Student’s Book

Emily Hird
 How do we express
feelings?

1 B
B
B
B
Talk
Learn
Write
Make
about feelings.
oracy ground rules.
a poem.
a class contract.
B Prepare to give advice to a friend.

How do the
children
feel?

Can you imagine why

the children in the photos
feel like this?

When
do you feel like this?

6
 1.1

Key Words 1
stom
stomp
pyyo
our fee
eett apolog
ap ogiz
ize
e
smil
smile
e nerv
nervou
ous
anno
annoye
yed
d up et
upse
driv
drive
e so
some
meon
one
e cr
c az
zy sh
hak
a e

1 11
1. Watch
h the video
o and number in order.
What do you do when you feel happy?
What do you do wh
hen you
u feel an
ngry?
What do you do whe
en you feel nervo
ous?

2 Wa
1.11
1. atch agaiin. Com mplete the grap
phic AB page 2
orrganiz
zer in the
e Acc tivity Book.
7
Unit Ready to Read: Nonfiction
1A

Reading Strategy:
Identifying Theme The Green-Eyed Monster
The theme of a text is
the most important Jealousy is a negative feeling you have about someone. You feel
message or topic. jealous because they have something that hat yyou
ou don
don’t.t. You mig
ght
might
be jealous of a friend who has a cool
new bike, or your classmate who wins
1 Read and do the tasks. the spelling bee. Sometimes kids get
a What is the theme of jealous of a brother or sister who is
this text? getting special attention from their
monsters / family / parents. These situations can feel unfairirr
jealousy and can make you angry or upset.
The writer William Shakespeare called
b How many examples of jealousy the “green-eyed monster”
jealousy can you find in because it can make us behave badly
the text? and hurt people.
c Why is the girl in the
photo jealous?

2 Read the poem extract and do the tasks.

I’m angry! I’m angry! I’m mad! I’m upset!
My forehead is red, and I’m starting to sweat.
My feelings are hurt, and I’m jumping around.
I’m having a tantrum and pounding the ground.

a What do you think the theme of the poem is?

b Underline words you don’t know and look them up iin
na
dictionary. Were you correct about the theme?

3 Play a word association game. One person says an

n
emotion, the next says a related word, and so on.

Happy
Smile
Laugh

When you are angry, what

? happens to your body?

8
 1.2

Key Words 2
Help! Dealing with
Difficult Feelings
sweat 1.3 When was the last time you were really, really nervous, or even
terrified? Perhaps it was before a test or a school show. What about the
last time you felt excited? Maybe it was for a party or a trip.
Read the poem. Do you sometimes feel like this?

tantrum
I’m Angry! I’m Angry!
By Kenn Nesbitt
I’m angry! I’m angry! I’m mad! I’m upset!
My forehead is red, and I’m starting to sweat.
scream My feelings are hurt, and I’m jumping around.
I’m having a tantrum and pounding the ground.
My temper is rising. My mood is extreme.
I’m ranting and raving and starting to scream.
pout I’m shouting. I’m pouting. I’m pulling my hair.
It’s obvious life is completely unfair.
It happened today when I sat down to eat.
I opened my lunch, and I took out my treat.
I felt so unhappy I thought I might cry.
unhappy
I wanted some cake, but I only got pie.

What happens to my body when I feel strong emotions?

We have physical reactions to emotions. There’s a special part of your
brain that reacts to anger. When you are angry, your body makes
proud
chemicals like adrenaline that give you extra energy and make you
strong. Blood moves to your muscles. Your body is getting ready to fight
or run. Your blood pressure and temperature go up. You breathe faster,
and your heart beats faster, too. Even your eyes change!

hug T Think
What are some positive things you can do when you’re angry?

9
 Help! Dealing with
What else can I do?
1.4 Difficult Feelings Everyone has difficult
You can’t control these changes because they emotions sometimes.
are automatic, but you can change the way It is OK to have these
you act in response to them. Some people feelings! What can I
say you should count to ten when you are do when I’m angry,
angry. That will give you time to calm sad, or scared?
down. Good advice!
Identify the feeling: I’m scared. Knowing how
What about happiness? Happiness happens you feel can help you decide what to do.
in the brain, too. There are two important Talk to someone, like a parent, a teacher,
chemicals that make you feel happy: or a friend.
dopamine and oxytocin. Write about your feelings in a diary.
Dopamine gives you the feeling you get Draw or paint your feelings.
when you are proud of something, like if you Write a poem about your feelings.
win a video game. This chemical makes you Run around or kick a ball really hard.You
feel great! can even do a crazy dance!
Shout your feelings at the sky or at the
Oxytocin is the reason we feel good when
trees. Raaaah!
we hug. It’s really important for new babies
Imagine your difficult feeling is a big
to have skin-to-skin contact with their moms
bubble. Now blow it away!
and dads because it increases their oxytocin.

While I was writing a

poem yesterday, I
started to feel better.

How can I help my friends to deal with

their emotions?
Let them talk. Be a good listener.
Practice breathing slowly together.
Tell them that tomorrow is a new day.
Remind them that you are their friend.
Give them a hug if they want one.

T Think
Do you think it’s important
to talk about your emotions?
Why or why not?

10
Explore the Text
1A

1 Which of these themes is not covered by the article? Circle.

a Things you can do to c How people express feelings
control your emotions differently in different cultures
b Your body’s response d How to help your friends with
to feelings difficult emotions

2 Complete the chart with details from the text.

Anger Happiness

Your body makes the chemical called Your body makes chemicals called
. and .
Your body is getting ready to Your body makes dopamine when you
or are about something.
.
Your body makes oxytocin when
Blood moves to your . You you .
breathe .

3 Find and circle words or phrases in the text associated with anger and happiness.
Add them to the word clouds.

Anger Happiness
scream laugh

4 1.5 Find the words in the text and circle them. Then match them
Key Words 3

with the definitions.

a rant 1 relax
b calm down 2 able to function without the help of a person
c pull 3 shout in an angry way
d automatic 4 move something toward you

S Time to Talk!
What makes you feel jealous? What makes you feel angry?
What makes you feel happy?

11
Grammar in Context

1 Read the sentences and do the tasks.

While I was writing a poem yesterday, I While I was watching the
started to feel better. movie, I wanted to cry.

a Underline the verbs in the past simple. Then circle was and the verbs in
the -ing form.
b Do these sentences refer to the past, present, or future?

Grammar: Interrupted Past

We use the past progressive and the past simple to indicate that a longer action
in the past was interrupted.
While I was writing a poem yesterday, I started to feel better.
While I was watching the movie, I wanted to cry.

2 1.6 Listen to the song and number the situations in order.

3 1.6 Listen again and complete the sentences in the correct tense.

lose eat stay lie

a While I at the beach, I broke my smartphone.

b I some ice cream while I was looking out to sea.
c While I was playing on the beach, I my new shoes.
d I read my book and finished it while I in the sun.

4 With a partner, complete the sentence and invent a silly story.

I went to the beach last week, and something crazy

happened! While I was ing, suddenly …

12
Spelling Patterns and Word Study
1A

1 1.7 Listen and repeat. What sound do the words have in common?

say paint eight steak

2 1.8 Listen and repeat. Then complete the chart.

play weight crayon explain great break sleigh email

ai ay ei ea

3 In pairs, take turns saying Spelling Tip

the words and spelling them aloud.
Ai, ay, ei, and ea can all make
the long a sound.
say paint eight steak

4 1.9 Listen and say the tongue twisters.

Eight crazy snails break Great Aunt May hates

daisies while they play. painting on gray, rainy days.

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 Oracy

Oracy Skill: Ground Rules

Ground rules help make our presentations and discussions more effective.

1 Work in small groups to do the tasks.

a Each group is assigned a table below. c Share your ideas with the class.
b Brainstorm five oracy ground rules Discuss which rules are the same
for your table and complete it. and which are different.
I’m Liam!
I’m Kate! Table 1: Oracy Ground Rules for Table 2: Oracy Ground Rules
Discussion and Collaboration for Giving Presentations
1 1

2 2

I’m Emma! 3 3
I’m Jack!

4 4

5 5

Let’s Practice Oracy! O 1, 2, 3 S Oracy Time!

1 Form groups. Discuss the Oracy Time! questions. Prepare to welcome a

new student to your
2 Remember to follow the ground rules. class. What do you need
to tell the new student?
How can you help him or
3 Present your group’s ideas to the class. her feel relaxed?

Check Your Oracy!

All the time /
1 My group followed the ground rules for discussion. Sometimes / Never

2 Were any ground rules broken? Yes / No

3 If any ground rules were broken, which ones?

14
Writing
1A

Write a Poem

1 Read the acrostic poems and answer the questions.

a What are the hidden words?
b What is the theme of each poem?

Improve Your Writing: Adjectives

When we talk about emotions, we often use -ed adjectives.

I felt bored / frightened / excited.
When we describe things such as books, movies, or events,
we often use -ing adjectives.
The movie was boring / frightening / exciting.

2 Underline the -ed and -ing adjectives in the poems. How many are there?

3 Choose an emotion. Make a list of all the words and phrases you associate
with it.

4 Prepare to write an acrostic poem in the Activity Book.

AB pages 9–10

15
 Unit Ready to Read: Fiction
1B
1 1.10 Key Words 4 Listen, look, and repeat.

embarrassed stand out stressful lucky strict

shy courage lost relieved follow

2 Complete the sentences with the correct word from Activity 1.

a I have to practice for two hours every day. My violin teacher is so !
b I felt when I got my grade from the test—10/10! Phew!
c I always get really when I have to sing. My face turns red!
d I won three games in a row. I’m !
e Let’s dance! me—I’ll show you what to do.
f Oh, no! This is the wrong street. We’re .
g My mom always takes a long bath after a day.
h You need a lot of to work with dangerous animals.
i I among my friends, because I’m the only one with red hair.
j When I meet new people, I feel nervous and .

3 Discuss the questions with a partner.

a Have you ever been lost? Where? What happened?
b What is lucky in your culture? Do you believe in lucky objects?
c How do you relax?

? Is it easy to talk about your feelings? Why or why not?

16
 Reading Strategy: Identifying Plot, Setting, and Character
It helps us understand a text if we can summarize what events
happen (the plot), if we know where the action happens (the
setting), and if we know who the people are (the characters).

1 Look and say what the

story pictures tell you
about the setting, the plot,
and the main character.

2 Read and check your

predictions. Then,
complete the story map.

Ricky to the Rescue

Ricky was in fourth grade. He was very shy and edge of the lake. He had learned how to swim when
had no friends. One day, Ricky’s class went to the he was very young. He was a strong swimmer and
park. All the other kids went on boats in the lake. knew he could get close enough to the kid to get
Ricky sat alone on a bench watching the kids him a life preserver. Ricky dove into the lake as his
having fun. He felt sad. “I’m not good at anything,” teacher threw a life preserver to him. He swam out
he thought. quickly toward the drowning kid and reached him
Suddenly, Ricky heard a splash and lots of with the life preserver just in time! When Ricky got
shouting. A kid had fallen out of his boat and was in out of the water, everyone was clapping. “What a
the water. He couldn’t swim! Ricky ran over to the hero!” someone shouted. Ricky felt proud.

boy Julia forest Ricky sad proud help lake fifteen

boat girl bike danger safety chair bench ten happy furious

Main character: A named , aged .

Setting: At the .
Beginning: He feels . He sits on a .
Middle: A kid on a falls into the water. He needs !
End: He gets the kid to and feels .

3 Look at the pictures on page 18. What do they tell you about the plot,
the setting, and the main character?

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 1.11
It’s All in the Mind By Jeremy Edgar

Here.
Wear this!

Mom, you can’t be serious! Please try

to imagine how nervous I’m feeling about
Hurry up, Olivia! If we don’t
meeting my new classmates.
leave now, you’ll be late for your
first day at your new school.
Olivia looked embarrassed.The last thing she
Olivia’s family has just moved to a new town. wanted was to stand out in her new school.

You’ll be in Miss Larsson’s class.

That’s her. You’re lucky. All the
kids in her class love her.

I know the first day can be stressful,

and I can see that you’re worried—
you’re biting your fingernails … Just T Think
try to calm down, honey. Why might starting at
a new school be scary?
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 313BBb

I think Miss
Larsson looks
kind of strict.
I’m not sure I
want to be in
her class.

Please don’t come to

my classroom, Mom. It’s
just over there. I’m
fine, honest. I know you
want to make sure I’m
I think you’re OK. But I don’t want
imagining the other kids to think
things, Olivia. I need someone taking
You heard the care of me all the time.
secretary say
that all her OK, Olivia, but please try to calm
students love her. down, honey. I’ll see you at three o’clock.

Olivia thought it was the wrong moment to meet

Ben, I thought I told you that I never
her new teacher. She was beginning to regret that
want to see you here again! Now, go
her mom had left.
home and stay there!

T Think
Who do you think Miss
Larsson is talking to?

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 1.12 It’s All in the Mind Can you help me?
I’m new and …

Olivia was unsure which classroom was hers. Olivia managed to build up enough courage to
She wanted to ask someone, but she felt too shy. ask a boy which classroom was Miss Larsson’s.

Hi, my name’s
Liz. You look
lost. Can I
help you?

Sorry, can’t stop now!

Olivia couldn’t believe it when the boy ran off. Then a girl walked up and smiled at her. Olivia felt
She felt so alone. relieved to find a friendly face at last.

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 1B

Would you
like to sit
next to
me, Olivia?
I saw Miss Ben isn’t a kid. He’s
Larsson earlier. Miss Larsson’s dog.
She was yelling He’s always following her
at some poor to school. Don’t worry!
kid named Ben. Miss Larsson never
Thanks. That yells at us.
would be great.

The girls found out that they were in

the same class. Liz took Olivia to their
classroom. Miss Larsson was there, but she
didn’t look angry anymore.

That’s the
boy who ran Hey, Gustav!
off when I Did you run off
asked him when Olivia
for help. asked you
for help?
I’m really sorry, Olivia.
As soon as I saw your
backpack, I remembered
I’d left mine in my mom’s
car. I had to run back to
get it before she left.

T Think Olivia was feeling better now, thanks to her new

classmates. Maybe her new school wasn’t so bad
Will Olivia be happy at her new after all.
school, in your opinion? Why?

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Explore the Text

1 Complete the story map for It’s All in the Mind.

Main character:
Other characters:
Where does the action happen?
Beginning:
Middle:
End:

2 Read and mark T (true) or F (false). Correct the false sentences with a partner.
a Olivia feels embarrassed by her mom.
b Miss Larsson is angry with a student named Ben.
c Olivia is shy about asking for help finding her classroom.
d Gustav runs away from Olivia because he is worried.
e At the end of the story, Olivia feels anxious.

3 With a partner, retell the story.

4 Order Olivia’s feelings throughout the story. Then, complete the sentences.
happy B nervous B lost B embarrassed B shy B
Remember
At first she feels … because … the ground
Then she feels … because …
rules for
discussion!

? Why do people sometimes hide their feelings?

22
Grammar in Context
1B

1 Read the sentences and do the tasks.

If we don’t leave If I don’t like my teacher, I

now, you’ll be late. won’t be happy at school.

a Circle if in the sentences. Underline will and won’t.

b Do these sentences talk about a real situation in the present, or an imagined
situation in the future?

Grammar: First Conditional

We use the first conditional to talk about things that might happen
in the future.
If we don’t leave now, you’ll be late.
We can also write this as: You’ll be late if we don’t leave now.

2 Complete the sentences with will, won’t, or if.

a If it’s sunny on Saturday, I go to the park with my friends.
b I finish my homework in time, I’ll watch a movie tonight.
c We go to the beach if it’s too windy.
d I’ll bake a cake we have all the ingredients in the cupboard.
e If I don’t train hard at soccer, I never play really well.

3 Make silly sentences with a partner. Then, do the actions.

If you guess my favorite color, I will … mime eating a banana.
you count backwards from ten in English, sing a song.
you clap five times fast and snap your balance a book on my head.
fingers twice, hop for a minute.
you say “hello” in two different
languages,

S Time to Talk!
When was the last time you felt …
sad / happy / excited / nervous / proud / angry?

23
Listening

1 Listen and number the pictures in order.

1.13
Then, label Tessa, Luke, or Lucy.

2 1.13 Listen again. Number the feelings in the order you hear them.
nervousB frustrated B proud B upset B calm B
bored B jealous B embarrassed B annoyed B furious B

3 Read and write Lucy, Luke, or Tessa.

a Who is jealous of their sister?
b Who feels nervous?
c Who cooks when they feel upset?
d Who gets frustrated sometimes?
e Whose neighbors get annoyed sometimes?
f Whose dad is teaching them?

Ground Rules O S Oracy Time!

1 Form groups. Discuss the Oracy Time! What is the best thing to do
topic. when you feel these emotions?
2 Remember to follow the ground rules a shy
for discussion. b nervous
3 Each group shares its ideas with the c angry
class.
4 Complete Check Your Oracy! in the
Activity Book on page 17.
Values AB page 16

24
The Big Challenge
1B

How can
we show
respect for our
classmates’ Your challenge is to make a class contract.
feelings?

1 Discuss the scenarios. How would they make you feel?

2 Brainstorm ideas for a class contract. Think about your
role as a student and the teacher’s role.

respect support help listen pay attention

share remember congratulate be …

3 Write and illustrate your contract as a poster in groups.

4 Present your ideas to the class using your poster.

You are a student. You are a teacher.

You work hard on an idea You read the students’ work

for a project. A friend carefully and give them all
copies your idea. You both grades. Some students don’t
get good grades. read your comments.

You lose your favorite All your students remember

hat at school. Another d
to bring their books and
student finds it outside homework to class.
and brings it to you. ng
While you are explaining
Your best friend makes a something, two students
new friend you don’t like.
They spend a lot of time
continue talking.
Some of your class are
Our Class Contract
together at break time. ol
nervous about the school
We will … Our teacher will …
You sit by yourself. show, but their
• share our class supplies • congratulate us when
You forget your pencil classmates with each other. we bring our books and
case. A classmate encourage them • make sure everyone takes homework.
notices your problem and clap loudly turns talking during group • be understanding when
and shares his pens afterwards. discussions. we are nervous about the
school show.
with you.

How do we express feelings? Look back through the

? unit. Share your ideas with the class. AB pages 17–19

25
 G M I S S I O N
SPEAKIN Your friend has a problem and needs your help.
Listen carefully to your friend talk about his or
Before Your Mission her problem and suggest ideas to help.

1 1.14 Key Words 1.15 Listen and match each feeling to the correct photo.

happy hurt frustrated anxious

jealous hopeful embarrassed

2 1.16 Listen to the conversation between the school counselor and Ruben.
Circle the feelings from Activity 1 that you hear. How many feelings did
Ruben experience?

Why is it sometimes hard for

? us to talk about our feelings?

26
 1

During Your Mission

3 1.17 Listen to Ivy’s problem. Then, write advice for her.

Can you ?
Why don’t you ?
You should / shouldn’t .

4 1.18Listen to the conversation between Ivy and Charlotte. What advice does
Charlotte give Ivy? Was it the same as or different from your advice?

5 In pairs, choose one of the following role plays to act out:

a The problem: Your best friend isn’t speaking to you anymore.
The role play: A conversation between two students.
b The problem: You have to move to a new house and change schools.
The role play: A conversation between two best friends.

S Key Language
What’s wrong?
Why are you feeling (sad)?
Can you talk to … ?
Why don’t you … ?
You should …

27