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ISBN: 978-0-07-717959-5
 Student Book

Module 2: Theme Opener . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34

Unit 4 Discoveries and Inventions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36
Unit 5 Technology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44
Unit 6 Space Travel . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52
Use What You Know 4-6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60

Workbook
Module 2
Unit 4 Discoveries and Inventions
Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . 19
Grammar . . . . . . . . . . . . . . . . . . . . . . 20–21
Conversation . . . . . . . . . . . . . . . . . . . . . 22
Reading . . . . . . . . . . . . . . . . . . . . . . . 23–24
Writing . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
Unit 5 Technology
Vocabulary . . . . . . . . . . . . . . . . . . . . . . . 25
Grammar . . . . . . . . . . . . . . . . . . . . . . 26–27
Conversation . . . . . . . . . . . . . . . . . . . . . 28
Reading . . . . . . . . . . . . . . . . . . . . . . . 29–30
Writing . . . . . . . . . . . . . . . . . . . . . . . . . . . 30
Unit 6 Space Travel
Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . 31
Grammar . . . . . . . . . . . . . . . . . . . . . . 32–33
Conversation . . . . . . . . . . . . . . . . . . . . . 34
Reading . . . . . . . . . . . . . . . . . . . . . . . 35–36
Writing . . . . . . . . . . . . . . . . . . . . . . . . . . . 36

Photo Credits . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 147

 4 | Discoveries
and
Inventions

5 | Technology

6 | Space Travel

What is our place in the universe?

Look at the picture. Read the unit

topics and answer the questions.
• What is this planet like?
Discussion
• How is it similar or different from
earth?
• What would it be like to live on a
different planet?

34 Unit 4
CAN DO statements
After the next three units, you will be
able to . . .
• describe discoveries and inventions.
• discuss technology and 21st century
skills.
• talk about space travel.

Unit 4 35
 UNIT 4 Discoveries and Inventions
In this unit, I will learn to . . .
• describe discoveries and inventions.
1I Get Ready Pair and Share• use if and when in conditional
sentences. 
Pair and
Name oneShare
invention you use every day and cannot
• visualize when I listen and read.

2 Ilive without. Why?

Vocabulary
A. Look at the pictures and read each description. Which inventions do you use every day?
Discussion How do they affect your life? Listen to the audio.

3I Grammar

4I Listening

5 IThe first working light

Pronunciation
Johannes GutenbergPairMany
andpioneering
Share The first 3D printer was
bulb was introduced by and his associates scientists contributed invented by Chuck Hull
Pair andEdison
Thomas Shareand his created the first to the creation of the in the early 1980s. 
team of researchers. mechanical printing Internet. 
6I press in the 15th century.  and Share
Conversation Pair
Pair and the
B. Read Share
statements and circle T for True or F for False. Correct the false statements.
7 I1. Edison and his teamReading
invented LED bulbs. T F
1I Get Ready Pair and Share

2. LED bulbs use more energy and T F With a partner,
partner, ask
ask and
and answer questions
answer questions
8 I cost more. Writing about the
celebrations.
text.
2I Vocabulary
How
Whatdid
is your
electric
favorite
lighting
­celebration?
change
3. Chinese and Korean inventors used T F I people’s
like to celebrate
lives? ...
movable, block printing before
WhatPeople could
do people in still
yourdo­country
things cele-
3 I printing press. Grammar
Gutenberg’s
hours
brate
after
in July?
sunset. 

Ask and answer questions about how
4. The Internet was developed by Kahn T F you will feel.
4I
and Cerf. Listening
How will you
We feel if 3D printers
celebrate ... take
over all production and manufacturing? 
5. The first 3D printer was called a T F
Rapid5Prototyping If 3D printers take over all production
I Pronunciation
machine.
Pair and Share I will feel . . .
and manufacturing,

6. 3D printers are used in home cooking. T F

6I Conversation Pair and Share

36 Unit 4
 Ready Pair and Share

Pair
2 I and Share
Vocabulary
bulary
A. Listen to the audio and read along. Guess the meaning of the words in bold.
3 ISocial entrepreneursGrammar
are people who are especially creative in finding unique and pioneering solutions
ammar to social, cultural, or environmental problems. They create volunteering opportunities in organizations
and transmit social and ecological values through their work. They do this by introducing sustainable
products and processes that improve life and do not harm people or the environment. For example, they
4 Ihave developed distinctive
Listening
and sustainable ways to improve crops and increase agricultural production
tening without using chemicals. They pay for projects by raising funds from individuals, organizations, and
Pair and Share
businesses.

5I Pronunciation Pair and Share

ciation Word Box Pair and Share
crop
Pair
6 and Share
distinctive
Iecological Conversation Pair and Share
sation funds Pair and Share
invent
7 Ilightand
Pair bulb Share Reading
eading opportunity
pioneering
printing press
8 Isustainable Writing
Writing transmit
Pair and Share
unique

B. Choose the correct word from the box to complete the sentences.  
Pair and Share
1. products and processes use natural resources, save energy and help people.

2. There are fewer employment for young people because of the financial crisis. 

3. Researchers raise from individuals and businesses in order to pay for their projects.

4. If you want to find out who the telephone, look it up on the Internet. 

5. Climate changes can damage , which reduces food supplies. 

6. You can save energy by replacing normal  with LED ones. 

C. Match the words to their meaning. 

1. very unusual; one of a kind
2. create new ideas and methods
3. having to do with living things and their environment 
4. have a characteristic that makes something different

Unit 4 37
3I Grammar

First Conditional with if and when Clauses 

4 IThere are two clauses
Listening
in the first conditional: a conditional clause (with if / when) and a main clause.

• Use if to talk about possible future events and their results. 

• Use when to talk about definite future events and their results. 
5 I• Use simplePronunciation Pair
present in the conditional clause (after if / and
when).Share
• Use future with will in the main clause.

Either clause can come first. Use a comma between the clauses when the conditional clause comes first.
6I Conversation Pair and Share
Conditional clause (if / when) Main clause (result) Event
If I have enough money, I will travel around Europe for six months. a possible event
7I If it rains, Reading we will stay at home and watch a movie. a possible event
When I get a cold, I drink honey lemon to feel better. a definite event
When Joel comes home, please tell him to clean his room. a definite event
8I Writing *For grammar reference, go to Grammar Appendix.

A. Look at the pictures and match.

1. When we land, • a I will go surfing for a whole month.

2. If I get straight As, • b I will ask the flight attendant to help with my luggage.

B. Circle the correct form of the verb. Then circle P for Possible or D for Definite. 
1. If we (finish / will finish) work early, we will go shopping. P   D

2. When Michael (will call / calls), I’ll tell him to come over. P   D

3. Jess (will be / is) very happy when she hears about her raise. P   D

4. Rob will help you repair your laptop if you (ask / will ask) him politely. P   D

38 Unit 4
C. Complete the sentences using the correct form of the verb.
1. Eric is organizing a surprise party. “When Jake (open) the door, we will turn on the
lights and yell, “Happy Birthday!”
2. “He will be very happy when he (find out) that we are all here!” says Ella.
3. Ella is squeezed between people, but is trying not to move. “I’m really uncomfortable, but if I move I
(push) Megan down.”
4. “If Megan (fall), she will make a lot of noise, and Jake will hear it.” 
5. “If he hears noise, he (realize) that we are here!” 
6. “If he realizes that we are here, there (not be) a surprise party.”
7. Jake is about to get into the elevator. He knows about the surprise party. “When I get home,
it (be) dark and quiet. Everyone will be hiding.” 
8. “I will have to act surprised! If I (not act) surprised, they will be disappointed.” 
9. “If I tell them that I hate surprise parties, they (be) very upset.”

Use unless + verb in place of if +

negative verb.

If we don’t leave right away, we’ll miss

our flight. 
Unless we leave right away, we’ll miss
our flight. 

D. Complete the sentences to make them true for you.

1. If I’m late for school,
1I Get Ready Pair and Share
.
Talk to a partner about a new invention. 
2. If it gets hot,
2I Vocabulary . What will happen if 3D printers
become available for home use?
3. When the phone rings,
People will be able to print out
. containers, cups, and other objects.
3I Grammar
4. Ask and answer questions about yourself.
when it is my birthday.
What will you do if your
5. Unless I have a lot of homework,
4I Listening computer crashes? 
.
I will call a technician. 

5I Pronunciation Pair and Share

Unit 4 39

6I Conversation Pair and Share

4I Listening Listening Strategy: 
Make inferences
When you are listening to a lecture, podcast, or radio
Before Listening
show, use reasoning to make conclusions about things
5 IA. In pairs,Pronunciation
look at the pictures and talk Pair and Share
that are not stated directly. This is called making
about what you see. What do you think inferences. Make inferences by:
the podcast is about?  • identifying and combining clues using your background
experiences and knowledge of the world.
6I Conversation Pair and Share
• thinking about the speakers relations to each other
and view on the topic.

7I Reading

1I Get Ready Pair and Share

8I Writing
Pair and Share

2I Vocabulary
B. Listen to the podcast. Briefly describe the three processes.
Process 1:

3 IProcess 2: Grammar
Process 3:

4 IAfter Listening  Listening

C. In pairs, share an important advancement in processes that is helping our environment.

5I Pronunciation Pair and Share

Pair and Share
Informal speaking: The schwa sound
The informal schwa sound (uh) is the most common vowel sound in spoken English. It is used to
6 Ipronounce unstressed
Conversation Pair and Share
syllables in multi-syllable words.       
Pair and Share
Multi-Syllable Words 
7 I company, alone, banana,
Reading
emphasize, system, celebrate, cousin
Pair and Share
success, campus, famous, situation, parrot, ocean

8 IA. Listen and pronounce.

Writing
Underline the syllables that use the informal schwa sound. 

1. machine 2. problem 3. support 4. famous

Pair and Share
5. condition 6. experiment 7. system 8. social

B. Listen to the audio and repeat.

40 Unit 4
6I Conversation PairSpeaking
and Share
Strategy: 
Make and accept offers 
When making, accepting or declining offers, use
expressions like these: 
7I Reading
Make an offer Accept an offer
• Would you like to . . . ?  • Sounds great!
• Do you want to . . . ?  • Let’s do it!
8I Writing • How about ____ing?  Decline an offer
• I’m not sure . . .

Pair and Share

A. Listen to the conversation and complete the sentences using words or expressions.
Then listen again and check your answers.
Mark: Hey, (1) come to a concert with me tonight?
Chet: Tonight? (2) . Who’s playing?
Mark: Cool bands from schools in our area. It’s a music competition! There’s even a $10,000 prize! 
Chet: (3) ! Are bands from our school taking part?
Mark: Absolutely. Have you heard of “The Space Jokers”? Martin, the drummer, is in our class.
Chet: No kidding! I didn’t know he was a musician. Are they any good?
Mark: They’re awesome! If they win, our school will have the money to buy new instruments.
So, (4) coming along? They can use our support.
Pair and Share
Chet: Yes, I’m in. (5) !
Mark: Good. I’ll pick you up at six. (6) stop and get something to eat on
the way?
Pair

and Share

B. Your1 Turn
I Get Ready Pair and Share
Roleplay a conversation with a partner.
Talk to a partner. Make, accept, and decline
How would Chet respond?
offers about going to a movie, party or
2I
Your idea: Vocabulary sports event. 
Pair and Share How about going to Jed’s
party on Saturday? 
3 Ito the audio. TakeGrammar
C. Listen notes to prepare I’m not so sure. He hasn’t
to make, accept, or decline offers. invited me. 

4I Listening
Unit 4 41
7I Reading Reading Strategy:
Visualize 

Before Reading When you read a text, create a picture of

what you are reading in your mind. Mental
8 Writing
IA. Work with a partner. Choose a picture images are related to personal experience
below and describe it to your partner. and knowledge, so there is no right or wrong
Your partner draws a picture of what you answer. For example, if you have never seen
describe, without looking in the book. anything like it in real life, you will rely on
Take turns describing and drawing. images you have seen in pictures or videos.

Pair and Share

B. Read the text and underline details that help you visualize the story.
A Girl and the Lake 
When Emmy was young, she was a shy and quiet girl. Her mother would worry because she did not
appear to be interested in making new friends or doing things that other girls did. She didn’t like to hang
out with friends or go shopping. They lived in a big city, so there were many things to do, but Emmy
mostly liked to stay at home and invent things. She had a few friends at school, and she would have
opportunities to meet them at the library to study for an exam, but she usually didn’t hang out with
friends outside of that. 

Emmy’s family spent their summers in Maine, in a simple home that provided a view of a small, peaceful
lake. It was there that Emmy felt most comfortable and happy. She would get up early and watch the
animals in the lake. She kept a diary with a chart of all of the different types of animals she had seen on
their property. Her favorite animals to spot on the lake were loons. They are a special type of aquatic
bird with a black head and a black and white checkered body. They have a distinctive call, so when she
Pair and
would hearShare
one, she would run out to the lake to see it. She had only ever seen them in Maine, so they
were a symbol of her special summer place.
42 Unit 4

Pair and Share

1I Get Ready Pair and Share
One morning, Emmy sat on the wooden boat dock over the lake, moving her legs, putting her toes in the
water. It was cloudy and there was a feeling of cold. Her mother watched her from the patio where she
sat having coffee and emailing friends. The neighbors had already left. Fall was coming and they would
2 Ibe heading backVocabulary
to the city later that day.

There was a loud splash as Emmy jumped into the lake. Her mother called out to her, but Emmy splashed
and turned in the water, waving her arms with a huge smile on her face. She was always happy in the
3 Grammar
Iwater, but this day was even more special because she liked having the lake to herself. She started diving
and bringing up small rocks and all kinds of lost objects from the bottom of the lake. Her mother came
down and sat on the dock, enjoying the sight of her daughter putting all of her treasures up on the dock.

Emmy climbed onto the boat dock an hour later. She was wet and shivering, but very happy. Her mother
4 Iwrapped her up in aListening
huge towel and hugged her.

After Reading
5 IC. Answer Pronunciation
the questions. Pair and Share
1. At the beginning of the story, why is Emmy’s mother worried about Emmy?
2. What does Emmy like about the lake house?
of the story, why is Emmy’s motherPair
6 I3. At the end Conversation andanymore?
not worried Share
D. Read the text again. After each paragraph, pause and create a mental image. Then choose
one paragraph and draw a picture of your mental image.  
7I Reading

8I Writing Writing Strategy:

Write an outline

A. Work in pairs or groups. Brainstorm • Choose a topic and write a topic sentence or a title. 
an idea for a cool app that has not been • Brainstorm about the topic and make notes on the
main points and subtopics that you want to discuss.
invented yet. Think about what it would
Think of them as “talking points” that you want to
do and how it would work. 
get across to your reader/s. List details for each
subtopic. 
B. Write an outline for your new app • Organize your points by importance or in sequential
following the prompts.   order. 

Example Text
Poke Me is a free app for mobile devices (phones and tablets) which reminds you about shows,
livestreams, podcasts, and live events. Instead of having to check individual events on different
platforms, Poke Me uses your credentials to gain access to subscription lists or event reminders on
other apps and websites and then displays them on a single screen. Poke Me also allows you to
customize how it will make reminders (flash, vibration, or ringtone).

C. Make an outline and then write a paragraph about your new app. Include your ideas
from Activity A.

Unit 4 43
 UNIT 5 Technology In this unit, I will learn to . . .
• discuss technology and 21st century
skills. 
• use reflexive pronouns, because, so,
and neither. 
1I Get Ready Pair and Share • guess meaning from context in
listening and reading.
Pair and
What are Share
some advantages and disadvantages of
2 Itechnology andVocabulary
how has it affected you?

A. In pairs, look at the pictures and discuss. How do you think technology has affected each
Discussion of the people’s lives? Listen to the audio.
3I Grammar

4I Listening

5 IIn today’s world,

Pronunciation Pair and Share
we depend on technology in almost all areas of our lives. And while technology is easy
to embrace for many of us, that’s not always true for older generations. They are used to doing things
Pair andtechnology,
without Share or with older technology that is now obsolete. A good example of this is in the travel
6 Ibusiness. In the
Conversation Pairwho
past, most people used travel agents and Share
would give paper tickets, but today, most
people book tickets and make reservations online. It’s difficult to predict where technology will lead us in
the future, but we can be sure of one thing—it’s likely to be an ongoing process of change.
Pair and Share
7 IEducational systems are focusing more on 21st century skills, so they can prepare students for a
Reading
continuously changing world. These skills develop attitudes that will help young people manage their
future successfully. Critical thinking develops the ability
to solve1problems,
I understandGet Ready
how things work, and Pair and Share
make logical decisions. Creative thinking leads to
8 Inew ideas and inventions.Writing
Cooperative thinking With a partner, ask and answer questions
develops teamwork and helps manage change.  about the listening activity.
2I Vocabulary
Which skills are educational systems
B. Read the sentences and circle T for True focusing on nowadays? Why? 
or F for False.
They are focusing on 21st century
1. Many3people
I Grammar
are happy about T F skills to prepare young people for
technological advances. a continuously changing. 
2. Older generations always embrace T F
new technology. Ask and answer questions about education
4 most
3. Today, Listening
I people make travel T F in your country. 
reservations with a travel agent. 
What is the focus of education
4. Critical thinking helps people T F in your country?  
solve problems.
5I Pronunciation Pair and InShare
my country, education
5. Creative thinking helps people T F
work well in teams. focuses on . . .

44 Unit 5
6I Conversation Pair and Share
 Ready Pair and Share

Pair
2 I and Share
Vocabulary
bulary
A. Listen to the audio and read along. Guess the meaning of the words in bold.
3 IArtificial Intelligence
Grammar
(AI) affects many fields and introduces a number of questions. The fact that
ammar AI can do more complex tasks than people worries professionals. If AI has the ability to make logical
decisions, will it replace humans? At the same time, people see the benefits of AI when it is relevant
to their lives. For example, surgeons and patients appreciate advances that make medical procedures
4 Imore accurate and lessListening
painful. Artists also keep up with developments and use smarter technology for
tening amazing graphics and animation. What else can be expected from AI? Will it ever be able to develop
critical thinking and creative thinking skills? Will human intelligence and the thinking process ever be
surpassed and become obsolete? Scientists cannot predict exactly if these theories will come true. In the
Pair
5 and Share
Imeantime, Pronunciation
we Pairbrought
can just embrace the certain benefits and toShare
us by AI.
ciation Pair and Share
Word Box
Pair and Share
6 Iartificial Conversation Pair and Share
sation Pair and Share
intelligence
cooperative thinking
creative thinking 
Pair and
7 Icritical Share Reading
thinking 
eading embrace
graphic
keep up with 
8 Ilogical decision Writing
Writing obsolete
predict
process
Pair and Share
relevant

Pair and Share

B. Choose the correct word from the box to complete the sentences. 
1. promotes teamwork 4. You need to use reason regularly in order to
and the sharing of ideas.
make .
2. Some people
5. You should
change, while others do not accept it. 
research in your field so that you know about
3. has resulted in recent developments. 
important discoveries and inventions. 
6. This material is not
to the topic of our project. It is about something
different. 

C. Complete the words with the missing letters.

1. pr_ce_ _ 4. cr_ _ic_ _ th_n_ _ng
2. _r_ifi_ia_ i_ _ell_g_ _ce 5. _re_ _ct
3. _ra_ _ics 6. o_s_l_te
Unit 5 45
3I Grammar

Reflexive Pronouns
4 IThe reflexive pronouns
Listening
are myself, yourself, himself, herself, itself, ourselves, yourselves, and
themselves. Use reflexive pronouns when the subject and object of a sentence refer to the same
person or thing, and to emphasize that something was done without help. 

5I Pronunciation
Singular reflexive pronouns Pair Plural
andreflexive
Sharepronouns
myself ourselves
yourself yourselves
6I himself Conversation Pair themselves
and Share
herself
itself
7I Reading
For grammar reference, go to Grammar Appendix.

A. Look at the pictures and complete the sentences with the correct reflexive pronoun.
8I Writing

1. I made this cake !

2. She fixed the bicycle tire .
3. He took this picture .

B. Write R for sentences that include reflexive pronouns and X for those that don’t.
1. Burt and Matt tried to defend themselves, 4. He is only two years old, but he can dress
but they were not strong enough. himself every morning. 
2. Sandy likes talking about herself.   5. John had the papers with him. 
3. I made a silly mistake, and the teacher 6. We decorated the apartment ourselves.
corrected me.  
C. Complete the sentences with the correct reflexive pronoun. 
1. Did she really paint the walls 5. We got  into this mess because
with no help?  we weren’t careful!
2. They want to plan the event .  6. Ana offered to replace the
damaged computer. 
3. I can’t do the whole project  .
I need help.  7. You can help learn English by
practicing more often.
4. Are you saying that Mr. Ricart
wrote this? 
46 Unit 5
 because vs so
Use the word because to give a reason or cause for something. 
She borrowed my car because her car was broken.
Use the word so to give a result or consequence of something.
Her car was broken so she borrowed my car.

D. Choose the correct word.

1. Dan didn’t go to class (because / so) he was sick.
2. We didn’t swim (because / so ) the water was dirty.
3. It was cold (because / so) I shut the window.
4. They walked home (because / so) there were no more buses.
5. I like warm weather (because / so) I’m moving to California.
6. She has a headache (because / so) she’s in bed.

so vs neither
Use the word so at the start of a sentence to say
you agree with an affirmative statement.
She is happy. So am I. 
Use the word neither at the start of a sentence to
say you agree with a negative statement (with not).
He can’t swim. Neither can I.

E. Choose the correct word.

1I Get Ready
1. Isabel will win a prize. (So / Neither) will I. Pair and Share
2. Jaden isn’t hungry. (So / Neither) is Maria. With a partner, ask and answer questions
about yourselves and others.
2 Ispeak two languages.
3. He can
can she.
Vocabulary
(So / Neither)
Who helped you put on your
4. Li can’t stop laughing. (So / Neither) can Yamini. shoes this morning? 

3I Grammar
5. Erika doesn’t feel well. (So / Neither) does Tom. I put them on myself. 
6. I love sushi. (So / Neither) does Ella.
Make statements about likes and dislikes
and respond to them. 
4I Listening
I like to watch action movies. 

5I Pronunciation Pair and Share So do I!

6I Conversation Pair and Share Unit 5 47

4I Listening Listening Strategy: 
Contextualize
When you are listening in English,
Before Listening
try contextualizing, or guessing the
5 IA. In pairs,Pronunciation Pair
look at the pictures and discuss. and Share
meaning of unknown words by using the
Who do you think likes technology and who other words and phrases around them.
do you think doesn’t?

6I Conversation Pair and Share

7I Reading
Pair and Share

8 IB. Listen. Guess theWriting

meaning of the words and phrases by contextualizing.
Words and Phrases Meaning
1 I 1. catching up Get Ready Pair and Share
2. at the tip of my fingers
3. keeps me in the loop
2 I4. stumped Vocabulary
5. memorize 

3 I6. dropped out Grammar

7. start-up
Pair and Share
After Listening
4I Listening
C. Find three classmates who like technology. What are the technologies you like?
Pair and Share

5I Pronunciation Pair and Share

Word Stress in Syllables
Pair
6 Ihelpand Share
Word stress in syllables varies from one word to another. Using the correct word stress in syllables can
Conversation Pair and Share
avoid misunderstanding.

A. Listen and underline the stressed syllable in each word.

7I Reading
1. electrician 2. bacteria 3. expression 4. furious 5. frequency 6. Burmese
Pair and Share
7. operate 8. engineer 9. characteristics 10. recognize 11. special 12. externally

8 IB. Listen to the audioWriting

and repeat.

48 Unit 5
6I Conversation Pair and Share
Speaking Strategy: 
Show surprise
Here are some words and phrases you might
7I Reading hear or say to show surprise.
• Wow! 
• No way! 
• You can’t be serious!
8I Writing • I’d never have believed it!
• I can’t believe it!
• That’s incredible!
• You’re kidding! 
Pair and Share • Gosh!  

A. Listen to the conversation and complete the sentences. Then listen again and check
your answers.
Jeff: Wow! (1)
Dave: What’s up?
Jeff: Grandma has created her own page and is posting pictures!
Dave: No! (2) (3)
Jeff: No, really. Have a look! She also has over 200 friends and ten of them are friends of ours.
Dave: Wow! (4) ! We only showed her how to use her tablet
a couple of days ago.
Jeff: Here, see for yourself. And she is online right now, posting a reply.
Pair and Share
Dave: (5) She’s writing about us. We have to do something
about this, and fast!
Jeff: (6)
Pair and
Dave: Share
What, now?
Jeff: I’ve just received a “friend” request from her. Check your page. You probably have one, too.

1 Turn
B. Your I Get Ready Pair and Share
Roleplay the conversation with a partner.
How would Dave respond to Jess? Write your Talk to a partner about a new app or device.
Ask and answer questions about how it
answer in the blank space.
2I Vocabulary works. Show surprise in your responses.
Your idea:
Pair and Share All you need to do is
touch this, and you get an
3I Grammar updated menu of links! 
C. Listen to the conversation and take notes
to prepare for explaining how to use an app. Wow! You’re kidding! 

4I Listening
Unit 5 49
7I Reading Reading Strategy: 
Contextualize

Before Reading  Contextualizing is also a useful strategy when reading.

When you see an unknown word or phrase, use the
8 A. Writing
I Look at the pictures and discuss
context of the text, words and phrases around the
these questions. How do teenagers use word to guess the meaning. Use words you know to
technology? Which of the activities below help determine the meaning of unknown words.
do you think are popular mostly among
teenage boys, teenage girls, or both? 

watching videos gaming studying e-learning e-shopping

reading the news research blogging social media posting pictures

Pair and Share

B. Read the text and use context clues to determine the meaning of the underlined words. 
Teenagers and Technology
Many people predict that technology will replace reading for teenagers and that this will have a negative
impact on our future world. From video games to social media, they observe teenagers using technology all
day, every day. Furthermore, they worry that this dependence on technology is making teens less creative.
They say that many teenagers seem to be more interested in using technology to consume, rather than create.
Has the digital age made teens less creative? This question is hard to answer. Technology is a valuable
tool because it allows easy access to information, and contributes to innovative ideas, arts, and music.
Many teenagers are using technology to improve their lives, to keep up with their friends, and connect
to the world!  The Association of Southeast Asian Nations (ASEAN) is an organization of countries in
Southeast Asia set up to promote cultural development. Let’s consider some ASEAN teenagers to see
how technology and teens can still be a winning combination.

Pair and
Thuy, from Share
Hue, Vietnam, spends most of her screen time on social media. She has tried to play a few video
games but lost interest quickly. She likes keeping track of people on social media and keeping in touch
with friends and family. She posts everything she does, along with pictures and cartoons. She is a talented
cartoonist and embraces the feedback she receives from people because it helps improve her art.
Pair andSurabaya,
Ali, from ShareIndonesia, spends about five hours a day using screens. He has a powerful modern
desktop that he uses for simulators and gaming. He also has a smartphone, a laptop, and a tablet. He is into
motorcycling and motor racing. He is the go-to person among friends when it comes to bicycles or cars. He
watches a lot of videos online and uses special software to create his own racing material and graphics. He
participates in online groups that share his interests and talks to people from different countries. He keeps
up with key events and trends worldwide, so he can communicate with his global friends.
50 Unit 5
2I Vocabulary
Somphong, from Bangkok, Thailand, uses the Internet to find information for her homework. She often
looks up topics and people on the Web and likes to watch videos about them. Her English teacher gives
3 Iher links for suitableGrammar
sites and asks her to research topics and then create short videos for her class. She
loves this type of flipped learning that requires critical and creative thinking. The videos are shown and
discussed in class, much to Somphong’s satisfaction. She likes flipped study because she learns more
effectively and finds new areas that she is interested in.
4I Listening
After Reading
C. Determine the meaning of the underlined words and phrases from context clues in the
text. Then look them up in a dictionary.  
5 I1. consume Pronunciation Pair and Share
2. keep track of 
3. go-to person
6 I4. flipped learning 
Conversation Pair and Share
D. With a partner create a survey for students in your class to determine which digital
7 Iactivities are most Reading
popular. 

8I Writing Writing Strategy:

Write a short description of an event

A. Work with a partner. Talk about When writing a description of an event, include information
an event you each recently went to. about the following:
Brainstorm and make notes that you • The location: Where did the event take place? 
can use to make an outline.  • The people: Who put on the event? Who attended the
event? What did they look like? What were they doing?
B. Read the description. Find words • The atmosphere: What did it look like? What did it feel like?
and phrases that give you information • The actual event: What was happening? What did you hear
about:  and see?

1. The location:
2. The people:
3. The atmosphere:
4. The actual event:

Last year I went to a water show in Dubai. The evening was warm even though the sun had already
gone down. The water show took place outside of a famous shopping mall and there was a large
crowd of people there to see it. It happened in the middle of a plaza, in an enormous pool with many
fountains and special lighting. Suddenly, the music started and the lights came on. The water started
moving in sync with classical music, followed by jazz and then pop. Gigantic shapes of water would rise
up, taller than the buildings surrounding the fountains. They would pause and move this way and that,
following carefully choreographed patterns. It was as if the water had a mind of its own and was trying to
communicate with us! It continued for about 40 minutes, changing routines and colors. When it stopped,
the crowd clapped with excitement. It was an amazing experience!

C. Write a short description of an event using your ideas from Activity A.

Unit 5 51
 Unit 6 Space Travel In this unit, I will learn to . . .
• talk about space travel.
• use the conditional to talk about
wishes and unreal events.
1I Get Ready Pair and Share • identify formal and informal register.
Pair and Share
Would you like to travel to space one day? Why or why not?
2 IA. Look at the Vocabulary
pictures and read the descriptions. What do you think is the next step in space
travel? Listen to the audio.
Discussion

3I Grammar

4I Listening
Space exploration— An artist’s version of a A space shuttle An astronaut, floating in
A spacecraft searches Mars colony, protected approaches the weightlessness on the
5 Ifor valuable substances by a biosphere.
and materials
Pronunciation PairInternational
and Share Space
Station, as it orbits earth.
ISS is looking at earth
from a porthole.
Pair and Share
As space exploration developed, it continued beyond our solar system into deep space in the 1990s.
Research findings prompted national space agencies to fund and launch new projects. They cooperated
6 Iwith private space companies that were excited toPair
Conversation investand Share
in space travel for non-astronauts. Commercial
Pair and
space Share
airlines are now competing to build and launch the safest, most comfortable, and fastest spacecraft.
Architects have designed a luxury space hotel that would orbit earth. The hotel would be located in a
7 Reading
Ispace station, with a biosphere that will allow guests to breathe and move around like they are used to
on earth. Guests would fly there in a shuttle rocket. The hotel would offer high quality food, with specially
designed living and sleeping areas. There would be large portholes for guests to admire the view.
All space travelers would have to go through a
8 Icomplete Writing
1 Iphysical and mental
Get
checkReady
ups. They would Pair and Share
also have to go through demanding training to learn
how to deal with weightlessness and cope with safety With a partner, ask and answer questions
equipment and emergencies. This is why space travel about the text.
2 I not for everyone.Vocabulary
is probably Despite this, many people
have already booked their commercial spaceflights! How did space exploration
change in the 1990s?
B. Read the sentences and circle T for True or
F for False. It continued beyond our solar
3I Grammar system into deep space.
1. No bookings have been made for  T   F
commercial spaceflights yet. Ask and answer questions about how you
2. A luxury hotel has been designed for  T   F feel about space travel.
4 inI space.
guests Listening
3. Guests will fly to the moon in a space ship. T   F Do you wish you could have a
vacation on the moon? Why?
4. All space travelers and staff have to  T   F
get training to learn how to cope
5I
in space. Pronunciation Pair and Share
Yes, I do . . . / No, I don’t . . .

5. Space travel is probably not for everyone. T   F

52 Unit 6
6I Conversation Pair and Share
 Ready Pair and Share

Pair
2 I and Share
Vocabulary
bulary
A. Listen to the audio and read along. Guess the meaning of the words in bold.
3 ISpace exploration keeps
Grammar
going at a fast speed despite some difficulties. One example is that probes
ammar are equipped with instruments that can collect data about the environment and possible biosphere on
Mars or any other planet. Scientists study and analyze the data to decide if the conditions are suitable
for missions with people or extraterrestrial research outposts. However, such outposts cannot be self-
4 Isustained to begin Listening
with. All the necessary supplies have to be sent from earth for the complete time
tening of each team’s stay in the outpost. Something similar happens when a spacecraft or shuttle is sent
on a mission. While it goes around the orbit of earth, human bodies experience weightlessness. It is
Pair and Share
necessary to be physically and mentally prepared to deal with the difficulties of such challenges.
5I Pronunciation Pair and Share
ciation Pair and Share
Word Box
Pair
6 and Share
biosphere
Icolony Conversation Pair and Share
sation explorationPair and Share
extraterrestrial
Pair
7 Iorbitand Share Reading
eading outpost
porthole
probe
8 Iself-sustained Writing
Writing shuttle
spacecraft
Pair and Share
weightlessness

B. Choose
Pair the correct word from the box to complete the sentences.
and Share
1. Large allow people on the International Space Station to observe earth from
a distance.
2. life has been at the heart of science fiction for decades.

3. Communication satellites at different heights around earth.

4. Space fly astronauts and supplies to the space station.

5. Space agencies are investing in the development of reusable which can be used for
commercial spaceflights.

C. Match the words from the box to their meaning.

1. follow a curved path around a planet or star
2. station or base away from earth
3. investigation or research of an unknown region
4. aircraft designed to travel into space and back to earth several times

Unit 6 53
3I Grammar

Second Conditional
4 ILike the first conditional,
Listening
there are two clauses in the second conditional: a conditional clause (with if )
and a main clause. Either clause can come first.

• Use simple past in the conditional clause.

5 I• Use the modal auxiliary verb would + verb in the main clause.
Pronunciation Pair and Share
• Use were instead of was in the conditional clause.

The simple past and would do not refer to the past. The second conditional is used to show an unreal or
improbable condition and its results in the present.
6I Conversation Pair and Share
If + simple past Would Infinitive
If I had a million dollars, I would travel the world.
7I Reading
If I knew her name, I would tell you.
If he went to bed early last night, he wouldn’t be so tired now.

8I Writing *For grammar reference, go to Grammar Appendix.

A. Look at the picture and complete the sentences.

1. If I a vacation in space, I would see the
planets and stars.

2. If I had enough money, I book a flight to the

International Space Station.

3. If I on the moon, I would live in a specially

made biosphere.

B. Circle the correct form of the verb.

1. If they (didn’t / don’t ) miss classes every week, they would do a lot better at school.

2. If he (had / have) a more interesting job, he would be less annoyed.

3. If you (are / were ) patient enough, you would learn to solve the puzzle yourself.

4. If Chet (is being / were ) more careful, he wouldn’t make so many mistakes at work.

5. Meg (would be / was ) here immediately if she knew we needed help.

6. You (weren’t / wouldn’t be ) in trouble so often if you behaved a little better.

C. Look at the man and his wishes below. Complete the sentences using the correct form of
the verbs.
I’d love to take some time off and rest, but I can’t. I have to work all the time to do all the things my boss needs.
This is my first job, but I have been working at this company for two years and I still earn a low salary.

54 Unit 6
If I (1) (have) some time to myself, I (2) (take) a
vacation. I (3) (sit) by the pool for hours, resting and swimming.
I (4) (not spend) the whole day working.

If I (5) (have) more money, I (6) (buy) a sports car.

I (7) (drive) everywhere. I (8) (not waste) time waiting
for a bus or the train.

If I (9) (have) more vacation time and money, I (10) (travel) around the world.
I (11) (visit) different places and (12) (learn) about different cultures. I (13)
(be) a very happy man!

Impossible vs Improbable
The first conditional is probable and possible.
If we win the game, we’ll be the most popular team in the area. (I think it’s possible.)
The second conditional is improbable and sometimes impossible.
If we won the game, we’d be the most popular team in the area. (But I don’t think we will.)
If we were rich, we would / could buy a jet to travel. (But we aren’t rich, therefore we can’t.)

D. Identify the impossible and improbable statements.

1. If Sam were here, he would help us. impossible / improbable
2. If you ran faster, you would join the school’s athletics team. impossible / improbable
3. If I was born in a different country, I would have learned another language. impossible / improbable
4. If I had the book, I’d lend it to you. impossible / improbable
5. If I studied harder, I would pass the exam. impossible / improbable

1I Get Ready Pair and Share

E. Complete the sentences to make them
true for you. With a partner, ask and answer questions
about space travel.
1. If I were older,
2I Vocabulary . Where would people live
in space?
2. If I traveled to space, I
. They would live in
3I Grammar specially-made buildings.
3. If I had
Ask and answer about each other.
.
4 I not
4. I would Listening What would you do if you
had to leave earth?
.
I would apply for a flight
to Mars.
5I Pronunciation Pair and Share
Unit 6 55
4I Listening Listening Strategy:
Identify register

Before Listening Register refers to the style of language used by

speakers in different situations. Speakers use formal
5 IA. Look at Pronunciation
the pictures and say where Pair and Share
or informal language depending on the setting, the
the people are, whom they are talking relationship between speakers/listeners and the
to, and what they are talking about. purpose of the communication event.

6I Conversation Pair and Share

7I Reading

8Pair
I and Share Writing
1I Get Ready Pair and Share
B. Listen and check (✓) the correct statements.
1. Moonscape Resort has been designed for 2. T
 he temperature in areas away from the
2I Vocabulary
younger people. lunar poles

younger and older people. reaches extreme highs and lows.

researchers. is too low.

3I Grammar is suitable for people.

After Listening

4 I C. Find a formal speech and answer these questions. What is the setting and purpose for
Listening
that speech? Think about another setting in which the speech could take place and then
change the language style accordingly.
Pair and Share
5I Pronunciation Pair and Share
Pair and speaking:
Informal Share If you
6 IThe informal ifConversation Pairtheand
you sound (ifya) is used to pronounce Share
unstressed you in combination with stressed
syllables faster in connected speech.

Pair andover
I’ll come Share
and help if you want.
7 IIf you read the letter, Reading
you’ll change your mind.

A. Circle F for Formal and I for Informal.

8 I1. If you tell him, he’ll listen. He won’t listen to anyone else.
Writing F   I
2. If you rested for a couple of hours, you’d feel a lot better.  F   I
3. You’d be very upset if you were there.  F   I
4. I’ll take care of dinner if you can’t.  F   I
56 Unit 6
6I Conversation Pair and Share
Speaking Strategy:
Check if people are listening
It is important to make sure that others
understand you and to keep their
7I Reading attention. Check by:
• asking for opinion, ideas or information,
e.g. So what do you think?, What’s your
view on this?
8I Writing • inviting listeners to agree or disagree,
e.g. Right?, Would you agree?, Would
you feel the same way?
• allowing listeners to answer or comment
if they can.
Pair and Share

A. Listen to the conversation and complete the sentences using words or expressions. Then
listen again and check your answers.

Pete: Did you hear about Falcon 9, Elon Musk’s rocket that went into space and came back?
Lisa: I think I did, but I haven’t watched the video. (1) ?
Pete: It was launched into space and then returned to earth.
Lisa: Yeah? So?
Pete: It means we can reuse rockets and use much cheaper fuel. (2) ?
Lisa: I think . . . I think . . . it costs a lot . . .
Pete: But this launch didn’t cost a lot. That’s exactly the point. It means space flights could be

Pair
and Share
affordable. (3) ?
Lisa: Go to the moon? I would have to think about it.
Pete: (4) ? No, not to the moon necessarily, orbital flights to begin with.
Pair and Share
(5) ?
Lisa: I am listening. Honest! I was just trying to get something out of my locker! Orbital what?


1I Get Ready Pair and Share
B. Your Turn Talk to a partner about a discovery, plan,
or event. Make sure your partner is
Roleplay
2 the
I conversationVocabulary
with a partner. How listening to you.
would Pete respond? Write your answer in the
blank space. I’m not sure if we’ll have enough
time to get dressed. What do you
Your idea:
Pair and3 Share
I Grammar think? Is it too much of a rush?

Uhmm, let’s leave at 9:00.

That might be better.
C. Listen to the audio. Take notes to prepare to
4partner
tell your I Listening
about a discovery or event.
Unit 6 57
7I Reading Reading Strategy:
Read for details
Reading for details requires careful reading
with specific points in mind and/or identifying
8I Writing key information while reading. It helps to read
a list of points or questions before you read so
you know what to look for while reading. You
can also quickly look at the text and notice the
information you are looking for by identifying
relevant words and / or phrases.
Before Reading
Pair andatShare
A. Look the picture and talk about a colony on the moon. Say where it is going to be
located and why, what kind of places it will have and how it will communicate with earth.
B. Read the text and match each section to a heading.
Our Goals Financial Support The TerraLuna Association
Location and Resources Our Community

1.

TerraLuna is a global association of young graduates from different scientific fields. Our common vision
is living in a lunar colony, the next step in human development. We have gotten our idea from recent
progress in space exploration. Programs and missions such as Mercury, Gemini, Apollo, as well as the
Voyager, Mariner, Viking, Cassini, and Curiosity probes have proven that space exploration has short-as
well as long-term benefits for humanity. Program findings have increased the scope of scientific research
and technological advancement.
Pair
2. and Share

TerraLuna aims to permanently put humans on the moon, by establishing the first self-sustained,
extraterrestrial colony. The colony will serve as an outpost for research and development. Projects will
Pair andmanufacturing
include Share and construction, using lunar materials, as well as medical research on the long-
term effects of lunar micro-gravity (weightlessness) on human health and potential solutions. Eventually,
the colony will be able to offer training and testing for new technology created on earth. Any innovations
produced as the result of this research could benefit life on earth as well as elsewhere in space.

3.

The colony will be located in one of the Polar Regions of the moon to avoid the extreme temperatures
of the lunar day (equivalent to 29 earth days) away from the poles. In addition, this location is closer
to frozen water reserves, as well as craters with other natural resources. As the colony develops and
becomes better established, we may be able to mine water, oxygen, and other mineral resources for
consumption on the moon, as well as on earth.

4.

The formation of a self-sustaining, independent colony will require a long-term, carefully arranged
process. The first stage will require the physical participation of 40 carefully chosen candidates,
aged 25–30. Candidates will have to pass fitness and health check up, and have an academic
qualification in a relevant scientific field such as Physics, Mathematics, Engineering, Astrophysics,
Aeronautical Engineering, Materials Science and Engineering, Psychology, and Medicine.

58 Unit 6
 The TerraLuna colony will be a tight-knit community. Community members will have to satisfy certain
psychological and social standards. They will have to be social, have a strong sense of equality, and
1 Get
I be able to cooperate Ready
closely with their peers for long periods of time. They will have to manage being
Pair and Share
alone, not be violent and be able to live in fairly limited spaces. The study of the first colonists will provide
valuable data about the psychological and physical effects of living and working in an extraterrestrial
environment.
2 I5. Vocabulary
TerraLuna, like other space programs, will require much funding. We hope to get support from both the
public and private space areas in order to finance each stage of the project. Data from recent launches has
3 Iresulted in new waysGrammar
of launching spacecraft, making future launches more affordable. There are more
active space agencies nowadays than there have ever been before. These factors will hopefully mean that
in the near future, man will be able to look at the moon, and expect the moon to look back!

4 IAfter Reading Listening

C. Answer the questions about details from the text. Highlight or underline the words and
phrases that helped you answer.

5 I1. What motivated the TerraLuna Association?

Pronunciation Pair5. Where will the colony be located and why?
and Share
2. What are some of the benefits of space 6. Which standards do candidates need to satisfy
exploration? in order to apply?
3. What kind of projects will the colony be 7. Which personal qualities do colonists need
6I Conversation
able to do at early stages? Pair and Share
to have?
4. What will the colony be able to do at 8. Which factors make TerraLuna members more
later stages? optimistic about making their idea come true?

7 ID. With a partner, list

Reading
details of what you think it would be like to live on the moon. Create a
drawing of your vision to present to the class.

8I Writing Writing Strategy:

Use graphic organizers: Clustering

A. In pairs, think about a colony on Mars.  raphic organizers help you think, organize your
G
ideas and plan at the pre-writing stage. Clustering
Suggest three or four main ideas about how allows you to map your ideas as you brainstorm and
the colony is going to be organized and run. identify the relationship between them.
Add three to four details about each main
•P
 ut the main topic or idea in the center of the
idea. Make notes. page and circle it.
•A
 s you think of new ideas, write them down and
B. Read the mind map and find the link them to the central circle with lines. Circle
corresponding paragraph on the previous the new ideas if you think about points that are
page. Complete the missing items. related to them.
•D
 o not worry about clustering ideas neatly. Write
Short-term
down points as they come. You can then go back and
projects relate them to main ideas in order to organize them.
MIND MAP
BASICS
Long-term
projects

C. Draw a mind map with your ideas from Activity A and write a paragraph.
Use the text about TerraLuna as an example. Unit 6 59
 Units 4–6   Use What You Know

Vocabulary
A. Put a check (✓) for words that go together.

technology opportunities values decisions data funds exploration

sustainable

ecological

logical

transmit

employment

raise

keep up with

space

B. Write sentences with phrases from Activity A. 

1.

2.

3.

4.

C. Read the sentences and circle T for True and F for False. Correct the false statements.
1. Something that is unique has to do with living things and their environment. T F

2. A debt is money available for a particular use. T F

3. Plants that are grown as food are known as crops. T F

4. To predict means to say that something happened in the past. T F

60 Units 4–6
 Grammar
A. Read the sentences. Write I for Improbable, D for Definite, and P for Possible.
1. If I see Michael, I’ll ask him if he can help.
2. Don’t worry! I’m sure he’ll let us know when he arrives.
3. If I were on vacation, I’d fly to the Bahamas and stay in a luxury hotel.
4. Their finances would be a lot better if he managed to get a job.
5. They’ll buy their skiing gear when they get to Aspen.
6. If the desert were a valley, it would be full of plants and trees.
7. We would make the cake ourselves if we had the ingredients.
8. They wouldn’t be able to stay up late if their parents were home.

B. Read the information about each situation. Write sentences using the first or second
conditional.
1. He would like to drive, but he can’t because he doesn’t have a license.

2. Her brother might be away for the summer. She will drive his car. 

3. Serena wants to travel, but she can’t because she doesn’t have a passport.

4. Maybe I will work harder this term, so I can pass the exam. 

C. Complete the sentences with your own ideas. 

1. If I won the lottery, I  .

2. I’ll buy if  .

3. I would be very happy if  .

4. She wouldn’t complain if  .

D. Complete the sentences using the correct reflexive pronouns.

1. He keeps on doing everything  . He doesn’t want any help.

2. They replaced all the furniture  , so they wouldn’t have to spend too much.

3. The principal  gave me the award and wished me the best!

4. If I were a scientist, I’d be able to make discoveries  . 

Units 4–6 61
Pair and Share
Reading: Science
Mysterious Jupiter
Jupiter is the largest planet in our solar system. It is also a very mysterious planet. Jupiter is
so big that we can see it from earth without a telescope. Thousands of years ago, the ancient
Greeks and Romans saw this distinctive planet and knew that because of its size it had to be
important. The Romans even named the planet after their king of gods, Jupiter, who was also the
god of the sky and thunder.

Jupiter’s beginnings
A long time ago when the universe was being created, hydrogen, helium, methane, and ammonia
were common gases on all planets. But far from the sun, where it was really cold, these gases
Pair and
turned into Share
icy bits. These pieces of ice gradually came together and formed Jupiter. They attracted
more icy bits and Jupiter eventually grew in size. Furthermore, because Jupiter was large, it had a
strong gravitational pull, so it attracted even more gases and dust. Gravity pulled the ice and dust

Pair andtheShare
towards middle and formed a solid center, but the lighter gases stayed on the outside in the
atmosphere. Planets closer to the sun, like earth, also had gases, but solar winds blew their gases
away. However, the outer planets—Jupiter, Saturn, Uranus, and Neptune—were able to keep their
gases in their atmosphere. So today these planets are much bigger than the other outer planets.

Jupiter’s atmosphere
Jupiter turns faster than the other planets. While earth takes 24 hours to revolve, Jupiter only takes
ten hours. Because it turns so quickly, Jupiter’s gases move up and down in its atmosphere. The
bright colored gases are the rising gases, while the dark gases are the ones moving down towards

62 Units 4–6
the inside part of Jupiter. The closer you move towards Jupiter’s center, the hotter it becomes. At
the top of the atmosphere, the temperature is very cold and can get as low as –163°C, but after
traveling only 93 miles downward, the temperature increases to 127°C.

Jupiter’s moons
Jupiter has a total of 67 moons. Galileo, an Italian astronomer and inventor of the telescope,
first discovered four of Jupiter’s moons in 1610. Because his telescope was not very powerful,
he could only see Jupiter’s biggest moons. Because of Galileo, today we call these moons the
Galilean moons. One of these moons, named Io, looks like a pizza because it has so many
craters. Another one of Jupiter’s moons, called Europa, is very unique. It is covered in ice.

Is it possible that ice on Europa could support life? We don’t know, but the spacecraft Juno is
scheduled to orbit near Jupiter in 2016. It is possible that scientists will know if Europa can
support extraterrestrial life and solve some of Jupiter’s mysteries.

A. Read the text and answer the questions.

1. Who named one of their gods after Jupiter?
2. What happened to the gases on Jupiter?
3. Why did Jupiter become so large?
4. What is the temperature like on Jupiter?
5. How many moons does Jupiter have?
6. Why might there be life on Europa?

B. How is Jupiter similar and different from earth? 

C. Talk about planets with your partner. Find two things your partner knows about
planets that you don’t know.

D. Research another planet on the Internet and write a report about it. Make sure you
cover its size, how it rotates and orbits, its atmosphere, and its moons.

E. Compare your planet with another classmate who has chosen a different planet.

Units 4–6 63
 Project 
In this project, you will write an article about the
discovery of life on another planet and participate
in a class discussion. Use what you know from What is our place in the universe?

Units 4 to 6 to complete the project.

Step 1  Brainstorm
Work with a partner. You are journalists for a newspaper. You are writing a story about NASA finding
life on another planet.

Brainstorm ideas for your story.

Step 2  Research 
Go online and find a website about planets and outer space.

Find some useful information to put in your article. 

Step 3  Create Step 4  Discuss

Write an article of 80 to 100 words. Discuss with your class what life might be
like on other planets.
Write a title and find an image.
Write some class ideas:
Include details of:
1.
• how life was discovered. 
2.
• who discovered it.
3.
• what the life form is like.
• what will happen to the life form in the future.

64 Units 4–6
 Creative Zone 
A. In groups, draw your own version of an alien.

B. Write a description of your alien on a sheet of paper.

C. Exchange descriptions with another group. Read their description and

draw their alien.

D. Compare with the original drawing and discuss similarities and differences.

Units 4–6 65
Student Workbook
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ISBN: 978-0-07-719013-2 MHID: 0-07-719013-0

 UNIT 4   Get Ready
 Discoveries and Inventions

Vocabulary

Word Box
Grammar Pair and Share
crop funds opportunity sustainable
distinctive invent pioneering transmit
ecological light bulb printing press unique
Listening
A.  Complete the words.

1. s st i ab Pronunciation
e

2. co ogi al

3. p nee in
Conversation Pair and Share
4. t ans it

5. di tin ti e

6. op o tu it Reading

B.  Circle the correct word in each sentence.

1. A synonym for distinctiveWriting

is (unique / sustainable).
2. Recycling is an (opportunities / ecological) practice people can do at home.
3. (Sustainable / Pioneering) entrepreneurs invent amazing new products every year.
4. Computers (transmit / invent) information across the globe in seconds.
5. The company uses only (sustainable / distinctive) resources, such as
fast-growing trees and recycled cardboard, to make its paper products.
6. There are many (funds / opportunities) to volunteer in the community.

C.  Complete the sentences using words or phrases from the Word Box.

1. The short was first used to create books in the 1400s.

2. Do you know who the telephone?
3. New methods of growing produce more food with less farmland.
4. 3D is a type of printing, the only type that makes objects instead of images.
5. The students raised to pay for an ecological project at school.
6. The invention of allowed people to see more at night.

19 Unit 4  Discoveries and Inventions

 Grammar Pair and Share
First Conditional with if and when Clauses
Listening
A.  Match the sentence halves.

1. If you can’t come to the movie, • • when the teacher rings the bell.

2. The test will begin • • if we don’t have her favorite meal.

Pronunciation
3. We won’t go on a hike • • if he doesn’t stop coming to work late.

4. Sam will lose his job • •

Conversation Pair Iand
won’t go, either.
Share
5. When Mom doesn’t make dinner, • • she takes us to a restaurant instead.

6. Riana won’t have dinner with us • • if it rains this afternoon.

Reading

B.  Complete each sentence using the verb and forms.

1. If Lana (be / simple present) 

Writing   late, she (call / future)    to let us know.

2. When Gino (arrive / simple present)  , Marilyn (greet / future)  him.

3. Marquita (come / future)    to visit when she (get / simple present)

  time off from work.

4. The ballgame (be / future)    cancelled if it (start / simple present)

  to rain.

C.  Circle the correct answers. Write whether each event is possible or definite.

1. If I (get / gets) cold tonight, I (will put on / put on) a coat. 

2. We (shall go / shall going) on a picnic if the weather (be / is) nice. 

3. When my friends (will visit / visit), I (make / making) dinner. 

4. Jan (will turn off / turns off) the television later when it (was / is) time to do homework. 

5. Do you (bring / brought) a note to your teacher when you are late? 

6. When you (graduate / will graduate) from college, you will see that life is just beginning. 

7. If I (don’t pass / won’t pass) the exam again, I will have to study during my summer vacation. 

8. I (will see / saw) you tonight if my parents let me go to the party. 

Unit 4 20
First Conditional with unless in place of if + negative verb
D.  Rewrite each sentence using either unless or if + negative verb.

1. Unless Cheri fails the test, she will pass the class.

2. If Maurice doesn’t hurry, he will be late for the movie.

3. Unless we raise awareness now, it will soon be too late to save our planet.

4. If Tanika doesn’t earn enough money, she won’t raise funds.

E.  On line A, write a sentence about a future event. Then rewrite the sentence on line B, changing the
order of the clauses. Use when, if, and unless as shown.

1.
  A. When

  B. when .

2.
  A. If

  B. if .

3.
  A. Unless

  B. unless .

21 Unit 4  Discoveries and Inventions

 Conversation Pair and Share
Speaking Strategy: Make and accept offers
Reading

Writing

A.  Complete the conversation using these phrases.

Would you like to . . . ? Sounds great! Do you want to . . . ?

Let’s do it! How about . . . I’m not sure . . .

Riley: Hey, I’m going to the county fair. (1) come?

Becca: The fair? I’d love to! I haven’t gone since I was a kid.

Riley: Awesome! We can ride the Ferris wheel – it’s my favorite.

Becca: (2) I want to do that. I’m afraid of heights.

Riley: Well, (3) riding the bumper cars? Those aren’t scary at all.

Becca: I love the bumper cars. (4) !

Riley: Perfect. If we leave now, we can be there in 20 minutes.

Becca: (5) stop and eat lunch before we get there?

Riley: No way! There is so much good food at the fair. Let’s eat there.

Becca: (6) ! I think I’ll have a big hot dog when we get there!

B.  Write a short conversation about making an offer to a friend. Use phrases from Activity A.
A:  A: 

B:  B: 
A:  A: 

B:  B: 
Unit 4 22
 Reading
Reading Strategy: Visualize
Before Reading Writing
A.  Think about a beautiful place you know. Create a mind map with words that help you visualize the place.

B.  Read the text. Underline words that help you visualize the farm in your mind.

A Visit to TJ Farm
1. Trevor Jones wiped the sweat off his forehead with the back of his hand and looked at the sun. While the
weather was great for the green, leafy crops, it was hot work for him. Even so, he loved that the farm was
improving the world through ecological practices. Jones never used harmful substances on the fields, so
there were wild plants among the crops, but that didn’t worry him at all.
2. A shiny, grey bus approached in the distance along the highway, and turned down the dusty dirt road that
led to Jones’ farm. Tourists came from around the state to learn about his sustainable g­ ardening practices.
They also bought colorful fruit, vegetables, and unique homemade goods at the little, w ­ ooden ­produce
stand next to Jones’ house. The funds from these sales allowed Jones to continue his p ­ ioneering methods
of growing all-natural foods to sell at the local market and to neighboring businesses.
3. Tourists poured out of the bus into the heat of the day. Jones waved excitedly to them and walked over to
stand below a beautiful, old oak tree. He waved to the group to join them, and the city residents hurried to
the cool shade. In his distinctive low voice, Jones began to tell the story of TJ Farms to the curious, smil-
ing people.
4. Soon, he hoped to turn his whitened farmhouse into a charming country Bed & Breakfast to earn more
income. His wife Betsy would bake tasty fruit pies and golden, crusty bread to serve guests each morning,
together with fresh brown eggs from his chickens. Jones also planned to have teenage and adult volun-
teers come to help with the work and to learn his farming practices. There were many ways Jones could
make the tiny farm bigger to help it succeed, and he planned to take advantage of every o­ pportunity
possible.

23 Unit 4  Discoveries and Inventions

 Vocabulary
After Reading
C.  Write words that help you visualize the places and events of the passage.
Grammar Pair and Share
Paragraph 1:

Listening
Paragraph 2:

Pronunciation
Paragraph 3:

Conversation Pair and Share

Paragraph 4:

Reading

Writing
Writing Strategy: Write an outline
A.  Follow the steps to write an outline that describes a place.

Steps
1. Choose a place you have visited or would like to visit. Write this as the topic of your outline.
2. Make notes about the sights. What people and things are there? What do they look like? What colors do
you see?
3. Make notes about what you can smell, hear, taste, or touch.
4. Make notes about activities you can do. How do people look or feel when they do these activities?
Topic 
1.  Sights (People and Things)
a. 

b. 

2.  Smell, Hear, Taste, Touch

a. 

b. 

3. Activities
a. 

b. 
Unit 4 24
 Get Ready
UNIT 5     Technology
Vocabulary

Word Box
Grammar Pair and Share
artificial intelligence critical thinking keep up with predict
cooperative thinking embrace logical decisions process
creative thinking graphic obsolete relevant
Listening
A.  Match the words to their meaning.
1. artificial intelligence
• • printed pinctures, shapes, words, or other visual information
Pronunciation
2. cooperative thinking • • thinking that produces new ideas and inventions

3. creative thinking • • ability of a machine to copy human behavior or thinking

4. critical thinking
Conversation
•
Pair and Share
• thinking that develops teamwork

5. logical decisions • • thinking that helps analyze, understand, and solve problems

6. graphic •Reading • choices based on the analysis of facts

B.  Circle the correct word or phrase in each sentence.

1. It is hard to (keep up withWriting
/ process) the latest technology when phones, computers, and tablets change
every year.
2. Music devices like 8-tracks and vinyl records are (predicted / obsolete) today.
3. Grandpa refuses to (embrace / predict) modern music. He still listens to classical music.
4. Recording a music album is a long and complicated (creative thinking / process).
5. Facts about music are not (logical decisions / relevant) in discussing ecology.
6. Authors have (predicted / kept up with) that robots will rule the Earth in the future.

C.  Complete the conversation with words or phrases from the Word Box.
A: Can you help me understand my phone? I just can’t  (1) all this new technology.

B: Sure. Well, first, your operating system is  (2) . You need to update the system to
the newest version.

A: Do I have to? That sounds like a difficult  (3) .

B: It’s easy, actually. You just download the  (4)   software and install it. You really

need to  (5) technology a bit more. It can be pretty amazing.

A: No thanks! All I really care about are the interesting  (6) .

25 Unit 5  DISCOVERIES AND INVENTIONS

 Grammar Pair and Share
Reflexive Pronouns
Listening
A.  Write the correct reflexive pronouns in the second column.

Pronoun Reflexive Pronoun

1. me Pronunciation
2. you (singular)

3. him Conversation Pair and Share

4. her

5. it
Reading
6. we

7. you (plural)

8. them
Writing

B.  Complete the paragraph with reflective pronouns that agree with sentence subjects.

Our family vacation this year was awful! We decided to rent a house on the beach  (1)
instead of getting a hotel through a travel agent. That was a bad idea. My brother insisted on booking it

(2)  , but he forgot to pay in advance. We got to the house and discovered that someone

else had rented it! Mr. and Mrs. Plum were enjoying  (3) there already, so we had to find

a cheap hotel instead. Oh, and my sister decided to drive  (4) instead of flying, and she
got lost on the way there. Next year, I am planning my vacation  (5)  !

C.  Write sentences with the words. Use a reflexive pronoun in each sentence.
1. Jennifer / made / dinner

2. I / built / house

3. Mikio and Ellie / embrace / cooperative thinking

4. You / should try / creative thinking

Unit 5 26
Because, so, neither
D.  Complete each group of sentences with so, neither, and because.
1. a.  Ron doesn’t speak Spanish.    does Amelia.

b. I was feeling tired,    I decided not to go to the gym.

c. Celia took the bus to work    her car is not working.

2. a.  Tillie loves to cook.    does her sister Olivia.

b. Saul didn’t go to work    he had a doctor’s appointment.

c. My phone isn’t working.    is my tablet.

3. a.  I can’t eat tomatoes    I’m allergic to them.

b. Our city doesn’t have a subway.    does Chicago.

c. Kerry enjoys exercise,    she joined a soccer league.

4. a.  Wilson was late for work yesterday.    was his boss.

b. Greg didn’t order dessert    he doesn’t like sweets.

c.  I can’t afford a new computer.    can Rania.

E.  Complete each sentence with a reflexive pronoun and so, because, or neither.

1. I made this dress      I enjoy sewing.

2. Larry drove    to the airport,    I didn’t have to.

3. My dog can’t give    a bath.    can my pet hamster.

4. The people were enjoying    at the party,    they stayed late.

5. We found    in a bad part of town    we took a wrong turn.

6. So, you    haven’t eaten at the new restaurant?    have I.

F.  Write a reply to each of the sentences. Use the words in parentheses.

1. Why did you learn graphics? (Because) 

2. I can’t concentrate with that noise from the party next door. (Neither) 

3. Ted prefers going to school by bicycle. (So) 

4. This process is difficult. Why? (Because) 

5. I can’t keep up with modern technology. (So) 

27 Unit 5  DISCOVERIES AND INVENTIONS

 Conversation Pair and Share
Speaking Strategy: Show surprise
Reading
A.  Complete the conversation using these words or expressions.

Wow No way

You can’t be serious That’s incredible

Writing
I’d never have believed it I can’t believe it

You’re kidding Gosh

Jainan: Did you see this article online about NASA’s Robonaut? It’s a robot that looks like a human, and it’s
gone to space!

Miguel: (1)  !  (2)  !

Jainan: Robonaut works with human astronauts on the International Space Station to do tasks that are
dangerous for humans or that take a lot of time.

Miguel: (3)  !  (4)  !

Jainan: It can use its artificial intelligence to “think” for itself, or a person can use a remote control to
operate it, too.

Miguel: (5)  !

Jainan: It’s true! It’s an amazing machine. Its main part is an “upper body,” and it has different “lower body”
parts that help it climb, work in zero gravity, and even roll like a vehicle.

Miguel: (6)  !  (7)  !

Jainan: I know, right? And it even has its own social media accounts! It posts pictures and messages about
working in space and with space technology.

Miguel: (8)  !

B.  Write a short conversation about a surprising event. Use words or phrases from Activity A.

A: 
B: 

A: 

B: 

A: 

B: 

A: 

B: 
Unit 5 28
 Reading
Reading Strategy: Contextualize
Before Reading Writing
A.  Look at the picture and answer these questions.
1. Have you ever been to a festival? What was the festival
about? What activities happened there?

B.  Read the text. Underline words you don’t know.

Burning Man
The Burning Man festival in Gerlach, Nevada is unlike any other festival on Earth. Each year, more than
60,000 “Burners” from all over the world converge in the desert and come together in a communal process
to build a lively city in the empty desert landscape: Black Rock City. This temporary city takes its name from
Black Rock Desert, which is its home.

Burning Man offers a wide variety of workshops, music, and interactive experiences for participants. These
are all run by the Burners themselves, as their gift to the community. Another important part of Burning
Man are the large-scale art installations around the city. These creative structures may be made of unusual
materials or covered with eye-catching graphics, from photographs to poetry.

Many Burners get around Black Rock City in “Mutant Vehicles,” regular cars, buses, or other motorized
vehicles that have been changed into new, unique creations. These vehicles show a lot of creative thinking
in their development! They often have strange appearances or unusual features, such as LED lights, powerful
music systems, and even the ability to shoot fire into the air.

What really sets Burning Man apart from other festivals are its core principles, ideas that reveal the central
beliefs of its organizers. Burners embrace these principles wholeheartedly, believing in these ideas and
giving every effort to make them a reality for the week that the city exists. These principles include radical
inclusion – everyone is included; radical self-reliance – every person takes care of him or herself; and radical
self-expression – every person is free to show and be who he or she truly is inside. Burning Man allows
participants to step outside of traditional or ordinary ways of acting, and to try new and different things –
radical ideas, indeed, in a society where most people simply try to fit in or keep up with the Joneses.

At the end of the week, the city disappears as if it never existed, with participants leaving no trace that they
were ever there. The ground is once again bare, the land once again empty. The Burners return to their
“normal” lives until the next year, when Black Rock City will rise again from the dust.

29 Unit 5  DISCOVERIES AND INVENTIONS

 Grammar Pair and Share
After Reading
C.  Match the words to their meaning. Use context clues from the text.

• Listening
something that is different from others of its type
1. converge •
because of a permanent change

2. installations • • enthusiastically
Pronunciation
3. mutant • • come together; meet

4. core • • no sign that something has happened or existed

Conversation Pair and Share
5. wholeheartedly • • outside of traditional or ordinary; new and different

6. radical • • exhibits; structures

Reading
7. leaving no trace • • central

Writing
Writing Strategy: Write a short description of an event
A.  Follow the steps to write about an event.

Steps
1. Choose an event you have attended or would like to attend.
2. Describe the location. Where was it? What was special about it?
3. Write about the people. Who attended? How many? Were there performers? What did the people look
like? How did they act?
4. Write about the atmosphere and activities. What did it feel like to be there? What things were happening?
How did people feel?
5. Write a short paragraph to describe the event.

Unit 5 30
 UNIT 6   Get Ready
 Space Travel

Vocabulary

Word Box
Grammar Pair and Share
biosphere extraterrestrial porthole shuttle
colony orbit probe spacecraft
exploration outpost self-sustained weightlessness
Listening
A.  Complete the words.

1. xt ate r s ria
Pronunciation
2. w ig tle s es

3. io p ere

4. sp e ra Conversation
t Pair and Share
5. p r h le

6. e f – su ta ne
Reading
B.  Circle the correct word in each sentence.

1. In 2006, NASA launched its first (probe / colony) to the planet Pluto.
Writing
2. Someday there may be (portholes / outposts) on the Moon and Mars.

3. A space (probe / shuttle) usually makes short trips to deliver people or supplies.

4. The planets of our solar system (biosphere / orbit) the sun, which is a star.

5. A (colony / spacecraft) in outer space would probably include scientists, doctors, and people from many
other professions.

6. The (weightlessness / exploration) of outer space is a very expensive activity.

C.  Complete the sentence using words from the Word Box.

1. The astronaut looked out the at a magnificent view of earth.

2. A colony would provide its own food, water, and oxygen.

3. Astronauts experience when they are in a zero-gravity environment.

4. Some believe that Mars might be home to life.

5. Shuttles, satellites, and probes are types of .

6. Astronauts reach the International Space Station by flying in a .

31 Unit 6  space travel

 Grammar Pair and Share
Second Conditional
Listening
A.  Match the sentence halves.

1. If Lara could travel to space, • • if he didn’t have to work this weekend.

2. Jake would come for a visit • • I would study Russian.

Pronunciation
3. Mrs. Daily would help us • • I'd come to the party with you.

4. If I was good at learning languages, • • if we asked her to.

Conversation Pair and Share
5. If Lance had a spacecraft, • • she would go to the moon.

6. If I didn't feel so ill, • • he would search for extraterrestrial life.

Reading

B.  Circle the correct forms in each sentence.

Writing
1. If people (live / lived) on Mars, they (would need / need) a biosphere.

2. Mario (went / would go) to college if he (wants / wanted) to be a doctor.

3. If I (would ride / rode) in the space shuttle, I (went / would go) to the International Space Station.

4. Delia (would earn / earns) more money if she (work / worked) longer hours.

5. If Maggie (would have / had) the money, she (bought / would buy) a new bike.

C.  Unscramble the words to form a sentence. The first word for each is provided.
1. no / would / I / I / job / my / quit / have / money
If

2. it / name / got / Julie / would / she / a / Pluto / dog

If

3. write / book / a / would / if / time / had / free / more / he

Jeff

4. my / would / weren’t / you / broken / if / call / phone

I

5. the / Jamal / would / won / excited / he / contest / be

If

Unit 6 32
D.  Write about things you would do if you were . . .

1. rich and famous 

2. an astronaut

3. eight years old 

Impossible vs Improbable

E.  Complete the sentences with the correct form of the verb in parentheses. Then write whether each
sentence is improbable or impossible.

1. If I (be)    an animal, I (be)    an elephant!

2. I (help)    you with your French homework if I (know)   the

language. 

3. Vivian (read)    more books if she (be / not)    so busy at school.

4. If the singer (become)    world-famous, everyone (know)    her name.

5. If cars (fly)  , we (not have) this traffic. 

33 Unit 6  space travel

 Conversation Pair and Share
Speaking Strategy: Check if people are listening
Reading
A.  Complete the conversation using these words or expressions.
Use each word or expression once.

What do you think? What’s your view on this?

Writing
Right? Wouldn’t you agree?

Wouldn’t you feel the same way? You’re not listening, are you?

Don’t you think so?

Harry: Someday people will build colonies in space. I think it would be exciting to live in outer space.

(1)
Miho: It sounds awful to me. I know I’d miss life on earth.  (2)

Harry: No, I don’t think I’d miss earth at all. I mean, it’s so crowded here, and there’s pollution everywhere.

Outer space would be quiet and peaceful.  (3)

Miho: I guess so, but think about how difficult it would be to live there. There’s no oxygen. There’s no water.

There’s no food.  (4)

Harry: True, true. You’re right about that. What about you, Frank?  (5)

Frank:  Cheeseburgers. Definitely cheeseburgers.

Harry:  Huh?  (6)

Frank:  Sure I am. Miho was talking about food.

Miho: We were talking about food in space, not what you want for lunch, Frank.

Frank: Oh. Well, I bet those astronauts out in space right now would like a cheeseburger.

(7)

B.  Write a short conversation about outer space. Use words and expressions from Activity A.

A: 
B: 

A: 

B: 

A: 

B: 

Unit 6 34
 Reading
Reading Strategy: Read for details
Writing

Before Reading
A.  Look at the picture and answer the question.
If you wanted to build a colony on a planet, what would you need to know about the planet?

B.  Read the text. Underline the main idea of each paragraph.

New Planet
1. Our spacecraft has been in orbit for six weeks around the unnamed planet known as 1971WT-DW93. Thick
clouds of quickly turning gases that surround the planet make it difficult to know what the surface is like.
Slowly, we are learning more information with each probe that we send into the planet’s atmosphere.
Now, we have found evidence of hydrogen, nitrogen, carbon dioxide, and several other gases in the
atmosphere, but no oxygen.

2. We already know that you cannot live on the planet as it is now. The present atmosphere will not support
human life because there is no oxygen. In order to found a colony on this planet, it is certain that a
biosphere will need to be built. We will also need a reliable machine for changing carbon dioxide into
oxygen if we want to establish a long-term, self-sustained colony. Such a colony will not exist for many
years, however, as we are still in the first stages of exploration.

3. Our next step will be to send scientists to the surface to carefully study conditions for themselves. This
group of scientists will examine the land in search of minerals and other resources, as well as suitable
locations to establish a permanent scientific outpost on the planet. Although we are not expecting to find
any, our team of explorers will also record signs of extraterrestrial life. While I would prefer to lead this
expedition myself, my duty is here on board the spacecraft, and so Officer Lyrelle will lead the group in
our first surface expedition.
35 Unit 6  space travel
 Get until
4. Twenty-eight days remain Readyour next meeting with the supply shuttle from earth. The shuttle will
bring much-needed food supplies, equipment, and a team of technicians who will repair mechanical and
electrical problems here on board. New personnel will also travel here with the shuttle, while some of our
current personnel will return home to earth when the shuttle leaves. In addition, we will be sending large
amounts of data forVocabulary
the scientists on earth to evaluate. We also hope to send back samples of rock from
the planet’s surface for laboratory analysis, assuming our exploratory group is a success.

After Reading
Grammar Pair and Share
C.  Write the main idea of each paragraph. Write details that support each main idea.

Paragraph 1

Listening
Paragraph 2

Pronunciation
Paragraph 3

Conversation Pair and Share

Paragraph 4

Reading

Writing
Writing Strategy: Use graphic organizers: Clustering
A.  Cluster ideas about the question.

1. What would you want and need to live in an outer space colony? Draw a cluster to visualize your ideas.

B.  Use your cluster to write a paragraph.

Unit 6 36
Photo Credits
Unit-1 2 (t)©Hero/Corbis/Glow Images, (c)©Radius Images/Alamy Stock Photo, (b)Image Source; 5 U.S. Navy photo by Mass Communication
Specialist 1st Class Jonathan Kulp.
Unit-2 8 (t)©Erik Isakson/Blend Images, (c)Design Pics Inc/Alamy Stock Photo, (b)KidStock/Glow Images; 10 ©Tom Merton/age fotostock;
11 (t)Fstockfoto/Shutterstock.com, (b)Onoky/SuperStock.
Unit-3 16 Realistic Reflections; 17 (l)Andor Bujdoso/Shutterstock, (c)Image Source, (r)©Hill Street Studios/Blend Images.
Unit-5 29 ©Erica Simone Leeds.
Unit-6 35 NASA Ames/JPL-Caltech.
Unit-7 40 Big Cheese Photo/SuperStock.
Unit-8 47 ©Pixtal/age Fotostock.
Unit-9 50 (t)©Roberto Westbrook/Blend Images LLC, (c)©Hill Street Studios/Blend Images, (b)Jose Luis Pelaez Inc/Blend Images; 51 Dragon
Images/Shutterstock.com; 53 S_bukley/Shutterstock.com.
Unit-10 57 (t)Lisette Le Bon/Purestock/SuperStock, (b)Glow Images; 59 (l)Iurii Osadchi/Shutterstock.com, (r)Paul McKinnon/Shutterstock.com.
Unit-11 64 Purestock/SuperStock.
Unit-12 68 Shutterstock/India Picture; 70 (t)©PBNJ Productions/Blend Images LLC, (c)WR Publishing/Alamy Stock Photo, (bl)McGraw-Hill
Education; 71 (l)©Barry Barker/McGraw-Hill Education, (r)Egon Zitter/123RF.

PHOTO CREDITS 76
 Photo Credits
Unit-1: 2 (t)Ruth Burke, (c)©Juice Images/Alamy Stock Photo, (b)Samuel Borges Photography/Shutterstock, (bkgd)Nopporn/Shutterstock.
com; 4 (l)U.S. Navy, (c)Ruth Burke, (r)Brianlatino/Alamy Stock Photo; 5 Seree Tansrisawat/Shutterstock.com; 7 ©Glow Asia RF/Alamy
Stock Photo; 8 SpeedKingz/Shutterstock.com; 9 SpeedKingz/Shutterstock.com; 10 Radius/SuperStock.
Unit-2: 13 (l)Somyot Pattana/Shutterstock.com, (c)Rajesh Narayanan/Shutterstock.com, (r)G-stockstudio/Shutterstock.com; 14 (l)©Tetra
Images/Alamy Stock Photo, (r)©Digital Archive Japan/Alamy Stock Photo; 16 ©Juice Images/Alamy Stock Photo; 18 (l)Halfpoint/
Shutterstock.com, (c)Rawpixel.com/Shutterstock.com, (r)Pavel Vakhrushev/Shutterstock.com.
Unit-3: 20 (l)Don Hammond/Design Pics, (c)Dean Drobot/Shutterstock.com, (r)©Gary He/McGraw-Hill Education; 21 (l)Bruce Weber/
Shutterstock, (r)LMR Group/Alamy Stock Photo; 22 (l)Dave and Les Jacobs/Blend Images LLC, (c)Blend Images/SuperStock, (r)PictureNet
Corporation/Alamy Stock Photo; 23 Ingram Publishing/SuperStock; 24 (l)©Ariel Skelley/Blend Images LLC, (c)©Danita Delimont/Alamy
Stock Photo, (r)Samuel Borges Photography/Shutterstock; 26 (l)William Perugini/Shutterstock, (r)DW labs Incorporated/Shutterstock.
com; 30 (l)Monkey Business Images/Shutterstock, (c)Royaltystockphoto.com/Shutterstock, (r)ERproductions Ltd/Blend Images LLC;
32 Nopporn/Shutterstock.com.
Unit-4: 34 (t)Watchara Rojjanasain/123RF, (c)©LWA/Dann Tardif LLC, (b)Science Photo Library/Alamy, (bkgd)NASA,ESA,and the Hubble
Heritage Team (STScI/AURA); 36 (l)McGraw-Hill Education.Mark Dierker,photographer, (cl)Dja65/Shutterstock.com, (cr)Watchara
Rojjanasain/123RF, (r)Monkey Business Images/Shutterstock; 37 ©Marc Romanelli/Blend Images LLC; 38 (l)Ingram Publishing,
(r)©ColorBlind Images/Blend Images LLC; 40 (l)Irabel8/Shutterstock.com, (c)©Barry Barker/McGraw-Hill Education, (r)MedicalRF.com;
41 ©Hero Images/Corbis/Glow Images; 42 (tl)Lissa Harrison, (tr)Lissa Harrison, (bl)Realistic Reflections, (­br)©Image Source.
Unit-5: 44 (l)Monkey Business Images/Shutterstock.com, (c)©LWA/Dann Tardif LLC, (r)Blend Images LLC; 45 NASA/JPL-Caltech;
47 Kawing921/Shutterstock.com; 48 (l)Caia Image/Glow Images, (cl)Dragon Images/Shutterstock.com, (cr)©LWA/Sharie Kennedy/Blend
Images LLC, (r)Caiaimage/Glow Images; 49 ©Robert Daly/age fotostock; 50 (l)©Hero/Corbis/Glow Images, (r)Purestock/SuperStock.
Unit-6: 52 (l)Science Photo Library/Alamy, (cl)Colin Anderson/Blend Images, (cr)Fotosearch/SuperStock, (r)Human Space Flight/Johnson
Space Center/NASA; 53 NASA Marshall Space Flight Center(NASA-MSFC); 57 ©Image Source, all rights reserved.; 58 Algol/
Shutterstock.com; 62 NASA/JPL; 64 NASA,ESA,and the Hubble Heritage Team (STScI/AURA).
Unit-7: 66 (t)Beralinka/Shutterstock, (c)MIXA/Glow Images, (b)Library of Congress Prints and Photographs Division [LC-DIG-ppms-
ca-05649], (bkgd)ra2studio/Shutterstock.com; 69 Sushitsky Sergey/Shutterstock.com; 70 (l)©Moxie Productions/Blend Images LLC,
(c)Sergofoto/123RF, (r)Fancy Collection/SuperStock; 73 I love images/city break/Alamy.
Unit-8: 76 (l)studiostoks/Shutterstock.com, (c)muznabutt/Shutterstock.com, (r)Gordana Sermek/Shutterstock.com; 77 tichr/Shutterstock.
com; 78 (l)Fancy Collection/SuperStock, (c)©Pascal Broze/SuperStock, (r)©Ariel Skelley/Blend Images LLC; 81 leungchopan/Shutterstock.
com; 82 (l)©Cultura Creative(RF)/Alamy, (c)Olga Popova/Shutterstock.com, (r)Design Pics/Don Hammond.
Unit-9: 84 (l)Library of Congress Prints and Photographs Division [LC-DIG-ppmsca-05649], (c)Ingram Publishing, (r)Bill Stafford/NASA/
JSC; 85 ©John Fedele/Blend Images LLC; 86 (l)Realistic Reflections, (c)KidStock/Blend Images LLC, (r)Business plus/Shutterstock;
88 (l)RitchardD/Shutterstock.com, (cl)Ingram Publishing, (cr)Everett Historical/Shutterstock.com, (r)Panom/Shutterstock.com; 89 Syda
Productions/Shutterstock.com; 94 Caiaimage/Glow Images; 96 ra2studio/Shutterstock.com.
Unit-10: 98 (t)India Picture/Shutterstock.com, (c)Ingram Publishing/age Fotostock, (b)©Inti St Clair/Blend Images LLC, (bkgd)Yuri Yavnik/
Shutterstock.com; 100 (l)Nisargmedia.com/Shutterstock.com, (cl)©D.Hurst/Alamy, (cr)ChameleonsEye/Shutterstock.com, (r)India Picture/
Shutterstock.com; 101 (l)Lukasz Siekierski/Shutterstock.com, (r)JuljanM/Shutterstock.com; 102 (l)Buzz Pictures/Alamy, (r)Erica Simone
Leeds; 104 Iakov Filimonov/Shutterstock.com; 105 Ken Cook/Shutterstock.com; 106 (l)Duong Hoang Dinh/Shutterstock.com, (cl)TonyNg/
Shutterstock.com, (cr)VaMPiReWoLF/Shutterstock.com, (r)Nur Amalina Mohd Tuna/Shutterstock.com.
Unit-11: 108 (l)Library of Congress Prints and Photographs Division [LC-USZ62-103980], (c)NPS Photo, (r)Digital image courtesy of the
Getty’s Open Content Program; 109 Ingram Publishing/age Fotostock; 110 (l)Fernando Cortes/Shutterstock.com, (r)Library of Congress
Prints and Photographs Division [LC-USZC2-1973]; 111 LiliGraphie/Shutterstock.com; 113 Purestock/SuperStock.com; 114 (l)Hein
Nouwens/Shutterstock.com, (cl)Yale University Art Gallery, (cr)©ZImages/Alamy, (r)Photov.com/Pixtal/age Fotostock.
Unit-12: 116 (l)Songquan Deng/Shutterstock.com, (c)David R. Frazier Photolibrary,Inc./Alamy, (r)JGI/Tom Grill/Blend; 117 ©Radius Images/
Alamy; 118 (l)©Cultura Creative (RF)/Alamy Stock Photo, (r)©Inti St Clair/Blend Images LLC; 120 Monkey Business Images/Shutterstock.
com; 121 Wavebreakmedia/Shutterstock.com; 122 (l)©Science Photo Library/Alamy, (c)©Paul Jan Hilton/Alamy, (r)Glow Images;
126 Menna/Shutterstock.com; 128 Yuri Yavnik/Shutterstock.com.

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