Language Workbook 4

Viv Lambert and Cheryl Pelteret

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 Macmillan Education Limited
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Global Stage Level 4 Language Workbook ISBN
978-1-380-06006-8
Text, design and illustration © Macmillan Education Limited
2021
Written by Viv Lambert and Cheryl Pelteret
Language Review written by Virginia Marconi
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 Contents

Introduction 4
Language Review 6
Unit 1 Let’s Start with Art 10
Unit 2 How Long Is It? 20
Put It Together 1 30
Unit 3 Be My Friend 32
Unit 4 What’s Up There? 42
Put It Together 2 52
Unit 5 So That’s How They Did It 54
Unit 6 Ready for Anything 64
Put It Together 3 74
Unit 7 Every Last Drop 76
Unit 8 Lights, Camera, Action 86
Put It Together 4 96
Unit 9 The World of Tomorrow 98
Unit 10 Use Your Senses 108
Put It Together 5 118

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 Introduction
Global Stage Language Workbook 4 helps you to learn and practice the vocabulary, grammar,
and topics in Global Stage Language Book 4.
The Workbook starts with a Language Review unit that practices the vocabulary and grammar
you need to begin this level. Then there are 10 units, one for every unit in the Language Book.
Each unit has five lessons. These go with the first four lessons (vocabulary and grammar) and the
final lesson (Think It Over) of each unit in the Language Book. There are also five lessons to go
with the Put It Together games in the Language Book.

Language Workbook Language Book

Vocabulary Unit Opener (first vocabulary lesson)
Explore Language Explore Language (first grammar lesson)
Vocabulary – Global Citizenship Global Citizenship (second vocabulary lesson)
Explore Language Explore Language (second grammar lesson)
My Learning Space Think It Over
Put It Together (after two units) Put It Together (after two units)

This Workbook gives you many opportunities to practice the vocabulary and grammar you learned
in class. You can also learn more about the topics from the Language Book, and write about them
in your own words.
Use the Workbook at the end of each lesson – in class, for homework, or for review. Remember –
there is also digital practice for both the Language Book and the Literacy Book on your Global Stage
Student App on Navio.

Vocabulary
UN IT Vocabulary There are four activities in each Vocabulary
1 Let’s Start with Art
lesson. They increase in difficulty from one
C Read and choose.

Which one …
A Read and choose. Vocabulary Global Citizenship 1 is bigger? mural sketch
1 I took some great pictures with my new camera
A Look and find the words.
in our sculpture / photography workshop.

light
2 Let’s make a mural / mobile and hang it in shadow dark detailed simple
2 is a painting of a person?
C
3 do you create using technology?
landscape using the
Correct the sentences
photography
1 What time does
portrait
opposite of the words in bold.
sculpture
it get dark in the morning?
star to four stars.
a tree. bright background foreground pale 4 is always on a wall? collage
What time does mural
it get light in the morning?
3 He’s painting a portrait / landscape of the trees 5 is a painting of mountains? landscape
2 First, he painted the sky and theportrait
sea in the foreground.
and flowers.
b r i g h t t y l f D Read and complete for you.
4 I’m going to paint a collage / portrait of you.
a w e v b j l n c o 3 There are so many small things to look at in this simple collage.
1 Which type of art do you like the most? Why?

Recognizing the new words

5 We’ll collect pictures from magazines and make a collage / sketch.
c g p a l e i v b r
6 I walked through an amazing k still
q life
f /einstallation
u n g withm my
s mom.
e
4 You can see me and my sister in front of the house in the background.
7 Do you want to try drawing
g a collage
e f /j stillc life?
t h i h g
r make
8 Take a pencil and paper, and g ha sculpture
z d c / sketch
t j ofathisr tree. 2 Which type of art don’t you like? Why?

o da still
9 Some artists use sand to build e life
t / sculpture
a i l ofea person.
d o D Write about the shadow box from Japan. Then draw a shadow box
u t v b r q j k o u about your country and write.
10 She’s painting a colorful mural / mobile on the wall.
n x i a k o h b w n

Using the new words

3 Which type of art do you want to learn how to make? Why?
B Read and match. d d p s i m p l e d

1 land rait

2 still scape
B Read and complete with a word from Activity A.
3 coll ture
1 Orange, yellow, and red are bright colors.
4 port life
2 People and animals are usually in the a  t re.

Using the new words in different ways

5 mu age
3 colors are almost white.
6 sculp ral In the foreground, In the foreground,
4 colors are almost black.
. .
5 The sky, sea, and mountains are usually in the
of a picture.
In the background, In the background,
6 Remember to paint the castle’s gray if the sun is
10 Vocabulary Types of Art shining. Language Book pp. 10–11 . Unit 1 11 .

14 Vocabulary Describing Art Language Book pp. 14–15 Unit 1 15

Writing challenge!

4 Introduction

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 Explore Language
Explore Language Each Explore Language lesson begins with
the grammar chart from the Language Book
A Little, A Few, All, Most C Read and complete with a little, a few, all, or most.
Noncount Nouns Count Nouns James: That’s a nice landscape, May. I like the blue sky.
He only has a Explore
little hair. Language
I know a few parents and grandparents. May: Thanks! I want to paint 1 all of the sky blue, but I only have

for your review. There are four activities that

All (of) the paintings are by our students. 2 blue paint left. I can paint 3 of the sky
Too and blue, butCnot all Read
of it. and complete with the words in parentheses and too
Most of hisEnough
hair is white.
or enough.
This one’s dark. James: Well, why don’t you have 4 white clouds in the sky? You

increase in difficulty from one star to four

too don’t need blue paint for white clouds.
But not Some / any / a lot of
light. My picture isn’t 1 good enough (good)
are also quantifiers. May: Oh yes! Good idea! I’ll do that. What are you making?
It’s good for the competition. The trees in the
A Read and write True or False. Remember enough.
It’s not big James: It’s a mobile with ten paper boats. I have a lot of red paint, but I
don’t want to paint 5 of them background
red. I think I are
can 2paint (big).

stars.
6 of them red—maybe six or seven—and
They should Ibe can paint because they are far
smaller
It’s too dark. = It’s 7 of them yellow—maybe three or four.
not light enough. away. The people in the foreground are
A Put the words in order. May: Yes. That will look great!
Look
3 (small). They should
1 detailed / isn’t / This / enough. / sketch be bigger. Their faces aren’t
D Look and write.
This sketch isn’t detailed enough. 4 (detailed). I
1 There are a few clouds in the sky. a little a few all (of) most of
2 to / difficult / draw. / Portraits / too / are can’t see them clearly. I think the paint is
2 There are a few flowers. 5 (thin), and the paper

Understanding the new grammar

3 All of the trees have leaves. isn’t 6 (thick).
3 This / pale / color / enough. / isn’t
4 Most of the flowers are different.
D Read and write True or False. Then write four example sentences.
5 A few of the ducks are swimming.
4 enough. / scissors / aren’t / These / good 1 We use too + adjective to say that something is less than
B Read and choose. we want.

1 All / A little the children are in art class today. 2 We use not + adjective + enough to say that something is
B Read and match the sentences with the same meaning. less than we want.

Using the new grammar

2 There are a few / most of red flowers in the garden.
1 These photos are too dark. a It isn’t big enough. 3 We use enough after the adjective.
3 Are a little / most of our paintings ready?
2 This installation is too small. b It’s too boring. 4 We use too before the adjective.
4 She only has a few / a little blue paint.
3 This paper isn’t thick enough. c It isn’t easy enough. Examples:
5 Most of / A little the children are painting.
4 That origami bird is too d It’s too thin. 1
difficult to make.
e They aren’t light enough. 2
5 My landscape isn’t interesting enough.
12 Grammar Quantifiers: A Little, A Few, All, Most Language Book pp. 12–13
3 Unit 1 13

4
Using the grammar in different ways
16 Grammar Too and Enough with Adjectives Language Book pp. 16–17 Unit 1 17

Writing challenge!

My Learning Space
U NIT

1 My Learning Space My Learning Space reviews what you have

A Look and write. Then add more words.

light mural detailed simple portrait bright

C Read and complete for you.

1 Most of my friends .
learned in the unit.
pale collage mobile sculpture sketch dark

Use the Tip to practice and remember new

2 All of the students in my class .

Adjectives Nouns
light
3 I think origami is .

4 My favorite type of art is .

words.
5 I have a few .

B Look, read, and circle the mistakes. Then write

correct sentences.
Tip
When learning new
words, put them into 6 A few of the activities in this unit were .
Track your progress with the checklist.
groups such as nouns
and adjectives. This
will help you use the D Think about Unit 1. How well did you do?
words correctly.

I can name different types of art.

1 A lot of children are making a mobile. I can describe art.

Two children are making a mobile. I can talk about quantities using a little, a few, all, and most.
I can use too and enough with adjectives.
2 A few of the objects are on the table.

3 The piece of wood isn’t big enough for the mobile.

4 Most of the objects are too small for the mobile.

Now you’re ready

for Unit 2!

18 Review Unit 1 Language Book p. 21 Unit 1 19

Put It Together
UNIT

1 UNIT Practice all the language you have learned

2 Put It Together
after every two units with the Put It Together
C Write your predictions. Then check later. Were you correct? Write (✔)
or (✘).
A Choose the odd one out. Then write about your favorite word.
1 What will the weather be like tomorrow?

activities!
1 collage / landscape / sculpture / decade
Prediction:
2 bright / float / pale / simple
2 Will you be late for your next English class?
3 height / width / sketch / length
Prediction:
4 measure / decade / century / year
3 What are you going to have for dinner tonight?
5 shadow / background / foreground / thermometer

6 minute / clock / second / hour

Prediction:
4 Who is the first person you’ll see at school tomorrow morning?
Use this Language Workbook to try new ways
of practicing what you learn in Global Stage
7 My favorite word is because
Prediction:
.
D Read and write answers with too or enough. How fast can you finish?
B Read and complete.
1
d
2 3 4 Down
Start!
1 Can you drive? 2 Do you play with 3 Can you carry a car?
Language Book 4!
5
a 1 the opposite of light teddy bears?
6
r 2 ten years
k 4 a painting or drawing of a
7
person

Across
3 the opposite of detailed 6 Can you touch the 5 Can you paint 4 Why are you tired
8 ceiling? portraits? today?
5 equipment for weighing
something

6 a hundred years

7 a large painting on a wall

outside
Finish!
8 how heavy something is

30 Review Units 1 and 2 Language Book p. 34–35 Units 1 and 2 31

Introduction 5

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 Language Review

A Read and complete.

1 The actors are waiting b a c k s t a g e .

2 Now, they are coming on s e.

3 They worked hard during the r he a .

4 They are wearing their c t s.

5 Everyone is here, and nobody is a .

It will be a great performance!

B Look and find the words.

add dollar striped play audience

plastic coins silver cotton subtract

s b a s t c t e r s o y p t
d t d o a u d i e n c e a a
o e r t a o c a c a t l c d
d s o i t i i p e l n c o s
u u a o p p l l l l a c t s
l b r r n e l a a a s o t i
t t n o i l d s p r t i o y
r r n n i p i t p d l n n l
l a n c l l i i i l e s r e
a c a a d a d c l l i c d a
c t t r t y a i d s o p n i
l d o l l a r d l e c n i c
r e v l i s a c d a a o d c

6 Vocabulary Performance, Time, Money, Math, Patterns, Materials, Illnesses, Cures, Machines

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 C Read and complete.

bandage cast dizzy germs sore

1 Mina says that germs are not a problem if you

remember to wash your hands.

2 There was a lot of singing in this play. My throat is

and my voice is almost gone!

3 I cut my leg, but I can still dance in the rehearsal if I

wear a over it.

4 “Why is your dad wearing a ?” “Yesterday he tripped and fell at

the gym, and he broke his arm.”

5 The room is spinning. I feel and I need to sit down.

D Look and match. Then complete. Use the words in the boxes.

turn flip the switch the button

push pull the wheel the lever

Jeanine: How does this machine work?

Teacher: Well, look for the lever. The first thing is to 1 pull the lever .
Jeanine: OK! Done!
Teacher: Can you see the switch? OK, now 2 f .
Jeanine: There’s a button here. What should I do now?
Teacher: Now 3 p and wait! Can you hear the noise?
Good. Now, see the wheel? 4 T and fill the
machine with paint! Can you see? The colored paper comes out the
other end.
Jeanine: Cool! This machine is great!

Language Book pp. 8–9 Review 7

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 Language Review

A Read and choose.

Julia: The school play is next month. 1 Do I have to / Should I buy a

costume?
Teacher: No, you 2 shouldn’t / don’t have to buy a costume. The school gives it
to you.
Julia: Cool. 3 Do I have to / Should I learn my lines?
Teacher: Of course! You 4 should / have to learn all your lines. And you 5 have
to / should come to all the rehearsals to be in the final performance.
Julia: Can you help me learn my lines? What’s the best way to do it?
Teacher: Well, my advice is this. You 6 should / have to read the script through
first. Then you 7 should / have to repeat your lines until you memorize
them. Enjoy it! You 8 shouldn’t / don’t have to worry. It’s going to be
fun!
Julia: Thanks. I’ll do my best!

B Read and complete. Use the present progressive.

We 1 aren’t studying (not study) this afternoon

because it’s the school play. It’s nearly 2 o’clock and the

audience 2 (wait) for the play

to start. Many people 3 (eat)

candy. A student 4 (sell) cookies

and ice cream. She’s very popular! Backstage, the crew

5 (finish) the set. The actors

6 (wear) their costumes. They

7 (not feel) nervous because

they know all their lines. Quiet, now! The curtain

8 (go) up. Good luck, everyone!

8 Grammar Have to, Don’t have to, Should, Shouldn’t, Present Progressive, Comparatives,
Superlatives, Going to

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 C Read and complete. Use the comparative or superlative form.

Julia’s Blog

Hi!
Today I want to tell you about my new school. It’s 1 smaller
(small) than my old school, but the other students are nice. My new
teacher, Ms. White, is 2 (young) as than
my last teacher, Mr. Brown. But her classes are 3
(interesting) than his. I like her math classes very much. I
understand everything! She’s also very nice. She’s the
4 (friendly) teacher in the school. I also
made a good friend, Marion. I think she’s going to be my
5 (good) friend. She lives near me. Her house
is 6 (big) than mine.

D Julia, Marion, and their classmates are making plans for the weekend. Write
questions and answers.

Julia: 1 What / you / do / weekend?

What are you going to do this weekend?
Marion: 2 I / go windsurfing / lake.

Sam: 3 My brother and I / go / movie theater / Saturday.

Jenny: 4 I / watch / a DVD / morning.

Marion: What about you, Julia?

Julia: 5 I / not go / to the movie theater. 6 I /play video games / with my
cousin Paul.

Language Book pp. 8–9 Review 9

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 UNIT

1 Let’s Start with Art

A Read and choose.

1 I took some great pictures with my new camera

in our sculpture / photography workshop.

2 Let’s make a mural / mobile and hang it in

a tree.

3 He’s painting a portrait / landscape of the trees

and flowers.

4 I’m going to paint a collage / portrait of you.

5 We’ll collect pictures from magazines and make a collage / sketch.

6 I walked through an amazing still life / installation with my mom.

7 Do you want to try drawing a collage / still life?

8 Take a pencil and paper, and make a sculpture / sketch of this tree.

9 Some artists use sand to build a still life / sculpture of a person.

10 She’s painting a colorful mural / mobile on the wall.

B Read and match.

1 land rait

2 still scape

3 coll ture

4 port life

5 mu age

6 sculp ral

10 Vocabulary Types of Art

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 Vocabulary

C Read and choose.

Which one …
1 is bigger? mural sketch

2 is a painting of a person? landscape portrait

3 do you create using technology? photography sculpture

4 is always on a wall? collage mural

5 is a painting of mountains? landscape portrait

D Read and complete for you.

1 Which type of art do you like the most? Why?

2 Which type of art don’t you like? Why?

3 Which type of art do you want to learn how to make? Why?

Language Book pp. 10–11 Unit 1 11

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 Explore Language

A Little, A Few, All, Most

Noncount Nouns Count Nouns
He only has a little hair. I know a few parents and grandparents.
All (of) the paintings are by our students.
Most of his hair is white.

Some / any / a lot of

are also quantifiers.

A Read and write True or False. Remember

1 There are a few clouds in the sky.

2 There are a few flowers.

3 All of the trees have leaves.

4 Most of the flowers are different.

5 A few of the ducks are swimming.

B Read and choose.

1 All / A little the children are in art class today.

2 There are a few / most of red flowers in the garden.

3 Are a little / most of our paintings ready?

4 She only has a few / a little blue paint.

5 Most of / A little the children are painting.

12 Grammar Quantifiers: A Little, A Few, All, Most

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 C Read and complete with a little, a few, all, or most.

James: That’s a nice landscape, May. I like the blue sky.

May: Thanks! I want to paint 1 all of the sky blue, but I only have
2 blue paint left. I can paint 3 of the sky
blue, but not all of it.
James: Well, why don’t you have 4 white clouds in the sky? You
don’t need blue paint for white clouds.
May: Oh yes! Good idea! I’ll do that. What are you making?
James: It’s a mobile with ten paper boats. I have a lot of red paint, but I
don’t want to paint 5 of them red. I think I can paint
6 of them red—maybe six or seven—and I can paint
7 of them yellow—maybe three or four.
May: Yes. That will look great!

D Look and write.

a little a few all (of) most of

Language Book pp. 12–13 Unit 1 13

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 Vocabulary Global Citizenship

A Look and find the words.

light shadow dark detailed simple

bright background foreground pale

b r i g h t t y l f
a w e v b j l n c o
c g p a l e i v b r
k q f e u n g m s e
g e f j c t h i h g
r g h z d c t j a r
o d e t a i l e d o
u t v b r q j k o u
n x i a k o h b w n
d d p s i m p l e d

B Read and complete with a word from Activity A.

1 Orange, yellow, and red are bright colors.

2 People and animals are usually in the of a picture.

3 colors are almost white.

4 colors are almost black.

5 The sky, sea, and mountains are usually in the

of a picture.

6 Remember to paint the castle’s gray if the sun is

shining.

14 Vocabulary Describing Art

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 C Correct the sentences using the opposite of the words in bold.

1 What time does it get dark in the morning?

What time does it get light in the morning?

2 First, he painted the sky and the sea in the foreground.

3 There are so many small things to look at in this simple collage.

4 You can see me and my sister in front of the house in the background.

D Write about the shadow box from Japan. Then draw a shadow box about
your country and write.

In the foreground, In the foreground,

. .

In the background, In the background,

. .

Language Book pp. 14–15 Unit 1 15

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 Explore Language

Too and Enough

This one’s dark.
too
But not light.
It’s good
enough.
It’s not big

It’s too dark. = It’s

not light enough.
A Put the words in order. Look
1 detailed / isn’t / This / enough. / sketch

This sketch isn’t detailed enough.

2 to / difficult / draw. / Portraits / too / are

3 This / pale / color / enough. / isn’t

4 enough. / scissors / aren’t / These / good

B Read and match the sentences with the same meaning.

1 These photos are too dark. a It isn’t big enough.

2 This installation is too small. b It’s too boring.

3 This paper isn’t thick enough. c It isn’t easy enough.

4 That origami bird is too d It’s too thin.

difficult to make.
e They aren’t light enough.
5 My landscape isn’t interesting enough.

16 Grammar Too and Enough with Adjectives

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 C Read and complete with the words in parentheses and too
or enough.

My picture isn’t 1 good enough (good)

for the competition. The trees in the
background are 2 (big).
They should be smaller because they are far
away. The people in the foreground are
3 (small). They should
be bigger. Their faces aren’t
4 (detailed). I
can’t see them clearly. I think the paint is
5 (thin), and the paper
isn’t 6 (thick).

D Read and write True or False. Then write four example sentences.

1 We use too + adjective to say that something is less than

we want.

2 We use not + adjective + enough to say that something is

less than we want.

3 We use enough after the adjective.

4 We use too before the adjective.

Examples:
1

Language Book pp. 16–17 Unit 1 17

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 UNIT

1 My Learning Space

A Look and write. Then add more words.

light mural detailed simple portrait bright

pale collage mobile sculpture sketch dark

Adjectives Nouns
light

Tip
B Look, read, and circle the mistakes. Then write When learning new
correct sentences. words, put them into
groups such as nouns
and adjectives. This
will help you use the
words correctly.

1 A lot of children are making a mobile.

Two children are making a mobile.

2 A few of the objects are on the table.

3 The piece of wood isn’t big enough for the mobile.

4 Most of the objects are too small for the mobile.

18 Review Unit 1

WB4_Unit 1_060068_text_P010-019.indd 18 2/9/21 2:12 PM

 C Read and complete for you.

1 Most of my friends .

2 All of the students in my class .

3 I think origami is .

4 My favorite type of art is .

5 I have a few .

6 A few of the activities in this unit were .

D Think about Unit 1. How well did you do?

I can name different types of art.

I can describe art.
I can talk about quantities using a little, a few, all, and most.
I can use too and enough with adjectives.

Now you’re ready

for Unit 2!

Language Book p. 21 Unit 1 19

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 UNIT

2 How Long Is It?

A Read and choose.

1 A tennis ball can pour / float in water, but a stone can’t. A stone is
too heavy.

2 What is the weight / length of this ruler? It’s 30 cm. long.

3 How hot is it today? Let’s check the experiment / thermometer.

4 What’s the width / scale of your foot? It’s about 10 cm. wide.

5 I’m thirsty. Can you measure / pour me a glass of water, please?

6 What’s your length / weight? I don’t know! Let me stand on the

scale / thermometer.

B Read and match.

1 You can stand against a wall to a width

measure your …
b a thermometer
2 You use a ruler to measure the … of a
banana. c length

3 You use … to see how hot or cold d weight

something is.
e height.
4 You do … to help you test an idea in
f an experiment
science.

5 The … of the box is 50 kg.

6 The … of the box is 50 cm.

cm
50

20 Vocabulary Experiments

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 Vocabulary

C Read and complete.

experiment float measure pour weight length

Can an ice cube 1 float in water? We need to do an

2 to find out! First, we have to 3 it.
Here’s a ruler.
OK. The 4 of this ice cube is 4 cm., so it’s not very
long. The height and width are the same. Put it on the scale. It
isn’t heavy—its 5 is only a few grams.
Now let’s 6 some water on it and see what happens!

D Choose two objects to measure. Then draw them and complete

the table.

Object Measurements How I Measured It

1 Weight

Height

Length

Width

2 Weight

Height

Length

Width

Language Book pp. 22–23 Unit 2 21

WB4_Unit 2_060068_text_P020-031.indd 21 2/9/21 2:11 PM

 Explore Language

Going to and Will

do a science
We are going to It isn’t going to float.
experiment.
go down at
The stick will It won’t move at all.
one end.
What am I going to do now? What will happen next?

It will move. not It

A Put the words in order. will to move.
Remember
1 Robots / our homework / in the future. / do / will

2 your / because / Bring / umbrella / rain. / going / it’s / to

3 you / think / Do / be / you’ll / famous / one day?

4 We’ll / there / ten / in / be / minutes.

B Read and match.

1 I think Marta’s going to have a a It’s going to be really hot at noon.

party.
b I think I’ll be too tired after school.
2 I can’t find my bus ticket!
c She’s going to take a picture.
3 It’s hot right now, and it’s 6 a.m.
d Look at the balloons outside her
4 I don’t think I’ll go to my friend’s house.
house tonight.
e What am I going to do?
5 Look! Lucy has a camera.

22 Grammar Future Predictions: Going to and Will

WB4_Unit 2_060068_text_P020-031.indd 22 2/9/21 2:11 PM

 C Read and complete with will or be going to.

1 Oh, no! She’s riding her bike too fast.

She fall.

2 Look. There’s an artist by that wall.

He paint another
mural on it.

3 I think people be
happier in the future.

4 Can you see the snow outside the window?

It be cold tonight.

5 Do you think you travel around the world one day?

6 I think I go to college when I leave high school.

D Complete the grammar rules. Then write example sentences.

1 We use going to and will to make predictions about the .

Examples:

2 When we are guessing about predictions, we use .

Examples:

3 When we have information that helps us make predictions, we use

.

Examples:

Language Book pp. 24–25 Unit 2 23

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 Vocabulary Global Citizenship

A Circle the time words.

m c a l
i u e
n n
n d
e a
l

r
i

d
m

e
h

c a
e m o n t

d e s e c
u t

o
n

n
i

d
m

y
r e
u a
o r
c e h
n t u r y

B Read and write a word from Activity A.

1 There are 365 days in a . Mon Tue Wed Thu Fri Sat Sun

2 There are 12 in a year. 1 2 3 4 5 6 7

8 9 10 11 12 13 14
3 There are 60 seconds in a
. 15 16 17 18 19 20 21

4 There are 60 minutes in an 22 23 24 25 26 27 28

. 29 30 31

5 There are 10 years in a .

6 There are 100 years in a .

7 There are 1,000 years in a .

8 You write important dates in a .

24 Vocabulary Time

WB4_Unit 2_060068_text_P020-031.indd 24 2/9/21 2:11 PM

 C Read and match. Then write one more example.

1 month a 3:00 12:00

2 millennium b February May

3 century c 1000 2000

4 minute d 2010 2020

5 hour e 00:05 00:10

6 decade f 1800 1900

D Think and write for you.

1 What are some different ways that you measure time?

2 What activities make time feel slow for you?

3 What activities make time feel fast for you?

4 Is it important to measure time? Why?

5 How often do you check the time?

Language Book pp. 26–27 Unit 2 25

WB4_Unit 2_060068_text_P020-031.indd 25 2/9/21 2:11 PM

 Explore Language

Future Plans
What are you doing on Saturday?
I ’m playing soccer in the morning.
My parents are taking us to the circus in the afternoon.

Not I will play

soccer on Saturday.
A Read and choose.
Watch Out
1 What are / do you doing on the weekend?

2 I’m visit / visiting my grandparents.

3 Are you playing / play soccer on Saturday?

4 Who’s comes / coming to your party?

5 What time is / does he going to the movies?

6 We’re go / going on vacation next week.

B    Look at Tom’s schedule and complete the sentences about his plans. 

1 Tom is playing (play)

Saturday soccer in the morning.
10 a.m. Soccer
2 He (eat)
12 p.m. Lunch lunch at home at noon.
3 p.m. Meet friends 3 He (meet)
at movie theater his friends at 3 o’clock.

3:15 p.m. Movie 4 They (watch)

a movie at 3:15.
6:30 p.m. Dinner at
5 They (have)
pizza restaurant dinner at a pizza restaurant at 6:30.

26 Grammar Future Plans: Present Progressive

WB4_Unit 2_060068_text_P020-031.indd 26 2/9/21 2:11 PM

 C Help Tom make a plan for himself and his family on Sunday. Write the
times and then write about their day.

8 a.m. clean bedroom

do homework
practice the guitar
visit grandparents
walk the dog
play tennis

1 He at .

2 He .

3 They .

4 They .

D Write sentences about your plans for next week.

1 On Monday, .

Language Book pp. 28–29 Unit 2 27

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 UNIT

2 My Learning Space

A Look and write.

calendar century decade height hour

length millennium minute month scale
second thermometer weight width year

Time
Measurements

Other
Measurements

Things We Use to
Measure

Tip
B Read and choose. Remember new words
by ordering them.
Poppy: It’s Friday! What 1 will we do / For example, by time,
are we doing in science club this size, length, or other
afternoon? Let’s look at the measurements.
2 century / calendar.
Ahmed: Oh, yes! We 3 do / are doing
experiments for 4 a decade / an hour!
Poppy: I can see a 5 length / thermometer
and some water.
Ahmed: I know! We 6 will / are going to do
an experiment with water and
7 height / temperature. Awesome!

28 Review Unit 2

WB4_Unit 2_060068_text_P020-031.indd 28 2/9/21 2:11 PM

 C Read and write. Make predictions about the future.

1 How tall will you be in a decade?

I’ll be .

2 What’s your schedule after school today?

I’m .

3 What will the weather be like tomorrow?

I think .

4 How will people travel a century from now?

We’ll .

D Think about Unit 2. How well did you do?

I can use words to talk about experiments.

I can use words to talk about time.
I can make predictions with going to and will.
I can use the present progressive to talk about future arrangements.

Now you’re ready

for Unit 3!

Language Book p. 33 Unit 2 29

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 UNIT

1 UNIT

2 Put It Together
A Choose the odd one out. Then write about your favorite word.

1 collage / landscape / sculpture / decade

2 bright / float / pale / simple

3 height / width / sketch / length

4 measure / decade / century / year

5 shadow / background / foreground / thermometer

6 minute / clock / second / hour

7 My favorite word is because

B Read and complete.

1
d
2 3 4
Down
5
a 1 the opposite of light
6
r 2 ten years
k 4 a painting or drawing of a
7
person

Across
3 the opposite of detailed
8
5 equipment for weighing
something

6 a hundred years

7 a large painting on a wall

outside

8 how heavy something is

30 Review Units 1 and 2

WB4_Unit 2_060068_text_P020-031.indd 30 2/9/21 2:11 PM

 C Write your predictions. Then check later. Were you correct? Write (✔) or (✘).

1 What will the weather be like tomorrow?

Prediction:
2 Will you be late for your next English class?

Prediction:
3 What are you going to have for dinner tonight?

Prediction:
4 Who is the first person you’ll see at school tomorrow morning?

Prediction:

D Read and write answers with too or enough. How fast can you finish?

Start!
1 Can you drive? 2 Do you play with 3 Can you carry a car?
teddy bears?

6 Can you touch the 5 Can you paint portraits? 4 Why are you tired
ceiling? today?

Finish!

Language Book p. 34–35 Units 1 and 2 31

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 UNIT

3 Be My Friend
A Look and write.

nervous embarrassed upset proud relaxed

B Read, unscramble, and complete.

1 I usually feel nervous (envrosu) before a test.

2 Dad was (rupod) when I won the race.

3 Do you feel (lynole) on the weekends?

4 Listening to music makes me feel (lacm).

5 I practiced for hours, so I felt (dencifont) before

my piano exam.

6 I have too much to do. I feel (sedsestr).

32 Vocabulary Emotions

WB4_Unit 3_060068_text_P032-041.indd 32 2/9/21 2:14 PM

 Vocabulary

C Read and choose.

My Big Day

This morning, I felt sick because I was so

1 nervous / grateful. Our performance was today. I
was really 2 proud / stressed before school because
I couldn’t find my costume and I was late. I was
worried about forgetting the script. I wasn’t feeling
very 3 confident / stressed.
When the curtain opened, my mom stood up and
waved. I felt so 4 upset / embarrassed. Then the
performance started, and I felt a bit more 5 proud /
relaxed. At the end, the audience clapped loudly, and
I felt so 6 upset / grateful. Mom said she felt really
7 proud / relaxed.

D Look and write about a time when you felt each emotion.

1 I felt relaxed when .

Language Book pp. 36–37 Unit 3 33

WB4_Unit 3_060068_text_P032-041.indd 33 2/9/21 2:14 PM

 Explore Language

First Conditional: Statements

I will stay calm.
If I get lost,
I won’t be upset.
People will help me if I ask for directions.

If I get lost … not If I

will get lost …
A Read and choose.
Watch Out
1 If you pass / will pass your exams, you’ll feel proud.

2 If you don’t come to my party, I feel / I’ll feel upset.

3 You’ll feel stressed if you don’t / won’t finish your homework.

4 If my dad dances / will dance at the party, I’ll feel embarrassed.

5 I’ll be annoyed if my sister will wear / wears my clothes.

B Put the words in order.

1 feel confident. / you / If / practice every day, / you’ll

2 your homework, / If / I’ll help you. / can’t do / you

3 you take / will be / grateful / Grandma / if / some flowers.

4 I’ll be / to do the presentation. / they choose me / nervous / if

5 she feels / I’ll call her. / If / lonely,

34 Grammar First Conditional: Statements

WB4_Unit 3_060068_text_P032-041.indd 34 2/9/21 2:14 PM

 C Read and complete with the correct form of the verbs.

buy sleep walk start feel help

1 You’ll be late for class if you slowly.

2 If it to rain, I’ll put on

my coat.

3 If she doesn’t invite me to her party, I

upset.

4 I’ll be grateful if my friends

me presents.

5 If you look at your smartphone in bed,

you well at night.

6 I you later if you help me now.

D Read and complete for you.

1 If I can’t see my friends this weekend, .

2 I’ll feel excited if .

3 My mom will be proud if .

4 I’ll be annoyed if .

5 If it’s sunny on Saturday, .

6 If I get all these answers right, .

Language Book pp. 38–39 Unit 3 35

WB4_Unit 3_060068_text_P032-041.indd 35 2/9/21 2:14 PM

 Vocabulary Global Citizenship

A Read and match.

1 break a a at

2 get b promise

3 have c along well with

4 tell d a falling out with

5 laugh e friends with

6 make f a secret

B Read and choose.

1 Amy lost my favorite book, but I forgave her / get along well.

2 If you make / have a promise, don’t tell / break it.

3 I made friends with / broke a promise James on the first day of school.

4 It isn’t kind to laugh at / forgive your friends.

5 It’s sad when you get along well / have a falling out with a good friend.

6 I’ll tell you a secret / break a promise if you tell me one.

7 I keep in touch / make friends with a lot of friends from my first year
at school.

36 Vocabulary Friendships

WB4_Unit 3_060068_text_P032-041.indd 36 2/9/21 2:14 PM

 C Look and write. Then circle the things that you do.

break promises forgive each other get along well

tell each other secrets have a falling out
keep in touch laugh at each other

Good Friends … Good Friends Don’t …

D Write about two of your friends. What do you do together? What don’t
you do?

My Friend and Me

We

We don’t

My Friend and Me

Language Book pp. 40–41 Unit 3 37

WB4_Unit 3_060068_text_P032-041.indd 37 2/9/21 2:14 PM

 Explore Language

First Conditional: Questions

How will Lizzie feel if you break a promise?
If Lizzie is angry, how will you feel?

No comma before if
when the result is first.
A Read and match. Remember

1 How will your teacher feel a if she can’t sit next to you?

2 If you pass your test, b if you feel lonely?

3 Will you call me c will your mom feel proud?

4 How will your friend feel d if you’re late for class?

B Your friend is moving to a new school. Read and choose. Then answer
for you.

1 How will / do you keep in touch if you don’t see each other?

2 What will you do if you feel / will feel lonely?

3 Who will you sit next to if your friend isn’t / won’t be

there?

4 If you can’t do your homework, who do / will you ask?

5 When will you meet up if you won’t / don’t live in the same town?

38 Grammar First Conditional: Questions

WB4_Unit 3_060068_text_P032-041.indd 38 2/9/21 2:14 PM

 C Complete the questions. Then answer.

1 If your friend (laugh) at

your clothes, will you feel upset? Yes / No

2 How will you feel if your best friend

(not remember) your birthday?

3 If your friend goes away on vacation, will you

(keep) in touch? Yes / No

4 How will you feel if your friend

(break) a promise?

5 If your friend tells your secret to the class,

you tell your friend’s

secret to the class? Yes / No

6 How will you feel if your friend (not sit) next

to you?

7 Are you a good friend? Yes / No

D Write three more questions. Then ask a friend.

1 If ?

2 How ?

3 If ?

Language Book pp. 42–43 Unit 3 39

WB4_Unit 3_060068_text_P032-041.indd 39 2/9/21 2:14 PM

 UNIT

3 My Learning Space

A Look and write.

laugh at grateful confident make friends with

tell a secret lonely embarrassed make a promise
stressed break a promise get along well with forgive
have a falling out with nervous proud calm
relaxed keep in touch with

Positive Meanings Negative Meanings

Tip
Think about whether words have positive or
negative meanings when you learn them. This
will help you use them in the right situations.
B Read and match.

1 What will you do if it’s sunny on

the weekend?
a She’ll feel tired.
2 How will she feel if she goes to
bed late tonight?
b He’ll feel proud.
3 What will you do if you feel lonely
at summer camp? c I’ll go to the park.
4 How will your dad feel if you win
the race? d I’ll try to make friends.

40 Review Unit 3

WB4_Unit 3_060068_text_P032-041.indd 40 2/9/21 2:14 PM

 C Put the words in order. Then write answers for you.

1 if you / will / your best friend? / you / feel / fall out with / How

2 bored / will / what / you / If / on the weekend, / you feel / do?

3 on vacation, / you / you go / will / If / keep in touch with? / who

D Think about Unit 3. How well did you do?

I can use words to talk about emotions.

I can use words to talk about friendship.
I can use the first conditional to predict future results.
I can use the first conditional to talk about the future.

Now you’re ready

for Unit 4!

Language Book p. 47 Unit 3 41

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