Academy star 6 pupils book 6

quarmits Stars mạcmịllan education quarmits quarmits I Pupils Book Steve Elsworth Jim Rose macmillan education quarmits Scope and sequence Review 5 Unit Vocabulary Grammar Language in use Welcome p4 Buildings, camping items, emergency itemsevents, outdoor activities, jobs I’ve already written a poem 1 havent visited Egypt yet Have you ever swum in the sea? Yes, 1 have 1 Life in the wild p8 Wildlife and conservation Working with words compound nouns Present perfect and past simple She’s taken.

Stars

mạcmịllan

education

quarmits

Pupil's Book

Steve Elsworth Jim Rose

macmillan

education

I’ ve already written a poem.

1 haven't visited Egypt yet.

Have you ever swum in the sea? Yes, 1 have.

Present perfect and past simple:

She’s taken photos since 2012.

She took this photo last winter.

Present perfect and past simple questions: Have you ever visited a

bird sanctuary? When did you go?

Reading time 1: Tail's stone

2 Inspiringideas

p22

Exploration Working with words:

suffixes (-ous)

Past perfect: When his mum arrived, Peter

had invented a new drink.

Reflexive pronouns: I'm teaching

myself to play the guitar This man

films himself giving lessons.

Review 1

3 Sensesp34

Describing things Working with words:

antonyms

Modals of deduction: It can't be a banana.

It may/might/could be a leaf It may not/

might not be a leaf It must be a flower.

Sense verbs + adjective/noun:

It looks like a pepper It tastes familiar.

It feels hard It smells like cheese.

Reading time 2: It can ’t be true!

4 Get involved!

p48

The environment Working with words:

Review 2

5 Travel adventures

p60

Adventurous activities Working with words:

prefixes (un- and in-)

Reported requests and commands:

/ asked you to tell me a story 1 told you not

alliteration

Reported speech:They said they had

developed a great product They said I could

fly over the city.

Question tags: The graphics looked

impressive, didn't they? The reviews

have been good, haven ’ t they?

Review 3

7 waysWinning

p82

Sport Working with words:

We asked him if it was like karate.

Reading time 3: Team spirit ,

8 Incyberspace

p96

Internet safety Working with words:

homonyms

Passive voice (past simple):

My computer was hacked last night All my exercises were stolen.

Modal verbs (review): You might

have the wrong password But 1 could log in yesterday, so it must be correct.

Review 4

9 Funfilmswith

p108

Films Working with words:

suffix (-at/on)

Passive voice (present perfect):The

cinema hasn ’t been painted The seats haven't been delivered.

Future passive:The film will be based on a real-life story It won't be

released until the end of the year.

Reading time 4: Lost in cyberspace

I wish+ past simple/could: I wish

our playground wasn ’ t so messy 1

wish we could play basketball outside.

R

Bi Ri ini

Ar Sr

A Ini al

Ar Ini al

Mi Fil inf Ac Ur ter pe

Al Inf

a t

Ar Re un

Fit

Re op

Mi: Me dre

A biography Use paragraphs to organise information

Describe a wildlife photo

Choose a habitat Thinking skills: analysis and decision-making

Research information online

An information text

Summarise a text

A talk Listen for similarities and differences

An opinion essay Understand the structure of a for- and-against essay

Compare and contrast two items

Screen viewing time Thinking skills: interpreting and evaluating visual information

recommendations Thinking skills:

analysis, evaluation and decision-making

correct your own work

Advertisements A talk and discussion An advertisement Reach a decision Design a toy Organise Understand Listen and apply Use persuasive abouta class Thinking skills: evaluation your studytechniques in

persuasive texts

information to a task language outing and planning time

A magazine article An interview Write a personal Ask for information Choose a new sport Take notes Infer meaning from

a text

Listen for specific information

account from notes about classes Thinking skills: establish

priorities and decide

Film reviews A talk A film review Give a talk about Solve a visual puzzle Work Recognise the writer's

a film Thinkingskills: analysis

and drawing conclusions

together effectively

Mixed text types Monologues A poem Give a talk about A better world Give and Make inferences and Identify the opinions Understand and use someone you Thinkingskills: planning respond to draw conclusions ofdifferent speakers features of poetry admire and problem-solving feedback

Hi, there! I’m

Paul and I’m 12

Is geography

This year I want

to study maps and learn about the history of different cultures

Hl! I m Laura

I’m 11 I love English and creative writing

This year I want

to learn how to write poetry and science-fiction stories.

Hello! I’m Sam and I’m 12 Ml favourite subject

is computer studies This year I want to learn more about cybersecurity.

2

3

Come and join us! What would you like to learn about this year?

Welcome Meet the characters

WB: pages 4-5

Lesson 1 Meet the Academy Stars

1 r M1,1 Listen and complete the notes.

Where do they live?

Favourite subịect(s)?

what are their hobbies?

what do they want to do

in the future?

geography history

playing tennis writing stories

—

write computer code cybersecurity

2 Ẳ Make a list of the things you have already done or haven’t done yet.

Use the suggestions below or your own ideas Then tell a partner.

see a leopard in the wild putup atent

play a musical instrument write a poem

go kayaking

act in a play

fly in a hot-airballoonuse acompass

I’ve already acted In a play, but I haven’t put up a tent yet.

3 ệ ỀÍ' ' Ask a partner Use the prompts below and your own ideas.

swim / in the sea see I elephant

in the zoo

sleep / in a

sleeping bag countryside

visit/the learn /first aid

Welcome Talk about interests and experiences

WB: pages 4-5

Ệ3' Look at the picture What’s happening? Make sentences with a partner.

I People are kayaking

& /.in the pond.

——

Look at the picture Quickly name ten things you can see.

2

skyscraperbuildings

quarmits

mon

Unit 1 Reading skill: use images to help understanding

WB: page 8

Mireya has also written an autobiography -

the storyofherlife as a scientist and explorer

She hasjust joined the AmazonConservation Team, a groupof > _people who aretryingto save the ■

rainforest -a habitat forthousands

of different species of plants andanimals Mireya wants peopleto ■ f ’Si?

understand how amazing animals \

are andto protect the endangered ones beforeit's too late

In 2009, he and his team explored Mount Bosavi,

a volcano in Papua New Guinea, where theydiscovered a new species - a woolly rat as big as

a cat! As a TV presenter, he's caught snakesand

swum with sharks He also makes exciting nature programmes for children. Deadly 60 is all about

predators

Steve has also written five books aboutanimals and

is nowstudying for a degree in biology so he canlearn more about animals He believes thatTVand

books are a great waytohelp people appreciate nature and understandthatanimalsare not

frightening

MIREYA MAYOR is a scientistand conservation ' W a

expert who worksto protect animals. She was born .jt’ fJK

In 1999, she started her first wildlife show on National

GeographicTV, Wild Nights. Since then she's travelled to lots ofcountries todo research and make programmestotell people

aboutconservation In 2000, Mireyadiscovered a new kind oflemur in Madagascar, the mouse lemur This species is so small it

can fitinyour hand She told everyonethat the cute little animal

was endangered Because of this, the animals' habitat became a

national parktoprotect them

1

1 Read the biographies on pages 8-9 again and complete the table [Be a star!

Name Steve Backshall Mireya Mayor

Profession

TV programme name

Discovery

Number of books written

2 Write T (True) or F (False) Then read again and check your answers.

1 Steve only became interested in animalswhen he wasan adult F

2 Stevestudied biology at university before heworked with wildlife

3 Steve believes TV helps people understand animals and nature

4 Mireya has done research in the jungle

5 Mireya believeswe will Lose some animals ifwe don't protect their habitats

6 Mireya thinks we should only save small animals

3

2

$ Which skills do you think are useful for a wildlife expert?

Underline, then add two more ideas.

• making maps •takingphotographs • understanding science

• knowing aboutweather •speaking differentlanguages

Working with words

Ộ Values

Why is it importantto protect wildlife?

Compound nouns

Acompound noun is a noun

that is made up oftwo or

more words This is usually

a noun + a noun:

rainforest = rain + forest

wildlife = wild + life

Match the words to make compound nouns.

3?

S3 Look and read.

She’staken I photos since 2012

Lots of photosShe’ s taken

She took this photo last

Mateusz Piesiakfhas been)/ was interested

in wild birds since hewas a baby

He's only 16 but he has won ị won many

photography prizes

Last year, he won I has won Young Wildlife Photographerof the Year

His parents helped I have helpedhim travel to wild places

He has travelled / travelled tofourdifferentcontinents last year

6 He has come I came back from Siberia three weeks ago

7 While he was there, he took / has taken thousandsof photos of birds

8 He has taken took photos of other animals since then, too

3 Ẹp Take turns asking and answering with a partner [Be a star!

1 What are you interested in? 3' When did you start doing it?

2 How Long you have been interested in it? 4 Have you bought any equipment?

What are you Interested in?

How long ?

Unit 1 Use the present perfect and past simple to talk about experiences and events

WB: page 10

Think of places you could visit to see animals and

what you could do there Use your own ideas and the

ideas in Activity 2 to make a new dialogue (Be a star!

L'Y Have you evervisitedthe wildlife park?

& Yes, I have I loved it

! " When did you go?

Have you ever visited the birdsanctuary?

Yes, have. I loved it!

When did you go?

I went with my mum Last year

<£> What did you do there?

I watched an expert put a ring on

a bird’s leg to recordwhere itgoes Look, I tooka photo

& What kind of bird is that?

X It’s a swift They migrate from Chinaevery year Theyfly over 120,000kilometres

'S That’s unbelievable! How long have

you been interested in birds?

For about six years

migrate record sanctuary unbelievable

© Complete the questions with the correct form of the verbs.

Have you ever visited (visit) the wildlife park? Yes, I have

When _you (go)? Last summer

What _you (do) there? I watched the monkeys

_you (take) any photos? No, I didn’t

How long _you (be) interested in animals? Since I was five

® Look at the photos and answer the questions.

1 What animalscan you see? Whereare they?

at risk behaviour chancedanger get rid of survival

2 What dothe photos have in common?

^0)1.4 Listen and check your ideas in Activity 1 [Be a star!

What is ‘ mutualism’? Tick (>/) the correct definition.

a When predatorswork together to catch prey

b When animals from different species work together to help each other

c When animalsof the same species protecteach otherfrom predators

1.4 Listen again and complete the notes.

1 Ostriches can't1 hear or

2 _ very well Zebras can't

3 _very well Ostriches

can 4 _ clanger from faraway Zebras can 5 _ and

6 _ it So when one of

them7 _ , the other one8 _ too

2 Oxpeckers are 1 _ They2 _ parasites from

a rhino's 3 _ Parasites

4 _ rhinos and

5 _ their blood Rhinos can't

get the6 _ off their backs sothe birds7 _ them This helpsthe rhino, andthe birds get8 _

1

5 ® Ẹp Discuss the questions.

1 Which animals do you think area dangerto ostriches and zebras?

2 What’s thedifference between mutualism and the predator-prey relationship?

Unit 1 Compare photos with audio information

WB: pages 12-13

b Whatinformation do you expect to find in a biography?

Use the texts to number the paragraphs of a biography in order (1-4).

b who the person isand dateand placeof birth

c otherachievements and beliefs

d working life, experiences and discoveries

® Read the notes from a biography of the conservationist Jane Goodall Number them in order.

hits also written many books

born 1Ị34, England

has helped countries In Africa

protect wildlife

'\A)5& - travelled to Kenya to visit friend,

met famons scientist Louis Leakey

while working with Leakey discovered

chimpanzees can make and ixse tools

believes that animals are clever and we

should take care of them

ỉ^6ớ - went to Tanzania to study

chimpanzees by sitting with them

jane Ljodall Is a world-famous

conservationist and writer on animal

as a child, observed birds and animals -

made notes and drawings

Leakey gave her a job as researcher

on chimpanzees

4 Which section of the biography would each sentence in Activity 3 appear in?

Match paragraphs 1-4 in Activity 2 to letters a-j.

Pa ra g ra p h 2 _ Paragraph 4 _

5 Work in pairs to write a biography of Jane Goodall Use the notes

in Activity 3 and the texts on pages 8-9 to help you (Be a star!

Jane Goodall is a world-famous

conservationist and writer on animal

behaviour She was born in England

In 1934.

As a child, she observed birds

and animals, and

Learning to learn

Research information online

The internet is a greatplace to look forinformation-but itcan bedifficultto find exactly

what you’re looking for Follow these tipsto find the right information!

• Are you using the right keywords? You want to research predators in the ocean,

but typing predators gives you a lot of responses that aren’t useful Make your

search more detailed,e.g predators ocean.

• Are you using the best websites? The websites that appear firstare usually the

most useful - but check who wrote them and when Look for websites you can trust,

for example, a site like National Geographic will give you betterinformation than

company tryingto sell you a holiday '

• Is the information correct? If you’re not sure whether you can trust the website,

look atinformation on another website Is itthesame?

Try searching for further information about Jane Goodall to include

in your biography.

Unit 1 Learning to learn: research information online

WB: pages 13-15 15

1 f Look at the photo What can you see?

What do you think is happening?

2 ^0) 15 Listen and complete the description

How is it similar Idifferent to your ideas in

Activity 1?

The mainfocus ofthe photo is a 1 turtle

and some2 _fish.They are swimming

together inthe ocean Inthe background there are

some black fish At the 3 _of the photo

youcan see some 4 _ It looks like the

fish are on 5 _oftheturtle It’s possible

that they are 6 _it- perhaps they are

7 _the turtle I really likethis photo

because itshows 8 _working together to9 each other

It also has beautiful, bright10 _

3

e c

a

b

say what you thinkis happening

describe the generalsituation

describe the main focus

Choose one of the photos Prepare a short

description of it Use the phrases and Activities 2

and 3 to help you.

Number the stages of describing a photo in the same order as Activity 2.

give your opinion of the photo

describe other details in thephoto

d

4

The main focus of the photo is

In the background I foreground

At thebottom / top

It looks Like / It seems as if

It’s possiblethat / Maybe

5 Ệs' Describe your photo to the class. Listen to other descriptions

of the photo Were your ideas the same or different? ( Be a star!

Unit 1 Describe a wildlife photo

WB: page 16

top

d

Reading time 1

1 ^»)1.6 Read the story on pages 18-20 What does Tali want to do?

Why isn ’ t he allowed to do it?

Th

Tai

Th

‘Ti­an

‘Bl

is 1riviThloc

the se<

‘C(He

‘Ye

Tali lived in a beautiful village at the footof Green

Mountain The men in the village went fishing every day

to catch fishfor the peopleto eat Tail’s father was a

great fisherman and everyone respected him

‘Why can’t I go fishing?’ said Tali unhappily ‘It’s so

unfair!’

‘Yourfather has already told you,’ saidhis mother

'You’re too young Fishing is full ofdangers.’

Tm not tall,’ Tali said to hisfriend Bala, ‘and I’m not very

strong yet But I’m fit - I can run, jump and climb - and

I’m clever!’

Bala agreed Tali was very intelligent! At night, when

they observed thesky, Tali remembered all the names

ofthe stars When they climbedto the top of the Great

Pyramid, Tali knew all the hills and villagesaround

them And he wascurious He always wanted to find out

moreaboutthe world and he loved to discoverthings!

- h M hri ỀiiiiìtỉĩiìiìM .

Reading time 1 Read a traditional story

Late one afternoon, as the boyswere walking home from the river, there was

a terrible storm They started to run for

shelter when suddenly Tali stopped

‘Look where the lightning hit the ground.’

There was a redglow

‘Come on, let’s look,’ said Tali Itwas a

red hotstone

‘Don’t touch it,’ said Bala as he pulled his friend back

‘Let’scome back for ittomorrow,’ Tali said

Th stc

‘Lequ

the

plc

‘Lc

Tal

Reading time 1 Develop reading fluency

The next day, the boys went back to lookfor the

stone

‘There it is! It doesn’t look very special,’ said Bala

It was small, grey anddull It looked like a teardrop

‘You’re right, it’s boring,’ said Tali And he threw it

back onthe ground

Whenthe stone hit the ground, started to spin

quickly Then itslowed down and suddenlystopped

‘Did you see that?’asked Bala Tali picked up

thestone

‘Let’sthrow it again.’ Once more, the stone turned

quickly on the ground and then stopped Every time

theboysthrewthestone it stopped in thesame

place

‘Look, Bala! It always points atGreen Mountain,’

Tali said ‘Let’s keepit It’s a really specialstone.’

That evening, while they were having dinner,

Tail’s mother and father were talking in low voices

They seemed very worried

‘Theweatheris so bad Many days have passed

and we haven’t caught any fish,’saidTail’sfather

‘But it’s too dangerous to go out in the boats The fog

is toothick and you can’t see how toget back tothe

riverbank.’

The fishermen alwaysnavigatedtheir way back by

looking atGreen Mountain That way,theydidn’t hit

the rocks However, thesedaysit was too difficultto

see themountain

‘Can I go outside?’ asked Tali

He wantedto play with the special stone w>

‘Yes, but don’t gotoo far,’ said hismother

Reading time 1 Read a traditional story

Tali ran outside and found his friend Bala

alreadywaiting for him

‘Didyou tell yourfather aboutthe stone?’

Bala asked

‘I haven’t told him yet He’s worried aboutthefog

They can’t go fishing.’

Talithrewthe stone on the ground and the boys

watched it spin

‘What’sthat?’ asked Tail’s father, as he stood

behind them in thedoorway

‘It’s a special stone,’ Bala said ‘It spins and

pointsto Green Mountain.’

‘That’s unbelievable! Do you think itcould help

us onthefishing boats?' Tail’s father asked

They ran down to the river and got onto one of

the boats Tail’s fatherthrew the stone down

and watched it spin and stop, pointing to Green

Mountain

‘Everyone in thevillage is hungry.We need to try

to catch some fish We'll takethe stone with us

tomorrow.’

The next day the fishermen wentout on the

boats in the fog Tali and Bala waited and waited

onthe riverbank, butthe boats didn’t come

Theywere very tired and very worried After

many hours, they heard excited voices cheering

through the fog

‘The special stone works! I can see the

riverbank,’saidone man

Tali and Bala ran to meet them

Afterthat, the fishermen alwaystook the special

stoneon their fishingtrips And they also took

Tali and Bala! ,

Read the text on pages 18-20 again Circle the

correct word(s) to complete the sentences.

The rain / lightning / ground made the stone very hot

The stone started spinning jumping Iflying.

The fishermen couldn’tfind their way when it was sunny / raining / foggy.

6 At first, the boys were not sure the sun the fishermen ITail’ s mother wouldreturn

7 When the boat returnedthefishermen were sad / excited / angry.

2 © Match the action to the emotion.

How did Tali feel when ?

1 he couldn’t gofishing

2 he sawthe red glow

3 he saw the stone the nextday

4 he saw the stone spin

5 the boats didn’t return

6 he heardthe voices in the fog

3 © £1 Discuss the questions [Be a star!

1 What did the lightning dotothe stone?

2 Why did the stone pointto Green Mountain?

3 How did Tail’s discovery change things for the fishermen in his village?

4 Do you think it was fair when his father told Tali hecouldn’t go fishing?

Why? / Why not?

5 What do you thinkhappens to Tali in the future?

6 Do you think this is a true story?

4 B) © Watch the video version of the story and answer the questions.

1 How is the beginning different tothe story in the book?

2 Do you prefer thewritten story or thevideo?Why?

3 Whatis good about a) written stories? b)videosand films?

Reading time 1 Give a personal response to a text

aim attitude develop (developed) fail narrow-minded navigate open-minded

progress succeed (succeeded) upside-down

$ Look at the article and the map Answer the questions.

1 What isunusual about the map?

2 Why do you thinkit is like this?

3 Read quiz questions 1-4on page 23

Which ones can you answer?

M’ >)1.7 Read the article quickly to check your answers in Activity 1.

How many quiz questions did you answer correctly?

Look at the vocabulary panel above Find the words in the text

Use the context to work out what they mean.

4 Read the article Tick (7) the main message of the text Bea star!

1 Maps show northat the top becauseEuropeans made the most important discoveries

2 The historyofour own country is more important than thehistory of other countries

If we don’t learn about othercountries, we won’t understand the truthabout history

A narrow-minded view of

3

Look at the map Do you see anything wrong?

Most people say the map is upside-down -

north should be at the top, south at the bottom,

west on the left and east on the right This map

is the opposite But there is no real reason to

put north at the top So in 1976 an Australian,

Stuart McArthur, created a famous map like

this He put Australia at the top because

people often joked about his country being

at the bottom of the world!

Read an information text

WB: page 18

quarmitsTwo mathematicians developed the

system of numbers we use (I, 2, 3, etc.) in India almost 2,000 years ago

Europeans only started usingthis

system about 1,000 years ago

The Chinese produced a

type of long, thin pasta

called noodles Marco Polo,

a famous European explorer,

discovered these in China and

broughtthem backto Italy,

wherethey became spaghetti

Bologna University first opened in 1088 and is the oldest university in

Europe However, 200 years earlier in 859 two sisters, Fatima and Miriam

al-Firhi, had already opened theworld’s first university in Fez, Morocco

Look at these quiz questions.

I Where wastheworld’s firstuniversity?

Who producedthe firstspaghetti?

Where does the number system we use come from?

4 Who invented the radio?

Ru

IS V

Most people will say that Marconi

invented the radio In 1897, he

showed everyone his ideas'about radio However, two years earlier

Alexander Popov, a Russian professor, had already succeeded

open-mindedorwe will miss so

many amazing stories It’s timeto

think differently- turn your brain upside-down and take another look!

, _

Unit 2 Reading skill: skim to check information

WB: page 18

Let ’s look at the answers.

Have you ever wondered why north is at the

top of a map? It’s because 500 years ago,

sailors used the stars to guide them The most

important star they used to navigate was the

North Star Therefore, the North Star became

the fixed reference point on maps People also

put Europe in the middle of the map because

at that time they believed that Europe was the

centre of the world

Like people in the past, we sometimes forget that the history

of the world is not just the history of our own country

In school, we usually learn about famous scientists, inventors and explorers from our own countries first Therefore, we might not be aware of progress that has happened in other countries This can create a narrow-minded attitude to the world Sometimes we fail to see that countries around the world are closely connected and every country has a part in history

w

Read the article on pages 22-23 again Underline

and correct the mistakes in the sentences.

1 The upside-down map shows east at thetop and north

atthe bottom south

2 Long, thin pasta was first made in Italy. _

3 The number systemwe use in maths camefrom Russia

4 The first university in theworldopened in 1088. _

Complete the summary of the second part of the article. (be a starTv

maps history developed north p attitude fail

Europeans drew the first world 1 maps ■ When they travelled by boat, they

navigated using the North Star sothey put2 at thetop and Europe in

the centre The upside-down map shows that mapsdon’t have to look like this

Our3 cvfof'tUcLg to maps and alsoto history can be narrow-minded Sometimes

beforewe did Ifweare open-minded, we will appreciate howmuch other countries

s'ttw question s

1 Did any ofthe answers in thequizon page 23

surprise you? Why? I Why not?

Why does the writer tell US to be more open-minded?

Sometimes weadd thesuffix-OUS

to nouns to make adjectives

humour adventure fame courageadventure

Noun:

Adjective: furious

: loves travelling and exploring.:very brave

:funny, makesyou laugh

.: known by many people

1 2 3 4 5

My first invention!

Ệ* Underline the action or event that happened first.

Before I read the article, I hadn’t heard of Alexander Popov

He had travelled west before, so hedecided to sail east

She laughed because he’d put up the painting upside-down

I went backtotheshop because I’d left my newspaper there

anything before

Use the past simpletotalk about an event in

the past Use the past

perfect to talk about

an event that happened

before this event.

We had visited (visit) the museum once before sowe didn’t gothere yesterday.She felt ill because she a£k) ^(Ịừ) (not eat) lunch

Jimmy enjoyedthe film even though he _ _ (see) it before

Before we moved to New York, we kcjgrfV ffiu/UtC) (not study) English

I didn’t get your call because I (left) my phone at home

Work in pairs Use the prompts to make sentences.

Start each sentence with I was when I arrived home because (Be a star! 1

invite / my friend fordinner eat / my chocolate Lose / my video game

V j I was happy when I arrived home Ỵbecause someone had baked a cake I was angry when I arrived home because someone

V _ _

Use the past perfect to talk about an event that happened before another event in the past

WB: page 20 25

What are you doing?

Ẫ I’m teaching myselfto play the guitar

Howare you doing that?

T I’m watching a video Look This man films

himself giving Lessons People film

themselvesteaching lots ofdifferent things

I know, it’s a good way to learn something new

Is it difficult?

3 A bit Why don’t you teach yourself, too?

Then wecan practise together

That’s a good idea We could recordourselves

and play back

’ And when we’re reallygood, we can play inthe school concert!

2

Look!

myself, yourself, himself / herself Iitself,

ourselves, yourselves, themselves

Complete the sentences with the correct reflexive pronoun.

1 Why do you want to film yourself ?

2 We’re teaching _to play the drums

3 Did you and your friends enjoy _at thethemepark?

4 While she was cooking, my mum cut _with a knife

5 He didn’t hurt _when he fell over

6 Anna and Jenny record _ when they sing

Think of things you can teach yourself What could you

do to help you learn?

ỆP Make a new dialogue Use your ideas in Activity 3.

What are you doing?

’ I'm teaching myself karate

26 WB: page 21Use reflexive pronouns

n 5 Listening

w back ■|J> íý Look at the photos Where do you think the people are?

iat are they doing there? Listen and check your ideas.

k- This man film

sledge

South Pole

'id recordourse Robert Scott was Norwegian. F

’’ wecan play J

The South Pole isdifficult to getto because it’s so cold

Both men wentontheir expeditions for the same reasons

Scottdecided not to use sledges with engines on hisexpedition

Both explorers succeeded in reachingthe South Pole

|»)1.9 Take notes to complete the table Then listen again and check.

® Compare and contrast the two expeditions.

Aim of expedition: be first to reach South Pole

do scientific research

be first to reach South Pole

Had they been to Antarctica before?

Transport:

Start date:

Arrival date:

What happened on the way back?

1 Which things were the same? 2 Which things were different?

Listen for similarities and differences

WB: pages 22-23

a

b

f Read the opinion essay Match paragraphs 1-4 to the descriptions.

Is the writer for or against space tourism?

Conclusion: your opinion onthe topic

Advantages:the positive arguments

Introduction: general idea aboutthetopic

Disadvantages: the negative arguments

c

d

Is space tourism a good idea?

1 For some people, travelling to another country is

not excitingenough,when they go on holiday, they

wantto travelinto space! Space tourism isn’t just a

dream - there are companies that say they can make

it happen But is it agood idea?

2 On the one hand, there are important advantages

Firstly, imagine the amazing things you could see

in space! We have always travelled to new places to

learn and to progress Inaddition, if we can’t continue to

live on Earth in the future,we will need to find new planets tolive on

3 On the other hand, the expenseis a big disadvantage It costs so much money

to fly into space that onlyvery rich people areable to doit Secondly,is it safe?

Although the spaceshipsarecheckedverycarefully, something could go wrong,

which wouldbe a disaster

4 Inconclusion, space tourism is an exciting chance to find outmore about other

planets However, wealsoneed to think about the dangers Inmy opinion,

space tourism is a great idea, butwe must makesure thatwearen’t in toomuch

ofa hurry to makeit happen

2 Read the essay again What two advantages and disadvantages of space tourism does the writer give?

Underline the words or expressions the writer uses to introduce an argument.

On the one hand, there are .

- —

Prepare an opinion essay on the topic: ‘ Are zoos a good idea?’

Work with a partner to complete the essay plan.

Conclusion: Our opinion: _

5 Use your plan to write an opinion essay Use some of the phrases below.

On what page is information aboutelephant birds?

How many entries are there for ‘electronics’?

Look at the watches How are they

the same? How are they different?

Which one do you prefer?

Listen to the dialogue

and complete the sentences.

Which watch does the boy decide to buy?

childish sporty waterproof

1 The blackone looks really cool whereas the other looks childish

2 I don’t agree I thinkit looks and

3 The blackone is more though

4 But it’s muchmore

5 The black one needs andso does the other

6 And they’re both _ , which is good

Ọ Look at the trainers What ’s the same and what ’s different?

Complete the table.

The same:

They(’re) both

This one andso is / does / can

4 Act out a dialogue in pairs Compare the

trainers and decide which ones to buy Use the

phrases to help you.

Compare and contrast two items

WB: page 26

h

roof

3-6 hours one

more than 6 hours 1-3 hours

Screen time (number of hours per day) for 11-year-olds and 16-year-olds in the UK

1 2 3 4

Now look at the bar graphs Answer the questions.

1 2 3 4

Look at the pie chart and answer the questions.

Do more children spend 1-3 hours on a screen or 3-6 hours?

Which is thesmallest group?

Which group doyou fit into?

Dothe results surprise you? Why /Why not?

Screen time (number of hours per day) for 11 -year-olds in England

Number of hours per day

Whatpercentage of 16-year-olds spend less than an hourper dayon screen?

How much time do 31 per cent of 16-year-olds spend on screen?

Look at each bar graph What arethedifferences between 11-year-oldsand 16-year-olds? Why doyouthink there are these differences?

Which do you think is better for comparing information, a pie chart or

a bar graph? Why? What other types of graph could you use?

4 Carry out a class survey on screen time (or use your own

idea for a topic) Make a graph to show your results.

Apply thinking skills: interpret and evaluate visual information

WB: pages 26-27

4

Complete the sentences with the correct words.

2 Circle the correct form of the verbs to complete the text.

BP

■ ị

journey predators extinct foregrettrcl aim

failed engines species behaviour attitude

This photo shows a turtle in the foreground

Endangered animals are at risk ofbecoming _

Thereare many different _of monkeys living in the Amazon

Birds are ringed so that their _can be studied

The _to the South Pole took many weeks

_huntother animals

The _ofthe expedition was to reach the South Polefirst

It is importantto havea positive _if you want to succeed

Cars are powered by _

He tried and _manytimes beforehefinally succeeded

Michelle Vincent is a famous jyildlife photographer When she was

thirteen, she 1 has been /{wepjfon holiday to Canada While she

was there, she2has seen I saw a whale forthe first time

‘13 had never seen I didn’t seeawhale beforethat They were

so beautiful 14 had fallen / fellin lovewith them.’

Since Leaving university, Michelle5observed / has observed

different species ofwhales in all the oceans of the world and

6took I has taken many amazing photos In2010 she also started

filming them Last autumn, she7 has travelled I travelledtothe

Antarctic to film migrating whales Noone8 filmed / had filmed

these whales on their journey to warmer watersbefore

In pairs, ask and answer questions about Michelle Vincent.

How old / see / whales / first time? HoWLong /film /whales?

Why / fall / in love/them? Where /travel/to Last year?

Where observe /whales? Why / herfilm special?

I How old was Michelle when she

Ị saw whales for the Jirst time? was thirteen?^/'

Complete the words to make compound nouns.

2 ear 4 water 6 country

Write the noun or adjective form of the words Use a dictionary to check

Read the article about a famous inventor.

Choose the best word (A, B or C) for each space.

an Academy Star!

re

AlexanderGraham Bellwas a scientistand inventor He(0)

Scotland butlater lived (1) the USA He was (2) _

interested in how people communicateand wanted to find a way forpeopletospeak to

each other when they were in different places In 1876, he (3) a

machine to dothis.The first person he spoke towas(4) assistant

He said, ‘Mr Watson, come here I want to see you.’ Bell(5) the

telephone - now he had toworkon his design (6) make it better

Within 10 years, around 150,000 homes in the USA had telephones Bell believed that one

day people speaking on the phone (7) _ be able to see each othertoo

This prediction (8) true We

would have a phone like a small computer

don’t know if Bell ever imagined everyone

Example

2 A never B always c not

3 A has made B made c is making

5 A had invented B invented c has invented

l iovb Cambridge Key for Schools (KET), Reading and Writing, Part 5

33

silent sound

familiar

WB: page 28

Senses

Look at the text and the pictures.

What type of story do you think it is? Why?

b science-fiction c a biography

What do you think happens in the story? Read the text

quickly and check your ideas.

Look at the vocabulary panel above Find the words in the text.

Use the context to work out what they mean.

Choose the best title for the story.

Give a reason for your answer [Be a star!

a The lost spaceship b Planting seeds c A strange newplanet

Pattiwas Looking outofthewindow of the spaceshipas it

landed The landscapelookedfamiliar - she could see forests,

mountains and green hills, just like Earth! After nine months

inside the spaceship with the exploration team, she was ready to

explore this newplanet.

Tvechecked the air outside,’said Danita, the team leader

‘The alarm hasn’t gone off so it must be safe togo outwithout

our space helmets.’

Under theamazing purplesky, Patti felther senses'wake up

again Sheloved the feelof thewarm sun, the sight of all

thebright colours, and the soundofa waterfall She noticed some

beautiful yellowflowers nearby ‘They could be sunflowers,’ she

thought ‘Oh! They smell likebananas so they can’t be sunflowers!’

Jnit 3 Reading skill: understand the main idea in a text

WB: page 28

‘ Fascinating,’ said Dennis, who was also travellingwith

Patti ‘But be careful They look like the plants we have on

Earth, but they may be poisonous.’

Patti thought about her friend Boona They had left Earth

atthe same time The explorationteamswerelooking

for a planet wherepeople could live, but Patti’s team had

lost contactwith Boona’s spaceship monthsago Both

spaceshipswere carrying plants and seeds toplant on

thenewplanet, but a fire had destroyed the ones on

Patti’s spaceship

‘It looks Likethis planet is perfectfor growing Earth plants,’

said Danita, sadly ‘The right temperature, lots of water,

and lots of fresh, clean air But without Boona and her

spaceship,we’ll never find outif that’s true.’

Suddenly Patti had an idea She took a cereal bar outof

her pocket and opened it She carefully picked outall the

seeds fromthesnack ‘I know it’s notmuch,’ she said,

‘but wecan plantthese to see if they grow!’

Theysearchedfor the perfect place toplant the seeds

Patti walked into thesilent forestuntil she couldn’thear

Danita and Dennis anymore.Aftersome time, to her

surprise, she noticed a familiar smell And then she saw

it - awhole field ofplants with roundred fruit

She went closer and studied them closely They looked

and smelled just like tomatoes

‘But thingsaredifferent here,’ she thought, ‘so they might

not be tomatoes.’ She couldn’t wait to tell Danita and

Dennis about her discovery ‘It looks asif ourseeds will

grow here,’ she thought happily

Suddenly she heard something behind her in the forest

‘Hello?’called Patti

No oneanswered

‘Dennis? Danita? Is that you?’

Still no one answered

But she could feel that someone was watching her

1 Read the story on pages 34-35 again.

Circle the correct phrase to complete the sentences.

The new planet wasCgimilar tq)/ the same as Earth

The team wantedto find a planet where

food could grow / people could go on holiday.

Dennis thought that some plants could be

dangerous to eat / the same as Earth plants.

It lookedas ifthe newplanetwaswarm enough I

too warm to grow Earth plants

In the forest, Patti used allhersenses except

taste and hearing / touch and taste.

2 @ Think and answer the questions Why did (Be a star!

the exploration team decide to research otherplanets?

they need to be careful aboutLeaving the spaceship withouthelmets?

Patti’s team need Boona’s spaceship?

Patti pick outtheseedsfrom hersnack?

Patti feel happy when she found the plants in the forest?

3 ® Who do you think was watching Patti?

What do you think happens next?

Working with words

Antonyms

ValuesWhy iscuriosity a

goodthing?

When you’re Learning a new word, can helpto learn it with its antonym

(aword with the opposite meaning) This can make new words easier to remember

Match these words to their antonyms.

e narrow

c d

uglyquietdangerous

dark

Unit 3 Reading skill: infer information from a text Working with words: antonyms

WB: page 29

2 Circle the best answer.

1 What’s this liquid? It’s clearand cool It gomd)/ can’t bewater

2 That snakelooks dangerous Itmight I can’ t be poisonous

3 It may not / mustbe a banana It doesn’t smell like one

4 It isn’t moving soit may not / could be a fish

5 Who’s in theforest? Itcould / can’t be Danita She’s right here

3 Look at the photos of Joe’s favourite things.

Make deductions with a partner [Be a star!

Listen and say.

2 Circle the correct words to complete

bitter disgusting hard soft sour

• Today, we’retasting some fruit that we’ve nevereaten before

4L What’s this? It looks like a pepper.

’ It's called a cocona

Oh it tastes familiar Ittastes like tomatoes and Lemons Sweet and sour!

This one iscalled a breadfruit It feels hard on

the outside and soft inside

It tastes nice, butitdoesn’ttaste Like bread!

’ This is called a bitterorange Ittastes sweet

and bitter

s Oh, no! What’s thatsmell? It’s disgusting!

It is! It’s called a durian

X smells like cheese! Very strong cheese! Ugh!

T Itsmells disgusting, butittastes delicious!

Try some!

look / taste / smell / feel+ adjective

look / taste / smell / feel like + noun

What kind of cake is this? It smells / smells like fruitand chocolate

Coffeewithout sugar tastes bitter / sweet.

This juice smells / smells like lemons

This pizza smells/ smells likewonderful, butittastes tastes like disgusting

I don’t like mint-flavoured things Theytaste / taste like toothpaste

@ Think of adjectives and nouns to describe the taste and smell of these foods.

chicken ice cream coffee and mango cake banana soup durian pizza a fish burger

4 Make a new dialogue Use gour ideas in Activity 3 [ Be a star!

What’s this? It Looks Like icecream

, It’s chicken ice cream It tastes sweetand salty

Mmm, tastes familiar Ittastes like a very cold sandwich

Unit 3 Describe food using looks I feels / tastes I smells (like)

WB: page 31

Les

2 3