Activity Book Activities

1 Look at the nutrient groups. Add three more examples to each group.

Carbohydrate	Protein	Fat	Fibre
pasta	fish	olive oil	whole grains

2

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Listen to the radio documentary and complete the sentences. Use one or two words.

1 We might have to eat certain foods in the future because the planet .
2 People don’t in the USA and Europe.
3 Insects contain protein and .
4 If we eat more insects, we won’t have to cut down so many .
5 Seaweed is good before and after exercise because it contains a lot of .
6 The jackfruit tree doesn’t need much .
7 The problem with labgrown meat is that it is too .

3 Look and complete.

1 ,

2

3 ,

4 ,

4 Make an incomplete pattern. Give it to a partner to complete.

1 Look and label.

2 Find out the meaning of the words. Then complete the sentences.

1 This is when too much food is produced or bought and some has to be thrown away.
2 This is when there isn’t any food in a country to eat for a long time. A cause is often the weather.
3 This is the feeling a person has when they haven’t got enough to eat.

3

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Listen and write the words in the correct category.

aw sound	oo sound

1 Read and choose.

1 ‘ I’m going to meet / I’ll meet / I’m meeting Sara at the café on Saturday. We arranged it a few days ago’, said Maria.

2 David has decided that he isn’t going to give up / won’t give up / isn’t giving up meat.

3 ‘I’m quite hungry!’ ‘Don’t worry, I’m going to make / I’ll make / I’m making you something to eat.’

4 Many believe that people aren’t going to have / won’t have / aren’t having enough to eat in the future.

5 ‘She’s made up her mind! She’s going to eat / She’ll eat / She’s eating less sugar.’

6 ‘That cake you’ve made looks really nice.’ ‘If you wait a moment, I’m going to give / I’ll give / I’m giving you a slice to try.’

7 ‘Does your brother want to come to the market with us?’ ‘He can’t. He’s going to go / He’ll go / He’s going to the cinema with his friend.’

8 ‘What are we going to have / will we have / are we having for dinner tonight, Mum?’ ‘Rice and fish.’

2 Are the sentences a prediction (PR), an intention (I), a plan (PL) or a decision made at the time of speaking (D)? Choose.

1 ‘ I’m meeting Sara at the café on Saturday. We arranged it a few days ago’, said Maria.

2 David has decided that he isn’t going to give up meat.

3 ‘I’m quite hungry!’ ‘Don’t worry, I’ll make you something to eat.’

4 Many believe that people won’t have enough to eat in the future.

5 ‘She’s made up her mind! She’s going to eat less sugar.’

6 ‘That cake you’ve made looks really nice.’ ‘If you wait a moment, I’ll give you a slice to try.’

7 ‘Does your brother want to come to the market with us?’ ‘He can’t. He’s going to the cinema with his friend.’

8 ‘What are we having for dinner tonight, Mum?’ ‘Rice and fish.’

3 Write questions. Then ask and answer the questions with a partner.

1 people / eat insects every day in my country / in five years?

2 you / meet friends / this weekend?

3 you / eat less meat / in the future?

4 where / you go on holiday / this summer?

4 Read what Jack is thinking. Complete the sentences with will, be going to or the Present Continuous and the correct form of the verbs.

1 Jack less sugar. He thinks it is very bad for our health.
2 He thinks he captain of the football team next year. He’s been training very hard.
3 He with friends at the new burger restaurant this weekend. They made plans yesterday.
4 He’s suddenly very thirsty. He some juice.
5 He hard to pass his exams. He wants to go to university.
6 He his grandparents after school today. He goes every Wednesday.

5 Write a sentence describing what you intend to do after school today, a sentence about what your plans are this weekend and a sentence describing what you think you will do in the future. Discuss with a partner.

1

2

3

6 Write your partner's sentences from 5.

1

2

3

1 Find these words in The Tiny Robots. Choose the picture that best describes each word.

a / b

2 Put the events in the correct order.

3 Complete the sentences to summarise the story.

1 Fatima’s favourite place in the colony was .
2 The greenhouses reminded Fatima of .
3 Fatima liked to watch .
4 They were going to run .
5 Iris told Fatima that there were no .
6 The bee robots pollinated .

4 Discuss the questions with a partner.

1 Why do you think humans are living in a colony on Mars?
2 Why are they growing crops in a greenhouse?
3 Why aren’t the crops growing well?
4 How are the jobs of the agriculture robots and the bee robots different?

5

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Read and listen to the text. Answer the questions.

1 Why are pollinators so important?
Pollinators are that help flowers, plants, and trees to .

2 What will happen if there are no pollinators?
Fruit and vegetables .

3 How can we look after pollinators?
We can take care of them by and not destroying areas where .

6 Read and answer.

Bees live in beehives. There are 1,000,000,000 (one billion) beehives in the world today. However, scientists think we will lose 30% of these beehives in one year.

1 How many beehives will there be next year?
There will be next year.
2 How many will there be in two years?
There will be in two years.

7 What can we all do to help pollinators? Discuss with a partner.

1 Read and complete.

1 These are normally large carnivores which only eat meat. An example of this is a lion.
2 These organisms are normally herbivores, like small insects, that only eat plants and grass. An example of this is a locust.
3 These are at the top of some food chains and they eat tertiary consumers. An example of this is a human.
4 This is an organism that is at the bottom of the food chain. It gets its food from the Sun. An example of this is grass.
5 These are in the middle of most food chains and they are omnivores, which means they eat plants and meat. An example of this is a frog.

2 Label the food chain. Use these words.

1 ⇒2 ⇒3 ⇒ 4 ⇒ 5

3 Number the photos to create two food chains. Choose 1 for the bottom of the food chain and 4 for the top of the food chain.

A

leopard

locust

grass

baboon

B

rat

slug

owl

leaves

4

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Listen to the podcast about food chains in different habitats. Answer the questions.

1 What is a habitat? It is for plants and animals.

2 In which continent can you find the savannah? In .

3 What producer in the savannah does the podcast mention?

4 What animal eats this producer?

5 What animals eat the primary consumers? or

6 What tertiary consumer does the podcast mention?

5 Look at the organisms that live in a tundra habitat. Draw arrows to show the direction of the foodchain.

6 Make a paper food chain.

1 What do you think the world will be like in the year 2045? Use the topics and write sentences with might and will.

1

2

3

4

2 Discuss your ideas with a partner.

3 Think about food and farming in the future. Work with a partner and research one of the topics. Make notes.

4 Present your research to the class. Remember to use might and will.

5 Play What am I predicting?

1 Read the newsletter. Choose the food stall that doesn’t serve animal products.

2 Read and answer.

1 Underline the future forms.
2 Why are some words in bold?
3 Why does the writer use bullet points?

3 Think of an event near you. Answer the questions.

• What type of event is it?

• What will be there?

• What’s the date and time?

4 Use the newsletter and your answers in 3 to write a newsletter.

(0 words)

1 Compare your 3D plan of a sustainable farm for the future with a partner’s. What is the same or different?

	My sustainable farm	My partner's sustainable farm
What foods will the farms produce?
How will the farms be sustainable for the future?
What materials were used?

2 Complete your project report.

● Our report is about:

● We used the following sources to find information:

● Examples of visuals in our report include:

● We used the following materials in our 3D plan:

3 Present your report to your family and friends.

1 Choose three words. Write sentences with these words missing. Can your partner guess the words?

1 An organic farmer doesn’t use

because they kill insects.
2

3

4

2 Write one sentence describing what you intend to do after school today and one sentence describing what you think you will do in the future. Discuss with a partner.

1

2

3 Look at Diana’s diary for next weekend. Complete the sentences.

1 Diana play tennis with Marta on Saturday morning.
2 She meet Marcus at the restaurant on Saturday afternoon. She isn’t sure at the moment.
3 She walk the dog in the park on Sunday morning. This depends on the weather.
4 She her school project with Juan on Sunday afternoon.

4 What are you doing this weekend? What might you do? Talk with a partner.

5 Tell a partner about three interesting things you have learnt in this unit.

,
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How can I create a sustainable farm for the future? | p.50 ex.1

How can I create a sustainable farm for the future? | p.50 ex.2

How can I create a sustainable farm for the future? | p.50 ex.3

How can I create a sustainable farm for the future? | p.50 ex.4

VOCABULARY | p.51 ex.1

VOCABULARY | p.51 ex.2

VOCABULARY | p.51 ex.3

GRAMMAR | p.52 ex.1

GRAMMAR | p.52 ex.2

GRAMMAR | p.52 ex.3

GRAMMAR | p.53 ex.4

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GRAMMAR | p.53 ex.6

READING | p.54 ex.1

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READING | p.54 ex.3

READING | p.55 ex.4

READING | p.55 ex.5

READING | p.55 ex.6

READING | p.55 ex.7

SCIENCE | p.56 ex.1

SCIENCE | p.56 ex.2

SCIENCE | p.56 ex.3

SCIENCE | p.57 ex.4

SCIENCE | p.57 ex.5

SCIENCE | p.57 ex.6

EXPERIMENT TIME | p.57

COMMUNICATION | p.58 ex.1

COMMUNICATION | p.58 ex.2

COMMUNICATION | p.58 ex.3

COMMUNICATION | p.58 ex.4

COMMUNICATION | p.58 ex.5

WRITING | p.59 ex.1

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WRITING | p.59 ex.4

PROJECT | p.60 ex.1

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REVIEW | p.61 ex.1

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REVIEW | p.61 ex.4

REVIEW | p.61 ex.5