Cambridge Primary English Your learners will develop their English skills as they get tangled up with tongue twisters, discover traditional tales and find out about computer code. You’ll find a wide range of international fiction, non-fiction and poetry 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 designing and making a board game, to help learners communicate confidently and understand how to apply their learning to real-world scenarios.
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
Learner’s Book 2
For more information on how to access and use your digital resource, including audio files, please see inside front cover.
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
✓ H as passed Cambridge International’s rigorous quality-assurance process
✓ Developed by subject experts ✓ For Cambridge schools worldwide
Gill Budgell & Kate Ruttle
Completely Cambridge Cambridge University Press works with Cambridge Assessment International Education and experienced authors to produce high-quality endorsed textbooks and digital resources that support Cambridge teachers and encourage Cambridge learners worldwide. To find out more visit cambridge.org/ cambridge-international
Registered Cambridge International Schools benefit from high-quality programmes, assessments and a wide range of support so that teachers can effectively deliver Cambridge Primary. Visit www.cambridgeinternational.org/primary to find out more.
Second edition
Digital access
We are working with Cambridge Assessment International Education towards endorsement of this title.
PL E
CAMBRIDGE
Primary English Learner’s Book 2
SA
M
Gill Budgell & Kate Ruttle
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.
University Printing House, Cambridge CB2 8BS, United Kingdom One Liberty Plaza, 20th Floor, New York, NY 10006, USA 477 Williamstown Road, Port Melbourne, VIC 3207, Australia 314–321, 3rd Floor, Plot 3, Splendor Forum, Jasola District Centre, New Delhi – 110025, India 79 Anson Road, #06–04/06, Singapore 079906
PL E
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
20 19 18 17 16 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1
Printed in ‘XXXXXXXXXXX’ by ‘XXXXXXXXXXXXXX
A catalogue record for this publication is available from the British Library
M
ISBN 978-1-108-78988-2 Paperback
Additional resources for this publication at www.cambridge.org/delange
SA
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.
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.
Introduction
Introduction Welcome to Stage 2 of Cambridge Primary English.
PL E
In this book you’ll read stories from around the world including real-life stories, traditional stories and stories written by prize-winning writers. You’ll also find out more about being a scientist, how robots work and which creatures live in the sea. We’ve found you poems about people, poems to make you laugh and poems to perform. In all the units, there are texts for you to read, enjoy and talk about, as well as the chance to write your own versions and think of your own ideas. English can be great fun as you learn to get better at:
• sharing your thoughts and ideas with your partners • reading and sharing new stories, poems and ideas
M
• writing down your ideas.
During the units, you will be asked to think about what you have done or learned. You will also be asked to discuss how you learned so that you can become an even better learner.
SA
At the end of each unit, there are ideas for projects that will help you to join together all the different areas of English. Gill Budgell and Kate Ruttle
3 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.
Contents
Contents Unit
Text type
Reading
Writing
10
1 Friends and families
Fiction – stories with familiar themes
A Recipe for Me The Show and Tell Day Power Cut Younger Brother Huey Makes the Leap The Pudding Like a Night on the Sea The Things Mums Say Eat Your Peas
Write a story about a big brother or sister Write a poem about things a friend or family member says Write a funny family story
46
2 Badges
Non fiction – explanation texts
How to be a Science Champion How to Blow Bubbles flow chart How to Mix Oil and Water How to be a Reading Genre Champion How to Plan a Badge Pathway
Write instructions for experiments Write a flowchart for following instructions Write a information text
80
3 All about sounds
Poetry – poems with patterns in sounds and/or structure
She Sells Seashells Betty Botter Peter Piper Shop Chat The Poetry United Chant Words to Whisper New Shoes
Write a chant Write a poem using a rhyming pattern
96
4 Long, long ago
Fiction – traditional tales from different cultures
Sang Kancil and the Tiger The Abominable Snowman Yoshi the Stonecutter
Write an alternative story ending Write a circular story
SA
M
PL E
Page
128
5 Computers and robots
Non-fiction – explanation texts/ information texts
Clever Computers Robots The Pepper Robot What is a Drone? Flying a Drone
Design a robot with labels Write instructions for a robot Write a robot explanation text
152
6 On a journey
Poetry – poems with patterns in sounds and/or structure
Busy Day Downhill Racer Riding Down to Boxland The River Exotic Caribbean
Write a shape poem Write a poem with a repeating pattern
4 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.
Contents
Language focus
Cross-curricular links
21st century skills
Present a show and tell item Listen carefully to stories and poems to answer questions Act a story Use speech marks and punctuation to read speech in character
Punctuation Speech marks Quantifiers
Science: the human body; electricity; simple experiments; parts of a flower; plant growth Maths: Measuring growth
Devising ways to remember new vocabulary Working in a group to act a story
Listen carefully recall information Talk about personal information Present a badge pathway
Features of instructional texts Linking adverbs Personal information Plurals
Geography: Understanding traffic signs Science: Using scientific vocabulary; mixing liquids; properties of materials
Devising new instructions using hand signals Sorting linking adverbials collaboratively
Listen for letter sounds and words in poems Perform a chant Act a rhyme in a group
Letter spacing in poems For and with Digraphs
Art: Shop collages; shoe designs Maths: Chants for times tables and days of the week Science: Materials for shoes
Devising alliterative phrases Collaborating to perform a group chant
M
PL E
Speaking/Listening
Noun phrases Suffixes Language patterns The past tense
Science: Animal habitats; making predictions; renewable energy Maths: Estimating; measuring time Geography: Jungles and rivers; Nepal; Himalayas and other mountains; Japan
Using critical thinking to make predictions about characters Using adjectives creatively to describe a character
Present ideas about a robot Listen to the ideas of others Listen carefully to explanation texts to answer questions
Joining nouns and adjectives Wh question words Plural present tense verb endings
Maths: Symbols and codes in maths; measuring time Science: Adjectives and connectives in science, explanation texts in experiments; using drones to collect information; giving and receiving instructions
Collaborating with others to find the most important ideas in a text
Perform a poem in a group Express opinions in a group Listen to others reading aloud
Prepositions Contractions
Design and Technology: Making pop up books Technology: Using computers to make shape poems Maths: Number patterns
Working creatively to perform a poem Working with others to choose a favourite class poem
SA
Listen carefully to character voice Perform in character using voice in different ways Talk about the sequence of a story
5 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.
Contents
Unit
Text type
Reading
Writing
168
7 Stories by well-known authors
Fiction – stories by well-known authors
Sorry isn't Good Enough The Best Tailor in Pinbauê Little Albatross
Write an ending to a story Write an animal story
194
8 Underwater life
Non-fiction – information texts
Body parts of a fish Whales Baleen Whales Which animals eat fish? Sea creature chart Coral reefs Where can you find coral reefs? Which fish live in coral reefs? Coral reef creatures
Write a description of where fish live Write information in a chart Write an information report text on coral reefs
222
9 Creatures everywhere
Poetry – humorous poems
The Elephant On Safari Over in the Jungle How Doth the Little Crocodile If You Should Meet a Crocodile Ode to a Goose
Write about a setting Write a verse for a poem Write an ode
SA
M
PL E
Page
6 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.
Contents
Language focus
Cross-curricular links
21st century skills
Read a story aloud with expression Role play a story Listen carefully to stories to answer questions Talk about what might happen next in a story
When events happen Suffixes Noun phrases Using commas Paragraphs
Maths: Using pictograms to show favourite authors Science: Making comparisons in experiments; making predictions in experiments; animal habitats; what living creatures need to survive; predator and prey
Work with others to decide if statements are true or false Work creatively to write a story
Listen carefully to recall information Talk about features of texts with a partner Read writing aloud for feedback Present and listen to a talk about sea creatures
Pronouns Statements, questions and commands Present tense Features of information report texts
Science: Plant and animals habitats; what animals eat; food chains Maths: Tables and charts Geography: Oceans, seas and lakes
Working with others to plan a presentation
Listen carefully to a poem to recall information Perform poetry aloud to a group
Split digraphs
Science: Animal adaptations; animal habitats Art: Drawing or painting crocodiles
Reflecting on what helps us to write a new verse for a poem Writing a new verse for a poem with a partner
SA
M
PL E
Speaking/Listening
7 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.
How to use this book
How to use this book 11 Friends Friendsand andfamilies families
8
1.7 adding to a story 1.10Sequencing Exploring and language
Underwater life
2 Read the text about whales. We Weare aregoing goingto… to… •• plan and write a new story. starters and pictures. tell a story using sentence
In this book you will find lots ofWhales different features to help your learning. 52
What kind of animal is a whale? They are on top of the whale’s Getting started head so the whale can breathe Getting started kinds of There are many different when it comes to the surface of whales. What Whaleswords spend would their lives youinuse to describe Julian? Work together to make a long promises thelist sea.ofSome whales can hold the seasWhat and oceans of the world, words would you use totheir describe little brother, Huey? breathhis underwater for more to get a lolly. but they are not fish. Whales are If you give me a lolly, than two hours! 1 Write a word for each character on sticky notes. mammals they must breathe air. who will start the 1 soSit in a circle. Decide will or bewall. good. Stick the words onto an outline of whales each character on theIboard How do move? game and say the first promise. How do whales breathe? 2 Look at the words others have written. A whale’s tailDo hasyou twoagree tail flwith ukes.all the words? If a whale reachby therolling a ball across the circle. 2 cannot Take turns The flukes move up and down to surface of the water to get breathe, it repeat all the promises When you the ball, push the whale forwards through will drown. so A whale’s nostrilsone are of your own. 1 Retell far, the then storysay by writing a caption each picture. the water.for Whales use their fins for called blowholes. steering. If you give me a lolly, I will We are going to… be good and go to bed.
1 Friends and families
PL E
Questions to find out what you know already.
1.1 Friends at school
What you will learn in the unit.
If you give me afin
• listen and respond to questions lolly, I will be good,about go a story.
blowhole
to bed and not snore.
Getting started
Talk about the pictures. 482212529 1 Copy and finish each of these sentences: 1 Who are your friends at school and at home? FPO a If you tidy your bedroom, you never have to . . . fluke 2 What is your family like? b If you finish your homework, I’ll . . .
Fun activities linked to what you are learning.
M
c If you help me with the shopping, we’ll . . .
flipper
d If you buy me chocolate every day, you can have . . .
2 Use the sentence starters and pictures on the next page to continue the story of Eat Your Peas. Glossary a Draw the pictures and write the sentences for each of the promises. surface: the top of the water
Important words to learn.
SA
30
38
nostrils: FPO the holes in your nose that you breathe through
196
audio instruction
Key language and grammar rules explained.
07
Consuelo Murphy-Bel,
Age 11–12 – Year 6 4.6 Reading aloud and checking understanding
10
Language focus We can add word endings –s, –ing and –ed for present and past verb forms in sentences. Present: The woodcutter tricks Ramay. Past: The woodcutter was tricking Ramay. Past: The woodcutter tricked Ramay. 4 Write the correct ending to each verb. Use these endings to help you: –s, –ing, –ed. a The Abominable Snowman live listened to Ramay chatting.
8
b He listen to what Ramay is say to be a monster.
in a mountain cave and and imagines the boy
c Without see Ramay, the monster give him a wishing stick so he goes away and does not eat him.
Original material © Cambridge University Press 2020. This material is not final and is subject to further changes prior to publication. d Ramay tricked the monster and was feel very pleased! e Ramay stay
the night with an old woodcutter and thanked
• what props you need.
a What sort of evening was it?
performing.
3 Act your chapter. Work with your group.
b What happened?
We are working with Cambridge Assessment International Education towards endorsement of this title. c Why do you think Mr Chen asks if everyone is okay?
4.6 Reading aloud and checking How to use this book e What will happen to the food in the fridge and freezer? Why? understanding d What is the problem with the torch?
f What do you think the Chen family will do next?
We are going to…
Questions to help you think about how you learn
• read and answer questions about The Abominable Snowman.
How do you find answers to questions about a story? started Do Getting you read the whole text each time? Or do you skim and scan? What tips would you give for reading aloud? Explain them to a partner. Read the story chapters aloud on your own. 31 Answer these questions about words and phrases from the story.
Hints to help you with your reading, writing, speaking and listening skills.
another name for ‘the machine that keeps us cool’?
b What is another meaning Check the meaning of words you dofor not‘tablet’? know. For example: At home he
shows mother‘lost’ how their the wishing stick can grantelse theircan wishes. c Thehis family electricity. What youThink lose?of a word that fits and makes sense, e.g. give, allow.
d Fill in the missing words: the lights went the heater ?
Who turned
PL E
This is what you have learned in the unit.
a Whattipis Reading
4
e Find two words that end in suffix –ly.
4
Long,what ago Look I can do: words. up long of two smaller
4
109
Long, long ago
f Find two whole words that are made
I can read and answer questions about stories. Long, long ago Look what I can do: I can explore adjectives andause them in descriptions. Is this
I can read answer questions about stories. retell and stories using pictures words. story set in the and Look what I can do: I can explore adjectives use them in descriptions. past orpatterns it isand a modern use language to predict what happens next in a story. I Ican andday answer questions about stories. story? How canread retell using pictures and words. write stories story beginnings anddo endings. I Ican adjectives and use them inwhat descriptions. you know? canexplore use tostory. predict happens next in a story. planlanguage and writepatterns a circular I can retell stories using pictures and words. 2 Work in pairs. Read poem aloud as if you are the mum I can write storythe beginnings and endings.
sayingI can these things. use language patterns to predict what happens next in a story. I can plan and write a circular story. Check your progress
16
1 What sort of stories are in this unit? I can plan and write a circular story.
Check your progress 3 Explore the poem. aloud? 2 What islanguage your best of tipthe for reading
1 sort ofconnectives. stories are in this unit? 3 What Write three Use one in a sentence.
Language focus Check your progress
M
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.
I can beginnings a How willwrite you story say the words? and Takeendings. it in turns and share ideas.
2 is yourverbs best in tipthe forpast reading aloud? 4 What Write these tense: trick
plan
see
13 What sort ofconnectives. stories in at thisthe unit? three one inRamay. a sentence. Remember use a fullare stop end of a sentence or statement. 5 Write we adjectives to Use describe
?
2 What isthese your best tip for reading aloud? Write in past tense: plan see 6use What is yourverbs best tipthe forthe writing a story? We4 a question mark at end ofcircular a trick question. 35 Write three connectives. Use one inRamay. a sentence. Write three adjectives to describe 7 What is a good way to begin a story in the past tense? 46 Write verbs the tense: trick story? plan see Whatthese is your bestintip forpast writing a circular
.
a 5Write the adjectives rhyming words. Writeall three to describe Ramay.
SA
7 What is a good way to begin a story in the past tense?
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.
Projects b 6Write Whatallisthe yourcommand best tip forverbs. writing a circular story?
1 Group project: Make puppets for one of the stories in this unit. Use it to help perform the story. Projects
c 7How many punctuation marks can you find? What is a good way to begin a story in the past tense? • full stops.
2 Group Pair project: Make a traditional your in school library 1 project: Make puppets fortale oneposter of thefor stories this unit. or classroom. Projects • question marks? Use it to help perform the story. 3 Group Sololine project: Make mini-book about traditional project: Makeaapuppets onefunny? ofathe stories thisfrom unit. 2 Pair project: Make traditional tale poster for yourintale school library d 1Which is repeated? Why isforthat your Use it country. to help perform the story. or classroom.
4 Write a poem likeMake this of things a friend or 23 Pair project: aatraditional tale poster for your school library Solo project: Make mini-book about a traditional tale from familyor member says. Include at least five things. classroom. your country. 3 can Solouse project: Make a mini-book You any of these features: about a traditional tale from your country.
126
commands
statements
rhyme
questions
126 126
How are we doing? Read your poem to a partner as if you are the friend or family member saying the words. Ask for ideas to improve it.
9
33
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 Friends and families We are going to…
PL E
1.1 Friends at school
• listen and respond to questions about a story. Getting started
Talk about the pictures.
1 Who are your friends at school and at home?
SA
M
2 What is your family like?
Consuelo Murphy-Bel, Age 11–12 – Year 6
10 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.
1.1 Friends at school 01
1 Listen to The Show and Tell Day by Sibel Sagner. Then answer the questions.
The Show and Tell Day It was Show and Tell Day at school. The children were happy. They had things to show. Everyone liked Show and Tell Day.
PL E
‘I will go first,’ said Miss Garcia. ‘I will tell you about my family. I have a mum, a dad and two sisters.’ ‘I like to take photos of my family.’
Miss Garcia showed her photographs to the children. ‘Here I am, on holiday with my family,’ she said.
‘Now it’s your turn, Omar,’ said Miss Garcia. ‘Come and show us your things.’
‘I like finding rocks and shells,’ said Omar. ‘I go down to the beach to find them.’ The children looked at the rocks and shells.
Zara was next. ‘I like to make animals from paper,’ said Zara. ‘I keep them in this box.’ ‘I can make ladybirds and frogs and fish,’ said Zara. ‘I like this rabbit,’ said Leila.
M
Zara smiled. ‘I can show you how to make it,’ she said.
Beno came to show his kites to the class. ‘Look at this kite,’ said Beno. ‘It can fly very fast.’ ‘Wow! Your kites are great,’ said Kofi. ‘Thanks,’ said Beno. ‘You can come and fly kites with me.’
SA
‘Well done, everyone,’ said Miss Garcia. ‘Now we will make a display on my big table.’ ‘Oh no! We have too many things to show,’ said Omar. ‘We need a bigger table.’
Sibel Sagner
Glossary show and tell: an activity in schools where you bring in something from home to share in a presentation with others 11 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 Friends and families
a Why is this a special day for the friends? b What does each person in the story show and tell? Draw it. Write it. c What is the problem at the end? d What would you do to solve the problem?
PL E
2 Look at the pictures.
a Write a sentence to describe each show and tell thing.
M
b Say what you would bring into school for a show and tell day?
SA
3 Plan a presentation about your special show and tell thing. a Use these questions to help you: • What will you show for your show and tell? • Why is it special to you? Why do you like it?
• How will you finish your presentation?
b Present your show and tell. Watch others present theirs. How are we doing? Say two good things about other presentations and one thing to improve.
12 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.
1.1 Friends at school
4 Play a word game! a Choose one word about the story or about your show and tell ideas. b Describe the word by its letters and sounds. c Then give a clue. Others must guess the word you are describing.
PL E
My word has five letters. It has one clap or syllable. It begins with the letter sound ‘sh’. You find it on the beach or in the sea.
Is it a crab – like a shellfish?
SA
M
No, shellfish has two syllables.
Is it a shell?
Yes! Your turn now!
13 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 Friends and families
1.2 A family adventure We are going to…
Getting started
PL E
• read part of a family adventure story and answer questions about it.
Look at the pictures and talk about them. 1 Think of one word that describes what all the pictures are about.
SA
M
2 What other pictures can you think of for this word?
1 Read Power Cut, Part 1.
02
Power Cut, Part 1
1 It was an evening just like any other in the Chen family apartment. Mr and Mrs Chen were tired from working all day, and the children were busy playing on tablets.
14 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.
1.2 A family adventure
Suddenly, the lights went off. The apartment was completely dark. ‘Oh no! We have lost all our electricity,’ cried Mr Chen. ‘There must be a power cut in the city,’ said Mrs Chen.
PL E
2 ‘Is everybody okay?’ asked Mr Chen. ‘Yes, I’m okay,’ said Amy. ‘Wow! It’s so dark in here,’ said Ben. ‘I’ve never seen our house like this before.’ Mr Chen picked up his torch and turned it on. But there was only a small beam of light. ‘I don’t know how long this torchlight will last.’
M
3 Then Mrs Chen wiped her forehead. ‘I’m feeling very hot,’ she said. ‘Who turned the heater on?’ Mr Chen frowned. ‘The heater is not on. The machine that keeps us cool has stopped working.’
SA
4 Mrs Chen went into the kitchen. ‘Oh no! The fridge is not working either,’ she cried. ‘All the food will be ruined.’ ‘And what about the freezer?’ asked Ben. ‘The ice cream cake for Grandma is in there. It’s a special treat for her.’ 5 ‘That’s a big problem,’ said Amy. ‘The ice cream cake will melt if it gets warm.’ Just then the torch went off. ‘And now we have an even bigger problem,’ said Mr Chen. ‘Oh dear. What do we do now?’ Mrs Chen asked.
Peter Millet 15
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 Friends and families
2 Read each question. Say the answer and then write it. a What sort of evening was it? b What happened? c Why do you think Mr Chen asks if everyone is okay? d What is the problem with the torch?
PL E
e What will happen to the food in the fridge and freezer? Why? f What do you think the Chen family will do next?
How do you find answers to questions about a story?
Do you read the whole text each time? Or do you skim and scan?
3 Answer these questions about words and phrases from the story.
M
a What is another name for ‘the machine that keeps us cool’? b What is another meaning for ‘tablet’? c The family ‘lost’ their electricity. What else can you lose? Who turned
SA
d Fill in the missing words: the lights went ? the heater e Find two words that end in suffix –ly.
f Find two whole words that are made up of two smaller words.
Is this a story set in the past or it is a modern day story? How do you know?
16 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.
1.3 Retelling and acting
1.3 Retelling and acting We are going to…
Getting started
PL E
• tell the next part of the family adventure story.
Talk about the story so far. 1 What has happened?
2 What are the two main problems? 3 What would you do?
1 Tell the next part of the story using these words and pictures.
M
Power Cut, Part 2
SA
I have an idea.
This tablet light will last for a few hours. Luckily, I charged it up this morning.
17 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 Friends and families
An hour later…
PL E
And I can fix the problem of the melting cake!
Who is going to tell Grandma that we ate her cake?
M
2 Read the captions, then write them in the correct order in your notebook. Now draw a picture for each one to illustrate the story.
Key word
caption: a sentence or phrase that describes a picture
SA
It was an evening just like any other in the Chen family apartment. Suddenly, the lights went off. It was a power cut. Amy had a good idea to use the light from her tablet. Ben had a good idea to eat the ice cream cake before it melted. Later, the power came back on. Then the problem was how to tell Grandma that they had eaten her cake. Mr Chen found his torch, but it was only a small beam. The apartment got hot and the fridge and freezer stopped working too. Grandma’s ice cream cake was going to melt. Then the torch went out.
18 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.
1.4 Describing what characters do
3 Act the story in a group. You will need: • four people to play Mum, Dad, Amy and Ben • props: a torch, a tablet, a cake (or just pretend)
PL E
• lights to turn on and off.
1.4 Describing what characters do We are going to…
• write lists using commas and correct punctuation.
Getting started
M
1 What do collectors do?
2 Do you collect anything?
SA
3 What would you like to collect?
19 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 Friends and families
1 Listen to the poem Younger Brother by Trevor Millum. a How many different things does the brother collect? b What do you think this ‘younger brother’ is like? Why?
PL E
Younger Brother
M
He collects bottle tops, Toilet roll holders, Dead insects, Bits of rock and stones Of interesting shapes and colours, Half-made models, Stickers, badges, pencils, Feathers, germinating seeds, Used socks (under the bed), Broken saucers that he never mends, Torch batteries, glass marbles, Oh – and friends. Trevor Millum
SA
Glossary
germinating: beginning to grow
This poem is like a list. What an odd list of things!
Listening tip
• First close your eyes and just listen.
• When you listen again have a pencil to: make notes or mark up the text.
20 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.
1.4 Describing what characters do
2 Count the commas in the poem. a Talk about where and how they are used. b Rewrite each of these lists using commas in the correct places. Remember to add and in the correct places too. • I collect stones of interesting shapes half-made models and stickers.
PL E
• I collect stickers badges pencils feathers. • I collect seeds socks broken saucers batteries glass marbles.
Language focus
Remember that this is a comma
I collect bottle tops, toilet roll holders, dead insects and bits of rock.
,
It tells us to take a short pause when we are reading. We can use it to separate items in a list.
M
We need to put ‘and’ between the last two items in a list. 3 Write your own lists for:
• things you would like to collect
SA
• things you need for a summer holiday • things you like about your family!
Now write your lists into sentences using commas and and.
4 Look for words in the poem that have these spellings. Write them in lists like this. • words ending in –er • words ending in –le
• words with double letters.
er
Younger Broth
21 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 Friends and families
1.5 Challenges and excuses We are going to…
Getting started
PL E
• explore words and phrases in a story.
SA
M
1 Talk about these challenges. What are the children doing?
2 With a partner, talk about a challenge you would do and why. 3 Talk about two challenges you would not do and why.
22 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.
1.5 Challenges and excuses
1 Listen to and read this story about two brothers and a friend. Stop at the end of each box to answer the questions. 1
Huey Makes the Leap I was in the garden with Gloria and Huey.
04
PL E
There are two new things in our garden.
One is a swing that is the best in town. …
When I sit in this swing and look straight up, it’s like looking to the roof of the world. … The other new thing is a sand pile that’s as high as a little mountain.
M
WHAT is new in the garden?
WHO was Julian playing with? 2
SA
Everything used to be peaceful. … But then one day I got a great idea. I was swinging. …
I could see the sand pile almost under me. I checked to make sure there were no trucks in it. Then I pushed off from the swing. It was like flying. There was a minute when I was sitting still in the air and then it was like parachuting. I landed in the sand pile.
WHY did Julian check for trucks in the sand pile? HOW did it feel when Julian pushed off from the swing?
23 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 Friends and families
3
“All right!” Gloria said. She got on the swing. In a minute she flew too, just like me. “Your turn, Huey!” I said. “OK,” Huey said. He didn’t sound very excited. … “Hurry up, Huey!” Gloria said. …
PL E
“Just a minute, I can’t do it until I put on my baseball cap,” Huey said. WHAT did Gloria do easily?
WHY do you think Huey did not sound very excited? 4
“Come on, Huey!” Gloria said.
M
“Wait a minute, I need my lucky shirt,” Huey said. “No you don’t, Huey,” I said.
“Well, I can’t go until I tie my shoe laces,” Huey said.
SA
“Huey, get off if you aren’t going to jump,” I said. … “Huey,” Gloria said, “you had your turn. You just didn’t use it.” “I don’t like the way you play,” Huey said. I said “You’re a scaredy-cat … Who wants to play with a scaredy-cat?” That was the spark.
WHAT other excuses did Huey make to not fly from the swing? WHAT was the spark?
WHAT trouble do you think this sparks?
Ann Cameron
24 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.
1.5 Challenges and excuses
2 Read the story again and make a list of the verbs ending in –ing and –ed. a Write them in a chart like this.
Verbs ending in –ing
Verbs ending in –ed
flying
pushed
PL E
b When do you use –ing for verb endings? c When do you use –ed for verb endings? Language focus
We can use verbs ending in –ing to talk about things that are happening now. We can use verbs ending in –ed to talk about things that happened in the past. –ing
–ed
check
He is checking.
He checked.
M
Verb
Be careful: some verbs are irregular! He is flying.
He flew.
SA
fly
25 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 Friends and families
1.6 Brother trouble We are going to…
Getting started
PL E
• answer and write questions about a story exploring the words and ideas.
Talk about these pictures.
1 Sort them into things that will spark trouble and things that won’t.
SA
M
2 Say why.
26 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.
1.6 Brother trouble
1 Listen to and read another story about Julian and Huey. Stop at the end of each box to answer the questions. 1
The Pudding Like a Night on the Sea “I’m going to make something special for your mother,” my father said.
Glossary
“What are you going to make?” I said.
raft: a small flat boat made of wood
“A pudding,” he said.
PL E
05
“What kind of pudding will you make?” Huey said. “A wonderful pudding,” my father said.
WHAT sort of pudding is father making?
“It will taste like a whole raft of lemons. It will taste like a night on the sea.”
Then he took down a knife and sliced five lemons in half. He squeezed the first one. Juice squirted in my eye.
M
2
“Stand back!” he said, and squeezed again. The seeds flew out on the floor.
SA
WHAT did father do with the lemons?
3
My father cracked some eggs and put the yolks in a pan and the whites in a bowl. He rolled up his sleeves and pushed back his hair and beat the yolks. “Sugar, Julian!” he said, and I poured in the sugar. He went on beating.
Then he put in lemon juice and cream and set the pan on the stove. The pudding bubbled and he stirred it fast. Cream splashed on the stove.
HOW does Julian help? WHAT tells you that Father is a messy cook? 27
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 Friends and families
4
The stuff in the pan was getting thicker and thicker. … “Just right!” he said and sniffed in the smell of the pudding. He whipped the egg whites and mixed them into the pudding. The pudding looked softer and lighter than air. …
PL E
“Perfect!” he said. “Now I’m going to take a nap. … The pudding is for your mother. Leave the pudding alone!” WHAT do you think the pudding smelled like?
HOW did the pudding look before and after the egg whites? 5
Huey and I guarded the pudding. “Oh, it’s a wonderful pudding,” Huey said. “With waves on the top like an ocean,” I said.
And he did it.
“Leave the pudding alone,” I said.
WHY does Huey put his finger in?
M
“I wonder how it tastes,” Huey said.
HOW does Julian describe the pudding?
“You did it!” I said. “How does it taste?”
SA
6
“If I just put my finger in – there – I’ll know how it tastes,” Huey said.
“It tastes like a whole raft of lemons,” he said. “It tastes like a night on the sea.”
“You’ve made a hole in the pudding!” I said. “But since you did it, I’ll have a taste.” WHAT did the pudding And it tasted like a whole night of taste like? lemons. It tasted like floating at sea. “It’s such a big pudding,” Huey said. “It can’t hurt to have a little more.”
WHAT do you think happens next?
28 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.
1.6 Brother trouble
2 Read these instructions. a Act them to show their meaning. b Ask others to guess what you are doing. Reading tip
PL E
Find the words in the story to help you.
Take down a knife and slice five lemons in half. Squeeze the juice of a lemon.
Crack an egg, put the yolk in a pan and the whites in a bowl. Roll up your sleeves and push back your hair.
M
Sniff the smell of a pudding.
Put your finger in a pudding and taste it.
SA
c Find other parts of the story you can act.
3 Write one new question for each box of the story. a Ask a partner to answer your questions. b Answer their questions.
29 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 Friends and families
1.7 Sequencing and adding to a story We are going to…
Getting started
PL E
• plan and write a new story.
What words would you use to describe Julian? What words would you use to describe his little brother, Huey?
1 Write a word for each character on sticky notes. Stick the words onto an outline of each character on the board or wall. 2 Look at the words others have written. Do you agree with all the words?
SA
M
1 Retell the story by writing a caption for each picture.
30 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.
How do you think the story ends when mother and father see what’s happened? Draw your own picture and write a caption. 2 Spot the connectives. Write each sentence in your notebook and underline the connective. a It was a special day because father was making something for mother.
PL E
b Their father was making a mess, but he did not care. c Lemon juice stings if you get it in your eye.
d The pudding bubbled and he stirred it fast.
e The pudding was ready so father went for a nap. 3 Plan and write a new story about you and a little brother or sister. The brother or sister can be real, or you can make them up.
Remember that we use connectives to join two smaller sentences. Connectives are words like and, so, but. Use planning questions to help you.
M
For example, in your story:
SA
who are you with?
what are they making? how do they make it? how do you two help? where do they go when they have finished and why? what happens?
what else happens? What keeps happening? how does your story end? 31 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.
1 Friends and families
1.8 Describing what characters say We are going to…
Getting started
1 Talk about ways to be polite in your own language and ways to be polite in English.
May I . . . ?
Thank you!
Do you mind if . . . ?
PL E
• write a poem that describes what a friend or family member says.
Please
Please could I . . . ?
06
M
Excuse me!
1 Listen to and then read the poem The Things Mums Say by Michaela Morgan.
SA
The Things Mums Say...
Wake up! Get up! Out of bed! Mind your feet! Mind your head! Don’t run around. Don’t be late. Look at your room! What a state! Put all your stuff away now, please. Why can I never find my keys?
Close your mouth and eat your food. Look at that! Don’t stare, it’s rude. Elbows OFF the table, please. Money doesn’t grow on trees. I won’t tell you again ... Did you hear what I said? I won’t tell you again. It’s time for bed. Michaela Morgan
32 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.
2 Work in pairs. Read the poem aloud as if you are the mum saying these things. a How will you say the words? Take it in turns and share ideas. 3 Explore the language of the poem.
.
PL E
Language focus Remember we use a full stop at the end of a sentence or statement. We use a question mark at the end of a question.
?
a Write all the rhyming words.
b Write all the command verbs.
c How many punctuation marks can you find? • full stops.
M
• question marks?
d Which line is repeated? Why is that funny? 4 Write a poem like this of things a friend or family member says. Include at least five things.
SA
You can use any of these features: commands
statements
rhyme
questions
How are we doing?
Read your poem to a partner as if you are the friend or family member saying the words. Ask for ideas to improve it.
33 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 Friends and families
1.9 Mum and daughter fun We are going to…
Getting started
PL E
• notice speech punctuation and read character parts with expression.
SA
M
1 Make two lists to show what you like to eat and don’t like to eat.
Is there anything you really don’t like?
34 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.
07
1 Listen to Eat Your Peas, Part 1, by Kes Gray. a Look at the story text below and listen. b Listen to the story again. This time listen carefully for the missing words. Write them in your notebook. Use these words to help you:
stay
ganging
your
eat
said
PL E
don’t
like
two
going
buy
Eat Your Peas, Part 1
SA
2
It was dinner time again and Daisy just knew what to say, before she even said it. her mum was “Eat your peas,” said Mum. Daisy looked down at the little green balls that up on her plate. were “I don’t like peas,” said Daisy. Mum sighed one of her usual sighs . . .
M
1
“If you your peas, you can have some pudding,” said Mum.
3
“I don’t said Daisy.
peas,”
35 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 Friends and families
5
“I don’t like peas,”
7 “I
“ . . . and you can bath.” skip
SA
8
up
Daisy.
PL E
6
“ . . . and you can for an extra half hour.”
M
4
“If you eat your peas, you can have . . . ten puddings, stay up really late, you don’t have to wash for two whole months and you a new bike.” I’ll
like peas,” said Daisy.
9
“I don’t like peas,” said Daisy.
Glossary 36
skip: to miss or not take
Kes Gray
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.
1.9 Mum and daughter fun
2 Read the first part of the story again with a partner. Notice the speech marks and punctuation. Reader 1: read Mum’s words. Reader 2: read Daisy’s words.
Language focus
PL E
Read the words like you really are Mum or Daisy.
Speech marks look like this “ . . . ” or this ‘ . . . ’. They show when someone starts and stops speaking. 3 Draw and write what you think Mum offers Daisy next.
SA
M
Explain why you chose that or those things.
37 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 Friends and families
1.10 Exploring language We are going to…
Getting started
PL E
• tell a story using sentence starters and pictures.
Work together to make a long list of promises to get a lolly. 1 Sit in a circle. Decide who will start the game and say the first promise.
If you give me a lolly, I will be good.
2 Take turns by rolling a ball across the circle. When you get the ball, repeat all the promises so far, then say one of your own.
SA
M
If you give me a lolly, I will be good, go to bed and not snore.
If you give me a lolly, I will be good and go to bed.
1 Copy and finish each of these sentences: a If you tidy your bedroom, you never have to . . . b If you finish your homework, I’ll . . .
c If you help me with the shopping, we’ll . . . d If you buy me chocolate every day, you can have . . .
2 Use the sentence starters and pictures on the next page to continue the story of Eat Your Peas. a Draw the pictures and write the sentences for each of the promises.
38 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.
1.10 Exploring language
Eat Your Peas, Part 2 “If you eat your peas, I’ll buy you . . .”
“You’ll never have to . . .”
“I’ll buy you . . .”
PL E
x 17
x 92
M
AFRICA
SA
“We’ll live in . . .”
“You can have . . .”
“and . . . and . . . and . . . ”
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 Friends and families
3 Answer these questions about Eat Your Peas in your notebook. a How many characters are there in the story? b What is the story setting? c Why does Daisy keep saying the same thing? d What do you think happens at the end of the story?
PL E
e What would make you change your mind about something you really didn’t want to do? 4 Read these sentences and say if they are true or false. Then write them in two lists: True and False a Daisy ate lots of peas.
d Mum asked Daisy to eat all the peas.
b Mum made lots of promises. e Daisy liked some of the peas. c Daisy ate all her peas.
f Daisy ate no peas.
M
Now write three sentences like these using some of the words in the Language focus box. Language focus
SA
We use quantifiers when we want to talk about the number of something: how much or how many. We can use: all no some any more most a lot of lots of
40 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.
1.11 Planning and writing a funny family story
1.11 Planning and writing a funny family story We are going to…
Getting started 08
PL E
• plan and write a funny family story.
Listen to these two endings to the story Eat Your Peas.
1 Only one of them happens in the book. Which one is it?
2 Talk about the endings with a partner. Ask each other questions. 3 How do you think the story should end?
1 Look back at parts 1 and 2 of Eat Your Peas.
M
a Look at the statements about language features used in the story. b Do you agree with the statements? With a partner, find examples in the text to explain why.
SA
It’s about just two characters and their relationship at home. It is about a part of family life that we might know or recognise. It tells a story by adding one new thing each time to make a list. It uses the past tense and lots of speech. It has funny ideas, words and pictures. One character mainly just repeats the same sentence. It uses lots of small pictures to add to the meaning of the list of things. It has a surprise ending.
Key word relationship: the way in which two or more people feel and behave with each other 41
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 Friends and families
2 Copy these sentences into your notebook. Write a connective to join each part of the sentence. a If you eat your peas, I’ll buy you four shops go shopping whenever you like.
you can
b You never have to go to bed, go to school, wash, brush your brush your teeth. hair I’ll buy you ninety-two chocolate factories.
PL E
c I’ll buy you a country
d I will even buy you a new fluffy pencil case love pencil cases. e I want to eat my peas on my plate.
I know you
I don’t like the way they gang up
3 Plan to write your own funny family story. Use these questions to help: • Who are your two characters?
• What are your characters like? Describe each character.
M
• What does character 1 not want to do?
• What does character 2 promise to try to get character 1 to do it? • How many promises does character 2 make?
SA
• What are the promises? How do they get bigger and better? • How does the story begin?
• How does the story end? • What is the story title?
4 Write your story. Use your story plan to help you. Look at the language features in Session 1.10 and use those ideas too.
42 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.
1.12 Look back
1.12 Look back We are going to…
Getting started
PL E
• reflect on, edit and improve our writing.
Think about the story you wrote in Session 1.11.
1 Which of the language features from Session 1.10 did you use? 2 Did you add any features of your own?
1 Read your writing again to check for mistakes or things you can improve. 2 Think about the main texts in this unit. Copy and complete the charts.
Is it a story or poem? Main characters
M
Text
A Recipe for Me
The Show and Tell Day
SA
Power Cut
Younger Brother
The Julian Stories
The Things Mums Say Eat Your Peas Writing tip
Are your letters formed correctly and do they look the same each time you write them?
43 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  Friends and families
Is it about friends Did I enjoy? Why? or family? Marks out of 10
Story or poem
A Recipe for Me The Show and Tell Day Younger Brother The Julian Stories
PL E
Power Cut
The Things Mums Say Eat Your Peas
3 Think about how you like to learn.
Work in a group to answer these questions. Explain your answers. a Did you make good use of things you already knew?
M
b How do you try to remember things?
c Do you like following instructions or working things out for yourself? d Do you like working alone, in pairs or in a group?
SA
e Is there a way of working that does not seem to help you very much? Look what I can do:
I can read stories and poems and answer questions about what I have read. I can tell the next part of a story. I can explore the meanings of words and phrases. I can read character parts with expression. I can plan and write poems and stories. I can edit and improve my writing.
44 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.
1.12 Look back
Check your progress 1 What links the stories and poems in this unit? 2 Join these two sentences using a connective: The pudding is for your mother. Leave the pudding alone.
PL E
3 Write three adjectives to describe someone in your family. Use them in a sentence. 4 Write these verbs in the past tense: is go have are sing
5 Write a list of commands or questions your teacher says to you.
6 Add the speech marks to this sentence: I don’t like peas, said Daisy. 7 What is your best tip for writing a funny family story? Projects
Group project: Plan a ‘Show and Tell’ week with your group. 1 Make sure you have a good mix of ideas to present to the class.
M
air project: Design and make a board game based on one 2 P of the stories or poems in this unit.
SA
3 Solo project: Make a zig-zag book about your family and write a short list for each member of the family about what they say or do.
45 Original material © Cambridge University Press 2020. This material is not final and is subject to further changes prior to publication.