Unit Topic

Each unit has a cross-curricular and

Answer the questions .
age-appropriate topic.
Students will ~ Read the passage. 2
What can earthquakes start?
What are tectonic plates?
Read the
Paragraph, Write t
3 In which countries are earthquakes most likely to ha ppen? In 1906 a b he rnain idea T
find the topic directly relates to their Why the Earth Moves
of San '
It
!g eanhquak
Francisco in th
. .
e. hu the city
. hen circle th
e correct an
own lives and study. Earthquakes ore s udden movements of the earth's surface
Was one of th e Unued Stat
earthquakes in ~ .rnost Powerful es.
swer.

be engaged and motivated to learn.
that can sometimes have catastrophic effects. During on ;eaarJy BO Percen; ~~~otrhy. It_ destroyed
earthquake, the ground begins to shake violently . ny Pea 1 e C!ty
fell down p e Were killed. Bu _aldnd
An earthquake can cause buildings to fall down and the and brid 1
mgs
groun d to open up. lt"can start floods, fires and landslides. water. Almost 3Do ges fell into the
It can also cause a tsunami-a very large ocean wave that ~eft Without homes,O~ho People Were
flows over the coast and destroys everyth ing .
Pa ragraph 2
Pa ra g ra ph 4 $:Qrnag~ Was Said ~~ b e COst 0{ the
0 million. e more than
What causes earthquakes? The earth's surface is broken up Ear~hq,uakes ar:_e_~cau~ed by __
into large sections called tectonic plates. The plates meet and
te2_~on_k; plates rubbi n~ nd _
rub against each other along lines called faults. This rubbing
puts a lot of stress on the plates. The plates finally slip slippin~a i nst e<!_ch o~~r.
against each other, causing the earth's surface to move. Main idea:
sta ted I unstat~~
Earthquakes happen all over the world daily.
But most of them are too weak to get our
attention. The most powerful earthquakes
usually happen in places located on major
fault lines. They are most likely to happen in
countries like japan, Indonesia, China and
the United States.

Seismologists in the United States have tried

to predict earthquakes by measuring how
often they happen on average in some areas.
Those in China do so by observing animals
a nd measuring water levels in wells.
There have been some successes with these
methods, but not enough for scientists to say
that they have definitely found a way to
predict earthquakes. Look at the highlighted words in the passage. Find out what these words mean
using the Mini-d ictionary on pages 69- 72 .

Reading Practice Integration

A graded, content-based reading passage, A skill practice task is followed by an independent The reading skill is combined with
with supporting audio, sets up the main vocabulary-building activity using the Mini-dictionary. listening, writing or speaking tasks.
.skill practice.
Students will Students will
Students will be able to apply the reading skill to the learn to use a reading passage to springboard
find the reading passage stimulating passage through meaningful practice. into productive activities.
unstated rno.in idea:
\<.eS happen when
with topics geared to their age level. develop their vocabu lary by learning develop the language skills needed for the
Earth qua ' surface rnoves
the earth s . damage to be exposed to a variety of text types- words in context. next generation of integrated tests of English.
suddenly, caustn9
\ife and property.
from academic to real-world passages.
be able to answer comprehension
questions to aid understanding.

~ Read the passage .

Killer waves
Reading Skill What is a tsunami? A tsunami Is
eoceanwavethatcouses
~ ~:~ge when \1 reaches the coos\.
A very simple introduction of the targeted unit Review T~e word "tsunami" comes [rom
the japanese words IW {harbor)
skill is followed by a skill discovery activity. After every two core units ondnomi{wave).

Most tsunamis ore cous<!d b~ ~~e

Students will
be introduced to the reading skill in
there is a review which
consolidates the reading
earthquake under the ocean
earthquake causes all the water
aboVe It to move sudd~~~'wove is
MoJo,;;; -- -
-...: stated lunst:;;:.l- - -.. -
-j
k\lom~:~o!::rr~ ~:~d
1

skills already studied. creating o veryIa:: ave tho\ con travel up10 500 the sea
aut In the open ocean. but as ~~~~~vthe water up higher and
c ----
Orrtplete thech . -
Moln::~ -
--
-----._ . srat<'dlun~ tated
----~-
-
-
-
a clear and understandable way. not really clearly .
1 5
the wove down and pu .
1 10 meters or more. am to show - - ......
becomes shallower. Thts_s ~:r to the shore. it con get os hlgl :~estroys everything in caus e and effect
011
discover the reading skill for Students will ~;:~:~~~ ~~~ :vc:~~::~;hic, 05 it crashes onto the coast CQuse

ttspoth.
themselves without the need be able to see their The world hos lived through big I
for long explanations. progress in using
nami disasters. In 2004.. tsunom s
~~uthe indian ocean hit~~d:~~s::ne
Thailand. Sri Lonkof~~unotely, there
Audio CD reading skills. places in Afrl:; ~:rning system for
:;: ~~~~~~n~(e<ll'l. As 0 resu~l, more
The CD at the back of the book learn to apply than zso,OOO people were k1Ued.

provides audio support for all different reading soon afterword. o tsunami wo~ni~g
system for the Indian _oceon~s~~~~;
reading passages plus the audio skills to the same to the one for the f'oclfic Oc I s
developed by the United Not on .

for the Integration listening tasks. passage.

4
 Contents

Evaluation p. 8 Unit Subject Reading skill Text type

Theme: Music
Unit Subject Reading skill Text type
Theme: Natural Disasters Culture and Classifying Content-based
How does it sound? People information passage
p. 39
Finding the
Science and Content-based
The Shaking Earth Nature
unstated main
idea
passage
p. 9
Social Understanding
Bands and Clubs Studies advertisements
Advertisement p. 43
Identifying
Science and
Fire and Ice Nature
cause-and-effect
chains
Web article p. 13
Review 4 p. 47

Theme: Exploration
Review 1 p. 17

Theme: Games History/Social Content-based

Voyages of Discovery Studies
Critical thinking
passage
p. 49
Sports and
Comparing and
Leisure/ Content-based
Fun with Games Culture and
contrasting
information
passage
p. 19
People History/Social Understanding
Exploring the World Studies point of view
Diary p. 53

Hooked on Culture and

Identifying plot Story p. 23
People
Computers Review 5 p. 57

Theme: Studying Abroad

Review 2 p. 27
Social
Theme: Smaller and Taller Studies/ Making Content-based
School Life Culture and generalizations passage
p. 59
People
Social Solving word Content-based
View from the Top Studies problems passage
p. 29
Social Understanding
Your details, please! Studies forms
Form p. 63

Social Identifying the

Small Stuff Studies writers opinions
Web article p. 33
Review 6 p. 67

Review 3 p. 37 Mini-dictionary p. 69

6 7
 E lu tion
eeds to review
Comments
the skill

Unit 1
Find ing the unstated main idea

Unit 2
Iden tifying cause-and-effect chains

Unit 3
- -
Com paring and contrasting
l ----- -- -- ------- -----

infor mation
--
Unit 4 .
Iden tifying plot

Unit 5 I
Solv ing word problems

'
Unit 6
Iden tifying the writer's opinions

Unit 7

I
Clas sifying information
--------

Unit 8 Finding the unstated main idea

Und erstanding advertisements A main idea that is not written out directly is called an unstated main idea. To find an unstated
main idea, summarize the details.
Unit 9
Criti cal thinking
- -- ---------- - -- ---

10 Underline details that show the unstated main idea.

erstanding point of view
Earthquakes are sudden movements of the earth's
Unit 11 surface. During an earthquake, the ground begins Unstated main idea:
Mak ing generalizations to shake violently. An earthquake can cause Earthquakes happen when
- buildings to fa ll down and the ground to open up.
the earth's surface moves
Unit 12 It can start floods, fires and landslides. It can also
suddenly, causing damage to
Und erstanding forms cause a tsunami-a very large ocean wave that
life and property.
flows over the coast and destroys everything. The
effects can really be catastrophic .
8 9
 The Shaking Earth
What should you do in an
earthquake? Discuss your answers.

Finding the unstated main idea

A main idea that is not written out directly is called an unstated main idea. To find an unstated
main idea, summarize the details.

Underline details that show the unstated main idea.

Earthquakes are sudden movements of the earths

surface. During an earthquake, the ground begins Unstated main idea:
to shake violently. An earthquake can cause Earthquakes happen when
buildings to fall down and the ground to open up.
the earths surface moves
It can start floods, fires and landslides. It can also
suddenly, causing damage to
cause a tsunamia very large ocean wave that
life and property.
flows over the coast and destroys everything. The
effects can really be catastrophic.
9
 2 Read the passage.

Why the Earth Moves

Earthquakes are sudden movements of the earths surface
that can sometimes have catastrophic effects. During an
earthquake, the ground begins to shake violently .
An earthquake can cause buildings to fall down and the
ground to open up. It can start floods, fires and landslides.
It can also cause a tsunamia very large ocean wave that
flows over the coast and destroys everything.

What causes earthquakes? The earths surface is broken up

into large sections called tectonic plates. The plates meet and
rub against each other along lines called faults. This rubbing
puts a lot of stress on the plates. The plates finally slip
against each other, causing the earths surface to move.

Earthquakes happen all over the world daily.

But most of them are too weak to get our
attention. The most powerful earthquakes
usually happen in places located on major
fault lines. They are most likely to happen in
countries like Japan, Indonesia, China and
the United States.

Seismologists in the United States have tried

to predict earthquakes by measuring how
often they happen on average in some areas.
Those in China do so by observing animals
and measuring water levels in wells.
There have been some successes with these
methods, but not enough for scientists to say
that they have definitely found a way to
predict earthquakes.

10
 Answer the questions.

1 What can earthquakes start?

2 What are tectonic plates?
3 In which countries are earthquakes most likely to happen?

Write the unstated main idea for each paragraph.

Paragraph 4
Paragraph 2

Earthquakes are caused by

tectonic plates rubbing and
slipping against each other.

Paragraph 3

Look for details and

summarize them using simple
words and short sentences.

Look at the highlighted words in the passage. Find out what these words mean
using the Mini-dictionary on pages 6972.

11
 3 Read the paragraph. Write the main idea. Then circle the correct answer.

In 1906, a big earthquake hit the city

of San Francisco in the United States.
It was one of the most powerful
earthquakes in history. It destroyed
nearly 80 percent of the city and
many people were killed. Buildings
fell down and bridges fell into the
water. Almost 300,000 people were
left without homes. The cost of the
damage was said to be more than
$400 million.

Main idea: stated / unstated

4 Listen to the passage about the earthquake in San Francisco. Write the
details on a separate piece of paper.

Complete the table. Then tell the class.

Information from Activity G Information from Activity H

1 What happened to the buildings and 1 What caused the huge fires?
bridges?

2 What happened to the people? 2 Why couldnt firefighters get water to

stop the fires?

12
 Read the paragraph. Write the main idea. Then circle the correct answer.

In 1906, a big earthquake hit the city

of San Francisco in the United States.
It was one of the most powerful
earthquakes in history. It destroyed
nearly 80 percent of the city and
many people were killed. Buildings
fell down and bridges fell into the
water. Almost 300,000 people were
left without homes. The cost of the
damage was said to be more than
$400 million.

Main idea: stated I unstated

Identifying cause-and-effect chains

A cause-and-effect chain begins with an event that produces an effect, which then becomes
Listen to the passage about the earthquake in San Francisco. Write the
the "cause" of another effect, and so on. Identifying this chain in a passage helps you link events.
details on a separate piece of paper.

Complete the table. Then tell the class.

Complete the chain to show cause and effect.

Information from Activity G Information from Activity H

A volcanic eruption in Iceland has sent ash across northern Europe. Airlines hove
1 What happened to the buildings and 1 What caused the huge fires? canceled or diverted flights across the Atlantic Ocean, leaving hundreds of passengers
bridges? stuck in airports.

Cause -- Effect/ Cause Effect/ Cause Effect

2 What happened to the people? 2 Why couldn't firefighters get water to 1 volcanic 2 ash _ _ __ 3 airlines 4 passengers
stop the fires? eruption

in Iceland

13
ingilizdili.org
 semester n one of the two periods (of 15 to 18 weeks each) into wh ich
a school year is divided

p. 24 eading 4 Audio CD
settlement
n a group of houses and buildings where people live, in an
area where no group lived before
p.50
signature n the special writing of a name p. 64

skyscraper n a very tall modern city building p. 31

space shuttle n a vehicle that goes into space and back to Earth p. 50

stable adj not changing ; safe p. 14

stadium
n a large area with a field surrounded by rows of seats, for
watching sports events or concerts
p.34
stress n force or energy on an object
p. 10
stretch
v to continue over a wide and open space or area; to go on
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . p.54
.. . . .. . .
student exchange program n a program in which a student, usually in high school, chooses
to live in a another country to learn language and culture p. 60

sudden adj happening quickly and unexpectedly
p. 10

theme n the main subject or idea; style

p.20
transport v to take goods or people from one place to another in a veh icle p. 30

troll n a very large or very ugly creature from folklore p. 24

tune
n a series of musical notes that are played or sung to make a
pattern of sound; melody
p.44

typhoon
adj of or relating to a typhoon-a very strong and dangerous
storm in the western Pacific or Indian oceans
. p. 31

m ultra prefix/adv very; extremely p. 34

'
up-and-coming adj likely to be successful and popular p. 44

version n a form that is different from an earlier or original type p. 20

vie v to compete very hard p. 34 Unit Activity I Track Duration Unit Activity I Track Duration
c 2 2:02 c 18 2:08
Viking adj of or from the Vikings-ancient people from Scandinavia in 1 G 3 0:37 7 G 19 0:24
...... ... .... ..... .... ... ................. .... ...... . ~~r?P.:..vv~? . ~~il.~~. in..s~iP.s . ~nd .t.o.o.k . 1.a.n~~ .bY.fi.g.~ti~9... .... ........ ........ . P:. ~~ H 4 0:49 H 20 0:29
violently adv with great force or power p. 10
2
c 5 2:07 c 21 3:09
8
G 6 0:43 G 22 0:56
vocal n the part of a piece of music that is sung p. 40
Review 1 A 7 1:54 A 23 1:19
volcanic eruption n explosion of a volcano, where smoke, fire and rock burst out Review4
3
c 8 2:08 c 24 1:29
from inside the volcano and up into the sky p. 14 G 9 0:47 c 25 2:07

voyage n a long journey in a ship p. 54
4
c 10 2:24 9 G 26 0:34
H 11 1:12 H 27 0:47

warrior Review 2
A 12 0:57 10 c 28 2:29
n a fighter or soldier D 13 1:14 A 29 1:23
p.24 Review 5
windsurfing
n the sport of sailing across water by standing on a board and 5
c 14 2:49 D 30 0:59
holding on to a large sail p. 64 E 15 0:57
11
c 31 2:26
6 c 16 2:13 0:57
G 32
wireless adj without wires; of or relating to data communications using Review 3 A 17 2:19 12 c 33 4:13
radio waves p. 34
A 34 1:20
Review 6
E 35 2:08


-------
PEARSON

Longman