Oxford Discover 2 Student Book

Read © Forces We see things move every day. We see people walking, birds flying, and leaves falling to the ground on a windy day. Things move in many ways. They move up and down, right and left, and over and under things. Look around your classroom. What things are moving? Force W hat’s the cau se o f the wagon moving? W hat’s the effect o f the girl pulling the w agon? A force makes something move. A push is a force, and it moves something away from you. We push people on swings. A pull is a force, too, and it moves something toward you. We pull things in wagons. Can you name something you push and something you pull? A small force causes a small movement and a big force causes a big movement. When we use a small force to throw a ball, it doesn't go far. When we use a big force to throw the same ball, it goes a long way. It is easier to move a light thing than a heavy thing. We can move a toy car with a small force because it's light. We need a big force to move a real car because it's heavy. 150

Speed s ta s s s a g tts s s s s = —(y ~ ~ ~ ~ - i ** • .J. \\jl, ■■I I■i f.*,i ' , :^ ■ Jfflk. ! , |f^ » r . . ) .. iiS V A A i .. ' - . - - ■ --t. i i||i iifciia i n rfOKyraMwpy .t j M P . ] L JE 9* m jk I ___________ _ A force can change the speed of things. The next time you When you push a door with a small force, see something it opens slowly, but when you push a moving, ask door with a big force, it opens quickly. yourself, \"What force is moving it, T h in k a push or a pull? Is the force small W hat’s the ca u se o f the or big?\" door opening slo w ly? W hat’s the effect o f the 151 door being pushed with a sm all fo rce?

Understand Com prehension T h in k W hat do you like about the text? Check (>/). Why? Give one reason. oO^ —^ 1 How force makes things move 2 Big and small forces cause different movements. 3 How force changes speed O Ask and answer W hat’s your favorite part? the question. H eavy things need a big fo rce to move them. I didn’t kn o w that. O Complete the chart. Write the cause or effect. Cause Effect 1 We push something. a 2 b There is a small movement. 3 We open a d o o r with a big force. c Circle the correct answer. 1 A force doesn't make things move. True False 2 Push and pull are forces. True False 3 A light object needs a big force to move it. T r u e F a l s e 4 A force can change the speed of things. True False T h in k What do you think? o&~\" ^ 1 What is h e a v y an d needs a big force to move it? 2 Is it easier to push your father or your friend on a swing? Why? 152 Unit 15 Comprehension

Gram m ar pages 132-133 G ram m ar in Use o Listen and sing along. The Horse, th e Tortoise, and Me © 3.12 A horse is faster than a tortoise, A horse is heavier than a tortoise, JJ And a horse is faster than me. And a horse is heavier than me. I’m slower than a horse, I'm lighter than a horse, JJ So w hat is slower than me? So w hat is lighter than me? J A horse is bigger than a tortoise, And a horse is bigger than me. I'm smaller than a horse, So, w hat is smaller than me? O L e a r n G r a m m a r Com parative Adjectives A ball is lighter t h a n a desk. Is a desk h ea v ie r than a ball? Yes, it is. What's slow er than an airplane? A train is slow er than an airplane Look at the groups of things and compare them with your partner. © W hat’s bigger than a car? A bus is bigger than a car. Is a truck bigger than a bus? G Look around the room. Compare things with 2\\ your partner. Is a book bigger than a chair? Grammar: Comparative Adjectives with -er and -ier Unit 15 1 5 3

C o m m un icate o n r /Listen and point to the words. Listen again and say the words. © 3.13 Words computer stapler suitcase broom door desk drawer mouse O Write the words from Q . broom 1 We use this to keep the kitchen floor clean. 2 We put clothes in this w hen we go on vacation. 3 We can use this to go online or write an e-mail. 4 We push or pull this w hen w e go in or go out. 5 We put pencils, pens, notebooks, and papers in this. 6 We can keep papers together with this. L is te n in g _____ ____ T h i n k What things do you push every day? o&-~-- ^ ^ Listen. How many of these things do you have? © 3. O Listen again and match. © 3.15 12 3 4 5 6 • ••••• 1 5 4 Unit 15 Vocabulary: Objects • Listening: Specific Inform ation

S p e a k in g 0 Listen and repeat. Then practice with your partner. Use the words in the box to help. © 3.16 Phew! I c a n ’t move Let me help you. 1 Oh, boy! Mllillm! ' H m J A cool Thanks. That No problem . aw esom e would be great! You’re welcom e. Don’t m ention it. Word Study Antonyms Some words mean opposite things. These words are called antonyms, heavy ^ light nervous calm Write the antonym. 1 safe dangerous 4 interesting 2 happy 5 polite 3 loud 6 high W r it © Tell your partner about something you push and something you pull. ■1 —^\\A Now write about them in your W orkbook. — B y Speaking: Offering to Help •Antonyms Unit 15 1 5 5 BIG QUESTION Q \\ I think things move in different ways. What makes things move? I think we can push and pull things to make them move.

UN|T Get Ready W ords o Listen and point to the words. Listen again and say the words. © 3.17 stubborn angry goat m o u n tain west east fo rw ard horns e Circle the one that does not belong. 1 feel: angry b ird stubborn 2 go up: a hill a m ountain a book 3 see: a goat a bird stubborn 4 have: w est a goat horns 5 go: b ackw ard wet forw ard 6 get: 7 travel: wet hot m ountain 8 move: ground east w est forw ard wet fast 156 Unit 16 Vocabulary: Descriptions o f Place and Feelings

Before You Read PREVIEW T h in k Are you sometimes stubborn? Is there a mountain i near your town or city? This story is a fable. A fable is a short Theme story that teaches us a lesson. Remember, the them e of a story is the most important thing the writer wants you to understand. The writer is often teaching som ething important. Read the story. Then circle the theme. It's a cold and raing d ay and Jo sh ca n ’t play outside. His mom sees his sad [ace and sa y s, \"Let’s m ake som e [un things.” They m ake a toy ca r an d jo sh pushes and pulls the c a r on the table. \"This is [un,” he s a y s. Th en they m ake a toy b o a tjo s h pushes his boat acro ss the w a te r in the kitchen sink. “T h is is [un, too,\" he sa y s . \"Th an ks [o r a great dag, Mom.\" a You can't play outside w h en it's rainy. b It's good to play inside with your mom. c It's good to think of things to do inside w h en it's rainy. O The story on pages 1 5 8 -1 5R is about two stubborn goats who don't get along. What do you think they fight about? Give one idea. Reading: Theme Unit 16 1 5 7

Bead ® p t w ° StU bbo»*lv8 t j L ittle Goa ts IjK A long time a g o , a family o f g o a t s lived on East Mountain. Two o f the brothers, Black G o a t and Brown Goat, always fought about who w a s the b e s t in the family. They were very stubborn: they never said “ so rry” or “ I ’m w rong.” One d a y , they w e r e on a small p a tc h o f the g re e n e st g r a s s on East Mountain. It w a s only enough f o r one g o a t . Brown G o a t s a i d , “ I ’m the o ld e s t b r o t h e r in the family, so I should e a t the g r a s s .” Black G o a t s a i d , “ I ’m the s m a r te s t b r o t h e r in the family, so I should e a t the g r a s s .” They pushed e a c h other with their horns. They pushed with the same f o r c e , so they didn’t move f o r w a r d or b a c k w a r d . They pushed f o r a long time an d then they both got tired and fell down. Black G o at was angry so he m oved to West Mountain.

There w a s a v e r y n a rro w b r i d g e b e t w e e n East Mountain an d West Mountain. Every d a y Brown G o a t c r o s s e d it to drink from the c o l d e s t w a t e r in the p on d on West Mountain. Every d a y Black G o a t c r o s s e d it to e a t the juiciest g r a s s on East Mountain. Brown G o a t a lw ays c r o s s e d early, and Black G oat always crossed late. One day, Brown G o a t g o t up late so both g o a t s w ere on What are the most the b r id g e a t the sam e time. Brown G o a t sa id , “ G o b a c k ! im portant parts of I ’m the oldest so I should cross first.” Black G o a t said, the story so far? “ You g o b a c k ! I ’m the sm artest so I should c r o s s f i r s t . ” They pushed each other with their horns They pushed with the same force so they didn’t move f o r w a r d or backward. They pu sh e d f o r a long time a n d then they both g o t tired and fell into the river below the bridge. The go ats swam to the riverbank. Then they slowly w alked home to their mountains. They were angry, tired, w et, c o ld , a n d hungry. And t h a t ’s w h a t h a p p e n s to stubborn little g o a t s . What are the m ost im portant parts of the sto ry?

Understand Com prehension T h in k W hat do you like about the story? Check (>/). Why? Give one reason. oO^-\"— ^ 1 Black Goat and Brown Goat push each other. : Black Goat moves to West Mountain. □ i□ 1□ ; Black Goat and Brown Goat get wet. c I....... o 1 1□ 1 © Ask and answer W hat’s your favorite part? the question. They fall into the river. It ’s funny! Q Circle the correct theme of the fable. a Brothers shouldn't be b People should share c Being stubborn doesn't kind to each other. things. m ake us happy. G Answer the questions. 1 Why didn't Black Goat and Brown Goat get along? 2 Why didn't the goats move when they pushed each other? 3 Did they like each other at the end of the story? T h in k What do you think? 1 W hy ca n it be bad to be stubborn? Give one reason. 2 Can you think of a good solution to Black Goat and Brown Goat's problem? 160 Unit 16 Comprehension

G ram m ar in Use Yes, he is. 0 Listen and sing along. Two B r o t h e r G o a ts © 3-iq Tw o b ro th er g o ats lived high in the m o u n ta in s. W hose voice w as the best? Each goat tried to shout the loudest, Louder than all the rest. “Yo da lay hee hoo, yo da lay hey hoo!” Shouted one brother. “Yo da lay hee hoo, yo da lay hey hoo!” Shouted the other. “ You're th e q u ie te st g o at! I'm the loudest Shouted one brother. “ I'm th e loudest g o at! You're the q u ie te st g o a t!” Shouted the other. 0 L e a r n G ra m m a r Superlative Adjectives I'm The yo u n g est person in my family. Is The juiciest grass on EasT M ountain? Yes, it is. Look at the pictures. Ask questions with your partner. Is fhe man the oldest person? Q Talk about your fam ily with your partner. sv My father is the biggest p erso n in my fam ily. Grammar: Superlative Adjectives with -est and -iest Unit 16 1 6 1

C o m m un icate Words © Listen and point to the words. Listen ag ain and say the words. © .3 20 basketball soccer tennis baseball hockey golf O Think about the words in © and add them to the chart. Played wifh a team Not played with a team 1 basketball 3 1 2 4 2 L iste n in g T h in k What's your favorite sport? ^ Q Listen. Which sport doesn't use a ball? © 3.21 O Listen again and write. © 3.22 T h e y 're p la y in g ... 4 5 1 __________________________ 6 2 3 162 Unit 16 Vocabulary: Sports • Listening: Details

S p e a k in g © Tell your partner about a sport you like. Act it out. Your partner guesses the sport. Use the words in boxes to help. © 3.23 I run, jum p, and I throw ... throw the ball. You like ... You re playing basketball f 1 11 — 11 W riting Study Comparative and Superlative Endings When a word has one syllable, we add -er or -est. small smaller ^ smallest When a word has more than one syllable and ends in a \"y\", we drop the \"y\"and add -ier or -iest. heavy ^ heavier heaviest Write the com parative and superlative. 1 fast faster 4 clean 2 f u n n y _________________________________5 hungry--------------------------- 3 lo n e ly _________________________________6 healthy--------------------------- tv . W r it © Tell your partner about the speed and movement in a sport you like to play. Now write about it in your W orkbook. IffgSBEfr Speaking: Describing Sports • Writing: Comparative and Superlative Endings Unit 16 1 6 3

Units Vacation time! We went to the mountains in the east. 15 and 16 © Listen and read along. © 3.24 Dot and her family were excited about their My suitcase is the heaviest. We played hockey with brooms on the We played basketball on the hard ground frozen pond. But we couldn’t find Gus! We threw the ball to each other. But where’s Gus? We found the ball - and we found Gus! It was the best vacation ever. Then we wanted to play soccer. Where’s the soccer ball? I Look in the suitcase. 1 6 4 Review

P r o je c t : Make a Fo rces P o ster o Make a forces poster. ff)y fo rc e s T o s te x y • Write sentences about things Hard io Push atid P u ll that are easy and hard to push and pull. • Find or draw pictures. o Put your forces poster on the wall. Tell the class about your poster. The hat is easy jThe doorbell is e a s y I The department sh to pull onto my head. The wagon To pash. is hord to is hard to pull. O Walk around the room. Look at the posters. Act out one of the actions on a poster. Your partner guesses. © Watch the video. a What did you earn about how © Think more about move? the Big Question. BIG QUESTION Q e Complete the What makes things move? Big Question Chart. Project: Forces Poster • Big Question 8 1 6 5

In units WATCH LEARN READ 17 and 18 a video about art about where we see about a girl who sh ap es in our world. m akes origami. you will: Big Question 9

o aWatch the video. o Look at the picture. What do you see? 1 What are the children doing? 2 What are they using to make art? o Think and answer the questions. 1 W hat do you like to draw? 2 Where can you see art? o Fill out the Big Question Chart.

M g , Get Ready Words o Listen and point to the words. Listen again and say the words. © 3.25 crescent star spiral oval straight nature collage sculpture pattern O Circle the correct word. 1 nature/spiral 2 round /oval 3 straight/star 4 plain / pattern 5 collage / sculpture 6 crescent/round .anrutrvffr’ 7 spiral / straight 8 painting / sculpture 4 star/round 1 6 8 Unit 17 Vocabulary: Art and Shapes

Before You Read 1 PREVIEW T h in k W hat shapes can you see in your classroom ? Shapes What are your favorite shapes to draw? i^Art Text-to-Self Connection In this text we learn about When we read something, we can think about things shapes in art. in our lives that are similar to things in the text. The story of two stubborn goats. This text is an I am stubborn, too. informational The text about rules. text. Remember, My mom m akes the rules at home. informational texts tell us about Read the text. Think. our world. There's an interesting art p a rk in New York. It only has sculptures. In good w e a th e r a lot of people com e to the park. T h e y enjoy the art and s o m e tim e s they h a v e pP i1cnics. 1 There's an interesting art park in New York. Think about what's in your city. 2 In good weather a lot o f people com e to the park. Th ink about w h at you do in good weather. 3 People enjoy the art. Think about w hat you enjoy. O The text on pages 170-171 is about shapes. W hat shapes do you think are in the text? Think of five shapes. Reading: Text-to-Self Connection Unit 17 1 6 9

We can see shapes in people, animals, nature, art, and much more in our world.They are all around us. Kinds of S h ap es Squares and rectangles have four straight sides and four corners. How are squares and rectangles different? A square has four corners and all four sides are the sam e length. A rectangle also has four corners but two sides are longer than the other two. Circles and ovals don't have straight lines or corners. How are circles and ovals different? All triangles h ave three straight lines a n d three corners. Stars, crescents, and spirals are all very different kinds of shapes. Stars have lots of sides. Crescents have two sides, but they aren't straight. Spirals don't have sides and they don't have straight lines or corners. W hat sh ap e s do you see in this nature co lla g e ?

Art S h a p e s G eo rg e W. Hart m a d e this sculpture from wood. He uses m ath to help him m ake all his sculptures. W hat sh ap e s c a n you see in this sculpture? This picture is m a d e from lots of circles a n d e a c h circle has one color inside it. The artist, Ben Heine, used a com puter to m ake this picture. A fam ous painter called Piet Mondrian inspired people to use shapes and straight lines in their paintings. Som e things today, like dresses, use his patterns and colors. How m any different shapes c a n you see in the painting? The next time you paint, draw, or make a piece of art, look for the shapes in your world to help you. Think- Think about things that you know with a lot of different shapes. .v .V ■

Understand Com prehension T h in k W hat do you like about the text? Check (>/). Why? Give one reason. oO^ —^ 1 Different shapes 2 Sh ap es in nature 3 Sh ap es in art O Ask and answer W hat’s your favorite part? the question. The leopard picture with circle s. It ’s cool! 0 Read the clues. Write the shapes. 1 It has four co rn ers, four straight sides, and all square four sides are the sam e length. 2 It has three straight sides, three corners, and the sides can be different lengths. 3 It has no straight sides, no co rn ers, and the shape is like an egg. 0 Answer the questions. 1 W hat shapes did Ben Heine use to make his picture? 2 W hat did George Hart use to make his sculptures? 3 W hat artist uses straight lines to m ake the shapes in his paintings? T h in k What do you think? od^ —^ 1 Were George Hart's sculptures easy to make? 2 Can w e see sh ap es in all paintings? 172 Unit 17 Comprehension

Gram m ar . pages 150-151 G ram m ar in Use o Listen and sing along. T ria n g le s © 3. Your collage has green triangles, Th e tria n g le s in yo u r a rt w o rk A nd yello w , orange, and blue. A re big and ta ll and sm all. It has a p attern like a s ta r, B u t don’t look for an y o vals, A n d it has som e stickers too. T h a t shape isn’t there at all! T h e re is a lot of p a sta , A nd a lot of paper there. B u t there aren ’t an y sp irals, Not a crescent, not a square. © L e a r n G ra m m a r Quantifiers Things we can count Things we can't count There are a lot of shapes. There is a lot o f paper. Th ere a re n ’t any triangles. Th ere is n ’t any red paint. Look at the shape collages. What can you count? What can't you count? Q Look again at the shape collages. Practice with your partner. T h e re’s a lot of B u t th e re a re n ’t s n o w in this co llag e. any flow ers. Grammar: Quantifiers with Count and Noncount Nouns Unit 17 1 7 3

C o m m un icate Words o Listen and point to the words. Listen again and say the words. © 3.28 photograph origami drawing mobile oil painting mosaic e Look at the things we use to m ake art. W hat kind of art is it? y- ' - Vtn r t v L iste n in g T h in k What do you like better, paintings or photographs? Why? % >&-\"— Q Listen. Where is the boy taking photographs? © 3.2s Listen again and circle the correct answer. © 3.30 T h e y 're ta lk in g a b o u t ... 1 a collage / a photograph / a draw ing 4 a draw ing / a photograph / an oil 2 a mosaic / a mobile / origami painting 3 a sculpture / a m osaic / a n oil 5 a mobile / an oil painting / a m osaic painting 6 a drawing / a mobile / a sculpture 1 7 4 Unit 17 Vocabulary: Art • Listening: Details

S p e a k in g O Listen and repeat. Then practice with a partner. Use the words in the box to help. © 3.31 Wow! That s a really great mobile! fc 1 nt Thank you sculpture oil painting You re very good at art. Thanks a lot. What a nice Thanks. And you re thing to say. good at math! sports singing Word Study Homophones Some words sound the sam e but aren't spelled the same. These words are called hom ophones. flo w er flour Write the homophones. 1 right 4 road 5 two won ate rode 2 one 6 bee be too write 3 eight Y f r i+ e Tell your partner about your favorite kind of art and the shapes you use. Now write about it in your W orkbook. Speaking: Complimenting • Homophones Unit 17 1 7 5 BIG QUESTION Q I think there are different kinds of art How do we make a rt? think we can use lots of different shapes to make art.

E C D lK f: G et R eadmy At. m ■& * w W ords o Listen and point to the words. Listen again and say the words. © 3.32 shiny fold edge crane seal crumple waves climb golden O Look at and write the words. 1 Animals: c ran e 2 Things we can do: _ 3 How things look: e Complete the sentences. Write the words from 1 The ____________________ are big in the sea today. 2 The ball falls off the of the table. 176 Unit 18 Vocabulary: Art

^P R E V I E W Before You Read T h i n k Do you ever draw pictures for the stories you write? In this story we W hat do you like to draw? read about a little girl who likes to n T O l Text-to-Self Connection make things. Remember, when we read something, we should think This story is a panel about things in our lives that are sim ilarto things in story. A panel story the text. has a lot of scenes. Each scene has a Read the text. Then write sentences. picture and some words. Finn loves art. He goes to art class on Susannah Appelbaum Thursdays. Finn likes music, too, and is the author of the he’s good at it. One day in art class, he famous Poisons o f made a musical instrument collage. Caux series for young It was beautiful. He took the bus home. readers. She loves using her imagination “ W here’s your collage?” asked his mom. to create fun, new worlds. “ Oh, no!” he said. “ I lejt it on the bus.” He was really sad. 1 Think ab o u t w h a t you like. 2 Think about w hat you're good at. 3 Think about things you forgot. Q In the story a girl m akes a lot of paper anim als. What kinds of anim als do you think she makes? Reading: Text-to-Self Connection Unit 18 177

Read M aki woke up early. Her room was quiet. M aki got out of bed quietly. The paper was Everyone was sleeping, even her little sister shiny, and there were a lot of colors. Akiko in the bed next to hers. M aki folded a red square, bending the W hat could she do? / know, she thought. / can do orgam i! On the table was some paper in the middle and at the edges. colored paper. She worked until it was done. Suddenly, ^ it was a crane! # The crane looked lonely, so she made She made an orange seal. Seals like to play another— this time a blue one. Soon she M aki knew, so she made him a purple ball. had a whole row of origami cranes! “Th a n ks,” said the seal. And he rolled the “Would you like some friends?” ball back to her. They played and played M aki asked the cranes until M aki had another idea. “Oh, yes!” said the cranes. “You can speak?” Maki laughed. “Of course. You’re in our T h in k origami world now!” So M aki picked up more Think about anim als that you like.

With blue paper, M aki made water, crumpling it to make o waves. M aki dived into the water and swam happily with the cranes and seal. A green fish jumped through the air. r Think Think about things But something was missing. M aki remembered her sister, you like to make. Akiko. She missed her and wanted to see her. M aki saw a sailboat. The boat came near, She climbed into the sailboat. “ Hello, and M aki heard a voice. Akiko!,” she said. Her new friends looked at her from the water, smiling. “All aboard!” the voice said. In M aki’s hands was one last piece of paper. M aki looked up. It was her sister’s voice! It was golden. M aki folded it, threw it high Akiko was awake and looking for her in the into the air, and made a big, round sun. origami world. r^ T h in k Think about things that you like to do.

Understand Com prehension T h in k W hat do you like about the story? Check (>/). Why? Give one reason. oO^-\"— ^ 1 Maki makes origami cranes and a seal. 2 Maki plays in the water with the anim als. □ o □ □ 3 Maki misses her sister. □□ □ 4 Maki makes a golden sun. □o o Ask and answer W hat’s your favorite part? the question. Maki m akes an orange seal. Th at’s my favorite color! e Number the events in the correct order. Maki makes origami animals. 0 Maki w akes up. Maki makes a golden sun. Maki enters the origami world. Maki plays in the sea. □ Maki sees a boat. 0 Answer the questions. 1 When Maki woke up w hat did she see? 2 What anim als did she make? 3 Why did Maki get onto the sailboat? T h in k What do you think? 1 Did Maki really have this adventure? 2 Do we need a lot of toys to have fun? 180 Unit 18 Comprehension

Gram m ar JV p ag es 158-159 G ram m ar in Use ^ Listen and sing along. L e t's P a in t T o g e th e r © 3.34 Do you have any green paint? Do you have any paper? No, but I have some blue. Yes, and paintbrushes, too. H ow much blue paint do you have? How m any paintbrushes do you have? A lot - here’s som e fo r yo u . A few - here’s one for you. L e t’s p ain t to g eth er - a rt is fun to do! Le t’s p a in t to g eth er - a rt is fun to do! 0 L e a r n G ra m m a r Quantifiers Did M aki have any p en cils? No, she didn’t. How many seals were there? There was one seal. How much paper w as there? There w as a lot of paper. How much is there? How m any are there? Practice with your partner. ■- ri How much snow is th e re in the draw ing? 0 Look around the classroom. Ask your partner about the things you can see. Grammar: Quantifiers with Questions Unit 18 1 8 1

C— - om m un#icat■e Words o Listen and point to the words. Listen again and say the words. © 3.35 markers scissors glue watercolors chalk colored pencils o Think about the words in 2 and add them to the chart. U se to draw D o n ’t u s e to d ra w 1 markers 3 1 2 24 L iste n in g T h in k What art do you make at home? ^ O Listen. W hat does Grant m ake? © 3.36 @ Listen again and check the things they use or need. Then circle. © 3.37 m o saic a m obile b scu lp tu re a o rig am i b m o saic 182 Unit 18 Vocabulary: Art Tools • Listening: Specific Information

S p e a k in g 0 Describe a piece of art. Ask a partner to guess w hat kind of art it is. Use the words in boxes to help. © 3.3s W riting Study Using C om m as in Lists We use c o m m a s in a sentence to separate three or more items in a list. My sister bought glue, a box o f m arkers, colored pencils, scisso rs, and chalk. Write com m as in the sentences below. 1 You can take a bus a train or an airplane. 2 My sister made ice cream with cream salt sugar and peaches. 3 The students were hungry thirsty and tired. 4 My friend is friendly polite and thoughtful. tN W r it © Talk about the art tools you usually use in your art projects. Now write about them in your W orkbook. W f Speaking: Describing Art • Writing: Using Commas in Lists Unit 18 1 8 3

© Listen and read along. © 3.39 Dot m ade an animal mobile The children are at their Art Club. Dot, please show the class what you made. I painted some straight lines for the long legs of my crane. Layla made a sculpture I like shapes. Billy m ad e a drawing of a of the sky at night. I made a golden horse in the sunlight. crescent and How many ovals and circles a lot of stars. can you see in my drawing? Zak m ade an origami boat. Gus m ad e an oil painting. folded the paper to make Uh, that’s very interesting, the boat, and I crumpled Gus. But what is it? paper to make the sea.

P r o je c t : Moke an A rt Report o Make an art report. . Choose a favorite piece of art and write ab o u t it. . Bring or d raw a picture of it to show the class. © Put your art report on the The Stany Wyhh K^port wall. Tell the class about the piece of art. I liKe this very much. It's called I like this painting The a* 0,1 h>a,r)hr)9‘ b ecause of all the different shapes Vincent Vam Tw 1221. / like the and colors. J the p a 'fitin j. © Walk around the room. Look The stars are Circles, th e * * o ti is a at all the reports. Find one you like. Tell your partner. crescent and Me d o ads are Spirals. I think the colors a r e b ea u tifu l, hoo. I like the m osaic in M a ria ’s rep o rt. The shapes are very interesting. Watch the video. | 3 What did you learn o Think more about about how we make art? the Big Question. J B IC QUESTION Q © Complete the How do we Big Question make a rt? Chart. Project: Art Report • Big Question 9 1 8 5

Playscript 1 Bandar, the Greedy Monkey Characters (19 + total): Bandar (the monkey), Baker, Candy maker, Gardener, Cook, NarratorsxlO (holding signs), Chorus 3+ Props: signs for The Town, Bakery, Garden, Restaurant, Candy Store Bandar sits by the tree on the left o f the stage. The Narrator enters holding the Town sign and stands on the right o f the stage. N a rra to r: This is a play ab o u t Bandar, a very greedy, little monkey. B an d ar lives in the woods near a small town. B a n d a r: I'm very bored and I'm very hungry. W hat can I do? Bandar looks around and sees the town. Aha! I have a good idea. Bandar runs to the Town sign, then walks around the stage. N arrato r: Bandar goes to the town. He walks around the town and sees a bakery. The Narrator holds up the Bakery sign and the Baker holding a plate o f cookies enters. B a n d a r: Cookies, cookies, I can see. Cookies, cookies, more than three. Cookies, cookies all for me. Bandar grabs some cookies, then runs away, eating cookies as he runs. Chorus: Bandar is greedy as can be. He stolefifteen cookies as you can see. The Baker chases Bandar. Baker: You greedy, little monkey. I had thirty cookies.How m an y do I have left?' N a rra to r: You have fifteen cookies left. The Narrator holds up the Garden sign and the Gardener enters. The Gardener digs up some carrots in the garden. B a n d a r: Carrots, carrots, I can see. Carrots, carrots, more than three. Carrots, carrots all for me. Bandar grabs some carrots, then runs away, eating carrots as he runs. Chorus: Bandar is greedy as can be. He stolesixteen carrots as you can see. The Gardener looks at his carrot patch, then chases Bandar. G a r d e n e r : You greedy, little monkey. I had sixty carrots. How m an y do I have left? N a rra to r: You have forty-four carrots left. The Narrator holds up the Restaurant sign and the Cook holding a plate o f sausages enters. 1 8 6 Playscript

Bandar: Sausages, sausages, I can see. Sausages, sausages, more than three. Sausages, sausages all for me. Bandar grabs some sausages, then runs away, eating sausages as he runs. Chorus: B an d ar is greedy as can be. He stole twelve sa u sa g e s as you can see. The Cook chases Bandar. Cook: You greedy, little monkey. I had forty-two sausages. How m any do I have left? Narrator: You have thirty sa u sa g e s left. The Baker, Gardener, and Cook enter and chase Bandar. Then they all leave the stage. Narrator: The baker, the gardener, and the cook are angry. They chase Bandar all over town. The Narrator holds up the Candy Store sign and the Candy m aker enters. C a n d y m a k e r: How can w e catch greedy little Bandar? Narrator: The candy maker has a very good idea! The Candy maker puts two jars on the stage and leaves. Bandar enters. Bandar: Candies, candies, I can see. Candies, candies, more than three. Candies, candies all for me. Bandar puts his hands in the jars and grabs as much candy as he can. The Candy maker enters. C a n d y m a k e r: You greedy little monkey! Let go of the candies and you can run away! Bandar tries to get his hands full o f candy out o f the jars. Bandar: No! No! I w a n t the candies. C a n d y m a k e r : Silly, greedy monkey! I ca n catch you now! Chorus: B an d ar is greedy as can be. He doesn't let go as you can see. Narrator: The candy maker catches Bandar. C a n d y m a k e r: Back to the woods you go. And NEVER com e back to town again, you silly, greedy little monkey. The Candy maker and Bandar leave the stage. Narrator: And Bandar the greedy monkey never went to that town again. Everyone enters. Narrator: The lesson of this story is ... Everyone: It's not good to be greedy. It's not goodto steal. Playscript 187

Playscript 2 Two Stubborn Little Goats Characters (21 total): Mother Goat, Father Goat, White Goat, Black Goat, Brown Goat, Narrators: Up to 16 Props: cardboard goat masks, cardboard cutout for small patch o f grass, cardboard cutout bridge, (cardboard cutout river), cardboard cutout for a pond, signs for East Mountain and West Mountain Mother, Father, and White Goat enter from the right. Brown Goat and Black Goat enter from the left. N arrato r: A long time ago, a goat family lived on East Mountain. Two of the brothers, Black Goat and Brown Goat, always fought about who was the best in the family. N a rra to r: They were very stubborn and they never said \"sorry\" or \"I'm wrong.\" Chorus: Two very stubborn goats. They fight all day long. Black Goat's alw ays right. Brown Goat's never wrong. Adult goats and White G oat move to the far right o f the stage. Brown G oat and Black Goat move to the grass patch. Narrator: One day, they were at a small patch of the greenest grass on East Mountain. N arrator: Only one goat could eat at a time. Brow n G o a t: I'm the oldest brother in the family so I should eat the grass! B la c k G o a t : I'm the sm artest brother in the fam ily so I should eat the grass! Brown Goat and Black G oat push each other with their horns. They don't move. Narrator: They pushed each other with their horns. They pushed with the sam e force so they didn't move forward or backward. N a rra to r: They pushed for a long time and then they both got tired and fell down. Black Goat and Brown G oat fall down. Chorus: They pushed each other with their horns. They pushed all day long. Black Goat's alw ays right. Brown Goat's never wrong. Black Goat gets up and crosses the bridge. He looks angrily at Brown Goat. N arrator: Black Goat was angry so he moved to West Mountain. 1 8 8 Playscript

N arrator: There was a very narrow bridge between East and West Mountain. Brown Goat crosses the bridge, drinks from the pond, then returns. Narrator: Every day Brown Goat crossed the bridge to drink from the coldest w ater in the pond on West Mountain. Black Goat crosses the bridge, eats from the grass, then returns. Narrator: Every day Black Goat crossed the bridge to eat the juiciest grass on East Mountain. N a rrato r: Brown Goat alw ays crossed early and Black Goat alw ays crossed late. Brown Goat and Black Goat both cross the bridge at the same time and meet each other in the middle. N arrator: One day both goats were on the bridge at the sam e time. It w as too narrow for both goats to cross. B ro w n G o a t: Go back! I'm the oldest so I should cross first. B la c k G o a t : You go back! I'm the sm artest so I should cross first. Brown Goat and Black G oat lock horns and push each other. They don't move. Narrator: They pushed each other with their horns. They pushed with the same force so they didn't move forward or backward. Black Goat and Brown G oat both fall off the bridge and into the river. Narrator: They pushed for a long time. They both got tired and fell into the river below the bridge. Black Goat and Brown G oat swim to opposite riverbanks. They start walking slowly in opposite directions, looking very angry. Narrator: The goats sw am to the riverbank.Then they slowly walked home to their mountains. They were angry, tired, wet, cold and hungry. Adult Goats and White Goat Chorus: They pushed each other with their horns And fell into the river. Cold, wet and very tired Look at the brothers shiver! Brown Goat and Black G oat leave the stage. N a rra to r: They went home. And that is w h at happens to stubbornlittle goats. Everyone enters. Chorus: Don't be stubborn like the goats If you w ant to get along. Don't think you're alw ays right And you're never ever wrong! Playscript 18*1

Olga's Flute Ricky Racoon Page 138 Page 98 Let's M ake Ice Cream! Page 38 A Juice Carton's D ia ry Page 118 Don't Be Grabby, Gorilla Page 98

Tell Me a Story, Two Stubborn G ran d p a Little Goats Page 58 Page 158 Bears Always Origam i Share Page 178 Page 99 Bandar, Then and Now the Greedy Page 50 Monkey Page 78 The Ox Always Leo and Lily's Knocks Adventure Page 99 P ag e 18

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Finger Industries pp.69 (boy in glasses), 70-71 children; Guy Francis/Shannon Associates 1 M ijatovic), 1 1 (n o fan im als/v al law less), 1 1 (s o f A nim als/E ric Isselee), 13 (fur/jojof), 13 (scales/ I..I..C p p .i 17 (A Juice C arton’s Diaiy), 118 .1 1 9 ,1 2 0 (juice carton); S h aro n H arm erp .1 7 3 (Ex E sh ap es Skyna v in ), 15 (bir d l i ous e/satit _ sri h in ), 15 ( butte rfly/Sari ONe al), 15 (jellyfis h/l>ierchen )(,w2 a2te(gr/ePnatvlelo/ collages);John H aslam p.131; Cosei Kawa/Advocate Art pp. 177 (Origami), 178, 179, 180 (Maki); Dusan Volod y m yr Goiny k ) , 28 (ice/1 i g h t p o e t), 28 (s team/Pat LaC roix ), 28 (flow /jurraS), 33 Lakicevic/Beehive Illu stratio n pp.9, 17 (Ex D), 29 (Ex C), 37 (Ex D), 57 (Ex C), 69 (Ex C). 77 (Ex D), 89, Loushkin), 33 (juice/victoriaKh), 33 (snowm an/Smit), 33 (orange/Alex Staroseltsev), 34 (ice pop/Elena 97 (Ex C), 109 (Ex C), 1 17 (Ex C), 129, 137 (Ex C), 149 (Ex C), 157 (Ex C), 169, 177 (Ex D); M arina Le Ray/ Schw eitzer), 34 (balloon/pukach), 36 (closed/Sim on Bract), 36 (open/Sim on Bratt), 36 (sugar/.'\\frica A dvocate-A rt p p .7 7 (B andar, th e G reedy M onkey), 78, 7 9 ,8 0 (B andar, Ex B), 186; H elen M usselw hite Studio), 42 (meal/vvolfinasterl3), 42 (salad/Africa Studio), 42 (vegetables/vanillaechoes), 48 (news/ p p . 170-171 (illu stratio n a n d shapes); G arry P arsons pp. 17 (Leo and Lily’s A dventure), 1 8 ,1 9 ,2 0 (Leo RTimages), 50/51 (girl/AaronAinat), 51 (plane/pio3), 51 (tv/dotshock), 54 (cable canVacclav), 54 (horse/ a n d Lily), 149 (train , car, hom e), 151, 152 (train, car, hom e, boy); M arcin Piw ow arski/T he B right Agency B74 l7a)m, 5p4/P(bhuisse/1kus punga to ), 56 (sick/R ob Hai n e i j, 5 6 (crow ded/Rafa el Rami re z Lee), 62 (ch air /ph o tosync ) , p p .3 7 (Let’s M ake Ice C ream !), 3 8 ,3 9 ,4 0 (Let’s M ake Ice Cream !); M ark Ruffle p p.29 (p o lar b e a r an d 62 ( it), 62 (c lo ck/M auro Ca rli), 6 2 (b a thtub,F latty), 74 (thirsty /3 4 4512847 1), 82 (m o nkey/ seals), 30-31;Jam ie Sm ith/M B A itists pp. 16, 2 2 ,3 3 (Ex E), 35 (Ex I), 41 (Ex E), 53 (Ex E). 61 (Ex E), 73 (Ex LeonP), 88 (traffic hght/Tomasz Bidermann), 94 (sw im m ing pool/Cheryl Casey), 96 (invite/Kris Jacobs), E), 81 (Ex E). 1 0 2 (Ex D), 113 (Ex E), 1 2 1 (Ex E), 133 (Ex E), 135 (Ex G). 141 (Ex E), 153 (Ex E), 156, 161 (Ex ( headpho ne s/A lexa nde rD em ya nenko), (ta blet/ vovan), (ce ll phone/Beris lav Kovac evic), E), 176, 181 (Ex Edesk an d pa per); Susan Swan pp. 109 (frees and flowers), 110 (illustration and 11 00 28 ( land/Kev in Eaves), 114 (hike/M arkus M a1i0n2k a), 116 (shelf/a l1b0u2n d), 116 (blow/M o nik a Gnio t), title ), (rubb ish truck and chim neys); M ike T e rry he Br ight A gency p p .97 ( T1 1h1e Please and Thank JIalc6e (pa per/Furtseff), 1 22 (vveek/vovan), 122 (nine/c rom ic), 129 (girl/Jacek Chabraszews k i) , 130/131 (girl/ You B o1 o1 2k Poem s), 98,99, (bears); Sco tt Wa k e fie l/d1 /Shan non A ssocia te s L.L.C pp . 157 (Two Stubbor n kC h abraszew ski), 136 (notes/Andre wG entry'), 142 (interv iew /C arlaV anW agoneij, 100 L ittle G oats). 158, 159,160 (tw o goats), 188; Laura W ood/G ood Illu stratio n Ltd p p . 137 (O lga’s Flute), 138, 139, 140 (Olga). 150/151 (background/R einhold L eitner), 150 (girl rope/efTe45), 151 (bo ypush/Pressm aster), 156(com pass/G areya), 161 (baby/O zgurC oskun), 168 (pattern/M ichal N inger), 168(oval/B enjam in Comm issioned photo gra ph y G rah am A lde rat MM S tu dio sw ith illu stra ted back ground s b yM a rk Ruffle : Albiach Galan), 168 (crescent/Georgios Kollidas), 168 (sunflowere/Fedorov Oleksiy), 168 (ruler/inxti), pp. 12 (heads h ots), 13 (h e abdys: liots) 15 (p ark sce ne), 2 0, 23, 25 ,32 (he ads hots), 33 (BL hea d s hot a nd BR 168(pattern/A rkady Mazor), 168(collage/Valeniina_S), 168(m oon/A lbie B redenhann), 174 (scissors/ headshot), 35 (kitchenscene), 40, 41,43,45, 52 (headshots), 53, 55,60,61,63,65,72,73,75,80,81, Sergey Skle/nev), 174 (camera/DeSerg), 174 (art m aterials/oil paints brush easel), 174 (drawing/M ike 83 (classroom scene), 85, 92 (headshots), 93, 9 5 ,100, 1 0 1 , 103,105, 112 (headshots, 113,115, 12 0 , Demidov), 174 (painting/CYC), 174 (m osaic/kom nesa), 176(waves/pfshots), 176 (seal/Johan Larson), 121,113,115, 120,121. 113,115, 120. 121,123, 125, 132 (headshots), 135, 140, 143. 145, 152,155, 176 (crane/Neil Bradfield), 182 (vvatercoloure/ChristopherElwell), 182 (chalk/Diana laliun), 160, 161 (BL heaclshot a n d BR headshot), 163, 165, 172 (headshots), 175, 180, 181 (BI. h ead sh o t and BR 182 (glue/3drenderings), 182 (scissors (yellow/green)/Vladvm), 182 (scissors (yellow/green)/Vladvm), headshot), 183 and 185. 182 (glue/3drendcrings), 182 (chalk/daffodilred), 182 (pencils/Africa Studio), 182 (scissors (yellow/ green)/V Iadvm ); 182 (chalk/daffodilred), S u perstock Ltd. p p .8 (m am m als/ B io sp h o to ), 88 (clean up/ Props maker: C harlotte Stevens p p .2 3 ,85, 155 (passport) an d 145. Clover), 148 (speed/ T ranslock ), 150 (boxes/Flirt), 154 (b o y s/P h o to n o n sto p ); Zoo id Pictures p .4 8 (text cT1o0hpe(yPfriuisgbhhl/itSsmhtoearctsekwrtiraoelu:klAdImlliakamegtyeo spt,hpIa.nn8ck(.)ft,ehae1 0tfho(elelroaswg/ Alienv/gTaf.loWornat)h1,ke8eir(rks/ Pcinahdloeptser/riZmIomios sanigoaenr sGt)o,mr1be1pH(rfo)r,do8ugc(/efPrpohhgoo/ttDoosgehrraeopkt hHCs raonudcohtchte)r, message) oldings Ltd). ThePublishers would also like to thank fhefollo w ingfo r th eir kind permission to reproduce photographs and other 12 (fisli/Slocktrek Im ages, Inc.), 13 (feathers/VICTOR FRAII.E), 13 (w ing/im agebroker), 13 (hair/H angon copytigjn m aterial: M edia W orks Private lim ited), 14 (starfish/dbiinages), 14 (liead/PetStockBoys), 14 (body/blickw inkel), C orbis p p .26 (h o t sp rin g , Iceland/R agnai Til. Sigurdsson), 106 (D anum Valley', B orneo/Frans Lanting), 15 (snow flake/Jussi P ietarinen), 16 (bird/D anack), 16 (escape/Susan M cW hinney), 16 (fight/David 166 (m ak in g m osaic/A tlantide Phototravel); G ettv Im ages p p .66 (lx»v w ith chem es/F use), 8 6 (girls Os born) , 16 ( wo rm /P hil D egginge r), 16 (hu n t/A fri P ic s.com), (s tr o n g /N igel Ca ttli n ), 2ic(hpaartdi ent/Paul playing/Purestock), 126 (girls playing m usicFeny Vine), 146(skiing(Adie Bush);M an' Evans Picture Sp ringe t t A), (calm /J uniors Bil da rch iv GmbH), (fierce/ 12m2 ag e Source), 2 8 (f ree ze/ R2 Levine), Library p.46 (Oxford Street); N ature Picture Library p .6 (African elephant/Pete Oxford). 22 2 2 Coverphoto: Craig van d er Lende/Getty Images 28 (m elt/im age Source), 28 (heat/M artin M uransky). 28 (solid/Aflo Foto Agency), 31 (branch/PJM Images), 32 (branch/PJM Images), 33 (puddle/macana), 33 (ice cubes/Givaga), 34 (balloons/Stuart G r egoiy ), 3 4 (kettle / st udiom od e), 3 4 (p aorprcootsr/nR/1olye lenSessions), 34 (ic icle /Andy S elingcr), 3 4 ( can dle/ Cover illustration: M ichael Slack L e nscap ), 3 5 (coffee / H G Delane y), 3 5 (c LANGSTAFF), 36 (fr eez er/m ark phillips), 3 6 (pl astic bags/Pashkov Audrey), 36 (pour/Tonv Cordoza), 36 (cream/foodfolio), 36 (salt/ClassicStock), 42 (coffee/ /irnte’clshtooimfuyegahcnayesveeesrr.ryoW'reseffooarrp*toohmloaigssisbzieeofenonsramatanthdyeeaetpoaprtalriraeecsnet tainndfricnogmeamrte, nctoopfycroigphytrihgohltd aernsdb. eiffonroetipfuiebdli,ctahteiopnu, btlhiisshhear s no ! been topossible possible opp ortunity. will be ple ased Bon Appetit), 42 (fruit/foodfolio), 48 (radio/studiom ode), 48 (e m ail/Ian Dagnall), 48 (travel/Angela H am pton Picture Library), 48 (airplane/A ntony Nettle), 48 (Internet/A jith A diutlian), 54 (truck/David

DiscoverO x f o r d Creating young thinkers with great futures Why should we talce c a re o f th e E a rth ? How do C ritic a l we make a rt? What m akes things move? Thinking O xfo rd D isco ver uses Big Q u estio n s like these to Communication Collaboration tap into children's n a tu ra l cu rio sity and enable them to ask their own questions, find their own answers, C re a tiv ity and explore the world around them. This approach to language learning and literacy, supported by a controlled gram m ar and skills syllabus, helps children achieve n e a r-n a tiv e flu e n cy in English. O xfo rd D isco ver gives teachers the tools to develop children's 21 st cen tury skills, creating young thinkers with great futures. Oxford >making sense Student Book W orkbook Workbook with Online Practice Lesley Koustaff Susan Rivers Integrated Teaching Toolkit Recommended Readers Teacher's Book Assessm ent for Learning CD-ROM Oxford Read Big Q uestion DVD and Im agine Online Practice Class Audio CDs Picture Cards Poster Pack Oxford iTools: Digital Classroom Resources Oxford Discover Writing and Spelling Oxford Discover Gram m ar Oxford Read Parent website and Discover Teacher website Use with as part of a 9-level course O X FO R D 9780194278638 UNIVERSITY PRESS www.oup.com