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INTERACTIVE SAMPLER

includes three full units,


plus a Starter unit.

Bringing the World to the Classroom


– and the Classroom to Life
NGL.Cengage.com/ourworldtours
National Geographic content
makes learning English fun!

Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Learning Materials . . . . . . . . . . . . . . . . . . . . . . . . . . 2
Our World Video . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Our World Readers . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Our World Starter . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Technology Support . . . . . . . . . . . . . . . . . . . . . . . . . 8
Professional Development . . . . . . . . . . . . . . . . . . . 8
Components and Series Editors . . . . . . . . . . . . . . . 9

OUR WORLD STARTER


Unit 3 My Family . . . . . . . . . . . . . . . . 10

STUDENT’S BOOK 1
S
Unit 1 My School. . . . . . . . . . . . . . . . 18
U

STUDENT’S BOOK ,


S
Unit 2 Fresh Food. . . . . . . . . . . . . . . . 34

STUDENT’S BOOK 6


S
Unit 2 History’s a Mystery. . . . . . . . . 50
U

Click on the and icons throughout the


Sampler to hear and watch the corresponding
audio and video content.
BRINGING THE WORLD TO THE CLASSROOM
– AND THE CLASSROOM TO LIFE
Our World is a primary series in British English, bringing age-appropriate
National Geographic content to young learners of English. Fun and fascinating
information about the real world, with stunning images and video, gives
learners the essential English language, skills and knowledge needed
to understand their world.
National Geographic video inspires
and motivates young learners.

The Professional Development


Programme helps teachers get
the most out of Our World.

Easy-to-use technology
reinforces and enhances the
content of the Student’s Book.

NGL.Cengage.com/ourworldtours 1
LEARN ENGLISH WITH

Our World brings together fun and fascinating


information about the real world, supported
by stunning National Geographic images and
video. It gives young learners of English the
essential language, skills and knowledge
needed to understand their world
– all while learning English.

Each level of Our World includes:


• Language presentations and practice

• Songs and games

• Video activities

• National Geographic Values


and Mission pages
• Collaborative project work
and much more!

VALUES PAGES
Levels 1–3

MISSION PAGES
Levels 4–6

2
VIDEO
ACTIVITIES

COLLABORATIVE PROJECTS
NGL.Cengage.com/ourworldtours 3
27 HOURS OF VIDEO FOR YOUNG LEARNERS
National Geographic video is the perfect way to bring
your English classroom to life. Created especially for
young learners of English, Our World Video is
STUDENT’S BOOK AND VIDEO
fully integrated into the Our World teaching Level 1
and learning materials, with 30 fun-filled
minutes of video for each unit that include:

• Original songs
• Language presentation and review
• Games
• Inspiring, real-world video
• and Our World Reader Story Time

To make it simple to
use in the classroom, all 27
hours of Our World Video
are available on Classroom
DVDs as well as Interactive
Whiteboard DVD-ROMs,
for use with an interactive
whiteboard or simply a
laptop and projector.

Levels 4–6

Levels 1–3
4
BRING STORYTELLING INTO YOUR CLASSROOM
The Our World Readers are six levels of original stories, folk tales,
myths and non-fiction from around the globe. Each Our World
Reader is a great way to support the language covered in the
Student’s Books, encourage reading for fun, and bring storytelling
into your English language-learning classroom.

To make it easy to use the Our World Readers in your


curriculum, a leveled reader is available to support the
theme and language of each unit. Each includes fun
facts and activities and is also available as Story
Time in the Our World Video.

• One leveled reader for each unit


Level 3
• Big Books for levels 1 and 2
• Available in the Our World Video

Level 1

Level 6

NGL.Cengage.com/ourworldtours 5
STARTER
For young learners with no previous exposure
to English, Our World Starter is available,
which can be used before Our World. It is
designed to give learners the basic skills for
learning the language, including:

• Understanding basic vocabulary in context,


• Comprehending simple content concepts,
• Developing phonemic awareness for the
sounds of English,
• And recognizing and writing the alphabet
and simple words.

Our World Starter includes:

• Language presentation and practice


• Chants and games
.
Listen and point
TR: A51
1 ears
• Listening and speaking activities
2 Point and say.
• A reading/story for every unit
• 8 pages of introductory writing practice
• And more!

I Like Food
Unit 6

eyes

a nose
a mouth
s
ing noodle
Brothers eat
Tibet
in Shigatse, 32

49

48

6
Resources Available:
FOR LEARNERS FOR TEACHERS
• Student’s Book • Lesson Planner, with Class Audio CD and
Teacher’s Resource CD-ROM
• Workbook with Audio CD
• Interactive Whiteboard DVD-ROM
• Online Student Resources,
powered by myNGconnect • Flashcards
• Professional Development Video DVD
• Professional Development Classroom Presentation Tool DVD
• Online Teacher Resources, powered by myNGconnect

10 Listen and say


. TR: B22

13 Listen to the stor


y. TR: B25

A Picnic
I like apples.

11 Listen. Which wor


ds have the sound? Che
ck. TR: B23

sound It’s lunchtime. Look! I don’t like apples.


word 1 word 2
A picnic!
I like bananas.
word 3
1

I like bread.
hair
3
I don’t like bread.
I like cookies.

12 Listen and cha


arms nt. TR: B24
Use with Unit 4.

hands I like chicken.


Wr ite. TR: A64
I like rice. Listen and say.
Use with Unit 3. Yum-yum! Let’s eat!
I like noodles. s t u v w x y z
j k l m n o p q r
Listen and say.
Write. TR: A50 They’re so nice! a b c d e f g h i
s t u v w x y z
j k l m n o p q r

jjj
a b c d e f g h i

ggg
14 Do you like the
stor y? Circle.

54

GGG JJJ juice

grandma
kkk
55

hhh
legs
HHH KKK kitchen
hair
iii
feet
lll
III 33
LLL
kite leg
77

76

NGL.Cengage.com/ourworldtours 7
TECHNOLOGY THAT BRINGS
YOUR CLASSROOM TO LIFE
An Interactive Whiteboard DVD-ROM for each
level integrates all of the Our World teaching
resources, including video, songs, games, and
language presentation, making it easy to bring
the classroom to life!

myNGconnect is an online
companion site for teachers
and learners, providing easy
access to resources that
support, reinforce, and build
on the learning done in the
classroom.

PROFESSIONAL DEVELOPMENT MADE EASY


Dr. Joan Kang Shin, a trainer of young learner
teachers in over 100 countries, and Our World series
editor, has designed a Professional Development
Programme that uses short videos of real classrooms
and interviews with teachers from around the world
to help teachers get the most our of Our World.

The programme covers areas and topics such as:

• Using video and technology in the classroom


• Empowering learners through real-world content
• Storytelling
PROFESSIONAL DEVELOPMENT
• And much more!

The Professional Development Programme is available on a


Video DVD, for individual teacher practice and review, and
on a Classroom Presentation Tool DVD, to make it easy to
create and support teacher trainings and workshops.
8
MATERIALS FOR TEACHERS AND LEARNERS
All six levels of Our World are fully supported with materials that present, practise,
reinforce and extend the content of the Student’s Books.

FOR LEARNERS FOR TEACHERS


• Student’s Book • Lesson Planner with • Our World Readers Big Books
with Student’s CD-ROM Class Audio CDs and
• Flashcards, including
Teacher’s Resource CD-ROM
• Workbook with Audio CD The Sounds of English
• Interactive Whiteboard DVD-ROM
• Our World Readers • Posters
• Assessment Book with Audio CD
• Online Student Activities, • Professional Development
powered by myNGconnect • ExamView CD-ROM
®
Video DVD
with Assessment Audio CD
• Professional Development
• Classroom DVD Classroom Presentation Tool DVD
• Story Time DVD • Online Teacher Resources,
powered by myNGconnect

SERIES EDITORS Also f


ro
Series m the
Editor
DR. JOANN (JODI) CRANDALL s

Teaching Young Learners English


Dr. JoAnn (Jodi) Crandall is Professor Emerita
Teaching Young
Learners English
Teaching Young
Learners English
and former Director of the Language, Literacy
From Theory to Practice

Teaching Young Learners English focuses on teaching English as From Theory to Practice
a foreign language to children aged 7-12. It presents foundational
concepts, best practices, and practical suggestions on how

and Culture Ph.D. Program, and Co-Director


to develop lessons and activities for the energetic and curious
minds of young learners in the 21st Century classroom. It also
features the perspectives and suggestions from practicing
teachers around the world, and can be used as a basic text for
prospective teachers or as a professional development tool for
teachers and administrators wishing to develop the knowledge

of the MA TESOL Program at the University of


and skills to teach English to young learners.

JoAnn (Jodi) Crandall


Dr. Joan Kang Shin

Joan Kang Shin and


Dr. Joan Kang Shin is the Director of TESOL Professional
Training Programs in the Education Department at the University
of Maryland, Baltimore County, and specializes in the training
and professional development of teachers of English to young

Maryland, Baltimore County. She has worked


learners. In her role she is responsible for administering
professional development and teacher training programs that
reach teachers in over 100 countries around the world.

Dr. JoAnn (Jodi) Crandall


Dr. JoAnn (Jodi) Crandall is Professor Emerita and former

in all areas of ESL/EFL including teaching,


Director of the Language, Literacy and Culture Ph.D. Program,
and Co-Director of the MA TESOL Program, at the University of
Maryland, Baltimore County. She is the author of more than 100
books, articles, chapters, and monographs.

curriculum and materials development, National Geographic Learning, a part of Cengage Learning, provides customers
with a portfolio of quality materials for PreK-12, academic, and adult education.
It provides instructional solutions for EFL/ESL, reading and writing, science,
social studies, and assessment, spanning early childhood through adult in the
U.S. and global markets. Visit ngl.cengage.com
Joan Kang Shin and
JoAnn (Jodi) Crandall

standards development and teacher training.


TYLE_Cover_9781111771379.indd 1

NGL.Cengage.com/tyle
3/7/13 9:27 AM

DR. JOAN KANG SHIN


Dr. Joan Kang Shin is the Director of TESOL Professional
Training Programmes in the Education Department at the
University of Maryland, Baltimore County, and specialises
in the training and professional development of teachers
of English to young learners. In her role she is responsible
for administering professional development and teacher
training programmes that reach teachers in over 100
countries around the world.

NGL.Cengage.com/ourworldtours 9
Unit 3

My Family

Mother and children on a train, Vietnam

10
22
11
23
1 Listen and point.

2 Point and say.


grandma

me
grandpa

sister

12
24
a kitchen

father

a bathroom

brother

a bedroom

mother

a living room
13
25
3 Listen and circle.

4 Listen and say. Talk.

Who’s this?

It’s my brother.

5 Listen. Look at the rooms. Stick and say.

Where’s Grandma?

In the kitchen.

14
26
6 Listen and point. Say. TR: A41

black white

7 Listen and colour. TR: A42


1. 2. 3.

4. 5. 6.

8 Listen. Count and say. Trace. TR: A43

7 8
9 Listen. Count and say. TR: A44

How many sisters?


10 Listen and say. Cut
out five cards on page 87.
Ask and answer. TR: A45
Three sisters.

15
27
11 Listen and say.

12 Listen. Which words have the sound? Tick.

sound word 1 word 2 word 3

13 Listen and chant.


I love my grandpa!
Oh yes, I do.
My brothers and
my sisters love him, too.

16
28
14 Listen to the story.

Eight is Great One, two, three, four …

Look! My
family is big!

… five, six, seven, eight


brothers and sisters!

And eight cats, eight dogs,


eight birds and eight fish!
15 Do you like the story? Circle.

17
29
Unit 1

My School
INTRODUCTION
In this unit, I will …
• name classroom objects.
• count classroom objects.
• name colours of objects.

Look and tick.


It’s a
book.
globe.
pen.

School in Guilin, China

18
8
19
9
1 Listen and say. VOCABULARY 1A

2 Listen. Point and say. VOCABULARY 1B

a computer
a map

a table

a pen
abc
def
ghi
paper

20
10
a classroom

a board
a clock

a pencil

a crayon

3 Work with a friend. Point.


Ask and answer.

What is it?

It’s a crayon.

21
11
4 Listen. Read and sing. SONG: MY SCHOOL

My School
This is my school.
This is your school. I’ve got my pencil,
This is my school. I’ve got my book.
I like my school. I’ve got my pencil.
Come and look!
CHORUS

22
12
We can count from one to ten.
Just like this, just like this. I know my colours.
Red and blue,
Is everybody ready?
purple, too.
Here we go!
Orange, green and yellow!
1-2-3-4-5-6-7-8-9-10
Yay! chorus

chorus I like my school!

5 sing again. Hold up pictures.


23
13
GRAMMAR 1
GRAMMAR
Is it a pencil? Yes, it is. It’s a pencil.
Is it a crayon? No, it isn’t. It’s a pen.

6 Look. Listen and circle. GAME

2 1 2 3 4
5 6 7
8 9 10

24
14
4

25
15
7 Listen and say. TR: A21 VOCABULARY 2

a book a rubber

a chair a desk

a picture

8 Work with a friend. Point and say.

9 Work with a friend. Guess and stick. TR: A22

Is it a desk?

No, it isn’t.

Yes, it is.
Is it a book? It’s a book.

1 2 3 4 5
26
16
What colour is it?
GRAMMAR
What is it? It’s a table.
What colour is it? It’s yellow.
How many pencils? Three. GRAMMAR 2

It’s yellow.
10 Work in groups. Look and point.
Ask and answer. REVIEW

11 Look at the picture. Write.

1. How many crayons?

2. What colour is the frog?

3. How many clocks?


27
17
Cueva de las Manos,
12 Listen and read. Argentina

Drawing and Writing


STORY TIME: WHAT’S IN MY CLASSROOM?

a wall a tablet

a hand

In the past
a stick

Now

a canvas

paint

a tablet

28
18
13 What about you? Circle.

1. I draw on a wall paper.


2. I draw with a crayon a stick.
3. I write with a hand a pencil.

14 Work with a friend. Look and read. Tick ✔ .

Past Now

crayon

hand

paint

tablet

stick

15 Look on your desk. Read. Count and write.

1. How many frogs? 0 None!

2. How many pencils?

3. How many crayons?

4. How many sticks?

5. How many pens?


29
19
16 Make a name badge.
1. Cut out the name badge on page 159.
2. Write Hello with a crayon.
3. Write My name is with a pencil.
4. Write your name in a different colour.

17 Put on your name badge.


Walk and talk. TR: A26
Hi. I’m Freddy.

Hello. My name is Mia.


What’s your name?

30
20
Our World
Work hard at school.
VIEWING

18 Look and read.

I listen. I talk.
I read. I write.

19 read and copy.

I work hard at school.

31
21
20 Make a counting book.

1 2

Cut out the pictures on Decide how many.


page 159.

3 4

Colour and glue the pictures. Draw more pictures and


write the number.

32
22
Now I can … WRAP UP

name classroom objects.

count classroom objects.

name colours of objects.

Look! Six books.

33
23
Unit 2

Fresh Food
In this unit, I will … INTRODUCTION
• talk about obligation.
• describe frequency.
• discuss and order food.
• express my opinion.

Tick T for True or F for False.


1. These people are buying
vegetables. T F

2. They are on boats. T F

3. The vegetables are fresh. T F

Floating market, Damnoen Saduak, Thailand

34
20
35
21
1 Listen and read. VOCABULARY 1A

2 Listen and repeat. VOCABULARY 1B

Every week people go to the supermarket to buy vegetables like


green beans and cucumbers that come from big farms. Some
supermarkets also sell fruit and vegetables from small local farms.
But most people think food from the garden is fresher and tastes
better than food from a supermarket.
Some lucky people have space to grow food in their own gardens.
For example, they grow carrots, onions and cabbages. Many
other people do not have space at home, but sometimes they work
together to grow food in an allotment.
It’s easier than you think to grow vegetables. First you dig. Then
you plant the seeds. But remember to water the plants! And you
have to weed the garden sometimes. When the vegetables are ripe,
they are ready to pick.

dig plant water

weed pick

36
22
a pumpkin a lettuce a cucumber

a cabbage chillies an onion

an aubergine green beans a courgette

3 Work with a friend. What did you


learn? Ask and answer.

Why do people grow


their own vegetables? Because they
taste fresher!

37
23
4 Listen, read and sing. TR: A12 SONG: SOMETHING’S GROWING

Something’s
Growing
Pumpkin, lettuce, chillies and beans.
Something’s growing and it’s green.
Pumpkin, lettuce, chillies and beans.
Something’s growing and it’s green.

Working in the garden,


working in the sun,
working in the garden is a lot of fun.

I have to water the garden.


I have to weed and dig.
I look after my garden.
Those weeds grow very big!

Pumpkin, lettuce, chillies and beans.


Something’s growing and it’s green.
Pumpkin, lettuce, chillies and beans.
Something’s growing and it’s green.

We can pick cabbage in the garden.


We can pick some green beans, too.
We can plant carrots in the garden.
I like gardening, don’t you?

CHORUS

Pumpkin, lettuce, chillies and beans.


Something’s growing and it’s green.
Pumpkin, lettuce, chillies and beans.
Something’s growing and it’s green.

5 Work with a friend. Ask and answer.


1. What are three things you can pick?
2. What are two things that you have to do
in the garden?
38
24
39
25
GRAMMAR 1
GR AMMAR
I have to water the vegetables every day. I don’t have to buy any
more seeds.
She has to plant the tomatoes She doesn’t have to
in a sunny place. weed today.

6 Read. Complete the sentences.

1. I have to plant these seeds this week.

2. My brother is stronger than me, so he dig.

3. Luisa weed the garden today.

4. My mum water the plants at home.

5. Farmers often buy new seeds.

6. He pick tomatoes this week.

40
26
7 Work with a friend. Look and make sentences.

8 What about you? Write five things you usually have to do.

In the morning I .

In the afternoon I .

In the evening I .

At the weekend I .

On Sunday I .

9 Work in a group. Take turns. Compare what you have to do.

What do you have to


do in the morning?

I have to walk my little


brother to the bus stop.

41
27
10 Listen and say. Read and write about what you do.

VOCABULARY 2
How often?
S M T W T F S
weed weed n weed n go to
garden garde garde market on (Fridays)
every day eat fruit eat fruit eat fruit eat fruit eat fruit eat fruit eat fruit
weed n weed weed take
go to vetgoetables once
garde garden garden
market Sue (a month)
eat fruit eat fruit eat fruit eat fruit eat fruit eat fruit eat fruit
three times weed to
weed n mgoarke
garden weed t
(a week) garden gard e
eat fruit eat fruit eat fruit eat fruit eat fruit eat fruit eat fruit
nt
weed weed weed go to pla
garden garden garden market twice
plant
eat fruit eat fruit eat fruit eat fruit eat fruit eat fruit ea (a year)

1. Every day I .

2. On Fridays I .

3. Three times a week I .

4. Twice a year I .

5. Once a month I .

11 Work with a friend. Ask and answer, then stick.

How often do you ride your bike?


Twice a day.

1 2 3 4 5
42
28
GRAMMAR 2
GR AMMAR
What would you like for lunch? I’d like a bowl of vegetable soup.

12 Read. Complete the dialogue.

A: Welcome to Mario’s Café. What would you like


to order today?

B: I some pumpkin soup and courgette bread.

C: I some chicken and rice, please.

D: I usually order cake, but today I some


ice cream.

13 Play a game. Play with a friend. Heads: Tails:


Move Move
Make sentences. Take turns. 1 space. 2 spaces.

EVERY THREE
DAY TIMES

ON
TWICE
MONDAYS

ON ONCE
SATURDAYS

43
29
14 Listen and read. STORY TIME: THE EMPTY POT

Where’s Your Food From?


Some fruits and vegetables travel a long way to get
to your table. Thanks to different kinds of transport,
you can enjoy watermelon or strawberries any time of
the year. But many people prefer to eat local food from expensive variety
allotments or local farms. to transport
available
less flavour all year
These small local farms produce fruit, vegetables
bad for the farmers can
and grains. Some of them also raise animals for milk environment sell more
and meat. People can have fresher food because these
farmers grow it locally.
What about cities? There isn’t much space to have
farms. One way to grow food in a city is on a roof! In
this roof garden, a class of children grew 453 kilograms
less variety
(1,000 pounds) of vegetables in one year. The children fresher
not available
healthier
grew cabbages, carrots, lettuces and even strawberries! all year
good for
They had to water the plants and weed them, but they may be more
local economy
expensive
enjoyed the food they grew in their outside classroom.

44
30
15 Read. Make complete sentences.
1. Some fruits and vegetables a. in cities.
2. It is very expensive to b. travel a long way.
3. Food from local farmers c. is rooftop gardens.
4. There are no small farms d. transport fresh food.
5. In cities, a way to get to fresh food e. is fresher and better.

16 Complete the table. Read the problem. Write the solution.

Problem Solution

There is no local
food in winter.

Transporting food is
expensive.

There is no space to grow


food in cities.

17 Work with a friend. Talk about producing food.


Use these words.

food fresh grow local meat plants raise

Farmers grow most


of the food we eat.
Food from local
farms is fresh.

Most people spend


about five years
of their life eating.

45
31
Paragraphs of Opinion
In a paragraph of opinion, you express your opinion about
something. You give the reasons why you feel this way.
You can also use words and expressions that introduce your
opinion, such as I think, in my opinion and I believe.

18 Read. How does the writer introduce opinions?


Underline the words and expressions.

Fresh food or tinned food? VIEWING

When you shop for food, you can buy fresh food or
tinned food. Which is better? I think fresh food tastes
better. Fresh food is good for you. It does not have any
extra salt or sugar. You know just what you are eating.
But you have to wash it first because sometimes it is a
bit dirty.
There are some positive and negative things about
tinned foods, too. In my opinion, tinned food is more
convenient because it lasts longer than fresh food.
Also, with tinned food you can always have fruit and
vegetables – even in winter. But tinned food usually has
extra salt or sugar and I believe this is bad for you.
Also, tinned foods make more rubbish because you have
to throw the tins away.
I think fresh foods are better than tinned foods.

19 Write. Write about food from supermarkets and food


from local farms. Describe some positive points and some
negative points about each one. Express your opinion.

20 Work in a small group. Share your writing.


Listen and make notes. Write down the names and opinions
of your classmates.
46
32
Mission
Appreciate local food. ‘grow
Learning how to
jalapeños changed
• Which foods can you buy locally? Why is it my life.’
important to appreciate local food? Work in Juan Martinez
a small group. Discuss. Environmentalist
Emerging Explorer
• How can you show you appreciate local food?
MEET THE EXPLORER: JUAN MARTINEZ
Discuss and write the best ideas in the box.

Buy food from your local farm.

• Work with another group. Share your


ideas. Are they the same or different?
Which ideas does everyone like best?

Jalapeño

47
33
21 make plant cards.

1. Research a plant you want


to grow.
2. Create a card that tells about
it. Include a picture and text.
3. Present your plant card to
a group.
4. Say why you think your class
should grow your plant.
5. Vote for plants to grow
in class.

Did you know that a tomato


is really a fruit?

48
34
now i can … WRAP UP

talk about obligation.


describe frequency.
discuss and order food.
express my opinion.

49
35
Unit 2

History’s
a Mystery
In this unit, I will ...
INTRODUCTION
• talk about famous discoveries.
• discuss historical mysteries.
• speculate about the past.
• use examples to support my writing.

Read and circle the correct answer.


1. Which of these statements is true?
a. The Sphinx is in Egypt.
b. The Sphinx has got the head of a
man, but the feet of a cat.
c. The Sphinx is made from just one
piece of stone.
2. The Sphinx was built in 2686 bce.
It is about years old.
a. 74 b. 2,686 c. 4,700

50
20
The Sphinx, Giza, Egypt

51
21
1 Listen and read. VOCABULARY 1A

2 Listen and repeat. VOCABULARY 1B

Archaeologists have made some incredibly


important discoveries – in the desert, in the
mountains and under the ground. Discoveries
tell us a lot about the past.

210 BCE
Over 700,000 men built an enormous
tomb for Chinese ruler Qin Shi

terracotta statues. When the ruler


died, the statues were buried with
him in a tomb. Archaeologists
excavated the tomb and found over
6,000 statues of soldiers and horses.

a statue

52
22
tattoos

450 ce 650 ce
this female mummy was found In 2009, this treasure
in a tomb in Peru. She was was found in a field
beautifully preserved, with in England. Later,
tattoos of snakes and spiders on archaeologists
her body. No one knows the cause discovered over 3,500
treasure
of her death or why men were objects there. Scientists
buried with her. have analysed what they
found. they know when the
gold was buried, but they don’t
know who buried it or why. Did
thieves hide it?

How many statues did More than 6,000.


they find in China?

3 Work with a friend.


What did you learn?
Ask and answer.
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23
4 Listen, read and sing. TR: A12 SONG: SO MUCH TO LEARN

So Much to Learn
History’s a mystery
and that’s why I like history!
Buried statues and mummies, too!
So much to learn.
So much to do.
Excavated kings
were found by archaeologists.
Anglo-Saxon treasure
was discovered
in the mist.
The Terracotta Army
was found deep underground.
Just think what you might find
if you look around.
CHORUS
Objects that were hidden
can be found by scientists.
Pottery and paper,
gold and money
in the mist.
If we learn from history,
wisdom from the past
can help us answer questions
we really want to ask.
CHORUS

5 Tick T for True or F for False.


Then answer.
1a. The singer thinks history is fun. T F

1b. You will be rich if you study history. T F

2. Do you like history? Why or why not?

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24
Valley of the Golden Mummies,
near Bawiti, Egypt

55
25
GRAMMAR 1
GR AMMAR
The Sphinx was built around 2500 BCE. It wasn’t excavated until 1925.
When were the statues discovered? The statues were found in 1974.
The treasure was discovered in a field. The objects weren’t stolen.

6 Read. Complete the sentences. Use the words in brackets.

1. Lots of gold objects (find) in a field by a

man called Terry Herbert. He had to give the objects to a museum.

2. English treasures (not / find) in a tomb.

They were found in a field.

3. Four men (bury) with the mummy

in Peru.

4. Some archaeologists think the Sphinx

(build) around 2500 BCE or earlier. It is made from one stone.

5. The terracotta statues (discover) under

the ground in the tomb of a Chinese ruler.

terracotta
statues

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26
7 What do you know? Write questions about a famous discovery or a
place you know. Work with a friend. Answer each other’s questions.

1.

2.

3.

4.

5.

6.

8 Work with a friend. Prepare a role play. Then practise and perform it
for the class.

Student a: Student B:
You are a tourist. You are a tour guide.
Ask about a discovery Answer the tourist’s
or a place. questions.

Excuse me. How many statues Over 6,000 statues


were found in the tomb? were found.

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27
9 Listen and repeat. Then, read and write. TR: A14 VOCABULARY 2

a CT scan an artefact a DNA test a site

1. Archaeologists can see inside a dead person’s body with a .


a sample
This test shows if the person had any illnesses and how he or she died.

2. To learn about a person’s family, archaeologists do a .

This test tells them who the person’s father was, for example.

3. We can find out what people ate before they died. We can

take a of food from inside the person’s stomach.

4. Archaeologists always study the where something

was discovered. This helps them to learn why people lived there.

5. Archaeologists often look for pottery and other

near the site. These objects help them learn how people lived.

10 Listen and stick. Order the blue stickers to say


How did she discover they
what the archaeologist discovered. Then work were from the same family?
with a friend. Order the green stickers to say
I think she did a CT scan!
how she solved the mysteries. TR: A15
Are you sure? I don’t think so.

1 2 3 4 5
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28
GRAMMAR 2
GR AMMAR
The mummy was found by hikers. The tomb wasn’t found by an archaeologist.
The bottles were found by divers. The bodies weren’t analysed by scientists.
Was the pottery broken by thieves? Who was the treasure hidden by?

11 Read and answer. Complete the sentences. Then listen to check


your answers.

In 1991, a mummy was discovered by (discover) hikers

in the mountains. The mummy was over 5,000 years old, but he

(preserve) ice. No one knows his name, so he

(describe) people around the world as the ‘Iceman’.

For the next ten years, the Iceman’s body (analyse)

scientists. At first, people didn’t know how the Iceman died, but in 2001, the

Iceman (study) Paul Gostner, who found an injury

in the Iceman’s arm. In 2005, the Iceman (check)

doctors using a new CT scan machine. We now know that he died from the

injury. But who (the Iceman / kill)?

12 Play a game. Play with a friend. Make correct sentences to


mark your X or O.

the Sphinx the Iceman gold objects


analyse find discover
archaeologists hikers Terry Herbert
for 37 years 1991 England

the terracotta statues the Sphinx a mummy


make not find
700,000 men excavate tomb
China until 1925 Peru

English treasure the Sphinx the Iceman’s injury


hide build analyse
a field Egyptians doctors
650 BCE around 2686 BCE 2005
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29
13 Listen and read. TR: A18 STORY TIME: KING MIDAS AND HIS GOLDEN TOUCH

The Amazing
Discovery
of King Tut
Egypt is full of really exciting and ancient
discoveries, but the most famous is the tomb of
King Tutankhamun (King Tut). Howard Carter
and another English archaeologist spent years
looking for the tomb. In 1922, Carter found it, after
someone discovered an artefact with the king’s
name on it near the site. Inside the tomb, Carter
found hundreds of gold objects, more than 3,000
treasures and – most importantly – King Tut’s mummy.
Although King Tut was buried over 3,000 years ago, his DNA was perfectly
preserved. Later, Dr Zahi Hawass, a famous Egyptian archaeologist, moved
the artefacts and the mummy to a museum.
Who was King Tut? He was an Egyptian boy who became a ruler in
1333 bce – at the age of nine. We know from the date of some artefacts
that he ruled until he died in 1323 bce. Tut was buried with all the objects
he would need in his next life. Why did he die so young? The cause of his
death is not known. In 1968, his mummy was analysed by scientists who
found broken bones in Tut’s skull. A CT scan of Tut’s mummy in 2006
showed that he broke his leg before he died. A DNA test showed that he had
malaria. No one knows how he died. History’s a mystery!

60
30
14 Read and write. Answer the questions.

1. How did Carter know where to find King Tut’s tomb? 

2. Why was King Tut buried with so many objects?

Mummy brown
3. How many years was King Tut the ruler? was a paint colour
made from ground-
up mummies. It
was used during
4. What are two possible causes of King Tut’s death?
the 16th and
17th centuries.

15 Look at the timeline. Write complete sentences about


each date.
2006 ce
1333 bce 1922 ce Broken leg was
Tut became ruler. Tomb was discovered. discovered.

1323 bce 1968 ce


Tut died. Mummy was analysed.

16 Work with a friend. Choose a paragraph to talk about. Your


friend will listen and make notes. Then listen to your friend talk
about the other paragraph. Make notes.

Howard Carter

The discovery of
King Tut’s tomb

King Tut

Analysing King Tut’s


mummy

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31
Paragraphs of Exemplification
In a paragraph of exemplification, you give examples that support important
ideas in your text. Be clear and show the reader that you know what you are
writing about. To do this, add examples of facts. Use expressions like: for
instance, such as, namely, specifically and a good example is. These words
let the reader know that more information is coming in the text.

17 read. Underline all the expressions that refer to examples.

Memories from the past VIEWING

Archaeologists feel very excited when new discoveries are


made because each new discovery tells them more about
the past. A good example is the famous Iceman mummy
discovered in 1991 by hikers in the Alps. Thanks to DNA
tests, CT scans and artefacts found near the site, we know
more about people who lived long ago, namely, what they
wore and how they lived. The Iceman tells us a lot.
So does the famous Peruvian female mummy. For instance,
we know that women were given tattoos. We also
know from the mummy’s tomb that men were
buried together with important women (before
she was excavated, we thought that only women
were buried with important men). Although we
still don’t know everything about these mummies
(specifically, the cause of their death), the Iceman
and the Peruvian mummy are two incredible
discoveries that tell us more about the past.

18 Write. Write about the terracotta statues and King Tut’s


tomb. What do these two discoveries tell us about the past?
Use examples from both.

19 Work in a small group. Share your writing.

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32
Mission
Learn about local history. ‘toI decided that I wanted
learn more about
• Work in a group. Is it important to protect historical civilisations of the past
places in your country? Why or why not? Discuss. and about people living
totally different lives from
• Which places are of historical interest in your
mine. I could not believe
area? Who can you talk to in order to find out
my luck when I found there
more information? Discuss and write the best ideas
was an actual profession
in the box.
for this type of work –
anthropology. ’
I live near the ancient city of Chichen Itza. Johan Reinhard
Anthropologist
Explorer-in-Residence

MEET THE EXPLORER: JOHAN REINHARD

• Work with another group. Share your ideas. Are they


the same or different? Which idea does everyone
like best?

Johan Reinhard on the summit


of Nevado Ampato, Peru
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33
20 research a mystery.
1. Choose a mystery that you are interested in.

2. Find pictures and information to use in a poster.

3. Include a brief report as part of your poster presentation.

Some people think these mysterious


lines were made by ancient tribes.

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34
Now I can ... WRAP UP

talk about famous


discoveries.
discuss historical
mysteries.
speculate about the past.

use examples to support


my writing.

65
35
BRITISH ENGLISH

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