6 9781337915069 p01 loresWATER+FOOT

Look 6
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T E AC H E R ’ S B O O K
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Mary Charrington
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Gerhard Erasmus
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Mike Sayer
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C O U R S E C O N S U LTA N T S
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Elaine Boyd
Paul Dummett
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Australia • Brazil • Mexico • Singapore • United Kingdom • United States
SAMPLE COPY, NOT FOR DISTRIBUTION

National Geographic Learning, © 2020 Cengage Learning, Inc.
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
Look 6 Teacher’s Book copyright owner.
Authors: Mary Charrington, Gerhard Erasmus and
“National Geographic,” “National Geographic Society” and the Yellow Border
Mike Sayer
Design are registered trademarks of the National Geographic Society
Course Consultants: Elaine Boyd and Paul Dummett
® Marcas Registradas
Publisher: Sherrise Roehr

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Executive Editor: Siân Mavor
submit all requests online at cengage.com/permissions
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Further permissions questions can be emailed to
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Director of Global Marketing: Ian Martin
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Charlotte Ellis (Europe, Middle East, and Africa) ISBN: 978-1-337-91506-9
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National Geographic Learning
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Product Marketing Manager: Dave Spain Andover, Hampshire, SP10 5BE
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Media Researcher: Leila Hishmeh Locate your local office at international.cengage.com/region
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Composition: Symmetry Creative Productions, Inc.
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Printed in Greece by Bakis SA

Print Number: 01 Print Year: 2019
Contents
Scope and sequence iv
Introduction vi
Unit walkthrough ix
Look and remember 4
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1 A good start 9
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2 Amazing animals 17
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Function 1 page 25, School trip 1 page 26, Review 1 page 28
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Working outdoors 29
4 Let’s get technical 37

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Game 1 page 45, Reading extra 1 page 46, Review 2 page 48
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5 Going places 49
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6 Fantastic festivals 57
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Extreme sports 69
8 Tales of survival 77
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Exploring the world 89

10 Great museums 97
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Very mysterious! 109
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2 Fascinating places 117
One more look 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

Scope and sequence
Vocabulary National parks, Environment, Holidays, Food
Look and People explore the caves and enjoy the beautiful waterfalls and lakes there.
remember Grammar
The people in the photo are walking along paths between the lakes.
p. 4 Plitvice Lakes National Park has been a UNESCO World Heritage Site since 1979.
Where did you go on your last holiday?
Vocabulary Grammar Skills

arrive at school on time, I’m going to sit on the Friendship Listen to a radio programme about Friendship
be more friendly, do my Bench. Benches.
1 music practice, go to
bed early, help tidy the
We’re going to help these people.
I’ll help to tidy the classroom.
Read about the Science Bus and Bioblitzes.
Write a biography.
A good classroom, join a club, I’m meeting Richard and Sarah at Learn and speak about National Geographic
study harder, take exercise four o’clock to study for the science
start Reading: discover, exam.
Explorer Shabana Basij-Rasikh and her special
school.
p. 9 equipment, materials, The Science Bus is coming to our VALUE Be friendly.
special School on Tuesday.
Listen to an interview with artist and National
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artist, creatures, damage, If people see what is happening,
Geographic Explorer Asher Jay.
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disappear, environment, they’ll do something about it.
extinct, ocean, protect If we don’t stop putting plastic into Read about how different kinds of animals use
the ocean, we’ll lose more and more their tails.
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Reading: donkey, parrot,
Amazing rattlesnake, scorpion, animals. Write a report about an animal that’s in
animals spider monkey, squirrel Fish wouldn’t be able to move through danger.
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the water if they didn’t have tails. Learn and speak
p. 17 If you had a tail, what would you use about national Care for the
VALUE
environment.
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it for? animals.
Function 1 Giving advice p. 25 School trip 1 Protecting our oceans: Niue and Chile p. 26 Review 1: Units 1–2 p. 28
gardener, lifeguard, She’s looking at something under the Listen to an interview with National
3
marine biologist,
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microscope. Geographic Explorer Jónína Herdís Ólafsdóttir.
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mechanic, mountain No one is in the water. It’s very cold! Read about three interesting jobs.
guide, painter, I don’t know anything about Iceland. Write a description of a job.
Working photojournalist, tennis You’re not a mural painter, are you?
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Learn and speak about working with
coach No, I’m not.
outdoors Reading: fashion, keeper, He’s got an interesting job, hasn’t he?
penguins.
p. 29 Yes, he has.
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mural, wonder
VALUE Stay safe.
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chat, connect, delete, Computers are used every day. Listen to an interview about how computers
are changing.
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do research, improve, The first computer was invented by
program, repair, save scientists a long time ago. Read about camera traps.
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Reading: engineers, fixed Technology is being used more and Write instructions for using some kind of
Let’s get onto, remote-controlled, more in film and photography. technology.
technical straight (into) My laptop isn’t being used right now. Learn and speak about important inventions.
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p. 37
VALUE Help others.
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Game 1
p. 45 Reading extra 1 Clever creatures p. 46 Review 2: Units 3–4 p. 48
Listen to a report on Robyn Davidson’s journey

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cross, destination, hurry, Most mountains have been climbed,

across the desert in Australia.
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reach, set off, suitcases, but a few haven’t been climbed yet.
survive, view Where's German spoken? Read about the Charles Kuonen Suspension
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Reading: centimetres, How was the old bridge damaged? Bridge and the Gotthard Base Tunnel.
Going heights, loads, metres, Write a factfile about your country or another
places tunnel, wide country.

Learn and speak about
p. 49 crossing the world’s VALUE Take exercise.
largest glaciers.
a.m., autumn, century, People in Japan have been Listen to an interview about the cherry
blossom festival in Japan.
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hours, midday, midnight, celebrating the cherry blossom for
minutes, month, p.m., centuries. Read about the Mistura festival in Peru and the
seconds, spring, summer, She’s been dancing since six o’clock. Boryeong Mud Festival in Korea.
Fantastic winter I’ve been eating delicious food all Write an advert for an event.
festivals Reading: mixture, poured, day, so now I’m not hungry.

Our feet are sore because we’ve
Learn and speak about festivals from around
the world.
skin, tropical fruit
p. 57 been dancing at the festival all day. Learn about other
VALUE
cultures.
Function 2 Agreeing and disagreeing p. 65 School trip 2 Franz Josef Land, Russia p. 66 Review 3: Units 5–6 p. 68
iv SAMPLE COPY, NOT FOR DISTRIBUTION

7
Extreme
Vocabulary
Look
accident, beginner,
challenging,
concentrate, experience,
experts, large, routes
Reading: flows, specially,
Grammar
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?
Skills
Read about white-water kayaking.

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Listen to an interview about rock climbing.
Write an article about an extreme sport.

Learn and speak about splitboarding.
sports steep, steeply, wondered
p. 69
VALUE Be responsible.
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battery, charge, dead, No one had ever crossed these Listen to a podcast about Ernest Shackleton’s
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expedition, frightening, mountains before. expedition.
hard, horrible, realized, After the men had landed safely, Read about a survival story.
search they ate dinner.
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Write survival tips.
Tales of Reading: alive, kindness, Alison hadn’t met the man before. Learn and speak about famous expeditions.
survival stranger, treatment Where had she been before she
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got to Thailand?
p. 77
VALUE Be kind to others.
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Game 2
p. 85 Reading extra 2 Anansi the wise p. 86 Review 4: Units 7–8 p. 88
backpack, bite, brave, If Ed hadn’t met Cho, he would have Listen to an account of National Geographic
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decide, had the chance,
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walked alone. Adventurer Ed Stafford’s walk along the
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hear, meet, prefer, run If he had run out of food, he would Amazon River.
out, sting have been hungry. Read about three lucky explorers.
Exploring
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Reading: coins, noticed, Would Philip have found the tooth if Write a for and against essay.
the world observatory, points, worth he had stayed indoors? Learn and speak about the discovery of a
shipwreck.
p. 89
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VALUE Be on time.
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admire, closing time, My friend said (that) there was an Listen to an interview about the City of Arts
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enter competitions, underwater café. and Sciences in Valencia, Spain.
exhibitions, fascinating, Marta and Ferran said (that) they Read about International Museum Day.
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go out, opening time, had seen a fascinating film. Write a diary entry about a day at a favourite
Great touch, unusual, visitors The guide told the children they museum.
museums Reading: cocoons, fossils, could put their sleeping bags
under the blue whale.
Learn and speak about famous museums.
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lucky, sign language

p. 97 The guide told us she was going to
VALUE Be curious.
turn off the lights.
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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
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GPS, migrate, mystery, The presenter asked the expert why Listen to an interview about the mystery of
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recognize, position, sight, he liked birds. bird migration.
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smell, solve The student asked what the birds ate. Read about three mysterious events.
Reading: appeared, Mark told his friends to look at the Write a summary of a book, TV programme
Very crashing, horror, imagine floating man. or film.
mysterious! Rashid asked me to explain the
mystery of the flying cars to him.
Learn and speak about bark scorpions.
p. 109 Find out for
VALUE
yourself.
clear, luxurious, I wish I lived by the sea. Listen to an interview about photography.
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opportunity, ordinary, I wish I could be a successful Read about some amazing places to stay.
perhaps, relax, photographer. Write a holiday review.
successful, sunrise, sunset Watch out! It’s a long way down. Learn and speak about famous places
Fascinating Reading: attraction, hang around the world.
places out, natural, resort
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 One more look p. 129 BONUS School trip The Lopburi Monkey Festival p. 130
further SAMPLE COPY, NOT FOR DISTRIBUTION

BONUS Reading extra The man who never told a lie p. 132 BONUS Game p. 134 v
Introduction
The world is an amazing place
See something real 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
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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
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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
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topics.
stimulating them with amazing facts about the world
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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,
the limestone rocks and cliffs in China – and provide a
nurturing a spirit of open-mindedness and interest in others
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springboard for students to do their own mini-projects.
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providing an opportunity for follow-up work on stories of
After doing the activities on the page, you can try other
particular interest
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techniques with these videos, such as:

You don’t need to worry about unfamiliar content. We have
turning the sound off and getting students to provide
included background information in the teacher’s notes on
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some commentary or narration

each real-world story and guides to the pronunciation of
pausing the video and asking students to remember
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any names that are unfamiliar. Our hope is that you too will
be inspired by these stories and then extend each topic. For what happened next
example, getting students to discuss festivals in their countries, asking students to watch and list different things they see
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describing the national animal from their countries, writing a (for example, animals or activities)
factfile about their countries, and so on.
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Learn about the world and its stories

Get up close Each level of Look contains four extensive reading texts
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As with every National Geographic Learning course, Look (Reading extra). They are an opportunity for students to
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contains stunning photos. The photos are not just cosmetic. enjoy reading about the world rather than to practise
Each relates closely to the specific topic and is intended language (although they do, of course, recycle language
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to warm students to it and to stimulate discussion. These previously taught). Two of the reading texts are non-fiction
opening photos are always accompanied by discussion (for example, Clever creatures) and two feature fables from
questions for students. You can ask questions with any of the around the world (for example, Anansi the wise). In both
photos in the book, eliciting and revising items of vocabulary cases, there is opportunity for motivating follow-up activities.
from previous lessons such as colours, clothes, objects, For the former, students can try to find out more about this
numbers and actions as you go. Ask questions, such as What subject and bring their ideas (or pictures) to the next lesson.
do you think the children in the photo are doing? What do For the latter, you can help students to dramatize the story
you notice about the people in the photo? Or, better still, (with actions or words, or both) or ask them to draw a scene
encourage students to ask each other questions. You will find from it. The fables also contain important moral lessons with
extra information about these photos in each lesson in the universal significance, such as the importance of sharing
About the Photo box in the Teacher’s Book. It is fine to tell your wisdom and advice in Anansi the wise. You may also choose
students more about the background to the photo in their to discuss the moral of these stories with your students in
first language. You can also return to these photos and use their own language.
them as prompts for recalling words.

vi SAMPLE COPY, NOT FOR DISTRIBUTION
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.
motivating way. Chants are also opportunities to develop
Preparation: Make sure any materials are ready before the
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learners’ listening skills in general.
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 each lesson.
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it and then chanting along to the recorded version. But you
Clear instructions: The Teacher’s Book provides a clear
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can help students by building up the chant line by line, or
procedure for how to set up each game, by illustrating what
chunk by chunk. For example:
to say, explaining how to play and doing examples with the
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Repeat after me: She’s … / She’s a mountain guide … / class beforehand.
She’s a mountain guide, Isn’t she? Isn’t she?
Monitoring: Once students start playing, it’s crucial that you
When students are really confident with a chant, they can
c check that they are following the rules and using English
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chant along with the instrumental version. Most of the correctly.
chants in Look get students to chant while acting out the
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Variety: This level of Look features a variety of game types:

words. This helps students grasp the meaning of the words,
trivia-style games based on real-world content from the
while providing opportunities for full body movement and
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Student’s Book, and in the Workbook, crosswords, word finds

exercise – a necessity in any primary classroom.
and spot the differences.
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Teachers are offered plenty of extra ideas for creative

Clear language objectives: Games should be fun, but in
activities based on the chants in Look. For example, you
the English class, they must also help us meet our language
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could ask your students to work in groups and write a

goals. The games in Look encourage students to think about
new verse and record them performing it. Other activities
the language they have recently learnt and practise it in an
suggested in the Teacher’s Book include:
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engaging and safe environment. You need to bear in mind

working in groups to plan the actions for a verse these objectives from start to finish, provide students with
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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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detracting from the primary objective of winning!

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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.
SAMPLE COPY, NOT FOR DISTRIBUTION vii

A multi-strand approach to assessment
Exam practice 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
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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
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included at the end of the Workbook. record of each student’s progress that you can use with
the students themselves, their parents or other stakeholders.
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Building young learners’ confidence You can also download the Student progress log from
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the website.
To help students be less anxious and to relax in an exam
situation, this Teacher’s Book incorporates a range of
strategies to build confidence, motivate and make exams feel
Assessing productive skills
less scary. These strategies include activities to:
c It may help you to use the assessment criteria applied
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in the Cambridge English Qualifications as these have
Personalize These activities ask students to connect the
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been extensively trialled to match realistic performance

context or situation of the task to their own lives. This allows
expectations for young learners. These are available in the
them to see the relevance of what they are doing to real
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Handbook for teachers on the Cambridge Assessment English

life.
website. The criteria can be overwhelming for students to
Collaborate These activities allow students to prepare
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process, so it is suggested that you apply individual criteria to

tasks together, both to learn from each other and to give
each task as appropriate and work with one criterion at a time
them the support they need before they have to ‘perform’.
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to allow young learners to focus on one feature of language.

Help My Friend This encourages students to focus on
what they can do well and to allow them to use these Speaking The three assessment criteria for the Speaking
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skills and competences to help teach and support their exam are Vocabulary & Grammar, Pronunciation and
classmates, enabling the class to develop a pool of skills Interaction. In the different Speaking practice tasks, these
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and knowledge. 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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Reflect These activities give students time to check and

apply each criterion as you complete the specific task.
consider their answers together so that they can reflect
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on the process they went through and look at how they Writing In Part 7 of the Flyers Reading & Writing exam,
can improve. This helps develop self-regulation and students write a short story based on three pictures they
autonomous learning in young learners. are given. The practice writing task includes guidance on
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
Own It! These are tasks which ask students to start • whether their response is comprehensible in terms of
developing their own short tests in some way. This allows grammar, vocabulary and orthography
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 SAMPLE COPY, NOT FOR DISTRIBUTION
Unit walkthrough
Unit opener
Every unit starts with a full-page photo which stimulates students’
interest in the topic and provides opportunities for discussion.
UNIT
Working outdoors 3
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A high-impact photo
engages students’
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interest. The About the
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Photo section in the
Teacher’s Book allows
you to satisfy your
students’ curiosity about
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the photo.
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Scientists study Mount Etna,

Students see places from all a volcano in Sicily, Italy.
around the world and learn
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about life in other countries.

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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? 29
PRI_L6_SB_10947_U03_029_036.indd 29 4/25/19 1:39 PM
SAMPLE COPY, NOT FOR DISTRIBUTION ix

SO SO
ES ES
1 2
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Vocabulary and 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
contextualizes the target grammar from Lesson 2.
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Target vocabulary has been 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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final activity is more open and productive.
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SO S
ES O
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1 2
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Vocabulary Grammar
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1 Study the grammar box.
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1 Listen and repeat. Then say which job you think looks
the most interesting. TR: 19 Indefinite pronouns
hi 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!
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We usually use anything, anyone and anywhere for questions and

gardener lifeguard marine mechanic negative statements.
biologist Is there anyone in the science laboratory?
I don’t know anything about Iceland.
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2 Circle the correct answer.
We’re at the beach today. Is there 1anyone / no one in the

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mountain painter photojournalist tennis coach water? No, there isn’t because there’s 2no one / anyone at the
guide
lifeguard station now. Usually, the lifeguard is there to check
2 Complete the sentences with the jobs from the box. that 3everyone / someone and 4everything / anything is
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There are two jobs you don’t need. safe in the sea and on the beach. The lifeguard watches
gardener lifeguard marine biologist mechanic people in the water to check there isn’t 5anything /
mountain guide painter photojournalist tennis coach anywhere dangerous happening and he or she makes
sure there is 6nothing / something on the beach that might
1 A
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paints walls, bridges and buildings. cause a problem. If 7something / nothing goes wrong, or
2 A looks after plants and flowers. 8
someone / no one is in trouble, the lifeguard comes to the
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!
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5 A checks that people on the beach are safe.

6 A leads groups of walkers and climbers.
VALUE Stay safe.
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3 Listen to the interview with Jónína Herdís Ólafsdóttir.

Workbook, Lesson 6
Circle the correct answer (A–C). TR: 20
1 Jónína is not a . 3 She has to dive into . 3 Work in pairs. Discuss ways to complete the sentences.
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A marine biologist A lakes 1 Everyone likes …

B scientist B laboratories
2 No one wants to …
C lifeguard C the sea
3 Is there anyone here who … ?
2 She’s studying . 4 If we study living things, we .
4 I’m hungry. Is there anything in the … ?
A plants A can learn more about our
planet Marine biologist and National 5 There’s nothing on TV except …
B very small creatures Geographic Explorer, Jónína
C rocks B will know exactly what will
Herdís Ólafsdóttir scuba dives
happen in the future
in Iceland.
C can change our climate
30 UNIT 3 Working outdoors UNIT 3 Working outdoors 31
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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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SO SO
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3 4
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Reading and 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.
The reading text is about the real world. All the Target grammar is thematically linked
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reading texts are recorded, so students can listen to the reading text, presented in the
and read simultaneously. grammar box and then practised in
controlled and more open activities.
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SO S
ES O
ES
3 4
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Reading Grammar
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1 Look at the photo. Discuss the questions. 3 Read again. Answer the questions. 1 Study the grammar box.
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1 What do you think this man has to do for his job? 1 What do the rhino keepers do?
Question tags
2 What do mural painters do?
2 Do you think you would like to do his job?
3 How do mural painters help cities and
hi We use question tags to check information, ask others if they agree,
Why? / Why not? to be friendly and make conversation.
towns?
3 Do you think his job is easy or difficult? Why? For sentences with be, have or can, use the same verb in the
4 What do ‘cool hunters’ do?
question tag.
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5 What might be difficult about being a
2 Listen and read. TR: 21 A: You’re not a mural painter, are you? B: No, I’m not.
‘cool hunter’?
A: He’s got an interesting job, hasn’t he? B: Yes, he has!
How would you like to be a … ? 4 Work in pairs. Discuss which job you A: He can’t work today, can he? B: No, he can’t.
Rhino keeper would like to do and why. For sentences with most other verbs, use the verb do in the tag.
gr
Do you enjoy looking after animals and being She likes fashion and clothes, doesn’t she? B: Yes, she does.
outdoors all day? If you do, then maybe you’d Watch out: I’m not late, am I? BUT I’m late, aren’t I?
enjoy being a rhino keeper. A team of rhino
keepers in Kenya looks after some special white
eo
rhinos. The team protects the rhinos to make sure

2 Match the sentences (1–10) with the question tags (A–J).
they don’t become extinct. 1 She enjoys looking after animals, A haven’t you?
Mural painter Yusuf, a rhino keeper at the 2 You can paint murals, B aren’t we?
Do you like painting and being outdoors? If your Lewa Wildlife Conservancy in 3 The murals are colourful, C does he?
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answer to both these questions is ‘yes’, then the job Kenya, resting with baby rhinos
4 He’s got an interesting job, D aren’t they?
of mural painter might be perfect for you! Some
5 It’s important to stay safe, E can’t you?
places, like walls in cities, can look quite boring and
ugly because they’re grey. But when mural painters 6 He doesn’t work indoors, F hasn’t he?
paint them with big colourful pictures, they look
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7 We are going to paint a mural tomorrow, G isn’t it?

amazing! Mural painters have a great job. They
8 You like fashion and clothes, H doesn’t she?
make walls into art and help make cities and towns
look more beautiful! 9 He’s not working right now, I don’t you?
10 You’ve got some paint, J is he?
‘Cool hunter’
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Are you interested in clothes and fashion? Do you 3 Add question tags to the sentences. Then write three of
wonder why some new things are popular and your own ideas.
‘cool’ and some are not? Would you enjoy walking
at
1 It’s a nice day, ?

around, looking at what people are wearing and
finding cool new places? Would you like to talk to 2 We have next, ?
people about the things they like and then write 3 You’re playing tennis at the weekend, ?
N
about them? This is what ‘cool hunters’ do. They

4 That’s a new bag, ?
find new people with good ideas and help them
5 Our teacher’s nice, ?
become famous. To be a ‘cool hunter’, you need
to learn different languages and enjoy talking to 4 Work in pairs. Use your question tags from Exercise 3 to
people. The only problem is that it’s hard to stop make conversation.
working. You have to pay attention, because things
can be cool one day but ‘uncool’ the next! It’s a nice day, isn’t it?
Yes, it is!
New words: keeper mural fashion wonder
A high-impact photo brings the real world

into the classroom and provides further
practice opportunities.
SAMPLE COPY, NOT FOR DISTRIBUTION xi

SO SO
ES ES
5 6
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Chant and 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.
Two versions of the chants are provided Students are presented with a model
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(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.
language needs with chanting.
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ar
The third activity presents
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and practises a writing
skill. This then prepares
The chants have catchy,
c students for writing their
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modern tunes. own text in Exercise 4.
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SO S
ES O
ES
5 Writing A description of a job 6

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Chant
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1 Read the chant and guess the 3 Work in groups. Use the words from 1 Read the description of a mechanic’s job. 2 Read the information in the box.
missing jobs. Then listen, check the box to write a new verse. Answer the questions. Then look at the description of
eo
and repeat. TR: 22 1 What do mechanics do? a mechanic’s job and answer
all day long tennis coach
2 Where do they work? questions 1–4.
2 Divide into two groups, A and B. doesn’t he? doesn’t he?
3 Can anyone become a mechanic?
Group A chants the sentences, very strong teaches tennis Descriptions of jobs tell the most
Group B chants the question tags. isn’t he? isn’t he? important information about a job. For
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TR: 23 and 24 A mechanic’s job example, the information about where

He’s someone with that job works, what he/
? ? Mechanics study how things work. They learn
She’s a mountain guide … about electricity and transport, for example
she does and what he/she needs to
do his/her job.
He cars, trains and planes. When things go
She’s a mountain guide,
? ?
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Isn’t she? Isn’t she? wrong, they put them right. It’s very useful to 1 Where do mechanics work?
She knows the way. have a mechanic in the family!
2 What do they do?
She brings you back safe,
Mechanics work in many different places – 3 What do they need to do their job?
Doesn’t she? Doesn’t she?
they work indoors and outdoors, in garages, 4 How does someone become a
At the end of the day!
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on roads, in big or small buildings. They mechanic?

He’s a , might need safety glasses if they are doing
Isn’t he? Isn’t he? something dangerous. It’s an interesting job 3 Writing skill Using questions for ideas
He grows plants and flowers. because mechanics do something different a Think of another job and write
at
He works outdoors, every day. questions about it. Use the questions
in Exercise 2 to help you.
Doesn’t he? Doesn’t he?
If you want to become a mechanic, you b Write short answers to your questions
For hours and hours!
have to work hard at school, especially in in Exercise 3a.
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She’s a , maths and science. In the past, not many

Isn’t she? Isn’t she? girls became mechanics, and some people 4 Write longer answers to your
She can help you. still think it is a man’s job, but now anyone questions from Exercise 3a to give a
She fixes things when they go wrong, who wants to can have a great job as a description of the job you chose.
Doesn’t she? Doesn’t she? mechanic.
And makes them good as new!
He’s a , Kamala Chaudhary opened her

Isn’t he? Isn’t he? own mechanic shops in Nepal.
He can swim and he can dive.
He watches the beach,
And he saves lives!
She’s a ,
Isn’t she? Isn’t she?
She loves the sea.
It’s full of fish and creatures,
Pasang Lhamu Sherpa Akita became
Isn’t it? Isn’t it? Nepal’s first woman mountain climbing PHCAP
That she wants to see! teacher and she was National
Geographic’s 2016 People’s Choice
Adventurer of the Year.
xii SAMPLE COPY, NOT FOR DISTRIBUTION

SO
ES
7
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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.
ES
SO Function
7
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L Video
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1 Watch the video. Match the
Three to five children are featured countries (1–4) with the

national animals (A–D).
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Video 2
in each video. Their answers 1 Italy

2 India
and descriptions are illustrated
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3 Vietnam
with photos and video footage. 4 the US
Students get a glimpse into how
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life is lived in different places
around the world and learn to
embrace diversity and equality.
c
hi
A the bald eagle B the wolf C the Bengal tiger D the water buffalo
2
ap
Watch the video again. Tick (✓) the other animals you hear. Video 2
✓ ape crocodile elephant lion shark

bear dog giraffe monkey whale
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bird dolphin leopard rabbit
3 Complete the table with the animals from Exercise 2.

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India Italy Vietnam the US
After watching, students respond ape
to the video and talk about their

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SO
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own lives and cultures. 7
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4 Video
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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?
1
Work in pairs. Look at the photo. Talk about penguins.
What do you know about them? Where do they live?
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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?
24 UNIT 2 Amazing animals
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PRI_L6_SB_10947_U02_017_028.indd 24 4/25/19 1:42 PM

at
In this video, students learn

Douglas Krause is a
about National Geographic National Geographic
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Explorer and a wildlife
Explorer and wildlife biologist biologist with the

National Oceanic
and Atmospheric
Douglas Krause’s work with Administration (NOAA).
chinstrap penguins.
2 Watch the video. Circle the correct answer (A or B). Video 4
1 The penguins are called .

A Chinstrap penguins B Antarctic penguins
2 Douglas is putting on the penguins.
The language in the video is carefully A tags B cameras
3 The penguins the tags.
graded for the level. Activities assess A are bothered by B don’t mind
3
students’ comprehension of the video. Watch the video again. Write T (true) or F (false). Correct the false
sentences. Video 4
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

PRI_L6_SB_10947_U03_029_036.indd 36 4/25/19 1:39 PM
xiii
There are five types of modular Game 1 Review 1: Units 1–2
1 Listen and draw lines. There is one example.
lessons that sit outside the unit

TR: 18
1 Work in groups. Tick (✓) the correct answer.
Maria Sarah Harry Carla Marco Tom Sophia
1 Asher Jay is a National Geographic Function 1: Giving advice

Explorer and .
structure. The one-page lessons

a marine biologist
an artist
a mountain guide 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.
2 The Science Bus in Chile . You should talk to your teacher.
are: Game, Function and

takes teachers, ideas and equipment
to schools 1 Listen and complete. TR: 16 2 Complete the sentences with the words from the box.
takes children and teachers to school 3 are the fastest land
animals in the world. Mei: Help me, Jian! I’ve got to organize the school clean-up day, and I don’t know what to do.
takes people to Bioblitzes
Tigers artist creatures damage disappear extinct ocean
Cheetahs Jian: Who organized it last year?
Dogs Mei: I don’t know. 1 Cutting down trees can the environment.
Review. The two-page lessons

Jian: Well, 1 ask. It’s 2 to learn what that 2 Fish, whales and dolphins live in the .
4 There are types
of bee. person did. 3 Dinosaurs became a long time ago. There aren’t any now.
200
Mei: OK. I’ll ask Ms Chang. But I need to get started today. How should I tell other students about 4 If we don’t take care of the planet, many more kinds of animals will .
2,000
the event?
20,000 5 A camera trap can be 5 Zookeepers look after many kinds of like elephants, lions and tigers.
turned on by .
are School trip and Reading

Jian: 3
, I’d put it on the school calendar. Everyone sees that.
a human brain 6 My sister likes to paint and draw. She wants to be a(n) .
a sound Mei: Great idea!
an animal moving 3 Complete the sentences. Use will or be going to. Then write two sentences using the
Jian: And 4
you get students to clean before the event? Put signs on the
present continuous for future.
6 In 1996, the first chess match was played rubbish bins to remind students not to drop litter. I can help you with that.
between a person and a computer. The 1 This weekend, we visit the lions at the zoo.
Mei: That’s clever. If we start keeping the school clean, there will be less work to do on
extra. Examples of these are

computer was called .
clean-up day. 2 I’m not sure where I want to go on holiday. I think I go to Egypt.
Deep Blue
Big Blue 7 A rattlesnake uses its tail to Jian: That’s right! And one more thing, 5 talking to teachers. Ask them to 3 The teachers are sure their students remember the information.
.
Light Blue
turn quickly tell their classes about the day. 4 Elsa found baby turtles on the beach. She look after them.
brush away insects
Mei: Good advice, Jian! Thank you. 5 Do you need help? They give you advice about the future.
frighten away other animals
shown on these two pages.

2 Listen, check and repeat. TR: 17
8 A marine biologist studies .
animals in the jungle 3 Give advice for the problems below. Use a different phrase each time.
insects in the desert
9 Rhino keepers work in . 1 I’ve got three exams tomorrow and I haven’t studied for them. 4 Complete the conditional sentences.
fish and sea creatures
India 1 If I saw a tiger in the wild, .
Kenya
Chile 10 Steve Winter is . 2 My best friend is ill. 2 If I see rubbish on the floor, .
a photographer 3 If I drink bottled water, .
a photo engineer
3 I want to make new friends at school. 4 If I worked on a wildlife reserve, .
a mountain guide
2 Check your answers. Give 1 point for each 5 If I could choose any pet, .
correct answer. Share your results with the 4 My parents said I can’t play computer games for a week.
class. The group with the most points wins.
UNITS X – X Let’s get technical

GAME 1 45 5 People in my family never remember to recycle. 28 REVIEW 1: Units 1–2
4 Think of a task or a problem you’ve got. Ask a partner for advice.
School trip
FUNCTION 1: Giving advice 25
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PRI_L6_SB_10947_U02_017_028.indd 25 4/25/19 1:42 PM
The four video-based School trip lessons take students to
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the four corners of the Earth without leaving the classroom!
ar
Le
School trip 3
Climbing China’s amazing limestone rocks
You’re going to see a video about the amazing limestone rocks of
c
South China. Limestone is a kind of rock that’s very soft. Over millions
hi
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
ap
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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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
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for experts, not beginners – as

you’ll see in the video. It’s
also a really beautiful and
unusual place, so it’s good
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that large parts of it are

now protected for the
future as a UNESCO World
Heritage Site.
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PROJECT
Prepare a group presentation.
Work in groups. Choose a place you all
agree should be protected. Prepare a
at
presentation about the place for the class.

1 Read the text. Discuss the 2 Tick (✓) the things you think you’ll see in the video. Write 3 Work in pairs. Discuss the questions.
Here are the things you can do to prepare for
questions. two of your own ideas. Then watch and check. Video 13 1 Would you like to visit this place? Why? /
N
your presentation:
1 What’s unusual about the rocks that look like trees a road a beach birds Why not?
rocks in South China? Why 2 If you went to this part of China, what • Find a photo or short video of the place.
do rock climbers like to a waterfall a butterfly camels cars would you like to do (go rock climbing,
climb them? relax on a boat on the river, take • Do research to find out why the place is
a cave a big city flowers a forest
2 Why should this place be photos, explore)? special.
protected? a helicopter a river a volcano a rope 3 What would you take with you? How
• Explain what would happen if there were
3 Do you know of any other long would you like to stay?
more people, buildings, cars and roads there.
UNESCO World Heritage
Sites? • Make a poster for your presentation.
106 SCHOOL TRIP 3 SCHOOL TRIP 3 107
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
1 Which animals do you think are
clever? Why? Can you give an
example of an animal doing
something clever?
Scientists used to believe that animals couldn’t Bye bye and can count to three. She produces the
think, but now we know that animals can sounds by pushing air through her blowhole, but 2 Listen and read. What kinds of
understand information and use it. For example, amazingly, she can copy the sound of a human animals can repeat words?
if we repeat words such as Down or Sit to voice. If she listens to children, she sounds like a TR: 32
dogs, they’ll begin to understand them and child when she repeats the words. In the wild, orcas
follow the instruction. Some kinds of dogs can live in groups and the young orcas copy the sounds 3 Read again. Write T (true) or F
understand more than a hundred words! the adult orcas make. So, each group of orcas (false). Correct the false sentences.
communicates in a different way from other groups. 1 Scientists used to believe that animals
Some dogs have jobs. Working dogs are weren’t very clever.
Beautiful artwork or All the readings are

especially good at learning words because Parrots are famous for repeating words, and an 2 Farmers use their voices to show dogs
they have to listen carefully to instructions. African Grey parrot called Alex could understand when they’ve done a good job.
Border Collies, a kind of dog, are often used the English words for one-hundred and fifty 3 Wilkie the orca can copy the sound of
to move sheep. Farmers use special words to different things, for example water, banana a human voice.
photos set the scene recorded and can be

tell the dogs what to do. They say Find when and grape. He knew some colours and shapes, 4 All orcas communicate in the same
they want the dog to go and look for the and he could count various items. He could way.
sheep, and then Walk when they want the even understand the word none or zero. People 5 Alex the parrot knew three hundred
dog to move towards the sheep. The dogs used to think it was rude to say someone had different words.
also need to understand the word Stop. They a brain like a bird, but now it seems birds and 6 Alex couldn’t count.
and engage students’ used in class as extensive
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can also understand if they’ve done a job well other animals are cleverer than we thought.
or not from the sound of the farmer’s voice. 4 Work in groups of three. Each
student retells information about one
Dogs are not the only creatures that can learn
of the animals from the text: Border
interest. listening lessons.

words. An orca (killer whale), called Wilkie, has
Collies, Wilkie/orcas or Alex the
been taught to repeat the words Hello and
parrot. Use the words in the box to
help you.
colours repeat
ni
communicate shapes
follow instructions sounds
learn understand
An orca gathering and 5 Work in groups. Discuss the
ar
eating herring 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
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46 READING EXTRA 1 READING EXTRA 1 47
BONUS Reading extra
1 Look at the title of the story. If someone told you
The man who they never told a lie, would you believe them?
Why? / Why not?
never told a lie c As soon as Maliki had gone, the king 2 Listen and read. Did Maliki tell a lie to the queen?
hi TR: 96
got down from his horse. He laughed.
‘I’m not going to visit my father today,
Once there was a young man named Maliki 3 Read again. Circle the best answer (A, B or C).
so soon Maliki will tell a lie to the
ap
who never told a lie. Everyone knew Maliki, 1 Which word describes Maliki?
queen.’
because everyone tells a lie at some time – A naughty
big or small. But not Maliki. Maliki found the queen in her garden. B honest
He bowed and said, ‘Your highness,
The king wanted to meet Maliki. ‘A person who C dishonest
the king asked me to tell you that he’s
2 Why did the king want to play a trick on him?
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doesn’t lie?’ he said. ‘That’s impossible!’ So he

gone to visit his father. He said he’d
called Maliki to his palace. A He didn’t believe that Maliki always told the truth.
return tomorrow at lunchtime.’ ‘Thank
‘Is it true what they say about you?’ asked B He didn’t like Maliki.
you,’ said the queen.
the king. C He’d heard that Maliki told lies.
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The next morning, the king came to 3 Where did the king ride on his horse?
‘I don’t know what you mean,’ said Maliki.
the queen in the garden. The queen
‘That you never tell a lie. Is it true?’ A He went to his father’s house.
was surprised to see him. ‘I thought
‘That’s true,’ Maliki answered, honestly. B He didn’t ride anywhere.
that you were with your father,’ she
‘And can you tell me,’ said the king, ‘that you’ll C He rode a short way from the stable.
said.
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never lie – ever – in your whole life.’ 4 Why was the queen surprised to see the king the next
‘No, I never will,’ said Maliki. ‘People say the young man never morning?
lies. But I’m afraid he told you a lie A He didn’t normally come into her garden.
A few days went by and the king could not
yesterday,’ said the king. B She didn’t expect to see him until lunchtime.
stop thinking about Maliki. ‘He said that he’d
never tell a lie,’ he said to himself, ‘but how ‘And what was the lie?’ asked the C She thought he’d be with his father for two days.
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could he know that?’ So he decided he’d play queen. 5 What did the queen tell the king about Maliki?
a trick on Maliki and make him tell a lie. He A That he only told a small lie.
‘He told you that I’d gone to see my
called him back to the palace. B That he only reported what the king had said.
father,’ the king replied, ‘but I didn’t
go.’ C That he thought the king was lying.
‘Maliki,’ he said, ‘please follow me to the
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stable.’ And in the stable, the king got on his

The queen shook her head. ‘No,’ she 4 Work in pairs. Retell the story. Use the words from
horse and said, ‘Maliki, please go and tell the
said. ‘He only repeated your words. the box.
queen that I’m going to visit my old father. I’ll
You told him that you were going to
at
return tomorrow at lunchtime.’ believe father horse king lie

see your father and that’s what he
Maliki bowed. ‘I’m your messenger,’ he said. told me. So he only said what he knew message queen repeat stable trick
And with that, the king rode off. was true.’
N
And from that day, the king 5 Work in groups. Discuss the questions.
understood what it means to be 1 What do you think this story is trying to teach us?
honest. 2 Do you think it’s ever OK to lie? If so, give an example
of when.
GLOSSARY
to bow to bend over as a sign of respect
honest telling the truth
a stable a building where you keep horses
to play a trick on someone to make someone believe something
that isn’t true
132 BONUS READING EXTRA BONUS READING EXTRA 133
PRI_L6_SB_10947_UEM_129_136.indd 132 4/25/19 2:05 PM PRI_L6_SB_10947_UEM_129_136.indd 133 4/25/19 2:05 PM
The main focus of the activities is on comprehension and

discussion. However, the language is carefully graded and
also offers opportunities for language-based extension.
See the complete list of Student
and Teacher components for
Look on the inside back cover.
SAMPLE COPY, NOT FOR DISTRIBUTION xv

ABOUT THE PHOTO
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.
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Plitvice Lakes National Park, Croatia
4 LOOK AND REMEMBER


Look and remember
In this unit, students will: Twenty-First Century Skills
•• review and use vocabulary from Collaboration Creativity
Level 5. Work together to write questions Write a story based on a photo, Lesson 2
•• review and use grammar from about a photo, Lesson 1 Critical Thinking
Level 5. Communication Identify true or false sentences about a
•• discuss holidays and food. Ask and answer questions to photo, Lesson 2
•• write a story based on a photo. learn about classmates, Lesson 3
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1 Look and remember

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TEACHER TIP
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It is important to clarify with students the goal for each
ar
lesson and, on occasion, the term. This will make it easier
In this lesson, students will: for students to understand what they are learning and
Le
•• review the present simple, the present continuous, the why. It is important to let students know what will happen
past simple, the present perfect and question formation. in a lesson, using vocabulary and structures that they
•• talk about their summer holidays. understand. This will ensure that they are more engaged in
Resources: Worksheets 6.0.1–6.0.3, Classroom Presentation
c what happens in the lesson or the term, and it offers them
hi
Tool, Workbook pp. 4–5, Workbook Audio Track 1, Online the opportunity to better direct their learning.
Practice
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Materials: name-card paper, coloured pencils or felt tips
1
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Warm Up •• Use the Photo Ask students to open their books to p. 4.

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•• Say Welcome to your English lesson! We’re going to do an Focus their attention on the photo. Put students into pairs
activity so we can get to know each other. Write on the and say Look at the photo. Tell your partner what you
board: My name is [Marta]. I like to [watch TV]. No, I don’t can see. What words can you use to describe this place?
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like [pizza]. Elicit the questions for these answers. Listen to several students’ answers. Use the information in
•• Write the following words on the board: music, food, sports, the About the Photo box to tell students more about Plitvice
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family, school and holiday. Say You need to say five Lakes National Park.
sentences about yourself that will help your classmates get •• Tell students to work in small groups. Read the instructions
to know you. You can use the words on the board to help aloud. Do the first item as a class by writing This National
io
you with your sentences. Park is in Croatia on the board. Ask What questions could
•• Put students into pairs. Ask them to say sentences about we ask to get this answer? (Where is this National Park?)
at
themselves. Say You need to remember a few things about Listen to students’ ideas. Remind students that Where is
N
your partner because you need to introduce him or her to used to ask questions about a place or location. Tell groups
the class. Walk around and monitor. Offer help as needed. to work together to write questions for the answers. Walk
•• Ask each student to say one or two things about his/her around, monitoring and offering help if necessary.
partner. •• 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 Wh-
question 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

2 Optional Activity
•• 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
Peter
text that has ten gaps. They must choose the correct word
from a choice of three to write in each gap. The missing
pizza
words are grammatical exponents. This part is testing exciting
understanding a factual text and writing missing words train
correctly. electric guitar
Challenges Students tend to try to fill each gap rode a horse
immediately. Remind them to read the whole text first and
to read to the end of the sentence before choosing a word.
•• Say My name’s [Peter. My holiday was really exciting. We
Performance Descriptors
went by train to my grandmother’s house. I played the
•• Can read and understand short texts electric guitar and rode a horse. I also ate a lot of pizza on
•• Can copy words holiday]. Point out that the first letter of each phrase on the
board also spells [Peter].
•• Use What You Know With books closed, elicit everything •• Hand out name-card paper and coloured pencils or felt
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students know about what they might find in a national tips. Tell students to work individually to make a name card
park (lakes, trees, plants, and so on). This helps reassure using their own name, referring to things they did while on
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students that factual texts can be familiar and that they holiday. They can also decorate the card with drawings
can use their world knowledge to help them understand related to their holiday activities. Walk around and offer help
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the text quickly. if necessary.
•• Ask students to read through the text quickly. Check how •• In pairs, ask students to share their name cards and talk
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much factual information they predicted. about what they did during their summer holidays.
•• Make sure students understand what to do. Point out •• Ask students to leave the cards on their desks. This will help
that they need to read the whole sentence. Ask them to them to remember each other’s names.
complete the activity individually.
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•• Help My Friend Tell students to share answers and help Wrap Up
each other, for example, by explaining why one option is •• Ask What do you remember about Plitvice Lakes National
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correct. Walk around and monitor. Then go over answers as Park? Listen to students’ answers.
a class. •• Ask What can you remember about your classmates’
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•• Reflect With correct answers, ask students, in pairs, to read summer holidays? Listen to several students’ responses.
again and underline the language that indicated the
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correct answer. For example, 2: sometimes = regular activity,

Additional Practice: Workbook pp. 4–5, Worksheets
so present simple.
6.0.1–6.0.3, Online Practice
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•• Read the instructions aloud. Give students a minute or
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two to think about their answers. Then ask them to discuss

answers in pairs.
•• Extra Challenge Ask students to think of two more
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questions to ask and answer about their summer holidays.

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Alternatively, tell students to close their books and talk

about their summer holidays without referring to the prompt
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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?
5a LOOK AND REMEMBER

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Look and remember 1
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1 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.
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.

If you like lakes, mountains and waterfalls,
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you’ll love Plitvice Lakes National Park. It’s

1
a / an / the amazing place with sixteen lakes
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and more than ninety waterfalls. The water in the

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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
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3
look / looking / looks at the lakes and some of them
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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.
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It’s 6was / been / being a UNESCO World Heritage

Site 7for / since / yet 1979. It’s important that we
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recycle / look after / make sure it for the future.
3 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?
LOOK AND REMEMBER 5

An outdoor market in
Madeira, Portugal
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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.
6 LOOK AND REMEMBER

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•• 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
In this lesson, students will: vocabulary and grammar as needed.
•• review food vocabulary and discuss food.
•• write a story based on a photo. 2
Resources: Audio Track 1, Classroom Presentation Tool, •• Read the instructions aloud. Explain to students that they
Workbook pp. 6–7, Workbook Audio Track 2, Online Practice have to listen and write down exactly what they hear. Tell
Materials: pieces of paper them that they should not change the sentences. Say This
is like a dictation, so you only have to write down what
you hear.
•• Play TR: 1. Pause the recording briefly after each sentence to
TEACHER TIP allow students time to write.
It is important to make sure that everyone has a chance to •• Tell students to compare answers in pairs. Then go over
speak during discussion activities. One way of doing this answers as a class.
is by having a ‘talking stick’ or another object, such as a •• Tell students to work in pairs again. Say Now look at the
stone, that signals whose turn it is to speak. When a student photo in your book. Check which sentences are true and
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has finished speaking, he/she passes the talking stick to which are false. Then correct the false sentences to make
another student. Instruct students to be quiet and listen to them true. Give them time to check their sentences in pairs.
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the student who has the talking stick. Doing this will help Then go over answers as a class.
ensure that the most outgoing students don’t dominate •• Extra Challenge Ask students to write three more sentences
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the class and group discussions. about the photo. Tell them to make at least one of their
sentences false. Then ask them to swap sentences with
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a partner. Tell their partner to mark the sentences as true
or false. Tell them to correct any false sentences to make
Warm Up
them true.
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•• Divide the class into three groups. Explain that you are
•• Extra Support Ask students to circle the incorrect
going to give them a topic and that each group has to say
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information in the sentences that are false. This will get them
words from that topic. If a group cannot say a word, they
to focus on what they need to change.
are out. They cannot repeat any words.
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•• Start with words for colours to ensure that everyone Script for TR: 1
understands the activity. Say Blue and then point to one 1 Two of the men are wearing striped shirts.
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of the groups. Ask Can they say blue? (No, because it has 2 The man in the green shirt is eating a banana.
already been said.) Tell groups to take turns saying a colour. 3 A man is selling pineapples.
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If a colour is repeated, just say We’ve already said that 4 There are lots of onions.
colour. Then give them a few seconds to say another colour. 5 The carrots are next to the oranges.
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•• Tell students to do the activity with the names of fruits, then 6 Two women are buying apples.
with vegetables and then with the names of other foods.
Optional Activity 1
1
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•• Put students into pairs. Tell them to write questions for the
•• Ask students to open their books to p. 6. Read the sentences they wrote in Exercise 2. Invite pairs to share their
questions with the class.
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instructions aloud. Tell students that they will have one

minute to look at the photo and try to remember as much
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as they can about it. Say Start now to signal when they
should begin. Then say OK, stop or Time’s up when the
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minute is up.
•• 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.

3 Wrap Up
•• Ask If someone from another country visits us, what food
•• Read the instructions aloud. Tell students to work in small do you think we should give him or her? What special food
groups. Tell them to brainstorm answers to the questions. do you think they have to try? Tell students to discuss as a
Ask Who do you think the people in the photo are? class. Ask them to give reasons.
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 Additional Practice: Workbook pp. 6–7, Online Practice
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 Workbook Lesson 2, Exercise 1
a story. Walk around and monitor. Make sure groups are
working together successfully. Task Guidance Notes
Flyers Listening Part 5 Students look at a picture of a
•• Extra Challenge Put students into pairs or groups of three.
scene and listen to a conversation with instructions to
Tell them to prepare a role-play between two or three of the
locate five objects. They need to colour three of the objects
people in the photo. Tell them to brainstorm what they think
and write two words on two objects. There is a pause in
the people might say. Allow some preparation time. Then
the conversation after each instruction. This part is testing
invite pairs/groups to perform their role-plays for the class.
words for objects, colours, prepositional phrases and
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•• Extra Support Write the story as a class. To do this, you can specific information.
write the story on the board.
Challenges Students tend to look at the whole scene
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4 rather than the detail. They need practice in making sure
they can identify any differences between two of a kind,
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•• Invite individual students to read the instructions and for example: two children, boats, houses, birds, and so on.
questions. Tell them to work in pairs to discuss the questions. Make sure they don’t spend too much time colouring and
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Tell students that they need to listen to their partner’s remember to listen.
answers, since they will need to talk about them later.
•• Tell students to work with a new partner. Instruct them to tell
•• Can understand simple spoken descriptions of people
each other about their previous partner.
c and objects
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•• Ask students to introduce their partners to the class. Invite
•• Can understand instructions given in more than one
them to tell the class something interesting they learnt
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sentence
about their partner when doing the activity.
•• Extra Challenge Tell the class to ask follow-up questions •• Predict Tell students to look at the drawing. Give them one
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after each student presents information about his/her minute to think of words for what each person looks like (for
partner. example, clothes or activities) and objects they see. Check
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•• Extra Support Allow some time for students to prepare their and write the words on the board.
answers for the task and make notes. They can also use a •• Ask students, in pairs, to find the differences between similar
dictionary to look up the names of foods or other words
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people or objects, for example, the market stalls, vegetables,

they might not know in English. and so on. See how many differences they can find. Ask
them to share ideas with the class.
Optional Activity 2
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•• Make sure students understand the instructions. Remind

•• Ask Do you like having class parties? Listen to students’ them that they need to colour and write quickly. Play TR: 2.
answers. Then ask What do you enjoy most about class
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Pause briefly to allow for colouring/writing. Tell students to

parties? Say Imagine that we’re going to have a class complete the activity individually.
party. We’re going to think about the food we want to have.
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•• Play TR: 2 again. Tell students to check their answers. Then

•• Put students into small groups and give each group a piece check answers as a class.
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of paper. Tell them to brainstorm a list of the dishes they

•• Own It! Ask students to create their own picture. Tell
would like to have at the class party. Say Make a list of the
them to draw a picture of their classroom or an event
dishes you’d like to have at the class party.
with at least two objects and three people. Then, in pairs,
•• When everyone is ready, tell them to post their lists around ask them to swap drawings and take turns describing
the classoom. where each object is and what colour it is. Instruct their
•• Tell students to walk around the classroom. Tell them to look partners to colour correctly. Monitor and check their use of
at the lists and decide which list they think looks the best. 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.
7a LOOK AND REMEMBER

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Look and remember
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1 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.
2 Listen and write the sentences. Then

look at the photo and caption and write
T (true) or F (false). Correct the false
sentences. TR: 1
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.)
A man is selling pineapples. F (A man is selling
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3 bananas.)
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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.)
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Two women are buying apples. F (Two men are
6 buying apples.)
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3 Work in groups. Write a story about the
c photo. Use the questions below to help

hi
you.
1 Who are the people in the photo?
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2 What are they doing?

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3 Why are they at this market?

4 What were they doing before they came to
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the market?
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4 Work in pairs. Ask and answer the

questions.
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1 What kinds of food do you eat every day?

2 What’s the strangest food you’ve ever tried?
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3 What’s the most delicious food you’ve ever

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tried?
4 What food have you never tried?
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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.
LOOK AND REMEMBER 7

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Look and remember
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1 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 Notes
… is enjoying school.
… went to the theatre in the holidays.
… has never eaten watermelon.
… visited his/her grandparents in the holidays.
… has brought a photo of his/her holiday into school.
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… helps look after his/her little brother or sister.
… plays football every day.
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… saw an animal while he/she was coming to school
today.
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Are you enjoying school?
Yes, I am.
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What are you enjoying?
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I’m enjoying the lessons and seeing my friends again.

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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.
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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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3 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!
8 LOOK AND REMEMBER

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examples in Exercise 2. Ask each pair to report back to the
class on their questions, including the follow-up information.
Focus on one aspect of the assessment. Listen and make
note of any problems. Don’t interrupt the flow of the activity.
In this lesson, students will: Then go back over any issues with the class after the activity.
•• get to know their classmates by asking and answering
Assess: Vocabulary (and grammar)
questions.
•• share information they learnt about their classmates. Excellent uses all the vocabulary; makes a few mistakes;
performance uses simple linkers
•• write about their summer holiday.
Satisfactory uses most of the vocabulary; makes some
Resources: Classroom Presentation Tool, Online Practice
performance basic mistakes; uses very simple linkers
•• Own It! Ask students, in pairs, to think of five questions they

Warm Up might ask someone about a single activity they did over the
weekend. Encourage them to use a range of Wh - and yes/
•• Say We’re going to play a game to get to know each other
no questions. Put students into new pairs. Tell them to ask
better. I’m going to say some sentences. If the sentence is
and answer the questions orally. Then put students back
true for you, put up your hand. If it’s false for you, keep your
into their original pairs to report back orally.
hand down. OK ready? Make sure students understand.
Then say I walk to school. Put up your hand if it’s true. Keep •• Extra Challenge Tell students to make their own tables with
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your hand down if it’s false. Repeat with other sentences, a few statements. Then tell them to mingle with the class.
for example, I’ve got two sisters. I’ve got a cat. Tennis is my Monitor and check for grammatical accuracy.
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favourite sport. I’ve got a blue bike. If you wish, ask students •• Extra Support Tell students to underline the verbs in the
follow-up questions, for example [Jan], what’s your cat’s statements. Instruct them to use these to guide them.
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name?
•• Invite volunteers to say sentences for the class. 3
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•• Read the instructions and the model paragraph aloud.
1 & 2 •• Tell students to think about how they could change each
of the sentences in the model paragraph to make them
Task Guidance Notes
c true for themselves. As an example, say My name is [your
hi
Flyers Speaking Part 3 Students have to exchange name]. I live in [your town/city], but when I was little, I used
information with the examiner based on a set of facts and to live in [town/city].
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question clues they are given. The student answers the •• Tell students to write their paragraphs. Tell them to use the
examiner’s questions based on the information they have paragraph in the activity as a model. Walk around and
been given and then asks the examiner questions based
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monitor, offering help if needed.

on the question clues they have. This part is testing the
•• You could assign the writing activity for homework. If you do
ability to respond to questions with short answers and to
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it in class, include a peer-editing stage after the first draft.

form questions to elicit information.
Ask students to exchange their work with a partner’s and tell
Challenges Students can find this part challenging them to make comments to correct any mistakes with the
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because they have to do three things: understand the present simple, present continuous, past simple or present
question, process the information they are given to read perfect. Ask students to return their work and write a second
and then respond appropriately. They can also find it hard
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draft, incorporating suggested changes.

to form questions and need to be given plenty of practice
•• Extra Challenge Ask students to include two additional
in asking Wh- questions and yes/no questions as well as
sentences about themselves, for example, information
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questions with two options, such as Is the boy happy or sad?

about activities they enjoy doing in their free time.
Performance Descriptor
•• Extra Support Ask students to copy the model paragraph
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•• Can ask basic questions about everyday topics and just add their name and where they live.
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•• This activity practises forming questions. Check that Optional Activity

students understand the instructions. Ask students, in pairs, •• Write three sentences (two true, one false) on the board
to look through the list of questions they have to ask. Direct about yourself. Tell students to guess which sentence is false.
their attention to the example. Point out that they have to
•• Tell students to write three sentences of their own. Tell them
choose the right question word and possibly change the
to mingle with their classmates, share their sentences, and
verb. Ask them to decide which question word they need for
guess which sentences are true and which are false.
each one. Check ideas with the class.
•• Collaborate Divide the class into pairs. Assign each Wrap Up
pair either the first four or the second four questions. Ask
•• Ask What did we talk about in this unit? What was your
students, in their pairs, to think of a follow-up question they
favourite part of this unit? Listen to students’ answers.
can ask for each of their questions. Monitor and help.
•• Tell students to go around the class and do the activity
Additional Practice: Online Practice
individually for their four assigned topics. Monitor.
•• Ask students to go back into their pairs. Tell them to check
their answers together. Go through the instructions and

UNIT
1 A good start
In this unit, students will: Language Twenty-First Century Skills
•• talk about how to make a good start. Vocabulary Collaboration
•• listen to a radio programme about arrive at school on time, be more Work with a partner to say intentions
Friendship Benches. friendly, do my music practice, go to and make offers to help, Lesson 2
•• use be going to and will to talk about bed early, help tidy the classroom, Communication
intentions, offers, plans and events. join a club, study harder, take Discuss how a Friendship Bench
exercise; discover, equipment, could help at school, Lesson 1
•• read about the Science Bus and
materials, special Creativity
Bioblitzes.
Grammar Plan actions for the chant, Lesson 5
•• chant about resolutions.
•• be going to and will Critical Thinking
•• write a biography about a famous
young musician. •• The present continuous for future Predict content from visual clues,
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plans and events Lesson 3
•• watch a video about National
Geographic Explorer Shabana
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Basij-Rasikh and her special school.
•• identify the value Be friendly.
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In the Unit Opener, students will:
cTEACHER TIP
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•• respond to a photo of a science demonstration. When you ask students a question, allow them time to think
•• talk about what a good start means and consider ways of and form an answer. Remember that students are being
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of making a good start at school. asked to think and speak in a new language, so it may
Resources: Home School Connection Letter, Classroom take them longer to answer. If students do not respond
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Presentation Tool immediately, it often means that they just need more time
Materials: sticky notes with empty thought bubbles drawn to answer.
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on them for sticking on the photo

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•• For question 1, ask How do you think the children feel?

Introduce the Theme Interested? Excited? Surprised? If you wish, hand out sticky
•• Write the words Science and Art in large letters on the notes with empty thought bubbles drawn on them to each
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board. Say These are school subjects. What are some student so that they can complete them and stick them on
other school subjects? Then elicit three or four other school the photo. Write That’s really interesting! on a sticky note and
subjects and write them. Say When I was at school, my stick it on the photo in a copy of the Student’s Book. Show it
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favourite subject was [science] because I liked [doing to the class as an example.
•• For questions 2 and 3, ask What’s the title? What does
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experiments]. Then say I think science is important.

[Science] helps us understand the world around us. What getting ‘a good start’ mean? Listen to students’ answers.
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about you? What’s your favourite subject? Invite a volunteer Then say A good start means doing positive things so that
to say his/her favourite subject. Then ask Why is that subject when you start something, it goes well. For example, going
important? Then write What’s your favourite subject? and to bed early or eating a good breakfast before you start
Why is that subject important? on the board. Put students school. Ask What other ways of getting a good start can
into pairs and ask them to discuss the questions for a few you think of? Listen to students’ answers.
minutes.
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.
9a UNIT 1 A good start

UNIT
1
ABOUT THE PHOTO
A good start
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.
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Children at a science demonstration put on by

the National Science Center’s Mobile Discovery
Center in Littleton, Colorado, USA

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?
SAMPLE COPY, NOT FOR DISTRIBUTION 9

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Vocabulary
1 Listen and repeat. TR: 2 2 Write answers. Use the words from Exercise 1.
How can I …
1 get stronger? Take exercise .
2 get better at the piano? Do (your) music practice .
3 help my teacher? Help tidy the classroom .
arrive at help tidy the
4 make new friends? Be more friendly .
school on time classroom
5 feel less tired in class? Go to bed early .
6 get better marks? Study harder .
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7 learn a new activity and meet new people? Join a club .
8 be on time for my lessons? Arrive at school on time .
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be more join a club 3 Listen to the radio programme about Friendship
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friendly Benches. Write T (true) or F (false). Correct the false
sentences.
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TR: 3
1 The children wanted their school to be more friendly. T
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2 Most of the Friendship Benches are green. F (yellow)
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3 Other children might sit with the child on the bench. T
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do my music study harder

4 Older people don’t need Friendship Benches.
practice F (Older people need Friendship Benches.)
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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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4 Work in pairs. Discuss the questions.

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1 Would you like a Friendship Bench?

go to bed early take exercise 2 Where could it go?
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3 How could a Friendship Bench help in your school?

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ABOUT THE PHOTO

The Peace Palace houses
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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
10 SAMPLE COPY, NOT FOR DISTRIBUTION

UNIT 1 A good start
SO
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1 Vocabulary
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Bench? Here are some children who know all about them.
Can you tell us why you wanted a Friendship Bench?
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.
In this lesson, students will:
We are going to be a more friendly school.’ So, we put a
•• talk about making a good start.
Friendship Bench in the playground. Now, if you’re feeling a
•• listen to a radio programme about Friendship Benches. bit sad and lonely, for example, after lessons, or if you arrive
•• talk about how Friendship Benches could help in their at school early, you can sit on the bench.
school. Child 2: And when other children see you on the bench,
•• identify the value Be friendly. they might come and sit with you and talk to you. Or they
Resources: Audio Tracks 2–3, Classroom Presentation Tool, might ask you to play with them.
Workbook pp. 8 and 13, Workbook Audio Track 3, Online Presenter: Why are most of the benches yellow?
Practice
Child 1: Because it sounds like Hello!
Materials: paper (for posters), felt tips or coloured pencils
Presenter: Are Friendship Benches only for children?
Child 2: Oh, no! Older people sometimes feel lonely, sad
Warm Up or worried, and it often helps to talk to a friendly person. In
Zimbabwe, the Friendship Bench Project has changed the
ng
•• Write a good start on the board. Ask Did you make a good
lives of thousands of people. The project started more than
start at school today? What did you do to make a good
ten years ago, and it’s been a great success.
start? If students are struggling for ideas or don’t answer
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immediately, ask questions to prompt them. For example, Presenter: How does it work?
ask Did you wake up on time? Did you eat a healthy Child 1: Well, there’s a team of ladies – they are called
ar
breakfast? Listen to several students’ responses. ‘grandmothers’ …
Presenter: ‘Grandmothers’?
1
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Child 2: Yes, they’re called ambuya utano in Zimbabwe. It
•• Ask students to open their books to p. 10. Focus their attention means ‘grandmother’. The ‘grandmothers’ have learnt to
on the eight small photos and the phrases underneath. Play
TR: 2 and ask students to listen and repeat the phrases.
c listen carefully and to ask the right questions.
hi
Presenter: What do they do?
•• Extra Challenge Ask students to close their books. Act out
the new vocabulary phrases and tell students to guess them. Child 1: They sit on the benches. People who are feeling
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sad come to them. First, they answer some questions so that

2 the ‘grandmothers’ can start to understand their problems.
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Then, they sit on the bench with one of the ‘grandmothers’.

•• Read through the How can I …? questions with the class. They talk and the ‘grandmother’ listens.
Tell students to complete the activity individually. Tell them to
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compare answers in pairs before going over them as a class. Presenter: And does it help?
Child 2: Oh, yes! People usually feel better when someone
3
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listens to them. There are going to be lots more Friendship

•• Use the Photo Ask students to look at the photo of the Benches in other towns in Zimbabwe, and in other
Friendship Bench and read the caption. Ask How do we countries too.
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know that the bench means friendship? (The colours are

from the flags of different countries. The hands coming Optional Activity
•• Put students into small groups. Tell them that they are going
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together show friendship and peace.)

•• Play TR: 3. Tell students to listen once globally. Then give to make a poster. Give each group a piece of paper and
felt tips or coloured pencils. Write these topics on the board:
at
them time to read through the six sentences in Exercise

3. Encourage them to mark T or F in pencil next to each How to get better marks, How to get better at a sport, How
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sentence; however, reassure them that they will have time to make new friends.
to listen again and check their answers. Play TR: 3 again as •• Tell students to choose one of the topics for their poster.
students check their answers. Tell them to compare answers Then tell them to plan five things they could do to achieve
in pairs. Then go over answers as a class. the goal. Invite groups to present their posters to the class.
•• Listening Strategy: Listening for Specific Information
Remind students that they often need to listen for specific
4
information to complete an activity, for example, when •• Ask students to discuss the questions in pairs or small groups.
completing true/false activities. For true/false activities, they
will need to listen closely to hear one word or one phrase Wrap Up
that will match (or not match) the sentence in the activity. •• Value: Be friendly Say The value of this lesson is Be friendly.
•• Extra Support Play TR: 3 as many times as necessary for How can we be friendly at school? Listen to students’
students to complete the activity. answers. For additional practice, ask students to complete
Lesson 6 of the Workbook in class or for homework.
Script for TR: 3
Presenter: Today we’re going to hear about Friendship
Additional Practice: Workbook pp. 8 and 13, Online Practice
Benches. Have you ever seen – or sat on – a Friendship
A good start 10a
UNIT 1
SO
ES
2 Grammar
N
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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.
In this lesson, students will: 3

•• use be going to to talk about intentions and things
•• Tell students to work in pairs to say intentions and offers
they’ve already decided to do.
to help from the prompts. Model one item first. Ask for a
•• use will to make offers of help or talk about things they’ve volunteer and say I’m going to tidy my bedroom. Hold up
just decided to do. the Student’s Book. Point to the options next to the blue B on
•• talk about intentions to help themselves and others. the page. Prompt the volunteer to say I’ll put the clothes in
Resources: Classroom Presentation Tool, Workbook p. 9, the cupboard. Tell students to complete the activity in pairs.
Online Practice Walk around and note where students have problems. Offer
help if necessary.
•• Extra Challenge Ask students, in pairs, to prepare and
Warm Up practise their own intentions and offers in a conversation.
•• Write the following jobs on the board: doctor, artist and For example: I’m going to make a cake for the class
actor. Then read the following sentences: I’m going to be party./I’ll help you.
a star! I’m going to change the world! I’m going to help •• Extra Support Ask students to match intentions and offers
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people! Read the first sentence aloud again and ask and write the mini-conversations before they speak.
Who said this sentence? (an actor) Read the other two
4
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sentences aloud again and ask the same question. Then
write three other jobs on the board, for example, musician, •• Tell students to write intentions. Start by writing an example
ar
fashion designer and vet. Ask students, in pairs, to choose on the board: I’m going to [do my homework every day].
two of the jobs and write what the people might say, Then say Now, write four or five intentions. Walk around and
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beginning with I’m going to. Invite pairs to read one of their help students with ideas and vocabulary. They could write,
sentences. Tell the class to guess the job. for example, I’m going to [practise the piano/ take more
exercise/do the washing up/be more friendly to people].
1
c
•• Tell students to work with a new partner, or in small groups,
hi
•• Ask students to open their books to p. 11. Read the and share their intentions. Tell students that they can offer to
explanation in the green grammar box aloud, pausing help each other with their intentions – similar to Exercise 3.
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after the first sentence. Say Look at the word intention. Walk around and monitor, checking that students are using
An intention is a plan. When I have the intention to do the verb forms correctly. Make a note of any errors for class
something, I plan to do it. For example, my intention is to correction at the end of the activity.
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help you learn English. Then ask volunteers to read the

example sentences aloud. Optional Activity
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•• Review the form of be going to and will. You could do this •• Divide the class into groups of four. Then write Make the
as a teacher-led board presentation. For example, write the school a better place on the board. Say You’re going to
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following on the board: 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?
be + going to + verb If students can’t think of ideas, suggest have lessons outside
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I am (I’m) going to eat more fruit. on sunny days, have friendship benches or paint the school
She is (She’s) going to study harder. in bright colours. Say You’ve got five minutes to make a list.
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We are (We’re) going to join the art club. Go! After five minutes, ask groups to present their ideas to
the class, for example: We’re going to have lessons outside
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on sunny days!
•• Remind students that am, is and are are often contracted
to ’m, ’s and ’re.
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Wrap Up
•• Write the following on the board:
•• Write the following on the board: this evening, next weekend
will + verb and next year. Ask What are you going to do at these
I will (I’ll) help you later. 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.
•• Remind students that will is often contracted to ’ll. I’m going to play football next weekend. I’m going to get a
2 new bike next year.
•• Read the instructions aloud. Then read the first item and Additional Practice: Workbook p. 9, Online Practice
sample answer aloud. Ask Is it an intention or an offer?
(intention)
•• 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

S
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Grammar
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.
We’ll sit with you on the Friendship Bench.
2 3
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Read the sentences. Write intentions or Work in pairs. Student A says an
offers. Use be going to or will. intention. Student B offers to help.
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1 You want to make new friends this term.
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I’m going to …
I’ll …
What do you say?
I’m going to be more friendly.
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2 You’ve just come into the classroom.
Your friend stays after class to tidy the A tidy my bedroom
classroom. You offer to help. What do
c arrive at school on time
hi
you say? I’ll help (you) tidy the classroom. get better at the piano
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3 You want to get better marks in school eat more fruit

this term. What do you say? join the art club
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I’m going to study harder. (OR I’m going to get better marks.)
4 There are lots of books on the table.
B help you practise
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They need to be put in the cupboard.

put the clothes in the cupboard
What do you say?
I’ll put the books in the cupboard.
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come with you

5 It’s football club this afternoon and they
give you some apples
need more players. You decide to join.
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What do you say? phone you early in the morning

I’m going to join the football club.
6 You’ve decided to practise your guitar
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4 Write some intentions to help yourself

every day. What do you say? and to help other people. Then work with
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I’m going to do my music practice every day.

(OR I’m going to practise the guitar every day.) a partner and talk about your intentions.
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Intentions to help Intentions to help

myself others
I’m going to be I’m going to help

on time for my my parents tidy our
lessons. house.

UNIT 1 A good start 11
SO
ES
3 N
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Reading
1 Look at the photo. What are the boys in the 3 Read again. Answer the questions.
photo doing? What do you think a Bioblitz is?
1 Why do small schools need the
Science Bus?
2 Listen and read. TR: 4
2 Where do the children have their
Science for everyone science lessons?
Chile is a long and beautiful country with ocean 3 Why should the materials for the
to the west and mountains to the east. Some of experiments be easy to find?
the villages are a very long way from the cities and 4 Who takes part in a Bioblitz?
some of the schools are very small. 5 What do people do during a Bioblitz?
It’s difficult for small schools to teach science
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6 Why is science important?
because they don’t have enough teachers or
equipment. This is where the Science Bus project
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can help. The bus brings special science teachers, 1 What do you think is good about the
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Science Bus?
new ideas and equipment to schools in different
2 What do you think is good about
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parts of the country. Sometimes the children go
Bioblitzes?
inside the bus for their science lessons or clubs.
Sometimes the teachers bring the equipment inside
the school building. The children do experiments. c ABOUT THE PHOTO
hi
Bioblitzes are intense periods of biological surveying
The materials used in the experiments are easy to in an attempt to record all the living species within
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a designated area. As well as documenting species

find, for example recycled plastic bottles, so that the occurrence and identifying rare and unique species,
class teacher can repeat the experiments with the a bioblitz usually has the specific aim of engaging
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the local community in science and giving them the

class when the bus has gone.
chance to meet scientists and learn about biodiversity
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The goal of the Science Bus is to bring science and preservation. The Bioblitz shown in this photo took
place in Mozambique, a tropical country in east Africa.
to children all over Chile. Since 2012, the bus has
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visited lots of schools in Chile, and hundreds of

teachers have learnt how to make their science
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classes fun and exciting.

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In other parts of the world, children can take part in

events called Bioblitzes. During a Bioblitz, scientists,
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families, students, teachers and other people work

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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

Boys collect frogs
understand our world and we can learn about it
and insects around
inside or outside of the classroom. Murombodzi waterfall
on Mount Gorongosa,
New words: equipment special in Mozambique during
materials discover a Bioblitz.

UNIT 1 A good start
SO
ES
3 Reading
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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;
In this lesson, students will: 5 They collect as many different kinds of plants and animals
•• read about the Science Bus in Chile and Bioblitzes in as possible in a certain place.; 6 It helps us understand
other parts of the world. our world.
•• talk about the Science Bus and Bioblitzes.
Resources: Audio Track 4, Classroom Presentation Tool, a Optional Activity
T-chart graphic organizer, Workbook p. 10, Online Practice •• Ask students to work in pairs, A and B. Tell them to role-
play an interview with an expert about Science Buses
and Bioblitzes. Instruct Student A to ask the questions in
Warm Up Exercise 3 and Student B to play the expert and answer the
questions. Then tell students to swap roles and repeat the
•• Write the following words from the reading text at random
activity.
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.
4
The people there speak Spanish.) Ask students, in pairs, to •• Tell students to discuss the questions in pairs or small
ng
say what they think the lesson will be about based on the groups. Draw a T-chart on the board (as shown below)
words on the board. Then ask pairs to share their ideas with and hand copies of a T-chart graphic organizer to each
the class. group. Tell students to write Science Bus at the top of the
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left column and Bioblitzes at the top of the right column. Tell
1 them to look at the T-chart on the board as an example.
ar
•• Use the Photo Ask students to open their books to p. 12.
Science Bus Bioblitzes
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Focus their attention on the photo. Ask What are the boys in
brings special
the photo doing? What do you think a Bioblitz is? Listen to
science teachers
students’ answers. Read the title of the text and the caption
aloud. Ask What do you think the text will be about? Listen
c You could ask them to start by finding suggestions in the
hi
to students’ answers.
text before discussing their own ideas. For example, say The
2
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Science Bus brings special science teachers – that’s a
good thing.
•• Play TR: 4. Tell students to listen and read the text. Ask the
questions in Exercise 1 again and find out if students’
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predictions were correct.

Wrap Up
•• Ask students to work in pairs. Tell them to underline three
•• Help students, if necessary, with the new words listed below
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new words in the text (possibilities include experiment,

the text.
recycled, repeat, goal, events and together). Tell them to
•• Reading Strategy: Predicting from the Title and Photos
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write definitions for their words. Tell them to write the words
Remind students that they can predict the content of a
they chose on a piece of paper. Then ask pairs to read
text from the title and from pictures or photos. Photos and
their definitions aloud to another pair, who must guess
captions that support a text can be very helpful because
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which word they are defining. Ask students to say facts they
they often provide a lot of clues about the content of the text.
remember about the Science Bus and Bioblitzes.
3
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Additional Practice: Workbook p. 10, Online Practice

•• Give students time to read through the questions first.
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Explain that they will have to read each question carefully

and then try to find the part of the text that gives the
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information they need to answer the questions.

•• 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).
A good start 12a
UNIT 1
SO
ES
4 Grammar
N
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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)
•• use the present continuous to talk about future plans 4
or events.
•• Model the activity on the board first. Write the next three
•• talk about their plans for the next few days. days (for example, Friday, Saturday and Sunday). Then
Resources: Classroom Presentation Tool, Workbook p. 11, write three things you plan to do (for example, play football,
Workbook Audio Track 4, Online Practice 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.
Warm Up •• Tell students to prepare their own diary in the way you have
•• Review the present continuous for talking about now. Act modelled. Then put students into pairs to talk about their
out a few simple activities and say what you are doing. For plans.
example, say I’m standing up. I’m sitting down. I’m writing •• Extra Challenge Ask students to tell the class about their
on the board. partner’s plans. They will need to change from starting
•• Now write the following on the board: after school, next sentences with I’m to starting with He’s/She’s.
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Saturday and next Sunday. Tell the class what your plans •• Extra Support Ask students to write complete sentences
are for these times. For example, say I’m playing tennis on before talking to their partner.
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Saturday. I’m going to the cinema on Sunday.
•• Say I said, ‘I’m writing on the board’. I also said, ‘I’m playing Optional Activity
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tennis’. I’m writing on the board now. I’m playing tennis •• Write the following question words on the board: When?
next Saturday. It’s the same verb form, but we can use it to Where? Who with? Why? Tell students that you are going to
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talk about now or the future. Today, we’re going to learn to tell them about three plans you have for the weekend, but
use the present continuous to talk about the future. 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
1
c tennis]. Answer the questions. Say two other plans and
hi
•• Ask students to open their books to p. 13. Read through answer the questions. Then tell the class to guess which
the explanation in the green grammar box. Then ask two sentence isn’t true.
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volunteers to read the example sentences aloud. •• Put students into small groups. Ask them to write down two
•• Review how to form the present continuous. You could do things they plan to do at the weekend. Then ask them to
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this as a teacher-led board presentation. Write we/go to write down one thing they aren’t really going to do. For
the Bioblitz on Saturday and Tom/have lunch with Holly example, they could write: I’m meeting friends. I’m playing
football. I’m going to my grandparents’ house. Invite a
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tomorrow on the board. Ask for volunteers to come to the

board and write the correct form. Point out the contractions student to read his/her first sentence aloud. Instruct other
’m, ’re and ’s of be. Remind students that words that end group members to use the question words on the board to
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with -e (for example, have and come) lose the -e when -ing find out more information. Tell the student to then read the
is added. second sentence aloud and answer questions, and then
the third sentence.
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2 •• Once the groups have completed asking their questions,

instruct them to guess which sentence isn’t true. Make sure
•• Read the instructions aloud. Ask students to read the blog
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each student in the groups asks and answers questions.

for comprehension first. Ask Where’s Tom going on Saturday
and why? (to the Bioblitz to look for insects and small
Wrap Up
at
creatures)
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•• Go over the first example so students are clear about the

task. Ask students to complete the task individually. Tell them
catch insects
to compare answers in pairs before going over them as a
have lunch at 1.00
class. After they finish, ask students what other future forms
see you tomorrow
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. •• Say There’s a Bioblitz tomorrow. Look at the phrases on
the board. Would you use be going to, will or the present
3 continuous with each phrase when telling a friend about
the Bioblitz? Point to catch insects and ask Be going to,
•• Read through Tom’s diary with students. Check any
will or present continuous? You should elicit I’m going to
unknown words. Tell students to write sentences. Tell them to
catch insects. (intention – already decided); I’m having
compare answers in pairs. After they finish, ask students to
lunch at one o’clock. (a plan – in the diary); and I’ll see you
read their sentences aloud. Write the correct answers on the
tomorrow. (just decided).
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 Additional Practice: Workbook p. 11, Online Practice

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Grammar
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.
2 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
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forest near my town. We’re meeting there at ten o’clock, so
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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
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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
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everything down. Some scientists are going to be there to
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explain things to us. One of my goals this term is to learn more
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about insects, so this is going to be great!

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3 Look at Tom’s diary. Write sentences about his plans for

tomorrow and for Thursday, Friday and Saturday. Use the
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Tomorrow: Study with Finn (after school)
Thursday: Finish the experiment in science class

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

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

2 in science class on Thursday. He’s finishing the experiment
3 at four o’clock on Friday. He’s meeting with the Science Club
4 after dinner on Friday. He’s helping Harry with his homework
He’s catching the bus for the
5 at half past nine on Saturday. Bioblitz with Ali and Finn
6 at ten o’clock in the park on Saturday. He’s meeting with
the Bioblitz group
4 Make your own diary for the next few days. Then tell a
partner about your plans.

SO
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5 N
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Chant
1 Listen, read and repeat. TR: 5
A resolution
2 Listen for the perfect rhymes (e.g. page 1 I’ve made a resolution.
and stage) and the imperfect rhymes I’m going to go far.
(e.g. far and stars). Write them. TR: 6
I’m going to be an astronaut.
I’m going to reach the stars!
Perfect rhymes Imperfect rhymes
page stage far stars Class We’ll help you, we’ll support you.
We’ll come and wave Goodbye.
3 Divide into four groups, one for each
We’ll come and cheer you,
verse. Decide the actions for your verse.
When your rocket hits the sky!
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4 Listen again. Chant and act. TR: 7 and 8
2 I’ve made a resolution.
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I’ll write it on this page.
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I’m going to be an actor.
Astronaut Edgar H. White II floats I’m going to be on stage!
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outside the spacecraft. He was
the first American astronaut to Class We’ll help you, we’ll support you.
walk in space.
c We’ll cheer you on your way.
hi
We’ll definitely come and watch you,
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When you’re in a play!

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I’m going to write a song.

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I’m practising on Friday.

Why don’t you come along?
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Class We’ll help you, we’ll support you.

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We’ll be your greatest fans.

We’ll come and shout for you,
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When you’re in a band!

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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 But – one day when you’re famous -
This photo shows Edgar Higgins White, II outside the
Remember your old friends!
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 GLOSSARY
stayed outside the spacecraft for 21 minutes.
a resolution a plan
14 UNIT 1 A good start

SO
ES
5 Chant
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•• Organize the class into four groups. Groups should include
no more than four or five students. Assign each group
In this lesson, students will: one of the four verses or ask them to scan the chant and
•• chant about resolutions. choose the verse they want.
•• listen for and recognize perfect and imperfect rhymes. •• If you have a very large class, divide the class in half and
Resources: Audio Tracks 5–8, Classroom Presentation Tool, then divide each half into four groups for a total of eight
Online Practice groups.
•• Tell groups to work together to plan the actions for their
verse. Start them off by demonstrating some actions (for
Warm Up example, spreading arms for go far and slow-motion moon-
•• Say Today, we’re going to chant. When we chant, there walking for be an astronaut). Walk around and help with
are rhyming words. Let’s practise rhyming words. Write the ideas as needed. Set a five-minute time limit.
following words on the board: walk, space, verse, float, tie,
blue, fork, zoo, sky, nurse, eight, face, hate and vote. Ask
4
students to work in pairs to match the words into rhyming •• Play TR: 7 (with lyrics) or TR: 8 (instrumental only). Decide
pairs. (space/face, verse/nurse, float/vote, tie/sky, blue/zoo, which of the two tracks you would prefer to play.
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eight/hate) •• As students listen, tell each group to take turns chanting
•• Extra Challenge Ask students to think of one more word to their verse and performing the actions they prepared. If
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add to each pair. more than one group planned actions for the same verse,
you will need to play the chant more than once.
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•• Ask students to open their books to p. 14. Draw their Optional Activity 1
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attention to the glossary below the chant. Check that they •• Ask students to scan the verses and the ‘Class’ choruses
understand the word resolution. Ask Is it a certain plan? and say when the chant uses be going to and when it
(yes) Is it a plan that you will work hard to complete? (yes) uses ’ll (will ). Ask students why these forms are used. (In the
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•• Play TR: 5. As students listen, tell them to read the chant and verses, the speaker uses be going to to state resolutions; in
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repeat each line. Try to help students by chanting too, and the chorus, the speakers use ’ll (will) to make offers at the
tapping out the rhythm with your hand. moment of speaking.)
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2 Optional Activity 2
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•• Check that students are clear on perfect and imperfect •• Put students into small groups and ask them to write a verse
rhymes. Say Page and stage are perfect rhymes – they of their own. Tell them to include a perfect or imperfect
rhyme.
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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 Wrap Up
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share the /z/ sound at the end of stars. Give me another •• Tell students that every year people make New Year’s
word that would be an imperfect rhyme with far. (cars/ resolutions. Explain that these are promises and plans that
Mars) Explain that e.g. (in the instruction) means ‘for they make for the coming year. For example, say I’m going
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example’. to read five books a month. I’m going to go to the gym

•• Point out that the rhymes come at the end of the second every day.
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and fourth line of each verse. Say Listen and write the •• Ask students to prepare and write their New Year’s
perfect and imperfect rhymes. Act out writing down. Play resolutions. Tell them to share their plans in small groups.
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TR: 6. As students listen, tell them to write down which At the end, invite students to share their resolutions with
rhymes are perfect and imperfect. the class. Write them on the board. Ask the class to decide
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•• Extra Support Read the rhyming verses aloud, stopping which resolution is the most interesting, most difficult, etc.
after each pair to give students time to recognize and write See if any students had the same resolutions.
down the perfect and imperfect rhymes.
Answers: Perfect rhymes: goodbye/sky, page/stage, way/ Additional Practice: Online Practice
play, song/along, dream/team. Imperfect rhymes are far/
stars, fans/band and end/friends.
A good start 14a
UNIT 1
SO
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6 Writing
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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
In this lesson, students will: context. Focus on and check care about (‘have interest
in whether someone or something is OK’) and look after
•• read a biography about a young musician.
(‘protect and make sure someone or something is OK’).
•• identify time expressions.
•• write the biography of a famous young musician. 3
•• use time expressions in a biography. •• Focus students’ attention on part a. Read through the
Resources: Classroom Presentation Tool, Workbook p. 12 information in the box with students.
Materials: copies of biographies and autobiographies, a •• Focus students’ attention on part b. Ask students to circle
photo of Sheku Kanneh-Manson and/or a video clip of his the time expressions in the biography. Tell them to compare
music, a variety of books (four or five) with clear titles (for answers in pairs before going over them as a class.
example, two biographies, a novel, an autobiography and •• Remind students of how we use at, in and on with time.
a history book) See the table below:
at times (six o’clock), special dates (New Year’s), some
expressions (the age of ten, the end of May)
Warm Up
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in months (May), years (2018), seasons (summer), times
of day (the morning)
Focus students’ attention on the photo of Ta’Kaiya Blaney, or
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on days (Monday), dates (the 10th of May)
find and show another interesting photo of her. Ask Where
is she? What’s she wearing? What’s she doing? Where do
4
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you think she’s from? Why is she famous? Listen to several
students’ ideas. •• Ask students to read the information about Sheku Kanneh-
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Mason. Ask a few focus questions. For example, ask Where’s
1 Sheku from? What awards has he won? What’s his goal?
•• Tell students to read the biography and note answers to the If possible, use a picture of Sheku with his cello and play a
questions. Remind them that in this context special means
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clip of his music to introduce students to him and his music.
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‘different from other people’. Ask students to compare •• Tell students to write Sheku’s biography. Tell them to use
answers in pairs before going over answers as a class. the text about Ta’Kaiya as a model and to include all the
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•• Extra Support Ask students to write complete sentences information about Sheku from the table.
before sharing their answers with a partner. •• You could assign the writing activity for homework. If you
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Answers: 1 Because of her achievements and the fact that do it in class, include a peer-editing stage after the first
she grew up in Tla’amin Nation, Canada; 2 Her goal is to draft. Ask students to exchange their work with a partner’s.
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make the world a better place and to look after the planet. Tell them to make comments to correct or improve the
biography, for example, if their partner has used in, at
2 and on incorrectly with time expressions. Ask students to
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return their work and write a second draft, incorporating

•• Read through the information in the box with students.
suggested changes.
Illustrate the meaning of biography by bringing in and
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showing them four or five different books with clear

Wrap Up
titles. Aim to show a variety of books, for example, two
•• Tell students to close their books. Write four events from the
biographies, a novel, an autobiography and a history
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writing model in a random order on the board. Ask students

book. Hold up different books and ask Is it a biography?
to number them in the correct order. Ask for volunteers to
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Is it an autobiography? If you haven’t got books, write

come to the board and underline the time expressions.
four titles on the board and ask Is it a biography? Is it an
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autobiography?
•• Ask students to do steps 1 and 2 individually. After they Additional Practice: Workbook p. 12, Online Practice
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.
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.

S
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Writing A biography
1 Read the biography. Then answer the 2 Read the information in the box. Then look at
questions. the biography and do steps 1–3.
1 Why is Ta’Kaiya Blaney special?
A biography is a true account of a person’s life.
2 What is her goal?
It’s written by another person. If a person writes
about his/her own life, it’s an autobiography. A
Ta’Kaiya Blaney: biography includes the most interesting facts and
A young singer with a information about the person’s life.
message for the world 1 Underline three facts in the biography.

Ta’Kaiya Blaney is a very special young 2 Tick (✓) the fact that you think is the most
interesting.
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woman. She was born in 2001 and
grew up in Tla’amin Nation, Canada. 3 Work in pairs. Did you underline and tick the
same facts?
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She started singing lessons when she
was four years old and she recorded
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her first music video when she was
3 Writing skill Time expressions
a Read the information about time expressions.
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only ten.
She has spoken at many international A biography usually contains time
events and conferences in different
c expressions, for example: now, at six o’clock,
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countries, for example in 2015, she was on Wednesday, in January, on 16th May, after
in France and the next year, she was in
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school, a day later, the following year, when

Korea. he was seven, at the age of ten.
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Ta’Kaiya was born in a beautiful place

and she cares about the environment. b Read the biography again and underline the
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time expressions.
Now her goal is to make the world
a better place and to look after our
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4 Use the information below to write a short

planet. She wants to use her music to
biography of another famous young musician.
help do this.
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Include time expressions.
Name Sheku Kanneh-Mason

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Born 1999
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Ta’Kaiya From Nottingham, England

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Blaney Why he’s

Cellist
special
- Started learning to play the cello at the

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

Goals
classical music

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Video
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1 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 National Geographic
and 2001, when National Geographic Explorer Explorer Shabana
Shabana Basij-Rasikh was young, it was
Basij-Rasikh started
controlled by an Islamic organization called
the Taliban, which prohibited the education
the SOLA (School
of women. Even today, women and girls have of Leadership,
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limited rights and freedom in the conservative Afghanistan).
country. Many girls don’t get an education.
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The video takes a look at SOLA (School of
Leadership Afghanistan) that Shabana started.
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2 Watch the video. Then tick (✓) the things you think are important to
Shabana. Video 1
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going shopping
✔ helping girls reach their goals
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watching TV
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✔ helping her country

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

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A they didn’t want to B they weren’t allowed to

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2 School of Leadership, Afghanistan is .

A for boys and girls B only for girls
3 Shabana hopes her students will .
A become future leaders of their country B leave their country
4 At this school, the girls can .
A try new things B go home every day after their lessons

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?
16 UNIT 1 A good start

SO
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7 Video
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•• Read the instructions aloud. Give students time to read
through the sentences. Ask How many can you answer?
In this lesson, students will: Ask students to tell you how many, and find out how well
•• watch a video about National Geographic Explorer students understood the video content based on the first
Shabana Basij-Rasikh and her special school for girls in viewing. This will help you determine whether you can just
Afghanistan. play the video once more or whether you should plan to
•• discuss topics raised by the video. pause and check their understanding carefully.
Resources: Video 1, Classroom Presentation Tool, Online •• Play Video 1 again. Tell students to watch and circle their
Practice answers. Tell students to concentrate on any answers they
End-of-unit resources: Worksheet 6.1, Unit 1 Test, ExamView are not sure of. Ask them to compare answers in pairs. Then
Assessment Suite go over them as a class.
Materials: a map of southern Asia •• Extra Support Pause the video after the answer for each
item is given and elicit answers before moving on.
Warm Up Optional Activity 2

•• Put students into pairs. Tell them to prepare five questions to
•• Show a map of southern Asia with Afghanistan clearly
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ask Shabana about her life and her school. When students
labelled. Point out the location of the country and say
are ready, organize pairs into groups of four. Tell pairs to take
the name, Afghanistan, to model the pronunciation.
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turns role-playing Shabana and answering the other pair’s
Ask Where’s Afghanistan? What do you know about
questions. Walk around and monitor. Check that students
Afghanistan? Listen to several students’ answers.
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are taking turns asking and answering questions.
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•• Ask students to open their books to p. 16 and look at
•• Remind students that at boarding school, students sleep,
the photos. Ask What’s SOLA? (School of Leadership,
eat and live at the school. Clarify that the whole world
Afghanistan) What’s leadership? (a quality that people
have that means other people look up to them as someone
c means ‘all the countries in the world’.
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who is in charge of a team or project) Who’s Shabana? •• Give students time to read the questions. Then organize the
(She’s a National Geographic Explorer and she started class into groups of four or five to discuss the questions. At
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SOLA.) the end, discuss the questions as a class.

•• Discuss the question on the page as a class. Listen to •• Extra Challenge Ask students to discuss other questions
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several students’ answers. related to the content of the video. For example, ask Do you
think girls study better in a school without boys? Do you
Optional Activity 1 think it’s better to have schools for boys or girls only, or to
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have schools with both boys and girls?

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

Wrap Up
•• Tell students to work in pairs. Ask them to close their books.
The script for Video 1 is available on the Teacher’s Resource
Then tell them to write down what students learn at SOLA.
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Website.
At the end, find out which pair remembered and wrote the
2 longest list. Their list should include the following: how to
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be leaders; how to reach goals and be doctors, teachers,

•• Read through the list of items with students. Check their scientists, etc.; how to help their country; and new things
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understanding of any new words/phrases. Try new things like skateboarding and cycling.
may be a new phrase. Use examples and comprehension
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questions to check new words. For example, say If you try

Additional Practice: Worksheet 6.1, Online Practice
new things, do you always do the same thing, or do you do
things you didn’t do before?
•• 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.
A good start 16a
UNIT 1
UNIT
2 Amazing animals
•• talk about animals. Vocabulary Collaboration
•• listen to an interview with artist and artist, creatures, damage, disappear, Work together to plan actions for the
National Geographic Explorer Asher Jay. environment, extinct, ocean, protect; chant, Lesson 5
•• use the first conditional to talk about cheetah, rattlesnake, scorpion, Communication
the future result of a possible action or squirrel Describe and discuss national
event. Grammar animals, Lesson 7
•• read about how tails help animals •• The first conditional Creativity
survive. •• The second conditional Discuss how they would use a tail
•• use the second conditional to talk if they had one and what kind of
about things that are not real or things animal they would be if they could
be one and why, Lesson 4
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that probably will not happen.
•• chant about hypothetical situations, Critical Thinking
such as having wings, a beak, a long Use information from a text to
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neck, etc. complete a table, Lesson 3
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•• write a report about an animal in
danger.
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•• watch a video about national animals.
•• identify the value Care for the
environment.
c
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In the Unit Opener, students will: TEACHER TIP

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•• respond to a photo showing tigers. It is important to ask students to work in pairs or groups. At
this level, students have a fair amount of English skills and
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•• discuss what they know about tigers.

Resources: Home School Connection Letter, Classroom vocabulary, and pairs and groups give them the chance
Presentation Tool to have more speaking time and more autonomy. It also
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Materials: five or six pictures or slides of interesting animals changes the pace of the lesson and moves the focus
and/or the animals mentioned in the reading text on p. 20 off you and onto the students’ output. Pair and group
work also allows students to mix, gives them a sense of
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achievement when reaching a group goal, and allows you

Introduce the Theme to walk around and monitor their language.
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•• Show five or six pictures or slides of interesting animals Here are two challenges with asking students to work in
pairs and groups, along with suggested solutions.
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(for example: a lion, an elephant, an eagle, a whale and

a giraffe; if you would like to preview vocabulary from the •• I might lose control of the class.
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reading lesson on p. 20 at this point, use: a snake, a parrot, At the start, set a clear start signal and stop signal. Set a
a monkey, a scorpion and a donkey). Point to each animal time limit at the beginning to keep students focused.
and ask What is it? Say the name and ask students to •• I can’t hear everyone.
repeat the name of the animal. Ask What do you know Organize students into groups of three, with students A
about this animal? Listen to students’ answers. and B talking and student C monitoring. Then tell them
to swap roles. See your role as a facilitator – just making
Use the Photo sure that everyone is on task. At the end, allow some
•• Ask students to open their books to p. 17. Focus their time to ask students what they found out about their
attention on the photo and read the caption aloud. Ask classmates. It is important to allow time for students to
students to describe the tigers. Use the opportunity to pre- share what they said during the group discussion.
teach 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.
•• 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 UNIT 2 Amazing animals

UNIT
Amazing animals
ABOUT THE PHOTO
2
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.
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c
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Sumatran tigers
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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.
SO
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1 N
Vocabulary
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ABOUT THE PHOTO

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
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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
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for each day that it takes for the earth to revolve around
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the sun. The installation was on display at National
Geographic Encounter in Times Square, New York City.
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c
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Asher Jay is an
1 Listen and read.
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TR: 9 artist and a National
Asher Jay is an artist. She paints pictures of Geographic Explorer.
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creatures that are in danger: land animals, like

tigers; and animals in the ocean, like whales. Her
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pictures tell us that we must protect these animals 3 Listen to the interview with Asher Jay.
from danger. She says that if people continue to Write the missing words.
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TR: 10
damage the environment – cutting down trees 1 Name of artwork:

and leaving rubbish everywhere – these creatures Bottle
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Message in a
will disappear and become extinct.
2 What the artwork shows us:
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How plastic damages sea plants

2 Complete the sentences with the words
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and creatures
from Exercise 1.
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protect 3 Number of bottles in the artwork:

1 There are different ways to help to
365
the environment and animals that are in
danger of becoming extinct . The 4 People who wrote the messages:
artist Asher Jay uses her art. Celebrities, biologists, photographers,
journalists, students and teachers
2 There aren’t many tigers left in the wild. We
need to do something or they’ll disappear . 5 What is on the bottles:
An image of a sea animal or sea
3 If you throw rubbish on the street or in the park,
bird
it’ll damage the environment.
6 What happens if animals eat plastic:
4 The bottles in the photo have pictures
They get sick and often they
of different creatures that live in the die
ocean
.
. What animals can you see?

UNIT 2 Amazing animals
SO
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1 Vocabulary
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•• Extra Challenge: Ask students to write a question they
would like to ask Asher Jay. Invite students to share their
•• Extra Support: Play TR: 10 again. Pause after Asher Jay
answers each of the interviewer’s questions.
•• talk about an artist’s work and the environment.
Script for TR: 10
•• listen to an interview with artist and National Geographic
Explorer Asher Jay. Interviewer: Asher Jay is an artist who lives in New York. She
Resources: Audio Tracks 9–10, Classroom Presentation Tool, makes art about animals around the world. She makes
Workbook p. 14, Workbook Audio Track 5, Online Practice drawings, sculptures, paintings and photographs. Asher
uses her art to draw our attention to animals in danger.
Materials: a photo of an endangered animal, for example,
Asher, can you tell us about this work, Message in a Bottle?
a sea turtle
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
Warm Up
people usually throw away as a place for art, to show how
•• Show a photo of an endangered animal, for example, a
plastic damages sea plants and creatures. Every person’s
sea turtle. Ask What is it? Are there lots of [sea turtles in the
voice makes a difference, but together we change the story.
sea] or a few? Why? What can people do to help these
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[turtles]? Listen to several students’ answers. Interviewer: Is the message in the bottles or on the bottles?
Asher: Both. There are 365 bottles in total, 265 of which you
1
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can see in National Geographic Encounter in Times Square
•• Use the Photo Ask students to open their books to p. 18. in New York City. In each one, there is a message from
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Focus their attention on the photo of the bottles. Ask What a person who is trying to save our oceans or the wildlife
can you see on the bottles? (pictures/paintings of animals) on planet Earth – celebrities, biologists, photographers,
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Why do you think the artist painted animals on plastic journalists, students, teachers. So, in one way, my artwork is
bottles? Listen to several students’ responses. thanking them for their wonderful work and helping them
tell the world about it.
•• Then focus their attention on the photo of Asher Jay and
read the caption aloud. Ask What’s her job? (She’s an artist
c Interviewer: And what is on the bottles?
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and a National Geographic Explorer.) Asher: On each one, I’ve painted an image, often of a sea
•• Play TR: 9. Ask students to listen and read. Point out and animal or sea bird – turtles, whales, dolphins, pelicans – to
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check strong stresses in the new words in bold (for example, go with the message inside the bottle. I think that images
protect, environment and disappear) and difficult sounds are very powerful. If people see what is happening, they will
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(for example, /tʃ/ in creatures). be able to do something about it.

Interviewer: And why is plastic dangerous for these animals?
2
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Asher: All the plastic ever made is still here. It only breaks
•• Read the instructions aloud. Ask students to complete the into smaller and smaller pieces. There’s plastic in every sea
activity individually. Then go over answers as a class.
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animal now, because when animals like fish, sharks or turtles

see it, they think it’s food and they eat it. The plastic then
3 goes into their stomachs and gets stuck. Then they get sick
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•• Say We’re going to listen to an interview with Asher Jay. because they can’t eat … and often they die, or they get
What do you know about Asher Jay? What does she paint? eaten by something bigger. In this way, the plastic doesn’t
(pictures of animals on bottles) Why? (to tell us that we go away and it can end up in our stomachs at a restaurant.
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must protect these animals) Listen to students’ responses. If we don’t stop putting plastic into the sea, more and more
Then ask What’s an interview? What do you know about animals will disappear and it will continue to get into our
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interviews? Listen to student’s responses. food. And that makes me very sad, because all living things
are important, including people, so for the health of the
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•• Play TR: 10. Write a focus question on the board, for

example: What is the message of Message in a Bottle? Ask planet, and people, say no to plastics.
students to give their answers after first listening. (message
= we shouldn’t throw away plastic; we should protect the Optional Activity
environment and animals) •• Ask students to draw the outline of a bottle on a piece of
•• Give students time to read through the items before playing paper. Then ask them to draw a picture of a marine creature
the audio a second time. Play TR: 10 again. Tell students to on it for the Message in a Bottle project. Ask students to
listen and write the missing words. Ask them to compare share pictures in groups.
•• Listening Strategy: Preparing to Listen Before listening,
Wrap Up
students need to be ready. Help students prepare to listen •• What can people do to protect the environment? Ask
by asking questions like these: students to discuss the questions as a class.
1 What do you already know about the person and the
topic? Additional Practice: Workbook p. 14, Online Practice
2 What are you going to listen to? What do you know
about [interviews]?
UNIT 2 Amazing animals 18a

SO
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2 Grammar
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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).
•• 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. •• After completing Exercise 3, do a repetition activity. Say If
Resources: Classroom Presentation Tool, Workbook p. 15, I see any plastic on the beach. Ask the class to repeat
Online Practice 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
Warm Up aloud and Student B to read the correct second half, items
A–F, aloud. Tell students to swap roles and repeat.
•• 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
How will you protect creatures such as whales in the ocean? correct second half, items A–F. Tell students to swap roles
How will you protect tigers? and repeat the activity. Finally, ask Student B to read items
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How will you stop people from damaging the environment? 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
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•• Put students into groups. Give them two or three minutes
students to swap roles and practise again. As students do
to think of ideas. Then ask a volunteer from each group to
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the activity, walk around, monitor and correct as needed.
summarize their ideas.
1 4
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•• Start by giving one or two examples of how you could
•• Ask students to open their books to p. 19. Read through the
complete sentence 1. Say If I help my mum with the
explanation in the green grammar box. Then ask volunteers
to read the example sentences aloud.
chousework, she [will be happy/will be able to relax]. Then
hi
ask Can you give me an example? Read item 1 aloud
•• Write on the board: If we protect the environment, animals again: If I help my mum with the housework, she … Pause
won’t disappear. Then ask questions to check students’
ap
and invite volunteers to finish the sentence.

understanding of form and meaning. To check meaning,
•• Tell students to complete the activity individually. Then ask
say We use the first conditional to talk about a situation
students to share their sentences in pairs or small groups.
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we see as possible in the future. Ask What’s the action

•• Extra Challenge Ask students to choose one sentence stem
or event? (we protect the environment) How possible is
from Exercise 4. Tell them to work with a partner to make
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this? (very possible) What’s the result? (animals won’t

as many possible complete sentences as they can in one
disappear) How possible is the result if the action or event
minute.
happens? (100%)
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•• To check form, say After if, do we use the present simple

Optional Activity 2
form of the verb or a future form? (the present simple form)
•• Tell students to work in groups to write a chain of sentences.
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In the result clause, do we use the present simple form of

Start by writing the following on the board: If I don’t study, I
the verb or a future form? (a future form)
won’t get good marks. Then write: If I don’t pass my exams,
2
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I won’t … Elicit possible endings. For example, I won’t move

up next year or I won’t go to college.
•• Ask students to read the text for comprehension first. Ask
at
•• Ask groups to continue the chain. So, their next sentence

What’s the most interesting piece of advice that the text
could be If I don’t move up next year, I won’t see my friends
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gives? Ask a few students to share their opinions.

or If I don’t go to college, I won’t get a good job.
•• Tell students to complete the sentences with the correct
•• Set a five-minute time limit. After they finish, ask groups to
forms of the verbs in brackets. Get students started by
present their chains of sentences.
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
Wrap Up
or you will know? (you will know) •• Write the two sentences below on the board. Ask What are
the missing words? Listen to students’ answers.
•• Tell students to complete the activity individually. Ask them to
compare answers in pairs. Then go over answers as a class. 1 If we ______ stop putting plastic in the sea, many marine
•• Extra Support Go through more or all of the items as a animals ______ die. (don’t, will)
class, as you did with the first item. 2 Many animals ______ survive if we ______ change the
things we do. (won’t, don’t)
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 Additional Practice: Workbook p. 15, Online Practice
19a SAMPLE COPY, NOT FOR DISTRIBUTION

S
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Grammar
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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?
2 Complete the sentences with the verbs 3 Match to form correct
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in brackets. sentences.
1 If I see any plastic on the
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beach, E
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2 I’ll be really happy D
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3 If I write the message, F
4 Will you come with me B
c 5 We’ll swim in the sea A

hi
A green sea turtle
off Sipadan Island, 6 If we don’t go to the art
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Malaysia museum today, C

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Six easy ways you can help animals in danger A if the water isn’t too cold.
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learn B if I go to the beach later?

1 Teach yourself: If you (learn) more about
the animals in your area, you ’ll/will know (know) which C we’ll go tomorrow.
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ones are in danger of becoming extinct. D if I get a fish for my birthday.

E I’ll pick it up.
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2 Tell your friends: If you tell (tell) others about it,

’ll/will be F will you help me put it in the
they (be able) to help too.
able bottle?
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3 Recycle: If you put (put) things like plastic

4
at
bottles in the rubbish bin, they will not/won’t (not / Complete the conditional
damage
damage) the environment. sentences.
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4 Shop carefully: You ’ll/will help (help) animals in 1 If I help my mum with the
housework, she … .
danger, like tigers, if you do not/don’t (not / buy) things
buy 2 If I eat too many sweets,
(like wood and paper) that come from where the
I ….
animals live.
3 My parents will be angry
5 Drive slowly: If you drive (drive) more slowly, if I … .
you will not/ (not / hit) small animals as they cross
won’t hit 4 I won’t pass my exams
the road. if I … .
6 Protect animal spaces: Animals will be (be) safer 5 Will you lend me your phone
if we protect (protect) the areas where they live – if I … ?
parks, gardens and other open spaces.
UNIT 2 Amazing animals 19

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3 N
Reading
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1 Match the animals (1–6) with the tails (A–F).

scorpion spider monkey donkey rattlesnake squirrel parrot
1 2 3 4 5 6
A B C D E F
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ABOUT THE PHOTO
The photo shows a resplendent quetzal. The resplendent quetzal has
got a green body and a red breast. Depending on the light, quetzal
ni
feathers can appear to shine in many colours: green, cobalt, yellow
and ultramarine. Female quetzals are also colourful but much less
ar
vibrant than males. You can find quetzals all across Central America
A tale (tail!) of survival and South America. It’s the national symbol of Guatemala.
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In the animal world, you can find tails of all Some animals need their tails to move. Fish
different kinds: long tails, short tails, thin tails, wouldn’t be able to swim through the water or
c
hi
thick tails. And each animal uses them in a turn if they didn’t have tails. Cheetahs, which
different way. are the fastest runners in the animal world, use
ap
their tails to turn quickly.

Cats and squirrels use their tails to balance.
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So, when they walk on a wall or jump onto a Other animals use their tails when they’re in
table, their tails help them not to fall. Horses danger. A rattlesnake’s tail makes a noise to
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and donkeys use their tails to brush away frighten away other animals when they come
insects. Of course, if they had arms and hands too near, while a scorpion lifts its tail ready to
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like us, they’d use them instead! Some tails hit out. But tails can send friendly messages
work like arms and hands. Spider monkeys, for too. Think of a dog wagging its tail when
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example, can swing from tree to tree with their it’s excited. Parrots also move their
tails. They can also hold food with them. tails to show they’re happy.
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If you had a tail, what would

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you use it for?

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3 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. horse

It uses its tail to swing from tree to tree. It
spider monkey no answer
also uses its tail to hold food.
cheetah It uses its tail to turn quickly. fish
It uses its tail to frighten animals that scorpion
rattlesnake
come too near.
dog It wags its tail when it’s excited. parrot
20 UNIT 2 Amazing
Animals animals
SO
ES
3 Reading
N
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words and phrases. A simple focus question during the first
reading tells students how they should read.
3
•• Give students time to read through the list of animals in the
•• read about animal tails and how they help animals
table. Ask what they can remember from the reading. Then
survive.
tell students to read the text again and find the information
•• complete a table with information from the text. they need to complete the table. Ask students to compare
•• discuss how animals use their tails. answers in pairs. Then go over answers as a class.
Resources: Audio Track 11, Classroom Presentation Tool, •• Extra Challenge Ask students to write two true/false
Workbook p. 16, Online Practice sentences about the text, for example, Squirrels use their
Materials: a photo of an interesting animal tail 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.
Warm Up •• Extra Support Support students by showing them a two-step
•• Show students a photo of an interesting tail (for example, a way of finding the information they need to complete the
monkey’s tail). Ask What does [a monkey] use its tail for? activity. Ask students to find and underline the word squirrel.
Then ask them to find the phrase that comes after the word
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(to [climb], to [eat]) Ask students, in pairs, to brainstorm
different ways animals use their tails. Start with a couple of squirrels: use … tail. (to balance) Point out that students
examples (to hit flies, to hang from trees). After one minute, don’t need to read every word. They should just find and
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find out which pair has the longest list. Ask pairs to share underline the animal and then find the phrase that goes
their answers with the class. Write them on the board. with the animal.
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•• Leave the list on the board. At the end of the lesson, after
Optional Activity
reading the text, find out how many of the students’ ideas
Le
were mentioned in the text. •• Say Imagine that you had a tail. How could it be useful?
Ask for one or two ideas. Then organize the class into pairs
1 or small groups to make a list of uses. Suggested uses

c (which you could suggest to students to get them thinking):
hi
an extra leg to lean on so you don’t have to sit down or an
attention on the small photos of the animals. Read the extra long arm so you can tidy your room while sitting on
names of the animals aloud to model the pronunciation.
ap
your bed.
Say Match the animals with the tails. So, 1 scorpion goes
with … Ask students to give you the answer. (E) Wrap Up
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•• Tell students to do the activity individually. Then tell them •• Do a quick quiz. Tell students to close their books. Ask:
to compare answers in pairs before going over them as
Which animals use their tails to move faster? (fish,
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a class.
cheetahs)
2 Which animals use their tails to balance? (squirrels, cats)
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•• Start by pointing out the ‘joke’ in the title. Tale (meaning Which animals use their tails to show how they feel?
‘story’) and tail are homophones. They sound the same but (dogs, parrots)
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have different spellings and meanings. Say A tale (or tail!) Which animals use their tails when eating? (monkeys)
of survival. This is a tale (a story) of animals’ tails. Hold up Which animals use tails to protect themselves?
the Student’s Book and point to the photo of a tail as you (rattlesnakes, scorpions)
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say the word tail a second time. •• Ask students to give you answers or to write them and
at
•• Play TR: 11. Tell students to listen and read the text. Ask a check them in the text on p. 20.
simple focus question, for example, Which animals that are
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not in Exercise 1 are mentioned in the text? (cats, horses, Additional Practice: Workbook p. 16, Online Practice
dogs, fish and cheetahs)
•• 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

SO
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4 Grammar
N
L
we use in the result clause? (would) After would, do we use
the past or infinitive? (infinitive)
3
•• Ask students to discuss the questions in pairs. Walk around
•• use the second conditional to talk about things that are
and offer help if necessary. You may have to prompt for
not real or things that probably will not happen.
ideas and help with vocabulary. A good way to do this is
•• talk about what they would do in different unlikely or to keep asking the questions What would you use a tail
impossible situations. for? and What would you be? Another way is to act out
Resources: Classroom Presentation Tool, Workbook p. 17, activities or animals for students who can’t think of ideas
Workbook Audio Track 6, Online Practice (for example, act out cleaning windows or writing text
messages with your tail, or act out being an elephant or a
giraffe).
Warm Up •• As you walk around and monitor, note down any errors.
•• Review the first conditional. Write the following on the board: •• At the end of the activity, write three or four errors you heard
If we clean the oceans, … / If we stop cutting down rain on the board. Make sure they are anonymous and generic.
forests, … / If we stop driving cars, … Ask students to work in Ask students to work in pairs to correct them. Then go over
pairs to complete the sentences in as many different ways the answers as a class.
ng
as they can. Set a five-minute time limit. Then ask each pair
to share some of their sentences. Optional Activity
ni
•• Write the following situations on the board:
1
ar
•• Ask students to open their books to p. 21. Read through the … you see a snake in the bathroom
explanation in the green grammar box. Then ask volunteers … you find a baby bird in the garden
Le
to read the example sentences aloud. … you see an elephant on the motorway
•• Say We saw the first conditional earlier in the unit, and now … your family gives you a horse as a present
we’re going to look at the second conditional. In the first
conditional, we use the present in the ‘if clause’ and will
c
•• Introduce the question What would you do if …? Ask
hi
in the ‘result clause’, but in the second conditional, we use students to practise questions using the situations. Tell
the past form in the ‘if clause’, and in the ‘result clause’, we them that they will have to change verbs to past forms
ap
use would or its contraction, for example I’d. (for example, What would you do if you saw a snake in the
•• Write the following on the board: If they ______ arms, they bathroom?).
gr
_______ them. Ask a volunteer to come to the board and •• After students practise the question form, tell them to ask
write the correct form of have and use. Point out again that and answer the questions in pairs or small groups.
after if, we use the past form and in the result clause, we
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•• Alternatively, make this a class survey. Tell students, in pairs,

use would or the contracted form ’d. (If they had arms, they to think of two more situations to ask about (for example,
would/they’d use them.) a scorpion in your bed). Then tell them to stand up, walk
lG
•• Use concept-check questions to check meaning. Concept around individually and interview five students in ten
check questions are simple yes/no questions that guide minutes. At the end of ten minutes, tell them to sit down
students to an understanding. Using the same target with their partner and share what they learnt about their
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sentence on the board (If they had arms, they’d use them.), classmates.
ask the following questions: •• End by asking different students what they found out about
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Do horses and donkeys have arms? (no) their classmates. Ask What would students do if they saw a
Are we talking about something that’s possible or snake? What would they do if they found a baby bird?
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impossible? (impossible) •• Extra Support Ask students to write or copy all the questions
N
before asking them.

2
•• Do the first item as a class. Say I don’t like animals, so Wrap Up
I haven’t got a pet. Then say If I … Pause and wait for •• Ask students to complete some sentence halves and then
students to complete the rest of the sentence. share them with a partner. You could use the sentences
•• Ask students to complete the activity individually. Tell from Exercise 2 or add some ideas of your own, for example,
students to compare answers in pairs before going over If I liked animals, … (I’d get a pet/go on a safari.)
them as a class. If I had a horse/cat/pet, … (I’d look after it/buy food
•• Extra Challenge Tell students to work in pairs to discuss for it.)
questions 5 and 6 and to suggest personal answers (for If I didn’t live in the city, … (I’d go outside every day/I
example, I’d call my pet snake ‘Hiss’! ). wouldn’t be happy.)
•• Extra Support As you review answers, use questions to If I were a scorpion, … (I’d eat horrible things.)
guide them to a better understanding. For example, ask •• Invite pairs to share their completed sentences.
What do we use after if – past or would? (past) What do
Additional Practice: Workbook, p. 17, Online Practice

S
ES O
N
Grammar
L
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?
2 Complete the conditional sentences.
ng
1 I don’t like animals, so I haven’t got a pet.
ni
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.
Le
If I had a dog , I ’d/would go more often.
to the park
3 I live in the city, so I don’t see many wild animals.
c If I didn’t live in , I ’d/would see lots of wild animals.

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

nervous experienced
horse rider
gr
5 You haven’t got a pet snake.

If you had a pet , what name would you it?
snake give
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6 You won’t see a scorpion.

If you saw a , what would you ?
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scorpion do

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

2 If you could be an animal, what animal would you
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be and why?
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Resplendent Quetzal,
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Central and South If I had a tail, I’d use it

America to pick things up.
If I could be an animal, I’d

be a cheetah, because I’d
be able to run really fast.

SO
ES
5 N
Chant
L
1 Divide into two groups, A and B.

Listen, read and repeat. TR: 12
2 Listen again and act. TR: 13
3 Listen, chant and act. TR: 14 and 15
If I had wings …
A: Animals are lucky.
They can do things we can’t do.
ng
If I had a longer neck,
I’d have a perfect view.
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B: But if my neck was long,
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I’m sure things would go wrong.
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I’d hit my head on ceilings
And have headaches all day long.
A: No, that wouldn’t work for you.
c
hi
Let me think of something new.
What if you had a beak?
ap
B: But if I had a beak,

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I’d eat bugs and worms all week.

I couldn’t eat a burger
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And I probably couldn’t speak.

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A: No, that wouldn’t work for you.

Let me think of something new.
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What if you had fur?

B: Well, if I had thick fur,
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I’d be warmer than you were.

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But I’d be too hot in summer

ABOUT THE PHOTO
N
And that’s not what I’d prefer. The photo shows children celebrating the Caracol
Festival. The Caracol Festival is celebrated in
A: No, that wouldn’t work for you. Makati City (a business district of the capital
Let me think of something new. Manila) in the Philippines on the last Sunday in
What if you had wings? February every year. It is similar to the Mardi Gras
festival which takes place in New Orleans in the US.
B: Oh yes, if I had wings,
Students at the Caracol
I could do so many things.
Festival in Manila,
I could fly around the world, Philippines
From Chicago to Beijing.
GLOSSARY
beak worm wings

SO
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5 Chant
N
L 3
•• Play TR: 14 (with lyrics) or TR: 15 (instrumental only). Decide
which of the two tracks you would prefer to play. As students
In this lesson, students will: listen, tell each group to take turns chanting their verse
•• read about, listen to and chant about hypothetical and performing the actions they planned. If more than one
situations, such as having wings, a beak, a long neck, etc. group planned actions for the same verse, you will need to
•• act out the words to a chant. play the chant more than once.
Resources: Audio Tracks 12–15, Classroom Presentation
Tool, Online Practice Optional Activity 1
Warm Up If I had a longer neck, …

If I had a beak, …
•• Show a photo of an interesting bird (for example, an eagle
or a parrot). Alternatively, use the photo of the quetzal on If I had thick fur, …
p. 21. Say Look at the photo. What can you see? Point to If I had wings, …
the different parts of the body. Elicit wings, beak, tail, neck,
feathers and claws. Ask Would you like to be the bird in the •• Ask students to scan the verses and find and copy a
ng
photo? Why?/Why not? Listen to several students’ responses. second clause to complete these second conditional
sentences (for example, I’d have a perfect view, I’d eat
1
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bugs, I’d be too hot and I could fly).
•• Ask students to open their books to p. 22. Draw their •• Extra Challenge Ask students to think of a different way of
ar
attention to the glossary below the chant. Check that they completing each of the sentences above starting with if.
understand the words.
Optional Activity 2
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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, •• Ask students to write a four-line verse of their own. They
B, A, B, … while pointing to students. Then ask students to should include in their verse one of the following: If I had
gather in their groups on different sides of the classroom.
c very strong claws, If I had colourful feathers, If I walked on
hi
This mixes students up and gives them a real sense of four legs or If I had very strong teeth.
being in a new group (of four, five or six students) to do the
ap
activity. If your class is large, simply use your arm to make Wrap Up
an imaginary line down the middle of the class and tell one •• Test students’ memory of the chant lyrics. Tell them to close
half they are Group A and the other half they are Group B.
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their books. Divide them into Group A and Group B. Chant

•• Play TR: 12. As students listen, tell them to read the text and the first line and point to Group A to provide the second line.
repeat each line of the chant. Tell Group A to repeat the Then chant the third line and tell them to give you the fourth
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part labelled A and Group B to repeat the part labelled B. line. Repeat the activity with the second verse and Group B.
Try to help students by chanting too, and tapping out the
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beat with your hand. Additional Practice: Online Practice
2
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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
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actions for the A verses. Group B should think of actions

for the B verses. If the two groups are very large, split them
at
further into smaller groups to plan actions. You could start

with examples. For example, say If I had a longer neck and
N
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.

SO
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6 Writing
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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
•• Focus students’ attention on part a. Ask them to underline of
•• read a report about bees in danger.
in the sentences. Ask students to compare answers in pairs
•• use of with facts and figures. before checking them as a class.
•• write a report about an animal in danger. •• Focus students’ attention on part b. Ask them to complete
•• use facts and figures in a report. the activity individually. Then ask students to compare
•• identify the value Care for the environment. answers in pairs before going over them as a class.
Resources: Classroom Presentation Tool, Workbook pp. 18 •• Extra Challenge Write the following sentences on the
and 19, Online Practice board. Tell students to put of in the gaps if necessary.
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
Warm Up necessary)
•• Show a photo of a honeybee. If you haven’t got one to 4 There are only between 400 and 700 wild Sumatra
ng
show on your classroom technology, just open a copy of tigers left. (of isn’t necessary)
the Student’s Book and point to the one on p. 23. Ask What 5 In 2016, beekeepers lost about a third their bees.
is it? (a honeybee) How can you describe it? (It’s small, (of is necessary)
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and black and yellow. It’s got six legs and four wings.)
What do you know about bees? Elicit facts about bees (for
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•• Extra Support Summarize the rules for using of. Explain
example: They make honey. They fly. They collect pollen from
that we use of after the following: numbers and amounts:
flowers.) and opinions (for example: They are beautiful.).
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a number (of), a lot/lots (of), 10% (ten percent) (of) and
1 half/a third/all (of); and types and examples: a type of, a
kind (of), an example (of).
•• 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.
c4
hi
Ask What’s the report about? (how and why bees are in
•• Tell students to think about a kind of animal to write a report
danger) Read questions 1 and 2 aloud. Discuss questions 1
ap
on. You could brainstorm animals in danger to help them

and 2 as a class. Ask students to share their ideas.
with ideas. Some popular examples include: tigers, giant
•• Tell students to read the report and note answers to the two pandas, whales and rhinos.
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questions. Then ask students to compare answers with a

•• Ask students to write their reports. Tell them to use the Bees
partner before sharing answers with the class.
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in danger report as a model. Instruct them to include facts

Answers: 1 They make honey and they help new plants and figures.
grow.; 2 Farmers are using more and more chemicals on
•• You could assign the writing activity for homework. If you ask
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their plants – the chemicals change the bees’ behaviour,

them to do it in class, break the writing into stages. Here is a
and they collect less pollen.
possible process:
•• Value: Care for the environment At this point, you can 1 Ask students to prepare ideas. Instruct them to start
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introduce the value of caring for the environment into by writing the aim, for example: This report explains
the lesson. Say The value of this lesson is Care for the why [elephants are in danger]. Then tell them to write
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environment. Ask How can we care for the environment? headings, for example: Why are elephants important?
Elicit some ideas. You could extend the activity by asking Why are elephants in danger? Tell them to write notes
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students in groups to say what they could do at home or to answer the questions in the headings. Students
at school to help care for the environment. For additional could use their own ideas or research ideas online.
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practice, ask students to complete Lesson 6 of the 2 Ask students to write a first draft. Encourage them to
Workbook in class or at home. use of with facts and figures. Include a peer-editing
2 stage after the first draft. Ask students to swap their

work with a partner and make comments to correct or
•• Read the information in the box aloud. Ask What’s a fact? Is improve the report. Tell students to check if of is used
it true, or is it an idea that you have? (It’s true.) Ask What’s correctly with facts and figures, and if facts and figures
a heading? Is it at the beginning of a paragraph or at the are used. Tell students to return their work and write a
end? (the beginning) What’s the aim? Is it what the report second draft.
wants to do? (yes) What are suggestions? Are they things
you could do or things you must do? (could do) Wrap Up
•• Use the board to show the meaning of circle, underline and •• Tell students to ‘publish’ their work. You could ask several
arrow. Do step 1 as a class. Hold up p. 23 of the Student’s volunteers to read their writing aloud or ask students to
Book. Read aloud Put a circle around the aim. Ask Where’s swap reports with one another to read and give feedback.
the aim? Point to different parts of the text until students
agree on the aim. Then draw an imaginary line around Additional Practice: Workbook pp. 18 and 19, Online
the aim. Practice

S
ES O
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Writing A report
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1 Read the report. Answer the questions. 2 Read the information in the box. Then
1 Why are bees important to us? look at the report and do steps 1–4.
2 Why are bees in danger?
Reports present information and
facts that we have found out by
Bees in danger doing research. In a report, we
put the information into different
I have heard many people say that they are
sections. Each section has a heading
worried about bees. But I did not know why.
explaining what it is about. The
This report explains why bees are important
first section is the introduction and
and how we can help them.
describes the aim of the report.
Why are bees important?
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The last section gives a conclusion
Bees are important because they make honey. or makes suggestions.
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They also help new plants grow. When a bee
lands on a flower, it gets pollen on its feet. 1 Put a circle around the aim.
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Then, it flies to another flower and leaves the 2 Put an arrow next to a heading.
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pollen on it. The pollen allows the new plant to 3 Underline a fact.
make seeds. And seeds make new plants. A 4 Put a box around a suggestion.
third of all the food we eat depends on bees.
c 3
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Writing skill Using of with facts and
Why are bees in danger?
figures
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Farmers are using more and more chemicals

a Read the facts and figures.
on their plants to stop plant diseases. But the Underline the word of.
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chemicals change the bees’ behaviour and

1 A third of all the food we eat depends
they collect less pollen.
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on bees.
What can we do about it? 2 There are a huge number of bees in
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the world.
If we only buy food from farms which don’t
use chemicals, more farmers will stop using 3 There are 20,000 different types of bee.
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them. Also, if we allow wild flowers to grow in 4 Beekeepers in the US lost 33% of their
honeybees in 2016.
our gardens, more bees will come.
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b Put of in the space if necessary.

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A single honeybee makes only one

Care for the environment.
VALUE twelfth of a teaspoon of honey in its
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Workbook, Lesson 6
life. Between 1950 and 2010 the US lost
about 50% of its honeybees.
4 Find out about another animal that is

in danger (for example, elephants),
or an animal that has already
become extinct (for example,
A honeybee dinosaurs). Write a report about it.
collects
pollen from
a flower.

SO
ES
7 N
Video
L ABOUT THE VIDEO
The video features four children talking
about their countries’ national animals.
Two of the children, Tracy and Jessica
1 Watch the video. Match the Tran, talk about Vietnam’s national animal,
the water buffalo. They explain that water
countries (1–4) with the buffaloes are sometimes used on farms
national animals (A–D). and some people even ride them. They
Video 2 also describe some of the other interesting
animals that live in Vietnam, such as apes,
B 1 Italy monkeys and Burmese pythons.
C 2 India
D 3 Vietnam
A 4 the US
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ar
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c
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A the bald eagle B the wolf C the Bengal tiger D the water buffalo
ap
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2 Watch the video again. Tick (✓) the other animals you hear. Video 2
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✓ ape ✓ elephant
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crocodile lion shark

✓ bear ✓ dog giraffe ✓ monkey whale
✓ bird ✓ dolphin ✓ rabbit
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leopard
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3 Complete the table with the animals from Exercise 2.

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India Italy Vietnam the US

ape
elephant dog monkey bear, bird, dolphin, rabbit

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?

ES
SO Function 1: Giving advice
7 Video
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L 3
•• Ask for suggestions of animals from Exercise 2 for each
column of the table in Exercise 3 to help get students
In this lesson, students will: started.
•• watch a video about the national animals of different •• Tell students to complete the table with the animals from
countries. Exercise 2 individually. Walk around the class, monitoring
•• learn more about wild animals. and offering help if necessary.
•• describe national animals, wild animals and their
habitats. 4
Resources: Video 2, Classroom Presentation Tool, Online •• Organize the class into groups of four or five. Ask volunteers
Practice to read the questions from Exercise 4 aloud.
End-of-unit resources: Anthology Story 1, Anthology •• Ask groups to discuss the answers to the questions together.
teaching notes p. 136, Worksheet 6.2, Unit 2 Test, ExamView Walk around the class and check that students are working
Assessment Suite together successfully.
•• Ask groups to report their answers to the class. If you
have a variety of nationalities in your class, students will
Warm Up have different answers. Make sure at least one student of
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•• Explain to students that they are going to watch a video each nationality gets to speak. If your students are of one
about the national animals of different countries. Prepare for nationality, they need to agree on the national animal. If
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this by asking students to give examples of wild animals. they are having trouble agreeing on their national animal,
•• Write four of the suggested wild animals on the board. Ask suggest they research further to find out.
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Where do they live? What’s a ‘national animal’? (an animal
that is a symbol of a country, for example, bear – Russia) Optional Activity
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•• Make a list of animals from the students’ countries on the
1 board. Tell students to work in small groups, with each
•• Ask students to open their books to p. 24, look at the photos group choosing one of the animals and preparing a short
and read the names of the national animals and the
c presentation about it, similar to what they saw on the video.
hi
countries. If necessary, show Video 2 again to give students ideas on
how to structure this.
•• Play Video 2. Tell students to watch and listen. Then tell them
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to match the national animals with the countries. •• Guide students by writing the following questions on
the board:
•• Play Video 2 again so they can check answers. Then go
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over answers as a class. What does it look like?

The script for Video 2 is available on the Teacher’s Resource Where does it live?
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Website. If it’s got a tail, what does it use it for?

•• Extra Challenge Tell students to review the second Is it in danger?
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conditional from Unit 2, Lesson 4 by writing a few sentences How can we help it?
for each of the four national animals in the video, for
example: If I saw a Bengal tiger, I would …
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•• Ask students to find photos or draw pictures of their animal

•• Extra Support Play Video 2 again pausing after each child to illustrate their presentation.
speaks to allow more time for students to match each
•• Ask students to give their presentations.
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national animal with the correct country.
2 Wrap Up
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•• Ask students to list as many animals as they can from the

•• Ask a volunteer to read the animals listed in Exercise 2. Then
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video, remember where the animals are from and how the
play Video 2 again. Tell students to tick the box next to each
children described them.
of the animals they hear.
•• Ask students to check answers in pairs or small groups.
Additional Practice: Anthology Story 1, Worksheet 6.2,
Then ask individuals to list the animals they did or did
Online Practice
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.

Function 1: Giving advice

•• learn and practise phrases for giving advice. •• Say Think of a problem you’ve got. For example, I’ve got
•• ask for and offer advice. a lot of homework, I’m not feeling well or I’m not on the
Resources: Audio Tracks 16–17, Classroom Presentation sports team. When students are ready, put them into pairs.
Tool, Workbook p. 20, Workbook Audio Track 7, Online Ask them to take turns saying their problems and giving
Practice advice.
•• As students do the activity, walk around and check that
they understand the task and are taking turns speaking.
Warm Up Make a note of any errors with the language that you hear.
•• Say I’ve got a problem. I left my [bag/laptop/mobile •• At the end, ask students to share any good advice they
phone] at home. I don’t know what to do. Pause and wait received with the rest of the class.
for students to ask you questions or offer advice. If they offer •• Extra Challenge Ask students to prepare three or four
advice, say That’s a good idea, but … See how many good problems to ask about.
ideas or suggestions they can come up with. •• Extra Support If students can’t think of ideas, start by writing
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a few phrases on the board that they can use as prompts: I
1 can’t find my … ; My best friend isn’t/doesn’t … ; I want to …
•• Ask students to open their books to p. 25. Start by
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introducing the functional language in the green box. Say Optional Activity
Look at the green box. Today, we’re going to learn phrases •• Write the following situations on the board:
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we use when giving advice. Read the expressions aloud,
pausing to ask students to repeat after you model them. School clean-up day
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•• Draw students’ attention to the form used after each phrase. School parents’ day
Say Look at the phrases. Which phrases are followed by to Last day of school
plus an infinitive, which are followed by infinitive without Class beach day
to and which are followed by -ing? Prompt students to
c Community football tournament
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notice and answer. (Point out: try + -ing and It’s a good idea
to talk.) •• Ask students to work in small groups. Ask each group to
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•• Write School clean-up day on the board. Ask What do you choose one of the events listed on the board. Then ask
think students do on a school clean-up day? Elicit ideas. each group to give advice to the organizer on how to
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Use the opportunity to check key words: tidy rooms, pick up prepare for the special day they have chosen.
litter and empty recycling bins.
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•• Play TR: 16. Ask students to listen and complete the Wrap Up
conversation. •• Ask students to close their books. Write the following prompt
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•• Extra Challenge Ask students to close their books before words on the board at random: don’t, were, should, try
playing the conversation for the first time. Ask What advice and idea. Organize the class into two teams, A and B. Say
does Jian give Mei? Tell students to listen and say what they a situation, for example, I left my school bag at home.
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understand before doing Exercise 1. Instruct Group A to give you advice using one of the prompt
•• Extra Support Play and pause TR: 16 to give students time words on the board (for example, Why don’t you call your
to write and to check with a partner. mum?). Tell Group B to give advice using a different prompt
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word. If a group says an incorrect sentence or can’t think

2 of an idea, then the other team gets a point. Read the next
at
situation aloud. Possible situation: My friends don’t want to

•• Play TR: 17. Tell students to listen, check their answers and
talk to me./I want a holiday./I don’t like school lunches./I
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repeat the phrases. Then put students into pairs and tell
feel sick. After a few rounds, announce which team has the
them to practise the conversation.
most points and is the winner.
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.
•• 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.

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.
1 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.
Jian: Well, 1 you should ask. It’s 2 a good idea to learn what that
person did.
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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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Jian: 3 If I were you , I’d put it on the school calendar. Everyone sees that.
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Mei: Great idea!
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Jian: And 4 why don’t 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.
c
Mei: That’s clever. If we start keeping the school clean, there will be less work to do on
hi
clean-up day.
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Jian: That’s right! And one more thing, 5 you might try talking to teachers. Ask them to
tell their classes about the day.
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Mei: Good advice, Jian! Thank you.

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3 Give advice for the problems below. Use a different phrase each time.
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1 I’ve got three exams tomorrow and I haven’t studied for them.
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2 My best friend is ill.

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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.
4 Think of a task or a problem you’ve got. Ask a partner for advice.
FUNCTION 1: Giving advice 25

Protecting our oceans: Niue and Chile
You’re going to watch a video about some new Niue, a very small island in the Pacific Ocean,
marine reserves which will help protect our has made one new marine reserve, and Chile,
oceans. A marine reserve is a nature reserve in South America, has made two. Both countries
at sea. It means that the sea, the seabed and want to protect the oceans around them for
all the fish and sea creatures that live there are the future and for the rest of the world. Only
protected. Sometimes fishing boats damage 1,600 people live on the island of Niue, but they,
the seabed, and when people catch too many and the people of Chile, have given a very
fish, it also causes problems because there important gift to the world.
aren’t enough fish left. Now, people will have to
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stop fishing in the marine reserves.
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ABOUT THE VIDEO communities in order to establish some of the largest marine
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The Pristine Seas project was started in 2008 by National reserves in the world.
Geographic Explorer-in-Residence Enric Sala. The goal was to The two places mentioned in the video are Niue, an island
explore and help protect the last wild places in the ocean. country in the South Pacific Ocean, 2,400 kilometres
Spending weeks at sea, diving thousands of hours, and
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northeast of New Zealand, and Chile, a South American
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seeking out some of the least explored and understood country occupying a long, narrow strip of land between
places in the ocean, Sala and a small team of scientists and the Andes to the east and the Pacific Ocean to the west. In
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filmmakers have worked to inspire the creation of protected 2017, Niue’s government announced a protected marine
areas around the world where marine life can thrive. reserve extending over 126,909 square kilometres. It includes
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The Pristine Seas project has worked with country leaders, the island itself, as well as various offshore reefs and a
business leaders, NGOs, and local governments and submerged atoll, and makes up 40 percent of the nation’s
Exclusive Economic Zone.
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A moon jellyfish
swims near Cape
Horn, Chile.
26 SCHOOL TRIP 1
School trip 1
•• Play Video 3 a third time and tell students to check answers.

In this lesson, students will: Then tell them to compare answers with a partner before
•• read about new marine reserves near Niue and Chile. going over them as a class. To review answers, invite
•• use new words to talk about marine creatures. students to say true or false, and if false, to say why.
•• watch and respond to a video about marine reserves. •• Extra Support Pause the video after each True or False
•• prepare a class frieze. statement is mentioned to allow time for students to answer
it. For item 3, pause after and many whales live there too. For
Resources: Video 3, Classroom Presentation Tool, Workbook
item 4, pause after Creatures like this amazing octopus …
p. 21, Online Practice
For item 5, pause after People will have to stop fishing in
Materials: pencils, pieces of paper, scissors, sheets of
these areas.
cardboard, felt tips or coloured pencils, a map that
includes Chile and Niue 3
•• Make sure that students understand the meanings of
the words in the box. Hold up the Student’s Book and ask
Warm Up questions. For example, say Look at the sea lion. Has it got
•• Write the phrases marine reserve and protect our oceans claws? (no) What about crabs? (yes) Point to the claws.
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on the board. Say Today, we’re going on a school trip. We’re
•• Go over the instructions. Then say It’s long and thin. It’s got
going to see some marine reserves. To teach the meaning
eyes, but it hasn’t got fins, claws or tentacles. What do
of marine reserve, ask questions: If something is marine, is
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you think it is? Ask students to guess before saying It’s a
it on land or in the ocean? (in the ocean) If a place is a
sea snake.
reserve, does it protect plants and animals inside it? (yes)
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•• Put students into pairs. Allow time for them to take turns
Can you fish in a reserve? (no) Can you look for oil and
describing and guessing two or three creatures each.
gas? (no)
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•• Extra Challenge Ask students to write a short description of
•• Say Let’s think about protecting our oceans. What can we
two of the creatures.
do? Listen to students’ ideas and write some on the board:
stop fishing, stop looking for oil, stop putting plastic in the
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Script for Video 3
sea and stop boats and people from visiting.
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The tiny island of Niue in the South Pacific is helping to look
•• Leave the ideas on the board. Say Today, we’re going to after our oceans. This means that creatures like this sea
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watch a video about marine reserves. Let’s see how they snake and thousands of others, will be protected for the
can protect the oceans. future.
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The seabed and coral, like this, will become part of a

Introduce the Topic huge marine nature reserve – nearly 127 thousand square
•• Ask students to open their books to pp. 26–27. Read the kilometres of ocean.
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title aloud and say Protecting our oceans: Niue and Chile.
The area includes one of the best habitats in the world for
Ask Where’s Niue? Where’s Chile? If students don’t know,
reef sharks and many whales live there too; and the good
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say Niue is an island in the Pacific Ocean and Chile is a

news is that there are now more marine reserves. Chile, in
country in South America. Use a map to show the countries.
South America, has created two new reserves. They cover
Remind them that they learnt about Science Buses in Chile
over four hundred square kilometres of ocean and they’re
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in Unit 1.
fully protected.
•• Read the text aloud. Pause after stop fishing in the marine
Now, crabs like these … and sea lions like these … will be
reserves and check difficult words. Use gestures to show
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able to survive. People will have to stop fishing in these

ocean floor by pointing to the floor and using your arm to
areas. Creatures like this amazing octopus and this moon
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show the wavy sea above it. Ask Is the ocean floor at the
jellyfish will be protected.
top or bottom of the ocean? (bottom)
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These new reserves are special environments for lots of

1 different creatures, some that don’t live anywhere else in the
world. National Geographic’s Pristine Seas Project helps to
•• Read the instructions and the questions aloud. Then allow
look after the reserves. Pristine means ‘very clean’. If we look
time for students to discuss the questions in pairs. Go over
after the sea and keep it clean, we’re helping to protect our
answers as a class.
planet and the creatures that live there for the future.
2
•• 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

School trip 1
•• End by asking wrap-up questions about the video.

4 Project
•• Ask students to work in groups. Direct their attention to Additional Practice: Workbook p. 21, Online Practice
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 Script for TR: 18
should have the following materials: a pencil, a piece of Grandmother: So, tell me, Sophia, how is school going?
paper, a pair of scissors, a sheet of cardboard and felt tips
Child: It’s going really well. I like my teachers and I’ve got
or coloured pencils.
some very nice friends too.
•• Before students begin, clearly explain what you want to
Grandmother: That’s great – tell me about them.
see in their project. Point out that you are looking for the
following: Child: Umm, OK … Actually, I’ve got some photos of them on
•• correct language my phone. Would you like to see them?
•• good research and accurate information Grandmother: Of course, I’d love to!
•• neatness Child: OK, here’s a photo of my friend Sarah … She’s doing her
•• creativity music practice.
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•• After groups finish drawing and writing the information
Grandmother: I see … that’s a nice photo. Which one is she?
about their marine creatures, invite a volunteer from each
Child: She’s the girl in the dark grey T-shirt.
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group to present their creature to the class, reading the title
and information aloud and displaying the pictures. Grandmother: Oh, so she plays the flute.
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•• Tell the class that they are now going to put the information Child: Yes, she’s really good … And here’s another photo.
and pictures of their creatures together on one large piece These are my friends Tom and Marco. We’re in the school
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of paper to make a frieze. Tell them that first, they need to science club together.
decide on a name for the frieze. Tell students to brainstorm Grandmother: That’s very nice! It looks like they’re taking
ideas and then vote on the best one. Invite volunteers to exercise.
write the title at the top of the large piece of paper.
cChild: Yes, they are – they’re playing football. Tom’s the boy in
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•• As a class, decide where each of the creatures should go.
the blue T-shirt.
Ask a volunteer from each group to attach the picture and
Grandmother: OK, and is this Marco in the striped T-shirt?
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information about their creature to the paper.

•• When all of the pictures have been added to the frieze, Child: Yes, it is.
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display it somewhere in the classroom or somewhere else in Grandmother: He looks fast!

the school where other students can see and enjoy it. Child: He is! He’s a very good football player! … OK, and here’s
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another photo.
Optional Activity
Grandmother: Let me see … Is this your school?
•• Draw an imaginary marine creature on the board. Make it
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thin or fat, long or short, with claws, tentacles or fins. Say This Child: Yes, and my friend Carla’s in this photo. She’s arriving at
is my marine creature. Then describe it. For example, say It’s school – on time of course!
long and thin with big fins. It’s got a small head, big eyes Grandmother: And how about you? Do you arrive at school
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and a long tail. on time?

•• Put students into pairs. Say Draw your own marine creature. Child: Yes, Grandma. I always arrive on time … and sometimes
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Make it amazing. But don’t show it to your partner. Make I’m early!
sure each pair has a pencil and paper. Note: You may want Grandmother: I’m sure! So, tell me about your friend, Carla?
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to hand out a blank piece of paper for each student to Which one is she?
draw on.
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Child: She’s the girl in the pink T-shirt. She’s in my maths class.
•• Ask students to draw their marine creatures. Then tell
Oh, and her mum’s an art teacher at our school.
students to sit back-to-back. Tell one student to describe
his/her creature. His/Her partner draws it on the other side Grandmother: Really? Is she your art teacher?
of the piece of paper. Say Listen carefully and draw the Child: No, Mr Jones is my art teacher.
creature you hear. Once both students have described Grandmother: Aha. And do you like him?
and drawn a marine creature, tell them to show each other
Child: Yes, he’s a good teacher and a great artist … Well,
their pictures. Find out if any students drew marine creatures
that’s all of the photos I’ve got.
that were similar to the originals.
Grandmother: Thanks, they’re great photos. Now, how about
Wrap Up lunch?
•• Write some of the new words from this lesson on the board: Child: Yes – I’m hungry!
octopus, shark, claw, fin, huge, teeth and tentacles. Point Grandmother: Good – me too!
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

School trip 1
Marine reserves are nature reserves

1 Read the text. Discuss the questions. 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.
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
fishing boats damage
the seabed, and when
2 Watch the video. Write T (true) or F (false). Correct the false sentences.people catch too
Video 3 many fish, it causes
problems because
1 There’s a sea snake at the beginning of the video. T there aren’t enough
fish left.
2 The island of Niue is in the North Atlantic. F (in the South Pacific)
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
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5 People will be able to go on fishing in the reserves for as long as they like. F (People will have
to stop fishing in the
6 Pristine means very large. F (very clean)
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marine reserves.)
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3 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.
c
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claws eyes fin huge long small teeth thin tentacles
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sea lion sea snake crab whale octopus reef shark

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4 PROJECT
Prepare a class frieze.
Work in groups. Choose a sea creature Here are some questions to help you with
from Exercise 3. Draw a picture of it and your research:
cut it out. Do some research and write
1 What does the sea creature look like?
some information to go next to your
2 Where does it live?
picture. Then prepare a class frieze.
3 Is it in danger?
Decide on a title for the frieze and display
4 What does it need to survive?
it in school.
SAMPLE COPY, NOT FOR DISTRIBUTION SCHOOL TRIP 1 27

Review 1: Units 1–2
1 Listen and draw lines. There is one example. TR: 18
Maria Sarah Harry Carla Marco Tom Sophia
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Complete the sentences with the words from the box.
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artist creatures damage disappear extinct ocean
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1 Cutting down trees can damage the environment.
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2 Fish, whales and dolphins live in the ocean .
3 Dinosaurs became extinct a long time ago. There aren’t any now.
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4 If we don’t take care of the planet, many more kinds of animals will disappear .
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5 Zookeepers look after many kinds of creatures like elephants, lions and tigers.
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6 My sister likes to paint and draw. She wants to be a(n) artist .

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3 Complete the sentences. Use will or be going to. Then write two sentences using the
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1 This weekend, we ’re/are going visit the lions at the zoo.
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to
2 I’m not sure where I want to go on holiday. I think I ’ll/will go to Egypt.
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3 The teachers are sure their students ’ll/will remember the information.
4 Elsa found baby turtles on the beach. She ’s/is going to look after them.
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5 Do you need help? They ’ll/will give you advice about the future.
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4 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, .
28 REVIEW 1: Units 1–2


•• review vocabulary and grammar from Units 1 and 2. •• Read the instructions aloud. Ask students to complete the
Resources: Audio Track 18, Classroom Presentation Tool, activity individually. Tell them to compare answers in pairs
Workbook pp. 22–23, Workbook Audio Track 8, Online before going over them as a class.
Practice
4
•• Read the instructions aloud. Tell students to complete the
1 activity individually. Walk around and monitor. Help with
ideas and vocabulary if necessary.
Task Guidance Notes
Flyers Listening Part 1 Students look at a big picture of Wrap Up
people doing different things. They listen to a conversation •• Ask students to reflect on what they have learnt in the first
and match five of the names around the picture to people two units. Write the sentence stems below on the board. Ask
by drawing lines. The conversation might mention activities, students to copy and complete them.
physical appearance and/or location. There is an extra The most interesting thing I learnt was … ; My favourite
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name and at least three extra characters that they do photo in these units is … because … ; I was surprised to
not need. This part is testing understanding names and learn that … ; I liked talking about …
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descriptions.
•• Invite students to share their completed sentences with
Challenges Students tend to rush to match after the first the class.
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sentence they hear, but some descriptions will be similar,
so they need to listen carefully to the whole description.
Additional Practice: Workbook, pp. 22–23, Online Practice
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Remind them there will be a pause for them to draw the line.
•• Can understand some simple spoken descriptions of Workbook Review 1, Exercise 1
people and events
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Task Guidance Notes
•• Familiarize Ask students to look at the photo scenes. Ask Flyers Listening Part 4 Students listen to five short, separate
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What are they doing? for each scene. Choose a character conversations and choose the correct answer from three
in one scene and describe him/her for the class. For pictures for each question. The pictures are very similar,
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example, describe his/her actions, clothes and location. so students need to listen for details. This part is testing
Ask Who is it? Then ask students to look at each character understanding of specific information.
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and think silently of all the words they know. Then ask
Challenges Each conversation has some distractors, so all
them, in pairs, to write as many words as they can for each
three options are mentioned, but only one is the correct
character in each scene. Go over the words with the class
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answer. Remind students to listen to the whole conversation

and make a list on the board.
before choosing an answer.
•• 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
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boy’s name. •• Can understand simple conversations on everyday topics

•• Make sure students understand the instructions. Play TR: 18
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until the end of the first character description but show them •• Read the context with the class. Make sure they understand
you are not drawing. Draw the line when the description is the instructions. Then read the questions with the class.
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complete so they understand that they should listen to the Ask them, in pairs, to underline the key words in each, for
whole description. example: question 1 tomorrow, question 2 Wednesday and
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so on. Check answers with the class.

•• Remind students that there are extra names they do not
need. Play the rest of TR: 18. Tell students to complete the •• Ask them to read again, looking at the options. Point out
activity individually. Play the recording again for students to that they may hear words from all three options but only
check answers. Then check answers with the class. one answer will be correct.
•• Personalize Ask students, in pairs or small groups, to take •• Collaborate Ask students, in pairs, to think of the words for
turns describing a classmate. Tell the rest of the group to what they can see in the options, for example, 1 painting,
guess who it is. Monitor and help if necessary. insects and so on.
For the script for TR: 18, see page 27a. •• Play TR: 8 and tell students to complete the activity
individually. Play TR: 8 again for students to go over answers.
2 Then go over answers as a class.
•• Reflect Give each pair a copy of the script for TR: 8. Tell
•• Read the instructions aloud. Do the first item as a class.
them to underline the words that give the answer to each
Then tell students to complete the activity individually. Ask
question. Check answers as a class.
students to compare answers in pairs before going over
them as a class.
REVIEW 1: Units 1–2 28a

UNIT
3 Working outdoors
•• talk about outdoor jobs. Vocabulary Collaboration
•• listen to an interview with National gardener, lifeguard, marine biologist, Work together to brainstorm a list
Geographic Explorer and marine mechanic, mountain guide, painter, of jobs and describe them, Unit
biologist Jónína Herdís Ólafsdóttir. photojournalist, tennis coach; Opener
•• use indefinite pronouns to talk about fashion, keeper, mural, wonder Communication
people, things and places. Grammar Discuss which jobs are most
•• use question tags to check information, •• Indefinite pronouns to talk about interesting, Lesson 1
ask for agreement, be friendly and people, things or places we Creativity
make conversation. don’t name Write a new verse for the chant,
•• read about unusual jobs. •• Question tags to check information, Lesson 5
ask others if they agree, be friendly
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•• chant about different jobs. Critical Thinking
and make conversation Use information from a text to
•• write a description of a job.
answer questions, Lessons 3 and 6
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•• watch a video about National
Geographic Explorer and wildlife
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biologist Douglas Krause and his work
with penguins.
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•• identify the value Stay safe.
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hi
of saying ‘inside’. Then ask Can you give me an example
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of an indoor job? Can you give me an example of an

•• respond to a photo showing scientists on Mount Etna. outdoor job?
•• brainstorm all the jobs they know in English.
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•• Say Work in your groups to make a list of jobs. Say One

•• talk about jobs people do indoors and outdoors. student in each group is the secretary. Choose your
secretary. Ask ‘secretaries’ to put up their hands. Say It’s your
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•• give their opinion about working indoors or outdoors.

job to write down your group’s ideas. Set a short time limit
Resources: Home School Connection Letter, Classroom
(around four minutes). Walk around the room, monitor and
Presentation Tool
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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
Introduce the Theme
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or a scientist). If they have ideas but are getting the words

•• Organize the class into groups of five or six. Say Each group wrong, say the correct word. After four minutes, find out
needs to take turns saying a job in alphabetical order – for
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which group has the longest list. Ask that group to come to
example, actor, banker, cook. Say Group 1 – your letter is A. the board and write their list of jobs. Other groups can then
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Think of a job. You’ve got twenty seconds. Talk together. Wait add other jobs they thought of.
twenty seconds. Then say OK. What’s your job? Then say Now •• Once you’ve got a list of jobs on the board, ask students, in
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Group 2 – your letter is B. You’ve got twenty seconds. Tell their groups, to discuss the other questions in 1 and 2. After
groups to think of and then say jobs in alphabetical order, they finish, ask students to say which indoor or outdoor jobs
clockwise around the class. If a group can’t think of a job in they would like and why.
twenty seconds, they’re out. If students are struggling during
their thinking time, act out one or two jobs to help – this is fun!
TEACHER TIP
Use the Photo To help with classroom management, it is useful to
•• Ask students to open their books to p. 29. Focus their establish some signals that everyone in the class
attention on the photo. Read the caption aloud. Then direct understands. For example, when you need students to stop
students to the first set of questions labelled 1 and 2. Read talking and pay attention, you can put up your hand and
each question aloud and elicit ideas from the class. See the ask students to put up their hands with you. Do this until
About the Photo box for answers to the questions. everyone stops talking and pays attention to you. Once
•• Organize the class into groups of four or five. Review the everyone is quiet, begin talking. Using signals like this will
meaning of indoors and outdoors by pointing to ‘inside’ help students learn to pay attention and make it easier
the classroom and ‘outside’ the classroom. Say Outdoors for you to manage your class and the transition from one
is another way of saying ‘outside’. Indoors is another way
activity to the next.

UNIT 3 Working outdoors
UNIT
ABOUT THE PHOTO

Working outdoors 3
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.
ng
ni
ar
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c
hi
ap
gr
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Scientists study Mount Etna,

a volcano in Sicily, Italy.
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na
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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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1 N
Vocabulary
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ABOUT THE PHOTO
Jónína Herdís Ólafsdóttir is an Icelandic
marine biologist and National
Geographic Explorer. Her love for the
1 Listen and repeat. Then say which job you think looks underwater realm shapes her research
interests and she is currently focusing on
the most interesting. TR: 19 mapping biodiversity in groundwater-
filled fissures in Iceland.
gardener lifeguard marine mechanic

biologist
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ni
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mountain painter photojournalist tennis coach
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guide
2 Complete the sentences with the jobs from the box.

c
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There are two jobs you don’t need.
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gardener lifeguard marine biologist mechanic

mountain guide painter photojournalist tennis coach
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1 A painter paints walls, bridges and buildings.

2 A gardener looks after plants and flowers.
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3 A photojournalist takes photos for news stories.

mechanic
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4 A fixes cars and electrical equipment.

5 A lifeguard checks that people on the beach are safe.
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6 A mountain guide leads groups of walkers and climbers.

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3 Listen to the interview with Jónína Herdís Ólafsdóttir.

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Circle the correct answer (A–C). TR: 20
1 Jónína is not a . 3 She has to dive into .

A marine biologist A lakes
B scientist B laboratories
C lifeguard C the sea
2 She’s studying . 4 If we study living things, we .

A plants A can learn more about our
planet Marine biologist and National
B very small creatures Geographic Explorer, Jónína
C rocks B will know exactly what will
Herdís Ólafsdóttir scuba dives
happen in the future
in Iceland.
C can change our climate

SO
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1 Vocabulary
N
L 3
•• Use the Photo Focus students’ attention on the main photo.
Ask some questions about Jónína Herdís Ólafsdóttir.
•• Tell students to read through the sentences and answer
•• learn about outdoor jobs. options. Ask students what topics they think will be
•• listen to an interview with marine biologist and National discussed in the interview.
Geographic Explorer Jónína Herdís Ólafsdóttir. •• Play TR: 20. Tell students to complete the activity individually.
Resources: Audio Tracks 19–20, Classroom Presentation Tool, Then go over answers as a class.
Workbook p. 24, Workbook Audio Track 9, Online Practice •• 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.
Warm Up
Script for TR: 20
•• Write -er and -ist on the board. Ask students to brainstorm
jobs ending with -er or -ist. Write the jobs on the board. Presenter: Hello and welcome to our programme about
unusual jobs. Today we’re going to meet someone who
1 has to work in some very cold and wet places. She is a
marine biologist, a scientist, a cave diver and a National
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Geographic Explorer. Her name is Jónína Herdís Ólafsdóttir,
attention on the small photos and names of the jobs in
and she’s from Iceland. Welcome, Jónína!
bold. Play TR: 19 and tell students to listen and repeat. Ask
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Which job looks most interesting? Why? Listen to students’ Jónína: Thank you.
answers and reasons. Presenter: Tell us about what you do every day.
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Jónína: Well, I put my drysuit and diving equipment into the
2 car and drive to the water. I study very small creatures that
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live in between the rocks here in Iceland.
Task Guidance Notes Presenter: How do you find the creatures?
Flyers Reading & Writing Part 1 Students read fifteen
definitions and choose the correct word from a set of ten.
c Jónína: I have to dive into deep lakes with caves full of
water and collect the creatures from the rocks.
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This part is testing understanding of words and ability to
copy them accurately. Presenter: Is the water very cold?
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Challenges Students can sometimes find this task hard Jónína: Yes, it’s VERY cold! That’s why I need a drysuit. When
because it uses several lexical sets. Help them to become you go diving in a drysuit, no water gets inside the suit, so
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familiar with vocabulary in different areas of lexis so they you stay warmer. When you come out of the water and take
have a good resource to draw on. They also need to take the suit off, all the clothes you are wearing are still dry.
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time to check that they have copied the word(s) correctly, Presenter: Is there anyone else there?
including an article (a, an) if this is given, or plural forms.
Jónína: Oh yes, it would not be safe to go alone. You always
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need someone else there.

•• Can understand simple, written descriptions
Presenter: How long do you stay in the water?
•• Can copy words and phrases
Jónína: Usually about 45 minutes.
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•• Familiarize This activity practises matching jobs to Presenter: What do you do with the creatures?
definitions. Students will need to understand that definitions Jónína: I take them back to the science laboratory. We look
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usually refer to purpose or function. Give a short definition at them under the microscope, we count them and study
of purpose for a word from Units 1, 2 or 3. For example, them. Then we make lists of the different types of creatures.
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say Ocean – This is a large sea we can sail across to get Presenter: And why are you doing this?
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to other places. Then ask some students to say similar

Jónína: If we study living things, even very small creatures
definitions with objects in the classroom. Point out definition
like this, we can learn more about how our planet works, for
language, for example, you rather than we, This/These
example, how the climate is changing.
rather than It’s/They’re.
Presenter: Do you like your job?
•• Look at the word box with the class. Point out that there are
two extra words. To help them understand that they need to Jónína: I love it. I think it’s really important. No one knows
think around each vocabulary item in the test, ask them to exactly what will happen in the future, but studying living
cover the definitions and think of one word they associate creatures can help.
with each job, for example, painter/paint.
•• Read through the definitions in the activity with the class. Wrap Up
Ask students to complete the activity individually. •• Play Charades. Students act out jobs and their classmates
•• Own It! Ask students, in pairs, to write three definitions for try to guess.
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 Additional Practice: Workbook p. 24, Online Practice
check together.
UNIT 3 Working outdoors 30a

SO
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2 Grammar
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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
•• use indefinite pronouns to talk about people, things or (‘not in danger’). Ask How can we be safe at school? Elicit
places we don’t name. ideas. (don’t run, don’t push, be careful when opening
•• identify the value Stay safe. a door, and so on) To extend the activity, ask students in
Resources: Classroom Presentation Tool, Workbook pp. 25 groups to choose one of the situations below and think
and 29, Online Practice of ways of being safe there (possible situations: near a
Materials: handouts (or a projected copy) of the story in main road, near a river, at the beach or on a bus). For
the Wrap Up activity additional practice, ask students to complete Lesson 6 in
the Workbook in class or for homework.
3
Warm Up
•• Model the activity by saying Everyone likes … Then pause
•• Write the following sentences on the board:
before saying, for example, chocolate/going on holiday
1 Everyone in the world speaks some English. (False, but
to encourage students to finish the sentence for you. Invite
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most people do!)
three or four students to make suggestions.
2 No one speaks the language called Manx. (True. Manx
•• Ask students to work in pairs. Say Look at 2 to 5 and talk
was spoken on the Isle of Man in the UK for thousands
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about how to complete the sentences. After they finish, ask
of years, but the last speaker died in 1974.)
different pairs to read whole sentences aloud.
3 Someone in the world speaks 50 languages. (True. Ziad
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Fazah from Liberia can speak 58 languages including •• Extra Challenge Ask students to make up their own
Arabic, Polish, Thai, Urdu and Norwegian.) complete sentences using indefinite pronouns.
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•• Ask students, in pairs, to decide if the sentences are true or •• Extra Support Write a few possible sentence endings on
false. Then reveal the answers. the board (for example, chocolate, the news, likes football,
fridge and be late). Ask students to match the sentence
1
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halves before thinking of their own ideas.
hi
•• Ask students to open their books to p. 31. Go through the
Optional Activity
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to read the example sentences aloud. •• Write the following sentences on the board:
•• Check students’ understanding of the meaning and 1 No one likes homework. 2 Everyone goes to bed before
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form. Write someone, something and somewhere on the ten on weekday nights. 3 Someone’s hungry. 4 No one
board. Then ask comprehension-check questions for wears a watch. 5 Everyone likes football.
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understanding and form: •• Tell students to work in pairs. Ask them to decide if the
Are we talking about people, things or places? sentences are true or false about students in the class.
(someone = people; something = things; Then ask students to form questions (for example, Do you
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somewhere = places) like homework?) and then stand up, walk around and ask
their classmates. After four minutes, ask students to sit in
Do we say what the people, things or places are? (no)
pairs again and say whether (based on their survey) the
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How many is no and every? (no = 0; every = all)

sentences really were true or false.
What words can we use in place of some? (no, every
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or any) Wrap Up
Do we use any in affirmative or negative statements? •• Start by showing the following on the board, using a
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(negative) projector or on a handout given to students:

Do we use is or are with indefinite pronouns? (is – for
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example, No one is in the water.) Once upon a time, there were four people … Their names
were Everyone, Someone, Anyone and No one. There was
2 an important job to do at school. Everyone was sure that
Someone would do it. Anyone could have done it, but No one
•• Ask students to read the text for comprehension first. Ask did it. When No one did it, Everyone got angry because … it
What does a lifeguard do? (He/She checks that everyone was Everyone’s job! Everyone thought that Someone would
is safe and checks for dangers in the water and on the do it, but No one thought that No one would do it …
beach.)
•• Ask students to circle the correct answers. Say Look at 1. •• Read the story aloud and ask students to listen. Ask Who
Is it anyone or no one? (anyone) Why? (because it is a did the important job in the end? What did you think of
question) Hold up the page in your book and point to the the story? Is it true in real life – do people do this at your
sentence in Exercise 2 and then to the rule in Exercise 1. school?
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.
Additional Practice: Workbook pp. 25 and 29, Online
Tell students to complete the activity individually. Then tell
Practice

S
ES O
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Grammar
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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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ni
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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
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lifeguard station now. Usually, the lifeguard is there to check
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that 3everyone / someone and 4everything / anything is
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safe in the sea and on the beach. The lifeguard watches
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people in the water to check there isn’t 5anything /

anywhere dangerous happening and he or she makes
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sure there is 6nothing / something on the beach that might

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cause a problem. If 7something / nothing goes wrong, or

8
someone / no one is in trouble, the lifeguard comes to the
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rescue. If there isn’t a lifeguard at the station, don’t go in the

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water. It’s important to stay safe!

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VALUE Stay safe.

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Workbook, Lesson 6
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3 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

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3 N
Reading
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1 Look at the photo. Discuss the questions. 3 Read again. Answer the questions.
1 What do you think this man has to do for his job? 1 What do the rhino keepers do?
2 What do mural painters do?
2 Do you think you would like to do his job? They paint places like walls.
3 How do mural painters help cities and
Why? / Why not?
towns? They help make cities and
towns more beautiful.
3 Do you think his job is easy or difficult? Why? 4 What do ‘cool hunters’ do?
5 What might be difficult about being a
‘cool hunter’? It’s hard to stop working.
How would you like to be a … ? 4 Work in pairs. Discuss which job you
Rhino keeper would like to do and why.
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Do you enjoy looking after animals and being
outdoors all day? If you do, then maybe you’d
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enjoy being a rhino keeper. A team of rhino
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keepers in Kenya looks after some special white
rhinos. The team protects the rhinos to make sure
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they don’t become extinct.
Mural painter Yusuf, a rhino keeper at the

Do you like painting and being outdoors? If your c Lewa Wildlife Conservancy in
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answer to both these questions is ‘yes’, then the job Kenya, resting with baby rhinos
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of mural painter might be perfect for you! Some

places, like walls in cities, can look quite boring and
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ugly because they’re grey. But when mural painters

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paint them with big colourful pictures, they look

amazing! Mural painters have a great job. They
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make walls into art and help make cities and towns
look more beautiful!
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‘Cool hunter’
Are you interested in clothes and fashion? Do you
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wonder why some new things are popular and

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‘cool’ and some are not? Would you enjoy walking

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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
ABOUT THE PHOTO
to learn different languages and enjoy talking to Lewa Wildlife Conservancy in northern Kenya in east Africa
people. The only problem is that it’s hard to stop was once a cattle ranch. It became a guarded black
rhino sanctuary in 1995, and it is now the headquarters
working. You have to pay attention, because things
for a non-profit wildlife conservancy, which has gained
can be cool one day but ‘uncool’ the next! 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
New words: keeper mural fashion wonder
endangered because poachers kill them for their horns.

SO
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3 Reading
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•• Give students time to read through the questions. Ask What
can you remember from the first reading? Then tell students
In this lesson, students will: to read the text again and find information to answer the
•• read about unusual jobs. questions. Ask students to compare answers in pairs. Then
•• talk about what job they would like to do and why. go over answers as a class.
Resources: Audio Track 21, Classroom Presentation Tool, Answers:
Workbook p. 26, Online Practice 1 They look after rhinos and protect them.
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.
Warm Up •• Extra Challenge Ask students to write three more questions
•• Start by showing three photos of interesting jobs (for about information in the text. At the end, ask students to
example, a clown, an astronaut and a zookeeper). Ask ask their questions to the class. See if the class can answer
What are the names of these jobs? What do people do in them.
these jobs? Which is the most interesting job and why? Ask •• Extra Support Support students by breaking down the task.
What adjectives describe the jobs? (easy, difficult, boring, Read question 1 aloud. Then say Look in the first paragraph,
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interesting, fun, and so on) find answers and check with a partner. Give students a
•• Say Now we’re going to read about three more unusual minute. Then ask the question and invite pairs to answer.
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jobs. Then repeat the process for questions 2–5.
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Optional Activity
•• Use the Photo Ask students to open their books to p. 32. •• In pairs, ask students to use context to work out the
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Focus their attention on the photo and read the caption meaning of any new words in the text. Once they work out
aloud. Use the photo to clarify the meaning of rhino and the meaning, tell them to write a sentence showing the
keeper. meaning of each word. Tell them to start with the four new
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•• Tell students to discuss the questions as a class or in pairs. words listed below the text and then to find three other
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words in the text to use in sentences. These could be words
2 that are new to them or words they are not sure about.
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•• After students write their sentences, tell them to work with

•• Start by pointing out the three subheadings (Rhino keeper,
a new partner. Tell students to take turns reading their
Mural painter and Cool hunter). Say We know what a rhino
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sentences, saying ‘mmm’ in place of the word they are

keeper is. But what’s a mural painter? And what’s a cool
defining. Tell their partner to guess what the missing word is.
hunter? Do they sound like good jobs? Why? Ask students
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You will need to model this activity with an example first. So

to say what they think the jobs are, but don’t tell them
say The mmm protects and feeds animals. What’s mmm?
because the answers are in the text.
(rhino keeper)
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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 4
readers who already have an unusual job or might want
•• Ask students to discuss the jobs from the text in pairs. At the
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an unusual job in the future? (might want an unusual job)

If you predicted from subheadings, ask students if their end, ask students to say what job their partner would like
predictions are correct. and why.
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Wrap Up
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the text.
•• Do a quick quiz. Tell students to close their books. Ask
•• Ask Why do you think the author wrote this text? To give us
students if they can remember the following: 1 the place
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information or to make us laugh? (to give us information)

where Yusuf works; 2 the type of rhino that keepers like Yusuf
Look at the first sentence of each paragraph. Is it a
protect; 3 the reason why mural painters paint on city walls;
question or a statement? (a question) Why does the writer
4 what you need to learn to be a cool hunter. Say these
use questions with you? (to make us interested in reading
items or write them on the board.
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.)
•• 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.

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4 Grammar
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4
•• Read the instructions aloud. Ask students to make a
conversation in pairs using their question tags from Exercise
In this lesson, students will: 3. It is a good idea to mix students at this stage so they are
•• use question tags to ask for agreement, be friendly and working with a new partner.
make conversation. •• Start by modelling the activity with a volunteer. Say Hello
Resources: Classroom Presentation Tool, Workbook p. 27, [Maria]. It’s a nice day, isn’t it? Prompt the student to
Workbook Audio Track 10, Online Practice respond Yes, it is and add his/her line if necessary. Then
Materials: music, handout for the Optional Activity 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
Warm Up answer questions in pairs.
•• Write the following on the board: You’re … , aren’t you? •• As students speak, walk around and monitor. Prompt for
Choose a student who’s comfortable speaking in front of ideas and help with vocabulary if necessary. Notice errors
the class. Then ask question tags. For example, ask You’re students make, but don’t correct them immediately. Note
in a lesson, aren’t you? You’re [Spanish], aren’t you? You’re them down. At the end of the activity, write three or four errors
studying English, aren’t you? You’re from [Madrid], aren’t you heard on the board. Make sure they are anonymous
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you? You’re wearing [a blue shirt], aren’t you? You’re and generic. Change the wording of a phrase, if necessary,
from [England], aren’t you? The student can answer with to avoid revealing any student identities. Ask students to work
in pairs to correct the sentences on the board.
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a simple yes or no. He/She doesn’t need to produce the
target grammar at this point. •• Extra Challenge Ask students to prepare three questions
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about Jónína Herdís Ólafsdóttir, who was interviewed in the
1 listening passage on p. 30 in Lesson 1.
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•• Ask students to open their books to p. 33. Read through the •• Extra Support Write the possible responses on the board so
explanation in the green grammar box. Then ask volunteers students can refer to them: Yes, we do./No, we don’t./Yes, it
to read the example sentences aloud. 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?
c
Optional Activity
hi
(are) Is it affirmative or negative? (affirmative) So, what verb
do we use in the tag? (are) Is it affirmative or negative in •• Write the following on the board (or copy the list onto a
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the tag? (negative) Repeat with one or two other sentences. handout – one handout per student):
•• Check students’ understanding of form. Write the following
1 You ____________ , don’t you?
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on the board:
2 You ____________ , aren’t you?
1 He ______ tired, ______ he? 3 You ____________ , do you?
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2 You ______ got a new phone, ______ you? 4 You ____________ , have you?
3 She ______ like cheese, ______ she? 5 You ____________ , can you?
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6 You ____________ , haven’t you?

•• Ask volunteers to come to the board and write the correct 7 You ____________ , are you?
missing forms in each sentence. Point out how the same
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auxiliary verb is used and how the verb changes from •• Tell students to work in pairs. Ask them to copy and
affirmative to negative. complete the question tags in a way they think is true
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for their partner. For example, they could write You like
2 football, don’t you? Then tell them to take turns asking and
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•• Read the instructions aloud. Do the first item as a class. answering the question tags in their pairs.
Then ask students to complete the activity individually. Ask
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students to compare answers in pairs. Then go over answers Wrap Up

as a class. •• Ask three question tags about the text on p. 32 to find out
•• Extra Challenge Ask students to change the sentences so how well students remember it. For example, ask Yusuf
they say the opposite. So, for example, they change She works with tigers, doesn’t he? Mural painters work indoors,
enjoys looking after animals, doesn’t she? to She doesn’t don’t they? Cool hunters love fashion, don’t they?
enjoy looking after animals, does she? •• Ask students to stand up. Play music quietly. Tell students
•• Extra Support If students have problems completing the to walk around the class. Stop the music. When the music
activity, point out what the abbreviated forms refer to (for stops, prompt students to take turns asking questions to
example: ’s can be is or has; with like, we use do). the person next to them. Instruct them to keep asking
and answering questions until the music starts again. Tell
3 students to walk around when the music starts again. Stop
the music and tell them to talk to a new partner.
•• 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. Additional Practice: Workbook p. 27, Online Practice

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Grammar
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They look after the rhinos 1 Study the grammar box.
and protect them to make
sure they do not become
Question tags
extinct.
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
They walk around, look at question tag.
what people are wearing A: You’re not a mural painter, are you? B: No, I’m not.
and find cool new places.
They also find new people A: He’s got an interesting job, hasn’t he? B: Yes, he has!
with good ideas and help
them become famous. A: He can’t work today, can he? B: No, he can’t.
For sentences with most other verbs, use the verb do in the tag.
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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?
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2 Match the sentences (1–10) with the question tags (A–J).
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1 She enjoys looking after animals, H A haven’t you?
2 You can paint murals, E B aren’t we?
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3 The murals are colourful, D
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C does he?
4 He’s got an interesting job, F D aren’t they?
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5 It’s important to stay safe, G E can’t you?

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6 He doesn’t work indoors, C F hasn’t he?

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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?
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9 He’s not working right now, J I don’t you?

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10 You’ve got some paint, I, A J is he?
3
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Add question tags to the sentences. Then write three of

your own ideas.
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1 It’s a nice day, isn’t it ?

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2 We have next, don’t we ?

3 You’re playing tennis at the weekend, aren’t you ?
4 That’s a new bag, isn’t it ?

5 Our teacher’s nice, isn’t he/she ?
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!

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Chant
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1 Read the chant and guess the 3 Work in groups. Use the words from
missing jobs. Then listen, check the box to write a new verse.
and repeat. TR: 22
all day long tennis coach
2 Divide into two groups, A and B. doesn’t he? doesn’t he?
Group A chants the sentences, very strong teaches tennis
Group B chants the question tags. isn’t he? isn’t he?
TR: 23 and 24
He’s
? ?
She’s a mountain guide …
He
She’s a mountain guide,
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? ?
She knows the way.
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She brings you back safe,
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At the end of the day!
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He’s a gardener ,
Isn’t he? Isn’t he?
He grows plants and flowers. c
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He works outdoors,
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For hours and hours!
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She’s a mechanic ,
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She can help you.
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She fixes things when they go wrong,

ABOUT THE PHOTO
The woman in the photo is mountaineer Pasang Lhamu
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And makes them good as new! Sherpa Akita. She grew up in Lukla, Nepal, near Mount
Everest. She has climbed the world’s highest mountains
He’s a lifeguard ,
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(including the two highest, K2 and Mount Everest) and

Isn’t he? Isn’t he? became the first female mountaineering instructor in
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Nepal. Pasang has worked hard to help people who

He can swim and he can dive.
were affected by the April 2015 earthquake in Nepal.
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He watches the beach, Pasang was National Geographic’s People’s Choice

Doesn’t he? Doesn’t he? Adventurer of the Year in 2016, largely because of her
And he saves lives! heroic work helping the victims of Nepal’s earthquake.
She’s a marine biologist ,

She loves the sea.
It’s full of fish and creatures,
Pasang Lhamu Sherpa Akita became
Isn’t it? Isn’t it? Nepal’s first woman mountain climbing
That she wants to see! teacher and she was National
Geographic’s 2016 People’s Choice
Adventurer of the Year.
34 UNIT 3 Working outdoors

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5 Chant
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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.
•• chant about different jobs.
•• Extra Challenge Play TR: 23 or TR: 24 again. This time, tell
•• write a verse for the chant. students in Group B to close their books. Say You need to
Resources: Audio Tracks 22–24, Classroom Presentation remember and say the question tags. If students can’t
Tool, Online Practice remember, keep prompting them. Tell Groups A and B to
swap roles and repeat.
Warm Up 3
•• Review question tags from Lesson 4 and the jobs from •• Organize the class into new groups of three or four. If you
Lesson 1. You could do this with a quick quiz. Ask these have a small class and mixed students for Exercise 2, you
questions and tell students to give you short answers: may want to leave them in the same groups. Ask students
A marine biologist works in the ocean, doesn’t she? to work in their groups to write a verse of their own using the
(Yes, she does.) words in the box. You could elicit the first line (He’s a tennis
coach) to get students started.
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A tennis coach is good at teaching people how to play
tennis, isn’t he? (Yes, he is.) •• Invite groups to perform the verse for the class. Ask as many
groups as time allows.
A mechanic takes photos for a newspaper, doesn’t she?
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(No, she doesn’t.) OK. Who takes photos for newspapers Sample answer: He’s a tennis coach, Isn’t he? Isn’t he? He
then? (a photojournalist) teaches tennis all day long, Doesn’t he? Doesn’t he? And
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he’s very strong.
Mechanics don’t repairs cars, do they? (Yes, they do!)
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A lifeguard can swim very well, can’t he? (Yes, he can.) Optional Activity
Gardeners are good at showing people the way up •• Brainstorm some jobs and write them on the board, for
and down mountains, aren’t they? (No, they aren’t.) OK. example, English teacher, football player, doctor, and so
Who’s good at showing people the way up and down
c on. Tell students to work in groups. Tell each group to choose
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mountains? (a mountain guide) a job and write as many sentences as they can about that
Gardeners work with flowers and trees, don’t they? job in three minutes. For example, for English teacher: She/
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(Yes, they do.) He works in a classroom. She/He gives homework. She/He

listens to students.
1
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•• When students have at least six sentences, tell them to

•• Ask students to open their books to p. 34. Focus their work together to write and perform a verse. Instruct them to
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attention on the photo. Read the caption aloud. Ask choose the best sentences they have and write question
Where’s she from? What’s her job? tags to go with them.
•• Read the first verse of the chant aloud. Then say Read the
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chant and guess the jobs. Tell students to check answers Wrap Up
in pairs. •• Test your students’ ability to use question tags. Tell them to
close their books. Read lines from the chant aloud and
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•• Play TR: 22. As students listen, tell them to repeat each line.
Then write the jobs on the board so students can check see which students can give you the correct question tag
that they have written the jobs correctly. first. For example, say She’s a mountain guide, … (students
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•• Extra Support Play TR: 22 again. Pause after each verse to say isn’t she?) She knows the way, … (students say doesn’t
give students time to fill in any missing answers. she?) Test students further with some more demanding
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questions. You could change the wording slightly. For

2 example, refer to the lifeguard and say He can swim, …
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(can’t he?) or He doesn’t work indoors, … (does he?)

•• 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 Additional Practice: Online Practice
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.

SO
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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
In this lesson, students will: questions.
•• read a description of a mechanic’s job.
•• use questions to prepare ideas. 3
•• write a description of a job. •• Direct students’ attention to part a. Model the activity
Resources: Classroom Presentation Tool, Workbook p. 28, by writing a job on the board (for example, nurse) and
Online Practice asking What questions can you ask? To prompt students,
Materials: a photo of a mechanic at work ask Where do you work? What do you do? How do you
become a nurse?
•• 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
Warm Up
students to prepare questions. Tell them to use the questions
•• Display a photo of a mechanic at work. Ask What does
in Exercise 2. Tell students to compare questions in pairs to
[he/she] do? Where is [he/she]? What can you see in
make sure they are correct.
the photo? Elicit key words: garage, car, engine, wheel, fix,
•• Direct students’ attention to part b. Ask students to write
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repair and put (something) right.
short answers. Monitor and help with ideas and vocabulary.
1 •• Extra Support Instead of asking students to write short
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answers by themselves, brainstorm possible answers on the
board. Elicit the first question, Where do doctors/teachers/
at the questions. Ask What do you think the answers are?
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lifeguards work? Then elicit possible answers and write them
Ask students to share their ideas.
on the board: in a hospital/at a school/on a beach, and
•• Ask students to read the description and note answers to
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so on. Do the same with the other questions, writing key
the three questions. Ask them to compare answers in pairs vocabulary on the board.
before telling the class.
4
Answers: 1 They study how things work. 2 They work in many
different places. 3 Yes.
c
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•• Ask students to write a description of a job. Tell them to turn
2 their short answers from Exercise 3, part b into sentences.
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•• Read through the information in the grey box with students. it in class, break the writing into stages. Here is a possible
Then ask them to answer questions 1–4. Remind them
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process:
that they have already covered some of the answers in 1 Ask students to prepare three paragraphs. Tell them to
Exercise 1. Tell students to compare answers in pairs. Then decide what questions to answer in each paragraph.
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go over answers as a class. So, in paragraph 1, they answer the question What do
•• Extra Challenge Ask students to work in pairs. Tell them to try they do? In 2, they answer the questions Where do they
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to answer the four questions before looking back at the job work? and What do they need? In 3, they answer the
description. questions How do you become a person with that job?
•• Extra Support Ask students to underline the question words 2 Ask students to write a first draft. Include a peer-editing
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in the four questions below the grey box to help them stage after the first draft. Ask students to exchange their
understand the kind of information they need to look for. work with a partner. Tell them to make comments to
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For additional support, review the text and do the activity correct or improve the description.
as a class. •• Ask students to ‘publish’ their work. You could ask several
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Answers: 1 in garages, on roads and in big or small volunteers to read their writing aloud or ask students to
buildings; 2 They fix things; 3 safety glasses; 4 You have to swap their descriptions with one another to read and give
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work hard at school, especially in maths and science. feedback.
Optional Activity Wrap Up

•• Ask students to role-play an interview with a mechanic. •• If you assigned the writing activity for homework, go through
Tell students to work in pairs. Ask them to decide who is what you want students to achieve. Say, and write on the
the ‘interviewer’ and who is the ‘mechanic’. Instruct the board, the following:
interviewer to prepare questions (This student needs to 1 Write a heading: the name of the job.
make changes such as Where do mechanics work? to 2 Use your notes from Exercise 3 part b to write long
Where do you work?). Tell the mechanic to look at the sentences.
description and note or underline things he/she can say. 3 Organize the sentences into three paragraphs.
After students have practised their interview, tell them to 4 Write 80 to 100 words.
swap roles and repeat.

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Writing A description of a job 6
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1 Read the description of a mechanic’s job. 2 Read the information in the box.
Answer the questions. Then look at the description of
1 What do mechanics do? a mechanic’s job and answer
2 Where do they work? questions 1–4.
3 Can anyone become a mechanic?
Descriptions of jobs tell the most
important information about a job. For
A mechanic’s job example, the information about where
someone with that job works, what he/
Mechanics study how things work. They learn
she does and what he/she needs to
about electricity and transport, for example
do his/her job.
cars, trains and planes. When things go
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wrong, they put them right. It’s very useful to 1 Where do mechanics work?
have a mechanic in the family!
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2 What do they do?
Mechanics work in many different places – 3 What do they need to do their job?
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they work indoors and outdoors, in garages, 4 How does someone become a
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on roads, in big or small buildings. They mechanic?
might need safety glasses if they are doing
something dangerous. It’s an interesting job 3 Writing skill Using questions for ideas
c a Think of another job and write
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because mechanics do something different
every day. questions about it. Use the questions
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in Exercise 2 to help you.

If you want to become a mechanic, you b Write short answers to your questions
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have to work hard at school, especially in in Exercise 3a.

maths and science. In the past, not many
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girls became mechanics, and some people 4 Write longer answers to your
still think it is a man’s job, but now anyone questions from Exercise 3a to give a
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who wants to can have a great job as a description of the job you chose.
mechanic.
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Kamala Chaudhary opened her

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own mechanic shops in Nepal.

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PHCAP

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Video
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1 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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ABOUT THE VIDEO Douglas Krause is a
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Douglas Krause is a National Geographic Explorer and a wildlife biologist with National Geographic
the National Oceanic and Atmospheric Administration (NOAA). The video shows
Explorer and a wildlife
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his work with chinstrap penguins. Chinstrap penguins live on islands in the
Southern Pacific and the Antarctic Ocean. They are about seventy centimetres biologist with the
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long and weigh three to five kilos. They are named after the ‘chinstrap’ that goes National Oceanic
from their black head and around their ‘chin’, in a similar way to the chinstrap and Atmospheric
on a helmet. Note that penguins only live in the southern hemisphere. Administration (NOAA).
c
hi
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2 Watch the video. Circle the correct answer (A or B). Video 4

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1 The penguins are called .

A Chinstrap penguins B Antarctic penguins
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2 Douglas is putting on the penguins.

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A tags B cameras
3 The penguins the tags.

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A are bothered by B don’t mind

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3 Watch the video again. Write T (true) or F (false). Correct the false
sentences.
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Video 4
1 Chinstrap penguins live in the Arctic. F (in Antarctica)

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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

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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•• 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.
•• Extra Support Play Video 4 a second time. Pause the video
at key moments and elicit the answer.
•• watch a video about wildlife biologist and National
Geographic Explorer Douglas Krause and his work with
Website.
penguins.
•• learn more about penguins and wildlife research. 3
•• discuss the job of a wildlife biologist.
•• Read the instructions aloud. Ask students to read the six
Resources: Video 4, Classroom Presentation Tool, Online sentences. Clarify key words: attach (= ‘put on’; use gestures
Practice to show this word) and feathers (= ‘they cover birds’; use a
End-of-unit resources: Worksheet 6.3, Unit 3 Test, ExamView photo and remind them of the chant in Unit 2). Encourage
Assessment Suite students to mark T or F in pencil next to each sentence;
Materials: a photo to help show the meaning of feathers however, reassure them that they will have time to watch the
video again and check their answers.
•• Play Video 4 again and tell students to check their answers.
Warm Up
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•• Ask students to compare answers in pairs. Tell them to
•• Explain to students that they are going to watch a video correct the false sentences at this stage. Then go over
about a wildlife biologist who studies penguins. Prepare for answers as a class. You can do this by writing the answers
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this by writing the following jobs on the board, checking (T or F ) on the board. Ask students to justify false answers by
the pronunciation (see underlined stresses) and asking the giving the correct information.
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questions that follow:
4
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biologist photographer scientist •• Organize the class into groups of four or five. Ask groups to
Antarctic explorer penguin
discuss the answers to the two discussion questions together.
Walk around and monitor, asking students for their opinions.
Which words are jobs? What do people with these jobs
c Check that students are working together successfully and
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do? (for example, travel, go on expeditions, do research, that everyone in each group is participating.
take photos, climb mountains) Which word is a place? •• Ask groups to report their conclusions to the class. If
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(Antarctic) Which word is a bird? (penguin) What do you would like to provide more information for question
you think is the connection between these words? (Most 2, explain that scientists use bio-logging tags to study
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penguins live in the Antarctic, and the people study them.) behaviour (movement, choice of food, etc.) and they use ID
1 tags to help them estimate population numbers.

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•• Use the Photo Ask students to open their books to p. 36. Optional Activity
Focus their attention on the photos. Read the caption •• Tell students to imagine that a scientist put a tag on them
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aloud. Divide the class into pairs to discuss the questions. for the last 24 hours. Tell them to think about what the
At the end, ask each pair to tell the class one thing about scientist found out. They should think about: where they
penguins.
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went, what they did, what they ate, how long they slept and
Sample answers: Most penguins live in cold places/in the how many times they did certain things. Ask students to talk
Antarctic. Some penguins live in temperate locations (South in groups and tell each other what the scientist found out.
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America, Australia, Africa). They eat fish. They can swim, but
they can’t fly. Wrap Up
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•• Extra Challenge If you ask students to discuss in pairs, tell •• Ask students to close their books. Ask the following
them, when ready, to come to the board and write one
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questions as a quick quiz:

thing (or two things if your class is small) about penguins. At What type of penguins are they? (chinstrap)
the end, you will have a board covered with interesting facts
What’s Douglas’s job? (wildlife biologist)
and opinions.
What’s NOAA? (National Oceanic and Atmospheric
2 Administration)
What do they use to attach the tags to the penguins?
•• Read the instructions aloud. Ask students to read through
(a plastic strap and glue)
the sentences and options. Use gestures, definitions
or examples to show what a tag is and to help them How long do the penguins wear the tags? (three weeks)
understand what putting it on means. Point out that don’t
mind is the opposite of bothered by. Ask comprehension- Additional Practice: Worksheet 6.3, Online Practice
check 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?

UNIT
4 Let’s get technical

•• talk about technology. Vocabulary Collaboration
•• listen to an interview about how chat, connect, delete, do research, Work together to say sentences
computers are changing. improve, program, repair, save; about things that are happening
•• use the present simple passive and the engineers, fixed onto, remote- now, Lesson 4
past simple passive to emphasize the controlled, straight into Communication
action rather than who does it. Grammar Discuss taking photos, Lesson 3
•• read about camera traps. •• Passive (present simple and past Creativity
simple) Plan and perform actions for the
•• use the present continuous passive
to talk about things that are •• Passive (present continuous) chant, Lesson 5
happening now. Critical Thinking
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•• chant about technology problems. Determine if sentences are true
or false and correct the false
•• write instructions.
sentences, Lesson 1
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•• watch a video about inventions from
different countries.
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•• identify the value Help others.
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c
hi
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•• Read question 2 aloud. Ask students to share their ideas.

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•• For question 3, put students into pairs. Read the two
•• respond to a photo showing students wearing virtual questions in question 3 aloud. Say Ask and answer the
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reality glasses. questions with your partner. Model the activity by saying
•• talk about technology they use every day. I use my mobile phone every day. I use it to call and text
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Resources: Home School Connection Letter, Classroom people. After a few minutes, invite students to share their
Presentation Tool answers with the class.
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TEACHER TIP
Introduce the Theme It is important to vary interaction in the classroom. Plan
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•• Write mobile phone on the board. Show students your to ask students to do some activities in pairs, some in
mobile phone. Say This is my mobile phone. I use it for all groups and some as a whole class, and aim to provide a
at
kinds of things. I use it to call and text. I also use it to check variety of interaction in each lesson. Here are some tips for
the time. I use it to take photos or make short videos. And doing this:
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it’s also my alarm clock – I use it to help me wake up! •• Change the way you do a certain kind of activity or step
•• Ask Have you got a mobile phone? What do you use it for? from lesson to lesson. For example, you could do the
Listen to students’ answers. Warm Up activity as a whole class in one lesson then ask
•• Put students into pairs. Tell them they’ve got two minutes students to work in pairs for the next lesson’s Warm Up
to write down everything they use their mobile phones for. activity.
After two minutes, say Stop. Ask pairs to share their lists with •• Ask students to change partners often so they have a
the class. chance to work with and speak to different classmates.
You can ask them to check or compare answers with a
Use the Photo regular partner (a student they usually sit next to).
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.

UNIT 4 Let’s get technical
UNIT
Let’s get technical 4
ng
ni
ar
Le
ABOUT THE PHOTO
The boys in this photo are using VR (virtual
reality) glasses in a science lesson in Hunan,
c China. Hunan is a southern province of China.

hi
Current VR technology most commonly uses
virtual reality headsets to generate realistic
ap
images, sounds and other sensations that

simulate a user’s physical presence in a
gr
virtual or imaginary environment. A person

using virtual reality equipment is able to ‘look
eo
around’ the artificial world, move around in it

and interact with virtual features or items.
lG
na
io
at
Students wear virtual reality

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glasses to learn about science

in Xiangxi Tujia and Miao
Autonomous Prefecture, Hunan
Province of China.

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?

SO
ES
1 N
Vocabulary
L
1 Listen and repeat. 2 Complete the sentences with the words from Exercise 1.
TR: 25 repair
1 My laptop is broken. Someone’s going to it tomorrow.
program a set of connect
2 I can’t to the internet, so I can’t get online.
instructions that tells a
3 I usually chat to my friends online. It’s faster than email.
computer how to do
something 4 She wants to learn more about robots, so she’s going to do research
about them.
chat to communicate
5 Remember to save your work before you turn off your computer.
connect to link to
6 Don’t delete that email message. I want to read it again later.
delete to remove
7 My dad watches videos online to improve his English.
ng
do research to look programs
8 You probably use a few different every time you use your
for information about
computer.
ni
something
3
ar
improve to make Listen to the interview about how computers are changing. Write
better T (true) or F (false). Correct the false sentences. TR: 26
Le
1 The first computers were connected to the internet. F (The first computers weren’t
repair to fix connected to the internet.)
2 A cat’s brain can hold more information than a tablet. T
save to keep
c
3 In the future, computers might be able to use information to improve
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our health. T
ap
4 In the future, computers will be able to do everything that people can.

F (They won’t be able to do
5 A computer could do the job of a lifeguard. everything that people can.)
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F (A computer couldn’t do the

job of a lifeguard.)
eo
lG
na
ABOUT THE PHOTO

io
The photo shows a dinosaur robot receptionist

at the Henn na Hotel in Japan. The Henn na is
at
the first hotel in the world to have mostly robots

as workers. The robot receptionists speak
N
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.
38 UNIT 4
Let’s get technical
SO
ES
1 Vocabulary
N
L
•• Extra Support Play TR: 26 a second time if necessary.
Script for TR: 26
Presenter: Welcome to Technology Now. Today we’re going
In this lesson, students will: to talk to a computer scientist about how computers
•• talk about computers and technology. are changing. As we know, computers are used almost
•• listen to an interview about how computers are changing. everywhere now so, can you start by telling us a bit about
the first computers?
Resources: Audio Tracks 25–26, Classroom Presentation Tool,
Workbook p. 30, Workbook Audio Track 11, Online Practice 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
Warm Up to design new computer programs, keep information and
•• Use the Photo Ask students to open their books to p. 38 play games. However, computers weren’t connected to
and focus their attention on the photo. Read the caption the internet because there was no internet forty years ago!
aloud. Clarify what greet means if necessary and show Computers are very different now!
an example with gestures. For example, say Hello or Good
Presenter: That’s true. So, how do you think computers will
morning and wave. Then say The dinosaur in the photo is
change in the future?
a robot. It works at a hotel. Do you know of any other jobs
ng
that robots can do? Listen to students’ answers. Computer scientist: They will be more like our brains. We’re
studying the human brain because we want to understand
1 how we learn. Then we can design programs to work more
ni
like our brains.
•• Focus students’ attention on the eight new words in bold
ar
and the definitions. Presenter: Why do you want to do that?
•• Play TR: 25. Ask students to listen and repeat. Point out Computer scientist: Well, our brains can do many different
Le
and check strong stresses in the words in bold. (program, things. When a computer is programmed to do a job, it can
connect, delete, research, improve, repair) do it very quickly, but it can’t do as many different things
•• Go over the meanings of the new words in bold. Act out as a human brain – yet! Even a cat’s brain can hold more
and/or describe the new words. For example, act out using
c information than a tablet!
hi
a screwdriver to repair something and ask What am I Presenter: Wow! Really?
doing? (repairing) Tell students to say the words as you act Computer scientist: Yes! But computers are doing more
ap
them out or describe them. and more all the time. And computers are able to use
•• Extra Challenge Put students into pairs. Instruct one information to solve problems. For example, in the future,
gr
student to close his/her book as his/her partner acts out or computers might be able to find cures for some illnesses –
describes the words. The student with his/her book closed so they would help to improve our health.
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tries to guess the words. Then tell them to swap roles and Presenter: Wow! That would be amazing. So, do you think
repeat the activity. that, in the future, technology will do everything that people
lG
2 do now?
Computer scientist: No. Technology will do a lot of the jobs
•• Read the instructions aloud. Do the first item as a class. Ask that are done by people now, like some of the jobs in banks,
na
students to complete the activity individually. Then go over shops and hotels. But there will always be jobs that only
answers as a class. people can do.
3
io
Presenter: Like what?

Computer scientist: Well, jobs that connect us to the outside
at
•• Say We’re going to listen to an interview about how

computers are changing. What words do you think you’ll world – like being a lifeguard, a mountain guide or a tennis
coach. When you do jobs like that, you have to think for
N
hear? Then tell students to look at the items in Exercise

3 and underline words they think they will hear in the yourself. Jobs like that can’t be done by computers.
interview. Listen to several students’ responses. Write the
words they say on the board. Optional Activity
•• Give students time to read through the five sentences. •• Ask students to work in pairs. Ask Which jobs do you think
Encourage them to mark T or F in pencil next to each will be done by computers in the next fifty years? Give
sentence; however, reassure them that they will have time to students a few minutes to discuss. Then invite pairs to share
listen again and check their answers. 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
Wrap Up
compare answers in pairs. Then go over answers as a class. •• Tell students to close their books. Read the definitions on
p. 38 and ask students to say the corresponding new words.
•• 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 Additional Practice: Workbook p. 30, Online Practice
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.
UNIT 4 Let’s get technical 38a
SO
ES
2 Grammar
N
L
3
•• Read the instructions aloud. Go over the example with the
class. Say Look at the verb use. What does it change to? It
In this lesson, students will: changes to is used. What’s the object in the first sentence?
•• use the passive (present simple and past simple) to It’s the internet. Where is it in the passive sentence? It
emphasize the action rather than who does it moves to the beginning of the sentence.
Resources: Classroom Presentation Tool, Workbook p. 31, •• Tell students to complete the activity individually. Tell them to
Online Practice 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 •• Extra Support Write the beginning of each sentence (for
•• Review irregular past participles with your class before example, This computer program, Many different jobs) on
introducing the passive. Write the following verbs on the the board.
board: send, do, make, take, hold, win, lose, hide, see and
break. Write them randomly all over the board. Then write the 4
past participles of the verbs, randomly, all over the board: •• Ask students to write three sentences, two true and one
false. Model this activity first: Write three sentences from
ng
taken made hidden broken your own experience on the board (for example, My car
seen done sent held lost won
was repaired last week. This photo of my friends was taken
ni
last summer. My shoes were made in England.). Read
•• Tell students to work in pairs. Say Match the verbs with the them aloud. Then say Guess which one is false. Reveal the
ar
past participles. Go over answers as a class. Then rub out answer.
the past participles from the board. Tell students to work •• As students write their sentences, walk around and monitor.
Le
in pairs again. Tell them to take turns saying a verb. Their Offer help with ideas and vocabulary if necessary. When
partner says the correct past participle. everyone is ready, put students into pairs. Tell them to take
1 turns reading their sentences and guessing which one
c
is false.
hi
•• Ask students to open their books to p. 39. Go through
the explanation in the green grammar box. Then invite Optional Activity
ap
volunteers to read the example sentences aloud. •• Do the following quiz with students. Say Listen to the
•• Check students’ understanding of the form and meaning. descriptions and write down a possible answer. Then read
You could do this as a teacher-led board presentation. For the sentences below aloud:
gr
example, write the following 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.;
eo
Computers every day.

5 It was invented more than a hundred years ago.
Computers a long time ago.
•• Tell students to work individually to write down an answer for
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My computer last week.

each description.
•• Ask students to compare answers in pairs. Then invite
•• To check students’ understanding of form, say a verb (for
na
volunteers to write their sentences on the board.

example, use). Then ask a student to come to the board
and complete the first sentence. (are used) Say Invent. Ask Wrap Up
io
another student to complete the second sentence. (were •• Tell students that they are going to play a whispering
invented) Continue with repair/was repaired. Ask Do we use game using the sentences in Exercise 3. Tell them to close
at
be to form the passive? (yes) Do we use the infinitive or the their books. Whisper the passive version of sentence 1
past participle? (past participle) from Exercise 3 into the ear of the student next to you. In a
N
•• To check their understanding of meaning, say Look at the natural voice, say The internet is used by more than four
first sentence. Do we say who did the action? (no) Is the billion people. Then use gestures to show that the student
action more important than the doer of the action? (yes) you whispered to must whisper the same sentence into
the ear of the next student, and so on around the class.
2 Once the sentence reaches the last student in the class,
•• Ask students to read the text for comprehension first. ask that student to stand up and say the sentence he/she
Ask Who played in this chess match? Why was the match heard. Look at the first whisperer and ask Is that the correct
important? sentence?
•• Do the first item as a class to get students started. Then tell •• Now whisper other sentences from Exercise 3, but change
them to complete the activity individually. Ask students to the words slightly (for example, This photo of our bird was
check answers in pairs. Then check answers as a class. taken by my brother.). Once the sentence reaches the last
•• Extra Challenge Ask students to write down the passive student, ask that student to stand up and say the sentence
forms they circled in the text. Then put students into pairs he/she heard.
and tell them to close their books. Tell them to take turns
retelling facts from the text using the passive forms. Additional Practice: Workbook p. 31, Online Practice

S
ES O
N
Grammar
L
1 Study the grammar box. 2 Read and circle the passive verbs.
The passive (present simple and past Chess is played all over the world. The goal
simple) of the game is to capture the other player’s
present simple passive: is/are + past king. As computer programs improved, chess
participle
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 Kasparov, and the computer, Deep Blue. The
than who does it.
computer won the first game, but Kasparov
ng
• we don’t know who does the action.
won three out of the next five games. The
• it’s obvious who does the action.
computer programs were improved by
ni
Computers are used every day.
scientists and a year later, another match was
ar
My first computer was repaired six times.
held. This time, Kasparov was defeated by the
We use by if we want to say who or what
Le
does the action. computer. Now many people use computers
The first computer was invented by scientists to practise chess and other games of skill.
a long time ago.
c
hi
3 Rewrite the sentences in the passive.
ap
1 More than four billion people use the internet.

The internet is used by more than four billion people.
gr
2 My brother didn’t design this computer program.

This computer program wasn’t designed by my brother.
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3 Computers do many different jobs.

Many different jobs are done by computers.
4 My sister took this photo of our cat.
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This photo of our cat was taken by my sister.

5 Sarah sent the email.
The email was sent by Sarah.
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6 Almost everyone uses mobile phones.

Mobile phones are used by almost everyone.
4 Write three sentences, two true and one
io
false. Use the passive, the words from the

at
box and your own ideas. Then say your

sentences to a partner. Your partner guesses
N
which sentence is false.
My mum’s car … repair …

A dinosaur robot greets a guest
This photo … take …
at the Henn na Hotel (Strange
Hotel) near Tokyo Disney Resort My shoes … make …
in Japan. My homework … delete …
My mum’s car was repaired last week.
UNIT 4 Let’s get technical 39

SO
ES
3
ABOUT THE PHOTO
N
Reading
L
The photo is of a jaguar cub.
Jaguars are big cats that live
in forests in Central and South
1 Look at the photos. Discuss the questions. America. They prefer living near
water in forests. The Pantanal in
1 How do you think the photographer took the photo of the jaguar? western Brazil is a natural region
encompassing the world’s largest
2 What do you think the jaguar is looking at? tropical wetland area. It is home to
3 Do you think taking photos of wild animals is difficult? Why? / Why not? 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
Camera traps photojournalist since 1991.
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,
ng
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
ni
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.
ar
Photo engineers at National Geographic design camera traps to help photographers
Le
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
c
photos of wild animals such as tigers, leopards, jaguars and bears. The camera traps
hi
are set up so that the animal looks straight into the camera. Steve thinks that if people
ap
National Geographic see good photos of wild animals, they’ll understand

photographer Steve Winter in more about the animals and want to protect them.
gr
Yala National Park, Sri Lanka

Photo engineers have to design cameras that will
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not break when they’re being used in places like

jungles or the ocean. Sometimes photographers use
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small remote-controlled cars to carry cameras.
Technology is improving all of the time and helping

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photographers to take amazing photos. Thanks

to the technology of camera traps, we can all
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see the world in new and interesting ways.

at
New words: fixed onto engineers straight (into) remote-controlled

N
3 Read again. Complete the sentences with the words from 4 Work in pairs. Discuss the
the box. questions.
1 Do you enjoy taking
designed engineers protect turned on photos? What do you
usually take photos of?
1 Camera traps are designed by photo engineers . 2 If you had a camera
trap, what kind of animal
2 The camera is turned on when an animal moves near it.
would you photograph?
3 Photos of wild animals might make people want to protect Where would you put the
them. camera trap?
40 UNIT 4
SO
ES
3 Reading
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•• 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
In this lesson, students will: underline these words in the text. Check the words that
•• read about camera traps used in wildlife photography. students have underlined. Then say Read the sentence
•• talk about taking photos. around the word. For example, designed is design in the
Resources: Audio Track 27, Classroom Presentation Tool, text; the sentence in the text says, ‘Photo engineers at
Workbook p. 32, Online Practice National Geographic design camera traps …’ So, now look
at sentence 1. It begins ‘Camera traps’. The missing word
must be ‘designed’.
Warm Up
Optional Activity 1
•• Dictate the words below from the text. Say Listen and write
•• Ask students to work in pairs. Ask them to try to work out
the words you hear.
the meanings of the new words listed below the text (also
video photographer camera technology in bold) from context. Once they work out the meanings,
photo engineer jaguar organize pairs into groups of four. Say Take turns acting out
•• Ask students to compare answers in pairs. Then write the a word to show its meaning. Guess which word the other
ng
words on the board. Ask students to predict what the pair is acting out. Provide an example. For example, act out
reading text will be about based on these words. engineers fixing something while saying OK, designing and
fixing camera traps is difficult.
1
ni
•• Use the Photo Ask students to open their books to p. 40. 4
ar
Focus their attention on the photos and read the caption •• Ask students to discuss the questions in pairs. Then invite
aloud. Use the photo to check the meaning of cub (= baby them to share some of their answers with the class.
Le
animal) and camera trap (a camera with no person in
control). Focus students’ attention on the small photo of Optional Activity 2
Steve Winter. Ask What’s Steve Winter doing? (making a
c
camera trap – using wood so the animal can’t see the trap)
hi
•• Ask students to discuss the questions as a class. an eagle flying
a shark swimming
ap
2 a rabbit underground
•• Play TR: 27. Ask students to listen and read the text. You a bat flying at night
gr
could set a focus question for students to answer as they

read. For example, write on the board: What do you find •• Tell students to work in pairs or groups. Tell each pair or
eo
out about camera traps? (They are hidden or attached to group to choose one of the animals from the list on the
the animal or on remote-controlled cars. They are set up so board. Say You’re photo engineers. Plan how you’re going
animals look at the camera. They don’t break easily.)
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to get the perfect photo of your animal.

•• Help students, if necessary, with the new words listed below •• Ask students to discuss their plan and present it to the class.
the text.
na
•• Reading Strategy: Listening and Reading Asking students Wrap Up

to listen to the text as they read it for the first time helps •• Do a quick quiz. Tell students to close their books. Ask them
them in the following ways:
io
the following (answers in parentheses):

1 It gets them reading at the same speed. 1 Name three places where you could put a camera
at
2 It encourages them to read at a natural speed, without trap to take a photo of an animal. (in a tree, on the
worrying about the meaning of every word. ground, in a bird’s nest, on the ocean floor, on an
N
3 It helps them notice the pauses and stresses, which animal, on a remote-controlled car)
help carry meaning. 2 Name three animals that Steve Winter takes photos of.
(tigers, leopards, jaguars, bears)
4 It helps them notice the correct pronunciation of words
3 Name one reason why Steve thinks we need good
and phrases.
photos of wild animals. (If people see good photos
•• Extra Challenge Put students into pairs. Tell them to take
of wild animals, they’ll understand more about the
turns explaining what camera traps are and how they work.
animals and want to protect them.)
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.

SO
ES
4 Grammar
N
L
2
•• Read the instructions aloud. Then do the first item as a class.
Say Let’s look at number one. What’s the past participle
In this lesson, students will: of improve? (improved) What’s the present continuous
•• use the passive (present continuous) to talk about form of be? (is being) So, what’s the answer? (is being
things that are happening now. improved/Technology is being improved quickly.)
Resources: Classroom Presentation Tool, Workbook p. 33, •• Ask students to complete the activity individually. Tell them
Workbook Audio Track 12, Online Practice to compare answers in pairs. Then go over them as a class.
•• Extra Support Write the words students need to complete
the activity on the board. On the right-hand side of the
Warm Up board, write: improved, designed, repaired, used, and so on.
•• Review the present simple passive and past simple passive. On the left-hand side, write: is, are, isn’t and being.
Write the word computers in the middle of the board and
put a circle around it. Draw a word web graphic organizer 3
like the one below on the board: •• Read the instructions aloud. Then say Look at the topics.
Read the list aloud. Now say Look at the verbs. Read the
invent use verbs aloud. Do an example with the class. Say Books/
ng
computers write. The past participle is written. So, Books are being
written. Robots/use. Used is the past participle. So, Robots
ni
make connect design are being used to help people or Robots are being used
to make cars. Say Now, cars … What verb can you use?
ar
Elicit the answer. (design, repair or use) Say OK, cars/
•• Tell students to work in pairs. Say Now make as many design. What’s the past participle? (designed) Say Give
Le
present simple passive or past simple passive sentences me a sentence. (Cars are being designed.) Tell students to
as you can, starting with the word computers and using complete the activity in pairs. Set a time limit.
the verbs on the board. For example, computers/use: •• Walk around and monitor. Offer help and prompt students if
c
Computers are used every day or Computers are used necessary. For example, if students say Photos are taken, ask
in schools. Walk around and monitor, prompting students
hi
Where? By whom? How often? At the end, invite students to
if necessary. When everyone is ready, ask different pairs to share their sentences with the class.
share one of their sentences.
ap
•• Extra Challenge In pairs, ask students to think of two more

1 present continuous passive sentences using words that are
not in the box.
gr
•• Ask students to open their books to p. 41. Read through the •• Extra Support Prepare students by asking them to match
explanation in the green grammar box. Ask volunteers to the topics to the verbs first or by asking them to write the
eo
read the example sentences aloud. past participle form of the verbs first.
•• Check students’ understanding of the form. Write the
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following scrambled sentence on the board: Optional Activity

•• Ask students to work in pairs. Ask them to write a list of
are / Animals / being / photographers / filmed / by all the things that are being done in their school at this
na
moment. For example, depending on the time of day, books

•• Say This is a sentence, but it’s in the wrong order. Put the are being read, activities are being written, food is being
io
words in order to make a sentence. What’s the first word? cooked or messages are being sent on phones. Find out
Elicit the answer. (Animals) Write it on the board. Then say which pair can write the longest list.
at
This is a passive sentence, so what are the next three

words? Elicit the answer. (are being filmed) Write it on the Wrap Up
N
board. Then ask Who or what is the ‘doer’ of the action? •• Write the following on the board:
What word do we put before the doer of the action? Elicit
by photographers. Write it on the board. 1 She’s being followed by millions of fans.
•• Rub out the scrambled words, leaving the correct sentence 2 It’s being filmed in the wild.
on the board. Underline the present continuous passive 3 It’s being shown in a hundred different countries.
form (are being filmed). Add the labels from the green 4 They’re being given an award.
grammar box (am/is/are + being + past participle above
the sentence.
•• Put students into groups. Tell them to discuss and answer
•• The sentence and labels on the board should look like this: the following questions: What’s the situation for each
sentence? Who or what do the pronouns (we, she, it, and
am/is/are + being + past participle so on) refer to? After they finish, ask different pairs or groups
Animals are being filmed by photographers. to share their ideas with the class.
•• Tell students to copy the sentence and labels in their Additional Practice: Workbook p. 33, Online Practice
notebooks or onto a separate piece of paper.

S
ES O
N
Grammar
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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.
My laptop isn’t being used right now.
ng
2
ni
Complete the sentences with the verbs in
brackets. Use the present continuous passive.
ar
is being
1 Technology improved (improve) quickly.
Le
are being
2 New programs designed (design) all the time.
isn’t/is not
3 My bike being repaired(not / repair) right now.
c are being
hi
4 Remote-controlled cars used (use) to carry
cameras.
ap
isn’t/is not
5 The jaguar being filmed (not / film) right now.
is being
gr
6 The camera trap eaten (eat) by a tiger.

eo
3 Work in pairs. Say sentences about things that

are happening now. Use the words in the box
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and your own ideas. Use the present continuous

passive.
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Topics: Verbs:
books climb
at
cars design
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computers read
emails repair
National Geographic
photographer, Steve Winter mountains take
used a camera trap to take photos use
this photo of a jaguar cub in
robots write
Brazil’s Pantanal region.
Books are being written.
Robots are being used to help people.

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Chant
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1 Listen, read and chant. TR: 28
2 Listen again. Act. TR: 29
3 Divide into two groups, A and B. Chant and act. TR: 30 and 31
Don’t panic!
A: I can’t find my laptop. A: My computer has frozen.
I’ve looked everywhere! I can’t even begin.
ABOUT THE PHOTO
I’ll go to my friend’s house, I’ve forgotten my password. The photo shows a man using a
And see if it’s there. It won’t let me in! laptop in the frozen wilderness
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of Alaska. Alaska is the 49th and
B: Don’t panic, don’t panic! B: Don’t panic, don’t panic! most northerly state of the US. It
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is in the northwest corner of the
Don’t go anywhere. Just click on this box.
country and borders the western
Your laptop’s not here – You can reset your password
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part of Canada. Part of the state
It’s being repaired. And it should be unlocked. is above the Arctic Circle and is
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covered in snow and ice.
A: My camera’s not working. A: I cannot believe it.
My photos have gone. A file’s disappeared.
They’ve all been deleted.
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I wrote it this morning.
hi
It’s all going wrong! Isn’t that weird?
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B: Don’t panic, don’t panic! B: Don’t panic, don’t panic!

It’s going to be fine. Just click on ‘Undo’.
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Look, here are your photos. Or look in the waste bin

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You saved them last time. And see what comes through.
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A man with
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a laptop,
Alaska, USA
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Help others.
VALUE Workbook, Lesson 6
42 UNIT 4
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5 Chant
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•• Divide the class into two groups, Group A and Group B.
How you do this will depend on the size of your class. With
In this lesson, students will: a small class, say A, B, A, B, … while pointing to students.
•• chant about technology problems. Tell them to gather in their groups on different sides of the
•• act out the words to the chant. classroom. This mixes students up and gives them a real
•• identify the value Help others. sense of being in a new group. If your class is large, simply
Resources: Audio Tracks 28–31, Classroom Presentation use your arm to make an imaginary line down the middle
Tool, Workbook p. 35, Online Practice of the class. Tell one half they are Group A and the other
half they are Group B.
Materials: handout for the Find someone who … activity
Warm Up •• As students listen, tell each group to take turns chanting

their part of each verse and performing the actions they
prepared in Exercise 2.
a laptop an important file on a computer/camera
•• Value: Help others Say The value of this lesson is Help
•• Ask What could go wrong with a laptop? For example, others. Ask How can we help other people in class? Listen
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you could lose it. Act out looking for a lost laptop. Say You to students’ ideas. To extend the activity, ask students in
could drop it. Act out dropping a laptop. Say You could groups to choose one of the following situations and think
spill water on it. Act out spilling water. Ask What other things
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of ways they could help: in the street, in a shop or on a bus.
could go wrong? Listen to several students’ answers. Then For additional practice, ask students to complete Lesson 6
say An important file on a computer or camera. Ask What
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of the Workbook in class or at home.
could go wrong? Work in pairs and think of three or four
things that could go wrong. You’ve got two minutes. Make Optional Activity
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a list. Ask students to work in pairs to make a list of things
•• Play Find someone who … Write the following on the board
that could go wrong with files or cameras. Then ask different
(or make it into a handout and give one handout to each
pairs to share their ideas with the class.
1 c student):
hi
Have you ever …
•• Use the Photo Ask students to open their books to p. 42. … lost or broken a phone or laptop?
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Focus their attention on the photo and read the caption … lost an important file or photo?
aloud. Ask What problems could he have with his laptop? … deleted something important?
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(It gets too cold!) Say Look at the title of the chant: Don’t
… forgotten a password?
panic! If you panic, do you stay calm and relaxed in a
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difficult situation? (no) If you panic, do you throw your

hands up, run and shout? (yes, maybe) •• Tell students to ask and answer the questions in pairs or
small groups. Tell them to follow up with What happened?
•• Play TR: 28. As students listen and follow in their books, ask
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and What did you do?

them to repeat each line.
•• Extra Support Explain and review key words in the chant. Wrap Up
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Review repair a laptop, save/delete photos, click on a box/

•• Point out that the second and fourth lines of each verse in
icon, reset a password, the computer is frozen, lock/unlock
the chant rhyme. Remind students that while some rhymes
a computer, undo and waste bin. If you have a laptop in
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are perfect, others are imperfect. Ask students to find the

class, act out the different functions and problems.
imperfect rhymes (anywhere/repaired; gone/wrong; fine/
at
2 time; box/unlocked).
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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.
•• 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.

SO
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6 Writing
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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.
•• Extra Challenge Ask students to close their books. Write
•• read instructions on how to set an alarm on a mobile Turn, Open, Click and Enter on the board in any order. Put
phone. students into pairs. Ask them to try to remember and take
•• write instructions for using a different kind of technology. turns saying the instructions for printing a document.
•• use imperatives to give instructions.
Resources: Classroom Presentation Tool, Workbook p. 34,
4
Online Practice •• 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
Warm Up Book, students might suggest: how to upload photos to
•• Say Listen to these instructions. What machine am I using? a social media website or how to download documents
Then read the following instructions aloud: attached to an e-mail. Make sure every student chooses a
technology procedure that he/she is familiar with.
1 Open the top.
2 Place the sheet of paper you want to copy on •• Tell students to write their instructions.
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the screen. •• You could also assign the writing activity for homework.
3 Close the top. If you do it in class, break the writing into stages. Here’s a
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4 Make sure there is enough paper in the machine. possible process:
5 Choose how many copies you want. 1 Ask students to write a How to … heading.
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6 Press the Start button. 2 Tell them to choose which imperatives they plan to use
•• Ask students for answers. (a photocopier) in their description and to put them in order.
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•• Ask students to remember and give your instructions on how 3 Tell them to number the imperatives and to write out
to use a photocopier. Start by acting out opening the top. Ask each instruction completely.
What’s the instruction? (Open the top.) Then act out placing 4 Ask students to write a first draft. Include a peer-editing
paper. Ask What’s this? Hold up imaginary (or real) paper
c stage after the first draft. Ask students to swap their
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and prompt students to say A piece of paper. Ask What’s the work with a partner and make comments to correct or
instruction? Ask students to provide the instruction. Continue make the instructions clearer.
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to act out and ask the class to tell you each instruction. •• Extra Support Write a list of key words on the board for
students to copy and use when preparing their instructions.
1
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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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at the questions. Review the meaning of imperatives by

providing examples: Look! Listen! Don’t stop!
Optional Activity
•• Tell students to read the instructions and note answers to
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•• Play Simon says. In this game, students have to follow and

the two questions. Tell them to compare answers in pairs.
perform instructions preceded by the phrase Simon says.
Then check answers as a class.
If the instruction is not preceded by Simon says, students
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2 must not do the action. If they do, they are out and have to
sit down. For example:
•• Go through the information in the grey box. Then say Look
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Simon says … stand up. (Everybody stands.)

at steps 1 and 2. Read step 1 aloud. Act out circling an
Simon says … sit down. (Everybody sits.)
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imperative on the text. Ask What’s the first imperative in the

Stand up. (If anybody stands, they are out.)
instructions? (Press) Say Now circle the other imperatives.
Once students understand the game, incorporate some of
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Ask students to compare answers in pairs. Then go over

answers as a class. the language from this lesson in your instructions:
•• Read step 2 aloud. Act out underlining the text. Ask students Simon says … [turn on a TV/put your hand on your
to compare answers in pairs. Then go over answers as head/press a button in the air/close your eyes/open
a class. your eyes] …
•• 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
Wrap Up
that ’ll and won’t + infinitive are used when saying what can •• Write the following words on the board: this box, your
happen if people do or don’t do something. password, a button, this document, the computer.
•• Ask students to work in pairs to decide which imperatives
3 from the lesson can go with each word. (click (on) this box,
enter your password, press a button, open this document,
•• Read the heading and instructions aloud. Then ask different
turn on/off the computer).
students to read each instruction aloud under ‘How to print
a document’.

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Writing Instructions 6
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1 Read the instructions for setting an alarm on 2 Read the information about writing
a mobile phone. Answer the questions. instructions. Then look at the
1 Why do you think numbers are used in these instructions for setting an alarm on a
instructions? mobile phone and do steps 1 and 2.
2 Why do you think imperatives are used?
Instructions need to be clear and easy
to follow.
How to set an alarm on When we’re writing instructions, we use
a mobile phone imperatives, for example Press and
Make sure. We use short sentences
You can use a mobile phone to set an alarm
and number them. This helps the
to wake you up in the morning. It’s a good
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reader follow the steps in the correct
idea as the phone will remember the time
order. We also explain what can
you set and you can use it every day – if the
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happen if people do or don’t do
phone is working!
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something.
1 Press the Home button and look for the
We add Be careful! or Remember for
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picture of a clock.
information that’s especially important.
2 Press the word Alarm under the picture of
an alarm clock.
c 1 Circle all the imperatives in the
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3 Make sure the alarm button is turned on (or instructions for setting an alarm.
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your alarm won’t ring)! 2 Underline examples of things that

can happen if people do or don’t do
4 Enter the time you want to get up.
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something.
5 Put the phone somewhere near your bed.
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6 When the alarm rings, press Stop or Snooze.

3 Writing skill Giving instructions
Write these instructions for printing a
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7 Be careful – don’t press Snooze too many

document in the correct order and give
times (or you’ll never get up)!
them numbers.
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How to print a document:

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Enter the number of copies you want.

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Turn on the printer.

Press Print.
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Open the document you want to print.
4 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).

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7 N
Video
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ABOUT THE VIDEO

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
1 Watch the video. Match the countries (1–4) in Innovative Mobility. It’s a humanoid robot that was
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with the inventions (A–E). Video 5 created by Honda in 2000. Humanoid robots imitate
human features – for example, they have a human body
CE 1 Japan
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shape and eyes, and can talk. A number of different
D types of robots have entertained passengers at Narita
2 Poland
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Airport in recent years. Narita Airport near Tokyo is the
A 3 the US largest international airport in Japan, handling around
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50% of the country’s international passenger traffic.
B 4 Mexico
E robots
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A windscreen wipers B colour TV C computer games D walkie talkies

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2
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Watch the video again. Circle the correct answer. Video 5

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1 Marlen is happy because she can watch films / the World Cup in colour.
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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.

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?
44 UNIT 4
ES
SO Game 1
7 Video
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L 3
•• Ask students to work in groups of four or five. Tell them to
discuss the questions. Walk around and monitor. Check
In this lesson, students will: that they’re working together successfully and offer help if
•• watch a video about important inventions from different necessary.
countries. •• After they finish, ask groups to report some of their ideas to
•• learn more about important inventions. the class.
•• discuss important inventions from their countries.
Resources: Video 5, Classroom Presentation Tool, Online Optional Activity
Practice •• Write the following inventions on the board. Act out
End-of-unit resources: Anthology Story 2, Anthology examples to help students understand the meanings.
teaching notes p. 137, Worksheet 6.4, Unit 4 Test, ExamView
Assessment Suite electricity light bulb telephone
World Wide Web aeroplane
Warm Up •• Put students into small groups. Tell them to put the
inventions in order of importance from 1 (most important)
•• Tell students that they are going to watch a video about
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to 5 (least important).
important inventions. Prepare by showing the children’s
countries on a world map. Say We’re going to listen to four •• Ask each group to present their list and explain their
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students – Marlen, Yurara, Mati and A. J. Marlen is from reasons for their order.
Mexico, Yurara is from Japan, Mati is from Poland and A.J.
Wrap Up
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is from the US. Do you know any important inventions that
come from these countries? Listen to students’ ideas. If •• Ask students to close their books. Write these key words from
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students can’t think of ideas, prompt them with suggestions. the video on the board:
For example, ask What about mobile phones? (the US)
What about digital cameras? (Japan) engineer safer funny cool says ‘Hello’
1 c
hi
•• Ask students to say which inventions these words are used
•• Use the Photo Ask students to open their books to p. 44. to describe on the video.
ap
Focus their attention on the main photo. Ask What can you Answers:
see? (a robot) Where do you think the robot was invented? engineer (colour TV and walkie talkies)
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Listen to students’ answers. safer (windscreen wipers)

•• Ask students to read through the countries and inventions. funny (Asimo the robot)
cool (walkie talkies)
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Make sure that students understand the inventions. Provide

support if necessary. For example, act out walking like a says ‘Hello’ (Asimo the robot)
robot and ask Which invention is this? Ask the class to tell
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you the name of the invention. Additional Practice: Anthology Story 2, Worksheet 6.4,
•• Play Video 5. Tell students to watch and match the countries Online Practice
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with the inventions. Ask students to compare answers in

pairs. Then go over them as a class.
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Website.
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2
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•• 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.

Game 1
3 Ta’Kaiya Blaney uses … to make the world a better

In this lesson, students will: place.
•• play a game to review content from Units 1–4. A art
•• collaborate to answer questions. B music
Resources: Classroom Presentation Tool, Workbook p. 36 C sports
Materials: pieces of paper with sentence halves written on •• Extra Challenge After going over the correct answers, tell
them students to close their books and try to remember as many
facts from the quiz as they can.
Warm Up Optional Activity 1

•• Ask students to work in small groups. Ask them to create
•• Write the following topics on the board:
their own quiz by researching information in Units 1–4.
1 a type of bird with a long tail Tell them to write four sentences, each with three answer
options, but only one correct answer. Then tell them to swap
2 a marine creature
quizzes with another group and do each other’s quizzes.
3 a National Geographic Explorer
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4 a country in South America
Optional Activity 2
5 an outdoor job
•• Ask students to work in pairs to create eight true/false
6 a Japanese festival
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statements about the facts in Units 1–4, two for each unit.
7 a place in China
•• When everyone is ready, organize pairs into groups of four.
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Tell pairs to take turns saying their statements and saying
•• Tell students to work in pairs. Say Open your books. Look at whether or not the other pair’s statements are true or
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Units 1 to 4 and find an example of each of the topics on false. Tell them to give the correct information for the false
the board. Write your answers. statements.
•• Give students five minutes to skim and find answers in the
Optional Activity 3
Student’s Book. When everyone is ready, invite different
c
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students to write their answers on the board. •• Prepare pieces of paper with sentence halves written on
them that, once combined, make true facts about the
1
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content from Units 1–4, for example:

•• Tell students to work in groups of three or four. Horses use their tails to … / ... brush away insects.
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•• Ask students to open their books to p. 45. Ask What can you Parrots move their tails to … / … show that they are
see in the photos? (Asher Jay, a bee, a snake’s tail) Say happy.
Garry Kasparov is a … / … famous chess player.
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You’re going to complete a quiz. You’ve got ten minutes. Tell

students not to look back through their books while they are Steve Winter is a … / … National Geographic
completing the quiz. They will have a chance to check their photographer.
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answers later. •• Hand a piece of paper out to each student. For smaller
•• Extra Support Before playing the game, give students three classes, you can hand out more than one per student.
minutes to look back through Units 1–4 and to try to review •• Tell students to stand up and walk around the classroom
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and remember as much as they can. until they find the student with the match for their sentence
half. The complete sentences should make true statements.
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•• Once everyone finds their match, ask students to take turns

•• When time is up, or when all of the groups have finished, saying their true sentences.
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read the instructions aloud. Tell students to work together to

find the answers to the quiz questions and calculate their Wrap Up
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points. Walk around and monitor. Offer help if necessary. •• Ask students to reflect on what they learnt from the Game
•• Ask each group to say how many points they scored. Then and what else they know about the units. Ask some of the
declare the winning group(s). following questions:
•• If there is a tie, use these three extra questions to try to What else can you remember about Asher Jay?
determine a clear winner: What did you find out about schools in Chile?
1 Young tigers are called … What other information do you know about bees?
A kittens How do wildlife photographers get photos of wild
B puppies animals?
C cubs What are some other ways that animals use their tails?
2 Pasang Lhamu Sherpa Akita comes from … Who’s the marine biologist you learnt about in Unit 3?
A Japan What can you remember about her?
B Nepal
C the US Additional Practice: Workbook p. 36
45a GAME 1
Game 1
1 Asher Jay is a National Geographic

Explorer and .
a marine biologist
✔ an artist
a mountain guide
2 The Science Bus in Chile .

✔ takes teachers, ideas and equipment
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to schools
takes children and teachers to school 3 are the fastest land
animals in the world.
takes people to Bioblitzes
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Tigers
✔ Cheetahs
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Dogs
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4 There are types
of bee.
200
c
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2,000
✔ 20,000 5 A camera trap can be
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turned on by .
a human brain
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a sound
✔ an animal moving
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6 In 1996, the first chess match was played

between a person and a computer. The
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computer was called .

✔ Deep Blue
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Big Blue 7 A rattlesnake uses its tail to .

Light Blue
turn quickly
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brush away insects

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✔ frighten away other animals

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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
2 Check your answers. Give 1 point for each
correct answer. Share your results with the
class. The group with the most points wins.
GAME 1 45
UNITS X – X Let’s get technical
Clever creatures
Scientists used to believe that animals couldn’t Bye bye and can count to three. She produces the
think, but now we know that animals can sounds by pushing air through her blowhole, but
understand information and use it. For example, amazingly, she can copy the sound of a human
if we repeat words such as Down or Sit to voice. If she listens to children, she sounds like a
dogs, they’ll begin to understand them and child when she repeats the words. In the wild, orcas
follow the instruction. Some kinds of dogs can live in groups and the young orcas copy the sounds
understand more than a hundred words! the adult orcas make. So, each group of orcas
communicates in a different way from other groups.
Some dogs have jobs. Working dogs are
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especially good at learning words because Parrots are famous for repeating words, and an
they have to listen carefully to instructions. African Grey parrot called Alex could understand
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Border Collies, a kind of dog, are often used the English words for one-hundred and fifty
to move sheep. Farmers use special words to different things, for example water, banana
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tell the dogs what to do. They say Find when and grape. He knew some colours and shapes,
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they want the dog to go and look for the and he could count various items. He could
sheep, and then Walk when they want the even understand the word none or zero. People
dog to move towards the sheep. The dogs
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used to think it was rude to say someone had
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also need to understand the word Stop. They a brain like a bird, but now it seems birds and
can also understand if they’ve done a job well other animals are cleverer than we thought.
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or not from the sound of the farmer’s voice.

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Dogs are not the only creatures that can learn

words. An orca (killer whale), called Wilkie, has
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been taught to repeat the words Hello and

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An orca gathering and

eating herring
46 READING EXTRA 1
Reading extra 1
•• Read question 3 aloud. Say Here’s an example: a jaguar in

In this lesson, students will: a forest is waiting for an animal to come near so it can kill
•• read about clever creatures. and eat the animal. The jaguar is clever because it knows
•• identify whether sentences about the text are true or that if it is quiet and waits, it will catch something. What
false and correct the false sentences. about you? Can you give an example? Listen to students’
•• retell information about the animals from the text. answers. Alternatively, you could ask students to work in
pairs and say Think of two examples. At the end, ask each
•• discuss why animals are used to do different jobs.
pair to tell the class one example they thought of.
Resources: Audio Track 32, Classroom Presentation Tool,
Workbook p. 37, Workbook Audio Tracks 13–14, Online 2
Practice
•• Read and Listen Review the reading strategy listening and
Materials: photos of the following animals: an elephant,
reading by asking students to listen as they read along
a lion and a dolphin
silently. Play TR: 32. Tell students to listen, read and note their
answer to the question What kinds of animals can repeat
words?
Warm Up •• Ask students to compare answers in pairs. Then go over
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•• Show photos of an elephant, a lion and a dolphin. Ask answers as a class.
students to say what these animals are called. In pairs
Answers: orcas, parrots
or small groups, ask students to put the animals in order
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•• Listen Only If you choose to do this as a listening-only
from most intelligent to least intelligent. Ask each group to
activity, tell students to cover the reading task or close
present their order and explain why (for example, elephants
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their books. Play TR: 32. Ask students to listen and note their
remember everything, dolphins can do tricks). Research
answer to the question. Remind students that they can
reveals the following order (most intelligent first): 1 dolphin,
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prepare themselves to listen by asking themselves questions,
2 elephant, 3 lion.
for example, What do I already know about this topic? At
ABOUT THE PHOTO
the end, ask students to check answers with a partner.
The photo was taken by National Geographic
c 3
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Photographer Paul Nicklen near Andenes, Norway.
Even though herring (orcas’ food) are plentiful, orcas often •• Tell students to read the six sentences carefully. Clarify any
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have difficulty catching them because the fish swim very key words if necessary. For example, say Voice. This is my
fast and form huge schools (or groups of fish) that can voice. I use it to talk. Sometimes it’s loud and sometimes it’s
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function like a wall. In order to overcome this obstacle, quiet. Use a loud and then a quiet tone as you speak. Then
orcas do what is known as ‘carousel feeding’, which say Count. This is when you say numbers. For example, one,
two, three, four, five, six, seven, eight …
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involves herding the schools of fish into smaller, more

manageable groups and forcing the groups to the surface. •• Encourage students to write T or F in pencil next to each
Once these smaller groups are under control, orcas slam sentence; however, reassure them that they will have a
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the herring with their tails, stunning and killing some of chance to read the text again.
them, which the orcas can then eat. •• Tell students to read the text again and check their answers.
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Carousel feeding, scientists say, is one aspect of orcas’ Then ask them to correct the false sentences. Ask students
‘culture’, which includes methods for catching certain to compare answers in pairs. Then go over them as a class.
types of prey. •• Listen Only If you choose to do this as a listening-only
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activity, tell students to write T or F in pencil next to each

1 sentence; however, reassure them that they will have a
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chance to listen again. Then play TR: 32 again. Ask students

•• Use the Photo Ask students to open their books to pp. 46–47. to check their answers and correct any false sentences. Ask
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Focus their attention on the photo. Read the caption aloud. students to compare answers in pairs. Then go over them as
Say This is an orca or killer whale. Ask What does gathering a class.
mean? (making things or animals go close together) Why
•• Extra Support Play TR: 32 again if necessary and pause
does gathering show that an orca is clever? (Because you
after the correct information for each item in Exercise 3
have to think and plan to do this.)
is given.
•• 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.
READING EXTRA 1 46a

Reading extra 1
•• Say I’m going to find out how much you know about
•• Ask students to work in groups of three. Read the elephants. I’m going to read a piece of information about
instructions aloud. elephants and you have to decide if it’s true or false. Work
•• Make sure students are clear on which animal they will in pairs.
describe. As students describe the animals in their groups, •• Put students into pairs. Then read sentence 1 from the list
walk around and monitor. Offer help if necessary. After they below aloud. Say Discuss with your partner whether you
finish, invite volunteers to describe the animals from the text. think the sentence is true or false. Write true or false on a
•• Extra Challenge Ask students to complete the activity with piece of paper.
their books closed. •• Repeat the activity with sentence 2, then 3, and so on.
•• Extra Support Allow students to complete the activity with At the end, give the answers. Sentences 1–6 are true. (An
their books open so they can refer to the text as needed. elephant in a Korean zoo actually learnt to say five words –
Additionally, you can ask students to find and underline the Korean words for hello, sit down, lie down, good and no.)
the words in the text to help them repeat for the speaking Sentences 7 and 8 are false. (African elephants are bigger
activity. than Asian elephants. Elephants aren’t afraid of mice.) Find
out which pair got the most correct answers.
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Optional Activity 1 1 Some elephants can use tools.
•• Ask students to write true sentences about facts from the 2 Some elephants can understand who’s talking – a
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text using the words from the box in Exercise 4. Tell them to man or a woman.
write one sentence using each word or ask them to choose 3 Some elephants can say a few words.
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a few (4 or 5) and write a sentence using each. Write an 4 Some elephants feel sad when another elephant dies.
example on the board to get them started, for example, 5 Some elephants show sympathy for other elephants
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Parrots can repeat words. when they are unhappy.
6 Some elephants understand what you are pointing at.
5 7 African elephants are smaller than Asian elephants.
•• Start by asking the class to brainstorm animals that do jobs.
c 8 Elephants are afraid of mice.
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Provide one or two examples. For example, say Police horses
work with police officers and camels carry people in the Wrap Up
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desert. Ask Can you think of other examples? As students •• Ask students to close their books. Ask the following
provide additional examples, write them on the board. questions as a quick quiz:
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•• Tell students to work in new groups to discuss the questions. What words can dogs understand? (Down, Sit, Find, Walk,
Say Think of more jobs done by animals. Then think about Stop)
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why they do these jobs. For example, camels carry people What words can Wilkie say? (Hello, Goodbye)
in the desert because they’re good at walking on sand What type of parrot was Alex? (African Grey)
and they don’t need much water. Set a four- or five-minute
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How many English words did Alex understand? (150)

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. Additional Practice: Workbook p. 37, Online Practice
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47a 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?
2 Listen and read. What kinds of

animals can repeat words?
TR: 32
3 Read again. Write T (true) or F

(false). Correct the false sentences.
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
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way. F (Each group communicates in a
different way.)
5 Alex the parrot knew three hundred
c different words. F (one hundred and fifty)

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6 Alex couldn’t count. F (Alex could count.)
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4 Work in groups of three. Each

student retells information about one
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of the animals from the text: Border

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Collies, Wilkie/orcas or Alex the

parrot. Use the words in the box to
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help you.
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colours repeat
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communicate shapes
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follow instructions sounds

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learn understand
5 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

1 Read the text. Choose a job from the box. Write the correct job
next to numbers 1–5. There is one example.
mountain guide painter photojournalist tennis coach
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
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is a great choice for people who
biologist
want to explore the sea and the creatures that live there. A person who likes plants
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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
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done indoors or outdoors. Someone who enjoys travelling and taking photos might
photojournalist
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enjoy being a 5 . Working outdoors can be cold and wet if the weather is
bad, but it can also be interesting and exciting.
2 c
Which is the best title for the paragraph (A, B or C)? Circle your answer.
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A My favourite job B Exciting outdoor jobs C Jobs with the sea
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1 Don’t delete / save those photos. I want to look at them again later.
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2 If your laptop is broken, you need to connect / repair it.

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3 I chat / save to my friends online every day.

4 Tom’s going to do research / improve online to learn more about robots.
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5 Scientists are working hard to improve / save computers.

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4 Add question tags to the sentences.

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1 It’s a beautiful day, isn’t it ? 4 He can swim, can’t he ?

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2 We’re going somewhere for a picnic today, 5 She hasn’t got a towel, has she ?
aren’t we ? do they
6 They don’t like eggs, ?
3 You’ve got something to eat, haven’t you ?
5 Read the email and write the missing words. Write one word on each line.
I’m emailing you from my dad’s computer because my computer is broken. It’s 1 being repaired
right now. It 2 was given to me by my uncle four years ago, so I think I’ll need a new one soon!
I’ve also had some problems with my phone this week. It 3 was repaired yesterday, but all of
my photos 4 were deleted. Only one 5 was saved. It’s the photo of our football team. I
think it 6 was taken by Mr Sosa last year. I’m glad that computers and phones 7 are
being improved all the time. Maybe I won’t have so many technical problems in the future!

In this unit, students will: 3

•• review vocabulary and grammar from Units 3 and 4. •• Read the instructions aloud. Do the first item as a class. Say
Resources: Classroom Presentation Tool, Workbook pp. Look at item 1. Delete or save? If I delete, are the photos
38–39, Workbook Audio Track 15, Online Practice 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
Warm Up go over answers as a class.
•• Write Jobs on the board. Then ask the class to brainstorm as
many jobs as they can. Write their ideas on the board.
4
•• Once you have a list of jobs on the board, ask a volunteer •• Read the instructions aloud. Tell students to complete the
to come to the front and act out one of the jobs. Instruct the sentences with question tags. Do the first item as a class.
rest of the class to guess which job it is. Invite other students Say It’s a beautiful day … What’s the subject and verb?
to come up and act out one of the jobs. (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
1 and 2 negative.) Do we change the word order of subject and
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verb? (Yes – isn’t it?) Ask students to complete the activity
individually. Tell students to compare answers in pairs. Then
Task Guidance Notes
go over them as a class.
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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
5
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each space from a set of ten words in a box. The missing
words might be nouns, adjectives or verbs. They then have
Task Guidance Notes
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to choose the best title for the story from a set of three
options. This part is testing reading for specific information Flyers Reading & Writing Part 6 Students read a text with
and gist as well as the ability to copy words accurately. gaps (usually a diary or letter) and have to write one
Challenges Students tend to rush to fill the gaps, but there

c word in each of five gaps. There is no list of words – they
must choose their own. The focus is on vocabulary and
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are several distractors in this task. Encourage them to
grammar. This part is testing understanding a short text
take time to read the whole text properly first. Also make
and producing words.
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sure they understand that they have to look at the whole

sentence with the gap, and not just the words before and Challenges Students can find it hard to think of words
themselves when they are used to more support. Encourage
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after the gap.

them to read the whole text first so they are familiar with
the context and/or purpose and any time references. Also
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•• Can understand simple, short stories containing make sure they are familiar with a range of collocations and
narrative verb forms fixed phrases, for example, have a shower and make dinner.
•• Can copy words
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•• Can read and understand short texts, even if some
•• Predict This activity practises completing a text with nouns.
words are unknown
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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.
•• Ask students to read the text quickly. Ask What problems
Check ideas with the class.
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does the writer have? (computer, phone) What does he/

•• Ask students to read the text quickly. Ask What’s the writer she send? (a photo)
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talking about? (jobs) Does he or she recommend only one

•• Predict Ask students, in pairs, to read the text again and
job? (no)
decide if each verb needs to be in the present or past.
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•• Ask students to read again in pairs. Tell them to decide Check ideas with the class.
what words near each gap help them decide what word
•• Ask students to complete the activity individually.
is missing, for example: 1 someone who likes to climb =
mountain guide. Check ideas with the class but do not tell •• Reflect Ask students, in pairs, to check answers together. Ask
them whether answers are correct or not. them to explain the reason for their choices, for example,
whether the action is happening now or happened at a
•• Point out that there are two extra words. Tell students to
single moment in the past.
complete the activity individually. Then check answers as
a class. •• Go over 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
Wrap Up
include gaps for three nouns. Monitor and help. Ask them to •• Write five jobs from the Student’s Book on the board.
swap texts with a partner. Instruct students to complete their •• Ask students to write one sentence to describe each job.
partner’s text and write a 3–4 word title. Tell pairs to check Invite students to read their sentences aloud to the class.
and discuss.
Additional Practice: Workbook pp. 38–39, Online Practice

UNIT
5 Going places
•• talk about transport and journeys. Vocabulary Collaboration
•• listen to a report about Robyn cross, destination, hurry, reach, set off, Work together to write good and
Davidson’s journey across the desert in suitcases, survive, view; centimetres, bad news, Lesson 2
Australia. heights, loads, metres, tunnel, wide Communication
•• use the present perfect passive to talk Grammar Discuss favourite ways to travel,
about events. •• Present perfect passive Unit Opener
•• read about the world’s longest tunnel •• Questions in the passive Creativity
and the world’s longest pedestrian Plan actions for a verse of the chant,
suspension bridge. Lesson 5
•• use the passive in questions. Critical Thinking
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•• chant about ways to travel. Work out the meanings of words
from context, Lesson 1
•• write a factfile about a country.
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•• watch a video about an expedition
across glaciers.
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•• identify the value Take exercise.
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•• To vary interaction, ask students to work in pairs or small
In the Unit Opener, students will: groups to discuss question 3. Give students some time to
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•• respond to a photo of the V-Train in South Korea. prepare their ideas. Then set a four-minute time limit for
•• discuss their favourite way to travel. students to discuss their ideas. At the end, ask students to
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Resources: Home School Connection Letter, Classroom tell the class what their partner’s favourite way of travelling
Presentation Tool is and why.
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•• Extra Support Provide helpful phrases on the board for

students to use for question 3, for example, I like going by
Introduce the Theme train because … and The train is my favourite way to travel
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because …
•• Write the following places on the board: school, my best
friend’s house, my cousins’ house and the shopping centre.
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Then tell the class how you get to these places. For example, TEACHER TIP
say I drive to school./I walk to my best friend’s house./My It’s important to give a clear time limit when asking
cousins live near the sea, so I go by train to see them./ students to complete discussion activities in pairs or
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I drive or take the bus to the shopping centre. groups. This will help them stay focused on the task. When
•• Say Now, on a piece of paper, write four different places
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starting the activity, you can begin by saying You’ve got

that you go to. Tell students to work in pairs. Say Tell your [three] minutes. You can signal that the time is beginning
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partner how you go to these places.

by saying a word or phrase. For example, you could say
You’ve got [three] minutes starting … now. Or OK, begin.
Use the Photo
Or Go. You should also let students know how much time
is remaining. For example, you can say You’ve got [one]
attention on the photo. Read the caption aloud. Direct
more minute! When the time is up, you can say OK, time’s
students’ attention to question 1 and read it aloud. Listen
to several students’ answers. To guide students, ask Do you up. At this point, make sure that everyone stops talking and
think they’re on holiday or going to work? Are they going to pays attention so that you can transition to the next step
the city or the country? Is it summer or winter? (The V-Train or activity.
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.
•• 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 UNIT 5 Going places

UNIT
ABOUT THE PHOTO

This photo is of the V-Train in South Korea. The ‘V’
Going places 5
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.
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Inside South
Korea’s V-Train

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?

SO
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Vocabulary
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ABOUT THE PHOTO

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
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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
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write an article for National Geographic magazine.
The article was published in 1978. It attracted
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so much interest that Davidson decided to write
a book about the experience. She travelled to
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London and wrote the best-selling book Tracks,
which was made into a film in 2013.
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Robyn Davidson with her camels
1 in the outback, Australia
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Listen and read. TR: 33
If you need to cross a desert, it’s helpful to travel with

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camels. They can carry up to 250 kilograms – that’s like

twelve heavy suitcases – and they can survive for a long
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time without water. And you might be surprised to learn

3
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that camels can move quite quickly. They can run at 65 Listen to a report on Robyn
kilometres per hour over short distances and they can travel Davidson’s journey across the
desert in Australia. Number the
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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 events in the correct order.
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TR: 34
to go before you set off. It may be quicker to reach your
4 A She found the lost camels
destination if you fly or drive, but if you go by camel, you
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a few days later.

can sit back and enjoy the view, and it’s definitely a more
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5 B She reached the ocean

interesting way to go!
with the camels.
2 Read the sentences. Write T (true) or F (false). 1 C Before Robyn set off on
Correct the false sentences. her journey, she learnt to
look after the camels.
1 If you cross the desert, you go from one end to the other. T
3 D Two of the camels
2 You can carry your things in a suitcase. T
disappeared.
3 When you’re setting off on a journey, you finish it.
F (You’re starting it.) 6 E She had to say Goodbye
4 When you hurry, you move slowly. to the camels.
F (You move quickly.)
5 When you arrive where you want to go, you reach your 2 F One of the camels ate
destination. T Robyn’s cherries.
6 It’s easy to see the view when the weather is very cloudy.
F (It’s difficult. /when the weather is very clear)
50 UNIT 5
Going places
SO
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1 Vocabulary
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•• Extra Support Play TR: 34 a second time if necessary.
Script for TR: 34
In 1977, Robyn Davidson travelled thousands of kilometres
In this lesson, students will: across Australia with four camels and a dog called Diggity.
•• talk about long journeys. She wrote a book about it and the book has been made
•• listen to a report about a journey across the Australian into a film. Before she set off on her journey, Robyn had to
desert. learn how to look after the camels. People and camels can
work well together, but camels can sometimes be bad-
tempered. They can kick and bite if they are not happy.
Workbook p. 40, Workbook Audio Track 16, Online Practice
The journey took 195 days. The camels carried food and
Materials: a photo of a camel, blank pieces of paper
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
Warm Up food.
•• Show students a photo of a camel. Ask What type of animal
One night, Robyn opened a tin of cherries. She ate half
is this? (It’s a camel.) Where do camels live? (Most camels
the cherries and saved the other half for breakfast the
live in the desert.) Then ask What else do you know about
next morning. But when she woke up, the cherries were all
camels? Listen to students’ answers.
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gone. One of the camels was sleeping next to her – and his
1 mouth was as red as cherries!
Not long after this, when Robyn was crossing Gibson Desert,
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•• Ask students to open their books to p. 50. Play TR: 33.
two of the camels disappeared. Robyn worried that she did
Tell students to listen and read. Set a focus question. For
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not have enough water. She tried not to panic and things
example, write the following on the board before playing
improved. A few days later, she found the missing camels
the recording: What do you learn about camels? After
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and a truck arrived with water for her.
playing the audio, ask What did you learn about camels?
Listen to several students’ responses. In the end, Robyn and the camels reached the ocean.
The camels had never seen so much water before. They
•• Focus students’ attention on the eight new words in bold.
Point out and check strong stresses in the words in bold
c ran towards it and tried to drink, but had a big shock when
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they found out that it was salty. They made funny faces,
(e.g., survive, destination).
which made Robyn laugh. Robyn was pleased that she
2
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had reached the end of the journey, but she was sad to say
goodbye to the camels.
•• Read the instructions aloud and do the first item as a class.
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Ask students to compare answers in pairs. Then go over Optional Activity

answers as a class. Ask students to give reasons why the
•• Ask students to work in pairs. Give each pair a blank piece
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false answers are incorrect.

of paper. Write on the board: Our amazing journey. Say This
•• Extra Challenge Ask students to write their own sentences is the title of your story. Write it at the top of your piece of
using some of the new words in bold from Exercise 1.
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paper. Then ask Where did you set off from? Tell students
to write a sentence at the top of the piece of paper under
3 the title.
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•• Use the Photo Focus students’ attention on the photo. Say •• Now say Fold over the piece of paper so the first sentence
We’re going to listen to a report about Robyn Davidson’s is not visible. Show students how to do this. When students
journey across the desert in Australia. Look at the photo.
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have folded their paper, instruct them to pass it to the next

What can you tell me about Robyn’s journey from this pair in a clockwise direction.
photo? Listen to several students’ answers.
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•• Now ask Where did you travel to? Tell students to write the
•• Read the instructions aloud. Give students time to read next sentence without looking at what has already been
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through the sentences. written. Tell students to write a sentence and pass it on
•• As a class, brainstorm synonyms and antonyms of key clockwise. Continue in this way with the following questions:
words. For example: synonyms – lost/missing, reached/ How did you travel? What did you take with you? How long
arrived at, journey/trip; antonyms – lost/found, reached/ did it take to reach your destination? What did you eat
left, disappeared/appeared. and drink during the journey? How did you feel when you
•• Play TR: 34 and ask students to complete the task individually. reached your destination?
Remind them to listen for synonyms and antonyms. •• Once students have completed their seven-sentence story,
•• Go over answers as a class. While going over answers, draw tell them to open up the paper and read the story aloud.
students’ attention to synonyms, antonyms and alternative
ways of saying things. For example, get students to notice Wrap Up
that lost camels is used in sentence A, but in the audio, it is •• Ask students to retell information about camels and/or
missing camels. Robyn Davidson’s journey.
•• Listening Strategy: Recognizing Synonyms and Antonyms
Helping students recognize synonyms, antonyms and Additional Practice: Workbook p. 40, Online Practice
alternative ways of saying things will enable them to better
understand what they hear.
Going places 50a
UNIT 5
SO
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2 Grammar
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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
•• use the present perfect passive to emphasize an action different students to come to the board and write one
rather than who did it. sentence each.
•• talk about good news and bad news. •• Extra Support Write the beginning of each sentence (for
Resources: Classroom Presentation Tool, Workbook p. 41, example, The Australian desert) on the board. This provides
Online Practice a prompt to help students write the complete passive
sentences.
Warm Up 4
•• Review present simple passive and past simple passive •• Read the instructions and the verbs in the box aloud. Ask
forms. Write the following verbs on the board: invent and What’s the past participle of break? (broken) And clean?
make. Ask What are the past participle forms of these (cleaned) Ask for the other past participle forms. Then
verbs? (invented, made) Write Television and 1923 on the say Listen to my examples. Are they good news or bad
board. Ask students to say a sentence with these items and news? Say My phone has been stolen. The train has been
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the verb invented. Then write Ferraris and Italy on the board. painted. Ask Can you give me an example? Ask two or
Ask students to say a sentence with made. Remind students three students to give example sentences.
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of the present simple and past simple forms in the passive: •• Put students into pairs. Say Take turns saying sentences.
Ferraris are made in Italy. Television was invented in 1923. Listen to your partner and say ‘Good news!’ or ‘Bad news!’
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when you hear their sentences.
1 •• Extra Support Give students time to prepare and write
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•• Ask students to open their books to p. 51. Read through the sentences before they speak in pairs.
to read the example sentences aloud. Optional Activity
•• Check students’ understanding of the form and meaning.
c•• Play Noughts and Crosses to practise passives. Start by
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Write the following on the board: drawing the following on the board:
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The biscuits .
eaten lost built
opened fed found
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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 drunk stolen written
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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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2 •• Divide the class into two teams, Team O and Team X. Tell
Team O to go first. Tell them to choose a past participle
•• Ask students to complete the sentences. Read the
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and say a sentence using the present perfect passive (for

instructions aloud. Then say A new bridge … build … What’s
example, eaten/All the pasta has been eaten.). If they
the past participle of build? (built) Say So, the answer is
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produce a correct sentence, they win the square and write

has + been + built. Ask students to complete the other
O in the corresponding square of the blank board. Now it
sentences individually. Then ask students to compare
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is Team X’s turn to choose a participle and say a sentence.

answers in pairs. After they finish, ask different pairs to read
Continue until one team forms a line of three Os or three Xs
their answers aloud.
vertically, horizontally or diagonally.
•• Extra Challenge Tell students to write other passive
•• To make the activity more challenging, write infinitives
sentences using the same words at the beginning (A new
instead of participles on the board.
bridge, Lots of books, and so on) but using different verbs.
For example: A new bridge has been opened. A lot of books
Wrap Up
have been read. All of the biscuits have been made.
•• Write the following sentence on the board: Trips have been
•• Extra Support Ask students to say what the past participles
made easier by technology. Ask students to work in pairs.
of the verbs in brackets are before they write the sentences.
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.

UNIT 5 Going places
S
ES O
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Grammar
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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.
2 Complete the sentences with the verbs in brackets. 4 Work in pairs. Complete the
Use the present perfect passive. sentences with one piece
of good news and one
ng
1 A new bridge has been built (build) across the river.
piece of bad news. Use the
2 Lots of books have been written (write) about journeys. past participle of the verbs
ni
3 All of the biscuits have been eaten (eat). from the box.
ar
4 The water hasn’t/has not been (not / drink).
drunk
Le
break lose
5 The animals haven’t/have not (not / feed).
been fed clean paint
6 The children have been given (give) their bus tickets. give lots of money rebuild
c
hi
feed repair
3 Rewrite the sentences in the passive. find steal
ap
improve
1 Robyn Davidson has crossed the Australian desert.
gr
The Australian desert has been crossed by Robyn Davidson.

2 A fourteen-year-old boy has crossed the Atlantic Ocean. 1 My phone has/hasn’t
The Atlantic Ocean has been crossed by a fourteen-year-old boy.
eo
3 A thirteen-year-old girl has climbed Mount Everest. been …

Mount Everest has been climbed by a thirteen-year-old girl.
2 The plane has/hasn’t
lG
4 Construction workers have built a new railway line from

China to Europe. been …
A new railway line has been built from China to Europe.
na
5 Queen Elizabeth has opened a new bridge in Scotland. 3 The school has/hasn’t
A new bridge in Scotland has been opened by Queen Elizabeth. been …
6 Technology has made journeys easier.
io
Journeys have been made easier by technology.

4 My cat has/hasn’t been …
at
5 The train has/hasn’t …

N
My phone has been found!
The train hasn’t been

repaired.
Robyn Davidson giving one of

her camels a snack

UNIT 5 Going places 51
SO
ES
3 N
Reading
L
ABOUT THE PHOTO
This photo is of the The Charles
Kuonen Suspension Bridge in
Switzerland, which opened
1 Look at the photo. Discuss the questions. in July 2017. It has eight tons
of cables and a system that
1 What are the people in the photo doing? How do you think they feel?
prevents it from swinging. The
2 Have you ever crossed a very high bridge? Where was it? bridge is part of Europaweg, a
hiking path between the villages
3 Have you ever travelled through a very long tunnel? How did you feel?
of Zermatt and Grächen.
Extreme travel
The world’s longest pedestrian suspension Crossing this bridge is very exciting – but maybe
bridge not if you’re afraid of heights!
ng
How would you like to walk across the world’s
The world’s longest tunnel
longest pedestrian suspension bridge? The
The world’s longest train tunnel is also in
ni
Charles Kuonen Suspension Bridge was
Switzerland. It’s called the Gotthard Base Tunnel
opened in Switzerland in the Alps. It’s 457.2
ar
and it runs for 57 kilometres, deep under the
metres long, but only 63.5 centimetres wide.
mountains. It took seventeen years to build it.
Le
The old bridge was damaged by falling rocks.
Before the new bridge was built, it took about Thanks to the Gotthard Base Tunnel, heavy
loads can now be carried by train under
four hours to cross the valley; now, it takes just
c
hi
ten minutes! the mountains, instead of by truck along the
mountain roads. It’s so long that the people
ap
The bridge is made of steel and is 86 metres

at one end speak German and the people at
above the ground at its highest point, so you
the other end speak Italian. Also, the weather
gr
might not want to look down! But if you’re brave

might be bad when you go into the tunnel, but
enough to look around, there are amazing
eo
good when you come out!

views of some of the highest mountains in
New words: centimetres wide metres
lG
the Alps – the Matterhorn and the Weisshorn.

heights tunnel loads
na
3 Read again. Complete the sentences.

io
1 The Charles Kuonen Suspension Bridge is 457.2

metres long and 63.5 centimetres
at
wide .
N
2 It takes ten minutes to cross the bridge.

3 The Gotthard Base Tunnel is 57 kilometres long.
seventeen
4 It took years to build the tunnel.
5 The suspension bridge and the tunnel are in
Switzerland .
52 UNIT 5
Going places
SO
ES
3 Reading
N
L
•• 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
In this lesson, students will: a class.
•• read about the world’s longest pedestrian suspension •• Reading Strategy: Scanning for Specific Information
bridge and the world’s longest tunnel. Teaching and encouraging students to scan can help
•• talk about their experience with bridges and tunnels. them find specific words in a text. It also helps them
Resources: Audio Track 35, Classroom Presentation Tool, understand that they do not need to read every word of the
Workbook p. 42, Online Practice text. Doing this helps them learn how to find the information
Materials: a photo of the Burj Khalifa (or other significant they need quickly.
structure) •• 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
Warm Up again and complete the activity individually.
•• Write the following adjectives on the board:
Optional Activity 1
long dark high wide deep heavy •• Show a photo of another record-breaking structure, such as
ng
the Burj Khalifa in Dubai, the world’s highest building. Show
the photo and write the following prompts on the board:
•• Ask students to say what the opposite of each of these
ni
adjectives is. (short, light, low, narrow, shallow, light)
How Where What When How many
Alternatively, ask them if they know any of the noun forms high wide rooms built opened
ar
of these adjectives. (length, darkness, height, width, depth,
weight)
Le
•• In pairs, tell students to form questions about the building.
•• Ask Which words describe bridges? Which describe
When they are ready, tell students to ask you their questions.
tunnels? Which describe both? (Bridges can be long, high,
Answer what you can.
wide and heavy. Tunnels can be long, dark, high, deep
and wide.)
c •• Useful information about the Burj Khalifa: It’s in Dubai, UAE.
It opened 2010. It’s 828 metres high. It’s made of concrete
hi
1 and glass. There are 163 floors and eight lifts; There are
ap
304 hotel rooms and 900 apartments in the Burj Khalifa.
•• Ask students to open their books to p. 52. Draw their
attention to the photo and read the caption aloud. Use Optional Activity 2
gr
the photo to check the meaning of suspension bridge and

•• If you have internet access available, tell students to work
pedestrians (= people walking).
in pairs to research other famous structures. Tell them to find
eo
•• Ask students to discuss the questions as a class or in small an interesting structure and prepare a presentation on how
groups. If discussing as a class, ask each question and then long, high, wide and/or deep it is. Possibilities for research
invite volunteers to share their answers before moving on to
lG
include: the Eiffel Tower, Big Ben, the Shanghai Tower, the
the next question. If students discuss the questions in small Channel Tunnel and the Golden Gate Bridge.
groups, ask one student in each group to ask the questions.
It is that student’s responsibility to ask questions and get Wrap Up
na
everybody speaking. Ask a different student to report back

•• Tell students to close their books. Then write the following
to the class from the discussion at the end.
io
numbers on the board:

2 four hours 86 metres 57 kilometres
at
•• Play TR: 35. Tell students to listen and read the text. Set a 17 years 63.5 centimetres
focus question for students to answer as they read. For
N
example, write on the board: Why is the title ‘Extreme travel’? •• Tell students to work in pairs. Ask them to recall and say
(Because the text is about travelling across the longest what the numbers refer to in the text. After one minute, tell
pedestrian suspension bridge and through the longest students to open their books and check the answers. (four
tunnel, which are both ‘extreme’.) hours = the time it took to cross the valley before the new
bridge was built; 86 metres = how high the Charles Kuonen
3 Suspension is above the ground; 57 kilometres = how long
•• Read the instructions aloud. Then ask students to underline the Gotthard Base Tunnel is/the length of the Gotthard Base
key information in the activity questions. Tell them to use Tunnel; 17 years = how long it took to build the Gotthard
these clues to locate which section of the text information Base Tunnel; 63.5 = the width (in centimetres )of the Charles
will be found. Go over the first item as a class. Ask What Kuonen Suspension Bridge)
important information could you underline in sentence
1? (Charles Kuonen Suspension Bridge, 457.2 metres, 63.5 Additional Practice: Workbook p. 42, Online Practice
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.
Going places 52a
UNIT 5
SO
ES
4 Grammar
N
L
3
•• Go over the instructions. Provide an example answer to
the first question. Say My bag was made in Thailand.
In this lesson, students will: What about yours? Ask two or three students to share
•• use questions in the passive. their answers.
•• discuss where things were made, when buildings were •• Tell students to work in pairs to discuss the questions. As
built, and so on, using the passive. students speak, walk around and monitor, offering help
Resources: Classroom Presentation Tool, Workbook p. 43, if needed. At the end, ask a few students to share their
Workbook Audio Track 17, Online Practice answers with the class.
•• Extra Challenge Ask students to write and ask their own
questions in the passive using these verbs: invent, use,
Warm Up make, open, design and paint.
•• Write the following words at random on the board: •• Extra Support Tell students prepare to for the activity by
asking them to write answers to the questions first.
homework week given
What been has this Optional Activity
•• If your students like quizzes, give them a simple quiz. Tell
ng
•• Ask students to work in pairs. Say Work together to make them to write two answers to each question. Then read
a question using the words on the board. When you think the questions below aloud, giving students time to write
ni
you’ve got the answer, put up your hand without speaking. answers.
When all students have their hands up, ask the pair that put 1 Where’s Spanish spoken?
ar
their hands up first to give you the answer. Then ask students 2 Where have the Olympic Games been held?
what the answer to the question is. (What homework has 3 What are pencils used for?
Le
been given this week?) 4 Where’s coffee grown?
5 What was taught today?
1
c
Wrap Up
hi
explanation in the green grammar box. Then ask volunteers •• Ask students to write their own questions in the passive
to read the example sentences aloud. beginning with What, When or Where. As students write,
ap
•• Go over the form. Do this as a teacher-led board walk around and monitor. Offer help if necessary.
presentation. For example, write these labels on the board: •• When students are ready, tell them to walk around, ask their
gr
question and get as many answers as they can in three

question word verb be subject minutes. Then ask students to read the questions aloud and
(been or being) past participle
eo
say some of the answers they were given.
•• Ask students to match the words in the example questions

lG
in the green grammar box with these labels.

•• Go over the meaning. Say Look at the sentence Why has
the tunnel been built? Do we know who built the tunnel?
na
(no) Are we interested in who built the tunnel? (no)

Say OK. So, we use the passive when the action is more
io
important than who did it.
2
at
•• Read the instructions and the example aloud. Ask What

N
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.

S
ES O
N
Grammar
L
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: Why has the tunnel been built?
2 Put the questions in the correct order. Then circle

the correct answer.
ng
1 is / How often / played / the World Cup?
How often is the
ni
A It’s played every four years.
World Cup played?
B It’s played by football teams.
ar
C It’s played in a different country each time.
Le
2 the first plane / invented / Where / was? Where was
the first plane
A It was invented twenty years ago. invented?
c B It was invented in the US.

hi
C It’s just been invented.
ap
3 opened / was / When / the tunnel / between

England and France? When was the tunnel between
gr
England and France opened?

A So that cars can drive through it.
eo
B It’s fifty kilometres long.

C It was opened in 1994.
lG
Where were the

4 used / were / Where / the first boats? first boats used?
A They were used to carry animals across the river.
na
B They were used in Egypt.

io
C They were used many centuries ago.
5 Why / made / electric cars / being / are?

at
Why are electric

A So that we use less petrol. cars being made?
N
B They were made in Brazil.

C They’re made of light metal.

1 Where was your bag made?
2 When was your school built?
3 When’s your classroom cleaned?
The Charles Kuonen Suspension
Bridge in Switzerland is the 4 What homework have you been given this week?
longest pedestrian suspension
bridge in the world.

SO
ES
5 N
Chant
L
1 Listen, read and repeat. Choose The best way to go

your favourite verse. TR: 36
1 I prefer to travel by train.
2 Listen again. Act. TR: 37 It’s nice to be indoors, out of the rain.
You can sit and relax and enjoy the view.
3 Divide into five groups, You can have something to drink and a biscuit too.
one for each verse.
Perform your verse 2 I think it’s much better to go by car.
with your group. You can drive where you like, near or far.
TR :38 and 39 You don’t have to stop, you don’t have to wait.
You can go when you like, so you’re never late.
3 Have you thought of going by bus?
ng
We need buses and buses need us.
ni
A bus is fine in different weather.
And it’s better if we all travel together.
ar
4 What about travelling by bike?
Le
You can carry your things and go where you like.
It keeps you fit, you don’t have to pay.
c
And it’s great when it’s a beautiful day.
hi
5 I think you’re all wrong – there’s a much better way.
ap
And it’s something we should do every day.

You don’t have to hurry, you don’t have to run.
gr
Enjoy the fresh air and sometimes the sun!

eo
lG
Take exercise.
VALUE
na
Workbook, Lesson 6
io
at
N
ABOUT THE PHOTO

Cyclists in This photo is of cyclists in Kyoto, Japan. Kyoto is a city located
Kyoto, Japan 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.
54 UNIT 5
Going places
SO
ES
5 Chant
N
L 3
•• Organize the class into five groups. How you do this will
depend on the size of your class. One way of mixing
In this lesson, students will: students is to go around the class, assigning group
•• chant about ways to travel. numbers to individual students by saying 1, 2, 3, 4, 5. Say
•• identify the value Take exercise. Stand up, 1s. Then motion for them go to one part of the
Resources: Audio Tracks 36–39, Classroom Presentation room. Say Stand up, 2s and repeat. In the end, you should
Tool, Workbook p. 45, Online Practice have five even groups. Alternatively, simply group students
Materials: blank pieces of paper according to where they are seated if it is difficult for them
to move.
Warm Up
•• As students listen, tell each group to take turns chanting
•• Write the following pairs of ways to travel on the board:
their verse and performing the actions they prepared in
car/bus train/aeroplane walking/cycling Exercise 2.
•• Value: Take exercise Say The value of this lesson is Take
•• Ask students to work in pairs. Tell them to choose one pair exercise. Ask How can we take exercise? Listen to students’
ng
of topics (ways to travel) and compare them in as many ideas. To extend the activity, ask students, in groups, to
ways as they can. For example: A car is faster than a bus. choose one of these situations – at school, on holiday, or
ni
It’s easier to go by car. It’s cheaper to go by bus. Buses are on a rainy day – and think of ways to take exercise. For
more fun than cars. Cars are more comfortable than buses. additional practice, ask students to complete Lesson 6 of
ar
the Workbook in class or at home.
1
Optional Activity
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•• Write on the board: I prefer to travel by … Ask What ways
Focus their attention on the photo. Ask What are these
can we travel? Listen to students’ ideas and write them on
people doing? Do you think this is a good way to travel?
Listen to several students’ answers. Read the caption and
c the board.
hi
the title of the chant aloud. Ask What’s the best way to go •• Ask students to work in groups of three or four. Tell each
to school? What’s the best way to get to the city centre? group to choose a form of transport from the board. Ask
ap
What’s the best way to travel on a long journey? Listen to them to write the first line of a new verse on a piece of
several students’ answers. paper (for example, I prefer to travel by boat). Then ask
groups to exchange pieces of paper with another group.
gr
•• Play TR: 36. As students listen and read, ask them to repeat
Tell that group to write the second line before passing the
each line. At the end, ask students to say which verse they
paper back. Then tell groups to write the third line before
eo
liked the most.

passing it back again. At the end, ask groups to read or
•• Extra Support Explain and/or review key words in the chant
chant their new verses aloud.
as needed. Review the meaning of: indoors (= opposite of
lG
outdoors); relax (= opposite of work – or act it out); near (=

Wrap Up
opposite of far); carry (act it out); hurry (= go fast because
•• Ask students to close their books. Then write on the board:
you are late).
na
travel by train, go by car, go by bus, travel by bike, walk. Tell

2 students to work in pairs. Ask them to try to remember and
io
say one reason from the chant why each of the different
•• Tell students that they are going to plan actions to go forms of travel is the best way to go (for example, travel by
with each verse. Start them off by acting out the first verse
at
train because you can sit and relax).

yourself. So, act out travelling by train (make circular
chugging motions with your arms), act out being indoors
N

(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.
•• 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.
Going places 54a
UNIT 5
SO
ES
6 Writing
N
L
•• 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
In this lesson, students will: asking students to identify which are common nouns and
•• read a factfile about Argentina. which are proper nouns. Choose place names they will be
•• write a factfile about their country or a country they familiar with.
know.
•• use figures correctly in a factfile.
3
Resources: Classroom Presentation Tool, Workbook p. 44, •• Direct students’ attention to part a. Go over the information
Online Practice 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
•• Start by showing a map of South America. Ask Where’s
three or four numbers. Ask students to write them as figures.
Argentina? Ask students to label the country on the map.
Say Sixty-seven (67), four hundred and fifteen (415), one
ng
•• Write Facts on the board. In groups, tell students to
thousand, three hundred and forty-nine (1,349), nine
brainstorm any facts they know about Argentina for three
hundred and one (901).
minutes. Then ask different groups to share their facts.
ni
Alternatively, ask a volunteer from each group to come to 4
the board and write their group’s facts.
ar
•• Tell students to write a factfile. Ask them to decide which
1 country they want to write about. If you plan to do the
Le
writing in class, it is a good idea to let students work and
•• Ask students to open their books to p. 55. Read the three
write with a partner as long as they choose the same
questions aloud. Ask students to read the factfile and
country.
find answers. Then tell them to check answers in pairs.
Alternatively, ask different students to read each bullet point
c
hi
it in class, break the writing into stages. Here is a possible
of the factfile aloud. Then go over answers as a class.
process:
Answers: 1 Buenos Aires; 2 more than 5,000 km long; 3 on
ap
1 Ask students to write a heading (for example, Factfile:

the border between Argentina and Brazil
Mexico).
•• Extra Challenge Ask students to think of two more questions 2 Tell them to make brief notes about the information
gr
about information in the factfile. When everyone is ready, they want to include. This could include: location,
tell them to ask their questions to the class. Ask the class to capital city, size, population, languages, tourist
eo
try to remember the facts from the factfile and answer the attractions, important cities, rivers, mountains, and
questions. so on.
lG
•• Extra Support Pre-teach key words: size (= how big it is), 3 Tell them to do research on (or remember) facts and
population (= how many people there are), on the border figures and make notes.
(= the line between countries), southernmost (= a place, 4 Ask students to write a first draft. Tell them to include at
na
or landmark, which is further south than any other within least eight bullet points. Remind them to use proper
a range) and tourist attraction (= place that tourists like nouns and figures correctly. Include a peer-editing
to see). stage after the first draft. Ask students to swap their
io
work with a partner. Tell them to make comments to

Optional Activity
at
correct or improve the factfile.

•• Ask students to work in pairs. If your classroom has internet •• Extra Support Write a list of key information students have
N
access, ask them to research two more facts about to include on the board, for example, location, capital city,
Argentina. Invite pairs to share their facts with the class. size, population, language(s), tourist attractions, important
•• Alternatively, you could ask them to think of two more cities, rivers and mountains. Remind students to refer to this
questions about Argentina that are not answered in list as they write.
the factfile, for example, What’s the national animal of
Argentina? (rufus hornero, or red ovenbird) Then ask Wrap Up
students to find the answers for homework and share their •• Ask students to ‘publish’ their written work. Display
questions and answers during the next class. completed factfiles around the classroom. Invite students
to walk around and read each other’s factfiles. Alternatively,
2 tell students to sit in small groups and pass their factfiles
•• Go through the information in the grey box. Then ask around. Encourage students to tell each other what
students to do steps 1 and 2 individually. Ask students to interesting facts they learnt from their factfiles.
(For your reference: 2.54 centimetres = 1 inch; 1 metre = 3.3 Additional Practice: Workbook p. 44, Online Practice
feet; 1.6 kilometres = 1 mile; 1 kilogramme = 2.2 pounds)

S
ES O
Writing A factfile 6
N
L
1 Read the factfile. Answer the questions. 2 Read the information about writing
1 What’s the capital city of Argentina? facts. Then look at the factfile and
2 How long is Route 40? do steps 1 and 2.
3 Where are the Iguazu Falls?
Facts should be clear and easy to read.
It’s good to start a new line for each
Factfile: Argentina new piece of information. Remember
to use capital letters for proper nouns
• Argentina is the eighth largest country in
(names of people or places).
the world.
• It’s the second largest Spanish-speaking When we write facts, we often give
country in the world (in size, not population). numbers and measurements to
ng
add details and make the facts more
• The biggest city in Argentina is the capital,
interesting. We sometimes shorten the
ni
Buenos Aires. Nearly three million people
measurement words, for example:
live there.
ar
• The Río de la Plata is the widest river in the km = kilometres
Le
world. It’s about 190 km wide at its widest m = metres
point – where it connects with the Atlantic
cm = centimetres
Ocean.
c
hi
• Ushuaia, in Argentina, is the southernmost kg = kilograms
ap
city in the world.

1 Underline the proper nouns.
• The highest mountain in Argentina is
2 Circle the numbers and measurements.
gr
Aconcagua. It’s nearly 7,000 m high.

3
eo
• Route 40 is the longest road in Argentina Writing skill Using figures

and it’s one of the longest roads in the a Read the information in the box.
lG
world. It’s more than 5,000 km long.

• The Iguazu Falls are one of the biggest When we write very small or very big
numbers, we usually write the words
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tourist attractions in Argentina. They’re on

(four centimetres, three million).
the border between Argentina and Brazil. When we write long numbers, we
io
There are 275 waterfalls and the water falls usually write figures (275 waterfalls).
at
from an average height of 71 m.

b Write the figures for the numbers.
• There are 33 national parks in Argentina.
N
• In Argentina, people eat lots of meat – 1 two thousand, four hundred and
about 118 kg of meat per person per year! sixty-five 2,465
2 eighty-seven 87
3 three hundred and thirty-three 333

4 nineteen 19
4 Write a factfile about your country

Tourists at Iguazu or another country you know about.
Falls on the border of
Use figures and measurements to
Brazil and Argentina
make the facts more interesting.

SO
ES
7 N
Video
L
1 Work in pairs. Look at the photo. What

words would you use to describe this
place? Make a list.
The Le Conte and

ABOUT THE VIDEO
Patterson Glaciers,
Vincent Colliard, from France, and Børge Ousland, from Norway, are both National the Stikine Ice Field
Geographic Explorers. Børge founded the IceLegacy project in 2012 and invited and the mountains
ng
Vincent to be a part of it. Børge is a famous explorer who holds the record for the surrounding the
fastest unsupported journey to the South Pole (taking just 34 days). And he got town of Petersburg,
married at the North Pole! Vincent works mainly as a polar explorer and works part
Southeast Alaska, USA
ni
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
ar
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
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move and form valleys, mountains and other large formations.
c
hi
2 Watch the video. What’s the most important reason for National Geographic
ap
Explorers Vincent Colliard and Børge Ousland’s journey? Tick (✓) the correct
answer. Video 6
gr
1 It’s never been done before.

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2 The views from the glacier are incredible.

✔ 3 They want to tell people about what’s happening in these places.
lG
3 Watch the video again. Complete the sentences. Use one word or number in
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each gap. Video 6
1 National Geographic Explorers Vincent Colliard and Børge Ousland are trying to cross
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the world’s 20 largest glaciers.

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2 Walking and climbing on ice isn’t easy. Sometimes the snow is very heavy
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and they can’t see anything .

3 As the world’s temperature rises, glaciers are melting.
4 In Alaska, 75 billion tons of ice melt each year .
5 In Africa, 80% of glacier ice has been lost since 1900 .
6 In the same period, 50% of glaciers in the European Alps have disappeared .

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?
56 UNIT 5 Going places

SO
ES
7 Video
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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.

•• watch a video about crossing the world’s largest glaciers.
•• Tell students to read through the sentences. Ask What
•• learn more about glaciers and global warming. words can you guess? If necessary, use a map to show
•• discuss their ideas about the journey across the glaciers. where Alaska and the European Alps are or explain where
Resources: Video 6, Classroom Presentation Tool, Online they are.
Practice •• Play Video 6 again. Tell students to watch and complete
End-of-unit resources: Worksheet 6.5, Unit 5 Test, ExamView the sentences. Ask students to compare answers in pairs.
Assessment Suite Then go over answers as a class. You can do this by inviting
Materials: a map showing Alaska and the European Alps 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.
Warm Up 4
•• Tell students to work in groups of four or five. Ask them to
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Walk across a mountain discuss the answers to the discussion questions together.
Climb up a glacier Walk around and monitor, asking their opinions and
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Sail across a desert checking that they are working together successfully.
Walk across an ocean •• Ask groups to report their ideas to the class.
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Optional Activity
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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 •• Ask students to role-play an interview with Vincent and
words. Ask Which of these journeys is most difficult and Børge. Divide the class into two groups, Group A and Group
B. Then organize students in each group into pairs. Tell the
c
why? Which one would you like to do and why?
pairs in Group A that they are ‘interviewers’. Instruct them to
hi
1 prepare five questions to ask Vincent and Børge. Tell pairs in
Group B that they are Vincent and Børge – the ‘explorers’.
ap

Instruct them to prepare how they will describe their journey.
Focus their attention on the photo. Ask What can you see?
Give students three minutes to prepare. Then organize pairs
(a glacier) Then read the caption aloud. Explain that a
gr
into groups of four so that one pair of interviewers (from

glacier is a large area of ice in the Arctic or Antarctic or
Group A) is with one pair of explorers (from Group B).
in mountains. It is so big and cold that it doesn’t melt in
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•• Say Go. Tell the interviewers to ask their questions and the
summer.
explorers to respond. At the end, ask interviewers what they
•• Read the instructions. Ask students to work together to
found out about the explorers.
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make a list of words to describe what they can see in the

photo. Provide three or four words to get them started, such
Wrap Up
as glacier, ice, cold and mountains. Set a two-minute time
•• Ask students to close their books. Write these key numbers
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limit. Then ask pairs to share their lists of words with the class.
from the video on the board:
•• At the end, use the opportunity to pre-teach key words
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from the audio: dangerous, heavy snow, uphill, downhill, 20 75 billion 80% 1900 50%
incredible (views), melting, disappearing and amazing
at
(place). Think of ways of reviewing the words. For example,

Ask students to say what these numbers refer to in the
say Dangerous is the opposite of safe. If ice becomes
video. Ask Which numbers are surprising or worrying? Why?
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water, it melts. When something becomes smaller and

smaller until it isn’t there, it disappears. If snow is heavy, (20 = number of glaciers they want to cross; 75 billion = the
then there is lots of it. 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
2 European Alps have disappeared)
•• Read the instructions and the three sentences aloud. Play

Video 6. Tell students to watch and tick their answers. Then Additional Practice: Worksheet 6.5, Online Practice
tell them to compare answers with a partner. After they
finish, go over answers as a class.
Website.
Going places 56a
UNIT 5
UNIT
6 Fantastic festivals
•• talk about periods of time. Vocabulary Collaboration
•• listen to an interview about the cherry a.m., autumn, century, hours, Work together to plan and perform
blossom festival in Japan. midday, midnight, minutes, month, actions for the chant, Lesson 5
•• use the present perfect continuous with p.m., seconds, spring, summer, Communication
for and since to talk about something winter; mixture, poured, tropical fruit, Interview a partner, Lesson 2
that started in the past and is still seafood, skin Creativity
happening. Grammar Write an advert, Lesson 6
•• read about festivals from around the •• Present perfect continuous with for Critical Thinking
world. and since Use information from a text to
•• use the present perfect continuous to •• Present perfect continuous to answer questions, Lesson 1
explain a situation
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explain situations.
•• chant about festivals.
ni
•• write an advert for an event.
•• watch a video about festivals in different
ar
countries.
•• identify the value Learn about other
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cultures.
c
hi
ap
•• To vary interaction, ask students to work in pairs or small

In the Unit Opener, students will: groups to discuss questions 2 and 3. Give students some
•• respond to a photo showing the Redhead Days time to prepare their ideas. Then set a four-minute time limit
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international festival in the Netherlands. for students to discuss. At the end, ask students to tell the
•• talk about festivals they know about. class about the festivals their partner has been to.
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Resources: Home School Connection Letter, Classroom

Presentation Tool TEACHER TIP
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Think about how you wrap up an activity. When an activity

involves students sharing ideas, opinions and experiences
Introduce the Theme
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in a warm up or fluency activity, the wrap up should reflect

•• Write the names of two different festivals your students will this. Provide closure to the activity by regrouping as a class
know about on the board. Ask What do people do during and giving students a chance to say something. Here are
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the festivals? In what ways are the festivals similar? some suggestions:
at
•• If you can’t think of any festivals, write the following unusual •• Ask students to report one thing their partner or
festivals from around the world on the board: The Air group said.
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Guitar Festival in Finland and The Cheese Rolling Festival in •• Ask a question that gets students to briefly sum up their
England. Ask What do you think happens at these festivals? group discussion. For example, ask Did everybody in
(The Air Guitar Festival – People play imaginary guitars, your group agree? What did you disagree about?
and the winner becomes World Champion; The Cheese
•• Including a wrap-up step helps signal to students that
Rolling Festival – Somebody rolls a big, round disk of cheese
the activity is finished. You can then prepare them for
down a hill, and a lot of people run down the hill and try to
the next activity or lesson.
catch it.)
Use the Photo

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.

UNIT 6 Fantastic festivals
UNIT
Fantastic festivals 6
ABOUT THE PHOTO
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
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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
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2005 when a Dutch artist advertised for fifteen red-headed
models because he wanted to make a painting of
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redheads. One hundred and fifty people applied, so they
all decided to meet in the city and start a festival instead.
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In addition to the picnic, at the festival there are lectures,
workshops and exhibitions aimed at red-haired people.
c
hi
ap
gr
eo
lG
na
io
at
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The Redhead Days international

festival, Breda, The Netherlands

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?

SO
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1 N
Vocabulary
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ABOUT THE PHOTO

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.
ng
People enjoy the o-hanami
(flower viewing) party under
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cherry blossoms in Iwakuni,
Yamaguchi, Japan.
ar
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1 Listen and repeat. TR: 40 3 Listen to an interview about the cherry
1 There are sixty seconds in a minute and
c
blossom festival. Circle the correct answer.
hi
sixty minutes in an hour. TR: 41
ap
2 There are twenty-four hours in a day and 1 The cherry blossom festivals take place every .
seven days in a week. A spring B summer C autumn
gr
3 There are just over four weeks in a month

and twelve months in a year. 2 O-hanami means .
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A eating special food

4 The four seasons are spring, summer,
autumn and winter. B looking at flowers
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5 There are a hundred years in a century. C listening to music

6 Midnight is twelve o’clock at night. 3 People have been celebrating o-hanami for .
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Midday is the middle of the day.

A weeks B years C centuries
7 Times before midday are a.m. and times
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after midday are p.m. So, eight p.m. is 4 The celebrations do not all take place at the
at
eight o’clock in the evening. same time because .

A they can be very noisy
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2 Read the sentences. Write T (true) or F B people can’t agree about the best time to
(false). Correct the false sentences.
celebrate
1 There are a hundred summers in a
C people have to wait until the blossom arrives in
century. T
their area
2 There are thirty-two days in a month.
F (There are 28, 29, 30 or 31 days in a month.) 5 The blossom starts to die after .
3 There are 1,440 minutes in a day.
T A two days B two weeks 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 .
5 There are 168 hours in a week. T A have a good view of the flowers
6 Summer follows spring. Winter follows B have a barbecue
autumn. T C dance and sing
58 UNIT 6
Fantastic festivals
SO
ES
1 Vocabulary
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•• Play TR: 41 and tell students to complete the activity
individually. Then go over answers as a class.
•• 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
•• talk about periods of time. topic. This can help them understand the new information
•• listen to an interview about the cherry blossom festival they hear as well as make educated guesses about new
in Japan. vocabulary and the answers to activity items.
Resources: Audio Tracks 40–41, Classroom Presentation Tool, •• Extra Support Play TR: 41 a second time and pause if
Workbook p. 46, Workbook Audio Track 18, Online Practice necessary.
Materials: photos of winter and summer scenes
Script for TR: 41
Presenter: Hello and welcome to Let’s Celebrate where we
interview people about festivals in their countries. Today
Warm Up we’re going to Japan to talk to Hayato and Yui about the
•• Show two photos – one of a winter scene and one of a cherry blossom festivals, which take place in Japan every
summer scene. Ask What can you see? What season is it? spring. What are the festivals called in Japanese?
What time of day is it? Point to the winter scene. Ask What
Hayato: We call them o-hanami – it means ‘looking at
do you do in this season? Point to the summer scene. Ask
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flowers’.
And what do you do in this season? Which season do you
prefer? Why? Listen to several students’ answers. Presenter: Have Japanese people been celebrating
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o-hanami for a long time?
1 Yui: Yes, for centuries! People used to look at the beautiful
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•• Ask students to open their books to p. 58. Play TR: 40. Tell cherry blossom and write poems about it.
students to listen and repeat. Presenter: Do people still do that now?
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•• Draw students’ attention to the thirteen new words and Hayato: Some people do, but most people have parties.
abbreviations in bold. Go over the words with different Everyone is happy because when we see the cherry
examples and questions. For example, say January, blossom, we know spring has come and winter is over.
February and March are … (months) It’s hot in …
c We bring special food and drink and have picnics or
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(summer), but very cold in … (winter) Is it a.m. or p.m. now? barbecues under the trees. We take photos of the blossom
In our country, April is in … ([spring]) and sometimes we watch traditional dancers and listen to
ap
NOTE: a.m. and p.m. come from Latin; a.m. = ante meridiem music. It can be quite noisy!
and p.m. = post meridiem. Presenter: Does everyone celebrate at the same time?
gr
2 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
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•• Read the instructions and the first item aloud. Ask students look on the internet to see when the blossom is coming to
to complete the activity individually. Tell students to our area.
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Hayato: The blossom starts to die after two weeks, so we
Ask students to give the correct information for the false
don’t have long. Everyone wants to have their party in the
answers.
best place with the best view of the blossom.
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•• Extra Challenge Ask students to work out how many

Yui: That’s right. We have to be quick if we want to get a
minutes there are in a century. (52,596,000 minutes;
good place.
remember that every four years, there is a leap year, so
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25 years in every century have 366 days)

Optional Activity
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3 •• Write the following on the board:

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•• Use the Photo Focus students’ attention on the photo. 10 seconds 90 minutes 2 weeks in summer
Say We’re going to listen to an interview about the cherry 40 minutes 3 minutes 2 days 1 hour 8 hours
blossom festival. Use the photo to pre-teach cherry blossom.
Explain that blossom is another word for flowers. Ask
•• Ask students to work in pairs or groups of three. Ask them to
What can you tell me about the festival? Listen to several
think of events and activities that last for the different periods
students’ answers.
of time on the board. Tell them to use their imagination.
•• Encourage students to use all the information on the
page, as well as what they already know about a topic, to Wrap Up
prepare them for listening. For example, before listening to
•• Ask students to close their books. Tell them to work in pairs
the interview about cherry blossom, read the photo caption
to write down three things they remember about the lesson.
aloud. This will help them understand what o-hanami
Then invite pairs to share their ideas with the class.
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.
UNIT 6 Fantastic festivals 58a

SO
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2 Grammar
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L
•• 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.
•• Extra Support Tell students to underline for or since in each
•• use the present perfect continuous with for and since to sentence before they circle their answers. Remind them that
talk about something that started in the past and is still we use for with lengths of time (e.g., two hours, three days)
happening. and since with points in time (e.g., six a.m., midnight).
•• talk about how long they have been doing certain things.
Resources: Classroom Presentation Tool, Workbook p. 47, 3
Online Practice •• 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
Warm Up English for many years/since I was small/for a long time.
•• Review the present perfect. Write the following prompts on •• Ask students to complete the activity individually. Then ask
the board: students to read their sentences aloud to a partner.
… lost something important? 4
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… met someone famous? •• Ask students to work with a new partner. Go over the
… visited an interesting place? instructions. Then model the activity by asking and answering
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… studied the present perfect continuous? the first question with a volunteer. Then tell students to take
turns asking and answering the questions in pairs.
ar
•• Ask What’s the beginning of the question? (Have/Has … •• Extra Challenge Ask students to prepare other questions
ever) Tell students to work in pairs. Tell them to take turns using their own ideas or these prompts: study science, learn
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interviewing each other using the questions on the board. a musical instrument, do your favourite hobby and sit in
At the end, ask students to say what they found out about this lesson.
their partner. If anyone says they have studied the present •• Extra Support Give students time to think of and write
perfect continuous, ask them to share an example with
ctheir answers before telling them to ask and answer the
hi
the class. questions.
1
ap
Optional Activity
•• Ask students to open their books to p. 59. Go through the •• Role-play an interview with a rock band. Organize the class
gr
explanation in the green grammar box. Then ask volunteers into groups of four. Tell each group to decide on their name.
to read the example sentences aloud. Tell them to decide roles: the singer, drummer, guitarist and
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•• Go over the meaning and form. To present form, write the interviewer. Then write these prompts on the board:
following labels on the board. Then ask students to come play the guitar sing tour the world
to the board to match example sentences from the green make records do interviews
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grammar box to the labels. •• Ask What other things does a rock band do? Elicit other
prompts on the board, for example, play drums, play the
subject + has/have + been + -ing
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piano, give concerts, make videos and write songs.

•• Ask the ‘rock bands’ to make How long have you been ...?
•• To review the -ing forms, write these verbs on the board and questions with the prompts. Elicit one or two examples. Then
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elicit their -ing forms (shown in brackets): play (playing), go tell students to write other questions.
(going), run (running) and dance (dancing). Point out that
at
•• When everyone is ready, move the ‘interviewers’ from their

for short verbs ending consonant + vowel + consonant, the
groups to the next group in a clockwise direction. Tell the
final consonant is doubled, and for verbs ending with -e, the
N
interviewer to use their questions to interview the rock band

final -e is dropped.
they are with. Say Go. After a few minutes, ask interviewers
•• To explain meaning, say Look at the first example sentence what they found out about the rock bands.
in the box. Did it start in the past? (yes) Is it happening
now? (yes) Wrap Up
2 •• In small groups, ask students to write down things that have
been happening since this lesson started, for example,
•• Use the Photo Focus students’ attention on the photo. Ask Students have been speaking English. Tell them to use the
Where’s the kite festival? What words could you use to present perfect continuous with for and since. Find out
describe the kite in the photo? Listen to students’ answers. which group can write the longest list.
•• Read the instructions aloud. Do the first item as a class. Ask
students to complete the activity individually. Tell students to Additional Practice: Workbook p. 47, Online Practice

S
ES O
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Grammar
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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.
People in Japan have been celebrating the cherry blossom for centuries.
ng
She’s been dancing since six o’clock.
Have people been celebrating o-hanami for a long time?
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ar
2 Circle the correct answer. 3 Complete the sentences. Use since
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and for and the words from the box.
1 The cherry blossom has been flowering
since last week / two weeks. a long time many years
c
hi
2 People have been dancing for two hours this morning
o’clock / hours. I was small yesterday
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3 She’s been sleeping since midnight /

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seven hours.
It’s been raining since yesterday.
4 The Kite Festival in Cervia, Italy has been
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taking place since 1981 / thirty years.

1 I’ve been studying English ...
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5 The Kite Festival in Gujarat, India has been

2 I’ve been living here ...
taking place for 1989 / many years.
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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 ...
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5 I’ve been feeling hungry ...

The International Kite Festival in
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Ahmedabad, Gujarat, India 6 They’ve been listening to music ...

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4 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

SO
ES
3 N
Reading
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1 Look at the photo. Discuss the questions. Learn about other cultures.
VALUE
1 What’s the woman doing? Workbook, Lesson 6
2 Where do you think she is?
Festivals from around the world

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
ng
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
ni
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
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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.
c
hi
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
ap
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
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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
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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!
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New words: mixture tropical fruit seafood skin poured

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ABOUT THE PHOTO

at
3 Read again. Complete the table. The photo shows the Mistura festival
in Peru. The Mistura festival (which
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lasts about ten days) is the biggest

the Boryeong
Mistura food festival in Latin America. It
Mud Festival
attracts hundreds of thousands of
Where’s it celebrated? Peru Korea people and showcases food from
every corner of Peru, including
When does it take place? spring summer street food and food from the
country’s best restaurants.
How long have people been
since 2008 since 1998 Thanks to Peru’s diverse geography
celebrating it?
and climate, which includes
What does the festival celebrate? food mud deserts, Amazon rain forest and
Andean highlands, the variety of
go down a mud slide, foods produced in the country
What can you do at the festival? eat
swim in a mud pool,
is extraordinary. As an example,
paint your body with
mud, do the mud Peru grows close to 4,000 different
bucket challenge varieties of potato.
60 UNIT 6
Fantastic festivals
SO
ES
3 Reading
N
L
•• 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
In this lesson, students will: talk about the Boryeong Mud Festival.
•• read about festivals from around the world.
•• talk about festivals. 3
•• identify the value Learn about other cultures. •• Read the instructions aloud. Give students time to read
Resources: Audio Track 42, Classroom Presentation Tool, through the table. Ask them to try to complete it with
Workbook pp. 48 and 51, Online Practice information they remember from the text. Then ask students
Materials: a photo of an interesting festival 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.
Warm Up •• Value: Learn about other cultures Say The value of this
•• Find a photo of an interesting festival that hasn’t been lesson is Learn about other cultures. Ask How can we learn
mentioned in the unit so far. You could find a photo of about other cultures? Listen to several students’ answers. For
the Boryeong Mud Festival (which is in the text). Other additional practice, ask students to complete Lesson 6 in
ng
suggestions include the Harbin Ice Festival in China or the the Workbook in class or at home.
Water Festival in Thailand.
•• Show the photo and ask Where are they? What are they Optional Activity 1
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doing and why? What do you think the name of the festival •• Put students into pairs. Tell them to complete the table for
is? Ask students to make guesses before telling them the
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a festival from their country or a festival that they are both
name and purpose of the festival. familiar with.
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1 •• Combine pairs of students to form groups of four. Tell pairs to
take turns sharing the information in their tables.
Focus their attention on the photo. Ask students to discuss Optional Activity 2
c
the questions as a class or in small groups. If you do this as
hi
•• If you have internet access available in your classroom, ask
a class, ask the first question. Then ask for answers before
students to work in pairs to research other popular festivals.
moving on to the next question.
ap
Tell them to complete the same table as in Exercise 3.

•• Read the caption aloud. It contains answers to the questions. Students could copy this table into their notebooks.
Answers: 1 She’s making a dessert called picarones.; Alternatively, do a search using the following prompts and
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2 She’s at the Mistura festival in Peru. see if students can find and report on funny festivals: the
moustache festival, the pirate festival, the bald-headed
2
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festival and the mouse festival.

•• Play TR: 42. Ask students to listen and read the text. If you
Optional Activity 3
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wish, set a focus question for students to answer as they

read. For example, write on the board: What are the names •• Ask students to work in small groups. Tell them to work
of the two festivals in the text? (Mistura festival, Boryeong together to invent their own fun festival. Tell them to decide
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Mud Festival) the following: what their festival is celebrating and why,
•• Ask students to underline any words in the text that are where and when it takes place and what you can do there.
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new for them. With the text in this unit, they could start with •• Before students start, brainstorm ideas for students who
the new words in bold (also listed below the text) and can’t think of any. Some ideas are: a tall festival, a big-feet
at
then underline any other words that are new for them. Tell festival and an ice-cream festival.
students to divide the words into those they can guess and
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those they can’t guess. Wrap Up

•• Ask them to identify the part of speech of new words from •• Tell students to close their books. Then ask the following
the context. For example, mixture is a noun and poured is questions. Tell students to write answers.
probably a verb because it ends with -ed. 1 When is the Mistura festival? (spring)
•• Ask students to say which words in the sentence around a 2 What can you eat there? Name one thing. (seafood,
new word help show the meaning. For example, seafood tropical fruit)
must be a type of food from the look of the word itself, from 3 When is the Boryeong Mud Festival? (summer)
the fact that it goes with sweetcorn and potatoes, and from 4 What can you do there? Name one thing. (go down a
the fact that it comes from the ocean. mud slide, swim in a mud pool)
•• Reading Strategy: Guessing Words from Context Students •• Ask students to compare answers in pairs. Find out which
at this level are able to read around new words, guessing pair got the most answers correct.
what they probably mean from the context. They do not
need to have all the new words defined before they read. Additional Practice: Workbook pp. 48 and 51, Online
Encourage them to guess the meaning of a new word by Practice
identifying its part of speech and looking at the other words
around it.

SO
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4 Grammar
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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
In this lesson, students will: sentences if necessary.
•• use the present perfect continous to explain a situation. •• Extra Challenge At the end, ask a few students How’s your
Resources: Classroom Presentation Tool, Workbook p. 49, partner feeling? Why? Remind them to answer using He
Workbook Audio Track 19, Online Practice or She.
Materials: an interesting photo of a person, different
activities written on small cards or pieces of paper Optional Activity
•• Play Charades as a class. Write on the board: I’m happy
because … Then invite a volunteer to come to the front of
Warm Up the class. Point to one of the activities on the board. (See
•• Show students an interesting photo of a person. This the list below for ideas.) Tell the student the activity, but
person could look tired, upset, disappointed, very happy, or don’t let the rest of the class know. Then tell the student to
perhaps dirty, or covered in paint or water. If you wish, use act out the activity for the class. Instruct the class to shout
the photo of the happy cook at the Mistura festival on p. 61. out guesses using the present perfect continuous. For
example, for the first ‘charade’, they should shout out You’ve
•• Ask How does [he/she] feel? Listen to several students’
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been painting pictures. Invite another student to come to
answers. Then ask Why? What’s [he/she] been doing? Elicit
the front. Give him/her another activity to act out.
possible reasons. This is a preview stage, so don’t expect
•• Here is a suggested list of activities you can write on the
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students to use the present perfect continuous. They might
say She feels happy because she’s cooking delicious food, board:
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or because she’s a cook. However, if they say something 1 paint pictures
that is closer to the new form (for example, because she 2 play tennis
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cooked a lot), then rephrase it for students using the target 3 write a poem
grammar: OK, so it’s because [she’s] been [cooking 4 cook pasta
delicious food/celebrating the Mistura festival]. 5 eat pizza
6 take photos
1 c 7 read a newspaper
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8 play a computer game
9 sit in the sun
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10 call a friend
•• Alternatively, copy each of the activities onto cards or
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2 pieces of paper. Hand out the cards or pieces of paper to

different students in the class. This gives students time to
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•• Do the first item as a class. Say I’m muddy because … think about how to act out the activities.
What’s the answer? (C) Ask students to complete the
•• To make the game competitive, divide the class into two
activity individually. Then tell them to compare answers in
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teams, Team A and Team B. Tell a player from Team A to

pairs. Go over answers as a class.
act out the first activity for his/her group. They have thirty
3 seconds to guess. Then ask someone from Team B to act
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out an activity for his/her group.

•• Read the instructions aloud. Elicit two or three possible ways
of completing the first sentence so students are clear on Wrap Up
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the task. For example, say I’m happy because … Then invite
•• Ask students to think of as many ways of completing the
students to give you ideas, such as ... I’ve been playing
at
sentence I’m tired because … as they can in three minutes.

football.
After three minutes, find out which pair has the most
•• Ask students to complete the activity individually. Ask
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sentences. Ask them to read them aloud.

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.
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.

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Grammar
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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?
B: Because I’ve been swimming in a mud pool.
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2 Match to form correct sentences.
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1 I’m muddy because C
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2 She’s been eating lots of sweetcorn, so D
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3 Her arms are tired because A
4 They’ve been painting mud all over their bodies,
c so E
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5 I haven’t got any money left because B
ap
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A cook shows how to A she’s been flying her kite for two hours.
prepare picarones, a
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B I’ve been buying lots of food at the festival.

traditional Peruvian
dessert, at the Mistura C my friends have been pouring mud over me.
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festival in Peru. D she’s not hungry now.

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E their skin is very healthy now.
3
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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

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grandparents.
2 He’s very wet because he’s .
3 They’ve been , so now they want to go
home.
4 I’m worried because I .
5 She’s good at English because she’s .
6 We’ve been , so we’re not thirsty now.
4 Tell your partner how you’re feeling. Then act to

explain why.

SO
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5 N
Chant
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ABOUT THE PHOTO
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
1 Read the chant. Write the missing words. Then metres high, and the observatory deck of the
listen and check. TR: 43 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
flowers food kite new year sing
has 57 functional lifts that run at a top speed of
ten metres per second. The Burj Khalifa has 2,957
2 Listen again. Act. TR: 44 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
3 Work in five groups, one for each verse. Perform inspired by the form of the Hymenocallis flower, a
your verse with your group. TR: 45 and 46 beautiful flower with long petals.
Come to the festival!
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1 Come to the festival and dance and sing .
You don’t need to worry about anything.
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Wave your arms and tap your feet.
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Move to the music, dance to the beat!
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2 Come to the festival and celebrate food .
Try something you know and something that’s new.
There’s something delicious for every taste.
c
hi
Make sure nothing goes to waste!
ap
3 Come to the festival and fly a kite .

Look up at the sky. What a beautiful sight!
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Kites of every colour, shape and size,

Some traditional, some a surprise!
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4 Come to the festival and look at the flowers .

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Stay and enjoy them for hours and hours.

Have a picnic under the trees.
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Watch the blossom float in the breeze!

5 Come to the festival and celebrate the new year .
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Everyone is welcome here.

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Greet your family and your friends.

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As the new year starts and the old year ends!
Fireworks to celebrate
the New Year at the
Burj Khalifa in Dubai,
UAE
62 UNIT 6
Fantastic festivals
SO
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5 Chant
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Optional Activity
•• Organize students into groups and tell them to write
another verse to the chant. Suggest possible opening lines.
In this lesson, students will: Write them on the board. For example:
•• learn a chant about festivals.
Come to the festival and play in mud.
•• plan and perform actions for the chant. Come to the festival and show your red hair.
Tool, Online Practice
•• Ask students to suggest other opening lines, based on
festivals that have come up in the unit or festivals they know
about.
Warm Up •• Once you have some ideas, ask each group to choose one
•• Use the Photo Ask students to open their books to p. 62. opening line. Tell them to work together to write the rest of
Focus students’ attention on the photo and read the the verse. Ask each group to chant their verse and perform
caption aloud. Ask Have you ever seen fireworks? Where? the actions for the class.
Did you enjoy them? Listen to several students’ responses.
Then ask What are other ways to celebrate the new year? Wrap Up
Listen to several students’ responses.
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•• Ask students to close their books. Then chant the first two
1 verses of the chant. Pause after every few words and tell
students to shout out the missing word. For example, say:
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•• Ask students to read the chant and write the missing words. Come to the … (festival) and dance and … (sing)
Do the first item as a class. Point out that the word in the box You don’t need to … (worry) about anything
ar
must rhyme with the word at the end of the next line (sing Wave your … (arms) and tap your … (feet)
and anything rhyme). Play TR: 43. As students listen and Move to the … (music), dance to the … (beat)
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read, tell them to check their answers. •• Tell students to work in groups of three. Tell Student A to
•• Extra Support You may need to explain and/or review key chant verse 3. Tell Students B and C to shout out words
words in the chant. Review and check: dance to the beat when Student A pauses. Then tell Student B to do the same
(act out by tapping your fingers), delicious (= very good
c with verse 4, and Student C with verse 5.
hi
(food)), goes to waste (= when you throw things away), float
in the breeze (act this out; move slowly in the light wind)
ap
and greet (= say hello when you meet people).
2
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•• Tell students that they are going to plan actions to go with

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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
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imaginary hugs.
•• Play TR: 44. As students listen, tell them to act out the
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movements you agreed on as a class. Stand at the front

and lead the motions.
at
3
N
•• 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.
•• As students listen, tell each group to chant their verse and
perform the actions they prepared in Exercise 2.

SO
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6 Writing
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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
In this lesson, students will: has just spent the day at the Albuquerque International
Balloon Fiesta. Tell them to decide who will be the journalist
•• read an advert for a hot-air balloon festival.
and who will be the person who has just been to the fiesta.
•• write an advert for a real or imaginary event.
•• Ask them to look at the advert on p. 63 (Exercise 1). Say If
•• use positive language in an advert. you’re the journalist, look at the advert and write down
Resources: Classroom Presentation Tool, Workbook p. 50, some questions you can ask in the interview. If you’re the
Online Practice person who went to the fiesta, look at the advert and think
of some things you did and saw there.
•• Tell them to role-play their interviews. Walk around and
Warm Up monitor. After they finish, invite pairs to role-play their
•• Use the Photo Ask students to open their books to p. 63. interviews for the class.
Draw their attention to the photo of a hot-air balloon. Ask
What is it? (a hot-air balloon) Have you ever seen a hot- 4
air balloon? Where? What did it look like? Have you ever •• Ask students to write an advert. As a class, brainstorm a list
been in a hot-air balloon? When? Where did you go? How
ng
of events and write them on the board.
did you feel? Would you like to travel in a hot-air balloon?
•• If you plan to do the writing in class, you may wish to allow
Listen to several students’ answers. Say We’re going to
students to work and write with a partner. If you do this,
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read an advert for a hot-air balloon festival. What do you
make sure they decide to write about the same event.
think people do at this festival? Listen to several students’
ar
answers.
it in class, break the writing into stages. Here is a possible
1 process:
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1 Ask students to write a heading starting with a suitable
•• Read the two questions aloud. Ask students to read the
phrase (for example, Come and enjoy …, Have fun
advert and find answers. Tell them to compare answers in
c
at …).
pairs. Then go over them as a class.
2 Tell them to think of the type of information they want
hi
•• Extra Challenge Ask students to think of two more to include and write headings. Some ideas are: what
questions to ask about information in the advert. Tell them the event is, when it is, where it is, how many people
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to ask a partner their questions. come and what people can do there.
•• Extra Support Pre-teach key words connected with a 3 Tell them to research (or remember) information and
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balloon event: car park (= place where people leave cars); make notes next to their headings.
balloons float in the sky (= they move slowly, carried by the 4 Introduce key sentence starters to help students write.
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air); take place (= happen); and take part (= be somebody For example: It takes place …, People come to …,
who is there at the event). There is/are …, You can … and Don’t miss …
5 Ask students to write a first draft. Tell them to include
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2 positive language. Include a peer-editing stage after

•• Go over the information in the grey box. Then tell students the first draft. Ask students to swap their work with a
partner and make comments. Tell them to comment
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to do steps 1–3. Ask students to compare answers in pairs.

Then check answers as a class. on what information helped make their partner’s
•• Extra Support Help students recognize words that make advert sound interesting and would make people want
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a text interesting. Write on the board: It’s every year. It’s to attend.
amazing. Ask Which word makes the text interesting? •• Extra Support Provide a list of key adjectives to include:
at
(amazing) Why? (It’s a strong word that shows feelings.) beautiful, amazing, delicious, popular, wonderful and
fantastic.
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What sort of words make a text interesting? (some verbs

and nouns, but mostly adjectives)
Wrap Up
3 •• Tell students to ‘publish’ their written work. One suggestion
•• Direct students’ attention to part a. Point out the example. is to tell students to display their adverts around the
Ask students to circle positive adjectives and expressions. classroom. Students can then walk around and read each
Tell students to compare answers in pairs. Then go over other’s adverts.
them as a class. •• To make this activity interactive, ask students to work with
•• Direct students’ attention to part b. Point out the example. a new partner and swap their adverts. Tell students to read
Ask students to underline positive verbs. Ask students to each other’s adverts and ask questions. After they finish,
compare answers in pairs. Then go over answers as a class. ask students to say if they would go to the event or not,
and why.
•• 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. Additional Practice: Workbook p. 50, Online Practice

S
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Writing An advert 6
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1 Read the advert. Answer the questions. 2 Read about writing an advert for an
1 How long has the Albuquerque International event. Then look at the advert and
Balloon Fiesta been taking place? since 1972 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
• what the event is.
of food, fun and amazing
hot-air balloons!! • when it’s happening.
• where it’s happening.

The Albuquerque International Balloon Fiesta
takes place every autumn in Balloon Fiesta • how to pay or where to get tickets.
ng
Park in Albuquerque, New Mexico in the US. It We also use words to make the event
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started in a car park in 1972 with just thirteen sound exciting and interesting, so
hot-air balloons and it becomes more and people will want to come.
ar
✔
more popular every year. Now hundreds
✔ ✔
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of beautiful, colourful balloons float in the 1 Underline the information about where
✔
brilliant blue sky above Albuquerque and the event takes place.
thousands of people come to watch and 2 Circle the information about when the
✔
c event takes place.
hi
have fun at the festival every year.
3 Tick (✓) the words that make the event
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There are picnic tables and places to buy

✔ sound interesting and exciting.
delicious food and drink, so you can sit and
✔ ✔
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enjoy a meal while you watch the fantastic 3 Writing skill Using positive language
show. If you want to take part in the fun, a Read the sentences. Circle the
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you can join a team and help to set up the positive adjectives.
balloons, follow them and help them land.
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The beautiful balloons are a wonderful

✔
Don’t miss this amazing show. It’ll be a sight. You can also enjoy delicious
✔ food and drink. The Balloon Fiesta is an
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wonderful experience that you’ll never forget!

amazing experience.
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b Read the sentences. Underline the

positive verbs and expressions.
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ABOUT THE PHOTO Come and enjoy the Balloon Fiesta.

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The Albuquerque International Balloon It’s becoming more and more popular
Fiesta is the largest hot-air balloon festival
every year. Hurry up and buy your
in the world. Albuquerque is the largest city
in the southern US state of New Mexico. ticket. You’ll have a great time!
The fiesta takes place every October.
There are usually about 600 balloons at
the fiesta that compete in a lot of different
4 Write an advert to persuade people
events and competitions. The most to come to a real or imaginary
exciting part of the fiesta is when hundreds event.
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.
The Albuquerque Balloon Fiesta,
Albuquerque, New Mexico, USA

SO
ES
7 N
Video
L
1 Watch the video. Match the countries

(1–4) with the festivals (A–D). Video 7
1 Saudi Arabia 2 India 3 Japan 4 Spain
2 A The Holi Festival

4 B Castells
3 C The Awa Odori Festival
1 D The Janadriyah Festival
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ABOUT THE VIDEO
The video includes four children talking about popular festivals in their countries.
One child, Rafi, talks about the Janadriyah Festival. This festival takes place
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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
A man shows his pottery skills in
ar
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.
Al-Thamama, Saudi Arabia.
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2
c
Watch the video again. Then read the sentences and tick (✓) the correct festival. Video 7
hi
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Holi Castells Awa Odori Janadriyah
1 It takes place at the end of winter.

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✔ ✔
2
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It takes place in summer. ✔
3 It takes place from June to November. ✔

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4 It celebrates spring. ✔
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5 It’s called the ‘Festival of Colours’. ✔

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6 It’s a dance festival. ✔

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7 The festival is two weeks long. ✔

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8 You can see lots of colourful costumes. ✔
9 There’s art, food and camel racing. ✔
10 People make human towers. ✔

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
Fantastic festivals
ES
SO Function 2: Agreeing and disagreeing
7 Video
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Task Guidance Notes
In this lesson, students will: Flyers Speaking Part 5 Students answer personal questions
•• watch a video about festivals in different countries. about themselves, such as school, holidays, family and
•• learn more about festivals. hobbies. There are no visual prompts, but students are only
•• discuss popular festivals in their country. expected to give short answers that are a phrase or one to
two sentences. Questions are generally in the present, but
Resources: Video 7, Classroom Presentation Tool, Online
students may also be asked questions in the past simple,
Practice
in the present perfect or with be going to. This part is testing
End-of-unit resources: Anthology Story 3, Anthology understanding and responding to personal questions.
teaching notes p. 138, Worksheet 6.6, Unit 6 Test, Units 1–6
Challenges Students can get nervous because there are
Tests, ExamView Assessment Suite
no pictures to help them and they have to rely on listening.
Materials: a world map
Ask them to think about all the parts of their personal life
and predict questions they might be asked.
Warm Up •• Can respond to questions on familiar topics with simple
ng
•• Tell students that they are going to watch a video about phrases and sentences
international festivals. Prepare for this by showing the •• Can talk briefly about activities done in the past
speakers’ countries on a world map. Say We’re going to
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listen to four children – Shiven, Pablo, Yurara and Rafi.
•• Familiarize Give students practice in identifying a variety of
Shiven is from India. Where’s India? Point to India on the
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question forms quickly with a word association task. Write on
map. Then say Pablo is from Spain. Where’s Spain? Point
the board, in columns: How often? When? Where? Do you?
to Spain on the map. Repeat for Yurara (Japan) and
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Would you? Elicit one idea for each question, for example:
Rafi (Saudi Arabia). Ask What do you know about these
How many? three times; Do/Would you? yes/no, and so on.
countries? Listen to several students’ answers.
Then say each question type randomly and ask students to
1
c quickly say an appropriate word.
hi
•• Collaborate Look at the questions with the class. In pairs,
tell students to discuss ALL the points they could say in
ap
Focus their attention on the main photo and read the
response. Check ideas with the class. For example: 1
caption. Ask Where is this man? What’s he doing? Why do
what and why popular; 2 time plus reason; 3 two or three
you think he’s doing this? Listen to students responses. Read
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activities plus reason(s); 4 what plus why.

through the countries and festivals. Ask Have you heard of
any of these festivals? What do you know about them? Do •• Ask students to work in pairs. Monitor. Focus on one aspect
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you know about any festivals in these countries? Listen to of the assessment. Listen and note any problems. Don’t
several students’ answers. interrupt the flow of the activity. Then go back over any
issues after the activity.
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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 Assess: Interaction
a class. Excellent responds appropriately; needs very little
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performance support; generally responds promptly

2 Satisfactory responds but with some support; prompt
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•• Ask students to read the ten sentences in the table. Review performance but some hesitation and delays
key words, including the seasons. For example, act out
•• Second Chance Teach or review Sorry, I don’t understand.
at
being cold for winter and being hot for summer. For spring,
Tell students to ask three new questions on another activity.
ask Which months are in spring? Other words to review are
Then put them into new pairs to ask and answer. Remind
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costumes, camel racing and human towers. Use gestures

them to sometimes say Sorry, I don’t understand. Instruct
and descriptions to remind students of what they saw in the
their partner to then repeat the question. Monitor.
video.
•• Play Video 7 again. Tell students to watch and tick. Show Wrap Up
students what to do by holding up a copy of the Student’s
•• Tell students to work in groups of three or four. Write these
Book and acting out ticking an answer. Tell students to
questions on the board and ask students to discuss: Which
compare answers in pairs.Then write the answers on the
of the four festivals in the video would you most like to go to
board.
and why? What’s the most interesting or important part of
•• Extra Support Pause the video after each child to give each of the festivals?
students time to tick the sentences.
•• At the end, ask students to share their ideas with the class.
Website.
Additional Practice: Anthology Story 3, Worksheet 6.6,
Online Practice

Function 2: Agreeing and disagreeing

•• learn and practise phrases for agreeing and •• Go over the instructions. Tell students to work individually to
disagreeing. circle the words that make the sentences true for them.
Resources: Audio Tracks 47–48, Classroom Presentation •• Put students into pairs. Tell them to take turns reading their
Tool, Workbook p. 52, Workbook Audio Track 20, Online sentences and agreeing/disagreeing. Walk around and
Practice monitor. Check that they are working together successfully.
Note any errors with the target expressions from this lesson
that you hear.
Warm Up •• Ask pairs to say if they agreed or disagreed with each
•• Write the following sentences on the board: other’s ideas. Then write a few incorrect expressions you
heard on the board. Make sure they are errors using this
1 School should start at 10.00 in the morning. lesson’s target language. Tell students to work in pairs to
2 People under 16 should go to bed before 10.00. correct the errors. Then invite pairs to share their corrections
3 We should have extra lessons at the weekend. with the class.
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•• Ask students to copy the sentences. Ask Do you agree
Optional Activity 1
or disagree with these sentences? Put a tick next to the •• Write the following sentences on the board:
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sentence if you agree and a cross if you disagree. In pairs,
I think everybody at school should go home for lunch.
ask students to say if they agree or disagree and why.
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Students should be allowed to use their mobile
1 phones during lessons.
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•• Add additional sentences. You could use those from the
attention on the green box. Say Today, we’re going to learn
Warm Up (see above) or make up other sentences that
phrases we use for agreeing and disagreeing. Read the
expressions aloud. Pause and ask students to repeat after
c better suit your class.
hi
you read each expression. •• In small groups, tell students to discuss each sentence and
say why they agree/disagree.
•• Focus student’s attention on the photo. AskWhat’s the boy
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doing? (skateboarding) Where is he? (at a skate park).

Say You’re going to listen to and complete a conversation
Optional Activity 2
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about two friends who are making plans to go to a skate •• Ask students to work in pairs to write an I think/don’t think ...
park. sentence of their own. Tell them to look through the first six
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units of the Student’s Book to find ideas they could write

•• Play TR: 47. Tell students to listen and complete the
about. For example, I think being a rhino keeper would be
conversation individually.
fun. Once students have written a sentence, organize pairs
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•• Extra Challenge Ask students to close their books before

into groups of four. Tell them to share their sentences and
listening for the first time. Ask When do the friends decide
agree/disagree.
to go to the skate park? Tell students to listen and say what
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they understand before doing the task.

Wrap Up
•• Extra Support Play TR: 47 again and pause it to give
•• Give students a quiz to make sure they have learnt the
students more time to process and write.
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target expressions from the green box. Tell students to close

2 their books. Read an expression aloud, but say mmmm
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in place of one of the words. For example, say You’re

•• Play TR: 48. Ask students to listen, check their answers and mmmm about that. Ask students to call out the missing
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repeat the phrases. word: right! Repeat with five or six other phrases. To make
•• Ask students to work in pairs. Tell them to practise the this competitive, divide the class into two teams. Alternate
conversation. Then tell them to swap roles and repeat the between the teams and keep track of the score.
conversation. •• Some possible phrases are: I don’t mmmm so. I’m mmmm
to disagree, but … I mmmm agree. I think mmmm too.
3
•• Go over the instructions. Tell students to use expressions Additional Practice: Workbook p. 52, Online Practice
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.
•• 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.

FUNCTION 2: Agreeing and disagreeing
Function 2: Agreeing and disagreeing
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.
Mauro: Hey, shall we go skateboarding at the skate park

on Saturday? It would be so cool!
Tomas: 1 I agree . How shall we get there?
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A boy skateboarding
Mauro: I think going by bus is the best way to get there. at a skate park
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Tomas: Hmm. 2 I don’t think so . I think it’s better
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to walk.
Mauro: 3 I’m not sure about that . It’s quite a long way.
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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.
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Mauro: I think it would be nicer to get up late on Saturday morning.
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Tomas: 4 You’re right about that .
Mauro: Let’s go after school today. I’m sure it’s easy to walk there from here.
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Tomas: 5 That’s true . I’ll just have to check if it’s OK with my dad.
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Mauro: Yes, I’ll need to phone my mum. Let’s hope we can both go. It’s going to be
so cool!
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Tomas: 6 I think so too !

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3 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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2 I don’t think so. 3 I’m not sure about that.

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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)
4 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

Franz Josef Land, Russia
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
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a polar bear. They’ve tried many times to get a good photo
of the polar bear, but it’s very difficult – and dangerous.
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They want to get a close-up photo of the bear, so they need
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special photo equipment. It’s an exciting project in a very
interesting place. National Geographic Explorer and
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photographer, Cory Richards
ABOUT THE VIDEO
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Explorer and photographer Cory Richards was National
Geographic’s 2012 Adventurer of the Year. He has climbed
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many mountains, including Mount Everest. He has tracked
the source of the Okavango Delta, and also visited the
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Arctic to take breathtaking photos for National Geographic.

The video shows Cory and his team on an expedition to
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Franz Josef Land where they are trying to photograph polar

bears. Franz Josef Land is an archipelago of 191 islands in
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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
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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 Austro-
Hungarian Emperor Franz Josef. The Soviet Union annexed
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the islands in 1926.

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1 Read the text. Discuss 2 Watch the video. Number the events in the
the questions. correct order. Video 8
1 Why do you think Cory Richards 3 A The polar bear tries to eat the camera tripod.
and his team want to take a 6 B Cory and his team are excited because they’ve
photo of a polar bear? got a very good photo of the bear.
2 Why do you think taking photos 2 C The men leave the camera on the beach and
of polar bears is so difficult and hurry away in the boat.
dangerous?
1 D One man gets the drone before the bear comes.
5 E Cory checks the photo of the polar bear.
4 F The polar bear moves away and the men get
the camera.
66 SCHOOL TRIP 2
School trip 2

•• read about a photo expedition to Franz Josef Land, •• Read the instructions aloud. Then read the first question
Russia. aloud. Listen to students’ answers. Ask question 2 aloud and
•• watch and respond to a video about Cory Richards and listen to students’ answers.
his team’s expedition to photograph polar bears in Franz
Josef Land. 2
•• present a project to the class. •• Say Let’s go on the expedition. Read the instructions aloud.
Resources: Video 8, Classroom Presentation Tool, Workbook Then read sentences A to F aloud. Use gestures or photos to
p. 53, Online Practice show the meaning of tripod and drone. Then play Video 8
Materials: photos to show the meaning of tripod and one time. Pause after you see a man getting the drone just
drone (if you want to use them for Exercise 2), ten before the bear comes. Say Look. What’s he doing? (getting
interesting photos of animals, a round container, a pencil, the drone) So, which sentence is first in the order? (D) Write
tin foil, wax paper, tape, a blanket, a map that includes 1 D on the board.
Franz Josef Land, Russia •• Continue playing Video 8. Pause after each event on the
video that is described by a sentence in Exercise 2. Ask
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What’s happening? What’s the next sentence in the order?
Warm Up Then play Video 8 a second time for students to check their
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answers. Tell students to compare answers in pairs. Then go
•• Write on the board: expedition to the Arctic. Say Today, we’re
over answers as a class. To review answers as a class, invite
going on a school trip. We’re going on an expedition to
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students to say 1 D, 2 C, 3 A, and so on.
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 •• Extra Challenge Instead of playing and pausing the first
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cold? (very cold) To teach the meaning of expedition, ask If time, tell students to watch the whole video and number
you go on an expedition, do you stay at home or go on a the events in the correct order. Then tell students to work in
journey to a place? (on a journey to a place) Do you go to pairs to check the order by describing in detail exactly what
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a place that’s difficult to get to? (yes) Do you take special they saw in the video.
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equipment? (yes) Script for Video 8
•• Say Let’s think about our expedition to the Arctic. What On one of the islands of Franz Josef Land, National
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animals can we see in the Arctic? Write students’ ideas on Geographic Explorer and photographer Cory Richards and
the board, for example: polar bears, seabirds, seals (note: his team have been trying for a long time to get a close-up
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there are no penguins in the Arctic). Ask What equipment – photo of a polar bear. They need special equipment, like a
things we need – should we take? Listen to students’ ideas. drone and a remote-controlled camera.
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Use gestures to prompt students if necessary. For example,

One of the men runs to collect the drone before the
act out taking a photo with a camera, putting on warm
polar bear gets there. Cory is worried; polar bears can be
boots and using skis.
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dangerous, especially when they’re hungry. The men hurry

•• Say Today we’re going to watch a video about an into the boat. They’ve left a camera on the beach.
expedition to the Arctic to take photos of polar bears.
The polar bear walks slowly towards the camera. The men
Let’s see what happens.
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watch from the boat. They are very excited as they hope
they’ll get a good photo of the polar bear.
Introduce the Topic
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•• Ask students to open their books to pp. 66–67. Read the title The team thinks the polar bear is going to eat the tripod –
aloud. Focus students’ attention on the main photo. Ask but in the end, the polar bear moves away and the men
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Where do you think Franz Josef Land is in Russia? Say It’s in can pick up the camera.
the Arctic and it’s very cold. Use a map to show the region Cory looks to see whether he has got a good photo.
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if you have one. He has! It’s a beautiful photo. Cory is pleased because he
•• Read the first paragraph aloud. Pause after archipelago. knows a photo like this will make a difference. He hopes
To show the meaning, draw a simple picture of a group of people will think more about protecting the environments
islands on the board. Pause after research. Say Research is where polar bears live.
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.
SCHOOL TRIP 2 66a

School trip 2
3 4 Project
•• Read the instructions and the first question aloud. Ask •• Tell students to work in groups of four or five. Direct students’
students to give answers. attention to the blue project box at the bottom of p. 67.
•• Ask students to work in pairs. Say Discuss the questions. Read the instructions aloud. Make sure that students
You’ve got four minutes. As students discuss, walk around have the necessary materials to make the camera: a
and monitor. Offer help if necessary. After they finish, ask round container, a pencil, tin foil, wax paper, tape and a
different pairs to share their opinions with the class. 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.
Optional Activity 1 •• Before students begin, clearly explain what you want to see
•• Find and show ten interesting photos of animals. They could in their project. Specify that students should be:
be photos cut from magazines or National Geographic 1 Following the instructions carefully and step-by-step
photos that you could show using your classroom 2 Working together to achieve the goal
technology. Display the photos, one at a time. As you show •• After groups have completed their pinhole cameras, tell
each one, ask: groups to swap pinhole cameras and test them out.
What animal can you see?
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Where is it? Wrap Up
Where do you think the photo was taken and how? •• Read the following sentences about the video aloud. Ask
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How does the photo make you feel? the class to say if they are true or false. Tell the class to
Invite different students to say what they think. correct the false sentences:
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•• Tell students to work in groups of four. Say Each group Franz Josef Land is in the Antarctic. (F – the Arctic)
has to choose one photo as the poster photo for a
Lots of people live in Franz Josef Land. (F – no one.
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presentation. The purpose of the presentation is to
Sometimes scientists go there to do research (and there
persuade people to protect the environments where wild
are some military personnel), but no one lives there
animals live. First, choose your photo together. Decide
permanently.)
why it’s a good choice. Second, choose a title for the
c You can find whales in Franz Josef Land. (T)
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presentation. Walk around and monitor. Help with ideas
and titles if necessary. Cory Richards is a National Geographic Explorer. (T)
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•• Ask one student from each group to present the photo they Cory is worried about the polar bear. (T)
chose to the class. Tell them to explain why they think it is a In the end, Cory doesn’t get a good photo of the polar
good poster photo. bear. (F – he does)
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Optional Activity 2
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•• Say You’re going on an expedition to take a photo of a
wild animal. First, read these questions. Write (or show) the
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following questions on the board:
1 What animal do you want to take a photo of?

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2 Where are you going to find it?

3 How will you take the photo?
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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
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volunteer from each group to tell the class their plans.
67a SCHOOL TRIP 2

School trip 2
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A polar bear walks towards
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a remote-controlled camera,
Franz Josef Land, Russia.
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4 PROJECT
Make a pinhole camera.
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You’re going to make a pinhole camera. Here are the

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things you’ll need:

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• a round container • wax paper

3 Work in pairs. Discuss the
• tin foil • tape
questions.
• a pencil • a blanket
1 Would you like to go to Franz
Josef Land? Why? / Why not? Instructions:
2 Would you like to be part of 1 Make a hole in the bottom of a round container with a
Cory’s team? Why? / Why not? pencil.
3 How do you think people will feel 2 Put a piece of wax paper over the top of the container.
when they see Cory’s photo of 3 Cover your head and the top of the container with a
the polar bear? blanket.
4 Look through the wax paper. Have fun with your
pinhole camera!

1 Complete the sentences with the words from the box.
cross destination hurry reach set off survive view
1 We’re going to set off on our journey at half past nine.

2 We’re late! If we don’t hurry , we won’t get there on time.
3 Camels can survive in the desert because they don’t need to drink very often.
4 You have to cross a suspension bridge to reach the town on the other
side of the valley.
5 We arrived at our destination at ten p.m. last night. It was a very long journey.
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6 The view from the top of the mountain is amazing!
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2 Complete the crossword puzzle. 1
m
2
d
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Down 3
c o a
1 There are twelve of these in one year.
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2 There are seven of these in one week. e n y
3 There are one hundred years in one of these.

c 4
m i n u t e s
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Across
t h
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4 There are sixty of these in one hour.

5
5 There are twenty-four of these in one day. h o u r s
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6 There are fifty-two weeks in one of these. r

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6
y e a r
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3 Complete the sentences with the verbs in brackets. Use the passive.
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1 A new suspension bridge has just been (open).

has been opened has been
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2 A new tunnel built (build) under the mountains. The old one closed
(close) for six months.
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3 What languages are spoken (speak) in Switzerland?

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4 When was Robyn Davidson’s book made (make) into a film?
4 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 since .


•• review vocabulary and grammar from Units 5 and 6. •• Read the instructions aloud. Do the first item as a class. Tell
Resources: Classroom Presentation Tool, Workbook students to complete the activity individually. Tell them to
pp. 54–55, Online Practice compare answers in pairs. Then go over answers as a class.
•• Extra Challenge If you have internet access in your
classroom, ask students to find the answers to the last two
Warm Up questions. (Four languages are spoken in Switzerland –
•• Write the words below at random on the board: year, hour, Swiss-German, French, Italian and Romansh; Robyn’s book
century, second, week, hour, minute, day. was made into a film in 2013.)
•• In pairs, ask students to put the words in order – from the
shortest period of time to the longest. (second, minute, hour,
4
day, week, month, year, century) •• Read the instructions aloud. Elicit one or two examples for
the first item to get them started. Tell students to complete
1 the activity individually. Then go over answers as a class.
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•• Ask students to open their books to p. 68. Read the
instructions and the words in the box aloud. Do the first
Optional Activity 2
item as a class. Then tell students to complete the activity •• Say the following sentences about the lesson. Ask students
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individually. Ask students to compare answers in pairs. Then to say if each sentence is true or false and correct any false
go over answers as a class. sentences to make them true:
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•• Extra Challenge Ask students to complete the sentences I’ve been teaching this lesson for thirty minutes.
without looking at the words in the box. The audio player has been used in this lesson.
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Only English has been spoken during the lesson.
2 You’re tired because you’ve been working very hard.
•• Tell students to complete the crossword individually. Read

the first clue and do the first item as a class to get them
c Optional Activity 3
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started. Tell students to compare answers in pairs. Then go •• Write the words below at random on the board:
over them as a class.
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We It have built been was
•• Extra Support Write answers at random on the board before working China hard in
students start. Then tell them to copy the words into the
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crossword after reading the clues.

•• Put students into pairs and ask them to write two sentences,
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using each word on the board once. Tell students that each
Optional Activity 1 sentence must have five words. (We have been working
•• In pairs or small groups, tell students to put the times below hard. It was built in China.) Invite students to write their
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in order – from longest to shortest: sentences on the board.

Thirty-one million seconds
Wrap Up
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Half a million minutes

•• Write the sentences below on the board:
Nine thousand hours
Three hundred and sixty days
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1 I can say when I set off for school and when I arrived.
Ninety weeks 2 I can ask where French is spoken in the world.
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Sixteen months 3 I can say how long I have been sitting in this room.
A year and a half 4 I can explain why I am tired.
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•• Ask students to express the times above in different ways. •• Say Write 1, 2 or 3 next to each sentence. 1 means ‘I can
For example, half a million minutes is 347 days or about do it’. 2 means ‘I think I can do it’. 3 means ‘I can’t do it’.
fifty weeks. (Correct order: Ninety weeks, A year and a half,
•• Ask students who wrote 1 for any statements to show that
Sixteen months, Nine thousand hours, Three hundred and
they can by producing sentences. Note any of the items
sixty days, Thirty-one million seconds, Half a million minutes)
that several students wrote 3 for and provide extra practice.

UNIT
7 Extreme sports
•• talk about extreme sports. Vocabulary Collaboration
•• listen to an interview about rock climbing. accident, beginner, challenging, Work together to come up with advice
•• use have to, must, should and ought to concentrate, experience, expert, and rules for white-water kayaking,
to talk about obligation. large, route; flow, specially, steep, Lesson 3
steeply, wondered Communication
•• read about an extreme white-water
kayaking adventure. Grammar Discuss splitboarding, Lesson 7
•• Obligation: have to, must, Creativity
•• use reflexive pronouns when the subject
should and ought to Write an article about an extreme sport,
and the object are the same.
•• Reflexive pronouns Lesson 6
•• chant about extreme sports.
Critical Thinking
•• write an article about an extreme sport.
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Identify whether sentences about the
•• watch a video about splitboarding. listening passage are true or false and
•• identify the value Be responsible. correct the false sentences, Lesson 1
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In the Unit Opener, students will: c •• Say either Draw lines to match the words to make four
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extreme sports or Write a word from Group A and a word
•• respond to a photo showing snowboarding. from Group B to make four extreme sports. Tell students
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•• talk about snowboarding and other extreme sports and to compare answers in pairs. Then go over answers as a
consider what’s exciting and/or risky about them. class. You can do this by writing the answers on the board.
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Resources: Home School Connection Letter, Classroom (rock climbing, mountain unicycling, bungee jumping,
Presentation Tool snowboarding)
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•• Ask students to discuss questions 1 and 2 in pairs or small

groups. Then discuss the questions as a class.
Introduce the Theme •• For question 1, ask What do you think the sport in the
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picture is called? When the correct answer (snowboarding)

•• Write SPORTS in large letters on the board. Say Tell me the
has been given, ask Why do you think it’s called
names of some sports. Give examples, such as tennis or
snowboarding? (snowboarders stand on a board to travel
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football, to start them off if necessary.

across the snow) Ask Would you like to try it? Say Put up
•• Now write the word EXTREME before SPORTS. Ask What do
your hand if you’d like to try it. Invite students to explain why
you think the word extreme means? Ask questions to help
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they would like to try snowboarding. Then say Put up your

them understand the adjective extreme. For example,
hand if you wouldn’t like to try it. Invite students to explain
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ask Do you think extreme sports could be exciting/risky/

why they wouldn’t like to try snowboarding. Then share your
dangerous?
own ideas.
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•• Say We’re going to learn about extreme sports. Do you

•• For question 2, write the headings mountains, water and air
think extreme sports are difficult? Which English words do
on the board. Say Tell me an extreme sport that people do
you think we’ll use to talk about extreme sports? Guide
in the mountains. Help by acting out an extreme sport, such
students by asking, for example, Where do people go to do
as snowboarding or rock climbing. Repeat for water and air.
extreme sports? Write these words on the board: mountains,
Write the sports under the appropriate columns.
caves, the ocean, lakes, rivers, forests and rocks.
Use the Photo TEACHER TIP

•• Ask students to open their books to p. 69. Focus their Remind students that it’s OK to disagree about certain
attention on the photo. Read the caption aloud. Ask some topics and that they can learn by speaking to people who
simple questions to engage the class. Ask How many have different opinions. Emphasize that it is important to
women can you see? (six) Where are they? (in South Korea, be respectful when someone is expressing an opinion and
at the 2018 Winter Olympics) Do you think this looks like that they should listen and not interrupt.
fun? Listen to students’ responses.

UNIT 7 Extreme sports
UNIT
Extreme sports 7
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c
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Snowboarders compete during the Ladies’

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Snowboard Cross Big Final at the PyeongChang

2018 Winter Olympic Games in South Korea.
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ABOUT THE PHOTO

This photo was taken at the PyeongChang 2018 Winter Olympic Games at Phoenix Snow
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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
at
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
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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

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?
SO
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Vocabulary
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Margo Hayes
Rock climbing is an exciting and challenging rock climbing
sport. There are lots of different routes. You in Ceuse,
can climb on large rocks and high mountains France
all over the world and it can be a fantastic
experience to get to the top.
When you’re rock climbing,

you have to concentrate as
it can be dangerous and
it’s easy to have an
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accident. If you’re
a beginner, you
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should always wear
a helmet and use a rope.
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Some experts climb without ropes. That’s
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called ‘free solo climbing’ and it’s definitely
extreme! ABOUT THE PHOTO
c The photo was taken in 2017 and shows Margo Hayes,

a young rock climber from the US, ascending a rock
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face called Biographie in Ceuse, France. She was
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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.
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2 Complete the sentences with the words from 3 Listen to the radio programme
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Exercise 1. about rock climbing. Write T

(true) or F (false). Correct the
1 Rock climbing is a really challenging sport. It’s not easy!
false sentences.
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TR: 50
2 If you’ve never been rock climbing, or you’re a(n)
beginner , you should take some lessons. 1 People haven’t been climbing
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rocks for very long. F (People have

3 Ropes are not used in ‘free solo climbing’, but only been climbing rocks for centuries.)
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experts 2 You can get some experience

should try this.
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by climbing indoors. T
4 It’s a great experience to get to the top of a rock or
3 You don’t need to bring warm
mountain.
clothes when you go rock
5 Rock climbing is difficult, so you have to concentrate and climbing. F (You sometimes need
think about what you’re doing. warm clothes.)
4 Margo Hayes was the first
6 When you go rock climbing, you need to be careful so woman to climb La Rambla. T
that you don’t have a(n) accident .
5 La Rambla is a difficult route in
7 There are lots of different climbing routes you can Peru. F (Spain)
try. Some are easy and some are difficult.
6 Rock climbing isn’t as popular
8 You can climb all over the world, on high mountains and as it used to be. F (It’s becoming
very large rocks. more and more popular.)
70 UNIT 7
Extreme sports
SO
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1 Vocabulary
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Optional Activity
•• Draw a Noughts and Crosses board on the board:

•• 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.
•• Write one of the eight new words in bold from Exercise 1
Workbook p. 56, Workbook Audio Track 21, Online Practice
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.
Warm Up •• Divide the class into two teams, Team X and Team O. Ask
•• Ask What extreme sports can you remember from the last Team X to choose a word from one of the boxes and work
lesson? Listen to students’ responses. together to write a sentence using the word. Then tell them
•• Ask Has anyone here tried rock climbing? If so, put up your to read the sentence aloud. Team O says whether or not the
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hand. If any students put their hands up, ask questions to sentence is correct. If the sentence is correct, Team X can
get more information. Listen to students’ answers. Ask Who mark the box with an ✗.
would like to try it? Who would not like to try it? Ask students •• Team O then takes a turn, and so on. The game ends when
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to put up their hands. one of the teams has marked three boxes in a row.
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Script for TR: 50
•• Use the Photo Ask students to open their books to p. 70. Presenter:
Welcome to our programme on extreme sports.
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Focus their attention on the photo and the photo caption. Today we’re looking at rock climbing and I have
Ask Would you like to try this? How do you think she feels? two experts here with me.
How would you describe Margo Hayes? Listen to students’ Expert 1: Hello.
responses.
c Expert 2: Hi.
hi
•• Play TR: 49 and ask students to listen and read. Point out Presenter:
People have been climbing rocks for centuries,
and check strong stresses in the new words in bold (for
ap
haven’t they? And now, lots of indoor climbing
example: challenging, experience, accident, beginner). walls have been built, so you can climb indoors
2 where it’s warm and dry.

gr
Expert 1: That’s right – and indoor walls are really good for
•• Read the instructions aloud. Tell students to complete the practising and getting some experience.
eo
activity individually. Then ask them to compare answers in

Presenter: R
ight, so what kind of equipment should you
pairs before going over them as a class.
take?
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3 Expert 2: Well, you have to take a rope, of course – and a

helmet. And if you’re climbing outdoors, you ought
•• Ask students to close their books. Play TR: 50. At this stage,
to take some warm clothes as it can get cold.
na
they can simply listen for gist and absorb as much of the
information as they can. Encourage students to relax and Presenter:
Rock climbing is becoming more and more
tell them that it’s OK if they don’t understand every word. popular, isn’t it? Especially with girls?
io
•• Ask students to open their books again to p. 70. Ask volunteers Expert 1: That’s right. Young women and girls are starting
at
to read the sentences in Exercise 3 aloud. Encourage to climb some of the most challenging routes
students to mark T or F in pencil next to each sentence; in the world. In 2017, Margo Hayes was the first
N
however, reassure them that they will have time to listen again woman to climb a route in Spain called La
and check their answers and correct the false sentences. Rambla. It’s over forty metres high and it looks
•• Play TR: 50 again. Tell students to listen and check their really exciting! Margo says she has worked hard
answers. to follow her dream. She says it’s important to be
really positive and believe that you can do it.
•• Tell students to compare answers in pairs. Then go over
answers as a class. Expert 2: She thinks there are going to be more and more
•• Listening Strategy: Listening for Gist When students first girls rock climbing in the future and she says,
hear a listening text, they may not understand every word ‘Watch out, boys!’
and this may cause them to become anxious. Encourage
students to relax and concentrate on what they do Wrap Up
understand instead of what they don’t understand. •• Ask Does anyone feel differently about rock climbing now?
•• Extra Challenge Ask students to think of two more questions What words do you think describe it? Listen to several
they would like to ask the rock-climbing experts. students’ responses and reasons.
•• Extra Support Play TR: 50 again. For additional support,

pause after the rock-climbing experts answer each of the Additional Practice: Workbook p. 56, Online Practice
presenter’s questions.
UNIT 7 Extreme sports 70a

SO
ES
2 Grammar
N
L
•• 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.
•• use have to, must, should and ought to to talk about Notice where students have problems.
obligation.
Resources: Classroom Presentation Tool, Workbook p. 57, 4
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.
Warm Up •• Tell students to work in pairs. Make sure each pair knows
•• Say Today we’re going to learn how to talk about rules, who is Student A and Student B. You can check by asking
advice and things that are necessary or unnecessary. Ask individuals Are you A or B? Alternatively, tell the individuals
Can you give me an example of some rules, for example, within each pair to say I’m [A/B].
in school? •• Ask one pair to demonstrate the activity, with Student A
•• Write the rules students suggest on the board using must, saying an intention and Student B responding with a rule or
for example, We mustn’t run in the classroom. advice from the box.
ng
•• Write other school-related actions on the board. For •• Tell students to do the activity. Walk around and monitor.
example: arrive on time, be friendly, do your homework, Check that students are using must/mustn’t, have to/don’t
ni
wear a school uniform, talk in class and study hard. Ask have to, should/shouldn’t and ought/ought not to correctly.
Which of these things do you think are rules and which do •• Extra Challenge Ask students to come up with two or three
ar
you think are just good ideas – something that someone of their own ideas for activities and intentions, and advice
would give as advice? Listen to students’ responses. and rules.
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1 •• Extra Support Ask students to match the activities and
intentions with the advice and rules. Then tell them to write
•• Ask students to open their books to p. 71. Go through the their mini-conversations before they speak.
c
hi
to read the example sentences aloud. Optional Activity
•• Write rule, advice and necessary/unnecessary on the •• Ask students to sit in a circle. Write an activity on the board,
ap
board. Say All climbers must wear shoes, with the stress on for example, go swimming. Invite a volunteer to give a rule
must. Ask Is this is a rule or advice? (It’s a rule.) or some advice, for example: You should take a towel.
gr
•• Repeat with the other example sentences from the green •• Tell the next student to repeat this rule or piece of advice
grammar box. NOTE: Explain that there is some crossover and add another of his/her own.
eo
with must and have to. The verb have to is sometimes also
•• Tell the next student to repeat what has been said and
used for rules.
add another piece of advice or rule. Tell students to help
lG
2 each other remember by acting out the rules and advice

that have already been given. Examples of more rules and
•• Read the instructions aloud. Then read the first sentence advice for going swimming could include: You must wear a
na
with the example answer aloud twice, once with each swimming costume. You mustn’t eat in the swimming pool.
option. Ask Is it something that’s necessary or is it advice? You should take some money. You mustn’t run near the pool.
(something that’s necessary) You shouldn’t jump in where small children are swimming.
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•• Tell students to complete the activity individually. Then •• When the list of rules and advice has become too long for
ask them to compare answers in pairs. Walk around and
at
anyone to remember, tell the class to choose a new activity

monitor, noticing where students have problems. Then go and repeat the game.
N
over answers as a class. You can do this by inviting different

students to come to the board and write sentences with Wrap Up
the options they chose. As a class, discuss whether the •• In groups, ask students to decide on an extreme sport for
sentence is correct or not and prompt students to say why. 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
3 are ready, ask groups to present their rules and advice to
•• Focus students’ attention on the words and phrases in the the class. For example: We’re going to go mountain biking.
box. Ask Which of these words and phrases are used for You must wear a helmet. You should bring your lunch.
rules or for a necessary action? (must, mustn’t) Which ones
are used for advice? (should, shouldn’t, ought not) Which Additional Practice: Workbook p. 57, Online Practice
verbs are used for an unnecessary action? (don’t have)

S
ES O
N
Grammar
L
Modal verbs
We use have to/don’t have to when We use should/shouldn’t and ought to/
something is necessary or unnecessary. ought not to for advice.
You have to wear a helmet when you go We should take more exercise.
rock climbing. You don’t have to wear a We shouldn’t watch TV all the time.
helmet when you play tennis.
Beginners ought to take climbing lessons.
We use must/mustn’t for rules. They ought not to climb difficult routes.
All climbers must wear shoes. Watch out: We don’t use ought to in
You mustn’t climb on the castle walls. questions.
ng
2 Circle the correct answer. 4 Work in pairs. Student A says an activity
ni
or an intention, Student B responds with
1 You ought to /shouldn’t practise before you go
ar
advice or a rule. Use the sentences and
downhill on a unicycle.
words from the boxes and your own ideas.
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2 You ought to / mustn’t tell someone where
you’re going when you go rock climbing. Activities and intentions
3 You have to / shouldn’t go rock climbing alone.
c
hi
I’m going to go rock climbing.
4 Ought / Should I bring warm clothes? I’m going to go snowboarding.
ap
5 Some expert rock climbers don’t have to / I’m going to go mountain biking.
I want to get better marks this term.
gr
mustn’t use ropes.

I want to get stronger.
6 You always shouldn’t / have to be careful when
eo
I want to become a (marine biologist,

you do extreme sports.
mechanic, etc.) one day.
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3 Complete the sentences with the words from

the box. Advice and rules
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don’t have should shouldn’t You should/shouldn’t … .

io
must mustn’t ought not You ought to/ought not to … .

at
You must/mustn’t … .
1 The rules at the park say that you must
You have to/don’t have to … .
N
tell someone where you’re going.

2 My advice is that you should do your be careful take some money
homework as soon as you get home. be silly take some water
ought not go alone wear a helmet
3 You to go to bed too late.
have fun wear shorts
4 We’re given lunch at school, so you don’t have
take sandwiches wear warm clothes
to bring your own food.
5 You shouldn’t eat too much ice cream. It’s
I’m going to go rock climbing.
not good for you.
6 The rules at the swimming pool say that you You should set off early.
mustn’t run. You might get hurt.

UNIT 7 Extreme sports 71
SO
ES
3 N
Reading
L
1 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?
White-water kayaking
Have you ever wondered what it’s like to travel in a kayak
ng
along a fast river, over rocks and even down waterfalls?
That’s what white-water kayaking is all about! It’s a fast, fun
ni
and challenging sport!
ar
When water flows fast over rocks in the riverbed, or it drops
steeply (like over a waterfall), air bubbles are formed and
Le
they make the water look white. White-water kayaks are
specially designed to move through white water and to
turn easily.
c
hi
Trip Jennings is a National Geographic Adventurer and
ap
an extreme white-water kayaker who made a journey

down the Pandi River in Papua New Guinea. He wanted to
gr
make a film to show people what a beautiful place it was.

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Jennings and his team of kayakers started underground,

in a cave and then continued down waterfalls, some small
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and some big, until they arrived at a very steep drop. The
photographer had a frightening experience when he got
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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

at
be dangerous. You have to concentrate and think quickly.

N
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. This photo is an example of a photo
• Prepare yourself – you should learn how to paddle and technique called sequence photography.
In sequence photography, the subject of
how to roll over in the kayak without falling into the water. the photo appears multiple times in order
• Practise somewhere easy before you try kayaking on fast- to suggest movement. This photo shows an
extreme white-water kayaker paddling down
flowing water.
a waterfall. The photo was taken at Tomata 1
• Relax and go with the flow! Waterfalls in the Alseseca river in Tlapacoyan,
Veracruz, Mexico. Veracruz is one of the most
New words: wondered flows steeply specially steep popular places to kayak in Mexico.
72 UNIT 7
Extreme sports
SO
ES
3 Reading
N
L 3
•• Give students time to read through the sentences first.
Encourage them to mark T or F in pencil next to each
In this lesson, students will: sentence; however, reassure them that they will have time to
•• respond to a photo showing extreme white-water read the passage again and check their answers.
kayaking. •• Tell students to re-read the text and check their answers. Tell
•• read an article about white-water kayaking. them to correct any false sentences. Ask them to find and
•• identify whether sentences about a text are true or false underline parts of the text that give the relevant information.
and correct the false sentences. •• Tell students to compare answers in pairs. Then go over
Resources: Audio Track 51, Classroom Presentation Tool, answers as a class. Ask students to justify their false answers
Workbook p. 58, Online Practice by saying the true information.
•• Extra Challenge Ask students to imagine that they went
kayaking along the Pandi River with Trip Jennings. Ask How
Warm Up did you feel? What did you see? What did you hear? In
•• Write white-water kayaking on the board. Ask What is it? pairs, tell students to take turns describing their experiences.
Listen to students’ responses. Then ask students to open their •• Extra Support Identify the relevant information for each
books to p. 72. Focus their attention on the photo. Ask Why sentence as a class before students correct the false
ng
do you think it’s called white-water kayaking? sentences.
•• Ask What equipment do you think you need for white-water
Optional Activity
ni
kayaking? Write students’ ideas on the board.
•• Focus on the Tips for white-water kayaking at the end of the
1
ar
reading passage. Ask Why …? questions. For example, ask
•• Ask volunteers to read the questions aloud. Elicit responses, Why should you wear a wetsuit when you go white‑water
Le
ideas and suggestions. kayaking? (to keep yourself warm) Why should you wear
•• Ask What do you think ‘Go with the flow’ means? Explain a helmet? (to keep yourself safe) Ask students to write
that it means ‘to accept a situation without trying to similar questions about other sports. Tell them to write their
change it’. Explain that one of the words is a pun – a play
c questions individually. Then, in pairs, tell them to take turns
hi
on words – relating to water. Ask them to guess which word asking and answering their questions. Then invite students
this is. (flow) to ask one of their questions to the class.
ap
•• Students have just discussed white-water kayaking in the

Warm Up, so you can ask What do you already know about Wrap Up
•• Ask students to work in pairs. Tell them to imagine that they
gr
white-water kayaking? Ask What words and information

do you think you will find in the text about white-water are taking a friend white-water kayaking. Tell them to think of
kayaking? Listen to students’ ideas and write them on the two rules and two pieces of advice to give the friend. At the
eo
board. end, ask pairs to read one or two of their rules or pieces of
advice aloud to the class. Alternatively, you could ask them
2
lG
to write their rules and/or advice on the board.

•• Play TR: 51. Ask students to listen and read the text. Tell them
to check their predictions and circle any of the words or Additional Practice: Workbook p. 58, Online Practice
na
ideas listed on the board.

•• Ask questions to check students’ overall understanding of
io
the text. For example, ask Why did Trip Jennings want to
make a video of the Pandi River? (To show how beautiful
at
it was.)
•• Ask students to give a simple explanation of what
N
happened to the photographer and what Trip did to

rescue him.
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.

SO
ES
4 Grammar
N
L
3
•• Read the instructions aloud. Then go over the sample item
as a class.
•• Tell students to do the rest of the activity individually. Walk
•• use reflexive pronouns. around the class and monitor. Offer help if necessary. Ask
Resources: Classroom Presentation Tool, Workbook p. 59, students to compare answers in pairs. Then go over answers
Workbook Audio Track 22, Online Practice as a class.
Materials: a mirror
4
•• Go over the instructions. Then model the activity. For
Warm Up example, ask a volunteer [Nehir], what did you do on
•• Hold up a mirror. Ask What’s this? (a mirror) Then act out Saturday afternoon? Tell the student to answer, for example:
looking at yourself in the mirror. For example, straighten I went to the park on Saturday.
your hair or your glasses. Then say I’m looking at myself in •• Ask the student a question about what he/she did. Make
the mirror. Ask a female volunteer to do the same and say sure the question includes a reflexive pronoun. For example,
She’s looking at herself in the mirror. Ask a male volunteer ask Did you enjoy yourself? The student answers, for
to do the same and say He’s looking at himself. Then give example, Yes, I did or No, I didn’t.
ng
the mirror to a pair of students and say They’re looking at •• Now ask two volunteers to demonstrate the activity. Tell
themselves in the mirror. Write the sentences you just said Student A to say a new statement. Tell Student B to ask a
ni
on the board. Underline the subject pronouns and reflexive question about it and tell Student A to answer it.
pronouns. •• Ask students to suggest some statements, for example:
ar
•• Invite different students to look at themselves in a mirror. My sister plays the violin. My father speaks Japanese. My
Ask Who did [he/she/they] see in the mirror? At this point brother went kayaking yesterday. Write the statements on
Le
in the lesson, students shouldn’t be expected to produce the board.
reflexive pronouns, so you can answer your own question by •• Tell students to work in pairs. To check that each pair
saying [He/She/They] saw [himself/herself/themselves]. knows who is Student A and Student B, ask Are you A or B?
1 c
Alternatively, tell students to say I’m [A/B]. Ask pairs to work
hi
through the statements on the board. Tell them to make
•• Ask students to open their books to p. 73. Go through the up two more statements. Then tell them to swap roles and
ap
explanation in the green grammar box. Then ask volunteers repeat the activity.
to read the example sentences aloud. •• Extra Challenge Ask Student A to give more information in
gr
•• Read the beginnings of the examples aloud, in a random response to Student B’s question, for example:
order, stopping before each reflexive pronoun. Ask students Student A: My dad speaks Japanese.
eo
to say the appropriate reflexive pronoun. For the example Student B: Did he teach himself?
that includes yourselves, gesture that the subject pronoun Student A: Yes, he’s been studying it for five years and he’s
you is plural. For example, gesture in a circular motion really good now.
lG
around all of the students or hold up several fingers to

•• Extra Support As a class, brainstorm a question with a
indicate plural.
reflexive pronoun for each of the statements on the board.
na
Optional Activity Wrap Up

•• Say the subject pronouns: I, you, he, she, it, we, you, they.
•• Tell students to play a quick team-challenge game. Divide
io
For each one, elicit the corresponding reflexive pronoun.

the class into two teams. Team A chooses a reflexive
(myself, yourself, himself, herself, itself, ourselves, yourselves,
pronoun (for example, yourself). Team B chooses someone
at
themselves)
who makes up a sentence or question containing that
•• Divide the class into two teams. Call out a subject pronoun.
N
pronoun (for example, Have you seen yourself in the

The first team to call out the correct reflexive pronoun wins a mirror?).
point. Continue with other subject pronouns. The team with
•• Team A confirms whether or not the sentence or question
the most points at the end wins.
is correct. If it is, Team B gets a point. If it is incorrect, Team A
2 gives a correct version and, assuming their new their version
is correct, scores a point.
•• 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)
•• Tell students to complete the activity individually. Ask them
to compare answers in pairs. Then go over answers as
a class.

S
ES O
N
Grammar
L
3 Read again. Write T (true) or 1 Study the grammar box.
F (false). Correct the false
sentences. Reflexive pronouns
1 This sport is called white-water We use reflexive pronouns when the subject and the
kayaking because the kayaks are object are the same.
white. F (Air bubbles make the water I taught myself how to kayak.
look white.)
2 It’s easy to turn a white-water Why are you talking to yourself?
kayak. T He hurt himself when he was playing football.
The camera turned itself off.
3 The Pandi River is in Brazil. We watched ourselves kayaking on a video.
F (It’s in Papua New Guinea.)
4 Trip Jennings made a film to show Can you get yourselves some water?
how dangerous the place was. They’re looking after themselves.
F (to show how beautiful it was)
ng
5 The kayakers started at the top of
a waterfall. F (in a cave) 2 Match to form correct sentences.
ni
6 Trip helped the photographer. T 1 We ought to wear A yourself to play the
ar
7 You should wear a wetsuit. T wetsuits C piano?
E
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2 She bought B themselves at the
3 Did you teach A beach yesterday.
c
4 They enjoyed B C to keep ourselves warm.
hi
5 I hurt G D itself.
ap
6 You and your sister are E herself a new phone.

good at looking after F himself a sandwich for
gr
H lunch.
eo
7 My brother made F G myself when I was rock

8 A baby bird cannot climbing.
lG
feed D H yourselves.
na
3 Complete the sentences with reflexive pronouns.

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1 We all enjoyed ourselves at the festival.

at
2 She prepared herself well for kayaking. She

had lots of fun!
N
3 They took lots of pictures of themselves on holiday.

4 I’ve been teaching myself English for
three years.
5 The computer turned itself on.
6 Tom and Ali, have you looked at yourselves in a
A time-lapse photo of an extreme mirror? You’re all dirty!
kayaker riding down Tomata 1
Waterfalls in the Alseseca river in 4 Work in pairs. Student A says a statement,
Tlapacoyan Veracruz, Mexico Student B asks a question with the reflexive
pronoun and Student A answers.

SO
ES
5 N
Chant
L
1 Read the chant and say

the sport for each verse
A mountain biker
(1–5). Then listen and
riding in Gorce
chant. TR: 52
Mountains, Poland
mountain unicycling
rock climbing
snowboarding
white-water kayaking
ng
ni
Divide into two groups,
A and B. Listen and
ar
ABOUT THE PHOTO
chant. TR: 54 and 55 This photo of a mountain biker was taken in the Gorce Mountains
Le
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
c
woods. Mountain bikes look similar to road bikes, but they have
hi
some special features such as thicker tyres and flat handle bars.
Mountain biking is a challenging sport that takes skill and practice.
ap
gr
What will you try?

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1 4
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A: I want to try unicycling A: I’d like to whizz across the snow

na
Down a rocky track. Standing on a board.

B: But you only have one wheel, Flipping, jumping, turning round,
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And you mustn’t look back! It’s surely not that hard!
at
2 5
N
A: Kayaking is really cool when B: Everything looks easy

The water’s fast and white. In the movies and the books.
B: If you wear a helmet, But I think these extreme sports
You should be all right. Aren’t as easy as they look!
3
A: Climbing is exciting
Be responsible.
If you’re feeling brave. VALUE Workbook, Lesson 6
B: Make sure you’ve got a good
Strong rope to keep yourself safe!
74 UNIT 7
Extreme sports
SO
ES
5 Chant
N
L 3
•• Divide the class into two groups, A and B. Tell groups
to practise chanting. Play TR: 54 (with lyrics) or TR: 55
In this lesson, students will: (instrumental only). Decide which of the two tracks you
•• chant about extreme sports. would prefer to play. Tell students to chant again, this time
•• plan actions for the chant. performing the actions.
•• identify the value Be responsible. •• Now ask the class to give a performance of the chant, in
Resources: Audio Tracks 52–55, Classroom Presentation their groups. Encourage them to snap their fingers or tap
Tool, Workbook p. 61, Online Practice their feet to build up a rhythm.
•• Extra Challenge Ask students to work in pairs. Tell one
student to take the role of Student A and the other, of
Warm Up Student B. Tell pairs to choose one or more verses of the
•• Review different extreme sports with a short guessing chant to learn and then chant aloud together, with their
game. Ask for a volunteer and say [Miguel] will choose a books closed.
sport and we have to ask questions to find out what it is. •• Extra Support Ask students to just listen to TR: 54 (with lyrics)
The questions have to have Yes or No answers. Ask the before chanting again.
volunteer to choose a sport.
ng
•• Tell the rest of the class to ask yes/no questions, for Optional Activity
example: Do you do this sport in the mountains? Do you •• Brainstorm some different extreme sports. Write them on the
ni
need to wear a helmet? Is it dangerous? board. Point to one of the sports and say Tell me a rule for
•• When the class guesses the sport, tell everyone to act it out. this sport.
ar
•• Ask for another volunteer and play the game again. •• Ask students to work in small groups and write another
verse for the chant. Write the following structure on the
Le
1 board:
•• Say Read the words of the chant to yourselves. Allow a few

I want to try .
c
minutes for this. Then say Verse 1. What’s the sport?
It looks really cool.
hi
Answers: Verse 1: mountain unicycling; Verse 2: white-water
You must .
kayaking; Verse 3: rock climbing; Verse 4: snowboarding
That’s a safety rule.
ap
•• Play TR: 52. Tell students to listen and chant along. To

support students, chant along yourself and tap out the
Walk around and monitor. Offer help if necessary. Invite
regular rhythm with your hand.
gr
groups to chant their verse for the class.

2 •• Value: Be responsible Say The value of this lesson is Be
eo
responsible. Ask How can we be responsible when we

•• Plan actions for the chant as a class. Write each of the
are doing extreme sports or other sports? Listen to several
sports on the board: mountain unicycling, white-water
students’ answers. For additional practice, tell students to
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kayaking, rock climbing and snowboarding. Elicit an action

complete Lesson 6 in the Workbook in class or at home.
to go with each sport.
•• Identify other parts of the chant that could benefit from Wrap Up
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actions and write them on the board. For example, write:

•• Ask students to close their books. Recite the chant and
encourage the class to join in and chant from memory.
io
you mustn’t look back

wear a helmet •• Stop before the last word of each verse. Tell the class to
at
a good strong rope chant the word.

whizz across the snow •• Repeat the procedure, stopping in different places in the
flipping, jumping, turning round
N
chant.
movies
books
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.

SO
ES
6 Writing
N
L
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
•• read an article about volcano boarding. title, a question and an article. Instruct students to either
•• organize their writing into paragraphs. annotate the text or write the four words in a list and then
•• write an article about an extreme sport. write the example they find next to the relevant word or
Resources: Classroom Presentation Tool, Workbook p. 60, section.
Online Practice •• Extra Support Complete all of part b as a class.
4
Warm Up •• Tell students to write an article about an extreme sport.
•• Say an extreme sport, for example, rock climbing, white‑water Brainstorm a list of extreme sports and write them on the
kayaking, mountain unicycling or snowboarding. Then board.
ask What do you need to do this sport? Listen to several •• Write the numbers 1, 2, 3 and 4 vertically on the board.
students’ responses. Ask What kinds of information could you put in four
paragraphs about an extreme sport? Tell them to look
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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 back at Exercise 3 part b for ideas. Elicit and prompt for
articles? Listen to students’ answers. the following: the history of the sport, an explanation of
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the sport, the equipment needed, the writer’s opinion
1 and questions for the reader. Encourage students to use
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the article in the Student’s Book as a model, but tell them
that they can depart from this if they prefer a different
Focus their attention on the photo and the caption. Ask
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organization. The important factor is that they are organizing
them what they think is happening. Ask What’s the man
their work into paragraphs.
doing? What’s he wearing? Where is he? Listen to students’
answers. •• You could assign the writing activity for homework. If you do
•• Ask What’s a volcano? Elicit a simple explanation in English.

c it in class, include a peer-editing stage after the first draft.
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Ask students to exchange their work with a partner. Tell
•• Tell students to read the article and note answers to the them to make comments to correct or improve paragraph
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three questions. Ask students to compare answers in pairs. organization.
•• Ask students to return their work. Instruct them to write a
•• For question 3, ask Would you like to try it? Ask students to
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second draft, incorporating suggested changes.

put up their hands for Yes or No and listen to their reasons.
Ask Why? Optional Activity
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2 •• Say Turn back to page 72, to the text about Trip Jennings’s
white-water kayaking expedition. Tell students to read the
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•• Go through information in the grey box. Pause after the first four paragraphs (before the Tips). Then ask them to
words subject, title, paragraphs and questions to confirm write one sentence about each paragraph, summarizing
understanding. For example, ask What does title mean? what it’s about. (Possible answers: The first paragraph asks
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(For paragraphs, a brief description, such as a group of the reader a general question about the subject and then
sentences, will suffice at this stage; it will be dealt with more describes white-water kayaking. The second paragraph
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thoroughly in the next activity.) explains white water. The third paragraph tells us about
•• Read questions 1–4 aloud and make sure everyone Trip Jennings and his adventure/expedition. The fourth
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understands them. Tell students to answer the questions paragraph tells us what you have to do when you go
individually. Ask them to compare answers in pairs. Then go white‑water kayaking.)
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Wrap Up
3 •• Write four paragraph headings on the board, for example:
•• Direct students’ attention to part a. Go through the History, Explanation, Equipment and Opinion. Make a
information in the grey box. Then ask Why are paragraphs statement about an extreme sport. For example, say You
helpful? (because it’s easier for the writer to organize his/ need a helmet to go snowboarding. / People have been
her work and it’s easier for the reader when text is divided climbing rocks for centuries. / I never want to go volcano
up into paragraphs) boarding. Tell the class to say which heading the statement
•• Direct students’ attention to part b. Read the instructions goes under.
aloud. Find the answer for Paragraph 1 as a class. Tell
students to read Paragraph 1 again. Then ask What is Additional Practice: Workbook p. 60, Online Practice
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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Writing An article
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1 Read the article. Answer the questions. 2 Read the information in the box. Then
1 What’s volcano boarding? It’s a new extreme sport. look at the article and answer the
2 What do you need to go volcano boarding? questions.
You need: a board with a rope attached, a helmet, gloves,
3 Would you like to try volcano boarding? goggles, to
Why? / Why not? be brave, a Articles can be written about any subject.
volcano. They’re much easier to read if they’re clear
and well organized. An article usually
Volcano boarding – has a title and paragraphs for different
who needs snow?! kinds of information. Sometimes a writer
uses questions in order to make the
1 Volcano boarding is a new extreme
information more interesting for the reader.
sport. It started when a tour guide named
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Daryn Webb wanted to surf down Cerro 1 What’s the subject of the article?
Negro, a volcano in Nicaragua in Central volcano boarding
2 What’s the title? Volcano boarding –
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America that’s perfect for volcano who needs snow?!
3 How many paragraphs are there? four
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boarding.
4 What questions does the writer ask?
What do you think? Would you like to try it (volcano
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2 Every day, people climb to the top of the boarding)? Do you think you would find it scary or
volcano. They carry boards like snowboards 3 Writing skill Organizing your writing: fun and
paragraphs exciting?
that are made of metal or light wood. When
c a Read the information in the box.
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they’re at the top of the volcano, they go
down again on the boards. They go very A paragraph is a group of sentences
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fast. Some experts stand on the board, but about the same subject or topic. A new
most people sit down.
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paragraph starts when the writer wants

3 If you want to go volcano boarding, to write about something slightly different.
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you’ll need a board with a rope attached Articles often have a few paragraphs.
to it, a helmet, goggles to protect your eyes Using paragraphs can help the writer to
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and gloves for your hands. You’ll also need organize his/her writing and make it easier
a volcano! for readers to follow his/her ideas.
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4 What do you think? Would you like to try b Look at the article. Match the paragraph
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it? Do you think you would find it scary or numbers with the information they give.
fun and exciting?
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Paragraph 1 D A Gives information

about equipment
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and clothing
Paragraph 2 C B Asks readers for their
ABOUT THE PHOTO
opinions and ideas
This photo was taken at the Cerro
Negro volcano in Nicaragua. There Paragraph 3 A C Gives an explanation
are many tourism companies that
offer volcano boarding trips to Cerro
of volcano boarding
A volcano boarder Negro. It’s becoming popular in other Paragraph 4 B D Tells the history of
on Cerro Negro countries too, for example Vanuatu, an
PHCAP
island country in the Pacific Ocean. volcano boarding
in the Cordillera
de los Maribios Volcano boarding was invented by
Daryn Webb. He tried sliding down a 4 Write about another extreme sport.
mountain range volcano on a table, a mattress and a Organize your writing into paragraphs.
in Nicaragua mini-refrigerator!

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Video
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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
1 Look at the photo. Write a list of snowboarding, as the boards are split in half to make skis.
This means splitboarders can climb up the mountain using
of things you think you would
their board as separate skis. Then they put them back together
need to do this sport. again to snowboard down. Splitboarders enjoy the freedom of
being able to go wherever they like in the mountains.
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A splitboarder on the diamond
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glacier, Icefall Lodge, Canadian
Rockies, Golden, BC, Canada
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2 Watch the video. What’s special about this kind of snowboarding?
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Discuss with your partner. Video 9

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3 Watch the video again. Complete the sentences with the words
from the box.
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Video 9
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choose danger explore helicopter routes skis
1 Splitboarding is when snowboarders use snowboards and divide them in

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two (or ‘split’ them) to make skis .

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2 It’s easier and faster to take a helicopter to the top of the mountain.
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3 The splitboarders like being able to choose where they go.

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4 North America is a good place to go splitboarding because there are lots

of places to explore .
5 Splitboarders have to think carefully about their routes .
6 They need to stay away from danger .

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?
76 UNIT 7
Extreme sports
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7 Video
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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.
•• Extra Challenge Say Imagine that you’re going
•• watch a video about splitboarding. splitboarding. What can you see? What does it feel like?
•• complete sentences with vocabulary from the video. Tell students to write a text message or a social-media
•• discuss splitboarding. post to friends describing the experience. Tell them to use
Resources: Video 9, Classroom Presentation Tool, Online adjectives and descriptive phrases.
Practice •• Extra Support Prepare students for the activity by asking
End-of-unit resources: Worksheet 6.7, Unit 7 Test, ExamView them to write a list of the vocabulary they might use to
Assessment Suite answer each question.
Optional Activity 1
Warm Up •• Put students into pairs. Tell them to role-play a conversation
between an extreme splitboarder and a journalist who is
•• Greet the class and say We’re going to watch a video about
going to write an article about splitboarding for a sports
an extreme sport. Then say It’s an extreme sport that people
magazine. Tell them to decide who will be the splitboarder
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do on mountains. What are some extreme sports that
and who will be the journalist.
people do on mountains? Listen to students’ ideas. Then say
The video is about an extreme sport called splitboarding. •• Tell students to brainstorm a list of questions that the
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‘journalist’ can ask, for example: Why do you enjoy
1 splitboarding? What equipment do you need?
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•• Give students a few minutes to plan and practise their
role-plays.
Focus their attention on the photo and caption. Say The
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person in the photo is splitboarding. Do you think this sport •• Invite as many pairs to perform their role-plays as time allows.
looks scary or fun and exciting? Ask Does anyone know
the difference between snowboarding and splitboarding? Wrap Up
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(Splitboarders split their board in half to make skis that they •• As this is now the end of the unit on extreme sports, ask the
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use to climb up the mountain.) class to vote on the extreme sport they think is the most
interesting and exciting.
2
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•• Ask the class What extreme sports did we learn about

•• Play Video 9 once and tell students to watch it the whole in this unit? Elicit suggestions for the extreme sports they
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way through and enjoy it. learnt about in the unit (snowboarding, rock climbing,
•• At the end, ask What did you see in the video? What’s mountain biking, white-water kayaking, volcano boarding,
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special about this kind of snowboarding? Put students into splitboarding). Write them on the board. Then take a vote
pairs to discuss. Then invite students to share their answers for each one (one vote per student). Put a star next to the
favourite extreme sport on the board.
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with the class. Ask pairs to say what they think is special
about this kind of snowboarding. •• Ask a few students questions about the extreme sport
they voted for and why. For example, ask Did you vote for
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[volcano boarding]? Why?/Why not? Have you ever tried

Website.
[volcano boarding]? Would you like to try it (again)?
3 •• Write the following sentences on the board:
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•• Ask volunteers to read the words in the box aloud. Then ask 1 Everyone should try an extreme sport.
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other volunteers to read the sentences aloud, pausing or

2 Extreme sports are dangerous and no one should do them.
saying ‘Mmmm’ for the gaps.
3 Extreme sports are always risky, but you can still enjoy
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•• Give students time to start on the activity. Encourage them them if you are responsible.
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. •• Say Everyone is going to choose their favourite sentence
about extreme sports. Ask volunteers to read the sentences
•• Play Video 9 again. Tell students to check their answers and
aloud. Then call out the sentence numbers. Tell students to
change them if necessary.
put up their hands for the sentence they chose. Write the
•• Ask students to compare answers in pairs. Then go over number of votes next to each sentence. If time allows, ask
answers as a class. You can do this by asking volunteers to individuals Why did you choose this sentence?
read the completed sentences aloud.
4 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
8 Tales of survival
•• talk about amazing survival stories. Vocabulary Collaboration
•• listen to a podcast about Ernest battery, charge, dead, expedition, Work together to play a team-
Shackleton’s expedition. frightening, hard, horrible, realize, challenge game, Lesson 4
•• use past perfect affirmative statements search; alive, kindness, stranger, Communication
to talk about events and actions that treatment Discuss expeditions, Lesson 7
happened before other actions in the past. Grammar Creativity
•• read about Alison Wright – a National •• Past perfect affirmative Write a list of survival tips, Lesson 6
Geographic photographer and a 2013 statements Critical Thinking
National Geographic Traveller of the Year – •• Past perfect negative Determine the correct order of
and an experience she had. statements and questions 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
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events in the past.
•• chant about the story of Balto.
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•• write survival tips using imperatives and
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explanations.
•• watch a video about expeditions from
around the world.
•• identify the value Be kind to others.
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Use the Photo
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•• discuss a dramatic photo showing a survival situation.
attention on the photo. Read the caption aloud. Ask
•• talk about the best way to survive in the situation shown
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questions to engage the class. For example, ask Where do

in the photo and what the next step might be. you think this photo was taken? Prompt with suggestions.
Resources: Home School Connection Letter, Classroom For example, ask Was it taken in the city?
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Presentation Tool •• Ask question 1: What’s happening in this photo? Listen to

several students’ responses.
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•• Ask students to discuss questions 2 and 3 in pairs or small

Introduce the Theme groups. For question 2, encourage students to make
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•• Write Tales of survival in large letters on the board. Ask abstract suggestions (for example, You would need to know
What’s a tale? Remind them of the Tale (tail!) of survival about bears.), as well as practical ones (for example, You
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reading passage in Unit 2, Lesson 3. would need something to make a noise.).

•• Write tail and tale on the board. Say One is a story; the •• After discussing question 3, ask pairs or groups to share their
other is a tail (use gestures to convey tail ). Alternate answers with the class. If there are differences of opinion
pointing to each word and asking the class to say story or about what the man in the photo should do next, write the
act out motions for a tail. different ideas on the board and hold a class vote.
•• Ask What does survival mean? Explain that it’s the noun •• Ask students How would you feel if you were this man?
from the verb survive. Elicit definitions of survive.
•• Explain that this new unit is about people surviving difficult
TEACHER TIP
experiences and environments. Ask What are some difficult
Encourage students to participate actively in the learning
environments? If necessary, prompt students by giving them
process. You could do this by asking a student or pair
an example or two to get them started, for example, very
cold places, deserts, jungles, and so on). of students to lead a class discussion. Giving students
responsibility increases motivation, builds self-confidence
and helps students develop leadership skills.

UNIT 8 Tales of survival
UNIT
Tales of survival 8
ABOUT THE PHOTO
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.
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c
hi
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A bear shows
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its teeth to a
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man in a tree.

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?

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Vocabulary
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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.
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
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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
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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
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someone where you’re going.
c ABOUT THE PHOTO

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The photo was taken in Antarctica and shows the ship
The Endurance. The Endurance was used in the Trans-
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Antarctic Expedition of 1914–16 (described on pp. 78–79 in

Unit 8) led by Ernest Henry Shackleton, an Irish-born British
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explorer. Despite the extreme conditions suffered on the

expedition, every single member of the expedition survived.
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2 Circle the correct answer. 3 Listen to the podcast about Ernest Shackleton’s
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expedition. Number the events in the correct order.

1 It was scary for Josh when
TR: 57
he realized / charged he did
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7 A Four and a half months later, the men on Elephant

not know where he was.
Island were rescued. They had all survived.
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2 The expedition / battery on 6 B A boat was sent to rescue the three men.
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Josh’s phone was nearly 2 C The ship got trapped and Shackleton and the other
hard / dead, so he couldn’t men had to pull three lifeboats across the ice.
use it. 1 D Ernest Shackleton set off on an expedition to try and
3 When it was dark, it was cross Antarctica.
hard / horrible to see. It was 4 E Shackleton and five other men had a frightening
very dead / frightening. journey to South Georgia Island to find help.
4 In the future, Josh will always 5 F Three men stayed behind while Shackleton and two
make sure he has charged / others walked for 36 hours across high mountains to
searched his phone. the other side of the island.
3 G They arrived on Elephant Island, but there was no
help there.

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1 Vocabulary
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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
In this lesson, students will: students that time expressions often start with When.
•• talk about survival stories. •• Tell students to compare answers in pairs. Then go over
•• listen to a podcast about Ernest Shackleton’s expedition. answers as a class.
•• number the events from the podcast in the correct order. •• Listening Strategy: Listening for Sequence When students
Resources: Audio Tracks 56–57, Classroom Presentation listen to information about an event, it can be helpful for
Tool, Workbook p. 62, Workbook Audio Track 23, Online them to try to understand the order in which things happen.
Practice Listening for time words and expressions can help make this
easier.
•• Extra Support Play TR: 57 a third time if necessary.
Warm Up
•• Write EXPEDITION on the board. Say the word for the class Optional Activity
to repeat Expedition. Explain that an expedition is when •• Tell students to imagine that they were one of the 22 men
someone makes a journey, often a challenging journey, who were left on Elephant Island while Shackleton went to
sometimes to a place that’s far away. the island of South Georgia to get help. Ask them to write a
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•• Ask Can you think of anyone we’ve learnt about who has few sentences about what they did and how they felt.
gone on an expedition? (for example, Robyn Davidson in Script for TR: 57
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Unit 5)
Presenter:
1 Welcome to our podcast, Amazing survival stories. Today
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we’re going to hear about a famous expedition which went
•• Ask students to open their books to p. 78. Focus their wrong – but was an amazing survival story.
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attention on the photo and the caption. Explain that they
ver a hundred years ago, Ernest Shackleton and a team
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will hear about the ship in the photo later in the lesson, but
of 28 men set off to cross Antarctica. The weather was
first, they’re going to listen and read another survival story
about a boy in Canada.
c horrible and their ship became trapped in ice. The men left
the ship and pulled three small lifeboats across the ice. They
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•• Play TR: 56. Ask students to listen and read. Focus students’ arrived on a small island called Elephant Island, but there
attention on the new words in bold. Then say each word
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was no one there.
in bold and ask students to repeat them. Point out and
hackleton decided to take five other men and sail on to a
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check strong stresses (for example, frightening, horrible and
bigger island, South Georgia Island, to search for help. There
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battery) and difficult or unexpected sounds (for example,

was a terrible storm and it was a frightening journey. The
/tʃ/ in charge and search).
men were very tired and hungry and Shackleton knew they
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•• Write on the board: scary, difficult, awful, look and journey. had to land soon or they wouldn’t survive.
Check students’ understanding of the meanings of the
words in bold (hard, frightening, search, horrible and hen the storm finally stopped, they were able to land safely,
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expedition). Say each word in bold and ask students to call but they realized they were a long way from anyone who
out the word from the board that’s closest to its meaning. could help them. Three men waited while Shackleton and
two others set off across high mountains to the other side
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2 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
•• Read the instructions aloud. Then read the first item with the
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hours! No one had ever crossed these mountains before.

example answer aloud twice, once with each option. Elicit
the correct answer. hen they arrived on the other side, they sent a boat to
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rescue the other three men. By now it was winter and the
•• Tell students to complete the activity individually. Tell them to
weather had become even worse, so the 22 men who
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were still on Elephant Island had to wait for four and a half
3 months. In the end, they were all rescued. Shackleton had
been worried that some of the men might be dead, but
•• Say You’re going to listen to a podcast about a survival amazingly all 28 men on the expedition survived!
story in Antarctica. Explain that the ship in the photo on
p. 78 is The Endurance – the ship used by Shackleton in Wrap Up
the expedition they are about to hear about. •• Ask students to close their books. Ask them what they can
•• Tell students to close their books. Play TR: 57 once. Tell remember about the two tales of survival from the lesson
students to listen to the whole podcast for gist. (Josh Hopkins’ story and Ernest Shackleton’s expedition).
•• Ask students to open their books again to p. 78. Ask Then ask them which of the two survival tales they found
volunteers to read the activity items aloud. Encourage more interesting and why.
students to write 1–7 in pencil next to each sentence,
depending on when it occurred in the story. Reassure them Additional Practice: Workbook p. 62, Online Practice
that they will have time to listen again and check their
answers.
UNIT 8 Tales of survival 78a

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2 Grammar
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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.
•• use the affirmative form of the past perfect to talk about
something that happened before another action or time 3
in the past.
•• Read the instructions aloud. Then read the first item aloud,
pausing or saying Mmmm instead of reading the verbs. Ask
Online Practice
What happened first? Did they pull the lifeboats across
Materials: pieces of paper with sentence halves written the ice first or arrive at the island first? (They pulled the
on them lifeboats across the ice first.) Check understanding of the
correct form of the verbs. (had pulled, arrived)
•• Tell students to do the activity individually. Monitor and
Warm Up notice where students have problems. Offer help if
•• Ask students questions about the two survival stories from necessary. Ask students to compare answers in pairs. Then
Lesson 1. If possible, use the past perfect in your questions. check answers as a class.
For example, ask What had Josh done to make it easier
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for the rescue team to find him? (He had turned his jacket Optional Activity
inside out.) What had Shackleton wanted to do on his •• Tell students to work in small groups. Hand out pieces of
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expedition? (He had wanted to cross Antarctica.) Tell paper with sentence halves on them. See suggestions below,
students to answer using the past simple. or use your own ideas (the slashes mark separate pieces):
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1 By the time I arrived at school/lessons had already started.
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
When I got home yesterday,/my sister had already
the explanation in the green grammar box. Then ask two
finished her homework.
volunteers to read the example sentences aloud. Go over
By the time the film ended,/I’d eaten two boxes of
the form by pointing out that for the past perfect, we use
cpopcorn.
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had plus the past participle of the verb.
•• To explain when the past perfect is used, draw a diagram •• Tell students to work together to match the sentences halves.
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like the one below on the board. Invite students to read the complete sentences aloud.
•• Say After I had done my homework, (wave your arms far 4

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back) I watched TV (wave your arms less far back).

•• Start by modelling the activity. Read the beginning of
Do homework Watch TV Now the first sentence aloud: When we got to the cinema, we
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X X X weren’t hungry because … Pause and ask Why weren’t

Past perfect Past simple they hungry? Can you give me a reason – in the past
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perfect? Encourage students to use their imagination and

think of an interesting reason.
•• Tell students to complete the activity in pairs.
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•• Ask students questions about their days. For example, ask

•• Walk around and monitor. Check that students are using
[Nadia], did you have breakfast this morning? Did you
the forms correctly. Go over answers as a class.
have breakfast before you came to school? If the student
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replies yes to both questions, say to the class [Nadia] •• Extra Challenge Write additional beginnings of sentences
had had breakfast before [she] came to school. Or ask on the board. Ask students to complete them with their own
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[Daniel], did you do your homework before you went to ideas.

bed last night? Depending on the student’s answer, say
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Everyone was angry by the end of the lesson because …

to the class, for example, [Daniel] had [not] done [his]
I was very happy last week because …
homework before [he] went to bed last night.
He had a horrible time yesterday because …
•• 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)
Wrap Up
•• Play ‘Grammar Challenge’. Organize students into groups
2 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
•• Read the instructions and the example aloud. Ask students
ask them to say the past perfect form of the same verb.
to complete the activity individually. Walk around and
(had searched) Allow groups to discuss, if necessary. If they
monitor. Offer help if necessary.
get the correct answer, tell them to stay standing; if not, tell
•• Ask students to compare answers in pairs. Then go over them to sit down. Continue the game until only one group is
answers as a class. left standing.
•• Extra Support Complete the entire activity as a class. Invite
students to read the sentences from the text. After each

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Grammar
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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.
2 Read and circle the past perfect verbs.
The ship could not move as the water had frozen around it. The men
ng
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
ni
ocean to South Georgia. After they had landed, three men waited while
ar
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
Le
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
c
known what he would find, but luckily, all of the men had survived.
hi
ap
3 Complete the sentences with the verbs in brackets. Use the past
perfect for the actions that happened first. Use the past simple for
gr
the actions that happened second.

1 After the men had pulled (pull) the lifeboats across the ice, they
eo
arrived (arrive) at the island.

’d/had
lG
2 They set off (set off) for home after they rescued (rescue)
everyone.
na
3 At the beginning of the expedition, the weather had been (be) terrible,
but later it improved (improve).
io
4 After they ’d/had rested (rest) for twenty minutes, they started (start)
at
walking again.
’d/had
N
5 They camped (camp) by a river after they crossed (cross) the

desert.
6 After they ’d/had eaten (eat) all their food, they wanted (want) to go
home.
Shackleton and 4 Work in pairs. Complete the sentences. Use the past perfect.
the men on his
ship used ice 1 When we got to the cinema, we weren’t hungry because .
and ropes to help 2 By the time I got home yesterday, I was tired because .
guide them when
it became dark. 3 By the time I finished my homework, .

UNIT 8 Tales of survival 79
SO
ES
3 N
Reading
L
1 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
National Geographic.
2 Listen and read. TR: 58 Other answers will vary.
The kindness of strangers

Alison Wright has an exciting job. She’s a Fortunately, a stranger offered to help her. Alison
photojournalist with National Geographic. She’s hadn’t met him before, but he drove her for eight
been taking photos all over the world for many hours to a hospital in Thailand where she was
years, and she loves travelling. In fact, she was able to receive the treatment she needed. Slowly
named a 2013 National Geographic Traveller of she started to recover.
ng
the Year.
Alison had a frightening experience and she
Travelling is exciting, but sometimes it can be almost didn’t survive. She had a goal and this
ni
hard. Several years ago, Alison was in a horrible goal helped her to get better. Her goal was to
ar
bus accident in Laos. A truck hit the bus and it climb Mount Kilimanjaro in Tanzania and just a
caught fire. She was rescued by two tourists who few years after her accident, she did it!
Le
pulled her out of the bus and took her to a nearby
Alison has never forgotten the kindness of the
village. The people in the village looked after her
strangers who helped her. She says she’s alive
as much as they could, but there weren’t any
c today because of the kindness
hi
doctors or medicine and she needed to get to a
of strangers.
hospital. She was badly hurt. She had broken lots
ap
of bones, so she couldn’t walk.

gr
New words: stranger treatment kindness alive

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

lG
false sentences.
na
1 Alison Wright is a doctor. F (a photojournalist)

2 She was in an accident when she was tavelling in Laos. T
io
3 Some tourists helped her get out of the bus. T

at
4 There were lots of doctors in the nearby village. F (there

N
weren’t any)
5 A friend drove her to a hospital. F (a stranger)
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
Alison Wright has taken photos for several
organizations that help people (or animals)
Be kind to others. in different parts of the world. This photo was
VALUE Workbook, Lesson 6 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.

SO
ES
3 Reading
N
L
•• 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.
In this lesson, students will: Tell them that it’s OK if they don’t understand every word
•• respond to a photo and think about the job of a or detail.
photojournalist.
•• read a text about Alison Wright – a National Geographic 3
photojournalist and a 2013 National Geographic •• Read the instructions aloud. Then give students time to read
Traveller of the Year – and a travel experience she had. through the sentences first. Encourage them to write T or F in
•• identify whether statements about the text are true or pencil next to each sentence; however, reassure them that
false and correct the false statements. they will have time to read the text again and check their
•• identify the value Be kind to others. answers.
Resources: Audio Track 58, Classroom Presentation Tool, •• Ask students to read the text again, check their answers
Workbook pp. 64 and 67, Online Practice and correct any false sentences.
•• Ask students to compare answers in pairs. Then go over
answers as a class. Ask students to give the correct
Warm Up information for the false sentences.
ng
•• Tell students that they are going to do a quick review of •• Extra Challenge Ask students to write four questions they
jobs. Say job descriptions and ask students to say what the would like to ask Alison Wright.
ni
job is. For example, say: •• Extra Support Tell students to underline or make a note
Someone who guides people up mountains (mountain of the sentences in the text that give them the relevant
ar
guide) information for each of the items in Exercise 3.
Someone who grows plants and flowers (gardener) •• Value: Be kind to others Say The value of this lesson is Be
Le
kind to others. The text we read was called ‘The kindness
Someone who studies marine creatures (marine
of strangers’. Who were some of the strangers that were
biologist)
kind to Alison Wright? What did they do? Then ask Can you
Someone who takes a lot of photos and writes articles
c think of any other examples of strangers showing kindness
hi
(photojournalist)
to others? Listen to students’ answers. Then say Tell me what
1 you can do to be kind to people. Listen to several students’
ap
answers. For additional practice, ask students to complete

•• Use the Photo Ask students to open their books to p. 80. Lesson 6 in the Workbook in class or at home.
Focus their attention on the photo and caption. Read
gr
question 1 aloud and listen to students’ answers. Ask Where Optional Activity

do you think Alison Wright is in this photo? Do you think she
eo
•• Put students into pairs. Tell them to role-play a podcast

likes her job? Listen to students’ answers and reasons. interview with Alison Wright about her experience from
•• Read the title of the text aloud. Ask Who are strangers? the text.
lG
(people you don’t know) What is kindness? (being kind, the •• Tell students to decide who will be Alison and who will be
noun for kind) What do you think ‘the kindness of strangers’ the interviewer. Tell them to use the text to help them think of
means? (when someone you don’t know is kind to you questions and answers.
na
or helps you) Then ask What do you think the text will be
•• Give students time to prepare and practise their role-plays.
about? Listen to students’ ideas.
•• Invite as many pairs as time allows to perform their role-
io
2 plays for the class.

at
•• Tell students to skim the text. Say Read the text. You don’t
Wrap Up
have to understand every word. Just find out what the story
N
•• Ask Why do you think people want to become

is about. Tell them to look up when they’ve finished. When
photojournalists? Listen to students’ responses. Then ask
everyone is ready, ask What was text about? Why is it called
Would you like to be a photojournalist? Ask Where would
‘The kindness of strangers’? Listen to students’ answers.
you like to go? What kinds of stories would you like to
•• Play TR: 58. Tell students to listen and read the text.
work on?
•• If necessary, help students with the new words listed below
the text.
•• Ask questions to check students’ understanding of the Practice
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.)

SO
ES
4 Grammar
N
L
•• 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.
•• Extra Challenge Encourage the students asking the
•• use past perfect negative statements and questions to questions to ask them again but with new past time
talk about actions and events that happened or did not references, for example: by the time you could talk, before
happen before other actions and events in the past. you were eight years old and before you could walk.
Resources: Classroom Presentation Tool, Workbook p. 65, •• Extra Support Go over the correct question formation
Workbook Audio Track 24, Online Practice 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
Warm Up in the activities in the box.
•• Start the class by asking students about their mornings
using the past simple. For example, ask What time did you 4
[get up/get dressed/have a shower/have breakfast/leave •• Ask students questions about their partners, using the past
for school] this morning? perfect. For example, ask Had [Jordi] learnt to swim by the
•• Then ask students questions about the order of events time [he] was seven years old?
ng
during their mornings, using the past perfect. For example, •• Encourage students to ask each other similar questions
ask [Tanya], had you [had breakfast] before you [left for about their partners.
ni
school]?
Optional Activity
1
ar
•• Write on the board: Before I came to this school, I hadn’t …
•• Ask students to open their books to p. 81. Go through the Elicit suggestions for how to complete the sentence from
Le
explanation in the green grammar box. Ask volunteers to the class. Play this as a memory game. Go around the class
read the example negative sentences and questions aloud. and ask each student to say what was said before and
Elicit answers to the questions from the class. Tell them that then add his/her own idea. For example, students might
they can look back at the text in Lesson 3 if they can’t
c say, Before I came to this school, I hadn’t learnt about Ernest
hi
remember the answers. Shackleton … Before [Monica] came to this school, she
•• Ask additional questions using the past perfect. For hadn’t learnt about Ernest Shackleton and I hadn’t met our
ap
example, ask Had you heard of Alison Wright before teacher. Tell the rest of the class to give clues to the student
reading the text in Lesson 3? Had you done your who’s trying to remember.
homework before you went to bed last night? Had you met
gr
any of your classmates before you came to this school? Wrap Up

Listen to students’ answers. •• Tell the class to play a quick team-challenge game. Divide
eo
the class into two teams. Team A chooses an action

2 (for example, eat pizza). Team B makes up a question
lG
•• Read the instructions aloud. Then do the first item as a class. containing that action plus a past time reference (for
You can do this by asking a volunteer to read the first item, example, Had you eaten pizza before you were two
pausing for the spaces. Ask Which happened first – I read years old?).
na
the text or I didn’t know anything about Alison Wright? •• Team A confirms whether or not the question is correct. If it
See if they can identify the word in the sentence that helps is, Team B gets a point. If it’s incorrect, Team A gives a correct
io
them work this out. (before) version and, assuming their new version is correct, scores
•• Tell students to complete the activity individually. Walk a point.
at
around and monitor. Offer help if necessary. •• Someone from Team A then answers the question.
N
answers as a class. This can be done by inviting different Additional Practice: Workbook p. 65, Online Practice
students to read their completed sentences aloud.
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?

S
ES O
N
Grammar
L
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?
2 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.
ng
1 I hadn’t/had not (not / know) anything about Alison
known
ni
Wright before I read (read) the text.
was
ar
2 It (be) dark in the house, because
his mum hadn’t/had not (not / turn on) the lights.
Le
turned on
3 She hadn’t/had not (not / be) to Mexico before she
been
visited (visit) her friend Rosa there last
c summer.
hi
hadn’t/had not
4 He charged (not / charge) his phone battery
ap
before he set off (set off) on his journey.

5 I didn’t/did not do (not / do) well in the exam,
gr
because I hadn’t/had not (not / study).

eo
studied
3 Work in pairs. Ask each other questions. Use the
lG
past perfect, the words from the box and your

own ideas.
na
Had you … ?
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study English hear of Ernest Shackleton

at
ride a bike eat pizza

climb a mountain make pancakes
N
travel by plane have a pet

learn to swim
before you came to this school

by the time you were seven years old
4 Tell the class about your partner.

Alison Wright is a
photojournalist with By the time Elea was seven years old she’d
National Geographic. ridden a bike. She hadn’t travelled by plane.

SO
ES
5 N
Chant
L
1 Listen, read and repeat. TR: 59
3 Divide into five groups, one for

each verse. Listen and chant in
groups. TR: 61 and 62
The story of Balto

1 A long time ago in Alaska,
ng
Young people were fighting for their lives.
They didn’t have any medicine,
ni
And they were worried they wouldn’t survive.
ar
2 The weather that winter was terrible,
Le
The water had frozen to ice.
The journey to reach the young people
Would take many days and nights.
c
hi
3 Teams of dogs carried the medicine.
Men showed them which way to go.
ap
By the time they reached the young people,

gr
They had run miles over ice and snow.

4 One of the dogs was called Balto.
eo
He did the last run in the dark. The statue of Balto

in Central Park in
lG
You can see him now in a statue

In New York‘s Central Park. New York City, USA
na
5 So this is the story of Balto.

I’m afraid he’s no longer alive.
io
He hadn’t asked to be famous,

at
But he helped many people survive!

N
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.
82 UNIT 8 Tales of survival

SO
ES
5 Chant
N
L 3
•• Organize the class into five groups, one for each verse.
Make sure everyone knows which verse they will be
In this lesson, students will: chanting. Give groups time to practise chanting their verses.
•• chant about the story of Balto. Tell them they can just practise chanting the words this time.
•• suggest rhymes. They don’t need to practise the actions yet.
•• plan actions to support the lyrics of the chant. •• Tell them to practise their verses again, this time performing
Resources: Audio Tracks 59–62, Classroom Presentation the actions you planned and practised in Exercise 2.
Tool, Online Practice •• 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
Warm Up group chanting their verse and performing the actions.
Encourage them to click their fingers or tap their feet to
•• Write the following words on the board: go, dark, alive,
build up a rhythm.
snow, survive and park. Ask students to work in pairs to
match the rhyming words. (go/snow, dark/park, alive/ •• Extra Challenge Ask students to close their books. Play
survive) TR: 62 (instrumental only). Tell groups to chant and perform
the actions for their verses.
ng
•• When they are ready, ask students to open their books to
p. 82 and find the rhyming words in the chant.
Optional Activity
•• Use the Photo Focus students’ attention on the photo. Say
ni
•• Ask students to work in small groups. Focus their attention
Look at the photo. Why do you think someone made a
on the photo and caption again. Say You’re going to write
statue of this dog? Listen to students’ ideas. Then say The
ar
another verse for the chant about the statue of Balto.
dog is named Balto and he was part of a survival story.
We’ll read the chant and find out more. •• Tell students to think about some of the words they need
Le
and some rhymes. Tell students that it’s OK if their verse
1 doesn’t rhyme perfectly. Walk around and monitor. Offer
help with ideas and vocabulary if necessary.
•• Say Read the words of the chant to yourselves. Allow
students a few minutes to do this.
c •• Once all of the groups have come up with lyrics for their
hi
verses, tell them to plan some actions to go along with
•• Play TR: 59 once all the way through for students to get the
the words.
ap
feel of the chant. Then play TR: 59 again, pausing after each
•• When everyone is ready, tell groups to take turns chanting
pair of lines. Ask groups of students to repeat the pairs of
and performing the actions for their verses. As each
lines. Keep everyone involved by asking different groups of
gr
group performs their chant, play TR: 62 (instrumental only).

students in different parts of the classroom to repeat.
Encourage the rest of the class to keep the beat by tapping
•• To support students, chant along with them and tap out
eo
their feet and clicking their fingers.

the regular rhythm with your hand. Encourage students to
accompany the beat by tapping their feet and clicking
Wrap Up
lG
their fingers or tapping their hands.

•• Finish the lesson by asking students to retell the story of
•• Extra Support Read through the chant aloud. Provide
Balto. You can ask them to do this in pairs or as a class.
support with the pronunciation and meanings of any words
na
that students are unsure of.

2
io
•• Plan actions for the chant as a class. Say Let’s plan some
at
actions. How can we show medicine? Elicit ideas from the

class, for example, acting out sipping from a spoon.
N
•• 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.

SO
ES
6 Writing
N
L
around and monitor, offering help if necessary. Go over
answers as a class by inviting students to read their
completed sentences aloud.
•• Extra Challenge Write several endings of sentences on the
•• read survival tips for hiking in the snow. board, for example:
•• use imperatives.
•• use to to explain purpose. … so that you don’t get thirsty.
•• use so that to give explanations for actions. … to find out more about Balto.
… so that we arrive on time.
•• write their own survival tips.
… to keep your hands warm.
Online Practice
Tell students to write a suitable beginning for each
sentence.
Warm Up •• Extra Support Tell students to work in pairs and come
up with the endings for the sentences. Then ask them to
•• Ask students to imagine that they are guiding a walk in the
complete the sentences individually.
desert. They need to give advice or ‘tips’ for the people who
ng
they are leading.
4
•• Elicit suggestions for tips, for example: Wear a hat. Don’t
bring a heavy suitcase. Bring lots of water. •• Read the instructions aloud. Then ask What type of activity
ni
do you want to write about? Tell students they can use
•• Give other situations, such as swimming across the
one of the ideas listed in the instructions or one of their
ar
ocean, camping in the forest or exploring a big city. Elicit
own ideas.
suggestions for tips for each situation.
•• Tell students to write their survival tips. Tell them to use
Le
1 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 ).
Focus their attention on the photo. Ask What’s she doing?
c
hi
What’s she wearing? Why? Where do you think she is?
Listen to several students’ ideas.
Ask students to exchange their work with a partner. Tell them
ap
•• Ask students to read the survival tips for hiking in the

to make comments to correct or improve the survival tips.
snow to themselves. Then tell them to do steps 1 and 2
For example, tell them to check that their partner used so
individually.
gr
(so that) and to (in order to) correctly and that all the tips
•• Walk around and monitor, offering help if necessary. Tell are clear.
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•• Tell students to return their work and write a second draft,

by inviting students to share their ideas with the class.
incorporating suggested changes.
2
lG
Wrap Up
•• Go through the information in the grey box. •• Tell the class to play a quick team-challenge game. Divide
•• Tell students to do steps 1 and 2 individually. Then ask them
na
the class into two teams. Give a tip or an instruction. For

to compare answers in pairs. example, say Wear a hat. Ask Team A to continue the
•• Go over answers as a class. Invite different students to say instruction with to or so that, for example: to keep your head
io
the imperatives they circled and the explanations they and ears warm or so that you don’t get sunburnt.
underlined. •• Instruct Team B to confirm whether or not the sentence is
at
correct. If it is, Team A gets a point. If it is incorrect, Team B

3
N
gives a correct version and, assuming their new version is

•• Direct students’ attention to part a. Go through the correct, scores a point.
information in the grey box. Explain that to (or in order to) •• Other possible tips or instructions include: bring lots of
is used before a purpose of an action is explained. Explain water, wear warm clothes and don’t forget to charge your
that so (or so that) is used before giving an explanation of phone.
why something is or isn’t a good idea.
•• Read some of the survival tips in Exercise 1 with to or so that Additional Practice: Workbook p. 66, Online Practice
missing. Tell the class to call out the missing word(s).
•• 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.

S
ES O
Writing Survival tips 6
N
L
1 Read the survival tips. Then do steps 1 and 2. 2 Read the information in the box. Then
1 Make a list of the things you need to wear or look at the survival tips and do steps
take with you. warm clothes, sun cream, sunglasses, 1 and 2.
a hot drink, food, a sleeping bag
2 Think of another tip to add to the list.
Tips for survival – or for anything – need
to be clear and easy to read. We use
Survival tips for hiking in imperatives, for example:
the snow Don’t forget … , Remember … , Wear … ,

Make sure …
• Wear warm clothes, such as a hat and
It’s also helpful to explain why people
thick socks.
should do (or not do) something.
ng
• Don’t forget to put on sun cream to protect
1 Circle the imperatives.
your skin. (You can still burn even when it’s
ni
2 Some tips explain why you should
cold and cloudy.)
follow the instruction. Underline these
ar
• Wear sunglasses to protect your eyes. explanations.
Le
(The sun can damage your eyes even in
the winter.) 3 Writing skills Giving reasons
a Read the information in the box. Then
• If possible, bring a hot drink.
c complete the sentences with so that
hi
• Bring lots of food so that you don’t get or to.
ap
hungry. We use to (in order to) to explain the

purpose of something.
gr
• Make sure you have a good thick sleeping

bag if you’re camping. We use so or so that to explain what will
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happen (or won’t happen) if people

• Tell someone where you’re going so that
follow the instruction.
lG
he/she can find you if something goes

1 Wear a hat to keep your head
wrong.
warm.
na
• Set off on time so that you don’t have to to

2 Bring a map find your route.
walk in the dark.
3 Set off early so that you don’t have to
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• Don’t forget to charge your walk in the dark.

at
phone so that you can call

N
home if you need to. 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 .
3 Don’t forget to take some money so
that .
4 Remember to take a camera to
PHCAP
.
4 Think of a type of trip or activity, for

example a walk in the hills or a judo
class, and write survival tips.

SO
ES
7 N
Video
L
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.
ng
ni
ar
Le
British adventurer Sarah Outen
in her ocean rowing boat
during her attempt to row
1 Watch the video. Match the countries (1–3) c alone across the Indian Ocean
hi
with the people (A–C). Video 10 from Fremantle to Mauritius
ap
B 1 Brazil A Santiago Tito

gr
C 2 the UK B Amyr Khan Klink

A 3 Argentina C Sarah Outen
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lG
na
sentences. Video 10
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1 Amyr Khan Klink travelled from Brazil to Argentina on a motorcycle. F (from Brazil to Chile)
2 His trip across the South Atlantic took 300 days. F (100 days)
at
3 He’s travelled to Antarctica about 15 times. T

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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
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?

ES
SO Game
Game2
7 Video
N
L 3
•• Ask volunteers to read the instructions and the questions
aloud.
•• Tell students to discuss the questions in small groups. Walk
•• watch a video about expeditions made by people from around, monitor and encourage discussion if necessary.
around the world.
•• Tell each group to prepare answers to report back to
•• identify whether sentences about the video are true or the class.
false and correct the false sentences.
•• Ask a volunteer from each group to report the answers to
•• discuss the expeditions and think about where they the class.
would like to go themselves.
Resources: Video 10, Classroom Presentation Tool, Online Optional Activity 1
Practice •• Ask students to write three sentences about each of
End-of-unit-resources: Anthology Story 4, Anthology the explorers in the video. Invite students to share their
teaching notes p. 139, Worksheet 6.8, Unit 8 Test, ExamView sentences with the class. You can do this by asking them to
Assessment Suite read their sentences aloud or write them on the board.
Optional Activity 2
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•• Ask students to choose one of the explorers from the video.
Warm Up Tell them to write a list of five questions they would like to ask
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•• Greet the class. Say We’re going to watch a video about him/her.
expeditions made by people from Brazil, the UK and
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Argentina. Display a map of the world. Ask Where are Brazil, Wrap Up
the UK and Argentina? Ask students to find the countries on •• As this is now the end of the unit on survival stories, ask the
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the map. For each country, ask What else have we learnt class to remind you of who they have learnt about. (Josh
about Brazil? What else have we learnt about the UK? Hopkins, Ernest Shackleton, Alison Wright, Balto, Amyr Khan
What else have we learnt about Argentina? Klink, Sarah Outen, Santiago Tito)
1 c •• Describe something that each of the survivors did. For

hi
example, say He took medicine to people in Alaska. (Balto)
•• Play Video 10 once. Tell students to watch it the whole way She survived a bus accident in Laos. (Alison Wright) He got
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through and enjoy it. lost in the woods in Canada. (Josh Hopkins) He travelled
•• Use the Photo Ask students to open their books to p. 84. from Brazil to Chile on a motorcycle and rowed across
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Focus students’ attention on the main photo. Ask Who’s the South Atlantic. (Amyr Khan Klink) He tried to cross
the woman in the photo? (Sarah Outen) Where’s she Antarctica. (Ernest Shackleton) She travelled around the
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from? (the UK) What did she do? (She travelled all the way world by bike, by boat and by kayak. (Sarah Outen) He
around the world.) How did she travel? (by bike, by boat went on an expedition to the North Pole. (Santiago Tito) Tell
and by kayak) students to call out the correct name each time.
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•• Tell students to match the people with the countries. Go

over answers as a class. Additional Practice: Anthology Story 4, Worksheet 6.8,
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Online Practice
The script for Video 10 is available on the Teacher’s
Resource Website.
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2
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•• Read the instructions aloud. Invite volunteers to read the

sentences aloud. Encourage students to mark T or F in
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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.
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.

Game 2
•• If you wish, award a small prize to the winning pair, for

In this lesson, students will: example, a sticker or a winner’s certificate.
•• play a game to review content from Units 5–8. •• Extra Support Refer students to the following units to find
Resources: Classroom Presentation Tool, Workbook p. 68 and understand the answers to the questions:
Materials: a prize for the winning team (for example, a 1 Unit 5; 2 Unit 5; 3 Unit 6; 4 Unit 5; 5 Unit 6; 6 Unit 7;
sticker or a winner’s certificate); a bell or other device to 7 Unit 7; 8 Unit 8; 9 Unit 8; 10 Unit 8
indicate when the time is up
3
•• Read the instructions aloud. Tell each group to create two
Warm Up additional questions in the style of the game, with one
•• Prepare students for the class game by doing a quick warm- correct answer option and two incorrect ones. Tell them that
up challenge. Divide the class into three teams, A, B and C. their questions need to be based on the content of Units
Tell the class that you are going to give them challenges 5–8.
based on what they learnt in the last four units. Explain that •• When everyone is ready, tell groups to ask and answer
you will ring a bell after a certain amount of time after each these new questions orally. Ensure that groups read both
challenge is given, to show that the time is up.
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the question and the answer options aloud. Number the
•• Give the first challenge. Say Name three people who have groups so that Group 1 asks Group 2, Group 2 asks Group
made amazing journeys. Ask Team A to give a name first, 3, and so on. Ensure that everyone has an equal number
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then ask Team B and then Team C. Once one name has of chances. Students will be very quick to point out if one
been given, it can’t be given again. (So, if Teams B and C group is getting more chances than the others! Keep track
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were planning to say the name that Team A gives, they have of the points.
to think of another.) Give one point for each correct answer. •• Extra Challenge Tell students to write four more questions
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•• Give the second challenge. Say Name three festivals that about other expeditions and tales of survival in Units 5–8.
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. Optional Activity
•• Give the third challenge. Say Name three extreme sports.
c
•• Ask students to stand up for a final challenge. Explain that
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This time, ask Team C to give an answer first, then ask Team you will describe something and they must say a new word
A and then Team B. from Units 5–8 that fits the description.
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•• Give the fourth challenge. Say Name three oceans. This •• Tell students that anyone who calls out the wrong word
time, ask Team A to give an answer first, then ask Team B must sit down and they will be ‘out’, or no longer in the
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and then Team C. Continue so that each team gets to game.

answer first an equal number of times. •• Possible descriptions are:
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The place you are travelling to (destination)

1 There are one hundred of these in a metre. (centimetre)
There are one thousand of these in a kilometre. (metre)
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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. The eighth largest country in the world (Argentina)
Explain the rules of the game. Say You have to work The middle of the night (midnight)
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together in your groups. Answer all the questions. The English meaning of the Spanish word mistura
•• Ask students to work together in their groups to choose the (mixture)
answers. Walk around and monitor. Encourage students to Someone who knows how to do something very well
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take turns reading the item and the three answer options (expert)
aloud for their groups. Make sure group members are The thing inside a mobile phone that has to be charged
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working together to agree on the answer. (battery)

Someone you don’t know (stranger)
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•• When a group completes the last question, tell them to put

up their hands. •• Continue, adding in more descriptions if necessary and as
time allows, until only one student is left standing.
2
Wrap Up
•• Read the instructions aloud. Tell students to check their
answers by looking for the correct information in Units 5–8 •• Tell students to close their books and try to remember the
in the Student’s Book. Tell students to give themselves one facts from the game. As students say facts, write them on
point for each correct answer. Then go over answers as a the board. At the end, tell them to open their books again
class and confirm which group got the most points. If there to p. 85 and check the list on the board. Invite volunteers to
is a tie, ask these questions to break the tie: say any of the facts that were missed.
Name three countries that are named in Unit 8.

(Thailand, Laos, Canada, South Georgia, US, i.e., Alaska Additional Practice: Workbook p. 68
and New York) Name the mountain climbed by Alison
Wright. (Mount Kilimanjaro)
85a GAME 2
Game
Game2
1 Camels can carry up to .

25 kilograms
✔ 250 kilograms
2,500 kilograms
2 Robyn Davidson crossed the desert in .

Argentina
Antarctica
✔ Australia 3 One hundred and sixty-eight
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hours is the same as .
four days
✔ one week
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4 From the Charles Kuonen Suspension one month
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Bridge in Switzerland, you can see
amazing views of .
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✔ The Alps
The Himalayas
5 Inchicapi soup is made from .
The Andes
c sweetcorn and vegetables

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raw fish, lemons, tomatoes and
onions
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✔ chicken and nuts

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6 Cerro Negro is a .
✔ volcano
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river
7 Margo Hayes was the first woman to .
rock climbing
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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
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8 Twenty-two men from Shackleton’s team

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had to wait on Elephant island for .

four and a half days
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four and a half weeks

✔ four and a half months
9 Alison Wright, a 2013 National Geographic Traveller of the
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Year, is a .
doctor
✔ photojournalist 10 There is a statue of Balto the dog in .
✔ Central Park in New York City, USA
bus driver
Alaska, USA
Nova Scotia, Canada
2 Check your answers. Give one point for 3 In your group, write two more questions
each correct answer. Share your results for the rest of the class. Give the correct
with the class. The group with the most answer, as well as two false answers.
points wins. Check your facts!
SAMPLE COPY, NOT FOR DISTRIBUTION GAME 2 85

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.’
So, he went from house to house and asked the other
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creatures, ‘What’s your best piece of advice?’ And they were
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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.
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Under an ugly coat, there’s often a beautiful heart.’
The snail said, ‘Don’t be in a hurry. Life is not a one-hundred-

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metre race.’
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The grasshopper said, ‘The grass always looks greener on the
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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
•• Organize students into groups. Tell them to take turns
•• read and/or listen to a fable about Anansi the Wise.
describing one of the creatures from Exercise 1 without
•• exchange information about the other creatures in saying its name. Instruct the other students in the group to
the fable. try to guess which animal is being described.
•• complete a summary of the fable.
•• discuss the advice they would give to Anansi. 2
Resources: Audio Track 63, Classroom Presentation Tool, •• Listen and Read Focus students’ attention on the glossary
Workbook p. 69, Workbook Audio Tracks 25–26, Online at the bottom of p. 87. Read through the words in bold
Practice 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
ABOUT THE STORY
read and listen for the words they discussed in the Warm
The Anansi or Ananse spider folktales originated in Ghana,
Up: wisdom and wise. At the end, ask What happened to
Africa, among the Ashanti people. Anansi is a clever
the wisdom? Do you think Anansi is wise? Why or why not?
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folkloric character who sometimes appears as a spider
Listen to students’ answers and reasons.
and sometimes appears as a being who’s part human,
part spider. The Anansi fables were passed orally and •• Ask students to read the story again. This time, tell them to
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spread from Africa to the Caribbean, and then eventually pay attention to the advice that each of the creatures gives
to the Americas. In the southern US, the fables were called Anansi. At the end of the story, ask which creature gave
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‘Nancy’ or ‘Aunt Nancy’ stories. In the fable Anansi the which piece of advice to Anansi. For example, ask Who
Wise, Anansi the spider gathers good advice from several told Anansi you should never judge people by their looks?
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different creatures and places it in a gourd, which he plans (the slug)
to keep for himself. In the end, Anansi realizes that wisdom •• Listen Only If you choose to do this activity as a listening-
is only useful when it’s shared with others. only activity, start by telling students that they are going
c to hear an old story about a wise spider named Anansi.

hi
Explain that Anansi will talk to six other creatures. Review the
Warm Up listening strategy listening for gist by asking them to listen to
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•• Do an adjective challenge. Ask the class to call out the story and not worry about understanding every word.
as many adjectives as they can that could be used to Play TR:63 all the way through. Give students a chance to
describe a person or an animal. (friendly, kind, brave,
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listen and enjoy the story. At the end, ask What was the
worried, happy, strong, tall, short, small, old, young, and story about? Why do you think the story is called Anansi
so on) the Wise? Do you think he’s wise? Why or why not? Listen to
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•• Write the adjectives on the board as students call them students’ answers and reasons.
out. Then rub the list off the board and challenge students •• Extra Support Play TR: 63 a second time.
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to remember ten of the adjectives. Give them hints (for

example, a definition or the initial letters) for any they have Optional Activity 2
forgotten.
•• Ask students to work in pairs. Tell them to take turns retelling
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•• Write the word wise on the board. Act out thinking the story with their books closed.
carefully. Elicit the meaning of wise. Explain that wisdom
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is the noun form of wise. To provide an example, say [My

grandmother]’s wisdom has helped me a lot. [She]’s
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very wise.
1
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•• 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

Reading extra 2
•• Extra Challenge Ask students to write the advice they

3
Anansi the wise
would give to different people, for example:
1 someone who is always late
Task Guidance Notes 2 someone who is always too busy to talk
Flyers Reading & Writing Part 5 Students read a story and 3 someone who always thinks life would be better in a
then complete seven sentences using words and phrases different place
from the story. They may need one, two, three or four words. 4 someone who laughs at other people because of their
The story is accompanied by a picture for context, but this clothes or the way they look
does not contain the answers. This part is testing reading
and understanding a story, and writing to complete Optional Activity 3
sentences. •• Ask the class to give a performance of the story. Ask
Challenges Students need to understand that the different students to take on the parts of Anansi and the six
sentences are a summary of the story, so they may be other creatures in the fable. Choose seven narrators – one
structured differently from or be a paraphrase of the story. for each paragraph. The fourth narrator introduces each of
This may confuse young students, so they need practice the creatures, for example, The slug said … . If appropriate,
in matching synonyms and alternative structures. Students ask each student to highlight, or underline in pencil, the
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also need to understand that they must choose words or lines they will be reading.
phrases from the story, not simply what they think. •• Give students a chance to practise. Make sure students
Performance Descriptor know which parts they are reading.
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•• Can understand short, simple stories containing •• When they are ready, ask students to perform. Involve
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narrative tenses anyone who does not have a part by asking them
to introduce the creatures at the beginning of the
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•• Read through the sentences with the class. Make sure they performance. Alternatively, you could assign more than
know what a summary is. Remind them that they must one narrator to the longer paragraphs and tell them to
choose exact words from the text. take turns reading.
•• Collaborate Ask students, in pairs, to match words in the

cWrap Up
hi
first sentence with words in the text, for example: 1. ... wanted
to have real wisdom ... took an empty gourd = Text: he knew •• Ask different students to read the six pieces of advice from
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to have real wisdom ... found an empty gourd. It is also the fable aloud. Write these – or abbreviated versions of
important that students understand that the information them – on the board:
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can be in a different order and/or structure. Point out that

You should never judge people by their looks.
they need to do this with every sentence before choosing
Don’t be in a hurry.
the answer. Walk around, monitor and help.
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The grass always looks greener on the other side of the

fence – but it isn’t.
around and monitor.
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Life is short. Enjoy every day.

•• Help My Friend Put students into pairs and tell them to
Everyone needs the help of others.
check their answers and consider if they have all the words
Work for eight hours, sleep for eight hours and play for
they need in each space (such as articles, prepositions and
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eight hours.
pronouns) to ensure that the sentence is grammatically
correct.
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•• Tell the class to vote on their favourite piece of advice. Say

•• Go over answers as a class.
each piece of advice again and ask for a show of hands.
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4 •• After determining the winning piece of advice, ask

individuals Did you vote for this advice? Why? Listen to
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•• Put students into pairs. Read the instructions and the

students’ responses and reasons. Then ask Who voted
questions aloud. Tell students to discuss the questions in
for this piece of advice? Put up your hand. Then ask
their pairs. Ask them to write down their advice. Walk around
individuals Which piece of advice did you vote for? Why?
and monitor. Offer help if necessary. Then ask pairs to tell
Listen to students’ responses and reasons.
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 READING EXTRA 2

Reading extra 2
1 Look at the pictures. What do you know
about each creature?
The ant said, ‘You’ll never be great on

your own. Everyone needs the help of
grasshopper ant snail
others.’
The fly said, ‘Work for eight hours, sleep

for eight hours and play for eight hours.’
Anansi was very happy with all this
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advice. He took it and put it in his
gourd. And when he’d filled the gourd, slug butterfly fly
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he said, ‘Now, I have more wisdom
2
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than anyone else. I must take it home.’ Listen and read. TR: 63
And then he thought to himself, ‘No, I
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must hide the wisdom, so no one can 3 Complete this summary of the story. You can
steal it.’ He looked around and saw a use 1, 2, 3 or 4 words in each gap.
tall tree. High up in the tree there was a
c1 Anansi the Spider wanted to have real
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hole. ‘That’s where I’ll hide the wisdom,’ wisdom , so he took an empty gourd and
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he said. went to ask others for their advice. He put each

piece of into the gourd.
Anansi held the gourd in two legs and
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advice
2 When the gourd was full , Anansi went
tried to climb the tree with his other six
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legs. But the gourd was too big and home. But he was worried that someone would
steal it (the gourd/the
. wisdom)
he couldn’t climb. His son was nearby
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watching him. ‘Daddy,’ he said, ‘why 3 So he decided to hide the gourd in a hole
don’t you tie the gourd to your back in a tree. He held the gourd in front of him and
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and then climb the tree?’ ‘That’s very tried to climb the tree, but he couldn’t. ‘Put it on
good advice,’ said Anansi. ‘Thank you your back ,’ said his son.
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for sharing it with me.’ And then Anansi

4 Anansi realized that good advice must be
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realized that advice is only useful when shared with others. So, he took the gourd to the
we share it with someone.
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top of the tree and let it fly out in the wind .

So, he climbed the tree with the gourd
on his back. And when he reached the 4 Imagine you’re a creature that Anansi asks
top, he held the gourd up to the wind. for advice. What creature are you? What
advice would you share? Discuss your ideas
All the advice flew into the sky and
with a partner.
travelled across the land. And wisdom
came to everyone.
GLOSSARY
wisdom knowledge about life
gourd a hard fruit often used as a container
judge to decide what you think about something
steal to take something that’s not yours
share to give part of what you have to others
SAMPLE COPY, NOT FOR DISTRIBUTIONREADING EXTRA 2 87

battery challenging concentrate dead expedition realized routes
1 When we realized we were lost, we called the Search and Rescue team.
2 The battery 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.
5 On difficult routes , rock climbers have to concentrate and be very careful.
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2 Read the sentences and follow the instructions. Use modal verbs.
1 Your friend wants to try white-water kayaking. Write some advice for her.
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You should/ought to practise in an easy place first./You should/ought to learn how to roll over in the kayak./
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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You must be quiet/stop talking/work harder/concentrate more.
3 You’re an expert rock climber. Write some advice for a beginner about what not
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to do. You shouldn’t/should not/ought not to go alone/go in bad weather.
4 You’re an expert volcano boarder. Write some advice for a beginner about what
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to wear. You should/ought to wear goggles, gloves and a helmet.
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5 Your friend wants to play football, but he doesn’t want to wear a helmet. Write to
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tell him that helmets aren’t necessary. You don’t/do not have to wear a helmet.
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3 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
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best question (A–F). You don’t need two of the questions.

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A Wow! How had it survived for so D Why was the kitten in the tree?
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long without food or water? E Why had it climbed the tree?

B Had it eaten anything? F How long had it
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C Had anyone else seen it? been there?

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Lara: 1 D
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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!


•• review grammar and vocabulary from Units 7 and 8.
Resources: Classroom Presentation Tool, Workbook Task Guidance Notes
pp. 70–71, Online Practice 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
Warm Up
understanding of functional language, appropriateness,
•• Do a question challenge. Make a statement, for example,
formulaic expressions and writing letters.
say I went snowboarding yesterday. Encourage students
to think of as many different questions as they can, using Challenges Students sometimes jump in when they
different question words, different verb forms, modals, and recognize a response and don’t read the thread of the
so on. If needed, prompt them by giving some ideas of the conversation carefully. Encourage them to take the time to
types of questions they could ask, for example: Who did you read the entire conversation and to read all the responses
go with? Where did you go? Did you enjoy it? before choosing. Also, give them practice responding to
statements as well as questions.
•• Write students’ questions on the board. Challenge them to
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think of more than ten questions. Performance Descriptor
•• Now ask a volunteer to make a statement. For example, say •• Can read and understand short texts even if some words
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[Ali], tell us something you’ve done or something you’re are unknown
going to do. Again, challenge the class to think of more
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than ten questions. •• Predict Ask students to cover the conversation. Read the
instructions with the class and look at A–F. Ask students, in
1
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pairs, to decide what kind of information each question
asks for, for example: yes/no, reason or time. Check ideas
with the class.
•• Tell students to complete the activity individually. Tell them to
c •• Check that students understand what to do. Ask them,
hi
in pairs, to underline any linking words or verb forms, for
•• Extra Challenge Tell students to choose three words from
example: item 1 probably includes past perfect because of
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the box and write a new sentence with each of the words.
the response (had climbed). Monitor.
2 •• Tell students to do the activity individually. Then ask them to
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check answers in pairs.

•• Read the instructions aloud. Ask a student to read the first
•• Go over answers as a class. Make sure students give
sentence. Say Let’s give some advice to the ‘friend’. Then
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reasons for their choices.

model some advice. For example, say You should [wear
a helmet/practise in an easy place first/practise with an •• Own It! Ask students, in pairs, to imagine a conversation
about something that happened to a pet. Ask them to write
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expert first]. Remind students to use should/shouldn’t, have

to/don’t have to, ought to/ought not to and must/mustn’t three responses/explanations, for example: explaining what,
in their sentences. when, where or how the problem happened. Walk around,
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monitor and help. Tell pairs to exchange their responses

•• Tell students to work in pairs to complete the activity. Tell
with another pair, who writes questions for the responses.
them to write down the advice they decide on. Walk around
Then tell pairs to check with each other and do each
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and monitor, offering help if necessary. Make sure students

conversation orally to practise intonation.
are using the target grammar.
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•• Go over answers as a class. Invite different pairs to read their Wrap Up

sentences aloud.
•• Write the following sentence stems on the board:
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•• Extra Support Before students write their answers, go over

the items as a class and discuss some possible ideas and My favourite reading text from Units 5–8 was … because …
the appropriate phrase(s) of obligation for each item. I need more help with the grammar in Unit …
I think I understand the grammar in Unit … very well.
Optional Activity I want to find out more about …
•• Ask students to write two sentences about activities they
want to do, for example, I want to go snowboarding.
•• Ask students to complete the sentences with their own
•• Tell students to work in pairs and take turns reading their
ideas. Collect their completed sentences. These can be
sentences and offering advice or telling their partner what
helpful in assessing in which areas your students feel most
is necessary or unnecessary for each activity or situation.
and least confident.

UNIT
9 Exploring the world

•• talk about explorers and stories of Vocabulary Collaboration
exploration. backpack, bite, brave, decide, Work together to create stories,
•• listen to an account of Ed Stafford’s walk have the chance, hear, meet, Lesson 2
along the Amazon. prefer, run out, sting; coins, notice, Communication
•• use the third conditional to talk about observatory, points, worth Discuss shipwrecks and history,
things that were possible in the past but Grammar Lesson 7
did not happen. •• Third conditional Creativity
•• read about three lucky young explorers. •• Third conditional questions Write a for and against essay,
•• use the third conditional to ask questions Lesson 6
about things that were possible in the past Critical Thinking
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but did not happen. Discuss reasons for and against a
•• chant about the consequences of waking topic, Lesson 6
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.
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•• Ask Why do you think Ella Al-Shamahi is making a funny

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In the Unit Opener, students will: face? Listen to students’ answers. Ask Do you think she’s
•• respond to a photo showing National Geographic trying to look like the skull?
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Explorer and paleoanthropologist Ella Al-Shamahi •• Tell students to discuss the questions in pairs or small groups.
holding the skull of a Neanderthal.
•• For question 1, say For her work, she travels around the
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•• talk about the work of National Geographic Explorer Ella world and goes into caves to find fossils. She does this
Al-Shamahi. to help us learn about the past. Do you think her job is
•• discuss their own ideas about exploration. interesting? Do you think she likes her job? Listen to several
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Resources: Home School Connection Letter, Classroom students’ responses.

Presentation Tool •• For question 2, ask Where have you explored? Show a large
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Materials: a large map of the world or a globe map of the world or a globe. Ask students to show where
they have been. Explain that you can also explore close to
at
home; you do not need to travel a long way. Say We can

Introduce the Theme explore places near where we live.
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•• Write Exploring the world in large letters on the board. Ask •• For question 3, show the world map again so that students
What do you do when you explore? What kinds of places can show where they would like to go. Write the places they
might you go to in order to explore the world? The ocean? mention on the board.
The mountains? Listen to students’ ideas and write them
on the board. Ask What words can we use to describe TEACHER TIP
exploring? Listen to several students’ responses. When having discussions about personal experiences, tell
students that there is not one correct answer. Encourage
Use the Photo them to give answers that differ from their classmates. Give
positive feedback for original answers and ask more than
attention on the photo. Read the caption aloud. Ask simple
one student to respond to each question.
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.

UNIT 9 Exploring the world
UNIT
Exploring the world 9
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Paleoanthropologist,
comedian and National
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Geographic Explorer Ella
Al‑Shamahi holds a copy
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of a Neanderthal skull.
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c
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ABOUT THE PHOTO

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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.

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?

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1 N
Vocabulary
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Ed Stafford in the Amazon

River during his 860‑day
Amazon Jungle trek in
the Amazon Jungle, Peru
ABOUT THE PHOTO

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
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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 Listen and read. TR: 64 2 Complete the sentences with the words from the box.
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If you had the chance to explore
backpack bite brave decide have the chance
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the Amazon rain forest, would
hear meet prefer run out sting
you be brave and decide to go?
Or do you think you would prefer 1 If you decide to go to the Amazon, you’ll need to take
to stay at home? c
a backpack .
hi
2 It’s easy to hear birds as they make lots of noise.
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Here’s what it might be like:

3 Some snakes bite with their sharp teeth, called
* You’d hear all kinds of noisy
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birds. fangs, so be careful!

sting
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* You might see spiders that 4 Some insects also bite and others .
are as big as your hand and 5 Bring lots of food and water so you don’t run out . You
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snakes as long as a bus! might not have the to buy food.

chance
* You’d probably see some 6 Which would you prefer to explore: the desert or the
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enormous insects (and some jungle?

little ones that bite and sting!).
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7 You might not meet anyone else in the rain forest, so

* You might not meet anyone
you might have to travel alone.
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else for several days.

8 Do you think you’re brave enough to explore the
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* You’d have to carry enough

Amazon rain forest, or would you be too scared?
food and water in your
backpack so that you didn’t 3 Listen to the account of Ed Stafford’s walk along the
run out. Amazon. Then answer the questions. Write Yes or No.
* You’d have an amazing TR: 65
experience! 1 Had anyone walked along the Amazon before Ed Stafford? No
So, what do you think? Would 2 Did Ed meet Cho in Colombia? No
you like to go? 3 Did Ed and Cho ever run out of food or money? Yes
4 Did Ed enjoy life in the rain forest? Yes
5 Did they catch fish every night? No
6 Had Cho ever seen the ocean before? No
90 UNIT 9
Exploring the world
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1 Vocabulary
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answers as a class.
•• Extra Support Play TR: 65 a third time, pausing if necessary.
In this lesson, students will: •• Listening Strategy: Visualizing Encourage students to

visualize, or create pictures in their mind’s eye while they
•• talk about exploring.
listen. If they can visualize and imagine some of what they
•• listen to an account of Ed Stafford’s walk along the hear, they will be able to better understand and remember it.
Amazon River.
Script for TR: 65
•• answer questions about Ed Stafford’s journey.
Resources: Audio Tracks 64–65, Classroom Presentation No one had ever walked along the Amazon River from start
Tool, Workbook p. 72, Workbook Audio Track 27, Online to finish, but National Geographic Adventurer Ed Stafford
Practice did it. He started where the Amazon starts, in Peru, and more
than 6,000 kilometres, and two and a half years later, he
Materials: a large world map
arrived where the Amazon meets the Atlantic Ocean. For
most of the journey, he walked with Gadiel Sánchez Rivera,
also known as ‘Cho’.
Warm Up Ed met Cho in Peru, and they agreed to walk to the next
•• Ask Where’s the Amazon River? (South America) Which town together. Cho loved Ed’s idea, so he decided to
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countries does it flow through? (Peru, Brazil and Colombia) continue along the river into Colombia with Ed, and then
Ask a volunteer to find it on a world map. into Brazil, and then on to the end of the journey. If Ed hadn’t
•• Say Imagine that you’re going to explore the Amazon met Cho, he would have walked the whole way alone.
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rain forest. What do you think you’ll see? Listen to several
Ed and Cho sometimes ran out of food and money. They
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caught fish most nights, but sometimes the fish would
1 escape by using their sharp teeth to bite though the fishing
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line. Often there was no path, so they had to walk in the river
•• Ask students to open their books to p. 90. Draw their and carry their backpacks above their heads and hope
attention to the photo. Ask Where do you think they are? there weren’t any snakes hiding in the water. The rain forest is
What do you think they’re doing?
c
full of insects that sting and snakes that can bite, but in many
•• Play TR: 64. Tell students to listen and read. ways, Ed preferred being in the rain forest to life in a town. He
hi
•• Focus on the new words and phrases in bold. Say each loved to hear the birds and see all of the amazing creatures.
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new word and ask students to repeat. Point out and check After 860 days, the two men arrived at the Atlantic Ocean.
strong stresses (for example, prefer, decide) and difficult or Ed described it as the best day of his life. Cho had never
unexpected sounds (for example, /st/ in sting, and /ɪə/ in seen the ocean before, so it was a wonderful day for him
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hear). too. They had all kinds of amazing experiences on their

journey, and they had done something no one had ever
2
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done before.
•• Read the instructions aloud. Then read through the
Optional Activity
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sentences with the class. Use gestures and examples to

explain any unknown words or review any words from •• Review and expand on the vocabulary and content from
previous units, for example, brave. Lessons 1 and 2 by playing a memory game. To set the
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•• Tell students to complete the activity individually. Tell them to scene, say I’m in the rain forest and I can see a spider.
compare answers in pairs. Then go over answers as a class. Choose a student and say Now, you repeat what I said
and add something. For example, I’m in the rain forest and
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You can do this by asking different students to read their

completed sentences aloud. I can see a spider and lots of birds. Tell the next student to
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continue, repeating what was said and adding something

•• Extra Challenge Ask students to choose three of the words or
new. Continue in this way around the class. Keep the rest of
phrases from the box and write a new sentence using each.
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the class involved by encouraging them to help the student

3 who is trying to remember the list and by giving hints such
as using gestures or making appropriate sounds.
•• Ask students to close their books. Play TR: 65 once. At this
stage, students can simply listen for gist and absorb as Wrap Up
much of the information as they can.
•• Ask students to work in groups. Say Imagine that you’re
•• Encourage students to visualize what they hear as they talking to some people who are going to walk along the
listen. Ask What can you see? What can you hear? What Amazon. What survival tips would you give them?
can you feel?
•• Tell groups to think of survival tips. Then ask groups to share
•• Ask students to open their books again to p. 90. Read the their survival tips with the class.
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.
•• Play TR: 65 again. Tell students to listen and check their
answers.
UNIT 9 Exploring the world 90a

SO
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2 Grammar
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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.
•• use the third conditional to talk about things that were
possible in the past but did not happen. 3
•• Read the instructions aloud. Go over the first (example) item
Online Practice
as a class.
Materials: pieces of paper
Warm Up answers as a class.
•• Review the first and second conditional from Unit 2. Start
a first conditional sentence. For example, say If I go to the 4
beach, ... Say to the class Now you finish the sentence. Ask •• Read the instructions aloud. Then model the activity with
students to answer, for example: I’ll go swimming. three volunteers. Say the sentence in the first speech bubble
•• Repeat with the negative. For example, say If I don’t go
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(green): I went to the park after school. Ask the first student
to the beach, ... Ask students to finish the sentence, for to say the sentence in the second speech bubble (blue).
example: I won’t go swimming. Tell the second student to respond with the sentence in the
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•• Start a second conditional sentence. For example, say If I third speech bubble (green). Then tell the third to respond
went to the beach, … Ask students to finish the sentence, for with the sentence in the fourth speech bubble (blue).
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example: I would go swimming. •• Demonstrate a new conversation with the same three
•• Repeat with the negative. For example, say If we didn’t students. Choose a new destination from the box. For
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have school today, ... Ask students to finish the sentence, for example, say I went to the mountains. Tell the three students
example: I would go to the beach. to continue the conversation in the same way, each starting
If I hadn’t … and picking up on what the person before
1
c him/her said.
hi
•• Ask students to open their books to p. 91. Explain that they •• Tell students to work in groups of four or five. Tell them to
are now going to learn about the third conditional. Say do the activity. Walk around and monitor, offering help if
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We use this for actions that were possible in the past, but necessary.
didn’t happen, and now never will.
Optional Activity
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•• Go through the explanation in the green grammar box. Then

ask two volunteers to read the example sentences aloud. •• Tell students to work in groups of four or five. Tell each group
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•• Extra Challenge Write a first conditional sentence on to form a small circle. Give each student a piece of paper.
the board, for example: If it’s hot, I’ll go to the beach. Tell Write on the board: I went to the beach last summer. Tell
students to copy the sentence onto the piece of paper and
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students to copy this sentence. Then tell them to change

it into the second conditional (If it was hot, I’d go to the write another sentence to continue the story. For example,
beach.) and then the third conditional (If it had been hot, I tell them they might say: I wouldn’t have gone snorkelling, I
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would have gone to the beach.). Do this orally first. Then tell wouldn’t have been sad or I wouldn’t have seen my cousin.
students to write the sentences. When everyone is ready, tell them to pass their pieces of
paper to the student on their right. Then ask them to write
•• Extra Support Check students’ understanding of how to
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another sentence to continue the story. Encourage students

form the past perfect with if. Write a present simple sentence
to use their imagination – the sentences do not have to be
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on the board, for example: It’s hot. Say Now put this into
true. Keep the activity going for as long as possible. Then
the past simple with if. (If it was hot, ...) Then say Now put it
ask volunteers to read their sequences aloud.
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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
Wrap Up
decided. To make this more fun, divide students into two •• Say If I hadn’t come to school today, I … Elicit different
teams. Challenge the teams to be the first to come up with possibilities to complete the sentence. Encourage students
the correct version. to use their imagination, for example: I would have walked
along the Amazon, I would have gone to New York or I
2 would have stayed in bed all day.

Read the first part of the first sentence aloud. Then ask Additional Practice: Workbook p. 73, Online Practice
Which is the correct ending? (D)
•• 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

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Grammar
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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.
2 Match to form correct sentences. Then underline the verb forms.

1 If Ed hadn’t gone to South America, D
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2 If Ed hadn’t carried his backpack above his A I wouldn’t have been late.
head, C B I wouldn’t have watched it.
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3 If Cho hadn’t liked Ed’s idea, F C it would have got very wet.
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4 If Ed and Cho had stopped, E D he wouldn’t have met Cho.
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5 If I had left on time, A E they wouldn’t have reached the ocean.
6 If you had told me the film was bad, B F he wouldn’t have walked with him for so long.
c
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3 4
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Complete the third conditional Work in groups. Make up a story. Each

sentences with the verbs in brackets. person adds a sentence starting with
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had brought If … hadn’t … .

1 If I (bring) my camera,
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I would have (take) lots of photos.

taken park sports centre rain forest
2 If it had snowed (snow), they mountains beach snake
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would have got (get) very cold.
3 If the insect hadn’t/had not

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(not / sting)
stung I went to the park
me, I wouldn’t/would (not / have) a sore after school.
not have had
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arm yesterday.
If I hadn’t gone to the park,
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4 If I hadn’t/had not met(not / meet) my friend, I wouldn’t have met my friend.

we wouldn’t/would (not / walk) home
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not have walked If I hadn’t met my friend, we

together. wouldn’t have gone for a walk.
5 If they hadn’t/had not (not / catch) the
caught
bus, they wouldn’t/would (not / arrive) on If we hadn’t gone for a walk,
not have arrived we wouldn’t have …
time.
6 If you hadn’t/had not (not / touch) that

touched
snake, it wouldn’t/would (not / bite) you.
not have bitten
UNIT 9 Exploring the world 91

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Reading
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1 Look at the photos. What do
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you think the boy is holding?
2 Listen and read.
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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
c
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exploring outdoors near his home. Philip took
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the tooth home and cleaned it. He and his

mum asked an expert what it was. It was the ABOUT THE PHOTO
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tooth of a mastodon, an animal similar to an elephant that lived about The main photo shows a
model of a mastodon, and
ten thousand years ago. Mastodons are now extinct. The tooth was the inset picture shows
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about twenty centimetres long with six sharp points. What do you think Philip Stoll from Michigan,
in the US, holding the tooth
mastodons ate with huge teeth like that?
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of a mastodon. He found
Ten-year old Kathryn Gray from Canada was looking at new and old the tooth near his home.
Mastodons are from the
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pictures of stars taken at an observatory when she saw one that she same family as mammoths
hadn’t noticed before. She realized it was a supernova – a star, bigger and modern elephants, but
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elephants are more closely

than the sun, which burns very brightly before it disappears. Kathryn
related to mammoths than
would have been the youngest person ever to discover a supernova, if
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they are to mastodons.

her younger brother Nathan hadn’t also discovered one two years later!
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How do you think you’d feel if you discovered a supernova?
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 observatory noticed coins worth
92 UNIT 9
Exploring the world
SO
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3 Reading
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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.
•• Reading Strategy: Summarizing Asking students to
summarize after reading helps them process what they
•• respond to a photo of Philip Stoll holding a mastodon’s have read and demonstrate their understanding of it. You
tooth. can practise this skill by asking students to work in pairs or
•• read an article about three lucky explorers. groups and summarize all or part of a text.
•• answer questions about what they have read.
3
Workbook p. 74, Online Practice •• Give students time to read through the questions and write
Materials: a coin (for example, a toy gold coin or a their answers. Encourage them to try to find the parts of the
chocolate one wrapped in gold foil) 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.
Warm Up •• Tell students to compare answers in pairs. Then go over
•• Remind the class that explorers do not have to explore answers as a class.
•• Extra Challenge Write tooth, supernova and coin on the
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in places far away from them. Explain that sometimes,
exciting explorations and discoveries happen close to board. Ask students to write a description of each of these,
home and sometimes, people find things when they are based on the information given in the reading passage.
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not actually looking for anything. Ask Can you think of any Then ask students to work in small groups. Tell them to read
interesting explorations or discoveries that have taken their descriptions aloud to their groups.
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place near here? Suggest that perhaps objects from the •• Extra Support Write on the board: Who was the explorer
past have been found or unusual animals have been seen and what did he/she find? Tell students to write one
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in the area. sentence about each paragraph of the reading passage.
•• Ask students what kinds of interesting objects they would Say Make sure your sentences answer the question. (for
like to find, if they had the chance. example, Philip Stoll found the tooth of a mastodon.)
1 c
hi
Optional Activity
•• Use the Photo Ask students to open their books to p. 92. •• Tell a sequencing story around the class. To set the scene,
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Focus their attention on the large photo. Ask What kind of say This weekend I went into the garden and I had a big
animal is this? Many students will likely reply elephant. It is, surprise. Say to a student What happened next? Tell the
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in fact, a mastodon, but do not correct them at this stage. student to make up and say the next sentence. If he/she
Say We’re going to find out soon. has difficulty, allow small groups to work together to think
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•• Ask volunteers to read the questions aloud. Listen to several of a plausible sentence. Continue around the class. Make
students’ responses. gentle suggestions if necessary, to help build up the story,
ideally about an interesting discovery.
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2
Wrap Up
•• Ask What does lucky mean? Listen to several students’
•• Remind students of the names of the young explorers in
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ideas and definitions.

the reading passage. (Philip, Kathryn and the little boy) Say
•• Play TR: 66. Tell students to listen and read the text. Ask the
something that happened in each of the stories. Tell the
question at the end of each paragraph to the class. Listen
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class to call out the explorer. For example, say This explorer
to students’ responses. Help students, if necessary, with the
was exploring outdoors. (Philip) This explorer’s father’s
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new words listed below the text.

grandfather had travelled all over the world. (the little boy
•• At the end of the reading passage, ask Which explorer do in England) This explorer was looking at pictures taken
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you think is the luckiest? Why? from an observatory. (Kathryn) This explorer was playing
•• Ask questions to check students’ understanding of the text. with an old coin. (the little boy in England)
For example, ask What did [Philip/Kathryn/the little boy in
England] find? What did each explorer do with the thing Additional Practice: Workbook p. 74, Online Practice
he/she found?
•• 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.

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4 Grammar
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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
In this lesson, students will: aloud. Listen to several students’ answers.
•• use the third conditional to ask questions about •• Put students into pairs. Make sure they know who is Student
something that was possible in the past but did not A and Student B. Ask pairs to work through the questions in
happen. Exercise 2. Then ask them to swap roles and repeat.
Resources: Classroom Presentation Tool, Workbook p. 75, •• Extra Challenge Ask students to think of some new
Workbook Audio Track 28, Online Practice 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
•• Review the first conditional by asking students questions. speaking to their partner.
For example, ask If you go outside today, will you need
a jacket? Encourage students to answer in complete Optional Activity
sentences. (Yes, I will./No, I won’t.) •• Say If I had not come to school today, I would have gone
•• Now ask questions with the second conditional. For shopping. Prompt a volunteer to ask you a question,
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example, ask If you had wings, where would you fly to? Elicit for example: Would you have bought a cake? Prompt
complete sentences. (I would fly to [Africa].) another student to ask a question about your statement.
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•• Write the beginning of second conditional questions on the Continue around the class, until everyone has asked a
board, for example: question. Respond to their questions and add comments
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as appropriate to make it more interesting. For example, say
If you stayed at home all day, … Yes, I would have bought a cake. I love cake!
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If you found a gold coin, …
If you were a famous football player, … Wrap Up
If you worked in an ice-cream shop, … •• Tell students to work in groups. Ask What would you have
c done today if you hadn’t come to school? Tell groups to

hi
•• As a class, complete each of the questions on the board. discuss and write an interesting, imaginative answer.
Then listen to several students’ answers to each question. •• Ask groups to share their answers with the class. Then ask
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the class to vote on the most interesting one.

1
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•• Ask students to open their books to p. 93. Read through the Additional Practice: Workbook p. 75, Online Practice
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•• Explain that they are now going to learn how to ask
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questions in the third conditional.

•• Ask the class which verb forms are used for the third
conditional questions. (the past perfect for the if clause – for
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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
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out that the two parts of the question can also be in the
other order. (Would you have been hungry at school if you
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had eaten your breakfast?)

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2
•• 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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Grammar
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3 Read again. Answer the questions. 1 Study the grammar box.
1 What did Philip find when he was out Third conditional questions
exploring near his home? How old was it?
He discovered a mastodon tooth. It was about ten thousand years old. Would Philip have found the tooth if he had
2 What’s a supernova? How did Kathryn stayed indoors?
Gray discover one? It’s a type of star. If he and his mum hadn’t asked an expert,
She was looking at new and old pictures of stars. would they have discovered it was a
3 Why is Kathryn no longer the youngest
mastodon tooth?
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. 2 Complete the third conditional
5 Where had the coin come from? questions with the verbs in brackets.
from a ship near the coast of Spain
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1 If you had found (find) a real gold
coin near your house, what would you
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have done (do) with it?
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2 If you ’d/had discovered (discover)
a supernova, what would you
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have called (call) it?
3 What would have happened (happen) if
c you hadn’t/had not (not / wake up) on
hi
woken up
time today?
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4 What would you have done (do),

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if you ’d/had stayed (stay) at home

yesterday?
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5 If you hadn’t/had not (not / finish) your

finished
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homework last night, what would the

teacher have said (say)?
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3 Work in pairs. Discuss the questions in

Exercise 2.
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If you had found a real gold coin

near your house, what would you
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have done with it?
I would have …
A model of
a mastodon

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5 N
Chant
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1 Listen, read and chant. TR: 67
3 Divide into five groups, one for

each verse. Listen and chant in
groups. TR: 69 and 70
If I hadn’t …
1 If I hadn’t woken up late that morning,
I wouldn’t have been late for school.
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I wouldn’t have missed the first lesson.
I wouldn’t have broken the rule.
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There wouldn’t have been such a fuss.
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I’d have had more time to have breakfast,
And I wouldn’t have missed the bus.
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I wouldn’t have had to hurry.
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I would have decided to walk to school.

I wouldn’t have had to worry.
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4 Would you have woken up earlier,

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If you hadn’t gone to bed so late?

Would you have jumped up in the morning
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At seven instead of at eight?

5 We’ll never know the answer.
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But all that we can say

Is, if you go to bed late in the evening,
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You’ll know all about it the next day!

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Be on time.
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.
94 UNIT 9
SO
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5 Chant
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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
In this lesson, students will: them aloud together.
•• chant about the consequences of waking up late. •• Value: Be on time Say The value of this lesson is Be on
•• suggest rhymes. time. Ask Why is it important to be on time? What can you
•• identify the value Be on time. do to make sure you’re on time? Tell them to look back at
Resources: Audio Tracks 67–70, Classroom Presentation the chant for ideas. For additional practice, tell students to
Tool, Workbook p. 77, Online Practice complete Lesson 6 of the Workbook at home or in class.
Optional Activity 1
Warm Up •• Use the Photo Focus students’ attention on the photo. Ask
What are the boys doing? (hurrying, running) Why do
•• Write the following words on the board: school, fuss, late,
you think they’re doing that? What else can you see? Say
hurry and say. In pairs, ask students to think of words that
Now you’re going to write a description of the photo. Write
rhyme with these words.
about what you can see and what the people are doing.
•• When they are ready, ask students to open their books to
Ask students to write at least five sentences. Walk around
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p. 94 and find the rhyming words. (school/rule, fuss/bus,
and monitor. Offer help if necessary. Then invite students to
hurry/worry, late/eight, say/day)
read their descriptions aloud.
•• Then ask students to count the number of third conditional
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questions they can find in the chant. (two) Ask volunteers to Optional Activity 2
read these aloud.
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•• Tell students to think about a time when they had to hurry.
1 Write on the board: I had to hurry because … If I hadn’t …
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Say Think about a time when you had to hurry. What
•• Play TR: 67. As students listen, ask them to read the chant happened? Why did you have to hurry? What could you
and repeat each line. Try to help students by chanting too, have done differently so that you didn’t have to hurry? Tell
and tapping out the regular rhythm with your hand. them to complete the sentences on the board about their
•• Extra Support Play TR: 67 again and pause after each line.
c experiences.
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Tell students to listen, read and repeat each line. Focus and •• When everyone is ready, invite students to share their
provide additional practice with any words or lines that they
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sentences with the class.
have difficulty with.
Wrap Up
2
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•• Finish the lesson with a final performance of the chant. Ask

•• Tell the class to plan actions for the chant. Ask Can you volunteers to chant different verses. Make sure everyone
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show me an action for wake up late? Ask students to act joins in with the actions.
out waking up and then discovering what time it is and
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panicking. Continue, asking for and giving ideas for actions Additional Practice: Workbook p. 77, Online Practice
for have breakfast, miss the bus, hurry, walk to school, worry,
jump up in the morning, and so on.
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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
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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
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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.

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6 Writing
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them as a class.
3
•• For part a, read the instructions aloud. Then go through the
•• read a for and against essay about the advantages
explanations and examples in the grey box. Invite volunteers
and disadvantages of visiting new places.
to read the information in the box aloud.
•• use expressions for introducing different sides of an
•• Ask students to read the sentence under the grey box. Then
argument.
ask them to write a sentence that expresses a different side
•• use expressions for giving their own opinions. of the argument. Remind them to use one of the phrases
•• write a for and against essay. from the grey box that introduces a different opinion.
Resources: Classroom Presentation Tool, Graphic •• For part b, invite students to share their own opinions about
Organizer: T-chart, Workbook p. 76, Online Practice 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.
Warm Up •• Extra Challenge Ask students to think of another
•• Pick a topic that will generate some strong for and against controversial statement or question. Ask them to write one
sentence in favour of the argument, one sentence against it
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opinions from your students, for example: Should students
have to do homework? Write this question on the board. and one stating their own opinion.
Then draw a T-chart underneath. In the header row, write
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For and a tick on one side and Against and a cross on the
other, as shown below: •• Tell students to write a for and against essay. Tell them to
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choose one of the questions in the box. Hand out copies
For ✓ Against ✗ of a T-chart. Encourage students to use it to organize their
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ideas. Walk around and monitor, offering help if necessary.
•• Tell students to write their for and against essays. Remind
them what information they need to include in each
c paragraph. Write the following on the board:

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Ask What do you think about homework? Should students Paragraph 1: Introduce the subject and give both sides
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have to do homework? What are some reasons for having of the argument
homework? Listen to students’ answers. Write them in the Paragraph 2: Give one side of the argument
T-chart on the board. Then ask What are some reasons Paragraph 3: Explain the other side of the argument
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against having homework? Listen to students’ answers.

Paragraph 4: Give your own opinion
Write them in the T-chart on the board.
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1 •• Encourage students to use words and phrases from the grey

box in Exercise 3 part a. You could assign the writing activity
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for homework. If you do it in class, include a peer-editing
Focus their attention on the photo and the caption. Ask Do
stage after the first draft. Ask students to swap their work with
you think this looks like a nice place to visit? Ask Are there
a partner. Tell them to check if their partner has included
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lots of people there? Would you like to go there? Listen to

both sides of the argument and his/her own opinion.
several students’ ideas. See the About the Photo box for
•• Extra Support Tell students to write their for and against
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more information about the Neist Point Lighthouse.

essays using the topic you used in the Warm Up: Should
•• Read the instructions and the questions aloud. Then ask
students have to do homework? Tell them to organize the
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students to read the model and find the answers to the

ideas from the T-chart on the board into a for and against
questions. When everyone is ready, go over answers as
essay.
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a class.
2 Wrap Up
•• Write a sentence on the board that is likely to generate
•• Go through the information in the grey box. Remind different opinions, for example: It is good for students to
students what a paragraph is and that they learnt about take a test every week. Ask Do you agree? Why? Listen to
them in the Unit 7 Writing lesson. students’ responses and reasons in favour of this (you may
•• Explain the meaning of advantages (good things), have to provide these if not many students agree). Then tell
disadvantages (bad things) and your own opinion (what students to offer a different side of the argument. Finally, ask
you think). students for their own opinions.
•• Write For on the board. Ask What are the advantages of
visiting new places? Listen to several students’ answers. Additional Practice: Workbook p. 76, Online Practice
•• Write Against on the board. Ask What are the
disadvantages of visiting new places? Listen to several
•• Ask students to do steps 1, 2 and 3 individually.

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Writing A for and against essay 6
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1 Read the for and against essay. Answer 2 Read the information in the box. Then
the questions. look at the for and against essay and do
1 How has modern technology helped steps 1–3.
people travel and explore the world?
It’s made it easier and faster to travel and explore the world. When we write a for and against essay, we
2 What are more people doing now?
They’re visiting places where tourists didn’t use to go. need to introduce the subject and then
give both sides of the argument. In the
Visiting new places first paragraph, we introduce the subject.
In the second paragraph, we explain one
Modern technology has made it much
side of the argument and in the third
easier and faster to travel and explore the
paragraph, we explain the other side
world. Now, more people are visiting places
of the argument. We can give our own
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where tourists didn’t use to go, but there are
opinion in the last paragraph.
advantages and disadvantages to this.
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When people visit places that aren’t usual 1 Underline the advantages the writer gives
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tourist destinations, there are advantages for (the reasons for visiting these places).
everyone. For example, tourists and locals 2 Circle the disadvantages the writer gives
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(the reasons against visiting these places).
can learn about each other’s cultures. Also,
tourists bring money to the places they visit. 3 Put a box round the writer’s own opinion.
For tourists, these places are often cheaper,
c 3
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Writing skill Giving a different side of the
quieter and less crowded than popular tourist
argument
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destinations.
a Read the information in the box. Then
On the other hand, there are also some read the sentence below and write a
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disadvantages to visiting places that are not different side of the argument.
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usual tourist destinations. For example, it may

be more difficult to plan trips to these places Here are some words and phrases we can
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because there are fewer hotels and flights to use to introduce a different idea:
choose from. Also, tourism can make things However, On the other hand,
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more expensive for the people who live in In contrast, The problem is
these places. It can also make these places Here are some words and phrases we can
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busier and more crowded. use before we give our own opinion:
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In my opinion, it’s great for tourists to explore In my opinion My feeling is that I think
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the world and learn about different places,

but we should protect the places we visit and Sentence: It’s good for people to go and
think about the people who live there. live in a different place.
b Now give your own opinion about the

sentence in Exercise 3a.
Neist Point ABOUT THE PHOTO
Lighthouse on The photo shows Neist Point and the 4 Choose one of the questions from the
the Isle of Skye
Neist Point Lighthouse on the Isle of box and write a for and against essay.
Skye in Scotland. Neist Point is similar
in Scotland, UK to the Giant’s Causeway in Northern
Should students be allowed to use mobile
Ireland. The scenery is beautiful, and
it’s a good place to go to view wildlife phones in class?
such as dolphins, whales, basking Should students have to wear school uniforms?
sharks and a variety of sea birds.

SO
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7
ABOUT THE VIDEO
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Video
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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
1 Look at the photo. and was supported by the National Geographic Society to conduct
Discuss the questions. an archaeological excavation of the ship. In the process, Mearns and
his team were able to recover some fascinating lost artefacts, such as
1 Who’s the scuba diver? gold coins, the ship’s bell and an Astrolabe – a rare navigation device.
What’s he doing?
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?
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National Geographic
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Explorer and shipwreck
hunter David Mearns
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2 Watch the video. Circle the correct answer. Video 11

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1 The shipwreck was from the sixteenth / eighteenth century.

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2 It was one of Christopher Columbus’s / Vasco da Gama’s ships.

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3 The team was especially happy about finding a disk / a silver ring.
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sentences. Video 11
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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)
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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)

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?
96 UNIT 9
Exploring the world
SO
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7 Video
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•• Ask students to work in groups of four or five. Ask groups to
discuss the answers to the discussion questions together.
•• Encourage each group to choose a ‘secretary’. Say Choose
•• watch a video about the discovery of a shipwreck. someone to write down your group’s ideas for each
•• select the correct information in sentences about the discussion question. Encourage students to take turns
video. doing this. Walk around and monitor. Make sure that groups
•• identify whether sentences about the video are true are working together successfully.
or false and correct the false sentences. •• Ask groups to report their conclusions to the rest of the
•• discuss the video. class. If time allows, make a list on the board of the students’
Resources: Video 11, Classroom Presentation Tool, Online opinions of what makes history interesting for them.
Practice •• Extra Challenge Ask students to imagine that they were
End-of-unit resources: Worksheet 6.9, Unit 9 Test, ExamView diving with David Mearns when he explored the shipwreck.
Assessment Suite Ask them to write a description of the dive, including what
they saw and how they felt.
Warm Up Optional Activity
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•• Review and expand on vocabulary and content by playing
•• Greet the class. Then say We’re going to watch a video
a memory game. To set the scene, say I’m in the ocean
about a shipwreck hunter and the discovery of a
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and I see a shipwreck. Invite a volunteer to be first and say
shipwreck. Ask What equipment do you think a shipwreck
Now, you repeat what I said and add something. Prompt
hunter needs in order to find shipwrecks underwater? Listen
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the student to add to the sentence, for example: I’m in the
to several students’ responses.
ocean and I see a shipwreck and lots of old coins. Tell the
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1 next student to continue, repeating what has been said
and adding something else. Continue in this way around
•• Ask students to open their books to p. 96. Focus their the class. To keep the rest of the class involved, encourage
attention on the photos. Ask Who’s David Mearns? What’s
his job? (He’s a National Geographic Explorer and a
c them to help the student who is trying to remember
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the list by giving hints, such as doing actions or making
shipwreck hunter.) Then ask What’s a shipwreck hunter? appropriate sounds.
Listen to students’ responses.
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•• Read questions 1 and 2 aloud. Elicit answers by asking Wrap Up

What do you think? Listen to several students’ answers. •• Ask the class what they enjoyed most about this unit on
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exploring the world. Then on the board, write the five main
2 activities students did in this unit:
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•• Play Video 11 once. Tell students to watch it the whole way

through and enjoy it. Listening to an account of Ed and Cho’s journey along
the Amazon
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•• Invite volunteers to read the sentences aloud, with both

options. Give students time to decide which option to circle; Reading about the young explorers
however, reassure them that they will have time to watch the Learning the chant
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video again to check their answers. Writing the for and against essay
•• Play Video 11 again. Then ask individuals to read the Watching and discussing the video
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sentences aloud, this time with the correct option. Ask the

rest of the class Do you agree? •• Invite students to share their answers and reasons.
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Resource Website. Additional Practice: Worksheet 6.9, Online Practice
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3
•• 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
10 Great museums
•• talk about museums. Vocabulary Collaboration
•• listen to a radio programme about a visit to admire, closing time, enter Work with a partner to complete a
the City of Arts and Sciences in Valencia. competitions, exhibitions, graphic organizer, Unit Opener
•• use reported speech with said. fascinating, go out, opening time, Communication
touch, unusual, visitors; cocoons, Practise using reported speech in
•• read a text about International Museum Day.
fossils, lucky, sign language small groups, Lesson 4
•• use reported speech with told.
Grammar Creativity
•• chant about a night at a museum. •• Reported speech with said Plan actions for the chant,
•• write a diary entry about a day at their •• Reported speech with told Lesson 5
favourite museum.
Critical Thinking
•• watch a video about museums in different
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Discuss and compare what
countries. makes museums interesting,
•• respond to invitations and make plans. Lesson 7
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•• identify the value Be curious.
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In the Unit Opener, students will: c TEACHER TIP
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•• respond to a photo of a unique museum. Adjust the questions you ask depending on the needs
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•• talk about museums they have visited. of your students and their prior knowledge of the topic.
Resources: Home School Connection Letter, Classroom For example, if your students are having difficulty coming
up with the language needed to answer a Wh- question,
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Presentation Tool, Graphic Organizer: Spider map

you can ask Yes/No questions to help them. If the topic
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is museums, you could ask Can you see dinosaurs at a

Introduce the Theme science museum? Can you see paintings and sculptures
•• Say I like going to museums. Who else likes going to at an art museum? You can use Wh- questions to provide
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museums? Put up your hand. Then say There are many more of a challenge. For example, you could ask Where
different kinds of museums. What types of museums can you go to see famous paintings? What other things
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are there? Elicit different types of museums, for example: can you see at an art museum?
science museums, history museums, natural history
museums, transport museums and art museums. Write
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them on the board. If students need prompting, ask Where Use the Photo
can you see famous paintings and sculptures? (in an art
at

museum) Where can you see dinosaurs? (in a science attention on the photo. Then read the caption aloud. Ask
museum or a natural history museum)
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some questions, for example, What can you see in the

•• Ask students to work in pairs. Say I want you to think about photo? What’s it made of?
what you might see in different museums. Draw a spider •• Put students into small groups or pairs to discuss the
map, like the one from the Spider map organizer, on the questions.
board. Write museums in the middle of the spider map
•• For question 1, ask What’s special about this museum? (It’s
(inside the oval). Write science museum on one of the lines.
made of shells.) Tell students to discuss whether or not they
Ask Can you see dinosaurs at a science museum? Wait
would like to visit the museum and why or why not. Then
for students to say Yes. Then write dinosaurs under science
invite students to share their ideas.
museum. Hand out copies of the spider map organizer. Tell
students to write a different kind of museum on each of •• For question 2, explain that people with different interests
the other lines. Then say Think of two things you can see at enjoy going to different kinds of museums. Read the
each kind of museum and write them on the lines. Walk question. Then ask students to discuss their answers. Walk
around and monitor, offering help as needed. around and monitor, offering help if necessary. Invite
students to share their answers with the class.
•• Invite pairs to share their ideas. Write them on the spider
map on the board. •• For question 3, encourage students to look back at their
spider maps if they need help coming up with kinds of
museums.

UNIT 10 Great museums
UNIT
ABOUT THE PHOTO

Great museums 10
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
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museum is more like a natural history museum
with shells on display in glass cases.
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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.

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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1 N
Vocabulary
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1 Listen and read. TR: 71 3 Listen to the radio programme about a visit
In most museums you can look, but you to the City of Arts and Sciences in Valencia,
can’t touch. You have to stand and admire Spain. Circle the correct answer (A, B or C).
everything from a distance. But the Príncipe TR: 72
Felipe Museum of Science in Valencia, Spain, 1 The students got to the museum at A .
is different. Here, visitors can pick things up, A opening time B midday C closing time
touch them and feel them. They can also
2 They entered a(n) C .
enter competitions, visit exhibitions and
A experiment B exhibition C competition
watch fascinating films.
3 They saw a dinosaur with a head like a A .
There’s so much to do that you might want A crocodile B whale C shark
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to stay all day, from opening time in the
4 After they saw the dinosaur, they B .
morning until closing time in the evening.
A ate in an underwater restaurant
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At the end of your visit, you can go out and
B saw an exhibition about electricity
admire the other unusual buildings at the City
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C entered a competition
of Arts and Sciences in Valencia.
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5 The Hemisfèric is a huge C .
2 Read the sentences. Write T (true) or A aquarium B lake C cinema
F (false).
c 6 As they walked back to the bus, they A .
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1 It’s a good idea to get to a museum at A admired the buildings
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closing time. F (at opening time) B watched a fascinating film

C saw fish swimming around them
2 If something’s fascinating, it’s very
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interesting. T
Be curious.
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3 Visitors are people who work at a museum. VALUE

F (who visit/don’t work at a museum) Workbook, Lesson 6
4 If something’s unusual, you don’t see it
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every day. T
The Hemisfèric and Príncipe Felipe Science
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5 If you admire something, you think it’s

Museum at the City of Arts and Sciences in
terrible. F (You think it’s interesting/amazing/ Valencia, Spain
great, etc.)
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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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1 Vocabulary
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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.
•• Use the Photo Draw students’ attention to the photo. Say
•• talk about the Príncipe Felipe Museum of Science in
One of the buildings is shaped like a fish. Why do you think
Valencia, Spain.
it’s shaped like a fish? Listen to students’ answers.
•• listen to a radio programme about a visit to the City of
•• Value: Be curious Point out that the value of this lesson is Be
Arts and Sciences in Valencia, Spain.
curious. Ask How can we be curious in a museum? Listen
•• explore vocabulary related to museums. to students’ answers. For additional practice, tell students to
•• identify the value Be curious. complete Lesson 6 of the Workbook in class or for homework.
Resources: Audio Tracks 71–72, Classroom Presentation The script for TR: 72 is on p. 176.
Tool, Workbook pp. 78 and 83, Workbook Audio Track 29,
Online Practice Wrap Up
•• Ask Would you like to visit the City of Arts and Sciences in
Valencia? Listen to several students’ responses and reasons.
Warm Up
•• Elicit the typical rules that museums have by asking
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questions. For example, ask What rules do museums usually Practice
have? If students have difficulty answering, prompt them
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with questions. For example, ask Can you run in a museum?
1 Workbook Lesson 1, Activity 1
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•• Ask students to open their books to p. 98. Read the Task Guidance Notes
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instructions aloud. Flyers Listening Part 3 Students listen to a conversation
•• Play TR: 71. Tell students to read and follow in their books. Tell and match five people, activities or objects to pictures of
them to pay attention to the new words in bold and try to activities, places or objects. There are two distractors. The
guess their meanings.
c instructions before the task give context and purpose. This
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•• At the end, ask What’s different about this museum? part is testing understanding words, names and detailed
(Visitors can pick things up, touch them and feel them.) information.
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Listen to students’ answers. Challenges Students find it confusing that the information
in the conversations is in a different order from the pictures
2
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on the page. Also, each section of the conversation has

•• Read the instructions aloud. Then invite students to read the some distraction. Students need to listen to the end of
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sentences aloud. Tell them to look at the underlined words each section before choosing an answer.
in each sentence. Do the first item as a class. Tell them to Performance Descriptors
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complete the activity individually. Then ask them to compare •• Can understand simple conversations on everyday topics
answers in pairs before going over them as a class.
•• Can understand simple spoken descriptions about
3 people, events and objects
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•• Read the instructions aloud. Tell students to close their •• Familiarize Practise saying the list of objects (1–5) with the
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books. Say We’re going to listen to a radio programme class so they can identify them quickly when they hear
about the museum in the photo, but first try to relax. Then them. Then ask students to look at the pictures (A–H) in
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say Close your eyes and keep them closed as you listen. pairs and decide what each place is. It’s important that
Don’t worry if you don’t understand every word. I’ll play it they give themselves some thinking time before they jump
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again. Play TR: 72. Tell students to listen for gist. in to answer the questions.
•• Ask students to open their books again to p. 98. Tell them •• Read the overall question with the class. Remind them that
to read the activity items and answer choices. Encourage this is what they are listening for.
students to circle their answers for each item in pencil; •• Check the places with the class. Make sure students
however, remind them that they will be able to listen again understand what to do. Remind them that things are not
and check their answers. in the order they will hear them. Point out that there are
•• Play TR: 72 again. Tell students to listen and check their two extra places they do not need. Play TR: 29 as students
answers. Ask students to compare answers in pairs. Then go complete the activity. Play TR: 29 again so students can
over answers as a class. check their answers. Then check answers with the class.
•• Listening Strategy: Relaxing before Listening Listening can •• Reflect Ask students, in pairs, to look at the audio script
be stressful for students, so it is helpful to help them relax and underline the language that gives them the key. Do
before they do a listening activity. Here are some ways you an example with them. Ask them to check their ideas with
can do this: 1 Tell students that they will hear the recording another pair.
more than once. 2 Tell students to close their eyes while
listening to avoid distraction. Tell them not to worry about
understanding every word.
UNIT 10 Great museums 98a

SO
ES
2 Grammar
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L
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
In this lesson, students will: express what someone else said, so the pronoun may need
•• use reported speech with said. to shift as well. Point out the verb form shift from want to to
•• use reported speech in a role-play. wanted to.
Resources: Classroom Presentation Tool, Workbook p. 79, •• Tell students to complete the rest of the activity individually.
Online Practice Tell them to compare answers in pairs. Then go over answers
Materials: pieces of paper with the following phrases as a class. If students did not use contractions, elicit these
written on them: I don’t want ice cream. I’m sixteen years when going over answers as a class.
old. I can’t come to your party. I didn’t do my homework.
The test is today. It’s going to be rainy. 4
•• Go over the instructions with the class. Then model the
activity with two volunteers. Say I’m Student A, [Marco]
Warm Up is Student B and [Alicia] is Student C. I’m going to ask
•• Write the following questions on the board: What did you [Marco] a question. Turn to the volunteer who is Student B
have for breakfast? What are you going to do after school? and ask What are you going to do after school? Listen to
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What do you want to do this weekend? What sports do you his/her answer. Then turn to the volunteer who is Student C
like to play? What do you do in your free time? and repeat what Student B said in reported speech.
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•• Ask students to work in pairs. Say Ask your partner three •• Put students into groups of three to do the activity. Walk
of the questions on the board. Remember your partner’s around and monitor. Offer help if necessary. Note any
ar
answers so you can tell the class later. Then say When you incorrect sentences for the Wrap Up activity, unless
answer your partner’s questions, give two true answers and immediate correction is required.
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one false answer. •• Invite each group to perform one of their conversations for
•• Give students a few minutes to ask and answer their the class.
questions. Then invite a student to share one of their •• Extra Challenge Tell students to make up their own
partner’s answers, for example, [Rashid] is going to play
c questions. Then ask them to report the answers to the class.
hi
football after school. Repeat what the student said in
reported speech, for example, [Alex] said that [Rashid] was Optional Activity
ap
going to play football after school. Do you think that’s true •• Prepare pieces of paper with the following phrases written
or false? Listen to students’ answers. Then tell the student to on them: I don’t want ice cream. I’m sixteen years old. I
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say whether the information is true or false. If the statement can’t come to your party. I didn’t do my homework. The
is false, ask them to say the true information. Continue until test is today. It’s going to be rainy. Tell students to take turns
every student has had a chance to say information about reading the sentences. Tell the class to respond with surprise
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his/her partner. using reported speech. For example:

Student: It’s going to be rainy.
1
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Class: But you said it was going to be sunny!

explanation in the green grammar box. Ask volunteers to Wrap Up
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read the example sentences aloud. Focus their attention on •• Do error correction with some of the errors you heard and
the shift in verb form in the example sentences. Then focus noted from Exercise 4. Write some incorrect sentences on
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their attention on the second pair of example sentences. the board (change the mistakes to keep them anonymous).
Say If there are two or more verbs, we only change the first Correct the sentences as a class.
at
one, so we don’t say wanted to went. •• Write on the board: I can use reported speech when I …
•• Point out that in the third pair of example sentences, they Tell students to work in pairs to complete the sentence.
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had seen can also be contracted to they’d seen. •• Invite students to share their sentences with the class.
2 Additional Practice: Workbook p. 79, Online Practice

•• Read the instructions aloud. Then do the first items as a
class.
•• Tell students to complete the activity individually. Ask
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.

S
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Grammar
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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.
Direct speech 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
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had seen a fascinating film.
My friend: I’ll go to the museum with you. My friend said (that) she would go to
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the museum with me.
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If the information being reported is a fact that is always true, the verb can stay the same.
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2 Circle the correct answer. 3 Rewrite the conversation as reported
speech.
1 The teacher: We’ll arrive in the morning.
c 1 My mother: I want to go to Valencia.
hi
The teacher said they arrived / would arrive
My mother said she wanted to go to
in the morning.
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Valencia.
2 Marta and Ferran: We entered a competition. 2 My sister: I’ve always wanted to go there too.
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My sister said she had/she’d always wanted to go there too.

Marta and Ferran said they would enter / 3 My father: I went there last year.
My father said he had/he’d been there last year.
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had entered a competition.

4 My brother: I read an article about the
3 The tour guide: We’re going to learn all My brother said he had/he’d read
museums. an article about the museums.
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about electricity.
5 My aunt: The buildings in Valencia are
The tour guide said they were going to learn / really unusual. My aunt said the buildings in
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Valencia were really unusual.

had learnt all about electricity.
4 Work in groups of three. Student A asks
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4 Ferran: I can see all sorts of sea creatures.

Student B a question. Student A then
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Ferran said he can see / could see all sorts

reports Student B’s answer to Student C.
of sea creatures.
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5 Marta: I’m going to tell my friends about it. What are you going to do after school?
Marta said she had told / was going to tell What are your plans for this weekend?
her friends about it. What did you have for dinner last night?
6 The students: We didn’t want to leave.
The students said they didn’t want / What are you going to do after school?
hadn’t wanted to leave.

I’m going to play tennis.
Mariam said she was going to

play tennis after school.
UNIT 10 Great museums 99

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3 N
Reading
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1 Look at the photo. What do you think makes

museums interesting?
It’s International Museum Day!

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
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world.
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• The Museum of Modern Art in São Paulo, Brazil,
offers tours of the sculpture garden for visitors who
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cannot hear very well. The visitors are able to touch
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and feel the sculptures and information is given in
sign language.
• At the Museum of Paleontology in Santana do

c
hi
Cariri, also in Brazil, you can help dig for dinosaur
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fossils.
• There’s a fascinating collection of insects at the

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Natural History Museum in Grenoble, France. Visitors

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who came to the museum on International Museum

Day in 2017 had the chance to taste some very
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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
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you’re very lucky, you might even have the chance to

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sleep in a museum. How would you like to sleep under

the life-size blue whale in London’s Natural History
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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
ABOUT THE PHOTO
of special activities and listen to stories. You can even
The photo shows boys at the German Hygiene
ask the museum guide to turn off the lights so that you Museum in Dresden. The museum opened in
can explore the museum by torchlight! 1912 with a specific focus on health education
and has a special children’s section called The
Find out what’s going on at museums near you on World of the Senses. This part of the museum
encourages younger visitors to explore how we
International Museum Day. There might be some
discover and perceive the world through our
interesting experiences waiting for you! senses. In this photo, the boys are acting like
fruit flies. They are exploring hearing, sight and
New words: sign language fossils cocoons lucky feeling (balance) from a different perspective.
100 UNIT 10
Great museums
SO
ES
3 Reading
N
L 3
activity individually. Ask students to check answers in pairs.
In this lesson, students will: Then go over answers as a class.
•• read a text about International Museum Day. •• When everyone has finished, ask Which of these activities
•• discover what is special about International Museum would you most like to do and why? Tell students to discuss
Day at different museums across the world. the question and give reasons for their choices. Then refer
•• brainstorm and discuss fun activities to do on them to the last part of the text about spending the night
International Museum Day. at a museum. Ask Would you like to spend a night at a
Resources: Audio Track 73, Classroom Presentation Tool, museum? What kind of museum? What do you think it
Workbook p. 80, Online Practice would be like? Tell students to discuss in pairs. Then invite
students to share their ideas with the class.
•• Extra Support Encourage students to underline the names
Warm Up of the museums in the text. This will help them identify where
•• Write International Museum Day on the board. Ask to read to find the answers.
students to brainstorm what they think might happen on •• Reading Strategy: Responding to the Text By asking
International Museum Day. Listen to students’ ideas. students to respond to a text in an authentic way, you
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are encouraging them to explore the text beyond just
1 the comprehension questions. Doing this allows them to
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personalize what they have read and relate it to their own
•• Use the Photo Ask students to open their books to p.100.
lives. This also makes reading much more engaging.
Focus their attention on the photo and the caption. Explain
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that the photo shows boys acting like fruit flies. Explain
what a fruit fly is, if necessary. Tell students to look at what
Optional Activity
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the boys are wearing and what they are walking on. Ask •• Ask students to work in groups and make a list of local
Would you like to try this? Do you think you’d like to visit this museums or other museums they know about.
museum? Listen to students’ answers. Then ask What do you •• Tell them to choose one of the museums from their list and
think makes museums interesting? Ask students to discuss
c brainstorm special activities that visitors could do there on
hi
in small groups. Then ask them to share their answers with International Museum Day. Ask groups to share their ideas
the class. with the class.
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2 Wrap Up
•• Ask students to imagine that they did one of the activities
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•• Tell students that they are going to read and listen to the
text about International Museum Day. Write on the board: discussed in the lesson. It could be one of the activities
mentioned in the text, something they brainstormed or an
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When is International Museum Day? How many museums

are in the text? Explain that they need to find the answers to activity at the German Hygiene Museum from the photo.
these questions as they read. Say I went to the National History Museum in Grenoble,
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•• Play TR: 73. Tell students to listen and read. When everyone France, and tasted spider cocoons. They were delicious.
is ready, ask them to answer the questions on the board. I had three! Ask students to use their imagination and
(International Museum Day is on 18th May. There are five describe their experiences.
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museums in the text.)

•• Help students, if necessary, with the new words listed below Additional Practice: Workbook p. 80, Online Practice
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the text.
•• Extra Challenge Write Stop! That’s wrong. on the board.
at
Read the first sentence of the text, but intentionally read a

wrong word. Say Remember this date: the eighteenth of
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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.

SO
ES
4 Grammar
N
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3
•• Go over the instructions. Then ask three volunteers to read
the examples aloud. Again, point out the person being
In this lesson, students will: spoken to (me) and the verb form shift. Then ask the
•• use reported speech with told. volunteers to model the activity. Assign them roles: Student
Resources: Classroom Presentation Tool, Graphic A, Student B and Student C. Tell Student A to say a true
Organizer: 4 x 4 matrix, Workbook p. 81, Workbook Audio statement to Student B. If necessary, prompt him/her with a
Track 30, Online Practice 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
Warm Up C. Then ask Student C to say a true statement to Student A.
•• Review reported speech with said. Say a few sentences. For •• Give students two or three minutes to work individually
example, say We read about International Museum Day and write sentences they can use in the activity. Then, tell
in Lesson 3. I’m going to have a sandwich for lunch. Ask students to work in groups of three to complete the activity.
students to tell you what you said using reported speech. Tell students to swap roles so each student has a chance to
(You said that we’d read about International Museum Day be A, B and C.
in Lesson 3. You said you were going to have a sandwich for •• When everyone is ready, ask each group to perform one of
ng
lunch.) their conversations for the class.
•• Invite a volunteer to say a statement. If needed, prompt •• Extra Challenge Ask students to alternate between using
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him/her with a question. For example, say [Elena], what are said and told while paying attention to the correct form.
you going to have for lunch? What are you going to do
Optional Activity
ar
after school today? After the volunteer says a sentence, ask
students to report what the volunteer said using reported •• Ask students to play Bingo. Say Want is a verb. Write want
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speech with said. Remind students of the verb form shift in on the board. Ask What are some other verbs? Brainstorm a
reported speech. list of at least 24 verbs. Write them on the board.
1 •• Put students into pairs. Give each pair a 4 x 4 matrix
c
organizer (Bingo sheet). Ask them to choose verbs from the
hi
•• Read the explanation in the green grammar box with list on the board and write one verb in each of the boxes.
students. Then invite volunteers to read the example •• As the class listens, tell pairs to take turns using one of the
ap
sentences aloud. Focus students’ attention on the pronouns verbs in a mini-conversation using reported speech. For
used to say who was being spoken to in each example. example: Student A says I want to go to the beach. Student
Say In example 1, who is they? (the children). Then say In
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B reports this sentence to the class: [Sonya] told me [she]

example 2, who is she? (the guide) Who is us? (him/her wanted to go to the beach. Then prompt students to cross
and his/her friends). out the verb want if they’ve got it on their Bingo sheets.
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•• Explain that either said or told can be used for reported •• When each student has had a chance to be Student A and
speech, but with told, we have to say who is being spoken to. Student B, tell pairs to count the number of Bingo lines (four
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across, down, or diagonally) they’ve got. Avoid students

2 shouting Bingo after getting just one or two lines, as this
•• Ask a couple of questions to remind students about the might mean not every student gets a chance to contribute
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International Museum Day text from Lesson 3. Ask What can before the game ends.
you do on International Museum Day? What can you see?
Wrap Up
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What’s special about International Museum Day? Explain

that the context of the sentences in this activity is what •• Write these sentences on the board:
at
people have said at or about a trip to the museum.

•• Do the first item as a class. Remind students that they need One place I can use reported speech is …
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to write who is being spoken to and point out the verb Something that was difficult in this lesson was …
form shift. Something that was easy in this lesson was …
•• Ask students to complete the activity individually. Tell them
to compare answers in pairs. Then go over answers as
•• Ask students to complete the sentences individually.
a class.
Then ask students to work in small groups and share their
•• Extra Support In the direct speech sentences, tell students sentences.
to underline the person/people being spoken to and the
•• Invite students to share their answers with the class.
verb phrase.
Alternatively, these can be handed in for you to use in future
review lessons.

S
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N
Grammar
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3 Read and match the museums 1 Study the grammar box.
(1–5) with the activities (A–E).
Reported speech with told
1 Museum of Modern Art, São
When we use tell or told with reported speech, we need
Paulo, Brazil E
to say who the speaker was talking to.
2 Museum of Paleontology, ‘You can put your sleeping bags under the blue whale,’
Santana do Cariri, Brazil D the guide said to the children.
3 Natural History Museum, The guide told the children they could put their
sleeping bags under the blue whale.
Grenoble, France B
‘I’m going to turn off the lights,’ the guide said to me
4 Natural History Museum, London,
and my friends.
UK A
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The guide told us she was going to turn off the lights.
5 British Museum, London, the UK
C 2 Complete the sentences. Use reported speech.
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A sleep under a blue whale 1 ‘You can touch the sculptures,’ the guide said to the
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B taste spider cocoons made of children.
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candy floss The guide told them they could touch the sculptures .
C sleep near Egyptian sculptures 2 ‘You can dig for fossils,’ the teacher said to the girl.
c
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D dig for fossils The teacher told her she could dig for fossils .
E touch and feel sculptures
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3 ‘I want to see the whale,’ the boy said to his brother.

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.

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The girl told them she’d had a fantastic time .

5 ‘There’s going to be a new exhibition at the museum,’
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our teacher told our class.

Our teacher told us there was going to be a new
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.
exhibition at the museum
3 Work in groups of three. Student A tells Student B
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something that’s true, Student B reports this to

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Student C. Student C then tells Student A something,

and so on.
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I’m going to go to the Science

Museum this weekend.
Rosa told me she was
going to go to the Science
Museum this weekend.
I want to go to the beach this weekend.

Boys act like fruit flies at the
Deutsche Hygiene Museum in Kenji told me he wanted to go
Dresden, Germany. to the beach this weekend.

SO
ES
5 N
Chant
L
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
1 Listen, read and repeat. TR: 74 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.
3 Divide into two groups, A and B. Group A chants, Group B

acts and makes the sound effects. TR: 76 and 77
Night at the museum

My friend said, ‘Come to the museum We listened to a story
After school on Friday night.’ Until it was nearly midnight.
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She said I shouldn’t forget my torch Then it was time to stop talking
In case they turned off the light. And the guide said, ‘Good night!’
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She told me I should bring my sleeping bag I lay and looked up at the ceiling
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And put it on the floor. At the heads of huge dinosaurs.
She said I could put it next to hers All I could see were great big beasts
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Near a huge dinosaur. And all I could hear were snores.
We entered a competition The next day the guide said, ‘Please tidy up
c
hi
And then we had a snack. And put all your things away.’
We started to explore the museum, I told my friend it had been a great night.
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But the guide said we should come back. Then I went home and slept all day!
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at
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GLOSSARY
beasts animals
snores sounds people make with their noses Children going to a sleepover at The British
and mouths when they are sleeping Museum in London, UK
102 UNIT 10
Great museums
SO
ES
5 Chant
N
L 3
•• Ask students what sounds they think they might hear at the
museum sleepover. Brainstorm sound effects as a class.
•• Play TR: 76. Tell students to listen and practise the chant
•• chant about a night at a museum. along with the accompanying sound effects.
•• act out the words to the chant. •• Divide the class in half. Tell them to alternate chanting and
•• make sound effects to go with the chant. making the sound effects. Use TR: 76 (with lyrics) or TR: 77
Resources: Audio Tracks 74–77, Classroom Presentation (instrumental only). Decide which of the two tracks you
Tool, Online Practice would prefer to play. If you have a large class, you can
Materials: a handout with a list of the sleepover activities divide it into four (or more) groups.
for a night at the British Museum •• 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.
Warm Up
•• Ask students to work in small groups. Ask Have you ever Optional Activity
had or been to a sleepover? Maybe at a friend’s house, •• Hand out or write a list on the board of the sleepover
activities from the British Museum. (You can check their
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or a camping trip, or any other place where you spent
the night? Did you have fun? Did you stay up late? What website for current events and activities.) Ask students to
did you do? Tell students to discuss the questions in their look at the list of activities.
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groups. Then invite students to share their answers with •• Tell students to work in small groups and ask them to put
the class. the activities in order, from one to five, based on what they
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think will be the most interesting activity.
1 •• Tell groups to share their orders with the class. Tell them to
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•• Use the Photo Ask students to open their books to p.102. give reasons for their orders.
Focus their attention on the photo. Ask Where are these
children? What are they carrying? (sleeping bags, pillows, Wrap Up
toys, and so on) Why? What do you think they’re doing?
c •• Play an acting and guessing game with the class. Say We’re
hi
•• Read the caption aloud. Explain that these children are going to play an acting and guessing game. I’m going
going to spend the night at the British Museum. Ask What to act out a line from the chant and you need to watch
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do you think the children are going to do there? Listen to and guess which line it is. If you think you know, put up
students’ ideas. your hand. Perform the actions for one of the lines from the
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•• Play TR: 74. Tell students to listen and repeat each line. chant. Tell students to watch. Then ask Who can guess the
Clarify vocabulary if necessary. At the end, ask which verse line? Choose a student with his/her hand up and ask him/
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they liked the most. Listen to several students’ answers. her to chant the corresponding line. Then invite individual
students to perform actions and ask the class to guess and
•• Extra Support Play TR: 74 again and pause after each line
chant the corresponding lines.
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for additional pronunciation support and practice.
2 Additional Practice: Online Practice

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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
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example, verse one can be: come (motion toward you with
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your hand), torch (pretend to shine a torch) and turned off

the light (pretend to press a light switch).
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•• Play TR: 75. Tell students to listen and perform the actions.
•• Extra Support Ask students to just listen and perform the
actions without chanting.

SO
ES
6 Writing
N
L
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
In this lesson, students will: students are supposed to do in the activity.
•• read a diary entry about a visit to a museum. •• Tell students to read the diary entry. Tell them to complete
•• identify adjectives to describe days and activities and steps 1 and 2 individually. Tell students to compare answers
adjectives used to describe people and how they feel. in pairs. Then go over answers as a class.
•• complete a table with participle adjectives. •• Extra Challenge Hand out copies of the T-chart graphic
•• write a diary entry about a day at their favourite museum. organizer. Tell students to write a day at the top of the left-
•• use participle adjectives. hand column and my or other people’s feelings at the top
of the right-hand column.
Resources: Classroom Presentation Tool, Graphic
Organizer: T-chart, Workbook p. 82, Online Practice •• Put students into pairs. Tell them to brainstorm as many
adjectives as they can that can be used to describe
Materials: names of local museums and activities for
what a day was like. Then tell pairs to brainstorm as many
children at these museums
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.
Warm Up
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•• Ask Have you ever been to a food museum, like a 3
chocolate museum? Listen to students’ answers. Then say I’d
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•• Focus student’s attention on part a. Read the information
like to go to a [chocolate] museum. How about you? Listen
in the grey box aloud. Show and explain the difference
to students’ responses. Then ask If you could go to a food
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between present and past participle adjectives by writing
museum, what kind of food would you like it to have? Listen
the following examples on the board: The film is boring.
to students’ responses.
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We’re bored. Running is tiring. We’re tired. Ask Which
1 adjective describes the film? (boring) Which adjective
describes how I feel? (bored) Which adjective describes
c
•• Use the Photo Ask students to open their books to p. 103. running? (tiring) Which adjective describes how we feel?
Focus their attention on the photo. Read the caption aloud.
hi
(tired)
Ask Does this look like a usual park to you? Why or why not? •• Focus students’ attention on part b. Tell students to
Is it indoors or outdoors? What’s the name of the park?
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complete the table. Tell them to compare answers in pairs.

(Cupnoodles Park) Refer to the About the Photo box to tell Then go over answers as a class.
students more about Cupnoodles Park.
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•• Explain what Cupnoodles are, if necessary. (It is a brand of 4

instant noodles.) Explain and act out what instant noodles
•• Ask students to write a diary entry describing a day at their
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are, if necessary.
favourite museum. Start by telling students to look at the
•• Read the instructions aloud. Ask What’s the writer’s diary entry in Exercise 1 again. Then ask them to think about
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name? (Yuki) a museum they have visited for their diary entry.

•• Ask volunteers to read the questions aloud. Then tell students •• Tell students to work individually to write their diary entries.
to read the text and answer the questions individually. Remind them to use participle adjectives. Tell them that they
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•• Ask students to compare answers in pairs. Then go over can use the participle adjectives from Exercise 3 to help
answers as a class. them. As students work, walk around and monitor. Offer help
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if necessary.
Optional Activity •• You can assign the writing activity for homework. If you do
at
•• Put students into pairs. Tell them to decide who is Student A it in class, include a peer-editing activity. Ask students to
and who is Student B. Alternatively, you can walk around to exchange their work with a partner. Instruct them to make
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each pair and say You’re Student A. You’re Student B. comments to correct or improve the diary entry. Tell them
•• Tell pairs that they are going to role-play a conversation to check for correct use of participle adjectives. Then tell
between Yuki and her brother or sister. Say Student A, you’re students to write a second draft, incorporating suggested
Yuki. Describe your visit to the Cupnoodles Museum to your changes.
brother or sister. Student B, you’re Yuki’s brother or sister. •• Extra Support Supply a list of local museums and activities
Listen to Yuki describe her visit to the Cupnoodles Museum for students to write about in their diary entry. Suggest a few
and ask some questions. adjectives to get them started. Then ask them to brainstorm
•• After a few minutes, tell students to swap roles, so that a few more to use.
Student A is the brother or sister and Student B is Yuki.
Wrap Up
2 •• Invite students to write sentences on the board describing
•• Go through the information in the grey box. Read the two their museum visits. Tell the class to identify the adjectives
instructions aloud. Elicit an example of each that does and participle adjectives in the sentences.
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 Additional Practice: Workbook p. 82, Online Practice

S
ES O
Writing A diary entry 6
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1 Read Yuki’s diary entry about her day at the 2 Read the information in the box. Then
Cupnoodles Museum. Answer the questions. look at the diary entry and do steps 1
1 When were the world’s first instant noodles and 2.
invented? over sixty years ago
2 Who invented them? Mr Momofuko Ando A diary entry is personal, so we can
be honest about our feelings. We use
3 What did Yuki’s family think of her noodles?
They thought they were delicious. adjectives to help us remember what
a certain day was like. We use some
adjectives to describe the day and the
Yesterday, we went to the Cupnoodles
things we did. We use other adjectives
Museum in Osaka. It was so cool! We learnt
to describe how we, or other people,
all about Mr Momofuko Ando who invented
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felt.
the world’s first instant noodles over sixty years
ago. It was really interesting. We entered a
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1 Underline the adjectives which tell us
competition about noodles and our team about Yuki’s day and the things she did.
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won. We were so excited. The prize was –
2 Circle the adjectives which tell us how
guess what – some noodles!
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she, or other people, felt.
My favourite part of the museum was the
Chicken Ramen Factory. I had the chance
3 Writing skill Using participle adjectives
c a Read the information in the box.
hi
to make my own Chicken Ramen. I wasn’t
sure what to do, but a lady from the museum
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Present participle adjectives end in

helped me. We prepared the mixture by -ing. They tell us what someone or
hand, but then we used a machine to cut
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something is like and how it affects us.

the noodles. I designed a cup for my noodles
Past participle adjectives usually end
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and I took them home for my family to taste.

in -ed. They tell us how someone (or
They were really interested to hear about my something) is feeling.
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day and they all told me my noodles were

delicious! b Fill in the missing participle adjectives.
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It was a really exciting day!

Present participle Past participle
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adjectives adjectives
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ABOUT THE PHOTO boring bored

The photo shows a girl at Cupnoodles Park.
exciting excited
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The focus of the park is to allow children

to see the noodle manufacturing process frightening frightened
from the noodle’s point of view. There are
A girl interesting interested
numerous activities. For example, ‘Noodle
Net’ shows how the noodles are stretched.
plays at
tiring tired
‘Seasoning Pool’ is a ball pit where children ‘Cupnoodles
can imagine that they are noodles in Park’ at the
seasoning. ‘Virtual Fryer’ allows children to Cupnoodles 4 Write a diary entry describing a day
experience what it is like for noodles to be Museum in at your favourite museum. Include
fried in oil. There are orange bubbles on the
Yokahama, some participle adjectives.
floor that children can run and jump over.
After these fun activities and others, there is Japan.
a slide with cardboard boxes on each side
where children can imagine being noodles
that are being delivered in a box.

SO
ES
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Video
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A The Terracotta Warriors

and Horses Museum
ABOUT THE VIDEO

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 B Chapultepec Park
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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),
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also in Istanbul, was inspired by Hagia Sophia.
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1 Watch the video. Match the places (1–4) with
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the museums (A–D). Video 12
C The Natural History
D 1 Istanbul, Turkey B 3 Mexico City, Mexico Museum
C 2 London, UK A 4 Xi’an, China c D Hagia Sophia
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2 Watch the video again. Write the missing words. Video 12

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The Natural History Museum

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1 At the Natural History Museum in London, you can see a

blue whale skeleton.
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2 You can visit the museum at night and sleep over with your family.
Chapultepec Park
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3 You can visit the Natural History Museum and the Chapultepec Castle .
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4 There’s also a zoo at the park, so you can see lots of animals.
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The Terracotta Warriors and Horses Museum

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5 At this museum, you can see the terracotta warriors .

6 The sculptures are as big as real men .
Hagia Sophia
7 Hagia Sophia is almost fifteen hundred years old!
8 You can see beautiful art and architecture and learn about the history .

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?
104 UNIT 10
Great museums
ES
SO Function 3: Responding to invitations and making plans
7 Video
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L 3
•• Tell students to discuss the questions in groups. For question
1, tell them they can use the answers in Exercise 2 to help
In this lesson, students will: them remember what they can do at each of the museums.
•• watch a video about museums in different countries. Walk around and monitor, making sure everyone is getting
•• identify whether sentences about the video are true or a chance to speak. Offer help if necessary. Then ask groups
false and correct the false sentences. 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
Resources: Video 12, Classroom Presentation Tool, Online •• Play Video 12 again. Ask students to write down the
Practice questions the interviewer asks. (They are very similar for
End-of-unit resources: Anthology Story 5, Anthology each child.) Pause the video after each question, if needed,
teaching notes p. 140, Worksheet 6.10, Unit 10 Test, to allow students time to write down the questions.
ExamView Assessment Suite •• Put students into pairs. Tell them to plan an interview talking
Materials: a world map about a local museum or a museum they like. Instruct them
to use the interview questions from the video.
•• Tell pairs to practise their interviews. Then invite them to
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perform their interviews for the class.
Warm Up
•• Ask the class to vote on which museum from the student
•• Write the UK, Mexico, China and Turkey on the board. Invite
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interviews sounds the most interesting.
volunteers to locate these countries on a world map.
•• Ask What do you know about these countries? Listen to
Optional Activity 2
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students’ responses. Then ask Do you know of any famous
•• Write International Museum Day and Museum Sleepover
places in these countries? Listen to students’ responses.
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on the board. Tell students to work in groups to plan one of
1 these two events for a museum from the video lesson. Tell
them to incorporate activities and competitions.
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•• Ask groups to share their ideas with the class. Then tell the
attention on the main photo and the three smaller photos.
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class to vote on the event that sounds like the most fun.
Ask students to guess where these places are. Encourage
them to mark their answers in pencil, but reassure them that
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they will have an opportunity to check and change their

Wrap Up
answers. •• Write the names of the four children in the video on the
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board: Aliyah, Marlen, Lara, Kaitlyn. Say the following

•• Tell students that they are going to watch four children talk
sentences. Ask students to say which child would most likely
about famous museums in their countries.
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say it.
•• Play Video 12 and tell students to check their answers and
I want to have a sleepover at the museum with my
complete the activity individually. Then go over answers as
family. (Aliyah)
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a class.
Thousands of people worked on these sculptures.
(Kaitlyn)
Resource Website.
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Many people take pictures of these buildings because

2 they are so special. (Lara)
I love looking at the wildlife in the gardens. (Aliyah)
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•• Tell students to read through the sentences. If they can

recall the answers, allow them to write them now. My favourite part is the zoo because I really love
at
animals. (Marlen)
•• Play Video 12 again. Tell students to work individually to
check their answers and complete any they missed. Then •• Write the names of the museums on the board. In small
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ask students to compare answers in pairs before going over groups, tell students to write down as much as they can
them as a class. You can do this by asking students to read remember about each museum.
the completed sentences aloud. •• When everyone is ready, say the name of one of the
•• Extra Challenge Tell students to work in groups of four. museums. Tell groups to take turns reading their facts. The
Assign one of the museums from the video to each student group with the most correct facts wins a point. Repeat for
in the group. With their books closed, ask students to tell each of the museums from the video. At the end, the group
their group about their assigned museum based on what with the most points wins.
they remember from the video. If there are some groups of
three, tell them to choose the museums they will talk about. Additional Practice: Anthology Story 5, Worksheet 6.10,
•• Extra Support If there are words that students might not Online Practice
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.

Function 3: Responding to invitations and making plans
•• Tell students to work in pairs. Tell them to create their own

In this lesson, students will: conversations using the instructions in brackets to guide
•• practise responding to invitations and making plans. them. Encourage them to look at the green box at the top
Resources: Audio Tracks 78–79, Classroom Presentation of the page for support. Explain that there are a few ways
Tool, Workbook p. 84, Workbook Audio Track 31, Online they can complete each part of the conversation.
Practice •• Tell students to practise their conversations.
Materials: pieces of paper •• Invite pairs to perform their conversations for the class.
4
Warm Up •• Read the instructions aloud. Say We spoke about different
•• Write the word invitation on the board. Ask What’s an activities you could invite someone to do. Refer to the list of
invitation? Listen to student’s responses. If necessary, explain activities that were brainstormed in the Warm Up activity –
the meaning of invitation. Then ask What things do we invite activities that you might invite someone to do. Tell them to
people to do? Listen to students’ responses. If necessary, choose an activity from the list or another idea. Encourage
prompt students with some examples, such as to come to a them to be creative.
party or a celebration, or to go to the cinema, a museum or •• Allow some preparation time. Then ask students to role-play
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the park. their conversations for the class.
•• Ask If you wanted to invite a friend to go to a museum,
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what could you say? Listen to students’ responses. Then ask Optional Activity
If a friend invited you to go to a museum, what could you •• Prepare pieces of paper with the different expressions from
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say? Listen to students’ responses. the green box written on them.
1 •• Give each student a piece of paper with an expression
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on it. Then tell students to mingle with their classmates. Tell
•• Ask students to open their books to p. 105. Go through the them to invite each other to events and accept or decline
information in the green box at the top of the page. Read invitations. If they say the expression on their piece of paper,
the expressions aloud.
c they give it back to you and take a new one.
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•• Read the conversation aloud, one sentence at a time. Elicit
possible responses. Pause at each space and ask What Wrap Up
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can [Nadia/Hannah] say? Point out that there is more than •• Tell students to stand in a circle. For larger classes, this can
one way to ask or respond. be two circles. Tell one student to start a conversation based
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•• Play TR: 78. Tell students to listen and complete the on an invitation, but tell him/her to say only one sentence.
conversation individually. Tell the next student to continue with one sentence.
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•• Extra Support Allow students to say Stop if they want the Continue until everyone in the circle has had a chance to
recording paused for more time to write. Play TR: 78 a say a sentence. For example:
Student A: Would you like to go on a picnic?
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second time, if needed.

Student B: When?
2 Student C: On Saturday.
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Student D: Great. What time?

•• Play TR: 79. Tell students to listen, check their answers and
repeat the lines after they hear them. Then ask students •• Prompt and correct as needed.
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a class. 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
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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.

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 Refusing
That sounds great. I’d love to, but …
Yes, I’d love to. Thanks for asking, but …
I’m sorry, I can’t. I have to …
Making plans
Suggestions Responses
Where/What time shall we meet? How about … ?
We could meet at (time) (place). That sounds great./Could we make it a bit earlier/later?
Would … be better? Yes, that’s good/that would be good.
I’m looking forward to it. Great, so am I! See you then.
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Hanna: Hi Nadia. Would you like to do something on Saturday?
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Nadia: 1 Yes, I’d love to .
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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: 2 That sounds great
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. Where shall we meet?
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Hanna: 3 We could meet at the café by the entrance.
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Nadia: OK. What time?

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Hanna: 4 How about midday ?

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Nadia: Could we make it a bit

5
? I have to help my grandma in the morning.
later
Hanna: 6 Would half past one be ?
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better
Nadia: 7 Yes, that would be good .
Hanna: OK, see you then. 8 I’m looking forward to it
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!
Nadia: 9 Great, so am I ! See you then.
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3
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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.
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.)
4 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

Climbing China’s amazing limestone rocks
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.
Rock climbers enjoy going to this part of China as
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it’s got so many of these interesting rocks.
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The rocks are especially challenging
and exciting to climb. It’s a place
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for experts, not beginners – as
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you’ll see in the video. It’s
ABOUT THE VIDEO
also a really beautiful and
The areas around the Lijiang River (also called Li River or Li Jiang
unusual place, so it’s good
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River) and Guilin in China are known for their amazing limestone
hi
that large parts of it are rock formations. The karst terrain is a very special sight and very
popular with tourists from all over the world. The video is about
now protected for the
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rock climbers who climb these amazing rocks. Its proximity to the
future as a UNESCO World river also means that water has created numerous caves. Some
Heritage Site. of the caves are very well known. Hikers who reach the top of
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Moon Hill can enjoy a 360-degree view of the entire area.

As a popular tourist destination, the area has been laid out
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with footpaths and lights, and there are numerous shops that
sell climbing equipment. It is also possible to rent a bicycle or
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electric bike and explore the area.

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1 Read the text. Discuss the 2 Tick (✓) the things you think you’ll see in the video. Write
questions. two of your own ideas. Then watch and check. Video 13
1 What’s unusual about the ✔ rocks that look like trees ✔ a road a beach ✔ birds
rocks in South China? Why
✔ a waterfall ✔ a butterfly camels cars
do rock climbers like to
climb them? ✔ ✔ ✔
a cave a big city flowers a forest
2 Why should this place be
protected? a helicopter ✔ a river a volcano ✔ a rope
3 Do you know of any other
UNESCO World Heritage
Sites?
106 SCHOOL TRIP 3

School trip 3
•• For question 2, encourage students to think of as many

In this lesson, students will: reasons as possible why it is important to protect places
•• read a text about limestone rocks in China. like these.
•• talk about places that should be protected. •• For question 3, ask Do you know any UNESCO World
•• watch and respond to a video about the limestone Heritage Sites? Share the list you prepared with the class.
rocks in China. Ask students to identify where these places are (use a world
•• research and prepare a poster about a place that they map). Ask Why do you think it’s important to protect these
think should be protected. places? Listen to students’ responses. Tell students to discuss
in pairs. Then ask them to share their ideas with the class.
•• present their poster to the class.
Resources: Video 13, Classroom Presentation Tool, 2
Workbook p. 85, Online Practice
•• Read the instructions aloud. Ask students to look at the list
Materials: a list of a few UNESCO World Heritage Sites (and
of things. Ask them to predict which of the things they think
photos of them if possible), a world map, poster paper,
they will see in the video and tick them. Remind them that
glue, scissors, coloured pencils or felt tips
the video will be about the place they just read about in
Exercise 1.
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•• Tell students to work in pairs and compare the things they
Warm Up ticked. Then tell them to think of two more things they think
•• Write Extreme sports on the board. Remind students that
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they will see in the video.
they discussed extreme sports in Unit 7. Ask them to briefly
•• Ask pairs to share their ideas with the class. Write their
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brainstorm the sports they learnt about. Elicit rock climbing.
ideas on the board. Tell students they can change their
Write the following questions on the board:
predictions if they would like. Clarify any vocabulary, if
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1 What should people wear to go rock climbing? necessary.
2 What should people do to stay safe when they go rock •• Play Video 13. Tell students to watch and check their
climbing? predictions. Tell students to compare answers in pairs. Then
•• Put students into pairs and tell them to brainstorm answers
c go over answers as a class.
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to the two questions on the board. Ask pairs to share •• Extra Support Play Video 13 again and allow students to
answers with the class. ask you to pause if they think they have seen something
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from the list in Exercise 2 and need time to tick the box.
Introduce the Topic
Script for Video 13
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•• 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 China is a huge and beautiful country, full of many different
or on a mountain? Do you think rock climbing would be people and interesting places.
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fun? Listen to students’ responses. Here in South China, there’s a large area made of limestone,
•• Put students into groups. Ask them to brainstorm the a kind of rock which is very soft. Over millions of years,
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differences between rock climbing on a special wall in a the shape of the rock is changed by rain, and caves are
gym and rock climbing on real rocks or on a mountain formed.
outdoors. Prompt students as needed. For example, ask
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Powerful waterfalls drop over the steep cliffs.

Where can you see more of nature and have a better
Some of the rocks look like natural sculptures and there
view? Which one do you think is more dangerous?
are some amazing and very challenging rock-climbing
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•• Tell students that they are going to watch a video about routes here.
rock climbing in China. Ask What do you think you’ll see in
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Expert rock climbers like to come here to climb and explore,

the video? Listen to students’ ideas.
and to challenge themselves – while keeping themselves
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1 safe of course; and the views and scenery are amazing.

There’s a lot to see in this area and many different rocks and
•• Use the Photo Ask students to open their books to pp.
cliffs for climbers to choose from.
106 –107. Focus their attention on the photo. Ask them to
describe what they can see. Ask What words could you Many of the limestone rocks look like trees – a forest of trees
use to describe the place in the photo? Listen to students’ made of limestone.
responses. Then ask What words could you use to describe Climbers often put chalk on their hands so that they don’t
the climbers in the photo? How do you think they feel? slip and fall.
Listen to students’ responses. This part of China has more limestone rocks like this than
•• Read the three discussion questions aloud. Then ask anywhere else in the world. It makes it an especially
students to discuss the questions as a class. For question 1, challenging but exciting experience for rock climbers.
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.
SCHOOL TRIP 3 106a

School trip 3
•• Ask as many groups to give their presentations as

3 time allows. If necessary, ask some groups to give their
•• Read the instructions aloud. Then ask students to work in presentations during another lesson.
pairs to discuss the questions. For question 1, allow students
some time to prepare their answers. Encourage them to talk Wrap Up
about more than just rock climbing. Say You can talk about •• Ask students to close their books. Write See (things you
rocks and rock climbing. Talk about any reason why you can see), Do (things you can do), Special (things that are
would or would not like to visit this part of China. special about this place) and Other (other facts about
•• For question 2, ask What other activities can you do here? this place) on the board. Ask students to work in small
Which do you think would be the most fun? For question 3, groups. Tell them to write down as many facts as they can
ask What would you need to take with you if you went remember about the places they learnt about in the lesson.
here? Tell them to discuss in pairs. Then ask them to share Tell them to use the four categories on the board to help
their ideas with the class. them. Tell groups to share their facts 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 Additional Practice: Workbook p. 85, Online Practice
students to share their questions with the class.
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Optional Activity Review 5: Units 9–10
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•• After discussing question 2, put students into small groups.
Then write all the activities that students have suggested,
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including those in the book and on the board. Say You’re
•• review grammar and vocabulary from Units 9 and 10.
going to plan a trip to South China – the area you saw in
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the video. You can use these activities, but you need to say •• practise note-taking with numbers, names and spelling.
why you chose them. Also talk about where you’ll stay and Resources: Audio Track 80, Classroom Presentation Tool,
what else you plan to see, do or eat. Workbook pp. 86–87, Online Practice
•• Tell students to discuss their ideas. Walk around and monitor.
c
hi
Make sure that everyone is participating in their group
discussions. Warm Up
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•• Ask groups to share their ideas with the class. •• Write the following words on the board: points, observatory,
noticed, coins, worth, brave, decide, sting, backpack, sign
4 Project language, fossils, cocoons, lucky, touch, admire, visitors,
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•• Focus students’ attention on the blue project box at the enter competitions, exhibition, fascinating, opening time,
closing time, go out and unusual. Ask students to select
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bottom of p.107. Read the instructions aloud. Make sure that

students have the necessary materials to complete it: poster two of the words from the list on the board. Tell them to write
paper, glue, scissors and coloured pencils or felt tips. a sentence containing both words. Then invite students to
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share their sentences with the class.

•• As a class, brainstorm different places that should be
protected. Write students’ ideas on the board. 1
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•• Put students into small groups and tell them to choose

•• Ask students to open their books to p. 108. Tell them to read
one of the places on the board (or another idea) as their
the instructions aloud. Say First, just see if the sentences
presentation topic. Tell groups to prepare their presentations
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are true or false. Do the first sentence as an example. Tell

using the list of instructions in the blue box to guide them.
students to complete the activity individually, but tell them
•• If you do not have internet access in your classroom, tell
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not to correct the false sentences yet.

students to complete bullet point three and do the rest
•• Tell students to compare answers in pairs. Tell them to
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for homework. If you do have internet access, tell them to

correct the false sentences. Remind them to look at the
research information about the place, find a photo or short
underlined words.
video of the place (they can also draw if they prefer), and
plan their posters. •• Go over answers as a class. Note that there might be more
than one correct answer to some items.
•• Allow time for students to check the information on their
posters. Walk around and monitor, helping with vocabulary
and spelling, if necessary.
2
•• When everyone is ready, allow time for groups to prepare •• Read the instructions aloud. Go through the first item as a
and practise their presentations. Then ask groups to present class. Tell students to complete the sentences individually.
their posters to the class. One way of doing this would be to Tell them to confirm answers in pairs before going over them
display the posters around the classroom and give students as a class.
a few minutes to just walk around and look at the posters. •• Extra Support Tell students to circle if in each sentence. This
•• Then tell groups to stand near their posters and present will help make them more aware of the form and which
them to the class. Tell students to move around, from poster verbs should go where.
to poster, and listen to each group’s presentation.
107a SCHOOL TRIP 3

School trip 3
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4 PROJECT
Prepare a group presentation.
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Work in groups. Choose a place you all

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agree should be protected. Prepare a

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presentation about the place for the class.

Here are the things you can do to prepare for
1 Would you like to visit this place? Why? /
your presentation:
Why not?
2 If you went to this part of China, what • Find a photo or short video of the place.
would you like to do (go rock climbing,
relax on a boat on the river, take • Do research to find out why the place is
photos, explore)? special.
3 What would you take with you? How
• Explain what would happen if there were
long would you like to stay?
more people, buildings, cars and roads there.
• Make a poster for your presentation.

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)
2 Complete the questions. Then ask and answer the questions with a partner. Use
the third conditional.
1 If a snake had bitten (bite) you yesterday, what would you (you / do)?
have done
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2 If you had/’d slept (sleep) at school last night, where would you (you / put) your
have put
sleeping bag?
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3 What would you (you / do) if you had/’d found (find) a huge spider in the classroom?
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have done
4 Where would you (you / go) if you had not/ (not / come) to school today?
have gone hadn’t come
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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)?
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have got
3
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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.

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2 meet at: 9.30 a.m.

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3 meet outside the dinosaur exhibition

4 Salma interested in exhibition about: the moon
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5 see a film about: whales

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4
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Write two sentences for each picture to make a story.

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A night at the museum

You can look round
Picture 1 the dinosaur exhibition Picture 2 Picture 3 The next morning …
before bedtime.
DINOSAURS You can’t sleep there! DINOSAURS
He’s not a
I’m tired. dinosaur!

REVIEW 5: Units 9–10
•• Personalize Tell students that they are going to write a

3 story about some friends at a museum. Ask Do you like
museums? Who do you go with? What do you do there?
Task Guidance Notes •• Ask students to look at the pictures in Exercise 4. Ask Who
Flyers Listening Part 2 Students listen to a conversation fell asleep? (The boy in the red T-shirt.)
and complete five spaces in a note pad. They have to
•• Read through the conversation. Check their understanding
complete each space with words or numbers from the
of the events.
conversation, some of which may be spelled out. This part
•• Collaborate Ask students to work in pairs to describe orally
is testing note-taking with numbers, names and spelling.
what is happening in each picture. Monitor and help.
Challenges Students often find note-taking difficult. They Discuss ideas as a class.
tend to spend too much time reading and/or writing and
•• Next, tell students, in their pairs, to write one sentence for
miss the next answer. They need practice in how to move
each picture. Ask them to check their ideas with another
on after each item.
pair. Ask Can you make any improvements? Check their
Performance Descriptor final versions with the class.
•• Can understand simple conversations on everyday topics •• Again in pairs, ask students to connect the ideas in their
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sentences using and, but or other linking words they know.
•• Predict Ask students, in pairs, to look at the notes carefully. •• Tell students to write their stories individually. It is best to do
Elicit what kind of word might go in each space, for this in class so that you can monitor as they work.
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example, a place or time. Tell students that they may hear
•• Help My Friend Ask students, in pairs, to check each
the information for each space in a different order. Help
other’s writing. Give them a checklist with these questions:
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them understand how the audio may be different by asking
Is the story the same as the pictures? Has your partner
them, in pairs, to change the notes into sentences. Do an
connected the ideas? Has your partner used a variety of
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example with them, for example: 1 The museum opens at ...
vocabulary? Are the grammar and spelling correct?
or The opening time is … Check ideas with the class.
Sample answer: Excellent performance
•• Make sure students understand the instructions. Play TR: 80.
c
Tell students to complete the activity individually. Play TR: 80 A group of friends was at a dinosaur museum at night. But
hi
again for students to check their answers. Go over answers one boy was very tired, and he went to sleep by a dinosaur.
as a class. The next morning, the museum guide found him asleep.
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•• Own It! In order to help students understand how we only Sample answer: Satisfactory performance
write down the most important things when we make notes, The boy went to the museum. He didn’t like the dinosaurs. He
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put students into pairs and ask them to think of a message fell asleep. (middle sentence not really about the picture; no
to leave a friend on the phone (for example, about a connectors)
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meeting, homework, shopping, and so on). Monitor and

help. Then tell students to work with a new partner to give Wrap Up
their message and make notes on the message they hear. •• Ask students to write three things they learnt in Units 9
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Remind them that they must only write the key information. and 10.
Tell students to then check with each other for accuracy.
The script for TR: 80 is on p. 176. Additional Practice: Workbook pp. 86–87, Online Practice
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4
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Task Guidance Notes

at
Flyers Reading & Writing Part 7 Students write a story

based on three pictures using between 20–40 words. They
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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.
•• 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

UNIT
11 Very mysterious!
•• talk about the mystery of bird migration. Vocabulary Collaboration
•• listen to an interview about bird GPS, migrate, mystery, position, Work together to brainstorm
migration. recognize, sight, smell, solve; messages that could be put in
•• use reported speech with questions. appeared, crashing, horror, imagine bottles, Lesson 3
•• read about three mysteries. Grammar Communication

•• Reported speech with questions Discuss mysteries in the natural
•• use reported speech with asked and
•• Reported speech with asked world, Unit Opener
told for commands and instructions.
and told for commands and Creativity
•• chant about everyday mysteries.
instructions Think of possible explanations for
•• write a summary of a book, TV three mysteries, Lesson 3
programme or film.
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Critical Thinking
•• watch a video about bark scorpions. Think about and discuss unusual
•• identify the value Find out for yourself. insects, Lesson 7
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Use the Photo
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•• respond to a photo of an interesting tunnel.
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attention on the photo. Read the caption aloud. Then ask
•• talk about mysteries in the natural world. them to describe what they can see in the photo to a
Resources: Home School Connection Letter, Classroom partner. Ask Is this what you imagined a tunnel to look like?
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Presentation Tool Listen to several students’ responses.

•• Tell students to discuss the questions in small groups. Walk
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around and monitor.

Introduce the Theme •• For question 1, make sure that students understand the
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•• Ask students if they have ever gone through a long tunnel photo caption. Ask Do the glow worms always glow or just
in a car or train. Review the meaning of tunnel if needed. on certain days?
This can be done by referring students to Unit 5, p. 52, where •• For question 2, tell students to discuss their ideas in their
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they learnt about the Gotthard Base Tunnel. Ask students groups. Then ask them to share their ideas with the class.
who answered yes how they felt when they travelled Say Put up your hand if you would like to travel through
through the tunnel.
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the tunnel in the photo. Put up your hand if you would not
•• Put students into small groups. Say Imagine that you’re like to travel through the tunnel in the photo. Ask students
at
walking through a tunnel. What do you think you would see to give reasons for their answers. Then tell them whether or
and hear? How do you think you would feel? Tell students not you would like to travel through the tunnel and your
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to discuss their ideas. Then invite students to share their reason(s) for your answers.
ideas with the class. •• For question 3, ask Do you know of any mysteries in the
natural world? If students need prompting, ask or write
TEACHER TIP the following on the board: How do ants know where they
When organizing students into groups, think about their live? How do giraffes sleep if they cannot lie down? How
proficiency levels and fluency in English. When possible, do dolphins sleep if they have to breathe every twenty
minutes? Ask students to discuss their ideas in their groups.
aim to include a mix of fluency and proficiency levels in
Then invite students to share their ideas with the class.
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.

UNIT 11 Very mysterious!
UNIT
Very mysterious! 11
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ABOUT THE PHOTO

The photo is of a tourist attraction in Helensburgh in
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New South Wales, Australia. The train tunnels there are

famous, and there are numerous stories, including ghost
at
stories, about these tunnels. Despite the glow worms, the

tunnels are still quite dark and visitors are encouraged
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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
The beautiful, mysterious lights in this
glow worm population to decrease so significantly that train tunnel are made by glow worms on
the local government decided to close the tunnel until rainy days. The tunnel is in Helensburgh,
the glow worm population has recovered. New South Wales, Australia.

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
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ABOUT THE PHOTO

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.
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This image shows the flight
1 Listen and repeat.
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TR: 81
pattern of western harriers above
GPS Global Positioning System: something that tells you trees in Estany d’Ivars i Vila‑Sana,
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where you are Spain. The photographer,
mystery something that’s difficult to explain or understand Xavi Bou, filmed the birds when
position a place where something or someone is
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pieces of the film together to
sight something you see
make this unusual image.
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smell something you sense through your nose

migrate to move to a different place
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recognize to remember something or someone when you

see that thing or person
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solve to find the answer to something or to fix a problem

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2 Complete the sentences with the words 3 Listen to the interview about the mystery
from Exercise 1. of bird migration. Then complete the
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migrate text. Use one word for each gap. TR: 82

1 Many kinds of birds from the
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north to the south in winter. Birds 1 migrate thousands of kilometres

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2 We aren’t sure how birds find their way. It’s every year. Birds in the north fly to warmer
mystery places in the 2 south where there’s more
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a that scientists are trying to

solve . food and they can build their nests. Experts are
trying to 3 solve the mystery of how birds
3 I saw an eagle flying yesterday. It was an
sight find their way back to the same places. They
amazing !
think birds may have their own 4 GPS
4 If you’re lost, you can use a map, a
systems which help them and they may also be
GPS or even the position of the
able to 5 recognize places. However, no one
stars to help you find your way. mystery
really knows, so it’s still a 6 .
5 I don’t recognize this place. I don’t think
I’ve ever been here before.
Find out for yourself.
6 What’s that delicious smell ? Are you VALUE Workbook, Lesson 6
baking a cake?

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1 Vocabulary
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•• Extra Support Play TR: 82 a third time or more, if necessary.
•• 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
•• practise the meaning and use of vocabulary related to additional practice, ask students to complete Lesson 6 of
bird migration. the Workbook in class or for homework.
•• listen to an interview about bird migration.
Script for TR: 82
•• identify the value Find out for yourself.
Presenter: How many of you see the same kinds of birds
in your garden or in the park every year? They
Tool, Workbook pp. 88 and 93, Workbook Audio Track 32,
appear in spring and then they disappear
Online Practice
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
Warm Up they move around so much.
•• Write on the board: Why do birds fly [south/north]?
Expert: Well, in spring, birds like to fly to places where
(depending on where in the world you are). Listen to a few
there’s lots of food and where they can build
students’ answers. Then say Because it’s too far to walk!
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their nests.
Make sure students get the joke.
Presenter: How long do they stay in those places?
•• Then ask How do birds know how to find the same place
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every year? What do you think? Listen to students’ ideas. Expert: Usually till autumn, when it starts getting cold. So,
birds in the north will start to fly south to warmer
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places. But they always come back again the
Focus students’ attention on the photo. Read the caption
next spring, often to the same place.
aloud, pausing at the end of the first sentence. Ask What
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can you see? Where’s it from? Read the rest of the caption. Presenter: But how do they know the way? I have all sorts
Then explain how the image was created. See the About of things – like maps and technology – to help
the Photo box for more information about the photo. me find my way to places, but I still get lost
•• Focus students’ attention on the new words in bold.
c sometimes.
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Expert: Birds are really clever, aren’t they? We’re not
1 really sure how they do it, but we think they have
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•• Focus students’ attention on the new words in bold and their own natural GPS systems which help them
their definitions. Play TR:81. Ask students to follow in their to follow the same route every year. The position
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books as they listen and repeat the new words in bold. of the stars and the sun also helps them.
Presenter: That’s amazing!
2
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Expert: Also, young birds have learnt the route from their
•• Read the instructions aloud. Do the first item as a class. parents. They seem to remember which way to
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•• Ask students to complete the activity individually. Then ask go even when they’re still young.
them to compare answers in pairs before going over them Presenter: Wow! So, can they recognize places they’ve
as a class. been to before?
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•• Extra Challenge Tell students to choose three words from Expert: Some scientists think birds can recognize sights
Exercise 1 and write their own sentences using them. Invite and also smells. But we don’t really know for sure.
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students to share their sentences with the class. We still haven’t solved the mystery of how they
find their way back to the same place each
3
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year, and one thing birds can’t do is explain it

•• Ask students to close their books. Play TR: 82 and ask them to us!
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to listen once for gist. Then ask them to open their books to
p. 110 and read the text. Optional Activity
•• Tell students to complete as much of the text as they can in •• Put students into groups and ask them to think of two
pencil. Then tell them to put a tick next to the answers they questions they would like to ask the expert. Then ask groups
feel confident about. Tell them to put a question mark next to share their questions with the class. Ask Where could you
to any answers they are unsure about or did not complete. find the answers to these questions? Listen to students’ ideas.
Reassure them that they will have a chance to listen again
to check their answers and write any missing words. Wrap Up
•• Play TR: 82 again. Tell students to check their answers and •• Ask students to write down something interesting they learnt
write any words they missed. Ask students to compare in the lesson. Then invite students to share their ideas with
answers in pairs. Then go over them as a class. the class.
•• Listening Strategy: Listening to Check Answers After
students have listened to a text once for gist, ask them to try Additional Practice: Workbook pp. 88 and 93, Online
to answer the activity items in pencil. Encouraging students Practice
to do this will help them identify the information they need
to listen for the next time.
UNIT 11 Very mysterious! 110a

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2 Grammar
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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
In this lesson, students will: question word order. For example, point out that he liked
•• use reported speech with questions. birds, the birds ate, the birds had gone and the birds would
•• use reported speech to report a short conversation come back are statements, not questions.
between classmates. •• Tell students to complete the activity individually. Then ask
Resources: Classroom Presentation Tool, Workbook p. 89, them to compare answers in pairs. Then go over answers as
Online Practice a class.
Materials: pieces of paper with the following sentences •• Walk around and monitor. Pay specific attention to word
written on them: I’m eating fish., I like pizza., I don’t like order. Offer help if necessary.
playing badminton., I want to go to the park., I’ve already
seen this film. 4
•• Go over the instructions. Invite two volunteers to read the
example speech bubbles aloud with you. Then ask them
Warm Up to do one more example with you. Ask the first volunteer
•• Briefly review reported speech. Say Let’s play a game. Write What’s your favourite food? Prompt him/her to answer.
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on the board: The teacher said … Ask students to complete Then say to the second volunteer I asked [Daniella] what
the sentence orally. Remind them of the verb form shifts in [her] favourite food was and [she] said [chocolate cake].
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reported speech. Prompt him/her to say That’s right or No, [she] didn’t.
•• Ask students to work in groups of four. Tell them to stand in a •• Put students into groups of three to complete the activity.
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line. Give a piece of paper with a sentence written on it to Walk around and monitor. Check for correct word order and
the first student in each line (see Materials above). Tell him/ verb forms. Make notes of errors for the Wrap Up activity,
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her to read the sentence and then whisper it to the second unless immediate error correction is required.
student in the line. Tell them to continue until it gets to the •• Extra Challenge Ask students to create and memorize a
fourth student. Instruct the fourth student to use reported short conversation from Exercise 4. Then ask them to role-
speech to say what he/she heard. Use the first sentence
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play the conversation for the class.
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(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 Optional Activity
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eating fish. Correct errors as needed. •• 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.,
1
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Yes, I can., No, I don’t., I live on [Oak Street]. Say I went to

•• Ask students to open their books to p. 111. Read the dinner last night with a friend from my primary school. She
explanation in the green grammar box aloud. asked me many questions. I’ll tell you my answers and you
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•• Ask students to look through the four example sentences have to say what she asked me. Start the activity by saying
and find the yes/no question. If is used in reported speech I’ve got two cats. Elicit from students what the question was.
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with Yes/No questions. Tell students to circle if as a reminder. Tell them to use reported speech. (He/She asked you if you
Point out that when reporting a wh- question, we repeat the had any pets and you said you’d got two cats.)
question word (Who, What, When, Where, Why, How) after
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the verb asked. Wrap Up

•• Ask students to identify the question words in the other •• Do error correction with some of the errors from Exercise 4.
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examples. (why, what, when) Point out that we don’t use do, When using errors from students, make sure the errors are
does and did in reported speech questions. kept anonymous. Common errors that can be used for this
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activity include:
2 I asked [Paul] where did you go (he went) last night and
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•• Read the instructions aloud. Ask students to complete the he said he went to the cinema.
activity individually. Remind them about the verb form shifts I asked [Rashid] what he did last night before bed and
in reported speech. Tell them to compare answers in pairs. he said he plays (played/had played) video games.
Then go over answers as a class. •• Elicit the errors in the sentences and clarify as necessary.
•• Extra Support Ask students to circle the verbs in the direct
speech sentences before selecting their answers. Additional Practice: Workbook p. 89, Online Practice

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Grammar
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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 Reported speech
The presenter: Why do you like birds? 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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2 Circle the correct answer. 3 Complete the sentences. Use reported speech.
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1 My sister: Where are those birds 1 The children: When can we watch a film?
The children asked when they could watch a film .
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from?
My sister asked where those 2 My mum: Have your friends arrived?
birds are / were from. My mum asked me if my friends had arrived
c .
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2 Kim: When will the birds fly south 3 Me: Why are you late?
again? I asked my friends why they were late
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.
Kim asked when the birds 4 My brother: What are you going to do today?
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would fly / will fly south again.

My brother asked what we were going to do today .
3 Irina: Who took the photograph?
5 My sister: Where’s my book?
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Irina asked who took /

My sister asked where her book was .
had taken the photograph.
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4 The teacher: Why do you have 4 Work in groups of three. Student A asks a question.
Student B answers. Then Student A reports the
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to leave early today?

conversation to Student C. Student C agrees or
The teacher asked me why I
disagrees with the report.
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had to leave / have to leave

early today.
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What are you going to do after school today?

5 My parents: Can they come to
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the party? I’m going to go shopping with my mum.

My parents asked if they
could come / came to the I asked Mari what she was going to do after
party. school today. She told me she was going to
go shopping with her mum.
6 Tomas: What did the presenter
say? That’s right.
Tomas asked what the presenter
said / had said.
UNIT 11 Very mysterious! 111

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Reading
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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?
How did that happen?

The floating man cross the road and then puts his hands up in
horror. A few seconds later a minibus and two
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Imagine what a surprise you would have if
cars jump into the air before crashing down to
you saw a man floating above your house!
the ground again. Luckily no one was hurt, but
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This is what happened to Mark Taylor, of
how can the flying cars be explained? How did
Rainham, UK. It was a stormy day and Mark
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that happen?
was in his garden. He looked up and saw a
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strange sight – a man in the sky hundreds The bottle
of metres above the town. He had no
In 2012, Niels Gade, a fisherman from
parachute or flying suit. Mark took photos on
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Denmark, was surprised to find a bottle
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his phone and sent them to friends on the
in the sea near the coast north-west of
internet. He asked them to share the photos
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Copenhagen. In the bottle, there was a

with others, hoping someone could explain
piece of paper with a name and address:
the mystery. Can you?
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‘James Christopher, 25 St Paul’s Street, Cardiff’.

The flying cars Niels knew Cardiff was in Wales, so he wrote
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to James and asked him to send more

A video of a strange accident in Xingtai,
information about himself. But the post office
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China, appeared on the internet in 2015.

returned the letter. They said that there was no
Many people saw the video and told their
25 St Paul’s Street in Cardiff. So, what do you
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friends to watch it. In the video, a man starts to

think had happened?
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New words: imagine appeared horror crashing

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3 Read again. Tick (✓) the correct mystery.
The floating The flying

The bottle
man cars
1 Something very strange happened in a street in China. ✔
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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3 Reading
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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
In this lesson, students will: doing a global reading, and in Exercise 3, they are reading
•• read a text about mysteries. for the specific information they need in order to complete
•• identify information about three mysteries. the table.
•• brainstorm possible solutions to the mysteries. •• Extra Challenge Ask students to write their own sentences
Resources: Audio Track 83, Classroom Presentation Tool, about the text. Then put students into pairs and ask them to
Workbook p. 90, Online Practice share their sentences. Tell students to take turns identifying
which mystery each sentence refers to.
4
•• Organize students into small groups. Tell them to brainstorm
Warm Up
explanations for each mystery. Walk around and monitor.
•• Write Message in a bottle on the board. Ask Why would Make sure that students remain on task and that everyone
someone write a message, put it in a bottle and throw participates. Invite students to share their explanations with
it into the sea? Why wouldn’t they use email or a letter the class.
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instead? Ask students to discuss in pairs. Then ask them to
•• Tell students that you are going to tell them explanations –
share their ideas with the class. Ask if anyone has ever found
two at a time. Tell them to decide which explanation is true
a message in a bottle or if they know someone who has.
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for each mystery and which is false. Then say the following
•• In groups, tell students to brainstorm different messages that explanations:
could be put in a bottle and write them down.
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The floating man was a science experiment to see how
•• Ask students to share their messages with the class. Tell the long people can fly if they were wearing special clothes
class to vote on the best message.
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designed by a scientist. (F)
1 The floating man was actually a balloon of a Star Wars
Stormtrooper that escaped from a five-year-old boy’s
•• Put students into pairs. Tell them to discuss the questions.
Then invite students to share answers with the class. If
c birthday party during a storm. (T)
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The flying cars were lifted into the air by a broken cable
students have difficulty coming up with examples of
that had fallen across the street near the ground. (T)
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mysteries for question 1, prompt them by asking Have you
heard of the Loch Ness Monster? Has that mystery been The clip is actually from a film that was made in Hong
solved? How would you explain it? Or give an example of Kong about a girl with special powers. (F)
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another well-known mystery. There used to be a 25 St Paul Street, but the house was
destroyed two hundred years ago. (F)
2
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The bottle had travelled all the way from a different

•• Ask students to open their books to p. 112. Write the Cardiff – not Cardiff in Wales, but Cardiff in Australia.
That’s more than nine thousand miles! (T)
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following on the board: The floating man, The flying cars

and The bottle. Say You’re going to read about these •• For the last mystery, show students the difference in distance
three mysteries. Read and find out which country each on a world map. Then ask them to compare the actual
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mystery took place in. Play TR: 83 and tell students to listen explanations to the explanations they brainstormed earlier.
and read. Ask if any of their explanations were close to the real
explanations.
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the text.
Optional Activity
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•• Invite volunteers to say in which country each of the

mysteries took place. (The floating man – the UK, The flying •• Put students into pairs. Say You’re going to role-play a news
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cars – China, The bottle – Denmark; The bottle was found in report about one of the mysteries from the text. One of you
Denmark, but the message came from Cardiff, Australia.) will be a news reporter and the other will be a person from
one of the mysteries. Think of the questions you can ask
•• Extra Support Tell students to read the mysteries aloud
and how you would answer them.
together. Put students into groups of three. Ask each
student in the group to read about one of the mysteries. If •• Tell pairs to plan and practise their role-plays. Then invite
they are uncertain of the pronunciation or do not want to pairs to role-play their news interviews for the class.
read on their own, encourage them to listen to the other
students in their group. Wrap Up
•• Ask students which of the mysteries and which of the
3 explanations they found most interesting and why.
•• Read the instructions and the six sentences in the table
aloud. Do the first item as a class. Then tell students to re- Additional Practice: Workbook p. 90, Online Practice
read the text and complete the activity individually.
•• When everyone has finished, ask students to compare

SO
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4 Grammar
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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
In this lesson, students will: point to it, it means it was a command. Ask a volunteer to
•• use asked and told with reported speech commands give you a command or request from his/her group’s list.
and instructions. Perform the action. Point to PLEASE if the student made a
Resources: Classroom Presentation Tool, Workbook p. 91, request. Ask the class what the command or request was.
Workbook Audio Track 33, Online Practice Remind them to use reported speech and asked or told.
•• Tell one student in the group to whisper his/her command
or request to another student in the group. Tell this student
Warm Up to perform the action. Remind them to point to the word
•• Play Simon Says with the class. Use both affirmative and PLEASE on the board if was a request. Ask group members
negative commands with Don’t so it ties in with the to identify the action or command using reported speech
grammar explanation. For example, say Simon says Stand and asked or told. Once the group has correctly identified
up. Simon says Touch your nose. Simon says Don’t touch the command or request, tell them to cross it off their list.
your nose. Sit down. Instruct students to only follow the •• Extra Challenge Once the command or request has been
instructions that begin with Simon says and ignore the identified, ask students to write it down.
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others. Tell those who follow the instructions without Simon
says to become watchers; tell them to look to see who is Optional Activity
following the commands properly. •• Tell students to brainstorm different questions, commands
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•• Encourage students to write down a few classroom and requests that they might hear at a restaurant. Write
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commands from the game. Ask them to include negative these on the board.
commands with Don’t. Invite volunteers to the front to be •• Tell students to work in pairs or groups of three. Tell them to
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‘Simon’ and give commands. imagine that they went to a restaurant and that the service
at the restaurant was bad and they need to complain to
1 the manager. Instruct them to write a list of complaints for
•• Read through the explanations in the green grammar box
c the manager, for example, We asked our waiter to bring
water, but he didn’t. He told us the bread was free, but it
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with students. Then invite volunteers to read the example
sentences aloud. Draw students’ attention to the words to wasn’t. Remind them to use reported speech with asked
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and not to in the examples. and told.

•• Use the examples from Simon Says to further emphasize •• Allow pairs time to write their list of complaints. Walk around
the use of to and not to. Only told can be used in these and monitor. Offer help if necessary.
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examples since they are commands. •• Ask pairs to share their lists with the class.
•• Clarify the difference between a command and a request,
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and when to use told or asked. Ask If I say Please pass me Wrap Up

a pen, do you use asked or told? (asked) If I say Sit down, •• Ask students to think about the activities they did in this
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do you use asked or told? (told) lesson. Tell them to think individually about their answers to
the following questions. Then ask them to share answers in
2 small groups.
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•• Read the instructions aloud. Point out the word order of the
reported command or request. Tell students to complete the
I enjoyed most because .
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task individually. Tell students to check answers in pairs. Then I thought was difficult because .
go over answers as a class.
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•• Extra Support Tell students to first identify if the imperative in •• Invite students to share answers with the class. If student
the direct speech is a command or a request before doing
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responses identify a specific area of difficulty, review it again

the activity. in the next lesson.
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.
•• 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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Grammar
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4 Work in pairs. Think of an 1 Study the grammar box.
explanation for each mystery.
Listen to other explanations Reported speech with asked and told
and guess the real one. We use asked for requests and told for commands and
instructions.
We need to or not to before the command or the
ABOUT THE PHOTO
request.
The photo shows a message in a bottle. People ‘Look at the floating man,’ Mark said to his friends.
have been sending messages in bottles for Mark told his friends to look at the floating man.
centuries. The first known message in a bottle
was sent in 310 BCE by the Greek philosopher ‘Explain the mystery of the flying cars to me,’ Rashid
Theophrastus. He sent it to help prove that the said to me.
Mediterranean Sea and the Atlantic Ocean Rashid asked me to explain the mystery of the flying
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were connected. cars to him.
‘Please don’t cross the road,’ the teacher said to the
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children.
The teacher asked the children not to cross the road.
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2 Complete the sentences. Use asked or told and
reported speech.
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1 ‘Please don’t show the photos to everyone’, said
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Kara to her sister.
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Kara asked her sister not to show the photos

to everyone .
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2 ‘Don’t park in front of the police station,’ said the

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police officer to the photojournalist.

told
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The police officer the photojournalist

not to park in front of the police station .
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3 ‘Bring some water,’ said the teacher to the students.

The teacher told the students to bring
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some water .
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4 ‘Please don’t leave any rubbish,’ said the tour guide

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to the visitors.
The tour guide asked the visitors not to leave
any rubbish .
5 ‘Don’t be late,’ said the mother to her children.
The mother told her children not to be late
.
3 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.

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5 N
Chant
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ABOUT THE PHOTO
The photo shows the northern lights in Iceland. They are
also called aurora borealis. These lights are visible at both
1 Listen, read and repeat. Can you poles. At the South Pole, they are called aurora australis.
They are caused by charged particles from the sun
explain any of the mysteries? TR: 84
that crash into particles at the poles. The most common
colour is a pale yellow-green, which is caused when
2 Listen again and chant. TR: 85 the particles crash into oxygen at about 100 kilometres
above the earth’s surface. Different heights and different
3 Divide into five groups, one for each

particles (like nitrogen) cause different colours.
verse. Listen and chant in groups.

TR: 86 and 87
It’s a mystery!
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1 Why do birds migrate every year?
I’m asking you to tell me.
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How do they know where to go?
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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,
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Or is it a mystery too?
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3 Why do I go red
When everyone’s looking at me?
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There may be an explanation,

But to me it’s a mystery!
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4 Why do we sometimes find mushrooms

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Growing on a tree?
There might be a very good reason,
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But I think it’s a mystery!

5 What makes the Northern Lights appear
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And shine over the sea?

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I asked someone to tell me,

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But it’s still a mystery!
The Northern Lights

(aurora borealis) in
Iceland

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5 Chant
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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
In this lesson, students will: verse they can just be making a flapping motion with their
hands or arms to represent birds migrating.
•• chant about everyday mysteries.
•• talk about the northern lights. 3
•• discuss the mysteries in the chant.
•• Divide the class into five groups. Assign each group a verse.
Resources: Audio Tracks 84–87, Classroom Presentation Then play TR: 86. Tell students to listen and practise the
Tool, Online Practice 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.
Warm Up •• Extra Challenge Ask students to try to chant their verse from
•• Use the Photo Ask students to open their books to p. 114. memory, without looking at their books. For an additional
Focus their attention on the photo and read the caption. challenge, they can try to memorize more than one verse.
Ask What can you see in the photo? Would you like to see
the northern lights? Do you know anyone who has? What Optional Activity 2
do you know about them? Listen to students’ answers. Then
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•• Ask students to recall some of the other mysteries they
ask Can you think of any other natural mysteries like these?
learnt about and discussed in the unit so far, for example,
If needed, provide another ‘mysterious’ phenomenon from
the tunnel on the Unit Opener page. Write them on
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the natural world, for example, fireflies.
the board.
•• Tell students they’re going to chant about and discuss a few
•• In pairs, ask students to write another verse for the chant,
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more mysteries in the lesson.
using one of the mysteries from the unit or their own ideas.
1 Walk around and monitor. Help with ideas and rhyming
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words as needed.
•• Play TR: 84. Tell students to listen and repeat. Ask students
•• Invite pairs to chant their verses for the class.
to find words they are not sure of while they listen and
circle them.
cWrap Up
hi
•• In pairs, tell students to try to work out the meanings of
•• Ask students to close their books. Tell them to try to
the words they circled. Walk around and provide help
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remember the mysteries from the chant. Then ask Which
if necessary. Then ask students to share any words they
of these mysteries do you find most interesting and why?
circled. Clarify the meanings of the words as a class.
Listen to several students’ answers and reasons.
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•• Play TR: 84 again. Then ask Can you explain any of the
mysteries? Go through the mysteries in each of the verses.
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As a class, brainstorm possible explanations for each

mystery. Explanations are as follows:
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Verse 1 (Bird migration was discussed in Lesson 2.)

Verse 2 (Time flies because time appears to go more
quickly or slowly depending on whether we’re bored or
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having fun.)
Verse 3 (We turn red when we are embarrassed because
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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.)
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(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.

SO
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6 Writing
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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.
•• read a summary of the ‘The Adventure of the Speckled
Band’. 4
•• identify the features of a summary.
•• Tell students to write a summary about a book, TV
•• focus on the prefix un-. programme or film they enjoyed. Tell them that their
•• write a summary of a book, TV programme or film. summaries should include information that answers the
Resources: Classroom Presentation Tool, Workbook p. 92, questions in the grey box in Exercise 2. Give them time to
Online Practice brainstorm answers to the five questions in the grey box from
Materials: poster paper, glue, coloured pencils or felt tips Exercise 2.
•• 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
•• Ask Do you like detective stories or programmes? Ask
Ask students to swap their work with a partner. Tell them to
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students to discuss in pairs. Then ask them to share their
check if their partner included his/her opinion and used
ideas and reasons with the class.
adjectives with the prefix un- correctly. Then tell students to
•• Ask Do you think a detective’s job is easy or hard? Do you
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write a second draft, incorporating suggested changes.
think it’s interesting or boring? Ask students to discuss their
•• Extra Challenge Ask students to read their second draft to
ideas in pairs and then share them with the class.
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a different partner. Tell pairs to take turns asking questions
1 for clarification or more information. At the end, tell students
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to give their own opinion of the book, film or TV programme
•• Ask students to open their books to p. 115. Tell them to look from their summary.
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
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Optional Activity 1
hi
•• Tell students to use their summaries to present a short
students to share their answers with the class.
radio advert for an upcoming film or book. They can work
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•• Refer students to the words in the glossary under the photo. individually or in pairs. If working in pairs, tell them to choose
Clarify the meanings of the words if necessary. which summary they will use. Tell students to brainstorm and
•• Ask students to read the summary.
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prepare how they will structure the advert by thinking about

•• Put students into pairs and tell them to discuss step 1. the name and plot of the story and why people would like
to read or see it. Then ask students to perform their adverts
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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 for the class. Tell students to vote on the most convincing
band is a poisonous snake that the father used to kill his performance.
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oldest daughter before she got married. The father wanted •• Extra Support Tell students to write about the fable from
to use it again to kill his second daughter before she got Reading extra 2 (Anansi the wise) on pp. 86–87 if they are
married. His late wife left money for the daughters when struggling to recall a book or TV programme to write about.
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they got married, and he didn’t want them to get married, They can easily re-read it and use it for the summary, as it
so he could keep the money. will be fresh in their minds.
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•• Read the instructions aloud. Go through the information in •• Tell students to make a summary poster to ‘publish’ their
the grey box. Explain that this list is like a road map to help work by putting it up in the classroom. Hand out poster
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them write a good summary. Clarify any unknown words. paper, glue and coloured pencils or felt tips.
•• Tell students to complete steps 1–3. Then ask them to •• Tell students to copy their summaries onto the poster paper
compare answers in pairs. Then go over answers as a class. in groups. Tell them to decorate their posters with pictures of
scenes from the story, film or TV programme.
3 •• Display the posters around the classroom. Tell students to
•• Focus students’ attention on part a. Go over the instructions. walk around the room and read and look at the different
Then go through the information in the grey box. Tell summary posters.
students to make their lists. Tell them to compare their lists in
pairs and add any adjectives they may have missed. Wrap Up
•• Elicit other words students might know that also use un- for •• Tell students to close their books. Ask What information do
making the opposite. Write these on the board. we need to give in a summary? Listen to students’ answers.
Then ask What don’t we include in a summary? Listen to
•• Read the instructions for part b aloud. Then tell students
to write their sentences. Walk around and monitor, offering
help as necessary.

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Writing A summary 6
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1 Read the summary. Do steps 1 and 2. 2 Read the information in the box. Then
1 Tell a partner what you think happens at the look at the summary and do steps 1–3.
end of the story.
When we write a summary, we need to give
2 Find out if you’re right.
some important information, for example
information that answers the following
‘The Adventure of the Speckled Band’ is
questions:
a story by the writer Arthur Conan Doyle.
It’s about Sherlock Holmes, the popular • What’s the name of the story, book or
detective, who’s an expert at solving film?
mysteries. In this story, Holmes is asked by • What’s the name of the writer?
a very unhappy woman to find out how • Who’s the main character and what’s
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her sister died. Holmes visits the house he/she like?
in the countryside near London to look • What are the other characters like?
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for clues. He discovers that the woman’s • Where does the story take place?
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sister died in a very tidy room with only a
Is there any other important information the
bed, a bell rope and a hole in the wall.
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reader needs to know?
Just before she died, she said the words
Don’t give your own opinion.
‘the speckled band’. Is this a clue?
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The man who lives in the house is very 1 List the important information you should
unfriendly. Holmes discovers that he’s include in a summary.
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recently been to India … 2 Answer the questions in the box above for
‘The Adventure of the Speckled Band’.
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As usual, Holmes looks at all the

3 What should you not do in a summary?
information – information which might give your own opinion
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seem unimportant to us – and solves the 3 Writing skill The prefix un-
mystery. Read the story to find out what a Read the information in the box. Make a
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happens! list of the adjectives in the summary of

‘The Adventure of the Speckled Band’.
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Then add or take away the prefix to

change the meaning to the opposite.
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ABOUT THE PHOTO A prefix is something that goes in front of

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The photo shows the famous Sherlock Holmes and his partner, Dr a word and changes the meaning. If we
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Watson. The first ‘The Adventure of the Speckled Band’ film came
out in 1931 and was in black and white. The popularity of Sherlock
add the prefix un- to some adjectives, it
Holmes means that there have been many remakes of the film, changes the meaning to the opposite. For
and it has also been produced as a TV series. ‘The Adventure of example, unkind means not kind.
the Speckled Band’ is not unique in this sense, since almost all the
Sherlock Holmes stories have been made into TV shows or films.
b Choose three of the adjectives with
The Adventures of the prefix un- and write a sentence for
Sherlock Holmes, 1939 each one.
GLOSSARY 4 Write a summary of a book, TV

clue something that helps solve a mystery
programme or film you have enjoyed.
speckled covered in small spots
band something long and thin that can be wrapped
around something else

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Video
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A striped bark scorpion under

blacklight in Kimble County,
Texas, USA
ABOUT THE VIDEO

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
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each other. The bark scorpion is the only
scorpion species in Arizona, US, that is
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considered dangerous to humans.
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1 Look at the photo. What’s unusual about this scorpion?
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What would you like to know about it?
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2 Watch the video. Tick (✓) the question that scientists are trying to
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answer about bark scorpions. Video 14
1 What do they eat?

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✔ 2 Why do they light up in the dark?

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3 Why do they sting?

4 Why are they important to the environment?
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3 Watch the video again. Circle the correct answer. Video 14

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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.
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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.

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?

SO
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7 Video
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L 3
•• Tell students to read through the other items. Tell them to
answer any questions they can recall from the first viewing
•• watch a video about bark scorpions. of the video, but assure them that they will have a chance
•• respond to the content by answering questions and to watch it again and check their answers.
discussing bark scorpions. •• Play Video 14 again. Tell students to check their answers
•• discuss and share information about other interesting and complete any they were unsure of.
insects. •• Ask students to compare answers in pairs. Then go over
Resources: Video 14, Classroom Presentation Tool, Online answers as a class.
Practice •• Extra Support Play Video 14 again. Pause after the relevant
Materials: a world map; photos of creatures that glow in information for each item is given.
the dark, such as fireflies or fish that live in the deep ocean
End-of-unit resources: Worksheet 6.11, Unit 11 Test, 4
ExamView Assessment Suite •• Read the instructions aloud. Then ask students to discuss
the questions.
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•• For questions 1 and 2, tell students to discuss in pairs. Then
Warm Up ask them to share their answers with the class.
•• Write the southern US, Mexico and Costa Rica on the board. •• Tell students to discuss questions 3 and 4 in small groups.
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Show students where these places are on a world map. Ask Then ask them to share with the class.
What’s the weather like in these places? Explain that these
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•• Extra Challenge Put students into groups and tell them to
areas/countries are near the equator and that they are
write down as many facts as they can remember about
generally very hot. There are also desert-like areas and very
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bark scorpions. Invite groups to share their sentences with
tropical areas.
the class. You could also play Video 14 again and tell
•• In small groups, tell students to think of creatures they might students to check that their facts are correct.
see in these places. They can refer to animals they learnt
about in previous units.
c Optional Activity
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•• Say At the beginning of this unit, we learnt about worms •• Ask students to research some of the creatures they
that glow in the dark. Hold up p. 109 of the Student’s Book
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mentioned and prepare a short presentation about the
and show them the photo of the tunnel with the glow creature for the class. This can be accompanied by slides, a
worms. Then ask Do you know of any animals or plants that poster or just a photo.
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glow in the dark? If necessary, clarify the meaning of glow

in the dark. Prompt them by showing photos of some other Wrap Up
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creatures that glow in the dark, for example fireflies or fish

•• Tell students to look back through Unit 11 and decide what
that live in the deep ocean.
their favourite part of the unit was and why. Tell them it
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1 could be an activity they really enjoyed or information they

found very interesting.
•• Tell students to stand up, walk around the class and talk
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attention on the main photo. Ask What kind of creature

to a few different classmates about their favourite part of
is this? What do you know about it? If students need
the unit.
prompting, ask What do they do with their tails? (hit, sting)
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•• Ask students to sit down again. Then invite volunteers to talk

Listen to students’ answers.
about their favourite parts of the unit. Ask if they talked to
•• Tell students to read the first question and discuss in small
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anyone whose favourite part was the same.

groups. Tell them to make notes about what is unusual
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about the scorpion and what else they would like to know
about it. 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.
Resource Website.

UNIT
12 Fascinating places
•• talk about photography and fascinating Vocabulary Collaboration
places around the world. clear, luxurious,opportunity, ordinary, Work together to plan actions for a
•• listen to an interview with three young perhaps, relax, successful, sunrise, verse of the chant, Lesson 5
photographers. sunset; attraction, hang out, Communication
•• use wish to talk about things they and natural, resort Discuss fascinating places, Unit
others would like to be different. Grammar Opener
•• read about three amazing places to stay. •• wish Creativity
•• use phrasal verbs. •• Phrasal verbs Write a holiday review, Lesson 6
•• chant about wishes. Critical Thinking

Identify positive and negative
•• write a holiday review.
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adjectives and expressions, Lesson 6
•• watch a video about interesting places
around the world.
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•• identify the value Enjoy the world.
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c
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Use the Photo
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•• respond to a photo of a volcano in Indonesia.

attention on the photo. Ask them to describe what they can
•• talk about fascinating places around the world. see in the photo to a partner. Ask Would you like to visit this
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Resources: Home School Connection Letter, Classroom place? Why or why not? Listen to several students’ answers
Presentation Tool and reasons.
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Materials: a world map •• Read the caption aloud. Show where Indonesia and North
Sumatra are on a world map.
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•• Tell students to discuss the questions in pairs or small

Introduce the Theme groups. Walk around and monitor students’ discussions.
•• Introduce the theme of the unit by reading the unit title, •• For question 1, say Describe this place. What words
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Fascinating places. Ask What does fascinating mean? describe this place? Encourage them to look at the entire
What fascinating places have we learnt about in this scene (the flowers, plants, sky, etc.) not only the volcano.
book? If students need prompting, remind them of a few
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•• For question 2, tell them to think about some of the

of the places they have learnt about so far in the Student’s fascinating places they discussed in the Introduce the
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Book, such as the Amazon, Franz Josef Land and the marine Theme activity. Then ask them to discuss, in groups, what
reserves in Niue and Chile. Ask What other fascinating they would like to do at these places. Ask groups to share
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places do you know of? Listen to students’ ideas. with the class.
•• For question 3, ask Do you like to take photos? What do you
TEACHER TIP like to take photos of? Ask students to discuss in pairs or
Aim to give students praise when possible and appropriate. groups. Then ask them to share with the class.
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.

UNIT 12 Fascinating places
UNIT
Fascinating places 12
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ABOUT THE PHOTO

The photo was taken from the Surbakti Village
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in North Sumatra, Indonesia. It’s a photo of the

volcano Mount Sinabung erupting. The volcano
at
had not erupted in about 400 years, but it became

active again in 2010. It has erupted multiple times
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since then, often resulting in evacuations. It has

also caused significant damage to the natural
surroundings. Nonetheless, it’s a very popular place
Mount Sinabung seen from to visit, with numerous sites that allow visitors to view
the volcano from a distance.
Surbakti Village, Karo,
North Sumatra, Indonesia

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 N
Vocabulary
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1 Listen and read. TR: 88 2 Complete the sentences with the words from
If you were really interested in Exercise 1.
photography and someone gave 1 If you do something very well, you’re successful .
you the opportunity to travel ordinary
2 Things that are not unusual are .
round the world and take photos,
3 When the sun appears in the morning, it’s called
I think you’d probably say, ‘Yes,
sunrise . When it disappears in the evening, it’s
please!’ Just think how amazing
called sunset .
it would be to take photos of
4 When you’re on holiday, you relax and have fun.
fascinating places, especially at
sunrise or sunset, or when the sky 5 Luxurious hotels usually have very nice rooms and
was really clear! You could camp delicious food.
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out and sleep under the stars, or
you could relax in a luxurious 3 Listen and circle the correct answer. TR: 89
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hotel in an exciting new place. 1 Yuki wants to go to the moon / the desert.
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But if you’d prefer to stay at home,
2 She thinks her wish will / won’t come true.
that’s fine too. Perhaps you could
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start by taking photos of ordinary 3 Omar likes to take photos underwater / of wild places.
things in your house and town. You 4 The water around the Great Barrier Reef in Australia is
definitely don’t have to travel to be c
very muddy / clear.
hi
a successful photographer. Photos 5 Frans Lanting’s photo is of trees / mountains in Namibia.
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of ordinary things and ordinary

6 Frans Lanting took the photo at sunrise / sunset.
places can be just as fascinating
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as photos of famous places.

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ABOUT THE PHOTO

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.
National Geographic
Lanting is an ambassador of the World Wide Fund for Nature, and his
photographer Frans Lanting photography helps contribute to conservation efforts around the world.
118 UNIT 12
Fascinating places
SO
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1 Vocabulary
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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.
Presenter: Do you think your wish will come true?
•• talk about photography and becoming a photographer.
Yuki: Probably. I think in the future, there will be many
•• listen to an interview with three young photographers.
more opportunities to travel into space. So, if I
Resources: Audio Tracks 88–89, Classroom Presentation Tool, have the chance to go, I will – and I’ll definitely
Workbook p. 94, Workbook Audio Track 34, Online Practice take my camera!
Presenter: Wow! That would be exciting. What about you,
Omar?
Warm Up
Omar: I’m really interested in underwater photography.
•• Ask Do you know anyone who likes to take photos? What
You can get some great pictures of colourful fish
does he or she like to take photos of? Listen to students’
and sea creatures, especially in places where
answers.
the water is clear, like the Great Barrier Reef in
1 Australia or the Maldives.
Presenter: I guess you need a camera that will work
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underwater?
Focus their attention on the main photo. Ask Do you think
this is a painting or a photo? Listen to students’ answers. Omar: Definitely!
ni
Then read the caption aloud. Explain that, although the Presenter: And Alberto, what sort of photography do you
photo looks like a painting, it is actually a photo. Ask like?
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students to describe the photo and whether or not they like Alberto: I love taking photos of wild places in nature,
it and why. Listen to students’ responses and reasons like forests and deserts. I really admire the
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•• Play TR: 88. Ask students to listen and read. Ask them to pay photographer Frans Lanting. He works for
attention to the new words in bold. National Geographic and he’s really successful.
He takes amazing photos!
2
c Presenter: What do you like so much about his work?
hi
•• Read the instructions aloud. Then ask students to complete
Alberto: Well, he’s really good at using light to make great
the activity individually. Tell them to compare answers in
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photos. My favourite photo by him shows some
trees in the desert in Namibia. It’s called Ghost
•• Extra Challenge Ask students to choose three words and Trees at Dawn. I think he calls the trees ‘ghost
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write a sentence using each word. trees’ because they don’t look real.
3 Presenter: It’s a fantastic photo, isn’t it? It looks more like a

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painting than a photo.

•• Read the instructions aloud. Play TR: 89. Ask students to
Alberto: That’s right. It was posted on the internet and
complete the activity individually. Ask them to compare
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half a million people looked at it in two days.

Lots of them couldn’t believe it was a photo. But
•• Play TR: 89 again. Tell students to check their answers and Lanting explained that he had carefully chosen
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complete any they missed. Then go over answers as a class. the trees he wanted to have in the photo. Then
•• Ask What kind of photography do you like? Nature he waited for sunrise. He said that he made sure
photography? Underwater photography? Photos of outer
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he was in the right place at the right time, with

space? Listen to several students’ answers. Then ask What an idea for the photo he wanted to take.
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do you like to take photos of? Listen to students’ answers.

Yuki: I wish I could take a photo like that!
•• Listening Strategy: Extending A listening activity can
Presenter: Yes! It’s a fascinating photo of a fascinating place!
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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
Optional Activity
simple discussion questions that ask students for their own •• Put students into pairs. Tell them to write two questions
ideas and opinions about the topic of the listening text. they would ask Frans Lanting. Then ask them to share their
information for each activity item has been given.
Wrap Up
Script for TR: 89 •• Ask students what they can remember about the people
Presenter: Hello everyone, and welcome to our programme and places from the listening text.
Fascinating places, fascinating photos. We’ve
got young photographers Yuki, Omar and Additional Practice: Workbook p. 94, Online Practice
Alberto here. They are going to tell us where they
would like to go – with their cameras. Let’s start
with you, Yuki.
UNIT 12 Fascinating places 118a

SO
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2 Grammar
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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
•• use wish to talk about things they and others would like the activity to explain. Say I wish I could take really good
to be different. photos. If I could take really good photos, I would sell them.
•• discuss and share their wishes with their classmates. I wish it wasn’t raining. If it wasn’t raining, we could fly kites
Resources: Classroom Presentation Tool, Workbook p. 95, in the park.
Online Practice
Materials: small pieces of paper, a small box to put the Optional Activity
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.
•• Tell students to work in small groups. Tell them to take turns
Warm Up acting out their wishes. As students act out their wishes, the
•• Greet the class. Then say We’re going to talk about wishes rest of the group tries to guess what the wish is, for example,
today. Why do people make wishes? Listen to students’ You wish it wasn’t raining. If students have trouble guessing,
answers. Prompt as needed to elicit if we want things or the student who is acting can give verbal hints, for example,
ng
want things to be different or a similar answer. Then ask I’m getting wet. I want to play tennis, but I can’t.
What are some things people do when they make a wish?
Wrap Up
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For example, some people make a wish when they throw
a coin in a fountain, or they make a wish when they cut a •• Write some of the student errors you observed during the
ar
birthday cake. What other things do people do or wish on? lesson on the board. Be careful to keep the errors
Listen to students’ answers. anonymous. Do error correction by asking students what
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the error is in each sentence and how to correct it.
1 •• Write the lesson goals on the board if you haven’t already
•• Ask students to open their books to p. 119. Read the done so. These goals can be simplified versions of the goals
explanation in the green grammar box aloud. Point out the
c and objectives for this lesson under In this lesson, students
hi
use of the past simple. Say We use the past simple when will: … Ask students what they thought they did well. One
we use wish, but we’re not talking about the past. We make way of doing this is to ask students to rate how well they
ap
our wishes now, so they’re about now, not the past. Then did something on a scale of 1 to 10. For example, say I can
invite volunteers to read the example sentences aloud. use wish correctly in a sentence. Ask students to close their
eyes. Count to three and tell students to put up their fingers
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2 showing you a number. Make notes of any low ratings.

Review those topics in future lessons and/or offer additional
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•• Read the instructions aloud. Go over the first item as a class.

individual assistance. This can be done on the spot, by
Clarify the use of didn’t in the first answer.
referring students to some of the error correction activity
•• Ask students to complete the activity individually. Tell them to
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that was done at the beginning of the Wrap Up.

•• Extra Support Briefly review the past simple, if necessary. Additional Practice: Workbook p. 95, Online Practice
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Focus on the use of didn’t. This will also help with Exercise 3.
3
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•• Read the instructions aloud. Go through the example with

at
the class. Point out the use of didn’t. Explain that there might
be more than one possible answer. For example, We wish
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we could stay at home tomorrow is also possible. However,

encourage them not to change the sentences too much.
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

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Grammar
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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.
2 Complete the sentences with 3 Read and complete the wishes.
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the words in brackets.
1 Emily and Sarah want to stay up late, but they have school
could
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1 I wish I (can) relax tomorrow.
on a beach right now. Emily and Sarah: We wish we didn’t have school tomorrow .
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2 He wishes he had(have) 2 Martin would like to take a photo of a beautiful sunset, but
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a camera to use underwater. he hasn’t got his camera.
3 Do you wish you lived
Martin: I wish I had my camera .
(live) in the desert?
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3 Sandra is on a beach. She’s watching another girl waterski.
4 We wish we didn’t/did (not / She can’t waterski.
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not live
live) so far away from our friends.
Sandra: I wish I could waterski .
5 They wish their brother and sister
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were 4 Layla wants to go to the beach with her friends, but she
(be) at home.
feels ill.
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Layla: I wish I didn’t feel ill .

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5 Tom is very short and would like to be taller.

Tom: I wish I was taller .
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6 Carla and Manuel’s friends are having a party, but they live
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too far away to go.

lived nearer/closer to our
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Carla and Manuel: I wish we friends / didn’t live so far from .

our friends.
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A photo of camel 4 Write two sentences with I wish and the past simple.
thorn trees (or ‘ghost
Then share your sentences with the class.
trees’) in Namib-
Naukluft National Park,
Namibia, taken by I wish I could take really good photos.
National Geographic
photographer, Frans I wish it wasn’t raining.
Lanting
UNIT 12 Fascinating places 119

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Reading
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1 Look at the photo. Do you think you would

like to stay at this place? Why? / Why not?

H�ng Nga Guesthouse, also
called ‘Crazy House’, in
Amazing places to stay Dalat, Vietnam
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
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House’, in Dalat, Vietnam. It’s been described as a
‘fairy tale house’ and it’s been designed to make
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you think of nature and the natural environment.
Some of the walkways in the house are like tunnels
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or caves and you can see the shapes of spiders’
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webs and mushrooms on the walls. You can
choose an animal room and stay overnight, but
the house becomes an attraction for tourists
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during the day, so you have to get up before
opening time!
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The Treehouse Resort

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Maybe you’d prefer to sleep in a treehouse in the

rain forest in Peru. There’s a place to sleep and a
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bathroom with a cold shower. You won’t hear cars

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or buses, but you’ll fall asleep listening to monkeys,

parrots and lots of other creatures of the rain forest.
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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

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The Underwater Room at the Manta Resort is part

of a structure which floats on the water off the
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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
ABOUT THE PHOTO
bedroom. There’s a very comfortable bed where The photo shows Crazy House in Dalat, Vietnam.
you can hang out and relax as you watch the fish The house was designed by Vietnamese architect
Đặng Việt Nga (Dahng VEEyet Nghah) and was
swim through the beautiful, clear water. And the opened to the public in the late 1990s to generate
fish can watch you too! money to maintain the buildings of Crazy House.
Visitors can stay in the rooms in the house or visit
New words: natural attraction resort hang out 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’.
120 UNIT 12
Fascinating places
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3 Reading
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•• Read the instructions aloud. Clarify that there are only three
places and many sentences, so students will need to match
In this lesson, students will: more than one sentence with each place.
•• respond to a photo of an interesting guesthouse in •• Tell students to complete the activity individually. Then tell
Vietnam. them to compare answers in pairs. If pairs disagree about
•• read a text about three amazing places to stay. the answer, encourage them to find the relevant part of the
•• match information with the places from the text. text and check their answers.
Resources: Audio Track 90, Classroom Presentation Tool, •• Go over answers as a class.
Workbook p. 96, Online Practice •• 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
Warm Up sentences aloud to the class. Tell students to try to guess
•• Write Interesting places to stay on the board. Ask What which place each sentence refers to.
interesting places do you know of, where people can stay •• Extra Support Ask students to complete Exercise 3 in small
when they’re on holiday? If necessary, prompt students by groups so they can help each other.
asking them if they have ever slept in a tent or a treehouse.
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Tell students to brainstorm ideas in groups. Then ask groups Optional Activity
to share their ideas with the class. Walk around and monitor. •• Ask students to write a short description about one of the
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Make sure everyone is getting an opportunity to speak. places from the text. Say Imagine that you spent a night at
one of the three places from the text. What did the place
1
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look like? What did you see? How did you feel? Write a
•• Use the Photo Ask students to open their books to p. 120. few sentences. Repeat the questions or write them on the
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Focus their attention on the photo. Say The photo shows a board so students can refer to them as they write their
very unusual guesthouse. We’re going to read about this descriptions.
guesthouse. •• Put students into pairs. Tell them to take turns reading their
•• Draw students’ attention to the photo caption. Ask What’s
c descriptions.
hi
the name of the guesthouse? Where is it? (It’s called ‘Crazy •• Invite students to share their descriptions with the class.
House’. It’s in Dalat, Vietnam.)
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•• Use the information in the About the Photo box to tell Wrap Up
students more about the guesthouse. Ask Do you think •• Ask students to close their books. Ask What can you
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you’d like to stay in this guesthouse? Why or why not? Listen remember about the three places we read about in this
to several students’ answers and reasons. lesson? Listen to students’ responses.
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2 Additional Practice: Workbook p. 96, Online Practice

•• Play TR: 90. Ask students to listen and read the text.
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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
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that were interesting to you and one question that you

would like to ask someone who works at one of the
at
places. Write these instructions on the board. Check that

students understand what to do. Give an example of a
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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.

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4 Grammar
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3
•• Read the instructions aloud. Tell students to write their
sentences individually. Walk around and offer help if
In this lesson, students will: necessary.
•• identify the meanings of phrasal verbs. •• Ask students to share their sentences in pairs. Then invite
•• use phrasal verbs to write sentences about themselves. students to read their sentences aloud or write them on the
Resources: Classroom Presentation Tool, Workbook p. 97, board.
Workbook Audio Track 35, Online Practice •• Extra Support Tell students to start with the sentences in
Materials: pieces of paper, a box, a small (soft) ball, bean Exercise 2 as a model, but change some of the information.
bag or other small soft object that can be thrown from one For example: Watch out for the striped fish! Sometimes
student to another to signal taking turns 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.
Warm Up
•• Write get on the board. Act out opening a present. Ask
Optional Activity
students to use get to say what you are acting out. Elicit •• Write the phrasal verbs from this lesson and others that
You got a present. Draw a clock showing six o’clock on the students already know on pieces of paper – one phrasal
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board, similar to the one below: verb per piece of paper. Put them in a box so students
cannot see what is written on them.
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•• Divide the class into two groups. Invite a volunteer to take a
12
piece of paper from the box and act out the phrasal verb
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9 3 for his/her group. Give the group thirty seconds to guess the
phrasal verb. If they guess the correct phrasal verb, they get
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6 a point. If they cannot, the other group gets a turn.
•• At the end, the group with the most points wins.
•• Act out getting up. Elicit You get up at six o’clock.

c
Wrap Up
hi
•• Say We can use get as a verb on its own, or we can add •• Write the phrasal verbs from this lesson on the board:
words to get to make a verb with another meaning. This
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is a phrasal verb. Today we’re going to learn some other get away look forward to
phrasal verbs. get up look up
go back watch out
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1 hang out work out

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•• Ask students to open their books to p. 121. Read the

explanation in the green grammar box aloud. Ask •• If possible, ask students to sit in a large circle. Say We’re
volunteers to read the example sentences aloud. Point out going to play a game. Then ask for a volunteer. Say one of
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that watch is used in both sentences, but its meaning is the phrasal verbs from the list on the board, for example,
different. watch out. Then throw the ball to the volunteer. Say OK,
[Paula], you’ve got to say a sentence using the phrasal
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2 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
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example, say Watch out, there’s a spider on your desk! or

activity individually. Ask them to compare answers in pairs.
If you go to the Amazon jungle, watch out for snakes. Then
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say Then [Paula] will choose a phrasal verb from the list
•• Extra Challenge Say I’m going to say one of the definitions.
and throw the [ball] to someone else. That student then
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You need to tell me the phrasal verb. Then say To be

has to say a sentence using that phrasal verb. Then he
careful. (watch out) Tell students to work in pairs. Tell one
or she chooses a phrasal verb and throws the [ball] to
student to say the definition from the activity (for example,
someone else and so on.
to be careful ). Tell the partner to say the phrasal verb (for
•• Tell students to play the game. Prompt them if necessary.
example, watch out).
Continue until everyone has had a turn.

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Grammar
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3 Match the sentences (A–H) 1 Study the grammar box.
with the places (1–3). Some
sentences can go with more Phrasal verbs
than one place. Phrasal verbs are made up of more than one word.
A You have to cross a suspension When we put these words together, they have a
bridge to get there. different meaning from when they are separate.
B You could learn to scuba dive if We like to watch nature programmes on TV.
you stayed there. Watch out! It’s a long way down.
C You can look out over the ocean
at this place. 2 Read and match the phrasal verbs (1–8) with
D If you stay there, you have to get the meanings (A–H).
up early.
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1 Watch out for the striped fish! Sometimes they bite.
E If you stay there, you have to take
C
cold showers.
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F This hotel is also a tourist attraction. 2 Do you want to hang out with us at the beach this
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G If you stay at this place, you’ll hear afternoon? H
monkeys.
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3 We’re really looking forward to our holiday. It’s going
H You can stay in the ‘Ant Room’ at to be amazing! A
this place.
D, F, H c
4 If you want to get away from noise and stress, you
hi
1 Crazy House can stay in a treehouse. B
2 The Treehouse Resort A, E, G
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5 I’m going to go online and look up information

3 The Underwater Room B, C about the resort. E
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6 We had a great time at Crazy House. We want to go

back again next year! G
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7 If you want to work out, the hotel has a very nice

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gym. D
8 Let’s get up early tomorrow and watch the sunrise. F
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A feeling excited about something in the future

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B to escape, usually to somewhere nice

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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
3 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.

SO
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5 N
Chant
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ABOUT THE PHOTO
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
1 Listen, read and repeat. TR: 91 visitors need to rent bicycles to get around. The island has
63 beautiful beaches, 20 bays, coral reefs and shipwrecks.
2 Divide into four groups, one for each It’s a scuba diver’s dream. There are also some interesting
animals on the island such as the quokka, which is a small
verse. Listen again. Act out your group’s marsupial about the size of a house cat.
verse. TR: 92
3 Listen, chant and act. TR: 93 and 94
I wish …
1 I wish I was at the beach today.
I wish I wasn’t at school.
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I could have learnt to waterski.
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That would have been so cool!
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2 I wish I could go to the desert
And take off in a hot-air balloon.
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Nothing to see for miles and miles,
Only the stars and the moon.
3 I wish I could check in right now c
hi
To a hotel made of ice.
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I would drink hot chocolate all day long.

That would be really nice!
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4 I wish I could stay in a treehouse hotel

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And listen to monkeys shout.

I could watch the birds and admire the view.
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I wouldn’t want to check out!

Class: There’s always going to be something more
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You wish that you could do.

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But that‘s OK, because that means

There’s lots to look forward to!
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GLOSSARY
check in to arrive and register at a hotel
check out to leave a hotel
A boy swimming underwater
in Rottnest, Australia
Enjoy the world.

122 UNIT 12
Fascinating places
SO
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5 Chant
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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.
•• Extra Support Play TR: 92 again and ask students to just
•• chant about wishes. listen and perform the actions before they chant again.
•• write another verse for the chant.
•• identify the value Enjoy the world. 3
Resources: Audio Tracks 91–94, Classroom Presentation •• Tell students to stay in their groups from Exercise 2. Tell each
Tool, Workbook p. 99, Online Practice 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
Warm Up of the verses.
•• Write the four places from the chant on the board: beach, •• Play TR: 93 (with lyrics) or TR: 94 (instrumental only). Decide
desert, treehouse hotel and ice hotel. Ask Which of these which of the two tracks you would prefer to play. For each
places do you wish you could go to right now? What do verse, tell groups to chant their verse while everyone does
you wish you could do there? the actions together.
•• Tell students to discuss in pairs. Then invite students to share •• Value: Enjoy the world Say The value of this lesson is Enjoy
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their ideas with the class. the world. What are some ways we can enjoy the world?
Listen to students’ responses. Then ask Do we have to go to
1
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exciting places to enjoy the world? How can we enjoy the
•• Ask Do you enjoy swimming in the sea? Has anyone ever world in [city/town]? Listen to students’ answers. If needed,
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been scuba diving or snorkelling? If students answer yes, prompt with ideas such as hanging out with friends, going
ask Did you enjoy it? How did you feel? What did you see? to a park or a museum and spending time with our families.
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Listen to students’ responses. For additional practice, tell students to do Lesson 6 in the
Workbook in class or for homework.
Focus their attention on the photo. Ask Where’s the boy?
What’s he doing? How do you think he feels? Why? What
c Optional Activity
hi
do you think he can see? Would you like to try this? Do you •• Organize students into small groups. Ask them to write a
wish you could do this today? Listen to students’ answers. four-line verse for the chant. Tell them to think about things
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they wish for and how it would make them feel.

•• Play TR: 91. As students listen, tell them to read the chant
and repeat each line. •• To help with rhyming words, ask students to think of a word
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that describes a place (for example, fun) and a word that

•• Focus students’ attention on the glossary below the chant.
rhymes with it (for example, sun).
Make sure they understand the meanings of check in,
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check out and any other unknown vocabulary. For example, •• Tell groups to think of actions for their new verses. Then ask
ask What do you have to do when you arrive at a hotel? groups to perform their verses for the class.
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(check in) What do you have to do when you leave a hotel

at the end of your holiday? (check out) Wrap Up
•• Extra Support Before playing TR: 91, read each line of the •• Ask Which of the places in the chant would you like to go
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chant aloud and tell students to practise repeating each to the most? Which of the things in the chant would you
line. Clarify vocabulary and pronunciation if necessary. like to do? How would you feel if you were doing them?
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2 •• Ask What else can we do at these places? Encourage

students to say sentences with their other activities, similar
at
•• Divide the class into four groups. Assign a verse to each

group. Tell groups to work together to plan the actions for to the structure in the chant. For example: I wish I was at
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their verse. Model this by acting out opening a big beach the beach. Then I could swim in the sea. Listen to several
umbrella for the first line. Then act out writing on your hand, students’ ideas.
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 Additional Practice: Workbook p. 99, Online Practice
represent the negative. Walk around and help with ideas as
needed.
•• 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.

SO
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6 Writing
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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
In this lesson, students will: check the first adjective with the suffix -able in the reviews.
•• read holiday reviews. (unreasonable) Write unreasonable on the board and
•• practise using the suffix -able. underline able. Ask students to find four more adjectives
•• identify and use positive and negative adjectives and with the suffix -able in the text.
expressions. •• Go over answers as a class. You can do this by asking
•• write a holiday review. students to write them on the board. Explain the meaning of
Resources: Classroom Presentation Tool, Workbook p. 98, any unknown words. Clarify the different parts of speech.
Online Practice •• Focus student’s attention on part b. Read the instructions
Materials: sheets of paper cut vertically to make two long aloud. Tell students to work individually to write their
strips of paper sentences. Walk around and offer help if necessary.
•• Invite volunteers to read their sentences aloud or write them
on the board.
Warm Up 4
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Draw their attention to the photo. Ask What can you see •• Ask students to write a holiday review. Read the instructions
in the photo? Would you like this kind of holiday? Listen aloud. Ask students to think about a place they have stayed
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to several students’ answers. Say Today we’re going to talk on holiday or imagine a place. Tell them to make notes
and write about holidays. of adjectives or expressions they want to use to describe
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the place.
•• Write the following questions on the board: Where did you
go on your last holiday? Where did you stay? Did you enjoy •• Ask students to write their reviews. Tell them to use the
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it? Why or why not? reviews in Exercise 1 as models.
•• Put students into pairs and give them a few minutes to •• You could assign the writing activity for homework. If you
discuss the questions on the board. Then invite them to do it in class, include a peer-editing stage after the first
share their answers with the class.
c draft. Tell students to swap their reviews with a partner.
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Tell them to check if their partner included positive and
1 negative adjectives and expressions, reasons and advice
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for someone who might stay at the place.

•• Put students into pairs. Tell them to read the review and
•• Tell students to return their work. Tell them to write a second
discuss the questions. Then invite students to share their
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draft, incorporating the suggested changes.

ideas with the class.
•• Extra Challenge Tell students to try to include three phrasal
•• For question 2, explain that not everyone likes the same kind
eo
verbs from Lesson 4 in their reviews.

of holidays, so people have different opinions.
2 Optional Activity
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•• Tell students to imagine that they are the owners of the

•• Read the instructions aloud. Go through the information in
places in Exercise 1. Ask How would you feel if you were
the grey box with students.
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the owner and you read these reviews?

•• Tell students to do step 1. Start by doing an example as a
•• Put students into groups. Tell them to choose one of the
class. Ask students to find the word luxurious in the text. Then
reviews from Exercise 1 and write a response. Walk around
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ask Is luxurious a positive or negative adjective? (positive)

and monitor. Offer help with ideas and vocabulary if
Tell students to circle luxurious in green. Now ask students
necessary. Then invite groups to share their responses with
at
to find the word horrible in the text. Then ask Is horrible a

the class.
positive or negative adjective? (negative) Tell students
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to circle horrible in red. Now say Circle all the positive

adjectives in green and all the negative adjectives in red.
Wrap Up
Tell students to complete the activity individually. Then ask •• Tell students to ‘publish’ their holiday reviews from Exercise 4
them to compare answers in pairs before going over them by displaying them around the classroom. Alternatively, they
as a class. could read them aloud to the class.
•• For step 2, ask What advice do the writers give? Read
and underline the advice. Tell students to complete step 2 Additional Practice: Workbook p. 98, Online Practice
individually. Tell them to compare answers in pairs. Then go
•• 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?

S
ES O
Writing A holiday review 6
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1 Read the holiday reviews. Answer the 2 Read the information in the box. Then
questions. look at the holiday reviews and do
1 Which place would you prefer to go to and why? steps 1 and 2.
2 Why do you think the reviews are so different?
When we write a holiday review, we:
Treetops Hotel • use positive or negative adjectives and

★ ★ ★ ★ ★ This place is very luxurious! The food expressions to describe the place and
is delicious and there are fantastic views. It’s a our experience.
place where you can really relax, so don’t bring • give reasons and examples.
your phone. We fell asleep listening to the sound • offer advice and say whether or not we
of creatures in the jungle. It was wonderful! We would recommend the place.
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spent two happy weeks here last month and we’ll
definitely go back! ✓ 1 Circle the negative adjectives and
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★ ★ Horrible! The cost was unreasonable and all expressions in red and the positive
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we could see were trees! We couldn’t get to sleep adjectives and expressions in green.
because of the noisy creatures. The beds were 2 Underline the advice the review
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✓ writers give.
very uncomfortable. We hardly slept at all. The
restaurant was too expensive. We won’t go back!
3
c Writing skill The suffix -able
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Sunny Beach Campsite a Read the information in the box. Then
★ ★ ★ It’s a friendly place with good, clean look at the holiday reviews and tick (✓)
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✓
showers. The cost is reasonable. The café serves the adjectives that end in -able.
delicious pizza and chips. It’s not a luxurious hotel,
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A suffix is something that goes at the

but if you bring something to sleep on, you’ll be
end of a word and changes its meaning.
eo
✓comfortable. You should bring games as it often

If we add the suffix -able to some nouns
rains and there’s no internet. We’re looking forward
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or verbs, it changes them to adjectives,

to going back next year. ✓ for example:
★ The conditions at this place are unacceptable.
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As soon as we checked in, we wanted to check comfort comfortable

out. The showers were dirty and didn’t work. The reason reasonable
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café sold only pizza and chips. There was nothing accept acceptable
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to do because it rained non-stop. We wish we’d use usable

stayed at home! believe believable
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b Choose three of the adjectives from

Exercise 3a with the -able suffix and
write a sentence for each one.
4 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.
a tourist
campsite
SO
ES
7 N
Video
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1 Watch the video. Match the countries (1–3)

with the places (A–D). Video 15
1 the US 2 South Africa 3 Vietnam
3 A Ha Long Bay 1 B The Grand Canyon 2 C Kruger National Park
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3 D The Cai Rang Floating Markets
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ABOUT THE PHOTO
The video includes four children talking
c
hi
about places of interest in their own
countries. One of the girls, Jessica, talks
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about the Cai Tang Floating Markets. These

markets are in Cai Tho City in the south of
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Vietnam. People sell fruit and vegetables

from small boats at the markets.
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2 Watch the video again. Match the places (1–4) with the information (A–I). Video 15
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1 Ha Long Bay D G I
2 The Cai Rang Floating Markets A E

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3 The Grand Canyon B F

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4 Kruger National Park C H

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A People sell fruits and vegetables there. F It’s one of the seven wonders of the
B It’s more than 440 kilometres long. 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.

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
Fascinating places
ES
SO Game
Game3
7 Video
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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.
•• Extra Support Play Video 15 again and pause after each
•• watch a video about interesting places around the world.
child has finished speaking.
•• match countries with places.
•• match information with places. 3
•• discuss the places in the video and interesting places in •• Ask students to discuss the questions in small groups.
their own countries.
•• For question 1, tell them to refer to the activities in Exercise 2,
Resources: Video 15, Classroom Presentation Tool, Online to discuss which places they would like to visit and why.
Practice
•• For question 2, tell students to brainstorm what else they
End-of-unit resources: Anthology Story 6, Anthology would like to know about each place. Then ask them to
teaching notes p. 141, Worksheet 6.12, Unit 12 Test, Units share answers with the class.
7–12 Tests, Units 1–12 Tests, Workbook: Cambridge English
•• For question 3, tell students to talk about interesting places
Qualifications: A2 Flyers, ExamView Assessment Suite
in their own country and what people can see and do at
Materials: a world map these places.
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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
Warm Up him/her about the place he/she talked about. Ask students
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•• Ask What are some of the fascinating and special places to share their questions with the class.
we’ve learnt about in this unit? Write students’ responses on
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the board. Optional Activity
•• Ask What can you remember about these places? What
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•• Play Video 15 again. Ask students to write down the
makes them interesting or special? Listen to students’ interviewer’s questions. Pause the video with each question
answers. Say We’re going to learn about some other on the screen, to allow students time to write them. Tell
interesting places in this lesson. students to think about answers to these questions for a
c place of interest in their own country.
hi
Focus their attention on the main photo. Ask some general •• In pairs, tell students to plan and practise an interview
ap
questions about the photo. For example, say Look at the about one of their places of interest. Tell pairs to perform
big photo. What can you see? What are the people doing? their role-plays for the class.
Do you think this looks like an interesting place? Listen to
gr
students’ answers. Wrap Up

•• Write the places from the video on the board:
1
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Ha Long Bay
•• Write South Africa, Vietnam and the US on the board. The Grand Canyon
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Ask volunteers to locate these countries on a world map. Kruger National Park
Prompt if necessary. Say We’re going to watch a video. The Cai Rang Floating Markets.
Four children are going to talk about special places in •• Ask students to close their books. Ask students what they
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these three countries. Ask What do you know about these can remember about each of the places from the video.
countries? Listen to students’ responses. Listen to students’ responses.
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•• Focus students’ attention on the main photo and the three •• Alternatively, ask students to work in small groups to write
smaller photos. Ask Where do you think these places are? a list of facts they remember about each place. Then ask
at
Listen to their answers. Read the instructions aloud. Clarify groups to share their lists with the class. To make it a game,
that there are four places, but only three countries, so they give groups a point for each fact. The group with the most
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will write one of the numbers twice. points wins.

•• Play Video 15. Tell students to watch and match the places
with the countries. Additional Practice: Anthology Story 6, Worksheet 6.12,
Online Practice
Resource Website.
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.

Game 3

•• play a game to review the content from Units 9–12. •• Read the instructions aloud. Refer to one of the items from
•• collaborate to answer questions. the quiz as an example. Say You can choose any unit from
Resources: Classroom Presentation Tool, Workbook p. 100 9 to 12. Also, remember to write down the page number so
we can check.
•• Tell groups to look through their books and write their
Warm Up questions, answer choices and the page number from
•• Write on the board: Unit 9: Exploring the world, Unit 10: Great the Student’s Book that has the correct information. Walk
museums, Unit 11: Very mysterious! and Unit 12: Fascinating around and monitor. Make sure everyone is participating.
places. Say These are the titles of the last four units. Hold Offer help if necessary.
up the Unit opener section of each unit of the Student’s •• Ask a volunteer from each group to write their questions
Book as you read the title. You can also flip to a few of the and answer choices on the board. Then tell groups to
main photos in each of the units, for example in Lesson 1 answer each other’s questions. Tell students to number the
(Vocabulary), Lesson 3 (Reading), Lesson 5 (Chant) and questions so you can refer to them. Tell students to discuss
Lesson 7 (Video) to help students remember some of the the questions in their groups and agree on an answer
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topics in each unit. Put students into groups. Tell them to for each.
keep their books closed. Ask them to write down one or two •• Once students have answered all of the questions, tell them
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facts they remember from each unit. to check their answers in the Student’s Book.
•• Ask groups to share their facts with the class. •• Tell groups to report on how many questions they got
ar
correct.
1 •• Extra Challenge Tell students to close their books. Tell
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•• Ask students to work in groups of three or four. them to work in groups to see how many facts they can
•• Ask students to open their books to p. 125. Ask What can remember from the quiz. Tell them to make notes. Allow for
you see in the photos? (Ed Stafford, geese migrating and some brainstorming time. Then ask groups to confirm their
Crazy House in Vietnam) Say You’re going to complete a
c notes by looking at p. 125 of the Student’s Book.
hi
quiz. You’ve got ten minutes. Work together and choose the
correct answers. Optional Activity
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•• Go over the questions. Review and clarify vocabulary if •• Tell students to look at the questions from the quiz again.
necessary. Ask them to choose the topic from the quiz they found most
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interesting. Say You’ve got two minutes to go to that lesson

•• Tell groups to complete the quiz. Tell them not to look back
in the Student’s Book and try to remember as much as you
at the units for the answers as they complete the quiz.
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can about the topic.

Reassure them that they will have a chance to check their
answers later. •• Put students into pairs. Tell them to tell each other which
topics they chose and what other interesting facts they
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•• Extra Support Before playing the game, give students three

remember about the topic.
minutes to look back through Units 9–12. Tell them to review
and remember as much as they can.
Wrap Up
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2 •• Ask students what they learnt from the game and what
else they can remember about the units. Ask some of the
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•• When the time is up, or when all of the groups have finished,
following questions: What else can you remember about Ed
read the instructions aloud. Tell students to work together
Stafford’s journey? What museums did you learn about in
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to find the answers and calculate their points. Walk around

Unit 10? What can visitors do at the Cupnoodles Museum?
and monitor. Offer help if necessary.
Who is Sherlock Holmes? What other mysteries did you
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•• Ask each group to say how many points they scored. Then learn about in Unit 11? Invite students to share their answers
declare the winning group(s). and ideas.
•• If you have a tie, use these extra questions to try to
determine a clear winner: Additional Practice: Workbook p. 100
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)
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 UNIT 12 GAME 3

Game
Game3
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 .

✔ discovered a new supernova
walked along the Amazon 3 A little boy in England found a
found the tooth of a mastodon real gold coin in .
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a backpack
a garden
4 L’Oceanografic in Valencia is .
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✔ a toy box
a huge 3D cinema
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an amazing science museum
5 You can sleep under a blue whale in . ✔ the biggest aquarium in Europe
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✔ The Natural History Museum in London
The Museum of Modern Art in São Paulo
The Natural History Museum in Grenoble
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6 The Cupnoodles
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Museum is in .
Valencia, Spain
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✔ Osaka, Japan
Dalat, Vietnam
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7 Birds migrate in to warmer places to build their nests.

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✔ winter
spring
8 Sherlock Holmes was asked to find out
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autumn why .
a man was floating in the sky
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✔ a woman had died in her bedroom

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some cars and a van had been lifted

9 The famous photo by Frans into the air
Lanting shows .
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✔ trees in the desert

the sky at sunset 10 ‘Kangaroo Room’, ‘Bear Room’, ‘Tiger Room’
mountains at sunrise and ‘Ant Room’ are all rooms in a hotel in .
Peru
✔ Vietnam
Zanzibar/Tanzania
2 Check your answers. Give one point for 3 In your group, write two more questions
each correct answer. Share your results for the rest of the class. Give the correct
with the class. The group with the most answer, as well as two false answers.
points wins. Check your facts!
SAMPLE COPY, NOT FOR DISTRIBUTION GAME 3 125

Fascinating facts about
the first emperor of China
Fact 1: He had an enormous collection of life-size Fact 3: He built the Great Wall of China.
soldiers made of clay.
Well, that’s not quite true as he didn’t build it with
China’s first Emperor, Qin Shi Huang, was frightened his own hands. Also, there were already some
of dying, so he asked his people to make eight shorter walls before Qin Shi Huang’s time. Qin Shi
thousand clay soldiers, to look after him after he Huang asked nearly one million soldiers and other
died. Two thousand years later, a group of farmers
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people to connect the old walls and to add new
were looking for somewhere to dig for water parts to make the first Great Wall. He wanted to
when they found the head of one of the soldiers.
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make China powerful and to protect it from the
They must have had a big surprise! If the farmers countries on the other side. In Qin Shi Huang’s time,
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hadn’t looked for water in that place, maybe the the wall was five thousand kilometres long.
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soldiers would still be underground. They’re now in
Now, the Great Wall is over twenty-one thousand
a famous museum and are one of China’s most
kilometres long and over fifty million visitors come
important tourist attractions.
c to see it or walk along it – or some of it – every year.
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Fact 2: No one knows what happened to Can you imagine how long it would take to walk
his doctor.
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all the way along it? People used to think that it

Emperor Qin Shi Huang wanted to live forever, so was possible to see the Great Wall from space, but
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he asked one of his doctors to find out how he astronauts have now reported that this isn’t true.
could do this. The doctor, whose name was Xu Fu, Some people have suggested that there should be
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thought he would find the answer on some islands very bright lights along the wall, so that it could be
seen from space.
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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
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Fu didn’t return. What happened to him? No one

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ever found out. His disappearance is a mystery

which has never been solved. Some people think
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he reached Japan and became the first emperor

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there. We’ll probably never know for sure.
126 UNIT 12
READING EXTRA 3
Reading extra 3

•• read a text about the first emperor of China. •• Listen and Read Go through the questions. Review the
•• answer questions about the text. reading strategy scanning. Tell students to read the text
•• speculate about people and events in the text. again and answer the questions. Encourage them to
•• retell some of the facts about the text. underline the part of the text where they found the answer.
Resources: Audio Track 95, Classroom Presentation Tool, •• Tell students to compare answers in pairs. Then go over
Workbook p. 101, Workbook Audio Tracks 36–37, Online answers as a class.
Practice •• 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
ABOUT THE PHOTO take turns asking their questions to the class.
The photo shows the Great Wall of China. The part of the
•• Listen Only To do this as a listening-only activity, go over the
wall built by Qin Shi Huang is particularly famous, but very
questions and clarify any unknown vocabulary. Tell them
little of the wall actually remains. The majority of what is
to circle the key words in each question, for example: clay
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currently the Great Wall was built during the Ming dynasty.
soldiers to look after him in question 1 and farmers doing in
Today, it is a very popular tourist attraction in China. It was
question 2. Play TR: 95. Tell students to say Stop when they
listed as a World Heritage Site by UNESCO in 1987. It is over
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hear the key information. Pause the recording to allow them
21,000 kilometres long.
time to write their answers. Tell students to check answers in
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•• Extra Support Play TR: 95 again. Ask students to complete
Warm Up
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Exercise 3 in small groups.
•• Use the Photo Tell students to open their books to p. 126.
Focus their attention on the photo. Ask Have you heard 4
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of the Great Wall of China? What do you know about it?
Would you like to visit it? Listen to several students’ answers. •• Put students into groups of three. Assign each student in
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the group a number from 1–3. Tell Student 1 to talk about
1 Fact 1, Student 2 about Fact 2 and Student 3 about Fact
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3. Say Read the information about your fact in the text.

•• Say One of the things China is famous for is the Great Wall. Encourage students to write notes to help them remember
What else do you know about China? Listen to several
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the most important information about their facts.

students’ answers. Then ask What other things is China
•• Tell students to work individually to read about their facts
famous for? Listen to several students’ answers.
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and make notes.

2 •• When everyone is ready, ask them to close their books. Tell
students to take turns telling their group about their fact.
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•• Read and Listen Ask students to read the title of the text
Encourage them to use their notes to help them.
and the headings of each of the paragraphs. Clarify the
meaning of any new words, if necessary. Then say You’re •• Extra Support Allow students to keep their books open to
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going to listen to and read the text. You need to listen and glance at it while retelling their fact, but encourage them
decide which of these three facts is the most interesting. not to just read directly from the text.
5
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Play TR: 95. Tell students to listen and read.

•• Review the reading strategy responding to the text by
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asking Which fact do you think is most interesting and •• Read the instructions aloud. Then do item 1 as a class. Ask
why? Ask students to discuss the question in pairs. Then tell if the answer is in the reading text. Ask Why can A be true?
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them to share their answers and reasons with the class. Elicit answers from the class. Repeat for B and C.
•• Listen Only To do this as a listening-only activity, play TR: 95 •• Explain that for this activity, there are no right and wrong
and tell students to listen. Review the listening strategy answers; however, they will need to give reasons for their
visualizing by asking What can you see? What can you answers.
hear? What can you feel as you listen? Then tell them to •• Tell students to complete the activity individually. Tell them to
discuss which of the facts they think is most interesting compare answers in pairs. Then go over answers as a class.
and why.
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

Reading extra 3
•• In pairs, tell students to decide on and write their questions. Review 6: Units 11–12
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 •• review grammar and vocabulary from Units 11 and 12.
the emperor would have answered the questions. Say Resources: Classroom Presentation Tool, Workbook pp.
Remember, we don’t know what he would’ve said. So, we 102–103, Online Practice
can have some fun. Listen to students’ answers. Materials: pieces of paper with the following words written
on them: GPS, migrate, position, smell, horror, imagine,
Optional Activity 2 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 Warm Up
ask and answer questions about the fact you chose. •• Prepare pieces of paper with words written on them (one
•• Allow time for students to write questions for the ‘expert’ word for each piece of paper – see Materials above).
and to prepare how they will role-play the TV interview. Walk Depending on the size of your class, you may need to have
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around and assist as needed. two or more pieces of paper with the same word so that
•• Ask students to perform their interviews for the class. each student gets a word. Make sure that pairs haven’t got
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the same word.
Optional Activity 3 •• Say I’m going to give you a word. You have to explain that
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•• Tell students to work in small groups. Ask What do you think word to your partner. Your partner must guess the word.
happened to the emperor’s doctor? Do you think he was •• Hand out a word to each student. In pairs, tell them to
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eaten by a sea monster or did something else happen describe their words. Monitor and help as needed.
to him? Tell students to write a story about what they think •• Tell students to swap words with their partner and then
happened to the emperor’s doctor. Encourage them to use find a new partner. Tell students to describe their new word
their imagination. Tell them that there is no correct answer.
c to their new partner and then swap their pieces of paper.
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•• Ask groups to share their stories with the class. Repeat two or three times.
1
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Wrap Up
•• Say We’re going to review the numbers in the text. I’ll say •• Ask students to open their books to p. 128. Read the
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a statement and you need to say whether it’s true or false. instructions aloud. Say There are six spaces and eight
Use the following statements for the activity: words, so there are two words you won’t use.
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Farmers discovered the soldiers three thousand years •• Tell students to complete the activity individually. Tell them to
after they were made. (F – The clay soldiers were compare answers in pairs. Then go over answers as a class.
discovered 2,000 years after they were made.)
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•• Extra Challenge Tell students to write their own ‘fill-in-

There are eight hundred clay soldiers. (F – 8,000) the-gap’ sentences with the words from Exercise 1. Tell
Nearly one million soldiers helped to connect the walls them to swap papers with a partner. Tell them to try to
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to make the Great Wall. (T) complete their partner’s sentences with the correct words.
The Great Wall is two thousand kilometres long. Walk around and monitor. Check for correct usage and
grammatical accuracy in students’ sentences.
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(F – over 21,000)
More than fifty million people visit the Great Wall every
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year. (T)
•• Organize students into groups. Ask them to write one true or •• Read the instructions aloud. Do the first item as a class. Point
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false statement about the text. It doesn’t have to include a out the verb form shift and the use of asked. Ask Why don’t
number. we use told or said? (because it is not a command or a
statement)
•• Ask groups to read their statements to the class. Tell the
class to decide whether each statement is true or false. •• Tell students to complete the sentences individually. Walk
around and monitor. Offer help if necessary. Tell students to
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.
127a READING EXTRA 3

Reading extra 3
1 What do you know about China? What’s it famous
for?
2 Listen and read. Which fact do you think is the most

fascinating and why? TR: 95
3 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.
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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him.
4 Where do some people think Xu Fu went when the
emperor sent him back again? Japan
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over twenty-one thousand
5 How long is the Great Wall now? kilometres long
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6 What have astronauts reported about the Great Wall?
It cannot be seen from space.
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4 Work in groups of three. Each student explains one
of the facts from the reading text to the rest of the
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group.
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5 Circle your answer (A, B or C). Then work with a
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partner and compare your answers.

1 What do you think would have happened if the farmers
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had not found the head of one of the soldiers?

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A The soldiers would all still be hidden underground.

B Wild animals would have dug up the soldiers.
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C The soldiers would have been discovered when new

towns were being built.
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2 What do you think happened to Xu Fu?

A He was eaten by a sea monster.
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B He became the first Emperor of Japan.

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C He died in China.
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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

1 Complete the sentences with the words from the box. There are two words you
don’t need.
ordinary recognize sight smell solve successful sunrise sunset
1 Were you able to solve the puzzle? It’s very difficult.

2 The Northern Lights are a beautiful sight . Have you ever seen them?
3 I didn’t recognize you with your new haircut.
4 Good photographers can make ordinary things like houses and trees look
amazing.
5 The sun comes up at sunrise and goes down at sunset .
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2 Rewrite the direct speech as reported speech.
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1 The girl: ‘Where have the birds gone?’ The girl asked where the birds had gone.
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
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put the bags on the table.
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.
5 The hotel manager to the guests: ‘Why are you leaving early?’
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The hotel manager asked the guests why they were leaving early.
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3 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.

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S EA RCH AND
RESCUE

REVIEW 6: Units 11–12
•• Ask students to complete the sentences.

3 •• Allow students time to look through the units and select
what they most enjoyed. Ask students to share their answers
Task Guidance Notes in groups or with the class.
Flyers Speaking Part 4 Students are shown a series of five
pictures with a title and main character names given. The
Additional Practice: Workbook pp. 102–103, Online
examiner tells the story in the first picture and students
Practice
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. Workbook Review 6, Activity 4
Challenges Students worry that they may not understand
the story, but they only need to say a few words about Task Guidance Notes
each picture; it does not need to be a complete narrative. Flyers Speaking Part 2 Students have to identify six
However, it is important that their responses properly reflect differences between two similar pictures. The examiner
each picture. They need to be able to use present and makes statements about his/her picture and the student
past tenses confidently, as well as modals. Students may must identify differences by looking at his/her own picture.
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worry about how correct their language is, as they need to This part is testing understanding statements and the
talk for an extended period. Point out that they should refer ability to give short descriptive responses.
to the characters and objects in the picture that they can Challenges Students may worry because they first need
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see, and this will help them to ‘ground’ their story; in other to understand the examiner’s statement before they can
words, they do not have to invent anything. Encourage
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identify a difference. Tell students that they need to scan
them to take their time and not rush the ending. their picture to identify words for objects and people in
the picture so they can process what they hear quickly.
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•• Can tell short, simple stories using pictures The differences will focus on colour, size, number, position,
shape and activities.
•• Ask students to look at the pictures and read the speech
c Performance Descriptors
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bubble for Picture 1. Ask Where’s the family staying? (in the •• Can understand simple spoken descriptions of objects
jungle) How does the family get to the treehouse? (on a and people
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bridge) •• Can give simple descriptions of objects, pictures

•• In the same pairs, ask students to think of the actions and actions
and feelings in each of the Pictures 2–5. Monitor. Go over
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answers with the class. You could write some words on the •• Assign half the class picture A and half the class picture B.
board, for example: Picture 2 – sunset and happy. Ask them to cover the picture that is NOT theirs.
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•• Collaborate Ask each pair to work together to orally finish •• Collaborate Put students into small groups, within their A or
the story. Ask them to make sure they say at least one B picture group. Ask them to discuss all the different things
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sentence for each picture. Remind them that they must they can see their boy is wishing for. Monitor and help. Tell
only talk about things/events they can see in the pictures. them to help each other to say complete sentences.
Monitor and help. •• Now put students into A and B pairs. Emphasize that they
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•• Focus on one aspect of the assessment. Listen and make must not see each other’s pictures. Ask them to take turns
notes of any problems. Don’t interrupt the flow of the activity. describing what they can see in their picture. Instruct their
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Then go back over any issues with the class after the partners to say if something is different. Point out that there
activity. are six differences. Monitor.
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Assess: (vocabulary and) grammar •• Focus on one aspect of the assessment. Listen and make
notes of any problems. Don’t interrupt the flow of the activity.
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Excellent uses some simple structures correctly; makes a

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
•• Talk to the class about any grammar points, especially
Satisfactory mostly intelligible; some sounds unclear;
when they need to connect ideas.
performance limited control of word stress
•• Second Chance Ask pairs to work with another pair to
improve their story and create a final version. This allows •• Second Chance Ask students, in their pairs, to check their
them to build their confidence. Monitor. Ask each group to differences by looking together at their pictures. Then ask
share their story orally with the class. them to cover their pictures once more. Tell them to repeat
the activity to practise the differences again. You could
Wrap Up make this a competition to see who finishes first. You could
•• Write on the board: give points for complete sentences. Then ask them to write
the sentences.
What I liked best in Unit 11 was …
What I liked best in Unit 12 was …

One more look

Optional Activity
•• Tell students to do a role-play between an interviewer and
•• talk about some of the National Geographic Explorers,
one of the National Geographic Explorers, Adventurers or
Adventurers and photographers they have learnt about
photographers from Exercise 1. Put students into pairs and
in the Student’s Book.
say You’re going to role-play a TV interview with one of the
•• prepare interview questions for one of the people in this people from this lesson. One of you will be the interviewer
lesson. and one of you will be the National Geographic Explorer,
•• discuss something useful they could do during their Adventurer or photographer.
summer holiday. •• Tell pairs to choose one of the people from Exercise 1 and
Resources: Classroom Presentation Tool 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?
Warm Up When they answer, ask Who’s going to be [Steve Winter]
•• Ask Can you remember any of the people we learnt about and who’s going to be the interviewer?
in the Student’s Book? Elicit some of their names. Write them •• Then tell them to work together to write interview questions
and answers. Tell them they can use some of their questions
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on the board.
•• Point to each name on the board. Ask what each person from Exercise 2, but they should also include some new
did or what his/her job is. Listen to students’ answers. ones. For the answers, say What do you know about the
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•• Extra Support If students have difficulty recalling names, person you chose for your interview? How do you think he
prompt them by writing the following names on the board. or she would answer your interview questions?
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Then ask them to say what the person’s job is. Also supply a •• Tell pairs to prepare and practise their role-plays. Walk
clue (in brackets below) if needed. around and monitor, offering help if necessary.
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•• When everyone is ready, invite pairs to role-play their TV
Frans Lanting (camera) interviews for the class.
David Mearns (underwater)
Asher Jay (bottle) 3
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•• Read the instructions aloud. Tell students to read the speech
bubble and the three questions. Ask them to match the
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1 sentences in the speech bubble to the questions.

•• Ask students to open their books to p. 129. Focus their •• Ask What things, animals, people or places need help?
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attention on the photos of the National Geographic For example, some old people might need help. Some sea
Explorers, Adventurers and photographers. creatures might need help. Who or what else might need
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•• Put students into pairs. Ask What can you remember about help? Listen to students’ ideas. Write them on the board.
each of these people? Ask them not to look back in their •• Tell students to brainstorm ideas individually. Tell them they
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books yet. Give students a few minutes to discuss their can use the ideas on the board.
ideas. Then tell them to check their answers in their books. •• Tell students to share ideas in pairs. Tell partners to help with
•• Invite students to talk about the people in the photos. Then new ideas and offer suggestions.
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ask Which person do you admire most and why? Listen to •• Invite students to share their ideas with the class.
several students’ answers.
•• Ask Why is it important to help? And how do you feel when
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2 you help others? Ask students to discuss the question

in pairs. Then invite students to share their answers with
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•• Read the instructions aloud. Then ask students to work the class.

individually to write down their four questions.
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•• Organize students into small groups. Try to arrange students Wrap Up

so that each student has interview questions for a different •• Put students into groups. Ask them to think about the
National Geographic Explorer, Adventurer or photographer people they named in the Warm Up and Exercise 1. Ask
from Exercise 1. What helpful things do they do? How do they help people,
•• Tell students to take turns sharing their interview questions animals or the environment? Give them a few minutes to
with their groups. Walk around and monitor. Offer help if discuss their ideas. Then ask groups to share their ideas with
necessary. the class.
•• Invite students to share their questions with the class. •• For homework, you could ask students to do research on
•• Extra Challenge Ask students to write questions for two the two people that they admire most from the lesson and
of the National Geographic Explorers, Adventurers or find out more about how they help people, animals and/
photographers in Exercise 1. or the environment. Tell them to write at least four sentences
about each person.
129a ONE MORE LOOK

One more look
1 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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Shabana Basij-Rasikh Asher Jay Douglas Krause
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Jónína Herdís Ólafsdóttir Steve Winter Ed Stafford

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2
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Choose one of the people from Exercise 1 and imagine you

are going to interview him/her. Write four questions.
3 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.
1 What could you do? I could help clean up the beach with my friends.
We could collect the plastic bottles and other rubbish.
2 Why would you do it?
It would help the environment and it would make the
3 How would it help? beach look better.
ONE MORE LOOK 129

The Lopburi Monkey Festival
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
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fruit, salad and rice – and of course lots of monkeys. It’s a very
unusual festival that people and monkeys enjoy together.
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Monkeys in Lopburi,
Thailand
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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.
130 BONUS SCHOOL TRIP

BONUS School trip

•• read and discuss a text about the Lopburi Monkey •• Play Video 16 once. Tell students to watch the video the
Festival. whole way through and enjoy it.
•• identify whether sentences about the video are true or •• Go over the instructions. Invite volunteers to read the
false and correct the false sentences. sentences aloud. Encourage students to write T or F in
•• watch and respond to a video about the Lopburi pencil next to each sentence; however, reassure them that
Monkey Festival. they will have time to watch the video again and check
•• research and plan a presentation about a festival. their answers.
Resources: Video 16, Classroom Presentation Tool, •• Play Video 16 again. Tell students to check their answers in
Workbook p. 104, Online Practice pairs and correct the false sentences. Then go over answers
Materials: a world map as a class.
•• Extra Support Play Video 16 again. Pause the video after
the information for each true/false statement is given.
Warm Up Video 16 script:
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•• Ask What do you know about monkeys? Where do they Narrator: Every year in Lopburi, a small city in Thailand, an
live? What do they eat? Ask students to discuss in pairs. unusual festival takes place. The most important guests
Then ask students to share their answers with the class. at this festival are not people but monkeys! Thai people
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•• Ask What words can we use to describe monkeys? Listen to believe that in the past a monkey, called Hanuman, helped
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students’ answers. Ask why they chose these words. them.
Woman: We believe that Hanuman never die. So, he is the
Introduce the Topic
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symbol of prosperity and good luck.
•• Say We’re going to watch a video and read about a Narrator: So, every year in November, you can see monkeys
monkey festival in Thailand. What do you think the festival and people enjoying the festival together. The people of
celebrates? How do you think people celebrate the
monkey festival? What do you think people do at the
c Lopburi bring food for the monkeys and put it on tables. In
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front of one old building, they build a large pyramid and
monkey festival? Write the questions on the board for decorate it with different kinds of fruit.
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students to refer to.
Narrator: There are monkeys everywhere – real monkeys,
•• Ask students to discuss their ideas in small groups. Then ask
people in monkey costumes and monkey statues. Even the
groups to share their ideas with the class.
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statues get food and water. The festival has lots of visitors.
1 They come to Lopburi by train and car. One man even
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arrives by parachute. The first reason for the festival is to

•• Use the Photo Ask students to open their books to p. 130. bring food to the monkeys.
Focus their attention on the photo. Ask them to describe
Man: Second is for the tourists. Every year a lot of people,
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what they can see. Ask Why do you think there’s so

many people come to Lopburi to see the monkey party.
much fruit? What are the monkeys doing? Do you think
the people are afraid of the monkeys? Listen to several Narrator: But visitors have to be careful, because the
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students’ answers. monkeys are naughty.

•• Read the instructions aloud. Then ask students to read Woman: You never get them to sit still – that’s for sure.
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the text. Tourist: I was kneeling down, taking a picture of a monkey,

•• Read the three discussion questions aloud. For question 1, and all of a sudden a monkey swiped my sunglasses off.
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tell students to work individually to find and underline the Narrator: Because the monkeys are so naughty, Thai people
parts of the text that answer the question. Tell students to can’t always be kind to them. Sometimes they have to scare
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compare answers in pairs. Go over answers as a class. them away. Monkeys aren’t dangerous, but sometimes they
•• For question 2, encourage students to think of as many do dangerous things, like playing with electrical wires. But
reasons as possible why this festival is so popular. Tell them most of the time, people are friendly to monkeys, and the
to discuss their ideas in pairs. Then ask them to share their monkeys are friendly to them, and visitors love it too.
ideas with the class. Woman: When people come to visit here, you can see the
•• For question 3, ask What would you like to learn about the smile on their face.
monkey festival? Listen to several students’ ideas. 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

BONUS School trip
3 4 Project
•• Read the instructions and the discussion questions aloud. •• Direct students’ attention to the blue project box on p. 131.
For question 1, tell students to discuss it in pairs. Then ask Read the instructions aloud.
them to share their answers with the class. •• If necessary, give a few examples of festivals that celebrate
•• For question 2, tell students to brainstorm places in pairs. If animals. Here are a few examples:
necessary, prompt students with some examples, such as The second day of Tihar Festival in Nepal celebrates
monkeys in Gibraltar or ravens in London. animals.
•• Ask pairs to share their answers with the class. The Surin Elephant Round-Up in Thailand celebrates the
•• Extra Challenge Tell students to close their books and write strength of elephants.
two sentences about Lopburi and/or the monkey festival. The Woolly Worm Festival in Banner Elk, North Carolina in
Write LOPBURI on the board so students can refer to the the US, celebrates woolly worms and the coming of the
spelling if necessary as they write their sentences. Invite snow season.
students to share their sentences with the class by reading •• Tell students to use the four questions in the blue box to
them aloud or writing them on the board. help them organize the information for their presentations.
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If you have internet access in your classroom, you can ask
Optional Activity 1 students to do some research online.
•• Tell students to write a diary entry of a visitor to the Lopburi •• Invite groups to present their festivals to the class.
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Monkey Festival. Say Imagine that you’re a visitor to Lopburi
•• If class time is limited, you may want to assign the project as
during the festival and you write in your diary about
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homework and allow time for only the presentations in class.
your day.
•• Put students into pairs. Tell them to take turns reading their Wrap Up
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diary entries aloud.
•• In pairs, ask students to write two or three questions about
•• When everyone has finished, invite volunteers to share their the text and/or the video for their classmates to answer. Tell
diary entries with the class.
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them that they also need to write the correct answers.
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•• Ask pairs to read their questions aloud or write them on the
Optional Activity 2 board. Ask the class to answer them.
•• Put students into pairs. Tell them to role-play a conversation
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between a journalist and a tourist who attended the

Lopburi festival. Write the following questions on the board Additional Practice: Workbook p. 104, Online Practice
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to help them:
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Did you enjoy the festival?

Who did you go with?
What did you do and see?
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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
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the ‘journalist’. Tell them to practise their role-plays. Walk

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•• Invite pairs to perform their role-plays for the class.

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131a BONUS SCHOOL TRIP

BONUS School trip
1 Read the text. Discuss the questions. 2 Watch the video. Write T (true) or F (false).
1 What can you see in Lopburi? Correct the false sentences. Video 16
2 Why do you think the Lopburi Monkey 1 The monkeys are the most important guests
Festival is so popular? at the festival. T
3 What would you like to learn about the 2 The Thai people believe that a monkey
Lopburi Monkey Festival? 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.)
5 The monkeys are often dangerous, so the
Thai people can’t always be kind to them.
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F (The monkeys are often naughty.)
6 The monkeys bring good luck and money to
Lopburi. T
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Work in pairs. Discuss the questions.
1 Do you think you’d like to visit Lopburi? Why? /
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Why not?
2 Do you know of another city where there are
c lots of animals? Where is it? What kinds of

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animals live there?
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4 PROJECT
Give a presentation about a festival.
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Work in groups. Do research to learn about

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festivals that celebrate animals. Choose

a festival for your presentation. Find a
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photo or draw a picture of the festival. Use

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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

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.
The king wanted to meet Maliki. ‘A person who
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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
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the king.
‘I don’t know what you mean,’ said Maliki.
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‘That you never tell a lie. Is it true?’
‘That’s true,’ Maliki answered, honestly.
c‘And can you tell me,’ said the king, ‘that you’ll
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never lie – ever – in your whole life.’
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‘No, I never will,’ said Maliki.
A few days went by and the king could not

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stop thinking about Maliki. ‘He said that he’d

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never tell a lie,’ he said to himself, ‘but how

could he know that?’ So he decided he’d play
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a trick on Maliki and make him tell a lie. He

called him back to the palace.
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‘Maliki,’ he said, ‘please follow me to the

stable.’ And in the stable, the king got on his
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horse and said, ‘Maliki, please go and tell the

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queen that I’m going to visit my old father. I’ll

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return tomorrow at lunchtime.’
Maliki bowed. ‘I’m your messenger,’ he said.

And with that, the king rode off.

BONUS READING EXTRA
BONUS Reading extra

•• read and listen to a story about a man who never told •• Focus students’ attention on the glossary at the bottom of
a lie. p. 133. Go through the meanings of each word or phrase.
•• answer questions about the story. Check students’ understanding by giving examples, using
•• retell the story. gestures or asking questions. For example: Is a person who
•• identify and discuss the moral of the story. 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.
Workbook p. 105, Workbook Audio Tracks 38–39, Online
Practice •• Read the instructions and the question aloud.
Materials: coloured pencils or felt tips, sheets of paper •• 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
ABOUT THE STORY answer to the question: Did Maliki tell a lie to the queen?
The man who never told a lie is a very old folktale. Some
•• When everyone is ready, ask What do you think? Did Maliki
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sources cite the tale as Indian while others cite it as
tell a lie to the queen? Listen to students’ answers and
African. This story is adapted from the original, where the
reasons.
king says he will go hunting and asks the main character,
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Maliki, to tell the queen to prepare a feast for them. Maliki •• Extra Support: Ask students to highlight or write down any
unknown words in the text. In groups, ask students to try to
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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 work out and/or help each other with the meanings of the
words. Walk around and monitor. Offer help if necessary.
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fairly well-known tale focusing on the value of telling the
truth and only believing what you actually see rather than •• Listen Only To do this as a listening-only activity, write this
what you are told. question on the board: Did Maliki tell a lie to the queen?
Review the listening strategy listening for gist. Say You don’t
c have to understand everything. Just focus on listening for

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Warm Up 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
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•• Write tell a lie on the board. Ask Why shouldn’t we tell lies?

the queen? Listen to students’ answers and reasons.
Ask students to discuss in groups. Then ask them to share
ideas with the class. 3
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•• Ask Do you know anyone who told a lie and got into
•• Read the instructions and the questions aloud.
trouble for it? What happened? Listen to students’ answers.
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•• Listen and Read Tell students to complete the activity

1 individually. Tell them to compare answers in pairs. Then go
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over answers as a class. For question 3, explain, if necessary,

•• Use the Picture Ask students to open their books to
that the king only got on his horse and rode a short way to
p. 132. Draw their attention to the title of the story and the
trick Maliki.
illustration. Ask What do you think the story will be about?
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Don’t read the story yet. Just look at the title and the •• Extra Challenge Ask students to write their own questions
picture. In pairs, tell students to discuss for a minute. Then about the story. These can be true/false or Wh- questions.
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ask them to share their ideas with the class. •• Ask students to swap questions with a partner. Tell them to
•• Read the instructions aloud. Then ask students to discuss answer their partner’s questions. Then invite students to ask
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their answer to the question in pairs. Then invite students to their questions to the class.
share their answers with the class. •• Listen Only To do this as a listening-only activity, focus
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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.
relevant information for each of the questions in Exercise 3.
BONUS READING EXTRA 132a

BONUS Reading Extra
4 Wrap Up
•• Select some of the examples of direct speech from the story.
•• Read the instructions aloud. Go over the words in the box. Write them on the board, for example:
•• Tell students to take turns retelling the story in pairs.
•• Extra Challenge Ask students to retell the story without 1 ‘Is it true what they say about you?’
looking at the words in the box. 2 ‘No, I never will.’
•• Extra Support Tell students to read the story again to refresh 3 ‘Please follow me to the stable.’
their memories before retelling it. Allow them to refer to their 4 ‘I’ll return tomorrow at lunchtime.’
books as they retell the story. 5 ‘I’m your messenger.’
6 ‘I thought that you were with your father.’
5 7 ‘He only repeated your words.’
•• Read the instructions aloud. Put students into small groups
and ask them to discuss the questions. •• Organize students into small groups. Ask them to close their
•• For question 1, ask What do you think the story is trying to books. Then tell them to look at the sentences on the board
teach us? (the importance of honesty/not lying). Listen to and decide which character said each sentence – the
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students’ responses. Point out the use of reported speech in king, the queen or Maliki. Tell them to write down 1 to 7 on a
the story. piece of paper. Tell them to write K (king), Q (queen) or M
•• For question 2, ask Do you think it’s ever OK to lie? If so, (Maliki) next to each number.
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when? If students are having trouble coming up with ideas, •• Ask students to open their books and check their answers.
prompt them with a situation and questions. For example, Go over answers as a class. (Answers: 1 K, 2 M, 3 K, 4 K, 5 M,
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ask If someone gives you a gift that you don’t like and asks 6 Q, 7 Q)
if you like it, is it better to be honest and tell him or her that
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•• Ask students to work in small groups. Ask them to rewrite
you don’t like the gift? Or is it better to tell a lie so that he each sentence as reported speech. Remind students of
or she doesn’t feel bad? Listen to students’ answers and the verb form and pronoun shifts in reported speech. Walk
reasons.
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around and monitor. Offer help if necessary. If you wish, you
can make it a contest and see which group finishes first.
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Optional Activity 1 •• Go over answers as a class. Invite students to read their
•• Organize students into groups of three or four. Say You’re
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sentences aloud or write them on the board.

going to role-play the story. One student will be the king,
Answers:
one will be the queen, one will be Maliki and one will be
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1 ‘Is it true what they say about you?’ (He asked if it was true
the narrator. The narrator is the person who tells the story.
what they said about him.)
Alternatively, there doesn’t have to be a narrator. Students
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can role-play the king, queen and Maliki if you prefer. 2 ‘No, I never will.’ (He said no, he never would.)
•• Allow time for students to choose roles and plan and 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
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practise their role-plays.

stable.)
•• Ask groups to perform their role-play for the class.
4 ‘I’ll return tomorrow at lunchtime.’ (He/The king said he
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Optional Activity 2 would return tomorrow at lunchtime.)

•• Organize students into groups of three or four. Tell them they 5 ‘I’m your messenger.’ (He/Maliki said he was his
messenger.)
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are going to illustrate the story and retell it with their group.
•• Hand out coloured pencils or felt tips and four or five sheets 6 ‘I thought that you were with your father.’ (She/The queen
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of paper to each group. Alternatively, you could give one said she thought he was with his father.)
large sheet of paper to each group. Then say You’re going 7 ‘He only repeated your words.’ (She/The queen said that
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to draw pictures to show the most important parts of the he/Maliki had only repeated his words.)
story. Then you’re going to retell the story to the class using
your pictures. 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 BONUS READING EXTRA

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?
As soon as Maliki had gone, the king 2 Listen and read. Did Maliki tell a lie to the queen?
TR: 96 No, he didn’t.
got down from his horse. He laughed.
‘I’m not going to visit my father today,
3 Read again. Circle the best answer (A, B or C).
so soon Maliki will tell a lie to the
1 Which word describes Maliki?
queen.’
A naughty
Maliki found the queen in her garden. B honest
He bowed and said, ‘Your highness,
C dishonest
the king asked me to tell you that he’s
2 Why did the king want to play a trick on him?
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gone to visit his father. He said he’d
A He didn’t believe that Maliki always told the truth.
return tomorrow at lunchtime.’ ‘Thank
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B He didn’t like Maliki.
you,’ said the queen.
C He’d heard that Maliki told lies.
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The next morning, the king came to 3 Where did the king ride on his horse?
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the queen in the garden. The queen
A He went to his father’s house.
was surprised to see him. ‘I thought
B He didn’t ride anywhere.
that you were with your father,’ she
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C He rode a short way from the stable.
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said.
4 Why was the queen surprised to see the king the next
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‘People say the young man never morning?

lies. But I’m afraid he told you a lie A He didn’t normally come into her garden.
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yesterday,’ said the king. B She didn’t expect to see him until lunchtime.
C She thought he’d be with his father for two days.
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‘And what was the lie?’ asked the

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

‘He told you that I’d gone to see my
B That he only reported what the king had said.
father,’ the king replied, ‘but I didn’t
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go.’ C That he thought the king was lying.
4
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The queen shook her head. ‘No,’ she Work in pairs. Retell the story. Use the words from
said. ‘He only repeated your words. the box.
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You told him that you were going to

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see your father and that’s what he believe father horse king lie
told me. So he only said what he knew message queen repeat stable trick
was true.’
And from that day, the king 5 Work in groups. Discuss the questions.
understood what it means to be 1 What do you think this story is trying to teach us?
honest. 2 Do you think it’s ever OK to lie? If so, give an example
of when.
GLOSSARY
to bow to bend over as a sign of respect
honest telling the truth
a stable a building where you keep horses
to play a trick on someone to make someone believe something
that isn’t true
BONUS READING EXTRA 133

1
The singer and speaker Ta’Kaiya Blaney grew up in .
Seoul, Korea
Paris, France
✔ Tla’amin Nation, Canada
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2
Jónína Herdís Ólafsdóttir is studying
very small creatures that live .
ar
✔ between the rocks
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in the mud
under the ice
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3
People who use technology to design camera traps
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are called .
✔ photo engineers
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photojournalists
marine biologists
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4
The Gotthard Base Tunnel in
Switzerland took to build.
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2 years
✔ 17 years
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57 years
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5
The Boryeong Festival in Korea
celebrates .
food
cherry blossom
✔ mud
134 BONUS GAME

BONUS Game
confirm which group got the most points. If there is a tie, use
In this lesson, students will: these items to break the tie:
•• play a game to review the content learnt in Units 1–12. Plitvice Lakes National Park is in A Croatia, B Cambodia
Resources: Classroom Presentation Tool or C Chile. (A Croatia); Mount Etna is in A Spain, B Italy
Materials: poster paper, coloured pencils or felt tips or C Indonesia. (B Italy); Gotthard Base is the world’s
longest A suspension bridge, B wall or C train tunnel.
(C train tunnel)
Warm Up •• Extra Challenge In groups, ask students to find facts from
•• Write the unit numbers and titles on the board: different units. Then ask them to write a question about
each fact. The questions can be multiple-choice with three
Unit 1: A good start Unit 7: Extreme sports options, true/false questions or Wh- questions.
Unit 2: Amazing animals Unit 8: Tales of survival
Unit 3: Working outdoors Unit 9: Exploring the world Optional Activity
Unit 4: Let’s get technical Unit 10: Great museums •• Put students into groups of three or four. Tell them they are
Unit 5: Going places Unit 11: Very mysterious! going to play another game. Write the following list of topics
from the Student’s Book on the board:
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Unit 6: Fantastic festivals Unit 12: Fascinating places
The Science Bus Robyn Davidson
•• Say We’re going to play a game today. It’s a quiz game rattlesnakes The Redhead Days festival
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about the whole book, but first let’s do a quick mini-quiz to cool hunters Asher Jay
see what you can remember. Point to the list on the board
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volcano boarding white-water kayaking
and say These are the units and titles in the book. Read
water buffalo Balto
through the list of units and titles and review the general
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Douglas Krause International Museum Day
topic of each. Then say I’m going to say a topic and you
Deep Blue bark scorpions
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 Asimo The Underwater Room
robot Asimo (Unit 4), The Gotthard Base Tunnel (Unit 5), The
c
hi
northern lights (Unit 11), Ernest Shackleton (Unit 8), Crazy •• Say I’m going to say one of the topics on the board and
House (Unit 12), a mastodon tooth (Unit 9), splitboarding as a group, you need to tell me a true sentence about the
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(Unit 7), Cupnoodles (Unit 10), friendship benches (Unit 1), topic. The group that says a true sentence first gets a point.
bees (Unit 2) Decide a way for groups to signal when they have decided
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•• Say each topic and listen to students’ answers. Ask on their sentence, for example, one member of each group
them what they can remember about the topic or unit. could put up their hand or tap their desk. The group that
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Alternatively, you could make it a competition by dividing the puts up their hand or taps first gets to say their sentence.
class into two or more teams and writing the topics on the Do an example with the class. For example, say Asher Jay.
board. Teams then work together to match the topics with the Invite the first group to say their sentence. If they need
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units. Set a time limit of five minutes. The team that finishes first prompting, give them examples of sentences they could
and/or gets the most correct answers is the winner. say, for example: She’s a National Geographic Explorer.
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•• Play the game. Award a point for each correct sentence

1 and keep score on the board. At the end, see which group
•• Ask students to open their books to p. 134. Focus their scored the most points.
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attention on the three photos. Hold up the Student’s Book •• Alternatively, you could play this as a writing game by telling
and point to the photo of Ta’Kaiya Blaney. Say Look at groups to work together to write a true sentence about
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this photo. Who is this? What’s she doing? What can you each topic.
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remember from that lesson or unit? Listen to students’

responses. Repeat for the other photos. Wrap Up
•• Explain the rules of the game. Say You have to work •• Write the following on the board:
together in your groups. Answer all the questions. Tell
students to work together in their groups to choose the Most interesting
answers. Most fun
•• Extra Support Before playing the game, give students three Something I didn’t know and I am glad I learnt
minutes to look back through Units 1–12.
•• Tell students to look through the Student’s Book and decide
2 which topic they found most interesting, which activity or
•• Read the instructions aloud. Tell groups to check their lesson they found most fun and something they didn’t know
answers by looking for the correct information in the but are glad they learnt.
Student’s Book. Tell them to give themselves one point for •• Give students time to look through their books individually.
each correct answer. Then go over answers as a class and Then invite students to share their ideas with the class.
BONUS GAME 134a
BONUS Game
Student feedback
•• It’s clear that your students are in class to learn from you. •• NOTE: Before students begin the survey, walk them through
But what you might not realize is how much you can learn it. Read each of the survey items aloud. Encourage
from your students. By asking students for their opinion on students to put up their hand if they aren’t sure of what an
the class you’re teaching, you are: item is asking. If necessary, use students’ first language to
• demonstrating that you value students’ ideas and clarify. If you speak their language, allow them to provide
opinions comments in their first language.
• opening lines of communication between yourself and
your students
Look Level 6: Student Feedback Survey
• modelling the process of giving and responding to
feedback Read and circle.
1. I know my teacher will help me.
1 = disagree 3 = no opinion 5 = agree
1 2 3 4 5
• giving yourself an opportunity to adjust your teaching 2. I always understand my teacher when
he/she speaks in class. 1 2 3 4 5
to meet students’ needs 3. My teacher listens to me and
shows he/she cares. 1 2
• discovering your students’ activity preferences
3 4 5
4. I prefer to work in pairs/groups. 1 2 3 4 5
•• An end-of-year survey is one way to get students’ 5. I prefer to work alone. 1 2 3 4 5
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6. I enjoy lessons and am learning. 1 2 3 4 5
reaction to the class. Because many students may feel 7. The work is at the right level for me – not
too hard, not too easy.
uncomfortable giving oral feedback, it’s best to offer an
1 2 3 4 5
If you disagree, circle one: too hard too easy
anonymous survey at the end of the year. Alternatively, 8. There is too much homework. 1 2 3 4 5
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9. What types of lessons are most useful for learning English?
you could request instant feedback at the end of a
Circle all.
Vocabulary Chant Grammar Reading
specific lesson. This is useful if you’ve tried out a new Writing
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Function Video
10. Of the lesson types above, which is your least favourite?

method or technique and want to gauge students’ Why?
responses to it.
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11. If you could do one activity every class, what would it be?
•• To help you collect feedback on the class as a whole, a

survey template has been created and can be accessed 12. What can the teacher change to make the class better
for future students?
on the Look Teacher’s Resource Website. Print a copy for

each student, distribute it on the last day of class and
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hi
© Cengage Learning, Inc.
allow students time to work on the survey individually.

Encourage them to answer as many of the questions as
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30233_L06_rev01_001.indd 1
14/03/19 5:17 PM
possible, in an honest yet respectful way. Point out that

it’s OK to say something negative if they really did not like
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a subject. Emphasize that students are not to put their

names on the surveys and, as such, will not be penalized
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in any way for their answers.

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135a BONUS GAME

BONUS Game
6
Extreme white-water kayaker Trip Jennings and his
team kayaked down the Pandi River in .
✔ Papua New Guinea
Spain
Nicaragua 7
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
8
After 860 days of walking, National
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Geographic Adventurer Ed Stafford
and Gadiel Sánchez Rivera (Cho)
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arrived at .
The Pacific Ocean
9
A bottle with a note inside that was
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The Indian Ocean found in the sea near Denmark had
✔ The Atlantic Ocean come from .
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Cardiff, Wales
Cardiff, USA
c
hi ✔ Cardiff, Australia
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10
Frans Lanting took his famous photo of the
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camel thorn trees in the desert in .

Zanzibar
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Australia
✔ Namibia
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2 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
STORY
1 The Ocean Cleanup

• Point to p. 12. Ask What can you see in this photo? (the
Resources: Anthology 6, Story 1; Story 1 Audio
screen that hangs from the floater) What does it do?
(collects plastic) Does it trap fish? (No, they swim under it.)
• Direct students’ attention to the picture on p. 14. Ask What
About the Story does this picture show? (the location of the Cleanup
This story is a non-fiction text about the Ocean Cleanup, systems Boyan Slat wants to set up in the future)
a project to clean up plastic rubbish in the ocean, and
particularly in the Great Pacific Garbage Patch. We learn 3
more about the problems of plastic in the ocean and how the • Ask students to open their books to p. 84. Say Look at
Ocean Cleanup system works. Exercise 1. Read the instructions aloud: Read and circle
True or False. Tell students to try to answer from memory first
Warm Up and then find the information in the story to check. Check
answers with the class.
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• Ask Do you see a lot of litter and rubbish near where you
live? Listen to students’ responses. Ask What about the • Extra Challenge Ask students to correct the false
ocean and rivers? Do you see a lot of rubbish there? What sentences. (3 It’s the Great Pacific Garbage Patch.;
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happens to rubbish in rivers? (It goes into the ocean.) Say 4 Microplastics are very difficult to remove from the ocean.;
We’re going to find out more about this problem in the 5 It uses a giant screen.)
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story. If necessary, tell students that the American English • Now focus students’ attention on Exercise 2. Read the
word for rubbish is garbage. instructions aloud: Read and complete the sentences.
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Point to the words in the box. Say Use these words. Check
1 answers with the class.
• Ask students to open their books to Story 1, p. 3. Hold up • Point to p. 85. Read the instructions for Exercise 3 aloud:
a book. Focus students’ attention on the title. Ask What
c Read and write the number. Model the first item. Point to
hi
do you think the story is about? (cleaning up the ocean) the text and say Number one, microplastics. Which photo
What can you see in the photo? (a fish, plastic rubbish) shows microplastics? Write the number one in the box.
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• Ask How do you think we can clean up the ocean? Divide • Focus students’ attention on Exercise 4. Read the
students into small groups. Ask groups to discuss this instructions aloud: Read and answer. Tell students to read
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question. Then invite groups to share ideas with the class. the questions and find the information in the text. Check
Say Let’s read the story and see if your ideas are the same answers with the class.
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as the ones in the story. • Extra Support Ask students to underline the information
in the text. Help them to write answers as a whole-class
2
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activity.
• Play Story 1 and ask students to listen and follow in their Answers:
books. Exercise 1: 1 True; 2 True; 3 False; 4 False; 5 False
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• Ask students to read the story again. Then point to p. 4. Ask Exercise 2: 1 happen; 2 go away; 3 floating; 4 moved;
What’s a big problem in the ocean? (plastic) Why is it a
5 clean up
problem? (because animals get caught in it or try to eat it,
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and sometimes they die) Exercise 3: A3; B2; C4; D1

Exercise 4: 1 The pieces are very small and hard to see.;
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• Point to p. 5 and ask Where’s the biggest patch of rubbish?

(in the Pacific Ocean) 2 There was more plastic in the water than fish.; 3 Using
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• Point to pp. 6–7. Ask What happens to plastic in boats and nets.; 4 We can let the plastics come to us.
the ocean? (It gets broken into tiny pieces called
microplastics.) Is that a good thing? (No, microplastic is Optional Activity
almost impossible to remove.) • Ask students to make a list of the rubbish and recycling
• Point to p. 8. Say This is Boyan Slat. What does he want they think their household produces. Ask students to
to do? (clean up the ocean) Why was he shocked? measure the rubbish they produce in a week in any way
(because there is so much plastic in the ocean and they like (number of plastic bottles, weight of paper and
no one has tried to solve the problem) What are three cardboard). Tell them to make a poster about it.
problems with traditional ways of cleaning up plastic?
(They are expensive, they can harm sea animals and they Wrap Up
take a long time.)
• Ask What do you think of the Ocean Cleanup? Listen to
• Point to p. 10. Ask What three kinds of natural power did several students’ responses. Then ask Do you want to help?
Boyan decide to use to clean up the ocean? (ocean What can you do? (use less plastic, for example: use a
currents, wind and waves) reusable bottle for water, reuse plastic bags)
• Point to p. 11. Ask What happens to the plastic? (A boat
collects it, it is recycled and made into new products.)

STORY
2 Robots all around us

• 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
About the Story looks friendly. The woman is smiling and she looks happy.)
This story is a non-fiction text about robots and how they are • Point to p. 26. Ask What about this robot? Listen to students’
used to help us in various situations – from hospitals and responses. Ask What different things do robots use?
warehouses, to farms and homes. (cameras, sensors, microphones, speakers and computers)
Warm Up 3
• Ask students what they know about robots. Ask Have you • Ask students to open their books to p. 86. Say Look
ever seen a real robot? Listen to students’ responses. at Exercise 1. Read the instructions aloud: Read and
complete the sentences. Point to the words in the box.
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• Ask How can robots help people? What jobs can they do?
Discuss ways in which robots can help humans. Say Use these words. Check answers with the class.
• Now focus students’ attention on Exercise 2. Read the
1
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instructions aloud: Read and circle True or False. Check
answers.
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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 • Extra Challenge Ask students to correct the false
sentences. (1 The companies use the robots to find things
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you see in the photo? (two boys, a robot) What do you
think is happening? (They are at school. Perhaps the robot in the warehouse.; 2 The robots look after the plants.)
is teaching the children.) • Point to p. 87. Read the instructions for Exercise 3 aloud:
Match the place with the robot. Check answers with
• Tell students that the photo shows a robot named Nao.
Nao is helping a child named Jonas, who is ill in hospital.
c the class.
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While Jonas is in hospital, the robot takes his place in class. • Say Look at Exercise 4. Read the instructions aloud: Answer
the questions. Tell students to read the questions and find
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Jonas can see and hear the lesson through a computer.
He can control the robot to take part in the lesson. the information in the text. Check answers with the class.
• Extra Support Ask students to underline the information in
2
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the text. Help them to write answers as a whole-class activity.

• Play Story 2 and ask students to listen and follow in their Answers:
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books. Exercise 1: 1 sensors; 2 sick people; 3 cameras; 4 snake;

• Ask students to read the story again. Then show p 16–17 of 5 driver
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the story. Ask Where are the robots in this photo? Check Exercise 2: 1 False; 2 False; 3 True; 4 True; 5 True
that students are pointing to the orange robots. Ask What’s
Exercise 3: 1 B; 2 D; 3 A; 4 C
the robot carrying? (a shelf) Where’s it taking the shelf?
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(to a human at the front of the warehouse) Exercise 4: 1 an hour or less; 2 They carry things and they
• Turn to p. 18. Ask Where’s this robot working? (in a grape help doctors with operations.; 3 They can go places humans
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farm (vineyard)) What can you see in the photo? (grapes) can’t go.; 4 tell you the time or the weather, turn lights on
What do you think the robot is doing? (looking after the and off; 5 smile, talk, play games and dance
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plants)
• Point to p. 19. Ask What are these robots doing? (putting Optional Activity
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out a fire) Tell students that the robots are in Xi-an, in • Divide students into pairs. Write the following questions
Shaanxi Province, China. on the board. What information did you think was most
• Turn to pp. 20–21 and point to the photo on p. 20. Ask interesting or surprising in the text? Which robots did you
Where’s this photo? (in a hospital) What jobs can robots do think were most useful? Which robots did you think were
in hospitals? (carry things, help with operations) Point to the not very useful? Do you think people are better for any
operating robot on p. 21. Ask What do these robots use to of the jobs in the text? Why? Ask students to discuss the
help with operations? (powerful cameras, very small parts) questions and agree on answers. Ask pairs to share their
• Point to p. 22. Ask What’s this? (a taxi that drives itself) What ideas with the class.
hasn’t this taxi got? (a human driver)
• Point to p. 23. Ask Where are we now? (in a hotel) What do Wrap Up
these robots look like? (dinosaurs) What job do they do? • Tell students to continue working in pairs. Give out sheets
(They help guests check in.) of paper. Ask students to draw a mind map of the different
• Point to p. 24. Ask What about this robot? What can it do? ways robots can help people. They can include the ideas
(give people information, turn lights on and off) What do from the story and any other ideas.
you think – is a robot better than a person in this job?

Anthology
STORY
3 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;
About the Story you don’t have to pay anything.
This story is an adaptation of the classic novel Anne of Green • Point to pp. 36–37. Ask What’s the problem? (Matthew has
Gables, which was published in 1908. The story is set in the a heart problem and Marilla has a problem with her eyes.)
fictional town of Avonlea in the real province of Prince Edward Ask What happened next? (Matthew died.)
Island, in Canada. The story is popular around the world and • Point to pp. 38–39. Ask What’s the problem here? (Marilla
there have been many films and TV series based on it. needs to sell the house.) What are Anne’s plans? (She
won’t go to college. She will get a job nearby.) How does
Warm Up Gilbert help? (He gives Anne his job.)
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• Ask Do you like to read? What types of books do you • Point to pp. 40–41. Ask What can you see? (Matthew’s
like to read? (for example, non-fiction, fiction, adventure, grave, Anne and Gilbert) Is Anne still angry with Gilbert?
fantasy, science fiction, funny stories) Say Today, we’re (No, they are friends.)
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going to read a story, written a hundred years ago, about • Turn to the final page. Ask What do you think of the ending
a girl in Canada named Anne. to the story? Listen to students’ ideas.
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1 3
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• Ask students to open their books to Story 3, p. 27. Hold up a • Ask students to open their books to p. 88. Say Look at
book. Focus students’ attention on the photo. Ask What can Exercise 1. Read the instructions aloud. When students
have finished, check answers with the class.
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you see in the photo? (a big house, trees, a garden)
• Now focus students’ attention on Exercise 2. Read the
hi
• Focus students’ attention on the title, Anne of Green
Gables. Ask What do you think a gable is? Say It’s the end instructions aloud. Check answers.
ap
of the roof. Point to the green gable above the windows • Point to p. 89. Read the instructions for Exercise 3 aloud.
on the photo. Tell students that the photo shows the real Give students time to decide the order. Check answers with
‘Green Gables’ house that inspired the story. the class.
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• Focus students’ attention on Exercise 4. Read the

2 instructions aloud: Answer the questions. Give students
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• Play Story 3 and ask students to listen and follow in their time to write complete answers. Check answers.
books. • Extra Challenge Encourage students to answer the
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• Ask students to read the story again. Then show p. 28 of the questions in their own words, without looking at the story.
story. Ask What can you see in this picture? (Matthew and • Extra Support Ask students to underline the information in
Marilla, Green Gables farm, trees) Say What did Matthew the text. Help them to write answers as a whole-class activity.
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and Marilla decide? Listen to students’ ideas. Say They Answers:

want to adopt a boy from the orphanage. An orphanage
Exercise 1: A 3; B 5; C 4; D 1; E 2
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is where children go if they have no parents. If you adopt

a boy, he comes to live with you; he becomes your son. Exercise 2: 1 False; 2 True; 3 True; 4 True; 5 False
at
• Turn to p. 29. Ask Where’s Matthew now? (at the station) Exercise 3: 1 E; 2 A; 3 F; 4 C; 5 B; 6 D
Why is he at the station? (to pick up the boy) Who does Exercise 4: 1 to help with the farm work.; 2 He saw Anne
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he find? (Anne) Is he surprised? (Yes. He expected a boy.) sitting on the platform.; 3 Redmond College; 4 so Anne
• Point to p. 30. Ask What’s happening here? (Matthew could take the job and be near to Avonlea to help Marilla
and Anne are going back to Green Gables.) What did
Matthew and Marilla decide? (to keep Anne) Optional Activity
• Point to the picture on p. 31. Ask Is Anne happy? (yes) Do • Divide students into pairs or groups of three. Ask them to
you think she likes Green Gables? (yes) Elicit the parts of choose a scene from the story and act it out. Tell them to
the text that tell them this. add their own details and prepare a short conversation.
• 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 Wrap Up
and a nice smile.) Does Anne like him? (No, she doesn’t.)
• Ask What did you think of the story? Did you like it? Listen to
• Turn to p. 34. Ask Does Anne work hard? (yes) Does Gilbert students’ ideas. Ask what they liked and didn’t like about it.
work hard? (yes) Why? (They both want to be the best.)
• Find out if anyone has seen a film or TV version of the story.
Point to and say the word rivalry. Say Rivalry means that
If so, ask Are the characters the same or different?
they both want to be better than the other one.

STORY
4 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)
• Turn to p. 56. Ask What’s in the box? (a geocoin with a
About the Story picture of a dolphin) What does Juan do with the coin?
This is an original story set in Mexico. It introduces the activity (He gives it to Carlos.) What’s Team Dolphin? (the four
of geocaching, in which people use a GPS device to search friends; they are going to work together as a team)
for ‘treasures’ hidden around the world. One of the settings
in the story is the ancient city of Teotihuacan, known for its 3
pyramids, which are about 2,000 years old. The other place • Ask students to open their books to p. 90. Say Look at
in the story is the MUSA underwater museum near Cancun. It Exercise 1. Read the instructions aloud. When students
has hundreds of underwater sculptures. have finished, check answers with the class.
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• Read the instructions for Exercise 2 aloud. Tell students to
Warm Up find the words and decide the meaning. Check answers
• Say In this story, we’re going to read about a kind of with the class.
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treasure hunt. That’s when somebody hides things, and • Point to p. 91. Focus students’ attention on Exercise 3. Read
you have to find them. Do you ever do treasure hunts? the instructions aloud. Check answers with the class.
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Listen to several students’ responses. • Read the instructions for Exercise 4 aloud. Give students
1 plenty of time to write complete answers. Check answers
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with the class.
• Cover the title on p. 43 and hold up the book. Point to the • Extra Challenge Encourage students to answer the
photo. Ask What can you see in the photo? (a pyramid)
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questions in their own words, without looking at the story.
Where do you think it is? Listen to several students’
hi
• Extra Support Ask students to underline the information in
responses. Then reveal the title and say It’s in Mexico.
the text. Then ask them to read the information aloud. Help
This story is called Mexican Adventure.
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them to write answers as a whole-class activity.

• Ask students to open their books to p. 43. Focus students’
Answers:
attention on the photo. Say This is the Pyramid of the Moon.
Exercise 1: A 5; B 4; C 1; D 2; E 3
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It’s nearly two thousand years old. Let’s read the story.
Exercise 2: 1 very old; 2 up it; 3 machine; 4 hidden treasure;
2
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5 write; 6 on top of
• Play Story 4 and ask students to listen and follow in their Exercise 3: 1 False; 2 True; 3 False; 4 True; 5 False
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books. Exercise 4: 1 to find a geocache; 2 a GPS device, for

• Ask students to read the story again. Then show p. 44 of the example, a smartphone with a GPS app; 3 because it’s
story. Say This is Juan and Gabriela. What are they doing? a race; 4 a log book and a geocoin; 5 MUSA in Cancun;
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(climbing the pyramid, looking for treasure, geocaching)

6 They had to go/dive underwater.
• Point to p. 45. Say What can you tell me about
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geocaching? (It’s a treasure hunt, you use a GPS device to

find a hidden treasure.) Ask What do you think you write in
Optional Activity
• Put students into groups. Ask them to write a treasure hunt
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a log book? (your name, the date)

for their classroom. Say Think of four places in the room to
• Turn to pp. 46–47. Ask Why does Gabriela say ‘Hurry’?
hide a small ‘treasure’. Write a clue for each place. Help
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(because it’s a race and they want to find the geocache

students write clues. For example, if the place is under
first) Where do they find the geocache? (behind a rock)
the teacher’s desk, the clues could be: Go to where the
• Turn to pp. 48–49. Ask What do they find in the box? (a teacher works. Look down on the floor. Allow each group
log book and a geocoin with a picture of the Pyramid of time to hide their treasure (such as small toys or crayons).
the Moon) What does Juan put in the box? (a small toy) Then do the treasure hunt.
Explain that when you find a geocache, you can take the
‘treasure’, but you must put something similar in its place.
Wrap Up
• Turn to p. 50 and point to the text on the phone. Ask What
• Ask What do you think about geocaching? Would you like
can we see on Gabriela’s phone? (a map and instructions
to do it? Listen to students’ ideas. Discuss what they think is
for the next geocache) Ask Where are they going next?
good and bad about geocaching.
(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)
• 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.

Anthology
STORY
5 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
About the Story the other photo of Anand. Ask Does this look easy? (no)
This story is a biographical text about a science photographer, • Turn to p. 68. Ask What does Anand hope to do with his
Anand Varma. Anand studied integrative biology at UC photos? Listen to students’ answers. Explain that he wants
Berkeley but ended up becoming a photographer rather than people to see how amazing the world is. Ask What do you
a biologist. He was a National Geographic Emerging Explorer think of all the photos? Listen to students’ responses.
in 2017 and contributes to National Geographic Magazine. • Extra Challenge With books closed, ask students to try to
remember the different places mentioned in the story and
Warm Up the different projects Anand has worked on.
• Extra Support Ask students to choose their favourite photo
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• Ask Do you think science is cool? What kind of science
do you think is interesting? Listen to several students’ in the story. Write on the board: dangerous, difficult, happy,
responses. If students haven’t got many ideas, suggest pretty, scary, small, ugly and wild. Tell students to choose a
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some topics they might be interested in. For example, ask word from the board that describes their photo.
What about space, dinosaurs, insects or ocean animals?
3
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1 • Ask students to open their books to p. 92. Say Look at
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• Ask students to open their books to p. 57. Focus students’ Exercise 1. Read the instructions aloud: Read and match.
attention on the title and read it aloud. Say We’re going to Give students time to find, or check, the information in the
read a text about a National Geographic Explorer. Point to text. Then check answers with the class.
the photo. Say This is one of his photos. What can you see
c
• Read the instructions for Exercise 2 aloud. Tell students to
hi
in the photo? (a bird/a hummingbird and a flower) find the words and decide the meaning. Check answers.
• Say We’re going to find out more about Anand Varma and • Point to p. 93. Focus students’ attention on Exercise 3. Read
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see more of his photos. Let’s read the story. the instructions aloud: Match. When students have finished,
check answers with the class.
2
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• Read the instructions for Exercise 4 aloud: Read and circle

• Play Story 5 and ask students to listen and follow in their True or False. When students have finished, check answers
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books. with the class.

• Ask students to read the story again. Then point to the main Answers:
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photo on pp. 58–59. Ask What can you see in this photo? Exercise 1: 1 B; 2 D; 3 F; 4 E; 5 C; 6 A
(flowers, the sky, the sun, trees, a garden or maybe a field) Exercise 2: 1 camera; 2 not dangerous; 3 very small; 4 a
Ask Do you think Anand travelled a long way to take this
place where bees live; 5 try different things to see what
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photo? (no, probably not) Do you have to travel a long

way to see interesting things? (No, there’s a lot to see all works best
around you.) Exercise 3: A 4; B 3; C 1; D 2
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• Turn to p. 60. Ask What’s this place in the photo? (Medicine Exercise 4: 1 True; 2 False; 3 False; 4 True; 5 True
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Bow) Why did Anand go there? (on school trips, to learn

about nature) Why did Anand think Mark Warren was Optional Activity
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cool? (because he knew a lot about the forest and the • Tell students to explore their natural surroundings. You could
plants and birds) do this together in the school grounds. Encourage students
• Point to the photo on p. 61. Ask What’s in the photo? (Anand to look at small things they might not usually notice, such
Varma taking a photo) What do you think he’s taking a as insects, small plants, leaves or stones. Ask each student
photo of? (something small, maybe an insect or a spider) to find something amazing that they can show to the class.
• 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 Wrap Up
snake and could take a good photo.) What did Anand’s • Ask students to work in groups. Tell groups to choose the
friend think of the photo? (He was excited.) photos in the story that they think are the most interesting
• Point to the photos on p. 63. Ask Do you know where these or amazing. Ask them to explain why. Then ask groups to
photos were taken? (in some caves at Sequoia National share their ideas with the class. Ask Has this story made
Park) Why did Anand go there? (He went as an assistant to you see the world differently? Listen to students’ ideas.
David Liittschwager – a famous photographer.)
• 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.

STORY
6 The Seven Secrets of Yu Garden

• 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
Materials: large, clear pictures of the following: an iron strong? (No, it’s weak and full of holes.)
nail, a fingernail, a bat, a dragon, a deer, a spiral and a • Point to the picture on p. 79. Ask What is the answer to the
cone; large sheets of drawing paper; crayons 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)
About the Story
• Point to the picture on p. 81. Ask What’s hidden in the
This story is an original story set in the famous Yu Garden in
window? (a message – the characters for good luck,
the city of Shanghai, China. Yu Garden is a popular tourist site
wealth, long life and happiness)
in Shanghai. In this story, a group of school children explore
the garden through a series of puzzles. • Turn to p. 82. Say The last question. What can you see in
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this picture? (a dragon) Where is it? (on a wall) What can
you see on its hand? (nails) Gesture to your own chin and
Warm Up say And what’s under its chin? (a little frog)
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• Ask Are there any famous gardens in [students’ region or
• Point to the picture on the last page. Ask Where are they
city]? Listen to several students’ responses.
going next? (the Shanghai Financial Centre)
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1 • Extra Challenge Put students into pairs. Tell them to close
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their books and try to remember the seven questions.
• 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 • Extra Support Put students into pairs. Tell them to look at
bridge, some trees, people) Where do you think this is? (Yu p. 74, choose one of the questions and explain the answer.
Garden, in the centre of Shanghai, China.)
c 3
hi
• Focus students’ attention on the title and read it aloud. Say
We’re going to find out about the secrets in the garden. • Ask students to open their books to p. 94. Say Look at
ap
Exercise 1. Read the instructions aloud. Give students time

2 to match the places with what was in the places. Then
check answers with the class.
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• Play Story 6 and ask students to listen and follow in their

books. • Read the instructions for Exercise 2 aloud. Check answers
with the class.
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• Ask students to read the story again. Then show p. 70 of the

story. Ask Where are the children here? (in a train) Where • Point to p. 95. Read the instructions for Exercise 3 aloud.
are they going? (to Shanghai) Ask Is it a slow train? (No, Tell students to find the information in the text. Then check
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it’s very fast. It’s a high-speed train.) answers with the class.
• Point to p. 71. Say Ms Lee sighed. Act out sighing and say • Say Look at Exercise 4. Read the instructions aloud. Tell
students to match the pictures to the questions. Then
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What’s the problem? (The children are very noisy.) What

do the teachers do? (They give out some papers.) check answers with the class.
• Turn to pp. 72–73. Ask What’s on the piece of paper? Answers:

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(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 the questions on p. 74. Say Let’s look at some of Exercise 2: 1 chatting; 2 divided; 3 standing; 4 hidden;
the things in the questions. Hold up a picture of an iron 5 shaped
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nail and a picture of a fingernail. Say This is a nail (hold Exercise 3: 1 They gave them questions.; 2 the mosaic; 3 to
up one picture) and this is also a nail (hold up the other). make the sound louder; 4 It was hard to see the little frog.
Which questions are about nails? (2 and 4) Ask students
Exercise 4: A 3; B 4; C 1; D 2; E 5; F 6
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 Optional Activity
ask What shape is this? Write the words for the items in the • Ask students to work in groups. Give each group a large
pictures on the board. See if students can name any of the sheet of paper. Ask them to create a map of the garden,
pictures when you hold them up. with pictures of some of their favourite things from the story.
• Turn to p. 76. Ask Where are the students here? (by the
entrance to the garden) Where did they find an answer Wrap Up
here? (under their feet, on the floor/ground) • Display the finished posters in the classroom. Ask each
• Point to the mosaic in the picture on p. 77. Ask What can group to stand by their poster and describe what it shows.
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)

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 Performance Assessment Activity 1 Remedial Activity Assessment Activity 2

References Descriptors
RE A DI NG
Units 1–4, CAN understand Choose a text students have completed. Competition: Copy the Activity 1 text After Unit 7, repeat
Lesson 3 longer texts about Tell students to skim again quickly, close to a worksheet. In pairs, tell students Assessment Activity 1 with a
everyday topics, their books and decide the main points (for to cross out all ‘unnecessary words’. different text from the same
even with some example, five) in pairs. Agree how short you can make the units.
unknown words text and still retain the main meaning.
Unit 5, CAN find specific, After Unit 5, give students five pieces of Competition: Every week, ask After Unit 7, repeat
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Lesson 3, text predictable information to find in the text. Observe students to find 1 or 2 pieces of Assessment Activity 1, with
information in speed. information from short texts in Units text in Unit 6, Lesson 3.
everyday material 1–4. The fastest is the winner.
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LI STE NI NG
Units 1–3, CAN understand After Unit 3, read an audioscript from Stop and start: When doing a new After Unit 6, repeat
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Lesson 1, audio and video a previous unit aloud to the class. Ask Lesson 1 audio, stop after every chunk Assessment Activity 1
Activity 3 clips used in the students to note five facts. Observe speed of information and ask What comes possibly with a different script
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lesson and accuracy. next? to help reduce listening panic. from an earlier unit.
Unit 6, CAN understand Replay audio. Then tell students to draw Random practice: Once a week, After Unit 8, replay
Lesson 1, simple spoken the event with as much detail as possible. include one description of an event Assessment Activity 1
Activity 3 descriptions about Observe speed and accuracy. Put drawings (for example, at school) that students audio. Tell students to pick
or Lesson 7 events on the wall.
c know. Tell students to listen and the best drawing from
hi
(video) identify or note time, place, etc. Note Assessment Activity 1 based
how quickly they respond. on the amount of accurate
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information shown.
SPE A KI NG
Function 3 CAN arrange After completing the page, ask students Personalize: Ask students to write After Unit 12, repeat
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with friends to do to respond to invitations and make plans a list of five appointments for their Assessment Activity 1. Note
something in groups of three. Observe fluency and weekend. Then tell students to go progression in fluency and
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accuracy. around the class and see how many accuracy.

plans they can make with others.
Listen and take notes.
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Unit 7, CAN say they don’t After completing the unit, read the text to Random practice: Regularly give After Unit 9, repeat
Lesson 3, text understand and the class very quickly (books closed), but students instructions or read short Assessment Activity 1 with
ask for help ask students to stop you and say when they texts too quickly and encourage Unit 10, Lesson 3, text.
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need you to repeat. Repeat slowly for them students to stop you and ask for help.
so they see positive results of asking.
WRI TI NG
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Unit 10, CAN make up a Ask students individually to repeat this Competition: With the class, make After Unit 12, repeat
Lesson 6, story using ideas, exercise but as a story. Observe speed and up a story orally about something Assessment Activity 1.
at
Activity 4 pictures, etc., as accuracy. that happened in class. Tell students

prompts to write the story in pairs. Observe
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handwriting and length of response.

Unit 9, CAN write about Ask students to repeat this exercise Regular practice: Every week, After Unit 12, repeat
Lesson 6, how they feel and (choosing a different subject from their ask students, in pairs, to write one Assessment Activity 1.
Activity 4 give reasons why original). Observe speed and accuracy. sentence about how they feel about
something from a topic on the board.
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.

Student progress log A = excellent B = satisfactory C = needs to improve
Student:
Progress 1 Progress 2
Student can Feedback Notes
Assessment Assessment
REA DI NG
understand longer texts about Date Date

everyday topics, even with
some unknown words Grade
A B C Grade
A B C
find specific, predictable Date Date

information in everyday
material Grade
A B C Grade
A B C
LI STENI NG
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understand audio and video Date Date
clips used in the lesson Grade
A B C Grade
A B C
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understand simple spoken Date Date
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descriptions about events Grade
A B C Grade
A B C
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SPEA KI NG
arrange with friends to do Date Date

something Grade
A B C
c Grade
A B C
hi
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say they don’t understand and Date Date

ask for help Grade
A B C Grade
A B C
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WRI TI NG
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make up a story using ideas, Date Date

pictures, etc., as prompts Grade
A B C Grade
A B C
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write about how they feel and Date Date

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give reasons why Grade

A B C Grade
A B C
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at
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© Cengage Learning, Inc. You may photocopy this page (or download it from the website).
Workbook
Look and remember

3 What do you think? Answer the questions.
1 Would you like to go to Plitvice Lakes National Park? Why? / Why not?
2 What’s it famous for?

SO
ES
1
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L
3 Which adjectives do you think describe Plitvice Lakes National Park?
1 Complete the sentences about Plitvice Lakes National Park. Use the correct form of the
verbs in brackets. 4 Listen to Bruno and Elena talk about their summer holidays. Write T (true) or F (false).
1 The Plitvice Lakes National Park is (be) in Croatia. Correct the false sentences. TR: 1
2 It has been (be) a UNESCO World Heritage Site since 1979. 1 Elena’s grandparents live near the sea. F (a big lake)
3 Many people from Croatia have come (come) here every year since they were small. 2 Elena didn’t go swimming. F (She went swimming every day.)
have to 3 She explored a cave one day. T
4 You (have to) pay to go inside the park.
4 Bruno went to New York for four weeks. F (for four days)
5 Now, more and more tourists are coming (come) every year, so it can be quite busy.
6 There are (be) still a lot of quiet places where you can enjoy the beautiful lakes and 5 He used to live near Central Park. T
waterfalls. 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.)
5 Answer the questions. Write full sentences.

1 What did you do during your summer holiday? Write six things.
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Plitvice Lakes National Park, Croatia
2 Complete the conversation with the verbs in brackets. Use the past simple and the 2 Which was your favourite thing and why?
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present perfect.
Matteo: Where 1 did you go (go) on your summer holiday?
Chiara: I 2 went (go) to Croatia with my family last month. 3 Have you ever
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been (be) there?
Matteo: No, I haven’t, but I 4 ’ve/have seen (see) a photo of Plitvice Lakes National Park. It looks
beautiful. What 5 did you do (do) there?
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Chiara: We 6 went (go) to Plitvice Lakes National Park. It was amazing! We 7 walked
(walk) by the lakes, we 8 explored (explore) some caves and we 9 had (have)
a lot of picnics.
Matteo: What 10 did you eat (eat)?
Chiara: We 11 ate (eat) some special pancakes called palacinke. You eat them with ice
c
cream or chocolate or with lemon and sugar.
Matteo: Wow! I 12 ’ve/have never tried (try) pancakes with chocolate. I want to go
to Croatia!
hi
4 LOOK AND REMEMBER 5
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PRI_L6_WB_08627_U00_004_007.indd 4 3/8/19 7:48 AM PRI_L6_WB_08627_U00_004_007.indd 5 3/8/19 7:48 AM

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SO
ES
2
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L
2 Circle the word that doesn’t fit in each group.

1 grapes lemons carrots
eo
2 potatoes beans oranges

1 Listen, colour and write. There is one example. TR: 2
3 flowers trees bus stop
4 bicycle mountain cave
5 snowy honey rainy
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6 ice cream chocolate plastic
3 Complete the diary entry with the words from the box.
as bought eating favourite market used vegetables was

na
pink
Today we went by bus to Bridge Town. Mum 1 used to live there when she was small.
It 2 was my first time there. I liked it very much. There was a 3 market near
the bus stop that sold fruit and 4 vegetables . I was very happy to find my 5 favourite
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fruit – pineapple – there! We 6 bought one and ate it by the river. While we were
7 eating it, the bus came. We had to run to the bus stop as fast 8 as we
could. We got there just in time. Phew!
Bridge Town
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4 Tick (✓) the sentences in the present perfect. Then rewrite the other sentences in the
present perfect.
yellow
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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.

Fruit and ✓ 8 We’ve already been to the market.
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 LOOK AND REMEMBER LOOK AND REMEMBER 7

UNIT ES
SO
1 2
N
Grammar
L
A good start 1 Circle the correct answer to complete Clara’s decision or offer.
See page 120.
1 Clara wants to get better marks, so she’s set a goal for herself.
SO
ES
1 study harder.
N
Vocabulary
L
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. ‘ tidy the kitchen.’
1 I’m often tired in class. D A We need to help the teacher tidy up.
A I’ll B I’m going to
2 I want to get better at playing the violin. F B I need to arrive at school on time.
3 Clara wants to be healthier, so she’s decided to take more exercise. She says,
3 There are a lot of bags on the classroom floor. A C They need to take more exercise.
‘ walk and ride my bike more.’
4 I don’t want to be late for my first lesson. B D I need to go to bed earlier.
5 Rosa wants to get better marks at school. E E She needs to study harder.
4 Clara wants to be friendlier to the new students, so she offers to walk to school with them.
6 Daniel and Omar want to be healthier. C F I need to do my music practice
She says, ‘ walk with you.’
every day.
2 Listen to Diego talking to his grandma about his new school. Then complete the 5 Clara is often late for school, so she’s decided that get up earlier.
sentences. TR: 3 A she’ll B she’s going to
1 Diego has to study harder at his new school. 6 Clara’s friend has just asked her to go swimming after school. Clara agrees and says,
2 Diego’s friend asked him to join the Science Club. ‘Yes, come with you.’
3 His maths teacher says he needs to study harder. A I’ll B I’m going to
4 After he does his homework, he practises his guitar.

late
2 Read and write sentences.
5 If Diego doesn’t go to bed early, he gets up .
1 Luke forgot his school bag. His friends offer to help him. What might his friends say to him? Write
ng
6 If he misses the bus, he doesn’t arrive at school on time . three sentences.
I’ll give you a pencil.
3 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
1 take exercise I want to be stronger.
2 Layla wants to do better in school. She’s decided to set three goals for herself. What might she say?
ar
Write three sentences.
I’m going to go to bed early.
Le
Girls playing ball games in Bahrain
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hi
8 UNIT 1 A good start 9
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SO SO
ES ES
3 4
N
N
Reading Grammar
L
L
See page 120.
eo
1 Scan the text. What is the Plant a Seed Foundation going to do? 1 Listen to the conversation between Cara and her mum. Match the days (1–5) with the
It’s going to help schools that have decided to start a garden. activities (A–E). TR: 4
1 Monday C A music club
Why gardening clubs are great 2 Tuesday E B plant seeds
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There are a lot of good reasons to join a gardening 3 Wednesday A C science project with Mariana and Olivia
club. For example, if you join a gardening club, you’ll 4 Thursday B D dentist
spend time outdoors and get some exercise. You’ll 5 Friday D E dinner with Grandpa
work with other people so you can make new friends.
2 Complete Darya’s diary with the verbs in brackets. Use the present continuous for future.
na
You’ll discover more about the environment and how

different kinds of plants and flowers grow. You might I joined the Gardening Club at school this year and I’m really enjoying it! The club
also learn how to grow delicious fruit and vegetables! 1 is meeting (meet) on Tuesday this week. Three new students 2 are joining
The Plant a Seed Foundation in Canada wants to bring (join) that day, so there will be two teachers and ten students in the club. The teachers
Old boots can be used for growing flowers are bringing
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people together through gardening. It wants to help

3
(bring) seeds and gardening tools. On Saturday, the Gardening Club
and other plants.
children understand how plants and vegetables are
4 is having (have) a ‘gardening day’. In the morning, we 5 ’re / are planting (plant)
grown, and it’s going to help schools that have decided to start a garden. They have lots of great 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
at
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. the garden.
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, 3 Look at Ali’s diary for next week. Write a sentence about what he’s doing each day. Use
N
the present continuous for future.

make great houses for birds if you hang them in the trees and put bird food in them.
New words
Monday help Mum tidy the house (after school)
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 Tuesday go swimming (before school)
spend time
gardening tools. You just need to enjoy plants and being outdoors. instruments Wednesday play football (4.00)
Thursday visit Grandma (7.00)

2 Read again. Put a tick (✓) after the sentences that give the same information as the text
Friday meet Karim (after school)
in Exercise 1. Do not put a tick after the sentences that give different information.
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. ✓
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.
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 6 On Saturday, he’s playing tennis with Tom.
make new friends and spend time / discover outdoors.
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 UNIT 1 A good start UNIT 1 A good start 11

Workbook
SO SO
ES ES
5 6
N
N
Writing A biography Value
L
L
VALUE Be friendly.
1 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). 1 What’s the friendliest thing to do? Read the situations (1–4) and circle the best answers.
3 A She left school at the age of twelve. For question 5, write a situation and three answer choices. Then look at the information in
2
the box below.
B When she was a little girl, she had to help her family carry food from the market to their
1 Some new students have just arrived at school. They don’t know where their classroom is. You
home in the mountains.
4 A tell them the way.
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. B tell them your name and walk with them to the classroom.
6 C hurry and say you haven’t got time to help even though you have.
D Now, her goal is to help new runners, especially women in countries where women do not
usually run. 2 The teacher is asking people to help paint the Friendship Bench. You
1 E Mira Rai was born in Nepal in 1988. A join in and talk to people while you work.
5 B say you will help next week if you’ve got time.
F Three years later, in January 2017, she was named National Geographic People’s Choice
Adventurer of the Year. 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 .
ng
B .
C .
Mira Rai
Give yourself points as follows:
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2 You are going to write a short biography of a famous person. Choose a person and make Question 1 A: 1 point, B: 2 points, C: 0 points; Question 2 A: 2 points, B: 1 point, C: 0 points;
a list of important information to include. For example, write about where and when this Question 3 A: 2 points, B: 0 points, C: 1 point; Question 4 A: 1 point, B: 2 points, C: 0 points
person was born and what he/she did as a child. Add up your points. Then read the information below.
ar
0–2 points: Maybe you could be a little friendlier. 3–5 points: You’re sometimes friendly but not
always. Think about how you can be friendlier. 6–8 points: You’re very friendly! You’ll always
have lots of friends.
Le
2 Read and think. Write answers.
1 How do you feel when someone is friendly to you?
2 Describe a situation when someone was friendly to you. What did he/she do? How did you feel?
3 Write the biography of the famous person you chose. Make sure you put the important
c
information about the person in the correct order.
3 Why do you think it’s important to be friendly?
hi
12 UNIT 1 A good start UNIT 1 A good start 13
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gr
UNIT ES
SO
2 Amazing animals 2
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Grammar
L
See page 121.
eo
1 Look at the first conditional sentences. Circle the present simple verbs in red. Circle the
future verbs in blue.
SO
ES
1
1 If more people see Asher Jay’s bottles, maybe they won’t throw plastic into the ocean.
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Vocabulary
L
2 If we don’t protect animals in danger, they won’t be here in the future.

lG
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.
1 Match the words (1–8) with the definitions (A–H).
B 5 If I miss the bus, I won’t arrive at school on time.
1 ocean A an animal
6 He’ll get good marks at school if he studies hard.
2 artist H B the sea
na
3 creature A C to go away 2 Circle the correct answers.

4 protect D D to take care of something 1 If people cut / will cut down trees and forests, it is / will be difficult for the giant ibis to survive.
5 extinct G E to hurt or spoil something 2 There isn’t / won’t be any more giant ibises in the future if people will collect / collect their eggs.
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6 disappear C F the world around us 3 If we will throw / throw plastic into the ocean, we damage / will damage the environment.
7 damage E G no longer exists
4 More people know / will know about animals in danger if artists draw / will draw pictures of them.
8 environment F H a person who draws, paints or designs things
5 If we don’t protect / won’t protect animals in danger, they will disappear / disappear.
at
2 Listen to the podcast about the giant ibis. Circle the correct answer (A or B). TR: 5
3 Complete the first conditional sentences with your own ideas.
1 The giant ibis lives in .
1 Animals in danger will die if .
N
A Cambodia B Canada
2 If people throw plastic into the ocean, .
2 It lives in .
3 We’ll damage the environment if .
A the ocean B rivers and wetlands
4 If it’s sunny tomorrow, .
3 There are only .
A two hundred giant ibises left B one hundred giant ibises left 5 I’ll be very tired tomorrow if .
A giant ibis in Tmatboey, 6 If you study hard, .
4 The giant ibis is in danger because .
Cambodia
A people are cutting down forests B it’s a very big bird
5 The giant ibis is also in danger because its environment is becoming .

A wetter B drier
3 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 UNIT 2 Amazing animals 15

SO SO
ES ES
3 4
N
N
L Reading Grammar
L
See page 121.
1 Look at the photo and read the text. Write Yes or No. 1 Listen to the radio programme. Match the people (1–5) with the things they want to
1 Is it easy to see pangolins during the day? No do (A–E). TR: 6
2 Are pangolins in danger? Yes 1 Anisha B A fly to the moon
3 Is anyone trying to help protect them? Yes 2 Santiago D B fly across the ocean to look for green sea turtles
3 Viktor E C go to India to see tigers
Good news for pangolins! 4 Harry C D visit his grandma in Spain
Have you ever heard of a pangolin? It’s a quiet animal 5 Amy A 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
tigers can’t see them. If the pangolin has babies, it rolls A pangolin
around them so that the babies are protected.
A Bengal tiger in a forest
The sad news is that people catch pangolins for their meat and sometimes they’re New words
used for medicine. But the good news is that there’s a new law to protect pangolins. scales
2 Complete the conditional sentences with the correct form of the verbs in brackets.
People who sell pangolins will be in trouble. Angelababy, a famous singer and actor roll
1 If you found (find) a pangolin near your school, what would you
in China, is worried about pangolins and she’s made a video to tell people to stop law do (do)?
ng
buying them. If more people know about pangolins and understand that they’re in trouble
danger, then we can protect them for the future. 2 If I had (have) a tail, I would use (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.
2 Read again. Answer the questions. 3 Complete the sentences with the words
saw
be able to
would
from the box. 4 If you (see) a huge spider on your desk, how you
1 Where do pangolins live? feel
ni
(feel)?
in Asia and southern Africa
law roll scales trouble 5 Where would you fly (fly) if you had (have) wings?
2 What do they look like?
tiny dinosaurs 3 Complete the second conditional sentences with your own ideas.
ar
1 If we damage the environment, people and
3 What do some types of pangolins use their animals will be in trouble . 1 If I had wings, I .
tails for?
2 Some animals like pangolins are covered in 2 If more people knew about pangolins, they .
to help them climb trees and hang from scales to protect their bodies.
Le
branches 3 If there weren’t any cars in the world, we .
4 How do they protect their babies? 3 Something round, like a ball, will 4 If our teacher wasn’t at school today, we .
They roll around them. roll along the ground. 5 If I saw a tiger, I .
5 Why do people catch pangolins? 4 If something’s a law , you must do
for their meat and sometimes for medicine what it says.
c
6 What’s the good news for pangolins?
There’s a new law to protect them.
hi
16 UNIT 2 Amazing animals UNIT 2 Amazing animals 17
ap

gr
SO SO
ES ES
5 6
N
N
Writing A report Value
L
L
VALUE Care for the environment.
eo
1 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 1 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
of the world’s ice and the ice is more than two kilometres thick. Amazingly, there are hundreds
lG
box below.
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. Always Usually Sometimes Never
1 Do you tell your friends and family when you learn
Winter is not a great time to visit Antarctica because it’s dark all the time – twenty-four hours of something new about animals that are in danger?
darkness every day! It’s better to visit in the summer, when it’s light all the time. However, the weather
2 Do you recycle the plastic you use?
na
is still cold and windy, even in summer. It’s usually dry – most parts get less than fifty millimetres of rain
a year. So, in many ways Antarctica is like a cold desert. 3 When you go shopping, do you take your own bag?
4 When you brush your teeth, do you turn off the tap?
2 Write sentences about Antarctica using the figure in brackets. Use of when it’s needed. 5 When you leave a room, do you turn off the lights?
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1 (hundreds) There are hundreds of lakes under the ice. 6 When it’s possible, do you walk or ride your bike instead
2 (twenty-four hours) In winter, there are twenty-four hours of darkness every day. of going by car?
3 (fifty millimetres) Most parts (of Antarctica) get less than fifty millimetres of rain a year.
at

4 (twenty-eight million) The size of Antarctica in winter is about twenty-eight million square kilometres.
Always: 3 points Usually: 2 points Sometimes: 1 point Never: 0 points
5 (more than two kilometres) The ice is more than two kilometres thick.
Add up your points and tell your classmates.
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3 Read the facts about the wandering albatross and the three headings.
Then write a report by organizing the facts under the three headings.
1 Tiger sharks sometimes eat albatross chicks. In some areas,
2 Read the things we can do to help care for the environment. Circle the one you think is
ten per cent of all albatross chicks are eaten by tiger sharks.
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.
3 Their wings can measure over three metres across.
4 They can travel over thousands of kilometres. Save electricity. Plant more trees.
5 There are about twenty-six thousand wandering Recycle old things. Stop putting plastic in the sea.
albatrosses in the world, but this number is dropping.
6 They can weigh up to ten kilograms. I think we should because
7 Wandering albatrosses sometimes get caught in long
fishing lines when they’re trying to find food.
8 They can fly up to forty kilometres an hour. .
Headings 3 What are you going to do to help care for the environment in the future? Write three of
The size of a wandering albatross your intentions or goals. You can use ideas from Exercises 1 and 2.
Facts 2, 3 and 6 belong under this heading.
The flight of a wandering albatross 1
A wandering albatross flies over the
Facts 4 and 8 belong under this heading. Southern Ocean. 2
The wandering albatross in danger
Facts 1, 5 and 7 belong under this heading. 3
4 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.
18 UNIT 2 Amazing animals UNIT 2 Amazing animals 19

Workbook
Function 1: Giving advice See page 132. School trip 1: Protecting our oceans: Niue and Chile
1 Tick (✓) the expressions you can use for giving advice.
1 It’s a good idea to … ✓ 7 Why don’t you …? ✓
2 Maro’s got an idea. 8 You might try … ✓
3 Don’t forget to … ✓ 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 A photo of fish taken during a
complete the conversation with the expressions from Exercise 1. TR: 7 Pristine Seas expedition in the
Desventuradas Islands, Chile
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.
1 Remember the video. Tick (✓) the creatures that you saw.
Mr Suzuki: Oh, that would be great! ✓ ✓
bald eagle crab crocodile moon jellyfish
Maro: Can you give us any advice?
octopus ✓ penguin reef shark ✓
Mr Suzuki: Well, it’s a good idea to start by having a meeting. Then you can decide what
you want to do and how you’re going to do it. If I were you, I’d put up a poster sea lion ✓ sea snake ✓ whale ✓
so that a lot of people know about the meeting.
Kenji: That’s a great idea. Where should we put the poster? 2 Complete the sentences with the words from the box.
Mr Suzuki: Why don’t you make lots of posters? Then you can put them up all around
Chile creatures fish fishing boats
the school.
marine reserves protect seabed stop
Maro: What else should we do?
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Mr Suzuki: You might try putting a big recycling bin for plastic in each classroom. Chile
There’s good news for our oceans! The small island of Niue and the country of 1
Then students can throw plastic rubbish into the bins so that it can be recycled! have made three new 2 marine reserves . Now, people will have to 3 stop fishing
You should also make signs for the recycling bins so that people know what protect
in these places. Both countries want to 4
the oceans and the fish and other
they’re for. 5 creatures that live there. The 6 seabed is sometimes damaged by
ni
Kenji: We could have recycling bins for paper too. 7 fishing boats and people often catch too many 8 fish . The new marine
Mr Suzuki: Yes, of course. Good idea. Don’t forget to make it fun. For example, you could reserves will help make the situation better.
have a competition to see which class can make the best sculpture out of plastic rubbish.
ar
Maro: Great idea! Thanks for the advice, Mr Suzuki. 3 Write sentences to answer the questions.
Mr Suzuki: No problem. Good luck! 1 Would you like to go to the marine reserves? Why? / Why not?
Le
3 Your friends need your advice. Read the speech bubbles and write answers. 2 Imagine you visited the marine reserves. What did you see and do there?
1
My homework is really difficult and I can’t do it. What should I do?
3 Can you think of some people who might not be happy about the new marine reserves?
Why wouldn’t they be happy?
c
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?
hi
20 FUNCTION 1: Giving advice SCHOOL TRIP 1 21
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gr

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1 Talia is talking to her grandma about her plans for the week. Listen and tick (✓) the 2 Match to form correct sentences.
correct answer. There is one example. TR: 8 1 If I get up early, E A it would be better for the environment.
1 What’s Talia doing tomorrow?
2 If I got up early, H B they would disappear.
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3 If we recycle our plastic, F C they’ll disappear.

4 If we recycled our plastic, A D we’d get stronger.
A ✓ B C 5 If we exercise more, G E I’ll arrive at school on time.
6 If we exercised more, D F it’ll be better for the environment.
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7 If we don’t look after animals that are in danger, C G we’ll get stronger.
8 If we didn’t look after animals that are in danger, B H I’d arrive at school on time.
2 What’s she doing after school on Wednesday?
3 Complete the text with the words from the box.

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arrive artist creatures environment join

✓ A B C
ocean plastic protect recycling
at
My friend and I are going to 1 join the 2 recycling club. The first meeting is
at four o’clock on Tuesday, so we’ll try to 3 arrive on time. We’re going to make
3 What’s she doing on Thursday?
N
sculptures out of plastic rubbish. A(n) 4 artist is going to help us. We hope
our work will make people think more about the environment. If we want to
5
6 protect the 7 creatures that live in the 8 ocean , we need to stop

✓ A B C
throwing 9 plastic into it.
4 What’s she doing on Friday?
I can … Yes. I need to practise.

A B ✓ C
• 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.
• use the second conditional to talk about things that aren’t real or
A ✓ B C things that probably won’t happen.
• write a biography.
• write a report about an animal that’s in danger.
22 REVIEW 1: UNITS 1–2 REVIEW 1: Units 1–2 23

UNIT ES
SO
3 2
N
Grammar
L
Working outdoors 1 Circle the correct answer.
See page 122.
SO 1 Anyone / No one lives on the moon.

ES
1
N
Vocabulary
L
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.
1 Match to form correct sentences.
5 The mountain guide led everyone / anyone safely down the path.
1 If you are a lifeguard, you C A has to be good at looking after plants
and flowers. 6 The marine biologist saw something / anything interesting under the water.
2 A mountain guide D B is a photojournalist.
F 2 Complete the sentences. Use indefinite pronouns.
3 A mechanic is someone who C make sure that people on the beach are safe.
1 A tennis coach is someone who shows people how to play tennis.
4 Marine biologists E D leads walkers and climbers.
B 2 A lifeguard makes sure that no one is in danger on the beach or in the water.
5 A person who takes photos for news stories E study fish and other animals that live in
the sea. 3 If you need to fix something , you should ask a mechanic to help you.
6 A gardener A F is good at fixing cars. 4 We want to climb this mountain, but we don’t know the way. Does anyone know a good
mountain guide?
2 Listen to the radio programme and write the jobs you hear next to the names. You don’t
5 Is there anywhere we can get ice cream?
need two of the jobs. TR: 9
6 Do you have anything to eat? I’m really hungry.
mountain guide painter photojournalist tennis coach 3 Write sentences. Use the cues and your own ideas.
1 nothing / TV
1 Marta: gardener 2 Bill: photojournalist
There’s nothing interesting on TV this evening.
3 Isabella: marine biologist 4 Olaf: mechanic
ng
2 someone / my lunch Sample answers:
5 Miki: lifeguard 6 Jordi: tennis coach
Someone’s eaten my lunch.
3 Choose two jobs you would like to do and two you would not like to do. Give your 3 no one / homework
reasons. No one did their homework.
ni
I would like to be a mountain guide because I like 4 everyone / the environment
climbing mountains. Everyone should care for the environment.
I wouldn’t like to be a painter because I think my arm
ar
5 anything / cupboard?
would get tired. Is there anything in the cupboard?
6 anyone / beach?
Le
Is there anyone on the beach?
7 anywhere / swimming?
Is there anywhere we can go swimming?
8 something / desk
c
hi There’s something on your desk.
24 UNIT 3 Working outdoors 25

ap

gr
SO SO
ES ES
3 4
N
N
Reading Grammar
L
L
See page 122.
eo
1 Scan the text. What two cool jobs does the text talk about? 1 Circle the correct answer (A, B or C).
ice-cream taster and park ranger 1 Rhino keepers look after rhinos, ?
A aren’t they B don’t they C do they
Two cool jobs!
lG
2 She paints fantastic murals, ?

This is a job which is not just cool, it’s cold! If you like ice A doesn’t she B does she C didn’t she
cream, an ice-cream taster would be a very good job for you 3 He’s a cool hunter, ?
– as long as you could taste 32 different kinds of ice cream A is he B doesn’t he C isn’t he
before lunch! Ice-cream tasters taste ice cream to check that 4 We’re not going swimming tomorrow, ?
na
it’s delicious and safe for everyone to eat. Everything they

A are we B don’t we C do we
wear must be clean and they have to make sure that nothing
5 I’m coming to your house tonight, ?
falls into the ice cream while they’re tasting it.
A aren’t you B am I C aren’t I
Ice-cream tasters at work in the
It sounds like an easy job, but it isn’t only about eating
6 He’s got a bike, ?
io
company’s laboratory
ice cream. You need some skills too. If you want to become
A don’t he B hasn’t he C isn’t he
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
2 Listen to the interview. Complete the question tags. Then write the correct answers.
at
to buy it. Of course, it also helps if you like ice cream!

TR: 10
If you enjoy being outdoors all day, you might enjoy being a park ranger. Park rangers look after the doesn’t she Yes, she does
1 Alice enjoys her job, ? .
environment by protecting rivers, lakes and forests. They also try to make sure no one’s in danger
don’t they No, they don’t
N
when they visit a park. Also, they let everyone know if there’s a problem such as a fire in the park. 2 Vets only look after pets, ? .
3 Alice looked after sheep and lambs when she was little, didn’t she ? Yes, she did .
Park rangers need certain skills too. They must be good at teaching and helping people. New word
4 It’s not very hard to become a vet, is it ? Yes, it is .
It’s also helpful to be interested in plants and flowers. Park rangers work hard – often at
skills
the weekend and during the holidays – but they’re usually outdoors in a beautiful place. 5 If you’re a vet, you sometimes have to get up in the middle of the night, don’t you ?
Yes, you do .
2 Read again. Complete the table. 6 Alice is very happy, isn’t she ? Yes, she is .
Things you’d like Things you wouldn’t
Indoors or outdoors Skills needed
about the job like about the job 3 Choose three jobs from the box. Write two
cool hunter ice-cream taster mural painter
sentences with question tags for a person
food science or park ranger rhino keeper vet
who does each job.
Ice-cream taster indoors food technology;
be good at writing Job:
being good at 1 , ?
Park ranger outdoors teaching and 2 , ?

helping people
Job:
3 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 B a painting on a wall
3 mural B C useful things you can do Job:
4 fashion E 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 , ?

Workbook
SO SO
ES ES
5 6
N
N
Writing A description of a job Value
L
L
VALUE Stay safe.
1 Read the description of a job. Then write four questions that are answered in the
description.
1 Tick (✓) the sentences that tell us how you can stay safe. Put an ✗ for the unsafe actions.
✓ 1
A bridge painter’s job Check that there’s a lifeguard on the beach before you go swimming.
✓ 2 Ask a mountain guide to help you when you are walking in the mountains.
Bridge painters always work outdoors and
✗ 3 If you see a rattlesnake, go up to it and take a photo.
sometimes they work in interesting places.
✓ 4 If you go out alone, tell someone where you’re going.
They usually work up high. It would be difficult
to be a bridge painter if you didn’t like high ✗ 5 Give people you don’t know your phone number.
places. You don’t have to go to university to ✗ 6 Don’t wear a helmet when you ride your bike.
be a bridge painter, but you need to work for ✓ 7 Look carefully to check that there aren’t any cars before you walk across a road.
a long time before you can paint a difficult or
famous bridge. 2 Look at the picture and circle three examples that show people who are not staying safe.
The Sydney Harbour Bridge in Sydney, Australia Then write a sentence about each problem.
Every day, bridge painters climb up onto
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?
4 What special clothes or equipment do they need? What’s good/bad about being a bridge painter?
ng
2 Choose a job from the box or use your own idea and write four questions about it.
bus driver helicopter pilot photojournalist police officer singer The children aren’t/are not checking for cars.
ni
The boy on the bike isn’t/is not wearing a helmet.
1
The girl didn’t/did not close the gate.
2
ar
3
3 Think of some things you do to stay safe. Write four sentences about them.
4 I never go swimming alone.
3 Write a job description for the job you chose in Exercise 2. Answer your questions from
Le
Exercise 2 in your description.
c
hi
ap

gr
UNIT ES
SO
4 Let’s get technical 2
N
Grammar
L
See page 123.
eo
1 Complete the sentences with the words in brackets. Use the present simple passive or the
past simple passive.
SO
ES
1 1 The first chess match against a computer was played (play) by Garry Kasparov.
N
Vocabulary
L
lG
2 Three out of six games were won (win) by Kasparov.

3 A year later, another chess match was organized (organize) between Kasparov and
1 Match the words (1–7) with the definitions (A–G). the computer.
1 chat F A to link
4 This time, Kasparov was defeated (defeat) by the computer.
2 connect A B to make better
are used
na
5 Now, computers (use) by many people to practise games like chess.

3 delete E C to keep
6 Chess is a popular game that is enjoyed (enjoy) by people all over the world.
4 do research D D to look for information about something
5 improve B E to remove
2 Use the words to write sentences. Use the present simple passive or the past
6 repair G F to communicate online
simple passive.
io
7 save C G to fix
1 chess / play / all over the world
2 Listen to the interview. Complete the table. TR: 11 Chess is played all over the world.
at
2 some jobs / do / by computers

Name What do they use technology for?
Some jobs are done by computers.
Amina to do research
3 millions of photos / take / every day
N
Millions of photos are taken every day.

Jack to write computer programs
4 the first computer / invent / a long time ago
Takako to chat with (her) friends online
The first computer was invented a long time ago.
Rosa to take and save photos 5 my mum’s laptop / repair / yesterday

My mum’s laptop was repaired yesterday.
Marco to improve (his) English
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) 3 Use the words from the boxes and your own ideas to make sentences. Use the present
from Exercise 1. 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 UNIT 4 Let’s get technical 31

SO SO
ES ES
3 4
N
N
L Reading Grammar
L
See page 123.
1 Read the text. Circle the main idea (A, B or C). 1 Listen to the podcast about drones. Tick (✓) the sentences that give the same information
A Pumas are dangerous animals. as the podcast. Don’t tick the sentences that give different information. TR: 12
B Technology can help us learn about our environment. 1 Medicine is being taken to different places
C Fernanda and Nayelli know a lot about the forest. by drones. ✓
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
5 Football games are being filmed by drones.
set up camera traps to help a team of scientists who want
6 Drones are being used to rescue animals
to learn more about the wildlife in the forest there. The
from trees.
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,
Fernanda and Nayelli know the forest well, so they have Botswana.
good ideas about where to put the camera traps. They
attach the camera traps to rocks or trees. Then, they 2 Use the words from the boxes and your own ideas to write four sentences. Use the present
come back later to check that the cameras are working. continuous passive.
the animals filmed
Each camera is turned on by movement so it takes A puma walking in a forest
a photo when an animal approaches it. Sometimes the wildlife is set up
Fernanda and Nayelli are surprised by what they see. One day, a photo of a New words drones are repaired
puma, a very big wild cat, was taken by one of the camera traps. This was a big the camera traps isn’t being studied by scientists
set up
surprise for the people from the village because they didn’t know there were technology aren’t used to take photos
movement
pumas in the area. It’s a good example of how technology can help people new cameras improved every day
approaches
understand their environment better. my dad’s car designed by engineers
ng
The animals are being filmed.
2 Read again. Write T (true) or F (false). Correct the false sentences.
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
ni
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.) 3 Complete the sentences. Use the present continuous passive and your own ideas.
3
ar
Complete the sentences with the words from the box. There are two words you don’t need. 1 Cars .
2 Chess .
approaches engineers fixed onto movement
remote-controlled set up straight (into) 3 Robots .
Le
4 Photos .
1 Fernanda and Nayelli set up camera traps. 5 Drones .
2 The camera traps have been designed by photo engineers . Some of the cameras 6 Remote-controlled cameras .
are carried by small remote-controlled cars.
3 The cameras are fixed onto rocks and trees and they’re turned on when an animal
approaches .
c
hi
32 UNIT 4 Let’s get technical UNIT 4 Let’s get technical 33
ap

gr
SO SO
ES ES
5 6
N
N
Writing Instructions Value
L
L
VALUE Help others.
eo
1 Complete the instructions about how to use a washing machine. Use the imperative form
of the verbs from the box.
1 Isabel’s dad has got a problem. How does she help him? Look at the pictures and write
add choose close not open what Isabel and her dad say. Write one sentence for each picture.
lG
put take turn not use
How to use a washing machine

4 A Close the door and choose the correct
na
setting for your clothes.

5 B Turn on the machine.
2 C Put the clothes into the machine. Isabel’s dad: Isabel:
3 add
io
D After you’ve put the clothes in, washing

powder. Don’t use too much.
6 E Don’t open the door while the machine is running.
1 Take
at
F the dirty clothes to the washing machine.
2 Read the instructions in Exercise 1 again. Number the

steps in the correct order.
N
3 Write instructions about how to make a short video using a mobile phone. Number the Isabel: Isabel’s dad:
instructions and use imperatives.
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 UNIT 4 Let’s get technical 35

Workbook
Game 1 Reading extra 1
1 Read the clues. Then write the words in the puzzle. Look at Student’s Book, pages 10, 18 Clever creatures
and 38 to help you.
1 If you do this, you won’t be late. SECRET MESSAGE 1 Listen and tick (✓) the clever creatures you hear about. TR: 13
2 If you do this, you won’t be tired.
cats ✓ dogs dolphins horses
3 You need to do this if you want to learn more 1 A R R I V E O N T I M E
about something. G ✓ orcas ✓ parrots penguins tigers
4 If you do this, you’ll get good marks. 2 G O T O B E D E A R L Y
5 If we do this to endangered animals, we’ll 2 Listen again. Write BC (border collie), O (orca) or P (parrot) after the clever thing the
O
help them. animal can do. TR: 14
3 D O R E S E A R C H
2 Read down from the arrow to find the S
1 count to three O
secret message. Clue: Look on Student’s 2 follow instructions BC
4 S T U D Y H A R D E R
Book, page 9.
3 understand the word zero P
A
Secret message:
5 4 find sheep BC
P R O T E C T
A G O O D S T A R T
T 5 know the words for some colours P
6 produce sounds by pushing air through a blowhole O

P
3 Complete the sentences. Use the letters in the circle to help you.
e
7 understand the words for 150 different things
1 If your computer isn’t working, you need to ask someone a t 8 copy the sound of a human voice O
p h
to r e p a i r it. r i
2 If the classroom is messy, you can help t i d y it. l
3 Answer the questions.
y
3 If you don’t want those photos, you can d e l e t e them. o 1 Scientists used to believe that animals couldn’t think, but what do we know now?
n
4 My friend and I are going to j o i n a club. d They can understand and use information.
f
ng
j
5 I’ve made a resolution to be f r i e n d l i e r . 2 Give three examples of words farmers use with border collies when they’re working with sheep.
find, walk, stop
4 How much do you remember? Choose the correct answer (A, B or C). Then find the
3 How do working dogs help farmers?
answers in the Student’s Book and add up your score.
ni
1 Sheku Kanneh-Mason plays the . They help them find sheep.
A violin B guitar C cello 4 How do young orcas learn to make sounds?
2 Chile is a country in . They copy adult orcas.
ar
A Europe B South America C Asia
3 Spider monkeys use their tails to . 5 Give three examples of words Alex could understand.
A make a noise to frighten away other animals B swing from tree to tree C turn quickly banana, grape, water, none, zero
4 Asher Jay is a(n) .
6 How would you feel if someone said you had a brain like a bird?
Le
A marine biologist B engineer C artist
Answers will vary.
5 A gardener .
A grows plants and flowers B guides people up mountains C fixes cars
6 Garry Kasparov is a famous . 4 Complete the sentences about the text to make them true for you.
A photojournalist B chess player C mural painter 1 I was interested to learn that .
2 I already knew that ,
c
Give yourself one point for each correct answer. Write your score here. ( ) How did you do?
but I didn’t know that .
3 I would like to learn more about .
hi
36 GAME 1 READING EXTRA 1 37
ap

gr

eo
1 Match the jobs (1–8) with the descriptions (A–H). 4 Complete the sentences with the verbs in brackets. Use the correct form of the passive.
1 tennis coach D A someone who helps make houses, buildings 1 This photo was taken (take) yesterday by a photojournalist.
2 photojournalist E and other places look nice 2 A mural is being painted (paint) outside our school right now.
lG
3 painter A B someone who fixes things like cars and 3 Computers are used (use) every day.
F motorbikes ’s/is being repaired
4 lifeguard 4 We can’t use the car today because it (repair) at the garage.
B C someone who leads people up and down was broken
5 mechanic 5 The camera (break) last night.
mountains
6 gardener H 6 The bridge was damaged (damage) by heavy loads last year.
D someone who teaches people how to play
7 marine biologist G 7 Camera traps were not invented (not / invent) by photojournalists.
na
tennis
8 mountain guide C 8 Sometimes chess games are played (play) against computers.
E someone who takes photos for news stories
F someone who keeps people safe on the
beach and in the sea 5 Rewrite the sentences in the passive.
G someone who studies fish and other marine 1 A mechanic is fixing our car right now.
io
creatures 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
2 Listen to the interview about a job. Circle the correct answer. TR: 15 3 A photo engineer designed the camera trap.
1 Amy is a swimming instructor / lifeguard. The camera trap was designed by a photo engineer.
2 When she was small, she lived near the sea / a lake. 4 The new tennis coach taught the tennis lesson.
N
3 She taught her little sister / grandmother to swim. The tennis lesson was taught by the new tennis coach.
4 Her grandmother’s friend / little sister wants to learn to swim. 5 A gardener planted all of the flowers.
5 Amy thinks it’s sometimes / never too late to learn to swim. All of the flowers were planted by a gardener.
6 When people swim for the first time, they might be happy / scared. 6 My little brother deleted all of the photos.
All of the photos were deleted by my little brother.
3 Add question tags to these statements. Then write the correct answers.
1 Mechanics can repair cars, can’t they ?
Yes, they can .
2 Garry Kasparov is a famous chess player, isn’t he ?
Yes, he is .
3 Marine biologists don’t study marine creatures, do they ?
Yes, they do . I can … Yes. I need to practise.
4 Camera traps don’t hurt the animals, do they ? • talk about different outdoor jobs and technology.
No, they don’t . • use indefinite pronouns to talk about outdoor jobs.
5 Animals sometimes try to eat cameras, don’t they ? • use question tags to check information, ask if others agree,
Yes, they do . be friendly and make conversation.
6 It isn’t difficult to set an alarm on a mobile phone, is it ?
• use the present simple passive and the past simple passive to talk
No, it isn’t . 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 REVIEW 2: Units 3–4 39

UNIT ES
SO
5 Going places 2
N
Grammar
L
See page 124.
1 Use the words from the boxes and your own ideas to write five sentences. Use the present
perfect passive.
SO
ES
1 my suitcase built
N
Vocabulary
L
that mountain climbed

the camels eaten
1 Complete the sentences with the words from the box. the bridge found
the cherries lost
cross destination hurry reach set off suitcase survive view
1
1 Polar bears can survive in cold places because they’ve got thick fur. 2
2 When you go on a journey, you can put your things in a suitcase . 3
3 If you cross the ocean, you go from one side to the other. 4
4 When you get to the top of a mountain, you often have a great view . 5
5 If you set off for the train station late, you’ll have to hurry to catch the train.
reach
2 Use the words to write sentences. Use the present perfect passive.
6 When you your destination , you’ve finished your journey.
1 a new railway line / build / from China to Europe
A new railway line has been built from China to Europe.
2 Listen to the podcast about the first man to swim
across the Atlantic Ocean. Write T (true) or F (false). 2 the Australian desert / cross / groups of camels
Correct the false sentences. TR: 16 The Australian desert has been crossed by groups of camels.
1 Ben Lecomte was born in the US. F (He was born in France.) 3 a film / make / about Robyn Davidson’s journey
2 In 1998, he swam from the US to France. T A film has been made about Robyn Davidson’s journey.
3 He swam all day every day. F (He rested on the boat.) 4 animals / use / to help people for a very long time
ng
4 Special technology kept sharks away from him. T Animals have been used 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
T Ben Lecomte swimming across the The bridge hasn’t/has not been painted yet.
6 When he finished, he said he didn’t want to do it again.
Atlantic Ocean
6 the new tunnel / not complete / yet
ni
3 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?
3 Complete the sentences. Write three affirmative and three negative sentences.
ar
2 How would you travel to your destination? Use the words from the box, your own ideas and the present perfect passive.
build clean find paint repair steal turn off turn on

3 What would you take in your suitcase?
Le
1 My bedroom .
4 What would you need to survive?
2 Our classroom .
3 The lights at my house .
4 Our bags .
c 5 My mum’s bike
6 My dad’s computer
.
.
hi
40 UNIT 5 Going places 41
ap

gr
SO SO
ES ES
3 4
N
N
Reading Grammar
L
L
See page 124.
eo
1 Scan the text. How long was Anthony’s journey? 1,500 kilometres 1 Match the questions (1–6) with the answers (A–F). Then complete the answers.
1 Why are more electric cars being made now? E A It’s made with
The amazing Anthony Gotts .
lG
In 2016, Anthony Gotts began – and finished – an 2 Where were you born? F B It was written by
amazing journey. He crossed the whole of the United .
Kingdom, from Land’s End, in the southwest of England,
3 How is your favourite food made? A C In my house,
to John O’Groats, in the north of Scotland. Other people
.
have made the journey on foot or by bike, and it has
4 Who was your Student’s Book written by? B D So that I get better at
na
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 5 What languages are spoken in your house? C E Because they are better for the
to use his arms to move the wheels – for nearly 1,500 .
kilometres!
io
6 Why have you been asked to do this exercise? D F I was born

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 2 Laura is on a school trip to the Swiss Alps. Listen to the phone conversation between her
at
wheelchair and the wheels were changed regularly. He also needed to eat a lot and her mum. Then answer the questions. TR: 17
New words
of food to give him energy. wheelchair 1 How are the children’s bags being carried? They’re being carried by donkeys.
2 Why has their destination been changed? It’s been changed because the bridge has been damaged.
N
Anthony travelled about 72 kilometres a day. He said the last part of the journey regularly
was the most difficult. There were a lot of hills, but there were also some great energy 3 What are they being given and why? They’re being given a lot of water to drink because it’s hot.
views. He reached his destination in twenty days. His dog, Bonnie, ran beside him extraordinary
4 What has happened to the chocolate? It’s all been eaten.
as he finished his extraordinary journey.
5 Who do you think has eaten the chocolate? Laura
2 Read again. Answer the questions.

3 Write questions for the answers. Use the underlined information to help you.
1 What was Anthony’s destination? John O’Groats, Scotland
1 What language is spoken in Italy ? Italian is spoken in Italy.
2 Why did Anthony sometimes hurry? Because he wanted to finish the journey in fewer than thirty days.
2 When was the tunnel built ? The tunnel was built five years ago.
3 How many kilometres did Anthony travel each day? 72
3 Where are heavy loads now being carried ? Heavy loads are now being carried under the
4 How long did it take him to reach his destination? twenty days mountains.
5 Who was beside him at the end of the journey? his dog, Bonnie 4 Why has the bridge been built ? The bridge has been built so that walkers can reach
their destinations more quickly.
3 Match the definitions and descriptions (1–9) with the words (A–I).
5 When was the telephone invented ? The telephone was invented in 1876.
1 There are 100 of these in a metre. D A tunnel
2 big from one side to the other I B wheelchair 6 How was their house damaged ? Their house was damaged by the storm.
3 high places F C extraordinary
4 an underground road A D centimetres
5 things that a person or lorry carries H E energy
6 a chair with wheels B F heights
7 happening often G G regularly
8 amazing C H loads
9 power E I wide
42 UNIT 5 Going places UNIT 5 Going places 43

Workbook
SO SO
ES ES
5 6
N
N
Writing A factfile Value
L
L
VALUE Take exercise.
1 Write the measurements in figures. Shorten the measurement words.
1 three hundred metres 300 m
2 forty-five kilograms 45 kg 1 Tick (✓) the ways you exercise every week. Give yourself one point for each activity.
3 eighty-seven centimetres 87 cm walk to school play football dance
4 five thousand and fifty kilometres 5,050 km
swim ride a bike run
5 six thousand, three hundred and three kilograms 6,303 kg
13 cm play tennis help tidy the house
6 thirteen centimetres
2 Do some research and complete the table with information about Malaysia. 2 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 Read and write suggestions about exercising.

Topics Facts about Malaysia 1
Number of people (population) over 31 million I like being outdoors, but I don’t like team sports. I don’t enjoy swimming either.
The biggest city Kuala Lumpur
You could run/go running.
The highest mountain Mount Kinabalu
Malayan tiger
ng
The national animal 2
I like exercising with my friends, but I don’t like football. I love listening to music.
Some of the most popular sports football, badminton, hockey, tennis, horseriding
Languages spoken Malay, English, Chinese (and others)
Number of national parks 28
Two other interesting facts Answers will vary. 3
I live far away from my friends and my bike is broken. Also, I have to help my mum at
ni
about Malaysia
home every day, so I haven’t got a lot of time to exercise.
3 Use the topics and facts from the table in Exercise 2 to write a factfile about Malaysia.
ar
Start a new line for each piece of information. Write one or two sentences for each topic.
4
I love ball games and exercising with other people. Also, I can run really fast.
Le
4 Answer the questions about you.
1 What do you like about exercising?
c
hi 2 How do you feel after you exercise?
44 UNIT 5 Going places UNIT 5 Going places 45

ap

gr
UNIT ES
SO
6 Fantastic festivals 2
N
Grammar
L
See page 125.
eo
1 Complete the sentences with for or since.

1 I’ve been using this book since last year.
SO
ES
1
2 He’s been playing the guitar for three months.
N
Vocabulary
L
3 It’s been raining for hours.

lG
4 The cherry blossom has been flowering for two weeks.

5 People have been flying kites for
1 Circle the correct answer. centuries.
6 He hasn’t eaten any chocolate since yesterday.
1 Spring comes after winter / summer.
2 One hundred and twenty minutes / seconds is
2
na
the same as two hours. Read the text. Then use the words to write sentences about each person. Use the present
perfect continuous.
3 We usually have lunch at midday / midnight.
4 There are fifty / one hundred years in a century. It’s now seven o’clock in the evening and everyone in the Ruiz family is hungry. Dad began making
5 It’s very dark at midday / midnight. dinner at six-thirty. Mum left work at six o’clock to drive home. She’s still on her way home. Sara is doing
io
her homework – she started when she arrived home from school at four-thirty. Ana hasn’t done any
6 August is my favourite month / week of the year.
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.
2 Write the times in figures with a.m. or p.m.
Mum has been driving for an hour.
at
3.30 a.m. 1 Mum / drive / for

1 Three-thirty in the morning
2 Dad / make dinner / since Dad has been making dinner since six-thirty.
2 Four o’clock in the afternoon 4.00 p.m.
3 Sara / do homework / for Sara has been doing her homework for two and a half hours.
3 Eleven o’clock at night 11.00 p.m. Ana has been playing the piano since five o’clock.
4 Ana / play piano / since
N
4 Seven-thirty in the evening 7.30 p.m. Grandpa has been waiting for dinner for an hour.
Big Ben, London, England 5 Grandpa / wait for dinner / for
5 Two o’clock in the afternoon 2.00 p.m.
6.30 a.m. 3 Write questions with How long for the answers. Then write two of your own questions and
6 Six-thirty in the morning
answers. Use the present perfect continuous.
3 Look at the photo on Student’s Book page 57. Then listen to the conversation and 1 How long has she been sleeping ? She’s been sleeping since midday.
complete the sentences. TR: 18 2 How long has he been playing football ? He’s been playing football for an hour.
1 The festival is for people with red hair . 3 How long have you been tidying your bedroom ? I’ve been tidying my bedroom since this
2 It takes place in the month of September . morning.
3 The festival started in 2005 . 4 How long have you been living here ? We’ve been living here since I was six.
4 People from 80/eighty countries go to the festival. 5 How long have they been studying English ? They’ve been studying English for five years.
5 People who go to the festival haven’t got to have red hair . 6 How long have people been going to festivals ? People have been going to festivals for
their friends and families centuries.
6 Red-haired people can bring .
the group photo 7 ?
7 Only people with red hair can be in .
for a long time.
4 Would you like to go to the Redhead Days international festival? Why? / Why not? 8 ?
Write one or two sentences.
since yesterday.
46 UNIT 6 Fantastic festivals 47

SO SO
ES ES
3 4
N
N
L Reading Grammar
L
See page 125.
1 Scan the text. Where do these festivals take place? 1 Complete the sentences with the verbs in brackets. Use the present perfect continuous.
The festivals take place on the island of Corsica, France and in Douz, Tunisia. 1 She ’s/has been playing (play) the piano since she was four, so now she’s really good.
2 They ’ve/have been eating (eat) chocolate all day, so now they’re not hungry.
Two interesting festivals 3 He’s very tired because he ’s/has been running (run) since midday.
On the island of Corsica, which is part of France, there’s 4 We want to sit down now because we ’ve/have been walking (walk) around all day at the
a festival of comics and comic books every year. The festival.
5 The Boryeong Mud Festival has been taking place (take place) every summer since 1998, so
festival is called BD à Bastia and it was started in 1993.
BD is for bandes desineés, which means drawn strips – now it’s very famous.
6 My English is very good now because I ’ve/have been studying (study) hard.
comics – in French, and Bastia is the town in Corsica
where the festival takes place. It’s usually in April and it
lasts for four days. There are lots of comics and comic 2 Complete the sentences with the verbs from the box. Use the present perfect continuous.
books to see. Groups of schoolchildren can talk to
dance eat fly play pour study
writers and artists and find out how comic books are
made. It’s a great festival for anyone who likes comics!
Musicians at the International Festival of the 1 I’ve been dancing at the festival for five hours, so I’m tired now.
The International Festival of the Sahara has been taking Sahara in Douz, Tunisia
2 They aren’t hungry now because they’ve been eating since they arrived at the festival.
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 3 They’ve been pouring mud everywhere, so everything’s very muddy now. They’ve made
New words
camels are still the most important part of the festival. There’s a lot of camel a mess!
lasts
racing and horse racing. In the evenings, you can watch traditional dancing 4 He’s doing well in school now because he’s been studying very hard.
poetry
and listen to music, and there’s a poetry competition. We’ve been flying
5 kites since midday, so our arms are tired.
The festival takes place in the desert – in fact, it’s where the old Star Wars films she’s been playing
6 She’s thirsty because football and it’s hot today.
were made.
3 Listen to the conversation between Ella and her mum. Then complete the answers.
ng
2 Read again. Complete the table. Use the present perfect continuous. TR: 19
Where does it What does it When does it take How long has it What can you do at the 1 Why is Ella hungry?
take place? celebrate? place? been taking place? festival?
Because she’s been dancing all afternoon.
BD à Bastia on the island comics and April (usually) Answers will vary. look at comics, talk to
ni
of Corsica, comic books It started in 1993. writers and artists, find 2 Why won’t Tom be hungry?
France out how comics are
made Because he’s been eating all day.
International Douz, Tunisia camels December over a century watch camel and horse 3 Why is Rosie happy?
ar
Festival of the racing, watch traditional
Sahara dancing, listen to music Because she’s been talking to her friends all day.
and poetry
4 Why does Ella think her grandma and grandpa will be tired?
3 Match the words (1–7) with the definitions and descriptions (A–G). Because they’ve been standing up all day.
Le
1 mixture D A animals from the sea that we can eat 5 Why has Ella’s mum had a good day?
2 tropical fruit E B what we have all over our bodies she’s been reading
Because in the garden all afternoon.
3 seafood A C a kind of writing done in verses
4 skin B D what you get when different things are put together
5 poetry C E fruit that grows in warm places, such as pineapples and mangoes
6 poured G
7 lasts F
F continues over a period of time
c
G put liquid in or on something
hi
48 UNIT 6 Fantastic festivals UNIT 6 Fantastic festivals 49
ap

gr
SO SO
ES ES
5 6
N
N
Writing An advert Value
L
L
VALUE Learn about other cultures.
eo
1 Complete the text about the kite festival in Gujarat, India. Use positive adjectives.
Uttarayan is the name of the Sample answers:
amazing
kite festival which takes place in Gujarat, India, at
1 Read and think about these sentences about culture. Write A (agree) or D (disagree) after
each one.
the end of winter. During the festival, the markets
lG
delicious 1 A country is where people live. Culture is all about how they live.
are full of food, there are
lots of interesting/cool/great things to buy and 2 There can be more than one culture in a country.
the sky is full of interesting/beautiful/ kites. It’s a 3 Your culture comes from your parents.
great, fun colourful 4 Your culture comes from your friends.
really time for the people of
5 It’s important to try to understand other cultures.
na
Gujarat and the many visitors who make the journey

to this amazing/fantastic/ festival.
popular 2 Tick (✓) the activities that you do to learn about other cultures. Which activities do you enjoy the
The International Kite Festival in Ahmedabad,
most? Number them 1–6 (with number 1 as your favourite). Write the numbers on the lines.
Gujarat, India
reading books written by people from other cultures
io
2 You’re going to write an advert for the Mistura festival. Look at the text on Student’s Book
watching films from other cultures
page 60. Add adjectives and expressions to the table below. Find and write information
that will make your advert more interesting. listening to music from other cultures
at
Questions Facts Adjectives, verbs and expressions to visiting other countries

describe this information and make it
sound more interesting eating food from other cultures
What’s the name of the festival? Mistura fantastic
N
making friends with children from other cultures

What does it celebrate? food
How long has it been taking place? since 2008
Where does it take place? Lima, Peru 3 Write a sentence about why you think your favourite activity from Exercise 2 is a good way
to learn about other cultures.
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 4 Find out some information about another culture. Complete the table.
Name of the culture
3 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.
Boys play hockey outdoors in Winnipeg,
Manitoba, Canada. Hockey is a popular
Give an example of a sport in Canada and an important part of
popular festival. Canadian culture.
Any other interesting

facts about this culture
50 UNIT 6 Fantastic festivals UNIT 6 Fantastic festivals 51

Workbook
Function 2: Agreeing and disagreeing See page 132. School trip 2: Franz Josef Land, Russia
1 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 10 I’m not sure about that. D
5 But don’t you think …? D 11 But what about …? D
6 That’s true. A 12 I feel the same. A
2 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?
Hanna: No, 1 I don’t think so . I’m sure it starts tonight.
Lara: OK. It’s at The Bridge Art Centre, right? A polar bear walks towards a remote camera, Franz Josef Land, Russia.
Hanna: 2 I’m not sure . I thought it was at The Riverside Gallery.
Lara: 3 I don’t think so . It’s been at The Bridge Art Centre every year since I 1 Remember the video. Tick (✓) the things that you saw.
was small. ✓ boat penguin fish
Hanna: Oh well, we can go and check. The Bridge Art Centre isn’t far from The Riverside Gallery. ✓ camera ✓ polar bear ✓ ocean
Lara: 4 That’s true .
✓ drone ✓ rocks whale
Hanna: I’d like to get there early. I want to have time to see everything.
Lara: 5 I feel the same . The festival was amazing last year.
ng
Hanna: 6 I agree . 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. ate camera do research hurried
Lara: Great idea! interested photographer polar bears
3 Write responses for each statement. Agree or disagree and give reasons. Scientists go to these islands in the Russian Arctic near the North Pole to 1 do research because
ni
there are a lot of interesting creatures there such as 2 polar bears . Cory Richards is a National
1 It would be great to be a lifeguard.
Geographic Explorer and 3 photographer . He wanted to get a good photo of a polar bear, so he
left a 4 camera on the beach and 5 hurried away before the polar bear came.
ar
2 Festivals are always really fun.
The polar bear was very 6 interested in the camera; in fact, it nearly 7 ate it. It
came so close that Cory got a really good photo of it.
3 Young children should never eat sweets.
Le
3 Imagine you were one of the people with Cory. Write three sentences about what
4 Long journeys can be very boring.
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?
c
hi
52 FUNCTION 2: Agreeing and disagreeing SCHOOL TRIP 2 53
ap

gr

eo
1 Match to form correct sentences. 4 Circle the correct answer (A, B or C).
1 If something happens at midday, D A your journey is finished. 1 Why has the new tunnel been built?
2 When you set off, E B from the top of a mountain. A So that lorries can travel under the mountains.
lG
B It’s 57 kilometres long. C It’s called the Gotthard Base Tunnel.

3 If something happens at midnight, F C you have to hurry to arrive on time.
2 Where was the tunnel built?
4 When you reach your destination, A D it happens in the middle of the day.
A It took seventeen years. B It was built in Switzerland.
5 You usually have a good view B E you start your journey. C It was built in 2017.
6 If you start late, C F it happens in the middle of the night. 3 How was the old bridge across the valley damaged?
na
A It was damaged by rocks. B It’s 500 metres long. C It took seventeen years.
2 Complete the sentences to make them true for you. 4 When is the cherry blossom celebrated?
1 My favourite month is because . A It’s celebrated in Japan. B It’s celebrated in spring.
2 In summer, I often . C It’s celebrated because people enjoy looking at it.
io
5 What’s celebrated at the Mistura festival?

3 Winter in my city is .
A It’s celebrated in Lima, Peru. B It’s been celebrated since 2008.
4 It usually takes me minutes to .
C Food is celebrated.
at
5 I usually set off for school at and I get home at . 6 How long has the Boryeong Mud Festival been celebrated?
6 I’ve been doing this activity for . A It’s celebrated in Korea. B It’s been celebrated since 1998. C It celebrates mud.
3 5
N
Rewrite these sentences in the present perfect passive. You don’t need to write by and Complete the sentences with for, since or because.
who did the action. 1 The camels are tired because they have been walking across the desert.
1 Someone has made the posters for the festival. 2 They have been walking for
195 days.
The posters for the festival have been made. 3 People have been crossing the valley much more quickly since the suspension bridge
2 The visitors have eaten all of the ceviche. was opened.
4 The students are very strong now because they’ve been exercising a lot.
All of the ceviche has been eaten.
5 The people in the town are happy because they’ve been celebrating the cherry blossom.
3 A team of workers has put out picnic tables for the Balloon Festival.
6 The cherry blossom has been flowering since last week.
Picnic tables have been put out for the Balloon Festival.
7 It’s been raining since around midday yesterday.
4 People have celebrated the festival for more than a century. because
8 Everyone’s wet it’s been raining for hours.
The festival has been celebrated for more than a century.
5 People have made a lot of delicious food for the festival.
A lot of delicious food has been made for the festival. I can … 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.
54 REVIEW 3: UNITS 5–6 REVIEW 3: Units 5–6 55

UNIT ES
SO
7 2
N
Grammar
L
Extreme sports 1 Read the sentences about rock climbing. Then match the sentences (A–H) with the
See page 126.
headings (1 or 2) below.
SO
ES
1
A You must wear a helmet.
N
Vocabulary
L
B You should tell someone where you’re going.

C You should wear comfortable clothes.
D You must bring a rope.
1 Match the words (1–8) with the definitions (A–H).
C E You shouldn’t use a phone when you’re climbing.
1 accident A the way to get somewhere
E F You must not climb alone.
2 beginner B someone who’s very good at something or knows
a lot about a certain topic G Beginners shouldn’t climb difficult routes.
3 experience G C something that happens that damages something or H You must wear shoes.
hurts someone
4 expert B D big 1 Advice for someone going rock climbing 2 Rules for someone going rock climbing
5 route A E someone who has only just started to learn something B, C, E, G A, D, F, H
such as a sport
F
6 concentrate F to think very hard about something and give it all 2 Complete the sentences with the verbs in brackets and the correct form of should, ought,
your attention have to or must. Use the cues at the beginning of the sentences to help you.
7 challenging H G an event that happens to you
1 (advice) You should wear (wear) warm clothes when you go
8 large D H very difficult
snowboarding.
shouldn’t / should not go to bed
2 Complete the sentences with your own ideas. 2 (advice) You (not / go to bed) too late.
1 When experts go rock climbing, they . 3 (rule) You mustn’t / must not run (not / run) in the classroom.
2 When beginners go rock climbing, they need to . 4 (necessary) You have to / must go (go) to school.
3 You have to concentrate very hard when you . don’t have to
5 (unnecessary) You (bring) your lunch to school.
ng
4 It’s easy to have an accident if you .
6 (rule) You mustn’t / must not climb (not / climb) on the old castle.
5 It can be a great experience to .
7 (advice) You should do / ought to do (do) your homework.
6 It can be very challenging to .
8 (rule) You must arrive (arrive) on time.
3 Listen to the podcast about snowboarding. Write T (true) or F (false).
ni
Correct the false sentences. TR: 21 3 Write three rules for visitors to your classroom.
1 When people go snowboarding, they have one foot You must not text in class.
on the board. F (both their feet)
ar
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
Le
in 1998. T 4 Write some advice for a new student at your school.
5 Half-pipe is a kind of snowboard. F (a style of
snowboarding)
A snowboarding lesson in Morzine, France
c
hi
56 UNIT 7 Extreme sports 57
ap

gr
SO SO
ES ES
3 4
N
N
Reading Grammar
L
L
See page 126.
eo
1 Scan the text. Answer the questions. 1 Underline the reflexive pronoun in each question.
1 What should you wear if you go bungee jumping? comfortable clothes (T-shirts, long trousers) Then match the questions (1–8) with the answers (A–H).
2 What shouldn’t you wear? dresses, skirts or glasses 1 Did you enjoy yourselves at A Yes, she can now.
the festival? C
lG
5 … 4 … 3 … 2 … 1 … Bungee! 2 Can your little sister dress B Yes, you should. The water is very cold!
herself? A
Bungee jumping is a very exciting and scary extreme sport. When
3 Did he teach himself to play C Yes, we did, thank you. It was a lot of fun!
someone does a bungee jump, a rope called a bungee is attached
the guitar? D
to the person’s feet. Then the person jumps off a very high place.
4 Did you enjoy yourself D Yes, he did. Isn’t that amazing?
na
This is often a bridge, but it could be something that moves, like a yesterday? G
helicopter or a hot-air balloon. When the person jumps, the rope
5 Will I hurt myself if I fall E Yes, you will, so be careful!
stretches, but it doesn’t break. The person drops down quickly and down? E
then bounces back up again. 6 Should we wear wetsuits to keep F Yes, it will – after a few minutes.
A bungee jumper ourselves warm? B
io
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 7 Will the light turn itself off? F G Yes, I did thank you. I had a great day.
choose a good organization to go with. If you’re a beginner, you’ll need an expert to show you what 8 Can they get themselves something
to eat in the canteen? H H Oh yes, that won’t be a problem for them.
at
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. 2 Circle the correct answer.
New words 1 The man was talking to himself / herself as he walked along.
N
When it’s time to jump, you should try not to look down. Everyone who’s watching
stretches 2 The light turns themselves / itself on when someone enters the room.
counts together and says, 5 … 4 … 3 … 2 … 1 … Bungee! Then all you have to do
organization 3 Can you and your friend get yourselves / yourself something to eat?
is jump!
4 Little children have to learn to dress ourselves / themselves.
5 I’m going snowboarding tomorrow, so I need to prepare myself / itself.
2 Read again. Write T (true) or F (false). Correct the false sentences.
6 How did you hurt herself / yourself, Paula?
1 The bungee is attached to the person’s hands. F (to the person’s feet)
7 My sister made myself / herself breakfast this morning.
2 Bungee jumpers sometimes jump from helicopters. T
(Beginners need experts to show them 8 We taught ourselves / themselves how to snowboard last winter.
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.) 3 Listen to Ling and Mira talking about their snowboarding trip. Write T (true) or F (false).
5 You shouldn’t look down when it’s time to jump. T Correct the false sentences. TR: 22
6 The people who are watching all say, 5 … 4 … 3 … 2 … 1 … Be careful! F (5 … 4 … 3 … 2 … 1 … Bungee!) 1 Ling and Mira enjoyed themselves when they went snowboarding. T
2 They taught themselves how to do it. F (They had an instructor.)
3 Match the descriptions (1–5) with the words (A–E). 3 Ling took a photo of herself. F (The instructor took it.)
1 like a lot of mountain roads C A flow 4 She hurt herself when she fell down. F (She didn’t hurt herself.)
2 the way a mountain road goes up or down D B organization 5 Ling and Mira wore helmets. T
3 to move like water A 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 E D steeply
5 a group of people with a special job or skill B E stretches
4 Write two sentences to explain why you would or wouldn’t like to go bungee jumping.
58 UNIT 7 Extreme sports UNIT 7 Extreme sports 59

Workbook
SO SO
ES ES
5 6
N
N
Writing An article Value
L
L
VALUE Be responsible.
1 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 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 ✗ B ✓
2 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
A ✓ B ✗
his/her empty hand.
B Do you think you would like to watch underwater
hockey?
C You need a small stick to push the ball.
D Underwater hockey is now played in more than
twenty countries. 3
E Underwater hockey was invented in the UK in the A ✗ DO NOT

CROSS B ✓ DO NOT
CROSS
1950s to help divers get exercise.

F Do you think you’d like to try playing it?
G Players wear masks and use snorkels to breathe. Members of the HK Typhoon underwater
hockey team, Hong Kong
H You must not touch the ball with your hand.
4
Paragraph topics A ✗ B ✓
ng
1 An introduction to the sport and a little bit about its history D, E
2 Information about what you need to play it C, G
3 The rules A, H
4 Asking readers for their thoughts B, F
ni
2 Write a sentence with advice for the person in each of the pictures with an ✗ in Exercise 1.
3 Write an article about underwater hockey. Organize the information from Exercise 2 into 1
paragraphs. Check that your questions from Exercise 1 have been answered by the 2
information in your article. If not, do some research to find the answers and include that
ar
3
information in your article.
4
3 Complete the sentences to show how you are, or would be, responsible in these
Le
situations. Write one of your own ideas.
1 When I have to cross a road, I .
2 When I ride a bike, I .
3 If I went rock climbing, I would .
4 If I went snowboarding, I would .
c 5 When I .
hi
60 UNIT 7 Extreme sports UNIT 7 Extreme sports 61
ap

gr
UNIT ES
SO
8 Tales of survival 2
N
Grammar
L
See page 127.
eo
1 Complete the table with the correct form of the verbs.

Present simple Past simple Past perfect
SO
ES
1
I search searched had searched
N
Vocabulary
L
You arrive arrived had arrived

lG
He lands landed had landed

She eats ate had eaten
We drink drank had drunk
They are were had been
battery charge expedition frightening hard search
na
1 Getting lost in the mountains is a very frightening experience. It happened to me once and
2 Complete the sentences with the verbs from the box. Use the past perfect.
I was very scared!
be eat have leave see survive
2 If the battery in your phone is dead, you won’t be able to make calls.
charge
io
3 You need to your phone before setting off on a long journey. had survived
1 Teresa in the mountains for eleven days before the rescue team found her.
4 It’s hard to see in the dark without a torch.
2 No one had seen Teresa for eleven days, but then someone in the helicopter saw her
5 I’ve lost my keys. Will you help me search for them? red shirt.
6 Ernest Shackleton’s expedition to Antarctica was very challenging. ’d / had left
at
3 Someone saw Teresa’s red shirt because she it on a rock.

4 Teresa felt better after she ’d / had eaten a good meal.
2 Complete the sentences with your own ideas.
5 Teresa realized that she ’d / had been (be) very lucky.
1 I think it’s very frightening when . had had
N
6 Teresa a frightening experience, but she wanted to go walking in the

2 I’d like to go on an expedition to . mountains again.
3 If the battery in your torch is dead, you .
4 It’s very hard to . 3 Complete the sentences. Use the past perfect form of the verbs in brackets and your own
5 The rescue team searched for . ideas.
1 Last night, after I ’d / had done (do) my homework, I .
3 Listen to a true survival story. Then answer the questions. TR: 23 2 I yesterday evening because we ’d / had played (play)
1 Where was Teresa walking? football from midday until four o’clock.
in the mountains in Spain 3 I hadn’t / had not heard (not / hear) from my friend for a long time, but
2 What happened to her after she lost her way? then .
She fell between some rocks. 4 After I ’d / had told (tell) my mum about my accident, she
3 What was the weather like while Teresa was lost? .
stormy and cold 5 After everyone had finished (finish) dinner, they .
4 How long did the rescue team search for her? 6 After we ’d / had rested (rest) for twenty minutes, we .
eleven days
7 I hadn’t / had not charged (not / charge) my phone, so I .
5 What did someone in the rescue helicopter see? 8 When I realized that I ’d left / had left (leave) my bag at school, I
her red shirt
.
6 What did Teresa eat and drink while she was lost? 9 I yesterday because I hadn’t / had not slept (not / sleep) well
leaves and rainwater
Ordesa Valley in the Pyrenees, Ordesa y Monte the night before.
Perdido National Park, Huesca, Aragon, Spain 10 My sister because she hadn’t / had not read (not / read) my
text message.
62 UNIT 8 Tales of survival 63

SO SO
ES ES
3 4
N
N
L Reading Grammar
L
See page 127.
1 Read the text. Then circle the correct words to complete the summary. 1 Match the questions about James Scott’s experience (1–4) with the answers (A–D).
A young man went for a walk in the 1 Himalayas / Alps. The weather 2 improved / got worse, so he 1 What had the weather been like before it started to snow? C
turned back. He found a 3 helicopter / large rock and stayed there for 4 seven / forty-two weeks. 2 What had James decided to do after it started to snow? B
He tried to save his 5 energy / chocolate. Finally, he was rescued by some men who saw his 3 What had James taken to eat? D
6
backpack / sleeping bag. 4 How long had James been under the rock before the men rescued him? A
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
D He’d taken some chocolate.
backpack, so he packed only six T-shirts, some long trousers, a
sweatshirt and a thin jacket. He also brought a sleeping bag, some
medicine, a few books and some chocolate.
2 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 charge climb eat know reach
The weather had been good in the beginning, but then it started to snow. James decided to turn
back, but he soon lost his way in the snow. He found a safe place under a large rock and he stayed 1 My phone was dead because I hadn’t / had not charged it before I left home.
there for … seven weeks! 2 We hadn’t / had not eaten all day, so we were very hungry when we got home.
He was very hungry. He’d already eaten all of the chocolate, so he had to eat snow to survive. He tried 3 I hadn’t / had not known anything about James Scott before I read the text.
not to move very much so that he could save his energy. He’d been there for 42 days, when he heard 4 We were very cold on our journey because we hadn’t / had not brought any warm clothes.
the sound of a helicopter. Even though he was very tired, he held up
New words 5 By five o’clock they still hadn’t / had not reached their destination. It was a very long journey.
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 packed 6 We hadn’t / had not climbed a mountain until we went to Switzerland last summer.
ng
that he was still alive. They’d been very brave to make the dangerous changed his (one’s) mind
journey and James was amazed by their kindness. energy 3 Listen to the conversation. Then answer the questions. Use the past perfect. TR: 24
1 Where had Kate and her cousin planned to go on Saturday?
They had planned to go to the beach.
2 Read again. Number the events in 3 Choose five of the new words or
2 Why did they have to wait at the side of the road?
the correct order. phrases from the box and write a
ni
Because the bus had broken down.
2 A He hadn’t planned to go high up into the sentence using each.
3 Why didn’t she have much food or water?
mountains.
alive changed his (one’s) mind Because she had/they had planned to buy lunch at the beach.
4 B He decided to turn back and leave the other
ar
people because it had started to snow. energy kindness packed 4 What had the weather been like in the morning?
strangers treatment It had been warm and sunny.
6 C He found a safe place under a rock and
5 Why couldn’t she use her phone?
stayed there for seven weeks.
Because she hadn’t charged it.
Le
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.
c
8 G He was rescued by two Nepali men.
7 H He heard a helicopter.
hi
64 UNIT 8 Tales of survival UNIT 8 Tales of survival 65
ap

gr
SO SO
ES ES
5 6
N
N
Writing Survival tips Value
L
L
VALUE Be kind to others.
eo
1 Complete these tips for walking in the mountains with to or so that.

1 If you are lost, put something with bright colours near you so that someone
can see it and find you. 1 Match the acts of kindness (A–F) with the pictures (1–6).
2 Bring a torch to help you see if you have to walk in the dark. A I could sit next to her and talk to her. B I could give him a hat and a jacket.
lG
3 Take your phone so that you can call someone if you need to. C I could ask someone to help or call an D I could help him pick up his things.
4 Take some warm clothes so that you don’t get cold. ambulance.
5 Take some extra socks to keep your feet warm and dry. E I could climb the tree and get her kite for her. F I could help him carry his bags.
6 Wear sun cream so that you don’t get sunburnt. 1 2
na
2 Complete the camping tips with the imperatives from the box.
charge check don’t forget dry push take

D B
io
3 4
1 Check your tent before you go camping to make sure there are no holes in it.
2 Take a torch so that you will be able to see at night.
3 Don’t forget your sleeping bag, otherwise you’ll be cold at night.
at
4 Push the tent stakes into the ground so that the tent doesn’t blow away if it’s windy.
5 Charge your phone before you go. C F
6 Dry your tent if it’s wet before you put it away. 5 6
N
3 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 E
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 2 Write suggestions for how you could be kind to others in these situations.
of the different parts of the boat. It’s best to start in a small
1 Your friend needs to call her parents, but the battery on her phone is dead.
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 2 A new student has arrived at school and can’t find his classroom.
the weather is good. Also, there needs to be some wind,
but not too much. 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!
3 Write about a time when someone was kind to you. Use these questions to guide your
Tips writing: What had happened? What did the person 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.
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 what to do if the boat turns over and you fall in the water.
66 UNIT 8 Tales of survival UNIT 8 Tales of survival 67

Workbook
1 Read the clues and write the answers. Then find and circle the words. Anansi the wise
1 The four seasons are autumn, winter ,
spring and summer . t h e w h o u r 1 Listen to the story. Match the creatures (1–6) with the advice (A–F). TR: 25
2 One hundred years century 1 the slug F A The grass always looks greener on the other side
s p r i n g k i
3 There are twelve of these in one year. months of the fence, but it isn’t.
4 It’s a period of time that’s shorter than a u m i n u t e s 2 the snail D B Work for eight hours, sleep for eight hours and play
minute. second for eight hours.
m c n t f l o w 3 the grasshopper A C Everyone needs the help of others.
5 There are sixty of these in one hour. minutes
6 Relax and go with the flow ! m e s e c o n d 4 the butterfly E D Don’t be in a hurry. Life is not a one-hundred-metre race.
7 There are 3,600 seconds in one of 5 the ant C E Life is short. Enjoy every day.
hour e n d r n e s s 6 the flyB F You should never judge people by their looks.
these.
8 If your phone battery is dead , you can’t make r t o f d e a d
a call. 2 Listen again. Answer the questions. TR: 26
9 You do this when you look for something. search s u t r a n g e 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
r r s e a r c h
2 Read the letters that have not been circled in 3 Where did Anansi want to hide the wisdom? in a hole in a tall tree
Exercise 1 to find the secret message and write s y m o n t h s 4 What did Anansi realize about wisdom? It’s only useful when you share it with others.
it below. Clue: Look at Student’s Book, page 80.
5 What happened when he held the gourd to the wind? The advice flew into the sky and travelled
t h e k i n d n e s s o f s t r a n g e r s across the land and wisdom came to everyone.
3 Complete the sentences. Use the letters in the circle to help you. 3 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.’
1 If you aren’t careful, you could have an a c c i d e n t .
d
The grass always looks greener on the other side of the fence, but it isn’t.
2 Someone who’s very good at something is a(n) e x p e r t . i c n
ng
2 ‘The new student doesn’t look very friendly. I don’t want to talk to him.’
3 A challenging route is h a r d to climb. h x
l You should never judge people by their looks.
4 When the battery on your phone is dead , you have to t
c h a r g e it. p 3 ‘I don’t think I can do this alone, but I don’t want to ask anyone to help me.’
e
5 When you r e a c h your destination, you arrive at it. g a r Everyone needs the help of others.
ni
4 ‘I’ll do my homework really quickly. Then I can visit my friend, watch a film and hurry back in time
6 L a r g e means big.
for dinner.’
4 How much do you remember? Circle your answers. Then add up your score. Don’t be in a hurry. Life is not a one-hundred-metre race.
ar
1 The Charles Kuonen Suspension Bridge is nearly metres long.
A 65 B 86 C 500
4 Complete the sentences about the story to make them true for you.
1 My favourite advice from this story is
2 The name of the highest mountain in Argentina is .
because .
Le
A Ushuaia B Aconcagua C Iguazu
2 My favourite creature from this story is because
3 The Boryeong Festival is all about . .
A tropical fruit B balloons C mud 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 .
c
A Spain 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?
hi
ap

gr

eo
1 Underline the adjectives. Then complete the sentences with your own ideas. 5 Answer the questions. Use the past perfect. You can look at Units 7 and 8 of the Student’s
Book to help you.
1 When the weather is horrible, .
1 Where had the coin in the little boy’s toy box come from?
2 When the battery on your phone is dead, you have to .
lG
It had come from a ship near the coast of Spain.

3 It can be very frightening when .
2 Had you heard of Alison Wright before you read the text in the Student’s Book?
4 If you want to do something challenging, you could try .
No, I hadn’t. / Yes, I had.
5 It’s hard to find your way when . 3 Where had the photographer been trapped when Trip Jennings threw him a rope?
6 You should wear comfortable clothes if you .
na
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?
2 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?
io
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 They’d/had waited for four and a half months.
at
it’s a good idea.

5 (rule) You should / ought to / must tell someone where you’re going if you go camping alone.
6 (advice) They have to / must / should charge their phones before they set off.
N

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
4 Before we go walking in the mountains, we have to plan our route / accident very carefully. ropes to help guide them when it became dark.
5 It can be very large / hard to climb a mountain when there’s a lot of snow and ice.
4 Complete the sentences. Use reflexive pronouns. I can … Yes. I need to practise.
1 When you and your friends go kayaking, you should wear wetsuits to keep yourselves warm. • talk about extreme sports and survival stories.
2 My brother has been teaching himself English for six months. • use should/shouldn’t for advice, use must/must not for rules, and use
herself have to/don’t have to and ought to/ought not to to talk about things
3 My grandma has just bought a new mobile phone.
that are necessary or unnecessary.
4 If they’re going on a challenging expedition, they’ll need to prepare themselves well.
• use reflexive pronouns.
5 You don’t have to help us. We can get ourselves something to eat.
• use the past perfect for affirmative statements.
6 I can see myself in the mirror. • use the past perfect for negative statements and questions.
7 The coffee maker turns itself off after two hours. • write an article about an extreme sport.
• write survival tips.

UNIT ES
SO
9 Exploring the world 2
N
Grammar
L
See page 128.
1 Complete the sentences with the phrases from the box.
SO
ES hadn’t explored hadn’t stung had walked would have bitten
1
N
Vocabulary
L
would have thought wouldn’t have been able
1 If Sacagawea hadn’t been with Lewis and Clark, they

1 Complete the crossword. wouldn’t have been able to speak to the people they met
1 Something you can carry your things in 1 2
on their journey.
b a c k p a c k
when you go on a journey
2 If Lewis and Clark hadn’t explored west of the
r
2 To like something more than you like
4 3 Mississippi River, they wouldn’t have drawn maps of the area.
something else b r a v e
3 To not have any more of something 5 3 If Lewis and Clark hadn’t returned to St Louis, people
u f s
would have thought that they were dead.
4 A word that describes someone who n
6
m e e t
does something difficult or frightening 4 If you ’d/had walked along the Amazon with Ed
o r i
5 Something a bee might do to you if you and Cho, you would have seen some amazing insects.
make it angry u n would have bitten
5 If he’d touched the snake, it him. A drawing of a trout
6 To join up with other people t g hadn’t stung from the Lewis and
6 If the insect you, your arm wouldn’t
Clark expedition diary
have hurt all day yesterday.
2 Listen to the podcast about the expedition of Meriwether Lewis and William Clark.
2 Complete the third conditional sentences with the verbs in brackets.
Circle the correct answer (A, B or C). TR: 27 hadn’t/had not studied
1 If you (not / study) for the test, you
1 When did Lewis and Clark set off on their expedition? wouldn’t/would not have got (not / get) a good mark.
A over 200 years ago B 45 years ago C 28 years ago had met
2 If I (meet) my friend after school, we
2 Where did they go? would have played (play) football.
ng
A St Louis, Missouri B west of the Mississippi River C the east of the United States had missed
3 If they (miss) the bus, they
3 Why did they go? would have been (be) late for the match.
A Because they had decided to write a book. 4 If it hadn’t/had not rained(not / rain) today, I
B Because the president had asked them to explore a wild area. would have gone (go) to the park.
C Because they preferred adventures to staying at home. had forgotten
ni
5 If she (forget) to charge her phone,
4 Who was Sacagawea? she wouldn’t/would not have been able to (not / be able to) call us.
A the young woman who B the president of the C their dog 6 The bee wouldn’t/would not have stung (not / sting) you if you
helped them on their journey United States hadn’t/had not stepped (not / step) on it.
ar
5 How long did the expedition take?
A 17 years B 28 weeks C 28 months 3 Complete the third conditional sentences with your own ideas.
6 What did they find? 1 My feet would have hurt last night if .
Le
A many interesting plants B a dog C lots of maps 2 Our teacher wouldn’t have been happy if .
and animals 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 .
c
hi
72 UNIT 9 Exploring the world 73
ap

gr
SO SO
ES ES
3 4
N
N
Reading Grammar
L
L
See page 128.
eo
1 You are going to read about a famous underwater explorer. Before you read, tick (✓) the 1 Match to form correct questions.
words you think you will find in the text. Then read the text and check your answers. 1 If you had stepped on the snake, B A if you had already read the story?
2 Would you have arrived at school on time F B would it have bitten you?
✓ creatures ✓ diver ✓ engineer ✓ equipment 3 What would you have done D C if I had been late?
lG
jellyfish
✓ pilot ✓ protect ✓ sea 4 Would you have seen the film A D if you had left your backpack on the bus?
shark sting
5 How long would you have waited for me C E would they have run out of food?
6 If they had decided to go on a long journey, E F if you had missed the bus?
Exploring the sea
2
na
Have you ever wondered what it would be like to explore the Listen to the conversation and complete the table. TR: 28
underwater world? Jacques Cousteau was a scuba diver and an What would they have done if they had stayed at home?
underwater explorer from France who wanted to show everyone the
Lena She would have slept all day.
amazing things he saw when he was diving.
Jacques Cousteau Erik He would have read outside in the sun.
io
When Cousteau was a young man, he wanted to become a pilot and Tasha She would have played football with her brother.
fly planes. Then he was in a car accident and his arms were badly hurt. He started swimming in the
Alek He would have played tennis.
sea to make his arms strong again and soon he decided he wanted to be a diver.
at
Nadya She would have had to help her mum tidy the house.
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
3 What would you have done if you had stayed at home today? Write your answer.
underwater for much longer. Cousteau decided to do more research about underwater exploration. Write one or two sentences.
N
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
been able to see what the underwater world looks like.
exploration 4 Write third conditional questions for these statements.
1 I went to the cinema and saw my friend there.
2 Read the sentences. Write T (true) or F (false). Correct the false sentences. Would you have seen your friend if you hadn’t gone to the cinema?
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) Would she have finished her project on time if her friends hadn’t helped her?
3 He was in a car accident when he was young. T 3 I didn’t go swimming because the water was cold.
4 Cousteau and Gagnan invented the Aqua-Lung in 1934. F (in 1943) Would you have gone swimming if the water hadn’t been cold?
5 Cousteau had a laboratory on a ship. T
4 He decided to go to the Amazon when he heard about Ed Stafford’s journey.
6 He wanted people to understand more about our seas. T
Would he have decided to go to the Amazon if he hadn’t heard about Ed Stafford’s journey?
3 Complete the sentences with the words from the box. There are two words you don’t need. 5 She saw amazing stars when she went to the observatory.
Would she have seen amazing stars if she hadn’t gone to the observatory?
breathe coins exploration noticed observatory points worth 6 They arrived late because they missed the bus.
Would they have arrived late if they hadn’t missed the bus?
1 There were six sharp points on the mastodon tooth that Philip Stoll found.
7 He didn’t do his homework because he left his book at school.
2 A(n) observatory is a place where you can study stars and planets.
noticed Would he have done his homework if he hadn’t left his book at school?
3 If she hadn’t the snake, she would have stepped on it.
4 A toy treasure chest isn’t usually worth a lot of money.
5 An Aqua-Lung helps scuba divers breathe underwater.
74 UNIT 9 Exploring the world UNIT 9 Exploring the world 75

Workbook
SO SO
ES ES
5 6
N
N
Writing A for and against essay Value
L
L
VALUE Be on time.
1 Read the questions. Circle the for sides of the argument in green and the against sides of
the argument in red.
1 Should children have to do homework? 1 Read about the following situations. Circle the best answer for being on time (A, B or C).
A It’s good for children to learn to study by themselves. 1 You have an important exam at 8.00 tomorrow morning. You
B Children should have the chance to play when they’re not at school. 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 A arrive after lunch.
situation or weather. 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 Read the text with reasons for and against young children being allowed to play on 2 Look at the pictures. What happened? How do you think the family felt? What do you
electronic devices. Underline the phrase that introduces a different idea. Circle the think the family will do next time they go to the station? Write three sentences.
phrase that gives the writer’s own opinion.
ng
Question: Should young children be allowed to play on
electronic devices?
Nowadays, many children start using electronic devices when

they’re very young and there are some pros and cons to this.
ni
Electronic devices such as tablets and computers give children
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
ar
and their parents. Also, the games, stories and pictures can
help young children learn new words and find out more about
the world.
Le
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. 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?
My feeling is that young children should have the chance to play on electronic devices for a short time
each day, but they should also spend time reading, playing outdoors and exploring the real world.
3 Choose one of the questions from Exercise 1 and write a for and against essay.
c 4 Write about a time when you had made plans with someone and he/she was late. How
did you feel?
hi
76 UNIT 9 Exploring the world UNIT 9 Exploring the world 77
ap

gr
UNIT ES
SO
2
10 Great museums
N
Grammar
L
See page 129.
eo
1 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.
SO
ES
1
2 Paulo: The exhibition was fascinating. H B Paulo said he wasn’t going to go to the café.
N
Vocabulary
L
3 Oscar: We entered a competition. D C Oscar said they would go back to the museum.
lG
4 Oscar: We’re going to enter a D Oscar said they had entered a competition.
competition. G E Paulo said that the exhibition was fascinating.
1 Where did Paulo and Oscar see each of these things at the museum? Listen and write the F
5 Paulo: I didn’t go to the café. F Paulo said he hadn’t gone to the café.
correct letter in each box. There is one example. TR: 29
6 Paulo: I’m not going to go to the café. B
G Oscar said they were going to enter a
7 Oscar: We went back to the museum. A
na
competition.
8 Oscar: We’ll go back to the museum. C H Paulo said that the exhibition had been
fascinating.
mural D A E
2 Rewrite as reported speech.
io
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
at
teeth A B F visit to the museum.

4 Emilia: The sculptures are amazing. Emilia said the sculptures were amazing.
N
5 Oscar: I touched the dinosaurs. Oscar said he had/he’d touched the dinosaurs.
3 Complete the speech bubble in each picture. Use direct speech. Then rewrite the speech
book H C G bubble in reported speech on the line below.
1 2
MUSEUM
Mark
sandwiches C D H Pablo
Ana Marta
Pablo said
guitar E
3 4
F Ted Alex
fish
the guide Mark
78 UNIT 10 Great museums 79

SO SO
ES ES
3 4
N
N
L Reading Grammar
L
See page 129.
1 Skim the first paragraph of the text. What does MIM mean? Musical Instruments Museum . 1 Match the direct speech (1–8) with the reported speech (A–H).
1 ‘We’re going to look at fossils,’ the teacher A I told my parents I would have a fantastic
MIM said to the students. F time.
About the museum 2 ‘We’re looking at fossils,’ the teacher said to B My friend told her parents that she was
the students. H going to sleep near a blue whale.
In the centre of Brussels, in Belgium, there’s a very beautiful building. It used 3 My friend said to me, ‘I tasted the spider C My friend told me she wanted to taste the
to be a famous shop, called ‘Old England’, but now it’s a famous museum, cocoon.’ G spider cocoon.
the Musical Instruments Museum, or MIM for short. It has got a collection of 4 My friend said to me, ‘I want to taste the D My friend told her parents she had slept
thousands of different musical instruments from the past and the present spider cocoon.’ C near a blue whale.
and from all over the world. You can see every type of musical instrument 5 My friend said to her parents, ‘I slept near a E I told my parents I had had a fantastic
there: pianos, flutes, guitars, drums, bells, electronic instruments, mechanical blue whale.’ D time.
instruments, even instruments made from bones! And of course, visitors have 6 My friend said to her parents, ‘I’m going to F The teacher told the students they were
the chance to hear as well as see the instruments. There’s also a fantastic sleep near a blue whale.’ B going to look at fossils.
library, a concert hall and a workshop where musical instruments are repaired. 7 I said to my parents, ‘I had a fantastic time’. G My friend told me she had tasted the
E spider cocoon.
MIM, Brussels, Belgium
Information for visitors
8 I said to my parents, ‘I’ll have a fantastic time’. H The teacher told the students they were
On Tuesdays to Fridays, the museum opens at 9.30 a.m. and closes at 5.00 p.m. On Saturdays and A looking at fossils.
Sundays, it opens half an hour later, at 10.00 a.m. The latest you can buy a ticket is 45 minutes before
closing time. The museum is closed on Mondays. There’s also a restaurant in the museum. It opens 2 Rewrite as reported speech using told.
and closes at the same time as the museum. 1 ‘It’s cold outside,’ our teacher said to me and my friends.
New words
It’s easy to get to the museum by train because it’s only 200 metres from Brussels Our teacher told us/me and my friends it was cold outside.
electronic
Central Station. Cycling is also a great way to get there and there’s a place to leave 2 My mum said to me, ‘I’ll drive you to school.’
workshop
your bike right next to the museum. My mum told me she would drive me to school.
3 ‘I won’t be home late,’ said my dad.
ng
2 Read again. Circle the correct answer (A, B or C). My dad told me he wouldn’t be home late.
1 MIM is .
4 ‘I’m playing football after school,’ Carlos said to me.
A a shop in Belgium B a museum in Belgium C a museum in England
Carlos told me he was playing football after school.
2 You can the musical instruments.
5 The teacher said to the class, ‘You can watch a film.’
ni
A play B buy C see and hear
The teacher told the class they could watch a film.
3 If a musical instrument is broken, it might be taken to the .
A concert hall B workshop C library 6 ‘We touched the dinosaur’s teeth,’ the children said to their parents.
The children told their parents they had touched the dinosaur’s teeth.
ar
4 Opening time on Wednesdays is at .
A 9.30 a.m. B 10.00 a.m. C 4.15 p.m.
5 The museum is closed on . 3 Listen to the conversation. Then complete the sentences. Use reported speech. TR: 30
1 Lina told her grandma she had seen a fascinating exhibition.
A Saturdays B Sundays C Mondays
Le
2 Youssef told his grandma he had entered a maths competition with his friend.
3 Choose three words from the box and write a sentence using each. 3 Amir told his grandma he and his friend Leo were playing tennis at the
sports centre.
cocoons electronic fossils lucky sign language workshop 4 Fatima told her grandma her teacher was the best teacher in the world.
c
hi
80 UNIT 10 Great museums UNIT 10 Great museums 81
ap

gr
SO SO
ES ES
5 6
N
N
Writing A diary entry Value
L
L
VALUE Be curious.
eo

1 Yuki had an interesting / interested day at the Cupnoodles Museum.
2 Her parents were interesting / interested to hear about her day. 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.
3 My brother told me a frightening / frightened story about a bear.
lG
1 A new science museum has just opened in town. You

4 I was frightening / frightened when I heard the story.
A go as soon as you can and spend a long time looking at the exhibitions.
5 We were all tiring / tired after our rock-climbing lesson.
B go and look at one or two things and then go home.
6 Rock climbing is a tiring / tired sport.
C go but spend all your time in the café.
7 The children were exciting / excited about sleeping at the museum.
2 You have the chance to go and dig for fossils. You
na
8 The tour of the museum at night was very exciting / excited.

A dig for a while but give up when you don’t find anything.
2 Imagine you are sleeping at a museum. Think of as many adjectives as you can to B stay at home. You’re not interested in fossils.
describe the experience and how you would feel. Write a list of at least eight adjectives. 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
io
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.
C stay at the back of the room. You’ll watch, but you’re not sure you want to try it yourself.
at
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.
B go and touch the sculpture. You’d like to know what it feels like.
N
C go to the park and stop at the café. It’s too far to walk to the sculpture.

Question 1 A: 2 points, B: 1 point, C: 0 points; Question 2 A: 1 point, B: 0 points, C: 2 points;
3 Now write a diary entry describing a night at
Question 3 A: 2 points, B: 0 points, C: 1 point; Question 4 A: 1 point, B: 2 points, C: 0 points
a museum. What did you do? What was it like?
How did you feel? Use the adjectives from your Children going to a sleepover at Add up your points. Then read the information below.
the British Museum in London, UK
list in Exercise 2. 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!
2 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 fossils
history musical instruments outer space sign language
3 What is something else you would like to learn more about? How could you learn more
about it?
82 UNIT 10 Great museums UNIT 10 Great museums 83

Workbook
Function 3: Responding to invitations and making plans School trip 3: Climbing China’s amazing limestone rocks
See page 132.
1 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
2 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. B I’m sorry I can’t. I’ve got football practice.
C Yes, let’s meet at ten-thirty.
Tanya: What about this weekend? Can you go then?
Sasha: A I’m looking forward to it. 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 Remember the video. Write T (true) or F (false). Correct the false statements.
Sasha: A That sounds great. B Thanks for asking, but I can’t go on Saturday.
1 These rocks are in South America. F (China)
C Saturday is good, but can we make it a bit later?
2 The shape of the rocks is changed by rain. T
Tanya: No problem. Let’s meet at eleven o’clock. Where should we meet?
3 These rocks are great for beginners to climb. F (experts)
Sasha: A Let’s meet at the café. B I’m sorry, I can’t. C I’d love to.
4 There are caves here. T
Tanya: Great! We’ve got a plan. See you on Saturday. T
5 Large areas of this place are now a UNESCO World Heritage Site.
3 Listen and circle the response you hear. TR: 31

2 Circle the correct answer (A or B).
ng
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 B soft
C Sorry, I have to do my music practice after school.
2 Many of the rocks have become tall and .
2 A That sounds great. Thanks for asking me. A wide B thin
ni
B Thanks for asking, but I’m going to visit my cousins on Saturday. 3 The Chinese word for this area means .
C Thanks! Is it OK if I bring my cousins too? A ‘stone forest’ B ‘tall rocks’
3 A What time does the bus leave? 4 These rocks are to climb.
ar
B We could meet on the bus. A easy B challenging
C Let’s meet at the café near the bus stop. 5 Many of the rocks look like .
4 A On Saturday afternoon in town. A sculptures B waterfalls
Le
B Let’s go and watch a film on Saturday afternoon.
C At the cinema in town. 3 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.
c
hi
84 FUNCTION 3: Responding to invitations and making plans SCHOOL TRIP 3 85
ap

gr

eo
1 Match to form correct sentences. 4 Complete the third conditional sentences with your own ideas.
1 The visitors arrived at the science museum D . 1 If I hadn’t run out of money, I would have .
2 They decided to E .
2 If we had decided to go to the museum, we .
lG
3 The museum guide asked them to meet A .

3 If the insect had stung her, .
4 They preferred the aquarium B .
5 They really enjoyed the film. They said it was F . 4 If you had arrived at the museum at closing time, .
6 At closing time they went out C . 5 If he had touched the paintings in the exhibition, .
6 If I had known the film was about sharks, .
na
A her by the door

B to the art museum
C of the museum and admired the other buildings
The Hemisfèric and the Príncipe Felipe 5 Rewrite the sentences as reported speech with said or told. Use the verbs in brackets.
Science Museum at the City of Arts and 1 (told) ‘You can put your backpacks under the stairs,’ the teacher said to the children.
D at opening time Sciences in Valencia, Spain
The teacher told the children they could put their backpacks under the stairs.
io
E go to the art exhibition

F fascinating 2 (said) ‘We’ve seen some unusual snakes,’ said the explorers.
The explorers said they had seen some unusual snakes.
2 Circle the correct answer. 3 (told) ‘I saw a fascinating exhibition at the museum,’ Ali said to his friend.
at
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.’
3 We arrived at the museum half an hour before closing time / opening time, so we only
N
My mum told me I could sleep at the museum.

had the chance / preferred to see a few things.
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.
5 We saw a great film about sharks. It was really fascinating / brave. My brother said he would meet me at the exhibition.
3 Complete the third conditional sentences and questions. Use the verbs from the box.
enter the competition not have the chance not know run out touch
1 If you had entered the competition , you would have won.

2 Do you think the snake would have bitten you if you ’d/had touched it?
3 If he ’d/had run out of water on his journey, would he have gone home?
4 If she hadn’t known 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.

UNIT ES
SO
2
11 Very mysterious!
N
Grammar
L
See page 130.
1 Read the direct questions. Then complete the reported speech.

1 ‘Why do you like birds?’ my sister asked me.
SO
ES
1
My sister asked me why I liked birds.
N
Vocabulary
L
2 ‘Have you seen the birds?’ my friend asked me.

My friend asked me if I had/I’d seen the birds.
1 Match to form correct sentences. 3 ‘When did you see the birds?’ she asked me.
She asked me when I had/I’d seen the birds.
1 A GPS tells you C . A are an amazing sight
2 Every year, birds migrateF . B a mystery 4 ‘What colour are they?’ she asked me.
She asked me what colour they were .
3 You can sometimes tell where you are G . C where you are
4 When you recognize someone, E . D a wonderful smell 5 ‘Where did you see them?’ she asked me.
She asked me where I had/I’d seen them.
5 The northern lights A . E you know who he or she is
6 Flowers often have D . F to warmer places
7 It can be hard to solve B . G by looking at the position of the stars
2 Read the speech bubble in each picture. Then write the question as reported speech.
1 2
Where are you going, Abi? When are we going to
2 Listen to the podcast about the Great Pyramids of Egypt. Then complete the sentences. have lunch, Mum?
TR: 32
1 The Great Pyramids are one of the most famous
sights in the world.
2 The ancient Egyptians chose the position
Abi Emma Luis
of the pyramids very carefully.
3 How the pyramids were built was a mystery Emma asked Abi where she was going. Luis asked his mum when they were going to
for centuries. have lunch.
4 Researchers in the Netherlands have now
solved 3 4
ng
the mystery. Mum, is there
What have you Karam
5 One of the clues that helped explain how the rocks were any milk?
got in your
transported was found in a wall painting . The Great Pyramids of Giza, Egypt
bag, Karam?
3 Find and circle seven of the new words in bold from page 110 of the Student’s Book.
ni
Ahmed Olga
b d f h j l n p r
Ahmed asked Karam what he had got in Olga asked her mum if there was any milk.
t v m i g r a t e his bag.
ar
x z y a c s e g c 3 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
p o s i t i o n o write the same questions in reported speech.
Le
i k t m o g q s g Direct speech Reported speech
1 1
s m e l l h u w n
2 2
y c r f i t l o i 3 3
r g y x a d g j z
c
m p s v s o l v e
hi
88 UNIT 11 Very mysterious! 89
ap

gr
SO SO
ES ES
3 4
N
N
Reading Grammar
L
L
See page 130.
eo
1 Read the text. Circle the correct words to complete the summary. 1 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 1 ‘Don’t park in front of the school,’ said the A The girl asked her brother to give her the
3
no one / everyone had disappeared. People thought there had been a terrible 4 storm / mystery, teacher to the parents. D book about the ship.
but no one knows what happened. The mystery has never been 5 found / solved. 2 ‘Please tell me about the ship,’ the boy said B The boy asked his dad to tell him about the
lG
to his dad. B ship.

The mystery of the Mary Celeste 3 ‘Please turn off your mobile phones,’ the C The teacher asked the parents not to park in
museum guide said to the visitors. F front of the school.
In December 1872, a ship called the Mary Celeste was sailing from New
4 ‘Please don’t park in front of the school,’ D The teacher told the parents not to park in
York in the US to Genoa, Italy. There were ten people on board: Captain
said the teacher to the parents. C front of the school.
na
Benjamin Briggs, his wife Sarah and their two-year-old daughter, Sophia, as
5 The museum guide said to the visitors, ‘You E The museum guide told the visitors they had
well as seven other men. There was enough food and water for six months, have to turn off your mobile phones.’ E to turn off their mobile phones.
and there was even a sewing machine and a piano on the ship. But one
6 ‘Give me the book about the ship, please,’ F The museum guide asked the visitors to turn
month after it had set off and crossed the Atlantic Ocean, the ship was the girl said to her brother. A off their mobile phones.
found floating near the coast of Portugal. The ship was fine, but there was no
io
one on board …
The Mary Celeste
2 Listen and complete the speech bubble in each picture. Then write the request or
What had happened? Some people thought there had been a terrible storm. command as reported speech. TR: 33
1 2
at
Others thought the ship had been attacked by pirates or a giant octopus. A possible explanation is Please stop talking, Don’t eat in the
that the captain thought the ship had become dangerous, so he ordered everyone to get into the everyone! classroom, please.
lifeboat. The rope that attached the lifeboat to the ship may have come undone
so that the lifeboat floated away from the empty ship. The lifeboat never appeared New words
N
again and the mystery of the empty ship has never been solved. captain
giant
We can be sure of one thing – we’ll never know exactly what happened to the people
attached
who were on the Mary Celeste in the winter of 1872.
The teacher told the students to stop talking. The teacher told the students not to eat in
the classroom.
2 Read again. Number the events in the correct order.
4 A Some people thought there had been a terrible storm. Others thought the ship had been
3 4
attacked.
Please turn to page 21. Put the books on
2 B The ship crossed the Atlantic Ocean. the table, please.
1 C In 1872, the Mary Celeste was sailing to Genoa, Italy.
3 D The ship was found floating near the coast of Portugal.
appeared attached captain crashing giant horror imagine The teacher asked the students to turn to The teacher asked the student to put the
page 21. books on the table.
1 We can only imagine what happened to the people who were on board the Mary Celeste.
We may never know for sure. 3 Imagine some visitors are coming to your classroom. Write three direct requests or
2 The captain is the person who decides what everyone should do on a ship. commands you would say to them. Then rewrite the same requests or commands as
3 Soon after the strange event happened, a video of it appeared on the Internet. reported speech.
4 When the people on the ship saw the huge octopus, they screamed in horror . Direct speech Reported speech
5 Waves were crashing against the ship’s sides as it sailed through the storm. 1 . 1 .
6 At the beginning of the journey, the lifeboat had been attached
to the ship by a rope. 2 . 2 .
7 We can use the word giant to describe something that is enormous or huge. 3 . 3 .
90 UNIT 11 Very mysterious! UNIT 11 Very mysterious! 91

Workbook
SO SO
ES ES
5 6
N
N
Writing A summary Value
L
L
VALUE Find out for yourself.
1 Look at the adjectives and add or remove the prefix un- to write an adjective with the
opposite meaning.
1 Read the following situations. Put a tick (✓) if the person in each situation found out
happy unhappy 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
4 I wanted to bake a cake, but I couldn’t remember the recipe. I looked for it in a cookbook and
important unimportant finally I found it. ✓
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. ✗
2 Read the summary and complete the table. 2 Look at the situations that have got an ✗ in Exercise 1. Write a piece of advice or an
Tom’s Midnight Garden, by the author Philippa Pearce, is a story set in England. The main character, instruction that each person can use next time to find out for himself/herself.
Tom, goes to stay with his Aunt Gwen and Uncle Alan. His uncle and aunt aren’t very exciting, and Next time, you should look it up online.
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?
Name of story Tom’s Midnight Garden

3 Read the following situations. Then write a suggestion for how you could find out the
ng
Name of author Philippa Pearce
information you need for yourself.
Where does the story take place? in England
1 You’re doing a project on the ancient Egyptians and you need some information.
Name of the main character Tom I could go to the library/search online/look in a history book.
What is the main character like? He’s brave and curious. 2 You want to know how to make pancakes.
ni
Names of the people he’s staying with Aunt Gwen and Uncle Alan I could look in a cookbook.
What are they like? They aren’t very exciting. 3 You can’t remember the way to the library.
I could look at a map.
ar
Is there any other important information the reader The clock strikes thirteen times. Tom finds a
needs to know? beautiful garden outside and he meets a girl
4 You don’t know what time your swimming lesson starts.
named Hatty.
I could call the swimming pool/sports centre.
3 Write a list of adjectives that would make the summary of the story more interesting. For
Le
5 You’ve forgotten what the word solve means.
example, you could choose adjectives to describe the house, the clock, the garden, the
I could look in a dictionary.
rubbish bins, the girl, and so on.
6 You need to know the capital city of Uruguay.
I could look at a map/search online.
c
4 Rewrite the summary using the adjectives you wrote in Exercise 3. Add your own ideas to
make it more interesting.
hi
92 UNIT 11 Very mysterious! UNIT 11 Very mysterious! 93
ap

gr
UNIT ES
SO
2
12 Fascinating places
N
Grammar
L
See page 131.
eo
1 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, A ‘I wish I could play tennis.’
SO
ES but the air isn’t clear enough. C
1
N
Vocabulary
L
2 Ellen needs to fly home, but the airport is B ‘I wish I had some water.’
lG
closed. F
3 Lisa would like to relax after school, but she C ‘I wish the air was clearer.’
1 Complete the clues with the new has to study for an exam. D
words in bold from page 118 of the 1
l 4 Jay can’t play tennis, but he’d like to be D ‘I wish I could relax after school.’
Student’s Book. Then complete the 2 3
able to. A
o p p o r t u n i t y
na
crossword.
5 Nadya and Katya haven’t got a cat but E ‘We wish we had a cat.’
luxurious r x
1 A place is very
4 5
would like to have one. E
comfortable and often expensive. d s u n r i s e 6 Ben is very thirsty. B F ‘I wish the airport was open.’
2 If you have an opportunity to do i r u
something, you have a chance to
2
io
n i c Look at each picture. Then complete the speech bubble with a wish.
do it.
ordinary
6
p a o c 1 2
3 Something that’s isn’t
7
unusual. c l e a r u e
at
4 When the sun comes up, it’s called r y s s

sunrise .
h s
5 Someone who’s very good at 8
something is successful at it. r e l a x f
N
6 We can say ‘ perhaps ’ when p u

Julia
we’re not sure about something. 9
s u n s e t l
7 When there aren’t any clouds, the sky
clear Sam Zoe
is .
8 When you relax , you enjoy yourself and don’t do anything stressful. 3 4
9 When the sun goes down, it’s called sunset .
2 Listen to the podcast. Write T (true) or F (false).

Correct the false sentences. TR: 34
1 Mount Sinabung is an ordinary mountain. F (It’s a volcano.) Mila
2 It’s 4,620 metres high. F (2,460 metres)
3 It’s part of the Ring of Fire. T Elen
Luka
4 When the volcano erupts, it sometimes looks like sunrise. F (sunset) David
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
Mount Sinabung seen from 3 Complete the sentences with your own ideas.
Surbakti Village, Karo, North
the air isn’t clear. F (They often close.) Sumatra, Indonesia 1 I wish I could .
2 I wish I had .
3 Complete the sentences with your own ideas. 3 I wish I didn’t have to .
1 I’d like to have the opportunity to .
4 I wish my friend .
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 .
94 UNIT 12 Fascinating places 95

SO SO
ES ES
3 4
N
N
L Reading Grammar
L
See page 131.
1 Scan the text. Answer the questions. 1 Complete the sentences with the phrasal verbs from the box.
1 What’s the Palacio de Sal? a hotel (an unusual, luxurious hotel)
get away get up go back hang out
2 What’s it made of? salt
look forward to look up watch out work out
The Salar de Uyuni 1 Cara needs to get up at seven o’clock to arrive at school on time.
The Salar de Uyuni stretches for over 4,000 kilometres across the 2 I like to get away from the city and relax in the countryside.
southwest of Bolivia. It’s 3,656 metres high and it’s one of the world’s 3 When you go to the Amazon, you have to watch out for snakes.
most extreme natural environments. Millions of years ago there were 4 If you work out a lot, you’ll get stronger.
salt lakes here. After the lakes dried up, the salt was left behind and look forward to
5 I always seeing my grandma. We always have a nice time together.
it formed a huge flat area – called salt flats. Sometimes, nearby lakes look up
6 Can you what the word luxurious means, please?
overflow and water runs over the salt flats. When the sun – or the go back
7 We to the same place on holiday every year.
moon – shines on the water, it creates an amazing light, which can
8 I don’t want to play tennis this afternoon. I’d prefer to hang out on the beach
be seen from outer space.
and relax.
The Palacio de Sal is an unusual and luxurious hotel that’s made of Salar de Uyuni, Bolivia
salt. The walls and the floors are made from salt bricks, and there are 2 Complete the conversations with the phrasal verbs in Exercise 1. There are two phrasal
even sculptures made of salt. The views from the hotel across the verbs you don’t need. Then listen and check your answers. TR: 35
salt flats are extraordinary. It’s a great place for photographers – and for New words Lucy: Hi, Alicia. Do you want to 1 hang out tonight? Maybe we could go to the cinema
people who want to explore the salt flats by bike or with an off-road vehicle. shines or something.
The Salar de Uyuni is certainly a fascinating place – but it’s not just a tourist creates Alicia: I’m sorry, I can’t. I have to 2 get up early tomorrow morning because I’ve got
destination. An important material called lithium is found there. Lithium is needed vehicle an exam.
for batteries, for example, phone batteries. So, you never know – maybe the
lithium in the battery in your phone came from Salar de Uyuni. Felix: I’m going to the sports centre to 3 work out . Do you want to come with me?
ng
Mike: Sure. I need to exercise more. I’ll go and get my bag.
2 Read the text again. Write T (true) or F (false). Correct the false sentences.
1 The Salar de Uyuni is in Bolivia, in South America. T Daria: Are you going to have a holiday this summer, Marie?
2 It is 6,356 metres high. F (It’s 3,656 metres high.) Marie: Yes, I’m going to Paris to visit my grandparents. I 4 go back once a year and I
3 It was created a long time ago when old salt lakes dried up. T look forward to
always 5 seeing them. How about you, Daria?
ni
4 It’s possible to see the Salar de Uyuni from space when light shines on water on the salt flats. T
Daria: I’m going to the beach for two weeks with my family. It’ll be nice to 6 get away
5 The Palacio de Sal is an uncomfortable place to stay. F (It’s comfortable and luxurious.) from everything and just relax!
6 The material lithium is needed for off-road vehicles. F (for batteries)
ar
3 Complete the sentences with your own ideas.
3 Complete the sentences with the words from the box. There are two words you 1 I like to hang out .
don’t need.
2 I never get up .
Le
3 When I ride my bike, I always watch out for .
attraction creates hang out natural resort shines vehicle
4 I’m looking forward to .
1 You can’t walk to the town from here. It’s too far. You’ll need a vehicle . 5 I want to go back to .
2 A resort is a place where people can go on holiday. 6 I’d like to get away to .
3 When something is natural , it’s not made by people.
c
4 A(n) attraction is something interesting to do or see.
5 The sun shines during the daytime but not at night.
hi
96 UNIT 12 Fascinating places UNIT 12 Fascinating places 97
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gr
SO SO
ES ES
5 6
N
N
Writing A holiday review Value
L
L
VALUE Enjoy the world.
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1 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.
lG
1 This hotel isn’t too expensive; the price is reasonable .

2 Take photos of your country.
2 My bed was so uncomfortable , I couldn’t sleep at all last night.
3 This shower is broken; it’s unusable . 3 Learn more about plants and animals.
4 I can’t believe what a terrible place this is! It’s unbelievable ! 4 Watch videos about different countries.
5 I wish I had a more comfortable place to sleep. My back hurts!
na
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.
2 Write P (positive) or N (negative) after each description.
1 I wish I could go back. P 7 Go on a long walk or bike ride.
2 We’re looking forward to going back next summer. P 8 Camp overnight somewhere and listen to the sounds around you.
io
3 We won’t go back. N 9 Try food from different places.

4 We won’t repeat this experience. N
10 Try new activities.
5 The resort has everything you could ever wish for. P
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6 The room was unacceptable. N 2 Choose your favourite activity from Exercise 1 and write a sentence about why you think it
7 The hotel is very luxurious. P is a good way to enjoy the world.
8 The bed was very comfortable. P
N
9 The food was terrible. N

10 The cost is unreasonable. N
3 We often enjoy the world through our five senses. Write sentences about what you see,
3 Look at the notes about a hotel made by a visitor. Then use the notes and your own ideas touch, smell, hear or taste when you do the activity you wrote about in Exercise 2.
to write a holiday review.
see
- Great comfortable bed touch
- Delicious breakfast smell
- Shower OK but not very hot hear
- Good place to hang out and relax taste
- Only problem – had hoped for a view of the sea, but all we could
see were the rubbish bins outside the kitchen door 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
98 UNIT 12 Fascinating places UNIT 12 Fascinating places 99

Workbook
1 Read the clues and complete the crossword.

1
Fascinating facts about the first emperor of China
1 Bees do this to protect themselves. s
2 We do this with our hands. 2
t o u c h 1 Listen and tick (✓) the topics you hear about. TR: 36
3 It means to like one thing more than another. 3 ✓ a collection of soldiers made of clay
p i
4 It means to know someone when you 4
pandas ✓ a doctor called Xu Fu
see him/her. r e c o g n i z e
5 We do this with our teeth. e g castles in China Chinese clothing
6 You do this when you choose something. 5
✓ The Great Wall of China
f b
7 We use our ears to do this. 6
d e c i d e
r t 2 Listen again and write T (true) or F (false). Correct the false statements. TR: 37
7 1 Emperor Qin Shi Huang asked his people to make fifteen thousand clay soldiers. F (eight thousand)
h e a r
2 Two thousand years later, the soldiers were discovered by farmers. T
2 Use the number code to help you solve the puzzle. Write the missing words. 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. T
1=A 2=B 3=C 4=D 5=E 6=F
5 It’s possible to see the Great Wall from space. F (It’s not possible to see it from space.)
7=G 8=H 9=I 10 = J 11 = K 12 = L
13 = M 14 = N 15 = O 16 = P 17 = Q 18 = R 3 Answer the questions about the text.
19 = S 20 = T 21 = U 22 = V 23 = W 24 = X 1 Why did Emperor Qin Shi Huang ask for thousands of clay soldiers?
He was frightened of dying and he wanted the soldiers to protect him after he died.
25 = Y 26 = Z
2 Where are the soldiers now?
A 13 25 19 20 5 18 25 mystery
They’re in a famous museum.
B 5 24 8 9 2 9 20 9 15 14 exhibition
3 What did Xu Fu tell the emperor when he came back with nothing?
ng
C 12 21 24 21 18 9 15 21 19 luxurious
He told him he had been stopped by sea monsters.
D 21 14 21 19 21 1 12 unusual
competition 4 How long was the Great Wall of China in Emperor Qin Shi Huang’s time?
E 3 15 13 16 5 20 9 20 9 15 14
opportunity It was five thousand kilometres long.
F 15 16 16 15 18 20 21 14 9 20 25
ni
5 How many visitors come to see the Great Wall every year now?
3 Now use the code words from Exercise 2 to complete the sentences. over fifty million
1 If you have the chance to do something, you have an opportunity .
unusual 4 Complete the sentences about the text with your own ideas.
ar
2 Something that isn’t ordinary is .
3 It’s usually very expensive to stay in a luxurious hotel. 1 I was surprised to learn that .
4 When something is difficult to solve or understand, it’s a mystery . 2 To me, it was interesting that .
5 You might see a fascinating exhibition at the museum. 3 I’d like to know more about .
Le
6 If you enter a competition , you might win a prize.
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1 Read and circle the correct answer. 4 Work in pairs. Find and describe six differences between the two pictures. Say what the
1 A beautiful sunset is an amazing sight / smell. boy wishes he could do. Use the words in the box below and your own ideas.
2 It’s not always easy to recognize / solve a mystery.
lG
3 It’s wonderful to have the opportunity / position to relax.

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.
6 We still don’t understand how birds find their way when they recognize / migrate to warmer places.
na
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?
io
2 He asked the visitor if she liked the painting.

Do you like the painting?
at
3 The teacher asked the students to stop talking. climb go hear learn read relax
Please stop talking. ride see swim take photos walk waterski
N
4 My mother asked me not to be late. In Picture A, the boy wishes he could go to In Picture B, the boy wishes he could go to a
an island. treehouse resort.
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, In Picture B, he wishes he could: sleep under
learn to waterski, go swimming, relax and read a the trees, take photos, ride in a hot-air balloon,
Go to bed at nine-thirty.
book, see dolphins. see birds, hear/listen to monkeys, walk in the
jungle.
6 My friend asked me why I hadn’t done my homework.
Why didn’t you do your homework?
3 Rewrite the questions as reported speech.

1 My friend: Did Sam take that photo?
My friend asked if Sam had taken that photo. I can … Yes. I need to practise.
2 Tom: Are the birds going to fly south this winter? • 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.

BONUS School trip: The Lopburi Monkey Festival BONUS Reading extra
1 Remember the video. Circle the correct answer (A or B). The man who never told a lie
1 Lopburi is a small city in . A Thailand B Indonesia
2 Lopburi is famous for monkeys and . A fruit B historic ruins 1 Listen. Then tick (✓) the correct summary. TR: 38
3 The Monkey Festival takes place every . A month B year A Maliki says he’s always honest, but then he tells a lie. Maliki tells the queen that the king has
4 The festival has become popular with . A tourists B scientists gone to visit his father, but Maliki knew that this was not true.
5 Visitors to the city can see . A performances B exhibitions B Maliki tells a lie to the queen because he says the king has gone to visit his father when this
6 They can also enjoy different kinds of . A sports B food 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
2 Complete the sentences with the words from the box. queen because he thinks it’s true.
everywhere monkeys November popular rice unusual 2 Listen again and complete the sentences. TR: 39
1 Maliki said that he would never tell a lie .
The Lopburi Monkey Festival takes place every year in the 2 The king decided to play a trick on Maliki.
month of 1 November and it has now become very
3 The king told Maliki to tell the queen that he was going to visit his father .
2 popular . Visitors can enjoy delicious food, such
4 He said that he would come back at lunchtime the next day.
as fruit, salad and 3 rice , but they have to be
5 When the queen saw the king the next morning, she was surprised .
quick if they want to eat the food before the 4 monkeys
6 The queen said that Maliki had not told a lie because he had repeated the king’s words.
get it. There are monkeys 5 everywhere at this
6 unusual festival.
3 Read the information about the characters in the story and write M (Maliki), K (king) or
Q (queen) after each sentence.
3 Image you went to the Lopburi Monkey Festival. What did Monkeys in Lopburi, Thailand
1 This person never told a lie. M
you see, hear and do there? What did you enjoy? What
2 This person played a trick on one of the other characters. K
didn’t you enjoy? Write four sentences.
3 This person said he was going to visit his father. K
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4 This person was surprised in the morning. Q
5 This person repeated what he thought was true. M
6 This person realized what it means to be honest. K
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4 Complete the sentences about the story.
1 My favourite character in the story is .
2 I like him/her because he/she .
ar
3 If people don’t tell the truth, .
Le
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104 BONUS SCHOOL TRIP BONUS READING EXTRA 105
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PRI_L6_WB_08627_UEM_104_136.indd 104 3/8/19 7:42 AM PRI_L6_WB_08627_UEM_104_136.indd 105 3/8/19 7:42 AM

gr
Flyers Listening Part 1 5 questions Flyers Listening Part 3 5 questions

eo
Listen and draw lines. There is one example. TR: 40 Which item goes with each picture below? Listen and write a letter in each box. There is one
example. TR: 42
Emma Oliver David
lG
ballet shoes D flippers F

na
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test tubes G boxing gloves C

at
Katy Mrs Williams Michael
Part 2 5 questions French horn B vase H

N
Listen and write. There is one example. TR: 41
A B C
D E F
Earth Club
Meetings at: five o’clock on Thursdays
1 Students learn about: nature

G H
2 They talk about: the environment
3 Sometimes they: watch videos/go on a trip
4 Once a year: they go camping in the mountains
5 The teacher in charge: Ms Brown
106 107

Workbook
Flyers Listening Part 4 5 questions Flyers Listening Part 5 5 questions
Listen and tick (✓) the box. There is one example. TR: 43 Listen and colour and write. There is one example. 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 ✓
2 Who does Uncle Jim want to go with?
A ✓ B C blue
3 What does Uncle Jim want to see most?
ng
A B C ✓
4 What else will Uncle Jim do?
ni
orange e
hin
ns
Su
ar
A ✓ B C
5 What does Uncle Jim want to learn?
Le
A ✓ B C
c
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108 109
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Flyers Reading & Writing Part 1 10 questions Flyers Reading & Writing Part 2 5 questions
eo
Look and read. Choose the correct words and write them on the lines. There is one example. 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?
an artist a donkey a mural mechanics rattlesnakes Read the conversation and choose the best answer. Write a letter (A–H) for each answer.
lG
You do not need to use all the letters. There is one example.
This person makes art, such as paintings, photos and sculptures.
an artist
Example
1 This sweet, sticky food is made by bees. honey

a battery
na
sting
Holly: Sophia, is it time to leave for work? Sophia: E

2 This grey or brown animal has got four legs, two long ears and looks like a small
horse. a donkey
1
3 It’s this person’s job to help people play tennis well. a tennis coach
a tennis coach
B
io
Holly: How do you get to work? Sophia:

4 This tropical bird has got bright colours and can learn to talk.
a gardener
a parrot 2
Holly: Do a lot of people work there? Sophia: H

5 This kind of food comes from hot places. It usually grows on trees.
at
tropical fruit 3
6 Many people are afraid of these animals that can make a noise with their tails. Holly: Do you eat lunch with the owner? Sophia: A
a parrot
honey
N
rattlesnakes
4
7 This person works outdoors with plants. a gardener

Holly: Can I help today? Sophia: D
8 This is the name for creatures from the ocean that people like to eat. 5
seafood
Holly: What time does the shop close? Sophia: F
9 These round pieces of metal are used for money. People carry them in their pockets.
coins
A No, we can’t both leave the shop at the
same time.
10 These men and women fix cars or other kinds of machines. 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.
110 111

Read the story. Choose a word from the box. Write the correct word next to numbers 1–5. Read the text. Choose the right words and write them on the lines.
There is one example.
What is time?
club experiments Time is easy to understand, but understanding
environment looked Example how time works can be hard .
equipment society in
1 We live a world full of objects:
excited (example) solar system
books, flowers, stars. There are many things in
exciting watched
many places.
2 Also, things happen again and again, in

different ways each time. People and objects
move, get older and change. Planets move
3 across the sky. Animals eat and sleep. People play, think and learn. Nothing
It was the first day of school and Richard was very excited . He loved science. stays
4 exactly the same.
He read magazines about science and was very interested in electricity and the planets in the
5 Time is the label we put on moments and events. There are sixty seconds in
1 solar system . Richard had been looking forward to his new science class all summer long,
678 a minute . There are sixty minutes in an hour . There are twenty-four
so he arrived early. His science teacher, Ms Roberts, was very friendly. ‘I’ll come to your school
hours in a day. There are seven days in a week. These are all labels.
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.
The students studied many things. They did all kinds of 2 experiments . For example, they
9 We can remember what happened yesterday, but no one can remember
3 looked at what happens when you mix soap and milk, or why sand is sometimes black.
10 tomorrow! Also, we can decide what to do next, but we can’t undo what we
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
Ms Roberts. ‘You can start a science 5 club and then you can learn more!’
ng
Example hard harder hardest
1 on in around
Now choose the best name for the story.
Tick (✓) one box. 2 happen happens happened
ni
First day of school 3 over under across
My favourite experiments 4 stays saves survives
✓ 5 with at on
ar
Science class
6 minute day century
7 a.m. p.m. hour
Le
8 twenty-first twenty-four forty-eight
9 no one someone anyone
10 and but so
c
hi
112 113
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eo
Look at the picture and read the story. Write some words to complete the sentences about Read the diary and write the missing words. Write one word on each line.
the story. You can use 1, 2, 3 or 4 words.
Mr Lee’s class visits a museum

lG
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
paintings by the famous artist Vincent van Gogh. Katy
na
likes art. She was very excited.
Mr Lee told Katy’s class all about the artist. When he

died in 1890, van Gogh left many paintings to his
io
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.
at
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.
N
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
The students go to a different museum every term. Mr Lee is Katy’s art teacher .
Example I’m having a great time with my family. We’re on holiday in India! Today we
1 went to a famous palace and some monuments. My teacher told me
Questions
2 about them in our art class and he showed us some photos of them. They
1 Mr Lee said Vincent van Gogh was an artist . Vincent van Gogh died in 1890. than took
34 looked bigger I expected! I a lot of photos. We’re
two buildings 5 going to go and see some elephants tomorrow. I’m very excited because I’ve
2 The Van Gogh Museum is in that are beautiful.
always wanted to ride one. My mum doesn’t want to go near them. She’s afraid of
3 Mr Lee told the students that one time thieves had stolen twenty paintings . elephants!
4 The missing paintings were discovered 35 minutes later.
5 Katy thought the paintings were beautiful and there were lots of them to see.
6 Katy fell asleep and her classmates couldn’t find her.
7 Katy got tired from looking at so many paintings .
114 115

Workbook
Flyers Reading & Writing Part 7 Flyers Speaking Part 2
Look at the three pictures. Write about this story. Write 20 or more words. Look at the pictures. Complete the sentences about Picture B.
Picture A Picture B
In Picture A, the lifeguard is pointing at the flag. In Picture B, the lifeguard is pointing at the water
(sea).
In Picture A, the flag has a shark’s fin on it. 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).
of themselves.
In Picture A, the mum is sitting with a boy In Picture B, the mum is sitting with two boys.
ng
and girl.
In Picture A, the dad and his two sons are In Picture B, the dad and his two sons are
throwing a ball.
throwing a Frisbee.
ni
ar
Le
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
was shining and she took photos of the beautiful waterfall.
c
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116 117
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Flyers Speaking Part 3 Flyers Speaking Part 4

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Look at the information and answer the questions. Look at the pictures and read the first sentence. Continue the story.
George’s weekend Community service
Sophia and Harry decided to do something to help their community last Saturday.
lG
Sophia Harry
na
What did George do at the weekend? mountains He went to the mountains.

io
Where were the mountains? in the north They were in the north. 1 2
Who did he go with? two best friends He went with his two best friends.
What did he see? a mountain lion He saw a mountain lion.
at
Was it exciting or boring? exciting It was exciting.
Look at the information and read the answers. What are the questions?
N
Ellen’s weekend
3 4
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.
What did Ellen do at the weekend ? She went to see a film. 4 They made the park clean. They painted the
Where was the film ? It was at the local cinema. 5 wall and fixed the slide. The child helped them.
Who did Ellen go with ? She went with her parents. 5 The park was clean. The mother and child were
happy. They all became friends.
What was the film about
Was the film exciting or boring
? It was a documentary about cars.
? It was boring.
Part 5
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.
118 119

Workbook grammar reference answer key
Unit 1 Unit 5 LESSON 4
LESSON 2 LESSON 2 1W
hat would you have done if you
had been me? / If you had been me,
1 I’ll get 1A 2B 3B 4B
what would you have done?
2a
re you going to do, I’m going to see,
LESSON 4 2W
ould you have held the picnic if it
I’m not going to study
1 played; C 4 started; B had rained? / If it had rained, would
3 My friend is going to join
2 built; A 5 found; D you have held the picnic?
4 I’ll help
3 spoken; E
5 I’ll have Unit 10
LESSON 4 Unit 6 LESSON 2
1 I’m taking 4 We’re flying LESSON 2 1M
ei said (that) she finished work at
2 is going 5 is arriving 1 have been celebrating 2 since six o’clock.
3 are leaving 6 We’re staying 3 has been preparing 4 for 2G
abriel said (that) he was working
5 have been looking at 6 since on a big exhibition.
Unit 2 7 have been skiing 8 for 3M
ei said (that) she had always
ng
LESSON 2 9 has been having 10 since wanted to work in a museum. (no
1 you’ll save 4 if you read 11 has been growing 12 for change)
ni
2 they’ll damage 5 animals will eat 4G
abriel said (that) he had worked at
LESSON 4 the museum for two years.
3 if we don’t
ar
1D 2C 3B 4A
protect LESSON 4
Le
LESSON 4 Unit 7 1S
he said that it was fantastic. OR She
1 had, would take LESSON 2 told me that it was fantastic.
2 knew, would tell 1 must not 4 must 2 She told her friends all about it.
3 would buy, were/was 2 should

c 5 have to 3S
he told me her favourite part was
hi
the old paintings.
4 could speak, would travel 3 don’t have to
4 She told us she planned to go again.
ap
5 would feel, didn’t live

LESSON 4
Unit 3 1 myself 4 themselves Unit 11
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2 himself 5 itself LESSON 2

LESSON 2
3y
ourself/ 2 She asked what they would see.
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1 Something 5 everything
yourselves 3 Sam asked if it was far.
2 someone 6 Nothing
4 He asked if he should bring his lunch.
lG
3 anything 7 Everyone Unit 8

4 Everybody 8 No one LESSON 2 LESSON 4
1M
y friend asked me to text him in
na
LESSON 4 1 had asked 4 had packed

an hour.
1 doesn’t he 4 aren’t they 2 had covered 5 had spent
2M
arta asked a classmate to help
3 had died
io
2 does he 5 can’t they

her with her homework.
3 isn’t it 6 do they LESSON 4 3H
is parents told Jack/him to tidy his
at
1 I hadn’t flown in an aeroplane before room.

Unit 4
N
yesterday. 4 My grandmother asked us to visit

LESSON 2
2H
ow long had you waited before you her later.
1 was destroyed 4 ’s/is known got a new pet?
2 were sold 5 are held 3H
ad you ever spoken English before Unit 12
3 was named you started this class? LESSON 2
LESSON 4 4M
any thousands of years ago, 1 I wish I lived in the mountains.
1 Driverless cars are being tested. people lived in this area. 2 She wishes she could go with us.
2 T hat TV show is not/isn’t being 5H
ad you studied the material before 3 I wish I could remember new
watched by many people. you took the exam? vocabulary.
3E
lectric bikes are being used by more 4W
e wish we didn’t have to study
people.
Unit 9 tonight.
4M
y camera is being fixed in a LESSON 2 5 I wish it was summer.
repair shop. 1 had heard 3w
ouldn’t have
been LESSON 4
5R
obots are being designed to rescue 2w
ould have
caught 4 hadn’t hurried 1 out 3 out 5 back
people.
2 away 4 up

STUDENT’S BOOK CREDITS
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 Im-
ages; (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/Na-
tional Geographic Creative; 14 © NASA; 15 Michael Wheatley/Alamy Stock Photo; 16 (l, r) © Joel Van Houdt/National Geographic Creative; 17 © Jason
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Getty Images; 51 © Rick Smolan/Contour RA/Getty Images; 52−53 GFC Collection/Alamy Stock Photo; 54 © Oleksiy Maksymenko/AGE Fotostock; 55 ©
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Redux; (tr) © O. Louis Mazzatenta/National Geographic Creative; (mr) © David Hiser/National Geographic Creative; (br) © Johnnie Pakington/Getty Im-
ages; 106−107 © AlexBrylov/Getty Images; 109 © Josselin Cornou; 110 © Xavi Bou/National Geographic Creative; 112−113 © Joe Dovala/Getty Images;
hi
114 © Thorir Kjartansson/Aurora Photos; 115 Pictorial Press Ltd/Alamy Stock Photo; 116 Danita Delimont /Alamy Stock Photo; 117 © Anadolu Agency/Get-
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(b) © alan64/AGE Fotostock; 126−127 © Sino Images/Getty Images; 129 (tl) © Joel Van Houdt/National Geographic Creative; (tm) © Asher Jay/National
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Creative; (br) © Pete McBride/National Geographic Creative; 130−131 © Bertrand Linet/Getty Images; 134 (t) Michael Wheatley/Alamy Stock Photo; (b)
© Steve Winter/National Geographic Creative; 135 © Frans Lanting/National Geographic Creative.
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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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WORKBOOK CREDITS
PHOTOS: 4 © rusm/Getty Images; 8 © Annie Griffiths; 10 © ~UserGI15769699/iStock/Getty Images; 12 © Lloyd Belcher; 14 FLPA/Alamy Stock Photo; 15 ©
Mauricio Handler/National Geographic Creative; 16 © Eugene Troskie/Shutterstock.com; 17 © dangdumrong/Shutterstock.com; 18 © John Eastcott and
Yva Momatiuk/National Geographic Creative; 21 © Enric Sala/National Geographic Creative; 24 © Hemera Technologies/PHOTOS.com>>/Getty Images;
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Photos/Getty Images; 64 © prapass/Shutterstock.com; 66 © Ivan Smuk/Shutterstock.com; 71 Royal Geographical Society/Alamy Stock Photo; 73 North
Wind Picture Archives/Alamy Stock Photo; 74 © Turner Network TV/Kobal/Shutterstock.com; 75 © ParkerDeen/iStock/Getty Images; 76 © E.Hanazaki
Photography/Moment Open/Getty Images; 80 © Kiev.Victor/Shutterstock.com; 82 © Sim Canetty Clarke/Bloomberg/Getty Images; 85 © AlexBrylov/
Getty Images; 86 © Chris Hepburn/robertharding; 88 © Vladimir Korostyshevskiy/Shutterstock.com; 90 © De Agostini Picture Library/Getty Images; 94 ©
Anadolu Agency/Getty Images; 96 © pabliscua/iStock/Getty Images; 98 © Larina Marina/Shutterstock.com; 101 © Sino Images/Getty Images; 104 ©
Bertrand Linet/Getty Images.
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 Script for TR: 80
P = Presenter M = Marta F = Ferran Salma:
Hi, Keiko.
P: Today on Great Days Out, we’re going to hear from two Keiko:
Hi, Salma.
students who have spent the day at the City of Arts and
Sciences in Valencia. What was your day like, Marta and Salma:
Would you like to go to the Science Museum on
Ferran? Saturday?
M: It was excellent. There was so much to see. Keiko:

Yes, that sounds great. I haven’t been there since
last summer. What time shall we meet?
F:
We arrived at the Príncipe Felipe Science museum in
the morning at opening time. The museum guide told Salma:
Well, the museum opening time is nine o’clock, so
us we had to touch and feel things – so we did some how about half past nine?
experiments to learn more about technology. It was Keiko:
Yes, that’s good. Where shall we meet?
great! Oh, and there was a competition for visitors that Salma:
Hmmm. How about outside the dinosaur exhibition?
day. It was called Passport to Space. 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 Salma:
Well, there are lots of exhibitions that sound really
find the answers around the museum. interesting, like the transportation exhibition and the
P: That sounds like fun! So, what else did you see? one about animal habitats, but I’m really interested
ng
F:
Well, we learnt about a dinosaur called Spinosaurus. in seeing the one about the moon.
It was bigger than a T Rex and it could swim. Keiko:
That does sound interesting. I’d like to see that one
ni
P: Really? What did it look like? too. I think we’ll have time to see lots of exhibitions
because closing time isn’t until seven p.m.
F:
It had a head like a crocodile, short legs and a huge fin
ar
on its back. It was one of the scariest dinosaurs. Salma:
That’s great. Maybe we can see a film too.
Keiko:
Good idea. There are a few films. There’s one about
Le
M:
Oh, and then, we went to an exhibition about electricity.
We learnt where electricity comes from, how it gets to national parks, extreme journeys and one about
our houses, how it turns a light on and all sorts of other whales.
Salma:
I’d really like to see the one about whales. Sophia
c
cool information.
saw it last weekend and said it was amazing.
hi
F:
There were lots of hands-on experiments we could do,
and we also had a chance to think about how we Keiko:
I’d like to see it too. I think it starts at two o’clock, so
ap
should stop wasting electricity. we could see it after lunch.

M:
After that, we walked to the Hemisfèric, which is a huge
gr
3-D cinema. We had to put on 3-D glasses and then we

saw a fascinating film about space travel.
eo
F:
Then we hurried to L’Oceanografic. It’s the biggest
aquarium in Europe, and it has ten different areas
for different ocean environments. You can see all
lG
kinds of sea creatures, like sharks, whales, sea lions,

penguins, rays.
na
P: Someone said there was an underwater café. Is that

right?
M:
Yes, there is! It’s so cool! You can watch the fish from
io
the café.
at
F:
After closing time, we went out of the exit towards our
bus and we admired the buildings from the outside.
N
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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Look 6

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

SAMPLE COPY, NOT FOR DISTRIBUTION

Publisher: Sherrise Roehr

Manufacturing Buyer: Elaine Bevan

Printed in Greece by Bakis SA

Scope and sequence iv

Look and remember 4

Function 2 page 65, School trip 2 page 66, Review 3 page 68

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

Exploring the world 89

One more look 129

Anthology teaching notes and answers 136

Formative assessment framework 142

Workbook answer key 144

Workbook grammar reference answer key 173

SAMPLE COPY, NOT FOR DISTRIBUTION

Vocabulary Grammar Skills

Listen to an interview with artist and National

Listen to a report on Robyn Davidson’s journey

cross, destination, hurry, Most mountains have been climbed,

places tunnel, wide country.

festivals Reading: mixture, poured, day, so now I’m not hungry.

iv SAMPLE COPY, NOT FOR DISTRIBUTION

Read about white-water kayaking.

Write an article about an extreme sport.

sports steep, steeply, wondered

lucky, sign language

Function 3 Responding to invitations and making plans p. 105

further SAMPLE COPY, NOT FOR DISTRIBUTION

The world is an amazing place

See something real Make connections

techniques with these videos, such as:

some commentary or narration

Learn about the world and its stories

them as prompts for recalling words.

Variety: This level of Look features a variety of game types:

Student’s Book, and in the Workbook, crosswords, word finds

Teachers are offered plenty of extra ideas for creative

could ask your students to work in groups and write a

engaging and safe environment. You need to bear in mind

detracting from the primary objective of winning!

The values are reviewed and consolidated through fun

SAMPLE COPY, NOT FOR DISTRIBUTION vii

Exam practice Formative assessment and feedback

been extensively trialled to match realistic performance

Handbook for teachers on the Cambridge Assessment English

process, so it is suggested that you apply individual criteria to

to allow young learners to focus on one feature of language.

Reflect These activities give students time to check and

Scientists study Mount Etna,

about life in other countries.

Look at the photo. Discuss the questions.

1 Where are these men? What are they doing?

PRI_L6_SB_10947_U03_029_036.indd 29 4/25/19 1:39 PM

SAMPLE COPY, NOT FOR DISTRIBUTION ix

1 Study the grammar box.

We usually use anything, anyone and anywhere for questions and

2 Circle the correct answer.

We’re at the beach today. Is there 1anyone / no one in the

5 A checks that people on the beach are safe.

3 Listen to the interview with Jónína Herdís Ólafsdóttir.

Circle the correct answer (A–C). TR: 20