20

N RIG HT S
HUM A
IVER SIT Y
& D

Unit 1
21
 FPO
[Insert photo for background of whole spread]
istock 507845606

46
 Lesson 2
How is the genealogy of
first Americans important
to the world?
Can understand short texts on subjects of personal interest written with
simple words.

Can understand simple questions.

Can use question tags to make indirect questions.

Can use demonstratives these or those and plural irregular nouns.

Can use verb To Be in Past Simple in negative statements and interrogative

form to describe and obtain past descriptions.

Can recall the vowel sounds /e/, /ɜː/, & /ə/.

How is family history

important to you?
Can identify specific information in simpler written material such as letters
describing events.

Can understand short, very simple questions and statements about the past.

Can use prepositions of instrument + be made of to express the uses of tools.

Can use abstract nouns to describe events and concepts.

Can use Past Simple, regular and irregular, in negative statements and
interrogative form to describe past events.

47
 Develop Your Language

01  Think of the first Americans. Complete the organizer

with your own ideas.

What do you think

they looked like?

The First
Americans
What do you think How do you think they
they did? arrived in America?

02  Go to your Awesome Reader and Writer 03  What did you learn from the text? Write a short
and read “The Story of History.” Choose six paragraph summarizing the main ideas.
words you want to remember. Write the words in
the boxes and a sentence for each word next to it

04  Share your summary with your classmate. What did

you learn from your classmate’s summary?

48 Lesson 2 KEY WORDS Asia bridge different first group probably temperature

 05  Look at the pictures on the left. Write three
statements about the first Americans.

06  Listen to the track and read the

statements below. Write “T” for true or “F”
for false. Compare your answers with a
classmate and correct the false statements.
The Clovis Culture

07  Listen again. Write three questions you T/F

heard in the interview. Find a classmate who
can answer all the questions you wrote.
The Clovis Culture 1. The Clovis were the last culture to arrive
in the Americas.

2. Their remains were found in New Mexico.

3. The Clovis culture is 20,000 years old.

4. They came from Japan.

5. They crossed the Bering Strait land bridge.

08  Go to your Photo Bank W3PB1. Discuss the

following questions with a classmate.

›› Where is the Bering Strait?

›› Which path did they follow on their journey?
›› What did they eat while on their journey?

F ROM MISTAKES? ›› When did they decide to stay in one place?

N
EAR
UL
DO YO

thousand walk year 49
 The Skeleton from Alaska
The history of America’s indigenous populations still
remains a mystery to most scientists. However, the
discovery of a little girl’s skeleton in Alaska may be
able to tell them more about the first inhabitants in
the Americas.

In 2010, archaeologists discovered the skeleton of a

six-week-old girl in Alaska. The skeleton dates to 11,500
years ago and still contained genetic material. This was
01  Discuss the following questions with a classmate. very important to scientists.

›› How can people find out more about the first Based on information from her DNA, scientists believe
inhabitants in America? she is part of the first group of people to come to Alaska.
›› Do you think only men first arrived in the Americas? This group was made up of men, women, and children.
›› How are modern women different from the women They traveled very long distances to finally reach there.
who first inhabited the Americas?
›› Do you think there were children among the Similar to the Clovis theory, this discovery supports
first inhabitants? the idea that a group of people from Siberia migrated
›› How were things different 20,000 years ago? across the Bering land bridge to reach Alaska. The data
will continue to help scientists learn more about the
ancestors of the Native Americans.
02  Read “The Skeleton from Alaska” and underline all
the plural words you can find. Classify them into regular
and irregular plural nouns.
03  Read the text again . Look at the sentences below
and substitute “these people” and “those people” for
Regular Plural Nouns
some of the words you underlined previously in the text.
Rewrite the complete sentences in the space below.

1. These people remain a mistery.

2. Those people who traveled very long distances reached

the Americas.

Irregular Plural Nouns 3. These people believe she is part of the first Americans.

4. Scientists will learn more about those people.

04  Write a small paragraph in your notebook about

how the first Americans live. Make sure to use “these,”
“those,” and irregular plurals.

50 Lesson 2 KEY WORDS ago become come field girl man old

 05  Look at the questions. Discuss with
a classmate.
What does the Bering land bridge theory say
about the first Americans?
06  Listen to a conversation between two friends about a
different theory of where the first Americans came from.
Complete the text using the information you hear.
The First Americans Came from Australia?

You agree with this theory, don’t you? Why or Many scientists support the theory of first Americans
why not?
       through the Bering land bridge.
There could be other explanations on how the
Americas was occupied, couldn’t it? Can you However, there are some who        that the
think of some?
first Americans came from Australia and       

in the        of South America. There are also

stone tools in Brazil that are 50,000 years         .

This is a lot older than when the Bering sea       

a land bridge, which was only about 12,000 years

       .

07  Which expressions were used in the

conversation? Circle the ones you heard.
Listen again and check your answers.
The First Americans Came from Australia?

isn’t it? isn’t she? doesn’t it?

aren’t they? isn’t there? wasn’t she?

didn’t he? can you? don’t they?

08  Start a conversation with three more classmates

about the origin of the first Americans. Answer the
CLIMATE CHANGE following questions using the expressions above.

Climate change is nothing new. For millions of years, ›› Where do you think the first Americans came from?
the Earth has warmed and cooled due to factors like the ›› How do you think they arrived in the Americas?
sun’s intensity and volcanic eruptions. However, today, it ›› Why did they come here?
has become dangerous for all life on Earth, and humans ›› What happened to them?
are responsible for this.

What did we do? The destruction of ecosystems and

the burning of fossil fuels has released huge amounts
of greenhouse gases into the atmosphere. Greenhouse
gases trap heat, resulting in global warming—the
overheating of the planet. What are some things you can
do to help make a change where you live?

To learn more about the topic through data that NASA

has obtained about climate change, visit
https://climate.nasa.gov/

stay think tired 51
 01  Read the scenario below. Write your ideas and
share them with a classmate.

Imagine you are part of the group that first came to the
Americas. How many generations it would take for your
people to move and establish villages throughout
the Americas?

Recent Findings on First

Americans
Recent investigations and archaeological discoveries
have produced new theories of how the Americas were
first occupied.

The Bering land bridge wasn’t accessible until 13,000

02  Read “Recent Findings on First Americans.” How is
this theory different from what you have read
previously? Discuss with a classmate and write a
summarizing statement.
years ago. But there are settlements dating back
18,500 years ago in Chile—thousands of kilometers away
from where people supposedly arrived. So even if people
used the Bering path they weren’t the first ones to arrive
in the Americas.
The oldest artifacts weren’t found near Bering but near
the coasts. Besides, older versions of Clovis tools weren’t
found in Asia but in Europe. This suggests the possibility
of people traveling across the Atlantic ocean. However,
people weren’t able to navigate long distances at that time.

All the theories seem possible but none seem to be the

perfect answer to all the questions.
The most accepted theory now is that different groups
of people migrated at different times to the Americas.

03  Read the text again. Then, answer the questions.

1. Was the Bering land bridge the only way to come to

PEOPLE HAVE TO WA
CIENT
the Americas?
AN LK F
ID D RO 
MA
RS

2. Were the people who crossed through the Bering land

METE

LASK

bridge the first ones in the Americas?

HOW MANY KILO

A
TO ARGENTINA?

3. Was the Clovis theory completely correct?

4. Were older versions of Clovis tools found in Asia?

52 Lesson 2 KEY WORDS Europe however kilometer many match near offer

 04  Look at the text “Recent Findings on First Americans” and
Exercise 3 again. Then, answer the following questions.

1. What verb is used in all questions and answers? Language Key


Remember! When we use the verb To Be
 in the Past Simple, we change its form
according to the pronoun.
2. How do you form a negative statement?
Example:

I was reading about the first Americans.
She was one of the first Americans.

We were in Siberia.
3. How do you form a question?
When you want to express a negative
 idea using the verb to be, you need to
add not, or the contracted form n’t
 to the verb.

4. How do you use was and were with pronouns? Example:

We were not in Siberia.
 She wasn’t one of the first Americans.
 If you want to make questions, the verb
to be is placed in front, followed by the
05  Read the Language Key box and check your answers from the pronoun.
previous exercise in pairs.
Example:
Was she one of the first Americans?
06  Look at the statements below. Match the sentence halves to Were they in Siberia?
complete the sentences.

1. Recent investigations and a. ...weren’t the first ones to

archaeological work has
produced new theories of
who the America´s…
2. The Bering land bridge…
3. So, even if people used the
Bering path they…
4. The oldest artifacts…
5. Was there any…
6. Were there many people…
arrive in the Americas.
b. …weren’t near Bering but
near the coasts. 07  Go to your Photo Bank W3PB2. Discuss
the following questions. Use the space
c. …first occupants were.
below to make notes.
d. …evidence of the Clovis
being the first people in ›› Mark on the map the three possible
the Americas? routes: Europe, Australia, and Siberia.
›› How were they able to get there from
e. …in the groups that came to Europe? Australia? Siberia?
the Americas? ›› Which route was the most probable?
›› Why do you think so?
f. …wasn’t open until 13,000
years ago.

path sail water 53
 01  Discuss these topics with a classmate. What do you
remember about: Remember…

›› the Clovis theory? /e/ is a short sound.

PRONUNCIATION BOX
›› people in Alaska? Any /’eni/ and check /tʃek/ are good
›› Australians? examples of this sound. Can you think of
any others?
02  Listen to the track. Fill in the gaps with
the appropriate word. /ɜː/ is a long sound.
The Anzick Boy Bird /bɜːrd/ and first /’fɜːrst/ have
this sound.
year
1. A 12,500 -          - old skeleton was found in Montana.
Important: In British English, when
2. Its DNA revealed a link to modern Native          cultures. combined with an r, like in word /wɜːrd/,
the r sound is barely pronounced!
3. This discovery          the Clovis theory.
/ə/ is also a short sound.
4. The first Americans          from Siberia. Doctor /’dɒk.tər/ and father /’fɑːðə/
share this sound. What other words have
5.         , this discovery does not contradict the this sound?
Solutrean theory.

6. The Solutrean culture was in          .

7. A lot of          needs to be done on the subject.

03  Some of the words above might have one of the three
sounds given in the Pronunciation Box. Use a dictionary and
classify these words.

/e/ /ɜː/ /ə/

04  Go back to the previous pages. Find six

words from your Key Words that have these
sounds. Put them into the correct columns
in Exercise 3.

05  Talk about life in the Americas when the

first Americans arrived. Try to use the words
given below.

›› theory ›› affirm
›› Europe ›› support
›› American ›› Siberia
›› however ›› work
›› year ›› entered

54 Lesson 2
Apply Your Knowledge

01  Complete the text using the words in the box.

affirm American entered Europe however

Siberia support theory work year

The skeleton of a woman was found in a cave in Brazil. Scientists named her Luzia and she’s

about 11,500 (1)        old. Reconstruction (2)        was done on her skull and
it showed similar features to the Australian aborigines. This discovery supports the theory

that (3)        people originated from Australian aborigines.

Some scientist now (4)        that there is evidence of the inhabitation of Australian
aborigines in South America, dating 50,000 years ago. There are cave paintings that

(5)        that theory because they show ships that people used to sail across
the sea.

(6)        this theory does not contradict the Clovis (7)        . Scientists

have found proof that suggests there was an invasion of (8)        people who

(9)        from the North. It does not contradict the Solutrean theory either as people

from (10)        could stay in North and Central America and had no direct contact with
other groups until thousands of years later.

02  Write five questions based on the text using the verb to be in Past Simple.
Ask a classmate to answer your questions.

03  Work with a classmate. Discuss the different aspects of all the theories you
learned this week about the first Americans. Use the following guide.

›› Mention as many theories as you can.

›› Mention the different routes that people could take.
›› Mention the probable origin of people who entered into the Americas.
›› Mention as much evidence and findings as you can.
›› Mention some inconsistencies between the different theories.

55
 Writing Time!
Go to the “Writing Process” section of this unit in your Awesome
Reader and Writer and work on your third step: Organizing.

01 03 05 Publishing &
Brainstorming Drafting Assessing

Analyzing Organizing Editing

02 04 06

Word Bank
Write any difficult words you are learning
this week. Use meanings, drawings, or
anything you want to help you remember
these words.

Traveling Narratives!

When you travel, you get to see the history of each place. Have
you ever done some research before going to a city or country?

This week, you need to start selecting the topic you’ll be writing
for your narrative. Have you decided which city you want to talk
about? Start doing some research about what happened in the
past and how that influenced the whole city or country.

While you are doing your research, see if you can make some of
the tools or artifacts in your Maker Zone. Remember, the more
visual aids you display, the easier your presentation will be.

56 Lesson 2
Test Yourself

Cambridge English: Key – Listening – Part 2

Listen to James Brown talking about the first Americans.
What information relates to the concepts?

For questions 1 – 5, write a letter A – H next to each concept.

You will hear the conversation twice.

Example:

0 Genealogy D

Concepts Information

1 Paintings and tools A Difficult to trace back

B Not his profession

2 Lineage
C Gives much information about origins

D Based on historical records and genetic analysis

3 DNA profile
E A job he loves

4 Theories F Changed by findings

G Incomplete ones
5 Archaeologist
H No historical records

For this part of the test, you are asked to match two columns based on
a conversation. The aim of this exercise is to find key words that will help
you choose the correct answer.

For this exercise, you can make use of lexical sets. When you are listening to the
different words, it might help if you classify them according to their main concept.
For example, words from this Test Yourself can be classified like this:

Archaeology and
Archaeology Genealogy
Genealogy

archaeologist genealogist scientist

cave paintings DNA profiles study

tools historical records information

fossils genealogy theories

findings families discoveries

prehistory lineage genetic analysis

history origins

57
 Develop Your Language

01  Think about your family. Make a sketch of your family and share it with
your class.

02  Go to your Awesome Reader and Writer and read “Family Trees.”
Choose eight words that you found interesting. Write a sentence or
make a drawing to represent each word.

1 2 3 4

5 6 7 8

03  Write a short paragraph to share your opinion about the text. Use all the
words from Exercise 2. Use the space below to brainstorm for ideas.

58 Lesson 2 KEY WORDS after begin keep later long reason record

 04  Look at the pictures on pages 58 and 59. What
differences do you see between the families on both
pages? Discuss your ideas with a classmate. Then, write
your own conclusion in the space below.

05  Listen to the interview. How is the study

of genealogy different between then and
now? Use the space below to make notes.
The History of Genealogy

06  Listen again. Write the four questions

used in the interview. Then, work with a
classmate and answer the questions together.
The History of Genealogy

07  Go to your Photo Bank W4PB1. Work with two

other classmates and answer the questions below.

›› Look at the royal family of the Netherlands. Why do

you think it is important for them, or for any royal
family, to know their genealogy?
›› Why do you think commoner families would like to
know about their genealogy?
›› Would you like to know yours? Why?

YO U DO SOMETHING WRONG?
N
O W HE
UD
YO
T DO
WHA

science start write 59
 01  Look at the following questions. Work with a
classmate and answer the questions.

1. What do you know about Greek gods?

2. What do you think their family history was like?

FOOD CONSUMPTION
In ancient Greece, food played an important role in
their culture. The Greeks always enjoyed the pleasure
of eating.
02  Listen to the track. Which god did you find
the most interesting? Write your reasons below. For all athletes competing in the Olympics, food was
The Olympians essential. A healthy diet for an athlete included bread,
cheese, and meat. It was much later that regulations
were imposed to create a more balanced diet for all
God: athletes.
Reasons:
How do you think the diet for athletes has changed
throughout history? What are the reasons behind
healthier food consumptions in sports? Does it make a
difference? What about your own diet?

Read more about how athletes of the Olympic Games are

asked to maintain a healthy body image as part of their
responsibilities. Go to https://www.olympic.org/hbi.

03  Listen to the track again and match the

gods to their roles.

Aphrodite Apollo Ares Athena Demeter 04  If you were a god, what
would your role be? Choose one
from the list below and write a
Hades Hephaestus Zeus short paragraph explaining your
reason.
1. Agriculture:            
›› Justice
2. Underworld:             ›› Law
›› Peace
3. Justice and law:             ›› Wisdom
›› Love
4. War:             ›› Beauty
›› Knowledge
5. Peace and wisdom:             ›› Intelligence
6. Love and beauty:            

7. Music and knowledge:            

8. Fire:            

60 Lesson 2 KEY WORDS: daughters famous great Greece king mother popular


05  Discuss the questions below with two classmates.
›› What do you know about Vikings?
›› How do you think Vikings dressed?
›› How do you think they moved from one place
to another?
›› Where and how do you think they lived?
06  Read the text “A Family Tree of Viking Gods.” Draw
the family tree in the space below.
Odin
08  Go to your Photo Bank W4PB2. Discuss the following
questions in groups of three.
›› How were the war clothes of Vikings different from the
war clothes of the Greeks? Were they made of the same
materials? Did they serve the same purpose?
›› How are Viking temples different from Greek temples? Did
they serve the same gods?
›› Mention other differences that you find interesting.
sky son understand
A Family Tree of Viking Gods
The Vikings were great warriors and sailors. They wore
animal fur as clothes. Their shields were made of steel
and wood. Their boats and houses were mainly made
of wood. They invaded many countries in Europe.
They had many legends to help them understand the
universe. For example, they believed that Odin, the king
of the gods, was the father of Thor, the god of thunder
and storms. Thor is the most famous of the Viking gods.
His mother was Fyörgyn, the Earth.
Odin later married Frigga, the goddess of fertility. He
had seven other sons: Balder, the god of light; Hoder,
the blind god; Njord, god of the sea; Hermod, the
messenger of the gods; Bragi, the god of poetry; Tyr,
the god of war; and Heimdall, the watchman of the
gods. They were all protectors of Earth and the sky.
07  Look at the sentences
below. Which preposition
fits best? Look back at the
text to help you complete
the sentences.
1. They were great sailors, they
traveled      ship.
2. They fought      shields
made      steel and wood.
3. They wore clothes made     
animal fur      the cold.
61
 01  Look at the pictures. Who are they? Why are they important to
the world? Discuss with a classmate.

02  Listen to the track. Who do you think is the most

NG OR A QUEEN?
RE A KI
U WE
interesting member of the royal family? Write two reasons.
The British Royal Family
IF YO
DO

YOU
ULD
WO
WHAT

04  Look at the false statements in Exercise

3. Turn these into questions. Add two more
questions about what you heard. Then, ask a
classmate to answer them.

03  Listen to the track again. Then, read the following

sentences. Write “T” for true or “F” for false.
The British Royal Family

T/F

1. The Windsors weren’t as busy in government as

other royal families.

2. Queen Elizabeth had five children.

3. This family history started with Queen Elizabeth II.

4. Queen Elizabeth II didn’t marry Prince Philip.

5. Princess Diana died young.

62 Lesson 2 KEY WORDS British busy granddaughter grandson husband line married

 05  Analyze the negative statements and your questions. What are
the differences and similarities in negative statements and
questions? Compare you answers with the Language Key box.
Write down your conclusions below. Language Key

Remember! We use the Past Simple to

talk about events that have finished or
ended. The verb did, the past tense form
of do, commonly appears before another
verb in these two sentence types:

Questions about the past:

Examples:
What did you eat?
Did you eat spaghetti?

Negative statements about the past:

Examples:
06  Think of five questions you want to ask a classmate about the I didn’t see him at all.
royal family. Use the prompts below. Julia didn’t go for the concert.

1. About Queen Elizabeth II The main verbs remain in their base

form, but the auxilliary verb, did, is in the
 past tense.

2. About Prince Charles and Lady Diana Spencer

3. About Lady Diana Spencer’s death

4. About Prince William and Kate Middleton

5. About Prince George

07  Ask two of your classmates to answer your questions in

Exercise 6. Write down their answers in the space below.

08  What happened to the monarchy in

Mexico? Did it work? Why did it disappear?
Discuss with a classmate and share your
ideas with the class.

queen wife young 63
 Apply Your Knowledge

01  Read the blog entry. Then, circle the correct answers.

Mary’s Blog
This week, many of my followers asked me about family trees, so I did some research
on them. I found out that family trees are representations of the ancestors and family
connections of a person. They have many different formats. They can be very long or
very short depending on how much you know about the family’s origins.

I have started a little contest among my followers. I want to see how far back they can
track their family’s origins. I hope you will join this contest and upload your family tree too.
I’ve uploaded some fake ones just to give you an idea of how to build your family tree.

Be sure to join my blog and share your comments and suggestions.

Mary

1. Where can you find blogs like this? 3. What did Mary find out about family trees?
a. books a. They are representations of a person
b. magazines b. They are representations of a tree
c. the Internet c. They are representations of people’s ancestors

2. What is the purpose of the blog? 4. Why did Mary start the contest?
a. To make a genealogical tree a. Because her followers were asking about family trees
b. To invite people to a contest b. Because she doesn’t know what a family tree is
c. To explain the purpose of family trees c. To explain what family trees are

02  Write a text message to a friend explaining how you found Mary’s blog and
invite your friend to join the contest.

03  Imagine you and your friend are preparing for Mary’s contest. Make notes in
the space below. You’ll be sharing your classmate’s answers to the rest of the class.

›› Describe what you know about your family

history. Make it as detailed as possible.
›› Listen to your classmate and ask questions to
keep the conversation going.

64 Lesson 2
Writing Time!
Go to the “Writing Process” section of this unit in your Awesome
Reader and Writer and work on your fourth step: Drafting.

01 03 05 Publishing &
Brainstorming Drafting Assessing

Analyzing Organizing Editing

02 04 06

Word Bank
Write any difficult words you are learning
this week. Use meanings, drawings, or
anything you want to help you remember
these words.

Traveling Narratives!

This week you’ll be drafting your narrative! Are you ready to

share whatever you’re about to write?

Keep in mind that you need to write a final version of it in two

weeks. Your final version will be exhibited for the rest of the
class to see. Include as much detail as you possibly can.

What about the rest of your exhibition? Have you decided

how you are going to decorate your stand? What materials
will you use? What kinds of tools will you need?

You only have two weeks from now! Be prepared to shine!

65
 Test Yourself

Cambridge English: Key – Listening – Part 1

Questions 1 – 5

You will hear five short conversations.

You will hear each conversation twice.
There is one question for each conversation.
For each question, choose the right answer (A, B or C)
Test: The Japanese Imperial Family

Example:
0 When was the Emperor born?

1923 1933 1993

A B C

1 How many children did the Emperor have?

A B C

2 When did Prince Naruhito marry Masako?

1893 1923 1993

A B C

66 Lesson 3
Test Yourself

3 What is the name of Prince Naruhito’s first-born child?

Aeko Aiko Aiku

A B C

4 How many daughters did Prince Fumihito have?

A B C

5 When was Prince Hisahito born?

2006 2009 2016

A B C

For this part of the test, you need to listen to five short conversations.
IKE A BRITISH KING A
AC T L
There is a question to answer and three answer options are given per
question: A, B, and C. The objective is to find key information. ND L
IKE
When you listen to a message or conversation, sometimes there are many
A JA

details. However, it is always useful to look for the main idea or gist. Once you
PAN

understand the gist, the important details become clearer.

ESEEMPEROR.

Here are some tips that can help you find the gist of a message:

1. Think of the speaker and the listener. What is their relationship? Why are they
H OW

speaking?
ARE THE

2. Ask this question to yourself: What is the purpose of the communication?

What does the speaker want to express?
3. To confirm that you have understood the gist of the message, ask yourself:
Y DI

What is the main idea of the conversation?

F FERE

4. If the situation requires it, you can also make notes to review.
N T?

67
 Connect Your Learning

01  How do you feel about your skills and knowledge from this unit? Draw a
graph that represents your growth in each area. Write how you would improve
your weak areas below each graph.

My speaking My reading and listening My vocabulary

My writing My cultural understanding

02  Answer the questions from this lesson. Compare your answers with a
classmate and discuss. Make more questions and add any other interesting
information you may have.

How is the genealogy of first Americans How is family history important to you?
important to the world?

68 Lesson 3
 TE SOME DETAILS.
ORY AND WRI
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BE Aware of Your Progress

It’s time for your assessment. First, ask a classmate to help you assess your
performance during this lesson (Peer Assessment). Allow your classmate to
provide you with some feedback. Later, assess yourself (Self-assessment) based
on how you felt during this lesson.

VG – Very Good G – Good N – Need to Improve

Peer Self-
I can... Assessment assessment

understand short texts on subjects of personal interest written with simple words.

identify specific information in simpler written material such as letters

describing events.

understand simple questions.

understand short, very simple questions and statements about the past.

use question tags to make indirect questions.

use prepositions of instrument + be made of to express the uses of tools.

use demonstratives these or those and plural irregular nouns.

use abstract nouns to describe events and concepts.

use the verb To Be in Past Simple in negative statements and interrogative form
to describe and obtain past descriptions.

use Past Simple, regular and irregular, in negative statements and interrogative
form to describe past events.

recall the vowel sounds /e/, /ɜː/ & /ə/.

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