Now i know SB 6

Contents
Unit
UNIT

1

How does
the world
change?

Video: Fierce
Earth: Earthquakes
UNIT

2

How is our
food made?
Video: Jimmy’s
Food Factory:
Chocolate Factory

UNIT

3

How does our
body work?

Video:

Technobabble: Sports
Performance Centre
UNIT

4

Why do we
explore
space?

Video: All Over
the Workplace: Space
Exploration
UNIT

5

What makes
us buy
things?

Video:
Lifebabble: Material
Things
UNIT

6

What do we
do when we

travel?
Video: All Over
the Place: The High
Line Park in New York

Vocabulary

Reading

Key vocabulary 1: Africa, Antarctica,
Asia, Australia, eastern, Europe,
North America, northern, South
America, southern, supercontinent,
western
Key vocabulary 2: batter, bay, beacon,
coastline, current, equinox, mainland,
offshore, overnight, seabed, stabilize,
tide

Reading 1: Pangea: The Original Supercontinent
(factual, British English)
Reading 2: The Most Incredible Sight (fiction,
American English)
Reading strategies: Use headings to find specific
information in a text. / Look for and find points
in a story when you can anticipate what might
happen next.
Value: Be curious about nature

Key vocabulary 1: bacteria, citrus,

container, flavoring, freezing point,
harvest, hygienic, ingredient, producer,
product, ripe, wrapper
Key vocabulary 2: edible, eel, energy
bar, forage, nettles, poisonous, purify,
raisins, ravenous, sardines, superfood,
sushi

Reading 1: Food Factories (factual,
American English)
Reading 2: Wild Food! (fiction, British English)
Reading strategies: Look for phrases that help
you understand the order of events. /
Look for reporting verbs like cried and explained
to help you understand the characters better.
Value: Be adventurous but careful with food

Key vocabulary 1: appetite, brain
waves, cells, hormones, internal
organs, intestines, kidneys, liver,
paralyzed, pulse, spine, veins
Key vocabulary 2: allergic, bleeding,
crutches, emergency room, hiccups,
muscle cramps, nosebleed, recovery
position, sprain, swelling, unconscious,
vomit

Reading 1: Do Our Brains Ever Rest? (factual,
American English)
Reading 2: First Aid Day (fiction, British English)

Reading strategies: Use certain phrases to help
you figure out what is fact and what is opinion. /
Notice the words and sentences that indicate a
change of mood in a text.
Value: Find the positive in difficult situations

Key vocabulary 1: accomplished,
astronomer, data, interstellar, launch,
life form, mission, satellite, space
probe, spacecraft, transmit, unmanned
Key vocabulary 2: acceleration,
disaster relief, docking port, habitable,
hatch, ignite, microgravity, protective,
safety procedure, solitary, vibration,
weightless

Reading 1: Voyage of Discovery (factual,
American English)
Reading 2: Reach for the Stars! (fiction,
British English)
Reading strategies: Look for a theme within
each paragraph. This can help you see how the
main topic of a text is developed. / When you
don’t understand a word, look at the meaning
and the type of word which comes before and
after it to aid comprehension.
Value: Work hard to achieve your dreams

Key vocabulary 1: associate, authority,
dependable, haste, impulse buying,

influence, perception, stability, target,
tranquility, uninspiring, widespread
Key vocabulary 2: budget, campaign,
dynamic, executive, out of the box,
prime time, proposal, rock bottom,
slogan, statistics, strategy, survey

Reading 1: The Color of Advertising (factual,
American English)
Reading 2: Jolly Juicy Jumping Jellies! (fiction,
British English)
Reading strategies: To help summarize a text,
figure out what the main point is and what
supports that point. / Use the way people
respond and behave in a story to help you find
and understand implied messages.
Value: Listen to others

Key vocabulary 1: aerial, attraction,
bird’s eye, commemorate, decipher,
estimate, found, iconic, panoramic,
re-enact, residence, spectacle
Key vocabulary 2: anticipation,
challenging, conventional, curious,
disoriented, fulfilled, inquisitive,
insignificant, irritable, out of the
ordinary, overwhelming, tedious

Reading 1: The Sights of London (factual,
British English)

Reading 2: A Change for Dan (fiction,
American English)
Reading strategies: Read according to purpose
and select details you’re interested in. / Explore
the feelings, thoughts, and emotions of a
character to help you understand fiction.
Value: Find a balance


Grammar
Grammar 1: Present
Perfect and Past Simple
Grammar 2: must /
might / can’t

Speaking

Writing strategy:
Collect information
and make notes
before you write.

Projects:
Make a picture story
of somewhere in
your area.
Make a plant and
animal map of the
world.

Speaking strategy:
Speak clearly and
loudly.

Listening strategies:
When following instructions,
use your common sense
to make sure you have
understood properly.
Listen for key questions to help
you find the answers.

Writing strategy:
Include some
details as well as
simple information
to make your
writing varied and
more interesting.

Projects:
Present a food
production process.
Design a new food
product.

Speaking strategy:
Look at the person
you’re talking to.

Listening strategies:
When you hear unusual
words, try to understand their
general meaning and figure
out if they’re nouns, verbs, or
adjectives.
When writing down important
details, don’t guess. Listen
again and check.

Writing strategy:
Use commas
in conditional
sentences to make
your writing easier
to understand.

Projects:
Teach a first aid
technique.
Make a human body
poster.

Speaking strategy:
Show interest and ask
follow-up questions
to find out more.

Listening strategies:
Make predictions about what

you’re going to hear to help
you understand different
accents.
When you don’t hear someone
properly, use different ways
to ask them to repeat what
they’ve said.

Writing strategy:
Think about
different ways to
describe sounds,
sights, and
feelings to make
your text more
descriptive and
interesting.

Projects:
Make a factfile.
Design a new
satellite.

Speaking strategy:
Think about the
words and structures
you need to use.

Listening strategies:
Understand the main topic

better by listening for key
points and thinking about how
familiar they’re to you.
Listen for sound effects and
music to understand what’s
being advertised and who’s
being targeted.

Writing strategy:
Collect information
about a topic to
help you form and
express an opinion
in your writing.

Projects:
Analyze
advertisements.
Make a commercial.

Speaking strategy:
When you don’t know
the answer to a
question, be honest
but offer to find out.

Listening strategies:
When listening to an
informative discussion, think of
possible responses.

“Replay” what someone has
said to help you remember it.

Writing strategy:
Make a graphic
organizer to help
plan your writing.

Projects:
Write a travel
presentation.
Plan a world trip.

Videos: School Rules:
A Healthy Eating Day?
Parts 1–2
Grammar 1: Present
Perfect Progressive
Grammar 2: Present
Perfect and Present
Perfect Progressive

Videos: School
Rules: Flying Aeroplanes
Parts 1–2
Grammar 1: Defining
relative clauses
Grammar 2: Non-defining
relative clauses

Videos: School Rules:
Money, Money, Money
Parts 1–2
Grammar 1: Present
Simple Passive
Grammar 2: Present
Progressive

Videos: School Rules:
I’d Rather Be in a Hotel
Parts 1–2

Now I Know

Listening strategies:
Use what you already know
about familiar topics to help
you learn new information.
Keep an open mind when
deciding what you believe is
truth or fiction.

Videos: School Rules:
Those Clothes Parts 1–2
Grammar 1: First and zero
conditionals
Grammar 2: Second
conditional

Writing

Speaking strategy:
Encourage others to
contribute.

Videos: School Rules:
An International School
Parts 1–2
Grammar 1: Talking about
the future
Grammar 2: plan / hope /
intend / mean + to

Listening


Contents
Unit
UNIT

7

How do
we learn
languages?

Video:
Technobabble:
Holiday Apps
UNIT

8

When is
something
newsworthy?

Video:
Technobabble:
The Internet
UNIT

9

What powers
our lives?

Video:
Dara’s Science Club:
Magnets
UNIT

10

What makes
someone a
hero?

Video:
Fierce Earth: Wildfires

UNIT

11

How can
technology
improve our
lives?
Video:
Technobabble:
Robot Football

UNIT

12

What do you
want to do?

Video:
Lifebabble: Hopes
and Worries about
the Future

Vocabulary

Reading

Key vocabulary 1: aptitude,
bilingual, daydream, drastic,

fluently, inattentive, input,
persevere, proactive, pronunciation,
uphill struggle, visualize
Key vocabulary 2: automatically,
engage in conversation, idiom,
interact, memorize, native
language, proverbs, retain, slang,
subconscious, total immersion,
waste of time

Reading 1: Five Ways to Be a Successful
Language Learner (factual, British English)
Reading 2: Crash Course! (fiction,
American English)
Reading strategies: Look for a heading that
appeals to you when you don’t know where
to start. / Pay attention to the context of a
conversation to help you understand slang,
proverbs, idioms, and phrases.
Value: Persevere!

Key vocabulary 1: affect, breaking
news, consequences, criteria,
crucial, general public, human
interest, impact, newsworthy,
objective, prominent, touching
Key vocabulary 2: bizarre,
chairing, edition, editorial, go
to press, gripping, lead story,
memorable, quirky, sensational,

thought-provoking, unimaginative

Reading 1: Hold the Front Page! (factual,
British English)
Reading 2: Special Edition (fiction,
American English)
Reading strategies: Have a reason to read an
informative text to give you purpose and make it
easier to read. / Select ideas from a text and then
evaluate them.
Value: Put your heads together!

Key vocabulary 1: dam, drill, fuel,
gas, geyser, hot spring, pylon,
refinery, renewable, transformer,
turbine, voltage
Key vocabulary 2: compost,
cylindrical, distill, ethanol, ferment,
fuse, generator, power grid,
propeller, pump, reconnect, sludge

Reading 1: We’ve Got the Power! (factual,
British English)
Reading 2: Potato Power (fiction,
American English)
Reading strategies: Assess the consequences
of facts by reading them in context. / Use your
imagination to identify ideas that are implied but
not written in stories.
Value: Help your neighbor

Key vocabulary 1: assess,
coordination, decisive, instinct,
judgment, non-judgmental,
procedure, recreational, spatial,
split second, spur of the moment,
visibility
Key vocabulary 2: admire,
attention seeker, awareness,
burden, compassion, deforestation,
hypocrite, nerve-racking,
preoccupied, publicity, stumped,
sympathize

Reading 1: Have You Got What it Takes … ?
(factual, American English)
Reading 2: Everyday Hero (fiction,
British English)
Reading strategies: Make mental notes by
actively trying to remember important points in
the text without writing anything down. / Notice
how an author uses particular words to influence
our responses to a story.
Value: Recognize your everyday heroes

Key vocabulary 1: agile,
agricultural, autonomous,
inaccessible, maneuver, military,
missile, navigate, obstacle, remote,
versatile, vital

Key vocabulary 2: amplifier,
artificial intelligence, authentic,
booster, innovation, mobility,
reception, replicate, revolutionize,
state-of-the-art, ultrasound, voice
recognition

Reading 1: Drone Zones (factual,
American English)
Reading 2: Lakeside Holiday (fiction,
British English)
Reading strategies: Within promotional material,
look for specific product details and information
to help you understand more about the
product. / Think about the characters in stories
and how they’re presented.
Value: Find a healthy balance with technology

Key vocabulary 1: adaptable,
annoyance, constructive, count
to ten, criticism, go out of your
way, irritate, metaphor, negotiate,
overcome, take a back seat, walk
of life
Key vocabulary 2: affable,
belligerent, gregarious,
humble, impulsive, industrious,
irresponsible, quarrelsome,
reserved, thrifty, timid, weak-willed

Reading 1: Soft Skills (factual, British English)
Reading 2: One Hundred Dollars and a Hen
(fiction, American English)
Reading strategies: Make advice articles relevant
to you by considering how you can apply the tips
to your own life. / Visualize stories in other forms,
such as TV programs or movies, to help you
imagine the characters, plot, and setting more
clearly.
Value: Do the best with what you have


Grammar
Grammar 1: Past
Progressive and Past
Simple
Grammar 2: Reported
Speech

Speaking

Writing strategy:
Reporting what
people said can
make informal
emails more
interesting.

Projects:
Perform a song.

Write a language
worksheet.

Speaking strategy:
Respond to what
your friends say.

Listening strategies:
Use headlines to predict what
a news story will be about.
When asking questions,
remember to listen to
the person’s answers and
change your next question, if
necessary.

Writing strategy:
Balance opinions
by imagining
what other people
might think as
well as including
your own
thoughts.

Projects:
Record an interview.
Make a headline
puzzle.

Speaking strategy:
Try to describe
things when you
don’t remember
their names.

Listening strategies:
Listen to simple questions
and answers on a complicated
topic to make it easier to
understand.
Make notes of new vocabulary
and see if you can link the
words with the ones you
already know.

Writing strategy:
In a real-life
narrative,
establish the
situation early on
to help the reader
understand what’s
happening.

Projects:
Invent a generator.
Make a power
awareness poster.

Speaking strategy:
Make suggestions in
different ways.

Listening strategies:
Listen for known words and
phrases and notice if they’re
being used in different ways.
People don’t always speak
in complete sentences.
Listen for the main words in
each sentence to help you
understand.

Writing strategy:
To make
biographies
enjoyable to
read, include
interesting details
as well as facts.

Projects:
Talk about heroes.
Help someone.

Speaking strategy:
Keep the
conversation going
and ask further

questions.

Listening strategies:
When there’s a lot of
information, prioritize and
focus on one task at a time.
Homonyms are words which
sound the same, but are
usually spelled differently
and have different meanings.
Use the context to tell the
difference.

Writing strategy:
When describing
a gadget, explain
the features and
their benefits.

Projects:
Make a digi-book.
Improve an
everyday object.

Speaking strategy:
Make suggestions
to build a list with a
friend.

Listening strategies:

If you don’t understand
everything you hear, make
informed guesses based on
facts and information that you
already know.
Listen for different types
of questions. Some need
answers and some indicate
that we should just think
about something.

Writing strategy:
To write an action
plan, think about
the end result and
then outline the
necessary steps.

Projects:
Write a personal
factfile.
Make a vision board.

Videos: School Rules:
Can You Sing? Parts 1–2
Grammar 1: Used to
Grammar 2: I wish

Now I Know

Listening strategies:
Pay attention to useful
phrases, even if they aren’t
needed to answer the
question.
Focus on stress – the correct
stress on a word makes it
easier to understand even
when the pronunciation
isn’t right.

Videos: School
Rules: Have a Mooncake
Parts 1–2
Grammar 1: Order of
adjectives
Grammar 2: Past Perfect

Writing

Speaking strategy:
Ask questions to
gather information.

Videos: School Rules:
Einstein Was Dyslexic
Parts 1–2
Grammar 1: Adjectives +
infinitive
Grammar 2: Reported

questions

Listening

Videos: School Rules:
Harry’s Granny Parts 1–2
Grammar 1: So … that /
Such a … that
Grammar 2: Past Perfect
in reported speech

Videos: School Rules:
No Cheating Parts 1–2
Grammar 1: I’d like to
If I were you, I would …
You could …
Grammar 2: I hope
that …

Videos: School Rules:
The School Challenge
Parts 1–2


4

opinion.

• I can provide facts or
examples to support an

Writing

• I can talk about matters
of personal interest.

Speaking

• I can infer unstated
information.

information using headings
and captions.

• I can find specific

Reading

• I can recognize how details
relate to the main ideas.

• I can understand key
information in recorded
material.

Listening

world change?

How

does the

1

How do you think the land of your country was
formed?

4

and run.

Schools teach Japanese children to drop, cover,

Japan has about 1,500 earthquakes every year.

The plates move quickly.

Earthquakes are caused by tectonic plates.

There are thousands of tiny quakes every day.

1-1

5

Watch the video and check your
answers from Activity 3. Then
watch again and check () the true sentences.

4

Look at the video still and predict.
What has happened?

Could you travel to them overland or would you
have to cross water?

3

1-1

Which countries share a border with your country?

2

3

Is your country close to an ocean?

Think about your country. Discuss.

Look at the picture and discuss. Do you
recognize any countries?

1

1
2

Reading strategy

Making mountains

Moving toward Asia

6

3

Read Pangea: The Original
Supercontinent. What clues
1-02
did scientists find? Which paragraphs
have this information?

When India finally crashed into Asia about
50 million years ago, the land of India
went below the land of Asia and pushed it
upwards. In that way, mountains started
to form. Those mountains became bigger
and bigger and are now the Himalayas, the
highest mountains in the world.

2 

Read. Then choose and write a
heading. When did India become
part of Asia? What happened?

Use headings to find specific
information in a text.

1

Think. How many continents
and oceans can you name?
Where are the highest mountains in the
world? Which continent is India in?

Pre-reading 1

South
America

North
America
Africa

Europe

Antarctica

Asia

Australia

This is a map of the world about 300 million
years ago. There was one big continent, which
we now call Pangea. Pangea is an Ancient

Greek word which means Whole Earth.
Around the land there was one ocean which
we call Panthalassa. That means Whole Sea.
In the days of Pangea there were no humans.
There were only dinosaurs. Of course,
dinosaurs couldn’t draw maps! The very first
human beings evolved about 3 million years
ago. The first map was made about 4,000
years ago. So how do we know what the world
looked like so far back in time? Geologists,
scientists who study the earth, had a lot of
clues to work from.

THE WORLD IN THE PAST

PANGEA

Reading 1

7

WILL THE WORLD STAY THE
SAME NOW?
The tectonic plates of the Earth’s crust
are still moving. This means that some
countries and continents are moving closer
together and some are moving further
apart. Scientists believe that in about 250
million years, the continents we know now
will crash together again to make another

enormous supercontinent.
They think it will
look like this and
they’ve already
PANGEA
thought of a name
ULTIMA
for this new
supercontinent:
Pangea Ultima.

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ƑƝƜƢƗƜƓƜƢơİ

W ƖƓƜƢƖƓƢƓƑƢƝƜƗƑƞƚƏƢƓơƛƝƤƓƏƞƏƠƢĭ

THE OCEANS AND
CONTINENTS NOW

Mountains form when the tectonic
plates crash together. About 65 million
years ago, India was a separate piece
of land. Gradually it moved and
crashed into Asia. That’s when the

Himalayan Mountains were formed.
When the plates move from side to
side, earthquakes happen. Sometimes
they move apart from each other. This
happens very slowly – the tectonic
plates move about 10 cm a year.

MAKING MOUNTAINS

What makes your country special? Think
about the flora and fauna. Are there animals
or plants in your country which aren’t found anywhere
else in the world? Discuss with a friend.

4

Planet Earth has got a crust on the outside. The
crust isn’t one big piece – it’s a lot of very large
pieces called tectonic plates. The plates float.
They don’t float on water but on extremely hot
melted rock. That hot rock is under the Earth’s
crust. Sometimes the plates go over each other,
sometimes they go under each other, sometimes
they crash together and sometimes they move
from side to side.

INSIDE THE EARTH

About 200 million years ago, Pangea started to break
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BREAKING UP

Flora and fauna are scientific words. Flora means
plants and fauna means animals. By looking at
fossils (the bones and shapes in rocks of animals
and plants which were once alive), scientists have
discovered that the same creatures lived by the
Eastern coast of South America and the Western
coast of Africa. They’ve also found that the coasts
of North America and Europe shared the same
flora and fauna. These clues showed them that the
continents were once part of the same land.

DETECTIVES OF FLORA AND FAUNA

ŝƝƝƙƏƢƢƖƓƢƥƝƑƝƜƢƗƜƓƜƢơĭSouth America and
AfricaİťƖƓ EasternƑƝƏơƢƝƔŤƝƣƢƖŒƛƓƠƗƑƏơƓƓƛơ
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Northern coast of AustraliaǏƢơƗƜƢƝƢƖƓSouthern
coast of Antarctica.
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AN AMAZING PUZZLE

1


4

The Himalayas were part of Pangea.

The eastern coasts of Africa and
South America were once joined.

Scientists know what Pangea
looked like from maps they found.

2

3

Separate continents didn't exist
250 million years ago.

1

2 

We can use volcanic rock on our feet.

Volcanic ash can be good for the Earth.

Volcanoes are only found on land.

3

4

5

8

6

Lava can change the course of a river.

2

T

T

T

T

T

F

F

F

F

F

T

T

T

T

ash

volcano
lava

Use what you already know
about familiar topics to help you
learn new information.

Listening strategy

Discuss with a friend. Has anything changed where you live? What
happened? Think about rivers, beaches, rocks, trees, fields, and lakes.

Lava can build villages.

1-03

rocks

Listen and circle T (true) or F (false).

islands

1

5

create

destroy

You’re going to listen to someone talking
about the effects of a volcano erupting.
Which of these words do you think you’ll hear?
Check ().

Listening 1

4 

Read and circle T (true) or F (false).

In your notebook, draw a timeline using dates from Pangea:
The Original Supercontinent. Write a fact for each date.

How fast tectonic plates move

3

3

When separate continents began

2

to form

Continents with similar shapes

1

1 

Where can you find information
about these things? Write the
heading of the paragraph.

Comprehension 1

F

F

F

F

1-04

6

7
4

Listen and say. Use words from
Activity 1.

5

Africa

Antarctica

4

12

11

9

7

2

4

, and

@@@@@@@@@@@@@@@@ . Geologists know that the

Imagine you’re a geologist. Where are you and what have you found?
Discuss with a friend. Use words from Activity 1.

@@@@@@@@ coast of Australia was joined to Antarctica, too. Amazing!

coast of Africa was joined to Asia and Antarctica, and that the
@@@@@@@@@

10

. They've also found fossils of the Lysotrosaurus in 8

3

,

,
@@@@@@@@@@@@@@@@
5
,
, @@@@@@@@@@, and @@@@@@@@@ . They’ve
found fossils of the Mesosaurus and the Cygnognathus in 6 @@@@@@@@@@@@@ and

About 300 million years ago, these
continents fitted together to form a

the eastern coast of North America

the western coast of South America

the southern coast of Australia

Europe

the northern coast of Asia

Geologists have discovered fossils of the same plants in 1

small reptiles (Lysotrosaurus)

plants (Glossopteris)

large reptiles (Cygnognathus)

lizard reptiles (Mesosaurus)

Where did scientists find fossils?
Look and complete.

2
3 

2

1

3

Read and write the correct number.

1 

Vocabulary 1

.

9

3

1


1-2

come to

I lost / I've lost my key last week
and I couldn’t get into the house.

Oh, no! I can’t get into our house.
I lost / I've lost my key!

In a / b, we don’t know exactly when it
happened, but it’s still important now.

In a / b, the words last week tell us
exactly when this happened. So we know
we need to use the Past Simple.

b

a

The Present Perfect and the
Past Simple

Grammar

class. Where can she be?

Emily

10

They
(eat)

I know something about ammonites because I
up on the internet. (look)

4

5

It’s an ammonite! These creatures

ago! (live)

3

predators – that means they

it about five minutes ago. (find)

I

2

a fossil! (find)

them

other sea animals. (be)

just

in the ocean about 100 million years

’ve/have

’ve/have

I’m so happy! This is the first time I

1

5 

Read and complete. Use the verbs in the Present Perfect or the Past Simple.

Read Pangea: The Original Supercontinent again. Find and circle a fact that uses
the Present Perfect and one that uses the Past Simple. Do we know when
they happened?

3 
4 

Read the grammar box and circle.

will do the School Challenge.

won’t have an Arts Show.

will have an Arts Show.

have decided that the students ...

Mr. Perkins and the geography teacher

2

him look

like that before. It isn't good!

I’ve

Watch Part 1 of the story video. Then read and complete.

Watch Part 1 of the story
video again. Check ()
1-2
the correct answers.

1

Grammar 1
draw

learn

put

remember

tell

understand

1

’ve/have
already

learned

5

3

6

really

7

very happy!

Yes, I did, but I
haven't won a prize
this year.

Have you made a
new friend this year?

plant a tree

get a new pet

win a prize

move house

No, I haven’t, but I made
a new friend last year.
Did you win a prize

last year?

write a story

11

Speaking strategy
Encourage others to contribute.

make a new friend

What has changed in your life?
Discuss with a friend.

Speaking 1

7

was

understood everything
remembered the names of all the oceans

us about tectonic plates yesterday.

them on the wall. Our teacher

maps of Pangea last week and

this morning. Our teacher

yet, but I

I

4

we

2

about the first supercontinent, Pangea. We

We

We’re learning about the continents and oceans in our geography class.

be

Complete the text with the verbs from the box using the Present Perfect or the
Past Simple.

6 

1


Reading strategy

12

1-05

They see a lot of people.

c

3

The island disappears.

b

Read The Most Incredible Sight.
What happened to the island?

They catch a lot of fish.

a

My Uncle Liam is a fi sherman and he
has a small boat that he takes out
most weekends. I join him whenever
I can. Our favorite spot to go to is a
small island about two kilometers off
shore.
There’s never anyone else on the island
and my uncle told me that it suddenly
appeared one night out of nowhere.
Our favorite time to fi sh is at night.

When there’s a full moon, you don’t
catch many fi sh so my uncle likes
going when the moon is new and small.
Of course, then you can’t see very
much. The night when the amazing
thing happened was a night of a new
moon.

2

Read. Circle what you think
might happen next. Then
underline the sentence that gives you
a clue.

Look for and find points in a story
when you can anticipate what
might happen next.

1

Think about the ocean. Does
it change at different times?
How do you think the ocean can change
the land?

Pre-reading 2

ever seen.

witnessed the most incredible thing we have

the shape of the coastline. But one day we

lighthouse. The power of the waves changes

has changed since she started working in the

the rocks. My grandma says that the coastline

huge storms with enormous waves that batter

seen the ocean calm and flat and I’ve seen

all kinds of different weather conditions. I’ve

Sometimes I go and stay there, and I’ve seen

mainland.

rocky island about 200 meters away from the

offshore lighthouse – it stands on a small

into rocks. My grandma's lighthouse is an

sailors away from danger and avoid crashing

A beacon is a strong light and it helps guide

for over 40 years. Her job is to shine a beacon.

grandma has lived and worked in a lighthouse

lighthouses nowadays are automatic, but my

lighthouse keeper? It’s a very unusual job. Most

Can you believe my grandmother is a

The Most
Incredible
Sight

Reading 2

The rocky beach was
nowhere to be seen. Instead
there were kilometers of
beautiful golden sand stretching out all around
the bay.

little, the beach was completely sandy and that
it changed overnight. One day it was sandy and
the next day the sand had disappeared. There
was nothing but bare rocks!

strong currents in the ocean stir up the seabed,
the floor of the ocean. The sand must have

might be dangerous for sailors that night.

4

a dream!’’

incredible world.’’

know what’s going to happen in this

13

‘‘It might be,’’ said Grandma. ‘‘You just never

ever be rocky again?’’

‘‘Will it stay sandy?’’ I asked. ‘‘Will the beach

‘‘Something like that,’’ laughed Grandma.

‘‘So the sand escaped back to the beach!’’ I said.

much seaweed.’’

at this time of year, after the winter, there isn’t

keeps the sand steady and in one place. But

Seaweed helps stabilize the sand – the seaweed

stirred it up and washed it back onto the beach.

What kind of beaches do you like: sandy or rocky? What do you think
you might discover on a rocky beach? Why? Discuss with a friend.

Grandma?’’ I said. ‘‘This can’t be true! It must be

eyes and looked again. ‘‘Am I really awake,

I looked, but I couldn’t believe it. I rubbed my

‘‘Look!’’ she cried.

dramatically towards the shore.

open the door of the lighthouse and pointed

I quickly dashed downstairs. Grandma flung

up!’’ she said. ‘‘Come and see!’’

‘‘Morning, Eva! I’ve been waiting for you to wake

bed, looking very excited.

been lying on the seabed and the high tide

forces of the natural world,’’ she said. ‘‘The

stayed up – she knew the currents and tides

When I woke up, Grandma was already by my

Grandma laughed. ‘‘Not magic but the amazing

was very high. I went to bed early, but Grandma

‘‘It must be magic!’’

‘‘How? How did this happen?’’ I spluttered.

disappeared, it’s reappeared overnight!’’

‘‘Yes!’’ said Grandma. ‘‘Overnight – just as it

ocean. That night it was high tide – the sea level

often powerful tides and strong currents in the

of night. During the spring equinox there are

night are equal: 12 hours of day and 12 hours

spring equinox. "Equinox" means the day and

‘‘Your sandy beach has come back!’’ I said.

seem like a dream!’’

pools. My grandma told me that when she was

It was March 21st, and that day is called the

‘‘But you’re right – it does

and discovering small sea animals in the rock

laughed Grandma.

close to the lighthouse. It’s rocky and there isn’t
any sand, but I like clambering over the rocks

‘‘You’re wide awake,’’

I’ve always liked the beach around the bay

1


Read The Most Incredible Sight
again and circle.

b something funny will happen

a something big will happen

During the spring equinox there are
often powerful tides and strong currents
in the ocean. That night it was high tide
– the sea level was very high.

b something to do with sailors

a something to do with the coast

The power of the waves changes the
shape of the coastline. But one day we
witnessed the most incredible thing
we’ve ever seen.

The rocky beach won’t reappear /

4

14

The currents and tide moved the sand.

The sand lay on the seabed.

The rocky beach disappeared.

The sandy beach disappeared overnight.

The sandy beach reappeared.

3 

1

Number the events in the order that
they occurred.

might reappear.

On March 21st, the day and night are
of equal length / dangerous times.

lighthouse.

Eva lived / was staying in the

on an island.

The lighthouse was at the beach /

3

2

1

2 

2

1

smaller

greedy
war

. The city of Athens
, it defeated Atlantis.

What do you think Plato was
teaching us in this story? Do
you think parts of the story might be true?

7

ocean and no one ever saw it again.

Then there were terrible 6
and an enormous earthquake. Atlantis
into the
disappeared. It 7

5

was also powerful and, although it was

a

4

was 1 civilized and the buildings
were 2 impressive . But the rulers of
Atlantis became 3

and started

The city of Atlantis was on an island. It

sank

floods

Listen again and complete. Use
the words from the box.

civilized

1-07

impressive

6

5

Listen and answer. Did the city
of Atlantis really exist? Does
1-06
it exist now? Are you 100% sure of your
answers?

Keep an open mind when deciding what
you believe is truth or fiction.

Listening strategy

Plato was an
ancient Greek
philosopher. In those days,
how do you think people
got information about the
world and its changes?

4

Look at these extracts from The
Most Incredible Sight. What did you
anticipate when you read them? Circle.

1 

Listening 2

Comprehension 2

batter

View of coastline / stabilize: Clear view

Lighthouse beacon / seabed: Shining brightly
Overnight / Batter weather: Fine. Full moon

Currents / Bay: Strong
Kilometers WЄ[PWZM / mainland: 20

Tide / Equinox: High

Date of arrival:

Destination:

Date of departu re:

Daily log entry

Sailors keep a record of their
journeys in log books. Complete the
information in red with your own ideas.
Then circle the correct words in blue.

land around the edge of the ocean

3 

6

away from the shore

the opposite of island

4
5

a powerful light

equal day and night

2
3

hit, crash

1

the ocean going in and out

movement within the ocean

the floor of the ocean

Was it a low tide?

When did you
depart?

15

No, the tide
was high.

On June 2nd.

Now work with a friend. Talk
about the journey you recorded

in the log book. Use words from Activity 1.

4

12 make secure and steady

11 in one night

10 part of the ocean where the coast is
curved

9

8

7

Read and write. Use words from Activity 1.

2 

overnight seabed stabilize tide

batter bay beacon coastline current equinox mainland offshore

Find these words in The Most Incredible Sight. Circle words which are to do
with the ocean. Underline words which are to do with the land.

1 

Vocabulary 2

1


1-3

. I’m sure! Jade and Emily can’t be

They aren’t

3 

‘‘This

2

‘‘Will the beach ever be rocky again?’’ ‘‘It
said Grandma.

4

16

‘‘How did this happen?’’ I spluttered. ‘‘It
magic!’’

true! It

3

a dream!’’

She knew the currents and tides
dangerous for sailors that night.

This is the only explanation I can think of.

1

a

.

b

,’’

This is a possibility.

b

Find these sentences in The Most Incredible Sight and complete. Then write a or b.

about Emily’s hair. I’m not sure.

.

Do you think Emily and Jade
are rude to Mr. Perkins?

3

He might be

. I’m sure! Mr. Perkins must be

must / might / can’t

Grammar

2 

He’s

Does Mr. Perkins like it?

2

Read the grammar box and complete with angry and happy.

What has Emily changed?

1

Watch Part 2 of the story video and answer.

Mr. Perkins’s face is red. He must be very angry!

1

Grammar 2

I’m not sure if it’s
I’m not sure if it’s
I’m sure it isn’t
I'm sure it's
I'm sure it isn't

2
3
4
5
6

a painting . It might be a painting

. It must be a dinosaur

real

old

.

.

.

.

.

.

It’s yellow.

The Sun

It’s enormous and
it heats the Earth.

What or who?

Clues

It must be the Sun!

17

It can’t be a lemon!

It might be a lemon.

yellow / red / enormous

Think of clues for these things. Then ask and answer.

It’s sometimes red.

Person

Food

Nature

5

Speaking 2

I’m sure it’s

1

a plant

a dinosaur

a dinosaur

a painting

a bird

Look and write. Use might, must, or can’t and
the words from the box.

4 

1

18

2 

I didn’t know this

Read Leon's poster. What did you
learn? Complete the chart.

Antarctica is a very cold and icy continent.
Some of the ice in Antarctica has melted,
but when it snows, new ice is made again!

3

15

WB

Find a picture of a continent.
Then go to the Workbook to do
the writing activity.

Collect information and make notes
before you write. Finding some new
and unusual information can make
your writing really interesting.

Writing strategy

Seals and
penguins
live there, but not many people
do because the climate is
treacherous. Scientists go
there to do research and get
information.

It doesn't rain much in
Antarctica so it's a desert - an
ice desert! There are volcanoes
in Antarctica. The highest one
is Mount Sidley, which hasn't
erupted for millions of years!

ANTARTICA

This is Antarctica. It's a big continent in the Southern
Hemisphere, but it wasn't always in the south. It
was once joined to Africa and Australia, but tectonic
plates under the Earth's crust made it move.

1 

Look at Leon’s poster. What’s he presenting?

Writing
How does the world change? Look back through Unit 1. Remember

what you learned and write.

Find old pictures or draw what
they tell you.

4

I can’t do this yet.



Present to the class how plants
and animals reveal changes to the
continents.

5

I can provide facts or examples to support an opinion.

I can talk about matters of personal interest.

I can infer unstated information.

I can find specific information using headings and captions.

I can recognize how details relate to the main ideas.

19

Write a sentence for each to explain

any patterns you have found.

4

  I liked doing this.

Draw them on the map.

3

Research which plants and animals
are similar across each continent.

2

I can understand key information in recorded material.



Check () or cross ().

Self-assessment

or

Draw the seven continents.

1

Make a plant and animal map of the

world.

I can do this.

Ask older people what they
remember about that area.

3

Write about the changes and
describe them to the class.

Write some notes about it.

2

5

Take pictures of a place you like
to go to.

1

Make a picture story of somewhere in
your area.

Choose a project.

2 

The world changes in many different ways. Some changes happen inside the Earth.

1

Now I Know

1


2-1

What can you cook? Discuss with
a friend.

crumbly

• I can skim texts to get a
general idea of content.

20

• I can write an email
asking for factual
information.

Writing

• I can take part in a
discussion.

Speaking

• I can make inferences
about characters' motives
and feelings.

cold

salty

Reading

Why is this so important?
What happens if something goes wrong?
When do you know if the process has worked
correctly?

2
3
4

21

What’s the most important thing to check during
the process of making chocolate?

1

2-1

Watch the video and check your
answers from Activity 3. Then
watch again and answer.

very sweet

shiny

soft

4

Look at the video still and
predict. What do you think
people want chocolate to be like? Check ().

2
3

• I can understand the main
information from dialogs.

• I can understand key
information in recorded
material.

Listening

made?

our food

How is

2

Look at the picture and discuss. What
fresh food can you see? What do you
think they're making? What do you think they'll
do next?

1


22

3

1-08

Read Food Factories.
What are the first and
last steps in producing ice cream
and orange juice?

What's it made from?
Once, when bubble gum was first
made, the base was resin. Resin
is a liquid that comes from a tree.
Nowadays the bubble gum base is

nearly always synthetic. That means
that it isn’t made from natural
products, but from plastic or rubber.

to get that.

Where do you start when you’re
making bubble gum?
The most important ingredient is
the gum base, so the first step is

2 

Read. What do you do first to
make bubble gum? Circle.

Look for phrases that help you
understand the order of events.

Reading strategy

Corn chips

1

Think about what you eat
and drink every day. How
many of these things are packaged?
Write a list.

Pre-reading 1

What’s the next step?
Next, we heat the cream for half an hour.
This process will kill the bacteria. It’s called
pasteurization, and this makes it safe for you
to eat. I must add that cleanliness is very
important at every stage of the process and we
keep all our equipment and utensils spotlessly
clean and hygienic.

Yes. It all starts with cows! The
cows provide the milk and that's
the main ingredient of ice cream. We
store the milk in huge refrigerated silos
and we keep it a few degrees above
freezing point. From the silos, it will
go into a high-speed mixer. There it will
be whipped into cream, and we’ll add other
ingredients, including sugar and syrup, that
give ice cream its delicious sweetness!

We’re at an ice cream factory.
Can you tell us about the
process of making ice cream?

We know that it’s good for us to eat fresh food and eat
healthily. But when we look at what we eat and drink every
day, almost everything is pre-prepared and packaged.
Orange juice in cartons, bread in wrappers, cheese wrapped

in plastic, meat on polystyrene trays, ice cream in plastic
boxes – the list goes on and on. But food producers insist
that their food is fresh and good for us to eat. So, let’s find
out how some products are made.

Food Factories

Reading 1

So the final stage is taking
them to stores by truck?
It’s the last stage in the
process, but really the final
stage is you eating them!

How do you package the ice
cream?
Let’s look at ice cream
sandwiches. We make the
crunchy wafers and then a
machine brings two wafers
together and drops exactly
the right amount of ice
cream between them. The ice
cream is still ice cold. Then
the sandwiches go into the
packaging machine. Each
one is individually wrapped
by a machine – the machine
folds and seals the ends of

the wrappers, too. Then the
wrapped ice cream sandwiches
go into boxes. Those boxes
go straight into a freezer and
from there they will go into
refrigerated trucks.

After the cream has been
heated, we cool the mixture
again. At this stage we add
flavoring, like vanilla or
strawberry. A favorite flavor
right now is salted caramel!
Then we whip it all again
so that everything mixes
together.

 4

Why do you think we buy packaged
food? Discuss with a friend.

Now the oranges are squeezed. Of course, with such large
numbers of oranges, this can’t be done by hand. Machines
extract the juice and then, finally, the juice is poured
into waxed cartons or plastic bottles. These
are also boxed, put onto trucks, and then
the trucks take them to the stores
that will sell them.
Did you know that each

carton contains
18 oranges? Wow!

23

At the juice factory, the oranges are actually washed out of the
trucks. People with very powerful hoses shoot gallons of water
over the oranges and the fruit falls out of the trucks. They slide
onto long conveyor belts that move all of the oranges into the
factory.

In the main season, when most of the fruit is harvested, about
200 trucks go to the juice factory every day. That’s a lot of
oranges – in fact, it’s over 20 million oranges!

Now it’s a job for the truck drivers and they drive the fruit to the
juice factory.

I see. What happens next?
When the oranges are ripe, they’re picked. With so many
oranges, it would be extremely difficult to pick the fruit by hand.
It would also take too long to harvest – it’s essential that the
oranges stay fresh. So, the fruit is picked by huge machines called
continuous canopy shakers. These machines have long metal
arms – a lot of them. The arms vibrate and shake the tops of the
trees and the ripe fruit falls into large containers – big metal
boxes on trucks.

Citrus trees?
Yes, oranges, lemons, and grapefruit are all citrus

fruits. They can all be made into juices, of course.

The first step is to grow the oranges.
Citrus trees need a lot of sun and rain –
and care. The soil needs to be right, too.

Now we’re at an orange juice factory.
What’s the first stage of making orange juice?

2


The milk is stored in
large silos.

The cream is kept cold all
the time in the factory.

An orange is a citrus fruit.

A machine shakes the trees
to pick the oranges.

Orange juice is always put
into cartons.

2

3

4

5

6

They harvest the fruit.

They take the oranges to the
factory.

They hose the oranges with water.

Orange juice:

They whip the mixture once.

They heat the cream.

They whip it again.

Ice cream:

3 

24

T

T

T

T

T

T

F

F

F

F

F

F

What happens in production? Read
and number the sentences in order.

Ice cream contains only milk.

1

2 

Read and circle T (true) or F (false).

Here are four examples:
It all starts with …
What’s the next step?
Then …
The final stage …

1 

Find and circle words or phrases
in Food Factories that help you
understand the order of events.

Comprehension 1

5
5

7

You bake the bread at 220° Celsius /
375° Celsius.

How many different kinds of
bread and bread products can
you think of? Where can you buy these and
who do you think makes them? Discuss.

5

pushing and pulling it.

Kneading the dough means cooking it /

bread before it's ready to eat.

Dough is bread when it’s ready to eat /

3

4

You use a lot of / a little salt.

You put all the ingredients in the same
bowl / a well.

1-10

ye ast

Listen again and circle.

4

3

Listen and list the ingredients
that are needed.

wat er

Ġour

1-09

2

1

6

2

1

Listening strategy

When following instructions, use your
common sense to make sure you have
understood properly.

4

What ingredients do you need
to make your favorite dish?

Listening 1

1-11

Listen and say. Use words from Activity 1.

1

wrapper

harvest

flavors: grapefruit or lemon!

.

First, we harvest
the lemons.

This is our new product,
Lovely Lemon Popsicles!

25

Work in groups. Choose one of the products and discuss how you will produce it.
Then tell the class. Use words from Activity 1.

of our new 12

you can buy our delicious ice pops! Next time, try one

4

they’re

3

harv ested . Then we put them into
cont ainers. At our factory we put all the
5
ingre dientsinto a mixer. We keep all our machinery
and utensils completely clean and 6 hygie nic !
We add some additional 7 Ġ avoring to make it extra
tasty. We heat the mixture to kill the 8 bact eria .
Then the strawberry mixture is cooled to 9 Ire ezing
pointFinally,
Next, we put 10 wrap pers on the ice pops.
11
the finished
prod uct goes to the stores and

,

3roducers of strawberry ice pops!
When the strawberries are 2

Whizz Bang P O P!

4

ripe

freezing point

product

flavoring

producer

container

ingredient

citrus

Complete the text with the words from Activity 1 in the correct form.

2
3 

hygienic

bacteria

Find these words in Food Factories. Which two words only apply to juice production
and not to ice cream production? Circle.

1 

Vocabulary 1

2


What are they going to do in math?

3

Read the grammar box and match.

Where’s she going?

2

I’ll help you!

She’ll be famous one day!

I’ll do it now!

I’m going by train.

I’m going to meet her tomorrow.

2

3

4

5

6

4 

26

I predict this.

This is my intention.

I’m making an offer.

It’s all arranged.

I promise.

I’ve just decided.

a

b

c

d

e

f

Read Food Factories again and circle three examples of future forms.

I’ll call you later.

1

Talking about the future

Grammar

3 

yogurt

an egg

cereal

two slices of toast

orange juice

hot chocolate

For breakfast Jade had …

Watch Part 1 of the story video again. Then read and answer.

Where’s Jade?

2-2

2-2

Watch Part 1 of the story video. Then read and check () or cross ().

1

2

1

Grammar 1

Things need to be done in the kitchen.
Offer to do tasks.
You’re going on a school trip.
Talk about the arrangements.
You’re thinking about the weekend.
Plan what you’re going to do.

2
3

Work with a friend. Talk about your
plans in Activity 6.
1

7

2

Where should
we start?

2

27

I’ll put the things in
the refrigerator.

2

2
2
2

2 go to the mall

Make weekend plans
2 leave early

Arrange a school trip

2 wash the dishes

Offer help in the kitchen

6

Speaking strategy

0y dad is going to go

Speak clearly and loudly.

:e’re having a cooNing

redecorate the school

Intentions

We’re having a cooking class tomorrow.

They’re going to redecorate the school.

We’re going by plane to Brazil.

Arrangements

Read and think. Make notes.

Speaking 1

Promises and off ers

I won’t be late.

My dad is going to go on a diet.

I’ll help you with your homework.

Complete the chart with the phrases.

5 

2


Reading strategy

28

3

Read Wild Food!. How do
the children feel about
1-12
the camp? Which words tell you?
Underline.

pizza for dinner.’’

‘‘We ended up
ordering a takeaway

It’ll be great! You’ll love it!’’
‘‘Last time you caught one tiny fish

for all four of us,’’ muttered Mum.

factory products. Let’s forage
for berries and leaves and catch fish.

wild is good for our health, too. I’ve
had enough of packaged food and

family foraging for food.
‘‘I intend to show you how easy it is,’’
he explained. ‘‘Finding food in the

Last weekend my dad thought it
would be fun to take the whole

2

Read and answer. Is Mom
enthusiastic about the
trip? Is she speaking loudly or
quietly?

Look for reporting verbs like
cried and explained to help you
understand the characters better.

1

Think about
non-processed food

you eat. Where do you get it from?
Do you ever pick fruits or vegetables
yourself? Discuss with a friend.

Pre-reading 2

‘‘That isn’t much and I don’t like fish!’ ’

‘‘A tin of sardines,’’ muttered Harriet Hanley.

the children were all looking inside their own tins.

‘‘That isn’t what I meant,’’ Mr Wild started to say, but

we've got.’’

labelled Basic Rations . ‘‘Let’s see what provisions

‘‘I’ve found mine!’’ said Bobby, holding up a tin

food!’’

‘‘Ah, well,’’ said Mr Wild, ‘‘First we have to findour

eating?’’

‘‘I’m hungry too,’’ said Bobby Bubble. ‘‘When are we

around this time.’’

Lucy Larkin complained. ‘‘I usually have lunch

of them looked particularly happy. ‘‘I’m ravenous,’’

The children sat cross-legged on the ground. None

"Gather round, everybody!’’ he called.

packaged food are completely unnecessary."

to persuade these children that supermarkets and

‘‘Wild by name, wild by nature, that’s me! I mean

passionate about living in the wild,’’ thought Mr Wild.

no fridge and no running water. ‘‘I’m absolutely

in the forest with minimal rations, no electricity,

forward to showing them how they could survive

just arrived at Survival Camp and he was looking

Mr Wild was extremely excited. Five children had

Wild Food!

Reading 2

because they're poisonous!"

mixture of nuts, seeds and dried berries, and

some mushrooms!

later. And there are

them in water

Have you ever eaten
something you’ve
caught or found in the wild? Did
you enjoy it? Discuss with a friend.

4

catching grasshoppers, beetles and ants.

a very nutritious
soup! We’ll boil

leaving Mr Wild jumping around the forest,

Stinging nettles make

And they all tiptoed away from the camp

29

and chips the moment I get back,’’ said Bobby.
don’t get stung.

‘‘I intend to have a huge double cheeseburger
leaves. ‘‘Be careful you

The others all nodded in silent agreement.
grabbing a handful of green

‘‘Nettles!’’ cried Mr Wild, bending down and

‘‘I’m going home,’’ whispered Lucy.

quietly packing up their backpacks.
children followed him, reluctantly.

roared with laughter while the children were all
Mr Wild tramped off into the forest and the

anything hairy or furry. So, no bees, please!’’ He

When we forage for food, we finditinthewild.

golden rule of foraging for insects – never catch

Now children, this is what we call foraging!

we can start preparing lunch. Remember the

boil this on the campfir e and have it for dinner!

the fir e. Come on, everyone, collect insects and

any oil, but we can dry roast these in a pan on

looked suspiciously like a snake.
‘‘It’s a delicious eel! It’s a sort of fish.W e can

green grasshopper from a tree. ‘‘We haven't got

around a while and then emerged holding what
‘‘Eeek!’’ screamed Lucy. ‘‘What’s that?’’

‘‘Insects!’’ exclaimed Mr Wild, grabbing a vivid

stream with an enormous splash, thrashed

‘‘Pizza?’’ suggested Harriet, looking optimistic.

something especially tasty!’’
The children brightened up momentarily.

‘‘You’re quite right,’’ said Mr Wild. ‘‘We need

purify it,’’ explained Mr Wild. ‘‘We’ll build a fir e
look … !’’ Mr Wild suddenly jumped into the

‘‘I don’t think that’s enough for lunch.’’

‘‘We collect the water in cans and then we

and boil it and then it will be safe to drink. But

which aren’t poisonous,’’ said Bobby, gloomily.

Wild to the small river.

‘‘An eel, some nettles and some mushrooms

Wild.

‘‘Right, let’s see what we've got so far,’’ said Mr

hungrier.

the children were becoming hungrier and

The children groaned, but they followed Mr

from the stream!’’

you amazing energy. Now, let's collect water

restaurants. Seaweed is a superfood and gives

have eaten seaweed with sushi in Japanese

words, tablets made of seaweed. You might

Mr Wild was thoroughly enjoying himself, but

my book later to show you which ones to avoid

you've also got a packet of trail mix – that’s a
these wonderful sea vegetable pills, in other

These mushrooms are edible, but we'll check

explained Mr Wild. ‘‘Very good for you. And

‘‘Sultanas and raisins and things like that,’’

fruit?’’ she wondered.

‘‘Made of cereal and dried fruit. What’s dried

She examined the ingredients on the wrapper.

‘‘We've got two energy bars, too,’’ said Lucy.

2


whispere d

dr y roast

Why do people like to eat seaweed?

How else can you eat seaweed?

How do you cook it?

2

3

4

30

Have you ever had sushi?

1-13

1

5

Listen. Which of these
questions do you not hear?

Why do you think
some foods are called
superfoods? Can you name any?
Discuss with a friend.

Listening 2

4

Name three things the children had in
,
,
their ration tins.
and

Name three things they found to eat.
,
, and

3

What was the purpose of the camp?

2

1

2 

Read Wild Food! again and write.

Listen again and circle.

After harvesting, nori is wrapped with
dark green paper / washed, cut,
dried, and packaged.

You can also eat seaweed in the ocean /
soups, salads, and as a snack.

How do you forage for seaweed?
You take the whole plant. / You cut it
with scissors.

4

5

You find nori seaweed on rocks and in
ocean farms / growing on land.

If you have eaten sushi you have
probably eaten seaweed / you
probably like seaweed.

1-14

3

2

1

6

Listen for key questions to help you
find the answers.

Listening strategy

Read Wild Food! again. What two methods did Mr. Wild use to cook the food? Write.

wasn’t OK

compl ained scre amed
was surprised e[cl aimed

spoke loudly

mutt ered

spoke very quietly

3 

4

3

2

1

1 

Read Wild Food! again. Find and circle
ten verbs in the text that are used
instead of said. Then match and write.

Comprehension 2

raisins: dried grapes / fried grapes
ravenous: very angry / very hungry

8
9

1

eel

in the river for us to

sa___r

4
5

7

an

restaurant for

12

ener gy bar
11
_______

were all

10

_____raisi, and

! We ended

. That evening we

9

and give us a lot

.
_________

for food

!

, so we went to a Japanese

up eating dried fruit, a handful of

8

________
of energy, but they weren’t

She thinks they’re a

6

it to make it safe

in the wild. She found some stinging

to drink. My sister wanted to

stream. We had to

Mom said we should drink fresh water from the

3

________s ! Then

instead. Then we noticed the sell-by date.
2014! They might have been

2

eat, but we couldn’t catch one, so we opened a can of

hoped to catch an

Last weekend I went camping with my family. Dad

Read and complete. Use the words from

Activity 1 in the correct form.

2 

12 sushi: Japanese food / seaweed

31

Imagine you're on a
camping trip. How will you
prepare the food? Discuss. Use words
from Activity 1.

3

11 superfood: food that is good for your health / very expensive food

10 sardines: small fish / soup

purify: make it hot / make it safe to eat or drink

poisonous: safe to eat / dangerous to eat

6
7

nettles: fish / plants

forage: method of cooking / search for natural food

energy bar: chocolate / a snack that gives a physical boost

eel: a fish / a vegetable

edible: you can eat it / you can cook it

5

4

3

2

1

Find these words in Wild Food!. Then circle
the correct definition.

1 

Vocabulary 2

2


2-3

.

What is Jade worried about?

Why did Emily change her hair color and
her style of clothes?

2

3

me an to

____________tonight.

to Emily again

______

She intends

after the barbecue.

___________her friend, Emily.

She hopes

She means

_______ a barbecue.
______ a few friends.

to talk

to invite

Jade plans

to help

to have

plan / hope / intend / mean + to

They’re doing these things at the moment.

They’re thinking about what they will do.

The future always means a long time ahead.

The future might mean a few minutes ahead.

1

2

3

4

T

T

T

T

F

F

F

F

a huge double cheeseburger and chips.

inten d

I

32

________
a few people.

I’ll do

I

Grammar

3

2

pers uade these children that supermarkets and packaged

food are completely unnecessary.

I

Read Wild Food! again and
complete. Then circle T (True)
or F (False).

3 
4 

Read the grammar box and complete.
Use the words from the box.

What does Jade want to do on Saturday?

Watch Part 2 of the story
video again and answer.

________

mum about

Watch Part 2 of the story video. Then read and complete.

1

2-3

having a

I’ll

2

1

1

Grammar 2

plans to

means to

What food will you provide in the cafeteria?
Will you make it?
Will you get packaged food?
Where will you get the ingredients from?

•
•
•

•

The principal of your school has chosen you
and your friends to run the school cafeteria
for a week.

7

Read and discuss in a group.
Make notes and tell the class
about your plans.

Speaking 2

bbbI thinN she intends to e[plore the Iorestbb

intends to

hopes to

Look at the picture. What do
you think her plans are? Write
sentences with the verbs from the box.

6

(hope)

33

We plan to have no
packaged food.

We intend to make all the
sandwiches ourselves.

(hope)

)rench
(plan)

(mean)

(plan) I plan to get better at speaNing
(intend)

Free time

My school work

What would you like to achieve this year? Write about these aspects of your life.

5 

2


Find these sentences in the
text. What information is
missing? Which version is more interesting?

Discuss with a friend.

We’ll also see how they prepare the fruit
we have at recess.

We intend to ask them where they buy
their supplies from and we mean to find
out if they use local farms.

2

3

34

We’re going to find out how they make
the pasta and how they package the
sandwiches.

1

2

Home

Class

About

3

WB Find a picture of a local
29
restaurant or food factory.
Then go to the Workbook to do the writing
activity.

Include some details as well as simple
information to make your writing varied
and more interesting.

Writing strategy

We’ve made a list of things we would like to learn. We intend to ask them where
they buy their supplies from and we mean to find out if they use local farms for milk
and vegetables. We’re also going to ask how they keep the food fresh between it
leaving the factory and being delivered to our school. We think they supply many
schools in our area, so we hope to get some information about that, too.

This Friday we’re visiting a local factory.
It’s called Morris Makes and it provides
the food for our school cafeteria.
We’re going to find out how they
make the pasta for "creamy chicken
spaghetti" and how they package the
cheese and turkey sandwiches. We’ll
also see how they prepare the fruit for
the "fab fruit pots" we have at recess.

FOOD FOR THOUGHT

1 

Read the class blog. What does the factory produce?

Writing

Draw and annotate a simple
diagram.

3

I can’t do this yet.



I can do this.

or

  I liked doing this.

I can make inferences about characters' motives and feelings.

I can skim texts to get a general idea of content.

I can write an email asking for factual information.

35

Write notes about why it’s special.

3

Make a poster and show your
product to the class.

Write the ingredients.

2

4

Think of a name and design
a wrapper.

1

I can understand the main information from dialogs.

I can take part in a discussion.

Answers

Design a new food product.

I can understand key information in recorded material.



Check () or cross ().

Self-assessment

Prepare your presentation for the
class.

Find out how it’s made.

2

4

Choose a dish you enjoy.

1

Present a food production process.

Choose a project.

2 

Questions

How is our food made? Interview a friend about what they eat every
day. Ask questions to find out where the food comes from and how
it's prepared.

1

Now I Know

2


36

• I can illustrate a
statement by giving
examples.

Writing

• I can talk about matters
of personal interest.

Speaking

• I can make inferences
about characters' motives
and feelings.

• I can distinguish between
fact and opinion.

Reading

• I can understand the main
information from dialogs.

• I can extract key details from
extended monologs.

Listening

work?

How does
our body

3
3-1

Look at the video still and
predict. Read and circle.

Think of an activity you like. Which
parts of the body do you use most

carbon

dioxide

is going out.

that allows
reduced.

body

37

to be

An anti-gravity treadmill creates an upward force

by the muscles.
4

energy

cells

Oxygen is used as

a drop in oxygen.

ood

The body starts to produce more bl
when it senses

much

A gas analyzer measures how much
oxygen is going into the body and how

3-1

3

2

1

4

Watch the video and check
your answer from Activity 3.
Then watch again and complete the sentences.

A reason athletes train at altitude is because
it's harder / easier.

3

to do it?

2

L S H

Look at the picture and discuss.
Which parts of the body begin with
these letters?

1

Reading strategy

Read and write Fact or
Opinion.

15 muscles in our faces move
when we laugh.

Our faces change when we laugh.

2

3

38

3

1-15

Read Do Our Brains Ever
Rest?. Circle two facts and
two opinions.

Laughter is contagious.

1

Opinion

Look at your friends when they're
laughing and you'll immediately
see that their faces change. That’s
because 15 of the muscles in our
face contract. In other words,
those muscles move and become
temporarily shorter. The shape of
our face changes when we laugh.

Many people believe that laughter is
contagious – that when one person
laughs, others start laughing, too.
But what actually happens to our
bodies when we laugh?

2

Use certain phrases to help you
figure out what is fact and what
is opinion.

1

Can you feel changes
in your body when you
laugh, sneeze, or hiccup? What feels
different? Discuss with a friend.

Pre-reading 1

Sleep researchers believe that we are processing
the information that we get during the day, filtering
out what isn’t important and keeping what is
important. In this way, the important things go into
our memories. You can try this for yourself. If you
want to learn something by heart, go over it in your
mind just before you go to sleep.

Giraffes hardly ever sleep, and they don’t do it lying
down. Dolphins only close one eye and shut down
one hemisphere of their brains at a time. They’re
literally half asleep. Elephants are so large and
heavy that they hardly ever sleep lying down – they
have to sleep standing up so that they don’t crush
their internal organs with their own weight. And
some birds, like swifts, seem to stay awake for six
months while they fly from Europe to Africa – they
don’t appear to have any rest at all. But human
beings need sleep and we need a lot of it. Most of
us sleep for about eight hours every night and we
almost always do this while lying down. So why do
we need so much rest and what happens to our
brains and bodies when we sleep?

Reading 1

Our normal body temperature is around 98°F
(37°C). When we sleep, our temperature goes
down a couple of degrees. That’s why we need
quilts or blankets to keep us warm, but it’s also

why a cool room helps us to sleep better than
a hot room. When we are awake, we shiver, but
we don’t do that when we sleep.

When we are awake, our intestines, liver, and
kidneys are very busy digesting food and
detoxifying our bodies. But when we sleep, they
calm down, too. Our kidneys process urine so
when our kidneys rest, we need to go to the
toilet less. There's also less adrenaline in our
veins because we don’t need to be ready for
action when we sleep. Because our heartbeat
is slower, our blood pressure also goes down.

Is it easier for you
to remember it
the next morning?
Our brains stay alert
at night, especially
during the periods
when we dream. Our heart
and pulse rates slow down and so does our
breathing. We take fewer breaths per minute
when we are asleep. Our internal organs also
have a rest.

4

Do you always sleep
well? What do you

think helps you sleep well?

39

We sometimes walk in our sleep. Scientists
aren’t completely sure why some people
sleepwalk, but they know that it usually
happens during the very deep sleep stage.
When we are in a deep sleep, we don’t dream
and our brain waves vary from extremely slow
to pretty fast. Brain waves come from neurons
in our brains all communicating with each
other. So it seems that sometimes they tell
us to get up and out of bed!

Our appetite decreases when we’re asleep
and we don’t usually feel hungry. If you have
too little sleep, you often want to eat more and
you sometimes want foods which aren’t good
for you, like sugary cake or fried food. Sleep
researchers think this is because our hunger
hormones become confused when we don’t
get enough sleep. So a good night’s sleep
helps us stay at a healthy weight.

We grow in our sleep. Children grow in size
but adults grow, too. They don’t grow taller,
but growth hormones help the cells in our
muscles, bones, and tissues to grow. This
means that sleep helps injuries to heal. If you

cut yourself or graze your knee, much of the
healing of the wound is done when you’re
asleep. That’s one reason why hospitals are
full of beds – rest and sleep are as important
to our health as good food and exercise.

There are different stages of sleep and
one of them is called REM. That means
Rapid Eye Movement. During REM sleep
we dream and at this stage we cannot
move any of our muscles apart from the
ones which control our eyes. Our brain sends
a message to the spinal cord in our spine to
stop all movement and our muscles become
paralyzed. Of course, it’s only temporary.

3


they don’t appear to have any rest

there's less adrenaline

we take fewer breaths

researchers believe that we're

2

3

4

5

There are different stages
of sleep.

We dream all night.

For part of the night we can’t
move our bodies.

We usually feel hungry at night.

2

3

4

5

T

T

T

T

T

our intestines

our temperature

4

5

40

become paralyzed

slow down
our breathing
slows down
our blood pressure
goes down
our appetite
decreases

our hearts

10 our muscles

9

8

7

6

our livers

3

calm do wn / rest

our kidneys

2

.

.

.

.

.

.

.

.

.

our brains stay alert / send messages .

F

F

F

F

F

1

When we sleep …

3 

Complete the sentences using one
or two words from the text.

Animals and humans need the
same amount of sleep.

1

2 

Read Do Our Brains Ever Rest? again.
Then circle T (true) or F (false).

seem to stay awake

1

1 

Read. Circle the words that help you
know that something is fact and
underline those that indicate opinion.

Comprehension 1

Listening strategy

1-16

memory
movement
reading

CEREBELLUM
BRAIN STEM

OCCIPITAL LOBE

PARIETAL LOBE

vision

movement

coordination
BP
heartbeat

speech
behavior
language

speech

memory

heartbeat

2

1

learn English

play tennis
4

3

take a picture

do a math test

Which main functions
do you need to do
these things? Discuss with a friend.

6

Brain stem

Cerebellum

Occipital lobe

Parietal lobe

Frontal lobe

Temporal lobe

TEMPORAL LOBE

FRONTAL
LOBE

reading

language

coordination

blood pressure

Listen to Dr. Katy Wilson.
Complete with the words from

behavior

the box.

5

When you hear unusual words, try to
understand their general meaning and
figure out if they're nouns, verbs, or
adjectives.

4

How do you think the brain
communicates messages?

Listening 1

Listen and circle.

appetite / paralyzed
internal organs /

6
7

appetite

vein / liver

hormone / pulse

kidneys / vein

pulse / intestines

spine / liver

is strong.

, and

What carries blood
around our body?

Veins.

Work with a friend. Use words from
Activity 1 to write three questions
and answers about how our body works. Then
ask the class.

intestines

pulse

is slow.

paralyzed

.

41

are resting.

12 cells / pulse

waves

are helping him walk and eat.

kidneys

hormones / spine

11 intestine / brain

For a short while he won’t be able to move. He will be temporarily

,

intestines

brain waves / liver

veins

10 internal organs /
kidneys

9

8

spine

internal organs

5

4

3

2

1

pulse

hormones

paralyzed

cells

His heart is beating pretty slowly and his

His brain is active.

He’s hungry. His

appetite

His internal organs, like his

4

5

4

3

2

1

1-17

liver

brain waves
kidneys

Read and complete. Use words from Activity 1.

3 

2

appetite

Find these words in Do Our Brains Ever Rest?. Which words refer to various body parts?
Circle. Which word describes something that can happen to the body? Underline.

1 

Vocabulary 1

3


If you

If you

42

3

get

fit.

a lot of sports,

will

o ver

to

learn
something by heart,

too little sleep,

dream.
want to eat more.

it in your mind just before you go to sleep.

we're in a deep sleep, we

want

, our

slow down

.
hearts _________________

When we

sleep

Something might be true.

Read Do Our Brains Ever Rest? again and complete.

4 

you

If you

play

We use Zero Conditional when:

We use First Conditional when:
There's a real possibility
something will happen.
There's a slight possibility
something will happen.

Something is always true.

Zero conditional

First conditional

Grammar

3 

2

eating fast food

,

Read the grammar box and check (). Then choose and complete.

What does Jade want Emily to stop doing?

2

1

.

Watch Part 1 of the story video again and answer.

you’ll get

If you eat lots of

Who did the burger wrappers belong to?

3-2

3-2

Watch Part 1 of the story video. Then read and complete.

1

2

1

Grammar 1
hits

plays

tennis,

runs
, she

If you don’t sleep enough,

2

.

.

bounce

4

3

When you go to bed early,

When you play a lot of sports,

uses a special running leg with a long
foot.

c

If I see my best
friend tomorrow, …

If it snows this winter, I'll
make a snowman. I won't
go to school.

If it snows this
winter, …

2

twice before she

plays with a ball that makes a noise.

it.

the ball can

b

a

3

.

.

43

If I do well in my
next test, …
If I do well in my next test,
I'll go out for pizza. I won't
study on the weekend.

If I go shopping
this weekend, …

4

Ask and answer with a friend. Say what you will and won't do.

Speaking 1

If you don’t play any sports,

7

.

see

Complete the sentences with your own ideas.

When she

My friend has a prosthetic leg.

plays

1

1

runs

My friend is in a wheelchair. If she

When he plays soccer, he

My friend is blind and he can’t

6 

3

2

1

bounce

Read and complete. Use the words from the box.
Then match.

5 

3