Active English Coursebook 2

Revised Edition English 2Coursebook



Revised Edition English 2 Coursebook

Text credits: Duriya Aziz for ‘Bells’; Scholastic India for ‘Tiny Turtle Wants a Friend’; Mary Rose for ‘The Picnic’ from Week-by-Week Homework for Building Reading Comprehension and Fluency: Grade 1 (Scholastic Inc: 2004); Divya Jain for ‘A Friend Called Buddy’ (Scholastic India: 2006); Meish Goldish for ‘The Shape of Things’ from A Poem a Day (Scholastic Inc: 1997); Kama Einhorn and Violet Findley for ‘Stone Soup’ from Everyday Book Box (Scholastic Inc: 2006); Kama Einhorn for ‘The Spider and the Beehive’ from Everyday Book Box (Scholastic Inc: 2006). Picture credits: Shilpa Ranade for the illustrations for ‘Tiny Turtle Wants a Friend’ and ‘Sea Animals’; Shweta Mohapatra for the illustrations for ‘The Picnic’; Necdet Yilmaz for the illustrations for ‘Stone Soup’; Priyankar Gupta for the illustrations for ‘The Shape of Things’; Stephen Lewis for the illustrations for ‘The Spider and the Beehive’. Every effort has been made to trace the copyright holders of material used in this book. If any copyright holder has been overlooked, we will be pleased to make any necessary arrangements at the first opportunity. © 2017 Scholastic Education International (Singapore) Private Limited A division of Scholastic Inc. First edition published in 2013. All rights reserved. No part of this publication may be reproduced in whole or in part, or stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise without the written permission of the publisher. This edition 2017 Reprinted 2018, 2019 (twice), 2020 ISBN 978-981-47-8112-1

Preface Scholastic ™ English Grades 1 to 6 is an English as a Second Language (ESL) programme. It uses an effective integrated approach to teaching and learning reading, writing, listening and speaking skills. Language skills are systematically taught in a spiral progressive way, making it easy for students to learn English. Lessons are also taught in an engaging and interactive manner. The result is a comprehensive and effective approach that makes the teaching and learning of English easy and enjoyable! Why is Scholastic ™ English effective? 1. Adopts an integrated approach to learning English 2. Engages students through relevant topics 3. Uses a Show-Explain-Apply methodology that meets the needs of ESL students 4. Offers equal emphasis to each skill, enabling students to connect, transfer and build upon different skills 5. Encourages practice and builds language skills and confidence 6. Provides formative and summative assessment to evaluate students’ comprehension 7. Uses a systematic, progressive way of teaching English, making it easy for students to learn the language Effective Integrated Approach Effective Framework Integrated Teaching Each unit facilitates the teaching of language skills in an integrated manner. Listening Speaking Listening Vocabulary skills skills Listen to the sentences. Tick the food items you hear. Writing MECHANICS OF Reading sea snail seal eel crab skills LANGUAGE skills bread juice octopus starfish catfish flatfish LANGUAGE SKILLS whale shark Listening Speaking fruits noodles These animals live in the sea. PGurnactmumatairon& vegetables ComRperaedhiengnsi&on PhSopneilclisn&g rice Fill in the blanks in the poem with the names of sea PrPersoejnetcattiWonor&k animals. The pictures will help you. Active English Rev ed CB G2 Int U3.indd 34 What do you see in the sea? Animals moving free! THEMATIC sandwich Snails and FOCUS Using their tails. and eels Looking for meals. Catfish, beans Chasing fat fish. Writing What do you see in the sea? Animals moving free! W B Unit 2, page 9 34 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8112-1 20 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8112-1 12/04/17 10:29 AM Active English Rev ed CB G2 Int U2.indd 20 12/04/17 10:28 AM Vocabulary 7 Shapes Before you read Writing Look around you. How many shapes can you see? Make a list of these shapes. Complete this letter to your friend in New York, telling her about the weather in your city. The words in the box will help you. what rains nearly every day during The Shape of Things fried snacks rained all night What is a circle? What is round? the weather in New York computer games A coin rolling on the ground. when the roads are wet and muddy A wheel is a circle, so is the moon, What other things A bottle cap, or a big balloon. are round? at 6 o’clock how Dear , What is a square, with sides the same? The wooden board for a checker game. How are you? I am fine. You asked me about the weather in my A slice of cheese, a TV screen, city. It yesterday. the A table napkin to keep you clean. rainy season, it . I don’t like going What is a rectangle, straight or tall? What shape The door that stands within your wall. is the board to school when it rains because . My in your classroom? A dollar bill, a loaf of bread, friends and I meet every evening to play. When it rains, we play board games or indoors. We also like The mattress lying on your bed. to eat in rainy weather. is the weather like in your city? does What is a triangle, with sides of three? A piece of pie for you and me. it rain there? do you go to school when it rains? A musical triangle, ding, ding, ding, Please write a letter telling me about . A slice of pizza with everything! Your friend, W B Unit 5, page 25 checker (also chequer): a board game bill: banknote © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8112-1 56 68 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8112-1 3 Active English Rev ed CB G2 Int U5.indd 56 12/04/17 10:29 AM Active English Rev ed CB G2 Int U7.indd 68 12/04/17 10:29 AM © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8112-1

Active Engagement of Students Show–Explain-Apply Methodology 9A Special Holiday A ‘Show-Explain-Apply’ methodology makes Before you read lessons more achievable, motivates students What are the places you dream of visiting? If you and boosts student confidence. had a magic wand to make your dream come true, what kind of holiday would you wish for? Holiday Memories Where did the Grammar poet go on When I was on holiday holiday? I went to Timbuktu, I wrestled with a jaguar And boxed a kangaroo. Authentic and I journeyed into jungles, The mice will hold a meeting I shall put a bell around varied texts I swam the deepest sea, next week. the cat’s neck tomorrow. engage students, I climbed the highest mountain exposing and And the monkey puzzle tree. preparing them for language in the I chatted to a seagull, How did the poet We use the helping verbs will or shall to talk about real world. I met a big baboon, reach the moon? something we plan to do in the future. We usually use shall or will with the pronouns I and we. I floated on a moonbeam We use will with all nouns and the pronouns you, she, he, Until I reached the moon. it and they. Fill in the blanks with will or shall. wrestled: fought with someone chatted: talked with someone in a 1. The mice play when the cat is away. boxed: hit with the fist friendly way journeyed: travelled 2. We go to buy clothes on Friday. moonbeam: a ray of light from the moon Active English Rev ed CB G2 Int U9.indd 88 88 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8112-1 3. I be eight years old next year. 4. You be sick if you eat too many toffees. 12/04/17 10:30 AM 5. They walk in the park this evening. 2 Being Friends W B Unit 8, page 36 Before you read How many friends do you have? How are they Try it out different from you? Talk about your best friend. Imagine there is a problem in your school, such as litter in the playground or taps left running in the washroom. How will you solve the problem? While-reading © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8112-1 81 questions encourage Active English Rev ed CB G2 Int U8.indd 81 12/04/17 10:30 AM students to Tiny Turtle Wants a Friend participate and Tiny Turtle is lonely. He looks under a rock learn, improving Builds Language Skills and and sees Crazy Crab. retention and Confidence “I want a friend,” he says. What does Tiny Turtle want? Why? fostering Clear explanations and numerous examples self-confidence. give students a strong understanding of “I can be your friend,” says the crab. the mechanics of language and lay a strong foundation for good English. “I am looking for a small turtle like me,” says the turtle. “You can come along if you like.” Tiny Turtle and Crazy Crab see Silly Seahorse behind a bottle. “I want a friend,” says Tiny Turtle. “I can be your friend,” says Silly Seahorse. “I am looking for a turtle like me,” says Tiny Turtle. “You can come along if you like.” lonely: sad because you have no friends 18 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8112-1 Active English Rev ed CB G2 Int U2.indd 18 12/04/17 10:27 AM Nora quickly went to She washed the fruits carefully. the kitchen. 3. The teacher (speak) to us yesterday. 4. I (feel) scared when the lights suddenly (go) out. W B Unit 9, page 40 She slowly peeled two She gently put layers of bananas and an orange. yogurt between the fruits. Try it out Some words, such as quickly, carefully, slowly and gently, Pair up with a classmate. Take turns to tell each other tell us how something is done. They usually end with -ly. about what you did in the morning before coming to school. What verbs will you use? Try It Out and Fill in the blanks by adding -ly to the words given in other activities the brackets. provide I floated on a moonbeam Paul picked up an orange. 1. The deer ran away (quick(cNt)(.shamroeearfrauktl)i).qt. cuhiceknl.y went to She washed the fruits carefully. opportunities for Until I reached the moon. The orange was sour. 2. Please ride your bicycle She gently put layers of pair and group 3. The students dressed up yogurt between the fruits. work. The words a, an and the are called articles. We use the to 4. A snail crawls (slow). talk about things that are only one of their kind. We also use the to talk about things mentioned earlier. 5. I can see the rainbow (clear). W B Unit 11, page 50 Try it out Fill in the blanks with a, an or the. Act out an action such as crawling, walking or 1. I saw elephant, lion and dancing. Ask your partner to say hoSwhyeouslhoawvely peeled two 2. monkey at the zoo. done the action. bananas and an orange. sun shines brightly in summer. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8112-1 113 3. Wasim gave me a pretty box. I keep my earnings in Active English Rev ed CB G2 Int U11.indd 113 12/04/17 10:31 AM box. 4. Dad bought me ice cream. ice cream was delicious! 93 W B Unit 9, page 41 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8112-1 Active English Rev ed CB G2 Int U9.indd 93 12/04/17 10:30 AM 4 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8112-1

Formative Assessment Summative Assessment Exercises throughout each unit Graded exercises assess progressive allow teachers to assess and evaluate learning of students. students while teaching values and life skills. After you read Reading Comprehension What would you do if you were Maria or John? A. Number the sentences in the correct order. How do you think the mother bird felt when she saw The first one has been done for you. the children go away? 1. Anansi always shared his fruit with his friends. Varied activities Reading Comprehension 2. Anansi asked Kofi to take him to the [] provide best honey. A. Circle the correct answer. 3. It took Anansi an entire week to squeeze [] opportunities 1. What happened at the picnic? out of the beehive. to teach a. Maria and John saw a cat behind a tree. 4. Anansi ate up all the plums. [] b. Maria and John heard a bell ring. [] important values c. Maria and John heard a mother bird in a tree. 5. Anansi got stuck in the beehive. [] and life skills. [] 2. What did Maria and John do when they saw the 6. Anansi yelled and yelled. mother bird? [] a. They called their mother for help. 7. One day, Anansi asked Kofi to take [1 ] b. They had the picnic inside their house. him to the best plums. c. They scared the mother bird with loud noises. 8. Kofi and Anansi lived in a small African village. B. Use the words in the box to write what happened at B. Answer the following questions. the beginning, middle and end of the story. 1. What special gift did Kofi have? 2. Where did Kofi take Anansi first? picnic tree noise mother bird 3. Where did Anansi want to go next? babies afraid house 4. Why did Anansi get stuck inside the beehive? Beginning: 29 100 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8112-1 Middle: End: © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8112-1 Active English Rev ed CB G2 Int U3.indd 29 12/04/17 10:28 AM Active English Rev ed CB G2 Int U10.indd 100 12/04/17 10:31 AM Try it out Pair up with a classmate. Imagine you have come into the school library and your partner is the librarian. How would you ask permission to borrow a book? How would the librarian reply to your questions? The little boy set off with A spring of cool water Additional exercises in the workbooks a tin dipper. appeared. The little boy brought water People and animals ran provide students reinforcement of for his sick mother. to the spring. The words with, for, of and to show how a noun or learning and allow summative assessment pronoun is related to other words in a sentence. Fill in the blanks with for, with, of or to. for teachers. 1. Rhea saved a slice of cake her little sister. 7 Shapes 2. Do you have your phone you? 3. A drop rain fell on my hand. 4. We are flying London tomorrow. 5. May I have a slice cake? W B Unit 12, page 55 Vocabulary © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8112-1 123 Vocabulary A. Underline the rhyming words in the poem. There was a mother bird Active English Rev ed CB G2 Int U12.indd 123 12/04/17 10:31 AM Who lived in a nut tree tall, She made a nest of twigs That was shaped like a ball. There was a creepy spider toWHheomliavdeed in a big glass jar, Review A wheel is a circle, Rain, rain, go away, I love going a swinging web so is the moon, Come again the zoo, What did you learn? Tick. That was shaped like a star. When we talk about something that we think will take Review helps place in the future, we use am/is/are + going to + verb. A bottle cap, or a another day. To see lions, tigers students We use the words some, many and a few to talk about big balloon. and pandasWtohToohel!ivreedwiansaatlriteteletsruqnukirrweilde, self-assess. the amount or quantity of something without giving the exact number or amount. The words in red have the same ending sound. He stored nuts in a hole Some words have the long ea sound. That was shaped like a slide. Words that have the same ending sound Bar.e Wcarlilteda rhhyymmininggword for each word. words. Rhyming words are often used in poe1m. s.cat 5. boat Write a rhyming word for each word belo2.w. pen 6. chair 1. ball 5. hot 3. bin 7. wall Project Work 2. hen 6. town 4. nut 8. pot Make a meal chart for a week. In a chart like the one below, 3. rat 7. tub30 Unit 7: Shapes © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8118-3 write the names of the food you eat at different mealtimes. Compare your meal chart with your classmates’ charts. 4. pick 8. pin 12/04/17 10:32 AM Active English Rev ed WB G2 Int U7.indd 30 Breakfast Lunch Snack Dinner W B Unit 7, page 30 Sunday Try it out Monday Tuesday With a classmate, underline the rhyming words in the Wednesday poem The Shape of Things. For each pair of rhyming Thursday words, think of two more words that rhyme with it. Make Friday a two-line poem with your own pair of rhyming words. Saturday © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8112-1 37 70 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8112-1 Active English Rev ed CB G2 Int U3.indd 37 12/04/17 10:29 AM Active English Rev ed CB G2 Int U7.indd 70 12/04/17 10:30 AM © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8112-1 5

Table of Contents Unit Title Page Text Type Reading Vocabulary 8 Comprehension 1 The Sound of Things Poem Onomatopoeic (sound) Identifying the main words Bells idea 2 Being Friends 18 Story Recalling details Names of sea animals Tiny Turtle Wants a Friend 3 The Picnic 28 Story Identifying the Names of food items 38 Story beginning, middle and Words related to feelings A Special Picnic end of a story Drawing conclusions 4 Man’s Best Friend 48 Information Identifying the main Words related to the A Friend Called Buddy report idea weather 5 The Weather 58 Story Drawing conclusions Names of kitchen items What Is the Weather? 68 Poem Organising information Rhyming words 6 Favourite Food Stone Soup 7 Shapes The Shape of Things 8 The Mice and the Cat 78 Play Making predictions Names of baby animals Who Will Bell the Cat? 9 A Special Holiday 88 Poem Finding information Words with the same meaning Holiday Memories 10 A Lesson to Remember 98 Story Sequencing Words that describe a person or thing The Spider and the Beehive 11 The Cooking 108 Story Drawing conclusions Words related to Competition 118 Story thoughts and feelings A Special Dish Identifying actions and Names of the planets their results 12 Star Tales The Dipper in the Sky © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8112-1

Grammar/ Spelling Listening Speaking Writing Project Punctuation Work Words with Listen to match Talk about Complete a • Neuter nouns the letters bl, sounds with different sounds poem Make a chart • Conjunctions (and, but, or) cl and fl pictures with sound words Words with Listen to Guess the action Write Make a sea- • The present continuous tense the th sound identify sea Plan a picnic sentences animal mobile • Comparison of adjectives: animals using verbs in the present Make a meal (a) adding -r or -er continuous chart (b) adding -st or -est tense Make a poster on Complete a feelings • The future tense (with going to) Words with Listen to story Make a chart on • Quantifiers (some, many, the long ea identify food the weather sound items Talk about Write Write a recipe a few) Words with Listen to match feelings sentences • has and have the long i items to their Make a picture • The apostrophe sound owners Talk about the Write a letter with different Words with Listen to weather shapes (to show belonging) the long ee identify the Make a chart • in, during, at, on sound weather Talk about male Complete a on new year • Question words Words with Listen to and female story resolutions the long oa identify kitchen family members Complete and Make a holiday • Masculine and feminine nouns sound items Talk about write a poem chart • The comma Words with Listen to shapes on shapes the long oo identify shapes Relate a story • Plurals (with -es) sound Talk about future Complete a in the correct • Nouns that stay the same in Listen to plans play sequence Words with identify baby Make a Favourite singular and plural forms the long a-e animals Talk about a Write a letter Food book • Nouns that are always plural sound Listen to dream • will and shall Words with identify words Collect • The apostrophe (for contractions) the long i-e in the simple Talk about your Write a story information on sound past tense birthday party with the help groups of stars • The simple past tense: Listen to Talk about what of a story (a) verbs ending with -d or -ed Words with sequence a you want to be triangle (b) verbs that change completely the short u picture story when you grow Retell a story sound up • Articles (uses of the) • Connectors of time • Adverbs of time • The past continuous tense Adding -s or Listen to • Adverbs of manner (words -ing to words identify verbs ending with y in the past ending with -ly) continuous tense • may/may not and should/ should not Plural -ies for Listen to Ask for Make a words ending sequence a permission poster on • Prepositions (with, for, of, to) with y story about a traffic rules group of stars © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8112-1

1 The Sound of Things Before you read What are the different sounds you hear every day? Which sounds do you like? Which sounds do you dislike? Why? Jingle jangle Bells What a tangle! Bells by the window Bells high and low. I hear the gentle tinkle What words does Like a salt-and-pepper sprinkle the poet use to Of the bells as they chime talk about the In the wind, all the time. sound of bells? Church bell, temple bell Ring sweetly and tell It’s time to come And sing and hum. tangle: many threads jumbled together chime: ringing sound made by a bell hum: to make a low continous sound sprinkle: a small amount of something scattered over an object 8 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8112-1

Some bells call Why do sirens ask One and all, us to move away? But others tell That all is not well. Sirens scream, “Make way! Quickly move away!” Some bells say, “Ice cream is near, –Duriya Aziz Come and have some, dear!” Some bells make noise But others call girls and boys To school, to play To go or to stay. Happy bells, bells sad, Bells saying there’s fun to be had. After you read Which of the bells in the poem do you like the most? Imagine a world with no sound at all. How would it feel? Reading Comprehension A. Answer the following questions. 1. What is the poem about? 2. What do the church and temple bells say? 3. Why does the poet say that some bells are sad? scream: to cry out loudly 9 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8112-1

B. Match each bell with what it says. 1. siren bells a. come to school 2. school bells b. come and have ice cream 3. ice cream bells c. move away Vocabulary Jingle jangle I hear the gentle tinkle What a tangle! Like a salt-and-pepper sprinkle The words in red sound like the object or action they talk about. Here are some more examples of such words. Word Meaning beep the sound of a car horn moo the sound that a cow makes pop the sound of something bursting pitter-patter the sound of raindrops splash the sound of something falling into water Fill in the blanks with sound words from the table above. 1. The balloon burst with a loud . 2. I was about to cross the road when I heard a car horn . 3. Can you hear the cows in the field? 4. The dolphin dived into the sea with a . 5. We could hear the of the rain on the rooftop. W B Unit 1, page 5 10 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8112-1

Try it out Write down five more sound words. Read out each word and ask a classmate to guess what object makes the sound. Grammar Some bells make noise. Your jacket is smart. The doctor gave me a pill. The waiter brought us soup. Nouns that are names for non-living things are called neuter nouns. The word neuter means neither male nor female. Underline the neuter nouns. 1. The bells are chiming in the wind. 2. Mina and Robert sat on the grass. 3. My father bought me a new bag. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8112-1 11

4. John gave Sheena a book. 5. The taps in the kitchen are leaking. W B Unit 1, page 6 Try it out Look around the classroom. Name all the neuter nouns you can see. Church bells ring sweetly. Temple bells ring sweetly. Church bells and temple bells ring sweetly. Some bells make noise. Other bells call girls and boys. Some bells make noise but other bells call girls and boys. School bells ask children to go. School bells ask children to stay. School bells ask children to go or to stay. The words and, but and or help to join words, groups of words, or sentences together. They are called joining words or conjunctions. Join each pair of sentences with the conjunction given in the brackets. 1. My pet is friendly. My pet is loving. (and) 2. You can have coffee. You can have tea. (or) 12 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8112-1

3. My brother is tall. My sister is short. (but) 4. We can watch a film. We can go out to play. (or) Spelling W B Unit 1, page 7 A. Read the words that begin with bl, cl and fl. block black clock clap flute flag blue blind cloud clean fly flame B. Fill in the blanks with words from the word list above. 1. Rhea’s dress is . 2. The is ticking. 3. I have a yellow toy . 4. Japan’s has two colours. 5. We will after the show is over. 6. The candle has a yellow . © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8112-1 13

Listening Listen to the sentences. Write the correct number for each picture. 1. 4. 2. 5. 3. 6. 14 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8112-1

Speaking When we speak, we often use words that sound like the object or action they talk about. Can you hear the rustle of the leaves? I heard a crash… Oh dear, my vase is broken! This ball landed with a thud on my balcony. Try it out What are the different sounds you hear when you are in bed at night? Are some of these sounds strange? Talk about these sounds to a classmate. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8112-1 15

Writing Fill in the blanks with rhyming words. Then, add two lines of your own to complete the poem. Remember to use sound words. Ding dong, says the bell. ? How many chimes can you Tick tock, says the . There’s no time to sit and talk. Swish swish, says the broom. . Too much dirt in the Buzz, buzz, says the . I will sting if you hurt me. W B Unit 1, page 8 16 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8112-1

Review What did you learn? Tick. Some words sound like the object or action they talk about. Nouns that are names for non-living things are called neuter nouns. The word neuter means neither male nor female. The words and, but and or help to join words, groups of words or sentences together. They are called joining words or conjunctions. Some words begin with bl, cl and fl. Project Work Get into groups of four. Prepare a chart, like the one below, with sound words. Paste pictures of people, animals or objects that can make these sounds. Display your charts in class. Sound Person / Animal / Thing hiss jingle © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8112-1 17

2 Being Friends Before you read How many friends do you have? How are they different from you? Talk about your best friend. Tiny Turtle Wants a Friend Tiny Turtle is lonely. He looks under a rock and sees Crazy Crab. “I want a friend,” he says. What does Tiny Turtle want? Why? “I can be your friend,” says the crab. “I am looking for a small turtle like me,” says the turtle. “You can come along if you like.” Tiny Turtle and Crazy Crab see Silly Seahorse behind a bottle. “I want a friend,” says Tiny Turtle. “I can be your friend,” says Silly Seahorse. “I am looking for a turtle like me,” says Tiny Turtle. “You can come along if you like.” lonely: sad because you have no friends 18 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8112-1

Then, Tiny Turtle, Crazy Crab and Silly Seahorse meet an old turtle. “I want a friend,” says Tiny Turtle. “I am looking for a turtle like me.” “Your friends are not those who look like you, but those who stay with you,” says the old turtle wisely. “You seem to have many friends already!” Tiny Turtle looks around and sees that the old turtle is right! After you read Do you think Tiny Turtle found what he was looking for? Reading Comprehension A. Circle the correct answer. 1. Where did Tiny Turtle find Crazy Crab? a. beside a rock b. under a rock 2. Who did Tiny Turtle meet after Crazy Crab? a. an old turtle b. Silly Seahorse B. Answer the following questions. 1. What kind of friend did Tiny Turtle want? 2. What did the old turtle tell him? 3. How many friends did Tiny Turtle have? wisely: in a way that shows you know what you are talking about © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8112-1 19

Vocabulary sea snail seal eel crab octopus starfish catfish flatfish whale shark These animals live in the sea. Fill in the blanks in the poem with the names of sea animals. The pictures will help you. What do you see in the sea? Animals moving free! Snails and Using their tails. and eels Looking for meals. Catfish, Chasing fat fish. What do you see in the sea? Animals moving free! W B Unit 2, page 9 20 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8112-1

Try it out Make a list of other sea animals. Share your list with the class. Grammar Tiny Turtle is looking The seals are I am looking at the for a friend. swimming. fish in the tank. We use the verbs is, am or are with the -ing form of the verb to talk about something that is happening now. This is called the present continuous tense. Write is, am or are and add -ing to the verb given in the brackets. 1. The whale (chase) the small fish. 2. The animals (move) freely in the sea. 3. I (read) a story about sea animals. 4. The crab (crawl) on the sea floor. 5. Those dolphins (leap) out of the water. W B Unit 2, page 10 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8112-1 21

Sharks are larger than seals. The grey shark is smaller than the black shark. Describing words are called adjectives. When we compare two or more people, animals or things, we add -r or -er to the adjectives. The word than usually comes after the adjective of comparison. W B Unit 2, page 11 The yellow fish is the largest in the fish tank. The orange fish are the smallest fish I have ever seen. When we compare three or more people, animals or things, we add -st or -est to the adjectives. Fill in the blanks with the correct form of the adjectives given in the brackets. 1. The old turtle is (wise) than Tiny Turtle. 2. Susan is the (bright) student in the class. 3. In winter, the days are (short) than the nights. 4. Captain Smith is the (brave) soldier in the unit. W B Unit 2, page 12 22 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8112-1

Try it out Collect pictures of different sea animals. With your partner, compare the size and shape of these animals. Spelling A. Read the words below. Note the sound that th makes. than that the them then these there they this with B. Fill in the blanks with words from the word list above. 1. turtle was looking for a friend. 2. are happy to go fishing. 3. is my house over there. 4. I will go to school you. 5. is my pet rabbit Fluffy. 6. are seven colours in a rainbow. 7. Whose pencils are ? 8. Whales are larger dolphins. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8112-1 23

Listening Listen to the poem. Tick the names of the sea animals you hear. shark seal eel sea snail crab octopus whale starfish 24 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8112-1

Speaking Judy and Ming are playing a game. Ming is acting out an action and Judy is guessing the action. You are sleeping. Now, Judy is acting out an action and Ming is guessing the action. You are reading. Try it out Pair up with a classmate. Take turns to look around the classroom and talk about what is happening in class. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8112-1 25

Writing Look at the pictures. Answer the following questions with the help of the words given. 1. What is Tiny Turtle doing? swim / in / sea 2. What are the boys doing? play / basketball 3. What is Alisha doing? read / book 4. What is Sam’s mother doing? buy / apples 5. What are the children doing? go / school / by bus 26 W B Unit 2, page 13 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8112-1

Review What did you learn? Tick. We use the verbs is, am or are with the -ing form of the verb to talk about something that is happening now. This is called the present continuous tense. Describing words are called adjectives. When we compare two or more people, animals or things, we add -r or -er to the adjectives. The word than usually comes after the adjective of comparison. When we compare three or more people, animals or things, we add -st or -est to the adjectives. Some words begin or end with the th sound. Project Work Get into groups of five. Choose five sea animals and draw them on coloured sheets of chart paper. Cut them out and fix strings on them to make a sea-animal mobile. Hang up your mobiles in the classroom. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8112-1 27

3The Picnic Before you read Where would you like to go to for a picnic? What food would you take to a picnic? A Special Picnic Maria and John wanted to go on a picnic. They asked their mother to help. They got some grapes and potato chips. They went out to the big tree. Maria and John sat down to eat. Then, they heard a noise. It was not a cat. It was not a dog. The noise was in the tree. They looked up. Why do you think They saw a nest in the tree. They could the mother bird hear a loud noise. It was a mother made noises? bird. She made noises at Maria and John. She was afraid that Maria and John might hurt her babies. Maria and John got up. They went back inside to have their picnic. They did not want the mother bird to be afraid of them. Maria and John smiled. It was funny to have a picnic in the house. –Mary Rose picnic: an outing where you carry food and share a meal in the open air nest: a bird’s home that is made from grass and twigs 28 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8112-1

After you read What would you do if you were Maria or John? How do you think the mother bird felt when she saw the children go away? Reading Comprehension A. Circle the correct answer. 1. What happened at the picnic? a. Maria and John saw a cat behind a tree. b. Maria and John heard a bell ring. c. Maria and John heard a mother bird in a tree. 2. What did Maria and John do when they saw the mother bird? a. They called their mother for help. b. They had the picnic inside their house. c. They scared the mother bird with loud noises. B. Use the words in the box to write what happened at the beginning, middle and end of the story. picnic tree noise mother bird babies afraid house Beginning: 29 Middle: End: © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8112-1

Vocabulary fruits vegetables rice bread sandwich noodles beans nuts These are different kinds of food. Fill in the blanks with the names of food. The pictures will help you. 1. Come and have a bowl of . 2. Gary puts butter on a slice of . 3. We should eat every day. 4. She cooks for dinner. W B Unit 3, page 14 Try it out Divide a chart paper into two columns: Breakfast and Lunch. List all the healthy food you can eat under each column. Draw or paste their pictures. Share your chart with the class. 30 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8112-1

Grammar Maria and John I think I am going Ray is going to get are going to have to be sick. hurt if he plays on lots of fun at the the road like this. picnic. When we talk about something that we think will take place in the future, we use am/is/are + going to + verb. Write am/is/are + going to before each verb given in the brackets. 1. It is very cold today. I think it (snow) soon. 2. Minnie came first in the race. Her parents (be) very happy! 3. It’s 8 o’clock already! I (miss) the bus. 4. Look out! That vase (fall) on you! 5. He (lose) the race if he doesn’t run faster. W B Unit 3, page 15 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8112-1 31

Maria’s mother gave There are many He put a few her some orange apples in the slices of bread on juice for the picnic. bowl. the plate. We use the words some, many and a few to talk about the amount or quantity of something without giving the exact number or amount. Many and a few are used only with things that we can count. Fill in the blanks with some, many or a few. 1. Please pick up muffins on your way home. 2. May I have more juice? 3. There are eggs in the trays. 4. There are only tomatoes in the box. W B Unit 3, page 16 Try it out Plan a class party. Take turns to talk about what each one of you will bring. Mention how much of each item you should bring. 32 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8112-1

Spelling A. Read the words below. They have the long ea sound. bead beak clean eat jeans leaf peas read tea teach B. Fill in the blanks with words from the word list above. 1. This bird has a sharp . 2. I like fried rice with fresh green . 3. The has turned brown. 4. She has a cup of in the morning. 5. Anna likes to the newspaper every day. 6. My father bought a pair of blue yesterday. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8112-1 33

Listening Listen to the sentences. Tick the food items you hear. bread juice fruits noodles vegetables sandwich rice beans 34 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8112-1

Speaking It is Sunday morning. Peter, Mona and Kevin are planning a picnic by the river. They are talking about what they will bring for the picnic. I think it is going to rain. I shall bring my folding tent and a few umbrellas for us. Kevin isn’t going to like it if it rains! I can bring some raincoats for us too. Yes, I don’t like the rain, but it will be dry inside Peter’s tent. We are going to have lots of fun! Try it out Get into groups of five. Plan a surprise birthday party for your teacher. Talk about what each one will bring for the party. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8112-1 35

Writing Complete the story with the help of the picture and the words in the box. You may use some words more than once. are not going to a few are going to many is going to The Powell family is going on a holiday. There are cars and scooters on the road. “Look at this traffic jam,” says Mrs Powell. “We be late.” “If this traffic jam does not clear soon, we miss the train,” says Mr Powell. “The sky is full of clouds. It looks like it rain as well,” says Paula. “Papa, look! There are cars turning right. Let’s go that way,” says Adam. Soon, they are out of the jam. “Whew! We miss the train after all,” says Paula happily. W B Unit 3, page 17 36 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8112-1

Review What did you learn? Tick. When we talk about something that we think will take place in the future, we use am/is/are + going to + verb. We use the words some, many and a few to talk about the amount or quantity of something without giving the exact number or amount. Some words have the long ea sound. Project Work Make a meal chart for a week. In a chart like the one below, write the names of the food you eat at different mealtimes. Compare your meal chart with your classmates’ charts. Breakfast Lunch Snack Dinner Sunday Monday Tuesday Wednesday Thursday Friday Saturday © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8112-1 37

4Man’s Best Friend Before you read What are stray animals? What do you notice about them? A Friend Called Buddy Every evening, Ricky played cricket with What do you think his friends in the park. One day, as they Ricky and his were eating after a game, a dog came friends will do? limping up to them. He looked sad. “Shoo! Go away!” shouted Kevin. “Let him be, Kevin. Maybe he’s hungry,” said Ricky. He gave the dog two biscuits. The dog ate them up quickly. The next day, the dog was there again. Ricky Why do you think gave him a slice of bread. Soon, the dog the dog was there became a friend. Ricky called him Buddy. again? One day, Ricky brought a new ball. The children had a good time playing with the new ball. When it was Ricky’s turn to bat, he swung the bat hard. The ball went flying… limping: walking with difficulty swung: moved quickly with a wide curve 38 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8112-1

The children could not find the ball. Buddy How do you think came running and sat near Ricky. the children felt? “The ball is gone, Buddy,” said Ricky. He went home sad. Ricky sat at his desk to study, but all he could think about was his ball. Then, he heard a sound in the garden. It was Buddy! He was holding the ball in his mouth. As soon as he saw Ricky, he started wagging his tail. –Divya Jain After you read Why do you think dogs are called man’s best friend? Reading Comprehension A. Circle the correct answer. 1. What did Ricky do when he saw the dog? a. He shooed him away. b. He gave him biscuits. 2. What does this tell you about Ricky? a. He is kind-hearted. b. He is afraid of dogs. B. Answer the following questions. 1. Why do you think Kevin shouted at the dog? 2. Why did Buddy bring back the ball? What does this tell you about Buddy? wagging: moving quickly to and fro 39 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8112-1

Vocabulary Feeling word Similar words angry annoyed, cross, irritated happy cheerful, delighted, joyful sad scared upset, unhappy, glum afraid, frightened, nervous We use different words to describe our feelings. Sometimes, we use different words to describe the same feeling. Some examples are given in the table above. Fill in the blanks with words from the table above. 1. My brother is of the dark. 2. Ron was to see his grandmother. 3. Sue was when her friend moved to another city. 4. I get when others do not wait for their turn. W B Unit 4, page 18 Try it out Write a feeling word each on five cards. Place them in a pile. Take turns with a classmate to pick a card and make a sentence with it. 40 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8112-1

Grammar Ricky has a ball. Buddy has a biscuit. Ricky and Kevin have brown hair. I have a dog. The words has and have are verbs. We use them to show that something belongs to someone or some other thing. Fill in the blanks with has or have. 1. I short hair. 2. He a toy car. 3. They many books. 4. A spider eight legs. 5. Cats long tails. W B Unit 4, page 19 Try it out Pair up with a classmate. Talk to each other about your favourite cartoon characters. What do they look like? © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8112-1 41

This is That cat is I am riding my My shirt’s Keith’s pen. Bill’s pet. sister’s bicycle. collar is dirty. We add an apostrophe ( ’ ) and an s to a noun to show who or what something belongs to. Fill in the blanks by adding an apostrophe ( ’ ) and an s to the noun given in the brackets. 1. Claire is (Monica) friend. 2. Can you see the (bird) nest? 3. (Lisa) brother is a teacher. 4. I like the (owl) call. 5. (Amir) pencil is broken. 6. The (sun) heat keeps us warm. 7. We are playing with (Victor) ball. 8. Look at the (tiger) eyes! W B Unit 4, page 20 Try it out Ask your classmate questions about who owns things in the classroom. Your partner has to answer the questions. (Hint: Whose bag is that? That is Ron’s bag.) Take turns to do this activity. 42 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8112-1

Spelling A. Read the words below. Note the long i sound that y makes. by cry dry f ly fry my shy sky try why B. Fill in the blanks with words from the word list above. 1. name is Cathy. 2. There are dark clouds in the  . 3. I go to school bus. 4. Please your hands with a towel. 5. We must to help others. 6. Can you hear the baby ? © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8112-1 43

Listening Listen to the sentences. Circle the correct object that belongs to each person. 1. Kiera 2. Sally 3. Mahi 4. Farhan 5. Paul 6. Terry 7. Maya 8. Ray 44 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8112-1

Speaking Matt and Alisha are talking to each other. They are using different words to express their feelings. Hi, I’m Alisha. Is today Hello, I’m Matt. your first day in I…I…I’m a little school? Are you shy, actually. happy to be here? Don’t be shy! We are Thanks! I was your friends. Come, worried about I’ll introduce you to how to make new our classmates. friends. So, how do you I’m happy to have so feel now? many new friends. I’m excited about my new school too! Try it out Talk to your partner about your feelings on your first day at school. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8112-1 45

Writing A. Complete the sentences to tell us about your mother. The word web will help you. My Mother loving gentle funny caring kind strict My name is . She is loving and because especially when . She can be at times, . I love her very much. B. Write five sentences about your pet. 46 W B Unit 4, page 21 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8112-1

Review What did you learn? Tick. The words has and have are verbs. We use them to show that something belongs to someone or some other thing. We add an apostrophe ( ’ ) and an s to a noun to show who or what something belongs to. Some words end with y and have the long i sound. Project Work Make a poster on feelings. Find pictures of faces showing different feelings in newspapers and magazines. Cut them out and paste them on a sheet of chart paper. Write the feeling word below each picture. Display your poster in class. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8112-1 47

5The Weather Before you read What words do people use when they talk about the weather? How would you talk about the weather today? What Is the Weather? When people say it is hot, cold, windy or sunny, they are talking about the weather. When the sun shines brightly, it is hot. We wear light clothes to keep ourselves cool. Sometimes, there is a chilly wind that makes us shiver. We have to wear warm clothes so that we don’t feel cold. Then, there are times when dark clouds gather Why do we wear in the sky. Rain pours down and the wind different clothes at different times? chilly: very cold shiver: shake slightly because you feel cold 48 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8112-1