LEVEL 4

Language
LOG
Teacher’s Guide
Topics 7–9
 LEVEL 4

Language
LOG
Teacher’s Guide
Topics 7–9
Noelle Yaney Child
Jennifer Li
 All rights reserved. No part of this work may be
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ISBN: 978-607-06-1521-4 content of these websites or apps, which may change
frequently, and we are not responsible for the content
© Richmond Publishing, S.A. de C.V. 2018 or the way it may be used with our materials. Teachers
Compass Language Log Teacherʼs Guide and students are advised to exercise discretion when
Level 4 Topics 7–9 accessing the links.

Publisher: Justine Piekarowicz The Publisher has made every effort to trace the owner
Project Manager: Amanda Guppy of copyright material; however, the Publisher will correct
Editor: Dominic Wright any involuntary omission at the earliest opportunity.
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Illustrations: María Guadalupe Calvo Leyva pp. 116,

119, 130, 136–138, 143, 148; Laura Esthela González
Gallegos pp. 118, 124; David Octavio Yañez Rivas p. 167;
Jorge Damián Zain pp. 117, 135, 153; Pablo José Amilcar
Zamboni pp. 152, 160, 161, 166

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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 7 How can I help? ........................................................................... T114

Topic 8 What would animals say to us? ........................................ T132

Topic 9 Could I be an inventor? ......................................................... T150

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

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

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

Vocabulary and Grammar Log Answer Key ...................................... A19

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 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
an original song. In Lesson 8, a nonfiction
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
behind language and skills focuses.
Take the Lesson Further sections
propose ways to get more out of
Each lesson starts with a the book activities.
Lead in to the Lesson activity
to introduce students to the
themes they’ll encounter.

The approximate duration of

activities is given to aid lesson
planning. Actual duration may vary
according to the emphasis teachers
wish to give to certain points, and
the needs or interests of the class.

xi

After the topic overview spread,
Language Log and Teacher’s
Guide pages are interleaved for
easy reference.
Answers to all Language Log
activities are inset in the notes.
Teaching notes and answer
keys are included for the
Video Worksheet in Lesson 1
and the Grammar Worksheets
in Lessons 2 and 7.
xii
Each lesson includes one or more
learning Objectives and any Teaching
Resources that will be required beyond
basic school supplies.
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.
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.
Know Your Students offers either
procedural notes on how to carry
out activities with students according
to their abilities or personality, or
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
preferred learning style: visual,
auditory, read/write or kinesthetic.
Some Take the Lesson Further sections
incorporate CLIL (Content and Language
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.
Students are encouraged to
think for themselves and develop
critical and logical thinking in
Get Students Thinking.
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
Put a card with a different language topic in two to four
places in the room. Say a word or full sentence related
to one of the topics and have students move to the
correct place.
Bingo
Have students create a grid with nine or sixteen squares
and fill each square with a target word or phrase. Call
out words at random and have students cover them with
a small item if they appear on their grids. The winner
can be the first student to cover a row, column, diagonal
or the whole grid. Alternatively, use definitions to make
the game more challenging.
Board Race
Divide the class into two or more groups and give each
a board marker. Give a vocabulary topic. The students
in each group form a line and take turns racing to the
board and writing a related vocabulary word or term.
When time is up, award a point for each word that is
correctly spelled and related to the topic.
Board Slap
Write vocabulary words or attach images scattered
across the board. Divide the class into two teams, and
have them line up. Call out a word or clue, and have one
student from each team race to slap the correct word or
image on the board. The first student to slap the correct
word or image gets a point for his or her team. Continue
until all students have had a turn.
Chain Game
Use target vocabulary or grammar in a sentence to start
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
Chain Reaction
Say a target word and point to a student, who must
repeat it. Then the next person (either beside or behind
that student) must say the word, and so on until five
people have said it. Then say another word and choose
another student. This activity makes practice fun and
keeps students on their toes.
Charades
Students act out a word or phrase for others to guess.
Play as a whole class or in groups, with each student
taking a turn. Or play competitively with teams, with
one student from each team racing to act out the phrase
for their team to guess.
Domino Game
Say a target phrase to a student, who repeats the phrase
to another student, and so on so everyone says it. This
is for practicing pronunciation of new language before
students engage in communicative activities.
Echo Names
Say a target phrase or word and then the name of a
student, who must repeat what you have said. This
encourages students to listen carefully in case you say
their name.
Find Someone Who…
Write some prompts on the board that practice a
grammar form: Find someone who has a pet hamster,
who cleans their room, who has swum in the ocean, whose
favorite color is blue, who went to the mall last weekend,
who’s going to watch TV tonight. Have students mingle
asking until they find one person for each prompt.
Hangman
Draw a gallows on the board and write a short line for
each of the letters in a word underneath. Have students
take turns guessing a letter in the word. If it appears in
the word, write it in all the correct spaces. If not, draw
a part of a hanging man. Students win if they guess the
word before the hanging man is complete.
Hot Seat
Sit a student on a chair facing away from the board.
Write a word on the board and have other students
define it until the student guesses. This can be played for
fun or as a competition between teams.
Me Too
Write some sentence heads that incorporate target
language for students to complete. Ask a student to
complete a sentence from the board. Anyone who feels
the same way should raise their hand and say, “Me too.”
Pass the Bomb
Explain that a ball or similar object is a time bomb. Give
a language topic, pass the bomb to the first student and
start a stopwatch (or when the secondhand of a clock
passes 12). Students take turns saying a word or full
sentence related to the language topic until the time is
up and the bomb explodes.
Pictionary
Students take turns drawing a word on the board for
others to guess. This can be played for fun or as a
competition between teams.
Simon Says
Give commands including target vocabulary for students
to follow. They should only follow the commands if they
are preceded by the words “Simon says.”
Stand Up!
Give students commands focusing on a language point:
Stand up if you can swim! Stand up if you have a pet cat!
Students can respond with other movements, too.
Two Truths and a Lie
In groups or as a whole class, students take turns saying
three sentences about themselves using the target
language. Other students have to guess which sentence
is the lie.
Twenty Questions
One student chooses a person, place or thing, and others
have to guess what it is in twenty questions or fewer. All
questions must have only yes or no answers. Questions
can be limited to target grammar structures and words
to target vocabulary.
Word Association
Give a word related to the topic or target vocabulary:
sun. In groups, the first student says a related word:
beach. The next student says a word related to that
one: ocean. Challenge groups to continue for at least a
minute.
Word Freeze
Name a category of words. Play music while you call out
words from that category and others. Students should
freeze when they hear a word from the category but
keep dancing for any other word, or they’re out and
must sit down. The last student standing wins.
Word Snap
Give a topic or a word category: animals and birds. In
groups of four, students take turns naming a word from
the category: owl. After each word, everyone in the
group snaps their fingers twice to give the next speaker
time to think of something. Play continues around the
group. If students can’t think of a word, they’re out.
Word Up!
Name a vocabulary set: farm animals. As a whole class,
have pairs or groups compete, taking turns to name a
word from the group. They have ten seconds to come up
with a word, with no repetitions, or they’re out. Write
the words on the board as students suggest them.
xvii
 Topic Vocabulary Grammar Reading

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

Respect disrespectful, impolite, Make and Let Joe makes Rex stay Fiction “Astrid’s Kingdom”
polite… downstairs. Joe doesn’t let Rex go Skill Understanding How
Skill Using Prefixes and Suffixes upstairs. Characters Change
Video
Page 6
Lesson 7 p. 16 Lesson 8 p. 17 Lesson 9 pp. 18–20
Rules and Laws break, follow, Must and Mustn’t You must follow Nonfiction “Do You Have
good citizen… the rules. People mustn’t break What It Takes?”
Song “The Good Citizen Song” the law. Skill Mapping the Main
Ideas

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

Comparative Adverbs better, earlier, Could and Couldn’t I could swim Fiction “Freddy and Franky”
faster… really well. I couldn't hop. Could you Skill Previewing and
Skill Forming Comparative Adverbs reach the top of this tree? Predicting
Page 24
Video Had To and Didn’t Have To I had to
take a nap every day. I didn’t have to
set an alarm.

Lesson 7 p. 34 Lesson 8 p. 35 Lesson 9 pp. 36–38

Adjectives + Prepositions afraid of,
better at, different from/than…
Skill Adjectives + Prepositions
Song “When I Was Younger”
Used To and Didn’t Use To I used to Nonfiction “Your Changing
walk to school. We didn’t use to have Brain”
calculators. Did you use to watch TV? Skill Defining Technical
Still and Anymore I used to sleep Terms
with the light on, but I don’t anymore.

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

Goal Adjectives realistic
Goal Nouns goal, list, plan…
Planning Verbs achieve, carry out,
Page 42
check
Skill Connecting to Real Life
Video
Present Perfect I’ve learned to swim. Fiction “Daedalus and
I haven’t learned to fly a plane. Icarus”
Already and Yet Have you been to the Skill Identifying the Theme
zoo yet? Yes, I’ve already been. No, I Goal Adjectives disciplined,
haven’t been yet. distracted

Lesson 7 p. 52 Lesson 8 p. 53 Lesson 9 pp. 54–56

Goal Adjectives discouraged, positive
Goal Nouns effort, teamwork,
timeline…
Planning Verbs assign, prepare…
Song “Training for Our Goal”
Present Perfect Continuous with For
and Since How long have you been
doing gymnastics? I’ve been doing
gymnastics since I was three/for
seven years.
Nonfiction “Dive Right In”
Skill Identifying Details and
Examples

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

Emotion Adjectives afraid, angry, Defining Relative Clauses There’s the Fiction “Grandma’s Dream
confused… monster that stole my bear. This is Catchers”
Dreams dream, nightmare the place where I lost my bear. Skill Understanding
Page 60
Video Allusions

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

Verbs + Reflexive Pronouns enjoy Nondefining Relative Clauses Nonfiction “Dream Legends”
yourself, find yourself, help yourself… The brain, where emotions are Skill Highlighting Details
Skill Reflexive Pronouns” processed, needs to dream. and Summarizing
Song “Sky Dreams”

xviii
 Listening Speaking Writing / Project

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

Three friends talk about chores Role plays of asking for, giving and refusing permission An essay about rules in different places
Skill Listening for Key Words Asking for Permission Can I please…? May I please…? Skill Comparing and Contrasting

Lesson 10 p. 21 Lesson 11 p. 22 Lesson 12 p. 23

Report on five unusual laws Discussion of rules and laws Poster Classroom Rights and
Skill Listening for Reasons Skill Explaining Rules and Laws Responsibilities
Rules and Laws ban, fine, illegal…

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

Three conversations about past abilities Chant about ages and abilities A personal narrative about learning a skill
Skill Understanding Situations Skill Rhyming Words Skill Writing a Personal Narrative

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

Three children talk about their childhoods Guessing game Presentation How Have I Changed?
Skill Inferring Feelings Skill Using Repetition to Check Understanding

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

Mother and son discuss goals Sharing about interests and abilities An application essay
Skill Predicting Outcomes Skill Listening and Responding Skill Writing for a Specific Audience

Lesson 10 p. 57 Lesson 11 p. 58 Lesson 12 p. 59

News report from a science fair Setting a goal to help others Plan Achieving a Group Goal
Skill Listening for Supporting Information Continuing a Conversation What would you really like
to do? Why? How are you going to do it?

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

An expert interprets dream symbols Dream interpretations A dream journal
Skill Listening for Specific Information Skill Using Sequence Words Skill Writing a Dream Journal Entry

Lesson 10 p. 75 Lesson 11 p. 76 Lesson 12 p. 77

Two children’s opinions as to why we Telling the story of a dream Craft Dream Catcher
dream Skill Group Storytelling
Skill Identifying Facts and Opinions

xix
 Topic Vocabulary Grammar Reading

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

Materials amber, carbon, mineral…
Fossils cast, footprint, fossil…
Skill Using Nouns as Adjectives
Video
Lesson 7
Page 78 Living Things amphibian, arthropod,
bacteria…
Song “Earth’s Timeline”
Past Simple and Past Continuous
Danny found a bone while he was
digging. I was looking at the fossil
when Scamp took it.
p. 88 Lesson 8 p. 89
Past Simple and Past Perfect Earth
had existed for 500 million years
before life began.
Fiction “Quiet Sands”
Skill Connecting Setting and Plot
Lesson 9 pp. 90–92
Nonfiction “The La Brea Tar Pits”
Skill Explaining Events in a Text

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

Challenges access, civil war, diversity… Making Predictions about the Future Fiction “The Young Healer”
Skill Suffix –ity This trip will probably make us a lot Skill Making Inferences
Video of money.
Lesson 7 p. 106 Lesson 8 p. 107 Lesson 9 pp. 108–110
Challenges drought, earthquake… Going To for Predictions and Plans Nonfiction “Helping Heroes”
Page 96 Responders search-and-rescue dog… We are going to harvest lots of Skill Outlining
Song “The Helpers” vegetables!

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

Caring Adjectives caring, cooperative, The Second Conditional If I had a Fiction “The Ant and the
generous… thousand dollars, I’d buy myself a Grasshopper” “Maisie and Daisie”
Skill Negative Prefix Un– huge TV. If you gave it all to charity, Skill Comparing and Contrasting
Page 114
Video you wouldn’t have any left. Texts
Lesson 7 p. 124 Lesson 8 p. 125 Lesson 9 pp. 126–128
Jobs dentist, electrician, emergency Get/Have (Something) Done Get your Nonfiction “Helping Your World”
medical technician (EMT)… power fixed in no time. Have your Skill Making Inferences
Song “Can You Do That Job for Me?” eyes checked by Long Sight opticians.

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

Animal Nouns captivity, creature…
Animal Verbs capture, poach
Animal Adjectives wild
Skill Using a Dictionary
Video
Page 132 Lesson 7
Animal Jobs service animal,
sheepdog, therapy animal
Animal Job Verbs herd, pollinate,
produce (honey, milk, wool)
Song “They All Help Us”
Reported Speech Pete told me (that) I Fiction “At the Zoo”
had a new brother. Pete said (that) he Skill Identifying Tone
didn’t want any paws on the counter.
p. 142 Lesson 8 p. 143 Lesson 9 pp. 144–146
Reported Speech with Modals Hare Nonfiction “An Interview with
claimed that he could win the race. Rob Howes” “Dolphins Save Four
Tortoise thought that he might win Swimmers from Shark”
the race Skill Comparing Firsthand and
Reporting Verbs boast, claim… Secondhand Accounts

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

Electronics cell phone, games
console, light bulb…
Appliances dishwasher, iron…
Video
Page 150
Lesson 7
Inventions assemble (v.)…
Skill Writing Definitions
Song “Shoot-O-Matix”
Present Passive That tablet isn’t
made to hang on the wall.
Infinitive of Purpose Is this designed
to do the ironing?
p. 160 Lesson 8 p. 161
Past Passive A postal service was
developed in Persia. When was the
first stamp produced?
Fiction “Thomas Edison’s Journal”
“The Lights Are Lit”
Skill Identifying Point of View
Lesson 9 pp. 162–164
Nonfiction “Women with Great
Ideas”
Skill Using Multiple Sources

Glossary Pages 168–175

xx
 Listening Speaking Writing / Project

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

Radio show about how fossils are formed Inferences about fossils Description of a fossil
Skill Using Visuals Skill Making Inferences Skill Evaluating Sources

Lesson 10 p. 93 Lesson 11 p. 94 Lesson 12 p. 95

A timeline of human ancestors Guessing game about prehistoric animals Model Make Your Own Fossil
Skill Taking Notes and Paraphrasing Skill Exchanging Information

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

Interviews about income inequality A speech about access to education or health care A persuasive letter to the UN Secretary
Skill Listening for Main Points Skill Giving a Speech General
Challenges inequality, poverty Skill Persuasive Writing
Lesson 10 p. 111 Lesson 11 p. 112 Lesson 12 p. 113
A museum tour guide talks about how Debate about challenges facing students’ countries Brochure Help for a Good Cause
technology can solve future problems Skill Debating
Skill Listening for Problems and Solutions

Lesson 4 p. 121 Lesson 5 p. 122 Lesson 6 p. 123

A conversation between an elderly man Role-playing situations that require help An essay about how to help a charity with
and a boy Offering Help Would you like some help? a thousand dollars
Skill Using Clues to Make Inferences Accepting Help Sure, that would be nice. Skill Peer Editing
Refusing Help No, but it’s nice of you to offer!
Lesson 10 p. 129 Lesson 11 p. 130 Lesson 12 p. 131
Three workers talk about how they help Disaster relief role play Presentation Your Own Charity
Skill Listening for Literal and Figurative Asking for Help Could you help me out?
Meaning Making Excuses I’m sorry, but I’m too busy.

Lesson 4 p. 139 Lesson 5 p. 140 Lesson 6 p. 141

Four students present threats to animals Animal role play A conversation between an animal and a
Skill Listening for Causes and Effects Skill Expressing Emotions person
Skill Writing Dialogue

Lesson 10 p. 147 Lesson 11 p. 148 Lesson 12 p. 149

Four students talk about what they have Retelling an animal story Interview Role Play with an Animal Expert
learned from animals Skill Retelling a Story
Skill Listening for Main Ideas

Lesson 4 p. 157 Lesson 5 p. 158 Lesson 6 p. 159

Four students talking about their favorite Guessing game about inventions Essay about a favorite invention
inventions Asking for Clarification What do you mean? Sorry, I Skill Giving Additional Information
Skill Listening for Explanations don’t understand. Can/Could you give me an example?

Lesson 10 p. 165 Lesson 11 p. 166 Lesson 12 p. 167

Science show about accidental inventions Discussion about the usefulness of inventions Diagram Design Your Own Invention
Skill Making and Confirming Predictions Agreeing Yes, I agree. I think so, too.
Disagreeing I don’t agree. I don’t feel the same way.

xxi
 To p ic 7 How can I help?
Students may be surprised to learn that they can make a difference in their local communities with the resources they have right now. They can donate
food or money, give away old clothes or toys, help their neighbors with everyday tasks and give helpful advice to their friends. In this topic, students
will practice offering to help in different ways and talk about how things get done in their local community. This topic will also inspire students to think
big—they will read about kids who started charities, and will design their own.

Video Project
The four friends find a wallet Presentation: Your Own Charity The Birthday Present Imagine a birthday with no
presents. How would you feel?
That’s life for many kids
in homeless shelters.

with fifty thousand dollars. Students will design their own

They contact Natalia’s cousin, charity to help others in need.
a police officer, who helps They will create a presentation Helpers needed! Key jobs:
• Collecting donations
Key jobs:
• Delivering to the shelter
• Wrapping presents

return the wallet to its owner. to explain what their organization

needs and how it will help.

Vocabulary
Caring Adjectives
caring, cooperative, generous, helpful, kind, selfish, stingy, uncaring,
uncooperative, unhelpful, unkind, unselfish
Jobs
dentist, electrician, emergency medical technician (EMT), garbage
collector, lifeguard, mayor, mechanic, optician, painter, plumber,
repairman
Negative Prefix Un–
The prefix un– means “not.” It is added to adjectives and adverbs to give
the opposite meaning. Students can use the meaning of this prefix and
the root to help them figure out the meanings of words like uncaring,
unhelpful and unkind.
Grammar
The Second Conditional
The second conditional is used to speculate about the results of
hypothetical or unreal situations. The situation clause begins with if and
uses a past form of a verb. (Either the past form was or the subjunctive
form were is acceptable with I, he, she and it.) The result clause has could
or would and a verb in base form: If she had a million dollars, she’d give
it all to charity.
The clauses can appear in either order: I could raise more money if I were
an important community leader.
In this topic, students will also practice asking questions in the second
conditional: What would you do if…?
Get/Have (Something) Done
This construction is known as causative because the subject of the
sentence doesn’t actually do the action but causes (asks, pays, arranges
for) someone else to do it. Get and have are interchangeable. They are
followed by the object and the past participle of the verb. For example:
I got my dishwasher fixed. She has her hair done at the salon.
As with the passive voice, we use by if naming the person or organization
doing the action: Have your eyes checked by Long Sight opticians.

Reading
Comparing and Contrasting Texts
In this lesson, students will read Aesop’s fable “The Ant and the
Grasshopper” and compare the moral, setting, characters and plot to a
modern version of the fable about friends with different study habits.
Making Inferences
Inferences are guesses or conclusions based on the details in a story and
your own experience. Students will make inferences as they read about
four kids who have started charitable organizations.
Listening
Using Clues to Make Inferences
Language learners can better understand a conversation if they also
listen for clues to the situation, including background noises, who the
speakers are and whether they are using formal or informal language.
Listening for Literal and Figurative Meaning
Language learners will have trouble understanding idioms and
expressions if they try to interpret them literally. In this lesson, students
will practice identifying idioms and inferring their meaning.

Speaking Writing
Offering, Accepting and Refusing Help Peer Editing
This lesson introduces students to common expressions for offering As they write an essay about donating money to help others in need,
help (Would you like some help?), accepting help (That would be great, students will practice peer-editing each other’s work for paragraph
thanks.) and refusing help (It’s OK, thanks. I’m fine.). organization, grammar, spelling and punctuation.
Asking for Help / Making Excuses
In this lesson, students will role-play the people in a town after a natural
disaster to practice asking for help, offering help or making excuses:
Would you mind helping me out? I’m sorry, but I’m too busy.

T 114
 To p ic 7
1 Look and mark (✓). In which ways have you
helped others?

Donate old clothes Help take care of a

or toys. neighbor’s yard.

Donate food to Help clean up your

a food bank. community.

Donate money to Help someone learn

Skills
a charity. something new. Project
Reading Speaking
A How else can you help people? Language Comparing and Offering, Accepting and Presentation: Your Own Charity
Vocabulary Contrasting Texts Refusing Help The Birthday Present Imagine a birthday with no That’s life for many kids

2 Discuss the questions.

presents. How would you feel? in homeless shelters.
Caring Adjectives Making Inferences Asking for Help
1 How do you help your family? Neighbors? Jobs Listening Making Excuses
Friends? Negative Prefix Un– Using Clues to Make Writing Helpers needed! Key jobs: Key jobs:
• Collecting donations • Delivering to the shelter

2 To help others, how can you use your time? Grammar Inferences Peer Editing • Wrapping presents

The Second Conditional Listening for Literal and

Your money? Your talents and skills?
Get/Have (Something) Done Figurative Meaning
3 Why do you think it is important to help others?
114 115

U7COll4.indd 114 10/31/17 09:44 U7COll4.indd 115 10/31/17 09:45

Take the Lesson Further (5 min.)

Objective
• Ask for a show of hands to see how many students have
Students will describe ways they have helped and can help others. helped in each way. Invite one or two students to share their
experiences.
Lead in to the Lesson (10 min.)
A How else can you help people? (10 min.)
Get Students Thinking
• Stack about twenty books in a pile in the front of the room. Manage Your Class
“Try” to lift them. Talk about how difficult it is, without • Have students brainstorm in pairs or small groups.
actually asking for help: This pile of books is so heavy! I can’t • Or make word webs on the board, and have the class add ideas.
lift it by myself… Try to get students to offer to help. If they Start with the topic: Ways to Help. Make four main idea circles
don’t, ask one or two students for help. If they do, thank them around it: Give Time, Give Money, Give Talents/Skills.
and accept. Have your helpers each carry some of the books.
• Discuss students’ reactions, whether they quickly offered to Take the Lesson Further (10 min.)
help or didn’t notice you needed help. Avoid judging students
• Have students look at the main photo. Ask: What are
who didn’t respond, but praise those who did and encourage
they doing? (Planting a tree.) How are they helping their
all students to look for ways to help those around them.
community by planting a tree? Guide students to speculate
• Read the topic question chorally.
that a park or other public space may have needed more
1 Look and mark (). In which ways have you helped shade and natural beauty for people to enjoy.
others? (10 min.)
2 Discuss the questions. (15 min.)
• Have students look at the small photos as volunteers read the
1 Have students discuss the question in small groups. Invite
captions aloud.
groups to share their ideas.
• Tell students that donate means “give to help others.” Elicit or
2 Have students independently write their answers in their
explain that a food bank (or food cupboard/pantry) distributes
notebooks. Have students share their answers with a partner.
donated food to those in need. Tell students that a charity is any
3 Discuss the question as a class.
organization whose main purpose is to help people.
• Read the instructions aloud, and have students
mark individually.

T 115
 1 Watch the video. What do the friends find?

A Watch again. What do they decide to do? Who helps them?

2 Answer the questions in your notebook.
Negative Prefix Un–
The prefix un– means “not.”
It gives the word the opposite
meaning of the base word:
selfish means caring only
about yourself; unselfish
means not selfish, or caring
about other people.

1 When was the last time you did something selfish?

2 In what ways are you cooperative in class? At home?
Caring Adjectives
3 How many kind things have you said or done today?
caring stingy
cooperative uncaring
4 Do you feel your friends are uncaring? Why?
generous uncooperative 5 Have you been unhelpful on purpose?
helpful unhelpful 6 How are you generous with your time or money?
kind unkind
selfish unselfish 3 Rewrite the questions with the opposite adjectives in
your notebook.

A Ask and answer.

116 Lesson 1
Vocabulary
Objectives
Students will watch as Max, Maddie, Lee and Natalia find a wallet and
decide what to do with it.
Students will use adjectives to describe caring and uncaring behavior.
Students will recognize that the prefix un– means “not.”
Teaching Resources
Video Episode 7, Video Worksheet 7
Lead in to the Lesson (10 min.)
Get Students Thinking
• Place students in small groups. Say: Imagine… You found
a phone on the sidewalk. You don’t know who it belongs to.
What do you do?
• Give groups a few minutes to discuss, and then have them act
out for the class what they would do.
• Discuss students’ responses as a class.
1 Watch the video. What do the friends find?
• Read the instructions, and play the video for students to
watch and answer.
• Check answers, and ask: What were the friends doing before
they found the wallet? Elicit ways they were helping (donating
to a food pantry, picking up trash and spending time with
seniors).
Answer a wallet with $50,000 inside
A Watch again. What do they decide to do? Who helps
them? (10 min.)
• Read the instructions. Tell students to make notes on the
answers as they watch.
• Ask: What does Lee want to do? (Donate the money.) What
do they decide to do in the end? (Return it.) Who do they call?
(Natalia’s cousin, a police officer.) Does he find the owner?
(Yes.)
Answers They decide to return the money. Natalia’s cousin, a police officer,
helps them.
Take the Lesson Further (5 min.)
• Have small groups discuss this question: Do you think they
did the right thing? Why or why not? What advice would you
have given them?
Take the Lesson Further (25 min.)
1 Elicit what is happening in each scene. Have students lightly
mark the order from memory. Then play the video again
to check.
2 Have students circle the correct options and then use the
sentences to caption the pictures.
3 Have students discuss in small groups and then report their
answers to the class.
Answers 1 • Clockwise: 3, 2, 6, 1, 4, 5 2 1 books 2 inside 3 call the police
4 Natalia 5 neighbor 6 happy
Present the Vocabular y (10 min.)
• Write the words in the entry from caring to stingy on the
board. Read them for students to repeat.
• Have pairs look up each word in the glossary and copy the
definition in their notebooks. Point out that many of these
words (caring, generous, helpful, kind) have similar meanings.
Ask: Which two words are opposites? (Generous, stingy.)
• Leave the words on the board for the next activity.
Present the Skill (10 min.)
• Read the entry with the class. Remind students that a prefix
is a word part that is added to the beginning of a word to
change the meaning.
• As you read the examples, add the prefix un– to the word
selfish on the board.
• Add un– to the word caring on the board. Call on a student
to define it using the prefix and the definition in the glossary.
Repeat for uncooperative, unhelpful, unkind and unselfish.
• Elicit other words with un– that students know, such as
unhappy, uncomfortable or unusual and their definitions.
(10 min.)
2 Answer the questions in your notebook. (10 min.)
• Ask: Where are the people in each picture? (At a charity, on a
bus, in a crosswalk.)
• Pair students of the same learning style, and have them
answer the questions. They can use the pictures for ideas.
Take the Lesson Further (10 min.)
• Have pairs choose one answer to share with the class in a way
that suits their learning style.
Integrate Learning Styles
• Visual: Students draw the scene and what happened.
• Auditory: Students verbally describe what happened.
• Read/Write: Students write a paragraph about what
happened and read it aloud.
• Kinesthetic: Students act out what happened.
3 Rewrite the questions with the opposite adjectives in
your notebook. (5 min.)
• Have students copy the questions in their notebook,
replacing the caring adjectives with their opposites. Tell
students to leave space under each one to write.
A Ask and answer. (15 min.)
Manage Your Class
• Form pairs, and have students take turns asking and
answering questions 1–3, noting their partner’s answers.
Invite students to report their partner’s answers. Then form
new pairs and repeat with questions 4–6.
• Or have students write their own answers and use them to
play Find Someone Who (see page xvi). Have students try to
find others with similar answers to two of their questions.
Lesson 1 T 116
 Grammar
Objective
Students will speculate about hypothetical situations using the second
conditional.
Teaching Resources
Track 60, Grammar Worksheet 7.1
Lead in to the Lesson (10 min.)
• Say: Imagine… You won a thousand dollars! You can spend
it, save it, give it away… whatever you want! What do you do
with it? Have students draw what they would do and then
flip the paper over and write notes about it on the back. Tell
students not to compare with their classmates.
• Have students save their pictures.
1 Listen and follow. 60 (10 min.)
• Have students preview the pictures and name the items the
characters are thinking about. Ask: What happens to the girl’s
ideas in the last panel? (They disappear.)
• Play Track 60 as students follow along. Then ask: Does she
really have a thousand dollars? (No.) How much money do
you think she usually spends? (A few coins for a gumball.)
• You may need to explain to students that broke is an informal
word for not having any money at all.
Take the Lesson Further (10 min.)
Get Students Thinking
• Have students choose adjectives from the entry in Lesson
1 to describe the girl and then the boy in the comic. Have
groups share, and see if students chose the same adjectives.
Present the Grammar (15 min.)
• Read the text of the entry. Ask: What unreal situation are
they talking about in the comic? (Having a thousand dollars.)
• Copy or project the chart on the board, discuss the parts of
each clause.
• Add a sentence with was/were: If I was/were rich, I could
donate the whole thousand dollars.
• Make sure students understand that the past verb in the if
clause is not actually something that happened in the past.
Say: This is just the form we use to show a situation is unreal.
A Read the comic. Circle the second conditional
sentences. (15 min.)
• Have students role-play the comic in pairs. Then swap roles
and repeat.
• Read the instructions aloud. Have students work in their
same pairs to read again and circle.
Answers If you had a thousand dollars, what would you do? If I had a
thousand dollars, I’d buy myself a huge TV, a new cell phone, cool sneakers…
If I had a thousand dollars, I’d give it all to charity, and I’d buy you a present.
Thanks, but if you gave it all to charity, you wouldn’t have any money left for
my present!
T 117 Lesson 2
Take the Lesson Further (25 min.)
1 Point out that the sentence halves in the first column begin
with if and elicit the verb form students will use (the past
simple). Do the same with the second column (would or the
contraction). Have students do the first two parts alone, and
then discuss the questions in small groups.
2 Elicit advice for the first situation and then have students do
the rest alone before comparing in small groups.
Answers 1 1 found 2 had 3 could 4 was/were; a would/’d play b would/’d be
c would/’d spend d would/’d give • 1 d 2 a 3 b 4 c
2 Read and complete the questions. (10 min.)
• Read the instructions, and call on individual students to read
each sentence aloud.
• Do the first item as a class. Have students find the if clause
and write the past verb. Then have them write would and the
base verb in the other clause.
• Have students complete the rest alone or in pairs. Allow
could or would if either makes sense.
Answers 1 found, would, keep 2 asked, could/would, say 3 were,
could/would, help
A Ask and answer. (15 min.)
• Place students in pairs of similar levels to ask and answer the
questions in activity 3. Encourage students to ask a follow-up
question about what their partner would do.
• Write sample follow-up questions on the board: What would
you do? Would you…?
Know Your Students
• Some students will only be able to ask and answer the
original question.
• Most students should be able to ask and answer the original
question and one follow-up.
• A few students will be able to ask and answer more than one
follow-up question.
3 Discuss. If you had a thousand dollars, what would
you do? Would you be selfish or generous? (10 min.)
• Have students take out the pictures they made in the Lead in
to the Lesson.
Manage Your Class
• Collect students’ pictures, and display them for the class to
guess which student drew which picture. As the class guesses,
have students come up and explain what they would do.
• Or have small groups discuss their pictures using their notes.
Then discuss any similarities.
1 Listen and follow.
w. 60

IF I HAD A THOUSAND DOLLARS,

IF YOU HAD A
I’D BUY MYSELF A HUGE TV,
THOUSAND DOLLARS,
WHAT WOULD YOU DO? A NEW CELL
PHONE, COOL
SNEAKERS…

THAT’S SO
SELFISH!

OK, WHAT THANKS, BUT IF YOU GAVE IT ALL TO

WOULD YOU DO? CHARITY, YOU WOULDN’T HAVE ANY
MONEY LEFT FOR MY PRESENT!

YOU’D BE
GENEROUS—
IF I HAD A BUT BROKE!
THOUSAND
DOLLARS,

I’D GIVE IT ALL TO

CHARITY. AND I’D
BUY YOU A PRESENT.
The Second Conditional
A Read the comic. Circle the second conditional sentences. We use the second conditional to talk
about unreal situations and to imagine
2 Read and complete the questions. the results. The situation clause begins
with if and has a past verb, not because
1 If you (find) a wallet full of money in the
the action is in the past, but because it
street, you (keep) it? is unreal. We can use was or were with
I, he, she and it. The result clause has
2 If your neighbor (ask) for help in the yard, could/would + base verb.
what you (say)? Unreal Situation Imaginary Result
3 If you (be) a volunteer in your community, If I had a I’d buy myself a
thousand dollars, huge TV.
how you (help) others?
If you gave it all you wouldn’t
A Ask and answer.
Æ
to charity, have any left.
If you had a what would
3 Discuss. If you had a thousand dollars, what would thousand dollars, you do?
you do? Would you be selfish or generous?
Lesson 2 117

1 Discuss. What is a fable?
Which fables do you know?
A Read the introduction
and check.
Aesop’s Fables
Fables are stories that teach a lesson about life. One of the most
famous collections of fables is credited to an ancient Greek
storyteller called Aesop. Aesop’s fables often use animal characters
to teach a lesson. This lesson is called the moral of the fable.

2 Listen and follow The Ant and the Grasshopper

the fables. 61
based on Aesop’s fable

A s Antony passed Gary for the hundredth

time that day, Gary said, “There’s more to life
than work, my friend. Come and relax in the grass
with me.”
Antony replied, “I’m collecting food for
wintertime—an important job when the weather
is fine. You should get ready, too.”
Gary just laughed and thought Antony should
slow down and stop worrying about the days
ahead. So Antony continued working, and Gary
continued lying in the grass, strumming his guitar.

Soon the harsh winter arrived. The snow fell, and the cold
wind blew. Antony and his ant friends didn’t mind. They were
warm and dry in their cozy nest, and they had plenty of food.
Gary, on the other hand, couldn’t find any food. He was
soon very hungry. Then he remembered Antony. So off he
hopped to Antony’s nest and very politely asked for some
food. Antony listened to him, but then he said, “If you stored
your own food over the summer like us, you wouldn’t be
hungry in winter.”
“Yes, but if you were generous and unselfish, you’d share
some of your food with me,” replied Gary.
Antony consulted with his ant friends. Finally, he said,
“There was food out there, but you didn’t care. If you had food
now, you wouldn’t be here. Good-bye.”
Gary hopped off sadly and spent the rest of the winter
feeling very cold and hungry.
118
M aisie and Daisie were best friends. One beautiful
afternoon, as they were walking home from
school, Maisie said, “Let’s go to the park and feel the
“Boring stuff, I guess, like homework or chores,”
Maisie said. “But if I did those things, I wouldn’t have
as much fun!”
wind in our hair and the sun on our backs and have “Maybe not,” said Daisie, “but now you have to
ice cream. What could be better on a day like today?”ay?” retake a ttest.
retake est.”
n’t
“Sorry, Maisie, not today,” said Daisie. “If I didn’t Maisie llooked
Maisie ooked uupset
pset aand
nd sstarted
tarted ttoo ccry.
ry.
have tons of homework and chores, I’d come.”
“Whatever,” said Maisie. “Homework can wait. II’m ’m
off to have fun in the park until dark. Bye!” And she he
skipped off by herself, while Daisie walked home.
The next day, on the way home from school, Maisie aisie
said to Daisie, “Why don’t we go to the swimmingg
ve ssoo
pool? It’s such a beautiful day. If we went, we’d have
much fun. We could swim and dive and jump in the he
cool blue water!”
st
“Sorry, Maisie, not today. If we didn’t have a test
tomorrow, I’d come.”
“Whatever,” said Maisie. “Tests can wait. I’m off ff ttoo ““Why
Why ddon’t
on’t we
we gogo to
to my
my house?”
house?” ssaid
aid D aisie. ““I’ll
Daisie. I’ll
jump and splash in the pool.” help yyou
help ou sstudy.
tudy. I ccan
an lend
lend yyou
ou m
myy fflashcards.
lashcards. Y ou ccan
You an
The next day, Daisie did well on the test, but Maisieii k the
retake h test tomorrow, andd then h we can bbothh have h
did very badly. The teacher told Maisie that she had to fun together on the weekend.”
retake the test. “Really? You’re the best, Daisie,” said Maisie. “If I
On the way home from school, Maisie was very sad. didn’t have you as my best friend, I don’t know what I’d
Daisie asked her, “What would you do if you didn’t do!” And the two of them skipped happily together all
go to the park or the pool after school?” the way to Daisie’s house.
119
 1 Which moral do both fables teach?
1 Work hard now to prepare for the future. 3 Don’t worry about the future.
2 Don’t help others, because then they will 4 Help someone who has made a
learn from their mistakes. foolish decision.

2 Compare and contrast the fables. Draw a Venn diagram in your notebook and sort
the sentences.
1 One character works hard.
2 One character plays instead of working.
3 The characters are animals.
4 The characters are people. “The Ant
5 The story is set in a city park. “Maisie
and the Both
6 The story is set in the countryside. and Daisie”
Grasshopper”
7 One character helps another.
8 One character refuses to help another.
9 One character is selfish.
10 One character is generous.

3 Find the words in the text. Complete the sentences.

Comparing and
Contrasting Texts grass nest skipped upset
When you read two similar
stories, ask yourself 1 The ants built their underground.
how they are similar and 2 My little sister was so happy that she down the street
different. Do they have
the same moral? Are instead of walking.
the settings the same or
3 They knew she was because she looked sad and
different? What parts of
the plot are the same? didn’t want to talk to anyone.
Do the characters make
4 We like to run across the in our yard in our bare feet.
different decisions?
4 Discuss the questions.
1 Was Antony right not to help Gary? Was Daisie right to help Maisie?
Why or why not?
2 If you were in each situation, would you help?
3 Which characters are you more like: Gary and Maisie, or Antony
and Daisie?
120 Lesson 3
Reading
Objective
Students will compare and contrast an Aesop’s fable and a modern
version of the same fable.
Teaching Resources
Track 61
Lead in to the Lesson (5 min.)
• Have small groups discuss their study skills: How do you
study for a test? Do you prepare a little every night? Do you
wait and study just the night before? Do you sometimes forget
to study at all?
• Then ask the class: What do you think is the BEST way to
study for a test?
p. 118
1 Discuss. What is a fable? Which fables do you know?
(10 min.)
• Have students summarize fables they know, like “The Crow
and the Pitcher” or “The Lion and the Mouse.”
• Ask: Why do you think people tell fables? If students mention
the lesson or moral, have them share the morals of some of
the fables they listed.
A Read the introduction and check. (10 min.)
• Read the introduction aloud. Ask: Why do people tell fables?
(To teach a lesson.) What is the lesson called? (The moral.)
2 Listen and follow the fables. 61 (25 min.)
• Read the title and byline of the first story chorally. Play the
first part of Track 61 as students read along. Pause after the
third paragraph of to ask: What is Antony the ant doing?
(Collecting food for winter.) What is Gary the grasshopper
doing? (Lying in the grass relaxing.)
• Continue the track, pausing at the end of “The Ant and
the Grasshopper.” Ask: What happens in the winter? Have
students briefly retell the events in their own words.
• Then have students look at “Maisie and Daisie.” Explain that
this is a modern version of the Aesop’s fable they just read.
• Continue the track, pausing after Maisie says, “I’m off to
splash in the pool.” Ask: What are Maisie’s study skills like?
What about Daisie’s?
• Play the track to the end. Ask: What are Maisie and Daisie’s
test results? (Daisie does well, but Maisie has to retake it.)
What do they decide to do in the end? (Daisie offers to help
Maisie study.)
Take the Lesson Further (10 min.)
• Divide the class into two groups, and have each group read
one of the stories round-robin style, a sentence at a time.
p. 120
Present the Skill (5 min.)
• Read the entry with the class. Explain that a modern version
of a traditional story usually has the same moral, but it
might have a different setting, different characters or even a
different ending.
1 Which moral do both fables teach? (10 min.)
• Invite volunteers to read each moral.
• Have pairs discuss each one and decide whether it fits each
story. Then have them choose the best moral for both stories.
• Discuss the correct answer, and explain why the other
options are incorrect. (Moral 2 is only for “The Ant and the
Grasshopper.” Moral 3 tells what not to do. Moral 4 is only for
“Maisie and Daisie.”)
Answer 1
2 Compare and contrast the fables. Draw a Venn diagram
in your notebook and sort the sentences. (15 min.)
Get Students Thinking
• Read the instructions and the sentences aloud. Have students
complete a Venn diagram in pairs.
Know Your Students
• Some students may have difficulty sorting all the details from
both stories. Assign them one story to check the statements
for. For the Venn diagram, pair students who were assigned
different stories.
• Most students will benefit from rephrasing the statements as
questions: Who works hard in (story)?
Answers “The Ant and the Grasshopper”: The characters are animals. The
story is set in the countryside. One character refuses to help another. One
character is selfish. Both: One character works hard. One character plays
instead of working. “Maisie and Daisie”: The characters are people. The story
is set in a city park. One character helps another. One character is generous.
3 Find the words in the text. Complete the sentences.
(10 min.)
• Have students repeat the words in the word bank chorally.
Ask volunteers to read one sentence each.
• Form new pairs, and have partners find each word in the
stories, read the context and find the sentence it belongs in.
Answers 1 nest 2 skipped 3 upset 4 grass
4 Discuss the questions. (10 min.)
• Have small groups discuss and then share their ideas with
the class.
• Point out that both Antony and Daisie might be trying to
help; Antony could be trying to teach Gary an important
lesson to help him in the future.
Take the Lesson Further (10 min.)
• Form new small groups, and have them each choose one of
the fables and write a different ending.
• Invite groups to read their endings to the class.
Lesson 3 T 120
 Listening
Objective
Students will use clues to make inferences about what they hear.
Teaching Resources
Tracks 62–64, transcript 62 (one copy), transcripts 63 and 64 (one copy
per student)
Lead in to the Lesson (10 min.)
• Invite volunteers to tell the class about grandparents or other
senior citizens they enjoy spending time with. Ask: How do
you help them? How do they help you?
Present the Skill (5 min.)
• Read the entry as students follow along.
• Elicit or supply examples of background noises (birds
singing, a car’s horn honking).
• Greet a student with a formal handshake and say: Hello.
How are you? Then greet a student with a high five and say:
Hi! What’s up? Ask the class which was formal (the first)
and which was informal (the second). Ask: When do you use
informal language? (With a friend you know well.)
1 Listen and mark ( or ). Mr. Akito… 62 (15 min.)
• Play Track 62, and ask comprehension questions: Where
are they in the beginning? (In Mr. Akito’s house.) How does
Seb help Mr. Akito then? (He takes him outside.) Why can’t
Mr. Akito go outside by himself? (He’s in a wheelchair.) What
hasn’t he been able to do? (Take care of his yard.)
• Read the instructions and statements aloud.
• Play the track again for students to mark.
• Check as a class, and ask: How do you know? Read lines from
the Track 62 transcript as needed to help students support
their inferences.
Answers 1  2  3  4  5  6 
A Answer in your notebook. How do you think Seb will
help Mr. Akito? (15 min.)
• Read the question, and have students write predictions based
on what they recall.
• Play the track again, and have students write words or
phrases that helped them know.
• Invite volunteers to share their answers, and ask if
others agree.
Answer Seb and his friends are going to mow Mr. Akito’s grass and pull the
weeds. Mr. Akito says, “Oh, no… look at the grass… it’s so long. And all those
weeds!” Seb says, “I have the perfect solution! If I came by with a few friends,
the yard would look great again in no time.”
Take the Lesson Further (5 min.)
• Challenge students to think of one more way that Seb has
helped Mr. Akito (spending time with him). Discuss the idea
that just visiting people can be an important way to help.
T 121 Lesson 4
2 Listen and circle. 63 (15 min.)
• Tell students they will hear a different conversation. Say:
Listen to figure out who the speakers are, and where they are.
• Play Track 63. Then have students individually read the
sentences and circle.
• Play the track again, and have students listen for what a
grandfriend is. Ask: Why would the residents enjoy having
a grandfriend?
Answers 1 a home for elderly people 2 a teacher 3 have never met before
4 wants to find out more information
A Explain what details helped you make each inference.
(15 min.)
Get Students Thinking
• Read the instructions aloud. Project or distribute copies of
the Track 63 transcript, and have students work alone or in
pairs to find details that support their inferences.
Know Your Students
• Most students should be able to find one detail to support
each inference.
• Some students will need questions to guide them, for
example: Where does Anna say they are? Why does Mr.
Conrad refer to the students as “in my class”?
• A few students may finish quickly. Assign them to help
students who are struggling.
Answers 1 Anna says, “Welcome to Beech Trees Care Home,” and Mr.
Conrad mentions the “elderly residents” there. 2 Mr. Conrad says, “Some of
the students in my class.” 3 Anna says, “Nice to meet you” to Mr. Conrad.
4 Mr. Conrad is asking for details about what a grandfriend does, so he must
not be a grandfriend himself and must be trying to find out more information.
3 Listen and answer the questions in your notebook.
64 (15 min.)
• Play Track 64, and have students listen to find out who is
speaking. Ask: Which speakers have you heard before? (Anna
and Mr. Conrad.) Who’s new? (Walter, a resident of the home.)
• Have a volunteer read each question. Play the track again for
students to listen and answer.
Answers 1 No. 2 Yes. 3 He can’t see well enough to read the words on the
page. 4 Yes.
A Explain what details helped you make each inference.
(15 min.)
• Project or distribute copies of the transcript. Have groups
compare inferences and find details to support them.
Answers 1 Walter has trouble keeping in touch with his grandchildren and
hopes to use a tablet to do so. 2 If Walter thinks a tablet will help him keep in
touch with his grandchildren, they must know how to use one. 3 Walter says,
“A lot of us like books, but we can’t see so well anymore.” 4 Mr. Conrad says
his students would love to do that.
4 Discuss. If you were a grandfriend, how would you
help? (10 min.)
• Ask: What did Walter want a grandfriend to do? (Teach him
how to use a tablet, read to him.)
• Have small groups discuss and add their own ideas.
• If possible, plan a class field trip to a similar place where
students can help elderly residents.
1 Listen and mark (✓ or ✗). Mr. Akito… 62

1 knows Seb well.

2 likes to care for his yard.
3 always uses a wheelchair.
4 has broken his leg.
5 likes staying indoors.
6 feels frustrated about his situation.
Using Clues to Make Inferences
When you make an inference, you make a conclusion
based on what you hear and what you already know.
Use these clues to figure out what’s happening:
• background noises
• the identity of the speakers
• formal or informal language

A Answer in your notebook. How do you think Seb will help Mr. Akito?
2 Listen and circle. 63

1 The conversation takes place in a classroom / a home for elderly people.

2 Mr. Conrad is a teacher / the manager of a home for elderly people.

3 Mr. Conrad and Anna are good friends / have never met before.

4 Mr. Conrad is already a grandfriend / wants to find out more information.

A Explain what details helped you make each inference.

3 Listen and answer the questions in your notebook. 64

1 Do Walter’s grandchildren live nearby?

2 Do Walter’s grandchildren know how to use a tablet?
3 Why does Walter want a grandfriend to read aloud to him?
4 Do you think Mr. Conrad will ask his students to become grandfriends?

A Explain what details helped you make each inference.

4 Discuss. If you were a grandfriend, how would you help?

Lesson 4 121
 Offering Help Accepting Help Refusing Help
Would you like some help? Sure, that would be nice. No, but it’s nice of you to offer!
Do you want me to…? That would be great, thanks. It’s OK, thanks. I’m fine.
Would you like me to…? I’d really appreciate that. Don’t worry. I’ll be OK.
If you like, I could… You’re too kind. I can manage, thanks.

1 Listen and identify the situation. What is the person offering to help with? 65

A Answer in your notebook. What does the woman say to accept help? And to refuse help?
2 Act out these situations.

1 When you get home from school, there is a pile of dirty dishes in
the sink.You know the dishwasher is broken.Your mom arrives
home from work five minutes later. She has to prepare dinner
right away. What would you say to your mom?

2 You are at the shopping mall with your friends.You see a woman
struggling with a baby in a stroller and a screaming toddler as she
tries to get on an elevator. She has a lot of shopping bags.
What would you say to her?

3 You are really good at math, but your best friend isn’t. He or she
can’t solve a practice problem and is becoming upset and frustrated.
The teacher is busy with another student. What would you say to
your friend?

4 You are waiting to cross a busy road, but there isn’t a crosswalk.
You see an older woman waiting, too. She tells you she’s been
there for ten minutes but can’t find a gap in the traffic to cross.
What would you say to her?

3 Discuss. When was the last time you offered to help someone?
122 Lesson 5
Speaking
Objective
Students will learn and practice using common expressions to offer,
accept and refuse help.
Teaching Resources
Track 65 and transcript (one copy per student), index cards labeled
with the caring adjectives from Lesson 1
Lead in to the Lesson (15 min.)
• Divide the class into small groups, and give each group a card
with a caring adjective. Play Charades (see page xvi), with
each group miming or acting out their word for the class
to guess.
• Save the cards for use later in the topic.
Present the Skill (10 min.)
• Read the entry with the class.
• Go around the room and have each student offer to help his or
her neighbor: Do you want me to bring you a snack? Have the
neighbor accept or refuse the help and then ask the next student.
• Remind students that even when they don’t need help, they
should be polite and thank the person for offering, and they
should be sure to refuse politely.
1 Listen and identify the situation. What is the person
offering to help with? 65 (10 min.)
• Read the instructions. Play Track 65 and have students listen
to find out what’s happening.
• Play the track again, and invite volunteers to describe the
situation in their own words.
Answers holding shopping bags while the person finds the keys to her car,
offering to help put the bags into the trunk of the car
A Answer in your notebook. What does the woman say
to accept help? And to refuse help? (10 min.)
• Play the track again, and have students raise a hand each
time they hear the woman accepting help. Pause the track for
students to write. Repeat the process when the woman on the
track refuses help.
Answers Accepting Help: That would be great, thanks. You’re too kind. If you
could just take these… Refusing Help: I can manage now, thanks. But it’s nice
of you to offer!
Take the Lesson Further (15 min.)
• Project or distribute copies of the transcript. Have students
read the dialogue chorally, with half the class taking each part.
• Have students practice the role play in pairs and then switch
roles and repeat. Encourage students to stand up and act out
the motions to help them picture the situation.
Take the Lesson Further (10 min.)
• Guide the class to make inferences about the situation they
heard and modeled. Ask: How do you think the younger
woman feels? Do you think she’s grateful that the older woman
offers to help? Or is she embarrassed? Does she seem happy to
accept help?
• Then have students discuss this question in small groups:
What would you do in this situation? Would you offer help?
Would you accept or refuse?
2 Act out these situations. (20 min.)
• Have a volunteer read each problem as students follow along
and look at the picture.
• Ask: How would you offer help in these situations? Have
students think about their answers individually and make
notes before they begin. Remind them to use language from
the entry.
• Pair students of similar levels. Have partners read each
situation again. One student should say what he or she would
do. Then the pair should act it out, with the first student
offering help and the second student accepting or refusing
help in the role of the other character. Have students swap
roles for the next situation, and continue in the same way.
Know Your Students
• Most pairs will be able to offer help, accept or refuse it
and continue the conversation for a sentence or two with
courtesy expressions.
• Some students will only be able to offer help and accept or
refuse it, using the language in the entry.
• A few students will be able to keep the conversation going
longer, including offering different types of help, as
on the track.
Take the Lesson Further (15 min.)
• Have a volunteer pair act out each situation for the class.
Have the other students listen and raise a hand when they
hear someone offering, accepting or refusing help. Then ask
if they offered, accepted or refused help in the same way in
their own pairs.
3 Discuss. When was the last time you offered to help
someone? (15 min.)
• Have students share their answer with the class in a way that
suits their learning style.
Integrate Learning Styles
• Visual: Have groups draw two pictures, one of the problem
and one of themselves helping.
• Auditory: Students describe what happened as if they’re on
the phone with a friend.
• Read/Write: Students write a thank-you note from the
person they helped, describing what happened.
• Kinesthetic: Students work in pairs to act out each partner’s
scenario with classroom props.
Lesson 5 T 122
 Writing
Objectives
Students will write an essay about how they would allocate $1,000 to
help others in need.
Students will peer-edit for paragraph organization, writing quality and
mechanics.
Teaching Resources
Colored pens or pencils (one per student)
Lead in to the Lesson (10 min.)
Get Students Thinking
• Have students preview the pictures on the page. Discuss how
each item can help people in need.
• Elicit or explain that a water pump gives people a source of
clean water nearby so they don’t have to walk far or drink
unsafe water. A fruit tree provides good nutrition and a
source of income. A goat produces milk for nutrition and
income. A family can use a llama for wool to make various
materials, for carrying goods and for guarding other herds.
• Tell students that some charities provide catalogs like this,
with items and dollar amounts, so donors can choose exactly
how to help the charity.
Present the Skill (5 min.)
• Read the entry while students follow. Explain that
students can help each other by marking corrections and
suggestions—but students should be careful not to rewrite
each other’s work.
• Encourage students to include compliments, too.
1 Read Phoebe’s essay. Find and correct three
mistakes. (15 min.)
• Have students read the title of the essay chorally. Invite
volunteers to read a sentence at a time.
• Then do the activity as a class. Copy or project the essay on
the board.
1 Ask: Which sentence is the topic sentence that says what
Phoebe would do? (If I had a thousand dollars, I would buy
eight goats for someone in need.) Point out that the topic
sentence should usually come first.
2 Have students read through the essay and raise a hand when
they find a misspelled plural noun (Familys). Elicit the correct
spelling (Families), and mark it on the essay.
3 Ask: Where do you see a list of items? (Education medicine
and food.) Elicit the correct place to put a comma (after
education) and mark it.
Answers 1 If I had a thousand dollars, I would buy eight goats for someone in
need. 2 Familys to Families 3 education, medicine and food
2 How would you spend a thousand dollars on items
from this catalog? Write an essay. (25 min.)
• Explain that students can choose any combination of items
they like, up to a total of $1,000. Ask: How much did Phoebe
spend? (Eight goats at $120 each is $960.) As students decide,
remind them to use as much as possible of their $1,000.
T 123 Lesson 6
• Give students time to choose items, add up the total, and
consider the reasons for their choices.
• Have students write a rough draft, leaving an extra space
after each line of writing.
3 Edit a classmate’s essay. Use this checklist. (20 min.)
• Read each point in the checklist, and give examples from
Phoebe’s essay to be sure students understand.
• Pair students, and have them exchange papers. Tell partners
to peer-edit each other’s papers with a colored pen. Remind
students to mark corrections neatly and include compliments
about parts they like.
• Check students’ peer-editing to make sure their corrections
and comments are appropriate.
4 Write your final draft. (15 min.)
• Have students write a final draft of their essay, making
the corrections marked in the peer edit and taking the
suggestions into account.
• Tell students to add drawings of the items they chose and a
list of the prices with a total.
Take the Lesson Further (10 min.)
• Have students share their writing in small groups. Have
groups check the totals and compare the items they chose
and their reasons for choosing them.
Topic 7
How can I help?
1 How have you helped others this week? How have
other people helped you? (10 min.)
Manage Your Class
• Have students answer the first question in pairs. Then
form new pairs and have them answer the second. Invite
volunteers to share their answers.
• Or play a game of Me Too (see page xvii) to elicit similarities.
Provide sentence starters: I’ve helped others by… Other
people have helped me by…
2 If you had one free day to help others in your
community, what would you do? (10 min.)
• Have students brainstorm as a class. Encourage practical
ideas that students could actually do with the time, skills and
other resources they have right now. For example, they could
pick up litter in a park.
• Narrow the list to a few favorites. If possible, choose one
for a “day of caring” where your class goes out to serve the
community.
1 Read Phoebe’s essay. Find and correct three mistakes.
1 Circle the topic sentence. Draw an arrow to move it to the beginning.
2 Cross out a misspelled plural noun. Write the correct spelling above it.
3 Add one comma that is missing from a list of items.

If you had a thousand dollars, what would you buy to help others? By Phoebe R.

Goats can improve a family’s life. Children can drink the goats’ milk to stay healthy.

Familys can sell extra milk and use the money for education medicine and food. I think

these things are very important. If I had a thousand dollars, I would buy eight goats for

someone in need.

2 How would you spend a thousand dollars on items from this catalog? Write an essay.

Help People in Need Around the World!

Water pump $300 Fruit tree $60 Goat $120 Llama $150

Peer Editing
3 Edit a classmate’s essay. Use this checklist.
Your peers are your classmates. Work
• Organization: topic sentence, supporting details, conclusion.
together to revise and improve each
• Writing: varied sentence lengths, precise words. other’s writing. Mark corrections,
• Mechanics: correct grammar, spelling and punctuation. suggestions and also parts you like.

4 Write your final draft.

To p i c 7 1 How have you helped

ot hers this week?
u?
How have other people helped yo

y to help others in
2 If you had one free da
your community , what would you do?

Lesson 6 123
 Can You Do That Job For Me?
I need to get this pipe fixed. I need to have my room redone.
Can you do that job for me? Can you do that job for me?
Yes! I am a . Yes! I am a .

Let me take your number. Choose a color, and call me later.

I need to have a light installed. I need to get my car repaired.

Can you do that job for me? Can you do that job for me?

Yes! I’m an . Yes! I’m a .

Good lighting is my mission. So there’s no need to panic!

I need to get my trash removed.

Can you do that job for me?

Yes! I’m a garbage ,

And a recycling detector.

1 Listen and write the jobs. 66

Jobs A Listen again and sing along.

dentist
electrician 2 Match the sentence halves.
emergency medical 1 The mayor… a can fix anything, from shelves to windows.
technician (EMT)
garbage collector 2 A dentist… b gives people emergency medical care.
lifeguard
3 An optician… c can check your eyes and give you glasses.
mayor
mechanic 4 A repairman… d keeps swimmers safe.
optician
5 A lifeguard… e can check, clean and fix your teeth.
painter
plumber 6 An EMT… f leads the city and makes decisions.

A Write a new verse of the song for one of these jobs.

repairman

3 Discuss the questions.

1 How do these people help in your community?
2 Would you like to do any of these jobs when you’re older?
124 Lesson 7
Vocabulary
Objective
Students will practice vocabulary related to jobs by singing a song.
Teaching Resources
Track 66, index cards labeled with familiar jobs, and jobs from the
entry on the page (one per student)
Lead in to the Lesson (10 min.)
• Play Hot Seat (see page xvii) to review job vocabulary
students have already learned. Supply words such as: builder,
chef, coach, doctor, firefighter, grocer, police officer, teacher, vet.
Present the Vocabular y (10 min.)
• Tell students that they are going to learn about other
community jobs. Read the words for students to echo.
• Have students identify any jobs they know or can guess. Ask
questions to elicit details: What does (a dentist) do? (Cares for
your teeth.)
• Then define the remaining jobs for students.
1 Listen and write the jobs. 66 (10 min.)
• Read the song title chorally with students.
• Play Track 66, and have students just listen and follow along
this time.
• Read the instructions. Play the track again, pausing after each
verse for students to write the job.
• To check, ask questions like: Who fixes pipes? (A plumber.)
Who installs lights? (An electrician.)
Answers plumber, electrician, collector, painter, mechanic
Take the Lesson Further (10 min.)
• Read each verse a line or two at a time for students to echo
chorally.
• Point out that even though plumber is spelled like number,
the two words are pronounced differently. The b in plumber
is silent. Say each word for students to repeat twice.
A Listen again and sing along. (15 min.)
• Play the track again, and have students listen and mouth the
lyrics or sing along quietly.
• Then play the track once or twice more for students to sing
along with confidence.
Take the Lesson Further (15 min.)
• Divide the class into five groups, and assign each group one
of the jobs in the song. Have students read their verse and
come up with motions to demonstrate it.
• Encourage students to use items in the classroom as props
and costumes if they can.
• Have students set up their props, put on their costumes and
stand in their groups.
• Play the track again. Have the whole class sing the first two
lines of every verse and groups sing the last two lines of their
own verse with their motions.
2 Match the sentence halves. (10 min.)
• Call on volunteers to read the jobs on the left and the
descriptions on the right.
• Have students match alone or in pairs.
Answers 1 f 2 e 3 c 4 a 5 d 6 b
A Write a new verse of the song for one of these jobs.
(20 min.)
Get Students Thinking
• Divide the class into six groups, and assign each group one of
the jobs from activity 2.
• Read the instructions, and write the form of the verse on the
board: I need to have (something done). Can you do that job
for me? Yes! I am a (job). Leave the last line blank for students
to fill in.
• Have students choose a task that a person with their job
could do. Then have them work together to write a last line in
the same rhythm as the song.
• Play the track again for students to check that their verse fits
into the meter of the song.
• Then have each group sing its new verse.
Know Your Students
• All students will need help using the correct form for the
causative construction, which they will learn in Lesson 8.
Help students use get/have, the object and then the past
participle of the main verb.
• Most students will need some help making their last line fit
the meter of the song.
• A few students may need help brainstorming tasks related to
the job.
3 Discuss the questions. (10 min.)
Manage Your Class
• Brainstorm ideas for question 1 as a class. Then poll students
to find their interests for question 2, and discuss training and
career paths.
• Alternatively, ask students which job they find most
interesting, and group them by their choice. Have groups
discuss ways the person in that job helps the community.
Then invite groups to share with the class.
• Or have students discuss in pairs or small groups.
Take the Lesson Further (10 min.)
• Randomly distribute job cards to students for a game of
Stand Up! (see page xvii). Use the game to help students
compare the jobs. Say, for example: Stand up if you care for
people’s bodies. Stand up if you fix things in people’s homes.
Have students look carefully at their job card and think about
how the job helps the community before the game begins.
Lesson 7 T 124
 Grammar
Objective
Students will learn and practice using the causative construction
get/have (something) done.
Teaching Resources
Grammar Worksheet 7.2, video recording device
Lead in to the Lesson (10 min.)
• Read the title of the reading text, and elicit that this page is a
list of classified ads for local businesses.
• Have a volunteer read each ad. Ask the class what each
company does: What do the people at Bright Sparks do?
(They’re electricians.) How can they help you? (Fix your power.)
Present the Grammar (15 min.)
• Read the entry with the class. Ask: How can you arrange
to have something done? Elicit, for example, that you call
someone and ask them to do it, or that you go to a business
and pay them to do it.
• Write on the board: My dentist checks my teeth every six
months. Ask: What’s the verb? (Check.) And the object? (My
teeth.) Have students help you write the causative with have,
the object and the past participle of the verb: I have my teeth
checked every six months. Point out that you could also add
by the dentist after the verb or at the end, although it isn’t
necessary.
• Tell students that get and have are interchangeable in this
context.
1 Read the ads. Underline jobs that people can have or
get done. (10 min.)
• Have students work in small groups to take turns reading the
ads and underlining.
• Check answers as a class.
Answers 1 get your power fixed 2 get your devices repaired 3 have your
groceries delivered 4 have it decorated 5 get your carpets removed and
replaced 6 have your eyes checked 7 have your yard tidied 8 get it installed
Take the Lesson Further (25 min.)
• Have students do activities 1 and 2 independently and work
in small groups to ask and answer the questions in activity 3.
Answers 1 1 had 2 fixed 3 get 4 cleaned 5 has 6 bandaged 2 3, 2, 1, 4 • 1 We
get the car engine checked before long trips. 2 We get our windows washed
every two months. 3 She has her teeth cleaned every year. 4 My piano teacher
has her piano tuned once a year.
2 Match the businesses with the services. (10 min.)
• Invite volunteers to read the sentences aloud. Have students
write the business names individually.
Answers 1 Door2Door 2 Busy Fingers 3 Repairman Sam 4 Long Sight
5 CarpetRight
A Rewrite the sentences with get or have in your
notebook. (15 min.)
• Read the instructions aloud. Tell students to use got/had
when the rest of the sentence is in the past.
T 125 Lesson 8
Know Your Students
• Some students may need you to walk them through each
step, including identifying the object and verb, and forming
the past participle.
• Most students will be able to form the causative with the
object and verb, but they may have trouble choosing the
subject of the sentence. Ask: Who arranged for the work to
be done? Guide students to use the possessive pronouns (our,
my) as clues.
• A few students will be able to rewrite the sentences on their
own. Have them add by and the company.
Answers 1 We get/have our groceries delivered by Door2Door every Friday.
2 My grandpa got/had his yard tidied by Busy Fingers last week. 3 I got/had
my laptop fixed by Repairman Sam yesterday. 4 We get/have our eyes checked
by Long Sight once a year. 5 I got/had new carpets installed in my house by
CarpetRight after the flood.
3 Complete the questions. (10 min.)
• Have students work alone or in pairs to choose words that
make sense in each sentence. Tell students there are several
possible answers.
Answers 1 get/have, cut/colored/styled 2 got/had, delivered 3 get/have,
checked/cleaned/fixed/X-rayed
A Ask and answer. (10 min.)
• Have a few students ask you one of their questions. Give your
own answers to remind students how to answer questions
with How often…?
• Have pairs take turns asking and answering. Compare similar
questions.
Take the Lesson Further (15 min.)
Get Students Thinking
• Form groups of mixed learning styles to create a short
commercial for a business from the page, an actual local
business or one that students make up. Students should
include a sentence about getting/having something done.
• Record students’ commercials, if possible.
Integrate Learning Styles
• Visual: Students draw tasks the business can do, equipment
and/or a company logo.
• Auditory: Students give a narration in the style of a radio
announcer of what people can get/have done.
• Read/Write: Students write sentences on cue cards to hold
up during the commercial.
• Kinesthetic: Students act out the tasks that can be done and/
or customers arranging for them.
1 Read the ads. Underline jobs that people can have or get done.

0W_KIV_MPMTX'
Whatever the problem, these local businesses will help you get the job done!
1 Did an outage leave you “in the dark”? The
electricians at Bright Sparks are here for
you. Get your power fixed in no time.
2 Do you have a broken laptop, tablet or cell?
Go see Repairman Sam and get your
device repaired.
3 Are you too busy to go shopping?
Door2Door offers you the perfect solution.
Shop from your computer and have your
groceries delivered whenever you want.
4 Do you want a stylish bedroom? Have it
decorated professionally! Call Paint4U.
5 Have you had a leak or a flood? Get your
carpets removed and replaced quickly and
easily. Call CarpetRight for great service.
6 Are things looking blurry? Trouble seeing
at night? Have your eyes checked by Long
Sight opticians. Don’t wait!
7 Is your grass too long? Do you have leaves
everywhere? Let Busy Fingers landscaping
do the dirty work for you. Have your yard
tidied today!
8 New TV? Get it installed for free!
Ask the helpful engineers at ViewTV.

2 Match the businesses with the services.

1 A company delivers our groceries every Friday.

2 Someone tidied my grandpa’s yard last week.

3 The repairman fixed my laptop yesterday.

4 An optician checks our eyes once a year.

5 A company installed new carpets in my house after the flood.

A Rewrite the sentences with get or have in your

notebook. Get/Have (Something) Done
We use get/have + object + past
3 Complete the questions. participle when we arrange for other
1 How often do you your hair ? people to do things for us. The person
doing the action is not always mentioned:
2 When was the last time you a pizza Bright Sparks electricians fix your power
? in no time. Æ Get your power fixed in
no time.
3 How often do you your teeth Long Sight opticians check your eyes. Æ
Have your eyes checked by Long Sight
at the dentist?
opticians.
A Ask and answer.
Lesson 8 125
 Helping
1 Read the introduction. How
do you think the young
Your World
people helped the world?

A Read and check.

I f you saw a need, what would you do? Young people are
sometimes in the news for the wrong reasons. Some say they’re
selfish and don’t want to help other people. However, there are
also a lot of remarkable young people who are unselfish, caring
2 Read again. Find the slogan
and generous—and they’re changing their world.
of each organization and
write it in your notebook.
Reverse the Course
When Mary Grace Henry was just twelve years old, she learned
that many girls in Africa couldn’t go to school because their
families couldn’t afford it. She decided to help a young girl in
Africa get an education. Mary Grace asked her parents for a
sewing machine for her birthday. She taught herself to use it.
Mary Grace started making and selling headbands for girls. She
raised enough money to pay for one girl’s education in Uganda.
This inspired her to start her own charity, Reverse the Course. Its
slogan is “Buy a ribbon, change a life.” Since 2009, it has changed
the lives of more than a hundred girls in four countries. Mary
Grace believes that educating a girl can reverse the course of that
girl’s life and even lead to change in her community and country.

Mary Grace Henry

Alanna Wall
Polished Girlz
When Alanna Wall was younger, she loved drawing and nail art. She
wanted to volunteer her talents to help others. But people told her
she was too young. Alanna decided, “You’re never too young to give
back.” At the age of ten, she started her own volunteer organization,
Polished Girlz, with the help of a few friends.
Alanna contacted local organizations that helped people with
special needs. She also talked to staff at medical centers with long-
term patients. She asked if she could come in and paint people’s
nails. Alanna and her friends now visit these places regularly. Girls
and young women there get their nails polished and decorated.
Polished Girlz makes people smile and helps them feel valued and
confident. They not only have their nails done, but they also learn
about the importance of washing hands as a way to reduce infection.
126
 1 Activity-b
Body indent Sight Learning
Yash Gupta has worn eyeglasses since age five. When he
broke them in a tae kwon do class, he had to get them
repaired. It took a week. During that week, Yash realized
the difference his glasses made to his life—especially his
education.
After his experience, Yash did some research. He
found out that more than thirteen million school-age
children around the world needed glasses but couldn’t
afford them. Yash decided to do something about it.
He set up an organization called Sight Learning.
It’s “helping students to see more clearly, so they can
envision their future.” The concept is simple. Yash collects
glasses that people don’t use anymore and donates them
to children who need them. Since 2010, his organization
has donated glasses to twenty-six thousand children,
who can now do their best in school.
Yash Gupta
Nicholas Lowinger

Gotta Have Sole

When Nicholas Lowinger was five years old, he visited a
homeless shelter with his mom. He saw that some of the kids
were wearing old, tattered shoes. They were embarrassed
about their shoes and bullied because of them, so they often
skipped school. Others didn’t have their own shoes and had to
share with a family member. They had to miss school when it
wasn’t their turn to wear the shoes.
Nicholas started a program to collect new shoes for these
children. He had the shoes delivered to homeless shelters
in the United States. Since his foundation Gotta Have Sole
started, more than sixty-two thousand homeless children, in
all fifty states, have gotten new shoes. Now, they go to school
more regularly. They don’t feel embarrassed anymore.
Today, Gotta Have Sole has almost five thousand
volunteers, and there are fifteen more Gotta Have Sole clubs
run by student leaders in seven states. Gotta Have Sole is
“improving the lives of homeless children, one ‘sole’ at a time.”

127
 1 Write each person’s organization and how it helps people
Making Inferences in your notebook.
When you read a text, the writer 1 Mary Grace Henry
often doesn’t always tell you things
2 Alanna Wall
directly. But you can use clues in
the text and your own knowledge to
3 Yash Gupta
infer, or guess, information. 4 Nicholas Lowinger

2 Read the details from the text. Underline the correct inferences.
1 “Many girls in Africa couldn’t go to school because their families couldn’t afford it.”
a A lot of girls in Africa don’t want to go to school.
b There is a link between poverty and education in some African countries.

2 “They not only have their nails done, but they also learn about the importance of washing
hands as a way to reduce infection.”
a You should let your nail polish dry before washing your hands.
b Poor hygiene can often spread infections in places like hospitals.

3 “After his experience, Yash did some research. He found out that more than thirteen million
school-age children around the world needed glasses but couldn’t afford them.”
a Yash realized other kids had difficulty without glasses, just like he had.
b Most children who need glasses live in the United States.

4 “More than sixty-two thousand homeless children, in all fifty states, have gotten new shoes.
Now, they go to school more regularly. They don’t feel embarrassed anymore.”
a Homeless children feel more confident when they wear good shoes to school.
b Without good shoes, it is difficult for children to learn.

3 Find the words in the text. Match the words with the definitions.
1 charity (n.) a an organization that helps others instead of making money
2 slogan (n.) b continuing for a long time into the future

3 tattered (adj.) c in bad condition with holes or tears

4 concept (n.) d a saying that communicates an idea and attracts attention

5 long-term (adj.) e a thought or an idea

4 Discuss. If you could help one of these organizations, which one would it be? Why?

128 Lesson 9
Reading
Objectives
Students will read about four kids who started their own charities.
Students will make inferences based on the text.
Teaching Resources
Print or online resources about other charities started by young people
Lead in to the Lesson (5 min.)
• Have students name some charitable organizations they
know. They could be local or global. Ask: Who do they help?
How do they help? Do you think they make a difference?
p. 126
1 Read the introduction. How do you think the young
people helped the world? (5 min.)
• Have students read the title chorally. Then ask a volunteer to
read the introduction.
• Have students preview the photos and headings. Ask the
question in the instructions, and elicit guesses.
A Read and check. (15 min.)
• Have students take turns reading the first section a sentence
at a time. Ask: What does her charity do? (It makes and sells
headbands for girls to raise money for girls’ education.) How
did she get started? (She asked for a sewing machine.)
• Continue, pausing at the end of each section to ask similar
comprehension questions.
2 Read again. Find the slogan of each organization and
write it in your notebook. (15 min.)
• Tell students to read the article again and look for a quote
that tells what each organization is about.
Manage Your Class
• Have students read silently and answer. Ask them to
compare in small groups.
• Or have small groups read a paragraph or section at a time.
Have groups discuss the slogan for each organization at the
end of the section.
Answers Reverse the Course: “Buy a ribbon, change a life.” Polished Girlz:
“You’re never too young to give back.” Sight Learning: “Helping students
to see more clearly, so they can envision their future.” Gotta Have Sole:
“Improving the lives of homeless children, one ‘sole’ at a time.”
Take the Lesson Further (10 min.)
Get Students Thinking
• Point out that according to the article, some people
discouraged Alanna Wall because she was too young. Ask:
How did she respond? (She said, “You’re never too young to
give back,” and started her own charity.)
• Ask: How would you feel if someone said that to you? Would
you respond the same way?
p. 128
1 Write each person’s organization and how it helps
people in your notebook. (10 min.)
• Have students answer in full sentences.
Answers 1 Reverse the Course sells headbands and ribbons to pay for
girls’ education in Africa. 2 Polished Girlz paints and decorates nails for
people with special needs and long-term patients at medical centers. 3 Sight
Learning collects and donates glasses to children who need them so they can
do better in school. 4 Gotta Have Sole collects and gives shoes to homeless
children in the United States.
Present the Skill (5 min.)
• Read the entry while students follow.
• Tell students that inferences should be based on the details in
the reading, not just on their own opinions.
2 Read the details from the text. Underline the correct
inferences. (15 min.)
• Read the instructions aloud. Do the first item as a class. Read
the detail, and discuss both options. Elicit that the text doesn’t
say whether girls want to go to school. But it does say their
families can’t afford it, so poverty may be a problem for them.
• Have students discuss the rest in small groups.
Know Your Students
• Group students by level. Help struggling students connect
the details to the correct inference.
• Alternatively, group students of mixed levels. Encourage them
to help each other by discussing the connections in detail.
Answers 1 b 2 b 3 a 4 a
3 Find the words in the text. Match the words with the
definitions. (15 min.)
• Have students work in pairs to find the words in the text,
read the context and match.
• Have students look up the words in a dictionary to check
their own answers.
Answers 1 a 2 d 3 c 4 e 5 b
Take the Lesson Further (15 min.)
4 Discuss. If you could help one of these organizations,
which one would it be? Why? (10 min.)
• Have students discuss in small groups. Then take a vote to
see which one the class would most like to support.
• Ask: How could our class raise funds for this charity? If
possible, hold an actual fundraiser (like a bake sale or car
wash) and donate to the charity the class chose.
Integrate Social Studies
• Have small groups investigate other charities started
by young people, such as Alex’s Lemonade Stand, the Ladybug
Foundation, Kids Saving the Rainforest, Coat-A-Kid,
FUNDaFIELD or Sheltering Books.
• Provide research materials, and have students take notes on
how the group started, how it helps and how many people it’s
helped so far.
• Invite groups to present their charity to the class.
Lesson 9 T 128
 Listening
Objective
Students will listen for and identify idioms or expressions and other
figurative language.
Teaching Resources
Tracks 67 and 68, transcript 68 (one copy per student)
Lead in to the Lesson (10 min.)
• Play a game of Board Slap (see page xvi) to review jobs from
Lesson 7. Play one round with job descriptions: This person
cleans your teeth. (Dentist.) Then play a second round with
tasks these jobs do for you: I need to get a pipe fixed. (Plumber.)
1 Listen and number the speakers in order. 67 (10 min.)
• Read the instructions aloud, and have students read the
captions chorally as they look at the pictures.
• Play Track 67 for students to listen and number. Ask: What are
these three people talking about? (They’re describing their jobs.)
Answers 3, 2, 1
Take the Lesson Further (10 min.)
• Play the track again, and ask: Whose job do you think sounds
the most difficult? Why?
• Ask: Have you seen people with these jobs helping in our
community? What do they do? Who do they help?
2 Listen and mark ( or ). 68 (15 min.)
• Have students preview the chart and read the headings
chorally. Then have a volunteer read the phrase in each row.
• Have students lightly mark their answers based on what
they know.
• Play Track 68, pausing after each section for students to mark
the chart. Play the track again for students to check.
Answers Checkmarks: 1 EMT 2 EMT, lifeguard 3 EMT, lifeguard, garbage
collector 4 EMT, lifeguard
3 Listen again. Who says these statements? (10 min.)
• Have students read the sentences aloud. Ask: Do some of
them sound odd? Do they make sense?
• Play the track again, and have students listen and raise a hand
when they hear each statement. Pause the track for them to
write the speaker.
Answers 1 lifeguard 2 EMT 3 garbage collector 4 EMT 5 lifeguard
6 garbage collector
Present the Skill (10 min.)
• Read the entry, and discuss the example as a class.
• Read the sentences in activity 3 aloud. Say: If you thought
those sentences sounded odd, you were right! Next time, think
to yourself: That sounds odd. Maybe it’s figurative language!
• Tell students that some figurative language uses exaggeration
to make you understand an extreme opinion or emotion. Give
an example: I’m so hungry, I could eat a hundred sandwiches!
T 129 Lesson 10
A Underline the correct meaning for the statements. (15 min.)
• Read the instructions, and do the first item as a class. Read
statement 1 from activity 3. Then read both options. Ask:
Which one makes more sense? If students aren’t sure, play the
relevant section of Track 68 and ask, for example: What is the
lifeguard talking about? What is he trying to say?
Manage Your Class
• For more support, continue the activity as a class, walking
students through each step and reading from the transcript
as necessary.
• Or project or distribute copies of the transcript, and have
students work in pairs or small groups to agree on the
meaning that makes the most sense.
• Alternatively, distribute transcripts and challenge students to
work independently to choose the figurative meaning. Then
have them compare in pairs.
Answers 1 b 2 b 3 a 4 b 5 a 6 a
Take the Lesson Further (15 min.)
• Make sure all students have transcripts. Have pairs find and
underline the statements from activity 3.
• Have students follow along as you read each speaker’s words
from the transcript, with the literal options in place of the
underlined words. Tell students to raise their hands when
they hear a wrong sentence. Ask: Does it seem silly or
strange? (Yes.)
• Call on volunteers to repeat with the figurative options. Ask:
Does it make more sense? (Yes.)
Take the Lesson Further (10 min.)
• Ask students if they can think of any other examples of
figurative language, such as idioms or expressions in English
or in their native language. List them on the board.
• Discuss what the literal meaning of these statements would
be, and contrast it with the figurative one.
Take the Lesson Further (15 min.)
Get Students Thinking
• Have small groups create a skit that uses one of the pieces of
figurative language from activity 3, but in a different context.
For example, they might say a difficult assignment is “a
nightmare,” or that some of their books “weigh a ton.”
• Invite groups to perform their skits for the class. Have
students listen and raise a hand when they hear an example
of figurative language.
1 Listen and number the speakers in order. 67

garbage collector lifeguard EMT

2 Listen and mark (✓ or ✗). 68

EMT Lifeguard Garbage Collector

1 works as part of a team

2 knows first aid

3 is physically fit

4 has a dangerous job

3 Listen again. Who says these statements?

1 “The ocean is a playground.” Listening for Literal and Figurative
2 “Some people think it would be a nightmare.”
Meaning
We don’t always mean exactly what we say.
3 “They wouldn’t do my job in a million years.”
The expression “time flies” means that time is
4 “You need to be as fit as a fiddle.” passing quickly—not that it has actual wings!
5 “Some days are a breeze.” When you listen, if the literal meaning is
6 “Some bags weigh a ton.” confusing, ask yourself if there is a figurative
meaning, like an expression or idiom.
A Underline the correct meaning for the statements.
1 a The ocean has a slide and swings.
b The ocean is a place where people can play and act silly.
2 a Some people have bad dreams about the job.
b Some people consider the job a difficult one.
3 a A lot of people would never do that job.
b People do the job now but they won’t far in the future.
4 a Fiddles are energetic instruments.
b You need to be healthy and energetic.
5 a Some days are easy.
b It’s windy on some days.
6 a Some bags are very heavy.
b Some bags way exactly one ton.
Lesson 10 129
 Asking for Help
Could you help me out?
I need … done/repaired/fixed...
Do you think you could get that done?
Would you mind…?
Making Excuses
I’m sorry, but I’m too busy.
I’m afraid I can’t.
Maybe you could ask (person). He/She
would be more helpful than I would.

1 Listen and answer. 69

1 What does the mayor need to have done?

2 Who offers to help? What excuses do the other people make?

2 Plan your role play.

1 Choose one person to be the mayor. Brainstorm the things the town needs to have done
after the hurricane. Think about problems caused by:
• falling trees • blowing wind • power outages • rain and flooding
2 Everyone else chooses a job. Decide how you can help or what excuses to make. Are you
selfish or unselfish? Are you too busy to help? What are you doing?

3 Do your role play. If you are the mayor, ask for help. Try to get each job done by
someone in your town.
130 Lesson 11
Speaking
Objectives
Students will practice asking for help politely.
Students will practice making excuses politely.
Students will role-play cooperating with others in the community after
a natural disaster.
Teaching Resources
Track 69 and transcript (one per student), index cards labeled with the
caring adjectives from Lesson 1, dice (one die per small group), name
tags (one per student)
Lead in to the Lesson (10 min.)
• Read the caring adjectives from the index cards, and have
students echo. Then mix up the order.
• Form two teams. Have a student come up, draw a card, and
describe a situation for his or her team to guess the adjective.
If the team guesses incorrectly, the other team gets to answer.
Take the Lesson Further (10 min.)
• Have students preview the center picture and describe the
damage (cars and trees thrown around, things broken, streets
flooded and so on). Ask: What do you think happened? Elicit
that it could be a natural disaster such as a hurricane. Ask:
Who do you think this person is? (The mayor.)
• Then ask students to look at each picture on the sides and
identify the job. Ask: How do you think they could help clean
up after this natural disaster?
Present the Skill (10 min.)
• Read the entry. Say each example as a full sentence, and have
students repeat it chorally.
• Then play Chain Reaction (see page xvi) with expressions
to ask for help and make excuses. Have students copy your
pronunciation and intonation.
1 Listen and answer. 69 (15 min.)
• Play Track 69, and tell students to listen for what’s happening
in general (the mayor and workers are talking about what to
do after a hurricane).
• Read question 1. Play the track again. Have students listen for
the mayor’s to-do list and take notes.
• Read question 2. Play the track again. Have students give a
thumbs-up or thumbs-down as they listen, to show whether
each person is helpful or unhelpful.
Answers 1 The mayor wants to get the power lines fixed, clear the drains and
clear away fallen tree branches. 2 The plumber and garbage collector offer to
help. The electrician and repairman make excuses.
Take the Lesson Further (15 min.)
• Project or hand out the transcript. Have students role-play
the town meeting in groups of four.
• Ask: How does the mayor ask for help? (Could you help me
out? Would you mind…? Can you…? Do you think you could
get that done?)
• Ask: What do the workers say to make excuses? (It’s too
dangerous. / Maybe you should ask Chris. He would be more
helpful than I would.) How do workers offer to help? (Sure, I
can do that! No problem. / OK. I can do that.)
2 Plan your role play. (20 min.)
• Place students in groups of four to eight. Have students vote
on the mayor, or assign the strongest student in the group
this part.
• Have groups imagine and draw several pictures of the storm
damage. Encourage them to list problems on the back of the
pictures.
• Allow students aside from the mayor to choose their own
jobs, avoiding overlap within groups. Have students wear
name tags labeled with their jobs.
Manage Your Class
• Have students each decide on their own personality and
write it down to help them play their part consistently
during the game.
• Alternatively, have students roll a die to determine their
personality. Write a key on the board: (1) You’re unselfish and
want to donate your time. (2) You’re rich, but you’re not very
generous. (3) You’re selfish. You’re busy repairing your own
home. (4) You’re cooperative and want to share your skills.
(5) You’re unhelpful and don’t want to spend your time
helping others. (6) You’re kind and caring, but you’re nervous.
3 Do your role play. If you are the mayor, ask for help.
Try to get each job done by someone in your town.
(30 min.)
Get Students Thinking
• Have the mayor write a list of at least three items to repair
and ask for help from different workers.
• Remind workers to make any excuses politely. Encourage
workers with caring personalities to offer help if the group
gets stuck.
• As each item is resolved, have the mayor check it off and
write the worker responsible.
• Monitor groups to ensure that all students are participating
and the conversation is moving.
Take the Lesson Further (10 min.)
• Debrief as a class. Ask: How did it go? Mayors, did you get
your to-do list done? Who was helpful? Who wasn’t? Workers,
how did you make excuses? Did they work? How did other
workers offer to help? Who had the worst excuse?
Lesson 11 T 130
 Project
Objective
Students will create their own charity and make a presentation about
their plans to start it.
Teaching Resources
Track 70 and transcript (one copy), computer access to create digital
slides (if available) or A3 paper, magazines with photos that can be cut
out, scissors, glue, markers
Lead in to the Lesson (10 min.)
Get Students Thinking
• Discuss the idea that when people help, they see a need and
meet it. Flip through the topic as a class to find helpers, and
ask: What needs did they meet?
• Ask: What do people need in our community? Have small
groups brainstorm, and invite them to share their best ideas
with the class.
Present the Project (5 min.)
• Read the entry with the class. Say: You don’t have to help by
yourself! You’ll decide how many helpers you need and what
kinds of jobs you need them to do.
1 Look, read and answer in your notebook. (15 min.)
• Invite a volunteer to read each slide aloud as students follow.
• Have pairs answer the questions in their notebooks. Tell
students to leave extra space under each answer.
• Check answers as a class.
A Listen and check. What other information can you
add to your answers? 70 (15 min.)
• Play Track 70 for students to listen and check.
• Read the question in the instructions. Play the track again,
and pause after each slide for students to add to their notes
from activity 1.
• Elicit details students added, using the transcript for
reference. Prompt with questions like: How did they get
started? What kinds of gifts would they want people to buy?
How would they know who needed a birthday present?
Answers 1 The Birthday Present 2 Some people don’t get birthday presents.
3 Kids in homeless shelters. 4 About ten. 5 Collecting donations, wrapping
presents and delivering presents to the shelters. 6 They plan to ask students to
bring in small items for gifts, plus wrapping paper and tape. They’ll email the
shelter for a list of birthdays and choose gifts for the child’s age and gender.
They plan to ask volunteers to wrap the presents. They’ll ask their parents to
help take the presents to the shelters.
Take the Lesson Further (10 min.)
• Discuss the Birthday Present charity as a class. Ask: Do you
think this charity would meet a need in our community? Do
you think it would be easy or difficult to do? Are there any
steps you think this group could add or improve? Would you
donate items to this group? Would you volunteer?
T 131 Lesson 12
2 Imagine that you are going to start your own
charitable organization. Answer the questions in
activity 1. (45 min.)
Know Your Students
• Be sensitive to students who may benefit from charitable
organizations in your community. Cultivate an attitude of
helping others with respect. Point out that everyone needs
help sometime!
• Divide students into groups of about six. Give them time
to discuss needs in the community and agree on a way they
could help.
• Have students answer the questions for their charity. Tell
them to answer question 1 (naming their charity) last, after
they have decided exactly what their charity will do. Tell
students to write their answers in their notebooks.
3 Give a presentation about your charity. Prepare six
slides as a visual aid. (50 min.)
• Read the instructions. Remind students that the audience
looks at the visual aid to help them understand ideas in a
presentation. Point to the slides on the page. Show students
digital slides if available.
• Help students relate each slide on the page to one of the
questions from activity 1. Then ask: Were all the words they
said on the slide? (No.) Elicit that the slides each have a main
idea or topic, and a picture. Explain that presenters still need
to tell their audience more details about each topic.
• Have students create one slide for each question. Then have
them make notes for each slide.
• Give students time to practice their presentations. Encourage
each student to present a slide, adjusting if groups have more
or fewer than six students.
• Invite groups to present their charity. Have the class listen
and write down the charity and what it does.
4 Start your charity! Ask your classmates, friends and
family to help. (10 min.)
• Have groups write “next steps” for starting their charity. Ask:
Who would you talk to? What could you do next?
Topic 7
How can I help?
1 Which of your charities would be the most helpful?
Why? (10 min.)
• Have students vote and explain their reasons. Encourage
them to think about making this charity a reality.
2 How else can you help people in your community and
beyond? (10 min.)
• Review the resources students have that they can use to help
others (time, money, talents and skills).
• Ask students to each write down one way they’re going to
help this week, and share it with a classmate. Follow up with
students in a week to see if they did.
1 Look, read and answer in your notebook.
1 What is the name of the charity?
2 What need does it address? Presentation: Your Own Charity
3 Who has this need? Where are they? Create your own organization to help
others. Identify how people need help.
4 How many helpers does the charity need?
Decide what you can do to help them.
5 What jobs does the project need to have done? Make a plan to start your organization.
6 How do you think they plan to get the jobs done?

The Birthday Present Imagine a birthday with no That’s life for many kids
presents. How would you feel? in homeless shelters.

Helpers needed! Key jobs: Key jobs:

• Collecting donations • Delivering to the shelter
• Wrapping presents

A Listen and check. What other information can you add to your answers? 70

2 Imagine that you are going to start your own charitable organization. Answer the
questions in activity 1.

3 Give a presentation about your charity. Prepare six slides as a visual aid.

4 Start your charity! Ask your classmates, friends and family to help.

To p i c 7 1 Which of your charities

would be the

most helpful? Why?

lp people in your
2 How else can you he
?
community and beyond

Lesson 12 131
 To p ic 8 What would animals say to us?
Many students are fascinated by animals, from familiar pets to unusual wild creatures. They have a natural impulse to communicate with animals, and
they wonder what the animals themselves might say in return. In this topic, students will develop empathy for animals of all types by speculating about
the thoughts and feelings of family pets, working animals, farm animals, zoo animals and endangered animals in the wild. Students will also explore
how animals help people and the many ways we can learn from animals, even if they never say a word.

Video Project
In a podcast about endangered Interview: Role Play with an
animals, Max and Maddie Animal Expert
imagine how three very Students will role-play and record
different creatures would ask an interview with an animal “expert”
people to protect their habitats. about a working animal, including
what the animal might say to people
about its situation.

Vocabulary Grammar
Animal Nouns Reported Speech
captivity, creature, deforestation, habitat, refuge, species, wild Direct speech refers to a person’s exact words, enclosed in quotation
Animal Verbs marks: Pete said, “You have a new brother!” In reported speech, others
capture, poach report what was said: Pete said I had a new brother. Quotation marks are
not used.
Animal Adjectives
When reporting direct speech in the present, the verb is changed to the
wild
past. The perspective also changes, so pronouns must change, too.
Animal Jobs The most common reporting verbs are say and tell. The verb tell is always
service animal, sheepdog, therapy animal used with an object: Pete said (that) I had a new brother. Pete told me
Animal Job Verbs (that) I had a new brother. The word that may be used to introduce the
herd, pollinate, produce (honey, milk, wool) reported speech, but it is not necessary.
Reporting Verbs Reported Speech with Modals
boast, claim, complain, explain, predict, think Modals, including can, may, might and will, are used with a main verb.
Using a Dictionary When reporting direct speech that includes a modal, the modal often
Students at this level are exposed to a wide range of vocabulary that changes form. Can/can’t is reported as could/couldn’t. May (not) is
may not always be found in a glossary. They need to become comfortable reported as might (not). Will/Won’t is reported as would/wouldn’t:
looking up words in a dictionary to find pronunciations, parts of speech, Tortoise said, “I’ll finish first.” Tortoise predicted (that) he’d finish first.
multiple meanings and examples. When reporting direct speech that includes would, could and might as
modals, the modals stay the same.

Reading
Identifying Tone
Tone is the attitude of an author toward the story and its characters. In
this lesson, students will look at word choice and descriptions to infer
the tone of a story about zoo animals meeting after hours.
Comparing Firsthand and Secondhand Accounts
A firsthand account tells an author’s personal experience. A secondhand
account is based on research. Students will learn to look for the
pronouns an author uses to identify each type.
Listening
Listening for Causes and Effects
Identifying causes and effects helps students understand reasons and
connect events. In this lesson, students will listen for words that signal
cause and effect as they hear information about endangered animals.
Listening for Main Ideas
Identifying the main idea is a critical skill for students in many contexts. In
this lesson, students will learn that main ideas may be stated either at the
beginning or the end, and will practice recognizing them in both places.

Speaking Writing
Expressing Emotions Writing Dialogue
A speaker’s tone of voice conveys his or her emotions, or feelings. Dialogue is the direct speech of characters in a story. Students will learn
Students will experiment with using their tone of voice to reflect how they to punctuate dialogue correctly and to clearly identify the speaker as they
feel and will explain why they feel that way. write a conversation between an animal and a person.
Retelling a Story
Retelling a story in their own words helps students remember a story and
better understand its theme. As they retell the story, students will also
need to change any dialogue to reported speech.

T 132
 To p ic 8

1 Look and guess. What would these animals say?

1 2

hippos kangaroos

3 4

cobra puppy

5 6

Language Skills Project

Vocabulary Reading Speaking Interview: Role Play with an
Animal Nouns, Verbs and Adjectives Identifying Tone Expressing Emotions Animal Expert
Animal Jobs Comparing Firsthand Retelling a Story
Animal Job Verbs and Secondhand Writing
Reporting Verbs Accounts Writing Dialogue
camels peacock Using a Dictionary Listening
2 Discuss the questions. Grammar Listening for Causes and
Reported Speech Effects
1 Which animals would you like to talk to? Why?
Reported Speech with Modals Listening for Main Ideas
2 What would you say to them?
132 133

U8COll4.indd 132 10/31/17 11:17 U8COll4.indd 133 10/31/17 11:18

• Have pairs think about each animal’s body position,

Objective expression, situation and what they know about that kind of
Students will use prior knowledge to help them imagine what animals animal to help them imagine what it would say.
would say if they could speak. Answers Sample answers: 1 I love you. 2 Take that! And that! 3 Go away!
4 I hate baths. 5 I’m so thirsty! 6 Don’t you think I’m beautiful?

Lead in to the Lesson (10 min.)
Get Students Thinking
• Ask: What movies have you seen with talking animals? What
kinds of things do they say? Can animals really talk like
people?
• Discuss students’ experiences with their own animals. Ask:
Does your family have any pets? What kind? How do you
know what your pets are feeling and thinking? Students may
say that they can get an idea from the animal’s posture,
behavior, facial expression or vocalizations.
Take the Lesson Further (5 min.)
• Read the topic question chorally, and have students look at
the main photo. Ask them to describe what the boy is doing
(brushing the horse). Ask: How do you think the horse feels
about that? How can you tell? What would he say to the boy if
he could speak?
1 Look and guess. What would these animals say? (10 min.)
• Have students look at the small pictures, and read the labels
for students to echo.
Take the Lesson Further (10 min.)
• Have pairs take turns repeating one of their quotes for the
class to guess the animal. Then ask the pair: Why do you
think the (animal) would say this? Encourage students to offer
details from the photo and their prior knowledge.
2 Discuss the questions. (15 min.)
• Encourage students to think of animals they would like
to talk to, such as pets, farm animals, animals in zoos and
animals in the wild.
• Play Me Too (see page xvii). Write on the board: I’d like to
talk to … because… Have a student complete the sentence
and others say “Me, too” if they agree. Then have these
students suggest what they would say to the animal.
Take the Lesson Further (10 min.)
• Ask: How can we get better at understanding animals even
though they can’t talk to us directly? Elicit that we can
observe and learn from experts about their behavior, abilities
and needs.
• Ask: How can it help us to think about what animals might
say? Explain or elicit that it helps us care about the animals
and be more aware of their situations.

T 133
 1 Watch the video. What is the animal in this picture?
Using a Dictionary
A dictionary lists words
in alphabetical order
and includes information
about their spelling,
pronunciation, part of
speech and meaning.
There may also be an
example of how the word
is used: feed (fi:d) verb 1
to give food to 2 to provide
something needed for
growth. noun food supplied
to a farm animal: He gave
A Watch again and match. What would each animal say?
the hens their feed. 1 walking fish a My coat only looks good on me.

2 Socorro dove b Be careful about water pollution!

3 jaguar c I’ll get to move back to my

Animal Nouns natural habitat.
captivity
creature 2 Match the words with the definitions.
deforestation 1 captivity a a sanctuary for wild animals
habitat
refuge 2 capture b to trap or kill wild animals illegally
species
3 creature c a category of biological classification
wild
4 deforestation d a controlled environment for an animal in a zoo
Animal Verbs
5 habitat e the removal of trees from a forest
capture
poach 6 poach f living a free, natural life

Animal 7 refuge g the state of being in a cage or other enclosure

Adjectives 8 species h an animal (not a human)
wild
9 wild i to take, seize or catch by force

A Look up the words in a dictionary. Are these the most common meanings?
3 Write another definition for these words in your notebook.

captivity habitat poach refuge wild

134 Lesson 1
Vocabulary
Objectives
Students will watch Max and Maddie’s podcast about what three
endangered animals might say to people.
Students will practice looking up words in a dictionary to find multiple
meanings.
Teaching Resources
Video Episode 8, Video Worksheet 8
Lead in to the Lesson (5 min.)
• Have students draw their favorite wild animal in its natural
home. Invite students to share their pictures in small groups
and explain why they like the animal.
Present the Vocabular y (15 min.)
• Read the words in the entry for students to echo.
• Have students find words that are the same or have the same
root: wild (n.) and wild (adj.), captivity (n.) and capture (v.).
Explain that an animal that is wild or living in the wild is
free in nature. An animal that you capture or that is living in
captivity is in a cage or zoo.
• Have students define these familiar terms: creature (any
animal), species (a specific kind of animal) and habitat (the
environment where a particular animal lives in the wild).
Tell students that habitat can also refer to the zoo enclosure
where an animal lives.
• Tell students that deforestation and poaching are challenges
faced by endangered animals. Explain that deforestation is
when people cut down all the trees (or forest) in an area, so
animals lose their habitat. Poaching is when people capture
or kill animals illegally. Countries try to keep animals safe by
establishing protected areas, or refuges.
1 Watch the video. What is the animal in this picture?
(10 min.)
• Have students look at the picture. Play Episode 8, and have
students listen for its name.
• Replay the section of the track about the axolotl. Ask: What
name did you hear? Elicit both walking fish and axolotl (or
an approximation). Write axolotl on the board, and remind
students that it comes from the Aztec words for “water
monster.” Ask: Does it look like a monster to you?
Answer axolotl/walking fish
A Watch again and match. What would each animal
say? (10 min.)
• Read the instructions aloud. Play the video again, and tell
students to raise a hand when they hear an animal “speak.”
Pause for students to match.
Answers 1 b 2 c 3 a
Take the Lesson Further (10 min.)
• Ask: Who is speaking for the animals in the video? (Max.)
Why does he do that? Elicit that he wants people to know
about the animals’ problems.
• Ask: Why is water pollution a problem for the walking fish? (It
lives mainly in water.) Why aren’t the doves in their natural
habitat now? (There are very few left, so they are being raised
in captivity until there are more.) Why does the jaguar say,
“My coat only looks good on me?” (It doesn’t want anyone to
wear fur coats.)
Take the Lesson Further (25 min.)
1 Have students label the animals alone and then complete the
descriptions in pairs. Have volunteers read a text each aloud.
Encourage comment on the facts.
2 Read through the sentences with the class. Play the video
again for students to circle.
3 Discuss the question as a class. Ask: Can you tell how an
animal is feeling from its eyes? All animals?
Answers 1 1 salamander, walking, lungs 2 third, Americas, 150 3 west, cats,
extinct 2 1 eyes 2 species 3 40 4 100
2 Match the words with the definitions. (10 min.)
• Have pairs or small groups match. Encourage students to
start with words they know.
Answers 1 g 2 i 3 h 4 e 5 d 6 b 7 a 8 c 9 f
Present the Skill (5 min.)
• Read the entry with the class. Have students point out
parts of a dictionary entry (spelling, pronunciation, parts of
speech, meanings, examples) in the example.
A Look up the words in a dictionary. Are these the most
common meanings? (20 min.)
• Tell students that the most common meaning of a word
is listed first. Have pairs or small groups look up each word
in activity 2 and answer the question by writing yes or no by
each word.
Manage Your Class
• Pair students, and have partners take turns looking up words
and then doing the matching.
• Alternatively, form three groups and have each look up three
words. Ask groups to share their definition with the class.
Have students write independently.
Answers Answers may vary depending on the dictionary used. 1 no 2 yes
3 yes 4 yes 5 no 6 no 7 no 8 yes 9 no
3 Write another definition for these words in your
notebook. (10 min.)
• Have new pairs look up each word in the box and write a
more common meaning in their notebooks.
Answers Answers may vary depending on the dictionary used. Captivity:
state of being held captive in war; Habitat: the area or region in which an
animal or plant naturally lives or grows; Poach: to cook in a liquid kept just
below the boiling point; Refuge: shelter or protection from danger or distress;
Wild (adj.): uncontrolled or disorderly
Lesson 1 T 134
 Grammar
Objective
Students will learn and practice reporting speech with the reporting
verbs say and tell.
Teaching Resources
Track 71, Grammar Worksheet 8.1, comic books, newspapers, books
Lead in to the Lesson (10 min.)
• Distribute comic books, newspapers and books. Tell
students to look for words someone says. Ask: How do
you know someone is talking? Elicit that in comics, spoken
words are in speech bubbles. In books and newspapers,
speech is in quotation marks. Point out details students may
miss, including verbs like said and the use of commas and
capitalization.
1 Listen and follow. 71 (15 min.)
• Have students preview the pictures in the comic. Ask: Which
dog looks younger? (The smaller one.)
• Play Track 71 as students follow along. Ask comprehension
questions: Which dog is new to the family? (Patch, the young
dog.) What is Max trying to teach Patch? (The rules and how
to get a treat.) What’s one of Pete’s rules? (No paws on the
counter.)
Present the Grammar (10 min.)
• Read the text in the entry aloud, and go over the chart. Point
out that the direct speech on the left is reported on the right.
• Point out that reported speech does not have a comma before
it, is not placed in quotation marks and does not need to
begin with a capital letter.
• Discuss the changes in pronouns. Explain that when you
report speech, the speaker changes, so the original pronouns
would not make sense.
A Read the comic. Underline the reported speech. (10 min.)
• Pair students, and have partners take turns reading the
speech bubbles aloud, underlining reported speech as they
come to it.
Answers Pete told me that I had a new brother. Pete said he didn’t want any
paws on the counter.
Take the Lesson Further (10 min.)
• Play the track again as students follow along. Ask: Which line
is funny? (Patch’s last line: You’ve trained him well!) Why?
Elicit that the owner thinks he trained Max to do a begging
trick, but Patch thinks Max trained the owner to give him
treats. Ask: Who do you think is correct? Why do you think
so? Elicit students’ ideas about the relationships between
people and their pets.
T 135 Lesson 2
Take the Lesson Further (5 min.)
• Divide the class into two lines. Tell students you’re going
to tell them something about Pete’s new dog, Patch. They
should whisper it down the line. The last person in line
should say it aloud as reported speech. Whisper to the first
student in each line: Patch chews on Pete’s shoes. At the end,
the last students should report: You said that Patch chewed
on Pete’s shoes.
2 Write the direct quote or the reported speech. (10 min.)
• Do the items as a class. Remind students to change the
present verb to past and to change the pronouns as needed.
• For item 2, remind students that the past simple negative
uses didn’t and the present simple uses doesn’t/don’t.
Answers 1 his name was Patch 2 I don’t want any paws on the counter. 3 Pete
said (that) Max was a good dog. / Pete told Max (that) he was a good dog.
Take the Lesson Further (25 min.)
1 Have students do the first activity alone.
2 Remind students to write the verbs in the past and change
pronouns if necessary.
3 Brainstorm possible questions first. Have students interview
each other in pairs, and then report their partner’s answers to
another student.
Answers 1 1 was 2 told 3 his 4 didn’t 5 said 6 had 2 1 it didn’t like doing tricks
in captivity 2 it wanted to keep its tusks 3 they needed new families 4 they
loved the rain forest
3 Tell a classmate what someone told you today. Was it
something funny, interesting, useful or strange? (10 min.)
• Tell students to write down the direct speech. Then have
them report the speech to a classmate.
Know Your Students
• Some students may need to write the reported speech before
they say it.
• Most students should be able to report the speech without
writing it.
• A few students will be able to add a detail to share what they
thought about it: My friend said something funny today. She
told me that…
Take the Lesson Further (15 min.)
Get Students Thinking
• Have students work alone or in pairs to draw a short comic
strip about a dog describing its routine on a daily walk.
Encourage them to think about what the dog would see,
experience, think and feel on the walk.
• Then have students share their comics in small groups and
report the dog’s speech.
1 Listen and follow. 71

PETE TOLD ME
THAT I HAD A
YUP! THAT’S ME!
NEW BROTHER.
MY NAME’S PATCH.

LISTEN, PATCH. PETE SAID

HE DIDN’T WANT ANY
PAWS ON THE COUNTER.

I’LL SHOW YOU A WOW. YOU’VE

BETTER WAY. WATCH TRAINED HIM
AND LEARN… WELL!

YOU’RE A GOOD DOG,

MAX! HAVE A TREAT.

A Read the comic. Underline the reported speech. Reported Speech

2 Write the direct quote or the reported speech. Direct speech is the exact words that people
say. In reported speech, we repeat the
1 “My name’s Patch.” Patch told Max that information, but not the exact words. We
use reporting verbs, such as say or tell.
.
Present verbs change to the past, and the
2 “ ” pronouns change, too.

Pete said he didn’t want any paws on the counter. Pete said, “You have Pete told me (that) I
a new brother!” had a new brother.
3 “You’re a good dog, Max!”
Pete said, “I don’t Pete said (that) he
want any paws on didn’t want any
3 Tell a classmate what someone told you today. the counter.” paws on the counter.

Was it something funny, interesting, useful or strange?

Lesson 2 135

A Discuss. How
do you think
different
creatures react
to being in a zoo?
A Listen and follow.
Check your
answers. 72
L ate at night, when all the people have left the
zoo, the animals gather to talk. Often these
friends simply talk about what happened that day.
Sometimes they ask about the weather, like if the hot
spell or the cold snap or the rain will continue for a
few more days. Sometimes they think back on the
day’s visitors. They talk about how big or small the
crowd was or how a group of students on a class field
trip behaved.
But tonight’s meeting was different. They were
going to celebrate Hippo’s anniversary. It was his
third year at the zoo, and the other animals wanted
to throw him a party. They wanted it to be a surprise,
though, so they told Hippo that the meeting was
136
At the Zoo
going to start at midnight, while they all showed up
at eleven o’clock.
All the animals were in place when Hippo
waddled in. “Congratulations! Happy anniversary!”
they all cheered. Hippo was startled and jumped a
foot off the ground. When he landed with a bump,
the earth shook. Baby Kangaroo jumped into his
mother’s pouch in alarm.
“What’s this all about?” Hippo asked.
“It’s three years today since you joined us,”
Elephant said cheerfully. Elephant knew because
Elephant always remembered things. “We want to
give you a party to celebrate!”
“Hmph,” muttered Cobra. “Is that really
something to celebrate? Three years of living
in captivity?”
“Life here isn’t so bad,” Mother Kangaroo
said, smiling. “They care for us well. They feed us
regularly, and we have room to move.”
“You may have room,” complained Cobra. “I’m
kept in a glass habitat. I have nowhere near enough
room to move around and exercise.”
“I know what you mean!” said Daddy Hyena.
“They give us food, but we were born to hunt.
Right, Cobra? I want to run in the grass and feel
the wind through my fur as my pack and I chase
down our prey.”
 “Yes!” Cobra replied, her head bobbing up and
down on her long neck. “I want to be able to feel the
warm air that I grew up in. I want to be able to smell
the trees, flowers and ripe fruit. I want to find the
smell that leads me to dinner. I don’t want dinner
thrown in front of my face!”
Baby Kangaroo poked his head out of his
mother’s pouch and squeaked, “I like the food here.”
“Hush!” hissed the Cobra. “You were born here.
You don’t know any better. Children should be seen
and not heard!” She glared at him. Baby Kangaroo
decided he didn’t want to be seen, either, and dove
back into the pouch. “All I know is that I was very sick last winter,
and the keepers took very good care of me,” said
Zebra thankfully. “Not everyone survives those
illnesses in the wild.”
“Oh, the winter!” complained Cobra. “So
unnaturally cold, and nothing like home. That’s
probably why you got sick in the first place!”
“It’s warm at night when they bring us inside,”
said Zebra.
“You know what bothers me?” asked Ostrich.
“I don’t like being looked at all the time. I’m shy,
and I like my privacy.”
“I don’t mind that,” said Peacock. He opened
his tail feathers like a fan and moved around so
everyone could see how colorful he was. “I like
being looked at.” Peahen gazed at him fondly.

“We like making the human kids laugh,” said Spider

Monkey playfully as he wrestled with his brother.
“I like roaring as loudly as I can and watching the
children’s eyes grow big,” said Lion. He laughed,
showing his sharp teeth. “I think they enjoy being
scared!”
“How about you, Hippo? Do you like it here?” asked
Elephant, as all the animals joined in the conversation.
Hippo looked at the big creature and smiled.
“Yes, I do. I like the friends I’ve made here. Even Cobra!
In the wild or in the zoo, no one has ever thrown me a
surprise party before!”
137
 1 Read and mark (- or /). Are the characters happy or
Identifying Tone unhappy at the zoo?
Tone is the attitude of an author toward
1 Cobra 6 Lion
the story and its characters. You can
identify the tone from the words the 2 Daddy Hyena 7 Ostrich
author chooses and how he or she
describes the characters. For example,
3 Elephant 8 Peacock
does the author seem to like the 4 Hippo 9 Spider Monkey
characters and understand how they feel?
5 Mother Kangaroo 10 Zebra

2 Complete the sentences with the correct words.

anniversary keepers prey privacy wrestle

1 The party is for Hippo’s . He arrived at the zoo three years ago.

2 Cobra and Hyena have enough food, but they miss hunting their .

3 Mother Kangaroo and Zebra are glad the give them food and medicine.

4 Ostrich likes . He doesn’t like being watched all the time.

5 Spider Monkey and his brother , or play as if they are fighting.

3 Read the quotes and circle the correct options to describe the author’s tone.

“It’s three years today since you Peacock moved around so Babyy Kangaroo poked his head
joined us,
us,” Elephant said cheerfully.
che everyone could see how out of his mother’s pouch and
Elephant knew,
kn colorful he was. “I like being eaked, “I like
squeaked,
Elep
because Elephant looked at.” Peahen gazed at him the food here.”
reme
always remembered fondly.
things
things.

1 The author feels affection / fear / contempt ffor the

h animals.
i l
2 The author may describe the story as exciting / serious / sweet.

4 Discuss. How would you feel if you were an animal in a zoo?

138 Lesson 3
Reading
Objectives
Students will read a story about how different animals feel about living
in a zoo.
Students will learn to recognize the author’s tone.
Teaching Resources
Track 72
Lead in to the Lesson (10 min.)
• Ask: Have you ever been to a zoo? What animals did you see
there? What did their homes look like? What were the zoo
workers doing? Elicit descriptions of animals and habitats,
and zookeeping jobs like feeding and caring for animals. Ask:
Do you think the animals were happy living in the zoo? Why
or why not?
p. 136
A Discuss. How do you think different creatures react to
being in a zoo? (5 min.)
• Read the question, and say: Which animal do you think would
be happier in a zoo: a bigger one or a smaller one? Stronger or
weaker? Intelligent or not intelligent? Elicit that large animals
might need more room to roam, while small animals might
be happy in a smaller space; intelligent animals might
get bored; weaker animals might feel safer in a zoo than
in the wild.
A Listen and follow. Check your answers. 72 (15 min.)
• Read the title aloud. Have students look at the pictures and
name the animals.
• Play Track 72, pausing after the fifth paragraph to ask: Why
do the animals surprise Hippo? (It’s his third anniversary at
the zoo.) How do they surprise him? (They tell him to show up
at midnight for a meeting, and they meet up earlier at eleven
to prepare for a party.)
• Continue playing the track, pausing after every few
paragraphs to ask comprehension questions.
Take the Lesson Further (20 min.)
Manage Your Class
• Have students read the story aloud round-robin style, a
paragraph at a time. Encourage them to think about how the
characters feel, and to read expressively.
• Or divide the class in two, and have each group do a
“reader’s theater” version of the story. Assign students
speaking parts or roles as narrators, and have them
underline their lines in the text. Encourage them to read
with the characters’ emotions. Have half the class perform
for the other half.
p. 138
1 Read and mark (J or L). Are the characters happy or
unhappy at the zoo? (15 min.)
• Read the question aloud, and have students read the animal
names chorally.
• Have small groups take turns reading the story a paragraph at
a time. Have them look for something each animal says that
reveals how it feels. Then have students mark their answers.
• Call on volunteers to share an answer and report something
the animal said that shows how it feels.
Answers 1 L 2 L 3 J 4 J 5 J 6 J 7 L 8 J 9 J 10 J
Integrate Social Studies (15 min.)
• Help students explore a zoo’s website to learn how it is trying
to help animals. Look up the San Diego Zoo in the United
States or a major zoo in your region.
• Alternatively, take your students on an online field trip to
the virtual zoo at the World Aquarium and Zoo Association
(WAZA) website.
2 Complete the sentences with the correct words. (15 min.)
• Have pairs find each word in the text, read the context to help
them understand the meaning and define it in their
own words.
• Have students look up the words in a dictionary to check.
• Have students read and complete the sentences.
Answers 1 anniversary 2 prey 3 keepers 4 privacy 5 wrestle
Present the Skill (5 min.)
• Read the entry aloud. Point out that when we are face to face,
we can recognize the emotion in a person’s tone of voice. Say:
We can’t hear the author’s voice, but the words he chooses can
help us figure out how he feels about the characters.
3 Read the quotes and circle the correct options to
describe the author’s tone. (10 min.)
Get Students Thinking
• Call on a volunteer to read a quote, encouraging them to read
expressively. Ask: How do the quotes make you feel about
these animals? Have students read and answer the questions
independently.
• Discuss the tone as a class, and help students see other
examples of the story’s gentle tone. Point out words such as
waddled, which makes the hippo’s movement seem cute. Ask:
Which animals in the story are normally fierce? What are
they like in this story? Elicit that none of them are particularly
scary. Even Cobra’s hissing at Baby Kangaroo is played
for humor.
Answers 1 affection 2 sweet
4 Discuss. How would you feel if you were an animal in
a zoo? (10 min.)
• Have students discuss the question in small groups.
Lesson 3 T 138
 Listening
Objective
Students will listen for words that signal cause and effect.
Teaching Resources
Tracks 73 and 74 and transcripts (one copy per student)
Lead in to the Lesson (10 min.)
• Play Board Slap (see page xvi) to review the vocabulary words
from Lesson 1. Play first with just the words, and then give
clues.
Take the Lesson Further (10 min.)
• Have students preview the photos as you read the captions
aloud. Ask: Which animal is in the picture? What do you see
in its habitat? Elicit the correct animal and any observed
habitat details, such as that the coral is underwater and the
bonobo is in a tree. You may need to tell students that coral is
actually made up of tiny animals.
1 Listen and write the threats. 73 (15 min.)
• Play Track 73 straight through and have students listen for
the animals.
• Read the instructions. Explain that a threat is something that
could harm someone or something.
• Have students read the word bank chorally.
• Play the track again, pausing after each presentation for
students to write.
Answer 1 global warming 2 keeping wild animals as pets 3 poaching
4 deforestation
Present the Skill (5 min.)
• Read the entry. Have students echo the signal words.
• Point out that some signal words introduce a cause: A dog
wags its tail because/since it feels excited. A dog’s tail-wagging
is caused by excitement. Others introduce an effect: A dog
feels excited. As a result, it wags its tail. A dog feels excited, so
it wags its tail.
A Listen again and match the causes with the effects.
(20 min.)
• Point out the causes on the left and the effects on the right.
Invite volunteers to read the sentences.
• Write on the board: because, cause, since, as a result. Play the
track again, and have students listen and raise a hand when
they hear these signals.
• Play the track again, pausing after each presentation for
students to read and match.
• If needed, project or distribute copies of the transcript, and
have students circle the signal words first. Then they can
follow along on the transcript as they listen.
• To check answers, have students read a matched cause and
effect, connecting them with any of the signal words in the
entry. Invite a different student to combine them using a
different signal word.
Answers 1 b 2 d 3 a 4 c
T 139 Lesson 4
Take the Lesson Further (15 min.)
• Project or distribute copies of the transcript for Track 73.
Form groups of four, and have each student read one of the
presentations aloud.
• After each presentation, have group members ask about a
cause or effect they heard: Why aren’t there enough turtles
in the wild? Have the reader respond using cause-and-effect
signal words: Because people trap them to sell as pets.
2 Listen and report what these students said in your
notebook. 74 (15 min.)
• Read the instructions. Tell students they will hear each
speaker from the last track say one sentence, and then they
will report the speech.
• Do the first one as a class as an example. Play the first line on
Track 74 and pause. Have the class echo chorally. Ask: Who is
speaking? (Pedro.) Help students add a reporting verb (said),
change the verb to past and complete the sentence.
• Have pairs or small groups complete the rest.
Know Your Students
• Most students should be able to report the speech without
much prompting after listening once or twice.
• Some students may need a sentence starter written on the
board after the first example: (Name) said (that)… Remind
them to change present verbs to past.
• A few students may need to work from the transcript for
Track 74.
Answer 1 Pedro said (that) many sea animals lived in coral reefs. 2 Camilla
said (that) some people kept cute wild animals, like monkeys, as pets. 3 Sasha
said (that) poaching was a problem for big animals like elephants, tigers and
rhinos. 4 Kumar said (that) animals needed their homes to survive.
3 Discuss. How do you think people can help these
animals? (30 min.)
Get Students Thinking
• Divide the class into four groups of mixed learning styles.
Assign each group a threat from the page. Have groups
discuss causes of their threat and how people can help.
• Invite groups to present their best solutions. Have the class
take notes. After each presentation, call on volunteers to
report the speech they heard.
Integrate Learning Styles
• Visual: Students make a mind map with the threat in the
middle and possible solutions in the bubbles.
• Auditory: Students describe the threat in first person, as if
they were one of the animals affected.
• Read/Write: Students write about the causes of the threat
and the effects of possible solutions, using signal words from
the entry.
• Kinesthetic: Students improvise a skit showing how life
would improve as a result of their solution.
1 Listen and write the threats. 73

deforestation global warming keeping wild animals as pets poaching

1 Animal: coral 2 Animals: monkeys, parrots, turtles

Threat: Threat:

3 Animal: elephants, tigers, rhinos 4 Animal: bonobo

Threat: Threat:

A Listen again and match the causes with the effects.

1 Oceans are getting warmer. a Hunters kill them even though it’s illegal.

2 People keep wild animals as pets. b Coral polyps are dying.

3 Elephants’ skin and tusks are valuable. c Bonobos may lose their home.

4 People are cutting down trees in Africa. d There aren’t enough left in the wild.

2 Listen and report what these students said

in your notebook. 74
Listening for Causes and Effects
Pedro Camilla Sasha Kumar A cause is why something happens: A dog feels excited.
An effect is the result of a cause: It wags its tail.
Listen for these words that signal cause and effect:
3 Discuss. How do you think people can help because (of), cause, since, as a result (of), so.
these animals?
Lesson 4 139
 1 Discuss and write. Which animal do you think would express each emotion?

camel cat cow eagle grasshopper hen sheep watchdog

They’re always
I feel proud I feel excited when
I’m so jealous. I petting me! Why
because my I soar high in the
wish I could fly like can’t they leave
beautiful wool is sky. I’m hunting
the other birds. me alone? It’s so
thick and warm. for my dinner.
annoying!

1 2 3 4

I’m glad I can I feel happy I feel tired when I’m worried.
keep the family because people make me It’s hard to find
safe. I watch the people love to carry heavy loads food! Will this
house all night! drink my milk. across the desert. winter ever end?

5 6 7 8

A Compare. Use reported speech.

Expressing Emotions I think the hen said it wished it could fly like the other birds.
Emotions are strong
feelings. When you express
2 How do these animals feel? Listen and write. 75

an emotion, you say what

you feel. Your tone of voice
should match the way you
feel. You can also say why
you feel that way:
I feel happy when I visit Horse Cow
my best friend.
I’m sad because my
1 2
grandma is sick.
3 Choose two animals that are in a similar situation. Role-play a
conversation between them.
1 What situation are the animals in?
2 How does each animal feel? Why?

A Act out your conversation for the class to guess the emotions.
140 Lesson 5
Speaking
Objective
Students will use their tone of voice to express emotion.
Teaching Resources
Track 75 and transcript (one copy per student)
Lead in to the Lesson (5 min.)
• Play Board Race (see page xvi) to help students recall
emotion adjectives. Check spellings and leave the words on
the board for reference later in the lesson.
Present the Skill (5 min.)
• Read the entry as students follow.
• Repeat the first example again in a flat tone. Ask: What’s
wrong with the way I said that? Elicit that you didn’t express
any feeling with your voice.
• Have a few volunteers read one of the examples with the
appropriate tone.
Take the Lesson Further (10 min.)
• Have students imagine being at the zoo. Have them play a
Chain Game (see page xvi) describing their experience and
how they feel about it: We’re happy, because we’re at the zoo.
Janice is nervous, because she sees a lion. Chris is excited,
because he’s watching the bird show. I’m sad, because the
monkeys are in a cage… Tell students to use the appropriate
tone of voice to convey the emotions.
Take the Lesson Further (10 min.)
• Play Pictionary (see page xvii) with the animals in the word
bank on the page, including other animals if time allows. At
the end, read the animal names chorally with students.
1 Discuss and write. Which animal do you think would
express each emotion? (10 min.)
• Tell students to use their imaginations and what they know
about these animals to guess what they would say to us if
they could talk.
• Pair students. Have partners take turns reading the speech
bubbles and guessing the animals. Encourage them to read
with a tone that reflects how the animal feels.
Answers 1 hen 2 sheep 3 eagle 4 cat 5 watchdog 6 cow 7 camel 8 grasshopper
A Compare. Use reported speech. (10 min.)
• Have two pairs compare answers by reporting what each
animal said.
2 How do these animals feel? Listen and write. 75 (10 min.)
• Say: Imagine what animals might say to each other about
living on a farm. Play Track 75, and pause after the “cow”
speaks. Ask: Which animals are the students pretending to
be? (A horse and a cow.)
• Read the instructions. Tell students to listen for each
speaker’s tone of voice. Play the part of the track with the role
play again, and pause for students to write. They can look at
the emotion adjectives on the board for ideas.
• Play the track to the end for students to check. Ask: Did you
have similar answers? Accept synonyms and other reasonable
answers.
Answers 1 happy 2 sad
Take the Lesson Further (10 min.)
• Pair students and project or distribute copies of the
transcript. Have partners each choose an animal role and
read the animal’s lines in a tone of voice that matches the
emotion. Then have pairs switch roles and repeat.
3 Choose two animals that are in a similar situation.
Role-play a conversation between them. (15 min.)
Get Students Thinking
• Read the instructions and questions aloud.
• Brainstorm some possible places and situations as a class.
Say: Where do animals live together? Elicit ideas like natural
habitats (rain forest, desert…), a zoo or aquarium, a farm or
pets in a home. Ask: What kinds of things might animals talk
about? Elicit ideas like food, daily life and challenges such as
deforestation.
• Have pairs plan a conversation and write it as direct speech
in their notebooks. They can use the transcript and examples
in activity 1 as models. Tell students to avoid mentioning the
animals by name in the dialogue.
Know Your Students
• Most students will be able to write a conversation where
each animal shares its opinion and details to support it, as on
the track.
• Some students should be able to add another line or two
where the animals respond to each other’s opinions, agree or
disagree.
• A few students may need more support, such as sentence
starters: I feel … because…
Take the Lesson Further (10 min.)
• Give pairs time to practice their role play. Remind them to
use the appropriate tone to express their animals’ emotions.
You may also wish to encourage them to add a few quiet
animal sounds and gestures.
A Act out your conversation for the class to guess the
emotions. (25 min.)
• Have pairs take turns role-playing for the class to guess the
animals. Ask the class: How did you know (Jake’s) animal
was a (sheep)? Have students answer using reported speech:
Because he said his wool coat was itchy.
Lesson 5 T 140
 Writing
Objective
Students will correctly punctuate dialogue and clearly indicate who is
speaking.
Teaching Resources
Colored pens or pencils (one per student)
Lead in to the Lesson (10 min.)
• Have students chat in small groups for a few minutes about
these questions: What animal do you most enjoy watching at
the zoo? Why?
• Have students write a few lines of their group’s conversation
in their notebooks. Tell them to recall and write the speaker’s
name and his or her words.
Present the Skill (15 min.)
• Read the entry as students follow along.
• Elicit one sentence a student said during group discussions
in the Lead in to the Lesson. Write the direct speech on the
board without punctuation. Ask: Who said it? Add at the
end: said (name).
• Invite a student to punctuate the end of the sentence (with a
period). Ask a different student to come up and put quotation
marks around the spoken words.
• Then discuss end punctuation for dialogue. Tell students
that if the quote ends in a period but isn’t at the end of the
sentence, we use a comma instead. Invite a volunteer to add
the appropriate end punctuation to the dialogue.
• Point out that end punctuation for dialogue goes inside the
quotation marks.
Take the Lesson Further (10 min.)
• Have students each practice punctuating one sentence of the
direct speech they wrote down in the Lead in to the Lesson.
Tell students to exchange notebooks with a classmate to check.
1 Read and add the missing punctuation. (10 min.)
• Have students look at the photo. Ask: Where are they?
(A zoo.) How do they feel about the snake? Elicit that they
seem interested and not afraid. Ask: Why aren’t they afraid?
(The snake is behind glass.)
• Tell students they will read an imagined conversation
between the snake and the visitors. Call on students to read
the dialogue aloud, a line at a time. Ask: What made the
second half harder to read? Elicit that the author didn’t use
punctuation to separate the dialogue, so it was difficult to tell
which parts were spoken words.
• Read the instructions, and have students chorally name
the punctuation in the box (quotation marks, comma,
exclamation mark, period).
• Have students individually add the punctuation. Then copy
the last two paragraphs onto the board and punctuate them
for students to check.
Answer “I don’t think so,” the visitor said. “You’re a poisonous snake!” “But
I’m a very nice snake.”
T 141 Lesson 6
A Who says the last sentence? How do you know? (5 min.)
Get Students Thinking
• Read the questions, and discuss as a class. Elicit that it’s clear
that the snake is replying to the visitor, so there is no need to
say who the speaker is.
Answer The snake, because he’s answering the visitor and refers to himself as
a snake.
2 Write a short conversation between an animal and a
person. (25 min.)
Manage Your Class
• Form eight groups, and assign each group a person from
the list. Have students work together to choose an animal
and write. Have each group member take a turn answering
a question or suggesting dialogue.
• Or have students work in pairs. Have partners choose
a person, an animal and a situation together. Then have
them role-play an improvised conversation, trying several
variations before they write.
1 Read the instructions, and read the options for students to
echo. Elicit possible situations where these people might
interact with animals. Include situations that might make
the animal happy (perhaps the person is thanking the animal
for its help) or unhappy (perhaps the animal is tired or
overworked).
2 Read each question. Call on volunteers to answer it based on
the model. Then have students write similar answers for their
own person, animal and situation.
3 Have students write a rough draft of the conversation in their
notebooks. Remind them to use correct punctuation and to
indicate who is speaking.
3 Check. Did you use the correct punctuation for
dialogue? (20 min.)
• Have students share their writing with another group or
pair. Have them try to read each other’s dialogue aloud to
help them spot any missing punctuation. Have them mark
corrections with a colored pen or pencil.
• Give students time to revise their work and make a final copy.
Ask them to draw a picture to illustrate it.
Topic 8
What would animals say to us?
1 Share your dialogues. Compare your ideas about
what the animals would say. (15 min.)
• Have students share their pictures and their writing in
small groups or as a class. Note any similar ideas about the
relationships between people and animals.
2 What would these animals say to us? (10 min.)
• Have students share positive and negative ways people treat
pets, farm animals, animals in the zoo or animals in the
wild. Discuss the kinds of things those animals might say to
people. Elicit the idea that people have a responsibility to
treat animals kindly.
1 Read and add the missing punctuation.

“ ” , ! .

“Welcome to the zoo,” said the snake.

“Could you please let me out of this
glass habitat?”
I don’t think so the visitor said You’re
a poisonous snake
But I’m a very nice snake

A Who says the last sentence? How do you know?

Writing Dialogue
2 Write a short conversation between an animal and a person.
In a story, dialogue is
1 Who are the speakers? Choose an animal and one of these people. what a character says.
Use quotation marks
child at the zoo farmer hunter/poacher around dialogue and
pet owner rider scientist vet zookeeper punctuation at the end.
Start a new paragraph
2 Plan your writing. Answer these questions in your notebook: for each new speaker.
• What is the situation? Identify who is speaking,
• What does the animal tell the person? unless it is obvious.

• How does the person respond?

• What else does the animal say?
3 Write your conversation.

3 Check. Did you use the correct punctuation for dialogue?

Co mpare your
1 Share your dialogues.
To p i c 8 ideas about what the
animals

would say.
im als say to us?
2 What would these an
s
our pets farm animal
imals
wild animals zoo an

Lesson 6 141
 They All Help Us
They all help us, they all help us, they all help us very much.
We are grateful to the animals that help us very much.

Bees produce delicious honey that we eat with tea or toast,

And they pollinate the flowers so the fruit and seeds will grow.

Clever sheepdogs help the farmer herd the sheep into the barn.
Sheep make wool so warm and cozy for our sweaters and our yarn.

Cows produce the milk we use for making butter, cream and cheese.
Horses carry human riders anywhere that they please.

Service animals work with people who have disabilities.

Other animals cheer up patients. Petting them is therapy.

Yes, we need them, yes, we need them, yes, we need them very much.
We are grateful to the animals ’cause we need them very much.

1 Listen and follow the song. 76

A Listen again and sing along.

Animal Jobs
2 Read and write how animals help.
service animal
sheepdog 1 Bees flowers by taking pollen from
therapy animal
one flower to another flower of the same kind.
Animal Job 2 A sheepdog sheep by running
Verbs
around them and moving them as a group.
herd
pollinate 3 Cows the milk that we drink.
produce (honey,
milk, wool) 4 If you have a disability, a can help

you do some everyday tasks.

5 If you feel anxious or lonely, you may feel better after petting a

3 Write your own verse about other animals that help people.

4 Discuss. How should people treat the animals that help them?
142 Lesson 7
Vocabulary
Objective
Students will learn and practice vocabulary related to working animals
by singing a song.
Teaching Resources
Track 76, samples of woolen cloth or yarn, food samples for students to
taste (honey, fruits, milk or cheese), video recording device
Lead in to the Lesson (10 min.)
• Make sure no students have allergies to the food and fabric
samples before you begin.
• Pass around samples of wool for students to feel and identify
as wool from a sheep.
• Then have students look at the food samples. Before they
taste them, challenge students to guess which animal(s)
contributed to each one (bees for honey, pollinating insects
including bees and butterflies for fruits, cows for milk
or cheese).
Present the Vocabular y (10 min.)
• Read the animal job verbs for students to echo.
• Tell students that animals like sheep and cows are in groups
called herds. The verb herd means to move animals together
into (or as) a group.
• Ask: How did bees and butterflies contribute to the fruit
you ate? (They pollinated the flowers.) Explain or elicit that
flowers can’t produce fruit without being pollinated.
• Ask: Which animals produced the other products you saw
at the beginning of the lesson? Have students answer in full
sentences.
• Read the animal jobs for students to echo. Tell students that
one type of service animal is a dog that guides someone who
is blind, or unable to see. Explain that sheepdogs herd sheep
and other animals. Tell students that the dog in the photo is a
therapy animal. Ask: How do you think therapy animals help?
(They cheer up people in hospitals or nursing homes.)
1 Listen and follow the song. 76 (10 min.)
• Read the song title chorally.
• Play Track 76 while students listen and follow.
• Ask students to name the working animals from the song
(bees, sheepdogs, sheep, cows, horses, service animals,
therapy animals).
A Listen again and sing along. (15 min.)
• Read the lyrics of the song one line at a time, and have
students echo.
• Play the track again once or twice for students to sing along,
quietly at first and then more loudly and confidently as
they’re able.
2 Read and write how animals help. (10 min.)
• Have students read and complete the sentences alone or in
pairs, using words from the entry.
• Invite volunteers to read a completed sentence and the
relevant verse or line of the song.
Answers 1 pollinate 2 herds 3 produce 4 service animal 5 therapy animal
3 Write your own verse about other animals that help
people. (15 min.)
Get Students Thinking
• Brainstorm working animals that were not in the song, such
as rescue dogs that find missing people, or farm animals such
as hens, goats or llamas that produce products people use.
List them on the board.
• Have students write a new verse about two of the animals.
The lines do not need to rhyme, but students should try to
approximate the meter of the song.
Manage Your Class
• You may wish to write a new verse as a class. Have students
vote on two animals from the board. Invite students to
suggest sentences about how these animals help people.
Work together to make the sentences fit the song’s meter.
• Alternatively, assign groups two of the animals on the board,
or allow them to choose, but avoid overlap. Have students
work together to write their verse.
Take the Lesson Further (15 min.)
• Have students practice singing their new verse in rhythm as
you play the track quietly in the background. Then have each
group sing its verse for the class. Have everyone sing the last
verse together.
4 Discuss. How should people treat the animals that
help them? (10 min.)
• Read aloud the question and discuss as a class. Elicit that
working animals should be treated kindly. Go around the
room having students make suggestions. Elicit ideas such
as: We should give working animals breaks from work so
they don’t get too tired. We should check that animals are
comfortable and safe. We should not make horses, camels and
other large animals carry loads that are too heavy for them.
Take the Lesson Further (25 min.)
• Form groups of mixed learning styles. Have them choose any
working animal from this lesson and create a TV news story
about it. Record if possible.
Integrate Learning Styles
• Visual: Students draw a close-up picture of the animal and
then pictures of the animal working.
• Auditory: Students role-play an interview with the animal’s
owner about how helpful the animal is.
• Read/Write: Students write and read aloud background
information about what the animal does.
• Kinesthetic: Students act out a situation where the animal is
working to help people.
Lesson 7 T 142
 Grammar
Objective
Students will learn to change the form of modals when reporting
speech.
Teaching Resources
Track 77, Grammar Worksheet 8.2
Lead in to the Lesson (10 min.)
• Have students preview the pictures. Ask: What fable do you
think this comic is about? (The Tortoise and the Hare.) Have
a student briefly retell the story for the class. Ask students
to point to the two title characters. Then ask: What other
kind of animal do you see? What do you think they’re doing?
Elicit or tell students that they’re squirrels, serving as sports
commentators.
1 Listen and follow. Then underline the reported
speech. 77 (10 min.)
• Play Track 77 as students follow along. Ask: Which character
expects to win the race? (They both do.) Which characters are
reporting what the other characters say? (The squirrels.)
• Read the instructions. Have pairs take turns reading and
underlining.
Answers Tortoise predicted that he’d reach the finish line first! Hare claimed
that Tortoise couldn’t move fast enough to win!
Present the Grammar (15 min.)
• Read the entry with the class. As you go through the chart,
help students compare the direct speech on the left with the
reported speech on the right.
• To review modals, ask questions like: What can sheepdogs
do? What may/might happen if bees don’t pollinate flowers?
Will robots replace service animals someday? Have students
answer in full sentences. Then write their answers in direct
speech on the board with the name of the student who said
each one.
• Have students help you report the speech, changing the form
of each modal. Remind them that they can use the word that
to introduce reported speech, although it isn’t necessary.
• Say: When you report speech, “can” changes to… (Could.)
“May” changes to… (Might.) “Will” changes to… (Would.)
Repeat for the negative forms.
• Tell students that the modals could, might in direct speech
don’t change form in reported speech.
Take the Lesson Further (10 min.)
• Have students read the comic again and circle all the modals,
including contracted forms (I’ll, he’d, can’t, he’d). Connect
the direct speech in each panel of the comic to the reported
speech that follows it. Make sure students understand how
the modals and the pronouns change.
T 143 Lesson 8
Present the Vocabular y (10 min.)
• Read the words in the entry for students to echo.
• Explain that like say or tell, these verbs introduce reported
speech. They also reveal the speaker’s attitude or purpose.
• Review the familiar verbs, such as explain, predict and
think. Have students look up the rest in a dictionary or the
glossary.
Take the Lesson Further (25 min.)
• Have students do the activities independently and then check
their answers in pairs.
Answers 1 1 might 2 could 3 would, wouldn’t 4 couldn’t 2 1 was 2 might
3 they 4 could 5 couldn’t 3 1 Jack explained that he might get a job as an
environmental scientist 2 Kaylie predicted that the white rhino would be
extinct in five years. 3 Mabel boasted that she could get her dogs to do tricks.
Take the Lesson Further (10 min.)
• Have students role-play the comic in groups of four.
Encourage them to think about how the characters feel and
use their voice to express the emotion.
• Then have the students who played Tortoise and Hare
switch with those who played the squirrels and do the
role play again.
2 Report the speech using the reporting verbs. (10 min.)
• Have volunteers read each sentence as expressively as
possible, first looking at the reporting verb to help them
know how to say the quote.
• Read the instructions, and do the first item as a class as an
example. Guide students to change punctuation, pronouns
and verbs or modals.
• Have students complete the rest in pairs.
Answers 1 Hare boasted that he was the fastest animal in the forest. 2 The
squirrels predicted that Hare would win the race. 3 Tortoise’s friend Frog
complained that the race was totally unfair. 4 Hare thought that he could stop
and take a nap.
Take the Lesson Further (10 min.)
• Have pairs or small groups use the reporting verbs to
describe their own experience: One time, I predicted/
complained/boasted that…
• Invite volunteers to share with the class.
3 Discuss. Report what the animals said at the end of
the race. (10 min.)
Get Students Thinking
• Have students think about the end of the fable and share in
small groups. Encourage them to use modals and different
reporting verbs in their sentences.
Know Your Students
• Some students may only be able to write a sentence for
Tortoise and a sentence for Hare.
• Most students should be able to write sentences for Tortoise,
Hare and the squirrels.
• A few students may be able to write more. Ask them to
include a sentence for Frog.
1 Listen and follow. Then underline the reported speech. 77

I’LL REACH THE FINISH DID YOU HEAR THAT? TORTOISE

PREDICTED THAT HE’D REACH
LINE BEFORE YOU.
THE FINISH LINE FIRST!
Reported Speech with
Modals
Can/can’t, may (not), might (not) and
will/won’t are modals. They are used
with a base verb. In reported speech,
the modal usually changes form.

Hare said, “I can Hare claimed

win the race.” that he could
I CAN’T BELIEVE win the race.
HE SAID THAT!
Tortoise said, Tortoise thought
THAT’S HILARIOUS! YOU “I may win the that he might
HARE CLAIMED THAT
CAN’T MOVE FAST ENOUGH race.” win the race.
TORTOISE COULDN’T MOVE
TO WIN THIS RACE! FAST ENOUGH TO WIN! Tortoise said, “I Tortoise
will (I’ll) finish predicted that
first.” he would (he’d)
OUCH! finish first.
THAT HURTS!
Tortoise said, Tortoise said
“Hare won’t win Hare wouldn’t
the race.” win the race.

Reporting
2 Report the speech using the reporting verbs. Verbs
boast
1 Hare said, “I’m the fastest animal in the forest!” (boast)
claim
complain
explain
2 The squirrels said, “Hare will win the race.” (predict)
predict
think
3 Tortoise’s friend Frog said, “The race is totally unfair!” (complain)

4 Hare said, “I can stop and take a nap.” (think)

3 Discuss. Report what the animals said at the end of the race.
Lesson 8 143
 An Interview with
Rob Howes
Reporter: Please tell us your name and your story.
A Read the headline and Howes: I’m Rob Howes, and I’m a lifeguard. About
look at the pictures three weeks ago, I was out swimming with my
on page 145. Which teenage daughter and two of her friends on
animal was dangerous? my day off. We were at Ocean Beach and the
most amazing thing happened! All of a sudden,
Which animal protected
a bunch of dolphins—seven of them—came
people?
swimming toward us very fast. They swam in circles
A Read and check. around us, slapping their tails against the water.
Reporter: Were you afraid of them?
Howes: I was more puzzled than afraid. I’ve never heard of dolphins attacking
people.
Reporter: What happened next?
Howes: One of the dolphins came straight at us and dove right in front of us.
It blocked us from moving farther out to sea. I tried to swim away from
the dolphins, but they herded us all together in a group. Then I saw
something that did scare me.
Reporter: What did you see?
Howes: I saw this great white shark, about three meters long! It was swimming
right toward us! My heart started racing. But then I realized what the
dolphins were doing. They were swimming in circles around us, slapping
the water with their tails to keep the shark away.
Reporter: Why didn’t you swim back to the shore?
Howes: We were too far away, about one hundred meters out. I know from my
lifeguard training that great white sharks are pretty fast! The dolphins
saved us, for sure.
Reporter: How long did they swim around you?
Howes: The dolphins must have stayed with us for forty minutes or so. The
shark left, and they stayed a little bit longer, just in case. Then they
finally swam off.
Reporter: Did anyone else see what happened?
Howes: Yeah. Matt Fleet—he’s a lifeguard at Whangarei, too, and was on duty.
He was out on patrol in his rescue boat, and he saw all the movement in
the water. He saw the shark. You can ask him.
Reporter: Thank you, Mr. Howes, for your wonderful story!

144
 Dolphins Save Four
Swimmers from Shark
WHANGAREI, NEW ZEALAND—In a remarkable example
of animals helping people, a group of dolphins protected
four swimmers from a massive great white shark.
It happened three weeks ago off Ocean Beach near
Whangarei. One of the four swimmers was Rob Howes, a
lifeguard and father. The other three were all teenage girls:
Howes’s daughter and two of her friends. Whangarei, New Zealand
Howes said that he and the girls were swimming about
one hundred meters off the beach when seven dolphins
swam up to them and began to act strangely. “They swam
in circles around us, slapping their tails against the water,”
he explained.
Howes wasn’t frightened by the dolphins’ actions,
but he was afraid of what he saw next. “I saw this great
white shark, about three meters long!” he said. Howes
was worried because the shark was swimming in their
direction. “My heart started racing!” said Howes.
But the dolphins saved the day. Acting on their instinct
to protect those in danger, they herded the four swimmers
into a group. They kept circling around the swimmers for
Great white shark attacks on people
about forty minutes. Their actions seemed to discourage
are rare, but even a curious bite
the shark. Eventually, it swam off. The dolphins stayed for from this shark could be dangerous!
a few minutes more to be sure the shark was gone. Then
they swam off, too. Their job was done.
Matt Fleet, a lifeguard on duty at Ocean Beach that
day, confirmed the story. He saw the swimmers and the
dolphins, and he is certain that the large, threatening
creature was a great white shark. “I’ve seen great whites
before,” he said. “There’s no doubt in my mind. And it was
a perfectly clear day.”
Marine biologists aren’t surprised at the dolphins’
heroic actions. There have been many reports from all
over the world of dolphins protecting swimmers in danger.
As Auckland University scientist Dr. Rochelle Constantine
said, “Dolphins are known for helping helpless things.” Dolphins to the rescue!

145
 1 Read the texts again. Answer the questions in your notebook.
Comparing Firsthand 1 Who was with Rob Howes? What were they doing?
and Secondhand 2 What did the dolphins do? Why?
Accounts
3 When did Howes realize he was in danger?
A firsthand account is about
a person's direct experience
4 What happened in the end?
and uses pronouns such as I, 5 Who else saw what happened? Why was he in the area?
me and my. Letters, diaries
and interviews are firsthand 2 Read and write the correct titles.
accounts. A secondhand 1 Which text is a firsthand account?
account is based on research
about someone else's
experience and uses pronouns
2 Which text is a secondhand account?
such as he, she and they.

A What two pieces of information are in the secondhand account but not the firsthand
account? Underline them in the text.

3 Read and compare the features of firsthand and secondhand accounts. Write 1 or 2.
1 One person’s story of his or her experiences and emotions

2 Background information

3 More formal and less emotional

4 Limited to one person’s view of what happened

5 Based on research, such as reference books and quotes from experts

6 Little background information

7 More than one person’s view

4 Complete the sentences with words from the text.

1 Dr. Constantine is a biologist because she studies life in the ocean.

2 The dolphins’ actions the shark, or made it give up.

3 Another man Howes’s story, saying he saw the event.

4 The dolphins acted on , a natural behavior they were born with.

5 Remember a time an animal helped you. What happened? How do you think the animal
would tell the story?
146 Lesson 9
Reading
Objective
Students will identify and compare firsthand and secondhand
accounts of the same event.
Teaching Resources
News articles about animals who have helped people
Lead in to the Lesson (5 min.)
• Have students look at the pictures, and elicit their
experiences with the beach and marine animals. Ask: Have
you ever seen a dolphin/shark? What are these animals like?
Where did you see them, in an aquarium, on a boat or at the
beach? How did you feel?
p. 144
A Read the headline and look at the pictures on page
145. Which animal was dangerous? Which animal
protected people? (5 min.)
• Have students read the titles on pages 144 and 145 chorally.
Elicit that the text on the left is an interview and the text on
the right is a news article.
• Read the instructions, and have students answer
independently.
Answers The great white shark was dangerous. The dolphins protected
people.
A Read and check. (15 min.)
• Have students take turns reading the interview on page 144,
one line of dialogue at a time. Then have them retell what
happened in their own words.
• Read the article on page 145 aloud as students follow along.
Ask: Is this similar to the interview you read? (Yes, they’re
about the same event.) What did the lifeguard on duty say
about what happened? (He said it was definitely a great white
shark.) What did the marine biologist say about it? (She said
that dolphins were known for helping helpless things.)
Take the Lesson Further (5 min.)
Integrate Science
• Explain that encounters between sharks and people are
rare—and attacks even rarer. Only about 12 of the 500
species of sharks are potentially dangerous to humans, and
none of those view us as natural prey, although a shark may
bump or bite us out of curiosity.
Take the Lesson Further (15 min.)
Manage Your Class
• Pair students of mixed levels to read the interview. Assign
the weaker student to read the questions while the stronger
student reads Howes’ answers.
• Or have small groups take turns reading the news article a
paragraph at a time. Remind them to read the direct speech
with expression.
p. 146
Present the Skill (5 min.)
• Read the entry while students follow. Explain that a firsthand
account is sometimes called an “eyewitness” account, because
the person saw what happened with his or her own eyes.
1 Read the texts again. Answer the questions in your
notebook. (15 min.)
• Have students work in pairs. Explain that they should read
the questions together, and each partner should look in one
of the texts to find the answer. Then they should compare
information and write.
Answers 1 Rob’s teenage daughter and her two friends were with him. They
were swimming in the ocean. 2 The dolphins swam around the swimmers and
herded them into a group, because a great white shark was swimming toward
them. 3 He saw a great white shark in the water. 4 The dolphins swam around
the swimmers until the shark went away. 5 A lifeguard named Matt Fleet saw
what happened, because he was on the water in his rescue boat.
2 Read and write the correct titles. (10 min.)
• Elicit that the interview is a firsthand account because Howes
is telling his own story. The news article is a secondhand
account written by a reporter who talked to others about
what happened.
Answers 1 An Interview with Rob Howes 2 Dolphins Save Four Swimmers
from Shark
A What two pieces of information are in the secondhand
account but not the firsthand account? Underline
them in the text. (15 min.)
• Have students work in pairs to answer.
• Ask: Whose story do we learn about in the interview?
(Howes’s.) Who else did the reporter talk to for the article?
(The lifeguard on duty and a marine biologist.)
Answer information from the on-duty lifeguard and the marine biologist in
the last two paragraphs
3 Read and compare the features of firsthand and
secondhand accounts. Write 1 or 2. (10 min.)
Get Students Thinking
• Do the activity as a class. Then ask: Why is it helpful to
read both firsthand and secondhand accounts of an event?
Elicit that firsthand accounts help us connect to a topic
emotionally, and secondhand accounts give us a broader
understanding.
Answers 1 1 2 2 3 2 4 1 5 2 6 1 7 2
4 Complete the sentences with words from the text. (10 min.)
• Have students do the activity independently. If needed, write
the answers on the board in random order as a word bank.
Answers 1 marine 2 discouraged 3 confirmed 4 instinct
5 Remember a time an animal helped you. What
happened? How do you think the animal would tell
the story? (10 min.)
• Invite volunteers to share their experiences, or give students
news articles to summarize. Have classmates suggest what
the animal might say about it.
Lesson 9 T 146
 Listening
Objective
Students will listen for the main idea at the beginning or end of a
listening selection.
Teaching Resources
Track 78
Lead in to the Lesson (10 min.)
• Ask: What are some ways you’ve learned about animals
firsthand? Elicit experiences like observing pets or watching
wildlife in a yard or at a park, nature center or zoo. Ask: How
else can you learn about animals? Elicit secondhand sources
such as books, nature documentaries and natural history
museums.
1 Listen and match the animals with the speakers.
(10 min.)
• Have students look at the pictures and read the animal names
chorally. Explain or elicit that a collie is a type of dog that may
be a family pet or a sheepdog.
• Read the instructions aloud, and have students echo the
names. Play Track 78, and have students listen for names and
the type of animal.
Answers 1 c 2 d 3 a 4 b
2 Complete the sentences with the correct animals. (15 min.)
• Read the instructions, and give students a few minutes to
read the sentences silently.
• Play the track again, pausing after each speaker for students
to write.
• Replay the track for students to check.
Answers 1 birds 2 penguins 3 collie 4 ants
Take the Lesson Further (5 min.)
Get Students Thinking
• Ask: How do the speakers feel about the animals they’re
talking about? Have students think about the speakers’ tone
and what they say. Elicit that they all admire something the
animals do.
Present the Skill (5 min.)
• Read the title of the entry, and ask: What is a main idea?
(What the speaker is mainly talking about.)
• Read the entry as students follow. Ask: When do speakers
usually say the main idea? (At the beginning or at the end.)
3 Listen again and write the main ideas. What lesson
did each speaker learn? (15 min.)
• Play Track 78 again, pausing after each speaker. Have
students take notes as they listen. Each time you pause,
ask: What lesson did he/she learn from the (animal)? Give
students time to write the main idea in a full sentence before
you continue.
T 147 Lesson 10
Know Your Students
• Most students will be able to listen and take notes in short
words or phrases before writing the main idea.
• Some students may need to just listen. Have them raise a
hand when they hear the main idea.
• A few students may try to write the whole main idea while
they listen. Explain that this will most likely cause them to
miss hearing important details.
Answers Sample answers: 1 It’s important to be patient. 2 Being a parent is
a lot of work. 3 Teamwork is important. 4 When I can’t do something, I just
need to find a different way.
A Where was the main idea? Listen again and write B
(beginning) or E (end). (10 min.)
• Play the track one more time for students to notice whether
the main idea was at the beginning or end.
• Have volunteers read the main idea for each speaker and tell
78
whether it was at the beginning or end.
Answers 1 B 2 E 3 B 4 E
Take the Lesson Further (10 min.)
• Guide students to understand how the animals’ behaviors
support the lessons mentioned on the track. Ask questions
like: How does the dog allowing the three-year-old child to
pet it teach a lesson about patience? (The dog doesn’t snap at
the child, even though the child isn’t very gentle.) How do ants
moving a dead beetle teach a lesson about teamwork? (One
ant couldn’t do it alone, but the group could.)
4 Discuss. What lesson about life could you learn from
an animal? (30 min.)
• Have students brainstorm admirable traits that an animal
might show, like: gentleness, generosity, friendliness, empathy,
curiosity, courage. List the traits on the board.
• Form small groups of the same learning style, and have
groups think of an animal whose behavior exemplifies one of
the traits on the board.
• Have students write the life lesson and then present it to the
class in a way that suits their learning style.
Integrate Learning Styles
• Visual: Students draw a picture to show what the animal does
and explain the lesson it teaches.
• Auditory: Students describe the animal’s behavior and the
lesson it teaches, similar to the track.
• Read/Write: Students write a brief description of the animal
behavior and the lesson it teaches.
• Kinesthetic: Students act out what the animal does while
explaining the behavior and telling the lesson.
Take the Lesson Further (10 min.)
• Have students stay in their same groups, and ask: What do
you think your animal would say to you about this lesson?
Invite groups to share their ideas.
1 Listen and match the animals with the speakers. 78

1 Otis 2 Paula 3 Ling 4 Kurt

a b

ants penguins

c d

collie birds

2 Complete the sentences with the correct animals.

Listening for Main Ideas
1 The make lots of noise, so their
Often, a speaker begins with the
parents will bring them food. main idea and follows it up with
2 The slide fast on their stomachs supporting details. Sometimes,
the main idea comes at the
because they can’t fly.
end, when the speaker draws a
3 The waits patiently while being petted. conclusion based on details that
came before.
4 The work together to move a beetle.

3 Listen again and write the main ideas. What lesson did each speaker learn?
1 Otis:

2 Paula:
3 Ling:

4 Kurt:

A Where was the main idea? Listen again and write B (beginning) or E (end).
4 Discuss. What lesson about life could you learn from an animal?
Lesson 10 147
 1 Listen to a retelling of “Rikki-Tikki-Tavi,” a story by Rudyard Kipling about a small animal
in India. Number the pictures in order. 79

A Use the pictures to retell the story. Listen again and check.
2 Retell an animal story you know. It could be a book, a movie, a fairy tale or a fable.

The Ugly Duckling

Retelling a Story
When you retell a story,
Peter Rabbit
you tell it in your own

Black
words. You should
include all the important
Charlotte’s Web Beauty
characters and tell events
in the same order. You
can use reported speech: Fantastic
Original story: He said, Mr. Fox
“Cobras will never come The Tale of Despereaux
into my garden again.” 1 Write a short summary of the story or a scene from it.
Retelling: He said that
Think about what the characters say.
cobras would never come
into his garden again. 2 Practice retelling your story. Tell the events in order. Use reported
speech to describe what the characters say.
3 Retell your story to the class.
148 Lesson 11
Speaking
Objective
Students will retell a story in their own words.
Teaching Resources
Track 79 and transcript (one per student), copies of the stories in
activity 2
Lead in to the Lesson (5 min.)
Integrate Social Studies
• Tell students that many ancient myths and fables were first
told thousands of years ago, before people had a way to write
them down. People had to pass them along by listening and
retelling them. Some details were changed along the way,
but the main characters and events stayed the same. Experts
believe that the Aboriginal people of Australia have been
retelling a few stories with almost no changes for more than
10,000 years!
Present the Skill (5 min.)
• Read the entry while students follow.
• Review the changes from direct speech to reported speech,
using the example in the entry.
Take the Lesson Further (10 min.)
• Divide students into small groups. Have each group take
out a blank sheet of paper and write down an example of
direct speech from a fairy tale: “It’s almost midnight!” said
Cinderella.
• Have groups exchange papers and report the speech.
• Invite groups to read their reported speech aloud, and
correct their sentences as needed.
1 Listen to a retelling of “Rikki-Tikki-Tavi,” a story
by Rudyard Kipling about a small animal in India.
Number the pictures in order. 79 (15 min.)
• Read the instructions aloud, and have students preview the
pictures. Tell students that the furry brown animal in every
picture is called a mongoose.
• Play Track 79, and have students just listen this time. Ask:
What is Rikki-Tikki-Tavi’s job? (To protect his human family
from cobras.)
• Play the track again for students to number.
Answers Clockwise from top left: 3, 1, 2, 4
A Use the pictures to retell the story. Listen again and
check. (15 min.)
Get Students Thinking
• Have students work in groups of four to take turns retelling
a part of the story, in order. Remind them to use reported
speech to tell what characters said.
• Play the track again for students to compare. Discuss how
students’ retellings were similar or different.
Take the Lesson Further (15 min.)
• Place students in small groups, and project or distribute
copies of the transcript. Have students work in their groups
to rewrite the reported speech as direct speech.
• Then have groups act out the story for the class, using the
dialogue they wrote.
Take the Lesson Further (15 min.)
• Divide the class into six groups, and have each group draw
four full-page pictures to summarize the plot of one of the
stories pictured in activity 2. Distribute copies of the stories
as needed for students’ reference.
• You may want to form additional groups for fables such as
“The Crow and the Pitcher,” “The Ant and the Grasshopper”
and “The Tortoise and the Hare.”
• Display students’ pictures for the class to use as a reference in
their own retellings.
Take the Lesson Further (10 min.)
• Remind students that they have learned several different
reporting verbs that they will be able to use in their retellings.
• Play Hangman (see page xvii) to review the reporting verbs
from the entry in Lesson 8. When students guess a word
correctly, ask a volunteer to use it in a sentence.
2 Retell an animal story you know. It could be a book, a
movie, a fairy tale or a fable. (30 min.)
Manage Your Class
• Have students individually retell their own favorite story
from those displayed or their own choice. Have students
practice with a classmate before retelling the story for
the class.
• Or have students work in groups of four so they can each tell
part of the story corresponding to one of the pictures. Give
groups time to practice their parts.
1 Have students use the pictures displayed in the classroom or
their own ideas to help them write a summary of the story
they chose. Tell students to include some direct speech in
quotation marks.
2 Have students practice in pairs or in their groups. Encourage
classmates to give constructive feedback and say whether
they understand the story.
• Allow students time to edit their stories and practice again.
Encourage them to change said to a more descriptive
reporting verb, if possible.
3 Remind students to speak expressively. Check that they are
reporting speech correctly.
Lesson 11 T 148
 Project
Objective
Students will role-play and record an interview with an animal expert
about a working animal.
Teaching Resources
Track 80, print and online research materials about various animals
that help people, video recording device
Lead in to the Lesson (10 min.)
• Play Word Up! (see page xvii) with categories of animals
that help people in some way, such as farm animals, working
dogs, animals that carry heavy things, circus animals, zoo
animals and pets. Leave the words on the board for reference.
Present the Project (10 min.)
• Have students look back at the interview transcript in Lesson
9 to recall the format of an interview.
• Read the entry aloud as students follow.
• Explain that the reporter will ask questions, and the expert
will say what the animal would tell people if it could talk.
1 Listen to the interview. How does the camel feel
about helping people? 80 (10 min.)
• Tell students they will listen to students role-playing a
reporter and an expert on camels.
• Read the question, and have volunteers read the options
aloud. Play Track 80 for students to circle.
• Ask: How did the expert say he knew what the camel felt? (He
said he talked to a camel.)
Answer 3
A Listen again and write the interview questions. (15 min.)
• Play the track again and have students raise a hand when they
hear a question. Pause for them to write.
• Repeat the track to check, pausing as needed.
Answers How do camels help people? How do the camels feel about that?
What would this camel say to our listeners?
2 Which animal would you like to be an expert on?
Choose one animal that helps people. (10 min.)
• Have students choose an animal from the topic or the list on
the board. Avoid overlap and ensure a variety of animals.
A Prepare for an interview about the animal. Take notes
in your notebook. (30 min.)
• Provide research materials for students to add more facts and
details about their animal as they answer the questions.
1 Have students copy the questions, substituting the name of
their animal, and answer in full sentences.
2 Tell students to write about ways the animal helps, challenges
it faces, how people treat it and what it likes to eat.
3 Tell students to imagine that they can talk with their animal.
They should write the quotes as direct speech. Remind them
to use correct punctuation.
T 149 Lesson 12
3 Prepare to interview a classmate. (10 min.)
1 You may wish to pair students with animals in the same
category, or pair students with completely different animals.
2 Have students copy the interview questions on a clean page
in their notebook, substituting the name of their partner’s
animal. Remind them to leave plenty of room to write. Ask:
What other questions would help you understand how your
partner’s animal helps and what people can do to make its
life better?
Know Your Students
• Some students may only be able to ask the three interview
questions from the track.
• Most students should be able to come up with one or two
extra questions with prompting. Have them imagine what it’s
like to do that animal’s job. Provide this question starter: Is
the (animal) uncomfortable/tired/bored/frustrated when…?
• A few students may have many extra questions. Have them
choose the three most interesting ones.
Take the Lesson Further (15 min.)
• Have students exchange questions so they can prepare their
answers for the interview based on their research. Allow
students to make notes in words and phrases to use during
the interview.
4 Practice and record your interviews. (45 min.)
• Have pairs practice their interviews several times for fluency,
first with one partner playing the reporter and then with
the other.
• Have students perform their interviews for the class. Record
them if possible.
Topic 8
What would animals say to us?
1 How do animals help people? How should we treat
them in return? (15 min.)
Get Students Thinking
• Have small groups discuss what they learned from their
interviews. Elicit similarities in the ways animals help
people (produce products, do things people can’t, provide
companionship and so on). Encourage students to flip back
through the topic for more ways animals help.
• Have groups come up with at least three ideas for how people
can be kind to working animals. Invite groups to share their
ideas with the class.
2 What lessons about life can we learn from animals?
(10 min.)
• Briefly elicit positive qualities people can learn from animals’
examples, such as patience and helpfulness.
• Then ask: What would animals say to us about how we treat
them? Elicit what we can learn about how to treat animals
and how to interact with them.
1 Listen to the interview. How does the camel feel about
helping people? 80

1 Happy, because he likes his job.

2 Unhappy, because it’s hard work.
3 Annoyed, because people don’t say thank you.

A Listen again and write the interview questions.

1
2

2 Which animal would you like to be an expert on?

Choose one animal that helps people.

A Prepare for an interview about the animal. Take notes in Interview: Role Play with
your notebook. an Animal Expert
1 Answer the interview questions from activity 1 for the animal. Record an interview with an
“expert” on a particular animal.
2 Write down other details about how the animal helps people.
Find out how the animal feels
3 Think about what the animal would say. Write at least two about its situation and what it
quotes from the animal. would like to say to humans.

3 Prepare to interview a classmate.

1 Find out which animal a classmate chose.
2 Write the interview questions from activity 1 in your notebook. Leave room to write the
answers. Add any other questions you want to ask about your classmate’s animal.

4 Practice and record your interviews.

To p i c 8 pe ople?
1 How do animals help
them
How should we treat
in return?
e can we
2 What lessons about lif
learn from animals?

Lesson 12 149
 To p ic 9 Could I be an inventor?
Children are natural innovators, often thinking about creative ways to solve everyday problems. This topic will help students harness their creativity
to design their very own invention. But first, they will learn about the process of inventing from famous inventors, such as Thomas Edison. They will
recognize that many devices they use every day were invented by someone, often not long ago. They will study important inventions in history, foods
invented by accident and even Chindogu inventions, which are designed to solve the smallest, silliest problems.

Video Project
Lee invents a special straw, made Diagram: Design Your Own Invention
of biodegradable paper invented by Students will apply what they’ve learned
Maddie, that works with a filter to about the inventing process as they design
purify water for drinking. an invention of their own to solve an
everyday problem.

Vocabulary
Electronics
cell phone, games console, light bulb, remote, tablet
Appliances
dishwasher, iron, microwave, refrigerator (fridge), washing machine
Inventions
accidental (adj.), assemble (v.), calculate (v.), creative (adj.), diagram (n.),
idea (n.), imagination (n.), improve (v.), part (n.), prototype (n.), test (v. &
n.), useful (adj.)
Writing Definitions
Students will better understand and remember a new vocabulary word
if they define it in their own words. Encourage students to use simple
words to explain a more complex idea. Students should make sure their
definition reflects the part of speech.
Grammar
Present Passive
In active constructions, the subject of the sentence does the action: People
use cell phones for texts. In passive constructions, the subject is acted upon:
Cell phones are used for texts. Passive constructions are used when it’s not
important to say who or what does the action.
The present passive is a present form of be and the past participle of the
main verb: Is this washing machine designed to clean sheets and towels?
Infinitive of Purpose
An infinitive is the word to followed by the base form of the verb. An
infinitive of purpose is often used with verbs such as design, make and
use in passive constructions: This tablet isn’t made to hang on the wall.
The infinitive of purpose directly follows the main verb.
Past Passive
The past passive is a past form of be and the past participle of a main verb. In
this topic, students will use this form to describe past inventions. Often the
inventor is named in a phrase with by: The electric light bulb was invented
by Thomas Edison in 1879. Students learned a similar construction in Topic 7
with the causative: I get my eyes checked by the optometrist.

Reading
Identifying Point of View
In the first-person point of view, a person is telling his or her own story,
as in a journal. The third-person point of view is used to describe others’
experiences, often in a more objective way.
Using Multiple Sources
In this lesson, students will learn about the process of inventing from two
different sources. One is an article about female inventors, and the other
is a list of tips for how to become an inventor.
Listening
Listening for Explanations
Speakers support their points by explaining causes and reasons.
Students will learn to listen for signal words and phrases such as
because (of), for that reason, since, so and that’s why to help them
identify explanations.
Making and Confirming Predictions
Students will listen more actively if they preview the activity and predict
what they are going to hear. After the first part of a listening selection,
they can also make predictions about what they will hear next.

Speaking Writing
Asking for Clarification Giving Additional Information
Students may hesitate to admit they didn’t understand something, To connect similar ideas and add more information, writers use words
but asking for clarification and more information is an important and phrases such as and, in addition to, also and too. Students will
conversation skill for them to learn and practice. practice connecting ideas as they write about their favorite invention.
Agreeing and Disagreeing
Students will find group-discussion skills useful in a variety of contexts.
In this lesson, they will practice politely expressing their opinions and
agreeing and disagreeing as they discuss Chindogu inventions.

T 150
 To p ic 9

1 Put these inventions in order from most to least

important in your life (1 = most important).

car lamp

cell phone washing machine

Language
TV alarm clock Vocabulary Skills Project
Electronics Reading Speaking Diagram: Design Your Own Invention
A Compare. Think of other important inventions. Appliances Identifying Point of View Asking for Clarification
Inventions Using Multiple Sources Agreeing and
2 Discuss the questions. Writing Definitions Listening Disagreeing
1 What is an invention? Grammar Listening for Writing
2 What do you think inventors are like? Present Passive Explanations Giving Additional
Infinitive of Purpose Making and Confirming Information
3 Do you think you could be an inventor?
Past Passive Predictions
Why or why not?
150 151

U9COll4.indd 150 10/31/17 13:26 U9COll4.indd 151 10/31/17 13:26

Take the Lesson Further (10 min.)

Objective
Students will recognize inventions from everyday life and rank them
by importance.
Lead in to the Lesson (10 min.)
• Have students look at the main photo. Ask: What are these
girls doing? Elicit that they’re putting parts together, building
something, using tools and so on. Encourage students to
speculate: What do you think they’re making? Will it be useful
or just for fun? Will it be something familiar, or a new idea?
Take the Lesson Further (10 min.)
2 Discuss the questions. (15 min.)
• Read the topic question chorally. Explain or elicit that an inventor
is someone who creates something new for people to use.
• Discuss how inventors are different from artists (who make
things for people to look at and enjoy) and builders (who
make things that people are already familiar with).
1 Put these inventions in order from most to least
important in your life (1 = most important). (10 min.)
• Read the labels for students to echo.
• Read the instructions. Have students number alone.
A Compare. Think of other important inventions. (5 min.)
• Ask: What did you mark as the most important? Invite
volunteers to give reasons for their choice.
• Have the class brainstorm inventions from everyday life.
Integrate Social Studies
• Say: We think of these as normal, everyday items now. But
they were all brand-new inventions at one time—some of
them, not very long ago!
• Point to the small pictures and ask: When do you think these
items were invented? Have small groups guess the years or write
the items in order from the earliest to the most recent invention.
• Write a timeline on the board: 1787—alarm clock, 1851—
washing machine, 1879—lamp (light bulb), 1885—car, 1924—
TV, 1973—cell phone.
Get Students Thinking
1 Elicit that an invention is the creation of a new device or
process for people to use.
• Point to the small photos, and ask: Do you think these items
looked exactly like this when they were first invented? Discuss
the idea that inventions can be improved over time.
2 Have small groups discuss the question. Invite them to share
their ideas with the class. Ask: What are the qualities of a
good inventor? (Creative, hard-working, patient, good at
solving problems…)
3 Have students answer with a show of hands, and invite them
to share their reasons. Take note of reasons why students said
“no,” so you can address them throughout the topic.

T 151
 1 Watch the video. What has Lee invented?
Electronics
cell phone
games console
light bulb
remote
tablet

Appliances
dishwasher
iron
microwave
refrigerator
(fridge)
washing
machine
A Watch again. What is Lee going to do next?
2 Look and label the electronics and appliances.
1

2 1

3 2
3
4

5
6
7
5
8
4
9 6
10
10 7 8

3 Describe one of the items for a classmate to guess.

It’s in my living room. I use it to play video games. (It’s a games console.)
152 Lesson 1
Vocabulary
Objectives
Students will watch as Lee demonstrates his invention, a
biodegradable straw that filters water for drinking.
Students will learn and practice words for electronics and appliances.
Teaching Resources
Video Episode 9, Video Worksheet 9, print or online research materials
about the invention of the electronics and appliances listed in the entry
Lead in to the Lesson (10 min.)
• Elicit students’ prior knowledge about inventions. Ask: What
are some inventions you know about? Encourage students
to list modern technologies as well as famous inventions in
history. Invite students to come up and sketch them on the
board. Then ask: How is this invention important/useful?
1 Watch the video. What has Lee invented? (10 min.)
• Have students look at the picture and make predictions about
what Lee has invented (which Max is holding). Write their
guesses on the board.
• Play the video, and check whether students’ predictions were
correct. Have volunteers describe Lee’s invention. Then ask:
Who invented the material for the straw? (Maddie.)
Answer a biodegradable straw that works with a filter to purify water
for drinking
A Watch again. What is Lee going to do next? (10 min.)
• Read the instructions aloud. Play the video again, and have
students watch carefully at the end.
• Discuss the question as a class. Elicit that it’s important for
inventors to keep improving their inventions—it’s not just a
one-step process.
Answer He’s going to contact the water filter company and improve the
design.
Take the Lesson Further (25 min.)
1 Preview the lines and then play the video again for students
to write who said each one.
2 Read through the properties and have students mark
tentatively any they think that Lee’s invention has. Play the
video again for students to mark.
3 Have students complete the synopsis from memory. Play the
video one last time.
Answers 1 1 Max 2 Lee 3 Maddie 4 Lee 2 1, 4, 5 3 1 straw 2 Maddie 3 contest
4 kids 5 duties 6 team
Present the Vocabular y (10 min.)
• Read the electronics words for students to echo.
• Elicit or tell students how people use each one: You make
calls. You play video games. You light a room at night. You
change the channel. You read an e-book.
• Read the appliances for students to echo.
• Elicit or tell students how people use each one: You wash
dishes. You press shirts. You heat food quickly. You keep food
cool. You wash clothes.
2 Look and label the electronics and appliances. (10 min.)
• Have students look and label alone or in pairs. Tell them to
use the entry as a word bank.
• Check answers as a class.
Answers 1 light bulb 2 washing machine 3 iron 4 refrigerator/fridge
5 microwave 6 dishwasher 7 cell phone 8 tablet 9 remote 10 games console
3 Describe one of the items for a classmate to guess.
(10 min.)
Get Students Thinking
• Read the instructions, and call on a volunteer to read the
example aloud.
Manage Your Class
• Have pairs take turns giving clues to three items. If time
allows, form new pairs and repeat.
• Or have students work in small groups, with one student at a
time giving clues for the group to guess.
• Alternatively, divide the class into two teams and do the
activity as a competition. Have teams race to guess all ten
items, or call up one student at a time to give clues for both
teams to compete to guess.
Take the Lesson Further (10 min.)
• Have students look again at the electronics and appliances
pictured on the page. Discuss how students and their families
use them at home. Ask questions like: Are these electronics
and appliances in the same rooms in your home? Which of
these inventions do you use most every day? What do they
help you do?
Take the Lesson Further (15 min.)
Integrate Social Studies
• Ask: When do you think these items were invented? Have
small groups work together to guess and list the electronics
and appliances in order from the earliest to the most recent
invention. Remind students that they saw the invention
dates for washing machine, cell phone and light bulb in the
previous lesson.
• Divide the class into ten groups, and assign each group
one of the inventions from the entry. Hand out research
materials. Have groups find the inventor, the year the item
was invented and one fact about it.
• Write a timeline on the board. Ask groups to share their facts
with the class and add their inventions to the timeline in the
correct place.
Take the Lesson Further (10 min.)
• Have students play a game of Charades (see page xvi) to
review the electronics and appliances listed in the entry. Tell
students to mime using the item for the class to guess.
Lesson 1 T 152
 Grammar
Objectives
Students will learn and practice the present passive.
Students will use an infinitive of purpose with verbs such as design,
make and use.
Teaching Resources
Track 81, Grammar Worksheet 9.1
Lead in to the Lesson (10 min.)
• Have students play Pictionary (see page xvii) to practice
electronics and appliances from the entry in Lesson 1. Artists
can draw the item by itself or a person using it.
1 Listen and follow. 81 (15 min.)
Get Students Thinking
• Place students in small groups. Have them preview the
pictures, and ask: How many mistakes can you find? (Four—
hanging the tablet on the wall, ironing with a smartphone,
using a cell phone as a remote and vice versa.)
• Play Track 81 as students follow along. Ask: What does
Grandpa think you can do with a tablet? (Hang it on the wall.)
What is Grandma using to iron? (A cell phone.) Which two
devices does Grandpa mix up? (A remote and a cell phone.)
Present the Grammar (15 min.)
• Read the Present Passive section of the entry aloud.
• Write on the board: People use cell phones to send texts and
make calls. Ask: Who’s doing the action? (People.) Explain
that we use the passive when we don’t know who or what is
doing the action, or when it’s not important. The subject of
the sentence is the person or thing that receives the action.
Underline cell phones, and write on the board: Cell phones
are used to send texts and make calls. Point out that cell
phones is now the subject of the sentence. Ask: How did the
verb change? Elicit that it is a present form of be and the past
participle of use.
• Read the Infinitive of Purpose section of the entry. Point
to the sentences on the board, and ask: Can you find an
infinitive of purpose? (To send … and make.)
A Read the comic. Underline the present passive verbs.
Circle the infinitives of purpose. (10 min.)
• Read the instructions aloud. Do the first panel as a class.
Read the speech bubble chorally. Elicit the present passive
verb, including the form of be and the past participle (isn’t
made). Then elicit the infinitive of purpose (to hang).
• Have students do the rest in pairs.
• Check answers as a class, and clarify as needed. Point out
that the verbs use, design and make are often used this way.
Answers Underlined: isn’t made, is … designed, (It)’s used; Circled: to hang,
to do, to send … and make
T 153 Lesson 2
Take the Lesson Further (25 min.)
1 Do the first one with the class and then let students find the
other mistakes in pairs. Discuss whether each sentence is
true or false, and have students correct the false ones.
2 Elicit the questions and write them on the board. Once
students guess each other’s inventions, have them form new
pairs and play again.
Answers 1 1 are—is 2 power—powered 3 by—to 4 is—are 5 make—made
• 1  2  3  4  5  2 1 Is it made of plastic? 2 Is it designed to entertain
people? 3 Is it used to communicate with people? 4 Is it powered by
electricity?
2 Write the present passive form of the verbs. (10 min.)
• Read the instructions aloud. Have students work alone or in
pairs to complete the sentences.
• Read out the correct sentences, and have students echo and
check their own work. Spell the irregular past participles
(worn, found).
• Have students tell you the infinitives of purpose.
Answers 1 is used 2 are designed 3 is worn 4 are found 5 is designed
A What invention is described in each sentence? (10 min.)
• Have pairs read the clues and write the correct electronics or
appliances in their notebooks.
• Have pairs check by reading the names in place of the
beginning of the sentence: The remote is used to change the
channel on the TV.
Answers 1 remote 2 cell phones 3 watch 4 dishwasher, refrigerator/fridge
5 microwave
Take the Lesson Further (15 min.)
• Challenge students to write a sentence explaining the
purpose of the other electronics and appliances in the entry
from Lesson 1: games console, light bulb, tablet, iron, washing
machine.
Know Your Students
• Most students will be able to write sentences independently,
based on the models in activity 2.
• Some students may need a sentence frame: (Item) is
designed/used/made to (purpose).
• A few students will need to form active sentences first.
Prompt them with questions: How can you use a games
console? (You can play video games.) Then help them form the
present passive: A games console is used to play video games.
Take the Lesson Further (10 min.)
• Have pairs or small groups take turns acting out a silly
scenario in which one student is using an ordinary classroom
object for the wrong purpose. Have the other group members
exclaim, for example: That book isn’t made to wear as a hat!
1 Listen and follow. 81

GRANDPA! THAT BEN, IS THIS DESIGNED TO DO

TABLET ISN’T MADE TO THE IRONING? I DON’T THINK
HANG ON THE WALL. THE IRONING APP WORKS!

GRANDMA! THAT’S A CELL

PHONE. IT’S USED TO SEND
TEXTS AND MAKE CALLS.

OK. WHERE’S THE

GRANDPA!
REAL REMOTE?

THE REMOTE IS BROKEN

AGAIN. I SHOULD CALL
THE TV REPAIRMAN.

Present Passive
A Read the comic. Underline the present passive verbs. We use the passive (be + past
Circle the infinitives of purpose. participle) when we don’t know
who or what does something, or
2 Write the present passive form of the verbs.
when this isn’t important: It’s
1 It (use) to change the channel on the TV. used to send texts and make
calls.
2 These (design) to send texts and That tablet isn’t made to hang
make calls. on the wall.
Is this designed to do the
3 This item (wear) on your wrist and tells time. ironing?
4 These two large appliances (find) in
Infinitive of Purpose
the kitchen. The infinitive of purpose says
what something is for: That’s not
5 This appliance (design) to heat food quickly.
designed to do the ironing.
A What invention is described in each sentence?
Lesson 2 153
 Thomas Edison’s Journal
October 10, 1878
People need a cheaper and safer alternative to gas or oil lamps in
their homes. Swan’s light bulb is good, but I know I can make it
better. There are two areas to improve: the filament and the vacuum.
March 1, 1879 glass bulb
Here’s a sketch of my new invention: an incandescent lamp!
The thin filament is inside the glass bulb. It needs to be strong
enough to heat up without burning. But it also must be hot enough vacuum
to glow and create light.
What’s the best material for the filament? Platinum is good, but it’s
difficult to work with, it’s expensive and it doesn’t conduct electricity
very well. The lamp only burns for a few hours. I will need to
experiment.
Around the filament, there is a vacuum. A good vacuum is needed so filament
the filament will glow for a long time without catching fire. To create a
vacuum, the bulb is sealed tightly to stop any air from getting inside.
We’ll have to make our own glass bulbs to get it right.
March 2, 1879
Compressed carbon may be the answer for the filament. If I carbonize different materials for the
filament, will that work? The materials will have to be burned down until there is only carbon left.
I will start with plants.
October 21, 1879
This is exhausting, but I know the answer is here somewhere! We’ve carbonized more than six
thousand plants. But we still haven’t found the right material for the filament. I’m going to try some
cotton thread today and see what happens.
A few hours have passed. I’ve carbonized the cotton with the help of some of my muckers here
at Menlo Park. We put it inside our glass bulb and forced the air out with a special vacuum pump.
Now, the bulb is completely sealed, and the filament is lit! So we wait and see…
Thirteen and a half hours later, the bulb is still burning.
A Look at the diagram and the I can’t believe my eyes! All the hours of hard work, all the
pictures. What did Thomas materials that didn’t work—they’ve all paid off! Genius is
Edison invent? Do you use one percent inspiration and ninety-nine percent perspiration.
this invention today? November 4, 1879
Today, I’m applying for a patent for my light bulb. I hope it is
A Listen and follow. Check granted soon to make everything official. On New Year’s Eve,
your answers. 82, 83 I will try to light up Menlo Park! This invention will change
people’s lives and make so many things much easier.

154
Daily Chronicle
December 28th, 1879

The Lights Are Lit

MENLO PARK, NEW JERSEY—A Menlo
Park neighborhood saw great excitement
earlier today. More than two hundred
newspaper reporters and ladies and
gentlemen of the public visited the laboratory
and workshop of Mr. Thomas Edison.
They saw for themselves the different
processes and experiments that he is doing.
Mr. Edison is working hard to perfect his new
incandescent light bulb.
First, the great man himself explained to
visitors how his invention worked. Visitors
were then permitted to see some of his
extraordinary light bulbs in action.
There are currently eighty-four lamps in
the laboratory. They are lit day and night!
They are all supplied with electricity from a
generator in the basement.
Mr. Edison’s incandescent light bulb.
Mr. Edison with the “muckers” who work in his
Menlo Park workshop.
Visitors had the chance to tour the room
where the lamps are made. This is where the
carbonized filaments are placed inside the glass
bulbs. Here, also, the air is removed from the
bulbs to create the perfect vacuum. Mr. Edison
said this would allow the lamps to produce light
for a long time.
Preparations are also underway to light all
the streets around Menlo Park on New Year’s
Eve. Along all the sidewalks, there are now
lampposts that are made of hollow iron and
painted white. They have a glass dome at the
top where the light bulb is placed. Each of these
lampposts is fitted with copper wire. The copper
is used to carry electricity. The lamps will soon
be connected to houses along the streets. Mr.
Edison believes that his electric light bulb can
be used in homes, too. Perhaps every house will
have electric lights before long.

Glossary carbonize: to burn something and change it into carbon

compressed carbon: pieces of burnt material pressed tightly together
filament: a thin piece of material or wire
vacuum: a space where there is no air or any other matter

155
 1 Read the texts again. Find the sentences and write J ( journal) or N (newspaper article).
1 Swan’s light bulb is good, but I know I can make it better.
2 First, the great man himself explained to visitors how his invention worked.

3 I’ve carbonized the cotton with the help of some of my muckers here at Menlo Park.
4 They saw for themselves the different processes and experiments that he is doing.

5 Today, I’m applying for a patent for my light bulb.

6 Visitors were then permitted to see some of his extraordinary light bulbs in action.

A Circle the first-person pronouns in the sentences.

2 Discuss the questions.
1 Which text is from the first-person point of view? How do you know?
2 Which text is from the third-person point of view? How do you know?
3 How did you feel when you read Thomas Edison’s journal? And the newspaper article?

A Rewrite sentences 1 and 2 in activity 1 from the other point of view.

1

3 Find the words in the texts. Complete the sentences.

Identifying
Point of View copper filament generator patent vacuum
In the first-person
point of view, a 1 is the perfect material to use for our experiment
person is telling his because it conducts electricity.
or her own story,
2 If your invention is a success, you should apply for a
using pronouns such
as I and we. It often so it is officially recognized as your idea.
shows personal 3 How can we remove the air to create a in this jar?
emotions and
opinions. The third- 4 A produces power, such as electricity.
person point of view
5 Thin wire is used to make the in a light bulb.
is used to tell about
others’ experiences. 4 Discuss the questions.
It uses pronouns such
1 What do you think Edison meant when he said, “Genius is one percent
as he, she and they.
inspiration and ninety-nine percent perspiration”?
2 What advice do you think Edison would have for young inventors?
156 Lesson 3
Reading
Objectives
Students will read a fictionalized journal entry and newspaper article
about the same event.
Students will identify first-person and third-person points of view.
Teaching Resources
Tracks 82 and 83
Lead in to the Lesson (5 min.)
Get Students Thinking
• Have students look at page 154 and read the title chorally.
Ask: What kind of text is this? (A journal.) What does each
entry start with? (A date.)
• Then have students look at page 155. Ask: What kind of
text is this? (A newspaper article.) How do you know? Elicit
features such as the name of the newspaper, date, headline
and location.
p. 154
A Look at the diagram and the pictures. What did
Thomas Edison invent? Do you use this invention
today? (5 min.)
• Read the instructions, and have students look at the diagram
on page 154. Then have them look at the similar photo on
page 155 and read the caption. Elicit that Edison invented a
type of light bulb we use today.
• Have students look at the dates in both texts, and ask: When
did he invent it? (1879.)
Answers the incandescent light bulb, yes
Take the Lesson Further (10 min.)
Integrate Social Studies
• Tell students that American inventor Thomas Edison set up
his first inventing lab in his bedroom at age twelve and went
on to invent the phonograph, the motion picture camera and
many other things.
• Have students look at the top picture on page 155 and read
the caption. Explain that “muckers” refers to the researchers
in Edison’s workshop in Menlo Park, New Jersey, USA.
Today, Menlo Park is part of the town of Edison, named in
his honor. In the photo, Edison is under the central arch,
leaning against the support with his hands in his pockets.
A Listen and follow. Check your answers. 82, 83 (20 min.)
• Remind students that Edison was an experienced inventor, so
his journal may include some unfamiliar technical terms.
• Play Track 82, pausing at the end of each entry to ask: What
is Edison thinking about today? Point out any words that are
defined in the glossary.
• At the end, ask: What is Edison planning to do next? (Light up
Menlo Park by New Year’s Eve.)
• Play Track 83, pausing every two paragraphs to ask questions like:
Who visited Edison’s workshop? How will Edison light the streets?
Take the Lesson Further (15 min.)
Know Your Students
• Have struggling readers practice reading the newspaper
article a sentence at a time. If needed, say a sentence for the
student to repeat.
• Place stronger readers in small groups, and have them
practice reading the journal one entry at a time.
p. 156
Present the Skill (10 min.)
• Read the entry aloud while students follow.
• Say: To figure out the point of view, ask yourself, “Who is
telling the story? What pronouns are used?”
• Give examples of each. First, tell a story about yourself using
the pronouns I, me and my. Then have a volunteer briefly
retell a fairy tale.
1 Read the texts again. Find the sentences and write J
( journal) or N (newspaper article). (10 min.)
• Have pairs read each sentence and scan the journal and
newspaper article to find it.
Answers 1 J 2 N 3 J 4 N 5 J 6 N
A Circle the first-person pronouns in the sentences. (5 min.)
• Have students circle in their same pairs.
Answers Sentence 1: I, I; Sentence 3: I’ve, my; Sentence 5: I’m, my
2 Discuss the questions. (10 min.)
• Have small groups discuss questions 1 and 2. Remind
students to consider the pronouns used.
• Check answers as a class, and then discuss question 3. Elicit
that Edison’s journal is more personal, while the newspaper
article is more objective.
Answers 1 “Thomas Edison’s Journal” uses pronouns such as I and my. 2 “The
Lights Are Lit” uses pronouns such as he, she and they.
A Rewrite sentences 1 and 2 in activity 1 from the other
point of view. (5 min.)
• Have students do the activity individually. Ask: Which
pronouns did you change?
Answers 1 Swan’s light bulb is good, but Edison knows he can make it better.
2 First, I explained to visitors how my invention worked.
3 Find the words in the texts. Complete the sentences.
(15 min.)
• Have students work in pairs. Remind them that for some
words, they can check meanings in the glossary on page 155.
Answers 1 Copper 2 patent 3 vacuum 4 generator 5 filament
4 Discuss the questions. (10 min.)
1 Tell students that this is a real quote from Thomas Edison.
Ask: What does “inspiration” mean? (Ideas.) What about
“perspiration”? (Hard work.) If students aren’t sure about
perspiration, mime wiping sweat from your forehead.
2 Have students rephrase the quote in their own words. Ask:
What do you think about Edison’s advice?
Lesson 3 T 156
 Listening
Objective
Students will listen for explanations speakers use to support their
points.
Teaching Resources
Tracks 84 and 85
Lead in to the Lesson (10 min.)
• Have students play Board Slap (see page xvi) with the
electronics and appliances from the entry in Lesson 1. Give
clues by stating the purpose of the item: This is designed to
keep food cool. (Refrigerator.)
• Then have students look at the words on the board, and ask:
Which of these items have you used today? In the last
24 hours?
1 Listen and guess each speaker’s favorite invention.
84 (15 min.)
• Have students look at the pictures and read the words
chorally. Ask and have a volunteer answer in a complete
sentence: What is an elevator used for? (An elevator is used to
ride up and down between floors in a tall building.)
• Read the names for students to echo. Tell students that they
will hear clues about each person’s favorite invention. They
should listen carefully and guess.
• Play Track 84 for students to listen and match. Then play the
track again for them to check. Tell students they will find out
the answers in the next activity.
Answers 1 a 2 e 3 c 4 d
2 Listen and check. Which invention is not mentioned?
85 (10 min.)
• Play Track 85, and have students check their matching. Ask:
Were your guesses correct?
• Then read the instructions, and have students answer
chorally.
Answer the car
Present the Skill (10 min.)
• Read the entry aloud as students follow.
• Reread the sample language for students to echo.
• Students have already learned since for the start of a time
period: I’ve been riding my bike to school since second grade.
Point out that here, it has the same meaning as because: I use
a dishwasher, because/since I hate washing dishes by hand.
• Tell students that the phrases for that reason and that’s
why can both be used to introduce an explanation: For that
reason,/That’s why I have time to relax after dinner.
• Tell students that explanations and reasons often answer the
question Why?
A Listen again and match. (15 min.)
• Play the track again, and have students listen and raise a hand
when they hear one of the words or phrases from the entry.
T 157 Lesson 4
• Read the instructions aloud. Have volunteers read the
columns aloud. Play the track again, pausing after each
speaker for students to match.
Answers 1 c 2 a 3 b 4 d
A What words and phrases do the speakers use to give
explanations? Listen again and write. (10 min.)
• Read the instructions, and have a volunteer read each
sentence aloud. Tell students to listen for and complete these
explanations.
• Play the track again, pausing after each sentence in the
activity for students to write.
• Invite volunteers to read their completed sentences aloud
to check.
Answers 1 so 2 because of 3 For that reason 4 because
Take the Lesson Further (15 min.)
Get Students Thinking
• Play the track again, and have students take notes about each
speaker’s explanation.
• Then have students role-play in groups of four, each taking a
role of one of the speakers from the track but using their own
words. Remind students to use words and phrases from the
entry in their own explanations.
• Ask a volunteer in each role to perform for the class.
3 Discuss the questions. (25 min.)
1 Have students discuss all five inventions pictured.
Manage Your Class
• Divide the class into five groups, and assign each group one
of the inventions on the page. Have students agree on the
problem the invention solves and list explanations for how it
helps people. Invite groups to share their ideas with the class.
• Alternatively, have students discuss all five inventions in
small groups or as a class.
2 Place students in small groups of the same learning style.
Have them agree on an important or necessary invention to
share with the class in a way that suits their learning style.
Integrate Learning Styles
• Visual: Students draw a comic strip about waking up one day
without their invention.
• Auditory: Students role-play a phone call shortly after
realizing the invention has mysteriously disappeared.
• Read/Write: Students write an explanation of why the
invention is important.
• Kinesthetic: Students use classroom props to model the
invention and act out how amazing it is.
Take the Lesson Further (10 min.)
• Have students choose a favorite invention and play Find
Someone Who (see page xvi) to find classmates with the
same favorite, if any. Have groups with the same favorite stay
together and find others.
• Ask each student or group: What’s your favorite invention?
Why? Have them give an explanation in a full sentence.
1 Listen and guess each speaker’s favorite invention. 84

1 Nick 2 Paige 3 Curtis 4 Brooke

a alarm clock b car c elevator d tablet e wheel

2 Listen and check. Which invention is not mentioned? 85

A Listen again and match.

1 My favorite is the alarm clock a That’s why the wheel is important to me.

2 I need my bike to get around. b since I live on the tenth floor!

3 The elevator is my favorite c because it’s hard to wake up early.

4 My best friend Morgan moved away, d so I need my tablet to chat with her.

A What words and phrases do the speakers use to give explanations?

Listen again and write. Listening for
Explanations
1 I can’t be late for school on weekdays or basketball games on the
Speakers support
weekend, I really need my alarm clock! their points with
explanations. Listen
2 I can only manage to do that the wheel! for these words and
3 The elevator makes my life a whole lot easier. phrases: because
(of), for that
, it gets my vote! reason, since, so,
4 I really miss her, but we can video chat, that’s why.

I still feel close to her.

3 Discuss the questions.

1 What problem does each of these inventions solve?
2 Which invention could you not live without? Why?
Lesson 4 157
 1 Listen, look and answer the questions. 86

1 Which invention are Milo and Rosie talking about?

2 What is it made of: glass, metal, plastic, rubber, wood?

3 Which picture shows this invention?

a b c d

e f g h

i j k l

A Listen again and write Rosie’s questions in your notebook.

Asking for Clarification
What do you mean?
Sorry, I don’t understand.
Can/Could you give me an
example?
What was that?
Can/Could you explain that
again, please?
2 Choose a picture for a classmate to guess. Ask and answer.
Then label the picture.
3 Discuss the questions.
1 What problems do these inventions solve?
2 Why do you think the inventors chose these shapes
and materials?

158 Lesson 5
Speaking
Objectives
Students will give clues about an invention’s materials and purpose for
a guessing game.
Students will ask questions to clarify information.
Teaching Resources
Track 86 and transcript (one copy per student), realia for some of the
inventions pictured on the page (if available, bike tire, remote, games
controller, cell phone, tablet, light bulb, iron)
Lead in to the Lesson (10 min.)
• Hold up different classroom objects, and ask: What is it
made of? Elicit materials such as wood, plastic, metal, stone,
rubber and glass.
• Have small groups play a game of I Spy. Students should
secretly choose a classroom object and start by saying: I spy
something that is made of (metal). Then the other students
should ask yes/no questions until they can guess the object.
1 Listen, look and answer the questions. 86 (15 min.)
• Have students preview the pictures and think about what
they might be, but don’t elicit item names yet.
• Play Track 86. Have students listen for what’s happening (a
guessing game about the pictures).
• Have volunteers read the questions. Play the track again,
pausing as needed for students to answer.
• Ask: What part of the washing machine does the picture
show? (The front door and inside.) Point out that all the
pictures are close-ups of mystery objects.
Answers 1 washing machine 2 rubber, metal, plastic 3 c
Present the Skill (10 min.)
• Read the title of the entry. Say: When you ask for clarification,
you ask someone to explain or repeat what he or she is saying.
• Students may hesitate to admit when they don’t understand
something. Tell them that asking for clarification is a normal
part of any conversation.
• Read the sentences in the entry for students to echo. Explain
that “What do you mean?” is an expression people use to ask
for an explanation.
A Listen again and write Rosie’s questions in your
notebook. (10 min.)
• Play the track again, pausing after each question for students
to write.
• Ask: Which of the questions ask for clarification? Which are
follow-up questions to find out more?
Know Your Students
• Most students will be able to write the question after hearing
it, but they may need you to reread the question from the
transcript to check.
• A few students may be able to write the question correctly
after hearing it once.
• Some students may need to follow along on the transcript
and underline questions as they hear them.
Answers Is it designed to communicate with other people? Is it made of
rubber? What do you mean? Do you use it every day? Could you explain why?
Is it found in the kitchen?
Take the Lesson Further (15 min.)
• Project or hand out copies of the transcript, and have them
role-play the game in pairs. Then tell partners to switch roles
and repeat.
• Encourage students to speak clearly and use appropriate
intonation.
2 Choose a picture for a classmate to guess. Ask and
answer. Then label the picture. (30 min.)
• Review how to play: One student chooses a picture and
silently identifies the object. Then he or she answers questions
from classmates who are trying to guess that object. After a
classmate guesses, the students should discuss clues in the
picture to be sure they agree on what the object is.
Manage Your Class
• Have students guess in pairs, as on the track. Ask partners to
take turns choosing pictures until they’ve successfully labeled
all the pictures.
• Or have pairs guess pictures a–f in pairs, and then form new
pairs to guess pictures g–l.
• Alternatively, have students guess in small groups, with one
student choosing a picture and the other group members
taking turns asking questions.
Answers a bike/wheel b remote c washing machine d games console/
controller e watch f dishwasher g tablet h cell phone i light bulb j microwave
k iron l refrigerator
3 Discuss the questions. (30 min.)
Get Students Thinking
1 Have students answer in small groups. Then review the
inventions and problems one at a time as a class. Explain that
one way inventors think of inventions is to ask themselves
how to solve everyday problems.
2 Divide the class into new small groups by learning style. Have
students answer the questions for three of the items in a way
that suits their learning style.
Integrate Learning Styles
• Visual: Students draw a diagram of each item and label
materials and shapes with explanations.
• Auditory: Students verbally list the materials and describe
why the shapes are appropriate.
• Read/Write: Students write a few sentences about what each
item is made of and how the shape fits the task. Encourage
them to use present passive.
• Kinesthetic: Students handle actual items available in the
classroom to support their explanations.
Lesson 5 T 158
 Writing
Objectives
Students will write an essay about their favorite invention.
Students will use and, in addition (to), also and too to give additional
information.
Teaching Resources
Print or online research materials about common inventions (including
the inventor and date invented)
Lead in to the Lesson (10 min.)
• Divide the class into two teams, and have students play Board
Race (see page xvi) to write inventions on the board. They
can list inventions they’ve learned about in the topic or other
inventions they know about. At the end, review students’
answers and ask them to justify any new inventions
they added.
1 Read Oli’s essay. What is his favorite invention? (10 min.)
• Read the instructions and the essay aloud. Have students try
to sketch what they hear as they listen.
• Ask: What do you think Oli’s favorite invention is? Why? Have
students read aloud details from the essay that support
their answer.
Answer an airplane
Present the Skill (5 min.)
• Read the entry as students follow along. Say the words and
phrases for students to echo.
• Ask volunteers to use each of the words and phrases from the
entry in a sentence. Model one for them first if needed.
A Underline the words Oli uses to give additional
information. (10 min.)
• Have pairs take turns reading the essay a sentence at a time.
Have them work together to find and underline language
from the entry in Oli’s essay.
Answers and, also, and, and, and, and, too, In addition
2 Answer the questions for Oli in your notebook. (10 min.)
• Have students work alone or in small groups to answer the
questions with details from Oli’s article. Encourage students
to write in complete sentences.
Answers 1 It has a body, wings and wheels. 2 It’s made of metal, rubber and
plastic. 3 Orville and Wilbur Wright invented it in the early 1900s. 4 It flies in
the sky. 5 It’s used to carry people through the air to different places. 6 It makes
travel quicker and easier, it is one of the safest ways to travel, and it helps
Oli visit his grandparents.
3 Write an essay about your favorite invention. (40 min.)
1 Allow students to choose an invention to write about, and
provide research materials if possible.
2 Have students use their research and their own knowledge to
answer the questions in their notebook.
T 159 Lesson 6
3 Have students use their answers to the questions to write
their essay. Tell them to include a topic sentence that says
what their invention is. Encourage students to use and, in
addition (to), also and too to give additional information.
4 Allow time for students to reread their drafts and revise as
needed. Then have them write a final draft.
Know Your Students
• All students should be able to write an essay with their
answers to the questions and a topic sentence.
• Most students should be able to add one or two additional
details with language from the entry.
• Some students will be able to use each word or phrase from
the entry once in their essay.
4 Read your essay aloud for your classmates to guess
the invention. (15 min.)
• Place students in small groups, and have them read their
essays aloud one at a time for the group to guess the
invention. Warn students to be sure not to read their topic
sentence!
Topic 9
Could I be an inventor?
1 Could you improve your favorite invention? How?
(10 min.)
Get Students Thinking
• Discuss an example as a class. Ask: How have people
improved the light bulb since Edison invented it in 1879?
Elicit LED bulbs, fluorescent bulbs and other energy-saving
technologies.
• Then have small groups discuss how they could improve the
inventions they wrote about. Invite them to share their best
ideas with the class.
2 Which inventions have you used today? What
problems have they solved for you? (5 min.)
• Ask the class to brainstorm all the inventions they’ve used
today in order since they woke up. Keep a list on the board to
show students how many inventions affect their
everyday lives.
• To discuss the second question, ask: What would you do
without these inventions?
3 What have you learned about being an inventor?
(5 min.)
• Have students recall the Edison quote (“Genius is one percent
inspiration and ninety-nine percent perspiration.”) and what
they’ve learned about inventions in the topic so far. Discuss
the idea that inventors think of a solution to an everyday
problem and then work to test and improve their invention.
1 Read Oli’s essay. What is his favorite invention?

My Favorite Invention By Oli Rodriguez

My favorite invention is mainly made of metal. The body and wings are metal. But it also
has other parts, like the wheels, that are made of rubber and strong plastic.
The inventors were two American brothers named Orville and Wilbur Wright. They
designed, invented and built the first one in the early 1900s. It flies in the sky. It’s used
to carry people through the air to different places. It makes travel quicker and easier,
too. In addition, it is one of the safest ways to travel.
This is my favorite invention because it means I can travel from Vancouver, where
I live now, to visit my grandparents in Mexico in less than six hours. The same journey
would take two days by car!

A Underline the words Oli uses to give additional information.

2 Answer the questions for Oli in your notebook.
1 What does your favorite invention look like? 4 What does it do?
2 What material is it made of? 5 What is it used for?
3 Who invented it, and when? 6 Why is it your favorite invention?

3 Write an essay about your favorite invention.

1 Choose an invention. Research who invented it and when. Giving Additional
2 Answer the questions in activity 2 about the favorite invention. Information
You can use and, in
3 Use your answers to write a short essay about the invention.
addition (to), also, too
Describe the invention, but don’t say what it is. to give extra information.
4 Check your work.

4 Read your essay aloud for your classmates to guess the invention.

ur favorite
1 Could you improve yo
To p i c 9 invention? How?
you used today?
2 Which inventions have
for you?
What prob lems have they solved

d about being
3 What have you learne
an inventor?
Lesson 6 159
 Shoot-O-Matix
I had a problem shooting hoops
When I was alone or in a group.
Once the problem was identified,
My went into overdrive.

were formed for me to choose

A way to basketball shoes.
A lot of sketches were thrown away
Before a final was made.

Measurements were calculated.

My detailed design was created.
Finally, the was assembled.
As it was tested, my legs trembled.

Now, I can jump as high as the sky.

My new Shoot-O-Matix take me high.
I love my fun and invention.
Writing Definitions
It takes me into a new dimension!
Write definitions for new
vocabulary in your own words
to be sure you understand the 1 Listen and complete the chant. 87

meaning: calculate: to use math

to figure something out.
A Listen again and chant along.
2 Write the correct invention word for each definition.
1 To put parts together: .
Inventions 2 An early example of something: .
accidental (adj.) imagination (n.)
assemble (v.) improve (v.)
3 Unintentional, happening by chance: .
calculate (v.) part (n.) A Write definitions for the other vocabulary in your notebook.
creative (adj.) prototype (n.)
Use your own words.
diagram (n.) test (v. & n.)
idea (n.) useful (adj.) 3 Discuss. Think of a problem in your life. What invention
could help you solve it?
160 Lesson 7
Vocabulary
Objectives
Students will sing a song to practice vocabulary related to the process
of inventing.
Students will define vocabulary in their own words.
Teaching Resources
Track 87, basketballs or similar balls for students to bounce (one per
student, if available), index cards labeled with each word in the entry
(without the part of speech)
Lead in to the Lesson (10 min.)
• Stand in a circle with students. Say an invention, and bounce
a basketball to another student. That student catches the
ball, says an invention and bounces the ball to a classmate.
Continue as long as possible or until each student has had
a turn. Try to keep the game moving quickly. Encourage
students to bounce the ball to classmates who haven’t had
it yet.
Present the Vocabular y (15 min.)
• Have students start with books closed. Hold up each card
with a vocabulary word from the entry, and read it for
students to echo.
• Give each pair or small group a card. Have students look
up their word in a dictionary or the glossary and write down
the part of speech and definition on the back of their card.
• Play Stand Up! (see page xvii) with one part of speech at a
time. Have students read their word, say the part of speech
and tell the class the definition.
Present the Skill (10 min.)
• Point out that dictionary or glossary definitions, like the
ones students just read and heard, can sometimes be hard to
understand.
• Have students open their books. Read the entry as they
follow along. Ask the pair or group who had the calculate
card in the last activity to read the dictionary or glossary
definition, and compare it to the simpler one in the entry.
Ask: Which one is easier to remember when you’re learning a
new word?
1 Listen and complete the chant. 87 (15 min.)
• Point to the title, and tell students that they are going to
listen to a chant about a new invention called the “Shoot-O-
Matix.”
• Play Track 87 as students listen and follow the lyrics.
• Then play the track again, pausing after each line with a blank
for students to write.
• Have students check their spelling against the entry.
Answers imagination, Ideas, improve, diagram, prototype, useful
Take the Lesson Further (10 min.)
• Have students look at the pictures, and ask questions to elicit
the process of invention: What problem does this invention
solve? (The boy couldn’t jump up to the basketball hoop.)
What existing invention did the boy improve? (Basketball
shoes.) Look at the diagram. What parts does this invention
have? (Springs attached to the bottom of a sneaker.) What
else do you learn about the process of invention from the
diagram? Elicit that he put a lot of thought into it and tried
some different ideas. Then ask: Did his invention work? (Yes.)
Would you use an invention like this?
A Listen again and chant along. (15 min.)
• Read each line or pair of lines aloud for students to repeat
chorally. Speak more slowly than the track, but try to match
the rhythm of the chant.
• Play the track again twice. Have students listen and chant
along quietly and then more loudly as they gain confidence.
Take the Lesson Further (10 min.)
• Have students chant and bounce basketballs to keep the beat,
either with the track or on their own.
Manage Your Class
• Have a few students at a time bounce the balls in rhythm so
the rest of the class can focus on the words.
• Alternatively, challenge all students to bounce the ball in
rhythm or just on the first word of each line.
• Or have all students pretend to bounce a ball in rhythm and
pretend to jump and shoot at the end.
2 Write the correct invention word for each definition.
(10 min.)
• Read the instructions, and then read the definitions aloud.
Say: These are examples of simple definitions in your
own words.
• Have students write independently.
Answers 1 assemble 2 prototype 3 accidental
A Write definitions for the other vocabulary in your
notebook. Use your own words. (15 min.)
• Have pairs or small groups define the words in the entry in
alphabetical order in their notebooks. When they come to
the words from activity 2, they can copy the definition from
the page.
• Have students check their work in a dictionary only after
they have defined the vocabulary in their own words.
3 Discuss. Think of a problem in your life. What
invention could help you solve it? (10 min.)
Get Students Thinking
• Have students discuss in small groups.
• You may wish to group students in the same groups they will
be in for the project to get students thinking about possible
ideas for their invention.
Lesson 7 T 160
 Grammar
Objective
Students will learn and practice forming sentences in the past passive.
Teaching Resources
Grammar Worksheet 9.2, print or online research materials about the
inventions from activities 1 and 2
Lead in to the Lesson (10 min.)
• Have students take out the definitions they wrote in their
own words at the end of Lesson 7 and quiz a partner on the
vocabulary from the entry in Lesson 7.
Take the Lesson Further (10 min.)
Get Students Thinking
• Have students look at the timeline. Ask: What is this timeline
about? (Inventions in history.) Invite volunteers to each read a
date and description aloud.
• Ask: What problem do all of these inventions solve? (How to
send written messages across distances.) Point out that over
time, inventors create new and better solutions to solve the
same problems.
Present the Grammar (15 min.)
• Read the title of the entry.
• Remind students that they have already learned the present
passive. Give an example: A microwave is designed to heat
food fast. Review that we don’t know who does the designing
in this sentence. We’re describing an action done to the
microwave.
• Read the first paragraph of the entry, and then have students
echo the examples. Point out that the past passive uses a past
form of be.
• Read the last paragraph of the entry, and have students echo
the example.
1 Read and underline past passive verbs. (10 min.)
• Have pairs take turns reading the timeline a sentence at a
time, underlining past passive verbs as they go.
• Check answers as a class.
Answers was developed, was produced, was sent, was written, wasn’t sent
2 Underline the past passive sentence in each pair.
(10 min.)
• Read the instructions aloud. Explain that these sentences
have the same meaning, but one is in the past simple and one
is in the past passive.
• Do the first item as a class. Ask: Who is doing the action?
(Alexander Graham Bell.) Is he the subject of the sentence, or
is he mentioned in a phrase with “by”? Then guide students to
check the verb forms.
• Have pairs complete the rest. Check answers and explain any
students missed.
Answers 1 second sentence 2 first sentence 3 second sentence 4 first sentence
T 161 Lesson 8
Take the Lesson Further (5 min.)
• Have students read the sentences in activity 2 again silently.
Ask: What problem do all of these inventions solve? (How to
talk to other people across distances.)
Take the Lesson Further (25 min.)
1 Point out that not all the verbs will be passive. Let students
do the activity alone or in pairs.
2 Have students do the activity alone.
3 Elicit the full questions first. Then let students choose an
invention and research it in pairs or small groups. Invite
several to present their findings to the class.
Answers 1 1 was invented 2 was designed 3 got 4 was assembled 5 broke
6 wasn’t made 2 1 was baked 2 were wrapped by my dad 3 The balloons were
blown up by my grandma. 4 The music was downloaded by my brother. 5 The
decorations were put up by my sister. 6 Everyone was invited 3 1 When was it
invented? 2 Who was it invented by? 3 What was it designed to do?
3 Find the numbered sentences in the timeline. Rewrite
them in the past passive. (10 min.)
• Have a volunteer read sentence 1 from the timeline. Ask:
What information is important in this sentence? (Special
messengers.) Call on a student to read the past passive form of
the sentence. Ask: What is most important now? (The horses.)
Repeat for sentence 2.
• Elicit that who or what is doing the action is not as important
in passive sentences. The emphasis is on who or what receives
the action.
Know Your Students
• Some students may need help rewriting step by step. Help them
find the object and use it as the subject, change the verb form,
and write a by phrase with who or what is doing the action.
• Most students should be able to rewrite the sentences in the
past passive on their own.
• A few students may finish quickly. Have them convert other
active sentences in the timeline to the passive.
Answers 1 Horses were ridden between the mail stations by messengers.
2 The first email was sent by Ray Tomlinson.
Take the Lesson Further (15 min.)
Integrate Social Studies
• Have small groups investigate one of the historical inventions
in activity 1 or activity 2.
• Provide research materials, and have groups take notes and
write a paragraph about their invention, including at least
two sentences in the past passive.
• Draw a timeline on the board. Have students read their
paragraphs to the class in time order, from the earliest to the
most recent. Each group can add its event to the timeline.
• Then read the timeline chorally in the past passive: The postal
service was invented in 550 BCE.
Take the Lesson Further (10 min.)
• Have small groups predict the next inventions that will
improve communication. Ask: How do you think inventors
will improve written communication? How do you think they
will improve calls or video chats?
1 Read and underline p
past passive
p verbs
verbs.

550 BCE A postal service was developed in ancient Persia.

1
Messengers rode horses between the mail stations.

1840 CE The first stamp was produced in Great Britain.

People used stamps to pay for sending letters.

1844 The first electric telegraph was sent by inventor

Samuel Morse. It was written in Morse code, which
he also invented.
1971 2
Ray Tomlinson sent the first email. It wasn’t sent
very far! It went to a computer one meter away.

1992 An engineer sent the first text message to the head

of his company. It read, “Merry Christmas.”

2 Underline the past passive sentence in each pair.

Past Passive
1 Alexander Graham Bell invented the telephone in 1876. We use the passive when we
don’t know who or what does
The telephone was invented by Alexander Graham Bell in 1876.
something, or when this isn’t
2 In 1973, the first cell phone call was made by Martin Cooper. important. We form the past
passive with was/were +
In 1973, Martin Cooper made the first cell phone call.
past participle:
3 A company called IBM produced the first smartphone in 1994. A postal service was
developed in Persia.
The first smartphone was produced in 1994. It wasn’t sent very far!
4 The first video-chat app was created by Danish and Swedish When was the first stamp
produced? In 1840.
entrepreneurs.
Use by + noun to say who or
Danish and Swedish entrepreneurs created the first video-chat app. what did the action:
The first telegraph was sent
3 Find the numbered sentences in the timeline. Rewrite them in by Samuel Morse.
the past passive.

1
2
Lesson 8 161
 Women with
Great Ideas
A Read the introduction
and look at the photos. Inventors notice problems and figure out how to fix them. Patsy
What problems do you Sherman, the inventor of Scotchgard stain repellent, once said,
think these inventors “Keep your eyes and mind open, and don’t ignore something
were trying to solve? that doesn’t come out the way you expect it to. Just keep looking

A Read and check.

at the world with inventors’ eyes.” Here are three examples of
women who kept their eyes and their minds open.

Safety in Style
Every year, thirty thousand people are injured or die in bike accidents in
Sweden. But less than thirty percent of Swedish cyclists wear a helmet.
Why? Many feel they are ugly, uncomfortable and uncool.
Two young Swedish design students, Terese Alstin and Anna Haupt,
wanted to find a solution. People told them it was impossible, but they
weren’t discouraged. They spent seven years developing their “invisible
helmet,” which they named the Hövding. It looks like a scarf, but it has
an airbag inside. If there is an accident, the scarf is filled with helium gas
in 0.1 seconds. It forms a hood around the cyclist’s head and neck to
protect him or her.
The inventors are still figuring out how to solve two problems. First, the
The Hövding
helmet is very expensive. And second, it can’t be reused after an accident.
But these challenges haven't put them off!
An Idea from Africa
Ann Moore wearing her Snugli
Working in Africa in the 1960s, Ann Moore noticed that a lot of
African mothers carried their babies on their backs with a piece of
strong cloth. Moore later decided to do the same with her first baby.
The cloth she used at first didn’t work very well. So Moore looked for
something else. She decided on a backpack. Moore drew a plan of her
design. Then she sent it to her mother to sew.
With this new version, Moore could carry her baby on her back more
easily. But she didn’t stop there. She gradually improved her design.
Eventually, Moore decided to get a patent for her invention. She
checked that no one else had a similar patent, and then she applied.
A patent for the Snugli was granted in 1969.
162
A Surprisingly Strong Invention
Artist Patricia Billings created sculptures from a hard
material called plaster of Paris. When one of her swan
sculptures fell and shattered, she was heartbroken. She
decided to find a way to make her sculptures unbreakable.
Billings remembered that the famous artist Michelangelo
had added cement to plaster to make his frescoes last
longer. Billings wanted to create something similar. She
spent eight years trying out different materials. Finally, a
new indestructible plaster was created.
Billings asked a scientist friend to test her prototype.
To their surprise, it could withstand very high temperatures
and was also nontoxic. Billings realized that she had
invented a material for more than just sculptures.
It took another eight years of research and development
for GeoBond to be created. Billings’s invention is now
used not only by sculptors, but also by builders of bridges
and aircraft.
Patricia Billings got the idea for Geobond
from Michelangelo’s frescoes.

Follow These Steps

to Be an Inventor!
1 Adapt an idea from another culture or come up 6 Find out if your idea already exists. Check online
with a new idea based on an existing product.
Identify a problem and figure out how to solve
it. Ask yourself: How could I make this work
better or look cooler? How could I do this faster
or better?
2 Always carry a notebook to write or sketch your
ideas.
3 Figure out what worked in the past, how things
were done and what methods were used.
4 Don’t give up! Don’t stop working on your
invention until you’re happy with it.
5 Go to science fairs and enter competitions.
It’s a great way to meet other inventors and
share ideas.
to see if a patent was granted. Once you’re sure
your idea isn’t patented, it’s time to build.
7 Draw a diagram. Make a sketch and label it. Make
notes about how it works.
8 Share your diagram with friends and family, and
ask them how it could be improved.
9 Gather the materials you will need to build a
prototype. Make sure you have the help you need
for the complicated or technical parts.
10 Build your prototype. Use your diagram, and
measure carefully.
11 Test and check. Does your prototype work? Does
it solve the problem? Are there any surprising or
unexpected results? How could you improve it?
163
 1 Read and mark (✓ or ✗).
1 Most people in Sweden do not wear helmets while cycling.
2 The inventors of the Hövding have solved all the problems with their design.

3 Ann Moore was inspired to invent the Snugli by her mother.

4 It took more than one version for Ann Moore to perfect her Snugli.

5 Patricia Billings wanted a material resistant to high temperatures.

6 GeoBond is now used in both the art and construction industries.

2 Find the phrasal verbs in the article and match them with the definitions.
1 come up with a to solve or discover the cause of a problem

2 find out b to try to find something

3 figure out c to test something to see what it is like

4 look for d to think of an idea

5 give up e to discover information or facts about something

6 try out f to stop trying and resign oneself to failure

3 Answer the questions in your notebook.

Using Multiple 1 Step 1: Which inventor adapted an item from a different culture? How?
Sources 2 Step 1: Who made a product look cooler? Why was it cooler?
When you read
3 Step 3: Who used an idea from the past? What was it?
different texts on
the same topic,
4 Step 4: All the inventors kept working after the first version of their
think about how inventions. What did they do?
they are related. 5 Step 6: Who checked to see if her idea already existed? What did she
What does each
do next?
text tell you about
the topic? How
6 Step 8: Which two inventors asked family or friends for help? What kind
does one text help of help did they need?
you understand the 7 Step 11: What did Billings discover when she tested her prototype?

A Discuss. Why do you think it is important for inventors to follow

others?

these steps?

4 Discuss. Could you keep your eyes and mind open like these
inventors? Which inventions do you think you could improve?

164 Lesson 9
Reading
Objectives
Students will read about successful female inventors.
Students will synthesize information from an article and a list of tips to
learn more about a topic.
Lead in to the Lesson (10 min.)
Get Students Thinking
• Have students start with books closed. Write on the board:
How to Become an Inventor. Have small groups write their
own list of steps.
• Invite groups to share their lists with the class, and note any
similarities. Have students save their lists for later in the lesson.
p. 162
A Read the introduction and look at the photos. What
problems do you think these inventors were trying to
solve? (10 min.)
• Have students open their books and read the title of the article
chorally. Then read the introduction as students follow along.
• Have students look at the photos on page 162. Read the
captions for them to echo. Ask: What does the (Hövding/
Snugli) look like? What do you think it’s used for?
A Read and check. (15 min.)
• Have students take turns reading the first section a sentence
at a time. Ask: What problem does the Hövding solve? (People
don’t wear bike helmets.) How does it solve the problem? (It
looks like a scarf.)
• Continue with the second section in the same way. Ask:
Where did the idea for the Snugli come from? (How African
mothers carried their babies.) How did Moore improve it?
(With a backpack design.) How did she make her invention
official? (She got a patent.)
• Follow the same process for the third section. Ask: What
problem did Billings have? (Her sculpture broke.) What did
she make to fix it? (A new kind of plaster that wouldn’t break.)
What did she do with it next? (Invented a new use for it.)
• Have students look at the last image and read the caption.
Elicit that it is an example of the frescoes that inspired Billings.
Take the Lesson Further (15 min.)
• Read the title of the tip box aloud. Call on volunteers to read
the tips as classmates follow.
• Have students take out their lists from Lead in to the Lesson
and compare. Ask: Which of your tips are on this list?
• Then ask: Does this seem like a lot of steps? Elicit that
inventing is a process and takes work.
p. 164
Present the Skill (10 min.)
• Read the entry while students follow.
• Have students flip back to pages 162–163. Point to the article.
Ask: What kind of text is this? (An article.) Elicit that it gives
examples of successful female inventors and describes what
they did.
• Point to the tip box. Ask: What kind of text is this? (A how-to
article or list of tips.) Elicit that it explains directly how you
can become an inventor.
• Explain that now that students have read both texts, they can
better understand the process of inventing.
1 Read and mark ( or ). (15 min.)
• Have students read and mark individually based on what they
recall. Then have them work with a partner to find and check
the information in the article.
• Ask volunteers to share an answer and read a sentence from
the article that supports it.
Answers 1  2  3  4  5  6 
2 Find the phrasal verbs in the article and match them
with the definitions. (10 min.)
• Have pairs find each word in the article, read the context to
help them understand the meaning, and match the word with
the definition on the right.
Answers 1 d 2 e 3 a 4 b 5 f 6 c
3 Answer the questions in your notebook. (20 min.)
• Say: Think about what the article and the list of tips teach
you about the process of inventing. How did the women in the
article follow the steps in the list of tips?
• Point out the step number at the beginning of each question.
Say: Turn back to page 163 and read that step before you
answer the question.
Manage Your Class
• Have students answer in new pairs or alone.
• Alternatively, form seven groups and assign each one a
question to answer in detail. Have groups share their answers
in order by step. Ask groups to read their step and question
before they say their answer.
Answers 1 Ann Moore adapted the Snugli from the way African women
carried their babies. 2 Terese Alstin and Anna Haupt created a bike helmet
that looked cooler, since (except in accidents) it looks like a scarf. 3 Patricia
Billings used Michelangelo’s idea of adding cement to plaster to make his
frescoes last longer. 4 Alstin and Haupt are still working on solving the
problems of price and reuse. Moore made more than one version and kept
improving it. Billings spent eight years trying different materials. 5 Moore
applied for a patent. 6 Moore asked her mother for help sewing. Billings asked
a scientist friend to help test her prototype. 7 Billings discovered that her
invention still worked OK at high temperatures and was nontoxic.
A Discuss. Why do you think it is important for inventors
to follow these steps? (10 min.)
• Go through the steps one at a time again and elicit in what way
each one helps inventors come up with or improve their ideas.
4 Discuss. Could you keep your eyes and mind open
like these inventors? Which inventions do you think
you could improve? (5 min.)
• Have students reread the quote in the introduction of the
article. Discuss as a class: How did these women’s inventions
not turn out the way they expected? How did they respond?
• Have small groups answer the second question.
Lesson 9 T 164
 Listening
Objective
Students will predict what they are going to hear and then listen to
confirm their predictions.
Teaching Resources
Tracks 88 and 89 and transcripts (one copy of each per student), print
and online research materials related to other accidental inventions
(ice pops, chocolate chip cookies, pink lemonade, waffle cones)
Lead in to the Lesson (10 min.)
• Have the class play Pictionary (see page xvii) with snacks
students like. Include these foods: ice pops, chocolate chip
cookies, lemonade, ice cream in a waffle cone, chips, cereal.
1 Match the inventions with the pictures. (10 min.)
• Read the instructions aloud. Have students match
individually and then compare with a classmate. Ask: Have
you ever eaten these foods? Do you like them?
• Then ask: What do you think these foods have in common
with ice pops, chocolate chip cookies, pink lemonade and
waffle cones for ice cream? Tell students that all of these foods
were invented by accident.
Answers 1 b 2 c 3 a
2 Listen. Match the inventors with their jobs. 88 (15 min.)
• Play Track 88, and have students listen for what’s happening
(an interview about accidental inventions).
• Read the instructions, and read the items in each column for
students to echo.
• Play the track again, pausing after the description of each
inventor’s job for students to match.
• To check, ask questions like: What were John and Keith
Kellogg’s jobs? (They were hospital and health spa owners.)
What problem did they have? (Their forgotten grain was dry
and stale.)
Answers 1 c 2 b 3 a
Present the Skill (5 min.)
• Read the entry with the class.
• Tell students that they should write down their predictions
and then make notes about details that support or disprove
their predictions as they listen.
3 What did they decide to do? Read and circle your
predictions. (15 min.)
Get Students Thinking
• Read the instructions, and then read the predictions aloud
as two separate sentences. Have students circle their choice
independently.
• Have students write their predictions in their notebooks,
leaving several blank lines under each.
• Ask: Do your predictions make sense with what you just
heard? Play the track again, and have students write down
details that support their predictions.
T 165 Lesson 10
Know Your Students
• Most students should be able to write down a few words or
phrases to support their prediction.
• A few students may need to follow along on the transcript
and underline details that support their predictions. Project
or hand out copies of the transcript as needed.
• Some students may need to just focus on listening.
A Listen and check your predictions. 89 (15 min.)
• Play Track 89. Have students listen carefully and note any
details that confirm or disprove their predictions.
• Play the track again for students to check.
• Ask: Were your predictions correct? Elicit supporting details,
and check them against the transcript.
Answers 1 b 2 a 3 b
4 Read the summaries and write the inventions. (10 min.)
• Have students read the description of each accident and
discuss which invention it fits. You may need to project or
hand out copies of the transcript.
• Check answers as a class.
Answers 1 cheese puffs 2 potato chips 3 cornflakes
Take the Lesson Further (15 min.)
• Form groups of three, and make sure all students have copies
of the transcripts from both tracks. Have each student in the
group take one of the foods, reread the story of its invention
and make notes to help them explain what happened in their
own words.
• Have students tell the invention stories to their group
members. Then invite a few volunteers to share with
the class.
5 Discuss the questions. (10 min.)
1 Discuss the question as a class. Ask: Before today, did you
think this was a recent invention? Did you ever wonder how it
was invented?
2 Have students share their responses in small groups.
Take the Lesson Further (15 min.)
Integrate Social Studies
• Divide the class into four groups, and have them investigate
the invention of ice pops, chocolate chip cookies, pink
lemonade or waffle cones.
• Provide research materials, and have students make notes.
Give them time to compile their story.
• Invite groups to tell the class how their food was accidentally
invented.
1 Match the inventions with the pictures.
1 cornflakes 2 potato chips 3 cheese puffs
Making and Confirming
Predictions
a b c You will understand more
of a listening text if you can
predict what you will hear while
listening. Your predictions
should be based on information
you have already heard. Then
listen for information that
supports your predictions.

2 Listen. Match the inventors with their jobs. 88

1 John and Keith Kellogg a animal feed company employee

2 George Crum b chef

3 Edward Wilson c hospital and health spa owners

3 What did they decide to do? Read and circle your predictions.
1 The Kellogg brothers…
a threw away the stale grain. b baked the stale grain.

2 George Crum…
a tried to cook something disgusting. b shouted at the customer.
3 Edward Wilson…
a tasted the puffy corn in the factory. b took the puffy corn home to experiment.

A Listen and check your predictions. 89

4 Read the summaries and write the inventions.

1 Unwanted ingredients were used by a curious employee: .

2 A rude customer was served thin fried potatoes and loved them: .

3 Dry, stale grain tasted delicious after it was baked: .

5 Discuss the questions.

1 When was the last time you ate one of these accidental inventions?
2 Which piece of information surprised you most about these inventions?
Lesson 10 165
 1 Look and listen. Which invention are the students discussing? 90

Chindogu Inventions
1 2 3

massage backpack butter stick texting mitt

4 5 6

shoe umbrellas personal crosswalk chopstick fan

A Listen again and note the phrases they use to

Agreeing and Disagreeing agree and disagree.
Remember to express agreement or
2 Answer the questions and discuss the other
disagreement politely. Listen to others,
giving them a chance to express their
inventions.
opinions as well. 1 What do you think the invention was designed to do?
2 Do you think the invention is useful?
Agreeing Disagreeing
3 Do you agree or disagree with other students?
Yes, I agree. I don’t agree.
I think so, too. I don’t feel the same
3 Discuss the questions.
I (totally) agree. way.
I see what you I (totally) disagree.
1 What problems do these inventions solve? Do these
mean. I’m not sure about that. problems really need to be solved?
Absolutely. Definitely not. 2 How could you make these inventions more useful?
3 Do inventions have to be useful and practical?
166 Lesson 11
Speaking
Objectives
Students will learn about Chindogu inventions.
Students will practice politely agreeing and disagreeing using common
expressions.
Teaching Resources
Track 90 and transcript (one copy per student)
Lead in to the Lesson (10 min.)
• Have students preview the pictures, and read the labels for
the class to echo. Ask students what they think of these
inventions. Students may say they look silly! Ask: Would you
or your friends walk around using any of these items?
1 Look and listen. Which invention are the students
discussing? 90 (15 min.)
• Read the title for students to repeat chorally. Play Track 90,
pausing after the teacher’s introduction. Ask: What does the
word “Chindogu” mean? (A valuable or priceless tool.) Do you
think these inventions are valuable or priceless? Are they fun?
• Read the instructions aloud. Play the full track from the
beginning, and have students circle the invention when they
hear it.
• Check the answer, and ask: What do they think it was
designed to do? (Blow cool air toward the noodles.)
Answer the chopstick fan
Present the Skill (5 min.)
• Read the entry as students follow along. Have them echo the
sample language. Encourage students to copy your intonation
to practice a polite tone.
• Elicit or explain that “I see what you mean” is a way of saying,
“I understand what you’re saying.”
A Listen again and note the phrases they use to agree
and disagree. (10 min.)
• Play the track again, and have students raise a hand when
they hear someone agree or disagree.
• Project or hand out copies of the transcript, and have pairs
underline words or phrases of agreement and disagreement.
Answers I totally disagree. I agree. I think so, too. Absolutely.
Take the Lesson Further (15 min.)
• Have groups of four students use the transcript to role-play
the group part of the conversation. Have them switch roles
and repeat so each student gets to play two different parts. Tell
students to speak clearly and use a polite, friendly tone.
2 Answer the questions and discuss the other
inventions. (25 min.)
• Form new groups of about four students, and have them
discuss the remaining inventions one at a time.
• Tell students to express their opinions and respond to others
using language from the entry. Encourage students to write
down answers everyone agreed on.
Manage Your Class
• Some students will need to write down their own answers for
each invention before they begin.
• Most students will find it helpful to make notes in short
words and phrases before the discussion.
• A few students will need to use the transcript as a guide for
language during the discussion.
Answers 1 The massage backpack helps students’ backaches caused by
carrying heavy books in the backpack. The butter stick spreads butter
without dripping off your toast or getting your fingers messy. The texting mitt
keeps your hands warm and dry when texting in the rain or cold. The shoe
umbrellas keep your toes from getting wet in the rain. The personal crosswalk
lets you cross any road at a crosswalk, even when there is busy traffic. The
chopstick fan cools your hot noodles so you can eat them sooner.
Take the Lesson Further (10 min.)
• Discuss how groups answered the questions for each
invention. Note similarities among their ideas.
• Then have groups evaluate their own discussions. Ask: Did
you agree and disagree politely? Did you use expressions from
the entry? Did everyone in your group get a chance to speak?
3 Discuss the questions. (15 min.)
• Elicit or remind students that inventors first find a problem
to solve and then look for ways to solve it, or improve
existing ways to solve it.
• Form new small groups, and have students answer questions
1 and 2 in their groups. Invite volunteers to share their ideas
with the class.
• Discuss question 3 as a class. Students may say all inventions
should be useful, or they may say that some can be
just for fun.
Take the Lesson Further (15 min.)
Get Students Thinking
• Have students choose a Chindogu invention from this page
or think of their own to share with the class in a way that
suits their learning style.
Integrate Learning Styles
• Visual: Students draw a picture of the invention.
• Auditory: Students present a radio ad for the invention,
explaining the problem it solves.
• Read/Write: Students write their opinion of the invention in
the style of a product review.
• Kinesthetic: Students build a model of the invention using
classroom objects and demonstrate using it.
Lesson 11 T 166
 Project
Objective
Students will create their own invention to solve an everyday problem
and draw a diagram to show how their invention works.
Teaching Resources
Track 91, Internet access to search for existing similar inventions (if
available), A3 paper
Lead in to the Lesson (15 min.)
Get Students Thinking
• Have pairs make a diagram of any invention from the topic.
Students should draw a picture of it, label the parts (with
explanations if needed) and add a title.
• Invite students to share their diagrams with the class.
Present the Project (5 min.)
• Read the entry with the class.
• Tell students that they will follow the steps for inventing that
they have learned in this topic. Elicit that inventors start by
noticing everyday problems. Then they make, improve and
test an invention to solve one of those problems.
1 Listen and label the diagram. 91 (15 min.)
• Have students preview the diagram. Ask: What’s the name of
this invention? (The Screenshare.)
• Tell students they will hear a group present this invention to
the class. Say: Imagine that they’re using this diagram as a
visual aid.
• Play Track 91 for students to just listen and look at the
diagram.
• Read and have students echo the labels. Play the track again
for students to write the numbers.
Answers Top: 2; Bottom, left to right: 1, 4, 3
2 Answer the questions for the Screenshare in your
notebook. (10 min.)
• Have volunteers read the questions aloud.
• Have students copy the questions in their notebook, leaving
space underneath each to write. Play the track again, and
have students take notes to help them answer each question.
• Have students write their answers in full sentences.
Answers 1 It solves the problem of people fighting over who gets to hold the
tablet and who gets the best view. 2 It holds the tablet on a long, light wooden
board that stretches across two people. The tablet is attached to the board
with strong Velcro to keep it in place. On the ends are plastic handles, one
for each person. 3 To make it, you need wood for the board, Velcro to attach
the tablet and plastic for the handles. 4 It helps people who want to watch
something on a tablet together.
3 Design your own invention. (45 min.)
• Do the project in small groups. You may use the groups from
Lesson 7 if students recall the brainstorming they did then.
1 Have students discuss and agree on a problem and
brainstorm creative ways to solve it.
2 Have students discuss and make notes about each question
before answering in full sentences.
T 167 Lesson 12
3 Tell students to draw a clear diagram with parts, materials
and explanations. Students can draw arrows to show the
motion of any moveable parts.
4 Students should compare how any existing similar inventions
solve the same problem. They should also choose a unique
name for their invention.
Take the Lesson Further (20 min.)
• Have students in each group test out the invention in
different ways according to their learning style. Then have
groups revise their diagram as needed.
Integrate Learning Styles
• Visual: Students draw diagrams from different angles or
pictures of someone using the invention.
• Auditory: Students verbally explain how to use it.
• Read/Write: Students write out steps or a description of how
someone would use the invention.
• Kinesthetic: Students mime using the invention and check
that it’s physically possible.
4 Share your invention with your classmates. Ask for
their ideas to improve it. (40 min.)
• Have groups prepare a presentation about their invention.
For visual aids, they should make a large picture of someone
using their invention and a large copy of their diagram.
• At the end, have groups ask the class: Can you think of any
ways to improve our invention? Encourage the class to give
constructive, positive feedback.
A Vote for the three best inventions. Award them class
patents. (10 min.)
• Display groups’ visual aids around the classroom, and allow
students to walk around and look at them. Have students
choose three inventions to vote for.
• Have students vote, and ask students to share the reasons
why they voted for these three. Then award “class patents.”
Topic 9
Could I be an inventor?
1 Why do we need inventors? How do inventions help
us? (10 min.)
• Have the class flip back through the topic and list inventions
that help people every day. Elicit that inventions make life
easier for everyone.
2 What qualities does it take to be an inventor? Could
you be an inventor? (10 min.)
• Point out that the answer to the second question is yes—
students have all created inventions in this lesson, and that
makes them inventors!
• Have small groups discuss what they learned about the
process of inventing as they invented something themselves.
Encourage students to refer back to the steps on page 163 to
see which they followed.
1 Listen and label the diagram. 91

1 plastic handle 2 wooden board 3 tablet 4 Velcro holder

Screenshare Fits across two people.

Two handles so nobody controls the tablet.

STOP FIGHTING OVER WHO GETS Holds the tablet firmly in place.
THE BEST VIEW OF THE TABLET!

2 Answer the questions for the Screenshare in your notebook.

1 What problems does the invention solve? 3 What materials are needed to make it?
2 How is it used? 4 Who does it help?

3 Design your own invention.

1 Identify a problem. Brainstorm ideas for how to solve it. Diagram: Design Your
2 Answer the questions in activity 2 for your invention. Own Invention
Draw a diagram of an invention
3 Draw a diagram of your invention. Label the parts and explain
to solve a problem that you
how they work. face in your everyday life.
4 Do research to find out if a similar invention already exists.

4 Share your invention with your classmates. Ask for their ideas to improve it.
A Vote for the three best inventions. Award them class patents.

To p i c 9
nt ors? How do
1 Why do we need inve
inventions help us?
ta ke to be an
2 What qualities does it
ntor?
inventor ? Could you be an inve

Lesson 12 167
 verb — v. noun — n. adjective — adj.
access (n.) — a way of getting to
or entering a place: Access to
the cave is by ladder.
accidental (adj.) — not
planned or expected,
happening by chance: The
factory said the oil spill was
accidental.
achieve (v.) — to reach an
objective: We achieved all
our goals.
afraid (of) (adj.) — scared,
frightened: I’m afraid of
spiders.
amber (n.) — a hardened resin
from long-dead trees used
to make jewelry and other
ornaments: Ancient insects
are sometimes perfectly
preserved in amber.
amphibian (n.) — a cold-
blooded vertebrate animal
able to live both on land
and in water, such as a
frog, toad, salamander or
newt: There are more than
4,000 known species of
amphibians, many of which
are found in tropical areas.
angry (adj.) — very annoyed
or displeased: The baseball
player was angry with the
pitcher after he was hit by
a pitch.
168 Glossary
adverb — adv.
arthropod (n.) — an
invertebrate animal, such
as a spider, crab or insect,
with jointed legs and a
body divided into parts:
Arthropods make up more
than three-quarters of all
known animal species.
assemble (v.) — to put
together: He used
secondhand parts to
assemble a new radio.
assign (v.) — to set a task
or a role: The teacher will
assign homework before her
students leave.
bacteria (n.) — microscopic
single-celled organisms:
Keep your cut clean to
prevent bacteria infecting it.
ban (v.) — to forbid or bar, to
not allow: Finger spinners
are banned at school.
better (adv.) — the
comparative form of “well”:
I want to do better this year
in the school sports day.
better (at) (adj.) — the
comparative form of “good”;
higher in skill: I’m better at
chess than I was last year.
boast (v.) — to speak with too
much pride about yourself:
She boasted that she would
get perfect marks on the
test.
break (v.) — (of a promise or
the law) to fail to keep or
obey: She promised to help
me but she broke her word.
calculate (v.) — to find the
answer to a sum by using
mathematical operations:
I need to calculate how
many people can safely fit in
this elevator.
captivity (n.) — the state of
being kept in a prison or
cage and not being able
to leave or be free: The
prisoners escaped from
captivity.
capture (v.) — to take control
of a person, animal or
thing: Bruce captured a wild
animal in the forest.
carbon (n.) — an element
found in some amount in all
living things: Coal, graphite
and diamonds are made of
carbon.
caring (adj.) — feeling or
showing concern for other
people: The nurse was a
very caring person.
carry out (v.) — to do or
complete a plan or
command: He said he was
only carrying out orders.
cast (n.) — something formed
in a mold: The dentist made
a cast of my teeth.
cell phone (n.) — a wireless
telephone that operates
using radio waves: I left
my cell phone on the train
yesterday.
check (v.) — to make sure
something is correct or as
it should be: Mom checked
that we all had our seat belts
fastened.
civil war (n.) — a war between
citizens of the same nation:
There have been many civil
wars in this country.
claim (v.) — to assert that
something is true: The
accused man claimed he
was at home when the crime
took place.
complain (v.) — to say you are
not happy about something:
The neighbor complained
when we played loud music.
confused (adj.) — unable to
think clearly or understand:
I’m confused about what to
do next.
cooperative (adj.) — willing
to help or work with others:
She is one of our most
cooperative club members.
creative (adj.) — able to think
and do things in an original
way: Pablo Picasso was a
very creative artist.
creature (n.) — any type of
animal: The forest is filled
with wild creatures.
deforestation (n.) — the act
or process of removing all
or most of the trees from a
forest: Deforestation led to
mudslides.
dentist (n.) — a health care
professional who looks after
teeth and gums: I have an
appointment with the dentist
this Friday.
diagram (n.) — a drawing
that shows the parts of
something or explains how
it works: This is a diagram of
an automobile.
different (from/than) (adj.) —
not the same (as): My brother
is very different than me.
dinosaur (n.) — one of a group
of long-tailed reptiles that
died out millions of years
ago: The word “dinosaur”
comes from a Greek phrase
meaning “terrible lizard” or
“frightening lizard.”
(natural) disaster (n.) — a
sudden event in nature
that causes great suffering
and destruction: The
hurricane was the largest
natural disaster to hit the
area in years.
disciplined (adj.) — with great
control over behavior: She’s
very disciplined because she
was in the army.
discouraged (adj.) — losing
confidence or enthusiasm for
something: The team’s tenth
consecutive loss has left
fans feeling discouraged.
dishwasher (n.) — a machine
that automatically washes
cutlery and tableware: Could
you load the dishwasher?
disrespectful (adj.) — showing
a lack of respect: He was
very disrespectful to the
teacher.
distracted (adj.) — unable
to concentrate on or pay
attention to something: I was
distracted by the scenery
and nearly missed my stop
to get off the bus.
diversity (n.) — variety; wide
difference: This school has
a lot of diversity because its
students come from many
different countries.
dream (n.) — mental thoughts,
feelings and images while
asleep: I had a dream last
night that I had magical
powers.
dream (v.) — to have a dream:
I fell asleep and dreamed I
was flying.
drought (n.) — a long period
of dry weather: The drought
destroyed all the crops.
earlier (adv.) — the
comparative form of “early”;
occurring before the usual or
expected time: Jane ate her
breakfast earlier than usual.
earthquake (n.) — a sudden,
violent shaking of Earth’s
surface that can cause
a lot of damage: An
earthquake is usually the
result of movement at plate
boundaries.
effort (n.) — the use of energy
or determination to do
something, especially a
difficult task: It took a huge
effort to read that book.
Glossary 169
 electrician (n.) — a person
who works with electricity,
makes electrical repairs and
installs electrical equipment:
The electrician came to fix
the lighting yesterday.
embarrassed (adj.) — shy or
ashamed: I'm embarrassed
to say that I've never seen
Star Wars.
emergency (n.) — a sudden,
unexpected event, often
an accident, that requires
swift action: In case of an
emergency, dial 911.
emergency medical
technician (EMT) (n.) — a
person trained to provide
emergency medical services
to patients before they
get to a hospital: EMTs are
trained to respond quickly to
emergencies.
enjoy yourself (v.) — to have
a good time; to spend time
doing something you like
doing: She enjoyed herself
at the party.
ethnicity (n.) — the national,
cultural or racial origin of a
person: Ethnicity is primarily
associated with culture,
whereas race concerns
biology.
excited (about) (adj.) —
very enthusiastic about
something: The dog got
excited and ran around
barking.
explain (v.) — to give the
meaning of or reason for
something: I explained why I
don’t like playing tennis.
170 Glossary
famine (n.) — a serious lack
of food for a lot of people in
an area: A famine can cause
death by starvation.
faster (adv.) — the comparative
form of “fast”; at a higher
speed: My dog walks much
faster than me and always
gets home first.
find yourself (v.) — to become
aware that you have
gone somewhere or done
something without intending
to: I found myself sleeping
on the sofa last night.
fine (n.) — a sum of money to
be paid as punishment for a
crime or an offense: I had to
pay a fine for throwing trash
on the floor.
fire (n.) — combustion or an
incident of combustion, often
accompanied by flames and
smoke: A fire burned down
the town hall.
first responder (n.) — someone
trained to respond to an
emergency: My brother
trained as a first responder.
follow (v.) — (advice or rules)
to act in accordance with, to
obey: Why didn’t you follow
my advice?
footprint (n.) — a mark made
by a foot or shoe: Fossilized
footprints tell scientists how
dinosaurs moved and what
kind of feet they had.
fossil (n.) — a hardened part
or impression of an animal
or plant that died many
thousands of years ago:
We found fossils of human
footprints in the rock.
frightened (adj.) — very scared
or afraid: I was frightened
by a man in a mask while
walking home.
games console (n.) — an
electronic device for playing
video games: He’s been on
the games console all night!
garbage collector (n.) — a
person whose job it is to
collect and remove garbage:
The garbage collector forgot
to take the recycling.
generous (adj.) — giving or
sharing willingly and freely:
My aunt and uncle are very
generous and often invite us
to stay on their farm.
goal (n.) — an objective;
something that a person
wants to obtain or achieve:
My goal is to climb Everest.
good (at) (adj.) — to be able to
do something well: I used to
be good at tennis, but I don’t
play much anymore.
good citizen (n.) — a person
who obeys laws and
contributes to society: He’s a
good citizen. He really cares
about his community.
habitat (n.) — the place
where a plant or animal
lives naturally: Coral reefs
are rich habitats for sea life.
harder (adv.) — the
comparative form of “hard”;
with more effort or energy:
She works a lot harder than
her sister.
health care (n.) — the
prevention or treatment
of illness by medical
professionals: There are
millions of people all over
the world who don’t have
access to good health care.
help yourself (v.) — to serve
yourself something, usually
food or drink, without waiting
for permission or someone
to do it for you: Jimmy
helped himself to some
soda.
helpful (adj.) — giving help,
useful: The encyclopedia
was helpful when I did my
science report.
herd (n.) — a large group of
hoofed animals moving or
living together: The herd of
deer was grazing in the field.
herd (v.) — to move animals
as a group: The sheepdog
herded the sheep into
the pen.
idea (n.) — a thought or
suggestion about how to
do something: I had a good
idea for our science project.
illegal (adj.) — against the law:
It’s illegal to park your car
downtown during the day.
imagination (n.) — the ability
to form mental pictures or
ideas of things that are not
physically present: In my
imagination, I was swimming
among dolphins.
impolite (adj.) — not well-
mannered, rude: It’s impolite
to interrupt while the teacher
is talking.
impression (n.) — an imprint or
mark created by stamping,
striking or pressing: The
falling branch made a deep
impression in the wet soil.
improve (v.) — to get better or
cause to get better: Since he
started exercising regularly,
Ray’s fitness has improved
greatly.
inequality (n.) — a situation in
which people or things are
not equal: There is widening
income inequality in many
countries.
insect (n.) — a small
invertebrate animal with six
legs, a body divided into
three parts and often one or
two pairs of wings: Like all
insects, a tiger beetle has a
body made up of a head, a
thorax and an abdomen.
interested (in) (adj.) — wanting
to know more about
something or take part in
something: Betty’s really
interested in gardening.
iron (n.) — an appliance with
a flat plate made of metal
that is heated and used to
smooth cloth: Careful! The
iron is still hot.
kind (adj.) — generous and
helpful: My uncle seems like
a stern man, but he is really
very kind.
later (adv.) — the comparative
form of “late”; after the
expected time: Ricky came
home later than usual last
night.
law (n.) — a rule made by a
government for its people
to obey: The police strictly
enforce the law against
speeding.
legal (adj.) — permitted by
law: She has a legal right to
build a house on that land.
lifeguard (n.) — someone who
works at a place where
people swim and whose job
it is to rescue and give first
aid to swimmers who get
into difficulties: My sister
worked as a lifeguard at the
beach last summer.
light bulb (n.) — a glass bulb
or tube that emits light when
it is supplied with electricity:
I need to change the light
bulb in the bathroom.
list (n.) — a set of related
names, numbers or other
items usually written one
under the other: Dad made a
list of all the people we need
to buy gifts for at Christmas.
look at yourself (v.) — to
see oneself literally or
figuratively: Jane’s always
looking at herself in the
mirror.
Glossary 171
 loudly (adv.) — in a loud
manner: Can you sing more
loudly?
mammal (n.) — a warm-
blooded vertebrate animal
whose females produce
milk: Examples of mammals
are humans, cats, dolphins,
bears and mice.
mayor (n.) — the chief elected
official in a town or city: The
mayor is trying to get rid
of corruption in the police
department.
mechanic (n.) — a person
who is skilled in building,
using or repairing machines,
especially vehicles: When
the car had engine trouble,
we took it to a mechanic.
microwave (n.) — an oven that
uses microwaves instead
of heat to cook, warm or
thaw food quickly: My new
apartment came with a
microwave.
mineral (n.) — a natural
substance that is not
from a plant or an animal:
Silver, stone, salt, sand and
petroleum are all minerals.
missing people (n.) — people
who have disappeared
unexpectedly and cannot
be found: Volunteers were
looking for missing people
after the earthquake.
mold (n.) — a container that
gives its shape to something
that is poured or pressed
into it: Some candles are
made in a mold.
172 Glossary
mud (n.) — soil that has
become wet, soft and sticky:
My sneakers were covered
in mud after playing baseball
in the rain.
nervous (adj.) — worried that
something bad will happen:
I was nervous about my
exam results.
nightmare (n.) — a bad dream:
I had a nightmare that a
monster was chasing me.
obey (v.) — to carry out orders
or instructions that are
given to you: We obeyed
everything the teacher told
us, but we still got extra
homework.
optician (n.) — a person who
makes and sells eyeglasses
and contact lenses: I have
an appointment with the
optician on Thursday.
painter (n.) — a person whose
job it is to paint buildings:
The painter stopped working
because it started to rain.
part (n.) — a component of
a machine or device: I’m
waiting for some parts to
arrive before I can repair
my bike.
peaceful (adj.) — not involving
war or fighting; without
violence or force: The
nation’s leaders were hoping
for a peaceful resolution to
the conflict.
plan (n.) — a proposal for
how to do something or
a decision about what to
do: Zac’s plan was to save
money so he could travel
overseas.
plan (v.) — to work out how
to do something before
doing it: My parents carefully
planned our summer
vacation.
plumber (n.) — a person
who installs and maintains
water and waste pipes: The
plumber is coming to fix the
toilet.
poach (v.) — to catch or kill an
animal illegally: Elephants
are poached for their tusks.
polite (adj.) — having good
manners and behaving
in a way that shows
consideration for other
people: It’s polite to say
“please” and “thank you.”
pollinate (v.) — to carry pollen
from the male part of a
flower to the female part of
another flower of the same
species so that the plant can
form seeds: Insects, bats,
birds and the wind pollinate
different flowers.
positive (adj.) — feeling happy
about the future and life in
general: I feel more positive
now that I’ve passed my
exams.
poverty (n.) — a shortage of
money; the state of being
poor: Around the world,
millions of people live in
poverty.
predict (v.) — to say what is
going to happen ahead of
time: Scientists find it difficult
to predict earthquakes.
prepare (v.) — to get or
make ready: We did extra
homework to prepare for the
exam.
produce (v.) — to bring into
being; to make or create:
The factory produces
computer parts.
progress (n.) — a forward
movement or advance;
improvement: I’m making
progress with my drawing.
prototype (n.) — an original
or first version of something
from which other versions
are developed: They tested
the prototype of the self-
driving car.
quickly (adv.) — in a quick
manner: As soon as I put the
hamster down, it ran quickly
under the sofa.
quietly (adv.) — in a quiet
manner: Could you speak
more quietly? This is a library.
reach (v.) — (a goal) to arrive at
or achieve: I shouted with joy
when I reached the finish line.
realistic (adj.) — possible,
doable, based in reality:
Make sure you set realistic
goals.
refrigerator (fridge) (n.) — an
appliance for storing food
at a low temperature: Can
you put the milk back in the
fridge, please?
refuge (n.) — a safe place
away from danger or
trouble: When my brothers
get too noisy, my bedroom is
my refuge.
refugee (n.) — a person who
has left his or her own
country because of war
or persecution to look for
safety somewhere else:
During World War II, many
refugees went to Europe,
Australia and the Americas.
relief worker (n.) — a person
who provides aid to people
in need, especially in
disaster areas: The relief
workers are helping to keep
people alive.
remind yourself (v.) — to
help yourself remember
something: I used my cell
phone alarm to remind
myself to buy some milk.
remote (n.) — an electronic
device that controls an
appliance from a distance:
I can’t find the TV remote
anywhere!
repairman (n.) — a person
whose job it is to repair
things: The TV repairman will
be here later to fix the TV.
reptile (n.) — a cold-blooded
vertebrate animal with
scales and lungs: Most
reptiles lay eggs.
respect (n.) — an attitude of
consideration or admiration:
Please show respect for
each other by being polite
and helpful.
respectful (adj.) — having
or showing respect: There
was a respectful minute of
silence to remember those
who died in the natural
disaster.
responsibility (n.) — the
state of being responsible:
You need to show more
responsibility now that you’re
ten years old.
right (n.) — a moral or legal
privilege to have something
or act in a certain way: You
have the right to an attorney.
rude (adj.) — with bad
manners; not polite: That
rude girl shouted out in
class while the teacher was
talking.
rule (n.) — an instruction that
tells how one should act: In
our school, it’s against the
rules to eat junk food.
sand (n.) — tiny, loose grains
of rock that have been worn
down by wind or water:
Sand is found in deserts and
on beaches.
scarcity (n.) — not enough
supply: There was a scarcity
of food in the refugee camp.
scared (of) (adj.) — afraid (of):
I’m scared of spiders.
search-and-rescue dog/
worker (n.) — a person or
animal that searches for
missing people after a
disaster or an accident: The
search-and-rescue dog used
its strong sense of smell to
locate survivors.
sediment (n.) — solid material
that settles at the bottom of
a liquid: A layer of sediment
settled at the bottom of the
old wine bottle.
Glossary 173
 see yourself (v.) — to imagine
yourself as something else:
I see myself as a famous
actor in the future.
selfish (adj.) — concerned with
only one’s own interests and
welfare: Don’t be selfish! Let
your brother play, too.
service animal (n.) — an
animal trained to help a
person with a disability: Most
service animals are dogs.
set (v.) — (a goal) to decide
upon, to establish: If you
want to do well, you should
set yourself some goals.
sheepdog (n.) — a dog trained
to control sheep: The
sheepdog herded the sheep
into a pen.
shelter (n.) — a place that
provides temporary
protection from danger or
the weather: These trees will
make a good shelter.
slowly (adv.) — in a slow
manner: Cook the onions
more slowly or they’ll burn!
sooner (adv.) — the
comparative form of “soon”;
earlier than expected: Kay
arrived sooner than I thought.
species (n.) — a group of living
things that have common
characteristics and can
reproduce: The scientific
name for the human species
is Homo sapiens.
step (n.) — a stage in a
process: Setting up a bank
account was the first step in
saving to buy a car.
174 Glossary
stick to (v.) — (a plan) to
continue: I’m going to stick
to my plan of saving money
each week.
stingy (adj.) — not generous;
reluctant to give or spend:
The rich man was too stingy
to donate any money.
stressed (out) (adj.) — not able
to relax, worried: Jimmy’s
stressed out about his exam
tomorrow.
tablet (n.) — a flat, rectangular,
electronic device that is
used for connecting to the
Internet, watching videos,
playing games and so on:
Put your tablet away while
you’re eating dinner!
tar (n.) — a black, sticky
substance obtained from
coal or wood: Tar is used
to pave roads and
waterproof roofs.
teamwork (n.) — the ability
of a group to work
well together: We were
successful because of good
teamwork.
tell yourself (v.) — to describe
something in words to
yourself: I told myself it was
just a dream.
test (n.) — a procedure to
find out information about
something: An optometrist
gives people eye tests to find
out how well they can see.
test (v.) — to give a test or
check: The doctor tested
Susan’s blood to find out
why she felt sick.
therapy animal (n.) — an
animal that provides
affection and comfort
to people in hospitals,
retirement homes, nursing
homes, schools, hospices
and disaster areas: A
therapy animal can help
reduce blood pressure
and improve overall
cardiovascular health in
patients.
think (v.) — to consider or
believe something; to have
an idea or opinion: Miguel
thinks he’s the best shooter
on the basketball team.
think to yourself (v.) — to
use the mind to form ideas,
make decisions or reason,
without speaking one’s
thoughts: I spent the whole
night thinking to myself.
timeline (n.) — a plan of how
much time something will
take: You should stick to
your timeline if you want to
succeed.
tolerance (n.) — acceptance
of differences: Our school
prides itself on showing
tolerance toward students of
all religious backgrounds.
trace (n.) — a mark or sign
that someone or something
was in a place: No trace was
ever found of the missing
jewelry.
training (n.) — the process of
learning the skills that you
need for a particular skill
or job: Swimming training is
every weekday at seven a.m.
uncaring (adj.) — not feeling or wild (adj.) — not under human
showing concern; not caring: control; living in nature:
He has a very uncaring There are tigers, elephants
attitude toward his job. and other wild animals in
uncooperative (adj.) — not Asian forests.
willing to do what someone wild (n.) — uninhabited or
requests or needs; not uncultivated places such as
cooperative: The students jungles: Joe lived in the wild
were uncooperative in for a year to study tigers.
class today. work together (v.) — to
unhelpful (adj.) — not willing collaborate with others to
to help; not helpful: The do a task: The whole class
woman at the information worked together on the
kiosk was unhelpful. presentation.
unkind (adj.) — cruel or worried (about) (adj.) —
thoughtless; not kind: How anxious (about): I’m really
unkind not to invite him to worried about Bert. He’s
the party when everyone been very quiet recently.
else is going. worse (adv.) — the
unselfish (adj.) — showing comparative form of “badly”;
concern for other people; less well or skillfully: He
not selfish: He’s a very drives worse than me.
unselfish soccer player.
useful (adj.) — beneficial: A
cell phone is very useful
when you are traveling.
victim (n.) — a person who is
treated badly or unfairly:
Grace often makes fun of
people and today Jenny was
her victim.
wake yourself up (v.) — to
stop yourself from sleeping:
He woke himself up by
snoring too loudly.
washing machine (n.) — a
machine for washing
clothes, sheets and other
things: Can you put your
dirty clothes in the washing
machine?

Glossary 175
To p ic 7 How can I help?
1 Number the scenes in order.

A Watch and check.

2 Watch again and circle the correct options.
1 They are going to use the money they made to buy kids new toys / books.
2 The children find 50,000 dollars dollars inside / underneath an old couch.

3 Maddie thinks they should call the police / donate the money.

4 Natalia / Maddie calls her cousin, Officer Lorenzo.

5 Officer Lorenzo tells them the money belonged to their uncle / neighbor.

6 The kids are happy / disappointed they did the right thing.

A Caption the pictures in activity 1 with the sentences.

3 Discuss. Have you ever found money or a valuable object? What did you do?
A1 Video Worksheet Compass 4 D.R. © Richmond Publishing, S.A. de C.V., 2018 Photocopiable
To p ic 7 How can I help?
1 Write the correct form of the verbs.
1 If I (find) a a I (play) the

phone at school, violin.

2 If my school (have) b I (be) a jet

an orchestra, pilot.

3 If I (can) c I (spend)

have any job in the world, more on education.

4 If I (be) d I (give) it to

president of my country, the principal.

A Match the sentence halves.

A Discuss. Which are true for you? How would you change the sentences to make them true?
2 Imagine your friend tells you these things. What would you say to your friend to help
her/him? Complete the sentences below.

1 If my friend hated school, I…

I hate school because I don’t
know the answers to the
questions.
I really want a new bike.
. I fight a lot with my sister.
2 If my friend wanted a new bike, I…

.
3 If my friend fought a lot with his or her sister, I…

A Compare your ideas. Who gave the best advice?

Compass 4 D.R. © Richmond Publishing, S.A. de C.V., 2018 Photocopiable Grammar Worksheet 1 A2
To p ic 7 How can I help?
1 Complete the sentences.

bandaged cleaned fixed get had has

1 I my hair cut yesterday at the salon.

2 My uncle’s motorbike broke down yesterday, so he got it by the

mechanic.

3 I my eyes checked once a year at the optician’s.

4 Dad gets his car every week.

5 My mom her nails painted every time she goes to the salon.
6 We got our dog’s paw at the vet today because he was limping.

2 Match the prompts with the pictures.

1 we / the car engine check / before long trips

2 we / our windows wash / every two months

3 she / her teeth clean / every year

4 my piano teacher / her piano tune / once a year

A Write sentences from the prompts.

3 How often do you get these things done? Ask and answer.

bicycle fixed eyes tested hair cut teeth checked

A3 Grammar Worksheet 2 Compass 4 D.R. © Richmond Publishing, S.A. de C.V., 2018 Photocopiable
To p ic 8 What would animals say to us?
1 Complete the descriptions.

150 Americas cats extinct lungs salamander third walking west

1 The axolotl is a kind of . They are

often called fish, but they are not

really a fish; they are an amphibian. Unlike other amphibians,

which develop and can live on land,

the axolotl keeps its gills and remains an aquatic animal.

2 The jaguar is the largest type of cat

in the world, and the largest in the .

They can grow very large: some males may weigh up to

kilos! That’s the same size as a large

adult male human.

3 The beautiful Socorro dove used to inhabit Socorro Island off

the coast of Mexico. Unfortunately,

humans introduced feral to the

island. They became predators of the doves, which became

in the wild.

2 Watch and circle the correct options.

1 A famous philosopher once said: “An animal’s mouth / eyes have the power to speak a

great language.”
2 The axolotl is one of my personal favorites, but sadly, it’s on the critically endangered

species / animals list.

3 The American Bird Conservancy reported that the Socorro dove would return to Mexico

after 14 / 40 years on the critically endangered list.

4 It is said that there are fewer than 100 / 1000 of us living in Sonora, Mexico!

3 Discuss. Do you agree with the famous philosopher?

Compass 4 D.R. © Richmond Publishing, S.A. de C.V., 2018 Photocopiable Video Worksheet A4
To p ic 8 What would animals say to us?
1 Circle the correct options.
1 The vet said that my dog is / was fine.

2 The wildlife reserve ranger said / told us that poachers were trying to kill

elephants for their tusks.

3 My friend said that my / his cat liked playing with a ball of string.

4 Our teacher told us that she doesn’t / didn’t tolerate cruelty to animals.

5 The environmental scientist said / told that we needed to take more care of the oceans.

6 My parents said that we have / had to get the dog trained so it stopped chewing the sofas.

2 Complete the sentences to report what the animals said.

“I don’t like doing “I want to keep my “We need new “We love the rain
tricks in captivity.” tusks.” families!” forest.”

1 The dolphin said that .

2 The elephant told us that .

3 The dogs said that .

4 The parrots told us that .

3 Interview your partner about animals. Ask the questions below and two of your own.
Write the answers.

1 Do you like animals? 3 Are you scared of any animals?

2 What’s your favorite animal? 4 Do you have any pets?

A Change the answers into reported speech.

A Tell a new partner what your first partner said.

A5 Grammar Worksheet 1 Compass 4 D.R. © Richmond Publishing, S.A. de C.V., 2018 Photocopiable
To p ic 8 What would animals say to us?
1 Write the past form of the modal verbs.
1 Yesterday, my dad told me that my grandma (may) get a service dog.

2 He explained that the dog (can) help my grandma feel better and

keep her company.

3 He predicted that my grandma (will) be happier if she had a

service dog and (won’t) feel so lonely.

4 I said that I (can’t) wait until my grandma got a service dog. I love

animals!

2 Circle the correct options.

Rover the dog was arrested yesterday at a house in Los

Angeles. Rover’s owners claimed that he (1) was / were a

very bad dog. Rover explained that he (2) might / may

chew shoes sometimes, but he thought that he was a

good dog in general. His owners said that

(3) we / they would forgive Rover if he remembered to

bring the newspaper in each morning. Rover boasted he

(4) can / could do a lot of tricks, like shaking paws, and his family should be grateful to

have him. The police said they (5) couldn’t / may not keep Rover in prison because it was

a family matter.

3 Change the sentences into reported speech.

1 Jack: “I may get a job as an environmental scientist.”

(explain)

2 Kaylie: “The white rhino will be extinct in five years.”

(predict)

3 Mabel: “I can get my dogs to do tricks!”

(boast)

Compass 4 D.R. © Richmond Publishing, S.A. de C.V., 2018 Photocopiable Grammar Worksheet 2 A6
To p ic 9 Could I be an inventor?
1 Who says it? Watch, read and write.

Lee Maddie Max

1 : “Wow! Where did you get the idea?”

2 : “Yep, it won’t harm the environment at all.”

3 : “Yeah, this actually tastes… great.”

4 : “But no matter what, we’re a team!”

2 Mark () the properties of Lee’s straw design.

1 It’s made out of a special type of paper.

2 It makes the water taste like fruit.

3 It can be easily made in developing countries.

4 It filters water to stop kids getting diseases.

5 It is biodegradable.

6 It helps small children who can’t drink out of a glass.

3 Complete the synopsis of the episode.

contest duties kids Maddie straw team

Lee shows Max the (1) he

has invented. He explains how it works and

tells Max that (2)

invented the formula for the paper. He

wants to enter his invention in the Kids’

Inventions (3) and use the

prize money to help more (4)

if he wins. Maddie tells the others that she is ready to take on her (5) again.

Max and Lee show Maddie and Natalia the straw. The kids agree that they are a

(6) .

A7 Video Worksheet Compass 4 D.R. © Richmond Publishing, S.A. de C.V., 2018 Photocopiable
To p ic 9 Could I be an inventor?
1 Circle and correct one grammar mistake in each sentence.
1 A microwave are designed to heat clothes.

2 Appliances are power by electricity.

3 A remote is used by change channels on the TV.

4 Cell phones is used to communicate with aliens.

5 Tablets are make in a factory.

A Are the sentences true or false? Mark ( or ).

2 Write questions in the passive.
1 make / plastic

2 design / entertain people

3 use / communicate with people

4 power / electricity

A Work in pairs. Take turns choosing an invention and asking questions

to find out which one.

Compass 4 D.R. © Richmond Publishing, S.A. de C.V., 2018 Photocopiable Grammar Worksheet 1 A8
To p ic 9 Could I be an inventor?
1 Write the correct form of the verbs.
1 This robot (invent) by me

and my dad.

2 It (design) to run quickly

and buy things.

3 We (get) the idea from

a cartoon where robots collected the groceries.

4 It (assemble) in our garage.

5 My baby sister (break)

it when she gave it a bath.

6 It (make) to go in water.

2 Complete the passive form of the sentences.

1 My mom baked the cake. The cake by

my mom.

2 My dad wrapped the presents. The presents .

3 My grandma blew up the balloons.

4 My brother downloaded the music.

5 My sister put up the decorations.

6 I invited everyone to my party! to my party!

3 Write past passive questions.

1 When / it / invent?
2 Who / it / invent / by?

3 What / it / design / to do?

A Choose an invention. Research it and answer the questions above.

A9 Grammar Worksheet 2 Compass 4 D.R. © Richmond Publishing, S.A. de C.V., 2018 Photocopiable
Track 60
Girl: If you had a thousand dollars, what would you do?
Boy: If I had a thousand dollars, I’d buy myself a huge TV, a
new cell phone, cool sneakers…
Girl: That’s so selfish!
Boy: OK, what would you do?
Girl: If I had a thousand dollars, I’d give it all to charity. And
I’d buy you a present.
Boy: Thanks, but if you gave it all to charity, you wouldn’t
have any money left for my present! You’d be generous—
but broke!
Track 61
“The Ant and the Grasshopper” based on Aesop’s fable.
As Antony passed Gary for the hundredth time that day,
Gary said, “There’s more to life than work, my friend. Come
and relax in the grass with me.”
Antony replied, “I’m collecting food for wintertime—an
important job when the weather is fine. You should get ready,
too.”
Gary just laughed and thought Antony should slow
down and stop worrying about the days ahead. So Antony
continued working, and Gary continued lying in the grass,
strumming his guitar.
Soon the harsh winter arrived. The snow fell, and the cold
wind blew. Antony and his ant friends didn’t mind. They were
warm and dry in their cozy nest, and they had plenty of food.
Gary, on the other hand, couldn’t find any food. He was
soon very hungry. Then he remembered Antony. So off he
hopped to Antony’s nest and very politely asked for some
food. Antony listened to him, but then he said, “If you stored
your own food over the summer like us, you wouldn’t be
hungry in winter.”
“Yes, but if you were generous and unselfish, you’d share
some of your food with me,” replied Gary.
Antony consulted with his ant friends. Finally, he said,
“There was food out there, but you didn’t care. If you had food
now, you wouldn’t be here. Good-bye.”
Gary hopped off sadly and spent the rest of the winter
feeling very cold and hungry.
“Maisie and Daisie”
Maisie and Daisie were best friends. One beautiful
afternoon, as they were walking home from school, Maisie
said, “Let’s go to the park and feel the wind in our hair and the
sun on our backs and have ice cream. What could be better
on a day like today?”
“Sorry, Maisie, not today,” said Daisie. “If I didn’t have tons
of homework and chores, I’d come.”
“Whatever,” said Maisie. “Homework can wait. I’m off to
have fun in the park until dark. Bye!” And she skipped off by
herself, while Daisie walked home.
The next day, on the way home from school, Maisie said to
Daisie, “Why don’t we go to the swimming pool? It’s such a
beautiful day. If we went, we’d have so much fun. We could
swim and dive and jump in the cool blue water!”
“Sorry, Maisie, not today. If we didn’t have a test tomorrow,
I’d come.”
“Whatever,” said Maisie. “Tests can wait. I’m off to jump
and splash in the pool.”
The next day, Daisie did well on the test, but Maisie did
very badly. The teacher told Maisie that she had to retake the
test.
On the way home from school, Maisie was very sad.
Daisie asked her, “What would you do if you didn’t go to the
park or the pool after school?”
“Boring stuff, I guess, like homework or chores,” Maisie
said. “But if I did those things, I wouldn’t have as much fun!”
“Maybe not,” said Daisie, “but now you have to retake a test.”
Maisie looked upset and started to cry.
“Why don’t we go to my house?” said Daisie. “I’ll help you
study. I can lend you my flashcards. You can retake the test
tomorrow, and then we can both have fun together on the
weekend.”
“Really? You’re the best, Daisie,” said Maisie. “If I didn’t have
you as my best friend, I don’t know what I’d do!” And the two
of them skipped happily together all the way to Daisie’s house.
A10
 Track 62 Mr. Conrad: You’re right! Anything else?
Seb: Hello, Mr. Akito. It’s Seb. Walter: Well, a lot of us like books, but we can’t see so well
Mr. Akito: Hi, Seb. Please let yourself in. anymore. It would be nice to have our grandfriends read
Seb: So, how are you today? aloud to us!
Mr. Akito: I haven’t left the house since you came the other Mr. Conrad: OK, I’m sure our students would love to do
day. If I weren’t in this wheelchair because of this leg, I’d be that. Thank you!
in the yard right now. Look at that lovely sunshine…
Seb: I can help! Let’s get you outside right now. Track 65
Mr. Akito: Thanks, Seb. Oh, no… look at the grass… it’s Older Woman: Excuse me, would you like some help?
so long. And all those weeds! It’s been a month since I’ve Younger Woman: That would be great, thanks.
been able to take care of it. If I weren’t in this wheelchair, it Older Woman: If you like, I could hold some of your bags.
wouldn’t look like this! Younger Woman: You’re too kind. If you could just take
Seb: Hmm… let me think. I know! I have the perfect solution! these… I can’t find my car key. I know it’s in here somewhere!
If I came by with a few friends, the yard would look great Older Woman: Take your time, I don’t mind at all!
again in no time. What do you think? Younger Woman: Ah…found it! Thank you.
Mr. Akito: That’s a great idea, Seb. When can you start? Older Woman: Do you want me to put the bags in the trunk
for you?
Track 63 Younger Woman: I can manage now, thanks. But it’s nice of
Anna: Hello, Mr. Conrad. Welcome to Beech Trees Care you to offer!
Home. I’m Anna, the manager. Nice to meet you.
Mr. Conrad: Some of the students in my class saw your ad Track 66
for grandfriends for the elderly residents here. Can you I need to get this pipe fixed.
explain a little bit more about what a grandfriend does? Can you do that job for me?
Anna: Sure! Most of our residents don’t have any family Yes! I am a plumber.
nearby. They miss them, especially their grandchildren. So Let me take your number.
they’d love to have regular visits from a grandfriend!
Mr. Conrad: It sounds like it would make the residents very I need to have a light installed.
happy—and my students would enjoy it, too! Can you do that job for me?
Yes! I’m an electrician.
Track 64 Good lighting is my mission.
Mr. Conrad: So, if a student became a grandfriend, what
would he or she do? I need to get my trash removed.
Anna: Come talk to one of our residents and find out! Hello, Can you do that job for me?
Walter. There’s someone here to talk to you. This is Mr. Yes! I’m a garbage collector,
Conrad. And a recycling detector.
Walter: Hello.
Mr. Conrad: It’s nice to meet you! I’d like to ask, how would I need to have my room redone.
you feel if you had a regular visitor each week, you know, a Can you do that job for me?
“grandfriend”? Yes! I am a painter.
Walter: I’d love that! If I had a grandfriend, I’d ask him, or Choose a color, and call me later.
her, to teach me how to use this thing.
Mr. Conrad: OK, so if a student taught you some skills for I need to get my car repaired.
your tablet, that would be helpful. Can you do that job for me?
Walter: Absolutely! Then I’d be able to keep in touch with Yes! I’m a mechanic.
my family more easily. So there’s no need to panic!

A11 Transcripts
Track 67
EMT: I have a stressful job, but it’s rewarding. I bring
emergency medical care to people who need it. I’m an
emergency medical technician, or EMT.
Lifeguard: My job isn’t easy. I have to be alert and always
watching the water. I often sit in a tall chair to help me see
better. I’m a lifeguard.
Garbage Collector: My job is busy, and it can be tiring.
I work for the city. I drive around town in the early hours,
before a lot of people are awake! I’m a garbage collector.
Track 68
EMT: As an EMT, I’m not a doctor, but I can give first aid
and emergency medical treatment. I’m part of a team. We
have to get along because we work together in stressful
situations. It can be a dangerous job if there’s a traffic
accident or a difficult patient. It’s very important to be
calm so we can focus on helping people. I have to do a lot
of bending, kneeling and carrying. You need to be as fit
as a fiddle to do this job. Some people think it would be a
nightmare, but I love it. Other people’s lives depend on us,
and we have the chance to help.
Lifeguard: I’m the one who makes sure everyone is safe in
the water. Some people think the ocean is a playground, but
if you’re not paying attention, you can get hurt! I have to
do a lot of first aid. People get stung by a jellyfish or cut on
beach glass, and I help them. I have to be physically fit and
able to swim well to rescue people. When the currents are
strong, it can be a dangerous job. Some days are a breeze,
but other days it’s nonstop from the minute I climb into my
chair.
Garbage Collector: I’m a garbage collector, so I head out
early in the morning to take people’s trash away. I work on
my own because the truck picks up most of the trash cans
for me. I still have to pick up some things and throw them
in the truck, so I’m physically fit. Some bags weigh a ton!
A couple of people have told me they wouldn’t do my job
in a million years. They don’t realize that if we didn’t do
this job, waste would build up and cause huge health and
environmental issues.
Track 69
Lena: OK, everyone. We have a lot of jobs to get done after
the hurricane. We need the power lines fixed. Jay, could you
help me out?
Jay: Well… I am an electrician, but I’m afraid I can’t go near
the power lines. There’s water in the streets. It’s dangerous!
Lena: OK, Madison, you’re the plumber. Would you mind
clearing the drains so the water will go away?
Madison: Sure, I can do that! No problem.
Lena: Whew! Thanks, Madison. OK, so, Harry, can you clear
away the fallen tree branches?
Harry: I’m just the repairman. Maybe you could ask Chris.
He’d be more helpful than I would!
Lena: I certainly hope so. Chris, you’re the garbage collector.
Do you think you could get that done?
Chris: OK. I can do that.
Track 70
Girl 1: We’re here to tell you about our charity. It’s called the
Birthday Present. Last summer we visited some homeless
shelters. We noticed that quite a few kids there didn’t get
presents on their birthdays because their parents couldn’t
afford it.
Boy 1: So we want to give the kids wrapped presents on their
birthday. We actually talked to one local shelter and they
like the idea!
Girl 2: We think we’d need a team of about ten people to get
the important jobs done.
Boy 2: The first key job is getting presents donated. We’d ask
students to bring in small gifts like pencil cases, hair ties,
socks, toys and card games. We’d need wrapping paper and
tape, too. Then we’d need students to wrap the presents.
We’d also need our parents to help deliver the presents to
the shelters.
Girl 3: Every month, we’d email the shelter to ask who is
going to have a birthday. We’d choose the gifts for the
child’s age and gender. Then we’d get them wrapped by our
volunteers, and we’d have them delivered to the shelter just
in time for someone to have a happy birthday!
Track 71
Max: Pete told me that I had a new brother.
Patch: Yup! That’s me! My name’s Patch.
Max: Listen, Patch. Pete said he didn’t want any paws on the
counter. I’ll show you a better way. Watch and learn…
Pete: You’re a good dog, Max! Have a treat.
Patch: Wow. You’ve trained him well!
Transcripts A12
 Track 72 know any better. Children should be seen and not heard!” She
“At the Zoo” glared at him. Baby Kangaroo decided he didn’t want to be
Late at night, when all the people have left the zoo, the seen, either, and dove back into the pouch.
animals gather to talk. Often these friends simply talk about “All I know is that I was very sick last winter, and the
what happened that day. Sometimes they ask about the keepers took very good care of me,” said Zebra thankfully.
weather, like if the hot spell or the cold snap or the rain will “Not everyone survives those illnesses in the wild.”
continue for a few more days. Sometimes they think back on “Oh, the winter!” complained Cobra. “So unnaturally cold,
the day’s visitors. They talk about how big or small the crowd and nothing like home. That’s probably why you got sick in
was or how a group of students on a class field trip behaved. the first place!”
But tonight’s meeting was different. They were going to “It’s warm at night when they bring us inside,” said Zebra.
celebrate Hippo’s anniversary. It was his third year at the zoo, “You know what bothers me?” asked Ostrich. “I don’t like
and the other animals wanted to throw him a party. They being looked at all the time. I’m shy, and I like my privacy.”
wanted it to be a surprise, though, so they told Hippo that the “I don’t mind that,” said Peacock. He opened his tail
meeting was going to start at midnight, while they all showed feathers like a fan and moved around so everyone could see
up at eleven o’clock. how colorful he was. “I like being looked at.” Peahen gazed at
All the animals were in place when Hippo waddled in. him fondly.
“Congratulations! Happy anniversary!” they all cheered. “We like making the human kids laugh,” said Spider
Hippo was startled and jumped a foot off the ground. When Monkey playfully as he wrestled with his brother.
he landed with a bump, the earth shook. Baby Kangaroo “I like roaring as loudly as I can and watching the children’s
jumped into his mother’s pouch in alarm. eyes grow big,” said Lion. He laughed, showing his sharp
“What’s this all about?” Hippo asked. teeth. “I think they enjoy being scared!”
“It’s three years today since you joined us,” Elephant “How about you, Hippo? Do you like it here?” asked
said cheerfully. Elephant knew because Elephant always Elephant, as all the animals joined in the conversation.
remembered things. “We want to give you a party to Hippo looked at the big creature and smiled. “Yes, I do. I
celebrate!” like the friends I’ve made here. Even Cobra! In the wild or in
“Hmph,” muttered Cobra. “Is that really something to the zoo, no one has ever thrown me a surprise party before!”
celebrate? Three years of living in captivity?”
“Life here isn’t so bad,” Mother Kangaroo said, smiling.
“They care for us well. They feed us regularly, and we have
room to move.”
“You may have room,” complained Cobra. “I’m kept in a
glass habitat. I have nowhere near enough room to move
around and exercise.”
“I know what you mean!” said Daddy Hyena. “They give us
food, but we were born to hunt. Right, Cobra? I want to run
in the grass and feel the wind through my fur as my pack and
I chase down our prey.”
“Yes!” Cobra replied, her head bobbing up and down on her
long neck. “I want to be able to feel the warm air that I grew
up in. I want to be able to smell the trees, flowers and ripe
fruit. I want to find the smell that leads me to dinner. I don’t
want dinner thrown in front of my face!”
Baby Kangaroo poked his head out of his mother’s pouch
and squeaked, “I like the food here.”
“Hush!” hissed the Cobra. “You were born here. You don’t

A13 Transcripts
Track 73
Teacher: You’ve all been studying threats to animals. What
would the animals say to us about these threats? Pedro?
Pedro: Coral may not seem like an animal, but it’s made up of
tiny creatures called polyps. Many sea animals live in coral
reefs. But the oceans are getting warmer, so the polyps are
dying because they can’t survive in higher temperatures. I
think the coral would say, “Please help us! Stop pollution
that makes global warming worse!”
Teacher: Thanks, Pedro. Next, Camilla.
Camilla: I studied threats caused by people taking animals
from the wild. Some people keep cute wild animals, like
monkeys, as pets. Other people trap animals like parrots
and turtles to sell as pets. As a result, there aren’t enough of
these animals in the wild. These animals would say, “Please
leave us in the wild where we belong!”
Teacher: Thank you. Sasha?
Sasha: Poaching is a problem for big animals like elephants,
tigers and rhinos. Since their skins and tusks are very
valuable, hunters kill them, even though it’s against the law.
I’m sure these animals would say, “Governments, please
create preserves to protect us from illegal hunters!”
Teacher: And finally, Kumar.
Kumar: A big threat to many species is habitat loss. Animals
need their homes to survive! One animal in trouble is the
bonobo. It’s threatened because of deforestation. People are
cutting down the forests where it lives in Africa. It’s losing
its habitat! The bonobo would say, “I need my trees. Please
don’t cut down my home!”
Track 74
1 Pedro: “Many sea animals live in coral reefs.”
2 Camilla: “Some people keep cute wild animals, like
monkeys, as pets.”
3 Sasha: “Poaching is a problem for big animals like
elephants, tigers and rhinos.”
4 Kumar: “Animals need their homes to survive!”
Track 75
Teacher: Listen to Jesse and Talia. They’re going to role-play
a conversation between two animals. Can you guess how
the animals feel?
Jesse: Neigh, neigh! I love being a horse on this farm! I can
run in the fields. I can help people by carrying them on my
back.
Talia: Moo, moo. I don’t like this farm at all. I wake up early
every day to give milk. I want to sleep late instead!
Boy 2: Hmm… Jesse said she loved being a horse. So the
horse seems happy.
Girl 2: But the cow said she didn’t like waking up early. So I
think the cow is sad.
Track 76
They all help us, they all help us, they all help us very much.
We are grateful to the animals that help us very much.
Bees produce delicious honey that we eat with tea or toast,
And they pollinate the flowers so the fruit and seeds will
grow.
Clever sheepdogs help the farmer herd the sheep into the
barn.
Sheep make wool so warm and cozy for our sweaters and
yarn.
Cows produce the milk we use for making butter, cream and
cheese.
Horses carry human riders anywhere that they please.
Service animals work with people who have disabilities.
Other animals cheer up patients. Petting them is therapy.
Yes, we need them, yes, we need them, yes, we need them
very much.
We are grateful to the animals ‘cause we need them very
much.
Track 77
Tortoise: I’ll reach the finish line before you.
Squirrel 1: Did you hear that? Tortoise predicted that he’d
reach the finish line first!
Squirrel 2: I can’t believe he said that!
Hare: That’s hilarious! You can’t move fast enough to win this
race!
Squirrel 1: Hare claimed that Tortoise couldn’t move fast
enough to win!
Squirrel 2: Ouch! That hurts!
Transcripts A14
 Track 78
1 I’m Otis. Our pet dog is a collie, and I’ve learned from him
that it’s important to be patient. I have a little cousin who’s
only three years old. When he’s at our house, he’s always
petting the collie. He tries to be gentle, but he’s not very
good at that yet! Some dogs might be annoyed, but our
collie just lies there patiently until my cousin is done.
2 My name’s Paula. There’s a family of birds in a tree near
our house. I can see their nest from my window. After the
eggs hatched, the little birds made noise all the time. The
parents had to go out and get food for the babies and bring
it back. They spent almost all day feeding those little ones. I
realized that being a parent is a lot of work!
3 I’m Ling. This may sound funny, but I learned that
teamwork is important from watching a bunch of ants. I
saw one ant trying to move a big, dead beetle back to its
nest. But it was too heavy. The ant tried for maybe five
minutes. Then it went away. I thought it had given up. Then
I looked down, and all of a sudden there were four or five
ants working together to move the beetle. And you know
what? It worked!
4 My name is Kurt. love watching nature shows. I just saw
one about penguins. We all know they can’t fly, and they
can’t walk very quickly. But they have their own funny
way to get across the ice fast! They flop on their stomachs
and slide. It works—and it looks like a lot of fun, too. That
taught me that when I can’t do something, I just need to
find a different way!
Track 79
Rikki-Tikki-Tavi was a fierce and loyal little animal called a
mongoose. He lived in India with a British family who kept
him as a pet. It was his job to protect the house from cobras.
Rikki-Tikki made friends with other animals in his family’s
backyard. The birds told him that two dangerous cobras
wanted to kill the humans. Rikki-Tikki promised to protect
the humans. That night, he fought one cobra in the family’s
bathroom. Later, he smashed the cobras’ eggs and fought the
other cobra. He said that cobras would never come into his
garden again. His family was safe.
Track 80
Girl: Please tell me your name and which animal you’re an
expert on.
Boy: I’m Ted, and I’m an expert on camels.
A15 Transcripts
Girl: How do camels help people?
Boy: Well, they carry heavy loads in the desert. They can go
without water for a long time, so they can cross hot, dry
deserts.
Girl: And how do the camels feel about that?
Boy: Well, yesterday I talked to one camel about that. He said
he liked being outside in the desert, and he didn’t mind
carrying heavy things.
Girl: So, it sounds like he’s happy.
Boy: Oh, no! He’s annoyed. He complained that people never
thanked him for working so hard.
Girl: That’s terrible. So what would this camel say to our
listeners?
Boy: He would say, “I’m glad to help you, but please say thank
you—and maybe give me an apple sometimes.”
Girl: Thank you very much for the interview.
Boy: You’re welcome!
Track 81
Lily: Grandpa! That tablet isn’t made to hang on the wall.
Grandma: Ben, is this designed to do the ironing? I don’t
think the ironing app works.
Ben: Grandma! That’s a cell phone. It’s used to send texts and
make calls.
Grandpa: The remote is broken again. I should call the TV
repairman.
Ben: OK. Where’s the real remote?
Lily: Grandpa!
Track 82
“Thomas Edison’s Journal”
October 10th, 1878
People need a cheaper and safer alternative to gas or oil
lamps in their homes. Swan’s light bulb is good, but I know
I can make it better. There are two areas to improve: the
filament and the vacuum.
March 1st, 1879
Here’s a sketch of my new invention: an incandescent lamp!
The thin filament is inside the glass bulb. It needs to be
strong enough to heat up without burning. But it also must be
hot enough to glow and create light.
What’s the best material for the filament? Platinum is good,
but it’s difficult to work with, it’s expensive and it doesn’t
conduct electricity very well. The lamp only burns for a few
hours. I will need to experiment.
Around the filament, there is a vacuum. A good vacuum
is needed so the filament will glow for a long time without
catching fire. To create a vacuum, the bulb is sealed tightly to
stop any air from getting inside. We’ll have to make our own
glass bulbs to get it right.
March 2nd, 1879
Compressed carbon may be the answer for the filament. If I
carbonize different materials for the filament, will that work?
The materials will have to be burned down until there is only
carbon left. I will start with plants.
October 21st, 1879
This is exhausting, but I know the answer is here somewhere!
We’ve carbonized more than six thousand plants. But we still
haven’t found the right material for the filament. I’m going to
try some cotton thread today and see what happens.
A few hours have passed. I’ve carbonized the cotton with
the help of some of my muckers here at Menlo Park. We put
it inside our glass bulb and forced the air out with a special
vacuum pump. Now, the bulb is completely sealed, and the
filament is lit! So we wait and see…
Thirteen and a half hours later, the bulb is still burning.
I can’t believe my eyes! All the hours of hard work, all the
materials that didn’t work—they’ve all paid off! Genius is one
percent inspiration and ninety-nine percent perspiration.
November 4th, 1879
Today I’m applying for a patent for my light bulb. I hope it
is granted soon to make everything official. On New Year’s
Eve I will try to light up Menlo Park! This invention will
change people’s lives and make so many things much easier.
Track 83
“The Lights Are Lit”
MENLO PARK, NEW JERSEY — A Menlo Park
neighborhood saw great excitement earlier today. More than
two hundred newspaper reporters and ladies and gentlemen
of the public visited the laboratory and workshop of Mr.
Thomas Edison.
They saw for themselves the different processes and
experiments that he is doing. Mr. Edison is working hard to
perfect his new incandescent light bulb.
First, the great man himself explained to visitors how his
invention worked. Visitors were then permitted to see some
of his extraordinary light bulbs in action.
There are currently eighty-four lamps in the laboratory.
They are lit day and night! They are all supplied with
electricity from a generator in the basement.
Visitors had the chance to tour the room where the lamps
are made. This is where the carbonized filaments are placed
inside the glass bulbs. Here, also, the air is removed from
the bulbs to create the perfect vacuum. Mr. Edison said this
would allow the lamps to produce light for a long time.
Preparations are also underway to light all the streets
around Menlo Park on New Year’s Eve. Along all the
sidewalks, there are now lampposts that are made of hollow
iron and painted white. They have a glass dome at the top
where the light bulb is placed. Each of these lampposts is
fitted with copper wire. The copper is used to carry electricity.
The lamps will soon be connected to houses along the streets.
Mr. Edison believes that his electric light bulb can be used
in homes, too. Perhaps every house will have electric lights
before long.
Track 84
Nick: Hi, I’m Nick. My favorite invention is noisy! I use it
every day but only in the mornings. It’s designed to help
people get up in the morning. Can you guess it?
Paige: I’m Paige. My favorite invention goes around and
around. I use it at least four times a day. It’s used for
operating a lot of machines and types of transportation. It
was invented a really long time ago! What is it?
Curtis: I’m Curtis. I use my favorite invention at least
four times a day in my apartment building. It’s designed
to make it easier to move between floors. It’s pulled up
and down with a strong metal pulley. Can you guess
what it is?
Transcripts A16
 Brooke: I’m Brooke. My favorite invention is used to access
the Internet, play games and communicate with people.
I use it at least once a day but only after school. It’s not
designed to fit in a pocket, but it fits in a bag. What do you
think it is?
Track 85
Nick: My favorite invention is the alarm clock because it’s
so hard for me to wake up early! My mom and dad used to
wake me up, but it’s my responsibility now that I’m ten! I
can’t be late for school on weekdays or basketball games on
the weekend, so I really need my alarm clock!
Paige: My favorite invention is… the wheel. I need my bike
to get around. That’s why the wheel is important to me. I
deliver newspapers every morning and ride to school on my
bike. I can only manage to do that because of the wheel! I
couldn’t do it if I had to walk.
Curtis: The elevator is my favorite since I live on the tenth
floor of my apartment building. There are 424 stairs to get
to my apartment! The elevator makes my life a whole lot
easier. For that reason, it gets my vote!
Brooke: My tablet is my favorite invention of all time. My
best friend Morgan moved away, so I need my tablet to chat
with her. I really miss her, but because we can video chat, I
still feel close to her.
Track 86
Milo: OK, Rosie. I’ve chosen a picture. You can ask me a
question.
Rosie: Is it designed to communicate with other people?
Milo: No, it isn’t designed for that. Definitely not.
Rosie: OK. Is it made of rubber?
Milo: Well, not all of it.
Rosie: What do you mean?
Milo: Some parts of it are made of rubber, but other parts are
made of metal and plastic.
Rosie: OK. Do you use it every day?
Milo: Well, yes and no.
Rosie: Could you explain why?
Milo: Well, because I don’t use it by myself. I know how to
use it, but my mom helps me.
Rosie: OK. Is it found in the kitchen?
Milo: Sometimes, but not always. It can be in a different
room.
Rosie: Aha… I’ve got it. I think it’s the washing machine.
A17 Transcripts
Milo: Well done! So which picture do you think it is?
Rosie: I think it’s picture C because you can see the clothes
inside.
Milo: I agree. Picture C looks like the front of a washing
machine.
Rosie: OK, I’ve chosen another picture. Now you ask me…
Track 87
I had a problem shooting hoops
When I was alone or in a group.
Once the problem was identified,
My imagination went into overdrive.
Ideas were formed for me to choose
A way to improve basketball shoes.
A lot of sketches were thrown away
Before a final diagram was made.
Measurements were calculated.
My detailed design was created.
Finally, the prototype was assembled.
As it was tested, my legs trembled.
Now, I can jump as high as the sky.
My new Shoot-O-Matix take me high.
I love my fun and useful invention.
It takes me into a new dimension!
Track 88
Alex: Today I’m joined by Gabriela Klein, the author of
Accidental Inventors. She’s going to tell us about some
accidental inventions.
Gabriela: That’s right, Alex. Now, everyone knows the name
Kellogg, right?
Alex: Of course, breakfast cereals.
Gabriela: That’s right. Well, John and Keith Kellogg ran a
hospital and health spa. They made vegetarian health foods
for their clients. One day in 1894, they forgot about some
grain they had boiled. By the time they remembered, the
mixture was dry and stale.
Alex: Oh dear! Don’t tell me anymore for now. Let’s move on
to the next inventor.
Gabriela: Our next inventor is George Crum.
Alex: Tell me more about him.
Gabriela: George was a chef in New York. One day in 1853,
 a very demanding customer kept sending back the fried
potatoes George had cooked because they were too soft.
George was not happy.
Alex: Poor George! But for now, tell me about the last
inventor.
Gabriela: That’s Edward Wilson… he worked for a large
company called Flakall. It made animal feed from corn. One
day, the machines making the animal feed got so hot that
the corn puffed up.
Track 89
Alex: So… let’s go back to the Kellogg brothers. What did
they do with their dry, stale grain? Did they throw it away?
Gabriela: No, they didn’t. The mixture was rolled until it
was very thin and flat, and then it was baked. The result was
some delicious crisp flakes: the first cornflakes! The Kellogg
brothers never looked back!
Alex: Aha! Now, what did George Crum do with his rude
customer?
Gabriela: Well, if you remember, the customer complained
that the fried potatoes were too soft. So George sliced the
potato very, very thinly. Then he fried it until it was crisp,
and covered it in a lot of salt. George thought that the
customer would hate it, that it would be disgusting! But
you know what? The customer loved it! Thanks to this rude
customer, the first potato chips were made.
Alex: And I can’t live without them!
Gabriela: Me neither.
Alex: And finally, what happened with Edward Wilson’s puff y
corn?
Gabriela: One day, he decided to take some of the puff y
corn home with him. He added some oil and cheese flavor,
and lo, the first cheese puffs were made. By 1946, the first
cheese puffs were produced. They were called Korn Kurls.
Alex: That’s another of my favorites. How cool is that!
Hmm… Anyone else feel like a snack?
Track 90
Teacher: All the inventions you see here are called
“chindogu” inventions. Chindogu is a Japanese word that
means “a valuable or priceless tool.” Chindogu inventions
solve very specific problems in everyday life. They’re not
always useful, but they’re certainly interesting! You can
start your discussions now.
Girl 1: OK, how about this one? I think it was designed to
cool you down when you’re eating noodles. You know, the
fan blows on you.
Boy 1: I totally disagree. Why would you need to feel cool
while eating noodles? The fan is pointed toward the
noodles, not the person. That fan was added so that the
noodles are cooled. What do you think, Beth?
Girl 2: I agree. You switch the fan on if your noodles are too
hot.
Boy 2: Yes, I think so, too. It was invented for people who
wanted to eat hot noodles quickly. Amber, do you agree
with us?
Girl 1: Absolutely. I see what you mean now, but I don’t think
it’s a very useful invention!
Boy 1: That doesn’t matter. It’s a fun idea! I want one!
Track 91
Girl 1: We’ve designed this invention because we’ve all had
the same problem and lots of other people have, too.
Boy 1: You know when you want to play a game or watch
a movie on your tablet, but your brother or sister wants
to watch, too? You always fight over who gets to hold the
tablet and who gets the best view, right? Our invention is
designed to fix that!
Girl 2: It’s called the Screenshare. It holds your tablet on a
long, light wooden board that stretches across two people.
The tablet is attached to the bar with strong Velcro to keep
it in place.
Boy 2: As you can see, on the ends of the wooden bar there
are plastic handles, one for each person. That way, you both
get to hold the tablet.
Girl 1: So no more fighting over the best view of the tablet.
And it’s comfortable to use, too!
Transcripts A18
 Topic 7 Page 82
Page 76 1 1 lifeguard 2 garbage collector 3 mechanic 4 plumber
1 1 caring, uncaring 2 cooperative, Uncooperative 3 unselfish, 5 optician 6 dentist 7 electrician 8 emergency medical
Selfish 4 helpful, unhelpful 5 kind, unkind 6 generous, technician/EMT 9 painter 10 repairman 11 mayor
stingy Page 83
Page 77 1 1 Get 2 don’t have 3 repaired
1 1 had 2 I’d 3 gave 4 wouldn’t 5 If 6 would 2 1 We get our eyes checked by Dr. Peterson. 2 Our
2 1d2e3a4c5b neighbors have pizza delivered every Friday. 3 Anna gets
3 1 If I won the lottery, I would help a charity. 2 John’s her hair cut at Julian’s salon. 4 My dad has his car fixed by
grandfather wouldn’t feel so lonely if John visited him more a mechanic.
often. 3 If everyone worked together, we would stop climate 3 Top row: 3, 4; Bottom row: 1, 2
change. Page 84
Page 78 1 1 checked 2 cleaned 3 collected 4 cut 5 fixed 6 painted
1 would, do, looked • 1 cut 2 cleaned 3 checked 4 fixed 5 collected 6 painted
• 1 saw, would pick it up 2 was/were, would fix 3 would talk, • a4b1c5d3e2f6
knew 4 couldn’t, would help Page 85
• Left to right: 2, 4, 1, 3 1 1 mechanic 2 lifeguard 3 repairman 4 dentist 5 EMT
Page 79 • a4b1c3d5e2
1 1 would stay 2 would feel 3 would fall 4 would build Page 86
2 1 he would build a new football stadium for his school 1 1 mayor 2 plumber
2 you would fall asleep in class the next day 3 the girls • 2, 1
would feel very surprised 4 We would stay home from 2 dentist, lifeguard, mechanic, painter, electrician
school for a week Page 87
Page 80 1 1a2c
1 1 helpful 2 generous 3 kind 4 caring 5 cooperative 6 selfish 2 3c4b5b6a
• Horizontal: unhelpful, uncaring, uncooperative, unkind; 3 7 b 8 c 9 a 10 a
Vertical: stingy; Diagonal: unselfish
Page 81
1 1b2a3b4c5a6c
2 7 b 8 a 9 a 10 b

A19
Topic 8 Page 93
Page 88 1 1c2a3c4b
1 1 creature, captivity, wild 2 habitat, deforestation 3 poach, 2 5b6a7b8c
capture 4 species, refuge 3 9 a 10 b
Page 89 Page 94
1 1 told 2 had 3 said 4 didn’t 5 his 6 was 1 1 sheepdog 2 bee 3 service animal 4 cow 5 therapy animal
2 1 I told my friends that I was scared of spiders. 2 Anna said 6 sheep
that she hated insects. 3 Jeff told us that he liked snakes. • 1 produces 2 help 3 herd 4 cheer up 5 produce 6 pollinate
4 My cousins said that they didn’t want to eat meat • a6b3c1d5e4f2
anymore. 5 My best friend said that animals were nicer Page 95
than some people. 6 The teacher told the class that pandas 1 1 claimed 2 could 3 might 4 would 5 wouldn’t
were in danger of extinction. 2 1 complained 2 thought 3 explained 4 predicted 5 claimed
Page 90 6 boasted
1 1 creatures 2 deforestation, habitats 3 captivity 4 wild, • 1 complained 2 explained 3 claimed 4 boasted 5 thought
poachers 6 predicted
• 1 he cared for all kinds of creatures, not just dogs and cats • 1 couldn’t 2 wouldn’t 3 could 4 would 5 might not 6 might
2 she studied the effects of deforestation on animals and Page 96
habitats 3 she looked after giraffes and other animals in 1 1 bees were some of the most helpful animals on Earth
captivity in the zoo 4 he protected rhinos and other animals 2 the bees in one hive might produce up to 45 kilograms
in the wild from poachers of honey in a year 3 many plants couldn’t produce fruit if
Page 91 bees didn’t pollinate their flowers 4 if bees disappeared, we
1 1 (Jerome said that Abioye) was a ranger at a wildlife wouldn’t have enough food
reserve in Kenya. 2 (Abioye said that) he loved animals and Page 97
wanted to protect them. 3 (Abioye told Jerome that) some 1 Top row: 3, 6, 5; Bottom row: 1, 2, 4
habitats were at risk from deforestation. 4 (Jerome) told • 1 service animal 2 sheepdog 3 bee 4 therapy animal 5 sheep
Abioye that animals didn’t deserve treatment like that. 6 cow
5 Abioye said that he loved talking about his job. • 1 could 2 would 3 might 4 wouldn’t 5 couldn’t 6 might
Page 92 Page 98
1 lived, were, thought, formed, needed, was, happened, gave, 1 Across: 2 herd 3 milk 6 honey 7 therapy animal 8 wool;
wanted, had Down: 1 service animal 4 pollinate 5 sheepdog
• 1 she thought animals were happier in the wild 2 she/he Page 99
gave money to help support an animal refuge 3 zoo animals 1 1a2a3a4c
lived in habitats similar to their natural homes 4 all living 2 5 c 6 b 7 b 8 a 9 c 10 c
creatures formed part of an ecosystem 5 people needed
to protect endangered animals 6 it was wrong to poach
animals

Vocabulary and Grammar Log Answer Key A20

 Topic 9 Page 105
Page 100 1 1a2a3b4a5b
1 1 dishwasher 2 microwave 3 game console 4 washing • 6 b 7 c 8 a 9 c 10 b
machine 5 iron 6 tablet 7 refrigerator 8 light bulb 9 cell Page 106
phone 10 remote 1 1 creative, imagination 2 accidental 3 idea, useful
Page 101 4 diagram, calculate 5 part, assemble 6 test, prototype
1 1 worn 2 isn’t 3 by 4 Is 5 powered 7 improve
2 1 to get 2 to entertain Page 107
3 1 These tablets aren’t used to play video games. 2 Electricity 1 1 was 2 by 3 wasn’t 4 were 5 produced
is used to light our homes and schools. 3 A dishwasher isn’t 2 1b2c3a4e5d
designed to wash clothes. 3 1 The trampoline was invented by a teenager named
Page 102 George Nissen. 2 It was called the “bouncing rig.” 3 Later,
1 1 This device is used to send text messages. 2 This device is the name was changed to “trampoline.” 4 Strength and
used to turn on the TV from far away. 3 These devices are balance were helped by the trampoline. 5 A similar activity
designed for hours of fun. 4 Leftovers are heated quickly in was developed by the Inuit long before the trampoline!
this appliance. Page 108
• 1c2d3b4a 1 1 was cooked 2 was prepared 3 were cut 4 weren’t put
2 1 light bulb 2 iron • 1234
• 1 is designed, are added, is made 2 are hung, is pumped, are 2 1 creative 2 calculated 3 assembled 4 tested 5 improve
made Page 109
Page 103 1 1 were invented by Paleolithic people 2 were made by
1 1d2b3a4c people in Ancient Greece 3 was developed by the Chinese
• 1 is made 2 is designed 3 are used 4 is kept 4 was crafted by Bartolomeo Cristofori 5 was built by
Page 104 Charles Babbage 6 was designed by Theodor Kober
1 Students should circle the boot hanging from the 7 was patented by Melitta Bentz 8 was introduced by Tim
lampshade, the cats playing on the game console, the books Berners-Lee
in the fridge, the laundry in the dishwasher and the plant in Page 110
the microwave. 1 1 creative 2 plans 3 imagination 4 diagram 5 assemble
• 1 light bulb is used, boot isn’t used 2 are played by kids, 6 prototype 7 accidental 8 improve
aren’t played by cats 3 Milk is kept, Books aren’t kept 4 is • Dennis
used to wash dishes, isn’t used to wash clothes 5 Food is Page 111
heated, Plants aren’t heated 1 1c2a3c
• 4c5b6c7b
• 8 b 9 a 10 a

A21 Vocabulary and Grammar Log Answer Key

• What are my rights and responsibilities?
• How have I changed?
• What are my goals?
• Why do we dream?
• How do we explain prehistoric times?
• What challenges do humans face?
• How can I help?
• What would animals say to us?
• Could I be an inventor?

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