Oxford Discover 1 Student Book

Percussion instruments are a family
of musical instruments. W e strike or
shake them. Percussion instruments are
big and small. These instruments add
special sounds to music.

Percussion instruments keep the beat:
1 , 2 , 3 , 4. W e can keep the beat, too. C lap
your hands to this beat: 1, 2, 3, 4. Can you
stamp your feet to the beat? 1, 2, 3, 4.

W h a t is the m ain idea?

Drams

There are a lot of different drums in the world.
W e strike drums with our fingers, our hands,

or with drumsticks or mallets. This keeps the
beat. This big drum is called a bass drum.
The boy is striking the big white drum
with two mallets.

W hat are the details?

The Tambourine

A tambourine is Like a small drum.
W e strike it with our hands. W e can
shake it, too.

The Xylophone

A xylophone has wooden bars. The girl
is striking the xylophone with mallets.

The Triangle

W h y do you think this instrument is called a
triangle? Its shape is a triangle. W e strike it.

Cymbals

W h en we play the cymbals, we strike
two cym bals together. There are many
kinds of cymbals. Some are big and some
are small. They sound different. This boy
is playing big cymbals.

Listen. They're playing all the percussion

instruments again. W hich instrument

is your favorite? c,T h in k
W hat are the details

on this page?

U n d e r s t a n d■

Com prehension

T h i n k W h a t do yo u like a b o u t the text? C heck (>/)
,o'

m

2 drums □i □i
3 tambourine □i i□ i
4 cymbals □i i□ i

o A sk and answ er the question.

What’s your favorite part?
v

Keeping the beat. It ’s fun!

O Look b ack at the text. Write the m ain idea an d the details.

1 How do we strike drums?
2 How do we play a tambourine?
3 What instruments do we strike with mallets?
4 How do we play the cymbals?

T h in k Talk to a partner.
od^ — ^

1 Can we shake and strike every percussion instrument?
2 Do we need an instrument to keep the beat?

1 5 2 Unit 15 Comprehension

j W orkbook
Gram m ar

pages 132-133

G ram m ar in Use

^ Listen a n d sin g alon g. Making Music © 3.05

I’m not playing the triangle, Gus is playing the xylophone,
I’m playing the drum. He isn’t playing the drum.
You’re shaking the tam bourine, L a y la ’s playing the cym bals,
W e’re both having fun! They’re both having fun!
We are making music, They are making music,
Join in everyone! Join in everyone!

,*

© L e a rn G ram m ar Present Continuous

Y ou’re playing the drum s.
You a re n ’t playing the xylophone.
I ’m shakin g the tambourine.
I ’m not strikin g it.

Act out playing a percussion instrument. Your partner guesses.

You’re playing
the triangle!

7Yes. I ’m striking it.

© N o w act it out a g a in . A na’s playing the
Your partner tells the class. triangle. She’s striking it.

Grammar: Present Continuous U nit 15 1 5 3

Comm unicate

W ords

© Listen a n d point to the words. Listen a g a in a n d sa y the words. © 3.06

fast slow loud soft awful lovely
© W h at are they sa y in g ? Look, read, a n d write.

1 It's lovely and 2 It's and 3 It's and

L is te n in g

T h i n k H ow does a drum so u n d ? D o you like the so u n d ?
06^ - ^

© Listen. W hich instrum ents are soft? W hich are loud? © 3.07

© Listen a g a in a n d n u m b e r the pictures. © 3.0s

1 5 4 Unit 15 Vocabulary: So u n d Adjectives • Listening: Details

Speaking

© Listen a n d repeat. Then practice w ith a partner. © 3-oq

Word Study

Alphabetical Order
Words in a dictionary are in a lp h a b e tic a l order.
We start by looking at the first letter of the word.
apple bird cymbal drum elephant

Write the w ords in the list in alphabetical order.

fast awful
beat
clap
awful
slow

W r i t e Tell y o u r p artn er a b o u t a percussion instrum ent.

N o w write a b o u t it in yo u r Workbook.

Speaking: Asking for Help • Alphabetical Order U n it 15 1 5 5

BIG Q U E ST IO N Q I think we can make \
music w ith percussion
S> How can we *
make music? in stru m e n ts.

I think we can use
our hands and feet!

W ords

o Listen an d point to the words. Listen a g a in an d sa y the words. © 3.10

dance sing get an idea practice an

in stru m e n t

buy tickets give money clap take pictures

O Think a b o u t the w ord s in a n d a d d them to the chart.

I need my hands. I d o n ’t need m y h an ds.
practice an instrument

1 5 6 Unit 16 Vocabulary: Performance Verbs

Before You Read PREVIEW

T h in k Where do we get musical instruments from ? Let's Make
Music!
Problems and Solutions
In some stories, there is a problem. Sometimes In this story, we
the characters fix the problem with a solution. read about how
As you read, look for problems and solutions. som e students
This helps you understand the story. solve a problem.

M atch the problem s to the solutions. T h is text is realistic
fiction. Rem em ber,
realistic fiction is
a story that isn't
true, b u t it co uld
happen.

Problem Solution
Mix red and
I'm cold. yellow paint.
Go to the country.
I don't have
orange paint. Put on a jacket.
I don't have a
tambourine. Clap your hands.

I don't like the city.

O The story on p a g e s 158 a n d 159 is a b o u t children w ho
w ant to play music, but don't have any instruments.
W hat do you think they do?

Reading: Problems a n d Solutions Unit 16 1 5 7

Let's Make Music!

January
I'm M a d d ie and we're students in Ms. King's
class. We w ant music lessons, but we don't
have instruments. We can't buy instruments
because we don't have any money. We have
a big problem. We need a good idea.

°O

February
We think, and think, and think, and
then get an idea. Let's make instruments
and give a concert!
We can sell tickets, get money, and buy new
instruments. But how do we make instruments?
We ask our friends and families. Aha!
We can use things from our homes.

O r^ T h in K

W hat is the
solution?

We're making instruments that
we can shake. We're using
paper rolls and beads. Fay
and Oscar are shaking them.

Evan and Kate are using jars
and candy. They're shaking
them to a beat.

May

W e're all p racticin g o u r instrum ents.
These buckets an d pots are our drum s.
B runo , S a ra , an d D an are striking them .
These a re o u r c y m b a ls. Aziz and
I are striking them together.
M s. K in g is h e lp in g us. W h a t do
you th in k? A re we having fu n?

June

It's concert n ig h t. Lo ok a t all the people! T h e y 're b u yin g
tickets. E v e ry o n e is e xcite d .
W e're a ll p la y in g our instrum ents, sin g in g , an d d a n cin g .
O ur p arents are tak in g pictures. Th e p eople are clap p in g
an d g ivin g m o ney! It's a w o n d erfu l concert.

September

Look! These are our new instrum ents!
W e're ve ry h ap p y. W e're p la y in g
them a n d w e sound g re a t. W e still like
our old instrum ents, too!

159

Understand

Com prehension

T h in k W hat do you like a b o u t the story? Check (S ).
o&

shaking the candy in jars 1................... 1□ i□ i
people clapping at the concert i □i □i
■playing the new instruments i□ i
□
O A sk and answ er the question.

your favorite part?
J

Making instruments.
I want to make a drum!

0 Look back at the story. M atch the problem s to the solutions.

Problems Solutions

1 The students need a good idea. a They can make instruments.
2 The students don't b They sell tickets to their concert.
c They think and think.
have instruments. d They talk to their families and
3 They don't know how to
use things from home.
make instruments.
4 The students need money.

T h in k Talk about the story.

1 Why are the students happy at the end of the story?
2 Is it a good idea to ask our fam ilies and friends for help when

we have a problem?

1 6 0 Unit 16 Comprehension

W orkbook
„ Gram m ar

pages 140-141

G ram m ar in Use

e Listen a n d sin g a lon g. The C a rn iv a l © 3 .•112

La y la and Gus are in the carnival, Is he singing? No, he isn’t. J3

The carnival in the tow n. Is she dancing? Yes, she is.

W h a t are they doing in the carnival? They are dancing in the carnival,

They are carnival clowns! They are carnival clowns!

Come and join the carnival.
Be a carnival clown!

O L e a rn G ram m ar Present Continuous Questions

Are you sin g in g ? Yes, I am.
I s she d a n c in g ? No, she is n ’t.
Are they playing instrum ents? Yes, they are.
Are we having fu n ? Yes, we are!

Choose a person in the picture an d practice with a partner.

Q Is she singing?

No, she isn ’t.

Is it Dina? No, it is n ’t.
Is she clapping? Yes, she is!
Yes, it is!
Is it May?

G Now look around the classroom. Sofia’s reading.

W hat are your classm ates doing?

Grammar: Present Continuous Questions U nit 16 1 6 1

Comm unicate

W ords

o Listen a n d point to the words. Listen a g a in a n d sa y the words. © 3.13

parade concert ballet play puppet show circus

O W h a t are they w a tc h in g ? Look, read, a n d write.

1 They're watching a 2 They're watching the 3 They're watching the

4 They're watching a 5 They're watching a 6 They're watching a

L is te n in g

T h i n k W hich kind of perform ances do you like? W hy?

© Listen. W hich perform ances are they w a tch in g? © 3-14
O Listen a g a in and num ber the places. © 3.15

162 Unit 16 Vocabulary: Performances • Listening: Details

Speaking

e Act out a perform ance with your partner. A sk the class to guess. Use the
w ord s in the box to help. © 3.16

What are we doing?

You’re playing musical
instruments and

walking. It’s a parade!

na

W riting Study

Contractions
Add two words together and take aw ay a letter to make a contraction.

I am > I'm You are > You're are not > aren't is not > isn't
It is > It's She is > She's What is > W hat's That is > That's

Write the contractions. 4 taking pictures,
I am
1 They a r e n ’t singing.
are not 5 I t ______ loud.
is not
2 _______ playing the drum.
She is 6 watching the parade.
You are
3 he doing?
W hat is

tv
W r i t © Tell y o u r p artn er a b o u t y o u r favorite kind o f perform ance.

N ow write a b o u t it in yo ur Workbook. EKBSEgfr

Speaking: Asking a n d Guessing • Writing: Contractions U nit 16 1 6 3

€ > Listen an d read along. © 3.17 They're singing. Look at Gus.
He's singing, too.
It's time for music class.
Everyone loves music.

Now they're practicing. Gus is playing They're dancing now.
the cymbals. Gus is dancing, too.

Oh no Oh no.
Gus! Gus!

Ms.Tune thinks and thinks. She gets Look! It's a xylophone.
an idea. What's she doing?
T h a t ’s
I have an instrum ent lovely,
for you, Gus!
Gus!

1 6 4 Review

Project: P ercu ssio n In stru m en ts

© M ake percussion instruments with your group.
• Find things to make your instrument from.
• Make and decorate your instrument.
• Practice playing your instrument.

© Play your instrum ents for the class.

o Listen to all the instruments. Talk about them.

What’s Oily doing?

^\

He’s striking the drums.

Watch the video. | 3 W h a t do you
know about
o Think more about music now?

BIG Q U E ST IO N Q the Big Question.

How © Complete the
can we make
Big Question
m usic? Chart.

Project: Percussion Instruments • Big Question 8 1 6 5

In units WATCH LEARN h ow living READ a b o u t livin g

17a n d 18 a video about things and nonliving things and a cookie
living things. th in g s are different. that runs away.
y o u will:

1 6 6 Big Question 9

WRITE MAKE

about living a Venn
things. diagram .

BIG QUESTION 0

W hat
a re living
th in gs?

o W atch the video.

4 © Look at the picture. W hat do you see?
1 What are the children watching?
2 Is it an an im a l or a toy?
How do you know?

G Think and answer.

1 What things grow?
2 Do you grow?

O Fill out the Big Question Chart.

W h a t do you 'O i l ___________________
know about
living things?

167

U N IT Get Ready

W ords

O Listen a n d point to the words. Listen a g a in a n d sa y the words. © 3.18

living nonliving breathe move

change air people plant

0 Read, look, and circle the correct picture.

1 It moves. 2 It grows. 3 It breathes.

G Do you think these things are living?

Read and write L (Living) or N (Nonliving).

□police officer □bicycle □T-shirt □tree □drum
1 6 8 Unit 17 Vocabulary: Living Things

Before You Read I PREVIEW

T h in k Look around you. W hat m oves? W hat changes? iv m g &
o&-~ ^
In this text,
Contrasting w e learn about
living and
Remember, to contrast things, we say how they nonliving things.
are different. As you read, look out for w h a t is T h is text is a n
different. This helps you understand the text. inform ational text.

Read the texts. W h a t is different? Com plete the charts. Life Science

Dance class is in the Bring your instrument to Beth Cody Kimmel
afternoon. Come to the the music room. Music is a children's book
gym. Bring your ballet class is in the morning. writer. She lives in
New York's Hudson
shoes! Valley. She likes
to read and hike,
Dance Class M usic C lass and her favorite
living thing is her
When is it? in the afternoon daughter, Emma!
What do I take? ballet shoes
Where is it? in the gym

<J M y toy bear is This big bear lives
in the woods.
small and yellow. It's brown and it
It doesn't grow. grows fast.

Toy Bear Bear

Is it big o r sm all?
What color is it?
D o e s it g ro w ?

G Can you think of any differences between living and

nonliving things?

Reading: Contrasting Unit 17 1 6 9

Read ©

W e see many things in our world
every day. ALL of these things are
Living or nonliving. Let's read about
how they are different.

Living things

A Living thing can grow and change.
Look at the caterpillar and butterfly.
W h a t is different?

A plant is a living thing. An anim al is a
living thing. You are a living thing! Living
things breathe air and they need food
and water.

People and animals can move by
themselves. They can get food and water
from different places. W here can animals
get water?

Plants can't move by themselves. They
make their food from sunlight, water, and
air. They can grow ta ll to get sunlight.

W ater comes to them.

. W h a t living things do you see

every day? ^

Nonliving tilings

A nonliving thing doesn't need food,

air, or water. It can't breathe. A toy

is a nonliving thing. Oq T H in lc k -------

A nonliving thing doesn't grow, but How are living
it can change. Look at the sneakers. and nonliving
W hat's different? things different?

A bait can move. Is a b all a living
thing? No, it isn't. A ball can only
move if we move it. It can't move by
itself. It can't breathe and it doesn't
grow. It's a nonliving thing.

W h a t nonliving things do you move
every day?

Look around you. W hat nonliving
things do you see?

ALL living and nonliving things
in our world are important. It is
good to take care of a ll of them

Understand

Com prehension

T h i n k W h a t do yo u like a b o u t the text? C heck [>/).

oO ^ a□□□® □□oat.?! co□□®J
1 the bird growing
2 the sneakers changing
3 the ball moving
4 the plant growing

O A sk and answ er the question.

What’s your favorite part?

The plant growing.
I’m growing, too!

0 Contrast living a n d n o n livin g things. Write a (>/) or a n (X) in the chart.

Living Things Nonliving

changes People and Anim als Plants Things
moves by itself
qrows ✓ y y
breathes air
needs food and water

T h in k Talk to a partner.
1 Do all living things need a home? Can you think of a living thing that doesn't?
2 Do nonliving things get old? Can you think of some old nonliving things?

172 Unit 17 Comprehension

1 W orkbook
11 G ra m m a r

pages 150-151

G ram m ar in Use

e Listen a n d sing along. Living Thing s © 3-20

Move! Breathe! Plants can’t dance,
Jum p up and down!
Clap your hands, and dance around! VBut they’re living, too.

We can ride a bike, They can breathe the air, ^
And breathe in the air. ju s t like we do!
Run in the park, play an
Move! Breathe!
instrument. Yeah! Jum p up and down! _ '
Clap your hands, and dance around!

O L e a r n G ra m m a r Can and C a n 't

A n anim al can grow. A toy c a n ’t grow.
People can breathe. S n e a k e rs c a n ’t breathe.

C an it move, grow, or c h a n g e ? Lo o k at the picture. Practice with a partner.

A tree
can grow.

A doll
can’t grow.

A house
ca n ’t move.

G N o w look a ro u n d yo u r classroom . Tell yo u r partner a b o u t

a living or nonliving thing. Your partner guesses.

It’s a living thing. "-v It’s the plant!
It’s green. It can grow.

It can change.

Grammar: Can an d Can't Unit 17 1 7 3

Comm unicate

W ords

© Listen a n d point to the words. Listen a g a in a n d sa y the w ords. © 3.21

bench bush statue grass rose fountain

O T hink a b o u t the w ord s in Q . A d d them to the chart.

Livinq N o n liv in q

U stening

T h i n k W hich nonliving th in gs are in yo u r favorite p ark?
Q Listen. W h o is in the park: M om , Dad, son, d a u g h te r? © 3.22
O Listen a g a in a n d check (\/) the th in g s in the park. © 3.23

1 7 4 Unit 17 Vocabulary: Parks • Listening: Details

Speaking

Q Listen an d repeat. Then practice with a partner. © 3.24
Oh, no!

rm sorry.

Word Study

Adjectives

Adjectives describe nouns.
They tell you more about the nouns.
The fountain is noisy.

fountain = noun noisy = adjective

Read the sentences an d circle the adjectives.

1 The roses are lovely. 4 It's a safe, quiet neighborhood.

2 The drums are loud. 5 It's a cold and w indy day.

3 The bench is old and plain. 6 I need new sneakers.

tN
W r i t e Tell y o u r p artn e r a b o u t living a n d n o n livin g things.

N ow write a b o u t them in your Workbook.

Speaking: Apologizing • Adjectives U n it 1 7 175

BIG Q U E ST IO N Q I think living things
can breathe and grow.
What
are living I think we are
things? living things!

U N |T f g Get Ready

W ords

© Listen a n d point to the words. Listen a g a in a n d sa y the words. © 3.25

run aw ay chase catch

cross bake smell open

O Think a b o u t the w ord s in © • A dd them to the chart.

_Iuse myhands^ f I use mynose. _iuse myfeeL

catch

176 Unit 18 Vocabulary: Verbs

T h in k W hen do you run aw ay from som ething? PREVIEW
od^ — ^
The
Sequence Gingerbread
Remember, stories have a sequence. As you read, look out Man
for the sequence. This helps you understand the story.
In this play we
Read and num ber the parts of the story read about a
in the correct order. gingerbread
cookie that
They play their favorite game. runs away.
Manu runs away. They cant catch
him. He runs very fast! The story of this
1 Manu goes to the park with his friends. p la y is from a fairy
tale. In fairy tales,
Ali chases Harry. He catches him. a thing speaks
Now, Ali and Harry chase Manu. that can't sp e a k
in real life.
They're scared.

They run away.
They look at the statue.
It moves!

Grace a n d Em m a see a

statue in the street. It h as a drum .
They stop a n d look back. It isn't a statue.
It's a person! Grace a n d Emma laugh.

o The play on p a g e s 178 a n d 179 is ab ou t a gingerbread
cookie. Do you know w hat a gingerbread cookie looks like?

Reading: Sequence Unit 18 177

Read GiTnhgeerbread Man

G in g e rb re a d Man N arrator O ld Woman O ld Man Chicken Cow Horse Fox

One day, an old woman makes &■
a gin ge rb re a d man cookie.
She b a k e s it in the oven.

It smells g o o d ! I ’m hungry!

The old woman opens the oven
door. The g in ge rb re a d man
jumps up and runs out the door!

X Stop! Don’t run away!
We want to eat you!
©
© The old woman and old man
chase the gin ge rb re a d man.
© He should run fast!

Run, run as fast a s you can!
You can’t catch me, I ’m the gin ge rb re a d man!

The gin ge rb re a d man sees •''**i:■v • . \ S \ ©■•’
a chicken in the yard.

Stop! Don’t run away! •-"T' ftp}i ■-s
I want to eat you! Ml *L

The old woman, old man, and
the chicken all chase the
g in ge rb re a d man. But he’s too fast.

Run, run as fast a s you can! You ca n ’t
catch me, I ’m the gin ge rb re a d man!

He sees a cow in a g ra ssy field.

Stop! Don’t run away!
I want to eat you!

The old woman, old man, chicken,
and the cow all chase the
gin ge rb read man. But he’s too fast

Run, run a s fast a s you can! You can’t
catch me, I ’m the gin ge rb re a d man!

9 He sees a horse next to a tree

Stop! Don’t run away!
I want to eat you!

The old woman, old man, chicken,
cow, and the horse all chase the
gin ge rb read man. But he’s too fast

Run, run a s fast a s you can! You can’t
catch me, I ’m the gin ge rb re a d man!

The gin ge rb rea d man comes to
a river. He should swim a c ro ss it!

The gin ge rb rea d man sees a fox
He shouldn’t talk to the fox!

You really shouldn’t stay here. I can help you
Climb on my nose and we can cro ss the river

The gin ge rb re a d man jumps on the
f o x ’s nose. The fo x throw s the
gin ge rb read man up in the air and

Yum! Delicious!

And that’s the end
o f the gin ge rb re a d man!

Understand

Com prehension

T h i n k W h a t do yo u like a b o u t the p la y ? C heck (>/).
o&~~ ^

1 The old wom an bakes the

gingerbread man. □i ci 1 1□1
2 The gingerbread man runs away. □i ci 1 □1 1
3 The animals chase the gingerbread man. □i ci 1 □11
4 The fox eats the gingerbread man.

O A sk and answ er the question.

What’s your The animals.
favorite part? They’re funny!

O Look at the pictures. N um ber them in the correct order.

N

e In w hat order do they chase the gingerbread m an?

Old Woman Cow Horse Old Man Chicken

□□□□□

T h in k Talk ab out the play.
1 Why does everyone chase the gingerbread man?
2 Why does the fox tell the gingerbread man to climb on his nose?

1 8 0 Unit 18 Comprehension

G ram m ar in Use ^J J3

O Listen a n d sing along. Run Away! © 3.27 You can’t catch me! j
You can’t catch me!
You can’t catch me! I can run away!
You can’t catch me!
I can run away! C hase, chase, chase him!
You shouldn’t stay!
C hase, chase, chase him! Stop, stop, stop him!
You shouldn’t stay! You should run aw ay!
Stop, stop, stop him!
You should run aw ay!

L e a r n G r a m m a r Should and Shouldn't

You should run away!
You sh o u ld n ’t sta y here.

W h a t sh o u ld or sh o u ld n ’t they d o ? should shouldn't
Look and practice with your partner.

close the door run aw ay She should
3 close the

run fast
Gram m ar: Should a n d Shouldn't U nit 18 181

Comm unicate

W ords

© Listen a n d point to the words. Listen a g a in a n d sa y the words. © 3.28

go to bed play outside early late healthy food junk food

O T h in k a b o u t the w ord s in © . Com plete the chart.

Taking C a re of M yself

I sh o u ld ... I s h o u ld n ’t ...
eat
eat qo to bed
qo to bed

plav

U stening

T h i n k W ho tells you w hat you should and shouldn't d o ?
oOv-"— ^

Q Listen. W h o is telling the children w hat they should an d shou ld n't d o ? © 3.29

O Listen a g a in a n d check (>/) w h a t th e y sh o u ld do. © 3.30

182 Unit 18 Vocabulary: Taking Care o f Yourself • Listening: Details

Speaking

e Tell y o u r partn er w h a t he or she sh o u ld or sh o u ld n 't d o in school.
Act with a partner for the class. Use the w o rd s in the box to help. © 3.31

Stop! You shouldn’t You s h o u ld ...
run in the classroom You shouldn't

You should walk!

OK, you’re right.

W\\\\\\\

W riting Study

Punctuation Review

Remember, the first letter of a sentence is c a p it a l letter. There is a p e rio d ,
a question m ark, or an e xcla m a tio n p o in t at the end of a sentence.
A tree grow s. D oes that tree grow tall? That tree grow s very tall!

Some words are nouns, some words are verbs, and some words are adjectives,

tree = noun grow (s) = verb tall = adjective

Write the sentences correctly.
1 an old wom an opens the oven door
2 do you eat healthy food
3 don't jum p on the fox's nose

O Circle the nouns, underline the verbs, an d draw a square around the

adjectives.

1 M a ry plants roses. 2 The kitten chases the small mouse.

tv
W r i t © Tell y o u r partn er w h a t yo u sh o u ld d o to take care of living things.

N o w write a b o u t it in y o u r W o rk b o o k .

Speaking: Giving Advice • Writing: Punctuation Review Unit 18 1 8 3

U nits

17a n d 18
1

o Listen an d read along. © 3.32

Dot can hear a sound.

The thing moves! Billy and Dot
are scared.

move Run awau!

1 8 4 Review

Proj e c t: A V e n n D ia g ra m ______ Draw your diagram
and write.
o M ake a Venn diagram. Draw or find pictures.

• Choose a living thing and a nonliving thing.

• Compare them. How are they the same?

• Contrast them. How are they different?

O Put your diagram on the wall. My sneakers ca n ’t breathe.
Tell the class a b o u t it. My goldfish can breathe.

O Look at all the diagram s. The elephant is gray.
Talk about them. The train is red.

o W atch the video. a W h a t do you
know about living
O Think more about
the Big Question. thinqs now?

BIG Q UESTIO N Q G Complete the
Big Question
What Chart.
are living
th in g s? Project: Venn Diagram • Big Question 9 1 85

Playscript 1

Elliot's New Friend

Characters Zebras
Lions
Elliot o n elephant Elephants
Tuti o tortoise Sun
Narrator Moon
Chorus
Tortoises

Tuti and other Tortoises enter slowly, then stop. Elliot enters. Tuti looks at him.

N a rra to r Elliot is a sad and lonely little elephant.

N a rra to r He can't find his family. He walks and walks. He sees some tortoises.

Elliot walks to Tortoises.

Tuti Hello, I'm Tuti. W ho are you?

Elliot I'm Elliot. I can't find my family.

Chorus Poor Elliot! He feels sad.
Being lonely feels very bad!

Tuti I can help! Let's go!

N arrato r They w alk and walk. They see some zebras.

Tortoises leave. Elliot and Tuti walk around. Zebras enter. Elliot and Tuti stop near Zebras.

Tuti Is that your family?

Elliot No! Those are zebras. I'm not a zebra. I'm an elephant.

Chorus Elliot's an elephant as you can see.
Those zebras aren't his family!

N a rra to r The zebras see Elliot and Tuti. The zebras are scared and they run away.

Zebras leave, running. Tuti and Elliot eat something. Then they play together.

N a rra to r Tuti is Elliot's new friend. They eat together and they play together.

Chorus Elliot has a friend, and they can play.
He's not so lonely. He feels okay.

N a rra to r Then they w alk and w alk again. They see some lions.

Elliot and Tuti walk around. Lions enter. Elliot and Tuti stop near Lions.

Tuti Is that your family?

Elliot No! Those are lions. I'm not a lion. I'm an elephant.

1 8 6 Playscript 1 Elliot's N ew Friend

Chorus Elliot's an elephant as you can see.
Those lions aren't his family!

Narrator The lions see Elliot and Tuti. Elliot and Tuti are scared and they run away.

The lions roor. Elliot and Tuti run awoy.

N arrator It's night time. They sleep side by side.

Lions leave. Elliot and Tuti fall asleep side by side. Sun and M oon enter, walk across the stage, then leave.

Chorus It's dark outside but the stars shine bright.

The two friends sleep in the moonlight.

Elliot and Tuti wake up, then walk around.

Narrator The next day, they w alk and w alk again. They see some elephants.

Elephants enter. Elliot and Tuti stop near Elephants.

Tuti Is that your family?

Elliot YES! Those are elephants. I'm an elephant. Thank you,Tuti. You're my best
friend.

Narrator Now Elliot has his fam ily and a new best friend.

All characters enter. Elliot and Tuti dance in the middle o f the circle o f Elephants.

Everyone except Elliot and Elephants
Elliot's happy in the end.
He's found his fam ily and a friend!

Elliot's New Friend P la y s c r ip tl 1 8 7

Playscript 2

Stone Soup: The Play

Characters M an a father
Son his son
Hans a father Narrator
Ann a mother Chorus
Olga their daughter Townspeople
Old Woman 1
Old Woman 2

Narrator This is a play called Stone Soup. In this story people learn

an important lesson.
Old Wom an 7 enters. Hans, Ann, and Olga enter. H ans has a large empty pot. They see Old Wom an 7.

Hans Excuse me. We're very hungry. Do you have any food?"

Old W om an 1 No! I'm hungry, too! I'm sorry.

Chorus They are hungry, very hungry. What can they do?

They don't have enough to eat. This is very true.
Old Wom an 7 leaves. M an enters. The family sees Man.

O lg a Excuse me. We're very hungry. Do you have any food?

No! I'm hungry, too! I'm sorry.

Chorus They are hungry, very hungry. What can they do?
They don't have enough to eat. This is very true.
M an leaves.

Narrator The family has a good idea.

H ans puts his pot dow n and puts water in it. Then he looks for a stick. He finds a stick and walks

back to the pot. Ann and Olga look for stones.

Narrator Ann and Olga look for some stones.

Ann and Olga go to the pot. They each have four stones.

O lg a Look! I have four stones.

Ann Look! I have four stones, too.

Hans Good! Put them in the pot.

Ann and Olga put the stones in the pot. Hans stirs the pot. Old Wom an 7 and Old Wom an 2 enter. They have

baskets. They point to the pot.

Old W om an 1 and Old W om an 2
What's in that pot?

1 8 8 Playscript 2 Stone Soup

Hans It's stone soup. It's tasty. You can try some, but we don't have any

potatoes. It's good with potatoes.
Old W om an 7 and Old Wom an 2 take potatoes out o f their baskets.

O ld W om an 1 Look! I have five potatoes!

O ld W om an 2 Look! I have seven potatoes!

They put the potatoes into the pot. M an and Son enter. They have bags. They point to the pot.

What's in that pot?

O lg a It's stone soup. It's tasty. You can try some, but we don't have any

sausages. It's good with sausages.

M an and Son take sausages out of their bags.

Look! I have two sausages!

Look! I have three sausages!

They put the sausages into the pot.

Narrator Yum! The soup smells good. The townspeople smell the soup.

Townspeople enter and take out carrots and onions from their baskets.

Tow nspeople Look! We have some onions.

Tow nspeople Look! We have some carrots.

They put the onions and carrots into the pot. Olga, Ann, and Hans give everyone a little soup.

Narrator Everyone eats som e soup. Yum! They like it. It's very tasty.

Chorus They were very hungry, very hungry. What did they do?

Everyone walks to the front of the stage.

We didn't have enough food. But we added our food together in the
pot, and now we all have some tasty soup.

Narrator The lesson of this story is ...

Everyone It's good to share things.

Stone So u p Playscript 2 18*1

World M ap The Seasons of
A rnold's Apple Tree
Anim al Homes Page 78
Page 50

W h e re 's The Gingerbread
Your Home? Man
Page 130 Page 178

W here's
Your Home?
Page 130

The Farmer Wants and Needs
and The Hat Page 118
Page 110

Wants and Stone Soup
Needs Page 98
Page 118
City M ouse
W here's and Country
Your Home? M ouse
Page 130 Page 138

M y Friend, Let's M a ke
Anak s J Music!
Page 58
(y Page 158
Elliot's
New Friend
Page 98

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’J o u r n a l) , 1 0 5 ( b a r g r a p h ) , 1 2 5 (N e e d s a n d W a n t s c h a r t ) , 1 4 5 (m a p ), 1 8 5 (V e n n d ia g r a m ); M a rk C h ili), 2 2 (bird /R ob H a in e r), 2 2 (liz a rd /a lslu tsk y ) , 3 4 (d ark sk y /R ich ard S c h r a m m ), 3 6 (m ural/
Jones/A dvocate A rt pp .17 (E lliot), 18, 19, 2 0 (E lliot an d Tu ti); Ian Joven/M B A rtists p p .2 9 ,3 0 ,3 1 , G le n n R. M c G lo u g h lin ), 3 6 (s a n d /n r t), 3 6 (je lly fis h /V ila in e c r e v e tte ), 4 2 (ja ck e t/3 D sto c k ),
3 2 (fr o g s ); D u s a n L a k ic e v ic /B e e h iv e I llu s tr a tio n p p .9 , 1 7 (F.x C), 4 9 , 5 7 (E x C ), 6 9 , 7 7 (E x C ), 9 7 (E x 4 2 (sh o rts/N o rd lin g ), 4 2 (sn eak ers/P reto P e r o la ), 4 2 (h at/M arek R. Sw ad zba ), 4 2 (trousers/O lga
C ), 109 (Ex C). 117 (Ex C ), 129, 157 (Ex C), 169, 177 (Ex C ); M arin a Le Ray/A dvocate Art pp. 109 (T he Popova ), 4 8 (n est/M aria Bell), 4 8 (tre e h ollow /K erstin ), 5 0 /5 1 (b ack g rou n d leaves/Trifi ), 5 1 (crabJ
F arm er an d th e Hat), 110, 111, 112 (The F a n n e r an d th e H at); Em m a M cC an n p p .77 (T h e Season s h a v e s e e n ), 5 4 (p o n d /P a v e lk ), 5 4 (m e a d o w /b y P a u l), 68 (r a in /A le x a n d e r S h a d r in ), 6 9 (fa ll/B o to n d
o f A r n o ld ’s A p p le T r e e ), 7 8 , 7 9 , 8 0 (A rn o ld ); V ic t o r R iv a s /S h a n n o n A s s o c ia te s L.L.C p p . 1 5 7 (L e t ’s H orvath ), 7 0 (su m m er/B rvk aylo Yuriy), 71 (fall/B o to n d H orvath ), 7 4 (w indy/Jim Lopes), 7 4 (snow y/
m a k e m u s ic !) , 1 5 8 , 1 5 9 ,1 6 0 (L e t’s m a k e m u s ic !) ; M a r k R u ff le p p . l 18, 1 1 9 ; A le s s a n d r a S a r t o r is / D ou g B a in es), 8 2 (b icy cle /g re e n la n d ), 88 (p lu s/N u E n g in e ), 88 (eq u als/N u E n gin e ), 88 (odd
M IA M ilan Illu stra tio n s A g en cy p p . 137 (C ity M o u se a n d C ou ntry ' M ou se), 1 3 8 ,1 3 9 . 140 (City n u m b e r s /S a lly S c o t t ), 88 ( e v e n n u m b e r s /S a lly S c o t t ), 8 9 (k ite s /N o p p a r a tK ), 9 2 (k ite /N o p p a r a tK ).
M ouse a n d C ou ntry M ouse); Sh a h a b Sh am sh iisaz/Sylv ie Poggio A rtists A gency' p p .9 7 (Stone 9 4 ( n ile r / n ik s h o r ) , 9 4 ( n o t e b o o k / c o o p e r r ), 9 6 (s t o n e / r e o o ll) , 9 6 (p o ta to e s /Ju s ty n a K a m in s k a ),
S o u p ), 9 8 , 9 9 , 100 ( S t o n e S o u p , E x B ); J a m i e S m ith /M B A rtis ts p p . 1 4 , 1 5 (f a m ilie s ) , 2 1 (E x D), 22, 102 (to m a to e s/R o b S t a r k ), 102 (m a n g o /N a ttik a ), 102 (p e a c h /ir e n c ik ), 1 0 8 (co w /sm erek a),
2 8 ,3 2 (E x B), 3 3 (Ex D ), 3 4 , 3 6 , 4 0 (E x C), 4 1 (E x E), 4 2 ,5 3 (E x D ), 5 4 ,5 5 (E x F), 61 (E x D T ree), 6 2 , 114 (b o a rd g a m e/T a tik 22), 1 1 6 (jo b /k u rh a n ), 118 (p en cil/P icsfiv e), 119 (doctor/AVAVA),
6 8 . 7 2 (E x B), 7 3 (E x D ), 7 4 , 7 5 (E x F ), 8 1 (E x E ), 8 2 , 9 3 (E x E ), 9 4 , 101 (E x E ), 1 0 2 , 1 0 8 , 1 1 3 (E x D), 1 1 9 (teach eifG ood lu z), 12 2 (sand w ich/M SP hotographic), 122 (chips/A erostato), 1 2 8 (tow n/A nne
1 1 4 , 1 1 6 , 121 (E x D ), 122, 133 (E x E ), 1 3 4 , 1 3 5 (E x F), 1 3 6 , 141 (E x E ), 153 (Ex E ), 1 5 4 , 161 (E x D), K it/m an ), 128 (city/Tupungato), 128 (a p a rtm en t/R a lfG osch), 1 2 8 (asphalt/K rivosheev Vitaly),
1 6 2 , 1 6 8 , 173 (E x D ), 1 7 4 , 1 7 5 (E x F), 1 7 6 , 181 (E x E ), 1 8 2 ; A n n e W e rth e im p .1 7 0 ; T o m isla v Z Ia tic/S y lv ie 128 (subu rb aerial/iofoto), 135 (w atering flow ers/A lexander R atlis), 135 (snow house/Eric
Poggio A rtists A gency p.39. F ah n ier), 135 (bot tle/P ics five), 136 (cin em a/P avel I. P h o to an d V id e o ), 136 (field /Z eljk o R a d o jk o ),
1 3 6 (old h o u se/F o to g raF F F ). 142 (lib ra ry /P e te rB a x te r), 148 (tria n g le /E len a S ch w e itz e r),
C om m ission ed photography b y G ra h a m A ld e r a t MM Studios with illustrated backgrounds by M ark R affle 148 (sh ak e/Ih o m as M P erkins), 148 (strike/m km 3), 148 (in strum ents/Elena Schw eitzer),
p p .9 (h eadshots), 12 (h eadshots), 1 3 ,1 5 (playground), 1 7 ,2 0 ,2 3 ,2 5 (h eadshots), 29 (ch ild head shots), 3 2 , 150/151 (drum background/D A A rtist), 151 (tam b ou rin e/T h om as M Perkin s), 154 (slow /EcoPrint),
3 3 ,3 5 ,3 7 ,3 8 ,4 0 ,4 3 ,4 5 (h eadshots), 38 (paint pots an d splats) 4 9 (ch ild headshots), 5 2 (h eadshots), 55, 154 (soft/A natoliy Sam ara), 156(idea/FX Q uadro), 156 (piano/Jesse K unerth), 1 6 2 (play/Igor
6 0 .6 1 .6 3 .6 5 .7 2 (h eadshots), 70-71 (leaves), 7 5 ,8 0 ,8 1 , 8 3 ,8 5 (h eadshots), 8 9 (h ead shots), 9 2 (headshots), Bulgarin), 168 (plant/A lexander Bark), 170/171 (path/A ndrey tiyk), 171 (robot/M ikael D am kier),
9 5 , 100, 10 1, 1 0 3 , 1 0 5 (h e a d s h o ts ), 12, 1 1 3 , 1 1 5 . 1 1 7 (h e a d s h o ts ), 120 (h e a d s h o ts ), 1 2 3 , 1 2 5 (h e a d s h o ts ), 174 (bush/A disa), 176 (bake/Jam i G arrison ), 182 (h ealth y fbod/saddako), 182 (ju n k food /Elena
1 32 (h eadshots), 135, 1 4 0 ,1 4 1 ,1 4 3 ,1 4 5 (h eadshots), 152 (headshots), 153, 155, 160, 163, 1 6 5 ,1 7 2 S c h w e it z e r ) , 1 8 6 /1 8 7 (N e ls o n M a rq u e s ); Z o o id P ic t u r e s p .4 6 / 4 7 ()
(h ead shots), 1 7 5 ,1 8 0 , 1 8 1 ,1 8 3 a n d l8 S , 170 171 (h an d , trainers).
C ov erillfisfration: M ik e Boldt
Tlit? Publishers would like t o th a n k t h e f o l l o w in g f o r their kind perm ission t o r e p r o d u c e p h o t o g r a p h s a n d other
copyright m ate rial: A la m y p p .8 (fa m ily 3 /J u ic e Im a g e s ), 8 (f r ie n d s 2/F ancy '), 1 5 (o ld /G lo w A s ia RF), Covvrpliofo: C a m ille T o k eru d /G etty Im ag es
1 5 (cold /D esign Pics In c.), 1 5 (sm all/Food C e n tra le H am b u rg G m bH ), 1 5 (big/D. H u rst), 15 (young/
D avid Y o u n g -W o lff), 1 6 (play/C oit>is P rem iu m RF), 22 (h am ster/V asiliy V ish n ev sk iy), 22 (g old fish / AHJiough evety e ffo r t h a s been m a d e t o tr a c e a n d c o n ta c t copyright holders before pnW ication, th is h a s no!
M a rlin S h ield s), 22 (ra b b it/D o m in ic Jo n e s), 22 (k itten /P ick and M ix lin a g es), 3 4 (lig h th o u se/Jan been possible in som e cases. W e apologisefo r an y ap p aren t infringem ent o f copyright and, i f notified, the
Treger). 3 6 (m ix/E lisabeth C oelfen), 3 6 (seaw eed/A ndre Seale), 3 6 (shell/Eye U biquitous), p u b lis h e r will be p le a s e d t o rec tify a n y e r r o r s o r o m ission s a t t h e e a r lie s t p o s s ib le o p p o r tu n ity
3 6 (starfish /C arlo s V illo ch M agicSea.co m ), 4 2 (t sh irt/e u rek a im a g e s.co m ), 4 2 (sch o o l boy/ACE
ST O C K LIM IT E D ), 4 8 (e a g le /A c c e n t A la s k a .c o m ), 4 8 (c h ic k /S u p e r S to c k ), 4 8 (o p o s s u m /R ic k Ni N o ra
Bow ers), 4 9 (eagle nest/A urora Photos), 50 (eagle nest/A urora Photos), 5 0 (opossum /Paul C annon),
5 4 (squirrel/A ndrew D arrin gto n ), 5 4 (m ou se/Ju n iors B ild a rch iv G m b H ),5 4 (frog/i m agebroker),
5 4 (tail/Jo n ath an H ew itt), 5 4 (m ou se/Ju n iors B ild arch iv Gm bH ), 5 6 (oran gutan/D avid Da C osta),

Creating young thinkers
with g re a t fu tu res

Who a re your fam ily and frie n d s? W here can
we see co lo rs? How can we m ake m usic?

O x f o r d D is c o v e r uses B ig Q u e s t io n s like these to
tap into children's n a tu ra l c u rio sity and enable them
to ask their own questions, find their own answers,
and explore the world around them.

This approach to language learning and literacy,
supported by a c o n tro lle d g r a m m a r a n d s k ills sy lla b u s,
helps children achieve n e a r-n a tiv e flu e n c y in English.

O x f o r d D is c o v e r gives teachers the tools to d e v e lo p c h ild re n 's
21 st c e n tu ry skills, creating young thinkers with great futures.

O x fo rd >making sense

Student Book Lesley Koustaff Susan Rivers
W orkbook
W orkbook with Online Practice Recommended Readers
Integrated Teaching Toolkit
Teacher's Book Oxford Read
Assessment for Learning CD-ROM and Im agine
Big Question DVD
Online Practice lip At the
Class Audio CDs
Picture Cards B IDoootb
Poster Pack
Oxford iTools: Digital Classroom Resources .§ • «- Oxford Read
Oxford Discover Writing and Spelling and Discover
Oxford Discover Gram m ar
Parent website
Teacher website

Use with a s part of a R-level course

9780194278553

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