Contents PROPGEOs cssssivsnesssssriscanons iv-ix @ Summary of Contents........... x-xi unite Fantastic Animals.+ read information reports about animals + earn to read for information + learn how information reports are written ‘ ¥ 7 + write an information report PrN \ = \ + present an information report «= listen to an information report about animals koala Vo you recogni i Where hav ‘anise any of these animals? @ you seen them before? oe Meee gibbon“These animals have special features,” she said. Fennec Foxes Fennec foxes have large ears to help keep them cool in the Chameleons desert. Chameleons can change the colours of their bodies in the blink of an eye! After talking about the special features of some animals, Miss Kaur asked the class, “Where can we find out more about such animals?” Raju said, “| know! At the library!” \ fo .Look, | found some interesting information about sloths in this rf encyclopaedia about animals. PROS es Sloths are unusual animals that live in the rainforests of Central and South America. They are known for being extremely slow and lazy. They spend most of their lives hanging upside down from tree branches. Slow Movers Sloths are the slowest mammals in the world. Even at their fastest, they travel about one kilometre an hour. They sleep all day and wake up only at night. They move so little that enemies like the harpy eagle and the jaguar find it hard to spot them: ‘Sloths spend most of their lives hanging upside down. Lazybones Sloths are lazy animals. In fact, the word ‘sloth’ means ‘laziness’! Sloths are so lazy that they do not even clean themselves, Before long, a layer of green algae grows on their fur. The algae provides food for moths and beetles that like to live in sloths’ fur. The algae also makes sloths look like a bunch of leaves. It is a good disguise for them. Claws Sloths have long claws, which are just like hooks. Their claws enable them to cling to the branches of trees, as well as to grab and pull food towards themselves. Sloths live on a diet of fruit, leaves, shoots and twigs. vA Sloths have long, hooked claws.kie, © Reading Skills a _ ea On the Ground Slaths seldam come down to the around. They cannot stand or walk. The only way they can move around on the ground is to use their strong claws to drag themselves along. Surprisingly though, they are excellent swimmers. Treetop Babies Sloths even give birth while hanging upside down in the trees. Baby sloths hide in their mothers’ long fur and feed on their mothers’ milk. They stay with their mothers for several months until they are able to take care of themselves. Ute ea Baby sloths hide in their mothers fur Disappearing Homes The rainforests that sloths live in are being cut down by humans for their ‘own selfish purposes. We must all play our part to help conserve the environment, If all rainforests are destroyed, we will lose the sloths, as well as millions of other animals and plants. Work in pairs to answer these questions. 1. In what ways are sloths special? 2. What information does the text give you about the following: * The sloths’ home * Their enemies * How they give birth * Their fur? + How they move aroundI've found some _* Reading Skills © information about sechorses. Has anyone seen live seahorses? Has anyone seen dried seahorses, and do you know what they are used for? SeaHorseS_ Seahorses are strange-looking sea creatures with heads like horses. They are actually fish. They make their homes in warm, shallow waters, where they live amongst seaplants. Fish with Armour Just like a fish, a seahorse has a skeleton, gills and fins. Unlike other fish, however, it does not have scales. Its body is covered with bony plates of ‘armour’. This heavy ‘armour’ makes it hard for the seahorse to swim. It spends much of its time resting among the sea plants. It uses its prehensile tail to anchor itself to the plants. When microscopic sea animals swim by, the seahorse quickly sucks them up with its long snout. Parts ofa seahorse Special Eyes The eyes of a seahorse do not look straight ahead like ours. A seahorse can look left with one eye and look right with the other. This means it can look out for enemies with one eye and search for food with the other. Camouflage Seahorses are clever at camouflaging themselves. They come in many colours. They can be brown, red, yellow, black, grey or white. They can also change their colours in the blink of an eye. This makes it hard for enemies like birds and crabs to see them.Fantastic Fathers The most unusual thing about seahorses though, is that male seahorses give birth! The male seahorse has a pouch below his belly. The female places 150 to 200 eggs in this pouch. The male will then fertilise the eggs. He keeps them safe until they become fully-formed baby seahorses. Baby seahorses must look after themselves as soon as they are born. Dangers In many parts of the world, seahorses face danger. Pollution destroys their homes. People in some Asian countries capture seahorses to make medicines. InNorth America, many people like to catch and keep seahorses in aquariums as pets. Nowadays, however, there are seahorse ‘farms’ which help provide many of the seahorses for aquariums. Baby seahorses Let us hope that in future, humans will do more to protect these amazing little creatures. er ttP . Grammar * We have learned that most sentences have a verb. A verb is an action Direct and indirect objects word. Rabbits hop. Birds fly. The anteater eats ants. The lion catches the rabbit. The father fox feeds meat to his cubs. Some sentences consist only of a subject and a verb. The subject performs the action described by the verb. Birds fly. Fish swim. Frogs croak. N Some sentences also have on object. When the objectis directly affected by the action of the subject, itis called a direct object. The subject ‘anteater’ eats the direct object ‘ants’. The anteater eats ants. The hummingbird built a nest. The subject hummingbird’ buil the direct object est’Some sentences also have an indirect object. An indirect object is usually the person or thing that receives the direct object, or has something done to or for it by the subject. The fox is giving meat to his cubs. Read the following sentences. For each sentence, work with a partner and point out: * the verb * who performs the action of the verb * who or what is directly affected by the action of the verb * who or what has something done to or for it by the subject Orang-utans pick fruit for their babies. They give the sweetest fruit to them. Eagles catch food for their eaglets. ~~, Some birds make nests for their mates. The owl gives the mice to her owlets. The duck finds a safe resting place for her ducklings. CI 9¢ Grammar © Subject-verb agreement . The verb in a sentence must agree with its subject. When the subject is singular, the verb is singular. When the subject is plural, the verb is plural. But remember, ‘I’ and ‘you’ take the plural of a verb. Sometimes, the subject of a sentence is a collective noun. If the collective noun is singular, the verb must be singular. If the colleciive noun is plural, the verb must be plural, gular - e 3S A brood of chickens lives in my barn. Broods of chickens live in my barn. In each of the sentences below, identify the collective noun. Then, identify the verb which agrees with it. A crash of rhinos is heading our way. A herd of zebras is resting in the shade Parliaments of owls live in the old oak trees. A troop of kangaroos is hopping across the road. The two packs of wolves are growling fiercely at each other, 0 famous Watch out for words ending in ge though! These words keep the finall e before -ous. courage —> courageous mischief—> mischievous Monkeys are full of mischief. Monkeys are often mischievous. Oa -ful watch — watchful tear — tearful power— powerful grace — graceful Giraffes are full of grace. Giraffes are very graceful creatures. fear — fearless hair — hairless tooth — toothless help — helpless Koalas are born without hair. New born koalas are hairless.3 ¢ Vocabulary * | Using animal names as verbs | We can use the names of some animals as verbs to talk about a person's behaviour. We use such verbs when the person's action or behaviour | reminds us of the habits and features of particular animal, Here are a few examples... * to crow means to beast * to wolf down meuns to eat hungrily Just listen to him! He is My little brother wolfs down crowing about all his medals. hamburgers. * fo ape means to copy * to duck means to avoid by someone else’s actions crouching Abdul ducked when Joe threw the ball at him. 12 <= -kle. ¢ Information Literacy ° “7 How to use an encyclopaedia An encyclopaedia is a book or a set of books that contains lots of information. It is an excellent reference resource. The information in an encyclopedia is arranged in alphabetical order. Each book or volume is labelled with a letter or letters that tell you what information it contains. For example, the volume labelled SA‘ will contain information about people, places, things or events that begin with ‘a’. It helps to have a key word in mind when you are using an encyclopaedia to do your research. For example, if you are looking for information about sloths, your key word is ‘sloth’. First, find the volume of the encyclopaedia that would contain information about sloths. Then, look up the volume to find the articles on sloths. It is really simple because the articles in each volume are arranged in alphabetical order. 13a... What is an information report? An information report provides facts and descriptions about a topic. It can be about something general, such as plants or tortoises. It can also be about something specific, such as a particular type of plant or a particular species of tortoise. We read or listen to an information report when we want to learn more about a topic. We can find information reports in non-fiction books, toxtbooks and encyclopaedias. We can also find them as articles in magazines, newspapers and on the Internet. We can even listen to them as documentaries on the radio or view them on television! MORTENSEN MATH SATO SArETSEO FOUR TEA tne The title tells us the topic of the information report. An information report begins with a general statement. It tells us what the report is going to be about. SSS, ines can ly eft right, up, own and backwards. They can even fly upside down. They can also hover in mid-air. subheading) A series of paragraphs describing the topic follows. Each paragraph has information about a different feature of the topic. The report may have subheadings, which tell us what each paragraph or group of paragraphs is about. Wingbeats Hummingbirds‘ wings beat very fast. They can beat their wings anywhere from 50 to 200 times per second! Their wings beat so fast that they make a humming sound, Actually, this was how he wings ofa hummingbied beat so hummingbirds got their name. _fast that they make a humming sound.Each paragraph usually contains o topic sentence. It tells us what the paragraph is going to be about. Photographs and diagrams make the report clearer and more interesting. Captions help us relate photographs and diagrams to the text. Mini Helicopters another reason why they can fly like mini helicopters. Needle-like Beaks — Hummingbirds have long beaks like needles. Their beaks are perfect for reaching nectar in tube-shaped flowers. Adult hummingbirds feed on "Hummingbirds have nesdlesike beaks —— nectar, insects and pollen. An information report usually ends with another general statement about the topic. Large Appetites Hummingbirds breathe very fast and have a quick heartbeat. They use up so much energy that they need to eat large amounts of food. They feed ‘every 10 to 15 minutes. 15© Text Type ° What's in an information report? Here’s an information report about another fantastic animal — the giant anteater. a a An information report uses many common nouns that refer to things in general, Adjectives are important in an information report. They help describe the topic and its features. We often use adjectives of colour, size and shape. Note how the adjectives ‘coarse’ and ‘black’ help describe the giant anteater’s hair more clearly. : The Giant Anteater common nouns The giant anteater comes from South America, where it lives in tropical forests and on grassy plains. It is the|largest species of (Cadecives)) anteater. It can grow to over 6 feet in length, including a 3-feet- long fail. It has a|€oat of (coarse, black hair on its body. We ofien find action verbs in an information report. They help describe the behaviour of the topic of the report. An information report may contain technical words. These words help us talk about the special features of the topic. Amazing Appetite It feeds mainly on ants and The giant anteater is an ee termites. It uses large claws on its front feet to rip open ant nests or termite hills. It then Sticks its long/tubular shout into the midst action of the insects. It flicks its sticky tongue in and out toltrap them. A verbs giant anteaters tongue is about 2 feet long and can trap up to 500 ants with just one lick. The giant anteater has a large appetite and can @at up to 30,000 insects in a single day. 16* Text Type An information report is usually written in the simple present tense. We use the simple present tense when we write about things that happen all the time. When we write an information report, we are providing information about a topic. We refer to the topic using third person pronouns, such as ‘he’, ‘she’, ‘it’ and ‘they’. We do not usually use ‘I’ or ‘we’, because we do not usually give our own ideas or opinions in an information report. Dangers : The giant anteater’s main enemies are the jaguar and the puma. sae Unfortunately, it has become endangered in some areas, as humans cig have taken over its home. People also hunt it for its meat and Kill it because they wrongly beliave it kills their animals, Humans should learn to understand and protect this peaceful animal before it third person disappears from the earth. pronouns Pa Work with a partner to identify common nouns, adjectives, tectinical words 9 \\ ‘and verbs in the simple present tense in one of the information reponts in this dnit, Square up with a pair that worked on a different text from you ‘and share your findings with them. 7svg Finding information Select an animal from the photo spread on pages 2 and 3. Find out more about the animal by doing research. Share your findings with your classmates by writing an information report about the animal. Here are some questions to help you find information for your report. * Where does the animal live? * How does the animal move around? © What does the animal eat? * How does the animal look after and feed its young? * What special features or habits does the animal have? * Who or what is a danger to the animal? Then, think about where to find the information. a sored) rN ZL ‘Once you have found the information you need, it would be useful to organise it into different categories using a graphic organiser. You may write about each category in a different paragraph of your information report. 18Kh ° Oral Interaction pa Presenting an oral report Now share your information report with your classmates. You may want to prepare note cards to refer to when you present your oral report. The note cards should contain the main points and some important details of your information report. Here’s a note card prepared for the information report about sloths NOTES: sLorHs -*__live in rainforests of Central and South America * _ slowest mammals in the world; sleep all day ) Dit * lazy animals; green algae grows on their fur ° long claws are like hooks; pull food towards themselves ie; nove around by dragging themselves; excellent swimmers though ° Give birth in treetops; babies stay with mothers for several months * _ disappearing homes Remember to practise presenting your report from your note cards. When your classmate presents his or her report, you may ask questions about information you missed or did not understand after the presentation. Remember to be polite! @ _ interesting facts you learned about animals. @ _ names of animals that can be used as verbs. @ thing you learned about using the encyclopaedia to find information. x= 192! Am Special! » read excerpts from a dlary dren + Jearm about special chi else’s point of view ings from someone shout writing a diary y entry 20Hi. My name is Jade, Jade Chan. My parents named me after the precious stone — jade. They tell me I’m special, and I deserve o special name. Yes, I am special. In what way, you might ask. I was bora without legs, leaving me forever dependent on a wheelchair. I+ isn't easy being ‘special’ That is why T have decided +o share all my thoughts and feelings with this diary, From now on, this will be my companion, my true friend, one who will treasure each secret of mine like a precious gem. Like a piece of jade. How does Jade feel? Why does she feel this way? decide to keep a diary? Why does she Gan you think of other reasons for keeping 4 diary? Have you ever kept a diary? If so, how long did you keep it? 21ey. Reading Skills « itis a brand new year. Read Jade's diary entries below. Ses a ui >= > = x > x x >= => = x >= duu au 22 differently from other 10-year-old girls, And of course, I resolve +o work extra this year IH Janvary 7 A new year, a new beginning T watched the New Year Countdown — a special Pregranme on TV last night. Dad said I should mak a New Year resoltio Thave decided that this r year, I won't ever i oF what T not to ache Toney Sen Ie as con be. T don't want people + nt +0 be as normal © treat me hard for my exams 9 January Tn school today, we were asked to talk about our ambitions one by one. T was in a dilemma. If T told the truth about wanting to be a runner, would my classmates laugh and tease me? I even thought of making something up quickly. In the end, I gathered enough courage to tell the truth. I decided T would not care about what others might say. It was my dream after all, When it come +o my turn, T proudly told the class I wanted to be a runner. Sure enough, everyone found it amusing and started laughing. They were in utter disbelief, As they laughed, I closed my eyes and tried +o drown out their voices. I didn’t care, I did what I had wanted +o do. T stood up for myself.twinkle - reat S SS 5* danvary . SS This morning, Hum come in bright and early as SS usual to bathe and dress me. But the thing is, =S® [want +o be independent. I am already ten, FES and thot is Far too old to be bathed by your FS mother! I know my parents are really trying SX their best to help me, but I would just like a x chance to learn how +o look after myself, =e IW have to think of a plan... = id 1. How does Jade feel about: + her disabilily + her parents * her classmates? Why does she feel this way? How do we know this? If you were Jade, how would you feel? What would you do? 2. Imagine you are Jade's classmate. How would you behave? What would you do to help Jade? What would you tel others who treat Jade badly? 3. Jade wants to show her parents that she is capable of doing certain things on her own. What kind of a plan do you think she will come up with? IIE 23y. Reading Skills ¢ Read about Jade’s plan and find out what awaits her! 29" Jonvary Eureka! T have thought of a plen that tomorrow morning, T wil bathe, dress, get ready for school ond nrcoa, breakfast — all by myself for the first ta ci know it will be pretty hard, but T will never Keaw if T never try. And only then will T be able te Convince my parents that T can look after myself, |T have decided UW woke up early +o 3° January So much for the plan. I+ flopped! My big plan did not turn out the way I had expected. Everything was all right until I fell on the toilet floor. I could not even get up. I had +o shout for Mum, She was pretty angry when she saw me sprawled on the toilet floor. She scolded me for being impatient and muttered furiously under her breath as she helped me up. I heard her say that I was taking a bath by myself because I did not want her there. But I was actually taking a bath to show her I could be independent! I suffered a bruise on my elbow after my fall, But T’m more upset by the fact that Mum is angry with my efforts. = = = = = au 24I? February T am starting to realise what I did wrong. T admit it was rather silly to try and prove I could do things by myself. Mum and Dad are doing their very best +o take care of me and I should be really grateful for all that they have done. I love them both more than words can say, I guess T will have to accept the reality that T have to depend on them to take care of me. > 4° February ZS hiy heart sings. While we were having dinner, Mum SS and Dad told me that they have finally saved S® enough money to get me ‘prosthetic’ legs. = ‘Prosthetic’ is a big word I learned, meaning =S9 artificial’, In other words, I will be able to walk = on my own! The new legs will most probably be Se ready in three weeks, I am very, very excited and S® extremely elated. My emotions are churning in my = stomach, Three weeks +o having a pair of legs! 1. When Jade gets her new limbs, how different do you think her life will be? 2. Do you think Jade is the kind of person you would like? Give reasons for your answer. 3. Reread the diary entries for 1" Feb and 9 Feb. Imagine you are Jade. You meet your best friend, Indira, on 10% Feb and tell her about your prosthetic legs. She is really happy for you. Write your diary entry for 10" Feb. Cx 25i... a In Unit 1, we learned that simple sentences can consist of: * subject + verb, * subject + verb + direct object, or * subject + verb + direct object and/or indirect object. Now, let's look at compound sentences. Compound sentences In a compound sentence, two sentences are joined together to form a new sentence. We use connectors such as ‘and’, ‘or’ and ‘but to join the two sentences together. Each of the sentences in a compound sentence can stand on its own and gives equally important information. We went fo Sentosa by ferry. We came back by cable car. We went to Sentosa by ferry and we came back by cable car. I will watch a horror movie. | will read a scary book. I will watch a horror movie or | will read a scary book. 26I went Io town to buy some fish. The fish shop was closed. I went to town to buy some fish but the fish shop was closed. We usually do not need to repeat the subject from the first part of a compound sentence in the second part. | threw the discus as hard as | could. | won the gold medal. | threw the discus as hard as | could and won the gold medal. Also, we usually do not need to repeat the subject and verb from the first part of a compound sentence in the second part. The subject ‘you’ You can choose noodles. You can choose fried rice. ae You can choose noodles or fried rice. —} eeinchoose’ are not repeated in the second part. Usually, we use a pronoun in the second part of a compound sentence so that we do not repeat the noun from the first part. I ike this shirt, This shirt is too big for me. | like this shirt but it is too big for me. repeat the words “thi28 Adverbial phrases a eee |_ An adverbial phrase works like an adverb. tells us more about a verb. j The adverb tells us more about the verb ‘wrote’ | wrote quickly. The adverbial phrase also tells us more about the verb ‘wrote’. I wrote very quickly. like adverbs, adverbial phrases tell us more about a verb by answering the questions when, how long, how often or why. Adverbial phrases can tell us when. He finally returned home after many years. Please give me a call as soon as possible. Adverbial phrases can tell us how long My friend, Jill, ved in the USA for ten years. My uncle was in the jungle studying butterflies for at least a month, Adverbial phrases can tell us how often. I drive to work every morning. My brother goes swimming twice a week.twinkklegh © Grammar e Adverbial phrases can tell us why. My trip was cancelled because of the rain. She stayed in bed because of her fever. Some adverbial phrases can be placed either at the beginning or at the ‘end of a sentence. When we use an adverbial phrase at the beginning of a sentence, we add a comma after the phrase. Jill ived in the USA for ten years. For ten years, Jill ived in the USA. He rushed out of the door with anger in his heart. With anger in his heart, he rushed out of the door. Some adverbial phrases can be placed in the middle of a sentence. Read the following sentences. Which verbs do the adverbial phrases tell us more about? My friend travelled for two years to find her perfect home. The doctor will return in « minute to give you a check-up. Te 29x . Vocabulary « Words that show feelings Words that show feelings are helpful when we write diaries. Nouns that show feelings | have decided to vent all my anger and frustration in this diary. | jumped for joy and shouted with happiness. Here are more nouns that show feelings. friendliness fear sadness jealousy excitement | Verbs thot show feelings | love my parents more than words can say. They tease me endlessly. And | hate it. | dread going to school because of them. Here are more verbs that show feelings. like dislike fear despise respect admire envy Adjectives that show feelings lam grateful for all that they have done. lam very, very excited and extremely elated. Annette looks really gloomy. Here are more adjectives that show feelings. frightened nervous surprised scared ashamed bored disgusted grumpy excited annoyed Adverbs that show feelings | proudly told the class | wanted to be a runner. | desperately need to think of a plan. Here are more adverbs that show feelings. happily fiercely grumpily kindly sadly rudelynk ¢ Information Lteracy sa Finding a word in a dictionary We usually refer to o dictionary when we want io look for the meaning or the correct spelling of a word. Look in a dictionary and you will see that there are two words at the top of each page. These words are called guide words. fist guide| dotest vu diagnose oteetate on ns pois bce econ 20 im co em ete Precen toe second Another word for detest is loathe. bends: a devious route trough te Backstiets, | i firstentry Ste anciermerrarecs | (luau idols TG choeabaist Eee ee orale contac ~ xslt, / i a /\ NAN / oN , eee / NIN Aiferendy from usual: He never deviated from diabolical Kdaa"boltka ad) very, very bed: his princptes. dev ation very anplessatt: His behaviour is diabolca! device /dt'vais! m something made for a We had diabolical weather yesterday witha lot papomeochectoctocustaiinl THe. spaha acy taesoay eae few device for opening ca diagnose ‘datag navz! 9 0 say wh i | vice elie aes a be used in the | pital mechanical dees device sa ver: fo devise a scheme Set also tool. ‘amination: The doctor diagnosed he diagnosis /datog'a0usts, plural dlagroses | Heatogtnousiz/ n The first guide word is the same as the first dictionary entry of the page. the second guide word is the same as the last entry. The guide words help us find the page on which we will find the word we are looking for. Which of these words would appear on a dictionary page with the guide words different and dip? dignity disability diligent direction disappoint dinosaur —_ digest digit Which pair of guide words would indicate the page where the following words can be found? Guide words a. diary diagonal/difference — deserve/dessert b.encourage endanger/engine — employ/end c. love loom/lost lot/low =I 31| ster pes What are diaries? We could use @ colourfil natehoak or an exercise book to write our diary entries. We could even use a computer to type our diary entries, and then print them out. Some people write in their diaries every day and some people just write in their diaries occasionally. Diaries are personal recounts. We write diaries to keep a record of events that we were a part of and to express our innermost feelings. Diaries are private and we do not usually share them with anyone else. f A diary entry begins with the day’s date. A diary entry usually tells us who and what the eniry is about and where cn event took place. Some diary entries may not contain this information because the details may be written in the previous entries. + aed = == = = = = == == = xe == = 32 9" February My heart sings. While eating dinner just now, ERE + 12 me that Hhey Fina enough mo, rn fi “Prosthetic! is a big word T learned, meaning, ‘arti ficial’, Tn other words, I will be able +o walk on my own! The new legs will most probably be ready in three weeks. I am very, very excited and extremely elated. My emotions are churning in my stomach Three weeks +o having a pair of legs!twinkle. librar © Text Type © We express our personal feelings in our diaries. We use adjectives such os ‘nervous’, ‘excited’ or ‘scared’ to show how we feel. If we have an opinion about an event or experience, we can write it in our diaries. This is also known as making a personal comment. Diary entries often describe an event or series of events. We can see the order in which events take place because diary entries are dated. = ZS 18" February ZB dust +wo more days. [Everything 1s) > WeinglsReSTAY] Tomorrom, T will be 2 going to the hospital to try the J egs on for the first tim ce = = = March - the Big Day (early in the morning) Pe co cl ee everything turns out wrong? No, it cannot be. Will having legs really set me free like T always thought? T am praying every minute now, hoping, hoping my new limbs will be a great success. God, please help me get through this. 2” March (late in the evening) T have my limbs on. These legs are mine forever. Oe LLL 33a... How do we write diaries? We usually write diaries in an informal, conversational style. It is as though we are having a conversation with our diaries. = BS 4 March = T have great news! I’m going informal, = to have a brother! And lim conversational 3 going +o be an elder sister! style = ae n = Can you believe it? No more B® lonely days We add details to our diary entries by using nouns, adjectives and adverbs. These words help describe events, people and feelings more clearly T will no longer be the only @hildl (Mumm! and (Dad! only told me just now, as they wanted to keep it a [Big surprise. I+ sure is a surprise, I shouted |S0Aly for joy when I heard the bpa8 ANU When writing about our personal experiences and feelings, we use first person pronouns such as ‘!’ and ‘we’. _..: i, al neeGaneca } SSS How good can it get? First, \D have legs, then, a new ==> baby brother! But what should WE name him? (D +hink FSS Di should come up with a list of names for boys fist persehy 1) Jason Chan 4) Jasper Chan pronouns “==S 2) Keith Chan 5) Jerry Chan 3) Joey Chan T qess ID will stop here. Which do you think is the Ss best? ll feel too elated to even think, i uti 34ink | We usually write in the simple past tense when we write about events that have already taken place. When we express our personal though's and feelings, we use words that show how we think and feel. We use the simple present tense when we talk about how things are ‘or how we feel at the time of writing. 5** March This morning, from my bedroom window, I BBR a 4 Faint rainbow reaching up, up towards the sun. I WEIREE towards the window and Gitlled| ot the sight of the beautiful rainbow. 1+ eminded me of how I can continve with life and reach for my goals — like the rainbow reaching for the sun, now that I have legs. My new legs have given me the freedom T have always lei @. T no longer = = = = = = 5 SO Feel disabled, and now, I can dream on. T can and = = = = = = words that ow how will continve to pursue my dream of being a cunner. My dream, something I have always as impossible to achieve, Well, not PS anymore. There are so many doors opened for me simple now, ond so many things that I can do and try. Poe With my new legs, now is the time to start. One journey has ended. Another has just begunlWriting ¢ Keeping a diary We often write about our dreams and hopes for the future in our diaries. Think about your own dreams and hopes for the future. Write about them in a diary entry dated today. Before you begin writing, read the diary entries on pages 32 to 35 again. They will give you some ideas on how to write your own diary entry. Remember also that you can add more details to your diary entries by using nouns, adjectives and adverbs. They help describe events, people and feelings more clearly. 36 cd keOral — | A personal recount tells about an activity that we have been a part of A diary is a personal recount, but not all personal recounts are written. They can be oral too. Giving an oral recount Present an oral recount to your classmates about your weekend. + First, spend some time thinking about your weekend. Did anything interesting or amusing happen? What were the most Important things that happened? * Next, it might be helpful to list the main things that you want to talk about. You could even make a time line. Saturday » Went swimming : Attended Joe's birthday party © Did homework and watched TV Suvi Heloed Mum make pancakes for breakfast Had spicy Indian food for Wunch 2 Finished homework and tidied room Atime line * Decide what you want fo say and make sure that your points are in order. * You may wish to write the main points of your oral recount on a note card. You can refer to the note card while preseniing later. A @ _ things you learned about writing diaries. | @ _ new words you learned, oO thing you learned about using the dictionary. Ex 37Fossils and Dinosaurs + read and learn how fossils are formed + read and learn how fossils tell vs about extinct dinosaurs . + fearn how explanation texts are written + write an explanation text ow dow + present an oral explanation dinosaurs once at lived on Earth? + fisten to oral explanations | % BY JUDY LING ‘Tyrannosaurus lived before us. Ultrasaur is no more. Pteranodon has been and gone. Triceratops were awful flops. And as for Archaeopteryx, it ended up in quite a fix. 38Gina and her classmates are at the Natural History Museum to learn about fossils and dinosaurs. They meet Dr Parker, a palaeontologist, who is their guide in the museum. phe i We know that dinosaurs once lived ‘on Earth from the fossils we have found. Let's look around the museum together and find the How do they get answers to more of your questions. dinosaur skeletons to J stand up? How do you QCN. find fossils? How did ‘ dinosaurs eat their food?© Reading Skills © What are fossils and how are they formed? 40 Lets follow this fossil trail. The explanations below each exhibit will help us find the answers to your questions. a i “el Fossils are the hardened remains of ancient life forms that are found inside rocks. When a dinosaur dies, its flesh rots away and only its skeleton remains. Gradually, layers of mud and sand bury the dinosaur bones. Over time, more and more heavy layers of mud and sand cover up the bones. 9Millions of years later, the layers of mud and sand harden to become sedimentary rocks. When it rains, water trickles through these layers of rock, taking lots of minerals with it. The minerals seep into the rocks and replace the bones of the dinosaur. Over time, the minerals harden and take the same shape as the bones they have replaced. The hardened minerals are what we call fossils. Fossils help us learn more about dinosaurs and other ancient life forms that once lived on Earth. How Well Ge Wow Meee 1. Lock at the pictures and read the text again. Then, explain to your parlner what happens after a dinosaur dies. 2. Does it take a long ime or a short time for fossils to form? Which words in the text tell you this?&. Reading Skills * How do scientists remove the fossils from the rocks? Here is an article that | wrote about my work. How do scientists remove fossils from rocks? oving fossils from the rocks to the laboratory is a long, yet Moexciing process. It requires a lot of planning and effort. When scientists first find fossils, they carbon date the fossils and the rocks around them. Carbon dating is a scientific method that helps the scientists work out how long ago the dinosaurs lived. Next, the scientists photograph the fossils in the ground. Often, the fossils are very fragile or they may be broken. if that is so, the scientists wrap them in sack cloth and cover them in wet plaster for protection. e After the plaster dries, the scientists chip away the section of the rock in which the fossils lie. After that, the section of rock is lifted out of the ground. If the fossils are very large and heavy, they may be lifted by a crane on a truck, or by a helicopter. Then, they are taken to a laboratory for study. Once the fossils arrive at the laboratory, the scientists count, measure and study them in detail. If some bones are missing or badly broken, new parts may be made from plaster. Then, the scientists can assemble the whole skeleton or parts of the skeleton.© Reading Skills © How do we know dinosaurs were able to run and walk more easily than a present- day reptile? Later, the scientists study and compare the assembled skeletons to those of similar animals alive today. By assembling the hip, thigh and leg bones of dinosaurs, we know that their legs were tucked under their bodies. This meant they were able to walk and run more easily than a present-day reptile. Each fossilised bone, tooth, claw or even footprint that is found and studied becomes part of a huge dinosaur databank. Scientists will study these fossils formany years to come. Hew Well Be WD Weasel The explanation you have just read follows a sequence. Pair up with a partner. Use a flow chart like the one below to work out the sequence of the steps taken to remove fossils from rocks. The first step has been done for you. Step | ee Stop 2 ee Step 3 Fossils are corfsan dated. Slep 6 ] { Step 7 Gersnn, SP 5 dem, S904a... 44 2 va Connectors that tell ‘when* —_ Connectors like as, when, while, before and since tell us when something happens. (Qbivvhet hepaenme Dr Parker explained how fossils were formed | When it happened we walked along the fossil trail. >) Jessie was walking along when | she found the fossil the path of a dinosaur's footprint. The Tyrannosaurus Rex while chasing its prey. roared loudly The scientist photographed | before | covering it with sack the fossil cloth and wet plaster. P Many species of dinosaurs) since | the discovery of the first dinosaur have been identified fossils in the nineteenth century. 2 We can also use the connectors in the table above at the beginning of sentences. When we begin a sentence with a connector that tells ‘when’, we add a comma at the end of the first part of the sentence. As we walked along the fossil trail, Dr Parker explained how fossils were formed.nKle, ¢ Grammar a | Connectors that show contrast Connectors like yet, still and however connect two contrasting or different ideas about a topic. Isn't it strange that they were plant eaters? Sauropods were the largest of the Sauropods were the largest Zncuanal of the dinosaurs, yet they were plant eaters. We can join two different ideas to form one sentence. ( Idea A lie [inion seiideate | Studying fossils is along process. sai Studying fossils is an exciting | process. The scientists knew there were no still They wanted to search the more fossils. swamps. _ Prerosours ware fying creatres “however They were not dinosaurs. that lived in prehistoric times. ) When we join two different ideas using yet or still, we add a comma in front of the connector. Studying fossils is a long, yet exciting process. The scientists knew there were no more fossils, still they wanted to search the swamps. If we use however to join two different ideas, we add a comma before and after the connector. Pierosaurs were prehistoric flying creatures, however, they were not dinosaurs. EXE 45BD cer Quantifiers Quantifiers are words that describe the number or quantity of a noun. | We use the quantifiers all and alll the with plural or uncountable nouns. U We use all when we refer to a plural or uncountable noun in general. We use all the when we refer to a plural or uncountable noun within a group. We use every to refer to all the individual units of —, a group. Every child in the class painted a plaster fossil. We use each to emphasise an individual unit, rather than a whole group. (EI &S ) referring to individual fossils — Each fossil had a & aan different shape! faa (SR) 9 | a 46 === -Scientists who work with fossils are like detectives. They deduce facts about fossils from the details. They conduct experiments and do research to verify their ideas,a... Words related to status or occupation When the suffix -ist is added fo some words, it forms a new word that refers to a person's status or occupation. scientist biologist chemist machinist dentist palaeontologist The suffixes -er, -or, ent, -eer and -ant can also form new words that refer to a person’s occupation. How many of the following do you know? How many of these words are new to you? Learn the spelling of the new words. teacher carpenter manager designer newscaster publisher doctor author curator sculptor invigilator inventor resident _ president student engineer mountaineer ~—_ puppeteer assistant attendant accountant 48 <_ocmum-¥ Information omg Searching for information on the Internet There is an enormous amount of information stored on the Internet. Some of the information is useful to us, while some is of no use. Looking for a particular piece of information on the Internet is like finding aineedle in a haystack. Fortunately, we can use search engines to help us find what we need. There are many search engines available on the Internet. To begin, you need to enter a key word. The search engine will hen provide you with a list of web pages that may contain the information that you are looking for. The key word should be specific. For example, if you are looking for ra information on Sir Stamford Raffles, you should enter ‘Sir Stamford Raffles’ instead of just ‘Raffles’. Otherwise, you might get hundreds of web pages on ‘raffles’ that would be of no use to you Reproduced ih parison of Yoho I= © 2000 by Yohoo! ne YAHOO! andthe YAHOO! logs = sate Sune, guest, |] ore tradomets of Yahoo ine SEES ah Sale a en ts a Different search engines will give you different lists of web pages, so itis a good idea to go through a few search engines to get a wider range of useful information. Here is a list of popular search engines: * AltaVista - hitp://altavista.com i it a a i + Google - htip://www.google.com « Lycos ~ http://wwvelycos.com * Yahoo! - http://www.yahoo.comfree: What is an explanation text? Some explanation texts describe how something happens or how something is done. These texts explain the process by describing a series of steps. For instance, we may read an explanation text about how a storm occurs. We may also read an explanation text about how a computer works. In each case, the text explains the pracess through a series of stops The title of an explanation text tells us what process the text will be describing. 5 How Do SCIENTISTS WORK OUT THE WAY fle HERBIVOROUS DINOSAURS ATE THEIR FOOD? An explanation text begins with a general statement about the topic or process that is about to be explained. Scientists work out how herbivorous dinosaurs ate their seme food by looking at their skeletons. statement Then, there is a sequence of statements that describes a series of sleps. These statements form the main part of the explanation. When scientists find long fossils of neck bones, they have evidence of creatures that had very long necks. From this, they deduce that those creatures ate leaves from the tops of very tail trees, Scientists also look at the fossilised jaw bones of a dinosaur. When they see comb-like front teeth, they deduce that this creature plucked or tore leaves from trees. 50sre There may be diagrams or illustrations to help us understand the explanation better. Next, scientists look for grinding teeth at the back of the jaw bones. If they cannot find any, they look in the stomach cavity for large stones. Scientists compare these to the stones found in the gizzards of some present-day birds. These birds swallow stones to help grind up the food that they eat. Scientists think the stones inside the dinosaurs did the same job. The explanation text may end with an ending statement or a comment about the process. Fossilised bones give us clues about how dinosaurs lived. When scientists compare them with the bones of modern- day creatures, they can tell how the dinosaurs gathered their food and even how they ate it! ending statement 51sre pes What's in an explanation text? An explanation text contains many nouns. The nouns name the people or things that take part in the process described in the explanation. How Do SCIENTISTS IDENTIFY WHICH DINOSAURS WERE CARNIVORES? Heuns When scientists find fossilised bones r eee they try to assemble them into a skeleton of the ena. By studying the skeleton, the scientists are able to tell if the dinosaur was a carnivore. Adjectives help us explain more clearly. They help describe the people, things or processes in the explanation. dinosaur is known for a number of features. The first feature is a large head and jaw. There were rows of sharp teeth inside the huge jaw. With them, the creature could tear away the flesh of its prey. We use the simple present tense to explain something that is true at the present time. Scientists identify a carnivorous dinosaur by its short arm bones and sharp claws. The dinosaur’s arms were too short to reach the ground and too weak to support its weight. However, its claws allowed it to attack and slash at its prey. 52Technical words allow us to talk about special features or processes in the explanation. Long hind leg bones point to evidence of a dinosaur. The strong hind legs meant it could run very fast. Scientists also|took for the of along muscular tail. The big tail balanced the dinosaur’s huge weight as it ran after its prey. These features made it possible for the dinosaur to chase, capture and eat its prey. From them, scientists [are able to tell which dinosaurs were carnivorous. 532 penning» Gathering and organising information Alice and Sandy wanted to explain to their classmates how a plant becomes a fossil “How shall we begin writing our explanation?” asked Sandy. a | Organising information * Decide which information is useful and which is not relevant. * Organise the information we will use into a sequence. * Remember who we are writing for. Think about the kind of language we should use. yw mang 8 54 =I* Oral | Giving an oral explanation An egg hatches into a chick. The chick will grow into an adult chicken called a hen. The hen will lay more a @ eggs. That is the life cycle of a a chicken. = adult > chicken _ chick Pair up with a partner. Each person takes a turn to explain the life cycle of one of the following animals. ¢~ cycle of a frog You may refer to a reference book or your Science ® textbook to find out more about their life cycles. — ys — frog ~~ spawn ike yl oF a butterty ZT 9 adultfrog Se CR adult larva butterfly J (caterpillar) — § vite C¥Cle of a chicken todpole \ @® _ interesting facts you learned about fossils. Oa dinosaur names you learned. This old computer is a | dinosaur compared to the laptop! thing you learned about using the Internet fo fin more information. We use the word ‘dinosaur’ to describe things. of organisations that are outdated. C= 552 Poems Tell Stories Too read some narrative poems about Singapore how narrative poems are written » learn recite some narrative poems + listen to some narrative poems +» write narrative poems of our owntwink! © Warm Up © One day, the class learned about poems that tell stories. Did you know that poems can tell stories too? Let's find out together from Judy ling, She is a postand she has written many poems that tell stories.3 * Reading Skills » 2 Judy Ling, the poet, came to visit the class. “I have come to read you some poems that tell stories,” she said. “Here’s one | wrote that tells the story of how Singapore got its name.” vf SiNGAPURA Sang ! ila Utama was a prince in days of old, “the son of Raja Chulan, he was fearless, brave and bold. “| want to build a city that’s all my own,” said he. “But first Ill have to find myself an island out at sea.” He sailed into the sunset 10 with a crew of gallant men. They roved the seas both night and day without much luck... but then... 1s far off on the horizon a shape came into view. The prince was young but clever and with one short glance he knew. “We've found what we were searching for!” he shouted to his crew. “We've found an island of our own upon this ocean blue.” Then, just as if from nowhere arose a fearful storm. 2s The prince sailed onward speedily to save his men from harm. Their ship was nearly sinking when the island came in sight, the sun was slipping quickly- #0 all too soon it would be night. A fearsome-looking creature with mane and hide of gold, glared angrily towards their ship with eyes both fierce and bold. 35“A lion!” someone whispered. There are no longer lions “It will kill us all! You'll see! on the prowl in Singapore. We must leave this awful island but sometimes in my bed at night And head straight back out | think | hear one roar. to sea.” The prince just shook his head JUDY LING and said, Be | “| don’t have any fear. This island shall be mine and | will build my city here.” “pll all it Singapura, Lion City it will be, Just like this golden lion, brave and mighty, proud and free.” What sort of a person was Sang Nila Utama? With a partner, give details from the poem to support your view. Use a graphic organiser like the one below to present your answer. What I think Sang Nila Utoma Words or phrases from the poem was like that make me feel this way courageous ieay —_ fearless, brave and bold Conclusion: Sang Nila Utama was a .ie * Reading Skills “Here's another poem | wrote about Singapore,” said Judy Ling. i 2 ls “I'm sure you must have heard of Sir Stamford Raffles.” & + Raffles’s Big Dreams Raffles sailed the seas, A floct of ships at his command. Raffles had big dreams And what he needed most was land. 5 On January twenty-eight = In the yoar 1819 Ho anchored near an island Namod Pulau Gokijang. When he looked across the waves He spied a long and sandy shore. “Our search is over,” he exclaimed, “This is what we're looking for!” “That island lies directly On tho route the trade chips sail. With a harbour good and deep - Our venture eannot fail.” is 60© Reading Skills “We'll settle there and make the island thrive, as once before, As the crossroads of the world - We'll make the Lion City roar!” Judy Ling Discuss with a partner: 1. What did Raffles see when he looked across the waves? 2. What plans did Raffles have for the Lion City? | Ca 61Ways to show possession There are many ways to show possession or that something belongs to a person. We know that of can be used to show possession. the island of Sang Nila Utama the anchor of the ship the ship of the pirates We have learned that ‘s can be placed at the end of a singular noun to show possession. This is Sang Nila Utama’s island. This is the ship’s anchor. IF the noun is plural and ends with s, we add an apostrophe after the s to show possesion. That is the pirates’ ship. Words like my, his, her, its, our, your and their also show possession. They are followed by & noun. This is his island, That is their ship. This is its anchor. Words like mine, his, hers, its, ours, yours and theirs show possession too. They can be used in place of nouns. Look at how they are used in the following pairs of sentences. The hat is Maria's. These books are my brothers’. The hat is hers. These books are theirs. C) G yp t 62Phrasal verbs A phrasal verb is made up of a verb and one or two prepositions. The | new phrasal verb may have a different meaning from the verb. The phrasal verb get up has a different meaning from its verb get. @—— setup —Cepaiod A phrasal verb can be used to replace another verb with the same meaning. The sailor shouted in fear. The sailor cried out in fear. The lion escaped into the jungle. The lion ran off into the jungle. Different phrasal verbs made from the same verb may have similar meanings. For example, the phrasal verbs give in and give up both mean ‘surrender’, but are usually used in different situations. The captain told the enemies to stop fighting and give in to his men. The enemies were forced to give up their land to the captain. asemicircle. (! That wealthy man is a multimillionaire.nkles * Vocabulary © Read the story bel ry below. Then, use the pit work out who the narrator of the Moye as cls 6 halp' you What is my name? adruplet. Lam olso a biped. | 5 ride on a unicycle. Every ear a multicoloured T-shirt Every Sunday, | eat a lama qui sometime: Saturday, | w' and play in trio. jriplescoop ice-cream. =I 6se . Vocabulary « Saying verbs __ The characters of a narrative usually speck to one another. That is why = we often find many saying verbs in a narrative. Said is the most commonly used saying verb. We can replace said with many other growled interesting saying verbs to show how something is said. .-& grumbled complained whined 2 fi : s shouted screamed yelled whispered laughed chuckled giggled ordered exclaimed interrupted asked Notice how these saying verbs carry a lot more meaning than said dos (7 A “Help!” screamed the boy. “The house is on fire!” “Oh no!” moaned the old woman. “My house!” “Stand back!” the policeman ordered the crowd. 66 cu -Parts of a dictionary entry The words in a dictionary are called entry words. Look at the example of a dictionary entry below. Pronunciation guide These special symbols tell us how fo pronounce the word The numbers in bold tell us the Eniry word ) number of meanings the word ‘storm’ has. As a noun, ‘storm’ has two meanings. As a verb, 4 very bud weather with | Sstorm has th ; ‘sirong wind, Tighthing, thunder, heavy rain ete: ree oEaanet a rainstorm a tiknderstorn, stor ut Se The roof was danaged bythe stor 3a vont outbreak of feeling etc: « storm of anger, Storm of appnse. Ci) to shout very lowly and angily He stormed at her 2.0 move in an These letters tell us which part of a sentence ‘storm’ ‘can work as. The letter ‘n’ angry inutmer: He stormed out ofthe rooms) stands for ‘noun’ and 'v to attack a building ere with great force, and Sands for Verb They tell us | ‘27° itQhey stormed te cust that ‘storm’ can work as a Sam noun or a verb in a sentence, Besides providing ie ‘etormy adj 1 having alot of strong wind, ; Reuy rain et: a tomy day; stormy weather, | meanings of words, most way woyare 2 Ai of ager ie soy (ee eee ee mood; a stormy discussion. seaienienesoennleso show how the word can be used in a sentence. Look at the dictionary entry below and discuss the answers to these questions with a partner: 1. What is the entry word? action action ('akfan/ 1 1 something done: « foolish + action: Take action immediately; The firemen 2. Which part of a sentence does the entry are ready to go into action. 2 movement: Tennis word work as? wri paod writ eon. bate hig: Mewar Ele acion. the cvets a8 SOY: ; ; Mesref hr ont lee oct tate 3. How many different meanings does the See act. entry word have? 6 wenn | za Write sentence of your own for each out of action not working: My car's out of meaning of the entry word. action this week js your machine still in 4 67Text Type ¢ What is a narrative poem? Narrative poems tell us stories. They are usually written to entertain us. Sometimes, they try to teach us something too. The structure of a narrative poem is similar to that of a story. However, a narrative poem is written in short lines. The lines are arranged in stanzas instead of paragraphs like in a story. reoees sme meneame enone A narrative poem begins with an introduction. We are introduced fo the main character or characters in the story. Sometimes, we may also learn where the story was set and when it happened, = Two Little Kittens Two little kittens Introduction One stormy night, Two kittens during a Began to quarrel, ‘stormy night. And then to fight. A problem or an unusual event usually follows the introduction. _ One hada mouse Problem And the other had none; ‘Wool itenavatc) And that was the way cover. mouse. The quarrel began. 68The next part of a narrative poem usually describes an event or a series of events. It tells us what the characters do after the problem arises. The old woman took The sweeping broom, And swept them both Right out of the room. 2 The ground was covered With frost and snow, They had lost the mouse, a ‘And had nowhere to go.* \ ? ¥ So they lay and shivered Beside the door, Till the old woman finished Sweeping the floor. And then they creptin As quiet as mice, All wet with snow And as cold as ice. Some narrative poems end with a comment on the story or the characters. They found it much better That stormy night, To lie by the fire, Than to quarrel and fight. Jane Taylor 69stern: 70 fe Whats in a narrative poem? When words sound alike, we say they rhyme, Rhyme helps the poem flow smoothly and sound interesting, SuperdJumble Now, the elephant Superdumble, (hough really very fumble, was the strongest and most nimble ~ on the earth. i Sometimes, poets use unusual words to catch the reader's attention. These words are usually made up and not used in everyday speech. } E 2" When the animals were in trouble she would fly there at the double, her bright red cloak BWaBEIe) ily + round her girth. Narrative poems tell stories in which there are characters. The words that are actually spoken by the characters are known as direct speech We place quotation marks before and after the words spoken. As the buffalo in a tangle ‘ % wriggled vainly at an angle | and cried out in a gargle } of fear. | Beneath him in the jungle ? came a warm and friendly rumble. | gigistottens Narrative poems are mostly in the simple past tense because they usually tell us a story that happened in the past. paces 2 * | | nan stow fuss orfumble : \ oe nto the tangle | > : ap and fi ie ee * & trunk blow. Itis common to find contractions in narrative poems, especially in direct speech. uffalo thought he'd tumble contraction e took him like a bundle 0 the bottom of the jungle 3 below. doy Cowley ae When we read o poem aloud, its important that we read clearly and Opa. take note of the punctuation. This will help us hear the rhythm or beat of the poem. The rhythm helps us read the poem smoothly and also makes reading fun. 71° Writing e Beginning your narrative poem Remember, the first stanza of a narrative poem tells us who, when and where. Form groups of four. Think of a story about your country that you all enjoy. Identify the who, when and where of the story and note the details down in the table below. Who is/are the character(s}? When did the story take place? Where did the story take place? If you have different ideas, work together to reach an agreement. Very often, you have to give ‘and take. {Aineniyeuine tects { ina group, take turns |. to speak and listen to ~~ another's ideas. Now, rewrite the information above in a stanza. Your stanza may contain four to six lines. Remember to include rhyming words! Read your stanza again. Can you hear ai rhythm? 72nk © Oral | Reciting poetry Did you know that long ago, people did not read poems from books, but recited thern? Rhythm and rhyme made it interesting for people to recite and listen to poems. Choose one of the poems in this unit to recite to your class. Identify the rhyming words. Underline the words that you should stress while reading. Learn the poem, then, practise, practise, practise before you present the poem to your classmates! When your classmate has finished reciting his or her poem, clap to show your appreciation. IF you wish to comment on your classmate’s preseniation, raise your hand and wait to be called by your teacher. (Peat ond write ® features of narrative poems. @ things you learned about reading poems to make them sound interesting. @ _ poem that you found and really like. | fear not Winter's cold or storm — | wear no clothes to keep me warm, but when Spring comes I dress in green and brighten town and country scene. What am |? Judy Ling Ca 73Let’s Experiment! Soke me instructions for sctence experiments = read 80! how instructions help us do experiments + find out ments + learn how instructions are written for expert + write some instructions for experiments + give instructions for experiments to others ; / Do you ever think ‘What would 2 You obse happen if..2” r ApPening around net, : \ Fal 74At the first Science Club meeting, the teacher-in-charge, Mr Havago, showed the new club members a poster. The poster was titled ‘Think Like A Scientist THINS Las a SAIN SSS A scientist... questions why or how things happen guesses the reasons why and how ar, = devises experiments to test ) t his or her guesses } s\ observes and records the << results of each experiment \ Cs works out the answers to his or her questions. 75a © Reading Skills © “Ihave a question,” scid Gopal. ‘How does a plane fly?” Mr Havago replied, *A plane flies with the help of engines. The engines push the plane forward by forcing hot air out backwards at high speed. Let's do this simple experiment to see this effect. A Balloon Rocket Materials 1 piece of string about 4 metres long 1 small plastic tube or straw 2 chairs 1 balloon Sticky tape Scissors Pen, paper and ruler for recording results Method Qa. 1. Thread the string through the tube. s 2. Tie one end of the string to the back of one chair. Tie the other end of the string to the back of the second chair. Move the chairs away from each other until the string is taut. 76© Reading Skills © 3. Blow up the balloon. Hold its neck tightly to prevent any air from escaping. 4. Keep the neck of the balloon tightly closed and firmly attach the balloon to the tube with sticky tape. 5, Let go of the balloon’s neck. Observe what happens. 6. Measure with the ruler and record: (a) how far the balloon travels. (b) the direction that the balloon travels. Work in pairs to answer these questions. 1. How many steps are listed in this experiment? Do you think any one step is more important than another? Why do you think so? 2. What is the reason for attaching the balloon to the tube? 3. Close the book and test yourself. Recall the steps of this experiment in the correct order to a pariner. ous 77ge . Reading Skills ¢ 78 While Gopal was showing Hamid his balloon rocket, Suling and Jill were surfing the Internet on the Club’s computer. They wanted to find out how crystals are formed. Very soon, they found an experiment that showed them how. Crystals Materials 1 clear drinking glass A kettle of very hot water 1 tablespoon A packet of salt 1 piece of string about twice as long as the height of the glass 1 paper clip 1 ruler Method 1. Fill the drinking glass with very hot water from a kettle. Safety first! F Avi G to help you. =] 2. Make a salt solution. Add a tablespoon of salt to the hot water and carefully stir until itis dissolved.¢ Reading Skills a 3. Make the salt solution saturated. Continue to add a little more salt, one tablespoon at a time, and stir until no more will dissolve in the water. 4, Tie one end of a piece of string to the paper clip. Tie the other end of the string to the ruler. 5. Rest the ruler across the top of the drinking glass. The paper clip is now suspended in the solution. 6. Keep the drinking glass still and undisturbed for several days. Check on the paper clip daily. Work in pairs to answer these questions. 1. Why must you ask an adult fo pour hot water into the glass? 2. From the experiment, what do you think the words ‘solution’ and ‘saturated solution’ mean? 3. Close the book and test yourself. Recall the steps ofthis experiment inthe correct order to a partner. ==> 79Bere ° verb Adverbial phrases like adverbs, adverbial phrases tell us more about verbs. They help add meaning to the verbs in instructions. We have learned that adverbial phrases can answer the questions when, how long, how often and why. oe phrases can also tell us how something should be done. Stir the liquid in a gentle manner. The adverbial phrase tells us how we should stir the liquid. Handle the equipment with care. The adverbial phrase tells us 80 how we should handle the equipment. Read the following sentences. Circle the verbs in the sentences. Then, ask the question ‘How’ and underline the adverbial phrases. Watch very closely, The scientist presented his discovery to the reporters with flair. Hold the neck of the balloon os tightly as possible. Add a few drops of food colouring to the water very slowly and carefully. C7winkle fil ° Grammare | Adverbial phrases can also ell us where something should be placed. | Pour the oil into the beaker. verb The adverbial phrase tells us where to pour the oil. Thread the string through the tu! ibe. verb The adverbial phrase tells us where to thread the string. Notice that these adverbial phrases are made up of a preposition and a noun. into the beaker |____ through the tube prepositions Adverbial phrases are usually found at the end of a sentence. However, if you wish to draw special attention to an adverbial phrase, you may place it at the beginning of a sentence. Hold the neck of the balloon with a firm grip. With a firm grip, hold the neck of the balloon. Pour the hot water into the glass very carefully. Very carefully, pour the hot water into the glass.= Quantifiers Instructions often include quantifiers such as a lot of, a little, fewer and less. These quantifiers tell us the number or amount needed. We use a lot of to mean a large number or amount. We can use a lot of in front of countable and uncountable nouns. You will need a lot of thumbtacks and a lot of glue for this experiment. uncountable noun We use a few fo mean a small number and a litte to mean a small amount. We use a few in front of countable nouns and a little in front of uncountable nouns. (Geet nan cea Few Baan on the se nis wlio opm me) Add a little water to the plants. l Fewer refers to a smaller number than ‘a few’ and is used in front of countable nouns. Less refers to a smaller amount than ‘a litfle’ and is. used in front of uncountable nouns. Thee eco Re Tela ihew vleaedhati ae Worksheet 5, pages > 82 [Wrst 3. poate 4-885ink! veo Equipment in the science laboratory There are many types of equipment in a science laboratory. Each piece of equipment has a special name. Have you seen any of these pieces of equipment in your school science laboratory? Bunsen burner funnel SS mre. Sas | stand 4 testube ewer a thermometer stirring rod beaker litmus paper When writing or giving instructions for science experiments, we must be specific and give the correct names of the equipment required. This is to prevent any mistakes or accidents due to wrong instructions. Pass me the Pass me the conical flask Stirs xO 23Using -tion and -sion to form names of processes We ce the suffix -tion or -sion to the end of a word to form the name of a process. The water will evaporate and turn into water vapour. This process is called evaporation. When woter vapour touches a cold surface, it will cool and condense into water. This process is called condensation. Other nouns formed by adding -tion react +tion = reaction contract + tion = contraction equate +tion = equation solute +tion = solution create +tion = creation This metal rod will expand after being heated. This process is called expansion. Other nouns formed by adding -sion conclude + sion = conclusion precise + sion = precision 84 > “ sights along this river, ~ can’t you? You can't swim, \ No, | can’t!) <\ \ ean you? - The verb in the tag question is usually in the same form as the verb in the sentence. You haven’t seen an elephant show before, have you? The elephants will perform now, won't they? If the verb in the sentence cannot be changed to a negative form, we use don’t, doesn’t or didn’t as the verb in the tag question. These snacks taste great, don’t they? This hotel looks grand, doesn’t it? You brought some sunblock, didn’t you? <== 99=. Grammar Adjectival phrases adjectival phrase usually begins with a preposition. Like on adjective, an adjectival phrase tells us more about a noun. An Noun —Adjectival phrase theman with the bald head the boy | onthe elephant the girl |_ in the beautiful costume Here's a photograph that was taken when Edmund went sightseeing in Bangkok, Listen to what he has to say about the people in the photograph. “The boy with a cap is Aroon, The boy with the snake is Aroon’s friend. The woman in the pink skirt is Aunt Swee Lan. The old man next to Aunt Swee Lan is Aroon’s grandfather. The girl next to Aroon is Srinthip. The boy with the durian is me!” Read the sentences above again. Identify the nouns that the adjectival phrases tell us more about,* Vocabulary Synonyms Synonyms are words that have nearly the same meani Longboats are fast. The words ‘fast’ and Longboats are speedy. | speedy’ are synonyms, The air in Bangkok is dirty — {The words ‘diny’ and The air in Bangkok is unclean. unclean’ are synonyms. We use synonyms to express ourselves more clearly and to make our writing more interesting. We also use synonyms to avoid repeating the same words. There are many magnificent palaces and splendid temples in Thailand. In Thailand, it is rude to point your feet at another person and impolite to touch someone's head. Some words are easier to understand than others. When we are talking to young children or people who do not have a wide vocabulary, we may use simpler words. Original Simpler Original Simpler Some buildings in Bangkok are modern and some are ancient. Some buildings in Bangkok are new and some are old. Thai boxers are courageous. Thai boxers are brave.=... | Antonyms ore words with opposite or nearly opposite meanings. The easiest way to form antonyms is by adding a prefix that means ‘not’ or without’. Making antonyms The prefixes dis-, un-, in- im- and il- mean ‘not’ or “without”. When you add these prefixes at the front of a word, they change the meaning of the word to its opposite. diss un- ine ir- im- tt disorder __| a state of being untidy or not organised dissatisfied | not contented invisible cannot be seen inconvenient | causes problems and difficulties improbable _ | not likely to be true or to happen immobile unable to move or be moved illegal forbidden by the law illegible so unclear that it cannol be read irreplaceable | cannot be replaced irrational __| not based on logical reasons unforeseen _| not expected or could not be predicted unforgivable | cannot be forgiven or accepted Find all the words containing the prefixes dis-, un, in, il-in this passage. When choosing antonyms, it is important to find exactly the right word depending upon the context. Check the dictionary to make sure you are using the correct prefix. TO2 vue ovsesmaing‘An atlas is a good resource in which we can find information about our country and the rest of the world. It is a book of maps of all the areas of the world. It contains other useful information such as the names of capital cities and population figures. To locate the information we need, we can refer to the atlas’s contents page. We can also refer to the index at the back of the atlas. Here, we find the contents of the atlas arranged in alphabetical order, along with their page numbers. Each map has a compass which tell us the directions — north, south east and west. There is also a scale which tells us the size of the area shown on the map, as well as the distance between places. Each map has a ‘key’, which explains what the symbols and colours on the map mean. key Thailand Aaicue is very important in Thaland and s ree 323207s: ot ranyand cud olow axanoty of cops fo be grown. Ren ie the major agricultural export crop and ‘amon, the main external expor Other main orops grown incude coco apes rubber maze and sugarcane, Fish products and Instonk such a cat, butfle and ouiry ar also moerant Apert for fiamonds, tn and iron are among the main minerals prosueed on 2 large scale Tomes and garments, elocorics electrical goode are eurenty being ceveloped 3s manufactring KEY Carita 0 Ccyftown i International boundary == compass © Information Literacy « npex Australia 100 Bandar Sev Begawan 73, 85 Bangkok 73, 82 Camoodia 73, 99-94 China 191 Hanoi Indonesia 72.75, 79-81 Jakarta 73, 73 Kula Lumpur 73, 76 1208 72-75, 81-52 Gulf of Thaftand 103start: Why do we write postcards? Writing postcards is a fun and convenient way of communication. Postcards are similar to letters except that they are shorter, more informal and chatty. We usually write postcards when we are away on holiday. We often write to tell the receiver about what we have seen and done. We may also write a short message asking the receiver to do something for us while we are away. greeting Dear Susanna, receiver's Tadica| ; Indira address * The receiver’s address is written on the lines at the back of the postcard. * We begin with a greeting such as ‘Dear Lina’ or Hi Ravi’. * We usually tell the receiver where we are. For example, ‘It's great fun here in Sibu’. * The main message is usually a recount of events, Sometimes, we include an instruction or reminder. * We end with a closing phrase such as ‘Bye’ or ‘Much love’, and our name. 104What's in a postcard? Susanna was very happy when she received another postcard from Indira. Dear Susanna, T's me again. [Il went +o a longhouse ‘ petites yesterday. I+ was S000 exciting! | he show fime houses are really loooong. Many Iban ad) families llive together in the 5 Li sequence longhouses. You cavld never be lonely in} >vsanna Lin a longhovse. T'm going to the market | 12035 tomorrow +o buy local fruits. Yum! Ratchadap Rd = Bangkok leven, Thailand Indira 7 a es Postcards are usually informal and chatty. They often contain informal words such as 's000’, ‘looong’ and ‘Yum’, We often use first person pronouns such as ‘I’ and ‘me’ to describe what we have seen or done. Words such as ‘yesterday’, ‘then’ and ‘afterwards’ are useful when describing a series of events. These words help us show time and the order in which the events took place. We offen find a range of tenses in a postcard. The simple past tense is used to tell about events that have already occurred. The simple present tense is used to describe things that happen all the time. The future tense is used to tell about future plans. 105¢ Text Type © What is an e-mail? Email stands for ‘electronic mail’. It is a fast and convenient way of communicating with others. We can send e-mail to and receive them from family and friends. Such e-mail is usually informal and chatty. title of email mia greeting = We're having a cool time. We all wish you were here. main message —— Our cousins are lots of fun. Having fun is really important to the people of Thailand. They call it sanuk’. We also love Thai food — it's to die for! We're going to get Mum a Thai cookbook for her birthday! * At the top of an e-mail, we write the receiver's e-mail address and the title of the e-mail. * The main body of an e-mail often looks like a letter and begins with a greeting such as ‘Dear Alvin’ or ‘Hi Mum’. However, some e-mails do not begin with a greeting or name at all. + The main message is sometimes arranged in paragraphs. © We usually end the e-mail with a closing phrase such as ‘From’ or ‘Warm regards’, and our name. 106What's in an e-mail? Mrs Lin sent an e-mail to Mr Lin. She wanted to inform him of the flight details and ask him it he could pick them up ot the airport. Hi dear, WF returning home this coming Saturday. Would you be able to pick us up at the airport? EIAN 3.30 p.m. SQ287 from Bangkok. Please reply asap. Lots of love, Angelina :) * E-mail is mostly informal. It is often written as though one person is talking to another. We often use contractions in e-mail. * We frequently find abbreviations in e-mail, e.g. ‘E.T.A.’ which means ‘Estimated Time of Arrival’, and ‘asap’ which means ‘as soon as possible’. Abbreviations save time. * Email has its own special sign language — emoticons — to show feelings. For example, :] means ‘happy’. 107© Writing Keeping the message brief and clear Writing postcards and e-mail are fast and convenient ways of sending messages to others. Therefore, there is no need to describe anything in great detail on @ postcard or in an e-mail. Itis ¢ good idea to plan what we are going to say before writing a postcard or an email. We should only write the important points, and keep the message brief and clear. When we send postcards and e-mail to people close to us, we usually waite informally. The informal style includes: 108 contractions, such as I’m, she’s, you're or don’t. abbreviations such as asap, e.g. or OK. informal opening phrases such as Hi, Hello or My dearest. Sometimes, we don’t even begin with an opening phrase. informal closing phrases such as Hugs and kisses, Lots of love from or From your pal. We can also end a postcard or e-mail with just our name. Iunk © Oral Intera Making enquiries over the telephone While in Thailand, Mrs Lin decided to learn how to cook some Thai dishes. She rang up a cooking school to make some enquiries. Woman od morning. This is the Thai Cooking School. Mrs Lin: Hello. This is Mrs Lin. Do you have a Thai cooking class for beginners? Woman ; Yes, Mrs Lin. It just happens that one-day course next Thursday. Mrstin : That sound and fi Woman Mrs Lin Woman Mrs Lin Woman Mrs Lin Women Mrs Lin Woman *The money used in Thailand is known os baht. Both Mrs Lin and the woman at the cooking school spoke formally and politely. like them, you should keep your questions and answers in such telephone enquities clear, simple and to the point. es you re about using e-mail to communicate with others. modals that tell what we are advised to do. : thing you learned about an atlas. “109