Kids Box 6

by Xypnos Education

English for Spanish Speakers Updated Second Edition Kirstie Grainger

University Printing House, Cambridge CB2 8BS, United Kingdom One Liberty Plaza, 20th Floor, New York, NY 10006, USA 477 Williamstown Road, Port Melbourne, VIC 3207, Australia 314–321, 3rd Floor, Plot 3, Splendor Forum, Jasola District Centre, New Delhi – 110025, India 79 Anson Road, #06–04/06, Singapore 079906 José Abascal, 56 – 1 , 28003 Madrid, Spain Cambridge University Press is part of the University of Cambridge. It furthers the University’s mission by disseminating knowledge in the pursuit of education, learning and research at the highest international levels of excellence. Information on this title: www.cambridge.org © Cambridge University Press 2017 This publication is in copyright. Subject to statutory exception and to the provisions of relevant collective licensing agreements, no reproduction of any part may take place without the written permission of Cambridge University Press. First published 2009 Second edition 2015 Updated second edition 2017 20 19 18 17 16 15 14 13 12 11 10 9 8 7 6 5 Printed in Spain by GraphyCems Legal deposit: M-37754-2016 978-84-9036-519-9 Activity Book 6 (with CD-ROM and My Home Booklet) 978-84-9036-996-8 Pupil’s Book 6 978-84-9036-265-5 Language Portfolio 6 (online) 978-84-9036-357-7 Teacher’s Book 6 978-84-9036-681-3 Teacher’s Resource Book 6 (with Audio CD) 978-84-9036-772-8 Posters 6 978-84-9036-186-3 Class audio CDs 6 978-84-9036-629-5 Digital Box 6 Online 978-84-9036-019-4 Digital Box 6 DVD-ROM 978-84-9036-617-2 Digital Pupil’s Book 6 (Enhanced PDF) 978-84-9036-266-2 Digital Activity Book 6 (Enhanced PDF) Information and additional resources for this title at www.cambridge.es/kidsbox Cambridge University Press has no responsibility for the persistence or accuracy of URLs for external or third-party internet websites referred to in this publication, and does not guarantee that any content on such websites is, or will remain, accurate or appropriate. Information regarding prices, travel timetables, and other factual information given in this work is correct at the time of first printing but Cambridge University Press does not guarantee the accuracy of such information thereafter.

Contents Introduction page 4 Letter to p rents page 5 High technolog page 6 1 Be stl t les page 8 2 Tomorrow’s world page 10 3 The gre t outdoors page 12 4 Food, glorious food! page 14 5 Under the se page 16 6 Free time page 18 7 Dress sense page 20 8 Around the world page 22 Picture diction r page 24 Spelling page 28

Introduction About Kid’s Box Kid’s Box is a six-level English course for primary school children, full of interesting and fun activities which are designed to get children understanding, enjoying, and communicating in English. During the course, children will develop their abilities in the skills of listening, speaking, reading and writing, and in the necessary basic competences that children should acquire in Primary Education, following the National curriculum for the teaching of English in Spanish Primary schools. Kid’s Box has been written to coincide with the Common Reference Levels of the Common European Framework (CEF), and with the three levels of Cambridge English: Young Learners. Kid’s Box levels Common European Framework Cambridge English: Common Reference Levels Young Learners Kid’s Box 1 and 2 towards Level A1 Cambridge English: Starters Kid’s Box 3 and 4 Level A1 Cambridge English: Movers Kid’s Box 5 and 6 Level A2 Cambridge English: Flyers For further information, please see: http://www.cambridgeenglish.org/exams/young-learners-english/ The characters Each unit starts with a situation involving three children: Alvin, Dan and Shari. These children collaborate to write an ‘ezine’ (an online magazine). Each unit of Kid’s Box 6 features a page from the ezine on a different topic. This level also features an episodic cartoon-strip story about the adventures of an archaeologist called Diggory Bones. There is one episode in each unit. Course components Level 6 of Kid’s Box consists of the following components: Pupil’s components: • Pupil’s Book • Activity Book with Online Resources and CD-ROM and My Home Booklet Teacher’s components: • Teacher’s Book • Teacher’s Resource Book with Audio CD • Class Audio CDs • Posters • Digital Box (Interactive Whiteboard component) • Interactive DVD (with Teacher’s Booklet) • Online Tests 4

Letter to parents Dear Parents, Welcome to My Home Booklet! After completing each unit of Kid’s Box 6 at school, your child will bring My Home Booklet home, to show you the language that they have been learning. Each of the 9 units in My Home Booklet contains the following activities: The activities on the first page practise the main vocabulary and grammar from the unit. Make sure your child understands what to do, then encourage them to complete each activity independently. If you spot a mistake, don’t point it out yet. Often in reading out their own answers, children will spot any mistakes themselves. You might also like to ask them questions in English, or to encourage them to say sentences about themselves, as appropriate. The activities at the beginning of the second page focus on reading and writing. Each unit focuses on a different type of text. First there is a short reading text, using language from the unit, and a simple comprehension activity. This text will provide a model for the children’s own writing. The reading activity is usually followed by an activity that draws attention to a particular feature of the text already practised in the Activity Book, such as abbreviations, adjectives or connectors. Finally, children write a text using the model in the reading activity and some of the language they have been learning in the unit. Encourage them to think carefully before they write, or preferably to write a draft version of their text before copying it neatly into My Home Booklet. The last activity is a self-evaluation activity. Ask your child to read the ‘I can... ’ statements, and to think about whether each statement is true for them. They should colour the appropriate face to indicate how well they think they can do each thing. Note: The picture icons next to the faces in Basic competences progress at the bottom of the page indicate the relevant competences, as set out by the Council of Europe and the Spanish Primary curriculum. 1 Language competence 3 Digital 6 Sense of competence initiative and entrepreneurship 4 Learning to learn 2 Mathematical competence and basic 7 Cultural competences in science 5 Social and civic awareness and and technology competences expression At the end of the book, you will also find a Picture dictionary for your child to translate the key words into their own language. There is also a special section entitled ‘Spelling’ to review and practise the key sounds and spellings that were worked on in the Pupil’s Book. We hope you and your child enjoy working together with My Home Booklet! Your child’s English teacher 5

High technology 1 Find eleven technology words. Choose and complete the sentences. H O C M G X E R P J G D K L M N E H M O B I L E P H O N E I E S A Z D L A P T O P S G A C E E T D R R P C U N P F E X R R Q P W P M A O Z E S G L Q O C D C Y A H L O A E M Z P U P S L O C U R O K B S H O N D H S H B P S Q E N R Y C J U N O Y E E V I R D N E P E X L S N W A P R S C L H X S W K B V E 1 Lots of children chat to their friends on the internet. 2 You can use a to send images through the internet. 3 If you want to write on the computer, you need a . 4 A is a small computer that you can carry in a bag. 5 If other people don’t want to hear your music, you can use . If they do, you can use ! 6 To talk to people on your computer, you need a . 7 You can put information on your computer, or on a small . 2 Read, complete and match. Grammar Do you / Does he like watching TV? Yes, I do / he does. No, I don’t / he doesn’t. Has she / Have we got a laptop? Yes, she has / we have. No, she hasn’t / we haven’t. Can they use a webcam? Yes, they can. No, they can’t. 1 Can I see your photos, please? Yes, you can . 2 Have they got any speakers? a It’s in the cupboard. No, they . b What are you trying to do? 3 Hello! Do you like chatting online? c But they’ve got some headphones. Yes, I . d They’re on this pen drive. 4 Does she want to watch this film? e It’s fun! No, she . f She’s going to go home now. 5 Can you help me, please? Yes, I . 6 Has she got a webcam? Yes, she . 6

3 Read and answer the questions. A text message 1 When did Tom go to the park? OK gd idea. C u Hi how r u? I went to there after sch but 2 Who is going to go to the park the park yest. It was I hav 2 go home tomorrow? gr8! Ben n Lily were at 5 because its 3 Whose birthday is it there. We played ftbl. my dads bday. tomorrow? Lets go to park again Take yr new ftbl! tomo. Tom Josh 4 How many abbreviations can you find? Write. r = are; u = you; yest = yesterday; Remember When you write a text 5 Write a text message to a friend about message you can use abbreviations and a day at school. you don’t need to use all the correct punctuation. But make sure your friend can understand your message! 6 Read and colour. Basic competences progress 1 I can name some technology items. 2 I can say what we use some things for. 3 I can understand some abbreviations in text messages. 4 I can decipher a message written in code. 5 I can sing the song and read the story. 6 I can use the Kid’s Box CD-ROM. 7 I can use my picture dictionary. 8 I can review my learning at home using My Home Booklet. 7

1 Be stl t les 1 Look and write. centaur dragon griffin harpy mermaid siren unicorn a b c d e f g unicorn 2 Read and do the quiz about mythical beasts. 1 Which creature has got one horn? unicorn 2 Which creature is half eagle, half lion? 3 Which creature has got the tail of a fish? 4 Which creatures have got feathers? and 5 Which creature lives in a nest and steals food? 6 Which creatures have got claws? and 7 Which creature is half man, half horse? 8 Which creatures have got scales? and 3 Order the words. Grammar I’m going to draw a griffin. I’m not going to draw a griffin. Am I going to draw a griffin? He’s going to write a myth. He isn’t going to write a myth. Is he going to write a myth? We’re going to see a play. We aren’t going to see a play. Are we going to see a play? 1 going She’s go the audition. to to She’s going 2 to the film. not watch I’m going 3 you Are to going my story? story read 4 be going They are to the play. in 5 write Is a dragon? dragon going about to he 8

1 4 Read and answer the question. A myth This is a myth about two Greek gods who were called Zeus and Prometheus. Zeus made the humans but he was angry with them. He decided not to give them fire, which was necessary for cooking and keeping warm. But Prometheus was a god who liked the humans. He stole some lightning and gave it to them, and they used it to make fire. Zeus was very angry and put Prometheus on a rock in the sea, where the sun Zeus Prometheus was very hot and there were enormous waves. How did humans get the fire? 5 Read. Underline the phrases that Remember You can join some contain who, where or which. sentences with who, which and where to make longer sentences. 6 Write a real myth or invent your own. 7 Read and colour. Basic competences progress 1 I can name and describe some mythical creatures. , 2 I can say some words related to plays and acting. 3 I can talk about plans and intentions with going to. 4 I can write a myth and make a book. , 5 I can sing the song and read the story. , 6 I can use the Kid’s Box CD-ROM. 7 I can use my picture dictionary. 8 I can review my learning at home using My Home Booklet. 9

2 Tomorrow’s world 1 Read and write. Use the letters in the boxes to find the name of a planet. 1 A t o u r i s t is a person who is on holiday. 2 An g r is someone who works with machines. 3 A s is a man who works in commerce and industry. 4 Neil Armstrong was an American t . 5 h is the name of our planet. 6 Saturn has got eighteen s, but our planet has only got one. 7 Planes travel through the air, but rockets travel through c . The planet is . 2 What do you think? Write sentences with will or won’t. Grammar He’ll travel by car. He won’t travel by boat. Will he travel by plane? They’ll be happy. They won’t be hungry. Will they be thirsty? 1 My parents / to the moon be My parents won’t travel to the moon. eat 2 I / TV / this evening live 3 On my next birthday / I / thirteen snow travel 4 I / some bread / tomorrow watch 5 It / tomorrow 6 I / in a castle / when I’m older 3 Write two questions to ask a family member about future plans. Write their answers. 10

2 4 Read. Order the events. A travel plan An amazing day out I’ll fly to Australia in a super-fast rocket plane with my friends. We’ll have breakfast in Sydney and go to the beach. When we’re hungry, we’ll go by super-turbo boat to China. We’ll have some delicious Chinese food for lunch, then visit the Great Wall of China. After lunch, we’ll fly to Canada and go skiing and snowboarding. Before dinner, we’ll fly to Brazil because I love football! We’ll play in a match in the Maracana stadium, then fly home. We’ll have dinner in the rocket plane. We’ll arrive at home at midnight! fly to Australia 1 eat Chinese food go to the beach travel to China fly to Brazil play football go skiing fly to Canada 5 Read. Circle the connectors in the text. Remember Use some of these connectors: when, then, 6 Think and write a travel plan for a day out after (that), because, before. in the future. 7 Read and colour. Basic competences progress 1 I can say some words related to space travel. 2 I can talk about the future with will. 3 I can make predictions about technology in the future. 4 I can make a solar system mobile. 5 I can sing the song and read the story. 6 I can use the Kid’s Box CD-ROM. 7 I can use my picture dictionary. 8 I can review my learning at home using My Home Booklet. 11

3 The gre t outdoors 1 Read and complete. Find the hidden country name. South is the opposite of (1), and west is the opposite of (4). To be able to see in the night S you need a (2). Marco Polo was a famous (3). 1 n o r t h When you camp, you usually 2 sleep in a (7), inside a (5). 3 When you go for a walk, you 4 can carry things in a (6). 5 6 7 is a country in Asia that Marco Polo visited. 2 Write past continuous and past simple sentences and questions. Grammar I / He / She was playing I / He / She wasn’t playing Was I / he / she playing football when it started football when it started to football when it started to rain. rain. to rain? You / We / They were You / We / They weren’t Were you / we / they talking when the bus talking when the bus talking when the bus arrived. arrived. arrived? 1 we / walk up the hill / when / I / fall over We were walking up the hill when I fell over. 2 he / talk to me / when / his phone break? 3 I / swim / when / it start to rain 4 we / not have breakfast / when / our friends arrive 5 you / sleep / when / the plane arrive? 6 they / not play / when / the house catch fire 12

3 3 Read. What does Martha want to do? Tick (✓). A polite letter 46 Bolton Lane hire a tent Farnham swim ML14 6FV sail 3 May hire a sailing boat Sandycove Sailing Club have a picnic Farnham Dear Sir or Madam, 4 Underline four phrases that begin I saw a leaflet about your club, and I with these words. would like to go sailing. Please could you send me some information about hiring Please could you ... I would like ... a boat? I would like to know how much Remember Use expressions like these it costs. Also, please could you tell me if it’s possible to swim in the lake? when asking for information in a letter. Yours faithfully, Martha Simpson 5 Write a polite letter to a ski centre, asking for information. 6 Read and colour. Basic competences progress 1 I can say some words related to exploring. 2 I can say what was happening when something else happened. 3 I can describe locations using north, south, east and west. 4 I can draw and write about a landscape picture. 5 I can sing the song and read the story. 6 I can use the Kid’s Box CD-ROM. 7 I can use my picture dictionary. 8 I can review my learning at home using My Home Booklet. 13

4 Food, glorious food! 1 Read, choose and write. biscuits butter chopsticks jam pan popcorn recipe sauce 1 We put this yellow food on our bread. There is salt in it. butter 2 When you cook a new dish, this tells you what to buy and what to do. 3 You buy this in a bottle. Lots of people eat it with burgers or chips. 4 This food has fruit in it. We put it on our bread, and sometimes we put it in the middle of a cake. 5 You can buy this at the cinema and eat it during the film. 6 If you want to cook potatoes in water, you need to put them in this. 7 Adults often eat these small, sweet things when they drink tea or coffee. 8 People use these long, wooden things to eat Chinese and Japanese food. 2 Look and write. Grammar Countable nouns Uncountable nouns There are too many hot dogs. There’s too much fruit. We’ve got: 3 bags of popcorn, There aren’t enough sweets. There isn’t enough popcorn. 4 bananas, 2 bags of peas, 2 bottles of sauce, 1 bag of peanuts, The children need: and 1 bottle of milk! 2 bags of popcorn 1 bag of peas 3 bags of peanuts 6 bananas 1 bottle of sauce 2 bottles of milk There’s There are There isn’t There aren’t too many too much enough 1 There’s too much popcorn. 2 There aren’t bananas. 3 4 5 6 14

4 3 Read and write the name of the recipe. A recipe Ingredients Instructions • 150 g butter 1 Turn on the oven at 170°C. • 150 g sugar 2 Mix the butter and sugar. Mix in the vanilla • 1 egg extract and the egg. • 2 teaspoons vanilla extract 3 Mix in the flour and the bicarbonate of soda. • 225 g flour 4 Add the chocolate chips and mix. • 1/2 teaspoon bicarbonate of soda 5 Put spoonfuls of mixture on two metal trays. • 200 g chocolate chips 6 Cook for 8-10 minutes in the oven. Remember First write the ingredients, 4 Write a recipe for your favourite sandwich or other meal. then clear numbered instructions. Ingredients Instructions 5 Read and colour. Basic competences progress 1 I can say some words related to food and cooking. 2 I can talk about quantities with too much / many and not enough. 3 I can ask and answer about eating habits with How often ...? 4 I can make some soft cheese. 5 I can sing the song and read the story. 6 I can use the Kid’s Box CD-ROM. 7 I can use my picture dictionary. 8 I can review my learning at home using My Home Booklet. 15

5 Under the se 1 Write the words. Then look and match. 1 lase seal C a b c d 2 flesihyjl 3 rolca 4 blosret 5 qudsi e f g 6 ustopoc 7 brac 2 Write for, since or still. Grammar I’ve had this book for ten years. (= for a number of minutes, hours, days, week, years, etc.) I’ve had this book since 2005. (= since a particular time, date, day, etc.) They still haven’t arrived. (= but they will arrive soon.) 1 I’ve lived in London for three years. 2 She hasn’t eaten six hours. 3 They haven’t been to London, but they’ll go this summer. 4 He’s been at the beach two o’clock. 5 We haven’t seen her, but we’ll see her tonight. 6 I haven’t eaten yesterday. 3 Order the words. 1 a long time. been Jellyfish in our oceans have for Jellyfish have 2 the aquarium. been We haven’t to still 3 since in five o’clock! been I’ve the sea 4 here The seals five minutes. been for have 5 taken My any still photos. sister hasn’t 6 toy shark my birthday. had since I’ve this 16

5 4 Read and complete the factfile. A report The Leopard seal is the most dangerous Body: spots, of all the animals in Antarctica. Leopard seals have got spots like Where: leopards, and they can be 3 to 3.5 How move: metres long. They have got big, Food: sharp teeth and they can swim fast. They are good at catching animals to eat. They eat fish, Other info: squid and smaller seals. They sometimes eat seabirds and penguins, too. They can live for 12 to 15 years. I think Leopard seals are very interesting and impressive animals. Remember Give your report a structure: 5 Write a report about an animal. Introduction – Body – Conclusion. Body: Where: How move: Food: Other info: 6 Read and colour. Basic competences progress 1 I can name some sea animals. 2 I can talk about experiences with the present perfect. 3 I can talk about time periods with for and since. 4 I can make a food web poster. 5 I can sing the song and read the story. 6 I can use the Kid’s Box CD-ROM. 7 I can use my picture dictionary. 8 I can review my learning at home using My Home Booklet. 17

6 Free time 1 Look and complete. beatbox board game chess clothes design free running mountain bike skateboard Carly and Sarah are playing (1) chess next to the window. Jim and Matt are sitting at a table, playing a different (2) . Helen has got a microphone. She’s doing (3) . Leo and Jane are playing instruments – a guitar and a piano. Kate likes (4) . She’s sewing. Outside, Alfie is riding a blue (5) , and Jenny is doing (6) . Amy is holding a red and white (7) . 2 Complete the sentences. Grammar ✓ ✗ and ? ✗ ✓ someone anyone no-one everyone something anything nothing everything somewhere anywhere nowhere everywhere 1 Does any one want to play chess with me? 2 Where’s my skateboard? I think one has taken it! 3 I love cycling. I ride my bike every ! 4 I don’t want thing to drink, thank you. 5 Every in my family enjoys sport. 6 There’s some in my eye. It hurts. 7 Where’s my book? I can’t find it where! 8 There’s no in the cupboard. It’s completely empty! 18

6 3 Read. Tick (✓) or cross (✗). A music album review This is a review of the music album ‘Time to think’ by The Wild Boys. They made it in 2014, and in my opinion it is the best album they have made. I like listening to it on my MP3 player. There are nine songs on the album. My favourite one is ‘Sing the blues’ because it makes me feel relaxed. I love the fast, loud sound of the drums in ‘Magic’ and the energetic guitar sounds in ‘Dance’. I don’t like the song ‘Let’s wander’ because I think it’s too slow. 1 The album is called ‘The Wild Boys’. Remember 2 The band made the album in 2014. You can use these phrases to 3 She likes the drum sounds in one of the songs. express your opinions: 4 Jenny likes all of the songs on the album. In my opinion … I like / love … I think / don’t think … 4 Read. Underline the phrases that express I prefer … My favourite … Jenny’s opinions. 5 Write a review of a music album that you like or don’t like. 6 Read and colour. Basic competences progress 1 I can name some hobbies. 2 I can use indefinite pronouns (someone, everywhere, nothing, etc.). 3 I can ask and answer about hobbies and free time. 4 I can make and play a musical bottle. 5 I can sing the song and read the story. 6 I can use the Kid’s Box CD-ROM. 7 I can use my picture dictionary. 8 I can review my learning at home using My Home Booklet. 19

7 Dress sense 1 Complete the crossword. Down Across 1 This small thing can decorate your 3 You carry this over your head, to protect clothes and hold them together. you from the rain. 2 You can wear this in cold weather. 5 You find these in lots of clothes. You can It is usually lighter than a coat. put small things in them. 4 Girls and women sometimes wear 6 If your hands are cold, you can wear these. these on their legs when it is cold. 7 You wear this around your trousers. 8 We wear these for sport and in hot weather. 1 j 2 3 a 4 c 5 k 6 e 7 t 8 2 Colour and write. Use a different colour for each sentence. Grammar She may be at home. She may not be at home. Where might you We might go swimming. We might not go swimming. go swimming? 1 We may might they wear to my camera. 2 She take some might tonight. 3 What might might wear to the disco the party? 4 When not go go rain later. 5 I think you photos with red trousers. 6 I might it her shopping? 1 We may not go to the disco tonight. 2 3 4 5 6 20

7 3 Read and draw the people. A description of a person This is a picture of a woman and a man. The woman is very tall and thin. She’s got short black straight hair and a small nose. She’s wearing a long, purple dress, with black tights and black shoes. She’s smiling and she looks like a film star. The man is older and shorter than the woman. He’s got grey hair and a moustache and a beard, and he’s wearing glasses. He isn’t wearing a coat. He’s got a white cotton shirt, blue jeans and brown shoes. He looks like a teacher. 4 Underline the information in the text. Remember Use these three colours. Describe their face and body. Describe their clothes. 5 Find a picture of two people and write Say what they look like. a description. This is a picture of 6 Read and colour. Basic competences progress 1 I can name some items of clothing. 2 I can describe some items of clothing. 3 I can talk about possibilities with might and may. 4 I can design and write about a uniform. 5 I can sing the song and read the story. 6 I can use the Kid’s Box CD-ROM. 7 I can use my picture dictionary. 8 I can review my learning at home using My Home Booklet. 21

8 Around the world 1 Write the nationality for each country. Then choose and complete. Brazil Brazil ian India d France e Mexico x n Germany r Portugal g Greece k Spain h 1 Brazil is in South America. It is the fifth biggest country in the world. 2 Fajitas are a kind of food. 3 Hindi and English are the two most important languages in . 4 Lisbon is in . 5 Madrid is the capital of . 6 Beethoven, the famous composer, was . 7 In Paris, most people speak . 8 The word telephone comes from . 2 Write the past participles. Circle the irregular ones. have had speak Grammar send ✓ ✗ ? arrive I’ve already I haven’t had Have you had play had breakfast. breakfast yet. breakfast yet? make She’s just seen She hasn’t seen Has she seen listen her friend. her friend yet. her friend yet? do 3 Write present perfect sentences and questions. 1 we / speak to the teacher (yet ✗) We haven’t spoken to the teacher yet. 2 I / do my homework (already ✓) 3 she / send an email (just ✓) 4 they / arrive at school (yet ?) 5 I / make a cake (just ✓) 6 he / have dinner (yet ✗) 22

8 4 Read and complete the sentences. A form 1 Adam is from Swimming lessons application form . Today’s date: 6 April 2015 He’s . First name and surname: Adam Simpson 2 His birthday is on Address (including postcode): . 44 Turnpike Road, Hillbrook NL14 9FJ 3 He lives in Telephone number: +44 1741 802655 Road in . Date of birth: 30 January 2004 Country of birth: England Nationality: British 5 What kinds of words are on the form? Tick (✓). Remember nationality months All of these kinds of a person’s name days of the week words must start school subjects names of streets / towns / countries with a capital letter. 6 Fill in the form for yourself. Today’s date: Telephone number: First name: Date of birth: Surname: Country of birth: Address: Nationality: 7 Read and colour. Basic competences progress 1 I can name some countries and nationalities. 2 I can talk about capital cities and locations on a map. 3 I can say what I have and haven’t done with yet, already and just. 4 I can make a poster about my language. 5 I can sing the song and read the story. 6 I can use the Kid’s Box CD-ROM. 7 I can use my picture dictionary. 8 I can review my learning at home using My Home Booklet. 23

Picture Diction r High technolog chat headphones keyboard laptop microphone pen drive speakers webcam 1 Be stl t les claws dragon eagle feathers horn mermaid nest scales 24

2 Tomorrow’s world air astronaut businessman Earth engineer Moon rocket space tourist 3 The gre t outdoors north south east west camp explorer rucksack sleeping bag tent torch 4 Food, glorious food! biscuit butter chopsticks jam pan popcorn sauce snack 25

5 Under the se coral crab jellyfish lobster octopus seal squid 6 Free time beatbox board game chess clothes design free running mountain bike skateboard 26

7 Dress sense belt button gloves pocket shorts tights umbrella 8 Around the world Brazil / Brazilian France / French Germany / German Greece / Greek India / Indian Mexico / Mexican Portugal / Portuguese Spain / Spanish 27

Spelling High technolog 1 Look, make words and complete. book tooth arm air birth post suit lap chair top shop day case brush port cards 1 1 It’s her birthday today. She’s got an ! 3 2 She’s in a . She’s buying . 2 3 There’s a in the . 4 4 He’s at the with his . 1 Be stl t les 1 Write the words. Then circle the words with a voiced ‘th’ sound. 1 Field sports: running, jumping and throwing: athletics 2 Something that birds have on their bodies: th 3 Not real (a dragon, for example): th 4 A school subject: th 5 A day of the week: Th 6 Rain, sun, snow and wind: th 7 A part of your face that you use for talking and eating: th 8 Things that we wear: th 2 Tomorrow’s world 1 Complete. they’re = they are she’ll = isn’t = = he has = she is = have not 2 Complete the rhyme. 1 In the future (we / will) live on Mars, 2 (We / will) drive around in flying cars. 3 (I / will) have a robot that cooks and plays; 4 (I / am) sad I (do not) have that robot today! 28

3 The gre t outdoors 1 Write g or c. Kate was a c at and Greg was a oat. The at had a hat; the oat had a oat. Kate ould ount but Greg for ot; The at was lever but the oat was not. 3 Match and write g or c. 1 A big, strong, very old kind of house. a lassroom 2 Something that often grows in fields. b ar 3 A room in a school where children learn. c c astle 4 A machine that we drive. d lasses 5 A very expensive metal. e rass 6 Something you wear to help you to see. f old 4 Food, glorious food! 1 Say and write. half light off puff tights through who you Night rhymes with tights and , Laugh with and cough with . But enough rhymes with , And through with and ! 2 Think and write the words. 1 This word can mean ‘not curly’. (It rhymes with ‘wait’.) gh 2 This word is the opposite of ‘day’. (It rhymes with ‘write’.) gh 3 This is a number. (It rhymes with ‘date’.) gh 4 This word is the opposite of ‘low’. (It rhymes with ‘buy’.) gh 29

5 Under the se 1 Complete the stressed syllables. b o o tle ephant w dow j yfish m key f ily tod kangar gir ffe magaz ne bel w engin r ag n 2 Match the syllables to make a word. Then circle the stressed syllables. un ne ant  im der er  ex o pus  ci port stand  understand oct plor ma  6 Free time 1 Write u, ou or o. I went to L o ndon with my c sin, G s. It was lots of f n – j st the two of s. We had a really l vely l nch, Then caught a d ble-decker b s! 2 Think and write the words. 1 This is in the sky. It gives us light. u 2 This word is the opposite of ‘something’. o 3 This person is a female parent. o 4 This is bigger than a city but smaller than a continent. ou 30

7 Dress sense 1 Unscramble, write the words and match them with the pictures. 1 I’m (pahyp) happy . f a b c 2 I’m (gyarn) . 3 I’m (dsa) . 4 I’m (tixeedc) . d e f 5 I’m (ipsdusrer) . 6 I’m (retdi) . 2 Say the sentences, showing the feelings with your voice. 8 Around the world 1 Answer the questions with the words in the box. Art Berlin bread brother butter dad P.E. French Geography German Greek jam Madrid Maths milk mum Paris Rome sister Spanish 1 In what languages can you say ‘hello’? French, , and . 2 What countries have you visited? , , and . 3 What have you had for breakfast today? , , and . 4 Who did you talk to at home, before you went to school? , , and . 5 What are your favourite subjects at school? , , and . 2 Read the lists, using the correct intonation. 3 Now answer the questions for yourself. Use the correct intonation. 31

Thanks and Acknowledgements The publishers would like to thank Kirstie Grainger for her enthusiasm in the writing of My Home Booklet. Author’s thanks Many thanks to everyone at Cambridge University Press and in particular to Julieta Hernández for supervising the ESS Second Edition and Pablo Fernández de Córdoba and Ester Ribera for their editorial contribution to the ESS Second Edition. A special thank you goes to Juan González Cué, our Production Controller for the ESS Second Edition. The publishers are grateful to the following contributors: Chefer and Eduardo Bertone: cover art and illustration Inés Avello: freelance editor Lanchuela: additional design and page make-up John Green and Tim Woolf, TEFL Audio; Craig Stevenson: audio recordings Robert Lee: song writing The publishers are grateful to the following illustrators: Jesús Alonso; Phill Burrows; Moreno Chiacchiera, c/o Beehive; Christian Cornia; Mark Duffin; Dani Jiménez; FLP, Graham Kennedy; Mike Phillips, c/o Beehive; Pablo Rosendo; José Rubio; Alan Rowe; Lisa Smith, c/o Sylvie Poggio; Jo Taylor, c/o Sylvie Poggio; Gywneth Williamson; John Woodcock, c/o Thorogood Kids The authors and publishers acknowledge the following sources of copyright material and are grateful for the permissions granted. While every effort has been made, it has not always been possible to identify the sources of all the material used, or to trace all copyright holders. If any omissions are brought to our notice, we will be happy to include the appropriate acknowledgements on reprinting. p.6: Shutterstock/© Igor Lateci; Alamy/© Alex Segre; p.10: Shutterstock/© Olinchuk; p.11 Shutterstock/© Hywit Dimyadi, Shutterstock/©IM_photo, Shutterstock/©Celso Diniz; p.12: Alamy/© The London Art Archive; p.14: Shutterstock/© worker; Alamy/© foodfolio; p.15: Shutterstock/© Nattika; p. 17 Shutterstock/© Dmytro Pylypenko; p. 18: Alamy/© Marve Johnson; p. 20: Shutterstock/© Excellent backgrounds; Shutterstock/© Karkas; Alamy/© LOOK Die Bildagentur der Fotografen GmbH