كتاب الطالب اللغة الانجليزية الصف الخامس الفصل الأول

Bridge to Success
Jane Boylan and Claire Medwell
Bridge to Success Bridge

ly to Success
On Learner’s Book
Learner’s Book Term 1
5 in
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Learner’s Book
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Bridge to Success is an exciting, language-rich English course, which
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has been developed with the Ministry of Education to ensure a solid
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basis for learners of English as a Second Language in the United Arab Emirates.
This edition covers the first term of Grade 5.
This book sets out to:
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build and develop foundation literacy skills
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build and develop foundation handwriting skills
Boylan and Medwell

build and develop foundation speaking and listening skills
cover standards for Grade 5 set out in the United Arab Emirates Ministry of Education English
as an International Language Standards Framework.
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Bridge to Success
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Learner’s Book
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rain 5
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Fo Jane Boylan and Claire Medwell
Term 1 material 2016
All adaptations and modifications to this UAE Edition have been made by a committee of specialists
from the Ministry of Education and Cambridge University Press.
University Printing House, Cambridge cb2 8bs, United Kingdom
Cambridge University Press is part of the University of Cambridge.

It furthers the University’s mission by disseminating knowledge in the pursuit of
education, learning and research at the highest international levels of excellence.
© Cambridge University Press and the United Arab Emirates Ministry of Education 2016
This publication is in copyright. Subject to statutory exception
and to the provisions of relevant collective licensing agreements,
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no reproduction of any part may take place without the written
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permission of Cambridge University Press.
First published 2016
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Printed in the United Arab Emirates
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isbn XXXXXXXXXXXX Grade 5 Learner’s Book
Cambridge University Press has no responsibility for the persistence or accuracy of
URLs for external or third-party internet websites referred to in this publication,
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and does not guarantee that any content on such websites is, or will remain, accurate
or appropriate.
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Acknowledgements
The authors and publishers acknowledge the following sources of
copyright material and are grateful for the permissions granted.
While every effort has been made, it has not always been possible to
identify the sources of all the material used, or to trace all copyright
holders. If any omissions are brought to our notice, we will be happy
to include the appropriate acknowledgements on reprinting.
Text
pp.30–32 Lost in the desert used by kind permission of Margo Fallis.
Photographs
Images throughout are sourced from: Alamy, Shutterstock,
Getty Images, Corbis.
Welcome to Bridge to Success
Bridge to Success is a twelve-grade course for • English for educational success. To meet
learners of English as a second language (ESL). the challenges of the future, children need
The twelve grades range from the beginning of to develop facility with both conversational
cycle 1 to the end of cycle 3. and academic English. From the earliest
stage, Bridge to Success addresses both these
Bridge to Success Grade 5 consists of twelve competencies. Bridge to Success presents
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thematic units of study, which include a range authentic listening and reading texts, writing
of activities, text types and objectives, split over
three terms.
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tasks, and end-of-unit projects similar to
those learners might encounter in English-
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medium and international schools.
The materials reflect the following principles:
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• An Emirati focus, with an international
perspective. Specifically developed for
In addition to this Learner’s Book, the
accompanying Activity Book provides
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young learners throughout the United
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additional support, reinforcement and practice.
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Arab Emirates, the themes, situations and Comprehensive support for teachers is provided
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literature covered by Bridge to Success strive in the Teacher’s Guide.
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to reflect the Emirati context and encourage
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learners’ curiosity about the wider world. This The following icons are used in this
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fosters respect and interest in other cultures Learner’s Book:
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and leads to awareness of global citizenship. 1 pre-recorded listening activity
• An enquiry-based, language-rich approach
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pairwork or small group speaking activity
to learning. Bridge to Success engages
(not mediated by teacher)
children as active, creative learners. As
learners participate in a wide variety write in notebook activity
of curriculum-based activities, they AB linking activity in Activity Book
simultaneously acquire content knowledge,
cross-curricular maths activity
develop critical thinking skills and practise
English language and literacy. The materials cross-curricular science activity
incorporate a ‘learning to learn’ approach, links to 21st Century Themes and/or Skills
helping children acquire skills and strategies
that will help them approach new learning
We hope that you and your learners will enjoy
situations with confidence.
using these materials as much as we enjoyed
developing them for you.
The Bridge to Success team
1
Table of contents
Introduction 1
Unit 1 Homes
Lesson 1 Different homes 6
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Lesson 2 Different homes 7
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Lesson 3 Strange buildings 8
Lesson 4 Strange buildings 9
Lesson 5
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Out and about
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10
Lesson 6
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My Learning
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12
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Lesson 7 Famous places 13
a
Lesson 8 Famous places 14
Lesson 9
Lesson 10
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Literature
My home
15
16
Lesson 11
or My home 17
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Lesson 12 My Learning 18
Lesson 13 Review 19
Lessons 14–15 Choose a project 20
2
Unit 2 Getting around
Lesson 1 Transport 21
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Lesson 2 Transport 22
Lesson 3
Lesson 4
Staying safe on the road
Staying safe on the road
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Lesson 5 Getting around big cities
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Lesson 6 Getting around big cities 26
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Lesson 8
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One giant leap
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28
Lesson 9
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One giant leap
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29
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Lesson 10 Literature 30
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Lesson 13 Review 35
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3
Unit 3 Food and drink
Lesson 1 School lunches 37
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Lesson 2 School lunches 38
Lesson 3
Lesson 4
Recycled materials
Recycled materials
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39
40
Lesson 5 Party food
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Lesson 6 Party food 42
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Lesson 7 My learning 43
Lesson 8
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All about chocolate! 44
Lesson 9
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All about chocolate! 45
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Lesson 11 Likes and dislikes 47
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Lesson 13
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Lessons 14–15
Review
Choose a project
49
50
Unit 4 The UAE
Lesson 1 Weather 51
Lesson 2 Weather 52
Lesson 3 The UAE 53
Lesson 4 Animal matters 55
Lesson 5 Animal matters 56
Lesson 7 Taking a trip 58
4
Lesson 8 Taking a trip 59
Lesson 11 Watch out! 64
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Lesson 13 Review 66
Lessons 14–15 Choose a project
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67
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Unit 5
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The human race
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Lesson 1 Describing people 68
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Lesson 2 Describing people 69
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Lesson 3 Traditions 70
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Lesson 8 Ahmed gets lost 76
Lesson 9 People of the world 77
Lesson 10 People of the world 80
Lesson 11 A family visit 81
Lesson 13 Review 83
Wordlists 85
5
Unit
1 Homes
We’re going to:
a
talk about different types of homes
talk and read about places in town
write about a landmark in my town or city
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understand a poem
Lesson 1 Different homes

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b
1 Talk about it Match the words with the

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pictures. Which house would you like to live in?
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1 palace
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2 hut
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3 villa
4 eco-house
Tr c
5 bungalow
or
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6 high-rise flat
d
2 2 AB Listen
Listen to different children describing their homes.
Match the speakers to pictures in Activity 1. e
What do the children like about their homes?
1b He loves it because he doesn’t have

to walk up and down the stairs.
3 Talk
What type of home do you live in? Describe it to
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your partner. Why do you like it?
4 Would you like to live in a villa, a high-rise flat or a hut? What do you think
would be different about living in these places?
6 Unit 1 Lesson 1
Lesson 2
1 Read
What do you need to make a house? Read and write labels for this eco-house.
This is the mushroom house. It is made of wood, mud and stone.

It has very large windows to let in natural sunlight.
on the roof to provide energy for lighting, ly

The house is energy-efficient because it has got solar panels
electronics and computers.

The roof has got a small
On a r______ g_______
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roof garden for growing b s______ p______
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vegetables. The water is
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from underground – you cani
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see the well in the picture. c s__________
Tr d l_______ w_______
Vocabulary
or
natural: from nature,
e w__________
not man-made
energy: power F
energy-efficient: to
use less energy f w__________
underground: below
the ground
2 Word study Materials Speaking tip

Find and write down the materials that were
It is made of ...
used to build the eco-house.
It has ...
3 AB Talk I like / I don’t like ...
What do you think about this house?
Would you like to live there? Why? Why not?
Unit 1 Lesson 2 7
Lesson 3 Strange buildings
1 Talk about it Look at these pictures of strange buildings.

Why are they strange? What type of Amazing fact
building do you think each one is?
About 18 000 bricks are needed
to build a three-bedroom house.
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On
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a
ni b
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or
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d
3 2 Listen
Listen and complete the sentences
with a modal verb. Then circle.
a It be a shopping centre/theatre. e
b It be a house/petrol station. Language detective
c It be a spaceship/museum. When do we use must?
d It be a house/school.
e It be a theatre/library.
8 Unit 1 Lesson 3
Use of English
3 AB Talk
Modal verbs of probability
Look at the Use of English box and discuss the
It might be a shopping centre.
pictures in pairs.
It could be a museum.
It must be a petrol station.
Lesson 4
It can’t be a house because ...
4 1 Listen
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Listen to the children’s teacher talking about the pictures in Lesson 3.
2
What are the buildings? Were you correct?
Read
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AB
Read the text and answer the questions.
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In 2006, the Emirati government started building
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the world’s largest eco-city and named it Masdar.
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The city uses solar panels to power the whole
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community. The design and layout of the buildings
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and walls keep the city much cooler, so very little
electricity is used to keep the buildings cool. Visitors to Masdar must leave their cars and
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use electric, driverless vehicles while in the city. Students are currently the only residents,
although there are plans to build more homes and even a school in the future.
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The project continues and is a great example of a city that uses renewable
energy on a large scale.
1 Do you know any other information about Masdar?

2 Would you like to live in Masdar? Why? / Why not?
3 What changes can you make at home to be more eco-friendly?
3 Over to you
Draw and write about your own favourite or strange building.
• Write about what type of building it is.
• Describe what it is made of.
• What special features does it have? Words to remember
Is it energy-efficient?
• Display your work in the classroom. solar panel eco-house
wood stone glass mud
• Describe your building to your partner.
Unit 1 Lesson 4 9
Lesson 5 Out and about
1 Talk about it Do you go out with your friends? Where do you go?
What do you do? When do you go?
Reading strategy: Reading for specific information

nd speci
We do this when we need to find specificc information like dates,
times and locations.
2 Read
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Read the texts below and complete the chart.
c
On
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The Yollah G r o u p p e r f o r m
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ing live @
6th April
Al Hisn Palace
A b u D h a b
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oung people
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Wh a t’s o n fo
!
performance
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o o r sp ri n g
Outd
7pm-late.
Buy tick e ts a t th e Ya
or
s Mall box o
ffice
F
pril
From 18th A
g in th e p a lace grounds.
Free parkin
b
Shopping Festival
Don’t miss it!
Blue Box Spor ts Day! 10th January
ur fa m ily an d fri en ds to this special This season, the theme

Bring yo
isi ng sp or ts da y fo r Blue Box charities. of the festival is fun!
fundra
es for all the family.
There will be activiti Starts at 4 pm at
round rides!
Food, drink and fairg Global Village.
charity.
All funds raised go to There will be fun and
Sports Centre Field entertainment with
Where: Ralley Road
am musicians and bands.
Date: 5th July at 11
10 Unit 1 Lesson 5
Advert a Advert b Advert c
Outdoor spring
What?
performance
Where?
When? 5th July
What time?
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Other information
On
3 Talk
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Talk to your partner about which event you would like to go to and why.
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A: I’d like to go to
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B: I’d prefer to go to because
5 4 Listen
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Listening strategy:
Listen to the three conversations. Which event
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Listen for key words
above are the children going to?
Listen for key words to
1 2 3
identify activities.
6 5 Pronunciation Intonation
Listen and repeat.

1 You’re going to the Shopping Festival, aren’t you?
2 Your sister is getting dressed up, isn’t she?
3 You play football, don’t you?
4 It starts at 7 o’clock, doesn’t it?
6 Talk
Make sentences to check facts about your partner’s life.
You’ve got a cat, haven’t you? Pronunciation: Intonation

You like football, don’t you? Remember, your voice goes up at
the end of the question.
Unit 1 Lesson 5 11
Lesson 6 My learning
1 Can you remember?
Choose the correct answers and write in the space.
1 A is a building with only one floor.
a palace b high-rise flat c bungalow
2 is a soft material which you find on the ground.
a Mud b Wood c Stone
3 The house is of stone.
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a make b making c made
You can borrow books from there, so it be a library.
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a can’t b might c must
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I can see tall buildings behind the house, so it be in the countryside.
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a might b must c can’t
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6 There are people inside. It be a museum or an art gallery.
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a must b could c can’t
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7 I would like to live in Masdar it is an eco-city.
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a because b when c after
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8 prefer to watch a football match tonight.
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a I’d b I’ll c I’m
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9 You play basketball at the weekends, you?
a don’t b do c aren’t
10 The film starts at 7 o’clock, it?
a don’t b doesn’t c isn’t
12 Unit 1 Lesson 6
Vocabulary
Lesson 7 Famous places
surroundings: the things that are
around you
1 Read view: what you can see from a
Read the text and answer the questions. particular place
historical: past events and history
Have you been to Fujairah?
Location
Fujairah is the fifth largest emirate
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and has more mountains than desert.
That means it rains more here, so it is
very green. It is also the only emirate
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that faces onto the Gulf of Oman and
not the Arabian Gulf.
Travel information
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The drive from Ras Al Khaimah
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along the long coastline offers lush
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surroundings and there are amazing
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views out to sea.
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You must visit the Al Badiyah Mosque, which is in the Badiyah region of Fujairah.
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It is the oldest mosque in the UAE.
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Historical facts
No one knows exactly when the ancient mosque was built, but it is very old. Some
people think the mosque was built in 640 CE. Others think the building may have
been built as long ago as 1446 BCE
The mosque is only 53 square metres, which is small. It was built from materials
found in the area, including stones of different sizes and mud. The gardens of the
mosque are beautiful and looked after daily.
Daily prayers continue to be said in the mosque, which is one of the main tourist
attractions in Fujairah.
1 Where is the mosque?

2 What is the mosque made of?
3 Who visits the mosque?
Unit 1 Lesson 7 13
2 Talk
Talk about famous landmarks in your country.
Look at the Use of English box and ask and answer
using the verbs below.
Have you been to ? visit see climb be travel
Use of English
Present Perfect We use the Present Perfect to talk
about our experiences in the past. It is not important
ly a The Great Wall of China
to say when we did it.
I have been to Al Badiyah Mosque.
I have visited other historical sites. On
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Have you been to Fujairah? Yes, I have. / No, I haven’t.
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3 AB Word study
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Look at the blue adjectives in the text on page 13 and
b The Colosseum
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use them to describe the pictures a–d.
Writing tip
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Adjectives
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Use different adjectives to make your writing more
interesting.
The gardens of the mosque are nice beautiful.
c The Taj Mahal
Lesson 8
1 AB Over to you
Choose a landmark (a–d) and find out information
about it. Write about it and include a picture.
Writing strategy: Paragraphs

Organise your writing into paragraphs with clear d The Prophet’s Mosque
information in each one.
Paragraph 1 Write about the location. Paragraph 3 Write about

Paragraph 2 Provide historical information. how to travel to this place.
Describe the place. (Remember to use adjectives.)
14 Unit 1 Lesson 8
Lesson 9 The old woman who lived in a shoe
1 Talk about it Look at the poem. What do you think it is about?

What is strange about the building? Can you think of other items that
would make a strange home?
7 2 Read and listen

Read and listen to the poem below. Answer these questions.
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1 Where does the old woman live?
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2 What do the children eat?
The old woman who lived in O

3 What gift is important?
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There was an old woman who lived in a shoe,
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She had so many children she didn’t know what to do.
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She gave them some soup along with some bread,
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Then hugged them all tightly and sent them to bed.
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She raised all her children,
With patience and love.
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Never once did she give them,
A spank, shake or shove.
Her children all learned,

To be gentle toward others.
And good parents too,
When they became fathers and mothers.
From their days in the shoe, Language detective

They learned this about living: How many adjectives
Kindness, not force, can you think of to
Is the gift that keeps giving. describe a caring person?
3 AB Values Being a caring person.

Do you think the old woman is a caring person? Why? Why not?
Discuss your ideas with your partner.
Which adjectives can you use to describe a caring person?
Unit 1 Lesson 9 15
Lesson 10 My home
1 Talk about it Think about the buildings and places we have discussed.
Where do you live? Where do your friends live?
2 Over to you
Mingle and complete the table for
your class. Ask Where do you live?
and put a tick in the correct column.
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Flat Villa
On
Bungalow Palace
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3 Over to you
a
Can you make a bar chart using your answers? Add a title, labels and colour.
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Title
or
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Number of people
4 Talk
Look at your results with a partner. Do you have the same results?
Which type of home is the most popular?
16 Unit 1 Lesson 10
5 AB Write
Write three comparative sentences about your results. For example, More people
live in a palace than in a flat.
1
2
3
Lesson 11 ly
Writing tip
1 Over to you
OnGive details of how many
bedrooms, how many
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Make a picture or a booklet about your home.
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bathrooms, what colour your
gate or front door is and any
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Include a plan of the rooms with labels.
other information you feel is
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Write and draw pictures.
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important.
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2 Talk about it
Share your picture with a partner. What is the same about your homes?
What is different?
3 AB Map it out
Create a class display using a map of your town and your ‘my home’ drawings.
Do you live near your friends? Who lives the closest to school?
Unit 1 Lesson 11 17
1 Can you remember?
1 My brother has to New York.
a went b go c been
2 Have you ever a mountain?
a climbed b climbing c climb
3 They all seen the Great Wall of China.
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a has b have c having
The journey is very – about 1000 km.
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4
a lush b famous c long
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I couldn’t believe my eyes – the view was .
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a famous b amazing c long
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6 The old woman in a shoe.
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a living b has lived c lived
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7 A caring person is to others.
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a bad b unkind c kind
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8 Hamid by others.
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a respects b is respected c respected
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9 people live in a flat than a house.
a Most b Many c More
10 Tariq’s house more rooms than Abdullah’s.
a has b having c have
18 Unit 1 Lesson 12
Lesson 13 Review
8 1 Listen
Listen and write the words that rhyme with:
1 tall 4 sun 7 house
2 trees 5 bold 8 dad
3 doors 6 said
8 2 Talk and listen again
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In pairs, ask and answer about the poem.
1 The house is old, isn’t it?
2 It’s an eco-house, isn’t it?
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3 The house is in good repair, isn’t it?
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4 It’s a warm house, isn’t it?
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5 The girl lives in the house alone, doesn’t she?
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6 There aren’t any animals in the house, are there?
a
3 Use of English
Tr
Read and choose the correct word.
or
(1) In / On / At the summer in the Arctic, there is no or little night. It (2) can / must /
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should be hot when there is sunshine all day long. The people of Yellowknife in northern
Canada think that there is no (3) best / good / better city in the world. You can visit the
colourful bungalows in Latham Island – mostly owned by native people who (4) have /
has / have to continued to carry out traditional activities. (5) Have / Has / Are you ever
wanted to try fishing and hunting? You can go out in canoes to hunt and fish.
Many people have trouble sleeping (6) at / in / on night, but others
(7) has learned / is learning / have learned to live with the Midnight Sun.
They enjoy playing baseball (8) in / at / on the morning. Some people
(9) might / must / can be surprised at all the activity in this small
northern city, but it’s (10) most / more / less international than you think.
4 In one minute, write as many questions as possible about the

article in Activity 3. Ask your partner questions using these words.
Where ? When ? What time ?
Unit 1 Lesson 13 19
1 My dream home
1 What kind of building would be your
dream home? Give reasons.
2 Where would your dream home be? Why?
3 Describe your dream home?
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Does it have any special features?
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4 Draw a picture of your dream home.
Label the special features it has got.
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Tr
2
or
A landmark in my town
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1 Find out about landmarks in your town.
Use the Internet, go to the local library
or talk to your family about them.
2 Choose a landmark you’d like to write

about. Describe this landmark.
Where is it? How can you travel to it?
3 Write about its history.
4 Draw a picture or take a photo

of your landmark.
20 Unit 1 Lessons 14–15

Unit
2 Getting around
We’re going to:
talk about getting to school talk about cities and give directions
read about road safety write a description of a famous person
design a sign read a short story
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Lesson 1 Transport
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1 Talk about it Which types of transport in the
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pictures do you use regularly? Which places do you go to?
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Which of these types of transport have you used?
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Which did you like best? b
9 2 Listen
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Listen to some children talking about how they get
to school every day. Match the speakers and pictures.
9 3
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Listen again. What are the good and bad points
c
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for each type of transport?
4 AB Talk
F
How do you get to school? Describe one good
point and one bad point about your journey.
I cycle to school. I like it because ... f

The only problem is that ... d
e
g
Unit 2 Lesson 1 21
Lesson 2 Reading strategy:
Reading for specific
1 Read information
Read the article quickly. How does Daisy get to school? We can read a text quickly
How long does the journey take? to find specificc words.
nd speci
All over the world, children travel to school in lots of different ways.
But for eleven-year-old Daisy, who lives in the village of Los Pinos,
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in Colombia, there are only two ways she can get to school – a
two-hour walk through the jungle or a one-minute zipwire ride
down to the main road near her school. Every morning, she
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takes the ride across the treetops. And she doesn’t travel alone
... she is the oldest child in her family and she has to help
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her two younger brothers get safely to the other side too. She
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fixes her brothers, one by one, onto the zipwire and sends them
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down. Then she follows them. She travels down very quickly.
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Daisy makes the journey every day, but this doesn’t
Vocabulary
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make it any easier. She says that she still gets nervous
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every time she rides over the treetops to get to school. jungle: a thick, tropical forest
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zipwire: a long rope made of wire
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Read the article again and answer the questions.
1 What other way could Daisy get to
school? Why doesn’t she?
Word study: Uses of get
2 How does Daisy help her brothers
We get to school by jeepney. (get = travel)
when travelling by zipwire?
She gets nervous every time.
3 How does Daisy feel when she’s (get = a change in something/someone)
travelling like this?
3 AB Use of English get + adjective
Read the text and underline all the examples of get + adjective.
Tick ✓ the comments that are true for you too.
I don’t really like travelling by car actually. I get bored when I’m in the car for
a long time and sometimes I get travel sick too. On motorways, I get nervous
when other people drive their cars too fast. When Mum takes me to school, I get
worried when we get stuck in traffic jams because it makes me late.
22 Unit 2 Lesson 2
Lesson 3 Staying safe on the road
Vocabulary
1 Talk about it How do you usually travel? reverse: to drive a
vehicle backwards
What can you do to travel safely by bike, on foot and by car?
2 Read
Now read the texts quickly and check your ideas about road safety from Activity 1.
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1 helmet
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Our school is on a main road in the town centre.
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It’s really busy with lots of cars, lorries and buses.
When I ride my bike, I always wear a helmet.
In the winter here, it gets dark really early. O

2
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When I walk home from school, I always wear
n
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reflective armbands, so drivers can see me cle
n
arly.
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I must stay away from big lorries, even if they are not
reflective
armband
Tr
3 moving. The drivers often can’t see things that are very
near. That means they could reverse into you if you are
standing too near.
or
4 F
You should always use pedestrian crossings to cross
busy roads. If I can’t find a pedestrian crossing,
I find a quiet place to cross the road, away from
reverse
corners and parked cars. pedestrian

crossing
Our mum always tells us to wear seatbe
lts in the car,
5 but my little brother hates wearing his seatbe
lt and
sometimes he tries to take it off. If he und
oes his seatbelt,
my mum stops the car and makes him put
it on again. seatbelt
3 Read again and complete the table in your notebook.

What keeps you safe? When?
a helmet when you ride your bike
4 AB Find two more examples of safe behaviour.
Unit 2 Lesson 3 23
Lesson 4
1 Read the texts on page 23 again. Look at the

AB
Amazing fact
Use of English box and complete the sentences.
Did you know that
1 I always wear a helmet when I ride my bike.
wearing a cycling
2 When , I always wear reflective armbands. helmet means you are
3 When , I use a pedestrian crossing. 50% less likely to have a
y
4 If , we always wear seatbelts. serious head injury?
Use of English
nl
Zero Conditional
O
g
We use the Zero Conditional to talk about things
n
that are true.
i
If/When + Present Simple + Present Simple.
n
i
When I ride my bike, I always wear a helmet.
a
If I can’t find a pedestrian crossing, I find a quiet place to
cross the road.
Tr
You can also make sentences like this to give
a
orders or advice:
or
When you ride your bike, wear a helmet.
2 Talk F
These three signs help to keep people safe when they are
b
walking, cycling or driving. What do the signs mean?
3 Over to you
What are the dangers on the roads near to your home and
school? Design a sign to warn people about the dangers. c
• Brainstorm ideas for your sign. Is it about a danger on
the road? Is it a sign to warn adults or children about
dangerous behaviour?
• Choose one idea to make into a sign.
• Present your sign to your class. Explain what the sign is
and why your neighbourhood needs this sign.
24 Unit 2 Lesson 4
Lesson 5 Getting around big cities
1 Talk about it Do you live in a town or a city?

How many ways are there to travel around your town or city? Which do you
think is the best way? Which is the fastest and cheapest?
car plane
2 Word study Ways of travelling
bike on foot
Look at the words in the box. Which of these ways of
y
bus boat
l
travelling did you talk about in Activity 1?
taxi underground
3 Put the words in the box into the categories below.
Add at least two more to each list.
On tram
ferry
motorbike
helicopter
g
by land by air by water
n
Listening strategy:
i
10 4 Listen
Listening for specific
n
Listen to the conversation in the tourist office
i
information
and answer the questions.
a
When you are completing
r
1 Where are the speakers? notes, try to guess the missing
T
a New York b Sydney c London words before you listen.
r
d Johannesburg e San Francisco
o
2 Which ways of travelling from Activity 2 do they mention?
10 5 AB
F
Read and listen
Read Dad’s notes. Try to guess the missing words and then listen to the
conversation again and check.
The Natural 1 Museum – wonderful wildlife 2 .

Underground – South Kensington.
From there 3 to the Museum (about 4 minutes).
Go out of the office – turn right and walk across the road.
Turn 5 after the Post Office – walk up that street.
The entrance to the 6 is on the right.
Unit 2 Lesson 5 25
Lesson 6
1 AB Talk
Speaking tip
Look at the map of Dubai and the Use of English Speak clearly and
box in the Activity Book. Ask and give directions to slowly when giving
directions.
the places on the map.
Jumeirah Beach club
ly
Century Plaza
On
ng Dubai Zoo
ni
ai
Tr
r
Al Safa Library
o
Dubai Shopping Centre
Emirates
Hospital
F START
Language detective
Can you give directions using the following words?
from across/up go out towards on to
2 Over to you
Plan a two-day visit for two visitors coming to your town or city.
• Choose a place for the visitors to stay.
• Choose three places for them to visit in one day.
• Describe how they would get there by different types of
transport and by walking. Where would they go first?
• Present your ideas to your class.
26 Unit 2 Lesson 6
1 Can you remember?
Sort the letters and write the transport words.
1 This is like a bicycle at the front and has seats at the back.
(kricwsah)
2 A city train that uses electricity.

(matr)
ly
3 A quick way to cross water.
(efryr)
On
ng
i
4 This has two wheels and goes fast.
n
(otmbkeior)
ai
r
5 A quick way to travel above the city.
T
(yks nrtia)
2 Over to you
or
F
Complete the sentences to make them true for you.
1 When I have free time, I
2 If I have a lot of homework, I
.
.
3 If I want to travel around my city, I .
4 When I go out with my family, we .
5 When I’m with my friends, we .
3 AB Directions
Choose the correct word to complete the sentence.
1 How do I get the National Museum to the train station?
a to b from c where
2 Walk towards the mall then left at the park.
a turned b turn c turning
3 To get to the bus stop, the third road on the right.
a walk b take c go
Unit 2 Lesson 7 27
Lesson 8 One giant leap
1 Talk about it Why do you think people

want to travel in space? What qualities and skills do you
think astronauts need?
2 Read
Read the text on page 29 quickly. Check your ideas from Activity 1.
ly
What was Prince Sultan bin Salman bin Abdullah’s biggest achievement?
3
1 1985
Read the text again. Why are these dates important?
2 1956
On
g
4 AB Match the headings below with paragraphs A–D in the text on page 29.
1 Education and work
in
2 Other reasons why he is well known
in
3 Biggest achievement
4 Early life
ra
1 he (line 3) T
5 Look at the underlined words in the text. What are they referring to?
r 2 there (line 10) 3 man (line 19)
Writing tipo
F
Reference words
Use reference words to avoid repetition.
Prince Sultan bin Salman bin Abdullah was born in 1956, in Riyadh.
When he was a child, ...
Lesson 9
1 AB Write
Write a biography of a famous person in history.
Use the ideas in Lesson 8 and the notes in the Activity Book to help you.
Remember to decorate your biography with pictures and photographs.
28 Unit 2 Lesson 8–9

An ambassador of the Arab world in space
A Prince Sultan bin Salman bin Abdullah was the first
Arab, Muslim, royal, and youngest person to fly on
a space shuttle. At the age of 28, he became part
of the crew to fly on the STS-51-G Discovery. From
5 17th June to 24th June 1985, Prince Sultan bin
ly
B
Salman bin Abdullah was in outer space.
He was born on 27th June, 1956 in Riyadh, Saudi
On
g
Arabia. His father is King Salman and his mother
n
i
is Sultana bint Turki Al Sudairi. He lived his early
n
10 years in Riyadh and studied there, but then he
ai
moved to the United States to finish his education.
C
r
He completed a first degree at Denver University and, in 1999, he got a Master’s
T
degree in social and political science from Syracuse University. He became part
r
of the Royal Saudi Air Force and worked in important government positions in
o
F
15 the media, international communications and tourism. In 2006, he became the
first tour guide in Saudi Arabia.
D Prince Sultan bin Salman bin Abdullah is also well known for his work with
charities and in 2005, he was given an award by the Kingdom of Jordan. He is
also a member of the Disabled Children’s Association. He is a very important man
20 in the Arab world and is a great example to young people.
Vocabulary
achievement: a thing that somebody has done successfully
crew: a group of people who work together on a ship, aircraft or spaceship
media: television, radio, newspapers, the Internet
charities: groups set up to help people in need
award: a prize
Unit 2 Lesson 9 29
Lesson 10 Lost in the desert
1 Talk about it Have you ever got lost somewhere away from home?
What did you do to find your way home?
2 Read
Before you read, look at the pictures. How do you think this girl gets lost
in the desert?
11 3 Read and listen

ly
after each part.
On
Read and listen to the story. Check your predictions and answer the questions
ng
Lost in the desert
i
She often played with her friends,
n
by Margo Fallis Karim and Yasmine. One day, they
ai were walking along a sandy trail when
r
they came to an area of trees. Noora
Noora was a beautiful little girl with
T
saw something move off the side of the
dark brown eyes and hair as dark as the
r
path. It was a furry rabbit. She wanted
midnight sky. She lived with her family
to follow it, but her mother had warned
Fo
in a tent in a small village in the desert
in Egypt, southwest of Cairo.
her never to leave the path; it was
dangerous. Sometimes there were wild
animals waiting in the bushes.
1 Where did Noora live?
But Noora wanted to catch the rabbit,
2 What kind of home did she live in?
so she left the path and followed it.
30 Unit 2 Lesson 10
Karim and Yasmine tried to call her Then she heard a hissing sound.
back, but she continued to go after the She looked at the ground and saw a
rabbit. It hopped over a dead tree. It ran big snake. Noora jumped up on top of
up a small hill and it jumped over a the rock and watched the snake until it
wide riverbed. While Noora was running went away. She began to cry. She was
after it, the rabbit jumped into some very frightened.
bushes and disappeared.
8 What did Noora see next?
3 What did Noora want to do?
ly
9 How did she feel?
n
4 Did Karim and Yasmine go with her? 10 What did she do?
O
5 Did Noora catch the rabbit?
She jumped off the rock and
ng started running back to the riverbed.
i
She was running along when she saw
something move. She thought it was
in the rabbit. Maybe, if she followed
ra it again, it would take her back to

Yasmine and Karim. She ran over to it,
r T but saw it was a small fox with a big,

bushy tail. It ran off into the bushes
Fo
She sat down in the shade of a tree
and looked around. Suddenly she heard
She walked along the path and
then reached the riverbed.
Now Noora felt tired, hungry and
a noise above her. She looked up and afraid. The sun was setting below the
noticed lots of bees buzzing around horizon. She didn’t want to be alone in
her head. Noora didn’t like bees. She the dark. She sat down in the sand, lay
jumped up and ran as fast as she could. her head on her hands and fell asleep.
She ran into the bushes and realised
that she was lost. Where were Karim and 11 How did Noora feel now?
Yasmine? She sat down on a rock and 12 What time of day was it?
started to cry. 13 What did she do?
6 What happened when Noora sat

down to rest?
7 What did she do?
Unit 2 Lesson 10 31
You know you aren’t supposed to leave
the path.’
‘I know, Father. I am very sorry.
I’ll never leave it again.’ She turned
and looked for the rabbit. She saw
it running off into the trees. She
smiled, took her father’s hand then
walked back home.
ly
n
When she woke up, the rabbit was 14 What did Noora see when she
standing by her head and rubbing
O
woke up?
its nose against her cheek. Noora 15 Who was calling Noora?
stood up slowly. The rabbit didn’t run
away. It wanted Noora to follow it.
ng 16 What did Noora learn?
She walked slowly and followed the
ni
heard a voice. ‘Noora. Where are
ai
rabbit. Suddenly it stopped and Noora
you?’ It was her father.
Tr
She called out, ‘I’m here. I’m here.’
Soon her father found her, and
or
hugged her tightly. ‘Where were you,
F
Noora? We’ve been worried about you.
4 AB Word study Verbs of movement

Find the verbs in blue in the story.
Work out the meaning or check your dictionary.
12 5 AB Pronunciation -ed endings

Listen to the verbs from the story and put them in the correct column.
/t/ /d/ /Id/ Pronunciation: -ed endings

stopped lived wanted Although the words are spelt the same,
the endings are pronounced differently.
di erently.
32 Unit 2 Lesson 10
Lesson 11
Use of English
Past Continuous – interrupted actions
She was walking along when she saw something move.
(continuous action) (short action)
ly
Look at the Use of English box and match these sentences from the story.
AB
n
Check your answers in the text.
O
1 They were walking along a sandy trail a when she saw something move.
2 She was walking along b when they came to an area of trees.
g
3 While Noora was running after it,
n
c the rabbit was standing by her.
i
4 When she woke up, d the rabbit jumped into some bushes.
2
i
Values Taking advice
n
ra
1 What advice did Noora’s mother give her?
r
3 How did she feel?
T
2 What happened when she didn’t listen to her?
3 Fo
4 What did Noora say to her father at the end?
Talk
1 What advice do your parents or family members give you?
2 Have you ever ignored their advice? What happened?
Unit 2 Lesson 11 33
1 Can you remember?
1 Ahmed was born in Riyadh. father’s name is Faidi.
a Their b His c There
2 Ahlam studied at university in Abu Dhabi and now works as a doctor.
a then b she c there
3 Maryam is very good at typing.
ly
means she completes her work quickly.
n
a This b They c There
4 Yusuf joined the football team. has not been late for practice.
a He b This c They
O
ng
5 Adam and his brother walk to school every day. parents think it is good exercise.
i
a These b There c Their
2 Vocabulary
in ran away
1 Noora a
Complete the sentences with a phrasal verb of movement.
r
slowly, feeling tired and sad. jumped into
2
3
She
He
r T
from the snake because she was frightened.
the river and onto the other side.
jumped over
jumped up
4
5
Noora
The rabbit
Fo
and ran away when she saw the bees.
the hole and hid inside it.
walked along
3 AB Use of English
Complete this mini-story with the verbs below. Use the Past Continuous and
Past Simple.
cross walk change help ride arrive see call
While I 1was walking to school this morning, I 2 an accident at the

traffic lights. An old lady 3 the road, but a young boy on a bike
rode into her. He 4 towards the traffic lights when the lights 5
to red. Someone 6 a doctor while other people 7 the lady to get
up from the road. The young boy was saying sorry
to the lady when the doctor 8 .
34 Unit 2 Lesson 12
Lesson 13 Review
13 1 Listen
Listen and say where the people are going.
ly
On
ng
ni
i
START
2 Talk
ra
T
In pairs, ask and answer about the picture.
r
1 How does the granny travel?
o
2 How does the boy travel?
F
3 How does the girl travel?
4 What does the sign near the bookshop mean?
5 What does the sign near the train station mean?
6 What does the sign near the school mean?
3 Vocabulary
Can you think of the opposites to the words below?
Try to think of opposites before you look at the word
box at the bottom of the page.
1 always 2 dangerous 3 left 4 stand up 5 quickly
slowly sit down never safe right
Unit 2 Lesson 13 35
1 Design your own vehicle

1 Brainstorm: What is the purpose of your vehicle?
To take me to school.
To take me on holiday.
ly
n
Is it a vehicle for land, water or air?
Why is it special? What are its special features?
O
2 Brainstorm adjectives to describe your vehicle and verbs to describe
what your vehicle does.
ng
i
3 Write a description of your vehicle and draw a picture.
n
i
4 Present your design to your classmates.
a
Tr
2
or
Design a safety poster
F
1 Brainstorm: What can you do to keep safe when you are not
at home? Think about:
• What to do to prevent getting lost.
• What to do if you get lost.
• What to do to keep safe in the street.
2 Make a poster to give advice to other children.

Write eight statements.
When you go out, always tell someone where you are going.
3 Decorate your poster and display it on the wall.
4 Look at all the posters. Is there any advice that is different to yours?

Unit
3 Food and drink

We’re going to:
read about school lunches around the world
identify what objects are made of
talk about quantities of food and drink
y
read and talk about how chocolate is made
read a short story
identify and practise connected speech
nl
Lesson 1 School lunches O
1 Talk about it
ng
Do you eat school lunch?
ni
What is a typical lunch at your school? Is it healthy?
2 Read
ai
r
Read about school lunches around the globe.
T
or
My name’s Amna. I’m from the UAE. Every day I have a
packed lunch at school and I eat it with my friends. I usually
F
have a sandwich with meat and salad and a drink of orange
juice. I also have two pieces of fruit; usually an apple and an
orange, but sometimes as a treat I have some dates as well.
Hi! I’m Paolo!

I’m from Brazil. At school, my favourite snack is queijadinhas.
It’s a muffin made from cheese and coconut. Today we’re having a
green salad to start, then rice and beans. For the main course,
we’ve got meat and vegetables in a sauce and a banana for dessert.
Hi, my name’s Sachi. I’m from Japan. The school lunches or

kyuushokuas, as we call them in Japanese, are very healthy.
We eat lunch in our classroom and we eat with chopsticks.
On today’s menu there is a salad with carrots and onions,
and soya bean soup followed by meat, rice and black beans.
Unit 3 Lesson 1 37
3 Find examples of food from the text on page 37. Copy and complete
AB
the table.
Vegetables Fruit Dairy products Grains Protein
Lesson 2 1
y
1 Talk
Compare your school lunch with
one of the school lunches
nl
described in Lesson 1, Activity 2.
O
2
g
What food can you see in
n
i
the pictures? How are they different?
3 Talk
in
Use some and any to describe
the food in the pictures.
ra 2
There is some
r T
4 AB
Fo
Draw a healthy lunch.
Write sentences to describe your lunch.
Compare with your partner and ask
and answer questions using the
Use of English box below to help you.
Use of English
some and any
There is some fruit.
There are some vegetables. (positive sentences)
There isn’t any fruit.
There aren’t any vegetables. (negative sentences)
Is there any fruit?
Are there any vegetables? (questions for countable and uncountable nouns)
38 Unit 3 Lesson 2
Lesson 3 Recycled materials
1 Talk about it
Look at the pictures of the packed lunches on page 38
and think about the packed lunches that you have.
Make a list of materials we can recycle and compare
them with your partner. How do we recycle them?
y
2 Which of these things do you do?
Put bottles in recycling bins.

nl
Put paper in recycling bins.
O
g
Put cans and tins in recycling bins.
n
Put plastic containers in recycling bins.
Reuse plastic bags.
ni
i
Reuse materials to make things.
a
3 Read
Tr
r
Read about Lal’s sculptures. What recycled material can you see?
Fo
Reading strategy: Reading for details
Read a text quickly to find
nd information to complete a task.
Recycled art
Lal Hitchcock makes her sculptures from
unwanted objects or rubbish. Many of the
objects have been washed up on beaches
or found by divers in the sea. These are
the materials in her workshop.
Unit 3 Lesson 3 39
4 AB Read
Read about the sculpture and label the parts.
Use the words below to number the recycled items.
1 wood 2 brush 3 combs 4 handle
This sculpture is made of wood. Its

hair is made from an old brush and
its eyes are made of stone and black
ly
n
bottle tops. Its mouth is made from
O
two red combs and its nose is made
from the handle of the brush. It’s
very long!
ng
ni
Lesson 4
ai
Use of English
Tr
o r
made of / made from
F
We use made of to express the ‘pure
materials’ used in making something.
This sculpture is made of wood.
We use made from when one thing is
made from another.
Its mouth is made from two red combs.
1 AB Create it!
Design a sculpture made from recycled objects.
1 Think of the different materials it could be made from.
2 Draw your design.
3 Label the recycled objects in your drawing.
4 Make your sculpture. (If you don’t have time in class,
you could do it at home.)
40 Unit 3 Lesson 4
Lesson 5 Party food
1 Talk about it Have you ever had a party with your family?
Where did you have the party? What did you eat? What did you drink?
14 2 Listen
Listen to Ahmed and his mum talking
about a party. Write the items they
are going to buy.
ly
14 3 Listen again. Complete with a word
from the box.
On
g
1 three of bread packets (x2)
n
2 two of cheese bottles
3 six of coconut water
ni tubs
i
4 four of water cans
a
5 two of ice cream cartons
6 four
7 two
of nuts
Tr
of orange juice
loaves
or
15 4 AB
F
Pronunciation Connected speech
Listen and repeat. Match the pictures.
1 a packet of nuts
2 a tub of ice cream
3 a carton of orange juice
4 a bottle of water
5 a can of coconut water
Pronunciation:
Connected speech
We use connected
speech to join words
together as we speak.
Unit 3 Lesson 5 41
Lesson 6
Use of English
Quantifiers
Many is used with countable nouns in A lot of is usually used in negative
questions and negative sentences. sentences and questions.
Much is used with uncountable nouns A little is used for small quantities of
y
in questions and negative sentences. uncountable nouns.
A lot of and plenty of are used with
countable and uncountable nouns in
nl
A few is used for small quantities of
countable nouns.
O
affirmative sentences.
1 Use of English
ng 16 2 AB
Listen Complete the
i
Choose the right words to describe
n
dialogue with quantifiers. Listen and
i
Ahmed’s party food. Use the Use of check, then read the dialogue with
a
English box to help you. your partner.
1 There aren’t
Tr Saeed: Hey, Ahmed! Can you pass me

the bottle of cola, please?
r
a little / many Ahmed: Here you are. Do you want
o
sandwiches left. some crisps?
2 There’s only
F
a little / a few
Saeed: Yes, please! Oh! There are
only 1 left.
Ahmed: Can you pass me a cheese
coconut water left. sandwich, please?
Saeed: Here you are. There aren’t
3 There are 2
left though.
plenty of / much Ahmed: There isn’t 3 ice cream left.
nuts in the bowl. Do you want to share?
Saeed: OK, I only want 4 .
4 There isn’t
much / many Language detective
water left.
Can you make up some
questions and answers
5 There is
using quantifiers?
plenty of / many
Work with a partner.
ice cream left.
42 Unit 3 Lesson 6
1 Can you remember?
Complete the sentences with information from Lessons 1 to 6.
Solve the puzzle with the missing words.
1 2
3 5
ly
4
On
ng
ni 6 7
ai
Tr
Down
or Across
F
1 This sculpture is made wood. 3 The soup is made meat and
2 I recycle paper, cans, plastic bags vegetables.
and . 4 I eat this at school in the dining hall.
5 This is cold and my favourite
flavour is chocolate. 6 Carrots, onions and peppers are all
7 There isn’t orange juice left. .
2 Write
Write five sentences to encourage people in your school to recycle.
Use the words in the box to help you.
always never some any lots of
3 Talk about what you had for lunch today or yesterday.

AB
Remember to use quantifiers and the determiners some and any.
Unit 3 Lesson 7 43
Lesson 8 All about chocolate!
1 Talk about it What is your favourite kind of chocolate?
Do you know what chocolate is made of? How is it Amazing fact

made? How many different kinds of chocolate do
you think there are? Did you know that there
are over 500 different
2 AB Read kinds of chocolate?
Read and check your answers.
ly
From bean to bar!
On
Growing
ng
i
Chocolate is made from beans which grow in pods on a
n
cocoa tree. These beans are grown where it is warm all
year round.
ai
r
Farming
T
The beans are usually farmed two times a year. The workers
r
use a long stick with a large knife to cut the pods down.
They open the pods with their hands, so that the beans
inside don’t break.
Fermentation
Fo
Next is the fermentation stage. The beans are put into
wooden boxes and are covered with banana leaves for
a week. Then they are dried in the sun for another week.
After that, they go to the factory.
Manufacturing
In the factory, the beans are cooked in big ovens. Then the
shells are cracked and the inside part is made into a mixture.
The mixture is made sweet with sugar, butter and milk.
Product
When the mixture is cold, we have
the final product – chocolate!
44 Unit 3 Lesson 8
Lesson 9
1 Read
Read the text about chocolate again and underline all the verbs.
Are these verbs talking about the past, present or future?
2 Use of English
Look at the sentences from the text Use of English
and underline who does the action.
1 The workers use a long stick with
ly
Present Simple Passive
n
When we say what people and
a large knife. things do, we use the active form of
2 They open the pods with their hands.
O
the verb (grow, use).
g
Now look at these sentences. Can we When we say what happens to
n
people and things, we use the
i
underline who does the actions here?
passive form (are put, are cooked).
3 The beans are put into wooden boxes.
in
4 The beans are cooked in big ovens.
Active: The workers use a knife to cut
a
down the pods.
3 AB
Tr
Use of English
Complete the sentences with the
Passive: A knife is used to cut down
the pods.
r
The Present Simple Passive is often
Present Simple Passive.
o
used to talk about processes.
1 Cooking oil is used (use) when frying
2
3
Butter
A lot of tea
F
or baking food.
(make) from milk.
(grow) in China and India.
4 The coffee beans (dry) outside in the sun.
5 Salt (add) to cheese during the production process.
Unit 3 Lesson 9 45
Lesson 10 The greedy boy
1 Talk about it
What can you see in the picture?
What do you think the story will be about?
2 AB Read
Read the story and check your predictions.
There was once a boy called Jason, who

ly
liked sweets and chocolate very much.
On
Every day his mother gave him and his two brothers one sweet from a
g
jar, which was kept on a high shelf in the kitchen. However, Jason always
n
complained that one sweet was not enough.
i
‘Mum! Can I have another sweet? One is not enough.’ he moaned.
n
i
His mother always replied, ‘No, I’m sorry. You may have one sweet every
on the shelf.
ra
day. You can have another one tomorrow’. She would then put the jar back
r T
One day, Jason’s mother was out shopping and his father was working
in his office, upstairs. Jason decided that this was the moment to take some
Fo
more sweets from the jar. He was alone in the kitchen and his brothers were
tidying their rooms upstairs. They were very helpful and hardworking, but
Jason was a lazy boy.
He managed to climb onto a wooden chair and, with great difficulty, took
the jar down from the shelf and opened the lid. With a big smile on his face,
he took a large handful of sweets. But when he tried to take his hand from
the jar, it wouldn’t move and the more he tried, the more difficult it became.
His hand started to hurt and he began to cry. At that moment, his mother
returned from shopping. She smiled when she saw her son crying with his
hand in the sweet jar. She knew why he was crying.
The mother said, ‘Oh son! This behaviour will lead you into such trouble!
Let go of the sweets and you will be able to take your hand out of the jar.’
Jason let go of the sweets and he was then able to take his hand from the
glass jar very easily.
That was the last time he ever asked for more than one sweet!
46 Unit 3 Lesson 10
Lesson 11 Likes and dislikes
1 Talk about it
Laila and Salma’s class Menu 1
Menu 2
is going on a school
Breakfast
trip. The children need
Bread and cheese BREAKFAST
to choose a menu.
• Eggs
Which one would you Lunch ____________
choose? Why? Vegetable pakoras and salad
ly LUNCH
n
Discuss with a partner. Apple Chicken Sandwich
Do you agree?
O
• Orange
____________
Dinner
ng Fish and rice DINNER
i
Ice cream Lamb and rice
n
Dates
17 2 Listen
ai
r
Listen to Laila and Salma talking about what food they like to eat.
T
Complete the table showing what each girl likes (✓) and dislikes ( ).
Laila
or
chicken fish cheese eggs dates ice cream
Salma
F
Listening strategy: Agreeing and disagreeing
When you listen to find
nd out whether two people feel the same or not, listen for words like:
me too yes, you’re right no, I don’t agree I think the opposite
Salma likes eggs better

3 AB Talk
than she likes cheese. Language tip
Look at the table and both menus. Use and to link two things that
With a partner, decide which menu are the same:
each girl should have. Use sentences to Salma likes bread and so does Laila.
compare different items. Use but to link two things that
are different:
Salma likes olives, but Laila does not.
Unit 3 Lesson 11 47
Can you remember?

1 From bean to bar!

1 The beans into wooden boxes.
a are put b put c are putted
2 Chocolate from cocoa beans.
ly
n
a made b are made c is made
3 The workers a long stick with a large knife.
a using to b use c are used
O
2 The greedy boy
ng
1 Jason was allowed
a three b one
ni
c an
sweet every day.
2 The jar was kept on a
ai shelf.
a highest
3 Jason was a boy.
Tr
b high c up
r
a greedy b calmly c badly
o
F
3 Agreeing and disagreeing
1 Mervat likes dates does Amal.
a and so b but c agrees
2 Ali and Abdullah like olives.
a does b don’t c doesn’t
3 in the group likes eggs.
a She b Everybody c He
4 Nobody in the group bananas.
a likes b like c liking
48 Unit 3 Lesson 12
Lesson 13 Review
1 Use of English
My brother is crazy. For example, last week he

(1) decided / decides / decide to only eat healthy food.
y
Then I saw him drinking two (2) bottles of / loaves of /
tubs of cola and eating a (3) packets / packet / carton
of strawberry sweets.
nl
O
‘Is that (4) a lot / a little / many unhealthy?’
I asked gently.
g
‘Oh no,’ he said. ‘This cola is very healthy. It’s got (5) much / many / a lot of
n
i
fruit in it. It’s cherry cola.’
n
‘Let me guess,’ I said. ‘The strawberry sweets are healthy because they’re made
i
of (6) plenty / much / many of strawberries.’
a
r
‘That’s right.’ he said.
r T
2 Talk
Fo
1 Draw a fridge with five items inside. For example, a bottle of water,
a carton of milk ...
2 Take turns to describe the items to your partner. In my fridge there
3 Add your partner’s items to your fridge. is/are ...
4 Compare your pictures.
3 Write
Choose an item of food from the unit. Write a few sentences about
how it is made. Try to use the expressions in the box.
is made of is made from is made by

is prepared by is manufactured by is made in
Unit 3 Lesson 13 49
1 Invent a new type of sweet or chocolate

1 Make a list of the ingredients you need to make your sweet or
chocolate.
2 Think of a name for your product.
3 Describe it. Write about
ly
n
what it is made from and
how it is made.
4 What special quality

O
does your sweet or
ng
i
chocolate have?
n
5 Draw a picture of your
i
invention and display it
a
r
with the description.
2
r T
Fo
Create a healthy packed lunch for your partner
1 Interview your partner about
their favourite healthy food and
drink. Make a list of what they like.
2 Decide which items to put in the

lunch box. For example, a bottle
of water, a packet of nuts.
3 Draw a picture of the lunch box

and label the food and drink
items inside it.
4 Display your picture and

describe it to your classmates.

Unit
4 The UAE
We’re going to:
a
talk about extreme weather
read a country fact file
listen to a report about endangered animals
y
write a blog about an adventure trip
read and understand the moral of a story
nl b
O
Lesson 1 Weather
1 Talk about it
g
What’s the weather like?
n
ni
Choose the phrases which describe the weather
in the UAE at different times of the year.
• It’s hot and humid.
ai
r
• It’s sunny and mild.
c
r T
• It’s cold and rainy.
• It’s stormy with thunder
and lightning.
Fo
• It’s hot and dry.
• It’s snowy and frosty.
2 Talk
Imagine you are talking to someone from another
country. Describe the weather in the UAE at different d
times of the year.
It’s always hot and sometimes humid a hurricane
from April to October. In the winter ___ a sandstorm
a blizzard
3 Word study Extreme weather
a flood
Match the words with the pictures a–e.
a drought
18 4 AB Listen
Listen to the weather report. What type of extreme
weather is happening? Where is it happening?
e
Unit 4 Lesson 1 51
Lesson 2
Words to remember
1 Vocabulary
blizzard drought flood
Match the words (1–6) with the definitions (a–f). hurricane sandstorm
1 a warning a to get bigger
2 severe b to protect yourself underneath something
3 speed c an announcement that something bad might happen
4 build up d when things are broken or destroyed
5 take cover e very bad
ly
6 damage
19 2 Listen
f how fast or slow something is
On
g
Listen again to the second part of the weather report from Lesson 1 and
n
complete the safety advice.
ni
Dust and 1
i
storms can be very dangerous and are among nature’s
a
r
most violent storms. If you are caught in one, put a mask over your 2
T
and mouth. If you don’t have a mask, wrap a bandanna or some other piece
r
of 3 around your nose and 4 .5 offer some
o
protection from blowing dust or sand, but airtight goggles are better. Look for
F
. Even a parked 7 will do, as long as it is off the road and
6
not in danger of getting buried by sand.
3 Talk
What is the worst weather you have ever seen in your country?
What happened?
Last year, there was Language tip

Last winter, there were Use the past tense.
4 When this type of weather happens, what safety advice

AB
would you give?
When there is lightning, you should not take cover under a tree because
52 Unit 4 Lesson 2
Lesson 3 The UAE
1 Talk about it AB How many emirates make up the UAE? Look on the map.
Where might you find snow in the UAE?
Which part of the UAE can be seen from space?
ly
On
ng
ni
ai
Tr
or
F
2 Word study Geographical features Amazing fact
Find examples of these features on the map.
Did you know that
desert mountain range wadi coast oasis you can see Palm
Jumeirah from the
International Space
3 AB Read
Station?
Read the Fact file about the UAE on page 54.
Find the answers to the questions in Activity 1.
Reading strategy: Noticing numbers

gures. These will
When you are reading, notice any numbers and figures.
often help you understand important information in the text.
Unit 4 Lesson 3 53
4 AB Read the Fact file again and answer the questions.
1 How many people live in the UAE?
2 When was the Burj Khalifa built?
3 How big is Ajman?
4 How long is the UAE coast?
5 What is the temperature in July and August?
Fact file The UAE

ly
Facts and figures
The United Arab Emirates was
formed in 1971 and is made up
On Geography
The UAE shares a border
with Saudi Arabia and
of 7 emirates.
ng Oman. The largest emirate,

Abu Dhabi, makes up
i
The UAE flag is red, green, white
87% of the UAE’s total
and black. Each colour has
n
area (67 340 km2) and the
i
a meaning: white represents
smallest emirate, Ajman, is
a
good behaviour, green is for
only 259 km2.
r
the trees and plants, black is
The UAE coast stretches for
T
for battles and red represents
bravery, strength and courage. more than 650 km along
r
the southern shore of the
About 9.5 million people live in
o
Arabian Gulf. There is a
the UAE, but less than one fifth
man-made island in Dubai,
F
of the population is Emirati.
Palm Jumeirah, which can
The UAE is home to one of be seen from space.
the most famous landmarks
The UAE has hot summers
in the world – the Burj Khalifa.
and warm winters. The
This amazing building was the
hottest months are July
tallest building in the world
and August, when the
when it was built in 2010. You
average maximum
can take a lift to the top, but
temperatures reach
you need to be brave as it has
above 45°C. In the Al Hajar
a glass floor and it’s a very long
Mountains, temperatures
way up.
are considerably lower,
The national animal of the UAE as a result of increased
is the Arabian oryx and the height. Sometimes they
national bird is the falcon. can be covered in snow.
5 Talk
Find two things in the Fact file that you found interesting about the UAE.
Share with a partner.
54 Unit 4 Lesson 3
Lesson 4 Animal matters
1 Talk about it Which animals live in the UAE?

Which animals are there lots of? Why do you think there are fewer of some animals?
Look at the pictures below. What is similar about these animals?
What is an endangered animal?
Vocabulary
Listening strategy: endangered: not many alive
Following the listening topic
ly
n
Listen for words like they and here to
The UAE is home to many beautiful
help you follow the topic of the text.
O
animals, such as camels and
cormorants. (1) is also home
20 2 Listen
ng to dangerous scorpions and camel
i
Listen to the introduction of the spiders. But did you know that
report and find the missing words.
n
some of (2) animals are now
Hawksbill turtle
ai endangered? (3) means that
r
large numbers are dying, fewer
r T animals are having babies and

soon there might not be any left at
o
all. Animals, such as the Hawksbill
F
turtle, Arabian leopard and the
Arabian tahr, are (4) examples
of endangered animals.
Arabian tahr Arabian leopard

Camel
Unit 4 Lesson 4 55
21 3 Listen to the rest of the report.
1 Why is the Arabian tahr endangered?

2 Why are there fewer Arabian leopards now?
3 What can you do to help sea animals?
21 4 AB Listen again and complete the table in your notebook.
Endangered animal Reasons

Arabian tahr
ly
People build homes in the places it lives.
Arabian leopard
Hawksbill turtle
On
ng
Lesson 5
ni Use of English
22 1
ai Infinitives of purpose
r
Complete the sentences. Listen and check. (to + verb)
T
to look after to let to find to stop We use the infinitive of
r
purpose to explain the
reason for something.
o
1 It can be difficult an answer, but the country is
Human beings destroy
F
working and help endangered animals.
animals’ houses to build
2 There are rules people building
houses and towns.
houses on the places where these animals live.
3 The Arabian leopard may live in peace and have
more babies the number of leopards grow again.
23 2 AB Pronunciation Numbers
Listen to the numbers and repeat.
Oo Oo oO oO
fifty sixty fifteen sixteen
3 Talk
Discuss these questions in small groups. Make notes in your notebook.
1 Which animals are endangered in the UAE?
2 Why are these animals endangered? Don’t leave plastic bags
use
3 What can people do to protect these animals? in the countryside beca
.
animals might eat them
56 Unit 4 Lesson 5
1 Can you remember?
1 The heavy snow and strong wind made the really dangerous.
a flood b drought c blizzard
2 It’s dangerous to stand under a tree when there is .
a lightning b frosty c mild
3 In winter it always cold and frosty.
ly
n
a is b has c being
Last summer it very hot.
O
4
a is b was c will be
5
ng
How much is 15 million?
i
a 15 000 b 15 000 000 c 150 000
n
6 In parts of a the temperature is often below zero.
i
a tropical rainforest b desert c mountain range
a
r
7 People sometimes cut down forests houses.
T
a build b to build c for building
r
8 You not leave plastic bags in the countryside.
o
a could b should c are
F
9 When you pronounce the number forty,
the stress pattern is .
a Oo b OO c oO
10 When you pronounce the number
fourteen, the stress pattern is .
a Oo b OO c oO
Unit 4 Lesson 6 57
Lesson 7 Taking a trip
1 Talk about it Why would you take a trip away from home?
How can you keep in contact with
other people during the trip?
2 Read
Read Ali’s blog below. What do
you think is the reason for the trip
ly
n
a for Ali? b for his mum?
Day 1 I’m sitting in my tent. We’re

O
g
camping tonight on Sir Bani Yas island. I’m
n
feeling scared because there are dangerous
i
scorpions and spiders out there! We set off 1
n
from Ras Al Khaimah at 7 this morning
i
the university where she works to find
and set up camp three hours ago. We’ve
a
out why turtles and fish are dying. These
r
just eaten dinner under the stars and it
projects help to keep wildlife safe and free
tasted amazing! Tomorrow we’re spending
T
to live in the wild. My mum collects bits of
time on the beach, so my mum
r
rubbish from the beach and sea. She tests
2 can do her work.
o
it to see if it contains anything that could
kill the turtles.
F
Day 4 It’s night-time
and I’m writing this
Can’t wait for tomorrow – Dad and I are
while I’m sitting
going out on a boat trip on a traditional
in my tent. This
dhow.
morning, Dad and
I went swimming 3
for the third time
in the sea. It has
been fantastic every
time! We’ve seen lots of
different fish and we’ve seen
two turtles since Tuesday! My mum says
some types of turtles are endangered in
this area. She’s working on a project for
3 Match the words in blue in the text with the pictures.

What does Ali say about these things in his blog?
58 Unit 4 Lesson 7
4 Look at Day 1 and find out: Writing tip
• what Ali is doing as he is writing Making notes
• what he did earlier in the day When you make notes, you only have
• his plans for the next day. to write the key words. You don’t have
to write full sentences.
5 AB Write
Use the headings in Activity 4 to make notes on Day 4 of Ali’s blog.
His plans for the next day:
ly
n
Boat trip with Dad
O
Lesson 8
ng
1 Use of English
i
n Use of English
i
Look at the Use of English box and complete the blog using the Present Perfect.
a
Day 8 We 1
Tr
(be) here for a week
r
now. My mum 2 (collect) lots of Past and present actions
o
rubbish from the beach and 3 We can use the Present Perfect with
for to talk about actions that started
F
(write) notes about the wildlife for
in the past and continue in the
her project.
present time.
We have been at the campsite for three
hours now.
2 AB Write
• Imagine you are on a school trip for three days.
• Decide what could happen on the trip. Use the table on page 47 of
the Activity Book to help you.
• Now write your own blog or diary entry for one of the days.
• Use the information in the Activity Book to help you write up your ideas.
• Read your classmates’ blogs or diary entries. For each one, make a
note of the place and some new information that you have learned.
Unit 4 Lesson 8 59
Lesson 9 Why ostriches can’t fly
1 Talk about it What traditional stories do you know from your

country or culture? Which one is your favourite? Why?
Does your favourite story have a special message or advice? What is it?

Read and listen to the story of Osama the ostrich.
ly
1 Read the first part of the story. Who are the two main characters?
n
2 Read each part of the story and answer the questions at the
O
end of each section.
ng
Why ostriches
ni
can’t fly
ai
Tr
Osama the ostrich was big and strong,
r
with large wings that carried him
o
over great distances. His wife had lots
F
of children each year and he was well
respected and feared. Like all powerful
ones, he also had some enemies, When Osama had eaten a lot of
especially Karim the Cockerel. He was grass and was in a good mood,
jealous of Osama’s power of flight Karim spoke to him. ‘Hello, I want to
and the way he could run quickly tell you something that I think you
over the vast desert without tiring. should know. The other animals are
So he made a plan to hurt Osama wondering why a big, strong bird
and he told no-one about it except like you chooses to fly everywhere,
for his wife. He waited until he knew instead of walking.’ Osama looked
that Osama was going to the oasis to at him with great surprise. How else
eat and drink and he made sure that could he get anywhere, he wondered.
he got there before him. He held his Karim continued, ‘No-one else would
wings close by his body, ruffled up his dare to tell you these things, Osama,
feathers and sat on the ground where but walking really is best. Flying is
the grass was rich and long. something that any bird can do.
60 Unit 4 Lesson 9
It’s common and boring. It’s only strong Osama hurried across the sun-
birds like you and me who can get about baked ground. Karim waited until
by walking. It’s a sign that you are a Osama had nearly reached the palm
special bird.’ Osama thought about it tree, then he flew noisily through
and replied, ‘Hmm, perhaps you are the air, coming down well ahead
right. I will have to talk about it with of Osama. ‘Ha, ha, what a fool you
my wife this evening.’ And off Osama are, Osama,’ he cried. ‘The other
went, marching across the desert to test animals will never respect a bird who
Karim’s words. His long legs carried him
ly
cannot fly.’ Osama was angry. He
swiftly home to his wife.
The next day, the two birds met

On
ran at Karim, knocking him with
his powerful legs, but Karim just flew
away laughing. Osama sadly walked
g
again. ‘I have thought about it
home to tell his wife how he had
n
and decided that you were right,’
i
been tricked.
Osama said. ‘My wife and I took off
in
our wings last night. We were sad 1 Why do you think the cockerel wanted
a
to lose them, but my leg muscles
to hurt the ostrich?
r
are growing stronger already. I’ll
T
race you to that palm tree!’ Karim
2 Why is walking better than flying,
according to Karim?
or
laughed and laughed. ‘I can’t believe
that it was so easy to trick you with
3 Do you think walking is better than
F
that tale, Osama. Your brains must
flying? Why? / Why not?
be as small as a baby bird’s. But if 4 How would you feel if you were
you want to, I’ll race you.’ Osama?
Unit 4 Lesson 9 61
A whole year went by.
Osama never said anything
to Karim about losing his
wings, and Karim did not
know why. Osama’s legs
grew stronger and soon he
was able to run as fast as the
other could fly. One morning,
Osama took his two largest children
ly
out with him, leaving his other
fourteen in their mother’s care.
He met up with Karim and his wife
n
The next day, he met Karim under
O
the palm tree. ‘I have taken your
advice, Osama,’ Karim said. ‘Here
and their noisy family. ‘Busy?’
ng are my two biggest chicks. The others
i
asked Osama. ‘Busy!’ exclaimed have gone to live with their aunts
n
Karim, ‘It’s hard work all day and uncles. What do you think of
ai
long just trying to keep all of the this strong pair?’ Osama laughed
r
children’s stomachs full and they and laughed. ‘What a fool you are,’
T
still look so tiny. We’re trying to he said. ‘A bird’s strength isn’t in
teach them to hunt for their own his wings, but in the number of his
or
food, but we haven’t had much
luck so far.’ ‘Yes, I can see that,’
children. I am sorry for you, my
friend, but perhaps it will teach
F
replied Osama, ‘But the trouble is
that there are too many of them.
They don’t get a chance to grow big.
you that cockerels are even more
foolish than ostriches.’
We sent most of ours to live with And that is why ostriches have so
other families. We thought that the many chicks, but cannot fly, and
only way to have strong, healthy why cockerels cry so loudly every
chicks was to only keep the biggest. morning, to say sorry to their
See how much bigger my two are children for giving them away.
than yours.’
5 When Osama and Karim met again,
Karim and his wife walked around
what problem did Karim have?
Osama’s chicks and spoke to each
6 What do you think of Osama’s
other quietly. Osama walked off
suggestion?
with his chicks, laughing to himself.
62 Unit 4 Lesson 9
3 Talk
What do you think was the true reason that made
Osama lose his wings?
1 Karim wanted to have a smaller family.
2 Karim was jealous of Osama and wanted to hurt him.
3 Osama thought walking was better than flying.
y
4 Do you think there is a message in the story?
AB
What do you think it is?
nl
Language detective
Lesson 10
O
How many different
g
synonyms can you think of?
1 Word study Synonyms
in
Match the words in blue in the story with a word that
means the same.
in
fast small
ra
stupid big fooled story hitting
2 AB
r T
Word study Movement words
Match the words in green in the story with the definitions.
Fo
1 when birds move their wings
2 try to run faster than someone in a competition
3 walk quickly taking big steps
4 go fast
5 move quickly towards someone
6 touch the ground after flying in the air
3 Values What to do if you feel jealous

1 Have you ever felt jealous of someone? Why?
Speaking tip
2 What do you think is the best advice to take if you Remember to take turns
when giving opinions.
feel jealous of someone? Why?
a Try to be better than them.
b Try to hurt them.
c Think about the good things in your own life
and focus on those things.
Unit 4 Lesson 10 63
Lesson 11 Watch out!
1 Talk about it Rahim and Hanif are visiting the wildlife park.
Visit all the

Look at the poster. Which animals
would you visit first? Why?
Discuss with a partner.
animals!
y
Big cats:
l
25 2 AB Listen lions, tigers, cheetahs
n
Listen to Rahim and Hanif talking about Monkeys and apes:
chimpanzees, baboons
what to do at the wildlife park.
O
Big animals:
Read the questions below, then listen elephants, giraffes, rhinoceros
g
Water animals:
again and write down your answers. sea lions, penguins, seals
in
1 What does Rahim want to do first?
2 What does Hanif want to see?
in
3 How much does the hay cost?
ra
4 How does Rahim warn Hanif that
T
he has a problem?
r
5 What time is the show Hanif wants
o
to see? Feed the animals in the petting zoo:
sheep, horses and goats
3 Words
F Word study:
Imagine you are at the wildlife park. Words to warn someone
Give a warning or a piece of advice If there is a problem or an emergency and
to your partner. you need to warn someone, you will need
to use a warning phrase. After the warning
Use the words in the box and should or
phrase, you can give advice or a warning
don’t to make up warning phrases. about what the person should do next.
Be careful! Watch out! Stop! don’t
Language tip
Advice often starts with should: You should close your bag.
Warnings often start with don’t: Don’t spill your drink.
64 Unit 4 Lesson 11
1 Can you remember?
1 We’ve three turtles on the beach this week.
a seen b see c saw
2 I’ve to visit my cousin for three weeks.
a want b wanted c wanting
3 They’ve lots of rubbish for the project.
ly
n
a collect b collecting c collected
You’ve a sore arm for five days.
O
4
a had b have c will have
5 He
g
had any text messages for two days.
n
i
a haven’t b didn’t c hasn’t
n
6 When Adel Ibrahim, it was very close, but Adel won.
i
a run b raced c ran
a
r
7 Amal likes to the mall with her mother.
T
a drive b driving c drove
r
8 It was difficult for the plane to in the storm.
o
a run b march c come down
F
9 You should your homework on time.
a doing b done c do
10 You should home straight away after school.
a come b came c coming
Unit 4 Lesson 12 65
Lesson 13 Review
26 1 Listen
Listen and decide what is true or false.
1 There has been a hurricane today.
2 The reporter is talking to a man.
3 Mrs Robinson’s house has been
destroyed by the hurricane.
4 Mrs Robinson’s car is all right.
ly
5 Mr Robinson was in the house
when it was blown away.
6 Mrs Robinson thinks that the
On
reporter is funny.
ng
ni
ai
2 Talk
Tr
Describe the weather words to your group.
r
Can they guess what the weather is?
o
hurricane sandstorm blizzard drought flood
Describe: F
• where it happens (countries, continents, geographical features)
• what exactly happens
• what the effects of it can be.
3 Vocabulary
Draw a wild weather day.
Include as many different types of weather as you can.
Write five sentences to describe your picture.
Share with your partner.
66 Unit 4 Lesson 13
1 Write a country fact file

1 Choose a country.
2 Choose three headings from these choices:

Facts and figures Geography Weather Animals and birds.
3 Fact finding:
ly
On
• Find three or four pieces of important or interesting information
for each section. Use the Internet or reference books to find
your information.
g
• Find one amazing fact to include in your country fact file
n
i
(any section).
in
4 Make a poster for your country fact file and decorate with pictures.
ra
5 Display your poster on the wall. Read other country fact files and
make a note of two pieces of interesting or surprising information
T
from each one.
r
2
Fo
Write a report about an endangered animal
1 Use the Internet and reference books to find examples of animals
in your country that are endangered. Choose two or three to
write about in your report.
2 Write your report. Make sure you include this information in your report:
• A description of the animal and its habitat.
• How many animals there were before and how many there are now.
• The reasons why the animal has become endangered.
• What people can do to help.
3 Present your report to your class. Choose three pictures to go with

your report. These could be a picture of the animal, its habitat and
a picture that represents why it is endangered.
Unit 4 Lessons 14–15 67

Unit
5 The human race

We’re going to:
talk about physical appearance write a short story
learn about traditions read about a famous person
read an adventure story identify homophones
Lesson 1 Describing people

ly
1 Talk about it
On
Describe the people in the pictures below.
g
How are they different? Think about hair type and colour, and eyes.
in
in
ra
r T
27 2
a
Listen Fo b c d
Listen and match the descriptions to the pictures.
27 3 Listen again and complete the sentences.

1 She’s got short, , hair. 3 She’s got long, , hair.
2 He’s got eyes. 4 He’s got hair and eyes.
68 Unit 5 Lesson 1
4 AB Word study Facial characteristics
Write the words in the correct column. Some can be in more than one column.
Add more words of your own.
dark fair thick fine short thin round little big curly square wavy
Face Hair Eyes
ly
Lesson 2
On
1 Talk
ng
i
Take turns to describe a famous person. Can your partner guess who it is?
n
2
i
Describe these three cartoon drawings. Use vocabulary from
AB
Lesson 1, Activity 4.
ra
r T
Fo
a b c
3 Over to you
Draw your own cartoon face.
• Don’t show it to your partner.
• Use the vocabulary in Lesson 1, Activity 4 to describe it to your partner.
• Can your partner draw the face you describe?
• Compare your cartoons.
Unit 5 Lesson 2 69
Lesson 3 Traditions
1 Talk about it Do you know some Emirati traditions?
2 Read
Look at the titles and pictures below. Amazing fact
What are the texts about? Read and
In 1920 a single pearl was sold
check your ideas.
for £15 000, which is equivalent
ly
to £350 000 nowadays
n
(1 950 195 dirhams).
Pearl diving in the UAE
O
Since ancient times, men have practised pearl diving in the UAE. Pearls found
in the UAE, especially in Dubai and Abu Dhabi,
g
are believed to be the best pearls in the world.
n
can earn very little.
ni
Their prices can be very high, but pearl divers
ai
If there is a bad season, divers will need several
Tr
seasons to pay for bills; but if there is a good
season, divers will become very rich. Unfortunately,
or
nowadays this activity is not as common, but we
can still find some pearl divers in the UAE.
F
Emirati traditional dance
Two traditional Emirati dances that men
and boys perform are the ayyala and
yollah. Both dances are linked to battles.
The dancers stand in a row holding
their swords, guns and sticks. This is
the same as they would do in a battle.
The men and boys are passionate
when they perform these Emirati
traditional dances because they are dancing to celebrate their country.
They feel strong and brave, no opponents will beat them. They are always
ready to defend their land.
70 Unit 5 Lesson 3
3 Read and decide if the sentences are true or false.
Correct the false sentences.
1 Pearl diving is a recent activity.
2 If there is a good season, pearl divers can earn lots of money.
3 Women do not dance Emirati traditional dances with swords.
4 Only boys can do traditional Emirati dances.
5 Traditional Emirati dancing is passionate.
4
ly
Match the words in blue in the texts with the definitions.
1 more than two, but not many
2 emotional or a strong feeling
On
g
3 very old
n
4 a fight
i
5 people you play against in a sport
n
5 AB
i
Use of English
a
Tr
Read the texts on page 70 again. Look at the Use of English box
and complete the sentences.
r
1 there is a bad season, divers need several seasons to pay for bills.
2
3
Fo
there is a good season, divers become very rich.
a boy or man performs a traditional dance, they have to perform
with passion.
Use of English
First Conditional
We use the First Conditional to talk about
things that might happen in the future.
If + Present Simple + Future Simple.
If I have a good season, I will earn lots of money.
Unit 5 Lesson 3 71
Lesson 4 The pearl diver and the storm – part 1
1 Talk about it What would it be like to be a pearl diver?

What problems might there be?
2 AB Read
Read the story. What do you think will happen next?
The pearl diver and the storm

ly
Rashid lived with his father, Abdul Aziz, in a little
hut on the beach. Abdul Aziz was a pearl diver and
Rashid often went with him on his search for pearls.
On
g
One day, they were out in the middle of the sea on their boat, when a great
n
i
storm came. As the storm got stronger, Abdul Aziz started to take down the sail.
n
He stood up to untie the rope and looked for something to hold onto, but a
i
large wave came and knocked him over the side of the boat into the sea. Rashid
a
r
screamed as his father disappeared into the water.
T
Once the storm had gone and the weather was calm, Rashid looked around
r
sadly. His father was nowhere to be seen. He knew his father was good at
o
swimming, so he sailed towards the land and started looking for him.
Rashid jumped out of the boat, ran onto the beach and looked to see if
F
anybody was around. He saw somebody outside a hut nearby. ‘Excuse me,’
he said, ‘Have you seen my father? He fell off our boat, but he is a good
swimmer and might have come here. He is tall and has green eyes. He has
curly, black hair and a beard. He has a long nose.’
Use of English someone/somebody

anyone/ no-one/nobody
Quantitative pronouns anybody
person
somewhere
everything anything
everyone/
place everybody
nowhere object
anywhere
everywhere something nothing
72 Unit 5 Lesson 4
Lesson 5
1 AB
Use of English Language tip
Look at the Use of English box on page 72
and complete the sentences Someone and Somebody
mean the same.
with quantitative pronouns.
1 His father was to be seen. No-one and Nobody
mean the same.
2 is a better swimmer than my father.
He’s the best!
ly
Everyone and Everybody
mean the same.
n
3 He must be .
He looked , but still couldn’t find him. Anyone and Anybody
O
4
mean the same.
5 There was on the beach, standing next
to a hut.
ng
28 2
i
Listen to Rashid speaking to a woman who saw somebody on the beach.
n
i
Who did she see? Look back at the story in Lesson 4. Was it Rashid’s father?
ra
r T
Fo
1 2 3 4
29 3 AB Pronunciation Homophones
Listen to the sentences. Choose the correct word.
1 eye / I
2 eight / ate Pronunciation: Homophones
3 there / their Homophones are words which sound
differently
the same, but we spell them di erently
4 hour / our
different
and they have di erent meanings.
5 knows / nose
Unit 5 Lesson 5 73
Lesson 6 The pearl diver and the storm – part 4
1 Talk about it AB Discuss what has happened in the story so far.

How do you think Rashid is feeling?
2 Read
Read the final part of the story. What do you
think Abdul Aziz and Rashid should do next?
The pearl diver and the storm – part 4

ly
On
For three days, Rashid visited the villages along the coast to ask if anyone
had seen his father. On the third day, Rashid found a small hut. Outside, a
g
fisherman was mending his nets. ‘I am looking for my father,’ said Rashid.
n
‘He fell into the sea in the great storm three days ago. Have you seen him?’
i
‘What does he look like?’ asked the fisherman.
n
i
When Rashid described his father, the fisherman jumped up. ‘Yes, someone
a
who looks just like that was on this beach two days ago. He was tired and is
resting in my hut.’
Tr
Rashid rushed to the hut, hugged his father and thanked the fisherman for
r
his help.
o
When Abdul Aziz was well enough to leave, the fisherman gave him an
F
enormous pearl. ‘This belongs to you,’ he said. ‘It was in your hand when I
found you.’ Abdul Aziz could not believe his eyes. It was the biggest pearl he
had ever seen. ‘I cannot take this,’ he said. ‘You must keep it as a thank you
for helping me.’
The fisherman shook his head. ‘I did not help you for money,’ he said.
‘I helped you because you were in need. Take the pearl – it will make you
rich. To show your thanks to me, you can help someone else who is in need.’
3 Read and decide if the sentences are true or false.

Correct the false sentences.
1 Rashid looked for his father for five days.
2 Rashid’s description helped the fisherman to identify Abdul Aziz.
3 When Rashid found his father, they travelled back home immediately.
4 Abdul Aziz was very surprised to see the pearl.
5 The fisherman kept the pearl.
74 Unit 5 Lesson 6
1 Can you remember?
1 I looked , but I couldn’t find the cat.
a anybody b everywhere c something
2 The teacher asked if had finished the activity.
a nobody b everywhere c anybody
3 ‘ has moved my book!’ she cried.
ly
4
a Anybody b Someone c Everywhere
The boy dropped as he carried the bags.
a everywhere b no-one c something
On
5
ng
The man had short, dark, hair.
i
a long b light c curly
n
6 Everyone who he is looking for, but they can’t find him.
a nose b knows
ai
r
7 The man an apple.
8
a eight b ate
If you
r T
(finish) your homework quickly, you (have) time to play later.
9
10
If you
If you
Fo
(post) the letter today, it
(open) the door, the visitors
(arrive) on Thursday.
(come in) to the house.
Unit 5 Lesson 7 75
Lesson 8 Ahmed gets lost
1 Talk about it Think about the last time you visited a big city.
What did you see? What did you do?
2 Write
Look at these pictures about the Ameri family trip to a new city.
Use the notes to make sentences about each picture.
a b
ly
On
ng
ni
ai
r
family / visit / city crowd / separate
r T d
Fo
Ahmed / lost Ahmed / found
3 AB Now use your notes from Activity 1 and write a story of the family’s trip.
• Think of a title. • Where did it happen?
• Write an introduction. • Who helped?
• What happened? • What did he look like?
• When did it happen?
Writing tip
Write sentences using speech
marks where possible. When writing a story, remember it should
have a beginning, middle and end.
76 Unit 5 Lesson 8
Lesson 9 People of the world
1 Talk about it Look at the picture. Do you know who this is? What did he do?
Does he look like an interesting man? Why? Why not?
2 Read
Read the Fact file and check your answers to
Vocabulary
Activity 1. Then answer the questions below. law: rules which people live by
ly
bandit: a robber
drown: to die in water
Fact file
Ibn Battuta On tyrant: not kind
ng
This is Ibn Battuta. He was born in Tangiers,
i
Morocco in the 14th century and studied
n
i
Muslim law. He decided to travel from North
ra
Africa to Arabia. Ibn Battuta started on his
travels in 1325, when he was 20 years old.
r T
His main reason to travel was to go on a Hajj
(a Pilgrimage) to Mecca, as all good Muslims
Fo
want to do. He is probably the most famous
Muslim traveller in the world. He visited around
44 countries and it took him 29 years.
He had many adventures on the way, some

good and some bad, and met some interesting
people. He was attacked by bandits, almost
drowned in a sinking ship and then was almost
killed by a tyrant ruler the following day.
He had lots of other adventures, too. Let’s read
some more and find out what happened …
1 Where did his journey begin?

2 When did his journey begin?
3 How many countries did he visit?
Unit 5 Lesson 9 77
Answer the questions.
1 Which country was his first stop?
2 When did he reach Alexandria?
3 How long did it take him to travel from Cairo to the Red Sea?
4 Where did he stay during Ramadan?
5 Who did he travel with in Syria?
6 How long did he spend in Mecca?
ly
n
7 Which place was famous for its gold?
O
Ibn Battuta decided that the best way to travel was by horse. He rode through the
g
mountains of Morocco and on to Libya.
n
ni
Near Tripoli they were attacked by camel raiders, but escaped unhurt. He also
i
attended a wedding feast that lasted for a whole week.
a
Tr
In 1326 he reached Alexandria in Egypt. From Cairo, he travelled to the Red Sea,
r
which took about 15 days. Here, he found that the local ruling family was fighting
o
against the governor and had sunk some ships and threatened further violence.
F
Ibn Battuta was forced to go back to Cairo.
He continued his pilgrimage, through Syria, and spent Ramadan in Damascus.

He joined a caravan of other pilgrims, to avoid travelling alone, because he was
scared that someone might steal from him or hurt him. Travelling with other people
meant he had friendship and protection. He continued on to Medina and then to
Mecca where he completed Al Hajj.
Vocabulary
On 17th November 1326, after a month spent
governor: a leader
in Mecca, Ibn Battuta joined another large caravan
threaten: to warn about an
of pilgrims returning to Iraq. They travelled by night, intention to hurt someone
for about two weeks. They only stopped for a few pilgrim: a person who
minutes at a time to rest and eat before moving travels to a sacred place
on again. protection: to keep safe
78 Unit 5 Lesson 9
Around three years later, he travelled to Yemen and then on to Somalia. He then
travelled by boat to Mombasa, and the next day he continued onwards to Tanzania
and the town of Kilwa. Kilwa was famous for its gold trade and Ibn Battuta described it
as one of the finest and most beautifully built towns he had seen. Any gold traders who
tried to cheat on price were locked up, so the town was very safe.
He travelled for many more years, studied with other Muslims and met many kind and
interesting people on his journey.
ly
4 AB
On
Look at the map of Ibn Battuta’s travels. How many places can you
g
find that are mentioned in the Fact File?
n
ni Reading strategy: Reading for specific information
ai Remember to refer back to the text and read it quickly to look

for place names.
Tr
or
F
Unit 5 Lesson 9 79
Lesson 10
1 Talk about it Can you remember where Ibn Battuta went on his travels?
What happened to him while he was travelling? Who did he meet?
2 AB Read
Read and put the events in order.
a From Cairo, he travelled to the Red Sea and it took 15 days.
b Three years later, he travelled to Yemen.
ly
On
c He started his travels when he was 20 years old, in 1325.
d He travelled for many more years and had lots of adventures.
g
e He completed Al Hajj and spent a month in Mecca.
n
i
f Ibn Battuta was born in Tangiers, Morocco. 1
n
g Kilwa was famous for its gold.
ai
h On 17th November, 1326 he travelled to Iraq.
Tr
i In 1326, he reached Alexandria in Egypt.
j He rode a horse through Morocco and travelled to Libya.
3
or
Match the sentence halves with the time expressions from the text.
F
1 The wedding feast lasted
2 He left Mecca on the
3 He left Mombasa
a the following day.
b the next day.
c a few minutes.
4 He was almost killed by a tyrant d a whole week.
5 They travelled for two weeks, only stopping for e 17th November 1326.
Words to remember
the following day the next day a few minutes a whole week
4 Talk
Speaking tip
In pairs, tell the story of Ibn Battuta’s travels.
What can you remember? Use time expressions to help
sequence events and make
your story more interesting.
80 Unit 5 Lesson 10
Lesson 11 A family visit
1 Talk about it Do you ever travel to visit family in another town, city or country?
Talk about a trip you have made, or a time when other people have visited you.
31 2 Listen
Listen to the dialogue of sisters Elham and Maryam getting ready for a trip to
Bahrain. Answer the questions.
1 Who are they going to visit?
ly
n
2 How will they get there?
3 Who will meet them?
4 What do they want to do on holiday?
O
ng
Language tip
ni
ai
Don’t forget, the possessive pronouns
never have an apostrophe:
r
his hers its ours yours theirs
T
Use of English
or
F
Apostrophes to show possession
Use apostrophes to show who owns
something:
Watch out! There are some irregular
plurals. If a word has an irregular plural,
use ’s:
If one person owns something use ’s: Singular: Plural:
Elham’s suitcase The child’s house The children’s house
If more than one person owns The man’s office The men’s office
something use s’: The cousins’ house. The person’s suitcase The people’s suitcases
3 AB Add the correct apostrophes to the words in bold.

1 What shall we pack for the trip to our cousins house?
2 Do you think we will be staying in cousin Saeedas room?
3 We have our suitcase, our parents suitcase and four people.
4 I hope there will be a childrens outing during our visit.
Unit 5 Lesson 11 81
1 Can you remember?
1 Ibn Battuta was a famous .
a sailor b pearl diver c traveller
2 He visited 44 .
a people b countries c cousins
3 It will only take to walk there.
ly
4 , he left to go on his travels. n
a a few minutes b a whole week c the next day
O
a For a few minutes b Next week c The following day
5 On
g
, he has English and Geography.
n
i
a a week ago b Tuesday morning c 3rd November, 1834
n
6 Where are the shoes?
a boys b boy c boys’
ai
r
7 Has anyone seen the coats?
8 T
a childrens b children’s c childrens’
r
The men were tired and their feet were sore.
9 o
a camels b camel’s c camels’
F
This bag must be
a Alis b Ali’s c Alis’
. It has his name on it.
10 We are going to house today.

a Ahmeds b Ahmed’s c Ahmeds’
82 Unit 5 Lesson 12
Lesson 13 Review
1 Vocabulary
Sort the letters and write the adjectives describing facial characteristics.
Can you think of any more?
1 energ 3 tatirgsh
2 lucyr 4 riaf
y
2 Write
Write two sentences describing the facial characteristics
of someone in your family.
nl
3 Vocabulary 1 eight O 2 our 3 knew
g
Look at the words. Write a homophone
n
i
for each word. What do the words mean?
4 nose 5 eye 6 there
4 Use of English
in
a
Ahmed’s day in Dubai

Tr
or
I was so excited! This was my first visit to Dubai and I couldn’t sleep for (1) a whole week /
the next day / the day before! We left very early in the morning and first we visited my
him again. F
(2) fathers / fathers’ / father’s friend who was very kind and funny. I hope we can visit
After this, we went into the city and walked around. Suddenly, we were in a busy street
with people (3) nowhere / everywhere / anywhere and it was fun to see! Some young men
(4) were playing / are playing / play drums and I went to look at them, but when I turned
around, my family were not there!
I walked into the nearby market, but I could not see them. I went back onto the street and
saw some boys playing with (5) there / their / their’s football, but I couldn’t see my family.
Suddenly a young man with a kind face and short (6) hair straight /straight hair / straight hairs
said to me, ‘Are you OK? Are you lost?’ ‘Yes,’ I replied sadly. ‘Ah,’ he said. ‘There is a man
shouting for his son. Are you Ahmed?’ ‘Yes!’ I shouted happily.
So, five minutes (7) ago / later / before, I was back with my wonderful family and I was
so happy. My father hugged me tightly and said, ‘Ahmed, be careful and stay close! If you
don’t pay attention, you (8) get / will get / getting lost again!’
Unit 5 Lesson 13 83
Lessons 14–15 Literacy project
1 Create a book report

1 Tell your partner the name of your book and why you chose it.
• Who is your favourite character and why?
• What is your favourite part of the story and why?
• How many stars did you give the book?

ly
2 Now write a book report. Use the sheet
that the teacher will give you.
On
ng
3 When you have finished, check
your writing for spellings and
punctuation.
ni
i
4 Rehearse with a partner
a
r
how you will present
T
your report to your
classmates in the
next lesson.
or
F
Useful phrases for your presentation
• Today I am going to tell you about the book (name of book) by
(name of author).
• The story takes place in (name of town/city/country) and is about …
• My favourite character is (name of character) because …
• The best part of the book was when …
• I would definitely recommend it. / I would recommend it if you like … /

I would not really recommend it because …

Unit 1 Wordlist
amazing adjective hut noun

ancient adjective in preposition
at preposition kindness noun
bathroom noun kitchen noun
best adjective landmark
ly noun
better
bowling alley
adjective
noun
large
less
On adjective
comparative
g
bungalow noun library noun
n
can modal verb long adjective
charity noun
ni lush adjective
closest
i
adjective
a
material noun
r
eco-house noun might modal verb
energy-efficient
festival
r T
adjective
noun
more
most
comparative
comparative
football
forest
Fonoun
noun
mountain
mud
noun
noun
front door noun museum noun
fundraise verb must modal verb
garden noun nice adjective
gate noun old adjective
gentle adjective on preposition
glass noun palace noun
good adjective patience noun
high-rise flat noun peak noun
historical adjective performance noun
house noun raise verb
hug verb roof garden noun
Wordlist 85
school noun
shop noun
should modal verb
solar panels noun
sports day noun
ly
n
stone noun
O
surroundings noun
theatre noun
view noun
ng
well noun
ni
window noun
ai
r
wood noun
r T
Fo
86 Wordlist
Unit 2 Wordlist
armband noun reverse verb

boat noun rickshaw noun
bored adjective right adverb
bus noun run verb
busy adjective seatbelt
ly noun
n
car noun see verb
O
clearly adverb sick adjective
corner noun sky train noun
cross verb
ng start verb
excited
i
adjective
n
taxi noun
ferry
i
noun
a
towards preposition
r
go out verb tram noun
helicopter
helmet
r T noun
noun
tuk tuk
underground
noun
noun
hop
jeepney
Fo verb
noun
up
walk
preposition
verb
jump verb watch verb
leap verb wear verb
left adverb worried adjective
look verb
main road noun
motorbike noun
nervous adjective
pedestrian crossing noun
plane noun
put on verb
reflective adjective
Wordlist 87
Unit 3 Wordlist
add verb grow verb

apple noun hardworking adjective
bean noun helpful adjective
bottle noun ingredient noun
box noun knife
ly noun
n
bread noun lazy adjective
O
butter noun loaf noun
can noun manufacture verb
carrot noun
ng meat noun
carton noun
ni metal noun
cheese noun
ai mix verb
r
chocolate noun onion noun
chopstick
coconut
r T
noun
noun
orange juice
oven
noun
noun
coffee
container
Fonoun
noun
packet
paper
noun
noun
cook verb plastic noun
cooking oil noun pod noun
cup noun product noun
dairy adjective protein noun
date noun recycle verb
farm verb recycling bin noun
fermentation noun reuse verb
fruit noun rice noun
generous adjective salad noun
grain noun salt noun
greedy adjective sandwich noun
88 Wordlist
seed noun
selfish adjective
stone noun
tea noun
tub noun
ly
n
unwanted adjective
O
vegetable noun
yeast noun
ng
ni
ai
Tr
or
F
Wordlist 89
Unit 4 Wordlist
baboon noun humid adjective

beach noun hurry verb
big adjective knock verb
camel noun land verb
camp verb large
lyadjective
n
campsite noun leopard noun
O
cheetah noun lightning noun
chimpanzee noun lion noun
coast noun
ng lizard noun
cockerel noun
ni march verb
cold
i
adjective
a
mild adjective
r
confused adjective monkey noun
desert
dry
r T
noun
adjective
mountain
muscle
noun
noun
elephant
endangered
Fonoun
adjective
oasis
oryx
noun
noun
fast adjective ostrich noun
fool verb penguin noun
foolish adjective quickly adverb
frosty adjective race verb
giraffe noun rainy adjective
goat noun rhinoceros noun
hedgehog noun rubbish noun
hit verb rush verb
horse noun sea lion noun
hot adjective seal noun
huge adjective sheep noun
90 Wordlist
snake noun
snowy adjective
spider noun
sprint verb
stormy adjective
ly
n
story noun
O
stupid adjective
sunny adjective
tale noun
ng
tent noun
ni
thunder noun
ai
r
tiger noun
tiny
trick
r T
adjective
verb
turtle
viper
Fonoun
noun
wadi noun
wildlife noun
Wordlist 91
Unit 5 Wordlist
anybody pronoun nose noun

anything pronoun nothing pronoun
anywhere pronoun nowhere pronoun
bad adjective our determiner
battle noun pale
ly adjective
n
bill noun pearl noun
O
blond adjective perform verb
curly adjective protect verb
dance verb
ng reduce verb
dark
i
adjective
n
rich adjective
diver noun
ai round adjective
r
everybody pronoun sail verb
everything
everywhere
r T
pronoun
pronoun
sailing boat
season
noun
noun
eye
face
Fonoun
noun
short
skin
adjective
noun
fair adjective someone pronoun
fine adjective something pronoun
hair noun somewhere pronoun
hour noun storm noun
ice rink noun straight adjective
ice skate noun suitcase noun
know verb sword noun
lips noun traditional adjective
long adjective wave noun
no-one pronoun wavy adjective
nobody pronoun wildlife park noun
92 Wordlist
ly
On
ng
ni
ai
Tr
or
F
ly
On
ng
ni
ai
Tr
or
F

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Bridge to Success

Jane Boylan and Claire Medwell

Bridge to Success Bridge

This book sets out to:

Boylan and Medwell

Term 1 material 2016

Cambridge University Press is part of the University of Cambridge.

Lesson 1 Different homes 6

Lesson 1 School lunches 37

Unit 4 The UAE

Lesson 1 Different homes

1 Talk about it Match the words with the

1b He loves it because he doesn’t have

This is the mushroom house. It is made of wood, mud and stone.

on the roof to provide energy for lighting, ly

electronics and computers.

2 Word study Materials Speaking tip

1 Talk about it Look at these pictures of strange buildings.

Read the text and answer the questions.

1 Do you know any other information about Masdar?

Reading strategy: Reading for specific information

ur fa m ily an d fri en ds to this special This season, the theme

When? 5th July

Listen and repeat.

You’ve got a cat, haven’t you? Pronunciation: Intonation

1 Where is the mosque?

Writing strategy: Paragraphs

Paragraph 1 Write about the location. Paragraph 3 Write about

1 Talk about it Look at the poem. What do you think it is about?

7 2 Read and listen

The old woman who lived in O

Her children all learned,

From their days in the shoe, Language detective

3 AB Values Being a caring person.

8 2 Talk and listen again

4 In one minute, write as many questions as possible about the

Where ? When ? What time ?

2 Where would your dream home be? Why?

3 Describe your dream home?

2 Choose a landmark you’d like to write

Where is it? How can you travel to it?

3 Write about its history.

4 Draw a picture or take a photo

20 Unit 1 Lessons 14–15

I cycle to school. I like it because ... f

In the winter here, it gets dark really early. O

corners and parked cars. pedestrian

3 Read again and complete the table in your notebook.

4 AB Find two more examples of safe behaviour.

1 Read the texts on page 23 again. Look at the

walking, cycling or driving. What do the signs mean?

1 Talk about it Do you live in a town or a city?

The Natural 1 Museum – wonderful wildlife 2 .

Jumeirah Beach club

2 A city train that uses electricity.

1 Talk about it Why do you think people

r 2 there (line 10) 3 man (line 19)

28 Unit 2 Lesson 8–9

11 3 Read and listen

ai were walking along a sandy trail when