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Your learners will develop their English skills as they explore the earth through non-fiction texts, discover nonsense poetry and write their own fables. You’ll find a wide range of international fiction, non-fiction, poetry and drama throughout the book to help your learners develop their understanding of different genres and text types.
Cambridge Primary
Cambridge Primary English
This resource is endorsed by Cambridge Assessment International Education for the Cambridge Primary English curriculum framework (0058) from 2020
✓ Has passed Cambridge International’s rigorous quality-assurance process
✓ ✓ For Cambridge schools worldwide Developed by subject experts
Learner’s Book 4
Sally Burt & Debbie Ridgard
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Registered Cambridge International Schools benefit from high-quality programmes, assessments and a wide range of support so that teachers can effectively deliver Cambridge Primary.
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✓ Provides support as part of a set of resources
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For more information on how to access and use your digital resource, including audio files, please see inside front cover.
Primary English
Learner’s Book 4
Get learners thinking about what they already know with ‘Getting Started’ boxes ‘Key word’ boxes introduce learners to subject specific terms ‘Skills tips’ give learners guidance on how to develop the four core skills ‘Language focus’ provides clear, learner-friendly explanations of key grammar and language rules • ‘Look what I can do’ statements and ‘Check your progress’ questions help your learners reflect on what they have learnt • Answers for all activities can be found in the accompanying teacher’s resource
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• • • •
CAMBRIDGE English
9781108760065 Budgell Primary English Learner’s Book 4 CVR C M Y K
Each unit is packed with activities that cover reading, writing, speaking and listening, as well as develop 21st century skills – such as collaboration and critical thinking. Units end with a project, like creating an exhibition about World Environment Day, to help students communicate confidently.
Visit www.cambridgeinternational.org/primary to find out more.
Second edition
Digital access
Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication.
We are working with Cambridge Assessment International Education towards endorsement of this title.
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CAMBRIDGE
Primary English Learner’s Book 4
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Sally Burt & Debbie Ridgard
Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication.
We are working with Cambridge Assessment International Education towards endorsement of this title.
Thank you for buying Cambridge resources. We’ve been working hard to get your resources to you but unfortunately the global shipping challenges affecting many organisations are impacting us as well. We can’t be confident that your books will arrive with you in time for first teach and we take this risk very seriously.
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Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication.
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It furthers the University’s mission by disseminating knowledge in the pursuit of education, learning and research at the highest international levels of excellence. www.cambridge.org Information on this title: www.cambridge.org/9781108759991 © Cambridge University Press 2021
This publication is in copyright. Subject to statutory exception and to the provisions of relevant collective licensing agreements, no reproduction of any part may take place without the written permission of Cambridge University Press. First published 2015 Second edition 2021
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A catalogue record for this publication is available from the British Library
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ISBN 978-1-108-75999-1 Paperback with Digital Access (1 Year) ISBN 978-1-108-96423-4 Digital Learner’s Book (1 Year) ISBN 978-1-108-96424-1 eBook
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Cambridge University Press has no responsibility for the persistence or accuracy of URLs for external or third-party internet websites referred to in this publication, and does not guarantee that any content on such websites is, or will remain, accurate or appropriate. Information regarding prices, travel timetables, and other factual information given in this work is correct at the time of first printing but Cambridge University Press does not guarantee the accuracy of such information thereafter. NOTICE TO TEACHERS IN THE UK It is illegal to reproduce any part of this work in material form (including photocopying and electronic storage) except under the following circumstances: (i) where you are abiding by a licence granted to your school or institution by the Copyright Licensing Agency; (ii) where no such licence exists, or where you wish to exceed the terms of a licence, and you have gained the written permission of Cambridge University Press; (iii) where you are allowed to reproduce without permission under the provisions of Chapter 3 of the Copyright, Designs and Patents Act 1988, which covers, for example, the reproduction of short passages within certain types of educational anthology and reproduction for the purposes of setting examination questions. Cambridge International copyright material in this publication is reproduced under licence and remains the intellectual property of Cambridge Assessment International Education. Third-party websites, publications and resources referred to in this publication have not been endorsed by Cambridge Assessment International Education.
Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication.
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Introduction
Introduction Welcome to Stage 4 of Cambridge Primary English. Language opens the door to a world of knowledge, excitement and entertainment. Language makes learning fun and helps you in every area of life.
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We have covered a broad-range of fantastic fiction including fantasy, stories about everyday issues and even history – all from around the world. You can learn about the wonderful world we live in, about ancient Egypt and about food. You will practise your skills at reading and writing all kinds of stories, plays and poetry, news articles, recipes, fact files and more. You will learn to be factual, persuasive and creative. You will work in lots of different ways–on your own, in pairs and in groups. This will give you the chance to practice reading, writing, speaking and listening in many different contexts. • Are you good at presenting?
• Do you want to know more about researching a topic? • Do you enjoy reading aloud?
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• How do you feel about writing?
This book provides opportunities for all the things you enjoy or want to learn to do better, with opportunities for reflection and all the tools you need to succeed.
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It contains a handy toolbox at the end so you can remind yourself of essential language tips and tricks. It also includes some spelling practice, showing that spelling can be fun as well as challenging. We hope you enjoy your journey to language success.
Sally Burt and Debbie Ridgard
3 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication.
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Contents
Contents Unit
Text type
Reading
Writing
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1 Story time
Fiction – Stories about issues and dilemmas, fantasy
The Legend of Spud Murphy When the Sea Turned to Silver Book description
Complete your reading log Answer questions on meaning Create a story map Write an alternative beginning Write a story introduction
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2 Exploring Earth
Non fiction – a book introduction, factual information, contents, index, glossary
A Handy Handbook of Habitats Our Wonderful World Contents and index pages Collector’s cards
Key words and phrases Make notes and summarise Past, present and future tense Design a contents or index page Use words in context Create collector’s cards Produce an information page
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3 Mind pictures
Poetry – kennings – poems from different times and cultures Poetry – poems with simple imagery
Old English kennings and riddles Dad Mum The Colors Live What Is Blue?
Write a kenning poem Write a colour poem
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4 Unlock your imagination
Fiction – Stories about animal characters, history, fables
Harry’s Mad blurb and extract The Voyages of Doctor Dolittle Chapter VIII The Scorpion and the Frog
Fill in a reading log Answer questions using evidence Write an alternative story ending Write performance notes Make notes on a story Retell a fable
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5 Making the news
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Page
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Non fiction – news report, brohure, explanation, diary
Mummy mystery baffles experts Various headlines Find out about the Akhmim mummy How did they do it? Diary of a treasure hunter
Create headlines Write a short explanation Write a diary entry Write a news report
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6 Let’s perform
Poetry – Nonsense poetry Folk tales Play scripts
The Jumblies by Edward Lear The Sparrow’s Quest by Elizabeth Laird A play script version of The Sparrow’s Quest
Write stage directions Create a character profile Write the ending of a play
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7 What would you do?
Fiction – Stories about issues and dilemmas, history
A Single Shard The Butterfly Lion Cool!
Answer questions using evidence from the text Write summary paragraphs Complete a reading log Give your opinion Write a character profile Write dialogue to fit context Make notes Write a play script
4 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication.
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Contents
Language focus
Vocabulary
Cross-curricular links
21st century skills
Talking about stories and their features Summarising your group’s opinion Presenting a reading Reading for meaning using punctuation Listening about fantasy story writing Presenting your own story
Narrative and dialogue Verb tenses
Words to describe stories Types of key words
Books from different subject areas for reference PSHE – family life, local facilities Geography – jungles, mountains, China and surrounding regions
Collaboration Critical thinking
Discuss the main idea Compare information texts Identify text features Identify sentence types Listen and form an opinion Listen and make notes
Sentences, phrases and key words The verb to be Alphabetical order Root words Connectives Sentence types
Words to describe features of non fiction texts: formal, alphabetical, index, glossary, layout, reference, topic, key words, phrases, main idea
Natural science – animal habitats Most subjects – dictionary work and words in context Study subjects – note taking and summarising
Learning skills for life – accessing information
Read kenning poems aloud Talk about a poem Listen to audio on features of poetry Share ideas for images and mind pictures Read your poem
Poetic technique and alliteration
Words to talk about poems
Science – light
Cross – curricular learning Creating meaning in a variety of ways
Discuss features of texts Sequence a story Read an extract aloud in a group Listen to information about Doctor Dolittle Tell a story from pictures Present a fable
Signs that someone is speaking Different words for the same idea Regular adverbs Apostrophes Subject–verb agreement
Shades of meaning Informal language Using adverbs Old-fashioned/formal language
Science – living things (parrots) History – Victorian England and that period in local regions
Communicating in a variety of ways Using visual literacy
Discuss textual clues Conduct an interview Retell events in order Listen and ask questions Change the tense Informal to formal Retell events in order
Types of questions Adverbials of time Narrative voice Direct speech
News report jargon: interview, point of view, open and closed questions, headlines, lead sentence, personal account, formal and informal Words to discuss a specific topic: ancient Egypt
History – ancient Egypt, museums, artefacts, treasure Geography – deserts, maps, Egypt Science – how mummies were made Current news – compare news then and now
Metagonition Recognising facts and opinion
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Speaking/Listening
Listen to a poem Perform a choral verse Discuss ideas for a play Perform a play
Comparative adjectives Play script format
Nonsense rhyme, choral verse, stanza, play script, props, stage directions, dialogue, character profile
Geography – explorers, sailing, oceans, other cultures, seasons, Iran History – classical writers, Victorian times, biographies
Collaboration Performing/ presenting Creativity
Discuss context of different forms of language Discuss a dilemma Tell a personal story Listen about comas Perform a play script
Possessive plurals Sentence types and multiclause sentences Adverbs and adverbial phrases Quantifiers
Jargon, slang, colloquial and idiomatic language Specialised vocabulary Connectives Shades of meaning Homophones Quantifiers Words to describe characters
Specialised subject specific language/jargon History – 15th century Korea (and in your region) Geography – different habitats PSHE – hospitals and caregivers
Social responsibility Communication
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Contents
Unit
Text type
Reading
Writing
222
8 Food for thought
Recipe Food advertisement Recipe book review Competition
Indian lassi recipe Lassi-licious advertisement Super Chef competition Cook with Josh review
Write instructions Separate words/phrases in a list Emphasise a point Design an advertisement
256
9 Poems to see and hear
Poems with simple imagery Poems from different cultures Poems from different times
The Mist Rooster and Hens Silver
Write a stanza to add to a poem Write a sun poem
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Spelling activities
283
Toolkit
292
Key words
296
Acknowledgements
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Page
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Contents
Language focus
Vocabulary
Cross-curricular links
21st century skills
Discuss and share recipes Demonstrate a recipe Promote something Listen for information Present a persuasive speech
Command verbs Interesting adjectives Commas in a list Adverbs of degree
Words used to inform and advertise – sequence, method, persuade, emphasise a point, attention-grabbers, promote, review, facts and opinion
Geography – food from other countries Science – compare format of recipes and experiments History – use of persuasive language, advertisements then and now PSHE – healthy eating
Communication – persuasive techniques Collaboration
Read a poem aloud Perform a poem Listen to an audio about Walter de la Mare Listen to a poem
Poetic techniques and devices Degree of intensity Pronouns
Suffixes Adjectives and degree of intensity Words to analyse poetry
Geography – mountainous regions, The author Lesotho and weather Music – Carnival of the Animals Science – light, night and day
Creativity Assessment for learning
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Speaking/Listening
7 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication.
1.4 Check your understanding
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How to use this book
Prepare to read the extract aloud and present your performance. a
Decide who will take each role: Narrator (Will), Mum, Dad, Marty.
b
Discuss how to make your reading interesting to listen to. How will each person speak? Try reading it aloud and practise some ideas together. Focus on unfamiliar words to become fluent and confident. Key word • Use the punctuation to know when to pause or speak expressively. fluent: able to speak a language
How to use this book •
easily, well and quickly
Use body language.
c
Perform your reading to another group.
d
Give each other feedback on what you enjoyed about the performance.
1.7 Character and setting
In this book, you will find lots of different features to help your learning. 1 Story time How can you improve your reading aloud?
Can you use more expression and body language?
1.7 Character and setting1.2 •
explore how paragraphs organise writing and choose
1 are Answer these We going to...questions, using evidence from the text: a What is Mad’s full name? •Wediscuss stories are going to... we enjoy and start a reading log using our independent powerful b verbs. What three feelings did Harry have when Mad first reading books. • answer questions spoke to him? and express opinions about a text. c
Getting started DiscussQuestions with a partner: to
find out what you
What is a paragraph? know already.How is it different from a sentence?
2
What is the purpose of paragraphs?
1 2 2 3
1 1
Read Important the extract from a fantasy story aloud with a partner, focusing on expression and words learn.scan for some details. meaning. With to a partner, Who is the main character?
b
What is the setting?
c
When does the story take place?
Who isgenre the character? How to can you tell? f Why domain you think Harry What of book is it? spoke Mad ‘slowly and clearly, as you would Would youyou ever have aabout conversation like this at home? your answer. What are enjoying it? Is anything you areExplain not enjoying? to a foreigner or someone ratherthere deaf’?
2 Write a short paragraph to describe how you might react if Practise close readingthat toquestions. answer these questions. Discuss and you met ananswer animal the could talk to you. Use full sentences and correct punctuation. Read to it through for what sense,you thenlike underline any words you a aExplain a partner in a story. Key word a What does Mumfor want the boys to do? to features check spelling usingdiscussion. a dictionary or online tool. Usewant these to help your b bWhat happened to the family’s last educational hobby? Was it successful? Underline any adjectives and verbs you could replace Characters similar to me or my age fantasy: with imaginative more interesting synonyms. Use a thesaurus to help Animals that talk or act like people you replace them.
stories, often set in adventureparagraphs or exciting events cAn Exchange strange places with with a partner and suggest Unexpected or improvements. unlikely events unusual characters
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a
What body language showed Harry’s feelings?
Getting started d Where did Mad think he was being sent? Getting started e What words tell you pleased 1 What is the setting andMad whoisare the main characters in your independent With a partner, discuss you found out about The Legend of Spud Murphy. to bebook? with Harry’swhat family? reading
1
1
4.6 Check your understanding
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What you will learn in the unit.
We are going to...
Extend your reading range 1.4 Check your understanding
dHistorical Make your changes and corrections. setting Proofread your finished paragraph Unusual, quirky characters as a final check. Imaginary or faraway places
Questions to help you think about how you learn.
HowHumour could you have been more descriptive in your writing? Real-life issuesyou use to help you improve your paragraph? What tools could
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Happy endings
Language focus Alliteration was popular in Old English poetry and kennings. Alliteration is when the same letter or sound at the beginning of several words is repeated for effect. It is especially useful when poems are spoken aloud: Those lazy lizards lie like lumps in the leaves.
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111 2
Explore riddles. a
01
People in Old English and Norse times enjoyed inventing and guessing riddles. Work in a group to solve these ancient riddles.
A wonder on the wave
25 Water became bone.
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3.1 Let loose your imagination
Sad or unclear endings
Key language and grammar rules explained.
Audio recordings of texts and listening activities.
17
Glittering points That downward thrust, Sparkling spears That never rust.
b
Identify examples of alliteration in both riddles.
c
In a group, talk about how the modern kenning riddle about an ostrich was developed.
d
Look at the next page and think of a kenning to describe an ostrich’s long neck. Look at page 78.
Glossary thrust: push suddenly and with force
Original material © Cambridge University Press 2021. This material final and is and subject further changes prior to publication. e Lookis at not the next page again put the to riddle together in any order you like and practise saying it aloud. Look at page 78.
Speaking tip
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How to use this book
4 Unlock your imagination
1.10 Practise using punctuation to read for meaning 4 Unlock your imagination How are we doing? 2 With a partner, discuss the answers to the following questions.
Fun activities linked to what you are learning.
What areinclude used indialogue the description? Howwith doesinformal this compare to the extract? • a Did your partner in the fable, expressions How are wetenses doing? makein it the sound b toWhat titleauthentic? and book description tells you this is a fantasy story? •• Did your partner include dialogue in with the fable, with informal expressions in the interesting adverbs? c Was Do the you narrative think Pinmei willpast find tense the ‘Luminous Stone That Lights the Night’ to make it sound authentic? and will it be the answer? Give reasons. • Was the role play clear, lively and fun? • Was the narrative in the past tense with interesting adverbs? Which of these plotscan might the story’s main idea? for a younger audience? • d What improvements yoube suggest for performing • Was theyour role play lively and Do fun? Share ideasclear, with the class. you all agree? • defeating the Tiger to save and the • What improvements canEmperor you suggest for Amah performing forworld a younger audience? Look what I can do! • getting lost in a fantasy world with the Black Tortoise of Winter. I can identify and talk about the different story stages. e what Make Iacan list of Look do!features you think make a story a fantasy story. I can use strategies to work out the meaning of unfamiliar words. I can identify and talk about the different story stages. I can write using adverbs and adjectives. 3 Complete yourdescriptively, reading log for When the Sea Turned to Silver. I can use strategies to work out the meaning of unfamiliar words. punctuation to show possession, contractions and direct speech. a I can Say use whether you would enjoy reading the rest of the story. I can write descriptively, using adverbs and adjectives. b I can Compare story with The Legend of Spud Murphy. write the authentic dialogue. I can show contractions and direct speech. Howuse arepunctuation they similar?toHow arepossession, they different? I can prepare and present a dramatic performance. Which oneauthentic would you prefer to read? I can write dialogue.
3 Mind pictures
e
Use your partner’s feedback to improve your poem’s mind pictures and images.
f
Identify words that could be replaced with
1.10 Practise using punctuation to read for meaning 1 Compare Harry’s Mad to the extract from Doctor Dolittle. Check What your is theprogress poem’s How were they similar and how were they different? mood? Does it make 1 Compare Harry’s Mad to the extract from Doctor Dolittle. Talk about characters, setting, narrator and language. you think or laugh, or How were they similar and how were they different? 2feelChange of these adjectives into its related adverb: excited,each scared or Talk about characters, setting, narrator and language. another emotion? py 2 We Change eachto... of these adjectives into its related ible grum terradverb: are going merry thoughtful amusing • use punctuation to read for meaning and read aloud py lep fluently. ib um rr h gr te a py merry How arethwe doing? uncomfor tableamus ough in tful wgeak
Have fun showing and performing your poems to each other.
A good time to pause and find out how your learning is progressing. Let’s have a
stupid
! ? ! !
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128
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poetry party!
stupid
happy Can you explain to your uncomfor table Getting started weak 3partner Change each of these which parts you adverbs into its underlying adjective: 1 What is a comma find most effective andused for? Can you give more than one use? 3don't Change of these tir adverbs into its underlying adjective: ly examples need each altering? tifully ed beaugroup. 2 Discuss your ideas and share in a small angrily sensibly reliably tifully tiredly au be hungrilyangrily punctually sens reliably ibelly cru ly How am I doing?
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b
? ! ? !! ? ?
I can prepare and present a dramatic performance. Check yourtip progress Listening
Questionsmore that cover interesting oneswhat for greater effect. g learned Proofread yourin poem carefully for grammar, you have the unit. spelling and punctuation errors. If you 2can answer these, you Present your poem in a creative way. a You illustrate are ready tocould move onyour topoem, thedo a computer presentation with images or set it to music that next unit. suits your colour. Think about what would appeal to your audience.
:” “ ““ ””:: ?%%“; ”: ; % ” “ ; : “ ”: % ; % ; % ;
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This is what you have learned in the unit.
punctually
•
Would the poem be better if you used more poetic techniques?
•
How could you make your mind pictures more descriptive?
cruelly
hungrily
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1.12 Write a story introduction
Look what I can do!
I can compare and discuss a range of poems.
Projects Projects for carry out, I canyou identifyto figurative language. Group project: interview each other as authors. As the author of your fantasy story, I can comment on poetic techniques. using what you have learned. start with a brief description of your story without giving too much away. I can listen for information. The other group members can then ask the author questions about their story. You mightI can make something write a poem using rhyme, rhythm and alliteration.Do this for each person in turn. or solve aI can problem. present my poem creatively. Pair project: write a brief book description to advertise your fantasy story.
Imagine how the plot might develop from your starter. Include an exciting title and brief details on plot, character and setting. 3.2 Meet a modern poet who uses kennings Solo project: design a poster to advertise your fantasy story. Include the title and add a line or two to entice the reader. Address the reader directly and thinktip about what might make them want to read your story. Writing
92
Hints to help you with your reading, writing, speaking and listening skills.
A colon (:) can introduce a list. A comma (,) usually separates items in a list. An exclamation mark (!) tells you to put emphasis on words or sentences.
2
Explore rhyme and rhythm as you read the poems aloud.
weaver – fever
Original material © Cambridge University Press 2021. This
teller – yeller
banisheris – vanisher material not final 1
wearer – bearer
squasher – nosh
er
9
mower – sower
hugger – mugger
and is subject ste toale further changes prior to publication. r – heale tighter – right
The lines ending in –er rhyme in pairs.
r
er
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1
Story time
1.1 What makes a story a story?
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We are going to... • talk about and retell stories using story vocabulary.
Getting started
1 Revise your understanding of ‘story talk’. Match each definition to the words in the coloured boxes.
story
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• The ending of a story
• Text taken from a story • A synonym for ‘story’
character
conclusion
resolution
genre
plot
fiction
introduction
• The writer of a story, play or poem • A person, animal or fictional being in a story
author
extract
setting
tale
• The storyline, or sequence of events that makes up a story, play or novel
• The solving of a problem • The place or places where a story takes place • A real or imaginary description of events for others to see, hear, read or feel
• The beginning of a story
• The type of story.
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• Stories about events that have not really happened
2 Start a word book to record useful words and terms, words to learn and use again and words you need to learn how to spell. Write the words with their definitions in the Useful words and terms section.
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1.1 What makes a story a story?
1 Talk about stories.
Key words
a In a group, make a mindmap of the noun ‘story’ to think of synonyms. Then use a thesaurus to check your answers and find some more. b Talk about the synonyms you find. What sort of story does each synonym make you think of? Example: t ale
summarise: explain the main points in a few words
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was in a coloured box as a synonym for story.
synonym: word or phrase with the same or similar meaning to another word or phrase
c In a group, discuss the first stories you remember hearing. Stories have existed ever since people could talk. Some stories are written down, but others have been retold aloud for generations, changing over time as each person tells it their own way.
plot: main events of a story, film, novel or play in sequence from beginning to end
• What sort of stories were they? What genre? • Were they fact, fiction or a mixture of both? • Who told you the stories?
• Were they from a book or told from memory?
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• Which story did you enjoy most? Why?
2 Make notes to help you retell a favourite story. Take turns with a partner to retell your story, using your notes.
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a Explain what genre it is.
Glossary
generation: period of about 25 to 30 years – the time it takes for children to become adults and take the place of their parents in society
b Summarise the setting, the characters and the plot. c Explain why you enjoy your story. d Compare your stories. How were they similar? What were the differences?
Have you ever seen or touched a Braille storybook? Braille is an alphabet that people read by touch. The letters are patterns of raised dots that are felt and read with the fingertips.
Writing tip ‘Summarise’ means don’t give too much detail; focus on key words.
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1 Story time
1.2 Extend your reading range We are going to...
Getting started
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• discuss stories we enjoy and start a reading log using our independent reading books.
1 What is the setting and who are the main characters in your independent reading book? 2 What genre of book is it?
3 What are you enjoying about it? Is there anything you are not enjoying? 1 Discuss and answer the questions.
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a Explain to a partner what you like in a story. Use these features to help your discussion. Characters similar to me or my age Animals that talk or act like people An adventure or exciting events
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Unexpected or unlikely events Historical setting
Unusual, quirky characters
Imaginary or faraway places Humour
Real-life issues
Happy endings
Sad or unclear endings
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1.2 Extend your reading range
b Look at your independent reading book and discuss its features. c Write two or three sentences explaining what you enjoy in a story. Begin like this: I enjoy
... because ...
d Exchange sentences with your partner to check for:
Knowing what you like in a story helps you choose books you’ll enjoy.
• sentences that start with capital letters and end with full stops
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• at least one verb in each sentence • correct spelling.
Reading tip
2 Choose a book for your partner from the school or class library. a Ask your partner what they enjoy about stories.
b Choose a book for your partner that they wouldn’t normally choose to read. c Review any information on the cover of the book chosen for you. d Read the beginning of the book.
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e Tell your partner whether you think you’d enjoy it. Give reasons, using the words genre, character and setting. Remember the features you enjoy in a book. 3 Start a reading log to record all your reading, including non fiction. a Fill in details about your independent reading book and say what you did or didn’t enjoy. Write neatly so you can read it easily when you come back to it.
Title The Legend of Spud Murphy
SA
Date 6 September
Author Eoin Colfer
Genre
Comment
Key word feature: typical quality or an important part of something
Glossary quirky: strange or unusual
13 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication.
We are working with Cambridge Assessment International Education towards endorsement of this title.
1 Story time
1.3 Read and present an extract We are going to...
Getting started
PL E
• read a text and discuss its features.
Discuss these questions about the title of The Legend of Spud Murphy. 1 What does it mean if someone is described as a ‘legend’?
2 Make a list of people you think are modern-day legends. Write a reason why next to each one. Share your answers in a group.
Speaking tip
Key words
legend: old story from ancient times; a famous person
1 In groups of four, prepare to read aloud an extract from The Legend of Spud Murphy.
scan: look through a text quickly to find particular details
SA
M
You can read aloud more expressively if you can tell the difference between narrative and dialogue. Speech marks show when a character starts and stops talking. Question marks and exclamation marks show the expression.
a Skim read the extract to understand the main points.
skim read: read a text quickly to get the overall idea
b What is the setting? What helped you decide? c What and whom do you think the book is about? Will it be humorous or serious? d Who narrates the story? How can you tell? e Scan the text to establish how many people speak in the extract. In the extract, Marty and Will are on school holiday and Mum is thinking of activities to keep them busy.
14 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication.
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1.3 Read and present an extract
Language focus Narrative is when the narrator tells the story. Dialogue is the words characters say to each other, enclosed by speech marks.
'Don’t make us join the library,' Marty begged. 'It’s too dangerous.'
PL E
A new line is started whenever a different person speaks.
The Legend of Spud Murphy
01
Marty tried to save us. “Remember the last educational hobby? The art classes? I was sick for days.” “That was your own fault,” said Mum. 5
“I only had a drink of water.”
10
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“You are not supposed to drink the water that people use to wash their brushes.”
Dad was thinking. “What about the library?” he said finally.
SA
“What about it?” I said, trying to sound casual, but my stomach was churning. “You both could join. Reading. It’s perfect. How can you cause trouble reading a book?”
15
“And it’s educational,” added Mum. “Yes, of course, it’s educational too,” Dad agreed. “How is it educational?” I asked, terrified by the idea. “I’d much rather be outside riding a horse than inside reading about one.”
20
My mother tousled my hair. “Because, Will, sometimes the only horse you can ride is the one in your head.” I had no idea what that meant. “Don’t make us join the library,” Marty begged. “It’s too dangerous.”
15 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication.
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1 Story time
“Dangerous? How could a library be dangerous?” Dad asked. 25
“It’s not the library,” Marty whispered. “It’s the librarian.” “Mrs Murphy?” said Mum. “She’s a lovely old lady.”
PL E
30
The problem with grown-ups is that they only see what’s on the outside. But kids know the real truth. People forget to be on their best behaviour around kids, because nobody believes a word we say. Every kid in our town knew about Mrs Murphy. She was one of those people that kids steer clear of. “She’s not a lovely old lady,” I said. “She’s a total nut.” “Will! That’s a terrible thing to say.”
35
“But she is, Mum. She hates kids and she used to be a tracker in the army. Tracking kids from enemy countries.” “Now you’re being ridiculous.”
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40
“She has a spud gun under her desk,” added Marty. “A gas-powered one that takes an entire potato in the barrel. She shoots kids with it if they make a noise in the library. That’s why we call her Spud Murphy.”
SA
My mother thought this was all very funny. “A spud gun! You’ll say anything to avoid reading a book.” Eoin Colfer
Glossary
hobby: activity that you enjoy and do regularly in your spare time churning: the feeling that your stomach is turning over, as if you are going to vomit, usually because you are nervous tousled: making someone’s hair untidy by messing it up it tracker in the army: person in the army who finds animals or people by following the marks they leave on the ground spud: potato (informal)
16 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication.
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1.4 Check your understanding
2 Prepare to read the extract aloud and present your performance. a Decide who will take each role: Narrator (Will), Mum, Dad, Marty. b Discuss how to make your reading interesting to listen to. How will each person speak? Try reading it aloud and practise some ideas together. Focus on unfamiliar words to become fluent and confident. Key word • Use the punctuation to know when to pause or speak expressively. fluent: able to speak a language easily, well and quickly
PL E
• Use body language.
c Perform your reading to another group.
d Give each other feedback on what you enjoyed about the performance.
How can you improve your reading aloud?
Can you use more expression and body language?
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1.4 Check your understanding We are going to...
SA
• answer questions and express opinions about a text.
Getting started
With a partner, discuss what you found out about The Legend of Spud Murphy. 1 Who is the main character? How can you tell? 2 Would you ever have a conversation like this at home? Explain your answer.
1 Practise close reading to answer these questions. Use full sentences and correct punctuation. a What does Mum want the boys to do? b What happened to the family’s last educational hobby? Was it successful?
17 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication.
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1 Story time
c Whose idea is the library? d Why is Will’s stomach churning? e Why do Mum and Dad think the library is a perfect idea? f
What does Mum mean in lines 19–20?
g What makes Will think only kids know the truth?
figurative: words and phrases used not with their basic meaning but with a more imaginative meaning to create a special effect
PL E
h Who is Spud Murphy?
Key words
i
What does a ‘total nut’ mean (line 33)? Is it a figurative or a literal expression?
j
Summarise how Mum and Will describe Spud Murphy. Who is more likely to be accurate?
literal: the original meaning of a word, as explained in a dictionary
k How would you react if you were told to join your library? Give your reasons. 2 Complete your reading log
a Complete your reading log for the extract from The Legend of Spud Murphy.
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• Note the genre you think it is.
• Write about whether you would enjoy reading the rest of it. Writing tip
SA
Recording your ideas and opinions helps you understand what books you enjoy.
How could you have improved your answers? Could you have used more evidence from the text?
18 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication.
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1.5 Work with verbs and tenses
1.5 Work with verbs and tenses We are going to...
Getting started
PL E
• explore verb tenses and choose powerful verbs.
1 Explain the difference between I 2 3
laughed, I laugh and I will laugh to a partner. Do the same for these verbs: smile, walk, like, answer, describe. Does changing the pronoun (I, you, he, she, it, we, they) affect the verbs?
Language focus
Verbs tell you what someone or something does,
is, or has.
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Verb tenses are different forms of the verb that show when it takes place: whether it has already happened, is happening now or will happen in the future.
SA
• Theo walked to the classroom earlier. (past tense) • Marijke walks to the classroom every morning. (present tense) • They will walk to the classroom later. (future tense)
Key word
pronoun: a word that stands in for a noun to avoid repetition; pronouns can be subject personal pronouns (I, you, he, she, it, we, they), object personal pronouns (me, you, him, her, it, us, them) or possessive pronouns (mine, yours, his, hers, ours, theirs)
19 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication.
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1 Story time
1 Work with tenses.
Stories are usually told in the past tense because they describe events that have already happened. It’s important to use the same tense all the way through so the reader doesn’t get confused. a Say each sentence aloud using the correct tense of the verb to tell. • Marty tries to save us and (tell) Mum about the last educational hobby.
PL E
• Marty tried to save us and (tell) Mum about the last educational hobby. b Replace tell in each sentence with the correct tense of remind, inform and advise. c What synonyms for tell could you use in the sentence? Use a thesaurus to help you. Say the sentences aloud with your new verbs.
d Discuss with a partner how the verbs in b and c change the effect of the sentence. 2 Form the past tense.
Change regular verbs into the past tense by adding the suffix −ed to the root word. Example: You
look at the book. You looked at the book.
join
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a Write each of these verbs in the past tense.
cook
play
ask
whisper
SA
march
Key word
root word: a basic word with no prefix or suffix added to it; by adding prefixes and suffixes to a root word, you can change its meaning
b Some verbs change the root word when the suffix is added to form the past tense. Write out the sentences below with the correct past tense form of each verb. 1 Will (love) reading so when he (arrive) at the library, he (hope) Spud Murphy had (decide) to take the day off. 2 Will (try) to explain that all the children were (worry) about Spud Murphy. Once she (spy) you, you were in trouble! 3 Will (clap) his hands over his eyes and his shoulders (sag). He (plan) to be ill on library day. c What do you notice about the verbs in the sentences above when you form the past tense? Can you form spelling rules to describe what happens?
20 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication.
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1.5 Work with verbs and tenses
d Check your rules by changing these verbs into the past tense: hope, cry, die, fry, carry, hate, study, store. Try out some more verbs of your own. e Write the paragraph below in the past tense, choosing suitable verbs from the coloured boxes.
visualise
sigh
churn
try
visualise: create a picture in your mind of someone or something irregular: does not follow the usual rules
PL E
glare
close
Key words
change
Will’s stomach (verb) as he (verb) Mrs Murphy in his mind. Her image (verb) at him, spud gun at the ready. He (verb) his eyes and (verb) deeply. Mum never (verb) her mind however much he (verb) to make her.
f
Some verbs do not add −ed to form the past tense. These are called irregular verbs. Match each present tense verb to its irregular past tense partner. Past tense
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Present tense
thought
think
was
find
found
is
had
have
said
SA
say
Glossary
glare: look at someone in an angry way
g Use three of the verbs in your own sentences, as if you were adding to the story in the extract.
3 With a partner, explore the verb tenses in The Legend of Spud Murphy extract. a Read some of the dialogue to each other. Is it in the present or past tense? How can you tell? b What tense is the narrative text? c What does this tell you about using verb tenses in stories?
21 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication.
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1 Story time
4 Choose more powerful verbs for dialogue.
Some verbs such as said, asked and replied are used so often they become uninteresting. Use descriptive or expressive verbs to make a story more appealing to read. a In a small group read out this sentence. Try out the different verbs in place of begged.
'Don’t make us join the library,' Marty begged. cried
said gasped
PL E
Example:
whispered
pleaded
sobbed
laughed
muttered
implored
wailed
chuckled
b Discuss how different verbs change the effect.
c Which of the verbs fit Marty’s and Will’s mood in the extract? Reading tip
M
Verbs that tell us how the person is feeling when they speak create an effect called mood.
SA
1.6 Explore beginnings
We are going to...
• explore and write story beginnings.
Getting started
1 In small groups, read out the first two or three paragraphs of your independent reading book.
2 Does it introduce character, setting or both? Does it make you want to read on? Is it exciting, intriguing or boring? What is your response to it?
22 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication.
We are working with Cambridge Assessment International Education towards endorsement of this title.
1.6 Explore beginnings
1 Explore the beginning of The Legend of Spud Murphy.
A story opening should provide enough information about the plot, characters or setting to get you hooked and make you want to read on.
intriguing: very interesting hooked: caught on a hook (literal); caught someone’s attention (figurative) predict: say what you think will happen in the future
PL E
Reading as a writer means thinking about what effects the writer is trying to achieve by writing in a particular way. Read as a writer and discuss the questions in a small group.
Glossary
a Re-read the first sentence of The Legend of Spud Murphy extract and discuss how it gets your attention. b Predict the main characters and the main setting for the book (not the extract).
c Decide if Spud Murphy will be more like the description given by Marty and Will, or by Mum.
Speaking tip
When you discuss an extract, use clues in the text to support your ideas.
d Explain whether the extract makes you want to read the rest of the story.
M
e Summarise your group’s ideas to share with the class. 2 Create a story map similar to the one shown here.
a Write key words to describe what you discovered about:
SA
• the main characters • setting • plot.
Educational hobby Plot
8 o'clock
Setting
11 o'clock
Will Mad on horses
The Legend of Spud Murphy Main characters Librarian
Spud Murphy Potato gun 23
Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication.
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1 Story time
3 Write a beginning. a How else could The Legend of Spud Murphy have started? Based on what you know and what you have predicted about the plot, write an alternative beginning. What if Mum had suggested another holiday activity or Marty and Will liked Spud Murphy? Try to write your beginning to make others want to read on.
How am I doing?
PL E
b Share your paragraph with a partner and identify possible improvements. Proofread your work carefully for sense, punctuation, grammar and spelling.
• What did I do well in my story beginning?
SA
M
• What could I add or change to improve it?
24 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication.
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1.7 Character and setting
1.7 Character and setting We are going to...
Getting started Discuss with a partner:
PL E
• explore how paragraphs organise writing and choose powerful verbs.
1 What is a paragraph? How is it different from a sentence? 2 What is the purpose of paragraphs?
1 Read the extract from a fantasy story aloud with a partner, focusing on expression and meaning. With a partner, scan for some details. a Who is the main character?
M
b What is the setting?
Key word
fantasy: imaginative stories, often set in strange places with unusual characters
SA
c When does the story take place?
25 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication.
We are working with Cambridge Assessment International Education towards endorsement of this title.
1 Story time
When the Sea Turned to Silver Chapter 1
1
Even the snow, usually so gentle, flew at Pinmei’s mountain hut like sharp needles before falling onto the village below. The village was filled with houses crowded together, and when villagers climbed up the mountain, their hearty laughs and stomping boots shattered the quiet. At the sound of their footsteps, Pinmei would scurry away to be out of sight, a long braid trailing her like the tail of a disappearing mouse.
2
The villagers used to climb up to the mountain hut regularly, requesting that Amah embroider peonies or five-coloured clouds onto silks for weddings and birthdays. Even in the winter, when the rough stone hut was all but buried, the villagers still came. However, while they came for Amah’s embroidery skills, they stayed for the old woman’s stories. Even Pinmei, watching from behind a door, was unable to resist her grandmother’s words.
3
SA
M
PL E
When the sea turned to silver and the cold chilled the light of the sun, Pinmei knew the Black Tortoise of Winter had arrived with his usual calmness. When a shrieking wind pierced the sky, bursting it into darkness, she grew frightened. It was as if the Black Tortoise of Winter were being forced to the earth, screaming and struggling.
Chapter 2
Pinmei had not realised how long it had been winter until she was getting the rice for dinner. When she reached into the jar, her fingers touched the bottom of the container. Pinmei drew back her hand as if stung. It was too soon! She was only supposed to feel that smooth base when the tree tips were green and the swallows were awake and singing. The breath of the Black Tortoise of Winter was still shaking the bare tree branches, and the birds were still asleep as mussels deep in the sea.
4
26 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication.
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1.7 Character and setting
“Pinmei!” Amah called. “What are you doing? Where’s the rice?” Pinmei grabbed a bowl and filled it. She brought it to Amah, her grandmother shook her head.
“Sorry,” Pinmei said.
PL E
“We shouldn’t be using that bowl, Pinmei,” Amah said, and Pinmei realized she was holding the blue rice bowl with the rabbit painted on it. “You know that bowl is only for special occasions,” Amah said. “My grandfather—”
5
“Received it from the king of the City of Bright Moonlight,” Pinmei finished, an impish smile curving. “But he wasn’t the king yet when your grandfather got it, so I don’t think it counts as a royal gift.” “You only tease your poor grandmother when we are alone.” Amah pretended to sigh. “When I tell people how you taunt an old woman, they don’t believe me. ‘Little Pinmei?’ They say. ‘She’s just as shy as a little mouse.’”
SA
M
Pinmei made a face as Amah grinned at her. It was true that now, alone with Amah, her words did not freeze in her throat. She didn’t know why, at the sight of anyone unfamiliar, she felt like a fish trapped in a bowl of ice, unable to even gasp for air.
6
Grace Lin
Key to sections containing paragraphs:
Glossary
1 Setting the scene
braid: plait of hair
2 Setting details
peonies: garden plants with large red, pink, or white flowers
3 Setting and introducing a character 4 Main character
5 Dialogue paragraphs 6 Main character
embroidery: patterns or pictures made by sewing stitches onto cloth taunt: annoy or upset someone by speaking or laughing unkindly
27 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication.
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1 Story time
2 Paragraphs organise the ideas in a text. Some of the extract is organised in paragraphs to show a different action, time, place or thought. Some new paragraphs show a new person is speaking. a Order the main ideas of the paragraphs in the extract. Some paragraphs go together in groups. • Clues about Pinmei’s character are given.
Reading tip
• The scene is set as winter.
The first words in a paragraph often contain a clue to the main idea.
PL E
• Pinmei realises winter has been long this year. • Amah is introduced and why people visit her. • The village and villagers are described. • Pinmei teases her grandmother.
b Discuss why the author started each new paragraph. Which ones are just for dialogue and which are for another reason? 3 Explore powerful, descriptive verbs. They add impact to writing. a Scan the extract for the underlined verbs. List them in alphabetical order.
Key word
M
context: the situation within which something exists or happens
b Try to work out the meaning of each verb by reading it in context.
SA
c Match each word to the words closest in meaning from the coloured boxes below.
cut through sharply
moved in a rushed
way
y mock gentl
destroyed
took hold roughl
y
froze
smiled widely k in
get stuc
d Use a thesaurus to find other descriptive verbs. Add them to your words to build mini word banks. Reading tip Reading a word in context means reading the words and sentences around it to help you understand its meaning. You can still use your dictionary to check afterwards.
28 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication.
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1.8 Create mind pictures
e Choose a new verb to replace each underlined verb in the extract. Make sure it makes sense in the paragraph. Use a dictionary to help you. f
Scan the extract for the verb ‘said’. Use a thesaurus to replace each ‘said’ with a more interesting verb showing how the character was speaking.
Example:
“Sorry,” Pinmei said apologised.
PL E
g With a partner, read the extract using your new verbs. What is the effect?
Thesaurus comes from the ancient Greek and Latin words meaning ‘treasure’ – a treasure chest of more descriptive and precise words to choose from.
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1.8 Create mind pictures We are going to...
SA
• explore characters and settings and make links with personal experience. Getting started
1 How do you identify key words and phrases in a text? What sort of words do you ignore?
2 Talk about the word classes below. Are they useful for identifying key words and phrases? nouns adjectives verbs adverbs connectives
prepositions pronouns definite and indefinite articles
29 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication.
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1 Story time
Key words connective: a connective links words, groups of words or sentences, e.g., and, so, however, but, although preposition: a word or group of words used before a noun or pronoun to show place, direction, time and so on, e.g., above, below, on, over, in definite article: the word the
PL E
indefinite article: the words a and an
1 Read the extract with a partner and scan for details.
a Read this next extract telling you more about Pinmei. “Do you wish I were different?” Pinmei asked. “Different?” Amah asked. “How?”
Pinmei shrugged, embarrassed. “Maybe if I talked more or did things,” Pinmei said. “Like Yishan.”
SA
M
“I never wish for you to be anyone except yourself,” Amah said, looking into Pinmei’s eyes. “I know that when it is time for you to do something, you will do it.”
b Make two lists, noting key words and phrases from the extract above and the extract on pages 26 and 27.
Setting
Characters
•• the climate
•• who Pinmei is
•• the village’s location
•• what Pinmei is like/enjoys
•• Amah’s hut.
•• Amah and what she does.
c What figurative language is used to describe the snow?
30 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication.
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1.9 Find out more about the story
d Find another figurative description using like to compare two things.
Reading tip
e What name would you give to Pinmei’s village? Give reasons.
Record interesting or important words you may want to use again in your word book.
f
What does Amah believe about Pinmei?
2 Think about the setting.
PL E
a Discuss how the setting is similar to or different from the area where you live. Include the weather conditions.
b Draw your impression of Amah’s hut up the mountain. Write a short paragraph explaining whether you would like to live there and why.
1.9 Find out more about the story We are going to...
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• answer questions using evidence from the text and visual clues.
Getting started
1 In pairs, study three possible covers for When the Sea Turned to Silver.
SA
• Describe what you see on each cover.
• What do the covers tell you about Pinmei and her surroundings? • What do they tell you about the time and context of the story?
• Do they match what you know already? Do they add anything new? • Think of some descriptive nouns and adjectives for each cover.
2 Which cover best fits your impression of the story so far? Why? 3 Which one makes you want to read the story?
31 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication.
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1 Story time
Listening tip In a discussion, listen carefully to what your partner says before you respond. 1 What new information does the book description give you about the plot? Make a list of new information. Use key words only. www.findabookyoulike.com
02
Books
Reviews
Book description
PL E
Home
Search here
New Releases
Best Of 2021
Sign In
Sign up
SA
M
Pinmei is devastated when the Tiger Emperor’s soldiers kidnap her grandmother, Amah the Storyteller. Pinmei vows with her friend Yishan to rescue Amah but in exchange for her release, the emperor wants ‘A Luminous Stone That Lights the Night’. Armed with little but a brightly coloured jacket and a jade bracelet, Pinmei and Yishan set forth on a search that takes them from the grand palace in the City of Bright Moonlight to the Sea King’s palace at Sea Bottom. Befriended by the mysteriously beautiful Lady Meng and her sea dragon horse, BaiMa, they encounter many challenges and Pinmei discovers that Yishan has secrets of his own. All the while winter lingers on – the Black Tortoise of Winter is trapped by an unknown force. Pinmei and Yishan realise time is running out, not just to save Amah but to save the world. But how will they defeat the increasingly powerful and dangerous Tiger Emperor? Interwoven in their fantasy adventures are Amah’s legendary tales. But are they just stories, or could they mean something more?
Glossary
luminous: shines in the dark
jade: green stone used in making jewellery lingers: takes a long time to leave or disappear interwoven: two or more things combined or twisted together so they cannot be separated easily
32 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication.
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1.10 Practise using punctuation to read for meaning
2 With a partner, discuss the answers to the following questions. a What tenses are used in the description? How does this compare to the extract? b What in the title and book description tells you this is a fantasy story? c Do you think Pinmei will find the ‘Luminous Stone That Lights the Night’ and will it be the answer? Give reasons.
PL E
d Which of these plots might be the story’s main idea? Share your ideas with the class. Do you all agree? • defeating the Tiger Emperor to save Amah and the world
• getting lost in a fantasy world with the Black Tortoise of Winter. e Make a list of features you think make a story a fantasy story.
” : “ ““ ””:? : ?% ? ; ” % “ : !“;; ”% : ? “”
3 Complete your reading log for When the Sea Turned to Silver.
a Say whether you would enjoy reading the rest of the story.
M
b Compare the story with The Legend of Spud Murphy. How are they similar? How are they different? Which one would you prefer to read?
!
SA
1.10 Practise using punctuation to read for meaning We are going to...
!
• use punctuation to read for meaning and read aloud fluently.
Getting started
1 What is a comma used for? Can you give more than one use? 2 Discuss your ideas and share examples in a small group.
33
Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication.
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1 Story time
1 Read these sentences aloud with a partner. a Discuss how the extra comma creates differences in meaning. • Don’t stop! • Don’t, stop! • I like cooking my friends and chocolate. • I like cooking, my friends and chocolate.
Glossary
PL E
• I need silver, paper and glue for my project.
immortality: the ability to live or last forever
• I need silver paper and glue for my project.
b The punctuation has gone missing from this paragraph! Can you make sense of it as you read it aloud? What are the commas used for?
Pinmei knows every one of her grandmother’s tales in fact she finds out that she’s a storyteller herself everyone is keen to hear her stories slowly she understands that stories are the way to achieve immortality whether it’s the stories of Nuwa the Red Stone the Green Tiger or the Ginseng Boy her stories bring joy peace and knowledge to all who hear them.
M
c Write out the paragraph adding the correct punctuation. Use what you already know about the book to help you.
SA
2 Practise reading aloud.
a Practise reading the book description of When the Sea Turned to Silver to yourself, paying attention to the commas and other punctuation. b With a partner, read out one paragraph each. Give each other feedback.
Reading tip Commas show you where to pause when you read. They help you understand sentences.
• Did you both manage the pauses correctly? • Could you follow your partner easily? Did it make sense?
How well did you read the extract? What feedback did you get? What could you pay more attention to so you can improve your reading?
34 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication.
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1.11 Write a story starter competition entry
1.11 Write a story starter competition entry We are going to...
03
Getting started
PL E
• invent a fantasy story starter, and design and fill in an entry form.
Do you enjoy fantasy stories? Listen carefully to two authors talking about writing fantasy fiction and answer these questions. 1 How does the first writer start planning a fantasy novel?
2 Why does she make the animals act and speak like people? 3 What is important about a fantasy setting?
4 What other features do fantasy stories have?
SA
M
5 What is the benefit of having a first-person narrator?
35 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication.
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1 Story time
1 Read these fantasy story starters in a group.
Speaking tip
a Add a sentence to continue these story starters. • Lorcan turned slowly around but whichever way he turned, he was still looking at the same grey door that had appeared out of nowhere, but now it was slightly ajar. • ‘Well, everyone says I’m a dragon so I suppose I must be but I just don’t feel like one,’ admitted the fiery red creature, ‘not when you know what dragons are supposed to do.’
PL E
Glossary
ajar: slightly open
mused: thought idly
• ‘The moon is lost!’ shrieked the rabbit.
Use expression when you add the next sentence to build up suspense.
‘I didn’t know rabbits could talk,’ mused Shamiela. ‘But it’s right. The moon does seem to be lost.’
• Dimakatso and the prickly, greenish creature looked at each other in surprise, two eyes locked onto three, the extra one blinking furiously. b As a group, come up with another gripping story starter.
M
c Exchange your new story starter with another group and continue each other’s story starters in your group sentence by sentence. d Order these words from least to most interesting. Look up any words you don’t know to help you.
enthralling
SA
deadly boring interesting
ordinary
dull
absorbing
intriguin
g
gripping
How are we doing?
How ‘page-turning’ do you think each other’s story starters are? Can you suggest anything to improve each other’s page-turner rating?
36 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication.
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1.11 Write a story starter competition entry
2 Enter the competition.
Fantasy Story S Competition tarter
a Design and fill in an entry form for the story starter competition. It is for Fantasy Fiction Publishers so your ideas should include something unlikely in real life. Follow the Advice to entrants.
PL E
b Write a list of ideas first and then try them out on a partner.
How to enter: design your ow n including all th e sections below entry form, fantasy story st to plan a arter. Uncover your talent and writ e a story starter for Fantasy Fict ion Publishers . Fame and Fort une Await!
c Finish your design and fill in your entry form.
nts a r t n e o t Advice t they out wha
MAIN CHAR ACTER: SETTING:
MOOD: FIRST SENTE
NCE:
Fill in your en try form using ke y words and ph rase
s..
SA
M
e well ab it r w le p Peo r know. know fo u o y e r e wh ome se some en add s 1 Choo h t d n a g the settin detail. r unusual characte a r o n o al pers and k of a re in h T ribe them c s 2 e D . ll m we bout the a g you know in h t e nge som nge their a h c , then cha ic t ris characte und. – add a backgro y il m a f ! age or sentence t s r fi g in g e a gripp somethin s in 3 Writ a t n e. re it co to be tru Make su ly e k li n u le or tive as impossib ally crea ic t s a t n Be as fa you can!
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1 Story time
1.12 Write a story introduction We are going to...
Getting started
PL E
• write and present story beginnings at a festival.
1 What do you enjoy about the beginning of a book? 2 What makes you want to read on?
1 Write a draft with more details for Fantasy Fiction Publishers. From: Fantasy Fiction Publishers To: Person entering competition Subject: Fantasy Story Starter Competition
M
Hi Fantastic Entrant, We really enjoyed your fanciful story starter! Please send us three or four more paragraphs. rite it in the past tense (unless you are writing dialogue). W Keep us captivated!
fanciful: something from someone’s imagination that is probably not true or real captivated: filled with wonder and delight
SA
The Fantasy Fiction Publishers
Glossary
How are all these words linked? Can you think of any others? Use a dictionary to help you: fantasy, fantastic, fanciful, fantasise, fantasist, Fantasia, fancily, fancifully
38 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication.
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1.12 Write a story introduction
a Use a mind map to note down ideas for three or four paragraphs to begin your story. You won’t have to write the rest of the story, so plan whatever you like! b Write a first draft of three or four paragraphs to introduce the characters, setting and plot. c Swap your draft with a partner. d Give each other feedback on your ideas.
PL E
• Does something unusual or unexpected happen? • Do you want to know what happens next?
e Give each other ideas on how to improve your introductions. f
Edit your draft carefully, making sure you include the new ideas from your feedback. Try to choose powerful, interesting verbs.
g Think of a creative way to illustrate and present your beginning to make it stand out and appeal to the publisher. 2 Celebrate your success at the Fantasy Fiction Festival.
a Practise presenting your story beginning for the festival.
M
b Enjoy listening to each other’s beginnings.
c Have fun telling each other what you think could happen next after each beginning.
SA
You’ve all been invited to the Fantasy Fiction story-telling festival!
Look what I can do!
I can read, discuss and retell stories using story vocabulary. I can answer questions using evidence from a text. I can give my opinion with reasons. I can write texts using suitable sentence structures, vocabulary and punctuation. I can read aloud with expression. I can present and listen for information and give feedback on performances.
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1 Story time
Check your progress Answer the questions below to show what you have learnt in this unit. 1 Write out this paragraph, choosing a word from the coloured boxes to complete the sentences.
conclusion
fantasy
introduction
characters
PL E
author
genre
fiction
plot
setting
Most writers use the to introduce the story’s main and the . Usually the beginning of a story will give you an idea of what the has chosen for the story, like , adventure or true-to-life. The is what happens in a story – the main events leading up to what is hopefully an exciting or satisfying .
2 Change these verbs into the past tense.
manage
try crumble enter carry munch
M
smile
3 Write the past tense of these irregular verbs.
see have is
think
come blow fly feel give
SA
4 Choose an interesting verb to fill the blanks.
a ‘Please don’t make me go there’,
b Under her breath, Jade
c ‘I will not do it!’
Ashok. , ‘I hope she chooses me’.
Nelson.
5 Write out this sentence twice, using commas to make two different meanings clear.
I like mango ice-cream jelly and sherbet.
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1.12 Write a story introduction
Projects Group project: interview each other as authors. As the author of your fantasy story, start with a brief description of your story without giving too much away. The other group members can then ask the author questions about their story. Do this for each person in turn.
PL E
Pair project: write a brief book description to advertise your fantasy story. Imagine how the plot might develop from your starter. Include an exciting title and brief details on plot, character and setting.
SA
M
Solo project: design a poster to advertise your fantasy story. Include the title and add a line or two to entice the reader. Address the reader directly and think about what might make them want to read your story.
41 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication.
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2
Exploring Earth
2.1 Words in context
PL E
We are going to... • understand words in context and explore a book introduction.
Getting started
1 How can you tell the difference between fiction and non fiction books? 2 Which do you prefer? Why?
fiction: a story about imaginary characters and events non fiction: writing that is about real events and facts
M
1 With your partner, identify the nonsense word in each sentence.
Key words
a D iscuss the possible meaning of each nonsense word and replace it with a real word.
b H ave fun using your own nonsense word in a sentence. Let your partner guess what it means from its context. How well did your partner do?
SA
• Our teacher plumsed us to bring our favourite books to school. • I boogled a book on birds from the library. • The book on interesting insects is my splonchest book. • The information about cabooshing animals was interesting.
• Everyone gluppered their favourite book on animals.
42 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication.
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2.1 Words in context
2 Read the following book introduction (or preface) on your own. a Write down any unfamiliar words. b Take turns to read the introduction aloud to your partner. Help each other work out the correct pronunciation of all the difficult words.
04
preface: an introduction at the beginning of a book explaining its purpose pronunciation: how words are spoken and pronounced
PL E
c Together, work out the meaning of the underlined words in the text. Use the context to help you think of a synonym.
Key words
A Handy Handbook of Habitats
Chapter 12 deals with extinct and endangered animals. It also looks at the effects of human activity on animal life. Discover ways that you can make a difference in our world. At the back of the book is a list of useful words to help you understand the difficult terms.
M
Welcome to the amazing world of natural habitats. Nature offers a world of endless wonder and discovery. This handy handbook, packed with wonderful photos and fascinating facts, will help you explore the Earth and its many natural environments. Chapter 1 introduces the reader to Planet Earth – our unique world. Here you will find out why Earth is the only planet with life as we know it.
SA
Chapter 2 describes the many different forms of life on Earth and explains how animals and plants are classified according to their characteristics.
Chapters 3–10 explore animal habitats and how animals adapt to their environments. These chapters cover life in the sea, the desert, the rainforest, the North and South Poles and even your garden. Chapter 11 describes natural events like earthquakes and volcanic eruptions. Discover how the Earth has been shaped over time and how animals have adapted to a changing world.
This useful handbook is all you need to get you started on a wonderful adventure – along with a magnifying glass and lots of curiosity. Glossary
habitat: a natural environment of an animal or plant handbook: a small book that contains the most useful information about a subject environment: the air, land and water where people, animals and plants live endangered: in danger of being harmed or being made to disappear curiosity: the feeling of wanting to learn or know about something
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2 Exploring Earth
3 Discuss these questions in groups. a What is the title of the book? How many chapters does it have? b What is the purpose of this introduction and who is it aimed at? c How is it organised and what kind of language does it use? d Do you think you might enjoy reading this non fiction book? Explain your answer.
PL E
e Now look at these book covers.
• Which book title looks interesting to you?
• What information would you find in each book? f
Reading tip
Add the introduction to A Handy Handbook of Habitats to your reading log. Which chapter of the book do you think you would enjoy the most?
SA
M
E LUINF E D R EA S E H T
THE A–Z OF
AMAZING ANIMALS
Always read the text more than once. Go through all the questions before you answer them.
TEO W O H SAVE TH LD R O W IN
50
EPS T S Y EAS R OOK
NDB A HA
FO
EN
DR CHIL
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2.2 Key words, phrases and sentences
2.2 Key words, phrases and sentences We are going to...
Getting started
PL E
• use key words and phrases to write full sentences.
Find one key word and one phrase in this sentence:
The sea is a salt water habitat. Language focus
M
A sentence is a group of words that has a verb and makes complete sense. It begins with a capital letter and ends with a full stop. Sentences are used to ask and answer questions, give commands or instructions and form paragraphs. A phrase is a group of words that forms a part of a sentence. Phrases are used to write headings and make notes. A phrase can also describe the noun or the verb.
SA
A key word is the main word in a sentence. Key words are used to highlight the main idea. Key words are usually the most important nouns and verbs in a sentence.
Words are like bricks: they build sentences. 45
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2 Exploring Earth
1 Explore sentences, phrases and key words. a Decide if these are phrases or key words. Discuss your thoughts with the class. characteristics
extinct, endangered
life in the deser t
diversity of life
PL E
nts environme
b In pairs, list other key words and phrases in the A Handy Handbook of Habitats introduction. Compare your list with another pair. Did you find similar key words and phrases? c Now work on your own. Write out these sentences and underline the key words and phrases following the clues in brackets:
Example: The
Earth is full of amazing creatures. (2 key words)
• All birds have feathers, wings and a beak. (4 key words)
• A tortoise has a shell on its back for protection. (3 key words)
M
• Reptiles are cold-blooded animals. (2 key words) • The Pacific Ocean is the biggest ocean. (1 key word, 1 phrase)
Glossary
succulent: a plant with thick leaves and stems that can store water thrive: to grow, develop or be successful
SA
• Succulent plants thrive in dry areas. (2 phrases)
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2.2 Key words, phrases and sentences
2 Use key words to make sentences. a Write out these sentences in your notebook. Choose the correct key words or phrases from the coloured boxes so that each sentence makes sense. Underline these words.
endangered animals
natural environments
adapt
diverse
volcanoes
• The Earth’s crust is shaped by • Life on Earth is
and
.
• Wild animals live in their • Animals
to their environments. .
b Use these key words and phrases to write complete sentences.
Remember to use a capital letter to start and a full stop to end your sentences.
mammals, sea. Whales are mammals that live in the sea.
M
Example: whales,
.
Writing tip
.
can become
•
akes
ear thqu
PL E
extinct
• salt water, fresh water
• 9700 bird species, the world
SA
• desert plants, succulent leaves
• tsunami, earthquakes under the sea • birds with long legs, river and lakes How are we doing?
Glossary
Swap with a partner. Check that all the key words are used, the sentences make sense and there is correct punctuation. Discuss ways to correct or improve these sentences.
tsunamis: extremely large waves caused by a violent movement of the Earth under the sea
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2 Exploring Earth
2.3 Make notes and summarise We are going to...
Getting started
PL E
• make notes on a mind map and write a short summary.
rite five key words and phrases to describe 1 W yourself on a mind map.
2 Swap with a partner. Compare your mind maps. 1 Listen and follow as your teacher reads the text Our Wonderful World.
Our Wonderful World
M
05
Our world is a natural wonder. It is made up of sea, land and sky. Millions of plants and animals inhabit the Earth. From dry deserts to thick jungles, from deep seas to high mountains, plants and animals live in every type of environment.
SA
The sea is a large body of water that covers over 70% of the Earth. It plays an essential role in the water cycle and climate patterns. It is a salt-water home to an enormous variety of creatures. The Colossal Squid lives in Glossary deep, dark parts of the ocean. Its eyes are the largest eyes of inhabit: to live in a place any creature in the animal kingdom. These large eyes allow it to see in dark waters when it is hunting for food. essential: necessary or The land is the Earth’s crust that appears above the water. It is constantly changing and is shaped by natural activities like earthquakes, volcanoes, hurricanes, floods and droughts. The hottest places on Earth are found along the equator while the coldest places are at the Poles. The driest places on Earth are the hot and cold deserts. Camels can survive in the hot, dry desert where there is very little water. They are able to survive a week without water. Their humps store fat which provides nourishment when food is hard to find.
needed
equator: an imaginary line drawn around the middle of the Earth nourishment: food that you need to grow and stay healthy
48 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication.
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2.3 Make notes and summarise
The sky is everything above the surface of the Earth, including the atmosphere and outer space. The sky is home to 9700 bird species of all shapes and sizes. The Peregrine Falcon is found on every continent except Antarctica. It is the fastest animal on the planet. It dives at speeds of over 322 kph (200 mph). That’s as fast as a sports car! With its speed, excellent eye-sight, strong beak and dangerous talons, this bird is a skilled hunter.
atmosphere: the mixture of gases around the Earth talons: sharp nails on the foot of a bird that it uses when hunting animals
PL E
Altogether, there are endless examples of plants and animals that are adapted to live in the sea, on the land or in the sky. Each species has its own special way to survive. That is why our world was, is and always will be a wonderful place.
Glossary
SA
M
skilled: having the abilities to do a job well
Use these questions to discuss how the text is organised: • What is the title and main idea of the text? • Can you identify the introduction and conclusion? • How many other paragraphs are there? What is the main idea of each one? • Read only the first sentence of each paragraph. What do you notice? • Agree on some key words and phrases in each paragraph.
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2 Exploring Earth
2 In pairs, summarise the text on a mind map. a On your mind map, include: • a main topic • three sub-topics • key words and phrases under each sub-topic • lines to connect the headings and key words.
PL E
b Use your mind map notes to write a summary of the text in your own words.
She went away for a long weekend and had a great time!
M
… so we touched down smoothly last Saturday at exactly 11a.m. and just two hours later, we were eating a seafood lunch on the beach! We spent the next two days water-skiing, snorkelling, boating and surfing. It was so cool, we had unlimited time on the jet skis and …
SA
So what did she say about her holiday?
50 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication.
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2.4 Past, present and future tense
c Share your summary with the group. The summaries may all sound different, but they’ll contain the same information. Writing tip
PL E
Try to use your own words when you summarise. Don’t copy word-for-word from the text.
Did making a mind map help you to find the most important details? Would you use a mind map again?
2.4 Past, present and future tense
M
We are going to...
• identify and use different tenses.
SA
Getting started
1 Say the following sentence in the past and future tense:
I like this book.
What happens to the verb?
2 Now try this sentence in the past and future tense:
I am reading this book.
How does the verb change this time?
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2 Exploring Earth
The present tense describes something that is happening now.
The past tense describes something that has already happened.
PL E
12 9
3
The future tense describes something that will happen later.
6
M
1 With a partner, skim read the text Our Wonderful World in Session 2.3 and answer the questions. a Identify ten verbs in the text.
b What is the main tense of the text?
SA
c Read the Language focus box together, then answer the questions below.
• Find five examples in the text of the verb to be. Share them with the class.
Writing tip
When adding -ing to words, you may need to drop the e or double the consonant. Refer to the spelling rules at the end of this book.
• Practise changing them to a different tense.
Language focus
When we speak and write, we use three main tenses: the past tense, the present tense and the future tense. We can identify the tense by looking at the verb. The verb to be can be used on its own as the main verb (I the main verb as a helping verb (I am thinking).
am late) or to support
Notice that we use will as a helping verb in the future tense.
52 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication.
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2.4 Past, present and future tense
Continued
Past
Present
Future
As a main verb
I was cold You were cold He/she/it was cold We/you/they were cold
I am cold You are cold He/she/it is cold We/you/they are cold
I will be cold You will be cold He / she / it will be cold We/you/they will be cold
I was walking You were walking He/she/it was walking We/you/they were walking
I am walking You are walking He/she/it is walking We/you/they are walking
I will be walking You will be walking He/she/it will be walking We/you/they will be walking
to show state of being
As a helping verb
to show action (continuous tense)
PL E
Verb to be
M
2 Practise identifying and using tenses.
a With a partner, read these sentences and identify the verb to be. What tense is it in?
sky is blue. (present tense)
SA
Example: The
53 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication.
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2 Exploring Earth
• Amazing creatures are everywhere. • The hottest places on Earth will be found along the equator. • Many animal habitats are disappearing due to human activity. • I will be studying birds this term at school. • The oldest desert is the Namib in Namibia.
PL E
b Write three sentences of your own using the verb to be in the past, present and future tenses. c Go through other texts in this book and find examples of the verb to be.
2.5 Organising information We are going to...
M
• explore and create a contents page and index. Getting started
Work in small groups. Each person should use a reference book or textbook. 1 Find the contents page and index. Does every reference book have both?
SA
2 How are the contents page and index organised differently?
1 Compare books.
Work in small groups. Each person should have an interesting information book to show the group. a Take turns to share and compare your books using these questions: • What is the title? Does it have a hard or soft cover? What does the cover show? • Does it have a contents page at the front? What chapters does it have? • Is there an index at the back? What can you see in the index? • Report back to the class. Did you find the same things in each book? Can you explain the purpose of the contents and index pages?
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2.5 Organising information
b Look at the following contents and index pages. • How can you tell they are from the same book?
Index birds 22–23, 38 black smokers 11 coasts 12, 13 coral 26, 27 currents 14, 15 Dead Sea 8 deep oceans 7, 32–33 divers 37 dolphins 21, 31, 38 dugongs 21 El Niño 15 fish 16, 18–19, 26, 30, 32, 34, 38, 39, 44 fishing 38–39 food chains 24, 25 islands, 11 jellyfish 7, 46 krill 31
PL E
• Work with a partner, use the headings below to compare them.
manta rays 35 octopuses 7 oil 40 otters 29 plankton 7, 24, 25, 34, 35 rain 14, 15 salt 7–8 sea-lions 29 sea slugs 27, 42 sea-urchins 28, 29 seaweed 28 sharks 18, 24, 38 shipwrecks 37 starfish 45 submersibles 37 tides 12–13 turtles 35–38 volcanoes 9, 11
Reading tip
You can skim read a text to get the general idea and scan a text for specific details.
Contents
6
28
M
Planet ocean Salty sea
Undersea landscape
30
10
Tides and waves Weather-making sea
8
Kelp jungles
Frozen feast Deep oceans
32
12
Ocean mysteries
34
14
Studying the sea
36
16
38
All fished out
Fish rule
18
40
What a waste
42
Projects
SA
Living history
Ocean mammals
Super sea-birds
Who eats whom?
20
22
24
Coral reef
Similarities
44
26
46 48
Projects Projects
Index
Differences
55 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication.
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2 Exploring Earth
c Read the contents and index pages in detail. Discuss the questions with your partner. Find as many answers as possible. Then ask each other your own questions. • What is the book about? Make up a title for it. • How many chapters are there in the book? • Where can you find out about sea mammals? • Where will you read about birds?
PL E
• Is there any information on pollution? Where? • What’s on pages 42 to 46?
• On what page will you find the index?
• Where (which specific pages) will you find information on sharks? • If you were looking for information on shells and hermit crabs, would this book help you?
• Do these feature pages use mainly sentences, phrases or key words? d Add these feature pages to your reading log. Check whether the next book you read has a contents or index page.
M
2 Using the introduction for A Handy Handbook of Habitats (Session 2.1), create a contents page and index for that book. • For the contents page, remember to include the following:
Chapter titles that link to the topic
SA
Organised, neat layout
Page numbers correctly ordered
• For the index, use key words from the text. Put them into alphabetical order and show possible page numbers. Use these key words to help you:
Earth
deserts
seas
extinct animals
endangered
animals
Headings, key words, phrases
rainforests
Do you remember how to order words alphabetically? If not, don’t worry because the next session will give you all the help you need.
habitats
earthquakes volcanoes
North Pole
South Pole human activ
ity
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2.6 Alphabetical order We are going to...
PL E
• use a dictionary and a glossary, and start a spelling log.
Getting started
1 With a partner, discuss the features, purpose and benefits of a dictionary. 2 Report back to the class.
1 Practise ordering words alphabetically.
M
a Find a glossary in this book. What does it show? How is the glossary similar to a dictionary? How is it different?
C D M N U V
SA
A B K L
E F O P W X
Key word
glossary: an alphabetical list of words or phrases from a text, with their meanings
G H I Q R S Y Z
J T
When was the first dictionary published?
ou Do y w? kno
What is the longest word in the dictionary?
Which dictionary has the most words?
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2 Exploring Earth
Language focus Alphabetical order: Words are ordered from a–z according to the first letter of the word: ant, bed, cat, duck, egg. When words begin with the same first letter you must go to the next letter to know the order: salt, set, sip, sold, sun.
PL E
When words begin with the same two letters you must go to the third letter to know the order: stay, still, stop, stub. Similar words with different endings should be ordered from the root word:
shine, shines, shining, shiny.
When the word is made up of two words, use the first letter of the first word to order: Asiatic Lion, Bengal Tiger, Indian Elephant, Snow Leopard. b Order these words alphabetically:
• shark, sardine, swordfish, seal • beetle, bee, beehive, beech
• desert, dessert, design, deer
M
• watery, water, waterlily, watering 2 Start a spelling log.
SA
a At the back of your word book, start a spelling log of words you struggle to spell. Use a dictionary to help you to complete it, like this:
Glossary
sardine: a small sea fish that can be eaten swordfish: a large fish with a very long, pointed part at the front of its head beech: a tree with a smooth, grey trunk and small nuts, or the actual wood from this tree
The difficult word
The tricky part of the word
Similar words
dictionary
tion
stationary, national
Do you find it easier to use a traditional dictionary or an online dictionary? Why?
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2.7 Root words
2.7 Root words We are going to...
Getting started
PL E
• explore words with the same root and extend our vocabulary.
1 What do these words and phrases have in common: seaweed, seafood, overseas? 2 Can you add other words to this list? 1 Explore words with common roots. Language focus
M
Root words are also called base words. They are words that are common in other words with a similar meaning. The word ‘act’ is common in the words:
actor, action, activity, react
Prefixes and suffixes change the position of the root words so they can be found at the beginning, middle or end of a word like:
SA
happy – happiness – unhappy – unhappiness
When a prefix or suffix is added to a root word, the meaning, word class or tense can change:
earth (noun), unearth (verb), earthy (adjective)
Words can also be made up of two root words like:
bookworm, teacup, whiteboard, sunset
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2 Exploring Earth
a With a partner, read through the text Our Wonderful World in Session 2.3.
Reading tip Some root words have an original meaning in another language, like Greek or French.
• Find three root words that have a prefix or suffix or both. • Find words that are made up of two root words.
PL E
b The words in this table have root words that explain their meaning. Identify other words that are related to these words. Share your ideas. c With your partner, write out and complete this table. Use a dictionary to add words.
Word used
Root word and meaning
Other words with similar meaning
wonderful
wonder something of great quality
wondrous, wonderfulness, wonderfully
adaptation
M
inhabit
natural
SA
purification
2 Practise dictionary work.
a Write as many new words as possible with the following root words. Use the prefixes and suffixes as often as you like. Check your spelling using a dictionary. Example: grow
– regrow – growing
Root words
grow
danger appear
Prefixes
re un dis en
Suffixes
er
al
ous
ery
essential
ing ed
ly
protect
play
respect
y
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2.8 Recording facts
b Identify the root word in each word below. Discuss the meaning with a partner.
production recycling classification excellent c Write a sentence for each word to show the meaning in context. Example: know
How are we doing?
PL E
– knowledgeable. My teacher is a very knowledgeable person. I know the answer to that question.
Swap with your partner and check each other’s work. Share your ideas on how to correct or improve your sentences.
M
2.8 Recording facts We are going to...
SA
• identify facts and opinions, and present information on a topic in an interesting way.
Getting started
Have a class discussion.
1 Share one fact about your school 2 Give an opinion about your school, beginning with I
1 Identify facts and opinions.
a Work in pairs. Read these sentences and decide which one is a fact and which is an opinion. How can you tell the difference?
think … Key word fact: something that is known to have happened or exist
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2 Exploring Earth
A camel can survive for a week in the desert without water.
A fact can be proved. An opinion is based on someone’s views.
PL E
I think camels are such clever animals.
M
b Read these statements and say if they are fact or opinion. • The sky looks like it might rain today. • Snow is forecast this week.
SA
• Insects have six legs and three body parts. • I love spiders.
• The forest is a beautiful place. • Large plants grow in the jungle. • Snakes are creepy.
• Crocodiles are the closest living relatives to dinosaurs. • A chameleon is able to change colour. • Birds have amazing colours and characteristics.
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2.8 Recording facts
c Have a class discussion. • What comes to mind when you think of a shark? Share your thoughts with the class. • Listen to what others say about the topic. Do you agree or disagree? 06
• Listen to the audio about sharks.
Listening tip In a discussion, listen without interrupting so others can make their point of view.
PL E
• With a partner, discuss any new information you have learnt. Does it change how you feel? • Make a table like the one below and make notes in it. Discuss and report back to the class.
M
Opinions are what someone thinks or feels, and are not always based on the facts. Remember to check the facts before believing what you hear.
Facts about sharks
I think sharks are scary.
Sharks have poor vision.
SA
My opinion about sharks
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2 Exploring Earth
2 Think about facts on collector’s cards. • Skim read these collector’s cards to find out what they are about. Then read for detail to find the facts. Seahorse
07
Ragged-tooth shark
PL E
Flying fish
Need a dentist? The ra ggedtooth shark loses and rep laces thousands of teeth in a lifetime. But don’t worry – you’re unlikely to meet one as it’s on the list of endangered sp ecies.
SA
M
doesn’t A flying fish? This fish out of fly like birds. It can leap ugh the water and glide thro e the air using large fins lik cape wings. It does this to es from its predators.
Best daddy? The female seahorse lays her eggs in the male’s pouch. He carries the eggs until they hatch – giving birth to the babies. They swim in an upright position.
Glossary
glide: move easily without stopping predators: animals that hunt, kill and eat other animals pouch: bag or soft container for a small object prey: animal that is hunted and killed for food by another animal fossil: something that has been preserved, usually in rock, for a very long period lure: persuade someone to do something or go somewhere by tempting them with something
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2.8 Recording facts
Coelacanth
Jellyfish
PL E
Deep sea anglerfish
e Jellyfish for dessert? Th is floating jelly-like body ing harmless but not the sting ir the e tentacles below. They us and tentacles to capture prey ly. ad as a defence. Some are de
Living fossil? The coelacanth is a bony fish that was thought Head lamps? The deep to be extinct. In 1938, one was sea anglerfish swims in the da discovered in the West Indian rk ocean depths where there Ocean. It is one of the rarest is no light. It has a light orga fish in the world. n above its head to lure prey an d attract a mate.
M
b Discuss how the information is presented and displayed. Explain the purpose and features of these cards.
SA
These aren’t just boring facts, it’s fun to read!
I love the pictures.
I like the headings – they get my attention.
It’s written in a friendly way. Some of these facts seem unbelievable.
I like the questionand-answer style. I’d like to read some more.
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2 Exploring Earth
c Make your own collector’s card. Choose a topic like: • Are there stars in the sea? • Are these birds in suits? • Are eight arms enough?
PL E
Follow the instructions – How to make a collector's card. You can use computers or tablets to do this activity – or simply write and draw them in your notebooks.
d Have a ‘card swap’ day. In groups, share and compare your cards. Take turns to take all the cards home and show your friends and family.
e Add the collector’s cards to your reading log. Look out for other collector’s cards with different topics. 08
How to make a collector’s card.
• Choose an animal that you find interesting.
• Research three facts about it. Use key words and phrases to make notes.
M
• Make up a heading using an interesting question.
• Write two or three sentences in your own words to answer the question. • Include a picture.
• Do a rough plan and ask someone to check your spelling and punctuation.
SA
• Present your work in style – on a computer or on paper.
2.9 Joining sentences
you
We are going to...
for
• write multi-clause sentences using a range of connectives.
nor
Getting started
1 Can you identify the joining word in the sentence
or
We bought a fish tank and we filled it with little fish?
2 What is another word for ‘joining word’?
if
but
and
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2.9 Joining sentences
1 Use the information in the Language focus box to answer the questions below. Language focus Connectives are linking words. They are used to join sentences and link paragraphs. •• ••
but, then, so Other useful ones: because, however, if, although, since, meanwhile, as well as Some pronouns can also do the job of connectives: who, whom, whose, which, that.
PL E
•• Some connectives are often overused: and,
Connectives help sentences flow and make sense but if they are used too much, a sentence can become long and hard to understand. This sentence has too many connectives:
I am fond of birds and I love cats but I don’t like snakes and I really don’t like mice because they are pests and they make a mess and they make a smell in the house so they have to go.
Connectives can join two or more sentences to make a multi-clause sentence. A multi-clause sentence contains more than one verb, for example:
M
I love fish. I don’t want a pet fish. I love fish but I don’t want a pet fish.
Use connectives to improve your writing and help sentences to flow and make sense.
SA
a With your partner, read through the text Our Wonderful World (Session 2.3) and find some examples of multi-clause sentences. b Make two sentences from a multi-clause sentence in the text.
2 Make multi-clause sentences.
a Join these sentences using and, but, so, and because to form multi-clause sentences. Write the sentences out in full. Example: All
birds have feathers. They are adapted to live on land or water. All birds have feathers and they are adapted to live on land or water. • Frogs are amphibians. They can live in water and on land. • All birds have wings. Not all of them can fly. • The Earth is unique. It is the only planet that has life as we know it.
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2 Exploring Earth
• I love sea creatures. I am going to visit the aquarium. • The Earth is shaped by volcanos. It is also shaped by earthquakes. b Sometimes when you join two sentences, some words change. With a partner, read the following examples and notice ‘what happens’ in each case.
Simple sentence
Multi-clause sentence
What happens
Starfish can sense light.
Starfish can sense dark.
Starfish can sense light and dark.
Drop ‘starfish can sense’.
Fish have gills.
Fish need oxygen so they have gills.
Replace ‘fish’ with ‘so they’
Fish need oxygen. Reading tip
PL E
Simple sentence
Connectives help our reading to flow and make sense. How would it sound without them?
M
c Use the connectives in brackets to join these sentences. Write them out correctly and say how the wording changes each time. • All insects have six legs. Insects don’t all have wings. (but)
SA
• Plants need light. Plants need oxygen. (as well as) • The Earth rotates on its axis. The Earth revolves around the sun. (as)
• Camels are adapted to live in deserts. A desert is very dry. (where) • An earthquake occurs when two plates scrape together. An earthquake occurs when the ground shakes. (and)
Glossary
rotate: to turn in a circle around a fixed point axis: a real or imaginary straight line going through a spinning object revolve: to move or cause something to move around a central point plates: flat pieces of something that are hard and do not bend
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2.10 Different types of sentences
2.10 Different types of sentences We are going to...
Getting started
PL E
• identify and write different types of sentences.
Read these sentences. Can you tell the difference between them? • I can see a bird on my roof. • Is that a bird on my roof?
• Look at that bird on my roof!
1 Read the information in the Language focus box to find about different types of sentences. Language focus
M
A sentence always begins with a capital letter and ends with a full stop (.) or a question mark (?) or an exclamation mark (!).
The punctuation at the end of a sentence tells you what type of sentence it is. There are three main types of sentences:
SA
I recycle plastic bottles. Do you recycle plastic bottles? Recycle plastic bottles.
This is a statement. It ends with a full stop. This is a question. It ends with a question mark.
This is a command. It ends with a full stop.
Sometimes you can add an exclamation mark to show expression.
Recycle plastic! Wow! Yes! Bang!
A command can end with an exclamation mark. Words of surprise get an exclamation mark.
a Ask your partner these questions to see if they understood the information. • How do sentences begin? • How many ways are there to end a sentence? • How many types of sentences are there? Name them.
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2 Exploring Earth
• Explain two ways to end a command. • Explain two ways to use an exclamation mark.
Use your knowledge of sentence types to read an unfamiliar text with expression and understanding.
PL E
b With a partner, decide which of the following sentences are statements, questions or commands. Write the sentences out and add the correct punctuation at the end of each sentence. Read them aloud with expression to show how the punctuation makes a difference.
Reading tip
• Are you interested in reading a book about the cat family • Find that missing snake as quickly as possible
• This book is full of very interesting information about spiders • Do you like watching animals in their natural habitats • Look out for owls
c Make three columns with the headings: Statement, Command and Question in your notebook. Scan the texts in this unit to find examples. Write them under the correct headings.
Command
Question
M
Statement
SA
2 Change statements into questions.
a Using the question words provided, write out the statements as questions. Use a question mark at the end of each sentence. Example: They enjoyed the forest walk. (Did)
Did they enjoy the forest walk?
• You would like to go on a safari. (Would?) • Some butterflies are camouflaged. (Why?) • The aquarium is a good place to see sea creatures. (Where?) • Your favourite bird is the Fish Eagle. (What?) • Elephants can adapt to live in deserts. (How?)
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2.11 and 2.12 Create an information page
b Questions are useful when you want to find out about something.
Glossary
quills: long, thick, sharp pointed hairs on the body of a porcupine
Write five or six questions you would like to know about an animal of your choice. Example: the
porcupine.
Where does it live? How big is it?
Is it endangered? Can it swim?
What does it eat?
M
What enemies does it have?
What are its quills made of?
PL E
What is a porcupine?
SA
2.11 and 2.12 Create an information page We are going to...
• research a topic and present an information page to the class. Getting started
Work with a partner: 1 Read through the questions you wrote for your topic in the previous session. 2 Share and compare your questions.
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2 Exploring Earth
1 Think about how to find the answers to your questions. a In groups, discuss where to find the information you need. Make a list of sources. b On your own, read up about your topic and make notes on a mind map. Write headings, key words and phrases only.
Key word sources: where something comes from
PL E
c Listen to an audio clip on Sea stars and use it to practise making notes in this way.
09
What it eats
What it looks like
Enemies
MY TOPIC
Interesting facts
Listen for the facts only – don’t include someone else’s opinion.
M
Habitat
Listening tip
2 Plan how you will set out your information page.
Follow these steps. You need: a piece of A4 paper or cardboard; coloured pens or pencils; pictures; your information.
SA
a Decide what headings you need. Plan where they will go on your page.
b Decide what picture or diagram will work. Will it fit on the page? Where will it go? c Use the key words and phrases to write two or three sentences under each heading. Remember to use interesting, unique vocabulary that describes your topic. d Swap your work with a partner. Ask for some feedback using these questions: • Are the headings clear and easy to read? • Does the information make sense? • Is it interesting and fun to read? • Are there any errors to fix?
Writing tip Remember ü good multi-clause sentences ü correct end-of-sentence punctuation ü correct verb tense ü interesting words that fit the context
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2.11 and 2.12 Create an information page
e Write it out neatly. If you have access to a computer, you can type it. f
Display your information pages around the class. Take turns to present to the class. Speaking tip
How am I doing?
PL E
Speak clearly and give accurate details about your topic that your audience will enjoy.
Decide which of these statements apply:
• I planned my research by writing good questions • I found information to answer these questions
• I wrote in the same tense and used interesting words
• I checked and edited my work carefully before writing it out
M
• I set it out neatly with clear headings and sections
What did you enjoy about this research activity? What was challenging about it?
SA
Is there anything you would like to change about your final result?
Look what I can do!
I can identify key words, main ideas and features of a text. I can identify and express facts and opinions. I can extend my vocabulary and improve my reading skills. I can identify and write different types of sentences using different tenses and connectives. I can use and create a contents page and index. I can research, write and present information.
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2 Exploring Earth
Check your progress 1 Explain the difference between a contents page and an index. 2 Which sentences are facts and which are opinions? a Rats are rodents. b Rats make great pets. c Rats live all over the world.
PL E
3 Change these sentences into the past tense. a I am trying to finish my work. b We are doing research.
c They will be late for the show.
4 Put these words into alphabetic order.
tiger
eel
camel
nt
elepha
ants
gorilla
anteater
eagle
5 Underline the connective in these multi-clause sentences.
M
a I watch nature shows on TV because I find them interesting.
b My teacher let me research my topic and type it out on the computer. c My sister loves insects but she won’t touch them.
SA
Projects
Group project: hold an exhibition for World Environment Day – to encourage people to make our world a better place. Make up a story, a song or a poem to perform and use audio-visuals to send a message about looking after our world. Pair project: make a poster about endangered animals. Research and find out which animals are endangered in your area and find out why. Create a poster that informs people and also promotes how to help save these animals. Solo project: prepare a speech about an animal that interests you. Find information about it and prepare a speech that includes topics like: What does it look like? Where does it live? What does it eat? Make your speech interesting by including fun facts, pictures or even a short video clip of your animal.
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