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SPEAKING &
MODULE TOPIC VOCABULARY GRAMMAR READING LISTENING WRITING
FUNCTIONS
• Review • Vocabulary review • Grammar review • Matching texts • Greetings
Let’s with pictures • Talking about
Start! free-time
activities and
pp. 4-11 sports
• Talking about
experiences

• On board • jobs • Present Simple – • A dialogue • Talking about jobs • Listening for • sentences about
1 • Just the Job • job-related
• They’ve got adjectives
Present
Continuous
(sentence
completion)
• Taking an
informal job
specific
information
jobs you
like/don’t like
pp. 12-19 the looks! • appearance & • Comparative – • An article interview • an ad for a job
• True friends character Superlative (comprehension) • Talking about • an article about
Enta the Dragon • Relative Clauses • Identifying appearance and your best friend
p. 20 • too – enough meaning from character
context • Describing a
Fun Time p. 21 • Matching topics friend
with paragraphs • Pronunciation:
\aI\, \e´\

• A freaky • natural disasters • Past Simple • A dialogue • Talking about • Listening for • a paragraph
2 ferry trip
• Accidents
• accidents &
treatments
• Past Continuous
• Modal verbs
(sequencing
events)
natural disasters
• Expressing
specific
information
about a natural
disaster
pp. 22-29 happen • environmental (present) • An article sympathy • Completing • about a place in
• Our problems (sentence • Talking about notes danger of
Myths & Legends endangered completion) environmental disappearing
(Earthquakes) p.30 planet • Identifying key problems and • a class project
• We can do information their solutions about air
Fun Time p. 31 it if we try! • Pronunciation: pollution
\Sn\ • about an
earthquake
legend

pp. 32-33 ACROSS CULTURES: Teens at work CLIL TIME: The Solar System (SCIENCE)
• Exploring • animals • Present Perfect • A dialogue • Talking about • Completing a • about your
3 the Arctic
• Great
• habitats
• sports
• Present Perfect –
Past Simple
(multiple
matching)
experiences
• Talking about
fact file
• Identifying
experiences as
an explorer
pp. 34-41 migrations! • Present Perfect • Making animals and key • a short report
• Simply the Continuous predictions where they live information • a fact file
Enta the Dragon best! • Identifying main • Talking about • Completing a • a class survey
p.42 • A Class points in a text sports song
Survey • Finding specific • Doing a class
Fun Time p. 43 information survey
• Pronunciation:
\‰…\, \O…\

• Across the • ways of travelling • Infinitive – • A dialogue • Discussing ways • Identifying • about touring
4 desert
• Weather
• weather
• space
Gerund
• Will – Be going to
(comprehension)
• Predicting context
of travelling key
• Talking about the information
your country
• about what life
pp. 44-51 Wise • Future through pictures weather • Identifying will be like in the
• Space race Continuous • Identifying main • Talking about people’s next eighty years
Myths & Legends • Time will • Question Tags points in a text preferences opinions • a short essay
(The Flying tell • Matching topics • Intonation: about robots in
Dutchman) p.52 with paragraphs Question tags the future
• Talking about the • an entry in a
Fun Time p. 53 future ship’s log

pp. 54-55 ACROSS CULTURES: Special Days Around the World GO GREEN: Less Rubbish Week
• To catch a • crime • Past Perfect • A dialogue • Talking about • Making • an email
5 thief
• You’re
• crime-related
words
• Past Perfect
Continuous
(comprehension) crime
• An article (T/F/DS) • Giving and
predictions
from sounds
• a short story

pp. 56-63 busted! • book genres • Revision of past • A story reacting to bad • Checking
• Reading tenses (comprehension) news specific
Enta the Dragon Log • Narrating a story information
p.64 • Storytime • Talking about
books
Fun Time p. 65 • Pronunciation:
consonant
clusters
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SPEAKING &
MODULE TOPIC VOCABULARY GRAMMAR READING LISTENING WRITING
FUNCTIONS
• The hottest • food • Some/any/no/ • A dialogue • Talking about food • Completing a • a restaurant
6 spot in
town
• food-related
words
every
• Indefinite
(completing a
summary)
• Ordering food
• Talking about a
menu review
• Identifying • an email giving
pp. 66-73 • What the • health-related Pronouns • An article healthy and speakers advice
world eats words • A lot of/much/ (scanning for unhealthy and their
Myths & Legends • Getting many/(A) few/ specific lifestyle lifestyles
(Elementals) p.74 healthy (A) little information) • Pronunciation: • Listening for
• Turning • Zero/First/Second • Checking words with silent specific
Fun Time p. 75 over a new Conditional meaning through letters information
leaf! context • Giving advice

pp. 76-77 ACROSS CULTURES: Great Markets Around the World CLIL TIME: Books we Love (LITERATURE)
• Call the • technology • Modal Verbs • A dialogue • Talking about • Checking • a poster with
7 doctor!
• Talk to me
• communication
• adjectives
(past) (multiple choice) technology
• Third Conditional • An article (multiple • Describing a lost
specific
information
electronic gadgets
• a project about
• Mixed describing • Wishes matching) item • Matching your pet hates
pp. 78-85
feelings! feelings • An essay • Pronunciation: \e\, speakers to • an essay
Enta the Dragon • Network (comprehension) \e´\, \œ\ pictures
p.86 • talking about
mobile phones
Fun Time p. 87
• Lights, • jobs connected • Passive Voice • A dialogue • Talking about how • Checking • about how a play
8 Camera,
Action!
with films
• film-related
(all tenses) (T/F/DS)
• An article
a play is put on
• Talking about
specific
information
is put on
• an email
pp. 88-95 • Movie words (skimming for key films • Listening for • a home page for
World • school facilities information) • Buying a ticket at gist your school
Myths & Legends • School Life • Scanning for the box office • Identifying • about a creature
(Chiron) p.96 • Our specific • Giving directions key from mythology
Website information • Pronunciation: \S\, information
Fun Time p. 97 \dZ\ • Completing
a song

pp. 98-99 ACROSS CULTURES: Cool Schools! GO GREEN: Green Technology

• Down on • country life – city • Reported speech • A dialogue • Describing • Listening for • a short report
9 the farm
• Shopping
life
• shops
• Causative Form
• Reflexive/
(comprehension)
• An article
country/city life
• Talking about your
specific
information
• a description of a
shop
pp. 100-107 in the city • types of houses Emphatic (skimming for key neighbourhood • Completing • an email about
• Living Pronouns information) • Returning a a song your dream house
Enta the Dragon space • Finding general product
p.108 • A good and specific • Describing your
move! information house
Fun Time p. 109 • Pronunciation:
\´U\, \aU\

• In concert • musical • A/An/The • A dialogue • Talking about • Identifying • about a

10 • Rhythm
and style
instruments
• music
• Clauses of
Result/
(sequencing
events)
music
• Talking about
people’s
opinions
traditional
musical
pp. 110-117 • Great • science Concession • An article past habits • Listening for instrument
discoveries • Used to/Would/ (identifying key • Buying a ticket by specific • a poster about
Myths & Legends • Lost worlds Be used to information) phone information music
(El Dorado) p.118 • Negative • An article • Pronunciation: \s\, • an article about
Questions (comprehension) \k\, \tS\ King Tutankhamen
Fun Time p. 119 • an interview • about a lost city

pp. 120-121 ACROSS CULTURES: A World of Wonders CLIL TIME: The Sounds of Earth (MUSIC)
Language Review (pp. LR1-LR10) Checkpoints (pp. CHP1-CHP10)
Quiz Time (p. QT1) Word List (pp. WL1-WL8)
Grammar Reference – Tenses (p. GR1) Study Skills (p. SS1)
Irregular verbs
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2a A freaky ferry trip

• wave • drown • relieved • soaking wet
Emma, Mona, Harry and Lee have been to France • freak waves • out of nowhere • top deck • fortunately
for the day with their French class. They are on a • cause • damage • disaster • mass of snow
• explosion of gases • flash of light • solar superstorm
ferry boat returning to England. • powerful • recorded history • telegraph pylons
Emma: I love travelling on the water! • sparks • catch fire • rare • destroy
1 Mona: Yes, Emma, we know! SMALL TALK • By the way ... • I’ve got it under control.
• Stay calm. • Thank goodness!
Lee: That was a fantastic day out in Calais.
Harry:I’m glad we’re in Miss Dupont’s class.
Emma: By the way, where is Miss Dupont?
Mona: She’s over there with the rest of the class.
Lee: What are they looking at?
Mona: Oh no! It’s a huge wave! And it’s coming
straight for the boat!
Lee: Emma, can you do something? We’re all
going to drown!
Emma: Stay calm, everyone. I’ve got it under
control. Power of Water!

Emma’s power has made the huge wave

disappear. Everyone is relieved.
2 Emma: Don’t worry. It’s gone now! Back in England. A reporter asks Miss Dupont
Mona: We’re all soaking wet! and her class some questions about the freak
Miss Dupont: Is everyone OK? Where did that wave.
wave come from, Captain? 3 Reporter: What happened?
Captain: They’re called freak waves. Miss Dupont: We were standing on the top deck.
They just appear out of Suddenly, out of nowhere, a freak
nowhere. No one knows why. wave appeared. There was water
Harry: Wow! That’s serious! Did you everywhere.
see the size of it? It was really Mona: Everyone started screaming. It was
scary! huge! We were really scared.
Lee: I know! I was expecting the Miss Dupont: Fortunately, it went away, just as
boat to sink! quickly as it came!
Captain: We were lucky it didn’t hit the Reporter: So, it didn’t cause any damage?
boat. You were very lucky that there
Miss Dupont: Come on downstairs, everyone. wasn’t a disaster at sea.
We’ll be in Dover soon, thank Lee: We were lucky because we had
goodness! some help at sea!
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Reading 4 Natural Phenomena: What are these words in

your language? Are there any natural
1 Look at the picture. Read the title and
phenomena that are/aren’t common in your
the words below. What is the dialogue
country? Which ones? Tell the class.
about? Guess. Then listen and read to
check your answers. • earthquake • tornado • hurricane
• tsunami • storm
• trip • ferry boat • huge wave • hit
Hurricanes and tsunamis are/aren’t very common in my
• cause damage • drown • disaster
country.

2 a) Read the dialogue again. Put the events Grammar (Past Simple)
in the correct order.
5 Go through the Grammar box. Then, read
a Everyone started screaming. the dialogue again and underline the Past
b 1 Emma, Mona, Harry and Lee went to France Simple. How is it formed/used?
for the day.
c Emma got the situation under control and They went on a school trip to France last month.
(completed action in the past)
made the wave disappear.
First it started to rain and then the lights went out.
d They were lucky there wasn’t a disaster at sea. (actions that happened one after the other)
e On their way back, they were all standing on
Time expressions: yesterday, last week/month, ago, etc.
the top deck.
f A huge wave appeared out of nowhere.

b) Now, tell the summary of the story. 6 a) Read and complete.

Vocabulary The solar superstorm

of 1859 1) was (be) the most
3 Listen and repeat. Then, read and match.
powerful solar storm in recorded
history. It 2) ______________ (take) place
on the 1st of September and
3) ___________ (cause) bright lights in the
skies all over the world. Telegraph systems all
over Europe and North America
A. lightning B. drought
4) __________________ (fail). Telegraph pylons
5) _______________ (throw) out sparks and
telegraph paper 6) ________ (catch) fire!
A solar storm is very rare, but it could
happen again. If it did, all our
electrical systems would
C. avalanche D. flood E. volcanic eruption
be destroyed!
b) In pairs, ask and answer.
land, usually
ich covers the A: When did the solar superstorm take place?
1 Water wh D
vy rain.
caused by hea cks that
B: It took place in 1859.
snow, ice or ro ____
2 A mass of ountain. Writing
lls do w n th e side of a m
fa d lava
on of gases an ____
3 An explosi .
of a mountain 7 Find information and write a
from the top t in the sky. ____
h o f ve ry b right ligh short paragraph about a natural disaster. Use
4 A flas there is
lon g p er iod of time when ____
the key phrase: natural disaster(s).
5 A
in.
little or no ra Student’s Book: Language Review 2a Workbook: 2a
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2b Accidents happen
• regular • accident-prone • eye patch • hole • fall off
• knock himself unconscious • sunbathe • sun cream
Vocabulary • build a worktop • steady • boil the kettle • collapse
• contest • my ankle is killing me • poor thing • ice pack
1 a) Listen and repeat. • turn out • wound • bandage • port • wooden leg
• hook • overboard • bite • mast
b) Over to you: Have you ever had an
accident? What happened? What did you do? Tell the class.

sprain his ankle break his wrist get sunburned

2 4 6

spray himself
scald his back in the face
pull a muscle
3 with paint 5
1

Reading
2 a) Read and complete the text with words from the section.
Then, listen and check.
b) Read the text again. Which of the accidents from Ex. 1a has Douglas McCorquodale had?
Tick (✓). How did they happen? Tell the class.

3 Imagine you are Douglas McCorquodale. Why are you the most accident-prone man
in Scotland? How do you feel? In three minutes, say and/or write a few sentences.

is a 1) regular visitor
at the local hospital. He’s had so many accidents that he is probably the
most accident-prone man in Scotland!
These are some of the accidents Douglas has had so far: He sprayed himself in the
face with paint and went to the hospital for an eye 2) _________ . As he was leaving
the hospital, he fell into a workman’s 3) _________ and broke his arm! He once fell
4)_________ his bike, broke his wrist and sprained both his ankles! Another time, he
fell out of the back of his van and knocked himself 5) _________! One summer, as he
was 6) _________in Italy, he covered himself with cooking oil instead of 7) _________
and got sunburned really badly. A couple of years ago, he built a worktop in the
kitchen, but it wasn’t very steady. As his wife was boiling the 8) _________, the
worktop 9) _________ and the boiling water scalded Douglas’ back!
Douglas is now a finalist in a 10) ____________ to find
Scotland's most accident-prone person. Perhaps, for
once, Douglas will be lucky and win a prize. Let’s hope
he doesn’t have an accident on his way to collect it!

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Everyday English (Expressing sympathy) 7 Joke time: Read and complete. Use Past
Simple or Past Continuous. Then, listen and
4 a) Listen. In pairs, read out the dialogue. check.
Susan: Are you all right, Tom?
Tom: My ankle is killing me. I can hardly walk.
Susan: Oh dear. What happened?
Tom: I sprained it last night while I was playing
basketball.
Susan: You poor thing! Did you put anything on
it?
Tom: I put an ice pack on it and I’m going to see
the doctor this afternoon.
Susan: I hope it turns out to be nothing serious.
Tom: Thanks. I’ll let you know.

b) Replace the phrases in bold with

phrases from the box. Then, take roles
and act out the dialogue.

• What’s wrong? • It might not be

• Oh no! that bad.
• How awful! • Poor you!
• That’s terrible/a shame! • I don’t believe it!
5 Work in pairs. Think of an injury and choose
one of the phrases below. Make your own
dialogues. Use: put an eye patch on, put an
ice pack on it, rest it, put a plaster on it, have
An old pirate 1) was sitting (sit) by the port.
an X-ray, clean the wound, put some cream
on it, put a bandage on it. He 2) ______________ (wear) an eye patch and he
3) ______________ (have) a wooden leg. Instead of his
Grammar (Past Simple – Past Continuous) right hand he 4) _______________ (have) a metal hook.
A young sailor 5) _____________________ (talk) to the
6 Go through the Grammar box. Read the pirate about his life at sea. “So, how 6) ______________
text on p. 24 again and underline all the ___________ (you/lose) your leg?” the young man
Past Simple and Past Continuous tenses. How 7) _____________ (ask) the pirate. “Well, you see,”
are they formed/used? said the pirate, “I 8) _______________ (clean) the deck
one day when I 9) _______________ (fall) overboard.
Past Simple
He went to the hospital last night. (completed action in the
A big shark 10) _______________ (swim) near the ship
past) and it 11) __________________ (bite) off my leg!”
He fell into a hole and broke his arm. (actions that happened
one after the other in the past) “But you’ve lost your right hand, too! How did
that happen?” “I 12) ____________ (climb) the ship’s
Past Continuous
mast when a sail 13) _____________ (fall) on my hand.”
I was sunbathing all day yesterday. (action in progress in the
past) “And how about your eye?” “I 14) _______________ (eat)
Roy was riding his bike while Martha was reading a book. an orange when some juice 15) _______________ (spray)
(actions happening at the same time in the past)
into my eye,” said the pirate. “You mean you lost your
Past Continuous vs Past Simple eye because of some orange juice?” “Yes,” said the pirate,
He was cooking when he burnt his finger. (action in progress “You see, it was my first day with the new hook!”
in the past when interrupted by a shorter action)

Student’s Book: Language Review 2b Workbook: 2b

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2c Our endangered planet

A deforestation

• recycle • reuse
• turn off • appliances
• duty • unpredictable
• make a profit • shelter
• licence • respect
• unique • population
• rapidly • natural habitat B air pollution
• wondrous

C endangered species
Vocabulary
1 a) Dictionary work:
Listen and repeat.
What are these
words/phrases in E water pollution F energy waste
your language?
D rubbish
b) Match the
solutions below to
the environmental
problems in Ex. 1.
1 use public transport more B Grammar (Modal Verbs – Present)
2 recycle and reuse as much as possible ____
3 use eco-friendly cleaning products ____ Ability
4 plant trees ____ I can dance. (I am able to ...)
5 turn off lights and appliances when not Obligation
in use ____ We must protect the animals. (It’s our duty to ...)
6 protect animals’ habitats ____ We have to stay in the car while we are in the safari park.
(The rule is to stay ...)
Speaking You mustn’t swim here. It’s dangerous. (We aren’t
allowed to ...)
2 How can we help the planet? Use the
We don’t have to get up early. It’s Sunday. (It isn’t
phrases from the box to give the class your necessary for us to ...)
opinion.
• In my opinion/view, ... Possibility
• I think/believe ... We may/might/could visit the animal park tomorrow.
(It’s possible that ...)
• As far as I’m concerned, ...
Advice
We should recycle our rubbish. (It’s a good idea to ...)
I think people should Deduction
use public transport The weather is unpredictable these days. It must be because
more. This will help of climate change. (I think it’s ...)
reduce air pollution. The organisation uses all its money for sick animals. It can’t
make any profit. (I don’t think it ...)

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3 Rewrite the sentences.

1 I am able to come on Saturday and
help you to clean up the beach.
I can come on Saturday and help you
to clean up the beach.
2 It’s possible that many of the animals
The Taj Mahal is
one of India’s most popular tourist
will disappear in the near future. attractions, but air pollution
3 It isn’t necessary for you to be rich from traffic 1) could / should
to care for the environment!
destroy it forever!
4 It’s our duty to make sure all animals
Nowadays, cars 2) mustn’t /
have food and shelter.
don’t have to drive around
5 People aren’t allowed to cut down
the area.Visitors 3) could /
the trees in that forest.
should also respect
6 The rule is to have a special licence
this unique
to fish in that area.
monument
and 4) must /
Reading
might try not
4 Read the article and circle. to damage it
Then listen and check. when they
visit it.
5 Find information
about a place that is in danger of The
disappearing. You can use this key
phrase: places/monuments in danger. Galapagos ean are
Islands in the Pacific OcThey are home
al museum!
(Throw and Go!) an incredible living, natur /
d plants that you 5) can’t
to exotic birds, animals an nd is
e. The population of the isla
mustn’t see anywhere els soon
al wildlife 6) can’t / could
growing rapidly, so the loc ve to cut
ople 7) mustn’t / don’t ha
lose its natural habitat. Pe ndrous
w homes because this wo
down the trees to build ne r!
should have to / has to disappear for eve
group of islands 8) might

should can’t

might may

Student’s Book: Language Review 2c Workbook: 2c

don’t have to 27
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2d Skills work • competition entry • environment • prevent

• chemicals • oil • chlorine • cleaners • harm
Reading • insects • drain • breathe • collect • waste
• spread diseases • eventually • end up
1 Read the competition entry. What is it about? • pick up rubbish • clean up • disappearance
What’s the prize? • release • poisonous

2 Read and complete the text with words from

the section. Then, listen and check.

A project by Class 6A Enter our competition

and win the chance to
Do you know why water pollution is bad for people and visit Britain’s beautiful
the environment? Do you know how we can prevent Lake District! Send your
ideas to us TODAY!
water pollution? We’ve got the answers to the problems!

Problem: The waste from our pets

Problem: Chemicals like oil and chlorine (used
can 5) _________________ diseases to
for swimming pools), and cleaners can
plants, animals and humans.
1) ________ the animals, insects and plants that
live in the water. These chemicals can also Answer: Make sure to 6) _________________ after
make people ill when they all run into the sea. your dog when you take it out for a walk.

Answer: Make sure you don’t let water full

of chemicals run down the street and into a Problem: Let’s talk rubbish! The
2) _________________ . rubbish you throw in the street will
eventually 7) ________ on the beach!
It is not only ugly to look at, but it
Problem: Leaves and grass can take the pollutes all our water and can make
oxygen out of water and kill the plants and animals ill.
animals that need oxygen to 3) ________ .
Answer: Throw all your rubbish
Answer: 4) ________ the leaves and grass in a bin and not on the street.
from your garden so that they don’t find Also, always 8) _________________
their way into the drains. rubbish after a day on the beach.

3 Read the project again. Answer the questions.

1 Which two chemicals are mentioned in the text?
2 What happens when leaves and grass fall into the water?
3 Why should we clean up after our dogs?
4 What should we always do after a day on the beach?
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4 What can we do to prevent Listening and Speaking

water pollution? In three minutes, 7 Listen and complete.
say and/or write a few sentences.

5 a) WoRDWISE – Phrasal Verbs: Study

the spidergram and complete the
sentences. How do you say these too many cars release
phrasal verbs in your language? poisonous _______________

after for out use public ________________ more often

(take care of) (try to find) (be careful)

look deforestation, not enough _______________

into
(investigate) protect forests, _________________
forward to more trees
(wait eagerly for
sth to happen)
________________ fill the air with chemicals

1 I’m looking forward to visiting the animal use special _____________________

park next week.
2 Look ___________________! There’s a car
coming! burning oil and coal ________________ the air
3 The police are looking ________________
the disappearance of a koala from the use other forms of _______________
zoo.
4 The baby gorilla is looking _____________
8 Over to you: What causes air pollution? What can
its mother. I think it’s hungry.
we do to reduce air pollution? Prepare a one-minute
5 We should look ______________________
talk. Use phrases such as: For a start..., One way to
animals. They need our help.
solve..., As a result..., I think we should..., the
information above, and your own ideas.
b) Choose two phrasal verbs and
make sentences. If you wish, draw Air pollution is a
pictures to show their meaning. serious problem. For
a start, there are ...
Pronunciation

6 a) Listen and repeat.

solution eruption accommodation

b) Listen and write the words.

Then, listen and repeat. Writing
1 ______________ 3 ______________ 9 Do a class project about air
2 ______________ 4 ______________ pollution. Use Ex. 1 as a model
and ideas from Exs 7 and 8.

Student’s Book: Language Review 2d Workbook: 2d

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1 Which of the following explanations about

earthquakes are given in the texts? Guess. Listen, read
and check your answers.
1 A group of turtles are arguing.
2 The giants are moving furniture around.
3 A giant is trying to get out from under an island.

2 a) Read the texts again and write T for True and F for
• ground • gods • war • rule • battles False. Correct the false statements.
• goddess • leader • bury
• occasionally • move • escape • occur
1 The ancient gods lived in the south of Greece. ___
• argue • crack • separate 2 The Great Spirit wanted six turtles to carry the land
• every now and again on their backs. ___
3 Enceladus was completely buried under the island
of Sicily. ___
4 The earth shakes because the turtles sink. ___

b) Tell the class two things that impressed

you from each legend.

A lot of cultures around 3 Find another legend about earthquakes.

the world have tried to explain Write a short paragraph about it and illustrate it. You can use
earthquakes in different ways. Here are this key phrase: earthquake legends.
two popular legends about what makes
the ground shake!

gods
In the beginning of time the ancient
of
lived on Mount Olympus in the north
h the
Greece. They fought a terrible war wit
one of
Giants to try to rule the world. During
the leader
the battles, the goddess Athena killed
w the rnia believed that
of the Giants, Enceladus. Then, she thre The Gabrielino Indians of Califo
island of Sicily on top of him and water, the Great
when the world was covered in
completely buried him. Since then, Spirit decided to make a beauti
ful land with
Enceladus occasionally lakes and rivers. He told six tur
tles to carry
moves and tries to escape the turtles
this, the land on their backs. One day
from under the island and d to swim
argued and three of them decide
the y say, is how west. They
uak es occ ur. east, while the other three swam
earthq heavy land
couldn’t swim far because of the
an to
on their backs and the earth beg
turtles
shake and crack. In the end, the
separate so they
understood that they could not
every now and again the
stopped arguing. Unfortunately,
.
turtles argue and the earth shakes
30
Module 2
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1 Find the odd one out. Give reasons.

Planet Earth, a rock, a sphere,

a tsunami
But home to all that I hold dear!
b drought Planet Earth, you float in space,
c avalanche But you’re my world, my special place!
d cloud a flu
b sprain Where earthquakes shake the ground below,
c twist Where rivers, lakes and oceans flow,
d bruise Where breezes blow and raindrops fall
a patch On Planet Earth I have them all!
b muscle
c wrist Where seagulls fly and eagles soar,
d ankle a storm Where kittens mew and tigers roar,
b ground Where flowers bloom and trees grow tall
c tornado On Planet Earth I have them all!
d flood
a rubbish
b fish
c pollution
d energy waste a lake
b river
1 Listen to and read the song. Correct the
c mountain mistakes.
d ocean 1 rivers blow flow 4 seagulls flow
2 breezes fall 5 tigers mew
3 raindrops fly 6 eagles roar

I notice that Polly has 2 What images come

become a solar bear! to mind when you think of
Earth? Draw some. Present
them to the class.

Our planet is 4.5

to 4.6 billion
years old!

Student’s Book: Checkpoint 2 31

Module 2
02 i_5 leaflet_02 i_5 leaflet 2/17/14 10:28 AM Page 54

• be allowed • certain • situations

• overtime • deliver • office work
• promoters • hand out • leaflets
• cosmetic company

e
This week KeenTeen MagaZine answers som
s in
of your questions about jobs for teenager
the UK and in Russia.
.............................................
Q: 1) ..........................................

Teenagers must be 13 before they can work.

Children under the age of 16 aren’t allowed to

work. In certain situations, a child may work at
the age of 14 if their parents allow it.

.............................................
Q: 2) .......................................... 1 Read the Q & A and fill in the
questions. Then, listen and check your
Teenagers can only work after 7 a.m. and answers.
before 7 p.m. On a school day they can only
work for up to 2 hours. During school holidays A What kind of jobs can teenagers do?
they can work up to 25 hours a week. B How old do young people have to
be before they can work?
Teenagers under the age of 18 are not allowed C What times can teenagers work?
to work at night or to work overtime. They
can’t work more than 24 hours in a week 2 a) Read again and write the country
unless they are over 16, when they can work (the UK or Russia).
up to 36 hours. 1 Children under the age of
............................................. sixteen mustn’t work. _________
Q: 3) .......................................... 2 During school holidays
er teenagers are allowed to work
They can do any of the following: deliv
his more hours a week. _________
newspapers, babysit, help the milkman on
cars, work in a shop or 3 No one must work at night
rounds, do office work, wash
at a hairdresser’s, work in a café or restauran t, etc. under the age of eighteen. _________
4 Teenagers must be thirteen
before they work. _________
Teenagers in Russia often work in fast food
iers,
restaurants or cafés. They also work as cour b) Compare teenage jobs in
ork
promoters (handing out leaflets) or in netw your country to the countries in the
marketing for cosmetic companies. text. What are the similarities/
differences? Tell the class.
of your questions.
I hope this helps answer some
contact us at 3
If you have any more questions,
Write a Q & A for teenagers at
m work in your country. How old must they
KeenTeenMagaZine@teenmail.co
be to work? What kind of jobs can they
do? How many hours can they work?
32
02 i_5 leaflet_02 i_5 leaflet 2/17/14 10:29 AM Page 55

SCIENCE

• solar system • circular paths

• orbit • anti-clockwise • inner
• contain • Mercury • Venus
• Earth • Mars • terrestrial
• outer • Jupiter • Saturn
• Uranus • Neptune • gaseous In our solar system
• asteroid belt • naked eye
the sun. The circular pathere are eight planets which circle around
• quarter • surface
orbits. All eight planets ths that they make around the sun are calle
anti-clockwise. move around the sun d
in the same direction –
There are two parts to th
• The inner solar syste e solar system:
m co
These planets are terrestr ntains the planets Mercury, Venus, Earth and M
ial, which means they ar ars.
• The outer solar syste e made of rock.
m co
Neptune. These planets ntains the planets Jupiter, Saturn, Uranus and
are gaseous, which means
An asteroid belt separa they are made of gas.
tes the inner planets and
the outer planets.
1 How many planets are in our solar
system? Can you name some?

2 a) Listen to and read the text. Write T (True), F (False) or

DS (Doesn’t Say).
1 There are seven planets in our solar system. ____
2 There is more than one moon in our solar system.
3 The planets move around the sun in an anti-clockwise movement. ____
4 The planets in the inner solar system are made of rock. ____
5 Our solar system contains billions of stars.
6 The planets in the outer solar system are made of rock. ____

b) One way to remember the names of the planets

in the right order is the following sentence: • Venus
is the
brightest
M y V ery E ducated M other J ust S erved U s N oodles! planet in the
solar system.
What do the letters in blue stand for? M is for Mercury. You can sometimes
see it even with the
naked eye!
3 In groups find information about
another planet and make a project • Three quarters of the Earth’s
or a power point presentation. Present it to the class. surface is covered with water!
You can use these key phrases: • The largest volcano in the solar
solar system, planets. system is on Mars and it’s called
Olympus Mons.
• Mars is the fourth planet from
the sun in our solar system. • Jupiter is the largest planet in our solar
• It’s also called The Red Planet. system. A day on Jupiter is only
• Mars has got two moons: ... . 9 hours and 55 minutes long!
Student’s Book: Quiz Time 1
33