I N T E R N AT I O N A L
PRIMARY ENGLISH
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Student’s Book 5
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Contents 1 What’s your name? page 1 Listen to the start of a book and discuss what you heard. Read an extract from the book and share your opinions with a partner. Identify nouns and use correct punctuation marks. Learn to structure paragraphs. Read a short story about a name. Research your own name and make notes. Organise your ideas, write paragraphs and use an editing checklist. Read non-fiction texts about names. Find information in the text and answer questions about it. Prepare and present a short talk. Learn some collective nouns. Complete a wordsearch and write an alphabetical list. Plan and write paragraphs about your own life.
2 Strange school stories page 15 Read different types of persuasive texts and identify their features. Skim brochures and compare them. Find information to answer questions. Match adjectives to their meanings and change words to mean the opposite. Use prepositions correctly. Write a postcard. Listen to stories about a strange school and illustrate what you heard. Express your opinions clearly. Match American and standard English terms with the same meaning. Make an advertising brochure. Choose and use personal and possessive pronouns. Read and perform a poem.
3 Hair-raising stories page 29 Complete a grammar quiz. Learn about subject-verb agreement. Listen to, and then read a folktale. Answer questions about the story. Find parts of speech in a text and list synonyms for given words. Use adverbs to link paragraphs. Plan and write a summary. Scan a text and discuss its features. Listen to a story and then read it aloud in character. Read a summary and write a dialogue based on it. Perform your dialogue for the class. Add suffixes to make adverbs and use adverbs of degree correctly. Read a factual text about hairstyles and express your opinions of different styles. Design and illustrate a new hairstyle and then write paragraphs about it.
4 The Three Bears: playing for real page 43 Read information texts about the production roles in a play. Read through a playscript. Match words to their meanings and use homophones correctly. Scan a script and talk about its features. Plan and draft your own playscript, then revise and present your script. Change text from direct to indirect speech and vice versa. Decide on group roles. Discuss how to perform a play. Perform your play and assess each other’s performances.
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5 Songs of the sea page 55 Make alphabetical lists and look up words in a dictionary. Listen to and then read an extract from a book. Answer questions about the extract. Do research and write an information page about whales. Discuss issues in groups and then take part in a debate. Write a letter expressing your views on an issue. Use an editing checklist to revise your work. Find information on a book cover. Watch a film and compare the book and film versions of a story. Write a film review. Structure and punctuate sentences. Work with simple and compound sentences. Read an extract aloud for an audience.
6 Stories from around the world page 65 Make word families using root words and suffixes. Use expressions and find their meanings. Listen to a book extract and take notes. Find evidence in the text to support answers. Write a summary. Learn about clauses and sentences. Read a short extract and discuss it in groups. Correct errors in sentences. Plan and carry out research. Listen to, and then discuss a fable. Read a comic and write speech bubbles. Present results of research to your group. Plan, edit and write your own fable.
7 Exploring space page 77 Read a factual text with photographs and discuss it in groups. Describe an incident for different audiences. Write an email. Complete sentences and clauses. Read dictionary definitions and ďŹ nd words in a thesaurus. Make a list of interview questions and answers. Role-play an interview in character. Listen to, and then read a story extract and explanation. Extract information from texts. Punctuate sentences. Compile a list of opposites. Read a poem and prepare to read it aloud. Answer questions about imagery and language use. Plan, edit and write a short poem incorporating figures of speech.
8 Here is the news page 87 Listen to a news report and take notes as you listen. Read the text of the broadcast to ďŹ nd information. Discuss and share your opinions. Explain the meaning of idioms and learn some spelling patterns. Read an eye-witness account and compare it with a news report. Answer questions based on your reading. Understand and demonstrate how language is used in different situations. Plan and write a report in past tense. Use the apostrophe correctly. Read a poem and comment on it. Read a magazine article and discuss its style and how language is used. Rewrite the article in a more formal tone. Watch the news and complete a summary form. Plan, produce and present a news broadcast in groups.
9 Our changing Earth page 98 Read a text and identify its features. Find synonyms for words and extend your vocabulary. Write an introduction for a documentary and read it aloud. Watch a video and discuss elements of it. Read a biography and answer questions about it. Find further information and use it to extend the biography. Research an author and plan and write his or her biography. Read an information text and use it to draw a diagram and list possible consequences. Read diary entries and instructions. Work in groups to research, plan and write a report, diary entry, poem and plan of action.
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1 What’s your name? Listening and speaking 1 Listen as your teacher reads you the first pages of a book called Saffy’s Angel, by Hilary McKay.
cadmium yellow
cadmium deep yellow
cadmium scarlet
cadmium gold
windsor green
forest green
leafy green
khaki green
signal red
blood red
blushing red
permanent rose
aqua blue
sapphire blue
indigo blue
midnight blue
2 Talk about these questions in your group. a How did the Casson children get their names? b How many colours did you hear? Make a list. c What lullabies did you have as a child? What did the Casson children have instead? d Why did Indigo’s name suit him? e What problem does Saffron have? Listen and answer questions.
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Reading Now read the next page of Saffy’s Angel with your partner. Look out for the names and colour words as you read. Indigo was crouched on the hearth rug sorting through the coal bucket. Pieces of coal lay all around. Sometimes he found lumps speckled with what he believed to be gold. “Come and help me look for Saffron!” pleaded Saffron. “Find the baby first,” said Indigo.
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Indigo did not like the baby to be left out of anything that was going on. This was because for a long time after she was born it had seemed she would be left out of everything, for ever. She had very nearly eluded his pack. She had very nearly died. Now she was safe and easy to find, third row down at the end of the Pinks. Rose. Permanent Rose.
Read fiction. Identify words.
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Rose was screaming because the health visitor had arrived to look at her. She had turned up unexpectedly from beyond the black, rainy windows, and picked up Rose with her strong, cold hands, and so Rose was screaming. “Make Rose shut up!” shouted Saffron from her stool. “I’m trying to read!” “Saffron reads anything now!” the children’s mother told the health visitor, proudly. “Very nice!” the health visitor replied, and Saffron looked pleased for a moment, but then stopped when the health visitor added that her twins had both been fluent readers at four years old, and had gone right through their junior school library by the age of six. Saffron glanced across to Caddy, the eldest of the Casson children, to see if this could possibly be true. Caddy, aged thirteen, was absorbed in painting the soles of her hamster’s feet, but she felt Saffron’s unhappiness and gave her a quick comforting smile. Since Rose’s arrival the Casson family had heard an awful lot about the health visitor’s multi-talented twins. They were in Caddy’s class at school. There were a number of rude and true things Caddy might have said about them, but being Caddy, she kept them to herself. Her smile was enough.
No Saffron though. “There isn’t a Saffron,” said Saffron after another long search. “I’ve looked, and there isn’t! I’ve read it all, and there isn’t!” Nobody seemed to hear at first. Indigo said, “Saffron’s yellow.” “I know Saffron’s yellow! I’ve looked under all the yellows, said Saffron loudly and belligerently, and I’ve looked under all the oranges too, and there isn’t a Saffron!” Rose wailed louder, because she didn’t want to be undressed. Her mother said, “Oh darling! Darling!” Indigo began hammering at likely-looking lumps of coal with the handle end of the poker. Caddy let the hamster walk across the table, and it made a delicate and beautiful pattern of rainbow-coloured footprints all over the health visitor’s notes. “Why isn’t there a Saffron?” demanded Saffron. “There’s all the others. What about me?” Then the health visitor said the thing that changed Saffron’s life. She looked up from unpicking something out of Rose’s clenched fist, and said to the children’s mother: “Doesn’t Saffron know?”
Caddy appeared over and over on the colour chart, all along the top row. Cadmium lemon, Cadmium deep yellow, Cadmium scarlet and Cadmium gold.
Read fiction. Identify words.
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Comprehension 1 Say if these sentences are true or false. If a sentence is false, correct the sentence. a Indigo found lumps of gold in coal. b Rose, who is the baby, almost died. c Saffron was calmly reading the chart. d Saffron reads better than the health visitor’s children. e Cadmium’s name appears five times on the colour chart. f Saffron is a golden yellow colour. g Rose wailed because she was cold. h The health visitor was pleased that the guinea pigs decorated her notes. 2 Discuss these questions with your partner. Then write down the answers. a Why do you think the family call the baby Permanent Rose? b What does Saffron think about the health visitor and her children? c How does the health visitor view the Casson family? d What would Caddy say about the health visitor’s children if she could? e What do you think Saffron doesn’t know?
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Write sentences. Convey opinions. Grammar: nouns.
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3 Look at the extract again. Find six nouns in the first paragraph. 4 Write down all the proper nouns you can find in the passage. 5 Punctuate this paragraph correctly. Remember to add capital letters and full stops. saffron found indigo almost at once a smoky dark blue on the bottom row of the chart indigo was two years younger than saffron his name suited him exactly
Thinking deeper
• •
What part of speech do you think colours are? What words do they tell you more about? Write a list of all the colour words you know. Who in the class has the longest list?
Spelling and vocabulary
1 Change the nouns in brackets into the plural form. In the (holiday), we took our (lunch) to the public (garden) and sat on the wooden (bench) to eat and watch the people. We heard (baby) crying, (child) playing and (taxi) hooting. We checked our (watch) after lunch and it was time to go home.
Grammar: nouns, punctuation. Spelling patterns: plurals.
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2 Correct the errors in these sentences. a Caddy told her sister storys about fairys. b They washed the dishs and then dried them with clothes. c She used different colors to paint the womans. d There are potatos on the shelfs. e The radioes were blaring, so I couldn’t hear the announcementes. 3 What set of letters is common in these words? through
eight
enough
thought
weight
tough
though
a Say the words out loud. b With your partner, make a sentence with each word. c Learn the words for a spelling test.
Reading Read the information about paragraphs with a partner. Then read the next extract together. As you read:
• •
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find the topic sentences identify the supporting sentences.
Grammar: plurals. Spelling patterns.
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Reading
I should explain right off that my real name is Salamanca Tree Hiddle. Salamanca, my parents thought, was the name of the Indian tribe to which my great-great grandmother belonged. My parents were mistaken. The name of the tribe was Seneca, but since my parents did not discover their error until after I was born, and they were, by then, used to my name, it remained Salamanca. My middle name, Tree, comes from your basic tree, a thing of such beauty to my mother that she made it part of my name.
She wanted to be more specific and use Sugar Maple Tree, her very favourite, because Sugar Maple is part of her own name, But Salamanca Sugar Maple Tree Hiddle sounded a bit much. My mother called me Salamanca, but after she left, only my grandparents Hiddle called me Salamanca (when they were not calling me Chickabiddy). To most other people, I was Sal, and to a few boys who thought they were especially amusing, I was Salamander.
Reading. Features of text.
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Comprehension Answer these questions. a Who is speaking in this extract? b What is funny about the way she was named? c Why is her middle name ‘Tree’? d List the names of the people in the extract, and then next to their names, write down what each person called Salamanca. e What kind of word is ‘chickabiddy’? f What kind of name is ‘Sal’? g Would you like to be called ‘Salamander’? Say why, or why not. h How do you think she feels about her name?
Reading, speaking and writing 1 Research what your own name means. Speak to your parents, and look up your name on the internet, or in a book in the library. Make notes about the points below:
• • • •
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the place your name comes from the language it comes from its meaning how you feel about your name.
Point of view in a story. Locate information.
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2 Organise your notes about your name into two or three paragraphs. Write out your paragraphs neatly. Check your work, using this editing checklist. Now help your partner to check his or her work too.
Editing checklist Spelling Is all of your spelling correct? Have you used IT or a dictionary to check the spelling and meaning of difficult words?
Punctuation Have you used full stops at the end of sentences? Have you started each sentence with a capital letter?
Grammar Are your sentences properly constructed? Are your tenses correct? Do subjects agree with verbs in tense and number?
Paragraphs Do your paragraphs have a topic sentence? Are there supporting sentences?
Speaking and reading In your groups, read the information on the next page about names. Discuss the questions. a Which piece of information is the most interesting? Why? b What is the purpose of each piece of text? c Who is the intended reader of each piece of text? d Share any other naming traditions you may know with your group. Make notes. Check spelling. Write paragraphs.
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Chinese given names If you are introduced to a Chinese person whose name, say, is Liu Dai Lin, then Liu is the family name, or surname. The name in the middle is a generation name, shared by all the children, or by all the children of the same gender, of a particular couple. The generation name, plus the third name in the group, becomes the child’s personal name – Dai Lin.
Most musical names A music-loving family in Honolulu named their children Dodo, Rere, Mimi, Fafa, Soso, Lala, Sisi and Octavia. These ‘names’ are from a famous 1964 musical film called ‘The Sound of Music’.
Arabic names
Origin of some names Alexander Alice Angharad Bashir Bridget Diana Edwin Farah Junku Kwaku
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historical; Greek; ‘defending men’ literary; Old German; ‘nobility’ Welsh; ‘loved one’ Arabic; ‘bringer of good news’ saint; historical; ‘the high one’ mythological; name of the moon goddess royal; Old English; ‘happy friend’ Arabic; ‘joy, cheerfulness’ Japanese; ‘purity’ West African; ‘Wednesday’s child, born on Wednesday’
It is very easy for westerners to misunderstand Arabic names. One of the most common mistakes occurs in composite names where Abd is used. Abd means ‘servant of’ and must always be followed by one of the names of Allah, for example, Abd al-Basit (servant of the Enlarger). For westerners, a name like Abd al-Basit tends to be interpreted as Abdul Basit. In fact, Abdul is not, and has never been, a separate name.
Read for information.
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Comprehension Answer these questions. a If your Chinese name is Wu Ying Ha, what is your surname, and what is your first name? b What does ‘a generation name’ mean? c If Haqq in Arabic is a name for God, what does the name Abd alHaqq mean? d Find two other Arabic names and write down what they mean. e Where does the name ‘Alexander’ come from? f Find a name that means ‘happy friend’. g If you wanted to name a girl after a saint, what would you call her? h Which two names have similar meanings? i
Say which name in the list you like best, and why.
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Write down what you think ‘Octavia’ means.
Speaking Now, return to the notes you made in activity 2, and add any new information you may have learned. Prepare to give a short talk to the class about your name.
Giving a short talk • Don’t be nervous. • You can use your notes, but look up and make eye-contact with your audience, after each main point. • Speak clearly. • Thank the audience when you finish.
Report to a group.
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Vocabulary
1 Complete these collective nouns. Choose words from the box. swarm
suit
school
constellation
suite
convoy
series
shush
a a ____ of fish
e a____ of friends
i
a ____ of furniture
b a ____ of events
f a ____ of trucks
j
a ____ of librarians
c a ____ of stars
g a ____ of fl ies
d a ____ of shops
h a ____ of clothes
2 Find 15 new words from this unit in the word search. List them alphabetically in your notebook.
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circle
mall
c
o
l
o
u
r
k
n
i
p
a
b
u
c
d
e
f
g
h
e
i
j
l
o
u
d
k
l
m
r
l
n
l
o
r
e
h
t
o
m
i
p
a
n
x
i
o
u
s
a
b
q
b
a
r
s
t
u
v
n
r
h
y
m
e
e
d
u
l
e
a
w
x
e
s
n
i
w
t
n
r
y
z
a
b
e
b
i
r
t
y
e
l
l
o
w
c
d
e
f
Vocabulary: collective nouns. Alphabetical order.
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Writing Imagine you are like Saffron in Saffy’s Angel – someone says something that changes your life. Write four paragraphs about how you might feel and what might happen. Use this chart to guide you in the writing process.
Paragraph 2
Paragraph 1 Title Paragraph 3
Paragraph 4
Step 1: Planning Think about these things and make rough notes. Title • What is your title?
Paragraph 1 • Where is your story set? • What are you told? • Who tells you?
Paragraph 2 • How do you feel? • How do people treat you?
Paragraph 3 • What happens? • What is difficult for you? • What goes well?
Paragraph 4 • How does your story end? • Which loose ends need to be tied up?
Write notes. Plan paragraphs.
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Step 2: Writing a rough draft Use your notes to write a rough draft of your story. • Consider the topic and purpose. • Decide on the main and supporting ideas for each paragraph. • Consider your choice of words. • Use various types of sentences (statements, questions, exclamations). • Construct sentences properly. • Use punctuation correctly. • Spell words correctly. Use a dictionary or spell checker to check the spelling of words you are unsure about.
Step 3: Revising and redrafting Read your rough draft out loud to yourself and make corrections.
Now read it out loud to your partner. Can they make any suggestions to improve the story?
Write a final version of your story, including all of the changes. Remember to write in your neatest handwriting.
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Draft, revise and write paragraphs.
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