A2

6
Student's Book

Elementary

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 Welcome! 6. Student’s Book is a publication of the Editorial Board of
Ediciones Larousse, S.A de C.V.
Chief Editor
Tomás García Cerezo
Content Coordinator and Editor
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Textbook Writer
Margarita de Jesús Dueñas Kittrell
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Illustrations by
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ISBN 978-607-21-2917-7
©2023 Ediciones Larousse, S.A. de C.V.
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First edition, 2023
Printed in Mexico
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 SCOPE & SEQUENCE LEVEL: 2

Unit Vocabulary Structure

Adjectives (beautiful, big, great, huge, modern, nice, small,
Lesson 1: pp. 6–10
wonderful)
Verb have: to describe rooms or
Intensifiers (really, very)
things that are at school.
Places at school (art room, computer lab gardens, hall, library,
Use of adjective intensifiers.
1 music room, nurse’s office, playing field, principal’s office, science
lab, schoolyard)
Lesson 2: pp. 11–15
In the Asking and answering about the
School activities (Chess club, Dance classes, Reading club,
School time. (What time is it? It’s 7:30)
Science Fair, Spelling Bee, Math competitions)
Asking and answering about precise
Weekdays (Monday, Tuesday, Wednesday, Thursday, Friday)
time. (What time is the class?
School subjects (art, English, geography, history, information
It’s at 8:30.)
technology (IT), math, physical education (PE), science)
Unit Challenge, p. 16
Telling the time (a quarter after/before/to, half past, o’clock)
Lesson 1: pp. 18–22
Clothes (cap, flip flops, gloves, hat, shorts, snow boots, socks, Simple present: talk about facts,
sunglasses, T-shirt, winter jacket) things normally true (affirmative,

2 Months (January, February, March, April, May, June, July, August,

September, October, November, December)
negative, interrogative)
Use of ordinal numbers for dates
World Ordinal numbers (1st first – 31st thirty first) Lesson 2: pp. 23–27
Seasons Seasons of the Year (spring, summer, autumn/fall, winter) Simple present: things that usually
Facts Weather (cloudy, cold, foggy, hot, rainy, snowy, stormy, sunny, happen vs present continuous: things
warm, windy) happening now or around now
Words in context (hemisphere, hibernation, northern, southern) Use of adjectives to describe the weather
Unit Challenge, p. 28

Lesson 1: pp. 30–34

Household chores (do the laundry, dry the dishes, feed the dog, Have to/Modal:Should: for
make the bed, mop the floor, set the table, sweep the floor, wash obligations and duties
3 the dishes) Lesson 2: pp. 35–39
Housework Household chores gerunds (cleaning the windows, dusting Expressing likes and dislikes: I like,
furniture, folding clothes, ironing the clothes, taking out the trash, I don’t like, I don’t mind
vacuuming, walking the dog, watering the garden) Use of gerunds
Unit Challenge, p. 40

Lesson 1: pp. 42–46

Going to: plans and intentions.
Accessories (bracelet, earrings, handbag, headband, scarf) (affirmative, negative, interrogative,
4 Clothes (jeans, sweatpants, skirt, top) Wh- questions)
Making Places (airport, aquarium, beach, castle, hotel, mall, observation Lesson 2: pp. 47–51
plans deck, restaurant, skyscraper, stadium, wax museum) Present continuous: future
Shoes (sneakers) arrangements. (affirmative, negative,
interrogative, Wh- questions)
Unit Challenge, p. 52
Adjectives (big, close, large, small)
Materials (dust, gas, glass, gold, ice, leather, metal, paper, plastic,
rock, wood, wool) Lesson 1: pp. 54–58
Nouns (bottle, bracelet, chair, fence, helmet, knife, notebook, Be made of (material)
5 shoes, sweater) Use of comparative and superlative
The Planets (Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, adjectives
Amazing Neptune) Lesson 2: pp. 59–63
Space Space exploration (advance, astronaut, astronomer, challenge, Modals of possibility: may, might
inspire, mission, possibility, promising, rocket, satellite, space, (affirmative, negative)
spacecraft) Unit Challenge, p. 64
The Solar System (asteroids, asteroid belt, comets, moons,
planets, Sun)

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 Unit Vocabulary Structure
Party (cake, candies, fruit, magic, pizza, popcorn, snacks, Lesson 1: 1: pp. 66–70
soft drinks) Tag questions
Party ideas (gaming tournament, karaoke evening, picnic, Possessive�s
6 sleepover, treasure hunt)
Whose…?
It’s Party Indefinite pronouns (anybody, anyone, anything,
Use of indefinite pronouns
Time anywhere, everywhere, everyone, everything, nobody,
noting, nowhere, somebody, someone, something, Lesson 2: pp. 71–75
somewhere) Past continuous and past simple
Phrasal verbs (hurry, pick up, show up, turn down) Unit Challenge, p. 76
Adverbs (ever, never)
Geographical places (desert, island, lake, mountain, river,
volcano) Lesson 1: pp. 78–82
Constructions (bridge, pyramid, tower) Present perfect simple (affirmative,
negative, interrogative)
7 Hobbies (collecting pebbles, fantasy writing, identifying
plants, model building, pencil drawing) Use of ever, never with present
The Things perfect
Landscapes (The Aconcagua, the Nile River, the Eiffel
I’ve Done Lesson 2: pp. 83–87
Tower, the Pyramids of Giza, the Oresund Bridge, Lake
Turkana) Use of for, since with present perfect
Prepositions (for, since) Unit Challenge, p. 88
Verbs past participle (been, classified, collected, created,
given, had, learned, liked, met, seen, taken)
Adverbs (already, yet)
Places (haunted house, library, museum, planetarium) Lesson 1: pp. 90–94
Jobs (actor, professional runner) Use of already, yet with present
8 Movies (action, character, comedy, horror, romantic,
perfect
Connecting Lesson 2: pp. 95–99
role, sci-fi)
with the Present perfect or simple past
Sports (career, competitions, running, race, record)
Past
Time expressions (an hour/day/week ago, for now, last Use of time expressions
week/month/year, since, so far, this week/month/year, Unit challenge, p.100
today, yesterday)
Adverb (by)
Lesson 1: pp. 102–106
Antibiotics (bacteria, illness, penicillin)
Passive sentences: Simple Present
9 Crayons (artwork, cylinder, harden, melt, metal, mold,
pigment, plastic, stir, texture, tool, wax)
Lesson 2: pp. 107–111
Inventions Passive sentences: Simple Past
Wheel (agriculture, industry, metal, plastic, rubber,
Use of by with passive voice
transportation, wood)
Unit Challenge, p. 112
World Wide Web (blogs, podcasts)
Lesson 1: pp. 114–118
Adverbs of manner –ly (carefully, delicately, easily, gently, Use of adverbs of manner
10 powerfully, quickly, slowly) Use of comparative adverbs of
Adverbs of manner, irregular (hard, fast, late, early, well) manner
Animals:
Facts and Animals (dog, dragon, goat, gorilla, horse, monkey, Lesson 2: pp. 119–123
Stories orantugan, ox, pig, rabbit, rat, rooster, snake, tiger) Narrative tenses: simple past and
past continuous
Unit Challenge, p. 124

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 Unit 1

In the School
In this unit you will:
• describe a school building
• plan a school schedule

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 LESSON 1

Step 1
1.  Work in pairs. Think about all the places in your school. Then, read
the questions and discuss the answers with your partner.

a. W hat is your favorite place in your school? Why?

b. What do you like about your classroom? Why?

2.  Read two students’ descriptions of their schools. Are the places you
mentioned in activity 1 in the texts?

My school is really big. On the first floor, it has

some classrooms for younger students and a
music room. The classrooms are around the
schoolyard. My school has a library with a lot
of books! The school has a really big hall for
important school events. The school has more
classrooms and the science lab on the second
floor. It also has a modern computer lab. The
principal’s office is on this floor too. The school
has a great playing field. I think my school is
very nice!
Jake

My school is small and beautiful. It has gardens

at the front of the building. The classrooms are
not big, but they have big windows. The school
has two computer labs. One lab is for younger
students. It has a science lab too. The library is
very nice. Sometimes, we go there to play chess.
The principal’s office is on the first floor. The
school doesn’t have a music room, but it has an
art room on the second floor. The schoolyard
is at the back of the building. The school has
a nurse’s office. It is very small but it has
everything we need when we feel ill. My school is
really great! Rebeca

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 Step 2 LESSON 1
3. Look at the pictures. Then, write the name of the student, Jake or Rebeca,
according to the descriptions on page 6.

SCHOOL

a. b.
4.  Read the text again and complete the chart. Check (✓) what Jake’s
and Rebeca’s schools have.

Place Jake Rebeca

a. art room
b. computer and science labs
c. gardens
d. hall
e. library
f. music room
g. nurse’s office
h. playing field
i. principal’s office
j. schoolyard
a ck 0

5.
Tr

 Listen to the names of the school places in the chart. Listen again
2

and repeat.

6.  Work in pairs. Read the questions. Think about your answers and
discuss them with your partner.
a. H ow are Jake’s and Rebeca’s schools different?
b. Besides the classroom, which do you think are the three most important
places in a school? Why?
c. Which school do you think is better? Jake’s or Rebeca’s? Why?
In the School 7

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 Step 3 LESSON 1
7. Read the sentences. Then, complete the rules with the words in the box.
• My school has a library.
• All the classrooms have a projector.
• The school doesn’t have a music room.
doesn’t has have plural singular verb

Verb have

a. Use the have to describe the rooms or things that are or

are not in a building.
b. Use with subjects.
Example: It has big rooms.
c. U
 se for subjects.
Example: The classrooms have projectors.
d. Affirmative form: subject + have/has + object
e. Negative form: subject + don’t/ + have + object

Language reference p. 129

8. Read the sentences. Then, unscramble the words in the box to complete
the rule in the chart.
• The library is very nice. • The school has a really big hall.
or really the use very words

Intensifiers

before the adjective to

make their meaning stronger.
Note: Sometimes, you can use a different adjective to make the meaning
stronger.
Example: The school is really big. The school is huge.
The school is really great. The school is wonderful.
Language reference p. 129

9. Write sentences describing places in a school with the correct form of

have. Use an adjective and an intensifier in each sentence.
a.
b.

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 Step 4 LESSON 1
a ck 0

10.
Tr

3  Listen to a conversation between two students. Complete the spaces

with the words you hear. Listen again and check your answers.
David: Hi, Betty! What’s your school like?
Betty: Hi, David! It’s . I like it. What about yours?
David: I like it too. It’s big.
Betty: it have a playing field?
David: Yes, it . It has a huge , for special events,
you know.
Betty: That’s great! My school have a playing field, but the
is very big.
David: That’s cool! Let’s talk later.
Betty: Yes, I’ll text you.

11.  Work in pairs. Take turns to practice the conversation in activity 10.

12.  Work in pairs: A and B. Look at your school map. Cover your partner’s
map. Ask and answer questions about what your school has. Give
short affirmative and negative answers.

Does it have a library?

Yes, it does. / No, it doesn’t.

Student A Student B

art
schoolyard playing field library
room

computer computer
hall schoolyard
lab lab

nurse’s science music

hall
room lab room

In the School 9

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 Step 4 LESSON 1
13.  Think about all the places that a school has. Write the words on
the lines.

14.  Write a description of your school using the places from activity 13.
Find adjectives to describe the places in activity 2, page 6. Think
about other adjectives to add.

15.  Work in pairs. Compare your descriptions and make corrections

if necessary.

16.  Work in pairs. How similar or different are your descriptions? Make
notes in your notebook.

10

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 LESSON 2

Step 1
1.  Work in pairs. Read the questions and then discuss the answers with
your partner.
a. W hich is your favorite subject at school? Why?
b. What subject do you think is the most important to study? Why?

SCHOOL

a ck 0

2.
Tr

 Listen and read the conversation between two school friends. Do

they mention the subjects you talked about in activity 1?
Richard: Hi, Sophia!
Sophia: Hi, Richard. Do you have a minute? Let’s check the schedule. Ok?
Richard: Good idea! Mmm… math is the first one, every day. Then geography
and physical education on Mondays, Wednesdays, and Fridays.
Sophia: OK, I see. Geography is at 8:30 and P.E. at 9:30. And English? What
time is the class?
Richard: Science is at 11:30 and English is after science, at 12:30, every day.
Hey, and history?
Sophia: History is on Tuesday and Thursday, at 1:30.
Richard: And what time do we have IT?
Sophia: OK, information technology is at 9:30 on Tuesday and Thursday. Art is
at 1:30 on Friday. And Spanish is at 8:30 on Tuesday and Thursday, and at 1:30
on Monday and Wednesday.
Richard: What time is it?
Sophia: It’s 7:20! Let’s go to the classroom. Miss Marian is very punctual.

In the School 11

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 Step 2 LESSON 2
a ck 0

3.
Tr

5  Listen and check (✓) all the school subjects that you hear.
art history science
biology math Spanish
English music
geography physical education
a ck 0

4.
Tr

 Listen to the conversation on page 11 and complete the school

schedule. Listen again and check your answers.

Hour/Day Monday Tuesday Wednesday Thursday Friday

7:30 math math math math

8:30 Spanish geography

9:30 IT PE IT

Recess

11:30 science science science

12:30 English English

1:30 Spanish history art

a ck 0

5.
6
Tr

 Listen to the school coordinator telling students about extra

activities at school. Complete the spaces. Listen again and repeat.

After-school activities School year activities

a. Club d. Bee
b. Chess e. Fair
c. Classes f. Competitions

12

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 Step 3 LESSON 2
6. Read the sentences. Then, complete the rules in the chart with the words
in the box.
• What time is it? It’s 7:20
• What time is the class? It’s at 7:30

at hour it It’s hour What

Telling the Time

a. Ask about the time with the expression: What time is ?

b. Use before the to answer a question about the time
or just say the hour: It’s 6:30 / 6:30.
c. A
 sk: time is + the event, to know about an accurate time of an
activity or event.
Example: What time is Geography? What time is the Reading Club?
d. U
 se the preposition before the to tell the precise time
of an event.

a ck 0

7.
Tr

 Look at the clocks. Complete the expressions to tell the time with the
7

words in the box. Then, listen and check your answers. Listen again
and repeat.

after half o’clock past quarter to

a. b. c. d.

a. It’s ten fifteen / It’s a ten.

b. It’s 10 .
c. It’s nine forty-five. / It’s a quarter ten.
d. It’s nine thirty. / It’s nine.

In the School 13

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 Step 4 LESSON 2
8.  Work in pairs: A and B. Draw different times in your clocks. Then, take
turns to ask and answer to mark the time in your partner’s clock. Ask
about the hour in the order they appear. Look at the example.

What time is it? It’s seven thirty.

Student A
a. b. c.

d. e. f.

Student B
a. b. c.

d. e. f.

9.  Compare your clocks. Then, take turns to practice saying the time.

14

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 Step 4 LESSON 2
10.  Plan your own Week Schedule. Complete the chart with hours and
school subjects. Classes should start at eight o’clock and finish at two.

Hour/Day Monday Tuesday Wednesday Thursday Friday

Recess

11.  Describe your school week. Use the information in your Week
Schedule. Look at the example.
On Monday, I have math at 7:30 and then music. At 10, I have… before…
I have… after…

12.  Work in pairs. Take turns to talk about your school schedules. Do you
have the same subjects? Are the hours different?

In the School 15

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 UNIT 1
Challenge

1. Find eight words related to school places and subjects in the

Word Search Puzzle.

G S D W S P Y H I S T O R Y
M O C O S C S P U E R Y M S
U X X I V T I S P U P L C M
S S A R E T R E S A M S O B
I S L I Q N M E N D P U M O
C N E I C U C A S C A R P S
R Y R D B Y Q E D S E U U A
O N D A M R S U L D G O T J
O A B D E T A C X A R D E F
M H I Q M U S R D R B T R Z
S M I W F D C W Y M Q P L B
G E O G R A P H Y P O H A U
R C F U T L N D O A C T B J
A S C H O O L Y A R D V O I
N T S O T H U D B D N C M P

2. Complete the description of the school subjects and places.

a. library: This is the place where…

b. geography: This is what you study to…
c. schoolyard: This is the place where…
d. computer lab: This is the place where…
e. science lab: This is the place where…
f. history: This is what you study to…
g. science: This is what you study to…
h. music room: This is the place where you…

16

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 Unit 2

World
Seasons Facts
In this unit you will:
• create an infographic of the seasons of the year
• describe a season of the year in the place where you live

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 LESSON 1

Step 1
1.  Work in pairs. Read the questions and discuss the answers with
your partner.
a. W hat are the seasons of the year?
b. What can you tell about the seasons of the year?
a ck 0

2.
8
Tr

 Listen and read the infographic. Are there any of the ideas
you discussed in activity 1 in the text?
Seasons on Earth
The four seasons on Earth are winter, spring, autumn or fall, and summer. Earth
rotates on its axis as it orbits the Sun, and throughout the year, different parts
on Earth receive the Sun’s most direct rays. In the Northern Hemisphere, winter
starts on December 21, spring on March 21, summer on June 21, and fall starts
on September 22. The opposite happens in the Southern Hemisphere, where
summer begins in December, and winter starts on June 21.
Adapted from: What causes the seasons?, accessed on February 17, 2023, https://spaceplace.nasa.gov/seasons/en/

Spring. Plants begin to grow. The Fall. In this season, a lot of changes
weather is usually warm. Days become happen. Leaves fall from trees, and
longer than in winter. Some animals the weather is colder. The days in fall
wake up from hibernation, and many are shorter. Animals begin to prepare
birds return to their home. for the winter.
Summer. Plants grow quickly in this Winter. This season is the coldest of
season. The weather is hot and the the year, and it has the shortest days.
days are usually sunny. It is the season It snows in some areas on Earth. This
of the longest days. Sometimes there is the season when animals hibernate,
are fires in the forests. and plants stop growing.

18

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 Step 2 LESSON 1
3. Label the pictures with a season of the year.

a. b. c. d.

4.  Read the infographic on page 18 and write the season of the year
when the events happen.
a. Animals hibernate.
b. Birds return to their home.
c. There are many sunny days.
d. Leaves fall from trees.
e. There are fires in the forest.
f. Plants grow very fast.

5.  Read the infographic on page 18. Write True or False. Correct

the false information.
a. In the Northern Hemisphere winter begins on December 21.

b. In the Southern Hemisphere summer begins on June 21.

c. In winter, the days are shorter than in spring.

d. In spring, the days are longer than in summer.

e. In fall, trees and other things change.

f. Each season lasts three months.

World Seasons Facts 19

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 Step 3 LESSON 1
6. Read the sentences. Then, complete the rules in the chart with the words
from the box.
• Earth rotates on its axis as it orbits the Sun.
• Different parts on Earth receive the Sun’s most direct rays.
after before facts it not questions verbs

Simple present

a. Use the simple present to talk about .

b. Add –s to in the third person: he, she, or .
c. Add Do or Does the subject to make .
Example: Does spring start on June 21?
d. A
 dd not do or does to make negative sentences.
Example: Spring in the Southern Hemisphere does start in March.

Language reference p. 129

7. Read the sentence. Then, complete the rules in the chart with the words
and numbers from the box.
• Spring begins on January 21.
• Fall ends on December 20.
fourteenth month ordinal 14

Ordinal Numbers for Dates

a. U
 se cardinal numbers in written form: + cardinal number for dates.
Example: February .
b. Use ordinal number in spoken form: month + number.
Example: February .

Language reference p. 129

a ck 0

8.
9
Tr

 Listen and check (✓) the dates that you hear. Listen again and repeat.
a. January 1 b. January 11 c. February 2
d. February 22 e. March 30 f. March 3
g. September 16 h. September 6

20

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 Step 4 LESSON 1
9.  Ask ten classmates about their birthdays. Write their answers in the
chart. Look at the example.

When is your birthday? On August 24.

Name Birthday Season

Daniel August 24 Summer
a.
b.
c.
d.
e.
f.
g.
h.
i.
j.

10. Identify your partners' birth season and write it under the Season column
of the chart in activity 9. Then, make a bar graph with the information.

Number of birthdays in the seasons of the year

11.  Work in groups and compare your graphs.

World Seasons Facts 21

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 Step 4 LESSON 1
12.  Create an infographic. Include information and illustrations about
the seasons of the year where you live.

13.  Work in small groups and share your infographics. Discuss the similar
or different elements you included.

14.  Work in pairs. Read the questions and discuss the answers with
your partner.
• Which is your favorite season? Why?

22

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 LESSON 2

Step 1
1. Look at the pictures. What month of the year do you think it is?
Discuss your ideas with the class.

2.  Read the texts and check your predictions.

What’s the Weather

Like in Your Country?

December is always warm or hot in Australia, and it

rains in some parts of the country. Today it is raining in
the north. I don’t like rainy days. Summer is my favorite
season because we can do a lot of outdoor activities.
Today it’s sunny and I’m wearing a T-shirt, shorts, and flip-
flops. If I go to the beach, I wear a cap and sunglasses to
Noah protect myself from the sun.

In Sweden, the weather in December is always snowy and

cold. It usually snows, just like today. It is snowing and cold
outside. Windy days are normal in December, and most days
are cloudy. Sometimes, the days are foggy or stormy. When
it’s foggy, it’s difficult to see other cars on the road. But
December is a great month for snow and winter activities.
I’m going out today, so I’m wearing a winter jacket and snow Mandy
boots. We usually wear socks and gloves too. I always wear
a hat to protect my head and ears from the cold.

3.  Work in groups. Read the questions and discuss the answers with
your partners.
a. W hy are the seasons different in the same month?
b. Do you think the weather affects the way you feel?

World Seasons Facts 23

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 Step 2 LESSON 2
4.  Read the texts on page 23 again and complete the sentences.
a. The weather in Australia in December is or .
b. Noah doesn’t like .
c. Summer is Noah’s favorite season because he .
d. Noah wears a , , and in a sunny day.
e. For protection against the sun, Noah wears .
f. In December, the weather is and in Sweden.
g. When the weather is foggy, it is .
h. People can do and in December in Sweden.
i. Mandy wears when she goes out.
k
rac 1
0

5.  Find the words in the text on page 23 and label the pictures.
T

Listen and check your answers. Listen again and repeat.

a. b. c. d. e.

f. g. h. i. j.

6.  Describe the weather in Australia and Sweden in December.

a. Australia is , , , and .
b. Sweden is , , , , , and .

24

WEL_PRISB6_U2_FP.indd 24 29/05/23 18:07

 Step 3 LESSON 2
7. Read the sentences. Then, complete the rules in the chart with words from
the box.
• It usually snows in this month.
• Today it is raining in the north of the country.
continuous now simple true

Simple Present vs Present Continuous

a. Use present to talk about things that are normally .

Example: In the summer it rains in Australia.
b. U
 se present to talk about what is happening at the
moment. Example: I can’t go out because it is snowing.
c. Use simple present and present continuous to talk about what usually
happens and what is happening .
Example: We usually play outside, but today we’re playing inside because it
is raining.

Language reference p. 129

8. Complete the sentences with the correct form of the verb in parenthesis.
a. I don’t understand! It never in October. (rain)
b. What’s going on? It’s October and it ! (snow)

9. Read the sentence. Then, unscramble the words to complete the rule
in the chart.
• Take your umbrella with you. It’s going to be a rainy day.
describe that weather the adjectives

Adjectives to describe the weather

Add –y to some nouns to form .

Example: wind = windy. It’s a windy day.

10. Underline the correct word in the sentences.

a. December is here. Be prepared for snow / snowy days.
b. It’s a beautiful sun / sunny summer day.
c. The rain / rainy season is coming. I’ll take out my umbrella.

World Seasons Facts 25

WEL_PRISB6_U2_FP.indd 25 29/05/23 18:07

 Step 4 LESSON 2
rack 1
11.
T

1  Label the images with the correct word. Listen and check your
answers. Listen again and repeat.

a. It’s . b. It’s . c. It’s . d. It’s .

e. It’s . f. It’s . g. It’s .

12.  Work in pairs. Student A, Student B. Take turns to ask and answer
about the weather in your maps. Look at the example.

How’s the weather

in Los Angeles? It’s sunny.

Student A Student B

Oslo

London
Berlín

Paris Vienna

Madrid Rome

26

WEL_PRISB6_U2_FP.indd 26 29/05/23 18:07

 Step 4 LESSON 2
13.  Think about a month or season of the year where you live. Write
words or phrases related to the season in the boxes below.

Weather Activities Clothes

14.  Use the information from activity 13 to write a post for a blog.
Follow the steps.
a. W rite about the usual weather and what you usually do and wear during
the season.
b. Write about what is happening now too.
c. Look at the posts on page 23 to get ideas.

15.  Work in pairs. Share your description with your partner. Review
your posts and make corrections if necessary.

World Seasons Facts 27

WEL_PRISB6_U2_FP.indd 27 29/05/23 18:07

 UNIT 2
Challenge

1. Complete the sentences with the words below. Use the words more than
once if necessary.
a. Spring
b. Summer
c. Fall
d. Winter

hat
April May

s t jacket
boot gu
s ry
Au Janua July
Decem
ber
birds boot Nov
s emb
June er
flowers
lo ps October
- f
flip
March
dy

nts
pla
ou
cl

snowy Sept
emb
foggy er
February sh
ort
s
ves rain outside
glo y

2. Write five sentences in the simple present or present continuous using the
season words.
a.
b.
c.
d.
e.

28

WEL_PRISB6_U2_FP.indd 28 29/05/23 18:07

 Unit 3

Housework
In this unit you will:
• describe the housework you and your classmates have to do at home
• express and justify your likes and dislikes about housework

WEL_PRISB6_U3_FP.indd 29 29/05/23 18:13

 LESSON 1

Step 1
1.  Work in small groups. Read the questions. Then, discuss your answers
with your partner.
a. W hat is the typical housework at your house?
b. Who does the housework?

2.  Read the article. Check if the ideas you discussed in activity 1 are in
the text.

Do you think doing housework is a

good idea for everyone in the family?
Let’s read what some parents think
about it.

Emma Amelia
In our families, At home,
it is a tradition all family
that children members
help with some have to do
tasks at home. My eight-year-old housework. On weekdays, children
daughter always wants to do take turns to wash and dry the
something. So, we thought about dishes after lunch. They have to
a right task for her age. She has to set the table for dinner too. Every
feed the dog in the afternoon, and morning, all family members
her older brother has to do it in the should make their bed before
morning. He also has to set the going out. These little jobs help a
table for lunch. They feel happy lot to keep our house clean.
about that.

James
Children may not like doing housework, but they
understand it’s a family obligation. We all go out to
school or work, so we should do our part to keep the
house tidy. The big cleaning day is on Saturday. On
this day, we have to do the laundry, sweep, and mop the floor. Everything
should look nice!

30

WEL_PRISB6_U3_FP.indd 30 29/05/23 18:13

 Step 2 LESSON 1
3.  Read the article. Answer the questions with Emma, Amelia, or James.
a. Who says that all the family should make their beds?
b. Who says that helping with housework is a tradition?
c. Who talks about children taking turns to do something?
d. Who mentions a special day to clean the house together?
e. Who thinks that a young child can feed the dog?
f. Who thinks that children may not like doing housework?

4.  Read the article again. Underline the correct answer.

a. Emma’s son has to…
1. feed the dog.
2. take out the trash.
3. feed the dog and set the table.

b. What housework do Amelia’s children have to do on weekdays?

1. wash and dry the dishes.
2. wash and dry the dishes, set the table.
3. wash the dishes, set the table.

c. Which chore is not mentioned by James?

1. do the laundry.
2. wash the dishes.
3. sweep the floor.

5.  Think about some titles for the article. Write them on the lines.
Then, work in small groups and decide on the best title.

Housework 31

WEL_PRISB6_U3_FP.indd 31 29/05/23 18:13

 Step 3 LESSON 1
6. Read the sentences. Then, complete the rules in the chart with the words
from the box.
• She has to feed the dog in the afternoon.
• We have to do the laundry.
• Everybody should make their bed before going out.
• We should do our part to keep the house tidy.
affirmative doesn’t have to negative housework should strong not

Have to and Modal: Should

a. Use to talk about obligations, necessary actions to do, or rules

to follow.
Example: I have to dry the dishes before I go out to play.
b.  : has/have to + the base form of the verb.
c. U
 se the negative form when it is not necessary to do something.
Example: I don’t have to wash the dishes because my sister does that.
d. Negative: Add don’t or before the verb to make sentences.
e. Use to talk about duties like , but its meaning is not
as as have to.
Example: We should do something to help at home.
f. Affirmative: should + the base form of the verb.
g. Negative: Add after should.

Language reference p. 130

7. Write two sentences to describe housework someone in your family has to

do at home using have to or has to.
a.
b.
rack 1
8.
2

 Write the missing verbs to complete the housework phrases. Listen

T

and check your answers. Listen and repeat.

a. the laundry d. the bed g. the floor
b. the dishes e. the floor h. the dishes
c. the dog f. the table

32

WEL_PRISB6_U3_FP.indd 32 29/05/23 18:13

 Step 4 LESSON 1
rack 1
9. 3
T

 Listen to children’s answers to the question What housework do you

have to do? Write a, b, or c next to each picture. Listen again and
repeat.

10.  Work in small groups. Take turns to ask and answer about the
housework you have to do at home.

11.  Discuss the answers to the questions with your partners.

a. H ow many students in your group have to do the same housework?
b. Who has to do more housework than the others?
c. Who has to do less housework than the others?

Housework 33

WEL_PRISB6_U3_FP.indd 33 29/05/23 18:13

 Step 4 LESSON 1
12.  Think about all the housework you do at home and when you have
to do it. Complete the phrases to make sentences.
a. On Monday, I have to
b. On Tuesday, I have to
c. On Wednesday, I have to
d. On Thursday, I have to
e. On Friday, I have to
f. On Saturday, I have to
g. On Sunday, I have to

13.  Write six questions to ask your classmates about the housework they
have to do. Look at the example.

Question Answer

Do you have to make your bed?

a.

b.

c.

d.

e.

f.

14.  Ask as many classmates as you can the questions in activity 13.
Write a check (✓) under the Answer column when they say yes.

15.  Write a short summary using the answers in activity 13. Look at the
example.
Six students have to make their bed. Four have to…

34

WEL_PRISB6_U3_FP.indd 34 29/05/23 18:13

 LESSON 2

Step 1
1. Look at the pictures. Describe what you see.

2.  Read the first part of a survey report. Answer the questions.

a. What is the survey about?
b. Who answered the survey?

In some countries, it is common The least popular housework

for children to be responsible for
housework according to their Ironing
the
age. We surveyed to ask preteens clothes
about the topic and their favorite Taking
out the a. Ironing the clothes
or least favorite chores. These are trash
b. Dusting furniture
the results. Dusting
furniture c. Taking out the trash

Housework that children think they

The most popular housework
don’t mind doing if they have to.

Watering Cleaning
the the
garden windows
Folding Vacuuming
clothes a. Watering the garden a. Cleaning the windows
b. Walking the dog b. Feeding the dog
Walking Feeding
the dog c. Folding clothes the dog c. Vacuuming

3.  Work in pairs. Read the questions. Then, discuss your answers with
your partner.
a. What do you think about the results?
b. Do you have the same opinion? Why? Why not?

Housework 35

WEL_PRISB6_U3_FP.indd 35 29/05/23 18:13

 Step 2 LESSON 2
4.  Read the survey report and answer True or False.
a. Children are responsible for housework in all the countries.
b. The survey was about housework.
c. Walking the dog is the most popular chore.
d. Children like taking out the trash.
e. Cleaning the windows is a popular chore.
k
rac 1
5.
4

 Read the answers to the question in the survey. Then, listen to

T

track 14. Write a, b, or c on the lines next to each sentence.

These are the most frequent answers to the questions

Do you like doing housework?

a. I like doing • I can listen to music at the same time.

housework because… • I don’t have time.

b. I don’t like doing • I feel I’m helping my family.

housework because… • it doesn’t take much time.
• I learn to do things on my own.
c. I don’t mind doing
housework because… • it’s boring.

k
rac 1
6.
4

 Listen to track 14 again and check your answers. Then, work in pairs
T

and take turns to practice saying the complete sentences.

k
rac 1
7.
5

 Listen to track 15 and complete the spaces with like, don’t like, and
T

don’t mind.
Well, I walking the dog, but I taking out the
trash. And I cleaning the windows.

36

WEL_PRISB6_U3_FP.indd 36 29/05/23 18:13

 Step 3 LESSON 2
8. Read the sentences. Then, complete the rules in the chart with the words
from the box.
• I like watering the garden.
• I don’t like ironing the clothes.
• I don’t mind feeding the dog.
like doing mind gerund –ing

Expressing Likes and Dislikes

a. Use I and I don’t like… to express your likes and dislikes.

b. Use I don’t mind to express that you have no preference for
or not doing something. It doesn’t bother you.
Example: It’s OK, I don’t mind walking to school.
c. I like, I don’t like and I don’t are followed by a gerund.
A is made from a verb + .

Language reference p. 130

k
rac 1
6

9.  Label the pictures of the housework. Then, listen to track 16 and

T

check your answers. Listen again and repeat.

a. b. c.
a.
b.
c.
d.
e. d. e. f.
f.
g.
h.
i.
g. h. i.

Housework 37

WEL_PRISB6_U3_FP.indd 37 29/05/23 18:13

 Step 4 LESSON 2
10. Make a list of housework. Then, check (✓) the column with your opinion.

Chores I like I don’t like I don’t mind

a.

b.

c.

d.

e.

f.

g.

h.

11.  Work in pairs. Talk about the housework in activity 10. Look at
the example.

I like washing I don’t like washing the

the dishes. What dishes, but I don’t mind
about you? cleaning the windows.

12.  Work with another pair of classmates. Take turns to talk about
what your partner thinks about doing housework. Look at the
example.
Peter likes washing the dishes, and he doesn’t mind cleaning the
windows.

13.  Work in groups. Vote for the most and the least popular housework
in your group.

38

WEL_PRISB6_U3_FP.indd 38 29/05/23 18:13

 Step 4 LESSON 2
14.  Think about housework you have to do at home.

15.  Write two chores that you like doing, two that you don’t like doing,
and two you don’t mind doing.
I like…
a. 

b. 

I don’t like…
c. 

d. 

I don’t mind…
e. 

f. 

16.  Choose three chores from activity 15, one from each pair, and write
complete sentences giving your reasons. Look at the example.
I like walking the dog because I go to the park.
a. 

b. 

c. 

Housework 39

WEL_PRISB6_U3_FP.indd 39 29/05/23 18:13

 UNIT 3
Challenge

1. Match the letters with the numbers to find the names of housework.
Look at the example.

A. clean B. fold C. dust

D. do E. mop
F. dry G. feed H. make
I. water J. set
1. the furniture 2. the clothes 3. the garden
4. the dishes 5. the floor
6. the table 7. the laundry 8. the windows
9. the bed 10. the dog

a. clean the windows A 8

b. C
c. 10
d. E
e. 3
f. H
g. 2
h. J
i. 4
j. D

2. Use the housework from activity 1 to write sentences with I have to and
I like/don’t like/don’t mind.
a. 
b. 
c. 
d. 
e. 

40

WEL_PRISB6_U3_FP.indd 40 29/05/23 18:13

 Unit 4

Making
Plans
In this unit you will:
• describe your classmates’ plans
• plan activities to do with a friend on vacation

WEL_PRISB6_U4_FP.indd 41 29/05/23 18:14

 LESSON 1

Step 1
1.  Work in pairs. Look at the picture. Then, read the questions below
and discuss the answers with your partner.

a. W hat do you think is the relationship between the girls?

b. Where are they? What are they doing?
rack 1
2.
7
T

 Listen and read the conversation to check your predictions.

Sandra: Hi, girls! handbag and earrings. And I’m going to
Kenia: Hi, Sandra. look for a scarf too. And you, Claudia?
Claudia: Hello, guys! I’m making some Claudia: I’m going to look for a top and
plans for this weekend. I’m going to sweatpants. I also need a headband.
go shopping. Would you like to come Oh!, and a bracelet for my sister. Her
with me? birthday is soon. I’m not going to buy
Kenia: Yeah, it sounds good. Let’s go! more things, just that!
Where are we going to go? Kenia: Mmm… Let’s see. Are we going
Sandra: Why don’t we go to the new to have lunch there?
mall? They say it’s huge and that it Sandra: That would be a good idea.
has thousands of stores! I’m going to Claudia: Let’s do it. Who’s going to
look for a new pair of jeans and a pair take us to the mall?
of sneakers. Maybe a skirt too. What Sandra: I’ll ask my mom. She’s going to
about you? meet some friends there.
Kenia: I’m not sure yet, but I think I Kenia: That’s great. Then she can take
will buy some accessories. I need a us back too!

3.  Work in small groups. Read the sentences and take turns to discuss
your ideas about them.
a. G oing shopping is always fun.
b. The best place to go shopping is a mall.

42

WEL_PRISB6_U4_FP.indd 42 29/05/23 18:14

 Step 2 LESSON 1
rack 1
4. 7
T

 Listen to the conversation again and answer True or False. Correct

the false information.
a. Sandra is going to go shopping on Saturday or Sunday.
b. Sandra is planning to go shopping alone.

c. Claudia and Kenia are going to go shopping with Sandra.

d. The new mall is a small place.
e. Sandra is going to buy only clothes.
f. Kenia is going to buy accessories.
g. Claudia is going to buy sports clothes.
h. Claudia is going to buy a present for her sister.
i. The girls are going to the mall on their own.

5. Look at the pictures and label them. Use vocabulary from the conversation
on page 42.

a. b. c. d. e.

f. g. h. i. j.

a.  b.  c. 
d.  e.  f. 
g.  h.  i. 
j. 
k
rac 1
8

6.  Listen to track 18 and check your answers. Then, listen again and repeat.
T

Making Plans 43

WEL_PRISB6_U4_FP.indd 43 29/05/23 18:14

 Step 3 LESSON 1
7. Read the sentences. Then, complete the rules in the chart with the words
from the box.
• I’m going to look for a new pair of jeans.
• Are we going to have lunch there?
• Where are we going to go?
• I’m not going to buy more things.

affirmative after going to plans subject predictions verb be

Going to

a. Use going to to talk about and intentions that are certain

to happen.
b. U
 se going to to make predictions with evidence.
Example: Look at the clouds. It’s going to rain.
c.  sentences: subject + verb be (am/is/are) + +
base form of the verb.
d. I nterrogative sentences: (am/is/are) + subject + going to +
base form of the verb + ?
e. Interrogative sentences with Wh- questions: Wh- word + verb be
(am/is/are) + + going to + base form of the verb + ?
f. N
 egative sentences: add not verb be (am not/is not/are not)
to make negative sentences.

Language reference p. 130

8. Complete the sentences with the correct form (affirmative, negative,

or interrogative) of be going to and the words in parenthesis.
a. in the afternoon. (we / study) +
b. a new handbag? (you / buy) ?
c. They always win. the champions. (they / be) +
d. They told me with us. (they / come) –

9. Underline the sentence that makes a prediction in activity 8.

44

WEL_PRISB6_U4_FP.indd 44 29/05/23 18:14

 Step 4 LESSON 1
10.  Go around the classroom and ask your classmates about their plans.
Follow the steps.
a. If your classmate’s answer is Yes, I am, write their name under the column.
b. Then, ask another question to get extra information. Look at the example.

Are you going Yes, I am. Who are you Sara and
to meet friends going to meet? Daniel
tomorrow?

Are you going to… Name Extra information

meet friends tomorrow?

watch TV tonight?

play a sport on Saturday?

go to the mall on Sunday?

go to the movies on Friday?

go shopping this week?

eat at a restaurant on Sunday?

go out tonight?

clean your room on Saturday?

have dinner at home today?

11.  Work in small groups. Take turns to talk about your classmates’ plans.
Look at the example.
Alberto is going to meet his friends tomorrow. He is going to meet Sara
and Daniel.

Making Plans 45

WEL_PRISB6_U4_FP.indd 45 29/05/23 18:14

 Step 4 LESSON 1
12.  Read the information in the cards.

Samantha a. Daniel b. Susan

go the mall ✓ go to the mall ✓ go the mall ✗
buy sweatpants ✓ buy a jacket ✗ buy a dress ✗
have lunch with friends ✗ buy shoes ✓ stay at home ✓

c. Pam d. Bob and Frank

buy a book ✓ go to the mall ✓
go to the movies ✓ have lunch with friends ✓
have lunch with friends ✗ buy a T-shirt ✗

13.  Write sentences for each card. Look at the example.

Samantha is going to the mall. She’s going to buy sweatpants but she’s
not going to have lunch with friends.
a. 

b. 

c. 

d. 

46

WEL_PRISB6_U4_FP.indd 46 29/05/23 18:14

 LESSON 2

Step 1
1.  Work in pairs. Look at the pictures. What do you think the text is
about? Discuss the answer with your partner.
a. b. c.

2.  Read the text and check your predictions.

From: lisa10@iworld.com
To: charles11@iworld.com
Subject: Vacation plans!

Dear Charles,
I’m really happy to know that you’re coming for vacation! I just finished planning
the week, and I hope you like my plans. I want to do many things when you’re here!
My dad is driving me to the airport on Saturday. You’re arriving at 7, at dinner time.
I think you’ll be hungry, so we’re taking you to eat pizza in a restaurant near the
airport. I’m sure you’ll like it.
We’re taking you to the new aquarium on Sunday morning. I know you love sea
animals, and we already have the tickets. After that, we can go around the city and
have an ice cream or something. The next day we’re going to the Sky Tower. It’s an
amazing skyscraper with an observation deck and a glass floor at the top! Again, I
have the tickets!
On Tuesday, we’re going to The Castle. Well, it’s not a real castle, it’s a place for
events. Next week, the e-Games Festival is taking place there and the entrance is
free! After the Festival, we’re going to the Wax Museum.
On Wednesday, we’re going to the stadium for a basketball game. And then, on
Thursday, we’re flying to the beach with all my family. We’ll return on Sunday
evening to get everything ready before you leave on Monday.
It sounds fun! Don’t you think?

See you soon!

Lisa

3.  Work in pairs. Read the questions. Then, discuss the answers with
your partner.
a. Do you think Charles will enjoy his vacation. Why?
b. Which do you think is the best day in Lisa’s plan?
Making Plans 47

WEL_PRISB6_U4_FP.indd 47 29/05/23 18:15

 Step 2 LESSON 2
4.  Read Lisa’s email on page 47. Write the day of the week they are
going to the places in the list.
a. aquarium 
Sunday
b. beach
y
Tuesda Monday
c. pizza restaurant
Satur
d. sky tower day
day
e. stadium Thurs
esday
f. The Castle Wedn
g. Wax Museum

5.  Read the email again. Answer True or False. Correct the false
information.
a. Charles arrives in the morning.
b. Lisa has tickets for the skyscraper.
c. Lisa is going to buy tickets for the e-Games Festival.
d. Charles is taking a plane to the beach.
e. Charles is going back on Sunday.

6. Label the pictures with words from the email.

a. b. c. d.

e. f. g. h.
k
rac 1
9

7.  Listen and check your answers. Listen again and repeat.

T

48

WEL_PRISB6_U4_FP.indd 48 29/05/23 18:15

 Step 3 LESSON 2
8. Read the sentences. Then, complete the rules in the chart with the words
from the box.
• My dad is driving me to the airport on Saturday.
• We’re taking you to the new aquarium on Sunday morning.
• The next day we’re going to the Sky Tower.

arrangements future negative am/is/are sentence time wh- word

Present continuous for the future

a. U
 se present continuous in sentences with a meaning,
especially when you’re talking about future .
Example: I’m having a birthday party in August.
b. It is common to use a day or a expression in sentences in
present continuous to show that the refers to the future.
Example: I’m going to the dentist tomorrow. This means that you already
have an appointment with the dentist.
c. Affirmative: subject + verb be (am/is/are) + –ing verb
d. N
 egative: subject + verb be ( ) + not to form
sentences.
e. Questions: verb be (am/is/are) + subject + –ing verb.
Example: Are you going to the dentist tomorrow?
f. W
 h- questions: + verb be (am/is/are) + subject + –ing verb.
Example: When are you going to the dentist?

Language reference p. 130

9. Complete the conversations using present continuous and the words in

parenthesis.
a. My friends (come) to my house on Saturday.
(you have) a party?
b.  (She/fly) to Europe on Monday.
(she/go) to London?

Making Plans 49

WEL_PRISB6_U4_FP.indd 49 29/05/23 18:15

 Step 4 LESSON 2
10. Match the phrases to the pictures. Write letters a to f under the pictures.
a. camp in the Sahara c. cycle / through Italy e. hike / to Machu Picchu
b. climb El Capitan d. explore ancient ruins f. surf / in Hawaii
January March May

July September November

a ck 2

11.
0
Tr

 Listen to track 20 and check your answers. Listen again and repeat.

12.  Work in pairs. Take turns to ask and answer questions about the
adventures in activity 10. Look at the example.

Is he climbing El Capitan Yes, he is.

in Yosemite in January?

13.  Think about activities or adventures you like, and plan your own
Adventure Calendar in your notebook. Then, take turns to ask and
answer questions about your plans. Look at the example.

What are you doing I’m climbing the

in January? Mount Everest!

50

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 Step 4 LESSON 2
14.  A friend is visiting you on vacation. Plan some activities for the week.
Write phrases on the calendar. Look at the example.
Sunday Monday Tuesday Wednesday Thursday Friday ay
Saturd
go to
the
movies

15.  Write an email to your friend describing the activities you plan
for your vacation.

From:
To:
Subject:

Dear…

16.  Work in pairs. Share your writing and make any corrections
if necessary.

Making Plans 51

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 UNIT 4
Challenge

1. Read the clues and complete the Crossword Puzzle.

a.

c.
b.
d. e.

f.

g.

h.

i.

j.

Across Down
b. a piece of cloth used around the neck a. pants made of denim
c. a large, strong building with high walls
f. ornaments for the ears and towers
h. a place where you can see models of d. a very tall building
persons made of wax e. an accessory used around the wrist
i. sport shoes
j. a large building with seats for g. a building where people can see water
spectators animals

52

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 Unit 5

The Amazing
Space
In this unit you will:
• compare characteristics of the planets of the Solar System
• imagine future possibilities of space exploration

WEL_PRISB6_U5_FP.indd 53 29/05/23 18:17

 LESSON 1

Step 1
1.  Work in small groups. Read the questions. Then, discuss the answers
with your partners.
a. W hat do you know about the Solar System?
b. How many planets are there in the Solar System?
rack 2
2.  Listen and read the text. Are the ideas you discussed in activity 1
T

mentioned in the text?

The Sun small pieces of water, ice, and rock.

The Sun is the biggest object in the The rings around Jupiter, Uranus,
Solar System. It is an old star made and Neptune are smaller and darker
of gas. Life on Earth could not exist than Saturn’s rings.
without the Sun’s energy. Moons
Planets They orbit around planets. Mercury
The four planets that are closest to and Venus do not have a moon, but
the Sun are Mercury, Venus, Earth, Jupiter has more than 80 moons.
and Mars. They are small, and they are Ganymede, a moon of Jupiter, is the
made of rocks and metals. The outer largest moon in the Solar System.
four planets are much larger; they are Asteroids and Comets
giant planets. Jupiter and Saturn are Most asteroids orbit the Sun in the
made of gas. Uranus and Neptune Asteroid Belt between Mars and
are made of gas and icy materials, and Jupiter. They are made of rock, ice,
they are frozen planets. and metal. Comets are large objects
Rings made of dust and ice that orbit the
All the giant planets have rings. Sun. When a comet comes close
Saturn’s rings are the largest in the to the Sun, it heats up and forms
Solar System. They are made of long tails.
Adapted from: Solar System, accessed on February 12, 2023, https://spaceplace.nasa.gov/menu/solar-system/

54

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 Step 2 LESSON 1
3. Label the pictures with the headings of the text on page 54.

a. b. c.

d. e.

4.  Read the text on page 54 again. Underline the correct answers.

a. The Solar System consists of the Sun and… b. These planets are smaller than Saturn.
1. planets, asteroids and rings. 1. Jupiter and Earth
2. asteroids, planets, and moons. 2. Mercury and Venus
3. moons, asteroids and rings. 3. Neptune and Jupiter
c. Venus and Earth are made of… d. These planets have rings.
1. gas and rock. 1. Venus and Mercury
2. rocks and metals. 2. Mars and Saturn
3. dust and gas. 3. Saturn and Jupiter
e. Most asteroids are between… f. Comets orbit around…
1. two planets made of rock. 1. the Solar System.
2. two planets made of gas. 2. the Sun.
3. a planet made of rock and a 3. the planets.
planet made of gas.

5.  Check (✓) the sentences that are true.

a. The Sun makes life on Earth c. The small planets are four.
possible.
b. Saturn is a frozen planet.
The Amazing Space 55

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 Step 3 LESSON 1
6. Read the sentences. Then, complete the rules in the chart with words
from the box.
• The sun is made of gas.
• Earth and Mars are made of rock and metal.
be made material questions similar

Be made of

a. Use made of to talk about the basic material or qualities of something.

Its meaning is to composed of.
b. U
 se verb + made of + .
Example: Jupiter is made of gas. Comets are made of dust and ice.
c. W
 h- : What + verb be + subject + of?
Example: What is the sun made of?

7. Read the sentences. Then, complete the rules in the chart with words
from the box.
• The rings around Jupiter are smaller than Saturn’s rings.
• The sun is the biggest object in the universe.
adjectives comparative more most short the two

Comparatives and Superlatives (Review)

a. Use adjectives + than to compare objects, places

or people.
b. A
 dd –er at the end of short adjectives (one syllable).
Example: Venus is smaller than Earth.
c. Add before long adjectives (two or more syllables).
Example: Saturn’s rings are more visible than Jupiter’s rings.
d. Use superlative to describe an object, place or people which
is at the top of a quality in a group.
e. A
 dd + adjective and –est at the end with short adjectives.
Example: Jupiter is the biggest planet.
f. A
 dd the + + adjective with long adjectives.
Example: Saturn is the most beautiful planet.

Language reference p. 131

56

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 Step 4 LESSON 1
8. Label the pictures with the words from the box.
bottle bracelet chair fence helmet knife notebook shoes sweater

a. b. c.

d. e. f.

g. h. i.

9.  Work in pairs. Look at the list of materials below. Then, take turns to
ask and answer what the objects are made of. Look at the example.
What is the helmet made of? It’s made of plastic.

plastic wool papel gold

metal glass wood leather

10.  Work in small groups. Look at the things around you. Think what
they are made of. Tell your group. Look at the examples.
The door is made of wood. The windows are made of…

The Amazing Space 57

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 Step 4 LESSON 1
11.  Write comparative and superlative sentences about the planets. Look
at the example.

Far (from the sun) Close (to the sun)

Uranus
 is farther 
than
 Saturn. 

3 Saturn Neptune
 is the 1 Mercury 
3 Saturn
farthest
 planet 2 Venus 
2 Uranus
2 Uranus
from
 the Sun. 
Neptune 3 Earth
1 Neptune
1

Small Big

1 Mercury  1 Jupiter 
 

2 Mars  
2 Saturn
 
3 Venus  
3 Uranus

Hot Cold
1 464°C
 
-140°C
3 Neptune

Venus  
167°C
2
 -195°C 
Mercury 2 Uranus
15°C  
-200°C
3  
Earth 1 Saturn

58

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 LESSON 2

Step 1
1. Look at pictures. What do you think the text is about?
k
rac 2
2.
2

 Listen to track 22 and read the article to confirm your predictions.

T

Space Exploration: The Future

Space exploration is an area of great interest for scientists and many other space
enthusiasts. With the advance of technology, its future looks promising. In this
article, we will describe some possibilities for the future of space exploration.

a. 
Humans might explore other planets and moons
in our solar system. First, humans might land on
planet Mars in a few years, and we might plan
more missions to Europa: This moon orbits around
Jupiter, and Titan orbits around Saturn. These
explorations help us to better understand our solar
system and the possibility of life on other planets.

b. 
Two of the biggest challenges of space
exploration are the study of the effects of
space travel on human health and the high cost
that spacecrafts and rockets have, for example.
With the development of new technologies,
scientists may overcome these challenges.

c. 
Space exploration may inspire young people to
become scientists, astronomers, or astronauts.
They may create more powerful telescopes and
satellites and discover new technologies that
benefit humans. For example, exploring the space
gives us more information about the Earth and our
solar system. Scientists might learn new ways to
solve world problems such as climate change.

And why not? In the future, humans might develop the technology to explore other
star systems and planets outside our solar system.

The Amazing Space 59

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 Step 2 LESSON 2
3.  Read the article. Choose the best heading for each paragraph and
write it on the lines, a, b, and c of activity 2.
The Benefits  The Challenges  The Explorations

4.  Read the article again and answer True or False. Correct the false
information.
a. Only scientists are interested in space exploration.

b. Scientists know all the effects of space travel on human health.

c. Space programs are not expensive.

d. Young people might want to study science.

e. Space exploration might help solve the problem of climate change.

f. Humans might develop the technology to explore outside the Solar System.

5. Look at the highlighted words in the article on page 59. Match them with
the definitions.
a. Difficult tasks or problems.
b. Important jobs that a group of people do.
c. Progress made in an activity.
d. Something that may happen or may be true.
e. Something that show signs of being good or successful.
f. To give someone the enthusiasm to do something.

6.  Work in small groups. Read the questions and discuss the answers
with your partners.
a. D o you think space exploration is important? Why?
b. What would you like to learn about the space? Why?
c. Do you think people might live on the moon or Mars? Why? Why not?

60

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 Step 3 LESSON 2
7. Read the sentences. Then, complete the rules in the chart with the words
from the box.
• Space exploration may inspire young people to become scientists.
• Humans might explore other planets and moons in our solar system.
happen might modal not possibility sentences verb

Modals: May, might

a. U
 se modals may and might to express future . May and might
have a similar meaning.
b. Use may or when you are not certain about something, but you
think it is possible to happen.
c. May is used to talk about a situation that is more probable to .
d. U
 se may or might + the base form of the to make affirmative .
Example: Artificial satellites might travel to other galaxies.
e. A
 dd after the to make negative sentences.
Example: Living on Mars may not be possible for humans in the near future.

Language reference p. 131

8. Write two sentences about things you’ll probably do this weekend.

a. 
b. 
k
rac 2
9.
3

 Label the pictures with words from the box. Listen to track 23 and
T

check your answers. Listen and repeat.

astronaut astronomer satellite space spacecraft rocket

a. b. c.

d. e. f.
The Amazing Space 61

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 Step 4 LESSON 2
10.  Work in pairs. Look at the pictures. Then, take turns to describe
what you can see.

a. b. c.

d. e.

o
Ge
ity
rs
ive
Un

f. g.
SATELLITE SHOP

11.  Work in pairs. Take turns to talk about possibilities that may/might
happen according to the images in activity 10. Look at the example.

I think people Well, I think that

might go on may be very
vacation to the expensive.
moon.

62

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 Step 4 LESSON 2
12.  Look at the boxes. Think about what you think is possible
to happen in the future. Write phrases in the spaces. Look
at the example.

travel much faster / supersonic flights

a. airplanes

b. drones

c. robots

d. satellites

e. space exploration

13.  Use your ideas from activity 12 to write sentences with may or might.
Look at the example.

a. All planes might travel much faster.

b. 
c. 
d. 
e. 

The Amazing Space 63

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 UNIT 5
Challenge

1. Classify the words into five groups of four words. Give each group a title.
Look at the examples.
asteroids Jupiter moons rockets sun
Earth Mars Neptun satellites telescopes
gas Mercury planets Saturn Uranus
ice metal rock spacecraft Venus

Small /Rock
Planets

satellites

2. Use the words from activity 1 to write some sentences.

64

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 Unit 6

It’s Party
Time
In this unit you will:
• carry out a class survey to confirm information
• create the ending of a mystery story

WEL_PRISB6_U6_FP.indd 65 29/05/23 18:19

 LESSON 1

Step 1
1.  Work in pairs. Discuss the statements with your partner.
a. C elebrating someone’s birthday is important.
b. Birthday parties are exciting.
k
rac 2
2.
4

 Listen and read the conversation. Then, answer the question:

T

What is it about?

Sally: Everybody, listen. Today is party hurry up. What about the magic show?
time! Let’s see how we’re doing. Maggie, Albert, you’re ready, aren’t you?
you have the cake ready, don’t you? Albert: Of course, I’m ready!
Maggie: Of course, I’ll pick it up before the Sally: Excellent! Now, let’s check the food.
party. I have the candles too. Wait. That phone is ringing. Whose
Sally: Good, and… you’ll go with Oscar, phone is it?
won’t you? Albert: It’s Maggie’s phone. Where’s she?
Maggie: Yes, I will. Maggie: Here I am. Let me turn the
Sally: Great! Now, let’s check the list volume down. I’m ready to check the
of guests. Tom’s brothers are coming, food list!
aren’t they? Sally: OK! Pizza, snacks, popcorn, fruit,
Maggie: Yes, they are. They’re bringing and soft drinks. Check. Candies and fruit
extra snacks, just in case. for the piñata and…
Sally: What about David’s cousin? He isn’t Alberto: Are we having a piñata? Whose
coming, is he? idea is it?
Maggie: I’m not sure he’ll show up. Sally: It’s Tom’s birthday. It’s Tom’s idea!
Sally: Well, I hope he can come. But
everyone else is coming, right? OK, let’s

66

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 Step 2 LESSON 1
k
rac 2
3. 4  Listen to the conversation and answer the questions.
T

a. Who’s organizing the party?

b. What are they celebrating?

4.  Read the conversation on page 66. Write the correct name on the
lines. Use the names in the box.

Albert Maggie Oscar Tom Tom’s brothers

a. She’s bringing the cake.

b. He’s going with Maggie to pick up the cake.
c. They’re bringing snacks.
d. He’s doing magic in the party.
e. He’s asking about the piñata.
k
rac 2
5.
4

 Listen and read the conversation again. Then, complete

T

the sentences.
a. Sallie wants to know if Maggie ready.
b. Maggie says that she too.
c. Sally is checking .
d. Maggie doesn’t know if is coming to the party.
e. Alberto is ready for the .
f. The phone that is ringing is .
g. Sally says that the piñata is .

6. Match the phrasal verbs from the conversation with their definition
a. hurry up to collect or get someone or something
b. pick (something) up to decrease the level of sound of a device
c. show up to do things quickly
d. turn down to arrive to an event.

It’s Party Time 67

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 Step 3 LESSON 1
7. Read the sentences. Then, complete the rules in the chart with the words
from the box.
• He isn’t coming, is he? • You have the cake ready, don’t you?
• You will go with Oscar, won’t you?
affirmative comma end negative questions verb

Tag questions

a. Tag questions are short questions that come at the of a sentence.

b. Use tag to check that something is true, or to confirm something.
c. Use a before the tag question.
d. W
 hen the sentence is affirmative, the tag question is . When the
sentence is negative, the tag question is .
Examples: She’s nice, isn’t she? She isn’t nice, is she?
e. Use verb be or the modal of the sentence to make a tag question.
Examples: He isn’t listening, is he? He won’t come to the party, will he?
f. W
 hen the sentence does not have an auxiliary, use the corresponding tense auxiliary.
Example: She went to the movies, didn’t she?

Language reference p. 131

8. Read the sentences. Then, complete the rules in the chart with words
from the box.
• It’s Tom’s brother.   • It’s Maggie’s phone   • Whose phone is this?
person possession questions

Possessive‘s, Whose…?

a. U
 se the name of a person + ‘s + thing to talk about and to say
that something belongs to someone.
Example: That is Tom’s cake.
b. U
 se the name of a person + ‘s + a person to talk about relation ships.
Example: She is Maggie’s sister.
c. Use Whose…? to ask a question about the who owns something.
Example: Whose books are these?
d. Answer Whose… like this: They’re Karla’s books / They’re Karla’s.

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 Step 4 LESSON 1
9.  Work in pairs. Take turns to talk about what you can see in the
pictures. Use the clues and tag questions to confirm the information.
Look at the examples.
• She’s buying a cake, isn’t she?
• She bought a cake, didn’t she?

a. buy / a cake b. study / Paris c. live / Mexico

d. climb / the Everest e. work / school f. go / New York

10.  Work in small groups. Take turns to ask and answer questions about
Kate and Mike. Look at the example.

Whose computer is this? It’s Mike’s.

Kate Mike

It’s Party Time 69

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 Step 4 LESSON 1
11.  Write tag questions for all the sentences in the questionnaire.

Question Name

a. You like birthday parties,

b. You don’t like birthday parties,

c. You had a birthday party last year,

d. You didn’t have a birthday party last year,

e. You gave your best friend a birthday present,

f. You didn’t give your best friend a birthday present,

g. You are going to have a birthday party,

h. You’re not going to have a birthday party,

i. If I invite you, you’ll come to my birthday party,

j. If I invite you, you won’t come to my birthday party,

k. You love getting presents for your birthday,

l. You don’t love getting presents for your birthday,

12.  Walk around the classroom and ask the questions to students that
you think can confirm the information. Get different names for
each question.

13.  Work in small groups. Take turns to share with your classmates what
you found out. Look at the examples.
• Luke likes parties.
• Mary had a birthday party last year.

70

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 LESSON 2

Step 1
1. Work in pairs. Look at the pictures. What do you think the texts are
about? Discuss the answer with your partner.

2.  Read the texts and confirm your predictions.

• John • • Vicky •
Last year I had an awesome Two years ago, I had my best birthday
birthday party. Everyone was party. First, I didn’t know if I wanted to
giving ideas at home. ‘Let’s go go somewhere with my friends, like an
for a picnic,’ said my mom. Then outdoor adventure. Then, someone told
somebody said, ‘Why don’t you me that my mom was planning a surprise
go to the movies? My dad was party. So, I just waited for the surprise.
watching TV, just listening to My mom drove me to the beach on my
everybody’s ideas. I was thinking birthday and, I was confused. I didn’t
of something different for my know my friends were there. That was an
party. Then, my sister said, ‘Why amazing surprise! My friends organized a
don’t you organize a sleepover treasure hunt, and it was really fun. We
party?’ I thought it was a great went back home later, I had my birthday
idea! I invited my friends, and we cake and I blew out the candles.
had a picnic in the garden; later, I opened my presents. After that,
we watched a movie together we had a karaoke evening, and we all
while we were having dinner. sang our favorite songs. Nothing was
After that, we organized a gaming better than my mom’s idea.
tournament, and finally, went to
sleep late. Everything was fun!

3.  Work in pairs. Read the questions. Then, discuss the answers with
your partner.
a. What do you think are good ideas for a birthday party?
b. What do you think are bad ideas for a birthday party?

It’s Party Time 71

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 Step 2 LESSON 2
4. Label the pictures with the words from the box.

sleepover party gaming tournament outdoor adventure treasure hunt

a.  b.  c.  d. 

k
rac 2
5.
5

 Listen and check your answers. Listen and repeat.

T

a ck 2

6.
6
Tr

 Listen to John’s and Vicky’s statements about their parties. Then,

answer True or False. Correct the false information.
a. John wanted a traditional party.
b. John didn’t like his sister’s idea.
c. John enjoyed his party.
d. Vicky wanted to go out on her birthday.
e. Vicky planned her party.
f. Vicky thinks that her mom’s idea was the best.

7.  Read the texts again. Then, answer the questions. Write the answers
on the lines.
a. What activity did Vicky’s friends organize?
b. What did John and his friends organize before going to sleep?

c. Who received gifts in the birthday party?

d. Who suggested having a sleepover party?
e. Whose birthday took place only at home?
f. Whose birthday took place outside and at home?

72

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 Step 3 LESSON 2
8. Read the sentences. Then, complete the rules in the chart with the words
from the box.
• Everyone was giving ideas.
• I was thinking of something different.
• I wanted to go somewhere outside with my friends.
anybody anything everything nowhere people
places someone singular somewhere things

Indefinite Pronouns

a. U
 se indefinite pronouns to talk about people, things, or places in a general way
without saying exactly who, what, or where they are.
b. Use , somebody, everyone, everybody, anyone, ,
nobody, no one with .
c. Use something, , nothing, with
d. Use , anywhere, , everywhere with .
e. U
 se indefinite pronouns with a third-person verb.
Examples: Is anyone helping Maggie with the cake? Everybody wants to come.

Language reference p. 131

9. Read the sentences. Then, complete the rules in the chart with the words
from the box.
continuous finished past simple

Past continuous and past simple

a. U
 se past to describe the background of a story like
what people were doing or how the weather was.
Example: She was planning a surprise party. That day the sun was shining.
b. Use past to talk about the events of a story.
Example: We watched movies and then we had dinner.

10. Write two sentences about something you did during the weekend.
Describe the background.

It’s Party Time 73

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 Step 4 LESSON 2
11.  Work in pairs. Take turns to describe what you see in the pictures. Use
simple past and past continuous in your description. Use the verbs from
the box. Then, write the sentences in your notebook.
eat have (dinner, fun) organize pick up
plan sing talk think

a. b. c.

d. e. f.

12.  Work in pairs. Think about a party you really liked. It can be about
a birthday party or any other occasion. Make some notes on the
lines. Look at the example.
My birthday / two years ago

13.  Work in pairs. Take turns to tell your partner about the party. Talk
about the place, the guests, the food, and everything you liked!

74

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 Step 4 LESSON 2
k
rac 2
14.
7
T
 Read the first part of a mystery story. Complete the text with
an indefinite pronoun from the box. Then, listen to track 27 and
check your answers.
everything somebody someone something

It was a cold winter night. Kevin was

coming back home. As he was walking, he
recognized some faces.
looked normal, but it wasn’t. He
had a strange feeling. He felt as if
was following him. Was
it a person? He arrived home and said
hi to his family. Then,
knocked at the door. He went to open it,
but the door was already open! Then he
saw that thing, he could
not describe.
k
rac 2
15.
7

 Work in pairs. Listen to the story again. Take turns to practice

T

telling the story.

16.  Work with the same partner. Discuss ideas to continue the story in
activity 14.

17.  Write the last part of the story. Use simple past and past continuous
tenses and some indefinite pronouns.

It’s Party Time 75

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 UNIT 6
Challenge

1. How fast can you complete the sentences with an indefinite pronoun or a
tag question?
a. Do you have to do after class?

b. is ready for the picture.

c. Find my keys, please. They are in the house.

d. He can run really fast, ?

e. He can’t come to the party, ?

f. I like I learn in my class.

g. I want to say thanks to for my gifts.

h. Is there you don’t like for breakfast?

i. She’ll go to the beach this summer, ?

j. It is a good idea, ?

k. She won’t give a speech, ?

l. said that it starts at 9.

m. gave me a great idea for the party.

n. There’s you can do. It’s too late.

o. What’s you like for breakfast?

p. You’re going to the concert, ?

q. It isn’t true, ?

r. You’re not afraid of spiders, ?

2. Work in pairs and check your answers.

76

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 Unit 7

The Things
I’ve Done
In this unit you will:
• describe places you have visited in your country
• examined things you have learned in the last years

WEL_PRISB6_U7_FP.indd 77 29/05/23 18:20

 LESSON 1

Step 1
1.  Work in pairs. Look at the pictures. Discuss the answers to the
questions with your partner.
a. W hat is Elly’s job?
b. In which countries do you think the places are?

2.  Read the text and confirm your predictions.

A Photographer’s Life

I have taken photographs of

incredible mountains, but the
view I had of the Aconcagua is my
favorite. This spectacular mountain
is in Argentina.
Elly Jones
I’ve traveled to Egypt twice. Last year
I have had the I took some pictures of the incredible
opportunity Nile River, but I have not taken photos
to explore our of the Pyramids of Giza.
amazing world.
I have been
to wonderful Paris has always been marvelous.
natural places. Every time I go, I take pictures of
I have seen the awesome Eiffel Tower.
impressive
constructions,
I took pictures of the Oresund Bridge on
and I have met a
my last trip to Europe. This marvelous
lot of interesting
bridge that connects Denmark and
people. Someone
Sweden. Part of the bridge is underwater!
asked me, ‘Have
you been lucky I have never seen a lake as beautiful as Lake Turkana in
with this job?’ Kenya. Central Island, an island on the lake, has three active
Of course, I have. volcanoes!

78

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 Step 2 LESSON 1
a ck 2

3. 8
Tr

 Label the pictures with the words from the box. Listen to track 28 and
check your answers. Listen and repeat.
bridge island lake mountain river tower volcano

a.  b.  c.  d. 

e.  f.  g.  h. 

4.  Read the text on page 78. Answer True or False. Correct the false
information.
a. Elly feels happy about her job.
b. The Aconcagua is in Chile.
c. Elly has taken photos of The Nile and the Pyramids in Egypt.

d. The Oresund bridge connects two countries.

e. Elly thinks that Lake Turkana es the most beautiful lake she has seen.
a ck 2

5.
9
Tr

 Read the text on page 78. Match the columns to complete Elly’s
sentences about her job. Then, listen to track 29 and check your
answers. Listen again and repeat.
a. She has been impressive constructions.
b. She has seen a lot of interesting people.
c. She has met to wonderful natural places.
The Things I’ve Done 79

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 Step 3 LESSON 1
6. Read the sentences. Then, complete the rules in the chart with words from
the box.
• I have had the opportunity to explore • I have not taken pictures of the
our amazing world. Pyramids of Giza.
• I have met a lot of interesting people. • I have never seen a lake as beautiful
• Have you been lucky with this job? as Lake Turkana.
affirmative before experiences not participle past regular sentences verb

Present Perfect Simple

a. U
 se present perfect simple to talk about events in the which are
connected to the present.
b. Use present perfect simple to talk about up to now.
c.  sentences: subject + has/have + past participle of the verb.
d. Interrogative : has/have + subject + past of the verb.
e. Negative sentences: add after has/have.
f. Use ever before the in past participle to ask about people’s
experiences at any moment in time.
Example: Have you ever jumped with a parachute?
g. U
 se never the verb in past participle in affirmative sentences.
I have never jumped with a parachute.
h. T
 he past participle of verbs is formed by adding –ed.
Example: travel – traveled
Some past participles are irregular. Example: make – made.

Language reference p. 132

a ck 3

7.
0
Tr

 Find the past participle of the irregular verbs in the article on page 78
to complete the chart. Listen to track 30 and check your answers.
Listen and repeat.

Infinitive Past Past Participle

be was/were a.
have had b.
meet met c.
see saw d.
take took e.

80

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 Step 4 LESSON 1
8.  Write questions in present perfect from the phrases in the list. Look at
the example.
• eat / sushi e. see / a volcano
a. travel / alone f. take pictures / of a mountain
b. be / to New York g. be / on an island
c. climb / a mountain h. swim / in a lake
d. go / camping i. meet / a famous artist

Question Name

• Have you ever eaten sushi?

a.

b.

c.

d.

e.

f.

g.

h.

i.

9.  Walk around the classroom. Ask the questions in activity 8 to

different classmates. When you get an affirmative answer, write
your classmate’s name on the corresponding column.

10.  Work in groups. Take turns to talk about your classmates’ answers.

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 Step 4 LESSON 1
11.  Think about places you have visited in your country that you have
found interesting or amazing. Write the names of the places on
the lines.
a.  e. 
b. f.
c. g.
d. h.

12.  Choose four of the places from your list. Use the phrases in the box to
write information about them. Look at the examples.

I have been to I have seen

I have visited I have traveled to

I have been to a beach in Nayarit. Its name is…. It is a wonderful place where you
can swim and take amazing pictures. It is in the Pacific Ocean.

a. 

b. 

c. 

d. 

13.  Work in small groups. Take turns to talk about the places you
described in activity 12. Take a vote for the places you find most
exciting or interesting.

82

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 LESSON 2

Step 1
1. Look at the pictures. What do you think the forum is about?

rack 3
2.
T

Listen to track 31 and read the forum. Confirm your predictions.

1

Hey, there! Tell us about How do you feel? What do you

something you have learned like about it? Guys, nothing to
that has become your favorite do with video games, sports, or
hobby. When did you start? computers, right?

I have collected pebbles since I was 9. It’s a fantastic

hobby. Pebbles come in so many different shapes and
colors. Taking care of my collection makes me happy!
Na
h ali, India
I’ve taken pencil drawing lessons for two years. It’s a
great hobby, and it helps me relax. And all I need is a
pencil and paper. I have created my Art Portfolio!
M
ar y
iella, Ital
I’ve always liked fantasy writing. I’ve written over five
stories since last year, when I took up writing as a
hobby. I think I’m good at doing this!
Ja
mes, UK
Identifying plants is my hobby. There are so many groups
of plants. It would help if you were patient with this hobby.
I have classified more than thirty plants since last month!
Va
co

leria, Mexi
I have been a fan of model building for years. I can
do this for hours. I have built amazing things since
I started!
en a
H

ry, Canad

3.  Work in pairs. Discuss the answers to the questions with your partner.
a. What hobbies do you have?
b. Is it a good idea to have a hobby? Why?

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 Step 2 LESSON 2
k
rac 3
4. 2  Look at the pictures. Label them with the activities from the box.
T

Listen to track 32 and check your answers. Listen and repeat.

collecting pebbles fantasy writing identifying plants
model building pencil drawing

a.  b.  c. 

d.  e. 

5.  Read the forum on page 83 again. Then, answer the questions with
the correct name.
Who…
a. started the hobby at 9 years old?
b. feels happy with the hobby?
c. thinks the hobby is relaxing?
d. started the hobby last year?
e. has had the hobby for two years?
f. thinks you need patience?
g. doesn’t mention the moment the hobby started?
h. classifies something?
i. has been a fan of this hobby for years?

6.  Work in small groups. Read the questions. Then, discuss the answers
with your partners.
a. Which activities mentioned in the forum could you do indoors or outdoors?
b. Which activities can you do alone?
84

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 Step 3 LESSON 2
7. Read the sentences. Then, complete the chart with the words from the box.
• I have collected pebbles since I was 9.
• I’ve taken pencil drawing lessons for two years.

for past present since moment

Present Perfect: for, since

a. U
 se present perfect simple with for and since to talk about a situation that
began at a specific point in the and is still going on
in the .
b. Use with a period of time: two years, months, a long
time, etc.
Example: I have studied French for years.
c. U
 se with a past in time: last week, last
year, 2017.
Example: I have studied French since 2017.

8. Write for or since next to each time expression.

a. two hours f. my birthday
b. nine o’clock g. five weeks
c. one month h. I started school
d. 2020 i. I traveled to Paris
e. thirty minutes j. a moment

9. Find the past participle form of five regular verbs in the text on page 83.
Write them on the lines.
a.
b.
c.
d.
e.

The Things I’ve Done 85

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 Step 4 LESSON 2
10. Work in pairs. Take turns to describe what you see in the pictures. Use the
words from the box and the present perfect tense with for or since.

be a teacher live sleep study wait be friends

a. b. c.

d. e. f.

11.  Work in small groups. Take turns to talk about yourself. Use the
phrases in the box and for or since. Look at the example.
I have been awake for six hours.

be awake live in the same house

have the same phone live in the same town or city
meet my best friend study in the same school
play (favorite sport) use a computer

86

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 Step 4 LESSON 2
12.  Think about activities you have done and a past moment or period
of time for the beginning of each activity. Make a list on the lines.
Look at the examples.
• Use a computer – 2nd grade
• Collect coins – three years
a.  d. 
b. e.
c. f.

13.  Write sentences in present perfect with the phrases from activity 12. Use
for or since. Look at the example.
• I have used a computer since 2nd grade.
• I have collected coins for three years.
a. 

b. 

c. 

d. 

e. 

f. 

14.  Work in pairs. Exchange your books and check the sentences your
partner wrote in activity 13. Make any corrections if necessary.

15.  Work in small groups. Take turns to talk with your partners about the
activities you wrote about.

The Things I’ve Done 87

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 UNIT 7
Challenge

1. Draw a line from the base form of the verbs to their past participle form.
There are extra words that you do not need to use.

be built classify
classified
learn
collect
become
seen
given
been
were
took
take
have
become was gave

liked
create
built
created
see
learned
meet
collected
had saw

like
become
taken give
met

2. Write sentences in present perfect using five verbs from activity 1.

a. 
b. 
c. 
d. 
e. 

88

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 Unit 8

Connecting
with the Past
In this unit you will:
• describe activities you have done recently
• create a questionnaire to interview a partner

WEL_PRISB6_U8_FP.indd 89 29/05/23 18:22

 LESSON 1

Step 1
1. Look at the pictures. What do you think the conversations are about?

MYSTE

130
RY

E T in the

046
K
CEMET
ERY
I C
669
T A
7
M
1300466 466697

T I N
C EE
K
0697

C T
1300466
130

CINEMA 697

k
rac 3
2.
3

 Listen and read the conversations. Check your predictions.

T

Conversation 1 Conversation 2
Ben: I’ve already invited Emily. Iʼm not Stella: I’ve already read this
sure she’s coming. She hasn’t decided yet. mystery book.
Will: Really? This sci-fi movie is the best! Claire: Which book is it?
Ben: I know, but Emily prefers romantic Stella: This one. It’s really interesting.
movies. Claire: I haven’t read it yet. Is it yours?
Will: Whose ticket is this? Stella: No, it’s not mine. I borrowed it
Ben: It’s Emily’s. In case she decides to from the library.
join us.
Will: Hmm, let’s wait and see.

Conversation 3 Conversation 4
Eva: Have you bought the tickets yet? Charlie: I haven’t decided what to do yet.
Lydia: Yes, I have them on my phone. Look! Alice: About what?
Eva: Great! I’ve heard the park is going to Charlie: I’m not sure what to do for my
be really crowded. science report.
Lydia: Yeah, they’re opening a new roller Alice: Well, you could try the Virtual
coaster and the Haunted House! Museum or go to the Planetarium.
Eva: I’m so excited. I’ve never been to this Charlie: Good idea, I’ll go to the
park before. Planetarium. Thanks for the suggestion!
k
rac 3
3.
3

 Listen again. Then, work in pairs and take turns to practice

T

the conversations.

90

WEL_PRISB6_U8_FP.indd 90 29/05/23 18:22

 Step 2 LESSON 1
4.  Read the conversations on page 90 and label the pictures with the
correct conversation number.
a. b. c.

d. e. f.

g. h.

5.  Read the conversations again. Answer True or False. Correct the false
information.
a. Ben and Will have tickets to see a sci-fi movie.
b. Stella bought a book.
c. Lydia has printed tickets.
d. Alice suggests something to Charlie.

6. Complete the sentences with the corresponding names according to the

conversations.
a. and haven’t taken a decision yet.
b. has already finished reading a book.
c. has bought something.
d. has decided to go out.
e. and ask questions about the tickets.

Connecting with the Past 91

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 Step 3 LESSON 1
7. Read the sentences. Then, complete the chart with the words from the box.
• I’ve already finished the book.
• She hasn’t decided yet.
• Have you bought the tickets yet?

between end negative not questions sentences

Present Perfect: already, yet

a. Use already with present perfect to talk about something

that has happened.
b. Use yet with present perfect sentences to talk about
something that has happened.
c. U
 se yet with present perfect to ask if something that
is expected to happen, has happened.
d. Place already the auxiliary verb have/has and the verb
in the past participle.
Example: She has already finished her homework.
e. P
 lace yet at the of negative sentences and questions.
Example: I haven’t finished yet. Have you seen that movie yet?
f. T
 he short form of have are frequently used in affirmative or negative
oral answers.
Example: I’ve already bought the book. She’s already done her homework.
I haven’t decided yet.

Language reference p. 132

8. Unscramble the words to make sentences in present perfect with

already or yet.
a. my / spoken / I / teacher / yet / to / haven’t

b. made / she / decision / has / a / already

c. that / seen / movie / you / yet / have

92

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 Step 4 LESSON 1
9.  Write questions and complete the affirmative or negative answers
with short forms. Use the present perfect and already or yet. Look at
the example.

•  you / study? c. you / hear his new song?

Have you studied yet?
Yes, I’ve already studied. No,

a. the game / finish? d. they / have breakfast?

No, Yes,

b. you / call your sister? e. he / arrive?

Yes, No,
k
rac 3
10.
4

 Listen to check your answers. Then, listen again and repeat.

T

11.  Work in pairs. Take turns to practice the dialogs in activity 9.

12.  Think about things you have already done today and write them
on the lines. Look at the example.
•   I have already done exercise.  c. 
a.  d 
b.  e. 

13.  Work in pairs. Take turns to ask questions. Use the information in
activity 12. Look at the example.
• Have you done exercise yet?

14.  Work in pairs. Review your answers in activity 13 with your partner.
Who has done more things during the day?

Connecting with the Past 93

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 Step 4 LESSON 1
15. Write sentences in present perfect with already or yet to describe what
has or has not happened in the pictures. Use the information from the box.
Look at the example.

buy / the tickets take out / the trash

have / lunch read / the book

•  She has already read a.  b. 

the book.

Ticket
13004
66697

Ticket
CI NE T
MA
TIC KE

13004
66697
CI NE T
MA

66697
TIC KE

13004

66697
13004

c.  d.  e. 

f.  g. 

16.  Write sentences in your notebook about what you have already done
or you have not done yet this week.

94

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 LESSON 2

Step 1
1. Look at the pictures. What do you think the interviews are about?

2.  Read the interviews. Confirm the predictions you made in activity 1.

Reporter: Hi, Brandon. Thank you for Reporter: Hi, I’m from Sports News. Can
joining us today. Tell us, how long have I ask you a few questions?
you been an actor? Andrea: Of course, go ahead!
Brandon: Sure. I’ve been an actor for Reporter: When did you start your
about ten years now. I made my first sports career?
movie when I was sixteen. Andrea: I’ve been a professional runner
Reporter: What kind of roles have you for five years, but I started running when
played since you started? I was twelve years old, you know, in
Brandon: I’ve been a war hero, a pilot, a school competitions.
writer, and other characters in comedy, Reporter: That’s impressive. What made
horror, and action movies. I prefer doing you become a runner?
comedies, it’s always fun. Andrea: I’ve always loved running. And
Reporter: That’s interesting. I’ve heard I usually won the races, so I decided to go
that you’re not Australian, is that true? professional. I usually run the 800-meter
Brandon: Yes, I was born in New race.
Zealand, but I’ve lived in Sidney since I Reporter: How many races have you won
made my first movie. this year?
Reporter: Well, I hope you’ve enjoyed Andrea: I’ve won a few races this year.
Sidney all these years! The biggest was last January in Austria
when I broke my record.
Reporter: Congratulations, Andrea!

15

Connecting with the Past 95

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 Step 2 LESSON 2
k
rac 3
3.
5
T  Read the interviews again. Write complete answers to the questions
about Brandon and Andrea. Then, listen and check your answers.
Look at the example.
Brandon
•  How long has Brandon been an actor?
He has been an actor for about ten years.
a. How old was Brandon when he made his first movie?

b. What roles has he played since he started?

c. What are Brandon’s favorite type of movies?

d. Where has Brandon lived since he was sixteen?

Andrea
a. How long has Andrea been a professional runner?

b. When did she start running?

c. Why did she become a runner?

d. Why did she decide to go professional?

e. What happened during Andrea’s race in Austria?

4. Find the words in the texts on page 95 that match the definitions.
. The time in your life that you spend working or doing a particular thing.
. A fictional or real person or animal in a movie or book.
. A movie or TV program that is funny and usually has a happy ending.
. A competition to see who is the fastest in doing something.
. A character an actor plays in a movie.

96

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 Step 3 LESSON 2
5. Read the sentences. Then, complete the chart with words from the box.
• I’ve been an actor for ten years. I made my first movie when I was 16.
• I’ve been a professional runner for five years, but I started running when I was
12 years old.

events finished happened past present started

Present Perfect or Simple Past

a. Use present perfect to talk about situations or actions that in

the past but are connected to the .
Example: I have gone to her concerts for three years.
b. Use simple past to refer to something that at a particular time
in the .
Example: I went to her concert last Saturday.
c. It is common to mix present perfect and simple past when talking about past
connected to the present and events in the past.
Example: Have you ever won a Spelling Bee contest? Yes, I won the school
contest last year.

Language reference p. 132

6. Read the sentences. Then, complete the list of common time expressions used
with present perfect and simple past . Use the information from the box.
• I’ve won a few races this year. • The biggest one took place last January.

last week/month/year this week/month/year

since today yesterday

Time expressions with present perfect and simple past

a. Use these expressions with present perfect: for now, so far, ,

, .
b. Use these expressions with simple past: an hour/day/week ago,
, .
c. U
 se for with present perfect and simple past. Note that the meaning is different.
Example: I’ve lived in Rome for three years = I am in Rome now.
I lived in Rome for three years = I don’t live in Rome anymore.

Connecting with the Past 97

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 Step 4 LESSON 2
7.  Walk around the classroom. Follow the instructions.
a. Ask questions in present perfect using the words in each card.
b. Find someone who gives an affirmative answer: Yes, I have.
c. When a classmate gives an affirmative answer, ask Wh- questions in simple
past to get extra information. Look at the example.
A: Have you ever spoken in public?
B: Yes, I have.
A: When did you speak in public?
B: Last year.
A: Where did you speak in public?
B: At the school auditorium.

a. e
 ver / speak in b. e
 ver / buy tickets for c. e
 ver win / a
public? an event? competition?

When? When? What?

Where? How much? When?

d. g
 o on vacation / this e. h
 ave lunch at a f. m
 ake / new friends /
year? restaurant / this this year?
month?

Where? When? When

When? Where? Where?

g. r ead a book / this h. e

 ver interview / i. sleep / in an event?
year? someone?

What? Who? When?

What / about? When? What?

98

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 Step 4 LESSON 2
8.  Think about people you would like to interview. Write some names on
the lines.
a.  c. 

b.  d. 

9.  Choose one person from your list in activity 8. Write questions for
your interview. Use present perfect and simple past in your questions.
Look at the examples.
• How long have you been a singer? When did you start your career?
a. 
b. 
c. 
d. 
e. 

10. Work in pairs, Student A and Student B. Tell your partner about the
person you will interview. You will play the role of the reporter.

11.  Record your interviews. Then, switch roles.

12. Work in groups. Listen to your recorded interviews.

Connecting with the Past 99

WEL_PRISB6_U8_FP.indd 99 29/05/23 18:23

 UNIT 8
Challenge

1. Join the syllables to form ten words related to this unit. The first and last
letters of each word are in a different color.

ti ca ac

tor ter
plan
pe
tion dy
run

ie mys
e
hor e
com
reer
i
ner
y
mov
um
ord
rec

com tar ror

2. Choose words from activity 1 to complete the sentences. Then, choose a

verb from the box to complete each sentence. Write the verbs in present
perfect or simple past.

be break go have read

a. He an since he was fifteen. I love his movies!

b. I to the yesterday for a conference about comets.
c. She an amazing sports since she went professional.
d. Nobody her for the 100 meters.
e. This is the second book I this year.

100

WEL_PRISB6_U8_FP.indd 100 29/05/23 18:23

 Unit 9

Inventions
In this unit you will:
• describe the steps of a process
• create a text about an invention

WEL_PRISB6_U9_FP.indd 101 29/05/23 18:24

 LESSON 1

Step 1
1. Look at the pictures. What do you think the text is about?

2.  Read the text and confirm your predictions.

Do you like coloring?

Gorillas
I bet
andyou
Orangutans:
do! Some of the most popular tools
that we use forAnimals
coloringinare
danger
crayons.
of Have you ever wondered how
they are made? extinction
Read and learn.

How are crayons made?

Crayons are made of a unique Third, the crayons are removed from
combination of wax and pigment, giving the molds. Each crayon is carefully
them their vibrant colors and special inspected to make sure it has the correct
texture. The process of making crayons is shape, size, and color. Then, the crayons
very simple and interesting. are labeled with their brand name and
packaged.
First, the wax and pigment are mixed
together. The wax is melted, and Finally, the crayons are sent to stores
the pigment is slowly added in small where people can buy them to create
amounts. This mixture is then stirred colorful drawings and beautiful artwork.
until it becomes a smooth paste.
So, that’s how crayons are made! Now
Second, the hot wax and pigment mixture that you know how they are made, enjoy
is poured into molds. The molds are coloring even more with your favorite
usually made of metal or plastic and have crayons.
the shape of long, thin cylinders, just like
a long pencil. The molds are then cooled
down until the mixture becomes solid.

3.  Work in pairs. Read the questions. Then, discuss the answers with
your partner.
a. Who uses crayons for coloring?
b. Do you know anyone who likes coloring with crayons?

102

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 Step 2 LESSON 1
4.  Read the text in Step 1 and answer the questions.
a. What are crayons made of?

b. What is the first step in making crayons?

c. What is the second step in making crayons?

d. What is the shape of the molds used for making crayons?

e. What is the third step in making crayons?

f. Where are the crayons sent after they are labeled and packaged?

5.  Read the text on page 102 again. Answer True or False. Correct the
false information.
a. The process of making crayons is complex and difficult.

b. Pigment is added to the wax in small amounts.

c. The molds used to make crayons are usually made of glass.

d. The crayons are carefully inspected to check they have the correct size, shape,
and color.
e. The crayons are labeled with their brand name and packaged before they are
inspected.
6. Match the words with their definitions. Write the correct letter, a to e, on
the lines.
a. harden the way something feels when you touch it
b. melt something used for making things
c. stir to make something become solid
d. texture to move a liquid or substance around
e. tool to make something become liquid because of heating
Inventions 103

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 Step 3 LESSON 1
7. Read the sentences. Then, complete the chart with the words from the box.
• Crayons are made of a special combination of wax and pigment.
• The wax is melted.
• The crayons are removed from the molds.

action negative person process questions thing verb

Passive Sentences: Simple Present

a. Use simple present passive to focus on the action and not on the person or thing
who does the .
Example: This room is cleaned every day.
b. U
 se the passive when the or thing that does the action is not
important or is unknown. Example: Mexican coffee is exported to Canada.
c. The passive is frequently used to talk about a .
Example: First, water is heated.
d. Use by to introduce the person or that does the action.
Example: Most of the Earth’s surface is covered by water.
e. The simple present passive is formed with the verb be in the simple present +
the past participle of the .
Example: Football is played in many countries.
f. U
 se not after verb be to form sentences.
Example: Cricket is not played in Mexico.
g. T
 he word order for is verb be + subject + the verb in the past participle.
Example: Is cricket played in Mexico?

Language reference p. 133

8. Unscramble the words to make passive sentences.

a. spoken / countries / English / in / is / many

b. shoes / sold / these / are / there

c. Florida / imported / Oranges / from / are

d. airport / at / are / accepted / the / dollars?

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 Step 4 LESSON 1
9. Look at the pictures that show the process of making crayons.

a. melt wax b. a
 dd pigment in small c. stir mixture
amounts

d. pour mixture into molds e. molds, metal/plastic f. c

 ool down molds – until
mixture is solid

g. remove crayons h. inspect crayons i. label and package

crayons

10.  Work in pairs. Take turns to explain in simple passive voice the steps of
the process to make crayons shown in activity 9. Look at the example.

First, the wax is melted…

Inventions 105

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 Step 4 LESSON 1
a ck 3

11. 6
Tr

 Listen and write the correct letter, from a to i, in the order you hear
the steps of the process to make colored markers.

tip
cap barrel

Add the ink to a small opening on one end of the barrel.

Add the tips.
Create the ink.
Fill the barrels with ink.
Insert the tips into the open end of the barrel.
Label the markers with the brand name.
Mix the pigments and chemicals.
Place the cap on the markers.
Pour the ink into small plastic barrels.

12.  Write the steps from activity 11 in the correct order. Use the simple
passive voice. Look at the example.

a. The ink is created.

b.
c.
d.
e.
f.
g.
h.
i.

106

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 LESSON 2

Step 1
1.  Work in small groups and discuss the answers with your partners.
a. What do you know about the invention of the wheel?
b. What do antibiotics do?
c. What does WWW mean?
k
rac 3
2.
7

 Listen and read the infographic. Check if the ideas you discussed
T

in activity 1 are mentioned in the text.

Inventions That Changed The World

The Wheel
The wheel was invented thousands of years ago. This
invention made it easier to transport heavy objects over
long distances. Before the wheel was invented, people had
to carry or pull objects, which took a long time. The first
wheels were made of wood. Other materials such as metal,
rubber, and plastic were used later. The invention of the
wheel made possible important changes in transportation,
agriculture, and industry for human civilization.

Antibiotics
Before the discovery of antibiotics, many people died from
illnesses caused by bacteria. In 1928, penicillin was discovered
by Alexander Fleming while he was working in his laboratory
in London, and the world was changed forever. Fleming was
a Scottish microbiologist born in 1881. He received the Nobel
Prize in Medicine in 1945. Penicillin and other antibiotics that
were discovered later have saved millions of lives.

The World Wide Web

The World Wide Web (WWW) was created in 1989 by
Sir Tim Berners-Lee, a British computer scientist. Since
then, the WWW has transformed the world and has
made a great impact on our lives. The way we socialize
and connect with others was changed. We can now create
relationships with people from all over the world. Many
forms of expression and creativity, such as blogs and
podcasts, are now possible. The World Wide Web changed
the way we live, work, and interact with others.

Inventions 107

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 Step 2 LESSON 2
3.  Read the information about the wheel on page 107 and answer
the questions.
a. When was the wheel invented?

b. What did people have to do before the invention of the wheel to move heavy
objects?
c. What were the first wheels made of?

d. What other materials were used to make wheels?

e. What did the wheel change in human civilization?

4.  Read the information about the antibiotics on page 107 and match the
columns.
a. The discovery of penicillin discovered the penicillin.
b. Alexander Fleming were discovered after penicillin.
c. Penicillin was changed the world forever.
d. Other antibiotics discovered in a Scottish laboratory.

5.  Read the information about the World Wide Web on page 107 and
complete the sentences with words from the text.
a. In 1989 Tim Berners-Lee created the .
b. Our relations with others was .
c. We can create from all over the world.
d. and are new forms of expression.
e. The WWW changed the way we , and interact with others.

6.  Work in small groups and discuss the answer with your partners.
a. Which do you think is the most important invention or discovery? Why?
b. Which do you think is the least important one? Why?

108

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 Step 3 LESSON 2
7. Read the sentences. Then complete the chart with the words from the box.
• The wheel was invented thousands of years ago.
• Penicillin was discovered by Alexander Fleming
• The World Wide Web (WWW) was created in 1989.

after by did important participle passive word

Passive Sentences: Simple Past

a. Use simple past to focus on the action and not on the person or
thing who the action.
Example: This hotel was built in 1920!
b. U
 se w when the person or thing that did the action is not or is
unknown.
Example: Her car was stolen yesterday.
c. Use to introduce the person or thing that does the action.
Example: This book was written by Charles Dickens.
d. The simple past passive is formed with verb be in the simple past + the past
of the verb.
Example: Dangerous chemicals were found in the river.
e. U
 se not verb be to form negative sentences.
Example: The rules were not followed by everybody.
f. The order for questions is verb be + subject + the verb in the
past participle.
Example: Was this book written by Charles Dickens?

Language reference p. 133

8. Write sentences in simple past passive with the prompts given. Use by
when necessary.
a. The photographs / take / professional photographer

b. The house / paint / last year

c. Dynamite / invent / Alfred Nobel
d. Antibiotics / not use / in the past

Inventions 109

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 Step 4 LESSON 2
9. Label the pictures with the words from the box.
airplane automobile cellphone crayons laptop
laser light bulb microwave refrigerator

a.  b.  c. 

d.  e.  f. 

g.  h.  i. 

a ck 3

10.
8
Tr

 Work in pairs. Guess the date of the inventions. Use the dates in
the box and write them under each picture. Look at the example.
Then, listen and check your answers.

1879 1885 1903 1903 1913 1945 1960 1973 1981

When was the airplane invented? It was invented in…

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 Step 4 LESSON 2
11. Read the fact file about the printing press.

NAME OF INVENTION
Printing Press

Inventor Johannes Gutenberg

Date Around 1440

Place Germany

Changes / Benefits
• Create lots of copies of books and
other materials.
• People shared ideas with others.
• People learned more things.
• It was an important invention in human
history.
• The printing press changed the world.

12.  Use the information from the fact file to write a paragraph about the
invention of the printing press. Use simple past passive voice in some
sentences.

13.  Work in pairs. Compare your writing from activity 12 with your
partner. Make corrections if necessary.

14.  Choose one of the inventions from page 107. Then, in your notebook,
make a fact file with the most important information.

Inventions 111

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 UNIT 9
Challenge

1. Make passive sentences in simple present and simple past with the words
from the box. Use all the words only once. Write the sentences on the
lines. Follow the example.

Crayons Inventions

Crayons from The was

molds wheel

pigment invented in
are
are thousands
of
are made years ago
and discovered
Crayons penicillin
the was

are stores in
removed London
The
Crayons
to
Crayons World Wide
1989
wax

inspected sent created was

of Web

Crayons Inventions

•  Crayons are inspected. d. 

a.  e. 

b.  f. 

c. 

112

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 Unit 10

Animals: Facts
and Stories
In this unit you will:
• identify animals characteristics
• create a fiction story

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 LESSON 1

Step 1
1.  Work in pairs. Discuss if the statements are True or False.
a. Gorillas and orangutans live in the same places.
b. Gorillas and orangutans like to eat meat.
c. Gorillas and orangutans live in big groups.
a ck 3

2.
9
Tr

 Listen and read the text to confirm your answers in activity 1.

Gorillas and Orangutans:

Animals in danger
of extinction

Gorillas Orangutans

Gorillas live in African forests. They are Orangutans live in Asian rainforests.
the largest primates. They are known They are the biggest tree-living animals,
for being strong and smart. Gorillas and they are known for being very
move slowly, carefully, and powerfully, intelligent and kind. Orangutans use their
using their legs and hands to walk on long, strong arms and legs to climb trees
the ground. more easily than gorillas.
Gorillas are mostly vegetarian. They Orangutans eat plants and leaves, but
eat slowly, using their hands to pick their favorite food is fruit. They select
leaves and fruits. They peel bananas carefully the food they eat and take their
delicately before eating them! Gorillas time when eating. When they feel happy
live on the ground, and they move faster or curious, they move quickly and can be
than orangutans. Still, you can also very acrobatic. When orangutans
see them climbing trees and swinging feel scared, they use their
from branches happily. When they feel camouflage skills to hide.
danger, they remain quiet to scare their Orangutans are solitary
enemies. Gorillas are social animals, and animals; they live alone
they live in family groups called troops. or in small groups. They
Gorillas take good care of their young take care of their young
and play with them gently. and teach them important
things like food hunting.
Adapted from: Mountain Gorilla, accessed on March 24, 2023, https://www.worldwildlife.org/species/mountain-gorilla,
and: Orangutan, accessed on March 24, 2023, https://www.worldwildlife.org/species/orangutan

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 Step 2 LESSON 1
3.  Read the text on page 114 and write True or False. Correct the false
information.
a. Gorillas are known for being smart and strong.
b. Gorillas’ hands are powerful.
c. Gorillas only use their legs to move.
d. Gorillas are social animals.
e. Orangutans are not intelligent.
f. Orangutans move as fast as gorillas on the ground.

g. Orangutans climb trees more easily than gorillas.

h. Orangutans are social animals.

4.  Read the text again and write full answers to the questions.
a. How do gorillas move on the ground?
b. What do orangutans use to climb trees?
c. What is the habitat of gorillas?
d. What is the habitat of orangutans?
e. What do gorillas use to pick leaves and fruits?
f. What is the orangutans’ favorite food?
g. How do gorillas react when they feel in danger?
h. How do orangutans react when they feel scared?

5. Find in the text the words that match the definitions.

. Performing difficult movements with the body.
. The way in which an animal’s color or shape matches with what
is around them and makes it difficult to see.
. To take the outer layer off a fruit or vegetable.
. Youngster animals that belong to a particular mother.

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 Step 3 LESSON 1
6. Read the sentences. Then, complete the chart with the words from the box.
• Gorillas eat slowly.
• Gorillas peel bananas delicately.
• Orangutans move quickly.
• Orangutans climb trees more easily than gorillas.
• Gorillas move faster than orangutans.

action adverbs before change

ending go same

Adverbs of Manner, Comparatives

a. Use adverbs of manner to describe how someone or something does

an .
Example: He solved the problem easily.
b.  of manner usually end in –ly.
Example: slow/slowly.
c. Adverbs formed from adjectives ending in –y the y to i.
Example: easy – easily.
d. A
 dverbs formed from adjectives in l double the l.
Example: careful – carefully.
e. A
 dverbs of manner usually at the end.
Example: It moves quickly. Sometimes adverbs can go
the verb.
Example: It quickly moves to get away from enemies.
f. S
 ome adverbs are irregular. They have the form as
adjectives or they change completely.
Adjective: hard, fast, late, early, good
Adverb: hard, fast, late, early, well
g. Add –er to short comparative adverbs.
Example: Cheetahs run faster than zebras.
h. A
 dd more before long adverbs.
Example: Orangutans climb more easily than gorillas.

116

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 Step 4 LESSON 1
7.  Work in pairs. Take turns to ask and answer the questions in the
chart. Try to give more than one answer to each question. Write your
partners’ name and answers.

Question Answer Name

a. What can you do easily?

b. What do you do happily?

c. What do you do well?

d. What can you do silently?

e. What can you do quickly?

f. What do you do slowly?

g. What do you do carefully?

h. What do you do curiously?

i. What can you do beautifully?

j. What do you do loudly?

8.  Work with another pair of classmates. Take turns to share your

partner’s answers. Look at the example.
• Robert can solve problems easily and he can read silently.

Language reference p. 132

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 Step 4 LESSON 1
9.  Complete the Venn diagram about gorillas and orangutans. Use the
information from the lists. Read the text on page 114 again if
necessary. Look at the example.
• can climb trees • move fast on the ground
• eat leaves and fruits • primates
• in danger of extinction • remain quiet in danger
• live in Africa • solitary or live in small groups
• live in Asia • swing from branches
• live in family groups • take care of their young
• acrobatic • use camouflage to hide

Gorillas Orangutans

Live in Africa Primates Live in Asia

10.  Use the information from the diagram to write a short article in your
notebook about gorillas and orangutans with the title: Gorillas and
Orangutans: Similarities and Differences.

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 LESSON 2

Step 1
1. Look at the pictures. What do you think the text is about?

a ck 4

2.
0
Tr

 Listen to the text. Then, read it and confirm your predictions.

Once upon a time, a powerful ruler was However, the emperor added a condition:
known as the Jade Emperor in ancient ‘To determine the order of the animals,
China. One day, he invited all the animals you must cross a fast-flowing river to
in the kingdom to his palace for an reach the palace.’
important meeting.
The animals agreed with the condition,
The animals were excited but also and the race began. The rat, a small and
nervous. This was the first time the agile creature, quickly jumped onto the
emperor invited them to his palace. They back of the strong ox and crossed the
arrived at the palace, and while waiting river together. When they reached the
for the emperor, they asked each other other side, the rat jumped off the ox and
what the emperor had to say. arrived first, happy to be the first year of
the calendar.
When the animals gathered in the palace,
the emperor announced that he was In this order, the other animals arrived
creating a new calendar based on the after the rat and the ox: the tiger, rabbit,
order of the animals’ arrival. The emperor dragon, snake, horse, goat, monkey,
said, ‘I will give a year in the calendar to rooster, dog, and finally, the pig. All of
the first twelve animals to arrive. Every them crossed the river on their way. Each
twelve years the cycle will be repeated.’ animal was given a year in the calendar
based on the order of their arrival. Then,
The animals were excited about the idea
the Chinese calendar was born!
of having their year on the calendar.
Adapted from: How the creatures in the Chinese Zodiac found their place, accessed on March 26, 2023,
https://www.bbc.co.uk/bitesize/articles/zd9nd6f

3.  Work in pairs. Read the questions. Then, discuss the answers with
your partner.
a. Have you ever heard about the Chinese calendar?
b. Why do you think the emperor decided to create the calendar with animals?

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 Step 2 LESSON 2
4. Label the pictures with the words from the box.
dog dragon goat horse monkey ox pig rabbit rat rooster snake tiger

a. b. c. d.

e. f. g. h.

i. j. k. l.

5.  Read the text again and answer True or False. Correct the false
information.
a. The powerful ruler in the story was known as the Jade Emperor.
b. The animals were not excited to be invited to the emperor’s palace.

c. The animals were invited to the palace to compete in a race.

d. The emperor announced that he was creating a new calendar based on the
order of the animals’ arrival.
e. The cycle in the calendar is repeated every ten years.

f. The rat and the ox crossed the river together.

g. The dragon arrived before the rabbit.

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 Step 3 LESSON 2
6. Read the sentences. Then, complete the chart with the words from the box.
• One day, he invited all the animals to this palace.
• They arrived at the palace.
• The emperor announced that he was creating a new calendar.

past continuous narrative past progress sequence simple story

Narrative Tenses: Simple Past and Past Continuous

a. U
 se narrative tenses to talk about a or an event that
happened in the .
b. Two narrative tenses are past and .
c. U
 se simple past to talk about finished events or a of events.
Example: When they reached the other side, the rat jumped off the ox.
d. U
 se past continuous to talk about an action in in past and
the background of a past story. Example: While they were waiting, they
asked each other what the emperor said.
e. The most common tense is simple past.

7. Read the first part of a story. Complete the text with the simple past form
of the verbs from the box.
accept be be believe challenge decide have laugh leave run think

Once upon a time, there a hare who was making

fun of the tortoise for being so slow. One day, the tortoise
the hare to a race. The hare at the
tortoise and the challenge. He that
the race easy to win. On the day of the race, the
hare very fast, and he the tortoise
behind. He felt so confident that he to take a nap in
the shadow of a tree. He that he a

k
lot of time because the tortoise was very slow.
rac 4
8.  Listen to the text and check your answers in activity 7. Listen again.
T

Then, work in pairs and take turns to read the story.

Animals: Facts and Stories 121

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 Step 4 LESSON 2
9.  Work in pairs. Look at the pictures that illustrate the story on
page 119. Then, take turns to tell the story.
Once upon a time…
a. b. c.

d. e. f.

g. h. i.

j. k. l.

122

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 Step 4 LESSON 2
10.  Work in pairs. Follow the instructions.
• Read and answer the questions.
Use your imagination.
• Create a story with your answers.
Write it in your notebook.
• Review your story and make any
changes if necessary.
• Illustrate your story.

a. What was the name of the king?

b. Where did the king live?

c. Why did he invite the animals?

d. How many animals did he invite?

e. Which animals did the king invite?

f. How did the animals feel when they got the invitation?

g. What did the animals do when they arrived at the place?

h. What were the king’s plans?

i. What did the animals have to do?

j. Who won the race?

k. What was the last animal to arrive?

Animals: Facts and Stories 123

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 UNIT 10
Challenge

1. Find the information from this unit as quickly as you can.

Lesson 1
a. Animals that remain quiet to scare their enemies.
b. Animals that live in small groups.
c. Favorite food of animals that have long and strong arms.
d. Two continents.
e. Two adverbs of manner that describe how gorillas move. ,

f. One adverb of manner that describes how gorillas swing from branches.

g. One adverb of manner that describes how orangutans climb trees.

Lesson 2
a. The name of the country where the story happens.
b. The name of the emperor.
c. The place where the emperor lived.
d. The name of what the emperor wanted to create.
e. What the animals have to cross to reach the palace.
f. The animal that won the race.
g. The animal that arrived in the second place.
h. The animal that arrived in the last place.
i. The names of another animal from the story that starts with T.
j. The name of the most common narrative tense.

2. Work in pairs and check your answers.

124

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 Supplementary
Material
WEL_PRISB6_Supplementary_FP.indd 125 29/05/23 18:30
 Glossary

Unit 1
chess. A strategy board game for two players typically played with pieces
representing medieval people.
competition. A contest between individuals or teams.
hall. A large room or building used for public gatherings, events, or ceremonies.
library. A place where people go to read, study, or borrow books.
principal. The head or leader of a school who is responsible for making decisions.
punctual. Arriving or doing something at the scheduled or expected time.
schedule. A plan of activities or events to take place at specific times or days.

Unit 2
axis. An imaginary line through the center of an object, around which the object turns.
foggy. Filled with or covered by fog; difficult to see through or unclear.
hibernation. A state of inactivity in some animals to conserve energy.
leaf. The flat, typically green, part of a plant that is attached to the stem or branch.
throughout. From beginning to end; in every part or detail; all over.
weather. The condition of the atmosphere at a particular place and time.

Unit 3
chore. A routine task or job, especially one that can be tedious.
dust. Fine particles of matter, such as dirt, earth, or pollen, that settle on surfaces
and can be removed by cleaning.
furniture. Objects in a house that can be moved, such as tables, chairs, and beds.
housework. Domestic chores and tasks that need to be done to keep a home clean
and organized, such as cleaning, laundry, and cooking.
preteen. A child who is between the ages of about nine and twelve.
survey. A study to gather information or opinions from a group of people.
tradition. A custom or belief that is passed down from generation to generation.

Unit 4
aquarium. A tank or pool where aquatic animals and plants are kept for observation
or display.
amazing. Causing wonder, surprise, or astonishment; extraordinary or impressive.
deck. A floor or platform, typically built outdoors, used for walking or other activities.
huge. Extremely large in size or amount; enormous.
hungry. Feeling or expressing the need for food.
mall. A large, enclosed shopping center with multiple stores and restaurants.
skyscraper. A very tall building, typically consisting of many stories or levels.

126

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 Unit 5
advance. Progress made in a particular activity or area.
challenge. Difficult task or problem requiring effort to overcome.
climate. Typical weather conditions in a region over time.
gold. The precious, yellow metal used for making coins, jewelry, beautiful
objects, etc.
icy. Covered in or containing ice; very cold.
leather. Material made from animal skin, often used for clothing and furniture.
metal. Hard, shiny material used in construction, manufacturing, and jewelry.
overcome. Successfully dealing with or controlling a problem.
ring. A piece of jewelry that you wear on your finger.
rock. Hard mineral material found on the earth’s surface.
wood. Hard material that the trunk and branches of a tree are made of.
wool. The soft hair of sheep or goats, used for clothing and carpets.

Unit 6
awesome. Extremely impressive or inspiring.
candle. A wax stick with a wick that is lit to provide light.
guest. A person invited to stay or visit in someone’s home.
sleepover. A social event where friends spend the night at someone’s home.
tournament. A series of games or matches played to determine a winner.
treasure hunt. A game in which players try to find something hidden.

Unit 7
bridge. A structure built over a road, railway, river, etc., so people and vehicles can
cross from one side to the other.
impressive. Making you admire something or someone because they are very large,
good, etc.
pebble. A small, smooth stone or rock.
portfolio. A collection of works, like artwork or writing.
shape. The form of an object.
take up. To begin doing something, like a hobby or activity.
wonderful. Excellent, that causes happiness or fun.

Unit 8
borrow. To take and use something temporarily, with the intention of returning it.
character. A person or an animal in a book or movie.
crowded. Having a lot of people or too many people.
haunted. A building that is believed to be visited by ghosts.

Glossary 127

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 planetarium. A building with a curved ceiling to represent the sky at night, where
visitors can learn about astronomy and space.
race. A contest of speed among individuals or groups.
role. An actor’s part in a movie.
sci-fi. A type of book, movie, etc., based on imaginary scientific discoveries of the
future.

Unit 9
artwork. A creation of art, like a painting or sculpture.
bacteria. Microscopic organisms that can cause disease.
brand. A name, logo, or design used to identify and distinguish a product or company.
illness. The state of poor health or disease.
mixture. A combination of different substances or ingredients.
pigment. A substance that gives color to paint, ink, or other materials.

Unit 10
antibiotic. A substance, for example penicillin, that can destroy or prevent the growth
of bacteria and cure infections.
arrival. The time when someone or something is coming to a place.
blog. A website where people write regularly about events or topics that interest
them. It usually has photos or links.
gather. To come together in one place to form a group.
meeting. An occasion when people come together to discuss something.
podcast. A digital audio file that can be taken from the internet and played on a
computer or a smartphone or tablet.
primate. Any animal that belongs to the group of mammals, that includes, humans,
apes, and monkeys.
rubber. A strong substance that can be stretched and it is made from the liquid inside
a tropical plant.
ruler. A person who governs.
skill. The ability to do something well.

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 Language
Reference

Unit 1

Verb have

• The verb have is used in simple present to talk about possession, relationships,
characteristics, and illness.
Examples: I have two dogs. He has two brothers. She has blue eyes. I have a
headache.
• Question form: Do/Does + the base form of the verb + complement ?
Examples: Do you have a cat? Does it have a smart board?

Intensifiers
• 
Intensifiers are words used to add force to an adjective or adverb.
Examples: The school is really big. The room is extremely small.
• Use other adjectives to express a stronger meaning.
very big – enormous, huge, very small – tiny, very intelligent – brilliant
very bad – awful, terrible, very good – excellent, wonderful

Unit 2

Simple Present

• Use simple present to talk about things that are true for a long time and for
scientific facts.
Example: Bears hibernate during winter, but they do not sleep all the time. Water
exists in three states.

Dates: Prepositions
• Use in with months.
Examples: Spring begins in March.
• Use on with specific dates and days of the week.
Example: Her birthday is on August 24. We celebrate the new season on Sunday 21.
The spring party is on Monday.
Simple Present and Present Continuous
• Use simple present to talk about things that are normally true.
Example: It rains a lot in Mexico City in summer.
• Use present continuous to talk about what is happening at the moment.
Example: It’s snowing!

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 Unit 3

Have to and Should

• Use have to to talk about obligations or necessary actions.
Example: She has to work on Sundays. You have to finish your homework before
seven o’clock.
• Question form: Do/does + have to
Example: Do I have to wash the dishes now? Does he have to do the laundry?
• Use should to talk about duties or actions that are recommended to do.
Example: You should clean your room before you go out.
• Question form with wh- questions: Wh- word + should + subject + base form
of a verb + ?
Example: What should I do now?
Expressing Likes and dislikes
• Use I love + a gerund to talk about something you really like or enjoy doing
something.
Example: I love eating pizza.
• Use I hate + a gerund when you really dislike doing something.
I hate standing in line to buy tickets.

Unit 4

Going to

• Use verb be + going to + verb in the base form to talk about plans or something
you have decided to do.
Examples: I’m going to visit my cousin in the summer. I’m going to do my
homework in the afternoon.
• Question form: verb be + subject + going to + complement + ?
Example: Are they going to visit their friends?

Present continuous for the future

• Use present continuous to talk about a future arrangement for doing something.
Examples: I’m flying to London in two hours!
• Question form: verb be + subject + –ing verb + complement + ?
Example: Are you coming to the party tomorrow?

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 Unit 5
Be made of

• Use verb be + made of to talk about the material(s) of something.

Example: This box is made of plastic.
• Place be before the subject to ask questions.
Examples: Is this bracelet made of gold? What is this table made of?

Comparatives and Superlatives

• Use in or of after a superlative. Use in with places or groups of people.

Examples: This is the biggest room in the school. She is the best player in the
team. This question is the most difficult of all.
• When the one-syllable adjective ends in –e, add –r (comparatives) and –st
(superlatives)
Example: late – later, latest, nice – nicer, nicest
• When the adjective ends in a consonant + –y, change the –y to –ier or –iest.
Example: heavy – heavier, heaviest, lucky – luckier, luckiest
• When a one-syllable adjective (CVC) ends in consonant preceded by a vowel.
Example: big – bigger, biggest

Modals: May, Might

• Use may or might to say that something is possible.
Example: Luke may win the competition. Astronomers might discover new
galaxies in the future.
• Use may not or might not to say that something negative is possible.
Example: I don’t feel well. I might not go to school tomorrow.

Unit 6
Tag Questions

• If the sentence is positive, use a negative tag question.

Examples: She does magic, doesn’t she? She’s your best friend, isn’t she?
• If the sentence is negative, use a positive tag question.
Examples: She’s not coming today, is she? He doesn’t like parties, does he?
• In spoken English, the intonation of a tag question can go up or down.
• The intonation goes up when you think that what you say is true.
Example: Your birthday is tomorrow, isn’t it?
• The intonation goes down when you’re not sure if what you say is true.
Example: You haven’t seen Margaret, have you?

Indefinite Pronouns

• Do not use a verb in negative with nobody, no one, or nothing.

Example: Nobody came to the party. NOT Nobody didn’t come to the party.

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 Unit 7

Present Perfect Simple

• Use present perfect simple to talk about the past connected to the present.
• The present perfect is formed by the present tense of have + past participle.
Example: I have traveled to Canada twice.
• Regular past participles end in –ed.
Example: She has lived in many places.
• Some past participles are irregular.
Examples: take – taken; write – written

Present Perfect Simple: for, since

• Use for and since with present perfect to talk about something that started in
the past and has lasted until the present.
• Use for to say how long the period is.
Example: I have studied music for three years.
• Use since to say how when the period started.
Example: I have been a teacher since 2015.

Unit 8

Present Perfect: already, yet

• Use already and yet with present perfect.

• Already comes before the past participle.
Example: She has already eaten.
• 
Yet comes at the end of a question or a negative sentence.
Example: Have you eaten yet? I haven’t eaten yet.

Present Perfect or Simple Past

• Simple past is often used with present perfect to give or ask for details about
when things happened.
Example: I’ve bought a new cellphone. When did you buy it? I bought it yesterday.

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 Unit 9

Passive Sentences: Simple Present

• Sentences can be active or passive.
• In an active sentence, the subject does the action.
Example: They sell crayons.
• In a passive sentence, the object that receives the action becomes the subject of
the sentence.
Example: Crayons are sold.
• Passive sentences in the present are always formed with verb be (is/are) +
the past participle.
• Use passive sentences to give emphasis to the object or the action.
Passive Sentences: Simple Past
• The simple past passive is frequently used to talk about inventions or discoveries.
• Use by when you want to say who did the action.
Example: Penicillin was discovered by Alexander Fleming.

Unit 10

Adverbs of Manner, Comparatives

• Use adverbs of manner to describe how something is done

Example: Miss Megan explains things clearly.
• Some adverbs have the same form as the adjective.
Example: He is a hard worker. / He works hard.

Narrative Tenses: Simple Past and Past Continuous

• Narrative tenses are verb tenses to talk about the past.
• Use narrative tenses to tell stories, descriptions, or past events.
• The most frequent narrative tense is past simple.
• Use past continuous to describe actions in progress in the past to tell a story,
or to give background information about when the story happened.
Example: The day the king celebrated his birthday, the sun was shining and all the
animals were playing outside the palace.

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 Final Review

1. Complete the sentences using the words in the box. There are three extra
words that you do not need to use.

bed challenge cold crayons hot laundry pebbles

race record science skyscraper solitary wheel

a. They are doing an experiment at the lab.

b. I’m wearing my gloves because it’s very .
c. You have to do the this weekend.
d. The has a glass floor at the top.
e. Going to Mars is a huge .
f. He has a great collection of .
g. He broke his in the Olympic Games.
h. are made of wax and pigment.
i. The was invented thousands of years ago.
j. Orangutans are animals.

2. Check (✓) the correct option in the sentences.

a. My school is having a huge e. She’s not happy, is she?
library. She’s not happy, isn’t she?
My school has a huge library.
f. How long have you been an actor?
b. Everybody should clean How long are you an actor?
their room.
g. Australia was discovered in 1606.
Everybody should to clean
Australia was discover in 1606.
their room.
h. She always drives carefully.
c. Tomorrow I visit my grandma.
She always drives careful.
Tomorrow I’m going to visit
my grandma.

d. She may comes to my party.

She may come to my party.

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 3. 
Read the text. Choose one of the three options for each question. Write the
words in the spaces. Look at the example.
How is bubble gum made?
Making bubble gum a. is a fun and interesting b. that
involves several steps. The first step in c. bubble gum is to mix
sugar, corn syrup, and gum base in a large machine. Gum base is a special kind of
rubber that d. bubble gum its chewy texture. This mixture is heated
and stirred until it becomes smooth and bubbly.
Next, flavorings and colors are e. to the mixture. Bubble gum can
come in many flavors like grape, watermelon, or f. . After the flavor
and color g. mixed in, the bubble gum is poured into a shaping
machine. The h. shapes the bubble gum into long, thin strips. Then,
a cutting machine i. them into small pieces.
Finally, the bubble gum pieces are j. in individual pieces of paper.
This paper helps keep the gum fresh and makes it easy to carry.
a. are is am
b. machine process step
c. making giving mixing
d. gave giving gives
e. added adding add
f. gum color strawberry
g. is are was
h. process machine step
i. makes mixes cuts
j. wrapped wrapping wrap
4. 
Write a paragraph about one of the topics.
a. Housework we have to do
b. Describe your favorite birthday

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 Audioscripts

Sophia: Ok, information technology is at 9:30 on

UNIT 1 Tuesday and Thursday. Art is at 1:30 on Friday.
Track 02 And Spanish is at 8:30 on Tuesday and Thursday,
page 7, activity 5 and at 1:30 on Monday and Wednesday.
a. art room Richard: What time is it?
b. computer and science labs Sophia: It’s 7:20! Let’s go to the classroom. Miss
c. gardens Marian is very punctual.
d. hall
e. library Track 05
f. music room page 12, activity 3
g. nurse’s office art
h. playing field English
i. principal’s office geography
j. schoolyard history
math
Track 03 physical education
page 9, activity 10 science
David: Hi, Betty! What’s your school like? Spanish
Betty: Hi, David! It’s nice. I like it. What about
yours? Track 06
David: I like it too. It’s really big. page 12, activity 5
Betty: Does it have a playing field? Miss Laura: Miss Marian. Good morning. May
David: Yes, it does. And it has a huge hall, I come in?
for special events, you know. Miss Marian: Sure. Go ahead!
Betty: That’s great! My school doesn’t have Miss Laura: Thanks. Hi, everybody. Welcome
a playing field, but the schoolyard is very big. to school.
David: That’s cool! Let’s talk later. Students: Thank you!
Betty: Yes, I’ll text you. Miss Laura: I just want to tell you about the
after-school activities for this year. As usual, we
Track 04 have the Reading and Chess Club.
page 11 and 12, activities 2 and 4 Sandra: Excuse me. Do we have dance classes?
Richard: Hi, Sophia! Miss Laura: Of course, Sandra. And during
Sophia: Hi, Richard. Do you have a minute? Let’s the school year, we’ll have the Spelling Bee, the
check the schedule. OK? Science Fair, and the Math Competitions. We’ll
Richard: Good idea! Mmm… math is the first one, let you know the dates later. Have a good day!
every day. Then geography and physical education Students: Thanks!
on Mondays, Wednesdays, and Fridays.
Sophia: OK, I see. Geography is at 8:30 and P.E. Track 07
at 9:30. And English? What time is the class? page 13, activity 7
Richard: Science is at 11:30 and English is after a. It’s ten fifteen / It’s a quarter after ten.
science, at 12:30, every day. Hey, and history? b. It’s 10 o’clock.
Sophia: History is on Tuesday and Thursday, at 1:30. c. It’s nine forty-five. / It’s a quarter to ten.
Richard: And what time do we have IT? d. It’s nine thirty. / It’s half past nine.

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 Track 10
UNIT 2 page 24, activity 5
Track 08 a. cap
page 18, activity 2 b. flip-flops
Seasons on Earth c. gloves
The four seasons on Earth are winter, spring, d. hat
autumn or fall, and summer. Earth rotates on its e. shorts
axis as it orbits the Sun, and throughout the year, f. snow boots
different parts on Earth receive the Sun’s most g. socks
direct rays. In the Northern Hemisphere, winter h. sunglasses
starts on December 21, spring on March 21, i. T-shirt
summer on June 21, and fall starts on September j. winter jacket
22. The opposite happens in the Southern
Hemisphere, where summer begins in December, Track 11
and winter starts on June 21. page 26, activity 11
Spring. Plants begin to grow. The weather is a. It’s rainy.
usually warm. Days become longer than in b. It’s sunny.
winter. Some animals wake up from hibernation, c. It’s snowy.
and many birds return to their home. d. It’s windy.
Summer. Plants grow quickly in this season. The e. It’s cloudy.
weather is hot and the days are usually sunny. f. It’s foggy.
It is the season of the longest days. Sometimes g. It’s stormy.
there are fires in the forests.
Fall. In this season, a lot of changes happen.
Leaves fall from trees, and the weather is colder.
UNIT 3
The days in fall are shorter. Animals begin to Track 12
prepare for the winter. page 32, activity 8
Winter. This season is the coldest of the year, a. do the laundry
and it has the shortest days. It snows in some b. dry the dishes
areas on Earth. This is the season when animals c. feed the dog
hibernate, and plants stop growing. d. make the bed
e. mop the floor
Track 09 f. set the table
page 20, activity 8 g. sweep the floor
January 1st h. wash the dishes
February 2nd
March 3rd Track 13
September 16th page 33, activity 9
a.
Student 1: I have to feed the dog. What about you?
Student 2: I have to wash the dishes.

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 b.
Student 1: I have to mop the floor. And you?
UNIT 4
Student 2: I have to dry the dishes. Track 17
c. pages 42 and 43, activities 2 and 4
Student 1: I have to set the table. And you? Sandra: Hi, girls!
Student 2: I have to sweep the floor. Kenia: Hi, Sandra.
Claudia: Hello, guys! I’m making some plans for
Track 14 this weekend. I’m going to go shopping. Would
page 36, activities 5 and 6 you like to come with me?
Do you like doing housework? Why? Kenia: Yeah, it sounds good. Let’s go! Where are
Boy: I like doing housework because I feel I’m we going to go?
helping my family. Sandra: Why don’t we go to the new mall? They
Girl: I like doing housework because I learn to say it’s huge and that it has thousands of stores!
do things on my own. I’m going to look for a new pair of jeans and a pair
Boy: I don’t like doing housework because of sneakers. Maybe a skirt too. What about you?
I don’t have time. Kenia: I’m not sure yet, but I think I will buy some
Girl: I don’t like doing housework because it’s accessories. I need a handbag and earrings. And
boring. I’m going to look for a scarf too. And you, Claudia?
Boy: I don’t mind doing housework because Claudia: I’m going to look for a top and
I can listen to music at the same time. sweatpants. I also need a headband. Oh!, and a
Girl: I don’t mind doing housework because bracelet for my sister. Her birthday is soon. I’m
it doesn’t take much time. not going to buy more things, just that!
Kenia: Mmm… Let’s see. Are we going to have
Track 15 lunch there?
page 36, activity 7 Sandra: That would be a good idea.
Well, I like walking the dog, but I don’t like Claudia: Let’s do it. Who’s going to take us to
taking out the trash. And I don’t mind cleaning the mall?
the windows. Sandra: I’ll ask my mom. She’s going to meet
some friends there.
Track 16 Kenia: That’s great. Then she can take us back too!
page 37, activity 9
a. cleaning the windows Track 18
b. dusting furniture page 43, activity 6
c. feeding the dog a. jeans
d. folding the clothes b. handbag
e. ironing the clothes c. sweatpants
f. taking out the trash d. earrings
g. vacuuming e. top
h. walking the dog f. bracelet
i. watering the garden g. sneakers
h. skirt
i. headband
j. scarf

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 Track 19 Moons
page 48, activity 7 They orbit around planets. Mercury and Venus
a. airport do not have a moon, but Jupiter has more than
b. aquarium 80 moons. Ganymede, a moon of Jupiter, is the
c. beach largest moon in the Solar System.
d. castle Asteroids and Comets
e. observation deck Most asteroids orbit the Sun in the Asteroid Belt
f. skyscrapper between Mars and Jupiter. They are made of rock,
g. stadium ice, and metal. Comets are large objects made of
h. wax museum dust and ice that orbit the Sun. When a comet
comes close to the Sun, it heats up and forms long
Track 20 tails.
page 50, activity 11
In January, he’s climbing El Capitan in Yosemite. Track 22
In March, he’s surfing in Hawaii. page 59, activity 2
In May, he’s hiking to Machu Picchu. Space Exploration: The future
In July, he’s exploring ancient ruins in Mexico. Space exploration is an area of great interest for
In September, he’s camping in the Sahara. scientists and many other space enthusiasts.
In November, he’s cycling through Italy. With the advance of technology, its future looks
promising. In this article, we will describe some
possibilities for the future of space exploration.
UNIT 5 The Explorations
Track 21 Humans might explore other planets and moons
page 54, activity 2 in our solar system. First, humans might land
The Solar System on planet Mars in a few years, and we might
The Sun plan more missions to Europa: This moon orbits
The Sun is the biggest object in the Solar System. around Jupiter, and Titan orbits around Saturn.
It is an old star made of gas. Life on Earth could These explorations help us to better understand
not exist without the Sun’s energy. our solar system and the possibility of life on
Planets other planets.
The four planets that are closest to the Sun The Challenges
are Mercury, Venus, Earth, and Mars. They are Two of the biggest challenges of space exploration
small, and they are made of rocks and metals. are the study of the effects of space travel on
The outer four planets are much larger; they are human health and the high cost that spacecrafts
giant planets. Jupiter and Saturn are made of gas. and rockets have, for example. With the
Uranus and Neptune are made of gas and icy development of new technologies, scientists may
materials, and they are frozen planets. overcome these challenges.
Rings The Benefits
All the giant planets have rings. Saturn’s rings are Space exploration may inspire young people to
the largest in the Solar System. They are made become scientists, astronomers, or astronauts.
of small pieces of water, ice, and rock. The rings They may create more powerful telescopes and
around Jupiter, Uranus, and Neptune are smaller satellites and discover new technologies that
and darker than Saturn’s rings. benefit humans. For example, exploring the space

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 gives us more information about the Earth and Maggie: Here I am. Let me turn the volume
our solar system. Scientists might learn new ways down. I’m ready to check the food list!
to solve world problems such as climate change. Sally: OK! Pizza, snacks, popcorn, fruit, and soft
And why not? In the future, humans might drinks. Check. Candies and fruit for the piñata
develop the technology to explore other star and…
systems and planets outside our solar system. Alberto: Are we having a piñata? Whose idea is it?
Sally: It’s Tom’s birthday. It’s Tom’s idea!
Track 23
page 61, activity 9 Track 25
a. space page 72, activity 5
b. astronaut a. outdoor adventure
c. rocket b. sleepover party
d. astronomer c. gaming tournament
e. spacecraft d. treasure hunt
f. satellite
Track 26
page 72, activity 6
UNIT 6 John
Track 24 a. I was thinking of something different for
page 66 and 67, activities 2, 3, and 5 my party.
Sally: Everybody, listen. Today is party time! b. I thought it was a great idea.
Let’s see how we’re doing. Maggie, you have the c. Everything was fun!
cake ready, don’t you? Vicky
Maggie: Of course, I’ll pick it up before the party. d. I wanted to go somewhere outside.
I have the candles too. e. Someone told me my mom was planning
Sally: Good, and… you’ll go with Oscar, won’t you? my party.
Maggie: Yes, I will. f. Nothing was better than my mom’s idea.
Sally: Great! Now, let’s check the list of guests.
Tom’s brothers are coming, aren’t they? Track 27
Maggie: Yes, they are. They’re bringing extra page 75, activities 14 and 15
snacks, just in case. It was a cold winter night. Kevin was coming back
Sally: What about David’s cousin? He isn’t home. As he was walking, he recognized some
coming, is he? faces. Everything looked normal, but it wasn’t.
Maggie: I’m not sure he’ll show up. He had a strange feeling. He felt as if someone
Sally: Well, I hope he can come. But everyone was following him. Was it a person? He arrived
else is coming, right? OK, let’s hurry up. What home and said hi to his family. Then, somebody
about the magic show? Albert, you’re ready, knocked at the door. He went to open it, but the
aren’t you? door was already open! Then he saw that thing,
Albert: Of course, I’m ready! something he could not describe.
Sally: Excellent! Now, let’s check the food. Wait.
That phone is ringing. Whose phone is it?
Albert: It’s Maggie’s phone. Where’s she?

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 Mariella
UNIT 7 I’ve taken pencil drawing lessons for two years.
Track 28 It’s a great hobby, and it helps me relax. And all I
page 79, activity 3 need is a pencil and paper. I have created my Art
a. volcano Portfolio!
b. lake James
c. bridge I’ve always liked fantasy writing. I’ve written over
d. river five stories since last year, when I took up writing
e. tower as a hobby. I think I’m good at doing this!
f. mountain Valeria
g. island Identifying plants is my hobby. There are so
h. desert many groups of plants. It would help if you were
patient with this hobby. I have classified more
Track 29 than thirty plants since last month!
page 79, activity 5 Henry
a. She has been to wonderful places. I have been a fan of model building for years. I can
b. She has seen impressive constructions. do this for hours. I have built amazing things since
c. She has met a lot of interesting people. I started!

Track 30 Track 32
page 80, activity 7 page 84, activity 4
a. been a. collecting pebbles
b. had b. pencil drawing
c. met c. fantasy writing
d. seen d. identifying plants
e. taken e. model building

Track 31
page 83, activity 2
UNIT 8
Hobbies Track 33
Hey, there! Tell us about something you have page 90, activities 2 and 3
learned that has become your favorite hobby. Conversation 1
When did you start? How do you feel? What do Ben: I’ve already invited Emily. I´m not sure
you like about it? Guys, nothing to do with video she’s coming. She hasn’t decided yet.
games, sports, or computers, right? Will: Really? This sci-fi movie is the best!
Nahali Ben: I know, but Emily prefers romantic movies.
I have collected pebbles since I was 9. It’s Will: Whose ticket is this?
a fantastic hobby. Pebbles come in so many Ben: It’s Emily’s. In case she decides to join us.
different shapes and colors. Taking care of my Will: Hmm, let’s wait and see.
collection makes me happy! Conversation 2
Stella: I’ve already read this mystery book.

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 Claire: Which book is it? Track 35
Stella: This one. It’s really interesting. page 96, activity 3
Claire: I haven’t read it yet. Is it yours? Brandon
Stella: No, it’s not mine. I borrowed it from a. He has been an actor for about ten years.
the library. b. He was sixteen years old.
Conversation 3 c. He’s been a war hero, a pilot, a writer, and
Eva: Have you bought the tickets yet? other characters.
Lydia: Yes, I have them on my phone. Look! d. Brandon’s favorite type of movies are
Eva: Great! I’ve heard the park is going to be comedies.
really crowded. e. He has lived in Sydney since he was sixteen.
Lydia: Yeah, they’re opening a new roller coaster Andrea
and the Haunted House! f. She has been a professional runner for five
Eva: I’m so excited. I’ve never been to this years.
park before. g. She started running when she was twelve
Conversation 4 years old.
Charlie: I haven’t decided what to do yet. h. Because she has always loved running.
Alice: About what? i. Because she usually won the races.
Charlie: I’m not sure what to do for my k. She broke her own record.
science report.
Alice: Well, you could try the Virtual Museum
or go to the Planetarium.
UNIT 9
Charlie: Good idea, I’ll go to the Planetarium. Track 36
Thanks for the suggestion! page 106, activity 11
How colored markers are made
Track 34 First, create the ink. Mix the pigments and
page 93, activity 10 chemicals. Then, pour the ink into small plastic
•  Have you studied yet? barrels.
Yes, I’ve already studied. Second, add the ink to a small opening on one
a. Has the game finished yet? end of the barrel and fill the barrels with ink.
No, it hasn’t finished yet. Third, add the tips. Insert the tips into the
b. Have you called your sister? open end of the barrel. Next, place the cap on the
Yes, I’ve already called my sister. markers, and finally, label the markers with the
c. Have you heard his new song yet? brand name.
No, I haven’t heard his new song yet.
d. Have they had breakfast? Track 37
Yes, they’ve already had breakfast. page 107, activity 2
e. Has she arrived? Inventions That Changed The World
No, he hasn’t arrived yet. The Wheel
The wheel was invented thousands of years ago.
This invention made it easier to transport heavy
objects over long distances. Before the wheel

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 was invented, people had to carry or pull objects,
which took a long time. The first wheels were
UNIT 10
made of wood. Other materials such as metal, Track 39
rubber, and plastic were used later. The invention page 114, activity 2
of the wheel made possible important changes Gorillas and Orangutans: Animals in danger
in transportation, agriculture, and industry for of extinction
human civilization. Gorillas
Antibiotics Gorillas live in African forests. They are the
Before the discovery of antibiotics, many people largest primates. They are known for being strong
died from illnesses caused by bacteria. In 1928, and smart. Gorillas move slowly, carefully, and
penicillin was discovered by Alexander Fleming powerfully, using their legs and hands to walk on
while he was working in his laboratory in the ground.
London, and the world was changed forever. Gorillas are mostly vegetarian. They eat
Fleming was a Scottish microbiologist born in slowly, using their hands to pick leaves and
1881. He received the Nobel Prize in Medicine in fruits. They peel bananas delicately before eating
1945. Penicillin and other antibiotics that were them! Gorillas live on the ground, and they move
discovered later have saved millions of lives. faster than orangutans. Still, you can also see
The World Wide Web them climbing trees and swinging from branches
The World Wide Web (WWW) was created in happily. When they feel danger, they remain quiet
1989 by Sir Tim Berners-Lee, a British computer to scare their enemies. Gorillas are social animals,
scientist. Since then, the WWW has transformed and they live in family groups called troops.
the world and has made a great impact on Gorillas take good care of their young and play
our lives. The way we socialize and connect with them gently.
with others was changed. We can now create Orangutans
relationships with people from all over the world. Orangutans live in Asian rainforests. They are the
Many forms of expression and creativity, such as biggest tree-living animals, and they are known
blogs and podcasts, are now possible. The World for being very intelligent and kind. Orangutans
Wide Web changed the way we live, work, and use their long, strong arms and legs to climb
interact with others. trees more easily than gorillas.
Orangutans eat plants and leaves, but their
Track 38 favorite food is fruit. They select carefully
page 110, activity 10 the food they eat and take their time when
Inventions eating. When they feel happy or curious, they
The light bulb was invented in 1879. move quickly and can be very acrobatic. When
The automobile was invented in 1885. orangutans feel scared, they use their camouflage
Crayons and the airplane were invented in the skills to hide. Orangutans are solitary animals;
same year, 1903. they live alone or in small groups. They take care
The refrigerator was invented in 1913. of their young and teach them important things
The microwave was invented in 1945. like food hunting.
The laser was invented in 1960.
The cellphone was invented in 1973.
The laptop was invented in 1981.

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 Track 40 the challenge. He believed that the race was easy
page 119, activity 2 to win. On the day of the race, the hare ran very
Once upon a time, a powerful ruler was known fast, and he left the tortoise behind. He felt so
as the Jade Emperor in ancient China. One day, confident that he decided to take a nap in the
he invited all the animals in the kingdom to his shadow of a tree. He thought that he had a lot of
palace for an important meeting. time because the tortoise was very slow.
The animals were excited but also nervous.
This was the first time the emperor invited them
to his palace. They arrived at the palace, and
while waiting for the emperor, they asked each
other what the emperor had to say.
When the animals gathered in the palace,
the emperor announced that he was creating a
new calendar based on the order of the animals’
arrival. The emperor said, ‘I will give a year in
the calendar to the first twelve animals to arrive.
Every twelve years the cycle will be repeated.’
The animals were excited about the idea of
having their year on the calendar. However, the
emperor added a condition: ‘To determine
the order of the animals, you must cross a fast-
flowing river to reach the palace.’
The animals agreed with the condition, and
the race began. The rat, a small and agile creature,
quickly jumped onto the back of the strong
ox and crossed the river together. When they
reached the other side, the rat jumped off the ox
and arrived first, happy to be the first year of the
calendar.
In this order, the other animals arrived after
the rat and the ox: the tiger, rabbit, dragon, snake,
horse, goat, monkey, rooster, dog, and finally, the
pig. All of them crossed the river on their way.
Each animal was given a year in the calendar
based on the order of their arrival. Then, the
Chinese calendar was born!

Track 41
page 121, activity 8
Once upon a time, there was a hare who was
making fun of the tortoise for being so slow. One
day, the tortoise challenged the hare to a race.
The hare laughed at the tortoise and accepted

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