Workbook 6 A S A S EC O N D LANGUAGE
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Contents 1 Who are we? Unit A Who am I? Unit B Who are you? Unit C Bullies
6 Living in other 4 10 17
2 Storytelling Unit A Different types of stories Unit B Retelling stories Unit C Writing stories
22 29 34
39 46 51
56 63 70
5 Home sweet home Unit A My own home Unit B Extraordinary homes Unit C Recycled homes
Unit A Designers Unit B Makerspace Unit C Design thinking
75 83 91
Unit A Fun facts and figures Unit B Food and energy for the future Unit C What can we do?
127 132 138
9 Fashion, fame and|fortune Unit A Fashion Unit B Fame Unit C Fortune
143 149 156
Contents
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109 115 121
8 Going green
4 Big cities Unit A Transport Unit B Big cities Unit C Cities of the future
Unit A My country, my home 94 Unit B Leaving home 99 Unit C Reasons people move 104
7 Daring designs
3 Careers Unit A Career options Unit B Dirty jobs Unit C Child labour
countries
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Topic 1 Who are we? Unit A Who am I? 1
Talk to your partner. Ask and answer these questions.
What is your name?
How old are you?
.
.
Where are you from?
.
How many brothers and sisters do you . have?
Which activities do you enjoy?
.
Using adjectives We use adjectives to describe nouns. For example:
Kim’s special talent is her incredible skill at making colourful kites. 2
Read about Ali. Circle the adjectives in the paragraph. Underline the noun that the adjective describes. Hi, I’m awesome Ali. I come from the peaceful island of Ibiza, near Spain. I have an older sister and a naughty little brother. My brother and I like to play funny tricks on my sister. She can be too serious sometimes. I love running, especially on a beautiful beach on a cool evening. My mother is Spanish, my father is German and I go to an English school. I can speak all three languages!
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Work with your partner. Write three questions you can ask Ali to learn more about him. Practise giving different answers to these questions.
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Use nouns and adjectives; ask and answer questions (personal information).
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Write a short paragraph about yourself. Use Ali’s story to guide you. Circle the adjectives in your paragraph. Underline the noun that the adjective describes.
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Read your partner’s paragraph. Write three questions you can ask your partner to learn more about them. Ask the questions and then write your partner’s answers. Question 1: Answer: Question 2: Answer: Question 3: Answer:
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Read this paragraph and then answer the questions. Knowing yourself is extremely important. It helps you to understand your moods and emotions better. It helps you to set good goals and to make better decisions. It helps you to have healthy relationships with other people around you. Most importantly, it helps you to be yourself and to be comfortable with who you are growing up to be. a)
In your own words, explain what you think ‘knowing yourself’ means.
b)
List six reasons why it is important to know yourself. The first one has been done for you. It is important to know yourself to:
understand your moods
Use nouns and adjectives; ask and answer questions (personal information).
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c)
In your opinion, which reason is the most important? Why do you think so?
d)
Do you agree or disagree with the paragraph? Explain your opinion.
Read the editor’s letter on page 4 in the Student’s Book, then answer the questions. a)
What is an editor?
b)
What is the main point of the column?
c)
How do you know that it is the beginning of a new school year?
d)
Who follows three simple rules?
e)
What is the editor’s opinion?
f)
How does a pat on the back and a hug make you feel?
g)
Write a chant that you can shout out when times are tough.
Express opinions and feelings; answer questions about text.
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Read page 5 in the Student’s Book and look at the identity diagram. List the characteristics from most important to least important.
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1
2
3
4
5
6
7
8
9
10
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Follow the steps and write about yourself in your exercise book. Write about each of the characteristics in the order in which you listed them in Activity 8. Start a new paragraph for each new characteristic.
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Step 2: Choose a title.
Step 1: Plan your work carefully.
Step 3: Write your description.
Step 5: Read and edit your partner’s writing.
Step 4: Edit your work: check your spelling, punctuation and capital letters.
Step 6: Show your teacher.
Step 7: If you have many mistakes, rewrite your work correctly and neatly. 10
Read the words on the personality word cloud on page 5 in the Student’s Book. A word cloud is a group of words that describes something. A personality word cloud is a group of words that describes you. The most important words are written larger than the less important words. a)
Write a list of adjectives that describe you.
Plan, write, edit and proofread; use adjectives.
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b)
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Create your own personality word cloud. Use different size words and different colours – be creative!
Choose one word from each box that you think best describes you. Then complete the sentences. angry
confident
I think I am
hard-working
helpful
shy
because .
friendly
grumpy
I think I am
intelligent
kind
talkative
because .
energetic I think I am
lazy
loud
naughty
quiet
because .
8
Extend spelling and vocabulary; use adjectives.
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12
Read about the four personality types on page 6 in the Student’s Book. Circle the correct words to complete these sentences.
Yellow people are often (happy / angry), (serious / playful) and (shy / confident). Blue people are usually (messy / tidy), (noisy / quiet) and like (learning / playing). Purple people are (caring / selfish), (leaders / followers) and (friendly / angry). Green people are often (leaders / followers), (competitive / kind) and (lazy / determined). 13
Which personality type best describes you? Explain your answer.
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What do the words of these people tell you about their personality? y type. yp Complete the sentences with their p personality I wish we could all live together peacefully and happily.
I always finish what I’ve started.
Susan
Tom b) Tom is a
a) Susan is a
I hope I become class captain as I love to lead.
I prepare well for exams so I remain calm during them.
Ed
Hamam d) Hamam
c) Ed I don’t play sport to win. I play it to have fun with my teammates.
Don’t give me your opinion. I want to know the facts!
Ayesha e) Ayesha
Mrs Matsuki f) Mrs Matsuki
Use adjectives; answer questions (personal information).
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Unit B Who are you? Adjectives should be used in a proper order. Use this table to help you. Number Opinion Size Age Shape Colour Origin Material Purpose Noun Four 1
big
orange
balloons
Circle your choice of adjectives to complete this description. Finish the sentence with an action of your choice. A (friendly / strange / happy), (tall / short / strong / weak), (young / old), (thin / fat), (curly-haired / blonde / brown-haired), (American / Chinese / Kenyan) (boy / girl / . man / woman) is
2
Label each adjective in this sentence with a word from the box. The first one has been done for you. age
hair
number
opinion
origin
size
The three, adorable, small, young, curly-haired, German kids are playing. number 3
4
10
Look at the labelled adjectives above. In which order are the labels written? Write the labels in the correct order. The first one has been done for you. 1. number
2.
3.
4.
5.
6.
Complete these sentences with adjectives written in the correct order. a)
The
b)
They bullied
c)
The children told their
bullies formed a gang. children. teacher.
Use adjectives in the correct order.
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5
The adjectives in the box describe people. Write the adjectives in the correct column in the table. 50-year old 95-year old African Arabic big black-haired blonde Canadian charming curly-haired eight-year old five forty funny kind one hundred short small Spanish straight-haired tall two two-year old ugly Number
Opinion
Size
Age
Hair
Origin
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Add two more words to each column in the table in Activity 5.
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Use the adjectives in the table in Activity 5 to create four interesting sentences.
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Write sentences to describe three of your classmates. Try to use at least three adjectives to describe each person.
Use adjectives in the correct order; write descriptions using adjectives.
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Read We are all different on page 7 in the Student’s Book. Then answer the questions below. a)
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Look around your class. Do you think your classmates are: All the same as each other.
Similar to each other.
A little different from each other.
Very different from each other.
b)
Why do you think this?
c)
What are some similarities between you and your classmates?
d)
What are some differences between you and your classmates?
e)
Would you like to live in a world where we are all the same or all different? Why?
f)
In your own words, explain what empathy is. You can use a dictionary to help you.
Understand detail in text; express opinions.
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10
g)
In your own words, explain what tolerance is. You can use a dictionary to help you.
h)
Do you think you have empathy? Give a reason for your answer.
i)
Do you think you have tolerance? Give a reason for your answer.
Write five questions that will reveal some differences between your classmates. Use these five questions to interview your classmates. Record their answers in your exercise book. For example:
Where were you born? What is your favourite ice cream flavour? 1. 2. 3. 4. 5.
Extend spelling and vocabulary; ask questions (personal information).
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What interesting things did you find out? Write one interesting fact for each question you asked in activity 10. For example:
My classmates come from 10 different countries. 75% of my classmates like chocolate ice cream best. 1. 2. 3. 4. 5. 12
Look at the example pie chart and then create your own pie chart with information about your class. Use your Maths skills to calculate percentages. Vanilla 10% Strawberry 15% Chocolate 75%
Favourite ice cream flavour
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Write facts based on given information; use fractions.
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Read Being fabulous on pages 8–9 in the Student’s Book and then listen to the story. Answer the questions below. a)
Who is having a party?
b)
What type of party is it?
c)
How do you think Paul’s friends feel when he tells them they are not invited to the party?
d)
Why does no-one come to Paul’s party?
e)
How do you think Paul feels when no-one comes to his party?
f)
Do you like the ending? Why?
Planning for a fabulous party is very important. Make a list of five things you need to do before the party.
Invite all my friends.
Understand detail in text; write lists.
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Imagine that you are having a party. Design a party invitation. Use the example to help you. To: All my friends You are invited to my fabulous fancy dress party. Date: Friday 25 June Time: 3 p.m. Place: Paul’s living room Let me know if you are coming to my party before Monday 21 June. From: Paul
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Use appropriate text layout.
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Unit C Bullies Using pronouns We use pronouns to replace nouns when we don’t want to say nouns or noun phrases over and over again. For example, instead of: Nyala likes reading Nyala’s book because Nyala’s book is funny. We say: Nyala likes reading her book because it is funny. Here are the pronouns: he mine
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her hers his I it my our ours she theirs them they us
me their
Rewrite these sentences. Replace the underlined words with pronouns. a)
Joe likes playing football with Joe’s friends.
b)
Joe’s teammates often say ‘Just a bit of fun, Joe’.
c)
Mr Mars likes to make the students run around the track. Mr Mars tells the students to run around the track ten times.
d)
Elisa is Joe’s best friend. Elisa likes football too.
e)
When Elisa kicks Elisa’s ball, the ball goes really far!
Use pronouns.
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Write your own sentences using these pronouns. You can use them in any order. Circle the pronouns you use. she + their
She likes to go to their house on Sundays.
a) he + it b) they + our c) her + his + I d) my
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Read Focus on ... bullies on page 10 in the Student’s Book. Answer these questions in full sentences. a)
What is a bully?
b)
What is a victim?
c)
What are three things bullies sometimes do?
d)
In your opinion, what are the three main reasons that people become bullies?
e)
Have you ever been a bully? Why?
Use pronouns; answer questions (give opinions and personal information).
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f)
Have you ever been a victim? When?
g)
How do you think victims feel?
More about using adjectives We use adjectives that end in –ed (Group 1) to describe how we feel about something. We use adjectives that end in –ing (Group 2) to describe the thing, person or situation that causes us to feel this way. For example: I feel tired because my long flight was tiring.
I was excited because I was about to begin an exciting adventure. 4
Look at the underlined adjectives in this paragraph. Write the adjectives in the correct column. Use a dictionary if you do not understand the meaning of a word. Pili was pleased to start at his new school. His summer holidays were a little boring because he didn’t have any interesting friends to play with or exciting things to do. Pili was new to this big, confusing city and he felt a bit puzzled most of the time. His mom was worried when Pili went out alone. This made him feel annoyed. Pili liked exploring new, fascinating places. He felt depressed if he spent all day inside his boring home. Tomorrow he could go to school ... Pili felt very excited about this! Group 1: (–ed)
Group 2: (–ing)
Use adjectives.
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Choose three –ed adjectives from Group 1. Write one sentence with each adjective.
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Choose three –ing adjectives from Group 2. Write one sentence with each adjective.
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Read the sentences and circle the correct adjectives.
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a)
Angus felt (bored / boring) because his book was so (bored / boring).
b)
My father is (annoyed / annoying) because his sports team lost again.
c)
The new film is very (entertained / entertaining).
d)
The (excited / exciting) day at the amusement park made all the children feel (excited / exciting).
e)
Vera’s (relaxed / relaxing) hot bath made her feel (relaxed / relaxing).
Read the poster Bullying on page 11 in the Student’s Book. Label the types of bullying shown in these pictures. a)
b) No go away! You can’t play with us.
Get out of our way, boy!
bullying 20
bullying
Use adjectives; find details in text.
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c)
d) You don’t get more useless than Abdul!
Four eyes, four eyes!
bullying 9
bullying
Read this paragraph with your partner. Rewrite the paragraph in your exercise book. Replace the underlined words with a pronoun from the box. he
her
his
it
she
Anita is tired of being bullied every day. Anita is scared of Glen because Glen says that Glen will hurt Anita if Anita tells their teacher. Anita was very proud of Anita’s history poster, but Glen told her the poster was ugly and nothing to be happy about. This made Anita feel sad. Anita is worried about Glen hurting Anita. Next year, Glen will go to a different school. Anita is excited about this. 10
Ask your partner these questions. Write their answers in full sentences. What are you scared of?
a)
is scared of b)
What are you bored with?
c)
Who do you feel happy for?
d)
What are you worried about?
e)
Who are you similar to?
Use pronouns; ask and answer questions (personal information).
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