CAMBRIDGE PRIMARY English Learner’s Book y Mi 7B Sally Burt and Debbie Ridgard S CoeneeCAMBRIDGE ‘io tinge, Cambie as Bae, Une Kingdon (Cntge Unmet ripe th Ui of Can Aue Unvesiyi Wy damintg aoee te pars of ‘tat trngand hte Nie ertons ae ele © Camtig Uey Ps 035 “Ts puloion i copy. Sata exept Inthe ron oot alien ace Sovepaic a wy pty epithe wae erm of Cong ary Fu ised ss en ind by ep Pres oid Ase eo pation ro te ia Case Uiey Pos 0 repos tpn ony ‘Oates ad pry re tine as pean, ‘edo tga thn cone ma we cla crt ‘ppt nnn erg cr ve ease and et ‘Smatan pen thc tet st pti a he blue dont gate te ayo short eve [ig report th ei al om dg eterna on) step ei isso stcese pido erste! esos the Copia eng ge {Seren ah eer is. whe you woe eens fa es, {you ine pnd ie en f Cahiers ran {abe yor ae leaded los persion unr the vas ‘icine ten copes Dengan cat whore or ‘rons bermuda ap iti cera peel to. ‘Eiblay sel esrodcton rte rp of tigen suenayy, Contents Infroduction: 5 1 There's a lesson in that 6 4 Myths and legends forever 54 1 Read a story by Aesop 6 1 Test your knowledge of 2 Check yourundertandng 9 myins ond legends 3 Story features : 10 2 Explore the text 57 4) What about my point of view? 11 3° Direct and reported speech 58 5. Prowetbs tall c fale 144. Testyour tnowleage 59 6 Atwistin the traditional tale 18 5 Work with words él 7 It's all about dialogue 18 6 Who isa hero? 62 8 Figurotive language 2 7 Meet aheroof old oa 9 Hold a discussion forum 2 8 Develop your language skills 66 10 Tost your knowledge 22 9 Devlopingaviewpoint 68 11 and 12 Retelling o fable 23 10 Build a short screenplay oF 2 Exploring space a! tmz a 1 What is out thee’? 2a 2 Building sentences 27 5 Tellme how... 7 30nd 4Compering biographies 29 1 Share your knowledge: 8 Making links 31 bout soft 2 & The pas! fense 322. Leamabout stye 74 7.and 8 Pian ane wie 3. Follow instructions 16 a biography 34 4 Boclear and precise ” ond 10Discuss interviews -35.—=—« 5. Wiite instructions 7 11 Read and compare joumals 38 © Gand 7 Find out more 80 12 Wiiieajounciorbleg —41._—==s« Mako notes 82 3 Reflections i 7) oman a 1 Liston ond discuss 42 fs Sanco 2 Read and compore 44 ee s He tecmcnaer 1) and 12 write on explanation text 86 aihoku 4% 4.ond 5 Wil a haiku 49 6 Compare and pertorm poems 516 Aditferent type of story 88 1 The Way through the Woods 88 2. Develop your poetic language so 3 Something lost a 4 Reod with understanding 94 5 Not lost but found 5 6 Usearrome to willea poem 98 7 Abox of delights 99 1 Fairytales forever 99 2 Compore and contrast 101 3° Verb tenses 103, and 5 Write a synopsis 105. 6 Theron Man 106 7 The Coming of the fron Man 108 8 Variety odds power to writing 110 9 Traditional tales n2 10 Pronouns and prepositions 114 Tang 12 Your own tole 15 8 share your views uw 1 Analyse a poster Ww 2 Sound persuosive 18 3. Compare posters 120 4cnd5Giving information 122 6 Talk about films 124 7ond 8 Analyse fim reviews 126 9. and 10 How to present an ‘oral review 128 Vand 12 Informal or formal 129 9 Lets’ perform 133 Vand 2Poemsto pero 133 3° Stories to adapt 136 4. Creating characters 138 5 How towriteo ploy script 140 6 How to perform a play, 142 Spelling activities 143 Term 1 - Compound adjectives; ant or ent?: Use that root: Doubling consonants; Plus: Term 2~ More plural rules; Word origins Daye of tho wok Uso prefies to form antonyms: Explore opposites; Comparative spelling: Spelling patlems: Term 3~ Unusual plurals; More word roots; Noun or verb?: More speliing tules for the suffix ing: Choose the right synonym: i before & Toolkit 19 Parts of speech: Review edit and revise: Golden rules of speech making: The writing process; Reading strategies; Researching information: Online research; Witing instructions: Poet's comer; Synopsis of Cinderella; Space biography fect fles ‘Acknowledgements 160Welcome to the Cambridge Primary English Series, Stage This Leamner’s Book takes you through Stago $ of the Cambridge Pamary cursicalum.Kecontalns rine units of lessons an activities te help you ‘improve your reading, writing, speaking and listening sills. This book covers all the sill you ‘need to develop in stage s. {ach term has two long units and one shorter ‘one. Thre units focus on fiction, three on non= fiction and three on poetry and plays. Each ‘anit hae a theme covering el sort of intresting topics. We hope you enjoy the variety and learn ‘more about langitage and the diferent ways wo express curseves for diferent purposes. Those icons will show you how you're going to work @roeveatsusdon Ov sore roars Ce cmon (ee Sometimes, your teacher will ead a discussion for explain an activity; sometimes you'll work in amoll groups or with a talk partner. At other times, youl work elone, Some activities need ‘you to read carefully to find specific information ‘notice particular techniques of writing, while other activities ask you to respons, discuss and ‘even perform especally the narrative poetry. All the activities have been designed to guide you and challenge you in your language adventice, You'l nd some extra help along the way, so Look out for thecefeoturee: am here t give you reminders and eas jee) These tips give you handy hints as you work, Portas beeen ead ‘These boxes encourage you to think broadly and do Further research. Pete a Cra + ‘These boxes ask you to evaluate how you ‘re doing. Answer the questions honestly | there is no right or wrong answer. Language focus These boxes explain helpful language ules, You'l need fo remember the information to use again. “his course eives you the chanes to share your deos and check your progress end to bullé your ‘confidence in expressing your own opinions ‘orally orn your notebook, (On pages 143 to 148 you'l ind helpfl spelling rules and activities to practise and expand your Inowledge of words and thelr spelling. You can go there whenever you like to check your own spelling skills. ‘On pages 149 to 158 you'l nd a Toolkit—a st of resources You can use at ony time. These Include tocls and tips such as an editing checlist, poctic ‘devices and tips for making o speech, ‘We hope you enjoy the course ond that it helps You to oo! confident about respancing to English, ‘and using English in a variety of ways.=} = Sometimes we can learn from stories as well {as enjoy them. in this unit, youll read faibles - stories that were wntfen fo teach us a lesson. You!l practise wting in dierent styles and tell « fable of your awn, 1 Read a story by Aesop SIZED ine ant ana the Grasshopper is ‘one of Aesop's most famous fables. 1. Skim the story silently to get the main idea. 2 Read the story aloud in your group, one Paragraph each. 1 Do you understand ail the words in your paragraph? Use expression as you read so you make the meaning clear, There's a lesson in that Vocabulary to learn and use: | fable, morcl, proveits slereoiype. idiom idiomatic expression. fgurative expression, human, characteristics Did you know? The storyteller Aesop is said to have lived in Greece in the 6th century BCE. No-one is sure where he came from but the name “Aesop' comes from the Greek word ‘Aethiop! meaning Ethiopie. ‘When you don’t know what a word means, try these ideas: + Break the word into syllables and look for a ‘common root word, prefix or suffix. Re-read the word in context for extra clues. Use a dictionary.The Ant and the Grasshopper One fine summer's day, deep In a meadow, a grasshopper was bouncing about, chirruping and singing without a care in the world. An ant bustled by, weighed down by the enormous ear of corn she was lugging to her nest, Time and time again, the grasshopper watched the ant scurry back and forth gathering food ~ insects, flies, grains of wheat ~ anything she could find, ever once stopping to admire the glorious day or relax in the rays, The grasshopper found this difficult to fathom. and teased her as she busied by, saying, “Take it easy’ there, Ant! I don’t understand why you're working so hard. The day is long! Food is plentiful. Come and rest awhile, and listen to my latest melody.” “As it happens, Grasshopper, | am storing up food for winter and you should be doing the same. Summer won't last forever, you know,” snapped the ant as she continued on her industrious way, if anything toiling just alittle harder. The grasshopper guffawed at the idea of working on such a day and hopped happily off into the sunset, singing and. jigging all the way. ‘And summer didn’t last Itnever does. Winter came, bringing barren fare and frosty fields ‘Grasshopper's song stuck in his throat as he shivered without shelter or sustenance, gazing wistfully at the ants as they munched liberally from their stores of food, shaking their heads at him and offering him nothing, “How foolish I have been!” he wailed, for only then did Grasshopper understand that he should have made provision for winter as Ant had said, Sally burt Who would you rather be frends wth = nt or uttaw v 10 laugh loudly oscocelly fo mock something Grasshorper?Discuss the story in c group. 1 Can you summarise the main idea of the story in one sentence? 2 Who are the main choraciers? How ae they different from each other in what they say and do? 3 One character learned something important. What waif? 4. Which Ueaucter uo you think behaved the bel? Use enurnzies to explain your view. Fables are found in many cultures and folklore storytelling traditions. 1 What have you learned about fables from the story? Wille a Fable fact fle in your nalebook Fable fact file: © Fables are .. © Tho characters are usual © The main point . ® We can. Use these key words to help you: 2 Discuss other stories you think might be fables. p> EB Crd ‘© Did I understand the key features of a fable? ‘© Did I recognise whether a story is a fable from my notes? QED complete your reading tog for The Ant and the Grasshopper Do you think « story is @ good way of teaching this lesson? Explain your opinion. eee rrreen one) Discuss the questions with a talk partner and then wiite your ‘answers neatly in your notebook. Use examples from the text. 1. Why did Grasshopper toase Ant? 2 Why did Ant say “summer won't last forever’? 3. Give an example of Ants aetions io show she approves or disapproves of Grasshopper. 4 What mace Grasshopper finally understand that he should have acted diterontiy? 5 How do you think Ant felt when she saw Grasshopper at the end? (IED Verbs can tell you about characters through how they act and move. 1. What different kinds of walking do these words describe? Role play them with a partner 2 Choose a verb from the story that shows Ant’s mood when Grasshopper teases her. 3. White down verbs from the story to describe how Ant moves, What do they show about her personality? 4. Fathom has mo'e than one meaning in the dictionary. Use Ihe context fo decide which meaning is correct in the story. 5 What tense is the narrative part of the story? Ge three examples. 6 What tense is the ciologue mainly in? Give three examples. fathom =n. aunt of measurement (equal to Punctuation is necessary in any story. 1. Where are exclomation marks used and why? 2. Find an example of punctuation that shows where: Sh eed orterer deat there is dialogue in the story. = fo measure the 3. Explain the reason for the apostiophe in each example: | depth of water with o @ One fine summer’ day . sounding tne b Summer won't last forever ~¥. to understand © And summer dant last... something by thinking bout it hard The grasshopper’s song stuck in his throat ...Eaceties CREAI2D Animat characters in fables often have particular human characteristics that we associate with each animal. These are known as stereotypes. 1. Discuss with a talk portner the characteristics often assaciated with these animals in stories. PR eo © Anthropomorphism means giving human characteristics to.animats in stories or Pictures, Anthepos means ‘man’ of ‘human’ in Ancient Greek and morph means shape or form, Can you see how this | word came about? a id elephant AES snake lion hyena donkey | _wolt rabbit 2 How does Ant act like a person? Make a ist. 3. How does Grasshopper act like a person? Make « lst. 4. Write two short paragraphs describing the personalities of Ant anc Grasshopper using exompies from the text of how they speak and act. 5 Read these fact files about real anis and grasshoppers, @ Which is which? b Do the facts support Ants and Grasshoppers personalities? Hove having fan swienming and flapping about but | always remember that | need to find my A B own food! ‘* Live almost onywhere except |* Live cimost anywhere extemely cold places © Live in colonies © Live by themseives ‘© Wil eat mos! things © Mostly eat grasses, leaves espacial insects, meot, fats ‘and cereal crops (herbivore) | and sugary foods (omnivore) © Dont usuallysuvive the fe Con tvea few menths toe Wwintor few yeorsStories usually contain an issue or a complication. In fables, the issue is the lesson learned by one of the characters. 1. Discuss the isoue inthis story 2. Whot did either of the main characters do to resolve the problem? 3 How does the story teach us the lesson? QED ani and Grasshopper approach life differenti. 1. Make notes about how each charccter approaches ite, 2. Summatise your ideas fo your talk partner and discuss whether you agree. 3. Sort these adjectives into two lists fo describe Ant and Grasshopper. 4 Role play @ conversation in which Grosshopper asks Ant for help at the end of the story. @ What will Grasshopper say? b How will Ant react? © Whot could Grasshopper offer Ant in exchange for food? 5 Wiite a short paragraph explaining what you would say and do if Grasshopper asked you for help. Give reasons. ER nase (COKEED the nanator of a story can either be a character (fist person) or ‘someone looking in from outside (third person). 1 Who tolls the story of The Ant and the Grasshopper? 2 What evidence tells you this - the narrative or the dialogue? Why? 3. Which words show wnether these sentences are in fist or the person? @ Grasshopper said he hoped winter would not come. b 1am wortied that Grasshopper will have no food. © She works so hard and never has time for play. d We share al the food we colected fo see us through inte. © The ants know they need to store food to survive. ere eeLanguage focus Third person narrative:an outsider First person narrative: o character | tells the story but is not part of it. tells the story as well as being in it. Irnron went to schol 1 go to school early ‘early 50 that he could so that can hand in hand in worn newspapers: my newspapers for for car) recycling ‘Common pronouns: he, she it they. Common pronouns: |. we. me, us, him, hes them, his, hers, theirs. mine, ours. Pronouns stand in for people or ebjects to avoid repetition. Example: The duck said that the duck gave the duck’s mum a present. The duck said that she gave her mum a present. Use possessive pronouns and adjectives. Bae Tete te Tat Possessive pronouns and possessive adjectives do different jobs Possessive adjectives oppear with the noun they modiy Possessive pronouns tako the place of a noun. Example: That's my egg, not your egg. -* That egg is mine, not yours. possessive adjective possessive pronounPersonal Possessive | Possessive pronoun jadjectives _| pronouns 1 my mine you your yours he his his she her hers it its : we our ours they |theit theirs 1 Choose the correct word for these sentences, @ The ant cortied (her/hers) load on ¢her/hers) book. b The ants said, “This com is (our/ours) © Please shore (your/yours) food with me. People should not sleal what is not (theit/thels). © Wihy don't you come and warm up at (my/mine) house? 2 Replace the personal pronoun (|, you he/she/it, we. they) with the comect possessive adjective or pronoun, Winter made (i) presence fel. b We are collecting food for (we) stores. © Allthe food | have collected should be (). They gove me (ihey) word @ Allthat | have is (you). Not everyone s00s things the same way. How might the story change if Ant or Grasshopper was felling if? pf cn ‘One fine sananers dap. ‘One fine summer's day, deep in a meadou, | noticed a “deep in a meadow, | was ‘grasshopper bouncing about, bouncing about, chiruping hirruping and singing without without a care ‘care in the world ..1 Decide with a talk partner who will fell the story from Ant’s and, Grasshoppers points-of-view 2 Re-oad the story and decide what fo change to make your character the notrator.You can also change same story details ‘© What does Ant really think about Grasshopper? '* What does Grasshopper really think ahout Ant? 3. Make noies of your changes, 4 Tell each other the story from your character's point-of-view. Sea RRO ml ss ‘A proverb is a memorable (QED stories can help us to eam tricky saa aie tie a Tesons bout ie; wo remember he sto, ie sn 0 so we remember the lesson. he athosl 1 Ina small group, read the proverbs below —— and explain to each other what they mean. © Never pul off unl tomorrow what you can do todoy. ‘© Afriendin need is a iond indeod. Dos you would be done by. 2. Make nay wile the sun shines is a figurative oxoression. Use the pictures on page 15 to help you discuss what it means literally and then work out the lesson that it teaches, sonar gh Yt Bra mrning ofa word gurtiveSotpton sige mere eng Len cag pee 3 Which ofthe proverbs in GUestION | aw ny deb hand at fing has the same meaning as but kioat eoser carcass Moke hay while the sun shines? —_fsh in good weather... never put off unt tomorrow. infer v fo work out using prior knowledgeMy hay is ruined. Ts dey too ‘ \ sesiauie es Non ha hay cuwgra water (QED decign a cartoon stip to itustrato a proverb. 1 Choose one of the proverbs and tell each other an idea for a scenario that could teach the lesson in the prover. 2 Plan a cartoon strip of your scenario, Sketch the Any volunteers? scene and write dialogue in the speech bubbles. whe a so are 3. Add any necessary narrative text. Keep it brief. oe 4 Compteie the cartoon stip and share it with the class. 6A twist in the traditional tale Explore a modern version of the fable. 1. Look at the story on the next page. This version of the fable és tied Auntie Anthea and Gentle Geoffrey. Which is he Ant and which is the Grasshopper? How could you tell? 2. Predict how this modem retelling (ftom the title and the pictures) might be similar to or different from the traditional version. (QIZED Tre story can be read in groups of three. Skim the slory fo identity the nantalor:is it Geoffrey. Anthea or a third person narrator? 2 Read the story together Lis similarities and dliferences between this and the previous version. Session 6Auntie Anthea and Gentle Geoffrey Summer had been a blast and Gentle Geoffrey had loved every mimute. He felt so inspired and his music was sweeter than ever. Auntie Anthea had also enjoyed the summer. Gentle Geoffrey's music had certainly made cleaning and collecting food seem much less erfor. As the weather cooled, Gentle Geofitey’s chirruping became a little less cheerful Auntie Anthea, on the other hand, was still scrubbing and storing, although it seemed alittle more of a chore. By the time the winter chill set in, Geoffrey felt famished and frail. He'd played ‘music all summer with his head in the clouds, so he had no home to go to and no food to eat. But ust as he thought he should do something, he caught a faint melody in the whistling wind and once more could think of litle else. Auntie Anthea, ‘meanwhile, was warm and well-fed but was finding winter dull, with little to liven up her diet and daily chores. All of a sudden, she thought of Geoffrey. “What a tasty treat!” she clapped. “Ladore insects and Geoffrey will make a delicious difference. He never knows what's ‘what with all that music filling his head. He'll leap at the chance of filling his tummy and I've never grazed on a grosshopper before.” “A... A. Auntie Anthea,” shivered Geoffrey, surprised to see her braving the frosty fields. “Wh ... wh ... whaddya you doing here?” “1 couldn't help thinking of you tuming into a block of ice out here,” sald Anthea, ‘trying to keep the anticipation in her voice at bay. “I want a tenant, and who could bbe more delicious, | mean delightful, than you?” are“Ds. d .. delicious? That doesn't sound so ¢...€... ool, [think Vlg ...g aive ita miss, if it’s all thes... .. same to you,” quavered Geoffrey. “Well, it's not my heart's set on you taking you home for suppet,” lured Anthea. “Just come on inside for a bit.” “ND 4. bitof what?” “A bit ofa bite, of course!” snapped Anthea, with a touch of irritation. “But ab ...b .. bite of wit... wh ... what?” Geoffrey worried as he crumpled to the ground, too weak to sand, Anthea dashed forward, siung Geoffrey onto her back, hauled hirn home and Jaid him in front of the fre, licking her lips in anticipation. Geoffrey, revived by the ‘warmth, thought for a moment and then smiled winningly at Anthea. “Auntie, the other insects said you were, well, mean, but you seem so kind, What can 1, you know, do, um, to thank you for your hospitality?” “Well, [had thought...” Anthea trailed off, hoping her tummy wasn’t rumbling too obviously. “Hmmm! I'd rather sing for my supper than be your supper,” Geoffrey declared, and he began to sing, softly at first but gaining in strength with every note, Anthea loved it and suddenly realised what was really good about having Gentle Geoffrey in her home. She could cook and clean and he could keep her company and entertain her friends. Now that would be a giant leap forward for antkinal Sally Burt Geofirey is a name with English, GD revere snot cous sesotaton See ame summarising this version of the story. jt means ‘pence’ Do you think 1 Use your notes and the questions | ftwas a good name for the below to prepare your presentation. hese in this story? ] a What are Anthea and Geoffrey like? What are their talents? What does Anthea intend for Geottrey at frst? What does she say that makes Geotfey reluctant fo go with her? What shows thatt Geottrey knows what Anthea is planning? What do you think of his solution to the problem? What is the twist in the tale? What lesson does this fable teach? Which version of the story do you prefer and why? sea-oa0c2 Give your group presentotion to the class. Answer any questions when you have finshed. Wy ot think of fow questions you might tke to oa etc ‘sk other groups in advance? Never put off until % © Did we use evidence to explain our comments? tomorrow. © Did we explain clearly which version we prefer? cee © Did we make sure everyone takes part in a discussion? OED tas Auntie Anthea and Gentle Geotirey to your reading log. Note down whether you preterred this version oF the original. ike) ESTZES tearn about punctuating direct speech. ey Put speech marks before and afer the spoken words. Copttolise the first word inside the speech marks. Use a comma after any words introducing the speech, ‘tort a new ine when a new person speaks. Ifthe narrative indicating who spoke (e.g. she said) comes after the speech. put the comma, exclamation mark or question mark (never @ full step) before closing the speech marks with no capital letter for the word that follows. ‘comme after words that punctuation inside introduce the speech the speech marks Anthea said, “I love insects!” “Not me, | hope,” whispered Geoffrey. newline for capital 10 carta! each sp0aker etter letter punctuation inside the speech marks LT1 Sean the story to locate the punctuation showing dialogue. @ Does it follow the rules on the previous page? b Can you write any other rules to guide you? 2. Discuss haw the punctuation works in the sentence below: “Auntie Anthea, said Geofirey,"why are you here?” | oe } 3. White these sentences into your notebook, adding the speech marks. cortect punctuation and using interesting verbs to show how the characters speak. a ey QED vxona ino story. 1 Continue the conversation between Geofirey and Anthea afer Geoffrey finishes singing, @ Write ot least two more things for each character. b Keep the dialogue ‘in character © Use the correct punctuation for the dialogue and the narrative. 2 Check you have used descriptive verbs in place of said, asked or repied. Do @ dramatic reading ofthe ciologue inthe story including your ren dcop. 1 Practise reading out only the diclogue with a talk partner. 2: lease nenathe ond na way he words oro ron help you understand how fo put across your idasebouthechoccbs Sprotyeu interpretation with speech and gesture, waste sane deraatic reading in character?8 Figurative language @XLIED owes of pooch ore around usa ‘our everyday language. 1. Discuss these expressions in c small group. @ Do you know these expressions? b What do they mean literally? © How you might use them in everyday speech? under the weather spill fhe beans give me aibieck read between the lines take a roin check on the boll back fo square one something isnt Wterelly 2 Choose three of the expressions true, itis « figurative expression, and use each one ina sentence, _ When! say I'm freezing, i's not Iteraly true ~ or 7 Bre) ———— 3 Think up some other figurative expressions you know. In your group, choose one figurative expression each. b Each draw a literal picture to ilustrate your expression. © Snap your pictures with nother group and guess each other's expressions. 4. Find the folowing figurative expressions in the passage. Discuss what they mean tierally bb Discuss what they mean figuratively in the context of the story © summer had been a blast with his head in the clouds © thot doesn't sound ¢ ...¢ ... C00! 5 In the frst version of the fable, Grasshoppers song stuck in his throat ‘when winter came, What does this expression mean, both literally and figurolively? How do you think i came about? 6 Geoftrey tells Anthea he would rather sing for his supper than be her suppers he using the expression figuratively or erally? Why?ERED tteration is a foure of speech because the elect ofthe repected convert soul rer te Was ice Rorior ele 1 (isso ha able tata Bhs Shor ts ohAIn 6 foes a euir nevee? 'b Invent an alternative name for each character using alliteration. 2 Think of a word that aliiterates with your name and reflects something about you. 3 Anthes offen uses alliteration in her speech. 1 Identity three examples of alliteration in her dialogue b_ How does alliteration make the words stand our? 4 Find three more examples of alteration in the story. What effect does it have? RAs Re Rou tack LL SA inhi tah oy ar versions, details or endings. 1 In groups of four, discuss an alternative ending fo. one of the versions of the fable @ which fable you have chosen b your thoughts on tne discussion points given below © analternative ending to the fable the lesson to be leamed from your atternative ending. The original version: '* Whot happened fo Grasshopper at the end? What did Ant do about it? Do you think this was right? Was Grasshopper lazy? What could Ant or Grasshopper have done to change the outcome? Explain how the fable could be changed fo teach the lesson A flend in need is @ filend indeec? eee Prepare a group presentation to include: this fable? Fables ate part of the oral tradition; the same story often has different Remember, in group ‘work, you share out the work ~ many hands make light work! ‘The modem version: © What happened to Geottrey at the end? What did Anthea de when Geoffrey was cold ang hungry? Do you think this was right? © Was Geofitey lazy? © Was Anthea 0 good friend to Geoftrey? How could the lesson One good jum deserves another apply to3. Give your presentations and discuss each other's ideas. © Usten carefully during the presentation. © Ask questions affer the presentation. © Be prepared fo offer your Ideas but cecept others’ diferent ideas too. ace (REDD reas «story rom inca independent. 1 ian eel he ov oe tai 2. Summarise the main idea for yourself in one or two sentences. Three fish lived in a pond. One was When the fisherman cast his nets, named Plan Ahead, another was Think Plan Ahead was long gone. But Think Fast, ond the third was named Wait and Fast and Wait and See were caught. See. One day they heard a fisherman say Think Fast quickly rolled his belly up that he was going to cast his netin their and pretended to be dead. “Oh, this fish is pond the next day. no good!” said the fisherman, and threw Plan Ahead said, “I'm swimming him safely back into the water. But Wait down the river tonight!” and See ended up in the fish market. Think Fast said, “I’m sure I'l come That is why they say, “In times of up with a plan.” danger, when the net is cast, plan ahead Wait and See lazily said, “I just can't oF plan to think fast!” think about it now!" Retold by Heather Forest Remember, there were thee fish so you wil need QED use neacings to help you summarise a story three soins! 1. Moke notes under each heading, — Setting |Characiers| Problem | Solutions | Ending 2. Wite @ short paragraph explaining whether you would classify The Three Fish os © fable. Use evidence from the tex fo Support your view.© Can I recognise fable features? © Can Texplain my point-of-view dearly? © Can 1 use evidence from the story to support my views? RRS Te Rll dlc eis 2x NW A nen to WN ‘about he pot becouse You alee know 1 Plan a retelling of either The Ant and the Grasshopper or The Three Fish. Jap Wis hued afb Gl erence hig carom! 2 cheba ciizen| chenatosira atten! era « viesaBd oncing ath pele Blisiiente aeons bi ean aetna 2. Use a planning diagram to make notes. Shor, sinple story 7 Section? | Section2 _|Section3 [Section ising ie ween: Characters Problem/Issue |Howtheissue |Lessontobe | tke humans ‘and setting Nobizout || eames Dialogue shows their raractensies J | Figurative lenguege or alteration 7 3. Swap plons with a talk portner. Can you telleach other's {heres learns aleston story aloud, using the pian? 4. Hos your partner included the key features of a foble? Suggest improvernenis. 5 Adapt your plon if necessary. Write your fable from your plan. . 1 While a first draft, section by section. ‘Gon’t forget to start a new 2. Use tno ting cneckltorvew yourverk, asus needle Therak jer okpaneGiecdtcton teres ond angina 3: Fralie you stor and ihahoieito wrehaion vic hos changed fom the erga en ferent eee QAI note a ciassenthotogy of your fables anc read them aloud fo friends and fami! 23 ‘Sessions 11 and 12 Re!In this unit you'l find out what it's ike to explore Vocabulary to learn and use: space by reading about people's experiences astronomy, astronauts, In blographies, joumois and inferviews.Yull cosmonauts, observatory, research, summarise and order information, ask orbit, spocecratt, telescope, geod questions and write c biography andan biography, journal imaginary space journal af your own, a ———~ — 1 What is ‘out there’? CNS eerisstres curkromiocge of sce has grown. Then discuss the questions on page 26. eee ung ‘The isi sior caialague vas complied by the That was clever, Greek astronomer Hipparctus in 129 BCE. ee i In 1543 the Polish astronomer Nicolaus see everyone thought (Copernicus claimed that the Earth moved 5 the Sun moved ‘round the Sunt around the Earth! Donishiman cho Brahe wos a fornous astronomer He buit ne world’s fing observatory in Uroniborg in 1576. ‘The first telescopes were probably made by spectacie-makers: inthe early 1600s. They made dian! cbjecis appear cose. 1609, jhe olan scientist, Gatco, bull aelescope that aloned 10 view sunspols and the moons In 1613, ho used hs ervations fo prove Copernicus's theory correct.In 1704, the Enalish scientist Isaac Newion designed o relfecior telescope with greater magnificaion and a clearer image than earlier telescopes. : é ‘The idea of a telescope in space was suggasted by an American astronomer, lyman Spitzer in 1946, 1 1957, the USSR launched the fs satelite, Sputnik, into space. satellite 1c natural er So the space race 3 / was on! Who would be . the fist to send a human / into space? (On 12th Apr! 1961, Russian Cosmonaut ‘Yuri Gagorin became the fist man in space. ‘The fist woman in space wos Russian cosmonaut Valentine Tereshkova 1963 The term astronaut refers to ‘members of the NASA space programme, The term cosmonaut Bure was a refers to members of the Russian childhood nickname space programme. his real name was ‘vind (On 20th July 1969, American astronauts Neil Armstrong and Buzz Aldrin became the frst people to walk on the Moon: th 2000, the ftst crew moved into the International Space Station \which wos finally completed in 201) They don’t stay at the for too long. Can you imagine why? Pron einen1 Discuss as a class. Do you recognise the names of any of these people or places? b Which significant event made space exploration possible? © People from different nations have contributed fo the field of ‘astronomy. Name some of these nations. d_ What new facis did you discover from this information? © What questions do you have about SIRE) OG COIS OIE this topic? forms of scientific study. A timeline is a summary of events in sequence. T. In your notebook, make a timeline fo show the order of these events Use key words only e.g. dates and names. 2. Toke tums with a tolk partner to explain « bel history of space exploration using your timeline. ea penenen welt cur vigroseter ct words and abbreviations from the context. 1 Use ne coir nek Gu she macrng of ia Caer words fis fx VBS lone 3a ERG in rel Fie a EEN, fo chediityedroaeht 2 An abbreviation is o shortened form of a word o rare using af ol heater of he ofghat sisal ocihs ilo Can po Wark ot whet Rese ebtreveatrs cine teniaena be Pree teas ‘abbr. 1s. an abbreviation for ‘abbreviation’!2 Building GBEED A sentence is no basis bulding blook for writing perry el Sentences should: contain a (finite) ver make sense on their own bagin with a capital letier end with a full stop, question mork or exclamation mark have question words for questions or command verbs for instructions. Simple sentences have a subject (who or wnat is doing the action), 6 vera (the action) and deal with one idea. Compound sentences are formed by joining simple sentences with a Conjunction e.g. and, for, but, $0, 0% yet if 1 Inyour notebook, complete eoch sentence by fling in the subject Example: Hipparchus the fast scientific star catalogue. (who?) ee 2 invented the first telescopes. Meche ey 2 ries BUN Te AEE and ask who oF what is © 2. designed a reflector telescope. doing the action. The first person to walk on the Moon was 2 2. Join two simple sentences with an appropriate conjunction. write the compound sentenoes in your notebook. You can leave out any unnecessary words fo make your sentence sound more natural Example: A satelite is a natural object. satelite is. man-made object. A salelite is « natural or man-made object. @ Early astronomers observed the stars. They observed the Moon. b Copemiccsmace amor ascovey, GEE flobody bstevect in Remember ~two simple sentences joined together form a compound sentence© Galileo developed the telescope He gid not invent it Astronauts can work in space. They can work on the ground, Use adverbs and adverbial phrases to improve sentences. paseo ee ort Adverbials are single words oF groups of words that acd information ‘about the verb, saying when, where or how the action takes place. Adverbial phrases of time describe when the action takes piace. For example: The astronaut blasted off into space. After many hours of preparation, the astronaut blasted off into space. | think the ‘second sentence | more interesting 1. Read the history of astronomy text again and note down the adverbial phrases of time that tell us when the events cccurred, Example: On 1zth April 1961 2 Use your timeline fo write five sentences using some of these adverbial phroses of time to show the order of events. Long before... Finally For the first time... Then . ‘After that... Eventually. In the early 1600s Atter Galileo's invention... Many years later. In 1969... How did I do? © Did order events on a timeline? © Did I identify the subject in a simple sentence? © Did { join two simple sentences? © Did Fuse adverbs and adverbial phrases of time to improve a sentence?EWC eKesuiscn eaesaies (STIR) 4 viography tots you about « persons fe, 1 Read the biographies below to find out about some astronomy ists Dates 9th March 1934-27th March 1968 Childhood, Yuri Gagarin was born in Klushino, a small village west of Moscow, the third of four children. Growing up during World War I life was difficult: His father worked as a carpenter and bricklayer and his mother worked as a milkmaid. ‘Training for the future In school, Yuri was good at mathematics and physics. After school, he discovered a love of flying and joined the Soviet Air Force. He enjoyed being a fighter pilot, but he really wanted to go to space. ew 5 Ge Hales Fist cosmonaut Could he have done this In 1960, he was one of 20 applicants chosen to be ache wat feu tapstare the Soviet Union's frst cosmonaut. Gagarin remained —eamwork when i comes to calm under the pressure of the intense training and great achievements? ‘excalled at the tasks, while also keeping his sense of humour, Later, he was chosen to be the first man into space because of these skills. It also helped that he was short and could fit into a small space capsule! Liftoff (On 12th April 1961, at 9:07 a.m. Vostok 1 was launched. Just after lift-off, Gagarin is said to have called out, Poyekhali! (‘Off we go!’). He was rocketed Into space and completed a single orbit around Earth. Imagine volunteering Mission accomplished {for that job! How do At the end of the orbit, Vostok 1 re-entered the {you think he felt? Earth's atmosphere. Gagarin ejected (as planned) from the spacecraft and used a parachute to land safely = just 108 minutes ofter blast off. Yuri Gagarin became both the first person to enter space and the first person to orbit the Earth. ee ore aa |‘Wycho Brahe Velentina Laika Dotes: 1546-1601 Tereshkova Dates: 1953-1957 He gained tame osa | Dates: 1937- This Russian space fyoung astionomer. | she was the dog became the In 1575, King Frederick | first woman in space. first animal to orbit the Jgove him an island | Afierher 1963 mission _ Earth in November Jand fnencial support che became involved | 1967. Laiko travelled in to build an observaiory. |in polis. She has been | spacecrott known as ‘Here he made accurate | awarded many honours | Sputnik 2. Laika means: observations and and prizes for her “barker in Russian, and Precise measurements | achievements her mission helped ‘of the planets before A crater on the far side | scientists understand tne invention ofthe ot tne Moon is named _| whether people could telescope! offer her! survive in space, 2. Can you work out the meanings of the underined words? ite down your definitions ond then check them using a cictionaay. 3. Answer these questions in your notebook. @_In which country was Yuri Gagarin bom? b Desctibe Yur's childhood Wihich biography © What characteristics and skils mace him dd you find the most suitable for the job of cosmonaut? ot) How long dic his frst mission lost? . How old was Yuri at the time of his frst mission? How could Tycho Brahe atford to bud an observatory? Why are Valentina Tereshkova's dates incomolete? What can you tell from the dates on Laika's biography? sa7oa ED cae Sc ss 1 Compare ang discuss these features of the biographies. a he pipe b rewne © the order of the information: aerial conimien a nana. ‘Any volunteers? Who can explain the difference between a biography and an ‘autobiography? GED tecte your reasing og te show thet (elias weds blograonyEee mane) QXEZD sve tot has o sructue. When texts organized into paragraphs. GTopE eervonce helps fo In her 1 ity doyou think tex sched info poragrophs? 2. Identity the topic sentence of each paragraph es inthe bogrphy of Yr Gagan Wife hom ut ¥olx notebook 2: Whats ho rest ofeach paragraph abou? furrmarbo Ihe under fa Res senior alia eel rel soaasaie coneiane 4. Use your summery to fell your talk portner sentence lnk each paragraph cout Gogorn eS Read the first sentence of each paragraph! (BED one way 1 got your wring to ow and make zonse is o ee acherbias pete ete ity ‘Adverbiols tellus when, where or how the action takes place. They can be singlo words (adverbs) or groups of words (adverbial phrases or adverbial clauses). Adverbials con move to different positions to highlight citferent parts of the sentence. For example: adverbial clause She became involved in politics after she completed her 1963 mission. ‘After she completed her 1963 mission, she became involved in politics. | When the adverbial clause starts the sentence, i's handy to use a. comma to holp make sense of tne sentence. Remember © a phrase is a group of words without a verb: after that © clauses groupat words with a finite verb: after she completed her mission1 Move the underlined acverbial clause from the end to the beginning of each sentence @ Yuri Gagarin had a difficult lite while he was growing up. b He discovered a love of fying after he finished school © Gagerin kept his calm while he completed his training Gagarin called out. Poyekhali! soon after the lif-off occurred. © Vostok I re-entered the Eorth’s almosphere when ithad finished ina Many words in Engh originate fom words in other languages such as Greek, Latin and French. 1 The following root words or prefixes came from Greek words. Can you: work out what they mean? Find a good match for each one. 2 Find words with these word origins. Use 2 dictionary. Did I identity features of a biography? © Did I find information in a biography? © Did | dentity and explain what a topic sentence is? | f.Did 1use cdverbials of time and re-order sentences? 6 The past tense CUED A vicaraphy ie witton using the post tense Because itis about Hing: hat have happened ha pencris hen the post 7 yout clea wife aout past tna af tha vabe}0 complete these sentences. ee ot eres eine: b Laka (fave) fra spoconret know os Sputnik 2© In school, Yuri (Iove) mathematics and physics. @ After school. he (discover) « love of fying and. joined the Soviet Air Force. © During the intense training Gagorin (exce) while keeping his colm 2 Irregular verbs do not follow the usual speling patterns when changing tenses. kdentity the imeguiar verb in each sentence and discuss hew they ore irregular @ ARussian space dog became the frst animal to orbit the Earth, b He mace accurdite observations and precise measurements. © King Frederiok Il gave him an island and financial supoort 3. Inyour notebook, write these sentences in the past fense using an irregular verb. @ Tycho chooses to study astronomy at university. He begins c career as an astronomer and becomes famous. Brahe builds an enormous observatory. Yuri Gagatin dreams of going into space. The astronauts speed towards the Moon. b & a e CRED the vor’ to bo (is, am, are) can be used as a li peeps ‘AS a linking verb, the vero fo be can be written: © Put in the pas! lense form (was. were) © using pronouns © fo connect a noun (or pronoun) with another noun, '® to.connect a noun (or pronoun) with on adjective, i noun + noun: ipenenben a tigter Sioa ‘Neil Armstrong (He) was an astronomer. ‘subject needs a singular verb | noun (or pronoun) ver noun ‘and a plural subject needs fa ‘plural verb. noun + adjective: Neil and Buzz (They) were happy to go to the Moon. noun (er pronoun) ver adjective 331 Rewrite these sentences in your notebook, following the instructions. «© kdentty the word thal comes from the vert fo be. * Replace the underlined noun with third person pronoun ond undertng it «Stato the verb connects two Nouns (nn) oF iit connects a noun and an adiective (n+a). Example: Laika is o dog. She Gag a. dog (inn) Volentina Tereshkowa was weltprepored for he fist mission. The early astronomers were observers of the skies. Tycho Brahe is famous for his measurements of the planets, The Earth ¢ ¢ planet oxbiting the Sun Some astronomers are fighter-pilots. an eels CIKEID or ane poopie youve leamed abouts arin his unit who did you find most interesting? Is there someone else you would fis ie ow ciaut i wilaaiaa oar hasnt burg uals ware hale about your chosen person. for example: Chikthood Training Achievements Cither interesis 2 In groups, research information about their if. Pool your information and resources. 3. Now work on your own. Note the information you find under your headings. Write key words and phrases only, 4 in your own words, write a short biography about the person. * Don't write more than 60 words per paragraph. Use criteria * Your biography must be wrtien in the past tense. Wile in the third person. nna 5 Ask your partner for feedback and then edit your work, Jeedbacks 6 Witte your biography neatly on a shest of poper for display. = Try to include some pictures. i 7. Share your work with the class by displaying your biography. i "yaaa | eaccaCRTC R ees cade ‘An interview is a great way to find out information about someone. 1. What 1ules or manners’ cre employed in an interview? 2. What tips would you ge to someone being interviewed or giving on interview? Who can explain: eee ee “The person being interviewed is the interviewee and the person giving the interview is the Interviewer. => Using modem technology, school space programs can sometimes arrange for sechoolehildren to interview astronauts in space. In the following interview, children spoke to astronaut Chis Cassidy on board the international space Station (ISS). 1 Work with © partner. Read the interview (on page 36) cloud, aking one role each, Bee sae Different languages are spoken on board the ISS including ‘Runglish’ which is a mixture of languages. Can you guess which languages they are? Soe ess Ki}Hi Chris, my name is Rui. Can you tell us what hoppens to your waste water on the ISS? Hi Rui, Our water on the ISS is recycled and reused. We collect tin pilostic bags, standard refuse around herel And it gots processed through a special systam, So we reuse the next day! ‘My nome is Carlos. you could change a part of the design ‘f layout on the ISS, what would it be? Thats a realy good question, Carlos. | would defiritely add more ‘windows. We have a couple here and fm looking down on Earth ‘0s we speak, but | think you can never have enough windows. Hello Christ My name is Cindy. I'd like to know if there ore ever {| ‘ony misunderstandings between the ISS crew members? ‘That’ an interesting pot, Cindy. Misunderstandings are usually language-telated because we have fo communicate in other languages. We mighi gat our words mbxed up or say something that doesnt moke sense. This con actually be quite funny Hi, my name is Sam. What do you do in your spare time on the ISS? . acces Se ak good itiiview quorions: 1 A’space interview’ usually lasts about ten minutes. Children have: to prepare their questions beforehand. Why? 2. Compare the following pairs of questions. Which one draws out the most information? Explain why. casplayiatant haut b What type of training did you have to go through? @ Did you always want to be an astronaut? How did you become an astronaut?Do you like swimming? 3. Imagine you could interview an astronaut reece nyourosccckentone Seah questions that you would like fo ask 4 Share your questions with a partner. Has your partner used question words and the correct punctuation? Give each other positive feedback. ‘Use question words like ‘why? ‘end “how?” to make sure your ‘questions open up a topic and ‘ive the interviewee a chance to explain or describe something. OER tn rote pay to expres what you have teamed. 1 Choose and role play one of these options with a partner. Ee nie tunete be int jouer onde rdeniclon a an Fis oin on ingdnary extend dis Wornchon ha Ripon quand che hs up suitable answers. b An interview with a real person. You can use the Yuri Gagarin Dont forge to keep biography or any other personal oe ces eae ‘eecount fo plan your questions and iiaaten tor find answers audience! Pee Ree © Did I change sentences into the past tense? © Did I plan and write a biography? © Did | ask and answer questions in an interview?AAR role Rolle Rete soc eae Personal writing is writing we do for a personal reason. ‘Sometimes this writing is private and sometimes itis for others to read. 1 Think about different types of personal witing 2 @ What kinds of personal writing do you enjoy doing? Iyou found a letter or a diary belonging fo someone else, ‘would you read it? © Would you be hoppy if someone read your diary? When is @ diary or journal not ‘meant fo be private? 3. Mary eatly astronomers kept joumals to record their research, observations and discoveries Galleo's 1610 journal shows sketches of the objects around Jupiter which he {otter recognised to be moons. @ Can you imagine the kinds of things that Galileo moy have written in his journal? 1b Was there any other way, in those days fo record this information? © What other ways of recoiding events ond experiences do we hove now? "Wow! That's over 400 years ago! BESS ee Chg oi tate mE Rak rey 2 peso aogi inci SCTE cada rn foun WHE. ‘Today we can keep up-to-date with everyday life in space by reading fwools ond blogs wien by people ling onthe 1. 1 Read some tweets from astronauts in space or in training, ase ces ors pcs en cahraifli Dpto de too cxtercutovoal azout what ney 20? ees in sien Ge sounclite sare thoyeoxt eobt sa ne ais grate re crc Secon. cerot Mi View photo F Retweet # Favourite Chris Hadfield 10 May What a fun day! This type of event is what the years of froining were for. A happy, busy crew, working hare, loving life in space, Mi Viow photo F Retweet %® Favourite Space station mock-up is used for spacewalk training ~ great fun Mi View photo F Retweet ® Favourite Sam Christoforetti 7Jul I've just been fo space and back ...nominal ascent and re-entry profles in the 18 m centrifuge - very interesting]! View photo F Retweet ¥ Favourite Sam Chiistoforetti 16 Jul Wile | was in training @Astro_Luco was fighting w/water leaking Inhelmet.A pity #£VA had to be terminated, but so good everyone is final mView photo 7 Retweet Favourite Tinos = Oe.2. Ablog is a type of journal. Read a biog by astronaut Sunita Williams who has lived on the International Space Station, Life on the ISS: Well, it has been a busy week! The main event was the arrival of the Progress resupply craft. The long wait was well worth it. Once the spacecraft was secured, we equalised tie pressure and cracked open the hatch. ‘Gorby’ (our nickname for the Progress) was overflowing with exciting goodies for us. Not only did we et fresh food like apples, tomatoes and oranges (ust Jove that smell) but also chocolate (lots of it) I's great to eat fresh food again, 1 automatically feel healthier. ‘We also oot some cards and gifts from FFF (family, friends and fons) back home. Everyone took a litle time to themselves to sit back, read and enjoy the news (though old) from home Here's one of our crew, Cosmonaut Fyodor 1N. Yurchikhin, juggling our fresh cargo! ‘Not much skill required since those oranges just hang in the air! rasupply erat n.o spacecraft with no ‘crew thot dolvers supplies fo the space station and removes waste ‘equalise 110 mako or become equal Other activities this week: * A.computer reload. It went well with the expert help from our ground team. ‘Well done everyone! + Our usual daily exercise routine of biking, running and pushing weights. Don't think you can even miss one day up here! We have to keep our muscles working or they will forget what to do! » We spoke to the International Space School in Scotland! Their questions ‘were great and they invited me to visit therm next summer! I can't wat, * And finally, my favourite! It was my turn to clean the station this week ..3. @ What petiod of lime does this journal cover? What activities are mentioned in the blog? © Why is the news from home described as old? Is this journal public or private? How do you know? © Find examples of colloquial language in the blog. {What factual information does it include? 4. Does Sunita Williams use more thon one tense in her journal? Give examples. colloquial ax) inforncl Update your reading log to show that you have read a modern Journal or biog. Eee] Mecosrncrie snare Te nal or blo GEARS) cmpter og or your owen persona jour CBTED ue on no iss sound ko @ mixture ot hard wotk and fun. Imagine being on the ISS for a week! Write an astronaut's blog or journal. 1 Read a list of some of the jobs that the astronauts have to do. Maintain equipment: do a spccewalk outside the station to check and repair equipment; conduct scientific experiments: exercise dally for ‘about two hours: update ground control: jake photographs of he Ear; enjoy some free time to reacl and make contact with fami. 2 Plan @ journal or blog covering your imaginary week as an astronaut. Inclucie the above activities. your personal thoughts and experiences. 2. Organise your joutnal ino headings and sections. b Include factual information and personal opinions. © Use friendly longuage with a few colloquial terms. d_ Remember to use varying tenses according to your purpose. Use the past tense to describe things that you did and felt before, Use the present tense to descrioe what you are doing and feeling now. Use the future tense to deserve whet you will do later. @ Use adverbial phrases and clauses of time to sequence the events, f Remember to include specialised ‘space’ fetms and vocabulary, 3. Share your draft with @ partner and get some feedback. Edit and correct your work. 4 Create a final version of your joumal for display. Include pictures, diagrams ‘ang personal notes ftom friends and family, Pe Sesrion F2Vrie ajauira crea 4T_|iy Reflections Nature is something we all experience in Vocabulary to learn and use: different ways, Overthe centuries. poets have haiku, reflection, nature, ‘expressed theit experiences of nature ina wide obvious, subtle, analyse, range of poetic forms. n this unit you'll read personification, comparison, ‘and compare rhyming poems, haikus ond free simile, metaphor, structure, | vyerse nature posms. ou Will write your own contiast, almosphere haiku andi choose a poem fo periom. EXKD sometimes, stoning noipe us to focus, reflect and imagine. Listen fo your teacher read the poem. 1a vrats topos? 'b Who is the ‘voice’ in the poem? Wratdo fa farcehot! te powry? Del youl andar Who Has Seen the Wind? ‘Who has seen the wind? Neither I nor you: But when the leaves hang trembling gre winds pasing through. S ‘Who has seen the wind? Neither you nor I: But when the trees bow down their heads 4 ‘The wind is passing by. NY Christina Rossetti Christina Rossetti (1830-24) was educated at home in England by her mother. A keen learner from the start, she dictated her first story to her mother before she could write!Many poets are inspired by nature. There are poems about plants and animals, the seasons, the sea and many more natural topies. 1 Have you ever been surprised, scared or amazed by something you've seen in nature? Stine ; sunsets are beaut) 2 How do you feel about things in nature? Think up some Me ee woids that describe your experience of these things jhe sun therain summer winter night time Share your ideas with the class. Others might fee! differently from you. Explore the differences. 3. Two poems about the same thing are never alike. Why do you think that is? The form or structure of a poem can add fo our enjoyment. Paina pore ja onncrconkaa ae ar rotboot 2 os el re get yur atenton? © How many stanzas are there? pio elec ren em Which lines are repeated? penny pce ous © etre ig ton? oy 2 Look at the second line of each verse. @ How are they similar? How are they different? B i coyeatanc pet cee tt (CREED its atte pononrtcion poet tee ety When something non-human is described using the characteristics of a person, this is called personification. Example: Ducks love to meet for daily chats about the weather.Look at what happens when the wind passes by @ How do the leaves behave? b What do the frees clo? a, ¢ Ifthe wind were a person, what sort of Sear LPQYI3 mg = do you imagine it would be? 2. What s the poet saying about the wind? Lwanter ifthe \ 3 Think of other ways to describe the wind using ‘person’ would be ~——?* male or Jemale? | — = personification and give reasons. Example: The playful vind age ab my oki, = on pet The pau ge ab my Ge -— = ~ é mischievous ( forgerjut y 2 Poets use figurative language to compare things. 1. How would you compare the following things? Match them up and tak about why you chose a particular image. [the moon [attriend Language focus winter [a gion! breath Figurative language is part of our everyday speecn. You probatly use comparisons more than you realise. wind [atiecold man | | » common form of comparison isa simile, the sun __|anight guard clouds [restless traveller A simile compares things by using the words like or as, Examples: It's as hot as an oven in here! Ie’ like an oven in here! 2 Wiite a simile for each one using either ike or as. Example: The moon is like 4 restless traveller Who is ‘alimays on the move. 34am |3. Think of your own images for some other natural things. Wille them in your notebook bs ior sere oar oy he Se Beat I rates es orto oan poms ecu rare @ What co emeralds, rubies, sapphires, escanani creeper steel © Dovouxraw neta ma Now read the poem to find out what the poet thinks of these things. Flint An emerald is as green as grass, Aruby red as blood: A sapphire shines as blue as heaven; A flint lies in the mud. diamond is a brilliant stone, To catch the world's desire; An opal holds a fiery spark; Buta fiint holds fire. Chiistina Rossetti 2 The similes in the fis! stanza compare the colours of the gemstones fo other objects. Complete these sentences in your notebook: @ Anemerald is compared to b Aruby is compared to © Asapphire is compared to 3. Suggest other comparisons for these colours: @ Asgreen as b Asredas © Asblue as. 4. How would you describe fint?A contrast is a comparison that shows how two things are different, not similar. 1 How does the fint contrast with the other stones in the poem: @ nils oppearance (in the fst slonzay? nits usefulness (in the second stonza)? 2. plain which stone you would rather have with you @ ata pory b ona desor islana, 3 Les look ai the deeper meaning of the tain holes fre @ Uso some ot thete words fo deserve what fint is eopabbe of: energy power force life shength b Explain the message of the poem in your own words. © Do you think the message is subtle or obvious? ‘subtle 2, nol obvious or easy to notice: clever in a way that does not tract attention; delicate or not sitong or bright (lavour or colour) ORID oo se 8 anne ine soon wy atic Reem: 1 Are the rhyming pattems the same or different? Br Gir Ofe te orange Una oes thits? ico fly itr arte onl enwteice behioan ine va poor QED sic yan ogni wr tr ana natn oor you have read. Would you like to read more of her poems? Eicon kuckcume keke) CRETE ove tt ois tira ot poy te cinco ween abshese Homi Toa ono} d boar mace wou aSiTS somres bem eal iio ne aia ihn be oa oie wahout ony stare, 1 To.understand the form of a poem. ask yourself the questions at menor paosd,a (Os there aurhyming patter? 2 Read some haiku poems. Can you werk out the form of the haiku? Look at the number of lines and syllabies. A Bitter Morning | A bitter morning | Sparrows sitting together Without any necks, James W. Hackett Ducks upon a lake White plumes reflect off water Silent bobbing corks Debbie Ridgara ‘Swifts shape a fly-by, their high, riotous piercings, ‘and one year's shot past. Chris jones & Pert ee ta ad Syllables ore the sound in a word, You can count the 1m Japanese there are no syllables by clapping the sounds os you say the word, plural words. The plural is Example: tree (1 clap) efverigreen (3 claps) shown by the other words in the sentence for example bran/ches caps) deledu/ous (4 aps) = 2 __ Llove to write many haiku.The language and form of haiku may seem simple but the meaning may be deep. 1. Apert from the for what other features can you fina? Use the notes about this hak to help you. A haiku is The fist part is wradtenaty about sane Penguins, black and white often a tera netie, Frolicking in icy seas,«———_observatior’or : Say emperor _ description ‘hme eae onic. aoe sae) ——) 2 Anaiku uses a few words chosen carefuly Gi forefect. win a tak partner find synonyms “FIR can wohelp jou for these words from the poems. plumes bicke cemporors dit efiolic fpiercings g shot 3 Haiku often show what the poet feels or thinks about something by the way the thing is described, rather than narning the emotion. Explain this in your own words. 4. In your notebook write a list of rules for writing a haiku, Doing the Give your lst an interesting title. futer_)While some traditional haiku may dlifer in form, ‘most mociern hciku fit the samo pattom. 1 Revead and compare the hoiku. Draw up a table ‘and answer these questions for nh Teune thee questions for each one. ee @ Is the haiku to do with nature? hatku hike b Do the syllabies ft the 5.7.5 poten? ‘¢ What literal observation or description is there in the first part? What figurative image is used in the second part? © Identty the word at the end of the last lne.ts it noun? {Explain the ‘surprise’ or'contras’ suggested in the las ine 4 Language focus ‘A metaphor compares two things directly by saying one thing is another thing. Example: Ducks are corks! You can change similes to metaphors by removing the words ‘ike’ or'as', Go back fo the fable of similes on page 44 and write each one as a metaphor Example: Winter is ike a tired old man -> Winter is « tired old man. ED i yr set ing la shade x a RL you rare aff atcaiied ened Goole Hore 4 and 5 Write a haiku Anaiku Is @ unique way of deseribing an object or a moment. T In groups think up ideas forthe topic of a nature haiku. The seo, a tree 2 ‘seed, the sun, ran, thundor clouds, a2 On your own, choose a topic that means something fo you. It could be something that you remember or have tecantly experienced, or something that has made you laugh or fee! happy or sad. 3. Write your chosen topic as a heading and make two columns undemeath it, @ In. colimn 1. wiite words that describe it iteraily and whet you might see, heor, touch, taste or smell b In column 2, write some figurative images (particularly metashors) ‘2 dorotbe in suing ways ee eS Mite vgs of + deep as deep ard. dark as = cats different ideas, so you can use them tory “hacia Uke a sroring care | outalferent effec (REEDS wnite the frst dratt of your haiku. 1. Experiment with diferent words from your ists fo write o poem that creates the mood you want 1o express and that fits the haiku form, @_ Keep the frst part of the haku literal and end it with o figurative image, 'b ly to be original in how you describe the topic. Express your own feelings and thoughts. 2. Swap with a partner and give each other some sell feedback hanonbr odo) 3. @ Rcd ough re poem teh = b Clap the syllables, oe. © Give ideas for other interesting words. 4. Finalise your poom and present it for display in the classroom, adding illustrations, Freed ce ad © Did I identify and count syllables in different words? © Did I make up literal and figurotive descriptions? © Did I plan and write a haiku?omens lec see COEZEDS some poems have no specific structure. They ate varitten in free verse. 1 Usten to your teacher read a poem by Telcine Tumer called Liston, Then talk about it. «Did you enjoy the poom? b What did you notice about it? © How did it make you feel? Listen Shihnhbnhhnhbhhi nak pe Sitti, wory stl And listen. Listen to wings Lighter than eyelashes ‘Stroking the air, Know shat the thin breeze ‘Wispers on high \ > To the coconut tres. . Lea poet meee eaten Coconut tres are one of the most useful plants to humankind, They can be used for food, ful, ol, rope, 2. Read a short biography about the poet. AS oR Rae oe Does it give any clues to why the post used certain images? building materials. | Telcine Turner Rolle (1944-2012) was bom and grew up in the Bahamas. "She became a well-known poet, playwright and teacher. She published 4a book of poems for children called Sang ofthe Sureys, Mustrated by | her husband, She once said: “Don’t let anyone persuade you against something you believe in your writing.” 3 Reread the poem. How would you describe its form? Compare itto the form of the haiku poems. What do you notice?LATIF Explore the features of poems without a set form. Listen to your teacher read the poem Wind by Dionne Brand. 2 What did you enjoy about it? Wind pulled a hummingbird out of the sky one day but let it go, Theard a song and carried it with me on my cotton streamers, 1 dropped it on an ocean and lifted up a wave with my bare hands, I made a whole canefield tremble and bend as ran by, | pushed a soft cloud from here to there, Thurtied a stream along a pebbled path, scooped up a yard of dirt and hurled it in the air, ified a straw hat and sent it lying, I broke a limb from a guava tree, Tbecame a breeze, bored and tired, and hovered and hung and rustled ond lay where I could.Dionne Brand grew up in Trinidad, Earth Magic (originally published in 1979) is her ist book of poetry for children. Her poems express her love of _ the Caribbean, its people and the power of nature. | 3 Use this checkist fo analyse and compare the poems Listen and Wind. \ite your responses in a table to show how the poems compare. \What is ire poem abour? Who wrote it? Who is the voice’ in the poem? How many lines and stanzas are there? Ave any repeated? Does it nave a rhyming pattem? 's punctuction used in any unusual ways? What figurative language Is used? Does the poet's choice cf words create a mood or aimosshere? What message or thought doss the poem present? Get into small groups and decide which wind poem you enjoyed the most. 1. @ Discuss how the poem should be read cloud. 'b Decide who will read which port of he poem. The whole group can red some parts (8.9. the fist line) and then individuals andl pairs cain read other lines. s Remember to use is i ? 2 Practise jedi me poem lout. resin and ations, Look a 3 Perform the poem to the class. Be colesee sa uae eh enjoy yoursl —— GEE update your reading log with the poems you have read. Do you prefer reading poems silently or aloud?) (18 The Wor is full of myths and legends to Vocabulary to lear and uso: explain Ie oF inspre us with feats of heroism. dais, mythical, chariot, in this uni, you'l explore dialogue and. Olympus, phenomenon, nero, ‘eporled speech, understand how witers, quest, sthouette, sovereign, develop 0 screenplay and write a myth or legend of your own, 1 Test your knowledge of myths and legends y) | Do you enjoy tales about impossible tasks ond fearless heroes? What are your favourite myths or legends? 1. Discuss the myths and lagands you know. 2 list your fovourite legendary heroes and mythical creatures. 3. a Do you knaw them from books. films or television? b Do you think there is any truth in the stories? © How do you think the stories came about? n fiction, the author can make any character the storytell Tin small groups, skim over the exact below from a madern retelling of ‘on Ancient Greek myth. ‘a What does the narrator say he is and he is not? b What evidence in he story supporis what he says? © Would you believe someone who told you this? Why? 2. Who is being welcomed in this extract? ea ‘Mount Olympus is the highest mountain in Greece. In Ancient Greek mythology, it was the home of the gods. Why do you think this was? CeresWelcome to Olympus Well, you have opened my book. You hhave turned the page. You are now in ancient Greece, and you are standing on my mountain, You hadi better come up. No, lam not a ghost NO, | om not a giant. Tama goa. Yes, a god! But come up higher, so we don't have to shout. 1am tired of shouting, ‘Steep, isn't it? Too steep for most people. And the air is so thin, you may get out of breath. Take your time. I'm in no hurry. There! You made it! Welcome! Welcome to Mount Olympus. Have you ever climbed so high? Or looked out across such vast distances? Or stood so far above the Earth? Perna: BJ chariot no vehicie win two wheats that wos used in races 1) ona tights in ancient mes ond was pulled by @ horse Bond toh ¥ Sit down! Choose a rock and make yourself comfortable. And now I will tell you who I am am Zeus, the great god, Zeus, the greatest of all the gods. ‘Zeus the all-bright, they call me Zeus, the bringer of light. Yes, Iam Zeus, and I rule over all other gods and goddesses. There now, up In the sky are two af my children: Apollo wheeling the sun away till tomorrow morning, and Artemis rolling out the moon. And the winged horse over there? That's Pegasus. He takes me in may chariot wherever I want to go. Il tell you more about him and Apollo and Artemis later. Jenny Koralek SPE ey ed1 Which core do you think describes o Stories passed trom person fo person based Stories setin the ancient | past to explain the world (]HEED tivins onc tegoncs come trom the oral voriting wectin | myth and which a Gn something that once | To events that peop legend? passbly happened, < people Poe moccrarsctar, | didn't understand, such Taniasfical places and floods, earthquakes or Unlikely events. how the world began. The plo! focuses ona The plot often invoives obese ‘gods or supernatural comes diffcultes 2. Which titles below oo beings and unbelievable | = offen a monster. Can sound ike myihs and also be about places. Which legends? objects ond animass. ‘anything factual. events not based on, J ‘Ine Yet or Big Foot; Beowulf and Grendel: El Doredo: Thor the God of Thunder: King Arihur and the Knights of the Round Table: How Rabbit Brought Fite to the People; Robin Hood and his Merty Men; Lost Attantis: ‘he Great Flood: The Loch Ness Monster. ‘Any volunteers Can you retell a muth or legend from your culture ‘or region? Carry3 Sort these features into two lists Myths and Legends. Gods and goddesses Heroes and villains May be based on a historical event Explains a natural phenomenon Fantastical creatures Set long ago Superhuman or unitkely powers Unlikely or exaggerated events A classic opening e.g. Long, long ago . A dangerous quest or challenge phenomenon n, something unusual that exists or happens 4 Compare your Ist with another pairs and discuss any differences. 2 Explore the text QED choosing wh wit tlhe sory isan imporiant decision foro writer WTI ced is roc ra isc on paige a ‘How coud yoo tel who ie eater? Bim ne ict fea pescrtor ls oon ONE? F Frelarcarfles het soy se coaches potesrel Yow nia Ua oe 2 The narrator of this book tells a series of stories chapter by chapter. Thinking Ed nc ha feces deat essere epich PAN ae seat you Fink the nero wil 6, Gi you reason \imot ight on oustle nonar be able to soy that © chorocke coud rt? 4 Find two or three parts in the extract that would change if it was an casi a necct he arrool ciel ign daub eimeaoiAndes aH isi rereter let Hi Moke ais of ings het hax to charge 5 Do you prefer books written in the first or the third person? Jot down some Notes and discuss your views with a talk partner Ask each other questions: to find out why.(©EBD dictogue is often informal in style because it shows how the characters speak. 1. What is your impression of Zeus from the extract? G List some adjectives fo descrive him. b Wilhe moke a good storyieller for the book? Why? 2 The eal yeu kes Siskiyue bul iis purclualed thes Han alive i Whot features make it sem like dialogue rather than narrative? sthis on enticing way to begin a book? © Exchange your views with another group by swapping volunteer. Do you agree? {Add the exttact fe your reading log.Do you think you would enjoy reading more of this book? Senos eea ey Direct speech direcily records the actual words the characters say, When someone reports what someone else said, wo 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. x Discuss the differences between direct and reported speech 1 Use the examples above fo find diferences. Use these words: speech marks. verb fense and thatt 2 Take tumns in groups of three. Privately fell one person what you did at the weekend. 1b Thot person tels the third person what you di * Did everyone report what was said accurately? * Did the pronouns change? (to he or she) # Did you use the post tense? He or she sail thot .3. White these sontonces in your notebook in direct speech, Example: Zeus said thal he was in no hurry. “| gm in no hurry,” said Zeus. 5 @ Zeus scid that they called him the greatest of the gods, b Zeus explained that Pegosus wos his winged horse. © Zeus complained that he was ted of shouting: Wack out jor the pronouns (GED change airect speech into indirect speech. Ser 1. Wille these sentences os indirect speech using cortect punctuation. Example: “| am the ruler of the gods, said Zeus, Zuts said, trat he was the ruler of the gods. 1 Zous said,"1am a god." b ‘No! confined Zeus, | am not a ghost” © “Pegasus pulls my chariot, Zeus explained. 2 With a partner, invent a dialogue between Zeus and one of his isteners, Wille it out In indirect speech, Case aac) The Cat who Came Indoors is a story trom Zimbabwe. 1 Before reading the siory. imagine how wild cats became domesticated. 2 inagroup: predict the main idea of the story b explain whether it sounds Ike a myth or a legend. (GRE i i terion at bs cen by wis tay eon 1 Read the story on page 60 as a group fo check your predictions, @. Note any features of myths or legends. 'b Decide i he story is a myth of a logend, using ‘examples from the story, 2. How is tis story similar to oF diferent from a fable? Are the events in this story likety? Why? 4. Do good stores have fo be true to fe? Ghe examples fom a range of stories that you know. Eau RES | into groups by their typo bp you think its amyth oraThe Cat who Came Indoors ‘Once upon a time, there was a cat, a So Cat went to live with Lion. wild cat, who lived all by herself out in They lived together very happily the bush. After a while she got tired of |_ until one day, as they were stalking living alone and took herself husband, through the forest, a large shape loomed another wild cat who thought she was. overhead, and - fi-chu ~ Elephant put the finest creature in all the jungle. ‘one foot on top of Lion and squashed ‘One day, as they strolled together him flat, along the path through the tall grass, “O-0-0-0h!” said Cat. “I see Lion is not swish, out of the grass jumped Leopard, the finest creature in all the jungle. It ‘and Cat's husband was bowled over, all Elephant.” fur and claws, into the dust. So Cat went to live with Elephant. She “O-oh!” said Cat. “Isee my husband _ climbed up onto his back and sat punting fs covered in dust and is not the finest on his neck, right between his two ears. creature in the jungle. Its Leopard.” They lived together very happily until So Cat went to live with Leopard, cone day, as they were moving through They lived very happily together until the tall reeds down by the river ~ pa-val one day, as they were hunting inthe there was @ loud bang, and Elephant bush, suddenly ~ whoosh - out of the sank down onto “a shadows leapt Lion, right onto Leopard's: ~) | Cat looked around ai could back and ate hirm all up, was a small man with ¢ gui “O-0-0h!” said Cat. “I see Leopard is Ys) “O-0-0-0-0h!” said Cat,So Cat walked after Man all the way tumbling head over heals into the dust. to his home, and jumped up onto the “Aha!” said Cat. “Now I do know thatch of his hut. who is truly the finest creature in all the “Atlast,” sald Cat, “Ihave found the jungle. Itis Woman.” finest creature in all the jungle.” Cat came down from the thatch, went She lived up in the thatch lt very inside the hut and sat by the fire. happily and began to catch the mice and _And that's where she’s been ever since, the rats which lived in the village. Until Retold by Hugh Tracey ‘one day, as she sat on the roof warming herself in the sun, she heard a noise from inside the hut. The voices of Man and his wife grew louder and louder until = wara- é wara-wara ... yo-wel - out came Man, pec E S| = © Did I recognise the key features of myths and legends? [2 Could 12h if story isa myth or a legend? PAR ed Most nouns are countable, which means they ean be singular ‘oF plural. The plural form of most nouns Is formed by adding s: cat- cats. ther nouns form the plural in different ways. 1 I the word ends in ch, sh. ss oF x. addes fo form the plural, \Wnte some sentences using these nouns in thel Tee a) plural form: fox, glass, box. wish, match to remember becaute it 2. I'the words end in 0, add s oF es fo form the plural, _ ™akes the plural words 4 Ifthe final © comes after a consonant, odcies. “eset tose Wile these words and thei plual forms in your — notebook: hero, echo, fomado, volcano b the final o comes after a vowel. add s. Path Wile neko words ander pla «SORE oto at forms in your notebook: gare) Mle plan pole curio, kangaroo, 200, cockatoo.3. When nouns end in f or fe, change the f or fe to v and add es to form the plural: hoof» hooves @ Write these words ond their plurol forms in your notebook. leat fe. knife, wife, elf shell joat, colt wall sett GQAETESD this stomtetier uses vorious techniques fo bring the story to lite. 1 Find the cat's exctornations. @ How you can tell they are exclamations? b_ What is the effect of changing the exclamation Q-oh! fo O-00-0-0h! by the end of the story? 2. Why do you think some words are in italics? Remember that | owiio thoy helen these stories were told long aon before they were ever 3. Proctise saying the invented words loud kloan, What do they ereate? . | 4 Reread the story in your group, making it'os much fun as you can * Empnasee no ocean react, ‘Rost pete © Use choral speaking. i bp aa © Use expression and body language, ki J CXKSED what makes a hero? Work with a partner. 1. Look up hei in the dictionary, © Discuss tho diferent meanings b Wich type of hero is most tkely fo appear in a myth or legend? 2. Wat doss © here look ike? Can you tell om oppearones? 3. Discuss what makes a hero. Unit 4 Myins and lagends forever4 Draw a mind map to record a hero's qualities. Choose four qualities from the box and add names of people who might be heroes of ‘each kind. 5 Think of and add some more qualities and names. ‘Afamous sports [A superhero Someone who | Arole mode) person saves lives Dedicates their [Someone brave |Someone with | A celebrity lite to helping or daring ‘exceptional others strength Nelson Mandela Rosa. Parks. 6 What might an unsung hero be? Sugges! peapie you think might be unsung heroes. GED wo i your personal hero? 1. White « paragraph about someone you think is & hero. 1 Start with a topic sentence summarising why you chose them. b Jusify your view with evidence in the next few sentences. © Describe your hero using figurative language - compare your hero fo something unusual End by saying haw your hero is a role moctel 2. Swap your paragraph with c talk partner to find out about each other's heroes Ask questions and make suggestions. 3. Use your partners comments to improve your poragraph, 4. Write oul your profile next fo a picture of your hero for a ‘heroic’ wall display. Perera 63ihe heto of an Old English poem full of adventures ‘and heroic deeds. 1 Before reading the extract from a modern reteling. ty pronouncing the unfamiliar names. Pu the stress on the copitalised syllable. Beowulf BAY-oh-wolf Hrothgar | HROTH-gar - try to join the A sound into roth Heorot HAVE-oF Goats YAV-ats Hygelac HEE-yoriahk Edgetheow [EDGE thay-oh 2 Read the extract aloud in « group, taking different parts and ‘emphasising the heroic style of speech. 3. Rexeod the description of Boowul in lines 9 10 16. 4 Howis he described? Do you think he looks tke a hero? Why? Beowulf arrives Sometimes, King Hrothngar would return alone to his beloved Heorot. He would sit on his raised dais, drawing patterns in the dust with one finger. Then he would search with his eyes to see memories of firelight in the darkness and strain with his ears to hear echoes of laughter in the silence. He was an old man now. Twelve whole winters * had passed since Grende] had come to plague him. } It was at Heorot that he met Beowulf, He was sitting in his chair, muttering to himself, when the door of the banqueting hall crashed open. He squinted as bright sunlight flooded in, capturing a million ‘motes of dust within its golden beams. A figure stepped forward, silhouetted against ‘© the light which could almost have been emanating from his own body. The dust formed a shimmering aura around him.The King trembled. Never had he seen a warrior so tall, so strong. ‘The stranger approached and fell onto one knee. He was dressed in a blue cloak over a silvery mail-shirt; In one hand he carried a richly decorated shield, in the othera spear. His helmet masked his face but it could not hide the fair hair that tumbled down onto his shoulders nor the bright blue eyes that shone despite the shadows. “Your majesty!” the figure said, “who are you?” Hrothgar demanded, recovering himself “My name is Beowulf,” the warmior replied. “I come from the land of the Geats. have crossed a great sea to come before you, to serve you. And I do not come alone.” There was a movement at the door and fourteen more men entered the hall, ‘bringing with them - or so it seemed to the old king ~ the light that had for so long been absent. As one they knelt before him, forming a semi-circle around his throne. “We are soldiers of King Hygelac,” Beowulf continued. “My noble father was Edgetheow, a famous fighter among the Geats, I too have found fame in my lifetime, and seek to add to that fame by destroying the beast that has emptied this most stately hall. My sovereign, ever a friend of the Danes, bids me wish all health to your majesty, He too will be glad to see this monster die.” “Noble Beowrulfl” the king replied. “Well is your name known to me~and that of your father. Ibid you welcome. Bu‘ this creature has already taken ninety of my finest ‘warriors. | fear your quest is hopeless.” “"Not sol” Beowulf said with a grim smile. “Tonight, as we feast once again in great Heorot, I wil tell you something of my past exploits which will remove your fears for the present.” Retold by Anthony Horowitz als n (pronounced dye) « eral platform to raise someone up in a meeting hatt B land of the Geate nthe country now known a8 Sweden,) Did you know? oe (CREHED viscuss how the author portrays Beowult. 1 Discuss whether you think Beowi’s looks and beraviour macie him seem heroic to the king. Would it be the same today? 2 What isc grim smiio? When might you smile In this way? Does it make Beowuff seem more or less heroic? Practise giving each other a grim smile. 31s me fale of Beowull @ myth oa legen? Wille a purayiaph le summarise: your views, @ Begin with a topic sentence that slales your opinion: The stery of Beowulf can be called .. Outline the features that you identified. with examples © End by using tne connective Therefor... 10 restate your opinion. _ ” ‘The ancient Norse, Danes and Swedes had many legendary heroes ‘ond mythological gods. Leif Eriksson, the most famous Viking warrior, Llscovered America 500 years before Christopher Columbus. Several days ‘ofthe wek are named atte Nore gods. Do you kiow which ones? ‘Add Beowulf to your reading log. Did you find it interesting? Develop your language skills QED ters 100k ot now sentences work 1. Ave the subjects in these sentences singular or plural? ‘a Beowulf kneels in front of the king. b Beowulf and his warriors hove come to kil Grendel. © Iknew your father well 2. Which form of the verb to be is cotrect in each sentencs? @ Lam/are sure that is a myth! b Hrothgar is/ore the king of the Danes. © The Danes was/were massacred by Grendel. d Either Grendel or Beowulf is/are the winner of the battle. @ Neither the people nor wartiors was/were as brave as Beowil. Sorepeel Sentence subjects and verbs 4¢ The subject of a sentence means who or what is being, having or dong the action. ©The verb must ‘agree’ with the subject if the subject is singulat so is the verb; ifthe subject is plurai, 50 is the verb. ‘Singular subjects | Plural subjects H we” ‘you you (can be singular or plural, depending on coniex!) he/she/it they Example: Beovrulf challenges Grendel ‘Gingular subject = Beowulf = he) Beowlf and his warriors challenge Grendel (plural subject = Beowuif andl his wartiors = they) Either/or and neither/nor can be tricky! Either/or is singular: Either Beowulf or Grendel is stronger. ( Either Beawulis stronger o1 Grendel is stonger.) Neither/nor is plural: Neither the Geats nor the Danes are real. (he Gaats ond the Danes are net reai.) COPD wwiters use aitterent sentence types for different purposes. © Slatements ge facls or information: Grendel is @ monster. # Questions need an answer: What do you want? # Commands give orders or insttuctions: Knee! before ihe king 1 Identity these sentence types. How do you know? © Why have you travelled so far lo come to Heorat? b Hrothgar was King of the Denes who had been mosscred, © Stop delaying and give me my sword 2. Find on example of each sentence type in the extract, 3 nvont at loast one sentence of each type using the word Beowui 4 Where and why ore exclamation marks used in the extract?Epes kiow ein CED ics corr sins rm entescying acti saree ey show you instead. 1 Wiicrieiok dic fe Reoinith chet H Chetaea wicatnesy Noo od ie anata oe @ Describe what they do and say. Bb Describe how people respond to them. © lelan Flssind compete foahow what ey ree 3. Using Beowulf and a modern-day hero as examples. discuss whether modern-day heroes are different from ancient heroes. 4 Send a spokesperson from your group to surmmarise your views to chcther Gaip Gr wpost ack or ete QREBID tre chorcctors in he extract have an unusual sive of speaking. 1 What expression shows how long it is since Grendel last attacked? 2 Inpoirs. read the dialogue. a How dose Soowur niroduoe Hireot? b How does Hrothgar respond? eres nai uer #4 wae 2 oe oped yours creat 3. Find two more examples of language you would not use today. 4 How woul you deste he ee of specing? Choose evdance from the text to back up your opinion. 5 With a folk partner, role play « scene where you introduce yourself 1o king Hrothgat speaking in the style of the extract. Include your real name, family and where you are trom. eae acs Did I greet the king respectfully? | © Did J explain my origins? [ 2 Did speak in heroic style like Beowull? | Cee0 Build a short screenplay J We understand characters ih books fom the nave and elologue. In films, we find out about them from how they act, move and speak. Fes js aerial yu ng Worse tr chwcceesthe sere cou macined ther Fan fated Bani Wes he plot ne same? Was anthing edded in olf out? Wich werden oi you prefer? Why? 2 Wich pcnas not Wier stew nse cbse BSS Do any match your idea of him? 1 How do you know whether a cartoon character is thinking or specking? 2. What other visual effects give out information? 3. How does the king feelin the final frame? How would you show ithe was angry? Session 10‘0 Film scripts are offen planned using storyboards fo work out where the actors will stand and move.The final film script includes some of this information as instructions for the actors. 1. Read this flm script which is based on the cartoon sequence, (Hrothgar sits alone n the hail, thintang aloud and tracing in the dist.) ‘sxotncar: wish the sounds of friends of old were once more all about m (The door opens with a thud and metal clangs as Beowulf enters ~ framed in the doorway. Hrothgar looks up in shock) (kneels before Hrothgar) Your Majesty! (Hrothgar stares as warriors file in noisily ater Beowulf) ‘waxkions: (Bowing heads and speaking as one) Sire! How is this script similar fo the cartoon strip? Explain fo each other how the flm seript works. Using fim seript conventions, wile the nex! port of the script Test your script by reading it out in your group, then improve the instructions ‘and words. 11 and 12 Write your own myth or legend to tell CSD anyone who retells « myth or logend can bring something new: {o the story. Compare the myths and legends you know with the fact anon flos below. tiyihs foot fle [Legends fact fle © Classic opening © Classic opening «Set in the ancient past ® set long ago Explains a naturel phenomenon | Loosely based on historical events @ No basis in fact ‘Amain hero or heroine © Gods and fantastical or Gods, monsters or powerful supematural beings eni * Characters portying nature |e Aseemingly impossible quest (e.g. wind, rain) Unlikely events. © Untkely events Unit 4 Myth: forever(QIERD retell « mth or legend you already know or invent one of your own. 1 Use a clagram to plan your outline Myths - Legends What is the natural event? (© Wino is the hero? ‘© Who are the characters? What is the task or challenge? ‘¢. How wil the plot explain the event? | # How doss she or ne succeed? 2 Decide which details or conventions to change. 3. Wile your fist draft Gee © Decide on a fist person or third person oy a a narrator. Si Duck to the reseuet © Use 0 mixture of direct and reported speach a LS rd make the ciatogue inferesting and suitable for he characters © Add sound effects, exctamations and repetition, © Use a variaty of sentence types. 4 Read your draft fo © falk partner and listen to their feedback. © Is the story clearly a myth or a legend? © Are the key features clear? © Is it ively and interesting? 5 Make conections and imerovements. Check for: © formal English in narrative sections, © subject-verb agreement and punctuation of direct speech. GED womens c'entcrriscrn viripoooe 1 Prato ling your ey air Ronen eau aed eb) ‘Make notes in your story to remind you where and how to add ‘emphasis and special effects, 2. Hold a storytelling event and enjoy telling and hearing each ‘others stories. rere erra oy Tell me how . = Minerals are port of our lives.Some are Vocabulary to learn and use: common to us but others are a mystery! In this valuable, non-toxic, sequence, Unf yout read about ine uses ot aif find out process explanation ciysials. ow to grow your own eystais wre inskuctions fempercure. extreme. andilecm ebcut some amazing giant crystals saturate, insulated, immense. deep underground. scientists, subordinate Dre aa kel eel oI Listen to your teacher read a story.Then discuss ‘the questions. The Salt Princess Once upon a time in a kingdom far away there lived a king and his three daughters. One day, eager to know who loved him the ‘most, the king asked them, “How much do you love me?” The eldest replied, “I love you more than gold!” The king was delighted. The second daughter replied, “I love you more than diamonds!” The king was elated. ‘The youngest replied, “Ilove you more than salt!” The king was furious. More than salt? How dare she compare her love with something of such low value? In his rage, he banished her from the kingdom. She left, taking with her all the salt in the land. Soon afterwards, the king's appetite began to wane, for the food no longer tasted good. Without nourishment, he became weak and Ill, but nothing could tempt iim teat. He could no longer take pleasure in either his food or his life. As he lay dying, his youngest daughter returned, bringing a dish of warm, salty broth. With the first delicious taste, the king felt his strength and his relish for life begin to return. He realised at last that his youngest daughter loved him most of oll, for when she had said she loved him more than salt, she meant she loved him more than that which sustains lf, and more than the joy of life itself. And that isa great love indeed. ‘Adapted from More Than Salt (A Fairy Tale) by Kyddryn ‘and rewritten by Debbie Ridgard ‘wane ¥ reduce or shiink as the Moon eppeors to do bbroth n, thin, watery coup.Retell the story to your talk partner in your own words, How did the king react when his daughier compared her love fo salt? Why? How do you think you would have reacted? Why did the king become so il? How did he get better? What did he realise at the enc? Is this slory real? How can you tell? What facts ate there in the story about table salt? LIED common tovie cat has g history of interesting uses. 1. Read these facts about haw sait is Used. Do any of them surprise you? Salt fact fle | eveurena Did you know’ Norall yperofsattareedtie. |) Table salts made ftom seam and chloride. tts widespread on Earth ‘and has also been found on Mars! L '® About 1000 years ago, some traders valued, table sat as highly as gol ‘* Roman soldiers were paid an allowance called salarium to buy table salt. '® ‘Table sait can preserve food for long periods. '* Table saif can soothe a bee sting. ‘© Table sait can smother @ grease fire in the kitchen, © Table sail can remove a food stain if itis tubbed conte the fabric and socked before washing, © Table sail helps to mel ice. A mixture of salt and {tis spread on icy roads to make them sater. 2 Do you know of any other uses for satt? Share them with the class. 3. Copy this tale into your notebook and complete the fist hwo columns. Fillin the third column as you discover new information, Record any Seat reference books you use (What | already [What Iwould [Wat Ihave in your roading log. know: like to know: _| found out: ~