Pupil’s Book

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 Contents
Unit Unit aims Vocabulary and Phonics
How can I talk about my neighbourhood? Neighbourhood: flat, block of flats, floor, next door,
Welcome! • Talk about people and places in my neighbourhood. neighbour
pp. 4–9 • Use general words: everywhere, everyone, Relationships: husband, wife, married
everything Names: first name, surname, nickname

1
How can we design our ideal school? School: enter a competition, classmate, do an experiment,
Time for • Use words to describe education. equipment, inside, make a model, outside, headteacher,
school • Express rules using must and mustn’t. practise, study, do a test, wear a uniform
pp. 10–23 • Talk about obligations using have/don’t have to. Phonics: nk, ng
• Write instructions for a game. think, sing, thanks

How can I make a story plate? Landscape features: cave, cliffs, coast, desert, jungle, lake,
2 Landscapes of • Use words to describe landscapes. sky, stone, stream, view, volcano, waterfall
China • Ask questions about the past. Phonics: nt, nd
pp. 24–37 • Talk about what life was like in the past. went, weekend, parents, friend
• Write a shape poem.

Checkpoint Review Units 1–2 pp. 38–39

Culture The Outback pp. 40–41
How can we plan a festival? Hanging out/Leisure activities: buy a ticket,
3 Hanging out • Use words to talk about free-time activities.
• Talk about fixed plans for the future.
eat at a restaurant, fly a kite, ride a scooter, go bowling,
go horse riding, go roller-skating, go skateboarding,
pp. 42–55 • Talk about when things are happening. go to a concert, go to the cinema, (play) baseball,
• Write an email about future plans. (play) Frisbee
Phonics: st, sk
August, dentist, roller-skate, basketball
How can we make a film trailer? Films/Film-making: actor, animation, character, director,
4 Cinema magic • Use words to talk about films. expensive, famous, film (v), frightening, scene,
• Compare two things. science fiction, script, sound effects
pp. 56–69 • Talk about what might happen. Phonics: ph, gh, tion
• Write a film review. dolphin, laugh, animation

Checkpoint Review Units 3–4 pp. 70–71

Culture Sakura pp. 72–73
How can we plan the trip of a lifetime? Travel experiences: climb a tower, feed a penguin, fly in
5 Once in a
lifetime
• Use words to talk about travel experiences.
• Talk about experiences I’ve had in my life.
a helicopter, fly in a hot-air balloon, hike up a mountain,
go camping, go snorkelling, ride a camel,
pp. 74–87 • Ask for information. see a hummingbird, stay in a hotel, travel by underground,
• Write an article about an interview. visit a palace
Phonics: s (plural)
tents, cars, suitcases
How and why do we use codes? Possessions, codes and clues: belt, broken, earrings,
6 Codes and • Use words for possessions. fingerprint, follow a clue, mean (v), ring, search, trainers,
clues • Talk about two events happening in the past. sunglasses, thief, wristwatch
pp. 88–101 • Express degrees of certainty. Phonics: ed (past tense)
• Write a diary entry. followed, looked, talked, knocked

Checkpoint Review Units 5–6 pp. 102–103

Culture The Romans pp. 104–105
How can we invent a lunch menu? Food and cooking: butter, dish, flour, herbs, honey,
7 What shall we
eat?
• Use words to talk about food and cooking.
• Talk about actions without saying who does them.
meat, nut, oil, salt, spices, sugar, vegetables
Phonics: sp, spr, st, str
pp. 106–119 • Talk about quantities and order food. Spanish, spring, students, street
• Write a recipe.

How can we create a song about technology? Technology: app, device, download, microphone,
8 Our digital • Use words to talk about technology. press a button, record (v), save a file, screen, speaker,
world • Check information using question tags. switch on, switch off, type on a keyboard
pp. 120–133 • Describe things and say how they make me feel. Phonics: sc, scr, squ
• Write a story about some pictures. scarf, screen, squeak

Checkpoint Review Units 7–8 pp. 134–135

Culture Moon festival pp. 136–137

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 Values Writing Structures STEAM Project and Review
Be a good Language Lab
neighbour. everywhere, everyone, anywhere, anyone,
everything, somewhere, anything, nowhere,
someone, something, no one, nothing
Think about Instructions Language Lab Communication Science: Design your ideal school
rules. for a game. I must listen to the teacher. I have to do homework Light and light energy
We mustn’t climb the tree. every day. Experiment:
My friend doesn’t have Which surfaces reflect or
to wear a uniform. absorb light?
Do you have to …?
Show Shape poems. Language Lab Communication Science: Make a story plate
empathy. Object questions: What food did you eat? The Water Cycle
What did you do? Which museum did Experiment:
Subject questions: they visit? How can I make a cloud
What happened next? rain?

Share things. An email Language Lab Communication Maths: Design your own festival
about future I am horse riding half past, quarter past, Partitioning in sport
festival
plans. on Saturday. quarter to, midday, Experiment: Street sporettsable
- tim
Are you playing basketball midnight How can I use fractions to EVENT
TIME
tomorrow? record scores? Skateboarding
10:15 a.m.
Street Dance
3:00 p.m.

Listen A film review. Language Lab Communication Art and design: Make a film trailer
to other It is funnier / more The film might be How do films work?
people’s interesting than … good. Experiment:
opinions. It is as good / funny as … The tickets might not How can we make an
It is the best / the funniest … sell. animation loop?

Care for the Writing an Language Lab Communication Science: Plan the trip of a lifetime
environment. interview. I have / haven’t been How wide / long is Animals around the world
camping. She has / hasn’t the river? How much Experiment:
visited a big city. does it cost to climb the Why do birds have
Have you ever ridden tower? differently shaped beaks?
a camel? Has she ever been
camping?
Contact the Writing a Language Lab Communication Engineering and Create a treasure hunt
police in an diary. What were you doing when It might / could / technology:
emergency. you lost the ring? must be him/her/them Ciphers
I was swimming when I lost because … Experiment:
the ring. How can I write a cipher?

Be healthy. Writing a Language Lab Communication Science: Invent a lunch menu

recipe. Maize is grown in fields. He’s got enough / too Solutions and mixtures
Many drinks are made from many nuts. Experiment: Vegetable curry
made from potatoes,
maize. She’s got enough / too Are the ingredients soluble
beans and spices.
much chicken. or insoluble?
Spicy pepperoni pizza.

Spend time Writing a story Language Lab Communication Science: Create a song about technology
with friends. from pictures. The computer is new, isn’t it? It’s exciting. How does electricity work?
She can play the keyboard, It looks boring. Experiment:
can’t she? It sounds relaxing. How can we make an
You like taking photos, I’m excited. electrical circuit with a
don’t you? I feel bored. switch?

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 Welcome!
How can I talk about my neighbourhood?

1 Look at the photo. What do you think is happening?

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 2 002
Listen to the Fact file:
conversation and circle neighbour of the month
the mistakes. Compare
Nickname: Family:
with your partner. mum, dad, one sister, no brothers
Kit

Pets: Favourite TV programme:

a lizard, five fish Dance Stars

Hobbies:
Dreams for the future:
dancing, playing
be a teacher, travel around
baseball, singing
the world

SONG
3 Complete the
003
TIME
Welcome song
song. Then listen and
check your answers. Welcome to the neighbourhood.
It’s a lovely 1 day!
box friendly here We’re going to play outside.
live play sunny Are you going to come out and 2 ?

This is a 3 neighbourhood,
We moved here last year.
If you ask for help, we’ll help you.
I think you’ll like it 4 !

Chorus

Should I help you to carry that 5 ?

Up to the second floor?
What number’s your flat?
Oh – you 6 next door!

Chorus

4 Interview a friend and make a fact file. Draw an avatar.

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 Our neighbourhood I will talk
people an
about the
dp
VOCABULARY my neighb laces in
ourhood.

1 Read the text. Who works 4 Label the parts of

in the sweetshop? Kit’s address.

2 004
Read and listen. block of flats country first name
flat number postcode
street surname town
Saturday, 8th May
Dear Grandma,
Good news! I really like my new block of flats! 1
I’ve got a new friend. His name is Dev Patil.
He lives in flat 310 on the third floor. We live on 2
the second floor. 3
I’m going to start my new school on Monday Miss Katie Cook
and Dev is a student there. It’s near my flat. 4
Sunrise Flats
My new teacher, Mrs Wood, lives next door to 5 206 Oakland Ave., Flat 201
me! I’m happy that she’s my neighbour. She’s
6
Sunnyville, L23 4BG
married and her husband is tall. Mr Wood’s
first name is Nigel, but people usually call him UK
7
Woody. It’s his nickname. It’s a good nickname
because his surname is Wood and he’s as tall 8
as a tree!
On the corner of our street is a fantastic
sweetshop. Mr Cotton and his wife, Mrs Cotton,
work there.
5 Write Dev’s address and then
write your own address.
I miss you. Come and visit soon!
Love, 6 Ask and answer about you
Kit and your neighbourhood.

3 Complete the sentences. Do you live in a house

or a flat?
1 Mrs Wood’s is called Nigel.
2 Kit lives to her teacher. Have you got
3 Dev’s is on the third floor. a nickname?

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 Language lab I will learn
to
general w use
GRAMMAR: -WHERE, -ONE, -THING ords,
e.g. every
everyone where,
, everythin
g.

1 005
Listen and answer.

1 What are Josh and Sam going to eat?

2 What is Mr and Mrs Jackson’s dog doing?

2 Find the pattern. Write the

006

missing words. Then listen again

and circle the words you hear. CODE CRACKER

1 …where 2 …one 3 …thing

A every… everywhere everyone
B some… something
C any… anywhere anyone
D no… no one nothing

3 Complete the sentences with 4 Play Coordinates.

words from 2. Circle the correct
Student A: Say a pair of coordinates.
coordinates.
Student B: Find the word and say a sentence.
1 There isn’t to play in Use the phrases in the box.
my town. It’s a boring place.
A3 / C1 D2 is no one. No one in my
D2.
2 I stay in bed and do on family has got a motorbike.
Sunday mornings! D1 / D3
3 lives in the flat next don’t know anyone who
door to mine. It’s empty. know someone who
D2 / B1 Everyone No one in my neighbourhood
4 I’m planning to do fun can’t find anywhere.
at the weekend. B2 / B3 There’s nothing in on under my
5 We go by bus because go everywhere with by
we haven’t got a car. A1 / C3

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 Story lab I will read
about get
a story
READING ting to
know neig
hbours.

1 How well do you know your 2 007

Look at the pictures and
neighbours? What are their names? guess who is in the story and what
Ask and answer with a partner. happens. Then read and listen.

Street party
Tom read the invitation again:
Come to our street party this Friday at 6
p.m. Everyone in the block will be there!
But he didn’t want to go. He didn’t know
anyone in his block. He wanted to live in
his old neighbourhood again.
Tom looked through the pile of post First, Tom tried flat
on the hall table. There was a letter for 302. A girl opened
someone named Peter Adams. Tom the door. Her name
put it on the table, ‘I’ll deliver it later’, wasn’t Peter Adams, it r Ad
ams tmen
ar
ts

Pete view Ap
Park

he thought. was Rebecca Williams.

She looked at the
That afternoon, Tom was reading when
letter, ‘There’s no one
he knocked over his juice. There was
by that name on the
juice everywhere! It was on everything …
third floor. I’ll help
including the letter. Tom dried the
you. Let’s try the
envelope and looked at the address.
fourth floor.’
Oh, no …

3 Read the story and find.

Values
Be a good neighbour.

1 Someone who lives on

the third floor: 4 What makes a good
neighbour? Ask and answer.
2 Someone who lives on
the fourth floor: 1 How are Tom, Rebecca and Hoops
3 Something sporty to do: good neighbours?
4 Something Tom delivers: 2 How are you a good neighbour?

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 Tom and Rebecca visited every floor in the block. They met
nice Mrs Stuart and her husband on the fourth floor,
the Jones family on the first floor and a lot of friendly
people on the second floor. There was only one flat
left that they needed to try – the one next door to
Pete
Tom’s flat.
Park r Ada
view ms
Apa
rtm
ents

Tom knocked. The boy who answered said,

‘Hi! I’m Hoops.’
Tom said, ‘Oh, the letter isn’t for you, then.’
‘Wait!’ said Hoops. ‘My first name is Peter, but my
nickname is Hoops. People usually call me Hoops
because I love basketball.’
Tom gave the letter to Hoops. ‘Me, too’, he said, smiling.

Later that day, Tom’s dad said, ‘Let’s go to the street party!’
‘But I don’t know anyone’, said Tom.
‘It looks fun. There’s even a basketball match!’ said his dad.
Tom looked out of the window and saw Hoops and
Rebecca waving at him. He did know someone at the
street party!
‘Let’s go!’ said Tom, running out the door.

5 Write about a party you enjoyed.

When and where was the party?
What did you wear?
What did you eat and drink?
6 Make a 3D model of the block
Who did you meet? of flats and the people who live
What did you do? there.

Did you make any new friends?

7 Act out the story in groups.

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 1 Time for school
How can we design our ideal school?

1 Look at the children in the photo.

Tick the true sentences.

1 They’re doing a test.

2 They’re wearing uniforms.
3 They’re making models.
4 They’re looking at plants.

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 2
At our school, we do a lot of gardening! We
Look and complete
008
grow flowers and vegetables outside and in
the message. Then listen the school greenhouse, and we 1
and check your answers. a lot about plants for Science. Science is my
favourite subject. We often do other subjects
books classroom learn outside, too. When it’s hot and sunny, we
lesson models sit under the trees and read 2 .
Last week, we had an Art 3 in
the playground. We made 4 of
animals. I like being in the open air. It’s more
interesting than working in the 5 .

3 What are the children in the

photo saying? Look, imagine
and write. Use sticky notes.

4 Ask and answer the questions.

1 Which activities do you enjoy most?

2 Where do you do these activities?
3 What would you like to improve this year?

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 4 Answer the questions. Then ask and answer. prefer = like more

1 Do you prefer studying Maths or Art?

2 Do you prefer working inside or outside?
3 Do you prefer talking to the headteacher or your classmates?
4 Do you prefer doing tests or doing Science experiments? I prefer studying
Maths. It’s fun!

5 011
Listen to the song. Then listen again and write the words that rhyme.

SONG
TIME
Back at school
Summer holidays Go to school, We walk through the door,
Come to an end. Follow the rules, We’re ready to start.
We’re back at school We’re not fools! English and Science
With all of our friends. School is cool! X2 Music and Art!

I can’t stand homework, I don’t like Maths Chorus X2

I’m not keen on tests. At half past eight,
I prefer Music, But I love experiments.
Music’s the best! Science is great!

In the song …
1 ‘end’ rhymes with . 2 ‘tests’ rhymes with .
3 ‘school’ rhymes with , 4 ‘eight’ rhymes with .
and . 5 ‘start’ rhymes with .

7 Tell your classmates what

6 Listen to how we say
012
they’re good at. Say I think
the coloured letters. Listen again you’re good at …
and repeat.
I think you’re 8 Work with a partner or
good at singing. Thanks! in groups. Create a rhythm
to accompany the song. Clap
your hands or use percussion
instruments.

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 Language lab I will expr
ess r
using mus ules
GRAMMAR: EXPRESSING RULES WITH MUST t and
mustn’t.

1 Watch the video.

2 Complete the rules for a school. Write must or mustn’t.

Our school rules
1 We be late for class.

2 We be kind to our classmates.

3 We wear the school uniform.

4 We use mobile phones at school.

5 We go outside at break time.

6 We eat or drink in the classroom.

7 We keep our classroom and equipment tidy.

3 What rules have you got in your 4 Do a role-play. Student A

school or class? Think and write. mimes breaking a rule. Student B is
the teacher and explains the rule.

You’re eating. You mustn’t eat in class!

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 Think about rules.
Values
5 Read, think and talk about rules.

1 Schools have got rules. What other places

have got rules?
2 What free-time activities do you do
that have got rules?
3 Why have we got rules?

6 Work in pairs. Read the rules.

Find and draw three different
routes through the maze. CODE CRACKER

Route 1:
You must go through three red doors.
You mustn’t go through the green doors
or blue doors.
Route 2:
You must go through three green doors.
You mustn’t go through the red or
blue doors.
Route 3:
ou must go through three red doors and
two blue doors.
You mustn’t go through the green doors.

7 Work in pairs. Find a

different route through the
maze and complete the You must go through
.
rules. Then swap books
with a different pair and You mustn’t go through
try to follow their route. .

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 Story lab I will read
about rob
a story
READING ots in
a school.

1 Look at the story and pictures. 2 013

Read and listen.
What is the story about?

The robot
helpers

‘No, they can’t’, laughed Mrs Miller. ‘But they can

help you to study.’
We started to work. All day, the robots helped us.
They fixed our computers, carried our equipment
and helped us with our work. We loved them!
But then, suddenly, they changed. ‘Listen!’ said
the biggest robot. ‘We’ve got a plan. The robots
are going to control the world!’

3 What changes in the story? Think and circle.

1 At the start of the story, the robots are bad / good .

In the middle of the story, the robots are bad / good .
2 At the start of the story, the robots can / can’t move.
At the end of the story, the robots can / can’t move.
3 At the start of the story, Mrs Miller likes / doesn’t like robots.
At the end of the story, she likes / doesn’t like robots.
4 In the middle of the story, the children are happy / scared .
At the end of the story, they’re happy / scared .

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 ‘Yes’, said a second robot. ‘But we need more robots.
We’re going to destroy the classrooms. Then we’re
going to make more robots. And you must help us!’
The robot picked up a computer and smashed it
on the floor. Everyone was scared.
‘These robots are dangerous’, said my friend
Leah. ‘We must tell our parents!’
‘No, you mustn’t go home’, said the big robot.
‘You must stay at school.’

Then we saw a screen on the robot’s arm. There was

a red message on the screen. ‘Look, Ruby’, whispered
Jack. ‘Battery low! What does that mean?’
‘Oh, the robots are solar-powered’, I said. ‘They’ve
got solar panels on their heads. If they haven’t got
sunlight, they haven’t got power!’

5 Use the phrases in 4 to talk to

4 Look at the table. Which phrases your partner about things you like
are in the story? Find and write and don’t like.
the sentences.
I can’t stand snakes / playing basketball .

I’m crazy about dancing / Maths .

I don’t like … I like …
I’m not keen on … I love …
I can’t stand … I’m crazy about …
6 Act out the story in groups.

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 Experiment lab I will find
sur faces r
out which
SCIENCE: LIGHT AND LIGHT ENERGY eflec t or
absorb lig
ht.

1 Look, think and talk.

Watch the video
This cyclist’s jacket and the Moon about illusions.
aren’t lights, but they look like lights.
Why? Where is the light coming from?

2 014
Read and listen.

How we see things Light energy

Light travels from a light source. Light is a form of energy and it makes heat.
We have one natural light source: You can feel the heat of the sunlight on your
the Sun. We have a lot of artificial skin. Look at these cars. Light-coloured surfaces
light sources: electric lights, torches reflect light well. The paint
and candles. on the white car reflects
light well. This means it
Light travels in straight lines.
doesn’t get too hot inside.
Rays of light come from the light
source, reflect off the object and Dark surfaces don’t reflect
go into our eyes. light very well. The paint on
the black car doesn’t reflect
light well. It absorbs more light than white paint.
This means the black car can get very hot inside.
Solar panels use light energy to make electricity.
We see solar panels on the roofs of buildings
such as schools or offices, but also on other
things like watches,
sunlight
torches and chargers.
Solar panels need to
Some surfaces reflect light very well. absorb light energy.
This means a lot of light goes into We want them to get
our eyes. Shiny surfaces like mirrors hot, like the black car!
reflect a lot of light.
solar panel electricity

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 3 Read and write answers. You don’t need to write full sentences.

1 What light sources are there in your classroom?

2 What shiny objects can you see in your classroom?
3 What clothes should cyclists wear when they cycle in the dark?
4 What solar-powered objects do you or your family use?
5 What colour are the solar panels on solar-powered objects? Why?

Materials
EXPERIMENT TIME a torch scissors
a piece of white card
Which surfaces reflect
different materials and
or absorb light?
surfaces to test (for example,
1 ■ Write a list of the materials and a desk, a wall, a jumper, white
surfaces you are going to test. paper, red paper, black paper,
■ Predict how well the materials will aluminium foil)
reflec t light.
■ Number them in order from best
4 Put the materials in order
reflec tor to worst reflec tor (1 = best).
again. Write your results and
■ Then write your predictions below. circle right or wrong.

I think the best reflec tor will be RES ULT S

because The best reflec tor is
.
.
My prediction was right / wrong .
I think the worst reflec tor will be
because The worst reflec tor is
.
.
My prediction was right / wrong .

2 Cut a hole in the card for the torch.

Push the torch into the hole.
3 ■ Shine the torch at the different
materials and look at the card.
■ Can you see light through the card?
■ If you can see a lot of light, it means
the material is a good reflec tor.

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 A friend in India I will talk
obligation about
s using ha
COMMUNICATION to and do ve
n’t have t
o.

1 015
Listen and circle the things that Kalya talks about.

animals food friends

school subjects sports I go to a
have to
We sports club.
don’t have to
Students do homework
every day.
Kalya has to
wear a
My friend doesn’t have to sports kit.

2 Listen again and tick the things 4 Think about a sport or activity
that Kalya has to do. that you do. Ask and answer.

1 wear a kabaddi kit for matches 1 What sport or activity do you do?

2 do a sport at school 2 Do you have to practise every day?

3 play kabaddi at school 3 Do you have to wear a sports kit or

special clothes?
4 study Music
4 Do you have to do exams or tests?
5 learn English
5 Do you have to use special equipment?
6 do homework every day
5 Imagine you are showing
3 Read and listen. Then practise
016
a new student round a club at
the dialogue. your school. Do a role-play.
Then swap roles.
A: What sport or activity do you do?
B: I play the trumpet. We have to …
A: Do you have to wear a uniform or
special clothes? Do we have to …?
B: No, I don’t.
A: Do you have to use special equipment?
B: Yes, I do. I have to use my trumpet!

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 Writing lab I will write
instruc tion
for a gam s
INSTRUCTIONS FOR A GAME e.

1 Read and complete the instructions for

desk into player score try
a game. Then play the game in pairs.

BOX IT!
EQUIPMENT: two balls, a box HOW TO SCORE: If you
HOW TO PLAY: Put the box on the throw the ball into the box,
1 . You must try to throw the you 4 one point.
ball 2 the box. Then pick up HOW TO WIN: The first
the ball and 3 again. You can 5 to get ten
play quickly. You don’t have to take turns! points wins the game.

2 Work with a partner. Design a game for two players that you can play at
your desk.

• Draw a picture and write the instructions.

• Give your game to some classmates. Play a different game!

3 Read the word problems and write the answers. MATHS

ZONE
1 Katie plays three games. She gets 11 points in each
game. How many points has she got?
Answer: She’s got points.
2 Amy’s got 20 points. Ben’s got 16 points. Ben wants to
win the game. How many more points does he have to
get?
Answer: He has to get points to win the game.
3 Liam starts with 12 points. He loses eight points. Then
he gets nine points. How many points has he got now?
Answer: He’s got points now.

4 Make scoreboards and use them when you play games.

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 PROJECT AND REVIEW
Design your ideal school

Step 2
Step 1 Plan
Research
What would your
ideal school look like?
What kind of school
would you like to go to? Draw a rough plan. Think about
the buildings and places that you
Work with a partner. Find out will need.
and think about different kinds
Discuss your plan. Imagine
of schools.
moving around the school. Make
Make a list of three things you changes if you need to.
like about your school and three
things you like about the kinds
of schools you researched.
Choose the things that you classroom
library
would like to have in your ideal
school. Explain why.
technology computer
room
My ideal school must have room
a lot of activities I can do
outside. I learn well outside. classroom playground

garden
room

The students at my ideal school

don’t have to sit in a classroom This is the playground. It must have
all day. Working in different tables and seats and a lot of trees.
places is more interesting.

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 Step 3 Step 4
Create Show and tell

How can you persuade Present your ideal

children to go to your school? school to the class.

Draw a tidy plan of your Students have to study

ideal school on a large sheet hard at our school, but they
of paper. don’t have to do tests.
Label the parts of the school.
You can see the
Write the text for your garden room on the
presentation. Describe the bottom of our plan.
special features and the rules of
your school. Use must, mustn’t,
have to and don’t have to.
Decide who is going to say what
and when to show the plan of
the school.
Practise your presentation.

At our school, we’ve got classrooms

but students don’t have to work in
the classrooms. They can work in the
library, the computer room or the
garden room.
Now I can …
The garden room is a special area
indoors, with a lot of plants and sunlight.
(Show garden room on plan.)
… use words to
describe education
and learning.

… express rules using

must and mustn’t.

Ask your family or friends what … talk about

obligations using have
special features they would have to and don’t have to.
in their ideal schools and why.
… write instructions
for a game.
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M01 English Code PB5 BrE 23114.indd 23 31/07/2020 10:12