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 Wonderful Holidays! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 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, Wonderful Holidays!
p. 6 p. 22 p. 38 p. 60 p. 76 p. 92 p. 114 Recycle p. 146
p. 130

Science Science Music and Performing Arts, Science, Technology Humanities, Music and Science Science Science, Visual Arts Language and Literature
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 holiday destinations
• 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 made 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, camouflage, characteristic, band, beat, chord, concert, atmosphere, comet, data, debate, art, community, culture, adapt, attract, bacteria, ash, calm, cover, crack, create, build, conserve, design, beach, camping, guide, hike,
flood, hailstorm, heatwave, copy, frighten, hide, hunt, drum, flute, guitar, lead singer, extraterrestrial, galaxy, journey, future, generation, hold on to, behaviour, digest, ground, deep, erupt, explode, gas, heat, energy-efficient, environment, hotel, photo safari, relax, ruins,
hurricane, lightning, range, rise, imitate, insect, poisonous, melody, note, perform, piano, orbit, planet, solar system, space, language, local, pass down, leaf, light, roots, stem, stink, inside, melt, molten rock, steam, junk, landfill site, man-made, tent, theme park, ticket, tour,
sandstorm, speed, thunder, predator, prey, resemble, practise, rhythm, saxophone, the universe proud, share, storytelling, strategy, survival, trap, trick surface, thick, volcano natural, recycle, reduce, water park, wildlife
tornado, tropical storm species, spot, stripe violin tourist, tradition, weave renewable, reuse, rubbish,
Strategy: Classification of words Strategy: Word families Strategy: Multiple-meaning Strategy: Using a thesaurus
Vocabulary 1 & 2 throw away
Strategy: Compound nouns Strategy: Using a dictionary Strategy: Multiple-meaning Strategy: Using context clues words
Sc: 2–4 astronaut, communicate, rocket, daisy, petal, rose, thorn, vine airport, passport, souvenir,
words Strategy: Prefix re-
emergency, evacuate, plan, attack, avoid, confuse, search, spacecraft, space station embroidery, handmade, active, cone, crater, dormant, suitcase, sunglasses
Strategy: Contractions
shelter, supplies, torch defend, escape classical, hip-hop, jazz, pop, rock jewellery making, pottery, extinct cardboard, chemicals, glass,
Strategy: Words in context Strategy: Antonyms and
sculpture metal, tools
Strategy: Noun plurals Strategy: Action verbs Strategy: Act it out Strategy: Suffixes Synonyms
Strategy: Base words Strategy: Expressing purpose

Future predictions and plans Comparisons with as ... as Present perfect with ever May and might Gerunds as subjects The passive: Present simple 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 ... (present simple) 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 Treehouse Holiday
Strategy: Visualise 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 category or group between things your opinion your thoughts something looks like and what a sequence work of a person holiday experience
it does
Understand weather. Protect biodiversity. Change through music. Be curious. Value your Value plants. Help in a disaster. Help reduce our Be a respectful tourist.
National Geographic Explorer: National Geographic Explorer: National Geographic Awardee: 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, please? p. 112 No way! p. 166
let’s talk Who’s going to make 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.

Tick T for True or 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 kilometres (60 miles) per hour. Wind A tornado is a column of wind that spins
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 a hailstorm 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 Week 1 2 3 4
only feels bad, it can be dangerous! In a
heatwave, the weather stays very hot a rise
for days or even weeks. 40°C 104°F
a drop
35°C 95°F

30°C 86°F
3 Ask and answer.
a range
Work with a partner. 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 rain? Yes, it is!

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

There’s going to be a storm. I’m going to go inside!

CHORUS
Be prepared for emergencies.
It’s always good to be safe, you’ll see!
Get supplies and a torch, too.
Seek shelter. It’s a safe thing to do!
Is there going to be a blizzard? Yes, there is!
Is there going to be a hailstorm? Yes, there is!
Is it going to be cold? Oh, yes it is!

There’s going to be a blizzard. I’m going to

go 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!

There’s going to be a hurricane. Let’s evacuate!

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

2 Ask and answer. Work with

a partner.
1. Do you remember a bad storm in
your town?
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 forecast at eight o’clock.
He’s going to put on his snow boots.

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

A heatwave 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. Will 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
1. If I see lightning when I’m swimming, a. I look for a boat.

2. If it rains, b. I wear gloves and boots.

3. If a storm comes, c. I try to stay cool.

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

a torch supplies a shelter 5. If a flood comes, e. I go inside the house.

6. If it snows, f. 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 at 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 got 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. Put your stickers in the
correct order. Work with a partner.
A hurricane is coming.
Summarise the weather forecast. 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 shape is 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 is It once rained frogs
even a place called Tornado Alley. Josh Wurman on a town in Serbia.
3 Match. Work with a partner. How does a tornado form?
studies extreme weather. He joined a team of other A small tornado
scientists to study tornadoes in Tornado Alley. One dropped them there. Match the text to each step. Discuss.
day, the blue sky turned black. A giant cloud came a. Warm and cold air currents twist winds into a funnel. Then the funnel touches
towards the team. The cloud had winds that moved
the ground.
in a circle. Inside his van, Wurman watched the storm
b. Warm air and cold air come together. They make a twisting wind of air that moves
through his window and on his instruments. Colours
on the computer screen showed where the rain fell in circles.
and 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 grey elephant’s trunk. It moved one way,
then the other 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 table.
the whole time. Then the tornado leant 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’ve got 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 make notes. ‘Ittornado
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 jar.

23. You need a glass jar or bottle, some

water, some washing-up 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 washing-up liquid.

43. Add a little glitter.

Now I can ...
53. Put the lid tightly on.
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.

Tick T for True or 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’s got 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 colours and tastes
dangerous animal or like another animal the predator doesn’t like eating.
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 of
3 Ask and answer. Work with a partner.
colour and shape of What did you learn?
a stripe leaves to help it hide
from predators. How do you know which
frogs are poisonous? They’ve got bright colours.
This colourful frog has
got stripes on its skin.
The bright colours 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 hard work staying alive.
Animals do amazing things
in order to survive.
An insect that looks like a leaf
copies plants to be free.
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 poisonous snake.
It’s got stripes to tell
it’s enemies to 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. Ha ha!

a wasp

28 Unit 2 29
VOCABULARY 2 GRAMMAR 2

1 Listen and repeat. Then read and write. TR: 2.5 Question tags 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?
It’s got a big nose, hasn’t it? They’ve got long ears, haven’t they?

1 Read. Complete the questions.

The butterfly Jaguars attack The cobra Deer escape 1. The katydid is pretending it’s a leaf, ?
fish confuses its their prey. defends itself. predators by 2. The donkey doesn’t look thirsty, ?
predators with a The mongoose running away.
spot like an eye. avoids its bite. 3. That python really confused its predator, ?

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. The tails of Calabar pythons look like heads. This
7. This lion’s got big teeth, ?
predators so that they will not know where to strike!

4. Some animals use camouflage to predators. 2 Play a game. Cut out the question tags at the back of the book. Glue
nine to complete your game. Listen. Which tag completes the sentence?
5. A rabbit that runs fast can the coyote
If you’ve got it, draw an X on the square. TR: 2.8
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’ve got 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 colour
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 not only looks 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 colour, it also changes its shape. It’s got arms as thick as to talk about. Your partner will listen and complete the first row. Then
pencils. When it spreads them wide, they look like the spines of a lionfish. It hides listen to your partner and fill in the second row.
some of its arms in the sand but leaves two arms out. Then with its white and brown an octopus
stripes and the two arms, it looks like a sea snake! It can also pull its arms together
Habitat Shape Colour Movement head
and swim on the sea floor, so to a predator, it looks like a poisonous flatfish! eye
Like other octopuses, the mimic octopus has got eight arms and three hearts. It siphon
swims by shooting out jets of water through a siphon. It’s also got a large brain for its
size. What a clever octopus!

beak
(mouth)
arm

4 Summarise 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.

No, it looks like seaweed.

leafy sea dragon

South Australia
32 Unit 2 33
WRITING MISSION

Classification Writing You can organise 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 hasn’t got 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 make 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 a sea, a forest or
a desert. talk about how animals
imitate other animals.
23. Discuss how animals protect
themselves in that place. There is a leaf-tailed gecko on a tree trunk use classification writing.
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 practise! 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,
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 favourite 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 been to a rock concert?
Have you ever danced to hip-hop? No, I haven’t.
Have you ever been (go) to a concert? No, I haven’t. 2. play / a musical instrument
Has Lisa ever heard an orchestra perform? No, she has never heard an
3. have / music lessons
orchestra perform.
4. see / 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 perform
in public before. concert piano have jazz lessons play
drums saxophone listen to see
6. you (dance) to a slow song? famous singer meet sing

Chinese opera

Of course I’ve listened to

her sing. She’s good.

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 practises the piano less often than me.

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 the guitar he plays the drums.

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

3. She practises 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 lots of 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. Put the types of music in order My sister sings better than me.
(1 = favourite). Discuss your favourite 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 got holes for fingers to cover. Others (Greece)
50 CE
have got buttons to press. Holes and buttons let you Oboe a. softer   b. faster   c. louder
change 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 4. Some string instruments are played with a .
a note. String instruments have got thick or thin strings and long or short strings a. bow   b. hammer   c. key
to make different notes. The shape of the string instrument also helps to make the
sound. If the shape is bigger, the music sounds lower. Musicians often use a bow to 3 Match the instruments and their types. Work with a partner. Tick the
play string 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.
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?

A sitar player, Varanasi,

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 rub out 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 make notes. ‘Music can change the world. It can inspire people to care, to do something
’
positive, 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 great!

23. Collect recycling and

make a musical instrument.

3 Join other groups with

instruments and practise.

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 Andrew answer? Complete the table. TR: 3.8

Questions Laura Andrew

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 got feathers as brown as the colour 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 colour of a dead leaf. It uses the leaf as camouflage.
Even if you look for it, you will never see it!
3.
He likes singing.
He’s sung in public. 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. Make notes.

3 Ask and answer. Work in groups of three. One of you is going on holiday
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 meet to play music.
flood under a tree. Maria is standing Paolo is good at playing the
hailstorm there, too. They can hear guitar. Maria has got a beautiful
heatwave thunder. Then there is a flash voice. Alba has got a drum. They
ever of lightning! Maria says ... talk about what music to play.
blizzard
never
tornado I’m going to Antarctica! That’s cool, I’m going to take 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. Tick T for True or 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 it 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 got dogs know about their behaviour. 4. S torms can make low sounds that humans can’t hear. T F
They can see when dogs are more nervous than usual. One
example is Champ, an eleven-year-old dog who went down to the
basement and wouldn’t come out. His family knew he was scared. 3 Read. What helps these animals predict storms? Work with a
They looked at the sky and saw a tornado coming. So they took partner and complete the table.
shelter in the 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. Dog Bird Elephant
So they can 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 kilometres (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 about 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 make 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 make 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: Yes, I won! Can you I’ll be .
Marco: Now we’re tied. ? I can . How long have we got? We’ve got .
Amy: No! 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 is going to watch the time / class.
Whose turn is it? Hurry up! Yes! No!
It’s my turn. Come on! I won! That’s not true. 5 Discuss. Work in groups of three. Prepare and practise 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 table. Take turns to talk about 2. Make a collage 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.

Look and answer.

1. What can you see in the sky?
a. clouds b. stars
2. What time of 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 during
its journey around the sun. Scientists keep
Earth is a planet that moves around the sun. Other planets also orbit data 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 that 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 go on a journey
through 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 colour,
texture, light and sound.

We can go on a journey
right outside our door
and see the wonders of life on Earth
and so much more.
CHORUS
Deep in outer space.

Roadster, launched by SpaceX,

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

May and might TR: 4.4 Extraterrestrials might not have

1. green skin / extraterrestrial
If a planet has an atmosphere, it may Do you think astronauts might go to green skin like they do in films.
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. Tick 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’s. 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 debating life on other planets. knows for

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

a rocket
know, that person really doesn’t know! Are you who likes debating?
This is a rover called Curiosity. It’s on I will debate life in space with who wants to.
Mars and it 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 a . They perform 1. Does anyone in your family think there is life on other planets?
2. Name one thing everyone in your family does believe.
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 at the back of the book. Make sentences.
4. Scientists use rovers to for life in other galaxies. Take turns.
5. One day we may land a on the moon again.

6. Someone who travels in space is an . Everyone here is Someone in this class is

a good student. wearing an orange T-shirt.
2 Listen and stick. Work with a partner. Take turns describing the
rocket launch. TR: 4.6

Has anyone got an

umbrella today?

1 2 3 4 5
68 Unit 4 69
READING 2 Tick T for True or 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 mobile phone on a planet in our solar system. (That’s if someone
had a mobile 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 table. Work with a partner.
listening to us? If they are, most could not have heard us yet. We have used radios
for just over 100 years. That isn’t 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 idea to search for life because we
hear us for thousands of years. can learn lots of things from the extraterrestrials.

But how would we

communicate with them?

The first astronauts were fruit

flies. They were launched on
20th February, 1947.

Distances in space
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 centre 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
Be 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 make notes.
‘WAree 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 face.

Traditional mask dancer, Colombo, Sri Lanka

76 77
VOCABULARY 1
Storytelling isn’t always done In Ghana, many people 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 co-operate and row Many people in Tabasco, Mexico,
together to win. Today, dragon boat racing has keep their history alive. This local
become a modern world sport. 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 culture
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
our world?
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!
CHORUS

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? Ceremonial dancers,
3. What would you like to learn to do? 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 young?
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 favourite hobbies!

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

cook create 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 job.
Grandpa: No, I didn’t. was very expensive when I
3. art is exciting!
was young!
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 colours.
waste of time. They wanted me to study all the time! But I still played football with
6. traditional recipes is another way to keep
my friends!
your culture alive.
Mario: What about housework? 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 creating 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 jewellery.
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.

co-operating making passing sharing storytelling travelling

1. Young people today are very interested in their

traditions.

2. I’m very excited about to where my grandparents

handmade pottery jewellery 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 jewellery.
3. is made from clay that dries and becomes hard.
2 Play a game. Cut out the cube at 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.

football with my friends.
5. is popular. Many children like making bracelets.

2 Look, put in order (1 = favourite) 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 nineteenth 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 modernise 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 is 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 amazing 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 holiday ever!!! traditions alive?
My family and I went to Machu Picchu in

Peru. It was amazing. First, I went on a long • How can we do that?

train 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 steps 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 brilliant. Tell me what you think.

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

Describe your thoughts and feelings.

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

Tick T for True or 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 ever seen a plant
close its leaves over an insect? Can
plants really do these things? Let’s learn
more about the behaviour 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 odour. 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 traps the insect. Then the plant slowly
a fly crawls on the flower, pollen digests the insect over a period of
sticks 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 organisms called
How do plants
bacteria turn these nutrients into adapt to survive? Some plants trap insects.
food that 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!

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 colours 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: Present simple 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 birds
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 got 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 Tick T for True or F for False.

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

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

3. The Rafflesia arnoldii hasn’t got leaves or stems.

T

T
F

F
The Hydnora africana hasn’t got leaves or stems. It’s got a flower that looks like a
hungry mouth! Inside is white material that stinks. Insects are attracted to the smell. The 4. Birds avoid the white baneberry. T F
insect is trapped inside the flower by stiff hairs. The insect eats the white material to
5. The Rafflesia arnoldii eats insects that walk on it. T F
survive. Pollen 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 got a black dot. Birds eat the fruit and spread the 3 Put the plants in order. Work with a partner (1 = favourite).
seeds. That’s how the doll’s eyes makes other plants. The fruit does not hurt the birds, Explain why.
but it’s poisonous to people! If people touch any part of the plant, they will get blisters!
Eating the fruit can stop a person’s heart. Order Plant Why the plant is cool

The Rafflesia arnoldii hasn’t got leaves or Hydnora africana

stems either. But it has got the largest flower of
Rafflesia arnoldii
all plants! It can grow to be 1 metre (3 feet)
across and can weigh 11 kilograms (24 pounds). Rose
The flower looks scary. Things that look
like big thorns grow out of its centre. And Venus flytrap
even worse, it smells like rotting meat – White baneberry
just like the stink lily! This plant doesn’t
eat insects. The odour attracts insects Your choice
that carry its pollen to other plants. This
big flower only blooms for five days.
4 Invent a cool plant. Work in a small group. Draw the plant and
Because there are fewer and fewer of
these plants, they may become extinct. say what it does. Share your ideas.
Leaves
Poisonous Stinky Flower size Fruit
& stems

Hydnora africana 6 cm (2.36 inches)

Rafflesia arnoldii 1 m (3.28 feet)

White baneberry 10 cm (3.93 inches)

Rafflesia arnoldii, 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 organise 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 got tiny white hairs and it stands important?
straight up. It grows to about 50 centimetres.
• How are they used?
It’s got 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 up. The leaf stem hangs down, too. It looks
like it is hiding and doesn’t want you to touch it.
After half an 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? Organise your description. Ecofriendly hotel,
Singapore

3 Share. Share your writing. Work in a small group. Listen and make 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 got thick,

pointy leaves. It is used for sunburn. 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. Tick T for True or 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 out. T F

adapt embroidery handmade 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 from outer space is listening 5. The possibility of human life has been debated T F

to us? 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 create traditional art to help them 2. Cut the strips just before the word that.
3. Mix up the strips and swap your 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 learnt 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 into space.
turn green.

2 Role-play. Work with a partner. Practise 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 might be You don’t believe there is
life on other planets. life on other planets. comet rocket space station
jewellery 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 might be life on planets
If you’re right, why doesn’t anyone from Jewellery!
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
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 towards 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’s got 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 something grow
start to move towards 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 towards 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. Maybe it’s upset? SOUNDS PLUS SPACE-LIKE MUSIC
110 Extended Reading 111
Let’s Talk It could work.
I will ...
• make a suggestion.
• agree and disagree.
• respond.

Can I borrow your bike, please?

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 good idea.
Mei:  Yes, but we haven’t got 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 Yes, but . Actually, that could work.
Lucia: Roberto, can I borrow your bike this should . good idea. I don’t think that will That might work.
weekend, please? I know what Why not? work.
Roberto: Um, I’m really sorry, but it’s new. we should do! That could I’m not sure.
My dad won’t let me lend it out. 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,
please?
Marcelo: Yes, of course. But please bring it 4 Listen. You will hear two discussions. Does everyone agree at the end
back to me on Sunday, OK? of the discussion? Circle the answer. TR: 6.12
Lucia: Thanks a lot.
1. Yes  No
2. Yes  No
Can I borrow ..., I’m really sorry. That’s OK. I understand.
please? I’m sorry, but ... No problem. 5 Discuss. Work in a group. Prepare and practise discussions. Choose one
Can you lend me ..., I can’t. It isn’t mine. Don’t worry.
please? of the three situations given below.
Is it OK if I use ...? Yes, of course. Thanks a lot.
OK. Here you are! Thanks. I’ll bring it back to 1. Let’s interview a famous person!
Yes, you can borrow . you later. 2. Why don’t we do a report with a big map?
Of course. 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 table. 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.

Tick T for True or 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 melts. This molten rock is called magma.
In some places, there are deep cracks in the surface of the
crust
earth. These cracks let magma come to the surface. The
ash
magma pushes up the earth’s crust. It creates a mountain — a mantle
volcano!
outer core
A volcano erupts when magma explodes onto the surface. The
flow of this 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 molten 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 I’m bursting with energy.
If it’s got nowhere to go,
sometimes I think I will explode!

Deep inside a volcano,

heat and gas are building up.
If they‘ve got nowhere 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 burn off some energy!
CHORUS

2 Discuss. Work with a partner.

1. Sometimes I’m like an active
volcano because ... Volcanic eruption in the
Eyjafjallajökull 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 into 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 aeroplanes fly / ash fills the sky
on the one before.

If it rains, I’ll 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 at 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 it.

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

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

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

There are active volcanoes all over the world. Some erupt quite often, sending hot
lava down their slopes. People often live near these volcanoes. Because of the ash, the a. Mauna Loa b. Kı̄lauea c. Fuego
land 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 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, the lava flowed through the streets of some towns near the volcano. Many 3 Where are these volcanoes? Work with a partner.
people 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 in it. Then in 1938, there was an eruption that opened
Mauna Loa
up one side of the volcano. Because of the eruption, the lava lake flowed
Fuego
out 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, 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. Make 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 sequence 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 make 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 colouring. It’s amazing!
23. Cover the bottom of the tube with clay. Stick the tube onto cardboard.

3 Make balls of newspaper. Stick 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 colouring to vinegar. Pour

it into 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 made from recycled materials.
• talk about what I can do to help the environment.
• write a biography.

Tick T for True or F for False.

1. This is a painting. T F

2. This is made from rubbish. T F

3. This is a landfill site. 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 throw away our rubbish. Where does it go? Some of it is buried
in landfill sites. 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 by making
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 create 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 better you aren’t using them.
for the environment. Things made from
natural materials are cool. When they are
used up, just like other rubbish, they go
into the landfill site, 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
When you’re walking to the rubbish bin
with some rubbish in your hand,
you might want to stop and think again.
Can this be reused or given away?
Let’s start looking after our world today!
CHORUS
Reduce. Reuse. Recycle.
Do it every day.
Don’t throw everything away
when clearly there’s another way.
Reduce. Reuse. Recycle.
Help to 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 away
when clearly there’s another way.

Reduce. Reuse. Recycle.

Help to keep our world clean.
Reduce. Reuse. Recycle.
Help make our world green!

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 (present simple) TR: 8.4
Natural things can be grown again. ‘green’ shopping bags fix
Many things can be made into art! magazine reuse
Aluminium cans must be melted to be recycled. water build
Some plastics may be put in recycling containers. energy-efficient houses recycle
a tap with a leak conserve
recycling centres design
1 Read. Complete the sentences. Use the words in the list.

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

3.
2. Save the bricks that (can / reuse) , and the
4.
broken ones (can / throw away) .
5.
3. Energy (may / conserve) by making good choices.
6.
4. Fleece jumpers (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 rubbish, 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 rubbish shopping bag water

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

2. when .

chemicals glass tools

3. When , .

1. It is clear or coloured. It can be melted down and reused. It is used to make ­bottles 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 at 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 aluminium 2 Tick T for True or F for False.
cans into new ones uses
95% less energy than
1 Listen and read. TR: 8.8
making new cans.
1. Using old objects to create art is a way to reuse rubbish. T F

Found Art 2. Found art always uses rubbish.

3. Art made from rubbish 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
5. Brian Marshall makes sculptures from rubber tyres. T F
new and different ways.
Using found objects to create art is not new. Found art became popular in the 3 Label. Use these words.
1900s. 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 create art key
Rubbish 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 rubbish. Garden waste 13.4%
The rubbish from our homes has plenty Plastics 12.4%
of 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 tyres.
His sculptures are
usually of realistic or
Sculpture by
imaginary animals. Brian Brian Marshall
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 found art.
beauty or the humour. 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 us about the life and work of a person. You can include key
dates, such as date of birth, important events and interesting facts in the person’s life. You Help reduce our
should 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 in 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, colourful 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 make 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 from recycled cardboard and reused plastic utensils and
types of recycling. ornaments. Your recycling can be made into art, too!

23. Look at your collected recycling

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 made
from recycled materials.
talk about what I can do
to help the environment.
write a biography.

144 Unit 8 145

Unit 9

Wonderful Holidays! In this unit, I will ...

• talk about different holiday destinations.
• 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 holidays with lots of people

and noise? Or places that are quiet with no
people nearby? Let’s find out about some
wonderful holidays!
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 and fun on your holiday. Stay the night at a big
help you. see the ruins of an old city. hotel. Go to the beach to sit in the sun and
If you like the modern world, swim. Put on suncream so that your skin
go on a tour of a city. But if doesn’t burn! Theme parks are full of
you like learning about how to
people having fun! Buy a
protect the natural world, then
ticket for an exciting ride
an ecotour 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 vehicle when What do you want
there are dangerous wild animals. to do on holiday? 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 Holiday
CHORUS
Let’s go on holiday!
Let’s go on a trip!

If we went on holiday,
we would go on a big, big ship
across the sea,
a long way away.

If I had my way,
I would go today!
Camping and hiking!
The beach and the sun!
If we went on holiday,
it would be so much fun!

If we went on a tour,
we would see wildlife.
I’d 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 holiday,
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 holiday.
CHORUS 1. Where do you want to go? Why?
2. What will you take 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 holiday?

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 take a tent and go
4. If I went on holiday 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 go on 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

(go on) 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 snorkelling.
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.

I would rather live by the

1. live by the sea / in the mountains
sea than live in the mountains.
2. go camping / stay at a hotel

a suitcase souvenirs an airport

3. ride a bike on a cycle path / motorbike
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 holiday. I like to look at

them and remember the fun I had!

5. see wildlife on a photo safari / in a zoo
3. I don’t like carrying a lot of things on holiday. I take a small

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

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

the sunshine. 2 Play a game. Cut out the board and the pictures at 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 holiday? 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 hiking.

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

Treehouse Holiday 3. You might see monkeys looking for food in .

Are you ready for a great eco-adventure? Have your 4. A bamboo lift carries you to your treehouse in .
holiday in a treehouse! You can find them all over the
world. Treehouse holidays are in places such as Peru, 3 Listen and write. Work with a partner. Compare places for a treehouse
Kenya, Belize and India. There’s a lot to do in nature! holiday. Your partner will listen and complete the first two rows. Then
In India, there are treehouse bedrooms from 10 to listen to your partner and fill in the last two rows.
25 metres (35 to 80 feet) up a tree. There’s a bamboo
lift 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 Living in comfort
in. You can visit your neighbour by walking across a
bridge made of rope! Walking on tree bridges

You can stay in comfort at a treehouse in Kenya. Using power from nature
It has two floors and the rooms have big beds. The
windows have coloured glass and the bathrooms have
showers. There’s a small kitchen, too. The hotel serves
4 Put the holidays in order of preference (1 = favourite). Work with a
food in your room! And if you get tired of living in partner. Compare and explain your choices.
nature, the city of Nairobi is about 30 minutes away.
In Belize, you can live with parrots under a
Guanacaste tree that is about 30 metres (100 feet) tall. Order Holiday Why you want to go there
The parrots make good neighbours because they eat
Ice hotel
the insects! There are other birds, too. It’s a great place
for bird watching. A river runs around the treehouse 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 ten bungalows
Make-a-film 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 Treehouse
by your room as they look for food! A company is planning future holidays
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 holiday. Based on your
review, another person can decide if they want to have the same holiday. 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 holiday 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 snorkelling! The boat
stopped at a coral reef and we explored the wildlife. We
saw many colourful fish. We saw a stingray, too! The
water can be rough, so snorkelling 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 holiday
instead of sitting on the beach, this is the trip for you!

stingray

Singapore
2 Write. Write a review of a holiday. Say what you liked and didn’t
like. Describe what you saw and did. Remember to use different types
of sentences. ‘best
To bridge cultures, you must mix people together. Education and travel are the
teachers.’
3 Share. Share your writing. Work in a small group. Listen and make 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
holiday destinations.
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 adverts. Tick the mini-holiday. TR: 9.9

3. A lot of rubbish 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 holiday. Bring a tent and a sleeping bag.

if / will If my parents say yes, we Create 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 centre.

3 Role-play. Work with a partner. Practise 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’ve got some 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 natural rubbish suitcase tent ticket
environment hike relax ruins sunglasses theme park tour
Are dormant volcanoes dangerous?
Yes, sometimes they become active.

162 Review Units 7–9 163

EXTENDED READING
2 Read. Tick T for True or 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 was ash 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 over the sea. Often I could see We ran. We heard horrible crashing but
the volcano on Krakatoa Island.
1 T here was smoke and light above Krakatoa. Melati and Darma heard
we didn’t look back.
loud explosions.
Melati and I were visiting our cousins It went silent again. Then we heard The first tsunami covered the town.
in Anjer but something was wrong. We another roar. A bigger tsunami rushed up
heard eruptions from Krakatoa. They the hill towards us.
were as loud as a hundred thunder claps. 4 Express yourself. Choose an activity.
‘Melati! Darma! Take our hands!’ It was
We could see bright lights through the
Mum and Dad. They dragged us up to the 1. After the tsunami, Darma’s family faced many problems. Imagine you
dark smoke on top of the volcano. It was
house as the water raged beneath us. We are a news reporter. Interview the family and write about the family’s
Sunday night and I wanted to go home.
were safe. day after the tsunami.
‘I’ve never seen anything like this,’ said
It was dark for many days after that. We 2. Krakatoa re-erupted not long ago. Find another example of a recent
Auntie. ‘If you stay here, you’ll be safe.’
were scared and hungry but we were alive. volcanic eruption. Do a short presentation for the class.
When we woke up the next morning, Anjer was flooded. The tsunami destroyed 3. Imagine that you are Melati. Retell the story from Melati’s point
we couldn’t see the sun. At ten o’clock, everything – houses, trees, people. We of view.
it was still dark. Everything was covered never found Auntie and my cousins.
in ash.
Most of the volcano on Krakatoa was
‘Mum and Dad are going to destroyed. And I could no longer see it
be worried. We have to go home,’ when I looked over the sea.
I told Melati.

Krakatoa Island, Indonesia

164 Extended Reading 165

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

No way! • get started.

I will ...
• agree and disagree.
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 holidays.
Gaby:  Today we’re going to show you our holiday brochure.
1 Listen and read. TR: 9.11 Berto:  Our talk has got two parts. So I’ll start, and then Gaby will continue.
Gaby:  Can everyone see?
Maria: Are there any good films on tonight, Carla? Students: Yes!
Carla: Well, there’s a comedy. What do you think? 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 got two continue.
parts.

4 Listen. Circle the object that students present in each discussion. TR: 9.13

What do you think? No way! What else is there? I suppose so. 1. Mia and Ivan are presenting a. a brochure. b. an invention. c. a poster.
How about ? Definitely not! Is(n’t) there anything else? I guess so. 2. Sonia and Juan are presenting a. a brochure. b. an invention. c. a poster.
Anything else? Maybe.
Exactly! Have you got any other Possibly.
Right! ideas?
5 Work in pairs. Prepare and practise presentations.
Totally!
1. Show the class a brochure you made for your project.
Yeah, I agree.
Definitely! 2. Present an invention you created.
3. Show the class a poster you made.
2 Discuss. Work in groups of three. Use the table. Talk about what to do
this weekend.

166 Let’s Talk 167

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

Infinitive Past simple Past participle Infinitive Past simple Past participle

be was/were been lie lay lain

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

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

isn’t it? haven’t they aren’t they? have 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 heatwave 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 Horse riding White-water 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 jewellery
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) (bl) Jack Johnson/National Geographic Image Collection; 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.