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. Clap your hands to this beat: 1, 2, 3, 4. Can you stamp your feet to the beat? 1, 2, 3, 4. W hat is the main 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 hen we play the cymbals, we strike two cymbals 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. Which instrument is your favorite? c,Think W hat are the details on this page?
U nderstand■ Com prehension T h in k W hat do you like about the text? Check (>/) ,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 back at the text. Write the m ain idea and 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 orkb o ok G ra m m a r pages 132-133 Gram m ar in Use ^ Listen and sing along. Making Music © 3.05 I’m not playing the triangle, Gus is playing the xylophone, I’m playing the drum. You’re shaking the tambourine, We’re both having fun! We are making music, Join in everyone! He isn’t playing the drum. Layla’s playing the cymbals, They’re both having fun! They are making music, Join in everyone! , * © L e a rn Gram m ar Present Continuous You’re playing the drums. You aren’t playing the xylophone. I ’m shaking the tambourine. I ’m not striking it. Act out playing a percussion instrument. Your partner guesses. You’re playing the triangle! Yes. I’m striking it. 7 © Now act it out again. Your partner tells the class. Ana’s playing the triangle. She’s striking it. Grammar: Present Continuous Unit 15 1 5 3
Com m unicate W ords © Listen and point to the words. Listen again and say the words. © 3.06 fast slow loud soft awful lovely © W hat are they saying? Look, read, and write. 1 It's lovely and 2 It's and 3 It's and Listening T h in k How does a drum sound? Do you like the sound? 06^ - ^ © Listen. Which instruments are soft? Which are loud? © 3.07 © Listen again and num ber the pictures. © 3.0s 1 5 4 Unit 15 Vocabulary: Sound Adjectives • Listening: Details
Speaking © Listen and repeat. Then practice with a partner. © 3-oq Word Study A lphabetical Order Words in a dictionary are in alp h abetical order. We start by looking at the first letter of the word. apple bird cymbal drum elephant Write the words in the list in alphabetical order. fast awful beat clap awful slow W rite Tell your partner about a percussion instrument. Now write about it in your Workbook. Speaking: Asking for Help • Alphabetical Order U nit 15 1 5 5 B IG Q U E S T IO N Q S> How can we make music? I th in k w e can m ake music with percussion instruments. \ I th in k w e can use our hands and feet! *
W ords o Listen and point to the words. Listen again and say the words. © 3.10 dance sing get an idea practice an instrument buy tickets give money clap take pictures O Think about the words in and add them to the chart. I need my hands. I d on ’t need my hands. practice an instrument 1 5 6 Unit 16 Vocabulary: Performance Verbs
B efo re You Read T h in k Where do we get musical instruments from ? Problems and Solutions In some stories, there is a problem. Sometimes the characters fix the problem with a solution. As you read, look for problems and solutions. This helps you understand the story. Match the problem s to the solutions. Problem I'm cold. I don't have orange paint. I don't have a tambourine. I don't like the city. Mix red and yellow paint. Go to the country. Put on a jacket. Clap your hands. O The story on pages 158 and 159 is about children who w ant to play music, but don't have any instruments. W hat do you think they do? Reading: Problems and Solutions Unit 16 1 5 7 Solution PREVIEW Let's Make Music! In this story, we read ab ou t how som e students solve a problem. This text is realistic fiction. Remember, realistic fiction is a story that isn't true, but it could happen.
Let's Make Music! January I'm M addie and we're students in Ms. King's class. We want 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 We're making instruments that we can shake. We're using paper rolls and beads. Fay and Oscar are shaking them. 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 What is the solution? Evan and Kate are using jars and candy. They're shaking them to a beat.
June It's co n cert n ig h t. Lo o k a t a ll th e p e o p le ! T h e y 're b u y in g tickets. E v e ry o n e is e xcite d . W e 're a ll p la y in g o u r in stru m e n ts, s in g in g , a n d d a n c in g . O u r p a re n ts a re ta k in g p ictu res. T h e p e o p le a re c la p p in g a n d g iv in g m o n e y! It's a w o n d e rfu l co n cert. May W e're a ll p ra c tic in g o u r in stru m en ts. These buckets a n d pots a re o u r d ru m s. B ru n o , S a ra , a n d D an a re strikin g th em . T h e se a re o u r c y m b a ls . A ziz an d I a re strik in g th em to g eth er. M s. K in g is h e lp in g us. W h a t do yo u th in k ? A re w e h a v in g fu n ? September Lo o k! T h e se a re o u r new in stru m en ts! W e're v e ry h a p p y . W e 're p la y in g th em a n d w e so u n d g re a t. W e still like o u r old in stru m e n ts, too! 159
U nderstand Com prehension T h in k W hat do you like about 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. Match the problems to the solutions. Problems 1 The students need a good idea. 2 The students don't have instruments. 3 They don't know how to make instruments. 4 The students need money. Solutions a They can make instruments. b They sell tickets to their concert. c They think and think. d They talk to their families and use things from home. 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 families and friends for help when we have a problem? 1 6 0 Unit 16 Comprehension
Gram m ar in Use W orkb o ok „ G ram m a r pages 140-141 e Listen and sing along. The Carnival © 3 .1• 12 Layla and Gus are in the carnival, Is he singing? No, he isn’t. The carnival in the town. Is she dancing? Yes, she is. W hat 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! J3 O L e a rn Gram m ar Present Continuous Questions Are you sin ging? Yes, I am. Is she dancing? No, she isn’t. Are they playing instrum ents? Yes, they are. Are we having fun? Yes, we are! Choose a person in the picture and practice with a partner. Q G Now look around the classroom. W hat are your classm ates doing? Is she singing? No, she isn’t. Is it Dina? No, it isn’t. Is she clapping? Yes, she is! Is it May? Yes, it is! Sofia’s reading. Grammar: Present Continuous Questions Unit 16 161
Com m unicate W ords o Listen and point to the words. Listen again and say the words. © 3.13 parade concert ballet play puppet show circus O W hat are they w atching? Look, read, and 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 Listening T h i n k W hich kind of perform ances do you like? W hy? © Listen. Which perform ances are they w atching? © 3-14 O Listen again and num ber the places. © 3.15 162 Unit 16 Vocabulary: Performances • Listening: Details
Speaking e Act out a performance with your partner. A sk the class to guess. Use the words in the box to help. © 3.16 What we doing?are You’re playing musical instruments and walking. It’s a parade! n a W riting Study Contractions Add two words together and take away 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. t v 1 They aren ’t singing. 4 are not I am 2 _______ playing the drum. 5 It ______ She is is not 3 he doing? 6 What is You are taking pictures, loud. watching the parade. W r it © Tell your partner about your favorite kind of performance. Now write about it in your Workbook. EKBSEgfr Speaking: Asking and Guessing • Writing: Contractions Unit 16 1 6 3
€ > Listen and read along. © 3.17 It's time for music class. Everyone loves music. They're singing. Look at Gus. He's singing, too. Now they're practicing. Gus is playing the cymbals. Oh no Gus! They're dancing now. Gus is dancing, too. Oh no. Gus! Ms.Tune thinks and thinks. She gets an idea. What's she doing? I have an in strum ent for you, Gus! Look! It's a xylophone. T h a t’s lovely, Gus! 1 6 4 Review
Project: P e rc u ssio n In stru m e n ts o Listen to all the instruments. Talk about them. What’s Oily doing? \ He’s striking the drums. ^ © 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 instruments for the class. B IG Q U E S T IO N Q How can we make music? Watch the video. | 3 o Think more about the Big Question. © Complete the Big Question Chart. W hat do you know about music now? Project: Percussion Instruments • Big Question 8 1 6 5
WATCH a video about living things. In units 17and 18 you will: LEARN how living th in g s and nonliving th in g s are different. READ about living th in gs and a cookie that runs away. 1 6 6 Big Question 9
WRITE MAKE a b o u t living a Venn things. diagram . BIG QUESTION 0 W hat are living th in gs? 4 o Watch the video. © Look at the picture. W hat do you see? 1 What are the children watching? 2 Is it an animal 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 hat do you know about living things? 'O il___________________ 167
UNIT Get Ready W ords O Listen and point to the words. Listen again and say 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
B efo re You Read T h in k Look around you. W hat m oves? W hat changes? o&-~ ^ Contrasting Remember, to contrast things, we say how they are different. As you read, look out for what is different. This helps you understand the text. Read the texts. W hat is different? Complete the charts. Dance class is in the afternoon. Come to the gym. Bring your ballet shoes! Bring your instrument to the music room. Music class is in the morning. When is it? What do I take? Where is it? Dance C la ss in the afternoon ballet shoes in the gym M usic C la ss <J My toy bear is small and yellow. It doesn't grow. This big bear lives in the woods. It's brown and it grows fast. Toy Bear Is it big or small? What color is it? Does it grow ? G Can you think of any differences between living and nonliving things? Reading: Contrasting Unit 17 1 6 9 Bear I PREVIEW i v m g & In this text, w e learn ab out living and nonliving things. This text is an informational text. Life Science Beth Cody Kimmel is a children's book writer. She lives in New York's Hudson Valley. She likes to read and hike, and her favorite living thing is her daughter, Emma!
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 hat is different? A plant is a living thing. An animal 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. Where can animals get water? Plants can't move by themselves. They make their food from sunlight, water, and air. They can grow tall to get sunlight. W ater comes to them. . W hat 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. O q A nonliving thing doesn't grow, but it can change. Look at the sneakers. W hat's different? THinlck------- How are living and nonliving things different? A bait can move. Is a ball 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 hat 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 all of them
U nderstand Com prehension T h in k W hat do you like about the text? Check [>/). oO ^ 1 the bird growing 2 the sneakers changing 3 the ball moving 4 the plant growing O Ask and answ er the question. a® at.?! c®J □ □ o □ o □ □ □ □ What’s your favorite part? The plant growing. I’m growing, too! 0 Contrast living and nonliving things. Write a (>/) or an (X) in the chart. Living Things Nonliving People and A nim als Plants Things changes ✓ y y moves by itself qrows 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
Gram m ar in Use 1 W orkbook 11 G ram m ar pages 150-151 e Listen and sing along. Living Things © 3-20 Move! Breathe! Jump up and down! Clap your hands, and dance around! We can ride a bike, And breathe in the air. Run in the park, play an instrument. Yeah! Plants can’t dance, But they’re living, too. V They can breathe the air, ^ just like we do! Move! Breathe! Jump up and down! _ ' Clap your hands, and dance around! O L e a rn Gram m ar Can and Can't An animal can grow. A toy can’t grow. People can breathe. Sneakers can’t breathe. Can it move, grow, or change? Look at the picture. Practice with a partner. A tree can grow. A doll can’t grow. A house can’t move. G Now look around your classroom. Tell your partner about a living or nonliving thing. Your partner guesses. It’s a living thing. It’s green. It can grow. "-v It’s the plant! It can change. Grammar: Can and Can't Unit 17 1 7 3
Com m unicate W ords © Listen and point to the words. Listen again and say the words. © 3.21 bench bush statue grass rose fountain O Think about the words in Q . Add them to the chart. Livinq Nonlivinq U ste n in g T h i n k Which nonliving things are in your favorite park? Q Listen. W ho is in the park: Mom , Dad, son, daughter? © 3.22 O Listen again and check (\/) the things in the park. © 3.23 1 7 4 Unit 17 Vocabulary: Parks • Listening: Details
Speaking Q Listen and repeat. Then practice with a partner. © 3.24 Oh, no! r m 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 and 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 windy day. 3 The bench is old and plain. 6 I need new sneakers. tN W rite Tell your partner about living and nonliving things. Now write about them in your Workbook. Speaking: Apologizing • Adjectives U nit 17 175 B IG Q U E S T IO N Q What are living things? I think living things can breathe and grow. I think we are living things!
U N |T f g Get Ready W ords cross bake smell open O Think about the words in © • Add them to the chart. _I use my hands^ f I use my nose. _iuse my feeL catch © Listen and point to the words. Listen again and say the words. © 3.25 run away catchchase 176 Unit 18 Vocabulary: Verbs
o The play on pages 178 and 179 is about a gingerbread cookie. Do you know what a gingerbread cookie looks like? Reading: Sequence Unit 18 177 Read and num ber the parts of the story in the correct order. They play their favorite game. Manu runs away. They cant catch him. He runs very fast! 1 Manu goes to the park with his friends. PREVIEW The Gingerbread Man In this play we read ab ou t a gingerbread cookie that runs away. The story of this play is from a fairy tale. In fairy tales, a thing speaks that can't speak in real life. T h in k W hen do you run aw ay from som ething? od^ — ^ Sequence Remember, stories have a sequence. As you read, look out for the sequence. This helps you understand the story. Ali chases Harry. He catches him. Now, Ali and Harry chase Manu. They look at the statue. It moves! Grace and Em m a see a statue in the street. It has a drum. They're scared. They run away. They stop and look back. It isn't a statue. It's a person! Grace and Emma laugh.
Read The Gingerbread Man Gingerbread Man Narrator Old Woman Old Man Chicken Cow One day, an old woman makes a gingerbread man cookie. She bakes it in the oven. It smells good! I ’m hungry! The old woman opens the oven door. The gingerbread man jumps up and runs out the door! Stop! Don’t run away! We want to eat you! The old woman and old man chase the gingerbread man. He should run fast! Run, run as fast as you can! You can’t catch me, I ’m the gingerbread man! The gingerbread man sees Horse Fox X © © a chicken in the yard. • ''**i: ■ v • . \ S \ ©■•’ © Stop! Don’t run away! I want to eat you! • -"T ' ftp} i ■ -s Ml *L &■ The old woman, old man, and the chicken all chase the gingerbread man. But he’s too fast. Run, run as fast as you can! You can’t catch me, I ’m the gingerbread man! He sees a cow in a grassy field.
9 Stop! Don’t run away! I want to eat you! The old woman, old man, chicken, and the cow all chase the gingerbread man. But he’s too fast Run, run as fast as you can! You can’t catch me, I ’m the gingerbread man! 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 gingerbread man. But he’s too fast Run, run as fast as you can! You can’t catch me, I ’m the gingerbread man! The gingerbread man comes to a river. He should swim across it! The gingerbread 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 cross the river The gingerbread man jumps on the fox’s nose. The fox throws the gingerbread man up in the air and Yum! Delicious! And that’s the end o f the gingerbread man!
U nderstand Com prehension T h in k W hat do you like about the play? Check (>/). o&~~ ^ 1 The old woman bakes the gingerbread man. 2 The gingerbread man runs away. □i ic1 1□1 3 The animals chase the gingerbread man. 4 The fox eats the gingerbread man. □ □ i i i i c c 1 1 1 1 □ □ 1 1 O A sk and answ er the question. What’s your favorite part? The animals. They’re funny! O Look at the pictures. Num ber them N in the correct order. e In w hat order do they chase the gingerbread m an? Old Woman Cow Horse Old Man Chicken □ □ □ □ □ T h in k Talk about 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
L e a r n G r a m m a r Should and You should run away! You shouldn’t stay here. should shouldn't Gram m ar in Use run fast O Listen and sing along. You can’t catch me! You can’t catch me! I can run away! Chase, chase, chase him! You shouldn’t stay! Stop, stop, stop him! You should run away! W hat should or shouldn’t they do? Look and practice with your partner. close the door 3 run aw ay Run Away! © 3.27 ^ J J3 You can’t catch me! j You can’t catch me! I can run away! Chase, chase, chase him! You shouldn’t stay! Stop, stop, stop him! You should run away! Shouldn't She should close the Grammar: Should and Shouldn't Unit 18 181
Com m unicate W ords © Listen and point to the words. Listen again and say the words. © 3.28 go to bed play outside early late healthy food junk food O Think about the words in © . Complete the chart. Taking C a re o f M yse lf I should ... I shou ld n ’t ... eat eat qo to bed qo to bed plav U ste n in g T h i n k W ho tells you w hat you should and shouldn't do? oOv-"— ^ Q Listen. W ho is telling the children w hat they should and shouldn't do? © 3.29 O Listen again and check (>/) w hat they should do. © 3.30 182 Unit 18 Vocabulary: Taking Care o f Yourself • Listening: Details
Speaking e Tell your partner w hat he or she should or shouldn't do in school. Act with a partner for the class. Use the words in the box to help. © 3.31 Stop! You shouldn’t run in the classroom You should walk! OK, you’re right. W\\\\\\\ You should... You shouldn't W riting Study Punctuation Review Remember, the first letter of a sentence is capital letter. There is a period, a question m ark, or an exclam ation point at the end of a sentence. A tree grows. 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 woman opens the oven door 2 do you eat healthy food 3 don't jump on the fox's nose O Circle the nouns, underline the verbs, and draw a square around the adjectives. 1 Mary plants roses. 2 The kitten chases the small mouse. t v W r it © Tell your partner w hat you should do to take care of living things. Now write about it in your W orkbook. Speaking: Giving Advice • Writing: Punctuation Review Unit 18 1 8 3
U n its 17a n d 18 1 o Listen and read along. © 3.32 1 8 4 Review The thing moves! Billy and Dot are scared. move Run awau! Dot can hear a sound.
BIG Q U E S T IO N Q What are living things? Proj ect: A Venn D iagram ______ o M ake a Venn diagram . • Choose a living thing and a nonliving thing. • Compare them. How are they the same? • Contrast them. How are they different? Draw your diagram and write. Draw or find pictures. Project: Venn Diagram • Big Question 9 185 O Put your diagram on the wall. Tell the class about it. O Look at all the diagram s. Talk about them. My sneakers can’t breathe. My goldfish can breathe. The elephant is gray. The train is red. G Complete the Big Question Chart. W hat do you know about living thinqs now? o Watch the video. a O Think more about the Big Question.
P la y scrip t 1 Elliot's New Friend Characters Elliot on elephant Zebras Tuti o tortoise Lions Narrator Elephants Chorus Sun Tortoises Moon Tuti and other Tortoises enter slowly, then stop. Elliot enters. Tuti looks at him. N arrator Elliot is a sad and lonely little elephant. N arrator He can't find his family. He walks and walks. He sees some tortoises. Elliot walks to Tortoises. Tuti Hello, I'm Tuti. Who 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! Narrator They walk 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! Narrator 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. Narrator 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. Narrator Then they walk and walk 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 New 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. Narrator It's night time. They sleep side by side. Lions leave. Elliot and Tuti fall asleep side by side. Sun and Moon 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 walk and walk 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 family and a new best friend. All characters enter. Elliot and Tuti dance in the middle of the circle of Elephants. Everyone except Elliot and Elephants Elliot's happy in the end. He's found his family and a friend! Elliot's New Friend Playscriptl 1 8 7
P la y scrip t 2 Stone Soup: The Play Characters Hans a father Man a father Ann a mother Son his son Olga their daughter Narrator Old Woman 1 Chorus Old Woman 2 Townspeople Narrator This is a play called Stone Soup. In this story people learn an important lesson. Old Woman 7 enters. Hans, Ann, and Olga enter. Hans has a large empty pot. They see Old Woman 7. Hans Excuse me. We're very hungry. Do you have any food?" Old Woman 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 Woman 7 leaves. Man enters. The family sees Man. Olga 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. Man leaves. Narrator The family has a good idea. Hans puts his pot down 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. Olga 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 Woman 7 and Old Woman 2 enter. They have baskets. They point to the pot. Old Woman 1 and Old Woman 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 Woman 7 and Old Woman 2 take potatoes out of their baskets. Old W om an 1 Look! I have five potatoes! Old W om an 2 Look! I have seven potatoes! They put the potatoes into the pot. Man and Son enter. They have bags. They point to the pot. What's in that pot? O lga It's stone soup. It's tasty. You can try some, but we don't have any sausages. It's good with sausages. Man 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. N arrator 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. N arrator Everyone eats some 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. N arrator The lesson of this story is ... Everyone It's good to share things. Stone Soup Playscript 2 18*1
World M ap Anim al Hom es Page 50 The Seasons of Arnold's Apple Tree Page 78 Where's Your Hom e? Page 130 The Gingerbread M an Page 178 Where's Your Hom e? Page 130 The Farmer and The Hat Page 110 W ants and Needs Page 118
Stone Soup Page 98 W ants and Needs Page 118 Where's Your Hom e? Page 130 City M ouse and Country M ouse Page 138 M y Friend, A nak Page 58 Elliot's New Friend Page 98 Let's M ake s J Music! (y Page 158
O X F O R D U N I V E R S I T Y P R E S S 198 M adison Avenue N ew York, NY 10016 USA G reat C larendon Street, Oxford. 0x2 6 di*. United Kingdom Oxford U niversity Press is a departm ent o f the University o f Oxford. Ii furthers the University's objective o f excellence ii 1 research, sdiolarsliip, and education by publishing w orldw ide. O xford is a registered trade m ark o f Oxford I Iniversity Press in the (IK anti in certain other countries © Oxford University Press 2014 The m oral rights o f the author have been asserted eBook F.dition i s b n : 9 7 8 o 1 9 4 2 7 9 6 4 2 Interactive ebook is b n : 978 o 19 4279666 Interactive e b o o k - app version first published in 2014 N o c o p y in g o r file s h a r in g This digital p ublication is protected by international copyright laws. 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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 p p .9 (h ea d s h o ts ), 1 2 (h ea d s h o ts ), 1 3 ,1 5 (p lay g ro u n d ), 1 7 , 2 0 , 2 3 , 2 5 (h ea d s h o ts ), 2 9 (c h ild h e a d s h o ts), 3 2 , 3 3 , 3 5 , 3 7 , 3 8 , 4 0 , 4 3 , 4 5 (h ea d s h o ts ), 3 8 (p a in t p o ts a n d sp la ts) 4 9 (c h ild h ea d s h o ts), 5 2 (h ea d s h o ts ), 5 5 , 6 0 . 6 1 . 6 3 . 6 5 . 7 2 (h ea d s h o ts ), 7 0 -7 1 (le a v e s), 7 5 , 8 0 , 8 1 , 8 3 , 8 5 (h ea d s h o ts ), 8 9 (h ea d s h o ts ), 9 2 (h ea d sh o ts), 9 5 , 100, 10 1, 1 0 3 , 1 0 5 (h ea d s h o ts ), 12, 1 1 3 , 1 1 5 . 1 1 7 (h ea d s h o ts ), 120 (h ea d s h o ts ), 1 2 3 , 1 2 5 (h ea d s h o ts ), 1 3 2 (h e a d s h o ts ), 1 3 5 , 1 4 0 ,1 4 1 ,1 4 3 ,1 4 5 (h e a d s h o ts ), 1 5 2 (h ea d s h o ts ), 1 5 3 , 1 5 5 , 1 6 0 , 1 6 3 , 1 6 5 ,1 7 2 (h e a d s h o ts ), 1 7 5 ,1 8 0 , 1 8 1 ,1 8 3 a n d l 8 S , 1 7 0 171 (h a n d , tra in e rs). Tlit? Publishers would like to th a n k th e fo llo w in g fo r their kind permission t o r ep ro d u ce p h o to g r a p h s a n d other copyright m aterial: A la m y p p .8 (fa m ily 3 /Ju ic e Im a g es), 8 (frie n d s 2/Fancy'), 1 5 (o ld /G low A sia RF), 1 5 (c o ld /D esig n P ics In c.), 1 5 (sm a ll/F o o d C e n tr a le H a m b u rg G m b H ), 1 5 (big/D . H u rst), 15 (y o u n g / D av id Y o u n g -W o lff), 1 6 (p lay /C o it>is P re m iu m RF), 22 (h a m ste r/V a s iliy V ish n e v sk iy ), 22 (g o ld fish / M a r lin S h ie ld s), 22 (ra b b it/D o m in ic Jo n e s ), 22 (k itte n /P ic k a n d M ix lin a g e s), 3 4 (lig h th o u se /Ja n T reg er). 3 6 (m ix /E lis a b e th C o e lfe n ), 3 6 (seaw eed /A n d re S e a le ), 3 6 (s h e ll/E y e U b iq u ito u s), 3 6 (sta rfis h /C a rlo s V illo c h M a g ic S e a .co m ), 4 2 (t sh irt/e u r e k a im a g e s .c o m ), 4 2 (s c h o o l boy/ACE ST O C K LIM ITED ), 4 8 (e a g le /A cce n t A la sk a .c o m ), 4 8 (c h ic k /S u p e rS to c k ), 4 8 (o p o ssu m /R ick Ni N ora B o w e rs), 4 9 (e a g le n e st/A u ro ra P h o to s ), 5 0 (e a g le n est/A u ro ra P h otos), 5 0 (o p o ssu m /P a u l C a n n o n ), 5 4 (sq u irre l/A n d re w D a r rin g to n ), 5 4 (m o u s e /Ju n io rs B ild a r c h iv G m b H ),5 4 (fro g /i m a g e b ro k e r), 5 4 (ta il/Jo n a th a n H e w itt), 5 4 (m o u s e /Ju n io r s B ild a r c h iv G m bH ), 5 6 (o ra n g u ta n /D a v id D a C osta), 5 6 (n a tu r e r e s e rv e /B ill B a c h m a n ), 5 6 (m o th e r a n d s o n /B le n d Im a g es ), 5 6 (m iss/C a tc h lig h t V isu al S e r v ic e s ), 6 2 (d ay/R ob ert H ard in g P ic tu re Library' Ltd), 6 2 (n ig h t/E y e b v te ), 6 2 (in id d ay/A friP ics. c o m ), 6 2 (su n set/D . H u rst), 68 (w a rm /ja m e s b r o w n ), 68 (c o o l/C a ro lin e C o m m in s ), 7 0 (s p rin g /D e re k C ro u c h e r), 7 2 (b u d /a m a n a im a g es in c .), 7 4 (ra in y /A rco Im a g es G m bH ), 7 6 (w a tc h /B u b b le s P h o to lib ra iy ), 7 6 (sn o w m a n /A la sk a S to c k ), 7 6 (tre c h o u se /C u ltu r a C re a tiv e), 7 6 (se ed lin g /D e re k C ro u c h e r), 7 6 (a p p le fa llin g /M a rv in D e m b in s k y P h o to A ss o c ia te s ), 8 2 (beach/O N O K Y P h o to n o n s to p ), 8 2 ( h o t c h o c o la te /F a n c y ), 88 (w o o d e n n u m b ere/L o sev sk y Pav el), 88 (p ro b le m / G u n te r K irs c h ), 88 (a d d itio n /G u n te r K irsch ), 88 (a n s w e r /G u n te r K its ch ), 9 1 (b oy/B .A .E . In c.), 9 4 (p en cil/H e rb ie S p rin g e r), 9 4 (e r a s e r/in c a m e r a s to c k ), 9 4 (b a c k p a c k /M e tta s to c k ), 9 6 (p ot/ P h o to c u is in e ), 9 6 (s a u sa g e s/P h o to cu is in e ), 9 6 (ca rro ts/M o d e Im a g es ), 9 6 (so u p /B o n A p p etit), 1 0 2 (c u c u m b e r/B o n A p p e tit), 108 (fa n n e r/A r c o Im a g e s G m b H ), 1 0 8 (m a rk e t/fo o d fo lio ), 1 0 8 (p la in / M o d e Im a g es ), 114 (d oll/D . H u rst), 1 1 6 ( d o c to r /ju ic e Im a g es ), 116 (p o lic e o flic e i/ S te v e S k jo ld ), 1 1 6 (te a c h e r /jim W e st), 1 1 6 (h elp /T etra Im a g e s ), 11 6 (m o n e y /im a g e b r o k e r), 1 1 6 (c lo th e s/A r c o Im a g es G m b H ), 1 1 6 (w a te r/Iv a n M ikh aylo v ), 1 1 7 (s h o p p in g /B le n d Im a g es ), 1 1 8 (A k if/d b im ag es), 1 2 2 (c o o k ie /w h ite b o x m e d ia lim ite d ), 1 2 8 (s tr e e t/D a v id E n g lis li P h o to s ), 1 2 8 (n eig h b o u rh o o d / R o b e rt H a rd in g P ic tu re L ib raty Ltd), 128 (c o u n t ry sid e/E ric N a th a n ), 128 (b u ild in g /M ik e B o oth ), 128 (e a r th /B A .E . In c.), 1 2 9 (c a iro city /U la n a S w itu c h a ), 1 3 0 (c o u n tly s id e /C e o ffM a r s h a ll), 1 3 0 (g irl/ A rc tic Im a g es), 131 (c a iro /U la n a S w itu c h a ), 131 (g irl d o o r/P u re sto c k ), 131 (b o y b ic y c le /M B !), 131 (p o stb o x /In g ra m P u b lis h in g ), 1 3 2 (p o stb o x /In g ra m P u b lis h in g ), 134 (noLsy/W estendG 1 G m b H ), 134 (q u ie t/M e g a p re ss ), 1 3 4 (d an g erou s/d av id h a n c o c k ), 134 (in terestin g /L O O K D ie B ild a g e n tu r d e r F o to g r a fe n G m b H ), 134 (r o a d w o r k s/Ja n in c W ie d e l P h o to lib ra iy ), 1 3 4 (b o y 'a n d g irl/G re g V a u g h n ), 1 3 5 (flow ers/D O U G M O REH EA D ), 1 3 6 (d e p a r tm e n t sto re /U ib a n m y th ), 1 3 6 (h o te l/Jo n A rn o ld Im a g es Ltd), 1 3 6 (o rc h a rtl/s c e n ic ire la n d .c o m /C h ris to p h e r 1 lill P h o to g ra p h ic), 1 4 2 (p a rk /R o b e rt H a rd in g P ic tu re L ib rary Ltd), 1 4 2 (s u p e n n a r k e t/A m b ie n t Im ag es Inc.), 1 4 2 (b a k e iy /H e le n S e s s io n s ), 142 (m u seu m /JO H N KELLERMAN), 1 4 6 (H o r iz o n In te r n a tio n a l Im a g es L im ited ), 1 4 8 (c y m b a ls/L e b re c h t M u sic a n d A rts P h o to L ib ra iy ), 1 4 9 (cy m b a ls/G lo w im a g es RM), 151 (c y m b a ls/G lo w im a g e s RM), 151 (x y lo p h o n e/N eil S e tc h fie ld ), 154 (fa st/S te v e B lo o m Im a g es), 154 (lo u d /im a g e S o u r c e ), 154 (aw fi.il/B u bbles P h o to lib ra iy ), 1 5 6 (da n e e /fu n k y food L o n d o n P au l W illia m s ), 1 5 6 (sin g/A rt D i r e c to i s & T R IP ), 1 5 6 (c h a rity /C h ris to p h e r GrifTin), 1 5 6 (p h o to g ra p h /R a d iu s Im a g es ), 162 (c o n c e rt/F e r e n c S z e le p c se n y i), 162 (c irc u s/C h u ck F ra n k lin ), 1 6 8 (a ir/P h o to A lto ), 1 6 8 (p e o p le /S te v e S k jo ld ), 168 (b re a th e /A la sk a S to c k ), 1 6 9 (b ird /b lick w in k e l), 1 6 9 (b ird /b lic k w in k e l), 174 (g rass/N eale W illis ), 174 (r o s e /b lic k w in k e l), 1 7 4 (fo u n ta in /B re n d a K ean ), 1 7 6 (s m e ll/D o n S m ith ), 182 (early/YA Y M ed ia A S), 182 (la te /im a g e b r o k e r); C o it) is UK Ltd p p .6 /7 (S te w a rt C o h e n /B le n d lin a g e s), 10 (fa m ily /D o n M aso n ), 15 (h o t/C la ss ic sto c k ), 2 6 /2 7 (A flo), 4 8 (h o n e y b e e /K o n ra d W o lh e /M in d e n P ictu res/C ), 4 8 (c ra b /D lillc ), 5 0 (c h ic k s /A r th u r M o m s ), 5 1 (b e e/E ric T o u m e r e t/V isu a ls U n lim it), 5 2 (c h ic k s /A r th u r M o r ris ), 5 4 (lily p ad s/P arq u e), 5 4 (w ood/ O ce a n ), 5 6 (te a c h e r /B ig C h e e s e P h o to ), 8 2 ( ic e cre a m /T o m & D ee A n n M cC arthy), 9 6 (foo d /O cean ), 1 0 6 /1 0 7 (S te w a rt C o h e n /P a m O stro w /B len d ), 1 3 0 (to w n /C o rd ie r S y lv a in /H e m is ), 1 3 0 (b o y /B le n d Im a g es), 131 (g irl b a c k p a c k /K id s to ck /B le n d Im a g es), 1 4 8 (c h ild r e n m u sic/K id s lo c k /B len d Im ag es), 1 6 2 (b a lle t/P a u l C u n n in g h a m ), 1 6 2 (p u p p et sh ow /A n d rew A itc h is o n /h i P ictu resjC ), 1 6 8 (c h a n g e / O ce a n ), 1 6 8 (liv in g /R o lf N u ssb a u m e r/im a g eb ro k e r/C o ), 174 (s ta tu e /S y lv a in S o n n e t); D .C. T h o m s o n & C o . Ltd. p .l 14 (c o m ic ); D ie tz V e n tu r e s p .1 7 2 (p la n t); F ra n k L an e P ictu re A gen cy p .4 8 (h iv e ); G ail G ib b o n s p .7 7 (w rite r); G a m ie o n p . 114 (g a m e ); Getty’ Im a g es p p .8 (fa m ily 4 /M a rk B ow d en ), 8 (b irth d a y 5 /C u ltu ra /N ick D aly), 9 (c a k e s /F r a n c e s c o C a rta fo to g ra fo ), 11 (c a k e s /F r a n c e s c o C a rta fo to g ra fo ), 11 (m o th e r a n d d a u g h te r/A ja P ro d u ctio n s), 12 (c a k e s /F r a n c e s c o C a rta fo to g ra fo ), 14 (farm /A d ie B u sh ), 16 (lo n ely /2 A Im a g es), 16 (sad /K aryn K u d rn a), 16 (s ca red /D e b o ra h F a u lk n e r), 1 6 (e a t/B ip o la r),4 2 (ch ild ru n n in g /M a rtin R u eg n er), 4 2 (s c h o o lg ir l/Ja y B la k e sb e r g ), 51 (h iv e/ M ic h e le W e stm o rla n d ), 5 4 (w o o d s/W e rn e r V an S te e n ), 5 6 (r a in fo res t/O x fo rd S c ie n tific ), 5 6 (c h ild n ap p in gf'K id S to ck ), 5 6 (p u t o u t/D av id B u r to n ), 6 2 (d aw n /U n iq u e L a n d sca p e ), 6 2 (a fte r n o o n / T h o r e te n H en n ), 6 6 /6 7 (T an ya L ittle), 68 (h o t/M le n n y P h o to g ra p h y ), 68 (cold /A llen D o n ik o w sk i), 68 (lo n g /C ra ig M cC a u s la n d ), 68 (s h o r t/C ra ig M c C a u sla n d ). 7 4 (s u n n y /T h o rste u H e n n ), 7 6 (c o o k in g / S e le c tS to c k ), 7 6 (fa m ily /K id S to ck ), 8 2 (k ite /A lista ir B erg ), 8 2 (flow eis/I.yd ia Ev ans). 8 6 /8 7 (S te p h e n S im p s o n ), 9 4 (p e n /D o n a ld E rick so n ), 9 6 (o n io n s /S te fa n ie G re w e l), 102 (a v o c a d o /Jo ff Lee), 1 0 2 (o ra n g e /P h ilip p e D e s e n rc k ), 1 0 8 (fan cy /H o w ard S o k o l), 118 (sh o e s /M ic h a e l K rin k e ), 118 (girl/ L au ra N aliv id ad ), 1 2 0 (sh o e s /M ic h a e l K rin k e ), 1 2 6 /1 2 7 (D av e B la c k e y ), 1 2 8 (fie ld /F ra n k K ra h m er), 134 (s a fe /A n d e ise n R o s s), 134 (n ig h t/O li S c a rfl ), 134 (to w n /Ja n e T yson ), 1 3 5 (p la n tin g /P e te r A n d e rs o n ), 1 3 6 (n ew h o s u e /IP G a la n te m ik D .U .), 142 (d ru g sto re /T im B o y le), 148 (d ru m /C S q u a red S tu d io s ), 1 4 8 (ta m b o u r in e /C r e a tiv e C ro p ), 1 4 8 (x y lo p h o n e /D o r lin g K in d e re le y ), 1 5 0 (b an d /O liv er S tr e w e ), 1 5 0 (c lap p in g /Jo se Luis P ela ez ), 1 5 1 (tria n g le /G e o r g e D oy'lc), 1 5 2 (b a n d /O liv e rS tre w e), 156 (buy/A dam B u rn ), 1 5 6 (c la p /Y ello w D o g P ro d u ctio n s), 162 (p arad e/P au l T h o m p s o n ), 1 6 6 /1 6 7 (TO SH IFU M I KITAMTIRA/AFP), 1 6 8 (n o n liv in g /A n d y C ra w fo rd ), 1 6 8 (m o v e /C h ris to p h e r F u lc h e r), 1 7 1 (b a ll/A n n C u ttin g ), 1 7 4 (b e n c h /S e a n H u n te r), 1 7 6 (c ro ss/P a sc a l C ra p et), 1 7 6 (o p en / D av e & l.es Ja c o b s ), 1 7 6 (c h a se /F o to se a rc h ), 1 7 6 (c a tc h /F u m io N a b a ta /a .co lle c tio n R F ), 1 7 6 (ru n a w a y /S te p h e n S im p s o n ), 1 7 6 (s to p /S W P ro d u ctio n s), 1 8 2 (g o t o b c d /Ju p itc rim a g e s), 182 (p lay o u ts id e /S c o tt In d e rm a u r); K a ren L a tch a n a K e n n e y p .4 9 (w rite r); O x fo r d U n iv e r sity P ress p p . 16 (e le p h a n t/C o rb is/D ig ita l S to c k ), 2 9 (), 3 4 (fire w o rk s /P h o to d is c ), 3 6 (o ce a n /C o rb is), 5 4 (field / P h o to d isc), 5 4 (fro g h ea d /C o rb is/D ig ita l S to c k ), 68 (sn o w /D ig ita l V is io n ), 7 0 /7 1 (leaves/M M S tu d io s ), 7 1 (w in te r/B r a n d X P ic tu re s ), 7 4 (w e a th e r /G e o Ico n s), 7 4 (clou dy/H A W K EY E), 108 (m ilk / S to c k b y te ), 108 (s e ll/G a r e th B o d e n ), 1 0 8 (b u y /G a re th B o d e n ), 114 (s tic k e rs/M a rk M aso n ), 1 2 2 (g rap es), 1 2 2 (ju ic e /N ik r e a te s ), 122 (sod a/M ark M a so n ), 1 3 0 /1 3 1 (m ap /G rap h i-O gre), 1 3 4 (b o rin g /C o rb is), 1 3 5 (sn ow /D av id B u ffin g to n ), 1 3 6 (r e sta u ra n t/M e d io im a g e s), 154 (lovely/ D ig ital V isio n ), 171 (n e w sh oes/M M S tu d io s ), 171 (o ld sh oes/M M S tu d io s ); 171 (hand./M M S tu d io s), P h o to s h o t p .7 6 (sw in g /b ru t e r la n s o n ); S lm tle r s to c k p p .8 (fa m ily 1/M o n k e y B u s in e ss Im a g es ), 1 0 (g ra n d p a re n ts/M o n k e y B u s in e ss Im a g es), 1 6 (to rto is e /K a re l G aH as ), 16 (s le e p /Ilu n g C h u n g C h ili), 2 2 (b ird /R o b H a in e r ), 2 2 (liz a rd /a ls lu tsk y ) , 3 4 (d a rk sk y /R ich a rd S c h r a m m ), 3 6 (m u ral/ 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 c k e t/3 D s to c k ), 4 2 (s h o r ts/N o rd lin g ), 4 2 (s n e a k e r s/P re to P e r o la ), 4 2 (h a t/M a re k R. S w a d z b a ), 4 2 (tro u sers/O lg a P opova ), 4 8 (n est/M a ria B ell), 4 8 (tr e e h o llo w /K e rstin ), 5 0 /5 1 (b a ck g ro u n d leav es/T rifi ), 5 1 (c ra bJ h a v e se e n ), 5 4 (p o n d /P a v elk ), 5 4 (m ead ow /b y P au l), 68 (ra in /A le x a n d e r S h a d rin ), 6 9 (fa ll/B o to n d H o rv a th ), 7 0 (s u m m er/B rv k a y lo Y u riy), 71 (fa ll/B o to n d H o rv a th ), 7 4 (w in d y /Jim L o p es), 7 4 (snow y/ D o u g B a in e s ), 8 2 (b ic y c le /g re e n la n d ), 88 (p lu s/N u E n g in e ), 88 (e q u a ls/N u E n g in e ), 88 (odd 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 ra tK ), 9 2 (k ite /N o p p a ra tK ). 9 4 ( n ile r /n ik s h o r ), 9 4 (n o te b o o k /c o o p e r r ), 9 6 (s to n e /r e o o ll), 9 6 (p o ta to e s/Ju sty n a K a m in s k a ), 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 (c o w /sm erek a ), 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 e n cil/P icsfiv e ), 119 (doctor/AVAVA), 1 1 9 (te a c h e ifG o o d lu z ), 1 2 2 (s a n d w ic h /M S P h o to g ra p h ic), 1 2 2 (c h ip s/A e ro sta to ), 1 2 8 (to w n /A n n e K it/m a n ), 1 2 8 (city /T u p u n g a to ), 128 (a p a r tm e n t/R a lf G o sc h ), 1 2 8 (a s p h a lt/K riv o sh e ev V italy ), 128 (s u b u rb a e ria l/io fo to ), 1 3 5 (w a te r in g flo w e rs/A le x a n d e r R atlis), 1 3 5 (sn ow h o u se /E ric F a h n ie r ), 1 3 5 (bot tle /P ic s fiv e), 1 3 6 (cin e m a /P a v e l I. P h o to a n d V id e o ), 136 (fie ld /Z eljk o R a d o jk o ), 1 3 6 (o ld h o u se /F o to g r a F F F ). 1 4 2 (lib ra r y /P e te r B a x te r ), 1 4 8 (tr ia n g le /E le n a S c h w e itz e r), 148 (s h a k e /Ih o m a s M P e r k in s ), 1 4 8 (s tr ik e /m k m 3 ), 1 4 8 (in s tru m e n ts /E le n a S c h w e itz e r), 1 5 0 /1 5 1 (d ru m b a ck g ro u n d /D A A rtist), 1 5 1 (ta m b o u r in e /T h o m a s M P e r k in s ), 154 (slow /E co P rin t), 154 (so ft/A n a to liy S a m a ra ), 15 6 (id e a /F X Q u a d ro ), 156 (p ia n o /Je sse K u n e rth ), 1 6 2 (p lay/Igo r B u lg a rin ), 1 6 8 (p la n t/A le x a n d e r B ark), 1 70/171 (p ath /A n d rey tiy k ), 171 (r o b o t/M ik a e l D am k ier), 1 7 4 (b u sh /A d isa), 176 (b a k e /Ja m i G a rris o n ), 182 (h e a lth y fb od /sad d ak o ), 1 8 2 (ju n k fo o d /E len a S c h w e itz e r), 1 8 6 /1 8 7 (N e ls o n M arq u e s); Z o o id P ic tu re s p .4 6 /4 7 () C o v e rillfisfration: M ik e Bold t Covvrpliofo: C a m ille T o k e ru d /G e tty Im ag es AHJiough evety e ffo rt h a s been m a d e to tr a ce a n d con tact copyright holders before pnWication, this h a s no! b een p ossible in so m e cases. W e ap o log ise f o r a n y a p p a r e n t infringem en t o f copyright an d , i f n otified, the p u b lish er will be p le a s e d t o rectify a n y er r o r s o r om ission s a t th e e a r lie s t p o ssib le op p o rtu n ity
Creating young thinkers with g rea t futures W ho a re your fam ily an d frie n d s? W here can we se e c o lo rs? How can we m ake m usic? O x fo rd D iscover uses B ig Q u e stio n s like these to tap into children's natural curiosity 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 controlled g ra m m a r a n d skills syllabus, helps children achieve near-native fluency in English. O x fo rd D iscover gives teachers the tools to d e ve lo p children's 21 st century skills, creating young thinkers with great futures. O xford > making sense Student Book W orkbook W orkbook with Online Practice Integrated Teaching Toolkit Teacher's Book Assessm ent for Learning CD-ROM Big Question DVD Online Practice Class Audio CDs Picture Cards Poster Pack Oxford iTools: Digital Classroom Resources Oxford Discover Writing and Spelling Oxford Discover Gram m ar Parent website Lesley Koustaff Susan Rivers Recommended Readers Oxford Read and Im agine B lip .§ • «- At the IDoootb Oxford Read and Discover Teacher website Use with as part of a R-level course UNIVERSITY PRESS www.oup.com 9780194278553