English WB 5 (2nd Edition)

CAMBRIDGE
Primary English
Workbook 5
Sally Burt & Debbie Ridgard
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Contents
Contents
1 There’s a lesson in that
1.1 Read a story by Aesop 8
1.2 Check your understanding 11
1.3 Story features 12
1.4 What about my point of view? 15
1.5 Proverbs tell a tale 18
1.6 A twist in the traditional tale 19
1.7 It’s all about dialogue 20
1.8 Figurative language is all around 22
1.9 Hold a discussion forum 24
1.10 Test your knowledge 26
1.11 and 1.12 Retell a fable 28
2 Exploring space
2.1 What is out there? 30
2.2 A simple start 32
2.3 Building language 33
2.4 Then and now 35
2.5 and 2.6 Blogging 37
2.7 Interviews 39
2.8 Biographies 42
2.9 Add details 45
2.10 Tackle tenses 47
2.11 and 2.12 Write a biography 50
3
Contents
3 Reflections
3.1 Like and as 53
3.2 Imagine with metaphors 55
3.3 Haiku 58
3.4 Create a haiku 61
3.5 Personification in poems 63
3.6 Practise and perform 65
4 Telling timeless tales

4.1 Make predictions about a classic tale 67
4.2 Read some classic literature 69
4.3 Develop your language skills 72
4.4 Develop a viewpoint 74
4.5 Build a short screenplay 76
4.6 Explore your knowledge of classic tales 78
4.7 Explore the text 80
4.8 Direct and reported speech 82
4.9 Check your knowledge 85
4.10 Work with words 86
4.11 and 4.12 Write your own classic tale to tell 88
5 Tell me how
5.1 Gather facts 90
5.2 Read instructions 92
5.3 Be clear and direct 95
5.4 Nouns count 97
5.5 and 5.6 Write instructions and demonstrate 99
5.7 Find out more 101
5.8 Make notes 103
4
Contents
5.9 Recall connectives 105

5.10 Explain with multi-clause sentences 107
5.11 Plan first 109
5.12 Write and present 111
6 A different type of story

6.1 ‘The Way Through the Woods’ 112
6.2 Develop your poetic language 114
6.3 Bringing the rain 116
6.4 Read with understanding 117
6.5 Not lost but found 118
6.6 Use a frame to write a poem 120
7 Tell it another way

7.1 Fairy tales forever 122
7.2 A well-known tale around the world 123
7.3 Compare and contrast 125
7.4 Phrases, clauses and tenses 127
7.5 and 7.6 Write a synopsis 130
7.7 Blackberry Blue 132
7.8 Pronouns, homophones and homonyms 134
7.9 More about Blackberry Blue 136
7.10 Compare the tales 139
7.11 and 7.12 Write your own version of the tale 141
8 Share your views

8.1 Posters with purpose 144
8.2 Layout counts 146
8.3 Find your way around 148
5
Contents
8.4 and 8.5 Create a poster 150

8.6 Film posters and reviews 152
8.7 Make film review notes 153
8.8 Present a review 155
8.9 Informal letters 156
8.10 Formal letters 158
8.11 and 8.12 Write a formal letter 160
9 Lights, camera, action ...

9.1 Predict the story 163
9.2 Film scripts 165
9.3 Play scripts 168
9.4 Develop characters and setting 170
9.5 Plan a script 172
9.6 Write a script 176
6
How to use this book
How to use1 this book

There’s a lesson
Workbook 5 provides questions for in that
you to practise what you have learnt
in class. There is a unit to match each 1.1 Read a story by Aesop 1.1 Read a story by Aesop
unit in Learner’s Book 5. Within each Focus

1 2A syllable
Breaking words
wordinto syllables can help
thatyou
hasspell and pronounce
(car – car|rythem correctly.
unit there are six or twelve sessions. Choose
Sort
is a
a syllable
these words
or part of a word
to complete
according these
to how many words.
one beat – ca|ra|mel).
syllables they have.1.1 Read a story by Aesop
Each session is divided into por ti corn

ping fathom grasshfu
opl per
2 Breakingba ffled into syllables
words can help you spelldeand fi them
r pronounce correctly.
ri
thm ous es
three parts: rac ch irr up vi en
ant a syllable to complete these words.
Choose
or ar ing fli mea
melody teased
porwed
stop
guffa ti pilib
un
ng erally der suste
standfi dif
nanc e ful cult
Focus: These questions dow
us
rac industriovi
pro
thar ing mea
sion gather
ri
help you to master the basics. glo ous con nued wist ly
stop un stand dif cult
One syllable Two syllables Three syllables Four syllables
cha ter le gic im tant
dow pro sion gather
glo
Practice ous con nued wist ly
Practice: These questions help
3cha
Use your dictionary toter
check
le the meaning of anygic
of the words
im in tant
you to become more confident in Activities 1 and 2 that you did not know. Add them to your wordbook.
using what you have learnt. Practice

Challenge
3 Use your dictionary to check the meaning of any of the words in
4Activities
Write notes
1 andon2 athat
story
youthat
didyou
not think
know.isAdd
a fable.
them to your wordbook.
Use the fable features to guide you.
1.2 Check your understanding
Challenge
Challenge: These questions will Fable features
Remember, some letters,
4 Write notes on a story that you thinklanguage
is a fable.is all around
like 1.8
the Figurative
sufﬁx –ed, aren’t
make you think very hard. 1.2 Check your understanding
• Fables are short stories.
stressed at the end of
words.
Practice Fable features
• The characters usually have human characteristics.
Language focus
3 Write down what you think each expression means. Do some research if you
8 • • Fables
do not know. You could ask a family member areorshort
The main use stories.
point is ainternet.
the moral lesson one of the characters learns.
Modal verbs express possibility, ability, permission or obligation by changing other
verbs•in a sentence. Common modal verbs are shown here.
a • The
Wecharacters
can learnusually have
from the human
story’s characteristics.
lesson as well.
Language focus boxes: • The main point is a moral lesson shof t
muslearns.
allthe characters
will should may one
Key language and grammar
b
would could can ought to might
• We can learn from the story’s lesson as well.
rules explained. c
Modals are followed by the base verb they change.
d Example: I can dream; you ought to eat; she should smile.
Modals can express degrees of possibility – how likely something is to happen:
e 9
It could be hot tomorrow. I may do my homework.
Challenge It might be hot tomorrow. I should do my homework.
It will be
Alliteration is a figure of speech where hotrepeat
you tomorrow. I must do my homework.
the consonant sound 9
at the start of words for effect.
4 Circle seven words in the word
Focussearch to alliterate with each of the
words in boxes – that’s 211words to find altogether!
Identify the modal verb and explain the difference in the meaning of these sentences.
Questions and statements Grasshopper could listen to Ant’s advice.

Start byby
Start
Grasshopper underlining
underlining
should the
listen to the
Ant’s advice.
to help you think about night sigh words
wordsin in
thethe
word
wordbank
bank
race that
that alliterate
alliterate withthese
with these
how you learn words.
words. Thendodoyour
Then your
wordword search.
search.
Words to choose from
Practice
neat
rhyme
like
carry
knee
2 Rewrite these
lope
sentences to make them negative by changing the modal verb
7
wrought knock
using a contraction.
psalm plan simper valiant
a Grasshopper must think about the coming winter.
cycle plate drought crawl circle
writhe wriggle sizzle chime marry
1 There’s a lesson
in that
1.1 Read a story by Aesop
Focus
1 A syllable is a word or part of a word that has one beat (car – car|ry – ca|ra|mel).
Sort these words according to how many syllables they have.
corn fathom grasshopp

baffled er
ant chirrup enormous flies
melody teased
guffawed liberally sustenance
industrious
One syllable Two syllables Three syllables Four syllables
Remember, some letters,

like the suffix –ed, aren’t
stressed at the end of
words.
8
1.1 Read a story by Aesop
2 Breaking words into syllables can help you spell and pronounce them correctly.
Choose a syllable to complete these words.
por ti ping der fi ful

rac thar ri
vi ing mea
stop un stand dif cult
dow pro sion gather
glo ous con nued wist ly
cha ter le gic im tant
Practice
3 Use your dictionary to check the meaning of any of the words in
Activities 1 and 2 that you did not know. Add them to your wordbook.
Challenge
4 Write notes on a story that you think is a fable.
Fable features
• Fables are short stories.
• The characters usually have human characteristics.
• The main point is a moral lesson one of the characters learns.
• We can learn from the story’s lesson as well.
9
Main characters:
Story title:
Setting:
Plot summary:
5 Use the notes to summarise your fable in a paragraph with a topic sentence.
10

Language focus
Modal verbs express possibility, ability, permission or obligation by changing other

verbs in a sentence. Common modal verbs are shown here.
may shall must

will should might
can ought to
would could
Modals are followed by the base verb they change.

Example: I can dream; you ought to eat; she should smile.
Modals can express degrees of possibility – how likely something is to happen:
It could be hot tomorrow. I may do my homework.

It might be hot tomorrow. I should do my homework.
It will be hot tomorrow. I must do my homework.
Focus
1 Identify the modal verb and explain the difference in the meaning of these sentences.
Grasshopper could listen to Ant’s advice.

Grasshopper should listen to Ant’s advice.
Practice
2 Rewrite these sentences to make them negative by changing the modal verb
using a contraction.
a Grasshopper must think about the coming winter.
11
b Ant will have enough food to last her.
c Ant would lend Grasshopper food if she had enough.
d Grasshopper could collect food if he wanted to.
e Ant shall tell Grasshopper a good place to look for food.
Challenge
3 Choose a suitable modal verb to complete these sentences.
a It’s so hot today, I just be bothered to do any work.
b I help you if you try your hardest.
c I know I collect food but I prefer relaxing.
d Ant be persuaded to help Grasshopper if she thinks he has changed.
e If I sing as well as Grasshopper, I also sing.
1.3 Story features

Focus
1 Choose synonyms from the boxes and write them in the correct place
in the thesaurus on the next page.
2 Think of an antonym (a word opposite in meaning) and add it at the end of each entry.
12
1.3 Story features
bawl cackle chor tle dar t doze

blub
catnap chuckle dash drowse
beam bound
howl kip nap rest
flee grin hibernate
hoot jog sprint race
giggle guffaw
sneer snicker sob sprint
slumber snigger
scuttle whimper
smirk wail snivel snooze
simper
stampede titter weep
Thesaurus
13
Practice
3 Give Ant and Grasshopper a new personality by finding an antonym
for each adjective in their character profiles.
irresponsible
practical
Antonym:
Antonym: impractical
sensible carefree
Antonym: Antonym:
bossy
Antonym:
cheerful
optimistic
busy Antonym: gloomy
Antonym:
Antonym:
serious thoughtless
Antonym: Antonym:
Challenge
4 Write a sentence to describe each character’s new personality.
Ant:
Grasshopper:
14
1.4 What about my point of view?

Language focus
Third-person narrative: an outsider tells First-person narrative: a character tells

the story but is not part of it. the story as well as being in it.
Imran went to I go to school

school early so that early so that I can
he could hand in hand in my newspapers
his newspapers for for recycling.
recycling.
Common pronouns: he, she, it, they, him, Common pronouns: I, we, me, us,
her, them, his, hers, theirs mine, ours
Focus
1 Complete these sentences, describing the action in the picture.
First person Third person

I... Ant . . .
15
2 Complete these sentences using personal pronouns.

Use each pronoun once.
her I me my she she them them they us we
Use the verbs to help you

choose the right pronoun.
Cross out each one when
you have used it.
a When get up mum makes

eat breakfast. says
should all eat healthily before school because good food
gives brain power!
b Mrs Sisulu wakes family every morning and prepares a healthy

breakfast for . thinks need breakfast
because it will give brain food.
Practice
3 Write a paragraph about something you did at the weekend.
Write in first-person narrative.
16
Challenge
Language focus
Possessive pronouns and possessive adjectives do different jobs.
Possessive adjectives appear with the noun they modify.
Possessive pronouns take the place of a noun.
Example:
That’s my book, not your book. That book is mine, not yours.
possessive adjective possessive pronoun
4 Put these pronouns in the correct columns in the table, crossing each one out as you go.
he her hers his his I it its mine my our
ours she their theirs they we you your yours
Some pronouns will be in

more than one column because
although they are written the
same, they do different jobs.
Personal pronouns Possessive pronouns Possessive adjectives
17
1.5 Proverbs tell a tale

Focus
1 Draw a line to match each proverb to its meaning.
Think carefully before you do or say

Practice makes perfect.
something.
Making a little effort now will save a
Look before you leap.
lot of effort later.
It’s no good worrying about something
A stitch in time saves nine.
that has already happened.
It is easy to forget something if you
Great oaks from little acorns grow.
can’t see it.
It’s no use crying over spilt milk. All great things start small.
Doing something over and over again

Out of sight, out of mind.
is how to learn to do something well.
Practice
2 Fill in the missing word to complete these proverbs.
a Don’t put all your in one basket.
b The early bird catches the .
c The proof of the pudding is in the .
d Birds of a flock together.
e You cannot have your and eat it too.
Challenge
3 At home, ask members of your family about any proverbs they know or that are
traditional in your country or region. Make a note of them and what they mean.
Then write each one on a card with the meaning on the back. Play a game in
class by challenging each other to explain what your proverbs mean.
18
1.6 A twist in the traditional tale
1.6 A twist in the traditional tale

Here is the middle of a story based on one of Aesop’s fables.
Focus
1 Read the story middle and decide on a lesson that the story will teach.
2 Write a title for the story that explains the lesson.
Practice
3 Write the opening in one or two sentences to set the scene.
Challenge
4 Decide how the story ends and write the ending.
5 Illustrate your story.
Title explaining the lesson in the story:
One day . . .
A mother crab told her baby crab that he must learn to walk straight because when
he walked sideways, he couldn’t see where he was going. But the baby crab told his
mother that he copied everything she did. So . . .
19
1.7 It’s all about dialogue

Language focus
Punctuating dialogue
• Put speech marks before and after the spoken words.
• Capitalise the first word inside the speech marks.
• Use a comma after any words introducing the speech.
• Start a new line when a new person speaks.
• If the narrative indicating who spoke (e.g. she said) comes after the speech,
put the comma, exclamation or question mark (never a full stop) before
closing the speech marks with no capital letter for the word that follows.
punctuation inside
capital letter the speech marks no capital letter
'Walk straight not sideways,' said Mother Crab.

Baby Crab replied, 'I do what you do!'
new line for each punctuation inside

speaker the speech marks
comma after words that
introduce the speech
20
1.7 It’s all about dialogue
Focus
1 Add the missing speech marks to these sentences.
a You can’t see where you are going, laughed Mother Crab.
b Baby Crab asked, Will you teach me to walk straight?
c I am better than Starfish who can’t walk at all! protested Baby Crab.
d Baby Crab poked Starfish and demanded, How do you move around?
Practice
2 Rewrite this paragraph and set out the dialogue correctly.
I don’t need to walk smiled Starfish. Why not asked Baby Crab. Starfish wriggled
and giggled saying I don’t need to go anywhere so I wait for the waves to take me.
Challenge
3 Rewrite the middle of the crab fable in 1.6, using dialogue rather than narrative.
Use the actual words that each character might have said in the dialogue.
A mother crab told her baby crab that he must learn to walk straight
because when he walked sideways, he couldn’t see where he was going.
But the baby crab told his mother that he copied everything she did.
“You must . . .
21
1.8 Figurative language is all around

Focus
1 What do these expressions mean? Read the expressions and fill in the missing words.
chip mad out

leaf medicine
a to turn over a new
b a fish of water
c a off the old block
d a taste of your own
e as as a hatter
2 Draw a picture for each expression to show what it means literally.
a b c
d e
22
1.8 Figurative language is all around
Practice
3 Write down what you think each expression means. Do some research if you
do not know. You could ask a family member or use the internet.
Challenge
Alliteration is a figure of speech where you repeat the consonant sound
at the start of words for effect.
4 Circle seven words in the word search to alliterate with each of the
words in boxes – that’s 21 words to find altogether!
Start by underlining the

night sigh words in the word bank
race that alliterate with these
words. Then do your
word search.
Words to choose from
neat like knee lope
rhyme carry wrought knock
psalm plan simper valiant
cycle plate drought crawl circle
writhe wriggle sizzle chime marry
humour grain none juggle nail
knight flit haddock knave shadow
see murmur rummage waited rugged
rail crease whistle brain somersault
23
t z s w t t n o n e a
a e l c y c k z e t p
e h e r i i r n h s k
n t l u h e k g a n t
w i c m p y i l o v c
r r r m k n m c l e e
o w i a k x k e i o a
u s c g v y l r a i l
g d d e g g u r n z e
h s i z z l e c e s u
t l u a s r e m o s w
1.9 Hold a discussion forum

Focus
1 When you take part in a discussion, it is useful to make notes beforehand
to help you decide what you think and what you want to say.
Recycling rubbish Questions he thinks of Notes he makes

• What about food waste? Good idea / bad idea:
• Is it a good or bad idea? • Takes too much effort
• Where will it go? • Lots can be made from
• Why? recycled waste
• Recycling station at
shopping mall
• Compost heap for
garden/window box
• Takes energy to
recycle waste
24
1.9 Hold a discussion forum
Do you agree with Marcus? Give at least two reasons.

I agree/disagree with Malusi because:
Practice
2 Make your own notes in the table on one of these topics for a discussion forum.
• No mobile phones at school.
• Sport should be compulsory for everyone.
Questions to ask myself My notes
Topic title:
Good idea / bad idea:
25
Challenge
3 Write a paragraph based on your notes to read out as your opening comments
in a discussion forum. Include your thoughts on a good idea and a bad idea.
1.10 Test your knowledge

Language focus
Paragraphs are like mini stories. They have an introduction, a middle and an end.
• Introduction: a topic sentence that introduces the topic of the paragraph.
• Middle: two-to-three sentences explaining the detail.
• Conclusion: a final sentence giving an opinion or a reflection on the topic.
Focus
1 Read the story and decide if it is a fable, using evidence from the text.
Tick ü the correct box.

YES NO
One day a dog found a fat, juicy bone. It was the biggest he’d ever seen. On
his way to bury it, he was trotting over a bridge when he saw his reflection
in the stream. Seeing another dog with a bigger bone in its mouth, he
snarled and growled at it. The reflection snarled and growled back. Then
the greedy dog snapped his jaws to steal the other bone but alas, as he
opened his mouth, his own bone fell with a splash and sank.
26
1.10 Test your knowledge
Practice
2 Look at the text in Activity 1 and follow these instructions.
a Underline the topic sentence in blue.
b Underline the supporting sentences in red.
c Underline the concluding sentence in black.
d Circle any evidence you have used from the text to support your answer.
Challenge
3 Complete the paragraph frame to explain your view using evidence
from the story.
The dog and his bone is / is not a fable. Fables are stories that
and they often have characters with
characteristics. In this story, the main character is .
He .
The lesson the learns is
We can also learn because the story teaches us
27
1.11 and 1.12 Retell a fable
When you edit your writing,

always check your spelling
carefully with a dictionary or an
on-screen spell-check tool.
Focus
1 First try to correct the spellings yourself in this paragraph.
Then check your new spellings using a dictionary.
One day, threa sheeps were grayzing in the feeld. Won was corled Cosy, won wos
named Sheer and the last was Yummy. “Wot do you wont to be when you gro up?”
Cosy aksed Sheer.
“A wooly jumper!” larfed Sheer, bounceing up and down.
“Me two!” shoutted Cosy.
And then they both starred at Yummy.
Practice
2 Write a more powerful verb to replace the underlined words.
Example: Yummy said in a panic, “But I don’t want to be yummy to eat!” shrieked
a ‘I’m sure we’ll come up with a plan,’ said Cosy quietly.
b Sheer lazily said, ‘I just can’t think about it now.’
c ‘But what will happen to me?’ said Yummy sadly.
28
1.11 and 1.12 Retell a fable
Challenge
3 Find the narrative verbs in the passage and rewrite
each one in the past tense.
Don’t forget! Dialogue verbs don’t

always need to be in the past
tense because they are the actual
words said at the time.
One day, a fox (search) searched everywhere for some food. He (be)
very hungry. While he (sit) beneath a tree to rest, he (notice)
a crow on one of the branches. The crow (hold) a piece of cheese in its beak.
The fox (think) for a moment and (hit) on a plan.
He (stand) up and (say) politely to the crow, ‘Good morning,

madam. You look very fetching this morning sitting on that branch. I was wondering whether
you could sing as beautifully as you look, but surely that is impossible!’
The foolish crow (be) tricked by the fox’s cunning words and immediately
(open) her beak to sing and as she (give) out a rasping caw,
the cheese (fall) and (plop) straight into the fox’s open
mouth. Alas, now the crow (regret) believing the fox’s flattery.
29
2 Exploring space
2.1 What is out there?
Focus
1 Read the clues and write your answers in the crossword.
Across Down
3 an instrument to make distant 1 a team of people in charge of
objects appear nearer a spacecraft
7 a place where people study space 2 the science of space travel
8 a small instrument used to magnify 4 a small section of a spacecraft that
objects detaches from the main part
10 a person who studies the stars 5 the scientific study of the stars
11 to force a pilot out of an aircraft 6 a person who is trained to travel in space
or spacecraft 7 to travel around the Earth on a set path
9 an object that travels around another
object in space
1
C
2
A
3 4
T C
5
A
6 7
A O
8 9
S S
10 11
A E
30
2.1 What is out there?
Practice
2 Match the abbreviations to the correct words or phrases.
NASA International Space Station
s/c kilometres per hour
BCE European Space Agency
ISS Union of Soviet Socialist Republics
ETA Earth landing system
ESA before the common era
USSR National Aeronautics and Space Administration
ELS estimated time of arrival
km/hr spacecraft
Challenge
3 Use vocabulary from Activities 1 and 2 to write five of your own facts
about the topic.
31
2 Exploring space
2.2 A simple start

Language focus
A simple sentence is the basic building block to writing. A simple sentence:
• always has a subject – who or what is doing the action
• always has a finite verb – action or state of being
• usually has an object – has the action done to it
• deals with one idea.
Example: The astronauts (subject) entered (verb) the spacecraft (object).
A compound sentence is formed by joining two simple sentences with a connective.
Example: The astronauts entered the spacecraft and they blasted into space.
Common connectives for this job are: for, and, nor, but, or, yet and so.
A compound sentence is a multi-clause sentence because it has
more than one clause.
Focus
1 a Make a timeline of some events in your life. Think of the most important
events that have occurred. Write only dates and key words.
b Use your timeline to write five simple sentences describing important

events in your life.
32
2.3 Building language
Practice
2 Highlight the connective and underline the verbs in these compound sentences.
a The first telescope was useful, yet it was not as powerful as modern ones.
b Copernicus discovered the Earth revolves around the sun, but nobody believed him.
c Galileo developed the telescope and proved Copernicus right.
d All astronauts prepare well, yet not all go into space.
e The engineers work hard for they must check that everything is safe.
Challenge
3 Write multi-clause sentences using these connectives.
F for
A and
N nor
B but
O or
Y yet
S so
2.3 Building language

Language focus
Adverbs are words that describe or modify the verb, adjective or another adverb.
An adverbial phrase or adverbial is a group of words without a verb that
acts as an adverb.
There are different types of adverbials. They add detail and answer the questions:
• time: when? • quantity: how much
• place: where? • quality: to what extent?
• manner: how or why?
33
2 Exploring space
Focus
1 Underline the adverb or adverbial phrase in each simple sentence.
Then write which type it is. Always ask How? When? and Where?
Manner/ Place/Time/Quality
a They landed the capsule on the moon.
b Before take-off, the crew waved goodbye.
c The crew manned the spacecraft with great skill.
d The mission was monitored from Earth.
e They completed the mission successfully.
f Two months later they returned.
Practice
2 Add an adverb or adverbial phrase of time to each sentence and write it out.
Remember that you can start or end sentences with an adverb or an adverbial phrase.
for a few days right on schedule

at noon rt
from the sta
y
the next da later that week for many month
s
after the mission
a The rocket blasted off.
b He captained the crew.
c They returned to Earth.
d The capsule touched down.
e The crew celebrated.
34
2.4 Then and now
Challenge
3 Find the meaning of these root woods.
Then use a dictionary to find words related in meaning.
Prefix Meaning Related words

a ultra
b co
c dis
d circum
e mal
f re
g trans
h hemi
i de
j aero
2.4 Then and now

Focus
1 Read part of a blog by an astronaut on the ISS. Highlight the informal language.
Blog About Home

Well, it has been a busy week on the ISS!
The main event was the arrival of the
Progress resupply craft. The long wait was so
worth it. Once the spacecraft was secured,
we equalised the pressure and cracked open
the hatch. ‘Gorby’ (our nickname for the
Progress) was overflowing with exciting
goodies. Not only did we get fresh food like
apples, tomatoes and oranges (I just love
that smell), but also chocolate – lots of it! It’s
great to eat fresh food again, I automatically
feel healthier.
Everyone took a little time to themselves to
There were cards and gifts from FFF sit back, read and enjoy the news (though
(family, friends and fans) back home. old) from home.
35
2 Exploring space
Practice
2 Compare a blog and a private diary. List the similarities and differences.
Private journal – keep out! Blog
Audience
Purpose
Language
Layout
Topics
covered
Challenge
3 Read these social media posts from space then make up some of your own.
You can use informal language techniques like contractions, exclamations,
colloquialisms and expressions.
You may not use incorrect spelling and punctuation.
Amazing day MY turn to clean Trying to exercise is Rather tired of the

in space – saw the space station. always a challenge. same old supper.
the Earth from a You’d be so proud Wish I could run Missing those
serious bird’s-eye- of me! around the block . . . home-cooked
view. meals.
36
2.5 and 2.6 Blogging
2.5 and 2.6 Blogging

Focus
1 Complete this weekly planner to show the things you might do as
an astronaut on the ISS, on the ground or under the ocean! You might like to do
some research to find out more about things astronauts do.
Day Activity
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
Sunday
Practice
2 Choose one day and plan a blog describing Create a new blog entry
what you did. Include your personal
thoughts and opinions. Afterwards, check
and edit your work using a dictionary to
check your spelling.
• Use friendly, conver

sationa l
and informal language.
• Include information
an d some
specialised vocabulary.
• Share observations,
descriptions,
personal views, opinion
s and
reflections.
37
2 Exploring space
Challenge
3 Design your own blog page and write your
blog in neat handwriting (or use a computer).
Your
Me TITLE
Personal Blog here
Blogger Templates
Home
Free download
s
About me Blogger Templates

Gallery
Choose your

Friends
templates
Blogger Templates

Contact me
ad
Downlo
tes
Templa
My blog …
Me
My Holidays
My pets
My friends
My hobbies
templates
Title
38
2.7 Interviews
2.7 Interviews
Focus
1 Read an interview conducted by learners at school with an astronaut on the ISS.
a Are these questions open or closed?
Hi Chris, my name is Rui. Can you tell us what happens to your waste
water on the ISS?
Hi Rui. Our water on the ISS is recycled and re-used. We collect it in
plastic bags, standard refuse around here! And it gets processed through
a special system. So we re-use it the next day!
My name is Carlos. If you could change a part of the design or layout
on the ISS, what would it be?
That’s a really good question, Carlos. I would definitely add more
windows. We have a couple here and I’m looking down on Earth as we
speak, but I think you can never have enough windows.
Hello Chris! My name is Cindy. I’d like to know if there are ever any
misunderstandings between the ISS crew members?
That’s an interesting point, Cindy. Misunderstandings are usually
language-related because we have to communicate in other languages.
We might get our words mixed up or say something that doesn’t make
sense. This can actually be quite funny.
Hi, my name is Sam. What do you do in your spare time on the ISS?
Hi Sam. Our personal space on the ISS is about the size of a refrigerator,
so our activities are limited. I really enjoy looking out of the window,
chatting to my family once a day and spending time with the crew.
b Write three of your own questions to add to this interview.
39
2 Exploring space
Practice
2 Rewrite these ‘closed’ questions as ‘open’ questions.
a Do you feel happy about your success?
b Do you like taking off?
c Do you enjoy your work?
d Would you like to go into space again in the future?
e Do you eat normal meals in space?
f Would you advise young people to become astronauts?
40
2.7 Interviews
Challenge
3 Research an astronaut and complete the following interview sheet.
Interviewer: Interviewee:
Introduction: Today I am interviewing
who is
Some personal background:

Q1:
Q2:
Information about their job:

Q1:
Q2:
Some light-hearted details

and thoughts:
Q1:
Q2:
Conclusion:
41
2 Exploring space
2.8 Biographies
Language focus
Biography Autobiography
Third-person narrative: Another person First-person narrative: Someone gives
gives an account of someone else’s life. a personal account of their own life.
The language may be positive or The language is likely to be positive.
negative. Common pronouns: I, we, me, us, mine,
Common pronouns: he, she, it, they, ours
him, them, his, hers, theirs
Focus
1 Skim a biography for the main ideas. Identify:
a the headings, dates, key words and picture
b the narrative voice (first or third)
c the main tense (past, present or future)
d the type of text (fiction, non-fiction,
formal or informal).
Galileo Galilei
Galileo Galilei was born on 15 February 1564 in
Italy. His observations of our solar system and the
Milky Way sparked the birth of modern astronomy.
After studying the newly invented ‘spyglass’, a
device that made far objects appear closer, Galileo
developed his own improved version. He became
the first person to record his observations of the
skies using this early telescope. He was soon able
to prove that the moon was not a smooth sphere,
as many believed, but that the surface had
mountains and valleys (or craters) just like Earth.
42
2.8 Biographies
He observed that Jupiter had four moons orbiting it and that the Milky Way galaxy is made up of
countless individual stars. He used the telescope to prove that the Earth revolved around the sun
and was not the centre of the universe after all!
Galileo’s beliefs made him unpopular with the authorities at the time and he was placed under
house arrest until his death in 1642. Today he is famous for his work not only in astronomy but
mathematics, physics and philosophy.
Practice
2 Scan for details. Answer questions on the biography.
a What nationality was Galileo?
b Add a circle the correct option in this sentence:
Galileo lived over 300 / 400 / 500 years ago.
c What instrument did Galileo change and develop?
d How did this instrument help his research?
e Make a list of five ‘firsts’ in Galileo’s research.
43
2 Exploring space
f Which common beliefs did his research challenge?
g What was the reaction to his findings?
h What fields of study did Galileo contribute to?
Challenge
3 Compare an extract from Galileo’s autobiography. In the table, list the similarities and
differences between this autobiography and the biography in Activity 1. Comment on
style, purpose, tense, layout and language.
After I heard about the spyglass, I knew it was the answer to my research. I soon
figured out how it worked and I built my own improved version. In 1609, I began
recording observations of the sky and discovered that the moon has mountains
and valleys just like the Earth. I also discovered that the moon is not a star and that
Jupiter has four moons.
Autobiography Biography
44
2.9 Add details
2.9 Add details

Language focus
A clause is a group of words with a finite verb. A clause can stand alone
as a simple sentence (main clause), or it can join other clauses or
phrases to form compound or complex sentences. Some clauses depend
on the main clause for meaning (e.g. adverbial clauses).
An adverbial clause acts as an adverb. The entire clause modifies the main
verb to express when, where, how, how much or under what condition.
when they land, where it crashed, as it begins, because she works hard, although
he tried
Adverbial clauses come at the beginning or end of a complex sentence.
adverbial clause
The astronaut returned home after she completed the mission.
After she completed the mission, the astronaut returned home.
When the adverbial clause starts the sentence, it is handy
to use a comma to help make sense of the sentence.
Focus
1 Identify the adverbial clause in each sentence. Re-order it and write it out.
a The crew disembarked after the capsule landed safely.
b When everyone was ready, they began the countdown.
c She will become an astronaut when she has finished her studies.
d Although he studied the manual, he failed the test.
e Before he left, he waved goodbye.
45
2 Exploring space
Practice
2 Write complex sentences by matching the adverbial clauses to the correct
simple sentences.
Yuri Gagarin was the first person and orbit the Earth
to enter space
Timothy Peake went into space but people didn’t believe it
Copernicus claimed the Earth with the telescope he developed

orbited the sun
Astronauts are able to live in before the first human went into
space space
Galileo proved Copernicus’s theory because he was the first person

correct on the moon
The first artificial satellite was since the development of space

launched stations
Neil Armstrong became a famous once his training was complete

astronaut
46
2.10 Tackle tenses
Challenge
3 Write five of your own complex sentences using adverbial clauses to add detail.
2.10 Tackle tenses

Language focus
Regular past tense verbs get –ed Irregular verbs change

call – called feel – felt
play – played fly – flew
stop – stopped swim – swam
waste – wasted think – thought
The past tense can also be formed using the verb to have as a helping verb.
The helping verb agrees with the subject. (I have, we have, you have, she has,
he has, it has, they have.)
Examples:
He has walked on the moon.
subject helping verb past participle
I have thought about becoming an astronaut.
47
2 Exploring space
Focus
1 Underline the verb in each sentence. Identify and tick (ü) the correct tense.
Past Present Future
a They were the first people in space.
b She is well-prepared for her first mission.
c Early astronomers knew something was out there.
d He will train in the Italian Air Force Academy.
e She became a fighter pilot.
Practice
2 Rewrite each sentence using the past tense of the regular verbs in brackets.
a He (gain) fame as a young astronomer.

b Laika (travel) in a spacecraft known as Sputnik 2.

c In school, Yuri (love) mathematics and physics.

d After school, he (discover) a love of flying.

e Later, he (join) the Soviet Air Force.
48
2.10 Tackle tenses
3 Find the past tense form of these irregular verbs in the wordsearch.
begin dream Z V N A Z P Z B O W D V H V A
keep teach L O T X A W L A N I I R E U U
come feel N V M D D F Z H A F X Z T V G
ride think O R E G I E R S J U O R S B Z
choose fly B N N R D L B Y U R E W M L R
rise wear E X D P T T D D F E E U W M V
do freeze G A R T Q A N W D L A C D D Q
say wind A L A E H U K O F Q T K K W D
drink have
N K N E O O R O J E G V F R R
speak write
C R K W Q W U K E P T E X O E
D H O J L O A G G Q K H E T A
R C O S M R V S H O W M I E M
X K V S E E I P P T A G I M T
A A I S E I E S D C V N X K V
N S P M K T A U G H T G M P B
Challenge
4 Complete five sentences in the past tense using the helping verb to have.
a I
b They
c She
d It
e We
49
2 Exploring space
2.11 and 2.12 Write a biography

Focus
1 Interview an adult family member or friend to find out about their life.
Use the following questions (and add more of your own) to make notes
about the person.
What do you remember

about your childhood?
Where did you go to
school and what did you
enjoy most?
What did you do after school?

What are you most proud of?
What interests do you have? What are your future

goals?
50
2.11 and 2.12 Write a biography
Practice
2 Create a timeline of your interviewee’s life.
Note the main events with dates and key words.
51
2 Exploring space
Challenge
3 Plan and write a biography. Choose a heading for each section.
Early life Personal d

etails Education
• sections with heading
s
• formal language
Career
Interests Achievements • the correct tense fo
r
each section
• third-person narrativ
e
Name:
Dates:
52
3 Reflections
3.1 Like and as
Language focus
A simile compares things by using the words like or as.
Examples: It’s like an oven in here. It’s as hot as an oven in here.
Focus
1 Complete two similes for each comparison – one positive image and
one negative image. You can write more than one if you like.
Comparison Positive image Negative image

As cold as an ice cream a dead fire
a As dry as
b As wet as
c As loud as
d As certain as
e As empty as
Practice
2 Read the first few lines of a poem about comparisons.
Notice the structure, language and rhyming patterns.
Write your own six lines to add to this poem, keeping to the same structure.
53
3 Reflections
Comparisons
As wet as a fish – as dry as a bone;
As live as a bird – as dead as a stone;
As plump as a partridge – as poor as a rat;
As strong as a horse – as weak as a cat;
As hard as a flint – as soft as a mole;
As white as a lily – as black as coal.
Traditional
Challenge
3 Things that are similar can also be different.
Read the similes in the table and:
a find the similarities
b identify what makes the two things different
c add two of your own examples.
Simile Similarities Differences

A lake is like a giant’s both water one is large, one is small
swimming pool.
A star is like a diamond.
54
3.2 Imagine with metaphors
Simile Similarities Differences

Snow is like a fluffy
blanket.
Beach sand is like golden
sugar.
A dry leaf is like a sheet of
old paper.
A grassy field is like a
thick, green carpet.

Language focus
A metaphor compares two things by saying or suggesting that
one thing is another thing.
Example: A diamond is love.
You can change similes to metaphors by removing the words like or as.
Example: The sea is like a hungry dog. The sea is a hungry dog.
Focus
1 Change these descriptions from similes to metaphors by removing
the words like or as and using is or are.
Example: T
he sea is like a large dog lapping the shore.
The sea is a large dog lapping the shore.
55
3 Reflections
a The duck is like a cork on the water.
b She was as graceful as a swan on the stage.
c The penguins look like smartly dressed gentlemen.
d The snow was like a blanket covering the land.
e The children were as busy as bees.
56
Practice
2 Identify the metaphors in the sentences.
Say which two things are being compared in each case.
a My baby sister is an angel.
b Life is a journey.
c The meeting was a circus.
d Time with my friend is food for the soul.
e An idea floated into my head but it popped before I could keep it.
Challenge
3 Write a few of your own metaphors for the following topics.
a The sun
b The moon
57
3 Reflections
c The Earth
d Life
e Homework
3.3 Haiku
Focus
1 Use a thesaurus to find synonyms that have a different number of syllables.
Write them in the table.
Four or more
One syllable Two syllables Three syllables
syllables
bleak gloomy desolate melancholy
proud
sad
same
rich
58
3.3 Haiku
Practice
2 Read this haiku example and make notes about it below.
A hot day
Bright summer morning
Getting hotter and hotter . . .
Is the oven on?
a The theme of the poem:
b The lines and syllables:
c The literal language:
d The figurative language:
e The punctuation:
Challenge
3 Choose your own words for a haiku about summer and then
write it out. You can use the ideas provided in brackets.
Summer days
Line 1: (warm, hot, burnt, bright) summer (morning, daybreak, sunrise)
Line 2: (sizzling, fiery, burning, roasting, scalding, scorching) sun up (already, so early, before me)
Line 3: (Eternal spotlight, Cruel tormentor, Miracle maker, Ruler of the sky)
59
3 Reflections
3.4 Create a haiku

Focus
1 Write the last line of this haiku.
Create a metaphor with five syllables. Illustrate it.
Volcano
Boiling, hot lava
Bubbles beneath the Earth’s crust
60
3.4 Create a haiku
Practice
2 Plan your own haiku. Choose
something from nature, for example
an animal, weather, a natural
disaster, a sunset or a view from
your window.
Haiku topic:
Literal description Figurative description
3 Write your haiku using the 5-7-5 syllable pattern.

Check it, edit it, improve it and write it out neatly.
First draft Final
61
3 Reflections
Challenge
4 Write a haiku for each season of the year. Illustrate them.
SPRING SUMMER
AUTUMN WINTER
62
3.5 Personification in poems
3.5 Personification in poems

Language focus
Personification is an indirect way of comparing non-living things with
humans, giving human qualities to non-human things. Personification
and metaphors are similar because they compare things indirectly.
Personification gives figurative rather than literal meaning for example.
Example: Spring danced in the sun’s rays. Summer slept lazily on a bed
of blossoms. Autumn fretted about nervously. Winter arrived without
warning, demanding my attention.
Focus
1 Match each topic to an appropriate image comparing it to a person.
Mist greets the dry earth.

Rain peeps out from behind the clouds.
The sun a regular night-time visitor.
The wind silently steals my view.
The moon never sleeps.
The sea plays with the fallen leaves.
Practice
2 Change the personality of the examples in Activity 1 by using different
personification images.
Example: Mist wraps its cold arms around me.
a Rain
b The sun
63
3 Reflections
c The wind
d The moon
e The sea
Challenge
3 Choose one of the topics from Activities 1 and 2.
Write a short, personification poem beginning each line with I.
Use the first line of the poem by Dionne Brand to inspire you.
Wind
I pulled a hummingbird out of the sky one day
64
3.6 Practise and perform
3.6 Practise and perform

Focus
1 Make a list of five criteria that are important when performing a poem
(or reading it aloud).
Practice
2 Write notes on a poem to remind you how to use expression,
tone and body language when performing.
Use highlighters or coloured pens or pencils to make your notes.
Wind
I pulled a hummingbird out of the sky one day I lifted a straw hat and sent it flying,
but let it go, I broke a limb from a guava tree,
I heard a song and carried it with me I became a breeze, bored and tired,
on my cotton streamers, and hovered and hung and rustled and lay
I dropped it on an ocean and lifted up a wave where I could.
with my bare hands,
I made a whole canefield tremble and bend Dionne Brand
as I ran by,
I pushed a soft cloud from here to there,
I hurried a stream along a pebbled path,
I scooped up a yard of dirt and hurled it
in the air,
65
3 Reflections
Challenge
3 Practise reading or performing a poem aloud in front of a mirror and
then in front of an audience.
66
4 Telling timeless
tales
4.1 Make predictions about a
classic tale
Focus
1 Re-read the book blurb for The Jungle Book from Session 4.1 in the Learner’s Book.
The Jungle Book

The Jungle Book by Rudyard
Kipling was written in 1892.
The book is full of tales
of Indian jungle animals,
Bagheera the panther, Baloo
the bear, Shere Khan the evil
tiger and Kaa the python,
among others, and Mowgli, The Jungle Book
the man-cub (boy) fostered
by wolves after Bagheera
saved him from Shere Khan as a baby. The stories follow Mowgli’s
fearless adventures while learning the Law of the Jungle from Baloo
and Bagheera. In the end, he learns that he is truly Man and not a wolf.
Mowgli gradually becomes a brave hero and leader after he learns the
secret of the red flower – fire – something that terrifies the animals, even
Shere Khan.
This famous, much-loved book has been adapted into both plays and films.
Sally Burt
67
a Predict what sort of laws of the jungle Bagheera and Baloo taught Mowgli.
Make a list.

b Which law would be most useful to you? Give reasons.
Practice
2 Based on the book blurb, predict what Mowgli’s everyday life would be like
compared to yours. How would it be similar and how would it be different?
Similarities Differences
68
4.2 Read some classic literature
Challenge
3 Write a paragraph explaining whether you would enjoy being friends with Mowgli.
I would / would not enjoy being friends with Mowgli because

Focus
1 Re-read the extract from The Jungle Book from Session 4.2 in the Learner’s Book
and answer the following questions.
Mowgli says goodbye

The fire was burning furiously at the end of the branch, and Mowgli struck
right and left round the circle, and the wolves ran howling with the sparks
burning their fur. At last there were only Akela, Bagheera, and perhaps ten
wolves that had taken Mowgli’s part. Then something began to hurt Mowgli
inside him, as he had never been hurt in his life before, and he caught his
breath and sobbed, and the tears ran down his face.
“What is it? What is it?” he said. “I do not wish to leave the jungle,
and I do not know what this is. Am I dying, Bagheera?”
69
“No, Little Brother. Those

are only tears such as men
use,” said Bagheera. “Now
I know thou art a man, and
a man’s cub no longer. The
jungle is shut indeed to thee
henceforward. Let them fall,
Mowgli; they are only tears.”
So Mowgli sat and cried as
though his heart would break;
and he had never cried in all
his life before.
“Now,” he said, “I will go to men. But first I must say farewell to my mother”;
and he went to the cave where she lived with Father Wolf, and he cried on
her coat, while the four cubs howled miserably.
“Ye will not forget me?” said Mowgli.
“Never while we can follow a trail,” said the cubs. “Come to the foot of the
hill when thou art a man, and we will talk to thee; and we will come into the
crop-lands to play with thee by night.”
“Come soon!” said Father Wolf. “Oh, wise little Frog, come again soon; for
we be old, thy mother and I.”
“Come soon, said Mother Wolf, “little naked son of mine; for, listen, child
of man, I loved thee more than ever I loved my cubs.”
“I will surely come,” said Mowgli; “and when I come it will be to lay out
Shere Khan’s hide upon the Council Rock. Do not forget me! Tell them in
the jungle never to forget me!”
The dawn was beginning to break when Mowgli went down the hillside
alone to the crops to meet those mysterious things that are called men.
Rudyard Kipling
a Why did the wolves run howling away from Mowgli?
70
b What does Mowgli say he must do before he leaves the jungle?
c What nickname does Father Wolf use for Mowgli?
Practice
2 Answer the following questions.
a Why do you think Mowgli is so upset?
b What tells Bagheera that Mowgli is truly a man and not a man’s cub any more?
c How much did Mother Wolf love Mowgli?
d What does Mowgli mean when he says that when he comes again it will be to it
will ‘be to lay out Shere Khan’s hide upon the Council Rock’.
Challenge
3 Write a paragraph explaining what you think it will be like for Mowgli to leave the
only life he has known and rejoin the world of people.
71
4.3 Develop your language skills

Language focus
Standard English – sentence subjects and verbs
• The subject of a sentence means who or what is being, having or
doing the action.
• The verb must agree with the subject: if the subject is singular,
so is the verb; if the subject is plural, so is the verb.
Singular subjects Plural subjects

I we
you you (can be singular or plural, depending on context)
he/she/it they
Example: Shere Khan challenges Akela.
(singular subject = Shere Khan = he)
Mowgli and the wolves defend themselves.
(plural subject = Mowgli and the wolves = they)
Either/or and neither/nor can be tricky!
Either/or and neither/nor are singular if each subject is singular or
plural if each subject is plural:
Either Shere Khan or Akela is stronger. Neither the wolves nor the jackals
are howling.
(= Either Shere Khan is stronger or Akela is stronger.
Neither the wolves are howling nor the jackals are howling.)
72
4.3 Develop your language skills
Focus
1 The subject of the sentence is who or what the sentence is about.
The subject can be singular (one) or plural (many).
After each subject, write S if it is singular or P if it is plural.
a Animals in the jungle obey the laws of the jungle.
b Bagheera was strict with Mowgli.
c The cubs were upset that Mowgli was leaving.
d Wolves live in packs with one wolf as the leader.
Practice
2 In standard English, the verb must always agree with its subject.
Circle the correct verbs in these sentences.
a Mowgli (was / were) telling Baloo about his day.
b Who (is / are) Shere Khan and why (is / are) the wolves scared of him?
c Bagheera and Baloo (is / are) both Mowgli’s teachers.
d The jungle (is / are) a dangerous place to live.
Language focus
When a sentence has either/or or neither/nor, the verb agrees with
the closest subject.
Examples:
Either the teacher or the pupils are right.
Either the pupils or the teacher is right.
Challenge
3 Circle the correct verbs in these sentences.
a Neither the wolves nor Mowgli (was / were) afraid.
b Either Akela or his wolves (was / were) ready to defend Mowgli.
c Neither Mowgli nor Bagheera and Baloo (was / were) ready for what happened.
d Either all the animals or just Mowgli (was / were) ready to face Shere Khan.
73
4.4 Develop a viewpoint

Focus
1 Read the following extract describing Mowgli and his life.
Mowgli
He grew up with the cubs, though they,
of course, were grown wolves almost
before he was a child. And Father
Wolf taught him his business, and the
FPO
meaning of things in the jungle, till
every rustle in the grass, every breath
of the warm night air, every note of
the owls above his head, every scratch
of a bat’s claws as it roosted for a while
in a tree, and every splash of every
little fish jumping in a pool, meant
just as much to him as the work of his
office means to a business man. When
he was not learning he sat out in the sun and slept, and ate, and went to sleep again.
When he felt dirty or hot he swam in the forest pools; and when he wanted honey
(Baloo told him that honey and nuts were just as pleasant to eat as raw meat) he
climbed up for it, and that Bagheera showed him how to do.
Bagheera would lie out on a branch and call, “Come along, Little Brother,” and at first
Mowgli would cling like the sloth, but afterward he would fling himself through the
branches almost as boldly as the gray ape. He took his place at the Council Rock,
too, when the Pack met, and there he discovered that if he stared hard at any wolf,
the wolf would be forced to drop his eyes, and so he used to stare for fun.
At other times he would pick the long thorns out of the pads of his friends, for wolves
suffer terribly from thorns and burs in their coats.
Rudyard Kipling
Glossary
gray American
spelling of grey
74
4.4 Develop a viewpoint
a Write five adjectives that could be used to describe

Mowgli based on this extract.
b What comparison does the author draw to tell the reader how
important the sights and sounds of the jungle were to Mowgli?
c How does the author show that kindness was part of Mowgli’s personality?
Practice
2 a hat is the significance of Mowgli discovering that wolves had
W
to drop their eyes if he stared at them? Tick (ü) the correct box.
It shows he has a scary stare.
It shows he can last longer without blinking.
It shows he has power over the wolves.
It shows he is better than the wolves.

b Give a reason for your answer.
75
Challenge
3 Write a paragraph to explain how the author shows that Mowgli
leads a carefree life.
4.5 Build a short screenplay

Film scripts often have very few directions on how to speak and act.
The actors add notes when they start working through the script with a director.
How to speak: tone, expression, pace, volume
How to act: body language, gestures, expression, position, movement,
action with other characters
76
4.5 Build a short screenplay
Focus
1 Read the beginning of a script for an adventure story and add your own production
notes on how you would act the conversation – imagine you are the director.
Ravi: (playful – teasing Leela)

Come on, Leela. You can’t chicken out now.
Ssshh! Don’t speak so loudly – what if someone
Leela:
hears us?
Ha! There’s no one around here ... Wait.
Ravi:
What was that? Was that you, Leela?
Leela: No – I thought that was you. Are you still so
sure there’s no one else around?
Practice
2 Add the next part of the dialogue, including your production notes.
Ravi: ( )
Leela: ( )
Ravi: ( )
Leela: ( )
Challenge:
3 Practise performing your script as a solo performer.
Remember to speak and act differently for each character.
Add more words, expressions or production and speaking below if it helps.
77
4.6 Explore your knowledge of

classic tales
Focus
1 Some nouns have a male and a female version of the same word,
like god and goddess. Draw a line linking each noun to its partner.
a duchess prince
b sultana emperor
c empress duke
d countess sultan
e princess count
Some words are used for

both men and women even if there is also a
different female form, like actor (actress) and hero
(heroine). They have become like these words:
teacher, doctor, dentist, pharmacist. Can you
think of any others?
2 Some animals have completely different words for males and females.
Ask students to draw lines connecting the two matching animals.
stallion gander goose ram buck

mare heifer ewe
hen doe cockerel/ro

oster sow
boar
bull duck
drake
78
4.6 Explore your knowledge of classic tales
Practice
3 Write the missing male or female partner for each of these nouns.
a he e aunt
b niece f queen
c son g husband
d brother h mother
4 Check your spellings are correct by using a dictionary.
Challenge
5 Many gods and goddesses appear in Ancient Greek myths and legends. Each one had a
special role. Do your own research and match each god and goddess to his or her role.
a Hephaistos war and wisdom
b Aphrodite love
c Artemis war
d Apollo fire, volcanoes, blacksmiths
e Ares sun, music, poetry, dance
f Athena hunting and the moon
6 Research the answers to these questions.
a Which of the gods and goddesses were twin brother and sister?
b Which god/goddess was supposed to have come out of Zeus’s head?
c Which of the gods/goddesses were Zeus’s children?
79
4.7 Explore the text

Language focus
First person: when the writer talks about herself or himself (I, we)
Third person: when the writer talks about something or someone else
(he, she, it, they)
Focus
1 Read the sentences and write the correct narrative person (first person or third person).
a I love reading myths and legends before I go to bed.
b Zeus is the ruler of the gods on Mount Olympus.
c Many of the Greek gods also have Latin names.
d We had to research our favourite legend.
e I collect myths from all around the world.
f Lucas and Anoushka volunteered to read to Class One.
Practice Imagine you are

Narcissus and you are telling
2 Rewrite this extract from
someone what happened.
a story in the first person.
One day, Narcissus was walking by the river when he suddenly felt thirsty. As he
stooped down to drink, he caught sight of the most beautiful face looking back at him
and he immediately fell in love with the person in the river. But every time he reached
out to take the hand of the river person, it disappeared as soon as he touched the
clear, still water. Narcissus vowed never to leave his new love ...
80
4.6 Explore your knowledge of classic tales
Challenge
3 Write an account of what you have done today in the first person.
Writing tip
Try to speak as you think Narcissus would have done as

an Ancient Greek god. For example, he vows rather than
promises. What other ‘legendary’ words might he have used?
81
4.8 Direct and reported speech

Language focus
Direct speech records the actual words the characters say.
When someone reports what someone else said, we call it reported or
indirect speech.
Direct speech Indirect speech
Zeus announced, ‘This is my mountain.’ Zeus announced that it was his mountain.
‘You are in Ancient Greece,’ said Zeus. Zeus said that we were in Ancient Greece.
Focus
1 Write these conversations in direct speech. Invent your own names.
Use a range of verbs to show how the words are said.
‘Where are you going?’ asked Kim.

I’m going to the
Where are library.
you going?

I’d like a book of

What sort of book myths and legends.
will
you take out?

Great minds
That’s odd! I took think alike!

one out today.

82
4.8 Direct and reported speech

I like working out
I always enjoy a
who did it!
good thriller.
Practice
2 The school asked you to interview three people to find out their favourite books.
Rewrite what each person said in reported speech.
Mrs
Lowe
I always enjoy a good

thriller. I like working out
who did it!

Nasrin
I like books about real life.
They can help us know how
to act in different situations.

Mr Sevundra
At the end of a hard
day’s work, I enjoy a book
that will make me chuckle.

83
Challenge
3 Read the sentences and write the actual question asked.
We use the word
that to help us report
a I asked my teacher if what others say, but
she enjoys reading not for questions.
myths and legends.
b The librarian asked

whether I would like to
borrow a book.
c The teacher asked me

how I was feeling.
4 Circle the word in each sentence in Activity 3 that showed a question

was being reported.
5 Write these questions in reported speech using the linking words in the boxes.
how what where why

if when whether
Example: ‘Is this story a myth?’ asked Jed. Jed asked if this story was a myth.
a ‘Where did the Olympian gods live?’ asked the teacher.
b ‘Why did Medusa turn people to stone?’ Anwar asked.
c Jasper asked, ‘Is Hercules one of the gods?’
84
4.9 Check your knowledge
4.9 Check your knowledge

Language focus
Nouns are naming words for people, places and things.
There are four types of nouns:
1 Common nouns: These name animals, objects and things,
e.g. leopard, hut, jungle.
2 Proper nouns: These name specific people and places and start
with a capital letter, e.g. Hugh Tracey, The Taj Mahal, Malaysia.
3 Abstract nouns: These name things we cannot see, touch, hear, taste,
or smell. They are something we experience like an idea or an emotion,
e.g. happiness, freedom, generosity.
4 Collective nouns: These name groups of things or common nouns,
e.g. a swarm of bees, a pack of cards, a flock of birds.
Focus
1 Write the type of noun that abstract common
collective proper
describes the underlined word.
a She gave me six lollipops.
b I would like to live in Jakarta.
c Did you see the gaggle of geese in the yard?
d I think honesty is always the best policy.
e I will take the train to Kilwara School.
Practice
2 Write the proper nouns that can be formed from these proper adjectives.
a Indian b Chinese
c Turkish d Slovak
e Norwegian
85
Challenge
3 Write the abstract nouns that can be formed from these adjectives.
a jealous
b honourable
c disgusting
d polite
e angry
4.10 Work with words

Language focus
Quantifiers are words or groups of words that appear before a noun,
indicating a non-specific quantity. They can be used with countable
and uncountable (mass) nouns.
With uncountable nouns With countable nouns

e.g. flour, pepper, earth, mud, tea, rice e.g. eggs, chairs, snakes, houses, shoes
much many
a little / little / very little a few / few / very few / fewer
a bit of a number of
a great deal of several
a large amount of a large number of
a large quantity of a great number of
less a majority of
Both: all, enough, more/most, less/least, no, some, any, a lot of, lots of, plenty of
86
4.10 Work with words
Focus
1 Circle the correct quantifier in these sentences.
a Have you got much / many money?
b There are fewer / less leaves on the trees now.
c I poured a large quantity / number of sand into the sandpit.
d There is very little / few water in the jug.
e Many / Much people enjoy ice cream.
Practice
2 Choose a suitable quantifier for each of these sentences.
any many some

little much
a There aren’t biscuits in the cupboard.
b You shouldn’t eat so fruit.
c We had hope that our team would win.
d There aren’t visitors today.
e Aaron has bought comic books.
Challenge
3 Use each of these quantifiers in a sentence.
a bit of fewer much

a number o less
f
87
4.11 and 4.12 Write your own

classic tale to tell
Focus
1 Classic tales like myths and legends often start in a traditional way
to show they are set in a distant time or place.
Brainstorm five more ways to begin a classic tale.
You can include some you already know, but invent at least two of your own.
Example: Long, long ago, before history books were written ...
a
b
c
d
e
Practice
2 Classic tales often have dramatic moments. Writers can use text features
to help the storyteller tell the story in a lively, exciting way.
Plan to use some of these ideas to make this short legend more exciting.
88
4.11 and 4.12 Write your own classic tale to tell
Robert the Bruce, king of Scotland, had just lost Features of classic tales
another battle against the English. He was hiding in
a cave wondering what to do next when he noticed a • Repetition of words,
spider spinning her web. Six times the spider tried to phrases or sentences
reach the other side and failed each time. Would she
• Capitalised words
try again? Add repetition: Get ready, leap, FLUNK! X3
• Exclamations and
Once more, the spider got ready and the seventh
exclamation marks
time she succeeded. Robert leapt up shouting,
‘If the spider can try again and again, so can I.’ • Invented words and
onomatopoeia
Planning ideas:
89
Challenge
Rewrite the short story using your opening from Activity 1 and planning ideas
from Activity 2 to make it more exciting.
90
5 Tell me how
5.1 Gather facts
Focus
1 Identify five facts in the following interview. Write them out using key words only.
All about salt

What is salt?
Salt is a mineral made up of sodium and chloride – properties that all life
depends on. Common salt is also known as table salt.
Where does salt come from?

There are two main sources of table salt – sea water and rock salt found in
the ground.
How is it obtained?
Salt can be extracted by a process of evaporation (when water is removed)
or by mining.
Why was salt so valuable?

In ancient times, before fridges, common salt was very valuable for its ability
to preserve food – and thus develop civilisations. It was not easy to get salt. In
fact, wars were fought over salt. In those days, salt was more valuable than gold.
Roman soldiers were given an allowance called a salarium to buy table salt.
What other uses does salt have?

Salt can soothe a bee sting, smother a grease fire in the kitchen or remove a
food stain if it is rubbed onto the fabric and soaked before washing. Salt can
melt ice. A mixture of salt and grit is spread on icy roads to make them safer.
Is salt good for you?

Salt is essential for good health, but too much of it is bad for you. There are
different types of edible salt. Common table salt is highly processed and not as
healthy as pink table salt.
Debbie Ridgard
91
5 Tell me how
Five facts about salt:
Practice
2 Summarise the information about salt in a mind map.
Write the main headings and key words only.
92
5.2 Read instructions
Challenge
3 Use your factual knowledge of salt to explain the meaning of these idiomatic expressions:
a b
She’s the salt He’s worth
of the earth. his salt.
a
b
4 Find two other expressions that use salt and explain what they mean.

Language focus
Style is the way a text is written. The style must fit the purpose of the text.
A personal style An impersonal style
informal, chatty, relaxed formal, concise, clear

colloquial words specialised vocabulary
contractions (I’ve, it’s) avoids slang or contractions
first-person pronouns (I, me, mine) uses second- and third-person
pronouns (you, it, they)
93
5 Tell me how
Focus
1 Read the instructions. Put the steps into the correct order by numbering them from 1 - 8.
How to make f izzy bath balls
What you need

Handy tips
Dry ingredients: 2 tablespoons
•
of citric acid; 2 tablespoons of Use gloves to protect
corn flour; 4 tablespoons of your hands from the food
bicarbonate of soda colouring and oil.
Wet ingredients: 3–6 drops of

• Vegetable oils include:
food colouring; ¼ teaspoon coconut oil, avocado oil
of fragrance oil; 3 tablespoons or palm oil
of vegetable oil
Method
Add a few bath balls to your bath or wrap them up and use them as gifts.
Add the wet ingredients into the dry ingredients.
Mix the dry ingredients.
Leave for 24 hours to fully dry.
Mix together well.
Place the balls onto wax paper to dry.
Store the bath balls in a sealed container.
Mould the mixture into balls.
94
Practice
2 Analyse the language of the instructions in Activity 1. Identify the following:
a The style:
b Specialised vocabulary:
c Second- or third-person pronouns:
d Command verbs:
Challenge
3 Design your own instruction template and use it to write out the
instructions in Activity 1. You can include missing items like ‘equipment’.
Title: :
Date:
Name:
Date:
Title Title:
d:
younee
1
: ttyou
Date:
Wha
Wha Date:Step
Name:
Title: Title need: Date:
Title:
Title:
What you need: 1
Date: StepStep
Name:
Title: 1
Materials Needed:
Title:
Materials Needed: Step 2
Materials Needed: Step 2

Step 2
Whattto
Wha do
todo
Instructions:
1. 1.1.t to do
Wha
Instructions:
Step 3
1. 1.
2.
Instruc tions: 2.2. Step33
Step
1.
2. 2.
3. 3.
3.
Step 4
2.
3. 3. 4.
4.
4.
Step 4
Step 4
5.4. 5.
3.
4.
4. 5.
95
5 Tell me how
5.3 Be clear and direct

Language focus
A simple sentence has one finite verb, a subject (the person or thing doing
the action), and usually an object (what has the action done to it).
Example: The children make salt crystals.
subject verb object

Instructions look as if there is no subject because the subject word
is not always included, only implied.
Example: (you) Close the door.
implied subject verb
A compound sentence (which could be a command or instruction) is formed
when two simple sentences are joined.
Example: Wash your hands...
Wash your face. = Wash your hands and your face.
Focus
1 Write the correct command verbs in these sentences. Then number the
steps to show the correct order for: How to remove salt from water.
Leave Cover Stand Mix

Wait Place
the bowl with plastic wrap, not too tightly.
it in the sunshine for a few hours.
to see what happens.
the pebble on the plastic wrap so that it dips towards

the drinking glass.
a drinking glass in the centre of the bowl.
salt and water in a large bowl.

96
5.3 Be clear and direct
Practice
2 Rewrite this paragraph, replacing the subject in each sentence with
the third-person pronoun it.
Salt is useful for various purposes. Salt is obtained through evaporation or mining.
Long ago, salt was extremely valuable. Today, salt is easily available and inexpensive.
Challenge
3 Identify the pronoun in these commands. Say what the pronoun is referring to.
Sentence Pronoun Refers to
Cover the bowl with plastic and leave it in the

sunshine for a few hours.
Place the pebble on the cling-wrap so that it
dips towards the drinking glass.
Add the salt to the water until it cannot absorb
any more salt.
Stand an empty glass in the bowl and wait for
it to fill with water.
4 Write three of your own commands using a command verb and

a pronoun in each.
97
5 Tell me how
5.4 Nouns count

Focus
1 Use prepositions to answer questions about this picture.
a Where is the bowl?
b Where is the empty glass?
c Where is the water?
d Where is the plastic wrap?
e Where is the pebble?
98
5.4 Nouns count
Practice
2 Use the list of prepositions to make up your own sentences. Draw lines to join the words.
Subject + verb Preposition Object
She lives on you.
I’m looking in the table.
The book is for hard work.
The dish is under before lunch.
She is used to France.
We left before the other book.
Please get off the shops.
I live near the chair.
Challenge
3 Fill in the table with collective nouns.
Use those provided and then add five of your own in each group.
f stars hales
A galaxy o A team of A pod of w
scientists
An army of a
nts
learners
A class of A wad of note
s
People Animals Things
99
5 Tell me how
5.5 and 5.6 Write instructions

and demonstrate
Focus
1 Make a list of criteria you can use to guide and assess these tasks.
Write a set of instructions Demonstrate instructions to an audience
Practice
2 Rewrite the following text as a set of numbered instructions.
Begin each step with the command verb provided.
Some ancient methods of making salt are still used today. To make salt in the
desert, water is poured into large holes to dissolve the salt in the soil. As the
water evaporates, a thin crust of salt crystals forms. The crust is broken over
and over again so that more water can evaporate. The remaining water becomes
thick, salty brine and is packed into large, palm-trunk moulds or pressed into flat
cakes. These are dried in the sun. Salt cakes are then wrapped in palm-fibre mats
and loaded onto camels for distribution to other areas. The good-quality salt is
used to preserve and flavour food while poor-quality salt is fed to animals.
a Pour
b Wait for
c Break
100
5.5 and 5.6 Write instructions and demonstrate
d Pack
e Dry
f Wrap
g Load
h Use
Challenge
3 Stalactites and stalagmites are long, cone-like structures that form
in caves. They hang from the ceiling and grow from the floor. They are
made from minerals dissolved in dripping rainwater.
Write instructions to grow your own stalactites and stalagmites at home,
using the diagram and list of equipment.
Equipment: two jars, warm water, Epsom salts or bicarbonate of soda,

string or wool, two small weights, a plate.
101
5 Tell me how
5.7 Find out more

Focus
1 Make a list of features to describe each type of text.
Information text Explanation text
FPO
CUP to supply
image
Practice
2 Give three features of this type of text.

How the giant crystals formed and how they were discovered
in The Giant Crystal Cave
Firstly, the ground water heated up below the cave. Consequently, the hot water
became saturated with minerals. Over time, this mineral-rich hot water filled the cave.
For thousands of years, the conditions in the cave remained constant. As a result, the
crystals grew to immense sizes. While submerged, the crystals continued to grow.
Recently, when miners drained the water, they exposed
102
5.7 Find out more
the giant crystals. Consequently, the crystals have started to deteriorate.

Since then, scientists are working to preserve them before it is too late.
These days, visitors are allowed inside the cave but only for short periods.
Adapted by Debbie Ridgard
Challenge
3 Answer these comprehension questions to show your understanding of the text.
a How old are the crystals?
b What made the conditions just right for crystals to form?
c What does saturated mean? Give a synonym.
d Find two words in the text that mean the same as very large.
e Who discovered the crystals? How?
f Why are the crystals in danger?
g If you could, would you go inside the cave to see the crystals? Why?
h Do you think it is important to preserve them? What can be done to save them?
103
5 Tell me how
5.8 Make notes

Focus
1 Practise your note-taking skills:
• Skim and scan the text.
• Highlight or underline key words.
How do stalagmites and stalactites form?

Rainwater falls onto the ground and seeps through cracks in limestone rock.
Minerals in the limestone, including calcite, dissolve into the rainwater. When
the rainwater drips through a cave, it leaves some of this calcite on the ceiling
and some on the floor. Gradually the calcite builds up into long cone-shaped
structures hanging from the ceiling (stalactites) and growing from the floor
(stalagmites). Sometimes they meet and form a column. This process happens
very slowly. Stalactites and stalagmites grow 10–15 mm in a hundred years.
Debbie Ridgard
2 Write key words under key headings.

• Organise – choose a suitable graphic organiser.
• Add the key words.
104
5.8 Make notes
Practice
3 Draw a simple diagram of a cave and label the stalagmites and stalactites
to support your explanation.
Challenge
4 Summarise the process in your own words using your notes and diagram.
Write a short paragraph explaining the process.
105
5 Tell me how
5.9 Recall connectives

Language focus
Connectives link words, phrases, clauses, sentences and paragraphs.
You can use one or more connectives in a simple sentence.
You can use one or more connectives to create multi-clause sentences.
Connectives can show Connectives can show Connectives can add and
time and sequence. cause and effect. compare information.
later, meanwhile, before, since, due to, because, and, as well as, moreover,
next, after, then, while, first, so, therefore, thus, most of all, not only, also,
eventually, recently, when, consequently, as a result, including, furthermore,
initially, finally, afterwards hence similarly, equally, unlike
After it was discovered, it The cave is dangerous, Most of all, protect
became famous. therefore be careful. yourself from the heat.
Focus
1 Highlight the connectives in each sentence of this explanation text.
Firstly, the ground water heated up below the cave. Consequently, the hot water
became saturated with minerals. Over time, this mineral-rich hot water filled the
cave. For thousands of years, the conditions in the cave remained constant. As a
result, the crystals grew to immense sizes. While submerged, the crystals continued
to grow. Recently, when miners drained the water, they exposed the giant crystals.
Consequently, the crystals have started to deteriorate. Since then, scientists are
working to preserve them before it is too late. These days, visitors are allowed
inside the cave but only for short periods.
106
5.9 Recall connectives
Practice
2 Explain how stalactites and stalagmites form in caves (see the text in Session 5.8).
Use the cause and effect connectives to create multi-clause sentences.
Rainwater passes Calcite builds up on the

through limestone. because ceiling and the floor.
therefore
rich consequently
The water becomes so Cone-like structures
in minerals. form and grow.
if
Mineral-rich They may meet and

water drips form a column.
through a cave.
Challenge
3 Use the sentences in Activity 2 to write a paragraph about how this
process happens. Try to use your own words.
107
5 Tell me how
5.10 Explain with multi-clause

sentences
Language focus
A simple sentence has one clause. A multi-clause sentence is formed
when you link two or more simple sentences.
A complex sentence has a main clause and one or more dependent clauses.
The dependent clauses are introduced by the following special connectives:
as
because though when unless while
provided
although even if so that

as if
Example: T
hey found the cave [main clause] when they were pumping
water out of the mine. [dependent clause]
If a dependent clause begins a sentence, use a comma to separate it
from the main clause.
108
5.10 Explain with multi-clause sentences
Focus
1 Underline the connective and highlight the main clause in each sentence.
a Ancient crystals formed in the cave because it was full of hot, mineral-rich water.
b You must be careful since you can easily get lost in a cave.
c The giant crystals are dangerous although they are very beautiful.
d You will not survive in the cave unless you wear a protective suit.
e Stalactites may form on the ceiling of a cave if the rock is made of limestone.
f Stalagmites grow from the floor where water drips into the cave.
g Stalactites can break off if they grow too big.
h Stalagmites and stalactites can form a column when they meet.
Practice
2 Reorder the sentences above so that each sentence begins with the dependent clause.
109
5 Tell me how
Challenge
3 Choose a topic and write five complex sentences to explain it.
You can use these ideas:
How plants How snow

How a cell falls The best wa
make food forms and y to
phone work get to schoo
s l
5.11 Plan first

Focus
1 Choose a topic to research like Another famous cave, An interesting landmark
or An adventure destination. Plan your information using a mind map or table.
Write key words only.
110
5.11 Plan first
Practice
2 Choose a section of your topic that explains something, like How the cave was
discovered, How the landmark was formed or How to prepare for the visit.
Plan your explanation using a flow diagram to show the process.
Challenge
3 Plan an information page about your topic. Write a rough draft using your research.
Include an explanation. Edit it.
111
5 Tell me how
5.12 Write and present

Challenge
1–3 Write out your final version neatly, using the following template:
Heading: Picture:
Explanation (How to...)
112
6 A different type
of story
6.1 ‘The Way Through the Woods’
Focus
1 Re-read ‘The Way Through the Woods’. Write the rhyming pattern
for the poem using letters, for example AABB.
Verse 1:
Verse 2:
The Way Through the Woods
They shut the road through the woods Yet, if you enter the woods
Seventy years ago. Of a summer evening late,
Weather and rain have undone it again, When the night-air cools on the
And now you would never know trout-ringed pools
There was once a road through the woods Where the otter whistles his mate,
Before they planted the trees. (They fear not men in the woods,
It is underneath the coppice and heath Because they see so few)
And the thin anemones. You will hear the beat of a horse’s feet,
Only the keeper sees And the swish of a skirt in the dew,
That, where the ring-dove broods, Steadily cantering through
And the badgers roll at ease, The misty solitudes,
There was once a road through the woods. As though they perfectly knew
The old lost road through the woods ...
But there is no road through the woods.
Rudyard Kipling
113
Practice
2 An ellipsis (...) can be used:
• to build suspense
• to show an interruption
• to show where words have been left out of a quotation.
Find the ellipsis in ‘The Way Through the Woods’ and explain its purpose in
that context.
Challenge
3 Write a short story that explains why the road was closed and what the
mysterious sounds could be.
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6.2 Develop your poetic language
6.2 Develop your poetic language

Language focus
Develop your poetic language.
full rhyme word endings sound the same flight/sight/white

half rhyme final sounds are similar bold/bald, feel/spill
internal rhyme words within a line have a full I am the daughter of Earth
or half rhyme and Water.
assonance words close to each other The girl had pearls in her
contain the same vowel sounds curls.
Focus
1 Underline the rhyming words in this tongue twister.
There’s no need to light a night-light

On a light night like tonight;
For a night-light’s just a slight light
On a light night like tonight.
115
Practice
2 Tick (ü) the correct boxes.
This tongue twister contains:
end rhymes internal rhymes
half rhyme assonance
alliteration
Challenge
3 Write pairs of words in the box in the correct column.
cow groan spite fright thought

meat bag sang
bug jostle spear sheen shone
hassle sort phone
sleet weir
long show
Full rhyme Half rhyme
116
6.3 Bringing the rain
6.3 Bringing the rain

Focus
1 Re-read the poem.
Once the Wind

Once the wind
said to the sea
I am sad
And the sea said
Why
And the wind said
Because I
am not blue like the sky
or like you
So the sea said what’s
so sad about that
Lots
of things are blue
or red or other colours too
but nothing
neither sea nor sky
can blow as strong
or sing so long as you.
And the sea looked sad
So the wind said
Why
Shake Keane (St Vincent, West Indies)
Write another reason that the wind should not have been sad.
117
Practice
2 Give two reasons why the sea might have been sad.
Challenge
3 Write two things the wind could say to the sea to cheer it up.
6.4 Read with understanding

Focus
1 Many things help create the mood of a poem – shape, patterns of sound,
images, figurative language and word choice.
Moods can be positive or negative. Separate these mood descriptions into two lists.
angry hopeful
tense
gloomy
sorrowful
peaceful
joyous playful Mood is the
feeling created by
the poem.
Positive Negative
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6.5 Not lost but found
Practice
2 Next to each scenario, describe the mood you think it evokes.
a Rain pounding at a windowpane
b Fireworks bursting in the sky
c Friends playing on the beach
d Children coming out of school
Challenge
3 Invent a scenario to express these moods:
a excited
b frantic
6.5 Not lost but found

Focus
1 a Think of a happy occasion you have experienced.

• What did you see?
• What did you hear?
• What did you smell?
• What did you taste?
• What did you touch?
119
b Which of those sense memories is the strongest? Write a sentence to describe it.
c Revise your sentence using imagery, descriptive words or figurative language.
Practice
2 a Think of an occasion when you might walk in these ways.
• purposefully
• warily
• unhurriedly
• rapidly
b Write two synonyms for each adverb and one antonym.
purposefully warily unhurriedly rapidly
synonym
synonym
antonym
Challenge
3 Personification is when you give a non-living object human characteristics.
a • Make a list of five objects in your classroom.
• Make a list of five actions that people do. Choose interesting verbs.
• Match each object to an action and write a personification image.
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6.6 Use a frame to write a poem
Classroom objects Human actions Personification idea

desk yawn The desk yawned
b Extend the images and use them to write a one-stanza poem about your classroom.
Example: The bell sang to signal the start of the school day
The desks yawned and coughed up books and pencils ...
6.6 Use a frame to write a poem

Focus
1 A sentence has a subject and at least one verb. It starts with a capital letter
and it must make sense on its own. Sentences can be short, medium or long.
Follow the steps to complete the table and extend the sentence.
The bell rang
Add an adjective. ancient
Add an adverb.
Add a simile.
Add a descriptive phrase at the start.
121
Practice
2 Complex sentences have more than one verb and more than one clause:
a main clause and a dependent clause.
Now follow these steps to extend your sentence from a simple sentence
to a complex sentence.
Create a complex sentence: choose a

connective or linking word or phrase.
Add a dependent clause after the

connective.
Challenge
3 Complete the table to finalise your sentence.
What else can you add or improve?
Write out your final sentence.
122
7.1 Fairy tales forever
Focus
1 Tick (ü) the features that are common to fairy tales.
Unlikely events
A task or a test
Loving step relations
Cleverness or wisdom punished
A task or a test
A timeless setting
Practice
2 Write or invent three beginnings for a fairy tale that show it has a timeless setting.
a
b
c
Challenge
3 Think of a fairy tale that you know and make a list of the fairy-tale features that it has.
a d
b e
c
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7.2 A well-known tale around

the world
Focus
1 Read this synopsis of Cinderella. Write down two events from the story
that could happen in real life, two events that would be unlikely to happen
in real life and two impossible events.
In a distant kingdom, Cinderella lives happily until her

mother dies. Her new stepmother and two stepsisters
take every opportunity to be cruel to Cinderella, and
when her father dies, they banish her to the kitchen
to act as their servant. One day, the king invites
all unmarried girls to a ball at the palace, for his
son, the prince, to choose a bride. Cinderella
cannot go as she has only her ragged clothes to
wear. Suddenly, her fairy godmother appears
and magically changes a pumpkin into a
coach, mice into horses and Cinderella’s
rags into a beautiful gown and shoes, but
she warns Cinderella to return home before
the stroke of midnight or her gown will
disappear. Cinderella dances all night with
the prince. As she hears the clock strike
midnight, she flees, leaving behind
one tiny glass slipper. The
prince searches everywhere
for the owner of the slipper.
Cinderella’s stepmother and
stepsisters try in vain to
squeeze their feet into the
shoe, but it fits Cinderella
perfectly. She and the prince
marry and live happily ever after.
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7.2 A well-known tale around the world
Likely events: Cinderella lives happily until her mother dies.
Unlikely events:
Impossible events:
Practice
2 Circle the type of ‘fairy tale transformation’ that best describes the events in this story.
enerous proud to h es
greedy to g umble rags to rich
Challenge
3 Answer the questions on the story.
a Explain where and when the story takes place.
b What evidence in the story tells you this?
c Write two alternative ways to begin the story.
d Rewrite the final sentence so that it says the opposite.
125
e Name two enchanted objects in the story.
• •
f Name one other traditional fairytale feature in the Cinderella story.
7.3 Compare and contrast

Focus
1 The tense of a story can change its effect.
Rewrite the story of Chinye in the future tense by changing each
underlined verb into the future tense.
Chinye’s cruel stepmother sends her into the forest at night to fetch water, but instead of
attacking her, the animals keep her safe. On her return, Chinye meets an old woman who
asks her to sweep her hut. She tells Chinye to take the tiniest, quietest gourd from the
floor and break it open at home. Chinye does as she is told, but when she breaks the gourd,
treasure spills out. Her greedy stepsister dashes off to find the old woman’s hut. Instead
of sweeping the floor and taking the tiniest gourd, she grabs the largest and scurries
home to split it open. Instead of treasure, a swarm of vicious wasps bursts out forcing
the stepmother and sister to flee. Chinye is alone, but instead of spending her wealth on
herself, she invites the village women to share it and build a thriving community.
126
7.3 Compare and contrast
Practice
2 Choose three of your own adjectives to describe Chinye, her stepsister
and her stepmother.
a Chinye:
b stepsister:
c stepmother:
Use a thesaurus to help you

find interesting adjectives.
127
Challenge
3 Choose an antonym for each adjective to change the effect of these phrases.
a cruel stepmother
b old woman
c greedy stepsister
4 Find three superlative adjectives in the story and write a synonym

and an antonym for each.
Example: heaviest synonym: weightiest antonym: lightest
7.4 Phrases, clauses and tenses

Language focus
Phrases are groups of words that work together that do not contain a verb.
Phrases can do the job of:
• adjectives: The girl with ragged, dirty clothes.
• adverbs: She swept the floor with energy and enthusiasm.
Clauses are groups of words that work together that do contain a verb.
Clauses can do the job of:
• adjectives: The girl who had braids in her hair.
• adverbs: She swept the floor while she sang to herself.
Adverbial clauses say when, where or how the action happened.
128
7.4 Phrases, clauses and tenses
Focus
1 Write whether the underlined words are phrases or clauses.
a Zaheer ran like a tiger to get to class on time.

b Please pass me the book with the gold writing on the cover.
c While you are waiting, sing me a song.

d The car that had a large dent in it was the one that crashed into the gatepost.
e As the clock struck three, school ended for the day.
Practice
2 Choose a suitable adverbial phrase to complete these sentences.
a Martha walked to school .
b When she heard the joke, Babelwa laughed .
c Enipher tiptoed .
d ‘Please sit down,’ said the teacher .
e Don’t worry, I’ll do it .
Challenge
3 Decide where to put a comma separating clauses to help show the meaning
in these sentences.
a When she discovered the mistake Ms Dove was very upset.
b After he played football Dimitri had a shower.
c While she was waiting for her patient the doctor checked her computer.
d Before the morning bell the principal interviewed some parents.
e Although he tried his hardest Anwar couldn’t stop laughing.
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4 If verbs and connectives are used as linking words, commas often separate
different parts of the sentences.
Example: Abraham did his homework. He cycled to the sports club.
He played soccer.
Having done his homework, Abraham cycled to the sports club
and played soccer.
Combine each group of simple sentences into one complex sentence.
Use all the information from the sentences rather than all the words.
a Aaron felt braver than usual. He climbed the steep cliff. He did not fall.
b The donkey felt peckish. He found a bag of old straw. He ate it all.
c She was walking around the maze. She lost track of time. She got lost.
5 Choose an appropriate connective to join these sentences.
after although because before but since
until when where while
Example: I wanted to go abseiling. I was quite nervous.

I wanted to go abseiling although I was quite nervous.
a The girls were eating sandwiches. We saw them in the park.

b It looked like our goldfish. I could not be sure.

c I did my homework. I went to the cinema.
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7.5 and 7.6 Write a synopsis
7.5 and 7.6 Write a synopsis

Focus
1 Stories are usually written in first- or third-person narrative.
Reminder: First person is when a character tells the story and so you hear
it from their point of view. Third person is when an outsider tells the story.
Pronouns can give clues about whether th e narrative part of the story is in
first or third person. Circle the pronouns that give clues that a story is in first-person
narrative.
he I us me them she they we him her our
Practice
2 Read the nursery rhyme and tick (ü) the correct box.
Little Miss Muffet sat on her tuffet

Eating her curds and whey.
Along came a spider who sat down beside her
And frightened Miss Muffet away.
First person
Third person
Curds and whey

are by-products of cheese
making.
131
3 Write a short account of your weekend in first-person narrative.
Challenge
4 Rewrite your account in third-person narrative.
132
7.7 Blackberry Blue
7.7 Blackberry Blue

Focus
1 Label the stages of a story in order from 1 to 5.
Climax or major event
Introduction: setting and main characters
Conclusion: loose ends are tied up or a reflection
Events leading to resolution of problem
Build-up to problem, issue, dilemma or conflict
Practice
2 Sequence the story of Goldilocks and the Three Bears by numbering
the story stages. Use the numbers you wrote in Activity 1.
a The bears crept nervously upstairs and found Goldilocks fast asleep in
Baby Bear’s bed. She awoke with a start to find them all staring at her.
She was so frightened that she ran away and never returned.
b From that day on, Goldilocks never went into a strange house and
the bears never left their front door unlocked!
c Goldilocks immediately tucked into porridge she found

set out on the table. Father Bear’s porridge was too salty;
Mother Bear’s was too sweet; but Baby Bear’s was
exactly right, so she ate it all. Next, Goldilocks wanted
to sit down. Father Bear’s chair was too hard; Mother
Bear’s was too soft; but Baby Bear’s was just right,
so she sat down, breaking his chair. Goldilocks felt
tired now, so she went upstairs to sleep. Father Bear’s
bed was too lumpy; Mother Bear’s was too bouncy;
but Baby Bear’s was just right, so she fell fast asleep.
d Once upon a time, a family of bears lived together in a house in the woods.
One morning, while waiting for their porridge to cool down, the bears decided
to go for a walk. Meanwhile, Goldilocks chanced upon their little house.
She knocked on the door and when no one answered, she went inside.
133
e Shortly after, the bears came home. Baby Bear, noticing his porridge
had been eaten and his chair broken, wailed, ‘Who’s been eating my
porridge and sitting on my chair?’
Challenge
3 Tick (ü) the box for the correct answer.
a Who is the main character in the story of Goldilocks and the Three Bears?
Baby Bear Mother Bear Goldilocks Father Bear
b Tick the adjective you think best describes Goldilocks.
careless nosy bossy kind crazy
c Explain why you chose this adjective using evidence from the text.
134
7.8 Pronouns, homophones and homonyms
7.8 Pronouns, homophones and

homonyms
Language focus
Homophones are words that sound similar but have different
spellings and meanings.
their (possessive adjective)
there (adverb of place)
they’re (contraction of they are)
Homonyms are words that usually sound the same and are spelled the same,
but have different meanings.
bow 1 n. knot with two curved parts and two loose ends, used to tie shoes
or as decoration
2 n. long, thin piece of wood with hair stretched between the ends,
used to play some musical instruments
3 n. piece of curved wood with string fixed to both ends, used for
shooting arrows
Focus
1 Circle the correct homophone for each sentence.
a We handed in our / hour tickets at the counter.
b The friends walked threw / through the woods on the way to the beach.
c Talya wondered wear / where the rest of the group had gone.
d Jayden picked up the wrong pear / pair / pare of shoes by mistake.
e Her heart felt saw / sore / soar when she saw / sore / soar her bird
saw / sore / soar away up into the sky.
135
Practice
2 Match the homonym to its correct meanings.
bear adj. treating everyone in the same way, so that no one has an advantage
n. a long, thin object that you use to write or draw in ink
bear n. a bird with long legs
bear n. an event outside where you can ride large machines for
pleasure and play games to win prizes
bear v. accept someone or something unpleasant
n. a machine used at construction sites
adj. having pale skin or a light-coloured hair
n. a small area with a fence around it to keep animals in
n. a large, strong, wild animal with thick fur
Challenge
3 Choose five of the definitions and invent sentences to demonstrate the
meaning of the homonym used in that context.
a
b
c
d
e
136
7.9 More about Blackberry Blue
From a retelling of Blackberry Blue

After the woodcutter and his wife died, Blackberry Blue went to the
brambly bush where she was found as a baby. As she was weeping there,
she heard a voice telling her to make a cloak of brambles which would
always keep her safe. She knew it was somehow her real mother’s voice.
The next autumn she visited the bush again and the voice told her to go
to the castle to bake her blackberry pies but to beware of the cruel queen.
After Prince Just’s mother died, the king had married again. He had
married a beautiful queen with her own son, Prince Wolf. Although she
was beautiful, people gossiped that she was evil as rooms grew chill when
she entered and flowers died.
Some years earlier, Prince Just had met Blackberry Blue while he was riding
with his stepbrother, Prince Wolf, and had bought one of her pies. He had
never forgotten her beauty. Every year, the Spring Ball was held to which
every girl in the land was invited, hoping that the two princes would find
wives. Prince Just was hopeful that he would see Blackberry Blue at the
ball as he had fallen in love with her just as she had fallen in love with him.
Blackberry Blue’s brambly mother made her a dress of spring flowers and
every head turned to stare at her beauty as she arrived. But every time Prince
Just tried to dance with her, Prince Wolf would whirl her away to spite him,
as he always did.
As dawn approached, Blackberry Blue fled knowing her dress would wither
away. Summer came and another ball and once more Blackberry Blue’s
brambly mother made her a dress, this time of summer flowers. Again,
Prince Wolf dragged Blackberry Blue to dance to taunt his stepbrother and
at dawn, once more she fled. Prince Just followed the trail of petals to no
avail. On his return, he was attacked by a grey, snarling wolf who left him
for dead. Blackberry Blue found and tended to Prince Just and moved him
to a place where he would be found.
137
Prince Just was ill for many months, up until the Autumn Ball. Blackberry
Blue started taking him her blackberry pies and warned him not to drink
the soup as she feared the queen was poisoning it. On the day of the ball,
Blackberry Blue had a dress of autumn leaves with red berries and white
winter roses. Once more Prince Wolf grabbed her hand when Prince Just
suddenly appeared at the ball, miraculously cured, vowing to marry the girl
who had saved his life both in the woods and in the castle …
Sally Burt
Focus
1 Re-read the retelling of Blackberry Blue and answer the following questions in
complete sentences.
a Where did Prince Just first meet Blackberry Blue?

b Why did Prince Just hope to see Blackberry Blue at the ball?

c Why did Blackberry Blue flee from the Spring Ball at dawn?

d Why did Blackberry Blue warn Prince Just not to drink the soup?

e What was Blackberry Blue’s dress made of for the Autumn Ball?
138
Practice
2 Choose a synonym to replace each of the words in bold in the text.
a gossiped
whirl
dragged
taunt
miraculously
b Circle three examples of possessive adjectives in the final paragraph.

c Choose a suitable possessive pronoun to complete these sentences.
• ‘Let go of her hand. This dance is .’
• ‘Please take these flowers, I believe they are .’
• Everyone argued over the most beautiful dress, each thinking
it was .
Challenge
3 Answer the following questions using evidence from the text where necessary.
a What evidence suggests the queen was evil?
b How did Prince Wolf feel about his stepbrother Prince Just?
139
c What sort of person is Blackberry Blue?
4 What do you think will happen at the end of the story to Blackberry Blue,
Prince Just, the queen and Prince Wolf?
7.10 Compare the tales

Focus
1 Abstract nouns are things that we know exist and we know exactly
what they are, but we cannot hold them, box them or experience them
with our senses, for example: love, fear, cleverness, freedom, embarrassment
and gratitude. Fairy tales often have common themes that are abstract nouns.
Circle the abstract nouns in the box.
happiness friendship apple

forest enthusiasm
s
loyalty forgivenes
generosity cushion house
face excitement hone fire

sty
stupidity calculator
ent
disappointm road
envy
astonishment
140
7.10 Compare the tales
Practice
2 Many abstract nouns have adjectives that are associated with them.
Write the adjectives related to the abstract nouns.
Example: sympathy – sympathetic
a grace d wisdom
b beauty e bravery
c luck f joy
Challenge
3 Many abstract nouns are formed by adding a suffix to another word.
Write the suffixes that have been added to form the abstract nouns.
a kind ➔ kindness –ess
b sad ➔ sadness
c disappoint ➔ disappointment
d agree ➔ agreement
e certain ➔ certainty
f jealous ➔ jealousy
4 Write the adjectives that can be formed from these abstract nouns
and explain how they were formed.
a success
b health
c bitterness
d greed
e sympathy
f interest
141
7.11 and 12 Write your own version

of the tale
Focus
1 Think about a traditional or fairy story you know well. Use this flowchart planner
to break down the story into its core elements. Use key words and phrases.
Title:
Who is the main character? What is he/she/it like?
A wish is granted / an unlikely event happens:
What happens next:
The climax or turning point:
What happens next:
Finally …
142
7.11 and 12 Write your own version of the tale
Practice
2 Whenever you edit your writing, look out for tricky homophones – words that
sound the same but are spelled differently and mean different things.
Cross out the incorrect words and write the correct homophones above them.
reigned
The King rained for many years but won day he summoned his sun, the prince.
“My son,” he said, “ewe should get married. I am old now and wood like too sea my
grandchildren.” The prince immediately wished he was a pour man and not a prince.
“I have herd you’re wish,” said a voice. “Be shore that this is what you really wish four …”
Challenge
3 Complete the rest of the story, making sure you complete all
the story stages in Activity 1.
Remember to check your

spellings carefully!
143
144
8 Share your views
8.1 Posters with purpose
Language focus
Depending on the purpose and audience, a persuasive text aims to:

support, inform, object, advertise, sell, invite, persuade, encourage, request.
This is achieved through the layout and language of the text.
Purpose Audience Layout Language

What is it for? Who is it for? How is it set out? Style, tone, words?
inform, promote, children, adults, headings, sections, formal, friendly,
invite, encourage teachers, parents lists, bullets colloquial, direct
Focus
1 Use a thesaurus to find synonyms for words that
show the purpose of a text.
complain
publicise
sell
invite
announce
145
8 Share your views
Practice
2 Read the poster then match Tickets for rides and events are available at the kiosk.
Young or old, there’s something for everyone.
the poster features with their FUN!
meanings. FOOD!
PRIZES!
!
i s free MUSIC!
e
nt ranc GAMES!
E
Lori Lane Carnival

Saturday 15 August / 10.00–20.00
- Live entertainment - Creepy climbing wall

- Fabulous food stalls - Fun face painting
- Crazy carnival games - Playful puppet shows
- Giant jumping castles - Happy hat competition
Proceeds will go towards upgrading the library. For more information,

contact the librarians.
1 eye-catching design a to give the main message of the poster at a glance

2 large font b to arrange the information sensibly
3 a key heading c to provide details, e.g. dates and times of an event
4 simple vocabulary d to look interesting and grab the reader’s attention
5 organised e to make sure the information is not difficult to read
6 factual information f to ensure the print is clear and can be read easily
from a distance
Challenge
3 Describe the purpose, audience, layout and language of this poster
in a short paragraph.
146
8.2 Layout counts
8.2 Layout counts

Focus
1 Read and compare two posters. Use key words to summarise the details.
Join the
library How to join
and let the local library
your dreams Collect, complete and return the forms.
come alive! You will receive a total of five library cards.
Discounts available for pensioners.
* Simply complete and return the form.
* Kids under 13 join for FREE and receive

a gift when they collect their cards. Rules :
- No eating, no drinking,
* You’ll love our jam-packed shelves, kiddies’ - no cell phones, no loud talking.
corner, wall displays and study areas.
Times: Mon–Fri 9 a.m.–8 p.m., Times: Fri 9 a.m.–8 p.m.

Sat 9 a.m.–5 p.m. Sat 9 a.m.–5p.m.
Reading gives you dreams!
in the
rary How to join
d let the local library
ur dreams Collect, complete and return the forms.
me alive! You will receive a total of five library cards.
Discounts available for pensioners.
y complete and return the form.
nder 13 join for FREE and receive

hen they collect their cards. Rules :
- No eating, no drinking,
ove our jam-packed shelves, kiddies’ - no cell phones, no loud talking.
wall displays and study areas.
Times: Mon–Fri 9 a.m.–8 p.m., Times: Fri 9 a.m.–8 p.m.

Sat 9 a.m.–5 p.m. Sat 9 a.m.–5p.m.
Reading gives you dreams!
147
8 Share your views
Practice
2 Are Posters A and B in Activity 1 effective? Explain how the layout
and language is different in both posters and why they both suit the
purpose and audience.
Challenge
3 Rewrite this information in a way that will make it suit the purpose
and audience better.
What? Market Day. When? Saturday 9 a.m.–4 p.m. Where?

In the park. Who? Bring the whole family.
148
8.3 Find your way around

Focus
1 Read the map and timetable and answer the following questions.
Dublin Mountaineer Bus Service

The Dublin Mountaineer bus provides transport for walkers and hikers who
want to enjoy the Dublin mountains on weekends and holidays.
Sandyford Luas 1000 1130 1300 1515 1700

Enniskerry Road (Aikens Village) 1009 1139 1309 1524 1709
Ballyedmonduff Road 1018 1148 1318 1533 1718
Glencullen 1022 1152 1322 1537 1722
Wicklow Way (Bus Terminus) 1024 1154 1324 1539 1724
Tibradden 1032 1202 1332 1547 1732
Cruagh/Killakee 1036 1206 1336 1551 1736
Grange Road (Marlay Park) 1053 1223 1353 1608 1753
Sandyford Luas (Drop-off only) 1105 1235 1405 1620 1805
Tickets available on the bus: daily €5

Family rambler €12 (2 adults, 2 children)
Dublin Mountains Partnership. For more information visit www.dublinmountains.ie
Grange Road
(Marlay Park)
Sandyford Luas
Ennniskerry Rd (Alkens Village)
Tibradan
Ballyedmonduff Rd
Cruagh/Kilakee
Wicklow Way bus route
Glencullen bus stops
picnic area
forest
camping
149
8 Share your views
a Where does the bus route start and end?
b Which line on the map shows the bus route?
c Does the bus route go clockwise or anti-clockwise?
d How many stops does the bus make altogether?
e How long does one complete bus route take?
f How many times does the bus do this trip each day?
g How long does the bus wait between trips?
h In terms of time, which is the shortest stretch of the trip?
I Make up two of your own questions and answers.
Practice
2 Circle the most appropriate prepositions to complete this explanation. Afterwards,
share your answers. Does every paragraph sound the same?
Yesterday (before /after / around / during / in front of) lunchtime, I took a ride
(in / on top of / at the back of / with) the mountain bus. We went (into / over /
through / across) a river and (around / behind / into / through) a forest. The winding
road headed (over / under / towards / behind) a bridge and (up / down / into /
around) the mountain. We sat (by / on / near / in) the lake eating our snacks (until /
before / when / after) a storm came up. We packed up quickly and returned home
(before / after / in / at) (the) dark.
150
3 Write the correct prepositions to complete these figurative expressions.
about at as far as from on

behind through
in
a to be cloud nine
b to be a tight spot
c to beat the bush
d to arrive the eleventh hour
e to keep on going thick and thin
f to go the scenes
g to start scratch
h the east is from the west
Challenge
4 Write directions on how to get from the bus stop or car park outside your school to
your classroom. Use the correct prepositions and sequence.
151
8 Share your views
8.4 and 8.5 Create a poster

Focus
1 Choose a topic and plan an information poster by completing the table.
Here are some ideas:
• advertise a school concert
• promote your school (or the school rules)
• encourage everyone to use the library.
List the information you will include in your poster:
Practice
2 Write a checklist of criteria (rules or guidelines) you will use to assess your poster.
Criteria for my information poster ü/û

1
152
8.6 Film posters and reviews
Challenge
3 Use this space to design your poster.
Pay attention to the layout – your poster must look good!
8.6 Film posters and reviews

Focus
1 Read the poster and then use the clues on it to answer the questions.
a What is the name of the film?
b What is the film genre?
c Who are the main characters?
d Where is the story set?
e What audience is it aimed at?
f How do you know if the film was
successful?
153
8 Share your views
g Is the poster informative, persuasive or both?
Explain your answer.
h Would you like to see it? Why?
i What is the difference between a film poster and a film review?
Practice
2 Read a film review. Tick (ü) the features most likely to be found in a film review.
a title the basic story plot
the names of the main characters the genre
facts about the film an age restriction
a rating personal opinions
personal style powerful adjectives or adverbs
positive and/or negative comments use of first-person pronouns
Challenge
3 Choose an adverb of degree from the box to describe the verb or adjective in
each sentence.
a lot almost definitely highly nearly

extremely just quite
rather so very
really
too
a We enjoyed the film.
b I was impressed with the special effects.
154
8.7 Make film review notes
c Everyone laughed at the end.
d I can recommend this film.
e The plot is easy to follow.
f I thought the plot was advanced for young viewers.
g We want to see it again.
4 Write five of your own sentences using adverbs of degree.

Language focus
Adjectives describe or qualify nouns and pronouns.
They add interesting detail to sentences.
Adjective Comparative Superlative

sad sadder saddest
scary scarier scariest
exciting more exciting most exciting
good better best
155
8 Share your views
Continued
Comparative adjectives compare two nouns.
Example: This is a more interesting film than the one I saw last week.
Superlative adjectives compare more than two nouns.
Example: This is the best film I’ve ever seen.
Focus
1 Complete the table of comparative and superlative adjectives.
Adjective/adverb Comparative Superlative

thin
loud
short
large
talented
bad
good
much
2 Read the sentences. Underline the comparative forms.

Write whether they are adverbs or adjectives of comparison.
a That is the longest film I’ve ever watched.
b The audience clapped louder than ever.
c The film had the most exciting plot.
d Everyone agreed it was more enjoyable than the first one.
e She spoke more softly than he did.
156
f I became more scared as the film went on.
g The happiest character was the clown.
h I loved the book more than the play.
Practice
3 Write a sentence using comparative adverbs or adjectives to describe the following:
The main character:

The music:

The plot:

The setting:

The genre:
Challenge
1 Choose a film you have recently seen. Make notes about the following:
Title: Genre: Writer: Director:
Main characters: Rating: Time: Age restriction:
157
8 Share your views
2 Summarise the plot and give your opinion.
Plot: My opinion:
8.8 Present a review

Focus
1 Write a checklist of criteria to present in front of an audience.

Don’t forget that body language is an important
part of communication, as well as what you say.
If you stand like this ...
... you are communicating that you are shy, scared
or not interested.
158
8.8 Present a review
If you stand like this ...

... you are communicating that you are interested, and
confident about what you’re saying.
Practice
2 Use your review notes to write a speech with an
introduction and a conclusion.
Challenge
3 Make speech cards using key words only. Practise your speech using correct body
language and expression. Say your speech in front of an audience.
159
8 Share your views
8.9 Informal letters

Language focus
The language in any text has a particular style, tone and register.
• Style is the way a text is written. Style can be: formal or informal;
objective or persuasive. Informal language includes slang,
contractions, abbreviations and punctuation for effect.
• Tone is the feeling or attitude expressed by the writer.
Tone can be friendly, angry, concerned or sharp.
• Register is about appropriate formality and word choice.
Register differs depending on who is communicating with whom.
Focus
1 Identify three informal language clues in this text.
To: Mrs Paul
Subject: Film review
contacts new email save email
Hi Mrs Paul,
Please can we watch a film in class for our film review task? Please??? We’ll be so
good, we totally promise!!! You’ll be really proud of us. From your favourite class.
160
8.9 Informal letters
Practice
2 Make these sentences sound less formal by forming contractions with
the modal verbs.
a I will have to go to the film.
b I might have seen the film.
c I should have gone to the film.
d I would have gone to the film.
e I will not go to the film.
f I cannot go to the film.
3 Make these words sound less formal by joining them together to make contractions.
can not you are
I have we will
I am they are
Challenge
4 Write a short text message to a friend using informal, persuasive language.
Include at least one of the following: a contraction, an adjective or adverb
of comparison, a modal verb and an adverb of degree.
161
8 Share your views
8.10 Formal letters

Focus
1 Read the formal letter below then identify and list five features of a formal letter.
Mr T. Mitchell,
Principal, Sender’s address
Name and Nobel Primary School, and date here
address of the Terrace Road,
person receiving Eastleigh.
the letter Class 5B,
Nobel Primary School,
The person’s correct Eastleigh.
name or Sir or Madam 21st November 2014
Dear Mr Mitchell,
As part of our ‘Start Something’ project this year, my friend,
First paragraph club. We believe it will be a very popular extra school club.
introduces sender We would like to ask your permission to get it going.
and states the
purpose of We have asked around and everyone agrees that there is a
the letter need for this kind of club. Although some might think it is not
educational, we think it is a good learning opportunity. We are
prepared to do some planning and organising to get this idea
Second to work. We will ask our teacher if we can use the classroom
paragraph gives one afternoon each week and be on duty for us. We will also
further information
and states the teacher to approve.
point-of-view
We are very enthusiastic about our idea and we hope you
Concluding Yours sincerely if addressed
are too.
paragraph sums by name
up main points Yours sincerely Yours faithfully if addressed to
Sir or Madam
Leena Adams
162
8.10 Formal letters
Practice
2 Formal letters use formal language. Write these contractions as full words.
a I’m g I’d
b you’re h you’ve
c we’d i we’ll
d they’re j they’ve
e can’t k won’t
f haven’t l mustn’t
Challenge
3 In your own words, describe the link between the purpose and language
of formal letters.
163
8 Share your views
8.11 and 8.12 Write a formal letter

Focus
1 Change the message in 8.9 Activity 1 into a formal letter.
Begin by making notes of the following:
Practice
2 Plan each paragraph. Write a rough draft and then edit your work.
First paragraph
Second paragraph
Third paragraph
164
8.11 and 8.12 Write a formal letter
Challenge
3 Use this space to write out your letter neatly using the correct format and language.
165
9 Lights, camera,
action
9.1 Predict the story
Focus
1 Use the clues on these story book covers to predict what the stories are about.
What can you tell about these features?
the genre the setting the characte

rs
Sinbaailodr
the S
FPO
166
9.1 Predict the story
Sinbad the Sailor Ali Baba and the Forty Thieves

Practice
2 Choose one of the stories in Activity 1 and write a plot summary.
Make up your own version of the story.
Title:
167
9 Lights, camera, action
Challenge
3 These and other stories are found in a collection of stories from
The Arabian Nights or One Thousand and One Arabian Nights.
The stories are parts of another story. Research how these stories
came about and explain how and why they were put together.
9.2 Film scripts

Focus
1 These words have the same root word. Use a dictionary or on-screen tools
to find out what the words mean and use each one in a sentence.
cinema
cinema-goer
168
9.2 Film scripts
cinematic
cinematography
cinematographer
Practice
2 List five features of a film script.
169
Challenge
3 Things look different according to the angle or distance of the camera
to the shot. Choose a moment from the story and draw it using different
angles and shots. Your scene can be one of the following:
Aladdin stan the

ding Aladdin in Aladdin
e
before the su
ltan’s mouth of th with the
palace. cave. lamp.
A long-distance shot A high angle
A close-up shot A low angle
170
9.3 Play scripts
9.3 Play scripts

Language focus
A play script has direct speech without using linking words like he said or
she replied each time. Instead, it gives the character’s name, a colon and
their speech without speech marks.
Stage directions are not meant to be read out. They are written in brackets,
usually in italics, in the present tense.
The narrator speaks directly to the audience as a storyteller, to tell parts of
the story and explain what is going on, but does not (usually) take part in
the acted scenes.
Focus
1 Compare film and play scripts. Tick (ü) the correct box to show the
similarities and differences. What do you notice?
Play script Film script
1 Shows characters’ names on the left side of the page

with a colon.
2 Gives stage directions in the present tense.
3 Has instructions for the camera angles and shots.
4 Tells actors where and when to enter and exit the stage.
5 Includes a list of characters for each scene.
6 Describes the setting of each scene.
7 Lists extra information in the production notes.
171
Practice
2 This diagram shows the different positions that are used on a stage.
Use the key provided to complete the stage positions in the empty boxes
on the diagram.
Stage Stage
positions key
positions key
C = centre C = centre
U = up U = up
D = down D = down URC URC
L = left L = left
R = right R = right
DLC DLC
Front of stage
Front of stage
Audience Audience
Challenge
3 Write a short dialogue for a scene in Aladdin to match the stage directions
provided. Remember to use direct speech without any speech marks.
The two guards enter the marketplace and almost run into each other.
They cannot find Aladdin anywhere.
Guard 1: (Enters DR. Out of breath, looks confused.)
Guard 2: (Enters UL. Shrugs his shoulders.)
Guard 1: (Points to something off stage DL.)
Guard 2: (Takes off across the stage and exits DL.)
Guard 1: (Follows.)
Guard 2: (Off stage.)
172
9.4 Develop characters and setting
4 Use any play script extract to practise reading aloud.

Rate your performance on the following:
Expression Tone Eye contact Confidence

How did I do?
9.4 Develop characters and setting

Focus
1 Compare and make notes on how the characters and setting are developed
in films, in plays and in books. (Hint: Think about your experience when you
watch a film, go to a play or read a book.)
Films Plays Books
173
Practice
2 Consider the opening scene of Aladdin. Imagine and describe the costumes
and props you would need for the following. You can write or sketch your ideas.
Aladdin Aladdin’s mother The market
Challenge
3 Choose any two characters from Aladdin and write a short dialogue in
script format showing how the characters feel about each other. You can
use real or imaginary characters for the story.
:
:
:
:
174
9.5 Plan a script
:
:
9.5 Plan a script

Focus
1 Read the following explanation on how to write production notes.
Then answer the questions.
Production notes are written for the production team, to help them understand
what they must do before, during and after each scene. Production notes are
not included in the script, but are added at the end of the script. This makes it
easier to find the information in one place.
The production notes include a list of props (or properties list) that must be
bought, sourced or made. The props list should be set out scene by scene.
The production notes also provide details about what the stage should look
like, lighting and sound effects, and any other special effects that will be used.
Sometimes it’s helpful to include a sketch for the team to help them visualise a
particular scene.
Other things included in the production notes may be: character descriptions,
costume ideas and set descriptions. Production notes should explain which items
should be carried onto the stage or taken off and when this should happen.
Production notes are a work in progress. This means they will be changed and
edited as the play is rehearsed. It is a good idea to begin writing the production
notes as your script develops so you can record your ideas as you go along.
a What are production notes and who are they for?
175
b Why are production notes not included in the actual script?
c What information is included in production notes?
d Are production notes cast in stone (final) or can they change? Explain why this is.
e Who do you think writes the production notes?
Practice
2 Choose any story from Arabian Nights and create your own scene.
Plan it using a storyboard to show the sequence of events.
Add possible dialogue.
176
9.5 Plan a script
Challenge
3 Write production notes for the scene you planned in Activity 2. Include as
much detail as possible. Remember that the production notes will go with
the script to provide extra information for the production crew.
177
PRODUCTION NOTES
Characters and costumes Setting and props
Lighting and other special effects Sound and music
Sketch of the scene or characters
178
9.6 Write a script
9.6 Write a script

Focus
1 List five criteria to guide and assess a live performance.
Practice
2 Change these sentences from narrative to script form.
Add simple stage directions in brackets.
a Grinning cheerfully, Charlie replied, ‘I’d love to join you.’
b ‘Shhhh! Be quiet!’ warned Nakat, whispering into her ear.
c ‘I don’t know what you mean,’ Georgia replied, looking nervous.
d ‘It was me,’ confessed Cindy, looking guilty.
e Amir stared at her wide-eyed and remarked, ‘You?’
179
Challenge
3 Use the following play script template to plan, write and edit your Arabian Nights
scene. Use the workbook activities you have completed in Session 9.5 to help you.
Title:

Act: Scene:
Cast Props
The scene:
:
:
:
:
:
:
180

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CAMBRIDGE

477 Williamstown Road, Port Melbourne, VIC 3207, Australia

Cambridge University Press is part of the University of Cambridge.

www.cambridge.org Information on this title: www.cambridge.org/9781108760072

NOTICE TO TEACHERS IN THE UK

4 Telling timeless tales

5.9 Recall connectives 105

6 A different type of story

7 Tell it another way

8 Share your views

8.4 and 8.5 Create a poster 150

9 Lights, camera, action ...

How to use1 this book

unit in Learner’s Book 5. Within each Focus

Each session is divided into por ti corn

using what you have learnt. Practice

Questions and statements Grasshopper could listen to Ant’s advice.

corn fathom grasshopp

One syllable Two syllables Three syllables Four syllables

Remember, some letters,

por ti ping der fi ful

stop un stand dif cult

dow pro sion gather

glo ous con nued wist ly

cha ter le gic im tant

• Fables are short stories.

• The characters usually have human characteristics.

• The main point is a moral lesson one of the characters learns.

• We can learn from the story’s lesson as well.

1.2 Check your understanding

Modal verbs express possibility, ability, permission or obligation by changing other

may shall must

Modals are followed by the base verb they change.

It could be hot tomorrow. I may do my homework.

Grasshopper could listen to Ant’s advice.

a Grasshopper must think about the coming winter.

b Ant will have enough food to last her.

c Ant would lend Grasshopper food if she had enough.

d Grasshopper could collect food if he wanted to.

e Ant shall tell Grasshopper a good place to look for food.

a It’s so hot today, I just be bothered to do any work.

b I help you if you try your hardest.

c I know I collect food but I prefer relaxing.

d Ant be persuaded to help Grasshopper if she thinks he has changed.

e If I sing as well as Grasshopper, I also sing.

1.3 Story features

bawl cackle chor tle dar t doze

1.4 What about my point of view?

Third-person narrative: an outsider tells First-person narrative: a character tells

Imran went to I go to school

First person Third person

2 Complete these sentences using personal pronouns.

Use the verbs to help you

a When get up mum makes

b Mrs Sisulu wakes family every morning and prepares a healthy

possessive adjective possessive pronoun

Some pronouns will be in

Personal pronouns Possessive pronouns Possessive adjectives

1.5 Proverbs tell a tale

Think carefully before you do or say

Doing something over and over again

1.6 A twist in the traditional tale

Title explaining the lesson in the story:

mother that he copied everything she did. So . . .