MSCHOLASTICMSCHOLASTIC English WorkbookCopyright © 2013 by Scholastic Education International (Singapore) Private Limited All 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, of otherwise without the written permission ofthe 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: ‘Scholastic International 557 Broadway Now York, NY 10012 USA Email: export@ scholastic.com est of the World ‘Scholastic Education International (Singapore) Pte Ltd 81 Ubi Avenue 4 #02-28 UB.ONE Singapore 408830 Ema: education @scholastic.com.sg ISBN 978-981-07-4772-5About acave English The integrated teaching of reading, writing, listening and speaking skills, and the engagement of students are critical for language acquisition. This integrated approach to learning and literacy development is advocated through a systematic and consistent instructional design and scope and sequence in AcTIVE English. This Workbook can be used to extend the learning in the Coursebook or as an independent learning resource. Coursebook Correlation to Extend Learning Each unit in the Workbook correlates to @ unit in the Coursebook in terms ofits theme and language skil. The exercises provide additional practice for reinforcement and consolidation. Integration of Language Skills Independent Learning Resource The wr | exercise in each unit consolidates the language skills covered in the | Coursebook Concise language notes allow students to practice their skills independently in the classroom or at home.Contents Unit Title Page 1 The Collector of Sliced Bread 5 2 On the Quest for Food 10 3. The Mystery of the Nazca Lines 15 4 The Wonderful Microscope 20 5 The Happy Prince 25 6 Amelia Earhart 30 7 The Story of Johnny Head-in-the-Air 35 8 Our Amazing Spare Parts 40 9 Aftermath of a Nuclear Disaster 45 10 Michael Phelps 50 W What Does the Future Hold? 55 12 Ancient and Modern Hieroglyphs 601 The Collector of Sliced Bread __ tek Vocabulary A. Read each sentence and write A for Adjective or N for Noun in the brackets for the words in bold. 1. Kim reached into the hole and touched the slimy creatures crawling inside. ( 2. The blind use Braille to read the stories in this book. ( 3. The spicy aroma of curry filled the whole kitchen. ( 4, During the plague, the sick had to stay in isolated wards. ( 5. Jack added some artificial plants to his aquarium. ( B. Fill in the blanks with the correct words from the box. loose wild rich 1. Please apologise if you are in the . 2. There are very few tigers left in the . 3. The____ built their large mansions in this neighbourhood. 4. The police searched every house for the burglar on the 5 Wa often find rats Inunderground didinetbecause they liketoroam inthe Unit 1: The Collector of Sliced Bread 5Fill in the blanks with the correct gerund for each picture. Mary's was so awful that all the children covered their ears. 2. Anna has to finish the before she can go out. Be is a dangerous but exciting sport. 4 You have to improve the iin ©) this room. Try this new bulb. 6 Unit 1: The Collector of Sliced BreadComplete each sentence with the correct gerund phrase from the box. is my father’s hobby. He likes paperbacks on science fiction. 2. This pair of shoes has a nice grip, especially on steep slopes and rocky walls. It is good for ‘ 3. Men from Tom’s family have been the town postmen for generations. = is their daily routine. 4. is Uncle Patrick's hobby. He picks up logs that wash onto the shore and turns them into artistic statues. 5. Sally enjoys . She hopes to be a writer some day. 6. Larry is planning to buy a new pair of for the race. Unit 1: The Collector of Sliced Bread 7Complete each sentence using would or would rather. 1. Teena want a cherry on her ice cream. 2 Miki. swear a raincoat than carry an umbrella. 3. Molly keep hamsters than rear goldfish. 4. Grandpa like fried eggs for breakfast. 5. Sheena like milk in her tea. 6. He buy the red shirt than the yellow one. 7. Rosita play than study. 8. I like cake today. 8 Unit 1: The Collector of Sliced Bread& Writing We can write a story in the form of a poem. In your notebook, write a poem about an interesting person you know or an interesting character that you have read about in a book. Remember to: * write your poem in three stanzas and have about four lines for every stanza. * describe where, when, what, why and who were involved. * express your feelings. * use rhyming words. * use the past tense. * Who is this person? * What are the characteristics of this person? * What do others think of this person? * Why do they think like that about him or her? * What do you think of this person? » Why do you say so? Unit 1: The Collector of Sliced Bread 92 On the Quest for Food tok Vocabulary Circle the correct option. 1. Itis easy to ( mistake / misplace / misunderstand ) each other if we do not speak the same language. 2. There is a( misprint / misspelling / misread ) in the book. The pictura should come beforeithe paseaga: 3. We (misdirected / misjudged / mistreated ) the length of the room and did not buy enough ribbon to hang across the ceiling. 4. It was a (mismatch / misfortune / mistrust ) to have their house collapse after they were robbed. 5. You must not ( misquote / misdirect / mismatch ) what the king has said or you could end up in jail. 6 This cloth is (non-slip / non-absorbent / non-stick ). It can’t soak up water. 7. Please stop your ( nonsense / nonchalant / non-profit ) and start explaining our project properly. 8. Please remove all the (non-existent / non-essential / non-verbal ) things from your luggage and pack only what is necessary for the trip. 9. The deaf use a ( non-explosive / nonchalant / non-verbal ) language to communicate with others. 10. A biography is a ( non-fiction / non-addictive / non-existent ) text which records the actual events in a person's life. 10 Unit 2: On the Quest for FoodSe Grammar A. Look at the pictures. Fill in the blanks using will or shall. 1 | walk to school today. 2: My brother and | have been practising for months. We win the race! 3. We send out a message in a bottle and wait for a reply. John keep asking around until he gets the answer. My sister and | clean the floor till it is sparkling clean. Unit 2: On the Quest for Food 11B. Fill in the blanks with the correct words from the box. 1. Charlie =a story to the children. 2. Tie the note to the pigeon’s feet and it the secret message to the emperor. 3. 1 if you put the lizard on my shoulder. 4.1 some sugar to sweeten the tea. 5. Wea place to hide our treasure. 6 We by air to Malaysia for our summer holidays. 7. John and! our teacher the truth about the accident. 8. The soldiers in the night to avoid being spotted by their enemies. 9. Helen == _stthrough the keyhole and see what is happening in the room. 10. Our Korean friends us how to make a special dish known as kimchi. 12 Unit 2: On the Quest for Food& Writing Think about a difficult time in your life and how you overcame it. Complete the organiser below. Then, write a journal entry about your experiences on the next page. Questions Your notes Why were you having a difficult time? When and where did you experience this? Who else was involved? How exactly did you feel about the situation? What did you do to overcome the problem? What happened in the end? Unit 2: On the Quest for Food 1314 Unit 2: On the Quest for FoodThe Mystery of the Nazca Lines lob Vocabulary Fill in the blanks with the correct words from the box. 1. The natives believe that eating this herb can life and help them live to a ripa.old'age. 2. The doctor prescribed to help John recover from his flu. 3. You can consume meat, eggs and milk to increase your intake. 4. To turn around is to turn towards the left. 5. Sasha sold the antique watch fora sof $10,000. 6. Mrs Smith became after her husband died. She stayed at home all the time and did not welcome any visitors. 7. If you coat the metal gates with this ___ paint, they will last for at least ten years. 8. Can you explain the ______ of making cottage cheese? Unit 3: The Mystery of the Nazca Lines 15& Grammar A. Combine the sentences to form a complete sentence with the correct appositive. 1. Sally is a nanny. Sally has been looking after the twins since they were babies. 2. Bobby was punished for punching Jack's face. Bobby was the | class bully. 3. Professor Kumar was the town botanist. Professor Kumar collected samples of leaves to examine the cause of spotting. 16 Unit 3: The Mystery of the Nazca LinesBeethoven continued to compose music even after he lost his sense of hearing. Beethoven was a famous musician. Form your own sentences. Use the helping words as appositives in your sentences. the tallest boy my little sister her favourite dish the capital city Unit 3: The Mystery of the Nazea Lines 17A. Fill in the blanks with ean or may. Candice bought many new pragents from Mega: Mall yastarday: Sha go back there or explore a different mall today. Candice eventually went back to Mega Mall so that she could redeem a free gift.She ______ redeem the free gift at any of the shops in Mega Mall. Candice would also like to return to the toy shop, but she is afraid that the shop be closed. Therefore, she thought it wise to call the shop and was glad to know that she __———S—sgo there after 10 a.m. Candice buy more toys too, but she has not decided yet. B. Complete the following sentences. Remember to use ean or may to express possibility. 1. The sky looks very cloudy 2. When you want to read thisnovel, 3. After he graduates, 4. If Nora wears her new glasses, 5. If too many people get onto the boat, 18 Unit 3: The Mystery of the Nazca Lines& Writing Write a short report in your notebook about a famous tourist spot in your country. Jot down some notes for your report in the organiser below. Remember to: * include the name and location of the place. * describe interesting facts about the place. * provide reasons why you would recommend this place. * use the correct tenses. * use the helping verbs can and will. Title Beginning |* Where is this place? * What is the place famous for? Middle * Write a short history of the place. End * Give two reasons why people should visit this place. Unit 3: The Mystery of the Nazca Lines 194 The Wonderful Microscope fee Vocabulary Fillin the blanks with the correct words from the box. forefinger forego foresight _ foreword intercom interfei € terpret. interrupt 1. You will have to your holidaysiif yourchooss te register for the training course. 2. While at sea, the two captains used the __ to communicate with each other. 3. Fortunately, Omar had the to open the dam before the flood. 4. What do the symbols on the wall mean? Can anyone them? 5. In some cultures, it is considered rude to point your at anyone while you speak. 6. Please do not in their quarrel and make matters worse. 7. The in the book was written by the principal. 8. Albert was scolded by his mother when he tried to the conversation. 20 Unit 4: The Wonderful Microscope1. Strange lines Ao - cee, Grammar . Read the active and passive sentences. Fill in the blanks with the correct form of the verbs in the brackets. Nazca desert. 2. The floor after the accident. You Breakfast the cafeteria. Water The pirates cover the treasure. 7. The porcupine it is threatened. 8. The car traffic junction. 9. The candies Doris left them on the table. (Spot) in the air over the (mop) with strong detergent (lose) the game by two points. (serve) from 7 to 10 a.m. daily in (freeze) at zero degrees. (pour) soil into the trench to (curl) up into a ball when (screech) to a halt at the (attract) many ants when Unit 4: The Wonderful Microscope 2110. The children (catch) for trespassing into private property. nl. Ben (bite) by a mosquito before he fell ill. 12. All the children (tell) to put their belongings in the lockers. B. Rewrite the sentences in passive voice. 1. Uncle George prunes the hedges every Monday. 2. The librarian arranged the books in alphabetical order according to the authors’ names. 3. The generator has been producing electric power for this area since 1990. 4. Many people lost their lives in the recent earthquake. 22 Unit 4: The Wonderful Microscope5. The teacher provided signboards for the exhibits. C. Rewrite the sentences in active voice. 1. The presents were wrapped by my sister last night. 2. | was awakened by a loud scream on the street. 3. Ten cars were scratched by vandals in one night. 4. Miss Johnson was praised by the police because she helped solve the crime. 5. The shop had been closed for repairs by the owner. Unit 4: The Wonderful Microscope 23& Writing A. Think of an invention you would create to solve a particular problem that people face. Jot down some notes in the organiser below. Name of the invention What problem would your invention solve? What does your invention look like? How does your invention work? B. Write a paragraph about your invention below. 24 Unit 4: The Wonderful Microscope5 The Happy Prince Fill in the blanks with the correct abstract noun from the box. 1. If you want them to believe you, you have to gain their 2, After Shane had saved the old lady from the fire, he received a medial for his ? 3. Their began when they met in kindergarten. They have been best buddies ever since. 4. Claire did not ask for any help due to her 5. Togainmore about the Japanese culture, Frank spent one year in Japan. 6. Anna was in even after she applied medicine on her wounded hand. 7. Mark always tries to speak the 8. The citizens of a country look up to the judge in the court for r Unit 5: The Happy Prince 25S Grammar Complete each conditional sentence with the words in the brackets. The first one has been done for you. 1. If the socks are on sale, Dad will buy three pairs. (Dad / buy / three pairs) 2. If there is a fire in the building, (we / use / stairs) the tigers will escape. (zookeeper / forget / lock / enclosure) she will share her sandwich with her. (Jane / see / Amy) the race will begin. (principal / wave / flag) 6. If Katie completes the painting, (teacher / display / wall) 26 Unit 5: The Happy PrinceIf there is enough time, (we / bake / chocolate cake) If the guests arrive early, (I / show / guest room) Complete each second conditional sentence with the words in the brackets. The first one has been done for you. i If Mr Alan won the prize, he would buy a new car. (Mr Alan / won / prize) she would attend a musical every month. (grandmother / live / London) | would get rid of examinations. (I / am / principal) he would save my drowning friend. (Superman / real) they would tell the colour red from blue. (blind / see) the glaciers in the North Pole would remain frozen. (global warming / stop) Unit 5: The Happy Prince 277 we would help the Happy Prince. (we / have / wings like the swallow) 8. + | would visit planet Mars. (I / go / outer space) a Writing A. Read the story Little Red Riding Hood given below. Little Red Riding Hood's grandmother was sick. So Little Red Riding Hood decided to visit her grandmother with a basket of fruits. The wolf knew about her plan and went to Grandmother's house beforehand. He locked Grandmother in the cupboard, took her place, pretending to be her. When Little Red Riding Hood came into the house, Grandmother was in bed wrapped up in warm clothes. Little Red Riding Hood asked, “Are you feeling better, Grandma?” Grandmother replied, “lam very sick, my dear.” Little Red Riding Hood found Grandmother's voice strange. When she asked Grandmother, the wolf pretended that it was due to a sore throat. Then Little Red Riding Hood noticed that Grandmother had long, pointed ears. Grandmother said that they were long so that she could hear Little Red Riding Hood better. Little Red Riding Hood was puzzled to see Grandmother's big mouth too. She asked, “Why is your mouth so big, Grandma?” Grandmother leapt from the bed and said, "So that I could eat youl” Little Red Riding Hood realised that it was the wolf disguised as her grandma and tried to run away. The wolf chased her around in the house. Suddenly, a hunter appeared at the door. He shouted, “Ill save you, Little Red Riding Hood!” The hunter chased the wolf with his axe and struck him down. Little Red Riding Hood was relieved and thanked the hunter for saving her life. 28 Unit 5: The Happy PrinceRemembering her grandma, Little Red Riding Hood called out for her and heard a noise coming from the cupboard. When the hunter opened it, he found Grandmother kicking about, trying to free herself. Her mouth was stuffed with a handkerchief. Grandmother was relieved to see Little Red Riding Hood. She cried and hugged her granddaughter. B. Pair up with a classmate. Write a playscript of the story in your notebook. Remember to include: * the characters (in order of appearance): Little Red Riding Hood, Grandmother, the wolf and the hunter. * the props required. ¢ the setting. * dialogue for each character. Unit 5: The Happy Prince 296 Amelia Earhart " Vocabulary Fill in the blanks with the correct words from the box. posting preoccupied preserve postgraduate posture premises precise presumed 1. Mr Maxwell, the owner of the restaurant, does not allow any pets intohis— 2. Have you received the results of your school ? Which high school would you be going to? 3. To the fish, you have to coat them with salt and then hang them up to dry in the Sun. 4. Amelia had to land ona avoid crashing into the barn. spot on the field to 5. Zed could register for the course because he had attained a university degree in English Language. 6. John the school trip had got postponed for next month. 30 Unit 6: Amelia Earhartae “, Grammar An adverbial clause of reason tells us why the action in the main clause happens. It usually begins with a connector of reason such as because, as or since. Remember to add a comma if we begin the sentence with the adverbial clause. Complete the following sentences with the correct adverbial clauses of reason in the box. because she wanted to save money for a training course As we saw two men climbing over Mr Thomson’s fence Since Mum complained that she could not read in the dim room since he disappeared from school, last Friday because he used the Sun to navigate his way out of the forest Since the roof was blown off in the storm as the place looked messy and run-down Since Nora can speak and write German and Spanish 1. Amelia worked hard she will be taking care of the foreign pupils from Germany and Spain. 3. Gordon could return safely 4. We were surprised to find an old man in the hut Unit 6: Amelia Earhart 31Tom has been sleeping in the open. 6. We have not heard from Danny we installed two more lamps on the wall. we called the police. An adverbial clause of contrast tells us about a situation in contrast to the one in the main clause. It usually begins with a connector of contrast such as but, although, though or even though. Complete the sentences on the next page with the correct adverbial clauses of contrast in the box. but he had visited the tallest building in the world Although Ronan was early for the audition even though they had waited in the queue for hours but she plays rugby and soccer in the school teams Though John has lived in Spain most of his life but a fire at the factory burned all his products to ashes Although Lee could afford to take a taxi to work even though she had closed all the doors and windows 32 Unit 6: Amelia Earharthe waited for Karl so that they could enter the hall together. Molly was shivering Mr Smith was excited to export goods to America, he cycled every morning. Ben had never climbed a mountain, he was born in England. Penny looks frail, Everyone was patient and polite Unit 6: Amelia Earhart 33& Writing nterview an adult member of your family. Ask the person the questions below and write your notes in the space provided. Then, write a mini biography of this person in your notebook. What is your full name? When and where were you born? Who all are / were in your family and what are / were they like? Where did you go to school? Can you tell me about one interesting incident that happened during your childhood? What do you do now? 34 Unit 6: Amelia EarhartThe Story of Johnny Head-in-the-Air ioe Vocabulary Fill in the blanks with the correct words from the box. 1. This story was written in English, but it has been to Chinese and Japanese. 2. Mrs Kelly clasped her purse in her to prevent anyone from snatching it from her. 3. Ina few moments, you will witness how the car can into a flying robot. 4. If you can’t understand the language in the movie, read the at the bottom of the screen. 5. Please ask the nurse to prepare Type B blood; we will need it for the blood during the operation later. 6. Remember to your documents to the receptionist. Unit 7: The Story of Johnny Head-in-the-Air 35,SB Grammar Fill in the blanks with the correct phrasal verbs from the box. 1. Mrs Gillian immediately == with hanging the laundry after she has washed them. 2. “We will why twenty dolphins died on the shore this morning,” said the marine expert. 3. WhenSam____——_his senses, he discovered that he was at the bottom of the cliff. He must have fainted and fell off the cliff. 4. After much persuasion, Gemma and bought the expensive pot from the salesman. 5. When you have chicken pox, you must resist scratching the blisters when they on your body. 6. Please your belongings by keeping them in the lockers before you go for your lunch break. 7. Remember to the fire when you have barbequed all the chicken wings. 8. Rafflesia, the largest flowering plant on earth, can grow up to one metre in size and a foul odour. 36 Unit 7: The Story of Johnny Head-in-the-AirSe Punctuation A. Change the numerals in the brackets to a compound word. 1. When Mrs Black asked you to buy two dozen eggs, she meant (24) eggs. 2. Mike had been trapped in the rubble for (85) hours. 3. The oldest school in this city was built (79) years ago. 4. Mrs Gomez did not know that she had inherited her grandfather's house till she was (36) years old. 5. Thereare (53) students living in the hostel. B. Fill in the blanks with the correct compound words from the box. IFmy_ had not saved his son from the fire, my grandfather would have been burnt to death. is Xavier practised hard and hoped to finish the hundred metre race ino itt. Unit 7: The Story of Johnny Head-in-the-Air 373. Johnny ignored the warning of his neighbour and bumped into the neighbour's dog. 4. This restaurant is famous for their curry dite 5. To be an ____in sports would mean you have to be proficient in several sports — indoors and outdoors. 6. My married my sister when they were just twenty years old. 7. Uncle Harry is an and he used to be in charge of the security of this area before he retired. 8. If you resist the temptation to fight back when you are angry, you are exercising . 9. Randy always enjoys the short ___ ride to school on his father's bicycle. 10. We need to stop the poaching of tS animals before they get wiped off the face of the earth. 38 Unit 7: The Story of Johnny Head-in-the-Air& Writing A. Work in groups of four to write a poem of about three to four stanzas about a clumsy person. Brainstorm for ideas and fill in the mind map below. Title of poem B. Look at the mind map. Think of some rhyming words that you can use for your poem. Write them here. C. Write your poem in your notebook. Unit 7: The Story of Johnny Head-in-the-Air 398 Our Amazing Spare Parts Set Vocabulary Fill in the blanks with the correct phrases from the box. 1. The police were eager to whoo punctured all the bicycles in the shop. 2. You ought to hurry up and or you will miss the first lesson. 3. Yanny could not in the horror movie and ran out of the cinema. 4. Mr Francis has sold his house and will to the new owner. 5. Jessie and James plan to the screaming crowd to reach their favourite singer. 6. Let's bravely and find a solution together. 40 Unit 8: Our Amazing Spare Parts% Grammar 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. Complete the sentences with the correct adverbial clauses of purpose from the box. so as to moisturise and keep it smooth in order for the staff to register you for the trip so as to protect his hands during the match so that vehicles could cross over safely so she had difficulty reading the newspaper so that he could see if there was a fracture in order to put our books neatly in the room tone one Could cae the pacplein he roar 1. Dr Chuck took an X-ray of Kim's ankle 2. Mum bought two more shelves. 3. You can apply olive oil into your hair 4. Leslie shut all the windows 7 Unit 8: Our Amazing Spare Parts 415. The boxer wore padded gloves 6. You have to complete the form 7. Grandma Jane broke her glasses 8. The engineer repaired the bridge == 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. Complete the sentences with the correct adverbial clauses of result from the box. that we threw the whole that he had to wear a cast on pot of it away his arm that his voice had that she has used up three boxes become hoarse of tissues that we could not see the that they were expelled from green trees the school that the medic gave her an __ that our neighbour complained about oxygen mask the smell from the kitchen 42 Unit 8: Our Amazing Spare PartsMrs North had such a bad cold The twins were caught cheating so many times Itwas sofoggy i Alice had such a hard time breathing Homer had such a bad fracture The soup tasted so bland Jamie had been practising his singing for so long Mum has been cooking for so many hours Unit 8: Our Amazing Spare Parts 43& Writing A. Do some research on the parts of the human body. Find the answers to the questions below. Write your notes in the spaces provided. Which is the most important part of your body? Where is it located? What is the function of this body part? What happens when itis injured? How should we take care of it? B. In your notebook, write two to three paragraphs on the important parts of your body using the information from your notes. 44 Unit 8: Our Amazing Spare Parts9 Aftermath of a Nuclear Disaster fea Vocabulary Circle the best word to complete each sentence. 1. The (bright / pale / dull ) yellow walls cheer up the children in the hospital. 2. Eat slowly and dor't (sip / gulp / swallow ) your food, or you may choke. 3. The boys covered their ears because of the (loud / soft / blasting ) music on stage. 4. John (glared / stared / looked ) in disbelief at his best friend. How could he have stolen the royal crown? 5. The explosion totally ( diminished / decomposed / desolated ) the city of Pripyat as its residents evacuated to other safer places. 6. The town looked eerie under the ( pale / grey / dull ) moonlight. 7. The soldiers marched ( sharply / smartly / softly ) before the grandstand of audience. 8. When the coffins arrived, the ( wailing / sobbing / weeping ) of the widows could be heard miles away. 9. The boys ( snorted / whispered / mumbled ) when they had to clean up the classroom. They felt that it was an unfair punishment. 10. Apply pressure on the wound to stop the blood from (slipping / gushing / flowing out ) like a fountain. Unit 9: Aftermath of a Nuclear Disaster 45A. Fill in the blanks with the correct adverbs of degree from the box. You may use the words more than once. The Sun rises in the west. The trekkers did not expect that they will lose their way, so they had brought just____ food for two days. Renee ________ speaks English at home because her grandparents do not understand the language. The crocodile was ___ submerged in the water. You could still see its two eyes looking for prey above the water. Tim would have fallen into the drain if he had not grabbed the lamp post at the last minute. The pail was________ filled to the brim. You could have only added one more ounce to it. After the explosion, the sky was covered with smoke. We could not even see the Sun! Gravity will pull us down to earth and not let us float in space. 46 Unit 9: Aftermath of a Nuclear Disaster| 9. Megan rested that day when she worked for about | twenty odd hours. 10. You have to apply glue, so that the pages will stick well together. B. Construct two sentences using adverbs of degree. 1. Bp A. Fill in the blanks with the intensifiers from the box. You may use each word more than once. 1. The door was damaged when the bully hacked it repeatedly. 2. The customers refused to pay because the food was salty. 3. “We have to reach here before sunset,” said the leader pointing to a spot on the map. Unit 9: Aftermath of a Nuclear Disaster 47The boys cried because they were ashamed for vandalising school property. The library is ___near. You can reach there in thirty minutes on foot or fifteen minutes by cycling. The children were determined to raise funds to build a clubhouse. The stadium was designed to host different sports events at different seasons ina year. Mandy made____———_ thick yogurt to complement the dish. This water is______——_hot for bathing the baby. Mr Brown was confident of his answer. He had added the sum three times. B. Construct two sentences using intensifiers. & 48 Unit 9: Aftermath of a Nuclear Disaster& Writing A. Recount an interesting experience that you or someone you know has had. Record your notes in the mind map below. 2. Where did it happen? 1. Who all were involved? 3. When did it happen? An interesting experience ‘4. What happened? 6. What happened in the end? 5. How did you feel? B. In your notebook, write about the interesting experience in about three to four paragraphs. Use the notes you have recorded above. Unit 9: Aftermath of a Nuclear Disaster 491 0 Michael Phelps Fill in the blanks with the words from the box. 1. This school promotes as all the students learn two languages. 2. The people expressed their by:displeying the national flag outside their homes. 3. Anew zoo and an amusement park were opened last month to improve and business in the city. 4. Ross is known for his . He is now preparing for a long trek to the South Pole. 5. Cinderella suffered from her stepmother’s towards her stepsisters. She had to stay at home while they went to the party. 6. is a condition where a person has blurred vision. 50 Unit 10: Michacl Phelpsth. Grammar We use the third conditional to express a situation in the past that could have happened but did not take place. We use the past perfect tense in the if-clause and would have + past participle in the main clause. Complete the third conditional sentences using suitable clauses from the box. we would have found our way to she would have turned around the tower for you he would have witnessed the | would have missed the bus bank robbery you would have seen all the birds | would have joined the band in the nature reserve by now he would have gotten he would have steered the boat _ food poisoning away from danger 1. If Pat had drawn the map, 2. If the toddler had drunk the spoilt milk, 3. If the captain had seen the rock, 4. If my grandfather had gone to the bank that day, Unit 10: Michael Phelps 515. If you had brought your binoculars, 6. If | had not woken up from my nap, 7. If you had called out to your mom, 8. If |had practised playing the trumpet every day, Complete the conditional sentences given on the next page using suitable clauses from the box. 52 Unit 10: Michael Phelpsyou face a jail term or have to pay a hefty fine. lava flows down its slopes. it decomposes. trust is broken. you get purple. the bulb lights up. they are opposing poles. it tastes sour. Unit 10: Michael Phelps 53& Writing A. Think of someone you admire greatly. Do some research on this person using the questions in the mind map. Record your notes below. 2. Where was the person born? 3. What was the person's family like? 1. When was the person born? 6. What interesting things have happened to him orher? 5: What is one significant event that made you admire this person? B. In your notebook, write a short biography of about four to five paragraphs on the person you admire. Use the notes you have recorded above. 54 Unit 10: Michael Phelps1 1 What Does the Future Hold? se Vocabulary A. Choose a word from each box to form a suitable compound noun for each blank. 1. Sometimes, people confuse with cricket and baseball as all these sportsrequire a player ta hit ball with a bat, 2. You can put the pillows and blankets in the alithe end of the hallway. 3. The spaceship glowed like a gigantic as it hovered over Tim's house in the night sky. 4. Sam's brother has been enlisted into the and will be trained at the flight tower control station. 5. The dentist said, “You should use a with higher flouride content.” 6. Grandfather saw someone's in the garden, while he wasimawingitha lawn, Unit 11: What Does the Future Hold? 55,B. Fill in the blanks with the clipped words from the box. 1. Please pass this to Mrs Jones, she will have to announce this message to everyone. 2. The sale of this watch increased after a two-page __ was published in the newspapers. 3. All students staying in the know that they are not allowed to leave the place after 10 p.m. 4. Inthe olden days, it was terribly expensive to get a taken at a studio. 5. Mary checked and amended the in the paper. It is free of errors now. C. Fill in the blanks with the blended words from the box. 1. Never touch the socket with wet hands or you may be 2. Although the __———_is smaller than a hotel, it is just as comfortable. 3. The is a language of icons to show emotions when communicating on the computer. 4. Ohno, the window is broken because you have ___it with your tennis ball. 5. How can | remove the ink ‘on my shirt? 56 Unit 11: What Does the Future Hold?Se Grammar Convert the sentences from direct speech to indirect speech. The first one has been done for you. 1 The scientist asked, “Why is the rock glowing in the dark?” The scientist asked why the rock was glowing in the dark. The carpenter asked, “Are there any planks in the workshop?” The children asked, “When will Grandma arrive?” The passengers asked, “How far are we from our destination?” Sally asked John, “Who are you talking to over the phone?” Be Punctuation A. Rewrite the following using correct punctuation marks. 1 jack and mary are friends jack is going to make a kite for marys birthday Unit 11: What Does the Future Hold? 572. what materials does he require to make the kite with he will need paper glue sticks and strings 3. jacks mother helps him to get the things he needs to make the kites B. Read the following playscript. Insert the correct punctuation marks from the box. The first one has been done for you. Narrator: A crowd has gathered near the pit. Harry is there with his brother}, | Tom. Tom: Look! Mr Thomas Uncle Joe and Mrs Ellen are in the crowd too. Harry: What are they looking at [| Tom: I don'tknow. Let[_| s go forward and have a look. Harry: | m scared, Tom. Tom: Stay close to me L] Harry: Ill try. Tom: I'm going to elbow my way through. Hold on to my pants in) Harry: Wait up, Tom! You're too fast 58 Unit 11: What Does the Future Hold?& Writing In your notebook, write an imaginary story about being trapped in a fantasy world. Brainstorm for ideas with a classmate and record your notes in a mind map like the one below. 2. Where did it happen? 1. Who all were involved? 3. When did it happer 4. What happened? 7. What happened in the end? 6. What did they do to. overcome the problem? 5. How did the characters feel? Unit 11: What Does the Future Hold? 591 2 Ancient and Modern Hieroglyphs ae Vocabulary Fill in the blanks with the correct words from the following lists. Keep your story short and write it in three 2. We will try and answer as many ass possible. 3. The strange smell from the swimming pool is caused by the in the water. 4. You can get round the city easily using public You can take buses, trams or taxis. 5. Thecityisan place with many high-rise buildings and modern technology. 6. We cannot hear you from the back of the hall. Please speak into the 60 Unit 12: Ancient and Modern HieroglyphsSe Grammar A. Complete the sentences with the correct forms of the verbs in the brackets. 1. Shawn (help) his father at his store every Sunday. 2. Whenthe plane (land) at the airport, it was already midnight. 3. Jane and her sister Len (come) to my house for my birthday last year. 4. Everyone (carry) a sack when they crossed over the river. 5. Nobody (believe) David because he always lies. B. Complete the sentences with the correct continuous form of the verbs in the brackets. 1. Look! Thebirds_ fly) out of the cages. 2. The players (practise) for the competition when their captain sprained his ankle. 3. Bob and | (do) our homework when Sally rushed into the room. 4. Don't panic! The snake the bushes. ________(slither) into 5. Carla (listen) to music in her room. Unit 12: Ancient and Modern Hieroglyphs 61C. Circle the correct options to complete the sentences. 1. Mumiis frustrated because the sink (has choked / is choking ) many times. 2. We (shall give / have been giving ) the present to Mrs Julie after we have wrapped it. 3. Morris knows the customers well because he (has been working / can work ) in the shop for ten years. 4. When Dave came home from work, Sheena (was watching / had been watching ) television for two hours. 5. Tim (will apologise / has apologised ) later to Mr Jackson for staining his painting. D. Change the direct speech to indirect speech. 1. The shopkeeper asks, “How much chilli do you need?” 2. The firemen screamed, “Two people are trapped in the bedroom!” 3. Anna said, “The compass always points to the North.” 62 Unit 12: Ancient and Modern Hieroglyphs4. The girls cried, “All our books are wet!” 5. The barber asked, “Would you like to get your head shaved?” E. Complete the sentences. Begin with if. 1 : they would have reached the mountain peak. 2. ‘ you need to have a key tothe front door, 3 . she would have fallen into the drain. 4. : they would have arrived in the city. Se + you would have met the sports star. 6 . he would have carved a statue of a swan. Unit 12: Ancient and Modern Hieroglyphs 63&y Writing in your notebook, write a general knowledge text about how people have been travelling by train. You may use the writing rame below to jot down your notes and organise the information in your text. Paragraph Main idea and details Paragraph 1 | Introduction to trains. Paragraph 2 | What kinds of trains did people travel on in the past? Paragraph 3 | What problems did the old trains have? How did the people overcome the problem? Paragraph 4 | What kinds of trains do we have now? Paragraph 5 | What types of trains do you think we will have in the future? 64 Unit 12: Ancient and Modern HieroglyphsEnglish 1-6 is based on an integrated approach to language and literacy development which makes the learning of English both meaningful and enjoyable for students. The program adopts a systematic approach which features: authentic and diverse text types that are relevant and global; a ‘Show-Explain-Apply’ methodology; language skills which are taught in meaningful contexts; activities throughout the units to engage learners; ongoing assessment for and of learning. Each level of Scholastic Active English comprises: Coursebook Workbook Literature Reader Audio CD Teacher's Manual DOR ence RUC nea RC Re eC e ue cn area eens ee Cm were enue kere) Cm ee Ret cue ee un en) ee rarer emer cers jobs and supporting parents in their role as their child’s first teacher. ISBN 978-981-07-472-5 | ii} Cee