fe) ES es fey fe S! E Ei Csimpact 1 Snope and Sequence 4 Meetthe Exiores 6 Unit 1 Life in the City 8 Unit 2 Amazing Jobs 24 Express Yourself: Travel review 40 Unit 3 Secrets of the Dark 42 Unit 4 Living Together 58 Express Yourself: Graphic story ™ Unit 5 What We Wear 76 Unit 6 Mix and Mash 92 Express Yourself: Feature article 108 Unit 7 Cool Apps and Gadgets 110 Unit 8 Into the Past 126 Express Yourself: Letter for a time capsule 142 Pronunciation a4 regular Verbs ua Sos and Academie Language 49 Catouts 158THEE VOCABULARY STRATE SPEAKING ‘STRATEGY ceawvaR READING READING srRaecy woeo ‘wen Mission PRONUNCHANON press YOURSELF Life in the City page 8 Exploring your city or town Prefix un. Use context Active listening Present simple: Taking about facts ‘ive near the High Line. In and on: Expressing locaton ‘Won Git isin easter China ANew ype of Park ‘Make predictions Mission Re-Witd Genre: Descriptive paragraph Focus: Uso adjocivas Explore Your World National Geogaphie Expiorer: Daniel Raven-Elison, Gueila, Geographer Syllables and stress Amazing Jobs eee 24 Unusual and interesting Suffixes -r, or and -st Idontiy word parts (suffixes) Extending the conversation Present simple questions and answers: Talking about routines o pastry chets work every day? es, they do. / No, they dont. Possessives: Sowing ownership This dentist’ job isnt done in an office, ‘Adventures Near and Far ‘Compare and contrast ‘Searching fo Life in loeland’s Fissures Genre: Descriptive paragraph Focus: ont and include elements ofa paragraph Do What You Love National Geographic Explorer Guillermo de Anda, Underwater Archaeologist Intonation in questions Creatine Expression: Travel review Gondola Tours of Venice Making connections: Unusual places and unusual jobs Secrets of the Dark page 42 ‘he word at ight *Cémpound words Use a dictionary: Most common meaning ‘Asking for help and helping ‘with schoolwork Present continuous: Saying what is happening now While fm reading in bed at ight in Mexico, my frend ‘Akiko is reading at school ‘in Japan! At, on and in: Saying when things happen ateigt o'clock, an Mondays), in the winter In the Dark ofthe Ocean Scan the text What Giows Beneath Genre: Descriptive paragraph Focus: Uso sonsory writing Understand and Protect National Geographic Explorer David Gruber, Marine Biologist Prasent continuous: Sess of ‘the verb be Living Together age 58 ‘Animal and human interaction Prefix mis identycollocations Asking for and giving reasons “Modals: Desoribing obligation and advice We have to protect rhinos. We should ignore the shina problem, Modals: Describing ability in the present and the past What can wo do about i? Hor could they avoid cars? Fourlegged heroes Identity problems and solutions The Elephant Whisperers Genre: Descriptive paragraph Focus: Prooftead Start Small National Geographic Explorer: ‘Amy Dickman, Animal Conservationist Can and cant Creative Expression: Graphic story Sleeping with a Lion Making connections: Interactions between humans and animals at nightTHEME vocaauuaRy ‘TRATEG SPOAKING STRATEGY cane READING ADIN srearece vor arn mission FPOWNCONON oress voursene What We Wear page 76 Ciothing and accessories throughout nistory Pref e- Use a dictionary: Pronunciation Asking for opinions; Agreeing and disagesing Past simple: Saying wnat happened Ancient Greek women prefered golden hair to dark har Past simple: Saying what happened Doctors wore special protective suits. Jewellery Talks Make @ personal connection What to Wear Genre: Descriptive paragraph Focus: Publish Lear to Adapt National Geographic Explorer: Andrés Ruzo, Geoscientst ‘he -ed ending Mix and Mash page 92 Mash-ups Mutiple-mearing words Use context: Examples Clarifying a point ‘Adjectives: Comparing two oF more things Underwater hockey 's more dificult than fold hockey. Countable and uncountable nouns: Talking about amounts ‘Some meals are a mx oF fod irom aiferent cultures. ‘A Feast forthe Eyes Viswatise Whats in a Mash-Up? Genre: Paragraph of ‘exemplification Focus: Intraduoe examples Be Unique National Geographic Explorer Josh Ponte, Musical Exolorer/ Filmmaker Linking: Consonant + vowel sounds Creative Expression: Feature article Get Steampunked Making connections: Fashion mast-ups Cool Apps and Gadgets pee 110 Useful and inrestng technology sufi ie Identity pars of sect Making and responding, to requests 5 Talking about The newest version of this game is going to be amazing. Wil and going to: Talking about the future People wort talk to each ther on smartphones anymore. Thinking Outside the Box Identity main idea and details From Gadgets to Apps Genre: Product roviow Focus: Use examples and adiectves Always Keep Learning National Geographic Explorer “Manu Prakash, Biophysicst The two-vowel rule Into the Past age 126 Eploring the distant past Sui -ful Context clues: Defnitons ‘and examples Talking about hes and disihes Present perfect: Describing a past action that stil continues Games have always beon 3 popular actu There + to be: Expressing existence at ctferent points in time There have always been sun celebrations around the wor Growing Up: Then and Now Identity cause and effect Focus: Wite@ concluding sentence Understand the Past National Geographic Explorer Alberto Nava Blank, Underwater Cave Exlorer/ Cartographer ‘he schwa (/a/) sound Creative Expression: Letter fora time capsule Transport of morrow Making connections: Past, present and future technologyMeet the Explorers Unit 1 DANIEL RAVEN-ELLISON Guerilla Geographer Danie! Raven-Elison believes that guerila geography helps you to see the world around you in new ways. Daniel explores urban areas. He has walked across many cities, taking a picture after every eight steps! Daniel wants everyone to get outdoors, ‘explore and discover the surprises thatthe world has for us. Unit 2 GUILLERMO DE ANDA Underwater Archaeologist Guillermo de Anda explores caves inthe Yucatén Peninsula i Mexico, sometimes fr more than 12 hours at atime. He's searching for artefacts from the Mayan civilization, When he explores, Guillermo faces challenges lke swimming in small spaces and dodging swarms of bats. Would you enjoy this ‘unusual job? DAVID GRUBER Marine Biologist David Gruber has always loved the sea. When he was a teenager, he learnt to sur, While he surfed, he wondered what was below the waves. Now David is a marine biologist He studies underwater animals that make their own light. David wants to understand these incredible creatures and why they glow. Unit 4 AMY DICKMAN Animal Conservationist Wen Amy Dickman was young, she wante to work with big cats Today as an anima conservationist, she does jut thal! Any works in Tanzania ging ‘aks, meeting aca lagers | and helping pedole understand how olive with and hel big | cals. Amy inks small ations, such a telling to aters about endangered animal, can make a bg afference.ee: Unit 5 ANDRES RUZO Geoscientist Andrés Ruzo grew up between Nicaragua, Peru and Texas. AS @ boy in Lima, Peru, he heard a legend about a boling river. He is. ‘ow the first geoscientst given permission to study that baling river. His work can be dangerous. A local shaman told him, ‘Use your feet lke eyes.’ You can't see heat, but you can fee! it when you step near it. So Andrés wore sandals! bi y >it Unit 7 MANU PRAKASH Blophysest Asa child, Manu Prakash enjoyed expermenting in an empty chemist lb, Now he's bophyscst who has his own lab at Stanford Unversity. Manu believes everyone should be able to understand cence That's why he reatod the Foldscope, @ pape microscope. He hopes tat this inexpensive tol wil alow more peopl, especialy young people, to make discoveries. JOSH PONTE Musical Explorer/Filmmaker Josh Ponte mixes traditional music with new music inspired by his travels to Gabon, Josh is helping to preserve the traditional music and dance of Gabon, much of which is disappearing. By mixing traditional music with new music, Josh fs helping new {enerations to keep their traditions alive, Unit 8 ALBERTO NAVA BLANK Underwater Cave Explorer/Cartographer Alberto Nava Blank dives deep into the underwater caves near ‘Tulum, Mexico, to learn about the past. In 2007, Alberto and his team discovered the 13,000 year-old skeleton of a young gir. From this discovery, researchers have been able to learn more ‘bout how our human ancestors migrated from Asia, across the Pacific and through the Americas.Life. eS BCI yeic UMC atl Ame LL discovery. It gives you the power to see places a Ee em UE ELT make sense of the world.’ POUT ECT TT)DC coms ba ei(@ What makes Astana different from other cities? Discuss. Then listen and read. (002 ‘The city of Astana is truly a unique place. It was constructed in 1997 to replace the city of Almaty as the capital of Kazakhstan. Almaty SNES ROL ec Rene MOM TeRMOT aT ay but the president of Kazakhstan wanted anew capital. So Astana was built right in the middle ofthe country. Asa result, this modem city is, Breet mien Te orate teee Si eRe tee Cae tek eT ee Pieter te eee eke eee skyscrapers and eye-catching buildings. oNeneeteeon ts coca ee a ane incest a esurers eee te —(©) LEARN NEW WORDS Listen and repeat. MIG ©) Work in pairs. Compare Astana to the place where you live. What do you like and dislike about each place? Would you like to live in Astana? Why or why not? VOCABULARY 11Read and write the words from the list. Make any necessary changes. architecture capital ‘outdoors plan resident skyscraper surrounded by unique Bree etie hi ieee oe aE Daniel Raven-Ellison has avery ‘geographer. He loves exploring places and making discoveries. Daniel says that we are ___ interesting things just waiting to be discovered. According to him, ____ ofa place should keep exploring. They can make new discoveries even if they've lived in the same place their whole lives. Daniel ____ alll kinds of exciting adventures. In one adventure, he climbed more than 3,300 floors of the many tall —______in London. In another, he walked across Mexico City, the of ‘Mexico. He photographed everything he saw in front of him every eight steps. He took photos of as , streets and public spaces. He’s done the same thing in 12 other cities! ©) LEARN NEW WoRDS Listen to these words and match them with the definitions. Then listen and repeat. BOWIGS rural unusual urban _____1.different or uncommon 2. relating to the countryside 3. relating to the city e YOUDEADE choose an activity. Danie! Raven-Eiison 1 Work independently. Go on a discovery walk outdoors. Find things that are hard, soft, sticky, brown, pink, small, big or smelly. Take photos and present your experience to the class. . Work in pairs. Think of two adventures you can have near your home. Why would you choose these adventures? What can you learn from them? . Work independently. Walk through your school building and take photographs every eight steps. ‘What interesting things do you see? Create a photo book of your discoveries. 12 VOCABULARYYou're kidding! Seriously? That's incredible! 6 Listen. How do the speakers show they'e listening actively? Write the words and phrases you hear. B Read and complete the dialogue. Dad: Meiling, look at this. I found this old map of our city. I’s more than 100 years old. Melling, _____. etme see. Dad: This building was a hospital. It’s a music hall now, Maplin Dad: I know! And this was the old library. Meilings —_________ Nowra tall skyscraper. Dad: And look. This was a park. Meilings —_______________ i's myschool now! Dad: Hey, let's go for a walk. We can take the map and look for other changes, Meiling: Great idea! ll bring my camera and take some photos 8 Work in groups. Take turns. Choose a ‘Semon? ) card, Read the question and the possible ™"S2m=ral answers. Group members guess the NI correct answer and use active listening to respond to the real answer. Go to page 153, © Work in pairs. Think of an interesting place, thing or event in your neighbourhood, and describe it to your partner. Your partner should use the words and phrases above to Show active listening. When you finish, swap roles. SPEAKING 13mo © Listen. You will hear eight facts about the High Line. For each fact, circle the present simple form you hear. 1. grow grows don't grow 5. need needs don't need 2. visit visits doesn'tvisit 6. enjoy enjoys —_don’tenjoy 3. open opens __doesn'topen 7. sell sells doesn't sell 4, close closes —_ doesn’t close 8 get gets don’t get © Read. complete the sentences with the correct present simple form of the verbs in brackets. 1. The High Line _________ openall night. (not stay) 2. The High Line _____ special chairs for relaxing. (have) 3. Atourguide ____ about the High Line's gardens. (talk) 4, Musicians ___ concerts on Saturday afternoons. (give) 5. Visitors ______________ to walk along the High Line. (not pay) © Work in pairs. Take tums saying facts about the High Line. Use the present simple. the High Line / have / a play area for children you / not / need / a ticket for the High Line many different animals / live / on the High Line guides / give / free tours to visitors he / attend / exercise classes on the High Line 1/ want / to visit the High Line eee The High Line inLEA S Read about the Cheonggyecheon Stream park in Seoul, Korea. Then listen and repeat. Cheonggyechoon Stream In 2003, the mayor of Seoul decided to remove a motorway over an underground stream, He wanted the area around the stream to be an urban green space for people to enjoy. Today, the six-kilometre (four-mile) park on either side of the Cheonggyecheon Stream provides a place for people to relax. At the park, visitors attend traditional festivals and concerts. They enjoy cultural events, lookat art, and watch water and light shows. Many people just walk along the pavements or over one of 22 bridges, each with its own design and meaning. Read and complete the sentences. Make any necessary changes. bridge motorway Pavement stream 1. The Cheonggyecheon Stream was covered by a 2. Now visitors go for walks on the ___________near the water. 3. People enjoy water shows over the 4, Each of the —___ has a unique look and meaning. Work in groups. Name an interesting outdoor place where you live. How do people enjoy this place? What can you see and do at this place? Use the present simple. GRAMMAR 45Discuss in pairs. Look at the title and the photo. What do you think the reading is about? LEARN NEW WORDS Look at the words below. What do you think they mean? concrete land outdoor park Now find them in the reading. Has your idea about the meaning changed? Explain. Then listen and repeat. SETA Look for words and phrases that support F for false. London is now a national park city. ® © . London has 13,000 parks. ®® . London has alot of green spaces. ®©® Oo Most children in London spend their days playing outside. ee . Daniel wants people to spend more time outdoors. () ©)Can the capital of England become a national parl@ Imagine stepping out of your front door and standing in the middle of a national park. Danie! Raven-Ellison hopes this might soon be possible for millions of London residents. Daniel is leading a campaign to make London anational park city Although London has much more concrete than a national park usually would, itis home tomore than 13,000 kinds of wildlife. These species live in its 3,000 parks, along with 1,500 varieties of flowering plants and more than 300 species of birds. In fact, 47 per cent of the land in London is green space. ‘We have eight million trees in London; it’s the world’s largest urban forest Daniel says. That's almost one tree for every person living in London! Yet, even though London has thousands of outdoor spaces, one in seven children living there hasn't isited a green space in the past year Daniel believes that making London into a national park will protect the animal life and green spaces in London. He hopes it will also encourage people, especially young people, to spend more time outdoors. Daniel takes his own son out to explore in London, and he thinks that other parents should do the same. Daniel is convinced that people who spend a lot of time in nature live happier and healthier lives. What do you think? from Activi y 1. ‘Were y you correct? What surprised i pe in your city. tt Whi ch imam naneel eth Sa nae READING 47 HH ) it AUERhow much green space each place has. Draw a line to match the percentage to the city. . Seoul, Korea 2.3% 2. Hong Kong, 2.5% 3. Mumbai, India 44% 4. Bogoté, Colombia 41% 5. Moscow, Russia . Singapore Read and circle. You're going to watch Mission Re-Wild. From the title and the photo, predict what the video is about. Circle the letter. a. Putting wild animals back into forests b. Building more skyscrapers in cities c. Making more green space in cities " Check your guesses from Activity 1. How many were correct? Watch scene 1.1. ade from moss by artist Carly Schmitt.(© arter You WATCH Read the sentences. Circle the correct answer. . Cities with a lot of / very little green space are sometimes called concrete jungles Seoul and Mumbai have a lot of / very little green space. People who spend time outdoors are happier / unhappier than people who don't. You can enjoy the outdoors in both rural and urban areas | only in rural areas. Only some cities have / Every city has signs of natural life. One way to start re-wilding is planting a tree / recycling plastic. (©) Work in pairs. Put the steps for re-wilding a city in the correct order. —— Birds build nests in the tree. _1_ Planta seed in the ground ___ People like seeing the tree and the birds. —— ‘the seed grows into a small tree. ___ Other people begin to plant trees, too. jiscuss in pairs. ° 1, How much public green space is there where you live? Would you like more? Why or why not? 2. Why doyou think some places have more public green space than other places?gon In and on: Expressing location Lion City is in eastern China, China is on the continent of Asia. There are many beautiful bridges in Lion City. Lion City is one of the most unique places on Earth, Lion City is in the water Lion City is not on a mountain =) Listen. Write in or on in the spaces below. GKIE Asia, such as Shi Cheng, also known as Lion City. 1. There are many ancient cities 2. Shi Cheng is an ancient city located China. 3. Visitors to Shi Cheng today can't walk its streets to admire it. 4, Itisn't amountain or anisland. It’s the water! 5. Shi Cheng, there are 265 archways crossing over its streets. 6. There are beautiful sculptures of lions, dragons and birds these archways. Bb Work in pairs. Listen to the passage again. Write two additional facts about Shi Cheng. Use on and in in your sentences. SEX About seven blion ©) Work in groups. Take turns using the \_ people live on Eerth, spinner. Make sentences using in or on. 20 GRAMMAR Go to page 155.WRITING In descriptive writing, we try to create a picture for the reader. We use describing words to help the reader clearly imagine what we're writing about. Examples of describing words include: beautiful colourful new short sweet-smelling yellow Read the model. Work in pairs to find and underline all of the describing words the writer uses to talk about the garden. Last year, the empty space opposite my bus stop was a sad, empty, ugly space, with only a couple of dead bushes and one short tree. Then some hard-working gardeners in the neighbourhood changed that. They were tired of looking at that sad space while waiting for the bus, so they made it into a beautiful garden. Now, ona sunny summer day you can look across the street and see colourful vegetable plants and sweet-smelling flowers while you wait for the bus. Yellow butterflies fly from plantto plant, and tiny birds sing in the green trees. Tove taking the bus now! Work in pairs. Draw a picture of the garden described in Activity 1, Compare your drawing with a partner's. How are they the same? How are they different? Write. Think of a beautiful place in your neighbourhood. Use describing words to write a paragraph about this place. WRITING 22xplore Your World ‘There are amazing adventures to be had right outside our doors.’ Danie! Raven-Ellison National Geographic Explorer, Guerrilla Geographer ay @ 1. Watch scene 1.2. 3. How much of your town or city have you explored? What else is there to learn about where you live? Keep a journal of outdoor adventures you have in your area. 2. Daniel thinks it’s best for students to experience geography rather than just read about it. What other school subjects can you explore outside the classroom? How can you explore them? 22 MISSIONMake an Impact BT) ae Cece TT ces © conduct a survey. ASLO MU eM MC MUM NAS TMT HIO ROT CeLOCO SAT MA Tc? esas. Bae) Cc ee eared eae PL TOMA CoLOLaecTe MeN Todaro Bacco O(a) SOR rE CoM CN SMCS gS as Rn ES @ Pian and conduct a scavenger hunt. Work as a group to prepare a list of items to find in a local green space. - Work independently to find the items on the list DISeT SACU RUC Sa MEMS acl] the most difficult to find. © write a newspaper article. “Think of someone who has lived in your Dero Ree Rem Ts questions to ask them about your Broome - Interview that person. Find maps and MOOR CR oma Keres ie he or she describes. cM ee ele CSM gesSNE ee BS mun a Ot TI RC toa TO START 1. What do you think the people in this photo are doing? Does it look easy or difficult? Explain. 2. Which jobs involve a lot of physical activity or danger? Why do you think people do these jobs? 3. Would you enjoy a job that combines nature, science and extreme sports? Why or why not? 25@ What is unusual about Guillermo de Anda’s job? 7 ee mC Cc elo a irae san et raceme So eR CUM cong chet Reena purge eo ener cesta) err eerCh Ce Ur cm i Coe es sts eo oa Centon lester cc rats CMe acres rere! Peer Eee a eStart GS unusual work for a lot of people Guillermo Re ery ee ec mney tetera Guillermo dives to learn more about Nene ten Ue OR eee CCRC Ne Wt SRR Ce TET Ucn Ly of Mexico, the area Guillermo explores. Conn eee ena eC eco te Mayan artefacts underwater. He studies them for clues about how the Maya lived. Doers 26 VOCABULARYCOT rene cea et IRE TSE DU am eon ing Seno ee Certo Oa enone nents iain teed and a teacher. Sometimes, Guillermo takes his Crooner ret mc ona ye Sete eee oct tested peta cane eo ag eee ee Sete eee ee enter RCo eat eta romer nett caves. We need more, he says. fen eee nena CT CO ogee teeter ete (200 ft.) underground to dark places filled with bats, snakes and scorpions. Some of the caves Cogn ocr sk enema Ree It’s not always easy for the team to remember PN eee cs taee Pe ana ec yc coo CT Remy ite sas oa od go back into history when we're in the field, DON etary eerste () LEARN NEW WORDS Listen and repeat. (©) Work in pairs. What makes Guillermo's job unusual? What parts of his job aren’t unusual? Would you like to ABULARY 27(© Read and circle the correct word. Do you like adventure / profession? Do you want a job that isn’tin a clue / an office? Do you want to consider / explore underwater but don't know how to dive? If you answered yes, then you mightlike @ career / an archaeologist as a Remotely Operated Vehicle (ROV) operator. ROV operators help underwater archaeologists / offices like Guillermo de Anda. ROV operators help look for professions / clues about old objects and the people who used them. Explorers like Guillermo also use ROYs to decide what parts of a cave they should explore. Divers don’t study / take risks when they dive into caves, so ROV operators can help them make choices about where to explore. If your passion / career is exploring, consider becoming an ROV operator, =) LEARN NEW WORDS Listen and complete the sentences with the correct word. Then listen and repeat. SBE choice dangerous researcher 1. Ifajobis___________, itisn'tsafe. 2, When you make a you decide what you want. 3.A_________ studies people or objects to learn more about them. > YOUPIULTS Choose an activity. 1. Work independently. Think of another use for an ROV. Drawand label your idea. Share it with the class. 2. Work in pairs. Imagine you're an underwater archaeologist. What do you like about the job? What don't you like about it? Discuss your ideas with a partner. 3. Work in groups. Make a list of five unusual jobs. Ask students in your class which of the jobs they would like to do, Ask them to explain their answers.Topic Extending the conversation Id lke to be an explorer. ‘And you? What about you? — ‘What do you think? I can speak Spanish. Can you? He knows how to dive. Do you? ©) Listen. How do the speakers extend the conversation? Write the phrases you hear, SCZ ©) Read and complete the dialogue. Elena: Yd love to work on a cruise ship and travel the world. Sarah: Not me. The travelling would be fun, but I think it’s really hard work. Elena: You're right, it may be hard work, But like exploring new places. Sarah: Ido, butremember, you have to look after people. It’s not a holiday! Elena: You're right, but I love people, so it’s OK. And I speak Spanish, English and Mandarin, so I can talk to people from lots of different places. Sarah: No, I can only speak English. You know, I think I'll be a travel writer. That way, I can travel without looking after other people! Work in pairs. Spin the wheel. Read the sentence aloud, giving correct information about yourself. Then extend the conversation. would be really 600! to work in ‘an airport. What do you think? ____ Discuss in pairs. How does this strategy help you to communicate better? What are some other words or phrases you know that will help you learn more about the person you're talking to? Go to page 155.©) Listen. You will hear questions that begin with each of the words below. Match the answers to each question word. Write the letter. GZ ——do how ___ what ___when ___ where ___ who a. design beautiful desserts £.a lot of different tools b.ina hotel g. eat alot of pastries c. from 4.30 to 11.30 a.m. h. two other pastry chefs d. six days a week i. from 6.30 to 11.30 p.m. e.ina restaurant j.every day ©> Read. Then write the questions. Use the words in brackets. Gabi: Maria, —________________ (where/your brother/work) Maria: He works at the Ithaa Undersea Restaurant in the Maldives. Gabi: Undersea restaurant! Cool! (what/he/do) Maria: He's a waiter. It’s amazing. He works in the ocean. Gabi: Wow! _— each day? (how many people/he/wait on) Maria: Notmany - only 14 people can eat there at one time, Gabi: —__________ often? (do/he/come home) Maria: No, he doesn’t. He usually stays in the Maldives for his holiday. 30 GRAMMARLEARN NEW WORDS Exploration Cruises is looking for new employees. Listen to their advert. Read the information. Then listen and repeat. BE25023 re POET eee ON as Ne niyacos eee ors CR een’ + Apply for the job you want. eae Rie Sa ae Ld eae . your schedule. Seer eR aCe) Se ee eee! rey eMC SULA (Oe oem Ce CoC show your skills on the ship. Listen. You will hear an interview with the captain of a cruise ship. Write sentences to answer the questions. BBG2a 1. How many employees work on the ship? 2. Whatis the captain’s schedule like? 3. Whatis one skill the captain has? 4, Does the captain like his job? 5. Does the captain work all year round? Work in pairs. Think of two other questions to ask the captain about his routine. Role-play the rest of the interview. GRAMMAR 34@ Berore You READ Think abo @ es Fina th Canora er C Wann. READINGYou're more likely to find photographer Jimmy Chin commuting to Mount Everest than toan office. Not only is he a photographer, he's also a professional climber and skier. He takes photographs and videos in some of the most amazing - but dangerous - places on Earth. Jimmy has climbed and photographed the world’s highest mountains in Nepal, Tibet and Pakistan. And he does all of this while carrying heavy cameras. Why does Jimmy do such difficult work in such extreme places? ‘Creating films and photographs in situations that few others could experience is my life's inspiration,’ he says. Jimmy isn't the only explorer working in extreme places, Planetary scientist Kevin Hand drills through the ice in northern Alaska and the Aretic Ocean to study microscopic life in the water underneath it, He hopes that studying microscopic life under ice on Earth will help him to find and study life under the ice on Jupiter's moon, Europa. oo) Notall of Kevin's workis in 4 cold, faraway places, though. He 3 also works with directors as a science advisorforfilms, suchas ¢- Tapa Report Kevinthaseven’ “%) \ been inafilm! Hewasafeatured © scientist in the film Aliens of % the Deep. Jimmy and Kevin make itclear that work doesn't have to be boring! Jimmy Chin and Kevin Hand. © Discuss in groups. 1. Jimmy and Kevin take risks doing their work. Would you wanta job where you had to take risks? Do you think it's good or bad to take risks? Why? 2. Do you think it’s important to explore outer space? Why or why not? READING 33E ¥¢ A Discuss in pairs. Look at the photo. What do you think the divers are looking for? List three ideas. Imagine you're diving in this fissure. Describe what you see. Work in pairs. You're going to watch Searching for Life in Iceland's Fissures. In this video, you'll see scientists enter the water of an underground fissure in Iceland. Predict a problem they might have. LE YOU WATCH Check your prediction from Activity 2. =R YOU WATCH Work in pairs. Answer the questions below. 1. How did Jonina feel the first time she dived ina fissure? Why? 2. What were Jonina and her team the first todo? 3. Why is itrisky to dive in the fissure? 4, Why does it seem that there isn't much living in the waters? o . How do scientists get the material off the walls of the fissures? What do the scientists do with the samples they collect underwater? 7. What are Jénina’s two passions? 34 VIDEOWork in pairs. Both Jénina and Guillermo de Anda are underwater explorers. How are their jobs similar? How are they different? Write your ideas in a Venn diagram. Work in pairs. In the video, Jonina says, \ ‘So far, we made some exciting discoveries of species that no one knew existed in Iceland.’ Why is it important to discover new information about an animal species? Give an example of what can be learnt from new discoveries. Choose an activity. Work independently. What things other than animals can we study underwater? List three things and give an example of what we could learn from each one. Work in pairs. Research another job i that combines diving and science. Imagine you have that job. Explain your job to the class. Work in groups. Find out about a person from your country who recently discovered something unusual. Prepare a profile of this person. Presentit to the class. La RNIN ear ia VIDEO 35GRAMMAR SEED Possessives: Showing ownership This dentist's job isn’t done in an office. Dr Perkins’s job is to get the equipment cn the plane. Pilots’ days are very long, © Read. Circle the possessives. services to people in rural areas. using possessives. | Is someone in your family an engineer?) Re / re Yes, my uncle is an engineer! He loves his job. 36 GRAMMAR My job is helping il people. What's your job? The flying dentist thinks her job is great. The pilot likes his job, to0. The job also has its advantages. |i our job, we help everyone, no matter what their problem is. Mynname is Dr Smith, and I'm a flight dentist with the Royal Flying Doctor Service of Australia (RFDS). Its 63 planes fly every day of the year. Our goal is to deliver health Iwork with a great team. Our days are very long, but no two days are ever the same. One doctor on the team says that he loves his job because it’s never boring! I don'thave an office so I check patients’ teeth in their homes. This morning | checked Ms Lee's teeth in her living room and the Watson family’s teeth on their porch! © Work independently. interview classmates to learn about jobs that their family and friends have. Put an X over the job when you find a classmate who knows someone with that job. Play until you cross out five jobs. Then report to the class restaurant para witer |) progammer | teacher office engneer |) corstcton | doctor or worker worker rurseWRITING A descriptive paragraph should include the following: Title: Gives an idea of what the paragraph is about Topic sentence: Is usually the first sentence; says what the paragraph is about Details: Give more information about the topic sentence Concluding sentence: Ends the paregraph 6 Read the model. Work in pairs to identify the title, topic sentence, details and concluding sentence. Underline each part. Atypical Work Day My aunt has a great job at an orangutan sanctuary. She's the daytime babysitter for a five- month-old orangutan called Coco. Coco's mother died, so they need to take care of her 24hours a day. When my aunt arrives in the morning, she gives Coco milk in her bottle and changes her nappy. She does this several times a day. Then she works as Coco's teacher, teaching her the skills she needs for living in the forest, such as climbing Coco likes climbing up, but not down! She screams for my aunt’s, help sometimes. My aunt hugs her when she gets scared. In the early evening, it’s Coco's bedtime, and their time together that day is over. My aunt puts Coco to bed and goes home. My aunt says, ‘I love Coco, and love my job!” Work in pairs. What is unusual about the orangutan babysitter’s job? Would you like to have this job? Why or why not? Write. Describe the daily routine of someone you know who has an unusual job. Include a title, a topic sentence, details and a concluding sentence. WRITING 37have the coolest job in the world because I love what I do!’ 4 Guillermo de Anda National Geographic Explorer, Underwater Archaeologist 1, el 3. What career do you want to have? What will you need to do to prepare for this, career? Ifyou choose this career, will you be doing what you love? Explain. 2. Guillermo loved diving from a very young age. How do you think this helped him to choose a career? How does he combine his love of diving with his love of science? 38 MISSIONMake an Impact PO 2a) aa eens fa Meret rs Imagine you own a company and you need someone for an unusual job. + Create a job advert. Write a description of the job. Include information Els Tonccour ena SSNS CC Ua Ree EDUC SCCM Ta Tete job? Interview them for the job! © create a comic strip. “Interview a person who has a typical job. Ask this person to mention three or four unusual or unexpected parts of the job. ~ Design a comic strip to illustrate the unusual Cone ~ Share your comic strip with the class. © Pian a job fair for unusual jobs. -Find information about five interesting einer SUE omsc enor) cried for these workerss8 a ‘Our gondolier saved my holiday!’ it’s built on WATER. People get around on special and his own strength. (These gondoliers are REALLY canals. Our gondolier was so good at telling stories I Gol ravel ci, secu Well, I'm in Venice, Italy, with my family! Venice is incredible! The city is hundreds of years old, and boats called gondolas, and today I had my first GONDOLA TOURS gondola ride! OF VENICE A gondbolier controls the gondola using an oat Gi mT) 210 reviews strong.) The gondolier’s job is to describe Venice's culture and history as he takes you through the city’s almost forgot Iwas sharing the ride with my parents. ! ‘That might sound exciting, and it was, but of course I was with ... my dad, And Dad thought it would be funny to wear a striped shirt to match the gondolier’s shirt. How embarrassing!6 Work in groups. Discuss the review. My parents loved looking at the beautiful 1. Does [Girls review make you bridges, churches and palaces along the route. I want to visit Venice and go ona really enjoyed listening to our gondolier talk about gondola ride? Why or why not? his work. He told us that it takes years of study and practice to get the job. Who knew? He also told us that of all the gondoliers in Venice, only one is a woman! that! It’s time t et ‘would you like to know about start training for my dream job! Maybe my dad will - : eo ioe tise Venice or about Gondola Tours let me borrow his shirt. ;) of Venice? 2. Do you think the review gives enough information? Is it funny and interesting? What else Gondola Tours of Venice gave me a great tour of a beautiful city - and an interesting idea for my future career! [recommend the gondola tour to anyone ©) Connect ideas. in Unit 1, you who's interested in learning about unusual places learnt about exploring and and unusual jobs ... especially if they're stuck on a unusual places. In Unit 2, you boat with their parents! learnt about unusual jobs. What connection can you see between the two units? H aE a ea areview = ft Hit anadvertisement oe aninterview ieBy vacyc i mal Del ae arene Pee a cine Coco iis wes’ Tr eee TT it} ea ea ae Sood dial 7 Le be pe » “2 * Ce -TO START 1. In the photo, fire other things in nature produc . Bioluminescent animals use lights to communica with one another. How do humans use lights to communicate? CT 3. Where do you feel comfortable in the dark? Why? 43Cree ete Cees sunlight for two months every year? Discuss cee ena For most of us, the days are divided into day months. To the south are the red and gold PRR ane nen Rete Seno eRe Conroe eter esa PORN anyeest ty scoe ers Mea etree UME Tre ete Preconeen is eet eater eet eSeminar ent T Pee ene tara saeco Tittle yellow diamonds. Would you like folive in darkness far acoveoneet re imconese nye cl this long? It may seem difficult, butmany Tra paula am onna eee og Dancer ved i Tome ee ote done aur herteg Tenet NTE TE Gat ny Oe ee a ae) Senet ee a ee enue eer gts 44 VOCABULARYeee Ree aot Ro TEU StS Core et ea ss nuirients people normally get from beingin the are spending time with friends in cafés and BUI te sotto Yaci Coat, ee eee Re eee SOON Te Seb 00 ease Ttera oo Oe RL Ce eto ea eee eee Pass Si Sou Us ico ocean ee en Ta ere eater eee are litup. Some people are dogsledding (with returns in the spring. headlights, of course!), Others are going to LEARN NEW WORDS Listen and repeat. SIGs) Work in pairs. What would you like about living in the dark for two months? What wouldn't you like? Write three things for each. Compare your list with your partner’. VOCABULARY 45@ Read and write the words from the list. Make any necessary changes. active dark darkness festival go to sleep headlight fight up south sunrise sunset Light and ye rt are two things we don’t often think about. This is because we can have light any time at night. Thanks to electric lights ‘re able to do what we need to at night. We — ____ because we're tired, not just because it's ‘Having all this energy to be able to have light at nightis a really new thing for humans,’ says scientist David Gruber. Until the 19" century, people didn’t have lights like we do today. The light of day came from the sun, as it does now. But at night, only the light of the moon and the stars _________ the sky. People got up at se Sale “vit anid were all day. Then, after they went to bed. Listen to these words. Match each word to its definition. Decne a) daylight healthy streetlight 1 alight near a road 2. notill 3. light from the sun SB oh kee clos Pe ete ae oe UE Uae Me Chee Caco Cutan onctg Peete eS eat RE Ce Le Pa SO CeCe cen ee Bcc EO CCS CEN ics Cy at night now? List at least five examples. re ere CAC BRON eee ee ae SOURS ECD RRC ane: te liked prefer —> preferred brush —> brushed 7. liked ——didn'tlike 8. washed didn'twash 9. used. -didn'tuse 10. mixed didn’t mix 11. coloured didn’tcolour 12. loved ——_didn'tlove (like) to wear their hair? (pull) their hair off their faces and (tie) it into a knot. (colour) their hair red? (comb) a special paint, (use) to curl their hair? (use) a metal tool, shaped (curl) their hair ____ (place) anything in their hair? | (place) fresh© LEARN NEW WoRDS Listen to learn about how people decorate their bodies now and how they decorated them long ago. Then listen and repeat. Bo People decorate their bodies in many ways. Artists paint the hands ‘and feet of Indian brides with henna, Inthe past, most Maori men covered their faces in tattoos. Some still do today. In some cultures, people pierce babies’ ears to show that they're girs © Work in pairs, Listen again. Answer the questions in complete sentences, ST 1, How did people decorate their bodies long ago? 2. What did Maori men do to their faces in the past? 3. Why did some people paint their bodies instead of getting tattoos? 4, What parts of brides’ bodies did artists paint with henna? 5. What did people do to their ears 5,000 years ago that they still do today? © Work in groups. Think of people you know who have done things to change their hair and bodies. Use the past simple to describe what they did. GRAMMAR 83BEFORE YOU READ Discuss in pairs. Look at the photo. What is the woman wearing? Why do you think she’s wearing it? Find these words in the dictionary. Notice how they're pronounced. Then listen and repeat. accessory bracelet ~—necklace: outfit wealth ©) WHILE YOU READ Think about your ‘own habits. What type of jewellry do you wear? Why do you wear it? ‘Throughout history, people have used accessories to make their outfits look more special. Jewellry was, and still is, in fashion all over the world. Through the years, people have worn jewellry for different reasons: to make themselves look beautiful, to protect them from bad things, and to show how much money they have. In South Africa, men in the Ndebele tribe often gave their wives jewellry made of metal rings. Ndebele women wore necklaces around their necks and bracelets around their arms. Rings were even worn on their legs. The rings showed wealth. ‘Awoman with many rings had a richer husband. In the past, women only took off the rings when their husbands died. Today, Ndebele women still wear the rings, but notall of the time.People in India have been wearing jewellry formore than 5,000 years. In the past, both men and women wore alot of jewellry. Women ‘wore as many as 50 bracelets at a time! Over time, men stopped wearing so much jewellry, but for women jeweliry continues to be very important, In India, jewellry means security, Ifa family has trouble with money, they can always sell their jewellry. And, as with the Ndebele tribe, jewellry means wealth. Indian women can expect to receive jewellry as gifts foreach important life event, such as birth, marriage and becoming a mother. In addition towearing bracelets and necklaces, Indian women might pierce their nose or wear rings on their toes. Inancient China, people wore jewellry not just to show wealth butalso for protection. They believed that the jade stone used in their jewellry was alive and that it kept bad things away. Many Chinese people today still believe this, and they wear jade bracelets for otection. They only wear the bracelets on heir left arms, and they only take them off | / © arreR You READ Work in pairs. Tick T for true or F for false. 1. People wear jewellry for alot of different reasons. O® O® O©® O® O® O® © Work in groups. Discuss your answers to Activity 3. How many answers were similar? How does your use of jeweliry compare with that of the cultures you learnt about. in the reading? 2, Ndebele women buy their own metal rings. 3. Ndebele women today never take off their metal rings. 4, Indian women didn't wear much jewellry in the past. 5. Chinese people still wear jade bracelets for protection. 6. Alljewellry today is very different from jewellry long ago. © Discuss in groups. 1. Is jewellry important to you? Why or why not? Do you have a favourite piece of jewellry? Ifso, describe it. 2, Compare and contrast reasons why people wore jewellry long ago with reasons that people wear jewellry today. Use what you already know as well as information from the reading in your answer. 3. Imagine that you design a piece of jewelry. Who is it for? What does it say about that person? What type of jewellry is it? What does it look like? READING 85@ BEFORE YOU WATCH Discuss in pairs. Imagine you're going to work in the desert for one full day. What clothes should you wear? Why? What other things should you take with you? Make a list. | ©) Work in pairs. n the video, you will hear about zB F&F a problem the explorer Andrés Ruzo had while | working in the desert. Look at the photo. What | do you think the problem might be? (©) WHILE YoU WATCH Circle the words you z hear. Watch scene 5.1. 7 I boots comfortable cool fashion heels practical protect. shirt shoes suit sweatshirt warm | @ arte You wach Work in paits to answer E the questions. . What are the soles of boat shoes made like? . How are boat shoes practical? S What kind of environments does Andrés work in? S Why is the right clothing important for him? ;. What did he and his team take for protection from the sun? 6, 86 VIDEO 3. How did the team use the item for protection?ne re asked, ‘What clothes are you wearing ‘now? Why are you wearing them?’ Answer these questions. ini 4h meth A eae " ails _ O Discuss in groups. In the seat fanveueas 1 } work in some retty extreme environments, and | assure you, ‘sometimes le right clot! can‘ save your | life. Uist three other jobs where $0) | Hetero protect them. Hl i si einai aes na tats petem, © URZEME choose an activity. 1. Work independently. Imagine you're going to hike in the Amazon rain forest. Make a list of the clothes and accessories that you'll need to be safe and comfortable. Explain why you need each item on your list. 2. Work in pairs. In the video, Andrés found a practical solution to his problem. Think ofa time you had a problem and found a solution. Discuss it with your partner. Can your partner think of a different way for you to solve the same problem? 3. Work in groups. When he's not working, Andrés wears clothes that both look good and are practical. Find five photos showing practical clothing that also looks good. Show the photos to the class and explain why you chose them. VIDEO 87© Read. Complete the sentences with the past simple form of the verbs in brackets For help, go to page 148. Doctors —______ (begin) wearing protective suits in England in the mid-1300s. They _______ (thin) these suits —__ (keep) them safe from a sickness called the plague. So they __ (wear) birdlike masks and long leather coats. The coats —____ (go) all the way to the ground. Doctors always (bring) a cane to their patients’ houses. That way, they (not have) to use their hands Aprotectie suit to touch the patient. In the 1940s, people suit. The suit (make) a new kind of prote (notleave) any part of the body uncovered. The rubber fabric (give) people good protection. People ____ (get) into the suit from the front. Then they (put) on long gloves, boots and a hood. The suit (have) a special machine to help them breathe. a © Work in pairs. Throw the cube. Ask a question x about the past using the words on the cube. Your a partner answers the question. ‘What did you wear to the concert? Go to page 173. Mhy ? | wore a blue dress with black shoes. pa 88 GRAMMAR VvWRITING The last step in writing is publishing. After you wrte, review and proofread your work, you're ready to publish. When you publish, you let other people read your work. Read the model. Do you think this essay is ready to be published? Why or why not? Discuss in pairs. Before 1870, there were no football uniforms. Players wore their own clothes, which made it hard to know which team they were on. The first football uniform had Jong, loose shorts. Players wore striped, formal shirts with collars and buttons. The entire uniform was made of a heavy fabric, such as wool. Players then put on leather football boots that went up over their ankles. Football uniforms have changed many times through the years. Today, football uniforms are very different. The shorts are shorter, and the whole uniform is made out of light fabric. This keeps footballl players cool as they run. Instead of boots, football players wear soft leather shoes. Each team now has its own colours. For example, players on the Brazilian football team wear bright yellow and green shirts, blue shorts and white socks. But these uniforms will change, too. After all, sports teams need uniforms that are practical but also in fashion! English football fioweritt 6% Discuss in pairs. Who do you think would find this essay interesting? Where should the author publish this essay? Write. Research another uniform that has changed over time. Write an essay about the changes. Proofread your 7 Work. Then’ publishiit by sharing it with your classmates,NATIONAL GEOGRAP! rt Sr it eee Learn to Adapt ation is key to survival. Whether it’s wearing a coat ona lay or finding new sources of green energy ~ our ability to | adapt to life’s challenges allows us to thrive.’ Andrés Ruzo National Geographic Explorer, Geoscientist De aN a 1 3. Andrés says it’s important to adapt, or change our behaviour, to respond to what's happening around us. Give examples of a time when you did this, and a time when you didn't. What ‘ happened in each situation? 90 MISSION 2. How does the environment you're in affect your clothing choices? Give examples.. Os te Fe a) PROJECT 92. ——a - J PraSea's for Cookie, a mash-up created ‘ftom The Great Wave off Kanagawa and a ‘eletsion character called Cookie Monster 1, What are the different parts of this image? ‘Wig 2. What do you think of this image? 3. Think of two things that you could put together to make something different and new. What are they? What can you make? 93oa eae OR Cd Pee UR Dye stern ROR tee Perera Relea aN tect Ne coe Oen Seana 50 years. Many combine sounds from just two RS eM eaTee CUT Cn eri Pen Egat Senin Cenc sangre barca) Pec See DL eR Tg oe i Cea mtg Co 4 VOCABULARY & Perc eC et een EAE ang recordings to make sure they sound as cool es Poe CRM ie ec tceensteTt Pe Reem ca Tec RUM s rou yumm ted Peru ceta eeeet re orate ERT RCs cote eee st tag performed in their first video was a big hit. Ve RED ener tan cast eekot Pr eae eo Coa! Coe Rn eon tre TekPO aU Set eRe eS E Cu romeo creer Ne tne PEC Co cur tocne ta tec Pree ene mtn ar neh Tacks) Pesce reer UC nom rnin Per Roemer tates Seneca resent) Sn eee Ca eecC cy music styles. Others think that a mix of sounds Pe Ce Cee aay eso oe ne Ca EAC a omc Ciena Pere Ober as ctceroatac na ec or Ce ed ICUS MU Pa Ue aeRO earn Cae CR RUA ROR DACs FE Rau cacy© Read and write the words from the list. Make any necessary changes. cool edit fan include opinion performing record recording traditional Filmmaker and music producer Josh Ponte travelled to communities in Gabon to _______________afilm. He focused on _—_____ Gabonese music and dance. The journey was difficult for Josh. ‘Itwas nuts; he said. Josh had that because on the trip he and his crew had excellent Josh Ponte flming Gabonese musicians equipment, but no water and little food. In the end, Josh made more than 100 hours of —__. These —______________ music, interviews and people traditional dances. Josh then _________________ the videos to create a very film called Gabon: eee eee rhe Last Dance. ‘I hope to show where Gabon is today, in a changing world, with this astonishing music at its heart, said Josh. (© LEARN NEW WoRDS Listen to these words and match them to their definitions. Then listen and repeat. EMC combine download — electronic hit 1. put two or more things together 2. something successful (such as a song or a film) 3. put something onto a computer 4, using electricity to produce something © YWODEADE choose an activity. 1. Work independently. Interview three classmates. Find out their favourite musicians and whether any of them mix different styles of music. Report your findings to the class. 2. Work in pairs. Research the bands mentioned in the lesson and listen to their music. Which band’s music did you like best? Which did you like least? Discuss your responses. 3. Work in groups. What are some traditional instruments in your country? What musical instrument from your country do you think would be good to mix with modern music? Share your ideas with the class. 96 VOCABULARYPoint Clarification I really like fiction, | mean, Love reading made-up stories. enjoy reading non-fiction books. In other words, | like books that teach me something new. I'm reading a book of myths. That is, I'm reading a story that's fiction but that many people believe is true. © Listen. How do the speakers clarify their points? Write the phrases you Alger hear. © Read and complete the dialogue. Luisa: Rob, I'm readinig a bizarre book. , it’s really strange. Rob: Really? What's it about? Luisa: Well, the author combines a romance novel with science fiction. , the story mixes a love story with strange things that don't exist! Rob: Wow! Are there monsters fom outer space in the story? Luisa: No, they're all ocean dwellers, , they live in the sea. Like angry sharks and evil, carnivorous jellyfish. the jellyfish eat meat ... and by meat, Imean people! Rob: _Isitrequired reading? , are you reading it for school? Luisa: No, the books I read for school are never this strange! I'm making @ ‘biscar. In other words, lm ‘mixing a biscuit with a car. The car has got four giant biscuits as wheels! Rob: Good! Let me borrow it when you've finished. © Work in groups. Cut out the cards and put them in a pile. Take turns choosing two cards. Make a Mash-up of the two items. Draw and describe your idea. Get a point for each successful mash-up. If you can’t make one, lose a turn. © Work in pairs. Choose a book or film you both like. ‘Then create a mash-up with another type of story. Tell Go to page 165. your new story idea to another pair, clarifying your points. SPEAKING 97Bessablis payed on a wu nut wih ampoles © Uisten. Tick the words you hear. Then write the comparative form of each ticked word. O fast O hard (Gl mueller etter ic epg tere reece cn ereo eee eee C easy C enjoyable (EN ech ee eee eee O active O good © Read. Complete the sentences with the correct comparative form. 1. Kronum is ____ (+/new) bossaball, but it's (¢/unusual) bossaball. 2. Its ______ (+/difficult) to play than bossaball because it’s a mix of football, basketball, handball and rugby. 3. The special kronum ball is __________ (+/small) a football. 4, Kronum isn’t played all over the world yet, so it’s. /popular) bossaball. © Work in pairs. Make a list of your five favourite sports. Then share your list with your partner. Make comparisons between those sports. 98 GRAMMAR Football is more ‘exciting than baseballE, E NF Listen and read to find out about another unusual sport. Then listen and repeat. Do you hate how expensive itis to play golf? Try disc golf instead - it’s a cheaper version of gott. Disc gott is @ hybrid sport. People created it using ideas from golf and disc- throwing. Now i's very popular. Meny players love it! Work in pairs. Read about the hybrid sport volcano boarding. Circle the correct words. 1. Daryn Webb created / loved volcano boarding because he wanted something more exciting than sandboarding. 2. Volcano boarding is a newer version / hybrid sport than sandboarding. 3. Volcano boarding is a more dangerous version / hybrid of sandboarding, 4, Some people love / hate volcano boarding because it's more fun and more extreme than many other hybrid sports. 5, Other people love / hate this sport because the ride down is noisier and less comfortable than sandboarding. Work in groups. Compare the hybrid sports Football tennis seems fun, It’s @ you read about (and any others you know) to hybrid of football and tenis. t's traditional sports. ‘more fun to watch than regular tennis GRAMMAR 99We've all seen art created from Prime ere C ee oneang sister Pee een ea ete eR cn ed cn reece aang ee aear sos fore ea eee Perens i ecrang tot On real landscapes. Then he photographs them. One of his foodscapes, Carts and ey eee tacoma aly foodscape a few leafy green stalks of Peer ocee Cog eeCoen a RRL Cece HMM cet E int Dente e eet etry Ele RS aR CE NC cee ETE Cease ase cee se SLO oon uence ttts tet bananas and other fruit, float in the sky. ROCK COs ae etn teeters sky, too. Itmight seem a little weird to create art out of food, but Carl hopes DSC OLa cronies] Ene gees eo oso ERE eee) modern idea. Giuseppe Arcimboldo, ES eecrsiag Ciena tneet Coo easy een Cee meee Set tng Rudolf I asked Giuseppe to paint his Pte ReneS ame Called Vertumnus, after the Roman Pog te ce ene ted eS Star oe at Ed ented Giuseppe painted one pea pod for each CA CRA oge cnet Pesto Ree eee ey Pace ut comets anda peach for the other. Can you SCR an eee eS Oe eS Nan ene ong Bare rece____ BEFORE YOU WATCH Discuss in pairs. 1. DJs mix music to create new songs. Why do you think they do this? 2. Choose two songs you both like, What part would you choose from each song to create your mash- ‘up? What would your mash-up song be called? ©) Write. You're going to watch What's ina Mash-Up? Use what you've learnt in the unit so far to answer that question. ©) WHILE YoU WATCH Circle the types of mash-ups mentioned in the video. Watch scene 6.1. animal art book fashion food music mythical sport (©) AFTER YOU WATCH Work in pairs to answer the questions. 1. How long have people been creating mash-ups? 2. What is the Great Sphinx of Giza a mash-up of? 3, What mythical creature is a mash-up of aman anda horse? |. What two sports combine to make up volenis? ;. What is another name for food mash-up? ;. How is a ramen burger different from a regular hamburger?Cha Oe eee ets NN nee ec ru San ecct eae CES interesting? Explain your answers. © Discuss in groups. Sayan oat as Ome eh “What would you mash up?’ Discuss pore usin ee ts ne Cac Crore te up from history. Describe it and its crete gee echt nSn Te eee econ tera ee en ceed Pe LUG netean ee mrnnn Serna TV PEADE Choose an activity. . Work independently. Ima you! ur. How doe: you? What's difficult about it? Write a paragraph to explain. . Work in pairs. Think of a mash-up you know. Create an advertisement for it. Describe what it’s made of and what's special about it. Present your advert to the clas: . Work in groups. In the video, you sawa historical mash-up, the Great eat Sphinx of Giza. Use the Internet to Viale learn more about the Great Sphinx. Present the information to the class. VIDEO 103GRAMMAR Countable and uncountable nouns: Talking about amounts Countable nouns Uncountable nouns A few / Some / A lot of / Many meals are Alittle / Some / A lot of / Much fruit is ‘a mix of food from different cultures used in food from different cultures. How many chefs combine foods from How much cheese is on a Japanese-ttalian different cultures? pizza? Two / A few / Some / A lot of / Many chets Alittle / Some / A lot of cheese. combine foods from different cultures. Dessert sushi sometimes has a piece of / Restaurants usually have a couple of / three / some / too much fruit in it. too many special dishes, ©} Work in pairs. Choose the correct word or phrase to complete the sentences. Maiza: Wehad ______ (a few / some) delicious KoMex food last night. Gabi: KoMex? In other words, Korean and Mexican food combined? sz. Did they have Korean tacos? Maiza: Yes, and —__ (much / a few) different kinds. [like beef tacos. Their tacos had {alotof/ afew) Korean barbecue * beefand (a couple of / much) cucumber slices on fresh corn tortillas. Oh, and ____ (some / many) great sauce, too. Gabi: Mmm. Sounds good. How _______ (much / many) tacos did you eat? Maiza: Nottoo ______ (many / much). lonlyhad ______ (one / allittle) taco, but Thad ____ (much / a lot of) nachos. They had Korean meat and mango salsa. Gabi: Sounds great! And did you try ______ (a couple of / some) kimchi rice? Maiza: Ionlyate ________ (a few / allttle). I was full! e Work in groups. Throw the cubes. Ask and answer questions about how people in the country eat ieste: or drink the item on the cube. ‘ 4 (townie coron >) og ink peal meno eo - enment | think they eat a lot of rice, Go to page 167. 104 GRAMMAR a aWRITING Read the model. Work in pairs to find and underline phrases that introduce examples. Ani-mixes Combining photos of two or more animals is a popular activity these days. There are a lot of funny and weird animal mixes that people create and share on the Internet. r example, a ‘turger’ is a tiger with a turtle shell. Another example is the ‘dish’, which is a mix ofa dog and fish. Its body has a few fins and some scales, and it has allot of fur on its dog head. Some mixes are alittle scary, such as the ‘sharilla’. Its a combination of a shark and a gorilla, with the head of a shark and the body of a gorilla. Ithas a huge mouth with a lot of teeth in it. Ithhas a huge, furry body, and its head and fur are almost the same colour. It’s funny to look at, but I think /d run if sawa ‘sharilla’ in real life! eo DISS Tea eel ea tT ste animal mixes you read about? How Would Mcrae a4 Pre cacN ee UMC arity a Name it and write a paragraph about it Circ Rua ice esn ater Ta Peso emecclcae Me cette): Mea escBe Unique ‘Look where everyone is looking, then turn 180 degrees and walk. You’ll often find that’s where the gems are.’ Josh Ponte National Geographic Explorer, Musical Explorer/Filmmaker 2. When people learnt that Josh planned to quit his job and work in Gabon, many of them thought he was taking a big risk. Do you agree? Why or why not? 106 MISSION 3. Think ofa time when you did something really different from what everyone else was doing. What did you do? Was it easy or difficult? Were you glad you did it? Why or why not?Make an Impact CU) Se ae scr 1c) © Make and explain food art. SOE Maker ce eR Tech ones Sa nose eC eS ONS ecTce SSO Me CeO ker eoe = oem Om ee CN OMe © Create a mash-up comic strip. eS AMANO SCR OMICS eae mR Ce PeRCIN Ae MST e UCC in aS OMe ota ee ecm Te emcee Cn Sein (TSN UU eae ‘© invent a hybrid sport. SONS OM Me ROL SD OM CMI A OM ON COE ON SSM USI AAC ROM CON eS ete Bo CaS Ore SSIES CoC Cela Om UL MocBD Read and listen to learn eee Ta Tra Steampunk — — A ee RRC ¢ POA CUE UCR Eek T ey CLIEOy Da Ce Ca UM es POS eee Oo PREC MCR CS SCC se UL SU Deuce CE Oe eres os PRT cece vee Chmr nities recor ceca’ acre caine EIN eer Oca ened(El eae Cee nd ( eau ee cee . Steampunk it! erect ro ee Paso Cree a accessories! Ifyou have an outfit nee ee nr , that looks Victorian but doesn't have eis accessories, it's not steampunk! Dee center pee et ko Pee ees Create now thin avout wnat . Cee ee SNe Raed SRR RES Scan cea Ces ed Soe La eee Cae SE eee eae Se eee Ce ear a ae ‘Steampunk prefer dark colours. Le Connect ideas. In Unit 5, ie AULD Choose an activi you learnt about fashion. eiscnee In Unit 6, you learnt abo oe combining things to make ; + mash-ups something new. What 2. Choose a way to express yourself: connection can you see Reeling between the two units? + afashion show + avideo . Present your work,Aider using special LED De ee edUMC me ow om ca item Cy do is to make people curious.’ WET CLC TO START 1. Lookat the photograph. Why do you think the rider added lights to his bicycle? What electronics are important to you? Which ones do you use every day? Which like that you haven't got now 3. How do you think the electronics you use now will change in the futur aaa.-_ COC eee coe RRR Le esd SMU US CUCU RL Reser CRO au sod eno aa POOR Te Ree Co etoa LT reeeee crt et hetee ns st a telephone line and it could be very slow. Things have changed a lot since then. Today Pr acta eee eo Cee Eat eet ee POeCeisotan tCRete cea m cae Pre ctenena toe etn ea kere tettcs NN en coe kono) Pree mn Rr nee nate eek te anit like search for a word in the dictionary or use a torch with just the swipe of a finger! At any time and place, we can send and receive e-mails, play games or look up information. We can also share photos Peon ance acta one nce Coca Smartphones have made it possible to send texts. By 2015, people Ponce tare Ont oat ie nome hea yes Roget Because it’s so useful, people spend a lot of time on the Internet. gH Probably too much time! Infact, the average person is online for almost Pee CECE eto ak rec kena ny RE een ace tee ATCase a Reet Re Cane come Seta Rc ast Pee ee Re BU ee SEEM oe eg “5See Er ety Ce ee etd Preeti Listen and repeat. Work in pairs. How much time do you spend on the Internet every this compare with age Internet user? CABULARY 143© Read and circle the correct word. Biophysicist Manu Prakash connected | sent to science as a child, He and his brother would spend time in an empty chemistry lab making their own fireworks or electronics. Today, Manu works to make sure that everyone has access to science. He says, ‘You can have a kid walking around with a smartphone / Wi-Fi who doesn’t know that the human body is made of cells. ‘Manu Prakash sharing his Foldscope with a young girl, ‘Manu wants to share / look up his love of science with others. So he helped create a computer powered by water and a low-cost chemistry set. Another amazing Wi-Fi/ gadget Manu created is the Foldscope, a paper microscope. People can make it themselves by folding a special piece of paper. It's small and cheap. The Foldscope is very useful / chat for doctors who work in rural areas. They can use them to test for about 20 different diseases. Manu wants children to use them, too. Instead of ust looking up / sending all their information on the Internet, children can ‘walk around with a microscope in their hands’ to learn about the world around them. © LEARN NEW WORDS Listen to these words and match them to the clues. Then listen and repeat. Ii incredible possible tablet text 1, It'slike a smartphone but bigger. 2. Something so amazing, we thinkit can’t be true. 3. This means that something might happen. 4, We send and receive this with our mobile gadgets. 6 YOUDZEME Choose an activity. 1. Work independently. Think of a tool that can be changed so that it’s cheaper and easier to use, Why would changing it be useful? Write a paragraph to explain your idea. 2. Work in pairs, What would you like an app to help you do at home? List three things and explain how an app could help. 3. Work in groups. Research a new app or gadget that a lot of people don’t know about. Explain what it does and how it helps people. Present your research to the class. 114 VOCABULARYaon May | borrow your tablet? OF course. Here you are! Can you lend me yoursmartohone? Sure. Here you go. Please let me use your dictionary. Sorry. | need it myself. tim sorry. 'm using itat the moment, I'm not allowed to lend it out. Sorry! EUnet S5eeac © Listen. How do the speakers make and respond to requests? Write the phrases you hear. SEE © Read and complete the dialogue. Jun: forgot my electronic translator. yours? Chin-Sun: [haven't got one. just use an app to translate words. Look! Jun: That’scool, ___________yourphone fora few minutes? Chin-Sun: —. Here you go. Oh wait, I need the calculator app for my maths homework. Jun: No problem. I've got a calculator in my bag. Chin-Sun: Please Wii, Beryl Chin-Sun: | Thanks. Wow! This calculator is better than my calculator app! Jun: Yeah, itis good. Chin-Sun; _____ this calculator for the weekend? Jun; —_______ this weekend. I've gota big maths test on Monday. © Work as a class, Choose a card: A, B, C or D. Request the items on your card from your classmates. Respond to their requests. Answer yes if the item requested is on your card and no if itis not. Could you lend me your video game? Go to page 169. Sor, musngt at the moment © Work in groups. Place five things from your pockets or school bags on your desk. Take turns asking to borrow those items and responding. SPEAKING 415GRAMMAR ‘Superlatives: Talking about extremes The newest version of this game is going to be amazing This puzzle app isn’t the most difficult one I've got. This new word game isn’t the most fun game I've played, but it isn't the least fun either. This action game is the best. It has incredible graphics. The worst game is the card game. It's so boring! Listen. Circle all the superlatives you hear. MES the scariest ‘the loudest the most powerful the highest the cleverest the most difficult the most awful the coolest the least boring the best the most fun the least expensive ©} Work in pairs. Complete the sentences with the superlative of the words in brackets. Today, music games are some of ___________(+/popular) games on the Internet. In one game, you can create your own hits in 2 (s/easy) way possible, _____________(+/exciting) things that you can create original songs or mash-ups of famous songs. Don't worry! Even = __ (-/musical) person can create amazing songs. = (+/good) feature of the game is that you can sing with the music you create! The game makes even —_____(/bad) singer sound great! ___________(+/important) thing to remember is to share your hits with your friends. ©) Work in pairs. Talk about the best and worst video games. Why do you like them? Use superlatives. The most interesting games make you solve puzzles. 146 GRAMMAR© LeaRw NEW WorDs Listen to learn about some pretty unusual apps. Then listen and repeat. There’s an app for Safely walk as you type val your phone's keyboard. The Blow into your phone's microphone phone's camera shows whe Your smartphone's microphone to create steam on the screen, in front of you. Be careful: can tell you it a molon is ready Then you can write in the steam this app uses up your phone’ ‘to eat. with your finger. battery very quickly! eae | ace you prone on shennan anc tap he watermeton tie 3 vim | Cet una © Work in pairs. Complete the sentences using the words in the box. Then say whether you agree or disagree, and why, | don't agree with number 5. record things | need to battery camera keyboard ~—microphone_—_— screen tonieniber Bren 1. Asmartphone take pictures. is the quickest and the easiest way to 2. Finding place to charge yourphone’s ______is always easy. 3. Typing ona smartphone’s small ______is the most difficult thing about sending texts. 4, One of the best things about a mobile gadget is that, if you want to, you can see friends onthe _____ while you're talking to them. 5. One of the least-used features on a mobile gadget is the © Discuss in groups. Which apps are the most useful, the most difficult and the most fun? , Which are the least useful, the least difficult and the least fun? GRAMMAR 4:Young invontor Brooke Martinon Pee A Discuss in pairs. Work in pairs. Tick T for Look at the photo. Describe what you true statements or F for false. think the gadget does. 1. Allyou need for Bot2Karotis a smartphone app. O® 2, Bot2Karot helps people take care of their gardens. OO© Find these words in the reading. What do you think they mean? Think about what type of word each one is. Then listen 3. Brooke Martin was sixteen when and repeat. ICE she invented iCPooch. O® ! 4. The only thing you can do with borrow find iCPooch is look at your dog. @O® fanetion it 5, Robert Saunt likes playing video games. Oo 6, Robert's gadget will be good for Look for the main the environment. O© j idea and details that support it. SIGE 148 READINGIfyou think young people EMOTE E Eta on the world, think Pret Mena tA Tee peur Deena solve problems and have NOOR ear cd Pon OReOn tna mca Tee meee tart Tere eet G Estes eee Otc ee er ener nee td og EC Cre re RT Receeloeecte a MRE netted cl yay ra eects Coe eget take care of vegetables. It also saves water and roea pater cay icant tng ayo PUR osm ma Ere iat eects around. Pennant COM Brooke Martin is an animal lover who Presta ag tae eae Per nat Clana mele) Seed PRCA its owners left. So Brooke invented iCPooch’ oat lets pet owners check on their pets from when she w ROC MN Ce zerel) Discuss your answers to Activity 3 in small groups. Then complete the following: Main idea Detail 1 Detail 2 Detail 3 SO Ce Tea asmartphone. This award-winning gadget Be enon entrees eet tn Ea en Canna cece cg Eas STM arene Rc and easily give their pet a treat by touching the Seen tees eet! ea Peete Cent Tom eC nt ed Cg Fourteen-year-old inventor Robert Saunt Ree re Oi nena eC neni ocs Soe tee ee So he invented a controller called Game Bl RCC oaeee et eon eC Ut eco U ac million kg. (727 million Ib.) of materials every Taek Meee eae ected POCO Com ESSN DEE Cr pcmcia SOT one aCe RCN) ROT certs Ca Co sC cK next time you have a problem, you'll come Pee nso -) Discuss in groups. 1. Which of these three inventions do you think is the most useful? Why? Which do you thinkis the least useful? Why? 2. What do you thinkis the greatest invention ofall time? Who invented it? Why isitso great? Brooke worried about her dog when she was on holiday. Think of two other ways she could check on her dog while she’s away. READING 119smartphones and other new electronic gadgets, how did people tell time? Take photos? Listen to music? Read and circle. You're going to watch From Gadgets to Apps. From the title, predict the main idea of the video. Circle the letter. a. Gadgets are more important than their apps. b. Useful apps are replacing gadgets. c. Wewill use different gadgets and apps in the future. WHILE YOU WATCH Complete the table. Watch scene 7.1. Function Today | What people first used for The problem with the this function original gadget tell time | clock app T listen to music music app | take a photo camera app AFTER YOU WATCH Match the two parts of the sentences. 1. The digital age a, were easy to use but only made one copy of a photo. 2. Watches in the 1950s b. were small and portable but had only one use. 3. Before there were instant cameras, _¢. were smaller than before, but they people still couldn't fit in our pockets. 4, Instant cameras d. actually began in the 1950s. 5, In the 1950s, gadgets for listening e. depended on professional tomusic photographers. 120 VIDEO‘These old-ashioned things have all been replaced by smartphone apps. Work in pairs. In the video, you heard, ‘Your phone might have an app for giving you directions to a friend's house, but you can't ride it there.’ Think of three apps you like. What things can they do? What can't they do? Discuss. Discuss in groups. 1, Atthe end of the video, you're asked, “What other gadgets do you use? Why are they useful? Will there ever be apps for them?’ Answer these questions. 2. What old-fashioned item or gadget is still used in your home? Why is it useful? YOU DZSHE Choose an activity. 1. Work independently. Find out about the lives of people in your country one hundred years ago. How did they communicate? Travel from place to place? Take photos? Get information? Share what you learn with the class. 2, Work in pairs, Role-play a historical figure and a teenager of today. The teen must show and explain howa certain gadget works. The historical figure must react and ask questions appropriate for his/her time period. 3. Work in groups. Choose an activity that you do on your smartphone, such as listening to music or taking photos. Use the Internet to find out about how this activity was done at different times in the past. Make a timeline to show how the activity has changed. VIDEO 424.122 GRAMMAR @O Will and going to: Talking about the future Possible Most likely \We will have little machines in our heads that _Everything at home is going to connect to @ can connect to gadgets. gadget. People won't talk to each other on smartphones People aren't going to use phones with anymore. keyboards anymore, Will people need to have so many gadgets? How are our gadgets going to help us every day? No, they won't. One gadget will be all you They're going to help us do chores, like watering need. the garden, Listen and write the future forms. Te eee oat swallow attach 6, take recognise 7. send connect 8, be Work in pairs. Complete the sentences about the future of Internet communication. 1. Howis the Internet ___________(change) wearable password in the future? 2, We ________(not have to) search the Internet for what we want. 3. Ib___(know) what we want before we do. 4, All companies are ___(study) what people do on the Internet even more than they do now. 5. The companies ___(tell) us what they think we need. Work in pairs. Throw a coin and move ahead (heads = 1 space; tails = 2 spaces). When you land on a space, make a prediction about the topic. ‘Wet going to nave ‘computers in our bodies. Go to page 171. GRAMMARWRITING When we write a product review, we describe a product. We give examples of what's good and what's bad about it. We can use adjectives to help the reader understand our opinions. Read the model. Work in pairs to find the good and bad points about the product. Underline the good points. Circle the bad points. Do you like the smell of cakes baking? Fresh flowers? Well, it's now possible to experience these great smells electronically. You just need a cool new gadget for sending smells, scent pellets, and an app on your smartphone or tablet. This product is amazing because it lets you share smells with people anywhere in the world. Sharing smells can help us connect to an idea or an experience better than just looking at a photo or reading a text. Think about it: you're making biscuits. You take a photo of the biscuits using the app. Then you tag the photo with certain smells, like chocolate or butter. You can combine tags to create more than 300,000 different smells! I love how the product lets you be creative in mixing different scents. I also like the idea of receiving smells. So if my friends are camping and I'm not there, at least I can smell the burning campfire! This product is incredible, but there are some things about it that I don't like. First, the gadget is big and not very mobile. It would be great to receive smells, wherever I go. The company is working on this problem. They're creating bracelets and smartphone cases that will let users receive smells, but these products aren't available yet. The product is also pretty expensive! It may be a while before a lot of people have them, so there won't be many people to share smells with. All in all, I give this product three out of five stars! Discuss in pairs. Would you like to try this product? Why or why not? ene Write. Write a paragraph to teview a product that you have used. Give examples of what you like and don’t like about it. Use adjectives to help your readers understand your opinion. Ne} 123NUON GEOGRAPHIC Always Keep Learning ’s valuable to know what you don’t know, and there’s so much we don’t know.’ Manu Prakash National Geographic Explorer, Biophysicist 3. Name something that you're interested in but don't know a lot about. What would + Manu marie a microscope that was: you like to learn about it? How could you cheap and easy to carry. How could ican thisinformation? this microscope be useful to a student like you? What could you learn if you had access to a microscope wherever you were? 124 MISSIONThis solar-powered ‘tree uses energy from tho sun to charge the batteries of diferent mobite gadgets‘It’s human nature to explore and Val toe tcc ig PCR mea PS RET Inthe Hoyo Negro cenote in Mexico, avers Alberto Nava Ce eR oe Rand who lived approximately 13,000 jears ago TO START 1. Look at the photo. How are the divers going ‘into the past’? yu think researchers try to 3. Are you interested in learning about people who lived before you? Why or whLook at the pictures from Nasca in Peru. What can archaeology tell us about the past? Discuss. Then listen and read. (507 For centuries, archaeologists and anthropologists have searched for information about the origins of the mysterious lines drawn in the desert sands of southern Peru. There are approximately 300 different figures ~ called geoglyphs - and 70 designs showing different species of animals and plants. Scientists believe that these geoglyphs In addition to the Nasca lines, | were created by the Nasca people, an 2 archaeologists discovered an impressive ~ aneient civilization living near the modern village site called Cahuachi with an adobe - town of Nasca. The Nasca people lived from pyramid, large temples, plazas, and about 200 BCE and survived for almost staircases and corridors. They also found “== eight centuries, living along river valleys smaller items like pottery, textiles and some and cultivating crops such as cotton and important foods for their diet, ike beans and corn. indeed, some scientists think earlier and were made by the ancestors of the Nasca people - the Paracas people who date back to approximately 800 BCE,Inthe same area, scientists excavated the bones of adults and children and even entire skeletons. In some cases, the skulls were shaped differently and made longer, scientists Since 1994, the area has been believe this was done by binding an infant's bu designated a UNESCO World Heritage ae = skull between two pieces of wood. It is Site. This means itis protected, and future thought that this practice showed who generations will continue to lean about = = belonged to the upper classes in Nasca the civilization and, importantly, enjoy the society. mysteries of the Nasca. ©) LEARN NEW WorDS Listen and repeat. [EEE ©} Work in pairs. Why do you think it's important to understand our ancestors? Name at least two reasons. VOCABULARY 129© Read and write the words from the list. Make any necessary changes. adult ancestor believe bone civilization Bee One sn discover origin site skull species Alberto Nava Blank is an underwater cave explorer. In 2007, Alberto and his team ____ the skeleton of a young girl in the Hoyo Negro cenote in Mexico's Yucatén Peninsula. ‘he moment we entered the —_______, we knew itwas an incredible place, says Alberto. They named the girl Naia. Her skeleton had all of the most important Se inloding: the _____ with some teeth still in it, Scientists don’t think that Naia was an . They she was about 13 when she died around 13,000 years ago. They think that her came from an ancient that lived in north-east Asia. 6 LEARN NEW WORDS Listen to these words and complete Ota at age 45 the sentences. Then listen and repeat. MECEETE advanced back descendant helpful 1. Ourancestors go ____ millions of years. 2. They used less- __ tools than we do today. 3. Scientists have found 19 of Otzi's —_______. 4, Fossilsare ___ in understanding the past. © WODEADE choose an activity. 1. Work independently. Find out about an archaeological discovery in your country. What was discovered? What does it tell you about life long ago? Write a paragraph to tell what you learned. 2. Work in pairs. Research Otzi to learn more about his appearance, habits, habitat and diet. Create a poster profile of the Ice Man. 3. Work in groups. Research the discovery of a different primitive species. Where was it discovered? Who discovered it? What did scientists learn? Present the information to the class. 130 VOCABULARYEME penne | don’t mind studying history. It's OK. / It's not bad. | don’t like tests at all. Tests are awful. © uisten. How do the speakers talk about likes and dislikes? Write the phrases you hear. © Read and complete the dialogue. Julio: Ireally don’t want to study. history at all! Tome, history is, Carla: Really? —__________ history. Imean, it’s really interesting. Julio: You're wrong! Carla: No. What's boring is reading about it. You have to experience history. Trust me! Julio: What do you mean ‘experience’ it? Carla: Well, for example, I studied in Peru and learnt about the history of the Incas. Leven saw a mummy ofa teenage Inca girl. She was really well preserved in a museum. You could see her face, her hair... she was even still wearing clothes! Itwas EERE eee ence eee eee Julio: Hmm. Maybe I need to visit Peru to get excited about history. Carla: Yes, youllbe —___ ancient civilizations after you spend some time there. © Work in pairs. Play Noughts and Crosses. Discuss things you like and dislike. Mark X or 0. Try to get three in a row. - 7 © Discuss in pairs. When is it acceptable to Use the phrases above to talk about likes and dislikes? When is it not acceptable? What can you say instead of words like amazing and awful in more formal situations? Go'to page;t73. SPEAKING 131© Listen. Are the actions completed or continuing? Tick the correct colurnn. Completed | Continuing lay say begin | enjoy i take © Work in pairs. complete the sentences. Use the present perfect forms of the verbs in brackets, and for or since where appropriate. 1. People ______(play) mancala thousands of years. 2. Players __________(enjoy) different versions of mancala ancient times. Boje eceeece reece Sse cece eas 160g alnyerg| reser sect ceeeeeetecerecece (ra) computers to play mancala. 4, Players __ (create) about two hundred different mancala games. 5. Manyplayers __________ (not play) mancala with seeds or stones computers became popular. © Discuss in groups. What's your favourite game? Why? Who has played it with you? How often have you played it? How many times have you won? My favourite board game is Scrabble™. My dad and | have played it every week since | got it. 132 GRAMMARl E Listen to learn about the history of chess. Then listen and repeat. The queen became the ‘most powerful chess piece on the board in the 1500s. You can checkmate him in four movest kKing Ferdinand and Queen isabella of Spain played chess. ‘sabella ave Ferdinand advice on how to win the game. Work independently. Complete the sentences using the words in the box. Make any necessary changes. advice chess piece queen 1. People have played for about 1,400 years. 2. It’s played ona board with 32 3. Inachess game, no one should give a player ____________ on how to move. 4. The ____________isavery powerful piece in chess. © Work in groups. Find out about other popular games. ; cope in Cina have played Discuss them using the present perfect. Pe eee Go for hundreds of years. GRAMMAR 133(©) BEFORE YOU READ Discuss in pairs. Look at the git . in the photo. How do you think her life was different Growing Up: from yours? (©) LEARN NEW WORDS Find these words in the reading. i What do you think they mean? Look for their definitions or examples in the text. Then listen and repeat. IMEX age chore education teenager ©) WHILE YOU READ Think about cause and effect. ETE (©) AFTER YOU READ Work in pairs to answer the questions. 1. What culture thought that education was very important? 2. Why couldn't some parents teach their children. at home? 3. Atwhat age did people start getting married? . a 4, How often did children workin factories? How children's 5. Atwhat age did children begin working in factories? lives have 6. What did children do with the money they earned? 4 changed over © Complete the table. the years Cause Effect Most children didn’t go to school from 500-1500, Aztecs believed that education was important, Children began working in factories in cities. GQ Work in groups. 1. What would be the hardest thing for you ifyou were growing up in the past? Why? 2. Interview an older person about his or herlife asa teenager. How wasit the same as your life now? How was it different? 3. Why do you think the lives of children around the world have improved from long ago? Give three reasons. Do you think it’s worse in any way today? Explain. 134 READINGWhat's day in your life like today? You probably go to school and do your homework. ‘Athome, you do a few simple chores, like doing the washing up or making your bed. You might complain about not having enough free time to relax. In the past, children your age probably had alittle more to complain about. Throughout much of history, many didn't go to school because they had to help all day at home or on the farm. Their parents taught them what they knew, but very few adults could read orwrite. The Aztec people, who lived from 1200 to 1473 in present-day Mexico, were unique. The Aztecs believed that education, or learning, was important. Every child went to school, although boys and girls learnt different things. In addition to going to school, Aztec children were expected to help with chores at home. Girls learnt to weave at the age of about four, and they learnt to cook at the age tad, Rey of about 12. Boys, on the other hand, learnt occupational skills. By the 19" century, many people began ‘moving into cities to find jobs. In cities, there ‘was no longer a need to have children work on the farm, So they began working in factories instead. In England, many children worked Jong hours six days a week. And they earned very little money in return. Children started working from a very young age, sometimes at only five or six years old. They gave all of their money to their parents to help pay for the family’s needs. Today, most children go to school. Sometimes teenagers work part-time jobs to earn money. But many use that money for enjoyment, not to help their families. Think about it! Even ifyou work and go to school, you still have time to relax or spend time with your iends. Next to children from the past, most children nowadays have it pretty easy! eer eee)‘The Earth forms. ©) BEFORE YOU WATCH Discuss in pairs. Earlier in the unit, you learnt about one civilization - the Nasca people. But Earth has existed for much longer than ‘our ancestors. What do you know about life on Earth before humans? ©) Work in pairs. You are going to watch A Journey Back in Time. The explorer Nizar Ibrahim makes a discovery about life before humans. Look at the photo of Nizar (the last photo on the timeline). What do you think he discovered? 436 VIDEO ‘Spinosaurus tives in the ‘Sahara region. At this time, the Sahara isa iver system, not a desert. The last dinosaurs (except birds) become extinct. WHILE YOU WATCH Check your predictions from Activity 2. AFTER YOU WATCH Work in pairs to answer the questions. Today the Sahara Deserts full ofsand. What was it like 100 million years ago? What was Nizar looking for? Where did he work? Why did people thinkhe was foolish to work there? He found part of a skeleton. What type of creature did it belong to? During the time of dinosaurs, what important group was not on Earth? er = 2ur human ancestors begin uz, the Ice Man, lived using stone tools, a sign of in the Alps. He used tools advanced intelligence. such as axes and knives. Discuss in pairs. 1. Lookatthe timeline. How many years separate the last dinosaurs the present day? What do you think happened during this period? 2. Nizar says that holding dinosaur fossils is like holding 'a snapshot in time’. What would be exciting about holding something so old? ‘The Nasca people ‘Modern humans have created the mysterious tho tools and technology "Nasca lines’ In Peru. to study and understand 3 Choose an activity. 1. Work independently. Nizar describes the Sahara as 'a magical place, both beautiful and frightening, peaceful and cruel’. Think of another place that is beautiful and peaceful, but can still be frightening. Describe this place to the class. If possible, share a photo. 2. Work in pairs. In the video, Nizar imagines the world when dinosaurs lived. Discuss how you imagine the world at this time. Draw a picture and share it with the class. 3. Work in groups. Create a short story or comic book about life during the time of the dinosaurs. Share your work with the class. VIDEO 137GRAMMAR There + to be: Expressing existence at different points of time There have alv/ays been sun celebrations ‘There has been a Festival of the Sun in Peru around the world. for centuries. However, there wasn’t @ Festival of the Sun in There weren't any other traditional Incan Peru between 1535 and 1944. festivals at that time either. Now there's @ Festival of the Sun every year. There are a lot of different foods to try. Are there going to be traditional musicians? _Yes, there are going to be dancers, too. Will there be a lot of people? | think there will be. It's very popular. Read and complete the dialogue. Use there + the correct form of to be. Juan: Andrea, you're from Peru, aren't you? eee alot fun things to do during your country's Festival of the Sun? sAinedreare-t Vea ee sceeeeeeeeereee eeeeeceeeees EH festival is called Inti Raymi. It's a week long, and live concerts and shows. In fact, only one festival in South America that's bigger! Juan: Really? It sounds amazing! Andrea: Oh, itis. Last year _____________ about 150,000 people in the town of Cuzco watching the ceremony, ___ 500 actors in the ceremony. They really brought the past to life. Juan: Cool! Does the history of this festival go back a long time? Andrea: Oh, yes|___ Inti Raymi celebrations since the 1400s. Juan: ______ a festival nextyear? Andrea: Yes, __________. Ir’sheld every year. 2) Work in pairs. Think of a festival you have been to. Describe the festival with as many details as possible. Use there with the correct form of to be. aC ) Work in groups. Choose a celebration you all know about. ne Turn over a card. Try to be the first to slap-the card and make @ sentence about that celebration. Go to page 175. 138 GRAMMARWRITING When you write a classification paragraph, you divide your main topic into different parts. You give details and examples about each of the parts. When you finish, write a concluding sentence to connect the parts to the main topic. Read the model. What is the main topic? How many parts does the writer divide the paragraph into? The summer solstice, the first day of summer, has always been a speci ‘There have been sumumer solstice celebrations since ancient times. Some of these are still celebrated in Sweden, people celebrate this, the longest day of the year, by singing, dancing around a maypole, and enjoying special food and drinks. Unlike Sweden, people in Spain don't dance around a maypole, Instead, they dance in the streets, There are fireworks and bonfires. Some people even jump over the bonfires. People in both Sweden and Spain celebrate the summer solstice at the end of the day. However, at Stonehenge, in the United Kingdom, thousands of people come together to celebrate the longest day of the year at sunrise. The sounds of beating drums fill the air at this celebration. People around the world celebrate the tice in different ways that reflect their culture. @ Work in pairs. What are the different parts of the paragraph? Mirecceaeem ect ories ( icaee rece ie Minette nest io Caen Mek este cae EI Reen Cn erontcueee See Seon ir ANCES)NATIONAL (ecole yale Understand the Past ‘The underwater caves of the Yucatan Peninsula are a time capsule of what human lives were like 10,000 years ago.’ Alberto Nava Blank National Geographic Explorer, Underwater Cave Explorer/Cartographer 1. Watch scene 8.2. find ina tim : ago? 1,001 2. Atime capsule is collection of artefacts that represent z in period of time. Whatare three things that you mightMake an Impact CU Se sate Ce 0) (2 9 Teach the class to play mancala. Research the history of mancala. Lean how to play. Write the instructions on a poster. SEIU MICs STAC SSL PIC Use egg boxes. Bring in seeds or beans Eee BS Tm Mas cece n ct MOSS eICon to play mancala. Walk around to answer any Cees OMe MU cle mUTee clit © Make a biographical poster. See Seen sort) something connected to our origins. aOR CN RUM eee ce Rime eae n eee cet EM aiec te iate etme re en OCC mM SUR UMC RUlene Eom © Perform a sketch. Bae Tele eRe M UMA ea Se Cease) what children did then. CEU ECU Rs RL Lm life was like for children at that time. Find costumes and props. UU CRM ee OCUExpress Yourself ® Read and li sten:to a si i Perea ee ee ec Dear'future friend’, Im writing this letter for my school’s time capsule.| want to include my predictions forthe future instead oF desoribing the present [love YO ‘think about the future, especially how people will get. around. I bet that there will be some coolways to travelin the future. For example, people ‘will be able to live in one cHLY and ‘work in another because WeIPS ‘able to travel in small pods that move really fast more ‘than 1,200 kph (750 mph) = a opecial tunnel. Just Ike in aeroplanes, there will be Foeate 60 passengers car relax and el. And the best thing willbe that the mn the sun, SO ‘el will use energy #70 through gcreens on the backs o watch films as they trav vehicles that travelin this tun they'libe better for the environment. ‘Transportinthe future wil do more than just move US around quickly. Ie will take ws ou of this world! People are already talking about travelling to Mars. Bee ‘phat inthe future tt will take about four to six months to get there: ‘Then travellers will tay aout two years. Of course, going tO Mare wor't be for everyone: F people just want to look at Earth from above, they'l be able to take a lift into space! When you rea predictions have come U travel to find out myself! ase check how many of my f Maybe I'l be able to time 1A this letter, ple rue, Who know: Mariaera ere ets ten cau Peer arnt ea CCR nS Pecan Al Roa Nac Renn RCM enemas hl ener BU acc 3. Which forms of transport that Maria mentions would you like to take? Why? (ert as ue life with modem gadgets. In Unit 8, you learnt Pee en Cee ues nc What connection can you see between the Prom @ You DECIDE Choose an activity. Me Enea Renee heen m noo Bee eee rea PMe ee OCs eae Pieces oat osn Pe cCesec ocho ee cae EM o CaaSUnit 1 Syllables and stress © Listen. Words in English have one or more parts. These parts make up syllables. A syllable has a vowel sound and can also have one or more consonant sounds. Listen. Notice the numbers of syllables in these words. an 1 2 3 a BB BEE man Ja-pan Ja-pa-nese street peo-ple ci- ti-zen bridge brid-ges _na-tion-al In words with two or more syllables, one syllable is stronget than the others. The vowel in that syllable is pronounced more loudly and clearly. This is the stressed syllable. Listen again and notice the stressed syllable in the two- and three-syllable words above. © uisten and repeat. Do the word pairs have the same number of syllables? Write Y for yes or N for no. Then listen again and circle the stressed syllable. 1, Y_ Gopon Gnglana 2 surround surrounded 3, ____ Mexico America 4 travel travelled 5. pavement streetlight 6. explore exploration © Work in pairs. Write the words in the correct column. Then listen to the completed table to check your answers. BEE architecture capital design _ entertainment planned resident sign unique Lsyllable | 2syllables | syllables | syllables Unit 2 Intonation in questions © Usten. Notice how the voice goes up or down at the end of the questions, EXE] met Does a pastry chef wear a uniform? Do pastry chefs work every day? = How do you create beautiful desserts? — ‘Where do pastry chefs work? The voice rises at the end of questions asking for an answer of yes or no. The voice falls at the end of questions that ask for information. These questions start with the words who, what, when, where, why and how. 144 Pronunciation 1. Where does he work? a 2. Does she work full time?” —— 3. Who is your boss? A a 4, Isthis design yours? —A —s 5. Do theylike theirjobs?_ = _~_ ——~ 6, When do youfinish work? A ——w. © Work in pairs. Does the voice go up or down at the end of these questions? Draw an arrow. Then ask and answer the questions. | Poyou like cake? Yes, ofcourse | do! —4 Do you like cake? When is your English lesson? Do you have a busy schedule? Do you do your homework every day? What do you do at the weekend? seepUnit 3 Present continuous: Stress of the verb be © Ussten. Notice the pronunciation of the forms of be. Akiko isn‘t sleeping. Some animals are hunting. Ate they going to the festival? Yes, they are. Is she eating breakfast now? Yes, she is. And we're going to bed! Be is unstressed when it’s in an affirmative statement or a question. Be is stressed when it's in a negative statement or at the end of a short answer. © Work in pai © listen and repeat. Circle the stressed forms of be. & 1. A: Whenis the sun coming out? B:ltisn’t coming out! 2. A:Isitraining? B: Yes, it: 3. A: Which animals are sleeping now? B: Bears and bats. 4, A: Are the children skiing? B: No, they aren't. . Listen and repeat the questions. Then ask and answer them with a partner. Make sure you stress be when necessary. il | What are you studying this week?" we're studying Noruay. ) 1. What are you studying this week? 2. Are you enjoying this weather? 3. Who are you studying with now? 4, When are you taking your next test? 5. Is your teacher smiling? Unit 4 Can and can’t © Uisten. Notice the pronunciation of Can an alligator run? Yes, it ean. But you can run faster. How can people help sea turtles? They can help protect their nests. Tean't believe Amy's story about the lion! Can you? No, leant! I’s amazing. In statements and questions, can sounds like kn. The vowel a is weak. In short answers and negative contractions, the vowel a is strong. It's pronounced fully. For example: Lean't see. Can you? Yes, Iean. © listen and repeat. Cross out the a in the weak forms of can. 1. People can help animals in many ways. 2. Can the city build an animal crossing this year? No, they can't. They haven't got the money, 3. Elephants can walk under the road in Kenya. 4. Many animals can't safely cross roads. 5. The red crabs can cross the road safely now, so they can’t be harmed anymore. © Work in pairs. Listen and repeat the questions. Then ask and answer them. a can you mika cow r goat? |. Can you milk a cow or goat? . Can you keep a baboon as a pet? . Where can I get a kitten? |. What animals can we help in this country? 3. Can you make animal noises in English? seere Pronunciation 145Unit 5 © Listen and repeat the words. Then write the The -ed ending 1 play © Listen. Notice the different 1, played! 4.——reafed 7.___-meedad pronunciations for each -ed 2._climbed 5._picked 8. ___ asked ending. GRE number of syllables in each word. 3.__waited 6.___reached 9. ____ protected wanted | looked | enjoyed Listen and repeat. Then write each word in the correct needed | dressed | changed column. Listen to check your answers. (EESEEG protected | helped | loved : wedded attached believed coloured The -ed ending has three possible decided dried graduated mixed pronunciations: produced saved washed wasted + id sound when the final sound of a verb is tord ia . 7 + tsound when the final sound of adel a verb is f, k, p, S, sh, ch and x + d sound when the final sound of a verb is a vowel or any other consonant Unit 6 © Listen and repeat. Draw a link from the final consonant sound to the vowel. Linking: Consonant + vowel sounds 1. I'samazing! 4. wasit_—_7. planned anything 2, made up 5. thinkI 8. What's up? Listen. Notice how the words 3. havea 6. loveit join together. inn vi —— © Work in pairs. Complete the conversation with phrases, Who isit? from Activity 2. Listen to check your answers, SRE) Tgiveup. Jane: Hi, Kim! __What’s up? It's got the body ofa lion. Kim: just a poem in my drama exam. ae . 2 When a word ending in a Jane: How , consonant sound comes before Kim: Difficult! I ___________ passed, though. a word beginning with a vowel Jane: That's good. So have you _________ for sound, the final consonant your birthday yet? sound often links to the vowel. Kim: Notyet. Iwant to party at the It sounds like one long word. new Korean restaurant. Do you like karaoke? Jane: ____! What's Korean food like? 146 PronunciationUnit 7 The two-vowel rule © Listen. Notice how the vowels in these words are pronounced like the first vowel. As a rule, when two vowels are in the ‘same word or syllable, the second vowel is silent. The letter name is the sound. For example, in the words paid and bake, the sound is like the name of the letter a. Although there are exceptions, this is true most of the time. © Listen and repeat. Circle the word where the two-vowel rule does not work. EEE . seat, beach read} peach, team . save, have, wave, shave, behave . some, phone, home, joke, bone . cute, cube, Tuesday, statue, duet L 2 3 4. oat, soap, road, boat, roar 5 6. tain, said, paid, rain, explain © Work in pairs. Look at pages 112-113. Find words that follow the two-vowel rule. Write as many of them as you can in two minutes. Unit 8 The schwa (/2/) sound © listen. Notice the pronunciation of the underlined vowels. China student family tonight —_ helpful action As you've learnt, when a word in English has two or more syllables, one is stronger, or stressed. The vowel in a stressed syllable is clearly pronounced. Vowel sounds in unstressed syllables are not fully pronounced and often do not sound like the letter in the word, Many unstressed syllables have the. schwa sound. Schwa is a relaxed uh sound. The symbol in dictionaries looks like an upside-down e (//). Schwa is the most common sound in the English language. © uisten. complete the schwa sounds in these words with the missing vowels. Then listen again and repeat. HBEEWEEE) 1. Ym really into hist__ry. 2. Imade my fam___ly tree because I want to know where I came from. 3. The Ice Man lived in anc____nt times. s . These days, life is not as diffic___Itfor childr__n as it was in the past, but some still c__mplain! 5. J__panis in As____ 6. The USA is in North __meric__ . © Work in pairs. Listen and repeat these words. Circle the syllables with the schwa sound. Compare your answers, Then take tums saying the words. BEES descen dant lion symbol festival pro ba bly control nation skele ton Pronunciation 147Irregular Verbs LEEPER eT eT en) be were been leave left left beat beat beaten lend. Tent Tent become became become Tet let let begin began begun lie (down) lay Iain bend bent bent light lit lit bet bet bet lose lost lost bite bit bitten make made made bleed bled bled mean meant meant blow blew blown meet met met break broke broken overcome overcame overcome bring brought Drought pay paid paid build built Duilt put put put burn burnt burnt quit uit quit buy bought bought read read read catty carried carried ride rode ridden catch caught caught ing rang rung choose chose chosen tise rose risen come came come mun ran run cost cost cost say said said cut cut cut see saw seen deal deat” dealt sell sold sold dig dug dug send sent sent dive dived dived set set set do did done sew sewed sewn draw drew drawn shake shook shaken ‘drink drank drunk shine shone shone drive drove driven show showed shown, ay dried dried shrink shrank shrunk eat ate eaten shut shut shut fall fell fallen sing sang sung, feed fed fed sink sank sunk feel felt felt sit sat sat fight fought fought sleep slept slept find found found slide slid slid flee fled fled speak spoke spoken fly flew flown spend spent spent forbid forbade forbidden spin spun spun forget forgot forgotten stand stood stood forgive forgave forgiven steal stole stolen freeze froze frozen stick stuck stuck fy fried fried sting. stung stung, get got got stink stank stunk give gave given strike struck struck 80 went ‘gone swear swore sworn grind ground ‘ground sweep swept ‘swept grow grew grown swim swam ‘swum hang hung hung swing. swung swung, have had had ake took taken hear heard heard teach taught ‘taught hide hid hidden tear tore torn hit hit hit tell told told hold held held ‘think thought thought hurt hurt burt throw threw thrown keep kept kept understand understood understood kneel knelt knelt wake woke woken, knit knitted knitted wear wore worn know knew known weave wove woven, lay laid laid win won’ won lead led led write wrote written 148 Irregular VerosGreetings: Formal and informal © listen and read. Formal Ben: Hello, Mr Moore. How are you? Mr Moore: Very well, thank you. And you? ‘+ Hello. How are you? + Very well, thankyou. And you? + Good (morning). How are you? ‘+Fine, thank you. Good (morning). How are you? © Listen and read. a Informal Gabi: Hi, Ben. How are you doing? Ben: I'm OK, thanks, How are you? + Hit How are you? +1'm OK, thanks. + Hello. How's it going? {Ym fine, thanks. How are you? + Hi, How are you doing? + Great, thanks. How about you? ‘Not bad, thanks. You? + Hey. What's happening? “+ Nothing much. + Hey there. What are you up to? + Nothing special. You? ‘Hey. What's going on? Not much. How about you? Social and Academic Lenguage 149Introductions: Formal and informal © listen and read. mez Formal Gabi: Mr Moore, I'd like to introduce you to Ben. Mr Moore: Hello, Ben, It's a pleasure to meet you. like you to meet Ben. ‘m very pleased to meet you, like to introduce you to Ben. + 1’s.a pleasure to meet you, Ben. + Please allow me to introduce Ben. He'sa student at my school. _ + Hello, Ben. I'm glad tomeetyou. + Tdon’tthink we've met. May Introduce myself? I’m Ben. |_ + Hello, Ben,'m Mr Moore, Pleased to meet you, © Usten and read. Bi Informal Hi. My name is Ben. Nice to meet you. Gabi: Hi, Ben. I'm Gabi. Very nice to meet you, too. + Hi.I'm Ben, + Hi, Ben. My name is Gabi. Nice to meet you. + Hithere. My name is Ben. Nice to meet you. + Hello. I'm Gabi. Very nice to meet you, too. + Hi, Ben. This is Gabi. She's in my class. + Hi, Gabi. Nice to meet you. + Thisis Ben. He's student in my school. + Hi, Ben. I'm Gabi. Itsnice to meet you. Asking for permission 6 Listen and read. GEE Isabella: Mum, can | go to the cinema on Friday after school? Mum: Sure. Who are you going with? And how are you getting there? Isabella: I'm going with Mia and Valerie. Is it OK if we walk? Mum: I’m afraid not. But | can take you. + Can I/we... Sure. + Tdon’t think so. May I/we ..? (formal) + No problem. +Timafraid not. ~ sTsitOKif/we + Ofcourse, «I'm sorry, butno. + Do youmind ifT/we..2 + Go ahead, "+ Would you mind if. + Would itbe OKif...? 150. Social and Academic LanguageExpressing thanks: Formal and informal © Listen and read. Formal Mr Moore: You've been very helpful. That's very thoughtful of you. Gabi: Of course. Please don’t mention it. + Thankyou. That's very kind of you. «+’smy pleasure. «+ Tappreciate your help. +’sno trouble at ll. + Thankyou. That's very thoughtful. + Of course. Please don’t mention it. + T'm very grateful for (your help). “Ttwas the least I could do. + Tewas no problem. I'm glad to help. @ Listen and read. Informal Gabi: Wow! That’s so nice of you. Thanks a lot. Ben: You're welcome! Thanks. You're welcome, Thanks alot ‘es nothing! ‘Thanks very much, + Noproblem, + Thanks for (asking). ‘Sure thing. + Anytime, Taking turns © Listen and read. Rika: We have to practise the dialogue on page 86. Who should go first? Tamiko: Why don't you? Rika: OK, sure. + OK, sure. + Who should go first? + Why don'tyou? + Do you want to say the first line? « [went first the last time, eAllright, + Who would like to start? +Tdlike to. + Sure. Go ahead. + Would itbe OK ifT went first? Social and Academic Language 154Asking for and giving information © listen and read. 1 Julia: Hey, Carlos. Could you tell me what the maths homework is? Carlos: As far as | know, we just need to study for the test. Julia: | wonder what's on it. Do you have any idea? Carlos: Well, | heard that it’s all of Unit 10 and the first part of Unit 11. + Can/Could you tell me...2 +Theard/read that +AsfarasT know, . +'mnot sure, but [think + Doyouknow? sd say... + Do youhave any idea? +I don'tknow. Making a presentation ® Listen and read. ; Today, we're going to talk about dinosaurs. : We'll start by describing the different groups of dinosaurs. Have a look at this poster. You'll see that there are many different groups. Next, let’s look at what dinosaurs ate. : As you can see, there’s a lot to learn about dinosaurs. Any questions? «+ Today I'm/we're going to show you Take alook at ‘+ Asyou can see, + Today 'm/we're goingto talkabout.... |» You'llsee that + Any questions? +T/Welll start by + Next levlookat | 152. Social and Academic LanguageUnit 4 Cutouts Use with Activity 3 on page 13. How many ants are there for ‘| Which country has no rivers at a? ‘every porson in the world? a. Brazil i | |b South Korea ©. Saudi Arabia Prete Which city has more "| About now many spiders are usually in one bicycles than people? acre of green space? a. Pais * |] a 100 b. Tokyo wR) |. 50,000 . Amsterdam ‘About how many people ride the train | [tm Hano, vietnam, a train called the ‘Doorway everyday in Mumbal, India? Railay’ passes through a neighbourhood. How |» close does it come to the housos and shops? than 1 m.(3 5m. (16 ft) 410 m. (20 ft) seven million people. How many different languages are spoken there? a, fewer than 30 b, between 100 and 200 more than 800 roe: t OO RRC Eon, ‘What type of food museum is in Rome, taly? ‘3. a pasta museum , a chocolate museum ' . a pizza museum 4 the Australian town of Coober Pedy ‘subway system? 2. Nairobi ». Cape Town © CairoA Unit 4 Cutouts Use with Activity 3 on page 20. Unit 2 Cutouts Use with Activity 3 on page 29. 155Unit 3 Cutouts Use with Activity 3 on page 47. tsa zorilla. avinegaroon. Pronounced: zuh-ri-uh ronounced: vin--guh-roon {tives in Africa, Its @ eamivore. + Pronounced: kar-nib-vor + Pronounced: uh-rak-nid + Eats mostly meat : tsa Kakapo. tsa bandicoot, Pronounced: kah-kuh-poh Pronounced: ban-di-koot It lives for about 60 years. Iteats both plants and animals. N's a herbivore. Its a marsupial, + Pronounced: hur-bih-vohr + Pronounced: mar-soo-pee-uh + Eats only plants + Carries its babies in @ pocket or pouch isa Gila monster. Pronounced: hee-luh mon-stun Its nocturnal in the hot summers, Its venomous. * Pronounced: ven-uh-muss + Poisonous 157can could couldn't couldn't can Unit 3 Cutouts Use with Activity 3 on page 54. Unit 4 Cutouts Use with Activity 2 on page 70. could can't can't 159Unit 4 Cutouts Use with Activity 3 on page 63. acca] uccleLs people on the Helm cisodA (oA Cie VND S Ned OTA MU SMe) 221} protect their animals. Humans and wild animals are TlaleerecCe nym Ecy OiGin ices] tcy bere Leferey SLATES Lor Tey me) 164,Unit 5 Cutouts Use with Activity 3 on page 81. You shared a lot of opinions. ~—— Our clothes Casual clothes show/don’t should/ show who we shouldn't replace really are. formal clothes in all situations. You didn't wear Fashion will/ pale won't change uniform today. much in the fi next century, SS Boys should/ shouldn't wear ties to school, = Fashion is Students of more/less different ages important than should/ shouldn't being practical wear the same Uniforms. — Jeans anda \\_ Maul stothes sweatshitt -_arenft very are/aren't the practical. Move ahead one space. best clothes: for school 163Unit 6 Cutouts Use with Activity 3 on pag ice ™ cream flower biscuit noodles pizza chicken — os kite bicycle dogUnit 6 Cutouts Use with Activity 2 on page 104, goo et ‘ : or : 167Unit 7 Cutouts Use with Activity 3 on page 115. 169 Sst Vie XOMeC NTs bicclirellg pen Ciccone ga watch ena Taney eM g WiTeleXORex-LnnTc) skateboard Ba) yaa smartphone Miele pen pen WEVA) video game MUG guitar BeyYour Pre EE ure cog PCr etc don’t come true,Unit 5 Cutouts Use with Activity 2 on page 88. ei % % % one os 1 Unit 8 Cutouts Use with Activity 3 on page 134. I don't liKe ... at all. I'm really ... is OK, but ... is awful. is amazing.Unit 8 Cutouts Use with Activity 3 on page 138. Sistemi \ (cae 1) -- SMEs) been ... There aren't neem dalelic) going to be ... been ...? There will [DO on iT en elf<) 1s eer a 175