NATIONAL ia GEOGRAPHIC ae ee) a» FOUNDATION WORKBOOK with Audio CDWORKBOOK FOUNDATION ‘SERIES EDITORS JoAnn (Jodi) Crandall Joan Kang Shin Unit 0 Welcome! 2 Unit 4 Family Matters 16 Unit 2 A Different Education 26 Units 1-2 Review 36 Unit 3 Robots and Us 38 Unit 4 Part of Nature 48 Units 3-4 Review 58 Unit 5 Water 60 Unit 6 The City: Past, Present and Future 70 Units 5-6 Review 80 Unit 7 Amazing Space 82 Unit 8 See the World 92 Units 7-8 Review 102 You Decide Activities 104 NATIONAL GEOGRAPHIC LEARNINGUnit 0 Welcome! THE ALPHABET 6 Write the missing letters. Aa c {G i L m P s u W. es | eee eee EY 6 Write the words in alphabetical order. Then spell them out loud. class pencil paper + name = book ~—homework 4. Ze LT 5. ai 6. 6 Listen. Write the cities you hear. Use a map to find the country for each city. Write, say and spell each country name. Then check your answers with a partner. Example: Athens Greece a - aGREETINGS AND INTRODUCTIONS © Read and match. Write the letter on the line, _4_ 1. Hello! a. Nice to meet you! 2. What's your name? b. I'm from Singapore. 3. Where are you from? c. Mynameis Raina. —— 4. Lara, this is my teacher, Mr Patel. d. Hil 6 Read. Complete the conversation. Mrs Lee: Hello!My(1)___ is Mrs Lee. What's your(2). =? name's Jian. Nice to (4) ________you, Mrs Lee. Mang ||) |) (ay Mrs Lee: Hi, Jian! Good to meet (5)______, too! Jian; = (6) _____areyou from? MrsLee: 'm(7)______shanghai. Jian: Oh, really? (8) This ________ Peter. He's from Shanghai, too. MrsLee: (9) , Peter. Peter: Hello, Mrs Lee.(10)________tomeetyou! 6 Listen. Write a response using answers about yourself.GRAMMAR ‘Subject pronouns and be “am from Buenos Aires. It is in Argentina, {Pm from Buenos Aires. It's in Argentina, Juan is from Mexico City. He is Mexican, You're from Mexico. He's Mexican too. “We are not from England. |We're not / We aren't from England. Paula's family is Canadian. She is from Toronto. __ They're Canadian. She's from Toronto. @ Read. write the full form of be. 1. you are 4, they 21 5. it “3. he /she 6. we 6 Write the contractions. Use the words from Activity 1. L you're 4. 2. 3. 6 6 Read and write. Use a map if necessary. 1, Berta is from Santiago. She isn't. Australian. 2. Kyle is from London. French. 3. Lucas is from Rio de Janeiro. Brazilian. 4. Valerie and Christine are from Chicago American, 5. Mei and I are from Shanghai. Malaysian. 6. You're from Costa Rica. Argentinian. 6 Write three sentences. Say where you and two other people are from. 1 2.CLASSROOM LANGUAGE 6 Read. Who do you think is speaking? Write T for Teacher or $ for Student. “Be quiet, please!’ T ‘Im sorry I'm late, Mrs Reed.” 2 ‘Open your books at page 23,’ = ‘Listen to the recording’ 2 ‘Excuse me, how do you spell “welcome”?’ 6. ‘Can you repeat that, please?’ 7. ‘Workin pairs’ 8."Mrs Reed, what does “nationality” mean?’ 6 Read. Complete the conversation with the phrases from the box. How do you spell Open your books Sit down sorry I'm late What page is it work in pairs | MrJansen: (1) , please. Today, let's learn about cities and countries. (2) at page 110, Thomas: Hello. I'm) , Mr Jansen. MrJansen: Hurry up please, Thomas! Sit down and open your book. Thomas: (4) , please? MrJansen: _ It’s page 110, Thomas. OK, let's start, Look at the photograph. Who knows which city that is? Yes, Juliana? Juliana: It's Moscow. MrJansen: That's right! (5) ‘Moscow’, Juliana? Juliana: M-O-S-C-O-W. MrJansen: That's right. Now (6) - Do Activity 1 with your partner.MONTHS OF THE YEAR AND DAYS OF THE WEEK 6 Find and circle ten words in the puzzle. Then write them in the correct box. E|B|J|A|N[UJA|RY |F \C |A|Y F[H|1 M(o le |wlu lo ly |6|R|[M E(P(u[t [vt |p Ale |R|s Als B [RA (x le le |H[p fe [uly | |A R|R|Q\C [MIN |A |U |B | I |S |D |T u|DjA |S [BIT [uy |G |RJO|L |T [UV alo|ticle|tlulriolsir ix [Rr RIL @lP IRI IL)T |e |B [|e |D HY [MO [ND Aly |H [5 |w|p |A|A e|tly |r lwie lo |N |e |s [Daly | ple(t(n |p |A |e le |wlo lair iR | Months April a) 6 Write. Complete the tables from Activity 1 with the remaining months and days. o Listen. Write the month of each person's birthday, MEX 1. Nadia 3, Salma 2. John 4, RashiSEASONS 6 Look and draw. Draw a picture to show each season. spring fall summer winter NUMBERS © Write the numbers. 1 thirty-five 2, one hundred and twenty 3. six hundred and eighty-two 4. one thousand nine hundred and fifty-seven 5.396 6.983 6 Listen. Complete the sentences. ME 1.Isthe race of the day. 4, Sarais 2. Emilia finishes : 5. Roberto is 3. Paula is ; 6. Miguel is 6 Write about your next birthday. Include the month, day and season. Use a calendar.COLOURS 6 Read. Tick / the correct sentences. Rewrite the incorrect sentences. (1. Blephants are red. 2. Zebras are black and white. 3. Apples are blue. 4, Chocolate is brown. 5, The sun is purple. Hooo0a0o 6 Read and write. Use the clues to complete the puzzle with the colours. Across 3. the colour of the sea 4, yellow + blue 5. red + white 6. yellow+red Down . ted + blue . the colour of a banana . the colour of a teddy bear sepe . black + white 6, Rice is usually white or brown.TELLING THE TIME 6 Listen. Circle the clock with the time you hear. L 3. 2. Gz) 6 Write. Complete the sentences with your own information. 1. Thave breakfast at _half past seven , 2. Igo to school at 3, Ihave lunch at 4, [watch TV at 5. Igo to bed at. 6 Read and look. Say and write what time it is. Use in the morning/afternoon/evening. = i eo ow — et & 1. Edgar is eating breakfast. What time is it? 2. Julian is in a maths class. What time is it? 3, Susannah is playing football, What time is it? 4, Marys playing video games. What time is it? 5. Felipe is going to bed. What time is it?GRAMMAR Object pronouns Come with me. “The food is bad. Donteatit, “This book is for you, “Please give the ball to us. “Treally ike him, “I'can share my lunch with you. “Can you go with her? __|Let’s help them, Sha 38 Read. Underline six object pronouns in the paragraph. like apples. They're good for you. Do you like them? My mother buys apples for us at the market. She always cuts an apple for my baby brother. She gives him one piece at a time. He can't eat it all - it's too big! So, my mum gives the rest to me. 6 Read. Complete each sentence with a word from the box. her him it me them =us- you | 1. Dad is thirsty. Please take this glass of water to 2. Maria is very nice. Do you know 2 3, Iwant to watch TV. Can you watch with 2 4, You look sad. How can I help 2 5, Let's go to the park. We can take the dog with, 6. Ineed the computer. I'll turn on, 7. The boys want to see the new car. Let's show it to 6 Rewrite each sentence. Replace the underlined word(s) with an object pronoun. 1. Share your pens with Leila and Teresa, Share your pens with them, 2. Open your book at page 130. 3. Lvisit Charles at four o'clock. 4, The pencils belong to Marta. 5. Dad is making a cake for you and me,GRAMMAR Possessive adjectives my house pli ‘its colours your books | yourcat he __|ourfood i thetrbus Questions | “sith bag? sit your book? 6 Read. Complete the sentences with the correct word. 1. The bag belongs to me. It’s my bag. 2. The students have got green books. 3. The blue shoes belong to Sara. They're 4. ‘This is 5. The water bottle is Erik’s. It's 6, The bird is asleep. I's in GRAMMAR Possessive pronouns “myhouse > The house is mine, your cat The cat is yours, “his toys: The toys are his. “her pencil Question “Whose car's this? I's ours, a The pencilishers. books are on the table. shoes. school; say Liz and Ivy. bottle. nest. Te ~—Jourfood > The food is ours. ] “your books —» The books are yours. their bus > The buss thelrs. 6 Write. Complete the sentences with the correct word. 1. My book is not yellow. The red one is mine 2. Glenda doesn't eat sweets. Those chocolates aren't 3. We've got a new car. The blue one over there is at 5. Victor took Julie's keys. He doesn't know where bicycle is that? David, is it are.PLURALS 6 Read. Decide if the word is singular, plural, or both. Tick / the correct box. If the word is singular, write the plural. If the word is plural, write the singular. 1 2ormore 1 2ormore iedid YE O children 5.feet abaies C] O 6mouse [] 3.tomao [] 7. quiz EL oll ashep [] [ s.women [] [) _GRAMMAR Definite and indefinite articles ‘The book is on the desk. ‘There's a mouse in the classroom! The mouse is running. | don’t want an animal in the classroom. The students don't like mice. © Read and circle the correct word. 1.A/The people at my school are very nice. 4. Mathsis.a/an difficult subject for me. 2. Is there a / an animal at the window? 5, An/The teacher is Mrs Maddox. 3.A/The men atthe club knowmyfather. 6. Ineed.a/an green apple for the pie. 6 Read. Complete the sentences with a, an or the. 12 1, There’s bakery near my home, bakers there make delicious bread. 2. Doyou have egg? I want to make cake, 3. computer on desk belongs to my mother, 4, A: What's in box? It's very heavy! B: New books for science students. 5, She's eating orange. It's from, tree in our garden. 6 students are happy today. teacher didn't give them any homework.GRAMMAR Demonstrative adjectives “Ths book is very interesting. love that dress over there. Its really colourful "Do you want some of these oranges? They/te delicious. 6 Listen and colour. SOG 6 Read. Complete each sentence with this, that, these or those. 1. The books on that table belong to Lee. pencils are his, too, 2. Today is my birthday. I'm 11 year. 3. Look at cat. She always sits here on my keyboard. 4, Where can we put flowers? We can't keep them here, 5. Look over there! I don't know who car belongs to. 6 Write. Describe three things in your home. Use this, that, these and those. 1, This is my desk. 2. 3 13GRAMMAR Prepositions of place in front of behind between (1) Read. Circle the best word to complete each sentence. 1. The children are in front of / behind the sofa. I can't see them. 2. My pencil is on the floor, under / on my desk. 3. There's a little green car between / in those two buses. 4, Please come and stand in front of / under the class. 5. The market is on this street, in / next to the school. 6. She put her books in/ behind her bag to take them home. 7, The pens on / between the desk belong to Greta. e Listen and draw. Then compare your answers with a partner. Say where the items are. El 1 2. 3, 14GRAMMAR Countable and uncountable nouns an egg — three eggs juice —> some juice | abook —> some books bread —> some bread 6 Organise. Write the words in the correct column. apple biscuit bread cheese egg juice milk pasta rice strawberry Cre er) 6 Listen. Complete the shopping list with the words you hear. some _bread apples milk ne six chicken. rice 6 Write. You're going food shopping. Write five things you need. Use a, an, some or a number for each item. some orange juice16 Unit 1 Family Matters (1) Look at the family tree. Complete each sentence with a word from the box. Ida (1945-2014) children died four generations grandfather husband is married to son wife 1. Robert and Ida have got four __ granddaughters. 2. Paul and Elaine have got three __ 3, David is Serena and Tony's 4. Elaine _ Paul. 5. Ida in 2014. 6, Sally is Thomas's 7, Serena's ___ _ is called Tony. 8. There are four __ _— in the family.© Listen. Tick the questions you hear. What's your favourite food? What's your favourite sport? = S . What's your husband’s name? s What's your son's name? . Where are your parents from? = Where are your grandparents from? S . What's his name? = What's her name? 6 Listen. Write the number of the sentence that goes with each photo. oO u i) Oo Oo Gi Oo Oo a7GRAMMAR Be and have got ____ You've got one brother. | He hasn't got famous grandparents. _ | | 1 pores. __—_ We've got similar interests. they good at singing? He any children? You can use the verb be with nouns (I'm an explorer) and adjectives (It's dangerous.) To form the negative, use not or add n't: 'm not an explorer. / We aren't happy. To ask a question, change the word order: Are you an explorer? We use have got to talk about things that are ours (I've got two sisters.) orto describe people (She's got long hair). To form the negative, use not or add n't They have not got/haven't got their tickets. To ask @ question, change the word order: Has he got blue eyes? 1) Circle the correct words. 1. 'm not / aren't a photographer. 2. She's got / ve got two cats. 3. Are / Is they explorers? 4. They've got /’s got one daughter. 6 Read and match the two parts of the sentence. Write the letter on the line. _£_ 1, Alexandra Cousteau has got a. but my friend isn't. ___.2. Jennifer is b. sport? ___.3. Richard and Meave Leakey are c. a famous grandfather. ‘ ___ 4. Isyour sister good at d. any pets? | ___ 5. I'minterested in volcanoes, e. Conrad Anker’s wife. ___ 6. Have you got f. Louise and Samira's parents. . 6 Now listen and check your answers.6 Complete the sentences using the correct form of the words. 1. The book is (be//) really good. 2. Johann (have got /X) any sisters. 3. Some of the insects in the rain forest (be//) dangerous. 4, The children (be /X) tall enough to ride the rollercoaster. 5. We (have got //) new ice skates. 6. Mrs Moreau (be//) French. 5} Listen to the boy. Write the words he uses to describe each family member. Mil This is my dad. He (1) an architect. He (2) two older brothers. He (3) really (4) and (6) This is my mum. She (6) a photographer. She (7) areally nice camera. My mum's (8) at cooking too, and she makes delicious cakes. Ben (9) my brother. He's (10) in films and he's (11) _________ at acting, He often plays with me. I'm glad I haven't gota (12) _____ brother! Jane is my sister. She (13) three years old. She's very (14) She (15) anew drum kit and it's very (16) ! oe Write sentences about two people in your family or a famous family. Use be and have Sot and words from the box. friendly noisy rude annoying 196 Listen and read. As you read, underline the numbers. Omelettes! How do you eat yours? 1A lot of people around the world eat eggs. One of the most popular ways to eat eggs is to make them into omelettes. But an omelette in Spain is very different to an omelette in Indonesia! This is how people in different countries eat theirs. 2 Rudi has got two brothers and one sister. They live in Jambi in Indonesia. Their favourite breakfast is telur dadar - an Indonesian omelette, Their grandmother makes it for them every morning, She uses ten eggs each day! The omelettes have got garlic, onions and chilli in them. They're delicious! Akira lives with her mum and dad in Tokyo. Her favourite snack is her mum‘s tamagoyaki. It’s a thin Japanese omelette. Akira eats this five times a week. Her mum adds two teaspoons of sugar and one teaspoon of soy sauce to the eggs. She then cooks the eggs in ahot pan. It's really tasty! 4 Maria's grandmother makes tortilla de patatas for her family at least four times a week. She uses six eggs, three large potatoes and one large onion. Maria loves her grandmother's omelettes.6 Look at the numbers in the article. Circle the correct answer. paragraph | Number aragraph | in the number aiticle | Answer 2 two | @)number of brothers Rudi has got b. number ofsisters Rudi has got 2 ten | a. howmany omelettes Rudi’s grandmother makes | b. how many eggs Rudi’s grandmother uses 3 two | a, teaspoons of sugar ‘b. teaspoons of soy sauce 3 five | a, number of times Akira eats a snack each week b. number of times Akira eats tamagoyaki each week 4 six a. number of potatoes b. number of eggs © Look at the table of ingredients. Read Omelettes! How do you eat yours? again. Tick the boxes if the person uses that ingredient. Cy Rudi’s grandmother DO Cg 4 Onions Cory rd Cro ca 6 Write about your favourite snack. Who makes it for you? What ingredients are in it? How often do you eat it?GRAMMAR Countable and uncountable nouns _ There are six eggs in this omelette. There's some honey in the cupboard. _ Are there any peppers? Is there any coffee? Yes, there are, There are some peppers, but —_No, there isn't. There isn’t any coffee, but “there aren't any onions. there's some tea. If we can count something, it's a countable noun: eggs, peppers, onions. We generally add an -s to make the plural. We can put a/an or a number before a countable noun: an egg, six onions. Ifyou can't count something, it's an uncountable noun: bread, milk, water. These words don't have a plural form. 6 Look at Mari's shopping list. Listen and write the numbers you hear in the boxes. If you don't hear a number, leave it blank. MIE Gy onions 2Ce bread — 6 Look at Mari’s shopping list again. Write C for countable and U for uncountable next to each word. 226 Read the conversation between Polly and her grandmother. Complete the sentences with words from the box. You can use a word more than once. any is some there Polly: Grandma, how do you make your apple cake? Grandma: _ First, we need (1) apples. How many apples ()___ there? Polly: @) are six apples in the fruit bowl. How many do we need? Grandma: Only four, so that's fine, We also need (4) flour. That's in the cupboard, here. Is there (5) butter in the fridge? Polly: Tllook... yes, there's some butter. Grandma: And we need brown sugar. (6) there (7) brown sugar in the cupboard? Polly: And we mustn't forget the spices. What do we need? Grandma: Polly, there aren't 8) spices in my apple cake. 6 Answer the questions. 1. Are there any eggs in the kitchen? x No, there aren't. 2. Is there a pineapple in the fruit bowl? / 3. Is there any milk in the fridge? / 4, Are there any potatoes in the cupboard? X 6 Write questions. Then look at the shelf and answer the questions. Ss S eh & 1. there / any / tomato? Are there anytomatoes? > Yes, there are. 2. there / any / biscuit? > 3. there / any / milk? 4, there / any / rice? > 5. there / any / potato? > 23WRITING When we want to connect pieces of information in a sentence, we use words such as ‘and and but. Use and to join similar pieces of information. My brother is crazy about sport, and he really likes to play music, too. Use but to contrast two different pieces of information. ‘My mum is very friendly, but she's quite quiet. e Organise. 1. Describe a member of your family, Look at the list of topics. Write two sentences about each topic. Is the information in the two sentences similar or different? Dg Cee Ce Sar Oo S Plan your writing. Look at the information in the table above. If the information is similar, join the sentences with and. If it is different, join the sentences with but. ipesrece: pee got blue eyes. _| My grandmother has got blue See She's got short grey hair. _| eyes and short grey hair. ; M1 | She likes music. She likes music, but she DTC - * s he doesn't play music now. | doesn't play music now. O write. 1. Go to page 39 in your Student's Book. Re-read the model. 2. Write your first draft. Check for organisation, content, punctuation, capitalisation and spelling. 3. Write your final draft. Share it with your teacher and classmates. 24Now I can... * talk about people in a family. ‘ . Write two sentences about someone in your family, | mmm 4 eae wie Write two sentences about someone from a famous family. “use be and have got to talk about members of my family. O Yes, | can! O I think t can, Complete the sentences about your family, Eipigetemtreatis I've got He's ‘They're She hasn't got “use countable and uncountable nouns. 1D Yes, I cant juice parents water | DI think can, Write three sentences using these words, all! 1 Ineed more practice. ‘write about someone using the joining words and and but. O Yes, | cant O I think can. Write four sentences about a friend. Join the sentences using and and but. Ci ine eer pouetees YOULESLE Choose an activity. Go to page 104. 25Unit 2 A Different Education 6 Read the clues. Then complete the crossword. Across Down 1. You can borrow books from a : 7, The other people in my class are 2. Our teacher gives us. for our my. ‘ work in class. 8. Televisions, tablets and computer 3. 1do my every night after school. monitors all havea____ 4, People speak different 9. Acomputer you can carry around is in different countries. a) 5. You study different subjects in 10. [take photos with my__. during the school day. 6. We speaking English so rd ‘we get better. TT B[RIA Rly]e Listen. Read and tick T for True or F for False. Then rewrite any false sentences to make them true. 1. The boy has got a new television. 2. The laptop hasn't got a camera. 3. The boy isn't very good at taking photos. 4. The teacher gives instructions for the students’ homework in class. 5, Sixteen classmates have got a laptop. oOooaooaoa0on 6. There are 16 computers in the library. O 6 Read. Complete the article with words from the box. easy difficult different instructions language ~—_— practise Some people think it’s (1) toleama(2) language. Other people think it's very (3) and struggle for years. Experts say that it’s easier to learn another (4) ifyou have a good reason to learn it. Tomasz’ mum is English. His dad is Polish, Tomasz was born in England. His parents speak to him in English. Tomasz can't speak Polish, but he's got a lot of family in Poland. Tomasz wants to learn Polish so he can speak to them. He likes to © Polish every day after school. His mum is also learning Polish. Now, when they visit their family in Poland, they can all speak the 6 language! 6 Answer the questions. 1, Do you like learning a different language? What languages can you speak? 2, What's your favourite subject? 3. Which subjects are difficult? 27GRAMMAR Present simple: Talking about routines, habits and permanent states Affirmative | Negative Hive in Jakarta. | don't lve in Singapore. You learn two languages in Year 4. You don't team Spanish until Year 5. "She walks to school every moming, __ She doesnt ve fa rom schoo. “Questions Do you like pasta? What does she want for dinner? To form the present simple: | live in Jakarta. We watch TV. For he/she/it add -s or -es: She lives in Jakarta. He watches TV. To form the negative, use don’t or doesn't and the infinitive without to. I don't listen to the radio. He doesn't want ice cream. To ask a question, use do or does. Do you want breakfast? Does he travel by car? e Circle the correct word to complete the sentences. 1. Simon like /(ikes)science and maths. 2, Miguel's grandparents live / lives in Quito, 3. Mysister teach / teaches English in Beijing. 4, We doesn't / don’t visit our friends every weekend. 5. The orchestra practises / practise five times a week. 6 Read the questions and the answers. Listen and complete the questions. aco 1.____Does __yourbrother_play__ football? Yes, he does. 2. Where your sister 2 In Toronto. a you your grandparents after school? Yes, I do. 4, What time __ he home? At seven o'clock. 28© Read the article, Complete the text with the correct words. Then listen and check your answers. GSE) Claude is 11 years old. He (1) (live) in South Africa with his parents. He's got two sisters, Eve and Tola. They're both six years old - they're twins. Claude (2) (get up) at 6 a.m. He (3) (make) breakfast to help his parents. He (4) (finish) breakfast at 6.30. At seven o'clock, the children (5) (walk) three km (1.86 mi) to school. They (6) (go) to school at the weekend. On Saturdays, they (7) (go) to the market with their parents. They (8) (buy) meat and potatoes. 6 Look at the table. Read the sentences and complete with the names and the correct form of the verb. i cooking ‘tennis ‘tennis cooking Spanish | tennis cs ee eee | eT eto ee ae cooking | football | football iting | football | piano piano | piano piano piano piano tennis football | football | football | football | football | football 1, __ Harry plays (play) football every day. 2. (play) the piano on weekdays. 3. (write) stories once a week. 4, and (play) tennis at the weekend. 6 Think about your own routine. Write sentences using words from the box. atthe weekend every day once a kK onweekdays twice aw k | 29Listen and read. As you read, think about the author's main point. Tick the correct sentence. 1. Parents think their children are safer with animals. Oo 2. A disability doesn't have to stop you doing things in life. o 3. It's very difficult to train a guide dog. | A DIFFERENT PAIR OF EYES Laura is 15 years old. She lives with her mum in Liverpool, in England. Laurais blind. She lost her eyesight when she was 11 years old. At the time, Laura remembers thinking, ‘I can‘t see. How can I do anything? What activities can I do? I can’t play tennis now and I can't go running’ But now, Ginny lives with Laura. Laura explains, ‘Ginny is a Labrador retriever, and she's my best friend. She helps me with my daily activities. IfT can’t find something, Ginny helps me look for it. Now, I walk to school without Mum because Ginny helps me cross roads safely. She helps me in the supermarket, We go out together every day. She gives me so much independence’ Ginny is a wonderful partner for Laura. Her mum says, ‘I don't worry as much when Laura goes out now. I know that Ginny is there by her side. We both feel safer with Ginny around. And what about Laura’s activities? She laughs and explains, ‘I know now that you can succeed at anything you want to. Ido so much more now I'm blind. I play tennis more - at least four times a week ~ ata tennis club for blind players. I also run every day. I've made so many more friends. But Ginny is my favourite. By a long way!’6 Tick the ways that Ginny helps Laura. 1. Ginny helps Laura find things, O 2. Ginny helps Laura cross busy roads. | 3. Ginny lets Laura know if there is danger. O 4. Ginny carries shopping. Oo y 5. Ginny gives Laura independence. 6 Put the following sentences in the correct order. 1, Laura walks to school with Ginny. 2, Laura thinks she can't do the activities she likes. 3. Laura plays tennis four times a week. 4, Laura loses her eyesight, 1) 5, Laura runs every day, 6. Laura gets a guide dog called Ginny. O 6 Read A Different Pair of Eyes and Growth Mindset on Student's Book page 51 again. Read the sentences below. Write + (positive) if the speaker has a positive attitude, and write - (negative) if the speaker has a negative attitude. 1. I'm not good at maths. I don't understand it. 2. Iwant to succeed, so I work hard every day. OO 3. Of course I can do that! 4. [want to learn Spanish, but it looks too difficult. II 5. I'm really bad at science. 6 Change the negative sentences in Activity 4 and make them positive. Use your own ideas. lim good at maths. It's my favourite subject 3432 GRAMMAR ‘Adverbs of frequency: Saying how often you do something 0% 100% never rarely sometimes. »«=sften always He never goes online. J often do my homework inthe library. They rarely meet up on weekdays. | always use my laptop after school. | We sometimes walk home together. We use adverbs of frequency to say how often we do things. 6 Look at the advice for staying safe online. Listen and write the adverbs of frequency. think before you post anything online. C 2 share personal information with people you don’t know. i 3. Make sure you change your password fl 4.1 just leave my phone in my room and go outside, a 5. Apps are money on them. NY free, so make sure you don't spend too much make sure your parents know what you're looking at online. i 6 Complete the sentences about how to stay safe online. Use two different adverbs of frequency. 1, Think about what you write online, and check your messages before you post them. make friends with strangers online.6 Read. Complete the sentences with the correct adverb of frequency. We asked three ‘tweens’ - people between the ages of 8 and 12 - from different countries how Jong they spend online. Claude, from South Africa I've got a computer, but I haven't got a smartphone. There are some computers at school. We sometimes use them, but we rarely look at things online. We don’t often get a good Internet connection. Marianna, from Poland My parents look at their smartphones all the time. My mum often checks her emails at the table, and dad sometimes plays games. [haven't got a smartphone so I never spend any time on one. | } Jun, from Japan Every day, I check my smartphone to see if have messages from my friends. At school, we often work on laptops or tablets. And I always do my homework online. We upload it three or four times a week for our teachers. always never often rarely sometimes 1. Claude sometimes uses a computer at school. 2. Claude goes online in class. 3. Marianna’s dad plays games on his phone. 4, Marianna uses a smartphone. 5. Jun looks at his smartphone. 6. Jun uploads his homework for his teachers. 6 Write three sentences about youself. Use a different adverb of frequency in each sentence. L 2, 33WRITING When we write about someone's daly routine, we use sequencing words such as: first then next before after These words tell the reader the order of events. 6 Organise. 1. Describe a day in your life. Look at the different times of day below. Think about your own day and list what you do at each time in the ‘Things I do’ column. Things | do Deke kk a | Cd ered Early afternoon: Deca Tec Cs Poca Cu 2. How often do you do these things? Every day? At weekends? On weekdays? Once a week? Complete the ‘When/How often I do these things’ column. 3, Plan your writing. Look at the information in the table above. Remember to use sequencing words and adverbs of frequency to write your description. O write. 1. Go to page 55 in your Student's Book. Re-read the model text. 2. Write your first draft. Check for organisation, content, punctuation, capitalisation and spelling. 3. Write your final draft. Share it with your teacher and classmates.Now I can... D Yes, | cant * talk about different types of schools. D Ithink | can, Write a sentence about your school day. Eee ree Write a sentence about something you like doing at school. ‘use the present simple to talk about routines, habits and 1D Yes, ! can! DI think | can. permanent states. Complete two positive sentences and one negative sentence using a word from the box. 1 CI need more practice. He We ‘use adverbs of frequency to talk about how often | do things. Complete the sentences for you, using an adverb of frequency. I eat sushi. I go to the cinema at the weekend. I watch television after school. «write about daily routines using sequencing words. Put these events into order. Write 1-4 in the boxes. 1. Then, I have breakfast. 2. First, I get up at seven o'clock. 3. After school, I visit my grandmother. 4, Next, I go to school. LI YOUDEGDE Choose an activity. Go to page 105. 1 Yes, tcant CD Ithink can, 1D Ineed more practice. O Yes, cant OI think i can, OI need more practice. 35Units 1-2 Review 6 Read. Choose the word that best completes the sentences. 1. Maria is the mother of Sonia’s father. Sonia is Maria's . a. children c. wife 2. Isabel___ Sebastian, but they are very different people. a. is married to b. died c. succeeds 3. Evais my new____. We're doing our English homework together. a. classmate b, daughter c. generation 4, Brigitte speaks four __: English, Spanish, Mandarin and French. a. lessons b. languages c. instructions 5. I've gota lotof__ to do today. I'l start with maths. a. libraries b. breakfast c. homework 6. Paul takes photos of his sons with his new : a. screen b. camera c. lesson 6 Listen. Read and tick T for True or F for False. Wit Oa oOooadaqaao7 1. Jay is good at the guitar. 2. Simon hasn't got a laptop. 3. Lisa thinks her little brother is funny. U 4, Paola often watches television on weekdays. 5, Juan plays football three times a week. 6, Mrs Lopez hasn't got any children.a Read. Decide which answer (a, b or ¢) best fits each gap. Elena (1) __ an archaeologist. She (2) __ in Italy, butshe @) ___goes to Morocco for work, She (8) __ her job because she works with (6) good people. They(6)___ kind and friendly. ‘When Elena is in Morocco, she works in the field (7)___. When she's in Italy, she © ___ imaschool. Elena (9) __an easy ob - it's a lot of work! But she hasn't got (10) _ problems with it. Her work makes her very happy. 1. aam bis care 2. a.live b. don't live c. lives 3. aoften b.never c.every day 4. a.love b. loves c. doesn't love 5. a.some b.any c rarely 6 aam b's c.'te 7. a.sometimes b.everyday _c. never 8. a. teaches b. teach ¢. don't teach 9. a. have got b. hasn't got c. has got 10. a.some beany cc always oe Write. Use the words in the box to say how often you do each activity. always at the weekend ne t often onweekdays rarely sometimes (twice) a week 1 have lunch at home [rarely have lunch at-home. 2.dohomework— 8. goto thelibrmy 4.make breakfast formy parents 5.have dinner ata restaurant | 6. listen to my teacher'sinstructions 7. use a laptop 8. visitefamily member te 37Unit 3 Robots and Us (1) Look at the pictures. Complete each sentence with words from the box. controls doctor holds mouse ~— movable online pain’ | 1. The __ gave the boy some tablets for the JT inhisleg. 2. The the pencil on the screen. 3, The robot has got arms. Itcan things in its hands. © Look at the words on the left. Cross out the phrase on the right which doesn’t make sense. 1. control the temperature theinstruetions the car 2. design asea abuilding arobot 3. follow the rules the instructions the keyboard 4, send aletter an email mouse 5. help achore someone your mum 6. improve the conditions the design the doctor 7. bring acoat amistake atowel 8. hold hands a hospital the door 386 Listen. David is a robotics engineer. Circle the correct word. il 1. Ihold / help to build robots. 2. Isend / design the plans. 3. We decide which parts will be move / movable. 4, We follow / improve the plans. 5. We control / follow this with ‘prototype testing’. 6. We hold / control how we make the robot better. 6 Listen again. Number the sentences in the sequence you hear them 1. He designs the plans needed to build a robot. 2. He works with a lot of other people. 3. He does ‘prototype testing’. 4, He goes back and improves plans. 5. David helps to build robots. 6 They decide which parts will be movable. 6 Design and draw a robot. Then write a description. Use words from the box. bring control follow help hold improveGRAMMAR Can and can't: Talking about ability lean walk. You can sing. He can read. We can’t understand the instructions. They can't design new equipment. Questions Can you pass me the book, please? Can it run? Yes, it can. You use can to say what you're able to do: | ean speak three languages. = I'm able to speak three languages. You don't use to with can: | can to speak three languages. Can and can't don’t change form: f ean control the robot and he can control it, too. To form the negative, add 't: They can't get the robot to walk. = They aren't able to get the robot to walk. To ask a question, change the word order: Can you help me? Can it speak? Can't it fly? 6 Rewrite these sentences using can or can't. 1. The robot isn’t able to communicate with other robots. The robot can't communicate with other robots. 2. Today, doctors are able to use robots for operations. 3. Engineers are able to design movable body parts. 4, These robots aren't able to understand voice instructions. 5. This robot isn’t able to do chores. 6. Scientists are able to use robots for exploration.6 Listen to the descriptions. Number the pictures. Ml 6 Listen again. Complete the sentences using can or can't. 1. Tobor can 2. Tobor 3. The gir!’s brother 4. The girl 5. Elgar _ 6. Elgar and the boy 7. The girl 8, Sylvie 6 Answer the questions. 1. What can you make? 2, What can’t you do? 3. What can you improve? 4. What can't you change? see what's behind it. understand the boy's voice. play tennis very well. always hit the ball back to Ballboy. sing and play the piano. improve a song together. remember her dreams. tell the girl her dreams. 416 Listen and read. As you read, think about the main point of each paragraph. What new information does each paragraph give you? Gi A gecko Tiny Robot, BIG PLANS Tiny robots can carry 2,000 times their own weight! * Question: What have tug-of-war and geckos got in common? Answer: ‘sticky’ feet! In tug-of-war, you use your arms, but you also push your feet into the ground. And. geckos can walk up most things - even across ceilings. Put the two together, add some engineering, and meet MicroTug. 2MicroTug is small but strong. A 9 g (0.3 oz) Microlug can pull a 1 kg (2 1b) object up a glass wall. The engineers say this is similar to a person climbing a tall building.... while carrying an elephant! So, how do you design a robot to carry such heavy weights? First, think about how ants can carry big leaves. Then, look at how geckos can walk up walls. They can do this because of the tiny ‘hairs’ on their feet. “The design of the robot is simple, but underneath it's got tiny, ‘sticky’ feet. Scientists use code to program the robot. Then, when MicroTug pulls something heavy, it ‘sticks’ its feet to the ground and uses a movable part to pull the object. ® Scientists want MicroTug to help people. It might deliver equipment to people trapped in buildings. Or, it might just bring you a drink while you're studying! 426 Match each paragraph with a description. Write the number. 1, ____ Suggestions about the ways MicroTug might be used in the future. 2, ___. An explanation of what MicroTug can do. 3, __ An explanation of how MicroTug works. 4, ___ Anexplanation of where the idea behind MicroTug came from. _1_ Anintroduction to the topic. 6 Complete the paragraph with words from the box. code design engineering = movable —_program project | Put ‘sticky’ feet and (1) together, and meet MicroTug. The tiny robot can carry very heavy weights by using its ‘sticky’ feet and a (2) part. Scientists use (3) to (4) the robot. The scientists on the MicroTug (5) want the robot to help people: it might help people trapped ina building, or it might just bring you something to drink! oe Imagine you are on the MicroTug team. Write a sentence for each stage of the development. Use words from the box. code design engineer__-~— help improve program — project — study —_ SUT i Research | Study how ants can carry things and how geckos can‘stick’ to things. Design Development Testing Use 43GRAMMAR Should and shouldn't: Giving advice {1 should read more books in English. “You should take your phone with you. | She should follow the instructions. | We shouldn't bring our pet robots to school “You shouldn't post mean things online, Questions Should | eam how to code? Should they apply to do a computer science course? You use should to talk about the right thing to do: / should do my homework as soon as I get home. You don’t use to with should: We should to find the exit now. Should and shouldn't don't change form: 1 should do my homework. and She should read a book. To form the negative, add n't to should: We shouldn't stay up too late. To ask a question, change the word order: Should we cross the bridge? © Match the sentences. Write the letter on the line. ___ 1. Iwant to learn howto code. a. She shouldn't go to bed so late. ___ 2. Mary is so tired every day. . You should see a doctor. ___ 3. They can't go in the water because it’s too deep. _c. You should click this icon, here. ___ 4. Iwant to get rid of this pain in my leg. 4. You should join a coding club. ____ 5. Myphone sometimes rings in the cinema. e. They should send a robot there instead. ___ 6. [want to send this email. f. You should turn your phone off. 6 Listen. Write should or shouldn't. SAGE 44 1, Jasmine study maths. 2.She _ study design and technology. 3. She listen to her brother's advice. 4, She ____ give up doing art. 5. She continue with a creative subject. 6. She do some online research.6 Read Anna's blog. Use the ideas in the article or your own ideas to write six pieces of advice using should and shouldn't. Jobs for the girls! Right, boys! Get ready for the girls! It’s true that at the moment, more men than women have STEM (science, technology, engineering and maths) jobs. But don’t think that this will always be true. If teachers in schools get girls interested in studying maths and computer-based subjects, there’s no reason why girls shouldn't play a big part in this type of work. So, what should you girls do? First, don’t think that this should be work just for men. Study hard, learn how to code, join a club, play a lot of computer games, watch science fiction films and do online research. If you want to build a robot that changes the world, you should believe that you can! Remember, girls, these jobs aren’t just for the boys! Boys should get ready for | the girls, 6 Choose one of the situations. Write a list of advice for your friend. Use should and shouldn't. 1 Your friend wants to start up a coding club. 2. Your friend spends six hours every night playing computer games. 3. Your friend isn’t very good at maths, but she wants to become an engineer. 4. Your friend loves making robots but doesn’t think she should do this as a job. 45WRITING Use words like but and however when you want to contrast, or show the difference between, two things. ‘We usually use but to join two pieces of contrasting information to make one sentence. | should learn to code, but there's no coding club at school. ‘We usually use however at the beginning of a sentence. The robots are the same size. However, they do very different things. © organise. 1. Compare two different gadgets in your house. Before you start, walk around your house and write down a list of gadgets that you can see. Decide which two gadgets you want to compare. Think about what each gadget is like and what you can and can’t do with it. Make notes in the table. Se cas Computer rly SUEUR bas play games, make phone calls do homework PS eRe RLU’ 2. Plan your writing, Look at the information about each gadget and write a topic sentence. Topic sentence: and are both gadgets in my home. They're both , but they are very different. 3. Now, use the information to plan your paragraphs. Think about each gadget's size and features. Think about what each gadget can and can't do, Include information on how useful each gadget is. Remember to use contrasing words such as but and however. O write. 1. Go to page 73 in your Student's Book. Re-read the model text. 2. Write your first draft. Check for organisation, content, punctuation, capitalisation and spelling. 3. Write your final draft. Share it with your teacher and classmates.Now I! can + talk about robots, STEM subjects and gadgets. ‘Write two sentences about one of the robots in this unit. ‘Write two sentences about STEM subjects. “use can and can’t to talk about ability. Yes, | can! OI think can, Write sentences about things you can and can't do. i I need more practice, Imagine you have a robot. Write sentences about your robot. ‘use should and shouldn't to give advice. Yes, | can! DI think | can. Write four sentences using these prompts and should or shouldn't. girls / study / coding children / play / alot of computer games passengers / use / mobile phones / aeroplane i I need more practice. engineers / study / science * contrast two things using the words but and however. ‘Write two sentences contrasting robots with real animals. Choose either MicroTug and a real gecko, or Paro and a real baby seal. Use but and however. Yes, | cant DI think t can. 1 I need more practice. Choose an activity. Go to page 106. 47Unit 4 Part of Nature 6 Complete each sentence with a word from the box. Then match the photos with the sentences. Write the number. area captivity conservation costumes endangered forest grow wild workers 1, There aren't many red pandas left in the _ wild 2. The Amazon rain forest covers a huge ___ of Brazil. O 3. The scientist is looking for birds in the . O 4, Water projects are especially important in dry countries. O 5. Scientists sometimes wear _____ when they work with animals, L_1 ; 6. The sanctuary has a team of _ that washes the elephants. Mn 7, Some of the animals are kept in so they can breed. LJ 8, Palm trees in hot and humid climates. Le 486 Listen. Read and write T for True or F for False. Then rewrite the false statements to make them true. 1. There are now only 20 whooping cranes in the wild. 2. Crane chicks are born in captivity every year. 3. Today, workers don’t wear costumes or use puppets. 4, Adult cranes learn to look after the chicks. 5. The cranes learn to live with humans. 6. The young cranes stay at the centre for five years. 6 Complete the sentences about giant pandas. Use words from the box. big captivity endangered forests snow leopards. the wild workers 1. Giant pandas live in bamboo in China. 2. There are 1,800 in 3. They live in areas of land. 4. The try to teach the pandas how to live in the wild, 5. The Sichuan Giant Panda sanctuaries also help 6. Today, the number of giant pandas is growing. This means they aren't 6 Answer the questions. 1. What do red pandas and snow leopards have in common? 2. Where does bamboo grow? 3. Where are animals and plants protected? 49GRAMMAR and asking about quantity “How much water do plants need? _There are plants that need a lot of water. | Other plants need little water. We use quantifiers to talk about the quantity, or number, of something, When asking about Quantities, we use How much with uncountable nouns, and How many with countable nouns. We can use a /ot of with countable and uncountable nouns. We use few with countable nouns: There are few poisonous snakes. ~ There aren’t many poisonous snakes. We use little with uncountable nouns: There’s little interest in the subject. = interest in the subject. There isn't much 6 Complete the questions using How much or How many. 1 honey can these bees make? 2. bees live in the hive? 3. eyes has a bee got? 4.____flowers does a bee visit in one day? 5. time does a bee spend on each flower? 6. eggs does a queen bee lay? e Listen. Write the words you hear. il I'm walking through the rain forest in Puerto Rico. I can hear (1) different sounds, but I can see very (2) animals! Listen! I can hear insects, mammals and (3) birds, way up in the trees. However, I can see very (4) of them. It’s dark here. Very (5) sunlight reaches the forest floor. There are (6) good hiding places for the animals that live here. There's (7) chance of staying dry - everything is soaking wet. There's (8) rain in the forest! Look! What's that? I thinkit's a snake. I don’t know exactly (9) snakes there are in the wild here, but I think there are very (10) ;6 Look at the photos. Read and label the fact cards. Then use the information on each card ‘to answer the questions. elephant giraffe. = jaguar i ee Anima, Animal: height. See Height: 60-80 centimetres ef length, ae Tail length: 80 centimetres eight: up to gin Metres Weight: 100-160 kilograms Wee arass, ine Keg rame Diet: fish, mammals, reptiles ‘ater, Be Te litres Animal: Height: 4~6 metres Taillength: 1 metre Weight: 70-1,200 kilograms Diet: leaves Water per day: 45 litres How tallis a giraffe? s How much water does a giraffe drink? e How much doesa jaguar weigh? 5 How longisa giraffe's tail? . How much water does an elephant drink? > Howtallisan elephant? x How long is a jaguar’s tail? 2 How much does an elephant weigh? 6 Choose an animal. Research some facts and write your own fact card. Then ask and answer questions with a partner. Think about the questions below. How tall is the animal? " Animal: How longis the animal's tail? How much does the animal weigh? ‘What does the animal eat? How much water does the animal drink? 513 Listen and read. As you read, think about the sequence of events. 52 Saving Ghana’s Giant Squeaker Frogs Gilbert Base Adum holding an African tiger frog Gilbert Baase Adum doesn't hunt frogs anymore. In fact, he helps save them. Today, he's a leading conservationist and an expert on African frogs. Some frogs are endangered in Ghana, and a lot of people thought the giant squeaker frog was extinct. But thanks to Gilbert's work, these frogs have a second chance. The land where the frogs live provides the local community with food, fuel and water. However, some people cut down the trees, which is against the law, to use the land for farming. Some local people even burn down the trees to look for bees. The bees make wild honey. When people find the honey, they sell it at local markets. In 2009, Gilbert found a small population of giant squeaker frogs. Now, he works with his organisation, Save the Frogs Ghanal, to protect them. He talks to local farmers and persuades them to find different ways to earn money. He plants trees so that the frogs can return to the area again. He encourages the local community to look after the frogs. He visits schools to tell children how important the frogs are to the community. Gilbert knows how important the frogs are. They eat mosquitoes that spread malaria, Malaria is a disease that kills hundreds of thousands of people, including many children, every year. So, Gilbert says that if we save the frogs, we save the world. Giant squeaker froge Read Saving Ghana’s Giant Squeaker Frogs again. Complete the flow chart with the Sentences in the box to show the correct sequence of events. Gilbert finds giant squeaker frogs. Gilbert teaches people about giant squeaker frogs. Gilbert is now an expert on African frogs. Gilbert helps save giant squeaker frogs. Gilbert creates an organisation to protect giant saveaker frogs. 1 People think giant squeaker frogs are extinct. | peer | 6 Complete the sentences. 1. Cutting down trees to use the land for farming is ; 2. Some people want to find honey ! 3. Gilbert plants trees so that the frogs can 4. Saving the frogs means saving ; 53GRAMMAR Adverbs of manner: Saying how you do something The giant squeaker frog has got a loud squeak. |The giant squeaker frog squeaks loudly Mountain goats are good climbers. Mountain goats can cmb well. {tis easy for leopards to find prey. Leopards can find prey easily. We use adverbs of manner to say how we do something. We usually add -ly to an adjective: He talks quietly. She sings happily. When an adjective ends in y (happy, angry), we change the y to i before adding -ly: The lion roared angrily. Some words don't change their form: The cheetah ran fast. They worked very hard. © Look at these adjectives. Write the adverb. 1. happy happily 6. easy 2. good 7. fast 3. bad 8, beautiful 4. quick 9. healthy 5. safe 10. slow 6 Read the sentences on the left. Then complete the sentences on the right with the adverb. 1. Most dogs are good at swimming. Most dogscanswim___Well__. 2, Snakes are very quiet when they move. _ Snakes move very 3, Nature photographers are very patient. Nature photographers wait 4. Cheetahs are fast runners. Cheetahs can run very 5, Sam’s homeworkis always neat. Sam always does his homework 6. Joe thinks it’s easy to speak English. _Joe speaks English 7. Anelephant's call is very loud. Elephants call very 8, Honey bees are hard working. Honey bees work very8 Read the letter from Leon’s grandma. Circle the correct words. Then listen and check. aoa Dear Leon, | hope youre (1) happy / happily at your new school. Here's some (2) helpful / helpfully advice for you. *Make sure you eat (3) healthy / healthily. *Doyyour homework (4) neat / neatly. (5) Good / Well handwriting is important. + Speak (6) clear / clearly when you talk to your teachers. +Learn your speling every week\ It's important to be able to spel (7) correct / correctly. *Be (8) polite / politely. Don's behave (9) bad / badly. * Be (10) kind / kindly to people. + Play football (11) good / well and make sure you run (12) fast_/fastly! \hope it works out (13) perfect / perfectly for you Lots of love, Grandma 6 Do word sums, Write T for True or F for False. CAes ee swim wel _ Cats Giraffes __| jump fast Parrots | fly | easily 7 Lions | shout quietly Frogs | rear loudly 1.A1+B3+C1=_Cats fly well. [F] 2.A2+B4+C5= L | 3. A5+B2+C3= 4.A4+B5+C4= 6 Now make two true sentences about the animals in the table or any others you know. 1, 2. 55WRITING When we write a fact sheet, it's important to make sure we check all the facts carefully. ‘We want the information in a fact sheet to be clearly presented to the reader so that it's easy for them to read. Separate the facts into different sections. Use sub-headings or bullet points to do this. 6 Organise. 1, Write a fact sheet about an animal. You can choose an animal from your Student's Book, or any other animal. First, decide which animal you want to write about. Write its name on the line below. Now look at the list of sub-headings below. Use the library or Internet to find out facts about your animal, Write your facts in the table below. cer AT AeA sO) ps Habitat TRC » . Plan your writing. Look at the information in the table above. Think about how to organise your facts. Remember, if you have more than one fact under a heading, you can use bullet points. You also need to include a good introductory sentence. This might include some of your general facts, e.g. The... is a large, hairy mammal. Look at the information above and write your own introductory sentence. 6 write. 1. Go to page 89 in your Student's Book. Re-read the model text. 2. Write your first draft. Check for organisation, content, punctuation, capitalisation and spelling. 3. Write your final draft. Share it with your teacher and classmates. 56tof Now I can * talk about different things in nature. O Yes, Icant! OI think i can, Use words from the box to write two sentences. D(teeiaat teas captivity conservation giant panda _giant squeaker frog L 2. “use quantifiers to talk about quantity. O Yes, | cant OI think t can, Complete these questions and answers. Use How much / How many i I need more practice. in the questions, and a Jot, little and few in the answers. 1. rain is there in the desert? There's rain in the desert. a ‘water can a camel drink in 13 minutes? ! am wild Bactrian camels are there? i 1D Yes, | cant use adverbs of manner. viViia fee. badly fast safely Write three sentences using these words. I need more practice. write a fact sheet. 1D Yes, | cant Complete the mini fact sheet. Check the details in your Student's Book. Liam. ' : " s iI need more practice. Giant Pandas Giant pandas live in bamboo in China. Appearance: «Giant pandas have got ___and fur. Diet: + Giant pandas’ favourite food is Population: «There are ____ giant pandas in the wild. YOUDESDE Choose an activity. Go to page 107. 57Units 3-4 Review 6 Read. Choose the word that best completes the sentences. 1. There are few rhinoceros in the wild. They arean ___ species. @endangered b. against the law c. engineering 2. Some pandas live in_, where workers can look after them. a. the wild b. costumes c. captivity 3, Robotic cameras are used in___ projects. They can see animals in certain areas. a. boring b. conservation c. control 4, Robots are also used in hospitals, to__ people with pain. a.code b. grow c.help 5, The engineer is designing a robotic hand with__ fingers. a. online b. movable c.wild 6. The baby leopard only weighs two__ a. litres b. centimetres c. kilograms 6 Listen. Circle the correct response for each sentence you hear. 1. a. No, the workers should return the robot. . Yes, but I dream about robots cleaning my house. 2. a, It’s a conservation project. b. Yes, they can return to this area. 3. a.No, they shouldn't cry. b. Yes, they can code very well. 4, a. That's fantastic! b. That’s against the law. 586 Read the blog post. Decide which answer (a, b or c) best fits each gap. Becoming a Great Photographer Love taking photographs. I take photos of birds, plants, animals __ and insects. Sometimes, I wait (1) __ for hours, just to see a bee land ona flower. Getting a great photo takes (2)___of patience. Do you want to be a photographer? Think about these ideas as you get started: + You(3)____ think carefully about what you want to photograph. + You(4)___ get great photos with the right location. Think about it: (5)_different_ plants or birds can you photograph in one place? You don't want to choose a place with (6)___ interesting things to photograph. + Think about (7)___ time you can spend taking photos. + How good is your camera? A poor camera can (8)___makea photo come out (9)_. | | | + You (10)___ expect your first shot to be perfect! | | 1. aloudy ——b. well c.quietly 6. alot bilittle c.few 2. afew balot «little 7. a.howmuch b.how many c. how easily 3. ashould — b.shouldn't ¢. canvt 8. a high beeasily —c. well 4, a.shouldnt — b. can't can 9. a. badly b. good c little 5. ahowmuch b.howmany c.howwell 10. a.can b.should shouldn't Match the questions with the answers. Write the letter on the line. ____ 1 How much time do you spend taking photos? a. No, you can't. ___ 2.Can you easily photograph the bees? b. No, they can't. ___ 3.Should you be very loud at work? c. Two. __ 4.Can robots take better photos than people? 4. Alot! __ 5. How does she work? e. There are very few. __ 6.Should you tell someone where you're going? £. Yes, you should. ___ 7. How many cameras have you got? g. No, you shouldn't. 8. How many bees are in this area? h. She works quietly.Unit 5 Water @ Label each form of water. Then decide which is salt water and which is fresh water. Write $ for salt water or F for fresh water. More than one answer is possible. 6 Read. Complete the sentences with words from the box. cloud ground = ocean rain river == sky-—underground 1. Be careful where youwalk!The__—=— is veryicy. 2, Hungry bears can find fish ina y 3. Sharks, whales and dolphins live in the 4, Take your umbrella. There willbesome___— 5. The sun is high in the__ ____ inthe afternoon. 6. It's a beautiful day. There isn'ta in the sky! 60Complete the diagram with the correct words. Then listen and chec! The Water Cycle ‘The sun heats the water. The water evaporates and goes up into the @) as clouds. ‘Then the cycle starts again. Sometimes, the snow and @ on mountains @ and turn into water. ‘This water flows into (6) 7 @ and oceans. Some water goes underground. 6 Use the diagram in Activity 3 to complete the sentences. 1. The three forms of water the speaker talks about are: 2. When ice melts and turns into water, it 3. When the sun heats water, and forms clouds.GRAMMAR Present continuous 1'm watering the garden with rainwater. You aren't listening to me! “You'e always having ong baths. " Shhh! Mrs Davis Is talking. Why is Sonia always talking in class? “We aren't using plastic water bottles. We're always looking for ways to save water. | What are they doing? We use the present continuous (be + verb + ng) to say what is happening now, at the moment of speaking, To form the negative, use not or n't: m nat playing. She isn't playing. Notice the difference between the present simple and the present continuous: I eat lunch, = leat lunch every day. 1am eating lunch. = | am eating my lunch at the moment. We can also use the present continuous to talk about things that regularly happen. We often use the word always with this: Sonia is always talking in class. = Sonia regularly talks in class. 1) Complete the sentences using the present continuous of the verbs in brackets. 1. He (not travel) in Asia. He's in the Middle East now. 2. Make sure you (carry) plenty of water. 3. The tap in the bathroom Grip. =U 4. Theice caps (melt). 5. We (not eat) dinner now. We're watching TV! 6. They (help) to save water at home. a1 (always try) to have shorter showers. 8, Itseems like it (always rain) in England! 62Re-read the text on page 100 in your Student’s Book. Then complete the text. We're on Day Ten of our Water Saving Plan. Even my brother, Hugo, @ (help)! He (2) (not play) with the hose in the garden anymore. His friends (3) (not waste) water in the kitchen either. We (4) (always collect) rainwater in containers outside, and we (5) (water) the vegetables! Now, we © Gave) water, andwe(7)__— (grow) our ‘own vegetables! Listen. Tick the actions you hear. Then write sentences. GBUEE How we're saving water 3 1. Use reusable water bottles. O 2. Water the garden with bath water. Oo 3. Have shorter showers. 4, Re-use water from cooking. oO 5, Collect rainwater to water the plants. o 6. Tur off the tap when brushing teeth. Oo They're using reusable water bottles, Look at Activity 3. Write sentences to say what you're doing to save water.6 Listen and read. As you read, underline the name of a mountain range. Think about why the author mentions this. GEE The Atacama Desert in northern Chile is one of the driest places on Earth. In some areas of the desert, rain never falls. Some of the mountains there are 6,000 m (about 19,700 ft) high - that’s as high as some of the mountains in the Himalayas. There isn't always snow or ice on these mountains, but people in the Atacama are collecting water. So, how are they doing it? Meet the fog collectors. Fog is a type of cloud, But instead of being high up in the sky, it forms near the ground, Fog collectors use big mesh nets (cloths with holes) to collect water. In the desert, there isn’t any water on the ground, but there's a lot of water in the air. When the wind blows, the nets collect this water. Then the water runs down into plastic storage tanks. The local people are using this clean water for drinking and agriculture. In one village, farmers are using the water to grow aloe vera. This plant can help with sunburn and stomach ache. Many people want aloe vera. People in the Atacama are growing and selling a lot of it. This helps their economy. For now, collecting fog works well for small communities. Researchers are hoping to improve the system so they can turn more air into water. Aloe vera farmMatch the sentences. Write the letter on the line. ___ 1. There isn't always snow on a. People in the Atacama are growing and the mountains. selling a lot of it. 2. The water is reused for agriculture, _b. This is because the environment is so dry. ___ 3. Aloe vera is very popular. c. They want to develop a system to collect more fog. _____ 4. Researchers hope to turn air d. Farmers can use it for their animals into water. and crops. Answer the questions. 1, Which desert is the reading about? 2. Why does the author mention the Himalayas? 3. What's unusual about the mountains in the Atacama Desert? 4, Where does fog form? 5. Name two things that people use the fresh water for. 6, How does collecting fog help the local economy? eo Re-read Catching Fog. How does the author make these words easier to understand? Complete the table with the examples or explanations from the reading. the Atacama Desert | one of the driest places on Earth | fog | 4. | aloe vera }- Hehe eleleeltrdekeelle el teloth | | 3. | mesh nets | { 65 | |GRAMMAR There was and There were: Talking about the Lest “In 1980, there was more dirty water. | Today, there int as much pollution inthe wate. There were plastic bottles, too. There's a new type of fish in the river | “There wasn't much interest in cleaning the rivers. There are a lot of new plants in the area. There weren't any clean-up projects. ‘There arent ay plastic bottles in the water. We use There was or There were to talk about something that happened in the past. Was is the past tense of is. It's used in the singular: There was a swing in the park. It’s also used with uncountable nouns: There was a lot of rain yesterday. Were is the past tense of are. It's used in the plural: There were a lot of flowers in the park. 6 Complete the sentences using There was / wasn’t or There were / weren't. 1,_____six people in the park. / 5,_________ a building on that land. X 2, allot ofpollution in the river.X 6, ______—any projects to talk about. X 3,_________aproblemwith the food./ 7, ______rainin the desert. X 4,________alotoftourists lastyear./ 8. _______-alot of people at the beach. 7 6 Think about last week. Write sentences. Use there was / wasn’t, there were / weren't and the words from the box. difficult tests free time good TV programmes homework —_ interesting projects rain 66Listen. Complete the table for each place. ———— ee North Sea | There werer't many fish inthe sea. | ____allotof fishin the sea. ee any taps inthe village. | ______taps in every home. Badda, _________ showers and washing Ethiopia —--. anynftere to wash. stations for clothes. River, | ______ allot of plastic rubbish laa tata in the river. any plastic in the river. Make sentences with the words. Then listen again and check. MIKES 1. In Kaliabali, India / taps / in the village. InKaliabali, India, there weren't any taps in the village. 2. Now, / taps / in every home. 3. In Pila Pata, Bolivia / clean water. 4, Now, / water source. 5. In Badda, Ethiopia / many deaths / due to unclean conditions. 6. Now, / showers and washing stations for clothes. 67WRITING When we write a piece of persuasive writing, we'e trying to get the reader to act. You might just want them to think differently about something, or you might want them to actually do ‘something, lke join a beach clean-up, or use less plastic. Whatever itis you want your reader to-do, persuade them with strong phrases of advice, such as: Its really important to... You should Its a good idea to... You shouldn't 6 Organise. 1, Write a paragraph to persuade your family to save water. Look back at the ideas on saving water in your Student's Book and in this Workbook. Think about who uses water at home and what they use it for. Think about ways they can reduce their use of water, Make a list of your ideas in the table. Pe have shorter showers 2. Plan your writing. Remember to include a good introductory sentence telling your readers why it's important to save water. Write your introductory sentence here. Next, you'll need to persuade your readers to start saving water. Give them examples of what they can do. Remember to use strong phrases of advice. O write. 1. Go to page 107 in your Student's book. Re-read the model text. 2. Write your first draft. Check for organisation, content, punctuation, capitalisation and spelling. 3. Write your final draft, Share it with your teacher and classmates. 68