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CAMBRIDGE
Primary English
Learner’s Book 4
Sally Burt & Debbie Ridgard
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Second edition Digital access
Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication.
SAMPLE We are working with Cambridge Assessment International Education towards endorsement of this title.
CAMBRIDGE
Primary English
Learner’s Book 4
Sally Burt & Debbie Ridgard
Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication.
SAMPLE We are working with Cambridge Assessment International Education towards endorsement of this title.
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Introduction
Introduction
Welcome to Stage 4 of Cambridge Primary English. Language opens the door to a world
of knowledge, excitement and entertainment. Language makes learning fun and helps
you in every area of life.
We have covered a broad-range of fantastic fiction including fantasy, stories about
everyday issues and even history – all from around the world. You can learn about the
wonderful world we live in, about ancient Egypt and about food. You will practise your
skills at reading and writing all kinds of stories, plays and poetry, news articles, recipes,
fact files and more. You will learn to be factual, persuasive and creative.
You will work in lots of different ways–on your own, in pairs and in groups.
This will give you the chance to practice reading, writing, speaking and
listening in many different contexts.
• Are you good at presenting?
• Do you want to know more about researching a topic?
• Do you enjoy reading aloud?
• How do you feel about writing?
This book provides opportunities for all the things you enjoy
or want to learn to do better, with opportunities for reflection
and all the tools you need to succeed.
It contains a handy toolbox at the end so you can remind
yourself of essential language tips and tricks. It also includes
some spelling practice, showing that spelling can be fun as
well as challenging.
We hope you enjoy your journey to language success.
Sally Burt and Debbie Ridgard
3
Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication.
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Contents
Contents
Page Unit Text type Reading Writing
10 1 Story time
Fiction – Stories The Legend of Spud Murphy Complete your reading log
about issues and When the Sea Turned to Silver Answer questions on meaning
dilemmas, fantasy Book description Create a story map
Write an alternative beginning
SAMPLE422 Exploring Earth Non fiction – a A Handy Handbook of Habitats Write a story introduction
book introduction, Our Wonderful World Key words and phrases
factual information, Contents and index pages Make notes and summarise
contents, index, Collector’s cards Past, present and future tense
glossary Design a contents or index page
Use words in context
75 3 Mind pictures Poetry – kennings – Old English kennings and riddles Create collector’s cards
Produce an information page
poems from Dad
different times Mum Write a kenning poem
and cultures The Colors Live Write a colour poem
What Is Blue?
Poetry – poems Fill in a reading log
with simple imagery Answer questions using evidence
Write an alternative story ending
95 4 Unlock your Fiction – Stories Harry’s Mad blurb and extract Write performance notes
Make notes on a story
imagination about animal The Voyages of Doctor Dolittle Retell a fable
characters, Chapter VIII
history, fables The Scorpion and the Frog Create headlines
Write a short explanation
131 5 Making the news Non fiction – news Mummy mystery baffles experts Write a diary entry
Write a news report
report, brohure, Various headlines
explanation, diary Find out about the Akhmim mummy
How did they do it?
Diary of a treasure hunter
165 6 Let’s perform Poetry – Nonsense The Jumblies by Edward Lear Write stage directions
poetry The Sparrow’s Quest by Elizabeth Laird Create a character profile
Folk tales A play script version of The Sparrow’s Quest Write the ending of a play
Play scripts
185 7 What would Fiction – Stories A Single Shard Answer questions using evidence from the text
Write summary paragraphs
you do? about issues and The Butterfly Lion Complete a reading log
dilemmas, history Cool! Give your opinion
Write a character profile
Write dialogue to fit context
Make notes
Write a play script
4
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Contents
Speaking/Listening Language focus Vocabulary Cross-curricular links 21st century skills
Talking about stories and their features Narrative and dialogue Words to describe stories Books from different Collaboration
Summarising your group’s opinion Verb tenses Types of key words subject areas for reference Critical thinking
Presenting a reading
Reading for meaning using punctuation PSHE – family life, local
Listening about fantasy story writing facilities
Presenting your own story
Geography – jungles,
mountains, China and
surrounding regions
SAMPLE
Discuss the main idea Sentences, phrases and Words to describe features Natural science – animal Learning skills for
Compare information texts key words of non fiction texts: formal, habitats life – accessing
Identify text features The verb to be alphabetical, index, glossary, information
Identify sentence types Alphabetical order layout, reference, topic, key Most subjects – dictionary
Listen and form an opinion Root words words, phrases, main idea work and words in
Listen and make notes Connectives context
Sentence types
Study subjects – note
taking and summarising
Read kenning poems aloud Poetic technique and Words to talk about poems Science – light Cross – curricular
Talk about a poem alliteration learning
Listen to audio on features of poetry
Share ideas for images and mind pictures Creating meaning
Read your poem in a variety of ways
Discuss features of texts Signs that someone is Shades of meaning Science – living things Communicating in
Sequence a story speaking Informal language (parrots) a variety of ways
Read an extract aloud in a group Using adverbs
Listen to information about Doctor Dolittle Different words for the Old-fashioned/formal History – Victorian Using visual
Tell a story from pictures same idea language England and that period literacy
Present a fable in local regions
Regular adverbs
Apostrophes
Subject–verb agreement
Discuss textual clues Types of questions News report jargon: History – ancient Egypt, Metagonition
Conduct an interview Adverbials of time interview, point of view, museums, artefacts,
Retell events in order Narrative voice open and closed questions, treasure Recognising facts
Listen and ask questions Direct speech headlines, lead sentence, and opinion
Change the tense personal account, formal Geography – deserts,
Informal to formal and informal maps, Egypt
Retell events in order Words to discuss a specific
topic: ancient Egypt Science – how mummies
were made
Nonsense rhyme, choral
verse, stanza, play script, Current news – compare
props, stage directions, news then and now
dialogue, character profile
Listen to a poem Comparative adjectives Geography – explorers, Collaboration
Perform a choral verse Play script format Jargon, slang, colloquial and sailing, oceans, other
Discuss ideas for a play idiomatic language cultures, seasons, Iran Performing/
Perform a play Specialised vocabulary presenting
Connectives History – classical
Shades of meaning writers, Victorian times, Creativity
Homophones biographies
Quantifiers
Discuss context of different forms of Possessive plurals Words to describe Specialised subject Social
language characters specific language/jargon responsibility
Discuss a dilemma Sentence types and multi-
Tell a personal story clause sentences History – 15th century Communication
Listen about comas Korea (and in your region)
Perform a play script Adverbs and adverbial
phrases Geography – different
habitats
Quantifiers
PSHE – hospitals and
caregivers
5
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We are working with Cambridge Assessment International Education towards endorsement of this title.
Contents
Page Unit Text type Reading Writing
222 Write instructions
8 Food for thought Recipe Indian lassi recipe Separate words/phrases in a list
Food Lassi-licious advertisement Emphasise a point
advertisement Super Chef competition Design an advertisement
Recipe book review Cook with Josh review
Competition Write a stanza to add to a poem
Write a sun poem
256 9 Poems to see Poems with simple The Mist
SAMPLE
and hear imagery Rooster and Hens
Poems from Silver
different cultures
Poems from
different times
274 Spelling activities
283 Toolkit
292 Key words
296 Acknowledgements
6
Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication.
We are working with Cambridge Assessment International Education towards endorsement of this title.
Contents
Speaking/Listening Language focus Vocabulary Cross-curricular links 21st century skills
Communication –
Discuss and share recipes Command verbs Words used to inform Geography – food from persuasive
Demonstrate a recipe Interesting adjectives and advertise – sequence, other countries techniques
Promote something Commas in a list method, persuade, Collaboration
Listen for information Adverbs of degree emphasise a point, Science – compare
Present a persuasive speech attention-grabbers, promote, format of recipes and Creativity
review, facts and opinion experiments Assessment for
learning
History – use of
persuasive language,
advertisements then and
now
PSHE – healthy eating
Read a poem aloud Poetic techniques and Suffixes Geography –
Perform a poem devices mountainous regions,
Listen to an audio about Walter de la Adjectives and degree of The author Lesotho and
Mare Degree of intensity intensity weather
Listen to a poem
Pronouns Words to analyse poetry Music – Carnival of the
Animals
Science – light, night and
day
SAMPLE
7
Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication.
1.4 Check your understanding
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How to use this book 2 Prepare to read the extract aloud and present your performance.
a Decide who will take each role: Narrator (Will), Mum, Dad, Marty.
b Discuss how to make your reading interesting to listen to. How will each person
speak? Try reading it aloud and practise some ideas together. Focus on unfamiliar
words to become fluent and confident.
Key word
fluent: able to speak a language
easily, well and quickly
How to use this book• Use the punctuation to know when to
pause or speak expressively.
• Use body language.
c Perform your reading to another group.
d Give each other feedback on what you enjoyed about the performance.
1.7 Character and setting
In this book, you will find lots of differe1nHoStwtofrceyatnaimyteouurimepsrotveoyohuer rlepadyingoaulorudl?earning.
Can you use more expression and body language?
1.7 Character and setting1.2 Extend your reading range4.6 Check your understanding
1.4 Check your understanding
W1e aArnesgwoeirntghetsoe...questions, using evidence from the text:
SAMPLEWe areWgohinag ttoy..o. u will learn in
the unit.• explore how paragraphs organise writing and choose powe•WrfeurdaeabilsraevcduWWeginsorsghhbinaasbsttgtoo.itsothroirkMee.s.sae..dwfe’seefleiunnlgljnsoaydmiadenH?dasrrtyarhtaaverewahdeinngMlaodgfiurssting our independent
• answspeor kqeuteoshtiiomn?s and express opinions about a text.
c What body language showed Harry’s feelings?
Getting started GettdingWsthaerrteedid Mad think he was being sent?
Getting started
DiscussQwuitehsatpioanrtsnetr:o find out what you 1 We haWt hisathweosredtstitnegll yaonudMwahdoisapreletahseedmain characters in your independent
Witrheaadptionagbrtenbweoroi,tkhd?iHscaurrsys’swfahmatily?ou found out about The Legend of Spud Murphy.
know already.1 21 WWf hhaoWtishgyethnderoemyooafuinbtohcoihnkakriHsacaittr?eryr?sHpookwe tcoan you tell?
32 WWohuaMtoltdaaadyrefo‘osuyrloeoewiugvleneyrenarhjonoaydrvinsecgoleamaacerblooyonn,uavetesirtray?stoaIhsuteitwrohndoeeruleailkdfae’?ntyhtishiantghyoomu ea?reEnxoptlaeinnjoyyoiunrga?nswer.
2
What is a paragraph? How is it different from a sentence? 2 Write a short paragraph to describe how you might react if
What is the purpose of paragraphs? 11 DPrisayccoutuisssemacenltodasneanaresnawimdeianrlgtthhteaotqacunoesuswltdieotrantlskh. etoseyoquu.estions.
1 Read Ithmepexotrratcat nfrtom a fantasy story aloud Use full sentences and correct punctuation. 17
wmietahnaiwnpgao. rWrtndietshr, tafoopcualesrtianngerrno, ns. ceaxnpfroersssioomn eanddetails.
KaaeyaEUWxswhpeRwaloeatathainrndedtdosttieoteotsfachehMrapoeutuacumkgrrthfenowfseroarstronpwsteehhlntleihasnletpeg,ybyutohoosueiyunnsrlgikudtaoenisddidcneioucrat?lsiinossenitoaoanrrn.yyy.owr oonrdlisneyotouol.
a Who is the main character?
b What is the setting? fbanbCWthahawUsarnyiattdh:chetiamremlpironspraeeesganiimnneitnydielaaraterodtstjitetovihncemtegivfeseaysomnraoinlmnydy’ysmvalesagr.sbUetsseyedoauuctcahoetuisoladnuarreluphsloatobcebhye?lpWas it successful?
stoArineiysmo,uaolrsefttphelaanctetsatehlketmoirn. act like people
stracAnngEaxedcvhpeanlnatgucereeposarrawegxrictaithpinhgs ewviethntaspartner
unuUsnueaxnapdlesccuhtgeagderosatrciumtneplirrkosevleymeevnetnst.s
c When does the story take place? dHisMtoarkiceaylosuerttcihnagnges and corrections.
UnuPassrouaoafflri,neqaaudl icryhkoeyucrckh.fianirsahcetderpsaragraph
Questions to help you think about
Imaginary or faraway places
how you learn. HowHcuomuolduryou have been more descriptive in your writing?
WhaRtetaol-ollifseciosusuldesyou use to help you improve your paragraph?
Happy endings 3.1 Let loose your imagination
Sad or unclear endings
Key language and grammar rules Language focus
explained. Alliteration was popular in Old English poetry and kennings. Alliteration
is when the same letter or sound at the beginning of several words is
repeated for effect. It is especially useful when poems are spoken aloud:
12 Those lazy lizards lie like lumps in the leaves.
111
Audio recordings of texts and 2 Explore riddles.
listening activities.
a People in Old English and Norse times enjoyed inventing and guessing riddles.
01 Work in a group to solve these ancient riddles.
WA watoenr dbeercoa2nm5tehbeownae.ve Glittering points
That downward thrust,
Sparkling spears
That never rust.
b Identify examples of alliteration in both riddles. Glossary
c In a group, talk about how the modern kenning riddle about
an ostrich was developed. thrust: push
8 d Look at the next page and think of a kenning to describe an suddenly and
ostrich’s long neck. Look at page 78. with force
Original material © Cambridge University Press 2021. This maeterLioaolkiast nthoetnefixnt apalgaenadgaiinsasnudbpujet cthtetroiddfluerttohgeetrhecrhanges prior to publication.
in any order you like and practise saying it aloud. Look Speaking tip
at page 78.
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Fun activities linked to what you How to use this book
4 Unlock your imagination
1.10 Practise using punctuation to read for meaning
4 Unlock your imagination
2HoWwitahrae pwaertdnoerin, dgi?scuss the answers to the following questions.
are learning. H• oawDiaWdreyhoawutertepdnaosrietnnsgea?rreinucslueddeinditahleogduesecirniptthioenf?aHbloew, wdiothesinthfoisrmcoaml epxapreretsostiohnesextract?
btoWmhaakteinit tshoeutnitdleaaunthdebnotoick? description tells you this is a fantasy story?
•• c tDWWoidDaaamnossyadottykhhuwoeeeruiilptrnltoahiastliorernbtrunkaepnetlPtdairhviynieeanmcuaicnltelenuhiatsdehwwrne,eietlldiliprvcfi?aea?inGsllyodtivgatteeuhnneerdesi‘aefnLusuwtnomh?nietisnh.foaiunbstleeSr,etwosntitienhgTinhafadotvrLmeirgabhlste?sxtphreesNsiigohnts’
•
• dWWWahsahttihcimeh nopafrorthrvaeetsmieveepniltnosttschamenipgyahostutbtseeuntghsgeeeswsttoitrfhoy’risnpmteearrfeionsrtimidneignaga? dfovrerabys?ounger
• audience?
• WSahsathreeyroouler pidleaayscwleaithr, tlihveelcylaasnsd. Dfuony?ou all agree?
• W•hatdiemfeparotivnegmtheentTsigcearnEymopuesruogr gtoestafvoerApmerafohramnidngthfeorwaoyrlodunger audience?
Look what I can do!
• getting lost in a fantasy world with the Black Tortoise of Winter.
This is what you have learned LooekI wcMahanakietdIaecnlaitsinftyodafofn!edattuarlkesayboouutthtihnek dmifafekereantstsotoryryasftaangteass.y story.
in the unit. I can use strategies to work out the meaning of unfamiliar words.
:” “I can prepare and present a dramatic performance.
CLhisetceknyinogurtipprogress
I can identify and talk about the different story stages.
3 CoImcapnletweryitoeudr eresacdriipntgivleolgy,fuosr iWnghaednvtehrebSseaanTduarndejedcttoivSesilv. er.
I can use strategies to work out the meaning of unfamiliar words.
SAMPLE a I cSaany uwsheepthuenrcytuoautwioonutlod sehnojowy rpeoasdsiensgstiohne,rceostnotrfatchteiosntsorayn. d direct speech.
I can write descriptively, using adverbs and adjectives.
b I cCaonmwparirteetahuetshteonrtyicwditiahlTohgeueL.egend of Spud Murphy.
I cccHWaaaonnnhwiuwcphsarreeriotepepnatueahrneeuwcytatohusnueiadmlndttipiiolycarnoerdu?stieoaHpnlrsooethwgfaoeuwradetr.roeapmotrhesaaestydeics?dspiifofeenrrf,eocnromtn?atrnaccet.ions and direct speech.
3 Mind pictures I
I
1.10 Practise using punctuationC1WhehCHcakootmwyisopwutahrereepreprHootahgeremrreyy’ss’sssimMialadrtaontdhehoewxtrwacetrefrtohmeyDdoicffteorreDnto?little.
e Use your partner’s feedback to improve your
poem’s mind pictures and images. to read for mean““ing ”1moCToaodlm?kpDaaboroeesuHtitacmhrraayrk’asecMteards,tsoethtienge,xntraarcrtaftroormanDdolcatnogr uDaogliett.le.
”:2yfeoeuHTClaeohthlxwakicnnaiwktgbeeoeodrrue,ealtsactccuhahhgeraoeyhrdf,asoticohmrtreeislraser, asaedntjdeticnhtgoiv,wensawirnreatroetoittrhsaernyedldalitafefnedgreaundatvg?eer.b:
another emotion?
?:2 WCehaarnegtgheooeiunaggchhttofou..f.l thegseruamdpjeyctivesaimntuosiitnsgrelatetedrraibdlveerb: merry
H•owusaeretphuwonuecgtduhoatiftnuiogl n?utongcrrouemmadfpofyrotrambleeaamniunsgiwnagenadkretaedrraihblaolepupdyfluemntelyrr. y
Questions that cover whatf Identify words that could be replaced with !%?;?%“;!3pCGaaerCntthntyiaeonrnuggwesexhtapeicralhatceiphndaotroftsytuhoyneuoscrueomadfovretrabbsleinto itws uenadkerlyinhgaapdpjyective:
more interesting ones for greater effect.
you havge lPeroaofrrenadeydourinpoetmhceareufunllyitfo.r grammar,
can answer these, youspelling and punctuation errors.
If you ”fi1nd Wmohsatteisffeacctoivmemanadused for? Can you give more than one use? stupid
2 Present your poem in a creative way. stupid
are readay Ytoou cmouldoilvluestraotenyotuor potehme, do a computer
next unit. presentation with images or set it to music that :3d2oCn'hDtanisnecgeuedssearaeyltlcoieahurbironliyfgdt?ehaessaentaidrdesvdhelyarbres einxtaosmeitnpssleuibsnlyidnearlysimbnegaalalugdtrijfeoucultplyiv. e: angrily
suits your colour. Think about what would appeal “; ”%How am I droeliinagb?ly
to your audience.
b Have fun showing and performing your poems to “ :• Would the poem punctually
each other. be better if you
”: ?usedmorepoetic
techniques?
A good time to pause and • How could you make putnircetdulaylly sencsriubelylly beautifhuullnygrilyangrily
your mind pictures
find out how your learning cruelly hungrily
? ? !; %moredescriptive?
is progressing. 128 ! !; %Projects 33
128
Let’s have a Group project: interview each other as authors. As the author of your fantasy story,
poetry party!
; %start with a brief description of your story without giving too much away.
Look what I can do! 1.12 Write a story introduction
I can compare and discuss a range of poems. The other group members can then ask the author questions about their story.
Projects foI cranyidoenutifytofigucraativrerlyangouuagte,.
using whaI ctanycoomumehntaovn epoelteicaterchnneiqudes..
You mightI cman laistkenefosr ionfmormeattiohni.ng
I can write a poem using rhyme, rhythm and alliteration.Do this for each person in turn.
or solve aI cpanroprbesleentmmy.poem creatively.
Pair project: write a brief book description to advertise your fantasy story.
Imagine how the plot might develop from your starter. Include an exciting
92 title and brief details on plot, character and s3e.t2tinMge. et a modern poet who uses kennings
Solo project: design a poster to advertise your fantasy story. Include the title
Hints to help you with your and add a line or two to entice the reader. Address the reader directly
aWnrdittihnignktiapbout what might make them want to read your story.
reading, writing, speaking and A colon (:) can introduce a list.
listening skills. A comma (,) usually separates items in a list.
An exclamation mark (!) tells you to put emphasis on words or sentences.
2 Explore rhyme and rhythm as you read the poems aloud.
weaver – fever teller – yeller wearer – bearer squasher – nosher 9
Original material © Cambridge University Press 2021. This mabtaenriisahel ris– vnaonitshfeinr alhaunggderis– msuugbgejer ct mower – sower
sttoeafleurr–thheearlecr hantigghetser p– rriigohrtetro publication.
1 The lines ending in –er rhyme in pairs.
We are working with Cambridge Assessment International Education towards endorsement of this title.
1 Story time
1.1 What makes a story a story?
We are going to...
SAMPLE• talk about and retell stories using story vocabulary.
author genre
story fiction plot
setting
Getting started introduction character tale
1 Revise your understanding conclusion
of ‘story talk’. Match each
definition to the words in the resolution extract
coloured boxes.
• The writer of a story, play or poem • The storyline, or sequence of
• A person, animal or fictional being events that makes up a story,
play or novel
in a story
• The ending of a story • The solving of a problem
• Text taken from a story
• A synonym for ‘story’ • The place or places where a story
• Stories about events that have takes place
not really happened • A real or imaginary description
• The beginning of a story of events for others to see, hear,
read or feel
• The type of story.
2 Start a word book to record useful
words and terms, words to learn
and use again and words you need
to learn how to spell. Write the
words with their definitions in the
Useful words and terms section.
10
Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication.
We are working with Cambridge Assessment International Education towards endorsement of this title.
1.1 What makes a story a story?
1 Talk about stories.SAMPLE Key words
a In a group, make a mindmap of the noun ‘story’
to think of synonyms. Then use a thesaurus synonym: word or
to check your answers and find some more. phrase with the same
b Talk about the synonyms you find. What sort of or similar meaning
story does each synonym make you think of? to another word
or phrase
Example: t ale was in a coloured box as a synonym summarise: explain
for story. the main points in a
few words
c In a group, discuss the first stories you remember plot: main events of
hearing. Stories have existed ever since people could a story, film, novel or
talk. Some stories are written down, but others have play in sequence from
been retold aloud for generations, changing over time beginning to end
as each person tells it their own way.
• What sort of stories were they? What genre? Glossary
• Were they fact, fiction or a mixture of both?
• Who told you the stories? generation: period of
• Were they from a book or told from memory? about 25 to 30 years –
• Which story did you enjoy most? Why? the time it takes for
children to become
2 Make notes to help you retell a favourite story. adults and take the
Take turns with a partner to retell your story, using place of their parents
your notes. in society
a Explain what genre it is.
b Summarise the setting, the characters and the plot. Writing tip
c Explain why you enjoy your story.
d Compare your stories. How were they similar? ‘Summarise’ means
What were the differences? don’t give too much
detail; focus on key
Have you ever seen words.
or touched a Braille storybook?
Braille is an alphabet that people read
by touch. The letters are patterns
of raised dots that are felt and
read with the fingertips.
11
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1 Story time
1.2 Extend your reading range
We are going to...
• discuss stories we enjoy and start a reading log using our independent
reading books.
Getting started
1 What is the setting and who are the main characters in your independent
reading book?
2 What genre of book is it?
3 What are you enjoying about it? Is there anything you are not enjoying?
1 Discuss and answer the questions.
a Explain to a partner what you like in a story.
Use these features to help your discussion.
Characters similar to me or my age
Animals that talk or act like people
An adventure or exciting events
Unexpected or unlikely events
Historical setting
Unusual, quirky characters
Imaginary or faraway places
Humour
Real-life issues
Happy endings
Sad or unclear endings
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1.2 Extend your reading range
b Look at your independent reading book and discuss its features.
c Write two or three sentences explaining what you Reading tip
enjoy in a story. Begin like this: I enjoy ... because ... Knowing what you
like in a story helps
d Exchange sentences with your partner to check for: you choose books
you’ll enjoy.
• sentences that start with capital letters
and end with full stops
• at least one verb in each sentence
• correct spelling.
SAMPLE
2 Choose a book for your partner from the school or class library.
a Ask your partner what they enjoy about stories.
b Choose a book for your partner that they wouldn’t normally choose to read.
c Review any information on the cover of the book chosen for you.
d Read the beginning of the book.
e Tell your partner whether you think you’d enjoy it. Give reasons, using the words
genre, character and setting. Remember the features you enjoy in a book.
3 Start a reading log to record all your reading, including non fiction.
a Fill in details about your independent reading book and say what you did or
didn’t enjoy. Write neatly so you can read it easily when you come back to it.
Date Title Author Genre Comment
6 September The Legend of
Spud Murphy Eoin Colfer
Key word
feature: typical quality or an
important part of something
Glossary
quirky: strange or unusual
13
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1 Story time
1.3 Read and present an extract
We are going to...
• read a text and discuss its features.
SAMPLEGetting started
Discuss these questions about the title of The Legend of Spud Murphy.
1 What does it mean if someone is described as a ‘legend’?
2 Make a list of people you think are modern-day legends.
Write a reason why next to each one. Share your answers in a group.
Speaking tip Key words
You can read aloud more expressively if you can tell legend: old story
the difference between narrative and dialogue. Speech from ancient times;
marks show when a character starts and stops a famous person
talking. Question marks and exclamation marks show
the expression. skim read: read a
text quickly to get
the overall idea
1 In groups of four, prepare to read aloud an extract from scan: look through
The Legend of Spud Murphy. a text quickly to find
particular details
a Skim read the extract to understand the main points.
b What is the setting? What helped you decide?
c What and whom do you think the book
is about? Will it be humorous or serious?
d Who narrates the story? How can you tell?
e Scan the text to establish how many people speak in the extract.
In the extract, Marty and Will are on school holiday and Mum is thinking
of activities to keep them busy.
14
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1.3 Read and present an extract
Language focus
Narrative is when the narrator tells the story.
Dialogue is the words characters say to each other, enclosed by speech marks.
'Don’t make us join the library,' Marty begged. 'It’s too dangerous.'
A new line is started whenever a different person speaks.
01 The Legend of Spud Murphy
Marty tried to save us. “Remember the
last educational hobby? The art
classes? I was sick for days.”
“That was your own fault,” said Mum.
5 “I only had a drink of water.”
“You are not supposed to drink the
water that people use to wash
their brushes.”
Dad was thinking. “What about the
10 library?” he said finally.
“What about it?” I said, trying to sound casual,
but my stomach was churning.
“You both could join. Reading. It’s perfect. How can you cause
trouble reading a book?”
15 “And it’s educational,” added Mum.
“Yes, of course, it’s educational too,” Dad agreed.
“How is it educational?” I asked, terrified by the idea. “I’d much
rather be outside riding a horse than inside reading about one.”
My mother tousled my hair. “Because, Will, sometimes the only
20 horse you can ride is the one in your head.”
I had no idea what that meant.
“Don’t make us join the library,” Marty begged. “It’s too dangerous.”
15
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1 Story time
“Dangerous? How could a library be dangerous?”
Dad asked.
25 “It’s not the library,” Marty whispered. “It’s the librarian.”
“Mrs Murphy?” said Mum. “She’s a lovely old lady.”
The problem with grown-ups is that they only see what’s
on the outside. But kids know the real truth. People forget
to be on their best behaviour around kids, because nobody
30 believes a word we say. Every kid in our town knew
about Mrs Murphy. She was one of those people that kids
steer clear of.
“She’s not a lovely old lady,” I said. “She’s a total nut.”
“Will! That’s a terrible thing to say.”
35 “But she is, Mum. She hates kids and she used to be a
tracker in the army. Tracking kids from enemy countries.”
“Now you’re being ridiculous.”
“She has a spud gun under her desk,” added Marty.
“A gas-powered one that takes an entire potato in the barrel.
40 She shoots kids with it if they make a noise in the library.
That’s why we call her Spud Murphy.”
My mother thought this was all very funny. “A spud gun!
You’ll say anything to avoid reading a book.”
Eoin Colfer
Glossary
hobby: activity that you enjoy and do regularly in your spare time
churning: the feeling that your stomach is turning over, as if you
are going to vomit, usually because you are nervous
tousled: making someone’s hair untidy by messing it up it
tracker in the army: person in the army who finds animals or
people by following the marks they leave on the ground
spud: potato (informal)
16
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1.4 Check your understanding
2 Prepare to read the extract aloud and present your performance.
a Decide who will take each role: Narrator (Will), Mum, Dad, Marty.
b Discuss how to make your reading interesting to listen to. How will each person
speak? Try reading it aloud and practise some ideas together. Focus on unfamiliar
words to become fluent and confident. Key word
• Use the punctuation to know when to
pause or speak expressively. fluent: able to speak a language
SAMPLE• Use body language. easily, well and quickly
c Perform your reading to another group.
d Give each other feedback on what you enjoyed about the performance.
How can you improve your reading aloud?
Can you use more expression and body language?
1.4 Check your understanding
We are going to...
• answer questions and express opinions about a text.
Getting started
With a partner, discuss what you found out about The Legend of Spud Murphy.
1 Who is the main character? How can you tell?
2 Would you ever have a conversation like this at home? Explain your answer.
1 Practise close reading to answer these questions.
Use full sentences and correct punctuation.
a What does Mum want the boys to do?
b What happened to the family’s last educational hobby? Was it successful?
17
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1 Story time
c Whose idea is the library? Key words
d Why is Will’s stomach churning? figurative: words
and phrases used
e Why do Mum and Dad think the library is a not with their basic
perfect idea? meaning but with
a more imaginative
f What does Mum mean in lines 19–20? meaning to create
a special effect
g What makes Will think only kids know the truth?
literal: the original
h Who is Spud Murphy? meaning of a word,
as explained in a
i What does a ‘total nut’ mean dictionary
(line 33)? Is it a figurative or a literal expression?
j Summarise how Mum and Will describe Spud Murphy.
Who is more likely to be accurate?
k How would you react if you were told to join your library?
Give your reasons.
SAMPLE
2 Complete your reading log
a Complete your reading log for the extract from The Legend of Spud Murphy.
• Note the genre you think it is.
• Write about whether you would enjoy reading the rest of it.
Writing tip
Recording your ideas and opinions helps you understand what books
you enjoy.
How could you have improved your answers?
Could you have used more evidence from the text?
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1.5 Work with verbs and tenses
1.5 Work with verbs and tenses
We are going to...
• explore verb tenses and choose powerful verbs.
Getting started
1 Explain the difference between I laughed, I laugh and I will laugh to a partner.
2 Do the same for these verbs: smile, walk, like, answer, describe.
3 Does changing the pronoun (I, you, he, she, it, we, they) affect the verbs?
Language focus
Verbs tell you what someone or something does, is, or has.
Verb tenses are different forms of the verb that show when it takes
place: whether it has already happened, is happening now or will
happen in the future.
• Theo walked to the classroom earlier. (past tense)
• Marijke walks to the classroom every morning. (present tense)
• They will walk to the classroom later. (future tense)
Key word
pronoun: a word that stands in for a noun to avoid repetition; pronouns can be subject
personal pronouns (I, you, he, she, it, we, they), object personal pronouns (me, you, him,
her, it, us, them) or possessive pronouns (mine, yours, his, hers, ours, theirs)
19
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1 Story time
1 Work with tenses.
Stories are usually told in the past tense because they describe events
that have already happened. It’s important to use the same tense all the
way through so the reader doesn’t get confused.
a Say each sentence aloud using the correct tense of the verb to tell.
• Marty tries to save us and (tell) Mum about the last educational hobby.
• Marty tried to save us and (tell) Mum about the last educational hobby.
b Replace tell in each sentence with the correct tense of remind, inform and advise.
c What synonyms for tell could you use in the sentence?
Use a thesaurus to help you. Say the sentences aloud with your new verbs.
d Discuss with a partner how the verbs in b and c change the effect of the sentence.
SAMPLE
2 Form the past tense. Key word
Change regular verbs into the past tense by adding the suffix root word: a
−ed to the root word. basic word with
no prefix or suffix
Example: You look at the book. You looked at the book. added to it; by
adding prefixes
a Write each of these verbs in the past tense. and suffixes to
a root word, you
join play cook can change its
march ask whisper meaning
b Some verbs change the root word when the suffix is added
to form the past tense. Write out the sentences below with
the correct past tense form of each verb.
1 Will (love) reading so when he (arrive) at the library, he (hope) Spud Murphy
had (decide) to take the day off.
2 Will (try) to explain that all the children were (worry) about Spud Murphy.
Once she (spy) you, you were in trouble!
3 Will (clap) his hands over his eyes and his shoulders (sag).
He (plan) to be ill on library day.
c What do you notice about the verbs in the sentences above when you form
the past tense? Can you form spelling rules to describe what happens?
20
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1.5 Work with verbs and tenses
d Check your rules by changing these verbs into the Key words
past tense: hope, cry, die, fry, carry, hate, study, visualise: create a
store. Try out some more verbs of your own. picture in your mind of
someone or something
e Write the paragraph below in the past tense,
choosing suitable verbs from the coloured boxes. irregular: does not
follow the usual rules
glare close churn try
visualise sigh change
SAMPLE
Will’s stomach (verb) as he (verb) Mrs Murphy in his mind. Her image
(verb) at him, spud gun at the ready. He (verb) his eyes and (verb) deeply.
Mum never (verb) her mind however much he (verb) to make her.
f Some verbs do not add −ed to form the past tense.
These are called irregular verbs.
Match each present tense verb to its irregular past tense partner.
Present tense Past tense Glossary
say thought
think was glare: look at someone
find found in an angry way
is had
have said
g Use three of the verbs in your own sentences, as if you were adding
to the story in the extract.
3 With a partner, explore the verb tenses in The Legend of Spud Murphy extract.
a Read some of the dialogue to each other. Is it in the present or past tense?
How can you tell?
b What tense is the narrative text?
c What does this tell you about using verb tenses in stories?
21
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1 Story time
4 Choose more powerful verbs for dialogue.
Some verbs such as said, asked and replied are used so often they become
uninteresting. Use descriptive or expressive verbs to make a story more
appealing to read.
a In a small group read out this sentence.
Try out the different verbs in place of begged.
Example: 'Don’t make us join the library,' Marty begged.
SAMPLEsaid cried pleaded laughed muttered
chuckled
whispered sobbed implored
gasped wailed
b Discuss how different verbs change the effect.
c Which of the verbs fit Marty’s and Will’s mood in the extract?
Reading tip
Verbs that tell us how the person is feeling when they speak create
an effect called mood.
1.6 Explore beginnings
We are going to...
• explore and write story beginnings.
Getting started
1 In small groups, read out the first two or three paragraphs of your independent
reading book.
2 Does it introduce character, setting or both? Does it make you want to read on?
Is it exciting, intriguing or boring? What is your response to it?
22
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1.6 Explore beginnings
1 Explore the beginning of The Legend of Spud Murphy. Glossary
A story opening should provide enough information intriguing: very interesting
about the plot, characters or setting to get you hooked: caught on a hook
hooked and make you want to read on. (literal); caught someone’s
attention (figurative)
Reading as a writer means thinking about what predict: say what you think
effects the writer is trying to achieve by writing in will happen in the future
a particular way. Read as a writer and discuss the
questions in a small group. Speaking tip
a Re-read the first sentence of The Legend of
Spud Murphy extract and discuss how it gets
your attention.
SAMPLE
b Predict the main characters and the main When you discuss an
setting for the book (not the extract). extract, use clues in the
text to support your ideas.
c Decide if Spud Murphy will be more like the
description given by Marty and Will, or by Mum.
d Explain whether the extract makes you want
to read the rest of the story.
e Summarise your group’s ideas to share with the class.
2 Create a story map similar to the one shown here.
a Write key words to describe what you discovered about:
• the main characters Educational
• setting hobby
• plot.
8 o'clock Setting Plot
11 o'clock
The Legend of
Spud Murphy
Will Main Spud Murphy
characters
Mad on horses Librarian Potato gun
23
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1 Story time
3 Write a beginning.
a How else could The Legend of Spud Murphy have started? Based on
what you know and what you have predicted about the plot, write
an alternative beginning. What if Mum had suggested another holiday
activity or Marty and Will liked Spud Murphy? Try to write your beginning
to make others want to read on.
b Share your paragraph with a partner and identify possible improvements.
Proofread your work carefully for sense, punctuation, grammar
and spelling.
How am I doing?
• What did I do well in my story beginning?
• What could I add or change to improve it?
24
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1.7 Character and setting
1.7 Character and setting
We are going to...
• explore how paragraphs organise writing and choose powerful verbs.
SAMPLEGetting started
Discuss with a partner:
1 What is a paragraph? How is it different from a sentence?
2 What is the purpose of paragraphs?
1 Read the extract from a fantasy story aloud Key word
with a partner, focusing on expression and
meaning. With a partner, scan for some details. fantasy: imaginative
stories, often set in
a Who is the main character? strange places with
unusual characters
b What is the setting?
c When does the story take place?
25
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1 Story time
When the Sea Turned to SilverSAMPLE 1
2
Chapter 1 3
When the sea turned to silver and the cold chilled the light of the sun, 4
Pinmei knew the Black Tortoise of Winter had arrived with his usual
calmness. When a shrieking wind pierced the sky, bursting it into darkness,
she grew frightened. It was as if the Black Tortoise of Winter were being
forced to the earth, screaming and struggling.
Even the snow, usually so gentle, flew at Pinmei’s mountain hut like sharp
needles before falling onto the village below. The village was filled with
houses crowded together, and when villagers climbed up the mountain,
their hearty laughs and stomping boots shattered the quiet. At the sound
of their footsteps, Pinmei would scurry away to be out of sight, a long braid
trailing her like the tail of a disappearing mouse.
The villagers used to climb up to the mountain hut regularly, requesting
that Amah embroider peonies or five-coloured clouds onto silks for
weddings and birthdays. Even in the winter, when the rough stone hut
was all but buried, the villagers still came. However, while they came
for Amah’s embroidery skills, they stayed for the old woman’s stories.
Even Pinmei, watching from behind a door, was unable to resist her
grandmother’s words.
Chapter 2
Pinmei had not realised how long it had been winter until she was getting
the rice for dinner. When she reached into the jar, her fingers touched the
bottom of the container.
Pinmei drew back her hand as if stung. It was too soon!
She was only supposed to feel that smooth base when the
tree tips were green and the swallows were awake and
singing. The breath of the Black Tortoise of Winter was
still shaking the bare tree branches, and the birds were
still asleep as mussels deep in the sea.
26
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1.7 Character and setting
“Pinmei!” Amah called. “What are you doing? Where’s
the rice?”
Pinmei grabbed a bowl and filled it. She brought it to
Amah, her grandmother shook her head.
“We shouldn’t be using that bowl, Pinmei,” Amah said,
and Pinmei realized she was holding the blue rice bowl
with the rabbit painted on it.
“Sorry,” Pinmei said.
“You know that bowl is only for special occasions,” Amah said. “My
grandfather—”
“Received it from the king of the City of Bright Moonlight,” Pinmei
finished, an impish smile curving. “But he wasn’t the king yet when your
grandfather got it, so I don’t think it counts as a royal gift.”
“You only tease your poor grandmother when we are alone.” Amah
pretended to sigh. “When I tell people how you taunt an old woman,
they don’t believe me. ‘Little Pinmei?’ They say. ‘She’s just as shy as a
little mouse.’”
Pinmei made a face as Amah grinned at her. It was true that now, alone
with Amah, her words did not freeze in her throat. She didn’t know why, at
the sight of anyone unfamiliar, she felt like a fish trapped in a bowl of ice,
unable to even gasp for air.
Grace Lin
SAMPLE 5
6
Key to sections containing paragraphs: Glossary
1 Setting the scene
2 Setting details braid: plait of hair
3 Setting and introducing a character peonies: garden plants with large
4 Main character red, pink, or white flowers
5 Dialogue paragraphs embroidery: patterns or pictures
6 Main character made by sewing stitches onto cloth
taunt: annoy or upset someone by
speaking or laughing unkindly
27
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1 Story time
2 Paragraphs organise the ideas in a text. Some of the extract is organised
in paragraphs to show a different action, time, place or thought.
Some new paragraphs show a new person is speaking.
a Order the main ideas of the paragraphs in the extract.
Some paragraphs go together in groups.
• Clues about Pinmei’s character are given. Reading tip
• The scene is set as winter.
SAMPLE• Pinmei realises winter has been long this year. The first words in
• Amah is introduced and why people visit her. a paragraph often
• The village and villagers are described. contain a clue to
• Pinmei teases her grandmother. the main idea.
b Discuss why the author started each new paragraph.
Which ones are just for dialogue and which are for another reason?
3 Explore powerful, descriptive verbs. They add impact to writing.
a Scan the extract for the underlined verbs. Key word
List them in alphabetical order.
context: the
b Try to work out the meaning of each verb by reading situation within
it in context. which something
exists or happens
c Match each word to the words closest in meaning
from the coloured boxes below.
cut through sharply mock gently took hold roughly smiled widely
moved in a rushed way destroyed froze get stuck in
d Use a thesaurus to find other descriptive verbs.
Add them to your words to build mini word banks.
Reading tip
Reading a word in context means reading the words and sentences around
it to help you understand its meaning. You can still use your dictionary to
check afterwards.
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1.8 Create mind pictures
e Choose a new verb to replace each underlined verb in the extract.
Make sure it makes sense in the paragraph. Use a dictionary to help you.
f Scan the extract for the verb ‘said’. Use a thesaurus to replace each ‘said’
with a more interesting verb showing how the character was speaking.
Example: “Sorry,” Pinmei said apologised.
g With a partner, read the extract using your new verbs.
What is the effect?
Thesaurus comes
from the ancient Greek and Latin
words meaning ‘treasure’ – a treasure
chest of more descriptive and precise
words to choose from.
1.8 Create mind pictures
We are going to...
• explore characters and settings and make links with
personal experience.
Getting started
1 How do you identify key words and phrases in a text?
What sort of words do you ignore?
2 Talk about the word classes below.
Are they useful for identifying key words and phrases?
nouns adjectives verbs adverbs connectives
prepositions pronouns definite and indefinite articles
29
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1 Story time
Key words
connective: a connective links words, groups of words or sentences,
e.g., and, so, however, but, although
preposition: a word or group of words used before a noun or pronoun
to show place, direction, time and so on, e.g., above, below, on, over, in
definite article: the word the
indefinite article: the words a and an
SAMPLE
1 Read the extract with a partner and scan for details.
a Read this next extract telling you more about Pinmei.
“Do you wish I were different?” Pinmei asked.
“Different?” Amah asked. “How?”
Pinmei shrugged, embarrassed. “Maybe if
I talked more or did things,” Pinmei said.
“Like Yishan.”
“I never wish for you to be anyone except
yourself,” Amah said, looking into Pinmei’s eyes.
“I know that when it is time for you to do
something, you will do it.”
b Make two lists, noting key words and phrases from
the extract above and the extract on pages 26 and 27.
Setting Characters
•• the climate •• who Pinmei is
•• the village’s location •• what Pinmei is like/enjoys
•• Amah’s hut. •• Amah and what she does.
c What figurative language is used to describe the snow?
30
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1.9 Find out more about the story
d Find another figurative description using like to Reading tip
compare two things.
Record interesting or
e What name would you give to Pinmei’s village? important words you
Give reasons. may want to use again
in your word book.
f What does Amah believe about Pinmei?
2 Think about the setting.
a Discuss how the setting is similar to or different
from the area where you live. Include the weather conditions.
b Draw your impression of Amah’s hut up the mountain. Write a short
paragraph explaining whether you would like to live there and why.
SAMPLE
1.9 Find out more about the story
We are going to...
• answer questions using evidence from the text and visual clues.
Getting started
1 In pairs, study three possible covers for When the Sea Turned to Silver.
• Describe what you see on each cover.
• What do the covers tell you about Pinmei and her surroundings?
• What do they tell you about the time and context of the story?
• Do they match what you know already? Do they add
anything new?
• Think of some descriptive nouns and adjectives for each cover.
2 Which cover best fits your impression of
the story so far? Why?
3 Which one makes you want to read the story?
31
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1 Story time
Listening tip
In a discussion, listen carefully to what your partner says before you respond.
1 What new information does the book description give you about the plot?
Make a list of new information. Use key words only.
www.findabookyoulike.com Search here
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SAMPLE Sign up
02 Book description
Pinmei is devastated when the Tiger Emperor’s soldiers kidnap her grandmother,
Amah the Storyteller. Pinmei vows with her friend Yishan to rescue Amah but in
exchange for her release, the emperor wants ‘A Luminous Stone That Lights the
Night’. Armed with little but a brightly coloured jacket and a jade bracelet, Pinmei
and Yishan set forth on a search that takes them from the grand palace in the
City of Bright Moonlight to the Sea King’s palace at Sea Bottom. Befriended by the
mysteriously beautiful Lady Meng and her sea dragon horse, BaiMa, they encounter
many challenges and Pinmei discovers that Yishan has secrets of his own. All the
while winter lingers on – the Black Tortoise of Winter is trapped by an unknown
force. Pinmei and Yishan realise time is running out, not just to save Amah but to
save the world. But how will they defeat the increasingly powerful and dangerous
Tiger Emperor? Interwoven in their fantasy adventures
are Amah’s legendary tales. But are they just stories, or
could they mean something more?
Glossary
luminous: shines in the dark
jade: green stone used in making jewellery
lingers: takes a long time to leave or disappear
interwoven: two or more
things combined or twisted
together so they cannot be
separated easily
32
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SAMPLE We are working with Cambridge Assessment International Education towards endorsement of this title.
1.10 Practise using punctuation to read for meaning
2 With a partner, discuss the answers to the following questions.
a What tenses are used in the description? How does this compare to the extract?
b What in the title and book description tells you this is a fantasy story?
c Do you think Pinmei will find the ‘Luminous Stone That Lights the Night’
and will it be the answer? Give reasons.
d Which of these plots might be the story’s main idea?
Share your ideas with the class. Do you all agree?
• defeating the Tiger Emperor to save Amah and the world
• getting lost in a fantasy world with the Black Tortoise of Winter.
e Make a list of features you think make a story a fantasy story.
3 Complete your reading log for When the Sea Turned to Silver.
a Say whether you would enjoy reading the rest of the story.
b Compare the story with The Legend of Spud Murphy.
How are they similar? How are they different?
Which one would you prefer to read?
:” “ 1.10 Practise using punctuation
““ ””:to read for meaning
?:We are going to...
• use punctuation to read for meaning and read aloud fluently.
!%?;?%“;!Gettingstarted
”1 What is a comma used for? Can you give more than one use?
2 Discuss your ideas and share examples in a small group.
“ ” “; ”%: ?:33
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We are working with Cambridge Assessment International Education towards endorsement of this title.
1 Story time
1 Read these sentences aloud with a partner.
a Discuss how the extra comma creates differences in meaning.
• Don’t stop!
• Don’t, stop!
• I like cooking my friends and chocolate.
• I like cooking, my friends and chocolate. Glossary
• I need silver, paper and glue for my project.
SAMPLE
• I need silver paper and glue for my project. immortality: the
ability to live or last
b The punctuation has gone missing from this paragraph! forever
Can you make sense of it as you read it aloud?
What are the commas used for?
Pinmei knows every one of her grandmother’s tales in fact she
finds out that she’s a storyteller herself everyone is keen to hear
her stories slowly she understands that stories are the way to
achieve immortality whether it’s the stories of Nuwa the Red
Stone the Green Tiger or the Ginseng Boy her stories bring joy
peace and knowledge to all who hear them.
c Write out the paragraph adding the correct punctuation.
Use what you already know about the book to help you.
2 Practise reading aloud. Reading tip
a Practise reading the book description of When the Commas show you
Sea Turned to Silver to yourself, paying attention where to pause when
to the commas and other punctuation. you read. They help you
understand sentences.
b With a partner, read out one paragraph each.
Give each other feedback.
• Did you both manage the pauses correctly?
• Could you follow your partner easily? Did it make sense?
How well did you read the extract? What feedback did you get?
What could you pay more attention to so you can improve your reading?
34
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SAMPLE We are working with Cambridge Assessment International Education towards endorsement of this title.
1.11 Write a story starter competition entry
1.11 Write a story starter
competition entry
We are going to...
• invent a fantasy story starter, and design and fill in an entry form.
03 Getting started
Do you enjoy fantasy stories? Listen carefully to two authors talking about
writing fantasy fiction and answer these questions.
1 How does the first writer start planning a fantasy novel?
2 Why does she make the animals act and speak like people?
3 What is important about a fantasy setting?
4 What other features do fantasy stories have?
5 What is the benefit of having a first-person narrator?
35
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We are working with Cambridge Assessment International Education towards endorsement of this title.
1 Story time
1 Read these fantasy story starters in a group. Speaking tip
a Add a sentence to continue these story starters. Use expression when
you add the next
• Lorcan turned slowly around but whichever way sentence to build up
he turned, he was still looking at the same grey suspense.
door that had appeared out of nowhere, but now
it was slightly ajar.
• ‘Well, everyone says I’m a dragon so I suppose Glossary
I must be but I just don’t feel like one,’ admitted
the fiery red creature, ‘not when you know what ajar: slightly open
dragons are supposed to do.’ mused: thought idly
• ‘The moon is lost!’ shrieked the rabbit.
SAMPLE
‘I didn’t know rabbits could talk,’ mused Shamiela.
‘But it’s right. The moon does seem to be lost.’
• Dimakatso and the prickly, greenish creature looked at each
other in surprise, two eyes locked onto three, the extra one
blinking furiously.
b As a group, come up with another gripping story starter.
c Exchange your new story starter with another group and continue
each other’s story starters in your group sentence by sentence.
d Order these words from least to most interesting.
Look up any words you don’t know to help you.
deadly boring enthralling dull intriguing
interesting ordinary absorbing gripping
How are we doing?
How ‘page-turning’ do you think each other’s story starters are?
Can you suggest anything to improve each other’s
page-turner rating?
36
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We are working with Cambridge Assessment International Education towards endorsement of this title.
1.11 Write a story starter competition entry
2 Enter the competition. CFoamntpaesytitSiotonry Starter
a Design and fill in an entry form for
the story starter competition. It is for
Fantasy Fiction Publishers so your
ideas should include something unlikely
in real life. Follow the
Advice to entrants.
b Write a list of ideas first and then trySAMPLE fiHanncoltwuadstiynosgetoanrltyletrsh:teadrseteescirg.tinonysoubreolowwnteonptrlaynfoarm,
them out on a partner. FfUaonrmcFeoavnaetnardsyyoFouFirrctuttiaonlneenPAtuwabanlidist!hwerriste. a story starter
c Finish your design and fill in your MAIN CHARACTER:
entry form. SETTING:
MOOD:
APdeovpliecweritteoweellnabtoruat wnhtast they
k1n 2o w3Ctuh. Thynte–hoohauWioMsueaginsBmsendeukarkeetipdankttcooiesaolehonrfaodssawagafsmsecanfugiahatrmbwgeraernanelweiaieiepdrtlli.yaallsthpoltp.ocsbecihrDnttemoraeeiugercenncrsneasitykfostlailacihgolrtnkyridsiiurneicnbtoodcl,sgkyuersrcsensenahtatooaoonhdabmcmtwte.nbiohevmeegeunaeftoetcrthaaarrettiunhsnc!hedtegee.mirr FIRST SENTENCE:
you can!
wfFooirllmrdinsuysaoinnudgr entry
key
phrases..
37
Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication.
We are working with Cambridge Assessment International Education towards endorsement of this title.
1 Story time
1.12 Write a story introduction
We are going to...
• write and present story beginnings at a festival.
Getting started
1 What do you enjoy about the beginning of a book?
2 What makes you want to read on?
SAMPLE
1 Write a draft with more details for Fantasy Fiction Publishers.
From: Fantasy Fiction Publishers Glossary
To: Person entering competition
Subject: Fantasy Story Starter Competition fanciful: something
from someone’s
Hi Fantastic Entrant, imagination that
We really enjoyed your fanciful story starter! Please send us is probably not true
three or four more paragraphs. or real
Write it in the past tense (unless you are writing dialogue).
Keep us captivated! captivated: filled
The Fantasy Fiction Publishers with wonder and
delight
How are all these words linked?
Can you think of any others?
Use a dictionary to help you:
fantasy, fantastic, fanciful, fantasise,
fantasist, Fantasia, fancily, fancifully
38
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SAMPLE We are working with Cambridge Assessment International Education towards endorsement of this title.
1.12 Write a story introduction
a Use a mind map to note down ideas for three or four paragraphs
to begin your story. You won’t have to write the rest of the story,
so plan whatever you like!
b Write a first draft of three or four paragraphs to introduce the characters,
setting and plot.
c Swap your draft with a partner.
d Give each other feedback on your ideas.
• Does something unusual or unexpected happen?
• Do you want to know what happens next?
e Give each other ideas on how to improve your introductions.
f Edit your draft carefully, making sure you include the new ideas
from your feedback. Try to choose powerful, interesting verbs.
g Think of a creative way to illustrate and present your beginning
to make it stand out and appeal to the publisher.
2 Celebrate your success at the Fantasy Fiction Festival.
a Practise presenting your story beginning for the festival.
b Enjoy listening to each other’s beginnings.
c Have fun telling each other what you think could
happen next after each beginning.
You’ve all been invited to the Fantasy
Fiction story-telling festival!
Look what I can do!
I can read, discuss and retell stories using story vocabulary.
I can answer questions using evidence from a text.
I can give my opinion with reasons.
I can write texts using suitable sentence structures, vocabulary and punctuation.
I can read aloud with expression.
I can present and listen for information and give feedback on performances.
39
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We are working with Cambridge Assessment International Education towards endorsement of this title.
1 Story time
Check your progress
Answer the questions below to show what you have learnt
in this unit.
1 Write out this paragraph, choosing a word from the coloured
boxes to complete the sentences.
author fantasy characters introduction
fiction genre setting plot
SAMPLEconclusion
Most writers use the to introduce the story’s main
and the . Usually the beginning of a story
will give you an idea of what the has
chosen for the story, like , adventure or true-to-life. The
is what happens in a story – the main
events leading up to what is hopefully an exciting or
satisfying .
2 Change these verbs into the past tense.
manage try crumble enter carry munch smile
3 Write the past tense of these irregular verbs.
see have is think come blow fly feel give
4 Choose an interesting verb to fill the blanks.
a ‘Please don’t make me go there’, Ashok.
b Under her breath, Jade , ‘I hope she chooses me’.
c ‘I will not do it!’ Nelson.
5 Write out this sentence twice, using commas to make two different
meanings clear.
I like mango ice-cream jelly and sherbet.
40
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SAMPLE We are working with Cambridge Assessment International Education towards endorsement of this title.
1.12 Write a story introduction
Projects
Group project: interview each other as authors. As the author of your fantasy story,
start with a brief description of your story without giving too much away.
The other group members can then ask the author questions about their story.
Do this for each person in turn.
Pair project: write a brief book description to advertise your fantasy story.
Imagine how the plot might develop from your starter. Include an exciting
title and brief details on plot, character and setting.
Solo project: design a poster to advertise your fantasy story. Include the title
and add a line or two to entice the reader. Address the reader directly
and think about what might make them want to read your story.
41
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We are working with Cambridge Assessment International Education towards endorsement of this title.
2 Exploring Earth
2.1 Words in context
We are going to...
• understand words in context and explore a book introduction.
SAMPLE
Getting started Key words
1 How can you tell the difference between fiction and
fiction: a story about
non fiction books? imaginary characters
2 Which do you prefer? Why? and events
1 With your partner, identify the nonsense word in non fiction: writing
each sentence. that is about real
events and facts
a Discuss the possible meaning of each nonsense word and
replace it with a real word.
b Have fun using your own nonsense word in a sentence.
Let your partner guess what it means from its context.
How well did your partner do?
• Our teacher plumsed us to bring our favourite books to school.
• I boogled a book on birds from the library.
• The book on interesting insects is my splonchest book.
• The information about cabooshing animals was interesting.
• Everyone gluppered their favourite book on animals.
42
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We are working with Cambridge Assessment International Education towards endorsement of this title.
2.1 Words in context
2 Read the following book introduction (or preface) on Key words
your own.
preface: an introduction
a Write down any unfamiliar words. at the beginning of
a book explaining its
b Take turns to read the introduction aloud to your purpose
partner. Help each other work out the correct
pronunciation of all the difficult words. pronunciation: how
words are spoken and
c Together, work out the meaning of the underlined pronounced
words in the text. Use the context to help you think
of a synonym.
SAMPLE
04 A Handy Handbook of Habitats
Welcome to the amazing world of natural Chapter 12 deals with extinct and endangered
habitats. Nature offers a world of endless animals. It also looks at the effects of human
wonder and discovery. This handy handbook, activity on animal life. Discover ways that you
packed with wonderful photos and fascinating can make a difference in our world.
facts, will help you explore the Earth and its
many natural environments. At the back of the book is a list of useful words to
help you understand the difficult terms.
Chapter 1 introduces the reader to Planet
Earth – our unique world. Here you will find This useful handbook is all you need to get you
out why Earth is the only planet with life as we started on a wonderful adventure – along with a
know it. magnifying glass and lots of curiosity.
Chapter 2 describes the many different forms Glossary
of life on Earth and explains how animals
and plants are classified according to their habitat: a natural environment of an
characteristics. animal or plant
Chapters 3–10 explore animal habitats and handbook: a small book that contains
how animals adapt to their environments. the most useful information about a
These chapters cover life in the sea, the desert, subject
the rainforest, the North and South Poles and
even your garden. environment: the air, land and water
where people, animals and plants live
Chapter 11 describes natural events like
earthquakes and volcanic eruptions. Discover endangered: in danger of being
how the Earth has been shaped over time and harmed or being made to disappear
how animals have adapted
to a changing world. curiosity: the feeling of wanting to
learn or know about something
Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication.
We are working with Cambridge Assessment International Education towards endorsement of this title.
2 Exploring Earth
3 Discuss these questions in groups.
a What is the title of the book? How many chapters does it have?
b What is the purpose of this introduction and who is it aimed at?
c How is it organised and what kind of language does it use?
d Do you think you might enjoy reading this non fiction Reading tip
book? Explain your answer.
Always read the
e Now look at these book covers. text more than once.
Go through all the
• Which book title looks interesting to you? questions before you
answer them.
• What information would you find in each book?
f Add the introduction to A Handy Handbook of
Habitats to your reading log.
Which chapter of the book do you think you would
enjoy the most?
SAMPLE
THLUEINFDESER EA 50HWOSAOWVERTHTLEOD
EACIANHHSANYIDLBSDOTOREKPFEOSNR
ATMHEAAZ–ZINOGF
ANIMALS
44
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SAMPLE We are working with Cambridge Assessment International Education towards endorsement of this title.
2.2 Key words, phrases and sentences
2.2 Key words, phrases
and sentences
We are going to...
• use key words and phrases to write full sentences.
Getting started
Find one key word and one phrase in this sentence:
The sea is a salt water habitat.
Language focus
A sentence is a group of words that has a verb and makes complete sense.
It begins with a capital letter and ends with a full stop. Sentences are used to
ask and answer questions, give commands or instructions and form paragraphs.
A phrase is a group of words that forms a part of a sentence. Phrases are used
to write headings and make notes. A phrase can also describe the noun or the verb.
A key word is the main word in a sentence. Key words are used to highlight
the main idea. Key words are usually the most important nouns and verbs in
a sentence.
Words are like bricks:
they build sentences.
45
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2 Exploring Earth
1 Explore sentences, phrases and key words.
a Decide if these are phrases or key words. Discuss your thoughts with the class.
environments extinct, endangered characteristics
life in the desert diversity of life
SAMPLEb In pairs, list other key words and phrases in the A Handy Handbook
of Habitats introduction. Compare your list with another pair.
Did you find similar key words and phrases?
c Now work on your own. Write out these sentences and underline
the key words and phrases following the clues in brackets:
Example: The Earth is full of amazing creatures. (2 key words)
• All birds have feathers, wings and a beak. Glossary
(4 key words)
• A tortoise has a shell on its back for protection. succulent: a plant with
(3 key words) thick leaves and stems
that can store water
• Reptiles are cold-blooded animals. (2 key words)
thrive: to grow, develop
• The Pacific Ocean is the biggest ocean. or be successful
(1 key word, 1 phrase)
• Succulent plants thrive in dry areas. (2 phrases)
46
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We are working with Cambridge Assessment International Education towards endorsement of this title.
2.2 Key words, phrases and sentences
2 Use key words to make sentences.
a Write out these sentences in your notebook. Choose the correct key words or phrases
from the coloured boxes so that each sentence makes sense. Underline these words.
adapt natural environments endangered animals
extinct diverse volcanoes earthquakes
SAMPLE• The Earth’s crust is shaped by and .
• Life on Earth is . Writing tip
• Wild animals live in their . Remember to use a
capital letter to start
• Animals to their environments. and a full stop to end
your sentences.
• can become .
b Use these key words and phrases to write complete
sentences.
Example: whales, mammals, sea.
Whales are mammals that live in the sea.
• salt water, fresh water
• 9700 bird species, the world
• desert plants, succulent leaves
• tsunami, earthquakes under the sea
• birds with long legs, river and lakes
How are we doing? Glossary
Swap with a partner. Check that all the tsunamis: extremely
key words are used, the sentences make large waves caused
sense and there is correct punctuation. by a violent movement
Discuss ways to correct or improve these of the Earth under
sentences. the sea
47
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We are working with Cambridge Assessment International Education towards endorsement of this title.
2 Exploring Earth
2.3 Make notes and summarise
We are going to...
• make notes on a mind map and write a short summary.
SAMPLEGetting started
1 W rite five key words and phrases to describe
yourself on a mind map.
2 Swap with a partner. Compare your mind maps.
1 Listen and follow as your teacher reads the
text Our Wonderful World.
05 Our Wonderful World
Our world is a natural wonder. It is made up of sea, land and sky. Millions of plants and
animals inhabit the Earth. From dry deserts to thick jungles, from deep seas to high
mountains, plants and animals live in every type of environment.
The sea is a large body of water that covers over 70% of the Earth. It plays an essential role in the
water cycle and climate patterns. It is a salt-water home to an
enormous variety of creatures. The Colossal Squid lives in
deep, dark parts of the ocean. Its eyes are the largest eyes of Glossary
any creature in the animal kingdom. These large eyes allow it inhabit: to live in a place
to see in dark waters when it is hunting for food.
essential: necessary or
The land is the Earth’s crust that appears above the water.
It is constantly changing and is shaped by natural activities needed
like earthquakes, volcanoes, hurricanes, floods and droughts.
The hottest places on Earth are found along the equator equator: an imaginary
line drawn around the
while the coldest places are at the Poles. The driest places on middle of the Earth
Earth are the hot and cold deserts. Camels can survive in the nourishment: food that
hot, dry desert where there is very little water. They are able
to survive a week without water. Their humps store fat which you need to grow and
provides nourishment when food is hard to find. stay healthy
48
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