Teacher's Guide: Reading

LEVEL 3
Reading
LOG
Teacher’s Guide
Topics 1–3
To p ic 1 The Homework Machine
1 Complete the crossword puzzle.
assignment diagram directions enthusiastic life cycle

magically metamorphosis process stage tricks
Across
3 done in a magical way
4 a task or job that a teacher tells you to do; homework
8 a complete change in appearance or form
9 showing excitement and interest in something
10 a single step in a process
Down
1 the stages in the life of a creature, such as egg, larva, adult
2 steps that you can follow to do a task or arrive at a place; instructions
5 actions that surprise or deceive someone
6 a simple drawing that illustrates an idea or shows the parts of something
7 a series of actions or stages that lead to a result or product
1 2
l d
3
m a g i c a l l y i
f r
4
a s s i g n m e n t e
5
t c
c r t
y i i
6
c c o
7
p l i k n
8
r m e t a m o r p h o s i s
o g
c r
9
e n t h u s i a s t i c
s m
10
s t a g e
T 18 Fiction Worksheet Compass 3 D.R. © Richmond Publishing, S.A. de C.V., 2018 Photocopiable
2 Complete the diagram. Use the description on page 14.
Name: Leo
3 Complete the diagram. Use the description on page 16.
Name: Leo
Compass 3 D.R. © Richmond Publishing, S.A. de C.V., 2018 Photocopiable Fiction Worksheet T 19
Key Words
assignment
diagram
directions
enthusiastic
life cycle
magically
metamorphosis
process
stage by Ann Gianola
tricks
Identifying
Character
Motivations
Feelings can motivate
characters in a story to
do things or behave in
certain ways.
1 Look at the pictures in the story.

Who is the main character? How
does he feel? What are some of
the events in the story?
2 Listen and follow. 2
10 Topic 1
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T 20
Leo doesn’t like to do homework after school. He spends many hours a day in
his third-grade classroom—and that’s quite enough time for him. Nevertheless,
Leo has a homework assignment today, and he must do it. Miss Lopez, his
teacher, wants the students to show a butterfly’s complete metamorphosis,
starting from just a tiny egg. But Leo isn’t very enthusiastic about this
assignment. After all, he already knows a lot about butterflies. In his science
notebook, Leo has written many notes: Butterflies have been on the Earth for
millions of years. They have distinct physical traits, patterns and sizes. In the
science lab, Leo even looked through a microscope at the scales on a butterfly’s
wing. He recorded that information, too.
Why do I need to know more? thinks Leo.
The Homework Machine 11
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T 21
In his bedroom, Leo opens up his notebook and pulls
out the assignment. He reads the directions: Draw
and label each stage of the butterfly’s life cycle.
Then write some facts about each stage. Leo sighs
and puts the notebook down on his desk.
“Ugh,” he says. “I guess I’ll have to look
that up in my science book.”
However, he really doesn’t want to
describe how the egg goes from one stage to
the next, eventually becoming a butterfly.
And he certainly does not want to describe
this process now—when he is very tired and
wants to relax. For a moment, Leo lies down
on his bed and closes his eyes.
“I wish that I had a machine that
could do my homework for me. My
life would be so much happier…”
12 Topic 1
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T 22
Suddenly, there is a strange whirring noise in Leo’s bedroom. He quickly
opens his eyes and sees a funny-looking object on his desk. Leo jumps off his bed
and begins to inspect it. There is a sign on the front: Homework Machine. Leo
claps his hands together.
“My wish has come true!” he says excitedly. “But can this be possible?”
Leo decides to try out the machine. He opens his math workbook and tears
out a multiplication worksheet that is due on Tuesday. He puts it into one end of the
homework machine. In a moment, the machine is clinging and clanging. It is whistling
and blowing out big puffs of steam. The lights flash red and then green. Finally, a bell
rings and Leo’s multiplication worksheet is magically spit out at the other end.
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T 23
Leo looks carefully at the math worksheet. The homework machine has finished
it! Also, Leo doesn’t see any mistakes. Every question is answered correctly:
8 x 6 = 48, 9 x 7 = 63 and 5 x 12 = 60. Leo is absolutely amazed. Without question, this
machine is very intelligent. It also works quickly. Still, Leo wonders if the homework
machine can do the butterfly assignment. Can it draw pictures? Can it write down facts?
Leo decides to try it out again. He puts his assignment in the homework machine. Again,
the machine is clinging and clanging. It is whistling and blowing out big puffs of steam.
The lights flash red and then green. Finally, a bell rings and Leo’s life cycle of a butterfly
is magically spit out at the other end.
Leo grabs the paper and examines it. The homework machine
has done an excellent job! There is a perfect diagram
that shows each stage in the life of a butterfly: egg,
caterpillar (larva), chrysalis (pupa) and adult
(butterfly). Below the diagram, there are
also many facts. They say that a female
butterfly lays an egg on the leaf
of a plant. Then the caterpillar
hatches from the egg. When
the caterpillar is fully grown,
it forms into a pupa in
a chrysalis. Later, the
butterfly emerges and flies
away. This cycle repeats
itself again and again…as
it has for millions of years!
Leo jumps up and down.
Tomorrow, Miss Lopez is
going to be very proud. In
fact, she’ll probably put
Leo’s assignment on the
bulletin board.
14 Topic 1
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T 24
The next morning, Leo walks confidently into his
third-grade class. He has a big smile on his face as he
sits down at his desk.
“Good morning, class!” says Miss Lopez. “I hope
you all enjoyed working on your butterfly assignment
yesterday. I’m very excited to see your work.”
Miss Lopez walks around the classroom and
collects the children’s homework.
“Beautiful drawings, Cecilia,” she says. “I can
see that you spent a lot of time on these… Wonderful,
Mateo,” she adds. “You wrote down a lot of information!”
Then Leo hands Miss Lopez his paper. “What is this?”
she asks.
“It’s my assignment,” says Leo. “I tried my best.”
“Leo,” says Miss Lopez rather angrily, “is this a joke? Why
aren’t you taking your homework assignment seriously?”
“What do you mean?” asks Leo. “The homework machine…uh…I
mean…I finished the assignment.”
Miss Lopez holds up Leo’s paper and shows it to the other children in the class.
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T 25
“Boys and girls,” says Miss Lopez. “Leo thinks that the life
cycle of a butterfly begins with…a baseball…then it changes into a
banana…and then it transforms into a school bus…and finally it becomes
a big hairy monster.”
All of the children in the class laugh at Leo’s paper. Leo’s face turns very red and
he sinks down in his chair. He doesn’t understand. Yesterday the assignment was
perfect. Can the homework machine play mean tricks?
“I’m sorry, Leo,” says Miss Lopez. “Instead of going out for recess today, you
need to stay inside and finish your assignment…correctly.”
At recess time, Leo remains at his desk and tries to remember things about the
life cycle of a butterfly. Sadly, he can’t recall the words for each stage of a butterfly’s
life. He can’t write any facts, because he doesn’t know any. Leo really wants to know
more about the life cycle of a butterfly. He wants to know his multiplication facts very
well, too. The homework machine was supposed to make his life happier. But Leo
doesn’t feel happy at all. Instead, he feels silly. Leo puts his face in his hands and lets
out a groan.
16 Topic 1
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T 26
The groan wakes Leo up. Instantly,
he realizes that he isn’t in his third-grade
classroom. He is at home. Leo looks at his desk.
There is no homework machine. This was all
a funny dream! Leo gets up and looks out the
window. He sees a beautiful butterfly flying
around the plants in his garden. Leo smiles.
This is truly an amazing insect, he thinks. And
it has gone through a complete metamorphosis.
Leo looks at his assignment. But I’ve changed,
too, he thinks. I will never ever wish for a
homework machine again. Now, I know that it’s
better to do things by myself—and use my own
brain to learn things. Leo opens his science
book. He reads all about the life cycle of a
butterfly. Then he picks up his colored
pencils and begins to draw a tiny white
egg on a big green leaf.
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T 27
1 Identifying Character Motivations Listen to the first part of the story again.
Circle the correct answers. 3
1 a Leo doesn’t want to do his b Leo is enthusiastic about his assignment.

assignment.
2 a Leo thinks he knows a lot about b Leo is afraid of butterflies.

butterflies.
3 a Leo reads the assignment b Leo gets tired because he is working a lot
instructions and lies down. on the assignment.
4 a Leo wants to build a machine. b Leo wishes that he had a machine to do his
homework for him.
2 Number the sentences in the correct order.

There is a strange whirring noise in Leo’s bedroom.
Leo feels silly.
Leo will never ever wish for a homework machine again.
Leo decides to try out the machine.
Leo walks confidently into his third-grade class.
Leo lies down on his bed and closes his eyes.

Leo’s life cycle of a butterfly is magically spit out at the other end.
3 Complete the sentences with the correct words.
caterpillar cycle Earth emerges female metamorphosis
1 Butterflies have been living on for millions of years.
2 A butterfly goes through a complete .

3 A butterfly lays an egg on the leaf of a plant.
4 When the is fully grown, it forms into a pupa.
5 Later, the butterfly and flies away.
6 This repeats itself again and again.
18 Topic 1
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T 28
4 Epiphany Leo has an epiphany when he says that
he “will never ever wish for a homework machine Epiphany
again.” How do Leo’s actions lead him to this This is the moment in a story when
a character suddenly understands
conclusion? What lesson does he learn from
something in a new way.
his experience?
5 Active Reading You have a homework assignment. Mark (✓) the activities that are good
to do. Write other good activities on the lines below. Share your ideas.
look up information
lie down on your bed and close your eyes
wish for a homework machine
be a good student and finish it right now

play a video game
open your notebook and follow the directions
6 Think and draw. Imagine a machine that can make your life happier.
A Share your picture. What does the machine do? How does it make your life happier?
U1COrl3.indd 19 6/16/17 12:22

T 29
To p ic 1 Scientific Discoveries
1 Match the parts of the sentences.
1 An ancestor is… a a large body of ice.
2 A glacier is… b a path around a space object.
3 When ice melts… c a tool for examining and exploring.
4 An orbit is… d a person who lived in former times.
5 Primates include… e it becomes water.
6 A probe is… f humans, apes and monkeys.
ancestors extinct glaciers melt

orbit predictions primates probes
1 There are in fifty different countries.
2 Their came from India and China.

3 The Moon is in an around the Earth.
4 Some animals, such as tigers, could become .
5 Ice cream will in the sun.

6 Scientists sent several to Mars.
7 Orangutans and gorillas are .

8 Scientific are usually based on research.
3 Number the human ancestors in the correct order. Use the timeline on page 20.
Homo habilis
Homo sapiens sapiens

Australopithecus
Homo erectus
Homo sapiens Neanderthalensis
T 38 Nonfiction Worksheet Compass 3 D.R. © Richmond Publishing, S.A. de C.V., 2018 Photocopiable
4 Match the time references with the parts of the timeline.
1 in 2009 4 5-10 million years ago
2 in 1994 5 3.2 million years old

3 4.4 million years ago
Compass 3 D.R. © Richmond Publishing, S.A. de C.V., 2018 Photocopiable Nonfiction Worksheet T 39
Key Words
Scientific
Discoveries
ancestor
extinct
glacier
melt
orbit
by Aaron Burkholder
prediction
primate
probe
Human Ancestors
Using a Timeline
A timeline is a diagram that
shows particular events in Australopithecus
chronological order.
Homo
habilis
1 Circle the timeline. 4 million – 1 million years
Homo
erectus
Grains and Sugar
Dairy, Meat and Protein

2.8 million – 1.5 million years
Fruit and Vegetables

Homo sapiens
Neanderthalensis
1994–born 2012–first job 2 million – 300,000 years
250,000 – 30,000 years

2011–graduated
before 130,000 years ago
Homo sapiens
sapiens
20 Topic 1
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T 40
Evolution
Discovery: Ardi
In 2009, scientists published research on Ardi. Ardi is the
skeleton of a primate found in Ethiopia. It was found in
1994. Ardi was a female. She was about 120 cm tall and
50 kg. And she lived about 4.4 million years ago. Scientists
believe humans, chimpanzees and other apes came from the
same ancestors between five and ten million years ago. This
makes Ardi the oldest human ancestor. Before they found
Ardi, they thought Lucy was the oldest ancestor.
Background
Lucy is a 3.2-million-year-old skeleton. That makes her 1.2 million years younger
than Ardi. But she is from a different species of human ancestor. Both Ardi and
Lucy walked on two legs, but Ardi had long arms and short legs. Ardi also had
teeth that are similar to human teeth and a small brain like earlier apes.
Why It’s Important

Before the discovery of Ardi, scientists thought that the oldest human ancestor was
more like chimpanzees. They thought humans became different from chimpanzees
over time. But Ardi shows that our oldest common ancestor probably didn't look
like humans or chimpanzees. Both groups probably developed their modern
features differently over time.
What’s Next?
The search continues for more information to complete
the human fossil record. There are still a lot of questions
about fossils we have already found. Some fossils may
b
be from direct ancestors. Others may be cousins that
became extinct. And when we find new fossils, it can
b
ta
take years to study them. In time, though, we are going
to learn more and more about where we came from.
Scientific Discoveries 21
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T 41
Discovery: Melting Glaciers
We now have over 1,000 satellites orbiting the planet. Some
satellites can take pictures and see changes in our planet
over time. For example, scientists study glaciers to see how
they are changing. Pictures of the Earth show that glaciers
are melting. They are getting smaller. This confirms other
research: These studies show global temperatures are rising
because of pollution.
Background
Nineteenth-century scientists first noted that the climate of the Earth can change
over time. They found it depends on sunlight and gases in the atmosphere. Then, in
the 1960s, scientists started to study the effects of pollution. They used computers to
calculate these effects. And in the 1990s, scientists agreed that human pollution was
causing global warming.

Glaciers get smaller, but where does the melting ice go? Most of it goes to the
ocean. This causes ocean levels to rise. In 2012, a group of scientists calculated how
fast this is happening. They used information from satellites. It showed that over
600 billion tons of ice is melting every year.
What’s Next?
Almost every new discovery about climate change
shows that global warming is happening fast.
Advanced technology means we can make better
predictions about climate change. The real question
now is what we will do about it. World leaders need
to agree how to manage these changes.
22 Topic 1
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T 42
Discovery: Rosetta Mission
In 2014, the world watched scientists from the European Space
Agency. They moved the Rosetta space probe into orbit around
a comet for the first time in history. Comets are objects from the
outer solar system. Sometimes they pass through the inner solar
system. They are made of rock, dust, ice and frozen gases. They
are small (less than 10 kilometers in diameter).
Background
Humans sent the first probe into space in the 1950s. Since then, probes such as
Voyager 1 and 2 have helped us understand more about the solar system. In 2005,
Deep Impact was the first to land on a comet.

Scientists used these probes to collect a lot of new information about comets. This
information helps scientists to understand how the solar system formed. They
learned that ice in the comet is very different from the water on Earth. This means
the water on Earth probably did not come from comets. They are also looking for
materials needed for life. They want to learn how life developed on Earth and if
it can exist in other places. Finally, information from comets can teach scientists
about the future of the universe.
What’s Next?
Government space agencies will
continue to explore. They have
planned missions to Mars in the
future. Private space companies
are also now beginning to
explore space.
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T 43
1 Circle the correct phrases to complete the sentences.
1 The main idea of the text is…
a to give information about b that science was much c that most scientific ideas
recent scientific discoveries. better in the past. are probably wrong.
2 Ardi is a…
a chimpanzee. b primate that was probably c science program to find
an ancestor to humans. human ancestors.
3 When a glacier melts, the water…

a goes to the oceans. b freezes again into new c provides cities with
glaciers. more water.
4 The water on Earth…
a probably came from b definitely came from c probably did not come
comets. comets. from comets.
5 Scientists study things because…
a it is easy. b they can learn about the past c they want to impress
and the future of the universe. people.
2 Active Reading Listen and number the words in the order you hear them. Then check
your answers with a classmate. 5
ancestor extinct glacier melt
orbit prediction primate probe
24 Topic 1
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T 44
3 Using a Timeline Read page 22 again. Complete the timeline with the correct
information.
12 60s 90s change glaciers warming
1 19 3 20 – scientists calculate
– study of pollution how fast melt
2 19 – discovery that human 4 Future – better technology, better predictions
pollution is causing global of the effects of climate
4 Sections Match the notes. Connect the information from each topic.
Background Why It's Important What's Next?

Sections
1 Probes sent into Ardi Better predictions The information in this
text is organized in topics.
space of effects of
Each topic has sections to
climate change describe a discovery: the
background information,
2 Oldest human Melting glaciers Missions to Mars why it's important and
ancestors were and rising what comes next.
like chimpanzees sea levels
3 Human pollution Water on Earth not Search for more

causing global the same as ice human fossils
warming water in comets
5 Write the key words for each discovery.

1 Ardi: , ,
2 Melting Glaciers: , ,
3 Rosetta Mission: ,
6 Which of the three scientific projects would you most like to work on? What is the next thing
you think you could discover? Use information from the text to explain your answers.
U1COrl3.indd 25 6/9/17 2:23 PM

T 45
Connect to Me
1 Which
hich of these objects do you think are good inventions? Why? Share your ideas.
2 Think of an object that you use every day. Describe the object and say how it works.
Connect to Science
1 Find information about a famous science experiment and answer the questions.
1 What was the experiment?
2 When did it happen?
3 Why was the experiment important?
2 Make a timeline to show the order of events in the discovery. Find pictures and add them
to the timeline. Present your timeline to the class.
26 Topic 1
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T 46
To p ic 2 Odysseus and the Cyclops
blind conqueror cyclops disgusting guests

inhabited Nobody responsible sailor satyr
1 The old man is . He can’t see.
2 The math problem was difficult. knew the answer.
3 A is a mythical creature. It has the feet and tail of a horse.
4 The Amazon rainforest is by many animals and insects.
5 My mom likes inviting to have dinner with us.
6 A has only one eye.
7 Some creatures are really !
8 The took control of the city.
9 A works on a boat.
10 My sister is very . She always does her homework.
2 Complete the chart with the words from activity 1.
People or Things Description Words
3 Complete the predictions. What happens in the story? Use at least four Key Words.
1 I think will .
2 I think will .
3 I think will .
4 I think will .
4 Complete the chart.
1 Thumb:
Main character(s)
2 Index Finger:
Setting (where and when the story
takes place)
4
2
5 3 Middle Finger:
Problem
1
Central Message
4 Ring Finger:
Events (name at least three)
5 Pinky Finger:
Solution to the problem
A What is the central message? Write a sentence in the hand.

Key Words
blind
dysseus and
conqueror
the yclops
cyclops
disgusting
guest
inhabited
nobody by Ann Gianola
responsible
sailor
satyr
Identifying the
Central Message
Fables, folktales and
myths are stories
that teach the values
and beliefs of diverse
cultures. In order to
identify the central
message of a myth, ask
yourself: What do the
main characters learn?
1 Look at the pictures in

the play. Who are the
main characters?
28 Topic 2
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T 58
Characters Narrator 1 Odysseus, the famous and
Narrator 1 Sailor 2 clever Greek hero, and his
Narrator 2 Cyclops sailors are lost on their way
home from the Trojan War.
Narrator 3 Sailor 3
Right now, they are climbing a
Odysseus Chorus
mountain in search of food.
Satyr Neighbor
Narrator 2 This is a very scary place
Sailor 1
inhabited by one-eyed giants
called cyclops.
Narrator 3 At the entrance of a huge cave,
they meet a satyr, who is part
horse and part man.
Odysseus and the Cyclops 29
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T 59
Odysseus I am Odysseus, the conqueror Narrator 1 Odysseus and the sailors pick
of Troy. My sailors and I are very up some food and hungrily
hungry after a long, difficult begin to eat.
journey. Can you help us? Sailor 1 Let’s take this food and go back
Satyr This is the cave of the cyclops. Be to the boat—before the cyclops
very afraid of him! He will eat all returns!
of you! Go back to your boat! Chorus The sailor is right! Run away now!
Odysseus Before he returns, can you please Odysseus Don’t worry! There is no need to
give us some food? We can smell do that. Maybe the cyclops will
something delicious. Is it lamb? enjoy our company…and treat us
I’m sure the generous cyclops as special guests.
won’t mind. We can offer you
Chorus Or eat you!
some honey water…
Narrator 2 Soon Odysseus and his sailors
Satyr (Smiling) Well, in that case…
hear some thundering footsteps.
Come in! (He grabs the honey
Chorus BOOM…BOOM…BOOM…
water and takes a big gulp.)
BOOM!
Please…take all the food you
need, e ds! (The
eed, friends! ( he satyr begins to Narrator 3 The cyclops, an enormous
dance.) monster, enters the cave.
Chorus Uh-oh.
30 Topic 2
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T 60
Narrator 1 His giant sheep follow him. He is very hungry…
Chorus …and angry!
Narrator 2 From the inside, the cyclops rolls a big rock in
front of the entrance. The sailors are trapped!
Cyclops (In a loud voice) Who are you?
Narrator 3 Odysseus decides not to give his real name.
Odysseus I am…Nobody.
Cyclops Satyr, why are these men in my cave? Why are
they eating my food?
Satyr (Hiding the honey water) They attacked me and
stole everything!
Odysseus That is not true! The satyr gave it to us!
Cyclops Are you eating my food? Then I will eat you!
Narrator 1 The cyclops picks up two men and eats them.
Chorus Ew! That is disgusting!
Narrator 2 Odysseus and the other sailors are terrified.
Narrator 3 But now the cyclops is full. He lies down and goes
to sleep.
U2COrl3.indd 31 6/9/17 2:42 PM

T 61
m while he is sleeping!
Sailor 2 Let’s kill him
Odysseus We can’t do that. He is the only
one strong enough
nough to roll the stone
away from the
he entrance. If he dies,
then we will never get out.
Narrator 1 In the morning,
ing, the cyclops eats
two more sailors
ilors for breakfast.
Chorus GASP!
Narrator 2 He leads the sheep outside. Then, he
rolls back the stone to close the cave.
Sailor 3 Oh, no! He will soon eat all of us!
What can wee do?
Chorus That’s a very good question!
Odysseus I have an idea.
a. But we need to work
quickly.
Narrator 3 Odysseus takes
kes a large piece of
wood and begins
egins to carve one end
into a very sharp
harp point.
32 Topic 2
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T 62
Narrator 1 That evening, the cyclops returns and immediately eats two more
men from the group. The sailors are horrified.
Chorus Absolutely horrified!
Odysseus (Trying to remain calm) Oh, cyclops. After that feast, you really must
taste some honey water. (He hands him the honey water.)
Cyclops Thank you! (He takes a big drink.) Yum! This is fantastic! Thank you,
Nobody. As a reward for this wonderful honey water, I promise that I
will eat you last.
Narrator 2 With his belly full of sailors and honey water, the cyclops falls into a
deep sleep.
Odysseus Now we must blind him.
Narrator 3 With all their strength, the men pick up the wood, make it red hot in
the fire and blind the cyclops.
Chorus OUCH!
Cyclops Help! Something terrible has happened. He hurt me! I… I am blind!
Narrator 1 Another cyclops on the mountain hears him cry out. He answers in a
loud voice from far away.
Neighbor Who did this terrible thing to you?
Cyclops Nobody. Nobody did this horrible thing! Nobody is responsible!
Neighbor Sorry, I can’t help you. If nobody did it, then there is nothing that you
or I can do. Go back to sleep!
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T 63
Narrator 2 While the cyclops moans in his sleep, Odysseus has a brilliant idea.
Narrator 3 He ties each of the sailors to the belly of a giant sheep. In the morning,
the cyclops is furious!
Cyclops (Feels around the cave) I can’t see you now. But I will find you later. And
I will eat every last one of you! Nobody, I will chew very, very slowly
when I eat you.
Chorus Oh, please don’t do that!
Narrator 1 The cyclops unrolls the rock from the entrance to the cave. He leads
the sheep out, feeling their backs to make sure that no sailors are trying
to sneak away.
Narrator 2 Odysseus is clinging to the belly of the last one. The sailors finally escape.
Chorus Odysseus has played a very baa-baa-bad trick!
Narrator 3 The sailors and the sheep run down the mountain to the boats. As they
go out to sea, Odysseus calls out to the cyclops one last time.
Odysseus Foolish cyclops! My name is not Nobody. I am Odysseus! I have blinded
you
you and taken your sheep. And now we are free!
34 Topic 2
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T 64
Sailor 1 Don’t make him angry, Odysseus. You’ll be sorry!
Narrator 1 The angry cyclops throws a huge rock into
the water.
Chorus SPLASH!
Narrator 2 The enormous waves almost tip over the boat.
The cyclops promises to get revenge.
Narrator 3 Odysseus laughs and continues his exciting
adventures for many, many years.
There are many lessons in life.
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T 65
1 Mark (✓) the sentences that are true.
Beginning
1 a Odysseus blinds the b Odysseus and the c The enormous waves

sleeping cyclops. sailors pick up some almost tip over the
food and hungrily boat.
begin to eat.
Middle
2a With his belly full of b Odysseus ties each c At the entrance of a
sailors and honey of the sailors to the huge cave, they meet a
water, the cyclops falls belly of a giant sheep. satyr.
into a deep sleep.
End
3a The cyclops picks up b Odysseus and his c The sailors and the
two men and eats sailors are very hungry sheep run down the
them. after a long, difficult mountain to the boats.
journey.
2 Identifying the Central Message Circle the central message of the story.
1 As the head of the family, you must be able to provide food
and clothing for your family.
2 You should go to sleep when it is your bedtime.
3 We all have to face different problems on our journey through life.
3 Listen to the first part of the story again. Mark (✓) the sentences that are true. 7
1 Odysseus and his sailors are lost on their way home from a war.
2 They are in a scary place inhabited by one-eyed satyrs.
3 Odysseus and his sailors eat some of the cyclops’s food.
4 Odysseus decides not to give his real name.

5 The satyr tells the truth to the cyclops.
6 The cyclops helps Odysseus after his long journey.
36 Topic 2
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T 66
1 At first, Odysseus doesn’t want to return to the boat because he thinks that…
a the satyr is a very nice b the sailors are too tired to c the cyclops will enjoy their
new friend. walk down the mountain. company and treat them as
special guests.
2 Odysseus carves the end of a piece of wood into a point so he can…
a move the big rock away b hurt the cyclops. c lead the sheep outside.
from the entrance.
3 When the cyclops cries out that Nobody blinded him, his neighbor thinks that…
a no one b the satyr c Odysseus
is responsible. is responsible. is responsible.
5 Circle the correct words to complete the sentences.

1 The mountain is a scary / clever place inhabited by one-eyed giants.
2 Odysseus and his sailors are afraid / hungry after a long, difficult journey.
3 The cyclops is an enormous / exciting monster.
4 The cyclops picks up and eats two men. That’s delicious / disgusting.
5 Odysseus and the other sailors are brave / terrified.
6 Odysseus has a brilliant / foolish plan to escape from the cyclops’s cave.
6 Nemesis Read the story again and answer the questions.

1 Who is the nemesis in this story?
Nemesis
A nemesis is the bad character in
2 Give an example of a nemesis figure
a story who is difficult to defeat.
in another story that you know.
7 Active Reading Work with two classmates. Interview Odysseus and the cyclops.
Student A is the interviewer, Student B is Odysseus and Student C is the cyclops.
Ask Odysseus: Ask the cyclops:

1 Why did you climb the mountain? 1 Who did you find in your cave?
2 Why did the satyr let you in the cave? 2 Why were they there?
3 What happened when you saw the cyclops? 3 Why did you eat the sailors?
4 How did you escape? 4 What happened next?
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T 67
To p ic 2 Fantasy in Movies
1 A dwarf is… a shows one moment in the movie.
2 A frame… b helps move your body.
3 A muscle… c the hero in a story.
4 The puppet… d a magical character in fantasy movies.
5 The scar is… e looks real in the movie.
6 A villain fights… f on the character’s face.
dwarf fascinate frame muscle Optical

puppet scar Stretch villain wrinkles
1 She injured a in her leg when she fell.
2 The hero chased the evil into a dark cave.
3 A is a mythical creature.
4 effects can involve computers and cameras.
5 Use your fingers to make the move.
6 Early movies created action with small movements in every .

7 The zombie in the movie had an ugly .
8 The special effects in this movie will you!

9 your arms and legs before you exercise.
10 The makeup artist made on his face to make him look old.
3 Circle the correct word to complete the sentences.

1 The fantasy creature was a wrinkle / dwarf.
2 Fantasy movies fascinate / stretch us.
3 My favorite actor played the villain / frame in the movie.
4 The makeup artist made the zombie’s muscle / scar very realistic.
5 Fantasy movies use optical / puppet and mechanical effects.
4 Complete the chart with interview questions and answers.
Question 1:
Answer:
Page:
Question 2:
Answer:
Page:
Question 3:
Answer:
Page:
Question 4:
Answer:
Page:
Key Words
dwarf
fascinate
frame
muscle
optical
puppet
scar
stretch
villain by Sterling Montgomery
wrinkle
Identifying the
Main Idea and
Key Details
The main idea is the
central thought of the
text. The key details
are all the facts and
information that support
the main idea. In this
text, the author presents
main ideas and offers key
details to back them up.
1 Look at the background

photo on page 38. Look
at the heading on page
39. What do you think
the main idea is?
38 Topic 2
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T 78
t io n w it h Fantasy
Fascina a n a lm o st im agine ourselv
es in
we c
in a te s u s. W e love stories th e movie scre
en. We
Fan ta sy fa sc the w o rl d o n
h in g e v e n ts , incredible g s the characters
are
abo u t a st o n is fe e l th e th in
rr ib le v il la ins! But .
heroes and te
n ta sy experiencing
in fa it’s
h y a re w e so interested
to a m o v ie theater today,
w e If you go
s a n d th e w orlds they liv e re w ill be a fantasy
creature we very poss ib le th
d o w e li k e fantasy when m ight even sho
w
in? Why n is movie p la y in g . It
is n ’t re a l? W ell, one reaso if ying worlds fu
ll
know it l a n d te rr
scape beautifu
n ta sy m o v ie s help us to e a tu res like drago
ns,
that fa th ic a l c re
e. of my
a l w o rl d fo r a little whil a rv es. But how
is this
the re venture s elves a n d d w
sy m o v ie s are about ad e se c re a tu re s don’t really
Fan ta possible if th
d ra gons or vies
in far-off la n d s w it h
t? W e ll , g re at fantasy mo
bout exis
hey are not a illusions
sp a c e sh ip s. T
v e sp e c ia l e ffects. These
ha
cause
m a th h o m e w ork!
m o v ie s a re important be
in
ls o a p p e a ls to us because e fa ntasy worlds
seem
F a n ta sy a th e y m a k
ate
lp o u r im a g inations! The h o w d o m o viemakers cre
it can he . It stops real. So zing
ti o n is li k e a m u sc le
c re d ib le w o rlds and ama
imagina it. But
these in ects!
g w h e n w e d o n ’t u se
re s? B y u si ng special eff
workin creatu
h a fa n ta sy movie,
when we watc
Fantasy in Movies 39
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T 79
A mecha
nical effe
ct—arti c
ial snow
Special Effects
Films have used special effects since the early 1900s. There
are two types of special effects. There are optical effects and
mechanical effects.
A computer uses pictures from a camera and creates an optical or
visual effect. An optical effect can make actors look like they are
somewhere where they are not. Imagine you are watching a movie
about people in space. The people aren’t actually in space. It’s an
optical effect that makes them look like they are.
To make a mechanical effect, you
don’t need a camera. You need
explosives, masks, models and more.
When a car or a building explodes
in a movie, it’s a mechanical effect.
Creating weather and using
makeup can also be mechanical
effects. However, none of these
special effects are possible
e without the tools and technology
walking in spac
An opti cal effect— to make them.
40 Topic 2
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T 80
Technology and Special Effects
All movies use some form of technology these days. But the
combination of special effects and technology are very important
in fantasy movies. They bring dinosaurs back to life, create new
worlds and make humans fly and animals speak.
One of the first movies that successfully combined
technology and fantasy was King Kong (1933).
This was when special effects were still done by
hand. The director used stop-motion animation
to bring King Kong to life. First, the movie crew
made a puppet of King Kong. Then they put it
into position and filmed one frame. After that,
they moved the puppet a little and filmed another
King Kong (1
frame. Later, they put all the frames together. This 933)
is how they made King Kong look like he was

climbing up a very tall building!
Nowadays, the most common technology used in movies
is computer-generated imagery (CGI). Computer graphics were first used
in movies in the 1970s. But CGI really became popular (and better!) in the
1990s with Jurassic Park (1993). CGI is similar to stop-motion animation.
However, the moviemakers use computers and
animation software programs instead of a movie
camera to create each frame.
CGI is now very common and continues to
improve. Movies that use CGI look more
and more real every year. This wouldn’t be
possible without improvements in technology.
It makes watching a fantasy movie an
incredible, imaginative experience!
93)
Park (19
Jurassic
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T 81
Makeup Artists
Makeup is a mechanical effect. And
one of the most important people
who help create these special
effects in movies is the makeup
artist. They can make young
people look old. They can also
create fantasy creatures. They
Ketchup
make elves, dwarves and zombies
look real! They could make you look like a
zombie, too! Some of the makeup materials and tools
are expensive or hard to find. However, they may also use some
of the things in your kitchen! What do you think you could use?
Scars!
What do most evil characters in
fantasy movies have in common,
especially zombies? They have
scars! There are lots of types of
scars, too. There are fresh scars,
Glue
old scars, long and thin scars.
To make scars, makeup artists use
makeup you can find in a store, like
lipstick, eyebrow pencils and nail polish.
Sometimes they use ketchup! And sometimes
they use the same glue that you use in
school! They also use special liquids, like
Lipstick
rigid collodion, which stretches the
skin when it dries. Nail polish
42 Topic 2
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T 82
Here’s How They Do It!
1 Draw the scar. Makeup artists draw the outline of a scar
onto the skin with an eyebrow pencil. The shape and size
of the scar depends on what the character needs. The
scar can have jagged lines, an X shape, or any number of
different forms.
2 Apply the liquid collodion. Put the collodion on and wait
for it to dry. When the collodion dries, it makes wrinkles
and actually looks like a real scar! Lots of people use this
on Halloween. If you add more collodion, the scar will look
deeper and scarier!
3 Add color. The colors that makeup artists
use are usually reds, browns and yellows.
A light red color makes the scar look
fresh. A brown color makes the scar
look older. But whatever color you
use, the scar will look real!
Scars are a small part of creating the
fantasy world. There are hundreds of
other ways to complete the zombie look:
white or gray face paint, prosthetics,
wounds and many more! Sounds like a lot
of fun! What special effect will you try?
An eyebrow pencil
A jagged line
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T 83
1 Read the text again. Circle Yes or No.
1 Fantasy movies are about real life events. Yes No
2 A villain is a bad person. Yes No
3 Fantasy movies are bad for the imagination. Yes No
4 People still create special effects by hand. Yes No

1 A makeup artist…
a changes actors into b has a lot of scars. c doesn’t have
fictional characters. special skills.
2 CGI is a way of making images…
a by using real materials. b by using computers. c by using cameras.
3 Makeup artists use a special liquid called…

a hard collodion. b soft collodion. c rigid collodion.
3 Active Reading Listen and mark (✓) the materials makeup artists use for scars. 9
4 Number the sentences in the correct order.
Add makeup to the scar.

Decide on the shape and size of the scar you want to make.
Draw the outline of the scar using an eyebrow pencil.
Add more makeup to make it look worse!
Apply the liquid collodion.
44 Topic 2
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T 84
5 Conjunctions Complete the sentences with and, because,
but or when. Conjunctions
We use conjunctions such as
1 I like fantasy movies comedies.
and, because, but and when
2 I like fantasy movies, I don’t like action movies. to connect words, phrases and
sentences.
3 I like fantasy movies they are set in the future!
4 I like fantasy movies they usually have great special effects.
6 Identifying the Main Ideas and Key Details Scan the text and write the other main
ideas. Read the text again and underline the key details.
1 Fantasy fascinates us.
2
3
4
7 Describe your favorite fantasy movie to a classmate. Who are the characters? What special
effects does it have?
A Draw a scene from the movie. Share your picture.
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T 85
Connect to Me
1 Complete the chart. What real and fantasy characters do you know about?
Real Fantasy
2 Write the beginning of a story. Use a real person and a fantasy character in your story.
Once upon a time…
Connect to Art
1 Create a favorite fantasy movie character. Complete the fact file about the character.
Character’s Name:
Description of Character:
46 Topic 2
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T 86
To p ic 3 Get the Picture
1 Read the descriptions. Circle the correct word or phrase.
1 There is an art contest. Some students work all day on their pictures.
a bump b go all-out c palette
2 The artist is pointing to some details in the picture.
a draw attention to b glare c uneasy
3 Another student always calls her names and kicks her chair.
a glare b go all-out c pick on
4 There were many people at the market. I accidentally walked into someone.
a bump b go all-out c tough
5 He has an exam later, but he didn’t study. He’s nervous.
a bully b palette c uneasy
2 Draw or paste pictures to represent the words. Share your pictures.

1 2
bully glare
3 4
palette uneasy
3 Read and mark (✓). What information is in the story?
Franco Feather
Thoughts
Feelings
Actions
A Think and discuss. Give an example from the story for each marked box.
4 Think and draw. What happens after the end of the story? Who wins the art
competition? Do Franco and Feather become friends?
Key Words
brush against
Get the Picture
by Oisín McGann
bully
bump
draw attention to
glare
go all-out
palette
pick on
tough
uneasy
Using Pictures
Sometimes a story’s
illustrations tell more
of a story than just the
words do. They can
help to create a mood
or tell you more about a
character or setting.
1 Look at the picture. What do you

think the story is about? What
can you tell about the characters’
feelings from this picture?
48 Topic 3
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T 98 Topic 3
T hat new girl was a problem. Her name was Feather, and she was
really good at art. That was the problem. Because today was the
day of the art competition and Franco wanted to win, and he had a
good chance of winning if Feather wasn’t there.
Franco had been the best artist in the class until Feather came
along. He stared at her back as all the kids returned to the classroom
after break. He brushed against her as she went to sit down, causing
her to bump into the boy beside her. The teacher wasn’t looking.
Feather glared up at Franco, but he knew she was a bit scared of him.
“Doofus,” she muttered.
“Weirdo,” he snorted back.
Get the Picture 49
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T 99
Feather was small for her age, with a round brown face, chestnut-colored
eyes and straight black hair that was just long enough to reach past the
bottoms of her ears. It hung over her eyes, but she could use it to cover them
when she was feeling shy.
“Miss, I have my own paper,” she called out, putting her hand up. “Can I
work on the floor?”
Not so shy now. She was holding a big rolled-up sheet of drawing paper.
Good paper, bigger than the ones they used in class. She didn’t normally
put up her hand. She didn’t like to draw attention to herself. This made
Franco even more uneasy. She was going all-out for this competition.
“Yes, Feather, that’s fine,” Miss Guzman replied.
50 Topic 3
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T 100 Topic 3
Franco’s blue eyes flicked towards this quiet, softly spoken girl sitting
on the floor next to him. The competition was being run by the zoo, to see
who could draw the best animal. The prize was tickets for the zoo. Franco
wanted those tickets. The other kids had always liked his pictures, but then
Feather arrived a couple of months ago. Now, the others talked about her
work instead.
Feather got off her chair, laid her big sheet out on the floor, then went
and got a cup of water and some paints. Furious, Franco nearly swore out
loud. She was going to paint! Growling, he ran his hands through his spiky
brown hair. He wasn’t much good with paint, but it made a better picture if
you used it right. He’d have to paint now, too. He stood up, and strode over
to get himself some painting gear.
Get the Picture 51
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T 101
He knew what he
wanted to do for his picture.
A rhino, all muscles and
armor, with a horn that could
punch through the side of
a car. On his way back to his
seat, he passed Feather. He
checked that Miss Guzman was
looking away. The teacher was
busy helping the kids who weren’t so
good at art. Franco tapped Feather’s cup
of water with his foot, knocking it over. The
water spilled all over the sheet of fancy paper.
Feather gasped. She’d already started work and
the water was running through the wet paint, ruining the shapes she’d made.
Franco felt a bit guilty, but when Feather didn’t call out to their teacher, he
became a bit more smug and flopped into his chair.
“Thug!” Feather hissed at him.
“Freak!” he grunted back.
Feather began pushing the water round, as if she was just playing with
it. It looked like she’d given up. Franco felt relief… and just a touch of shame.
OK, so he’d been mean to her, but she was the new one in the school, after all.
He’d been here for years. She couldn’t insult him like that.
52 Topic 3
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T 102 Topic 3
Now to get this picture done.
He started sketching it out roughly
with a pencil. It wasn’t working the way
he wanted. It wasn’t rhino-shaped. The
scribbles looked more like two figures,
instead of four legs and a body. But… it looked
good. Normally he needed to sketch more of the
picture before he started painting. But this time, he
began mixing paints in the plastic palette right away and
dabbing them onto the paper.
He should have been doing an animal, but he didn’t want to stop
working on these two figures. He could always do his rhino afterwards. He
kept going. His drawing hand seemed to move all on its own. He didn’t even
have to think about it, which was strange. Miss Guzman always said you
used art to get what was in your head out into the open where other people
could see it. But this picture wasn’t in his head. He didn’t know what he was
drawing—he just knew he was drawing it really well.
The first figure, on the left, was a boy…not just any boy—it looked like
him. Franco watched in amazement as he added detail to the face. He’d
never drawn like this in his life, but there it was: that was his face. It looked
just like him. The right arm was stretching out, the hand open flat. It was
swinging with a slap towards the second figure. He hadn’t started painting
that figure yet. Was this a fight? Cool!
Get the Picture 53
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T 103
The look he was painting on his face was a bit nasty, almost like a snarl,
which made him look tough. He caught Feather glancing up at him and he
flicked some black paint at her. It spattered on her face and on her picture.
She wiped her face with her sleeve, biting her lip and looking away.
“Dog-face!” she blurted out.
“Stink-piglet!” he snapped back.
“Quiet, you two!” Miss Guzman said sternly.
Was Feather crying? No, Franco thought. Get on with your picture.
This is so cool! The guys won’t believe it…
54 Topic 3
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T 104 Topic 3
He added a bit more detail to the second figure’s face and then
realized who it was. Franco stared at the picture, his heart thumping. It was
Feather, and there was a look of shock and pain on her face. It was a picture
of him hitting Feather.
He felt shaken…and a shiver of shame ran through his body. OK, so he
had never hit her, but…but he had done plenty of other things to her. He’d
been picking on her since she’d first arrived at the school. Studying her face
in the painting again, he shuddered. This was creeping him out. Was he—?
Did this mean he was a bully? But he was one of the cool guys in the class,
wasn’t he?
Get the Picture 55
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T 105
Peering down at Feather, he saw her picture properly for the first time.
It was a rhino—better than anything he could create. After he’d spilled
the water over her page, she’d used that spill, turning it into a watercolor
painting. Even the black paint he’d spattered made the skin look more real.
He loved that kind of thing.
She saw him gazing down at her. He realized that he didn’t want it to
be this way. He didn’t want her to feel hurt. He wanted to fix this, to make
her feel better after all the things he’d done.
“I’m…I’m sorry,” he said suddenly. “For all the stupid stuff I did to you. I
was really mean to you and I’m sorry.”
56 Topic 3
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T 106 Topic 3
She looked at him with serious eyes for a long moment.
“OK,” she said at last, brushing her hair from her eyes. There was
another long pause as she looked down at her picture. “Hey, you’re good at
drawing animals. What do you think? I was going to do a giraffe, but then you
made this spill, and I thought it was more of a rhino shape.”
“It’s excellent,” he said, grinning. “Wish I’d painted it!”
He crumpled up his own sheet of paper and threw it in the bin. Then
he started a new picture. He decided he wouldn’t do a rhino, though. He’d
think of something else.
Get the Picture 57
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T 107
1 Circle the correct answers.
1 Where does this story take place?
a in art class b in gym class c in music class
2 Who is the new student in class?
a Franco b Feather c Miss Guzman
3 How is this day in the story different from other days?
a It’s the first day of school. b It’s Franco’s birthday. c It’s the day of the art
competition.
4 Why does Feather make a rhino and not a giraffe?
a The water changed the b The black paint changed c Franco asked her to change
shape of her drawing. the color her drawing. the animal she was drawing.
2 Circle the correct definitions to complete the sentences.

1 The phrase brush against means…
a to walk away from something b to touch something lightly.
2 The word glare means…
a to look at someone in an angry way. b to ignore someone.
3 The word pick on means…
a to feel or show happiness. b to laugh at and bother someone.
4 The phrase draw attention to means…
a to attract someone to something. b to talk to someone loudly.
3 Using Pictures Look at the pictures and listen. Write words that describe how the
characters feel. 11
1 2 3 4
58 Topic 3
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T 108 Topic 3
4 Mark (✓) how you know the information.
From the Story From the Picture From Both
1 Feather is shy.
2 Franco is jealous.
3 The other kids know how

Feather feels.
4 Franco is a good painter.
5 Feather is a good friend.
5 Feelings in Pictures Write how each picture makes you feel.

1 2 3 4
6 Active Reading Read the story again. How did

Franco's actions affect Feather's picture? Feelings in Pictures
Underline the sentences. Images of the characters and the
setting can create an atmosphere and
7 How would you feel and react if this happened make the reader feel certain emotions.
to you? Draw a picture in your notebook.
Get the Picture 59
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T 109
To p ic 3 Paint Like Picasso
collage doodle enormous innovative

old-fashioned profile self-portrait
1 This painting shows the of a face.
2 Artists often use fresh, techniques to express their ideas.
3 The artist painted an moon in the sky above the city.
4 There was a on the notebook paper.
5 This is a of the artist. The painting looks exactly like her.
6 He’s making a . There are many pieces of paper sticking to it.
7 Some people prefer realistic paintings. Others think they’re too .
2 Think and draw.

1 2
a doodle an enormous insect
3 4
the profile of a person an old-fashioned telephone
3 Read and mark (✓). What do you know about self-portraits?
1 I know what materials to use in a Picasso-style self portrait.
2 I know who to draw or paint in a self-portrait.

3 I know some steps for making a self-portrait.
4 I know ways to imitate Picasso’s style.
4 Number the steps in the correct order.

Draw an eye in profile. Draw a mouth.
Outline the picture in black marker.
Draw a vertical line down the middle of the face shape.
Paint the face. Use different colors.
Draw an oval eye on the right side of the face.
Draw a large oval or rectangular face shape.
Add your hair, neck and shoulders.
5 Draw the steps from activity 4 in the correct order.

1 2
3 4 5
6 7
Paint
Key Words
collage
doodle
enormous
Like
innovative
old-fashioned
profile
self-portrait
Guernica by Pablo Picasso

Using Your Own
Information
When you activate prior
knowledge, you think
about what you already
know about the subject.
This helps you make
connections to new
information.
1 Look at the pictures and read the headings.

Complete the first two sections of the chart.
What I Know about Picasso
What I Want to Know about Picasso
What I Learned about Picasso
60 Topic 3
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T 120 Topic 3
By Annie Jeffrey
Paint Like Picasso 61
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T 121
Who was
Picasso?
Pablo Picasso was one of the most
innovative and influential figures of the
twentieth century.
Picasso was born on October 25, 1881, in
Madrid, Spain. His father was a painter
and art teacher. When he was a baby, the
first word Picasso learned was probably
“pencil” (lápiz in Spanish)! As a boy,
Picasso had an enormous talent for art.
When he was nine years old, he completed
his first painting. Picasso’s father helped
him learn art, and when Picasso was
thirteen, he was a more talented artist than
his father.
When Picasso went to school, he was often in trouble with his teachers because
he didn’t study! He doodled on his notebooks and practiced drawing. When
Picasso was fourteen, he started to study art. First, he studied in Barcelona, and
then in Madrid. When Picasso studied art, the style was realistic and classical.
Picasso thought this style was old-fashioned.
When Picasso was eighteen, he moved back to Barcelona. He began to develop
his own style of painting. Picasso is very famous for his blue and rose periods.
During those periods, his paintings were mostly blue and pink.
Today, Guernica is probably Picasso’s most famous painting. Picasso also painted
many self-portraits at different stages of his life.
62 Topic 3
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T 122 Topic 3
What is
Cubism?
In 1907, Picasso began painting in the Cubist style. Cubism is a famous art
movement. Cubism was pioneered by Picasso and his artist friend Georges
Braque. In Cubist paintings, you can see objects that seem to be broken up and
then put together again. You see the objects from different angles and they look
like a crazy collage. At first, people were shocked by Cubist art. Later, the Cubist
movement influenced many other art forms, including modern architecture.
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T 123
What were Picasso’s
about
Ideas
Art?
Picasso was a very hardworking artist. He
experimented a lot and he often changed styles. He
produced thousands of paintings during his long life.
Picasso believed that art and painting kept him alive.
He lived to the age of 91, so this was probably true!
Many things Picasso said are now famous. They
tell us a lot about the kind of man he was and what
he thought about art. Here are some of his famous
quotes:
About Himself About Art About Color

“For my part, I can’t do “Every child is an artist. The “Why do two colors, put one
anything else but what I problem is how to remain an next to the other, sing? Can
am doing.” artist once he grows up.” one really explain this? No.”
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T 124 Topic 3
Paint a Picasso 1
Self-portrait
You will need:
a watercolor paint palette, watercolor paper, a
2
paintbrush, a pencil, a black marker, a cup of water
and a piece of paper towel to dab your brush.
1 Draw a large oval face shape on some watercolor

paper. (Depending on your own face shape, you
3
can draw a rectangular shape if you prefer.)
2 Then draw a vertical line down the middle to

divide your face in half. Include a shape that
looks like it’s your nose in profile.
4
3 On the right side, draw an oval to form
an eye. Add a circle in the middle to make the iris.
Then draw some crazy eyelashes. Be creative and
draw them curly or straight, and long or short. 5
4 On the left side, draw the other eye in profile. Add

eyelashes to this eye, too. Then draw half of a mouth
on either side of the line. Each half should be different.
6
5 Add the outline of your hair to each side of the face.
Then draw the neck and shoulders. If you want,
you can draw dots down the vertical line.
7
6 Paint your face using different colors. Make sure
that you stay inside the lines and that each side
is different. Leave your picture to dry.
7 Picasso’s Cubist paintings always included strong lines.

So, finally, outline the whole picture in black marker.
And you have your Picasso face!
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T 125
1 Read page 62 again and answer the questions.
1 What year was Picasso born?
2 When Picasso was a child, who helped him develop his talent?
3 Why was Picasso often in trouble at school?
4 What is considered Picasso's most famous painting?
5 Who was Georges Braque?
2 Label the types of pictures.
collage doodle old-fashioned profile self-portrait watercolor
1 2 3
4 5 6
3 Match the art forms in activity 2 with the definitions.

1 made by sticking small pieces of paper or other materials onto a surface
2 a drawing made without thinking about it

3 from a period in the past
4 the shape of a face when you see it from the side
5 a picture of yourself that you painted or drew
6 a type of paint that is mixed with water
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T 126 Topic 3
1 Pencil was probably Picasso’s first word because he
wanted to draw / liked to throw things.
2 Picasso developed his own style of painting because
he wasn’t good at the classical style / he had ideas he wanted to try.
3 Picasso’s blue period is called this because most of his paintings
at this time were sad / blue.
4 Picasso died in 1973 / 1975.
5 People today believe that Picasso’s work is clever / shocking.
5 Questions as Headings Read the text sample

and circle the correct heading. Questions as Headings
Pablo Picasso produced over The author uses questions as headings in
1,800 paintings and 1,200 sculptures. the text. You can read the headings before
you read the text to think about what you
a What types of art did Picasso do? already know.
b How many paintings and sculptures did Picasso make?
c Which type of art did Picasso prefer?
6 Listen to Picasso’s famous quotes. What does each one tell you about Picasso? 13
7 Active Reading Follow the instructions on page 65 and make your own Picasso
self-portrait.
8 Using Your Own Information Look at the chart on page 60. Did you learn what you
wanted to learn? Complete the third section of the chart on page 60. What else would
you like to know about Picasso?
9 Read the quote about the purpose of art. What did Picasso mean? Do you agree?
““Painting is just another

w
way of keeping a diary.”
—Pablo Picasso
—
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T 127
Connect to Me
1 Read and answer. How can looking at a picture change your mood?
Looking at a picture of my friends can make me happy.
Looking at a picture of my grandma can make me miss her.
2 Draw pictures to represent the feelings in the boxes.
Happy Angry Sad Afraid
Connect to Art Role Card 1 Museum Curator

1 Draw a self-portrait in your notebook.. 1 Ask the artist questions
about his/her self-portrait.
2 Role-play an interview with a
1 What do you like about your picture?
classmate. Be a museum curator
2 Why did you paint this picture?
and an artist. Change roles and
3 What title would you give this work?
do the role-play again.
4 Why did you choose those colors?
3 Write a plaque for the artist’s
5 How were you feeling when you
self-portrait.
made this picture?
6 If you could make this picture again,
what would you do differently?
Role Card 2 Artist
tor’s
1 Answer the cura
questions about your
self-portrait.
you
2 Tell the curator if
ation
agree with the inform
on the plaque.
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T 128 Topic 3
To p ic 4 The Miser and His Gold
1 Sort the words.
bury gold miser neighbor pitiful

possession ruined shock stingy value
1 People: ,
2 Objects: ,
3 An action:
4 Descriptions: , ,
5 A feeling:
6 An idea:
2 Find and circle the words from activity 1.
R U I N E D Y Z G S Y P
S H O C K Q M N V I P O
Q Q F O K U W O A S I S
B K H W L U N M L Z T S
R R P G G G F K U J Y E
G Q U T Y U Z O E U F S
B O B B L M I S E R U S
U O L N Q E Q W S E L I
R K F D R G M U F F E O
Y C O M Q M O D E O O N
P H Q S T I N G Y Z H K
N E I G H B O R E G F F
3 Complete the chart. What are the characters’ traits and actions?
greedy foolish mad old pitiful poor

ridiculous right stingy tired unhappy
The Miser Both The Miser’s WIfe
4 Read the words the characters use to describe the gold. Write Miser or Miser’s Wife.
1 precious 3 safe
2 beautiful 4 worthless
5 Think and write.

1 What are the miser’s views about money?
2 What are the miser’s wife’s views about money?
3 What is the moral of the story?
The Miser
and
His Gold
Key Words
bury
gold
miser
neighbor
pitiful
possession
ruined
shock
stingy
value
by Ann Gianola
Identifying Views
and Opinions
Views and opinions
motivate characters and
influence the events in
a story. There are many
characters in this play,
and not everyone has the
same views and opinions.
1 Look at the pictures in the story.

Who are the main characters? Can
you guess their opinions about
money? Do you think their views
may change later?
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T 140
Characters
Narrator 1 The Tree
Narrator 2 The Thief
Narrator 3 Neighbor 1
The Miser Neighbor 2
The Miser’s Wife Chorus
Narrator 1 A miser is a person who doesn’t

want to spend any money.
Narrator 2 This play is about a miser—a
stingy old man who has one
hundred pieces of gold.
Narrator 3 Instead of using the gold for good
reasons, he buries it under a tree.
Every day he digs it up, counts it
and admires his riches.
Tree Here he comes…
Miser (Panting as he digs down in the
earth) Oh, my precious gold!
Here you are! One, two, three,
four, five, six, seven, eight…
Narrator 1 After he counts all one hundred
pieces, he buries them once again
under the tree.
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T 141
Narrator 2 Then he returns to his shabby little home and his unhappy wife.
Miser’s Wife Old man, I hope you’ve brought back at least one piece of gold for us today.
Miser Why would I do such a thing? Then I would have only ninety-nine pieces of
gold—instead of one hundred. I like having one hundred!
Chorus He is so stingy!
Miser’s Wife Just look at our clothes! We’re dressed in rags. And look at this horrible place
(gestures around the home). It’s falling down around us!
Narrator 3 The windows are broken.
Narrator 1 The walls are cracked.
Narrator 2 The roof is leaking.
Chorus Drip… Drip… Drip!
Miser Oh, nonsense! You forget that we’re rich. We have one hundred pieces of gold!
Miser’s Wife What good is all of that gold? At home, we’re poor and pitiful. We don’t even have
enough food to eat.
Miser That’s OK. Perhaps we need to lose a little weight (pats his tummy).
Chorus A miser—through and through!
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T 142
Narrator 3 The next day, the miser starts to walk toward the tree. His
neighbors see him going by.
Neighbor 1 I wonder where that old man goes every day.
Neighbor 2 Who knows? He can’t buy anything. He doesn’t have a penny.
Narrator 1 Finally, the miser arrives at the tree and starts digging.
Tree Here he is again…
Narrator 2 But he doesn’t see that someone is hiding behind the tree and
watching him.
Thief Now I know what he is doing under this tree!
Miser …ninety-seven, ninety-eight, ninety-nine…one hundred! It’s
all here. How I love to visit my beautiful gold! (Miser buries
his gold.)
Narrator 3 The thief waits until the miser leaves. (Miser
heads for home.) Then he starts digging.
Chorus Uh-oh! I have a bad feeling about this!
Narrator 1 He grabs every last piece of gold.
Thief Foolish old man! Now this gold is mine…
all mine! (Thief takes the gold and runs.)
Narrator 2 At home, the miser’s wife is waiting for him.
Miser’s Wife Please tell me that you’ve returned with a piece
of gold. We can’t live in these awful conditions
much longer! I’m hungry and tired!
Miser Then go to sleep, my dear. In your dreams,
think about the one hundred pieces of gold
under that tree.
Miser’s Wife Greedy old man, it would serve you right if
all of that gold disappeared!
Chorus She’s really mad now!
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T 143
Narrator 3 The next morning, the old miser walks out to his tree as usual.
Narrator 1 When he arrives, he has a terrible shock.
Narrator 2 Now, there is a big hole in the earth. And all of his gold is gone!
Chorus All of it?
Narrator 3 Every single piece is gone. No more gold! Zero!
Miser (Yelling) Oh, no! My gold! My one hundred pieces of gold! I am a
poor man now—ruined! Who would do such a thing? Help me!
Tree I saw the thief. Let me describe him. He had brown hair and…
Chorus Sorry. Trees can’t really talk. He won’t understand you.
Narrator 1 Two neighbors hear the miser. They come running.
Neighbor 1 What’s happened? Why are you screaming?
Miser My gold! Oh, my gold! It’s gone!
Neighbor 2 What gold?
Miser I had it all here in this hole (points to
the ground). One hundred pieces!
Chorus What a ridiculous place to keep all that gold!
Miser I worked hard for years—and saved every piece
of that gold. I thought it was safe under the tree!
Neighbor 1 Wow! You used to be rich? I can’t believe it!
Neighbor 2 Neither can I! I always thought you
were very, very poor.
Chorus He is poor…now!
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T 144
Narrator 2 The miser walks home. He continues
to scream and tear out his hair.
Miser NO! NO! This can’t be true.
My gold… It’s all gone! WAH!
Narrator 3 His wife opens the door.
Miser’s Wife What on earth has happened?
Chorus You’re not going to like this…
Miser Someone stole all my gold!
Chorus Stealing is wrong!
Miser Now we are poor, my dear—the poorest people in the whole village.
Miser’s Wife This is nothing new, you stingy old thing. We’ve always been the
poorest people in the whole village…with or without your gold.
Chorus You know, she does have a point.
Miser WAH! WAH! WAH!
Narrator 1 The old miser’s wife pulls him up by the arm and drags him outside.
Narrator 2 They return to the tree where the gold was once buried.
Tree Well, this certainly has been an interesting day.
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T 145
Narrator 3 The old miser crumples onto the
ground and resumes crying.
Miser WAH! WAH! WAH!
Chorus Stop! Tears will not bring back your gold.
Narrator 1 Meanwhile, his wife is gathering small
stones on the ground.
Narrator 2 She gathers up the stones and counts…
Miser’s Wife …seventy-two, seventy-three,
seventy-four, seventy-five…
Miser What are you doing? These stones are worthless.
They are not a substitute for my gold.
Narrator 3 She pays no attention and continues counting.
Finally, she gathers one hundred stones.
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T 146
Narrator 1 One by one, she drops them into the hole. Then she covers
them with dirt.
Miser’s Wife Listen to me: these brown stones have the same value as the
gold that you never used. Both are worthless in the ground.
Chorus She speaks the truth!
Miser (Timidly) Well, I suppose you’re right.
Miser’s Wife Stop crying over the riches we never really had. If it makes
you feel better, go and count these stones every day.
Narrator 2 This play teaches an important lesson.
Chorus What’s that?
Narrator 3 Our possessions are worth nothing if we don’t use them.
Narrator 1 Don’t be a miser!
Narrator 2 And don’t be a thief!
Narrator 3 By the way, the thief never used that gold. He buried
it under another tree…where it remains today.
Chorus Ugh! What a waste!
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T 147
1 Listen to the first part of the story again. Mark (✓) the statements that are true. 15
1 A miser is a person who wants to spend a lot of money.

2 The miser uses the gold for very good reasons.
3 The miser has a shabby little home and an unhappy wife.
4 The miser gives one piece of gold to his wife.
5 The miser and his wife don’t have enough food to eat.
6 A thief is hiding in a hole under the tree.
7 The thief grabs every last piece of gold.
8 When the miser visits the tree again, he has a wonderful surprise.

1 The miser doesn’t give his wife a piece of gold because he…
a only has one piece left and needs to save it.
b wants to give a piece to his neighbor instead.
c would only have ninety-nine pieces of gold.
2 The miser’s wife puts one hundred stones in the ground to show that…
a stones are a real substitute for gold.
b they are both worthless in the ground.
c both stones and gold get dirty if you bury them.
3 This play teaches the important lesson that…
a our possessions are worth nothing if we don’t use them.
b thieves are always hiding behind trees.
c misers are very clever and practical people.
3 Identifying Views and Opinions Think and write. What is your opinion of the miser
and his wife? Do you think they are good people?
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T 148
4 Identifying Views and Opinions Mark (✓) the character that expresses the opinion.
1 I don’t want to spend any money.
a Miser’s Wife b Miser c Tree
2 I am hungry and tired, and my house is falling down around me.
a Neighbor b Thief c Miser’s Wife
3 The miser can’t buy anything. He doesn’t have a penny.
a Neighbor b Chorus c Miser’s Wife
4 The miser is a foolish old man. Now his gold is mine!
a Tree b Miser’s Wife c Thief
5 Our possessions aren’t worth anything if we don’t use them.
a Miser b Narrator c Thief
5 Hubris Think and write. Which character displays hubris in the story? How?
Hubris
Hubris describes the pride,
arrogance and self-importance that
a person can have. It often causes
problems for characters in stories.
6 Active Reading Read and practice the play. If possible, wear masks or costumes.
Create two different settings: the tree and the miser’s home. Then, perform the play for
an audience.
7 Imagine you have a lot of money. Mark (✓) the positive things you would do.
Share your ideas.
1 Bury it in the ground.
2 Give some away to help other people.
3 Spend some of it on things that you really need.

4 Throw all of your old things away and buy new things.
5 Save it for things you might need later.

6 Put it in a bank and save it for your education.
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T 149
To p ic 4 Money, Money, Money!
1 Complete the definitions with the correct words. Use the glossary on page 182.
available bank content cows

give metal protects things
1 bank account – a record of money you keep in a
2 barter – to exchange instead of using money
3 cattle – , bulls or oxen
4 coin – a round, flat piece of that is used as money
5 exchange – to one thing in order to receive another thing
6 happiness – a state of being happy or
7 provide – to give or make something
8 shell – a hard covering that something, such as a seashell

or an eggshell
2 Find and mark (✓). What information can you find in the text?
1 a title 4 captions
2 headings and sections 5 information boxes
3 maps, photos and diagrams 6 a list of tips
A Answer the questions.

1 What is the title of the text?
2 What are the headings of the three sections?
3 The text has maps / photos / diagrams with orange captions.
4 The information boxes explain…

a expressions. b math problems. c facts from history.
5 There are tips in the list.
3 Complete the timeline.
500 1200 2,700 9000
BCE – People began bartering cattle and other animals.
BCE – People began using shells as money.
years ago – People began using paper money.
BCE – People began using coins.
Nowadays, people use bank cards.
4 Read the sentences. Write MI (main idea) or KD (key detail).

1 Money has changed over the years.
2 People bartered animals.

3 They used shells, paper money and coins.
4 Money is important to our everyday lives.
5 Food is considered a need.

6 A TV is a want.
7 It’s important to save money.
8 Start by setting a goal.
Key Words
Money,
bank account
barter Money,
Money!
cattle
coin
exchange
happiness
provide
shell
by Sterling Montgomery
Finding
Information in
Words and Images
When we read a text, we
look for words to help us
understand it. Some texts
also have illustrations
such as diagrams, maps,
charts and photographs
that help us visualize and
better understand the key
information.
Crazy Cash Talk!
There are a lot of expressions about money that don’t have the
word “money” in them! Look for the Crazy Cash Talk boxes. Try
to memorize some of them to use in a conversation!
Why do we need money and where does it come from? What

would the world be like without money and do we really need
1 Look at the title and it? Are there alternatives to money?
the pictures on page So, what is money? Well, money is something that can be
81. What do you think
the relationship is exchanged for goods and services. Goods are objects that you
between money and can buy and sell. Toys and clothes are types of goods, for example.
the animals? Services are the things that people do for people. When you get
your hair cut, the person who cuts your hair is providing a service.
Look at your teacher: teaching is a service, too!
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T 160
A Brief History of Money
These men are
The money you see today has changed over the
bartering for sheep.
years. It sounds very silly, but a long time ago, people
used cattle to buy things! Can you imagine using
a cow to buy candy from the store? Here’s a short
history of how money has changed over the years.
Barter — Bartering is when people exchange

goods. Exchanging a cow for some land is an
example of bartering. The practice started thousands
of years ago and is still in use today in some cultures.
Is this money? It
was at one time! Cattle (9000 to 6000 BCE) — Sheep, cows and
camels are the oldest form of money. They were the
most common form of currency used in bartering.
Shells (1200 BCE) — The cowrie is the longest

used currency in history. Cowrie shells were first
used in China, although a lot of societies have used And so were these!
them since then. Until the middle of the twentieth
century, they were still used in parts of the world.
Paper Money (2,700 years ago) — The first

paper money appeared in China. Paper money wasn’t
The oldest coin common in the rest of the world until the eighteenth
in the world in
century. Nowadays, we buy things with bank cards
2,700 years old.
or on the Internet. This means that no exchange of
coins or bills (or cows!) takes place. All you have to
do is enter your information and click a button!
The First Coins (500 BCE) — The earliest coins were made out Crazy Cash Talk 1
of bronze and copper. The coins were made in China and looked a cost an arm and a leg—to
little like cowrie shells. In other regions, the earliest coins were made be very expensive
from silver and gold. They were stamped with the heads of gods and My new video game cost
emperors and were used in the Greek, Persian and Roman empires. an arm and a leg.
Money, Money, Money! 81
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T 161
The Importance
of Money
Money can’t buy you happiness. Do you
agree?
This might be true, but understanding why
money is important to our everyday lives can
make life easier in the future. This is why it’s
important to understand wants and needs.
A want, on the other hand, is something

that isn’t necessary. A TV is an example of a
want. Some people say they can’t live without
TV, but if you didn’t have a TV, you would still
be able to live!
It’s the job of parents to provide for
you, for all the things you need. You probably
don’t know this, but it’s very difficult for a
lot of parents to do this because they have to
A need is something you have to have;
work hard to make money. So in the future,
it’s something you can’t do without. Can you
think about the things you really need. Think
think of anything? How about friends, family or
about the people buying the things you want,
a home? How about food? You require food to
too. Ask yourself: Do I really want these
live—this is why food is considered a need.
things? How many hours would your parents
have to work?
Crazy Cash Talk 2
be flat broke—to have no money at all

Can I borrow some money? I’m flat broke.
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T 162
OK, so now we know what
money is
and where it comes from,
t o
but how
o w
about saving money? Do
H
you think it’s
easy or hard?
o n e y
Well, it’s easy to learn how
M
to save
Save
money; the hard part is do
ing it!
Here are three tips to get
you started.
1 Set a Goal
Set an amount you want to save. It’s important to find somewhere to keep
it, too. A wallet or purse isn’t a good idea. It makes it too easy to get to the
money inside. You could buy a piggy bank or ask your parents to open a bank
account for you. Once you have the right place, leave your money there!
2 Make a Chart
When you have an idea of what you want to save up for, track your progress by
making a chart. Every time you put money in your piggy bank or bank account,
update your chart.
3 Visualize the Prize

Cut out a picture from a magazine of the object you would like to buy.
(Don’t forget the price!) Put it on the wall of your bedroom where you
will see it every day. This is a great form of motivation.
Saving money is impo

rtant because it
can help you buy the Crazy Cash Talk 3
things you want. But
remember, it’s also im
portant to separate
what we want from wh have money to burn—to
at we need. A lot of
the things that we have have a lot of money and
are not essential
to our everyday surviva to want to spend it
l.
You can’t eat a cell ph After he won the lottery,
one! he had money to burn.
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T 163
1 Number the sections in the correct order.
The Importance of Money
A Brief History of Money
How to Save Money
2 Read the section A Brief History of Money again. Mark (✓) the statements that are true.
1 Coins are the oldest form of money.
2 Cows aren’t a form of money.
3 Cowrie shells were still used until the twentieth century.
4 The first paper money was used in China.

5 The earliest coins in China were made from gold.
3 Match the parts of the sentences. Listen and check. 17
1 It’s important to find a a you want to buy will help motivate you to save.
2 A chart is helpful to b safe place to keep your money.
3 A picture of the object c see how close you are to your goal.
4 Maps, Photos and Diagrams

Maps, Photos and Diagrams Match the sentences with the pictures.
Texts often have maps, photos 1 This shows where the first coins came from.
and diagrams to make ideas and
2 This shows how to save money.
information clearer.
3 This shows one of the first types of money.
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T 164
5 Finding Information in Words and Images Read the text on page 82 again and look at
the three pictures. What ideas from the text do the pictures illustrate?
A Look at the pictures. Write N (need) or W (want).
6 Active Reading Play a running dictation game with your classmates. Use sections
from "Money, Money, Money!"
7 Think and discuss. Do you receive money from your parents? What do you do with it?
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T 165
Connect to Me
1 A celebrity has donated a large amount of money to your school. In a small group,
decide how you will spend it. Give reasons for your answer.
Connect to Social Studies

1 Research the history of money in your country. Use books or the Internet.
Try to answer the questions.
1 What did people use before coins?
2 When did they first start using coins and bills?
3 What can you see on today’s coins and bills?
2 Work with a classmate. Invent your own currency and complete the chart. Share your ideas.
Type of Currency
Things you can

buy with it
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T 166
To p ic 5 The Ghost – Excerpt from Matilda
adore burglar chimney fireplace ghost

imitation infuriate library parrot rattled
1 There is a fire in the .
2 There is smoke in the .
3 Can your pet talk?
4 The police caught the and put him in jail.
5 I need to return this book to the .
6 We saw a in the old, scary house.
7 The child the animal’s cage.
8 We our new kitten.
9 This isn’t a real artifact. It’s an .
10 Long lines him.
2 Complete the chart with the characters’ names.
Fred Matilda Mr Wormwood
1 small friendly kind
2 angry jealous afraid

3 clever calm intelligent
3 Mark (✓) the examples of nonliteral language.

a “Mr Wormwood switched on the television.”
b “...he now began ripping the pages out of the book...”
c “…would have burst into floods of tears.”

d “…punishment for the poisonous parent.”
4 Number the events in the correct order.
Matilda visits her friend, Fred.
They see that the room is empty.
Matilda continues reading.

They think there’s a ghost and they run away.
Mr Wormwood rips up the book.
Matilda makes a plan.
Matilda puts Chopper in the chimney.
Mr and Mrs Wormwood think there’s a burglar.
Chopper starts talking in the chimney.
5 Circle the cause. Underline the effect.

1 a Mr Wormwood rips up the book.
b Matilda continues reading.
2 a Mr Wormwood rips up the book.
b Matilda makes a plan.
3 a Chopper starts talking in the chimney.
b Mr and Mrs Wormwood think there’s a burglar.
4 a They think there’s a ghost and they run away.
b They see that the room is empty.
Key Words
adore
burglar
chimney
fireplace – Excerpt From Matilda
ghost
imitation by Roald Dahl
infuriate
library
parrot
rattle
hen Mr Wormwood arrived back from the

h
Understanding garage that evening his face was as dark as a
Literal and
thunder-cloud and somebody was clearly for
Nonliteral
Language the high-jump pretty soon. His wife recognized
Literal language is the the signs immediately and made herself scarce.
dictionary meaning of a
He then strode into the living-room. Matilda
word. The sun shone in
the sky is literal language. happened to be curled up in an armchair in
Nonliteral language can
the corner, totally absorbed in a book.
be a word picture or an
expression. Her eyes Mr Wormwood switched on the television.
shone when she opened The screen lit up. The programme blared.
her present is nonliteral
Mr Wormwood glared at Matilda.
language. The girl’s eyes
aren’t actually shining. The
author is using this image
to show that she is happy.
1 Read the examples of literal and nonliteral language. Which

example is literal? Which example is nonliteral?
1 I love painting. Today, I painted a picture of a red house. But I
spilled the red paint all over myself. Now I have red hands!
2 The police officer walked in. The burglar dropped the bag of
money. “We caught you red-handed!” said the police officer.
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T 178
She hadn’t moved. She had somehow trained herself by now to block her
ears to the ghastly sound of the dreaded box. She kept right on reading,
and for some reason this infuriated the father. Perhaps his anger was
intensified because he saw her getting pleasure from something that was
beyond his reach.
“Don’t you ever stop reading?” he snapped at her.
“Oh, hello, Daddy,” she said pleasantly. “Did you have a good day?”
“What is this trash?” he said, snatching the book from her hands.
“It isn’t trash, Daddy, it’s lovely. It’s called The Red Pony. It’s by John
Steinbeck, an American writer. Why don’t you try it? You’ll love it.”
“Filth,” Mr Wormwood said. “If it’s by an American it’s certain to be

filth. That’s all they write about.”
“No, Daddy, it’s beautiful, honestly it is. It’s about…”
“I don’t want to know what

it’s about,” Mr Wormwood
barked. “I’m fed up with your
reading anyway. Go and find
something useful to do.” With
frightening suddenness he now
began ripping the pages out
of the book in handfuls and
throwing them in the waste-
paper basket.
The Ghost – Excerpt From Matilda 89
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T 179
Matilda froze in horror. The father kept going. There seemed
little doubt that the man felt some kind of jealousy. How dare she, he
seemed to be saying with each rip of the page, how dare she enjoy
reading books when he couldn’t? How dare she?
“That’s a library book!” Matilda cried. “It doesn’t belong to me! I

have to return it to Mrs Phelps!”
“Then you’ll have to buy another one, won’t you?” the father said,
still tearing out pages. “You’ll have to save your pocket-money until
there’s enough in the kitty to buy a new one for your precious Mrs Phelps,
won’t you?” With that he dropped the now empty covers of the book into
the basket and marched out of the room, leaving the telly blaring.
Most children in Matilda’s place would have burst into floods

of tears. She didn’t do this. She sat there very still and white and
thoughtful. She seemed to know that neither crying nor sulking
ever got anyone anywhere. The only sensible thing to do when you
are attacked is, as Napoleon once said, to counter-attack. Matilda’s
wonderfully subtle mind was already at work devising yet another
suitable punishment for the poisonous parent. The plan that was now
beginning to hatch in her mind depended, however, upon whether or
not Fred’s parrot was really as good a talker as Fred made out.
Fred was a friend of Matilda’s. He was a small boy of six who

lived just around the corner from her, and for days he had been going
on about this great talking parrot his father had given him.
So the following afternoon, as soon as Mrs Wormwood had

departed in her car for another session of bingo, Matilda set out
for Fred’s house to investigate. She knocked on his door and asked
if he would be kind enough to show her the famous bird. Fred was
delighted and let her up to his bedroom where a truly magnificent
blue and yellow parrot sat in a tall cage.
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T 180
“There it is,” Fred said. “Its name is Chopper.”
“Make it talk,” Matilda said.
“You can’t make it talk,” Fred said. “You have to be patient. It’ll
talk when it feels like it.”
They hung around, waiting. Suddenly the parrot said, “Hello,

hello, hello.” It was exactly like a human voice. Matilda said, “That’s
amazing! What else can it say?”
“Rattle my bones,” the parrot said, giving a wonderful

imitation of a spooky voice. “Rattle my bones!”
“He’s always saying that,” Fred told her.
“What else can he say?” Matilda asked.
“That’s about it,” Fred said. “But it is pretty

marvellous, don’t you think?”
“It’s fabulous,” Matilda said.

“Will you lend him to me just
for one night?”
“No,” Fred said.

“Certainly not.”
“I’ll give you all my

next week’s pocket-money,”
Matilda said.
That was different. Fred

thought about it for a few
seconds. “All right, then,”
he said, “if you promise to
return him tomorrow.”
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T 181
Matilda staggered back to her own empty house carrying the tall
cage in both hands. There was a large fireplace in the dining-room
and she now set about wedging the cage up the chimney and out of
sight. This wasn’t so easy, but she managed it in the end.
“Hello, hello, hello!” the bird called down to her. “Hello, hello!”
“Shut up, you nut!” Matilda said, and she went out to wash the
soot off her hands.
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T 182
That evening while the mother, the father, the brother and
Matilda were having supper as usual in the living-room in front of the
television, a voice came loud and clear from the dining-room across
the hall. “Hello, hello, hello,” it said.
“Harry!” cried the mother, turning white. “There’s someone in the

house! I heard a voice!”
“So did I!” the brother said. Matilda jumped up and switched off
the telly. “Ssshh!” she said. “Listen!”
They all stopped eating and sat there very tense, listening.
“Hello, hello, hello!” came the voice again.
“There it is!” cried the brother.
“It’s burglars!” hissed the mother. “They’re in the dining-room!”
“I think they are,” the father said, sitting tight.
“Then go and catch them, Harry!” hissed the mother. “Go out and
collar them red-handed!”
The father didn’t move. He seemed in no hurry to dash off and be

a hero. His face had turned grey.
“Get on with it!” hissed the mother. “They’re probably after the
silver!”
The husband wiped his lips nervously with his napkin. “Why
don’t we all go and look together?” he said.
“Come on, then,” the brother said. “Come on, Mum.”
“They’re definitely in the dining-room,” Matilda whispered. “I’m

sure they are.”
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T 183
The mother grabbed a poker from the fireplace. The father took
a golf-club that was standing in the corner. The brother seized a table-
lamp, ripping the plug out of its socket. Matilda took the knife she had
been eating with, and all four of them crept towards the dining-room
door, the father keeping well behind the others.
“Hello, hello, hello,” came the voice again.
“Come on!” Matilda cried and she burst into the room,
brandishing her knife. “Stick ’em up!” she yelled. “We’ve caught you!”
The others followed her, waving their weapons. Then they stopped.
They stared around the room. There was no one there.
“There’s no one here,” the father said, greatly relieved.
Illustrations from Matilda are reproduced by permission

of A P Watt at United Agents on behalf of Quentin Blake.
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T 184
“I heard him, Harry!” the mother shrieked, still quaking. “I
distinctly heard his voice! So did you!”
“I’m certain I heard him!” Matilda cried. “He’s in here

somewhere!” She began searching behind the sofa and behind the
curtains.
Then came the voice once again, soft and spooky this time,
“Rattle my bones,” it said, “Rattle my bones.”
They all jumped, including Matilda, who was a pretty good

actress. They stared round the room. There was still no one there.
“It’s a ghost,” Matilda said.
“Heaven help us!” cried the mother, clutching her husband round
the neck.
“I know it’s a ghost!” Matilda said. “I’ve heard it here before! This
room is haunted! I thought you knew that.”
“Save us!” the mother screamed, almost throttling her husband.
“I’m getting out of here,” the father said, greyer than ever now.
They all fled, slamming the door behind them.
The next afternoon, Matilda managed to get a rather sooty and

grumpy parrot down from the chimney and out of the house without
being seen. She carried it through the back-door and ran with it all the
way to Fred’s house.
“Did it behave itself?” Fred asked her.
“We all had a lovely time with it,” Matilda said. “My parents
adored it.”
This extract comes from Matilda by Roald Dahl, published by Jonathan Cape Ltd &
Penguin Books Ltd. It is reproduced by permission of David Higham Associates Limited.
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T 185
1 Why is Matilda’s father angry with her?
a She is reading a book. b She is watching TV. c She has a new pet.
2 Where does Matilda hide the parrot?
a in the living room b in the chimney c at Fred’s house
3 The parrot does NOT say…
a “Hello, hello, hello.” b “Want a cracker.” c “Rattle my bones.”
2 Match the words with the definitions.

1 adore a a copy of someone or something else
2 imitation b to cause someone to be extremely angry
3 infuriate c to love or admire
3 Circle the correct words.

1 Matilda’s parents think they hear a parrot / burglars.
2 Matilda’s parents really hear a parrot / burglars.
3 Matilda says she hears a ghost because she is playing a trick / she believes there
really is a ghost.
4 Understanding Literal and Nonliteral Language Circle the correct answers.

1 His face was as dark as a thunder-cloud.
a He was very angry. b His face was actually a storm cloud.

2 She froze in horror.
orror.
a She actually turned into an ice cube. b She stood still.
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T 186
5 Clues to Meaning Listen and follow.
Circle the correct words and phrases. 19 Clues to Meaning
The author uses some unfamiliar words, but he also describes
1
Matilda staggered back to her own empty familiar situations. Readers can use the familiar situations as
house carrying the tall cage in both hands. clues to the meaning of the words.
How do you walk when you carry something very large?

The word staggered means walked fast / slowly / with difficulty.
2 The husband wiped his lips nervously with his napkin.
What do you do when you use a napkin at dinner?

The word wiped means ate / cleaned / threw away.
3
“Come on!” Matilda cried and she burst into the room, brandishing
her knife. “Stick ’em up!” she yelled. “We’ve caught you!”
What do robbers do with their weapons when they yell, “Stick ’em up!”?
When you brandish something, you hide it / hold it up / use it.
6 Active Reading Work in a small group. Act out one of the scenes.
Use your own words for the dialogue.
Scene 1 Scene 2 Scene 3

Matilda and Her Father Matilda and Fred The Voice in
the Dining Room
7 Take a vote. What do you think about Matilda’s practical joke? Was she right to frighten
her parents? Or was it a mean thing to do? Count your classmates’ responses. Write the
results in the chart.
OK Mean
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T 187
To p ic 5 Biography of Roald Dahl
1 Complete the definitions with the correct words. Use the glossary on pages 182 and 183.
action book damage fiction ideas life school think vehicle
1 adventure – a risky with an unknown outcome
2 boarding school – a where students live far from home
3 crash – to hit a into something
4 creative – having a lot of ideas; able to and do things in an
original way
5 imagination – the ability to form mental pictures or of things
that are not physically present
6 injury – to a part of the body
7 novel – a long story, usually in the form of a
8 reality – the truth of circumstances; real
9 short story – a short piece of writing, usually
2 Number the events in the correct order.

He went to boarding school.
He went to Washington, D.C.
He married Patricia Neal.
Roald Dahl was born in Wales.

He invented stories for his children.
He joined the air force.
He lived in Africa.
3 Complete the titles in the timeline.
1941 Roald Dahl survives a plane crash.
1941
Shot Down over
1942 Roald Dahl moves to Washington, D.C.
1943 The Gr
1953 Roald Dahl marries and starts a family.
1961 James and the Peach
1964 Charlie and the Factory
1970 Mr. Fox
1975 Danny the of the World
1988
Biography of
Key Words
adventure
boarding school
crash
creative by Donald Sturrock
imagination
injury Roald Dahl was a spy, a fighter pilot, an
novel
reality inventor and a lover of chocolate. He was
short story also one of the best storytellers in the
world. Many of his stories, such as
Matilda, Charlie and the Chocolate
Putting Events in
Time Order Factory and James and the Giant
Authors put events Peach, are loved by millions of
in time order to make
them easier for readers
children across the planet.
to understand. It is
important to know
the order of events in
biographies and other
texts about history. Look
for years and numbers.
Words such as when,
then, soon and later can
also tell you when things
happened.
1 Work with a classmate.

Take turns finding years
in the text and reading
them to your classmate.
Write the years that you
hear. Check with the text.
Example: 1916 =
nineteen sixteen
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T 198
His Early Years
He was born in Cardiff, Wales, one hundred years
ago, in 1916. He grew up in Wales and England. His
parents were Norwegian. His father Harald died when he
was only three. But he had a wonderful mother and three
very lively sisters. So he was happy.
His mother sent him away to boarding school at
the age of nine. She thought it would be good for him.
But he hated it. He was not a good student, though
he was good at sports and photography. Just like
Matilda, he also loved reading. He enjoyed escaping
from horrible reality into the rich, colorful world of his
imagination.
Adult Life
He left school in 1935 in search of adventure. He got a
job at the Shell Oil Company. He went to Africa. He had to gett
used to the tropical heat. He also had to avoid being bitten
by snakes, lions and leopards. When The Second World
War started, he joined the air force. He flew in Greece and
Palestine as a fighter pilot. He loved flying. But in 1941, he
had to leave the air force. He left because of head injuries
he got from crashing his plane in the African desert.
The crash gave him something exciting to write
about. His first story was called Shot Down over Libya. Roald believed it also changed
his personality, making him more creative. The “monumental bash on the head,” as
he described it, had turned him into a writer.
Biography of Roald Dahl 99
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T 199
Life as a Writer
In 1942, the air force sent him to Washington, D.C., to work in an office.
All Roald wanted to do was write. Every evening, when he got home from
work, he sat at a table, inventing stories. One was called The Gremlins.
These mischievous little creatures excited Walt Disney so
much, he wanted to make a film about them.
In 1945, Roald came home to live with his motherr in

the English countryside. He preferred it there to life in the
city. When he was not writing, he liked gardening, going
on long walks and breeding racing dogs.
His next two books were novels for adults. He
then started writing short stories with interesting and
surprising endings. One was about a wife who killed her
husband. She used a frozen leg of lamb, which she then
cooked and served to the policemen who came to ask
questions about the crime. This was later made into a
famous TV drama.
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T 200
Personal Life
In 1953, Roald married a beautiful
American actress called Patricia Neal. Two
years later, their first child was born. By
1960, he had three children. He started
inventing bedtime stories for them. When
he saw that they really liked one about a
fruit that did not stop growing, he thought
he should try to write it down as a book.
His first children’s book, James and the
Giant Peach, was the result.
Soon, Roald and his young family
faced three terrible events. In 1960, his six-
month-old son Theo was hit by a taxi in New York. He nearly died. Two
years later, Roald’s daughter Olivia did die after getting measles. And in 1965, his
wife Pat had a terrible stroke. Roald had to raise his family by himself.
Roald liked to escape from reality when he wrote. Even on a sunny day, he
liked to close the curtains, so he was not distracted by the world outside. Most
of his writing came from his imagination. It was not linked to the world outside.
Sometimes, however, there were moments of reality. Fantastic Mr. Fox and the
father in Danny the Champion of the World are surely portraits of Roald, trying to
keep his family together despite threats from outside.
Roald believed that a writer should write short, simple sentences and that
they should never use a complicated word when a simple one would do. He
believed in exaggeration and fantasy. He saw himself mainly as an entertainer. He
loved to laugh and to make other people laugh. Perhaps that is why children love
his books so much.
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T 201
1 In boarding school, Roald Dahl a wrote The Gremlins.
2 He said injuries from a plane crash b read books.
3 While in Washington, D.C., he c began as a bedtime story.
4 James and the Giant Peach d turned him into a writer.
2 Complete the sentences with the correct words and phrases.
boarding school creative imagination short story
1 My favorite author wrote her first when she was only sixteen.
2 When you go to , you live and go to school far from home.
3 He always has lots of ideas. He’s so .

4 If you use your , you can fly in outer space or live in a royal castle!
3 Answer the questions. Then listen and check. 21
1 When Roald Dahl returned to England, what kinds of books did he write?
2 How are Fantastic Mr. Fox and Danny the Champion of the World different from Roald
Dahl’s other children’s books?
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T 202
4 Putting Events in Time Order Complete the timeline of Roald Dahl’s life.
born in Wales invents stories for his children leaves air force
marries Patricia Neal moves back to England works for Shell Oil in Africa
1916 1925 1935 1939 1940
goes to World War II injured in plane

boarding begins crash in Africa
school
joins air force
1941 1942 1945 1953 1960
works in
Washington,
D.C.
becomes a writes at night

writer
5 Relationships Between Events Read the questions and the

quotes from the text. Underline the answers in the quotes. Relationships
Between Events
1 When did Roald Dahl go to boarding school?
For some events, the
“His mother sent him away to boarding school at the age of nine.” author lists the year. For
2 When did Roald Dahl join the air force? other events, the author
gives us clues: other
“When the Second World War started, he joined the air force.” events that happened
before it, after it or at the
A Find these events in the timeline. same time. These dates
6 Active Reading Write the years from the biography on note and clues tell us when
events happened in
cards. Listen as a classmate reads the story aloud. Hold up the
Roald Dahl’s life.
card for each year as you hear it.
7 Think and discuss. Look at the pictures of movies based on Roald Dahl’s books. Which of
these stories would you like to see or read? Have you seen or read any of them already?
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T 203
Connect to Me
1 Think and write. Which “powerful” words describe you? Which ones do not?
Use each one in a sentence about yourself.
angry bully clever creative funny happy hero scared
Connect to Language Arts

1 Read the excerpts and underline some of Roald Dahl’s “powerful” words.
“And above all, watch with glittering eyes the whole world around you
because the greatest secrets are always hidden in the most unlikely places.”
–The Minpins
“Matilda’s strong young mind continued to grow, nurtured by the voices of all
those authors who had sent their books out into the world like ships on the sea.”
–Matilda
“…if you have good thoughts they will shine out of your face like sunbeams
and you will always look lovely.” –The Twits
A Make a poster of the words and phrases you underlined. Add illustrations and
explanations to show why these words are powerful.
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T 204
To p ic 6 The Future is Coming
1 Match the words with the definitions.
1 contentment a good physical condition
2 disease b a large amount of money or possessions
3 drone c a state of being happy or at peace
4 health d a serious illness or medical condition
5 imperfect e with mistakes; not perfect
6 robot f a small aircraft that does not have a pilot in it
7 snore g a vehicle for traveling in space

8 spaceship h a machine that can do the work of a human being
9 wealth i to make noises with the nose while asleep
2 Sort the words.
contentment disease drone health

imperfect robot snore spaceship wealth
1 Forms of technology: , ,
2 Rhyming words: ,
3 Negative words: ,
4 An action:
5 Another word for “happiness”:
3 Listen and follow. Do the lines have the same rhythm? 22
The future is coming! I can’t wait to see
what life will be like then, and how things will be.
A Practice the lines with a classmate.
4 Listen and follow. Clap the rhythm. 22
I hope we have jet packs and cars that can fly.
I’m sure we’ll have cities that float in the sky.
A Practice the lines with a classmate.

5 Read and draw.
1 I would like a robot to do this for me:
2 I would like to go to this place in a spaceship:
Key Words
contentment The
Future
disease
drone
Is Coming
health
imperfect
robot
snore
spaceship
wealth
by Kenn Nesbitt
Illustrating Mood
The mood of a poem is
the atmosphere it creates.
It makes readers feel
particular emotions. For
example, a poem might
be hopeful, spooky or
peaceful. For clues about
the mood of a poem, look
at the illustrations. How
do they make you feel?
1 Look at the picture. What is

happening? Are the colors
bright or dark? How does the
picture make you feel?
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T 216
The future is coming! I can’t wait to see what life
will be like then, and how things will be.
I hope we have jet packs and cars that can fly. I’m
sure we’ll have cities that float in the sky.
Of course, we’ll have robots to do all our chores,

and cloning will bring back extinct dinosaurs.
The Future is Coming 107
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T 217
Our shopping will all be delivered by drones.
With chips in our heads, we won’t even need phones.
I bet we’ll have TVs as big as a wall

and skyscraper buildings a mile or two tall.
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T 218
Our power will come from the sun and the seas,
and medical science will cure all disease.
We’ll probably travel by teleportation

to visit the moon or to see the Space Station.
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T 219
By then we might even have houses on Mars,
and spaceships with warp drives to fly to the stars.
We’ll have no more fighting. We’ll solve world hunger.

We’ll even know how to make old people younger.
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T 220
We’ll all live forever in comfort and health
with perfect contentment and infinite wealth.
And these things will all seem so normal and boring

that people will probably sit around snoring.
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T 221
It won’t seem exciting. We might even hate
to live in the future where everything’s great.
So that’s why, as soon as I’ve been there and seen

the future, I’ll buy a time-travel machine.
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T 222
I’ll head to the past. I’ll come back to today,
where things are imperfect, but pretty OK.
You might think I’m crazy, but that’s what I’ll do.
So then I’ll have something to look forward to.
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T 223
1 Circle the correct phrases. According to the poem, what will people do in the future?
travel through time feel hungry do chores
get sick live on Mars see dinosaurs
feel bored use phones visit the moon

diseases drone extinct robot snores spaceship
1 Dinosaurs are , so there are no living dinosaurs today.

2 Doctors can cure many kinds of , or sicknesses.
3 I can’t sleep because my brother so loudly!
4 I want to travel to the moon in a .
5 Do you have a that can do your homework?

6 If the supermarket has a , they can send us the food!
3 Listen to part of the poem again. Circle the correct sentence. Why does the speaker
want to travel back to today from the future? 23
a She doesn’t like life in b She thinks life today c She wants to be excited
the future. is wonderful. about the future.
4 Words that Show Mood Read the stanzas from the poem.
Words that Show Mood Circle the correct phrases to complete the sentences.
Some words and phrases in the
poem can create the mood. For We’ll all live forever in comfort and health
example, the line “I hope we with perfect contentment and infinite wealth.
have jet packs and cars that can And these things will all seem so normal and boring
fly,” has a hopeful mood. that people will probably sit around snoring.
1 From the first stanza to the second, the mood changes…

a from happy to bored. b from worried to excited. c from nervous to sad.
2 The mood of the poem changes because…

a people will enjoy life b people won’t appreciate c people won’t want health
in the future. what they have in the future. or wealth in the future.
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T 224
5 Illustrating Mood Look at the pictures. What mood do they show?
Color the correct words.
Excited , because the drone is bringing new things.
Afraid , because the drone is scary.
Bored , because the drone is not interesting.
Sad , because the hospital is closed.
Happy , because no one needs a hospital anymore.
Worried , because the hospital is dangerous.
Unhappy , because the girl wants to be in the future.
Tired , because the girl is about to sleep.
Content , because the girl is happy in the present.
6 Active Reading Draw one stanza from the poem in your notebook. A classmate guesses
what the stanza is. Take turns.
7 Think and write. What is your favorite part of the poem? Why do you like it?
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T 225
To p ic 6 Mars, Here We Come!
1 Complete the definitions with the correct words. Use the glossary on page 183.
atmosphere colonize decontaminated dust gravity

landing meteor pollution pressurized supplies
1 The astronauts will need , such as food and water.
2 Humans may other planets in the future.
3 The planet has a thin , but no air.
4 There is a lot of air in the city.
5 Last night, we saw a bright cross the sky.
6 The airplane is so that we can breathe.
7 The first moon occurred in 1969.
8 Workers the area after the chemical spill.
9 Humans in space experience the force of differently.
10 You can see tiny particles of in the air.
2 Look at the picture on page 117. Number the planets in the correct order.
Jupiter Mercury
Earth Uranus
Neptune Saturn
Venus Mars
3 Scan the text. Circle the numbers.
1.75 billion years minus 60°C 20°C 400°C

24 hours, 39 minutes and 35 seconds 117 days
225 million kilometers 250,000 kilometers an hour 40 kilometers
4 What do the numbers refer to? Complete the descriptions with the correct words.
day distance dust life Mars meteor temperature Venus (x2)
a 1.75 billion years
how much longer Earth can support
b minus 60°C
the average at night on Mars
c 20°C
the average temperature in the on Mars
d 400°C
the temperature on the planet
e 24 hours, 39 minutes and 35 seconds
the length of a day on
f 117 days
the length of a day on
g 225 million kilometers
the average between the Earth and Mars
h 250,000 kilometers an hour
how fast a can travel
i 40 kilometers
how high can go into the atmosphere of Mars
Key Words
Mars,
atmosphere
colonize
decontaminate
dust
gravity
landing
meteor
Here
pollution
pressurized
We Come!
supplies
by Sterling Montgomery
Determining the
Meaning of Words
When we try to
understand new and
unfamiliar words, it’s
useful to look at the First, the good news: Scientists say that, in theory, the
words before and after
them. The surrounding Earth can support life for another 1.75 billion years. Now
words give readers clues
the bad news: We are destroying our ecosystems.
about how the new word
is used. Why is this bad news?
Well, we depend on ecosystems for fresh
water, to stop pollution and climate change
and to give us food. We depend on
ecosystems to live. When the animals
and plants that live in those ecosystems
die, it won’t be long until we’re next!
1 Guess the meaning of A number of famous scientists think
the key words. Find
them in the text. Were
the only way for humans to survive is to
your guesses correct? colonize another planet. And they have
2 Listen and follow. 24 the perfect place: Mars!
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T 236
Why Mars?
Mars is very similar to Earth. First, Mars isn’t too hot or too cold—well, not if you are
wearing a space suit! The average temperature at night is minus 60°C, but in the day
it’s around 20°C. (Venus is closer to Earth, but temperatures there are 400°C!)
Mars is the fourth planet from the sun.
The Sun
Mercury Earth Jupiter Uranus
Venus Mars Saturn Neptune
Second, there is water on Mars. It is mainly ice because there is an ice age
on Mars at the moment. It is believed that, in the past, there were rivers
and seas on Mars.
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T 237
Third, a day on Mars is similar to a day on Earth. It lasts 24 hours, 39 minutes
and 35 seconds. In comparison, a day on Venus lasts almost 117 days!
Fourth, Mars gets a lot of sun, so we could use solar panels to make electricity.
And fifth, it has a thin atmosphere. This absorbs radiation, a dangerous form of
energy. It also stops some meteors!
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T 238
How Would We Get There?
Before we can live on Mars, we have to go
there! That isn’t easy. It takes a very long time.
Mars and Earth are always moving. The distance
between them changes. The average distance
between the two planets is 225 million kilometers.
It takes nine months to travel this distance! Then
you have to survive in space. There is very little
gravity in space, which affects your muscles. You
lose muscle when there is very little gravity. But it
is possible to stay fit and healthy in space, as long
as the spacecraft has a gym!
Traveling there is difficult, too. Solar
flares—explosions from the sun—have a
lot of radiation. Solar flares can also destroy
computers. Meteors are a problem as well—
not just the big ones, but the small ones, too.
Meteors the size of a stone can travel at 250,000
kilometers an hour and destroy a spacecraft in
seconds!
Finally, there is the landing! Mars has an
atmosphere and gravity similar to the one on
Earth. This makes landing very difficult. And
there are no rescue teams on Mars!
OK, so you have landed safely. What is it
like on Mars?
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T 239
What Would Life Be Like There?
Earth is very friendly, but Mars is very hostile. People can't
breathe air on Mars like on Earth. But there is carbon dioxide,
and we can use it to make oxygen. It’s also very, very cold because
it’s a long way from the sun. The soil on Mars may not be safe. It
might need to be decontaminated before we can grow plants
and food.
Mars is covered in red dust. That’s why it’s called the
Red Planet. There are big storms on Mars that send dust
40 kilometers into the air! The storms also last for months, but
they aren’t dangerous. But you can’t see if you are outside in one.
There aren’t any supplies on Mars. If a piece of equipment
breaks, you can’t buy parts at the store to fix it. Earth would have
to send a lot of supplies. This would be very expensive.
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T 240
To survive on Mars, we would need homes that are heated and pressurized.
You don’t get cold in a heated home, and when they are pressurized, you can breathe
there without a space suit. A space suit would only be necessary outside the home.
Then we would need to get to the frozen water, which is underground.
This could be used to make air and grow food. We would have to grow food because
there are no supermarkets on Mars!
The last thing we would do to colonize Mars is change the planet!
This is a process known as terraforming. The idea comes from science fiction! It
means changing the atmosphere, the
temperature and the surface of a planet.
Olympus Mons is
Life on Mars would be hard, but three times higher
there would be amazing things to look than Everest.
at! Olympus Mons, the biggest mountain

in the solar system, is there. Mars also has
two moons—Phobos and Deimos.
So, would you want to
live on Mars?
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T 241
1 Humans are destroying our machines / supermarkets / ecosystems.
2 The only possible way to survive is to build / destroy / colonize another planet.
3 The water on Mars is mainly rain / ice / in the atmosphere.
4 A day on Venus lasts 117 minutes / days / years.
5 You can lose muscle in space because there is very little water / gravity / soil.
6 Mars is called the Red Planet because it’s covered in red dust / water / trees.
2 Mark (✓) Earth or Mars.
Earth Mars
1 It has the biggest mountain in the solar system.
2 Its air is mainly carbon dioxide.
3 Its soil isn’t poisonous.
4 We can breathe outside without a space suit.
5 Most of its water is underground.
6 It has two moons.
3 Listen to the similarities between Earth and Mars. Number the sentences
in the correct order. 25
Mars gets a lot of sun.

Mars isn’t too hot or too cold.
Days on Mars are similar to days on Earth.

Mars has a thin atmosphere.
Mars has water.
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T 242
4 Antonyms Look at the antonyms in bold. Circle the correct answers.
1 Earth is very friendly, but Mars is very hostile.
Hostile means… Antonyms
a not safe or b attractive and c fun. An antonym means the
opposite of the word. It
friendly. enjoyable.
comes from the Greek
2 You don't get cold in a heated home. words anti, which means
Heated means... opposite, and onym,
a warm. b insulated. c freezing. which means name.
3 If a piece of equipment breaks, you can’t buy parts The antonym for hot, for
example, is cold.
at the store to fix it.
Antonyms are useful
Fix means… when we want to find the
a to throw b to repair c to leave meaning of a word.
something away. something. something.
5 Determining the Meaning of Words Read the text again. Match the words with the
definitions. Look for context clues.
1 solar panel a an explosion from the sun
2 radiation b a device that collects light to make electricity
3 solar flare c changing a planet to permit life
4 terraforming d a dangerous form of energy
6 Active Reading Imagine you live on Mars. Write a journal entry for a typical day.
Date:
7 Think of five reasons why you would or wouldn’t like to go to Mars. Share your ideas.
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T 243
Connect to Me
1 Draw and write about the future.
How do you feel about the future? Choose two or three words from this list.
excited happy hopeful nervous peaceful sad scared worried
A Draw a picture of yourself in the future. Use colors to create a mood that matches the
words you chose. For example, use bright colors to express happy.
Connect to Science
1 Imagine Mars has been colonized. Design a poster to encourage people to move to Mars.
A Share your picture.

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T 244
To p ic 7 Yellowstone Flood
1 Match the words with the correct definitions.
1 buffalo a to keep something safe
2 flood b the skin of an animal
3 hide c a place to live
4 honor d water covering an area that is usually dry
5 protect e to treat someone or something with respect
6 shelter f a cloud that comes from fire
7 smoke g fun or amusement
8 sport h a large animal with horns and thick fur; a bison
2 Sort the words from activity 1.
People and Things Actions
3 Complete the predictions. What happens in the story? Use at least four Key Words.
1 I think .
2 I think .
3 I think .
4 I think .
4 Number the events from the story in the correct order.
The smoke covers the valley.
People begin to kill the buffalo for sport.

The Great Spirit tells the people to honor the buffalo.
Spotted Bear reminds the people what the Great Spirit said.
The Great Spirit makes a beautiful valley.
The people begin to live in peace with the animals again.
The Great Spirit fills the valley with different animals and people.
A flood covers the valley with water.

The giant buffalo hide becomes a rainbow.
5 Complete the chart. Write the character traits.
The Great Spirit The People Spotted Bear
Page 126
Page 127
Page 128
Page 129
Page 130
Page 131
Page 132
Page 133
Key Words
Yellowstone
Flood
buffalo
flood
hide
honor
protect
shelter
smoke
A Retelling of a Cheyenne
sport
Native American Myth
Identifying the by Jennifer Li
Central Message
L
or Lesson
ong ago, when the Great Spirit formed the world, the
Stories, including folk
tales and myths, often most beautiful place he made was the Yellowstone Valley.
teach a lesson about In it, the Great Spirit placed the best of all the animals. There
life. To find the central
message, ask yourself:
were wolves in the hills. There were elk in the meadows.
Why do people retell this There were foxes and badgers in the forests. There were otters
story? What lesson are and fish in the streams. And everywhere in the valley were the
they trying to teach their
readers or listeners? powerful buffalo.
1 Do you know a
traditional story from
your own culture? What
lesson does it teach?
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T 256
Then the Great Spirit brought people to Yellowstone. He presented
them with their beautiful valley. He showed them the elk in the meadows
and the fish in the streams.
“This land is your home,” the Great Spirit said. “The animals are
your brothers. Care for them well, and they will give you food and
clothing whenever you have need.”
The Great Spirit called a buffalo to stand in front of
the people.
“You must protect the buffalo above all
other animals,” he said. “He will give you
food and clothing. His hide will also be
your shelter
shelter. Honor the buffalo, and he
will protect you from the heat and the
cold and the rain.”
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T 257
So the people promised the Great Spirit that they would do
everything he asked. And for a long time, they cared for the animals and
the land. Each morning, the young men went out to hunt. When they
had to kill a buffalo, they gave thanks to the Great Spirit. They honored
the life of the buffalo. They ate its meat. They made tents from its hide.
Not one part of the buffalo was wasted.
Generations came and went. Soon, there were no people left who
had heard the Great Spirit’s words. Slowly the people forgot that they
had promised to care for the animals and the land. They no longer
thought of the animals as their brothers.
The people were not hungry, yet they killed the animals for sport
sport.
They did not need more shelter, yet they hunted the buffalo until there
were hardly any left in the valley. They did not have to build larger
villages, yet they cut down the trees and burned down the forests.
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T 258
The Great Spirit looked down and saw the smoke rising from their
fires. He decided to use the smoke as a warning. Perhaps when the
people smelled the smoke, they would see the damage they had done.
Then they would remember their promise.
The Great Spirit made the wind be still and the clouds hang low in
the sky. When the people made fires or burned the forests, the smoke
no longer blew away. Instead, it sank over the people.
The people hated the smoke. They complained to one another.
“We have to get rid of this terrible smoke!” they said.
They coughed and choked on it. But they kept burning the forests
and killing the animals as they pleased. There came a day when one
young man brought the very last buffalo in the lower valley back to the
village. He had hunted and killed it for sport.
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T 259
When the Great Spirit
saw that the people had ignored
his smoke signal, he sent a great and
terrible rain on the valley. The rain fell
until the valley was filled with water. The
people had to leave their homes and move to
higher ground. But they had no buffalo hides to make
new tents.
Only then did Spotted Bear, the old medicine man,
remember the words of the Great Spirit.
He called all the people together and said, “Few remember the
Great Spirit’s words, but this is what he told us: ‘Honor the buffalo, and
they will protect you from the heat and the cold and the rain.’”
Then, at last, the people saw what they had done.
“The buffalo are gone from the valleys,” they said. “We have no protection left!”
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T 260
But the young men still had hope.
They went out each morning to find
any buffalo that might be left in the
valley. The rain continued to fall, but
still they searched. And as they went,
they remembered once more that the
other animals were their brothers.
They were careful not to
kill more than they needed
for food and clothing. When
they saw animals hurt in the
flood, they rescued them.
flood
When they saw that the
meadows were covered with
water, they brought grasses
from the hills to feed the elk.
Slowly, they began to live in
peace with the animals and
the land again.
And finally, one day,

they returned to the camp.
In their hands was an
enormous buffalo hide.
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T 261
The young men told the people this story: “On a hill far from here, we saw
a family of buffalo—a male, a female and a calf. They were trying to escape
the rising water. We helped the female and the calf to high ground, and they
galloped away. But before we could help the male, the water washed him away.”
“There was nothing we could do, but finally we found his body far
downstream. We gave thanks to the Great Spirit for his life, for this buffalo has
given us a great gift. Look! His hide will be our shelter from the rain.”
The people began to stretch the buffalo hide across the hills. It
stretched farther and farther, until it reached across the whole valley. The
rains still fell, but under the buffalo hide, the people and the animals were
dry. The waters of the flood began to disappear.
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T 262
The Great Spirit saw that the people had honored the buffalo. They had
accepted its gift. He saw, too, that the people were sharing the valley with the
animals once more. And so at last the Great Spirit stopped the rain.
Soon, the sun came out from behind the clouds. It shone on the buffalo
hide, turning it colors of red, yellow, blue and green. In the heat of the sun, the
hide became smaller and smaller, until it was only a thin line across the valley.
The people and the animals raised their heads and looked at the rainbow.
“Thank you, Great Spirit,” said Spotted Bear. “Today, we promise again to
care for the land and the animals. We will honor their gifts of food, clothing
and shelter. We will not take more than we need. We will protect them, and in
turn, they will protect us.”
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T 263
1 What is the most important animal in the Yellowstone Valley?
a the fox b the elk c the buffalo
2 What is the first warning that the Great Spirit gives the people?
a a smoke signal b a rainbow c a flood
3 What is the second warning that the Great Spirit gives the people?
a a smoke signal b a rainbow c a flood
4 Who reminds the people of what the Great Spirit said?
a the young men b a medicine man c a bear
2 Match the parts of the sentences. Listen and check. 27
1 When you protect something, a that comes from fire.

2 When you do something for sport, b you keep it safe.
3 Smoke is a cloud c you do it for fun.

4 A hide is the d skin of an animal.
5 A shelter is e a place to live.
6 To honor someone, you can f treat him or her with respect.
3 Circle two ways people care for the animals in the flood.
a They help animals that are hurt. c They cut down trees.
b They hunt the animals for sport. d They feed the animals.
4 Identifying the Central Message or Lesson Circle the central message of the story.
a If there is a flood, move to c People can get food, clothing
higher ground. and shelter from animals.
b Protect the animals and the land, d A rainbow is made from the
and you will protect yourself. hide of a buffalo.
A Read the story again. Underline the sentences in the story that support this
central message.
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T 264
5 Clues for Inferences Read each quotation from the story.
Match the quotes with the inferences. Clues for Inferences
Sometimes, authors leave
1 “Then the Great Spirit brought people to Yellowstone.
clues in a story to help
He presented them with their beautiful valley.” readers infer, or figure
out, what is happening.
2 “The Great Spirit made the wind be still and the clouds hang
For example, the story
low in the sky.” says, “When the Great
Spirit saw that the people
3 “...before we could help the male, the water washed him away. had ignored his smoke
There was nothing we could do, but finally we found his body signal, he sent a great
and terrible rain on the
far downstream. We gave thanks to the Great Spirit for his life.” valley.” You can infer that
4 “Soon, the sun … shone on the buffalo hide, turning it colors the Great Spirit is angry
with the people.
of red, yellow, blue and green. In the heat of the sun, the
hide began to shrink, until it was only a thin line across the
valley. The people and the animals raised their heads and
looked at the rainbow.”
a The buffalo hide turned into a rainbow. c The male buffalo died in the flood.
b The Great Spirit is a god or d The Great Spirit gave the Yellowstone
supernatural being. Valley to people.
6 Active Reading Listen to the story again. Stand up when you hear the words “Great
Spirit” or “buffalo.” 26
7 Complete the chart. Why do you think the Great Spirit and the buffalo are so
important to the Cheyenne people?
The Great Spirit is important because… Buffalo are important because…
8 Think and discuss. Is this story similar to any other myths or stories you know?
If so, how is it similar? How is it different?
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T 265
To p ic 7 A Variety of Life in Madagascar
1 Complete the words.
1 s l a the typical weather conditions for a region
2 h tsp t b in danger of disappearing
3 cl m t c a way of looking at which things depend on each other
as food
4 l z rd d a place where many endangered animals live
5 nd ng r d e a reptile with short legs and a long tail
6 r nf r st f a forest with a lot of trees in an area where it

rains frequently
7 f d ch n g the top layer of ground that plants grow in; earth or dirt
8 sp c s h a group of living things with the same characteristics
A Match the words with the definitions.

2 Complete the predictions. What is the text about? Use at least four Key Words.
1 I think .
2 I think .
3 I think .
4 I think .
3 Complete the chart. What text features are in the text? Mark (✓) the features.
Page Headings Pictures Captions Diagrams Info Boxes Key Words
136
137
138
139
4 Write a question about each section.
1 Question:
Key Details:
2 Question:
Key Details:
3 Question:
Key Details:
4 Question:
Key Details:
5 Question:
Key Details:
6 Question:
Key Details:
7 Question:
Key Details:
A Write the key details that answer the questions.

wildlife in Madagascar
Our
Planet A Variety of Life in
Key Words
Madagascar by Annie Jeffrey
climate
endangered
What do you know about Madagascar?
food chain You may have heard about Madagascar from movies. But do
hotspot
you know what this island is really like? Madagascar is a large island
lizard
rainforest off the east coast of Africa. It is the fourth largest island in the world.
soil Madagascar is home to a variety of unique wildlife. This island is
species
home to many kinds of plants and animals that do not naturally live
anywhere else in the world. Read through the article to find out some
Using Text Features cool facts about the variety of life on Madagascar!
and Search Tools
Text features help readers A Climate for Variety
gather information about One reason Madagascar has a
what a text is about. Text
variety of wildlife is its varied weather.
features include titles,
photos, diagrams, key Madagascar also has different
words, information in bold climates because of its geography.
and information boxes.
Search tools help readers There are rainforests on the east of
look for information online. the island. Rainforests have tall trees,
warm temperatures and a lot of rain.
It rains more to the east of the highest
1 Look at the online
article. What text mountains on the island. In the rainforests
features do you
of Madagascar, many different species of Lemur
see? What search
tools are available? lemur climb from tree to tree. Madagascar is famous for its lemurs.
Lemurs are in the same family as monkeys, apes and humans.
2 Listen and
follow. 28
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T 276
The central areas of Madagascar
are drier and cooler. The southern coast
gets even less rain. In the dry forests of
Madagascar, you can find the baobab tree.
This strange, upside-down-looking tree can
also be found in Africa and in Australia. It is
very important to life in Madagascar. The
fruit, flowers and bark of the baobab tree
can support many kinds of animals. It feeds
bugs, birds and other animals.
Baobab trees
A “Hotspot” for Unique Wildlife

Many kinds of animals on Madagascar are unusual, and there aren’t many
of them left in the world. A species that is in danger of disappearing is called
“endangered.” Places with high numbers of endangered species are called
“hotspots.” There are about twenty-five of these
hotspots in the world. They are home to around
60 percent of all of the species on Earth.
Scientists are trying very hard to protect
the animals in these areas. The entire
countries of Japan and New Zealand
are hotspots! But one of the most famous
hotspots in the world is the island of
Madagascar. It is important to protect the
places where these animals live. That way, they
will always have a home.
A Variety of Life in Madagascar 137
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T 277
wildlife in Madagascar
Our
Amazing Animals in Madagascar
c
Planet
About 75 percent of the species in Madagascar
Mad
dag
agas
asca
asca
a live nowhere
else on the planet! Here are just a few
w of tthem:
hem:
hem
m:
Giant Day Gecko

The giant day gecko only lives in Madagascar
ascar
or on nearby islands. It is “giant” for a gecko—up
up to 25
t lkk tto each
Geckos tal
ke centimeters long. These brightly colored lizards live in the trees of
other! They can ma
a short, high sounds the rainforests. Geckos do not have eyelids. They cannot blink. They
y use their
can
like a mouse. They
also make a rough, low long tongues to lick their eyes clean. At leastt one species of giant day gecko
sound like a frog. is endangered because people are cutting down the trees where it lives.
Hissing Cockroach
The Madagascar hissing cockroach makes a hissing
sound like a snake. To do this, it forces air through holes
Most people don’t like
cockroaches. But they in its hard outer shell. Hissing cockroaches
ches are some of the
help the rainforest. Hissing largest in the world—5 to 10 centimeters long. Hissing
i i cockroaches
k oaches live on
cockroaches eat dead
plants and animals. They put forest floors. They hide there during the day and look for food at night.
nutrients back into the soil.
Aye-aye
This little creature looks like a mouse. But aye-ayes
are actually in the same family as chimpanzees and
humans! Aye-ayes live in the trees of the rainforest. They
Some peo ople
l on almost never touch the ground. Aye-ayes eat bugs from
Madagascar belie
ve
that aye-ayes bring the insides of trees. They are also endangered because
bad luck.
people are cutting down the rainforest.
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T 278
Protecting Madagascar’s Food Chain
Endangered species aren't the only ones we should protect on Madagascar.
We need to protect them all. Why? The different plants and animals in an area
depend on one another for food. A food chain is a way of looking at what
the plants and animals in an area eat. This chart shows just one food chain in
Madagascar.
Ma
adag
da
da
AM
Madagascar Food Chain
Sometimes what one animal
eats
e isn’t available anymore. Spiders eat
Moths eat the moths.
When that happens, that animal
flowers’ nectar.
may disappear, too. If some parts
of a food chain are endangered,
all the other plants and animals Birds eat
spiders.
in that food chain may be Flowers grow
endangered, too! in good soil.
Adopt a Madagascar Lemur! When birds die,

cockroaches break down
Several organizations, such as the World their bodies into good soil.
Wildlife Fund and the National Wildlife Federation, help
protect endangered animals in hotspots like Madagascar.
tion
You can support them by “adopting” an endangered Certificate of Adop
This certifies that
lemur! When you adopt a lemur, the organization will
send you an adoption kit. The kit contains an “adoption a of
ha
has ffific
offic ally
ia
ial
icially ad
a d
ly ado pte
dopte ur
emur
ed a lem
le
06
0 p
Ap
Apr
6 Apri 0 7
20
201
prrill 2017
certificate,” information about the lemur, a photo of a
lemur and often a soft toy lemur. The money raised from
“adoptions” helps these organizations build and manage
parks and protected areas in Madagascar.
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T 279
1 Read the text again. Label the pictures.
aye-aye cockroach gecko island lemurs rainforest
1 2 3
4 5 6
baobab trees climates food chain hotspot soil
1 Madagascar is a because many endangered animals live there.

2 Two in Madagascar are the rainforest and the dry forest.
3 A shows how plants, insects and animals depend on one another.
4 For example, support many animals in the dry forest.
5 At the bottom of the food chain, cockroaches break down dead things into .

1 Why does Madagascar have such unusual plants and animals?
a It is far away from other places. b People have brought species there.
2 How do people cause harm to animals in Madagascar?
a by cutting down rainforest trees b by putting the animals in zoos
3 What does it mean to “adopt” a lemur from the World Wildlife Fund?
a to take home a lemur as a pet b to donate money to protect wild lemurs
140 Topic 7
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T 280
4 Using Text Features and Search Tools Match the text features with their functions.
1 a title a uses pictures and information to explain an idea
2 a photo b highlights interesting information
3 a diagram c tells you what the article is about

4 a search tool d helps you find information
5 a key word e illustrates an idea with a picture
6 an information box f shows you a word is important
A Underline and label one example of each text feature in the online article.
5 Active Reading Listen and guess the animal sounds. Then make the animal noises with
a classmate. 29
6 Search Tools Read these tips for using search tools.

Search Tools
1 Be clear. If you want to know what “endangered” means,
Search tools like the one in
enter “definition of endangered,” not just “endangered.” the article are helpful. But
sometimes they can give
you too much information!
2 Use quotation marks. If you’re looking for information about
How can you use search
endangered lemurs, enter “facts about endangered lemurs” tools to get exactly the
to search for the exact phrase. information you need?
3 Use reliable websites. To find out about endangered lemurs,

you can search http://www.worldwildlife.org, http://www.
discoverykids.com or http://kids.nationalgeographic.com.
A Follow the tips to search for information about endangered lemurs. What did you learn?
Write one fact.
7 Think and discuss. Would you like to “adopt” a lemur? Why or why not?
Would you prefer to “adopt” a different animal from Madagascar?
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T 281
Connect to Me
1 Draw pictures of two animals you see in your neighborhood or town.
A Think and write about each animal. What kind of animal is it? Where do you see it?
How can you help to protect it?
Connect to Science
1 Research one of the twenty-five “hotspots” on Earth.
Use key words to search for information about your topic. Be sure to use reliable websites.
Find out about the plants and animals that live there. Why are they endangered?
How can people help protect them?
A Write an article with the information. Include text features such as titles, pictures and
information boxes to help your readers understand.
A Present your article to the class.

142 Topic 7
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T 282
To p ic 8 The Best Cowboy in the World
1 Match the words with the correct definitions.
1 bad-tempered a full of people
2 cowboy b a dog-like animal that lives in North America
3 coyote c a sound an owl makes
4 crowded d a person who rides a horse and takes care of cattle
5 hoot e a group of animals, such as coyotes or wolves
6 howl f frequently angry
7 lasso g to push air violently out of the nose in anger or disgust
8 pack h a sound a dog, coyote or wolf makes
9 snort i a violent storm with extremely high winds
10 tornado j to catch an animal by spinning a rope in the air and

looping it over the animal’s head
2 Listen to the description. Draw a picture of the place you visualized.
3 Number the story events in the correct order.
Pecos Bill stays on Widow-Maker for three days.
Billy falls out of the wagon.
When Billy wakes up, he sees that he is in the den of a coyote and her pups.
Billy learned to run when he was four months old.
Jonah sees a boy playing with a pack of coyotes and recognizes him.
He is not afraid to fight wolves, bears and snakes with his hands.
He rides a tornado.
Billy likes Jonah and the horse so he decides to stop being a coyote.
Pecos Bill and Slue-Foot Sue take turns lassoing cows and raising their forty children.
He learns how to take care of cows and horses.
A Underline the sentences that are exaggerations.

4 Circle the cause. Underline the effect.
1 a The wagon hits a rock. b Billy falls out of the wagon.
2 a Billy is adopted by a coyote pack. b Billy learns to howl.
3 a Billy leaves the coyote pack. b Jonah recognizes Billy as his brother.
4 a His new name is Pecos Bill. b Billy becomes a cowboy.
5 a The cows will not go to sleep. b Pecos Bill sings to his cows at night.
Key Words
bad-tempered
cowboy
coyote
The Best Cowboy

crowded
hoot
in the World
howl
lasso
pack
snort
tornado by Judy Goldman
Identifying Events
by Chapters
Chapters are sections
of a story. They help
readers see how a story
is organized. Sometimes
there is one chapter for
each important event.
Authors also use chapters
to create suspense or
excitement. At the end of
one chapter, they leave
readers wondering what
will happen next.
1 Find the chapters in

the story. Look at the
picture for each one.
What do you think
is happening at the
beginning of each
chapter?
144 Topic 8
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T 294
A long time ago, when Texas was still
till a very wild
il place, Pa heard we
had a new neighbor only...fifty miles away! That was too crowded for us,
so Pa prepared the wagon. Ma and Pa packed the wagon with their few
possessions and their eighteen children. Then they drove to a less crowded
part of the state.
Billy was the youngest child. He was just a baby, but he was incredible.
He could speak when he was only two months old. He could ride a horse
when he was three months old. He could run when he was four months old.
He started exploring in the woods before his first birthday. He was never
afraid. He even played with wild animals!
The Best Cowboy in the World 145
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T 295
O ne very dark night near the Pecos River, the wagon hit a rock. It was
thrown to the left and then thrown to the right—and it almost crashed. The
children shouted and ended up in a tangled mess of arms and legs.
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T 296
In the confusion, nobody noticed that Billy had fallen out of the wagon.
Pa drove on and on. Many miles later, he stopped the wagon and everyone
got out. They were ready to eat supper and sleep.
Ma called out, “James, Justin, Jane, Jonah, Julia, Jerome, June, Joan,
Jill, Jeremiah, Jackson, Jake, Janet, Jennifer, Joy, Jessica, Josephine, Billy!”
Everyone—except Billy—answered, “Here, Ma!”
She called again. “James, Justin, Jane, Jonah, Julia, Jerome, June, Joan,
Jill, Jeremiah, Jackson, Jake, Janet, Jennifer, Joy, Jessica, Josephine, Billy!”
Everyone except Billy said, “Here!”
“Where’s Billy?” Ma asked and scratched her head.

Everyone looked here and there. They looked inside the wagon and
under the wagon. They even drove back a few miles, but Billy was not there.
After a few more days of searching, and because they were running out
of food, they tied the horses to the wagon and drove off. Ma, Pa and the
seventeen children were all very sad. But where WAS Billy???
U8COrl3.indd 147 6/9/17 3:03 PM

T 297
After Billy fell out of the wagon, he sat up and looked at the darkness
around him.
He shouted, “Pa! Ma!” but no one answered.
Billy called, “James, Justin, Jane, Jonah, Julia, Jerome, June, Joan, Jill,
Jeremiah, Jackson, Jake, Janet, Jennifer, Joy, Jessica, Josephine!” But only
an owl hooted nearby.
He didn’t cry. He wasn’t afraid. He waited for his family to come and
get him.
And then he heard something moving...
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T 298
S omething furry brushed against
i Billy’s
Bill ’ neck.
k
Billy didn’t move.
A very wet tongue licked his face.
Billy laughed, stretched out his hand and touched something big and
furry. He held onto the creature’s tail and followed it home. Then, Billy curled
up and went to sleep.
When Billy woke up, he saw that he was in the den of a coyote and
her pups.
And that was just fine with him! He became one of the pack. He learned
how to hunt, howl at the moon and scratch his ear with his back leg.
U8COrl3.indd 149 6/9/17 3:03 PM

T 299
Many years passed. Then one day, a cowboy rode by and saw Billy
playing with his pack.
He said, “You look just like my Pa! I’m Jonah and you must be my brother
Billy. We lost you and here you are! Do you want to come with me? I’ll show
you how to be a cowboy.”
Billy liked Jonah and the horse so he decided to stop being a coyote. He
said goodbye to his pack, put on some clothes and went away with Jonah. That
same day, Jonah started to teach him how to be a cowboy.
It wasn't easy being a cowboy. Billy learned how to hunt for food and
cook it on a fire. He learned how to find his way at night by using the stars.
He even learned how to take care of cows and horses. He also got a new
name: Pecos Bill.
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T 300
P ecos Bill was brave and tough. He was also a fast learner. He became the best
cowboy in the whole world.
He could lasso anything. He lassoed rabbits and squirrels for supper. He
could even catch a bird.
One night, he saw that the cows wouldn’t go to sleep. He sang a song to calm
them. Now all cowboys sing at night to their cows.
He was also not afraid to fight wolves, bears and snakes with his hands.
Because he always won, they ran away from him as soon as they saw him.
Soon, all the other cowboys talked about him and his skills. They
admired his ability to ride. Pecos Bill could ride anything, and the proof was
his horse—Widow-Maker.
That horse was very bad-tempered and wild. No one, not even a mosquito,
could ride him. Every cowboy who tried to ride him was thrown off.
Then one day, Pecos Bill saw the horse. He knew he could ride him!
U8COrl3.indd 151 6/9/17 3:03 PM

T 301
A s soon as Pecos Bill jumped on the horse’s back, Widow-Maker got angry.
He snorted and jumped. Pecos Bill stayed on—for three days! Widow-Maker
finally gave up. From that day on, only Pecos Bill could ride Widow-Maker.
152 Topic 8
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T 302
Cowboys said that there was nothing Pecos Bill couldn’t ride.
One day, Pecos Bill jumped on a tornado—the biggest, meanest,
strongest tornado ever. He was thrown to the left and then thrown to the
right. The wind blew down trees and houses, but he stayed on.
The storm continued for days and days. It rained so much that it
formed the Grand Canyon. When the tornado disappeared, Pecos Bill
fell to the ground. He landed so hard that he made a huge hole. Now
people call it Death Valley.
Cowboys say that Pecos Bill is still out West with his wife, Slue-Foot
Sue. She is just as brave and tough as he is. They take turns lassoing cows and
taking care of their forty kids.
U8COrl3.indd 153 6/9/17 3:03 PM

T 303
1 Where does Pecos Bill grow up?
a in a coyote’s den b with his family c with a group of cowboys
2 Who helps Pecos Bill become a cowboy?
a his parents b his brother Jonah c Slue-Foot Sue
3 According to the story, what formed Death Valley?
a a tornado b water flowing c Pecos Bill falling down
4 How does Widow-Maker act the first time Pecos Bill rides him?
a He jumps and snorts. b He gives up right away. c He ignores Pecos Bill.
5 Why does Pecos Bill ride Widow-Maker and a tornado?
a to win a contest b to impress his family c to prove he can ride anything
2 Label the pictures. Listen and check. 31
hoot howl lasso snort
1 2 3 4
3 Exaggeration Read Pecos Bill’s actions.

Exaggeration Write R (realistic) or E (exaggerated).
In this tall tale, the author
builds up the story of Pecos 1 falling out of a wagon
Bill by exaggerating several 2 riding a horse at three months old
things he does. As you
read, notice which actions 3 catching animals with a lasso
are realistic and which are
4 riding a tornado
exaggerations.
5 making Death Valley
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T 304
4 Identifying Events by Chapters Sort the events and complete the chart.
Pecos Bill works hard to become a great cowboy.

Bill’s family moves to a less crowded place.
Bill grows up with coyotes until his brother finds him.
Billy falls out of the wagon and is lost to his family.
Pecos Bill rides a bad-tempered horse and a tornado.
5 Active Reading Work in a small group. Answer the questions for one of the chapters.
1 In this chapter, how old is Billy?
2 Does someone teach Billy? Or does he do things on his own?
3 What does Billy learn to do?
A Think and discuss. How does Billy grow and change in the story?
6 Write the next chapter in Pecos Bill’s story. Exaggerate!
U8COrl3.indd 155 6/9/17 3:03 PM

T 305
To p ic 8 World Records
1 Write the correct words.
achievement attempt break a record compete

juggle recite sneeze stilts talent
1 To toss and catch multiple objects at the same time:
2 A natural ability to do something well:
3 To try to do something:
4 To participate in a sport or contest:

5 An explosion of air through the mouth and nose:
6 The completion of a difficult, unusual or important task:
7 Long pieces of wood that elevate the legs of someone or something:
8 To do better than the best:
9 To read something aloud to a group:
2 Answer the questions.

1 What is your biggest achievement?
2 What did you attempt to do last week?
3 Did you ever break a record?

4 Do you compete in any activities?
5 Do you know how to juggle?
6 What can you recite?
7 How often do you sneeze?
8 Can you walk on stilts?
9 What do you have a talent for?
3 Complete the predictions. What is the text about? Use at least two Key Words.
1 I think .
2 I think .
4 Complete the chart. Write the main ideas and key details.
We All Love Main Idea:

World Records!
Key Details:
An Amazing Talent Main Idea:
Key Details:
Strength in Main Idea:

Numbers
Key Details:
A World-Record Main Idea:

Setter
Key Details:
Your Own Main Idea:

World Record
Key Details:
Key Words
achievement
attempt
break a record
compete
juggle
recite
sneeze
by Barnaby Wright
stilts
talent
This group of 530 dancers in South Africa is trying to break

Identifying Cause
the world record for the world’s largest ballet class.
and Effect Events
Cause and effect is a
relationship between We All Love World Records!
events. The cause is why
something happens. The Have you ever
effect is the result of the
wondered about world
cause. To find cause and
effect, look for one event records? Who has the world’s
that causes another. loudest sneeze? Yi Yang
from China does! Who ran
the slowest marathon ever?
Lloyd Scott did! He wore a
deep-sea diving suit as he ran
the 42.2-kilometer race in the
London Marathon in 2002. It
1 Think about
took him five days, eight hours
causes and
effects. Imagine and thirty minutes!
you woke up
Where can you find
late for school.
What might be information like this? In the
the cause?
Guinness World Records. It lists the
2 Listen and greatest and the best in the world!
follow. 32
Lloyd Scott
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T 316
For more than sixty years, the Guinness
World Records has kept all kinds of records. The
book is so popular that it has sold more than
134 million copies around the world. Officials
update the book every year with the new record
holders. They approve about 6,000 records
each year. People want to be famous for their
amazing achievements. Anyone can set a
record—individuals, groups and people of
all ages—including kids!
Let’s look at some of these world records.
What made the people decide to set such
incredible records? How did they do it?
Jagger Eaton and

An Amazing Talent his brother Jett
Some people were born with a special

talent. Sometimes this talent is so amazing
that it helps them break a world record at
a young age.
Jagger Eaton is one of them. He started
riding a skateboard when he was just four
years old. In 2012, when he was eleven
years old, he became the youngest athlete
ever to compete in the X Games. It's a new
world record!
Kelly Sildaru was also born with a
special talent. She can do incredible skiing
tricks! In 2016, when she was thirteen
years old, she became the youngest Winter
Kelly Sildaru
X Games winner.
World Records 157
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T 317
Victor de Leon III has a different kind of talent. He started playing video games
when he was just two years old. By age four, he was playing in competitions. Because of
his talent, Victor became a professional gamer at the age of six! He now holds the world
record for the youngest professional video gamer.
Strength in Numbers
Not everyone is born with a special talent. But people can still break world records by
asking their friends to help them! There are many records for the largest group of people
to do something together.
For example, in January 2016, 8,726 students from a dance school in India performed
the largest Bollywood dance ever. They dressed in matching yellow uniforms and danced
for nearly five minutes. For this group, it was not about individual achievement. It was
about doing something good. They set out to break the record to tell people about the
dangers of drugs.
Another large group set a world record while riding bicycles. In August 2015, the
largest bicycle parade ever was held in Thailand. There were 136,411 people riding
bicycles in the parade!
In Thailand, a world record 136,411

people rode bicycles in a parade.
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T 318
A World-Record Setter
For some people, one world record is not enough! Ashrita Furman loved reading
about the people and places in the Guinness World Records when he was a boy. As a
result, he decided to start breaking records himself. He now holds more records than
any other person alive! Since 1979, he’s held more than 500 world records. This is a
record on its own!
Ashrita likes to break unusual records. He holds the world record for the highest
mountain climbed—on stilts! The mountain was almost three kilometers high.
Here are some of his other world records:
• doing somersaults for the longest distance (19.6 kilometers)
• walking the farthest with a milk bottle on his head (130.3 kilometers)
• catching the most grapes in his mouth in one minute (86 grapes)
• reciting a poem in the most languages
(203 of them!)
Ashrita doesn’t break every record he
attempts. For example, he once tried to
break the world record for the longest time
juggling underwater. He didn’t break the
record, but he still juggled underwater for
nearly thirty-eight minutes while sharks and
eels swam by!
Your Own World Record Ashrita Furman tries to break the world record
for juggling underwater for the longest time.
What’s the best way to become a world-
record holder? Ashrita says that first you need
to choose a record to break. Find out what the current record is and then train hard.
Guinness will send you the rules for the record. When you try to break a record, you
have to be prepared for something to go wrong. Something usually does! Breaking a
world record is a great challenge. The person you’re challenging isn’t really the one
who holds the current record. You're challenging yourself!
World Records 159
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T 319
1 Match the people with the world records.
1 Lloyd Scott a youngest Winter X Games winner
2 Jagger Eaton b youngest professional video gamer
3 Kelly Sildaru c highest mountain climbed on stilts
4 Victor de Leon III d youngest X Games athlete
5 Ashrita Furman e slowest marathon
2 Label the pictures.
compete juggle recite sneeze stilts talent
1 2 3
4 5 6

1 Of these world-record-winning groups, which is the largest?
a Bollywood dancers b bicycle riders c ballet dancers in
in India in Thailand South Africa
2 How do you think people feel when they break a world record?
a proud b nervous c sad
3 Why do you think it is important to update the Guinness World Records?

a People break world b People think of new kinds of c People make mistakes in
records every year. world records every year. the book every year.
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T 320
4 Identifying Cause and Effect Events Color the causes red. Color the effects green.
1 Dance students in India wanted to They broke a world record for the
do something good. largest Bollywood dance ever.
2 Ashrita decided to start breaking Ashrita read the Guinness World

world records. Records as a boy.
3 Ashrita didn’t break the world Ashrita only juggled underwater

record for underwater juggling. for thirty-eight minutes.
4 You made up your own world record. Guinness doesn’t accept it.
5 Cause and Effect Words Find and

circle the words because and as a Cause and Effect Words
result in the text. Writers use words such as because, so, as a result and since
to show the relationship between a cause and effect. For
A Match the parts of the sentences. example, the author writes, “Because of his talent, Victor
Use cause and effect words to became a professional gamer at the age of six!”
help you. Listen and check. 33
1 Emma trained hard for months; a because he was riding too fast.
2 Craig fell off his bike b so the students stopped talking.
3 The teacher arrived, c since I had the highest score.

4 I won the competition d as a result, she broke a world record.
6 Active Reading Imagine you work for the Guinness World Records.
Interview a world-record holder. Take turns.
7 Think and discuss. Choose one of Ashrita Furman’s unusual world records to
challenge. Why did you choose this record? How will you practice or train to
break the record?
World Records 161
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T 321
Connect to Me
1 Write a tall tale based on your life.
1 Think about your life. Choose four events or achievements. Include one exaggeration.
Write them in the chart.
Age: Age:
Event / Event /
Achievement: Achievement:
Age: Age:
Event / Event /
Achievement: Achievement:
2 Write your story. Think about how each event builds on the one before it.
A Tell your story to the class.

Connect to Social Studies
1 Research world records online.
Choose a topic to research at http://www.guinnessworldrecords.com or a similar website.
Use a key word or phrase, such as “cat,” to search the site. Find three world records for
your topic. Complete a chart like this one.
World Records: Cats
Record Who What Where

7 centimeters tall, United States
Smallest cat ever Tinker Toy
19 centimeters long (Taylorville, Illinois)
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T 322
To p ic 9 Can I Make a Movie?
1 Complete the definitions. Use the glossary on page 184.
1 action: a to begin acting and recording a
2 cast of characters: the characters in a or
3 clue: a piece of that helps you to a puzzle or a
4 cut: a command to and recording a scene
5 director: a who the making of a movie
6 fan: a very enthusiastic or
7 relieved: to feeling
8 selfie: a of to share online
9 spy: a person who information in
2 Complete the sentences with the correct words from activity 1.

1 My older sister is a of rock music. She loves going to concerts and
taking .
2 The yelled, “ !” and they started filming the scene.
3 A stole the secret documents.

4 The includes seven actors.
5 When the scene was over, the director yelled, “ !”
6 My dad was when he found the car keys; they are the only set he has.
7 When we have a treasure hunt, my brother is good at following the .
3 Complete the predictions. What happens in the drama? Use at least five Key Words.
1 I think .
2 I think .
3 I think .
4 I think .
5 I think .
4 Complete the chart.
Setting Story Events
Act 1
Scene 1
Act 1
Scene 2
Act 2
Scene 1
Act 2
Scene 2
5 Write descriptions for the main characters.

1 Glenda: 4 Mrs. Hart:
2 Director: 5 Mr. Carter:
3 Kevin: 6 Police officer:
Key Words
action
cast of characters
clue
cut
director
by Ruth Morgan
fan
relieved
selfie
spy
Describing
Characters
Characters are the people
in a story or drama. To
understand characters,
study their words and
their actions. What are
they like? How do they
feel? Why do they do and
say particular things?
1 Look at the cast of

characters on page
165 and try to find
each character in the
illustrations. What
do you think the
characters are like?
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T 334
Cast of Characters
ACT 1
Glenda Mr. Carter
SCENE 1
Spy Kevin
A new movie is being filmed in the small town of Birdville.
Director Makeup artist
The movie is called Spy Story and the main actor is the
Mrs. Hart Police officer
famous movie star, Glenda Lee. A scene is being filmed in
Mrs. Hart’s coffee shop.
GLENDA: Have you got the money?
SPY: Yes. It’s in this bag.
GLENDA: Give me the bag. Now.
The Spy passes Glenda the bag. Glenda opens the bag and
looks at the money. The door of the coffee shop bursts open
and Kevin rushes in.
KEVIN: Glenda Lee, I can’t believe it. I’m your
biggest fan. I’ve seen all your movies!
DIRECTOR: Cut!
GLENDA: We’re filming a scene.
KEVIN: Please let me take a selfie with you!
DIRECTOR (angrily): We haven’t got time for
selfies.
KEVIN (sadly): I’m sorry. I’ll…I’ll just go and
stand over there.
Kevin goes to stand at the back of the coffee shop.
DIRECTOR: Let’s try again. Action!
DIRECTOR: Cut! Who’s that behind Glenda?
Mrs. Hart, is that you?
Mrs. Hart comes in carrying a tray of cakes.
Can I Make a Movie? 165
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T 335
MRS. HART: Yes. I’ve made these
cakes for everyone. Would you like
one, Glenda? Be careful, they’ve got
cream inside and may be messy!
Don’t get cream on your lovely
costume.
DIRECTOR (angrily): No, no, no,
Mrs. Hart! We haven’t got time to
eat cakes. We must finish this scene.
The Director tears up Mrs. Hart’s

sign and throws it on the floor.
MRS. HART (sadly): I’m
sorry. I’ll leave the cakes
here. Help yourselves.
Mrs. Hart leaves the cakes on a table and

goes to stand with Kevin.
DIRECTOR: Let’s try again. Action!
Glenda looks in the bag.
SPY: How will you get out of town?
GLENDA: Leave that to me.
DIRECTOR: Cut! OK. Now let’s go
outside for the helicopter scene.
166 Topic 9
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T 336
SCENE 2
The crew is outside the coffee shop. A helicopter is in the air.
DIRECTOR: Is everyone ready? Action!
Glenda runs out of the coffee shop carrying the bag. She climbs onto
the bottom of the helicopter ladder. Some people from Birdville are
watching the scene being filmed. Mr. Carter has been walking his dogs.
MR. CARTER: Is that Glenda Lee? She’s very famous.
MRS. HART: Yes. Isn’t she wonderful?
KEVIN: I’m her biggest fan. I’ve seen all her movies.
The helicopter is very noisy. The dogs start to bark.

DIRECTOR (angrily): Cut! Can’t you keep those dogs quiet?
MR. CARTER: I’m sorry. They don’t like the noise.
DIRECTOR: I don’t like their noise.
Glenda’s bag opens because it is so windy.
GLENDA: Oh no!
DIRECTOR: Cut!
Lots and lots of dollars blow into the air. Everyone tries to grab the
money as it blows around.
MRS. HART: Look at all that money!
KEVIN (disappointed): Hey, these dollars aren’t real.
MRS. HART: It’s the kind of money they use in the movies.
The dogs are so excited about the flying money, they run away
from Mr. Carter. They start jumping up at Glenda on the ladder.
GLENDA: Help! Get them off me!
Glenda falls off the bottom of the ladder and the dogs jump on
top of her and lick her. Mr. Carter runs up to her.
MR. CARTER: Don’t worry, my dogs are very friendly.
Please, can I have a selfie with you and the dogs
before I go home? One, two, three! Smile!
U9COrl3.indd 167 6/9/17 3:05 PM

T 337
ACT 2
SCENE 1
In the afternoon, the crew are back in the coffee shop. They
are going to film another scene.
DIRECTOR: Are we nearly ready? Where’s Glenda?
MAKEUP ARTIST: I haven’t seen her since this
morning.
DIRECTOR: Mrs. Hart, have you seen Glenda?
MRS. HART: No, I’m sorry.
DIRECTOR: Has anyone seen Glenda?
The crew all shake their heads. The Director sees a piece
of paper on the floor. He picks it up.
DIRECTOR: What’s this? It says “HELP! They’ve
got me.”
MAKEUP ARTIST: What does it mean?
Everyone is shocked and the Director looks very scared.
He takes out his mobile phone.
DIRECTOR: It means… Glenda Lee has been

kidnapped!
MAKEUP ARTIST: Are you sure?
DIRECTOR: Yes! We must phone the police quickly.
MRS. HART: Wait a minute. Can I say something
about that piece of paper?
DIRECTOR: Not now, Mrs. Hart. This is very serious.
The Director phones the police. Mrs. Hart walks over to Kevin.
KEVIN: Poor Glenda!
MRS. HART: Do you really think she’s been
kidnapped?
KEVIN: The Director thinks so.
MRS. HART: Hmmm.
168 Topic 9
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T 338
The Police Officer is in the coffee shop
talking to the Director and the crew.
POLICE OFFICER: Where did you
find this piece of paper?
DIRECTOR: It was on the floor.
POLICE OFFICER: It says “HELP
They’ve got me.”
DIRECTOR (scared): I know.
It shows that Glenda has been
kidnapped. You must
find her. She could be in danger!
POLICE OFFICER: We will do
everything we can.
Mrs. Hart comes up to the police officer.

MRS. HART: Excuse me. Can I say
something about that piece of paper?
DIRECTOR: Not now, Mrs. Hart,
this is very serious. Glenda could
be in danger.
POLICE OFFICER: Have you seen
Glenda Lee?
MRS. HART: No, but…
POLICE OFFICER: Please, can you
stand over there. I will speak to you
in a moment.
U9COrl3.indd 169 6/9/17 3:05 PM

T 339
Mrs. Hart sees something on the floor. She picks
it up. It is a fedora hat. She shows it to Kevin.
MRS. HART: Look at this.
KEVIN: Glenda was wearing a hat like
this. It could be a clue.
Mrs. Hart and Kevin look around the floor.
KEVIN: Look over there, by the door.
MRS. HART: It’s a scarf. I think
Glenda has a scarf like this.
KEVIN: It’s another clue.
Mrs. Hart and Kevin go out the back door.

KEVIN: Look here, sunglasses. I think those
are Glenda’s sunglasses.
MRS. HART: Listen. Can you hear something?
There is a banging noise coming from the

restroom. Mrs. Hart and Kevin run over.
KEVIN: Someone is in there.
Glenda, is it you?
GLENDA: Yes, can you please help
me? I’m locked in!
Kevin tries to open the door but the lock is stuck.

MRS. HART: Wait, let me try this.
Mrs. Hart takes a spoon from her pocket. She puts it in the
lock and twists it. The door opens and Glenda bursts out.
GLENDA (relieved): Oh, thank you for saving me!
170 Topic 9
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T 340
SCENE 2
Everyone is sitting in the coffee shop, eating cakes.
The Director looks very happy and relieved.
DIRECTOR: Mrs. Hart and Kevin,
thank you so much for finding Glenda.
I’m so happy she’s safe.
KEVIN (proudly): We just followed
the clues.
DIRECTOR: I am very sorry I didn’t listen

to what you were trying to say, Mrs. Hart.
MRS. HART: That’s all right.
DIRECTOR: There’s one thing I still don’t
understand. Where did this piece of paper
come from? The one that says, “HELP!
They’ve got me”? This is why I thought
Glenda had been kidnapped.
Mrs. Hart picks up the other half of the sign.
MRS. HART: It’s the other half of my sign.
KEVIN: That’s the sign you tore up.
DIRECTOR: I am so, so sorry. I shouldn’t

have torn it up.
GLENDA: Never mind, I was rescued by two
fabulous spies, and thanks to them we can
carry on with the movie. First, let’s have a big
selfie with everyone in it. One, two, three…
EVERYONE: SMILE!
U9COrl3.indd 171 6/9/17 3:05 PM

T 341
1 Read the text again. Circle Yes or No.
1 The Director is making a movie about a kidnapping. Yes No
2 All of the scenes take place in Mrs. Hart’s coffee shop. Yes No
3 The action starts when the Director yells, “Cut!” Yes No
4 Glenda’s hat and scarf are clues to where she is. Yes No
2 Match the parts of the sentences. How do the characters interrupt the movie?
1 Kevin a wants to serve cakes.
2 Mrs. Hart b has dogs that bark loudly.
3 Mr. Carter c gets stuck in the restroom.

4 Glenda Lee d rushes into the coffee shop.
3 Listen to the excerpts from the story. Answer the questions. 35
1 Why does the Director think Glenda Lee has been kidnapped?
2 Mrs. Hart tries to tell the Director “something about that piece of paper.”
What do you think she wants to tell him?
4 Describing Characters Think about the characters. Circle the correct answers.
1 How are Kevin and Mrs. Hart alike?
a They like eating b They are fans of c They want to be in the
cakes. Glenda Lee. Director’s movie.
2 What is the Director like at the beginning of the drama?
a He doesn’t like b He enjoys being in a c He is angry when
Glenda Lee. small town. people interrupt him.
3 How is the Director different at the end of the drama?
a He does not want to b He is happy to take c He knows Glenda has
make a movie. pictures with fans. been kidnapped.
172 Topic 9
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T 342
5 Adverbs in Stage Directions Read these lines from the drama.
Underline the stage directions. Adverbs in Stage
Directions
The author of this drama
KEVIN: Please let me take a selfie with you!
includes adverbs in stage
DIRECTOR (angrily): We haven’t got time for selfies. directions before lines of
KEVIN (sadly): I’m sorry. I’ll…I’ll just go and stand over there. dialogue. This tells the actors
how to say the line: happily,
Kevin goes to stand at the back of the coffee shop. angrily, quietly, etc. These
DIRECTOR: Let’s try again. Action! adverbs help you know how
the character feels.
A Look at the stage directions. Answer the questions.

1 How does the Director feel? Why?
2 How does Kevin feel? Why?
3 What does Kevin do?
4 How do you think he does this? Write an adverb.
6 Active Reading Work in a small group. Act out one scene of the drama. Choose a part.
Practice reading your dialogue with the character’s feelings. Try to follow the stage
directions for your character’s lines.
7 Think and discuss. This drama is about a misunderstanding. Do you know of any
misunderstandings that have led to funny or even serious situations?
U9COrl3.indd 173 6/16/17 12:50

T 343
To p ic 9 Lights, Camera, Action! /
Make Your Own Movie
1 Complete the words.
1 cr w
2 pr p
3 s t
4 t k
5 ch ckl st
6 scr pt
7 sp c l ff cts
8 sc n
2 Complete the sentences with the correct words from activity 1.

1 I have a of things I want to do before I’m fifteen years old. I’ve only
done one thing on it so far.
2 The actors read the before they started filming the .
3 It is difficult to film scenes with animals. Sometimes a scene requires more than one
to get it right.
4 The for the old Western movie was a ghost town.
5 There were more than a hundred people in the for the action film.
6 Science fiction movies often have a lot of .
7 He was playing a Viking in that movie, so he had a sword for a .
3 Write your predictions. What do you think the texts are about? Use at least two
Key Words.
4 Look at the texts. What are the headings in both texts? What do they mean?
1 :
2 :
3 :
5 Number the steps for the production stage in the correct order.
After that Finally First Next Then
, the director says, “Action!”
, actors get on their marks.
, the crew resets everything.

, everyone reads the schedule.
, the crew puts cameras in different places.
A Complete the sentences with the correct sequence words.

6 Write the steps for the postproduction stage.
1
Key Words
checklist
crew
prop
scene
script
Lights,
set
special effects
Camera,
take
Comparing and
Contrasting Key Action!
Details by Aaron Burkho
lder
Writers use details to

support their main ideas.
d of m y u like action
ovviiee?? Do yo
or
vo
av it
ri e
te
t ki n
First, identify the main ’s yourr fa
att’s ny
Wha
oe s or m on ster s? Do you like fun
idea. Then find all the rher
movies with supe d movies
details that support it.
ds like yo u? M os t of the Hollywoo
Then ask yourself: Are movies with ki n s of dollars to make.
rs co st m illio
the key details similar or we watch in theate er to create them. A lo
t of
le w or k to ge th
different? Hundreds of peop rofessional
en s be fore film ing even begins. P
planning happ years in the plann
ing stage.
en d m on th s or
filmmakers can sp
1 Look at the titles
and headings of the
two articles. What
is similar? What is
different?
174 Topic 9
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T 354
Preproduction ork on the movie. N
ext,
hire s pe op le to w
First, the producer Then everybody re
ads the
ri te s th e sc ri pt .
the screenwriter w ey ar e going to make the
story
anni ng ho w th
script and starts pl e going to
er th at , ac to rs pr actice how they ar
come alive. Aft r places to film. The
y build
cr ew lo ok s fo
say their lines. The an for any special ef
fects
stum es . T he y pl
sets and make co de ho w th ey want the movie
to
add. The y de ci
they would like to er ythi ng . He or she makes allll off
coordinates ev
look. The director er s ev er ybody’s questions
.
ons an d an sw
the creative decisi
Production n th e production team

films
n part . T his is w he
Next comes the fu is a pa rt of a movie. A schedu
le
movie. A sc en e
the scenes for the pr ep are each day. The
actors and
t they ne ed to
tells everyone wha t, th e ac to rs need to get on
their
read y. Fi rs
crew all have to be stan d w he n the filming begi
ns.
the plac es to
marks. These are sa me scene with ca
meras in
ad y to film th e
The crew gets re or says, “Action!” Of co
urse,
he n th e di re ct
d fferent places. T
di the crew
s pe rf ec t on th e first take. So then
it’s not alway Sometimes they ha
avvee
an d tr ie s ag ai n.
resets everything t.
sc en e m an y tim es to get it just righ
do the sam
to d e
Postproduction
ed ito rs pu ts to ge ther all the scenes
Finally, a team of ed by
g. T he y w at ch all the scenes record
from filmin shots from the diffe
rent
he n th ey lo ok at
each camera. T s of the actors and
the
se th e be st vi ew
cameras and choo surprised
an d so un d ef fe cts. You might be
music
action. They add e ta ke s! Big Hollywood mov
ies
h time th is stag
to learn how muc th is stage. There are
many
th s to a ye ar in
can spend six mon e m ov ie perfect. Last, the
movie
do to m ak e th
technical things to l gr ou ps of people as a test. T
hey
r movie to sm al
makers show thei ok at how they react. A
fter a few
in io ns an d lo
ask for people’s op theaters!
al chan ge s, the movie goes out to
fin
Lights, Camera, Action! 175
U9COrl3.indd 175 6/9/17 3:05 PM

T 355
Make Your
Own Movie by Aaron Burkholder
You don’t need a lot of money or a hundred people

to make your own movie! You can do it with just a
smartphone and a few friends. Do you want
to try? Come on, let’s learn how!
ction checklist:
Follow this preprodu
Preproduction
Write the script.
give each actor.
First, plan what your movie
Decide which role to
ch the script.
will be about, who will be in it
Find locations to mat
and how you want
and how you want it to look.
Plan all your scenes
Write a script that includes
to shoot them.
pment you
dialogue and stage directions.
Find and get the equi
Ask a teacher or parent to
will need.
ps and
help you find scripts online Design costumes, pro
to get an idea of what they special effects.
tors. Plan their
look like. Start with a Practice with the ac
scene or two. You’ll be actions.
surprised by how long
five minutes feels when
you’re recording!
Share your script with
your friends. Discuss
which jobs each of
you should do.
176 Topic 9
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T 356
Production Follow this productio
n checklist:
And, action! Start Don’t hold your cam
era.
recording your Set it on a table or st
and
movie scenes. These so it doesn’t move.
days, you can use a After you finish a sh
ot,
smartphone, a tablet check the video. Do yo
u
or a camera to shoot need another take?
your scenes. You Always record a few
extra
don’t need to worry seconds before and af
ter the shot.
if anyone makes Save everything in ca
se you
mistakes because need it again.
you can always film Everybody should he
lp out.
another take of the Remember, this shou
ld be fun!
same scene.
Postproduction uction checklist:

Follow this postprod
you can decide
Finally, you have all your shots Watch every take so
st to use.
from filming. Now what? There are which ones are the be
other and watch
many free movie-editing apps for Put shots next to each
ey work?
phones and tablets. You can also them together. Do th
s and music
edit your videos on a computer. Find free sound effect
Try different effects when you are lin e. Th is w ill he lp create a mood for
on
editing your movie. Put different your movie.
rent effects and
shots together, add different kinds of Experiment with diffe
your movie fun!
music, experiment and have fun! editing tools to make
U9COrl3.indd 177 6/9/17 3:05 PM

T 357
1 Where does the story for a movie come from?
a A screenwriter writes b The actors make it up. c The editor puts it together.
a script.
2 Who has to read the script?

a the actors b the crew c everyone
3 Why is preproduction important?
a It’s when all the scenes in b It’s when everyone plans c It is when all the shots are
the movie come together. how they are going to recorded for the movie.
make the movie.
4 Who makes all the decisions and answers all the questions?
a the actors b the director c the crew
props scenes scripts sets special effects
1 The parts of a movie that are like chapters in a book are called .
2 The tell the actors what to say and how to act.
3 The crew builds to show where the movie is taking place.
4 A movie might include things like a bench, a book or an umbrella as .

5 Adding such as computer-generated animation can make the movie
more interesting.
3 Answer the questions.

1 Why do you think Hollywood movies cost so much money to make?
2 Which do you think takes longer, making a Hollywood movie or making your own?
178 Topic 9
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T 358
4 Sequence Words Listen and circle. What sequence words
do you hear? 37 Sequence Words
The author uses adverbs
after that finally first last next then at the beginning of
sentences to show the
5 Listen again. Number the sentences in the correct order. 37 order of events. Look for
sequence words such as
“...everybody reads the script and starts planning how first, next, then, after that
and last or finally.
they are going to make the story come alive.”
“...actors practice how they are going to say their lines.”
“...the producer hires people to work on the movie.”

“...the screenwriter writes the script.”
A Underline the sequence words in the articles.

6 Comparing and Contrasting Key Details Complete the chart. How are the articles
similar and different? Write one detail that is only in “Lights, Camera, Action!” Write one
detail that is only in “Make Your Own Movie.” Then write one detail that you can find in
both articles.
“Lights, Camera, Both “Make Your

Action!” Own Movie”
7 Active Reading Work with a classmate. Read a step from the checklist. Your classmate
guesses what stage: preproduction, production or postproduction. Take turns.
8 Think and discuss. What do you know about making movies now that you didn’t
know before?
U9COrl3.indd 179 6/9/17 3:05 PM

T 359
Connect to Me
1 Write a short script for a conversation between two characters in your notebook.
1 Choose characters from a story you know. Describe them.
Character 1 Character 2
Name
Description
2 Write dialogue for the characters in your notebook.

Example:
DIRECTOR: Not now, Mrs. Hart. This is very serious.
Write stage directions. Tell what your characters do. Use adverbs to tell how they do it.
Put the stage directions with adverbs in parentheses.
Examples:
The Director phones the police.
KEVIN (proudly ): We just followed the clues.
A Act out your script with a classmate. Film it.
A Watch your movie. Did you follow your dialogue and stage directions? Share your ideas.
Connect to Art
1 Research a movie you know. Answer these questions.
1 Who worked on the movie? Who was the director? Who were the actors?
2 How long did it take to make the movie?
3 How much did it cost to make the movie?
4 What makes the movie special? Describe its script, sets, costumes or effects.
A Write a paragraph about the movie.

180 Topic 9
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T 360
Topic 1 Topic 2
ancestor (n.) a person who is related to you blind (adj./v.) unable to see; to cause someone
but who lived in former times to be unable to see
assignment (n.) a task or job that a teacher conqueror (n.) a soldier that has won a war
tells you to do; homework or a battle
diagram (n.) a simple drawing that illustrates cyclops (n.) a mythological creature that is
an idea or shows the parts of something very large and has only one eye
directions (n.) steps that you can follow to do a disgusting (adj.) to cause a strong feeling
task or arrive at a place; instructions of dislike
enthusiastic (adj.) showing excitement and dwarf (n.) a character in legends and fairy tales
interest in something that resembles a small man or gnome and
extinct (adj.) when all the members of a has magical powers
species are dead fascinate (v.) to attract and hold the interest of
glacier (n.) a large body of ice that moves frame (n.) a single complete picture in a series
extremely slowly down a slope or across in a film or video
flat land guest (n.) a person invited to a place or
life cycle (n.) the stages in the life of a creature, an event
such as egg, larva, adult inhabited (adj.) a place with people, creatures
magically (adv.) done in a magical way or animals; lived in
melt (v.) to change from a solid to a liquid muscle (n.) a group of tissue that moves a
because of heat particular bone or part of the body
metamorphosis (n.) a complete change in nobody (pron.) no person; no-one
appearance or form optical (adj.) having to do with the eyes or the
orbit (n.) the path that a planet, moon or sense of sight
other space object follows around another puppet (n.) a figure of a person or animal with
space object moving parts controlled by pulling attached
prediction (n.) an action or event that people strings, wires or sticks, or by a hand moving
expect to see in the future inside it
primate (n.) a category of animals that includes responsible (adj.) being the cause of an action
humans, apes and monkeys sailor (n.) a person or a soldier who works
probe (n.) a tool or device for examining on a boat
and exploring satyr (n.) a mythological creature that looks
process (n.) a series of actions or stages that like a human but has the legs, feet and tail
lead to a result or product of a horse
stage (n.) a single step in a process scar (n.) a mark or sign of damage or injury
tricks (n.) actions that surprise or deceive stretch (v.) to extend something by pulling
someone its sides
villain (n.) the evil character in a book, movie
or play; the opposite of a hero
Glossary 181
GlossaryCOrl3.indd 181 6/16/17 12:51

A3
wrinkle (n.) a small crease or ridge in a smooth exchange (v.) to give one thing in order
surface, such as cloth or skin to receive another thing
Topic 3 gold (n.) a valuable yellow metal used in
brush against (v.) to touch something lightly coins and jewelry
bully (n.) a person who abuses others happiness (n.) a state of being happy
physically or emotionally or content
bump (v.) to hit or push a little miser (n.) a person who does not want to
collage (n.) a picture made by sticking small spend any money
pieces of paper or other materials onto neighbor (n.) a person who lives near you
a surface pitiful (adj.) in a miserable condition, deserving
doodle (v./n.) to draw without thinking about it; of compassion
a drawing made without thinking about it possession (n.) something that you own
draw attention to (v.) to attract someone provide (v.) to give or make something
to something available
enormous (adj.) very big; huge or gigantic ruined (adj.) completely damaged; destroyed
glare (v.) to look at someone in an angry way shell (n.) a hard covering that protects
go all-out (v.) to put the maximum effort into a something, such as a seashell or
project or activity an eggshell
innovative (adj.) new and original shock (n.) an extreme feeling caused by
old-fashioned (adj.) from a period in the past something sudden and unexpected
palette (n.) a thin, oval-shaped board where an stingy (adj.) does not want to spend
artist places and mixes paints any money
pick on (v.) to laugh at and bully someone value (n.) the importance, usefulness or worth
profile (n.) the shape of a face when you see it of something
from the side Topic 5
self-portrait (n.) a picture of yourself that you adore (v.) to love or admire
painted or drew adventure (n.) a risky action with an unknown
tough (adj.) brave and strong outcome
uneasy (adj.) worried or uncomfortable boarding school (n.) a school where students
Topic 4 live far from home
bank account (n.) a record of money you burglar (n.) a person who enters a home or
keep in a bank building to take something without permission
barter (v.) to exchange things instead of chimney (n.) a brick or metal structure that
using money removes smoke from a fireplace
bury (v.) to place something in the ground and crash (v.) to hit a vehicle into something
cover it with dirt creative (adj.) having a lot of ideas; able to
cattle (n.) cows, bulls or oxen think and do things in an original way
coin (n.) a round, flat piece of metal that fireplace (n.) a structure of metal, stone or brick
is used as money where you can make a fire
182 Glossary
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A4
ghost (n.) the spirit of a person who has died meteor (n.) a space object made of rock or
imagination (n.) the ability to form mental metal that burns brightly as it enters the
pictures or ideas of things that are not atmosphere of a planet; a shooting star
physically present pollution (n.) contamination of the soil, air
imitation (n.) a copy of someone or or water
something else pressurized (adj.) when an area has air in it at
infuriate (v.) to cause someone to be a specific pressure so that people, plants and
extremely angry animals can live there
injury (n.) damage to a part of the body robot (n.) a machine that can do some of the
library (n.) a building where you can find work of a human being
a collection of books snore (v.) to make noises with the nose or
novel (n.) a long story, usually in the form throat while asleep
of a book spaceship (n.) a vehicle for traveling
parrot (n.) an intelligent tropical bird that some in space
people keep as pets supplies (n.) necessary items, such as food
rattle (v.) to shake something so that it makes and equipment
a noise wealth (n.) a large amount of money
reality (n.) the truth of circumstances; real life or possessions
short story (n.) a short piece of writing, Topic 7
usually fiction buffalo (n.) a large North American animal with
Topic 6 horns and thick fur around its neck; a bison
atmosphere (n.) a layer of gases that cover climate (n.) the typical weather conditions for a
a planet region
colonize (v.) to start a colony in a place endangered (adj.) in danger of disappearing
contentment (n.) a state of being happy flood (n.) water covering an area that is
or at peace usually dry
decontaminate (v.) to remove toxic substances food chain (n.) a way of looking at which
from something things depend on each other as food
disease (n.) a serious illness or medical hide (n.) the skin of an animal
condition honor (v.) to treat someone or something
drone (n.) a small aircraft that does not with respect
have a pilot in it hotspot (n.) a place where many endangered
dust (n.) small particles; dirt animals live
gravity (n.) a force that pulls everything toward lizard (n.) a reptile with short legs and
the center of a star or planet a long tail
health (n.) good physical condition protect (v.) to keep something safe
imperfect (adj.) with mistakes; not perfect rainforest (n.) a forest with a lot of trees in an
landing (n.) the act of stopping a flying vehicle area where it rains frequently
on the ground shelter (n.) a place to live
Glossary 183

A5
smoke (n.) a cloud that comes from fire talent (n.) a natural ability to do
soil (n.) the top layer of ground that plants grow something well
in; earth or dirt tornado (n.) a violent storm with extremely
species (n.) a group of living things with the high winds
same characteristics Topic 9
sport (n.) fun or amusement action (v.) a command to begin acting and
Topic 8 recording a scene
achievement (n.) the completion of a difficult, cast of characters (n.) the characters in a
unusual or important task play or movie
attempt (v.) to try to do something checklist (n.) a list of items or activities, each
bad-tempered (adj.) frequently angry with a box to place a checkmark
break a record (v.) to do better than the best clue (n.) a piece of information that helps you
compete (v.) to participate in a sport to solve a puzzle or a mystery
or contest crew (n.) a group of people working together
cowboy (n.) a person who rides a horse and to do something, such as make a movie
takes care of cattle cut (v.) a command to stop acting and
coyote (n.) a dog-like animal that lives in recording a scene
North America director (n.) a person who supervises the
crowded (adj.) full of people making of a movie
hoot (v.) a sound an owl makes fan (n.) a very enthusiastic follower or
howl (v.) a sound a dog, coyote or supporter, such as a fan of a famous actor
wolf makes or a music group
juggle (v.) to toss and catch multiple objects prop (n.) an object that actors use in a movie
at the same time relieved (adj.) to stop feeling worried
lasso (v.) to catch an animal by spinning a scene (n.) a part of a movie that is like a
rope in the air and looping it over the chapter in a book
animal’s head script (n.) a story with dialogue that tells the
pack (n.) a group of animals, such as coyotes actors what to say and how to act
or wolves selfie (n.) a picture of yourself to share online
recite (v.) to read something aloud to a group, set (n.) where the movie takes place
sometimes from memory special effects (n.) effects that make a movie
sneeze (n./v.) an explosion of air through more believable and exciting, such as
the mouth and nose, often when a person is computer-generated animation
sick; to cause air to explode from the mouth spy (n.) a person who collects information
or nose in secret
snort (v.) to push air violently out of the nose take (n.) a scene that was recorded
in anger or disgust without stopping
stilts (n.) long pieces of wood that elevate
the legs of someone or something
184 Glossary

A6
• How does science work?
• Why do we tell stories about fantasy creatures?
• What is the purpose of art?
• What is money for?
• Do words have power?
• What will the future be like?
• Why should we protect the environment?
• What have I done in my life?
• Can I make a movie?

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LEVEL 3

assignment diagram directions enthusiastic life cycle

3 Complete the diagram. Use the description on page 16.

1 Look at the pictures in the story.

2 Listen and follow. 2

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The Homework Machine 11

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The Homework Machine 13

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The Homework Machine 17

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1 a Leo doesn’t want to do his b Leo is enthusiastic about his assignment.

2 a Leo thinks he knows a lot about b Leo is afraid of butterflies.

2 Number the sentences in the correct order.

Leo lies down on his bed and closes his eyes.

3 Complete the sentences with the correct words.

caterpillar cycle Earth emerges female metamorphosis

1 Butterflies have been living on for millions of years.

2 A butterfly goes through a complete .

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be a good student and finish it right now

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3 When ice melts… c a tool for examining and exploring.

4 An orbit is… d a person who lived in former times.

5 Primates include… e it becomes water.

6 A probe is… f humans, apes and monkeys.

2 Complete the sentences with the correct words.

ancestors extinct glaciers melt

1 There are in fifty different countries.

2 Their came from India and China.

4 Some animals, such as tigers, could become .

5 Ice cream will in the sun.

7 Orangutans and gorillas are .

Homo sapiens sapiens

Homo sapiens Neanderthalensis

2 in 1994 5 3.2 million years old

1 Circle the timeline. 4 million – 1 million years

Dairy, Meat and Protein

Fruit and Vegetables

250,000 – 30,000 years

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Why It’s Important

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Why It’s Important

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Why It’s Important

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3 When a glacier melts, the water…

ancestor extinct glacier melt

orbit prediction primate probe

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12 60s 90s change glaciers warming

2 19 – discovery that human 4 Future – better technology, better predictions

pollution is causing global of the effects of climate

Background Why It's Important What's Next?

like chimpanzees sea levels

3 Human pollution Water on Earth not Search for more