Unit contents

Unit Theme Country focus Reading and comprehension Language

Grammar, spell

1 We can all be
heroes
South Africa, New Zealand Fiction Adventure Kara makes the people listen
Non-fiction Website report Only 55 Maui’s dolphins left in the world
Play Africa United

2 Health and
sport
Alaska, USA Fiction First person narrative The Iditarod Great Sled Race
Non-fiction Journalistic interview We Salute You!
Poetry Salute

3 World of
discovery
Oceans of the world, Egypt’s
Mediterranean coast
Fiction First person narrative (diary) The Start of a Great Adventure
Non-fiction Report Bringing the past to life
Poetry Herakleion: An Underwater City in the Bay of Abukir off the North
Coast of Egypt
REVISE AND CHECK UNITS 1–3

4 Ancient
civilizations
Ancient Egypt Fiction Humorous historical fiction The King’s Visit
Non-fiction Historical recount Scribes in Ancient Egypt
Poetry Historian

5 Spies and
mystery
USA, worldwide Fiction Mystery spy narrative Alex becomes a spy
Non-fiction Information text Spy gadgets
Poetry My Dad’s a Secret Agent

6 Extreme
Earth
Canada, China, Russia Fiction Historical narrative Mount Vesuvius erupts
Non-fiction Recount Expedition of a lifetime
Poetry Flood

REVISE AND CHECK UNITS 4–6

7 Performance
art
Italy, Galápagos Islands, USA Fiction Classic story The Circus Parade
Non-fiction Information text The reinvention of the circus
Poetry Dragon Dance

8 Let’s
celebrate!
USA, Vietnam, Australia, China Fiction First person narrative A Ridiculous Promise
Non-fiction Non-chronological recount Van Prepares for the Festival
Poetry Tree Festival

9 Media
mayhem
UK, worldwide Fiction Narrative Adam Explains
Non-fiction Advertisements On Sale Now!
Poem The Price of Fame; When Sarah Surfs the Internet

10 Learning for
life
Kenya, Kazakhstan, Japan Fiction Science Fiction / fantasy The Mechanical Teacher
Non-fiction Non-chronological recount/autobiography Achieng in Kenya;
Anton in Kazakhstan; Misaki in Japan
Poetry Let No One Steal Your Dreams
REVISE AND CHECK UNITS 7–10

6 READING FICTION Pulling Together: An Inuit legend from the Arctic

838884_PRELIMS_pp1_7.indd 6 17/12/2012 16:56

guage Language, grammar, spelling, vocabulary, phonics Writing Speaking and listening
mmar, spelling, vocbulary, phonics
• Sentence length and structure Fiction Organization of ideas
• Complex sentences Writing a play script Expression of ideas
• Persuasive words Proverbs, sayings, figurative
• Suffixes – different endings with same pronunciation, e.g. expressions
‘–tion’, ‘–cian’, ‘–ssion’ Rehearsing a play script
• Connectives Non-fiction Expression of ideas
• Spelling patterns Persuasive writing
• Colons/semicolons Writing a speech

• Spelling patterns Non-fiction Expressing opinions

• Sentence length and structure Writing a travel journal:
• Word classes Autobiography
• Homophones

• Speech punctuation Fiction Spoken presentation

• Apostrophes Writing an extended narrative Kennings
• Word origins
• Borrowed words
• Word classes
• Active and passive verbs

• Specialized non-fiction vocabulary Fiction Poetry performance

• Word classes Writing a character description
• Relative clauses Writing a story starter
• Dashes and brackets
• Speech punctuation
• Language conventions Non-fiction Expression and explanation of ideas
• Grammatical features of different text types Writing a personal travel recount Language choices
• Spelling: consonant choices for ‘k’
• Prefixes and suffixes
• Spellings of unstressed vowels
• Choosing appropriate adjectives

• Spelling patterns Non-fiction Organization of ideas

• Connectives Writing a letter, presenting Expressing preferences
• Prefixes and suffixes arguments for and against
• Commas in complex sentences
• Proverbs, sayings, figurative expressions Non-fiction Organization of ideas
• Conventions of standard English Writing instructions Expressing opinions
• Spelling patterns
• Homophones
• Connectives
• Word origins and derivations Non-fiction Organization of ideas
• Word changes over time Writing interview questions Poetry performance
• Language conventions
• Grammatical features of different text types
• Punctuation in persuasive texts: colon/semicolon,
parenthetic commas, dashes, brackets
• Apostrophes Non-fiction Organization of ideas
• Speech punctuation Writing an information leaflet Asking and answering questions
• Word classes Role play
• Active and passive verbs

838884_PRELIMS_pp1_7.indd 7 17/12/2012 16:56

 6
Speakingand
Speaking andlistening
listening
A head
Extreme Earth
Satellite p
ic ture of a
tornado
ned
d and harde
Volcanic lava coole

Let’s Talk
Look at the examples of
Extreme Earth in the pictures.
1 What has happened in the volcanic photo?
2 What is about to happen to the town in the
large photo?
3 What extreme weather or events have
happened in your country? Explain them to
a partner.

“Should you shield

the canyons from the
windstorms you would
never see the true beauty
of their carvings.”
Elizabeth Kubler-Ross

80

838884_06_pp80_95.indd 80 14/12/2012 14:54

 Speaking
Speaking
and
and
vocabulary
listening
Extreme events
Word
Learning objective Cloud
Express and explain ideas clearly. arctic flood
Explore definitions and use new words in context. avalanche hurricane
desert lava
drought tornado
earthquake tsunami
eruption volcano

A
1 Match the pictures to the right caption.
a desert b tornado c volcano
2 Which of the Word Cloud words describe extreme environments and
which describe extreme weather events?
3 Choose two terms from the Word Cloud and explain them to a partner
in your own words using:
» only 30 words » clear, precise language
Example: Earthquakes are the result of the shaking, rolling and
sudden shocks that occur in the Earth’s surface.

B
This explanation of how a volcano erupts has been mixed up. Put the
sentences in the right order 1–5.
a The Earth’s crust is made up of huge slabs called plates, which fit
together like a jigsaw puzzle. These plates sometimes move.
b Below the Earth’s crust is a substance called magma, which is made of
rocks and gases.
c When the plates collide, magma is squeezed up between the plates.
d When magma erupts through the earth’s surface it is called lava.
e Volcanoes are like giant safety valves that release the pressure that
builds up inside the Earth.
81

838884_06_pp80_95.indd 81 14/12/2012 14:54

 Reading fiction
Volcano story
Learning objective Word
Consider writer’s use of language and how characters and Cloud
settings are presented. bronze shattering
deafening stench
plucking striding
This story is set over a thousand years ago in the town of Herculaneum
in Italy, just as the volcano, Vesuvius, erupts. Petronia, the main
character, is a servant girl and Lavinia is her mistress.

Mount Vesuvius erupts

At that moment, the ground seemed to heave below her feet. Then the most deafening sound
Petronia had ever heard shook the house. It seemed to come from the very bowels of the earth.
From the kitchen she could hear screams and the sound of shattering dishes. The mistress
rushed into the dining room followed by two maids who had been doing her hair. She was
5 wearing only her sleeveless undertunic. Strands of hair hung down from a half-secured bun, and
a streak of red hair dye trickled down her cheek. Her eyes were wide with fear.
“In Juno’s name, what is it? What is happening?” she cried.
The master emerged from the garden, his face a mask.
“We must go back to Rome,” he announced. “I should have listened to the others at the
10 baths. Many of them have left already. Gather everyone together. We will leave immediately.
Slave, bring the horses!” he called, striding out of the room.

Lavinia’s face was white and pinched.

“Petronia, fetch all the valuables,” she ordered. “Put everything here, on the table. The silver
and gold, the statues of Isis, everything you can carry. Cook, find some bags, Lena, get the baby,
15 and… my jewel case. It’s in my bedroom. Quickly!” she screamed.
Petronia began running around the house with the others, plucking statues from their stands,
bronze lamps and dishes from the side table — anything valuable that wasn’t too
heavy to carry. Everything was brought to the dining room, where the
mistress shoved as much as she could into large coarse sacks.

20 A second cracking sound shook the house, not as loud as the first,
but longer. A strange stench filled the air, like rotten eggs. For
the first time, Petronia noticed that the bright sunshine had
disappeared, and the sky had turned an odd shade — not gray
like storm clouds, or black like night, but dirty brown, like…
Like death, she thought.
From The Secrets of Vesuvius by Sara Bisel This painting of Vesuvius was
made in 1776 by Joseph Wright
82

838884_06_pp80_95.indd 82 14/12/2012 14:54

 Reading fiction
Comprehension
A Glossary
bowels of the earth deep
Give evidence from the extract to support your answers.
under the ground
1 Find two phrases or sentences in the extract that show the volcano
bun hair fastened in a small
was erupting. Example: ‘The ground seemed to heave below her feet.’
round shape at the back of
2 Which two sentences sum up the action the master wants to take to someone’s head
escape the volcano?
coarse if a material is coarse,
a “We must go back to Rome.” it has a rough surface or
b “I should have listened to the others at the baths.” texture
c “Many of them have left already.” emerged came out from a
d “Gather everyone together.” place
e “We will leave immediately.” plucking removing
something by pulling it
3 Petronia grabbed some items for her mistress. Which two reasons
quickly
explain what she decided to take?
trickle to move slowly like a
a They were light.
thin stream of water
b They were large.
c They were in the dining room.
d They were valuable.
4 What evidence from the text suggests that the family might not make
it to Rome?

B
Writer’s presentation of character
1 Why did Lavinia’s face look white and pinched?
2 Although the master is afraid of what might happen, he still stays
very much in control over how he speaks, what he says, who he gives
orders to and how he moves. Find evidence of this in the extract.
The first one has been done for you.

How he speaks ‘He announced.’

What he says
Who he gives orders to
How he moves

C
What about you?
Imagine you have to report the event for television news. You need
to decide on:
» The headline » Interview comments from the Master,
» 
Three or four main Lavina and Petronia
facts/events » How to end the report
83

838884_06_pp80_95.indd 83 14/12/2012 14:54

 Grammar
Different language for different texts
Learning objective
Revise language conventions and grammatical features of
different types of texts.

Depending on the type of text, writers use language, grammar

and punctuation in different ways. For example, a formal report
doesn’t use questions or exclamation marks, but a story does.
This is because they help show the characters’ feelings.
Example: “It’s in my bedroom. Quickly!” she screamed.
“In Juno’s name, what is it? What is happening?” she cried.

A
In this extract the characters are experiencing extreme emotions.
Replace the punctuation with new question marks, exclamation marks
and ellipses to help convey the emotions.

“Oh no, what’s happening,” cried Ahmed. “Why are all those rocks
falling from the mountain. Oh no. It’s a landslide. We’re trapped.
We’re trapped. We can’t get out.”
“Keep calm,” Fatima ordered.

B
Writers add actions and details about how characters speak.
Examples:

Ahmed lifted his head slowly, and sighed. “Which way do you think
we should go?” he asked, his voice thick with weariness and
exhaustion. Gripping his hand even tighter, she shouted, “I know I’m
right ! Let’s go!”

C
Add movement, gestures and details of how the characters are
speaking to this dialogue.
“I’m frightened! I don’t want to go.”
“If we don’t go, we’ll never get out of here.”
“I don’t care. I don’t want to go!”

84 “Come on. Follow me.”

838884_06_pp80_95.indd 84 14/12/2012 14:54

 Phonics and spelling
Same sounds but different spelling
Learning objective
Confirm correct choices when representing consonants
ck / k / ke / que.

Challenge
Some sounds seem the same, but different letters can be used to
Keep a list of words that end
make the same sound. For example, the letters ’ck’, ‘k’, ‘ke’ and
in a ‘k’ sound. Sort them into
‘que’ at the ends of words all make a ‘k’ sound.
different spelling columns to
help you remember them.

A
Here are some words from the extract, ‘Mount Vesuvius Erupts’, which
end in a ‘k’ sound. Sort them into different groups based on the
spelling at the end of each word.
crack earthquake streak quick take mask shook pluck
black shook sack

B
Here are more words that end in a ‘k’ sound. Add them to the lists you
created in A. You will have to create one more column.
shake sick unique walk smirk antique stick thank lack
junk hook track sleek stark shriek beak stroke quake
rock spike block trunk tweak park wreck

At the end of a word, the letters ‘l’, ‘r’, ‘n’ and ‘c’ are generally
followed by ‘k’. Some of these words can be found in A and B above.
How to choose ‘–ick’ or ‘–ic’ at the end of words:
Words with one syllable generally end in –ick.
Example: ‘trick’
Words with more than one syllable generally end in –ic.
Example: ‘electric’

C
Correct the incorrect spellings below. There are six errors.
As he walked out of the health clinike, the old gentleman suffered a
moment of panick at the terrificke amount of traffick passing in front of
him. “No”, he thought. “I mustn’t get too dramatique about it. Nothing
horrifik is going to happen.” Boldly, he stepped off the pavement...

85

838884_06_pp80_95.indd 85 14/12/2012 14:54

 Reading non-fiction
The Galápagos Islands
Learning objective
Word
Distinguish between fact and opinion in a recount.
Cloud
aerodynamic species
breeding unique
conservation

Expedition of a lifetime
I couldn’t believe my ears when I got the phone
call to say that I was on my way to the
Galápagos Islands! I won the trip by entering a
photo competition in a wildlife magazine. And
5 now I was about to get the opportunity to do it
all again.
Three months later we were descending over
the Galápagos Islands towards Baltra Seymour
Airport. What a beautiful sight! The islands lie
10 about 1,000 kilometres off the coast of Ecuador,
in the Eastern Pacific Ocean. There are about
13 large islands and six smaller ones, with a
population of approximately 25,000. The islands they line up with their heads facing into the wind
are exceptional in the world. Because of their 35 and sneeze to get rid of the salt that they have
15 isolation, unique species developed without any taken in.
human interference over thousands of years.
A mate for life
Protected species On our last day, we visited a protected breeding
Our first stop was the Charles Darwin Research site for the waved albatross on the island of
Station to see the giant tortoises and to hear 40 Española. Our ranger told us some fascinating
20 about the island’s conservation programmes. The facts about the only tropical albatross in the
tortoises live a leisurely life, and so would you if world. They have a huge wingspan of over two
you weighed 250 kilograms. They eat leaves, metres and mate for life. The scruffy, downy
grass and cactus, and sleep for up to 16 hours a chicks – we saw some, through binoculars – grow
day. They commonly live to over a hundred 45 into sleek, aerodynamic adults. When they leave
25 years, and the record is 152 years. When Darwin the nest, they spend the next six years at sea off
visited in 1835, there were 15 species of tortoise, the coast of Peru, returning eventually to the
but now there are only 11 left. islands to breed.

Vegetarian monsters A life-changing experience

In the afternoon, we walked down to the beach 50 We left after an amazing ten days on the islands.
30 in search of marine iguanas. Here’s a photo of Not only was it the most amazing expedition of
one that I took. It looks incredibly fierce and my life, but it got me interested in conservation
prehistoric but in fact they are harmless and live programmes, so I think that from now on my life
off seaweed. When they come onto dry land, will take a different course.
86

838884_06_pp80_95.indd 86 14/12/2012 14:55

 Reading non-fiction
Comprehension
Learning objective Glossary
Distinguish between narrative, fact and opinion in a recount. aerodynamic designed to
move well through the air
downy covered in very soft
Colombia feathers
interference unwanted
Pacific change or damage
Ocean
Equador leisurely without hurry
Galápagos Islands prehistoric from the time in
history before events were
written down
scruffy untidy and dirty
Peru
sleek smooth and shiny

The Galápagos Islands are a territory

of Ecuador but have their own flag.

A
Explain your answers using words and phrases from the extract.
1 What did the author do to win a trip to the Galápagos Islands?
2 Find three facts in the extract.
3 Find three opinions in the extract.

B
What do you think?
1 How did the author feel when he received the phone call?
2 How did the author feel about the idea of visiting the Galápagos
Islands?
3 What were the author’s impressions of the following: the giant
tortoise, the marine iguana, the waved albatross? Discussion time
Your local community has
C asked students in the area to
recommend an animal in the
What about you? locality that the community
Which places have you visited within/outside your own country to see can help to protect. Which
wildlife? animal would you
chose and why?

87

838884_06_pp80_95.indd 87 14/12/2012 14:55

 Vocabulary and spelling
Making new words with prefixes
and suffixes
Learning objective
Know how to transform meaning with prefixes and suffixes.

A prefix is a group of letters added to the beginning of a word to

change the meaning. Example: ‘pre–’ means ‘before’. So ‘pre–’ +
‘historic’ means ‘before history’.

A Challenge
Some of the words in the non-fiction extract about the Galápagos What do the prefixes ‘circum–‘
Islands contain prefixes. Find words in the extract that use these and ‘contra–‘ mean?
prefixes. Find words that begin with
these prefixes.
Prefix Meaning
con– with, together
bi– two, double
inter– between, involving two or more

A suffix is a group of letters added to the end of a word to change

the meaning. Example: ‘–less’ means ‘without’. So ‘wire’ + ‘–less’
means ‘without wires’.

B
Which six of the words below can have –less added
to the end of them? Use a dictionary to help you.
hope breed fact sleep harm
home life fierce pain

C
List three words that end with each of these suffixes.
» -able/-ible – able or fit to do something
» -er/-or – someone who does something
» -less – without
» -logy – study of
» -ness – quality/state

Marine biology is the study of underwater life.

88

838884_06_pp80_95.indd 88 14/12/2012 14:55

 Vocabulary and spelling
Spellings and descriptions
Learning objectives
Further investigate spelling rules and exceptions, including
representing unstressed vowels.
Explore definitions and shades of meaning and use new words
in context.

Sometimes words have unstressed vowels in them. These are vowels

(a, e, i, o, u) that are not easy to hear in words. As a result, they are
often missed out in spellings.

A
All these words have unstressed vowels.
business offering familiar different easily family
Wednesday interest frightening separate generous
marvellous miserable generally
1 Say the words aloud several times, stressing the underlined vowel.
2 Write the words with the underlined vowels enlarged or highlighted.
This will help you to remember the vowel.
3 Write sentences using each of these words, spelling them correctly.

B
To describe extreme settings, it is important to pick adjectives
carefully and to think about their meanings. Read the description of
the inside of a dirty house. Choose one adjective from each pair.
No one had lived in the farmhouse for years. There was a pile of
(1) dusty/filthy clothes on the floor in the corner of the kitchen, and a
pair of (2) muddy/untidy boots still stood next to the back door that
led out into the farmyard. The kitchen was the (3) untidiest/muddiest
room I’d ever seen. How had the farmer managed to find things?
Magazines were piled in heaps on the table, with packets of cereal
and a box of hand tools. Books lay on (4) dusty/filthy shelves and the
floor was a (5) grimy/dirty brown colour. A little light came through
the (6) grimy/muddy windows, which were covered on the outside
with climbing plants.

C
Describe a dirty, neglected place that you know. It could be an old
house or apartment building, or a garden. Use words and phrases
from B.

89

838884_06_pp80_95.indd 89 14/12/2012 14:55

 Reading poetry
Weather poems
Learning objective Word
Read and interpret poems in which meanings are implied Cloud
or multi-layered. cascading surge
founder swollen
hunched uncontained
Flood laden

The rain fell all night, beating on roofs

2 as dark and hunched as hills,
cascading uncontained into the street
4 in wind-curved waterfalls.
Comprehension
A
All night the rain fell, kept falling.
6 This morning, the street’s a river: Use words and phrases from the poem to support
your answers.
cars founder and sink, while buses
1 Which statement is true?
8 crawl laden as ocean liners,
a The poem is about life under the sea.
raise bow-waves so swollen they break b The poem describes the land after there has
10 booming across the pavement been a flood.
where tossed at the tide’s rising mark c The poem gives a warning about the damage
12 seaweed tangles to litter; caused by the sea.
2 Find two quotations which show what the poet
thinks has happened to vehicles.
and under the hedges and gates
14 fish shoal in the gleaming shallows,
B
and further out, through the channel
16 marked by wave-slapped traffic-lights, Poet’s use of language
1 The poem has lots of verbs in their –ing present
dolphins leap lampposts, and whales participle and –ed past participle forms. Make a
list of these.
18 surge and sound in the deep roads.
Example: –ing beating, –ed hunched
Dave Calder 2 In this poem, sea and land become mixed up in the
flood: ‘bow-waves ... break ... across the pavement’.
List the land-words and sea-words in verses 3–5.
Example: Land-words: pavement, litter
Sea-words: bow-waves, tide’s, seaweed

C
What about you?
What did you like about the poem and what did you
find hard to understand? Use examples to answer.

90

838884_06_pp80_95.indd 90 14/12/2012 14:55

 Reading poetry
Shape poems
Learning objective
Consider how settings are presented in shape poems.

The Tornado Comprehension

,
a n d round A
un d
, t w irling ro
g Answer the questions using words from ‘The Tornado’.
Swirlin .
p th e e a r th and ground 1 Which words at the ends of lines rhyme?
2 suckin
gu
2 Which words within the same line rhyme?
sky so black,
Wind so strong and
3 Which words are repeated in the same line
and why?

4 it will destroy all in its track . B

1 List the four verbs that describe what a tornado
Danger, does.
d anger, p
lea se b e 2 How does the shape of the poem help you
ware,
understand it and experience the language?

C
6 because tornadoes Write a shape poem of your own. Choose one of
these topics from the unit.
Flood wave Volcano Tornado
.
do n ot care 1 First draw the outline of your shape poem.
2 Find some ideas below to help you.
Anonymous a hurling hot rocks at the sky in noisy anger //
dirtying the land, covering fields with dust //
pouring hot lava from the corners of its mouth ...
b racing silently across the ocean, // feeling the
seabed scraping along its belly // rising to greet
the tree-lined shore ...
c circling the centre of the city, // bending trees

91

838884_06_pp80_95.indd 91 14/12/2012 14:55

 Writing workshop
Writing a personal travel recount
Learning objective
Combine narrative, facts and opinions into a recount.

Website pages and blogs provide factual information, personal

opinion as well as narrate what the writer experienced.
The travel recount ‘Expedition of a lifetime’ on page 86 combines these
three elements.

Model writing
1 Read the example paragraph in the box. The notes at the side show
how the writer combines narrative, fact and opinion.

Fighting sea lions Sub-heading: Tell the reader

what to expect.
A little further along the beach we came across a colony of sea
lions, some of my favourite creatures on the island. Females Narrative progress: Say what
gather in colonies of about 30, dominated by one bull who will happened next, and where.
aggressively defend his territory and females against other
competing bulls. We saw two bull sea lions fighting. It was very Opinion: Adds an opinion in
the middle of a sentence, or in
noisy and bloody. We kept a safe distance, not surprisingly.
a separate sentence.

Facts: Presents facts, usually in

Yosemite National Park a present tense.

Facts and opinions

1 Read the sentences a–h about Yosemite to get a general
understanding.
2 Sort the sentences into narrative progress, opinion and facts.
a Apparently, the weather in Yosemite can change without warning,
due to the mountainous terrain.
b Walking further into the forest, we came to one of the three
separate groves of giant sequoia trees in Yosemite.
c We learnt that sequoia trees are the largest living things on
the planet.
d We ate our lunch in the shade of these mighty giants, as the
midday sun was really hot.
e The wildlife population includes black bears, cougars (a species of
big cat) and coyotes, large wolf-like dogs that hunt in pairs.
f Unsurprisingly, we didn’t see any cougars as they are nocturnal.
g At last, we arrived, after a long steep trek, and took our first
glimpse of Yosemite Falls.
h The views from the cliff top are spectacular and I’ve got some
92 photos to prove it.

838884_06_pp80_95.indd 92 14/12/2012 14:55

 Writing workshop
Wildlife park: Factfile
Writing frame
Write a short paragraph, combining narrative, fact and opinion about
a visit to a wildlife park. Use the Factfile and useful phrases from
the boxes.

WILDLIFE
Factfile

PA R K
Situated:… (you decide where)
Founded: 1972
Area: covers an area of 57 hectares
Number of animals: more than 1200
Number of exotic and endangered species: 180
Species include: 93 species of mammal, including snow leopards,
cheetahs, tigers
44 species of bird, including penguins, ostriches, flamingos
98 species of reptile, including chameleons, crocodiles

OPINION Narrative phrases

£ I had never seen anything so beautiful in £ It wasn’t until we arrived at the park that I
nature before. realized how huge it was.
£ While being able to do… was wonderful, what £ Approaching, I got my first glimpse of the
I really loved was… giraffes.
£ Just being able to do… was one of the most £ The first animal we saw was...
beautiful experiences of my life. £ After lunch, we were taken to...
£ We saw the elephants from close up, which £ Continuing on the trail, we saw many...
was a beautiful sight. £ As the sun began to set, we headed back to
£ It was fun to see the penguins catch the fish the coach.
in their mouths. £ Soon it was getting dark and we had to
leave.

Your writing
Write a recount about a visit which you made in your country to
a zoo, a wildlife park or a national park.
1 Find out information from a website and note some facts and
figures. Note information about, for example, the geography, the
animals and habitats.
2 Write a recount about your visit, saying:
» where you went (narrative) » what you learnt (facts)
» what you did (narrative) » what you thought (opinion) 93


838884_06_pp80_95.indd 93 14/12/2012 14:55