Pl us

Student’s Book
6 Emma Wilkinson
Barbara Mackay
Term 2
ii
Contents
Theme 3: I discover myself
Unit 7 Amazing artifacts 2


Unit 8 Toys and games 18

Unit 9 What’s the story? 
34
Review 3 50

Theme 4: Myself and others
Unit 10 Free as a bird 56

Unit 11 How can I help? 72

Unit 12 Fiction reader: Atemu and Amethyst 88

Review 4 102

Project 107

Scope and sequence
Theme 3 I discover myself
Unit 7 Unit 8 Unit 9
Amazing artifacts Toys and games What’s the story?

Vocabulary Ancient artifacts: artifacts, durable, Childhood toys and games: action Features of a story: characters,
fascinating, glass, gold, granite, figure, board game, cuddly toy, doll’s ending, event, moral, narrator,
preserve, stone house, hide and seek, hopscotch, setting
Animals in Ancient Egypt: baboon, marbles, rollerblades, skateboard,
crocodile, falcon, hippo, ibis, monkey, skipping, train set
snake, rat

Language Using the past simple tense to talk Using intensifiers to give a stronger Using the past continuous to
about actions in the past meaning to other words and phrases say what was happening at a
Prepositions of place: on, in, in front Verbs + -ing: I just enjoy looking at particular time in the past
of, between, under, next to, behind the market stalls. Adverbs of sequencing: First,
I stopped playing with my train set. Next, Then, After that, Finally

Skills Reading: Reading: Reading:

A dialog at a museum of ancient A dialog about childhood toys A dialog about Goha’s stories
history A story about a toy stall A story about a message in a
An online article about animals in A project about video games bottle
Ancient Egypt Story: The Boy Who Cried Wolf
Listening:
An online article about metals in Listening:
Ancient Egypt A dialog about childhood games
Speaking: A dialog about stories
Story: King Midas and the Golden
Touch Talking about favorite childhood toys Speaking:
A fact file about iron in Ancient Egypt Asking and answering questions Role-playing an interview about
about childhood games what happened in a story
Listening:
Writing: Giving feedback about a story
A dialog about weekend activities beginning
A presentation about metals in Egypt Writing a description of a favorite
childhood toy Writing:
Speaking: Writing the beginning of a story
Writing a project about a favorite
Asking and answering questions video or board game Project:
about animals in Ancient Egypt
Project: Complete a story
Writing:
Design and make a board game
Writing a quiz about animals in
Ancient Egypt
Writing a fact file about a metal or
material from Ancient Egypt
Project:
Make an artifact display board
Pronunciation /er/ Silent gh and /f/ /w/
Life skills Appreciating family relationships Comprehending and writing
stories

Values Valuing Ancient Egyptian history Understanding the value of play to Learning from mistakes and being
social and emotional well-being truthful

Issues and Showing respect to and pride in

challenges national heritage
Integrated Math: Using graphs
cross-
curricular
topics

iv
Theme 4 Myself and others
Unit 10 Unit 11 Unit 12
Free as a bird How can I help? Fiction reader: Atemu and
Amethyst

Vocabulary Bird and animal proverbs/bird Volunteering and charity work: Amethyst, carpenter, carrier
migration: donate, participate, support, pigeon, coo, dome, dovecotes,
successful, similar, careful, sensible, volunteer, help out, starting up, jewelry, order, pigeon, yard, grain,
real, pelican, kingfisher, swift, eagle donated, been kind to, look after, day flock, beaks, merchant
Eco-tourism: center, confidence, fundraising, give
back
sustainable, simple accommodation,
ideal, respect, camp, coral reefs, Explaining technology: controller,
protected area button, joystick

Language Using must/mustn’t to talk about Using -ly adverbs Simple past/simple present verbs
something we have to do Infinitives of purpose Why?... To
Using the first conditional to talk protect ….
about things that are likely to happen Talking about technology: What is
in the future this part? It’s the part that goes over
your ears.

Skills Reading: Reading: Reading:

A dialog about bird and animal An article about a volunteer project Read, understand and enjoy a
proverbs A story about two brothers fiction text
A guidebook for eco-tourism in Egypt Read a text about mystery objects Comprehension and critical
Ads for vacations in Egypt thinking questions
Listening:
An online article about bird migration Listening:
Articles about different volunteering
Listening: projects Identifying who said what from
the story
A dialog about animal and bird Listen to a dialog about how to use
proverbs technology Speaking:
Speaking: An interview about volunteering Discuss the story and the moral
Discussing what proverbs mean Speaking: Writing:
Discussing activities on an eco- Talking about how we help at home Notes on what happened next
tourism vacation Ask and answer questions about how Writing a letter to Mr Akhon
Writing: things work
Write a blog about animal habitats Writing:
Project: Write a biography of a volunteer
Make an information leaflet about Project:
the Nile Delta Create a leaflet about being a good
citizen

Pronunciation Words with two or three syllables Digraphs and trigraphs: sh, ch,tch
Life skills Using proverbs to teach and Talking about and describing Reading, understanding, and
reinforce morals technology and how things work appreciating a story
Values Understanding and applying Being a good citizen Being merciful to animals
proverbs
Issues and Appreciating the benefits of eco- Volunteering and helping people Appreciating Ancient Egyptian
challenges tourism history
Integrated Science: Bird migration
cross-cultural
topics

v
 UNIT

7
A m a zin g
ar t ifa c t s

2
 UNIT

7
In this unit I will …
• listen and read about artifacts in the


Museum of Ancient History.
• listen, read, research, and write about


important ancient artifacts.
• listen to a presentation about Ancient



Egyptian metals.
• use the past simple.


• do a quiz about Ancient Egyptian artifacts.


• read about animals in Ancient Egypt.

• use prepositions of place.

• say words with the sound /er/.

• write a fact file about a metal or material

in Ancient Egypt.
• research and write display boards for

artifacts from Ancient Egypt.

Look, discuss, and share

What can you see in the image?
How do you think it got there?
Why is it important to study this type
of object?
What’s your favorite Egyptian artifact?
Do you know any famous artifacts from
other countries?

Did you know?

An artifact is an object that
was made by humans in the
past. The Khufu solar ship
is an artifact from Ancient
Egypt. It is the world’s oldest
intact ship.

Find out
Which other Egyptian artifacts do
your classmates know about? Which
are the most famous? 3
UNIT

7 LESSON 1 A VISIT TO THE MUSEUM


1 Listen and read. Why are Tamer and Tamara at the museum?

Mr Tarek: Good morning and welcome to the Museum of Ancient History.

My name is Mr Tarek and I am your guide today.

Tamer: Good morning, Mr Tarek. I’m Tamer and this is my sister Tamara.
We’re students at Egyptian Eagle Primary School, and these are
our parents.

Tamara: We’re excited to learn more about Ancient Egyptian artifacts.

Mr Tarek: Great! What would you like to know?

Tamara: Well, first of all, why do we have so many artifacts?

Mr Tarek: That’s an interesting question. One reason is the climate. We have

a hot, dry climate here in Egypt, so artifacts aren’t damaged by
cold and wet weather. This helps to preserve them. The Ancient
Egyptians also knew that certain materials could last a long time.
That’s why they built the Pyramids with granite, a very hard and
durable stone.

Tamer: That’s fascinating! What other materials did they use?

Mr Tarek: They used a lot of glass, which lasts forever. They also used clay,
which is found close to the River Nile, to make pots.

Tamer: I also heard they used a lot of gold in Tutankhamun’s tomb.

Mr Tarek: Yes, the Ancient Egyptians liked to use gold because it is valuable,
but it is also very durable. When they covered artifacts in gold, they
kept them in good condition.

Tamer: I’m happy about that! It’s exciting to enjoy the things they made.

2 Listen and read again. Look and write


clay glass gold granite

1 2 3 4

4
 UNIT

3 Listen and read again. Which option is correct?


7

Circle a, b, or c
1 Tamer and Tamara
a are parents. b work at the museum.

  
c go to Egyptian Eagle Primary School.
2 Mr Tarek
a is a teacher. b knows the students.
  
c works at the museum.
3 Ancient Egyptians made the Pyramids from
a clay. b granite. c gold.
  
  
4 The Egyptian climate is good for preserving artifacts because
a it’s too hot. b it’s wet and cold. c it’s hot and dry.
  
  
5 Ancient Egyptians used gold for artifacts because
a it doesn’t last for a long time. b it is valuable and durable.
  
  
c it makes good pots.

4 Work in pairs. Ask and answer questions about the artifacts


in the pictures. What are they made of?

1 2 3 4 5

What’s number 1 ?

It’s a picture.
It’s made of
papyrus.

5
UNIT

7 LESSON 2 THEY LOVED ANIMALS


1 Look and write. Use the words in the box. Listen and check

baboon crocodile falcon hippo ibis monkey snake rat

1 2 3 4

baboon
5 6 7 8

2 Read the text on page 7. Why were cats important to


Ancient Egyptian farmers?

3 Read again and match headings (a–d) with

 
paragraphs (1–4)
a Did the Ancient Egyptians keep birds as pets as well?
b What animals are popular pets in Egypt today?
c What other animals did the Ancient Egyptians keep?
d What was the Ancient Egyptians’ favorite animal?

4 Look at the words in bold in the text. Then match the words

to their meanings
1 grain a an object made of stone or another material to look like

a person or animal
2 adored
b to cover in oils and cloth to preserve for a very long time
3 wisdom

c using your knowledge to make good decisions
4 mummify
d seeds from plants used to make flour and bread
5 statue
6 e loved something very much
 UNIT

1
The Ancient Egyptians loved animals and kept many as pets. They particularly
adored cats, and there was a cat in almost every house. The Ancient
Egyptians believed that cats looked after them and kept them safe. They were
also good pets because they cleaned themselves and kept the houses free
of pests like rats and snakes. This was particularly important for farmers, who
produced a lot of grain. The rats didn’t eat the grain because the cats ate the
rats!
2
As well as cats, many people kept monkeys and baboons. Some people
even kept crocodiles, hippos, and lions, which were dangerous and difficult to
look after. They weren’t popular pets!
3
Yes, they did. The Ancient Egyptians loved birds too, especially falcons and
the ibis, which represented wisdom. There are thousands of mummified
ibises in Saqqara alone. All these pets weren’t only important for the
Ancient Egyptians’ everyday life – they were also important in the afterlife.
It is therefore common to find mummified pets and statues of animals in
the tombs.
4
Today, cats are still popular pets in Egypt. Other animals that people keep
today include, turtles, fish, and birds, which are of course much smaller and
easier to look after than baboons and crocodiles.

5 Circle all the past simple verbs in the first paragraph of


the text

6 Look again at the circled verbs in the text. Are they regular

or irregular? Complete the chart

Regular Irregular
loved was

7
UNIT

Language focus
The past simple
If the verb is regular, we can make the past simple in the following ways:
love – loved; need – needed; drop – dropped; try – tried
Some irregular past simple verbs are:
be – was / were; become – became; keep – kept

To make the negative, we use two main forms:

■ for was / were, we use wasn’t / weren’t : They weren’t popular pets!
■ for other verbs, we use didn’t + infinitive without to: Rats didn’t eat the grain.

To make questions, we use was / were or did:

Were there a lot of mummies? Which was their favorite animal?
Did the Ancient Egyptians only keep cats as pets? What did they feed
their cats?

7 Complete the sentences with the past simple form

1 The Ancient Egyptians loved (love) their pets.
2 They (teach) their monkeys different tricks.
3 The crocodiles quickly (become) dangerous pets.
4 The ibis (represent) wisdom.

8 Write a question for each sentence

1 I grew up in Cairo. Where did you grow up?

2 I was a student at the local school.
3 At university, I studied math.
4 After university, I became a teacher.

9 Now make the sentences negative

1 I didn’t grow up in Cairo. 2
3 4
8
 UNIT

10 Work in pairs. Say four sentences about yourself:


7
two true and two false. Can your partner guess the
incorrect sentences?
A: I grew up in Alexandria.
B: You didn’t grow up in Alexandria. You grew up in Cairo.

11 Read the dialog below. Who had a good weekend


and why?

12 Complete the conversation with the past simple.



Then listen and check

Mayar: Hi Nesma! 1 Did you have a nice weekend?

Nesma: Hi Mayar! Yes, I 2 . I went to Al-Azhar Park with

my family.

Mayar: What 3 you do there?

Nesma: We 4 a picnic. Then we

went on a boat ride. It 5 great!

Mayar: 6 you go hiking?

Nesma: No, we didn’t. We wanted to, but it started to rain.

7 you 8 a good weekend?

Mayar: No, I 9 . I fell over and hurt my arm, so I

10 in bed the whole time!

13 Work in pairs. Write eight questions and answers about the


text on page 7. Work in pairs to make a quiz
Q: What did the Ancient Egyptians believe about cats?
A: They believed that cats looked after them and kept them safe.

14 Work with another pair. Take turns to ask and answer your

quiz questions. Follow these instructions

If the other pair answers correctly, they get one point.

If they can’t answer your question, you get one point.
The pair with the most points wins the quiz.
9
UNIT

7 LESSON 3 METAL IN ANCIENT EGYPT

1 Listen to Injy’s and Dalia’s

class presentation. What
do you think the Ancient
Egyptians found around
7,000 years ago? Choose,
then listen and check
a stone
b glass
c metal

2 Listen to the presentation


again and complete the
summary

The Ancient Egyptians traded with other countries, and metal was one thing
they traded. They first found metal 1 rocks. Metal was harder than
2 , and they could melt and form it into different 3 .
They used metal to make tools and weapons, so that they could hunt
4 the land, and grow food. Gold was a popular metal for making
jewelry and art to sell. Silver was also used, but was rarer. Trade with other
countries helped the Ancient Egyptian economy to 5 .

3 Match the words in bold in Exercise 2 with the


meanings below
1 trade a the system of how a country’s money and goods

are produced and used
2 metal
b something, like gold or iron, that is hard and strong
3 weapon
c buying and selling things between countries
4 economy
d an object used for fighting or hunting animals

10
 UNIT

7
Language focus
We use prepositions of place to say where things are:
The Ancient Egyptians first found metal in the rocks thousands of years ago.
They could hunt and grow things on the land.
Here are some common prepositions of place:

It’s on the box.

It’s under the box.

It’s in the box.

It’s next to the box.

It’s in front of the box.

It’s between the boxes. It’s behind the box.

Tip! To practice prepositions of place, take a few small objects, such as

an eraser, a pencil, and a book. Arrange them on the desk, then
ask a partner: Where is the eraser? Your partner should answer: It’s
under the book. Repeat with other objects and prepositions.

4 Complete the text using the prepositions in the box

 
between in on under

One of the most beautiful artifacts from Ancient

Egypt is Tutankhamun’s mask, which was found
1 his tomb. The mask is gold, with blue lines
2 gold lines. 3 his chin is a
thin beard. There is also a snake 4 the top
of his head.

5 Work in pairs. Talk about where things are in your school


or classroom
The whiteboard is The library is next to
under the clock. the computer room.
11
UNIT

7 6 Listen and read. What did King Midas wish for? How did


he feel about his wish at the end of the story?

KING MIDAS AND THE GOLDEN TOUCH

Many years ago, there lived a king called King Midas. He
loved three things more than anything else: his daughter,
Marigold, his rose garden, and gold. His favorite thing was to
spend time in his garden with Marigold. But he also liked to
look at all the gold in his castle.
One night, he was walking in his garden when he tripped
over something on the ground. It was a strange-looking goat. It looked very sick. King Midas
was a kind man, so he took the goat into his castle. There, he gave it food and a warm bed. In the
morning, the goat felt much better.
“I would like to thank you, King Midas,” said the goat. “What would you like more than anything
else in the world?”
King Midas thought for a minute, then said, “I would like everything I touch to turn into gold.”
“OK,” said the goat, and made the king’s wish come true.
King Midas was very excited. After the goat left, he walked around the castle. When he touched a
chair, it turned to gold. When he touched his bed, it turned to gold, too. To celebrate, he asked for
a special meal. But when he touched the food, he couldn’t eat it because it turned to gold. Then, he
went outside into the garden to find Marigold. When he hugged her, she also turned to gold!
King Midas started crying. “Please come back, goat!” he said. “I can’t lose Marigold.”
His tears fell on his precious roses and they turned to gold. But he didn’t care about roses or gold
any more – he just wanted to save his daughter.
The goat heard King Midas and returned to change everything back to how it was before.
“Thank you so much!” said King Midas. “I will never think gold is so important again!”

7 Read again and answer T (True) or F (False)

1 King Midas only loved gold. F
2 King Midas helped the goat.
3 King Midas was sad when everything changed to gold.
4 The goat didn’t change Marigold back into a human.

8 Read again and choose the moral a, b, or c

a It’s good to have a lot of gold and be rich.
b You will always get a reward if you are unkind.
c Your family is more important than money and material things.
12
 UNIT

7
PRONUNCIATION
1 Look and say. Then listen and repeat

1 2 3 4

bear hair share there

2 Look at the pictures and complete the sentences with the


words in the box. Then listen, check, and repeat
air pair pear rare tear wear

1 2 3

That gemstone is This looks There’s a

very rare – it’s delicious. of brown shoes.
not easy to find.

4 5 6

I like walking in the Don’t pull that – What do you want

fresh . you’ll it! to today?

3 Listen and write


1 2 3

4 5 6
13
 UNIT

7 LESSON 4 WRITING: A FACT FILE


1 Read the fact file. Why did Ancient Egyptians call iron “the

metal of heaven”?

Iron in Ancient Egypt

When did the Ancient
The Ancient Egyptians started using iron more than
Egyptians start
5,000 years ago. Before iron, they worked with copper and bronze.
using iron?

Amazingly, some of their early iron was from

meteorites. Ancient Egyptian craftsmen made a
famous dagger for Tutankhamun’s tomb from a
Where did they meteorite. They also mined iron from the ground.
find iron? But they found it quite difficult to use because it
needs a very hot fire to melt, which often wasn’t
possible.

They thought iron was special because they believed it came from the sky
Why did they think
(because of the meteorites). They called it “the metal of heaven”. For them,
iron was special?
iron was more precious than gold because it was rarer.
r
Early on, the Ancient Egyptians used iron for small items, like jewelry. Copper
and bronze were common metals for tools because they were easier to find.
What did they use
But later on, iron agricultural tools and weapons began to appear. This was
iron for?
the result of the Ancient Egyptians getting more iron through trade with other
countries.

2 Read the fact file again. Answer the questions


1 What metals did the Ancient Egyptians use before iron?
2 When did they start using iron?
3 Why was iron difficult to work with?
4 What did Ancient Egyptian craftsmen make for Tutankhamun’s tomb

using iron from a meteorite?
5 What helped the Ancient Egyptians get more iron for agricultural tools

and weapons?

14
 UNIT

3 Look at the fact file template below. Match the headings


7
(a-d) to the paragraphs (1-4)
a Where did they find the silver?
b Why don’t we find many silver Ancient Egyptian artifacts?
c When did the Ancient Egyptians start using silver?
d What did the Ancient Egyptians use silver for?

1 They started using silver thousands of years ago.

2 There weren’t many silver mines in Egypt, so we think they brought


it from other countries through trade.

3 They used it to make jewelry and mirrors. They also used sheet
silver to decorate statues.

4 Because silver is not very durable. Sadly, the salts in the tombs
destroyed a lot of it, so we cannot see very much of it today.

4 Choose and research another metal or material from


Ancient Egypt that interests you. Make notes under the
following headings
When…? Why…? Where…? What…?

5 Write a fact file about your chosen metal or material. Use


your notes from Exercise 4 and the fact file on page 14 to
help you
6 Work in pairs. Read each other’s fact files. Did your partner:
■ research facts? ■ use formal language and the past tense?
■ use correct English? ■ divide the text into questions?

7 Tell your partner one thing you liked about their fact file,
 
and one thing they could improve

15
UNIT

7
LESSON 5 PROJECT

MAKE ARTIFACT DISPLAY BOARDS
1 Work in groups of three. Think and research
Look at the artifacts in the museum gallery. Then, read the display board for
the scarab amulet.
You are going to make display boards for the other artifacts in the gallery.

Scarab
Amulet

Scarab Amulet
Egypt
This scarab amulet is from Ancient Egypt and is more than three thousand years old. It is made of copper.
People wore jewelry with the image of a scarab to protect them and bring them good fortune.

2 Read and do
1 Find out about the other artifacts in the gallery and make notes.
What is it? Where is it from? How old is it?
What is it made of? What was it used for?
2 Choose an artifact to write about. Each group member writes about a

different artifact.
3 Share and check your display boards as a group.

3 Show your display boards to the class

1 Display your boards on the classroom wall.
2 Walk around and read the display boards.

16 3 Say which boards you like the most and why.

 UNIT

SELF-ASSESSMENT
7
1 Complete the sentences about the classroom

1 The board is under the clock.
2 The books are the shelves.
3 The calendar is the board.
4 The teacher’s desk is the board and the plant.
5 The chair is the desk.
6 The pens are the pen pot.
7 The students’ desks are the board.

2 Write the sentences in the past simple

1 she / not arrive / on time
She didn’t arrive on time.
2 you / understand / the exercise

3 they / buy / a new car

4 she / not be / at school / last week

5 be / Mom and Dad / at work / yesterday?

3 Think about Unit 7. Write in your notebook

 
Write two things you enjoyed and two things you learned.

17
 UNIT

Toys an d
gam es

18
 UNIT

8
In this unit I will …
• listen, read, discuss, and write about


games, toys, and activities.
• listen to and read a dialog about old


toys and games.
• use verb intensifiers.


• listen to and understand a story


about a toy.
• use verbs that are followed by -ing.

• spell and say words containing gh

or ght.
• use pie charts and bar graphs.

• write a description of your

favorite game.
• design and make a simple

board game.

Look, discuss, and share

Where are the children in the photo? How
do you think they feel? Would you like to
join them? Why?

Did you know?

Playing is good for us in lots
of different ways. When we
play, we feel happy. We also
learn about the world and
ourselves. When we play, we
learn to solve problems and
make friends.

Find out
What games did people in Ancient
Egypt play? Are they similar to the
games we play today?
19
UNIT

8 LESSON 1 A BOX OF TOYS

1 Look and write, then listen and check

action figure board game cuddly toy doll’s house

marbles rollerblades skateboard train set

a b c d
1

d h r a f m
e f g h

b g c t t s s

2 L isten and read. Number the toys in Exercise 1 in the order

you hear them in the dialog

Fares: Did you visit your grandma on the weekend, Yaseen?

Yaseen: Yes, I did. I found a box of my old toys at her house, actually.

Adam: What did you find in there?

Yaseen: There was an action figure. I loved playing with it!

Fares: I loved playing with my old action figures, too! I made up lots of
games for them.

Adam: When I was younger, my favorite toy was a train set.

Yaseen: I didn’t have a train set, but my sister had a big doll’s house. We
both played with it. I don’t know where it is now. I found my old
rollerblades, though.

20
 UNIT

Adam: Brilliant! Did you have a go on them? 8

Yaseen: No, I wanted to, but they were too small.

Fares: I didn’t have rollerblades, but I had a skateboard. I could go

really fast after a while!

Yaseen: Cool! Did you play board games when you were younger?

Fares: Yes, we played board games. I played with my older brother, but
he usually beat me!

Adam: We didn’t play board games very often, but we played marbles.

Fares: So did I! I think I’ll look for some of my old toys later. I’d love to see
my favorite cuddly toy again.

3  ind these words in bold in the text. Match them to

F
their meanings
1 beat a try something
2 have a go b thought of or invented
3 made up c be more successful than someone in a game

4 Read the conversation again. Write Yaseen, Fares, or Adam

1 I made up lots of games for my action figures.
2 My favorite toy was a train set.
3 My sister and I played with a doll’s house.
4 My old rollerblades are too small for me now.
5 I could go really fast on my skateboard.
6 I often played marbles.

5 Work in pairs. Read and answer

1 D
 id you play with any of the toys from Exercise 1 when you were
younger? Which ones?
2 When you were younger, what was your favorite toy?

21
UNIT

8 LESSON 2 I WAS VERY GOOD AT

HIDE AND SEEK
1 Look and write. Then say what you think the dialog is about

hide and seek hopscotch skipping

1 2 3

2 Listen and read. Who doesn’t like skipping?

Sarah: Hi Rania, have you started the project about toys and games yet?

Rania: Hi Sarah. Yes, I started it on the weekend. It’s really interesting!

Sarah: Yes, it is. What games did you like playing when you were younger?

Rania: I thought hide and seek was fun. I was very good at hiding!

Sarah: I was good at it, too! I could hide for a very long time. I also really
liked playing hopscotch with my friends. We used different colored
chalk to draw the squares.

Rania: I thought hopscotch was quite good, but I preferred skipping.

Sarah: I liked skipping, but I wasn’t very good at it. Some skipping games
are so difficult!

Rania: Yes, they are. I had to practice a lot with my sister!

Sarah: Ah, my brother didn’t practice with me. He didn’t like skipping at
all! We often played marbles together, though.

3 L isten and read again. Write T (True) or F (False). Correct

the false sentences in your notebook
1 Sarah wasn’t good at hide and seek.
2 Rania thinks skipping is better than hopscotch.
3 Rania and her sister practiced skipping together.
4 Sarah played marbles with her sister.
22
 UNIT

8
Language focus
We use intensifiers to give a stronger meaning to adjectives and verbs.
We can use really, very, or so to strengthen an adjective:
I was really / very good at hiding!
Some skipping games are so difficult.
We can also use really to strengthen a verb: I really liked playing hopscotch.
We can use at all to strengthen negative sentences: He didn’t like skipping
at all!
We can also use quite to make the meaning of an adjective less strong:
I thought hopscotch was quite good, but I preferred skipping.

4 Put the words in the correct order to make sentences

1 board games. / I / like / really / playing

2 quite / Skateboarding / good. / is

3 football / think / I / so / is / exciting.

4 Nadia / marbles. / pretty / very / some / has

5 didn’t / Asser / train sets / at all. / like

5 Choose the correct word to complete the sentences

1 I (really / very) liked playing with cuddly toys when I was younger.
2 I thought action figures were (quite / at all) good, but I preferred train sets.
3 My brother was (very / at all) good at football. He always beat me!
4 You’re (quite / so) good at hide and seek – you always hide in the
best places!
5 This book is not funny (at all / quite).
6 I (really / very) enjoyed playing marbles with my friends.
23
UNIT

8
6 Read the description. Check (✓) the correct picture

1 2 3

My Favorite Toy
by Youssef
When I was younger, my favorite toy was my skateboard. I loved going to
the park and playing with my friends. They had skateboards, too, and it was
really good fun. We all wanted to go so fast! My skateboard was black, with
orange and yellow stickers on it. I had to wear a helmet and knee pads.
It really hurts if you fall off a skateboard! I got my first skateboard when I
was eight, and it was quite small. I don’t use it at all now, because I have a
bigger one.

7  ead the description again and answer the questions in

R
your notebook
1 Where did Youssef play with his skateboard?
2 Who did he play with?
3 What did they want to do?
4 What did he have to wear?
5 When did he get his skateboard?

8 Read the questions and make notes in your notebook

1 What was your favorite toy when you were younger?
2 Where did you play with it?
3 Did you play with it on your own, or with other people?
4 What did your toy look like?
5 Do you still have it?

9  
Write a description of your toy. Use your notes from
Exercise 8 and words from the Language focus
24
 UNIT

10 Work in pairs. Read, then ask and answer the questions 8

When Amina was little, she really liked
games that used a lot of imagination.
She was very good at making up
stories. She had a doll’s house, some
cuddly toys, and some action figures.

Nour really enjoyed playing outside

when she was younger. She liked
running, climbing, and playing tennis.
She was quite good at football, too.

1 What did Amina like? 2 What was Amina good at?

3 What did Nour like? 4 What was Nour good at?

11  
Work in pairs. Ask and answer about
when you were younger

What did you enjoy

playing when you
were younger?

I really enjoyed
riding my bike.

What were
you good at?
I was very good
at making up
stories.
12  Make a note of your partner’s answers. Then write about the
games you each enjoyed, and what you were good at

25
UNIT

8 LESSON 3  E LOVED PLAYING

W
WITH OUR TRAIN SET
1 Listen to the story. Who bought a toy?

2 Read the summary. Choose the correct word a, b, or c

Ali was 1 with his parents at the 2 . He

saw a stall that sold 3 . A man showed him how a(n)
4 moved. Ali thought the toys were 5 . Ali’s
6 came to see the toys, too. He liked the 7 , so
he bought it. He said Ali 8 play with it.

1 a shopping b working c buying

2 a stall b store c market
3 a wood b lemonade c toys
4 a boat b elephant c train
5 a old b amazing c small
6 a mom b brother c dad
7 a train b animal c boat
8 a could b couldn’t c didn’t

3 L isten to the story again and match the words to

the definitions
1 stall a strong pieces of cloth that make a boat move
2 button b a large table that you use to sell things from at a market
3 trunk c the long nose of an elephant
4 sail d what you touch to make a machine work

26
 UNIT

8
Language focus
Some verbs are followed by verb + -ing, for example:
I enjoy looking at the market stalls.
I stopped playing with my train set a few years ago.
Other verbs followed by verb + -ing include, continue, finish, hate, imagine, like,
and prefer.

4  ead and complete the sentences with the correct form of

R
the verbs in brackets
1 Amal imagined (fly) in a plane.
2 Ghada prefers (play) board games to skipping.
3 We enjoy (make up) stories for our action figures.
4  y sister stopped
M (let) me share her doll’s house because
I broke it.
5 They finished (paint) the posters and tidied up.

5  omplete the sentences using verb + -ing and your

C
own ideas
1 Last night I finished doing my homework at 8 pm.
2 On weekends I like
3 I think people should stop

6  ork with a partner. Do you prefer playing with old toys or

W
new toys? Why?

I prefer playing with

new toys because … .

27
UNIT

8
PRONUNCIATION
1 Look and listen. Then listen again and repeat

1 2

This game is Wael bought some

called draughts. marbles yesterday.

2 L isten. Do you hear the sound /f/ in these words?

Circle Y (Yes) or N (No)
1 laughed Y/N 2 thought Y/N
3 bought Y/N 4 coughed Y / N
5 drought Y/N 6 enough Y/N
7 daughter Y / N 8 brought Y/N

3 Listen and underline the /f/ sound in each word

1 rough
2 tough
3 laughter
4 draughts

4 Listen, read, and repeat

1 We laugh when we play draughts.
2 She thought about the toy that she bought.
3 A drought is when there isn’t enough rain.

28
 UNIT

MATH 8
CL I L

USING GRAPHS
1 Look at the graphs. What do they show? Label a or b
a H
 ow often children in our class play computer games on the weekend

b What the favorite game in our class is

10
9
8 10%
Number of children

7 20%
always
6
often
5
40% sometimes
4
30% never
3
2
1
0
hide hopscotch board marbles skipping
and seek games
2 Look at the graphs again and answer the questions
Bar graph
1 Which group is the biggest?
2 Which group is the smallest?
3 How many children answered the question?
Pie chart
1 Which group is the biggest?
2 Which group is the smallest?
3 What is the total of the numbers?

3 Make a bar graph or a pie chart

1  s a class, choose five popular sports, and have a class vote on the
A
favorite sport in the class. The teacher will write the student numbers on
the board.
2 Present the information in a pie chart or a bar graph in your notebook.
29
UNIT

8 LESSON 4 WRITING: A DESCRIPTION

OF MY FAVORITE GAME
1 
Read Belal’s description. Check (✓) how often
he plays video games
1 an hour a day
2 once a week
3 every day after school

My favorite video game

by Belal
I love playing all kinds of games. I play games outside with my friends, and
at school we play hopscotch and board games. I also enjoy playing board
games with my sister, although she often beats me!
My favorite games are video games. I don’t play them very often, though. I
play for about an hour on the weekend. It’s fun! My favorite games are ones
where you build cities. I’ve made a really big city using different bricks. It
has animals and plants in it, too. I like these games because you can be
creative and make something new.
Some of the images in modern video games are amazing. I’ve
got a new games console, which I share with my sister. She
enjoys playing adventure games, where you can go to different
places to find something important or solve a problem. They can
be difficult, but I think they can be fun, too, because they’re so
exciting.
Video games can be a problem when you play them too much. However,
I think they can be great when you do something that is very creative or
exciting. You can often play with your friends, too.

2 Read the description again and circle the correct answer

1 Belal plays board games / hopscotch with his sister.
2 Belal’s favorite video games are ones where you build plants / cities.
3 Some of the consoles / graphics in modern video games are amazing.
4  elal’s sister enjoys playing games where you find / make
B
something important.
5 Belal thinks video games are great when they are creative / difficult.

30
 UNIT

3 
Read these sentences from the description. In each 8
sentence, underline the opinion in red and the reason
in blue
1 I like these games because you can be creative and make
something new.
2 I think they can be fun, too, because they’re so exciting.

4 
Circle the word that Belal uses to introduce his reasons in
the sentences in Exercise 3

5 T hink about your favorite video or board game and

make notes

What is it called?

How do you play it?

How often do you play it?

Who do you play with?

Why do you like it?

6  your notebook, write a description of your favorite video

In
or board game. Use your notes from Exercise 5. Write
60-80 words

7  ork in pairs. Ask and answer questions about your

W
favorite video or board game

What’s your
favorite game?

It’s a board game

called Ludo.
31
UNIT

8
LESSON 5 PROJECT
DESIGN AND MAKE A BOARD GAME
1 Work in pairs. Think and plan

Go back 2
Jump 2

You are going to design and make a board game. First, look at the
example above. How does this game work? Then look at some of the
other games in this unit for ideas. What other ideas do you have?
Be creative!

2 Answer the questions

1 How many players are there?
2 Do you need a dice?
3 How many counters do you need?
4 Do you answer questions or do actions to move around the board?
5 How do you win?

3 Read and do
1  ake your board game using materials such as cardboard, paper,
M
and colored pens.
2 Make or choose counters. Find a dice if you need one.
3 Write the rules so they are clear and easy to use.
4  heck your writing: are the spelling, grammar, and
C
punctuation correct?

4 Play your game

1 Check your game works. Do you need to change anything?
2 Swap games with another pair. What do they think of it?

32
 UNIT

SELF-ASSESSMENT
8
1 
Complete the sentences with the expressions from
the box

action cuddly hide hopscotch rollerblades stall

1 You can go quite fast on .

2 My little sister always takes her favorite toy to bed.
3 At school, we use chalk to make a game.
4 I like making up games for my figures.
5 There are some wooden toys on the toy .
6 My brother is really good at and seek.

2 Circle the correct answer

1 Shaimaa very / really enjoys playing marbles.
2 I don’t like playing football at all / quite.
3 I finished playing / plays with my doll’s house when my sister
got home.
4 I think hopscotch is quite / all good, but I prefer hide and seek.
5 We imagined be / being in a plane over the city.
6 Does he enjoy reading / reads adventure books?

3 Check the words with the /f/ sound

1 rough
2 thought
3 laughed
4 daughter

4 Think about Unit 8. Write in your notebook

Write two things you enjoyed and two things you learned.

33
 UNIT

9
Wha t ’s
the
stor y ?

34
 UNIT

9
In this unit I will …
• listen and read about Goha and


his stories.
• understand and discuss what makes a


good story.
• use the past continuous.


• write the beginning and ending of a


short story.
• listen to a short story about a boy and a

wolf.
• use sequencing adverbs.

• learn how to say words with the sound

/w/.
• take part in a cooperative storytelling

project.

Look, discuss, and share

What is the girl in the photo doing?
Why is reading an important activity?
Do you like reading? Why?
What other ways do people tell stories?

Did you know?

People have told stories
for thousands of years. The
Ancient Egyptians carved
pictures to tell stories.

Find out
Which children’s stories do your
classmates know? Which ones do
they like best? Why?
35
UNIT

9 LESSON 1 G
 OHA’S STORIES
1 L isten and read. Why do the man and his son carry
the donkey?
Mom: What are you doing, Lama?

Lama: I’m writing a review of one of Goha’s stories. The one about a man
who goes to the market with his son and a donkey. The setting is the
countryside, many years ago. Two of the characters – the man and
his son – take turns riding the donkey because it’s a long journey.
When the boy rides the donkey, the people they pass say he should
let his father ride. When the man rides the donkey, they say that he
should let his son have a turn. Then, they say the donkey must be
tired. So, in the ending of the story, they both carry the donkey!

Mom: Haha! His stories are both funny and clever, aren’t they?

Lama: Yes, they are. He’s a great narrator, too. I love the details he gives
about the characters, the setting, and everything that happens.

Mom: So do I. In fact, his stories are popular all over the world. But he’s
known by different names. For example, in Sudan, he’s Jawha. In
Algeria, he’s Jeha, and in Morocco, he’s Jha.

Lama: Are the stories the same in every country?

Mom: There are some differences, but they all have a moral that Goha
wants to teach us. What do you think is the moral of this story?

Lama: That you can’t make everyone happy.

Mom: I think Goha is right about that!

Lama: Me, too. I’m happy that I know which story to write about, though!

36
 UNIT

9
2 Listen and read again. Write T (True) or F (False).

Correct the false sentences in your notebook
1 The setting of the story is a market.
2 There are three main characters in the story.
3 Goha is known as Jeha in Morocco.
4 Goha’s stories are not the same all over the world.
5 Lama and her mom disagree with the moral of the story.

3 Write the words in bold in the dialog next to their meanings

1 the people or animals in a story
2 the last part of a story
3 the time and place where a story happens
4 the lesson you learn from a story
5 the person who tells the story

4 Complete the notes with information about the story

Characters:
Setting:
Narrator:
Ending:
Moral:

5 Make notes about your favorite story. Think about the:


characters setting narrator ending moral

6 Work in pairs. Tell your partner about your favorite story.


Use your notes in Exercise 5

My favorite story is ...

The characters are ...
It takes place in ...
37
UNIT

9 LESSON 2 A MESSAGE IN A BOTTLE

1 Listen and read the beginning of a story

Tom’s grandparents lived by the sea. The beach near their house was quiet and beautiful,
and he loved to go there with them. They swam, surfed, and played games on the sand.
One day, they were swimming in the sea when Tom saw a glass bottle in the water. “Look,
Granddad,” he said. “Let’s put it in the trash.”
“I have a better idea,” said Granddad. “Let’s write a message in a bottle.”
“What’s a message in a bottle?”
“You write a message on a piece of paper, fold the paper, and put it in the bottle, then
throw the bottle out to sea for someone else to find.”
Back at the house, Granddad washed the glass bottle and gave Tom a pen and a piece of
paper. Tom was writing his message when Grandma came in the room.
“What are you doing, Tom?” asked Grandma.
“I’m writing a message in a bottle,” answered Tom. “Do you want to read it?”

Hello!
My name’s Tom. I’m 11 years old and I’m from the USA. My favorite
things are space, animals, and the color blue.
What are your favorite things? Please email back to tell me! My
email address is [email protected]
From Tom
The next day, Tom and his grandparents went to the beach to throw the bottle into
the sea.
Many years passed, and Tom grew up. He and his grandparents forgot about the message
in a bottle. Then, one day, Tom was working when Granddad sent him a message…

2 Listen and read again. Make notes about the beginning of


the story
The characters are .
The setting is .
The first important event is .

3 Work in pairs. What do you think happens next in the story?


38
 UNIT

9
Language focus
We use the past continuous in stories to say what was happening at a
particular time in the past.
We form it with was/were + the -ing form of the verb: Yesterday afternoon, John
was walking his dog.
We can also use the past continuous with when and the past simple to show
when one action interrupted another in the past:
One day, they were playing in the park when they found a note.
I was reading a book when my dad came home.

4 Find and underline the past continuous forms in the story

5 Complete the sentences with the past continuous or past


simple form of the verbs in brackets
1 Fatima (do) her homework when she (get)

a text message from her friend.
2 Ghada and I (play) computer games when her brother
(arrive) home.
3 I (not watch) TV when you (call) me.

4 you (look) at your phone when I

(see) you in the street?

6 What was happening yesterday? Use the past continuous


to describe the pictures
1 2 3

Hazem watch football Dad/read newspaper/ Ayman ride bike/phone

match/Egypt score goal Lina come ring

39
UNIT

9
7 Read the start of another story. Underline examples of the

past continuous and circle examples of the past simple

My friend Ali and I were playing in the forest yesterday. It was a lovely
afternoon and the sun was shining. We were near my home, and we were
hoping to see some interesting animals and birds. We were walking along
the path when suddenly we saw a little house in the distance. “Let’s go and
look at the house,” said Ali. I was a bit scared and didn’t want to go, but I
followed him. Near the house, there was … .

8 You are going to write the beginning of another story about


finding something on a beach. Before you write, make
notes to answer the questions
1 Which beach were you on?
2 What time of day was it?
3 Who were you with?
4 What was the weather like?
5 What were you doing?
6 What did you find?

9 Use your notes to write the beginning of your story.


Remember to use the past continuous and the past simple
Yesterday, I was on the beach near my house. It was morning and it was
sunny. I was walking with my friend when we …

40
 UNIT

10 Read your partner’s story beginning. What do you like


9
about it? What can your partner improve?
Think about the:

■ characters ■ narrator
■ setting ■ first important event

11 Work in pairs. Role-play an interview


Student A: You are a journalist. Ask Student B questions about what

happened in the story.

Student B: You are the character in the story who found something

on the beach. Answer Student A’s questions.

Where were you?

I was on the
beach near …

What were
you doing?
We were …

What was the

weather like? It was raining …

12 Present your interview to other students. You might like to


record yourselves on your phones

13 Listen to the other interviews. Tell each pair one thing you
 
like about their interview and one thing you think could
be better

41
UNIT

9 LESSON 3 THE BOY WHO CRIED WOLF


1 You are going to listen to a story. Match the words to


the pictures. Then say what you think the story is about

1 sheep 2 shepherd 3 villager 4 wolf

a b c d

2 Listen to the story, and check your ideas from Exercise 1.


Were you correct about the story?

3 Listen to the story again. Choose the correct answers,


a, b, or c
1 Who is the main character in the story?
a a boy b a woman c a cat
2 Why did the main character annoy the villagers?
a because he was angry with them
b because he was bored c because he wanted to go to school
3 What did the wolf eat at the end?
a the boy b the sheep c the villagers
4 What is the moral of the story?
a It’s better to work on your own.
b It’s fun to tell stories.
c If you tell untrue stories many times, no one will believe you.

42
 UNIT

Language focus
We use sequencing adverbs to say when things happen. They help us to
understand the order of events. This makes the text easier to follow.
First … Next … Then … After that … Finally …

4 Listen to the story again. How many adverbs of sequencing


can you hear?

5 Number the story in the correct order. Then complete with

 
the adverbs of sequencing from the box
After that Finally First Next Then

The Boy Who Cried Wolf

a , he shouted “Wolf”! and the villagers came to


help and save the sheep.

b , a real wolf came. It ate the sheep. Peter was


very sorry.

c , he said there was no wolf and it was a joke.


d Peter was lonely and bored. He wanted some fun. He had an idea. 1

e , Peter did it again.


f ,the villagers were very angry and said he shouldn’t

waste their time.


6 Tell a partner how to write a story using sequencing
 
adverbs. Use the notes to help you

• plan your story, and decide what it will be about

• write a first draft of your story

First, plan your
• check and correct your spelling and grammar story, and decide
• share it with friends and enjoy! what it will be
about.
43
UNIT

9
PRONUNCIATION
1 Look and listen. Then listen again and repeat

1 2 3 4

water whale wolf whisper

2 Complete the words with w or wh. Listen, check, and repeat

1 en 2 alk 3 at
4 ave 5 ere 6 est

3 Listen, read, and repeat the sentences

1 A white whale went west.
2 A wolf whispered, “What? When?”

4 Work in pairs. Write your own sentence like the ones in


Exercise 3 using some of the words above. Read
them aloud

44
 UNIT

9
PRONUNCIATION
5 Look, read, and listen. Then underline the stressed syllable
in the words in bold
1 2

Let’s resend the message. Why do you dislike surfing?

3 4

I like playing indoors. He was unhappy.

6 Circle the correct words to complete the rules

1 When a word has a prefix, the prefix usually is / isn’t stressed.
2 If the base word has one syllable, the stress is / isn’t on the base word.

7 Complete the sentences with the words in the box. Say

them using the correct stress. Then listen and check

replay incorrect disagree untidy

1 2 3 4

1+1=3

This answer is Why do you The room is Please

. .
with him? the video.

45
UNIT

9 LESSON 4 WRITING: THE ENDING OF


A STORY

1 Read this ending of the story on page 38. What does Tom
 
decide to do?

Many years passed and Tom grew up. He and his grandparents forgot about the
message in a bottle. Then, one day, Tom was working when Granddad sent him
a message.

Tom, you won’t believe it! We have a reply to our message in a bottle!

That weekend, Tom went to his grandparents’ house.

“A man in France found the message,” said Granddad.“Look, here is his reply.”

R From: Hugo
To: Tom

Hello Tom,
My name is Hugo and I live in Biarritz, France. I live on the coast and I love
sailing my boat. Last week, I was sailing when I saw something in the water –
your message in a bottle! This means it traveled over 6,000 kilometers.
I enjoyed reading about your favorite things. My favorite things are my boat,
mangoes, and the color green.
You are very welcome to come and visit me in France one day!
With best wishes,
Hugo

Tom was very excited.“Wow, our message traveled a really long way!”
Later that evening, Tom was writing something when Granddad came into
the room.
“What are you doing, Tom?”
“I’m writing to Hugo.”
“Why, are you going to visit him?”
“You and I are both going to visit him!”
“That’s a great idea,” laughed Granddad.“But it’s a long way, so let’s go by plane!”

46
 UNIT

9
2 Read again and answer the questions
 
1 What was Hugo doing when he found Tom’s message?
2 How far had the message in a bottle traveled?
3 How did Tom feel when he read Hugo’s reply?
4 What did Granddad think of Tom’s idea?

Tip! A good ending tells you what happens to the characters

and how they feel at the end of the story.

3 Work in pairs. Imagine a different person replies to Tom’s


message and make notes
- Who replies to the message? - What are their favorite things?
- Where are they? - How does Tom feel?
- How did they find the message? - What do Tom and Granddad do next?

4 Write another ending to the story. Use your notes in


Exercise 3

R From:
To: Tom

Hello Tom,
My name is and I live in .
Last week, I was when .
I enjoyed reading about your favorite things. My favorite things are
.

Tom felt . Then he and Granddad decided to

.

5 Work with another pair. Take turns to share your different


story endings

6 Tell the other pair one thing you liked about their story
 
ending, and one thing they could make better
47
UNIT

9
LESSON 5 PROJECT

1 Work in groups of three. Think and plan
You are going to write a short story. Choose one of the photos and use it to
think about a story.

1 1 1

■ the characters ■ the first main event

■ the setting ■ the moral
■ the narrator ■ the ending

2 Read and do
 
1 Make sure each person in your group has a piece of paper.
2 Write the beginning of a story at the top of the piece of paper, then pass

it to the student on your left.
3 Write the main part of the story underneath the beginning, then pass

the paper.
4 Write the ending of the story, then pass the paper.

5 Take turns to read out the completed stories. Which do you like the

most? Why?

3 Share your stories with the class

 
1 Draw illustrations for your stories.
2 Display the stories on the classroom wall.
3 Vote for the best stories.

48
 UNIT

SELF-ASSESSMENT
9

1 Complete the sentences with the words from the box

 
character ending moral narrator setting

1 The of the story is kindness is everything.


2 The main was a bit boring – I didn’t like him.

3 The is the person who tells you the story.
4 In the , we find out why the man was sad.

5 The is London in 1965.

2 Choose the correct words to complete the recipe

 
Salatet Zabadee
1 First / Then, take a cucumber and cut it in pieces.
2 Next / Finally, mix the yogurt and mint in a bowl.
3 After that / First, add some garlic and salt if you like.
4 Next / Finally, take it to the table for everyone to enjoy!

3 In your notebook, write sentences using the words, the

 
past continuous, and the past simple
1 he / play / piano / when / his mom / arrive home
2 we / travel / to the city / when / Grandma / call us
3 they / listen / to music / when / the man / shout
4 you / study for your exam / when / the car / stop / outside

4 Complete the sentences with your own ideas

1 I was going home from school when

.
2 We were playing in the park when

5 Think about Unit 9. Write in your notebook


Write two things you enjoyed and two things you learned.
49
REVIEW

3 REVIEW 3
LESSON 1
1 Look. Write the words. Listen and check


1 artifact 2 3 4

5 6 7 8

9 10 11 12

13 14 15 16

2 Look at the pictures. Say two words. Your partner says Yes if


they match and No if they don’t. Can they explain why?

hippo - gold
No! A hippo is
an animal. Gold
is a metal.

artifact -
jewelry
Yes! Artifacts and jewelry
are both objects.
50
 REVIEW

3 What are these words connected to? Look and write 3

beat character have a go make up
mummify narrator preserve setting artifact

Stories Games History

4   Complete the sentences with some of the words from

Exercise 3
1 We’ve played all these board games – let’s
 a game that
we can play outside.
2 A hot, dry climate can help to old artifacts.
3 Who is your favorite in this story?
4 I like playing video games with my older brothers, but they usually


me!
5 This story has a very exciting
 – it’s in a forest with a big
castle in the middle.

5 Look and complete the sentences with the prepositions

behind between in in front of next to on under

1 2 3 4

5 6 7

51
REVIEW

3 LESSON 2
1 Listen and number the photos


What’s your favorite story?

a b

c d

2 Listen again and match



1 Nadia buys a cuddly toy for a the ground.

2 The monkey plays with b the middle of a city.
3 The park is in c her sister.
4 A boy finds hidden treasure in d the other monkeys.

3 Listen again and choose the correct word



1 I really like the setting / characters in the story, especially the talking


cuddly toy.
2 The moral / ending of the story about the monkey is that it’s good to


have fun.
3 The setting / narrator goes to the park every day.
4 The ending / setting of the story about the treasure is very interesting.
52
 REVIEW

4 Read the story. What were the boys playing and where?

3
in the

One day, Fares and Ramy were 1 hopscotch in the school

yard. They 2 drawing squares using different colored chalk
3 their friend Magdy came to talk to them.
“What are you playing?” asked Magdy.
“It’s hopscotch!” said Fares. “Do you want to play?”
“How do you play it?” asked Magdy.
“It’s 4 easy,” said Ramy. “5 , you throw this rock
onto the squares. Next, you see which square it is in. Then you hop to the
end of the squares and back, but you have to jump over the square with
your rock.”
“Great! I’d love to have 6 go!” said Magdy.

5 Read again and choose the correct words



1 a play b playing c played

2 a was b are c were
3 a where b who c when
4 a very b at all c real
5 a Then b Finally c First
6 a the b a c it

6 Listen. Do you hear /f/? Put the words in the correct part of


the table. Listen and check

coughed daughter draughts enough laughed thought

Yes No

7 Listen and complete the tongue twisters



bear hair pair pear rare white

1 A of whales is very .
2 The with white has a .
53
REVIEW

3 LESSON 3
1 Read the blog post. Which photo shows Dalia’s favorite


statue? Check ✓
2 3
1

Home      Archive     Contact      Pages

Our museum visit

By Dalia
Last summer, we went to a museum in the city. There were so many interesting artifacts to see. My
brother and I were walking around when we found a room that had lots of animal statues. The Ancient
Egyptians made lots of animal statues, because animals were very important in their culture. First, we
saw different statues in gold and silver. Then we saw some in clay, stone, and granite, too.
My favorite was a small snake made of metal. My brother liked a gold falcon with blue glass eyes. There
were lots of cats made of brightly colored stone, too. The Ancient Egyptians adored cats. They believed
that cats kept them safe.

2 Read again. Complete the questions and answers



1 did they go? 2 did they go?

They went to a . They went last .
3 did they see?
They saw lots of interesting .

3 Imagine that you see an animal statue in a



museum. Answer the questions, then write about

what you see
What are you doing when you see the statue?
What animal is it?
What is it made of?
What does it look like?

4 Work in pairs. Share your writing, then give feedback



54
 REVIEW

SELF-ASSESSMENT 3
Now I can …

1 Talk about hidden


treasures and what
they are made of
clay
cloth
glass
gold
granite
silver

2 Talk about games and free time activities


action figure
board game
cuddly toy
doll’s house
marbles
rollerblades
skateboard
train set

3 Talk about stories


characters
ending
moral
narrator
setting

4 Say these sounds


/ er / /f/ /w/
tear, air, share, there draughts, enough wolf, whisper
55
 UNIT

10

Free a s
a bir d
56
 UNIT

10
In this unit I will …
• listen, read, research, and write about bird


and animal proverbs.
• listen to and understand a presentation


about eco-tourism in Egypt.
• read and learn about eco-tourism and


wildlife.
• use must / mustn’t to talk about something


we have to do.
• use the first conditional to talk about things

that are likely to happen in the future.
• read advertisements for eco-tourism

vacations in Egypt.
• read and learn about bird migration.

• say words with two or three syllables.

• read and write a blog about animal

habitats.
• create an information leaflet about the

Nile Delta.

Look, discuss, and share

Look at the birds in this photo. Where do
you think they are? How does the photo
make you feel?

Did you know?

The biggest bird in the world
is the ostrich. It can be
about 210 cm long. It can
run fast, but it can’t fly!
The smallest bird is the
bee hummingbird. It is
about 5.5 cm long.

Find out
What is the national bird of Egypt?
Where can you see it? What else can
you find out about it?
57
UNIT

10 LESSON 1 BIRDS OF A FEATHER

1 Read the proverb. Then choose the correct answer a, b, or c

Proverb: The early bird catches the worm.

1 A proverb is
a a description of an animal.


b a well-known phrase about something which is generally true.


c a scientific fact.

2 A proverb
a means exactly what it says.

b has another meaning as well as its exact meaning.


2 Listen and read the dialog. Who suggests meanings for the

proverbs: Malak, Injy, or both?

Malak: Injy, what does this proverb mean?

“The early bird catches the worm.”

Injy: Well, proverbs have more than one

meaning. This proverb tells us that a
bird that is early, or the first to try to
catch a worm, usually catches it. So, it
also means that to be successful, you
need to be the first to do something.

Malak: How about this one? “Birds of a

feather flock together”.

Injy: If they flock together, that means they

stay in a large group. And maybe it
mentions feathers because they all
have similar feathers.

Malak: You mean they all look the same?

Injy: Yes. But here, it means that similar

people like doing the same things.

58
 UNIT

Malak: Okay, here’s a strange one! “Don’t count 10

your chickens before they hatch.”

Injy: Well, you might have four eggs in a nest,

but you don’t really know how many
will become chickens. So maybe it’s
about being careful before you know
something will happen.

Malak: So you don’t make too many plans

before something is real. That’s sensible.
How about this proverb? “The bird who
dares to fall is the bird who learns to fly.”
Do you think that means you have to try
something that seems scary if you want
to succeed?

Injy: Yes, I do. Well done, Malak! You’re

getting the idea!

3 Read the dialog again and complete the definitions with


the words in bold
1 If something is sensible , it is a good idea that someone has

thought about carefully.
2 Someone who is tries to do something, and does it.

3 A person tries hard not to make mistakes.
4 When two things are , they might look the same or do the

same things.
5 If something is , it happens and is true.

4 Work in pairs. Discuss these questions


1 What do you think these proverbs mean?

Even an eagle will not fly higher than the sun.

Singing birds don’t build nests.

It is not only fine feathers which make fine birds.

2 Discuss your ideas as a class, then compare them to the answers your

teacher gives you. Did you understand the meanings?

5 Work in pairs. What other proverbs do you know about


birds or animals? Tell the class and come up with a list
59
UNIT

10 LESSON 2 Eco-tourism in Egypt

1 A guidebook gives tourists information about a place.


Listen to and read this guidebook. What is eco-tourism?

Egypt is an amazing country. There are many historical places

to visit, as well as stores, markets, and museums. People can go
snorkeling in the Red Sea, go on a desert safari, climb mountains,
or sail on the Nile. So, tourism is important – but eco-tourism is
becoming very popular, too.
Eco-tourism is a way of traveling that doesn’t damage the
environment. It’s more sustainable than traditional tourism,
and it is designed to protect nature. People stay in simple
accommodation, not large hotels, and they mustn’t travel in
ways that cause lots of pollution.
Many people are starting to visit Egypt for wildlife and bird-watching. There are lots of interesting
birds to see here. Many kinds of birds migrate – they must fly to different countries at certain
times of year, to find food, make nests, or have warmer weather. The birds often must fly very long
distances, and lots of their journeys go over Egypt, because it is in North Africa and close to Asia
and Europe.
There are over 450 species of birds in Egypt, and people come from all over the world on vacations
to see them. For example, Siwa Oasis is a fantastic
place to see many migrating water birds. It is an
important habitat and people must protect it.
People who go bird-watching in Egypt will have a
lot to see. They mustn’t get too close to the birds,
because they might fly away, but they can watch from
a safe distance and take lots of photographs!
Wildlife watching is ideal for people who respect
nature, and eco-tourism is a good way for people to
do this.

2 Read again and match the activities to the places



1 snorkeling a Red Sea

2 safari b Siwa Oasis
3 sail c the desert
4 bird-watching d the Nile

60
 UNIT

3 Read the guidebook again and match the words in bold


10
to the definitions
1 like something and want to look after it
2 do something in a way that doesn’t damage the environment


3 living in a place where you have what you need, and nothing more

4 somewhere you stay

5 perfect or excellent

4 Think, read, and choose the best answer



On eco-tourism vacations, …
1 you see nature and animals / large cities.
2 you stay in big, modern / small, simple places.
3 people think about shopping / the environment.
4 the most important thing is not to hurt / to see nature.

5 Check (✓) the activities you think you would do on an



eco-tourism vacation
1 2 3

watching going to watching

animals restaurants movies
4 5 6

hiking snorkeling taking

photos

6 Work with a partner. Which of these activities would you



like to do? Why?

61
UNIT

10
7 Read the ads for vacations in Egypt. Match the titles to


each ad 1–4

a Snorkel safari b Desert sunsets c On the river d Birds at sea

1 2
Hi, I’m Nadia. Next month, we’re going on a tour Hi, I’m Adam. I love visiting this place with my
to see the birds and animals which live near family. We went last year, and in the evenings, we
the water. We’ll travel along the river in small saw lots of wildlife when the sun went down - more
boats, and camp in tents at night. We’ll bring our animals live on the sand than you might think. This
cameras, because we’ll see some amazing things. year we’ll stay outside and cook meals under the
We hope to see lizards and turtles, as well as lots stars, so we must bring a tent. Then we’ll walk in
of interesting plants. However, we mustn’t swim small groups to see the wildlife around us.
because there might be crocodiles!

3 4
Hi, I’m Lara. We’re going to have the chance Hi, I’m Fares. Next week, we’re going on a tour to
to do some underwater photography on our see some beautiful birds. We’ll visit quiet beaches
vacation! We’ll set off on a tour from the beach on a small bus, to see how many different kinds
in small boats, and sail out to places where we we can see. The sea in this area is a very popular
can see many different kinds of fish. There are place for birds to find food, so it will be a busy
beautiful, bright-colored fish there, as well as day. We’re definitely going to bring our cameras!
coral reefs. The tour is only on Monday and We must bring our own lunches too, as there are
Wednesday because this is a protected area, so no shops there.
there mustn’t be too many trips.

8 Match the activity to the correct text 1–4



a taking photos underwater b cooking outdoors

c visiting beaches d traveling on a river

9 Which one of the vacations from Exercise 7 would you like



to go on? Why?
62
 UNIT

10

Language focus
We use must when we talk about something that we have to do or that
is important to do. We use mustn’t (must not) when we are not allowed to
do something.
We must bring a tent.
We mustn’t swim because there might be crocodiles!

10 Complete the sentences with must or mustn’t



1 You respect nature.

2 You scare birds or animals.
3 You leave trash in the desert.
4 You be careful in the natural environment.
5 You walk to school today because there are no buses.
6 You walk in the desert when it’s hot.

11 Research an eco-tourism vacation. Write a description of



what you are going to see and do. Include rules for what
you must or mustn’t do

12 Compare your description with a partner. Talk about your



tours and what you will do on them. See if your partner can
guess your rules with must or mustn’t

We’ll travel to the oasis

to see the water birds.

You mustn’t scare

the birds. You must study them
quietly from a safe place.
63
UNIT

10 LESSON 3 THE BENEFITS OF


ECO-TOURISM
1 Work in groups. Why is eco-tourism a good idea?

Make a list

2 Listen to Lina’s presentation about eco-tourism and read her


notes. Do they include any of your own ideas?
Why is eco-tourism a good idea?
■ If people learn more about the environment, they will want to protect it.
■ If tourists take care of the places they visit, they will cause less damage to

the environment.
■ If tourists stay in simple, eco-friendly accommodation, there won’t be so many
big hotels.
■ If eco-tourism is successful, it will create new jobs for the local people.

Language focus
We use If + present simple + will + infinitive to talk about things that are likely to
happen in the future.
If people learn more about the environment, they will want to protect it.
If tourists stay in simple accommodation, there won’t be so many big hotels.
The short form of will is ’ll. The short form of will not is won’t.
If I am hungry, I’ll eat a snack.
If he doesn’t leave now, he won’t catch the bus.

3 Complete the sentences


1 If I (have) an important exam next term, I

(study) for it.
2 If you (go) to bed late tonight, you (not/

get up) early tomorrow.
3 If Omar (play) football for two hours, he

(be) tired!
4 If she (feel) thirsty, she (drink) some water.
5 If we (not/work) together, we (miss)

64 the deadline!
 UNIT

4 Do the quiz. How much of an eco-tourist are you?


10

1 I like to travel… 2 I like to stay…

a by boat a in a small, outdoor hotel room

b by car b on a campsite

c by bicycle c in a big hotel

3 On vacation, I like to… 4 I think eco-tourism is…

a go sightseeing a a bit boring

b do sports and activities b interesting and fun

c read a book c hard work but a good idea


5 I think it’s important that tourism… 6 I like being in nature


because…
a provides jobs for local people
a it’s quiet and relaxing
b gives tourists the vacations
b I can watch wildlife

they want
c looks after the environment c the views are good

Check your answers! What’s your score?

1 a 2; b 1; c 3 2 a 2; b 3; c 1

3 a 2; b 3; c 1 4 a 1; b 3; c 2

5 a 2; b 1; c 3 6 a 2; b 3; c 1

Score 1 – 6 points: You prefer traditional vacations, but you can still be an
eco-tourist by helping the environment while you’re away. For example, try to
walk or travel by bus and train, and recycle your trash whenever possible.

Score 7 – 12 points: You want to take care of the environment and support
local communities, so you are keen to learn more about eco-tourism. Next time
you go on vacation, try out some eco-tourist activities like wildlife watching,
cycling, or snorkeling.

Score 13 – 18 points: You’re a great eco-tourist! You like to explore new ways of
traveling and do activities that don’t damage the environment. Good for you!

65
UNIT

10
CL I L SCIENCE



BIRD MIGRATION
1 Listen, point, and say

1 2 3 4

pelican kingfisher swift eagle

2 Where can you see these birds?


3 Listen and read. What do migrating birds eat?

A long journey
Many birds migrate to and from Egypt, and across it, because of where it is in the
world. North Africa is hotter than Europe, so in winter, many birds leave northern
European countries and fly to Egypt and other warmer places. This means that
lots of interesting birds migrate to Egypt, such as eagles, falcons, and swifts.
Many water birds migrate to Egypt, too. You can often see large flocks of birds
such as pelicans near water, along the Red Sea and Mediterranean coasts, as
well as on the Nile. These birds often eat fish or plants that live in rivers, lakes,
oases, and seas. Lake Qarun in Fayoum is a good place to see flamingos.
Some birds fly very long distances, making the same journey year after year.
Even young birds that migrate for the first time seem to know how to get to the
place they need to be. How do these birds know where to go? They might use
the sun, the stars, or the things they can see on the way. Scientists have spent a
long time trying to find out how they do this!

4 Complete the sentences with words from the text


1 Many birds migrate to find weather.
2 There are often large of water birds near lakes and oases.
3 Migrating birds fly very distances.
4 They might use the or the stars to find out where to go.

66
 UNIT

10
PRONUNCIATION
1 Look and listen. Then listen again and repeat. How many

syllables do the words in bold have?
1 2

Eagles migrate to The kingfisher

other continents. lives near rivers.

2 Read and say the words. Clap the syllables


pelican weather flamingo successful falcon careful
  
  
  
  
  
3 Write the words in the correct column

Two syllables Three syllables

4 Listen and check. Which syllable in each word is stronger


than the others? Complete the rules
1 Most two syllable words have the stress on the first / second syllable.
2 Three syllable words can have the stress on the first or the second /

third syllable.

5 Listen, read, and repeat. Use the correct word stress


1 We go snorkeling

in hot weather.
2 Tourism is important

in Egypt.

67
UNIT

10 LESSON 4 WRITING: A BLOG


1 Listen to and read the blog. What is a habitat? Check (✓)

the correct answer
1 a type of animal
2 a place near water
3 a place where an animal or plant lives

Home Archive Contact Pages

    
    
    
Hello, I’m Arwa – welcome to my blog! I’m
writing today about something which I think
is really important.
I think we should all try to protect animal
habitats. Animals need safe places to live, find
food, and look after their babies. They are part
of our planet, so we must make sure that the
things we do don’t hurt them.
There are lots of different habitats in Egypt,
such as the desert, sea, mountains, and rivers.
It is good for everybody if we protect these
habitats. For example, when a habitat is healthy, lots of animals can live in one place.
With good eco-tourism, people can come on wildlife-watching holidays. This is good for
the country, and good for the people, too. When
people learn about wildlife, they want to protect it.
We can all think about things we can do to protect
habitats. For example, we mustn’t waste water
or drop litter. We can recycle paper, so people
don’t cut down trees. We can also plant flowers
and plants, because these are great for birds and
insects. You don’t need a lot of space – here’s a
garden box I made for my window!

2 Read the blog again. Choose the correct words


1 We can plant flowers and plants to help / waste animal habitats.

2 Animals need safe places to find babies / food.
3 In Egypt, there are many / two types of habitat.
4 People can go on wildlife-watching / changing vacations.
5 There aren’t many / are lots of things we can do to help animals.
68
 UNIT

3 Match the causes 1–5 to the effects a–e


10
1 There are floods, droughts, or fires. c
2 Animal habitats are damaged.
3 A habitat is safe and healthy.
4 We recycle paper.

5 We grow plants and flowers.

a Animals don’t have safe places to live, find food, or look after babies.

b Trees aren’t cut down.
c Animal habitats are damaged.
d Birds and insects have food.
e Lots of animals can live there.

4 Complete these sentences with and, but, because, or so


1 We planted flowers birds and insects can have more food.
2 We wanted to clean up the beach there was trash on it.
3 This was a beautiful river, there is pollution in it now.
4 We saw turtles, pelicans, lizards when we went


wildlife-watching.

5 You are going to write a blog about animal habitats.


Choose one of these habitats to write about

the desert forests the mountains the sea

6 Do some research about the habitat


Find out:
■ which animals live there ■ which plants live there
■ what problems this habitat has ■ how we can help it

7 Write a blog about the habitat. Write 60-80 words. Use your

notes from Exercise 6. Explain the causes and their effects
with and, but, because, or so. Use must/mustn’t to say what
is important

69
UNIT

10
LESSON 5 PROJECT

1 Read the leaflet. What can you see at the Park?

The Ras Mohammed National Park
The Ras Mohammed National Park on the Red Sea is a
fantastic area for locals and tourists to visit. This beautiful
area on the Sinai Peninsula is famous for its sea life, warm
water, and amazing weather. People come from all over the
world to snorkel and scuba dive here.
You can see coral
reefs and lots of
brightly colored fish,
and maybe sharks. There is lots of other wildlife,
too, and it is a great place for bird-watching.
The National Park is protected, but people are allowed to
visit. Because it is so beautiful, lots of visitors come and
ride boats, or swim and snorkel in the sea.

2 Work in pairs. Think and plan


Make an information leaflet for visitors to the
Nile Delta. Write about:
■ where it is and what wildlife you can see there
■ why it is an important and interesting place

3 Read and do

1 Do research to find out about the Nile Delta.

2 Design your information leaflet. Use bright


colors and find pictures to stick to your leaflet.
3 Write a draft of the text first. Check it carefully.

4 Create your leaflet


1 Present your ideas and pictures carefully.
2 Swap leaflets with another pair. Find two things you like about the leaflet,

and one thing they can improve.

70
 UNIT

SELF-ASSESSMENT
10

1 Complete the sentences with the words from the box


close migrate respect similar sustainable wild

1 When people the environment, they want to protect it.


2 If you go bird-watching, you mustn’t get too to

the birds.
3 Eco-tourism is more than vacations which don’t care

about the environment.
4 When we visited the National Park, we saw many

animals and birds.
5 Many birds to find warmer weather in winter.
6 Things that are look the same or do the same things.

2 Choose the correct words


1 When we go camping, we must / mustn’t take a tent with us.
2 The sea is very clear and there’s a coral reef / mountain.

It’s beautiful!
3 If you learn to bake, you will / won’t save a lot of money.
4 You must / mustn’t leave trash on beaches.
5 If we go / went to El Agami beach this summer, I’ll swim every day!
6 You must / mustn’t respect nature when you go wildlife watching.

3 Complete the sentences for tourists on an


eco-tourism vacation
1 You must

.
2 You mustn’t

4 Think about Unit 10. Write in your notebook


Write two things you enjoyed and two things you learned.

71
 UNIT

11

How ca n
Ihelp ?

72
 UNIT

11
In this unit I will …
• listen, read, research, and write about


charity work and volunteering.
• use infinitives of purpose.


• read and understand three texts


about mystery objects.
• listen to an interview about


volunteering.
• use -ly and other adverbs.

• read and understand a story about

two brothers.
• say words containing sh, ch, and tch.

• write a biography of a volunteer.

• create a leaflet about being a

good citizen.

Look, discuss, and share

What are the children in the photo doing?
Why do you think they are doing this? Have
you ever done anything like this?

Did you know?

There are charities all over
the world that help people,
animals, and the planet.
They help with many different
things, including education,
health, culture and nature.

Find out
Find out about some different
Egyptian charities. Which ones are
there in your area?

73
UNIT

11 LESSON 1 WHY DO YOU WANT


TO HELP?
1 Match the words in the box to their meanings. You can use

a dictionary
donate participate support volunteer

1 to do things that help a particular person or group:

2 to take part in something:
3 to do a job or activity and not take any money for it:
4 to give something away to help a person or organization:

2 Listen and read. How often does Tamer volunteer?


Hi, I’m Tamer. At school, we started a project called
Community Help. We all had to choose something
we could do to support other people or things in our
community. There were lots of ideas. For example, some
people wanted to start a vegetable garden in the school to
grow fresh fruit and vegetables. That was really popular.
Other people volunteered to help clean trash from the
river, so that animals’ habitats are safer.
I decided that I wanted to help children in my school.
I love sports, so I started an after-school club to teach
the younger children football skills. I was a bit nervous
at first, but lots of children joined in and their parents
were very happy. It was great to have so many children
participating.
I teach the class after school on Wednesdays. The class is
for 45 minutes, and we train and play games. I like seeing
the children get better at football, and it’s really good
fun, too.

3 Listen and read again. Match the questions and answers


1 What did some people want a He wanted to help children in


to grow? his school.
2 Why did some people volunteer b They wanted to grow fruit


to clean trash from the river? and vegetables.
3 Who did Tamer want to help? c The club is on Wednesdays.
4 What day is the club? d Because they wanted to make
74

animals’ habitats better.
 UNIT

4 Listen and read about some more ideas for the


11
Community Help project. Then answer the questions
1 Why does Reem help in the kindergarten class?
2 When are the children going to think of their own stories?
3 Why was Ibrahim’s sister sad in the hospital?
4 How does Mariam help her neighbor?

Reem Ibrahim
I love reading, so I My little sister was sick last month, and she was
decided to help out in the hospital. She’s better now, but when we
in the kindergarten visited her, she was sad because she didn’t like
class on a Thursday being there. I thought it would be nice to do
by reading to the children. I love something for children who are sick. My friends
reading stories with the younger and I painted lots of big pictures of
children, and they like it too. flowers, animals, beaches, and trees.
We’re starting up a project Our parents donated lots of toys too.
where they think of their own We took these and the paintings to
stories next week. I’m looking the hospital to make the rooms look
forward to that. nicer.

Mariam
My neighbor has always been kind to us. She used to help my mom
look after me when I was younger. Now she’s getting a bit older, and it’s
sometimes difficult for her to go shopping. So I ask her what she needs,
then I go to the stores and get it. I like to help her.

5 Listen and circle the words you hear


1 I think it’s very important to be kind to / kind at animals.
2 My mom sometimes helps on / helps out at the school library.
3 I looked after / looked for my neighbors’ pet cat when they went

on vacation.
4 We decided to start on / start up a local children’s charity.

6 Work in pairs. What do you do to


help at home and at school? Why? I look after my
little brother
I feel happy when I help because I like to
my neighbor because she’s help my mom.
old and she lives alone.
75
UNIT

11 LESSON 2 WE USE THIS TO PICK UP


THE TRASH
1 Listen and read. Match the photos (a–c) with texts (1–3)

a b c

nature camera grabber multi-grip

Tamim Dalida
1 2
When we do a beach clean-up, we wear I volunteer at a day center for old
gloves to protect our hands. We carry people. Some old people can’t open
black bags for the trash we collect. And glass bottles and jars. Their hands
look! We use this to pick up the trash. It’s aren’t strong enough. So they use
great fun to use. It’s a long metal stick this to take off the tops. This is how
with two fingers at the end. The fingers you use it. Hold the jar with one hand
open and close when you squeeze the and put this on the top. Hold this part
handle at the top. You open and close the with your other hand, and then turn
fingers to pick up the trash, then drop it in it around. It’s really easy to use. I love
the bag. Mom says it’s better than picking showing this to the people at the
things up with your hands. day center.

Hamza
3
We’re doing a wildlife project at school, and my teacher installed two of these in the
forest. We’re using them to film wildlife. He put one on the ground to film animals
at night. He put the other in a tree to film birds during the day. Then we record how
many animals and birds we see, and what they’re doing. It’s so interesting. We’ve
learned a lot!

2 Read again and answer the questions


1 Why does Tamim use a grabber on a beach clean-up?
2 Why do the old people use a multi-grip?
3 Why does Hamza’s teacher put nature cameras in the forest?

76
 UNIT

11

Language focus
Infinitives of purpose
We use to + a verb in the base form to explain why we do something.
We wear gloves to protect our hands.
We use also to + base form verb to answer questions with why.
Why do you wear gloves on a beach clean-up? To protect my hands.

3 Read and match


1 I bought a card a to visit a friend.
2 Nesma wears sunglasses b to help her relax.
3 My uncle went to Cairo c to send to my grandma.
4 Mom is using an app d to protect her eyes.
5 Rahma listens to music e to learn French.

4 Put the words in order to make sentences


1 Lama / put / painted / to / a picture / the exhibition. / in

2 lemonade / to / the market. / in / They / sell / make

3 by bus / her cousins. / see / Farah / to / traveled

4 some candy / bought / the movie. / to / We / during / eat

5 Work in pairs. Make sentences with the words in the boxes


and to + base form of the verb

went / sports center turned on / radio I went to the sports

center yesterday to
picked up / phone open / fridge play volleyball.

77
UNIT

11
6 Read and listen to the dialog. Do you think Amira’s mom

has played a video game before? Why / Why not?
Mom: Hi Amira. Is this your new games console? It looks great. What’s
this part for?
Amira: Oh, that’s the controller. It’s what you use to play the game.
Mom: Cool! And what does this do?
Amira: That’s the home button. When you press it, it takes you back to
the menu.
Mom: OK. And what are these buttons for?

Amira: Those are the action buttons. You use them to tell your character
to run, jump, or do other actions.
Mom: And what are these parts for?

Amira: They’re the joysticks. They help you move your character around.

Mom: OK. So, the home button takes you to the menu, and the buttons
and joysticks are for playing the game.

Amira: That’s right. Do you want to play a game with me?

7 Read the dialog again and complete the definitions with


the words in bold
1 A is something you press to make something happen.
2 A is something you can move in different directions to

control a computer game.
3 A is something we use to play a computer game.

8 Look at the photos and read the description. Which object
 
is being described?
a b c d

People use this to play games or watch movies. You can use it to find
information on the internet. You can also write essays and do your
homework on it. You can’t photocopy paper with it.
78
 UNIT

9 Make some notes about one of the other objects in


11
Exercise 8 or think of your own. Use these questions to
help you
■ What is it? ■ What do people use it for?

10 Use your notes from Exercise 9 to write a short paragraph


about the object. Write 25–30 words and use to + the base
form verb

11 Look at the photo. What do you use this object for? Choose

a to do math
b to play games
c to watch TV

12 Work in pairs. Choose an object to talk about. Think of


the answers to these questions. Make some more notes in
your notebook

1 2 3 4

■ What is this part? It’s the part that goes over your ears.
■ What is the part for? This is the handle. It helps you control
where you want to go.

■ What does the button on the radio do? This turns on the radio.
■ What do you use this for? You use this to swim under water.

13 Take turns to ask and answer questions


What is this part? It’s the part that
goes over your ears.
79
UNIT

11 LESSON 3 IT’S GOOD TO GIVE BACK


TO THE COMMUNITY
1 Listen to the interview with Rawan Ibrahim. What is the

interview about?
1 healthy eating
2 volunteering
3 summer school

2 Listen to the interview again, and answer the questions


1 When did Rawan first start volunteering?
2 How does Rawan help out in the summer group?
3 What does the charity Food Box do?
4 Why does Rawan like helping children?
5 What is Rawan’s advice for teenagers?

3 Read the last part of the interview and match the words in

bold with the correct meanings
1 socialize a collecting money for a charity
2 confidence b to help others because you have received so much

3 fundraising c spend time with people in a friendly way
4 give back d feeling sure about your abilities

Rawan You learn many important life skills


when you volunteer. You learn how to
socialize and talk to people you wouldn’t
usually meet. Volunteering also gives
you confidence. It’s amazing to see how
teenagers grow in confidence when they
start volunteering. Fundraising helps
charities get the money they need. It’s
good to give back to the place where you
live. My advice to teenagers is volunteer
and help if you can. You’ll enjoy it!

80
 UNIT

11
Language focus
We can make adverbs by adding -ly to most adjectives. For adjectives that end
in a constant followed by y, add -ily. Adverbs normally come after the verb.
They walked quickly. He shouted angrily.
Some adverbs are irregular.
good ➡ well fast ➡ fast hard ➡ hard
  
  
Adverbs can come before or after a verb and its object. The adverb can’t come
between the verb and its object.
She quickly learned the rules.
She learned the rules quickly.

4 Use the adjectives in the box to make adverbs. Then


complete the sentences
angry bad good fast quiet

1 Younis hates playing tennis. He plays .

2 Dalia came first in the running race. She runs really .
3 Sherif opened the door because his little brother

was sleeping.
4 Maged’s picture of a horse is excellent. He draws very .
5 I heard two people shouting in the street today.

5 Are the sentences correct (✓) or incorrect (✗)? Correct the


incorrect sentences in your notebook
1 Adam was very hungry, and he ate his meal quickly.
2 Their cousins donated kindly money to our charity.
3 Mr Ibrahim waited patiently for the train to arrive.
4 Fareeda plays beautifully the piano and the violin.
5 Dalida volunteered happily at the children’s day center.

81
UNIT

11
6 Read and listen. Match the words in bold to their meanings

1 feeling unhappy because someone has what you want:
2 something you get for doing a good job or being helpful:

Two Brothers, Two Rewards

Once, there were two brothers who were very different. The older brother was the richest man in the village.
He was rich, but he always wanted more money. The younger brother wasn’t rich, but he was kind and
shared what he had with his friends.
One day, the younger brother found a bird with a broken wing. “Don’t worry, little bird,” he said. “I will look
after you.” He cared for the bird all winter, and when the bird was strong again, he said, “You can fly away
now.” “First, I want to give you a reward,” said the bird. “Plant this seed in your garden and look after it like
you looked after me.”
The brother planted the seed and watched it grow into a huge plant with big, orange vegetables. When the
brother cut one open, it was full of gold and silver! He was now the richest man in the village!
The older brother was jealous. He went to his brother’s house, and his brother told him about the bird. The
next day, the older brother caught a sparrow and broke its wing. He said, “I’ll look after you, then you can
give me a reward.” He looked after the bird, and when it was strong, he said, “Now I want my reward.” The
little bird replied, “Here is your reward. Plant this seed and look after it well.”
The older brother planted the seed, and soon a thick, tall plant grew up and up to the moon. The brother
climbed up the plant to look for his reward. But when he reached the moon, the plant disappeared. He was
alone, and he couldn’t go back.
The older brother didn’t find any gold. So now, he looks down from the Moon, and watches his kind,
younger brother living happily and helping others.

7 Read again and write T (True) or F (False). Correct the


false sentences in your notebook
1 The younger brother was kind to his friends, but he wasn’t rich.

2 The younger brother found an injured mouse and looked after it.

3 The older brother was jealous when his brother became rich.

4 The older brother looked after an injured bird because he loved it.

5 The older brother found his reward on the Moon and shared it

with his brother.

82
 UNIT

11
PRONUNCIATION
1 Look, listen, and repeat

1 2 3

rich watch fish

4 5 6

shoe chop catch

2 Listen and circle the word you hear


1 a ship b chip 2 a watch b wash
  
3 a cash b catch 4 a chop b shop

3 Listen and complete the words with sh, ch, or tch


1 eep 2 ca 3 wa 4 lun
5 op 6 di es 7 wa 8 fi
9 tea er 10 op 11 ki en 12 rea

4 Listen, read, and repeat


1 Shelley shopped for a sheep, a fish, two shoes, one shirt, and three shells.

2 Charlie ate chicken, cheese, and chips while he reached for a watch in

the kitchen.

83
UNIT

11 LESSON 4 WRITING: A BIOGRAPHY


1 Read Fareeda Hassan’s biography. How many cities

participated in the “Youth Give Back” event?

Fareeda Hassan: A Biography

Early Life
Fareeda Hassan was born in Alexandria in 1994.
As a child, Fareeda helped her mom buy her elder
neighbors’ shopping.
Volunteering at School
Fareeda started preparatory school in 2006. Here, she
participated in her first volunteer event. She and a team of volunteers did
a beach clean-up. In 2010, she organized her first charity event delivering
food boxes to families in the community.
The University Years
In 2012, Fareeda went to university to study social sciences. Here, she
organized a fundraising event to raise money for a new playground.
Working in Charities
In 2017, Fareeda started her first job as a community volunteer leader in
Cairo. Since then, she has helped many people. In 2020, she led a “Youth
Give Back” project in six cities in Egypt. It was so successful that she won
the “2020 Community Worker” award. Today, she runs a charity for children.

2 Read the biography again and answer the questions


1 How did Fareeda help her neighbors when she was a child?

2 What was her first volunteer event at preparatory school?

3 What did she study at university?
4 What award did she win?

Tip! When writing a biography, it helps to make a timeline of events,
starting from the date of birth. Add important events and their
dates to the timeline. This helps you organize the information in the
correct order.

84
 UNIT

11
3 Read the biography again. Complete the timeline

went to university

runs a charity for children

1994 2017 2020

2006 2010 2012 Today
born in
started her first job
Alexandria

4 Plan a biography for Fares Shawky. Create a timeline in


your notebook using the information below
■ 1996 born in Cairo
■ 2008 started preparatory school
■ 2008 volunteered in charity car wash

■ 2014 went to university
■ 2022 first job as a charity fundraiser

■ Today runs a children’s charity in Luxor

5 Make notes using the timeline and your own imagination.

Use the biography in Exercise 1 to help you

6 Use your notes from Exercise 5 to write your biography.


Write 60–80 words. Remember to:
■ write the information in date order
■ include events with dates
■ divide the information into sections
■ add headings for each section
■ write in the past tense

7 Work in pairs. Tell your partner one thing you liked about

their biography, and one thing they could improve

85
UNIT

11
LESSON 5 PROJECT

1 Read the leaflet. How can you reduce waste?

Ways to Be a Good Citizen
There are lots of ways you can volunteer to help your community.
Protect the Environment: Reduce
Respect Others: Be polite and kind to
waste and help the environment. Don’t use
your neighbors. Help people who are old plastic bags or plastic bottles. If you have
or sick. Call your neighbors to ask how plastic bottles at home, recycle them.
you can help. You can offer to do their
Let’s all be good citizens and make the
shopping or do jobs for them at home. world a better place!

Help the Community: Volunteer

at a local charity event or help out on
a community project. Volunteering
isn’t boring. It’s interesting. You’ll be
surprised how much you enjoy it.

2 Think and plan


Make a leaflet about how to be a good citizen. Look at the headings in
Exercise 1 and make notes
■ What could you do for your neighbors?
■ How could you help people who are sick or find it hard to get out of
the house?
■ What ways could you volunteer in your community?
■ What could you do to help the environment?

3 Read and do

1 Decide where to put the text and how many photos you want.
2 Write a rough draft of the paragraphs. Check spelling, grammar,

and punctuation.
3 Print out some photos and stick them on.
4 Write the final draft in the text boxes below each photo.
5 You can use colors and bullet points to make the leaflet interesting.

4 Show your leaflet to your partner


■ Hold up your leaflet and point to the photos as you read.
86 ■ Answer questions and explain your ideas.
 UNIT

SELF-ASSESSMENT
11
1 Complete the sentences with the words in the box
 
donate look after participate volunteer

1 money to charity.

2 Children who 
in a group activity usually have lots of
fun!
3 a child.
4 We to help in the community service project every

year.

2 Look and label the pictures

 
1

controller
button
joysticks 3

3 Make the adjectives into adverbs.Write the

 
correct words
1 Dalia was late so she ran to school very (quick).
2 Soha closed the window (quiet), as everyone was asleep.

3 Youssef is fantastic at football and plays very (good).
4 Tarek saw his friend dropping litter and shouted (anger).

4 Circle the correct word
 
1 Hoda isn’t very good / slow at basketball but is getting better

with practice!
2 Donia learned how to play chess quick / well.

3 My friend Sherif plays volleyball very good / well.
4 Gameela gently / gentle picked up the cat.

5 Nagwa and Lama played happy / happily in the park for an hour.

5 Think about Unit 11. Write in your notebook

 
Write two things you enjoyed and two things you learned.
87
 UNIT

12 FICTION READER:
ATEMU AND AMETHYST

BY JENNY FARMER
ILLUSTRATED BY MATT WARD
88
 UNIT

12
PICTURE DICTIONARY

amethyst carpenter carrier pigeon

coo dome

dovecotes jewelry order

scribe yard

89
UNIT

12 Once upon a time, a long, long,

time ago, a boy called Atemu lived
in the Nile Delta. His home was in a
small village, and he lived with his
parents and his big sister, Nedjem.
Atemu was twelve, but he didn’t go
to school. His father worked as a
carpenter. He was teaching Atemu
how to make things from wood.
Atemu loved animals, especially
birds. He liked to watch the birds
that came into his yard. Every day,
Atemu gave some grain to the
birds. He enjoyed watching them
eat. Often, his sister’s cat came into
the yard and watched the birds,
too. It sometimes jumped at the
birds, but it never caught them. It
was a very slow cat.

One day in October, Atemu was in the yard when he heard a strange noise. He
looked up and saw something amazing. A huge flock of birds were flying over his
village. They were coming down to a field nearby.
“Mom! Mom!” shouted Atemu.“There are so many birds! Can I go and see them?”
His Mom came out of the house and looked.“Wow!” she said.“Yes, you can go.”
She filled a bowl with grain.“Here, you are,” she said kindly.“You can take this
for them.”

90
 UNIT

12

When Atemu got to the fields, he couldn’t believe his eyes. There were thousands
of birds. Every one of them was light gray, with shiny green feathers on its neck
and purple feathers on its chest. They were beautiful! They called to each other
with a long “whoo” sounds.
Atemu threw the grain to the birds. They ate it hungrily. Then, suddenly, they flew
into the sky again. Atemu watched them go.

Then he noticed a bird at his feet. It was

looking at him. “Coo, coo, coo, coo,”
it went.
“I don’t have any grain for you, bird,”
said Atemu.
“Coo, coo, coo, coo,” went the bird.
The noise was different from the other
birds. It looked different too. First, it
was bigger. The other birds had yellow
beaks, but this bird’s beak was dark
gray. This bird also had stripes on its
wings. Atemu could see something
strange on its leg, too.
Just then, Atemu heard his mother
calling him.
Atemu started walking quickly, but he
could hear the bird behind him. It was
following him!
“Why don’t you fly with your friends?”
said Atemu, but the bird just cooed.

91
UNIT

When Atemu got to his yard,

the bird came in after him. He
watched it while he cleaned
vegetables for dinner.
Then he saw Nedjem’s cat. It was
watching the bird, too.
Suddenly, the cat jumped on the
bird! But the bird didn’t fly away.
Nedjem ran and picked up the
cat.
“You should catch rats and
snakes, not birds!” she said.
“What’s wrong with that bird? It
can’t fly,” said their mother.“Is it
hurt?”
“Maybe!” said Atemu.“It didn’t
fly with the other birds.” Atemu
walked to the bird. When he touched its left wing, it made a quiet sound.
“I think its wing is hurt,” said Atemu.

When Atemu’s father came home, Atemu showed him the bird.“It has a hurt wing,
and there is something on its leg.”
“Poor bird!” said his father.“What is that?” He took the object from the bird’s leg.
It was a very small wooden box. Atemu’s father opened it. A piece of papyrus
paper was inside.
“It’s a message!” said Atemu’s father.“This bird is a carrier pigeon.”
“What’s a carrier pigeon?” asked Atemu.

92
 UNIT

12

“It’s a bird which carries messages,” said his father.“Important people in the city
keep pigeons. The pigeons learn where they live. Then people take the pigeons
to new places. When there is news from that place, they attach the message
to the pigeon. It flies home and carries the message. That’s why they’re called
carrier pigeons.”
“That’s very clever!” said Atemu.“So, what does this message say?”
“I don’t know,” said his father.“I’ll take it to my friend, the scribe.”

Atemu looked after the pigeon. He made it

a high table which the cat couldn’t jump
onto.
He gave it water and grain and talked to it.
The pigeon cooed back happily.
Atemu’s father went to the city. Three days
later he came home.
“Did you speak to the scribe?” said Atemu.
“Yes,” said his father. “The message was for
a jewelry merchant in the city, Mr Akhon. I
took him the message, and he was very
happy! It was an order for a lot of gold
jewelry from the capital city. It was very important for him.”
“Mr Akhon also wants his pigeon. We’ll take it to him next week.”
“Yes, father,” Atemu said quietly.
For the next week, Atemu looked after the pigeon. The pigeon started to fly again.
Every morning, it flew to the roof where Atemu slept and cooed to him. Atemu was
very happy to have a new pigeon friend.
“I don’t want you to go home,” he said to it quietly.

93
UNIT

12 The next Sunday, Atemu and his father got into their
boat to go to the city. The pigeon sat on Atemu’s
shoulder.
Atemu was excited because it was his first trip to the
city, but he was also sad. It was his last day with the
pigeon.
But he forgot about that when he saw the houses of
the city. There were so many and some of the houses
were very big! Some houses had white domes with
many small holes in the yard or on the roof.
“What are they?” asked Atemu.
“Those are dovecotes.” said Atemu’s father.“Dovecotes are special houses
for pigeons.”

Finally, they arrived at a large house. “We’re here!” Atemu’s

father said.
A smiling man came to meet them. He was wearing a lot of
jewelry. Atemu knew it was the merchant.
“Welcome to my home!” Mr Akhon said. “Thank you so much
for finding my message. It was from my most important
customer. And thanks for looking after my pigeon. Her name
is Amethyst – because her feathers are the same color as
these purple stones. She is my best bird!”
“She was hurt,” said Atemu.
“I see,” said the merchant. Can she fly now?”
“Yes,” said Atemu. “She’s much better.”
“Come with me then. I’ll show you where she lives.”

Atemu and his father followed Mr Akhon into

his yard. At one side, there were three tall
dovecotes.“My birds will come home soon,” the
merchant said.
“How many do you have?” said Atemu.
“Oh, a lot.” said Mr Akhon.“They have a lot of
babies, so I don’t know exactly.”
Atemu looked into a dovecote. He could see
some baby birds.“They’re so cute!” Atemu said.
“It’s time to go, son,” said Atemu’s father.“Say
goodbye to the bird.”

94
 UNIT

“Goodbye Amethyst,” said Atemu,

12
softly. He touched her purple
feathers, and she cooed. He was
very sad, but he tried to smile.
The merchant was a kind man. He
spoke to Atemu.
“You say Amethyst got well again,
but she didn’t fly home.”
“Yes” said Atemu.
“Well, I think she’ll be happy to stay
with you now.”

“Oh wow!” said Atemu. “Thank you so much.” He looked at Amethyst, and she
jumped onto his shoulder.
“She’ll need a small house,” said Mr Akhon.
“I can make one!” said Atemu. “I’m learning to be a carpenter.”
“I’ll help you,” said his dad.

On the boat home, Atemu’s

father said. “Mr Akhon is a very
good man. He gave you his
best bird!”
Atemu said. “Yes. How can I
thank him?”
“You could ask the scribe to
write a thank you letter for
you,” said his father.
“Good idea!” said Atemu!”And
Amethyst can take it to him!”

95
UNIT

12 LESSON 1


1 Circle the correct answer
1 What is the story mainly about?
a a cat that can’t catch birds b a boy who loves birds

2 When and where did the story happen?

a in the Nile Delta, in Ancient Egypt b in Cairo, a few years ago

2 Put the story events in the correct order

a Atemu had never been to the city.
b Atemu fed the huge flock of birds some grain. 1

c Atemu gave the bird and message to Mr Akhon.

d The bird had a box on its leg. It was a carrier pigeon.
e One bird had a gray beak. Its wing was hurt.
f Atemu made a table for the bird.
g Mr Akhon gave Amethyst to Atemu.

3 What did you learn about Atemu and his family? Write

and answer T (True) or F (False)
1 Atemu lives in a big town.
2 Nedjem is Atemu’s older sister.
3 Atemu is ten years old.
4 Atemu goes to school.
5 Atemu’s father makes things from wood.
6 Atemu has a cat.

4 Match the verbs from the story with the past simple form

1 give a flew
2 come b threw
3 catch c came
4 hear d ate
5 throw e caught
6 eat f gave
7 fly g heard
96
 UNIT

5 Complete the paragraph with the past simple form


12
of the verbs

Atemu loved birds. Every day, birds 1 (come) into his

yard, and Atemu 2 (give) them grain. His sister’s cat
watched the birds, too, but it never 3 (catch) them. One
day, Atemu 4 (hear) a strange noise in the sky. A lot of
birds were flying into a field near his home. Atemu went to the field and
5 (throw) grain to the birds. The birds 6
(eat) the grain and then 7 (fly) away. But one bird was
different. It stayed on the ground.

6 Write three sentences about the story using verbs from


Exercise 5 with the past simple form

7 Complete the paragraph. Check your answers in the story


All of the birds were light gray, with green feathers
on their 1 and 2
feathers on their chests. But one bird was a little
different. It was 3 than the other
birds. They had 4 beaks, but its beak
was 5 . It also sounded different.
The 6 the other birds made was
a long “whoo”, but it went “coo coo”. It had
7 on its wings, but they didn’t.

8 Work in pairs. Think and discuss

1 Why do you think the bird stayed with Atemu?
2 Why do you think carrier pigeons were needed?
3 What do you think will happen next in the story?
97
UNIT

12 LESSON 2


1 Answer the questions
 
1 Why couldn’t the bird fly?
2 What did the bird have on its leg?
3 What kind of bird is it?
4 Who is Mr Akhon?
5 What will Atemu and his father do next week?

2 Complete the sentences with the words

home leg news orders pigeons

1 Important people in Ancient Egypt often kept carrier .

2 Carrier pigeons can learn where their is.
3 Carrier pigeons often carried from one place to

another city.
4 People used carrier pigeons to send to merchants.
5 People attached their messages to the pigeon’s .

3 Work in pairs. Think and say. What is happening in the


pictures 1–5?
1 Yes! And in
In picture 1, 2 picture 2,
someone is Atemu is
writing an finding the
order for message.
gold jewelry. 3
4

98
 UNIT

4 Who says this in the story? Read and write the names 12
Atemu Atemu’s father Atemu’s mother Nedjem

1 “I think its wing is hurt,”

2 “You should catch rats and snakes, not birds!”

3 “It can’t fly,”

4 “That’s very clever!”

5 “I’ll take it to my friend, the scribe.”

5 Look at the words in bold in Exercise 4. Answer the

 
questions
1 Which two sentences are about the pigeon?
2 Which sentence is about Nedjem’s cat?
3 Which sentence is about the message?
4 Which sentence is about what carrier pigeons do?

6 Complete the sentences. Check in the story

1 Atemu felt both and excited when he got into the boat to

go to the city.
2 Atemu saw some big houses and some from the boat.
3 Atemu knew Mr Akhon because he was wearing a lot of .
4 The pigeon’s name was because she had purple feathers.
5 Mr Akhon’s pigeons had a lot of cute .
6 Mr Akhon told Atemu to make a for the pigeon.

7 Think and discuss

1 Why did Atemu’s father take the message to the scribe?
2 How did Atemu look after Amethyst?
3 Why was the message important for Mr Akhon?
4 Why will Atemu and his father take the pigeon to Mr Akhon?

99
UNIT

12 LESSON 3


1 Think and discuss
1 Why was Atemu sad when they went to the city?

2 What do you think was more important for Mr Akhon, the message

or the pigeon?

2 Check ALL the correct answers

1 Why did Mr Akhon say thank you to Atemu?

Atemu helped his business.

Atemu looked after his pigeon.

Atemu was feeling sad.

2 Why did Mr Akhon give Atemu the pigeon?

The pigeon couldn’t fly now.

Mr Akhon knew Atemu wanted the pigeon.

Mr Akhon wanted to thank Atemu for helping him.

3 Why did Atemu’s father say Mr Akhon was a good man?

Mr Akhon didn’t have to give Amethyst to Atemu.

Mr Akhon made a lot of beautiful jewelry.

Mr Akhon gave Amythest to Atemu.

3 Discuss. Circle the correct answer

What is the moral of the story?

1 When somebody helps you, you should


always be polite.
2 When somebody helps you, you should

help them if you can.
3 When somebody helps you, you should

give them a pigeon.

100
 UNIT

4 Complete the puzzle with these words from the story.


12
What’s the word in yellow?

amethyst carpenter coo dome jewelry order pigeons yard

1 2 3 4

2
6
5
3

8
7 6

5 Think about what happened next in the story of Atemu and


Amethyst. Make notes. Think about:
■ how Atemu felt on the journey home
■ what Atemu did when he got home
■ what Atemu did the next day
■ something funny or exciting that happened to Amethyst and Atemu

6 Imagine you are Atemu. In your notebook, write a message


for Mr Akhon. Say thank you and tell him how Amethyst
is doing
7 Work in a group. Read your message to the group. Discuss

the questions
1 Do all the messages say thank you and give news?
2 Which news is the most interesting?
3 Choose one message to send to Mr Akhon. Why did you choose

that message?
101
REVIEW

4 REVIEW 4
LESSON 1
1 Complete the sentences
accommodation real meaning habitats socialize volunteer

1 The character in a cartoon was not .The author made him up.
2 Proverbs have more than one .
3  hen people
W , it makes them feel happy to help
other people.
4 When you , you spend time with people you like.
5  nimals need safe
A where they can live, find food, and look
after their babies.
6 Holidays for eco-tourists often have simple .

2  ead the words in the box. In pairs, think of sentences

R
similar to those in Exercise 1. Choose two words each,
then share your ideas
carrier pigeon respect sustainable merchant

3 Choose the correct words

1 I am always kind to / of younger children.
2 My brother sometimes helps up / out at music club.
3 It’s very important to look out / after your pets.
4 Last year, we decided to start to / up a free art club.
5 What can you give up / back to your community?

4 Write the words in the correct box in the table

beaches donate litter participate support sustainable

Helping others Eco-tourism

102
 REVIEW

5 Read and choose a, b, or c. Listen and check 4

I love going on vacation, but I think eco-tourism is a more sustainable way to
travel. We learned about it in geography today and our teacher explained it
really 1 . For example, you 2 throw litter on beaches
because this can make animals sick. I love watching birds and other animals
in their natural habitats. However, people 3 get too close to the
birds, because it can make them frightened. It’s important to speak and move
4 when you are near wildlife.

I think people 5 be careful not to damage the environment when

they travel.

1 a good b well c bad

2 a mustn’t b must c must to
3 a must b can c mustn’t
4 a quiet b quietly c loud
5 a must b mustn’t c can’t

6 Discuss with a partner. Then write answers in your notebook

1  ive some examples of how you can help your environment become
G
eco-friendly.
2 Why you think it is important to live in an eco-friendly environment.

7 Complete the sentences with the words

amethyst carpenter domes jewelry order pigeons yard

1 My uncle keeps on his roof. They’re his favorite birds.

2 O
 ur house has a big where we have barbecues in nice
weather.
3 That makes excellent wooden furniture.
4 was a very popular stone with Pharaohs in Ancient Egypt.
5 If the restaurant loses your , you won’t get any food.
6 People often wear when they want to look good.
7 What’s that building with big glass on the roof?

103
REVIEW

4 LESSON 2
1 Listen and number the photos

a b

c d

2 Listen again. Complete the sentences

1 In the community garden, they plant to grow fruit
and vegetables.
2  hen children do activities that are
W , it helps them
feel better.
3 They can buy lots of trees because they did last year.
4 Volunteering for charity can be good for someone’s .

3 Listen again and answer

1 How many of the charities make food that can help people?

2 What activities does the charity for children in hospital organize?

3 Where are the people planting trees today?

104
 REVIEW

4
4  ead the story about a little red hen. What do you think
R
the hen said to the mouse, the cat, and the dog in the end?

The Little Red Hen

Once upon a time there was a little red hen who really liked to work. Every day she
planted seeds in her beautiful garden, and waited for her plants to grow. She had three
great friends: a mouse, a cat, and a dog, but all three of them were very lazy! One day,
the little red hen was really tired, so she asked the mouse, the cat, and the dog to help
her plant some wheat. They all said “No!” A month later, the wheat grew tall and the hen
wanted to cut the wheat. She asked the mouse, the cat, and the dog, “Can you help?”
They all said “No!” When she cut the wheat, the hen wanted to make some flour, but all
three animals refused to help. Finally, when the hen finished all her work, she felt very
hungry and she decided to bake a big chocolate cake. No one wanted to help her bake
the cake, but when the mouse, the cat, and the dog smelled the delicious cake, they
wanted to eat it with the hen! “Can we help you eat the cake, please, Hen?”

5  heck the proverb which best describes the moral of the

C
story. Say why
1 As you plant, you shall collect.
2 All work and no play makes Jack a boring boy.
3 The early bird catches the worm.

6  ead and write T (True) or F (False). Correct the false

R
sentences in your notebook
1 The little red hen always liked to work.
2 Two of the three friends were lazy.
3 The little red hen asked for help when she was tired.
4 The little red hen did not have wheat in the end.
5 The three friends wanted to eat the cake.

7  iscuss the moral of the story with your partner. Do you

D
think the hen should share her cake? Why/why not?
105
REVIEW

4 SELF-ASSESSMENT
Now I can …

1 T alk about birds,

eco-tourism and wildlife
accommodation
eco-tourism
habitat
migrate

2  
Talk about how we can
help others

donate
fundraise
look after
socialize
volunteer

3 T alk about carrier pigeons

and what they do
beak
coo
flock
message
pigeon

4  Understand word stress and say these sounds

sh ch tch
ship, wash chip, teacher kitchen, catch
Say words with two or three syllables
106
 TERM 2 PROJECT
Make a timeline of a famous person’s life

1 Look at the diagrams. Which one is a timeline? What


information does a timeline show?
a b c

A B

C D

1 The timeline is

2 It shows A word families

B important dates

C quantities of things

2 Look at the picture of a famous Egyptian ruler. What do you

know about him? Write T (True) or F (False). Check if your
answers are correct

1 He was a great soldier.

2 He built the Pyramids at Giza.
3 Egypt became much bigger when he was Pharaoh.
4 He was very young when he died.
5 His tomb is at Abu Simbel.

3 Read the information about Ramses II on page 108.


Underline four important events in his life. Then write them
next to the dates below

1290
1279
1263
1233
107
 Ramses II was a great Egyptian King.
When he was very young, his father Sethi
became the Pharaoh of Egypt. Later on,
when he was around 10, young Ramses
helped his father rule the country.
By the time he was 20 years old, Ramses
was a great soldier. In 1290 BCE, he
became Pharaoh and leader of the
Egyptian armies. He won many battles and
Temple of Ramses II
every time he won, Ancient Egypt got more
land and became bigger and more powerful.
One of the most famous battles was the Battle of Kadesh in 1279 BCE. Ramses
won and became a hero. However, sixteen years later, Ramses made peace
with his Hittite neighbors. He was the first ruler ever to sign a written peace
treaty.
Ramses liked building splendid monuments. His most famous temple is the
one at Abu Simbel, where you can see four enormous statues of him at
the entrance.
Ramses II lived to be about 90 years old. When he died around 1233 BCE, he
was first buried in the Valley of the Kings, but today Ramses’s Mummy is in the
National Museum of Egyptian Civilzation.

4 Work in groups. Read the text again, and work out when

these things happened

1 Ramses became Pharaoh of Egypt in .

2 He signed a peace treaty with the Hittite people in .

5 In your group, put four important dates from Ramses II's life

in order (Remember we count BCE dates backwards!)

6 Draw a timeline for Ramses II’s life. Write the dates from

Exercise 5 on it from left to right. Then write what happened
under each date

7 Show your timeline to the class. Ask and answer questions


about the events in the Pharaoh’s life. Why is he famous?
108