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Cambridge Primary English 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. 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.
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CAMBRIDGE
Primary English
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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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Learner’s Book 4
For more information on how to access and use your digital resource, including audio files, please see inside front cover.
O Level Additional Mathematics syllabuses (0606/4037) for examination from 2020
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This resource is endorsed by Cambridge Assessment International Education
Sally Burt & Debbie Ridgard
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Second edition
Digital Access
Original material © Cambridge University Press 2020. 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
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Learner’s Book 4
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Sally Burt & Debbie Ridgard
Original material Š Cambridge University Press 2020. This material is not final and is subject to further changes prior to publication.
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We are working with Cambridge Assessment International Education towards endorsement of this title.
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Imprint
Original material Š Cambridge University Press 2020. 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.
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 the curriculum.
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We have included fantastic fiction encompassing 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, learning to be factual, persuasive and creative. You will work in lots of different ways – on your own, in pairs and in groups – to practise reading, writing, speaking and listening in many different contexts. Are you good at presenting?
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Do you want to know more about researching a topic?
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Do you enjoy reading aloud?
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How do you feel about writing?
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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.
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We hope you enjoy your journey to language success.
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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 Frog and the Scorpion
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
Non-fiction - news report, brochure, 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
The Kite Fighters The Butterfly Lion Cool!
Answer questions using evidence from the text Write summary paragraphs on a dilemma giving your opinion Complete a reading log Give your opinion Write a character profile Write dialogue to fit context Make notes Write a play script
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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 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
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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Speaking/Listening
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Contents
Unit
Text type
Reading
Writing
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8 Food for thought
Recipe Food advertisement Recipe book review Competition Persuasive speech (audio)
Indian lassi recipe Lassi-licious advertisement Super Chef competition Cook with Josh review This is me by Josh Thirion (audio)
Write instructions Separate words/phrases in a list Emphasise a point Design an advertisement
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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
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Tookit
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Glossary
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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 inensity Pronouns
Suffixes Adjectives and degree of intensity Words to analyse poetry
Geography mountainous regions, Lesotho and weather Music - Carnival of the Animals Science - light, night and day
Creativity Assessment for learning
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Speaking/Listening
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How to use this book
How to use this book In this book you will find lots of different features to help your learning. 1 Story time 1 Story time
1.2 your reading 1.3 Extend Read and present anrange extract
What you will learn in the unit
Questions to find out what you know already
1 Story time
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We are going to... We are going to... • discuss stories we enjoy and start a reading log. • read a text and discuss its features. Getting started Getting started 1 What is the setting and who are the main characters in your independent Discuss these questions about the title of The Legend of Spud Murphy. reading book? 1 2
What genre does itofmean is described as a ‘legend’? What bookifissomeone it?
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Make aare listyou of people you thinkit? are legends. What enjoying about Is modern-day there anything you are not enjoying?
4 Unlock imagination Writeyour a reason why next to each one. Share your answers in a group.
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Discuss and answer the questions. b Underline any adjectives and verbs you could Key Speaking tip replacewith withamore interesting synonyms. Use a Use these features a words Discuss partner what you like in a story. Choose more powerful verbs for dialogue. Keytoword thesaurus help you replace them. help your to discussion. scan: look through a text quickly to find particular You can read aloud Some verbs such as said, asked and replied are used so c Characters Exchange similar paragraphs a partner to mewith or my age and details more expressively suggest improvements. irregular: does not often they become boring. Use descriptive or expressive that act like if you can tell the skimAnimals read: read a talk text or quickly to people get the overall idea follow theyour usual rules d Make changes and corrections. difference between verbs to make a story more interesting to read. An 1 adventure exciting events legend: old storyor from ancient times; Proofread your finished paragraph as narrative and 2 a famous Unexpected or person unlikely events a final check. a In a small group read out the sentence in the box below. dialogue. Speech marks show when Historical setting Try out the different verbs in place of begged. a character starts Unusual, quirky characters 1 How In groups four, prepare readdescriptive aloud an extract could of you have been to more in yourfrom writing? and stops talking. The Legend ofor Spud Murphy. places Question marks and WhatImaginary tools could faraway you use to help you improve your paragraph? a pictures Skim read the extract to understand the main points. exclamation marks Humour 3 Mind laughed show the expression. said b What is the setting? What helped you decide? cried Real-life issues ed
Important words and their meanings
Hi!
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Questions to help think about Marty begged “Don’t makeyou us join the library,” how you learn pleaded
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Key language and grammar rules explained
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Reading tip
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Verbs that tell us how the person is feeling when they called mood.
1.6 Explore beginnings explore and write story beginnings.
4.7 Work with adverbs
a 1 People Olddifference English and Norse an times enjoyed inventing What in is the between adjective and adverb?and guessing riddles. Work in a group to solve these ancient riddles. 2 Discuss with a partner when you would use an adverb and why. Glossary 3 Now makean these ordinary verbs more interesting by thinking of adverbs to go speak create effect with them: thrust: push Glittering points suddenly and A wonder on thewalked wave d sighethrust, That downward laughedwith force replied id sa Water became bone. Sparkling spears That never rust. Example: asked
We are going to... •
mutter
c What and whom do you think the book Happyfocus endings Language implored is about? Will it be humorous or serious? whispered Sad or unclear bed sob gasped d Who narrates the story? canpoetry you tell? Alliteration was popular in Old How English and kennings. Alliteration is when the endings wailed led chuck same letterthe or sound the beginning of several words is in repeated for effect. It is e Scan text toatestablish how many people speak the extract. We are especially useful when poems are spoken aloud: Those lazy lizards lie like lumps in Keygoing wordto... the leaves. • form and use adverbs to add descriptive power. Discuss how different verbs change the effect. feature: a typical quality or an Which of the verbs fit Marty’s and Will’s mood in the extract? important part of something Gettingriddles. started 12 2 Explore
thoughtfully, quickly, urgently, curiously, snappily
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Identify examples of alliteration in both riddles.
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In a group, talk about how this modern kenning riddle was developed.
112 d Think of a kenning to describe an ostrich’s long neck. e
Speaking tip Focus on the rhythm when you say it aloud.
Put the riddle together in any order you like and practise saying it aloud.
8 material © Cambridge University Press 2020. This material is not final and is subject to further changes prior to publication. Original Getting started 1
3
Follow the same process to develop your own animal riddle composed of kennings. a
In your group, pick an animal and come up with four
b
Use a thesaurus or a dictionary to help you choose unusual, descriptive words or
In small groups, read out the first two or three paragraphs of your independent or five mind pictures of it. reader.
How important was body language in your role play? What do you think you did well? towards endorsement of this title. We are working with Cambridge Assessment International Education What could you change to improve your performance? How
1.10 Practise using punctuation to read for meaning
How are we doing?
Fun activities linked to what you are learning
to use this book
2 •
With a partner, discuss the answersintothe thefable, following Did your partner include dialogue with questions. informal expressions to make it sound a Whatauthentic? tenses are used in the description? How does this compare to the extract?
•
Was the narrative thebook pastdescription tense with tell interesting adverbs? b What in the titleinand you this is a fantasy story?
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role play clear,will lively and cWas Dothe you think Pinmei find thefun? ‘Luminous Stone That Lights the Night’ andimprovements will it be the answer? reasons. What can youGive suggest for performing for a younger audience?
•
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Which of these plots might be the story’s main idea? Share your ideas with the class. Do you all agree? Look what I can do! • defeating the Tiger Emperor to save Amah and the world I can talk about the different story stages. • identify getting and lost in a fantasy world with the Black Tortoise of Winter
This is what you have learned in the unit
I can write descriptively using adverbs and adjectives. 3
” : “ “” ““ ””::? : ? ?% ? ” ; “ % ! : % !“;; ”% ; : ?
Complete reading log for When the Sea contractions Turned to Silver. I can use your punctuation to show possession, and direct speech. aI can Saywrite whether you would enjoy reading the rest of the story. dialogue. 3.6 Write a authentic colour poem bI can Compare the story with The Legend performance. of Spud Murphy. prepare and present a dramatic How are they similar? How are they different? 2.11 and 2.12 Create an information page 1 Story time Which Listening tipone would you prefer to read?
Use your partner’s feedback to improve your poem’s mind pictures and images.
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useastrategies to work the meaning of aunfamiliar words. eI can Make list of features you out think make a story fantasy story.
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Identify words that could be replaced with more interesting ones for greater effect.
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Proofread your poem carefully for grammar,
! ! ?%!; % !;
1.10 Practise using punctuation to read for meaning
These arespelling questions thaterrors. cover and punctuation Present your poem in a creative what 2you have learned in way. the You could illustrate your poem, do a computer unit. If you can answer them, you presentation with images or set it to music that suitsto yourmove colour. Think what would appeal are ready onabout to the to your audience. next unit Have fun showing and performing your poems to
5 • Change these sentences past tense using the verb to be. to readinto for the meaning and read aloud fluently. Can use you punctuation explain to your Most writers use the to introduce the story’s main a I am trying to finish my work. partner which parts you and the . Usually the beginning of a story will give you an idea find bofmost We effective are doingand research. what the has chosen for the story, like Getting started don’t think they should adventure true to life. The is what happens c They will be, late for theor show. change? 1 in What is a comma used youevents give more than use? is hopefully an a story for? – theCan main leading upone to what 6 Put these words into alphabetic order. oryour satisfying . 2 exciting Discuss ideas and share examples in a small group. nt elepha 2How Change these verbs intoeel the past tense. ants tiger am I doing? eagle manage try smile camelcrumble enter anteater gorillacarry munch Would the poem be 3 Write the past tense of these irregular verbs. better if you used more 7 Underline these multi-clause see techniques? havetheisconnective think income blow fly sentences. feel give poetic a I watch nature shows on TV because I find them interesting. 4How Choose verb to fill the blanks. could an youinteresting make b My teacher me research my topic and type it Ashok. out on the computer. your pictures more a mind ‘Please don’tlet make me go there,’ descriptive? cb Under My sister loves insects but she won’t touch them. her breath, Jade , ‘I hope she chooses me.’
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each other.
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What is the poem’s Check Check your your progress progress mood? Does it make 3 Explain the difference between a contents page and an index. Answer the to show what you have learnt in this unit. you think orquestions laugh, or below feel excited, scared or 4 Which sentences are facts and which are opinions? 1 Write out this paragraph, choosing a word from the box to complete the sentences. another emotion? a Rats are rodents. characters author introduction b Rats make great pets. fantasy conclusion plot setting c are Rats live all fictio over nthe world. genre How are we doing? We going to...
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An opportunity to pause and Let’s have a check how much you and your poetry party! classmates have understood
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c ‘I will not do it!’ Nelson. Project 5 Write out this sentence twice, using commas to make two different Work in groups to hold an exhibition for World Environment meanings clear. I can compare and discuss a range of poems. Day – a day when people are encouraged to make our world I like mango ice-cream jelly and sherbet. I can identify figurative language. a better place. Choose a natural habitat or an animal as your theme. Give every group member a research task and a I can comment on poetic techniques. responsibility role. Decide how your group will present the Project I can listen for information. information – as a poster, a speech or a multimedia presentation. You are going to design posters to advertise your fantasy stories. I can write a poem using rhyme, rhythm and alliteration.Bring items and pictures that will make your exhibition Your postersand must include anPresent excitingwith title, a book description giving more of the informative memorable. I can present my poem creatively. plot, and interesting illustrations text design. anything enthusiasm and conviction so thatand your peers feel Add Key word else to make it appealing, e.g. This best book for ten-year-olds! inspired to look after year’s our world. exhibition: an event at which Display the posters for everyone to see. Which book would you like to read? objects are shown to the public 91
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Look what I can do!
At the end of a unit, there is a project for you to carry out, using what you have learned. You might make something or solve a problem
3 Mind pictures
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40 Writing tip
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.
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Explore rhyme and rhythm as you read the poems aloud. teller – yeller
squasher – nosh
wea 9 Original material © Cambridge University Press 2020. This material is not final and is subject to further changes prior to publication. mower – sower
weaver – fever
banisher – vanisher
rer – bearer
hugger – mugger
stealer – healer
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tighter – righter
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1
Story time
1.1 What makes a story a story? We are going to... • talk about and retell stories using story vocabulary.
genre
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author
story
Getting started
1 Revise your understanding of ‘story talk’. Match each definition to a word in the Unlock box.
fiction
introduction
• The writer of a story, play or poem
conclusion
resolution
character
extract
plot
setting
tale
• The ending of a story
• The solving of a problem
• Text taken from a story
• The place or places where a story takes place
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• A person, animal or fictional being in a story
• The storyline, or sequence of events that makes up a story, play or novel
• A synonym for ‘story’
• 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 above words with their definitions in the Useful words and terms section.
FPO
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1.1 What makes a story a story?
1 Talk about stories.
Key words
a In a group, brainstorm 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: tale
for story.
was in the Unlock box as a synonym
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
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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.
synonym: word or phrase with the same or similar meaning to another word or phrase
• What sort of stories were they? What genre? • Were they fact, fiction or a mix of both?
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• Who told you the stories?
• Were they from a book or read aloud?
• Which story did you enjoy most? Why?
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2 Make notes to help you retell a favourite story. Take turns with a partner to retell your story, using your notes. a Explain what genre it is.
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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?
summarise: explain the main points in a few words plot: the main events of a story, film, novel or play in sequence from beginning to end
Writing tip ‘Summarise’ means don’t give too much detail; focus on key words.
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. 11 Original material © Cambridge University Press 2020. This material is not final and is subject to further changes prior to publication.
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1 Story time
1.2 Extend your reading range We are going to... • discuss stories we enjoy and start a reading log.
Getting started
2 What genre of book is it?
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1 What is the setting and who are the main characters in your independent reading book? 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 Discuss with 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
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An adventure or exciting events Unexpected or unlikely events Historical setting
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Unusual, quirky characters
Imaginary or faraway places Humour
Real-life issues
Happy endings Sad or unclear endings Key word feature: a typical quality or an important part of something
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1.2 Extend your reading range
b Look at your independent readers and discuss their 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: • sentences that start with capital letters and end with full stops • at least one verb in each sentence
Knowing what you like in a story helps you choose books you’ll enjoy.
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• 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.
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a Fill in details about your independent reader 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
Author Eoin Colfer
Genre
Comment
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Date 6 September
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1 Story time
1.3 Read and present an extract We are going to... • read a text and discuss its features.
Getting started
FT
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.
Key words
Speaking tip
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scan: look through a text quickly to find particular details
skim read: read a text quickly to get the overall idea
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legend: 1 old story from ancient times; 2 a famous person
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1 In groups of four, prepare to read aloud an extract from The Legend of Spud Murphy. a Skim read the extract to understand the main points.
b What is the setting? What helped you decide?
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.
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.
14 material © Cambridge University Press 2020. This material is not final and is subject to further changes prior to publication. Original
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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.” A new line is started whenever a different person speaks.
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The Legend of Spud Murphy 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.”
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Dad was thinking. “What about the library?” he said finally.
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“You are not supposed to drink the water that people use to wash their brushes.”
“What about it?” I said, trying to sound casual, but my stomach was churning.
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“You both could join. Reading. It’s perfect. How can you cause trouble reading a book?”
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“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.”
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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.”
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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.”
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“Mrs Murphy?” said Mum. “She’s a lovely old lady.”
FT
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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.”
40
A
“Now you’re being ridiculous.”
“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.”
FPO
Eoin Colfer
D
R
My mother thought this was all very funny. “A spud gun! You’ll say anything to avoid reading a book.”
Glossary
spud: potato (informal)
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 rubbing it tracker in the army: person in the army who finds animals or people by following the marks they leave on the ground
16 material © Cambridge University Press 2020. This material is not final and is subject to further changes prior to publication. Original
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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 out and practise some ideas together. Focus on unfamiliar words to become fluent and confident. • Use the punctuation to know when to pause or speak expressively. • Use body language. c Perform your reading to another group.
FT
d Give each other feedback on what you enjoyed about the performance.
How can you improve your reading aloud?
A
Can you use more expression and body language?
1.4 Check your understanding
R
We are going to...
• answer questions and express opinions about a text.
D
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.
1 Use 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?
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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 00–00?
g What makes Will think only kids know the truth? h Who is Spud Murphy? What does a ‘total nut’ mean (line 00)? Is it a figurative or a literal expression?
j
Summarise how Mum and Will describe Spud Murphy. Who is more likely to be accurate?
k How would you react if you were told to join your library? Give your reasons. 2 Complete your reading log
figurative: words and phrases used not with their basic meaning but with a more imaginative meaning to create a special effect literal: the original meaning of a word, as explained in a dictionary
FT
i
Key words
A
a Complete your reading log for the extract from The Legend of Spud Murphy. • Note the genre you think it is.
R
• Write about whether you would enjoy reading the rest of it. Writing tip
D
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?
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1.5 Work with verbs and tenses
1.5 Work with verbs and tenses We are going to... • explore verb tenses and choose powerful verbs.
Getting started
FT
1 Explain the difference between I laughed, I laugh and I will laugh to a partner. 2 Do the same for these verbs: smile, walk, like, answer, describe.
3 Does changing the pronoun (I, you, he, she, it, we, they) affect the verbs?
Language focus
A
Verbs tell you what someone or something does, is, or has.
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.
R
• Theo walked to the classroom earlier. (past tense)
• Marijke walks to the classroom every morning. (present tense)
D
• They will walk to the classroom later. (future tense)
FPO
Artwork rough fig 1.9 to be supplied from Beehive 19 Original material © Cambridge University Press 2020. 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. • 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.
FT
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 different verbs change the effect of the sentence. Key word
2 Form the past tense.
Change regular verbs into the past tense by adding the suffix ed to the root word.
A
You look at the book. You looked at the book. a Write each of the verbs in the box in the past tense.
play
R
join
march
ask
cook
whisper
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
D
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. • Will (love) reading so when he (arrive) at the library, he (hope) Spud Murphy had (decide) to take the day off. • Will (try) to explain that all the children were (worry) about Spud Murphy. Once she (spy) you, you were in trouble! • 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 a, b and c when you form the past tense? Can you form spelling rules to describe what happens?
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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.
Key words
e Write the paragraph below in the past tense, choosing suitable verbs from the box.
visualise: create a picture in your mind of someone or something
glare
close
churn
glare: look at someone in an angry way
visualise
sigh
change
FT
try
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. 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. Present tense
Past tense
say
thought
think
was
D
R
A
f
find
found
is
had
have
said
g Use three of the verbs in your own sentences, as if you were adding to the extract.
3 With a partner, explore the verb tenses in the Spud Murphy extract. a Read some of the dialogue to each other. Is it 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?
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1 Story time
4 Choose more powerful verbs for dialogue.
Key word
Some verbs such as said, asked and replied are used so often they become boring. Use descriptive or expressive verbs to make a story more interesting to read.
irregular: does not follow the usual rules
a In a small group read out the sentence in the box below. Try out the different verbs in place of begged.
“Don’t make us join the library,” Marty begged cried
gasped
whispered
pleaded
laughed
muttered
FT
said
sobbed
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?
A
Reading tip
R
Verbs that tell us how the person is feeling when they speak create an effect called mood.
D
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 reader. 2 Does it introduce character, setting or both? Does it make you want to read on? Is it exciting, intriguing or boring?
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1.6 Explore beginnings
1 Explore the beginning 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.
Key words intriguing: very interesting
Read as a writer and discuss the questions in a small group.
hooked: caught on a hook (literal); caught someone’s attention (figurative)
a Re-read the first sentence of the Spud Murphy extract and discuss how it gets your attention.
predict: say what you think will happen in the future
FT
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 descriptiongiven by Marty and Will, or by Mum. d Explain whether the extract makes you want to read the rest of the story. e Summarise your group’s ideas to share with the class.
A
Speaking tip
When you discuss an extract, use clues in the text to back up your ideas.
R
2 Create a story map similar to the one below. a Write key words to describe what you discovered about:
D
• the main characters • setting • plot.
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1 Story time
Educational hobby Setting Plot
FT
The Legend of Spud Murphy Main characters
Will
Librarian
A
Mad on horses
Spud Murphy
Potato gun
3 Write a beginning.
R
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.
D
b Share your paragraph with a partner and identify possible improvements. Proofread your work carefully for sense, punctuation, grammar and spelling. How am I doing?
• What did I do well in my story beginning? • What could I add or change to improve it?
24 material © Cambridge University Press 2020. This material is not final and is subject to further changes prior to publication. Original
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1.7 Character and setting
1.7 Character and setting We are going to... • explore how paragraphs organise writing and choose powerful verbs.
Getting started
FT
Discuss with a partner:
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. With a partner, scan for some details.
A
a Who is the main character? b What is the setting?
fantasy: imaginative stories, often set in strange places with unusual characters
D
R
c When does the story take place?
Key word
FPO
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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
R
A
FT
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
D
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
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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. “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.
FT
“Sorry,” Pinmei said. “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.”
A
“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.’”
R
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.
D
Key to paragraphs:
6
Grace Lin 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
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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. • Pinmei realises winter has been long this year.
The first words in a paragraph often contain a clue to the main idea.
FT
• 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
a Scan the extract for the underlined verbs. List them in alphabetical order.
Key word context: the situation within which something exists or happens
b Try to work out the meaning of each verb by reading it in context.
R
c Match each word to the words closest in meaning from the box below.
D
cut through sharply
way moved in a rushed
y
mock gentl
destroyed
d Use a thesaurus to find other descriptive verbs. Add them to your words to build mini word banks.
e Choose a new verb to replace each underlined verb in the extract. Make sure it fits the context.
took hold roughly
froze
smiled w
idely
get stuck in
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 material © Cambridge University Press 2020. This material is not final and is subject to further changes prior to publication. Original
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1.8 Create mind pictures
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.
g With a partner, read the extract using your new verbs. What is the effect?
FT
Thesaurus comes from the ancient Greek and Latin words meaning ‘treasure’ – a treasure chest of more descriptive and precise words to choose from.
A
1.8 Create mind pictures We are going to...
R
• explore characters and settings and make links with personal experience. Getting started
D
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 in the box below. Are they useful for identifying key words and phrases?
nouns prepositions
adjectives
pronouns
verbs
adverbs
ite definite and indefin
conjunctions ar ticles
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1 Story time
Key words conjunction: a connective that 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 indefinite article: the word a
FT
1 Read the extract with a partner and scan for details.
a Read the extract below telling you more about Pinmei. “Do you wish I were different?” Pinmei asked. “Different?” Amah asked. “How?”
A
Pinmei shrugged, embarrassed. “Maybe if I talked more or did things,” Pinmei said. “Like Yishan.”
FPO
D
R
“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 extracts that tell you about:
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?
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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. a Discuss how the setting is similar to or different from the area where you live. Include the weather conditions.
FT
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
A
We are going to...
• answer questions using evidence from the text and visual clues.
R
Getting started
1 In pairs, study three possible covers for When the Sea Turned to Silver. a Describe what you see on each cover. b What do the covers tell you about Pinmei and her surroundings?
D
c What do they tell you about the time and context of the story? d Do they match what you know already? Do they add anything new? e 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?
Listening tip In a discussion, listen carefully to what your partner says before you respond.
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1 Story time
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
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Book description
R
A
FT
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
D
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 material © Cambridge University Press 2020. This material is not final and is subject to further changes prior to publication. Original
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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 tell 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. 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
FT
• 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.
A
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?
! !
D
R
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 2020. 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 the differences in meaning the extra comma makes. • Don’t stop! • Don’t, stop! • I like cooking my friends and chocolate. • I like cooking, my friends and chocolate. • I need silver, paper and glue for my project. • I need silver paper and glue for my project.
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.
Key word
immortality: the ability to live or last forever
A
FT
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?
R
c Write out the paragraph adding the correct punctuation. Use what you already know about the book to help you. 2 Practise reading aloud.
D
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 material © Cambridge University Press 2020. This material is not final and is subject to further changes prior to publication. Original
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1.11 Write a story starter competition entry
1.11 Write a story starter competition entry We are going to...
FT
• invent a fantasy story starter, and design and fill in an entry form.
Getting started
Do you enjoy fantasy stories? Listen carefully to two authors talking about writing fantasy fiction and answer the questions below. 1 How does the first writer start planning a fantasy novel?
2 Why does she make the animals act and speak like people?
A
3 What is important about a fantasy setting?
4 What other features do fantasy stories have?
D
R
5 What is the benefit of having a first-person narrator?
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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.
Use expression when you add the next sentence to build up suspense.
• 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.’
Glossary
FT
ajar: slightly open mused: thought idly
• ‘The moon is lost!’ shrieked the rabbit.
‘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.
A
b As a group, come up with another gripping story starter.
c Exchange your new story starter with another group and continue each other’s story starters sentence by sentence in your group.
R
d Order these words on a scale of how interesting a story starter is. Look up any words you don’t know to help you. Order them from least to most interesting.
enthralling
D
deadly
ordinary
absorbing
dull
intriguin
g interesting
boring
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 material © Cambridge University Press 2020. This material is not final and is subject to further changes prior to publication. Original
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1.11 Write a story starter competition entry
2 Enter the competition. 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. b Write a list of ideas first and then try them out on a partner.
nts a r t n e o t Advice
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!
FT
c Finish your design and fill in your entry form.
Fantasy Story S Competition tarter
MAIN CHAR ACTER: SETTING:
MOOD: FIRST SENTE
NCE:
Fill in your en try form using ke y words and ph rase
s..
D
R
A
y what the t u o b a rite well People w for know. ou know y e r e h w se some some 1 Choo then add d n a g the settin detail. cter unusual r a chara o n o s r e al p d k of a re them an e ib r c s 2 Thin e well. D them g about you know in h t e m eir nge so hange th c , then cha ic t is r e charact . – add a kground c a b y il m age or fa nce! rst sente fi g in p ing e a grip s someth in 3 Writ a t n o c Be re it be true. o t Make su ly e k an! le or unli as you c e impossib iv t a e r stically c as fanta
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1 Story time
1.12 Write a story introduction We are going to... • write and present story beginnings at a festival.
Getting started 1 What do you enjoy about the beginning of a book?
FT
2 What makes you want to read on?
1 Write a draft with more details for Fantasy Fiction Publishers.
A
From: Fantasy Fiction Publishers To: Person entering competition Subject: Fantasy Story Starter Competition
R
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). a W b Keep us captivated!
fanciful: something from someone’s imagination that is probably not true or real captivated: filled with wonder and delight
D
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 material © Cambridge University Press 2020. This material is not final and is subject to further changes prior to publication. Original
We are working with Cambridge Assessment International Education towards endorsement of this title.
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. • Does something unusual or unexpected happen? • Do you want to know what happens next? f
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e Give each other ideas on how to improve your introductions.
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.
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a Practise presenting your story beginning for the festival. b Enjoy listening to each other’s beginnings.
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c Have fun telling each other what you think could happen next after each beginning.
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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.
39 Original material © Cambridge University Press 2020. 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
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 box to complete the sentences.
author
conclusion
introduction
characters
genre
plot
setting
to introduce the story’s main Most writers use the 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 .
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fiction
fantasy
2 Change these verbs into the past tense.
manage
try crumble enter carry munch
smile
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3 Write the past tense of these irregular verbs.
see have is
think
come blow fly feel give
4 Choose an interesting verb to fill the blanks. a ‘Please don’t make me go there,’
b Under her breath, Jade
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c ‘I will not do it!’
Ashok.
, ‘I hope she chooses me.’
Nelson.
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5 Write out this sentence twice, using commas to make two different meanings clear.
I like mango ice-cream jelly and sherbet.
Project
You are going to design posters to advertise your fantasy stories. Your posters must include an exciting title, a book description giving more of the plot, and interesting illustrations and text design. Add anything else to make it appealing, e.g. This year’s best book for ten-year-olds! Display the posters for everyone to see. Which book would you like to read?
40 material © Cambridge University Press 2020. This material is not final and is subject to further changes prior to publication. Original