CATALOG_RICMOND_2017_INT-op

EFL
High
4
Student’s Book
Eight topic-based units offer a balance of work in the four skill areas:
reading, listening, speaking and writing.
Adventure
nit
1
2
5
Vocabulary
1 Listen and label the pictures. 1
1
grassland lighthouse driveway TV crew
herd backyard hyena dawn
3
6
2 Think of answers to the following questions.
4
7
1. What animals are you likely to see in each of the two places? her cat, Pizza. She read books or sent texts to her
2. What activities can you do there?
friends or just watched the world below. Sometimes
her best friend, Scarlett, and Scarlett’s twin brother,
3. Which of the activities do you consider “high adventure”?
Noah, came, and they played and invented stories
4. Which place is more fun to go to? Why?
and listened to music. It seemed that nothing was
ever going to change, until...
3 Share your answers with other students.
“I’m sorry, Bella, but I have some bad news,” her
dad said one morning.
“What is it?” asked Isabella.
8
Reading
It was a long hot summer. Nobody knew
if it was the effect of global warming or just a heat
wave. But the heat was like a heavy blanket. The
air was as thick as soup. It had been hot for so
long that people were talking about it. It was too
hot inside the house; it was too hot outside. It was
too hot to work by day; it was too hot to sleep at
night. It was even too hot to play.
For Isabella it was different. Every day she took
her things and walked down the garden to the
old tree—her tree. She climbed up the rope ladder,
up through the leaves and the tangled branches,
to her tree house. She loved it there. It was like
floating on a boat in the sky. Her floating world.
All day long Isabella stayed there alone or with
New pages that
introduce the
vocabulary of each unit!
Episode 1
“You know there’s nowhere to park around here. And
I have to park my taxi somewhere...” He paused, then
continued, “We need a garage at the end of the garden.”
Isabella looked at her mom (who looked at her cereal
bowl), looked at younger brother Tyler (who gave her a
horrible smile), and then looked again at her dad.
“My tree is at the end of the garden,” said Isabella.
“That tree is old, Bella. It’s dead on the inside...”
“It’s the oldest tree in the neighborhood. It’s so
beautiful.”
“I know it is, but it’s getting dangerous. I’m sorry,
but it has to come down.”
Isabella’s face turned as red as a chili pepper. It was
like an oven in the kitchen. Isabella could get angry
very quickly—but this time she got angry as fast as
lightning! She didn’t say a word. She just picked up
Pizza, walked to the end of the garden, climbed up
the ladder and pulled it up behind her.
More about...
THUMBS UP!
SECOND EDITION
The Student’s rEsource
Book will allow students
to reflect on values through
different situations in the
Thumbs Up! Gang comic strips.
It also includes a series of
videos related to the content of
each unit.
31
Attractive
texts that
help students
develop their
reading skills!
1 Read and complete. Then find two more similes. 41
1. The heat was like .
2. The air was as as .
3. Isabella’s face turned as as .
4. It was like in the kitchen.
• Invent more similes for the story.
1. The tree was as as .
2. The tree house was like .
3. Isabella was as as .
58 Go to PB p. 55
Listening and Speaking
ComiC
1 Complete the mind maps with words from the box. 4
puppy gosling feathers fly beak paw hair bark nest teeth
Geese
Dogs
Writing
Activities to help
students develop
listening and
speaking skills!
1 Read the text. Then choose and write the headline.
The new Practice tEsts
Booklet will help students
get familiarized with the format
of Cambridge exams. The
content of the tests is based on
the syllabus of Thumbs Up!
sECond Edition.
2 Listen to the conversation and choose
the best title for each picture. 43
a) A Lucky Escape
b) An Intrepid Mum
Yesterday New York City police arrested their main suspect in a $10 million bank robbery.
His name is Harry, and he’s a nine-year-old parrot!
3 Listen again and find the following
information.
A
B
C
A highway number: _______
The name of baby geese: _________
A geographical area with water: ___________________
The name of a disaster: ________________
D
E
F
4 Make up a story using the pictures.
• Choose another headline and write a lead paragraph.
A lead paragraph should get your readers’ attention and make them want to read more.
It should only include basic information about your story.
• Make notes to write a short article.
Remember!
1. Who:
60
Go to PB pp. 57 & 58
Almost all interesting news
stories answer these six
questions. So think about them
before you write your story:
Who was involved?
What happened?
When did it happen?
Where did it happen?
Why did it happen?
How did the story end?
2. What:
3. When:
4. Where:
5. Why:
6. How:
Writing activities that
take students step by
step to create different
pieces of writing!
• Write a short article in your notebook.
Write three paragraphs.
Paragraph 1: your lead paragraph that gets your readers’ attention
Paragraph 2: the main events in your story
Paragraph 3: the conclusion of your story—what happens in the end
Use the following expressions to organize your story:
First... To begin with... Next... Another... Finally... In the end...
Go to PB p. 59
61