5

SECOND EDITION

Series Editors
Joan Kang Shin and
JoAnn (Jodi) Crandall
Authors
Ronald Scro
and Rob Sved

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

 Unit 1 Extreme Weather. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Unit 2 Copycat Animals. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
Unit 3 Music in Our World. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38
Units 1–3 Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54
Units 1–3 Extended Reading: Animal Predictions?. . . . . . . . . . . . . . . . . . . . 56
Let’s Talk!. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58
Unit 4 Life Out There. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60
TR: 10.1
Unit 5 Arts Lost and Found. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76
This is our world. Boy! Unit 6 Amazing Plants! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92
Everybody’s got a song to sing. Girl!
Units 4–6 Review. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 108
Each boy and girl. I say, “Everybody move!”
This is our world! I say, “Everybody stop!” Units 4–6 Extended Reading: Attack of the Extraterrestrial Plants! . . 110
I say “our.” You say “world.” Everybody, stop! Let’s Talk!. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 112
Our! This is our world. Unit 7 Volcanoes. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 114
World! Everybody’s got a song to sing. Unit 8 Reduce, Reuse, Recycle . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 130
Our! Each boy and girl. Unit 9 Cool Vacations!. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 146
World! This is our world! Units 7–9 Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 162
I say “boy.” You say “girl.” Units 7–9 Extended Reading: Surviving Krakatoa. . . . . . . . . . . . . . . . . . . . 164
Boy!
Let’s Talk!. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 166
Girl!
Irregular Verbs. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 168
Cutouts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 169
Stickers

Santorini, Greece

2 3
 Scope and Sequence

1 2 3 4 5 6 7 8 9
Extreme Weather Copycat Animals Music in Our World Life Out There Arts Lost and Found Amazing Plants! Volcanoes Reduce, Reuse, Cool Vacations!
p. 6 p. 22 p. 38 p. 60 p. 76 p. 92 p. 114 Recycle p. 146
p. 130

Science Science Music and the Performing Arts, Science, Technology The Humanities, Music and the Science Science Science, Visual Arts Language Arts
Content Area Visual Arts and Engineering Performing Arts
CONNECTION

• talk about different kinds of • describe animals • talk about different musical • talk about space and space • t alk about traditions and • describe plants • discuss volcanoes •d  iscuss the importance • talk about different
extreme weather • compare different animals instruments and styles exploration communities • talk about what plants • describe how a volcano erupts of reducing, reusing, vacation places
• describe the damage storms • talk about how animals • talk about your • talk about different possibilities • t alk about different craft and and animals do to help • make predictions and recycling • talk about what you would do
GOALS can cause imitate others musical experiences of life in space cultural activities plants survive • write a process description • learn about art from in different situations
Sc: 1 • describe how to prepare for • use classification writing • compare how people • give your opinions about space •u  nderstand changing • compare how plants grow recycled materials • express preferences
extreme weather make music • do persuasive writing traditions and adapt • t alk about what you can do to • write a review
• write a personal narrative • do contrast writing •w  rite a blog entry • do descriptive writing help the environment
•w  rite a biography
blizzard, drop, drought, flood, camouflage, characteristic, band, beat, chord, concert, atmosphere, comet, data, debate, art, community, culture, future, adapt, attract, bacteria, ash, calm, cover, crack, create, build, conserve, design, energy beach, camping, guide, hike,
heat wave, hurricane, ice copy, frighten, hide, hunt, drum, flute, guitar, lead singer, extraterrestrial, galaxy, journey, generation, hold on, language, behavior, digest, ground, deep, erupt, explode, gas, heat, efficient, environment, junk, hotel, photo safari, relax, ruins,
storm, lightning, range, rise, imitate, insect, poisonous, melody, note, perform, piano, orbit, planet, solar system, space, local, pass down, proud, share, leaf, light, roots, stem, stink, inside, melted, steam, surface, landfill, man-made, natural, tent, theme park, ticket, tour,
sandstorm, speed, thunder, predator, prey, resemble, practice, rhythm, saxophone, the universe storytelling, tourist, tradition, strategy, survival, trap, trick thick, volcano recycle, reduce, renewable, water park, wildlife
tornado, tropical storm species, spot, stripe violin weave reuse, throw away, trash
Strategy: Classification of words Strategy: Word families Strategy: Multiple-meaning Strategy: Using a thesaurus
Vocabulary 1 & 2 Strategy: Compound nouns Strategy: Using a dictionary Strategy: Multiple-meaning Strategy: Using context clues words Strategy: Prefix re-
Sc: 2–4 astronaut, communicate, rocket, daisy, petal, rose, thorn, vine airport, passport, souvenir,
words
emergency, evacuate, flashlight, attack, avoid, confuse, search, space craft, space station embroidery, handcrafted, active, cone, crater, dormant, cardboard, chemicals, glass, suitcase, sunglasses
Strategy: Contractions
plan, shelter, supplies defend, escape classical, hip-hop, jazz, pop, rock jewelry making, pottery, extinct metal, tools
Strategy: Words in context Strategy: Antonyms and
sculpture
Strategy: Noun plurals Strategy: Action verbs Strategy: Act it out Strategy: Suffixes Strategy: Expressing purpose Synonyms
Strategy: Base words

Future predictions and plans Comparisons with as . . . as Present perfect with ever May and might Gerunds as subjects The passive: Simple present First conditional Passive with modals Second conditional
Grammar 1 & 2 with be going to Tag questions and never Indefinite pronouns Gerunds as objects Relative clauses with that Because of . . . (simple present) Would rather
Sc: 5–6 Zero conditional Comparative adverbs Clauses with when
(present tense)
Tornado Trouble Copycats It’s All Music Listening for Life Not Your Grandpa’s Mariachi Is That a Plant? Active Volcanoes Found Art Tree House Vacation
Strategy: Visualize Strategy: Scan text Strategy: Ask questions Strategy: Identify the Strategy: Compare Strategy: Use information Strategy: Scan text Strategy: Understand the Strategy: Use visuals to
READING for information author’s purpose and contrast graphics to support for information author’s purpose support comprehension
comprehension

Personal Narrative Classification Writing Contrast Writing Persuasive Writing Blog Entry Descriptive Writing Process Description Biography Travel Review
Focus: Describe an experience Focus: Show how things belong Focus: Show the differences Focus: Convince the reader of Focus: Write about Focus: Describe what Focus: Explain what happens in Focus: Write about the life and Focus: Write about a
Writing
to a group or category between things your opinion your thoughts something looks like and what a sequence work of a person vacation experience
it does
Understand weather. Protect biodiversity. Change through music. Live curious. Value your Value plants. Help in a disaster. Help reduce our Be a respectful tourist.
National Geographic Explorer: National Geographic Explorer: National Geographic Explorer: National Geographic Explorer: cultural traditions. National Geographic Explorer: National Geographic Explorer: human footprint. National Geographic Explorer:
Mission Tim Samaras Krithi Karanth Jack Johnson Kevin Hand National Geographic Explorer: Maria Fadiman Patrick Meier National Geographic Explorer: Joseph Lekuton
Sc: 9
Dr. Elizabeth Kapu’uwailani Alexandra Cousteau
Lindsey

Project A tornado in a jar A collage A musical instrument Model of life on another planet Museum of the future Local plant guide A volcano Recycled art A tourist brochure

REVIEW Units 1–3 pp. 54–55 Units 4–6 pp. 108–109 Units 7–9 pp. 162–163

Attack of the
extended reading Animal Predictions? pp. 56–57
Extraterrestrial Plants! pp. 110–111
Surviving Krakatoa pp. 164–165

It’s my turn. p. 58 Can I borrow your bike? p. 112 No way! p. 166

let’s talk Who’s going to take notes? p. 59 It could work. p. 113 Our presentation is about . . . p. 167

AdDITIONAL VIDEO Song: Sc. 7; Viewing: Sc. 8; Storytime: Sc. 10; Wrap Up: Sc. 11

4 5
Unit 1

Extreme
Weather
In this unit, I will . . .
• talk about different kinds of extreme weather.
• describe the damage storms can cause.
• describe how to prepare for extreme weather.
• write a personal narrative.

Check T for True and F for False.

1. There’s a storm cloud in the sky. T F

2. The trees are covered in ice. T F

3. It’s raining heavily. T F

4. It’s safe to be outside. T F

Supercell thunderstorm,
Colorado, USA

6 7
VOCABULARY 1
a hurricane a sandstorm

1 Listen and read. TR: 1.1

2 Listen and repeat. TR: 1.2

We know we can’t control the weather. It can be beautiful, wild,

and dangerous, often all at the same time. Scientists try to predict
weather in different ways. They tell us when extreme weather is
coming. Then we can try to protect ourselves. Wind is a dangerous force. In a tropical High winds in dry places such as deserts
storm, the wind speed can be more than can pick up sand and cause a sandstorm.
Thunderstorms bring heavy rain with loud thunder and lightning.
100 kilometers (60 miles) per hour. Wind A tornado is a column of wind that rotates
If too much rain falls in a short time, it can cause a flood. Too little
in a hurricane, or cyclone, is even faster. very fast.
rain makes the land dry and can cause a drought. When it’s very
cold, a rainstorm can turn into an ice storm or a blizzard.
We can only live within a specific range
of temperatures. At times, temperatures AUGUST
rise too high or drop too low. It not only Week 1 2 3 4
feels bad, it can be dangerous! In a heat
wave, the weather stays very hot for a rise
days or even weeks. 40°C 104°F
a drop
35°C 95°F

30°C 86°F
3 Ask and answer.
Work with a partner. a range
25°C 77°F
lightning What did you learn?

Yes, it can. It can

cause a heatwave.

When the weather is

Grand Canyon, USA hot, can it be dangerous?

8 Unit 1 9
SONG

1 Listen, read, and sing. TR: 1.3

Bad Weather
There’s bad weather on the way!
There’s bad weather on the way!

Is it going to storm? Yes, it is!

Is there going to be lightning? Yes, there is!
Is there going to be thunder? Yes, there is!

When there’s going to be a storm, I hurry inside!

CHORUS
Be prepared for emergencies.
It’s always good to be safe. You’ll see!
Grab supplies and a flashlight, too.
Seek shelter. It’s the safe thing to do!
Is there going to be a blizzard? Yes, there is!
Is there going to be an ice storm? Yes, there is!
Is it going to be cold? Oh, yes it is!
If there’s going to be a blizzard, I hurry inside!
CHORUS
Is there going to be a hurricane? Yes, there is!
Is the wind going to howl? Yes, it is!
Are the waves going to rage? Yes, they are!

If there’s going to be a hurricane, we evacuate!

CHORUS
Seek shelter. It’s the safe thing to do!

2 Ask and answer. Work with

a partner.
1. What bad storm in your town do
you remember?
2. What did you do to prepare?
3. What did you think and feel during
the storm?

The Netherlands
10 Unit 1 11
 GRAMMAR 1
3 Write. What are you going to do?
Future predictions and plans with be going to TR: 1.4
A thunderstorm is coming.
Is it going to rain tomorrow? No, it’s going to snow tomorrow.
I’m going to listen to the weather report at 8:00.
He’s going to put on his snow boots.

1 Write. What is the weather going to be like?

A heat wave is coming.

Monday Tuesday
A hurricane is coming.

Wednesday Thursday Friday

1. It’s going to rain on Monday. 4 Ask and answer. Work with a partner. What about you? Talk about today
and tomorrow.
2.

3.

4. A blizzard is coming.

5.

2 Ask and answer. Read. Take turns.

1. Why can’t we go to the park tomorrow? (rain)
2. Won’t she get wet walking in the rain? (take an umbrella) That’s right. It’s going to snow
a lot. Let’s play inside.
3. Why is she closing the windows? (rain)
4. When is he going to get a new raincoat? (today)

12 Unit 1 13
VOCABULARY 2 GRAMMAR 2

1 Listen and repeat. Then read and write. TR: 1.5 Zero conditional (present tense) TR: 1.7
I put on my winter coat if the weather is cold.
If I see lightning, I go inside.
If a sandstorm comes, I close all the windows.

1 Match and make logical sentences. What do you do in these

situations? Write five sentences of your own in your notebook.
a plan evacuate an emergency
If I see lightning when I’m swimming, I look for a boat.

If it rains, I wear gloves and boots.

If a storm comes, I try to stay cool.

If the temperature rises, I get out of the water.

a flashlight supplies a shelter If a flood comes, I go inside the house.

If it snows, I use an umbrella.

When a weather forecaster predicts bad weather, you can make a

to prepare. To protect yourself from wind and 2 Play a game. Cut out the cards in the back of the book. Play with a
rain, you should go to a . If the electricity goes partner. Take turns. Match and make sentences. Keep the cards.

off, use a to see in the dark. You can store

If it rains, I use an umbrella.
in a safe place so that you have food to eat.

A really bad storm can affect the whole town. In an

like that, people have to and go where it’s safer.

2 Listen and stick. Find out what to do next. Place your stickers in the
correct order. Work with a partner.
A hurricane is coming.
Summarize the weather report. TR: 1.6 It’s an emergency.
Yes, I put a plan in
number 1. That’s correct.

1 2 3 4 5
14 Unit 1 15
READING
2 Discuss. Work in groups of three. Answer the questions.
1 Listen and read. TR: 1.8 1. What is the shape of a tornado?
2. Where does a funnel touch to become a tornado?
Tornado Trouble 3.
4.
Why do scientists study tornadoes?
What do scientists use to learn about tornadoes?
Tornadoes happen all over the world. There’s even It once rained frogs
a place called Tornado Alley. Josh Wurman studies on a town in Serbia.
3 Match. Work with a partner. How does a tornado form?
extreme weather. He joined a team of other scientists A small tornado
to study tornadoes in Tornado Alley. One day, the dropped them there. Match the text to each step. Discuss.
blue sky turned black. A giant cloud came toward the a. Warm and cold air currents twist winds into a funnel. Then the funnel touches
team. The cloud had winds that moved in a circle.
the ground.
Inside his truck, Wurman watched the storm through
b. Warm air and cold air come together. They make a twisting wind of air that moves
his window and on his instruments. Colors on the
computer screen showed where the rain fell and in circles.
where the wind was the strongest. c. The twisting air stands up. Warm air moves up. Cold air moves down.
The winds twisted the storm tighter and tighter
into the shape of a funnel. When the funnel touched
the ground, it became a tornado! The tornado looked
like a giant, gray elephant’s trunk. It moved one
way, then another way. As the tornado moved across
the ground, the team came dangerously close. They
dropped special instruments close to the storm.
These instruments showed wind speed, temperature,
and how much rain was falling.
The tornado twisted and moved for half an hour. 4 Work with a group. Compare tornadoes and hurricanes. Discuss.
The team watched the storm and their instruments Complete the chart.
the whole time. Then the tornado leaned over slowly
like a soft rope. Poof! It was gone. The excitement Tornado Hurricane
was over. But Wurman and his team have a lot more
work to do. The information from their instruments Origin: They form over water.
will help them predict other tornadoes so that they
can warn people and save lives. Duration: They last a week.

Dodge City, Kansas, USA

16 Unit 1 17
WRITING MISSION

Personal Narrative When you write a personal narrative, you tell a story. You want the
reader to feel like he or she is there. To do this you can use descriptive language that uses
the senses—sight, sound, taste, smell, and touch. To express the sequence of events, you can
Understand weather.
use time expressions such as after, before, next, and then.
Think. Pair. Share.

1 Read. Read the personal narrative. How does the writer describe the • What can you do in dangerous
hurricane? How does the writer describe what she hears and sees? How weather?
does she feel? Circle the words that relate to the senses and emotions.
• What can you do to find out
Underline the words and expressions that show the sequence of events.
more about extreme weather?

Safe not Sorry! • Why is it important to

If a hurricane comes, we know what to do. understand weather?
We have a family plan.
Last year, the weather forecaster told us
that a hurricane was coming. First, I helped
my dad put heavy wood over the windows.
It was hard work. Next, we went inside the
house and turned on the radio to listen for
news about the hurricane. When the hurricane
came, we could hear the strong winds outside.
It was scary. The rain came down hard on the
roof too. Then, suddenly, there was a loud crash. The whole house shook!
Everyone was worried. What was it? Soon, it was quiet and we could go
outside. We saw a huge tree on the ground. Part of the tree hit the wood
on the window.
I am so happy we had a family plan! Hopefully, there isn’t going to be
a hurricane for a while.
Dead camel thorn trees, Namibia

2 Write. Write about an extreme weather experience. Give details relating

to the senses. Help the reader feel what you felt.

3 Share. Share your writing. Work in a small group. Listen and take notes. “tornado
It all started when I was about six years old and saw that fantastic
in The Wizard of Oz. ”
Tim Samaras (1957–2013), Severe Storm Researcher,
National Geographic Explorer
18 Unit 1 19
PROJECT

Make your own tornado.

12 Work in small groups to make a

tornado in a bottle.

23. You need a glass jar or bottle, some

water, some dishwashing liquid, and
some glitter.

If I shake the jar around, the

glitter looks like a tornado.

33. Pour water into the bottle, about

three-quarters full. Then add a small
amount of dishwashing liquid.

43. Add a little glitter.

Now I can . . .
53. Put on the lid tightly.
talk about different kinds of
63. Then, shake the bottle around in a extreme weather.
circle and watch your tornado!
describe the damage
storms can cause.
describe how to prepare
for extreme weather.
write a personal narrative.

20 Unit 1 21
Unit 2

Copycat
Animals
In this unit, I will . . .
• describe animals.
• compare different animals.
• talk about how animals imitate others.
• use classification writing.

Check T for True and F for False.

1. This is a plant. T F

2. It is very soft. T F

3. It is very small. T F

4. It has sharp teeth. T F

Allied cowrie,
Papua New Guinea

22 23
VOCABULARY 1

1 Listen and read. TR: 2.1

2 Listen and repeat. TR: 2.2

These butterflies are not the same
species, but they resemble each other.
Some animals can look like other animals or even like a plant! These copycats are
The top one tastes bad. The other one
trying to hide from or trick a hungry predator. They can look like another more
copies its shape and colors, and tastes
dangerous animal or like another animal the predator doesn’t like to eat.
bad, too.
This cheetah’s black spots act as camouflage. This way, the cheetah doesn’t
frighten its prey when it’s time to hunt.

spots

a predator
prey

This insect is as green

as a leaf. It imitates
the characteristics
3 Ask and answer. Work with a partner.
of color and shape of What did you learn?
a stripe leaves to help it hide
from predators. How do some frogs show
they are poisonous? They have bright colors.
This colorful frog has
stripes on its skin.
The bright colors tell
hungry predators that
the frog is poisonous.

24 Unit 2 25
 SONG

1 Listen, read, and sing. TR: 2.3

It’s a Wild World

CHORUS
It’s a wild world!
It’s work to stay alive!
Animals do amazing things
in order to survive.
An insect that looks like a leaf
copies plants to get relief.
Predators are everywhere,
and looking for a feast!

CHORUS
Camouflage and imitate.
Resemble and escape!
Animals hide in front of our eyes, every day.

The hunter and the hunted,

predator and prey,
must hunt or hide to stay alive,
each and every day.

A pretty frog can be as deadly as a snake.

Its stripes tell its enemies
“You’d better stay away!”

CHORUS
It’s a wild world!

2 Ask and answer. Work with a partner.

1. What predators have you seen?
2. What is their prey?
3. How does the prey avoid predators?

Stonefish,
Red Sea, Egypt

26 Unit 2 27
GRAMMAR 1 2 Compare the animals. Work with a partner. Choose one word from each
group. Make sentences.
Comparisons with as . . . as TR: 2.4
That katydid is as green as the leaf it sits on.
That butterfly is not as pretty as the blue one.
Poison dart frogs are as dangerous as some snakes.

a hippo a monkey
1 Read and write. Work with a partner. Take turns. Compare. an otter

1. some insects / thin / sticks

a horse
a deer a crocodile
2. a polar bear / white / snow
fast heavy slow loud small smooth

3. king snakes / not dangerous / coral snakes an elephant

a jaguar a seal

4. a bee sting / bad / a wasp sting a donkey

a penguin an alligator
5. a lion / not loud / a howler monkey

3 Make sentences. Work in a group. Take turns. Use the last word in each
a bee sentence to start the next sentence.

The hippo is as
The car is as green The frog is as funny
big as the car.
as the frog. as you are. Ha ha!

a wasp

28 Unit 2 29
VOCABULARY 2 GRAMMAR 2

1 Listen and repeat. Then read and write. TR: 2.5 Tag questions TR: 2.7
The jaguar is dangerous, isn’t it? That frog wasn’t poisonous, was it?
Those snakes are scary, aren’t they? The cat escaped the dog, didn’t it?
This insect looks like a stick, doesn’t it? The dogs were loud, weren’t they?
Giraffes don’t eat meat, do they? The cats weren’t friendly, were they?

1 Read. Complete the sentences.

1. The katydid is pretending it’s a leaf, ?

The butterfly Jaguars attack The cobra Deer escape
fish confuses its their prey. defends itself. predators by 2. The donkey doesn’t look thirsty, ?
predators with a The mongoose running away.
3. That python really confused its predator, ?
spot like an eye. avoids its bite.
4. Cats like sleeping in the sun, ?
1. All predators prey.
5. Baby penguins are so cute, ?
2. Bluebirds their eggs from predators.
6. Those weren’t copycat animals, ?
3. Calabar pythons have tails that look like heads. This
2 Play a game. Cut out the question tags in the back of the book. Glue
predators so they will not know where to strike!
nine to complete your game. Listen. Which tag completes the sentence?
4. Some animals use camouflage to predators. If you have it, draw an X on the square. TR: 2.8
5. A rabbit that runs fast can the coyote

that chases it.

2 Listen. Stick True or False. Work with a partner.

Compare your answers. TR: 2.6

The spot on the tail looks like an eye.

The sentence is true. I have three in a row!
You are right! My turn.

1 2 3 4 5
30 Unit 2 31
READING One kind of spider tricks 2 Read and write. Work with a partner. Compare your answers.
predators by imitating an ant. It
holds two legs up to look more
1 Listen and read. TR: 2.9 like an ant when it walks.
1. What does the leafy sea dragon imitate?

COPYcats 2. What does the leafy sea dragon use to swim?

The leafy sea dragon is a weird but beautiful copycat. From its name you would
think it imitates a dragon, wouldn’t you? But no, it only gets that name from its
funny shape. The leafy sea dragon imitates what is around it. It lives in seaweed, and
3. What does the mimic octopus look like?
so its body looks like a seaweed leaf. The sea dragon imitates the shape and color of
seaweed, and it even looks like floating seaweed when it moves. It doesn’t use the
parts of its body that look like a leaf to swim. It uses fins that are transparent, so it’s
hard to see them move. 4. What does the mimic octopus do with its arms?

The leafy sea dragon does not only look like a copycat. It also dances like a
copycat. A male and female sea dragon will copy each other’s movements for hours!
The mimic octopus is the only sea creature that can imitate many different species. 3 Work with a partner. Choose the leafy sea dragon or the mimic octopus
It not only changes its color, it also changes its shape. It has arms as thick as pencils. to talk about. Your partner will listen and complete the first row. Then
When it spreads them wide, they look like the spines of a lionfish. It hides some of its listen to your partner and fill in the second row.
arms in the sand but leaves two arms out. Then with its white and brown stripes and an octopus
the two arms, it looks like a sea snake! It can also pull its arms together and swim on
Habitat Shape Color Movement head
the sea floor, so to a predator, it looks like a poisonous flatfish! eye
Like other octopuses, the mimic octopus has eight arms and three hearts. It swims siphon
by shooting out jets of water through a siphon. It also has a large brain for its size.
That’s one smart octopus!

beak
(mouth)
arm

4 Summarize the reading. Work in groups of three. Take turns.

A mimic octopus The leafy sea dragon is a copycat animal.

imitating a
poisonous flatfish
But it doesn’t look like a dragon.

Yeah, it looks like seaweed.

leafy sea dragon

South Australia
32 Unit 2 33
WRITING MISSION

Classification Writing You can organize your writing by placing information into categories
or groups. You can define, compare, and contrast details to show how things belong to a
category or group. You can use words such as both, like, but, and unlike.
Protect biodiversity.
1 Read. Read about two types of copycat animals. How does the writer
Think. Pair. Share.
classify them? What words does the writer use to show that the animals
are similar or different? Underline the words and expressions. • Think about your
community. How does
Animals That Imitate biodiversity affect it?
Some animals copy other animals to avoid
• What can you do to find out
attack. Some species copy the appearance or the
sound of another animal. more about local species?
The monarch butterfly is poisonous to many
• Why is it important to
predators. The viceroy butterfly is also poisonous
preserve diverse species?
and it looks like the monarch butterfly. So
predators don’t eat it. Like the viceroy butterfly,
viceroy butterfly
the ash borer moth changes its appearance to
protect itself. It doesn’t have a stinger, but it looks
like a wasp so predators avoid it.
Other species copy the sound of another animal.
When termites feed under the leaves they make
a hissing sound, like a snake. A dormouse does
the same thing. When it is in a dark hole, it hisses
loudly. Predators leave both of these animals alone!

ash borer moth

2 Write. Write about animals that belong to a certain category. A Bengal tiger,
Bandhavgarh National Park, India
Describe the characteristics that they share and the characteristics
that are different.

3 Share. Share your writing. Work in a small group. Listen and take notes. “particularly
We need to increase people’s interest and support for wildlife and wild places,
”
children who are stewards of the future of nature.

Krithi Karanth, Conservation Biologist, National Geographic Explorer

34 Unit 2 35
PROJECT
Now I can . . .
Make a collage.
describe animals.
12 Work in small groups. Choose a
compare different animals.
habitat such as an ocean, a forest,
or a desert. talk about how animals
imitate others.
23. Discuss how animals protect
themselves in that place. There is a leaf-tailed gecko on a tree trunk write to classify things.
in the rain forest. It uses camouflage to
survive. Can you see it?
3 In your part of the collage,
show some animals
that use camouflage
and some that
survive in
other ways.

36 Unit 2 37
Unit 3

Music
in Our World
In this unit, I will . . .
• talk about different musical instruments
and styles.
• talk about my musical experiences.
• compare how people make music.
• do contrast writing.

Circle the correct answer.

1. The man is using

a. a hunting tool.

b. a musical instrument.

2. He is playing

a. traditional music.

b. classical music.

Makena Beach, Maui

38 39
VOCABULARY 1

1 Listen and read. TR: 3.1

2 Listen and repeat. TR: 3.2

There are three main types of musical instruments. String instruments

make sounds when you pluck the strings. Wind instruments make
sounds when you blow air through them. Percussion instruments make
different sounds when you hit them or shake them.
Music has its own language. Each single sound is a note. Play two notes
or more at one time to make a chord. Notes and chords played one
after the other make a melody. The thump, thump, thump that makes a piano a flute a saxophone
you want to dance is the beat. Put all the beats together, slow and fast,
repeat them over time, and you have a rhythm.
Do you want your band to play better?
You have to practice! Play songs again
and again until they sound really good.
When your band sounds good, you can
a violin perform for an audience. Invite your
a guitar friends to the concert! If you don’t play
an instrument but you sing well, you
could be the lead singer!

3 Ask and answer. Work with

a partner. What did you learn?
a drum

How many types of

There are three main types.
instruments are there?

Sleepy Man Banjo Boys,

40 Unit 3 Indio, California 41
 SONG

1 Listen, read, and sing. TR: 3.3

Music Is Fun
CHORUS
Have you ever listened to hip-hop?
Have you ever listened to drums?
I listen to all kinds of music.
It’s amazing fun.
Listen to the saxophone.
Listen to the beat.
Listen to the melody.
Feel it in your feet!

The flute is playing.

The piano is, too.
I can hear the guitar.
Can you?

CHORUS
Listen to the rhythm.
Listen to that band!
Sing the notes (la la la)
and clap your hands.

Have you ever played a note?

Have you ever played a chord?
Have you ever played a rhythm:
1, 2, 3, 4?

CHORUS

2 Ask and answer. Work with

a partner.
1. Who are your favorite musicians?
2. What instruments do they play?
3. Why do you like their music?

Pantsula, Alexandra, South Africa

42 Unit 3 43
GRAMMAR 1 2 Write. What about you? Write questions. Work with a partner.
Answer each other’s questions.
Present perfect with ever and never TR: 3.4
Have you ever listened to hip-hop? Yes, I have. 1. go / rock concert Have you ever gone to a rock concert?
Have you ever danced to hip-hop? No, I haven’t.
Have you ever been to a concert? No, I never have. 2. play / a musical instrument
Has Lisa ever heard an orchestra perform? No, she has never heard an
3. take / music lessons
orchestra perform.
4. watch / a band

1 Read. Complete the sentences. 5. listen to / classical music

1. This song is new. I have never heard (hear) it before. 6. sing / in public

2. I (go) to see an opera. I don’t think I’d like it. 7. hear / your brother sing

3. (listen) to jazz? Yes, I like it! 8. perform / in public

4. If you (hear) her sing, then you know she 3 Ask and answer. Work in groups of three. Use words from the list.
sings well.
Take turns.

5. This is his first time. He (perform)

band guitar dance play
in public. concert piano have jazz lessons sing
drums saxophone listen to take
6. you (dance) to a slow song? famous singer meet watch

Chinese opera

Of course I’ve listened to

her sing. She’s OK, I guess.

Have you ever listened

to your sister sing?

44 Unit 3 45
VOCABULARY 2 GRAMMAR 2

1 Listen and repeat. Then read and write. TR: 3.5 Comparative adverbs TR: 3.6
He sings more loudly than I do. She plays the violin better than he does.
I play the guitar as well as my brother. He practices piano less often than I do.

1 Read and write. Make comparisons. Use five words from the list.
beautifully    fast    hard   often   slow    well   worse
hip-hop classical
1. He’s good. He plays guitar he plays the drums.

2. That’s not good. The orchestra sounds the band.

3. She practices than he does. She plays at least

twice a day.
pop jazz rock
4. I dance to hip-hop I dance to rock.
1. A large orchestra that includes cellos, violins, and trumpets often plays
5. I play the piano my older sister.
music.

2. Some music uses spoken words instead of singing. It’s called .

2 Play a game. Play with a partner. Take turns. Spin and make sentences
with a comparison.
3. A type of music with swing and rhythm that began 100 years ago and had

links to the music of West Africa is .

4. This music is made for many, many people to enjoy. It’s easy to listen to.

It’s music.

5. This music has a strong beat and fast rhythm. It’s called .

2 Talk and stick. Work with a partner. Rank the types of music My sister sings better than I do.
(1 = most favorite). Discuss your favorite music and give examples
of songs and performers.

1 2 3 4 5
46 Unit 3 47
READING 4000 BCE 3500 BCE 2 Choose the best answer.
Harps and Lyres and
flute (Egypt) double
1 Listen and read. TR: 3.7 clarinet 1. A drum is a .
(Egypt)

It’s All Music 3000 BCE

Bamboo
pipe (China)
2000 BCE
Trumpets
a. string instrument    b. percussion instrument    c. wind instrument

2. If you press a key on a wind instrument, the sound changes because .

People made music before they could write about it. (Denmark)
One of the oldest instruments ever found is more than Percussion a. your finger is heavy
1500 BCE (Egypt)
42,000 years old. It’s a flute. Instruments like flutes are Guitars and
tambourines b. it holds the instrument tightly
called wind instruments. The music comes from moving
(Anatolia) 500 BCE
air, usually when a person blows into the instrument. Aulos c. the path of the air changes
Each wind instrument has a shape that makes its sound kithara
lyre 3. An empty space inside percussion instruments makes the sound .
different. Some have holes for fingers to cover. Others (Greece)
50 CE
have buttons to press. Holes and buttons let you change Oboe a. softer   b. faster   c. louder
the way the air travels to change the notes. (Rome)

Another way to make music is with strings. When you pluck a string, it makes a 4. Some string instruments are played with a .
note. String instruments have thick or thin strings and long or short strings to make a. bow   b. hammer   c. key
different notes. The shape of the stringed instrument also helps to make the sound. If
the shape is bigger, the music sounds lower. Musicians often use a bow to play string 3 Match the instruments and their types. Work with a partner. Check
instruments. The bow is a piece of wood with hairs or a string stretched between its
ends. Musicians slide it over the strings to make sounds.
the correct column.

You can also make music by hitting or shaking something. Percussion instruments
Wind String Percussion
can be made from many things. That’s because most things make a sound when
you hit them. The air inside the instrument makes the sound louder. A drum is a Drums
percussion instrument, but instruments with strings can be percussion instruments,
too. When you hit strings, you can make music. A piano is a percussion Flute
instrument. When you press the piano keys, hammers Mozart
Guitar
inside the piano hit the strings to make music. composed his

Piano first song when

he was five
Saxophone years old.

Violin

4 Work in groups of three. Invent a unique band that mixes

different musical instruments. What six instruments would
you choose?

Varanasi,
Uttar Pradesh State, India
48 Unit 3 49
WRITING MISSION

Contrast Writing When you contrast things, you show the differences between them. You
can use facts and descriptive details to contrast different characteristics. You can also use
words like but, although, unlike, while, instead, and in contrast to show things that are not
Change through music.
the same.

1 Read. Read the text about two ways to compose music. How does the Think. Pair. Share.
writer show they are different? Underline the words used.
• How does music change how you think and feel?

• Think of a song. How has it changed how you think?

Composing, Then and Now
In the past, composers wrote down their music with • How can music make the world a better place?
paper and a pen. They wrote short lines and dots. This
showed another person how to play the music. They
couldn’t record the music, so people always played the
music to each other. But now, technology has changed
all this.
For about 150 years, people have recorded music
electronically. Today computers are helping people to
write music more easily. While in the past composers
had to write on paper, today computers can do
that for them. A person sings a melody, and then
the computer writes the notes!
Before, when composers wanted to make
changes, they had to stop and erase the notes.
Instead, composers today can touch a screen a
few times and make big changes to their music.
While a traditional composer was busy cleaning
ink off his fingers, a modern composer writes
more songs instead!

2 Write. Write about two styles of music or two musical instruments.

How are they different? Use words and expressions that show contrast.

3 Share. Share your writing. Work in a small group. Listen and take notes. “positive,
Music can change the world. It can inspire people to care, to do something
”
to make a difference.

Jack Johnson, Artist and National Geographic Awardee

50 Unit 3 51
PROJECT

Make an instrument.

12 Work in small groups and research We made percussion and wind

homemade musical instruments. instruments. They sound awesome!

23. Collect trash and junk to

make a musical instrument.

3 Join other groups with

instruments and practice.

4 Have a concert!

Now I can . . .
talk about different
musical instruments
and styles.
talk about my musical
experiences.
compare how people
make music.
do contrast writing.

52 Unit 3 53
 Review 4 Match the copycat animal. Find the photo that matches the text.

gecko mantid tawny frogmouth

1 Listen and write. Carla is doing a survey about music. What are her
questions? What do Laura and Andres answer? Complete the chart. TR: 3.8

Questions Laura Andres

1. T his animal’s skin is as rough as a tree. It is brown like a tree, too!
That helps it hide from predators.
1. hip-hop
2. T his animal has feathers as brown as the color of wood. If it hears you,
it doesn’t move. It makes its body stiff. It looks just like a tree branch!
2.
3. This animal imitates the color of a dead leaf. It uses the leaf as camouflage.
Even if you look for it, you will never see it!
3.
He likes to sing. He
sang in public once. 5 Write. Continue the story. Work in groups of four. Choose a story. Read it
aloud. Then, add your own sentence to the story. Take turns. Then, share
4. none your story with another group.

1 2
2 Do a survey. Ask two other students the same questions. Take notes.

3 Ask and answer. Work in groups of three. One of you is going on

vacation to a place with extreme weather. How are you going to prepare?
Take turns to ask questions and give advice.

hurricane
sandstorm It is raining hard. Paolo runs A few friends met to play music.
flood under a tree. Maria is already Paolo is good at playing guitar.
ice storm standing there, too. They can Maria has a pretty voice. Alba
heat wave hear thunder. Then, there is a has a drum. They talk about
ever flash of lightning! Maria says . . . what music to play.
blizzard
never
tornado I’m going to Antarctica! That’s cool, I’m going to bring very
plan isn’t it? Have you ever been there? warm gloves!
tropical storm No, I’ve never been there. What If you go to Antarctica, you
are you going to pack? need more than warm gloves!

54 Review Units 1–3 55

EXTENDED READING
2 Read. Check T for True and F for False.
1 Listen and read. TR: 3.9
1. We know a lot about elephants because many

Animal Predictions? people live with them.

2. Scientists were studying bird migration when they
T F

Have you ever heard that animals can sense weather? Many discovered that the birds predicted the weather. T F
people tell stories about this, but is this true? Some scientists say
that it might be. We’re going to look at a few examples. 3. C
 hamp, the dog, wasn’t disturbed by the storm. T F

Many people who have dogs know about their behavior. They 4. S torms can make low sounds that humans can’t hear. T F
can see when dogs are more nervous than usual. One example is
Champ, an 11 year old dog who went down to the basement and
wouldn’t come out. His family knew he was scared. They looked 3 Read. What helps these animals predict storms? Work with a
at the sky and saw a tornado coming. So they took shelter in the partner and complete the table.
basement, too. The tornado destroyed their house but they were
safe in the basement with Champ. Dogs can hear low sounds, feel
changes in air pressure, and smell better than people. So they can Dog Bird Elephant
often help tell when a storm is coming.
Birds often change their movements before a storm. Golden
winged warblers are birds that migrate from Latin America to North
America. In 2014, scientists studying migration noticed that the
birds weren’t in the state of Tennessee at the right time. In fact, they
flew 1,500 kilometers (900 miles) more to avoid a huge storm. It is 4 Express yourself. Choose an activity.
possible they heard the low sounds from the thunder. They returned to
Tennessee a few days later. 1. P retend you are a scientist observing one of the animals in the text.
Write down your observations.
Have you ever heard that some species can predict earthquakes
and tsunamis? Elephants are very good at this. Their big feet can feel 2. W hat other stories have you heard of animals sensing storms or other
vibrations in the ground. In the 2004 tsunami in Thailand, elephants weather events? Write a short paragraph about it.
escaped up the hills before the sea water flooded the beaches. They
probably felt early vibrations of the earthquake that caused the tsunami. 3. H
 ow do you know the weather is changing? Can you think of signs?
Complete the table and then discuss with a partner.
With time, we will understand more about animals and how they react.
The next time the weather forecast says a storm is coming, watch the
animals around you. Are they predicting it, too? Tornado Hurricane Earthquake Tsunami

Nebraska, USA

56 Extended Reading 57
Let’s Talk Who’s going to take notes?
I will . . .
• talk about a classroom task.
• make a request.
• offer to do something.

It’s my turn.
I will . . .
3 Listen and read. TR: 3.11
• take turns.
• give commands. Sonia: So, I’ll be the reporter. Who’s going to take notes?
• talk about who won a game. Olga: I’ll do that.
Sonia: Thanks. Can you watch the time, Hans?
Hans: Sure.
1 Listen and read. TR: 3.10 Hans: Um, what page are we on?
Olga:  We’re on page 25. We’re sharing ideas about music.
Marco: Whose turn is it? Hans: Thanks, Olga.
Amy: It’s my turn.
Marco: Well, hurry up!
Who’s going to I’ll do that. What page are we on? We’re on page
? I’ll (watch the time). Which page is it? .
Amy: Yay, I won! Can you I’ll be .
Marco: Now we’re tied. ? I can . How long do we have? We have .
Amy: No way. What do you mean?
What are we doing? We’re .
Marco: Well, I won last time!

4 Listen to two discussions. Circle what the students are doing. TR: 3.12
1. They’re doing a role play / preparing a poster. Olga is going to
do the art / write.
2. They’re doing a role play / crossword. Olga’s going to watch the time /class.
Whose turn is it? Hurry up! Yay! No way.
It’s my turn. Come on! I won! That’s not true. 5 Discuss. Work in groups of three. Prepare and practice discussions.
It’s his / her turn. We’re tied. That’s not possible.
Sorry, you lost! Choose one task. Discuss how you are going to do it.
1. Make a musical instrument from recycled objects.
2 Discuss. Work with a partner. Use the chart. Take turns to talk about 2. Make a mural about copycat animals.
playing a game. 3. Make a poster about the weather.

58 Let’s Talk 59
Unit 4

Life
Out There
In this unit, I will . . .
• talk about space and space exploration.
• talk about different possibilities of life in space.
• give my opinions about space.
• do persuasive writing.

Circle the correct letter.

1. What do you see in the sky?
a. clouds b. stars
2. What time of the day is it?
a. the afternoon b. the evening
3. Imagine you are there. Describe what you
might see and hear:

The Milky Way,

Mojave Desert, USA

60 61
VOCABULARY 1

1 Listen and read. TR: 4.1

A comet is a cloud of rock, ice, and gas that
2 Listen and repeat. TR: 4.2 orbits the sun. Many earth years pass in its
journey around the sun. Scientists keep data
Earth is a planet that moves around the sun. Other planets also orbit on comets to know when they will appear.
the sun. The sun and planets make up our solar system. The sun is
a star like the stars you see in the sky at night. Some stars have solar
systems with planets, too. There may be another planet out there that space
has an atmosphere with oxygen to breathe.
a comet

a galaxy

A star and the planets that orbit around it make up

a solar system. Stars and solar systems make up a
galaxy. Our galaxy is the Milky Way. It has about
100 billion stars. The Milky Way isn’t the only galaxy.
There are more galaxies in the universe than there are
stars in a galaxy! How many? We don’t know. There are
too many to count, and many are too far away to see.
Think of the many galaxies in the universe. Think
of the many stars in each galaxy. Think of the
many planets that orbit the stars. Do you think
that extraterrestrials may live on one of the
planets? Many people debate this question.

an orbit a planet
3 Discuss. Work with a partner.
What did you learn?

The sun is one of the

100 billion stars in Our galaxy is called the
our galaxy. Milky Way.

62 Unit 4 63
 SONG
2 Talk about life in outer space.
1 Listen, read, and sing. TR: 4.3 Work with a partner. Take turns.

Deep in Outer Space • moon

• planet
• solar system
• universe
Let’s all take a journey
past the atmosphere,
beyond our solar system,
far away from here.

We might find a new planet.

We might find a new place.
We might find things we’ve never seen
deep in outer space.
CHORUS
Deep in outer space,
who knows what we might find?
Deep in outer space,
deep in outer space!
Somewhere in the universe
we might find a moon
where flowers grow.
You never know,
but I wish we’d get there soon!
CHORUS
But right here on planet Earth
life is all around.
Our world is full of color,
texture, light, and sound.

We can take a journey

right outside our door
and see the wonder of life on Earth
and so much more!
CHORUS
Deep in outer space.

Roadster, launched by SpaceX,

heading toward Mars
64 Unit 4 65
 GRAMMAR 1 3 Write sentences. What do you think?

May and might TR: 4.4 1. green skin/extraterrestrial Extraterrestrials might not have
If a planet has an atmosphere, it may Do you think astronauts might go to green skin like they do in the movies.
have life. the moon again?
There might be life on other planets. Yes, but it may be very simple life. 2. comet/lifetime

1 Read. Check the true sentences.

3. universe/galaxies
1. Some stars may have planets like Earth.

2. We may find extraterrestrials on a distant planet. 4. comet/our planet

3. A meteor might hit Earth.

4. The Milky Way might be a galaxy. 5. find/life

5. Earth may have an atmosphere.

6. You may become an astronaut. 6. moon/one day

2 Complete the sentences.

are  may be  is  may discover  live  may live 4 Talk about life in the universe. Work in groups of three. Take turns
to add more information.
1. There oxygen on planets in other galaxies.

2. There no oxygen on the moon.

3. Extraterrestrials on other planets. There may be another planet The planet might be too
with an atmosphere like Earth. hot or too cold for life.
4. Astronauts on the space station for some time.

5. There other solar systems in the universe.

6. One day, scientists life on other planets.

If the planet has water,

it may have plants.

66 Unit 4 67
VOCABULARY 2 an astronaut GRAMMAR 2

1 Listen and repeat. Indefinite pronouns TR: 4.7

Then read and write. TR: 4.5 Did everyone see that comet? Does anyone want to be an astronaut?
Someone will go to Mars one day. No one can see all the stars in the universe.

a space station 1 Read and write. Complete the paragraph.

anyone everyone no one someone

likes to debate about life on other planets.

a spacecraft knows for sure if there is life on other planets or not. If tells you

a rocket
that they know, that person really doesn’t know! Are you who likes
This is a rover called Curiosity. It’s on to debate? I will debate about life in space with who wants to.
Mars, and searches for signs of life
in the rocks. It communicates with knows the answer, but has an opinion!
computers on Earth.

1. A powerful is needed to send anything into space. 2 Ask and answer. Work with a partner.
2. People live and work on the . They perform 1. Does anyone in your family think there is life on other planets?
2. Name one thing everyone in your family does.
experiments in space.
3. Name one thing no one in your family believes.
3. Extraterrestrials probably would not speak English. It would be difficult 4. Name a funny habit someone in your family has.
to with them.
3 Play a game. Cut out the cards in the back of the book. Make sentences.
4. I saw a documentary about the for life in other galaxies. Take turns.
5. Someday we may land a on the moon again.

6. Anyone who travels through space is an . Everyone here is Someone in this class
a good student. is wearing a red shirt.
2 Listen and stick. Work with a partner. Take turns describing the
rocket liftoff. TR: 4.6

Does anyone have an

umbrella today?

1 2 3 4 5
68 Unit 4 69
READING 2 Check T for True and F for False.
1. Extraterrestrials have listened to our radio waves for over 100 years. T F
1 Listen and read. TR: 4.8
2. SETI dishes listen for life by listening for radio signals. T F

Listening for Life 3.

4.
Scientists point the SETI dishes in many directions.
Radio waves from Earth are a problem for SETI scientists.
T

T
F

F
If extraterrestrials live on other planets, we can’t see them. Planets in other solar
systems are extremely far away. We can’t see the planets, even with our biggest 3 Should we search for life? Write why and why not.
telescopes. But what if the extraterrestrials want to communicate with us? What if
they are sending messages? This signal would travel through space. After many years, I think it’s a good idea to search I think it’s a bad idea to search
it might reach our solar system. It would be hidden in the noise from other places in for life because . . . for life because . . .
space. We would need special tools to hear it.
Scientists at SETI (Search for Extraterrestrial Intelligence) have made a tool for
listening. It uses 42 satellite dishes that are connected together. Scientists plan to have
350 dishes one day. They point all the dishes at the same place in the sky. Then they
search for any data they can hear. The dishes can hear very weak signals. For example,
they could hear a cell phone on a planet in our solar system. (That’s if someone had a
cell phone on Jupiter!) The dishes pick up noise from radios on Earth, too. Scientists
must be careful to avoid this noise.
We have not heard from an extraterrestrial yet. But is it possible that they are
4 Discuss the chart. Work with a partner.
listening to us? If they are, most could not have heard us yet. We have used radios
for less than 100 years. That’s not much time for the big distances in the universe. Support your opinions.
In that time, our signal could only reach a small number of stars.
Extraterrestrials from nearby solar systems would not I think it’s a good thing to search for life because we
hear us for thousands of years. can learn many things from the extraterrestrials.

But how would we

communicate with them?

The first astronauts were fruit

flies. They were launched on
February 20, 1947.

Length of Time Needed for Radio Waves to Reach Earth

4.3 light years 431 light years 27,000 light years 2,480,000 light years 13,100,000,000 light years

T W Y Z W
Earth Nearest star, North Pole star, The center of The nearest As far as we
Alpha Centauri Polaris the Milky Way galaxy, Andromeda can see in the universe.
70 Unit 4 71
WRITING MISSION

Persuasive Writing In persuasive writing, you write to convince the reader of your opinion.
To persuade the reader, you use facts to support your opinion. Write strong sentences that
show you believe in what you are saying. Introduce your facts with expressions such as
Live curious.
research shows, according to, and the facts show that.

1 Read. How does the writer persuade? Underline the words. Think. Pair. Share.

• How do you find answers

to the things you want
Exploring Space to know?
People spend a lot of time and money on space exploration. I think
this is a good thing. We can learn a lot about our lives here on Earth • Do you search for answers
when we discover more about space. even when it’s difficult?
The facts show that many inventions we use today come from the
technology people used to travel to space. For example, all smartphones • How do you feel when you
today have a small camera. Space scientists started to make these in finally find the answer?
the 1990s so that they could take small cameras into space.
Also, according to experts, in many
places the water we drink is now much
cleaner because of space technology. Space
scientists needed to search for ways to
make water clean on the spacecraft. We use
some of this technology today to keep our
water clean on Earth.
I believe that searching for life in space
is a good thing, too. It helps us to see how Jupiter
special our lives on Earth are.

2 Write. Do you think we should search for life in space? Take a position. Europa
Think about cost, usefulness, urgent problems on Earth, advances in
technology, and so on. Use facts to persuade.

3 Share. Share your writing. Work in a small group. Listen and take notes.
“Are
We finally have the tools and technology to answer this age-old question:
we alone? Jupiter’s moon Europa is a beautiful place to go and explore
that question. ”
Kevin Hand, Planetary Scientist/Astrobiologist, National Geographic Explorer
72 Unit 4 73
PROJECT

Make a model of a type of place where you think we

I think these animals might live in a place like this.
could find life. They might eat these blue and purple plants.

12 Use your imagination to re-create the surface of the type of planet

or moon you choose. Use cardboard, paper, and other materials.

23. Make different life forms as you imagine them. Now I can . . .
3  hink about how they might eat
T talk about space and
and what they might do. space exploration.

4  ecide how to present

D talk about different
your ideas to possibilities of life in
the class. space.
give my opinions about
space.
do persuasive writing.

74 Unit 4 75
Unit 5

Arts Lost
and Found
In this unit, I will . . .
• talk about traditions and communities.
• talk about different craft and cultural activities.
• understand changing traditions.
• write a blog entry.

Look and answer.

1. What is this person wearing?

a. a hat b. a mask

2. What is this person doing?

a. dancing b. singing

3. Use one word to describe the emotion

on the face.

Traditional mask dancer, Colombo, Sri Lanka

76 77
VOCABULARY 1
Storytelling isn’t always done The people of Ghana hold on
1 Listen and read. TR: 5.1 with words. In Laos, dancers to their tradition of weaving
tell stories with their hands. beautiful cloth. Tourists
2 Listen and repeat. TR: 5.2 The dances are part of their come to Ghana to buy cloth.
history. This history is passed The money that the tourists
Everyone should be proud of who they are. down from one generation to pay helps the future of
What makes you who you are? Part of who the next. the community.
you are comes from the past. It comes from
the culture of your parents, grandparents, and
people before them. It comes from the language
you speak, the art you see, the stories and music
you hear, and the traditions you share.

Dragon boats are a 2,000-year-old Chinese

tradition. Racers must cooperate and row The people of Tabasco, Mexico,
together to win. Today dragon boat racing has keep their history alive. This
become a modern world sport. local boy has clay on his face.
He will do the jaguar dance to
bring rain. His people speak an
old language that came from the
Olmec thousands of years ago.

3 Discuss.
What did you learn?

In Laos, they use their hands

as part of their dance.
Their hands tell stories.

78 Unit 5 79
SONG

1 Listen, read, and sing. TR: 5.3

Keep Your
Culture Strong
CHORUS
Knowing your history is important.
Holding on to your culture is an
excellent thing!
Knowing your history is important.
It’s up to you to keep your culture strong!
What special art does your culture bring to
our world?
What special thing does your family bring to
our world?
Weaving? Learn to do it!
Storytelling? Learn to tell it!
What brings your culture pride?
CHORUS
What special art does your culture bring to
our world?
What special thing does your family bring to
ourworld?
Embroidery? Learn to sew it!
Sculpture? Learn to sculpt it!
What brings your culture pride?

Your grandparents may seem old to you,

but they know a thing or two!

2 Ask and answer. Work with a partner.

1. What special art does your culture bring
to our world?
2. What special thing does your family bring
to our world?
3. What would you like to learn to do? Ceremonial dancers,
California, USA

80 Unit 5 81
GRAMMAR 1 3 Complete the conversation.

Gerunds as subjects TR: 5.4 Mario: Grandpa, did you listen to music when
Knowing your history is important.
you were a kid?
Holding on to your traditions is a good thing.
Passing down family stories connects generations. Grandpa: Yes, I did.
Creating art is a good way to share your culture.
was one of my favorite hobbies!

1 Read. Complete the sentences. Mario: And did you go to the movies?

cook make paint row share weave Grandpa: Of course! I went every Sunday.

was the most important event of the weekend!

1. a boat is hard to do with another person.
Mario: Did you talk to your friends on the phone?
2. cloth was my grandmother’s work.
Grandpa: No, I didn’t. was very expensive when I
3. art is exciting!
was a kid!
4. your traditions helps other people
Mario: And did you play sports?
understand you.
Grandpa: Not much. My parents thought that was a
5. on wood is fun for people who like colors.
waste of time. They wanted me to study all the time! But I still played soccer with
6. traditional recipes is another way to keep
my friends!
your culture alive.
Mario: How about chores? Did you help around the house?
2 Write. Complete the sentences about you and your family.
Grandpa: Of course! was something everyone had to do!
1. Painting is my father’s hobby. .
4 Give your opinion. Work in groups of three. Take turns.
2. Teaching .
listening to stories making art saving traditions visiting family
3. Cooking .
watching dancers singing traditional songs looking at old photos
4. Helping .

5. Taking photos .

6. Reading .
Looking at my grandfather’s
old photos is really cool!

82 Unit 5 83
VOCABULARY 2 GRAMMAR 2

1 Listen and repeat. Then read Gerunds as objects TR: 5.6

and write. TR: 5.5 My friends are good at making jewelry.
I like eating traditional foods.
My mother enjoys embroidering clothes.
I’m interested in learning about new places.

sculpture embroidery
1 Read and complete the sentences. Use the words from the list.

cooperating making passing sharing storytelling traveling

1. Young people today are very interested in their

traditions.

2. I’m very excited about where my grandparents

handcrafted pottery jewelry making
came from.
1. When a work of art is made by hand, we say it’s .
3. Do you like ? Storytellers like
2. People use to make their clothes more beautiful
down their traditions.
and decorative.
4. I enjoy traditional jewelry.
3. is made from clay that dries and becomes hard.
2 Play a game. Cut out the cube in the back of the book. Work with a
Sometimes it is heated in an oven.
partner. Take turns making sentences.
4. To make a , artists can use materials such as wood,

stone, metal, or ice. Playing. I enjoy playing Great! My turn.

soccer with my friends.
5. is popular. Many kids like to make bracelets.

2 Look, rank (1 = most favorite), and stick. Work with a partner.

Discuss your preferences.

1 2 3 4 5
84 Unit 5 85
READING 2 Read and write.

1 Listen and read. TR: 5.7 1. Where did mariachi music begin?

Not Your Grandpa’s Mariachi

2. What instruments are usually in a mariachi band?

3. When did the traditional mariachi that we see today begin?

There’s a new band in town. They’re playing a traditional style of Mexican music
called mariachi . . . but with a twist. Before meeting this new band, let’s step back 4. What language do mariachi singers usually sing in?
in time.
5. Where did the Mariachi Flor de Toloache band meet?
Mariachi music started hundreds of years ago, but the traditional style we
see today began in the 19th century. Groups of farmers played together. Their 3 Write. Compare traditional mariachi to the Mariachi Flor de Toloache.
instruments included traditional violins and different kinds of classical guitars. The
smaller guitars played the higher notes, and a traditional bass guitar played the low Mariachi Flor
ones. They had trumpets, too. The music was often loud, happy, and exciting, but traditional mariachi
de Toloache
it could also be quiet and romantic. The musicians wore traditional suits with silver
buttons and a sombrero, a wide Mexican hat. male or female

The mariachi played and danced at celebrations such as birthdays and weddings. choice of songs
As people from Mexico moved around the world, the mariachi tradition spread, too.
In the past, mariachi bands were always men and they always sang in Spanish. dress
Fast forward to today and meet the Mariachi Flor de Toloache. They’re an
all-woman mariachi band. The band met in New York, in the USA. Some of the language
women have Mexican or Puerto Rican families, but others do not. So the band
sometimes sings in Spanish
and sometimes in English. 4 Make new music. Work with a partner. Invent a new musical style. It can
They sing traditional be completely new, or you can modernize a style you know. What styles
songs, but they also sing would you mix? What instruments would you use?
versions of modern songs
in a mariachi style. They
still dress in traditional Let’s mix tango
Mice sing to
and rock!
mariachi suits. The each other
band are building on at night.
the mariachi tradition Yes! Let’s add drums and an
electric guitar! Any other ideas?
and making mariachi
music to fit today’s
modern world.

Flor de Toloache,
Mariachi Band,
Brooklyn, New York, USA

86 Unit 5 87
WRITING MISSION

Blog Entry In a personal blog, you write about your thoughts. You describe what you saw,
heard, or felt. A blog sounds like an informal conversation. You can imagine you are talking to
your friends and use informal expressions like awesome and cool. You can ask your readers to
Value your cultural traditions.
post a response on your blog, too. Think. Pair. Share.

1 Read. What informal expressions does the writer use in her blog? • What local culture and
traditions are in danger?
Underline them.
Cecilia’s Blog • Why should we keep
our culture and
The coolest vacation ever!!! traditions alive?
My family and I went to Machu Picchu in

Peru. It was awesome. First, I took a long train • How can we do that?
ride with my family to Aguas Calientes. From

there we took a bus to Machu Picchu. The bus

went slowly up the steep mountain. (I’m really

glad the bus was slow.) LOL. From the bus

window, I saw llamas eating grass.

When we arrived, I was excited. It was so cool to see the ruins. The Incas who built

Machu Picchu were great architects. My family and I climbed the stairs all the way up to the

Sun Gate. It was a difficult climb. We stopped to rest a few times because I was incredibly

tired. Then we were at the top—what a view! We could see everything! I think my photos are

fabulous. Tell me what you think.

2 Write. Write a blog entry about a family vacation or a special day.

Describe your thoughts and feelings.

3 Share. Share your writing. Work in a small group. Listen and take notes.
Big Island, Hawaii, USA

“ofI’mtheir
committed to protecting the cultures of the world in hopes that the wisdom
elders is remembered.”
Dr. Elizabeth Kapu’uwailani Lindsey, Filmmaker/Anthropologist,
National Geographic Explorer
88 Unit 5 89
PROJECT

Make a museum of the future.

I love this lantern. It’s made of silk and it has been in my
12 Find an object that is important to family for a long time. We often hang it up outside our
you that you think people in the home in the evening. I love looking at it when it’s shining!
future would find interesting.

23. Write about why it is important

to you.
Now I can . . .
3  ut all the objects together in
P
part of your classroom. talk about traditions and
communities.
4 Invite people to come to your
museum of the future. talk about different craft
and cultural activities.
understand changing
traditions.
write a blog entry.

90 Unit 5 91
Unit 6

Amazing
Plants!
In this unit, I will . . .
• describe plants.
• talk about what plants and animals do to help
plants survive.
• compare how plants grow and adapt.
• do descriptive writing.

Check T for True and F for False.

1. These flowers are sculptures. T F

2. The flowers are wet. T F

3. These flowers eat insects. T F

Australian sundew

92 93
VOCABULARY 1
Stink Lily, Venus flytrap,
1 Listen and read. TR: 6.1 Panama Southern Brazil

2 Listen and repeat. TR: 6.2 a leaf

Have you ever heard of a flower that
smells like rotting meat to attract
insects? Have you seen a plant close its
leaves over an insect? Can plants really
do these things? Let’s learn more about
the behavior of plants.
a stem

The stink lily gets its name from its The Venus flytrap attracts insects with
Pitcher plant
smell. The flower stinks like rotting a sweet odor. When an insect lands
meat. The smell attracts flies to the on an open leaf, the leaf closes and
plant—and then tricks them! When a traps the insect. Then the plant slowly
fly crawls on the flower, pollen sticks digests the insect over a period of
to the fly. Then the fly takes the eight to ten days.
pollen and leaves it on the next plant
it visits. That’s how the stink lily makes
new plants.

Plants need light, air, water, and 3 Ask and answer. Work with a
nutrients to live. Roots absorb the
partner. What did you learn?
nutrients that are in the ground and
water. Tiny creatures called bacteria
How do plants
turn these nutrients into food that adapt to survive? Some plants trap insects.
the plant can use. But some places
don’t have a lot of these nutrients.
So some plants adapt. They follow
a different plan for survival. Their
strategy is to eat insects to live!

94 Unit 6 95
SONG

1 Listen, read, and sing. TR: 6.3

Plants Are All Around

CHORUS
Leaf and stem and flower and root!
The sweet, delicious smell of fruit
is here and there and everywhere!
Plants are all around.
Plants are growing
up and down.
Air is flowing
all around.
Plants come in every shape and size.
Their bright colors attract the eyes
of bees and butterflies.

Big and small,

plants survive it all.
CHORUS
A monkey orchid
Some plants play tricks with our eyes.
They’re made to give us a surprise.
A plant is designed to survive.
To make new seeds, to grow and thrive.

Some of the oldest plants on Earth

are trees on mountains high,
drinking in the light,
reaching up into the sky.

Leaf and stem and flower and root!

The sweet, delicious smell of fruit
is here and there and everywhere!
Plants are all around.

2 Ask and answer. Work with a partner.

1. Which plants do you like best?
2. Do you eat them?
3. What makes them special to you?

96 Unit 6 97
GRAMMAR 1 3 Read and write. Rewrite the sentences.

The passive: Simple present TR: 6.4 1. Plants need nutrients for survival.
Insects are attracted to the plant’s sweet smell. Nutrients are needed by plants for survival.
The seeds are carried away by birds.
2. Birds eat the fruit.
How is the insect trapped?
The fly is caught inside the closing leaf.

3. T he plant attracts insects.

1 Read. Complete the sentences.

1. Plant food (make) is made by bacteria. 4. T he smell of the stink lily tricks the flies.
2. Pollen (take) to other plants by insects.

3. The seeds (carry) by birds. 5. T he pitcher plant traps and digests small animals.
4. Plants that eat insects (find) in the rain forest.

5. Many new plants (discover) every year.

4 Make sentences. Work with a partner. Take turns. How many can
2 Read. Underline the answer. you make?

Socotra is located / is called in the Indian Ocean. Many strange trees

are found / are needed here. One famous tree is attracted / is called the snacks need children
dragon blood tree. It is used / is found to make paint and medicine. flowers find plants
The desert rose is used / is found in the desert in Socotra. It has beautiful
insects eat flowers
pink flowers. It is shaped / is found like the foot of an elephant!

Flowers are eaten by plants.

Dragon blood trees That’s not true!

98 Unit 6 99
VOCABULARY 2 GRAMMAR 2

1 Listen and repeat. Then read and write. TR: 6.5 Relative clauses with that TR: 6.6
I don’t want a plant that smells like rotting meat!
I like plants that trick and trap insects.

a petal
1 Read and write.
a thorn
sunflower/stem daisy/petals garden/flowers rain forest/vines
rose/thorns tree/leaves Venus flytrap/insects

1. A sunflower is a plant that has a long stem.

2.

3.
a daisy a vine a rose
4.

5.
1. An outer part of a flower is called a .
6.
2. A climbing holds onto things as it grows.
7.
3. Be careful! That is sharp.
2 Play a game. Work in groups of three. Choose a page in this book.
4. The class gave the teacher a red .
Describe an object. The group guesses what it is. The winner picks
5. Is that flower a white ? another page.
2 Listen and stick. Work with a partner. Give a clue. Take turns.
Go to page 63. This is something
That’s a pretty yellow flower! that flies through space.

It’s a daisy!
It’s a rocket.

1 2 3 4 5
No. Guess again. It’s a comet!

100 Unit 6 101

READING 2 Check T for True and F for False.

1 Listen and read. TR: 6.7 1. The white baneberry has a stinky smell that attracts insects. T F

Is That a Plant? 2. The fruit of the Hydnora africana is very poisonous.

3. The Rafflesia arnoldii has no leaves or stems.

T

T
F

F
The Hydnora africana has no leaves or stem. It has a flower that looks like a hungry
mouth! Inside is white stuff that stinks. Insects are attracted to the smell. The insect is 4. Birds avoid the white baneberry. T F
trapped inside the flower by stiff hairs. The insect eats the white stuff to survive. Pollen
5. The Rafflesia arnoldii eats insects that walk on it. T F
sticks to the insect. A few days later, the flower opens, and the insect is free. Then it
takes the pollen to another flower. The flower has done its job! 6. When the Hydnora africana traps an insect, it lets it go in a few days. T F

The white baneberry is also called “doll’s eyes.” Its fruit looks like eyes on blood-red
stems! It is round and white and has a black dot. Birds eat the fruit and spread the seeds. 3 Rank the plants. Work with a partner (1 = most favorite). Explain why.
That’s how the doll’s eyes makes other plants. The fruit does not hurt the birds, but it’s
poisonous to people! If people touch any part of the plant, they will get blisters! Eating Rank Plant Why the plant is cool
the fruit can stop a person’s heart.
Hydnora africana
The Rafflesia arnoldii also has no leaves or
stem. But it has the largest flower of all plants! It Rafflesia arnoldii
can grow to be 1 meter (3 feet) across and can
Rose
weigh 11 kilos (24 pounds). The flower looks
scary. Things that look like big thorns grow Venus flytrap
out of its center. And worse, it stinks like
rotting meat—just like the stink lily! But White baneberry
this plant doesn’t eat insects. The odor Your choice
attracts insects that carry its pollen to
other plants. This big flower blooms
for only five days. Because there are 4 Invent a cool plant. Work in a small group. Draw the plant and
fewer and fewer of these plants, they say what it does. Share your ideas.
may become extinct.
Leaves
Poisonous Stinky Flower size Fruit
& stems

Hydnora africana 6 cm (2.36 in.)

Rafflesia arnoldii 1 m (3.28 ft.)

White baneberry 10 cm (3.93 in.)

Mt. Kinabalu, Borneo
102 Unit 6 103
WRITING MISSION

Descriptive Writing In descriptive writing, you describe what something looks like and what
it does. You can describe the big parts first and then the small parts. Or you can go from top
to bottom, or one end to the other. Then you can describe how it works.
Value plants.
1 Read. Read about the sensitive plant. How does the writer describe it?
Think. Pair. Share.
How does the writer organize the description?
• What plants are important
The Sensitive Plant in your community?
Did you know that some plants can move?
• Why are these plants
The sensitive plant moves when you touch it. The
stem has tiny white hairs, and it stands straight important?
up. It grows to about 50 centimeters. It has
• How are they used?
many thin green leaves. Each thin leaf is made of
many tiny parts. The parts are like tiny leaves.
These tiny leaves grow on both sides of each
leaf stem.
When you touch a leaf, the tiny leaves fold.
Two by two, starting from where you touch, they
close down. The leaf stem hangs down, too. It
looks like it is hiding and doesn’t want you to
touch it. After a half-hour the plant stands up—
until you touch it again!

Sensitive plant

2 Write. Write about the plant you invented on the previous page. Describe
it. What does it look like? What does it do? Organize your description. Ecofriendly hotel,
Singapore

3 Share. Share your writing. Work in a small group. Listen and take notes.
“Onbecause
my first trip to the rain forest I met a woman who was in terrible pain
no one in her village could remember which plant would cure her. I saw
that knowledge was truly being lost, and in that moment I knew this was what I
wanted to do with my life.
”
Maria Fadiman, Ethnobotanist, National Geographic Explorer
104 Unit 6 105
PROJECT

Make a local plant guide.

12 Work with a partner. Choose

a local plant.

23. Research the plant. Collect

or draw pictures.

3  lue and label the

G
pictures.

4  escribe the plant and

D
how it is used.

The aloe vera plant has thick pointy

leaves. It is used for sunburns. Now I can . . .
describe plants.
talk about what plants
and animals do to help
plants survive.
compare how plants grow
and adapt.
do descriptive writing.

106 Unit 6 107

 Review 3 Listen. Work with a partner. Listen to the sentences. Then read the
sentences below. Check T for True and F for False. TR: 6.8

1 Read. Complete the paragraphs. Use words from the list. 1. Traditions are passed down from one generation to the next. T F

2. Languages must be protected from dying. T F

adapt embroidery handcrafted no one tourists
anyone extraterrestrial hold on strategy trap 3. Some plants are trapped by flies. T F
astronaut galaxy leaves survival weave
4. Insect-eating plants are called carnivorous. T F

1. Do you think is listening to us from outer 5. The possibility of human life has been debated T F

space? knows the answer to this by extraterrestrials for a long time.

question, but scientists are discussing the possibility of 4 Work in small groups.
intelligent life. 1. Write eight definitions using the word that on strips of paper.
2. The Huichol people in Mexico make traditional art to help them 2. Cut the strips just before the word that.
3. Mix up the paper strips, and exchange your paper strips with another group.
to their culture. Selling their art
4. Match the strips of paper, and read the sentences aloud. The group with the most
to helps the future of their community. correct sentences wins.

3. The resurrection fern has learned to to dry climates. When

A rose is a plant that has thorns.
there isn’t enough rain, it looks dead. But this is just a

for . The plant is alive! When it rains, the dry

A rocket is a vehicle that travels to space.
turn green.

2 Role-play. Work with a partner. Practice and perform for the class.
5 Write. Choose four objects from the list. Write clues for your partner
Student A: Student B:
to guess.
You think there may be You don’t believe there is
life on other planets. life on other planets. comet rocket space station
jewelry satellite TV
pottery sculpture vine
anyone everyone journey no one someone universe
communicate galaxy may/might planet spacecraft
This is something that many women wear
on their ears or around their neck.
I think there may be life on planets
If you’re right, why doesn’t anyone from Jewelry!
in other solar systems.
other planets communicate with us?

108 Review Units 4–6 109

EXTENDED READING
2 Match to complete the sentences.
1 Listen and read. TR: 6.9
1. Jake turn purple when they are angry.

Attack of the Extraterrestrial Plants! 2. Maya doesn’t listen to Maya.

SCENE 1 MAYA: (examining it more closely) The 3. The plants in the sample room is working on some data.
FADE IN: SPACE-LIKE MUSIC roots might be coming from the 4. At first, Jake finds a strange blue plant.
FADE TO: INTERIOR OF SPACECRAFT space sample room. Let’s look.
CONTROL ROOM—DAY
[FADE OUT: JAKE AND MAYA EXIT] 3 Read. Work with a partner to write stage directions.
MAYA looks at a strange plant in the [FADE IN: SOFT STRANGE PLANT-
1. MAYA: “I don’t know. It’s growing out of the corner. It’s blue.”
corner of the control room while JAKE LIKE SOUNDS THEN AUTOMATIC
works on his tablet. DOOR OPENING] Maya is scared and shaking as she points to the plant
MAYA: Have you seen this? Maya and Jake walk into a room. It’s and slowly walks toward it.
full of strange moving plants—most of
JAKE: What is it? 2. JAKE: “That’s interesting, but I’m busy.”
them are blue. They are all making loud
MAYA: I don’t know. It’s growing out of humming noises.
the corner. It’s blue.
MAYA: (surprised and worried) Look at
JAKE: (ignoring her) That’s interesting, the plants! Who put them here?
3. JAKE: “Is that some new music that you’re listening to?”
but I’m busy.
JAKE: (examining a plant closely and
MAYA: It has leaves and a stem . . . pulling off a leaf) They may be
more intelligent than they look.
JAKE: If I don’t finish with this data,
I’ll just pull off this leaf—
the captain will be angry— 4. MAYA: “Oh no! They’re turning purple!
The room explodes in angry plant
MAYA: (puzzled) It might be a plant,
noises and the plants turn purple and
but how can anything grow
start to move toward Jake.
here?
MAYA: Oh no! They’re turning purple. 5. MAYA: “Watch out! They’re coming for you!”
Suddenly, a high-pitched sound comes
from the plant. JAKE: (still examining the plants)
Are they plants . . . . or are
JAKE: Is that some new music that
they extraterrestrials?
you’re listening to?
The plants move toward Jake.
MAYA: (irritated) No. It’s the plant. It 4 Express yourself. Choose an activity.
might be trying to communicate MAYA: (shouting at Jake as the plants
1. What happens next? Write the next scene.
with us. start to attack him) Watch out!
They’re coming for you! Run! 2. Act out your own space invasion. Write the scene and perform it.
JAKE: (now paying attention) In plant
language? Oh . . . . It’s turning FADE OUT: AGGRESSIVE PLANT 3. In a group, act out scene 1. You’ll need a director, two actors, and a plant.
orange. It might be upset? SOUNDS PLUS SPACE-LIKE MUSIC
110 Extended Reading 111
Let’s Talk It could work.
I will . . .
• make a suggestion.
• agree and disagree.
• counter.

Can I borrow your bike?

I will . . .
3 Listen and read. TR: 6.11
• make an informal request.
• make an excuse. Lin: I think we should interview a scientist for our project.
• show understanding / accept “no” for an answer. Cheng: That’s a great idea.
Mei:  Yeah, but we don’t have the time.
Jiang: Actually, that could work. My uncle is a scientist! I’ll text him!
1 Listen and read. TR: 6.10
I think we That’s a Yeah, but . Actually, that could work.
Lucia: Hey, can I borrow your bike this should . great idea. I don’t think that’ll That might work.
weekend, Roberto? I know what Why not? work.
Roberto: Um, I’m really sorry, but it’s new. we should do! That could I’m not so sure.
My dad won’t let me lend it. We should . . . be good. In fact, I think .
Why don’t we . . . ? We could also .
Lucia:  That’s OK. I understand.
What if we . . . ?
Lucia: Marcelo, can you lend me your bike?
Marcelo: Sure. Go ahead. But give it back on
Sunday, OK? 4 Listen. You will hear two discussions. Does everyone agree at the end
Lucia: Thanks a lot. of the discussion? Circle the answer. TR: 6.12
1. Yes  No
2. Yes  No
Can I borrow . . . ? I’m really sorry. That’s OK. I understand.
Can you lend me . . . ? I’m sorry, but . . . No problem. 5 Discuss. Work in a group. Prepare and practice discussions. Choose one
Is it OK if I use . . . ? I can’t. It isn’t mine. Don’t worry.
of the three situations given below.
Sure. Go ahead. Thanks a lot.
Sure. Here you are! Thanks. I’ll give it back 1. Let’s interview a famous person!
Yeah, you can borrow . later. 2. Why don’t we do a report with a big map?
Sure. I can lend you .
Of course.
3. I think we should paint a mural of volcanoes on the classroom wall.

2 Discuss. Work with a partner. Use the chart. Take turns to lend and
borrow objects.

112 Let’s Talk 113

Unit 7

Volcanoes
In this unit, I will . . .
• discuss volcanoes.
• describe how a volcano erupts.
• make predictions.
• write a process description.

Check T for True and F for False.

1. Red-hot rocks are thrown T F

into the air.

2. The lava flows down T F

the volcano.

3. The lava shines in the dark. T F

4. Do you want to visit this place? Explain.

Stromboli volcano, Sicily, Italy

114 115
VOCABULARY 1

1 Listen and read. TR: 7.1 steam

2 Listen and repeat. TR: 7.2

Go for a walk on a sunny day. The earth seems calm under

your feet. But deep down, it is not. Under the earth’s
crust, it is so hot that rock is melted. This melted rock is
called magma.
crust
In some places, there are deep cracks in the surface of the
ash
Earth. These cracks let magma come to the surface. The magma mantle
pushes up the earth’s crust. It creates a mountain—a volcano!
outer core
A volcano erupts when magma explodes onto the surface. The
flow of melted rock is called lava. The lava is thrown into the air erupt inner core
and flows down the volcano. The heat of the lava burns
everything it touches.
The blast of an eruption throws steam into the air. The a volcano
steam is created from water inside the earth. The blast
also sends gases high into the sky. They make
breathing difficult. A volcanic eruption can fill
the sky with ash. The ash can come
Earth
down and cover the land
with a thick layer.

surface inside 3 Ask and answer. Work with a

partner. What did you learn?

What is magma?
It is melted rock.

116 Unit 7 117

SONG

1 Listen, read, and sing. TR: 7.3

Volcanoes Are
a Lot Like Me
CHORUS
Volcanoes are a lot like me.
Some are awake and full of energy.
Other volcanoes are sleeping.
Yes, volcanoes are a lot like me!
When I get really silly,
and my energy builds up,
if it has no place to go,
sometimes I think I will explode!

Deep inside a volcano,

heat and gas are building up.
If they have no place to go,
the volcano will erupt!
CHORUS
If a volcano is dormant,
it’s really just asleep.
A dormant volcano will sleep for centuries.

If a volcano is active,
it’s very wide awake.
When it’s awake, it’s just like me.
It’s ready to blow off some energy!
CHORUS

2 Discuss. Work with a partner.

1. Sometimes I’m like an active
volcano because . . . Volcanic eruption in the
Eyjafjallajokull Glacier, Iceland
2. Sometimes I’m like a dormant
volcano because . . .

118 Unit 7 119

GRAMMAR 1 2 Write. Write five sentence halves beginning with if. Work in pairs.
Take turns. Complete each other’s sentences.
First conditional TR: 7.4
If the lava touches the trees, it will burn them. 1. If Igo to a volcano to take pictures ,
If rain hits the lava, it’ll turn to steam.
I will go to a safe place if the volcano erupts.
I will be very careful .
The plants will burn if hot ash covers them.
2. If ,

.
1 Read. Write sentences.
3. If ,
1. I go to Hawaii / I see volcanoes
.

4. If ,
2. I run away / volcano erupts
.

5. If ,
3. ash covers the grass / the grass dies
.

6. If ,
4. lava reaches the sea / it makes steam
.

3 Make sentences. Work in small groups. Build each new sentence

5. no airplanes fly / ash fills the sky
on the one before.

If it rains, I will get wet.

If I get wet, I’ll catch a cold.

K lauea, Hawaii, USA

120 Unit 7 121
VOCABULARY 2 GRAMMAR 2

1 Listen and repeat. Then read and write. TR: 7.5 Because of . . . TR: 7.7
Because of the ash, the animals could not breathe.
crater The trees died because of the heat from the lava.

cone
1 Read and write.

1. rocks flew into the sky / the eruption

2. the heat / no one could get close to the crater

dormant active extinct

1. If a volcano is erupting, then it is .

3. it was difficult to see / the ash
2. If a volcano is not erupting, but may erupt in the future, it is

.
4. we saw white clouds in the sky / the steam
3. If a volcano has not erupted in thousands of years and will

not erupt in the f­ uture, it is .

5. the blast / the eruption could be heard from far away
4. The hole left at the top of a volcano that has erupted is called a

5. The sides of a volcano form the at the top. 2 Play a game. Play with a partner. Cut out the cards in the back of
the book and put them face down in a pile. Choose a card and start
2 Listen and stick in order. Work with a partner. Discuss. TR: 7.6 a sentence. Complete your partner’s sentences.

How does he know the volcano is extinct? Because of the ash ...
we couldn’t play outside.

He read about it before climbing.

1 2 3 4 5
122 Unit 7 123
READING The largest known volcano is
2 Read and circle the letter.
on Mars. It is about 22,000 m
1 Listen and read. TR: 7.8 tall and 700 km across! 1. This volcano had a lake of lava.

ACTIVE Volcanoes a. Mount Etna b. Nyamuragira c. Fuego

2. This is the largest volcano in the Hawaiian Islands.

There are active volcanoes all over the world. Some erupt often, sending hot lava
down their slopes. People often live near these volcanoes. Because of the ash, the land a. Mauna Loa b. Kı̄lauea c. Fuego
is good for farming.
3. This volcano’s eruption caused an airport to close.
The longest-erupting volcano is Mount Etna, in Sicily. It has been active for
3,500 years. Mount Etna erupts very often. It has destroyed many towns. People have a. Nyamuragira b. Fuego c. Kı̄lauea
tried to change the lava flow. They’ve built earth walls and used explosives. Some 4. This volcano is the longest-erupting volcano.
towns have avoided destruction. Successful evacuation plans have kept people safe.
Five volcanoes created the island of Hawaii. Mauna Loa is the largest volcano in a. Kı̄lauea b. Nyamuragira c. Mount Etna
the world. Kıˉlauea is one of the most active. In fact, it almost never stops erupting. In
2018, lava flowed through the streets of some towns near the volcano. Many people 3 Where are these volcanoes? Work with a partner.
lost their homes.
K lauea
The volcano Nyamuragira, in Africa, erupts about every two years. It also has big Mount Etna
lava flows. It creates smaller volcanoes on its sides. At one time, the volcano had a Nyamuragira
crater with a lake of lava. Then in 1938, there was an eruption that opened up
Mauna Loa
one side of the volcano. Because of the eruption, the lava lake flowed out
Fuego
of the crater. People do not live near this volcano.
Fuego is an active volcano in Guatemala. There was a
sudden and powerful eruption in June of 2018.
Many nearby towns were covered in ash.
The international airport in
Guatemala City had to close
because there was
too much ash on
the runway. 4 Work with a partner. Read the text again. Talk about two volcanoes.
42412_L5U7_CLIL_02A
First Proof
Take turns. Take notes. 11/09/12

Name of Volcano Notes

2
K lauea, Hawaii, USA

124 Unit 7 125

WRITING MISSION

Process Description A process description explains what happens in a sequence. It follows

a series of actions from beginning to end. Use words such as first, then, next, after, when,
while, at the same time, now, before, as long as, and finally. These words show the order in
Help in a disaster.
which actions or stages happen.

1 Read. Read the paragraphs about the stages of a volcanic eruption. Think. Pair. Share.
How does the writer show the seqence of events? Underline the words. • What types of disasters
happen around the world?
How a Volcano Erupts • What can you do to help in
A volcanic eruption is a process that starts inside the Earth. a disaster?
The big hole under the volcano is called the magma chamber. First,
the chamber starts to fill with hot magma. At the same time, hot gases • How can you get your
fill the chamber. When the chamber is full of gas and magma, it has to community to help?
escape through the top of the volcano. So the gas and magma start to go
up the cone of the volcano.
Then the volcano erupts. It throws ash high into the air. At the same
time, lava flows down the sides. The volcano erupts for as long as the
magma and gases push up. This can last a long time.
Finally, the volcano calms down and it stops erupting. But the process
could start again at any moment!

2 Write. Describe a process that you know. Explain the steps from Eldfell Volcano, Iceland
beginning to end.

3 Share. Share your writing. Work in a small group. Listen and take notes.

“Crisis mapping can pinpoint urgent needs instantly, saving time and lives.”
Patrick Meier, Crisis Mapper, National Geographic Explorer

126 Unit 7 127

PROJECT

Make a model of an erupting volcano.

12 Get a cardboard tube about 4 cm wide and 20 cm long. If you put vinegar in the volcano, it will
erupt! The flow looks like lava because
of the food coloring. It’s so cool!
23. Cover the bottom of the tube with clay. Stick the tube up on cardboard.

3 Crush balls of newspaper. Tape them to the tube to make a cone.

4 Cover the cone with aluminum foil. Paint it or glue sand on it.

5 Fill half the tube with baking soda.

6 Add red food color to vinegar. Pour it in

the tube, and watch it erupt!

Now I can . . .
discuss volcanoes.
describe how a volcano
erupts.
make predictions.
write a process
description.

128 Unit 7 129

Unit 8

Reduce,
Reuse,
Recycle
In this unit, I will . . .
• discuss the importance of reducing, reusing,
and recycling.
• learn about art from recycled materials.
• talk about what I can do to help the environment.
• write a biography.

Check T for True and F for False.

1. This is a painting. T F

2. This is made from trash. T F

3. This is a landfill. T F

4. This is a toy. T F

5. What would you make with

recycled materials?

Starry Night, Jane Perkins

130 131
VOCABULARY 1

1 Listen and read. TR: 8.1

2 Listen and repeat. TR: 8.2

Every day we make trash. Where does it go? Some of it is buried in landfills.
Yuck! There has to be a better way. There is! You can choose a way of life
that works with the environment. You can conserve instead of throw away.
You can make energy-efficient choices.
The three Rs of the environment are reduce, reuse, and recycle. We Can we design things to reduce,
all know about recycling. Man-made things are crushed and melted reuse, and recycle? Yes! We can build
down. They are then made into new things. The best Rs are to reduce houses that are energy efficient. We
and reuse. Reduce by choosing to use less energy. Reuse by can make art with natural things,
finding new uses for junk. or reused things. The possibilities
are endless.

3 Ask and answer. Work with a

partner. What did you learn?
How can I conserve energy? Turn off the lights when
Choosing natural materials is friendly you aren’t using them.
to the environment. Things made from
natural stuff are cool. When they are used
up, just like other trash, they go into the
landfill, too. But they break down faster.
And natural things can be grown again.
They’re renewable. That’s right! Reduce.

132 Unit 8 133

SONG
2 Ask and answer.
1 Listen, read, and sing. TR: 8.3 Work with a partner.

The Three Rs
How do you recycle, reuse, or reduce?
• glass • paper • metal
CHORUS
When you’re walking to the trash can
with some old stuff in your hand,
you might want to stop and think again.
Can this be reused or given away?
Let’s start taking care of our world today!
Reduce. Reuse. Recycle.
Do it every day.
Don’t throw everything into the trash
when clearly there’s another way.

Reduce. Reuse. Recycle.

Help keep our world clean.
Do your part every day
to make our world green!

Recycling is easy when you know what to do.

Glass? Paper? Metal?
These things can be reused,
again, and again, and again!
CHORUS
Compost your uneaten food.
Composting isn’t hard to do.
Natural things can be reused
when they get a helping hand from you!

Reduce. Reuse. Recycle.

Do it every day.
Don’t throw everything into the trash
when clearly there’s another way.

Reduce. Reuse. Recycle.

Help keep our world clean.
Reduce. Reuse. Recycle.

Bruges, Belgium

134 Unit 8 135

 GRAMMAR 1 2 Write. What things can be done to reduce, reuse, and recycle? Use the
words in the list. Write sentences.
Passive with modals (simple present) TR: 8.4
Natural things can be grown again. “green” shopping bags fix
Many things can be made into art! magazine reuse
Aluminum cans must be melted to be recycled. water build
Some plastics may be put in recycling containers. energy-efficient houses recycle
a faucet with a leak conserve
recycling centers design
1 Read. Complete the sentences. Use the words in the list.

reused made colored thrown away built conserved designed 1. Water can be conserved.
1. Clothes (can/color) can be colored with natural dyes.
2.

3.
2. Save the bricks that (can/reuse) , and the broken
4.
ones (can/throw away) .
5.
3. Energy (may/conserve) by making good choices.
6.
4. Fleece sweaters (can/make) from recycled

water bottles. 3 Make sentences. Work with a partner. Read one of your sentences.
Your partner makes a sentence using the same verb. Take turns.
5. Future cars (must/design) to run on electricity.

6. A house (can/build) with recycled ­materials.

Water can be conserved.
Electricity can be
Gr6_BubbleTxt
conserved, too.
Gr6_BubbleTxt

136 Unit 8 137

VOCABULARY 2 GRAMMAR 2

1 Listen and repeat. Clauses with when TR: 8.7

Then read and write. TR: 8.5 When we recycle trash, we save on materials and energy.
An artist’s work may surprise us when we first see it.

cardboard metal 1 Read and write. How do you and your friends help the environment?
Use words in the box.

bike light paper plastic bottle shopping bag trash water

1. When we leave the house , we turn off the lights .

2. when .

chemicals glass tools

3. When , .

1. It is clear or colored. It can be melted down and reused. It is used to make b

­ ottles 4. When , .

or windows. 5. when .

2. It is made from paper. It is used to make shoe boxes. It is soft when wet. 2 Play a game. Cut out the spinner in the back of the book. Work in a
small group. Make sentences. Take turns.

3. They are used to clean things. They can hurt your skin. Don’t drink them!
When I go shopping,
I walk or go by bike.

4. There are many kinds, and they have different uses. They help us do things that we I reuse a shopping bag
when I go shopping.
can’t do with just our hands.

5. This is used to make cans and also cars. It’s used to make things that must be

strong.

2 Listen and stick. TR: 8.6

1 2 3 4 5
138 Unit 8 139
READING Recycling old aluminum 2 Check T for True and F for False.
cans into new ones uses
95% less energy than
1 Listen and read. TR: 8.8
making new cans.
1. Using junk to make art is a way to reuse trash. T F

Found Art 2. Found art always used trash.

3. Art made from junk is valuable because it makes us think in new ways.
T

T
F

F
We often think of reusing and recycling as something we just have to do. But
some people see it as a chance to create. Any object can be reused to make something 4. Found art became popular in the 1850s. T F
amazing. Reusing is more than a way to save—it can help us think about things in new
5. Brian Marshall makes sculptures from rubber tires. T F
and different ways.
Using found stuff to make art is not new. Found art became popular in the 1900s. 3 Label. Use these words.
Found art made people think about the things around them in a different way. Many
things could be made into art! fork
Today many artists still make art key
Trash pencil sharpener
from things they find. Sometimes they from home
use things as they find them, and other Paper and cardboard 28.5%
spoon
times they make changes to the things
Food scraps 13.9%
they find. Sometimes they use junk. Yard waste 13.4%
The trash from our homes has plenty of Plastics 12.4%
metal, plastic, rubber, and cardboard. Metal 9.0%
Rubber, leather, and textiles 8.4%
Wood 6.4%
Artists might use old toys, or objects Other 3.4%
Glass 4.6%

they find on the beach, or old electrical

equipment. The Korean artist,
Yong Ho Ji, makes sculptures
from old rubber tires. His
sculptures are usually of
realistic or imaginary
Sculpture by
animals. Brian Marshall, Brian Marshall
an American artist,
makes sculptures of
robots using objects he
finds. The artists put it all 4 Have a discussion. Work in a group. Look at these photos and the
together to express their thoughts. photo at the beginning of the unit. Discuss the art. Which do you like
We can enjoy their creativity and be best? Explain why. Does your group agree?
amazed at the artists’ skill. We can
also be surprised by our feelings.
Often we can just appreciate the 5 Plan an art project. Work with a partner. Discuss creating trash art.
beauty or the humor. All these What would you make, and what materials would you use?
things make found art valuable
in our lives. Sculpture by
Yong Ho Ji
140 Unit 8 141
WRITING MISSION

Biography A biography tells about the life and work of a person. You can include key dates,
such as birth date, important events, and interesting facts in the person’s life. You should Help reduce our
also explain why this person is or was important. Use expressions such as one of the most
and the first. human footprint.
1 Read. Read about David Mach. Underline the facts that you find Think. Pair. Share.
interesting. Why do you think he is important?
• What do you do to reduce,
reuse, and recycle waste?
David Mach
David Mach was born in Scotland in 1956. He • What other things can your
is an artist and is famous for his big sculptures community do to reduce,
that use many different kinds of objects. He reuse, and recycle waste?
has made sculptures from sports equipment,
matches, and magazines. • Compare your ideas with
His first exhibition was in London in 1982. He a partner or group. Decide
has now had exhibitions in many cities around which ideas are the best.
the world. Some of his famous sculptures are
in public places. He used old telephone boxes
to make a sculpture on a street in London. He
made a train out of bricks that is in the hills
in the north of England. In 2012, he made some
huge, colorful sculptures called Giants in a small
Italian town.
Some of Mach’s most famous sculptures are
made of metal coat hangers. Some are of wild David Mach’s
animals and another is of an astronaut. coat-hanger gorilla

2 Write. Write about an important or interesting person. Include

Earth at night
important details and dates from the person’s life. Explain why he
or she is important.

3 “eager
People have created the problem, so it’s critical to get the public excited and
Share. Share your writing. Work in a small group. Listen and take notes.
”
to participate in a solution.

Alexandra Cousteau, Water Advocate and Environmental Filmmaker,

National Geographic Explorer
142 Unit 8 143
PROJECT

Make art from things you throw away.

We made a robot sculpture. Our sculpture is made
12 Work in a small group. Collect different with recycled cardboard and reused plastic utensils
types of junk. and ornaments. Your junk can be made into art, too!

23. Look at your collected junk,

and decide what to make.

3 Make your work of art.

Now I can . . .
discuss the importance
of reducing, reusing, and
recycling.
learn about art from
recycled materials.
talk about what I can do
to help the environment.
write a biography.

144 Unit 8 145

Unit 9

Cool Vacations! In this unit, I will . . .

• talk about different vacation places.
• talk about what I would do in different situations.
• express preferences.
• write a review.

Look and circle the correct letter.

1. What are the people doing?

a. going on rides
b. sliding down a water slide

2. Where are they?

a. at an amusement park
b. at a river

3. Would you like to go here? Why / Why not?

Santa Monica Pier, California, USA

146 147
VOCABULARY 1

1 Listen and read. TR: 9.1

2 Listen and repeat. TR: 9.2

Do you like vacations with lots of people

and noise? Or places that are quiet with no
people nearby? Let’s find out about some
cool vacations!
The whole family can enjoy camping
together. Bring a tent and sleep in the
fresh air. If you hike up a very big A resort is a good place to relax and have
mountain, you have to take a guide to Do you like history? Go see fun on your vacation. Stay the night at a big
help you. the ruins of an old city. If you hotel. Go to the beach to sit in the sun and
like the modern world, take a swim. Put on sunscreen so that your skin
tour of a city! But if you like doesn’t burn! Theme parks are full of
to learn how to protect the
people having fun! Buy a
natural world, then an ecotour
ticket for an exciting ride,
is for you!
and hear people scream. If the
theme park is also a water
park, get ready to get wet!

camping
3 Ask and answer. Work with a
partner. What did you learn?
Do you like animals and plants? Go on
a photo safari and take pictures of
wildlife. Stay safe in a truck when there What do you want
are dangerous wild animals. to do on vacation? I want to go camping!

Santa Cruz, Peru

148 Unit 9 149

 SONG Moremi Game Reserve, Botswana

1 Listen, read, and sing. TR: 9.3

If I Went on Vacation
Let’s go on vacation!
Let’s go on a trip!

If we went on vacation,
we would take a big ship
across the ocean,
far, far away.
CHORUS
If I had my way,
I would go today!
Camping and hiking!
The beach and the sun!
If we went on vacation,
it would be so much fun!

If we went on a tour,
we would see wildlife.
I would take lots of photos.
Wouldn’t that be so nice?
CHORUS
I would like to stay at a hotel.
You’d like to relax.

Camping and hiking!

The beach and the sun!
If we went on vacation,
it would be so much fun!

If I weren’t afraid of heights,

we could climb a mountain.
But I am! So let’s go to the water park 2 Work with a partner.
and take pictures by the fountain. Plan a vacation.
CHORUS
1. Where do you want to go? Why?
2. What will you bring with you?
3. What will you do there?

150 Unit 9 151

GRAMMAR 1 3 Look and say. Work with a partner. Look at the pictures and make
sentences. Take turns.
Second conditional TR: 9.4
If we went on a photo safari, I would take pictures of lions.
I’d go mountain climbing if I weren’t afraid of heights.
He wouldn’t spend all of his time in museums if he didn’t like art.
If you had a lot of money, where would you go on vacation?

1 Match. Match the beginning of each sentence with the

correct ending.
1. If I went to a theme park, a. I would enjoy seeing all the
2. If I went to a big hotel at wild animals.
a resort, b. I would have fun on the rides.
3. If I visited an old city, c. I would bring a tent and go
4. If I went on vacation in camping.
the mountains, d. I would relax in the sun and
5. If I went on a photo safari, go swimming.
e. I would take a tour of the ruins.

2 Read and write.

1. If I (go) to Egypt, I (visit) the

Great Pyramid.

2. If we (stay) at a hotel near the beach, we

(go swim).

3. She (go camp) if she (have) a tent.

4. We (learn) about the animals in this region if we

(take) an ecotour.

5. If the tour guide (come) with us, she (tell)

us all about this place. If I went to the beach,

I would go snorkeling.
6. If he (take) the train, he (see) more
I would go surfing if
of the c­ ountry. I went to the beach.

152 Unit 9 153

VOCABULARY 2 GRAMMAR 2

1 Listen and repeat. Would rather TR: 9.7

Then read and write. TR: 9.5 I would rather go on an ecotour than go to a theme park.
We’d rather go on a tour than stay at the hotel.
He’d rather not eat at that restaurant.

sunglasses a passport
1 Make sentences. Work with a partner. Take turns.

1. live by the ocean / in the mountains

2. go camping / stay at a hotel

a suitcase souvenirs an airport

3. ride a bike on a dirt path / motorcycle
1. When you travel to another country, you need a .

It shows who you are and the country where you were born.
4. walk in the forest / city
2. I always buy when I’m on vacation. I like to look at

them and remember the fun I had!

5. see wildlife on a photo safari / in the zoo
3. I don’t like to carry a lot of stuff on vacation. I bring a small

for my clothes.
6. wear sunscreen / get a sunburn
4. If we arrived at the late, we would miss our plane.

5. Has anyone seen my ? The snow is so bright in

the sun. 2 Play a game. Cut out the board and the pictures in the back of the
book. Choose nine pictures and put them in the spaces. Do not show
2 Listen and stick. Do you think they had a good vacation? Why? TR: 9.6 your pictures. Work with a partner. Take turns.
B2. Let’s go to I don’t feel like it. I’d
a water park. rather go for a hike.

1 2 3 4 5
154 Unit 9 155
 2 Read. Where are these tree houses? Write the location.
READING
1. You can live with parrots in a tree house in .
1 Listen and read. TR: 9.8 2. You can vacation in comfort in a tree house in .

Tree House Vacation 3. You might see monkeys looking for food in .

Are you ready for a great eco-adventure? Have your 4. A bamboo elevator carries you to your tree house in .
vacation in a tree house! You can find them all over the
world. Tree house vacations are in places such as Peru, 3 Listen and write. Work with a partner. Compare places for a tree house
Kenya, Belize, and India. There’s a lot to do in nature! vacation. Your partner will listen and complete the first two rows. Then
In India, there are tree house bedrooms from 10 to listen to your partner, and fill in the last two rows.
25 meters (35–80 feet) up a tree. There’s a bamboo
elevator to carry you up. It’s powered by water! The Watching wildlife
electricity you use comes from the sun. And there are
trails to hike and natural swimming pools to swim in. Living in comfort
You can visit your neighbor by walking on a bridge
made of rope! Walking on tree bridges

You can stay in comfort at a tree house in Kenya. Using power from nature
It has two floors, and the rooms have big beds. The
windows have colored glass, and the bathrooms have
showers. There’s a small kitchen, too. The hotel serves
4 Rank the vacations. Places for a vacation. Rank the vacations in order
food in your room! And if you get tired of living in of preference (1 = most favorite). Work with a partner. Compare and
nature, the city of Nairobi is about 30 minutes away. explain your choices.
In Belize, you can live with parrots under a
Guanacaste tree that is about 30 meters (100 feet) tall. Rank Vacations Why you want to go there
The parrots make good neighbors because they eat the
Ice hotel
insects! There are other birds, too. It’s a great place for
bird-watching. A river runs around the tree house on Underwater hotel
three sides. The clear water is good for swimming!
Sports camp
In Peru, you can stay in a bungalow, or a lodge,
near the Yarapa River in the Amazon rain forest. Martial arts camp
The main lodge connects to the other 10 bungalows
Make-a-movie camp
by passageways and steel cable bridges. One of the
bungalows has a view of the Yarapa River. You can Astronaut camp
watch people fish in the river and you might even see
a river dolphin. Sometimes you can see monkeys pass Tree house
by your room as they look for food! A company is planning future vacations
on the moon! Some tourists have already
Iquitos, Peru visited the space station. But it’s expensive!
156 Unit 9 157
WRITING MISSION

Travel Review A travel review describes someone’s experience of a vacation. Based on

your review, another person can decide if they want to do the same vacation. To make your
writing interesting, you can use different kinds of sentences. You can use short, simple
Be a respectful tourist.
sentences to describe your ideas. Or you can combine your ideas into longer sentences. You
can also use questions or exclamations.
Think. Pair. Share.

1 Read. Read the ecotour review. Underline an example of a sentence • Is tourism a good thing for a place?
that describes just one idea, and circle another that describes more Is it a good thing for local people?
than one idea.
• How should tourists show respect
for the places they visit?
Review of the Antigua Ecotour • Compare your ideas with a partner or group.
If you wanted a special vacation on a beautiful island, Which ideas does everyone like best?
where would you go? I recommend this ecotour in Antigua.
The tour guides took our small group on a boat to a
natural rock bridge called Hell’s Gate. We had to swim
to the island and walk up the rocks and through a cave.
Then we walked across the bridge. The view from the
top was spectacular! The guides give you a tasty lunch coral reef
on the boat and then it’s time to go snorkeling! The boat
stopped at a coral reef and we explored the wildlife. We
saw many colorful fish. We saw a stingray, too! The water
can be rough, so snorkeling is hard work. But it’s worth
the effort. When we got back on the boat, there was a
snack of banana bread ready for us. Delicious!
If you prefer doing something active on vacation
instead of sitting on the beach, this is the trip for you!

stingray

Singapore
2 Write. Write a review of a vacation. Tell what you liked and didn’t
like. Describe what you saw and did. Remember to use different types
of sentences. “Tobestbridge cultures, you must mix people together. Education and travel are the
”
teachers.
3 Share. Share your writing. Work in a small group. Listen and take notes. Joseph Lekuton, Teacher, National Geographic Explorer

158 Unit 9 159

PROJECT

Make a tourist brochure.

12 Work with a partner. Choose an interesting place in your country.

23. Research the place. What can you do there? What places can you visit?
There’s a lot to do in Colonia.
You should visit the lighthouse
3 Make a brochure with pictures and text. and the museums!

Now I can . . .
talk about different
vacation places.
talk about what I would
do in different situations.
express preferences.
write a review.

160 Unit 9 161

 Review 4 Write. Work with a partner. Look at the photo. How can these things
be reused?

1 Read. Complete these sentences. Use each word only once. Then make 1. Old cans can be .
similar sentences about yourself. 2. .

because could when will would 3. .

4. .
1. I couldn’t go to the water park of the rain.

2. If I have time, I go to the new theme park. 5 Listen to the ads. Check the mini-vacation. TR: 9.9

3. A lot of junk be made into art.

Photo safari Ecotour
4. I run away if a volcano erupted!
Visit exotic places near your home.
5. Some parts of our brain become active we look at art.
Get to know your own city.

2 Work with a partner. Talk about your dream vacation. Bring a tent and a sleeping bag.

if / will If my parents say yes, we Make art.

if / would will go on a photo safari! I would rather go
to a water park! Get up early on Sunday.
would rather

And if I didn’t have to come to school, I would Bring just a sleeping bag.
travel around the world for six months.
Take pictures at the recycling center.

3 Role-play. Work with a partner. Practice and perform for the class.
6 Ask and answer. Work with a partner.
Student A: Student B:
1. What will you do this weekend if you have free time?
You are a scientist who You are a student
2. Of the two weekend tours in activity 5, which would you rather do? Why?
studies volcanoes. Answer interviewing the scientist
the reporter’s questions. for the school magazine. 3. If you could travel for six months, where would you go?
Ask questions.
7 Work in small groups. Create a brochure for a weekend trip near
your city.
ash dormant erupt extinct heat steam
crater environment eruption gas lava volcano
camping guide junk relax suitcase tent ticket
environment hike natural ruins sunglasses theme park tour
Are dormant volcanoes dangerous?
Yes, sometimes they become active.

162 Review Units 7–9 163

EXTENDED READING
2 Read. Check T for True and F for False.
1 Listen and read. TR: 9.10
1. Darma is telling the story. T F

Surviving Krakatoa 2. Melati and Darma slept at their aunt’s house. T F

My sister and I were lucky. We survived “No. Something bad might happen,” 3. Melati and Darma’s aunt survived the tsunami. T F

the tsunami that came after Krakatoa she said. 4. A

 hurricane caused the tsunami. T F
erupted in 1883. Many people didn’t live.
I took her hand and pulled her up the
Let me tell you what happened.
path. We couldn’t see much. We climbed 3 Read. With a partner, put the items in order.
Our house was high on a hill above as fast as we could. Suddenly, there was a
the town of Anjer. My little sister, Melati, strange calm. Then a wall of water roared There was a strange silence.
didn’t like this because whenever we had over Anjer. T hey woke up but everything was dark and there were ashes everywhere.
to go into town, we had to walk a long Their parents found them.
“A tsunami! Run Melati!” I shouted.
way. I liked the walk down into Anjer. I
They left the town and started climbing the hill.
could look across the sea. Often I could see We ran. We heard horrible crashing but
the volcano on Krakatoa Island.
1 There was smoke and light above Krakatoa. They heard loud explosions.
we didn’t look back.
The first tsunami covered the town.
Melati and I were visiting our cousins It went silent again. Then we heard
in Anjer but something was wrong. We another roar. A bigger tsunami rushed up
heard eruptions from Krakatoa. They the hill toward us. 4 Express yourself. Choose an activity.
were as loud as a hundred thunder claps. 1. After the tsunami, Darma’s family faced many problems. Imagine you
“Melati! Darma! Take our hands!” It was
We could see bright lights through the are a news reporter. Interview the family and write about the family’s
Mom and Dad. They dragged us up to the
dark smoke on top of the volcano. It was day after the tsunami.
house as the water raged beneath us. We
Sunday night and I wanted to go home.
were safe. 2. Krakatoa re-erupted not long ago. Find another example of a recent
“I’ve never seen anything like this,” said volcanic eruption. Do a short presentation for the class.
It was dark for many days after that. We
Auntie. “If you stay here, you’ll be safe.”
were scared and hungry but we were alive. 3. Imagine that you are Melati. Retell the story from Melati’s point
When we woke up the next morning, Anjer was flooded. The tsunami destroyed of view.
we couldn’t see the sun. At 10 o’clock everything—houses, trees, people. We
it was still dark. Everything was covered never found Auntie and my cousins.
in ashes.
Most of the volcano on Krakatoa was
“Mom and Dad are going to destroyed. And I could no longer see it
be worried. We have to go home,” when I looked across the sea.
I told Melati.

Krakatoa Island, Indonesia

164 Extended Reading 165

Let’s Talk Our presentation is about . . .
I will . . .
• introduce ourselves.
• explain what our presentation is about.
• check with the audience.

No way! • get started.

I will . . .
• agree and disagee.
3 Listen and read. TR: 9.12
• discuss possibilities.
• ask for opinions. Gaby:  Hello, everyone. I’m Gaby, and this is Berto.
Berto:  Our presentation is about vacations.
Gaby:  Today we’re going to show you our vacation brochure.
1 Listen and read. TR: 9.11 Berto:  Our talk has two parts. So I’ll start, and then Gaby will continue.
Gaby:  Can everyone see?
Maria: Are there any good movies showing tonight, Carla? Students: Yes!
Carla: Well, there’s a comedy. What do you think, guys? Berto: Great. Let’s start.
Ivana: No way! Comedies are silly. What else is there?
Carla: Um, there’s an action film. What do you think? Hello I’m . Our presentation/ Can Let’s start.
Ivana: Yes! Action films are the best! (everyone). This is project is about . . . everyone Let’s get
Carla: I suppose so. But sometimes Good morning. . Our talk compares see/hear? started.
they are too violent. Good afternoon, My name’s with . Can you all I’ll start/
everyone. . Today we’re going to see/hear? begin.
Maria:  Exactly! Isn’t there I’d like to (show you / present)
anything else? present . will
. Our talk has two parts. continue.

4 Listen. Circle the object that students present in each discussion. TR: 9.13
1. Mia and Ivan are presenting a. a brochure. b. an invention. c. a poster.
What do you think? No way! What else is there? I suppose so. 2. Sonia and Juan are presenting a. a brochure. b. an invention. c. a poster.
How about ? Definitely not! Is(n’t) there anything else? I guess so.
Anything else? Maybe.
Exactly! Do you have any other ideas? Possibly.
5 Work in pairs. Prepare and practice presentations.
Right!
1. Show the class a brochure you made for your project.
Totally!
Yeah, I agree. 2. Present an invention you created.
Definitely! 3. Show the class a poster you made.

2 Discuss. Work in groups of three. Use the chart. Talk about what to do
this weekend.

166 Let’s Talk 167

 Irregular Verbs
Unit 1 Cutouts Use with GRAMMAR 2 Activity 2.

Infinitive Simple Past Past Participle Infinitive Simple Past Past Participle

be was/were been light lit lit

beat beat beaten lose lost lost
become became become make made made
begin began begun meet met met
bend bent bent pay paid paid
bite bit bitten put put put
bleed bled bled read read read
blow blew blown ride rode ridden
break broke broken ring rang rung
bring brought brought rise rose risen
build built built run ran run
buy bought bought say said said
catch caught caught see saw seen
choose chose chosen sell sold sold
come came come send sent sent
cost cost cost set set set
cut cut cut sew sewed sewn
dig dug dug shake shook shaken
do did done shine shone shone
draw drew drawn show showed shown
drink drank drunk shut shut shut
drive drove driven sing sang sung
eat ate eaten sink sank sunk
fall fell fallen sit sat sat
feed fed fed sleep slept slept
feel felt felt slide slid slid
fight fought fought speak spoke spoken
find found found spend spent spent
fly flew flown spin spun spun
forget forgot forgotten stand stood stood
forgive forgave forgiven steal stole stolen
freeze froze frozen stick stuck stuck
get got gotten sting stung stung
give gave given stink stank stunk
go went gone sweep swept swept
grow grew grown swim swam swum
hang hung hung swing swung swung
have had had take took taken
hear heard heard teach taught taught
hide hid hidden tear tore torn
hit hit hit tell told told
hold held held think thought thought
hurt hurt hurt throw threw thrown
keep kept kept understand understood understood
know knew known wake up woke up woken up
leave left left wear wore worn
lend lent lent win won won
let let let write wrote written
lie lay lain

168 169
 Unit 2 Cutouts Use with GRAMMAR 2 Activity 2.

isn’t it? is it? aren’t they? are they?

don’t they? do they? doesn’t it? does it?

were they? weren’t they? did it? didn’t it?

171
 Unit 4 Cutouts Use with GRAMMAR 2 Activity 3.

anyone everyone no one someone

173
 Unit 5 Cutouts Use with GRAMMAR 2 Activity 2.

playing

drawing

dancing
making

eating

doing

175
 Unit 7 Cutouts Use with GRAMMAR 2 Activity 2.

eruption cold weather steam active volcano

hurricane ash lava heat

rain snow sandstorm tornado

flood blizzard heat wave drought

177
Unit 8 Cutouts Use with GRAMMAR 2 Activity 2.

179
 Unit 9 Cutouts Use with GRAMMAR 2 Activity 2.

1 2 3

A water park Horseback riding Whitewater rafting

Sight seeing A photo safari Camping

Playing tennis Eating in a restaurant Visiting a science or natural history museum

A visit to an aquarium Hiking on a mountain trail A beach

181
Unit 1
✓
stickers ✓
✓
✓
✓

Unit 2
stickers TRUE TRUE TRUE TRUE TRUE

FALSE FALSE FALSE FALSE FALSE

Unit 3
stickers

rocket communicate astronaut

Unit 4
stickers

space station spacecraft

 dance jewelry
Unit 5 making
opera painting

stickers

embroidery

sculpture

pottery

Unit 6
stickers

Unit 7
stickers active dormant extinct crater cone

Unit 8
stickers

Unit 9
stickers
CREDITS
Illustration
llias Arahovitis: Unit 5 stickers; Daniel Del Valle: 36–37, 52–53, 74–75, 107, 128, 144, 160; Paula Franco: 173, 179; Bunky Hurter: 55; Bob Kayganich: 62–63; Mapping
Specialists: 125; Katie McDee: 181; Karen Minot: 169, Unit 1 stickers; Mick Posen: 33 (t), 116¬–117, 117 (t), 122, 126; Marina Seoane: 110–111; Dan Sipple: 47 (r); Ralph Voltz:
12; Luella Jane Wright: 9, 13, 15, 25, 29, 31, 41, 45, 47 (l), 63 (b), 67, 69, 79, 85, 95, 99, 101, 112, 117 (b), 121, 123, 133, 137, 139, 149, 155, 166; Carol Zuber-Mallison: 140.

Photography
2 © Cengage; 2-3 (spread) Masterfile; 4 (tl) Marko Korošec/500px; (tc1) WaterFrame/Alamy Stock Photo; (tc2) MARK COSSLETT/National Geographic Image Collection; (tr)
Matt Anderson Photography/Moment/Getty Images; 5 (tl1) AP Images/Gemunu Amarasinghe; (tl2) Helene Schmitz/National Geographic Image Collection; (tc) Westend61/
Getty Images; (tr1) Jane Perkins; (tr2) Jeffrey Milstein; 6-7 (spread) Marko Korošec/500px; 8-9 (spread) Scott Stulberg/Corbis/Getty Images; 9 (tl) SPL/Science Source; (tr)
Tony Crocetta/Minden Pictures; (b) Phoenixman/Shutterstock.com; (br1) (br2) Luella Jane Wright; 10-11 (spread) frans lemmens/Alamy Stock Photo; 12 (tl) (tr) (cl) (c) (cr) Ralph
Voltz; (b) Tetra Images/Superstock; 13 (br1) (br2) Luella Jane Wright; (bc) Shell114/Shutterstock.com; 14 (tl) Garsya/Shutterstock.com; (tc) tkemot/Shutterstock.com; (tr) Pat
LaCroix/The Image Bank/Getty Images; (cl) pfb1/E+/Getty Images; (c) skodonnell/Getty Images; (cr) Jim West/imageBROKER/Getty Images; 15 (br1) (br2) Luella Jane
Wright; 16-17 (spread) NZP Chasers/Moment/Getty Images; 17 (cl) (c) (cr) SPL/Science Source; 18 MIAMI HERALD/SIPA/Sipa Press/Miami Florida U.S.A./Newscom; 19 (c)
Frans Lanting/National Geographic Image Collection; (bl) AP Images/CHARLIE NEIBERGALL; 20 (cl1) niteenrk/Shutterstock.com; (cl2) stuar/Shutterstock.com; (c1) eAlisa/
Shutterstock.com; (c2) Dorling Kindersley ltd/Alamy Stock Photo; (c3) OmiStudio/Shutterstock.com; (cr) Golden Shrimp/Shutterstock.com; 20-21 (spread) © Cengage; 22-23
(spread) WaterFrame/Alamy Stock Photo; 24 (bl) Gerard Lacz Images/Gerard Lacz Images/Superstock; 24-25 (spread) Elliott Neep/Minden Pictures; 25 (tr1) BEATA
SLONECKA/National Geographic My Shot/National Geographic Image Collection; (tr2) GEORGE GRALL/National Geographic Image Collection; (bl) Andy Selinger/AGE
Fotostock; (br1) jlcst/Fotolia; (br2) (br3) Luella Jane Wright; 26-27 (spread) Andrey Nekrasov/SnapMobileFoto RF/AGE Fotostock; 28 (bl) Solvin Zankl/Nature Picture Library;
(br) Medford Taylor/National Geographic/Getty Images; 29 (tl1) Vera Zinkova/Shutterstock.com; (tl2) Mark Conlin/Oxford Scientific/Getty Images; (tc) Anup Shah/AGE
Fotostock; (tr) Sohns, Juergen & Christine/Animals Animals; (cl) Christophe Courteau/Nature Picture Library; (c1) Martin Harvey/Getty Images; (c2) Mark Duffy/AGE
Fotostock; (cr1) Digital Vision./Getty Images; (cr2) Tim Fitzharris/Minden Pictures; (cr3) Roy Toft/National Geographic Image Collection; (b) Gregritchie | Dreamstime LLC; (bl)
Martin Ruegner/Photographer’s Choice RF/Getty Images; (bc) bluehand/Shutterstock.com; (br1) (br2) (br3) Luella Jane Wright; 30 (tl) Sergey Skleznev/Dreamstime LLC; (tc1)
Suzi Eszterhas/Minden Pictures; (tc2) JAMES P. BLAIR/National Geographic Image collection; (tr) Mark Raycroft/Minden Pictures; 31 (b) Integra New York; (br) Luella Jane
Wright; 32 Jason Isley - Scubazoo/Getty Images; 32-33 (spread) Alex Mustard/Minden Pictures; 33 (br) Mick Posen; 34 (cr1) Cathy Keifer/Shutterstock.com; (cr2) Rolf
Nussbaumer/naturepl.com; 35 (c) STEVE WINTER/National Geographic Image collection; (bl) MARK THIESSEN/National Geographic Image Collection; 36-37 (spread)
(inset) Ken Karp Photography; 38-39 (spread) MARK COSSLETT/National Geographic Image Collection; 40-41 (spread) Karl Walter/Getty Images Entertainment/Getty
Images; 41 (tl) Boris Medvedev/Shutterstock.com; (tc) Michael Vigliotti/Shutterstock.com; (tr) Mindscape studio/Shutterstock.com; (br1) Luella Jane Wright; (br2) F8.IN.TH/
Shutterstock.com; 42-43 (spread) Sunday Times/Gallo Images/Getty Images; 44-45 (spread) IMAGEMORE Co.,Ltd./Getty Images; 45 (br1) (br2) Luella Jane Wright; 46 (tl)
DFP Photographic/Shutterstock.com; (tc) Olaf Doering/Alamy Stock Photo; (tr) rubberball/Rubberball Productions/Getty Images; (cl) Pietro Scozzari/AGE Fotostock; (c) Chad
Mcdermott/AGE Fotostock; 47 (bl1) Mike Flippo/Shutterstock.com; (bl2) Luella Jane Wright; (br) Dan Sipple; 48 John Henry Claude Wilson/Robert Harding; 50 (cr1) Isak86/
Dreamstime LLC; (cr2) vectorfusionart/Shutterstock.com; 51 (c) ©Kizzy O’Neal; (bl) Jack Johnson; 52-53 (spread) Ken Karp Photography; 54 (bc) Frans Lemmens/Getty
Images; (br) Preston Schlebusch/Getty Images; 55 (tl) Ardea/Marent, Thomas/Animals Animals; (tc) Koji Yamazaki/Minden Pictures; (tr) B.G. THOMSON/Science Source; (bl)
(br) Bunky Hurter; 56-57 (spread) Roger Coulam/Alamy Stock Photo; 58 Jeff Greenough/Blend Images/Getty Images; 60-61 (spread) Matt Anderson Photography/Moment/
Getty Images; 62-63 (spread) Bob Kayganich; 63 (br1) (br2) Luella Jane Wright; 64-65 (spread) Handout/Getty Images News/Getty Images; 66 (b) NASA; 67 (br1)
Maximus256/Shutterstock.com; (br2) (br3) (br4) Luella Jane Wright; 68 (t) NASA Photo/Alamy Stock Photo; (tl) (cr) NASA; (tr) NASA -/Getty Images; 69 (b1) (b2) (b3) Luella
Jane Wright; 70-71 (spread) sdecoret/Shutterstock.com; 72 ESA/Getty Images News/Getty Images; 73 (c) Stocktrek/Getty Images; (bl) Mark Thiessen/National Geographic
Image Collection; 74-75 (spread) Ken Karp Photography; 76-77 (spread) AP Images/Gemunu Amarasinghe; 78 Yonhap News/YNA/Newscom; 78-79 (spread) China Daily/
Reuters; 79 (tr) KENNETH GARRETT/National Geographic Image Collection; (cr) Jake Lyell/Alamy Stock photo; (br1) (br2) Luella Jane Wright; 80-81 (spread) David Alan
Harvey/Magnum Photos; 83 (tr) fstop123/E+/Getty Images; (br) LiliGraphie/Shutterstock.com; 84 (tl) age fotostock/Superstock; (tc) Vladimir Godnik/beyond fotomedia/Getty
Images; (tr) María Lourdes Alonso/AGE Fotostock; (c) Cavan Images/Cavan/Getty Images; (cr) Fotosearch; 85 (b1) (b2) Luella Jane Wright; 86 (c) Photo by Andrei Averbuch;
87 JOEL SARTORE, NATIONAL GEOGRAPHIC PHOTO ARK/National Geographic Image Collection; 88 MIKE THEISS/National Geographic Image Collection; 89 (c) Alvis
Upitis/Getty Images; (bl) Courtesy of Elizabeth Kapu’uwailani Lindsey; 90 (bc1) Fernandodiass/Shutterstock.com; (bc2) Helen Stebakov/Shutterstock.com; 90-91 (spread)
3CD/National Geographic Image Collection; 92-93 (spread) Helene Schmitz/National Geographic Image Collection; 94-95 (spread) NHPA/Superstock; 95 (tl) Veekay/
Alamy Stock Photo; (tr) John Swithinbank/AGE Fotostock; (br1) Arevyan Smbat/Shutterstock.com; (br2) (br3) Luella Jane Wright; 96-97 (spread) cotosa/Shutterstock.com; 98
Neil Lucas/Minden Pictures; 99 (bl) (br) Luella Jane Wright; (bc) Quang Ho/Shutterstock.com; 100 (tl) logoboom/Shutterstock.com; (tc) Thomas Weightman/AGE Fotostock;
(cr) Alesikka/Shutterstock.com; 101 (bc1) (bc2) (bc3) Luella Jane Wright; 102-103 (spread) MINT IMAGES/Science Source; 103 (bl1) BSA; (bl2) Florapix/Alamy Stock Photo;
104 (cr1) (cr2) E R DEGGINGER/Getty Images; 105 (c) Teo Zi Ting Melissa; (bl) Courtesy of Maria Fadiman; 106-107 (spread) Ken Karp Photography; 107 monica-photo/
Thinkstock; 108 NASA; 109 © Cengage 2019; 110-111 (spread) © Cengage; 112 Luella Jane Wright; 114-115 (spread) Westend61/Getty Images; 116-117 (spread) Mick
Posen; 117 (tl) (c) Mick Posen; (b) Luella Jane Wright; (bc) yamix/Shutterstock.com; 118-119 (spread) Sigurdur Hrafn Stefnisson; 120 STEVE AND DONNA O’MEARA/
National Geographic Image Collection; 121 (b) Luella Jane Wright; 122 (tl) (tc) (tr) Mick Posen; 123 Luella Jane Wright; 124-125 (spread) Alexandre Socci; 125 Mapping
Specialists; 126 (cl) (c) (cr) Mick Posen; 127 (c) S Jonasson/FLPA/Minden Pictures; (bl) AP Images/Cliff Owen; 128-129 (spread) Ken Karp Photography; 130-131 (spread) Jane
Perkins; 132 Borislav Marinic/Alamy Stock Photo; 132-133 (spread) Mike Nelson/EPA/Shutterstock.com; 133 (tr) Aisyaqilumaranas/Shutterstock.com; (cr) Ellen X Silverberg;
(bc1) iStock.com/benimage; (bc2) Luella Jane Wright; 134-135 (spread) JOHN THYS/AFP/Getty Images; 136 Ashley Cooper/Alamy Stock photo; 137 (b) Luella Jane Wright;
(bc) Mariyana M/Shutterstock.com; 138 (tl) Nastasic/E+/Getty Images; (tc) Chattapat/Shutterstock.com; (tr) Tim Jones/Alamy Stock Photo; (c) Ryan McVay/DigitalVision/
Getty Images; (cr) ajt/Shutterstock,com; 139 (bl) (br) Luella Jane Wright; (bc) design56/Shutterstock.com; 140 (b) Yong Ho Ji; (cr) Carol Zuber-Mallison; 141 (cr) Brian
Marshall; 142 FRANCOIS GUILLOT/AFP/Getty Images; 143 (c) ESA/Getty Images Publicity/Getty Images; (bl) KeenPress/National Geographic Image Collection; 144-145
(spread) Ken Karp Photography; 146-147 (spread) Jeffrey Milstein; 148 (tr) Julia Bayne/AGE Fotostock; (cl) John Warburton-Lee Photography/Alamy Stock Photo; 148-149
(spread) Zoltan Serfozo; 149 (tl) José Fuste Raga/AGE Fotostock; (tr) John Lander/Alamy Stock Photo; (br1) Dani Simmonds/Shutterstock.com; (br2) Luella Jane Wright; 150-
151 (spread) Theo Allofs; 153 (tl) Matteo Colombo/Moment Open/Getty Images; (tr) BETH WALD/National Geographic Image Collection; (cl1) JOEL SARTORE/National
Geographic Image Collection; (cl2) Dorling Kindersley/Getty Images; (c) Sergio Pitamitz/Corbis/Getty Images; (cr) Dinodia/AGE Fotostock; (bl) Pierre-Yves Babelon/Moment/
Getty Images; 154 (tl) iStock.com/JulNichols; (tc) Sandra Baker/Getty Images; (tr) igor kisselev/Alamy Stock Photo; (c) PETE RYAN/National Geographic Image Collection; (cr)
Bernardo Galmarini/Alamy Stock Photo; 155 (br1) Maridav/Shutterstock.com; (br2) Luella Jane Wright; 156-157 (spread) Laura Grier Travel; 158 (cr1) Seaphotoart/Alamy
Stock Photo; (cr2) Justin Lewis/Getty Images; 159 (c) GoSeeFoto/Alamy Stock Photo; (bl) The Washington Post/Getty Images; 160 (cl) Bernardo Galmarini/Alamy Stock Photo;
(c1) Chad Ehlers/Photographer’s Choice/Getty Images; (c2) Andrew Gibson/Alamy Stock Photo; (cr) Daniel DelValle; 160-161 (spread) Ken Karp Photography; 162 Marco
Restivo/Moment Open/Getty Images; 163 Ryan McVay/Getty Images; 164-165 (spread) Tjetjep Rustandi/Alamy Stock Photo; 166 Luella Jane Wright; 169 (tl) (tc1) (tc2) (tr)
(cl1) (cl2) (c1) (c2) (c3) (c4) (cr1) (cr2) (bl) (bc1) (bc2) (br) © Karen Minot/Cengage; 170 (t) (b) © Cengage; 173 (cl) (c1) (c2) (cr) (bl) (bc1) (bc2) (br) © Paula Franco/Cengage;
174 (t) (b) © Cengage; 175 (c) © Integra New York/Cengage; 178 © Cengage; 179 © Paula Franco/Cengage; 180 © Cengage; 181 (tl) (tc) (tr) (cl1) (c1) (cr1) (cl2) (c2) (cr2)
(bl) (bc) (br) © Katie McDee/Cengage; S1 (tl1) (tl2) (tl3) (tc1) (tc2) (tr1) (tr2) © Karen Minot/Cengage; (bl1) Kachalkina Veronika/Shutterstock.com; (bl2) MediaProduction/E+/
Getty Images; (bl3) cornishman/Thinkstock; (bc1) Oleg/AGE Fotostock; (bc2) Ljupco Smokovski/Shutterstock.com; (bc3) Stockbyte/Thinkstock; (bc4) SumikoPhoto/Thinkstock;
(br1) age fotostock/Alamy Stock Photo; (br2) Stocktrek Images, Inc./Alamy Stock Photo; (br3) eddtoro/Shutterstock.com; S2 (tl1) (tl2) (tl3) (tc1) (tc2) (tr1) (tr2) © Ilias Arahovitis/
Cengage; (cl1) keattikorn/iStock/Getty Images; (cl2) STOCK4B-RF/Getty Images; (cl3) lantapix/iStock/Getty Images; (c1) PhotoObjects.net/Getty Images; (c2) ideeone/
iStock/Getty Images; (cr1) _human/iStock/Getty Images; (cr2) Joshua Haviv/Shutterstock.com; (bl1) Elnur/Shutterstock.com; (bl2) ©Ingvar Bjork/Shutterstock.com; (bc1)
Sebastian Crocker/Shutterstock.com; (bc2) Tamas Panczel - Eross/Shutterstock.com; (bc3) Kristina Postnikova/Shutterstock.com; (bc4) MAEADV/Shutterstock.com; (br1)
Dudarev Mikhail/Shutterstock.com; (br2) SFC/Shutterstock.com; (br3) TVP Inc/Getty Images; (br4) Milkovasa/Shutterstock.com.