find mushrooms Growing on a tree? There might be a very good reason, But I think it’s a mystery!

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5 What makes the Northern Lights appear And shine over the sea? I asked someone to tell me, But it’s still a mystery!

The Northern Lights (aurora borealis) in Iceland

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UNIT 11 Very mysterious!

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Optional Activity 1 •• Ask students to read through the chant again and brainstorm one action per verse. For example, in the first verse they can just be making a flapping motion with their hands or arms to represent birds migrating.

In this lesson, students will: •• chant about everyday mysteries.

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•• talk about the northern lights. •• discuss the mysteries in the chant. Resources: Audio Tracks 84–87, Classroom Presentation Tool, Online Practice

•• Divide the class into five groups. Assign each group a verse. Then play TR: 86. Tell students to listen and practise the chant in their groups. •• Play TR: 86 (with lyrics) or TR: 87 (instrumental only). Tell groups to take turns chanting their verses for the class.

•• Tell students they’re going to chant about and discuss a few more mysteries in the lesson.

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Optional Activity 2

•• Ask students to recall some of the other mysteries they learnt about and discussed in the unit so far, for example, the tunnel on the Unit Opener page. Write them on the board. •• In pairs, ask students to write another verse for the chant, using one of the mysteries from the unit or their own ideas. Walk around and monitor. Help with ideas and rhyming words as needed. •• Invite pairs to chant their verses for the class.

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•• Play TR: 84. Tell students to listen and repeat. Ask students to find words they are not sure of while they listen and circle them.

•• Extra Challenge Ask students to try to chant their verse from memory, without looking at their books. For an additional challenge, they can try to memorize more than one verse.

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•• Use the Photo Ask students to open their books to p. 114. Focus their attention on the photo and read the caption. Ask What can you see in the photo? Would you like to see the northern lights? Do you know anyone who has? What do you know about them? Listen to students’ answers. Then ask Can you think of any other natural mysteries like these? If needed, provide another ‘mysterious’ phenomenon from the natural world, for example, fireflies.

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•• In pairs, tell students to try to work out the meanings of the words they circled. Walk around and provide help if necessary. Then ask students to share any words they circled. Clarify the meanings of the words as a class.

•• Play TR: 84 again. Then ask Can you explain any of the mysteries? Go through the mysteries in each of the verses. As a class, brainstorm possible explanations for each mystery. Explanations are as follows:

Wrap Up •• Ask students to close their books. Tell them to try to remember the mysteries from the chant. Then ask Which of these mysteries do you find most interesting and why? Listen to several students’ answers and reasons. Additional Practice: Online Practice

Verse 1 (Bird migration was discussed in Lesson 2.)

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Verse 2 (Time flies because time appears to go more quickly or slowly depending on whether we’re bored or having fun.)

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Verse 3 (We turn red when we are embarrassed because our bodies release adrenaline, which increases our breathing. The extra blood flow causes us to turn red.)

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Verse 4 (When we see mushrooms growing on trees, it usually means that the tree isn’t healthy.) (See the About the Photo box for information about the northern lights.)

2 •• Read the instructions aloud. Play TR: 85. Ask students to listen and chant. •• Extra Support Play TR: 85 again and pause after each pair of lines. Tell students to listen and repeat.

UNIT 11  Very mysterious! 114a SAMPLE COPY, NOT FOR DISTRIBUTION

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•• Tell students to swap their sentences with a partner. Tell them to check for meaning and see if they used any of the same adjectives. •• Invite students to share their sentences with the class. Correct errors as necessary.

In this lesson, students will: •• read a summary of the ‘The Adventure of the Speckled Band’.

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•• identify the features of a summary.

•• Tell students to write a summary about a book, TV programme or film they enjoyed. Tell them that their summaries should include information that answers the questions in the grey box in Exercise 2. Give them time to brainstorm answers to the five questions in the grey box from Exercise 2.

•• focus on the prefix un-. •• write a summary of a book, TV programme or film. Resources: Classroom Presentation Tool, Workbook p. 92, Online Practice Materials: poster paper, glue, coloured pencils or felt tips

•• Once students have planned their writing, tell them to write their summaries. Monitor and offer help as needed.

Warm Up

•• You could assign the writing activity for homework. If you do it in class, include a peer-editing stage after the first draft. Ask students to swap their work with a partner. Tell them to check if their partner included his/her opinion and used adjectives with the prefix un- correctly. Then tell students to write a second draft, incorporating suggested changes.

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•• Ask Do you like detective stories or programmes? Ask students to discuss in pairs. Then ask them to share their ideas and reasons with the class.

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•• Ask Do you think a detective’s job is easy or hard? Do you think it’s interesting or boring? Ask students to discuss their ideas in pairs and then share them with the class.

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•• Ask students to open their books to p. 115. Tell them to look at the photo and read the caption. Ask Have you ever heard of Sherlock Holmes? Where’s Sherlock Holmes from? What do you know about him? Do you like his stories? Ask students to share their answers with the class.

•• Put students into pairs and tell them to discuss step 1.

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•• For step 2, students can read an abridged version of the story, or you can tell them the answer. Say The speckled band is a poisonous snake that the father used to kill his oldest daughter before she got married. The father wanted to use it again to kill his second daughter before she got married. His late wife left money for the daughters when they got married, and he didn’t want them to get married, so he could keep the money.

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Optional Activity 1 •• Tell students to use their summaries to present a short radio advert for an upcoming film or book. They can work individually or in pairs. If working in pairs, tell them to choose which summary they will use. Tell students to brainstorm and prepare how they will structure the advert by thinking about the name and plot of the story and why people would like to read or see it. Then ask students to perform their adverts for the class. Tell students to vote on the most convincing performance.

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•• Refer students to the words in the glossary under the photo. Clarify the meanings of the words if necessary. •• Ask students to read the summary.

•• Extra Challenge Ask students to read their second draft to a different partner. Tell pairs to take turns asking questions for clarification or more information. At the end, tell students to give their own opinion of the book, film or TV programme from their summary.

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•• Extra Support Tell students to write about the fable from Reading extra 2 (Anansi the wise) on pp. 86–87 if they are struggling to recall a book or TV programme to write about. They can easily re-read it and use it for the summary, as it will be fresh in their minds.

Optional Activity 2 •• Tell students to make a summary poster to ‘publish’ their work by putting it up in the classroom. Hand out poster paper, glue and coloured pencils or felt tips.

•• Tell students to complete steps 1–3. Then ask them to compare answers in pairs. Then go over answers as a class.

•• Tell students to copy their summaries onto the poster paper in groups. Tell them to decorate their posters with pictures of scenes from the story, film or TV programme.

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•• Read the instructions aloud. Go through the information in the grey box. Explain that this list is like a road map to help them write a good summary. Clarify any unknown words.

3 •• Focus students’ attention on part a. Go over the instructions. Then go through the information in the grey box. Tell students to make their lists. Tell them to compare their lists in pairs and add any adjectives they may have missed. •• Elicit other words students might know that also use un- for making the opposite. Write these on the board. •• Read the instructions for part b aloud. Then tell students to write their sentences. Walk around and monitor, offering help as necessary.

115a 

•• Display the posters around the classroom. Tell students to walk around the room and read and look at the different summary posters.

Wrap Up •• Tell students to close their books. Ask What information do we need to give in a summary? Listen to students’ answers. Then ask What don’t we include in a summary? Listen to students’ answers. Additional Practice: Workbook p. 92, Online Practice

SAMPLE COPY, NOT FOR DISTRIBUTION

UNIT 11  Very mysterious!

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Read the summary. Do steps 1 and 2.

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1 Tell a partner what you think happens at the end of the story.

‘The Adventure of the Speckled Band’ is a story by the writer Arthur Conan Doyle. It’s about Sherlock Holmes, the popular detective, who’s an expert at solving mysteries. In this story, Holmes is asked by a very unhappy woman to find out how her sister died. Holmes visits the house in the countryside near London to look for clues. He discovers that the woman’s sister died in a very tidy room with only a bed, a bell rope and a hole in the wall. Just before she died, she said the words ‘the speckled band’. Is this a clue?

• What’s the name of the writer?

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• Who’s the main character and what’s he/she like?

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• What are the other characters like?

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• Where does the story take place?

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Is there any other important information the reader needs to know?

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Don’t give your own opinion.

1 List the important information you should include in a summary. 2 Answer the questions in the box above for ‘The Adventure of the Speckled Band’. 3 What should you not do in a summary? give your own opinion

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A prefix is something that goes in front of a word and changes the meaning. If we add the prefix un- to some adjectives, it changes the meaning to the opposite. For example, unkind means not kind.

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b Choose three of the adjectives with the prefix un- and write a sentence for each one.

The Adventures of Sherlock Holmes, 1939

clue something that helps solve a mystery speckled covered in small spots band something long and thin that can be wrapped around something else

Writing skill The prefix un-

a Read the information in the box. Make a list of the adjectives in the summary of ‘The Adventure of the Speckled Band’. Then add or take away the prefix to change the meaning to the opposite.

The photo shows the famous Sherlock Holmes and his partner, Dr Watson. The first ‘The Adventure of the Speckled Band’ film came out in 1931 and was in black and white. The popularity of Sherlock Holmes means that there have been many remakes of the film, and it has also been produced as a TV series. ‘The Adventure of the Speckled Band’ is not unique in this sense, since almost all the Sherlock Holmes stories have been made into TV shows or films.

GLOSSARY

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• What’s the name of the story, book or film?

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As usual, Holmes looks at all the information – information which might seem unimportant to us – and solves the mystery. Read the story to find out what happens!

ABOUT THE PHOTO

Read the information in the box. Then look at the summary and do steps 1–3. When we write a summary, we need to give some important information, for example information that answers the following questions:

2 Find out if you’re right.

The man who lives in the house is very unfriendly. Holmes discovers that he’s recently been to India …

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Writing A summary

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Write a summary of a book, TV programme or film you have enjoyed.

UNIT 11 Very mysterious! 115 SAMPLE COPY, NOT FOR DISTRIBUTION

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Video A striped bark scorpion under blacklight in Kimble County, Texas, USA

ABOUT THE VIDEO

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The video talks about the bark scorpion and its fascinating ability to glow in the dark. There are many theories as to why these scorpions light up in the dark. One theory is that they do it to scare off predators. Another is that glowing in the dark makes it easier for them to find each other. The bark scorpion is the only scorpion species in Arizona, US, that is considered dangerous to humans.

Look at the photo. What’s unusual about this scorpion? What would you like to know about it?

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Watch the video. Tick (✓) the question that scientists are trying to Video 14 answer about bark scorpions.

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1 What do they eat? ✔

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2 Why do they light up in the dark? 3 Why do they sting?

4 Why are they important to the environment?

Watch the video again. Circle the correct answer.

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Video 14

1 Bark scorpions live in the southern US, Mexico and Canada / Costa Rica / Brazil.

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2 Bark scorpions’ claws / tails / teeth are very dangerous.

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3 A bark scorpion’s sting can make a person sick for up to three hours / days / weeks. 4 If you shine a UV light / a torch / a lamp on them, they light up. 5 Bark scorpions are important to the environment because they light up / scare other animals / eat insects.

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Work in groups. Discuss the questions. 1 How did you feel while you were watching the video? 2 What words would you use to describe bark scorpions? 3 Do you know of any other kinds of creatures that light up in the dark? What are they? When and where do you usually see them? 4 Can you think of any other unusual insects? What’s unusual about them?

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UNIT 11 Very mysterious!

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3 •• Read the instructions aloud. Do the first item as a class. •• Tell students to read through the other items. Tell them to answer any questions they can recall from the first viewing of the video, but assure them that they will have a chance to watch it again and check their answers.

In this lesson, students will: •• watch a video about bark scorpions. •• respond to the content by answering questions and discussing bark scorpions. •• discuss and share information about other interesting insects. Resources: Video 14, Classroom Presentation Tool, Online Practice Materials: a world map; photos of creatures that glow in the dark, such as fireflies or fish that live in the deep ocean End-of-unit resources: Worksheet 6.11, Unit 11 Test, ExamView Assessment Suite

•• Play Video 14 again. Tell students to check their answers and complete any they were unsure of. •• Ask students to compare answers in pairs. Then go over answers as a class. •• Extra Support Play Video 14 again. Pause after the relevant information for each item is given.

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•• Extra Challenge Put students into groups and tell them to write down as many facts as they can remember about bark scorpions. Invite groups to share their sentences with the class. You could also play Video 14 again and tell students to check that their facts are correct.

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•• In small groups, tell students to think of creatures they might see in these places. They can refer to animals they learnt about in previous units.

•• Tell students to discuss questions 3 and 4 in small groups. Then ask them to share with the class.

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•• Write the southern US, Mexico and Costa Rica on the board. Show students where these places are on a world map. Ask What’s the weather like in these places? Explain that these areas/countries are near the equator and that they are generally very hot. There are also desert-like areas and very tropical areas.

•• For questions 1 and 2, tell students to discuss in pairs. Then ask them to share their answers with the class.

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•• Read the instructions aloud. Then ask students to discuss the questions.

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•• Say At the beginning of this unit, we learnt about worms that glow in the dark. Hold up p. 109 of the Student’s Book and show them the photo of the tunnel with the glow worms. Then ask Do you know of any animals or plants that glow in the dark? If necessary, clarify the meaning of glow in the dark. Prompt them by showing photos of some other creatures that glow in the dark, for example fireflies or fish that live in the deep ocean.

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•• Ask students to open their books to p. 116. Focus their attention on the main photo. Ask What kind of creature is this? What do you know about it? If students need prompting, ask What do they do with their tails? (hit, sting) Listen to students’ answers.

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•• Tell students to read the first question and discuss in small groups. Tell them to make notes about what is unusual about the scorpion and what else they would like to know about it.

Optional Activity •• Ask students to research some of the creatures they mentioned and prepare a short presentation about the creature for the class. This can be accompanied by slides, a poster or just a photo.

Wrap Up •• Tell students to look back through Unit 11 and decide what their favourite part of the unit was and why. Tell them it could be an activity they really enjoyed or information they found very interesting. •• Tell students to stand up, walk around the class and talk to a few different classmates about their favourite part of the unit. •• Ask students to sit down again. Then invite volunteers to talk about their favourite parts of the unit. Ask if they talked to anyone whose favourite part was the same. Additional Practice: Worksheet 6.11, Online Practice

•• Ask groups to share answers with the class.

2 •• Read the instructions aloud. Then tell students to read through the answer choices. Play Video 14. Tell students to watch the video and tick the correct question. Tell them to also see if the video answers any of their questions from Exercise 1. •• Tell students to check their answers in pairs. Then go over answers as a class. The script for Video 14 is available on the Teacher’s Resource Website.

UNIT 11  Very mysterious! 116a SAMPLE COPY, NOT FOR DISTRIBUTION

UNIT

12 Fascinating places In this unit, students will:

Language

Twenty-First Century Skills

•• talk about photography and fascinating places around the world.

Vocabulary clear, luxurious,opportunity, ordinary, perhaps, relax, successful, sunrise, sunset; attraction, hang out, natural, resort

Collaboration Work together to plan actions for a verse of the chant, Lesson 5

•• listen to an interview with three young photographers. •• use wish to talk about things they and others would like to be different. •• read about three amazing places to stay. •• use phrasal verbs.

Communication Discuss fascinating places, Unit Opener

Grammar •• wish

Creativity Write a holiday review, Lesson 6

•• Phrasal verbs

Critical Thinking Identify positive and negative adjectives and expressions, Lesson 6

•• chant about wishes.

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•• write a holiday review.

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•• watch a video about interesting places around the world.

In the Unit Opener, students will: •• respond to a photo of a volcano in Indonesia. Resources: Home School Connection Letter, Classroom Presentation Tool Materials: a world map

•• Ask students to open their books to p. 117. Focus their attention on the photo. Ask them to describe what they can see in the photo to a partner. Ask Would you like to visit this place? Why or why not? Listen to several students’ answers and reasons. •• Read the caption aloud. Show where Indonesia and North Sumatra are on a world map.

Introduce the Theme

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•• Introduce the theme of the unit by reading the unit title, Fascinating places. Ask What does fascinating mean? What fascinating places have we learnt about in this book? If students need prompting, remind them of a few of the places they have learnt about so far in the Student’s Book, such as the Amazon, Franz Josef Land and the marine reserves in Niue and Chile. Ask What other fascinating places do you know of? Listen to students’ ideas.

TEACHER TIP Aim to give students praise when possible and appropriate. For example, you can offer praise for correct answers as well as for following instructions and guidelines for classroom behaviour. Offering praise for appropriate classroom behaviour allows you to reinforce the expected behaviours in a positive way. It also shows students that you are paying attention to what they do and say. In addition, when students receive praise for their participation in class, it may serve to motivate them and boost their confidence.

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Use the Photo

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•• talk about fascinating places around the world.

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•• identify the value Enjoy the world.

•• Tell students to discuss the questions in pairs or small groups. Walk around and monitor students’ discussions. •• For question 1, say Describe this place. What words describe this place? Encourage them to look at the entire scene (the flowers, plants, sky, etc.) not only the volcano. •• For question 2, tell them to think about some of the fascinating places they discussed in the Introduce the Theme activity. Then ask them to discuss, in groups, what they would like to do at these places. Ask groups to share with the class. •• For question 3, ask Do you like to take photos? What do you like to take photos of? Ask students to discuss in pairs or groups. Then ask them to share with the class.

SAMPLE COPY, NOT FOR DISTRIBUTION

UNIT 12  Fascinating places

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Fascinating places

UNIT

Mount Sinabung seen from Surbakti Village, Karo, North Sumatra, Indonesia

ABOUT THE PHOTO

The photo was taken from the Surbakti Village in North Sumatra, Indonesia. It’s a photo of the volcano Mount Sinabung erupting. The volcano had not erupted in about 400 years, but it became active again in 2010. It has erupted multiple times since then, often resulting in evacuations. It has also caused significant damage to the natural surroundings. Nonetheless, it’s a very popular place to visit, with numerous sites that allow visitors to view the volcano from a distance.

Look at the photo. Discuss the questions. 1 How would you describe the place in the photo? 2 Which fascinating places in the world would you like to go to? What would you like do there? 3 What would you take photos of?

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1 If you do something very well, you’re successful . 2 Things that are not unusual are

ordinary

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3 When the sun appears in the morning, it’s called sunrise . When it disappears in the evening, it’s sunset called . 4 When you’re on holiday, you

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and have fun.

Luxurious

hotels usually have very nice rooms and delicious food.

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relax

Listen and circle the correct answer.

TR: 89

1 Yuki wants to go to the moon / the desert. 2 She thinks her wish will / won’t come true. 3 Omar likes to take photos underwater / of wild places. 4 The water around the Great Barrier Reef in Australia is very muddy / clear. 5 Frans Lanting’s photo is of trees / mountains in Namibia. 6 Frans Lanting took the photo at sunrise / sunset.

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If you were really interested in photography and someone gave you the opportunity to travel round the world and take photos, I think you’d probably say, ‘Yes, please!’ Just think how amazing it would be to take photos of fascinating places, especially at sunrise or sunset, or when the sky was really clear! You could camp out and sleep under the stars, or you could relax in a luxurious hotel in an exciting new place. But if you’d prefer to stay at home, that’s fine too. Perhaps you could start by taking photos of ordinary things in your house and town. You definitely don’t have to travel to be a successful photographer. Photos of ordinary things and ordinary places can be just as fascinating as photos of famous places.

Complete the sentences with the words from Exercise 1.

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TR: 88

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Listen and read.

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Vocabulary

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ABOUT THE PHOTO

National Geographic photographer Frans Lanting

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UNIT 12

Frans Lanting is a Dutch-born photographer. He’s won numerous prizes and awards for his nature photography. He’s also had many very successful exhibitions and is a member of the International League of Conservation Photographers. The image of the trees is from a picture of the Namibian landscape, and it looks more like a painting than a photo. Lanting is an ambassador of the World Wide Fund for Nature, and his photography helps contribute to conservation efforts around the world.

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Fascinating places

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Yuki: Well, I wish I could travel through space and land on the moon. I think that would be so cool. It would be so amazing to be able to stand on the moon and take photos of space.

In this lesson, students will: •• talk about photography and becoming a photographer. •• listen to an interview with three young photographers. Resources: Audio Tracks 88–89, Classroom Presentation Tool, Workbook p. 94, Workbook Audio Track 34, Online Practice

Presenter: Do you think your wish will come true? Yuki: Probably. I think in the future, there will be many more opportunities to travel into space. So, if I have the chance to go, I will – and I’ll definitely take my camera! Presenter: Wow! That would be exciting. What about you, Omar?

•• Use the Photo Ask students to open their books to p. 118. Focus their attention on the main photo. Ask Do you think this is a painting or a photo? Listen to students’ answers. Then read the caption aloud. Explain that, although the photo looks like a painting, it is actually a photo. Ask students to describe the photo and whether or not they like it and why. Listen to students’ responses and reasons •• Play TR: 88. Ask students to listen and read. Ask them to pay attention to the new words in bold.

Omar: Definitely!

Presenter: And Alberto, what sort of photography do you like? Alberto: I love taking photos of wild places in nature, like forests and deserts. I really admire the photographer Frans Lanting. He works for National Geographic and he’s really successful. He takes amazing photos!

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Presenter: I guess you need a camera that will work underwater?

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Omar: I’m really interested in underwater photography. You can get some great pictures of colourful fish and sea creatures, especially in places where the water is clear, like the Great Barrier Reef in Australia or the Maldives.

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•• Ask Do you know anyone who likes to take photos? What does he or she like to take photos of? Listen to students’ answers.

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Warm Up

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•• Read the instructions aloud. Then ask students to complete the activity individually. Tell them to compare answers in pairs. Then go over answers as a class.

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•• Extra Challenge Ask students to choose three words and write a sentence using each word.

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•• Read the instructions aloud. Play TR: 89. Ask students to complete the activity individually. Ask them to compare answers in pairs. Then go over answers as a class.

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•• Play TR: 89 again. Tell students to check their answers and complete any they missed. Then go over answers as a class.

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•• Ask What kind of photography do you like? Nature photography? Underwater photography? Photos of outer space? Listen to several students’ answers. Then ask What do you like to take photos of? Listen to students’ answers.

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•• Listening Strategy: Extending A listening activity can continue after the students have stopped listening to the actual recording. You can extend a listening activity by getting students to personalize the topic. For example, ask simple discussion questions that ask students for their own ideas and opinions about the topic of the listening text. •• Extra Support Play TR: 89 again and pause after the information for each activity item has been given. Script for TR: 89 Presenter: Hello everyone, and welcome to our programme Fascinating places, fascinating photos. We’ve got young photographers Yuki, Omar and Alberto here. They are going to tell us where they would like to go – with their cameras. Let’s start with you, Yuki.

Presenter: What do you like so much about his work? Alberto: Well, he’s really good at using light to make great photos. My favourite photo by him shows some trees in the desert in Namibia. It’s called Ghost Trees at Dawn. I think he calls the trees ‘ghost trees’ because they don’t look real. Presenter: It’s a fantastic photo, isn’t it? It looks more like a painting than a photo. Alberto: That’s right. It was posted on the internet and half a million people looked at it in two days. Lots of them couldn’t believe it was a photo. But Lanting explained that he had carefully chosen the trees he wanted to have in the photo. Then he waited for sunrise. He said that he made sure he was in the right place at the right time, with an idea for the photo he wanted to take. Yuki: I wish I could take a photo like that! Presenter: Yes! It’s a fascinating photo of a fascinating place!

Optional Activity •• Put students into pairs. Tell them to write two questions they would ask Frans Lanting. Then ask them to share their questions with the class.

Wrap Up •• Ask students what they can remember about the people and places from the listening text. Additional Practice: Workbook p. 94, Online Practice

UNIT 12  Fascinating places 118a SAMPLE COPY, NOT FOR DISTRIBUTION

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wish for themselves. Then ask them to guess who wrote the wish. Make notes of any errors for the Wrap Up. •• Extra Challenge Briefly review the second conditional. Ask students to expand on their wishes or comment on others using the second conditional. Use the examples in the activity to explain. Say I wish I could take really good photos. If I could take really good photos, I would sell them. I wish it wasn’t raining. If it wasn’t raining, we could fly kites in the park.

In this lesson, students will: •• use wish to talk about things they and others would like to be different. •• discuss and share their wishes with their classmates. Resources: Classroom Presentation Tool, Workbook p. 95, Online Practice

Optional Activity

Materials: small pieces of paper, a small box to put the pieces of paper in such as a tissue box

•• Tell students to think of two or three more wishes they have. Ask them to write them down but not show anyone.

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•• Write some of the student errors you observed during the lesson on the board. Be careful to keep the errors anonymous. Do error correction by asking students what the error is in each sentence and how to correct it. •• Write the lesson goals on the board if you haven’t already done so. These goals can be simplified versions of the goals and objectives for this lesson under In this lesson, students will: … Ask students what they thought they did well. One way of doing this is to ask students to rate how well they did something on a scale of 1 to 10. For example, say I can use wish correctly in a sentence. Ask students to close their eyes. Count to three and tell students to put up their fingers showing you a number. Make notes of any low ratings. Review those topics in future lessons and/or offer additional individual assistance. This can be done on the spot, by referring students to some of the error correction activity that was done at the beginning of the Wrap Up.

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•• Ask students to open their books to p. 119. Read the explanation in the green grammar box aloud. Point out the use of the past simple. Say We use the past simple when we use wish, but we’re not talking about the past. We make our wishes now, so they’re about now, not the past. Then invite volunteers to read the example sentences aloud.

Wrap Up

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•• Greet the class. Then say We’re going to talk about wishes today. Why do people make wishes? Listen to students’ answers. Prompt as needed to elicit if we want things or want things to be different or a similar answer. Then ask What are some things people do when they make a wish? For example, some people make a wish when they throw a coin in a fountain, or they make a wish when they cut a birthday cake. What other things do people do or wish on? Listen to students’ answers.

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•• Tell students to work in small groups. Tell them to take turns acting out their wishes. As students act out their wishes, the rest of the group tries to guess what the wish is, for example, You wish it wasn’t raining. If students have trouble guessing, the student who is acting can give verbal hints, for example, I’m getting wet. I want to play tennis, but I can’t.

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•• Read the instructions aloud. Go over the first item as a class. Clarify the use of didn’t in the first answer.

•• Ask students to complete the activity individually. Tell them to compare answers in pairs. Then go over answers as a class.

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•• Extra Support Briefly review the past simple, if necessary. Focus on the use of didn’t. This will also help with Exercise 3.

Additional Practice: Workbook p. 95, Online Practice

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•• Read the instructions aloud. Go through the example with the class. Point out the use of didn’t. Explain that there might be more than one possible answer. For example, We wish we could stay at home tomorrow is also possible. However, encourage them not to change the sentences too much. •• Tell students to complete the activity individually. Walk around and monitor. Offer help if necessary. •• Ask students to compare answers in pairs. Then go over answers as a class.

4 •• Read the instructions aloud. Then hand out small pieces of paper. Tell students to write their two wishes on the pieces of paper – one wish on each. •• Put all the pieces of paper in a box. Ask students to take a piece of paper from the box and read the wish aloud. Tell them to comment on whether or not they have the same

119a 

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UNIT 12  Fascinating places

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Grammar

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Study the grammar box. wish We use wish with the past simple to talk about things that we would like to be different. I wish I lived by the sea. We use wish + could to talk about things we would like to do, but probably never will. I wish I could be a successful photographer.

Complete the sentences with the words in brackets.

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Read and complete the wishes.

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1 Emily and Sarah want to stay up late, but they have school tomorrow.

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could 1 I wish I (can) relax on a beach right now.

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Emily and Sarah: We wish we didn’t have school tomorrow .

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2 He wishes he (have) a camera to use underwater.

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2 Martin would like to take a photo of a beautiful sunset, but he hasn’t got his camera.

lived 3 Do you wish you (live) in the desert?

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Martin: I wish I

had my camera

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3 Sandra is on a beach. She’s watching another girl waterski. She can’t waterski.

4 We wish we didn’t/did (not / not live live) so far away from our friends.

Sandra: I wish I

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5 They wish their brother and sister were (be) at home.

could waterski

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4 Layla wants to go to the beach with her friends, but she feels ill. Layla: I wish I

didn’t feel ill

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5 Tom is very short and would like to be taller.

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Tom: I wish I

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6 Carla and Manuel’s friends are having a party, but they live too far away to go. lived nearer/closer to our

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A photo of camel thorn trees (or ‘ghost trees’) in NamibNaukluft National Park, Namibia, taken by National Geographic photographer, Frans Lanting

was taller

Carla and Manuel: I wish we friends / didn’t live so far from . our friends.

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Write two sentences with I wish and the past simple. Then share your sentences with the class. I wish I could take really good photos. I wish it wasn’t raining.

UNIT 12 Fascinating places 119 SAMPLE COPY, NOT FOR DISTRIBUTION

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Reading

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Look at the photo. Do you think you would like to stay at this place? Why? / Why not?

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Listen and read.

TR: 90

H�ng Nga Guesthouse, also called ‘Crazy House’, in Dalat, Vietnam

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Crazy House If you had the choice to sleep in ‘Kangaroo Room’, ‘Bear Room’, ‘Tiger Room’ or ‘Ant Room’, which would you choose? These are all rooms at ‘Crazy House’, in Dalat, Vietnam. It’s been described as a ‘fairy tale house’ and it’s been designed to make you think of nature and the natural environment. Some of the walkways in the house are like tunnels or caves and you can see the shapes of spiders’ webs and mushrooms on the walls. You can choose an animal room and stay overnight, but the house becomes an attraction for tourists during the day, so you have to get up before opening time!

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Amazing places to stay

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The Treehouse Resort Maybe you’d prefer to sleep in a treehouse in the rain forest in Peru. There’s a place to sleep and a bathroom with a cold shower. You won’t hear cars or buses, but you’ll fall asleep listening to monkeys, parrots and lots of other creatures of the rain forest. Visitors cross high suspension bridges to reach the treehouse, so watch out! It’s a long way down.

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The Underwater Room The Underwater Room at the Manta Resort is part of a structure which floats on the water off the coast of Zanzibar, Tanzania. You can climb up to the top to look out over the ocean and watch the sunset, or you can go down to the underwater bedroom. There’s a very comfortable bed where you can hang out and relax as you watch the fish swim through the beautiful, clear water. And the fish can watch you too! New words: natural

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UNIT 12

attraction

resort

hang out

ABOUT THE PHOTO

The photo shows Crazy House in Dalat, Vietnam. The house was designed by Vietnamese architect Đặng Việt Nga (Dahng VEEyet Nghah) and was opened to the public in the late 1990s to generate money to maintain the buildings of Crazy House. Visitors can stay in the rooms in the house or visit as a day visitor. The overall building looks like a tree, and there are spiders, cobwebs, mushrooms and caves among the fairy-tale-like rooms. Most of the rooms have an animal theme, for example, there’s a ‘Kangaroo Room’ and a ‘Tiger Room’.

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3 •• Read the instructions aloud. Clarify that there are only three places and many sentences, so students will need to match more than one sentence with each place.

In this lesson, students will: •• respond to a photo of an interesting guesthouse in Vietnam.

•• Tell students to complete the activity individually. Then tell them to compare answers in pairs. If pairs disagree about the answer, encourage them to find the relevant part of the text and check their answers.

Warm Up •• Write Interesting places to stay on the board. Ask What interesting places do you know of, where people can stay when they’re on holiday? If necessary, prompt students by asking them if they have ever slept in a tent or a treehouse. Tell students to brainstorm ideas in groups. Then ask groups to share their ideas with the class. Walk around and monitor. Make sure everyone is getting an opportunity to speak.

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•• Extra Challenge Ask students to write their own sentences about the three places from the text. Tell them not to write the name of the place. Then ask them to read their sentences aloud to the class. Tell students to try to guess which place each sentence refers to. •• Extra Support Ask students to complete Exercise 3 in small groups so they can help each other.

Optional Activity

•• Ask students to write a short description about one of the places from the text. Say Imagine that you spent a night at one of the three places from the text. What did the place look like? What did you see? How did you feel? Write a few sentences. Repeat the questions or write them on the board so students can refer to them as they write their descriptions. •• Put students into pairs. Tell them to take turns reading their descriptions.

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•• Use the Photo Ask students to open their books to p. 120. Focus their attention on the photo. Say The photo shows a very unusual guesthouse. We’re going to read about this guesthouse.

•• Go over answers as a class.

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Resources: Audio Track 90, Classroom Presentation Tool, Workbook p. 96, Online Practice

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•• match information with the places from the text.

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•• read a text about three amazing places to stay.

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•• Draw students’ attention to the photo caption. Ask What’s the name of the guesthouse? Where is it? (It’s called ‘Crazy House’. It’s in Dalat, Vietnam.)

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•• Use the information in the About the Photo box to tell students more about the guesthouse. Ask Do you think you’d like to stay in this guesthouse? Why or why not? Listen to several students’ answers and reasons.

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•• Invite students to share their descriptions with the class.

Wrap Up •• Ask students to close their books. Ask What can you remember about the three places we read about in this lesson? Listen to students’ responses. Additional Practice: Workbook p. 96, Online Practice

•• Play TR: 90. Ask students to listen and read the text.

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•• Help students, if necessary, with the new words listed below the text.

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•• Write 3 – 2 – 1 on the board. Say I’d like you to write down three things you read about in the text, two things that were interesting to you and one question that you would like to ask someone who works at one of the places. Write these instructions on the board. Check that students understand what to do. Give an example of a question. Say For example, I can ask someone who works at the Underwater Room: ‘Do I need to bring my own scuba equipment?’ •• When everyone is ready, tell students to work in pairs and compare their lists. Ask Did you write any of the same things? Then invite students to share their lists with the class. •• Reading Strategy: Using Recall Strategies  Recall strategies such as the 3-2-1 activity to get students to remember what they have read and help them to engage with the text. When asking students to remember what they have read, encourage them to express their own ideas about the text in addition to recalling information.

UNIT 12  Fascinating places 120a SAMPLE COPY, NOT FOR DISTRIBUTION

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3 •• Read the instructions aloud. Tell students to write their sentences individually. Walk around and offer help if necessary.

In this lesson, students will: •• identify the meanings of phrasal verbs.

•• Ask students to share their sentences in pairs. Then invite students to read their sentences aloud or write them on the board.

•• use phrasal verbs to write sentences about themselves. Resources: Classroom Presentation Tool, Workbook p. 97, Workbook Audio Track 35, Online Practice

•• Extra Support Tell students to start with the sentences in Exercise 2 as a model, but change some of the information. For example: Watch out for the striped fish! Sometimes they bite. could be changed to Watch out for the bees! Sometimes they sting. This will help them use the phrasal verbs in sentences while referring to an accurate model.

Materials: pieces of paper, a box, a small (soft) ball, bean bag or other small soft object that can be thrown from one student to another to signal taking turns

Warm Up

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Wrap Up

•• Write the phrasal verbs from this lesson on the board:

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•• Say We can use get as a verb on its own, or we can add words to get to make a verb with another meaning. This is a phrasal verb. Today we’re going to learn some other phrasal verbs.

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•• At the end, the group with the most points wins.

•• Act out getting up. Elicit You get up at six o’clock.

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•• Ask students to open their books to p. 121. Read the explanation in the green grammar box aloud. Ask volunteers to read the example sentences aloud. Point out that watch is used in both sentences, but its meaning is different.

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•• Write the phrasal verbs from this lesson and others that students already know on pieces of paper – one phrasal verb per piece of paper. Put them in a box so students cannot see what is written on them. •• Divide the class into two groups. Invite a volunteer to take a piece of paper from the box and act out the phrasal verb for his/her group. Give the group thirty seconds to guess the phrasal verb. If they guess the correct phrasal verb, they get a point. If they cannot, the other group gets a turn.

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Optional Activity

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•• Write get on the board. Act out opening a present. Ask students to use get to say what you are acting out. Elicit You got a present. Draw a clock showing six o’clock on the board, similar to the one below:

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•• Read the instructions aloud. Tell students to complete the activity individually. Ask them to compare answers in pairs. Then go over answers as a class.

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•• Extra Challenge Say I’m going to say one of the definitions. You need to tell me the phrasal verb. Then say To be careful. (watch out) Tell students to work in pairs. Tell one student to say the definition from the activity (for example, to be careful ). Tell the partner to say the phrasal verb (for example, watch out).

get away get up go back hang out

look forward to look up watch out work out

•• If possible, ask students to sit in a large circle. Say We’re going to play a game. Then ask for a volunteer. Say one of the phrasal verbs from the list on the board, for example, watch out. Then throw the ball to the volunteer. Say OK, [Paula], you’ve got to say a sentence using the phrasal verb. If you do not want to put that student on the spot, you can give an example of what he or she might say. For example, say Watch out, there’s a spider on your desk! or If you go to the Amazon jungle, watch out for snakes. Then say Then [Paula] will choose a phrasal verb from the list and throw the [ball] to someone else. That student then has to say a sentence using that phrasal verb. Then he or she chooses a phrasal verb and throws the [ball] to someone else and so on. •• Tell students to play the game. Prompt them if necessary. Continue until everyone has had a turn. Additional Practice: Workbook p. 97, Online Practice

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UNIT 12  Fascinating places

Match the sentences (A–H) with the places (1–3). Some sentences can go with more than one place.

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Study the grammar box. Phrasal verbs

A You have to cross a suspension bridge to get there.

Phrasal verbs are made up of more than one word. When we put these words together, they have a different meaning from when they are separate.

B You could learn to scuba dive if you stayed there.

We like to watch nature programmes on TV. Watch out! It’s a long way down.

1 Watch out for the striped fish! Sometimes they bite.

E If you stay there, you have to take cold showers.

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2 Do you want to hang out with us at the beach this afternoon? H

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F This hotel is also a tourist attraction.

2 The Treehouse Resort

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3 The Underwater Room

B, C

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3 We’re really looking forward to our holiday. It’s going to be amazing! A 4 If you want to get away from noise and stress, you can stay in a treehouse. B 5 I’m going to go online and look up information about the resort. E

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1 Crazy House

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G If you stay at this place, you’ll hear monkeys. H You can stay in the ‘Ant Room’ at this place.

Read and match the phrasal verbs (1–8) with the meanings (A–H).

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D If you stay there, you have to get up early.

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C You can look out over the ocean at this place.

6 We had a great time at Crazy House. We want to go back again next year! G 7 If you want to work out, the hotel has a very nice gym. D

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8 Let’s get up early tomorrow and watch the sunrise.

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A feeling excited about something in the future

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B to escape, usually to somewhere nice C to be careful D to take exercise

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E to do research or to try to find something in a dictionary or other book, or on the internet F to wake up G to return to the same place H to spend time in a place or with people

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Choose three phrasal verbs from Exercise 2 and make a true sentence with each. Then share your sentences with a partner. I got up at seven o’clock this morning.

UNIT 12 Fascinating places 121 SAMPLE COPY, NOT FOR DISTRIBUTION

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Chant

ABOUT THE PHOTO

Listen, read and repeat.

The photo shows a child swimming underwater in Rottnest, Australia. Rottnest is an island off the coast of Western Australia near Perth. No cars are allowed on the island, and visitors need to rent bicycles to get around. The island has 63 beautiful beaches, 20 bays, coral reefs and shipwrecks. It’s a scuba diver’s dream. There are also some interesting animals on the island such as the quokka, which is a small marsupial about the size of a house cat.

TR: 91

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Divide into four groups, one for each verse. Listen again. Act out your group’s TR: 92 verse.

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Listen, chant and act.

TR: 93 and 94

I wish …

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3 I wish I could check in right now To a hotel made of ice. I would drink hot chocolate all day long. That would be really nice!

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2 I wish I could go to the desert And take off in a hot-air balloon. Nothing to see for miles and miles, Only the stars and the moon.

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1 I wish I was at the beach today. I wish I wasn’t at school. I could have learnt to waterski. That would have been so cool!

4 I wish I could stay in a treehouse hotel And listen to monkeys shout. I could watch the birds and admire the view. I wouldn’t want to check out!

GLOSSARY

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Class: There’s always going to be something more You wish that you could do. But that‘s OK, because that means There’s lots to look forward to!

check in to arrive and register at a hotel check out to leave a hotel

A boy swimming underwater in Rottnest, Australia

VALUE

122

UNIT 12

Enjoy the world. Workbook, Lesson 6

SAMPLE COPY, NOT FOR DISTRIBUTION

Fascinating places

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•• Extra Challenge Ask students to close their books. Ask them to try to chant their verse from memory. As an additional challenge, tell them to memorize as much of the chant as possible and chant from memory.

In this lesson, students will:

•• Extra Support Play TR: 92 again and ask students to just listen and perform the actions before they chant again.

•• chant about wishes. •• write another verse for the chant.

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•• identify the value Enjoy the world. Resources: Audio Tracks 91–94, Classroom Presentation Tool, Workbook p. 99, Online Practice

•• Tell students to stay in their groups from Exercise 2. Tell each group to stand at the front of the class and teach their actions to classmates while chanting. •• Then tell the class to chant and perform the actions for all of the verses.

•• Write the four places from the chant on the board: beach, desert, treehouse hotel and ice hotel. Ask Which of these places do you wish you could go to right now? What do you wish you could do there?

•• Play TR: 93 (with lyrics) or TR: 94 (instrumental only). Decide which of the two tracks you would prefer to play. For each verse, tell groups to chant their verse while everyone does the actions together.

•• Tell students to discuss in pairs. Then invite students to share their ideas with the class.

•• Value: Enjoy the world Say The value of this lesson is Enjoy the world. What are some ways we can enjoy the world? Listen to students’ responses. Then ask Do we have to go to exciting places to enjoy the world? How can we enjoy the world in [city/town]? Listen to students’ answers. If needed, prompt with ideas such as hanging out with friends, going to a park or a museum and spending time with our families. For additional practice, tell students to do Lesson 6 in the Workbook in class or for homework.

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•• Use the Photo Ask students to open their books to p. 122. Focus their attention on the photo. Ask Where’s the boy? What’s he doing? How do you think he feels? Why? What do you think he can see? Would you like to try this? Do you wish you could do this today? Listen to students’ answers.

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•• Ask Do you enjoy swimming in the sea? Has anyone ever been scuba diving or snorkelling? If students answer yes, ask Did you enjoy it? How did you feel? What did you see? Listen to students’ responses.

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Warm Up

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•• Play TR: 91. As students listen, tell them to read the chant and repeat each line.

•• Focus students’ attention on the glossary below the chant. Make sure they understand the meanings of check in, check out and any other unknown vocabulary. For example, ask What do you have to do when you arrive at a hotel? (check in) What do you have to do when you leave a hotel at the end of your holiday? (check out)

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•• Extra Support Before playing TR: 91, read each line of the chant aloud and tell students to practise repeating each line. Clarify vocabulary and pronunciation if necessary.

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•• Divide the class into four groups. Assign a verse to each group. Tell groups to work together to plan the actions for their verse. Model this by acting out opening a big beach umbrella for the first line. Then act out writing on your hand, followed by using your arms to make a cross for the second line and/or shake your head from side to side (as in ‘No’) to represent the negative. Walk around and help with ideas as needed.

Optional Activity •• Organize students into small groups. Ask them to write a four-line verse for the chant. Tell them to think about things they wish for and how it would make them feel. •• To help with rhyming words, ask students to think of a word that describes a place (for example, fun) and a word that rhymes with it (for example, sun). •• Tell groups to think of actions for their new verses. Then ask groups to perform their verses for the class.

Wrap Up •• Ask Which of the places in the chant would you like to go to the most? Which of the things in the chant would you like to do? How would you feel if you were doing them? Listen to several students’ responses. •• Ask What else can we do at these places? Encourage students to say sentences with their other activities, similar to the structure in the chant. For example: I wish I was at the beach. Then I could swim in the sea. Listen to several students’ ideas. Additional Practice: Workbook p. 99, Online Practice

•• Play TR: 92. Ask groups to listen and perform the actions for their verse. Tell the rest of the class to continue chanting as each group performs the actions for their verse. •• Play TR: 92 again and tell the students to listen, chant and perform the actions for all of the verses.

UNIT 12  Fascinating places 122a SAMPLE COPY, NOT FOR DISTRIBUTION

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3 •• Focus students’ attention on part a. Go over the instructions and the information in the grey box. Ask students to find and check the first adjective with the suffix -able in the reviews. (unreasonable) Write unreasonable on the board and underline able. Ask students to find four more adjectives with the suffix -able in the text.

In this lesson, students will: •• read holiday reviews. •• practise using the suffix -able. •• identify and use positive and negative adjectives and expressions.

•• Go over answers as a class. You can do this by asking students to write them on the board. Explain the meaning of any unknown words. Clarify the different parts of speech.

•• write a holiday review. Resources: Classroom Presentation Tool, Workbook p. 98, Online Practice

•• Focus student’s attention on part b. Read the instructions aloud. Tell students to work individually to write their sentences. Walk around and offer help if necessary.

Materials: sheets of paper cut vertically to make two long strips of paper

•• Invite volunteers to read their sentences aloud or write them on the board.

Warm Up

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•• Ask students to write their reviews. Tell them to use the reviews in Exercise 1 as models. •• You could assign the writing activity for homework. If you do it in class, include a peer-editing stage after the first draft. Tell students to swap their reviews with a partner. Tell them to check if their partner included positive and negative adjectives and expressions, reasons and advice for someone who might stay at the place. •• Tell students to return their work. Tell them to write a second draft, incorporating the suggested changes.

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•• Put students into pairs. Tell them to read the review and discuss the questions. Then invite students to share their ideas with the class.

•• Ask students to write a holiday review. Read the instructions aloud. Ask students to think about a place they have stayed on holiday or imagine a place. Tell them to make notes of adjectives or expressions they want to use to describe the place.

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•• Write the following questions on the board: Where did you go on your last holiday? Where did you stay? Did you enjoy it? Why or why not? •• Put students into pairs and give them a few minutes to discuss the questions on the board. Then invite them to share their answers with the class.

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•• Use the Photo Ask students to open their books to p. 123. Draw their attention to the photo. Ask What can you see in the photo? Would you like this kind of holiday? Listen to several students’ answers. Say Today we’re going to talk and write about holidays.

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•• For question 2, explain that not everyone likes the same kind of holidays, so people have different opinions.

•• Extra Challenge Tell students to try to include three phrasal verbs from Lesson 4 in their reviews.

Optional Activity

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•• Read the instructions aloud. Go through the information in the grey box with students.

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•• Tell students to do step 1. Start by doing an example as a class. Ask students to find the word luxurious in the text. Then ask Is luxurious a positive or negative adjective? (positive) Tell students to circle luxurious in green. Now ask students to find the word horrible in the text. Then ask Is horrible a positive or negative adjective? (negative) Tell students to circle horrible in red. Now say Circle all the positive adjectives in green and all the negative adjectives in red. Tell students to complete the activity individually. Then ask them to compare answers in pairs before going over them as a class. •• For step 2, ask What advice do the writers give? Read and underline the advice. Tell students to complete step 2 individually. Tell them to compare answers in pairs. Then go over answers as a class.

•• Tell students to imagine that they are the owners of the places in Exercise 1. Ask How would you feel if you were the owner and you read these reviews? •• Put students into groups. Tell them to choose one of the reviews from Exercise 1 and write a response. Walk around and monitor. Offer help with ideas and vocabulary if necessary. Then invite groups to share their responses with the class.

Wrap Up •• Tell students to ‘publish’ their holiday reviews from Exercise 4 by displaying them around the classroom. Alternatively, they could read them aloud to the class. Additional Practice: Workbook p. 98, Online Practice

•• Extra Support Tell students to look at the number of stars each reviewer gave the places. Ask Which reviewers will probably use positive adjectives? Which reviewers will probably use negative adjectives?

123a 

SAMPLE COPY, NOT FOR DISTRIBUTION

UNIT 12  Fascinating places

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Read the holiday reviews. Answer the questions.

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1 Which place would you prefer to go to and why? 2 Why do you think the reviews are so different?

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Read the information in the box. Then look at the holiday reviews and do steps 1 and 2.

• use positive or negative adjectives and expressions to describe the place and our experience. • give reasons and examples.

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• offer advice and say whether or not we would recommend the place.

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1 Circle the negative adjectives and expressions in red and the positive adjectives and expressions in green.

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2 Underline the advice the review writers give.

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Sunny Beach Campsite

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When we write a holiday review, we:

Treetops Hotel ★ ★ ★ ★ ★ This place is very luxurious! The food is delicious and there are fantastic views. It’s a place where you can really relax, so don’t bring your phone. We fell asleep listening to the sound of creatures in the jungle. It was wonderful! We spent two happy weeks here last month and we’ll definitely go back! ✓ ★ ★ Horrible! The cost was unreasonable and all we could see were trees! We couldn’t get to sleep because of the noisy creatures. The beds were ✓ very uncomfortable. We hardly slept at all. The restaurant was too expensive. We won’t go back!

A holiday review

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Writing skill The suffix -able a Read the information in the box. Then look at the holiday reviews and tick (✓) the adjectives that end in -able.

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★ ★ ★ It’s a friendly place with good, clean ✓ showers. The cost is reasonable. The café serves delicious pizza and chips. It’s not a luxurious hotel, but if you bring something to sleep on, you’ll be ✓comfortable. You should bring games as it often rains and there’s no internet. We’re looking forward to going back next year. ✓ ★ The conditions at this place are unacceptable. As soon as we checked in, we wanted to check out. The showers were dirty and didn’t work. The café sold only pizza and chips. There was nothing to do because it rained non-stop. We wish we’d stayed at home!

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A suffix is something that goes at the end of a word and changes its meaning. If we add the suffix -able to some nouns or verbs, it changes them to adjectives, for example:

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comfort comfortable reason reasonable accept acceptable use usable believe believable b Choose three of the adjectives from Exercise 3a with the -able suffix and write a sentence for each one.

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a tourist campsite

Write a review of a real or imaginary place you have stayed at on holiday. Include positive and negative adjectives and expressions. Give reasons and examples for what you say. Give advice for someone who might go there.

UNIT 12 Fascinating places 123 SAMPLE COPY, NOT FOR DISTRIBUTION

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Video

Watch the video. Match the countries (1–3) Video 15 with the places (A–D). 1 the US

3 Vietnam 1

A Ha Long Bay

B The Grand Canyon

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C Kruger National Park

D The Cai Rang Floating Markets

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ABOUT THE PHOTO

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The video includes four children talking about places of interest in their own countries. One of the girls, Jessica, talks about the Cai Tang Floating Markets. These markets are in Cai Tho City in the south of Vietnam. People sell fruit and vegetables from small boats at the markets.

Watch the video again. Match the places (1–4) with the information (A–I). 1 Ha Long Bay

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3 The Grand Canyon

Video 15

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2 The Cai Rang Floating Markets A

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A People sell fruits and vegetables there.

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2 South Africa

B It’s more than 440 kilometres long.

F It’s one of the seven wonders of the natural world.

C It’s a very big wildlife park.

G You can ride on a junk boat there.

D It’s in the north of Vietnam.

H You can see elephants and giraffes there.

E It’s in the south of Vietnam.

I You can go biking and swimming there.

Work in groups. Discuss the questions. 1 Which of the places in the video would you like to visit and why? 2 What other information would like to know about these places? 3 What’s an interesting place to visit in your country? What can you see and do there?

124

UNIT 12

SAMPLE COPY, NOT FOR DISTRIBUTION

Fascinating places

Game Game 3

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•• Ask students to check answers in pairs. Then go over answers as a class.

•• Ask students which of the activities listed sounds the most interesting and why. Listen to students’ answers and reasons.

In this lesson, students will: •• watch a video about interesting places around the world. •• match countries with places.

•• Extra Support Play Video 15 again and pause after each child has finished speaking.

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•• match information with places. •• discuss the places in the video and interesting places in their own countries. Resources: Video 15, Classroom Presentation Tool, Online Practice End-of-unit resources: Anthology Story 6, Anthology teaching notes p. 141, Worksheet 6.12, Unit 12 Test, Units 7–12 Tests, Units 1–12 Tests, Workbook: Cambridge English Qualifications: A2 Flyers, ExamView Assessment Suite

•• For question 1, tell them to refer to the activities in Exercise 2, to discuss which places they would like to visit and why. •• For question 2, tell students to brainstorm what else they would like to know about each place. Then ask them to share answers with the class. •• For question 3, tell students to talk about interesting places in their own country and what people can see and do at these places.

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Materials: a world map

•• Ask students to discuss the questions in small groups.

Optional Activity

•• Play Video 15 again. Ask students to write down the interviewer’s questions. Pause the video with each question on the screen, to allow students time to write them. Tell students to think about answers to these questions for a place of interest in their own country.

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•• Ask What can you remember about these places? What makes them interesting or special? Listen to students’ answers. Say We’re going to learn about some other interesting places in this lesson.

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•• Ask What are some of the fascinating and special places we’ve learnt about in this unit? Write students’ responses on the board.

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•• Extra Challenge Ask students to choose one of the children in the video and write two questions they would like to ask him/her about the place he/she talked about. Ask students to share their questions with the class.

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•• Use the Photo Ask students to open their books to p. 124. Focus their attention on the main photo. Ask some general questions about the photo. For example, say Look at the big photo. What can you see? What are the people doing? Do you think this looks like an interesting place? Listen to students’ answers.

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•• Write South Africa, Vietnam and the US on the board. Ask volunteers to locate these countries on a world map. Prompt if necessary. Say We’re going to watch a video. Four children are going to talk about special places in these three countries. Ask What do you know about these countries? Listen to students’ responses.

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•• Focus students’ attention on the main photo and the three smaller photos. Ask Where do you think these places are? Listen to their answers. Read the instructions aloud. Clarify that there are four places, but only three countries, so they will write one of the numbers twice. •• Play Video 15. Tell students to watch and match the places with the countries. The script for Video 15 is available on the Teacher’s Resource Website.

•• In pairs, tell students to plan and practise an interview about one of their places of interest. Tell pairs to perform their role-plays for the class.

Wrap Up •• Write the places from the video on the board: Ha Long Bay The Grand Canyon Kruger National Park The Cai Rang Floating Markets. •• Ask students to close their books. Ask students what they can remember about each of the places from the video. Listen to students’ responses. •• Alternatively, ask students to work in small groups to write a list of facts they remember about each place. Then ask groups to share their lists with the class. To make it a game, give groups a point for each fact. The group with the most points wins. Additional Practice: Anthology Story 6, Worksheet 6.12, Online Practice

2 •• Read the instructions aloud. Tell students to read through the items. Encourage them to mark their answers in pencil; however, reassure them that they will have a chance to watch the video again and check their answers. •• Play Video 15 again. Tell students to check their answers and write any they may have missed.

UNIT 12  Fascinating places 124a SAMPLE COPY, NOT FOR DISTRIBUTION

Game 3 3

In this lesson, students will: •• play a game to review the content from Units 9–12.

•• Read the instructions aloud. Refer to one of the items from the quiz as an example. Say You can choose any unit from 9 to 12. Also, remember to write down the page number so we can check.

Warm Up •• Write on the board: Unit 9: Exploring the world, Unit 10: Great museums, Unit 11: Very mysterious! and Unit 12: Fascinating places. Say These are the titles of the last four units. Hold up the Unit opener section of each unit of the Student’s Book as you read the title. You can also flip to a few of the main photos in each of the units, for example in Lesson 1 (Vocabulary), Lesson 3 (Reading), Lesson 5 (Chant) and Lesson 7 (Video) to help students remember some of the topics in each unit. Put students into groups. Tell them to keep their books closed. Ask them to write down one or two facts they remember from each unit.

•• Ask a volunteer from each group to write their questions and answer choices on the board. Then tell groups to answer each other’s questions. Tell students to number the questions so you can refer to them. Tell students to discuss the questions in their groups and agree on an answer for each. •• Once students have answered all of the questions, tell them to check their answers in the Student’s Book. •• Tell groups to report on how many questions they got correct.

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•• Ask groups to share their facts with the class.

•• Ask students to work in groups of three or four.

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•• Ask students to open their books to p. 125. Ask What can you see in the photos? (Ed Stafford, geese migrating and Crazy House in Vietnam) Say You’re going to complete a quiz. You’ve got ten minutes. Work together and choose the correct answers.

•• Extra Challenge Tell students to close their books. Tell them to work in groups to see how many facts they can remember from the quiz. Tell them to make notes. Allow for some brainstorming time. Then ask groups to confirm their notes by looking at p. 125 of the Student’s Book.

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Optional Activity •• Tell students to look at the questions from the quiz again. Ask them to choose the topic from the quiz they found most interesting. Say You’ve got two minutes to go to that lesson in the Student’s Book and try to remember as much as you can about the topic.

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•• Go over the questions. Review and clarify vocabulary if necessary.

•• Tell groups to look through their books and write their questions, answer choices and the page number from the Student’s Book that has the correct information. Walk around and monitor. Make sure everyone is participating. Offer help if necessary.

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Resources: Classroom Presentation Tool, Workbook p. 100

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•• collaborate to answer questions.

•• Tell groups to complete the quiz. Tell them not to look back at the units for the answers as they complete the quiz. Reassure them that they will have a chance to check their answers later.

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•• Extra Support Before playing the game, give students three minutes to look back through Units 9–12. Tell them to review and remember as much as they can.

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•• When the time is up, or when all of the groups have finished, read the instructions aloud. Tell students to work together to find the answers and calculate their points. Walk around and monitor. Offer help if necessary. •• Ask each group to say how many points they scored. Then declare the winning group(s). •• If you have a tie, use these extra questions to try to determine a clear winner: The shipwreck from the Video Lesson in Unit 9 is from which century? A the 16th, B the 17th or C the 18th? (A the 16th)

•• Put students into pairs. Tell them to tell each other which topics they chose and what other interesting facts they remember about the topic.

Wrap Up •• Ask students what they learnt from the game and what else they can remember about the units. Ask some of the following questions: What else can you remember about Ed Stafford’s journey? What museums did you learn about in Unit 10? What can visitors do at the Cupnoodles Museum? Who is Sherlock Holmes? What other mysteries did you learn about in Unit 11? Invite students to share their answers and ideas. Additional Practice: Workbook p. 100

In School trip 3, there’s a place called Shilin. What does Shilin mean? A Special Rocks, B Stone Forest or C Climbing Place? (B Stone Forest)

125a 

SAMPLE COPY, NOT FOR DISTRIBUTION

UNIT 12  GAME 3

Game Game 3 1

Work in groups. Tick (✓) the correct answer.

1 It took National Geographic Adventurer Ed Stafford

to walk from the beginning of the Amazon to where it meets the ocean. two and a half weeks two and a half months ✔ two and a half years

2 A girl from Canada named Kathryn Gray

3 A little boy in England found a

5 You can sleep under a blue whale in

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L’Oceanografic in Valencia is . a huge 3D cinema an amazing science museum ✔ the biggest aquarium in Europe

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real gold coin in a backpack a garden 4 ✔ a toy box

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walked along the Amazon found the tooth of a mastodon

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✔ discovered a new supernova

✔ The Natural History Museum in London

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The Museum of Modern Art in São Paulo The Natural History Museum in Grenoble

6 The Cupnoodles

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7 Birds migrate in ✔ winter

to warmer places to build their nests.

8 Sherlock Holmes was asked to find out

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spring autumn

9 The famous photo by Frans

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Lanting shows . ✔ trees in the desert the sky at sunset mountains at sunrise

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Museum is in . Valencia, Spain ✔ Osaka, Japan Dalat, Vietnam

why . a man was floating in the sky ✔ a woman had died in her bedroom some cars and a van had been lifted into the air

10 ‘Kangaroo Room’, ‘Bear Room’, ‘Tiger Room’ and ‘Ant Room’ are all rooms in a hotel in Peru ✔ Vietnam Zanzibar/Tanzania

Check your answers. Give one point for each correct answer. Share your results with the class. The group with the most points wins.

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In your group, write two more questions for the rest of the class. Give the correct answer, as well as two false answers. Check your facts!

SAMPLE COPY, NOT FOR DISTRIBUTION

GAME 3

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Fascinating facts about the first emperor of China

Fact 2: No one knows what happened to his doctor.

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Well, that’s not quite true as he didn’t build it with his own hands. Also, there were already some shorter walls before Qin Shi Huang’s time. Qin Shi Huang asked nearly one million soldiers and other people to connect the old walls and to add new parts to make the first Great Wall. He wanted to make China powerful and to protect it from the countries on the other side. In Qin Shi Huang’s time, the wall was five thousand kilometres long. Now, the Great Wall is over twenty-one thousand kilometres long and over fifty million visitors come to see it or walk along it – or some of it – every year. Can you imagine how long it would take to walk all the way along it? People used to think that it was possible to see the Great Wall from space, but astronauts have now reported that this isn’t true. Some people have suggested that there should be very bright lights along the wall, so that it could be seen from space.

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China’s first Emperor, Qin Shi Huang, was frightened of dying, so he asked his people to make eight thousand clay soldiers, to look after him after he died. Two thousand years later, a group of farmers were looking for somewhere to dig for water when they found the head of one of the soldiers. They must have had a big surprise! If the farmers hadn’t looked for water in that place, maybe the soldiers would still be underground. They’re now in a famous museum and are one of China’s most important tourist attractions.

Fact 3: He built the Great Wall of China.

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Fact 1: He had an enormous collection of life-size soldiers made of clay.

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Emperor Qin Shi Huang wanted to live forever, so he asked one of his doctors to find out how he could do this. The doctor, whose name was Xu Fu, thought he would find the answer on some islands in the sea, but he came back with nothing. He told the emperor that sea monsters had stopped him. The emperor sent him back, but this time Xu Fu didn’t return. What happened to him? No one ever found out. His disappearance is a mystery which has never been solved. Some people think he reached Japan and became the first emperor there. We’ll probably never know for sure.

126

UNIT 12

SAMPLE COPY, NOT FOR DISTRIBUTION

READING EXTRA 3

Reading extra 3 3

In this lesson, students will: •• read a text about the first emperor of China.

•• Listen and Read Go through the questions. Review the reading strategy scanning. Tell students to read the text again and answer the questions. Encourage them to underline the part of the text where they found the answer.

•• retell some of the facts about the text. Resources: Audio Track 95, Classroom Presentation Tool, Workbook p. 101, Workbook Audio Tracks 36–37, Online Practice

ABOUT THE PHOTO

•• Extra Challenge In pairs, tell students to write their own questions about the text for their classmates to answer. Tell them to also write the correct answers. Tell them to underline the information in the text that gives the answer. Tell pairs to take turns asking their questions to the class. •• Listen Only To do this as a listening-only activity, go over the questions and clarify any unknown vocabulary. Tell them to circle the key words in each question, for example: clay soldiers to look after him in question 1 and farmers doing in question 2. Play TR: 95. Tell students to say Stop when they hear the key information. Pause the recording to allow them time to write their answers. Tell students to check answers in pairs. Then go over answers as a class.

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The photo shows the Great Wall of China. The part of the wall built by Qin Shi Huang is particularly famous, but very little of the wall actually remains. The majority of what is currently the Great Wall was built during the Ming dynasty. Today, it is a very popular tourist attraction in China. It was listed as a World Heritage Site by UNESCO in 1987. It is over 21,000 kilometres long.

•• Tell students to compare answers in pairs. Then go over answers as a class.

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•• speculate about people and events in the text.

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•• answer questions about the text.

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•• Use the Photo Tell students to open their books to p. 126. Focus their attention on the photo. Ask Have you heard of the Great Wall of China? What do you know about it? Would you like to visit it? Listen to several students’ answers.

•• Extra Support Play TR: 95 again. Ask students to complete Exercise 3 in small groups.

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•• Say One of the things China is famous for is the Great Wall. What else do you know about China? Listen to several students’ answers. Then ask What other things is China famous for? Listen to several students’ answers.

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•• Read and Listen Ask students to read the title of the text and the headings of each of the paragraphs. Clarify the meaning of any new words, if necessary. Then say You’re going to listen to and read the text. You need to listen and decide which of these three facts is the most interesting. Play TR: 95. Tell students to listen and read.

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•• Review the reading strategy responding to the text by asking Which fact do you think is most interesting and why? Ask students to discuss the question in pairs. Then tell them to share their answers and reasons with the class. •• Listen Only To do this as a listening-only activity, play TR: 95 and tell students to listen. Review the listening strategy visualizing by asking What can you see? What can you hear? What can you feel as you listen? Then tell them to discuss which of the facts they think is most interesting and why.

•• Put students into groups of three. Assign each student in the group a number from 1–3. Tell Student 1 to talk about Fact 1, Student 2 about Fact 2 and Student 3 about Fact 3. Say Read the information about your fact in the text. Encourage students to write notes to help them remember the most important information about their facts. •• Tell students to work individually to read about their facts and make notes. •• When everyone is ready, ask them to close their books. Tell students to take turns telling their group about their fact. Encourage them to use their notes to help them. •• Extra Support Allow students to keep their books open to glance at it while retelling their fact, but encourage them not to just read directly from the text.

5 •• Read the instructions aloud. Then do item 1 as a class. Ask if the answer is in the reading text. Ask Why can A be true? Elicit answers from the class. Repeat for B and C. •• Explain that for this activity, there are no right and wrong answers; however, they will need to give reasons for their answers. •• Tell students to complete the activity individually. Tell them to compare answers in pairs. Then go over answers as a class.

Optional Activity 1 •• Write four questions on the board. Say You can ask the emperor any four questions. They can be about the text or about anything else. You’ll have some time to write your questions.

  READING EXTRA 3 126a SAMPLE COPY, NOT FOR DISTRIBUTION

Reading extra 3 •• In pairs, tell students to decide on and write their questions. Walk around and prompt as needed. Check for correct question formation. •• Ask pairs to take turns reading their questions aloud to the class. Tell the class to comment on how they think the emperor would have answered the questions. Say Remember, we don’t know what he would’ve said. So, we can have some fun. Listen to students’ answers.

In this lesson, students will: •• review grammar and vocabulary from Units 11 and 12. Resources: Classroom Presentation Tool, Workbook pp. 102–103, Online Practice Materials: pieces of paper with the following words written on them: GPS, migrate, position, smell, horror, imagine, opportunity, relax and successful

•• Put students into pairs. Tell each pair to choose one of the facts. Say One of you will be the expert and the other a TV host. You’ll pretend to be on a TV programme. You need to ask and answer questions about the fact you chose. •• Allow time for students to write questions for the ‘expert’ and to prepare how they will role-play the TV interview. Walk around and assist as needed.

•• Prepare pieces of paper with words written on them (one word for each piece of paper – see Materials above). Depending on the size of your class, you may need to have two or more pieces of paper with the same word so that each student gets a word. Make sure that pairs haven’t got the same word.

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•• Ask students to perform their interviews for the class.

Warm Up

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Optional Activity 2

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•• Hand out a word to each student. In pairs, tell them to describe their words. Monitor and help as needed. •• Tell students to swap words with their partner and then find a new partner. Tell students to describe their new word to their new partner and then swap their pieces of paper. Repeat two or three times.

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•• Tell students to work in small groups. Ask What do you think happened to the emperor’s doctor? Do you think he was eaten by a sea monster or did something else happen to him? Tell students to write a story about what they think happened to the emperor’s doctor. Encourage them to use their imagination. Tell them that there is no correct answer.

•• Say I’m going to give you a word. You have to explain that word to your partner. Your partner must guess the word.

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Optional Activity 3

•• Ask groups to share their stories with the class.

Review 6: Units 11–12

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Wrap Up

•• Ask students to open their books to p. 128. Read the instructions aloud. Say There are six spaces and eight words, so there are two words you won’t use.

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•• Say We’re going to review the numbers in the text. I’ll say a statement and you need to say whether it’s true or false. Use the following statements for the activity: Farmers discovered the soldiers three thousand years after they were made. (F – The clay soldiers were discovered 2,000 years after they were made.) There are eight hundred clay soldiers. (F – 8,000)

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Nearly one million soldiers helped to connect the walls to make the Great Wall. (T) The Great Wall is two thousand kilometres long. (F – over 21,000)

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More than fifty million people visit the Great Wall every year. (T)

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•• Organize students into groups. Ask them to write one true or false statement about the text. It doesn’t have to include a number. •• Ask groups to read their statements to the class. Tell the class to decide whether each statement is true or false. Additional Practice: Workbook p. 101, Online Practice

•• Tell students to complete the activity individually. Tell them to compare answers in pairs. Then go over answers as a class. •• Extra Challenge Tell students to write their own ‘fill-inthe-gap’ sentences with the words from Exercise 1. Tell them to swap papers with a partner. Tell them to try to complete their partner’s sentences with the correct words. Walk around and monitor. Check for correct usage and grammatical accuracy in students’ sentences.

2 •• Read the instructions aloud. Do the first item as a class. Point out the verb form shift and the use of asked. Ask Why don’t we use told or said? (because it is not a command or a statement) •• Tell students to complete the sentences individually. Walk around and monitor. Offer help if necessary. Tell students to compare answers in pairs. Then go over answers as a class. Do error correction as needed. •• Extra Support Tell students to underline the verb phrase in the direct speech sentences. Then tell them to review the green grammar boxes on pp. 111 and 113 in Unit 11 before completing the activity.

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READING EXTRA 3

Reading extra 3 1

What do you know about China? What’s it famous for?

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Listen and read. Which fact do you think is the most TR: 95 fascinating and why?

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Read again. Answer the questions. 1 When did Emperor Qin Shi Huang want the clay soldiers to look after him? after he died 2 What were the farmers doing when they found the head of one of the soldiers? They were looking for

somewhere to dig for water.

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3 What did Xu Fu tell the emperor when he came back from the islands with no answers? Sea monsters had stopped

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4 Where do some people think Xu Fu went when the emperor sent him back again? Japan

him.

over twenty-one thousand

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5 How long is the Great Wall now? kilometres long 6 What have astronauts reported about the Great Wall?

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Work in groups of three. Each student explains one of the facts from the reading text to the rest of the group.

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It cannot be seen from space.

Circle your answer (A, B or C). Then work with a partner and compare your answers.

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1 What do you think would have happened if the farmers had not found the head of one of the soldiers? A The soldiers would all still be hidden underground.

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B Wild animals would have dug up the soldiers. C The soldiers would have been discovered when new towns were being built.

2 What do you think happened to Xu Fu? A He was eaten by a sea monster. B He became the first Emperor of Japan. C He died in China. 3 Do you think it’s true to say that Emperor Qin Shi Huang built the Great Wall of China? A Yes, because he connected the old parts with new parts to make one long wall. B No, because there were already walls before his time. C No, because he asked other people to build it. GLOSSARY soldiers people in an army clay a material from the ground used for making dishes and sculptures forever always, a time that doesn’t end disappearance when something or someone has disappeared

READING EXTRA 3 127 SAMPLE COPY, NOT FOR DISTRIBUTION

Review 6: Units 11–12 Complete the sentences with the words from the box. There are two words you don’t need. recognize

sight

solve

1 Were you able to

smell

recognize

sunrise

sunset

sight

. Have you ever seen them?

you with your new haircut.

4 Good photographers can make amazing. 5 The sun comes up at

2

successful

the puzzle? It’s very difficult.

2 The Northern Lights are a beautiful 3 I didn’t

solve

sunrise

ordinary

things like houses and trees look

and goes down at

sunset

Rewrite the direct speech as reported speech.

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ordinary

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1 The girl: ‘Where have the birds gone?’ The girl asked where the birds had gone.

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Her father told her/said (that) the birds

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2 The girl’s father: ‘The birds have flown to a warmer place.’ had flown to a warmer place. 3 The mother to the children: ’Don’t put the bags on the table.’ The mother told the children not to 4 The mother to the boy: ‘Please take the food into the kitchen.’ The mother asked the boy to take the food into the kitchen.

put the bags on the table.

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5 The hotel manager to the guests: ‘Why are you leaving early?’ The hotel manager asked the guests why they were leaving early.

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Work in pairs. Look at the pictures and take turns to tell the story.

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Treetop adventure

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Dad, Oscar and Rosa went to stay in a treehouse.

S EA RCH AND RESCUE

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REVIEW 6: Units 11–12

Review 6: Units 11–12 •• Ask students to complete the sentences.

Workbook Review 6, Activity 4 Task Guidance Notes Flyers Speaking Part 2 Students have to identify six differences between two similar pictures. The examiner makes statements about his/her picture and the student must identify differences by looking at his/her own picture. This part is testing understanding statements and the ability to give short descriptive responses. Challenges Students may worry because they first need to understand the examiner’s statement before they can identify a difference. Tell students that they need to scan their picture to identify words for objects and people in the picture so they can process what they hear quickly. The differences will focus on colour, size, number, position, shape and activities.

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Challenges Students worry that they may not understand the story, but they only need to say a few words about each picture; it does not need to be a complete narrative. However, it is important that their responses properly reflect each picture. They need to be able to use present and past tenses confidently, as well as modals. Students may worry about how correct their language is, as they need to talk for an extended period. Point out that they should refer to the characters and objects in the picture that they can see, and this will help them to ‘ground’ their story; in other words, they do not have to invent anything. Encourage them to take their time and not rush the ending.

Additional Practice: Workbook pp. 102–103, Online Practice

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Flyers Speaking Part 4 Students are shown a series of five pictures with a title and main character names given. The examiner tells the story in the first picture and students have to continue the story in the remaining four pictures. This part is testing the ability to tell a short story based on a series of pictures.

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Task Guidance Notes

•• Allow students time to look through the units and select what they most enjoyed. Ask students to share their answers in groups or with the class.

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Performance Descriptor

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•• Can tell short, simple stories using pictures •• Ask students to look at the pictures and read the speech bubble for Picture 1. Ask Where’s the family staying? (in the jungle) How does the family get to the treehouse? (on a bridge)

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•• In the same pairs, ask students to think of the actions and feelings in each of the Pictures 2–5. Monitor. Go over answers with the class. You could write some words on the board, for example: Picture 2 – sunset and happy.

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•• Collaborate Ask each pair to work together to orally finish the story. Ask them to make sure they say at least one sentence for each picture. Remind them that they must only talk about things/events they can see in the pictures. Monitor and help.

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•• Focus on one aspect of the assessment. Listen and make notes of any problems. Don’t interrupt the flow of the activity. Then go back over any issues with the class after the activity. Excellent

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Performance Descriptors •• Can understand simple spoken descriptions of objects and people •• Can give simple descriptions of objects, pictures and actions

•• Assign half the class picture A and half the class picture B. Ask them to cover the picture that is NOT theirs. •• Collaborate Put students into small groups, within their A or B picture group. Ask them to discuss all the different things they can see their boy is wishing for. Monitor and help. Tell them to help each other to say complete sentences. •• Now put students into A and B pairs. Emphasize that they must not see each other’s pictures. Ask them to take turns describing what they can see in their picture. Instruct their partners to say if something is different. Point out that there are six differences. Monitor. •• Focus on one aspect of the assessment. Listen and make notes of any problems. Don’t interrupt the flow of the activity. Then go back over any issues with the class after the activity.

performance

few mistakes but meaning is clear

Satisfactory

uses some simple structures; makes some

Assess: Pronunciation

performance

basic mistakes

Excellent

mostly intelligible; limited control of word stress

performance

and intonation

Satisfactory

mostly intelligible; some sounds unclear;

performance

limited control of word stress

•• Talk to the class about any grammar points, especially when they need to connect ideas. •• Second Chance Ask pairs to work with another pair to improve their story and create a final version. This allows them to build their confidence. Monitor. Ask each group to share their story orally with the class.

Wrap Up •• Write on the board: What I liked best in Unit 11 was …

•• Second Chance Ask students, in their pairs, to check their differences by looking together at their pictures. Then ask them to cover their pictures once more. Tell them to repeat the activity to practise the differences again. You could make this a competition to see who finishes first. You could give points for complete sentences. Then ask them to write the sentences.

What I liked best in Unit 12 was …

  REVIEW 6: Units 11–12 128a SAMPLE COPY, NOT FOR DISTRIBUTION

One more look Optional Activity

In this lesson, students will:

•• Tell students to do a role-play between an interviewer and one of the National Geographic Explorers, Adventurers or photographers from Exercise 1. Put students into pairs and say You’re going to role-play a TV interview with one of the people from this lesson. One of you will be the interviewer and one of you will be the National Geographic Explorer, Adventurer or photographer.

Warm Up •• Ask Can you remember any of the people we learnt about in the Student’s Book? Elicit some of their names. Write them on the board. •• Point to each name on the board. Ask what each person did or what his/her job is. Listen to students’ answers. •• Extra Support If students have difficulty recalling names, prompt them by writing the following names on the board. Then ask them to say what the person’s job is. Also supply a clue (in brackets below) if needed.

•• Tell pairs to choose one of the people from Exercise 1 and decide on their roles. Make sure students understand their roles. You can do this by walking around and asking different pairs Who did you choose for your interview? When they answer, ask Who’s going to be [Steve Winter] and who’s going to be the interviewer? •• Then tell them to work together to write interview questions and answers. Tell them they can use some of their questions from Exercise 2, but they should also include some new ones. For the answers, say What do you know about the person you chose for your interview? How do you think he or she would answer your interview questions?

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Resources: Classroom Presentation Tool

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•• discuss something useful they could do during their summer holiday.

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•• prepare interview questions for one of the people in this lesson.

•• Tell pairs to prepare and practise their role-plays. Walk around and monitor, offering help if necessary.

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•• talk about some of the National Geographic Explorers, Adventurers and photographers they have learnt about in the Student’s Book.

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•• When everyone is ready, invite pairs to role-play their TV interviews for the class.

Frans Lanting (camera) David Mearns (underwater) Asher Jay (bottle)

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•• Read the instructions aloud. Tell students to read the speech bubble and the three questions. Ask them to match the sentences in the speech bubble to the questions.

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•• Ask What things, animals, people or places need help? For example, some old people might need help. Some sea creatures might need help. Who or what else might need help? Listen to students’ ideas. Write them on the board.

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•• Ask students to open their books to p. 129. Focus their attention on the photos of the National Geographic Explorers, Adventurers and photographers.

•• Put students into pairs. Ask What can you remember about each of these people? Ask them not to look back in their books yet. Give students a few minutes to discuss their ideas. Then tell them to check their answers in their books.

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•• Invite students to talk about the people in the photos. Then ask Which person do you admire most and why? Listen to several students’ answers.

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•• Read the instructions aloud. Then ask students to work individually to write down their four questions. •• Organize students into small groups. Try to arrange students so that each student has interview questions for a different National Geographic Explorer, Adventurer or photographer from Exercise 1. •• Tell students to take turns sharing their interview questions with their groups. Walk around and monitor. Offer help if necessary. •• Invite students to share their questions with the class. •• Extra Challenge Ask students to write questions for two of the National Geographic Explorers, Adventurers or photographers in Exercise 1.

129a 

•• Tell students to brainstorm ideas individually. Tell them they can use the ideas on the board. •• Tell students to share ideas in pairs. Tell partners to help with new ideas and offer suggestions. •• Invite students to share their ideas with the class. •• Ask Why is it important to help? And how do you feel when you help others? Ask students to discuss the question in pairs. Then invite students to share their answers with the class.

Wrap Up •• Put students into groups. Ask them to think about the people they named in the Warm Up and Exercise 1. Ask What helpful things do they do? How do they help people, animals or the environment? Give them a few minutes to discuss their ideas. Then ask groups to share their ideas with the class. •• For homework, you could ask students to do research on the two people that they admire most from the lesson and find out more about how they help people, animals and/ or the environment. Tell them to write at least four sentences about each person.

SAMPLE COPY, NOT FOR DISTRIBUTION

ONE MORE LOOK

One more look Work in pairs. Here are some people that you learnt about in this book. What do you remember about them? Look back at the units to help you.

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Asher Jay

Douglas Krause

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Shabana Basij-Rasikh

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Jónína Herdís Ólafsdóttir

Steve Winter

Choose one of the people from Exercise 1 and imagine you are going to interview him/her. Write four questions.

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Think of something helpful you could do during the holidays. Write some ideas and share them with the class. Use these questions to help you.

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Ed Stafford

1 What could you do? 2 Why would you do it? 3 How would it help?

I could help clean up the beach with my friends. We could collect the plastic bottles and other rubbish. It would help the environment and it would make the beach look better.

ONE MORE LOOK 129 SAMPLE COPY, NOT FOR DISTRIBUTION

The Lopburi Monkey Festival

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Monkeys in Lopburi, Thailand

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Lopburi, Thailand is a small city about 155 kilometres away from Bangkok. It’s one of the oldest cities in the country and it’s famous for its historic ruins and its monkeys. There are macaque monkeys everywhere in Lopburi. In fact, it’s often called ‘Monkey City’ and it even has a monkey festival every year at the end of November. The Lopburi Monkey Festival has been taking place every year since 1989. It’s become very popular and many people travel to the city to see it. At the festival, you can see performances, large tables with different kinds of food such as fruit, salad and rice – and of course lots of monkeys. It’s a very unusual festival that people and monkeys enjoy together.

ABOUT THE VIDEO

The video is about the Lopburi Monkey Festival in Thailand. Lopburi is one of the oldest cities in Thailand and home to numerous historical sites. These include King Narai’s Lopburi Palace and a number of temples. The city is also home to a lot of monkeys that often roam the streets freely. The festival takes place at the Khmer ruins, and many of the monkeys gather near the ruins to take part in the feast offered for them. The festival also provides entertainment in the form of live performances and a variety of other activities. The monkeys are thought to bring good luck and are valued members of the Lopburi community.

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BONUS SCHOOL TRIP

BONUS School trip 2

In this lesson, students will: •• read and discuss a text about the Lopburi Monkey Festival.

•• Play Video 16 once. Tell students to watch the video the whole way through and enjoy it.

•• identify whether sentences about the video are true or false and correct the false sentences.

•• Go over the instructions. Invite volunteers to read the sentences aloud. Encourage students to write T or F in pencil next to each sentence; however, reassure them that they will have time to watch the video again and check their answers.

•• watch and respond to a video about the Lopburi Monkey Festival. •• research and plan a presentation about a festival.

•• Play Video 16 again. Tell students to check their answers in pairs and correct the false sentences. Then go over answers as a class.

Resources: Video 16, Classroom Presentation Tool, Workbook p. 104, Online Practice Materials: a world map

Warm Up

Video 16 script:

•• Ask What do you know about monkeys? Where do they live? What do they eat? Ask students to discuss in pairs. Then ask students to share their answers with the class.

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•• Extra Support Play Video 16 again. Pause the video after the information for each true/false statement is given.

Introduce the Topic

Woman: We believe that Hanuman never die. So, he is the symbol of prosperity and good luck.

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Narrator: So, every year in November, you can see monkeys and people enjoying the festival together. The people of Lopburi bring food for the monkeys and put it on tables. In front of one old building, they build a large pyramid and decorate it with different kinds of fruit.

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•• Say We’re going to watch a video and read about a monkey festival in Thailand. What do you think the festival celebrates? How do you think people celebrate the monkey festival? What do you think people do at the monkey festival? Write the questions on the board for students to refer to.

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•• Ask What words can we use to describe monkeys? Listen to students’ answers. Ask why they chose these words.

Narrator: Every year in Lopburi, a small city in Thailand, an unusual festival takes place. The most important guests at this festival are not people but monkeys! Thai people believe that in the past a monkey, called Hanuman, helped them.

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•• Ask students to discuss their ideas in small groups. Then ask groups to share their ideas with the class.

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•• Use the Photo Ask students to open their books to p. 130. Focus their attention on the photo. Ask them to describe what they can see. Ask Why do you think there’s so much fruit? What are the monkeys doing? Do you think the people are afraid of the monkeys? Listen to several students’ answers. •• Read the instructions aloud. Then ask students to read the text.

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•• Read the three discussion questions aloud. For question 1, tell students to work individually to find and underline the parts of the text that answer the question. Tell students to compare answers in pairs. Go over answers as a class. •• For question 2, encourage students to think of as many reasons as possible why this festival is so popular. Tell them to discuss their ideas in pairs. Then ask them to share their ideas with the class. •• For question 3, ask What would you like to learn about the monkey festival? Listen to several students’ ideas.

Narrator: There are monkeys everywhere – real monkeys, people in monkey costumes and monkey statues. Even the statues get food and water. The festival has lots of visitors. They come to Lopburi by train and car. One man even arrives by parachute. The first reason for the festival is to bring food to the monkeys. Man: Second is for the tourists. Every year a lot of people, many people come to Lopburi to see the monkey party. Narrator: But visitors have to be careful, because the monkeys are naughty. Woman: You never get them to sit still – that’s for sure. Tourist: I was kneeling down, taking a picture of a monkey, and all of a sudden a monkey swiped my sunglasses off. Narrator: Because the monkeys are so naughty, Thai people can’t always be kind to them. Sometimes they have to scare them away. Monkeys aren’t dangerous, but sometimes they do dangerous things, like playing with electrical wires. But most of the time, people are friendly to monkeys, and the monkeys are friendly to them, and visitors love it too. Woman: When people come to visit here, you can see the smile on their face. Man: Next year, it’ll be bigger than this year. Sure! Narrator: So the monkeys are bringing good luck and money to Lopburi.

  BONUS SCHOOL TRIP 130a SAMPLE COPY, NOT FOR DISTRIBUTION

BONUS School trip 3

4 Project

•• Read the instructions and the discussion questions aloud. For question 1, tell students to discuss it in pairs. Then ask them to share their answers with the class.

•• Direct students’ attention to the blue project box on p. 131. Read the instructions aloud. •• If necessary, give a few examples of festivals that celebrate animals. Here are a few examples:

•• For question 2, tell students to brainstorm places in pairs. If necessary, prompt students with some examples, such as monkeys in Gibraltar or ravens in London.

The second day of Tihar Festival in Nepal celebrates animals.

•• Ask pairs to share their answers with the class.

•• Put students into pairs. Tell them to take turns reading their diary entries aloud.

Optional Activity 2

•• Invite groups to present their festivals to the class. •• If class time is limited, you may want to assign the project as homework and allow time for only the presentations in class.

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Wrap Up

•• In pairs, ask students to write two or three questions about the text and/or the video for their classmates to answer. Tell them that they also need to write the correct answers.

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•• When everyone has finished, invite volunteers to share their diary entries with the class.

•• Tell students to use the four questions in the blue box to help them organize the information for their presentations. If you have internet access in your classroom, you can ask students to do some research online.

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•• Tell students to write a diary entry of a visitor to the Lopburi Monkey Festival. Say Imagine that you’re a visitor to Lopburi during the festival and you write in your diary about your day.

The Woolly Worm Festival in Banner Elk, North Carolina in the US, celebrates woolly worms and the coming of the snow season.

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Optional Activity 1

The Surin Elephant Round-Up in Thailand celebrates the strength of elephants.

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•• Extra Challenge Tell students to close their books and write two sentences about Lopburi and/or the monkey festival. Write LOPBURI on the board so students can refer to the spelling if necessary as they write their sentences. Invite students to share their sentences with the class by reading them aloud or writing them on the board.

Additional Practice: Workbook p. 104, Online Practice

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•• Put students into pairs. Tell them to role-play a conversation between a journalist and a tourist who attended the Lopburi festival. Write the following questions on the board to help them:

•• Ask pairs to read their questions aloud or write them on the board. Ask the class to answer them.

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Did you enjoy the festival? Who did you go with? What did you do and see? Did the monkeys do anything naughty? Would you like to go to this festival again? Why?/Why not?

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•• Tell pairs to decide who will be the ‘tourist’ and who will be the ‘journalist’. Tell them to practise their role-plays. Walk around and monitor. Offer help if necessary.

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•• Invite pairs to perform their role-plays for the class.

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BONUS SCHOOL TRIP

BONUS School trip Read the text. Discuss the questions.

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1 What can you see in Lopburi?

Watch the video. Write T (true) or F (false). Video 16 Correct the false sentences.

2 Why do you think the Lopburi Monkey Festival is so popular?

1 The monkeys are the most important guests at the festival. T

3 What would you like to learn about the Lopburi Monkey Festival?

2 The Thai people believe that a monkey named Hanuman helped them. T 3 The people in Lopburi bring statues for the monkeys. F (food) 4 Not many people outside Lopburi have heard of the festival. F (Many/Lots of people outside Lopburi have heard of/travel to the festival.)

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5 The monkeys are often dangerous, so the Thai people can’t always be kind to them. F (The monkeys are often naughty.)

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6 The monkeys bring good luck and money to Lopburi. T

Work in pairs. Discuss the questions.

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1 Do you think you’d like to visit Lopburi? Why? / Why not?

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2 Do you know of another city where there are lots of animals? Where is it? What kinds of animals live there?

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PROJECT Give a presentation about a festival. Work in groups. Do research to learn about festivals that celebrate animals. Choose a festival for your presentation. Find a photo or draw a picture of the festival. Use these questions to help you organize your presentation: •

What’s the name of the festival?

•

What kind of animal does it celebrate?

•

Where and when does it take place?

•

What can you see at the festival?

Give your presentation to the class. Make sure everyone in your group takes part in your presentation. BONUS SCHOOL TRIP 131 SAMPLE COPY, NOT FOR DISTRIBUTION

The man who never told a lie Once there was a young man named Maliki who never told a lie. Everyone knew Maliki, because everyone tells a lie at some time – big or small. But not Maliki.

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The king wanted to meet Maliki. ‘A person who doesn’t lie?’ he said. ‘That’s impossible!’ So he called Maliki to his palace.

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‘Is it true what they say about you?’ asked the king. ‘I don’t know what you mean,’ said Maliki. ‘That you never tell a lie. Is it true?’ ‘That’s true,’ Maliki answered, honestly. ‘And can you tell me,’ said the king, ‘that you’ll never lie – ever – in your whole life.’ ‘No, I never will,’ said Maliki. A few days went by and the king could not stop thinking about Maliki. ‘He said that he’d never tell a lie,’ he said to himself, ‘but how could he know that?’ So he decided he’d play a trick on Maliki and make him tell a lie. He called him back to the palace. ‘Maliki,’ he said, ‘please follow me to the stable.’ And in the stable, the king got on his horse and said, ‘Maliki, please go and tell the queen that I’m going to visit my old father. I’ll return tomorrow at lunchtime.’ Maliki bowed. ‘I’m your messenger,’ he said. And with that, the king rode off.

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SAMPLE COPY, NOT FOR DISTRIBUTION

BONUS READING EXTRA

BONUS Reading extra 2

•• identify and discuss the moral of the story. Resources: Audio Track 96, Classroom Presentation Tool, Workbook p. 105, Workbook Audio Tracks 38–39, Online Practice Materials: coloured pencils or felt tips, sheets of paper

ABOUT THE STORY

•• Listen and Read Play TR: 96. Tell students to follow in their books. •• Tell students to practise the reading strategy asking a focused question by reminding them to try to find the answer to the question: Did Maliki tell a lie to the queen? •• When everyone is ready, ask What do you think? Did Maliki tell a lie to the queen? Listen to students’ answers and reasons. •• Extra Support: Ask students to highlight or write down any unknown words in the text. In groups, ask students to try to work out and/or help each other with the meanings of the words. Walk around and monitor. Offer help if necessary. •• Listen Only To do this as a listening-only activity, write this question on the board: Did Maliki tell a lie to the queen? Review the listening strategy listening for gist. Say You don’t have to understand everything. Just focus on listening for the answer to the question. Play TR: 96. Tell students to listen. Then ask the class What do you think? Did Maliki tell a lie to the queen? Listen to students’ answers and reasons.

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The man who never told a lie is a very old folktale. Some sources cite the tale as Indian while others cite it as African. This story is adapted from the original, where the king says he will go hunting and asks the main character, Maliki, to tell the queen to prepare a feast for them. Maliki speaks to the queen but says ‘He might or might not come for the feast, and he might or might not go hunting.’ It is a fairly well-known tale focusing on the value of telling the truth and only believing what you actually see rather than what you are told.

•• Read the instructions and the question aloud.

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•• retell the story.

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•• answer questions about the story.

•• Focus students’ attention on the glossary at the bottom of p. 133. Go through the meanings of each word or phrase. Check students’ understanding by giving examples, using gestures or asking questions. For example: Is a person who lies a lot honest? Ask What do you do when you bow? Ask a volunteer to stand up and bow, or bow yourself and say This is a bow. I’m bowing.

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•• read and listen to a story about a man who never told a lie.

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In this lesson, students will:

Warm Up

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•• Write tell a lie on the board. Ask Why shouldn’t we tell lies? Ask students to discuss in groups. Then ask them to share ideas with the class.

•• Ask Do you know anyone who told a lie and got into trouble for it? What happened? Listen to students’ answers.

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•• Use the Picture Ask students to open their books to p. 132. Draw their attention to the title of the story and the illustration. Ask What do you think the story will be about? Don’t read the story yet. Just look at the title and the picture. In pairs, tell students to discuss for a minute. Then ask them to share their ideas with the class.

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•• Read the instructions aloud. Then ask students to discuss their answer to the question in pairs. Then invite students to share their answers with the class.

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•• Read the instructions and the questions aloud. •• Listen and Read Tell students to complete the activity individually. Tell them to compare answers in pairs. Then go over answers as a class. For question 3, explain, if necessary, that the king only got on his horse and rode a short way to trick Maliki. •• Extra Challenge Ask students to write their own questions about the story. These can be true/false or Wh- questions. •• Ask students to swap questions with a partner. Tell them to answer their partner’s questions. Then invite students to ask their questions to the class. •• Listen Only To do this as a listening-only activity, focus students’ attention on the questions. Encourage them to circle the answers they can recall in pencil; however, reassure them that they will be able to listen to the story again and check their answers. Review the listening strategy listening for specific information by telling them to focus on listening for the answers to the five questions in Exercise 3. Play TR: 96 and tell students to check their answers. Then tell them to compare answers in pairs before going over them as a class. •• Extra Support Play TR: 96 again and pause after the relevant information for each of the questions in Exercise 3.

  BONUS READING EXTRA 132a SAMPLE COPY, NOT FOR DISTRIBUTION

BONUS Reading Extra Wrap Up

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•• Select some of the examples of direct speech from the story. Write them on the board, for example:

•• Read the instructions aloud. Go over the words in the box. •• Tell students to take turns retelling the story in pairs.

1 2 3 4 5 6 7

•• Extra Challenge Ask students to retell the story without looking at the words in the box. •• Extra Support Tell students to read the story again to refresh their memories before retelling it. Allow them to refer to their books as they retell the story.

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Optional Activity 1

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•• Ask students to work in small groups. Ask them to rewrite each sentence as reported speech. Remind students of the verb form and pronoun shifts in reported speech. Walk around and monitor. Offer help if necessary. If you wish, you can make it a contest and see which group finishes first. •• Go over answers as a class. Invite students to read their sentences aloud or write them on the board. Answers:

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•• Organize students into groups of three or four. Say You’re going to role-play the story. One student will be the king, one will be the queen, one will be Maliki and one will be the narrator. The narrator is the person who tells the story. Alternatively, there doesn’t have to be a narrator. Students can role-play the king, queen and Maliki if you prefer.

•• Ask students to open their books and check their answers. Go over answers as a class. (Answers: 1 K, 2 M, 3 K, 4 K, 5 M, 6 Q, 7 Q)

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•• For question 2, ask Do you think it’s ever OK to lie? If so, when? If students are having trouble coming up with ideas, prompt them with a situation and questions. For example, ask If someone gives you a gift that you don’t like and asks if you like it, is it better to be honest and tell him or her that you don’t like the gift? Or is it better to tell a lie so that he or she doesn’t feel bad? Listen to students’ answers and reasons.

•• Organize students into small groups. Ask them to close their books. Then tell them to look at the sentences on the board and decide which character said each sentence – the king, the queen or Maliki. Tell them to write down 1 to 7 on a piece of paper. Tell them to write K (king), Q (queen) or M (Maliki) next to each number.

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•• For question 1, ask What do you think the story is trying to teach us? (the importance of honesty/not lying). Listen to students’ responses. Point out the use of reported speech in the story.

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•• Read the instructions aloud. Put students into small groups and ask them to discuss the questions.

‘Is it true what they say about you?’ ‘No, I never will.’ ‘Please follow me to the stable.’ ‘I’ll return tomorrow at lunchtime.’ ‘I’m your messenger.’ ‘I thought that you were with your father.’ ‘He only repeated your words.’

•• Allow time for students to choose roles and plan and practise their role-plays.

Optional Activity 2

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•• Ask groups to perform their role-play for the class.

1 ‘Is it true what they say about you?’ (He asked if it was true what they said about him.)

2 ‘No, I never will.’ (He said no, he never would.) 3 ‘Please follow me to the stable.’ (He said follow me to the stable, or He/The king asked Maliki to follow him to the stable.) 4 ‘I’ll return tomorrow at lunchtime.’ (He/The king said he would return tomorrow at lunchtime.) 5 ‘I’m your messenger.’ (He/Maliki said he was his messenger.)

•• Hand out coloured pencils or felt tips and four or five sheets of paper to each group. Alternatively, you could give one large sheet of paper to each group. Then say You’re going to draw pictures to show the most important parts of the story. Then you’re going to retell the story to the class using your pictures.

6 ‘I thought that you were with your father.’ (She/The queen said she thought he was with his father.)

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•• Organize students into groups of three or four. Tell them they are going to illustrate the story and retell it with their group.

7 ‘He only repeated your words.’ (She/The queen said that he/Maliki had only repeated his words.) Additional Practice: Workbook p. 105, Online Practice

•• Tell students to decide which parts of the story they want to draw. Walk around and monitor. Offer help if necessary and make sure everyone is participating. •• Once groups have completed their drawings, tell them to decide who will tell each part of the story. Everyone in the group should tell one part. •• Tell groups to take turns retelling the story with the support of their pictures. If you’ve got a large class, you can ask groups to retell the story to another group rather than to the entire class to save time.

133a 

SAMPLE COPY, NOT FOR DISTRIBUTION

BONUS READING EXTRA

BONUS Reading extra

As soon as Maliki had gone, the king got down from his horse. He laughed. ‘I’m not going to visit my father today, so soon Maliki will tell a lie to the queen.’

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Look at the title of the story. If someone told you they never told a lie, would you believe them? Why? / Why not?

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Listen and read. Did Maliki tell a lie to the queen? TR: 96 No, he didn’t.

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Read again. Circle the best answer (A, B or C). 1 Which word describes Maliki? A naughty

Maliki found the queen in her garden. He bowed and said, ‘Your highness, the king asked me to tell you that he’s gone to visit his father. He said he’d return tomorrow at lunchtime.’ ‘Thank you,’ said the queen.

B honest C dishonest

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2 Why did the king want to play a trick on him?

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A He didn’t believe that Maliki always told the truth. B He didn’t like Maliki.

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C He’d heard that Maliki told lies.

The next morning, the king came to the queen in the garden. The queen was surprised to see him. ‘I thought that you were with your father,’ she said.

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3 Where did the king ride on his horse? A He went to his father’s house.

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B He didn’t ride anywhere. C He rode a short way from the stable.

4 Why was the queen surprised to see the king the next morning?

‘People say the young man never lies. But I’m afraid he told you a lie yesterday,’ said the king.

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A He didn’t normally come into her garden. B She didn’t expect to see him until lunchtime. C She thought he’d be with his father for two days.

‘And what was the lie?’ asked the

5 What did the queen tell the king about Maliki?

queen.

A That he only told a small lie.

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‘He told you that I’d gone to see my father,’ the king replied, ‘but I didn’t go.’

C That he thought the king was lying.

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The queen shook her head. ‘No,’ she said. ‘He only repeated your words. You told him that you were going to see your father and that’s what he told me. So he only said what he knew was true.’

B That he only reported what the king had said.

And from that day, the king understood what it means to be honest.

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Work in pairs. Retell the story. Use the words from the box. believe

father

horse

king

lie

message

queen

repeat

stable

trick

Work in groups. Discuss the questions. 1 What do you think this story is trying to teach us? 2 Do you think it’s ever OK to lie? If so, give an example of when. GLOSSARY to bow honest a stable to play a

to bend over as a sign of respect telling the truth a building where you keep horses trick on someone to make someone believe something that isn’t true

BONUS READING EXTRA 133 SAMPLE COPY, NOT FOR DISTRIBUTION

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Work in groups. Tick (✓) the correct answer.

The singer and speaker Ta’Kaiya Blaney grew up in Seoul, Korea Paris, France ✔ Tla’amin Nation, Canada

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Jónína Herdís Ólafsdóttir is studying very small creatures that live . ✔ between the rocks in the mud under the ice

The Gotthard Base Tunnel in Switzerland took to build. 2 years ✔ 17 years 57 years

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People who use technology to design camera traps are called . ✔ photo engineers photojournalists marine biologists

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The Boryeong Festival in Korea celebrates . food cherry blossom ✔ mud

BONUS GAME

SAMPLE COPY, NOT FOR DISTRIBUTION

BONUS Game

Warm Up •• Write the unit numbers and titles on the board: Unit 1: A good start Unit 2: Amazing animals Unit 3: Working outdoors Unit 4: Let’s get technical Unit 5: Going places Unit 6: Fantastic festivals

Unit 7: Extreme sports Unit 8: Tales of survival Unit 9: Exploring the world Unit 10: Great museums Unit 11: Very mysterious! Unit 12: Fascinating places

Optional Activity •• Put students into groups of three or four. Tell them they are going to play another game. Write the following list of topics from the Student’s Book on the board: The Science Bus rattlesnakes cool hunters volcano boarding water buffalo Douglas Krause Deep Blue Asimo

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•• Say We’re going to play a game today. It’s a quiz game about the whole book, but first let’s do a quick mini-quiz to see what you can remember. Point to the list on the board and say These are the units and titles in the book. Read through the list of units and titles and review the general topic of each. Then say I’m going to say a topic and you need to tell me which unit it’s from. Then say topics from the units. Aim for one topic per unit. Here are some ideas: The robot Asimo (Unit 4), The Gotthard Base Tunnel (Unit 5), The northern lights (Unit 11), Ernest Shackleton (Unit 8), Crazy House (Unit 12), a mastodon tooth (Unit 9), splitboarding (Unit 7), Cupnoodles (Unit 10), friendship benches (Unit 1), bees (Unit 2)

•• Extra Challenge In groups, ask students to find facts from different units. Then ask them to write a question about each fact. The questions can be multiple-choice with three options, true/false questions or Wh- questions.

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•• Say each topic and listen to students’ answers. Ask them what they can remember about the topic or unit. Alternatively, you could make it a competition by dividing the class into two or more teams and writing the topics on the board. Teams then work together to match the topics with the units. Set a time limit of five minutes. The team that finishes first and/or gets the most correct answers is the winner.

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•• Ask students to open their books to p. 134. Focus their attention on the three photos. Hold up the Student’s Book and point to the photo of Ta’Kaiya Blaney. Say Look at this photo. Who is this? What’s she doing? What can you remember from that lesson or unit? Listen to students’ responses. Repeat for the other photos. •• Explain the rules of the game. Say You have to work together in your groups. Answer all the questions. Tell students to work together in their groups to choose the answers. •• Extra Support Before playing the game, give students three minutes to look back through Units 1–12.

2 •• Read the instructions aloud. Tell groups to check their answers by looking for the correct information in the Student’s Book. Tell them to give themselves one point for each correct answer. Then go over answers as a class and

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Materials: poster paper, coloured pencils or felt tips

Plitvice Lakes National Park is in A Croatia, B Cambodia or C Chile. (A Croatia); Mount Etna is in A Spain, B Italy or C Indonesia. (B Italy); Gotthard Base is the world’s longest A suspension bridge, B wall or C train tunnel. (C train tunnel)

Robyn Davidson The Redhead Days festival Asher Jay white-water kayaking Balto International Museum Day bark scorpions The Underwater Room

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Resources: Classroom Presentation Tool

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•• play a game to review the content learnt in Units 1–12.

confirm which group got the most points. If there is a tie, use these items to break the tie:

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In this lesson, students will:

•• Say I’m going to say one of the topics on the board and as a group, you need to tell me a true sentence about the topic. The group that says a true sentence first gets a point. Decide a way for groups to signal when they have decided on their sentence, for example, one member of each group could put up their hand or tap their desk. The group that puts up their hand or taps first gets to say their sentence. Do an example with the class. For example, say Asher Jay. Invite the first group to say their sentence. If they need prompting, give them examples of sentences they could say, for example: She’s a National Geographic Explorer. •• Play the game. Award a point for each correct sentence and keep score on the board. At the end, see which group scored the most points. •• Alternatively, you could play this as a writing game by telling groups to work together to write a true sentence about each topic.

Wrap Up •• Write the following on the board: Most interesting Most fun Something I didn’t know and I am glad I learnt

•• Tell students to look through the Student’s Book and decide which topic they found most interesting, which activity or lesson they found most fun and something they didn’t know but are glad they learnt. •• Give students time to look through their books individually. Then invite students to share their ideas with the class.

  BONUS GAME 134a SAMPLE COPY, NOT FOR DISTRIBUTION

BONUS Game Student feedback •• It’s clear that your students are in class to learn from you. But what you might not realize is how much you can learn from your students. By asking students for their opinion on the class you’re teaching, you are: • demonstrating that you value students’ ideas and opinions • opening lines of communication between yourself and your students • modelling the process of giving and responding to feedback • giving yourself an opportunity to adjust your teaching to meet students’ needs •  discovering your students’ activity preferences

•• NOTE: Before students begin the survey, walk them through it. Read each of the survey items aloud. Encourage students to put up their hand if they aren’t sure of what an item is asking. If necessary, use students’ first language to clarify. If you speak their language, allow them to provide comments in their first language.

Read and circle.

1 = disagree

1. I know my teacher will help me.

3 = no opinion

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5 = agree

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4. I prefer to work in pairs/groups.

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5. I prefer to work alone.

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6. I enjoy lessons and am learning.

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7. The work is at the right level for me – not too hard, not too easy.

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If you disagree, circle one:

too hard 2

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too easy

9. What types of lessons are most useful for learning English? Circle Vocabulary

Chant

Grammar

5 all.

Reading

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Writing

Function

Video

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10. Of the lesson types above, which is your least favourite? Why?

11. If you could do one activity every class, what would it be?

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12. What can the teacher change to make the class better for

future students?

© Cengage Learning, Inc.

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3. My teacher listens to me and shows he/she cares.

8. There is too much homework.

•• To help you collect feedback on the class as a whole, a survey template has been created and can be accessed on the Look Teacher’s Resource Website. Print a copy for each student, distribute it on the last day of class and allow students time to work on the survey individually. Encourage them to answer as many of the questions as possible, in an honest yet respectful way. Point out that it’s OK to say something negative if they really did not like a subject. Emphasize that students are not to put their names on the surveys and, as such, will not be penalized in any way for their answers.

135a 

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2. I always understand my teacher when he/she speaks in class.

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•• An end-of-year survey is one way to get students’ reaction to the class. Because many students may feel uncomfortable giving oral feedback, it’s best to offer an anonymous survey at the end of the year. Alternatively, you could request instant feedback at the end of a specific lesson. This is useful if you’ve tried out a new method or technique and want to gauge students’ responses to it.

Look Level 6: Student Feedback Survey

SAMPLE COPY, NOT FOR DISTRIBUTION

14/03/19 5:17 PM

BONUS Game

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A bottle with a note inside that was found in the sea near Denmark had come from . Cardiff, Wales Cardiff, USA ✔ Cardiff, Australia

Frans Lanting took his famous photo of the camel thorn trees in the desert in . Zanzibar Australia ✔ Namibia

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After 860 days of walking, National Geographic Adventurer Ed Stafford and Gadiel Sánchez Rivera (Cho) arrived at . The Pacific Ocean The Indian Ocean ✔ The Atlantic Ocean

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Extreme white-water kayaker Trip Jennings and his team kayaked down the Pandi River in . ✔ Papua New Guinea Spain 7 Nicaragua When Shackleton arrived on South Georgia, he had to . pull three lifeboats across the ice ✔ walk across mountains for 36 hours without stopping row to another island

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Check your answers. Give one point for each correct answer. Share your results with the class. The group with the most points wins.

SAMPLE COPY, NOT FOR DISTRIBUTION

BONUS GAME

135

Anthology

The Ocean Cleanup • Point to p. 12. Ask What can you see in this photo? (the screen that hangs from the floater) What does it do? (collects plastic) Does it trap fish? (No, they swim under it.)

This story is a non-fiction text about the Ocean Cleanup, a project to clean up plastic rubbish in the ocean, and particularly in the Great Pacific Garbage Patch. We learn more about the problems of plastic in the ocean and how the Ocean Cleanup system works.

Warm Up • Ask Do you see a lot of litter and rubbish near where you live? Listen to students’ responses. Ask What about the ocean and rivers? Do you see a lot of rubbish there? What happens to rubbish in rivers? (It goes into the ocean.) Say We’re going to find out more about this problem in the story. If necessary, tell students that the American English word for rubbish is garbage.

• Ask students to open their books to Story 1, p. 3. Hold up a book. Focus students’ attention on the title. Ask What do you think the story is about? (cleaning up the ocean) What can you see in the photo? (a fish, plastic rubbish)

3 • Ask students to open their books to p. 84. Say Look at Exercise 1. Read the instructions aloud: Read and circle True or False. Tell students to try to answer from memory first and then find the information in the story to check. Check answers with the class. • Extra Challenge Ask students to correct the false sentences. (3 It’s the Great Pacific Garbage Patch.; 4 Microplastics are very difficult to remove from the ocean.; 5 It uses a giant screen.) • Now focus students’ attention on Exercise 2. Read the instructions aloud: Read and complete the sentences. Point to the words in the box. Say Use these words. Check answers with the class. • Point to p. 85. Read the instructions for Exercise 3 aloud: Read and write the number. Model the first item. Point to the text and say Number one, microplastics. Which photo shows microplastics? Write the number one in the box.

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• Direct students’ attention to the picture on p. 14. Ask What does this picture show? (the location of the Cleanup systems Boyan Slat wants to set up in the future)

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About the Story

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Resources: Anthology 6, Story 1; Story 1 Audio

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STORY

• Focus students’ attention on Exercise 4. Read the instructions aloud: Read and answer. Tell students to read the questions and find the information in the text. Check answers with the class.

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• Ask How do you think we can clean up the ocean? Divide students into small groups. Ask groups to discuss this question. Then invite groups to share ideas with the class. Say Let’s read the story and see if your ideas are the same as the ones in the story.

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• Extra Support Ask students to underline the information in the text. Help them to write answers as a whole-class activity.

Answers:

• Ask students to read the story again. Then point to p. 4. Ask What’s a big problem in the ocean? (plastic) Why is it a problem? (because animals get caught in it or try to eat it, and sometimes they die)

Exercise 2: 1 happen; 2 go away; 3 floating; 4 moved;

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• Play Story 1 and ask students to listen and follow in their books.

Exercise 1: 1 True; 2 True; 3 False; 4 False; 5 False 5 clean up Exercise 3: A3; B2; C4; D1 Exercise 4: 1 The pieces are very small and hard to see.;

• Point to pp. 6–7. Ask What happens to plastic in the ocean? (It gets broken into tiny pieces called microplastics.) Is that a good thing? (No, microplastic is almost impossible to remove.)

boats and nets.; 4 We can let the plastics come to us.

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• Point to p. 5 and ask Where’s the biggest patch of rubbish? (in the Pacific Ocean)

• Point to p. 8. Say This is Boyan Slat. What does he want to do? (clean up the ocean) Why was he shocked? (because there is so much plastic in the ocean and no one has tried to solve the problem) What are three problems with traditional ways of cleaning up plastic? (They are expensive, they can harm sea animals and they take a long time.) • Point to p. 10. Ask What three kinds of natural power did Boyan decide to use to clean up the ocean? (ocean currents, wind and waves) • Point to p. 11. Ask What happens to the plastic? (A boat collects it, it is recycled and made into new products.)

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2 There was more plastic in the water than fish.; 3 Using

Optional Activity • Ask students to make a list of the rubbish and recycling they think their household produces. Ask students to measure the rubbish they produce in a week in any way they like (number of plastic bottles, weight of paper and cardboard). Tell them to make a poster about it.

Wrap Up • Ask What do you think of the Ocean Cleanup? Listen to several students’ responses. Then ask Do you want to help? What can you do? (use less plastic, for example: use a reusable bottle for water, reuse plastic bags)

SAMPLE COPY, NOT FOR DISTRIBUTION

STORY

2

Robots all around us

About the Story

• Point to p. 25. Ask Have you seen this robot before? Explain that it is the same robot as in the photo on p. 15. It has different software and is designed to work with elderly people. Ask What do you think about this robot? (The robot looks friendly. The woman is smiling and she looks happy.)

This story is a non-fiction text about robots and how they are used to help us in various situations – from hospitals and warehouses, to farms and homes.

• Point to p. 26. Ask What about this robot? Listen to students’ responses. Ask What different things do robots use? (cameras, sensors, microphones, speakers and computers)

Resources: Anthology 6, Story 2; Story 2 Audio

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• Ask students what they know about robots. Ask Have you ever seen a real robot? Listen to students’ responses. • Ask How can robots help people? What jobs can they do? Discuss ways in which robots can help humans.

• Now focus students’ attention on Exercise 2. Read the instructions aloud: Read and circle True or False. Check answers.

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• Extra Challenge Ask students to correct the false sentences. (1 The companies use the robots to find things in the warehouse.; 2 The robots look after the plants.) • Point to p. 87. Read the instructions for Exercise 3 aloud: Match the place with the robot. Check answers with the class.

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• Ask students to open their books to Story 2, p. 15. Hold up a book. Focus students’ attention on the photo. Ask What can you see in the photo? (two boys, a robot) What do you think is happening? (They are at school. Perhaps the robot is teaching the children.)

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• Ask students to open their books to p. 86. Say Look at Exercise 1. Read the instructions aloud: Read and complete the sentences. Point to the words in the box. Say Use these words. Check answers with the class.

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Warm Up

• Tell students that the photo shows a robot named Nao. Nao is helping a child named Jonas, who is ill in hospital. While Jonas is in hospital, the robot takes his place in class. Jonas can see and hear the lesson through a computer. He can control the robot to take part in the lesson.

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• Play Story 2 and ask students to listen and follow in their books.

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• Ask students to read the story again. Then show p 16–17 of the story. Ask Where are the robots in this photo? Check that students are pointing to the orange robots. Ask What’s the robot carrying? (a shelf) Where’s it taking the shelf? (to a human at the front of the warehouse)

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• Turn to p. 18. Ask Where’s this robot working? (in a grape farm (vineyard)) What can you see in the photo? (grapes) What do you think the robot is doing? (looking after the plants)

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• Point to p. 19. Ask What are these robots doing? (putting out a fire) Tell students that the robots are in Xi-an, in Shaanxi Province, China. • Turn to pp. 20–21 and point to the photo on p. 20. Ask Where’s this photo? (in a hospital) What jobs can robots do in hospitals? (carry things, help with operations) Point to the operating robot on p. 21. Ask What do these robots use to help with operations? (powerful cameras, very small parts) • Point to p. 22. Ask What’s this? (a taxi that drives itself) What hasn’t this taxi got? (a human driver) • Point to p. 23. Ask Where are we now? (in a hotel) What do these robots look like? (dinosaurs) What job do they do? (They help guests check in.) • Point to p. 24. Ask What about this robot? What can it do? (give people information, turn lights on and off) What do you think – is a robot better than a person in this job? Listen to several students’ responses.

• Say Look at Exercise 4. Read the instructions aloud: Answer the questions. Tell students to read the questions and find the information in the text. Check answers with the class. • Extra Support Ask students to underline the information in the text. Help them to write answers as a whole-class activity.

Answers: Exercise 1: 1 sensors; 2 sick people; 3 cameras; 4 snake; 5 driver Exercise 2: 1 False; 2 False; 3 True; 4 True; 5 True Exercise 3: 1 B; 2 D; 3 A; 4 C Exercise 4: 1 an hour or less; 2 They carry things and they help doctors with operations.; 3 They can go places humans can’t go.; 4 tell you the time or the weather, turn lights on and off; 5 smile, talk, play games and dance

Optional Activity • Divide students into pairs. Write the following questions on the board. What information did you think was most interesting or surprising in the text? Which robots did you think were most useful? Which robots did you think were not very useful? Do you think people are better for any of the jobs in the text? Why? Ask students to discuss the questions and agree on answers. Ask pairs to share their ideas with the class.

Wrap Up • Tell students to continue working in pairs. Give out sheets of paper. Ask students to draw a mind map of the different ways robots can help people. They can include the ideas from the story and any other ideas.

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Anthology

Anne of Green Gables • Point to p. 35. Ask Where’s Anne now? (at Queen’s Academy) What’s she studying for? (to become a teacher) What does Anne want? (to win the scholarship) Explain that a scholarship means you can study for free; you don’t have to pay anything.

This story is an adaptation of the classic novel Anne of Green Gables, which was published in 1908. The story is set in the fictional town of Avonlea in the real province of Prince Edward Island, in Canada. The story is popular around the world and there have been many films and TV series based on it.

Warm Up • Ask Do you like to read? What types of books do you like to read? (for example, non-fiction, fiction, adventure, fantasy, science fiction, funny stories) Say Today, we’re going to read a story, written a hundred years ago, about a girl in Canada named Anne.

• Point to pp. 36–37. Ask What’s the problem? (Matthew has a heart problem and Marilla has a problem with her eyes.) Ask What happened next? (Matthew died.) • Point to pp. 38–39. Ask What’s the problem here? (Marilla needs to sell the house.) What are Anne’s plans? (She won’t go to college. She will get a job nearby.) How does Gilbert help? (He gives Anne his job.)

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• Point to pp. 40–41. Ask What can you see? (Matthew’s grave, Anne and Gilbert) Is Anne still angry with Gilbert? (No, they are friends.)

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Resources: Anthology 6, Story 3; Story 3 Audio

• Turn to the final page. Ask What do you think of the ending to the story? Listen to students’ ideas.

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• Ask students to open their books to p. 88. Say Look at Exercise 1. Read the instructions aloud. When students have finished, check answers with the class.

• Focus students’ attention on the title, Anne of Green Gables. Ask What do you think a gable is? Say It’s the end of the roof. Point to the green gable above the windows on the photo. Tell students that the photo shows the real ‘Green Gables’ house that inspired the story.

• Now focus students’ attention on Exercise 2. Read the instructions aloud. Check answers.

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• Ask students to open their books to Story 3, p. 27. Hold up a book. Focus students’ attention on the photo. Ask What can you see in the photo? (a big house, trees, a garden)

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• Point to p. 89. Read the instructions for Exercise 3 aloud. Give students time to decide the order. Check answers with the class.

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• Play Story 3 and ask students to listen and follow in their books.

• Focus students’ attention on Exercise 4. Read the instructions aloud: Answer the questions. Give students time to write complete answers. Check answers. • Extra Challenge Encourage students to answer the questions in their own words, without looking at the story.

Answers:

• Turn to p. 29. Ask Where’s Matthew now? (at the station) Why is he at the station? (to pick up the boy) Who does he find? (Anne) Is he surprised? (Yes. He expected a boy.)

Exercise 4: 1 to help with the farm work.; 2 He saw Anne

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• Ask students to read the story again. Then show p. 28 of the story. Ask What can you see in this picture? (Matthew and Marilla, Green Gables farm, trees) Say What did Matthew and Marilla decide? Listen to students’ ideas. Say They want to adopt a boy from the orphanage. An orphanage is where children go if they have no parents. If you adopt a boy, he comes to live with you; he becomes your son.

• Extra Support Ask students to underline the information in the text. Help them to write answers as a whole-class activity.

Exercise 1: A 3; B 5; C 4; D 1; E 2 Exercise 2: 1 False; 2 True; 3 True; 4 True; 5 False Exercise 3: 1 E; 2 A; 3 F; 4 C; 5 B; 6 D sitting on the platform.; 3 Redmond College; 4 so Anne

• Point to p. 30. Ask What’s happening here? (Matthew and Anne are going back to Green Gables.) What did Matthew and Marilla decide? (to keep Anne)

could take the job and be near to Avonlea to help Marilla

• Point to the picture on p. 31. Ask Is Anne happy? (yes) Do you think she likes Green Gables? (yes) Elicit the parts of the text that tell them this.

• Divide students into pairs or groups of three. Ask them to choose a scene from the story and act it out. Tell them to add their own details and prepare a short conversation.

Optional Activity

• Point to p. 32. Ask Who’s this? (Diana Barry, Anne’s friend)

• Ask pairs to act out their scene in front of the class.

• Point to p. 33. Ask Who’s the boy here? (Gilbert) What does he look like? (He’s tall. He’s got curly brown hair, hazel eyes and a nice smile.) Does Anne like him? (No, she doesn’t.)

Wrap Up

• Turn to p. 34. Ask Does Anne work hard? (yes) Does Gilbert work hard? (yes) Why? (They both want to be the best.) Point to and say the word rivalry. Say Rivalry means that they both want to be better than the other one.

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• Ask What did you think of the story? Did you like it? Listen to students’ ideas. Ask what they liked and didn’t like about it. • Find out if anyone has seen a film or TV version of the story. If so, ask Are the characters the same or different?

SAMPLE COPY, NOT FOR DISTRIBUTION

Mexican Adventure • Point to p. 54. Ask Where did Gabriela look first? (at the front of the car) What did she find? (nothing) Where was the geocache? (at the back of the car)

This is an original story set in Mexico. It introduces the activity of geocaching, in which people use a GPS device to search for ‘treasures’ hidden around the world. One of the settings in the story is the ancient city of Teotihuacan, known for its pyramids, which are about 2,000 years old. The other place in the story is the MUSA underwater museum near Cancun. It has hundreds of underwater sculptures.

Warm Up • Say In this story, we’re going to read about a kind of treasure hunt. That’s when somebody hides things, and you have to find them. Do you ever do treasure hunts? Listen to several students’ responses.

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3 • Ask students to open their books to p. 90. Say Look at Exercise 1. Read the instructions aloud. When students have finished, check answers with the class. • Read the instructions for Exercise 2 aloud. Tell students to find the words and decide the meaning. Check answers with the class. • Point to p. 91. Focus students’ attention on Exercise 3. Read the instructions aloud. Check answers with the class. • Read the instructions for Exercise 4 aloud. Give students plenty of time to write complete answers. Check answers with the class. • Extra Challenge Encourage students to answer the questions in their own words, without looking at the story.

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• Cover the title on p. 43 and hold up the book. Point to the photo. Ask What can you see in the photo? (a pyramid) Where do you think it is? Listen to several students’ responses. Then reveal the title and say It’s in Mexico. This story is called Mexican Adventure.

• Turn to p. 56. Ask What’s in the box? (a geocoin with a picture of a dolphin) What does Juan do with the coin? (He gives it to Carlos.) What’s Team Dolphin? (the four friends; they are going to work together as a team)

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• Ask students to open their books to p. 43. Focus students’ attention on the photo. Say This is the Pyramid of the Moon. It’s nearly two thousand years old. Let’s read the story.

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• Extra Support Ask students to underline the information in the text. Then ask them to read the information aloud. Help them to write answers as a whole-class activity.

Answers:

Exercise 1: A 5; B 4; C 1; D 2; E 3 Exercise 2: 1 very old; 2 up it; 3 machine; 4 hidden treasure; 5 write; 6 on top of Exercise 3: 1 False; 2 True; 3 False; 4 True; 5 False

• Ask students to read the story again. Then show p. 44 of the story. Say This is Juan and Gabriela. What are they doing? (climbing the pyramid, looking for treasure, geocaching)

example, a smartphone with a GPS app; 3 because it’s

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• Play Story 4 and ask students to listen and follow in their books.

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• Point to p. 45. Say What can you tell me about geocaching? (It’s a treasure hunt, you use a GPS device to find a hidden treasure.) Ask What do you think you write in a log book? (your name, the date)

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• Turn to pp. 46–47. Ask Why does Gabriela say ‘Hurry’? (because it’s a race and they want to find the geocache first) Where do they find the geocache? (behind a rock) • Turn to pp. 48–49. Ask What do they find in the box? (a log book and a geocoin with a picture of the Pyramid of the Moon) What does Juan put in the box? (a small toy) Explain that when you find a geocache, you can take the ‘treasure’, but you must put something similar in its place. • Turn to p. 50 and point to the text on the phone. Ask What can we see on Gabriela’s phone? (a map and instructions for the next geocache) Ask Where are they going next? (MUSA – an underwater museum in Cancun) Point to the picture on p. 51. Ask Why are they putting on masks and flippers? (because they are going underwater)

Exercise 4: 1 to find a geocache; 2 a GPS device, for a race; 4 a log book and a geocoin; 5 MUSA in Cancun; 6 They had to go/dive underwater.

Optional Activity • Put students into groups. Ask them to write a treasure hunt for their classroom. Say Think of four places in the room to hide a small ‘treasure’. Write a clue for each place. Help students write clues. For example, if the place is under the teacher’s desk, the clues could be: Go to where the teacher works. Look down on the floor. Allow each group time to hide their treasure (such as small toys or crayons). Then do the treasure hunt.

Wrap Up • Ask What do you think about geocaching? Would you like to do it? Listen to students’ ideas. Discuss what they think is good and bad about geocaching.

• Point to p. 52. Ask Can you remember the instructions? (I am a car that you can’t drive.) Where do you think the geocache is? Listen to students’ ideas.

SAMPLE COPY, NOT FOR DISTRIBUTION

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Anthology

National Geographic Explorer, Anand Varma • Turn to pp. 66–67. Ask What project is this? (bees) Was it easy to take these photos? (No, it was very difficult. He spent six months taking photos.) Point to the photo on p. 67. Ask What can you see? (young bees, or larvae) Point to the other photo of Anand. Ask Does this look easy? (no)

Resources: Anthology 6, Story 5; Story 5 Audio

About the Story This story is a biographical text about a science photographer, Anand Varma. Anand studied integrative biology at UC Berkeley but ended up becoming a photographer rather than a biologist. He was a National Geographic Emerging Explorer in 2017 and contributes to National Geographic Magazine.

Warm Up

• Turn to p. 68. Ask What does Anand hope to do with his photos? Listen to students’ answers. Explain that he wants people to see how amazing the world is. Ask What do you think of all the photos? Listen to students’ responses. • Extra Challenge With books closed, ask students to try to remember the different places mentioned in the story and the different projects Anand has worked on.

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• Extra Support Ask students to choose their favourite photo in the story. Write on the board: dangerous, difficult, happy, pretty, scary, small, ugly and wild. Tell students to choose a word from the board that describes their photo.

• Ask Do you think science is cool? What kind of science do you think is interesting? Listen to several students’ responses. If students haven’t got many ideas, suggest some topics they might be interested in. For example, ask What about space, dinosaurs, insects or ocean animals?

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• Ask students to open their books to p. 92. Say Look at Exercise 1. Read the instructions aloud: Read and match. Give students time to find, or check, the information in the text. Then check answers with the class.

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• Ask students to open their books to p. 57. Focus students’ attention on the title and read it aloud. Say We’re going to read a text about a National Geographic Explorer. Point to the photo. Say This is one of his photos. What can you see in the photo? (a bird/a hummingbird and a flower)

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• Say We’re going to find out more about Anand Varma and see more of his photos. Let’s read the story.

• Point to p. 93. Focus students’ attention on Exercise 3. Read the instructions aloud: Match. When students have finished, check answers with the class.

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• Read the instructions for Exercise 2 aloud. Tell students to find the words and decide the meaning. Check answers.

• Play Story 5 and ask students to listen and follow in their books.

• Read the instructions for Exercise 4 aloud: Read and circle True or False. When students have finished, check answers with the class.

Answers:

• Turn to p. 60. Ask What’s this place in the photo? (Medicine Bow) Why did Anand go there? (on school trips, to learn about nature) Why did Anand think Mark Warren was cool? (because he knew a lot about the forest and the plants and birds)

Exercise 4: 1 True; 2 False; 3 False; 4 True; 5 True

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• Ask students to read the story again. Then point to the main photo on pp. 58–59. Ask What can you see in this photo? (flowers, the sky, the sun, trees, a garden or maybe a field) Ask Do you think Anand travelled a long way to take this photo? (no, probably not) Do you have to travel a long way to see interesting things? (No, there’s a lot to see all around you.)

• Point to the photo on p. 61. Ask What’s in the photo? (Anand Varma taking a photo) What do you think he’s taking a photo of? (something small, maybe an insect or a spider) • Point to the photo on p. 62. Ask How did Anand take this photo? (He moved very slowly until he was very close to the snake and could take a good photo.) What did Anand’s friend think of the photo? (He was excited.) • Point to the photos on p. 63. Ask Do you know where these photos were taken? (in some caves at Sequoia National Park) Why did Anand go there? (He went as an assistant to David Liittschwager – a famous photographer.)

Exercise 1: 1 B; 2 D; 3 F; 4 E; 5 C; 6 A Exercise 2: 1 camera; 2 not dangerous; 3 very small; 4 a place where bees live; 5 try different things to see what works best Exercise 3: A 4; B 3; C 1; D 2

Optional Activity • Tell students to explore their natural surroundings. You could do this together in the school grounds. Encourage students to look at small things they might not usually notice, such as insects, small plants, leaves or stones. Ask each student to find something amazing that they can show to the class.

Wrap Up • Ask students to work in groups. Tell groups to choose the photos in the story that they think are the most interesting or amazing. Ask them to explain why. Then ask groups to share their ideas with the class. Ask Has this story made you see the world differently? Listen to students’ ideas.

• Turn to pp. 64–65. Ask What are these photos of? (tiny parasites) Say A parasite is an animal that lives on another animal. Do you like them? Listen to students’ responses.

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SAMPLE COPY, NOT FOR DISTRIBUTION

The Seven Secrets of Yu Garden

Resources: Anthology 6, Story 6; Story 6 Audio Materials: large, clear pictures of the following: an iron nail, a fingernail, a bat, a dragon, a deer, a spiral and a cone; large sheets of drawing paper; crayons

• Turn to pp. 78–79. Ask What thing is the answer to the question? (a rock) Is it big or small? (big; it’s huge) Is it strong? (No, it’s weak and full of holes.) • Point to the picture on p. 79. Ask What is the answer to the question? (a table) Why is it special? (It has no nails.) • Turn to pp. 80–81. Say Point to the spiral cone. Check that students are pointing to it in their books. Ask Why’s the ceiling shaped like this? (to make the sound louder)

Warm Up • Ask Are there any famous gardens in [students’ region or city]? Listen to several students’ responses.

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• Turn to p. 82. Say The last question. What can you see in this picture? (a dragon) Where is it? (on a wall) What can you see on its hand? (nails) Gesture to your own chin and say And what’s under its chin? (a little frog) • Point to the picture on the last page. Ask Where are they going next? (the Shanghai Financial Centre) • Extra Challenge Put students into pairs. Tell them to close their books and try to remember the seven questions. • Extra Support Put students into pairs. Tell them to look at p. 74, choose one of the questions and explain the answer.

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• Ask students to open their books to p. 69. Point to the photo. Ask What can you see in the photo? (a building, water, a bridge, some trees, people) Where do you think this is? (Yu Garden, in the centre of Shanghai, China.)

• Point to the picture on p. 81. Ask What’s hidden in the window? (a message – the characters for good luck, wealth, long life and happiness)

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This story is an original story set in the famous Yu Garden in the city of Shanghai, China. Yu Garden is a popular tourist site in Shanghai. In this story, a group of school children explore the garden through a series of puzzles.

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• Focus students’ attention on the title and read it aloud. Say We’re going to find out about the secrets in the garden.

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• Play Story 6 and ask students to listen and follow in their books.

• Ask students to read the story again. Then show p. 70 of the story. Ask Where are the children here? (in a train) Where are they going? (to Shanghai) Ask Is it a slow train? (No, it’s very fast. It’s a high-speed train.)

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• Ask students to open their books to p. 94. Say Look at Exercise 1. Read the instructions aloud. Give students time to match the places with what was in the places. Then check answers with the class.

• Read the instructions for Exercise 2 aloud. Check answers with the class. • Point to p. 95. Read the instructions for Exercise 3 aloud. Tell students to find the information in the text. Then check answers with the class. • Say Look at Exercise 4. Read the instructions aloud. Tell students to match the pictures to the questions. Then check answers with the class.

• Turn to pp. 72–73. Ask What’s on the piece of paper? (a question) Do the students know the answer? (no)

Exercise 1: 1 D; 2 C; 3 B; 4 A

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• Point to p. 71. Say Ms Lee sighed. Act out sighing and say What’s the problem? (The children are very noisy.) What do the teachers do? (They give out some papers.)

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• Point to the questions on p. 74. Say Let’s look at some of the things in the questions. Hold up a picture of an iron nail and a picture of a fingernail. Say This is a nail (hold up one picture) and this is also a nail (hold up the other). Which questions are about nails? (2 and 4) Ask students to read questions 3 and 7 aloud. Then hold up pictures of a bat, dragon and deer as you ask What animal is this? Finally, hold up pictures of a spiral and then a cone as you ask What shape is this? Write the words for the items in the pictures on the board. See if students can name any of the pictures when you hold them up. • Turn to p. 76. Ask Where are the students here? (by the entrance to the garden) Where did they find an answer here? (under their feet, on the floor/ground) • Point to the mosaic in the picture on p. 77. Ask What can you see? Elicit the word mosaic. Then say A mosaic is a kind of picture made of a lot of small pieces. What can you see in the mosaic? (a deer, coins, four bats)

Answers: Exercise 2: 1 chatting; 2 divided; 3 standing; 4 hidden; 5 shaped Exercise 3: 1 They gave them questions.; 2 the mosaic; 3 to make the sound louder; 4 It was hard to see the little frog. Exercise 4: A 3; B 4; C 1; D 2; E 5; F 6

Optional Activity • Ask students to work in groups. Give each group a large sheet of paper. Ask them to create a map of the garden, with pictures of some of their favourite things from the story.

Wrap Up • Display the finished posters in the classroom. Ask each group to stand by their poster and describe what it shows.

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Formative assessment framework How to use the framework The framework below gives a list of A2 performance descriptors for the level based on the Common European Framework of Reference (CEFR). The assessment activities suggest how activities in the Student’s Book could be used to assess how well students are doing in attaining each performance descriptor. Make sure the activities focus on the specific skill being assessed. In order to assess progression, it is a good idea to plan two formative assessment activities. The table also includes suggestions for remedial activities, which you may need to implement if the first assessment indicates students need extra help. Activity References

Performance Descriptors

Assessment Activity 1

Remedial Activity

Assessment Activity 2

Units 1–4, Lesson 3

CAN understand longer texts about everyday topics, even with some unknown words

Choose a text students have completed. Tell students to skim again quickly, close their books and decide the main points (for example, five) in pairs.

Competition: Copy the Activity 1 text to a worksheet. In pairs, tell students to cross out all ‘unnecessary words’. Agree how short you can make the text and still retain the main meaning.

After Unit 7, repeat Assessment Activity 1 with a different text from the same units.

Unit 5, Lesson 3, text

CAN find specific, predictable information in everyday material

After Unit 5, give students five pieces of information to find in the text. Observe speed.

Competition: Every week, ask students to find 1 or 2 pieces of information from short texts in Units 1–4. The fastest is the winner.

After Unit 7, repeat Assessment Activity 1, with text in Unit 6, Lesson 3.

Units 1–3, Lesson 1, Activity 3

CAN understand audio and video clips used in the lesson

After Unit 3, read an audioscript from a previous unit aloud to the class. Ask students to note five facts. Observe speed and accuracy.

Stop and start: When doing a new Lesson 1 audio, stop after every chunk of information and ask What comes next? to help reduce listening panic.

After Unit 6, repeat Assessment Activity 1 possibly with a different script from an earlier unit.

Unit 6, Lesson 1, Activity 3 or Lesson 7 (video)

CAN understand simple spoken descriptions about events

Replay audio. Then tell students to draw the event with as much detail as possible. Observe speed and accuracy. Put drawings on the wall.

Random practice: Once a week, include one description of an event (for example, at school) that students know. Tell students to listen and identify or note time, place, etc. Note how quickly they respond.

After Unit 8, replay Assessment Activity 1 audio. Tell students to pick the best drawing from Assessment Activity 1 based on the amount of accurate information shown.

Function 3

CAN arrange with friends to do something

After completing the page, ask students to respond to invitations and make plans in groups of three. Observe fluency and accuracy.

Personalize: Ask students to write a list of five appointments for their weekend. Then tell students to go around the class and see how many plans they can make with others. Listen and take notes.

After Unit 12, repeat Assessment Activity 1. Note progression in fluency and accuracy.

Unit 7, Lesson 3, text

CAN say they don’t understand and ask for help

After completing the unit, read the text to the class very quickly (books closed), but ask students to stop you and say when they need you to repeat. Repeat slowly for them so they see positive results of asking.

Random practice: Regularly give students instructions or read short texts too quickly and encourage students to stop you and ask for help.

After Unit 9, repeat Assessment Activity 1 with Unit 10, Lesson 3, text.

Unit 10, Lesson 6, Activity 4

CAN make up a story using ideas, pictures, etc., as prompts

Ask students individually to repeat this exercise but as a story. Observe speed and accuracy.

Competition: With the class, make up a story orally about something that happened in class. Tell students to write the story in pairs. Observe handwriting and length of response.

After Unit 12, repeat Assessment Activity 1.

Unit 9, Lesson 6, Activity 4

CAN write about how they feel and give reasons why

Ask students to repeat this exercise (choosing a different subject from their original). Observe speed and accuracy.

Regular practice: Every week, ask students, in pairs, to write one sentence about how they feel about something from a topic on the board.

After Unit 12, repeat Assessment Activity 1.

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How to assess in the classroom Repeating activities or tasks is a safe way to assess young learners. For young students, regular repetition of activities is an important part of learning. You know learning has taken place if they can repeat the activity more quickly than the first time. In addition, consider observing learners as they read to see how much attention they pay and how quickly they respond. Watch and listen as they listen or speak, and make notes for feedback and as part of your progress log. If you have appropriate permissions, you may wish to record students so both they and you can listen back and check.

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Student progress log

A = excellent

B = satisfactory

C = needs to improve

Student: Progress 1 Assessment

Student can

Progress 2 Assessment

Feedback Notes

REA DI NG understand longer texts about everyday topics, even with some unknown words

Date  

Date  

Grade   A  B  C

Grade   A  B  C

find specific, predictable information in everyday material

Date  

Date  

Grade   A  B  C

Grade   A  B  C

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Grade   A  B  C

understand simple spoken descriptions about events

Grade   A  B  C

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understand audio and video clips used in the lesson

Grade   A  B  C

Date   Grade   A  B  C

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Date  

Date  

arrange with friends to do something

Grade   A  B  C

say they don’t understand and ask for help

Grade   A  B  C

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SPEA KI NG

WRI TI NG

Date   Grade   A  B  C

Date   Grade   A  B  C

Date  

Date  

Grade   A  B  C

Grade   A  B  C

write about how they feel and give reasons why

Date  

Date  

Grade   A  B  C

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make up a story using ideas, pictures, etc., as prompts

SAMPLE COPY, NOT FOR DISTRIBUTION

© Cengage Learning, Inc. You may photocopy this page (or download it from the website).

Grade   A  B  C

Workbook Look and remember L

2 What’s it famous for?

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What do you think? Answer the questions. 1 Would you like to go to Plitvice Lakes National Park? Why? / Why not?

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3 Which adjectives do you think describe Plitvice Lakes National Park?

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Complete the sentences about Plitvice Lakes National Park. Use the correct form of the verbs in brackets.

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Listen to Bruno and Elena talk about their summer holidays. Write T (true) or F (false).

is 1 The Plitvice Lakes National Park (be) in Croatia. has been (be) a UNESCO World Heritage Site since 1979. 2 It

TR: 1 Correct the false sentences. 1 Elena’s grandparents live near the sea. F (a big lake) 2 Elena didn’t go swimming. F (She went swimming every day.)

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3 She explored a cave one day.

3 Many people from Croatia have come (come) here every year since they were small. have to (have to) pay to go inside the park.

T

4 Bruno went to New York for four weeks. 5 He used to live near Central Park. T

5 Now, more and more tourists are coming (come) every year, so it can be quite busy. are (be) still a lot of quiet places where you can enjoy the beautiful lakes and 6 There

F (for four days)

6 Elena doesn’t want to go to New York. F (She really wants to go.) 7 Bruno went to a Japanese restaurant. F (a Chinese restaurant) 8 He’s very good at using chopsticks. F (He isn’t very good at using chopsticks.)

waterfalls.

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Answer the questions. Write full sentences.

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1 What did you do during your summer holiday? Write six things.

Plitvice Lakes National Park, Croatia

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Complete the conversation with the verbs in brackets. Use the past simple and the present perfect.

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2 Which was your favourite thing and why?

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did do you (do) there? beautiful. What 5 went walked (go) to Plitvice Lakes National Park. It was amazing! We 7 had (explore) some caves and we 9 (have) (walk) by the lakes, we 8 explored a lot of picnics. did eat Matteo: What 10 you (eat)? ate (eat) some special pancakes called palacinke. You eat them with ice Chiara: We 11

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did go Matteo: Where 1 you (go) on your summer holiday? went Have (go) to Croatia with my family last month. 3 you ever Chiara: I 2 been (be) there? Matteo: No, I haven’t, but I 4 ’ve/have seen (see) a photo of Plitvice Lakes National Park. It looks

cream or chocolate or with lemon and sugar. ’ve/have tried never (try) pancakes with chocolate. I want to go

Matteo: Wow! I 12

to Croatia!

4

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Listen, colour and write. There is one example.

TR: 2

2

3

5

3/8/19 7:48 AM

Circle the word that doesn’t fit in each group. 1 grapes

lemons

carrots

2 potatoes

beans

oranges

3 flowers

trees

bus stop

4 bicycle

mountain

cave

5 snowy

honey

rainy

6 ice cream

chocolate

plastic

Complete the diary entry with the words from the box. as

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1

LOOK AND REMEMBER

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Chiara: We 6

bought

eating

favourite

market

used

vegetables

was

N

at

pink

used Today we went by bus to Bridge Town. Mum 1 to live there when she was small. market was It 2 my first time there. I liked it very much. There was a 3 near vegetables favourite 4 the bus stop that sold fruit and . I was very happy to find my 5 bought one and ate it by the river. While we were fruit – pineapple – there! We 6 eating 7 it, the bus came. We had to run to the bus stop as fast 8 could. We got there just in time. Phew!

Bridge Town

4 yellow

as

we

Tick (✓) the sentences in the present perfect. Then rewrite the other sentences in the present perfect. 1 We ate some delicious pancakes. ✓ 2 She’s taken some amazing photos. 3 I wrote a postcard to my grandparents. 4 I didn’t buy any apples. ✓ 5 We’ve seen some beautiful flowers today.

red

✓ 6 He’s read a lot of books. 7 We walked across the bridge. ✓ 8 We’ve already been to the market.

Fruit and vegetables

1 We’ve eaten some delicious pancakes. 3 I’ve written a postcard to my grandparents. 4 I haven’t bought any apples. 7 We’ve walked across the bridge.

6

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LOOK AND REMEMBER

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Circle the correct answer to complete Clara’s decision or offer. 1 Clara wants to get better marks, so she’s set a goal for herself. study harder.

Vocabulary

A She’ll

B She’s going to

2 Grandma and Grandpa are coming for dinner tonight, so everyone offers to help. Clara says,

1

Match 1–6 with A–F. 1 I’m often tired in class. D F

4 I don’t want to be late for my first lesson.

‘

D I need to go to bed earlier. E

harder

2 Diego’s friend asked him to join the 3 His

maths

practises

5 If Diego doesn’t go to bed early, he gets up

3

B I’m going to get up earlier.

B she’s going to

6 Clara’s friend has just asked her to go swimming after school. Clara agrees and says, ‘Yes,

Club.

late

2

.

on time

come with you.’

A I’ll

his guitar.

6 If he misses the bus, he doesn’t arrive at school

walk with you.’

A she’ll

teacher says he needs to study harder.

4 After he does his homework, he

She says, ‘ A I’ll

5 Clara is often late for school, so she’s decided that

at his new school. Science

B I’m going to

4 Clara wants to be friendlier to the new students, so she offers to walk to school with them.

F I need to do my music practice every day.

Listen to Diego talking to his grandma about his new school. Then complete the TR: 3 sentences. 1 Diego has to study

walk and ride my bike more.’

A I’ll

E She needs to study harder.

6 Daniel and Omar want to be healthier. C

B I’m going to

3 Clara wants to be healthier, so she’s decided to take more exercise. She says,

C They need to take more exercise.

B

5 Rosa wants to get better marks at school.

tidy the kitchen.’

A I’ll

B I need to arrive at school on time.

3 There are a lot of bags on the classroom floor. A

2

‘

A We need to help the teacher tidy up.

2 I want to get better at playing the violin.

B I’m going to

Read and write sentences. 1 Luke forgot his school bag. His friends offer to help him. What might his friends say to him? Write three sentences.

.

ng

1

SO

2

I’ll give you a pencil.

Choose five of the goals from Exercise 1 on page 10 of the Student’s Book. Write and number the goals 1–5, with 1 as the most important for you. Then write sentences about why you want to do these things.

ni

L

See page 120.

1

SO

N

ES

A good start

ES

L

1

Grammar

N

UNIT

1 take exercise I want to be stronger.

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2 Layla wants to do better in school. She’s decided to set three goals for herself. What might she say? Write three sentences.

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I’m going to go to bed early.

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Girls playing ball games in Bahrain

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3 1

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Reading

Scan the text. What is the Plant a Seed Foundation going to do?

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Grammar

See page 120.

1

It’s going to help schools that have decided to start a garden.

Why gardening clubs are great There are a lot of good reasons to join a gardening club. For example, if you join a gardening club, you’ll

io na

spend time outdoors and get some exercise. You’ll work with other people so you can make new friends. You’ll discover more about the environment and how

C

A music club

E

2 Tuesday

B plant seeds

3 Wednesday A 4 Thursday B

C science project with Mariana and Olivia

5 Friday

E dinner with Grandpa

D

D dentist

Complete Darya’s diary with the verbs in brackets. Use the present continuous for future. I joined the Gardening Club at school this year and I’m really enjoying it! The club 1 are joining is meeting (meet) on Tuesday this week. Three new students 2

The Plant a Seed Foundation in Canada wants to bring Old boots can be used for growing flowers people together through gardening. It wants to help and other plants. children understand how plants and vegetables are grown, and it’s going to help schools that have decided to start a garden. They have lots of great ideas, for example, if you are going to throw away old things, stop and think first. Can you recycle them and use them in the garden? You can grow flowers in old boots, or even in old beds or cabinets. To grow flowers in an old boot, you’ll need to make a hole in the bottom for the water to go through – but if the boot is old, there might already be a hole! Old musical instruments, like guitars and violins, make great houses for birds if you hang them in the trees and put bird food in them. New words It’s fun working with other people to start a garden. You don’t need any special skills reasons to enjoy gardening and you don’t need much equipment – just a few simple spend time gardening tools. You just need to enjoy plants and being outdoors. instruments

(join) that day, so there will be two teachers and ten students in the club. The teachers are bringing (bring) seeds and gardening tools. On Saturday, the Gardening Club is having (have) a ‘gardening day’. In the morning, we 5 ’re / are planting (plant) flowers and vegetables in our garden. Then for lunch, we 6 ’re / are having (have) a picnic in the garden. In the afternoon, we 7 ’re / are helping (help) paint a friendship bench to put in 3

at

4

the garden.

3

Look at Ali’s diary for next week. Write a sentence about what he’s doing each day. Use the present continuous for future. Monday

help Mum tidy the house (after school)

Tuesday

go swimming (before school)

Wednesday

play football (4.00)

Thursday

Read again. Put a tick (✓) after the sentences that give the same information as the text in Exercise 1. Do not put a tick after the sentences that give different information.

visit Grandma (7.00)

Friday

meet Karim (after school)

1 A good reason for joining a gardening club is that it’s a way to get exercise. ✓

Saturday

play tennis with Tom

2 If you join a gardening club, you’ll get up early.

Sunday

study for the science test with Eric and Tom

3 The Plant a Seed Foundation is going to help schools in Canada that want to start a garden. ✓

3

Listen to the conversation between Cara and her mum. Match the days (1–5) with the TR: 4 activities (A–E). 1 Monday

2

4

different kinds of plants and flowers grow. You might also learn how to grow delicious fruit and vegetables!

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UNIT 1 A good start

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4 Old things can be recycled and used in a garden. ✓

1 On Monday, he’s helping his mum tidy the house after school.

5 You can make bird houses out of old musical instruments. ✓

2 On Tuesday, he’s going swimming before school.

6 If you spend time in a garden, you’ll get better marks at school.

3 On Wednesday, he’s playing football at four o’clock. 4 On Thursday, he’s visiting his grandma at seven o’clock.

Circle the correct answer. 1 If you join the gardening club, you might spend time / discover that you enjoy gardening.

5 On Friday, he’s meeting Karim after school.

2 There are lots of good reasons / materials why gardening clubs are great. For example, you make new friends and spend time / discover outdoors.

6 On Saturday, he’s playing tennis with Tom. 7 On Sunday, he’s studying for the science test with Eric and Tom.

3 You don’t need to buy a lot of reasons / equipment to start a garden. You can even use your old boots! 4 Don’t throw away your old musical materials / instruments. You can use old guitars and violins as bird houses.

10

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Workbook

1

Writing A biography

VALUE

Read the information about Mira Rai, a runner and National Geographic Adventurer from Nepal. Underline the time expressions. Then number the sentences (A–F) in the correct order (1–6). 3

A She left school at the age of twelve.

2

B

4

C In 2014, she ran in a very long and difficult race. It took nine hours. She was the only woman to finish the race.

6

D Now, her goal is to help new runners, especially women in countries where women do not usually run.

1

When she was a little girl, she had to help her family carry food from the market to their home in the mountains.

Value

Be friendly.

SO

ES

L

N

L

SO

5

6

N

ES

What’s the friendliest thing to do? Read the situations (1–4) and circle the best answers. For question 5, write a situation and three answer choices. Then look at the information in the box below. 1 Some new students have just arrived at school. They don’t know where their classroom is. You A tell them the way. B tell them your name and walk with them to the classroom. C hurry and say you haven’t got time to help even though you have. 2 The teacher is asking people to help paint the Friendship Bench. You A join in and talk to people while you work.

1

E

Mira Rai was born in Nepal in 1988.

5

F

Three years later, in January 2017, she was named National Geographic People’s Choice Adventurer of the Year.

B say you will help next week if you’ve got time. C say No. You don’t think the Friendship Bench is a good idea. 3 Your friends are playing in a band. You A make sure you are there to cheer and support them. B go home. You don’t really enjoy their music. C listen quietly at the back of the room. 4 You’re meeting with the Science Club after school. You A sit in the meeting but don’t talk to anyone. B listen to other people’s ideas and discuss yours with them. C tell everyone your ideas – they are always the best. 5

. You A

.

C Mira Rai

.

Give yourself points as follows:

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2

ng

.

B

Question 1 A: 1 point, B: 2 points, C: 0 points; Question 2 A: 2 points, B: 1 point, C: 0 points; Question 3 A: 2 points, B: 0 points, C: 1 point; Question 4 A: 1 point, B: 2 points, C: 0 points

You are going to write a short biography of a famous person. Choose a person and make a list of important information to include. For example, write about where and when this person was born and what he/she did as a child.

ar

Add up your points. Then read the information below.

0–2 points: Maybe you could be a little friendlier. 3–5 points: You’re sometimes friendly but not

2

Le

always. Think about how you can be friendlier. 6–8 points: You’re very friendly! You’ll always have lots of friends.

Read and think. Write answers.

1 How do you feel when someone is friendly to you?

12

UNIT 1 A good start

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2 Amazing animals Match the words (1–8) with the definitions (A–H). 1 ocean

B

See page 121.

1

2

Look at the first conditional sentences. Circle the present simple verbs in red. Circle the future verbs in blue. 1 If more people see Asher Jay’s bottles, maybe they won’t throw plastic into the ocean. 2 If we don’t protect animals in danger, they won’t be here in the future. 3 The giant ibis won’t survive if people cut down the forests. 4 We’ll have a picnic on the beach tomorrow if the weather is good. 5 If I miss the bus, I won’t arrive at school on time. 6 He’ll get good marks at school if he studies hard.

B the sea

3 creature A 4 protect D

C to go away

D to take care of something

5 extinct G

1 If people cut / will cut down trees and forests, it is / will be difficult for the giant ibis to survive.

E to hurt or spoil something

6 disappear C 7 damage E

2 There isn’t / won’t be any more giant ibises in the future if people will collect / collect their eggs.

F the world around us

3 If we will throw / throw plastic into the ocean, we damage / will damage the environment.

2

G no longer exists F

. 2 It lives in A the ocean

.

5 If we don’t protect / won’t protect animals in danger, they will disappear / disappear. TR: 5

3

B Canada B rivers and wetlands

3 There are only

. A two hundred giant ibises left

4 The giant ibis is in danger because A people are cutting down forests

B one hundred giant ibises left . B it’s a very big bird

5 The giant ibis is also in danger because its environment is becoming A wetter B drier

Circle the correct answers.

4 More people know / will know about animals in danger if artists draw / will draw pictures of them.

H a person who draws, paints or designs things

Listen to the podcast about the giant ibis. Circle the correct answer (A or B). 1 The giant ibis lives in A Cambodia

3

Grammar

2 artist H

8 environment

2

A an animal

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1

Vocabulary

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1

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UNIT

13

UNIT 1 A good start

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3 Why do you think it’s important to be friendly?

L

Write the biography of the famous person you chose. Make sure you put the important information about the person in the correct order.

ap hi c

2 Describe a situation when someone was friendly to you. What did he/she do? How did you feel?

3

A giant ibis in Tmatboey, Cambodia

Complete the first conditional sentences with your own ideas. 1 Animals in danger will die if

.

2 If people throw plastic into the ocean,

.

3 We’ll damage the environment if

.

4 If it’s sunny tomorrow,

.

5 I’ll be very tired tomorrow if

.

6 If you study hard,

.

.

Choose an animal you think we need to protect. Answer the questions. 1 What’s the animal called? 2 Where does it live? 3 Why do we need to protect it? 4 What can we do to protect it?

A green sea turtle off Sipadan Island, Malaysia

14

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UNIT 2 Amazing animals

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1

Reading

Grammar

ES

L

N

L

SO

3

See page 121.

1

Look at the photo and read the text. Write Yes or No. No

1 Is it easy to see pangolins during the day? Yes

2 Are pangolins in danger?

3 Is anyone trying to help protect them?

Yes

Good news for pangolins! Have you ever heard of a pangolin? It’s a quiet animal

SO

4

N

ES

Listen to the radio programme. Match the people (1–5) with the things they want to TR: 6 do (A–E). 1 Anisha B 2 Santiago D 3 Viktor E

A fly to the moon

4 Harry C 5 Amy A

D visit his grandma in Spain

B fly across the ocean to look for green sea turtles C go to India to see tigers E fly to the top of a mountain

about the same size as a cat. Pangolins live in Asia and southern Africa. They’ve got long tails and are covered in scales – like tiny dinosaurs! Their long tongues are good for catching insects to eat. Some types of pangolins use their tails to help them climb trees and hang from branches. Pangolins are nocturnal which means they sleep during the day and come out at night. If they’re frightened, they roll up into a ball so that bigger animals like lions or A pangolin

tigers can’t see them. If the pangolin has babies, it rolls around them so that the babies are protected.

A Bengal tiger in a forest

in China, is worried about pangolins and she’s made a video to tell people to stop buying them. If more people know about pangolins and understand that they’re in

law

3

in Asia and southern Africa

law

tiny dinosaurs 3 What do some types of pangolins use their tails for? to help them climb trees and hang from branches 4 How do they protect their babies? They roll around them. 5 Why do people catch pangolins?

roll

scales

trouble

3 Something round, like a ball, will roll along the ground. , you must do

what it says.

for their meat and sometimes for medicine 6 What’s the good news for pangolins? There’s a new law to protect them.

16

UNIT 2 Amazing animals

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1

Writing A report

Underline all the figures in this report. Circle the figures with of in red. Circle the figures without of in blue. Antarctica is a large area of frozen land around the South Pole. It contains about ninety per cent of the world’s ice and the ice is more than two kilometres thick. Amazingly, there are hundreds

you

fly

(fly) if you

1

1 If I had wings, I

.

2 If more people knew about pangolins, they

.

3 If there weren’t any cars in the world, we

.

4 If our teacher wasn’t at school today, we

.

5 If I saw a tiger, I

.

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Value

SO ES

6

How good are you at caring for the environment now? Tick (✓) Always, Usually, Sometimes or Never for each question. Be honest! Then follow the instructions in the box below. Always

Usually

Sometimes

Never

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2 Do you recycle the plastic you use? 3 When you go shopping, do you take your own bag? 4 When you brush your teeth, do you turn off the tap? 5 When you leave a room, do you turn off the lights?

1 (hundreds) There are hundreds of lakes under the ice.

6 When it’s possible, do you walk or ride your bike instead of going by car?

In winter, there are twenty-four hours of darkness every day.

at

Most parts (of Antarctica) get less than fifty millimetres of rain a year.

Give yourself points as follows:

4 (twenty-eight million) The size of Antarctica in winter is about twenty-eight million square kilometres.

Always: 3 points

The ice is more than two kilometres thick.

Usually: 2 points

Sometimes: 1 point

Never: 0 points

Add up your points and tell your classmates.

N

5 (more than two kilometres)

17

UNIT 2 Amazing animals

Write sentences about Antarctica using the figure in brackets. Use of when it’s needed.

3 (fifty millimetres)

(have) wings?

Complete the second conditional sentences with your own ideas.

1 Do you tell your friends and family when you learn something new about animals that are in danger?

a year. So, in many ways Antarctica is like a cold desert.

2 (twenty-four hours)

had

VALUE Care for the environment.

Winter is not a great time to visit Antarctica because it’s dark all the time – twenty-four hours of darkness every day! It’s better to visit in the summer, when it’s light all the time. However, the weather is still cold and windy, even in summer. It’s usually dry – most parts get less than fifty millimetres of rain

3

would

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of lakes under the ice. The size of Antarctica changes because of the ice. In winter, it’s about twenty-eight million square kilometres and in summer it’s about half of that.

2

you

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3

2 Some animals like pangolins are covered in scales to protect their bodies.

law

had

5 Where

1 If we damage the environment, people and trouble . animals will be in

4 If something’s a

would

(find) a pangolin near your school, what (do)?

would use (have) a tail, I (use) it to help me climb trees. 3 If fish didn’t / did not have(not / have) tails, they wouldn’t / would not ( not / be a able to) swim. be able to saw would (see) a huge spider on your desk, how you 4 If you feel (feel)? 2 If I

Complete the sentences with the words from the box.

2 What do they look like?

found do

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Read again. Answer the questions. 1 Where do pangolins live?

1 If you

trouble

ap hi c

2

roll

Complete the conditional sentences with the correct form of the verbs in brackets.

ar

danger, then we can protect them for the future.

2

L

scales

ng

New words

used for medicine. But the good news is that there’s a new law to protect pangolins. People who sell pangolins will be in trouble. Angelababy, a famous singer and actor

ni

The sad news is that people catch pangolins for their meat and sometimes they’re

Read the facts about the wandering albatross and the three headings. Then write a report by organizing the facts under the three headings.

2

1 Tiger sharks sometimes eat albatross chicks. In some areas, ten per cent of all albatross chicks are eaten by tiger sharks.

Read the things we can do to help care for the environment. Circle the one you think is the most important and write why.

2 The wandering albatross is one of the largest birds in the world.

Save water.

Stop cutting down trees.

4 They can travel over thousands of kilometres.

Save electricity.

Plant more trees.

5 There are about twenty-six thousand wandering albatrosses in the world, but this number is dropping.

Recycle old things.

Stop putting plastic in the sea.

6 They can weigh up to ten kilograms.

I think we should

3 Their wings can measure over three metres across.

7 Wandering albatrosses sometimes get caught in long fishing lines when they’re trying to find food.

because

.

8 They can fly up to forty kilometres an hour.

3

Headings The size of a wandering albatross Facts 2, 3 and 6 belong under this heading. The flight of a wandering albatross Facts 4 and 8 belong under this heading. The wandering albatross in danger Facts 1, 5 and 7 belong under this heading.

1

A wandering albatross flies over the Southern Ocean.

2 3

4

18

What are you going to do to help care for the environment in the future? Write three of your intentions or goals. You can use ideas from Exercises 1 and 2.

Make a colourful poster about how you’re going to care for the environment in the future. Say how your actions from Exercise 3 will help.

UNIT 2 Amazing animals

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Workbook Function 1: Giving advice 1

School trip 1: Protecting our oceans: Niue and Chile

See page 132.

Tick (✓) the expressions you can use for giving advice. ✓

1 It’s a good idea to … 2 Maro’s got an idea.

✓

3 Don’t forget to …

7 Why don’t you …?

✓

8 You might try …

✓

9 Mr Suzuki tried to …

4 Kenji tries to …

✓

10 If I were you, I’d … ✓

5 You should …

11 That would be great!

6 Can we put up a poster?

2

Kenji and Maro are asking for advice about starting a recycling club. Listen and TR: 7 complete the conversation with the expressions from Exercise 1. Kenji:

Hello, Mr Suzuki. Maro and I really want to do something to help the environment. We’d like to start a recycling club at school.

Mr Suzuki:

Oh, that would be great!

Maro:

Can you give us any advice? Well, it’s a good idea to start by having a meeting. Then you can decide what If I were you, I’d put up a poster you want to do and how you’re going to do it.

Mr Suzuki:

A photo of fish taken during a Pristine Seas expedition in the Desventuradas Islands, Chile

1

Remember the video. Tick (✓) the creatures that you saw. bald eagle

✓

crab

octopus

✓

penguin

sea lion

✓

sea snake

crocodile

✓

moon jellyfish

reef shark

✓

whale

✓

✓

so that a lot of people know about the meeting. Kenji: Mr Suzuki:

2

That’s a great idea. Where should we put the poster? Why don’t you make lots of posters? Then you can put them up all around

Complete the sentences with the words from the box. Chile marine reserves

the school.

Mr Suzuki:

Yes, of course. Good idea.

Don’t forget to

reserves will help make the situation better.

make it fun. For example, you could

have a competition to see which class can make the best sculpture out of plastic rubbish. Great idea! Thanks for the advice, Mr Suzuki.

Mr Suzuki:

No problem. Good luck!

3

Your friends need your advice. Read the speech bubbles and write answers. 1

Write sentences to answer the questions.

1 Would you like to go to the marine reserves? Why? / Why not?

Le

3

Maro:

fishing boats stop

ni

they’re for. We could have recycling bins for paper too.

fish seabed

Chile There’s good news for our oceans! The small island of Niue and the country of 1 stop . Now, people will have to 3 fishing have made three new 2 marine reserves 4 protect in these places. Both countries want to the oceans and the fish and other creatures seabed 5 that live there. The 6 is sometimes damaged by 7 fishing boats fish and people often catch too many 8 . The new marine

Then students can throw plastic rubbish into the bins so that it can be recycled! You should also make signs for the recycling bins so that people know what Kenji:

creatures protect

ng

Mr Suzuki:

What else should we do? You might try putting a big recycling bin for plastic in each classroom.

ar

Maro:

2 Imagine you visited the marine reserves. What did you see and do there?

My homework is really difficult and I can’t do it. What should I do?

2

20

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3 Can you think of some people who might not be happy about the new marine reserves? Why wouldn’t they be happy? I left my phone at home and I need to call my mum. What should I do?

4 What would you say to those people?

FUNCTION 1: Giving advice

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Review 1: Units 1–2 1

Talia is talking to her grandma about her plans for the week. Listen and tick (✓) the TR: 8 correct answer. There is one example. 1 What’s Talia doing tomorrow?

✓ B

2

✓ A

A it would be better for the environment. B they would disappear.

3 If we recycle our plastic,

F

C they’ll disappear.

4 If we recycled our plastic, A

D we’d get stronger.

5 If we exercise more, G 6 If we exercised more,

E I’ll arrive at school on time.

D

F it’ll be better for the environment.

3

H I’d arrive at school on time.

Complete the text with the words from the box. arrive ocean

C

artist plastic

creatures protect

My friend and I are going to 1

environment recycling join

at four o’clock on Tuesday, so we’ll try to 3

N

G we’ll get stronger.

B

8 If we didn’t look after animals that are in danger,

3 What’s she doing on Thursday?

✓ A

E

7 If we don’t look after animals that are in danger, C

at

B

3/8/19 7:47 AM

2 If I got up early, H

2 What’s she doing after school on Wednesday?

21

Match to form correct sentences. 1 If I get up early,

C

io na

A

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lG eo gr

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SCHOOL TRIP 1

sculptures out of plastic rubbish. A(n) 4

join

the 2 recycling club. The first meeting is arrive artist

on time. We’re going to make is going to help us. We hope

our work will make people think more about the environment. If we want to 5

B

C

B

✓ C

6

protect

throwing 9

the 7 creatures that live in the 8 plastic

ocean

, we need to stop

into it.

4 What’s she doing on Friday?

A

I can …

Yes.

I need to practise.

• talk about schools, animals and caring for the environment. • use going to for plans and will for decisions just made and offers of help. • use the present continuous for plans and events in the future.

5 What’s she doing at the weekend?

• use the first conditional to talk about the possible future results of actions or events. A

✓ B

• use the second conditional to talk about things that aren’t real or things that probably won’t happen.

C

• write a biography. • write a report about an animal that’s in danger.

22

REVIEW 1: UNITS 1–2

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148

REVIEW 1: Units 1–2

3/8/19 7:47 AM

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SAMPLE COPY, NOT FOR DISTRIBUTION

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3/8/19 7:47 AM

1 Anyone / No one lives on the moon.

Vocabulary

2 A gardener is someone / something who looks after plants and flowers. 3 Do you have anything / nothing in your bag? 4 We should do everyone / everything we can to look after our planet.

Match to form correct sentences. 1 If you are a lifeguard, you C

5 The mountain guide led everyone / anyone safely down the path.

A has to be good at looking after plants and flowers.

2 A mountain guide D

6 The marine biologist saw something / anything interesting under the water.

B is a photojournalist.

3 A mechanic is someone who 4 Marine biologists E

F

2

C make sure that people on the beach are safe. D leads walkers and climbers.

5 A person who takes photos for news stories

B

6 A gardener A

2

E study fish and other animals that live in the sea. F

gardener mountain guide 1 Marta:

lifeguard painter

is good at fixing cars.

marine biologist photojournalist

gardener

2 Bill:

3 Isabella: marine biologist 5 Miki: lifeguard

who shows people how to play tennis.

2 A lifeguard makes sure that

no one

is in danger on the beach or in the water. anyone

4 We want to climb this mountain, but we don’t know the way. Does mountain guide?

know a good

5 Is there anywhere we can get ice cream? 6 Do you have

mechanic tennis coach

3

anything

to eat? I’m really hungry.

Write sentences. Use the cues and your own ideas. 1 nothing / TV

photojournalist

4 Olaf:

Complete the sentences. Use indefinite pronouns. 1 A tennis coach is someone

3 If you need to fix something , you should ask a mechanic to help you.

Listen to the radio programme and write the jobs you hear next to the names. You don’t TR: 9 need two of the jobs.

3

Circle the correct answer.

There’s nothing interesting on TV this evening.

mechanic

ng

1

SO

2

2 someone / my lunch Sample answers:

6 Jordi: tennis coach

Someone’s eaten my lunch.

Choose two jobs you would like to do and two you would not like to do. Give your reasons.

3 no one / homework

I would like to be a mountain guide because I like

4 everyone / the environment

No one did their homework.

ni

L

See page 122.

1

SO

1

N

ES

Working outdoors

ES

L

3

Grammar

N

UNIT

climbing mountains.

Everyone should care for the environment.

ar

I wouldn’t like to be a painter because I think my arm

5 anything / cupboard?

would get tired.

Is there anything in the cupboard?

Le

6 anyone / beach?

Is there anyone on the beach?

7 anywhere / swimming?

Is there anywhere we can go swimming?

ap hi c

8 something / desk There’s something on your desk.

L

N

3 1

3/8/19 7:47 AM

Reading

Scan the text. What two cool jobs does the text talk about? ice-cream taster and park ranger

Two cool jobs!

PRI_L6_WB_08627_U03_024_029.indd 25

Grammar

See page 122.

1

A aren’t they

?

B don’t they

2 She paints fantastic murals, A doesn’t she 3 He’s a cool hunter,

B does she

C didn’t she

B doesn’t he

C isn’t he

?

5 I’m coming to your house tonight,

io na

4 We’re not going swimming tomorrow,

wear must be clean and they have to make sure that nothing falls into the ice cream while they’re tasting it.

A is he A are we

at

N

2 Vets only look after pets,

Ice-cream taster

Park ranger

indoors

food science or food technology; be good at writing

outdoors

being good at teaching and helping people

Things you’d like about the job

doesn’t she

Yes, she does

?

don’t they

?

skills

.

No, they don’t

3 Alice looked after sheep and lambs when she was little, is it 4 It’s not very hard to become a vet, ?

New word

.

didn’t she Yes, it is

5 If you’re a vet, you sometimes have to get up in the middle of the night, Yes, you do . 6 Alice is very happy,

Skills needed

C aren’t I C isn’t he

Listen to the interview. Complete the question tags. Then write the correct answers. 1 Alice enjoys her job,

Read again. Complete the table. Indoors or outdoors

B am I B hasn’t he

TR: 10

If you enjoy being outdoors all day, you might enjoy being a park ranger. Park rangers look after the environment by protecting rivers, lakes and forests. They also try to make sure no one’s in danger when they visit a park. Also, they let everyone know if there’s a problem such as a fire in the park. Park rangers need certain skills too. They must be good at teaching and helping people. It’s also helpful to be interested in plants and flowers. Park rangers work hard – often at the weekend and during the holidays – but they’re usually outdoors in a beautiful place.

C do we

?

?

A don’t he

2

?

B don’t we

A aren’t you 6 He’s got a bike,

C do they

?

– as long as you could taste 32 different kinds of ice cream before lunch! Ice-cream tasters taste ice cream to check that it’s delicious and safe for everyone to eat. Everything they

Ice-cream tasters at work in the It sounds like an easy job, but it isn’t only about eating company’s laboratory ice cream. You need some skills too. If you want to become an ice-cream taster, you’ll have to go to college and study food science or food technology. You also need to be good at writing, because you’ll need to write about the ice cream so that people will want to buy it. Of course, it also helps if you like ice cream!

4

Circle the correct answer (A, B or C). 1 Rhino keepers look after rhinos,

This is a job which is not just cool, it’s cold! If you like ice cream, an ice-cream taster would be a very good job for you

2

3/8/19 7:47 AM

SO ES

N

SO ES

lG eo gr

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25

UNIT 3 Working outdoors

L

24

Things you wouldn’t like about the job

3

isn’t she

?

Choose three jobs from the box. Write two sentences with question tags for a person who does each job.

Yes, she is

?

Yes, she did

. don’t you

.

?

.

cool hunter park ranger

ice-cream taster mural painter rhino keeper vet

Job: 1

,

?

2

,

?

Job:

3

26

Match the words (1–5) with the definitions (A–E).

1

,

?

1 skills C

A to think and want to know about something

2

,

?

2 keeper D 3 mural B 4 fashion E

B a painting on a wall C useful things you can do

Job:

D someone who looks after something

1

,

?

5 wonder A

E a type of clothing or style that is very popular (usually for a short time)

2

,

?

UNIT 3 Working outdoors

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UNIT 3 Working outdoors

3/8/19 7:47 AM

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SAMPLE COPY, NOT FOR DISTRIBUTION

27

3/8/19 7:47 AM

149

Workbook

1

Writing A description of a job

VALUE

Read the description of a job. Then write four questions that are answered in the description.

1

Value

Stay safe.

Check that there’s a lifeguard on the beach before you go swimming.

sometimes they work in interesting places. They usually work up high. It would be difficult

✗ 3 ✓ 4

If you see a rattlesnake, go up to it and take a photo.

to be a bridge painter if you didn’t like high

✗ 5 ✗ 6

Give people you don’t know your phone number.

✓ 7

Look carefully to check that there aren’t any cars before you walk across a road.

Bridge painters always work outdoors and

places. You don’t have to go to university to be a bridge painter, but you need to work for a long time before you can paint a difficult or

2

famous bridge. The Sydney Harbour Bridge in Sydney, Australia

Every day, bridge painters climb up onto

SO

6

Tick (✓) the sentences that tell us how you can stay safe. Put an ✗ for the unsafe actions. ✓ 1 ✓ 2

A bridge painter’s job

ES

L

N

L

SO

5

N

ES

Ask a mountain guide to help you when you are walking in the mountains. If you go out alone, tell someone where you’re going. Don’t wear a helmet when you ride your bike.

Look at the picture and circle three examples that show people who are not staying safe. Then write a sentence about each problem.

the bridge where they work. They have to use special tools to clean off all the old paint before they can put on the new paint. Bridge painters wear special clothes, and they need to wear a helmet, safety boots and safety glasses. When they’re on the bridge, they can’t eat or drink, or go to the bathroom, but they can see for many kilometres! Sample answers: 1 Where do bridge painters work? 2 What do you have to do to be a bridge painter? 3 What do bridge painters do every day?

ng

4 What special clothes or equipment do they need? What’s good/bad about being a bridge painter?

Choose a job from the box or use your own idea and write four questions about it. helicopter pilot

photojournalist

police officer

singer

The children aren’t/are not checking for cars.

ni

bus driver

The boy on the bike isn’t/is not wearing a helmet.

1 3

3

4

3

Le ap hi c

UNIT 3 Working outdoors

3/8/19 7:47 AM

4 Let’s get technical 1 1

N

L

SO

Vocabulary

Match the words (1–7) with the definitions (A–G). 1 chat

F

A to link

2 connect A 3 delete E

io na

B to make better

See page 123.

1

2 Three out of six games

4 This time, Kasparov

G to fix

What do they use technology for?

Amina

to do research

Jack

to write computer programs

Takako

to chat with (her) friends online

Rosa

to take and save photos

Marco

to improve (his) English

(defeat) by the computer. (use) by many people to practise games like chess.

is enjoyed

(enjoy) by people all over the world.

Use the words to write sentences. Use the present simple passive or the past simple passive. Chess is played all over the world. 2 some jobs / do / by computers Some jobs are done by computers. 3 millions of photos / take / every day

N

Name

was defeated

(organize) between Kasparov and

1 chess / play / all over the world

TR: 11

at

Listen to the interview. Complete the table.

(play) by Garry Kasparov.

(win) by Kasparov. was organized

are used

6 Chess is a popular game that

2

F to communicate online

was played

were won

3 A year later, another chess match the computer.

D to look for information about something

2

Complete the sentences with the words in brackets. Use the present simple passive or the past simple passive. 1 The first chess match against a computer

5 Now, computers

E to remove

6 repair G 7 save C

2

Grammar

C to keep

4 do research D 5 improve B

3/8/19 7:47 AM

SO ES

N

UNIT

29

UNIT 3 Working outdoors

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lG eo gr

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ES

Think of some things you do to stay safe. Write four sentences about them. I never go swimming alone.

Write a job description for the job you chose in Exercise 2. Answer your questions from Exercise 2 in your description.

28

ar

The girl didn’t/did not close the gate.

2

L

2

Millions of photos are taken every day. 4 the first computer / invent / a long time ago The first computer was invented a long time ago. 5 my mum’s laptop / repair / yesterday My mum’s laptop was repaired yesterday. 6 the computer room / not clean / last night The computer room wasn’t cleaned last night.

3

Think of four ways that you use technology and write one sentence for each. Use the words (1–7) from Exercise 1.

3

Use the words from the boxes and your own ideas to make sentences. Use the present simple passive or the past simple passive. my laptop

clean

every night

my football boots

leave

last week

the photos

repair

on my mobile phone

that computer program

save

at school

our classroom

write

by my brother

My laptop was repaired last week.

30

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150

UNIT 4 Let’s get technical

3/8/19 7:46 AM

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31

3/8/19 7:46 AM

1

Grammar

See page 123.

1

Read the text. Circle the main idea (A, B or C). A Pumas are dangerous animals. C Fernanda and Nayelli know a lot about the forest.

Listen to the podcast about drones. Tick (✓) the sentences that give the same information TR: 12 as the podcast. Don’t tick the sentences that give different information.

2 Shopping is being dropped into gardens by drones.

Camera traps in Mexico

3 Birds’ nests are being watched by drones. ✓

Fernanda and Nayelli are two young women from villages

4 Drones are being given as presents. ✓

in the mountains in Jalisco, in the south of Mexico. They set up camera traps to help a team of scientists who want

5 Football games are being filmed by drones. 6 Drones are being used to rescue animals from trees.

to learn more about the wildlife in the forest there. The scientists also want to find out more about how the forest is changing so that it can be protected for the future.

A drone flies over an elephant in Okavango Delta, Botswana.

Fernanda and Nayelli know the forest well, so they have good ideas about where to put the camera traps. They

2

attach the camera traps to rocks or trees. Then, they come back later to check that the cameras are working.

the animals

A puma walking in a forest

a photo when an animal approaches it. Sometimes Fernanda and Nayelli are surprised by what they see. One day, a photo of a puma, a very big wild cat, was taken by one of the camera traps. This was a big

New words

surprise for the people from the village because they didn’t know there were

movement

pumas in the area. It’s a good example of how technology can help people understand their environment better.

approaches

set up

is

drones

are

set up

the camera traps

isn’t

technology

aren’t

improved every day designed by engineers

fixed onto straight (into) set up

1 Fernanda and Nayelli

32

UNIT 4

fixed onto

engineers

Let’s get technical

. Some of the cameras

lG eo gr

3/8/19 7:46 AM

Writing Instructions

Complete the instructions about how to use a washing machine. Use the imperative form of the verbs from the box. add put

choose take

close turn

not open not use

How to use a washing machine

5 2 3

ni

.

6 Remote-controlled cameras

.

1

F

33

UNIT 4 Let’s get technical

3/8/19 7:46 AM

Value

1

SO ES

6

Isabel’s dad has got a problem. How does she help him? Look at the pictures and write what Isabel and her dad say. Write one sentence for each picture.

Isabel’s dad:

Isabel:

Isabel:

Isabel’s dad:

at

6

add D After you’ve put the clothes in, washing Don’t use powder. too much. Don’t open the door while the machine is running. E Take

.

5 Drones

VALUE Help others.

Close choose the door and the correct setting for your clothes. Turn B on the machine. Put C the clothes into the machine. A

.

4 Photos

PRI_L6_WB_08627_U04_030_039.indd 33

io na

4

.

N

N

5

.

rocks and trees and they’re turned on when an animal

.

PRI_L6_WB_08627_U04_030_039.indd 32

SO ES

3 Robots

camera traps.

2 The camera traps have been designed by photo remote-controlled cars. are carried by small 3 The cameras are approaches

2 Chess

movement

Le

engineers set up

Complete the sentences. Use the present continuous passive and your own ideas. 1 Cars

ap hi c

approaches remote-controlled

used to take photos

ar

3

studied by scientists

my dad’s car

1 Fernanda and Nayelli live in a big city in Mexico. F (in villages in the mountains) 2 They’re helping a team of scientists who want to protect the forest. T

Complete the sentences with the words from the box. There are two words you don’t need.

repaired being

new cameras The animals are being filmed.

3

L

filmed

the wildlife

Read again. Write T (true) or F (false). Correct the false sentences.

3 Fernanda and Nayelli know where to put the camera traps. T 4 The people knew there were pumas in the area. F (The people didn’t know there were pumas in the area.)

1

Use the words from the boxes and your own ideas to write four sentences. Use the present continuous passive.

ng

Each camera is turned on by movement so it takes

SO

4

1 Medicine is being taken to different places by drones. ✓

B Technology can help us learn about our environment.

2

ES

L

Reading

L

N

L

SO

3

N

ES

the dirty clothes to the washing machine.

Read the instructions in Exercise 1 again. Number the steps in the correct order.

3

Write instructions about how to make a short video using a mobile phone. Number the instructions and use imperatives.

N

2

2

Write sentences about what you could do to help in these situations. 1 Your friend’s new drone is stuck in a tree.

I could help my friend get it down.

2 Your grandma is carrying a heavy bag. 3 Your mum just came home from the supermarket. 4 Your friend left his/her school bag in the library. 5 Your aunt’s computer isn’t working. 6 Your brother thinks he’s deleted his homework.

3

Write sentences about three things you already do to help others. Then write sentences about three more things you could do to help others. Things I already do:

Other things I could do:

34

UNIT 4 Let’s get technical

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UNIT 4 Let’s get technical

3/8/19 7:46 AM

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SAMPLE COPY, NOT FOR DISTRIBUTION

35

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151

Workbook Game 1 1

Reading extra 1 Clever creatures

Read the clues. Then write the words in the puzzle. Look at Student’s Book, pages 10, 18 and 38 to help you. SECRET MESSAGE

1 If you do this, you won’t be late.

1

2 If you do this, you won’t be tired. 3 You need to do this if you want to learn more about something.

1

A

4 If you do this, you’ll get good marks.

2

G O

V

E

O N

T

I

M

T

O

B

E

D

E

R

L

Y

✓ orcas

D

4

S

A

2

O

R

E

S

E

A

R

C

H

U

D

Y

H

A

R

D

E

R

5

P

dolphins

horses

✓ parrots

penguins

tigers

O BC

2 follow instructions

3 understand the word zero

R

O

T

E

C

4 find sheep

T

T

P

BC P

5 know the words for some colours

6 produce sounds by pushing air through a blowhole 1 If your computer isn’t working, you need to ask someone to r e p a i r it.

i

n a club.

5 I’ve made a resolution to be f

r

i

e n d

l

e t e them.

y

o f

l

i

d

j

2 Chile is a country in A Europe

They can understand and use information.

e r .

2 Give three examples of words farmers use with border collies when they’re working with sheep. find, walk, stop

4 Asher Jay is a(n) A marine biologist

They copy adult orcas.

5 Give three examples of words Alex could understand. B swing from tree to tree

C turn quickly

Answers will vary.

B guides people up mountains

6 Garry Kasparov is a famous . A photojournalist B chess player

C fixes cars

4

C mural painter ) How did you do?

GAME 1

3/8/19 7:46 AM

Review 2: Units 3–4 Match the jobs (1–8) with the descriptions (A–H).

1 tennis coach D 2 photojournalist 3 painter A F

.

io na

READING EXTRA 1

3/8/19 7:46 AM

was taken

(take) yesterday by a photojournalist.

is being painted

(paint) outside our school right now.

are used

were not invented

8 Sometimes chess games

5

(not / invent) by photojournalists. are played (play) against computers.

Rewrite the sentences in the passive. 1 A mechanic is fixing our car right now. Our car is being fixed by a mechanic right now.

H someone who grows plants and flowers

2 Rhino keepers take care of the baby rhinos. The baby rhinos are taken care of by rhino keepers.

at

G someone who studies fish and other marine creatures

Listen to the interview about a job. Circle the correct answer.

TR: 15

37

Complete the sentences with the verbs in brackets. Use the correct form of the passive.

7 Camera traps

E someone who takes photos for news stories F someone who keeps people safe on the beach and in the sea

3 A photo engineer designed the camera trap. The camera trap was designed by a photo engineer.

1 Amy is a swimming instructor / lifeguard.

2 When she was small, she lived near the sea / a lake.

N

4 The new tennis coach taught the tennis lesson. The tennis lesson was taught by the new tennis coach.

3 She taught her little sister / grandmother to swim. 4 Her grandmother’s friend / little sister wants to learn to swim.

5 A gardener planted all of the flowers. All of the flowers were planted by a gardener.

5 Amy thinks it’s sometimes / never too late to learn to swim. 6 When people swim for the first time, they might be happy / scared.

3

, .

3 I would like to learn more about

(use) every day. 3 Computers ’s/is being repaired 4 We can’t use the car today because it (repair) at the garage. was broken (break) last night. 5 The camera was damaged (damage) by heavy loads last year. 6 The bridge

D someone who teaches people how to play tennis

7 marine biologist G 8 mountain guide C

.

2 I already knew that but I didn’t know that

2 A mural

C someone who leads people up and down mountains

B

1 I was interested to learn that

1 This photo

B someone who fixes things like cars and motorbikes

6 gardener H

2

4

A someone who helps make houses, buildings and other places look nice

E

Complete the sentences about the text to make them true for you.

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lG eo gr

PRI_L6_WB_08627_U04_030_039.indd 36

5 mechanic

banana, grape, water, none, zero

6 How would you feel if someone said you had a brain like a bird?

C artist

Give yourself one point for each correct answer. Write your score here. (

4 lifeguard

They help them find sheep.

4 How do young orcas learn to make sounds?

C Asia

. B engineer

5 A gardener . A grows plants and flowers

3 How do working dogs help farmers?

C cello

. B South America

Answer the questions. 1 Scientists used to believe that animals couldn’t think, but what do we know now?

n

.

. 3 Spider monkeys use their tails to A make a noise to frighten away other animals

1

3

How much do you remember? Choose the correct answer (A, B or C). Then find the answers in the Student’s Book and add up your score. 1 Sheku Kanneh-Mason plays the A violin B guitar

36

i

ar

4

l

o

O

8 copy the sound of a human voice

h

O

P

ni

3 If you don’t want those photos, you can d e

t

r

i d y it.

4 My friend and I are going to j

a

p

7 understand the words for 150 different things

Le

2 If the classroom is messy, you can help t

e

ng

Complete the sentences. Use the letters in the circle to help you.

ap hi c

3

TR: 13

✓ dogs

Listen again. Write BC (border collie), O (orca) or P (parrot) after the clever thing the TR: 14 animal can do. 1 count to three

T A

S T A R T

Listen and tick (✓) the clever creatures you hear about. cats

E

S

Secret message: G O O D

I

O 3

Read down from the arrow to find the secret message. Clue: Look on Student’s Book, page 9. A

R

G

5 If we do this to endangered animals, we’ll help them.

2

R

6 My little brother deleted all of the photos. All of the photos were deleted by my little brother.

Add question tags to these statements. Then write the correct answers. 1 Mechanics can repair cars, Yes, they can .

can’t they

2 Garry Kasparov is a famous chess player, Yes, he is .

? isn’t he

3 Marine biologists don’t study marine creatures, Yes, they do . 4 Camera traps don’t hurt the animals, No, they don’t . 5 Animals sometimes try to eat cameras, Yes, they do .

do they don’t they

6 It isn’t difficult to set an alarm on a mobile phone, No, it isn’t .

?

do they

?

I can …

?

Yes.

I need to practise.

• talk about different outdoor jobs and technology. • use indefinite pronouns to talk about outdoor jobs. ? is it

• use question tags to check information, ask if others agree, be friendly and make conversation. ?

• use the present simple passive and the past simple passive to talk about technology. • use the present continuous passive to talk about technology. • write a description of a job. • write instructions using imperatives.

38

REVIEW 2: Units 3–4

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REVIEW 2: Units 3–4

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Use the words from the boxes and your own ideas to write five sentences. Use the present perfect passive.

Vocabulary

Complete the sentences with the words from the box. destination

hurry

reach

set off

suitcase

survive

view

survive in cold places because they’ve got thick fur. 2 When you go on a journey, you can put your things in a suitcase . cross 3 If you the ocean, you go from one side to the other.

4 When you get to the top of a mountain, you often have a great set off hurry 5 If you for the train station late, you’ll have to 6 When you

2

reach

eaten

the bridge

found

the cherries

lost

2 3 4 5

.

to catch the train. your destination , you’ve finished your journey.

2

Use the words to write sentences. Use the present perfect passive. 1 a new railway line / build / from China to Europe A new railway line has been built from China to Europe.

Listen to the podcast about the first man to swim across the Atlantic Ocean. Write T (true) or F (false). TR: 16 Correct the false sentences.

2 the Australian desert / cross / groups of camels The Australian desert has been crossed by groups of camels.

1 Ben Lecomte was born in the US. F (He was born in France.) 2 In 1998, he swam from the US to France. T

3 a film / make / about Robyn Davidson’s journey

3 He swam all day every day. F (He rested on the boat.) 4 Special technology kept sharks away from him. T

4 animals / use / to help people for a very long time

5 He completed his journey in six days. F (in 73 days)

5 the bridge / not paint / yet

A film has been made about Robyn Davidson’s journey. Animals have been used to help people for a very long time.

6 When he finished, he said he didn’t want to do it again.

3

climbed

the camels

1

1 Polar bears can

view

built

that mountain

T

Ben Lecomte swimming across the Atlantic Ocean

The bridge hasn’t/has not been painted yet. 6 the new tunnel / not complete / yet

Think about a journey you would like to take. Write sentences to answer these questions.

The new tunnel hasn’t/has not been completed yet.

1 Where would you go and why? 2 How would you travel to your destination?

Complete the sentences. Write three affirmative and three negative sentences. Use the words from the box, your own ideas and the present perfect passive. build

clean

find

paint

repair

steal

turn off

Le

3 What would you take in your suitcase?

ar

3

1 My bedroom

4 What would you need to survive?

turn on .

2 Our classroom

.

3 The lights at my house

.

4 Our bags

ap hi c

.

5 My mum’s bike

.

6 My dad’s computer

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3 1

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Reading

Scan the text. How long was Anthony’s journey? 1,500 kilometres

The amazing Anthony Gotts In 2016, Anthony Gotts began – and finished – an amazing journey. He crossed the whole of the United

io na

Kingdom, from Land’s End, in the southwest of England, to John O’Groats, in the north of Scotland. Other people have made the journey on foot or by bike, and it has

at

N

2

See page 124.

1

. 3 How is your favourite food made?

C extraordinary

5 things that a person or lorry carries H 6 a chair with wheels B 7 happening often G 8 amazing C 9 power E

42

A

C In my house, .

4 Who was your Student’s Book written by? B

D So that I get better at

5 What languages are spoken in your house? C

E Because they are better for the

6 Why have you been asked to do this exercise? D

F I was born

Laura is on a school trip to the Swiss Alps. Listen to the phone conversation between her TR: 17 and her mum. Then answer the questions. 1 How are the children’s bags being carried? They’re being carried by donkeys.

regularly

2 Why has their destination been changed? It’s been changed because the bridge has been damaged.

energy

3 What are they being given and why? They’re being given a lot of water to drink because it’s hot.

extraordinary

4 What has happened to the chocolate? It’s all been eaten. 5 Who do you think has eaten the chocolate? Laura

3

Write questions for the answers. Use the underlined information to help you. 1 What language is spoken in Italy

? Italian is spoken in Italy.

2 When was the tunnel built

? The tunnel was built five years ago.

3 Where are heavy loads now being carried ? Heavy loads are now being carried under the mountains.

Match the definitions and descriptions (1–9) with the words (A–I).

4 an underground road A

B It was written by

wheelchair

5 Who was beside him at the end of the journey? his dog, Bonnie

3 high places

A tunnel

4 Why has the bridge been built

? The bridge has been built so that walkers can reach their destinations more quickly.

5 When was the telephone invented

? The telephone was invented in 1876.

6 How was their house damaged

? Their house was damaged by the storm.

D centimetres E energy F heights G regularly H loads I

wide

UNIT 5 Going places

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A It’s made with .

2 Where were you born?

New words

4 How long did it take him to reach his destination? twenty days

B wheelchair

E

F

.

3 How many kilometres did Anthony travel each day? 72

F

Match the questions (1–6) with the answers (A–F). Then complete the answers. 1 Why are more electric cars being made now?

2

John O’Groats, Scotland

1 There are 100 of these in a metre. D 2 big from one side to the other I

4

.

2 Why did Anthony sometimes hurry? Because he wanted to finish the journey in fewer than thirty days.

3

SO ES

.

Read again. Answer the questions. 1 What was Anthony’s destination?

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Grammar

to use his arms to move the wheels – for nearly 1,500 kilometres!

Anthony travelled about 72 kilometres a day. He said the last part of the journey was the most difficult. There were a lot of hills, but there were also some great views. He reached his destination in twenty days. His dog, Bonnie, ran beside him as he finished his extraordinary journey.

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Going places

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been made by someone in an electric wheelchair, but Anthony was the first person to make the journey in a regular wheelchair, not an electric one. He had

Anthony could go downhill fast, but it was much harder John O’Groats, Scotland for him to go uphill. He sometimes hurried because he wanted to finish the journey in fewer than thirty days. He often had to repair his wheelchair and the wheels were changed regularly. He also needed to eat a lot of food to give him energy.

UNIT 5

N

SO ES

lG eo gr

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.

L

cross

my suitcase

ng

1

SO

2

ni

L

See page 124.

1

SO

1

N

ES

ES

L

5 Going places

Grammar

N

UNIT

UNIT 5

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Workbook

1

Writing A factfile

Value

VALUE Take exercise.

ES

L

N

L

SO

5

SO

6

N

ES

Write the measurements in figures. Shorten the measurement words. 300 m

1 three hundred metres

1

45 kg

2 forty-five kilograms

5,050 km

4 five thousand and fifty kilometres

6,303 kg

5 six thousand, three hundred and three kilograms 13 cm 6 thirteen centimetres

2

Tick (✓) the ways you exercise every week. Give yourself one point for each activity.

87 cm

3 eighty-seven centimetres

2

Do some research and complete the table with information about Malaysia.

walk to school

play football

dance

swim

ride a bike

run

play tennis

help tidy the house

Write other ways that you exercise. Give yourself one point for each of these activities. Add up all your points from Exercises 1 and 2. Then look at the information in the box below.

11–14 points: Wow! You’re very fit. Well done! 6–10 points: Good work. You exercise regularly. 1–5: Try to find a few more ways to exercise every week. Kuala Lumpur, Malaysia

3 Topics

Facts about Malaysia

Number of people (population)

over 31 million

The biggest city

Kuala Lumpur

The highest mountain

Mount Kinabalu Malayan tiger

28

Two other interesting facts about Malaysia

Answers will vary.

3

Use the topics and facts from the table in Exercise 2 to write a factfile about Malaysia. Start a new line for each piece of information. Write one or two sentences for each topic.

4

4

I like exercising with my friends, but I don’t like football. I love listening to music.

I live far away from my friends and my bike is broken. Also, I have to help my mum at home every day, so I haven’t got a lot of time to exercise.

ni

Malay, English, Chinese (and others)

Number of national parks

ar

Languages spoken

ng

You could run/go running. 2

Some of the most popular sports football, badminton, hockey, tennis, horseriding

3

I like being outdoors, but I don’t like team sports. I don’t enjoy swimming either.

I love ball games and exercising with other people. Also, I can run really fast.

Le

The national animal

Read and write suggestions about exercising. 1

Answer the questions about you.

ap hi c

1 What do you like about exercising?

2 How do you feel after you exercise?

UNIT 5

Going places

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6 Fantastic festivals 1 1

N

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SO

Vocabulary

Circle the correct answer. 1 Spring comes after winter / summer.

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2 One hundred and twenty minutes / seconds is the same as two hours.

Grammar

See page 125.

1

3.30 a.m.

2 Four o’clock in the afternoon

4.00 p.m.

7.30 p.m.

4 Seven-thirty in the evening

5 Two o’clock in the afternoon 6 Six-thirty in the morning

3

3

6.30 a.m.

Look at the photo on Student’s Book page 57. Then listen to the conversation and TR: 18 complete the sentences. red hair 2005

3 The festival started in 4 People from

80/eighty

5 People who go to the festival haven’t got to 6 Red-haired people can bring

.

September

2 It takes place in the month of

1 Mum / drive / for

Mum has been driving for an hour.

2 Dad / make dinner / since

Dad has been making dinner since six-thirty. Sara has been doing her homework for two and a half hours.

4 Ana / play piano / since

Ana has been playing the piano since five o’clock.

5 Grandpa / wait for dinner / for

Grandpa has been waiting for dinner for an hour.

Write questions with How long for the answers. Then write two of your own questions and answers. Use the present perfect continuous. 1 How long has she been sleeping

? She’s been sleeping since midday.

2 How long has he been playing football

?

3 How long have you been tidying your bedroom

? I’ve been tidying my bedroom since this morning.

4 How long have you been living here

?

We’ve been living here since I was six.

5 How long have they been studying English

?

They’ve been studying English for five years.

6 How long have people been going to festivals

? People have been going to festivals for centuries.

7

?

8

?

. .

countries go to the festival. have red hair

their friends and families

7 Only people with red hair can be in

4

Big Ben, London, England

2.00 p.m.

1 The festival is for people with

the group photo

two weeks.

yesterday.

Read the text. Then use the words to write sentences about each person. Use the present perfect continuous.

3 Sara / do homework / for

11.00 p.m.

N

3 Eleven o’clock at night

at

Write the times in figures with a.m. or p.m. 1 Three-thirty in the morning

since

for

centuries.

It’s now seven o’clock in the evening and everyone in the Ruiz family is hungry. Dad began making dinner at six-thirty. Mum left work at six o’clock to drive home. She’s still on her way home. Sara is doing her homework – she started when she arrived home from school at four-thirty. Ana hasn’t done any homework since she started practising the piano at five o’clock and she hasn’t stopped yet. Grandpa has been waiting for dinner since six o’clock. He’s very hungry now.

4 There are fifty / one hundred years in a century.

6 August is my favourite month / week of the year.

2

Complete the sentences with for or since.

6 He hasn’t eaten any chocolate

2

.

. .

He’s been playing football for an hour.

for a long time.

Would you like to go to the Redhead Days international festival? Why? / Why not? Write one or two sentences.

since yesterday.

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2

since 1 I’ve been using this book last year. for 2 He’s been playing the guitar three months. for hours. 3 It’s been raining 4 The cherry blossom has been flowering for 5 People have been flying kites

3 We usually have lunch at midday / midnight. 5 It’s very dark at midday / midnight.

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SO ES

N

UNIT

ES

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UNIT 5 Going places

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44

UNIT 6 Fantastic festivals

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See page 125.

1

Scan the text. Where do these festivals take place? The festivals take place on the island of Corsica, France and in Douz, Tunisia.

’s/has been playing

1 She

Two interesting festivals

BD is for bandes desineés, which means drawn strips – comics – in French, and Bastia is the town in Corsica where the festival takes place. It’s usually in April and it

2

lasts for four days. There are lots of comics and comic

Complete the sentences with the verbs from the box. Use the present perfect continuous.

books to see. Groups of schoolchildren can talk to writers and artists and find out how comic books are

dance

made. It’s a great festival for anyone who likes comics!

1

Musicians at the International Festival of the Sahara in Douz, Tunisia

place for over a century. It’s held every December in Douz, Tunisia, and it lasts for four days. It used to be called the Camel Festival and camels are still the most important part of the festival. There’s a lot of camel

racing and horse racing. In the evenings, you can watch traditional dancing and listen to music, and there’s a poetry competition.

3

New words lasts

5

Where does it take place?

What does it celebrate?

When does it take place?

How long has it been taking place?

What can you do at the festival?

comics and comic books

April (usually)

Answers will vary. It started in 1993.

look at comics, talk to writers and artists, find out how comics are made

Douz, Tunisia

camels

December

over a century

watch camel and horse racing, watch traditional dancing, listen to music and poetry

he’s been eating

Because

all afternoon.

Because

she’s been talking to her friends

all day.

all day.

4 Why does Ella think her grandma and grandpa will be tired? they’ve been standing up

Le

Because

all day.

5 Why has Ella’s mum had a good day? Because

F continues over a period of time G put liquid in or on something

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Writing An advert

lG eo gr

L

football and it’s hot today.

she’s been reading

in the garden all afternoon.

E fruit that grows in warm places, such as pineapples and mangoes

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Value

VALUE Learn about other cultures.

SO ES

6

Complete the text about the kite festival in Gujarat, India. Use positive adjectives.

io na

the end of winter. During the festival, the markets delicious are full of food, there are lots of interesting/cool/great things to buy and interesting/beautiful/ the sky is full of kites. It’s a colourful great, fun really time for the people of Gujarat and the many visitors who make the journey to this amazing/fantastic/ festival. popular

1

2 There can be more than one culture in a country. 3 Your culture comes from your parents. 4 Your culture comes from your friends. 5 It’s important to try to understand other cultures.

2

The International Kite Festival in Ahmedabad, Gujarat, India

at

Adjectives, verbs and expressions to describe this information and make it sound more interesting

What’s the name of the festival?

Mistura

fantastic

What does it celebrate?

food

How long has it been taking place?

since 2008

Where does it take place?

Lima, Peru

When does it take place?

in spring

What can you do there?

try different kinds of food, sing, dance

What’s the best thing about it?

the food at the outdoor market

N

Facts

Read and think about these sentences about culture. Write A (agree) or D (disagree) after each one. 1 A country is where people live. Culture is all about how they live.

Tick (✓) the activities that you do to learn about other cultures. Which activities do you enjoy the most? Number them 1–6 (with number 1 as your favourite). Write the numbers on the lines. reading books written by people from other cultures

You’re going to write an advert for the Mistura festival. Look at the text on Student’s Book page 60. Add adjectives and expressions to the table below. Find and write information that will make your advert more interesting. Questions

3

she’s been playing

she’s been dancing

3 Why is Rosie happy?

D what you get when different things are put together

Sample answers: Uttarayan is the name of the amazing kite festival which takes place in Gujarat, India, at

2

very hard.

N

N

1

he’s been studying

kites since midday, so our arms are tired.

Listen to the conversation between Ella and her mum. Then complete the answers. TR: 19 Use the present perfect continuous. Because

B what we have all over our bodies

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5

We’ve been flying

2 Why won’t Tom be hungry?

C a kind of writing done in verses

UNIT 6 Fantastic festivals

SO ES

since they arrived at the festival.

L

48

they’ve been eating

mud everywhere, so everything’s very muddy now. They’ve made

1 Why is Ella hungry?

A animals from the sea that we can eat

5 poetry C 6 poured G 7 lasts F

at the festival for five hours, so I’m tired now.

They’ve been pouring

6 She’s thirsty because

3

on the island of Corsica, France

B

study

ap hi c

2 tropical fruit 3 seafood A

pour

4 He’s doing well in school now because

poetry

Match the words (1–7) with the definitions and descriptions (A–G).

4 skin

play

a mess!

Read again. Complete the table.

E

fly

2 They aren’t hungry now because

The festival takes place in the desert – in fact, it’s where the old Star Wars films were made.

1 mixture D

eat

I’ve been dancing

ng

The International Festival of the Sahara has been taking

3

(eat) chocolate all day, so now they’re not hungry. ’s/has been running (run) since midday.

(walk) around all day at the 4 We want to sit down now because we ’ve/have been walking festival. has been taking place 5 The Boryeong Mud Festival (take place) every summer since 1998, so now it’s very famous. ’ve/have been studying (study) hard. 6 My English is very good now because I

a festival of comics and comic books every year. The festival is called BD à Bastia and it was started in 1993.

International Festival of the Sahara

(play) the piano since she was four, so now she’s really good.

’ve/have been eating

3 He’s very tired because he

On the island of Corsica, which is part of France, there’s

BD à Bastia

SO

4

Complete the sentences with the verbs in brackets. Use the present perfect continuous. 2 They

2

ES

L

Grammar

ni

1

Reading

ar

N

L

SO

3

N

ES

watching films from other cultures listening to music from other cultures visiting other countries eating food from other cultures making friends with children from other cultures

3

Write a sentence about why you think your favourite activity from Exercise 2 is a good way to learn about other cultures.

4

Find out some information about another culture. Complete the table. Name of the culture

Write an advert for the Mistura festival. Make sure you use positive language (positive adjectives, verbs and expressions) to persuade people to come.

How do you say ‘Hello’?

Give an example of a popular sport. Give an example of a popular food. Give an example of a popular festival.

Boys play hockey outdoors in Winnipeg, Manitoba, Canada. Hockey is a popular sport in Canada and an important part of Canadian culture.

Any other interesting facts about this culture

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UNIT 6 Fantastic festivals

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UNIT 6

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Workbook Function 2: Agreeing and disagreeing Write A (agreeing) or D (disagreeing) after each expression. 1 You’re right about that. A

7 I don’t agree. D

2 I don’t think so. D

8 I’m sorry to disagree, but … D

3 I’m not so sure. D

9 I think so too. A

4 I agree. A 5 But don’t you think …? D

11 But what about …? D

6 That’s true. A

12 I feel the same. A

Listen and complete the conversation.

TR: 20

Hanna:

Hello Lara. I’m going to the Art Festival tonight. Would you like to come?

Lara:

That would be great! But it starts tomorrow, doesn’t it? I don’t think so No, 1 . I’m sure it starts tonight.

Hanna: Lara: Hanna: Lara: Hanna: Lara: Hanna: Lara: Hanna:

OK. It’s at The Bridge Art Centre, right? 2 I’m not sure . I thought it was at The Riverside Gallery. 3

I don’t think so

A polar bear walks towards a remote camera, Franz Josef Land, Russia.

1

. It’s been at The Bridge Art Centre every year since I

✓

boat

Oh well, we can go and check. The Bridge Art Centre isn’t far from The Riverside Gallery. That’s true 4 .

✓

camera

✓

polar bear

✓

drone

✓

rocks

I’d like to get there early. I want to have time to see everything. I feel the same 5 . The festival was amazing last year. 6

I agree

2

. I thought it was fantastic. Let’s try to get there by five

o’clock. Maybe we can get a snack at the café first. Lara:

3

FUNCTION 2: Agreeing and disagreeing

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Review 3: Units 5–6 Match to form correct sentences. 1 If something happens at midday, D 2 When you set off, E

F it happens in the middle of the night.

io na

A It was damaged by rocks.

B It’s 500 metres long.

C It took seventeen years.

4 When is the cherry blossom celebrated? A It’s celebrated in Japan.

.

B It’s celebrated in spring.

C It’s celebrated because people enjoy looking at it. 5 What’s celebrated at the Mistura festival? A It’s celebrated in Lima, Peru.

.

at

6 I’ve been doing this activity for

B It was built in Switzerland.

C It was built in 2017.

.

and I get home at

Circle the correct answer (A, B or C).

A It took seventeen years.

.

minutes to

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3 How was the old bridge across the valley damaged?

Complete the sentences to make them true for you.

5 I usually set off for school at

53

2 Where was the tunnel built?

D it happens in the middle of the day.

because

SCHOOL TRIP 2

A So that lorries can travel under the mountains. B It’s 57 kilometres long. C It’s called the Gotthard Base Tunnel.

C you have to hurry to arrive on time.

6 If you start late, C

4 It usually takes me

Imagine you were one of the people with Cory. Write three sentences about what happened, what you saw and how you felt. Was it exciting or scary? What did you do after you’d seen the photo of the polar bear?

1 Why has the new tunnel been built?

B from the top of a mountain. F

E you start your journey.

3 Winter in my city is

B It’s been celebrated since 2008.

C Food is celebrated.

.

6 How long has the Boryeong Mud Festival been celebrated?

.

A It’s celebrated in Korea.

5

N

3

4

A your journey is finished.

4 When you reach your destination, A 5 You usually have a good view B

2 In summer, I often

hurried

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1 My favourite month is

do research polar bears

ap hi c

4 Long journeys can be very boring.

2

camera photographer

came so close that Cory got a really good photo of it.

3 Young children should never eat sweets.

3 If something happens at midnight,

whale

ar

2 Festivals are always really fun.

1

ocean

do research because Scientists go to these islands in the Russian Arctic near the North Pole to 1 polar bears . Cory Richards is a National there are a lot of interesting creatures there such as 2 3 photographer Geographic Explorer and . He wanted to get a good photo of a polar bear, so he camera hurried left a 4 on the beach and 5 away before the polar bear came. ate interested The polar bear was very 6 in the camera; in fact, it nearly 7 it. It

Write responses for each statement. Agree or disagree and give reasons. 1 It would be great to be a lifeguard.

52

fish ✓

Complete the sentences with the words from the box. ate interested

Great idea!

penguin

ni

3

Remember the video. Tick (✓) the things that you saw.

was small.

ng

2

10 I’m not sure about that. D

Le

1

School trip 2: Franz Josef Land, Russia

See page 132.

Rewrite these sentences in the present perfect passive. You don’t need to write by and who did the action.

1 The camels are tired

1 Someone has made the posters for the festival.

B It’s been celebrated since 1998.

C It celebrates mud.

Complete the sentences with for, since or because. because

2 They have been walking

they have been walking across the desert.

for

195 days. since the suspension bridge 3 People have been crossing the valley much more quickly was opened. because 4 The students are very strong now they’ve been exercising a lot.

The posters for the festival have been made. 2 The visitors have eaten all of the ceviche. All of the ceviche has been eaten.

5 The people in the town are happy

3 A team of workers has put out picnic tables for the Balloon Festival.

because

they’ve been celebrating the cherry blossom.

since last week. 6 The cherry blossom has been flowering since 7 It’s been raining around midday yesterday.

Picnic tables have been put out for the Balloon Festival. 4 People have celebrated the festival for more than a century.

8 Everyone’s wet

The festival has been celebrated for more than a century.

because

it’s been raining for hours.

5 People have made a lot of delicious food for the festival. I can …

A lot of delicious food has been made for the festival.

Yes.

I need to practise.

• talk about journeys and festivals around the world. • use the present perfect passive to talk about journeys and transport. • use questions in the passive to ask about journeys and transport. • use the present perfect continuous with for and since to talk about festivals. • use the present perfect continuous to explain a situation. • write a factfile about a country. • write an advert for an event.

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REVIEW 3: UNITS 5–6

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REVIEW 3: Units 5–6

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B You should tell someone where you’re going. C You should wear comfortable clothes. D You must bring a rope. E You shouldn’t use a phone when you’re climbing.

1 accident

C

A the way to get somewhere

2 beginner

E

B someone who’s very good at something or knows a lot about a certain topic

3 experience

G

C something that happens that damages something or hurts someone

H You must wear shoes.

4 expert

B

D big

1 Advice for someone going rock climbing

5 route

A

E someone who has only just started to learn something such as a sport

6 concentrate

F

F

7 challenging

H

G an event that happens to you

8 large

D

H very difficult

F You must not climb alone. G Beginners shouldn’t climb difficult routes.

2

to think very hard about something and give it all your attention

2 (advice) You

1 When experts go rock climbing, they

.

2 When beginners go rock climbing, they need to

.

3 You have to concentrate very hard when you

.

4 It’s easy to have an accident if you

.

5 It can be a great experience to

.

6 It can be very challenging to

.

7 (advice) You

Write three rules for visitors to your classroom.

ap hi c

Write some advice for a new student at your school.

lG eo gr

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Reading

Scan the text. Answer the questions.

comfortable clothes (T-shirts, long trousers)

1 What should you wear if you go bungee jumping?

5 … 4 … 3 … 2 … 1 … Bungee!

See page 126.

1

io na

to the person’s feet. Then the person jumps off a very high place. This is often a bridge, but it could be something that moves, like a helicopter or a hot-air balloon. When the person jumps, the rope

stretches, but it doesn’t break. The person drops down quickly and then bounces back up again.

A bungee jumper

at

2

A Yes, she can now.

2 Can your little sister dress herself? A

B Yes, you should. The water is very cold!

3 Did he teach himself to play the guitar? D

C Yes, we did, thank you. It was a lot of fun!

4 Did you enjoy yourself yesterday? G

D Yes, he did. Isn’t that amazing?

5 Will I hurt myself if I fall down? E

E Yes, you will, so be careful!

6 Should we wear wetsuits to keep ourselves warm? B 7 Will the light turn itself off? F

F Yes, it will – after a few minutes. G Yes, I did thank you. I had a great day. H Oh yes, that won’t be a problem for them.

Circle the correct answer.

N

2 The light turns themselves / itself on when someone enters the room. 3 Can you and your friend get yourselves / yourself something to eat? 4 Little children have to learn to dress ourselves / themselves. 5 I’m going snowboarding tomorrow, so I need to prepare myself / itself. 6 How did you hurt herself / yourself, Paula? 7 My sister made myself / herself breakfast this morning.

T

(Beginners need experts to show them 3 Beginners don’t need anyone to show them what to do. F what to do.) 4 Dresses are better than long trousers for bungee jumping. F (Long trousers are better than dresses.) 5 You shouldn’t look down when it’s time to jump. T 6 The people who are watching all say, 5 … 4 … 3 … 2 … 1 … Be careful! F (5 … 4 … 3 … 2 … 1 … Bungee!)

Match the descriptions (1–5) with the words (A–E).

8 We taught ourselves / themselves how to snowboard last winter.

3

Listen to Ling and Mira talking about their snowboarding trip. Write T (true) or F (false). TR: 22 Correct the false sentences. 1 Ling and Mira enjoyed themselves when they went snowboarding. 2 They taught themselves how to do it. F (They had an instructor.)

T

1 like a lot of mountain roads C

A flow

2 the way a mountain road goes up or down D 3 to move like water A

3 Ling took a photo of herself. F (The instructor took it.) 4 She hurt herself when she fell down. F (She didn’t hurt herself.)

B organization

5 Ling and Mira wore helmets.

C steep

6 Ling, Mira and Erik get hot chocolate to wake themselves up. F (to warm themselves up)

4 makes something longer by pulling it

D steeply

E

5 a group of people with a special job or skill

B

4

1 The man was talking to himself / herself as he walked along.

F (to the person’s feet)

2 Bungee jumpers sometimes jump from helicopters.

SO ES

Underline the reflexive pronoun in each question. Then match the questions (1–8) with the answers (A–H). 1 Did you enjoy yourselves at the festival? C

8 Can they get themselves something to eat in the canteen? H

Read again. Write T (true) or F (false). Correct the false sentences. 1 The bungee is attached to the person’s hands.

3/8/19 7:45 AM

Grammar

Bungee jumping is a very exciting and scary extreme sport. When someone does a bungee jump, a rope called a bungee is attached

There are many beautiful places in the world where people can go bungee jumping. If you decide to try it (when you’re older!), make sure you do some research and choose a good organization to go with. If you’re a beginner, you’ll need an expert to show you what to do. You’ll have to wear a helmet and you’ll need to strap yourself into a harness. If you go bungee jumping, you should wear comfortable clothes – T-shirts and long trousers are better than dresses or skirts! Also, you shouldn’t wear glasses because they’ll fall off. New words When it’s time to jump, you should try not to look down. Everyone who’s watching stretches counts together and says, 5 … 4 … 3 … 2 … 1 … Bungee! Then all you have to do organization is jump!

57

Extreme sports

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dresses, skirts or glasses

2 What shouldn’t you wear?

UNIT 7

N

N

L

(do) your homework.

(arrive) on time.

ar 4

PRI_L6_WB_08627_U07_056_061.indd 56

58

must arrive

You must not text in class.

56

4

(bring) your lunch to school.

(not / climb) on the old castle.

should do / ought to do

ni

3

(go) to school.

don’t have to

mustn’t / must not climb

6 (rule) You

(not / go to bed) too late.

(not / run) in the classroom.

have to / must go

4 (necessary) You

A snowboarding lesson in Morzine, France

3

mustn’t / must not run

5 (unnecessary) You

2 An engineer from the UK made one of the first snowboards. F (the US) 3 His daughters didn’t like it. F (His daughters enjoyed playing with it.) 4 Snowboarding was made an Olympic sport in 1998. T 5 Half-pipe is a kind of snowboard. F (a style of snowboarding)

2

(wear) warm clothes when you go

shouldn’t / should not go to bed

3 (rule) You

1 When people go snowboarding, they have one foot on the board. F (both their feet)

1

should wear

snowboarding.

8 (rule) You

3

A, D, F, H

Complete the sentences with the verbs in brackets and the correct form of should, ought, have to or must. Use the cues at the beginning of the sentences to help you. 1 (advice) You

Listen to the podcast about snowboarding. Write T (true) or F (false). TR: 21 Correct the false sentences.

SO ES

2 Rules for someone going rock climbing

B, C, E, G

Complete the sentences with your own ideas.

3

L

A You must wear a helmet.

Vocabulary

Match the words (1–8) with the definitions (A–H).

2

Read the sentences about rock climbing. Then match the sentences (A–H) with the headings (1 or 2) below.

ng

1

SO

2

Le

L

See page 126.

1

SO

1

N

ES

Extreme sports

ES

L

7

Grammar

N

UNIT

T

E stretches

Write two sentences to explain why you would or wouldn’t like to go bungee jumping.

UNIT 7 Extreme sports

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UNIT 7

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Extreme sports

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157

Workbook

1

Writing An article

Value

VALUE Be responsible.

You’re going to write an article about underwater hockey. First, write four questions to help you think about what people might want to know about the sport.

1

ES

L

N

L

SO

5

SO

6

N

ES

Look at the pictures. Tick (✓) the pictures that show people being responsible. Put an ✗ next to the pictures that show people not being responsible. 1 A ✗

2

B ✓

Match the information (A–H) with the correct paragraph topics (1–4) below. Information

2

A A player is not allowed to touch another player with his/her empty hand. B Do you think you would like to watch underwater hockey?

A ✓

B ✗

C You need a small stick to push the ball. D Underwater hockey is now played in more than twenty countries.

3 A ✗

E Underwater hockey was invented in the UK in the 1950s to help divers get exercise. F

Members of the HK Typhoon underwater hockey team, Hong Kong

4 A ✗

D, E

1 An introduction to the sport and a little bit about its history C, G 2 Information about what you need to play it A, H

2

Write an article about underwater hockey. Organize the information from Exercise 2 into paragraphs. Check that your questions from Exercise 1 have been answered by the information in your article. If not, do some research to find the answers and include that information in your article.

3 4

Complete the sentences with the words from the box. expedition

frightening

hard

charge

1

.

to see in the dark without a torch. search for them?

at

Complete the sentences with your own ideas.

. .

4 It’s very hard to

.

5 The rescue team searched for

.

N

.

3 If the battery in your torch is dead, you

Present simple

Past simple

search

searched

had searched

You

arrive

arrived

had arrived

He

lands

landed

had landed

She

eats

ate

had eaten

We

drink

drank

had drunk

They

are

were

had been

Complete the sentences with the verbs from the box. Use the past perfect. eat

have

leave

had survived

see

survive

in the mountains for eleven days before the rescue team found her.

had had 6 Teresa mountains again.

3

a frightening experience, but she wanted to go walking in the

Complete the sentences. Use the past perfect form of the verbs in brackets and your own ideas.

1 Last night, after I ’d / had done

(do) my homework, I 2 I yesterday evening because we ’d / had played football from midday until four o’clock. (not / hear) from my friend for a long time, but 3 I hadn’t / had not heard

2 What happened to her after she lost her way? She fell between some rocks.

then 4 After I ’d / had told

TR: 23

. (tell) my mum about my accident, she

5 After everyone had finished 6 After we ’d / had rested

4 How long did the rescue team search for her? eleven days

(finish) dinner, they

. 9 I the night before.

Ordesa Valley in the Pyrenees, Ordesa y Monte Perdido National Park, Huesca, Aragon, Spain

10 My sister text message.

yesterday because I hadn’t / had not slept because she hadn’t / had not read

62

PRI_L6_WB_08627_U08_062_071.indd 62

.

(rest) for twenty minutes, we 7 I hadn’t / had not charged (not / charge) my phone, so I (leave) my bag at school, I 8 When I realized that I ’d left / had left

5 What did someone in the rescue helicopter see? her red shirt

158

. (play)

.

3 What was the weather like while Teresa was lost? stormy and cold

6 What did Teresa eat and drink while she was lost? leaves and rainwater

2

Past perfect

1 Where was Teresa walking? in the mountains in Spain

Listen to a true survival story. Then answer the questions.

SO ES

had seen Teresa for eleven days, but then someone in the helicopter saw her 2 No one red shirt. ’d / had left 3 Someone saw Teresa’s red shirt because she it on a rock. ’d / had eaten a good meal. 4 Teresa felt better after she ’d / had been (be) very lucky. 5 Teresa realized that she

to Antarctica was very challenging.

2 I’d like to go on an expedition to

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I

1 Teresa

1 I think it’s very frightening when

61

UNIT 7 Extreme sports

Complete the table with the correct form of the verbs.

be

your phone before setting off on a long journey.

5 I’ve lost my keys. Will you help me expedition 6 Ernest Shackleton’s

3

.

5 When I

See page 127.

2

frightening experience. It happened to me once and 1 Getting lost in the mountains is a very I was very scared! battery in your phone is dead, you won’t be able to make calls.

2 If the

2

.

4 If I went snowboarding, I would

Grammar

search

io na

L

N

Vocabulary

3 You need to hard 4 It’s

.

3 If I went rock climbing, I would

N

SO

charge

.

2 When I ride a bike, I

PRI_L6_WB_08627_U07_056_061.indd 61

lG eo gr

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8 Tales of survival battery

Complete the sentences to show how you are, or would be, responsible in these situations. Write one of your own ideas. 1 When I have to cross a road, I

ap hi c

Extreme sports

UNIT

1

ar

2

PRI_L6_WB_08627_U07_056_061.indd 60

1

Write a sentence with advice for the person in each of the pictures with an ✗ in Exercise 1. 1

3

ES

ni

B, F

4 Asking readers for their thoughts

Le

3 The rules

UNIT 7

B ✓

ng

Paragraph topics

L

H You must not touch the ball with your hand.

60

DO NOT CROSS

Do you think you’d like to try playing it?

G Players wear masks and use snorkels to breathe.

3

B ✓

DO NOT CROSS

. .

(not / sleep) well (not / read) my

UNIT 8 Tales of survival

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1

Grammar

See page 127.

1

Read the text. Then circle the correct words to complete the summary.

Match the questions about James Scott’s experience (1–4) with the answers (A–D).

3 What had James taken to eat? D

4 How long had James been under the rock before the men rescued him? A

backpack / sleeping bag.

A He’d been there for 42 days.

Lost in the Himalayas

B He’d decided to turn back.

In December 1991, a young man from Australia, James Scott, went

C It had been good.

for a walk in the Himalayas in Nepal. He didn’t want to carry a heavy backpack, so he packed only six T-shirts, some long trousers, a

D He’d taken some chocolate.

sweatshirt and a thin jacket. He also brought a sleeping bag, some

2

medicine, a few books and some chocolate.

Complete the sentences with the verbs from the box. Use the negative form of the past perfect.

James hadn’t planned to go very high up into the mountains, but then he changed his mind. He joined some other people who were walking up to a place where there was a fantastic view.

bring

The weather had been good in the beginning, but then it started to snow. James decided to turn

3 I hadn’t / had not known anything about James Scott before I read the text.

B He decided to turn back and leave the other people because it had started to snow.

6

C He found a safe place under a rock and stayed there for seven weeks.

1

D James set off on a walk in the Himalayas.

3

E He met some people and decided to walk higher up the mountain with them to see a fantastic view.

5

F He lost his way.

7

64

alive energy strangers

ng

Listen to the conversation. Then answer the questions. Use the past perfect.

2 Why did they have to wait at the side of the road? Because the bus had broken down.

3 Why didn’t she have much food or water? Because she had/they had planned to buy lunch at the beach.

changed his (one’s) mind kindness packed treatment

4 What had the weather been like in the morning? It had been warm and sunny. 5 Why couldn’t she use her phone? Because she hadn’t charged it.

G He was rescued by two Nepali men. H He heard a helicopter.

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Value

VALUE Be kind to others.

SO ES

6

N

N

lG eo gr

PRI_L6_WB_08627_U08_062_071.indd 64

Writing Survival tips

TR: 24

1 Where had Kate and her cousin planned to go on Saturday? They had planned to go to the beach.

Choose five of the new words or phrases from the box and write a sentence using each.

UNIT 8 Tales of survival

SO ES

3

ni

4

6 We hadn’t / had not climbed a mountain until we went to Switzerland last summer.

packed changed his (one’s) mind energy

Le

A He hadn’t planned to go high up into the mountains.

4 We were very cold on our journey because we hadn’t / had not brought any warm clothes. 5 By five o’clock they still hadn’t / had not reached their destination. It was a very long journey.

New words

ap hi c

2

hadn’t / had not eaten all day, so we were very hungry when we got home.

ar

3

Read again. Number the events in the correct order.

8

L

reach

2 We

journey and James was amazed by their kindness.

Complete these tips for walking in the mountains with to or so that.

so that 1 If you are lost, put something with bright colours near you someone can see it and find you. to 2 Bring a torch help you see if you have to walk in the dark. 3 Take your phone

so that

4 Take some warm clothes

1

you can call someone if you need to. so that you don’t get cold. to

keep your feet warm and dry. you don’t get sunburnt.

io na

5 Take some extra socks so that 6 Wear sun cream

Match the acts of kindness (A–F) with the pictures (1–6). A I could sit next to her and talk to her.

B I could give him a hat and a jacket.

C I could ask someone to help or call an ambulance.

D I could help him pick up his things.

E I could climb the tree and get her kite for her.

F I could help him carry his bags.

1

2

Complete the camping tips with the imperatives from the box. charge

check

don’t forget

dry

push

take

1 Check 2 Take

your tent before you go camping to make sure there are no holes in it.

3 Don’t forget 4 Push

your sleeping bag, otherwise you’ll be cold at night.

5 Charge 6 Dry

your phone before you go.

D 3

B 4

at

a torch so that you will be able to see at night.

the tent stakes into the ground so that the tent doesn’t blow away if it’s windy. C 5

your tent if it’s wet before you put it away.

N

3

know

He was very hungry. He’d already eaten all of the chocolate, so he had to eat snow to survive. He tried not to move very much so that he could save his energy. He’d been there for 42 days, when he heard

that he was still alive. They’d been very brave to make the dangerous

2

eat

1 My phone was dead because I hadn’t / had not charged it before I left home.

his sleeping bag so that he could be seen. The helicopter landed and two Nepali men came to rescue him. They were very pleased to find

1

climb

there for … seven weeks!

the sound of a helicopter. Even though he was very tired, he held up

5

charge

back, but he soon lost his way in the snow. He found a safe place under a large rock and he stayed

2

SO

4

1 What had the weather been like before it started to snow? C 2 What had James decided to do after it started to snow? B

A young man went for a walk in the 1 Himalayas / Alps. The weather 2 improved / got worse, so he turned back. He found a 3 helicopter / large rock and stayed there for 4 seven / forty-two weeks. He tried to save his 5 energy / chocolate. Finally, he was rescued by some men who saw his 6

ES

L

Reading

L

N

L

SO

3

N

ES

F 6

Read the information about learning how to sail. Then write four tips for beginners. Use imperatives. If you’ve never been sailing before, then you should learn a few things before you get into a boat. It’s helpful to learn some of the words that are used in sailing and the names of the different parts of the boat. It’s best to start in a small boat because small boats are easier to control. You should find an expert or a sailing instructor who can teach you how to sail and you should start sailing in calm water when the weather is good. Also, there needs to be some wind, but not too much.

A

2

E

Write suggestions for how you could be kind to others in these situations. 1 Your friend needs to call her parents, but the battery on her phone is dead. 2 A new student has arrived at school and can’t find his classroom. 3 Your little brother has lost his football.

Also, it’s important to learn what to do if the boat turns over and you fall in the water so that you’re prepared!

Tips

3

Write about a time when someone was kind to you. Use these questions to guide your writing: What had happened? What did the person do? How did you feel?

4

Write about a time when you were kind to someone. Use these questions to guide your writing: What had happened? What did you do? How did you feel?

Learn the words that are used in sailing before you get into a boat. Start in a small boat. Find an expert or a sailing instructor who can teach you how to sail. Start sailing in calm water when the weather is good. Learn what to do if the boat turns over and you fall in the water.

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159

Workbook Game 2 ,

months

4 It’s a period of time that’s shorter than a minute. second 5 There are sixty of these in one hour. minutes flow

6 Relax and go with the

!

7 There are 3,600 seconds in one of hour these. dead 8 If your phone battery is

h

e

w

h

o

u

r

s

p

r

i

n

g

k

i

i

n

u

t

e

s

2 the snail D

n

t

f

l

o

w

C Everyone needs the help of others.

m

e

s

e

c

o

n

d

3 the grasshopper A 4 the butterfly E

e

n

d

r

n

e

s

s

5 the ant C B

E Life is short. Enjoy every day.

6 the fly

, you can’t make

t

o

f

d

e

a

d

u

t

r

a

n

g

e

Read the letters that have not been circled in Exercise 1 to find the secret message and write it below. Clue: Look at Student’s Book, page 80.

r

r

s

e

a

r

c

h

s

y

m

o

n

t

h

s

i

n d n e s

s

o

f

s

t

r a n g e r

2

d e n

3

t .

c

i

2 ‘The new student doesn’t look very friendly. I don’t want to talk to him.’

x l

You should never judge people by their looks.

t

3 ‘I don’t think I can do this alone, but I don’t want to ask anyone to help me.’

p

e

e a c h your destination, you arrive at it.

The grass always looks greener on the other side of the fence, but it isn’t.

n

h

4 When the battery on your phone is dead , you have to c h a r g e it.

g

a

Everyone needs the help of others.

r

4 ‘I’ll do my homework really quickly. Then I can visit my friend, watch a film and hurry back in time for dinner.’

6 L a r g e means big.

Don’t be in a hurry. Life is not a one-hundred-metre race.

How much do you remember? Circle your answers. Then add up your score. 1 The Charles Kuonen Suspension Bridge is nearly A 65

B 86

metres long.

2 The name of the highest mountain in Argentina is A Ushuaia

B Aconcagua

2 My favourite creature from this story is

.

B balloons

C mud

ap hi c

B Nicaragua

C Papua New Guinea

Find the answers in the Student’s Book. Give yourself one point for each answer. Write your score here. ( ) How did you do?

68

GAME 2

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1

Underline the adjectives. Then complete the sentences with your own ideas. 1 When the weather is horrible,

.

2 When the battery on your phone is dead, you have to

.

3 It can be very frightening when

.

4 If you want to do something challenging, you could try

.

5 It’s hard to find your way when

. .

io na

6 You should wear comfortable clothes if you

2

. .

READING EXTRA 2

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Review 4: Units 7–8

. because

3 I think Anansi is wise because

4 National Geographic Adventurer Trip Jennings is a white-water kayaker who has kayaked down the Pandi River in . A Spain

Complete the sentences about the story to make them true for you. 1 My favourite advice from this story is because

.

C Iguazu

3 The Boryeong Festival is all about A tropical fruit

4

C 500

Le

4

Read these statements. Then write the best advice from Exercise 1 for each speaker. 1 ‘My friend has a much more exciting life than I do.’

d

3 A challenging route is h a r d to climb.

5 When you r

Listen again. Answer the questions. TR: 26 1 What did Anansi want to put in the gourd? other people’s advice 2 Where did the slug say there’s often a beautiful heart? under an ugly coat

5 What happened when he held the gourd to the wind? The advice flew into the sky and travelled across the land and wisdom came to everyone.

s

t .

2 Someone who’s very good at something is a(n) e x p e r

D Don’t be in a hurry. Life is not a one-hundred-metre race. F You should never judge people by their looks.

ni

i

B Work for eight hours, sleep for eight hours and play for eight hours.

3 Where did Anansi want to hide the wisdom? in a hole in a tall tree 4 What did Anansi realize about wisdom? It’s only useful when you share it with others.

Complete the sentences. Use the letters in the circle to help you. 1 If you aren’t careful, you could have an a c c

TR: 25

A The grass always looks greener on the other side of the fence, but it isn’t.

c

r

k

F

m

s

h e

Listen to the story. Match the creatures (1–6) with the advice (A–F). 1 the slug

u

search

t

1

m

a call. 9 You do this when you look for something.

3

t

ng

winter

3 There are twelve of these in one year.

2

Anansi the wise

Read the clues and write the answers. Then find and circle the words. 1 The four seasons are autumn, spring and summer . 2 One hundred years century

ar

1

Reading extra 2

5

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3/8/19 7:44 AM

Answer the questions. Use the past perfect. You can look at Units 7 and 8 of the Student’s Book to help you. 1 Where had the coin in the little boy’s toy box come from? It had come from a ship near the coast of Spain. 2 Had you heard of Alison Wright before you read the text in the Student’s Book? No, I hadn’t. / Yes, I had. 3 Where had the photographer been trapped when Trip Jennings threw him a rope? He’d/had been trapped behind a waterfall. 4 What had happened to the water when Balto was trying to reach the young people in Alaska?

Circle the correct answer. Use the words in brackets to help you.

It had frozen.

1 (advice) Beginners don’t have to / shouldn’t / must not go rock climbing on challenging routes.

5 Why hadn’t Josh Hopkins been able to make a phone call when he lost his way?

2 (rule) People who can’t swim ought not to / shouldn’t / must not go into the water.

Because he had not/hadn’t charged his phone before he set off.

3 (necessary) I must / have to / should call my mum to let her know we’re safe.

6 How long had the men on Elephant Island waited before they were rescued?

4 (unnecessary) You must not / don’t have to / shouldn’t wear a wetsuit when you go kayaking, but it’s a good idea.

at

They’d/had waited for four and a half months.

5 (rule) You should / ought to / must tell someone where you’re going if you go camping alone.

N

6 (advice) They have to / must / should charge their phones before they set off.

3

Circle the correct answer.

1 When you go sailing for the first time, you should ask a(n) beginner / expert to go with you. 2 Snowboarding is a challenging / large sport. You need to realize / concentrate very hard or you’ll fall over. 3 The mountain climbers are going on an expedition / experience. They’re going to climb Mount Kilimanjaro.

Shackleton and the men on his ship used ice and ropes to help guide them when it became dark.

4 Before we go walking in the mountains, we have to plan our route / accident very carefully. 5 It can be very large / hard to climb a mountain when there’s a lot of snow and ice.

4

I can …

Complete the sentences. Use reflexive pronouns. 1 When you and your friends go kayaking, you should wear wetsuits to keep 2 My brother has been teaching

himself herself

3 My grandma has just bought

6 I can see

myself

7 The coffee maker turns

themselves

well.

• use reflexive pronouns.

something to eat.

• use the past perfect for affirmative statements.

in the mirror. itself

I need to practise.

• use should/shouldn’t for advice, use must/must not for rules, and use have to/don’t have to and ought to/ought not to to talk about things that are necessary or unnecessary.

English for six months.

ourselves

Yes.

• talk about extreme sports and survival stories.

warm.

a new mobile phone.

4 If they’re going on a challenging expedition, they’ll need to prepare 5 You don’t have to help us. We can get

yourselves

• use the past perfect for negative statements and questions. off after two hours.

• write an article about an extreme sport. • write survival tips.

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REVIEW 4: Units 7–8

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REVIEW 4: Units 7–8

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b

a

c

k

2

p

a

c

on their journey.

k

2 If Lewis and Clark

r 4

b

3

r

3 To not have any more of something

u

4 A word that describes someone who does something difficult or frightening

n

a

v

m e

o

5 Something a bee might do to you if you make it angry 6 To join up with other people

5

f 6

s

e

t

r

’d/had walked along the Amazon with Ed 4 If you and Cho, you would have seen some amazing insects. would have bitten 5 If he’d touched the snake, it him.

i

u

n

t

g

hadn’t stung 6 If the insect have hurt all day yesterday.

Listen to the podcast about the expedition of Meriwether Lewis and William Clark. TR: 27 Circle the correct answer (A, B or C).

2

C 28 years ago

B west of the Mississippi River

C the east of the United States

3 Why did they go? A Because they had decided to write a book.

4 Who was Sacagawea? C their dog

5 How long did the expedition take? B 28 weeks

C 28 months

B a dog

C lots of maps

3

4 If it

hadn’t/had not rained would have gone

(miss) the bus, they (be) late for the match.

Complete the third conditional sentences with your own ideas. 1 My feet would have hurt last night if

.

2 Our teacher wouldn’t have been happy if

.

3 I would have arrived late if

.

4 We would have gone to the beach if

.

5 We wouldn’t have gone to the beach if

.

6 She would have stayed at home if

.

Reading

You are going to read about a famous underwater explorer. Before you read, tick (✓) the words you think you will find in the text. Then read the text and check your answers. ✓ creatures

✓ diver

✓ engineer

✓ pilot

✓ protect

✓ sea

PRI_L6_WB_08627_U09_072_077.indd 73

shark

See page 128.

1

Match to form correct questions. 1 If you had stepped on the snake,

B

4 Would you have seen the film

B would it have bitten you? D if you had left your backpack on the bus?

C

6 If they had decided to go on a long journey,

2

4

C if I had been late?

A

5 How long would you have waited for me

SO ES

A if you had already read the story?

F

2 Would you have arrived at school on time 3 What would you have done D

sting

Have you ever wondered what it would be like to explore the underwater world? Jacques Cousteau was a scuba diver and an

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Grammar

jellyfish

io na

Exploring the sea

✓ equipment

73

UNIT 9 Exploring the world

N

N

L

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1

had missed would have been

ap hi c

72

3

(meet) my friend after school, we (play) football.

3 If they

Le

6 What did they find?

SO ES

(not / study) for the test, you (not / get) a good mark.

ni

C Because they preferred adventures to staying at home.

A many interesting plants and animals

had met would have played

(not / rain) today, I (go) to the park. had forgotten 5 If she (forget) to charge her phone, she wouldn’t/would not have been able to (not / be able to) call us. wouldn’t/would not have stung 6 The bee (not / sting) you if you hadn’t/had not stepped (not / step) on it.

B Because the president had asked them to explore a wild area.

A 17 years

hadn’t/had not studied wouldn’t/would not have got

2 If I

2 Where did they go?

A drawing of a trout from the Lewis and Clark expedition diary

you, your arm wouldn’t

Complete the third conditional sentences with the verbs in brackets. 1 If you

B 45 years ago

A the young woman who B the president of the helped them on their journey United States

west of the

3 If Lewis and Clark hadn’t returned to St Louis, people would have thought that they were dead.

1 When did Lewis and Clark set off on their expedition?

A St Louis, Missouri

hadn’t explored

Mississippi River, they wouldn’t have drawn maps of the area.

e

L

1

2 To like something more than you like something else

A over 200 years ago

would have bitten

1 If Sacagawea hadn’t been with Lewis and Clark, they wouldn’t have been able to speak to the people they met

Complete the crossword. 1 Something you can carry your things in when you go on a journey

2

hadn’t stung had walked wouldn’t have been able

ng

1

hadn’t explored would have thought

Vocabulary

SO

2

Complete the sentences with the phrases from the box.

ar

L

See page 128.

1

SO

1

N

ES

ES

L

9 Exploring the world

Grammar

N

UNIT

E

E would they have run out of food? F if you had missed the bus?

Listen to the conversation and complete the table.

TR: 28

What would they have done if they had stayed at home?

underwater explorer from France who wanted to show everyone the amazing things he saw when he was diving.

Jacques Cousteau

at

When Cousteau was a young man, he wanted to become a pilot and fly planes. Then he was in a car accident and his arms were badly hurt. He started swimming in the sea to make his arms strong again and soon he decided he wanted to be a diver. In 1943, Cousteau and Émile Gagnan, a French engineer, invented the Aqua-Lung. The Aqua-Lung is a piece of equipment that helps divers breathe when they’re underwater. It means they can stay underwater for much longer. Cousteau decided to do more research about underwater exploration. He made a laboratory on a ship called Calypso. He wrote books and made many interesting films about the sea. He wanted to protect our seas – and the amazing creatures that live New words there – for the future. If Cousteau hadn’t invented the Aqua-Lung, he wouldn’t have breathe been able to make so many wonderful underwater films and people wouldn’t have exploration been able to see what the underwater world looks like.

N

3

4

Lena

She would have slept all day.

Erik

He would have read outside in the sun.

Tasha

She would have played football with her brother.

Alek

He would have played tennis.

Nadya

She would have had to help her mum tidy the house.

What would you have done if you had stayed at home today? Write your answer. Write one or two sentences.

Write third conditional questions for these statements. 1 I went to the cinema and saw my friend there.

2

Would you have seen your friend if you hadn’t gone to the cinema?

Read the sentences. Write T (true) or F (false). Correct the false sentences.

1 Jacques Cousteau was from Spain. F (France)

2 She finished her project on time because her friends helped her.

2 He wanted to be a racing driver when he was young. F (be a pilot and fly planes) 3 He was in a car accident when he was young. T

Would she have finished her project on time if her friends hadn’t helped her? 3 I didn’t go swimming because the water was cold.

4 Cousteau and Gagnan invented the Aqua-Lung in 1934. F (in 1943) 5 Cousteau had a laboratory on a ship. T 6 He wanted people to understand more about our seas. T

3

Would he have decided to go to the Amazon if he hadn’t heard about Ed Stafford’s journey? 5 She saw amazing stars when she went to the observatory.

Complete the sentences with the words from the box. There are two words you don’t need. breathe

coins

exploration

1 There were six sharp observatory 2 A(n) 3 If she hadn’t

74

Would you have gone swimming if the water hadn’t been cold? 4 He decided to go to the Amazon when he heard about Ed Stafford’s journey.

points

noticed

observatory

points

Would she have seen amazing stars if she hadn’t gone to the observatory?

worth

6 They arrived late because they missed the bus. Would they have arrived late if they hadn’t missed the bus?

on the mastodon tooth that Philip Stoll found.

7 He didn’t do his homework because he left his book at school.

is a place where you can study stars and planets. noticed the snake, she would have stepped on it.

4 A toy treasure chest isn’t usually

worth

5 An Aqua-Lung helps scuba divers

breathe

Would he have done his homework if he hadn’t left his book at school?

a lot of money. underwater.

UNIT 9 Exploring the world

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UNIT 9 Exploring the world

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Workbook

1

VALUE Be on time.

Read the questions. Circle the for sides of the argument in green and the against sides of the argument in red.

1

1 Should children have to do homework?

A arrive at school at seven thirty. B leave home at quarter past seven and take the bus to school. The trip usually takes 45 minutes.

2 Should children be allowed to eat sweets?

C arrive at school at quarter past eight.

A Children should be allowed to enjoy delicious things like sweets.

2 You’re meeting a friend in a place you’ve never been to before. You

B Children shouldn’t be allowed to eat sweets because they’re bad for their teeth.

A check how long it’ll take to get there and set off early.

3 Should children be able to choose when they go to bed?

B set off ten minutes before you planned to meet and hope for the best.

A Children need a lot of sleep, so their parents need to tell them when to go to bed.

C set off at the time you planned to meet.

B Children always sleep when they need to, so it doesn’t matter.

3 You and your friend are going to meet at the cinema to watch a film. You

4 Should children be able to explore outdoors without adults?

A get there when you can – even if you aren’t there for the start of the film.

A It’s not safe for children to explore outdoors on their own.

B arrive fifteen minutes before the film starts.

B It helps children learn to look after themselves when they explore outdoors without adults.

C leave home when the film starts.

5 Should parents tell children what to wear?

4 You’re going to have lunch with your grandma. You

A If their parents don’t tell them what to wear, children might wear clothing that’s not right for the situation or weather.

A arrive after lunch. B arrive just as she’s starting lunch.

B Children should be allowed to wear what they want.

C arrive at her house exactly when she asked you to be there.

2

Look at the pictures. What happened? How do you think the family felt? What do you think the family will do next time they go to the station? Write three sentences.

3

Write about a time when you were late. What happened? How did you feel? What will you do next time to make sure you are on time?

ng

Read the text with reasons for and against young children being allowed to play on electronic devices. Underline the phrase that introduces a different idea. Circle the phrase that gives the writer’s own opinion. Question: Should young children be allowed to play on electronic devices? Nowadays, many children start using electronic devices when

ni

they’re very young and there are some pros and cons to this. Electronic devices such as tablets and computers give children

ar

something to do when their parents are very busy and haven’t got time to play with them. This is an advantage for both children and their parents. Also, the games, stories and pictures can

On the other hand, when young children spend a lot of time on electronic devices, they’re not exploring and experiencing the real world. They’re experiencing an electronic world. Also, if they spend too much time on electronic devices, they may feel bored when they’re not on them. My feeling is that young children should have the chance to play on electronic devices for a short time

ap hi c

each day, but they should also spend time reading, playing outdoors and exploring the real world.

4

Choose one of the questions from Exercise 1 and write a for and against essay.

UNIT 9

Exploring the world

3/8/19 7:44 AM

1 1

Vocabulary

mural D

at

B

E

book H

1

2

Match the direct speech (1–8) with the reported speech (A–H). 1 Paulo: The exhibition is fascinating.

E

A Oscar said they had gone back to the museum.

2 Paulo: The exhibition was fascinating. H 3 Oscar: We entered a competition. D

B Paulo said he wasn’t going to go to the café.

4 Oscar: We’re going to enter a competition. G

D Oscar said they had entered a competition.

5 Paulo: I didn’t go to the café.

C Oscar said they would go back to the museum. E Paulo said that the exhibition was fascinating.

F

6 Paulo: I’m not going to go to the café.

B

7 Oscar: We went back to the museum. A 8 Oscar: We’ll go back to the museum. C

F Paulo said he hadn’t gone to the café. G Oscar said they were going to enter a competition. H Paulo said that the exhibition had been fascinating.

Rewrite as reported speech. 1 Paulo: I’m hungry. Paulo said he was hungry. 2 Mum: I went to the cinema yesterday. Mum said she had/she’d gone to the cinema yesterday. 3 The visitors: We enjoyed our visit to the museum. The visitors said they had/they’d enjoyed their visit to the museum.

F

4 Emilia: The sculptures are amazing. Emilia said the sculptures were amazing. 5 Oscar: I touched the dinosaurs. Oscar said he had/he’d touched the dinosaurs.

C

3

G

Complete the speech bubble in each picture. Use direct speech. Then rewrite the speech bubble in reported speech on the line below. 1

MUSEUM sandwiches C

SO ES

See page 129.

2

N

teeth A

A

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Grammar

Where did Paulo and Oscar see each of these things at the museum? Listen and write the TR: 29 correct letter in each box. There is one example.

io na

L

SO

N

ES

77

UNIT 9 Exploring the world

N

10 Great museums

Write about a time when you had made plans with someone and he/she was late. How did you feel?

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lG eo gr

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UNIT

Le

help young children learn new words and find out more about the world.

76

SO

6

Read about the following situations. Circle the best answer for being on time (A, B or C).

B Children should have the chance to play when they’re not at school.

3

ES

1 You have an important exam at 8.00 tomorrow morning. You

A It’s good for children to learn to study by themselves.

2

Value

L

Writing A for and against essay

L

N

L

SO

5

N

ES

D

2

Pablo

H

Mark Ana

Marta

Pablo said guitar

fish

E

3

4

Ted

F the guide

78

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Alex

Mark

UNIT 10 Great museums

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Reading

Grammar

See page 129.

Skim the first paragraph of the text. What does MIM mean? Musical Instruments Museum

1

1

.

2 ‘We’re looking at fossils,’ the teacher said to the students. H

B My friend told her parents that she was going to sleep near a blue whale.

3 My friend said to me, ‘I tasted the spider cocoon.’ G

C My friend told me she wanted to taste the spider cocoon.

thousands of different musical instruments from the past and the present

4 My friend said to me, ‘I want to taste the spider cocoon.’ C

D My friend told her parents she had slept near a blue whale.

and from all over the world. You can see every type of musical instrument there: pianos, flutes, guitars, drums, bells, electronic instruments, mechanical

5 My friend said to her parents, ‘I slept near a blue whale.’ D

E I told my parents I had had a fantastic time.

instruments, even instruments made from bones! And of course, visitors have

6 My friend said to her parents, ‘I’m going to sleep near a blue whale.’ B

F

7 I said to my parents, ‘I had a fantastic time’. E

G My friend told me she had tasted the spider cocoon.

8 I said to my parents, ‘I’ll have a fantastic time’. A

H The teacher told the students they were looking at fossils.

In the centre of Brussels, in Belgium, there’s a very beautiful building. It used to be a famous shop, called ‘Old England’, but now it’s a famous museum, the Musical Instruments Museum, or MIM for short. It has got a collection of

the chance to hear as well as see the instruments. There’s also a fantastic library, a concert hall and a workshop where musical instruments are repaired. MIM, Brussels, Belgium

Information for visitors

On Tuesdays to Fridays, the museum opens at 9.30 a.m. and closes at 5.00 p.m. On Saturdays and Sundays, it opens half an hour later, at 10.00 a.m. The latest you can buy a ticket is 45 minutes before

2

closing time. The museum is closed on Mondays. There’s also a restaurant in the museum. It opens and closes at the same time as the museum. New words It’s easy to get to the museum by train because it’s only 200 metres from Brussels electronic Central Station. Cycling is also a great way to get there and there’s a place to leave workshop your bike right next to the museum.

My mum told me she would drive me to school.

ng

3 ‘I won’t be home late,’ said my dad.

My dad told me he wouldn’t be home late.

B a museum in Belgium

Carlos told me he was playing football after school.

the musical instruments. B buy

C see and hear

3 If a musical instrument is broken, it might be taken to the 4 Opening time on Wednesdays is at A 9.30 a.m. 5 The museum is closed on

The teacher told the class they could watch a film.

.

B workshop

6 ‘We touched the dinosaur’s teeth,’ the children said to their parents.

C library

The children told their parents they had touched the dinosaur’s teeth.

. B 10.00 a.m.

C 4.15 p.m.

B Sundays

C Mondays

3

.

A Saturdays

1 Lina told her grandma she

2 Youssef told his grandma he

fossils

lucky

sign language

UNIT 10 Great museums

3/8/19 7:44 AM

Circle the correct answer.

1 Yuki had an interesting / interested day at the Cupnoodles Museum. 2 Her parents were interesting / interested to hear about her day. 4 I was frightening / frightened when I heard the story. 6 Rock climbing is a tiring / tired sport.

VALUE

1

How curious are you? Read the situations and choose the best answer for you (A, B or C). Then look at the information in the box below.

C go but spend all your time in the café.

io na

2 You have the chance to go and dig for fossils. You A dig for a while but give up when you don’t find anything. B stay at home. You’re not interested in fossils. C do some research about the fossils you might find so that you’re well prepared. 3 Someone’s going to show your class how to make chicken ramen. You A join in. It’s always interesting to find out how to make things. B decide you don’t want to join in. You would prefer to buy chicken ramen from a shop.

at

C stay at the back of the room. You’ll watch, but you’re not sure you want to try it yourself. 4 Your teacher told everyone they could go and touch the sculpture in the park. You A go to the park and look at the sculpture.

N

B go and touch the sculpture. You’d like to know what it feels like. C go to the park and stop at the café. It’s too far to walk to the sculpture. Give yourself points as follows: Question 1 A: 2 points, B: 1 point, C: 0 points; Question 2 A: 1 point, B: 0 points, C: 2 points; Question 3 A: 2 points, B: 0 points, C: 1 point; Question 4 A: 1 point, B: 2 points, C: 0 points Add up your points. Then read the information below. 0–2 points: You’re not very curious. You could try to learn more about new things – you might find them more interesting than you think. 3–5 points: Sometimes you’re curious but not always. Remember that things often become more interesting when we learn more about them. 6–8 points: You’re very curious! You want to learn about everything and that helps you enjoy life!

Children going to a sleepover at the British Museum in London, UK

2

3

82

Tick (✓) three things you would like to learn more about. Write about what you could do to learn more about the things you ticked.

art

computer science

cooking

creatures

history

musical instruments

outer space

sign language

UNIT 10

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fossils

What is something else you would like to learn more about? How could you learn more about it?

UNIT 10 Great museums

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6

B go and look at one or two things and then go home.

Imagine you are sleeping at a museum. Think of as many adjectives as you can to describe the experience and how you would feel. Write a list of at least eight adjectives.

Now write a diary entry describing a night at a museum. What did you do? What was it like? How did you feel? Use the adjectives from your list in Exercise 2.

Value

Be curious.

A go as soon as you can and spend a long time looking at the exhibitions.

8 The tour of the museum at night was very exciting / excited.

3

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SO ES

1 A new science museum has just opened in town. You

7 The children were exciting / excited about sleeping at the museum.

2

81

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3 My brother told me a frightening / frightened story about a bear. 5 We were all tiring / tired after our rock-climbing lesson.

UNIT 10

in the world.

N

N

Writing A diary entry

lG eo gr

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SO ES

was the best teacher

4 Fatima told her grandma her teacher

workshop

TR: 30

exhibition.

with his friend. were playing tennis at the

ap hi c

80

electronic

had seen a fascinating

had entered a maths competition

3 Amir told his grandma he and his friend Leo sports centre.

Choose three words from the box and write a sentence using each. cocoons

Listen to the conversation. Then complete the sentences. Use reported speech.

L

A concert hall

5 The teacher said to the class, ‘You can watch a film.’

ni

A play

3

4 ‘I’m playing football after school,’ Carlos said to me.

C a museum in England

Le

2 You can

L

Our teacher told us/me and my friends it was cold outside. 2 My mum said to me, ‘I’ll drive you to school.’

.

A a shop in Belgium

Rewrite as reported speech using told. 1 ‘It’s cold outside,’ our teacher said to me and my friends.

Read again. Circle the correct answer (A, B or C). 1 MIM is

The teacher told the students they were going to look at fossils.

ar

2

1

Match the direct speech (1–8) with the reported speech (A–H). A I told my parents I would have a fantastic time.

About the museum

SO

4

1 ‘We’re going to look at fossils,’ the teacher said to the students. F

MIM

5

ES

L

N

L

SO

3

N

ES

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Workbook Function 3: Responding to invitations and making plans

School trip 3: Climbing China’s amazing limestone rocks

See page 132.

1

2

Read the responses to invitations. Write A (accepting), R (refusing) or MP (making plans). 1 I’m sorry, I can’t. R

2 We could meet at the sports centre. MP

3 Yes, I’d love to. A

4 That sounds great. Thank you. A

5 Where should we meet? MP

6 Thanks for asking, but I have to go home now. R

7 I’m sorry, I can’t. I have to do my homework. R

8 Let’s meet at six o’clock. MP

Read the conversation and circle the correct response (A, B or C). Tanya: Hi Sasha. Would you like to go to the park after school? Sasha: A We could meet at the museum. C Yes, let’s meet at ten-thirty.

B I’m sorry I can’t. I’ve got football practice.

Tanya: What about this weekend? Can you go then? B I’d love to, but I’m afraid I can’t.

C Yes, I can. When should we meet?

Extreme climbers in China

Tanya: Oh, good. Do you want to meet at nine-thirty on Saturday?

1

B Thanks for asking, but I can’t go on Saturday.

C Saturday is good, but can we make it a bit later?

3 These rocks are great for beginners to climb. F (experts) 4 There are caves here. T

C I’d love to.

Tanya: Great! We’ve got a plan. See you on Saturday.

Listen and circle the response you hear.

5 Large areas of this place are now a UNESCO World Heritage Site.

TR: 31

2

1 A I’d love to. Thanks. I’ll meet you after school.

1 Limestone is a type of rock that is very

B I’d love to, but I’m going to Music Club after school.

A hard

C Sorry, I have to do my music practice after school.

A wide

B Thanks for asking, but I’m going to visit my cousins on Saturday.

A ‘stone forest’ 4 These rocks are

B We could meet on the bus.

A easy

C Let’s meet at the café near the bus stop.

A sculptures

B Let’s go and watch a film on Saturday afternoon.

3

FUNCTION 3: Responding to invitations and making plans

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Review 5: Units 9–10 Match to form correct sentences.

1 The visitors arrived at the science museum D . 2 They decided to E .

F .

io na

5 They really enjoyed the film. They said it was 6 At closing time they went out C .

B to the art museum D at opening time E go to the art exhibition

2

Circle the correct answer.

B challenging .

B waterfalls

Imagine you are in this area of China. Write four sentences describing what you see, what you hear, what you do and what it feels like to be there.

SCHOOL TRIP 3

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Complete the third conditional sentences with your own ideas. 1 If I hadn’t run out of money, I would have

.

2 If we had decided to go to the museum, we

.

3 If the insect had stung her,

.

4 If you had arrived at the museum at closing time,

.

5 If he had touched the paintings in the exhibition,

.

6 If I had known the film was about sharks,

.

Rewrite the sentences as reported speech with said or told. Use the verbs in brackets. The teacher told the children they could put their backpacks under the stairs. 2 (said) ‘We’ve seen some unusual snakes,’ said the explorers. The explorers said they had seen some unusual snakes. 3 (told) ‘I saw a fascinating exhibition at the museum,’ Ali said to his friend.

1 The museum guide told the children not to admire / touch the paintings.

Ali told his friend he had seen a fascinating exhibition at the museum.

2 Be careful! That scorpion might bite / sting you with its tail!

4 (told) My mum said to me, ‘You can sleep at the museum.’

N

3 We arrived at the museum half an hour before closing time / opening time, so we only had the chance / preferred to see a few things.

My mum told me I could sleep at the museum. 5 (said) ‘I’ll meet you at the exhibition,’ said my brother.

4 I’d wanted to see the film, but we ran out / went out of time. I’m going to see it next week.

My brother said he would meet me at the exhibition.

5 We saw a great film about sharks. It was really fascinating / brave.

3

.

B ‘tall rocks’

1 (told) ‘You can put your backpacks under the stairs,’ the teacher said to the children.

at

F fascinating

4

5

The Hemisfèric and the Príncipe Felipe Science Museum at the City of Arts and Sciences in Valencia, Spain

C of the museum and admired the other buildings

.

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lG eo gr

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3 The museum guide asked them to meet A . 4 They preferred the aquarium B .

.

ap hi c

C At the cinema in town.

T

to climb.

5 Many of the rocks look like

4 A On Saturday afternoon in town.

A her by the door

B thin

3 The Chinese word for this area means

C Thanks! Is it OK if I bring my cousins too? 3 A What time does the bus leave?

1

B soft

2 Many of the rocks have become tall and

2 A That sounds great. Thanks for asking me.

84

Circle the correct answer (A or B).

Le

3

ng

B I’m sorry, I can’t.

T

2 The shape of the rocks is changed by rain.

Tanya: No problem. Let’s meet at eleven o’clock. Where should we meet? Sasha: A Let’s meet at the café.

Remember the video. Write T (true) or F (false). Correct the false statements.

1 These rocks are in South America. F (China)

ni

Sasha: A That sounds great.

ar

Sasha: A I’m looking forward to it.

Complete the third conditional sentences and questions. Use the verbs from the box. enter the competition

not have the chance

1 If you had entered the competition

not know

4 If she

’d/had run out hadn’t known

touch

, you would have won.

2 Do you think the snake would have bitten you if you 3 If he

run out

’d/had touched

it?

of water on his journey, would he have gone home? about the painter’s work, she wouldn’t have gone to the

exhibition. 5 You wouldn’t have learnt Spanish if you

hadn’t had the chance

to go to Argentina.

I can …

Yes.

I need to practise.

• talk about exploring the world and great museums. • use the third conditional to talk about things that were possible in the past. • use reported speech with said and told. • write a for and against essay. • write a diary entry describing a day at a museum.

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1

1 ‘Why do you like birds?’ my sister asked me. why I liked My sister asked me

1

Vocabulary

Match to form correct sentences. A are an amazing sight

2 Every year, birds migrate

B a mystery

F . 3 You can sometimes tell where you are G . 4 When you recognize someone, E .

5 The northern lights A . 6 Flowers often have D . 7 It can be hard to solve

2

birds.

2 ‘Have you seen the birds?’ my friend asked me. if I had/I’d seen My friend asked me

1 A GPS tells you C .

C where you are D a wonderful smell E you know who he or she is F

B .

to warmer places

2

G by looking at the position of the stars

the birds.

3 ‘When did you see the birds?’ she asked me. when I had/I’d seen She asked me

the birds.

4 ‘What colour are they?’ she asked me. what colour they were She asked me

.

5 ‘Where did you see them?’ she asked me. where I had/I’d seen She asked me

them.

Read the speech bubble in each picture. Then write the question as reported speech. 1

Listen to the podcast about the Great Pyramids of Egypt. Then complete the sentences.

2

Where are you going, Abi?

When are we going to have lunch, Mum?

TR: 32 1 The Great Pyramids are one of the most famous sights in the world. position

2 The ancient Egyptians chose the of the pyramids very carefully.

Abi

mystery

3 The Great Pyramids of Giza, Egypt

Find and circle seven of the new words in bold from page 110 of the Student’s Book. b

d

f

h

j

l

n

p

r e

v

m

i

g

r

a

t

z

y

a

c

s

e

g

c

p

o

s

i

t

i

o

n

o

Imagine you are going to interview a man who helped build the pyramids in ancient Egypt. Write three direct questions you would ask him about building the pyramids. Then write the same questions in reported speech. Direct speech

Reported speech

1

1

2

2

3

3

t

m

o

g

q

s

g

e

l

l

h

u

w

n

y

c

r

f

i

t

l

o

i

r

g

y

x

a

d

g

j

z

m

p

s

v

s

o

l

v

e

Le

k m

ap hi c

i s

3

lG eo gr

L

3/8/19 7:43 AM

Reading

Read the text. Circle the correct words to complete the summary.

3/8/19 7:43 AM

Grammar

SO ES

See page 130.

1

4

Match the direct speech (1–6) with the reported speech (A–F).

A ship set sail from 1 Italy / the US. There were 2 seven / ten people on board. One month later 3 no one / everyone had disappeared. People thought there had been a terrible 4 storm / mystery, but no one knows what happened. The mystery has never been 5 found / solved.

1 ‘Don’t park in front of the school,’ said the teacher to the parents. D

A The girl asked her brother to give her the book about the ship.

2 ‘Please tell me about the ship,’ the boy said to his dad. B

B The boy asked his dad to tell him about the ship.

The mystery of the Mary Celeste

3 ‘Please turn off your mobile phones,’ the museum guide said to the visitors. F

C The teacher asked the parents not to park in front of the school.

4 ‘Please don’t park in front of the school,’ said the teacher to the parents. C

D The teacher told the parents not to park in front of the school.

5 The museum guide said to the visitors, ‘You have to turn off your mobile phones.’ E

E The museum guide told the visitors they had to turn off their mobile phones.

6 ‘Give me the book about the ship, please,’ the girl said to her brother. A

F

io na

month after it had set off and crossed the Atlantic Ocean, the ship was found floating near the coast of Portugal. The ship was fine, but there was no one on board …

2

The Mary Celeste

What had happened? Some people thought there had been a terrible storm. Others thought the ship had been attacked by pirates or a giant octopus. A possible explanation is that the captain thought the ship had become dangerous, so he ordered everyone to get into the lifeboat. The rope that attached the lifeboat to the ship may have come undone New words so that the lifeboat floated away from the empty ship. The lifeboat never appeared captain again and the mystery of the empty ship has never been solved.

2

Please stop talking, everyone!

attached

The teacher told the students to stop talking.

The teacher told the students not to eat in the classroom.

4

A Some people thought there had been a terrible storm. Others thought the ship had been attacked.

2

B The ship crossed the Atlantic Ocean.

3

Don’t eat in the classroom, please.

giant

Read again. Number the events in the correct order.

1

The museum guide asked the visitors to turn off their mobile phones.

Listen and complete the speech bubble in each picture. Then write the request or TR: 33 command as reported speech. 1

at

N

We can be sure of one thing – we’ll never know exactly what happened to the people who were on the Mary Celeste in the winter of 1872.

3

4 Put the books on the table, please.

Please turn to page 21.

C In 1872, the Mary Celeste was sailing to Genoa, Italy. D The ship was found floating near the coast of Portugal.

Complete the sentences with the words from the box. appeared

attached

captain

crashing

giant

horror

imagine

imagine

what happened to the people who were on board the Mary Celeste. 1 We can only We may never know for sure. captain is the person who decides what everyone should do on a ship. 2 The

appeared on the Internet. horror 4 When the people on the ship saw the huge octopus, they screamed in crashing against the ship’s sides as it sailed through the storm. 5 Waves were

3

3 Soon after the strange event happened, a video of it

The teacher asked the students to turn to

The teacher asked the student to put the

page 21.

books on the table.

Imagine some visitors are coming to your classroom. Write three direct requests or commands you would say to them. Then rewrite the same requests or commands as reported speech. Direct speech

.

attached

6 At the beginning of the journey, the lifeboat had been to the ship by a rope. giant to describe something that is enormous or huge. 7 We can use the word

90

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UNIT 11 Very mysterious!

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Benjamin Briggs, his wife Sarah and their two-year-old daughter, Sophia, as well as seven other men. There was enough food and water for six months, and there was even a sewing machine and a piano on the ship. But one

3

ar

t

In December 1872, a ship called the Mary Celeste was sailing from New York in the US to Genoa, Italy. There were ten people on board: Captain

2

Olga Olga asked her mum if there was any milk.

N

N

1

Ahmed

Mum, is there any milk?

x

PRI_L6_WB_08627_U11_088_093.indd 88

3

4

Karam

Ahmed asked Karam what he had got in his bag.

88

SO ES

What have you got in your bag, Karam?

Luis asked his mum when they were going to have lunch.

ng

4 Researchers in the Netherlands have now solved the mystery. 5 One of the clues that helped explain how the rocks were transported was found in a wall painting .

3

Luis

Emma

Emma asked Abi where she was going.

ni

3 How the pyramids were built was a for centuries.

SO

2

Read the direct questions. Then complete the reported speech.

L

L

See page 130.

1

SO

N

ES

ES

L

11 Very mysterious!

Grammar

N

UNIT

Reported speech

1

.

1

.

2

.

2

.

3

.

3

.

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Workbook

1

Writing A summary

VALUE

Look at the adjectives and add or remove the prefix un- to write an adjective with the opposite meaning.

2

happy

unhappy

1

Value

Find out for yourself.

ES

L

N

L

SO

5

SO

6

N

ES

Read the following situations. Put a tick (✓) if the person in each situation found out something for himself/herself and a cross (✗) if he/she didn’t.

kind

unkind

1 I wanted to find out what was on television, so I asked my mum. ✗

helpful

unhelpful

2 I needed to know what time the bus was leaving, so I checked the timetable online. ✓

usual

unusual

3 My sister couldn’t do her homework, so she asked me to tell her the answers. ✗

comfortable

uncomfortable

important

unimportant

friendly

unfriendly

5 My brother was doing a history project, so he went to the library and did some research. ✓

popular

unpopular

6 My friend had forgotten the English word for something, so she asked the teacher. ✗

4 I wanted to bake a cake, but I couldn’t remember the recipe. I looked for it in a cookbook and finally I found it. ✓

2

Read the summary and complete the table. Tom’s Midnight Garden, by the author Philippa Pearce, is a story set in England. The main character,

Look at the situations that have got an ✗ in Exercise 1. Write a piece of advice or an instruction that each person can use next time to find out for himself/herself. Next time, you should look it up online.

Tom, goes to stay with his Aunt Gwen and Uncle Alan. His uncle and aunt aren’t very exciting, and Tom is bored. Then, one night, Tom hears the clock downstairs strike thirteen times. Tom is frightened, but he’s a brave and curious boy, so he goes downstairs and out of the door. He’s surprised to find a beautiful garden outside – normally there’s just a space with rubbish bins. He meets a girl named Hatty in the garden and they become friends. The next day the beautiful garden has disappeared and the rubbish bins are back. What might have happened?

Philippa Pearce

Where does the story take place?

in England

Name of the main character

Tom

What is the main character like?

He’s brave and curious.

Names of the people he’s staying with

Aunt Gwen and Uncle Alan

What are they like?

They aren’t very exciting.

Is there any other important information the reader needs to know?

The clock strikes thirteen times. Tom finds a beautiful garden outside and he meets a girl named Hatty.

3

Read the following situations. Then write a suggestion for how you could find out the information you need for yourself.

ng

Tom’s Midnight Garden

Name of author

1 You’re doing a project on the ancient Egyptians and you need some information. I could go to the library/search online/look in a history book. I could look in a cookbook.

ni

2 You want to know how to make pancakes.

3 You can’t remember the way to the library. I could look at a map.

ar

3

Name of story

4 You don’t know what time your swimming lesson starts. I could call the swimming pool/sports centre.

Le

Write a list of adjectives that would make the summary of the story more interesting. For example, you could choose adjectives to describe the house, the clock, the garden, the rubbish bins, the girl, and so on.

5 You’ve forgotten what the word solve means. I could look in a dictionary.

6 You need to know the capital city of Uruguay.

Rewrite the summary using the adjectives you wrote in Exercise 3. Add your own ideas to make it more interesting.

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12 Fascinating places 1 1

Vocabulary

Complete the clues with the new words in bold from page 118 of the Student’s Book. Then complete the crossword.

luxurious 1 A place is very comfortable and often expensive. 2 If you have an opportunity to do

2

o

p

p

3

o

r

6

7

c

l

p e

4 When the sun comes up, it’s called sunrise .

a

u

r

N

8

r

e

l

a

s

u

2

i

t

sunset

1

n

r

i

y

5

s

i

r

u

i

c

a

o

c

r

u

e

y

s

s

e

2

Match the situations (1–6) with the wishes (A–F). What does each person say? 1 Hans wants to take a photo of the volcano, but the air isn’t clear enough. C

A ‘I wish I could play tennis.’

2 Ellen needs to fly home, but the airport is closed. F

B ‘I wish I had some water.’

3 Lisa would like to relax after school, but she has to study for an exam. D

C ‘I wish the air was clearer.’

4 Jay can’t play tennis, but he’d like to be able to. A

D ‘I wish I could relax after school.’

5 Nadya and Katya haven’t got a cat but would like to have one. E 6 Ben is very thirsty. B

E ‘We wish we had a cat.’ F ‘I wish the airport was open.’

Look at each picture. Then complete the speech bubble with a wish. 1

2

9

f u

Julia

l

Sam 3

Zoe 4

.

Listen to the podcast. Write T (true) or F (false). TR: 34 Correct the false sentences. 1 Mount Sinabung is an ordinary mountain. F (It’s a volcano.) F (2,460 metres) 2 It’s 4,620 metres high.

Mila Elen

3 It’s part of the Ring of Fire. T

4 When the volcano erupts, it sometimes looks like sunrise. F (sunset) 5 If the air is clear, it’s an opportunity to get a good view of the mountain. T 6 The airports near Mount Sinabung stay open even when the air isn’t clear. F (They often close.)

3

David

3

Mount Sinabung seen from Surbakti Village, Karo, North Sumatra, Indonesia

Complete the sentences with your own ideas. 1 I’d like to have the opportunity to

.

2 If I were a successful photographer, I would

.

3 I’d like to stay in a luxurious hotel because

.

4 To relax, I sometimes

.

PRI_L6_WB_08627_U12_094_103.indd 94

Luka

Complete the sentences with your own ideas. 1 I wish I could

.

2 I wish I had

.

3 I wish I didn’t have to

.

4 I wish my friend

.

94

166

2

s x

s u n s e t 7 When there aren’t any clouds, the sky clear is . relax , you enjoy yourself and don’t do anything stressful. 8 When you 9 When the sun goes down, it’s called

n

n

p

we’re not sure about something.

See page 131.

x

4

h

5 Someone who’s very good at something is successful at it. ’ when 6 We can say ‘ perhaps

Grammar

l

t

r

d

at

something, you have a chance to do it. ordinary isn’t 3 Something that’s unusual.

1

io na

L

SO

N

ES

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SO ES

N

UNIT

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UNIT 11 Very mysterious!

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4

ap hi c

I could look at a map/search online.

UNIT 12 Fascinating places

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See page 131.

1

Scan the text. Answer the questions. 1 What’s the Palacio de Sal? a hotel (an unusual, luxurious hotel) 2 What’s it made of? salt

The Salar de Uyuni

4 If you

salt lakes here. After the lakes dried up, the salt was left behind and

5 I always

it formed a huge flat area – called salt flats. Sometimes, nearby lakes overflow and water runs over the salt flats. When the sun – or the

6 Can you 7 We

moon – shines on the water, it creates an amazing light, which can

Salar de Uyuni, Bolivia

2

even sculptures made of salt. The views from the hotel across the salt flats are extraordinary. It’s a great place for photographers – and for people who want to explore the salt flats by bike or with an off-road vehicle. The Salar de Uyuni is certainly a fascinating place – but it’s not just a tourist destination. An important material called lithium is found there. Lithium is needed

New words shines creates

96

, it’s not made by people.

during the daytime but not at night.

1

early tomorrow morning because I’ve got

work out

Felix:

I’m going to the sports centre to 3

Mike:

Sure. I need to exercise more. I’ll go and get my bag.

. Do you want to come with me?

ni

.

3/8/19 7:43 AM

Writing A holiday review

once a year and I get away

Complete the sentences with your own ideas. 1 I like to hang out

.

2 I never get up

.

3 When I ride my bike, I always watch out for

.

4 I’m looking forward to

.

5 I want to go back to

.

6 I’d like to get away to

.

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Value

Enjoy the world.

VALUE

SO ES

6

N

N

L

3

lG eo gr

PRI_L6_WB_08627_U12_094_103.indd 96

5

get up

Daria: I’m going to the beach for two weeks with my family. It’ll be nice to 6 from everything and just relax!

vehicle

UNIT 12 Fascinating places

SO ES

tonight? Maybe we could go to the cinema

L

shines

is something interesting to do or see.

shines

hang out

Hi, Alicia. Do you want to 1

ap hi c

5 The sun

on the beach

Le

resort

vehicle 1 You can’t walk to the town from here. It’s too far. You’ll need a resort is a place where people can go on holiday. 2 A natural

what the word luxurious means, please? to the same place on holiday every year. hang out

go back Marie: Yes, I’m going to Paris to visit my grandparents. I 4 look forward to always 5 seeing them. How about you, Daria?

T

Complete the sentences with the words from the box. There are two words you don’t need.

3 When something is attraction 4 A(n)

seeing my grandma. We always have a nice time together.

Daria: Are you going to have a holiday this summer, Marie?

6 The material lithium is needed for off-road vehicles. F (for batteries)

natural

go back

an exam.

T

4 It’s possible to see the Salar de Uyuni from space when light shines on water on the salt flats. 5 The Palacio de Sal is an uncomfortable place to stay. F (It’s comfortable and luxurious.)

hang out

a lot, you’ll get stronger.

look up

Alicia: I’m sorry, I can’t. I have to 2

vehicle

T

3 It was created a long time ago when old salt lakes dried up.

creates

work out

look forward to

or something.

Read the text again. Write T (true) or F (false). Correct the false sentences.

attraction

hang out work out

Complete the conversations with the phrasal verbs in Exercise 1. There are two phrasal TR: 35 verbs you don’t need. Then listen and check your answers. Lucy:

for batteries, for example, phone batteries. So, you never know – maybe the lithium in the battery in your phone came from Salar de Uyuni.

3

go back watch out

8 I don’t want to play tennis this afternoon. I’d prefer to and relax.

be seen from outer space.

1 The Salar de Uyuni is in Bolivia, in South America. 2 It is 6,356 metres high. F (It’s 3,656 metres high.)

get up look up

get up at seven o’clock to arrive at school on time. 1 Cara needs to get away 2 I like to from the city and relax in the countryside. watch out for snakes. 3 When you go to the Amazon, you have to

southwest of Bolivia. It’s 3,656 metres high and it’s one of the world’s most extreme natural environments. Millions of years ago there were

The Palacio de Sal is an unusual and luxurious hotel that’s made of salt. The walls and the floors are made from salt bricks, and there are

SO

4

Complete the sentences with the phrasal verbs from the box. get away look forward to

The Salar de Uyuni stretches for over 4,000 kilometres across the

2

ES

L

Grammar

ng

1

Reading

ar

N

L

SO

3

N

ES

Complete the sentences with the adjectives from the box. comfortable

reasonable

unbelievable

uncomfortable

unusable

1

Read the list of activities. Tick (✓) the five activities that help you enjoy the world the most. 1 Draw pictures of what you see around you.

reasonable 1 This hotel isn’t too expensive; the price is . 2 My bed was so uncomfortable , I couldn’t sleep at all last night. unusable

3 This shower is broken; it’s

.

2 Take photos of your country. 3 Learn more about plants and animals.

unbelievable 4 I can’t believe what a terrible place this is! It’s ! comfortable place to sleep. My back hurts! 5 I wish I had a more

io na

2

4 Watch videos about different countries. 5 Spend time listening to people talk about their experiences of the world. 6 Travel in your own country as well as in other countries.

Write P (positive) or N (negative) after each description. 1 I wish I could go back.

P

2 We’re looking forward to going back next summer. N 3 We won’t go back.

8 Camp overnight somewhere and listen to the sounds around you. 9 Try food from different places.

N

4 We won’t repeat this experience.

at

5 The resort has everything you could ever wish for. N 6 The room was unacceptable. 7 The hotel is very luxurious.

7 Go on a long walk or bike ride.

P

10 Try new activities.

P

P

10 The cost is unreasonable.

3

2

Choose your favourite activity from Exercise 1 and write a sentence about why you think it is a good way to enjoy the world.

3

We often enjoy the world through our five senses. Write sentences about what you see, touch, smell, hear or taste when you do the activity you wrote about in Exercise 2.

P

N

8 The bed was very comfortable. N 9 The food was terrible. N

Look at the notes about a hotel made by a visitor. Then use the notes and your own ideas to write a holiday review.

see touch

- Great comfortable bed - Delicious breakfast - Shower OK but not very hot - Good place to hang out and relax - Only problem – had hoped for a view of the sea, but all we could see were the rubbish bins outside the kitchen door

smell hear taste

4

Think about how different people enjoy the world. Write sentences about what these people do to enjoy the world. My grandma (or another older person I know) My mum or dad (or another adult I know) A little brother or sister (or a young child I know) You

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167

Workbook Game 3 Read the clues and complete the crossword.

1

1 Bees do this to protect themselves. 2 We do this with our hands.

2

4

p e

c

6

d

5

e

c

1

h

g

n

i

z

pandas

e

h

e

2=B

3=C

4=D

5=E

6=F

7=G

8=H

9=I

10 = J

11 = K

12 = L

13 = M

14 = N

15 = O

16 = P

17 = Q

18 = R

19 = S

20 = T

21 = U

22 = V

23 = W

24 = X

25 = Y

d

e

a

r

2

3

2 Where are the soldiers now?

mystery

19

20

5

18

25

B 5

24

8

9

2

9

20

9

C 12

21

24

21

18

9

15

21

D 21

14

21

19

21

1

12

19 unusual

E 3

15

13

16

5

20

9

20

9

15

14

F 15

16

16

15

18

20

21

14

9

20

25

15

14

They’re in a famous museum.

exhibition

3 What did Xu Fu tell the emperor when he came back with nothing?

luxurious

He told him he had been stopped by sea monsters.

4 How long was the Great Wall of China in Emperor Qin Shi Huang’s time?

competition

It was five thousand kilometres long.

opportunity

5 How many visitors come to see the Great Wall every year now?

1 If you have the chance to do something, you have an unusual .

opportunity

over fifty million .

4

2 Something that isn’t ordinary is

luxurious hotel. mystery 4 When something is difficult to solve or understand, it’s a exhibition at the museum. 5 You might see a fascinating

3 It’s usually very expensive to stay in a

Complete the sentences about the text with your own ideas. 1 I was surprised to learn that

.

2 To me, it was interesting that

.

3 I’d like to know more about

.

Le

.

ap hi c

, you might win a prize.

GAME 3

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Review 6: Units 11–12 Read and circle the correct answer. 1 A beautiful sunset is an amazing sight / smell. 2 It’s not always easy to recognize / solve a mystery. 3 It’s wonderful to have the opportunity / position to relax.

READING EXTRA 3

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1

Answer the questions about the text. He was frightened of dying and he wanted the soldiers to protect him after he died.

26 = Z

Now use the code words from Exercise 2 to complete the sentences.

100

T

1 Why did Emperor Qin Shi Huang ask for thousands of clay soldiers?

25

competition

Listen again and write T (true) or F (false). Correct the false statements. TR: 37 1 Emperor Qin Shi Huang asked his people to make fifteen thousand clay soldiers. F (eight thousand) 2 Two thousand years later, the soldiers were discovered by farmers. T 3 The mystery of what happened to Xu Fu has been solved. F (It has not been solved.) 4 Emperor Qin Shi Huang wanted to build a wall to make China powerful and keep it safe. 5 It’s possible to see the Great Wall from space. F (It’s not possible to see it from space.)

A 13

6 If you enter a

Chinese clothing

✓ The Great Wall of China

Use the number code to help you solve the puzzle. Write the missing words. 1=A

TR: 36

✓ a doctor called Xu Fu

castles in China

t 7

Listen and tick (✓) the topics you hear about. ✓ a collection of soldiers made of clay

b i

r

3

c

g

f

7 We use our ears to do this.

2

o

e

6 You do this when you choose something.

u

i

r

5 We do this with our teeth.

o

ng

3

4 It means to know someone when you see him/her.

t

ni

3 It means to like one thing more than another.

Fascinating facts about the first emperor of China

s

ar

1

Reading extra 3

4

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Work in pairs. Find and describe six differences between the two pictures. Say what the boy wishes he could do. Use the words in the box below and your own ideas.

4 If someone becomes ordinary / successful, it usually means he/she has worked very hard. 5 I wish I’d brought a GPS / backpack to help me find my way.

io na

6 We still don’t understand how birds find their way when they recognize / migrate to warmer places.

2

Read the reported speech. Then write the speech bubble. Use direct speech. 1 She asked the museum guide if he had solved the mystery. Have you solved the mystery?

2 He asked the visitor if she liked the painting.

at

Do you like the painting?

3 The teacher asked the students to stop talking.

climb ride

N

Please stop talking.

4 My mother asked me not to be late.

go see

hear swim

learn take photos

In Picture A, the boy wishes he could go to an island.

Please don’t/do not be late.

5 Our father told us to go to bed at nine-thirty.

In Picture A, he wishes he could: sleep in a tent, learn to waterski, go swimming, relax and read a book, see dolphins.

Go to bed at nine-thirty. 6 My friend asked me why I hadn’t done my homework.

read walk

relax waterski

In Picture B, the boy wishes he could go to a treehouse resort.

In Picture B, he wishes he could: sleep under the trees, take photos, ride in a hot-air balloon, see birds, hear/listen to monkeys, walk in the jungle.

Why didn’t you do your homework?

3

Rewrite the questions as reported speech. 1 My friend: Did Sam take that photo? I can …

My friend asked if Sam had taken that photo. 2 Tom: Are the birds going to fly south this winter?

Yes.

I need to practise.

• talk about mysteries and fascinating places.

Tom asked if the birds were going to fly south this winter.

• use reported speech with questions.

3 The girl: When can I go back to the Tree House Resort?

• use reported speech with asked and told.

The girl asked when she could go back to the Tree House Resort.

• use wish with the past simple and could.

4 The students: Why do we have to do homework?

• use phrasal verbs.

The students asked why they had to do homework.

• write a summary of a book, TV programme or film.

5 My grandma: Where are my glasses?

• write a review.

My grandma asked where her glasses were.

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REVIEW 6: Units 11–12

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REVIEW 6: Units 11–12

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BONUS School trip: The Lopburi Monkey Festival 1

The man who never told a lie

Remember the video. Circle the correct answer (A or B). 1 Lopburi is a small city in

.

2 Lopburi is famous for monkeys and

.

3 The Monkey Festival takes place every

.

4 The festival has become popular with 5 Visitors to the city can see

A Thailand

B Indonesia

A fruit

B historic ruins

A month

B year

A tourists

.

.

6 They can also enjoy different kinds of

2

BONUS Reading extra

.

1

B exhibitions B food

B Maliki tells a lie to the queen because he says the king has gone to visit his father when this isn’t true. ✓ C The king tells Maliki a lie when he tells him he’s going to see his father. Maliki repeats this to the queen because he thinks it’s true.

Complete the sentences with the words from the box. everywhere

monkeys

November

popular

rice

2

unusual

rice

.

surprised

5 When the queen saw the king the next morning, she was 6 The queen said that Maliki had not told a lie because he had

3 Monkeys in Lopburi, Thailand

.

.

repeated

the king’s words.

Read the information about the characters in the story and write M (Maliki), K (king) or Q (queen) after each sentence. 1 This person never told a lie. M 2 This person played a trick on one of the other characters. 3 This person said he was going to visit his father. K

K

ng

Image you went to the Lopburi Monkey Festival. What did you see, hear and do there? What did you enjoy? What didn’t you enjoy? Write four sentences.

TR: 39 lie

on Maliki. father 3 The king told Maliki to tell the queen that he was going to visit his lunchtime the next day. 4 He said that he would come back at

, but they have to be monkeys quick if they want to eat the food before the 4 everywhere get it. There are monkeys 5 at this 6 unusual festival.

3

Listen again and complete the sentences. 1 Maliki said that he would never tell a trick 2 The king decided to play a

The Lopburi Monkey Festival takes place every year in the November month of 1 and it has now become very 2 popular . Visitors can enjoy delicious food, such as fruit, salad and 3

TR: 38

A Maliki says he’s always honest, but then he tells a lie. Maliki tells the queen that the king has gone to visit his father, but Maliki knew that this was not true.

B scientists

A performances A sports

Listen. Then tick (✓) the correct summary.

4 This person was surprised in the morning. Q

Complete the sentences about the story. 1 My favourite character in the story is

.

2 I like him/her because he/she

.

3 If people don’t tell the truth,

.

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4

ni

5 This person repeated what he thought was true. M 6 This person realized what it means to be honest. K

BONUS SCHOOL TRIP

Flyers

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Listening

Part 1

Listen and draw lines. There is one example.

5 questions

TR: 40

Oliver

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Flyers

Listen and write. There is one example.

Part 3

5 questions

ballet shoes

D

flippers

F

test tubes

G

boxing gloves

C

French horn

B

vase

H

Michael

5 questions

N

Part 2

Mrs Williams

Listening

David

at

Katy

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Which item goes with each picture below? Listen and write a letter in each box. There is one TR: 42 example.

io na

Emma

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105

BONUS READING EXTRA

TR: 41

A

B

C

D

E

F

G

H

Earth Club Meetings at: 1 Students learn about: 2 They talk about: 3 Sometimes they: 4 Once a year: 5 The teacher in charge:

five o’clock

on Thursdays

nature the environment watch videos/go on a trip they go camping in the

mountains

Ms Brown

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169

Workbook Flyers

Listening

Part 4

Listen and tick (✓) the box. There is one example.

Flyers

5 questions

Listening

Part 5

Listen and colour and write. There is one example.

TR: 43

5 questions TR: 44

Where does Uncle Jim often travel to?

A ✓

B

C red

1 Where does Uncle Jim want to go next summer?

Coconu ts

A

B

C ✓

B

C

B

C ✓

2 Who does Uncle Jim want to go with?

A ✓

blue

4 What else will Uncle Jim do?

ni

A

ng

3 What does Uncle Jim want to see most?

orange

B

C

B

C

ar

A ✓

ap hi c

Le

5 What does Uncle Jim want to learn?

A ✓

108

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Flyers Reading & Writing

Part 1

10 questions

Look and read. Choose the correct words and write them on the lines. There is one example. a donkey

a mural

mechanics

rattlesnakes

This person makes art, such as paintings, photos and sculptures. an artist

2 This grey or brown animal has got four legs, two long ears and looks like a small a donkey horse.

a tennis coach

6 Many people are afraid of these animals that can make a noise with their tails. rattlesnakes

4 This tropical bird has got bright colours and can learn to talk. a parrot

N

at

5 This kind of food comes from hot places. It usually grows on trees. tropical fruit

7 This person works outdoors with plants.

a gardener

Part 2

5 questions

Today, Holly is going to go with her older sister, Sophia, to the clothes shop where she works. Holly is asking Sophia some questions about her work. What does Sophia say? Read the conversation and choose the best answer. Write a letter (A–H) for each answer. You do not need to use all the letters. There is one example. Example

Sophia:

E

Holly: How do you get to work?

Sophia:

B

Holly: Do a lot of people work there?

Sophia:

H

Holly: Do you eat lunch with the owner?

Sophia:

A

Holly: Can I help today?

Sophia:

D

Holly: What time does the shop close?

Sophia:

F

2

3

4

5

8 This is the name for creatures from the ocean that people like to eat. seafood 9 These round pieces of metal are used for money. People carry them in their pockets. coins 10 These men and women fix cars or other kinds of machines.

Reading & Writing

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1

honey

a parrot

a tennis coach

3 It’s this person’s job to help people play tennis well.

Flyers

Holly: Sophia, is it time to leave for work?

a gardener

io na

honey

a battery

sting

1 This sweet, sticky food is made by bees.

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an artist

e

hin

ns

Su

A No, we can’t both leave the shop at the same time.

mechanics

B I usually take the bus.

coins

seafood

strangers

tropical fruit

C It opens at 11.00. D You can unpack the new clothing. E Yes, it is. I don’t want to be late. (example) F

It closes at 8.00.

G I like sandwiches. H No, there’s only the owner and me.

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170

111

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Flyers

Reading & Writing

Part 3

Flyers

6 questions

Reading & Writing

Part 4

10 questions

Read the text. Choose the right words and write them on the lines.

Read the story. Choose a word from the box. Write the correct word next to numbers 1–5. There is one example.

What is time? Time is easy to understand, but understanding hard .

experiments looked society solar system watched

Example how time works can be

in a world full of objects: 1 We live books, flowers, stars. There are many things in many places. happen again and again, in 2 Also, things different ways each time. People and objects move, get older and change. Planets move across the sky. Animals eat and sleep. People play, think and learn. Nothing 3 stays exactly the same. 4

excited . He loved science. It was the first day of school and Richard was very He read magazines about science and was very interested in electricity and the planets in the solar system . Richard had been looking forward to his new science class all summer long, 1

on moments and events. There are sixty seconds in 5 Time is the label we put minute hour . There are sixty minutes in an . There are twenty-four 678 a hours in a day. There are seven days in a week. These are all labels.

so he arrived early. His science teacher, Ms Roberts, was very friendly. ‘I’ll come to your school once a week,’ she told the class. ‘I visit a different school every day.’

Time is also the label we use when we think about the past, the present and the future. no one can remember 9 We can remember what happened yesterday, but but we can’t undo what we 10 tomorrow! Also, we can decide what to do next,

The students studied many things. They did all kinds of 2 experiments . For example, they 3 looked at what happens when you mix soap and milk, or why sand is sometimes black. They did research on the Internet and in the library. They learnt about the 4 environment .

did in the past. Let’s try to choose the things we do carefully!

The students had a lot of fun and were always sorry when the lesson was over. ‘Science is only once a week,’ Betty complained. Betty was Richard’s cousin. ‘Don’t worry,’ said club Ms Roberts. ‘You can start a science 5 and then you can learn more!’

Example

ng

club environment equipment excited (example) exciting

hard

harder

1

on

in

2

happen

happens

First day of school

3

over

under

across

My favourite experiments

4

stays

saves

survives

5

with

at

on

6

minute

day

century

7

a.m.

p.m.

hour

8

twenty-first

twenty-four

forty-eight

9

no one

someone

anyone

and

but

so

Le ap hi c

10

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Reading & Writing

lG eo gr

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Flyers

happened

ni

✓

Science class

around

ar

Now choose the best name for the story. Tick (✓) one box.

hardest

Part 5

7 questions

Look at the picture and read the story. Write some words to complete the sentences about the story. You can use 1, 2, 3 or 4 words. Mr Lee’s class visits a museum Katy is very lucky. She lives in a city with many museums. Her class goes to a different museum every term. Last week, her art teacher, Mr Lee, took the students to visit the Van Gogh Museum. It’s full of

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Flyers

3/8/19 7:42 AM

Reading & Writing

Part 6

5 questions

Read the diary and write the missing words. Write one word on each line.

io na

paintings by the famous artist Vincent van Gogh. Katy likes art. She was very excited.

113

Mr Lee told Katy’s class all about the artist. When he died in 1890, van Gogh left many paintings to his

at

brother. Later, the paintings belonged to van Gogh’s nephew and he sent them to a museum in 1925. Now the paintings are in the Van Gogh Museum. It opened in 1973 in two very beautiful buildings.

N

Museums are usually quiet places. But Mr Lee told the students that twice thieves had stolen some of the paintings. Once, thieves took twenty paintings. But the paintings were found – only 35 minutes later! Unfortunately, some of the paintings were damaged, but the four thieves were caught. Katy liked the paintings. The colours were beautiful. But it was a long day and there were lots of pictures to look at. The museum has got over 200 paintings and about 500 drawings. In the afternoon, Katy sat down on a bench to rest and she fell asleep! When it was time to go, Mr Lee and Katy’s classmates couldn’t find her. They looked in many places. Finally, they found her, sleeping under a bright picture of orange flowers. ‘I’m sorry,’ Katy said to Mr Lee. ‘There was so much to see! My eyes got tired.’

Examples museum

The students go to a different

every term. Mr Lee is Katy’s

art teacher

. Example 1 2 34 5

Questions an artist

1 Mr Lee said Vincent van Gogh was

two buildings

2 The Van Gogh Museum is in

. Vincent van Gogh died in 1890. that are beautiful.

3 Mr Lee told the students that one time thieves had stolen 4 The missing paintings were discovered 5 Katy thought 6 Katy

the paintings

fell asleep

35 minutes

twenty paintings

.

I’m went

having to about

a great time with my family. We’re on holiday in India! Today we a famous palace and some monuments. My teacher told me them in our art class and he showed us some photos of them. They than took I expected! I a lot of photos. We’re

looked bigger going to go and see some elephants tomorrow. I’m very excited

because I’ve always wanted to ride one. My mum doesn’t want to go near them. She’s afraid of elephants!

later.

were beautiful and there were lots of them to see.

and her classmates couldn’t find her.

7 Katy got tired from looking at so many paintings .

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Workbook Flyers Reading & Writing

Flyers

Part 7

Look at the three pictures. Write about this story. Write 20 or more words.

Speaking

Part 2

Look at the pictures. Complete the sentences about Picture B. Picture A

Picture B

In Picture A, the flag has a shark’s fin on it.

In Picture B, the lifeguard is pointing at the water (sea). In Picture B, the flag has a smiley face on it.

In Picture A, the clock reads 12.00.

In Picture B, the clock reads 10.00.

In Picture A, the two boys are taking a photo

In Picture B, the two boys are taking a photo of the water (sea).

In Picture A, the lifeguard is pointing at the flag.

of themselves.

In Picture A, the dad and his two sons are

In Picture B, the dad and his two sons are throwing a ball.

Le

ar

ni

throwing a Frisbee.

In Picture B, the mum is sitting with two boys.

ng

In Picture A, the mum is sitting with a boy and girl.

Sample answer: A photojournalist arrived by aeroplane to take photos. It was raining and she took a taxi to a waterfall to take photos. They almost had an accident, but they were safe. The sun

ap hi c

was shining and she took photos of the beautiful waterfall.

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Flyers Speaking

Part 3

Look at the information and answer the questions.

What did George do at the weekend? Where were the mountains?

Speaking

Part 4

Look at the pictures and read the first sentence. Continue the story. Community service Sophia and Harry decided to do something to help their community last Saturday. Sophia

Harry

He went to the mountains. They were in the north. two best friends He went with his two best friends. a mountain lion He saw a mountain lion. It was exciting. exciting

1

2

3

4

at

Was it exciting or boring?

Flyers

3/8/19 7:42 AM

mountains

in the north

Who did he go with? What did he see?

io na

George’s weekend

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117

Ellen’s weekend

N

Look at the information and read the answers. What are the questions?

What did Ellen do at the weekend Where was the film Who did Ellen go with What was the film about Was the film exciting or boring

? She went to see a film. 5

? It was at the local cinema. ? She went with her parents.

Part 5

? It was a documentary about cars. ? It was boring.

Part 4 Sample answer: (from Picture 2) 2 They decided to clean up the park. When they got there, they saw a lot of rubbish on the ground and writing on the wall. 3 They collected all the rubbish, but it was a lot of work. A mother and her child watched them. 4 They made the park clean. They painted the wall and fixed the slide. The child helped them. 5 The park was clean. The mother and child were happy. They all became friends.

Answer the questions. What do you like to do in your free time? Why do you enjoy that? Do you have any other hobbies? What are they? Who do you do your hobbies with? Why? Tell me about a hobby you would like to do.

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Workbook grammar reference answer key Unit 1

Unit 5

LESSON 2

LESSON 2

1 I’ll get

1A

2a  re you going to do, I’m going to see, I’m not going to study

LESSON 4

3 My friend is going to join 4 I’ll help

LESSON 4 2B

3B

1W  hat would you have done if you had been me? / If you had been me, what would you have done?

4B

1 played; C

4 started; B

2 built; A

5 found; D

2W  ould you have held the picnic if it had rained? / If it had rained, would you have held the picnic?

3 spoken; E

5 I’ll have

Unit 10

Unit 6

LESSON 2

2 is going

5 is arriving

1 have been celebrating

2 since

3 are leaving

6 We’re staying

3 has been preparing

4 for

5 have been looking at

6 since

7 have been skiing

8 for

9 has been having

10 since

11 has been growing

12 for

LESSON 2 1 you’ll save

4 if you read

2 they’ll damage

5 animals will eat

3 if we don’t protect

LESSON 4 1D

2C

Unit 7

1 had, would take

LESSON 2

2 knew, would tell

1 must not

3 would buy, were/was

2 should

4 could speak, would travel

3 don’t have to

LESSON 4

lG eo gr

1 myself

Unit 3

2 himself

LESSON 2 5 everything

2 someone

6 Nothing

3 anything

7 Everyone

4 Everybody

8 No one

io na

1 Something

LESSON 4

LESSON 2 3 Sam asked if it was far.

LESSON 4 5 had spent

6 do they

LESSON 4

at

4 She told us she planned to go again.

Unit 11

4 had packed

3 isn’t it

N

3S  he told me her favourite part was the old paintings.

5 itself

1 had asked 3 had died

5 are held

2 She told her friends all about it.

4 themselves

LESSON 2

5 can’t they

4 ’s/is known

5 have to

1S  he said that it was fantastic. OR She told me that it was fantastic.

4 He asked if he should bring his lunch.

2 does he

2 were sold

4 must

LESSON 4

Unit 8

2 had covered

1 was destroyed

4G  abriel said (that) he had worked at the museum for two years.

2 She asked what they would see.

4 aren’t they

LESSON 2

3M  ei said (that) she had always wanted to work in a museum. (no change)

3y  ourself/ yourselves

1 doesn’t he

Unit 4

4A

ap hi c

LESSON 4

5 would feel, didn’t live

3B

2G  abriel said (that) he was working on a big exhibition.

Le

Unit 2

1M  ei said (that) she finished work at six o’clock.

ng

LESSON 2

ar

4 We’re flying

1 I’m taking

ni

LESSON 4

1 I hadn’t flown in an aeroplane before yesterday. 2H  ow long had you waited before you got a new pet?

1M  y friend asked me to text him in an hour. 2M  arta asked a classmate to help her with her homework. 3H  is parents told Jack/him to tidy his room. 4 My grandmother asked us to visit her later.

Unit 12

3 was named

3H  ad you ever spoken English before you started this class?

LESSON 4

4M  any thousands of years ago, people lived in this area.

1 I wish I lived in the mountains.

2 T hat TV show is not/isn’t being watched by many people.

5H  ad you studied the material before you took the exam?

3 I wish I could remember new vocabulary.

3E  lectric bikes are being used by more people.

Unit 9

4W  e wish we didn’t have to study tonight.

4M  y camera is being fixed in a repair shop.

1 had heard

1 Driverless cars are being tested.

5R  obots are being designed to rescue people.

LESSON 2 2w  ould have caught

3w  ouldn’t have been 4 hadn’t hurried

LESSON 2 2 She wishes she could go with us.

5 I wish it was summer.

LESSON 4 1 out

3 out

2 away

4 up

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5 back

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STUDENT’S BOOK CREDITS

lG eo gr

ap hi c

Le

ar

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PHOTOS: 2 (t) © Andy Cross/Denver Post/Getty Images; (mt) © Jason Edwards/National Geographic Creative; (mmt) © David Trood/Getty Images; (mmb) © VCG/Getty Images; (mb) © Greg Goodman/AdventuresofaGoodMan.com; (b) Nick Gammon/Alamy Stock Photo; 3 (t) © David Ramos/Getty Images; (mt) © Joel Sartore/National Geographic Creative; (mmt) © Elizabeth Daziel/National Geographic Creative; (mmb) © John S Lander/Getty Images; (mb) © Josselin Cornou; (b) © Anadolu Agency/Getty Images; 4−5 © rusm/Getty Images; 6−7 © Eva Bebko/500px; 9 © Andy Cross/Denver Post/ Getty Images; 10 (tl) © manonallard/Getty Images; (tr) © miljko/Getty Images; (mtl) © Compassionate Eye Foundation/Robert Kent/Getty Images; (mtr) © Hero Images/Getty Images; (ml) © Blend Images - KidStock/Getty Images; (mr) © Dominic DiSaia/Getty Images; (mbl) © Monkey Business Images/ Shutterstock.com; (mbr) © Purestock/Getty Images; (b) Graham Prentice/Alamy Stock Photo; 11 © Hero Images/Getty Images; 12−13 © Joel Sartore/National Geographic Creative; 14 © NASA; 15 Michael Wheatley/Alamy Stock Photo; 16 (l, r) © Joel Van Houdt/National Geographic Creative; 17 © Jason Edwards/National Geographic Creative; 18 (t, b) © Asher Jay/National Geographic Creative; 19 © Mauricio Handler/National Geographic Creative; 20 (tl) © Callista Images/Getty Images; (tml) © AFP/Getty Images; (tmml) © Peter Muller/Getty Images; (tmmr) © Karine Aigner/National Geographic Creative; (tmr) © Scott Barbour/Getty Images; (tr, bl) © Joel Sartore/National Geographic Creative; (bml) © Maxim Grigoryev/Getty Images; (bmml) © aaabbbccc/Shutterstock.com; (bmmr) © ChameleonsEye/Shutterstock.com; (bmr) © Sebastian Janicki/Shutterstock.com; (br) © Pete Oxford/Nature Picture Library/Getty Images; 20−21 © Ondrej Prosicky/AGE Fotostock; 22 © NOEL CELIS/Getty Images; (inset: l) © Worraket/Shutterstock.com; (inset: m) © Valentina Razumova/Shutterstock.com; (inset: r) © Naypong Studio/Shutterstock.com; 23 (t) © Joel Sartore/National Geographic Creative; (b) © George Grall/National Geographic Creative; 24 (t) Inaki Olavarrieta Moro/Alamy Stock Photo; (bl) © Keren Su/Getty Images; (bm) © Alex Baldetti/EyeEm/Getty Images; (br) © AlexTurton/Getty Images; 26−27 © Enric Sala/National Geographic Creative; 27 (l) © Tui De Roy/Minden Pictures/Getty Images; (ml) © uw-pix.com/Getty Images; (mml) © Michael Lustbader/Getty Images; (mmr) © Denis Scott/Getty Images; (mr) © Dave Fleetham/Design Pics/Getty Images; (r) © Norbert Probst/Getty Images; 28 (l) © Stephen Simpson/Getty Images; (ml) © Yellow Dog Productions/Getty Images; (mr) © Fuse/Getty Images; (r) © Ariel Skelley/Getty Images; 29 © David Trood/Getty Images; 30 (tl) © redsnapper/Alamy Stock Photo; (tml) © Ken Seet/Corbis/VCG/Getty Images; (tmr) © Jonina Herdis Olafsdottir; (tr) © vystekimages/Shutterstock.com; (bl) © AlexBrylov/Getty Images; (bml) © Dmitry Kalinovsky/Shutterstock. com; (bmr) Sarayuth Punnasuriyaporn/Alamy Stock Photo; (br) © Olena Yakobchuk/Shutterstock.com; 30−31 © Gisli A. 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ILLUSTRATIONS: 86−87 Martina Crepulja/Illustration Online; 108, 128 Sam Valentino; 132 Fabricio Vanden Broeck/Painted Words.

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ILLUSTRATIONS: 6, 29, 35, 77, 78, 79, 89, 91, 95, 103, 106, 107, 108, 109, 111, 112, 113, 114, 115, 116, 117, 118, 119 Scott Burroughs/Illustration Online; 22, 61, 67 Sam Valentino.

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Script for TR: 72 P = Presenter M = Marta F = Ferran

Script for TR: 80

P: Today on Great Days Out, we’re going to hear from two students who have spent the day at the City of Arts and Sciences in Valencia. What was your day like, Marta and Ferran?

Keiko:  Hi, Salma.

M: It was excellent. There was so much to see. F:  We arrived at the Príncipe Felipe Science museum in the morning at opening time. The museum guide told us we had to touch and feel things – so we did some experiments to learn more about technology. It was great! Oh, and there was a competition for visitors that day. It was called Passport to Space.

Salma:  Hi, Keiko. Would you like to go to the Science Museum on Salma:  Saturday? Keiko:  Yes, that sounds great. I haven’t been there since last summer. What time shall we meet? Well, the museum opening time is nine o’clock, so Salma:  how about half past nine? Keiko:  Yes, that’s good. Where shall we meet? Salma:  Hmmm. How about outside the dinosaur exhibition? It’s on the first floor.

P: Did you enter the competition?

Keiko:  That’s good. So, what exhibitions do you want to see?

M:  Yes, we did. There were lots of questions and we had to find the answers around the museum.

Well, there are lots of exhibitions that sound really Salma:  interesting, like the transportation exhibition and the one about animal habitats, but I’m really interested in seeing the one about the moon.

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P: That sounds like fun! So, what else did you see?

There were lots of hands-on experiments we could do, F:  and we also had a chance to think about how we should stop wasting electricity.

Salma:  That’s great. Maybe we can see a film too. Keiko:  Good idea. There are a few films. There’s one about national parks, extreme journeys and one about whales. I’d really like to see the one about whales. Sophia Salma:  saw it last weekend and said it was amazing.

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Oh, and then, we went to an exhibition about electricity. M:  We learnt where electricity comes from, how it gets to our houses, how it turns a light on and all sorts of other cool information.

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It had a head like a crocodile, short legs and a huge fin F:  on its back. It was one of the scariest dinosaurs.

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P: Really? What did it look like?

Keiko:  That does sound interesting. I’d like to see that one too. I think we’ll have time to see lots of exhibitions because closing time isn’t until seven p.m.

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F:  Well, we learnt about a dinosaur called Spinosaurus. It was bigger than a T Rex and it could swim.

I’d like to see it too. I think it starts at two o’clock, so Keiko:  we could see it after lunch.

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M:  After that, we walked to the Hemisfèric, which is a huge 3-D cinema. We had to put on 3-D glasses and then we saw a fascinating film about space travel.

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Then we hurried to L’Oceanografic. It’s the biggest F:  aquarium in Europe, and it has ten different areas for different ocean environments. You can see all kinds of sea creatures, like sharks, whales, sea lions, penguins, rays.

P: Someone said there was an underwater café. Is that right?

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Yes, there is! It’s so cool! You can watch the fish from M:  the café.

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F:  After closing time, we went out of the exit towards our bus and we admired the buildings from the outside. They’re really unusual. They were all lit up, and they looked like a huge fish, shining in the dark! M:  Yeah. It was a fantastic day! I’m going to tell all my friends about it. P: What about you, Ferran? Do you think you’ll go back to the museums in Valencia? F:  Yes, of course! I want to go back again soon!

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