Topics4 6

LEVEL 5
Language
LOG
Teacher’s Guide
Topics 4–6
LEVEL 5
Language
LOG
Teacher’s Guide
Topics 4–6
Robert Quinn
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Introduction .................................................................................................................... iv
Language Log .............................................................................................................. v
Teacher’s Guide for Language Log ............................................................ xi
Classroom Games .............................................................................................. xvi
Scope and Sequence ..................................................................................... xviii
Teaching Notes
Topic 4 Why do we like music? .............................................................. T60
Topic 5 Who wants to live forever? .................................................... T78
Topic 6 How do living things change? .............................................. T96
Glossary ........................................................................................................................ 168
Video and Grammar Worksheets ................................................................. A1
Transcripts ................................................................................................................. A10
Vocabulary and Grammar Log Answer Key ...................................... A20
iii
Introduction
Compass is a six-level English program for bilingual
primary schools. The Compass program includes five
interrelated modules for students.
Through its integrated English as a Foreign Language
and English Language Arts programs, Compass offers
a robust curriculum combined with the rich authentic
content and scaffolded learning outcomes available
to English language learners in an immersive
English-speaking environment.
Compass topics are developed from big questions—
life’s essential questions—about students themselves,
about society and humankind and about the natural
world. In each log, learners examine the same big
questions from different perspectives. These questions
arouse curiosity in a topic and encourage exploration,
personalization, explanation and elaboration.
Compass English as a Foreign Language

Modules: Language Log, Vocabulary and
Grammar Log
• Focus on communication
• Explicit vocabulary and grammar development
• Development of all four skills (reading, listening,
speaking, writing)
• Grammar, skills and assessments aligned to the
Common European Framework of Reference for
Languages (CEFR)
Compass English Language Arts

Modules: Reading Log, Phonics and Spelling Log,
Writing Log
• All modules align to the US Common Core
Standards
• Early literacy support with the Reading Log and
Phonics and Spelling Log
• Comprehensive reading strategy development
in the Reading Log
• Scaffolded writing program in the Writing Log
iv
Compass Language Log provides explicit grammar and vocabulary instruction,
methodical development of the four skills and a strong focus on speaking practice. The
Language Log also features a video story in which recurring characters explore each
topic question.
Each Language Log comprises nine topics of twelve lessons: two each of vocabulary,
grammar, reading, listening and speaking, plus one writing lesson and a project.
The grammar and skills in the Compass Language Logs correlate to the Common
European Framework of Reference for Languages:
Grade 1: A1 Grade 3: A2 Grade 5: B1
Grade 2: A1+ Grade 4: A2+ Grade 6: B1+
The title of each topic poses an important

question that will be explored from several
Topic Overview angles throughout the topic. Students will have
several opportunities to answer the question
as they naturally acquire related language.
Students preview content from the

Language and skills for the
topic and get their first chance to
topic are listed along with a
answer the topic question using
preview of the project.
their prior knowledge.
v
Lesson 1 Vocabulary
Lesson 1 includes a video in which

students see how the Follow the
Compass kids—twins Max and Maddie
and their best friends, Natalia and
Lee—explore the topic question as
they prepare or present their podcast.
Active vocabulary that provides

students with the necessary
language to answer the topic
question is presented and practiced.
This vocabulary is also practiced
extensively in the Vocabulary and
Grammar Log.
Lesson 2 Grammar
Students are presented with the

grammar for the first half of the topic
through a fun comic, which also has
an audio track. All tracks can be found
on the Compass Digital Platform.
Simple grammar rules and

examples are provided in a
side entry.
Students are first guided to notice

the grammar in the comic before
practicing it in controlled and freer
activities. Further grammar tables,
explanations and activities—including
self-assessments—are found in the
Vocabulary and Grammar Log.
vi
A two-page recorded fiction text related
Lesson 3 Reading
g to the topic question is followed by a
page of comprehension activities.
Each reading lesson presents and practices

a reading skill—from the US Common Core
Standards—to systematically develop students’
reading accuracy and fluency.
Lesson 4 Listening
Each listening lesson presents and

practices a listening skill (correlated
to the CEFR) so that students always
have a specific purpose for listening.
Audio recordings present another
perspective on the topic question.
vii
Lesson 5 Speaking
Students get the chance to use the

grammar and vocabulary through
an extensive speaking lesson.
Useful phrases or a speaking

skill, correlated to the CEFR
or the US Common Core
Standards, are presented in
a side entry.
Lesson 6 Writing
One lesson in each topic is dedicated

solely to developing students’ writing
skills, either through a model text or
with clear steps to follow.
A side entry presents the

text type or writing skill that
students will be practicing.
After the first half of the topic has

been completed, students revisit
the topic question to see if their
initial answers have changed as a
result of what they have learned.
viii
Lessons 7–11
Lessons 7–11 follow the same
pattern as Lessons 1–5, with
the following exceptions.
In Lesson 7, students
are exposed to new
vocabulary through
In Lesson 8, a nonfiction
an original song.
text presents the new
grammar in context.
In Lesson 9, the
reading text is
nonfiction.
ix
Lesson 12 Project
The final lesson engages

students in an extensive project
or task that gives them the
opportunity to display their new
language and knowledge as
they answer the topic question.
Finally, students consider

the topic question for the
last time to assess their
knowledge and opinions.
Glossary
At the back of the book, a glossary

contains definitions for all the active
vocabulary from the topics.
x
An overview of each topic provides
useful information about how to answer
the topic question and the reasoning The approximate duration of
behind language and skills focuses. activities is given to aid lesson
planning. Actual duration may vary
according to the emphasis teachers
Each lesson starts with a wish to give to certain points, and
Lead in to the Lesson activity the needs or interests of the class.
to introduce students to the
themes they’ll encounter.
Answers to all Language

Take the Lesson Further sections
Log activities are inset in
propose ways to get more out of
the notes.
the book activities.
xi
Each lesson includes one or more
learning Objectives and any Teaching
After the topic overview spread, Resources that will be required beyond
Language Log and Teacher’s basic school supplies.
Guide pages are interleaved for
easy reference.
Each lesson has a presentation
section: Present the Vocabulary,
Present the Grammar, Present the
Skill or Present the Project. These
sections propose ways of explaining
the main focus of the lesson.
Teaching notes and answer

keys are included for the
Video Worksheet in Lesson 1
and the Grammar Worksheets
in Lessons 2 and 7. Many activities can be set up in various
ways—in pairs, groups, as a whole class,
in teams or individually—according to
the needs or preferences of students and
teachers. Manage Your Class suggests
two or three ways to conduct these flexible
activities successfully.
xii
Know Your Students offers either
Students are encouraged to procedural notes on how to carry
think for themselves and develop out activities with students according
critical and logical thinking in to their abilities or personality, or
Get Students Thinking. target outcomes according to what
students of different strengths will be
likely to achieve.
Integrate Learning Styles suggests

ways that students can engage
with an activity according to their Some Take the Lesson Further sections
preferred learning style: visual, incorporate CLIL (Content and Language
auditory, read/write or kinesthetic. Integrated Learning) activities, focusing
on other subjects of the curriculum, such
as math, art, science, history, music,
social studies, geography, physical
education and so on.
xiii
Each topic has three photocopiable worksheets: a Video
Worksheet to provide further exploitation of the Lesson 1
video episode, and two Grammar Worksheets with
controlled practice of the grammar presented in Lessons
2 and 8. The worksheets are found at the back of the
Teacher’s Guide, and teaching suggestions and answer
keys are found in the notes for Lessons 2 and 8.
The Language Log Glossary

is included at the back of the
Teacher’s Guide.
At the back of the book, the Transcripts

can be printed for extra exploitation of
the listening activities in the Language
Log. The Vocabulary and Grammar Log
Answer Key is also included.
xiv
Flashcards
Levels 1–3 include word and picture Flashcards

of the active vocabulary for each topic. Ideas
for exploiting the flashcards are suggested in
the Present the Vocabulary sections.
Each topic in levels

4–6 comes with a Word
Map Poster, featuring
pictures and definitions
of active vocabulary.
Word Map Posters
Audio
A
Audio tracks for the
A
L
Language Log can be
ffound on the Compass
DDigital Platform.
Assessments
The Compass Digital
Platform also includes a
progress test per topic that
incorporates practice of a
Cambridge English Exam
at the appropriate level.
Full practice exams from
Starters to Preliminary for
Schools are also available
on the platform.
xv
Suggestions for when to apply these classroom games are included throughout the notes, or teachers can choose
when to use them according to the needs and preferences of their students.
Action Stations Chain Reaction

Put a card with a different language topic in two to four Say a target word and point to a student, who must
places in the room. Say a word or full sentence related repeat it. Then the next person (either beside or behind
to one of the topics and have students move to the that student) must say the word, and so on until five
correct place. people have said it. Then say another word and choose
another student. This activity makes practice fun and
Bingo keeps students on their toes.
Have students create a grid with nine or sixteen squares
and fill each square with a target word or phrase. Call Charades
out words at random and have students cover them with Students act out a word or phrase for others to guess.
a small item if they appear on their grids. The winner Play as a whole class or in groups, with each student
can be the first student to cover a row, column, diagonal taking a turn. Or play competitively with teams, with
or the whole grid. Alternatively, use definitions to make one student from each team racing to act out the phrase
the game more challenging. for their team to guess.
Board Race Domino Game

Divide the class into two or more groups and give each Say a target phrase to a student, who repeats the phrase
a board marker. Give a vocabulary topic. The students to another student, and so on so everyone says it. This
in each group form a line and take turns racing to the is for practicing pronunciation of new language before
board and writing a related vocabulary word or term. students engage in communicative activities.
When time is up, award a point for each word that is
correctly spelled and related to the topic. Echo Names
Say a target phrase or word and then the name of a
Board Slap student, who must repeat what you have said. This
Write vocabulary words or attach images scattered encourages students to listen carefully in case you say
across the board. Divide the class into two teams, and their name.
have them line up. Call out a word or clue, and have one
student from each team race to slap the correct word or Find Someone Who…
image on the board. The first student to slap the correct Write some prompts on the board that practice a
word or image gets a point for his or her team. Continue grammar form: Find someone who has a pet hamster,
until all students have had a turn. who cleans their room, who has swum in the ocean, whose
favorite color is blue, who went to the mall last weekend,
Chain Game who’s going to watch TV tonight. Have students mingle
Use target vocabulary or grammar in a sentence to start asking until they find one person for each prompt.
a chain: Yesterday, I went to the store and I bought three
apples. Students add an item each time to continue the
chain: Yesterday, I went to the store and I bought three
apples and a bag of rice. Continue until someone cannot
remember. Students can play as a whole class, in groups
or in pairs.
xvi
Hangman Two Truths and a Lie
Draw a gallows on the board and write a short line for In groups or as a whole class, students take turns saying
each of the letters in a word underneath. Have students three sentences about themselves using the target
take turns guessing a letter in the word. If it appears in language. Other students have to guess which sentence
the word, write it in all the correct spaces. If not, draw is the lie.
a part of a hanging man. Students win if they guess the
word before the hanging man is complete. Twenty Questions
One student chooses a person, place or thing, and others
Hot Seat have to guess what it is in twenty questions or fewer. All
Sit a student on a chair facing away from the board. questions must have only yes or no answers. Questions
Write a word on the board and have other students can be limited to target grammar structures and words
define it until the student guesses. This can be played for to target vocabulary.
fun or as a competition between teams.
Word Association
Me Too Give a word related to the topic or target vocabulary:
Write some sentence heads that incorporate target sun. In groups, the first student says a related word:
language for students to complete. Ask a student to beach. The next student says a word related to that
complete a sentence from the board. Anyone who feels one: ocean. Challenge groups to continue for at least a
the same way should raise their hand and say, “Me too.” minute.
Pass the Bomb Word Freeze

Explain that a ball or similar object is a time bomb. Give Name a category of words. Play music while you call out
a language topic, pass the bomb to the first student and words from that category and others. Students should
start a stopwatch (or when the secondhand of a clock freeze when they hear a word from the category but
passes 12). Students take turns saying a word or full keep dancing for any other word, or they’re out and
sentence related to the language topic until the time is must sit down. The last student standing wins.
up and the bomb explodes.
Word Snap
Pictionary Give a topic or a word category: animals and birds. In
Students take turns drawing a word on the board for groups of four, students take turns naming a word from
others to guess. This can be played for fun or as a the category: owl. After each word, everyone in the
competition between teams. group snaps their fingers twice to give the next speaker
time to think of something. Play continues around the
Simon Says group. If students can’t think of a word, they’re out.
Give commands including target vocabulary for students
to follow. They should only follow the commands if they Word Up!
are preceded by the words “Simon says.” Name a vocabulary set: farm animals. As a whole class,
have pairs or groups compete, taking turns to name a
Stand Up! word from the group. They have ten seconds to come up
Give students commands focusing on a language point: with a word, with no repetitions, or they’re out. Write
Stand up if you can swim! Stand up if you have a pet cat! the words on the board as students suggest them.
Students can respond with other movements, too.
xvii
Topic Vocabulary Grammar Reading
Lesson 1 p. 8 Lesson 2 p. 9 Lesson 3 pp. 10–12

Study Nouns communication, Reported Commands and Requests Fiction “Ben’s Bad Semester”
concentration, correction… He told us not to run. Mrs. Evans Skills Previewing a Text,
Skill Changing Verbs to Nouns asked us to go inside. Determining the Theme
(instruct—instruction)
Page 6 Video
Study Verbs analyze, brainstorm, Reported Questions I asked if they Nonfiction “Learning Styles”
check… preferred e-readers or books. I asked Skill Writing a Summary
Song “10 Ways to Study Better” each member of my family what they
were reading.

Strong Adjectives ancient, awful, Expressing Wishes: Wish + Past Fiction “The Fateful Wish”
exhausted… Simple and Could I wish I was with Skill Figurative Language
Skill Intensifiers with Adjectives all my friends again! I wish I could
Page 24
(starving = very hungry) try again!
Video
Goals Verbs aim (at something), get Making Complaints: If Only/I Wish + Nonfiction “Wishes in Folktales
results, make plans… Would If only she would relax and let and Legends”
Goals Nouns achiever, ambition… me check my cell phone. I wish Dad Skill Story Organization
Song “I’m an Achiever” would let me play on my computer.

Prefixes with i– illegal, illegible, Speculations and Deductions Fiction “My Summer of Spies”
illogical… It might be the cat. It must be a Skill Using a Timeline
Skill Prefixes (responsible— human. It can’t be the wind.
irresponsible)
Page 42 Video
Thinking Expressions be in doubt, Speculations with Would and the Nonfiction “Brain Training”
figure (something) out… Second Conditional If it were a Skill Identifying Consequence and
Idioms with Parts of the Body be in hound, it wouldn’t grumble. Contrast
two minds, follow your head/heart... Making Comparisons with Like It Thinking Expressions sharpen your
Song “Rita Rational and Roger looks/sounds/smells/feels like a memory, solve by trial and error…
Illogical” hound. Idioms with Parts of the Body by
word of mouth, in your mind's eye

Skill: Word Families music, musician, Subject and Object Questions Who Fiction “Sounds in the Silence”
musical… wrote the songs? What instruments Skill Quoting from a Text
Video do you play?
Page 60

Orchestral Instruments cello, Indirect Questions Can you tell me Nonfiction “The Origins of Music”
clarinet, double bass… (who wrote Swan Lake)? Do you know Skill Finding Evidence and
Song “Introducing the Orchestra” (if Haydn was Austrian or German)? Examples for Arguments
xviii
Listening Speaking Writing / Project
Lesson 4 p. 13 Lesson 5 p. 14 Lesson 6 p. 15

Talk on the seven study habits of Team brainstorming Essay on personal study habits
successful students Making Suggestions How about…? Let’s… Why don’t Skill Brainstorming
Skill Listening for Key Words and Phrases we…? That sounds great! Giving Examples …such as sticky notes…
Responding to Suggestions Yes, OK. That's a good Writing Resolutions I’m going to…
idea. That sounds great!
Two students talk about their unusual Learning styles questionnaire Poster How to Be a Better Student
schools Conducting a Survey May I ask you a question? Could
Skill Listening for Points of View you give me an example? Could you repeat that?

“Ganesh and the Blind Woman” Group bucket list Personal bucket list
Skill Predicting while Listening Coming to Agreement How about you? What do you Skill Supporting Opinions with Reasons
think? Do you agree? Giving Reasons The first/second/main
reason is… This is because…

Seven children make one wish to change Wishes for a better world Craft A Wish Tree
the world Giving Opinions In my opinion… I (strongly) believe
Skill Identifying Reasons for Opinions that… I feel that…

Two children speculate on the content of Speculating about close-up photos Story from pictures of a day out fishing
close-up photos Speculation and Deduction I think/bet/reckon it’s… Skill Sequencing Events
Skill Inferring the Attitude of Speakers It could/may/might be… Sequence Conjunctions before, as soon
Certainty and Uncertainty I’m positive. I’m not sure (at as/once, while/as…
all). I don’t have a clue.
“Guess My Job” quiz show Game of twenty questions Create a Code
Skill Inferring Situations and Participants Asking for Repetition and Clarification Could
you explain what you mean? Could you say that
again? Excuse me?

Talk on the elements of music Report on a great song Song following a pattern
Skill Listening for Supporting Information Skill Reporting to the Class Skill Writing a Song
Elements of Music beat, in/out of tune,
note…
Medley of musical genres Role play: interview with a famous person Craft Make a Musical Instrument
Skill Using Real-World Knowledge Skill Register
Music Genres blues, classical, country… Formal Interviews Thank you for agreeing to this
interview. Could you tell me…?
xix
Topic Vocabulary Grammar Reading

Periods of Time second, minute, Present, Past and Perfect Passives Fiction “The Immortality Blog”
hour… Rare spices are dissolved in water. Skill Guessing the Meaning of
Video It was written in hieroglyphics. Unknown Words
Has it been tested?
Page 78
Inside the Body artery, bone, brain… Passive Modals Genes will be Nonfiction “Can We Become
Skill Labeling Diagrams modified to slow down aging. Chips Immortal?”
Song “The Forever Man” may be implanted into your body to Skill Finding Main Ideas and
monitor your health. Supporting Details

Animal Body Parts beak, claw, fang… So and Such It’s so dark. It’s such Fiction “How Owl Got His Hoot”
Video a fake. “Why Platypus Looks So Strange”
Skill Writing a Summary
Evolution adapt/adaptation, develop/ Relative Clauses in Subjects The Nonfiction “The Evolutionary
Page 96 development, diversity/diversify… honeybees that collect pollen are all Timeline”
Song “The Evolution Song” female. Skill Using a Timeline

Social Media Collocations add/follow Verb + Infinitive or Gerund I stopped Fiction “Status Update”
a hashtag, change privacy settings, taking selfies. I stopped to take a Skill Making Inferences
chat online… selfie.
Skill Using Collocations
Page 114 Video
Personality Adjectives extroverted, Verb + Object + Infinitive or Gerund Nonfiction “What Influences Who
frustrated, gregarious… I caught him stealing a car. She I Am?”
Song “The Social Media Rap” encouraged us to do the best we Skill Distinguishing Facts from
could. Opinions

Compound Adjectives computer- Future Continuous I’ll be sleeping Fiction “Underground”
controlled, cutting-edge… when you get home. Skill Using Mind Maps
Skill Forming Compound Adjectives
Video
Page 132 Technology algorithm, analysis, Future Perfect I will have finished my Nonfiction “The Future City: 2120”
artificial intelligence (AI)… homework in half an hour. Skill Quoting from a Text
Song “Why Can’t a Robot Be More Like
a Human?”

Warfare ally, attack, battle… Regret, Criticism and Obligation in Fiction “A Hot Day in June”
Video the Past You shouldn’t have brought Skill Identifying Pronoun
it into the city. We had to surrender. Antecedents
History civil war, conflict, The Third Conditional I would have Nonfiction “8 Events That Changed
Page 150 declaration… had a quiet life if I had stayed the World”
Song “History Is Tricky” on Elba. Skill Summarizing
Glossary Pages 168–179
xx
Listening Speaking Writing / Project

Ten centenarians give advice for living a Questionnaire on habits for a long life Opinion piece on immortality
long life Skill Reduced Questions Skill Writing an Opinion
Skill Identifying and Reviewing Main Ideas Talking about Yourself in General Most of the time, I…
Getting More Information Why do you say that?
Two teens discuss immortality Debate on the consequences of immortality Poster An Immortal Character
Skill Paraphrasing Skill Debating

Talk on adaptations to extreme Discussion on adaptations “Just So” story
environments Asking for and Giving Reasons Can you tell me Skill Writing Dialogue
Skill Listening for Specific Information why? Why do you think that? Could you explain?
Q&A discussion on evolution Balloon debate on the importance of species Art Create a Chimera
Skill Distinguishing Facts from Opinions Persuading The world can’t do without… We definitely
need… Imagine what would happen if…

Seven tweens describe their thoughts and Survey on social media use Survey report on the class’s social
feelings about social media Reviewing Key Ideas We both (have social media media use
Skill Understanding Figurative Language accounts). Neither of us (has a smart phone). Skill Writing a Survey Report

A talk on staying safe online Online dilemmas Slideshow My Influences
Skill Listening for Signposts Discussing Dilemmas What would you do? Would you
tell the truth? What would happen if…?

Interview with an expert on robots Interview with a house robot For-and-against essay on whether
Skill Preparing for a Talk Asking and Answering about Abilities What technology will improve the future
housework can you do? What else are you good at? Skill Writing a For-and-Against Essay
Are you a good (cook)?
A historian and a physics professor Talk about life in 100 years Advertisement A World-Changing
discuss life in the year 2525 Giving a Talk Today, I’m going to talk about (life Invention
Skill Inferring the Relationship between in 100 years’ time). First of all, let’s take a look at
Speakers (vacations). In conclusion…

The sinking of the Titanic Speculating about the fall of the Aztec Empire First-person account of the fall of the Aztec
Skill Listening for Signposts Speculating about Past Events He could have… He Empire
didn’t have to… He didn’t seem to realize that… Skill Orienting the Reader
Talk on three world-changing inventions Board game on how history could have been different A Historical Comic
Skill Identifying Cause and Effect Taking Turns Whose turn is it next? It’s my/your turn.
xxi
To p ic 4 Why do we like music?
Why do we like music? In short, because it makes us feel good! But it also fulfills several other roles. Ever since modern humans, Homo sapiens,
emerged 200,000 years ago, people have likely been making music. Evolutionary scientists believe that music helped prehistoric humans survive,
creating cohesion within social groups and motivating people to support each other. Music is common to all cultures, past and present, and has been
used to aid laborious work, to express love and sadness, and to accompany celebrations, public events, sacred rites and festivals.
Video Project
In this episode, Trixie enters Craft: Make a Musical Instrument
Maddie and Lee for a music Students will make a musical instrument
video contest, much to from simple materials and perform a song.
Max’s annoyance.
Vocabulary Grammar
Word Families Subject and Object Questions
Students will learn to form word families with the following music-related Students will distinguish between subject questions, in which the
root woods: compose, conduct, harmony, instrument, melody, music, unknown information is a subject, and object questions, in which the
perform, play, record, rhythm, sing, tune. unknown information is an object. They will learn that object questions
Elements of Music include auxiliary verbs, while subject questions do not. Students will
beat, in/out of tune, note, on/off pitch, rhythm, tempo practice using both types for productive tasks of increasing challenge
and freedom.
Orchestral Instruments
cello, clarinet, double bass, drum, flute, glockenspiel, gong, harp, oboe, Indirect Questions
piccolo, saxophone, trombone, trumpet, violin Indirect questions are more polite and less demanding than direct
questions. They consist of a polite opening, followed by sentence word
Music Genres
order, without auxiliary verbs or the inverted subject-verb order of regular
blues, classical, country, dance, folk, heavy metal, hip-hop, jazz, Latin,
questions. Students will learn and practice a variety of polite opening
opera, pop, punk, reggae, rock, soul
phrases for indirect questions.
Reading Listening
Quoting from a Text Listening for Supporting Information
At this level, students often have to prove their answers are correct by The first time students listen to a text, it’s important to try to understand
quoting evidence from the text. Sometimes the answer is explicit in the the main points the speaker makes. Subsequently, they can listen to
text, and sometimes they have to infer the answer. By developing the identify further information and examples that support the main points.
habit of finding evidence in the text, students will become more careful Using Real-World Knowledge
readers and be more sure of their answers. Students can often rely on their experience and knowledge of the real
Finding Evidence and Examples for Arguments world to help them understand a listening text. Here, they’ll identify and
In informational texts, writers need to support their arguments with discuss music genres.
examples and evidence. Strong examples and evidence indicate that
a writer’s arguments are correct. If students can first locate the main
argument and then identify examples and evidence that backs it up,
they’ll be able to conclude if the arguments have been proven or not, and
not just take information at face value.
Speaking Writing
Reporting to the Class Writing a Song
Presenting information to a group can be challenging and stressful for Many popular songs have the same meter, known as common meter.
anyone. This lesson provides clear steps to prepare a presentation and then Students will learn to easily adapt lyrics to this meter so they can
tips to carry it out so the experience is achievable and even enjoyable. successfully write their own songs.
Register and Formal Interviews
We use different language depending on the situation and who we’re
taking to: friends, teachers, relatives, children or strangers. This is called
register. In this lesson, students will practice using formal register when
role-playing a formal interview.
T 60
To p ic 4
1 Write a question for each prompt.

Do you listen to music every day?
Find someone who…

listens to music every day
plays in a band
likes the same music as you
has been to a pop or classical concert
can sing in tune
plays one or more musical instruments
has composed music or written lyrics
sings in a choir
can read music
sings when they’re on their own
has performed in front of an audience

Project
wants to be a professional musician
Skills Craft: Make a Musical Instrument
Language Reading Speaking
likes to whistle
Vocabulary Quoting from a Text Reporting to the Class
Word Families Finding Evidence and Formal Interviews
A Ask and answer the questions and find at least one Elements of Music Examples for Arguments Register
Orchestral Instruments Listening Writing
person for each prompt. Ask further questions.
Music Genres Listening for Supporting Writing a Song
Do you listen to music every day? Yes, I do.
Grammar Information
What kind of music do you listen to? Subject and Object Questions Using Real-World
Indirect Questions Knowledge
2 Why do people like music? Brainstorm reasons.
60 61
A Ask and answer the questions and find at least one

U4COll5.indd 60 8/14/17 12:45 PM U4COll5.indd 61 8/14/17 12:45 PM
Objective person for each prompt. Ask further questions. (25 min.)
Students will write questions about music and survey their classmates. • Tell students to think about their own answers to the
questions they have written. This will prepare them to answer
Lead in to the Lesson (10 min.) the questions when other people ask them. You might want
to write example short answers on the board:
Get Students Thinking Yes, I do. / No, I don’t.
• Write the following questions on the board: Yes, I have. / No, I haven’t.
1 What’s the name of your favorite band? Yes, I can. / No, I can’t.
2 Who are the best solo singers at the moment? • Tell students to play Find Someone Who (see page xvi).
3 Do you prefer downloading music or streaming? Encourage them to ask follow-up questions for additional
4 How often do you watch music videos online? details. For example, if someone plays in a band, they can ask:
• Ask volunteers to answer the questions. Take notes about What’s the name of the band?
their answers on the board. This models the question-and- • Lead a class feedback session and encourage every student
answer activity they will do in the lesson. to report a least one piece of information they learned about
their classmates.
1 Write a question for each prompt. (10 min.)
• Tell students to pay attention to the verb tense and think 2 Why do people like music? Brainstorm reasons. (15 min.)
about changes in pronouns, where necessary. • Tell students to think about their answers for a minute and
take notes. Then tell them to work in pairs or groups to
Know Your Students
brainstorm and pool ideas. Discuss their answers as a class,
• Most students will be able to form questions from the
taking notes on the board.
prompts with little difficulty.
• Point out that they will see more reasons for liking music
• Some students may need a reminder of the question forms.
over the course of this topic.
Write the following examples on the board: Do you…? Have
you (ever)…? Can you…?
• Tell them to look over all the prompts for exercise 1 before
they start, and think about which question form they will
need to use.
T 61
1 Watch the video.
What challenge does
Trixie set the friends?
What goes wrong in
rehearsals?
A Watch again. What do

you think contributes to
the friends’ success?
2 Complete the table. Note that not all parts of speech are possible for some roots.
composition harmonize harmony instrumental melodic

melody musician tune tunelessly
Verb Noun Adjective Adverb
tune tuneful/tuneless tunefully
melodious melodically
music musical/unmusical musically
compose composer
harmonious harmoniously
instrument instrumentally
A Create a similar table in your notebook with these roots.

Word Families
When you learn a new conduct perform play record rhythm sing
word, look for other words
that have the same root. 3 Complete the questions with words from the table in activity 2.
When you know one part of
speech—such as the verb, 1 Who’s your favorite ?
noun, adjective or adverb 2 Can you sing in ?
form—you can often guess
the others. 3 What musical can you play?
4 What kind of do you listen to?
A Ask and answer.

62 Lesson 1
Vocabulary
Present the Vocabular y (10 min.)
Objectives • Tell students to read the entry. Explain that a root is the main
part of a word that appears in other parts of speech with
Students will watch as Trixie enters Maddie and Lee for a music
different prefixes and suffixes.
video contest.
• Give the following example and elicit another one or two
Students will practice creating word families from root words related
word families from other roots: help (verb), helper (noun),
to music.
helpful (adjective), unhelpful (adjective), helpfully (adverb).
Teaching Resources
Video Episode 4, Video Worksheet 4
2 Complete the table. Note that not all parts of speech
are possible for some roots. (10 min.)
Lead in to the Lesson (10 min.) • Explain that there won’t be words for some cells, and there
Get Students Thinking may be more than one in others. Point out, for example, that
• Write the following sentences on the board for students to there are no verb forms for the second, third or fifth rows.
complete with their own ideas: There is only the verb harmonize in the fourth row. Tell them
1 _____ sells lots of songs and albums. to continue with the other columns.
2 _____ sings very old-fashioned songs. • Model the pronunciation of all the words in the chart for
3 _____ isn’t popular with young people. students to repeat.
4 _____ music often annoys older people. Answers verbs: harmonize; nouns: tune, melody, musician, composition,
5 _____ is the best place to see a concert. harmony; adjectives: melodic, instrumental; adverbs: tunelessly
• When they finish, tell students to create another gapped
sentence for their classmates.
A Create a similar table in your notebook with these
roots. (15 min.)
• Have a class discussion about all the sentences.
• Have students work in pairs to create a similar table.
1 Watch the video. What challenge does Trixie set the
friends? What goes wrong in rehearsals? (10 min.) Know Your Students
• Most students will be able to guess prefixes to create
• Read the questions with the class. Clarify the meaning of
new parts of speech with the root words. Stress that it
rehearsals (practice of a song or play before recording it or
doesn’t matter if they don’t guess correctly as this is a very
performing it in public).
useful skill. They can then check them in a dictionary.
• Play the video for students to find the information.
• Some students won’t be able to manipulate the roots and
Answer The challenge is to enter a music video contest. They can’t find the should simply look them up in a dictionary.
right melody for their video.
A Watch again. What do you think contributes to the Answers verbs: conduct, perform, play, record, sing; nouns: conductor,
performer, performance, player, recorder, recording, rhythm, singer,
friends’ success? (5 min.) song; adjectives: performing (arts), playful, rhythmic; adverbs: playfully,
rhythmically
• Elicit answers to the question before students watch. Then
play the video again to confirm or correct the answer. 3 Complete the questions with words from the table in
Answer They do much better when they all work together. activity 2. (5 min.)
• Have students do the activity alone. Write the questions on
Take the Lesson Further (30 min.)
the board for volunteers to complete.
1 Tell students to do the first task from memory, correcting the
Answers 1 singer 2 tune 3 instrument 4 music
false statements. Play the video again to check.
2 Tell students to read the sentences and guess who said them. A Ask and answer. (10 min.)
Play the video again to check.
• Put students in small groups to ask and answer the questions.
3 Have students discuss the questions in pairs. They should use
complete sentences and give reasons when they report their Take the Lesson Further (15 min.)
answers to the class.
• Have groups write several more questions using words from
4 Have students read all eight sentences before they
the lesson. Have them give their questions to another group
write anything.
to answer.
Answers 1 1 (hip-hop) 2 3 4 (guitar) 2 1 Lee 2 Max 3 Trixie 4 Maddie
3 1 She hates it. 2 They can’t get the right melody. 3 It was boring and made
him feel sleepy. 4 They invited Max to perform with them. 4 1 d 2 c 3 h 4 e
5a6g7f8b
Lesson 1 T 62
Grammar A Read the comic. Underline the subject questions.
Circle the object questions. (10 min.)
Objective • Have students find the different types of question in the
Students will discover and practice subject and object questions. comic. Say how many there are of each if necessary (two
subject questions and three object questions).
Teaching Resources
Answers subject questions: Who wrote the lyrics? Who composed the music?
Grammar Worksheet 4.1, Tracks 28 and 29 object questions: Where did you record the new album? What instruments do
you play? Did you want to talk to him?
Lead in to the Lesson (15 min.) 2 Unscramble the questions and answer. (10 min.)
Get Students Thinking • Tell students to put the words in the correct order to form
• Hold a music history quiz. Dictate questions for students to questions. Make sure that they place the auxiliary in the
copy and answer in their notebooks. correct place in questions 2 and 4.
1 Whose first album was called “Please, Please Me”? (The
Beatles.)
A Listen and check. 29 (5 min.)
2 Which female singer has sold the most records? (Madonna.) • Ask volunteers for answers before you play Track 29 for them
3 Who won eight Grammy awards in one night? (Michael to check.
Jackson.) Answers 1 Which movie features the song “Let It Go”? Frozen. 2 Where does
4 Which band sang the song ‘Stairway to Heaven’? (Led Adele come from? The UK. 3 Who composed The Four Seasons? Vivaldi.
4 Which TV series did Ariana Grande appear in? iCarly.
Zeppelin.)
5 What shoes did Elvis Presley sing about? (Blue suede.) 3 Complete the questions. Add other words if
6 Who made the song “Bad Romance” famous? (Lady Gaga.) necessary. (5 min.)
7 Which country is the band U2 from? (Ireland.)
• Explain that more than one word is missing from some of the
8 What stage name does Katy Hudson use? (Katy Perry.)
questions. Have students work alone or in pairs to complete
Manage Your Class them. Elicit the answers and have students say if they are
• If students have trouble answering, let them try for a while subject or object questions and how they know.
and then write the answers on the board in random order for Answers 1 What music did you listen to yesterday? 2 Who sings your favorite
them to match. song? 3 Which groups are popular at the moment? Where do you like
listening to music?
• Some students may prefer quiz questions about performers
from their own country. You could write them yourself or ask A Ask and answer. (10 min.)
for volunteers to think of questions and then write them on
• Put students into small groups to ask and answer
the board to test the entire class.
the questions.
1 Listen and follow. 28 (10 min.) Take the Lesson Further (30 min.)
• Tell students to look at the first picture of the comic and
make guesses about the story. Ask: Where are the people Know Your Students
standing? What’s the woman’s job? What’s she doing? Who’s • Some students like working in pairs for extra support or
she interviewing? because they enjoy discussing their ideas. Other students
• Play Track 28 while students listen and follow. Then prefer to work on their own and then check their work with
let students read the story again at their own pace. Ask classmates. Allow students to do the worksheet in pairs
comprehension questions: Why didn’t the man answer the or individually.
reporter’s questions? Who are the other men in the third
Answers 1 1 O 2 S 3 O 4 O 5 S 2 1 interviewed 2 win, 3 Whose 4 do you,
picture? How does the reporter feel? 3 1 What/Which instrument does 2 Who sings 3 Whose tablet did 4 What
/Which singer does 4 1 Who won a singing contest? What did Paolo win?
Present the Grammar (10 min.) 2 What/Which album broke a world record? What did that album break?
• Tell students to read the entry silently. Then ask for 3 Who surprised the audience? Who did the guitar player surprise? 4 Who
played a marching song? What did the band play?
volunteers to read the entry aloud for the class.
• Write an example from the opening quiz of each type of Take the Lesson Further (15 min.)
question on the board, underlining the question words and
• Tell students to work in pairs to write five more quiz
the subject or object in the answer: Who won eight Grammy
questions about music and musicians.
awards in one night? (Michael Jackson won eight Grammy
• When the pairs have finished, tell them to work with another
awards in one night.)
pair to ask and answer their quiz questions.
• What stage name does Katy Hudson use? (She uses the stage
name Katy Perry.)
• Look back at the questions from the lead-in activity and elicit
if each is a subject or an object question.
T 63 Lesson 2
WHO COMPOSED
1 Listen and follow. 28
THE MUSIC?
UM…
WHERE DID YOU
RECORD THE NEW ALBUM?
WHO WROTE THE LYRICS?
HUH?
WHAT INSTRUMENTS
DO YOU PLAY? AH…
I’M JUST THE DRIVER.

DID YOU WANT TO TALK
A Read the comic. Underline the subject questions. Circle the TO HIM?
object questions.
Subject and Object
2 Unscramble the questions and answer.
Questions
1 the song “Let It Go” / features / which movie
Question words (Who, What, Which,
2 from / does / come / where / Adele Whose, etc.) can ask about a subject
3 who / The Four Seasons / composed or an object.
4 did / TV series / appear in / Ariana Grande / which In subject questions, the unknown
information is a subject. This type of
A Listen and check. 29
question doesn’t have an auxiliary
(do/does, did), and the verb comes
3 Complete the questions. Add other words if necessary. directly after the question word:
Who wrote the songs?
be like listen sing The lead singer wrote the songs.
In object questions, the unknown
1 What music to yesterday?
information is an object. This type of
2 Who your favorite song? question does use an auxiliary:
What instruments do you play?
3 Which groups popular at the moment? I play the guitar.
4 Where listening to music?
A Ask and answer.

Lesson 2 63
1 Listen to four pieces of music. I turn up the collar of my
Discuss how they make you
feel. 30
coat as a chill wind cuts
anxious excited joyful
through the air.
peaceful romantic It is March 29, 1827. Some twenty thousand people are
sad scared shuffling through the streets of Vienna to the cemetery. At the
head of this great column, barely visible above the heads and
2 Answer the questions in your hats, I catch a glimpse of the shining black coffin. That is where
notebook. he lies, my master. It seems impossible, unthinkable. Ludwig van
1 Who was Ludwig van Beethoven? Beethoven… dead. The greatest composer who has ever lived,
2 When was he born and when did gone at the age of only fifty-seven. How much music did he still
he die? have to give?
3 What problem caused him a lot The silent mourners in the crowd knew his music, but I knew
of unhappiness? the man. I was a nineteen-year-old law student and amateur
A Listen and follow. Check your violinist when we met, but I’d adored his music all my life. Can
answers. 31
you imagine meeting your idol, then working for him, even living
in his home? This is what I did as his assistant and secretary.
64
But we never became friends. Beethoven was approaches the gates of the cemetery. “I was
isolated, unhappy, moody, private. I always thought passionate, enthusiastic, lively. I enjoyed company.
he was like a crab: you could never break into his But I was forced to hide myself, to live in loneliness.
invisible shell and he could never break out. As for My hearing was bad, and getting worse, but how
his deafness, he insisted that I keep it secret. It’s only could I ask people to come closer, to speak louder,
now that I realize how much suffering it caused to shout? How could I confess I was deaf, that I was
him. Last night, his former pupil Ferdinand Ries imperfect in the one sense in which I should have
told me, “I remember one glorious spring morning, been perfect?”
Beethoven decided we should go for a walk instead Music gave his life meaning and helped him
of studying. While out, I heard a shepherd playing endure his suffering. That pain only increased as
his flute—it sounded as pure and as beautiful as he got older, even as he was creating his greatest
water in a mountain stream. I called Beethoven’s works: the piano sonatas, string quartets and mighty
attention to it, but he looked puzzled, asking, ‘Who symphonies.
is playing? What instrument is it?’ He couldn’t hear a I was in the candlelit theater when he conducted
single note. He was so distressed, Anton, so upset… his last great symphony, the ninth. It was the greatest
I told him it was just my imagination. But it wasn’t moment of my life. That evening I became one
true.” with him, the performers, the audience and the
Can a blind painter paint? Of course not. But music. We were one beating heart, rising and falling
Beethoven, the man who couldn’t hear anymore, to the rhythms and sounds that vibrated through
composed one masterpiece after another, filling the the air, lifting us from our isolation into universal
world with astonishing sounds. communion. At the end of the symphony, we heard
I remember the first time I heard his music. I was the “Ode to Joy,” which says: “All men will become
only eight or nine, but it was like an explosion in my brothers.” It was true! Men and women, young and
head. New thoughts and emotions surged through old, each and every one of us joined in his music.
me—love, fear, excitement, joy—it was a revelation. When the last notes had died away, the audience
His music shaped my boyish brain, making me rose as one, clapping and cheering. I was crying tears
a better person. But when I think of Beethoven’s of happiness. But Beethoven, facing away from us,
boyhood… His first music teacher was his father, did not turn. He couldn’t hear our applause or feel
a violent, ambitious monster. He bullied his son, our love.
flogged him, locked him in a cellar. How could We have stopped outside the cemetery. Who is
Beethoven’s genius survive such a terrible beginning? speaking? It is Heinrich Anschutz, the actor, and
How could he suffer through that and still create he is reading a funeral prayer. “He was an artist and
such beauty? a man,” he says, “a man in the highest sense of the
I can feel a folded letter inside my coat pocket. I word.”
found it this morning hidden among his papers, a The man has gone. But the artist, and his art, will
letter he had written to himself when he was a young live forever.
man. I take it out and read it again as the procession
Anton Schindler
65
1 Read the story again. Answer the questions.
Cite evidence from the text.
1 Was Beethoven popular in his lifetime?
2 Was Beethoven easy to get along with?
3 Did Beethoven have a big impact on Anton’s life?
4 Did Beethoven have an easy childhood?
5 Was Beethoven open about his disability?
6 Was Beethoven’s final performance an entirely

happy event?
2 Which four reasons for the importance of music are given in the text? Mark (✓).
1 Music can bring people together. 4 Music can alleviate suffering.
2 Music can evoke a lot of different emotions. 5 Music can change who we are.
3 Music can help us absorb information 6 Music stimulates creativity.

when we study.
A Find evidence in the text to justify your answers.

3 Find these words in the text and guess their meaning.
Quoting from a Text
1 coffin:
Often it isn’t enough just to
give an answer to a question. 2 moody:
You have to prove your answer
3 distressed:
is correct by quoting evidence
from the text. To do this, find a 4 flogged:
phrase or sentence that gives
the answer. Sometimes the 5 prayer:
answer is explicit in the text,
and sometimes you have to
4 Discuss the questions.
infer the answer. 1 Have you heard Beethoven’s music or life story before?
2 Which other musicians have had difficult lives?
66 Lesson 3
Reading p. 66
1 Read the story again. Answer the questions. Cite
Objective evidence from the text. (20 min.)
Students will learn to quote evidence from a text to prove their answers
Present the Skill (5 min.)
are correct.
• Read the entry aloud to the class and have them follow along.
Teaching Resources Explain any vocabulary that might be new or that they may
Tracks 30 and 31 have forgotten: quoting = repeating or copying from a text;
explicit = clear and direct; infer = guess from clues.
• Stress that students can be sure of their answers if they can
Lead in to the Lesson (10 min.) find evidence for them in the text.
Get Students Thinking
• Tell students to read all six questions first and think about their
• Write the following questions on the board for students to
answers before they check the text. Then tell them to answer the
discuss in pairs and then as a class:
questions and underline evidence to support their answers.
Do you like classical music? How much? How does classical
music make you feel? Have you ever heard a live classical Answers 1 Yes, he was. 20,000 people attended his funeral. 2 No, he wasn’t. The
author describes him as isolated, unhappy, moody and private. 3 Yes, he did. His
performance? Why does classical music remain popular? music shaped his “boyish brain” and made him a better person. 4 No, he didn’t.
The author describes Beethoven’s father as a violent and ambitious monster who
p. 64 bullied and beat his son and locked him in a cellar. 5 No, he wasn’t. He writes in
1 Listen to four pieces of music. Discuss how they make a letter: “How could I confess I was deaf, that I was imperfect in the one sense in
which I should have been perfect?” 6 It was a happy event for the audience, but
you feel. 30 (10 min.)
Beethoven was unable to hear their applause.
• Explain to students that they are going to hear and describe
four samples of music by the composer Ludwig van 2 Which four reasons for the importance of music are
Beethoven. Check that they understand the adjectives. given in the text? Mark (). (5 min.)
After students listen, let them think before responding. The • Allow students to work in pairs or alone to do this and the
extracts are from Symphony No. 6 or the Pastoral Symphony, following activity.
Symphony No. 7, Piano Sonata No. 14 or the Moonlight • Set a strict time limit for this task so students don’t get
Sonata, and Symphony. No. 9, Beethoven’s last, and the one bogged down and give the answers at the end if necessary.
referred to in the story. Answers 1, 2, 4, 5
2 Answer the questions in your notebook. (5 min.) A Find evidence in the text to justify your answers. (10 min.)
• Encourage students to write answers, even if they aren’t sure • Do this activity as a whole class if necessary.
and can only guess for now.
Answers 1 all the people at the funeral and concert: “Men and women, young
A Listen and follow. Check your answers. 31 (20 min.)

and old, each and every one of us joined in his music.”2 The writer describes
the “love, fear, excitement, joy” he felt on first hearing Beethoven’s music.
4 The writer describes how music helped Beethoven “endure his suffering.
Manage Your Class 5 The writer describes how the music made him a “better person.”
• You can play the entire track and have students follow along.
3 Find these words in the text and guess their meaning.
• Or play the track in parts, asking questions to check
(10 min.)
understanding:
• Play paragraph 1. Ask: Who is the writer? • This activity develops students’ ability to guess meaning from
• Play paragraph 2. Ask: Where did the writer live? context, which can help their fluency.
• Play paragraph 3. Ask: Who went walking? Answers 1 a box in which a dead body is buried 2 often unhappy 3 feeling
• Play paragraph 4 and 5. Ask: When did the writer first hear pain or unhappiness 4 beat brutally 5 words to thank God or to ask God for
something
Beethoven’s music? How did it affect him?
• Play paragraph 6. Ask: Who wrote the letter that the writer 4 Discuss the questions. (10 min.)
had in his pocket? Why was it important?
• Lead a class discussion on the questions.
• Play the rest of the recording without stopping.
• Check the answers to the questions in activity 2. Take the Lesson Further (15 min.)
Answers 1 He was a famous composer. 2 He was born in 1770 and he died in • Passive vocabulary refers to words that students can
1827. 3 He became deaf later in life. recognize in context, but may not be able to produce.
• Dictate the following definitions of passive vocabulary for
students to copy. Then tell them to find the words in the text.
1 walking without lifting your feet (para 1: shuffling)
2 sad people at a funeral (para 2: mourners)
3 wonderful or amazing (para 3: glorious)
4 a surprising discovery (para 5: revelation)
5 loneliness, being alone (para 8: isolation)
Lesson 3 T 66
Listening • Check the answers and then play the recording one more
time. Tell students to close their eyes and concentrate
Objectives carefully on what they are hearing.
Students will practice listening for information that supports the main Answers 1 a 2 b 3 a 4 a 5 b 6 a 7 b 8 b
ideas of an oral presentation.
3 Discuss the questions. (15 min.)
Students will learn the basic elements that all music has in common.
• Tell students to answer the questions on their own first. Then
Teaching Resources ask them to work in pairs and discuss their answers. Finally,
Track 32 ask volunteers to share their answers with the class.

Lead in to the Lesson (10 min.)
• Encourage students to explain each of the four elements of
• Ask students if they know any of the following songs. Read music in their own words and with their own examples. Have
the names or write them on the board: them work in pairs and then allow confident students to
1 Head and Shoulders, Knees and Toes report their answers to the class.
2 Ten Little Indians
3 The Wheels on the Bus Go Round and Round 4 Tap out the rhythm of a song. Can anyone guess
4 Happy Birthday to You what it is? (15 min.)
5 London Bridge Is Falling Down • Choose one of the traditional English songs from the lead in to
6 Twinkle, Twinkle, Little Star the lesson and tap it out for the class. Ask them to guess which
7 The Hokey Pokey song it is. Then ask for a volunteer to do the same with another
8 If You’re Happy and You Know It song from the list. Repeat this for three or four more songs.
• Ask students if they can remember any of the lyrics. Ask
volunteers to say or sing parts of the songs. Know Your Students
• Some students will be more musically-inclined and
Present the Skill (5 min.) have more experience with singing or playing musical
• Tell students to read the entry about listening for supporting instruments. Give these students an opportunity to use their
information. Then ask a volunteer to read it aloud for the musical skills to tap out rhythms, hum or whistle tunes, or
class. Give an example of a main point: Music can make us even sing a song for the class.
feel different emotions. Elicit supporting information for the
main point from students. Ask: How does different music
make you feel?
• Tell students to work in groups of three or four to play a
guessing game, Name That Tune. One person hums or
Present the Vocabular y (5 min.) whistles a popular song and the others try to guess what song
• Read the list of key words for elements of music. Model the it is. Humming and whistling will make this easier than just
pronunciation for students to repeat, and explain that they’ll tapping out a rhythm. The first person to guess the tune has
see the meaning during the lesson. the next turn at humming or whistling a song to be guessed.

1 Match the elements of music with the definitions.
(5 min.) Manage Your Class
• Have students try to match the words and the definitions. • End the class on a light note with a sing-along. You can let
They don’t have to write anything yet if they’re unsure. students choose songs from the beginning of the lesson. You
may want to use a song that includes actions, such as Head
A Listen and check. 32 (10 min.) and Shoulders or The Hokey Pokey.
• Play Track 32 for students to check. Point out that these are • Alternatively, you could ask students to suggest other songs
the main points of the person’s talk. they know in English. Write the words on the board and then
sing the song as a class.
Answers 1 rhythm 2 meter 3 tempo 4 pitch
2 Listen again. Circle the answers. (15 min.)

• Explain that in this activity students will identify the
supporting information.
• Tell students to read through the questions and answers
carefully before they listen again. They may be able to answer
already, but tell them to wait until after they have heard the
track a second time.
• Play the track. Stop occasionally to make sure that everyone
is keeping up with the task.
T 67 Lesson 4
1 Match the elements of music with the definitions.
meter pitch rhythm tempo
1 This is the pattern of long and short notes: .
2 This is the pattern of strong and weak beats: .
3 This is how quickly music is played: .
4 This is how high or how low a note is: .
2 Listen again. Circle the answers.

1 Which children’s song is used as an example of rhythm?
a “Row, Row, Row Your Boat” b “Old MacDonald”
2 What is the rhythm of notes in its first line?
a two long, one short, b two long, one medium, one

two medium short, one long
3 Which children’s song is used as an example of meter?

All music has the same
a “Rock-a-Bye Baby” b “The Muffin Man” elements and evokes three
basic emotions: happiness,
4 What meter does the song in question 3 have?
sadness or fear.
a strong, weak, weak, strong, b strong, weak, strong, weak,
weak, weak strong, weak
Listening for
5 What does tempo do to us? Supporting Information
The first time you listen, try to
a It makes us think thoughts. b It makes us feel emotions.
understand the main points
6 What body processes does tempo affect? the speaker makes. After
that, you can identify further
a Our heartbeat and breathing. b Our movement and speed. information and examples
7 How is a good singer described? that support the main points.
a Out of tune. b On pitch.
8 What are some examples of high-pitched instruments? Elements of Music

a The double bass and the tuba. b The flute and the violin. beat
in/out of tune
3 Discuss the questions. note
on/off pitch
1 What types of music makes you feel happy, sad or scared?
pitch
2 What music do you find relaxing? What music is exciting? rhythm
3 What songs have a beat that makes you want to dance? tempo
4 Tap out the rhythm of a song. Can anyone guess what it is?
Lesson 4 67
1 Read and discuss.
1 Do you know any of
these songs?
2 Which do you like?
3 Do you know any
other songs by these
artists?
“Life on Mars” “Hello” “Dancing Queen”

David Bowie Adele Abba
“Mean” “Perfect Day” “Let It Be”

Taylor Swift Lou Reed The Beatles
“Halo” “Happy” “Umbrella”

Beyoncé Pharrell Williams Rihanna
2 Read the text. Do the songs above have these features?

Reporting to the Class
When you report to
the class:
WHAT MAKES A GREAT SONG?
• Prepare your report: make
notes about your ideas A great song…
and reasons that support
your ideas. evokes strong emotions
• Think of questions that has a catchy tune that stays in your head
your classmates or teacher
may ask and prepare has meaningful lyrics that make you think
answers. makes you want to listen to it over and over
• State your main point makes you want to dance or tap your feet
clearly: We believe
describes an experience you can relate to
“Happy” is a great song.
• Give reasons to support
your point: It makes us 3 Work in groups.
feel optimistic. 1 Make a list of your favorite songs.
• Speak clearly at an
2 List features that each song has.
understandable pace.
3 Agree on one great song and list your reasons.
4 Find a recording of the song if possible.
4 Give your report and listen to others. Vote on the greatest song of all.
68 Lesson 5
Speaking 3 Work in groups. (20 min.)
1 Tell students each to make a list of favorite songs. They can
Objective use their ideas from the lead in activity. Each person should
Students will learn how to prepare an oral report and then present nominate two songs.
their work to the class. 2 As a group, students should discuss the features of each song
and decide if the song is great or not.
3 Students should choose one song for their report.
Lead in to the Lesson (20 min.) 4 Help students find a recording online of the song or use a
Get Students Thinking streaming service.
• Ask students: What different awards are there for good singers • Tell students to reread the entry.
and bands? (Grammys, Grammy Latino, American Music
4 Give your report and listen to others. Vote on the
Awards, Brit Awards, Billboard Music Awards, MTV Video
greatest song of all. (20 min.)
Music Awards and People’s/Teen Choice Awards.)
• Tell students to imagine they could give music awards for the
Know your Students
following four categories: Best Band, Best Singer, Best Song,
• Some students will feel more comfortable speaking in front
Best Video.
of the class to give their report. However, you should also
• Give students time to think of their own answers. Then tell them
encourage less confident students to participate. Tell the
to compare their ideas in groups before reporting to the class.
groups to divide the report into parts so that everyone has a
1 Read and discuss. (20 min.) chance to speak. There may be a leader and some students
may speak more than others, but everyone should have a role
• Class discussions are effective when they are done in an
to play in the presentation of the group’s report, even if it’s
organized, step-by-step way that gives everyone time to think
just presenting the recording of the song at some stage.
and the opportunity to participate.
• Ask students if they know who the people in the photos are
(David Bowie, Adele and Abba). Then tell them to read about
the songs in the chart and think about their own answers to
the questions.
• For each song, you can discuss questions 1 and 2 by asking
for a show of hands. Say: Who knows the song (Life on Mars)
by (David Bowie)? Raise your hand. OK. Now keep your hand
up if you like the song. If you don’t like the song, then put your
hand down.
• For question 3 ask: What other songs do you know by (David
Bowie)? Who else knows/likes that song?

• Tell students to read the entry on their own. Then ask a
series of volunteers to read out the points. Alternatively,
you can read the entry aloud yourself to model the
pronunciation of new words and ask the class to repeat each
sentence after you.
• Encourage students that if they prepare well for a
presentation and heed a few simple tips, they will feel more
comfortable and confident when they have to give it.
2 Read the text. Do the songs above have these

features? (15 min.)
• After students have read the text, tell them to work in groups
of three or four to discuss the songs and their features. They
can also suggest other songs for each feature.

• Tell groups to choose the best song in the list. Each person in
the group can vote for three songs. The song with the most
votes will be the group’s choice.
• Ask each group for their final choice. The song that gets the
most group votes will be the class winner.
Lesson 5 T 68
Writing • Tell students to work in pairs to write their own version of
the rhyme, with three new parts. They can use the question
Objective starters on the page or another one.
Students will write a song by adapting lyrics with the same meter. A Sing your song. (15 min.)
Teaching Resources • Ask volunteers to write their new songs on the board, and
Track 33 then sing them for the class. Encourage everyone to sing
Optional: recordings of “Twinkle, Twinkle, Little Star,” “The Alphabet along with them. Then take a class vote to choose the
Song,” “Baa, Baa, Black Sheep” best version.
2 Rewrite one of your favorite songs using the same

Lead in to the Lesson (10 min.) technique. (20 min.)
Integrate Learning Styles
• Explain that some songs have the same tune and meter,
• Allow students to choose a role in this activity according to
although people may not notice it.
their learning style.
• Ask: Do you know “the Alphabet song”? Sing the song or play
• Visual: These students may wish to record and direct
a recording.
the performance.
• Ask: Do you know “Baa, Baa Black Sheep”? Sing the song or
• Auditory: These students may participate in brainstorming a
play a recording.
song to adapt and also in performing the song for the class.
• Ask: Do you know “Twinkle, Twinkle Little Star”? Sing the
They may also be able to help the read/write students with
song or play a recording.
the meter.
• Ask: What do you notice about all three songs? (They all use
• Read/Write: These students can write the lyrics, making
the same tune.)
sure they keep to the meter.
• Divide the class into three groups. Assign each group one
• Kinesthetic: These students can choreograph a dance to go
of the songs they have just heard. Tell all three groups to
along with the song and may also enjoy performing for
sing their songs at the same time, to the same beat. Conduct
the class.
the class like an orchestra to keep them singing at the same
tempo. Do this one line at a time at first. Then repeat the
whole tune without stopping. A Sing your song. (20 min.)
• Have each group sing its song for the class. Take a class vote
1 Listen and follow the nursery rhyme “The Muffin
on the best adaptation.
Man.” 33 (10 min.)
• Tell students to read the nursery rhyme on their own. Read Take the Lesson Further (10 min.)
the rhyme aloud, emphasizing the meter. Then ask students • Have groups record their songs if they like.
to repeat it with you while they clap or tap out the meter on
their desks. Topic 4
• Play the recording for students to follow and sing.
Why do we like music?
• Read the entry aloud for students. Explain that they can write A Discuss the questions. (10 min.)
new lyrics for a song that already exists, just like people have • Ask students to compare their ideas with a partner before
done with “the Alphabet Song,” “Baa, Baa, Black Sheep” and leading a class discussion.
“Twinkle, Twinkle, Little Star.”
A Change the following phrases to make a new song.

(20 min.)
• You can make long tasks easier for students by breaking them
down and modeling the various stages with the whole class
before letting students continue on their own.
• Explain to students that they are going to change the original
lyrics of the nursery rhyme “The Muffin Man,” replacing
them with lines that have the same meter.
• Model the three steps for the class, using the first option in
each of the three columns: Do you like computer games that
are like real life?
• Tell students to practice the next three versions on their
own, reciting and clapping them out on their own. Then ask
everyone to sing them together.
T 69 Lesson 6
1 Listen and follow the nursery rhyme “The Muffin Man.” 33
Do you know the muffin man,

The muffin man, the muffin man?
Who lives on Drury Lane?
Yes, I know the muffin man,

The muffin man, the muffin man.
Yes, I know the muffin man,
Who lives on Drury Lane.
A Change the following phrases to make a new song. Writing a Song

Writing songs can help you express yourself
1 Change “Do you know” for another question of similar length.
and show your creativity. An easy way to write
Look at column 1 of the chart below for ideas. a song is to choose one of your favorite songs
2 Change “the muffin man” for another noun. It should also have and change the lyrics. When you rewrite a
song, each line should have the same meter—
two stressed syllables. Look at column 2.
in other words, the same number of stressed
3 Change the last line of each verse for another clause. syllables—so the words fit with the music.
It should have three stressed syllables. Look at column 3.
1 2 3
Do you like computer games that are like real life?

Can you write a brand new song that’s better than the rest?
Did you see your friends last night after you left school?
Have you been to the waterpark with the giant slide?
A Sing your song.

2 Rewrite one of your favorite songs using the same technique.
A Sing your song.
To p i c 4 A Discuss the questions.

sic?
1 Why do you like mu
to music?
2 When do you listen
dislike?
3 What music do you
music?
Ar e the re an y tim es you don’t like to hear
4
Lesson 6 69
Introducing the Orchestra
Ladies and gentlemen, one and all, Up at the back with a rum, pum, pum,
Leave your homes and come to the hall. Beats the noisy, banging .
Open the doors and turn on the lights! Further along there’s a mighty ,
The classical orchestra’s playing tonight! Who never gets his loud crash wrong.
Can you hear those sounds with an eerie feel?

Let me introduce the , They’re coming from the and the
Her notes can sound so high and thin. !
Near her growls the
With deep dark notes from outer space.
In between, so calm and mellow,
Sits the warm and lovely .
Now meet the gang who puff and blow:
The , and
Next the , bold and bright,
Who gives the such a fright.
The can honk and moan,
But nothing makes a noise like a big
A Listen again and write the musical instruments.

Orchestral Instruments
cello harp
A Listen and sing along.
clarinet oboe 2 Listen and identify the instruments. 35
double bass piccolo
drum saxophone 3 List the instruments in these groups and add more.
flute trombone
glockenspiel trumpet brass percussion string woodwind
gong violin
A Which can you play? Which would you like to learn, and why?
70 Lesson 7
Vocabulary A Listen and sing along. (10 min.)
• Play the song again, encouraging students to sing along. You
Objective might also assign different sections of the song to certain
Students will learn and practice the names of orchestral instruments in groups or rows of students. Encourage students to come
the context of a song. up with an action for each instrument as it’s mentioned
in the song. Repeat the song at least once more for
Teaching Resources additional practice.
Tracks 34 and 35
Optional: photos of the orchestral instruments 2 Listen and identify the instruments. 35 (10 min.)
• Explain to students that they will hear eight different

instruments. Tell them not to say anything until you ask them
for answers. Play Track 35 and have students listen quietly.
• Divide the class into teams and then draw lots to decide Play it again and elicit the instruments.
which team goes first. Say an adjective and ask someone on
Answers 1 clarinet 2 double bass 3 flute 4 harp 5 saxophone 6 piccolo
the first team to say the opposite adjective. There may be 7 trombone 8 gong
more than one answer (small vs. big or large). If the answer
is correct, the team wins a point. If the answer is wrong, the 3 List the instruments in these groups and add more.
next team gets a chance to steal a point. Possible antonyms (15 min.)
include: small, big/large; fast, slow; high, low; public, private;
short, long/tall; ugly, beautiful; strong, weak; violent, peaceful;
• Tell the class that an orchestra has four groups of instruments
quiet, loud; perfect, imperfect; musical, unmusical; tuneful,
and explain what they are: brass = a shiny yellow metal that
tuneless; expensive, cheap; amateur, professional.
some instruments are made of; percussion = instruments that
Present the Vocabular y (15 min.) you hit to make a sound; string = instruments with strings;
• Read out the names of the instruments to model the woodwind = instruments, often made of wood, that you
pronunciation and ask students to repeat after you. blow into.
• You may want to show photos of the instruments to make • Have students categorize the instruments and add others
their names more memorable. they know.
• Tell students to write the names of the instruments in their Answers brass: trombone, trumpet (+ French horn, tuba, cornet); percussion:
notebooks, grouping them by the number of syllables: drum, glockenspiel, gong (+ triangle, bells, cymbals); string: cello, double
bass, harp, violin (+ guitar, viola, banjo, mandolin); woodwind: clarinet, flute,
1 syllable: drum, flute, gong, harp oboe, piccolo, saxophone (+ bassoon, recorder, panpipes)
2 syllables: cello, oboe, trombone, trumpet
3 syllables: double bass, clarinet, glockenspiel, piccolo, A Which can you play? Which would you like to learn,
saxophone, violin and why? (10 min.)
• Have students repeat the names of the instruments by group, • Tell students to think about their answers to the questions.
emphasizing the stressed syllables. Then have students discuss their answers in pairs or groups,
• Ask volunteers to imitate their sounds. followed by a whole-class discussion.
1 Listen and follow. 34 (15 min.) Take the Lesson Further (15 min.)
• Give students time to read the song lyrics. Answer any
Integrate Music
questions about the vocabulary: thin = in this context
• Invite students who play an instrument to do a show and tell
meaning delicate; growls = a low sound like that of an angry
for the class. Have them identify the instrument and play a
animal; mellow = gentle and smooth; puff/blow = push out
short tune to demonstrate.
air; bold = strong and energetic; fright = feeling of being
• You may also allow students who sing in a choir or a band to
frightened; honk = make a sound like a horn; moan = make a
sing a song.
long, low sound like a person who is hurt; mighty = powerful;
eerie = strange and scary.
• Play the song once without stopping. Tell students not to
write anything, but to focus on listening.
A Listen again and write the musical instruments. (10 min.)

• Play the song again, stopping occasionally so that students
can write. Then check the answers.
Answers violin, double bass, cello, oboe, flute, piccolo, trumpet, clarinet,
saxophone, trombone, drum, gong, harp, glockenspiel
Lesson 7 T 70
Grammar 2 Write these direct questions as indirect questions.
(15 min.)
Objective • Have students write questions individually. Encourage them
Students will learn when and how to use indirect questions to to use a variety of polite openers. Remind them to remove
be polite. the auxiliaries and use normal word order in the statement.
Then check the answers as a class.
Teaching Resources
Answers 1 (Can you tell me) how often you listen to music? 2 (Do you know)
Grammar Worksheet 4.2 what the last song you listened to was? 3 (Do you have any idea) which
instrument you would like to learn? 4 (I was wondering) how many music
genres you could name. 5 (Would you mind telling me) why you listen to
Lead in to the Lesson (15 min.) music?
• Play Charades (see page xvi). Choose a volunteer to pretend A Ask and answer your questions. (10 min.)
that he/she is playing a musical instrument from the previous
• Tell students to think about their own answers. Then they
lesson or another instrument if they prefer. The first person
can ask and answer the questions in pairs.
to guess the instrument will act out the next one.
• If you prefer, students can play the game in groups of four or Take the Lesson Further (15 min.)
five. If they do, encourage them to do so quietly. The actors
should not make any noise, and the guessers should hold up Get Students Thinking
their hands before guessing. • Write the following prompts for direct questions on the
board. Ask volunteers to complete them.
Present the Grammar (15 min.) 1 Who went…? 4 When will…?
• Read the entry aloud, emphasizing the use of indirect 2 Where is…? 5 Do you…?
questions in formal situations when we want to be polite. 3 What did…? 6 Why did…?
• Point out that after the opening question part, we use regular • Ask other volunteers to convert each direct question to an
sentence order, and we don’t use auxiliary verbs. Write the indirect question and write it underneath.
following examples on the board:
Who is your music teacher? Take the Lesson Further (25 min.)
Can you tell me who your music teacher is? • Have students do the activities on the worksheet alone or in
What did you sing today? pairs.
Do you mind telling me what you sang today? Answers 1 1 c 2 e 3 a 4 b 5 d 2 1 a 2 c 3 b 4 a 3 1 when I have to hand in my
• Point out that this indirect question form does not end with a homework? 2 where the nearest music store is? 3 why you signed up for
question mark as it is a statement: I was wondering who your trombone lessons? 4 who decided to cancel the rehearsal. 5 how long it takes
to write a symphony?
music teacher is.
1 Underline indirect questions in the text. (15 min.)

• Read the text aloud in sections. After each section, ask
students if it included any indirect questions.
• Read the text aloud again, stopping after each sentence and
asking students to repeat it. They can do this as a class, or
you can choose individual students to echo back what you
have said.
• Ask: Why did the music teacher use indirect questions?
(Because Mia felt nervous and he wanted to sound friendly,
less demanding.)
Answers Can you tell me how many notes there are in an octave? Would
you mind telling me who wrote the music for Swan Lake and The Sleeping
Beauty? Do you have any idea which instrument is the loudest? Do you know
how many symphonies Joseph Haydn composed?
A Write the indirect questions as direct questions. (10 min.)

• Tell students to rewrite the sentences in pairs. Remind them
to add an auxiliary where necessary or invert the order of the
verb be and the subject.
• Elicit which are subject questions and which are
object questions.
Answers How many notes are there are in an octave? Who wrote the music
for Swan Lake and The Sleeping Beauty? Which instrument is the loudest?
How many symphonies did Joseph Haydn compose?
T 71 Lesson 8
1 Underline indirect questions in the text.
The “Yes, well done!” said Mr. Vine. “Do you have any
Test
idea which instrument is the loudest?”
Mia looked blank.
“Here’s a clue. It isn’t the biggest instrument in
the orchestra.”
“Um, then I think it’s a small instrument. It’s
the piccolo!”
“Excellent.”
Mia smiled. She was feeling much better now.
“Do you know how many symphonies Joseph
Haydn composed? Was it 9, 41 or 106?”
Mia wasn’t sure. Beethoven wrote nine, she
knew that. But then… 41? 106? She had to guess.
She chose the most
It was the day of the music test, and Mia felt

terrible. Mr. Vine could see she was very
nervous. So when he asked her questions, he tried
unlikely answer.
“106,” she said.
And she was
to sound encouraging and friendly. right again! Mia
“OK, Mia. First question: Can you tell me how answered the rest
many notes there are in an octave?” of the questions
“There are eight.” correctly, too. Now,
“That’s right! Would you mind telling me who she just had to pass
wrote the music for Swan Lake and the practical part of
The Sleeping Beauty?” the test!
Joseph Haydn (1732–1809)
Mia knew it was a Russian composer, but who?
“Tchaikovsky?” she ventured, hesitantly.
Indirect Questions
A Write the indirect questions as direct questions. Indirect questions are more polite and less
demanding than direct questions. We use them with
2 Write these direct questions as indirect questions. people we don’t know very well. Indirect questions
have two parts: a polite opening question and a
1 How often do you listen to music?
statement with the information you need:
2 What was the last song you listened to? Can you tell me (who wrote Swan Lake)?
3 Which musical instrument would you like to learn? Do you know (if Haydn was Austrian or German)?
4 How many music genres can you name? I was wondering…
Do you have any idea…?
5 Why do you listen to music?
Would/Do you mind telling me…?
A Ask and answer your questions.
Lesson 8 71
The Origins of Music
M
A Discuss the questions.
1 When did humans start making music? usic is an integral part of human culture. It is all
around us: in movies and on television and radio
2 What do you think work songs are?
shows; at clubs, concerts and parties; and even in some
3 What do birdsong and love songs have
classrooms while we work quietly. Music is common to all
in common? cultures, both past and present. Almost everyone enjoys
4 What kind of music do people often some kind of music, whether it is pop or rock, folk or
listen to when they feel sad? dance, jazz or classical. It can make us feel happy, relaxed,
5 Why do some religions chant holy texts? excited or inspired. But do you know when and where it
A Read and check.

originates? And do you know what purposes music has
served throughout history?
Earliest Music
People have probably been making music since
modern humans, homo sapiens, emerged 200,000
years ago. Evolutionary scientists believe that
music helped prehistoric humans survive. It created
cohesion within social groups and motivated people
to support each other. Of course, today we don’t
know what prehistoric music sounded like. But
it was most likely made by singing, clapping and
beating surfaces. The oldest known instruments,
bone flutes, were found in a cave in Germany. They
date back 42,000 years, although instruments were
5,000-year-old cave paintings in India of dancers and musicians almost certainly used before that.
Work to Music
Work songs and chants have long helped people work in
time with each other. They are especially used during dull,
repetitive and arduous activities: lifting and pulling heavy
loads, harvesting crops or pounding grain. They often
involve a call-and-response dynamic, in which a song leader
sings a verse, and the work team responds with a chorus.
Work songs were used by African-American slaves in the
cotton plantations and on the railroads in the eighteenth
and nineteenth centuries. Around the same time, crews on
sailing ships sang sea shanties when raising anchors and sails,
pulling ropes and rowing. A shantyman would sing a solo line
and the crew chanted a response. Many modern music genres,
An African-American work team on a Virginia railroad
such as hip-hop, owe a lot to the call-and-response tradition. in the 1860s
72
Love Story
Falling in love, unrequited love, missing your beloved,
heartbreak… love has always been a major theme of songs.
Naturalist Charles Darwin argued that music served the same
purpose as birdsong: to attract a mate. In his book The Descent
of Man, published in 1871, he theorized that humans sang love
songs before language even developed. In a more recent book, Love
Songs: The Hidden History, music historian Ted Gioia suggests that
love songs originated around 750 CE among the qiyan. The qiyan
were elite female slaves in modern-day Iraq. These slaves sang
laments about their servitude. Their rich owners started singing
similar songs about being slaves to their hearts. Later, in the Middle
Ages, troubadours—traveling singer-songwriters—visited royalty
throughout Europe and performed songs about courtly love. A bluethroat singing to attract a mate
Feeling Blue
When people feel unhappy or distressed, they often choose
to listen to sad music. Have you ever wondered why? Some
studies suggest that slow, melancholy music can actually
improve our mood. One of the most famous genres of sad
music, the blues, was born amidst the suffering of African-
American slaves in the Deep South. The blues has its roots in
both traditional African music and European folk music. The
lyrics often tell a personal story of troubles and hard times.
This music, with its sad, repetitive feel, has had a profound
influence on modern pop and rock music.
Bessie Smith, American blues singer, in 1936
Ceremonial Music
Since ancient times, music has been used in
celebrations, public events, sacred rites and festivals.
In ancient Greece, music was ever-present at public
events: from marriages and funerals to theaters and
sporting contests. In early Christian times, holy
words were chanted in desert communities of the
Middle East. Later, the same was done in churches
and monasteries around the world: the melodic
rhythms made it easier to remember the sacred
A medieval religious music book
teachings. In early medieval times, monks developed
written music for their chants. This transformed the history of music, and paved
the way for Bach, Beethoven and all the great musicians that followed.
73
1 Read the article again. Underline the main argument of each paragraph.
Finding Evidence
1 Introduction: a Everyone loves music.
and Examples for
Arguments b Music is an important part of human society.
In informational texts, 2 Paragraph 1: a Music is as old as humankind.
writers need to support their
b People made music before they had instruments.
arguments with examples
and evidence. Strong 3 Paragraph 2: a Music can make work more tolerable and efficient.
examples and evidence b Some modern music comes from work songs.
indicate that a writer’s
arguments are correct. First, 4 Paragraph 3: a Humans learned love songs from birds.
look for the main argument b Love and music have a long history.
in each paragraph. Then look
for examples and evidence 5 Paragraph 4: a People like to listen to sad music when they feel sad.
that back it up. Decide if b Blues is a popular and influential music genre.
the arguments have been
proven. 6 Paragraph 5: a Music is an integral part of religion and other ceremonies.
b Music helps you memorize things.
2 Answer the questions in your notebook. Find evidence and examples.

1 How did music help prehistoric humans survive?
2 What evidence does the writer give that music is at least 40,000 years old?
3 Who sang work songs?
4 What tasks did work songs help people do?
5 What did Darwin argue that love songs were for?
6 According to Ted Gioia, who wrote the first love songs and why?
7 Why do we listen to sad music when we are feeling sad?
8 How was music used by the ancient Greeks and early Christians?
3 Find the words in the text. Match them with the definitions.
1 purpose (intro) (adj.) sad or thoughtful
2 clap (para. 1) (adj.) suffering from anxiety or pain
3 chant (para. 2) (n.) a religious ceremony
4 unrequited (para. 3) (n.) the person you love romantically
5 beloved (para. 3) (n.) a repeated rhythmic phrase, sung by a group
6 distressed (para. 4) (v.) hit the palms of your hands together
7 melancholy (para. 4) (n.) the reason or motivation for doing something
8 rite (para. 5) (adj.) not returned
4 Discuss. Do you listen to music in ceremonies or when you work or are sad?
74 Lesson 9
Reading • Tell students to look at the two options for each section of
the article and then read that section again quickly to decide
Objective which sentence is the main argument.
Students will find evidence and examples for arguments in a text about Answers 1 b 2 a 3 a 4 b 5 a 6 a
music history to evaluate their strength.
2 Answer the questions in your notebook. Find
evidence and examples. (25 min.)
Lead in to the Lesson (10 min.) • Explain that students will now read for evidence and
Get Students Thinking examples for the main argument in each paragraph. Tell
• Write the following questions on the board for students to students to read the questions and think about possible
discuss in pairs or groups. Then elicit comments for a answers. Then they should look back at the text to see if they
class discussion: are correct, and find appropriate evidence.
1 Why do people like fast, lively music at parties? • Lead a quick class discussion on the questions, and elicit
2 What music makes you calm and relaxed? Why? opinions on whether the arguments are well supported.
3 What types of music bore you or annoy you? Answers 1 It created cohesion within social groups and motivated people
to support each other. 2 The writer mentions that the oldest known
p. 72 instruments—bone flutes—were found in a cave in Germany 42,000 years
A Discuss the questions. (10 min.) ago, which is proof that music has been around for more than 40,000 years.
3 Farmers, slaves and sailors. 4 Lifting and pulling heavy loads, harvesting
• Read through the questions as a class. crops, pounding grain, raising anchors and sails, pulling ropes and rowing.
5 That music served the same purpose as birdsong: to attract a mate. 6 The
• Let students think about their answers before discussing their qiyan, elite female slaves, who sang to lament their servitude. 7 Because it can
ideas and questions as a group. improve our mood. 8 The ancient Greeks used music for marriages, funerals,
theaters and sporting events. Early Christians used music to make it easier to
A Read and check. (25 min.) remember sacred teachings.
3 Find the words in the text. Match them with the

Manage Your Class
definitions. (10 min.)
• Students could do this activity alone, scanning the
paragraphs for the answers. Encourage them to use the • Have students do this activity alone to develop the skill of
headings as clues about where to find each answer. determining the meaning of words from context.
• Or the article can be used for cooperative or jigsaw reading. Answers 1 (n.) the reason or motivation for doing something 2 (v.) hit the
Tell students to work in groups of five. Explain that everyone palms of your hands together 3 (n.) a repeated rhythmic phrase, sung by a
group 4 (adj.) not returned 5 (n.) the person you love romantically 6 (adj.)
should read the introduction to the article. Then they should suffering from anxiety or pain 7 (adj.) sad or thoughtful 8 (n.) a religious
assign one paragraph to each group member to read and ceremony
take notes on.
• When everyone is ready, each person speaks about their 4 Discuss. Do you listen to music in ceremonies or when
paragraph, explaining and summarizing what they have read. you work or are sad? (5 min.)
They should also answer the corresponding question from • Have students work in small groups to discuss before sharing
the activity. thoughts as a class.
• When everyone has spoken about their paragraph, tell
students to read the four paragraphs that their Take the Lesson Further (20 min.)
classmates summarized.
Integrate Music
Answers 1 Probably about 200,000 years ago. 2 Songs to help people work • Teach students a simple work song, such as this one from the
in time, often used during dull, repetitive and arduous activities. 3 They both slavery era in the United States of America:
serve to attract a mate. 4 Sad music. 5 To make it easier to remember sacred
teachings. Lead: Swing low, sweet chariot
Chorus: Coming for to carry me home
p. 74 Lead: Swing low, sweet chariot
1 Read the article again. Underline the main argument Chorus: Coming for to carry me home
of each paragraph. (15 min.) Lead: If you get there before I do
Chorus: Coming for to carry me home
Present the Skill Lead: Tell all my friends, I’m coming too
• Read the entry aloud and check that everyone understands Chorus: Coming for to carry me home
any new vocabulary: evidence = information that shows • Explain that some sources claim that this song refers to the
something is true or false; back (it) up = support with good Underground Railroad, a freedom movement that helped
reasons; proven = shown to be correct. black people escape from slavery.
• Stress that it’s important to evaluate the evidence for the • Find a recording online so that students can hear the tune.
arguments in nonfiction articles before deciding to agree There are also several versions of the lyrics.
with them or not. • Take the lead role at first and then allow other students to
do so.
Lesson 9 T 74
Listening
Know Your Students
Objective • Some students may not wish to reveal their personal
preferences to the class for fear of disapproval or even
Students will practice using their real-world knowledge to infer what
ridicule. Stress the subjectivity of musical tastes and that
they are listening to.
there is no right or wrong answer to these questions.
Teaching Resources • Some students may try to dominate the discussion if they
Tracks 36 and 37 have strong favorites and may express disbelief at the tastes
of others. If there is not much variety to students’ answers,
ask them what music other members of their family listen to
Lead in to the Lesson (10 min.) and if they like it.
• Above all, encourage students to help you foster a tolerant
Present the Vocabular y and open-minded atmosphere in the classroom.
• Read through the music genres with the class. Model the
pronunciation for students to repeat.
• Elicit performers from each genre or suggest them if students
4 Listen to some classical music extracts. Rate each
one 1–5. 37 (10 min.)
aren’t sure.
• Have students say which genres they know and which they • Point out that the emoticons represent a range of reactions,
often listen to. from love (1) to hate (5). They should choose one option for
each extract of classical music they hear. Encourage them to
think of reasons for their opinions.
• Read the entry about using real-world knowledge with the
class. Remind them of the meaning of infer (to guess from
A Describe the music and how it makes you feel. Use
these words and others. (20 min.)
evidence or experience).
• Check that students understand any new words in the list:
dramatic = powerful; melancholy = sad; moving = causing
1 Match music genres with the photos. (10 min.) strong emotions; passionate = energetic and exciting.
• Put students in pairs and tell students to look for clues in the • Play the track again, pausing after each extract. Have students
photos about which music genres they might represent. Call discuss their responses in groups and then report to the class.
their attention, for example, to the clothing, hairstyles and
elements in the background. Take the Lesson Further (10 min.)
• Ask volunteers to make guesses about the photos and explain • If students enjoyed any of the classical pieces, you could play
their reasons. them in their entirety. You could play some now, when the
Answers top row: punk, hip-hop, jazz; bottom row: country, pop, reggae class is working quietly or simply when students need a break
from studying.
2 Listen to some extracts. Write the music genres. • The pieces are extracted from:
36 (15 min.) 1 Concerto for Two Violins in D Minor, Johann Sebastian
• Explain to students that they will hear ten extracts of music Bach
and they have to guess the genres. Here, they will use their 2 Opus 49, Number 4 (Lullaby), Johannes Brahms
prior experience of music to identify the genres. Play Track 3 Opus 11, Number 5, Luigi Boccherini
36 and have students write the genres if they know them. 4 The Flight of the Bumblebee, Nikolai Rimsky-Korsakov
• Play the extracts a second time, stopping after each one to 5 Eine Kleine Nachtmusik, Wolfgang Amadeus Mozart
discuss students’ guesses about the genre.
Answers 1 classical 2 country 3 rock 4 hip-hop 5 jazz 6 blues 7 folk 8 dance
9 opera 10 reggae • Play a game of musical statues with the class. Play Track 36 or
another recording of music, and have students dance along.
3 Discuss the questions. (30 min.) When you stop the track (not when there is a break between
• Give students time to think about their answers and then tell extracts), they should stop and stand as still as possible. If you
them to compare their ideas in pairs. Lead a class discussion, catch someone moving, challenge them to form an indirect
encouraging as many students to answer each question question for “Could I continue playing?” or sit down: I was
as possible. wondering if I could continue playing.
T 75 Lesson 10
1 Match music genres with the photos.
2 Listen to some extracts. Write the music genres. 36
Using Real-World
1 6
Knowledge
2 7 Use your knowledge of
the real world to infer who
3 8
or what you are listening
4 9 to. This will help you
connect to the theme and
5 10 participate in discussions.

1 Which music genres do you like?
Music Genres
2 Which ones don’t you like?
blues
3 What is your favorite music genre?
classical
4 What are your favorite tracks at the moment? country
dance
4 Listen to some classical music extracts. Rate each one 1–5. 37
folk
heavy metal
hip-hop
jazz
1 llove 2 lik
like 3 ki
kind
d off like
lik 4 d
don’t
’ lik
like 5 h
hate Latin
opera
1 2 3 4 5 pop
punk
A Describe the music and how it makes you feel. Use these words and others. reggae
rock
beautiful boring dramatic emotional interesting melancholy soul
moving not my taste nothing special passionate relaxing
Lesson 10 75
Register
We use different language
depending on the situation
and who we’re taking to:
friends, teachers, relatives,
1 Choose a role: interviewer or famous musician/composer.
children or strangers. This is
called register. A Follow the instructions.
Interviewing a stranger
requires a formal register: Interviewers Famous People
l
• Ask permission to
ask questions. Prepare questions to ask. Choose an identity: Mozart, Adele, Justin
• Use indirect questions.
Think about: Bieber, etc.
• Avoid using slang and
other informal language, • the musician’s background Make notes about your life. Think about:
but you can use (where/when born, etc.) • your background (where/when born, etc.)
contractions.
• which instruments • which instruments you play
• Apologize if you make
a mistake. they play • your most famous songs/compositions
• their most famous songs • the best/worst moments in your life
• the best/worst moments in • your musical influences
Formal Interviews their lives Think about other important aspects of
Thank you for agreeing to Add other questions. your life.
this interview.
Could you tell me…?
May I ask…? 2 Act out an interview.
I’d like to know (if)…
I wonder if you could tell Interviewers Famous People
me…
Many thanks for taking the Use direct and indirect Listen carefully and answer
time to talk to me.
questions in a formal register. the questions.
Listen carefully to Be prepared to improvise and
the answers. invent information.
Ask follow-up questions. Try to keep in character!
76 Lesson 11
Speaking A Follow the instructions. (30 min.)
Objective Manage Your Class
• You may wish to have at least two students choose each
Students will role-play interviews using phrases that are appropriate
celebrity so that both interviewers and celebrities can work
for a more formal register.
together to come up with suitable questions and possible
answers. Stronger students may be able to work alone.
Lead in to the Lesson (15 min.) • You could also put all the interviewers in a single group
and go through the chart with them, eliciting the general
questions before allowing them to write some specific
• Brainstorm a list of famous musicians or composers that
questions to their celebrities. Have interviewers write their
students would like to meet in person and write them on the
questions down, leaving space between each one to take
board. Stress that they can be alive or dead.
notes on the answers. Make sure they are using
• Elicit questions that students could ask each person and their
indirect questions.
possible answers.
• Help the “celebrities” research information about their lives,
Present the Skill (10 min.) including the points in the chart. Much of the information
• Read the entry about register with the class. Write formal on may be found on the simple English Wikipedia pages. Have
one side of the board and informal on the other. Elicit people them take notes.
for each side: Who do you speak to in a formal register? Who • If it isn’t possible to do research in the classroom, help
do you speak to in an informal register? students come up with best guesses for the information.
• Write the following on the board in any order: Give me
your pen. May I borrow your pen? I was wondering if I could 2 Act out an interview. (30 min.)
borrow your pen. Elicit who students may use each
• Tell students to get back into their original pairs.
phrase with.
• Explain that they should rehearse their interview several
• Write a simple prompt on the board and ask students to
times. Then you will ask volunteers to perform for the class.
come up with at least three ways of asking: You want to
During their rehearsals, they should make sure they can
know where the new pool is. Ask your friend, your aunt and a
answer all the questions, or look for further information
complete stranger. How does the question change?
if necessary.
• Ask for volunteer pairs to act out their interview for the
Present the Skill (10 min.) whole class.
• Read the Formal Interviews entry with the class. Point out • At the end of each interview, other students in class may ask
the four incomplete phrases and ask: What kind of questions additional questions. Allow the famous people to invent the
are these? (Indirect questions.) Can you think of ways to answers if necessary.
complete them?
• Model the phrases for formal interviews for students to Take the Lesson Further (20 min.)
repeat after you.
1 Choose a role: interviewer or famous musician/ • As a class, choose one or two of the interviews to record.
composer. (5 min.) • Visual: Students create a stage for the interview.
• Auditory: These students could be the ones role-playing
• Tell students to work in pairs. Explain that they are going to
the interview.
role-play an interview. One person will be the interviewer.
• Read/Write: Students write question and answer prompts on
The other person will be a celebrity from the lead-in activity
large sheets of paper.
(or another person if they prefer). The interviewer should
• Kinesthetic: These students can show the prompts during
know which celebrity their partner has chosen.
the interview if necessary and also shoot the interview.
Lesson 11 T 76
Project Take the Lesson Further (10 min.)
• Find a recording online of a famous song with clapping or a
Objective strong beat and play it for the whole class to play along with
Students will make a musical instrument and use it to perform a on their instruments. Possibilities include: “We Will Rock
simple song. You” by Queen, “Hey Ya” by Outkast, “Happy” by Pharrell
William, “Don’t Worry, Be Happy” by Bobby McFerrin, and
Teaching Resources so on.
Each type of instrument requires several common materials. You may
wish to consult students prior to the lesson about which instrument Take the Lesson Further (30 min.)
they plan to make. This way, you can bring in the correct amount of
each material and reduce waste. Integrate Social Studies
• Help students research the instruments they made or give
them information. They could write a text on an index card
Lead in to the Lesson (10 min.) to display with their instrument after the lesson is over.
• Play some music from this topic or bring in another • Tambourines originated in Egypt, where they were mainly
recording. Give instructions for students to follow the beat: used in religious contexts. The metal discs are called “zils.”
Clap! Slap your thighs! Clicking your fingers! Drum on your • The güiro is used in several genres of Latin American music.
desk with your pencils! Stomp your feet! It is usually made from a dried and hollowed-out gourd
(such as a squash).
1 Choose a musical instrument. Follow the instructions • The oldest known drums, made with alligator skins, were
to make it. (60 min.) found in China and date back to 5000 BCE, but drums were
• Have students read through all the instruments before almost certainly used long before then.
choosing one to make. You may have them do this during a • The rainstick originated among the Mapuche people of
previous class so that the materials are ready. central Chile and Argentina. Traditionally, they are made
• Explain any new vocabulary: ridged = not smooth, with ridges from dried-out cactus with the spines removed and pushed
or grooves; comb = a tool you use to tidy your hair; criss-cross through and with pebbles for the sound.
= place in cross design; flip = turn upside down; shake = move • The shekere is an instrument from West Africa. It is also
from side to side or up and down quickly and abruptly; slap = usually made with a dried and hollow-out gourd. They
hit with the palm of the hand. usually have lots of white shells tied to the outside, so when
• Divide students into groups according to the instruments the shekere is spun or shaken, they make a soft
they have chosen to make. Set up a station for each rattling sound.
instrument with the requisite materials. Circulate while • Maracas also appear in many genres of Latin American
students are working and make sure they are using the music. Maracas were originally an oracle of divination—to
materials carefully and safely. tell the future—and were used by the Tupinamba Indians
of Brazil and other tribes. They are traditionally made with
2 Form a band. Sing a song from Lesson 6 or choose gourds, and sometimes have human hair attached to the
another. (15 min.) top and a slit cut to represent a mouth, through which they
foretell the future.
Manage Your Class
• You could allow students to form bands with whoever they
want but make sure nobody is being left out. Topic 4
• Or you could try to have only one of each type of instrument Why do we like music?
in each band.
• Alternatively, assign groups at random. A Look back at your answers to activity 2 on the first
page of this topic. (20 min.)
• Have students each sing the song that they wrote in Lesson • Lead a class discussion on the questions.
6 and choose one of them to perform with their band. 1 Create a class list of reasons for liking music on the board.
Alternatively, they can choose another song. Allow them to Skim through the topic lesson by lesson, adding to the list.
rehearse the song a few times. 2 Ask: What music genres do you usually listen to? Which
A Perform the song for the class. (15 min.) pieces of music in this topic did you like? Are you going to
listen to any new music genres now?
• Have groups take turns coming to the front and performing
their songs. Encourage the audience to clap and even cheer if
school rules allow.

• Record each group playing their song and then play it
back for everyone to watch. Allow them to critique the
performances and record a final version if they like.
T 77 Lesson 12
1 Choose a musical instrument. Follow the instructions to make it.
Craft: Make
a Musical
Instrument
Make a musical
instrument from
simple materials
tambourine güiro drum and perform a song.
1 Glue two paper plates together. 1 Fill a ridged plastic water bottle 1 Criss-cross electrical tape over a
2 Punch holes around the edge. with beans, seeds or other cylindrical container until the top
small items. is completely covered.
3 Tie a bell or bottle caps through
each hole with ribbon or string. 2 Decorate the bottle. 2 Glue paper to the sides of the
3 Scrape a pencil or comb up and cylinder and decorate your drum.
4 Decorate your tambourine.
down the bottle to play. 3 Play the drum with your hands or
5 Play the tambourine with two pencils.
your hands.
rainstick shekere maracas

1 Carefully push toothpicks up the length of 1 Decorate a milk jug with stickers, or cut 1 Fill two small plastic bottles with pasta, rice
a cardboard tube in a spiral. Break off the shapes out of colored paper and glue them or other small items.
ends and cover them with tape. to the side. 2 Roll squares of thin cardboard up tightly
2 Glue paper over one end and put a handful 2 Fill your shekere with pasta, beans or and cover them in electrical tape or similar.
of rice in the other. other small items. Attach them to the bottles with tape to
3 Glue paper over the other end and decorate 3 Shake or slap your shekere to play. make handles.
your rainstick. 3 Decorate the maracas.
4 Flip the rainstick over to play. 4 Shake your maracas.
2 Form a band. Sing a song from Lesson 6 or choose another.

A Perform the song for the class.
tivity 2 on
4 A Look back at your answer.s to ac
To p i c the first page of this to
pic
re reasons why people
1 Did you learn any mo
like music?
ent
you listen to any differ
2 Did the topic inspire
ure?
music genres in the fut
Lesson 12 77
To p ic 5 Who wants to live forever?
Approaching the subject of mortality with children can be fraught with difficulty. Some students may already have experienced the death of a loved one
or someone else in their lives, or even just a pet, but the English classroom may not be an appropriate place to discuss this. Instead, this fundamental
life condition is tackled from another perspective, that of immortality. Students are posed several questions to get them exploring the issue: What
would it be like to be immortal? Is it something that we would even want? Is there any way to become immortal? If not, what life habits can increase our
chances of living a long and healthy life?
Video Project
In this episode of Follow the Poster: An Immortal Character Dracula is a
Compass, the team prepares In this lesson, students will vampire. He appears
in novels and
to make a podcast about learn about ten fictional
movies. He feeds
immortality and Trixie immortals and choose one
on people’s blood
immortalizes herself to make a poster. and can read their
on video. minds.
Vocabulary Grammar
Periods of Time Present, Past and Perfect Passives
second, minute, hour, day, week, month, year, leap year, decade, Passive forms are used when the agent of an action—the person or
century, millennium thing that does the action—is less important than the action itself. The
Inside the Body preposition by can be used to indicate the agent. In this topic, students
artery, bone, brain, cell, DNA, gene, heart, kidney, liver, lung, muscle, will review present and past passive forms, which they have encountered
nerve, skeleton, skin, spine, stomach, vein separately, and see the present perfect passive for the first time.
Labeling Diagrams Passive Modals

Labeled diagrams put new vocabulary in context and create a visual link Students will already be familiar with the modal verbs will, may,
to the meaning. Diagrams show how something works or the relation might and could for making predictions about the future. In this topic,
between its parts. students will combine those modal verbs with the base form be and past
participles to form passive constructions.
Reading Listening
Guessing the Meaning of Unknown Words Identifying and Reviewing Main Ideas
When reading, if students look every new word up in a dictionary, they When people speak, they often place importance on the main ideas that
will lose fluency, which will make it harder to understand and enjoy the they want to get across. Students will practice identifying these ideas in
overall meaning of the text. To avoid this, they should guess the meaning continuous speech by listening for key words, phrases and concepts that
from context where possible. speakers repeat and emphasize.
Finding Main Ideas and Supporting Details Paraphrasing
Informational reading texts are typically divided into sections. Each After listening to interesting information, we often report it to someone
section introduces a main idea and provides supporting details. In this else. We don’t have to use the same words, as long as we communicate
lesson, students will practice distinguishing main ideas from supporting the main ideas. This is called paraphrasing. If students can paraphrase
details to become more careful readers. information accurately, it shows they have understood.
Speaking Writing
Reduced Questions Writing an Opinion
Reduced questions are very common in spoken English. They are used The formal, written presentation of an opinion piece should be well
to keep a conversation moving and prompt a response from the other organized, with an introduction, a body with main ideas and supporting
person. In this topic, students will practice forming reduced questions facts or details and a conclusion. In this topic, students will learn about
in the context of a survey. They will also use set phrases to talk about and practice using this model to write an opinion piece about immortality.
themselves in general and get more information.
Debating
Effective debates follow a set of rules to ensure that everyone can explain
and defend their ideas fairly, without interruptions. In this lesson,
students will learn about and practice these rules for a classroom debate
about the pros and cons of longevity.
T 78
To p ic 5
A Which numbers complete the facts? Read and guess.

122 130 164 400 507 5,065 100,000
Longest-Living Species
• One American lobster caught off the Newfoundland coast of
Canada was estimated to be years old.
• The quahog clam, a deep-sea mollusk, is the oldest living
animal. A specimen found off the coast of Iceland had
growth lines, one for each year of its life.
• Some trees in California have been alive since the Bronze Age.
One bristlecone pine is years old and is
the world’s oldest single organism.
• In the Mediterranean Sea, there is a colony of Neptune grass,
a seaweed, that could be years old.
• The seven-meter long Greenland shark is the world’s
longest-living vertebrate. Radiocarbon dating established one
specimen to be around years old.
• The oldest ever human, Frenchwoman Jeanne Calment, was
born in 1875 and died in 1997 at years
and days.
• The immortal jellyfish alternatess Project
Skills Poster: An Immortal Character
between two life stages—
Reading Speaking
immature polyp and mature Language Guessing the Meaning of Reduced Questions Dracula is a
jellyfish—so, in some ways, it Vocabulary Unknown Words Talking about Yourself in vampire. He appears
neverr dies. Periods of Time Finding Main Ideas and General in novels and
Inside the Body Supporting Details Getting More Information movies. He feeds
Labeling Diagrams Listening Debating on people’s blood
Grammar Identifying and Reviewing Writing and can read their
Present, Past and Perfect Passives Main Ideas Writing an Opinion minds.
Passive Modals Paraphrasing
78 79
A Listen and check.

38 (10 min.)
Objective
• Play Track 38 to check the answers as a class.
Students will learn about and discuss long-living organisms.
Answers 130; 507; 5,065; 100,000; 400; 122; 164
Teaching Resources
Track 38
Write the following questions on the board:
1 How long did Harriet the Galapagos tortoise live? (175 years.)
Lead in to the Lesson (10 min.) 2 How old was Nonja the orangutan when she died in 2007?
(55 years.)
Integrate Math 3 How long did Thaao the Andean condor live? (80 years.)
• Have students count 1–100 around the class. 4 How long did Creme Puff, the world’s oldest ever domestic
• Write successively larger numbers on the board and make cat, live? (38 years.)
sure students know how to read them. Teach the words for 5 How many years can Bowhead whales live? (200 years.)
hundred, thousand, million and billion. Show them that there 6 Who is currently the oldest person in the world?
is a comma every three digits in numbers over 1,000. 7 Which country has the most people over the age of 100?
8 What is the average life expectancy in your country? Is there
A Which numbers complete the facts? Read and guess. a difference between men and women?
(20 min.) • Have students research the answers. If that’s not possible,
• Have students read on their own without writing any answers. have them discuss possible answers in small teams and make
• Explain any vocabulary they may not know: lobster = a large their best guesses. Award a point to the team that makes the
marine animal with ten legs, two of which are big claws; best guess for each question.
estimated = calculated from available evidence; clam = a
marine animal with a hard shell; mollusk = a group of land
and marine animals including clams, octopuses, snails and • Play Bingo with the class, using the charts that students made
slugs; specimen = example or individual; organism = living for the lead-in activity. Tell students to put markers on any six
thing; vertebrate = having bones; jellyfish = a soft-bodied numbers that they want. Read out the numbers at random.
marine animal with long tentacles.
• Then have pairs discuss the possible answers.
T 79
1 Watch the video. Number the scenes in order.
A Watch again and answer the questions in your notebook.

Periods of Time 1 What happens to Trixie?
second 2 Why won’t she be happy about the result?
minute
hour 2 Match the periods of time with their duration.
day
week 1 366 days 6 365 days
month 2 twenty-four hours 7 sixty seconds
year
leap year 3 a hundred years 8 ten years
decade
4 a thousand years 9 seven days
century
millennium 5 sixty minutes 10 28–31 days

1 Where were you and what were you doing six years ago?
2 What advances in technology have there been in the last decade?
3 Who was the leader of your country two centuries ago?
4 How many days, weeks and/or months are there until your next birthday?
5 Was there any civilization in this region three thousand years ago?
4 What will happen in the world this: month, year, decade, century, millennium?
80 Lesson 1
Vocabulary 2 Match the periods of time with their duration. (10 min.)
• Have students do the activity on their own. Then check the
Objectives answers as a class.
Students will watch as Trixie becomes immortalized on camera, much Answers 1 leap year 2 day 3 century 4 millennium 5 hour 6 year 7 minute
to her embarrassment. 8 decade 9 week 10 month
Students will acquire and practice words related to periods of time.
Teaching Resources • Read through the questions to make sure that everyone
Video Episode 5, Video Worksheet 5 understands them. Then tell students to think and take notes
individually. When they have written down their ideas, tell
them to work in groups of three or four to discuss
their answers.
• Tell students to imagine they are going to a costume party • Lead a class discussion, eliciting answers from volunteers.
where people will be dressed as famous people from the past. For questions 1 and 4, choose a few students to give their
Ask: Who would you like to be? Why? What do you admire answers. For questions 3 and 5, they can use the Internet to
about him/her? What would you wear to the party as your check the facts. For question 2, there could be a variety of
costume? Would people recognize you? answers, which students can write on the board.
1 Watch the video. Number the scenes in order. 4 What will happen in the world this: month, year,
(10 min.) decade, century, millennium? (20 min.)
• Explain that in today’s episode, the Follow the Compass team • Review language for making certain and uncertain
are preparing a program about immortality. Have students predictions with students: will certainly, definitely won’t,
speculate on what’s happening in the photos. Play the video, may, might.
more than once if necessary, for students to number the • Tell students to work again in groups and nominate a leader
scenes in order. and secretary. For each time period, they should brainstorm
Answers Clockwise from top left: 2, 1, 4, 3 ideas and then choose just one event to share with the class.
Ask the leader or secretary of each group to give the answers.
A Watch again and answer the questions in your
notebook. (10 min.) Know Your Students
• Read the questions with the class and see if students can • Some students may be creative and original when it comes
recall the answers. Play the video again if necessary to check. to brainstorming ideas. However, those same students may
be too shy to express their ideas in front of the entire class.
Answers 1 She falls asleep. 2 She didn’t want to be recorded on camera.
By having students work in groups, you can encourage less
Take the Lesson Further (30 min.) confident students to share their creativity. More outgoing
students can then volunteer to represent the group during
1 Tell students to do the first task from memory. They can
the subsequent class discussion.
compare answers in pairs before checking.
2 Ask students to read the sentences and decide if they are true
or false. Play the video again to check.
3 Have students discuss the questions in pairs. They should use
complete sentences and give reasons.
4 Have students complete the synopsis with the words in the
box. Then ask volunteers to read the text aloud.
Answers 1 1 a 2 b 3 c 2 1 2 3 4 3 1 Answers will vary 2 She thinks the
camera adds five kilos to her appearance 3 Only if he can always look twenty-
one and drive a cool car. He’s joking. 4 She messed up the cameras.
4 1 talking 2 born 3 expert 4 address 5 promised 6 picking 7 nap 8 caught

• Read the words in the entry with the class. Note that they are
in order from the shortest to the longest period. Explain that
a leap year takes place every four years, when February has
29 days rather than only 28 days. This is in order to account
for the fact that the Earth takes around 365.25 days to make
a full revolution around the sun, so every four years a day is
added to keep the seasons and the calendar in sync.
• Model the pronunciation of all the words for students to
repeat. Call their attention to the ch sound in century.
Lesson 1 T 80
Grammar
Present the Grammar (10 min.)
Objective • Tell students to read the entry silently. Then ask for
volunteers to read aloud a part each for the class.
Students will review, discover and practice present, past and perfect
• Copy the following examples on the board to call attention to
passive verb forms.
how the form of be changes:
Teaching Resources Present: It is dissolved in water.
Grammar Worksheet 5.1, Track 39 They are dissolved in water.
Past: It was written in hieroglyphics.
They were written in hieroglyphics.
Lead in to the Lesson (20 min.) Present Perfect: It has been tested.
Get Students Thinking They have been tested.
• Draw a spider diagram on the board with “Ancient Egypt” • Remind students that by can be used to indicate the agent if
in the center and these sections around it in bubbles: era, that information is needed. Elicit what the agent is in each
region, writing system, leaders, monuments, clothing, example and whether it is obvious, unknown or unimportant.
religion, afterlife.
Manage Your Class

A Underline the passive verbs. What verb forms are
they? (10 min.)
• This opening activity is to activate students’ previous
• Have students do the activity silently. When you check the
knowledge, making the comic and subsequent exercises
answers, use the examples on the board to highlight how the
more engaging. Students can do it in groups, or you can lead
story examples are formed, and elicit what the agents were
it as a class discussion.
and why they aren’t included.
• If possible, allow students to look for the information online.
If not, allow them to discuss for a while and make guesses Answers was written (past), are dissolved (present), are added (present), is
boiled (present), has been tested (present perfect), was translated (past)
before giving them the information: era (3,100 BCE–300
BCE); region (around the lower stretches of the Nile River), 2 Write the correct form of the verbs. (20 min.)
writing system (hieroglyphics, composed of hundreds of
• Point out that students have to decide if the verbs should be
symbols), leaders (early monarchs were kings; later, they
passive or not, and what form of the verb be to use if they
became pharaohs, political and religious leaders and even
are. Before they begin, check that they understand any new
gods on Earth), monuments (huge pyramids, temples
vocabulary: organs = parts of the body, like the heart; linen =
and statues), clothing (linen sheets), religion (gods with
a type of cloth made of plant fibers, similar to cotton; coffin =
supernatural powers who could help or protect people),
container for a dead body; eternal = without end or until the
afterlife (mummification of important rulers to ensure the
end of time.
survival of their souls).
• Check the answers. Then repeat the text, sentence by
sentence, having students repeat after you.
1 Listen and follow. 39 (10 min.)
Answers 1 believed 2 made 3 was dried 4 were removed 5 was left 6 was
• Tell students to look at the first panel of the comic. Ask: Who washed 7 was covered 8 was filled 9 was wrapped 10 was placed 11 hasn’t
are the people? Why are they wearing white coats? What is been tested 12 are found
each of them holding in their hands?
• Tell students to look at the other two panels and guess what
happens before they read or hear the story. • Tell students to do all the activities on their own before
• Play Track 39 while students listen and follow. Ask follow- consulting with a partner at the end.
up questions using passive forms where possible to give Answers 1 1 was 2 discovered 3 has ever been 4 is kept 5 were destroyed,
additional models: What symbols were used to write the were lost 2 1 Our English tests have not been corrected yet. 2 This short
story was written by Carlos Fuentes. 3 That ancient temple has already been
message? (Hieroglyphics.) What insects were used to make restored. 4 Those modern statues were not made by hand. 3 1 Blue jeans are
the elixir? (Flies and beetles.) How long was the elixir boiled? made with cotton fiber. 2 Those posters weren’t designed by professional
(12 hours.) Who has the elixir been tested on? (Nobody.) artists. 3 Many fossils have been found in that valley. 4 That temple wasn’t
built by the ancient Greeks 5 Mummies aren’t made anymore.
What happened after they drank the elixir? (They turned
into insects.) What mistake was made? (A mistake in 3 Invent an elixir for eternal life. Describe how it is
the translation.) made. (20 min.)
• Write the following steps on the board to help students plan
their recipe for an elixir:
1 Ingredients: What is used to make the elixir?
2 Preparation: How is the elixir prepared?
3 Use: How is the elixir taken? As a drink? As food?
4 Effects: What does the elixir do? Is it dangerous?
• Have students write their recipes and post them for everyone
to read.
T 81 Lesson 2
LOOK AT THIS ELIXIR RARE SPICES ARE
1 Listen and follow. 39 FOR ETERNAL LIFE! DISSOLVED IN WATER.
IT WAS WRITTEN IN THEN TWO DEAD FLIES IT IS BOILED FOR
HIEROGLYPHICS. AND SOME CRUSHED T
TWELVE HOURS AND
BEETLES ARE ADDED. L
LEFT FOR A MONTH.
HOW IS IT MADE?
HAS IT BEEN TESTED
ON ANYBODY?
I DON’T THINK
IT WAS TRANSLATED
CORRECTLY!
NOT YET. WE’RE TESTING IT TODAY.

NOW DRINK IT DOWN QUICKLY!
A Underline the passive verbs. What verb forms are they?

Present, Past and Perfect
2 Write the correct form of the verbs. Passives
The passive voice emphasizes
the action over the person. The
person is unknown, unimportant
or obvious.
To enjoy eternal life, the ancient Egyptians (1) (believe)
The passive is formed with the
that they had to preserve dead bodies perfectly, so they (2) verb be and a past participle.
(make) them into mummies. First, the body (3) (dry) out Present: Rare spices are
dissolved in water.
and the organs (4) (remove). Only the heart Past: It was written in
hieroglyphics.
(5) (leave) inside. Then the inside of the body
Present perfect: Has it been
(6) (wash) in wine and spices, and the whole body tested?
Use by to say who did the action.
(7) (cover) in salt for forty days. After that, the body The scroll was written by ancient
Egyptians.
(8) (fill) with sand to give it shape, and then it
(9) (wrap) in linen. Finally, it (10)
(place) inside a sarcophagus—a large stone coffin—ready for eternal life. Although
this method (11) (not test) for millennia, we know it was
effective as mummies (12) (find) intact today.
3 Invent an elixir for eternal life. Describe how it is made.

Lesson 2 81
The
Immortality
Blog
by SSamara
b
April 1, 2100
Hey, it’s my birthday, the first day of the rest of my life! And
what gift did I get from all my family and friends? Immortality!
They all got together to buy me the Elixir Immortality
Program® (eternal life doesn’t come cheap), and this morning
1 Read the first three blog posts. I took my first ten pills of the miracle drug! The treatment is
Answer the questions in your thirty pills a day for the next 365 days. Boring, I know, but you
notebook. have to make some sacrifices if you want to live forever!
1 Why is April 1 important in her life?
What is special about April 1, 2100? April 1, 2101
2 What is Samara’s attitude to the Yesterday, I took my last batch of Elixir® pills. I can’t say I
Elixir® drug? enjoyed the experience. Some of the side effects were awful:
3 How did she celebrate her headaches, nausea, insomnia and much worse! But as of today,
121st birthday? What does her I’m officially immortal and twenty-one forever! It’s raining
experience tell you about Earth? outside, but who cares? I have a lot more birthdays to come!

1 What might Samara do on future April 1, 2201
birthdays? Today I’m 121! I celebrated in the best possible way: a space
2 How might eternal life affect her walk! The spacecraft was orbiting 300 kilometers above Earth’s
relationships? And pets? surface when a hatch opened, and we all stepped out into the
3 What will Samara think about void. You cannot believe the sensation of floating in that great
immortality in 800 years’ time? silent immensity. The world looked so beautiful. I could even
A Listen and follow. Did you guess see the Great Plastic Garbage Island in the middle of the Pacific
correctly? 40
Ocean. It now covers over 25 percent of the ocean, and it’s
getting bigger every year.
82
April 1, 2250
April 1, 2509
I’ve already read nearly every book that has been written in
English from the last 300 years, so now I have to look way This year I got my thirty-seventh divorce.
back into the distant past for new reading material. Have you I can’t go through this again. That was
heard of Gulliver’s Travels? It was written by some guy named definitely my last marriage! I mean,
Jonathan Swift in the eighteenth century, when the average what’s the point? They never seem to last
life span was only around forty-five years. He invented these for more than 100 years. At least you can’t
people called the struldbrugs who lived incredibly long lives. have children after taking Elixir®.
The catch was that they didn’t have eternal youth, so their
old age was afflicted by blindness, deafness and all kinds of April 1, 2784
bodily decay. It’s a pity old Swift didn’t know about modern I had a good look in the See the True You®
science! Eternal life is so different with Elixir®. I just wish I mirror today. It’s amazing: 684 years after
could share it with my family and friends. I first took Elixir® and my appearance
hasn’t changed at all! I’ve only needed a
April 1, 2300 couple of organ transplants in over 500
Guess where I’ve been to celebrate my birthday: Mars, the years, and I still show the same shiny
Red Planet! Well, to tell you the truth, it’s kind of gray, and dry smiling face to the universe. But can you
and dusty, but that didn’t matter to me. I went to the Mars see just a hint of boredom behind my
Mall®, which just has to be the best off-world retail center in eyes? It’s not much, but it’s there. Imagine
the solar system. I confess I went on a shopping spree and all those endless, unfolding days and
came home with so much stuff! The Elixir® brochures never weeks and years… I feel like I’ve lived for
mentioned that immortality can be really expensive! an eon already.
April 1, 2359 April 1, 3000

I’ve made a sad resolution today. No more cats! Another birthday, another millennium. The year
I’ve had nearly thirty now, and I can’t handle it keeps changing, but the days stay the same. I’ve seen
anymore. It’s just too, too sad when they die. Plus everything, done everything and exhausted all the
I’ve run out of names for them. options in life. But have you heard? A new living complex
has been constructed on Neptune! And I’ve only gone
April 1, 2464 and bought a small apartment there. I know, the climate
I’ve lost count of all the different things I’ve done is unbelievably awful, but at least it isn’t as polluted as
to celebrate my special day. Where did I end up Jupiter (these days even its moons are being used as
again today? You guessed it. The New Improved trash satellites). And get this: a year on Neptune lasts the
Mars Mall®. As far as I could tell, nothing much had equivalent of 165 Earth years. And what’s the worst thing
changed, except that now the surface of the planet about immortality? Birthdays! On Neptune, I would only
is covered in a red synthetic membrane. So at least have to eat birthday cake every 60,190 Earth days. What
the owners have made the planet red at last. do you think? It’s a no-brainer.
83
1 Read the extract and try to guess the meaning of the word in bold.
Guessing the Meaning
of Unknown Words
Today I’m 121! I celebrated in the best possible way: a space walk! The
When you read, you can’t
spacecraft was orbiting 300 kilometers above Earth’s surface when a
look up every new word in a
dictionary because you will hatch opened, and we all stepped out into the void. You cannot believe the
lose track of the storyline. sensation of floating in that great silent immensity.
Instead, look at the words
A Read the prompts and guess the meaning again.

and sentences that come
before and after. You can
use this context to guess the 1 Where does a space walk take place? What are the characteristics
meaning of the new word. of space?
Underline the new words,
2 Samara steps “out into the void.” Imagine you step out of a spacecraft.
and, after reading, check
your guesses in a dictionary. Where would you be?
3 Samara’s description, “great silent immensity,” is a synonym for “the void.”
2 What do you think these words mean? Read the blog again and circle the best options.
1 side effects (blog post 2101) 4 spree (blog post 2300)
a the desired effect of a drug or medicine a an organized trip or excursion
b symptoms that affect one side of the body b a period of unrestrained activity
c secondary, unwanted effects of a drug c a special event
2 hatch (blog post 2201) 5 end up (blog post 2464)
a a cage a arrive somewhere unintentionally
b an opening or a doorway b be upside down
c the rear section of a spacecraft c choose to do something
3 afflicted (blog post 2250) 6 complex (blog post 3000)
a affected in a negative way a an alien
b improved b a complicated process
c made longer c a group of buildings with a specific purpose
3 What do these words mean?

1 batch (blog post 2101) 4 decay (blog post 2250)
2 orbiting (blog post 2201) 5 hint (blog post 2784)
3 catch (blog post 2250) 6 no-brainer (blog post 3000)
A Compare your ideas. Then look the words up in a dictionary.

1 In Samara’s experience, what are the advantages and disadvantages of eternal life?
2 Why has Samara chosen to live on Neptune? Do you think she will be happier there?
3 What could Samara have done to make her life more meaningful?
4 If there were a pill that could make you immortal, would you take it?
84 Lesson 3
Reading
• Explain to students that looking up every unknown word
Objective in a dictionary may affect their enjoyment and even their
understanding of a text. Sometimes it’s best to guess the
Students will practice guessing the meaning of unknown words in a
meaning of a new word or even ignore it. Usually, students
blog about immortality.
will combine these strategies when they’re reading.
Teaching Resources
Track 40 1 Read the extract and try to guess the meaning of the
word in bold. (5 min.)
Lead in to the Lesson (15 min.) • Tell students to look at the words and phrases before and
after void. Ask: Do you have enough information to guess yet?
• Tell students that they are going to read a text about the
Then tell them to read the extract from the beginning. Ask:
future. Dictate the following sentences and have students
Do you have enough information now?
discuss which might happen:
1 People will live longer lives in the future. A Read the prompts and guess the meaning again. (5 min.)
2 Earth won’t be big enough for everyone. • Have students read the prompts and think about the new
3 All children will be born in laboratories.
clues that are given. Tell them not to say their guesses until
4 Pollution won’t be a problem in the future.
everyone has finished: An area that is completely empty.
5 The human race will colonize other planets.
• Give students time to think. Then have a class discussion or 2 What do you think these words mean? Read the blog
tell them to compare their opinions in groups. again and circle the best options. (10 min.)
p. 82 • Tell students to read the words and the possible definitions
1 Read the first three blog posts. Answer the questions before they look back at the blog. Have them write their
in your notebook. (10 min.) initial guesses in their notebooks and see if they change their
minds after rereading the text.
• Tell students to look at the dates of the blog posts. Ask: What
Answers 1 c 2 b 3 a 4 b 5 a 6 c
do you notice about the years? How much time passes between
the blog posts?
3 What do these words mean? (10 min.)
• Tell students they should only read the first three posts (those
on page 82) before they answer the questions. • Have students work alone to guess the meaning of the words
in context. Encourage them to check the context at the
Answers 1 It’s her birthday. 2 She finds it boring to take so many, and then
she has various side effects—headaches, nausea, insomnia. 3 A space walk. It’s
sentence and paragraph level.
A Compare your ideas. Then look the words up in a

become even more polluted.
2 Discuss the questions. (10 min.) dictionary. (10 min.)

• Preview the questions with students and give them time to • Put students in pairs and have them compare their guesses
consider their answers. Then have a class discussion. before checking in a dictionary. Check as a whole class.
• When eliciting answers from students, you may need to Answers 1 a group of things or people 2 to move around something in a
prompt them with follow-up questions: curved path 3 a hidden problem 4 slow loss of health and strength 5 a small
amount of something 6 a decision that’s easy to make
1 Do you think she’ll keep celebrating her birthday? Will she
get bored of doing the same thing every year?
2 Do you think she’ll have the same friends? Will her interests
change? How long do pets usually live? Why might that be a • Have students work in pairs or give them time to think on
problem? their own before having a class discussion.
3 Do you think she’ll still be excited in 800 years? How might
Know Your Students
her opinion change after such a long time? • Many students may only be able to express their ideas in
A Listen and follow. Did you guess correctly? 40 short phrases or nouns. You could support them with some
helpful phrases on the board:
(20 min.)
1 The advantages/disadvantages are that…
• Play Track 40 and have students follow along before assessing
2 I (don’t) think she will be happier because…
their answers.
3 She could have…
p. 84 4 I would/wouldn’t take it because …
• A few students should be able to express themselves using
Present the Skill (10 min.) other phrases.
• Read the entry aloud and have students follow along.
• Ask: Do you stop to look up words in a dictionary when you Answers 1 Advantages: can read a lot of books, no bodily decay, can’t
have children, no change in appearance, gets to travel to other planets;
read? How often? Do you ever guess or skip words and keep Disadvantages: initial treatment, seeing pets die, doing same thing over and
reading? over, lots of marriages/divorces, general boredom, exhaust all life options
2 Because it’s not polluted and the days are longer (meaning she won’t have to
celebrate birthdays as often).
Lesson 3 T 84
Listening A How many of your ideas did you hear? (5 min.)
• Tell students to compare their notes with the topics that they
Objective suggested in activity 1. Then say: How well did we guess the
Students will practice identifying and reviewing main ideas. topics that they talked about? Were there any topics we didn’t
expect to hear?
Teaching Resources
Tracks 41 and 42 and transcript 42 (one per student) 3 Use the key words to review the main ideas. (25 min.)
Know Your Students

Lead in to the Lesson (10 min.) • All students will benefit from hearing the track a third time
• Ask students to imagine a woman named Lucy who is 100 before writing.
years old. Tell them to complete the following sentence about • Many students will be able to summarize only a few of
early events in her life: the main ideas by themselves. Allow them to pair with a
Lucy was born 100 years ago in the year _____. stronger student.
She started school in _____ when she was five. • Some students may need a copy of the transcript to do this
Lucy celebrated her sweet sixteen in _____. task. Even so, make sure they summarize the information as
She married Samuel in _____ when she was twenty-three. best they can and don’t just read from it.
Lucy had a baby boy two years later in _____.
• Once everyone has finished, tell students to compare their
• Discuss the answers as a class. Then tell students to work in
ideas in groups. Then discuss their answers as a class.
groups and imagine ten more events in Lucy’s life. Encourage
them to use their imagination. Answers Sample answers: Margaret thinks that it is important to fall in love.
George thinks that avoiding stress and arguments, and staying calm, is the
• Ask the groups to share their sentences about Lucy. Then secret to a long life. Louise thinks that keeping the mind active is the secret.
have them vote for the best biography. Harry thinks that doing things for other people is the secret. Anna thinks that
using your gifts and being creative is the secret. Carlos thinks that luck and a
1 Listen to the introduction. What advice might the good night’s sleep is the secret. Nicole thinks that doing exercise is the secret.
Michael thinks that curiosity is the secret. Ruth thinks that not following
centenarians give? 41 (15 min.)
rules and doing what you want is the secret. David thinks that laughter is
• Play Track 41 and have students listen quietly. Ask the the secret.
following comprehension questions. Play the track again

if necessary: What is a centenarian? (Someone who lives
to at least 100 years of age.) What happens in the United • Tell students to continue working in groups. Ask them to
Kingdom if you become a centenarian? (The queen sends you choose the three most important pieces of advice for having
a message.) a long, healthy and happy life. Allow discussions to continue
• Ask students what specific topics they expect to hear and as long as students are engaged.
write their ideas on the board. • As a quick follow-up, ask: Can you think of any other ways we
can increase the chances of living a long life?
Know Your Students
• Some classes may not come up with many ideas, in which Take the Lesson Further (15 min.)
case you could suggest ideas and see if they agree: diet,
exercise, pets, family, sleep, stress, work, hobbies, avoiding Integrate Math
bad habits. Encourage them to at least say why or why not. • Write the life advice of the ten centenarians as key phrases
on the board.
• Tell students to silently choose the three most important
pieces of advice for them.
• Tell students to read the entry on their own. Then ask a
• Take a show of hands for each piece of advice and tally the
volunteer to read it aloud for the class. To check, ask: How can
votes on the board. Remind students they can only vote
you identify the main ideas? (They may be repeated.)
three times.
• Have students create a bar graph with the results. Comment
2 Listen to the centenarians. Note one or two key words on the bar graph as a class.
that each speaker uses to give the main idea. 42
(25 min.)
• Play Track 42, pausing briefly after each speaker so students
• Play Charades (see page xvi) with the whole class or have
can collect their thoughts and finish writing. Then play the
students play in smaller groups. Tell them to pretend to be
track a second time without stopping.
one of the centenarians and act out their life advice for others
Answers 1 love 2 stress 3 learn 4 help, care 5 use your gifts 6 luck, sleep to guess who. They may need to refer to transcript 42
7 exercise 8 be curious 9 do what you want, no rules 10 laughter
to recall.
T 85 Lesson 4
1 Listen to the introduction. What advice might the centenarians give? 41
They might talk about their diet. Identifying and

Reviewing Main
2 Listen to the centenarians. Note one or two key words that each speaker uses Ideas
to give the main idea. 42 When you listen, try to
identify the main ideas
1 Margaret: 6 Carlos: first. Speakers often
2 George: 7 Nicole: repeat the most important
concepts or words, so
3 Louise: 8 Michael: listen for repeated words
and phrases. After you
4 Harry: 9 Ruth:
listen, use these repeated
5 Anna: 10 David: words to review the main
ideas.
A How many of your ideas did you hear?
3 Use the key words to review the main ideas.
Margaret thinks that love is the secret to a long life.

1 Did any ideas surprise you?
2 In your opinion, which three recommendations are most likely to guarantee a long life?
Lesson 4 85
Will You Live to Be 100?
Centenarians exist in all cultures. We don’t 1 Do you have a outlook on life?
know for sure why some people live a lot
2 Do you eat a lot of and vegetables and not much fast
longer than the average life span. Their
food?
longevity could be a result of their lifestyle
choices, their genes, their environment or 3 Have any of your lived very long lives?
a mixture of all these factors. 4 Do you like to new things?
Nowadays, as a result of modern medicine 5 Do you regularly?
and healthier lifestyles, more and more
6 Do you plan to have a when you are older?
people are living beyond 100. Do you think
you have what it takes to reach 100? Take 7 Do you have a close group of ?
the questionnaire and find out! 8 Are you conscientious about completing ?
9 Do you like to other people?
10 Do you prefer to be active or to sit in front of a ?
Reduced Questions
11 Do you find it easy to and get a good night’s sleep?
You can use short questions
to keep a conversation 12 Are you a spiritual person who looks for deeper in life?
moving. Just repeat the
auxiliary from the main
sentence and the subject:
I tend to… Do you?
Generally speaking, I’m…
Are you?
I can normally… Can you?
1 Read the introduction and complete the questions in the questionnaire.
exercise family friends fruit help learn meaning

Talking about Yourself
in General positive relatives relax screen tasks
I usually…
Most of the time, I… 2 Ask and answer the questions. Ask further questions to get
I’m the kind of person more information.
who…
Generally speaking, I’m… 3 Read the key. Do you agree?
I (don’t) tend to…
and healthy life.
Getting More 9–12 You are a centenarian in the making! The life choices you make are setting you up to live a long
Information
as possible to ensure a long life!
Why do you say that? 5–8 Your lifestyle is taking you in the right direction. Find ways to be as active, sociable and healthy
What makes you think that?
1–4 You clearly really enjoy life. But be sure to change some habits to help you live longer, too!
What do you mean?
How so? Key (1 point for each "yes")
86 Lesson 5
Speaking 2 Ask and answer the questions. Ask further questions
to get more information. (25 min.)
Objective
Manage Your Class
Students will learn and practice reduced questions to keep a
• Ask for a volunteer to demonstrate the task with you. Ask
conversation moving.
the first question: Do you have a positive outlook on life?
After the volunteer responds, ask: How so? Or Why not? And
Lead in to the Lesson (15 min.) then follow up with reduced questions to get more and more
information.
• Tell students to work in groups and do the same for the
• Tell students to read the introductory text about centenarians
first two or three questions of the survey. Then you could
on their own. Then check that they understand any new
pause the activity and ask for volunteers to reenact their
vocabulary: average = normal or typical; longevity = long life;
conversations. Call attention to the key phrases they use, or
beyond = more than or past a point.
point out where they might have used them.
• Read the text aloud to students to model the vocabulary. Ask
• Tell students to continue with questions 4 to 6 and then
volunteers to repeat sentences.
once again ask for volunteers to reenact their conversations
• Elicit opinions about the text by asking: Do you think a
for the class.
lot of people live beyond 100 in this country? Why or why
• Let students continue on their own with the rest of
not? What do you think the average lifespan is? (They may
the questions. Then ask for volunteers to reenact
remember from the topic opener.) What do you think is more
their conversations.
important for longevity: a person’s genes or their environment?
1 Read the introduction and complete the questions in Take the Lesson Further (15 min.)
the questionnaire. (15 min.) • Use the questions to take a class survey, with a show of
• Read through the questions for the class, pausing where there hands for each question. Write the total number of yes and
are gaps to be filled in. Clarify any vocabulary as you do so: no answers on the board. Then ask the class to comment on
outlook = attitude or perspective; conscientious = responsible which questions received the most affirmative or negative
and careful; spiritual = with beliefs about a higher power or answers. Ask them what conclusions they draw from these
nonphysical existence. patterns. For example: Do most of us have a positive outlook?
• Let students complete the questions on their own and then Why do you think this is so?
compare their answers with a partner. Then check their ideas
as a class. 3 Read the key. Do you agree? (10 min.)
Answers 1 positive 2 fruits 3 relatives 4 learn 5 exercise 6 family 7 friends • Tell students to read the key on their own. Then ask for
8 tasks 9 help 10 screen 11 relax 12 meaning volunteers to each read a part of the key out loud. Ask for
a show of hands to see how many students fell into each
Present the Skill (15 min.) category. Ask: What do you think? Is that a good description
• Tell students to read the entry about reduced questions. Then of you? Do you agree with it? Why do you say that? What do
read the entry aloud to model the pronunciation. Ask the you mean? How so?
class to repeat the phrases.
• Do a quick drill to check they understand how to form Take the Lesson Further (25 min.)
reduced questions: I can speak Chinese. (Can you?) I don’t
like apples. (Don’t you?) I was at the mall yesterday. Integrate P.E. and Health Studies
(Were you?) • Tell students to work in groups to write another survey about
• Read aloud the entry for talking about yourself in general. healthy lifestyles. Have them brainstorm general topics, such as
Explain to the class that these phrases make their comments eating habits, exercise habits or free time activities.
sound more natural and personal. Elicit ways of completing • Explain that they must write six to eight yes/no questions for
each one. their survey, without repeating questions from the survey
they have just completed. They should also write a leading
question for the survey: Are you active enough? Do you eat a
healthy diet? Are you a couch potato?
• When groups have finished their surveys, each person
should copy the questions in their notebook. Then tell
students to stand up and interview people from other
groups. They should work in pairs, answering the questions
from one person’s survey and then changing roles to do the
other person’s survey.
• As students interview each other, walk around and
encourage them to use reduced questions and key phrases
from the lesson.
Lesson 5 T 86
Writing A Think of three reasons to explain your opinion. Think
of an example or extra information for each one. Add
Objective them to the plan. (10 min.)
Students will learn to structure an opinion piece and write • Tell students to look back at their notes about immortality
about immortality. from the brainstorming activity. Explain that they should
choose the three strongest reasons for their opinion and
think about examples or extra information that they could
Lead in to the Lesson (10 min.) use in each case.
Get Students Thinking • Once they have thought over the choices, tell students they
• Write the following sentences about school rules on the can compare in pairs and ask for additional suggestions.
board. Tell students to think about their opinion in each case
3 Write your opinion piece in five paragraphs. (30 min.)
and have at least one good reason: In my opinion…
1 School uniforms are a good / bad idea.
Know Your Students
2 P.E. should / shouldn’t be obligatory.
• Some students will be able to follow the writing plan
3 Students need / don’t need to write tests.
and produce a solid piece of writing without too
4 Phones should / shouldn’t be turned off in class.
much assistance.
5 It is / isn’t OK to leave the school during breaks.
• Many students may need extra support. Circulate as they
• Ask students to work in pairs and exchange their opinions,
work, helping any who seem to be struggling. You may want
giving reasons for their ideas.
to let some students work in pairs if they feel more confident
• With the class, ask for a show of hands for each sentence to
having a partner to consult as they write, but they should
find out the majority opinion.
each produce their own work at the end.
1 Look at the ideas about immortality. Which are for • All students will benefit from clear feedback and the chance
immortality and which are against? (10 min.) to write a final draft.
• Tell students to imagine that they are Samara from the
blog on pages 82–83. They have the chance the take the 4 Take turns presenting your opinion pieces to the
immortality elixir, but first they should consider the pros and class. What is the strongest argument for immortality
cons, or the arguments for and against immortality. Then ask and the strongest argument against it? (20 min.)
them to read the sentences. Ask: Which sentences are pros (in • Ask volunteers to stand up and present their work to the
favor) and which are cons (against)? class. As they do so, tell the rest of the class to take notes
Answers Pros/For: 2 and 3; Cons/Against: 1, 4, 5, 6 about the best arguments they hear, both for and against.
Finally, ask students to nominate the best arguments they
A Brainstorm more ideas for and against immortality. have heard and then take a class vote to choose the strongest
(15 min.) of all.
• Tell students to work in groups and list more pros and cons
for immortality. Tell them to make a chart with two columns. Topic 5
• Ask volunteers from the groups to share their ideas with the Who wants to live forever?
class. Tell students to listen and add new ideas to their
own charts. A Discuss the questions. (10 min.)
• Lead a quick class discussion on the questions and take a
Present the Skill (10 min.) show of hands at the end, asking: Who wants to live forever?
• Read the entry aloud for students. Then draw a vertical flow
chart on the board to explain the process visually:
Paragraph 1 (Introduction)
Paragraph 2 (Reason)
Paragraph 5 (Conclusion)
2 Write a text with your opinion about immortality.

Choose one of these titles and write it in the plan. (5 min.)
• Call students’ attention to the writing plan. Explain that
the first step is to decide their overall opinion about
immortality—either for or against—and write the appropriate
title in the chart. Before they decide, tell them to think
carefully about the various reasons they might use to defend
that opinion.
T 87 Lesson 6
1 Look at the ideas about immortality. Which are for immortality and
which are against?
1 You would get bored. Writing an Opinion
2 You would see a lot of amazing changes. An opinion piece is often
written in five paragraphs.
3 You would learn so much.
Paragraph 1 (introduction):
4 You would see all kinds of catastrophes and tragedies. State your opinion.
5 You would have to work forever. You could never retire. Paragraphs 2–4 (body): Give
6 Earth won’t be inhabitable forever. one reason in each paragraph
and support it with facts or
A Brainstorm more ideas for and against immortality. details.
Paragraph 5 (conclusion):
2 Write a text with your opinion about immortality. Choose one of these titles Provide a concluding
and write it in the plan. statement about your
opinion.
1 Why I Would Like to Live Forever
2 Why I Would Not Like to Live Forever
Writing Plan
Title
Reason 1
Reason 2
Reason 3
A Think of three reasons to explain your opinion. Think of an example or extra information
for each one. Add them to the plan.
3 Write your opinion piece in five paragraphs.
4 Take turns presenting your opinion pieces to the class. What is the strongest argument
for immortality and the strongest argument against it?
For:
Against:

ive consequences
1 What are some posit
of immortality?
e consequences?
2 What are the negativ
Lesson 6 87
Who needs broken or tired and My were made in China back in
wheezy lungs? twenty-two.
Who needs a fading when life My is perfect, all my
has just begun? are new.
Who needs aging that can’t clean I don’t get cuts or bruises, I’ve synthetic .
your blood? My are stretched as tightly as a violin.
Who needs floppy that are soft
as mud? My are made of plastic,
I want to be immortal, my is steel.
Not a flash in the pan! My is made of foam, it
I’m remade and remodeled: pumps but cannot feel.
The Forever Man!
Now every single part of me has
been replaced,
I don’t know who I am or recognize my face.
Labeling Diagrams
Labeled diagrams put new
vocabulary in context and
create a visual link to the
meaning. 1 Listen and follow. 43
A Listen again and complete the song.

Inside the
A Listen and sing along.
Body 2 Label the diagram.
artery
bone 1 5
brain
cell
DNA 2 6
gene
heart 3 7
kidney
liver
lung 4 8
muscle
nerve
3 Match parts of the body with the definitions.
skeleton
skin 1 This substance carries genetic information.
spine 2 This organ controls your thinking, movement and sensations.
stomach 3 This structure supports your body.
vein
A Write definitions for others to guess.
88 Lesson 7
Vocabulary Take the Lesson Further (10 min.)
• Introduce students to Theseus’s paradox. In this, the ship of
Objective Theseus has each part replaced over time until none of the
Students will learn and practice the names of body parts in a song and original parts remains, as the Forever Man in the song has
then use them to label a diagram. each part of his body replaced. Set the scene and then ask: Is
it still the same ship? Is the Forever Man still the same person?
Teaching Resources • One resolution compares the ship to a river: though the
Track 43 actual water is never the same, it’s still the same river.
Another suggests that as the ship has always had the same
function, to transport Theseus, it is the same. In the end, it’s
the definition of the word “same” that determines the answer.
• Divide the class into groups to play Word Up! (see page xvii)
with parts of the body. 2 Label the diagram. (10 min.)
• Read aloud the entry about labeling diagrams, explaining that
a visual link is a mental connection between an image and a
• Read out the names of the body parts to model the
word. Then tell students to work alone labeling the diagram.
pronunciation. Ask students to repeat after you. Call attention
• Correct the activity and then ask students if they can
to any words that didn’t come up during the lead-in game, and
name any other parts of the body in the diagram, using
clarify the meaning and function of each body part.
words from the lead-in activity or by looking up words in
a dictionary.
Answers 1 bone 2 vein 3 artery 4 liver 5 lung 6 heart 7 stomach 8 skin
Manage Your Class 3 Match parts of the body with the definitions. (5 min.)
• This song is rich in new vocabulary, which makes it
• Read the definitions aloud and ask students to suggest
useful for dictionary practice. This will also help students
answers.
understand the overall meaning before they listen for the
first time to fill in the gaps. Answers 1 DNA 2 brain 3 skeleton
• Give students time to read the song lyrics. Let them use
an online or print dictionary to check the meaning of any
A Write definitions for others to guess. (15 min.)
words they don’t know. • Tell students to work in pairs and write more definitions.
• Alternatively, you could go through the lyrics with students, First, they should define three words from the entry. Then tell
explaining the meaning of new words as you go: wheezy = them to define three words from the lead-in activity.
making a whistling sound as you breathe; fading = growing • When they have finished, tell them to work with another pair
weaker, disappearing; aging = getting older; floppy = not stiff, to test each other.
without structure; flash in the pan = something that becomes • Afterward, they can form new groups and repeat the activity.
popular quickly but only for a short time; mud = mixture of
Know Your Students
water and earth or soil; bruise = skin discoloration caused by
• Most students should be pushed to write definitions in their
a blow; stretched = extended and under tension; steel = an
own words.
alloy of iron and carbon; foam = lightweight material with
• Some students may not be able to write accurate
lots of small tiny bubbles inside; pump = mechanical device
definitions. Let them use a dictionary to look up words and
to move liquids.
copy the definitions instead.
• Next, tell them to close their books. Play Track 43 without
stopping. Then tell students to open their books. Play the
track a second time, telling students to listen and follow Take the Lesson Further (20 min.)
along, but without writing anything. • Play Track 43 again for students to follow along. Tell them
to pay attention to the meter and rhythm. Then challenge
A Listen again and complete the song. (10 min.) students to write a new verse for the song: My eyes are mini
cameras. My ears are super keen. I’ve got a mouth but I don’t
• Play the song again, stopping occasionally so students can
eat, so my teeth are always clean!
write. Write the answers on the board for them to check.
• Let students write their new verses on their own or in pairs
Answers bones, brain, kidneys, muscles, cells, DNA, genes, skin, nerves, or groups, as they prefer. Then ask for volunteers to sing
veins, skeleton, heart
their verses for the class. Have students vote for the best
A Listen and sing along. (10 min.) new verse.
• Play the song again, encouraging students to sing along. You
might also assign different sections of the song to pairs or
groups. Repeat the song at least once more for additional
practice.
Lesson 7 T 88
Grammar Answers The ones with will express certainty, and the ones with may, could
and might express possibility.
Objective 2 Write the passive form of these predictions. (15 min.)

Students will learn about and practice the passive with modal verbs • Read the active sentences aloud to the class or ask a volunteer
will, may, might and could to make predictions about the future. to do so. Then ask students to work alone, changing the
Teaching Resources sentences to the passive. Show students how to use the object
as the subject of the passive sentence and to change the verb
Grammar Worksheet 5.2
to the past participle. Remind them that they can use by + the
agent to say who or what does the action if it is relevant. Tell
Lead in to the Lesson (10 min.) them to choose which modal verb to use, depending on how
• Write the following sentences on the board and tell students certain they are of the predictions.
to think about their answers: Answers 1 Your health will be monitored by a robot pet. 2 A cure for all
When I’m sixteen years old… diseases will be found. 3 Clones will be bred and their organs will be used for
transplants. 4 Genes will be modified to create ideal children. 5 All the work
When I’m twenty years old… will be done by robots so that people don’t get stressed.
When I’m twenty-five years old…
• Suggest ways in which they might finish the sentences with I A Discuss the predictions. (10 min.)
will/won’t: I won’t be in elementary school; I’ll be able to vote; • Tell students to work in pairs or small groups to discuss
I won’t live with my parents anymore. the predictions.
• Tell students they can also make predictions about other • When groups have finished, ask volunteers to share their
people or the world: my friends and I will be able to drive; answers with the class. Elicit opposite viewpoints where
people won’t watch TV anymore; robots will do the most possible. Ask: Does everyone agree with that? Does anyone
difficult jobs. think the opposite?
• Let students think for a while, and then lead a class
discussion, asking volunteers to share their ideas. Take the Lesson Further (30 min.)
• Have students do the activities on the worksheet alone or
Present the Grammar (10 min.)
in pairs.
• Read the entry about passive modals out loud. Point out that
the modal verbs will, may, might and could are followed by Answers 1 1 P 2 A 3 P 4 P 5 A 2 1 will be built 2 could be produced 3 might
be stopped 4 may be grown 3 1 Pots will/may/might/could be made by 3-D
the base form of be and a past participle. printers. 2 A colony will/may/might/could be built on the moon. 3 Cars will/
• To remind students, ask: When do we use the passive? Allow may/might/could be controlled by computers. 4 Movies will/may/might/
them to look back at the grammar entry in Lesson 2 to could be downloaded to your brain.
answer: When the agent (who does the action) is unknown,

3 What will daily life be like in 2050? Write predictions
unimportant or obvious. Ask: Who will modify the genes?
about these topics. (15 min.)
Who will implant the chips? (It doesn’t matter. It’s the action
that counts.) • Ask: How old will you be in 2050? What do you think your life
• Tell students that the negative form of could (couldn’t) isn’t will be like? How will the world be different? Can you guess?
used to talk about the future. • Elicit a prediction for each topic as an example. Give students
time to write at least one prediction for each category.
Circulate to help with ideas and language.
1 Read the text. Underline the passive modals. (10 min.)
• Tell students to do the exercise and then compare with A Share your ideas. (10 min.)
a partner.
• Read the text aloud and ask students which parts they have Manage Your Class
underlined. Then read it aloud again and have students repeat • This activity can be done as a simple class discussion,
after you. Check that they understand any new vocabulary: eliciting ideas from several volunteers for each category.
modified = changed; implanted = put inside; monitor = watch • Or students could work in pairs to compare their predictions
or observe; tissue = a collection of similar cells; neurons = cells before reporting them to the class.
of the nervous system; accelerate = make something go faster; • Or students could work in groups, sharing their predictions
stored = saved in a safe place. and choosing two for each category to report to the class:
Answers will be modified, may be implanted, will be cultivated, could be the most likely and the most imaginative.
added, might be downloaded
A Which predictions are certain? Which ones are

possible? (10 min.)
• Tell students to think first about which modal verbs express
certainty and which express possibility. Then ask them about
the examples in the text.
• For each prediction, ask who is doing the action to emphasize
the irrelevance of the agent.
T 89 Lesson 8
By the year 2050…
1 Genes will be modified to resist
diseases and slow down aging.
2 Chips may be implanted into

your body to monitor your
health.
3 Natural tissues and organs will

be cultivated for transplants.
4 Carbon neurons could

be added to your brain to
accelerate thinking.
5 The contents of your brain

might be downloaded and
stored on a computer.
1 Read the text. Underline the passive modals.

A Which predictions are certain? Which ones are possible? Passive Modals
With modal verbs, like will,
2 Write the passive form of these predictions. may, might and could, the
passive is formed with be and
1 A robot pet will monitor your health.
a past participle:
2 Scientists will find a cure for all diseases. Genes will be modified to
3 Companies will breed clones and use their organs for transplants. slow down aging.
4 Doctors will modify genes to create ideal children. Chips may be implanted into
your body to monitor your
5 Robots will do all the work so people won’t get stressed.
health.
A Discuss the predictions.
I don’t believe that my health will be monitored by a robot pet!
I’m not sure. My health might be monitored by a robot pet.
3 What will daily life be like in 2050? Write predictions about these topics.
accommodation entertainment school transportation vacations work
The retirement age may be increased to ninety.
A Share your ideas.

Lesson 8 89
Can We
Become
Immortal?
A Everyone wants to stay young forever. At least that’s what
we are told by beauty product companies, the fashion
industry, social media and the movies. A few pop stars,
such as Cher and Madonna, continue performing into
middle age with the help of cosmetic surgery and strict
fitness regimes and diets. Most older performers, however,
find themselves out of work because of prejudice against
more mature faces and bodies. The message in both cases
is clear: looking young is essential. Pop star and Oscar-winner Cher continues
to perform in her seventies.
B Life expectancy has increased a lot since 1900. Back then, the
A Discuss these ideas. Could they average life span was only fifty years. Nowadays, it is predicted
lead to immortality?
that one in five people born after 2000 will live beyond 100!
a bionic body parts We don’t know, however, if our later years will be accompanied
b super foods and by health and strength, or by illness and infirmity. Is it possible
supplements to have not only a long life, but a healthy one, too? Can today’s
c genetic modification children look forward to life as active centenarians?
d copy of the brain on C In the quest for longevity and eternal youth, the most exciting
a computer advances are being made in the field of genetics. In laboratory
experiments, the genes of mice have been altered to allow
e preservation of the body
them to live twice as long as usual. It should be possible to
and brain after death
manipulate human genes in a similar way, although such
A Read the article and number the experiments haven’t been done yet. These medical advances
ideas in the order they appear. could also be used to slow aging. In this way, people would
stay fitter for longer, with stronger organs, more youthful skin
and sharper minds.
90
F Another expensive treatment is cryogenics. As
soon as people die of a disease, their bodies can
be frozen in suspended animation. The plan is to
bring them back to life in the future when a cure
has been found. In this process, the body is rapidly
cooled to –130 degrees Celsius. This preserves the
brain and, in theory, its memories and personality.
Cryogenics is only available to the very rich: it
currently costs around 200,000 dollars. But who
would like to wake up in 200 years and find your
Ian Burkhart plays Guitar Hero, even though he is paralyzed. family and friends dead and the world a very
Courtesy of the Ohio State University Wexner Medical Center / Battelle different place?
D In theory, if you replaced your organic body G Alternatively, immortality might be achieved
parts with robotic ones, you could live forever. by copying the contents of your mind onto a
As prosthetics get more complex and functional, computer. If the computer could then become
the concept of a bionic man is no longer confined conscious, you would effectively live forever (or at
to science fiction. In 2014, Ian Burkhart became least until there was a power outage!) Although
the first human to move paralyzed limbs with his the technology is not yet available, it is already
mind. His thoughts are read by a microchip in his possible to preserve the brain in chemicals until,
brain and translated into electrical signals. The centuries from now, the contents could be read.
signals are then sent to a sleeve of electrodes on Both these methods may be relatively cheap, but
his arm, which move his hands. This technique, would life without a body be worth living?
known as neurobridging, has been so successful
that Ian can even play video games like Guitar
Hero. This merging of humans and machines will
revolutionize how we work, fight and think… and
of course, how long we live!
E Longevity diets and supplements have long been
promoted as a way to stay healthy and to live
longer. One top manager at Google—in his sixties,
and fearing he’ll miss out on an exciting future—is
experimenting with a radical and unproven diet The Dalai Lama advocates immortality by sharing your
of berries, chocolate-flavored coffee, green tea, knowledge.
smoked salmon and porridge. He also spends an If all these ideas sound improbable, just do
astonishing one thousand dollars a day on the over as spiritual leader the Dalai Lama suggests:
100 supplements that he takes. His hope is that “Share your knowledge. It is a way to achieve
this regimen will keep his body and mind young. immortality.”
91
Slowly replacing body
parts with robotic
prosthetics, freezing
your body and mind for
the future, storing your
brain in chemicals or
following an extreme
diet: will any of these
methods lead to
immortality?
1 Read the article again. Match the paragraphs with the main ideas.
Finding Main Ideas
and Supporting 1 People could become immortal inside a computer.
Details 2 Corpses could be frozen and reanimated in the future.
Articles usually have
one main idea in each 3 Society values youth over old age.
paragraph. The main idea is
4 Gene modification could lead to longer life.
often, but not always, found
in the first sentence. The rest 5 Each successive generation lives longer than the last.
of the paragraph develops
6 Proper nourishment increases life expectancy.
the main idea with evidence,
examples or arguments for 7 Technology could replace failing body parts.
and against it.
A Underline a sentence in each paragraph that states the main idea.
2 Make notes on the evidence and arguments the writer provides to support the
main ideas.
Paragraph Main Idea Supporting Evidence and Arguments
A Looking young is essential. beauty product companies, the fashion industry,

social media and the movies promote the
importance of staying young
older performers don’t get work because
of prejudice

1 What are the advantages and disadvantages of each method of achieving long
life or immortality?
2 Which method do you think is the most realistic?
3 How can someone become immortal by sharing knowledge?
92 Lesson 9
Reading p. 92

Objective
• Read the entry aloud and check that students can recall the
Students will practice finding main ideas and supporting details in a meaning of: evidence = information showing something is true
text about becoming immortal. or false; develop = work to make something bigger, stronger
or better.
Lead in to the Lesson (15 min.) • Remind students that the sentence that states the main idea
of a paragraph is called the topic sentence. It often comes
Get Students Thinking first, but not always.
• Reviewing concepts from previous topics will help students
consolidate their learning. This is especially useful for
vocabulary development strategies, such as the recognition
and use of prefixes, which are often applicable to almost any • Tell students to look at the photos on page 92 and then read
topic or language task. the text beside them. Ask: Which phrases from the text match
• Write the following adjectives on the board. Ask students the photos? (Clockwise from top left: robotic prosthetics,
how many words they know or could guess: active, available, freezing your body and mind, following an extreme diet,
conscious, expensive, healthy, mature, mortal, possible, storing your brain in chemicals.)
probable, proven, similar, successful.
1 Read the article again. Match the paragraphs with the
• Write the prefixes dis–, im–, in– and un– on the board.
main ideas. (15 min.)
Remind students they are negative prefixes and that they
already saw two im– and in– in Topic 3. • Tell students to read the sentences before they re-read
• Tell students to guess which prefixes go with the the article. Answer any questions they may have about
adjectives on the board. After that, you can ask students vocabulary: corpses = dead bodies; value = to give importance
to check in a dictionary, or you can check the answers as to something; successive = one after another; nourishment =
a class. All the adjectives will appear in the reading text of food; failing = not working properly.
this lesson, in either affirmative or negative form: inactive, Answers 1 G 2 F 3 A 4 C 5 B 6 E 7 D
unavailable, unconscious, inexpensive, unhealthy, immature,
immortal, impossible, improbable, unproven, dissimilar, A Underline a sentence in each paragraph that states
unsuccessful. the main idea. (5 min.)
• Have students decide which sentence in each paragraph
p. 90 states the main idea.
A Discuss these ideas. Could they lead to immortality? Answers The first sentence of each paragraph except A: Looking young
(10 min.) is essential.
• Read through the five ideas with the class. Recall the Forever
Man from Lesson 7 as an example of bionic body parts. 2 Make notes on the evidence and arguments the writer
• Let students think about their answers before discussing provides to support the main ideas. (25 min.)
them with a partner and then the class. • Read through the example in the chart with the class. Tell
them to copy and complete the rest of the chart in their
A Read the article and number the ideas in the order notebook. Encourage them to take brief notes and not copy
they appear. (20 min.) too much of each paragraph.
• Explain to students that the five ideas appear in the text, but Answers B average life span was only fifty years in the 1900s, now one in
in a different order. Tell them to read the article, noticing five people born after 2000 will live beyond 100 C genes of mice modified
which paragraph deals with each one. to live twice as long, possible to do same with humans D bionic man no
longer fiction, merging of human and machine will enable us to live longer,
Answers a 2 b 3 c 1 d 5 e 4 Ian Burkhart first human to move paralyzed limbs with his mind E manager
at Google experimenting with radical diet and supplements F bodies can
Take the Lesson Further (5 min.) be frozen in suspended animation to preserve brain G mind copied onto
computer or preserved in chemicals
• Tell students to scan the text and find adjectives from the
lead-in activity (in order: immortal, mature, possible, healthy, 3 Discuss the questions. (15 min.)
active, similar, successful, unproven, expensive, available, • Tell students to work in pairs for this task. Then have a class
conscious, improbable) . discussion to compare their ideas. Come to a class consensus
on 2, and ask which people have become immortalized by
sharing their knowledge in 3.
Lesson 9 T 92
Listening A Listen again and make short notes on each point.
(15 min.)
Objective • Play Track 45 again. Stop occasionally so that students
Students will learn about paraphrasing and practice finding examples can add notes. Then play the track one more time without
in a recorded conversation. stopping while students check their notes and add any
additional details.
Teaching Resources
Tracks 44 and 45 and transcript 45 (one per pair) 3 Discuss the questions. Use your notes to paraphrase.
(20 min.)
• Put students in small groups to discuss the questions.
Get Students Thinking Know Your Students
• Write the following popular sayings on the board for students • Most students should be able to answer at least some of the
to copy in their notebooks. Ask students to guess what the questions just by referring to their notes.
sayings mean and explain them in their own words: • Some students may need a copy of the transcript to be able
1 Don’t look a gift horse in the mouth. (Don’t complain about to recall the information. Encourage them to rephrase the
the quality of something when you get something for free.) information if possible.
2 The early bird gets the worm. (The first one to do or say • A few students will only be able to read the information
something gets the praise or reward.) directly from the transcript and in this way at least practice
3 Don’t bite off more than you can chew. (Don’t be too some language if not the paraphrasing skill.
ambitious or you won’t be able to handle the consequences.) • Elicit the answers from different groups, helping them to
4 Look before you leap. (Think before you do things.) paraphrase if necessary.
5 Don’t judge a book by its cover. (Don’t let appearances
Answers 1 If scientists lived forever, they would do a lot of good things and
fool you.) criminals would do a lot of bad. 2 If we had forever to do things, we would
be less motivated to do anything and keep putting them off. 3 It would lead
Present the Skill (15 min.) to a lack of food and space on the planet. 4 You would be stuck in the same
• Read the entry with the students. Explain that this is what body, and everybody would look the same forever. 5 The colonization of other
planets. 6 It wouldn’t be able to remember what they it had done.
they did during the lead-in activity when they paraphrased
the sayings in their own words, and that paraphrasing is an 4 Who do you agree with more? (15 min.)
important skill that can aid in retention of information and
• Recap briefly Dan and Sofia’s opinions on immortality (Dan
also show others that you have understood.
is in favor, Sofia against). Ask for a show of hands to see
• Dictate more sayings and ask volunteers to paraphrase them:
how many students agree more with Dan or with Sofia. Ask
1 Actions speak louder than words. (What you do tells people
volunteers to explain their reasoning.
more about you than what you say.)
• Allow students to discuss specifics of Dan and Sofia’s
2 Don’t bite the hand that feeds you. (Be good to people who
opinions if they are interested, referring back to the questions
help you.)
in activity 3.
3 An apple a day keeps the doctor away. (Good food will keep
you healthy.) Take the Lesson Further (20 min.)
4 Curiosity killed the cat. (Being too curious, or nosy, can
cause problems.) Integrate Learning Styles
5 Practice makes perfect. (You can get very good at something • Encourage students to take one of the ideas from the track—
if you practice enough.) such as immortal criminals or scientists, a downloaded
brain, immortality but poor health, eternal boredom—and
1 Listen and answer the questions in your notebook. represent it in a way that suits their learning style.
44 (10 min.) • Visual: these students can illustrate a scene from the future.
• Explain to students that they will hear a conversation • Auditory: these students can discuss the idea further and
between the people in the photo—Dan and Sofia. Tell them brainstorm consequences or a chain of events based around
to preview the questions before they listen. Play Track 44. the idea.
Then check the answers. • Read/Write: these students can write a short story based on
the idea.
Answers 1 A nursing home. His aunt. 2 Immortality. She’s not sure.
• Kinesthetic: these students can act out a short skit of people
2 Listen to the rest of the conversation and number the affected by the idea in some way.
topics in order. 45 (10 min.)
• Explain the task and tell students to preview the six

sentences. Then play Track 45 once with occasional pauses
and then again without stopping.
Answers 4, 3, 5, 6, 1, 2
T 93 Lesson 10
1 Listen and answer the questions in your notebook. 44
1 Where did Dan go? Who does he talk about?

2 What does he say would be amazing? What does Sofia think? Paraphrasing
After listening to interesting
2 Listen to the rest of the conversation and number the topics in order. 45 information, we often report
it to someone else. We don’t
have to use exactly the
They talk about scientists and criminals. same words as long as we
communicate the main ideas.
This is called paraphrasing.
If you paraphrase something
accurately, it shows you have
Sofia talks about the importance of time. understood.
To paraphrase, identify
key words and use them to
communicate the main ideas
Sofia talks about overpopulation. in your own words.
Sofia talks about never growing old.
Dan talks about progress in science.
Sofia talks about the human brain and memory.
A Listen again and make short notes on each point.

3 Discuss the questions. Use your notes to paraphrase.
1 What do they say about scientists and criminals?
2 According to Sofia, how is our motivation affected by time?
3 What does she say about overpopulation?
4 What does she say about the problem of never growing old?
5 According to Dan, what progress in science will reduce overpopulation?
6 What does Sofia say about an immortal’s memory?
4 Who do you agree with more?

Lesson 10 93
If immortality
were possible…
Would prison
Would our be an effective
bodies age? punishment?
• Would people ever retire, or would they • Would people use the time well, or would they
have to work forever? become experts at wasting time?
• Would our bodies age? • Would people get married multiple times, or
• Would immortality be available to everyone would they stay together for eternity?
or only to rich people? • Would imprisonment be a meaningful
• Would we be happy in the same punishment for criminals?
body forever? • Would society be able to prevent overcrowding?
• Would society become fairer, or would
How could we prevent overcrowding?
there be more injustice?
• Would people travel around the universe
and spend time on different planets?
• Would the world still be interesting for
people, or would they become bored?
• Would people become experts in all skills
and knowledgeable in all fields?
1 Read the questions. Choose one that interests you.

Debating
The rules for debating allow each person to
A Brainstorm pros and cons and then decide on your opinion.
This is the debate motion.
present their opinions without interruption:
• People argue either for or against a I believe that people would have to work forever.
statement, called the motion.
• First, prepare your arguments.
A Prepare notes on the following.
• Then you usually have two minutes to 1 Reasons to back up your opinion.
present your arguments. 2 Responses to counterarguments other students may make.
• Next, other students present 3 Answers to questions that the audience may ask you.
counterarguments.
• After that, the audience asks questions. 2 Take turns giving your opinion and asking other students
• Finally, the audience votes for or against
about theirs. After each speaker, take a class vote on
the motion.
whether you agree or disagree.
94 Lesson 11
Speaking
Manage Your Class
Objective • To ensure a variety of questions and opinions, you could
have students draw lots: Write each question on two slips
Students will learn debating rules and practice debating.
of paper, one marked for and the other marked against, and
have students draw a paper at random.
Lead in to the Lesson (15 min.) • You could also allow students to debate a position in pairs
• Play a game of Hands Up. Explain to students that they rather than alone, or at least allow them to prepare their
must write three statements for their classmates to agree or positions in pairs before debating alone. In this case, try to
disagree with. The sentences can be on ideas they’ve seen in pair weaker students with stronger students.
this topic or more general: Mexico has the best food in • Alternatively, allow students to choose a question that
the world. interests them, even if it means that several students choose
• When everyone is ready, have a volunteer stand up, read a the same one or that some questions aren’t chosen at all. It’s
sentence and say: Hands up if you agree. not essential for students to debate against each other; they
• Those who agree raise their hands and the speaker chooses can also just make their arguments for the class to decide if
one student to continue with the next sentence. they’re convincing or not.
• When it comes to the debate, you may wish to put students
Know Your Students in small groups so not every debate takes place in front of
• Some students may make personal statements that could the whole class.
make their classmates feel uncomfortable or upset. Remind
students that they should always be respectful of their peers.
• Other students could make generalizations about groups of
A Brainstorm pros and cons and then decide on your
opinion. This is the debate motion. (10 min.)
people. You could explain that we often generalize because
• For each of the questions that interest them, students should
we are unwilling or unable to obtain enough information to
think about the arguments and then decide which view they
make fair judgment. In other words, generalizations display
would like to defend (if that’s an option).
a fault in thinking rather than reveal a flaw in whatever
we’re describing. A Prepare notes on the following. (20 min.)
• Students should take notes about the positions that they
Present the Skill (10 min.) are going to argue. Circulate and help with reasons and
• Tell students that they may agree and disagree a lot in this language as necessary. You could pair students at this stage
lesson because they are going to practice their debating skills. to bounce ideas off each other even if they are arguing
Explain that it is important in education and in life to be able different motions.
to disagree without getting angry or upset. Point out that
often debaters are assigned a position to argue, regardless of 2 Take turns giving your opinion and asking other
whether they agree with it or not, as this helps us understand students about theirs. After each speaker, take a class
other points of view. vote on whether you agree or disagree. (40 min.)
• Read the entry aloud to the class. Draw a vertical flowchart • If there are students for each side of a question, have them
on the board to make the order of events clear: take turns giving their arguments for a maximum of two
Prepare arguments Present arguments Present minutes and then presenting their counterarguments in one
counterarguments Answer audience questions Take a minute. Then allow the audience to pose questions before
vote: for / against taking a vote. Encourage students to vote for the best debater
rather than what they personally think.
1 Read the questions. Choose one that interests you. • If there is only one student for any questions, have them
(15 min.) present their arguments and then move straight to audience
• Explain to students that the main topic today will be the questions and a vote.
consequences of immortality. Give them time to read the
questions on their own. Then read the questions aloud and
have the class repeat after you. Take the opportunity to • Tell students to review all the questions and choose three
clarify vocabulary: retire = stop working when you’re old; statements that they agree with: I think people would retire.
injustice = when things are not fair and people aren’t equal; I don’t think our bodies would age. I think immortality would
fields = areas of knowledge and learning; wasting = using only be available to rich people.
badly; imprisonment = being in prison; overcrowding = too • Tell students to play Find Someone Who (see page xvi) using
many people. their summaries to find someone who agrees with each of
their opinions.
Lesson 11 T 94
Project
Objective • This project offers opportunities for various learning styles.
Students will make a poster about an immortal character. • Visual: These learners will have enjoyed finding or drawing
images and creating the poster display. Their posters may
Teaching Resources largely speak for themselves but encourage them to explain
Poster paper, art materials the images and different elements during the presentation
stage, too.
• Auditory: These students will enjoy talking about their
superheroes and explaining the different aspects of their posters.
• Ask students to think about their favorite fictional characters. • Read/Write: These learners may wish to make their posters
Write the following prompts on the board to help them come mainly text based, including a longer synopsis of their character.
up with ideas. • Kinesthetic: These students will enjoy putting their poster
folk tales: Robin Hood together and they could also act out their character as they
comics: Thor present the poster.
books: Hermione Granger
TV shows: the Flash
movies: Katniss Everdeen
• Tell students to write down their favorite characters in each • Tell students to practice presenting their poster. First, they
category, along with notes about who they are. should make notes. Then they should practice reading them
• Tell students to share their ideas in pairs or small groups. aloud. After that, they should try to speak without reading
Encourage them to ask each other for more information directly from their notes.
about any characters they don’t know. • Tell students to work in pairs, rehearsing their presentations
with a partner. They should give their partner advice for
1 Look at the list. What do you know about these improving the presentation.
characters? (15 min.)
• Tell students to cover the descriptions and try to identify
3 Display your poster. (30 min.)
the characters in the pictures. Then they can read the • Ask students to take turns presenting their posters to the
descriptions and check their ideas. class. Encourage the audience to ask questions.
• Read the descriptions aloud and ask volunteers to say which • At the end, ask students to recall any interesting pieces of
immortals are shown in the pictures. information they heard, and ask which immortal character
• As you check the answers, ask volunteers for additional they would most like to be and why.
information about the characters in the list, such as their
origin, background story, personality, strengths and Topic 5
weaknesses. Who wants to live forever?
Answers Clockwise from top left: Hector Barbarossa, Peter Pan, Edward
Cullen, Supergirl, Arwen, Lord Voldemort 1 Imagine you were immortal. Discuss the questions.
(10 min.)
2 Work in groups. Make a poster about an immortal • Read the first question with the class. Put students in pairs or
character. (90 min.) small groups and have them brainstorm answers to the first
1 Explain to students that they are going to make a poster question before reporting them to the class.
about an immortal character. They can choose a character • Lead a class discussion on the second question. Ask: Can
from the list or another if they prefer. They may also invent a you remember everything that has happened in your life? Are
new character. They can work alone or in pairs, as they prefer. there some things that we would like to forget?
2 Point out the elements in the box. Elicit an example of each
piece of information about one of the characters in activity 1. 2 Take a class vote: Who wants to live forever? (10 min.)
Ask students to name other topics that could be interesting, • Now the subject of immortality has been looked at from
such as: secret names, place of origin, family or friends, how several angles, ask students for a show of hands. Encourage
they got their abilities, weaknesses, enemies, personality and them to give their reasons or conditions: I’d like to be
so on. immortal but only if I could have superpowers.
3 If possible, allow students to look online for information
about the character that they have chosen. They can
download images or draw them if they prefer.
T 95 Lesson 12
1 Look at the list. What do you know about these characters?
Ten Great Fictional Immortals 1. The Doctor, from the TV series Doctor Who
2. Kara Zor-El (Supergirl), from DC Comics
3. Dracula, from Bram Stoker’s novel of the
same name
4. Artemis, the Greek Goddess of the Hunt
5. Hector Barbossa, from the movie series
Pirates of the Caribbean
6. Arwen, in J.R.R. Tolkien’s The Lord of
the Rings
7. Peter Pan, from J.M. Barrie’s novel of the
same name
8. Lord Voldemort, from J.K. Rowling’s Harry
Potter series
9. Claudia, from Anne Rice’s The Vampire
Chronicles
10. Edward Cullen, from Stephenie Meyer’s
Twilight series
2 Work in groups. Make a poster about an immortal character.

1 Choose a famous immortal character or invent one.
Poster: An Immortal
2 Make a poster about the immortal. Include these elements. Character
Choose a favorite
appears in name powers or abilities
immortal character and
summary of story why he or she is immortal create a poster to show
his or her attributes.
3 Illustrate your poster with drawings or with pictures from magazines or
the Internet.
3 Display your poster.
tions.
rtal. Discuss the ques
To p i c 5 1 Imagine you were immo
1 How would you stop life from becoming
monotonous?
d ever
Ho w wo uld yo u re me mber everything you ha
2
to?
done? Would you want
wants to live forever?
2 Take a class vote: Who
Lesson 12 95
To p ic 6 How do living things change?
Living things change by evolution. Individual animals and plants don’t change, but their populations do. A population consists of multiple Individuals,
each with slightly different characteristics, or traits. When there is a change in their habitat—for example, the climate changes slightly, a new predator
arrives or there’s an outbreak of a disease—some individuals in the population possess traits that increase their chance of survival. These individuals
live longer and are therefore more likely to reproduce and pass on their traits. In the next generation, the population contains more individuals with
these traits, so the population has changed a little. In this way, all the species alive today, and all the species extinct, descended from a single common
ancestor almost four billion years ago.
Video Project
In this episode of Follow the Art: Create a Chimera
Compass, Max and Maddie For this project, students
give a report about Galapagos will learn about the mythical
tortoises and how they have chimera—a beast with body
evolved to survive. parts taken from various
animals—and then invent
their own creature.
Vocabulary Grammar
Animal Body Parts So and Such
beak, claw, fang, feather, fin, fur, gill, hoof/hooves, horn, paw, scale, So and such can be used to express emphasis. So is used before
shell, snout, tail, talon, tentacle, trunk, tusk, whisker adjectives and adverbs (so dark, so fast), while such is used before
Evolution attributive adjectives (such a fast animal/such fast animals) or before
adapt, adaptation, develop, development, diversify, diversity, nouns (such a surprise). These phrases are often followed by a result
environment, evolve, evolution, extinct, extinction, fossil, fossilize, clause with that: It was so dark/such a dark night that we couldn’t see.
fossilization, habitat, mutate, mutation, natural selection, survive, Relative Clauses in Subjects
survival, variation, variety Students will already be familiar with relative clauses to describe the
object or complement of a sentence: My grandad has a hat that was
worn by Abraham Lincoln. In this lesson, they will see relative clauses
that describe the subject of a sentence: A hat that my grandad owns was
once worn by Abraham Lincoln.
Reading Listening
Writing a Summary Listening for Specific Information
A summary is a shorter version of an original text that contain its main Listening for specific information is the aural equivalent of scanning a
ideas. Students will practice summarizing a reading text by extracting the reading text. Students will learn to prepare for listening by previewing
main ideas and explaining them in the most effective order. and identifying the information they need to find.
Using a Timeline Distinguishing Facts from Opinions
The main events of a historical text are typically presented in Facts are truths that can be proved. Opinions are subjective viewpoints
chronological order. This order can be summarized and more easily and beliefs that cannot be proved. Speakers often mix facts and
studied by making simple notes on a timeline diagram. opinions, so they’re not always easy to distinguish. In this lesson,
students will identify typical expressions to help distinguish between
facts and opinions.
Speaking Writing
Asking for and Giving Reasons Writing Dialogue
Students will learn and practice using phrases for asking for and giving Dialogue, or direct speech, in a story is the exact words that a character
reasons about how animals may have developed certain adaptations. uses. Dialogue can show a character’s personality or his or her response
Persuading to a situation. Dialogue has set rules for punctuation and paragraphing,
In a balloon debate, the audience imagines that the speakers are in a and employs various verbs according to the function of the speech, such
rapidly descending hot-air balloon. Someone must be thrown out or as shouted, replied, offered, invited and warned.
everyone will die. In this lesson, students will each argue for the survival
of a certain species according to the impact its extinction would have
upon the world.
T 96
To p ic 6
1 Discuss. What is an adaptation?

A Read the text and check.
A nimals and plants have evolved to live in diverse

habitats, from steamy tropical forests to the freezing
depths of the ocean. In these habitats, they compete with
other species for limited resources: food, water and space.
All living things have characteristics, or adaptations, that
help them survive this competition. Animals and plants that
survive a long time are more likely to reproduce and, in this
way, pass on their characteristics to the next generation.
2 How do these adaptations help the plants and animals

survive?
Project
j
Art: Create a Chimera
1 a dandelion’s seed head 4 an armadillo’s thick shell Skills
2 a bat’s big ears 5 the spines on a cactus Reading Speaking
Language Writing a Summary Asking for and Giving
3 a snake’s poison 6 a cheetah’s speed
Vocabulary Using a Timeline Reasons
3 Discuss. Which adaptations help living things do Animal Body Parts Listening Persuading
Evolution Listening for Specific Writing
the following?
Grammar Information Writing Dialogue
fly live in water survive in hot deserts So and Such Distinguishing Facts from
Relative Clauses in Subjects Opinions
survive in very cold places
96 97

Objective • Play a memory game. Read the text aloud, stopping periodically
Students will discuss how animals adapt to their environment. for students to complete phrases: diverse (habitats); tropical
(forests), freezing (depths); limited (resources); food, water and
Lead in to the Lesson (10 min.) (space); living (things); survive this (competition); pass on their
(characteristics); the next (generation).
• Copy the following chart on the board and ask students to
brainstorm animals for each category. 2 How do these adaptations help the plants and
Small Medium Large animals survive? (15 min.)
Land Animals ant dog bear • Write verbs on the board to help: defend, detect, help, protect,
Aquatic Animals seahorse otter shark catch, chase, produce, reproduce, kill, hunt.
Flying Animals fly parrot eagle Manage Your Class

• With some groups, you may want to lead a class discussion
1 Discuss. What is an adaptation? (5 min.) providing lots of support as volunteers speak.
• Ask volunteers to guess the meaning of the word • With more confident classes, you might discuss the first two
“adaptation.” Say: Does the word “adaptation” look familiar to items as a class and then let students continue in groups.
you? What about the verb “adapt”? What do you think those
words mean? What things can adapt and how? Answers 1 It allows its seeds to be dispersed by the wind. 2 They help the bat
find food in the dark using echolocation. 3 It helps them to kill or incapacitate
A Read the text and check. (10 min.) their prey quickly. 4 It protects them against predators. 5 They protect it from
animals, direct rainwater to its roots and reflect the sun to keep cool. 6 It can
• Tell students to read the text on their own. Answer questions catch prey quickly.
they may have about the vocabulary: evolved = changed over
time; steamy = when the air is warm and humid; depths =
3 Discuss. Which adaptations help living things do the
following? (10 min.)
deep places; survive = stay alive in difficult conditions.
• Read the text aloud to students to model the pronunciation of • In groups, have students brainstorm animal adaptations for each
key words. Ask them to repeat the sentences after you as a group. activity. Then hold a class discussion.
Answer An adaptation is a characteristic that helps a species survive the Answers fly: wings, feathers; live in water: gills, fins; survive in hot deserts: shell,
competition in its habitat for limited resources. spines; survive in very cold places: thick feathers, fur, fat
T 97
1 Watch the video. How are the saddleback and domed tortoises different? Make notes.
A Watch again. Why are these tortoises great examples of evolution?

Animal Body
Parts 2 Look at the pictures and the list of animal body parts. Which body part or parts…
beak
claw
fang
feather
fin
fur
gill
hoof/hooves
horn
paw
scale
shell
snout
tail
talon 1 cover the surface of the body? 4 are on or in the head?
tentacle 2 are connected to the feet? 5 are on underwater creatures?
trunk 3 are sharp? 6 can be used when hunting?
tusk
whisker 3 Discuss. Which animals have each body part?
A tiger has claws and whiskers.
4 How do these body parts help the animals survive?
fangs feathers gills shell tentacles trunk whiskers
Whiskers help a cat know if it can fit in a space.
98 Lesson 1
Vocabulary Take the Lesson Further (30 min.)
1 Students can do the first task from memory, correcting the
Objectives false statements.
Students will watch as Max and Maddie report on giant tortoises in 2 Have students read the questions first to identify the
the Galapagos. information they need to find. Then play the video for them
Students will practice describing animals and the specific body parts to answer.
that help them survive. 3 Ask students to discuss the questions in pairs. They should
explain their answers with complete sentences.
Teaching Resources 4 Have students complete the fact file with the words in the
Video Episode 6, Video Worksheet 6 box. Then play the video once more.
Answers 1 (They’re they’re cold-blooded.) 2 3 (He was the last
saddleback.) 4 2 1 417 kilograms. 2 Domed tortoises. 3 In 2012, when he
Lead in to the Lesson (15 min.) was 100 years old. 4 Dry without a lot of vegetation. There are cactuses and
vines. 5 In warm mud. 3 1 They aren’t very active. They sleep sixteen hours a
Get Students Thinking day and spend their days sunbathing and eating. They have a slow metabolism,
• Dictate the following sentences to students and ask them to which helps them save energy and water. 2 They are cold-blooded so they
decide which are true and which are false: need to keep warm. 3 They have a hump in their shells so they can reach
plants that are higher above the ground. 4 Their environment is cooler, wetter
1 Snakes and crocodiles are amphibians. (False, they’re and greener, so they don’t need to reach up as high to eat. Food is more
reptiles.) plentiful, so they grow larger. 4 1 cold-blooded 2 temperature 3 metabolism
2 Tortoises are turtles that live on land. (True.) 4 drought 5 rounded 6 humped 7 natural 8 rainfall
3 Mammals are cold-blooded animals. (False, they’re

warm-blooded.)
• Tell students to read the words in the entry. Then model the
4 Female mammals produce milk for their young. (True.)
pronunciation, asking them to repeat after you.
5 Birds, reptiles, amphibians and fish reproduce by laying
• Give them a minute to memorize the list and then tell them
eggs. (True.)
to close their books. Say the first letter of a word or words in
6 Reptiles always have four legs. (False, snakes don’t.)
the list and ask students to say the words that start with that
• Explain that mammals and birds are the only kinds of warm-
letter: h (horn, hoof/hooves).
blooded animals—that is, they create their own body heat.
All other animals are cold-blooded, and get the heat they
need to survive from their surroundings. 2 Look at the pictures and the list of animal body parts.
Which body part or parts… (10 min.)
1 Watch the video. How are the saddleback and domed • Tell students to look at the pictures. Ask them what body
tortoises different? Make notes. (15 min.) parts they see in the top row (beak, talons, whiskers) and the
• Explain to students that in today’s episode Max and Maddie bottom row (scales, fangs, tentacle).
are presenting a documentary about giant tortoises on the • Tell students to read descriptions and match them with the
Galapagos Islands. Ask: Where are the Galapagos Islands? body parts in the pictures.
(1,000 kilometers west of Ecuador.) Why are they famous? Answers 1 scales, fur, shell 2 claw, talon, hoof/hooves 3 beak, claw, fangs,
(Naturalist Charles Darwin visited in 1835; the differences he horn, scale, talon, tusk 4 beak, fang, horn, snout, trunk, whisker 5 fin, gill,
observed among the animals there led him to formulate his scale, shell, tail, tentacle 6 beak, claw, fang, horn, paw, talon, tentacle
theory of evolution.)
• Read the task with the class. Play the video, more than once if 3 Discuss. Which animals have each body part? (15 min.)
necessary, for students to answer. • Ask students to work in pairs and list at least one animal for
each body part in the entry.
Answer They live on different islands (Pinta and Isabela, respectively). They
have different shaped shells. • Discuss the answers as a class.
A Watch again. Why are these tortoises great examples 4 How do these body parts help the animals survive?
of evolution? (10 min.) (15 min.)
• Explain that the difference in the shape of their shells is the • Tell students to form groups and discuss the functions of the
example of evolution. Play the video again and have students body parts. Circulate as they work and clarify any doubts.
say why. Answers Fangs kill, tear flesh and inject venom. Feathers keep birds warm in
winter, help them fly or swim and keep them cool in hot weather. Gills help
Answer The saddleback tortoise has a hump at the front of the shell that fish breathe underwater (by taking out the oxygen from water). Shells protect
allows it to stretch its neck to reach higher leaves. The domed tortoise does from predators. Tentacles help catch prey and protect from predators, as well
not have this adaptation because it lives on cooler, wetter islands where there as helping movement. Trunks help elephants reach food and water.
is plentiful grass to eat.
Lesson 1 T 98
Grammar 2 Write about animals. Add the first clause with so or
such. (15 min.)
Objective • Tell students to work alone for this activity. Before they
Students will discover and practice using so, such and result clauses. begin, go over the example to be sure that they understand
what is required. Elicit other possible answers to the first
Teaching Resources item if necessary.
Grammar Worksheet 6.1, Track 46 • Write each ending on the board. Have volunteers take turns
coming to the board and writing the first clause with so or
such for the class to check.
Get Students Thinking A Write other sentence endings. Share and complete.
• Write the following questions on the board for students to (15 min.)
think about for two minutes. Then tell them to discuss the • Ask students to write four or five similar result clauses in
questions in pairs before discussing the answers as a class. their notebooks, leaving room before each one to write a
1 Have you ever been underground in a cave? so or such clause. Have students exchange notebooks and
2 What would it be like under the ground? complete each other’s clauses.
3 What would you expect to find in a cave? • Have several students read one completed clause out to
4 What animals might you find? the class.
5 What things would you need to visit a cave?
6 Would you like to explore a cave? Why (not)? Take the Lesson Further (20 min.)
• Encourage students to do all the activities on their own
before consulting with a partner at the end.
• Tell students to look at the picture to get an idea of the story Answers 1 1 such 2 so 3 such 4 such • 1 d 2 a 3 b 4 c 2 1 so strong 2 such
before they read the text. good climbers 3 so fast 4 such a shame
• Play Track 46 while students listen and follow. Then ask
volunteers to read the story aloud for the class. Take the Lesson Further (20 min.)
Present the Grammar (10 min.) Integrate Learning Styles

• Tell students to read the entry silently. Then read it aloud, • Have students work with the following sentences in a way
clearing up any doubts that students may have. Explain: that suits their learning style:
• Adverbs describe an action. Most adverbs are formed by A cat’s whiskers are so sensitive that they can detect
adding –ly to adjectives (nice/nicely, loud/loudly) but some vibrations in the air from the movement of prey.
adverbs are irregular (good/well, fast/fast, hard/hard). An owl has such powerful talons that they can crush bones.
• Such may be followed by an adjective and a noun: such old An octopus’s tentacles are so sensitive that they can open jars
paintings. When the noun is singular, we add a/an after such: and taste food.
such an old painting. The funnel web spider has such powerful fangs that they can
• The result clause after so and such is often introduced by that, bite through leather shoes.
but it isn’t required: I was so scared I ran away. • Visual: Students illustrate one or more of the sentences and
write the sentence below.
A Read the comic. Underline examples of so and such. • Auditory: Dictate the sentences for students to copy. Then
What type of word (adjective, adverb or noun) comes have them dictate similar sentences to each other.
after each one? (10 min.) • Read/Write: Students can do a match the sentence halves
• Have students work alone to underline the examples. Go and then write more.
• Kinesthetic: Write each word of the sentences on a separate
through them with the class, pointing out which parts of
speech come after such and which come after so. index card for students to reorder.
Answers so dark (adjective), such old paintings (adjective + noun), so many

(adjective), such a weird creature (adjective + noun), such a fake (noun), so
cute (adjective), so fast (adverb)

• Do a drill with students. Make sentences with so and such
and challenge them to complete them with result clauses:
The box was so heavy (that I could not lift it). The exam was
so hard… The book was so interesting… The lesson was so
boring… It was such a hot day… There were such big waves…
It had such big fangs… It has such a hard shell…
T 99 Lesson 2
1 Listen and follow. 46 LOOK! A CAVE.
IT’S SO DARK THAT I CAN’T WOW, THESE ARE SUCH
SEE A THING. OLD PAINTINGS. AND THERE
ARE SO MANY OF THEM!
LET ME GET MY THIS ONE IS SUCH A WEIRD

FLASHLIGHT. CREATURE. AND SO SCARY!
IT’S SUCH A FAKE!

NO ANIMAL HAS A BEAK
AND HOOVES AND
A SCALY TAIL.
THOSE CREATURES ARE

SO CUTE. AND THEY CAN
UM… DON’T SAY A RUN SO FAST!
WORD. DON’T LOOK
BACK. JUST RUN!
A Read the comic. Underline examples of so and such. What type So and Such
of word (adjective, adverb or noun) comes after each one? So and such are used for emphasis. So is
used with adjectives and adverbs:
2 Write about animals. Add the first clause with so or such. It’s so dark. They can run so fast. There are
so many of them.
The cat was so heavy that it fell out of the tree.
Such is used with (adjective) + noun:
1 … that it fell out of the tree.
These are such old paintings. It’s such a
2 … that I woke up in the middle of the night. fake.
3 … that it could climb up the side of a building. After so or such, you can use a clause with
4 … that nobody could take its photo. that to express a result:
5 … that we decided to hide. It’s so dark that I can’t see a thing.
It was such a scary animal that we ran.
A Write other sentence endings. Share and complete.
Lesson 2 99
A Read the introduction and the
Two Tales
How did the tiger get its stripes? How did the kangaroo
titles, and look at the pictures. come by its pouch? These questions, and others like
Brainstorm reasons for how owl them, have stimulated the imagination of humans
got his hoot and why platypus
for thousands of years. Nowadays, we turn to science
looks so strange.
for the answers but, in the past, people had to rely on
A Listen and follow. Check your storytellers’ tales. Here are two of them.
guesses. 47 & 48
How Owl Got His Hoot

– A Native American Legend
H igh up in the Smoky Mountains, in a

Cherokee village on the edge of a great
forest, lived a widow with her beautiful daughter.
Every day the widow asked, “What are we going
to eat? How are we going to survive if you don’t
find a husband who can hunt for our food?”
But her daughter didn’t want to marry just
anyone. “You’ve introduced me to three suitors
this year. One was taller than our tipi, one was so
small that I could hardly see him and the third
had such rotten teeth that I thought they’d fall
out. I’d rather starve than marry the wrong man!”
At that moment, a handsome man appeared
outside and said, “My name’s U-gu-ku. I’d like to
marry your daughter.”
This suitor was definitely good-looking. But
the widow said, “My daughter will only marry a
good hunter.” The next day, U-gu-ku went out hunting again. That
“Don’t you worry about that,” he boasted. “I’m an evening, he returned with a fish. But the fish was so
excellent hunter.” small it wouldn’t feed a cat. The women frowned.
Within days, U-gu-ku and his young bride were On the third day, he came back with six worms and
married. The following morning, when the widow said a spider. It was such a poor dinner that the women
there was nothing to eat, her son-in-law went hunting. didn’t speak to him at all.
He returned at nightfall and proudly presented them The next morning, when U-gu-ku left to go hunting
with two mice and a lizard. The women weren’t again, the women followed him. He entered the forest
impressed. and, as soon as he approached the river, he shook off
his clothes, sprouted feathers and turned into…
100
“An owl!” cried his wife. “You’re not a man! No Later, when Platypus saw a beautiful creature with
wonder you are such a bad hunter!” shiny fins and silver scales, he realized something
U-gu-ku stared at her with his big round eyes. important had happened. When he discovered that
“I may be a bad hunter for a man,” he said, “but for this silvery newcomer was his old friend Fish, he
an owl, I’m outstanding.” immediately set off to see Creator. On his way, he
“You tricked me! I never want to see you again!” encountered an extraordinary variety of beings with fur
U-gu-ku was heartbroken. He knew his marriage or feathers, hooves or paws, and of all the colors you
was over. In despair, he flapped his wings and flew high could imagine. They were his old acquaintances, but
above the forest. now they looked so completely different!
“U-gu-ku, U-gu-ku…ooo…ooo…ooo,” he cried as When Creator saw Platypus, she was overcome with
he flew over the silver river below. guilt. She had forgotten all about him! And now she
“Oooo…oooo…oooo,” he continued, lamenting his only had a small pile of spare body parts to choose
loss. And the same sad hoot of the owl is heard to this from. So she gave him a beaver’s tail, a bear’s fur, a
very day. duck’s beak and flippers, and a snake’s venom. She also
attached some claws to the flippers for good measure. It
Why Platypus Looks So Strange was the best she could do.
Platypus sneaked home under the cover of darkness.
– An Australian Aboriginal Legend
He felt so embarrassed by his new appearance that he
L ong, long ago, when Creator first made the animals,

she made them all look the same. It seemed
like a good idea at first, but she soon realized it was
didn’t want anyone to see him. He felt he was neither
one thing nor the other! Arriving at the riverbank, he
dug a deep burrow, crawled inside and hid himself away.
impossible to tell one creature from the next just by The next day, Fish went looking for his friend.
looking at them. She had to wait until they jumped or When he found him, he had to stifle a laugh because
flew, or sang or barked. To make matters worse, some Platypus looked so funny. But then they started talking
creatures enjoyed playing tricks and would pretend to and soon it was just like old times. Platypus even dug
be other animals. It was so annoying that it had to stop. an underwater hole to his home so Fish could come
So she called a gathering of all the creatures, and and visit him.
they flew, walked, slithered and swam to find out what They looked very different from each other, but they
was so important—all of them, that is, except Platypus. were still great friends.
Like his friend Fish, Platypus enjoyed being underwater,
so he didn’t always find out what was happening on
land. But while Fish heard about the meeting from
Frog, nobody remembered to tell Platypus.
101
1 Answer the questions about each tale. Make notes in the table.
1 Who are the main characters?
2 What do they want or need?
3 What is the problem?
4 How is the problem solved?
5 What is the moral (what does it teach us)?
How Owl Got His Hoot Why Platypus Looks So Strange
2 Work in pairs.
Writing a Summary 1 Choose one of the tales each but don’t read it again.
A summary is a short 2 Retell the tale in your own words. Use your notes.
description of the main
details in a story. To write a 3 Write a summary of a tale.
summary, you need to identify
1 Write a summary of the tale in your own words. Only include the
key elements, such as the
characters, the setting and main information.
the plot. An accurate summary 2 Review your summary. Did you include the most important information?
shows that you understand Can you cut any unnecessary details?
the whole text.
3 Write your summary again. Use no more than sixty words.
A Share your summary.

102 Lesson 3
Reading 1 Answer the questions about each tale. Make notes in
the table. (20 min.)
Objective • Students should do this task on their own. Once they have
Students will identify the key elements in two folk tales and use them written their notes, they can compare with a partner, before
to write a summary. you check the answers.
Answers How Owl Got His Hoot: 1 Widow, daughter, U-gu-ku. 2 The widow
Teaching Resources wants her daughter to marry so they can survive. 3 U-gu-ku isn’t a good
Tracks 47 and 48 hunter. 4 They follow U-gu-ku to find out why he brings back such poor food.
5 You should get to know someone before you marry them. It isn’t always fair
to judge others by your own standards. Why Platypus Looks So Strange:
1 Creator, Fish, Platypus. 2 They want to look different. 3 Creator forgets
Lead in to the Lesson (10 min.) about Platypus. 4 She gives Platypus a variety of animal features. 5 Looks
• Explain to students that they are going to read two folktales. aren’t important. We all have unique characteristics.
Dictate the following sentences for students to write in their

2 Work in pairs. (15 min.)
notebooks. Read each sentence twice: once slowly and once
at a normal speed.
Manage Your Class
1 Folk tales are old, traditional stories.
• If both students in a pair want to retell the same tale, tell
2 They are told by common people.
them to flip a coin to decide. Give students a minute to
3 Folktales used to be passed down orally.
collect their thoughts and rehearse silently before they retell
4 Some folk tales explain the natural world.
the tales.
5 Folk tales may also explain cultural traditions.
• Once they have told them once, you could have them pair up
6 Some folk tales have supernatural characters.
with another student and do the same again. Each time they
• Tell students to exchange their notebooks and check each
retell the story, encourage them to rely less and less on
other’s work while you read the sentences one more time.
their notes.
Then ask students to think of folk tales that they know,
• After a few retellings of the same story, challenge them to
especially tales that are famous in their own culture. Discuss
retell the other one to their next partner.
their ideas as a class.
p. 100 3 Write a summary of a tale. (30 min.)

A Read the introduction and the titles, and look at the • Read aloud the three steps that students will follow to write
pictures. Brainstorm reasons for how owl got his hoot
their summaries. They can choose either tale.
and why platypus looks so strange. (10 min.)
• Students should write on their own, using the notes they have
• Remind students of the features of folk tales that they just taken and more ideas that may have occurred to them as they
discussed, especially tales that explain the natural world. retold the tales.
Then tell them to read the instructions and brainstorm in
pairs. Check that they understand the meaning of key words: Know Your Students
owl = bird with big eyes that hunts at night; hoot = the sound • All students will be able to include most of the answers to
that an owl makes; platypus = a strange mammal with fur, a the questions in activity 1 in their summary, even if they just
duck-like bill and flippers. Point out the drawing on page 101 copy their notes.
if they are not sure what a platypus is. • Most students should be able to write out the answers to the
• Elicit explanations for the owl’s hoot and the questions in full sentences.
platypus’s appearance. • Some students will be able to connect the key information
from activity 1 using conjunctions and other linking words.
A Listen and follow. Check your guesses. 47 48
(20 min.)
• Play Tracks 47 and 48. The aim here is to follow the gist of the
A Share your summary. (10 min.)
• Ask volunteers to read their summaries to the class. Then tell
stories, and students should avoid getting stuck on details.
students to copy out their summaries and post them in class
Comment as a class at the end on students’ guesses.
where everyone can see them.
p. 102

• Read the entry aloud to the class and have students follow
along. Explain or review key words: setting = where and when
the story takes place; plot = the development of events from
start to finish; accurate = with correct information.
Lesson 3 T 102
Listening • Discuss as a class and have students identify the type of
information they need to listen for.
Objective Answers 1 A temperature. 2 A temperature. 3 A process concerning the
camel’s brain.
Students will practice listening for specific information in descriptions
of wild animals and how they survive. A Listen and answer in your notebook. 50 (15 min.)
Teaching Resources • Tell students to listen without writing anything yet. Play
Tracks 49–51 and transcripts (one per pair) Track 50 without stopping.
• Tell students to listen again, and take notes. Play the track
again, pausing occasionally to let students finish writing.
Lead in to the Lesson (10 min.) • Check the answers as a class and then play the track one
Get Students Thinking more time without stopping. Tell students to raise their
• Write the following questions on the board for students to hands when they hear answers to the questions.
think about and then discuss as a class: Answers 1 To temperatures over fifty degrees. 2 Eight degrees. 3 With its
1 Where on Earth are there extreme habitats? (In very cold, blood. They cool their blood by passing it along their long nose, where the air
that they breathe removes the heat.
hot, dry, wet or dark places.)
2 Where is the weather very hot and dry? (In deserts, such as 3 Read the paragraph. Listen and correct the
the Sahara.) underlined information. 51 (20 min.)
3 Where is the weather very hot and humid? (In tropical
• Ask questions about the photo of the tardigrade to encourage
areas, such as the Amazon rainforest.)
guessing and predicting: What type of animal do you think
4 Where on Earth are winters especially cold? (At the North
it is? How big do you think it is? Where do you think it lives?
and South poles and at high altitudes.)
What might be special about this animal?
Present the Skill (5 min.) • Tell students to read the text. Explain that the underlined
• Tell students to read the entry on their own. Then read it information is not correct. Ask them to guess what the
aloud for the class. correct information might be.
• Remind students that we often read articles superficially, • Tell students to listen for the correct information. Then play
looking for specific information that we need. Explain that Track 51 without stopping. Discuss their answers and then
we can also do this when we listen by paying more attention play the track again to check.
to specific details and ignoring other things that are not Answers millimeter, bear, 530, sugar, 99%, decades, 272, 6
as important.
• Point out that reading the task carefully before listening is an 4 Discuss. What adaptations help each creature survive
especially effective strategy in exams. in its habitat? (15 min.)
Manage Your Class

1 Read the table. What kind of information do you need • You could have students work in groups of three, with each
to find? (10 min.) person thinking about the adaptations that help one of the
• Ask students to study the table carefully and say what animals from the lesson survive. You could provide them
information is missing. Explain that this will help them with the transcripts of the tracks if necessary. At the end,
focus their attention when they are listening to the oral tell students to take turns presenting their ideas about the
presentation about polar bears. animal to their group.
• Encourage students to guess what the answers might be. • Alternatively, you could lead a whole class discussion on the
Answers a place, a number of degrees Celsius, a number of centimeters, a question. Assign one of the three animals to each student
number of layers, a characteristic of the hair, a color in class. Then discuss each of the animals in turn, taking
A Listen and complete the table.

comments from the various students who were assigned
49 (15 min.)
that animal. Ask about each animal: In what way is the
• Play Track 49 twice without pausing either time. Then check animal extraordinary? What adaptations does the animal
students’ answers as a class. Play the track one more time, possess that help it survive?
telling students to close their eyes while they concentrate on
the recording.
• Review students’ performance and ask if knowing what to Take the Lesson Further (20 min.)
listen for helped them find the answers.
Integrate Science
Answers Arctic, minus sixty degrees, seven centimeters, two, hollow, black
• Encourage students, alone or in groups, to choose another
2 Read the questions. What kind of information do you animal that lives in an extreme environment and find
need to find? (10 min.) similar information in online or print reference materials
about adaptations that enable it to survive. Possible animals
• Tell students to read the questions and try to answer them
include: Alaska wood frog, Sahara desert ant, Arctic fish, red
using what they know about camels and their environment.
flat bark beetle, sperm whale.
T 103 Lesson 4
Polar Bear
Habitat:
Temperature: as low as °C
Adaptations to cold:
Fat is cm thick
Fur has layers
Each hair is
Skin color is
Listening for Specific

1 Read the table. What kind of information do you need to find? Information
A Listen and complete the table. 49 We don’t always need to
understand every word of a
2 Read the questions. What listening text. Sometimes, we
need to listen only for specific
kind of information do you
information or details. This
need to find? might be to find facts, follow
1 How hot does it get in the instructions or check times
Sahara Desert? and dates.
2 How much can a camel’s Before you listen, identify

the information you need
body temperature change
to find. Predict the kind of
in a single day? answers you will hear, such
3 How does a camel keep its as numbers, colors or places.
When you listen, concentrate
brain cool?
only on this information and
A Listen and answer in your notebook. 50 ignore the rest.
3 Read the paragraph. Listen and correct the underlined information. 51
It is only one centimeter long, but the tardigrade, or water bat,

is the toughest creature in the world. In fact, tardigrades have
been around for the last 350 million years. They have survived
by responding quickly to danger. They fill their cells with jam
and lose 95% of the water in their body. Tardigrades can remain
in this state for years, surviving temperatures as high as 150°C
and as low as minus 227°C. They can also withstand 16 times the
pressure you find at the bottom of the ocean.
4 Discuss. What adaptations help each creature survive in its habitat?

Lesson 4 103
b c
a d
f g
e
h
i j
Asking for and Giving

Reasons
Can you tell me why?
Why do you think that?
Could you explain?
What makes you say that? 1 Find the animals in the pictures.
The reason I think this is that…
I think it’s because of… egret elephant flea gecko giant octopus
It may/must be because… giraffe mole sphinx moth spider monkey tiger
A Match the animals with the adaptations.

1 long neck and beak 6 sticky toes
2 prehensile (capable of grasping) trunk 7 orange and brown stripes
3 long legs for jumping 8 arms with mini-brains and suckers
4 two-meter-long neck 9 prehensile tail
5 twenty-centimeter-long tongue 10 huge paws with big claws
2 How does each adaptation help the animal survive? Ask for and give reasons. Use the
questions to help.
1 What can the animal do with the adaptation?
2 Does the adaptation help the animal escape from predators or obtain its food?
3 Does the adaptation help the animal attract a mate and reproduce?
4 Does the adaptation help the animal survive in any other way?
104 Lesson 5
Speaking 2 How does each adaptation help the animal survive?
Ask for and give reasons. Use the questions to help.
Objective (40 min.)
Students will practice asking for and giving reasons for Manage Your Class
animal adaptations. • For this activity, you can allow students to work in groups
Teaching Resources of four. They should answer the four questions about
each adaptation.
Track 52 and transcript (one per student)
• Alternatively, you can do this as a jigsaw activity. Assign
adaptations 1–5 to half of the groups and adaptations 6–10
Lead in to the Lesson (15 min.) to the other half. Once they have finished discussing their
adaptations, two members of each group can form a new
group with two members of a group that discussed the
• Read aloud the following definitions for students to guess
other adaptations. Then students can take turns sharing
what they are and write their answers:
information that their previous group discussed.
1 thick hair on mammals (fur)
• At the end, elicit the most likely reasons for each adaptation.
2 a substance that kills (poison/venom)
3 a long, sharp tooth (fang)
4 where a plant or animal lives (habitat) A Listen and check. 52 (15 min.)
5 a platypus’s underground home (burrow) • Play Track 52, pausing after each animal to discuss the
6 name for a dog’s foot (paw) answers. Play the track a second time without stopping and
7 what a dolphin uses to move (flipper) then check the answers.
8 a land animal with scales (reptile)
Answers 1 Its long neck and pointed beak helps an egret catch more fish.
• Tell students to look back through the topic and find three 2 An elephant uses its trunk to grasp things, obtain food, move and smell
more words. Have them write definitions and then test each things, communicate, care for its young and wash itself. 3 A flea’s long legs
other in groups. enable it to jump far and find new hosts. 4 A giraffe’s long neck helps it reach
food high up and fight other giraffes in mating season. 5 A sphinx moth’s
long tongue helps it obtain food that other animals cannot reach. 6 A gecko’s
1 Find the animals in the pictures. (10 min.) sticky toes mean it can climb and walk upside down in order to get food in
• Ask students to look at the photos before they read the difficult places and to escape predators. 7 A tiger’s stripes hide a tiger so its
prey doesn’t recognize it, which means it can catch food more easily. 8 An
words on the box. Ask: How many of these animals do you octopus’s tentacles help it catch prey, defend itself, obtain food and escape
recognize? Do you know their names in English? predators. 9 A spider monkey’s prehensile tail helps it move quickly and safely
• Read the names of the animals aloud for students to repeat. in high trees to escape predators and to avoid falling. 10 A mole’s paws and
claws help it dig tunnels and obtain food.
Then tell them to match the words with the pictures.
• Compare their answers as a class. Write some phrases on the Take the Lesson Further (20 min.)
board to encourage them:
I think photo “a” is… Integrate Science
Do you think this is…? • Project or hand out copies of the transcript. Write the
I’d say that is… following questions on the board. Have students find the
What about this? Is it …? answers and write them in their notebook before reporting
Answers a sphinx moth b giant octopus c giraffe d spider monkey e elephant to the class:
f mole g egret h tiger i flea j gecko 1 How long is an elephant’s trunk? How many muscles and
A Match the animals with the adaptations. (10 min.) bones are in its trunk?
2 How far can a flea jump? What types of vertebrates does it
• Read through the list of adaptations, explaining any feed on?
vocabulary: prehensile = capable of grasping or holding; 3 How long is a giraffe’s neck? How do male giraffes fight
tongue = long muscular body part inside the mouth; sticky = each other?
like glue; stripes = wide parallel lines. 4 What is another name for a sphinx moth’s tongue?
• Have them work on their own and then discuss the answers 5 What other two adaptations does a tiger have?
as a class. 6 How many suckers does an octopus’s tentacle have? What
Answers 1 g 2 e 3 i 4 c 5 a 6 j 7 h 8 b 9 d 10 f are they sensitive to?
7 How far can a mole dig in an hour? What does its saliva do?
• Tell students to read the entry. Read the phrases aloud to
model the pronunciation. Put special emphasis on the stress
and intonation. Ask the class to repeat the phrases with
exaggerated stress and intonation.
• Have students rehearse the phrases in pairs. Circulate as they
do so, checking their pronunciation, stress and intonation.
Lesson 5 T 104
Writing
Know Your Students
Objective • Some students may be able to write a story with dialogue
without much support. Allow them to work quietly and
Students will learn punctuation rules for dialogue and practice writing
alone and encourage them to use a dictionary for reporting
it using a variety of speaking verbs.
verbs and other vocabulary.
• Most students will benefit from a brainstorming session
Lead in to the Lesson (10 min.) before writing. You could put them in pairs or small groups
comprised of students who have chosen the same title.
Have them focus on ways the animal may have acquired the
• Ask questions about camels and their adaptations to check
feature: accident, punishment or reward.
students’ existing knowledge. Include questions about
• Many students may need a clear structure to follow. Suggest
activity 2 in Lesson 4: Where do camels live? What is the
the following three sections:
climate like in deserts? How do camels keep their brains cool?
1 Write about the animal before it acquired the feature.
How long can they go without water? (They can go for a week
Include interaction with other animals or humans.
without water, and can drink 46 liters when they find it.) How
2 Write about how it acquired the feature: Was it an accident,
long can they go without food? (They can last several months
a punishment, a reward or something else? Include
without food. They store fat—not water—in their hump and
interaction with other animals or humans.
can metabolize it for energy.)
3 Write about its life after it acquired the feature: How does
• Ask students how a folktale might explain the way camels got
the animal act now? How does it feel about its new feature?
their humps.
Include interaction with other animals or humans.
Present the Skill (5 min.) • Some students will have trouble including dialogue in their
• Read the entry aloud for students, calling their attention to text. As they write their stories, or after the first draft, point
the punctuation marks and writing them on the board: out parts in the plot that they could cover in speech rather
Quotation marks: “ “ Comma: , Period: . than narrative.
Exclamation mark: ! Question mark: ?
• Point out that punctuation marks are written before the 3 Share your stories. (25 min.)
closing quotation marks: “Can I help you?” she asked. • Ask volunteers to read their stories for the class. Allow the
audience to ask questions or make comments after
each story.
1 Read the story and underline the dialogue. (20 min.)
• Ask students what they see in the picture. Remind them of Topic 6
the word genie if they don’t remember it. Tell students to read How do living things change?
the story on their own. When they have finished, tell them to
read it a second time, underlining all the dialogue. A Discuss the questions. (10 min.)
Answers Students should underline all the words and phrases that have • Have students work in pairs first to answer the question.
quotation marks. Encourage them each to choose a different adaptation.
• Call attention to the different reporting verbs. Ask: What did • Next, have pairs work with another pair. Have each student
Horse offer to do? What did Dog suggest? What did Ox invite name their chosen adaptation and explain how it helps the
Camel to do? Why did they complain to Genie? What did animal survive.
Genie warn Camel not to do? What did Camel cry? What did • Finally, have groups report their ideas to the class.
Genie explain about the hump?

• Ask for volunteers to act out the dialogue in the story as
Camel, Horse, Dog, Ox and Genie. Read the narrator’s lines
and indicate to the volunteers when they must say their lines.
• Repeat the activity with different volunteers in the various
roles. You might also choose a volunteer to take on your role
as narrator.
2 Write a funny story about the origins of an animal

feature. Choose one of the titles below or your own.
Include dialogue. (40 min.)
• Read through the instructions and the suggested story
options with the class and make sure they understand the
task. Make it clear that they can choose another animal
feature if they prefer.
T 105 Lesson 6
1 Read the story and underline the dialogue.
How the Camel Got Its Hump And with that, Genie made a large hump grow on
Camel’s back.
O ne sunny morning, after the animals had started

working for humans, Camel was feeling very lazy
and grumpy.
“I can’t do any work with this hump!” Camel cried.
“Your hump will help you do even more work. Now you
can go for days without eating or drinking!” explained Genie.
“Trot with me, Camel,” offered Horse. To this day, Camel still has the hump, and he works very
“Why don’t you help carry things?” suggested Dog, hard. But he’s still very grumpy.
with a stick in his mouth.
“Come and plow the fields with me,” Ox invited.
Camel had the same reply for all of them.
“Humph!” he snorted.
The animals were upset and complained to Genie.
The next morning, Genie told Camel, “You have to
work, too, Camel. It’s not fair on the others.”
Camel replied in the same way: “Humph!”
“Don’t you dare say that again,” warned Genie.
“Humph!”
Writing Dialogue
Dialogue is what a character
says. Use quotation marks
2 Write a funny story about the origins of an animal feature. around dialogue and punctuation
Choose one of the titles below or your own. Include dialogue. at the end: a comma, an
exclamation mark, a question
1 What was the animal like before it got the feature?
mark or a period. Start a new
2 How did it acquire the feature? Was it an accident, a punishment paragraph for each new line.
or a reward? State who’s speaking and use
different verbs:
How the Rhinoceros Got Its Horn How the Leopard Got Its Spots “Can I help you?” she asked.
“Hold on!” she shouted.
“You’re wrong,” I said.
How the Ostrich How the Bat Got How the Panda Got Dialogue can show a character’s
Forgot to Fly Its Wings Its Black Eyes personality or his or her
response to a situation.
3 Share your stories.

eresting adaptation yo
u have
1 What is the most int
learned about?
m survive?
tation help the organis
2 How does the adap
Lesson 6 105
The Evolution Song
In the world, there’s so much ,
Plants and animals in all their .
Why do they look like this? How did they get here?
What happened to the dinosaurs that made them disappear?
Why don’t you sing, just sing along,

Sing about life’s changes in the evolution song?
In nature, there is intense competition.

There’s not enough food, this causes so much tension.
If a species is to survive and not face ,
Then the key to its survival is .
You can see all the evidence in

That living things change due to genetic .
In 1859, Charles Darwin started a scientific revolution,
When he came up with this theory of .
The peacock has such extraordinary feathers,

To attract a mate and then have offspring together.
But if his tail were longer, he could never take flight.
It’s natural that keeps its length just right.
The of the fittest has nothing to do with the gym.

Evolution It’s all about DNA and the aptness of your genes.
adapt/adaptation You have to suit your , whether you’re a bird or an ape.
develop/development
If you’re well adapted, you’ll live longer and procreate.
diversify/diversity
environment
evolve/evolution
A Listen again and complete the song.
extinct/extinction A Listen and sing along.
fossil/fossilize/fossilization
habitat 2 Look at the vocabulary entry. Can you tell the verbs from the nouns?
mutate/mutation
natural selection 3 Discuss the questions.
survive/survival 1 What adaptations do these animals have to survive in their environments?
variation/variety
chameleon hare hummingbird shark
2 Have you ever seen a fossil? Where? What was it?

3 What animals are in danger of extinction?
106 Lesson 7
Vocabulary
Know Your Students
Objective • Some students may be able to sing well but have trouble with
the lyrics. Allow them to hum or fill the gaps with ta-ra-ra
Students will acquire nouns and verbs related to evolution through a
or similar.
song and use them to discuss evolution and adaptations.
• Some students may not be able to sing in tune but still be
Teaching Resources keen. Don’t allow other students to put them off.
Track 53 • Some students may feel too shy to sing out loud. Allow them
to sing softly to themselves and make sure there are others
singing at the same time.
• Play the song again, encouraging students to sing along.
Get Students Thinking Repeat the song at least once more for additional practice.
• Write the following questions on the board for students first
to think about and then to discuss as a class: 2 Look at the vocabulary entry. Can you tell the verbs
1 Why don’t we see any dinosaurs today? from the nouns? (5 min.)
2 Why do you think some species disappear? • Ask for several opinions before pointing out the verb suffixes
3 Why do some species survive better than others? –ize and –fy and the noun suffixes –tion, –ty, –al and –ment.
4 How do these adaptations help survival? Running very
Answers verbs: adapt, develop, diversify, evolve, fossilize, mutate, survive;
quickly; being very big and strong; hiding from predators; nouns: adaptation, development, diversity, environment, evolution,
flying or jumping into the air; having many babies; eating extinction, fossilization, mutation, selection, survival, variety
many different things.
Present the Vocabular y (10 min.) • Dictate the following verbs for students to write in their
• Read the words in the entry out loud to model the notebooks. Then tell them to write the noun form for each
pronunciation. Ask students to repeat after you. Call verb: create (creation), arrive (arrival), move (movement),
attention to the sh sound in words like evolution and the approve (approval), locate (location), argue (argument),
differences in stress between pairs of words like adapt/ propose (proposal), associate (association), educate
adaptation, evolve/evolution and variation/variety. (education), agree (agreement), improve (improvement).
operate (operation).
• Give students time to read through the lyrics on their own.

Tell them to make a list of words that they aren’t sure of. • Tell students to work in groups, discussing the questions.
• Ask students about the words they didn’t recognize and Then have a group discussion to check their answers.
write them on the board. Ask volunteers to define or explain Answers 1 chameleon: changes color to camouflage itself, has long tongue
the words. Then ask students to look up the remaining words to catch food and eyes that can scan an area of 360 degrees for predators
and prey, prehensile tail; hare: fast runners to escape predators, long ears
in an online or a print dictionary: disappear = cease to be to detect predators and dissipate heat (in deserts); hummingbird: has long,
visible or to exist; intense = very strong; competition = fight narrow beak and tongue to reach nectar in flowers, ability to hover in front
or contest; tension = stress; face (verb) = have in front of you, of flowers to gather nectar; shark: sharp teeth, good sense of smell and sight,
streamlined body 3 Possible answers: tiger, rhino, snow leopard, elephant,
confront; theory = explanation; extraordinary = unusual, mountain gorilla, red tuna, orangutan, vaquita porpoise
amazing; attract = call attention or make interested; mate
= partner for having young; offspring = babies; take flight = Take the Lesson Further (20 min.)
fly; fittest = with the best characteristics to survive; aptness =
being ideal for a situation; suit = match or be a good option; Integrate Science
procreate = have babies. • Tell students to choose one of the endangered animals
• Play Track 53 without stopping. Tell students to listen and mentioned in the previous exercise. Have them make a
follow, without writing anything yet. list of information that they would need to make a fact file
about the animal: name, origin, physical description, habitat,
A Listen again and complete the song. (15 min.) feeding habits, threats.
• Play the song again, stopping occasionally so that students • Tell students to find the answers to these questions in
can complete the lyrics. Play again all the way through for online or print reference materials. If time permits, they can
students to check the answers. present their fact files to the class.
Answers diversity, variety, extinction, adaptation, fossilization, mutations,
evolution, evolved, selection, survival, environment
A Listen and sing along. (15 min.)

• Read through the song with the class. Have them repeat each
line after you to get an idea of the rhythm.
Lesson 7 T 106
Grammar A Which clauses describe the subject of the sentence?
Which describe the object or complement? (10 min.)
Objectives • Go through the text, line by line, and have volunteers say
Students will learn about and practice relative clauses in subjects. which noun each clause describes. Then have them say if the
Students will review relative clauses that describe objects noun is the subject, object or subject complement.
and complements. Answers Subject: that we eat; that worker bees collect from flowers; that
they collect; that they collect; that we eat; Subject complement: that live in
Teaching Resources colonies consisting of one queen, hundreds of male drones and thousands of
female workers; Object: that help them collect nectar and pollen; that reaches
Grammar Worksheet 6.2 deep into flowers to suck up the nectar; that they fill with pollen to take back
to the hive; that they use to brush pollen into the baskets
Lead in to the Lesson (15 min.) 2 Rewrite the sentences. Put each clause in the correct
• Write the following sentences on the board and tell students place. (15 min.)
to complete them: • Do the first sentence with the class to make sure everyone
1 Animals that don’t have a backbone are called… understands the task. Tell students to identify the nouns that
(invertebrates) could be described by the relative clause (glands, heads).
2 Insects are invertebrates that have six… (legs) Then ask them which of those options would make more
3 There are some insects that have … and can fly. (wings) sense (glands).
4 Bees live in large colonies that are called… (hives) • Tell students to continue on their own. When they finish,
5 The sweet liquid that bees make is called… (honey) they can compare with a partner before you check the
• Ask students for other facts they know about bees. Discuss answers as a class.
their ideas and write the answers on the board.
Answers 1 The glands that produce royal jelly are on the worker bees’
heads. 2 Only the larvae that are selected as possible queens eat royal jelly.
Present the Grammar (10 min.) 3 The queen, which can live for five years, lays up to 2,500 eggs a day. 4 A
• Use the sentences from the lead-in activity to review relative worker bee has a special stomach where it stores nectar. 5 Back at the hive,
clauses. Ask: What do relative clauses do? (They describe it regurgitates the nectar that it collected into another bee’s mouth. 6 Nectar
that is regurgitated several times eventually becomes honey.
a noun.) What noun does each relative clause on the
board describe? Take the Lesson Further (30 min.)
• Read the entry out loud as students follow along.
• Have students do the activities on the worksheet alone or
• Call students’ attention to the first example: Animals that
in pairs.
don’t have a backbone are called invertebrates. Point out that
the whole clause is a subject and that “are” is the main verb. Answers 1 1 d 2 c 3 a 4 b 5 f 6 e • 1, 4 2 1 b 2 c 3 a 4 c 3 1 Moles have large,
strong paws that they use to dig holes. 2 The folktale that we read in class was
• Point out the second example, in which the complement is about how the owl got its hoot. 3 Polar bears have black skin that absorbs heat
described. Explain that the subject complement refers to the from sunlight. 4 The strangest animal that we saw at the zoo was the platypus.
subject of the sentence and come after forms of be or other
linking verbs: Insects are vertebrates that have six legs. Take the Lesson Further (20 min.)
• Have students work in groups to write incomplete sentences
1 Read the text. Underline relative clauses. (20 min.) with relative clauses like the ones in the lead-in activity. They
can write about animals that they have seen in the topic,
• First, give students a content-based task to help them
about animal body parts or about anything they like if that is
understand the meaning of the text. Dictate the following
too challenging.
questions:
• Ask students to give their sentences to another group
1 How many queen bees does a colony have? (One.)
to complete.
2 What do bees get from nectar? (Energy.)
3 How do bees extract the nectar? (With their tongue.)
4 What do bees transfer between flowers? (Pollen.)
• Have students read the text once. Then check the answers to
the questions.
• Tell students to read the text again and underline the
relative clauses.
Answers that we eat; that live in colonies consisting of one queen, hundreds
of male drones and thousands of female workers; that worker bees collect
from flowers; that they collect; that help them collect nectar and pollen; that
reaches deep into flowers to suck up the nectar; that they fill with pollen to
take back to the hive; that they use to brush pollen into the baskets; that they
collect; that we eat
T 107 Lesson 8
TThe
he EExtraordinary
xtraordinary
Man ooff tth

Many the
he crop
crops
ps tth
that
hat wee eeat
aat are poll
pollinated
linnaated bby
honeybees so, essentially, we depend on these insects
for our survival. Honeybees are social insects that live
in colonies consisting of one queen, hundreds of male
drones and thousands of female workers.
The nectar that worker bees collect from flowers
provides all the bees in the colony with energy. And the
pollen that they collect provides them with proteins, fats A honeybee with a full pollen basket
and nutrients.
Honeybees have several structural adaptations that help
them collect nectar and pollen:
• They have a long tongue, shaped like a straw, that
reaches deep into flowers to suck up the nectar.
• They have baskets on their legs that they fill with
pollen to take back to the hive.
• They have tiny hairs on their legs that they use to
brush pollen into the baskets.
Some of the pollen that they collect is transferred between
the male and female parts of the flowers. This fertilizes the
plants and, as a result, the fruits and seeds that we eat can
A honeybee sucking nectar develop.
from a flower
Relative Clauses in
Subjects
Relative clauses describe
nouns. You’ve already
1 Read the article. Underline relative clauses.
learned that relative clauses
A Which clauses describe the subject of the sentence? Which describe can describe the object or
the object or complement? complement of a sentence:
Honeybees are social insects
2 Rewrite the sentences. Put each clause in the correct place. that live in colonies.
1 The glands are on the worker bees’ heads. (…that produce royal jelly…) Relative clauses can also
describe the subject of a
2 Only the larvae eat royal jelly. (…that are selected as possible queens…)
sentence:
3 The queen lays up to 2,500 eggs each day. (…which can live for five years…) The honeybees that collect
4 A worker bee has a special stomach. (…where it stores nectar…) pollen are all female.
The drones, which are all
5 Back at the hive, it regurgitates the nectar into another bee’s mouth. (…that
male, have only one job: to
it collected…) mate with the queen.
6 Nectar eventually becomes honey. (…that is regurgitated several times…)
Lesson 8 107
A Discuss. Number the
animals in the order The Tree of Life
All life on Earth has developed by a process of change called evolution. Today,
they first appeared
there are over 10 million species of animals, plants, fungi and microorganisms,
on Earth.
and all these organisms have some characteristics in common, at least at the
dinosaurs cellular level. These similarities point to a common ancestor from billions of
years ago. Since that simple organism, five billion species have come and gone.
mammals
Some of them evolved into the species alive today.
fish
Early Organisms
reptiles
When the Earth was formed 4.5 billion years ago, it was a mass of molten
amphibians rock that could not sustain life. The first life forms appeared 500 million
years later. These were very simple bacteria, each consisting of a single cell.
birds
After 500 million more years, some bacteria started releasing oxygen into the
jellyfish atmosphere, and conditions for life gradually became more favorable. But
A Read and check. it took another 2.5 billion years before the first complex life forms started
appearing in the oceans: first, algae and seaweeds, around one billion years
ago; and then jellyfish, sponges and worms, 400 million years later.
Cambrian Explosion
These soft-bodied animals dominated the oceans until
the Cambrian Explosion, which was a period of great
diversification 550 million years ago. During this time,
the ancestors of most of the animals that are alive today
appeared. The trilobite, an early arthropod, was one of
these new species. There were so many kinds of trilobites
that they are sometimes called the ruling species of the
Cambrian Period. Today, arthropods account for eighty
percent of all animal species. They include insects (like
butterflies and bees), arachnids (spiders and scorpions)
and crustaceans (lobsters and crabs). The first chordates,
which would later develop into vertebrates, also appeared
during this time.
Trilobite fossil imprints
Vertebrates
Vertebrates are animals that have a backbone. They became limbs, and the first amphibians appeared on
include fish, amphibians, reptiles, birds and mammals. land. The land at this time was largely uninhabited,
Fish were the first vertebrates to appear, around 450 so early amphibians had no competition. As they
million years ago. Eighty million years later, some fish spread out, they adapted to the varying conditions and
developed lungs. These fish could breathe air when available food. They developed a stronger skeleton,
there was not enough oxygen in the swamps where tough scales and numerous sharp teeth: these were
they lived. They would also use their fins to push the first reptiles. They appeared 320 million years ago,
themselves out of the water. Eventually, these fins shortly before a very early ancestor of mammals.
108
Mass Extinction
Approximately 250 million years ago, many animal species died out in a catastrophic event known
as the Great Permian Extinction. This event was so powerful that it wiped out seventy percent of
land animals and over ninety percent of marine animals. There are several theories about the cause
of the extinction: the impact of a large asteroid or comet; massive earthquakes and extreme volcanic
activity; or the explosion of a star close to our solar system. While this event led to the extinction of
most animals, it also gave an opportunity for new life forms to emerge.
The Age of Dinosaurs

Dinosaurs, which evolved from the surviving reptiles, were the most
successful of these new life forms. The first dinosaurs appeared around
220 million years ago. They were about two meters long, walked on
two feet and preyed on other animals. Their prey included the first
true mammals, which were tiny creatures the size of a mouse. An
abundance of food and an absence of competition from other types of
animals allowed some dinosaurs to grow to enormous proportions. A
titanosaur that was recently discovered in Patagonia may be the largest
creature ever to walk the Earth,
measuring an estimated forty
meters long and twenty meters
The wing of a feathered dinosaur trapped tall. Dinosaurs such as these
in amber almost 100 million years ago would rule the planet for the
© Royal Saskatchewan Museum (R. C. McKellar) next 150 million years.
The Rise of Mammals

The age of dinosaurs ended abruptly with another mass extinction ion 6
655
Area of impact
million years ago: the Cretaceous-Tertiary (K-T) Mass Extinction.on.
on
on.
This event was caused by the impact of a giant asteroid—ten
kilometers across—in Mexico’s Yucatan Peninsula. The impact
was so powerful that it left a huge crater 180 kilometers across
and 20 kilometers deep. The asteroid caused earthquakes,
landslides, tsunamis and a global winter that lasted a decade
or more. This ecological disaster wiped out as many as
three-quarters of all plant and animal species and marked the
end of the dinosaurs, except for one small group that evolved
to become birds. This mass extinction also paved the way for
a new group of animals to dominate the planet: mammals. The
first human species appeared three million years ago, and the
first modern human, Homo sapiens, only 200,000 years ago. If the he Map of the Yucatan Peninsula, Mexico,
entire history of Earth were compressed into twenty-four hours, showing the impact crater of the asteroid
humans would arrive only in the final ninety seconds. that wiped out the dinosaurs
109
1 Read the text again. Write events and dates on the timeline.
4 bya 3.5 bya 1 bya
Earth was formed oxygen-producing bacteria
320 mya 370 mya 450 mya
Cambrian Explosion: jellyfish, sponges

arthropods and chordates and worms
220 mya 3 mya
Great Permian Extinction K-T Mass Extinction
Key
bya—billion years ago
mya—million years ago
2 Number the events in the evolution from fish to amphibians to reptiles

Using a Timeline in order.
In a historical text, the main a They spend all their time on land, adapting to new food sources
events are often presented
and conditions.
in chronological order. If
you put these main events b Their fins get stronger so they can push themselves out of the water
on a timeline, you can see
to breathe.
how one led to another. A
timeline also makes it easier c There isn’t enough oxygen in the water in swamps.
to study and remember
d They evolve lungs to breathe air.
the main events. To keep a
timeline simple, write the e Their fins become limbs and they spend more time out of the water.
events in note form.
3 Use the timeline to talk about the evolution of species.
110 Lesson 9
Reading p. 110

Objective
• Read the entry aloud and check that students understand the
Students will practice using a timeline to summarize key events in term chronological order (the order in which events really
chronological order. happened in time, not necessarily the order they appear in
an article).
Lead in to the Lesson (15 min.) • Remind students that the main events are the most
significant ones for understanding a topic, and therefore the
Get Students Thinking most important ones to study and remember.
• Write the following quiz questions on the board or dictate
them. After each question, give students enough time to
1 Read the text again. Write events and dates on the
discuss the options in pairs and then write one answer.
timeline. (20 min.)
1 How old is the Earth?
a) 4.5 billion years old. b) 45 billion years old. • In keeping with the entry, tell students to take short notes in
2 How many species are there on Earth now? order to keep the timeline simple. Make sure they understand
a) More than 1 million. b) More than 10 million. the key before they begin.
3 The Cambrian Explosion was a time of… • Elicit the answers and ask students if they find any of the
a) great diversification. b) mass extinction. order surprising.
4 About 80% of Earth’s animal species are… Answers 4.5 bya; first life forms appeared; algae and seaweeds; 600 mya;
a) arthropods. b) quadrupeds. 550 mya; fish; amphibians; reptiles; 250 mya; the first dinosaurs; 65 mya; first
human species
5 When did the first reptiles appear on Earth?
a) 32 million years old. b) 320 million years ago. 2 Number the events in the evolution from fish to
6 How big were the first true mammals? amphibians to reptiles in order. (10 min.)
a) The size of a cat. b) The size of a mouse.
• Explain that students only need to read the Vertebrates
7 Where did an asteroid crash 65 million years ago?
paragraph again to do this activity.
a) The Yucatan Peninsula. b) The Iberian Peninsula.
8 How long ago did Homo sapiens appear? Answers 1 c 2 d 3 b 4 e 5 a
a) 200,000 years ago. b) 2 million years ago.

3 Use the timeline to talk about the evolution of
• When you have finished, tell students that they will find the
species. (20 min.)
answers to the quiz in today’s reading text (1 a 2 b 3 a 4 a 5 b
6 b 7 a 8 a).
Know Your Students
p. 108 • Some students will be able to talk about the topic with just
A Discuss. Number the animals in the order they first the timeline for guidance, saying which species evolved into
appeared on Earth. (10 min.) others and in what order, and which species disappeared
along the way.
• Read through the list of animals and ask students: Which
• Other students may need concrete prompts on the board:
animals do you think appeared first on Earth? And after
1 In what order did the different types of animals appear and
them? Which animals appeared next? Which ones were
when?
probably the last to appear?
2 Which animals evolved into others?
• Tell students to write down guesses in their notebooks.
3 What happened during these events: the Cambrian
A Read and check. (25 min.) Explosion, the Great Permian Extinction and the K-T
extinction?
Manage Your Class 4 How do mass extinctions drive evolution?
• You can have students read the entire text for the order
that animals appeared. Then have them read it again for the Take the Lesson Further (15 min.)
answers to the quiz in the lead-in activity.
• Have students look up definitions for the following words
• Or you may want to break the text into two parts (page 108
in an online or a print dictionary: bacteria, fungi, algae,
and page 109), and tell the class to read the first page and
seaweed, invertebrate, jellyfish, sponge, worm, trilobite, insect,
then wait.
arachnid, crustacean, vertebrate, fish, amphibian, reptile,
• After everyone has finished page 108, you can ask them
bird, mammal.
which animals from activity 1 have been mentioned and in
• Students can do this task in pairs or groups to divide the
what order. You can also correct the answers to the first six
work and share their findings.
questions of the initial quiz.
• After that, students can continue with the second page.
Finally, you can check the rest of the animals from activity 1
and questions 6–8 of the quiz.
Answers 1 jellyfish 2 fish 3 amphibians 4 reptiles 5 mammals 6 dinosaurs 7 birds
Lesson 9 T 110
Listening 2 Listen again. Are these statements facts or opinions?
Write F or O. (15 min.)
Objective • Explain the task and tell students to read through the nine
Students will practice distinguishing facts from opinions with a statements before they make any decisions. Then play Track
conversation about evolution. 54 again, pausing occasionally for students to take notes
about their answers.
Teaching Resources
Answers 1 O 2 O 3 F 4 O 5 F 6 O 7 F 8 O 9 F
Track 54 and transcript (one per pair)
Lead in to the Lesson (15 min.) Get Students Thinking
• Tell students to look back at the text in Lesson 9 (on pages • Tell students to discuss the questions in pairs, using
108–109) to find words or phrases that match the following information from the recording.
definitions. Write the definitions on the board or dictate • You may wish to hand out or project the transcript of the
them, along with the paragraphs where students can find listening for reference during this task.
them: The Tree of Life: a living thing that evolved into more Answers 1 They were hard to see in the snow. Because the climate became
recent relatives (ancestor); Early Organisms: to support warmer and there was less snow, which meant that both types of owl were
visible to predators. 2 Some mice have a natural resistance so they are the
something (sustain); Cambrian Explosion: animals that have ones that survive and may reproduce. Therefore, the next generation will also
a spinal cord (chordates); Vertebrates: extremities, such as have resistance. 3 Human intervention—farmers selected which plants to
arms and legs (limbs); Mass Extinction: to kill or eliminate reproduce and with every generation, they became different.
(wipe out); The Age of Dinosaurs: to hunt something for food

(prey on); The Rise of Mammals: to be the most numerous or
have the most power (dominate). • Have students play Charades (see page xvi) in groups. Tell
them to start with any animals that have appeared or been
Present the Skill (15 min.) discussed in the topic.
• Read the entry with the class. Model the phrases used to • With more advanced classes, you can allow students to
express facts and opinions, and ask students to repeat choose other animals that haven’t appeared.
after you.
• Ask students for fact and opinion statements about other Take the Lesson Further (30 min.)
photos on the page (mice, owls, cauliflower, cabbage).
They can also give examples about other living things from Integrate Histor y
previous lessons in this topic: • Tell students the story of Darwin’s finches: Darwin’s
We know that mice are mammals. (fact) finches are a group of fifteen species of birds that live on
In my view, mice are great pets. (opinion) the Galapagos Islands. Charles Darwin used the finches as
Dinosaurs dominated the Earth. (fact) evidence for natural selection. Each species of finch has a
Dinosaurs were really cool. (opinion) slightly different beak. Darwin explained that the finches
have different beaks because they are adapted to eat different
kinds of food. For example, one type of finch has a big beak
1 Listen and number the topics in the order they are
to crack open nuts, and another type has a long beak to
mentioned. 54 (10 min.)
catch insects. Apart from the beaks, the finches were very
• Tell students they are going to hear a conversation about similar in appearance, so Darwin realized that the finches
evolution. Explain that the items in the photos are going to had a common ancestor. Eventually, this led to his theory
be mentioned in a certain order. Play Track 54. Then check of evolution.
their answers. • Have students find pictures of the different finches in online
Answers 1 owls 2 mice 3 the vegetables or print reference materials and create labeled diagrams
showing the beaks and detailing what food each type eats.
A What is the connection between them? (10 min.)
• Ask students if they understood why mice, owls and
vegetables were mentioned in the conversation. Say: What
do they have in common? Why are they good examples
of evolution? Play Track 54 again so they can check
their answers.
Answer They are all examples of how evolution can happen quickly.
T 111 Lesson 10
1 Listen and number the topics in the order they are mentioned. 54
A What is the connection between them?

Distinguishing Facts
2 Listen again. Are these statements facts or opinions? Write F or O. from Opinions
1 David: Evolution is just a theory. A fact is a piece of
information that is true:
2 David: I don’t believe birds evolved from dinosaurs. Broccoli is green.
An opinion is how we feel
3 Anita: Fossils found in China prove that dinosaurs evolved into birds.
about something:
4 Anita: The tawny owl is a magnificent bird. Broccoli is disgusting!
5 Anita: There are two forms of tawny owls in Finland. To express a fact, we use
expressions like:
6 David: That’s really surprising. We know that…, In fact…,
This shows/proves that…
7 Anita: Some mice have a natural resistance to poison.
To express an opinion, we use
8 Lucy: Cabbages and broccoli are delicious. expressions like:
I think/believe/feel…, In my
9 Anita: Cabbages, broccoli and cauliflowers come from the same
opinion/view…, It seems
wild plant. that…

1 What advantage did light gray tawny owls use to have? Why are there more
red tawny owls now?
2 How do mice evolve resistance to poison?
3 How did cabbages, cauliflowers and broccoli evolve from the same wild plant?
Lesson 10 111
Persuading
The world can’t do without…
We definitely need…
Imagine what would happen
if…
The fact is that…
Look at it this way…
There are too many
You have to agree that…
(Tigers) are essential animals in a hot-air
because… balloon, and the balloon
is losing height fast. Soon
it will crash! You have
to start throwing out
animals. Which will you
throw out first? Why?
1 Read and discuss the problem. Number the animals in order.
2 Prepare to hold a balloon debate.

1 Form groups of four to six speakers. Each speaker chooses a different animal. Only one animal will be
thrown out of the balloon.
2 Answer these questions to prepare reasons you should not be thrown out of the balloon.
a What other organisms depend on you?
b How are you useful to humans?
c What would happen if you didn’t exist?
d What adaptations do you have?
e What makes you unique?
3 Hold the debate.

1 Take turns giving your speeches.
2 Take a vote at the end: Which animal will you throw out?
112 Lesson 11
Speaking • Find out if any group came to a consensus and elicit
their reasoning.
Objective
2 Prepare to hold a balloon debate. (20 min.)
Students will practice using language for persuading in a
• Assign students to groups of four to six speakers or let
balloon debate.
them form their own groups. Explain that each person must
choose an animal that they will represent and defend in the
Lead in to the Lesson (15 min.) debate. If more than one person wants to be a certain animal,
they can write their names on slips of paper and
choose randomly.
• Ask students to think about the following situation: Imagine
• Make sure that students understand the task. Each person/
if humans had never evolved. What would the world be
animal must persuade the others to let them stay aboard the
like today?
balloon. The least persuasive person/animal will be
• You may need to write prompts and leading phrases on the
thrown out.
board to get them started: Without people…
• Give students time to think about their answers to the
Earth would/wouldn’t be…
questions. Encourage them to plan how they will use the key
The environment would be …
phrases from the entry and then mentally rehearse their
There would be more / less / fewer…
own defense.
There wouldn’t be any…
• Give students time to think on their own before working 3 Hold the debate. (30 min.)
in pairs or groups to compare their ideas. Then have a
• Tell the groups to assign a timekeeper and give each person/
class discussion, asking volunteers to say just one idea at a
animal two or three minutes to explain their arguments. The
time. Ask other students if they agree or disagree with
other students should ask the questions in activity 2 and any
each prediction.
others they like.
Know Your Students
• Explain to students that being able to persuade other people
is an essential skill, especially in debates. • A few students may not be able to do much more than read
• Read the phrases out loud to model the pronunciation and the answers to the questions in activity 2. Allow them to do
intonation, asking students to repeat after you. Then ask this and participate in the vote, and encourage them to use a
several volunteers to complete each phrase with their few prepared phrases from the entry if possible.
own ideas: • Most students should be able to answer the questions and
The world can’t do without (chickens). use some of the phrases in the entry without much recourse
We definitely need (pigs). to their notes.
Imagine what would happen if (we didn’t have any pet dogs). • Some students may be able to participate in the debate
The fact is that (mosquitos aren’t very useful to humans). without referring to their notes at all.
Look at it this way, (everyone hates wasps).
You have to agree that (cats are useful for catching mice). • Have each group vote on which person/animal will be thrown
(Bees) are essential because (they pollinate our flowers). out. This vote can be done secretly, to add more suspense.
• Allow students to change animals and debate again in the
same or different groups.
1 Read and discuss the problem. Number the animals in
order. (20 min.) Take the Lesson Further (20 min.)
• Tell students that they are going to have a balloon debate. • Play a game of Pass the Bomb (see page xvii). In their groups
Read the description aloud and explain that any animals they or as a whole class, students take turns saying something
decide to throw out of the balloon would be eliminated from about their animal using persuading language from the entry.
nature. In other words, they must decide which animals are They then pass the bomb to the next student. Allow them to
less or more important to the world today. continue for two minutes. At the end, count down from ten
• Have volunteers identify the animals in the balloon; and the student holding the bomb when you finish is out.
clockwise from top left: panda, lion, cow, chimpanzee,
dog, chicken.
• Have students think about the order for themselves for two
minutes. While they are making their decisions about the
animals, they should consider the same issues as they did
during the lead in activity about what the world would be like
without humans.
• Put students in groups to discuss their choices. Ask: What
would the world be like without lions or pandas? Without dogs?
Would people be able to survive without cows or chickens?
What would happen if there weren’t any chimpanzees?
Lesson 11 T 112
Project 2 Make notes about your animal’s characteristics.
(30 min.)
Objective • Have students write a description of their chimera. They
Students will invent a chimera and then create a drawing or painting to should write notes about the topics in the box, as well as
represent their creation. other topics they would like to include, such as the sounds
the animal makes, when it’s active or when it sleeps.
Teaching Resources
Paper, colored pencils or paints 3 Make a final copy. (30 min.)
• Explain to students that they must respect the choices of
body parts that have already been made, but they can create
a new drawing in their own preferred style. When they
• Write the following questions on the board and ask students have finished, they should copy out their description to
to think about the answers: accompany the drawing.
1 What does a goat’s body look like? What can a goat do with
its body? 4 Choose your favorite chimera. (30 min.)
2 What does a lion’s head look like? What can a lion do with
its eyes, teeth and other parts of its head? Manage Your Class
3 What does a snake’s tail look like? What can a snake do with • Students can take turns presenting their chimeras to the
its tail? class. Allow other students to ask questions after
• Tell students to compare ideas with a partner. Then ask each presentation.
volunteers to explain their ideas to the class. • Alternatively, they can post their drawings and descriptions
• Ask the class to imagine one animal with all the body parts around the classroom and then circulate to look at and read
that they’ve described: a goat’s body, a lion’s head and a other people’s work.
snake’s tail. Explain that this a chimera, an imaginary animal • Finally, ask the class to vote for their favorite creations.
from Greek mythology.
• Tell students to work in groups of three to imagine other
Topic 6
types of chimera. Explain that one person (A) should think
of three different animal heads (A1, A2, A3). Another person How do living things change?
(B) should think of three animal bodies (B1, B2, B3) and the
1 Choose a living thing from the topic. Talk about its
third person (C) three animal tails (C1, C2, C3).
adaptations and how these help it survive. (20 min.)
• When all three people have written their answers, they
should combine their ideas to make three chimeras: A1 + B1 • Allow students a few minutes to choose an animal, identify
+ C1; A2 + B2 + C2; A3 + B3 + C3. its adaptations and how they have helped it survive.
• Ask the groups to choose their best combination and explain
Know Your Students
it to the class.
• All students should be able to identify the animal’s
1 Invent a chimera. (30 min.) adaptations and say how they help it survive.
• Some students may be able to speculate on how the
1 In the same groups, tell students they are going to
adaptations evolved, and how other individuals without the
invent more chimeras, but this time they won’t know the
characteristics may not have survived.
combinations until the end of the activity. Explain that each
step must be a secret or the surprise will be spoiled. Show
students how to fold a sheet of paper into three equal parts, 2 In your own words, how do living things change?
as in the illustration. (20 min.)
2 Have them draw the head of their chimera in the part on the Get Students Thinking
left, including any ears, tusks, trunks, fangs and so on that • Lead a class discussion or put students in groups to try to
they wish to include. If they want, they can go just over the come up with a simple definition of evolution. If students
edge of the section so that the next student knows where are having difficulty, you could provide prompts and
to continue. Then have them fold the section in half to hide ask questions:
their drawing and pass it on to the next student. Individual animals have different characteristics. Can you
3 Have students draw the next part of the chimera, including name some characteristics of animals?
all the body parts they wish, and going just over the edge of When there is change in a habitat, some individuals possess
the final section so the next student knows where to continue characteristics that help them survive. What changes may
drawing. Then have them fold the section in half to hide their occur? (Climate change, new predator, overpopulation,
drawing and pass it on to the next student. disease…)
4 Have students draw the final part of the chimera, including These animals survive longer and are more likely to
all the body parts they wish. reproduce. The next generation has more animals with their
5 Have students retrieve the drawing that they started and characteristics. So the species has changed a little.
open it up.
T 113 Lesson 12
1 Invent a chimera.
1 Fold a sheet of paper into three equal parts.
2 On the left, draw the head of an animal. Fold the paper to hide Art: Create a Chimera
the drawing and swap with another student. A chimera is a mythical beast with body
parts taken from various animals. Invent a
3 In the middle part of the new sheet of paper, draw the body of an
chimera with the help of your classmates.
animal. Include the legs, fins, wings or any other body part of the Decide how it evolved and how well it is
dy covering, like feathers, fur or scales. Fold
animal. Add its body adapted to its environment.
he drawing and swap drawings with a
the paper to hide the
third student.
4 On the final part of the
new sheet of paper,r,
draw the back end of
an animal. Include the
legs, tail, stinger or any
other body part of the
animal.
5 Retrieve your original
nal
en
sheet of paper. Open
e
it up and look at the
drawing.
2 Make notes about your animal’s characteristics.
adaptations to its habitat

abitat and diet diet habitat name special body parts and their evolution
3 Make a final copy.

1 Draw a clean copy on a sheet of paper and color it.
2 Write a short description underneath using the information in the table.
4 Choose your favorite chimera.
To p i c 6 1 Choose a living thing

m the topic. Talk
fro
e help
about its adaptations and how thes
it survive.
w do living things
2 In your own words, ho
change?
Lesson 12 113
verb — v. noun — n. adjective — adj. adverb — adv. preposition — prep. plural — pl.
achiever (n.) — someone who analyze (v.) — to investigate automated (adj.) — operated
gets good results through hard something thoroughly by by machines or computers
work: He got ten out of ten. examining all its elements and to reduce the work done by
He’s a real achiever. how they relate to each other: humans: The company recently
adapt (v.) — to alter or change If you analyze the situation, you automated its filing process.
to suit circumstances: We may will see that there are three awful (adj.) — very bad or ugly:
need to adapt to new rules at important issues. Don’t buy those awful purple
middle school. ancient (adj.) — from a very and brown pajamas.
adaptation (n.) — a change or long time ago: The ancient battle (n.) — a violent fight
the process of change to suit Egyptians grew crops along the between two groups of armed
a new situation: Adaptation to Nile River. people or forces: Wars are
new environments is one of the artery (n.) — a blood vessel that made up of a series of battles.
driving forces behind evolution. carries blood away from the battle (v.) — to fight or struggle:
aim (at something) (v.) — to have heart to the body: Scientists The two boxers battled to win
as a goal: I aim to save enough are looking at the link between the match.
money to buy a car. sugar intake and disease in the
be in doubt (v.) — to be uncertain
arteries.
algorithm (n.) — a set of about something: The future of
instructions that calculate an artificial intelligence (AI) (n.) — the company is in doubt.
answer to a mathematical the use of computers to imitate
be in two minds (v.) — to have
problem; computers rely the learning ability and thinking
difficulty making decisions: I’m
on algorithms to process power of humans: The robot
in two minds about going to the
information: Music apps use has artificial intelligence.
movies tomorrow.
algorithms to predict if fans of assembly line (n.) — a line of
beak (n.) — the hard, pointed part
one band will like another. workers or machines in a
of the mouth of a bird or turtle:
ally (n.) — a nation, group or factory each doing a small job
Hummingbirds have very long,
person united with one or more to manufacture something:
thin beaks.
others to achieve a common Part after part is added on the
assembly line until the whole beat (n.) — a unit of rhythm in
goal: Britain and the United
product is assembled. music or poetry: The steady
States were allies during World
beat of a drum.
War II. attack (n.) — the act of attacking:
They made the attack under blues (n.) — an American style
ambition (n.) — a strong desire to
the cover of darkness. of popular music that often
reach a goal: My ambition is to
sounds sad because of its slow
own a sail boat one day. attack (v.) — to start a fight: They
melody: Robert Johnson was
analysis (n.) — thorough decided to attack the enemy at
one of the first popular blues
investigation of something: dawn.
musicians.
An analysis of the two crimes
showed that they had many
features in common.
168 Glossary
bomb (n.) — a container filled century (n.) — a period of one classical (adj.) — from the first
with explosives that is used hundred years: In just one significant period of a subject
as a weapon to hurt people century, from 1870 to 1970, the or art: Beethoven is my favorite
and damage property: The village grew into a city. classical composer.
terrorists planted a bomb near change privacy settings (v.) — to claw (n.) — a sharp, curved nail
the station. change an option of a social on the foot of a mammal,
bomb (v.) — to attack with bombs: networking website, Internet reptile or bird; the pincer of a
Planes bombed the city all browser or computer software crab: The cat scratched me
night long. to control who sees information with its claws.
bone (n.) — one of the hard parts about you: I changed the click on a link (v.) — to use
that makes up the skeleton of a privacy settings so that only my the mouse cursor to open a
vertebrate: The fish I ate in the friends can see what I post. document or web page: Click
restaurant had a lot of bones. chat online (v.) — to have a on this link to visit our online
brain (n.) — the large organ conversation by text message record store.
inside the head that controls over the Internet: I chat online comment on a trending topic
how a person thinks, feels and with friends every evening (v.) — to make a written remark
moves; it is the main part of when I’ve done my homework. or opinion about a subject that
the central nervous system check (v.) — to make sure is popular on the Internet at
in humans and animals: It’s something is correct or as the time: I never comment on
a myth that we only use ten it should be: Mom checked topics that are trending on the
percent of our brains. that we all had our seat belts Internet.
brainstorm (v.) — to produce lots fastened. communication (n.) — the sharing
of ideas in a group discussion: civil war (n.) — a war between of information or feelings:
Let’s brainstorm ideas for the different groups within the Speaking and writing are both
school play. same nation: The Northern and forms of communication.
by word of mouth (adv.) — Southern states of the USA compare (v.) — to find similarities
communicated by speech: Viral fought a civil war from 1861 to and differences between two
marketing relies on information 1865. or more things: We compared
being passed on by word of civilian (n.) — someone who our test results, and hers were
mouth. is not in the armed forces: better than mine.
cell (n.) — the basic body unit of Soldiers and civilians worked compose (v.) — to write or create
all living things; cells can only together to stop the flood music or poetry: He composed
be seen through a microscope: waters. a symphony at fourteen years
Some beings consist of only clarinet (n.) — a wind instrument of age.
one cell but the human body is with a black, tube-shaped composer (n.) — a person who
made up of billions of cells. wooden body and metal keys: writes music: Mozart was a
cello (n.) — a string instrument, A musician plays the clarinet famous Austrian composer.
like a violin but larger and with by blowing into the mouthpiece
composition (n.) — the writing
lower sounds: The cello is held and pressing keys or covering
or creation of a piece of music
between the knees and played holes with the fingers.
or text: He played his own
with a bow. composition in the concert.
Glossary 169
computer-controlled (adj.) — decade (n.) — a period of ten distraction (n.) — someone or
controlled by a computer: years: I left home a decade something that interrupts
The school has a computer- ago. concentration: The Super Bowl
controlled greenhouse. decision-making (adj.) — was a big distraction just before
computerized (adj.) — operated describing a process during my exams.
or controlled by a computer: which decisions are made: The diversification (n.) — a process
I work in a completely government’s decision-making of change resulting in more
computerized office. process is complicated. variety: The Cambrian
concentration (n.) — strong and declaration (n.) — a formal Explosion lead to the
consistent attention: I need announcement: Politicians diversification of complex life
total concentration to beat the should make a declaration of forms.
boss in this computer game. their business interests. diversify (v.) — to become more
conduct (v.) — to lead or direct: defend (v.) — to protect from diverse or varied: Trilobites
She conducted the orchestra danger: The knights defended diversified into a great number
very well. the castle. of species.
conflict (n.) — a fight, battle or develop (v.) — to become diversity (n.) — wide range of
war: We wish to avoid a conflict or cause to become more differences in a group: This
between our two countries. advanced or mature: Scientists school has a lot of diversity
are developing a robot that because its students come from
correction (n.) — a change that
acts like a human. many different countries.
makes something correct:
I made a few corrections before development (n.) — the process DNA (n.) — an abbreviation
I handed in my essay. or act of developing: We for deoxyribonucleic acid, a
studied the development of the molecule that carries genetic
country (n.) — a style of music
frog from tadpole to adult. information in the cells of
from southern and western
all living things: DNA is the
USA: I really love country music, direction (n.) — a path along
chemical substance that
especially Garth Brooks. which something or someone
causes an animal or plant to
cutting-edge (adj.) — the most moves; a general aim or
share certain characteristics
recent or advanced: The phone purpose: The teacher said she
with its parents.
update includes some cutting- lacked direction.
double bass (n.) — a string
edge innovations. discovery (n.) — the act of finding
instrument that looks like a big
dance (n.) — a series of or learning about something for
cello and is played standing
movements that match the the first time: The discovery of
up: I played double bass in a
rhythm of music; a type of a cure for cancer would save
jazz group for many years.
music with a strong beat that millions of lives.
download a file (v.) — to save
people dance to: I’m going discuss (v.) — to consider
a document or program from
to a dance music festival this something from different points
the Internet to a computer: I
weekend. of view; to talk about: The
downloaded a practice exam
day (n.) — a twenty-four-hour committee will discuss plans for
from their website.
period: The flight home took a the new school library.
whole day.
170 Glossary
drum (n.) — an instrument exhausted (adj.) — very tired: He find a solution (v.) — to get the
consisting of a hollow cylinder was exhausted after the game. answer to a problem: We have
with a material stretched over extinct (adj.) — (of a species) no to find a solution to global
one or both ends, and played longer in existence: Dinosaurs warming.
by striking it with the hand or are known only through fossils flute (n.) — a long, thin musical
an object: He plays the drums as they became extinct 65 instrument held sideways to
badly. He can’t keep a beat. million years ago. play: The flute is a woodwind
education (n.) — training or extinction (n.) — the process of instrument.
instruction that is given or becoming extinct: Many animal folk (n.) — a traditional genre of
received: This school provides and plant species are at risk of music originating from ordinary
students with a fine education. extinction. people: Bob Dylan started off
emperor (n.) — the male ruler of extroverted (adj.) — socially playing folk music.
an empire: In ancient China, confident and outgoing: She is follow an account (v.) — to
emperors were confined to the the most extroverted member choose to see everything that
Forbidden City. of her family. a person posts on their social
empire (n.) — two or more fang (n.) — a long, pointed tooth media account: I follow Selena
separate nations under the of an animal: A rattlesnake has Gomez’s account on Instagram.
control of one government or large fangs. follow your head (v.) — to make
ruler: Modern nations such as a decision based on reason
fascinating (adj.) — extremely
India, South Africa and Canada rather than emotion: You should
interesting: That documentary
were once part of the British follow your head if you want to
about dinosaurs was
Empire. be sensible.
fascinating.
environment (n.) — the follow your heart (v.) — to make
feather (n.) — one of the light
surroundings and conditions— a decision based on emotion
fluffy parts that cover a bird’s
such as air, water, sun, soil rather than reason: If you follow
body: Feathers are made from
and plants—that affect the your heart, there's more risk but
thin hairs growing from a hard
health and growth of living more reward.
center.
things: Pollution damages the
figure (something) out (v.) — forward an email (v.) — to send
environment.
to solve or understand: He on an email: I’ll forward you the
evolution (n.) — the theory that email that the teacher sent.
couldn’t figure the equation out.
all living things developed
filthy (adj.) — very dirty: I’ve been forward-thinking (adj.) — in favor
from much simpler life forms
working on my bike and my of innovation and development:
over millions of years: Charles
jeans are filthy. The company I work for isn’t
Darwin came up with the theory
very forward-thinking.
of evolution. fin (n.) — a flat body part
attached to a fish or marine fossil (n.) — a hardened part or
evolve (v.) — to change
mammal that helps in impression of a living thing
gradually, characteristic by
swimming and balance: The that died many years ago:
characteristic; to undergo
part of a shark that you can We found fossils of human
a process of evolution:
sometimes see above the water footprints in the rock surface.
Birds evolved from a type of
theropod dinosaur. is its dorsal fin.
Glossary 171
fossilization (n.) — the process of gong (n.) — a circular piece of hashtag (n.) — a word or phrase
becoming a fossil: Fossilization metal that makes a booming, that starts with the symbol
takes thousands or millions of bell-like sound when hit with a # and briefly shows what a
years. padded stick or hammer: They message (such as a tweet)
fossilize (v.) — to become a fossil: sounded a gong to call us to is about: You can search
Organisms with soft bodies dinner. for tweets about the FIFA
don’t usually fossilize. gorgeous (adj.) — very beautiful: World Cup with the hashtag
In spring, the garden comes #soccerworldcup.
frustrated (adj.) — feeling
annoyed and upset because alive with gorgeous flowers. (not) have a clue (v.) — to not
you can’t achieve something: gregarious (adj.) — outgoing and understand or not have any
Are you frustrated in your job? extroverted; enjoying other information about: He doesn’t
people’s company: She’s so have a clue about soccer.
fur (n.) — the thick, soft coat
of hair that covers some gregarious, the life of the party. have sound reasoning (v.) — to
mammals: My dog has shiny, habitat (n.) — the place where an employ reason well in order
black fur. animal or plant lives naturally: to make a decision or form an
Clams live in a coastal habitat. opinion: She didn’t have sound
furious (adj.) — extremely angry:
reasoning; I didn’t understand
He was furious when someone harmonious (adj.) — having a
her argument at all.
stole his bike. pleasing and coordinated
arrangement: That’s a have your feet on the ground (v.)
gene (n.) — a part of the cells
harmonious combination of — to be sensible and practical:
of living things containing
colors. She’s intelligent and has her
chemical information
feet on the ground.
that determines which harmoniously (adv.) — with
characteristics an individual harmonious sounds; tunefully: have your head in the clouds
inherits from its parents, such The boys sang together (v.) — to be distracted or
as eye or hair color: Genes are harmoniously. daydreaming; to not know what
made up of DNA. is going on: He never listens in
harmonize (v.) — to combine
class; he has his head in the
get results (v.) — to succeed or musical notes that sound right
clouds!
achieve goals: He is a really and pleasing together: They
good teacher who knows how harmonize well together. heart (n.) — the organ in the
to get results. chest that pumps blood around
harmony (n.) — a pleasing
the body: The heart is divided
gill (n.) — an organ that allows combination of musical notes:
into four parts called chambers.
fish and some other aquatic The choir sang in perfect
animals to obtain oxygen from harmony. heavy metal (n.) — a type of
water: Fish have gills instead of loud, rock music with a strong
harp (n.) — a large musical
lungs. beat dealing with violent or
instrument with strings and
fantastic themes: Heavy metal
glockenspiel (n.) — a percussion a triangular frame: The harp
developed in the 1970s.
instrument with a line of is one of the oldest musical
flat metal bars of different instruments in the world. hideous (adj.) — horribly ugly: A
sizes that are hit with special hideous monster.
hammers: The glockenspiel is
like a marimba.
172 Glossary
high-rise (adj.) — (of a building) illegible (adj.) — not clear inaccurate (adj.) — not accurate
having many floors: We live in a enough to read or very hard to or precise: These scales are
high-rise apartment building. read: The old letter had faded inaccurate, so they don’t show
hilarious (adj.) — extremely so badly that the handwriting your correct weight.
funny: The movie was was illegible. inactive (adj.) — at rest; lazy or
hilarious—I almost fell off my illogical (adj.) — not logical idle: There’s a lot of work to
chair laughing. or according to reason: It’s do so we can’t afford to be
hip-hop (n.) — rap music, with illogical to say you love animals inactive.
words that are spoken not but don’t like cats. inadequate (adj.) — not good
sung: Hip-hop often addresses imagination (n.) — the action enough or not suitable: This
problems in society. of forming mental pictures little stove is inadequate for
hoof (n.) — (pl. hooves) the hard or ideas of things that are heating a large room.
covering on the feet of some not physically present: In my incapable (adj.) — not having the
animals, including horses imagination, I was swimming ability to do something: When
and cattle: A blacksmith nails among dolphins. a baby is born, it’s incapable of
horseshoes to a horse’s hooves imperial (adj.) — having to do walking.
to protect them. with an empire or its rulers: The incorrect (adj.) — not right; wrong:
horn (n.) — a hard, hollow, imperial guard accompanied To say that two plus two equals
pointed growth, usually one of the emperor and empress as five is incorrect.
a pair, on the head of animals they rode through the streets in
increase your attention span
including cattle, sheep and the carriage.
(v.) — to become able to
rhinos: Some animals use their implant (n.) — a device with a concentrate for longer through
horns to defend themselves. specific function that is inserted practice or exercise: She
hour (n.) — a period equal to sixty into the body: My grandmother increased her attention span
minutes: I’ll be there in an hour. has dental implants. by doing five minutes of mental
huge (adj.) — extremely large: An implant (v.) — to insert a device exercises every day.
aircraft carrier is a huge ship. into the body by surgery: The information (n.) — facts about
name and address of the dog’s a situation, a person or an
human-like (adj.) — having the
owner is stored on a microchip event: The police are asking for
nature or appearance of a
and implanted in its body. information about the crime.
human: Our teacher is actually
a human-like robot. impossible (adj.) — not possible: insecure (adj.) — not sure or
It’s impossible to beat you at confident; uncertain: She was
humanoid (adj.) — resembling a
chess! very insecure on her first day in
human: Cryptid creatures such
as the yeti and bigfoot have in tune (adj., adv.) — singing or the new school.
humanoid characteristics. playing notes with the correct instruction (n.) — a direction or
pitch: The guitar is in tune. order, or the act of showing
illegal (adj.) — against the law:
It’s illegal to park your car on in your mind’s eye (adj., adv.) — someone how to do something:
our street during the day. as an image in your The coach’s instruction on how
imagination: I can see the to kick a ball was very helpful.
beach we went to in summer in
my mind’s eye.
Glossary 173
instrument (n.) — something Latin (n.) — a musical style from make up your mind (v.) — to
that can be played to produce Spanish and Portuguese- decide: I haven’t made up
musical sounds: The piano is speaking areas of the world: my mind what to do for my
my favorite instrument. Salsa, merengue and tango are birthday.
instrumental (adj.) — of a all types of Latin music. mass-produced (adj.) —
kind of music involving only leap year (n.) — a year of 366 manufactured in very large
instruments and no singing: days when February has 29 quantities by machines: Mass-
They played instrumental music days instead of 28: Leap years produced goods are usually
at the school dance. fall every four years. made on an assembly line.
introverted (adj.) — shy and like a post (v.) — to click a button melodic (adj.) — relating to the
tending to focus on own in order to show approval of melody of a piece of music:
thoughts and feelings: She a post on social media: Thirty The Beatles made very melodic
became introverted and people liked my post about music.
depressed after the accident. what I ate for breakfast! melodically (adv.) — with a
invade (v.) — to enter a liver (n.) — a large organ in the good melody: The birds sang
community or region in order to body of vertebrate animals melodically.
control it: The army invaded the that detoxifies the blood and melodious (adj.) — tuneful or
city using tanks. produces bile and proteins: pleasing to the ear: She has a
irrational (adj.) — not rational or The liver is the largest internal very melodious voice.
logical; not sensible: He has an organ.
melody (n.) — a sequence of
irrational fear of the dark and lung (n.) — one of a pair of musical notes that make up a
has to keep a light on all night. organs that allows terrestrial tune: A lot of pop songs have
irregular (adj.) — going against animals to take in oxygen from memorable melodies.
the rules or normal situation; the air and remove carbon
memorize (v.) — to fix in the
asymmetrical or uneven: It’s dioxide from the body: Your left
memory; to learn by heart:
most irregular to shout and run lung is slightly smaller than your
I memorized my lines for the
around in a church. right lung.
school play.
jazz (n.) — a style of music with machine (n.) — a device made
millennium (n.) — a period
a strong rhythm that musicians of different parts and used to
of 1,000 years: My parents
often improvise as they play: do a particular job: A vacuum
celebrated the new millennium
Jazz was first played by cleaner is a machine that sucks
in Bali.
African-Americans in the early up dust from carpets.
minute (n.) — a period of sixty
1900s. make a connection (v.) — to
seconds: It takes three minutes
kidney (n.) — either of two realize two concepts are
to boil an egg.
organs located in the lower related in some way: I knew
they had the same last missile (n.) — a weapon
abdomen that remove waste
name, but I didn’t make the propelled or thrown through
from the blood and pass it to
connection that they were the air at a target: The city was
the bladder as urine: Animal
siblings. attacked with missiles all night.
kidneys are sometimes eaten
as food. make plans (v.) — to arrange to
do something: I haven’t made
plans for the weekend yet.
174 Glossary
monarch (n.) — a queen or king mutate (v.) — (of a gene) to nervous (adj.) — not relaxed or
of a country or empire: The change by chance and create confident; worried about harm
ruling monarch of Great Britain a new characteristic in a plant or failure: Gail always feels
is Queen Elizabeth II. or animal: The virus mutates nervous when she travels on an
monarchy (n.) — a system of every generation. airplane.
government under which a mutation (n.) — an accidental note (n.) — a single musical
king or queen rules: Many change in a gene of an sound, or a symbol
monarchies have been organism that produces a representing that sound: She
overthrown by popular change in a characteristic from played a few notes on the
revolutions. one generation to the next: piano.
month (n.) — any of the twelve Mutations sometimes lead to oboe (n.) — a long tube-shaped
parts of a year: She was born in beneficial characteristics that woodwind instrument that
the month of March. improve an organism’s chances makes high-pitched sounds:
of survival. The oboe first appeared in the
motivation (n.) — the reason for
doing something or the desire mysterious (adj.) — hard mid-seventeenth century.
to do it: Exams give some or impossible to explain off pitch (adj., adv.) — slightly
students motivation to learn. or understand: We heard above or below the correct
mysterious noises coming from note: He sang a little off pitch
muscle (n.) — one of many
the basement. on that last song.
tissues in the body that can
contract and relax, allowing nanorobot (n.) — an extremely on pitch (adj., adv.) — hitting the
movement: It takes seventeen small robot, the size of right note: Her singing was on
muscles for us to smile and a molecule: The team is pitch throughout the song.
forty-three muscles to frown. developing nanorobots to
open (adj.) — honest; not trying to
unblock clogged arteries.
musical (adj.) — having to do keep things secret: Brad is very
with or producing music: A natural selection (n.) — the open about his weaknesses.
piano and drums are musical process by which plants
opera (n.) — a dramatic work
instruments. and animals with favorable
sung to music: Performers in an
characteristics are more likely
musically (adv.) — in a way opera must be able to act as
to reproduce and pass them on:
that is related to music or well as sing.
Natural selection is a central
pleasing to listen to: She spoke opinionated (adj.) — holding
concept of evolution.
musically, with a soft accent. strong opinions and expressing
needy (adj.) — wanting too much
musician (n.) — someone who them often: Jessica is clever but
attention: Our dog is very
plays a musical instrument, opinionated.
needy and insecure.
sings or composes music, out of tune (adj., adv.) — singing
especially as a job: My favorite nerve (n.) — a fiber through which
or playing notes with the wrong
books are biographies of messages pass back and forth
pitch: The guitar is out of tune.
musicians. from the brain and spinal cord
to other parts of the body: The participation (n.) — the act of
sciatic nerve is the longest taking part in an activity: His
nerve in the body. participation in the game was
cut short when he got hurt.
Glossary 175
paw (n.) — the foot of an animal presentation (n.) — a record (v.) — to capture sound
that has nails or claws, such demonstration or talk to and create a permanent format
as a dog, bear or lion: The cat introduce something new: The for reproduction: They recorded
injured its paw and now has awards presentation takes their new album in Los Angeles.
trouble walking. place in the auditorium. refugee (n.) — a person who
perform (v.) — to act in a program (n.) — a series of has left his or her own country
play, play music, sing or do instructions that makes a because of war or persecution
something else that requires computer perform a task: to look for safety elsewhere:
artistic skill in front of an Our teacher designed a During World War II, many
audience: When I performed computer program to check our refugees from Europe went to
in the school play this year, it homework. the Americas.
was my first time in front of an program (v.) — to write a series reggae (n.) — a style of pop
audience. of instructions that make a music from Jamaica: Bob
piccolo (n.) — a small flute that computer perform a task: He Marley helped to popularize
plays one octave higher than a programmed the computer to reggae music.
standard flute: Marching bands turn off at midnight. relaxed (adj.) — calm and not
often use a piccolo. prototype (n.) — the first version stressed: Jill came back from
pitch (n.) — the high or low level of an invention or innovation vacation looking very relaxed.
of a musical note: The judge of from which all later versions remote-controlled (adj.) —
the song contest said her pitch are developed: He tested the control of a system by
was perfect. prototype of the airplane. electronic or mechanical
plan (v.) —to arrange to do punk (n.) — a loud and means from a distance: Jude
something or work out how to aggressive form of music that got a remote-controlled
do something in advance: They became popular in the late airplane for his birthday.
carefully planned where they 1970s: I grew up listening to report (v.) — to give a formal
would go on their honeymoon. punk. description or account about
play (v.) — to cause a musical reach a conclusion (v.) — to something: The government
instrument to make sounds: make a decision or form an reported that the economy was
She plays the trumpet. opinion about something as a improving.
pop (n.) — modern, commercially result of reasoning: We had a republic (n.) — a system of
popular music: Pop songs make long meeting but didn’t reach elected government whereby
me happy! any conclusions. citizens vote for people to
post a status update (v.) — to rebel (n.) — someone who acts represent them and manage
publish news or thoughts on a against authority: The rebels the country: A republic has a
social media website or app: attacked the capital city and president as its head rather
He never posts a status update; took over the government. than a king or queen.
who knows what he’s up to! rebel (v.) — to refuse to obey research (v.) — to investigate
practice (v.) — to do something authority: The class rebelled a topic: We researched the
many times to become good at against the teacher. history of airplanes in the
it: I need to practice the piano library.
more often.
176 Glossary
review (v.) — to examine or self-driving (adj.) — referring to a skeleton (n.) — the structure of
assess something; to read vehicle that can drive itself: A bones, ligaments and cartilage
study notes again: I reviewed self-driving car must be able to that supports the body
my exam before handing it in. react to other traffic. and protects the organs of
revolution (n.) — the replacement self-sufficient (adj.) — able to vertebrates: The skeleton of an
of a government or an provide for own needs without adult human has 206 bones.
individual ruler, often with the depending on others: You must skin (n.) — the surface covering
use of violence: The country is be self-sufficient if you live in of an animal’s body: The skin is
on its way to a revolution. the wilderness. the largest organ of the human
rhythm (n.) — regular, repeated set goals (v.) — to decide upon body.
movements or sounds: At things that you want to achieve snout (n.) — the part of an
the concert, the whole crowd in the future: The teacher set animal’s head that juts forward
moved to the rhythm of the goals for the whole class. and includes the nose, mouth
music. share content (v.) — to put and jaws: A sea lion can
rock (n.) — a type of music that something on social media so balance a ball on its snout.
grew out of rock ‘n’ roll in the that other people can see it: sociable (adj.) — friendly,
1960s: Rock music can range Social media makes it easy to enjoying the company of
from gentle ballads to loud, share content with friends. others: Victoria is very sociable
energetic music. sharpen your memory (v.) — and goes to a lot of parties.
saxophone (n.) — a musical to improve your ability to solve by trial and error (v.) — to
instrument with a curved brass remember things: Logic puzzles experiment with methods of
body and keys: The saxophone sharpen your memory. doing something in order to find
is named after its inventor, shell (n.) — the hard, protective the correct one: I solved the
Adolphe Sax. covering of eggs, animals and math problem by trial and error.
scale (n.) — each of the small, nuts: Cowrie shells were once soul (n.) — a melancholy type of
thin plates protecting the skin used as currency. African-American music with
of fish, reptiles and a few other siege (n.) — a military operation songs about strong emotions: I
animals: The scales of reptiles in which an enemy force like soul music from the 1960s
are thicker than the scales of surrounds a community and the best.
fish. cuts off its supplies to force it to spine (n.) — the column of
scheme (n.) — a plan of action: surrender: The siege of Troy by vertebrae that runs from the
Jess has a scheme to raise the Greeks lasted ten years. skull down the back: The spine
money to buy a digital camera. sing (v.) — to produce musical supports the body and protects
second (n.) — a short period of sounds or words with the voice: the spinal cord.
time: There are sixty seconds in When the cake was brought in, starving (adj.) — very hungry:
a minute. we all sang “Happy Birthday.” I need to eat something. I’m
secretive (adj.) — tending to completely starving.
have secrets or to keep
things hidden: He’s been very
secretive about his plans for
the new business.
Glossary 177
stomach (n.) — a muscular bag- tag someone in a post (v.) — to terrorism (n.) — the use or threat
like organ that receives food create a link to someone’s of violence, especially against
after it has been swallowed profile so they receive a civilians, for a political goal:
and starts to digest it: My notification of your post: Jenny The bomb explosion was one
stomach hurts after eating that always tags me in her posts, of the worst acts of terrorism in
second donut. even if they have nothing to do recent memory.
study (v.) — to learn by reading, with me. terrorist (n.) — a person who
thinking and gathering tail (n.) — a body part, often long uses or threatens violence,
information about something or and slender, that sticks out at especially against civilians, for
by examining it closely: In our the back of an animal and can a political goal: Many terrorists
history class, we studied the move freely: The monkey used have been killed by their own
Revolutionary War. its tail to swing through the bombs.
stylish (adj.) — in a popular trees. test (v.) — to give a test or check:
current style; fashionable: take a selfie (v.) — to take a The doctor tested Susan’s
That’s a very stylish outfit you photograph of yourself with a blood to find out why she felt
are wearing. cell phone: She took a lot of sick.
succeed (v.) — to achieve a goal selfies at the beach and posted think (something) through (v.) —
or do well: I succeeded in them on Instagram. to consider the results of a
saving enough money to buy take pride (in something) (v.) — tentative action: We should
the bike I wanted. to have a good feeling about think it through before we
suggestion (n.) — an idea or a something you do or achieve: actually do it.
plan for consideration: We’re I take pride in my cooking. think on your feet (v.) — to
going to paint the classroom. talon (n.) — the sharp claw of an consider how to do something
Any suggestions for the new eagle or other bird of prey: The while doing it: You need to
color? eagle grabbed the rabbit in its think on your feet if you are to
surrender (v.) — to give up in a talons and flew off. succeed at your new job.
fight or struggle: In 1945, Japan target (n.) — a goal or an aim: think outside the box (v.) — to
surrendered to the USA to end Their target for the charity drive consider unusual solutions: We
World War II. is to raise at least $100,000. really need to think outside the
survival (n.) — the act of tempo (n.) — the speed at which box to solve this problem.
continuing to be alive, music is played: I like music three-dimensional (adj.) —
especially in difficult with a fast tempo, like punk. having or appearing to have
circumstances: My uncle is an tentacle (n.) — one of the long three dimensions (length,
expert on wilderness survival. appendages of octopuses and width and height): The drawing
survive (v.) — to continue to exist other animals: Many tentacles looked three-dimensional.
or live, especially in difficult hang down from the body of a tiny (adj.) — very small: Dad gets
circumstances: The dinosaurs jellyfish. upset when there is even a tiny
didn’t survive the impact of a terrified (adj.) — very scared: I’m speck of dirt on his car.
huge meteor sixty-five million terrified of spiders.
years ago.
178 Glossary
treaty (n.) — a formal written tunelessly (adv.) — with the variety (n.) — the fact of being
agreement between countries: incorrect pitch or out of tune: different: Fossils suggest much
The Versailles Treaty was The dog howled tunelessly. larger varieties of cheetahs
signed to end World War I. tusk (n.) — a long, pointed once stalked the planet.
trombone (n.) — a large, brass tooth on either side of the vein (n.) — a blood vessel that
musical instrument whose pitch mouth of some animals such carries blood from the body to
is changed by moving a tube as elephants, wild boar the heart: The blood in veins is
up and down a U-shaped slide: and walruses: The tusks of darker than the blood in arteries
She played trombone in the elephants are made of ivory. because it carries less oxygen.
local brass band. tyrant (n.) — a person in violin (n.) — a four-string
trumpet (n.) — a brass instrument power who uses cruelty and instrument played with a bow:
with a long tube and a funnel- oppression to rule: The general The violin is one of the principal
shaped end: Miles Davis is one was a tyrant who ordered the instruments in an orchestra.
of the greatest trumpet players torture of his enemies. war (n.) — an armed conflict
of all time. unmusical (adj.) — not pleasing between countries or between
trunk (n.) — the long nose of an to listen to; not expert at different groups within a
elephant: Elephants use their making music: An unmusical country: The American Civil
trunks to pass food and water person can still enjoy music. War lasted for four years.
to their mouths. upload a file (v.) — to transfer a week (n.) — a period of seven
tune (n.) — a sequence of file from an electronic device days: I’m going on vacation for
musical notes, often repeated, to a computer network or the two weeks.
that make a melody easy to Internet: She uploaded the files whisker (n.) — a long, stiff hair
remember: Dad hummed a tune from her camera to her laptop. that grows on the face of some
from his favorite opera. use lateral thinking (v.) — to mammals: A cat’s whiskers are
tune (v.) — to adjust a musical approach a problem from an very sensitive, and they help it
instrument so that it plays the unusual perspective in order to feel its way around in the dark.
correct pitch or key: It takes an solve it: We need to use lateral witty (adj.) — amusing in a clever
expert to tune a piano. thinking to solve this logic way: The comedian is well-
tuneful (adj.) — pleasing to listen puzzle. known for his witty comments.
to: The bagpipes aren’t a very use your head (v.) — think work (something) out (v.) — to
tuneful instrument. carefully about what you are come to a conclusion or solve:
tunefully (adv.) — with the doing: Why didn’t you use your I can’t work out where I left my
correct pitch or in tune: My dad head and take an umbrella? wallet.
whistled tunefully as he mowed variation (n.) — something world-changing (adj.) — causing
the lawn. that is slightly different from an impact on the whole world:
tuneless (adj.) — not pleasing to usual, especially a slightly The French Revolution was a
listen to: My sister’s tuneless different characteristic among world-changing event.
singing in the shower annoys organisms of the same species:
year (n.) — a period of twelve
me. Variations among offspring are
months: There are 365 days in
often produced by mutations.
a year.
Glossary 179
1 Are these sentences true or false? Mark ( or ).
1 Max was listening to country music on his headphones.
2 Trixie liked the music that Maddie was listening to.
3 Maddie, Trixie and Lee have been preparing for a music video contest.
4 Max used to play the piano when he was younger.
2 Who said the following sentences?

1 It makes me feel mellow. And it’s easy to play.
2 Hip-hop is energizing. It helps me concentrate.
3 Music is not scientific. It’s therapeutic.
4 Why can’t I get this? The melody makes me feel sad.
3 Answer the questions.

1 What does Trixie think about hip-hop music?
2 Why are Maddie and Lee feeling stressed about the contest?
3 Why didn’t Lee like the classical orchestra sound?
4 How did Lee and Maddie solve their problem in the end?
4 Number the events in order to make a summary.

a Max says that he’ll enter the music contest on his own.
b Trixie is thrilled because they won the video contest.
c Trixie arrived and asked what they were listening to.
d Max, Maddie and Lee were listening to some music.
e Max is upset because they didn’t tell him about the contest.
f The three friends decide to write and perform together.
g Maddie and Lee have problems writing their new song.
h Trixie reminded Maddie and Lee about the video contest.
A1 Video Worksheet Compass 5 D.R. © Richmond Publishing, S.A. de C.V., 2018 Photocopiable
1 What kind of questions are they? Write S (subject) or O (object).
1 What song is Max playing on the guitar?
2 Who bought the tickets for the concert?
3 Which singers do your friends like the most?
4 Whose videos do you watch on the Internet?
5 What happened during the band’s world tour?
2 Circle the correct options and then mark () the object questions.
1 Who interviewed / did interview Rihanna on TV?
2 Which awards did Taylor Swift won / win last year?
3 Whose / Who phone is on the table in the kitchen?
4 What you do / do you think about Kanye’s new song?
3 Complete the questions about the underlined words.

1 Sam play? Sam plays the guitar.
2 really well? Lisa sings really well.
3 Kim use? Kim used Ali’s tablet.
4 Vania like? Vania likes Lorde.
4 Write a subject question and an object question for each sentence.

1 Paolo won a singing contest.
2 That album broke a world record.
3 The guitar player surprised the audience.
4 The band played a marching song.
Compass 5 D.R. © Richmond Publishing, S.A. de C.V., 2018 Photocopiable Grammar Worksheet 1 A2
1 Match the two halves of the indirect questions.
1 Can you tell me what… a bought your guitar.
2 Do you know if Sam… b much a piano costs?
3 I was wondering where you… c time the movie starts?
4 Do you have any idea how… d why you did that?
5 Would you mind telling me… e will be at the party?
2 Circle the correct options.

1 Do you have any idea … angry with me?
a why Tom was b why was Tom c Tom was why
2 I was wondering … help me with my homework.
a can you to b do you can c if you can
3 Do you know when … out of class?
a will Amy be b Amy will be c will be Amy
4 Can you tell me … at the concert last night?
a who you saw b did you see c who see you
3 Complete the indirect questions.

1 When do I have to hand in my homework?
Would you mind telling me ?
2 Where is the nearest music store?
Do you know ?
3 Why did you sign up for trombone lessons?
Can you tell me ?
4 Who decided to cancel the rehearsal?
We were wondering .
5 How long does it take to write a symphony?
Do you have any idea ?
4 Think of three indirect questions to ask your favorite pop star.
A3 Grammar Worksheet 2 Compass 5 D.R. © Richmond Publishing, S.A. de C.V., 2018 Photocopiable
1 Choose the correct answers.
1 Trixie … recorded on camera
a doesn’t like being b has never been c enjoys being
2 Lee tells Trixie that she should not…
a use their computer. b touch the cameras. c use her new phone.
3 Max says that Maddie will dress up as…
a a medieval writer. b a mad scientist. c a mathematician.

1 Nicholas Flamel was a real person.
2 The costume shop is owned by Trixie.
3 Flamel wrote a book about immortality.
4 Trixie knew the camera was recording her.
3 Answer the questions. Give reasons.

1 Do you believe Flamel invented an elixir of immortality? Does Maddie?
2 Why does Trixie avoid being interviewed on camera?
3 Does Lee want to be immortal? Is he being serious?
4 Why does Trixie leave quickly and apologize later?
4 Complete the synopsis of the episode.
address born caught expert nap picking promised talking
Maddie and Natalia were (1) about Nicholas Flamel. He was (2)
in medieval times and became an (3) on immortality. Trixie gave Max and Lee the
(4) of a costume shop and (5) she wouldn’t touch the cameras.
While the boys were (6) up the costumes, Trixie had a (7) .
Afterward, she left in a hurry, but everything that happened was (8) on video.
Compass 5 D.R. © Richmond Publishing, S.A. de C.V., 2018 Photocopiable Video Worksheet A4
1 Choose the correct options.
1 An amazing treasure was / have been buried with King Tutankhamun.
2 His tomb was discover / discovered almost completely intact in 1922.
3 It is the most complete ancient Egyptian royal tomb that
has ever been / is ever found.
4 His death mask is kept / keeps in the Museum of Egyptian Antiquities.
5 Two mummies in the museum destroyed / were destroyed during the Egyptian
Revolution in 2011 and around fifty objects were lost / lost.
2 Unscramble the passive sentences.

1 tests / been / English / not / our / yet / corrected / have
2 was / by / short / Carlos Fuentes / this / written / story
3 already / ancient / has / temple / that / restored / been
4 statues / were / those / by / not / modern / made / hand
3 Rewrite the sentences with passive verbs.

1 They make blue jeans with cotton fiber.
Blue .
2 Professional artists didn’t design those posters.
Those .
3 They have found many fossils in that valley.
Many .
4 The ancient Greeks didn’t build that temple.
That .
5 They don’t make mummies anymore.
Mummies .
1 Are the sentences active or passive? Write (P or A).
1 We might be allowed to stay up late on Saturday.
2 Our teacher will ask some of us to clean the classroom.
3 Those books must be returned to the library tomorrow.
4 My bike might not be fixed by the weekend.
5 Robot pets may administer medicine to sick people.
2 Circle the errors and rewrite the sentences.

1 In the future, people’s homes will to be built with plastic.
2 All our energy could produces by much cleaner alternatives.
3 Climate change might stopped if we reduce greenhouse gases.
4 One day everyone’s food may growing in enormous laboratories.
3 Write predictions with passive modals. Use will, may, might or could.
1 2 3 4
pots / make / a colony / build / cars / control / movies / download /

by 3D printers on the moon by computers to your brain
1 .
2 .
3 .
4 .
1 Tortoises are warm-blooded.
2 Some giant tortoises can live for more than a hundred years.
3 Lonesome George was the last domed tortoise on Pinta Island.
4 Saddleback tortoises have longer necks than domed tortoises.
2 Answer the questions.

1 How many kilograms can giant tortoises weigh?
2 Which are larger: domed or saddleback tortoises?
3 What year did Lonesome George die? How old was he?
4 What is the environment like on Pinta Island?
5 Where do domed tortoise like to relax and sleep?
3 Discuss the questions. Give reasons.

1 How active are giant tortoises? Why is this a good adaptation?
2 Why do giant tortoises sunbathe or sleep in warm mud at night?
3 How have saddleback tortoises evolved to live in a drier climate?
4 Why do domed tortoises have shorter necks and rounded shells? Why do they grow larger?
4 Complete the fact file about Galapagos tortoises.
cold-blooded drought humped metabolism natural rainfall rounded temperature
Giant tortoises are (1) animals, which means they cannot control their body (2) .
They have a very slow (3) , so they can go without eating for a long time. Giant tortoises can
also store large amounts of water to survive periods of (4) . Domed tortoises have lower
(5) shells, while saddleback tortoises have higher (6) shells. These
adaptations can be explained by differences in their (7) habitats, such as average
temperature, annual (8) and local vegetation.
A7 Video Worksheet Compass 5 D.R. © Richmond Publishing, S.A. de C.V., 2018 Photocopiable
1 Circle the correct options.
1 Elephants are so / such big animals!
2 Wow! There are so / such many zebras in that herd!
3 Hyenas have so / such a strong bite that they can crush giraffe bones.
4 Do you know why giraffes have so / such a long neck?
A Match the photos with the sentences.

a b c d
2 Complete the responses with so or such and the words.

1 A: Did you know ants can lift fifty times their weight?
B: Wow! They’re ! (strong)
2 A: Spider monkeys can climb even the tallest trees.
B: They’re ! (good climbers)
3 A: Cheetahs can run more than 100 kilometers an hour.
B: Really? That’s ! (fast)
4 A: Some species of rhinoceros are almost extinct.
B: Oh, no! That’s ! (a shame)
3 Write sentences with so or such and result clauses.

1 I was so yesterday that
2 Last Saturday was such a day that
3 My friends and I felt so that
4 That was such a movie that
1 Match the two parts.
1 The book that I read… a that they found in the cave.
2 We donated some clothes… b contains a lot of nutrients.
3 Those are the fossils… c that we don’t wear anymore.
4 The pollen that bees collect… d was all about dinosaurs.
5 Nectar is a sweet liquid… e that we watched last night.
6 I really enjoyed the movie… f that bees get from flowers.
A Mark () sentences with relative clauses that describe subjects.

2 Choose the correct options.
1 Those shoes … were too small, so I took them back.
a where I bought b that I bought c what I bought
2 We liked the part of the museum … a display about ancient people.
a what they had b that they had c where there was
3 The elephants … at the zoo were African elephants.
a that we saw b where we saw c that be seen
4 An egret is a type of … a long neck and beak.
a bird it has b birds they have c bird that has
3 Rewrite the sentences. Use relative clauses with that.

1 Moles have large, strong paws. (they use to dig tunnels)
2 The folktale was about how the owl got its hoot. (we read in class)
3 Polar bears have black skin. (absorbs heat from the sun)
4 The strangest animal was the platypus. (we saw at the zoo)
Track 28 The silent mourners in the crowd knew his music, but I
Host: Where did you record the new album? Who wrote the knew the man. I was a nineteen-year-old law student and
lyrics? amateur violinist when we met, but I’d adored his music all
Roadie: Huh? my life. Can you imagine meeting your idol, then working
Host: Who composed the music? for him, even living in his home? This is what I did as his
Roadie: Um… assistant and secretary.
Host: What instruments do you play? But we never became friends. Beethoven was isolated,
Roadie: Ahh… I’m just the driver. Did you want to talk to unhappy, moody, private. I always thought he was like a crab:
him? you could never break into his invisible shell and he could
never break out. As for his deafness, he insisted that I keep
Track 29 it secret. It’s only now that I realize how much suffering it
Teacher: OK, let’s check the answers. Question number caused him. Last night, his former pupil Ferdinand Ries told
one: which movie features the song “Let It Go”? Um… Lily. me, “I remember one glorious spring morning, Beethoven
Lily: Frozen, miss. decided we should go for a walk instead of studying. While
Teacher: Correct! I love that song. Number two: where does out, I heard a shepherd playing his flute—it sounded as pure
Adele come from? Joseph? and as beautiful as water in a mountain stream. I called
Joseph: Canada? Beethoven’s attention to it, but he looked puzzled, asking,
Teacher: I’m afraid not. She’s from the UK; London, I ‘Who is playing? What instrument is it?’ He couldn’t hear a
think. Question three: who composed The Four Seasons? single note. He was so distressed, Anton, so upset… I told
Anybody? him it was just my imagination. But it wasn’t true.”
Chloe: Was it Vivaldi, miss? Can a blind painter paint? Of course not. But Beethoven,
Teacher: Well done! Last one: which TV series did Ariana the man who couldn’t hear anymore, composed one
Grande appear in? Noah? masterpiece after another, filling the world with astonishing
Noah: Um… I think it was… iCarly. sounds.
Teacher: Well done, Noah. I remember the first time I heard his music. I was only
eight or nine, but it was like an explosion in my head. New
Track 30 thoughts and emotions surged through me—love, fear,
1 Extract from Beethoven’s 6th Symphony excitement, joy—it was a revelation. His music shaped my
2 Extract from Beethoven’s 5th Symphony boyish brain, making me a better person. But when I think of
3 Extract from Beethoven’s Moonlight sonata Beethoven’s boyhood… His first music teacher was his father,
4 Extract from Beethoven’s Für Elise a violent, ambitious monster. He bullied his son, flogged him,
locked him in a cellar. How could Beethoven’s genius survive
Track 31 such a terrible beginning? How could he suffer through that
“Sounds in the Silence” and still create such beauty?
I turn up the collar of my coat as a chill wind cuts through I can feel a folded letter inside my coat pocket. I found
the air. it this morning hidden among his papers, a letter he had
It is March 29, 1827. Some twenty thousand people are written to himself when he was a young man. I take it out
shuffling through the streets of Vienna to the cemetery. At and read it again as the procession approaches the gates of
the head of this great column, barely visible above the heads the cemetery. “I was passionate, enthusiastic, lively. I enjoyed
and hats, I catch a glimpse of the shining black coffin. That is company. But I was forced to hide myself, to live in loneliness.
where he lies, my master. It seems impossible, unthinkable. My hearing was bad, and getting worse, but how could I ask
Ludwig van Beethoven… dead. The greatest composer who people to come closer, to speak louder, to shout? How could
has ever lived, gone at the age of only fifty-seven. How much I confess I was deaf, that I was imperfect in the one sense in
music did he still have to give? which I should have been perfect?”
A10
Music gave his life meaning and helped him endure his is: strong, weak, weak, strong, weak, weak. Each genre of music
suffering. That pain only increased as he got older, even as has a different pattern of strong and weak beats, and we can
he was creating his greatest works: the piano sonatas, string easily identify some genres just from the meter.
quartets and mighty symphonies. OK, the third element of music that we’re going to look
I was in the candlelit theater when he conducted his last at is tempo. Tempo is how fast or slow music is. The tempo
great symphony, the ninth. It was the greatest moment of my of a song can make us feel different emotions. Our lives are
life. That evening I became one with him, the performers, accompanied by our heartbeat. Music with a slow tempo
the audience and the music. We were one beating heart, slows down our heartbeat and our breathing, so it has a
rising and falling to the rhythms and sounds that vibrated relaxing effect. Faster music has the opposite effect: it speeds
through the air, lifting us from our isolation into universal up our heartbeat and our breathing, which is exciting and
communion. At the end of the symphony, we heard the “Ode may even have health benefits.
to Joy,” which says: “All men will become brothers.” It was Our final element of music is pitch. We can all tell
true! Men and women, young and old, each and every one of immediately when a singer can’t sing; in other words, when
us joined in his music. they sing out of tune, or off pitch. A good singer, on the other
When the last notes had died away, the audience rose as hand, sings in tune, or on pitch. Pitch is about high notes, “la-
one, clapping and cheering. I was crying tears of happiness. la-la-la” and low notes “la-la-la-la.” Instruments with a high
But Beethoven, facing away from us, did not turn. He couldn’t pitch include the flute and the violin. Instruments with a low
hear our applause or feel our love. pitch include the double bass and the tuba.
We have stopped outside the cemetery. Who is speaking? So here are these four basic elements again. Rhythm is the
It is Heinrich Anschutz, the actor, and he is reading a funeral pattern of long and short notes. Meter is the pattern of strong
prayer. “He was an artist and a man,” he says, “a man in the and weak beats. Tempo is the speed of music. And pitch is
highest sense of the word.” how high or low a note is.
The man has gone. But the artist, and his art, will live
forever. Track 33
Track 32 The muffin man, the muffin man?
Music exists in all cultures. And all music has several Do you know the muffin man,
elements in common. Today, we’re going to learn about four Who lives on Drury Lane?
basic elements of music: rhythm, meter, tempo and pitch. Yes, I know the muffin man,
Rhythm is probably the most basic element of music. Put The muffin man, the muffin man.
simply, rhythm is the pattern of long notes and short notes in a Yes, I know the muffin man,
song. Think of the children’s song “Row, row, row your boat.” Who lives on Drury Lane.
Listen: “Row, row, row your boat.” The rhythm of the first
line consists of two long notes, one medium note, one short Track 34
note and another long note. Listen again: “Row, row, row Ladies and gentlemen, one and all,
your boat.” The second line “gently down the stream” has this Leave your homes and come to the hall.
pattern of notes: medium, short, medium, short, very long Open the doors and turn on the lights!
“gently down the stream.” Tap along with the song: “Row, row, The classical orchestra’s playing tonight!
row your boat, gently down the stream.” So that’s rhythm.
The second element is meter. Now, when you dance, you Let me introduce the violin,
feel some beats more strongly: these are the stressed beats. Her notes can sound so high and thin.
Think about the lullaby “Rock-a-Bye Baby.” Listen to the Near her growls the double bass
stressed beats: “Rock-a-bye baby, on the treetop.” Which beats With deep dark notes from outer space.
were stronger? Listen again: “Rock-a-bye baby, on the treetop.” In between, so calm and mellow,
Did you hear? This song stresses every third beat, so the meter Sits the warm and lovely cello.
A11 Transcripts
Now meet the gang who puff and blow: 3 Opus 11, Number 5, Luigi Boccherini
The oboe, flute and piccolo. 4 The Flight of the Bumblebee, Nikolai Rimsky-Korsakov
Next the trumpet, bold and bright, 5 Eine Kleine Nachtmusik, Wolfgang Amadeus Mozart
Who gives the clarinet such a fright.
The saxophone can honk and moan, Track 38
But nothing makes a noise like a big trombone! Presenter: Some plants and animals—even humans—live
a very long time. One lobster found off the Newfoundland
Up at the back with a rum, pum, pum coast was thought to be 130 years old. And a little quahog
Beats the noisy, banging drum. clam found in Iceland was 507 years old. Unfortunately,
Further along there’s the mighty gong the scientists who discovered it accidentally killed it while
Who never gets his loud crash wrong. counting its growth lines! In the plant world, lives get
Can you hear those sounds with an eerie feel? even longer. There’s a bristlecone pine in California that’s
They’re coming from the harp and the glockenspiel! estimated to be 5,065 years old, while in the Mediterranean
Sea there’s a growth of Neptune grass, a type of seaweed,
Ladies and Gentlemen, one and all, that could be 100,000 years old! As for vertebrates, the
Leave your homes and come to the hall. oldest living Greenland shark can live for over 400 years.
Open the doors and turn on the lights! And humans, another type of mammal, can also live a
The classical orchestra’s playing tonight! long time. Frenchwoman Jeanne Calment died in 1997 at
the great old age of 122 years and 164 days. She was born
Track 35 in 1875! But without a doubt, we have a clear winner: the
1 (clarinet) immortal jellyfish alternates between two life stages: first,
2 (double bass) as an immature polyp and then as a mature jellyfish. After
3 (flute) reproducing, the jellyfish becomes an immature polyp
4 (harp) again, and so on, forever! In some ways, this creature is
5 (saxophone) truly immortal: it never dies.
6 (piccolo)
7 (trombone) Track 39
8 (gong) Henry: Look at this elixir for eternal life! It was written in
hieroglyphics.
Track 36 Riya: How is it made?
1 (classical) Henry: Rare spices are dissolved in water. Then two dead
2 (country) flies and some crushed beetles are added. It is boiled for
3 (rock) twelve hours and left for a month.
4 (hip-hop) Riya: Has it been tested on anybody?
5 (jazz) Henry: Not yet. We’re testing it today. Now drink it down
6 (blues) quickly!
7 (folk) Riya: I don’t think it was translated correctly!
8 (dance)
9 (opera) Track 40
10 (reggae) Narrator: “The Immortality Blog,” by Samara
Samara:
Track 37 April 1, 2100
1 Concerto for Two Violins in D Minor, Johann Sebastian Hey, it’s my birthday, the first day of the rest of my life!
Bach And what gift did I get from all my family and friends?
2 Opus 49, Number 4 (Lullaby), Johannes Brahms Immortality! They all got together to buy me the Elixir
Transcripts A12
Immortality Program® (eternal life doesn’t come cheap), and too sad when they die. Plus, I’ve run out of names for them.
this morning I took my first ten pills of the miracle drug! The April 1, 2464
treatment is thirty pills a day for the next 365 days. Boring, I’ve lost count of all the different things I’ve done to
I know, but you have to make some sacrifices if you want to celebrate my special day. Where did I end up again today?
live forever! You guessed it. The New Improved Mars Mall®. As far as I
April 1, 2101 could tell, nothing much had changed, except that now the
®
Yesterday, I took my last batch of Elixir pills. I can’t say I surface of the planet is covered in a red synthetic membrane.
enjoyed the experience. Some of the side effects were awful: So at least the owners have made the planet red at last.
headaches, nausea, insomnia and much worse! But as of April 1, 2509
today, I’m officially immortal and twenty-one forever! It’s This year I got my thirty-seventh divorce. I can’t go
raining outside, but who cares? I have a lot more birthdays to through this again. That was definitely my last marriage! I
come! mean, what’s the point? They never seem to last for more
April 1, 2201 than 100 years. At least you can’t have children after taking
Today I’m 121! I celebrated in the best possible way: a Elixir®.
space walk! The spacecraft was orbiting 300 kilometers above April 1, 2784
Earth’s surface when a hatch opened, and we all stepped out I had a good look in the See the True You® mirror today.
into the void. You cannot believe the sensation of floating in It’s amazing: 684 years after I first took Elixir® and my
that great silent immensity. The world looked so beautiful. I appearance hasn’t changed at all! I’ve only needed a couple
could even see the Great Plastic Garbage Island in the middle of organ transplants in over 500 years, and I still show the
of the Pacific Ocean. It now covers over 25 percent of the same shiny smiling face to the universe. But can you see just a
ocean, and it’s getting bigger every year. hint of boredom behind my eyes? It’s not much, but it’s there.
April 1, 2250 Imagine all those endless, unfolding days and weeks and
I’ve already read nearly every book that has been written years… I feel like I’ve lived for an eon already.
in English from the last 300 years, so now I have to look way April 1, 3000
back into the distant past for new reading material. Have you Another birthday, another millennium. The year keeps
heard of Gulliver’s Travels? It was written by some guy named changing, but the days stay the same. I’ve seen everything,
Jonathan Swift in the eighteenth century, when the average done everything and exhausted all the options in life. But
life span was only around forty-five years. He invented these have you heard? A new living complex has been constructed
people called the struldbrugs who lived incredibly long lives. on Neptune! And I’ve only gone and bought a small
The catch was that they didn’t have eternal youth, so their old apartment there. I know, the climate is unbelievably awful,
age was afflicted by blindness, deafness and all kinds of bodily but at least it isn’t as polluted as Jupiter (these days even
decay. It’s a pity old Swift didn’t know about modern science! its moons are being used as trash satellites). And get this: a
®
Eternal life is so different with Elixir . I just wish I could share year on Neptune lasts the equivalent of 165 Earth years. And
it with my family and friends. what’s the worst thing about immortality? Birthdays! On
April 1, 2300 Neptune, I would only have to eat birthday cake every 60,190
Guess where I’ve been to celebrate my birthday: Mars, the Earth days. What do you think? It’s a no-brainer.
Red Planet! Well, to tell the truth, it’s kind of gray, and dry
and dusty, but that didn’t matter to me. I went to the Mars Track 41
®
Mall , which just has to be the best off-world retail center in Presenter: Everybody wants to live to be a 100, but not all
the solar system. I confess I went on a shopping spree and of us will. Becoming a centenarian is a big event! In the
®
came home with so much stuff! The Elixir brochures never United Kingdom, centenarians are even sent a birthday
mentioned that immortality can be really expensive! message from the Queen herself. So, how can you reach
April 1, 2359 this grand old age? Is there anything you should be doing?
I’ve made a sad resolution today. No more cats! I’ve had We’ve asked ten centenarians for their advice. What do you
nearly thirty now, and I can’t handle it any more. It’s just too, think they said?
A13 Transcripts
Track 42 old age, if you’re ever going to grow old and be happy, you
Presenter: Let’s hear their advice. Margaret is 101. have to keep active. Get outside and do some exercise.
Margaret: Well, if you ask me, exercise is a waste of Who cares if I’m 100? Fresh air, sunshine, exercise—these
time. And I’ve never taken a vitamin pill in my life. The are the things that count. When it’s cold out, I just exercise
important thing is to fall in love. I was married for sixty in my room, at least thirty minutes a day. I always feel a lot
years and all my happiness has come from that long and better for it.
loving relationship. That’s everything to me. It’s been said Presenter: Michael is 101.
that love makes the world go around. That’s what I think, Michael: Don’t lose your curiosity. It’s as simple as that.
anyway. Forget about your aches and pains. Be curious about
Presenter: George is 104. life, excited about new things, interested in meeting new
George: I don’t like to be stressed out. I think all that stress people or reading a new book—just be passionate and
and worry that people have these days is a killer. And I curious about life!
can’t stand arguing. Oh no, that’s to be avoided. Stress will Presenter: Ruth is 105.
make you sick or even give you a heart attack. You have to Ruth: Do whatever you want. My life has never been
stay calm. That’s the secret of a long life. controlled by rules and routines. Take naps! If you don’t
Presenter: Louise is 100. want lunch, don’t have it! Really, there are no rules. Just do
Louise: That’s easy. Learn new things. Take a course. Try what you want to do.
to learn something new every day. That way your mind’s Presenter: David is 105.
kept active. It’s been proven that an active mind is a happy David: The secret of a long life? Choose good parents!
mind! But seriously, it’s true what they say: laughter is the best
Presenter: Harry is 103. medicine. Seeing the humor in things can help you survive,
Harry: Help other people. When you’re younger, it’s natural help you carry on. I mean, think about it. You can’t laugh and
to think about yourself. But as you get older, you start to be miserable, you can’t laugh and be angry. Laughter helps
think about other people more, care about others. You keep you sane, balanced and healthy. You have to laugh!
want to do something for them. Doing charity work, being
a volunteer— that’s what gives life meaning to me. I’m Track 43
getting on but I still like to help out. It’s what makes me Who needs broken bones or tired and wheezy lungs?
want to live another day. And then another! Who needs a fading brain when life has just begun?
Presenter: Anna is 105. Who needs aging kidneys that can’t clean your blood?
Anna: You have to use your gifts. I’m lucky: I’ve been given Who needs floppy muscles that are soft as mud?
the gift of art. I try to write or paint something every day,
no matter how I feel—if I’m tired or feeling a bit low—it I want to be immortal,
doesn’t matter. If I create something, that makes me feel Not a flash in the pan!
good. It makes me feel that my time has been well used. I’m remade and remodeled:
That’s what keeps me looking forward: using my gifts. The Forever Man!
Presenter: Carlos is 100.
Carlos: Well, I don’t know. It’s been said that an apple a My cells were made in China back in twenty-two.
day keeps the doctor away… but I haven’t done anything My DNA is perfect, all my genes are new.
special. I guess you just have to be lucky. Then again, I’ve I don’t get cuts or bruises, I’ve synthetic skin.
always gotten at least eight hours of sleep a night. There’s My nerves are stretched as tightly as a violin.
nothing, no worries, no bad thoughts, that I’ve been kept
awake by. Yeah, so, sleep, maybe a good night’s sleep is the I want to be immortal,
secret. Let’s say that! Not a flash in the pan!
Presenter: Nicole is 100. I’m remade and remodeled,
Nicole: I’ve always thought that if you’re going to live into The Forever Man!
Transcripts A14
My veins are made of plastic, my skeleton is steel. How could everybody fit on the planet? There wouldn’t be
My heart is made of foam, it pumps but cannot feel. enough food or space for us all.
Now every single part of me has been replaced, Dan: But there will be so much progress in science and…
I don’t know who I am or recognize my face. and space travel! Cities will be built on other planets so
we won’t all be stuck on Earth. We’ll live on Mars, on the
I want to be immortal, moons of Jupiter… in other solar systems even.
Not a flash in the pan! Sofia: You really are thinking about a long time in the future!
I’m remade and remodeled: But if people lived forever… you said your great-aunt is
The Forever Man! really forgetful. If people lived forever, how would their
brains cope? It’s hard enough remembering what happened
Track 44 last week. What would it be like if they had to remember
Sofia: Hey, Dan! what they did two hundred years ago?
Dan: Oh, hi, Sofia. Dan: Hmm… well, new medicines and technology will be
Sofia: What have you been up to? needed to keep our brains fresh and active, but that’s
Dan: Oh um… I just went to visit my great-aunt. not impossible… or, you know, your brain might be
Sofia: Cool! Where? downloaded or something, all kinds of things are possible.
Dan: Well, it’s kind of sad, really. She’s very old now and And just think, all the great scientists—people like Einstein
she’s in a home. She can’t walk very well anymore, and she and Stephen Hawking—if they lived forever, just think of
forgets things. She’s had an incredible life—she was one of all the good things they would do. And all our great leaders
the first stuntwomen in movies. She worked all over the would just get better and better. They’d have so much
world. experience!
Sofia: Wow! I bet she has some stories to tell. Sofia: True. But if the good people lived forever, so would
Dan: Yeah, but it’s not fair she’s getting old, such an active the bad people. What about all the terrible criminals and
person. Wouldn’t it be great if we could all live forever? dictators and people like that? They would be around all
Sofia: Like, immortal? the time, too. And that would be awful!
Dan: That’s right. Don’t you think that would be amazing? Dan: OK, OK, you have a point. But the main problem here
Living forever? is that life is too short. Don’t you agree? And that makes
Sofia: And not growing old? people sad. If we could live forever, we would all be so
Dan: Oh yes, definitely. Never growing old! much happier.
Sofia: I, um… I’m not so sure. Sofia: And so bored, too! I mean, for us, time’s important
because every second counts. If we don’t do things while
Track 45 we can, we might not get another chance. That’s what
Dan: Not sure? Living forever would be fantastic! Think of makes life worth living. We have a reason to do things, to
all the things you could do, the places you could go… And have goals, because time is limited. If we could postpone
you’d never grow old, or lose your hair, or get all wrinkly… everything till next year or next century or even next
There are so many great things about immortality. millennium, our days would become meaningless… really
Sofia: OK, you’d never grow old, but you’d be stuck in the empty and boring.
same body all the time. Can you imagine? Everybody Dan: Do you know what? You’re right. Time is short. So
would look the same. I mean, you, your parents, your maybe we should stop talking about the distant future and
grandparents, your great-great-grandparents… you’d all be do something right now.
about the same age. That would be so weird. Sofia: Like what?
Dan: Yeah, I can see that would be strange… but we’d get Dan: Um… like skateboarding? Duh.
used to it.
Sofia: And where would everybody live? If people never die,
then the population will just go on growing and growing.
A15 Transcripts
Track 46 wouldn’t feed a cat. The women frowned.
Daisy: Look! A cave. It’s so dark that I can’t see a thing. On the third day, he came back with six worms and a
Tom: Let me get my flashlight. spider. It was such a poor dinner that the women didn’t
Tom: Wow, these are such old paintings. And there are so speak to him at all.
many of them! The next morning, when U-gu-ku left to go hunting
Daisy: This one is such a weird creature. And so scary! again, the women followed him. He entered the forest and,
Tom: It’s such a fake! No animal has a beak and hooves and a as soon as he approached the river, he shook off his clothes,
scaly tail. sprouted feathers and turned into…
Daisy: Um… Don’t say a word. Don’t look back. Just run! “An owl!” cried his wife. “You’re not a man! No wonder
Monster: Those creatures are so cute. And they can run so you are such a bad hunter!”
fast! U-gu-ku stared at her with his big round eyes.
“I may be a bad hunter for a man,” he said, “but for an
Track 47 owl, I’m outstanding.”
Narrator: Two Tales “You tricked me! I never want to see you again!”
How did the tiger get its stripes? How did the kangaroo U-gu-ku was heartbroken. He knew his marriage was
come by its pouch? These questions, and others like them, over. In despair, he flapped his wings and flew high above
have stimulated the imagination of humans for thousands the forest.
of years. Nowadays, we turn to science for the answers but, “U-gu-ku, U-gu-ku…ooo…ooo…ooo,” he cried as he flew
in the past, people had to rely on storytellers’ tales. Here over the silver river below.
are two of them. “Oooo…oooo…oooo,” he continued, lamenting his loss.
“How Owl Got His Hoot” – A Native American Legend And this same sad hoot of the owl is heard to this very day.
Storyteller: High up in the Smoky Mountains, in a
Cherokee village on the edge of a great forest, lived a Track 48
widow with her beautiful daughter. Every day the widow Narrator: “Why Platypus Looks So Strange” – An
asked, “What are we going to eat? How are we going to Australian Aboriginal Legend
survive if you don’t find a husband who can hunt for our Storyteller: Long, long ago, when Creator first made the
food?” But her daughter didn’t want to marry just anyone. animals, she made them all look the same. It seemed like a
“You’ve introduced me to three suitors this year. One was good idea at first, but she soon realized it was impossible to
taller than our tipi, one was so small that I could hardly tell one creature from the next just by looking at them. She
see him and the third had such rotten teeth that I thought had to wait until they jumped or flew, or sang or barked. To
they’d fall out. I’d rather starve than marry the wrong make matters worse, some creatures enjoyed playing tricks
man!” and would pretend to be other animals. It was so annoying
At that moment, a handsome man appeared outside and that it had to stop.
said, “My name’s U-gu-ku. I’d like to marry your daughter.” So she called a gathering of all the creatures, and they
This suitor was definitely good-looking. But the widow flew, walked, slithered and swam to find out what was so
said, “My daughter will only marry a good hunter.” important—all of them, that is, except Platypus. Like his
“Don’t you worry about that,” he boasted. “I’m an friend Fish, Platypus enjoyed being underwater, so he didn’t
excellent hunter.” always find out what was happening on land. But while Fish
Within days, U-gu-ku and his young bride were married. heard about the meeting from Frog, nobody remembered
The following morning, when the widow said there was to tell Platypus.
nothing to eat, her son-in-law went hunting. He returned Later, when Platypus saw a beautiful creature with shiny
at nightfall and proudly presented them with two mice and fins and silver scales, he realized something important
a lizard. The women weren’t impressed. had happened. When he discovered that this silvery
The next day, U-gu-ku went out hunting again. That newcomer was his old friend Fish, he immediately set off to
evening, he returned with a fish. But the fish was so small it see Creator. On his way, he encountered an extraordinary
Transcripts A16
variety of beings with fur or feathers, hooves or paws, Track 50
and of all the colors you could imagine. They were his old Biologist: Our next extreme habitat is the Sahara Desert;
acquaintances, but now they looked so completely different! there aren’t many hotter places in the world. But some
When Creator saw Platypus, she was overcome with guilt. animals do very well in the Sahara because of their
She had forgotten all about him! And now she only had a adaptations. One of these animals is the camel. Now,
small pile of spare body parts to choose from. So she gave a human being’s normal body temperature is thirty-
him a beaver’s tail, a bear’s fur, a duck’s beak and flippers, seven degrees Celsius. But when we have a fever—if our
and a snake’s venom. She also attached some claws to the temperature goes up by just one or two degrees—we
flippers for good measure. It was the best she could do. feel terrible. And a temperature rise of only six degrees
Platypus sneaked home under the cover of darkness. He Celsius can be fatal to us. So imagine trying to survive in
felt so embarrassed by his new appearance that he didn’t the Sahara Desert, where temperatures can reach over
want anyone to see him. He felt he was neither one thing fifty degrees during the day and fall below freezing at
nor the other! Arriving at the riverbank, he dug a deep night! But it’s no problem for camels. Camels can survive
burrow, crawled inside and hid himself away. body temperature changes of eight degrees in a single
The next day, Fish went looking for his friend. When he day! But one part of their body mustn’t get too hot, and
found him, he had to stifle a laugh because Platypus looked that’s the brain. They keep their brain cool with their
so funny. But then they started talking and soon it was just blood. The blood travels along their long nose, where the
like old times. Platypus even dug an underwater hole to his air they breathe—breathing in and out—that air carries
home so Fish could come and visit him. away the heat and cools the blood down. And this cool
They looked very different from each other, but they blood goes to the camel’s brain, so the brain never gets
were still great friends. too hot.
Track 49 Track 51
Biologist: Today we’re going to look at three animals that Biologist: The toughest animal in the world isn’t found in
survive in extreme habitats. The first one is the polar bear. the Arctic or the Sahara Desert. This creature is only one-
Now, the inside of your freezer at home is about minus millimeter long, it’s round with eight fat legs, and you can
eighteen degrees Celsius… pretty cold. But temperatures find it in your local pond. What is it? It’s a tardigrade, also
in the Arctic, where polar bears live, can get as low as known as the water bear. This tiny animal has survived for
minus sixty degrees. So how do these bears survive? 530 million years. When the water bear senses trouble,
In fact, they have several adaptations to the freezing it fills its cells with a kind of sugar to preserve them.
temperatures. Under their skin, for example, they have And then, and this is the amazing thing, it loses ninety-
a seven-centimeter thick layer of fat. Seven centimeters nine percent of the water in its body. In this dry, sugary
of fat! Another adaptation is that they have not one, but state, it can survive for decades and withstand the most
two layers of fur. Now, the next adaptation is very clever: extreme conditions. Scientists have heated tardigrades
each hair is hollow, in other words, it isn’t solid. So air to 150 degrees Celsius, and they’ve frozen them to minus
gets trapped inside the hairs, and this keep the bear warm. 272 degrees Celsius. They’ve put them under six times
Clever, right? The final adaptation is its skin color. Now, on the pressure you find at the bottom of the ocean, and
a hot day, if you wear a black T-shirt, you’ll feel hotter than they’ve sent them into space. They’ve even fried them with
in a white one. But why? This is because the color black radiation and poisoned them with chemicals. And guess
absorbs more heat from the sun. But a polar bear is white, what? The water bear survives it all!
right? Wrong! In fact, a polar bear’s skin isn’t white at all.
It’s black! So, between its black skin and hollow hairs, polar Track 52
bears absorb all the heat that they can and then keep it all 1 The egret is a tall bird that stands on river banks and hunts
inside. These adaptations are so efficient that a polar bear fish. The egrets that have long necks and long pointed
doesn’t lose any heat to the environment. beaks have an advantage because they can catch more fish.
A17 Transcripts
These egrets survive longer, which increases their chances has a mini-brain so it can act independently of the other.
of reproducing. These tentacles help it catch prey and protect itself from
2 An elephant’s trunk is two meters long, it has 40,000 predators. Each tentacle has over 200 suckers, which are
muscles and no bones, and it is prehensile: this means that sensitive to touch, taste and chemical changes.
it can grasp things. This adaptation helps the elephant 9 A spider monkey’s tail is like another hand. The tail is
survive in many ways. An elephant uses its trunk to reach prehensile, which means it can hold onto branches. This
food and water, bring the food and water to its mouth, helps the monkey move quickly through the trees so that it
move things, smell things, communicate, care for its young can escape predators and avoid falling.
and even wash itself. 10 The European mole is very well adapted to life
3 The flea is a parasite that feeds on the blood of mammals underground. It has several adaptations that help it dig
and birds. They have many adaptations, including a tunnels, including powerful shoulders and huge paws with
flat body and strong claws. But their most incredible big claws. It is so well adapted that it can dig over four
adaptation is the length of their hind legs, which helps meters of tunnels every hour. They do this so they can find
them jump long distances. They can jump thirty-three their favorite food: earthworms. And moles have another
centimeters! This adaptation means fleas can move from amazing adaptation: their saliva paralyzes the worms.
one animal—or human—to another, which helps them
survive. Track 53
4 The giraffe is the world’s tallest animal, and also has the In the world, there’s so much diversity,
longest neck of any mammal. The necks of some giraffes Plants and animals in all their variety.
are more than two meters long! Scientists suggest two Why do they look like this? How did they get here?
reasons for the evolution of such a long neck: one is to eat What happened to the dinosaurs that made them disappear?
food at the top of trees where other animals can’t reach.
The second is for fighting. In mating season, when giraffes Why don’t you sing, just sing along,
reproduce, the males fight each other. They swing their Sing about life’s changes in the evolution song?
necks and hit each other with their heads. A longer neck
means they can hit harder. The winner mates with the In nature, there is intense competition,
females, so this characteristic—the giraffe’s long neck—is There’s not enough food, this causes so much tension.
passed on to the next generation. If a species is to survive and not face extinction,
5 The sphinx moth has a twenty-centimeter long proboscis, Then the key to its survival is adaptation.
like a tongue, that can reach nectar deep inside flowers.
It can reach nectar that other animals can’t get to, which Why don’t you sing, just sing along,
gives it a survival advantage. Sing about life’s changes in the evolution song?
6 The gecko’s toes can grip any surface. This adaptation
allows geckos to climb vertical rocks and even walk upside You can see all the evidence in fossilization
down. This means they can get to food in difficult places, That living things change due to genetic mutations.
and they can also escape from predators. In 1859, Charles Darwin started a scientific revolution,
7 The tiger is a highly evolved hunter. Its orange and brown When he came up with this theory of evolution.
stripes are an adaptation that help it to hide in long grass
and shady forests. The stripes break up the body shape so Why don’t you sing, just sing along,
that its prey doesn’t recognize it. This means it can catch Sing about life’s changes in the evolution song?
its food more easily. Other adaptations include its huge
fangs that quickly kill its prey, and its special night vision The peacock has evolved such extraordinary feathers,
so it can hunt at night. To attract a mate and then have offspring together.
8 The giant Pacific octopus is the most intelligent of all But if his tail were longer, he could never take flight.
invertebrates. It has eight tentacles, and each tentacle It’s natural selection that keeps its length just right.
Transcripts A18
Why don’t you sing, just sing along, David: How?
Sing about life’s changes in the evolution song? Anita: It’s simple. Some mice in a population have a natural
resistance. These animals survive and then reproduce. So,
The survival of the fittest has nothing to do with the gym. in the next generation, more mice have resistance. And the
It’s all about DNA and the aptness of your genes. mice without the resistance all die!
You have to suit your environment, whether you’re a bird or David: Thanks.
an ape, Anita: You’re welcome! OK, any other questions?
If you’re well adapted, you’ll live longer and procreate. Lucy: Yes, I’m a vegetarian… and I have a question about
vegetables!
Why don’t you sing, just sing along, Anita: Excellent. I love vegetables!
Sing about life’s changes in the evolution song? Lucy: Me too! Now, apart from being delicious, is it true
that cabbages and broccoli are related in some way? Is that
Track 54 right?
Anita: OK, we have a few minutes left. Does anybody have a Anita: Absolutely! These vegetables—and also cauliflowers
question? and other vegetables, too—all come from the same wild
David: Um, it seems to me that evolution is just a theory. plant. This plant changed into different vegetables not
Like, in my opinion at least, you can’t prove it. I don’t by normal evolution, but by human intervention. Over a
believe birds evolved from dinosaurs, for example. number of generations, you see, farmers carefully selected
Anita: Fossils found in China prove that dinosaurs evolved which plants to reproduce, or which characteristics they
into birds. We know it for a fact. These creatures had wanted in the next generation. With every generation,
feathers, but they also had teeth. the vegetables got a little different, and eventually we got
David: Hmmm, OK, but evolution takes place over such a the totally different vegetables that we have today. … OK,
long time. Can you give any examples of changes that we we’re running out of time now. I hope that was interesting
can actually see? You know, evolution that’s happening for you all. I certainly find evolution really fascinating.
now? Thank you all for coming!
Anita: You’re correct, usually evolution takes place over a
long time. But not always. One example is the tawny owl in
Finland.
David: The tawny owl?
Anita: Yes, it’s a magnificent bird. Now, there are two forms
of tawny owl in Finland: one is a red-brown color, and the
other is light gray. In the past, the light gray owls were
more common. This helped them survive because they
were hard to see when it was snowy.
David: So the red ones were more visible for predators.
Anita: Exactly, and more visible to their prey, too, so it was
harder for them to hunt. But then the climate changed.
Winters became warmer and there was less snow. The
gray owls didn’t have any advantage anymore over the red
owls. They were both just as visible to predators and prey.
Ornithologists found that after only a few years, there were
more red owls.
David: Wow! That’s really surprising.
Anita: Yes, and there are other examples too. Like, some
mice quickly evolve resistance to poisons.
A19 Transcripts
Topic 4 who your musical idols are? 4 I was wondering if you have
Page 40 ever performed on stage. 5 Can you tell us how long you
1 1b2c3d4a practiced for this competition? 6 Do you have any idea who
2 1 noun 2 adjective 3 adverb 4 adjective 5 verb 6 noun your competitors are?
7 noun 8 adverb 9 adjective 10 noun 11 adverb 12 verb • 1c2d3b4e5a6f
3 1 conductor 2 tunelessly 3 harmonious 4 tunes 5 rhythm 2 1 if you liked jazz 2 what genres you like 3 what the most
6 perform popular genre is in your school 4 if there was a blues
Page 41 concert last week 5 how many concerts you have been to
1 1 conducted 2 Who 3 likes 4 do 5 use 6 instruments 7 can 6 if you went to the jazz festival
2 1S2S3O4S5O Page 49
• 1a2e3c4b5d 1 1 hip-hop 2 jazz 3 rock 4 classical 5 Latin 6 heavy metal
3 1 composed 2 does, play 3 had 4 did, start 7 reggae 8 country
Page 42 2 1 punk 2 opera 3 blues 4 folk 5 dance 6 pop 7 soul
1 1c2d3a4e5b Page 50
2 1 Who was the first Mexican woman to conduct in New 1 1 glockenspiel 2 drum 3 gong 4 harp 5 double bass 6 cello
York City? 2 Which orchestras has Alondra conducted? 7 trumpet 8 trombone
3 Where does she live? 4 Which famous people has she Page 51
worked with? 5 Which instruments did she play as a child? 1 1 a 2 c 3 b 4 b 5 c 6 c 7 b 8 b 9 c 10 a 11 a 12 c
• 1a2c3b4e5d
Page 43 Topic 5
1 1c2d3a4b5e Page 52
2 1 rhythm 2 tempo 3 notes 4 on pitch 5 out of tune 1 1g2b3d4f5a6c7e
3 1c2a3b4d5c6b 2 1 year 2 minute 3 month 4 second 5 day 6 decade
4 1 adverb 2 adjective 3 noun 4 noun 5 noun 6 verb 3 1 day 2 month 3 year 4 weeks
Page 44 Page 53
1 1a2b3a4b5b6b 1 1 is 2 are 3 heart 4 removed 5 by 6 weren’t 7 was 8 been
• 1S2O3S4O5S6S 9 found 10 Has
2 Horizontal (top to bottom): music, tuneful, harmony; 2 1P2A3P4P5P6A
Vertical (left to right): instrumental, pitch, rhythm, Page 54
compose, record, melody, performance 1 1c2f3d4a5e6b
Page 45 2 1 The novel is published by Scribner. 2 The novel was
1 1 a 2 c 3 b 4 b 5 b 6 c 7 a 8 a 9 b 10 c 11 b 12 a first released in the USA. 3 A cure for the wife’s health
Page 46 problems hasn’t been found. 4 A secret cryogenic center
1 1 oboe 2 cello 3 piccolo 4 glockenspiel 5 harp 6 trombone has been invested in by the husband. 5 People are frozen
7 flute 8 drum 9 trumpet 10 clarinet until a cure is found.
2 Wind: clarinet, saxophone; String: double bass, violin; 3 1 century 2 years 3 decades 4 minutes 5 days
Percussion: glockenspiel, gong Page 55
Page 47 1 1 Immortality is examined 2 Death with Interruptions was
1 1 where 2 is 3 who 4 if 5 liked written 3 Immortality is presented 4 Illness is still suffered
2 1D2D3I4I5D6I7I 5 The hospitals have been filled
• 1g2a3d4b5c6e7f 2 1a2c3b4c5c6a7b8b
Page 48 Page 56
1 1 Would you mind telling us what you are going to sing? 2 1 1 was made 2 can only be killed, is made 3 has been exiled 4 is
Can you tell us where you learned to sing? 3 Could you say told 5 was performed 6 are fused 7 is produced, has been played
A20
• a2b5c6d1e4f3g7 Page 66
Page 57 1 1 head 2 snout 3 claws 4 shell 5 tail
1 1 a 2 c 3 b 4 c 5 a 6 b 7 c 8 b 9 c 10 a 11 b 12 b 2 1 so 2 such 3 so 4 such 5 such 6 so 7 so
Page 58 • a4b1c5d7e3f6g2
1 1 spine 2 heart 3 lungs 4 liver 5 muscles 6 nerve 7 brain Page 67
8 artery 1 1 Scales 2 Tentacles 3 Tails 4 Talons 5 Gills 6 hooves
2 1 skeleton, bones 2 brain, spine 3 nerve 4 veins 5 genes • top row: 2, 5, 6; bottom row: 4, 1, 3
6 kidneys 7 cell 2 1b2b3c4b5c6a7a8c
Page 59 Page 68
1 1 done 2 be 3 won’t 4 not be 5 be used 6 will be 1 1 fin 2 horn 3 tail 4 fur 5 hoof 6 tail 7 tusk 8 beak 9 tail
2 1 be employed 2 be used 3 be printed 4 be created 5 be 10 talon 11 claw 12 fang 13 scale 14 tail
made 6 be needed 7 be tested 8 be produced • tail
Page 60 Page 69
1 1 spine 2 stomach 3 heart 4 lung 5 brain 6 skin 1 1 b 2 a 3 c 4 c 5 a 6 b 7 b 8 a 9 b 10 a 11 c 12 b
2 1 Medical science could be revolutionized by developments Page 70
in nanotechnology. 2 Drugs might be delivered to specific 1 Nouns: adaptation, development, diversity, environment,
cells. 3 Cancer may be eradicated using nanoparticles. evolution, extinction, fossil, fossilization, habitat, mutation,
4 Complicated tests could be done in a drugstore in five natural selection, survival, variation, variety; Verbs: adapt,
minutes. 5 Toxins could be removed from the blood by develop, diversify, evolve, fossilize, mutate, survive
magnetic nanoparticles. • extinct
3 1 could be repaired 2 may be diagnosed 3 will be destroyed 2 1 mutates 2 evolves, environment 3 Fossilization 4 extinct
4 will be studied 5 can be made 5 adaptation 6 Natural selection
Page 61 Page 71
1 1a2c3a4d5a6b7d 1 1 where 2 which 3 that 4 whose 5 who 6 when
2 1 Can immortality be achieved 2 Brain cells might be 2 1 whose name can also be spelled narwhale, that lives in
destroyed 3 your brain cells will be protected 4 your mental the Arctic 2 which in fact is an elongated canine tooth
health will certainly be improved 5 Your immune system 3 which can grow more than three meters long 4 which are
can be compromised smaller than males 5 whose exact purpose is unknown
Page 62 6 that other whales or dolphins have
1 Horizontal (top to bottom): cell, brain, spine, stomach, • 1 1, 3, 4, 5 2 2, 6
skeleton; Vertical (left to right): bone, DNA, lungs, liver, Page 72
muscles 1 1f2d3b4e5a6c7i8g9h
Page 63 2 1 that 2 where 3 that 4 which 5 whose 6 which 7 whose
1 1 a 2 c 3 b 4 a 5 b 6 b 7 a 8 c 9 a 10 b 11 c 12 b 8 which 9 when
Page 73
Topic 6 1 1c2b3c4a5a6a7c8d
Page 64 2 a7b2c1d3e5f4g6
1 1 fangs 2 paws 3 whiskers 4 beak 5 feathers 6 talons 7 fins Page 74
8 gills 9 scales 1 Across: 4 Variation 7 fossil 8 mutation 9 selection;
2 1e2d3a4c5f6b Down: 1 extinct 2 habitat 3 evolution 5 adaptation 6 fittest
• top row: d, f, e; bottom row: b, c, a Page 75
Page 65 1 1 b 2 a 3 c 4 b 5 a 6 c 7 c 8 c 9 b 10 a 11 a 12 c
1 1 so 2 small 3 rare 4 many 5 much 6 a painful sting 7 such
8 thin leg bones
2 1 such 2 so 3 so 4 such 5 so 6 so
A21 Vocabulary and Grammar Log Answer Key

• How can I do better in school?
• What do I wish for?
• Am I a logical thinker?
• Why do we like music?
• Who wants to live forever?
• How do living things change?
• What influences who I am?
• How will technology change the world?
• What events changed the world?

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LEVEL 5

Illustrations: Carles Arbat Serarols pp. 64–66; Gerardo

Photographs: Royal Saskatchewan Museum:

Images used under license from © Shutterstock.com

Language Log .............................................................................................................. v

Teacher’s Guide for Language Log ............................................................ xi

Classroom Games .............................................................................................. xvi

Scope and Sequence ..................................................................................... xviii

Topic 4 Why do we like music? .............................................................. T60

Topic 5 Who wants to live forever? .................................................... T78

Topic 6 How do living things change? .............................................. T96

Glossary ........................................................................................................................ 168

Video and Grammar Worksheets ................................................................. A1

Transcripts ................................................................................................................. A10

Vocabulary and Grammar Log Answer Key ...................................... A20

Compass English as a Foreign Language

Compass English Language Arts

Grade 2: A1+ Grade 4: A2+ Grade 6: B1+

The title of each topic poses an important

Students preview content from the

Lesson 1 includes a video in which

Active vocabulary that provides

Students are presented with the

Simple grammar rules and

Students are ﬁrst guided to notice

Each reading lesson presents and practices

Each listening lesson presents and

Students get the chance to use the

Useful phrases or a speaking

One lesson in each topic is dedicated

A side entry presents the

After the ﬁrst half of the topic has

The ﬁnal lesson engages

Finally, students consider

At the back of the book, a glossary

Answers to all Language

Teaching notes and answer

Integrate Learning Styles suggests

The Language Log Glossary

At the back of the book, the Transcripts

Levels 1–3 include word and picture Flashcards

Each topic in levels

Action Stations Chain Reaction

Board Race Domino Game

Pass the Bomb Word Freeze

Lesson 1 p. 8 Lesson 2 p. 9 Lesson 3 pp. 10–12

Lesson 1 p. 26 Lesson 2 p. 27 Lesson 3 pp. 28–30

Lesson 1 p. 44 Lesson 2 p. 45 Lesson 3 pp. 46–48

Lesson 1 p. 62 Lesson 2 p. 63 Lesson 3 pp. 64–66

Lesson 7 p. 70 Lesson 8 p. 71 Lesson 9 pp. 72–74

Lesson 4 p. 13 Lesson 5 p. 14 Lesson 6 p. 15

Lesson 4 p. 31 Lesson 5 p. 32 Lesson 6 p. 33

Lesson 10 p. 39 Lesson 11 p. 40 Lesson 12 p. 41

Lesson 4 p. 49 Lesson 5 p. 50 Lesson 6 p. 51

Lesson 4 p. 67 Lesson 5 p. 68 Lesson 6 p. 69

Lesson 1 p. 80 Lesson 2 p. 81 Lesson 3 pp. 82–84

Lesson 1 p. 98 Lesson 2 p. 99 Lesson 3 pp. 100–102

Lesson 1 p. 116 Lesson 2 p. 117 Lesson 3 pp. 118–120

Lesson 1 p. 134 Lesson 2 p. 135 Lesson 3 pp. 136–138

Lesson 1 p. 152 Lesson 2 p. 153 Lesson 3 pp. 154–156

Glossary Pages 168–179

Lesson 4 p. 85 Lesson 5 p. 86 Lesson 6 p. 87

Lesson 4 p. 103 Lesson 5 p. 104 Lesson 6 p. 105