MSCHOLASTIC [5 (M2MSCHOLASTIC English CoursebookCopyright © 2013 by Scholastic Education International (Singapore) Private Limited Al rights reserved, ‘Scholastic Education International (Singapore) Private Limited is a division of Scholastic Inc. 'No part of this publication may be reproduced in whole or in part or stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise without the writen permission of the publisher. For information regarding permission, write to: ‘Scholastic Education International (Singapore) Private Limited 81 Ubi Avenue 4 #02-28 UB.ONE Singapore 408830 Email: education @scholastic.com.sg For sales and marketing enquiries write to: Latin America, Europe, Middle East and Attica ‘Scholastic International 557 Broadway Now York, NY 10012 USA Email: export@scholastic.com Rest ofthe World ‘Scholastic Education International (Singapore) Plo Lid £81 Ubi Avenue 4 £02-28 UB.ONE Singapore 408630, Email: education @scholastic.com.sg ISBN 978-981-07-4771-8About acrive English The integrated teaching of reading, writing, listening and speaking skills, and the engagement of students are critical for literacy acquisition. This integrated approach to learning and literacy development is advocated through a systematic and consistent instructional design and scope and sequence in Acrive English. Each unit of the Coursebook has a thematic focus through which different language skills are meaningfully taught. Each skill is arsphtial’ enabling students to connect, transfer and build upon different skills. Clear explanations and numerous examples give students a strong understanding of the mechanics of language, thereby laying a sound foundation for good English. As students progress through the levels, language skills are systematically taught at increasing levels of difficulty, allowing them to build upon small successes and reinforce the mechanics of language. ‘Authentic and Varied Effective Instructional Relevant and Text Types Design ‘Meaningful Learning 12 deat at Modern LB vecstatay Authentic texts in a variety A ‘Show-Explain-Apply’ All language skills are of text types engage students methodology meets the meoningfully tought in the cand prepare them for needs of first generation context of a theme, providing language in the real world. English learners, making the ‘a context and increasing lessons more achievable and learning enjoyment. boosting motivationActive Learner Ongoing and Engagement Accurate Assessment Activities throughout the units Formative assessment throughout and summative assessment Towmpe detent 1-aetiel at the end of the unis allow ongoing and accurate participate and learn, improving _ evaluation of students’ understanding. retention and increasing the interaction between teacher cond students. Diversity of Contexts 10 sicnact pnetps 2 on tne Quest for Food o Familiar contexts provide relevance while international contexts broaden students’ perspectives and prepare them to take the global stage. We hope that all students will have fun in becoming active participants in their own learning and will enjoy every success in the learning of English!Unit Title Page 2 ‘On the Quest for Food 20 4 The Wonderful Microscope 44 6 Amelia Earhart 68 8 Our Amazing Spare Parts 92 10 Michael Phelps 116 12 Ancient and Modern Hieroglyphs 140Table of Contents Unit Title age | Text Type | comp ig Vocabulary 1 |The Collector of Sliced 9 |. Wierd tet ‘Adjectives thot Bread conclwions |_| bshve fie nouns 2 | Onthe Quest for Food | 20 Journal eniey | Draw conclsions about | Prefixes: mis- The Mystery of the General . Prefixes: pro- aoe Be eae x Orzait information | Paha The Wonderful General Prefixes: fore- 4 | Microscope BEI Krcwlodige text] EXO facts from a text | ond inter 5 | The Happy Prince 56 Story = Abstract nouns . Identify links Prefixe - 6 | Amelia Earhart 68 | Biography | Wantly links between | Pref nalts The Story of Johnny : Prefuse sub, 7 S BO | Poem Infer mecning under- and Head-in-the-Air trans- Our Amazing Spare General Nouns that behave 8 | Parts BF rowledge text| Rees! detcils avert 9 Aftermath of a Nuclear 104 Personal Infer meaning using Words with different Disaster recount contextual clues ‘connotations * Recall details 10 | Michael Phelps 116 | Biogrophy | + identify sequence ‘| Suffix: ism of events What # Recall details * Compound nouns W Does the Future 198 | sor, =iderkiyond pnales —_|-e-Glippedd words Hold? storyline * Blended words Ancient and Modern General __| * Organise information 12S iscoghyphs BER) knowledge tex!| Give reasons Borrowed words* Gerunds and gerund = piece Long ou __| Listen to Make enquiries | cho aielephone | Organise a show- * Would ond words match pictures | Ovo" Ne message and-tll session would rather eels ; 5 Express si ort longi Listen for ‘press SUPPOT | Write o Moke earl steal words loka andl provide | icuenal entry | recycled or * Appositives Long au and | Listen to identify| _, | Summarise Create a class * Can ond may ‘aw words tives. | PFOPOFE @ Script | on article scrapbook appos * Acve and postive voice | Long ur ond | Usten for acve | race Write unified | Write about + Passive verbs ir words Soe ‘announcements | paragraphs ‘an invention * Conditional sentences Long or and | Listen to identfy| Give a short | Develop a Write a ‘Send condionel sentences | ar words | absract nouns” | performance | playscript paragraph + Adverbiol dauses of reason : B Advorbicl couses Long air | Listen for details} Be tactful aap ae Wiite a life st begat words the sory Y + Phrasal verbs long ear | Listen to identify | Broach a Write and drat | Write on *Hyphens words phrosal verbs | sensitive topic | a story ‘apology ne * Adverbial dauses of purpose Long ear | tisen for details | Express opinion | Complete the | Write a short ep teed OE instructions paragraph ‘Adverbs and adverbials | tong ure | Listen for | Conduct'an ‘| Write a Write a of degree words comprehension | interview newspaper report | journal repor entry Long eer | Listen to identify] Ack for Write a short | Write letter ae a clare sequence | clarification —_| biography fea frend ~ing verbs Write anew rect and indirect speech : : Write a book : eee rerea team | wih eters | Notetoking | Discus astory | Wi version of (Part!) asoiy cing verbs | Listen forthe | Close 0 su Fhe | Write Revision of tenses with letters - eee oe winters | mein idea | conversation | writing process _| short soryThe Collector of Sliced Bread Teacher told me | should do it. That's the reason | got hooked: “Everyone should have a hobby: Saving stamps or reading books. In your bedroom, choose a shelf. Set aside a special section. Find something you really like And build a specialist collection.” | did what my teacher said. But now they say that I'm brain dead. | chose the thing that | love most: lam the collector of sliced bread. “Why would someone save sliced bread?” “Is it a legitimate task?” “What do you do with it afterwards?” These are questions adults ask. “Some save stamps. Some save whales. Everyone saves something, right?” I said. “| used to save those Pokething cards. Now I'm the collector of sliced bread.”“But there's no magic in that hobby! There's no joy or bliss,” they said. “How can there be happiness, In collecting bits of bread?” It’s only me who knows the reason Every other hobby’s duller. After a while, what happens is My slices magically change colour! Some turn white, and others green. / One turned purple, another blue. 3: e Some change shape and | have seen them Moving round my shelving, too. Their colour patterns shift and change. Every day's a new surprise. They even curl up at the edges and End up marbled like the sky. The secret colours of white loaves | keep a secret in my head. ‘ For no one else on earth but me Is the collector of sliced bread.RS) Reading Comprehension A. Answer the following questions. 1 2. What did the writer choose to collect? did they mean by that? collection interesting? The teachers said that the writer was “brain dead”. What What did the adults think about the collection? Which line tells you that the writer finds his Why did the writer collect sliced bread? How would you describe the writer's character and why? B. Match each reason with its correct action. S Reason |. The teacher told the class to find a hobby. The writer likes to eat bread. The adults were curious about the collection . of sliced bread. . The writer knows the secret of the “magical” bread. . The bread slices were left in the open for days. 10 Action © They asked questions. He was proud of his collection. , He collected sliced bread. 7 They changed colours and shapes. He set aside part of « his shelf to display the special collection.ie Vocabulary Some adjectives become nouns when we add the before them. the rich the poor the strong the weak the young the old the sick the disabled the living the dead the disabled the homeless the English the French the Chinese the Japanese As these words refer to groups of people, they are plural nouns that require plural verbs. The rich have a duty to help the poor. The English were at war with the French. The homeless were forced to leave the city. Complete the sentences with the correct nouns from the box. Remember to add the before the nouns. Japanese poor strong disabled sick | 1 helped carry the heavy sacks of rice. 2. Mr Kumar donated five hundred cartons of canned food to . 2 —— invaded Southeast Asia during World War II. 4. Jessica wants to be a doctor and help 5. are unhappy that the theatre is not wheelchair-friendly. WDiego enjoys painting. Paul's favourite pastime is fishing. Andy loves taking photographs and carries his camera everywhere. Tommy enjoys picking strawberries in his orchard. Write a suitable gerund or gerund phrase for each sentence. i is Lisa's hobby. She has three albums. 2. Tim likes music. He enjoys 3. The boys love so much that they dive into the pool after school every day. 4. Daisy visits the library every Saturday because she likes . 5. Ben likes and his favourite sport is soccer. 12Miss Miki would like tea with milk. Payal would rather eat fruit than cake. The children would rather read in the library than play basketball. Complete each sentence using would or would rather. 1 Uma like a storybook for her birthday present. 2. Thegirls collect pebbles than stamps for their project. 3. Remy slike five guppies for his aquarium. 4. Dennis draw invitation cards than inflate balloons for the class party. 5. The twins are bored, so they = ly kites than help their mother at home. 6& | be on holiday than work. 13® Spelling Read the words below. They have a long vowel ou sound. house cloud mouth sound shout found round bounce loud mountain mouse thousand bound proud fountain Complete the story with the words from the word list above. At the foot of a (1) , there lived an old woman in a small (2) . She had a little (3) ina (4) cage. Her pet had a pointed (5)___and liked to make a squeaky (6) . It was so (7) that the neighbours living even a(8)___———_miles away could hear it. The old woman was very (9) of her pet, she would not allow anyone to touch it. She would (io) and chase them away. 14¢e Listening 60 Listen to the sentences. Tick the correct picture. 1 15i= Speaking Susan wants to buy a pair of running shoes for jogging. She calls up a sports shop to find out more about shoes. With a partner, read the telephone dialogue aloud. Susan: Alex: Susan: Alex: Susan: Alex: Susan: Alex: Susan: Alex: Hello, is this Adventure Shoe Shop? Hello, yes, this is Adventure Shoe Shop. | am Alex. How may | help you? Do you have running shoes for girls? Yes, we have sports shoes for all ages. What colours do you have? We have many colours and designs to choose from. Is there a discount on shoes? We have a sale on now. Would you like to come to our shop? | will help you find the best-fitting shoes for your feet. Great! I will come to your shop tomorrow. Alright, | look forward to serving you. Thank you for calling Adventure Shoe Shop. 16co Writing A. Your uncle has called to talk to your father, but your father is not home. Read the conversation between your uncle and you. Uncle: You: Uncle: You: Uncle: Uncle: You: Uncle: Hello, this is Uncle Robert. Is your father at home? Hello, Uncle Robert. My father has gone to the barber. May | take a message for him? Alright. Please tell your father that Mr Charles will arrive tonight and he will have to pick him up from the airport. What time is the flight, Uncle? His flight is at 9.30 p.m. He will wait for your father at the arrival gate. Mr Charles will be in his wheelchair. Please ask your father to drive Mr Charles to the hotel. What is the name of the hotel? The Imperial Hotel. | will meet them there. Alright, Uncle. | will pass this message to my father when he returns home. Thank you. Goodbye. 17B. Write down the message for your father. To: From: Message: 18ae. Review What did you learn? Tick. Some adjectives become nouns when we add the before them. We can add -ing to a verb to form a noun. This noun is called a gerund. Gerund phrases are verb phrases that behave like nouns. We use the helping verb would to express preference. To emphasise our choice, we use would rather. Write words that have the long vowel ou sound. Fees Project Work Organise a show-and-tell session on Our Hobbies. Introduce your hobby and share it with your class. Example: Hello, !am . My hobby is 192 On the Quest for Food Before your Robinson Crusoe was shipwrecked on a deserted island. To survive on this dangerous island, he learnt to hunt and build a shelter. The need for meat kept me going. | tried to keep a dog, but he was no good. He was afraid of the goats and kept running back to me. The goats of my island were very hard to kill. | finally caught a little one and as time went by, | got a mate for my goat. It wasn’t two or three years before | had many. But at last, | had enough to get goat's milk to drink, and | could kill one for meat whenever | needed to do so. What | needed most was something to replace the bread and flour. My reserves on the ship were fast depleting, And | needed cereal to sustain myself. Imade a big, dry cave, my home on the island. It was very dark and dingy and the fact that I had no candles did not help either. | used the fat from the goats and dipped whatever cloth | could find, in it. Setting this fat-soaked cloth afire, served the purpose of candles. As | hunted for a piece of cloth, | came upon a bag in which we had kept grain on board the ship. 20It was just the kind | needed. | took it out and dusted it outside the door of my cave. | thought no more about it until, one day, | saw some little plants growing beside the entrance of my cave. A close look and | realised that they were corn plants. There were some barley and rice as well. A few seeds must have been left at the bottom of that bag and fallen in just the right place to grow. | had to look after these plants, saving every bit of grain from the birds. It took me four years before | had grown enough grain to eat. [had first landed near a small stream. As | walked up the stream | found lush green fields of grass and sugarcane. Farther up, | found some melons on the ground and grapevines growing on trees. They were heavily laden with bunches of grapes. | recalled that grapes could be dried and preserved as raisins. With this thought in mind, | picked the biggest bunches | could find and tied them to the outside branches of the trees to be sun-dried. | dried more than two hundred big bunches this way. Each night, when | went back to the cave, | would carry many limes in bags made of sailcloth. It was a long, dreary walk with the weight of the limes pulling me down. But survival was the only thing on my mind. One day, | found that my grapes were well dried. | carried them home to my cave. It was a good decision, for the next day a big storm came up. The winds blew very hard and my raisins and efforts would have all been lost. | kept the raisins, lime and meat at the back of the cave. This was the coolest area and the best place to store supplies. | sat at my table and read my Bible by the light | had made. 21Re) Reading Comprehension A. What kinds of food did Robinson Crusoe have on the island? Write your answers in the correct part of the food pyramid. OTHERS: PROTEIN AND DAIRY: FRUIT AND VEGETABLE: GRAIN: B. Circle the best answer for each statement. 1. Robinson Crusoe kept a dog, but it was afraid of the goats and kept running back to him. It shows that: a. b. the dog was healthy and energetic. the goats were fierce and could run faster than the dog. Robinson Crusoe was useless. 22Finally, Robinson Crusoe caught a little goat. Later, he got a mate for the goat. He wanted to: a. _ take revenge on the goats. b. _ let his goat have a companion. c. produce his own goats for a stable supply of food. Robinson Crusoe chose a big, dry cave as his home because: a. _ it could keep him safe and warm in the storm. b. it would have space for his goats to roam around. c. it was the only place facing the sea. It took Robinson Crusoe four years of looking after the plants before he grew enough grain to eat. It must have been: a. _ boring watching the plants grow. b. difficult to keep away the birds snatching the crops. c. _ torturing to grow crops he did not like to eat. Answer the following questions. fi, 21 3. How did Robinson Crusoe end up on the island? Why did Robinson Crusoe keep goats? How did he get light? Where did Robinson Crusoe get water to drink? Which word tells you that Robinson Crusoe did not enjoy carrying the heavy bag of limes? 23Lop Vocabulary Remember, a prefix is a group of letters added to the beginning of a word to change its meaning. Fill in the blanks with the correct words from the table above. 1. The cruel man the prisoners by whipping them every day. 2, Thegeese flew ____——_for hours to get toa warmer place. 3. Helen could not board the train because she had her ticket. 4. Jenny volunteers at the Red Cross, which is a organisation. 5. The rock climbers wore shoes to prevent them from slipping off the steep, rock walls. 6. Robinson Crusoe had a and landed ona deserted island. 24Maria will bandage the wound with a handkerchief to stop the bleeding. Sam will make a spear to catch fish in the river. We shall gather wood to make a fire to keep us warm at night. | shall make a flag out of my shirt to wave for help when | see a helicopter. They will pay for this mistake! If the bear comes near, Sam will fight for his life with all his might. I shall never give up hope. Even when everyone gives up, | shall climb to the highest point on the mountain and wait for help. Use will or shall in the blanks. In the brackets, write I if the sentence expresses intention or D if the sentence expresses determination. The first one has been done for you. 1. Ken will break the coconuts to quench his thirst. Gl 2 25The children __ hold hands and form a circle. ( ) |_ttake everything with me when | leave this place. ( ) My sister________call home every day from London. ( ) The police officers hunt for the robber wherever he goes. ( ) According to the rules, the last person to leave the room lock it up. ( ) \ stop eating junk food as lam determined to Xe. lead a healthy life. () 26ie Spelling A. Read the words below. They have a long i sound. tiger bicycle island kite idea hike spider ripe light rhinoceros pipe ride fight bite vine B. Look at the pictures and fill in the blanks with the correct words from the word list above. Jerry had just bought a new (1) OD. He decided to (2) There was a huge, black (3) AGB on a tree Suddenly, Jerry noticed something moving in the bushes. He could it into the countryside. hear the growl of a (4) Jerry was scared that the animal would (5) _ Corre: him, so he rode away as fast as he could. The animal sprung from the bushes. Jerry had an (6) _@ and jumped off the bicycle. He scampered up the tree with the help of a long (7) e Finally, he was safe. 27a ai de Listening 60 Listen to an excerpt from Robinson Crusoe’s journal. Tick the correct sentences. 1. Robinson Crusoe swam up the stream. 2. The sugarcane was found in a field upstream. 3. Robinson Crusoe found melons on the trees. 4. There were a few bunches of grapes on the vines. 5. _ Robinson Crusoe wanted to preserve grapes as raisins. 6. The grapes were hung and dried by the wind. 7. Robinson Crusoe hung the grapes on the trees. 8 More than two hundred bunches of grapes were dried. 28i Speaking lmagine your friend is telling you about his misadventure and you are comforting him. Read the dialogue and pay attention to the bold phrases. You: Friend: You: Friend: You: Friend: You: Friend: You: Oh dear, you look stressed out. What happened? I spilt milk on Father's computer and it is damaged now. That's terrible. I'm sorry to hear that. And his notes are stained with milk too. Don’t worry. Be brave and apologise for your mistake. Father will be angry when he finds out tonight. Take it easy. Tell him honestly. | hope everything will be okay. That's okay. It’s going to be alright. 29& Writing Imagine that your ship has landed on the island that Robinson Crusoe was on. Write a journal entry about your meeting with him. Remember to: * explain how you ended up on the island. « describe the weather and the environment. write about your feelings when you met Robinson Crusoe. «elaborate on what you did together. «use the past tense. ad Review What did you learn? Tick. The prefix mis- means wrongly. The prefix non- means not. We use the helping verbs will or shall to express intention and determination. Write words that have the short i sound. 30& Project Work Collect old or used items, such as magazines, clothes and cans, and use them to make a recycled art piece. You may: Jeiirakowalletonteneldimacetnes « -sewa handbag fromian old dress. . make a lantern with a tin can. Write a few sentences to explain how you will make the item. Remember to use: « words that show sequence such as first, next, then and finally. « the helping verbs will and shall to express intention. 31The Mystery of the Nazca Lines 6 In the 1920s, flying became a very popular hobby of the rich. They bought little planes and flew far into the countryside, away from the large towns with their tall buildings. The little planes could not fly very high and many of them did not even have glass windscreens. The pilots wore goggles to protect their eyes and they navigated by looking down and following the roads. The story all began when a pilot, flying over the Nazca Desert in Peru, in South America, looked down and saw the most extraordinary sight. He could not believe his eyes. There were huge patterns and shapes on the floor of the desert! He thought he knew the area well but he had never seen such things before. When he landed his plane, he 'e got into his car and raced to the spot where he had seen the lines. However, he could see nothing except the dry sandy landscape with its heaps of stones and dust. 32Much intrigued, he contacted his pilot friends in Lima, the capital of Peru. They came from the city and began to fly around the desert. Every day, they found more strange lines and shapes. Then the pilots tried to determine the size of the area covered by the lines and shapes. It was about 450 square kilometres, without any towns or villages. Most of it was flat though it was bordered on one side by mountains. The pilots next plotted the shapes. There were huge lines that looked like great highways. There was a huge monkey with a spiralling tail and several patterns of birds. News of the discovery of the Nazca lines spread far and wide. People were fascinated. They soon realised, like the pilots, that you cannot see these patterns and shapes from the ground as they are formed by very shallow furrows or low mounds of gravel. They are also geometrically perfect. The people who saw them began to wonder about their origin and their meaning. Who constructed these patterns? When were they made and why? Many archaeologists have since studied the lines. Among the most famous was Maria Reiche. She was a German-born mathematician and archaeologist who was living in Peru when she heard about the lines at Nazca. Around 1946, she began to make maps of the figures on the ground. As a young girl, she was quite shy, but her devotion to her work and her determination to preserve the lines made her confident and bold. She convinced the Peruvian air force to help her with photographic surveys and she urged the government to control the development of the area and visits to it, spending much of her own money in the effort. She became very well known in Peru, and the local people called her “the Lady of the Lines”.Maria Reiche believed that the lines were a type of sun calendar, but other people had more amazing ideas. One person actually thought they were proof that aliens from other planets had visited Earth and the patterns at Nazca were a sort of guide or map for them! Some others suggested that the lines were a memorial to a great flood that nearly drowned the desert thousands of years ago. A scientist supposed that the lines told us where the water supplies were. Yet others considered that it was a place of religious importance. More recently, many people were surprised when a new pattern was found on the side of a mountain. It was of a man who seemed to be looking up at the sky and waving. This was discovered by astronauts taking photographs of the Earth from space! Scientists have determined that the Nazca lines were built over a long period, from 500-400 B.C. Today, the area covered by the lines is a world heritage site, declared so by UNESCO in 1995, and the government of Peru is its official protector. No one is allowed to drive a car near the site and people can only walk there with guides. 34@ Reading Comprehension A. Write the correct statement number next to each picture. 1. A pilot discovered huge patterns on the floor of Nazca desert, in Peru. 2. UNESCO declared the area covered by Nazca lines to be a world heritage site. 3. This was the period when the Nazca lines were likely to be built. 4. Maria Reiche was determined to preserve the Nazca lines. 500-400 B.C. 1920s 1946 1995 35B. Complete the table with the correct information from the text. First discovery of the Nazca lines Time period: Country: People involved: Method: Estimated size: Examples of shapes found: Further discovery by Maria Reiche Time period: Country: People involved: Method: Estimated size: Examples of shapes found: Recent discovery Time period: Country: People involved: Method: Estimated size: Examples of shapes found: C. Answer the fo lowing questions. 1. What is the capital city of Peru? 2. Why couldn't people see the patterns from the ground? 3. How did Maria Reiche help to preserve the Nazca area? 4. Many people had different ideas about the Nazca lines. Explain two of them. 5. _ Since 1995, what are the two rules protecting the Nazca world heritage site? 36fe Vocabulary Let's learn about the prefixes pro- and anti-. Fill in the blanks with the correct words from the table above. L The Health Department gave out brochures to the students too __ dental hygiene. Mum took solution from the first aid kit to clean my wound. The cricket training will include running and dribbling practices. The four jet engines the big airplane through the air. Turn the key a few times in an direction and watch the toy move. The ancient Egyptians set traps in the pyramids to the dead pharaohs’ treasures from robbers. Mark is an boy. He dislikes crowds and group activities. The doctor quickly prescribed an for the farmer who was bitten by a poisonous snake. aTMy eldest brother, Alex, is the first pupil to reach the mountain peak. Maria Reiche, a German-born mathematician, devoted much of her life to preserving the Nazca lines. Rearrange the words to form meaningful sentences. 1. to dry / washes his socks / Marcus / and hangs them out / my cousin / and 2. originates / a spicy soup dish / green curry / from Thailand 3. the bookworm / Mabel / at the library / in the toilet / reads / and even 384. collects eggs / the farmer / from the coop / Uncle Bob / for breakfast / feeds the horses / and 5. and / would represent / Ray / in the district sports meet / the fast runner / won a medal / the school We ean find the golden sword if we follow the clues. People can die from this disease. Ryan may fracture his arm if you push him. Aliens may have drawn the Nazca lines. Complete each sentence with the most suitable words. Use can or may to express possibility. 1. Looking at the dark clouds in the sky, | think it 2. After the operation, Sherry 393. With the flight ticket, Mr Smith ___ 4. As Nick can’t see the words on the board clearly, he _ 5. Stop playing with matches, you Se Spelling A. Read the words below. They have a long vowel au or long vowel aw sound. haul gauze daughter nauseous caw gnaw jaw dawn straw yawn law drawer B. Fill in the blanks with the correct words from the word list above. 1. The lower of a shark is filled with sharp teeth. 2. Mother keeps her jewellery ina 3. Themen the fallen tree off the road. 4. The doctor is covering Robert's wound with a . 5. Pamis____. She feels like vorniting now. 40= 4 Listening Go Listen to the sentences. Draw a line to match the name to the correct appositive. 1 Kelly . « my English teacher 2. Logan . e Joe 3. Mr Singh . e my elder sister 4. the tallest boy é + the waiter 5. our school gardener e e Eddy ie Speaking This is a TV news broadcast on the earthquake in Indonesia. Read the news article aloud. Good evening, welcome to IBC News. Today is 11 April 2012. | am Jamie, reporting on the 8.7 magnitude earthquake that struck Sumatra, Indonesia this afternoon. The residents were afraid that a tsunami might occur and they might have to be evacuated from the sea-side. A witness, Mr Adi, said, “I could still remember how my lamp was shaking from the ceiling. | thought it was probably an earthquake, so | ran out of the house.” Many buildings have collapsed and some people may still be trapped in the debris. You can approach the embassy to find out more about the people affected in the earthquake. 41gy Writing Read the report on The Mystery of the Nazca Lines on pages 32 to 34 again. In groups of three, write a summary of about 100-150 words. Remember to include information about: * who were involved «what happened «when did it happen + where did it happen «why did it happen « the conclusion 42ed Review What did you learn? Tick. The prefix pro- means forward or to support. []_ The prefix anti- means against or to oppose. An appositive is a noun or noun phrase that gives more information about the noun that comes before it. We use commas to separate an appositive from the other parts of the sentence. We use the helping verbs can and may to express possibility. Write words that have the long vowel au and long vowel aw sound. Project Work Create a class scrapbook entitled Amazing News. Read the newspaper and share an interesting article with your class. Paste this article in the class scrapbook. 434 The Wonderful Microscope 0 About three hundred years ago, there was a man called Anthony van Leeuwenhoek who accidently discovered the causes of many illnesses. Anthony Wae'siétean years old when he began work in a business that sold cloth. It is important to know how strong the threads of cloth are. Anthony discovered that if he looked through a piece of glass, rather like the glasses some people use for reading, he could see the threads more clearly. After some time, Anthony became bored just looking at threads of cloth through the pieces of glass he had. To keep himself interested, he tried using other types of glass. Then he began to make glasses thicker as well as thinner. He was, in fact, making better lenses or improving on them. With his improved lenses, he could see tinier and tinier strands in the wool. He then began looking at other things besides fabrics. Soon, he was spending most of his time making lenses with even higher magnifications. After some time, he made a lens with which he 44could see something more than two hundred times larger than it really was. He used it to look at bees. He could see a bee's mouth and its stinger and how they worked. Then he looked at the skin on the human body and he looked at water. He could see tiny creatures moving about. Of course, everyone was amazed at the sight: how could there be all these tiny creatures moving about in a world of their own! Anthony realised that these creatures were bacteria. Some bacteria cause infectious diseases such as cholera. He made notes of everything he saw and gradually people began to understand that it is some of these bacteria that make us ill. Anthony van Leeuwenhoek was the father of modern science. His invention of the microscope has saved millions of lives because we can now understand, prevent or cure many illnesses. But there is one more strange thing about Anthony van Leeuwenhoek. He freely gave all the results of his research into bacteria and many other things he could see through the microscope, but he never revealed the secret to how he made such a perfect lens. For years after his death in 1723, scientists puzzled over how to make new glass lenses that were as perfect and as strong as those of Anthony van Leeuwenhoek. 45Sy Reading Comprehension A. Read the sentences. Write T for True and F for False. 1. Witches caused the diseases. oo 2. Anthony van Leeuwenhoek was sixteen years old when he started working for a tailor. en) 3. Reading glass magnified the threads of cloth. () 4. Bacteria were first discovered on threads of cloth. ( — ) 5. Anthony van Leeuwenhoek died in 1723. ( ) B. Find a phrase or sentence from the story to match each given statement. Statement 1: People did not know the causes of diseases. Evidence: Statement 2: The reading glass magnified the threads to show how strong they were. Evidence: 2 —, 46Statement 3: Anthony became bored with using the reading glass. Evidence: Statement 4: It was difficult to make lenses like the ones in Anthony's microscope. Evidence: Answer the following questions. 1 2; 3. What did Anthony discover about the characteristics of glass? How did Anthony make better lenses? How do you know that Anthony's microscope was powerful when he first examined other things besides fabric? What did Anthony discover about bacteria? Anthony's invention saved millions of lives. Name two professions, which in your opinion are more likely to use the microscope for work. Give reasons for your answers. 47fee Vocabulary Let's learn about the prefixes fore- and inter-. Fill in the blanks with the correct words from the table above. 1 Omar bumped his against the low sie TYG eens = has become a popular research and communication tool in recent years. According to the weather , itis going to rain today. Lola wore a long-sleeved dress to cover the scar on her 5. The accident victim could be suffering from an injury as there was no visible wound on his body. My migrated from China to the United States at the turn of the century. The border police many trespassers every day. Athletes from all over the world arrived in our country for the sporting event. 48Abbey washes her clothes every morning. (doer) (verb) (receiver) James Naismith invented basketball in 1891. (doer) (verb) (receiver) The window had been smashed by vandals. (receiver) (action) (doer) The new skateboards were stolen yesterday. (receiver) (action) Read the active and passive sentences. Write the doer, receiver and action of each sentence in the correct column. The first one has been done for you. Sentence Doer | Receiver) Action 1. The road has been blocked by barricades. 2. The students decorated their classroom with banners. barricades | road | blocked 493. The great pyramid of Giza was built by a pharaoh in Egypt. 4. The walls are being painted by the student volunteers. Dessert is served after meals. (be) (past participle of verb serve) A horrible picture was hung on the wall. (be) (past participle of verb hang) Water is being pumped from the river to every home. (he) (past participle of verb purse) The sheep were being chased out of the farm. (be) (past participle of verb chase) Logan has been told to remove his bicycle from the porch. (be) (past participle of verb tell) This forest had been considered sacred before it was flooded. (be) (past participle of verb considered) A prize will be given for each correct answer. (be) (past participle of verb give) Mr Frank will have been promoted if he had not been caught stealing. (be) (past participle of verb promote)Complete the passive verbs in the sentences. L 2. The rat had been (chase) into the drain. Look at the scraps all over the room. The pages were (tear) by Mark in anger. The story was (write) by Ethan's grandfather for his children. Mala willbe ___—=————_(interview) by the manager before she can be confirmed for the job. Se Spelling A. Read the words below. They have a long vowel ur or long vowel ir sound. burn turn curve furnace churn hurl purr surf pleasure girl skirt dirty thirsty circus squirm Fill in the blanks with the words from the word list above. 1. Wayne likes to on the sea in summer. 2. Fanny's hands are from digging soil in the garden. 3. Cats when they are afraid or in pain. 4. The hikers were so _ ___ that they drank from the muddy river. 5. The potter heats up the so that he can bake clay pots. 516. There are two pockets on Hilma’s She likes to keep candies in them. 7. The men worked together to the giant off the cliff and peace was restored in the town. 8. Anacrobat can perform with animals in a__ —_ 9. Cuta on the paper to make a crescent moon. 6 Listening Go Listen to the sentences. Tick active voice or passive voice. Active Voice Passive Voice 52& Speaking Michael is making a class announcement. Read it aloud. Here are some tips on how to prepare for an announcement. 1 Include the following points: « whom the announcement is for « time and place « what to do . special instructions to remember 2, Make sure everyone is quiet before you make the announcement. 3. Speak slowly and clearly. 4. After the announcement, ask if there are any questions. If yes, answer them. If no, say “Thank you for your attention”. 53&4 Writing Writing a paragraph is about expressing a main idea. The main idea in a paragraph must be supported by details. Paragraph Everyone was frightened of diseases. They did not understand why some people became very ill and died. Some people believed that witches or wizards cast terrible spells that caused their enemies to be sick. Such people would make and display horrifying pictures, sculptures, or hang special plants in their houses to scare away evil spirits. But all these did not prevent or cure any illnesses. Main idea of the paragraph People are frightened of diseases. Details that support the main idea People believed that witches or wizards were the sources of disease. s-People did + 1 tablespoon of sugar + bow . 1 spoon <> * — 1small pail of ice mixed with a little salt — + 2slices of bread § 4 101Method 1. Pour the milk and sugar into the bowl. 2. Put the bowl in the pail of salty ice, - 3. The bow! will wobble 4. The salty ice will absorb the heat and harden the mixture, By 4 5. Stir the ice cream with your spoon to prevent the formation of ice crystals. 6. Scoop the ice cream onto a slice of bread. 7. Cover it with another slice of bread, Your ice-cream sandwich is ready! 102ed Review What did you learn? Tick. Some nouns behave like verbs. An adverbial clause of purpose tells us the purpose of the action in the main clause. It usually begins with connectors such as in order to, so as to, so that or so. An adverbial clause of result tells us the outcome of the action in the main clause. It usually begins with so .. that or such ... that. Write words that have the long vowel ear sound. & Project Work The world is filled with interesting inventions. Choose and research about an interesting invention. Write a short paragraph on it. Remember to: . . explain what it is used for. discuss how it works. use adverbials of purpose and result to explain intentions and outcomes. include interesting pictures, if you can. 103Aftermath of a Nuclear Disaster In 1986, a routine maintenance test at the Chernobyl nuclear plant in northern Ukraine went horribly wrong. At 1.23 a.m., there was a disastrous chain reaction in the core of reactor No. 4. A power surge ruptured the uranium rods, while a steam explosion created a huge fireball that blew the roof off the reactor. The radioactive plume blanketed the nearby city of Pripyat. The following story is told by a woman named Nadezha. It happened late Friday night. That morning, no one suspected anything. | sent my son to school; my husband went to the barber's. | was preparing lunch when my husband came back. “There's some sort of fire at the nuclear plant,” he said. “They're saying we are not to turn off the radio.” | forgot to say that we lived in Pripyat, near the reactor. | could still see the bright crimson glow: it was like the reactor was glowing. This wasn't any ordinary fire; it was some sort of shining light. It was pretty. | had never seen anything like it in the movies. We were on the ninth floor, and we had a great view. People brought their kids out, picked them up, and said, “Look! Remember!” 104And these were people who worked at the plant — engineers, workers, physical instructors. They stood in the black dust, talking, breathing, wondering at it. There was a strange smell — it wasn't a spring or an autumn smell, but something else, and it wasn’t the smell of earth. My throat tickled, and tears came to my eyes. | didn't sleep all night, and | heard the neighbours walking around upstairs, also not sleeping. They were carrying stuff around, banging things; maybe they were packing their belongings. In the morning, | got up and looked around and | remember feeling something wasn’t right, something had changed forever. | had no idea what it was then. At eight that morning, there were military people on the streets in gas masks. We weren't frightened; it calmed us down. Since the army had come to our aid, everything would be fine. We didn’t understand then that the peaceful atom could kill, that man is helpless before the laws of physics. All day on the radio they were telling us to prepare for an evacuation: they would take us away for three days, wash everything, and check it over. The kids were told to take their school books. My husband put our documents and our wedding photos into his briefcase. Our bus stopped overnight in a village; people slept on the floor ina school, others in a club. There was nowhere to go. One woman invited us to sleep at her house. “Come in,” she said. Her friend started dragging her away from us. “Are you crazy? They're contaminated!” When we settled in Mogilev and our son started school, he came back the first day in tears. The other kids were afraid of him; they called him “Shiny”. | often dream that I'm back in sunny Pripyat with my son. (It's a ghost town now) I'm looking at the roses. There are many large bushes with roses. | am young, My son is little. And in my dream, I've forgotten all the fears, 105Reading Comprehension A. Fillin the blanks with the correct option. 1. Pripyat is located in __ Ukraine. a. northern b. southern c. eastern The radioactive plume blanketed the nearby city of Pripyat. Another word for plume is 2 a. fruit b. chubby c. cloud The line in paragraph 3, “That morning, no one suspected anything” shows that the people were igrel b. ignorant c. selfish The people had____———_seen the nuclear plant explode. That was why they did not recognise the fire. a. always b. never c. often 1065. Nadezha could not sleep the night after the explosion because a, the neighbours Were noisy b. her son was sick c. she was anxious B. Answer the following questions. 1. What had caused the crimson glow from the reactor? 2. Did Nadezha’s neighbours — the workers from the plant, know about the explosion? Which sentence tells you so? 3. What caused Nadezha's throat to tickle and her eyes to water? 4. Why do you think the people felt calm when they saw the soldiers in gas masks? 5. Why did the people stay away from Nadezha’s family? How would you have felt if you were treated like that? 6. _ In your opinion, how does Nadezha feel now? ie Vocabulary Remember, synonyms are words with similar meanings. While they have similar meanings, there are slight differences in the feelings that they convey. The pain was sore. (The pain was mild but bearable.) The pain was intense. (The pain was disturbing.) The pain was excruciating. (The pain was causing distress.) 107Words have different connotations, which send out different messages. We choose words with positive or negative connotations, depending on our message. We use neutral words when we want to sound objective or fair. Circle the word that is best suited for each sentence. 1. The radioactive plume ___ the city of Pripyat. a, evaporated b. elevated e. anvélépad 2. The neighbours woke up in the middle of the night because they heard a loud : | a. shriek b. whisper c. sob 3. The buildings of Pripyat are a reminder of the aftermath of the nuclear explosion. a. old b. dirty c. dilapidated 4. The from the locked room is overbearing. Could something be rotting in there? a. smell b. aroma c. stench 108Mr Jones never drives into that garage. (not a single time) Mr Jones always drives into that garage. (all the time) Mr Jones almost drives into that garage. (nearly but has not) The ship is partially submerged. (parts of the ship are underwater) The ship is completely submerged. (entire ship is underwater) She hardly spoke at the meeting, (spoke very little) She nearly spoke at the meeting, (going to but did not) Fill in the blanks with the correct adverbs of degree from the box. enough never nearly almost just hardly completely 1. Eddy _________ missed the exam. He would have failed and not got promoted to the next level. 2. Mr Eric had time to reach the airport. He could pack his luggage and even read the newspaper before the flight. 3. Mumis so busy that she cooks at home. | miss her chicken curry. 4. You should not buy this black dress for Wendy. She would wear it. She likes red. 1095. The snake had engulfed the chicken. We could not even find the claws. 6. The laptop was stolen if not for Henry spotting the thief. The girleware hardly-scated dt thedark: (They were not very afraid of the dark.) The girls were quite scared of the dark. (They were afraid of the dark.) The girls were extremely scared of the dark. (They were very afraid of the dark.) Circle the correct intensifier in the brackets. 1, ‘Thevillage was Cquite/ very ) faraway: We liad to take theibus for twenty hours. 2. Jack was (utterly / quite )shocked to know that his pet tortoise had died. He loved it very much. 3. The movie was (hardly / really )dull. I could not wait to get out of the cinema. 4. The drink was (just / too )sour. Mum must have forgotten fevadldiaugars 5. The Chernobyl nuclear disaster was a (truly / barely ) horrific experience. 110® Spelling Read the words below. They have the long vowel ure sound. pure cure lure secure demure procure endure obscure B. Fill in the blanks with words from the word list above. 1. The doctors took ten years to find a for the disease. 2. You will need more bait to __ the fish into the net. 3. Please. _————S—SS—_ yourself with the seat belt so that you don’t fall off the roller coaster. 4. The residents of Pripyat had to the black dust and stinking smell. 5. The antique store is located at an part of the town. Few people know how to get there. 6 Jeanis sucha girl that you have to encourage her to speak up. 1&& Listening Go Listen to a personal recount of an accident. Tick the correct sentences. 1. The writer always cycled home by this route. 2. It was a busy road. 3. The writer knew Uncle Ravin well. 4. Uncle Ravin was a barber. 5, The writer saw the car before hearing the sound. 6. The car damaged the writer’s bicycle and the van. 7. The writer was in shock after the accident. 8. There were no casualties in this accident. 112if Speaking Imagine you are the host of a radio programme. You are going to interview Nadezha after she has settled in Mogilev. Read the interview aloud. You: Nadezha: You: Nadezha: You: Nadezha: You: Nadezha: You: Nadezha: You: Hello, Nadezha. How are you since you settled in Mogilev? Life is stable here, but my family still faces discrimination every other day. Could you tell me more about it? My son gets teased in school. People move away from me when I'm at the grocery store. | am so sorry to hear this. How do you feel about this? feel sad and angry at the same time. | am sad that people are scared of us. | am angry that | can't do anything about it. It must be hard for you. Would you consider returning to Pripyat? Yes, definitely, but it seems impossible now. Why does it seem impossible? Pripyat is a ghost town now. | need a good environment for my son. Mogilev is a better place. | hope people will accept us one day. Stay hopeful, Nadezha. I wish you all the best. Thank you. 13Try itout Pair up with a classmate. Imagine that one of you is a radio host and the other one is a resident in Pripyat or a worker from the nuclear plant. Take turns to complete the interview. Remember to keep the following in mind. Think of the purpose of the interview. Ask relevant questions politely. Examples: © Could you tell me more about ...? o May | know ...? o | beg your pardon. Would you repeat that please? Do not interrupt the interviewee. Thank the interviewee after the interview. &y Writing Imagine that you have interviewed Nadezha. Use the reading passage to write a newspaper report titled Aftermath of the Chernobyl Nuclear Disaster. Remember to: « describe what happened in Pripyat. * use words in the past tense. * use pronouns to refer to the people you are writing about. 4ed Review What did you learn? Tick. Synonyms are words with similar meanings. Some synonyms have slight differences in the feelings that they convey. Adverbs and adverbials of degree tell us to what extent something happens. Intensifiers are adverbs of degree that describe adjectives and adverbs. We use them to talk about our feelings or opinions about something. Write words that have the long vowel ure sound. 9%. ‘GF Project Work Think of a fond memory. Write a journal entry about it. Compile all the entries into a class journal entitled Our Childhood Memories. Remember to: « indicate how young you were, where and who you were with. + _use the past tense and talk about what happened. + describe events and your feelings using adjectives. 1151 0 Michael Phelps B urea Acknowledged by many as the most decorated Olympian, Michael Phelps is considered one of the world’s greatest athletes. Michael Fred Phelps was born in Baltimore, Maryland, on June 30, 1985. When he first went into a swimming pool at the age of 5, he was afraid to put his face in the water. He took up swimming after seeing his sisters’ swimming accomplishments. He began swimming competitively when he was 7 years old. When Phelps was 15, he became one of the youngest swimmers to qualify for the U.S. Olympic team. Later that year he became the youngest man to set a world swimming record. Atié he signed a contract with Speedo, won more medals and set additional records. His reputation as an outstanding swimmer grew. At the next World Championships in 2003, he won four gold medals and became the first swimmer to set five individual world records at one competition. 116Phelps was expected to do well at the 2004 Olympic Games in Athens, Greece. He did not disappoint. He won four individual gold medals and two more gold medals in team relays. He continued to win medals and set records at the 2005 and 2007 World Championships. In 2007, after winning seven gold medals and setting five individual world records, he became the most successful swimmer in World Championship history. At the 2008 Summer Olympic Games in Beijing, China, Phelps won eight gold medals, the most ever won by any athlete at a single Olympics. Phelps's individual golds were in the 200-metre freestyle, the 100- and 200-meter butterfly, and the 200- and 400-metre individual medley. His team golds were in the 400- and 800-metre freestyle relays and the 400-metre medley relay. Phelps continued his amazing performances in various competitions and the 2012 Olympics in London was his final Olympics. While he did not repeat the 2008 feat, he ended his career with a total of 18 gold out of 22 medals overall. After his last event, the international swimming federation, FINA, awarded him as the most decorated Olympian ever. Many factors contribute to Phelps's incredible skill as a swimmer. His will and determination have a lot to do with it. But so does his unique body build, which seems to be made for the water. He is 193 centimetres tall, but his legs are short for his height and give him extra power when he turns against the pool wall. His relatively long upper body is perfect for arm motions. His long arm span and flipperlike size 14 feet add to his unique ability in the water. Phelps founded the Michael Phelps Foundation after the 2008 Olympics. This charity promotes the sport of swimming and encourages children to lead active, healthy lives. He continues to work actively with his charity. 117& Reading Comprehension A. Put the events in order of occurrence. Write the numbers in the brackets provided. 1. Phelps started the Michael Phelps Foundation to encourage children to swim and lead active lives. ( ) 2. Michael Phelps was born in Baltimore, Maryland. — ( ) 3. Asa boy, Phelps was afraid to put his face in the water. ( ) 4. At15, he qualified for the U.S. Olympic team and later became the youngest man to set a world swimming record. ( } 5. In 2012, he competed in the Olympics and ended with a career total of 22 medals. ( ) 6. In 2003, Phelps became the first swimmer to set five individual world records atone meet. ( ) 7. At the 2008 Olympics, Phelps won eight gold medals, the most ever won by any athlete at a single Olympics. ( ) 8. He was influenced by his sisters to take up swimming and started to compete when he was 7 years old. ( ) 9. _ FINA gave him an award for being the most decorated Olympian ever. () 10. He later signed a contract with Speedo. ( ) 118