Level Up Student's Book Level 3

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Cambridge University Press 978-1-108-41398-5 — Level Up Level 3 Student's Book Caroline Nixon , Michael Tomlinson Table of Contents More Information

Map of the book Welcome to Diversicus Page 4

Practice time

Vocabulary

Grammar

Main character names

Language review Questions and answers Greetings

Greetings and introductions Telling the time

Mission: Plan a week in the life of a circus artist Page 6

Activity verbs

What’s for breakfast?

Food and drink

Sounds and spelling: numbers

Simple past irregular verbs

Mission: Become Sounds and a restaurant spelling: owner c spelling for “s” Page 18 and “k” sound

Cross-curricular

Skills

Review: question words how, what, when, where, which, who, why

Balancing act Literature Learn about balance The circus child and coordination A real-life story

was/were + could I could hop on one leg when I was four. I couldn’t jump rope.

A Russian Olympic athlete

Reading and Writing

Defining relative clauses It’s the place where I studied. Can you see the woman who is cooking in the kitchen? They’re the mountains that I climbed with my father.

Food, glorious food Learn about food and nutrition

Literature The old man and the small fish A real-life story

Breakfast in China and around the world

Listening

Extra Practice

Grammar Spotlight pp. 134–5 Writing Asking interview questions, p. 152

Grammar Spotlight pp. 136–7 Writing Using past form of the verbs, p. 154

Simple past + with/when When we finished lunch, we went to the amusement park.

Review Units 1–2

A healthy body

Parts of the body

Mission: Become a health expert Page 32

Sounds and spelling: kn and n spelling for “n” sound

Health problems

Natural features

Fun in the jungle

Simple past verbs

Sounds and Mission: Create a spelling: jungle adventure l, ll and le spelling for “l” sound park

Page 44

Review of comparative and superlative adjectives, as … as I’m not as strong as you. Jenny is taller than you. Ivan is the strongest man here.

Work your body Learn about bones and joints Yoga in Indonesia

Literature Too-too-moo and the Komodo dragon A fantasy play script Reading and Writing

Grammar Spotlight pp. 138–9 Writing Writing short notes, p. 156

want/need + infinitive I want to go to the party. You need to drink lots of water. I don’t want to drink water. Adverbs well, badly, loudly, quietly, quickly, slowly, carefully, beautifully, hard, fast

From the roots to the flower Learn about plants and how they grow

Literature The story of Rama and Sita An Indian myth

Comparative adverbs Elephants can move faster than snakes. Monkeys can climb better than tigers. Bears can run more quickly than monkeys.

Carnivorous plants in India and around the world

Reading and Writing

Grammar Spotlight pp. 140–1 Writing Using “a hook,” p. 158

Review Units 3–4

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Cambridge University Press 978-1-108-41398-5 — Level Up Level 3 Student's Book Caroline Nixon , Michael Tomlinson Table of Contents More Information

Vocabulary

Grammar

Cross-curricular

Skills

Extra Practice

Behind the scenes

Describing clothes

Grammar Spotlight pp. 142–3

Sounds and spelling: -igh and i-e spelling

Materials and properties Learn about the properties of different materials

Literature The myth of Icarus A Greek myth

Mission: Prepare a performance Page 58

be made of What’s it made of? It’s made of gold. What are the wings made of? They’re made of paper. should, could, and let’s for suggestions Should we design some props? Let’s design the sea. We could use blue paper.

Greek masks

Classroom stars

School subjects

should/shouldn’t You should listen to your teacher. You shouldn’t talk when your teacher’s giving the lesson. Should you cheat on tests? No, you shouldn’t.

Where are we? Learn about maps and symbols

Materials

Extension of school vocabulary

Mission: Have Sounds and a school prizegiving ceremony spelling: f and ph spelling Page 70 for “f” sound

Cappadocia in Turkey

Speaking

Literature The project A narration and poem Listening

Writing Writing instructions, p. 160

Grammar Spotlight pp. 144–5 Writing Writing rhymes, p. 162

be good at + noun/gerund I’m good at math. Are you good at sports? I’m not very good at drawing.

Review Units 5–6

When I grow up … Mission: Choose your dream job Page 84

Jobs Personality adjectives Sounds and spelling: -er, -ar, and -or endings

City break

Directions

Mission: Create a guide to a town Page 96

Places in town Sounds and spelling: revision of the “th” sound

when and if clauses (zero conditionals) When you dance, you look in the mirror. If you win, you get a big prize. If William wins, he wants to buy a fantastic new camera.

Time detectives Learn about archeology The Altamira Caves in Spain

Literature Don Quixote, Sancho, and the windmills An adventure play script

Grammar Spotlight pp. 146–7 Writing Answering questions on a form, p. 164

Reading and Writing

look like, be like What does your grandpa look like? He’s very tall and he has short, gray hair. What’s your uncle like? He’s very friendly. Future with be going to I’m going to take my umbrella. It isn’t going to rain. What are we going to see first?

Home, sweet home Learn about cities, towns, and villages

Literature The road to Hope A poem

New York City

Speaking

North, south, east, and west Learn about what to take on a hiking trip

Literature The story of Popocatepetl and Iztaccihuatl A narration and legend

Prepositions of movement across, into, out of, over, past, around, through

Grammar Spotlight pp. 148–9 Writing Using sequencing words, p. 166

Review Units 7–8

Let’s travel!

Adjectives

Mission: Organise a summer camp Page 110

On vacation Sounds and spelling: ge spelling for “j” sound

before, after, when clauses Rose got really wet before I gave her my umbrella. He ran really fast when Fred came out of the trees. After we met Grandma’s sister in China, we ate the fantastic noodles.

A hiking trip in Mexico

Grammar Spotlight pp. 150–1 Writing Writing about past then future, p. 168

Reading and Writing

-ed/-ing adjective endings excited/exciting interested/interesting

Review Unit

Units 1–9

Units 1–9

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Cambridge University Press 978-1-108-41398-5 — Level Up Level 3 Student's Book Caroline Nixon , Michael Tomlinson Excerpt More Information

5

Behind the scenes 1

Watch the video. Ask and answer. What’s your favorite play or show? Who are the characters? What do they look like?

Prepare a performance In this unit I will: 1

Design a costume.

2

Create a set and some props.

3

Make a mask. Write a scene and put on a performance.

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Vocabulary 1

1

2.18

5

Listen. What is the name of the new show?

Today, Diversicus is in Greece. Jim and Jenny are talking to Rose about the new show.

wing

striped

gold

silver

bright

light

spotted

dark

2

2.19

Say the chant.

3 Play the describing game. He’s wearing bright orange pants.

Is it Marc?

Yes, it is!

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Cambridge University Press 978-1-108-41398-5 — Level Up Level 3 Student's Book Caroline Nixon , Michael Tomlinson Excerpt More Information

DIVERSICUS

2.20

This show’s called Icaria. It’s an island in Greece. Do you like the new tree?

1

2

Yes! What’s it made of?

Yes, rubber is one of the safest materials for acrobats.

It’s made of brown and green rubber. Here are Lily’s wings.

3

4

Can I put them on?

OK, but please be careful; they aren’t very strong. They aren’t made of rubber.

5

Look at that helmet. It’s made of gold!

No, Jenny, it isn’t. We painted it gold.

7

Rubber? My eraser’s made of rubber.

That’s smart. The wings are made of paper. Are these the wings for the show?

No, Jim. They’re only for the practice.

6

These are the wings for the show. What do you think they’re made of?

Wow! They’re made of old T-shirts!

8

I’d really like to help, but … it’s time for me to fly.

We always recycle things to make the costumes. We painted the old T-shirts gold and now we have to cut them up. Would you like to help us?

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2.21

Listen to the sentences and say the answers.

Story: be made of in context

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Cambridge University Press 978-1-108-41398-5 — Level Up Level 3 Student's Book Caroline Nixon , Michael Tomlinson Excerpt More Information

Language practice 1

5

1 Read the text. What clothes does Robin describe? These are the 1 clothes for my costume. The pants are 2 They’re 5

3

purple with yellow

shoes. They’re made of

6

4

of paper.

. I have yellow and purple . My helmet

7

made of gold.

Robin

2.22 2

Grammar spotlight

What’s it made of? W

It’s made of gold.

What are the wings made of?

The wings are made of paper.

2 Read Activity 1 again and choose the correct answer. Use the words in the box.

3 Describe the costume in the picture. He’s wearing a black hat. It’s made of …

STAGE 1 Design a costume. Choose a character from a play, movie, or book. Design a costume for the character. Think about what it’s made of. Write a description of your costume and what it’s made of. In groups, talk about your costume.

This is my design for a Peter Pan costume. He’s wearing a hat. It’s made of green paper …

My

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Cambridge University Press 978-1-108-41398-5 — Level Up Level 3 Student's Book Caroline Nixon , Michael Tomlinson Excerpt More Information

Vocabulary 2 and song

1

2.23

5

Listen and match the materials to the numbers. Then sing the song.

8 6

Making, making, making, Making all day long. Cardboard, metal, glass, Plastic, wool, and wood.

1

Cut them up, cut them out, Color in, and glue!

2

We make, we make, We make, we make these things. These scissors are made of metal, This scarf is made of wool. My box is made of plastic, And my table’s made of wood.

7

3

Chorus That crown is made of brown cardboard, And I have silver wings. These balls are made of glass, And I have four gold rings.

4

Chorus

2 Read and answer. Make two more riddles. 1

It’s made of paper. You read it. What is it?

2

It’s made of wood. You sit on it. What is it?

3

It’s made of wool. You use it to keep your neck warm. What is it?

4

It’s made of gold. You wear it on your finger. What is it?

3 Play the game. What is it? I can see something – it’s made of wood. What is it?

Look around! What are your things made of?

Is it the teacher’s desk? Yes, that’s right!

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Materials

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Cambridge University Press 978-1-108-41398-5 — Level Up Level 3 Student's Book Caroline Nixon , Michael Tomlinson Excerpt More Information

Language practice 2

5

1

2.25

Listen. What are Kelly and Sophia designing?

2

2.26

Listen again. What material do they use for each thing?

2.27

Grammar spotlight

Should we design some props? Let’s design the sea. We could use blue paper.

3 Read the situations. Share ideas with a partner. Use Should, Let’s, and We could. 1

You’re at the movie theater. What movie do you want to watch?

2

You’re at the playground. What game can you play?

3

It’s your friend’s birthday. What present do you want to buy for him/her? Should we watch a funny movie?

Let’s play hide and seek!

We could buy Julia a ring.

STAGE 2 Create a set and some props. Think of your character from Mission Stage 1. Make a group with different characters. My

In your groups, think of a set. Where are the characters? Think of some props and decide what materials you need to make them. Now make your set and props.

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Cambridge University Press 978-1-108-41398-5 — Level Up Level 3 Student's Book Caroline Nixon , Michael Tomlinson Excerpt More Information

Cross-curricular

Materials and properties 1 2

Watch the video. 2.28

Listen and read. Say the opposites.

This crown is made of gold. Gold is heavy.

This table is made of wood. Wood is rigid.

This ruler is made of plastic. Plastic is flexible.

This house is made of bricks. Bricks are rough.

This newspaper is made of This slide is made of paper. Paper is light. metal. Metal is smooth.

The opposite of heavy is …

3 Read and say. 1

Find something flexible and something rigid in the classroom.

2

Think of something heavy and something light at home.

3

Think of something rough and something smooth outside.

4 Choose and say.

Plastic is a good material for this because it’s light and rigid. 64

Is it a cup?

Yes, it is!

Learn about the properties of different materials

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Cambridge University Press 978-1-108-41398-5 — Level Up Level 3 Student's Book Caroline Nixon , Michael Tomlinson Excerpt More Information

Culture

5

2.29

5 Listen and read. Then read the sentences and say yes or no.

A theater workshop In our theater group, we use different materials to make our costumes, props, and sets. We use materials with different properties. Some materials are flexible and light. Some materials are rigid and strong. It’s important to use materials that are safe. We make masks with papier-mâché. It’s flexible and light because it’s made of paper, glue, and water. You can paint the masks and decorate them with lots of different things. Today we’re making Greek masks. Theater was very important in Ancient Greece. Most cities had a theater and people went there to watch comedies (funny shows) or tragedies (sad or serious shows). The actors used masks to show different emotions more clearly. Some masks were double-sided, which means they could have one face on one side and a different one on the other side. Let’s make happy and sad double-sided masks!

1

All materials are flexible and soft.

4

2

Papier-mâché is made with paper, glue, and water.

People in Ancient Greece didn’t like the theater.

5

Tragedies were usually serious shows.

You can’t paint papier-mâché.

6

You can have two different emotions on double-sided masks.

3

STAGE 3 Make a mask.

In groups, read the instructions. Design and then make a mask for your character. Tell the class about your mask.

1 Cut a newspaper into strips. 2 Mix water and glue in a bowl. one) in 3 Put the paper strips (one by the bowl and cover them with the glue. sk. 4 Put the strips on a plastic ma ate 5 When it’s dry, paint and decor your mask.

My mask is very light. It’s made of papier-mâché. My mask is bright purple with gold stripes.

My

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Cambridge University Press 978-1-108-41398-5 — Level Up Level 3 Student's Book Caroline Nixon , Michael Tomlinson Excerpt More Information

Literature

1 Look at the pictures. What do you think the story is about? Discuss with a partner.

2.30

1

THE MYTH OF ICARUS

One morning on the island of Crete, Icarus and his father Daedalus were in their workshop. Daedalus uss was an inventor. Suddenly, King Minos arrived and he spoke to Daedalus. “I’d like you to build me a labyrinth,” he said. “I want to put that Minotaur inside it.” The Minotaur was a terrible monster. He had the head of a bull and the body of a man. King Minos was pleased when he saw Daedalus’s us’s work. He put the Minotaur inside the labyrinth. h. Then he locked Daedalus and Icarus inside a tower. “What are you doing?” said Daedalus. s. “Well,” said the King, “you know the secret off how to get out of the labyrinth. And I don’t want anyone else to know it.”

2

3

Daedalus and his son felt sad. Days passed, then Daedalus had an idea. He collected feathers from the birds that flew to the window of the tower. Then he made wings with the feathers. He used wax from a candle to stick the feathers together.

66

Text type: A Greek myth

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Cambridge University Press 978-1-108-41398-5 — Level Up Level 3 Student's Book Caroline Nixon , Michael Tomlinson Excerpt More Information

5

Daedalus told Icarus what to do. “Follow me. Don’t go too high because the sun will melt the wax in your wings. Don’t go too low because the sea will make the feathers in your wings wet. Are you ready? Go!” Daedalus and Icarus jumped out off the away o tth he window. w indow. indow w. They They Th ey fl fleew ew a way ay ffrom rom tthe he island and away from King Minos. Daedalus flew in front, Icarus followed behind. Icarus loved flying. He was just like a bird! He forgot his father’s words, and he flew higher and higher. But as he got nearer to the sun, the wax between the feathers began th hers beg gan to melt. meltt.

4 When Daedalus looked behind him, he couldn’t see his son. “Icarus!” he shouted. “Icarus! Where are you?” Daedalus looked down. There were feathers in the sea. Daedalus went to the nearest island. He sat and looked at the sea for a long time, and he felt sad for his son. That called the Th hat island d is now w ca a l led d Icaria, Iccaria, and th he sea around it is called the Icarian Sea.

5

2 Read and answer. 1

Do you like the story?

2

What is the most exciting part?

3

What is the saddest part?

4

Do you know any other Greek myths? Who are the characters? What happens?

3 Act out with a partner. Imagine you are Icarus and Daedalus in the tower. Talk about how to escape.

How can we get out of here?

We could …

OK, let’s try to…

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Skills practice

1 Finish these sentences.

I don’t like costumes made of …

My favorite kind of costume is …

I like reading/listening to stories about …

I’d like to have a … made of …

The best objects to make are …

2 Look at these pictures. They tell a story. Read and say yes or no. 1

A boy is putting on a robot costume with his mom. His name is Charlie.

4

Charlie is standing next to two people in costumes. He’s crying.

2

Charlie is at a competition. It’s four o’clock.

5

3

Charlie is buying his favorite toy monster. His mom is reading a comic book.

Charlie is the winner! He has some DVDs and he’s happy. A man is taking a picture.

1

2

4

5

3

Talk about all the pictures.

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2.31

Listen. Now you finish the story.

Speaking skills

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Cambridge University Press 978-1-108-41398-5 — Level Up Level 3 Student's Book Caroline Nixon , Michael Tomlinson Excerpt More Information

Review

5 in action! Write a scene and put on a performance.

Plan and write a scene in your groups What’s the name of the show?

Who are the characters? What are they doing? What do they say? Where are they?

My

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Talk about your costumes, props, and masks.

My crown is made of gold paper, and my mask is made of cardboard. Act out your scene for the class.

1 2 3 4 5 6

Which circus artist is wearing a spotted shirt? What are the practice wings made of? Say something made of plastic. What do Kelly and Sophia use to make the clouds? Name three materials that are flexible. Why did Icarus fall into the sea?

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