We are working with Cambridge Assessment International Education towards endorsement of this title.
Cambridge Primary English Your learners will develop their English skills as they explore different settings for stories, scan texts to locate information and discuss the difference between myths and legends. 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 opportunities to develop 21st century skills – such as collaboration and critical thinking. Units end with a project, like planning scenery and props for a play, to help students communicate confidently and understand how to apply their learning to real-world scenarios.
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CAMBRIDGE
Primary English
• • • •
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
This resource is endorsed by Cambridge Assessment International Education
✓ P rovides support as part of a set of resources for the Cambridge Primary English curriculum framework (0058) from 2020
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✓ Developed by subject experts ✓ For Cambridge schools worldwide
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Learner’s Book 3
Sarah Lindsay and Kate Ruttle
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For more information on how to access and use your digital resource, including audio files, please see inside front cover.
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. ISBN_9781108819541
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CAMBRIDGE
Primary English Learner’s Book 3
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Sarah Lindsay & Kate Ruttle
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Cambridge University Press is part of the University of Cambridge.
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/9781108789882 © 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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ISBN 978-1-108-78988-2 Paperback
Additional resources for this publication at www.cambridge.org/delange
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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 and resources referred to in this publication have not been endorsed by Cambridge Assessment International Education.
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Introduction
Introduction Welcome to Stage 3 of Cambridge Primary English.
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In this book you’ll read exciting adventure stories, myths, legends and playscripts. You will plan a party, learn about letters and discover more about countries. We’ve found you poems from around the world and funny riddles and jokes that play with words. In all the units, there are texts for you to read, enjoy and talk about, as well as the chance to use your ideas to write your own versions. English can be great fun as you learn to get better at:
• sharing your thoughts and ideas with your partners • improving your vocabulary
• working with others as you discuss, act, play, and make
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• reading and sharing new stories, poems and ideas • writing down your ideas.
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It’s always useful to share your ideas with partners. When you share ideas, your partner can often help you to improve them. And you can help your partner, too. During the units, you will be asked to think about what you have done or learnt. You will also be asked to reflect on how you learnt so that you can become an even better learner. At the end of each unit, there are ideas for projects we hope you will enjoy. They will help you to build on what you have learnt. We hope you will enjoy reading and exploring the stories, playscripts, letters, poems and information texts in this book. Sarah Lindsay & Kate Ruttle 3
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Contents
Contents Unit
Text type
Reading
Writing
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1 Story writing with Roald Dahl
Fiction Different stories by the same author
Matilda Danny the Champion of the World Charlie and the Chocolate Factory The Enormous Crocodile Tip: Working out what words mean
Write a story based on a Roald Dahl character Tip: Rules for writing sentences Tip: Using a story mountain
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2 Let’s have a party
Non fiction – Instructions
A surprise How to make a sponge cake An invitation How to make a pop-up card Fruit rockets Contents page Index How to play Fruit Basket Tip: Deciding if a book is fiction or non-fiction
Write an invitation Write directions Write a recipe Write instructions for a party game Tip: Writing lists Tip: Writing instructions Tip: Spelling compound words
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3 Poems from around the world
Poetry – Poems from different cultures
Dancing Poinciana Hurricane The Thunder is a Great Dragon Song of the Animal World Cat haiku Tip: Working out what words mean when reading
Write a short poem about thunder Write a new verse for Song of the Animal World Write a haiku Tip: Changing verb endings
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4 Looking at a traditional story
Fiction – Myths and legends, including different retellings of the same story
Bear and Fire Mulan Sinbad and the Roc Tip: Using punctuation to help reading
Write a storyboard for a new version of a myth Write a new legend about Sinbad Tip: Using noun phrases Tip: Understanding adverbs Tip: Removing nouns and pronouns in multi-clause sentences
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Contents
Language focus
Cross-curricular links
21st century skills
Read a setting description to a partner in an interesting way Listen to a character description. Talk about what happens next in a story in a group Act out the Enormous Crocodile Tip: Ideas for reading aloud Tip: Listening to everyone in a group
Nouns and adjectives Verbs Speech marks Writing dialogue
Science: plants; shadows; describing material properties; sorting and classifying Maths: Size vocabulary; writing numbers as words; comparing measurements History: chronological study Art: Colour mixing IT: Writing simple code for an animation
Use critical thinking to work out the meaning of new vocabulary. Work collaboratively in a group to predict what happens next in a story.
Talk about celebrations Plan a class party in a group Listen to a conversation about a party Give spoken instructions Tip: Listening carefully to others Tip: Speaking clearly Tip: Respecting others' opinions
Command verbs and sequencing words in instructional texts Adding ing or ed to words
Science: reading and writing instructions in experiments; listing planets alphabetically Maths: exploring measurement; direction and turning about a point; money
Communicate experiences of a celebration Work collaboratively to plan a class party
Perform a poem to others Discuss the features of a poem Listen to a news report Perform a favourite poem Tip: Preparing to perform Tip: Practising reading poems aloud
Rules for verb endings Noun phrases Onomatopoeia Syllables
Science: Identifying parts of a plant; investigating sound; drawing tables to record results Maths; Symmetry in plants; lengths of rivers; syllables in shape words Geography: Weather around the world; Rainforests Art: Japanese art
Work creatively to write a new verse for a poem Communicate ideas for how to improve a poetry performance
Discuss likes and dislikes Perform a story in a group Discuss similarities and differences between myths and legends Listen to a myth Roleplay characters from a myth Tell a story to a partner Tip: Listening to other points of view Tip: taking turns to speak and listen
Pronouns Suffixes Paragraphs Simple sentences Multiclause sentences and connectives Contractions Dialogue
Science: Investigating shadows; how scientific ideas have changed; features of animals History: tribes of North america; exploring heroes and legends from own culture; trade routes of the Indian Icean
Science: Investigating shadows; how scientific ideas have changed; features of animals History: tribes of North america; exploring heroes and legends from own culture; trade routes of the Indian Icean
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Speaking/Listening
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Contents
Page
Unit
Text type
Reading
Writing
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5 Writing to each other
Non-fiction – Recounts: letters, including for formal and informal purposes
Arturo's email Mrs Sabella's letter of complaint Mrs Sabella's postcard Mrs Sabella's letters to Class 3 Arturo's invitation Mrs Sabella's email Tip: Reading carefully to notice style Tip: Scanning texts Tip: Reading texts in order for meaning
Write a letter to Arturo Write a letter to Mrs Sabella
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Tip: Plural forms of nouns Tip: Writing a letter of complaint Tip: Letter endings Tip: Using verbs and pronouns
6 Bringing stories alive
Fiction – Plays: playscripts of traditional tales
Four Clever Brothers part 1 Four Clever Brothers part 2 Four Clever Brothers part 3 Tip: Re-reading texts to find detail
Re-write a story as a playscript Write further dialogue for a playscript Write a playscript for a traditional tale
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7 Going on an adventure
Fiction – adventure stories, including real-life stories
Day out in the forest playscript Alfie Small: Pirates and dragons Alfie Small: Ug and the Dinosaurs Dragon Boy Part 1 Dragon Boy Part 2 Tip: Using punctuation marks to read with expression Tip: Using exclamation marks to read with expression Tip: Reading texts carefully to answer questions
Write a character portrait Write a book review Write an adventure story Tip: Simple and multi-clause sentences Tip: Writing stories Tip: Describing settings Tip: Using interesting speech verbs
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8 Wonderful world
Non-fiction – Information texts: including different texts on the same topic
Holiday fact file Books in a library Contents Page Index page Seasons in the Caribbean Australia Fact file Tip: The Dewey Decimal system Tip: Using contents and index pages Tip: Browsing texts Tip: Different ways to read texts Tip: Where to find e-texts
Write an information text Tip: Using alphabetical order Tip: Making information texts interesting
Poetry – poems with different structures, for example, shape poems, limericks
Wordspinning Whether the weather Starter The Monster There Was an Old Man With a Beard Kite Tip: Understanding alliteration
Write a review for a poem Write a poem Tip: Understanding homonyms Tip: Keeping a word log Tip: Choosing words in poems
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9 Laughing allowed
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Contents
Language focus
Cross-curricular links
21st century skills
Talk about differences between scanning and reading carefully Discuss when to use formal and informal letters Listen to a conversation between Aunty Sonia and Arturo Talk about receiving mail Tell the story of Mrs Sabella's trip Tip: Ideas for speaking and listening Tip: Listening to a text read aloud to spot mistakes
Prepositions Synonyms Parts of a letter Homophones Punctuation
Maths: 24-hour clock; calculating time intervals; Days, weeks, months, years; History: family trees Geography: famous landmarks; researching rivers; transport of mail IT: Word processing tools; email; e-safety
Collaborate with a partner to write synonyms for happy and sad. Communicate experiences of recieiving mail.
Discuss the layout of playscripts Act out a playscript in a group Listen carefully to a playscript Read through a playscript as a group Tip: Using tone and expression to reflect characters Tip: taking turns to speak and listen
Parts of playscripts Hard c and soft c
Science: animal features and functions; forces at work; Maths: pictograms and bar charts Geography: facts about countries IT: Word processing tools
Reflect on how the information in a playscript can help to perform in character. Work creatively to write a playscript for a known traditional tale.
Listen to a playscript Act out a playscript in a group Listen to two versions of the same story Roleplay being a firesnatcher Use a story plan to tell a story to a partner Tip: Listening to other points of view Tip: Planning what to say
Figurative language; similes Sentence openings Irregular past tense verbs Punctuating speech Starting new paragraphs Prefixes
Science: properties of liquids; floating and sinking: how humans and other animals change and develop Geography: Rainforests Citizenship: dragons in different cultures
Use critical thinking to predict what happes next in a story. Work creatively to write a character portrait.
Talk about language used in a text Practise reading to a partner. Listen to a talk about Norway Give a talk to a class Tip: Giving a talk Tip: taking turns to speak and listen
Features of non-fiction texts Multiclause sentences and connectives Conditional sentences Facts and opinions
Maths: Counting on and back in 1s, 10s and 100s; simple word problems; comparing 3D objects Geography: locating countries on maps IT: E-safety
Use critical thinking to locate information in contents and index pages Reflect on the difference in language used in own fiction and non-fiction writing.
Talk about what makes things funny Listen to a funny poem Talk about calligrams Perform own poem Tip: telling jokes and riddles Tip: Reading poems aloud Tip: Listening for different features in a poem
Puns Homonyms Limericks Calligrams Mnemonics
Science: creating calligrams for science vocabulary; science poems Maths: measuring time Geography: weather and climate Art:nonsense pictures
Work collaboratively with a partner to list things that make a poem funny. Work creatively to write and perform a poem.
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Speaking/Listening
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adjective
noun
The room was narrow. noun adjective
We are working with Cambridge Assessment 2International Education towards Write three sentences about a settingendorsement you know well. of this title.
How to use this book
Think carefully about which adjectives you use to describe your setting.
How are we doing?
How to use this book
Read your sentences to a partner. Do they think you have described the setting well? Can they suggest other adjectives you might use?
1.5 Looking at characters
We are going to...
In this book you will find lots of different tocharacters. help your learning. • read andfeatures write about story
3 Poems from around the world
Questions to find out what you know already.
Getting started
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Do you know the story Charlie and the Chocolate Factory by Roald Dahl? It is about a boy, Charlie Bucket, who won a golden ticket to meet Mr Wonka and visit his amazing chocolate factory. 1 2
Talk about how you think Charlie felt before meeting Mr Wonka and visiting the factory.
3.1 Words that make pictures Would you like to visit a chocolate factory? Why?
2.6 Following and writing instructions
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are going to... What you 1will in Looklearn at the instructions for walking fromWe a school to a nearby playground. • read and answer questions about a poem from the Bahamas. the unit. How to get from school to the playground These 11
are often called 2 Turn right and walk towards the crossroads. directions. 1 Talk about a celebration you have been to. activities linked to what 1
instructions 2 Let’s have a party
Leave school by the front gates.
Getting started
Fun 3 Cross the road carefully at the traffic lights. these questions. 1 Answer Remember to include: you are learning. 4 Walk along the small lane opposite the a shop Have you visited anycelebrating places similar • why you were
1.1 Setting the scene
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Listening tip Key word Take turns when setting: a place where that runs next to the stream. to the settings in the photographs? listening to other something can happen, for people. • what you did Listen carefully to what 5 Next, go over the bridge. example, an event, or a story b Why were you there? United • where you were Mongolia they are saying and Pakistan 6 Turn left into the park. The playground be did you do there? Kingdom c can What JapanHave ask questions. • when it happened found nearby. Bahrain d Did you enjoy being there? you been to similar Egypt Thethere. Bahamas • who else was UAE there? celebrations? e Did anything interesting happen whileJordan you were Nigeria Trinidad The instructions use: India Malaysia Glossary Indonesia 2 Find out about celebrations. Use a South • short sentences dictionary to fi nd the defi nition of celebration. directions: instructions for Key word Africa • simple sentences getting from onephotos place to All the could be definition: the another Remember, you Stories need to know • ordered sentences settings for a story. meaning of a word use asodictionary. often the alphabet begin with a to setting the • command verbs.
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Important words to learn.
Check you know here! reader can imagine whereitthe
story begins. B Cfind D EtheF country G H I Jyou K Llive MN 1 CanAyou in?O
PQ R S T U V W X Y Z 01 2 How many other countries can you name?
Writing tip
01
Audio instruction Instructions need to be easy to read, easy to understand and
2 We nouns and know adjectives when we write you can name? 3 use What you about the countries easy to follow. When we write instructions, we usedo short, simple 3 Find out more about celebrations. story settings. sentences and put them in the correct order. Remember, instructions Do an internet search can and look in also include command verbs and sequencing words so the reader 65 Language focusmany different types of books. How easily see what needs to be done. celebration can you list? Nouns are words we use to name things. 2 Think about the directions you would give someonehouse coming , bed, shop, beach, hill, flower Examples: to your class party. Write instructions for walking from the Adjectives are words we use to describe nouns. school gate to the room the party will be held in. Examples: big, small, pretty, lovely, nice, dirty, horrible, high, low a Think carefully about the route you are going to going describe We are to... in your instructions. • write lists to a party. you could use when you a Talk about nouns plan and adjectives describe each of the photographs. 51 b InGetting your notebook, started write four sentences, one for each photograph. Use at least one noun and one adjective in 1 With a partner, talk about a party you have been to. each sentence. 2 Ask each other four questions about the party.
Key language and grammar rules explained.
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2.2 Writing lists
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a Is that a crocodile over there? Anja.
in with those bright twinkling eyes.
Roald Dahl
b Juan
We are
Where?
c Over there, near the tree in the Glossary Did you know that when water,Education towards Anja. endorsement of this title. working with Cambridge Assessment International extraordinary: very Roald Dahl was at boarding special d Oh yes! I can see it, How to use this book school, he was invited to try out marvellously: wonderfully Juan. new chocolate 1bars. This inspired Story writing with Roald Dahl and him to write the story Charlie alight: showing clearly e Anja , Quick, the Chocolate Factory!let’s run! jerky: sudden and quick 2 Proofread your final story.
Questions to help you In a group, discuss this description of Mr Wonka. think about how a What doesyou he look like? b What does he do? learn
Re-read your story and check it carefully for any mistakes. How can you remember to use interesting dialogue words Check: in your own writing? Key word • the grammar
c What might he be thinking?
• the spelling
d How does he feel?
• the punctuation.
1.9 Sequencing events
The text might not tell us about all these things.
2 Listen you to this description Hints to help with of Charlie while he is waiting in line to enter Mr Wonka’s Chocolate Factory. your reading, writing, a List as many adjectives as you can that speaking and listening skills. describe Charlie.
Listening tip
2 Write the final instructions for your game. We are going to... Make sure everyone Make sure your handwriting andatidy. It isis neat always good in the group listens • discuss structure of ideaeach tostories. proofread your 3 In groups, take the turns to play other’s games.
04
This is what you have learned in the unit.
to each other.
just Are the instructions easywriting, to follow?
in case you have made any silly mistakes.
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proofread: read and correct any mistakes
2.12 Improving your instructions
Getting started Speaking tip 1 Re-read the beginning of The Enormous Crocodile in Session 1.6. Speak slowly and clearly as you read out your instructions. 2 In a group, discuss what you think might happen next. This what will help to follow them. Look I canothers do! explore and write settings. 1I can The sentences belowabout tell usdifferent how Thestory Enormous Crocodile story
LookI what I can and do! write about story characters. can read starts and how it continues. I can write lists.
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I can recognise verbs in the past and present tense. I can discuss the difference between fiction and non-fiction.
I can use speech marks to show dialogue and explore I can use averbs contents and index. different to page describe speech in texts.
I can follow instructions and recognise the role of command verbs and sequencing words.
I can discuss the structure of stories.
II can canspeak plan,fluently write and improve a story. and confidently when giving instructions. I can write instructions and improve them.
Check your progress
1 In this unit you have read instructions for making:
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Questions that cover what you have learned in the unit. If you can answer these, you are ready to move on to the next unit.
A project for you to carry out, using what you have learned. You might make something or solve a problem.
A good time to pause and find out how your learning is progressing.
• have a cake 2 Let’s a party
36
• a pop-up card • some fruit rockets. Continued Write a list of all the things that are the same about these instructions. 5 Complete these word sums. 2 What other non-fiction texts are in this unit? a walk + –ing = __________ 3 Write two sentences, each starting with a command verb. b smile + –ed = __________ 4 Finish these compound words.
1 Story writing with Roald Dahl
a foot c sit + –ing = __________b any
Use the six main events in Activity 1 to make a story mountain.
Project
Writing tip
Group project: Create a recipe book
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The story mountain Write your own recipe for something you love to eat. shows It could the shape of most and label the diagram beCopy something you create yourself.with As a group, discussstories. how you You can use it to the events. are going to display your recipes to create a recipe book. plan your own stories or Pair project: Party lists to understand the events 3 Act the story. in a story you have read. Imagine you and a partner are running the class party. a Decide who will play the different Write a list of everything that needs to be done on the day. in the Then characters write the things onstory. your list in the order they need to Talk about where each event should go.
bebdone, with you need do first. Act starting a version of what the story usingtoyour story mountain. Solo project: How to take care of …
Howinstructions are we doing? Write on how to care for an animal. You are going away for the weekend to a family party and a friend is coming Inlook a group, talk animal. about how could improve to after your Writeyou instructions on howyour they play should if you acted your version of the story again. care for them.
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2
Let’s have a party
2.1 Looking at celebrations
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We are going to... • research what a celebration is. Getting started
1 Look at the photographs of celebrations.
2 What different celebrations do they show?
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3 Talk about the photographs.
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2 Let’s have a party
1 Talk about a celebration you have been to. Remember to include: • why you were celebrating • what you did • where you were
Take turns when listening to other people. Listen carefully to what they are saying and ask questions. Have you been to similar celebrations?
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• when it happened
Listening tip
• who else was there.
2 Find out about celebrations. Use a dictionary to find the definition of celebration.
definition: the meaning of a word
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Remember, you need to know the alphabet to use a dictionary. Check you know it here! ABCDEFGHIJKLMNOPQ RSTUVWXYZ
Key word
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3 Find out more about celebrations. Do an internet search and look in books. How many different types of celebration can you list?
2.2 Writing lists
We are going to...
• write lists to plan a party. Getting started 1 With a partner, talk about a party you have been to. 2 Ask each other four questions about the party.
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2.2 Writing lists
1 Plan a class party!
What did you enjoy the most?
Writing tip
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Whose party was it?
a In a small group, talk about:
• what you need to do before a party • how you will tell people there is a party
You usually write lists of things down the page, not across the page.
• what you could do at the party.
b Write a list of the ideas you have discussed.
Number the items on your list in the order that things need to be done.
2 Can you remember all we have learnt about verbs?
Look back at Unit 1, Session 1.7 if you need reminding.
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a Answer these questions in your notebook. • What is a verb?
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• Why do we use verbs?
• Can we write a sentence without using a verb?
b Copy these sentences. Underline the verb in each one. • Write ideas for a class party. • Send invitations to the party. • Parties are fun!
• Some people dance at parties.
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2 Let’s have a party
2.3 Fiction or non-fiction? We are going to...
Getting started
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• discuss the difference between fiction and non-fiction.
There are two main types of writing, • fiction • non-fiction These are called text types.
1 Discuss what you think fiction is. Discuss what you think non-fiction is. 2 Say an example of each text type.
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1 Look at ten different books. Sort them into piles of fiction and non-fiction books. Discuss how you know which books go in which pile.
Key words
fiction: a story or text that someone has made up non-fiction: a text giving information or telling the reader true things
Reading tip
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If you don’t know whether a book is fiction or non-fiction, try these steps to help you decide. 1 Look at the title. The titles of non-fiction books usually tell you what the book is about; fiction books may have more imaginative titles.
2 Look at the pictures on the cover. Non-fiction books may have photographs or realistic pictures. 3 Read the blurb. The blurb on the back cover tells you the subject of the book if it is nonfiction, or what the story is about if it is fiction. 4 Flick through the book. Does it have a contents page or index? Are there headings above short paragraphs of writing? If so, it’s probably a non-fiction book.
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2.3 Fiction or non-fiction?
How are we doing? Ask your partner to check your piles of books and draw you a smiley face if you have got them all in the right piles or a sad face if you need to change some.
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2 Read the texts 1–3. a Are the texts fiction or non-fiction? Look at how the texts are set out and what clues this might give you. 06
1
A surprise
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João was excited. Vovó was going to be eighty and his family was planning to have a surprise party for her. He had known his grandmother was old, but not that old! He wondered what old people did at parties. They couldn’t dance or play games. Perhaps they just ate and talked. Suddenly, he felt less excited. But this was going to be a surprise party. He wondered what he could do to surprise her. He knew she loved cakes so he thought he might make her one.
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2 Let’s have a party
07
2
How to make a sponge cake You will need: 175 g softened butter, sugar and flour 3 medium eggs
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1 tsp baking powder
sweets and coloured icing What to do:
1 First, mix together the butter and the sugar.
2 Add the eggs and beat until smooth and creamy. 3 Now, mix the baking powder with the flour.
4 Then, sift the flour into the butter mix and gently mix in.
5 Finally, spoon the mixture into two shallow cake tins and bake in a medium oven for 25 minutes.
3
SA
08
M
6 When the cake is cool, decorate it with sweets and coloured icing.
Amelia You are invited to: Vovó’s Surprise Party. It will be at: Santa Teresa Colombo Café, Rio de Janeiro On: 18 May at 4.30. Come dressed to impress. RSVP
b Answer these questions. 44
• Which text is an invitation? Which text is a story? Which text gives instructions?
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2.4 Following instructions
• Talk about the differences between the texts. Talk about the features of each text type. • Write a list of the main features of each text type. 3 Answer these questions. a Who is Vovó?
features of a text type: things that make one text type different from other text types. The features include the purpose of a text, its layout and the language used in it.
PL E
b What does João think he will surprise Vovó with?
Key word
c Do you think João will enjoy Vovó’s party? d Why do you think João suddenly felt less excited?
e When you make the cake, what must you do after you beat the eggs? f In which city will Vovó’s party be held?
M
2.4 Following instructions We are going to...
SA
• follow instructions and recognise the role of command verbs and sequencing words. Getting started
Continue to plan your class party. 1 Discuss:
• Why are you having a party?
• Will the party have a theme?
• Who will you invite to the party?
2 Make notes about the things you discuss.
45
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2 Let’s have a party
1 Look at these instructions for making a pop-up card. Read the instructions to yourself and then answer the questions. 09
How to make a pop-up card You will need:
PL E
• pieces of card: t Card 1: 25 cm long,
20 cm wide
t Card 2: 12 cm long,
8 cm wide
t Card 3: 12 cm square
• scissors • a ruler
M
• glue
• colouring pens or pencils 1 First, fold Card 1 in half.
SA
2 Then, draw a line 1 cm from either end of Card 2. 3 Fold Card 2 along both the lines and then fold it in half. 4 Next, open Card 1.
5 Glue along the ends of Card 2, then stick Card 2 inside Card 1, as shown in the picture.
6 Draw a party picture on Card 3 and cut it out. 7 Finally, glue your party picture onto the edge of Card 2. a What type of text is this? b Why does it help to have a ‘You will need’ section?
46
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2.4 Following instructions
c How do the pictures help? d Why do you think the numbers are important?
How am I doing?
PL E
2 Now follow the instructions in Activity 1 to make your own pop-up card. Put your card somewhere safe. You will need it in the next session.
Look at the card you have made. What could you have done to improve it?
Were the instructions to make the card clear? How could you change the instructions to make them easier to understand?
M
3 Good instructions are clear and easy to follow. The sentences use a special form of the verb.
a Look again at the instructions for making a pop-up card in Activity 1. Find all the verbs. Where are they in the sentence? Write a list of the verbs.
SA
b Now find all the other words at the beginning of the sentences. Make a list of these words too.
Language focus
The form of the verb used in instruction texts is sometimes called a command or imperative verb because it tells, or commands, you to do something, such as draw, open or fold. It is a ‘bossy’ verb.
Words such as first, next and finally tell you the order to do things in. They are called sequencing words. Instructions usually begin with a command verb or a sequencing word.
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2 Let’s have a party
2.5 Writing an invitation We are going to...
Getting started
PL E
• write an invitation.
Look back at the invitation to Amelia in Session 2.3, Activity 3. Talk about the invitation: • Whose party is it?
• Where does the party take place? • What time does the party start?
M
• How do we know the party is happening in the future? Which words give us that information?
Amelia arty. ’s Surprise P ó v o V : to d e o Café, You are invit resa Colomb e T ta n a S t: It will be a iro Rio de Jane at 4.30. On: 18 May s. ed to impres Come dress RSVP
1 How do you know the text to Amelia is an invitation? a Talk about the layout – where the writing is on the page. Why isn’t it all on one line?
SA
b Discuss the order the information is given in. c What other information is included in the invitation? What do the letters RSVP (répondez s’il vous plaît) mean? d Make a list of the important information you need to include in your class party invitation.
2 You are now ready to write your invitation. a First, write your invitation in rough. Think about the layout and the order you give the information in. b Use a computer to type your final invitation or write it in neat, clear handwriting.
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2.5 Writing an invitation
c When you have finished your invitation, print it and/or cut it out. Stick it carefully on the front of the pop-up card you made in Session 2.4. How are we doing?
10
PL E
Show your invitation to a partner. Ask them what they think you have done well and what they think you might change. 3 Listen carefully to what Tuhil says to Anya. He is inviting her to his party.Write an invitation from Tuhil to Anya. Make sure you include all the important information you have heard in their conversation. 4 Look at these sentences.
The family are inviting people to Vovó’s Surprise Party.
Amelia has been invited to Vovó’s Surprise Party.
M
Language focus
SA
Before adding –ing or –ed to a word, look at the letter before the last letter to see if it is a consonant or a vowel. • If it is a consonant, just add –ing or –ed, but if the last letter is an e, remove the e before adding –ing or –ed. Example: call = calling invite = inviting • If it is a single vowel, just double the last letter before adding –ing or –ed, but don’t double the last letter if the word ends in w, x or y.
Example: stir = stirring play = playing • If there are two vowel letters, just add –ing or –ed.
Example: beep = beeping 49
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2 Let’s have a party
a Add –ed to each of these words. Don’t forget the rules! help
zip
push hop
wave
sit
bake
vowel: the letters a, e, i, o and u (y is called a semi-vowel because it sometimes acts as a vowel, e.g. fly.) consonants: all the letters in the alphabet that aren’t a vowel, e.g. b, c, d, f and g
PL E
b Add –ing to each of these words. Don’t forget the rules!
Key words
wait
sweep
box
M
2.6 Following and writing instructions We are going to...
SA
• follow and write instructions. Getting started
Instructions tell us how to do something. Write a list of 1 activities where we need to follow instructions.
Chord
2 Share your list with others. Have you all written the same types of instructions? 50
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2.6 Following and writing instructions
1 Look at the instructions for walking from a school to a nearby playground. How to get from school to the playground
11
1 Leave school by the front gates. 2 Turn right and walk towards the crossroads.
PL E
3 Cross the road carefully at the traffic lights.
These instructions are often called directions.
4 Walk along the small lane opposite the shop that runs next to the stream. 5 Next, go over the bridge.
6 Turn left into the park. The playground can be found nearby.
The instructions use:
Glossary
• short sentences
directions: instructions for getting from one place to another
• simple sentences
M
• ordered sentences • command verbs.
SA
Writing tip
Instructions need to be easy to read, easy to understand and easy to follow. When we write instructions, we use short, simple sentences and put them in the correct order. Remember, instructions also include command verbs and sequencing words so the reader can easily see what needs to be done.
2 Think about the directions you would give someone coming to your class party. Write instructions for walking from the school gate to the room the party will be held in. a Think carefully about the route you are going to describe in your instructions. 51
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2 Let’s have a party
b Think about the order people need to read the instructions to understand the route.
PL E
c Write the instructions. Remember to include command verbs and sequencing words. 3 What are compound words?
a Look at this word. What do you notice about it? playground
b Use these words to make as many compound words as you can. bath
bed
brush
band
play
paste
tooth
time
bedroom
SA
room
M
hair
Reading tip
Key word
Be aware of compound words when you’re reading – it can make long words easier to read. Look for words with unusual strings of consonants, for example bookcase, seatbelt, popcorn and football.
compound words: two smaller words put together to make one bigger word, e.g. play + ground = playground
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2.7 Contents pages and indexes
Writing tip Compound words are easy to spell – you just spell the two shorter words one after the other. c Now look at these words. How many compound words can you make? thing
any
no
some
PL E
every
one
where
how
body
2.7 Contents pages and indexes
M
We are going to...
• use a contents page and an index. Getting started
SA
In a group, discuss these questions: 1 Do you enjoy party food?
2 What is your favourite type of party food? 3 What do you like to drink at parties? 4 Have you ever been to a party that doesn’t have food?
1 What would you like to eat at your class party? a Talk about the food you could have at your party. Make a list of party food you would like to have. b What kind of book would tell you how to make the food? Where could you find the book? 53
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2 Let’s have a party
2 Read Fruit rockets. 12
Fruit rockets You need:
• strawberries
PL E
• A slice of watermelon, about 1 cm thick • half a small banana • a slice of pineapple • 3 wooden skewers. Method:
1 First, cut the watermelon into three triangles. Cut the top point off each triangle.
M
2 Push a piece of watermelon onto a skewer. This is the base of your rocket. 3 Next, cut the strawberries in half.
4 Push half a strawberry onto the skewer, above the watermelon.
SA
5 Then, cut down the middle of the banana. Cut off slices about 2 cm long and thread them onto the skewer above the strawberry. 6 Finally, cut the pineapple slice into triangles. Place a triangle, point up, at the top of the rocket. 7 Make two more rockets. 8 Serve immediately.
a What type of text is Fruit rocket? How do you know? What sort of book does the page come from?
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2.7 Contents pages and indexes
3 Look at this contents page and index.
Contents
Index
Lemon juice 28
Healthy drinks
Apple 27, 35
Melon 31
Apricots 16, 21, 26
Milk 24, 28,
Banana 24, 28, 31
Oats 16, 26, 32
Nutty banana whirl
28
Orange refresher
28
Healthy snacks Fruit rockets
PL E
Honey and yogurt smoothie 29
Nuts 17, 28, 35
31
Orange oat biscuits
32
Carrot slice
33
M
a Discuss what is the same and what is different about the contents page and index. When would you use each page? Which book do you think they come from?
Orange 6, 17, Butter 13, 32, 33, 28, 29 34 Orange juice 28 Carrot 33 Pineapple 31 Flour 19, 23, Strawberry 32, 22 31, 34 Honey 15, 21, 28, Sugar 16, 33, 37 29 Watermelon 31 Jelly 17, 26, 35 Yogurt 28, 29, 34 Lemon 16, 23, 25
SA
b Find a book with a contents page and index. Choose a topic to look up in the book. Use the contents page and index to help you.
Key words
Reading tip
contents page: a page at the front of a book, which shows you where you can find different chapters or sections
Use your knowledge of the alphabet to help you find information quickly with an index.
index: an alphabetical list at the back of a book which shows you which page to find information of interest
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2 Let’s have a party
How do you work out whether to use the contents page or the index to find information in a book?
PL E
4 Find some recipes for party snacks in books or on the internet. Add one or two more items to the list of party food you made in Activity 1. Make a note of where you found the recipes.
2.8 Making lists We are going to... • write lists. Getting started
SA
M
Lists can help us remember things. Write a list about everything you need to remember to do when you get home from school today.
Remember, lists are usually written down the page, not across the page. This makes each point in a list clear and easy to identify.
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2.8 Making lists
1 You’ve decided to make Fruit rockets using the recipe in Session 2.7, Activity 2, but you don’t have everything you need. Don’t worry, you can go shopping! a Write a list of items you need to buy. Think about the layout of your list.
Don’t forget to buy the skewers!
b Rewrite your list in alphabetical order.
PL E
2 Look at your list of party food ideas from Session 2.7.
a Choose one of the snacks on your list and find the recipe you need to make it.
b Which ingredients do you have to buy? Write a shopping list. 3 Write your own recipe. It can be a made-up recipe or something you just enjoy eating or drinking.
M
a Look at the layout of the Fruit rockets recipe in Session 2.7, Activity 2. Write your recipe in the same way.
Remember, good instructions are short, simple sentences that use command verbs and sequencing words.
SA
b First, write a list of the things and ingredients you need. Use the title: You need. c Then, write instructions on how to make your recipe. Use the title: Method.
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2 Let’s have a party
2.9 Giving instructions We are going to...
Getting started
PL E
• speak fluently and confidently when giving instructions.
Look at these photographs of children 1 playing games. 2 Discuss the games they are playing. 3 Have you played these games?
M
4 Would they be good games for your class party?
SA
1 In a group, discuss the games you each enjoy playing. As a group, choose three games you would like to play at your party. 2 Look again at the different types of instructions in this unit. Write a list of everything you need to remember when you write instructions. a In a coloured pen, underline everything that would be the same if you spoke rather than wrote instructions. b In a different coloured pen, add anything that you’d do differently if people could only hear your instructions and not read them.
Listening tip Remember, when working in a group, everyone must listen to each other and respect each other’s ideas (even if you don’t agree!).
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2.10 Planning a game
3 Practise giving instructions for a simple game. Think about how you speak when you give instructions. Speaking tip
PL E
Speak clearly; don’t speak too quietly or too fast.
2.10 Planning a game We are going to...
• plan and discuss a new party game. Getting started
13
M
Read the instructions for how to play Fruit Basket.
How to play Fruit Basket What you need:
SA
Ten or more players
1 Divide the players into roughly equal groups.
2 Name each group a type of fruit, e.g. banana, pineapple. 3 Mix the players up and place the players in a circle around a central point.
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2 Let’s have a party
4 Choose one player to stand in the middle of the circle.
PL E
5 The player in the middle then calls out the name of one of the groups, e.g. Pineapple! Everyone in that group must now move to a different place in the circle as quickly as they can. The player who is the last to a place now has to stand in the middle of the circle. 6 If the player in the middle wants to do something different, they can call out ‘Fruit basket!’ That means everyone has to find a new position in the circle. 7 When the game finishes, you do not want to be the one in the middle! 1 Try playing the game. Do the instructions make sense? Could they be improved? 2 Invent a party game!
M
a Talk about how you could change or improve a party game you already know. b Plan the party game. Make notes about how to play the new game.
SA
• What equipment do you need? • How many people can play?
• How do you play the game?
Don’t try to change too much. Just change one or two things that will make the game more fun to play.
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2.11 Writing instructions
3 Practise saying your instructions for your new game aloud. a Use your notes to help you when you speak. b Try teaching your game to others. Ask them how they might improve your game. How am I doing?
PL E
How could you improve your instructions? Write any new ideas with your notes.
2.11 Writing instructions We are going to...
• use sequencing words and command verbs to write instructions.
M
Getting started
1 Write a checklist of everything you need to remember when writing a set of instructions for a party game.
SA
2 Write instructions for the party game you invented in Session 2.10, Activity 2.
As you write, think about your readers. • Are you giving them enough information? • Are the instructions in the correct order? • Do the instructions begin with a sequencing word or a command verb?
3 Tick ( ) each thing on your checklist as you write the instructions in this session.
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2 Let’s have a party
2.12 Improving your instructions We are going to...
Getting started
PL E
• improve the instructions we have written.
1 Re-read the instructions you wrote in Session 2.11.
2 Read the instructions aloud to yourself. Do they make sense? 1 Proofread your instructions. Check them carefullyCheck: • the grammar (Does it make sense?)
• the spelling (Use a dictionary for any words you aren’t sure about.)
M
• the punctuation (Have you used full stops and capital letters in the correct places?) How am I doing?
SA
How can your instructions be improved? Have you written the steps of the game in the correct order? Do you need to add any sequencing words? Have you used command verbs?
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2.12 Improving your instructions
2 Write the final instructions for your game. Make sure your handwriting is neat and tidy. 3 In groups, take turns to play each other’s games. Are the instructions easy to follow? Speaking tip
Look what I can do! I can write lists.
PL E
Speak slowly and clearly as you read out your instructions. This will help others to follow them.
I can discuss the difference between fiction and non-fiction. I can use a contents page and index.
I can follow instructions and recognise the role of command verbs and sequencing words.
M
I can speak fluently and confidently when giving instructions. I can write instructions and improve them.
Check your progress
SA
1 In this unit you have read instructions for making:
• a cake • a pop-up card • some fruit rockets. Write a list of all the things that are the same about these instructions.
2 What other non-fiction texts are in this unit? 3 Write two sentences, each starting with a command verb. 4 Finish these compound words. a foot
b any
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2 Let’s have a party
Continued 5 Complete these word sums. a walk + –ing = __________
b smile + –ed = __________
c sit + –ing = __________ Project
PL E
Group project: Create a recipe book
Write your own recipe for something you love to eat. It could be something you create yourself. As a group, discuss how you are going to display your recipes to create a recipe book. Pair project: Party lists
M
Imagine you and a partner are running the class party. Write a list of everything that needs to be done on the day. Then write the things on your list in the order they need to be done, starting with what you need to do first. Solo project: How to take care of …
SA
Write instructions on how to care for an animal. You are going away for the weekend to a family party and a friend is coming to look after your animal. Write instructions on how they should care for them.
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