Nat Geo Tips Worksheet

Our World 4 Activity Worksheets
Answer Key and Teaching Tips

Contents
Unit 1 All in Our Family. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
Unit 2 Fresh Food . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Unit 3 Long Ago and Today. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Unit 4 Get Well Soon! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Unit 5 My Favorites. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Unit 6 Wonders of the Sea . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
Unit 7 Good Idea!. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
Unit 8 That’s Really Interesting!. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
Unit 9 The Science of Fun. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
Our World 4 1
Copyright © National Geographic Learning, a part of Cengage Learning.
Answer Key
Unit 1 Activity Worksheets
All in Our Family

Activity Worksheet 1.1
1 Teaching Tip
Model and practice two or three questions from Activity 1 in front of the whole class. Tell students
to do each activity physically. For example, they should hold up their hands next to each other and
compare. Remind students that it doesn’t matter who is bigger / smaller / faster, etc. If helpful,
point out the song that accompanies this unit: We’re All Different. Write on the board all the things
students should compare: hands, hair, ages, relatives, feet, numbers, names, height.

1 Differences between the photos:
The grandma is taller than the grandpa in Picture A, and shorter than the grandpa in Picture B.
Grandpa looks friendlier in Picture A, and is not as friendly in Picture B.
The mother has short curly hair in Picture A, and long straight hair in Picture B.
The father has no glasses in Picture A, and does wear glasses in Picture B.
The son has curly hair in Picture B, and straight hair in Picture A.
Teaching Tip
Have partners sit opposite each other (or at an angle) so they can’t see each other’s papers. Ask
some students who finish early to write sentences about the differences on the board.

1 Teaching Tip
Print one copy of the board game for each group of 3–4 students. Explain the different types of
squares and what students will be required to do when they land on them. When students land
on a white square, they should make sentences or questions using the –ing form of the verb. On
gray squares, students should make a sentence comparing the two people in the square. On gray
squares with a star, students should come up with a new sentence using the words in the box.
Monitor and help students while they play.
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Answer Key

1 Teaching Tip
Practice the model with the class. Act out how to move around the class and ask different people.
Stress that students only write down a name if their partner says yes. If their partner says yes,
they should ask a follow-up question, for example: How old is your sister? They must write the
classmate’s answer in the Notes column.
Remind students to sit down when they have finished the activity. During the activity, move around
the room and monitor student’s English. It’s best not to interrupt students while they are in the
middle of the activity. Take notes on any errors you hear. You can review errors at the end of the
activity. Remember to praise students for things they got right, too!
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Answer Key
Fresh Food
1 Teaching Tip
Have students work on their own and follow the instructions. They should not look at the partner’s
page. If they have coloring pens or crayons, they can color in the drawing.

2 Teaching Tip
Before students start Activity 2, it may be useful to remind students of key vocabulary such as twice
a day, three times a week, and so on.
3 Teaching Tip
Sometimes a student won’t be able to answer a question that a student asks. For example, Ritsuko
doesn’t ride a bike. When that happens, students should ask Ritsuko a new question. Write this
short conversation on the board to help students.
Student 1: Ritsuko, how often do you ride your bike?

Student 2: I don’t ride a bike! Can you ask me another question?
Student 1: Sure. Ritsuko, how often do you put away your toys?

Teaching Tip
Model the activity with the class. Show your students the three types of cards. Introduce the subject
by asking Is it easy to grow vegetables? (Yes!) Can you do it? (Yes!) Take the Student 1 card and
start to ask questions. Say I want to learn how to grow carrots, pumpkins, and lettuce. I only have
some of the information. You have the rest. So I’m going to ask you some questions. When do you
have to grow pumpkins? Have students use their chart to answer. Remind students to take turns
asking and answering questions.
Our World 4 4
In hot weather or in the summer.
OK. And when do you have to grow carrots?

Answer Key
STUDENT
Answer Key 1
Carrots Pumpkins Lettuce
When / have to / in cool wet in hot weather /

grow? weather in warm weather
in summer
Where / have to in the shade of

in a very sunny
/ plant? a sunny place cucumbers and
place
tomatoes
Very often! every morning,
How often / once or twice
Pumpkins get but not in
have to / water? a day
very thirsty! the evening
3 to 4 months 12 to 20 weeks
When / are / Very soon! After
after you plant after you plant
ready to pick? 40 to 90 days.
the seeds the seeds

What / have to / Don’t plant carrots
Don’t plant
Don’t plant lettuce
pumpkins near
Fresh Food
remember? near onions. near beans.
potatoes.

STUDENT 1
1 Answer Key
1 Write. Read the words in your puzzle and 1
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write clues. i
2
Our World 4 c g e
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Copyright © National3Geographic Learning, a part of Cengage Learning.
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“Down” Clues
1. dig Clue: It’s an action. It means ‘make a hole in the ground’.
Our
2. World 4
cucumber Clue: 5
3. pumpkins Clue:
Answer Key
1 2 Teaching Tip
Before students begin, explain that students have half of the crossword. The goal is to find the
missing words (without looking at the partner’s sheet!) The first step is to write clues. You may
want to put students into groups to do this part. Group Student 1s together and put Student 2s in
a different group.
Review some expressions that students can use to write definitions. For example:
It’s a kind of vegetable. / It’s an action.

It means… / It looks like…
It’s long and thin. / It’s round and (white).
You eat this (with salad, in soup). / You do this because (plants need water).
For Activity 2, have partners sit opposite each other (or at an angle), so they can talk with each
other, but not see each other’s papers. At the end of the activity, ask some students who finish early
to write the answers on the board.
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Answer Key
Long Ago and Today

1 Teaching Tip
Practice the model with the class. Act out how to move around the class and ask different people.
Remind students to sit down when they have finished the activity. Tell students who finish early to
compare and talk about the information in their surveys.

1 Teaching Tip
Check that the students understand how a Venn diagram works. Copy the diagram onto the board.
Ask students to call out a vocabulary word from the list. Ask Is this something you do today or you
did in the past? Point out that activities that belong to both the past and present go in the middle.
Write students’ suggestions in the correct places in the diagram. Occasionally, ask the students
where they think their suggestions should go in the diagram.

1 Teaching Tip
The goal of this worksheet is to raise awareness of—and respect for—differences around the world
today. Explain to your students that everyone is different. Billions of people around the world do
not have electricity or cell phones but they have things that we don’t have. We all have different
cultures, traditions, religions, homes, and so on, but we are also the same in many ways!
Introduce the three photos. These photos can also be found in the Student Book on pages 20–21,
36–37, and 41. As a class, discuss the details. Encourage the use of too. Ask questions such as:
What’s the weather like? What are they wearing?

Where are they? Are they in a town? What are they doing?
What’s the scenery like? What else can you see?
Who are they? Are they relatives?
2 3 Teaching Tip
In Activity 2, have students work in groups and look for ways in which we are different from the
people in the photos. In Activity 3, students work on their own. They practice more + adjective +
than as they look at the photos and think about their own opinions. Have them check one box only
(I agree / I’m not sure / I don’t agree).
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Answer Key
3 Answer Key
more difficult than more difficult than
more beautiful (place) than more interesting than
more old-fashioned than more expensive than
4 Teaching Tip
Have students form pairs for the last activity. Monitor your students while they are sharing
opinions. Remind students to ask their partners for the reason why. Answer any questions your
students have at the end of the activity.

1 Possible answers:
1. The girl in Family A is doing chores. The girl in Family B is playing tennis instead.
2. The girl in Family A is spending time in the garden with her father. The girl in Family B is learning
a sport instead.
3. The mom in Family A is sewing. The mom in Family B is taking her daughter out in the car instead.
4. The kids in Family B are using cell phones, but the kids in Family A aren’t.
5. The boy in Family B is playing video games. The boy in Family B is riding his bike instead.
2 Teaching Tip
Explain that the class will make comparisons about the people and objects. Give some examples
of comparisons, using than. Organize the class into groups of four students: two teams of two. Ask
students to explain the rules of the game Tic-Tac-Toe and have them play the game (several times,
if possible). Alternatively, play the game as a whole class.
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1 Work with a partner. Take turns. Ask and answer questions about
Answer Key your partner’s picture. Write the names in your picture. Use these
words to help you.
Get Well
Carlos Soon!
Marco a toothache In my picture a girl has a cast
on her leg. What’s her name?
David Susana a stomachache
Her name’s Susana.
Activity Worksheet
Rosa 4.1
Tania an earache
1 Answer Key
Marco Rosa Carlos
David Susana Tania
Teaching Tip
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look at their partner’s page. Instead, they should take turns to ask questions. Remind students that
they have the names of the people who they want to find out about. They also have the illnesses.
Ask partners who finish early to write sentences about each person in the picture.
Our World 4 9
Answer Key

1 Teaching Tip
Print one copy of the board game for each group of 3–4 students. Remind students of the rules:
(1) use a coin for the game; (2) use small markers (e.g., a paper clip, or small eraser); (3) listen and
check that the other students in your group make correct sentences. Monitor and help students
while they play.

1 Answer Key
You should: You shouldn’t:
1. use tissues if you have a cold. 2. go out at night by yourself.
3. wash your hands before meals. 4. run around with scissors.
5. eat lots of vegetables. 7. touch hot things in the kitchen.
6. keep a good first-aid kit at home. 9. go to school if you have a fever.
8. drink six glasses of water every day. 10. eat lots of candy and treats.
1 2 Teaching Tip
The goal of this worksheet is to recycle some of the important health advice that students have
learned, as well as to practice using should/shouldn’t. Have students read the sentences on their
sheet and discuss where the advice belongs: should or shouldn’t. When both partners agree, they
should write the sentence and draw a picture for each one.
Have students work with the same partner for Activity 2. For each piece of advice, students discuss
why the advice is important. Model how to ask questions and share opinions. Have students add a
question of their own for each piece of advice, such as Should you…? When should you…?

1 Teaching Tip
For this activity, one person is sick and needs advice. The other person helps the sick friend and
gives advice. Practice the model with your students and point out how the cards go along with
the model.
Have students work in pairs. Set a time limit. Have students do as much as they can in the time
you allow them. If partners are having difficulty, work with them briefly to show them how to
ask questions and answers. If students complete all four illnesses, have them change roles and
continue. Don’t worry if some students do not complete all of them. When students have had
plenty of practice, have them choose one illness and prepare a short role play. They can add their
own props, actions, etc. Monitor and help the students as they work. Choose a few students to
act out for the class.
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Answer Key
My Favorites
3 Teaching Tip
Before students start Activity 3, give them some useful expressions that they can use for giving
opinions, agreeing, and disagreeing. For example:
Let’s (listen to / watch / eat / play / invite) …!

That’s a good idea! She’s (wonderful / cool / amazing / talented)
How about (James Bond / Adele)? What do you think of (him / her)?
No way. He isn’t (famous / funny)!
I agree. I think that’s (a funny game / a wonderful gift).
If you have a large class, this activity can be done as a ‘pyramid discussion’. First, have students
discuss and choose what they would like for the party, in pairs. Then have students form groups of
four. This time they must talk together about what they would like for the party. Then tell students
to form a group of eight. Again, they can only choose one favorite for each category.

1 2 Teaching Tip
Explain that students should write the name of their favorite actor in one box, their favorite athlete
in another box, and so on. They can write their favorites in any box they choose. In fact, the game
is more fun if students write the names in a different order.
The aim of Activity 2 is to guess what each name represents, e.g., ‘math’ refers to favorite ‘school
subject’. Students must ask and answer questions in order to guess correctly. Finally, it’s important
for students to ask their partner why they chose that person or object. Show students the dialogue
and have them practice.

1 Teaching Tip
Activity 1 is an oral warm-up activity. Show students how to create a question using a word from
each box. For example, What’s the coolest color of all? Give the class a time limit of five or ten
minutes for this activity. Ask students to count how many questions they can make.
2 3 Teaching Tip
For Activity 2, have students invent their own questions here, using the words from Activity 1. In
pairs, students choose six questions. Then put students in groups of three and have them ask and
answer questions. During Activity 3, move around the room and monitor the students’ English.
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Answer Key

1 Teaching Tip
Students should complete Activity 1 fairly quickly with one or two partners. It doesn’t matter if
they dislike or disagree with the examples. Alternatively, this section could be done as a whole
class. Ask students to offer ideas for each category. For more interaction, write the categories on
the board. Hand out markers and have students quickly write one example on the board before
handing the marker to another student. If the class is not very familiar with athletes, change the
category to ‘sport’.
Our World 4 12
Answer Key
rksheet 6.16 Activity Worksheets

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NTS 1 and 2
StudentS 1 AND 2
with a partner. Find and circle these eight words in the puzzle.
1 Answer Key
n S U N L I G H T L O D A
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NTS 3 and 4
StudentS 3 AND 4
with a partner. Find and circle these eight words in the puzzle.
with your partner. Prepare clues for the words you found in
1 Answer Key
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S H A R K S E Z O N E E
Yes, it is. Can you find it in the puzzle?
Our World 4 13
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Answer Key
Teaching Tip
Put students in groups of four. Then have students work in pairs within their groups. Point out that
some of words in each puzzle are written backwards or on the diagonal. If students have trouble
finding these words, write them on the board.
Students 1 and 2: fish, creature, layer

Students 3 and 4: whale, octopus
2 Teaching Tip
In pairs, students discuss the words in their word list. The last four words are more difficult, so
students may need help making clues. Give an example. Hold up page 90–91 of the Student Book
and say disappear—some of these creatures aren’t here anymore. If necessary, students can refer
to Unit 6 if they need help.

1 Teaching Tip
Before students start Activity 1, set the scene and model the first example with the class. Ask for
more ideas from the class (you can read the magazines / you can’t talk loudly / you have to wait
your turn / you must not sneeze on other people). Have students work in pairs. Monitor and help
students while they work. If time allows, have students draw signs or make posters for classroom
rules. Display the signs around the classroom.

1 Teaching Tip
Have students form groups of four. Give each group one board and a spinner. Students should put
their markers on the START square. The goal is to travel around the board, back to the START. Go
over the rules. Show students how to use a spinner. They can put a pen or pencil on the spinner and
spin it around. Once it stops, they can move 1, 2, or 3 spaces. When a student lands on a square, he
must answer the question in the square. If there is no question, he must choose a category (A, B,
or C). The player to the left of that student will choose and ask a question from the middle of the
board game. Encourage students to come up with their own questions.
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Good Idea!
Answer Key
1 Work with a partner. Look at page 2 and choose one Fact Card
each. Don’t look at your partner’s card. Ask and answer questions.
Fill in the chart.
Good Idea!
Which inventions on your fact card use electricity?
Activity Worksheet 7.1 The battery, the telephone, and the car. What about you?
1 Possible answers:
Which inventions… Fact Card 1 Fact Card 2

airplane, television,
use electricity? battery, telephone, car
cell phone, computer
have wheels? car airplane
happened after people

telephone airplane
tried and failed?
were the idea of

someone else first? car, telephone television, airplane
2 1Work
2 with your
Teaching Tippartner. Look at the Fact Cards together.
Share your opinions.
Have students form pairs. Give Fact Card 1 to one student and Fact Card 2 to his partner. Give
everyone a worksheet. Introduce Fact Cards 1 and 2. Explain that the cards are different. Fact Card 1
is about inventions in the 1800s, while Fact Card 2 is about inventions in the 1900s.
Which
Model invention
the task. on each
Take Fact Card 1.card… is the
Ask students most
to look useful
at Fact in2.your
Card lifefirst
Ask the today?
question on
is a Have
the worksheet: Which inventions use electricity? big problem
students for the Then
answer. planet today?
practice the model
dialogue with the class. shows the most imagination and creativity?
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Remind students that the goal is to find information our their
livescard
more than
and other
share it with their partner.
They should not show it to their partner. Theyinventions?
should not read aloud the Fact Cards to their
partners, either. Have students do the first item in pairs.
Before students begin Activity 2 explain that students should now give their opinions. There are no
correct
Whichanswers. Haveisstudents
invention the mostplace bothinFact
useful yourCards on the table and discuss them.
life today?
I think the wheel is the most useful, because my bike has wheels!
Our World 4 1
Our World 4 15
Good Idea!
Answer Key
STUDENT 1
1 Work withKey
1 Answer a partner. Ask and answer questions. Fill in the chart.
Kaleidoscope Yo-yo
Who / invent / it? A man from Scotland. The Chinese people.
How old / the More than a thousand

About 200 years old.
invention? years old.
How / you / First, lift the toy. Put the string on your
use / it? Put it to your eye. finger. Turn your hand up.
Let the yo-yo fall.

What / you /
Turn the end of the toy. Then turn your hand
do / next?
and lift it up.
Things move inside it!

What / happen / The yo-yo moves up
You see beautiful colors
then? and down!
and shapes.
What / you / think It’s great. The man had It’s not very useful.
of / the invention? lots of imagination! But it’s fun!
Our World 4 1
Our World 4 16
Answer Key
Teaching Tip
Show the class the pictures of a kaleidoscope and a yo-yo. Help students pronounce the words
correctly. Model the activity with the class. Take the Student 1 sheet and explain: I want to learn
how to use the kaleidoscope. You have the information. So I’m going to ask you some questions.
Who invented it? Call on someone with a kaleidoscope card to answer. Have students who finish
early discuss the toys: Which one is easier to use? Which one is more interesting? Why? Are they
useful inventions?

1 Teaching Tip
Have groups cut up one set of cards and place the cards in a pile, in the center of the table,
face down. The aim of the game is to win the most cards. Explain that each card has a different
invention on it. Point to the list of inventions on the worksheet, so students know which inventions
are included.
Point out the rules and explain the rules of the game. Students take turns to pick up a card. That
student can only say yes or no. The other players in the group have to guess the invention by asking
questions. Point out the list of useful questions. When someone in the group guesses the name
of the invention correctly, he takes that card. However, in order to win the card, he must read the
words on the card and make a correct sentence with used to.
To modify this game, have students do a ‘walk and talk’ activity. Give each student one card.
Have them move around the class. When a student meets a partner, the partner should guess
the invention by asking questions. The person with the card can only say yes or no. After the two
people have guessed correctly, they move to a new partner and the game continues.
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Answer Key
That’s Really Interesting!

2 Answer Key
1. Antonio’s avatar is a bug. Miguel’s avatar is a dinosaur. Student answers will vary on which
avatar is cooler.
2. Miguel has a higher score. He has a score of 600, but Antonio’s score is only 500.
3. Suggested answers: Antonio likes comic books. Miguel likes collecting fossils.
4. Answers will vary.

1 2 Teaching Tip
Before students start Activity 1, help them to understand how a logic puzzle works. Have a student
read aloud the first clue: Aldo is someone who collects fossils. His parents gave him fossil socks!
Point out the chart and show students how to check the correct box. Say Only Aldo has fossil socks.
The other people didn’t buy fossil socks. So we can write ‘x’ under fossil socks for everyone else in
the chart. We also know that Aldo got one thing, so we can put an ‘x’ for all the other items in the
list too. Tell groups to read each clue and talk about the information they learn from each clue.
Walk around the classroom and help students work through the clues.
Answer Key
Items Girls Boys
Alicia Melida Suzy Aldo Miguel Samuel
a stuffed toy X X X X X
a dinosaur X X X X
t-shirt
X
a bug lamp X X X X X
comic books X X X X X
a video game X X X X X
fossil socks X X X X X

2Work with another group. What did each person buy? Check your
Our World 4 answers. If you got different answers to Activity 1, then talk about 18
the clues again.
Answer Key

1 Teaching Tip
Model the activity with the class. Briefly show the students both cards. Tell them that they’re going
to be Mei and Lee. Say This is Mei and this is Lee. They’re friends and they both celebrated their
birthday this week. They’re going to ask each other some questions about their birthdays.
Tell Student 1 (Mei) to ask Student 2 (Lee) about his birthday first. (Did you have a nice birthday,
Lee?) Student 2 will use the information in the chart to answer. Then Student 2 asks Student 1 about
her birthday. They don’t need to write. This is a listening and speaking activity.
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Answer Key
The Science of Fun

1 Answer Key
Students should check all words except for lift and turn.
Teaching Tip
Point out the word lists and have students read the text silently on their own, checking the words
they see in the text. Alternatively, play the role of a skater and read the text aloud to the class.
You can add actions, too.
2 Teaching Tip
In Activity 2, students should explain how to move or use the object. Point out some useful
expressions and questions that the group can use. Encourage students to act out what they’re
doing as they explain. Give each group plenty of space and even have them stand so they can act
out the movements. During the game, move around the class and help students.

1 Teaching Tip
Have students form groups of four. Give each group one board. Students should put their markers
on the START square. The goal is to travel around the board, back to the START. Go over the rules.
Students will use a spinner. They can move 1, 2, or 3 spaces. When a student lands on a square,
she must answer the question in the square or choose a category (A, B, or C). The player to the
left of that student will choose and ask a question from the middle of the board game. Encourage
students to come up with their own questions.
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A B C D E
Answer Key

1 Possible questions and answers:
1.
What /happens
happen when
/ whenyou/ you /
balance a It doesn’t balance. It falls over.
balance
soda can/ that
sodaiscan / that / is full?
full?
2.
2.
What happens when you balance a It /doesn’t balance. It falls over.
not / balance.
soda can which is empty? It / fall over.
3.
What /happens
happen to/ toa /soda
a / soda can /has
can that It doesn’t fall over. It balances.
that
some/ have
water/ inside?
some water / inside?
4.
What happens next if you push the It /turns!
turn! The more you push it, the
soda can? more you
More it spins!
push / more it spins!
5.
Why /does
the soda can /can
the soda fallfall
over / when
over when/ When the soda can leans, gravity pulls
full
the or empty?
can is full or empty? the soda can down.
6. When the soda can leans, the center

Why doesn’t the soda can fall over When / soda
of gravity can / lean,
is nearer / the center
the bottom of of
when it has some water? gravity
the can./ nearer / bottom of / can.
Teaching Tip
Our World 4 1
Introduce the topic. Ask What©isNational
Copyright gravity? WhatLearning,
Geographic does ita part
do?of(It’s a force.
Cengage It pulls us toward the
Learning.
center of the ground). Show the class the two pages. Point out that Student 1 has the questions
for numbers 1, 3, 5. Student 2 has the answers to those questions. If possible, have students bring
an empty soda can to class, so that they can try the experiment. Alternatively, have them do the
experiment at home after the lesson.
Model the activity with the class. Take the Student 1 sheet and ask the first question: What happens
when you balance a soda can which is full? Have a Student 2 give you the answer. (It doesn’t
balance. It falls over.)
Finally, try this experiment. Have students try to stand up from a chair while keeping their backs
straight up and down, their arms crossed, and their feet flat on the ground under their knees. (It is
impossible! Why? The center of gravity is too far back to allow them to stand.)
Our World 4 21
The Science of Fun
Answer Key
GROUP 1
Activity1Worksheet
Work with a partner. On another piece of paper, write clues for
9.4
the Down
1 Answer Key words in your puzzle. Use which or the more…
1
b
2
u t
3 4 5
a m e
c r a o v e r f i s h i n g

i n o
r s t
6 7
s u p h
8 9 10
w h a
l e m l b a c k p a c k s

11 12
i e b a h t r
n t r n e e u
13
g t e e a l
v g t b e s
s u l d e h
14
b i
c y c
l e a v
a e a c i
15 16
t c a
s t h
s k a t e s
t e i
e o
r n
y
1 2 Teaching Tip
2 students
Before Work begin,
with explain
Groupthat2.they
Askhave
andhalf
answer questions.
of the crossword. The Take
goal is turns. Write
to find out the
the
other half Across
of the words
crossword in your
without puzzle.
looking at the other group’s sheet! The first step is to write
clues for the words in the puzzles. Clues must use which clauses or the more.
Review some expressions

What’s that students can use to write definitions. For example:
3 across?
It’s something which… / It’s aa
It’s thing
verywhich…
useful thing which you can use to take photos.
They are things which…
The more youIseat
it athis / these, the healthier you feel.
camera?
For Activity 2, have groups Yes,
sit opposite eachNow
that’s right. other
it’s(or atturn.
our an angle), so they can talk clearly, but
can’t see each other’s papers. Monitor students as they work through the crossword puzzles. Tell
students to use their books if they need help.
Our World 4 1
Our World 4 22

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Our World 4 Activity Worksheets

Answer Key and Teaching Tips

Unit 1 All in Our Family. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

Unit 2 Fresh Food . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Unit 3 Long Ago and Today. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

Unit 4 Get Well Soon! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

Unit 6 Wonders of the Sea . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

Unit 7 Good Idea!. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

Unit 8 That’s Really Interesting!. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

Unit 9 The Science of Fun. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20

Unit 1 Activity Worksheets

All in Our Family

Activity Worksheet 1.2

Activity Worksheet 1.3

Activity Worksheet 1.4

Unit 2 Activity Worksheets

Activity Worksheet 2.2

Student 1: Ritsuko, how often do you ride your bike?

Activity Worksheet 2.3

OK. And when do you have to grow carrots?

Carrots Pumpkins Lettuce

When / have to / in cool wet in hot weather /

Where / have to in the shade of

Activity Worksheet 2.4

Activity Worksheet 2.4

It’s a kind of vegetable. / It’s an action.

Unit 3 Activity Worksheets

Long Ago and Today

Activity Worksheet 3.2

Activity Worksheet 3.3

What’s the weather like? What are they wearing?

Activity Worksheet 3.4

Marco Rosa Carlos

David Susana Tania

Activity Worksheet 4.2

Activity Worksheet 4.3

Activity Worksheet 4.4

Unit 5 Activity Worksheets

Let’s (listen to / watch / eat / play / invite) …!

Activity Worksheet 5.2

Activity Worksheet 5.3

Activity Worksheet 5.4

rksheet 6.16 Activity Worksheets

ity 1. Look at© National

Students 1 and 2: fish, creature, layer

Activity Worksheet 6.3

Activity Worksheet 6.4

Which inventions… Fact Card 1 Fact Card 2

have wheels? car airplane

happened after people

were the idea of

Who / invent / it? A man from Scotland. The Chinese people.

How old / the More than a thousand

Let the yo-yo fall.

Things move inside it!

Activity Worksheet 7.4

Unit 8 Activity Worksheets

That’s Really Interesting!

Activity Worksheet 8.3

Items Girls Boys

Alicia Melida Suzy Aldo Miguel Samuel

Activity Worksheet 8.4

Unit 9 Activity Worksheets