Oxford Discover 1 Student Book

Percussion instruments are a family of musical instruments. W e strike or shake them. Percussion instruments are big and small. These instruments add special sounds to music. Percussion instruments keep the beat: 1 , 2 , 3 , 4. W e can keep the beat, too. C lap your hands to this beat: 1, 2, 3, 4. Can you stamp your feet to the beat? 1, 2, 3, 4. W h a t is the m ain idea? Drams There are a lot of different drums in the world. W e strike drums with our fingers, our hands, or with drumsticks or mallets. This keeps the beat. This big drum is called a bass drum. The boy is striking the big white drum with two mallets. W hat are the details?

The Tambourine A tambourine is Like a small drum. W e strike it with our hands. W e can shake it, too. The Xylophone A xylophone has wooden bars. The girl is striking the xylophone with mallets. The Triangle W h y do you think this instrument is called a triangle? Its shape is a triangle. W e strike it. Cymbals W h en we play the cymbals, we strike two cym bals together. There are many kinds of cymbals. Some are big and some are small. They sound different. This boy is playing big cymbals. Listen. They're playing all the percussion instruments again. W hich instrument is your favorite? c,T h in k W hat are the details on this page?

U n d e r s t a n d■ Com prehension T h i n k W h a t do yo u like a b o u t the text? C heck (>/) ,o' m 2 drums □i □i 3 tambourine □i i□ i 4 cymbals □i i□ i o A sk and answ er the question. What’s your favorite part? v Keeping the beat. It ’s fun! O Look b ack at the text. Write the m ain idea an d the details. 1 How do we strike drums? 2 How do we play a tambourine? 3 What instruments do we strike with mallets? 4 How do we play the cymbals? T h in k Talk to a partner. od^ — ^ 1 Can we shake and strike every percussion instrument? 2 Do we need an instrument to keep the beat? 1 5 2 Unit 15 Comprehension

j W orkbook Gram m ar pages 132-133 G ram m ar in Use ^ Listen a n d sin g alon g. Making Music © 3.05 I’m not playing the triangle, Gus is playing the xylophone, I’m playing the drum. He isn’t playing the drum. You’re shaking the tam bourine, L a y la ’s playing the cym bals, W e’re both having fun! They’re both having fun! We are making music, They are making music, Join in everyone! Join in everyone! ,* © L e a rn G ram m ar Present Continuous Y ou’re playing the drum s. You a re n ’t playing the xylophone. I ’m shakin g the tambourine. I ’m not strikin g it. Act out playing a percussion instrument. Your partner guesses. You’re playing the triangle! 7Yes. I ’m striking it. © N o w act it out a g a in . A na’s playing the Your partner tells the class. triangle. She’s striking it. Grammar: Present Continuous U nit 15 1 5 3

Comm unicate W ords © Listen a n d point to the words. Listen a g a in a n d sa y the words. © 3.06 fast slow loud soft awful lovely © W h at are they sa y in g ? Look, read, a n d write. 1 It's lovely and 2 It's and 3 It's and L is te n in g T h i n k H ow does a drum so u n d ? D o you like the so u n d ? 06^ - ^ © Listen. W hich instrum ents are soft? W hich are loud? © 3.07 © Listen a g a in a n d n u m b e r the pictures. © 3.0s 1 5 4 Unit 15 Vocabulary: So u n d Adjectives • Listening: Details

Speaking © Listen a n d repeat. Then practice w ith a partner. © 3-oq Word Study Alphabetical Order Words in a dictionary are in a lp h a b e tic a l order. We start by looking at the first letter of the word. apple bird cymbal drum elephant Write the w ords in the list in alphabetical order. fast awful beat clap awful slow W r i t e Tell y o u r p artn er a b o u t a percussion instrum ent. N o w write a b o u t it in yo u r Workbook. Speaking: Asking for Help • Alphabetical Order U n it 15 1 5 5 BIG Q U E ST IO N Q I think we can make \\ music w ith percussion S> How can we * make music? in stru m e n ts. I think we can use our hands and feet!

W ords o Listen an d point to the words. Listen a g a in an d sa y the words. © 3.10 dance sing get an idea practice an in stru m e n t buy tickets give money clap take pictures O Think a b o u t the w ord s in a n d a d d them to the chart. I need my hands. I d o n ’t need m y h an ds. practice an instrument 1 5 6 Unit 16 Vocabulary: Performance Verbs

Before You Read PREVIEW T h in k Where do we get musical instruments from ? Let's Make Music! Problems and Solutions In some stories, there is a problem. Sometimes In this story, we the characters fix the problem with a solution. read about how As you read, look for problems and solutions. som e students This helps you understand the story. solve a problem. M atch the problem s to the solutions. T h is text is realistic fiction. Rem em ber, realistic fiction is a story that isn't true, b u t it co uld happen. Problem Solution Mix red and I'm cold. yellow paint. Go to the country. I don't have orange paint. Put on a jacket. I don't have a tambourine. Clap your hands. I don't like the city. O The story on p a g e s 158 a n d 159 is a b o u t children w ho w ant to play music, but don't have any instruments. W hat do you think they do? Reading: Problems a n d Solutions Unit 16 1 5 7

Let's Make Music! January I'm M a d d ie and we're students in Ms. King's class. We w ant music lessons, but we don't have instruments. We can't buy instruments because we don't have any money. We have a big problem. We need a good idea. °O February We think, and think, and think, and then get an idea. Let's make instruments and give a concert! We can sell tickets, get money, and buy new instruments. But how do we make instruments? We ask our friends and families. Aha! We can use things from our homes. O r^ T h in K W hat is the solution? We're making instruments that we can shake. We're using paper rolls and beads. Fay and Oscar are shaking them. Evan and Kate are using jars and candy. They're shaking them to a beat.

May W e're all p racticin g o u r instrum ents. These buckets an d pots are our drum s. B runo , S a ra , an d D an are striking them . These a re o u r c y m b a ls. Aziz and I are striking them together. M s. K in g is h e lp in g us. W h a t do you th in k? A re we having fu n? June It's concert n ig h t. Lo ok a t all the people! T h e y 're b u yin g tickets. E v e ry o n e is e xcite d . W e're a ll p la y in g our instrum ents, sin g in g , an d d a n cin g . O ur p arents are tak in g pictures. Th e p eople are clap p in g an d g ivin g m o ney! It's a w o n d erfu l concert. September Look! These are our new instrum ents! W e're ve ry h ap p y. W e're p la y in g them a n d w e sound g re a t. W e still like our old instrum ents, too! 159

Understand Com prehension T h in k W hat do you like a b o u t the story? Check (S ). o& shaking the candy in jars 1................... 1□ i□ i people clapping at the concert i □i □i ■playing the new instruments i□ i □ O A sk and answ er the question. your favorite part? J Making instruments. I want to make a drum! 0 Look back at the story. M atch the problem s to the solutions. Problems Solutions 1 The students need a good idea. a They can make instruments. 2 The students don't b They sell tickets to their concert. c They think and think. have instruments. d They talk to their families and 3 They don't know how to use things from home. make instruments. 4 The students need money. T h in k Talk about the story. 1 Why are the students happy at the end of the story? 2 Is it a good idea to ask our fam ilies and friends for help when we have a problem? 1 6 0 Unit 16 Comprehension

W orkbook „ Gram m ar pages 140-141 G ram m ar in Use e Listen a n d sin g a lon g. The C a rn iv a l © 3 .•112 La y la and Gus are in the carnival, Is he singing? No, he isn’t. J3 The carnival in the tow n. Is she dancing? Yes, she is. W h a t are they doing in the carnival? They are dancing in the carnival, They are carnival clowns! They are carnival clowns! Come and join the carnival. Be a carnival clown! O L e a rn G ram m ar Present Continuous Questions Are you sin g in g ? Yes, I am. I s she d a n c in g ? No, she is n ’t. Are they playing instrum ents? Yes, they are. Are we having fu n ? Yes, we are! Choose a person in the picture an d practice with a partner. Q Is she singing? No, she isn ’t. Is it Dina? No, it is n ’t. Is she clapping? Yes, she is! Yes, it is! Is it May? G Now look around the classroom. Sofia’s reading. W hat are your classm ates doing? Grammar: Present Continuous Questions U nit 16 1 6 1

Comm unicate W ords o Listen a n d point to the words. Listen a g a in a n d sa y the words. © 3.13 parade concert ballet play puppet show circus O W h a t are they w a tc h in g ? Look, read, a n d write. 1 They're watching a 2 They're watching the 3 They're watching the 4 They're watching a 5 They're watching a 6 They're watching a L is te n in g T h i n k W hich kind of perform ances do you like? W hy? © Listen. W hich perform ances are they w a tch in g? © 3-14 O Listen a g a in and num ber the places. © 3.15 162 Unit 16 Vocabulary: Performances • Listening: Details

Speaking e Act out a perform ance with your partner. A sk the class to guess. Use the w ord s in the box to help. © 3.16 What are we doing? You’re playing musical instruments and walking. It’s a parade! na W riting Study Contractions Add two words together and take aw ay a letter to make a contraction. I am > I'm You are > You're are not > aren't is not > isn't It is > It's She is > She's What is > W hat's That is > That's Write the contractions. 4 taking pictures, I am 1 They a r e n ’t singing. are not 5 I t ______ loud. is not 2 _______ playing the drum. She is 6 watching the parade. You are 3 he doing? W hat is tv W r i t © Tell y o u r p artn er a b o u t y o u r favorite kind o f perform ance. N ow write a b o u t it in yo ur Workbook. EKBSEgfr Speaking: Asking a n d Guessing • Writing: Contractions U nit 16 1 6 3

€ > Listen an d read along. © 3.17 They're singing. Look at Gus. He's singing, too. It's time for music class. Everyone loves music. Now they're practicing. Gus is playing They're dancing now. the cymbals. Gus is dancing, too. Oh no Oh no. Gus! Gus! Ms.Tune thinks and thinks. She gets Look! It's a xylophone. an idea. What's she doing? T h a t ’s I have an instrum ent lovely, for you, Gus! Gus! 1 6 4 Review

Project: P ercu ssio n In stru m en ts © M ake percussion instruments with your group. • Find things to make your instrument from. • Make and decorate your instrument. • Practice playing your instrument. © Play your instrum ents for the class. o Listen to all the instruments. Talk about them. What’s Oily doing? ^\\ He’s striking the drums. Watch the video. | 3 W h a t do you know about o Think more about music now? BIG Q U E ST IO N Q the Big Question. How © Complete the can we make Big Question m usic? Chart. Project: Percussion Instruments • Big Question 8 1 6 5

In units WATCH LEARN h ow living READ a b o u t livin g 17a n d 18 a video about things and nonliving things and a cookie living things. th in g s are different. that runs away. y o u will: 1 6 6 Big Question 9

WRITE MAKE about living a Venn things. diagram . BIG QUESTION 0 W hat a re living th in gs? o W atch the video. 4 © Look at the picture. W hat do you see? 1 What are the children watching? 2 Is it an an im a l or a toy? How do you know? G Think and answer. 1 What things grow? 2 Do you grow? O Fill out the Big Question Chart. W h a t do you 'O i l ___________________ know about living things? 167

U N IT Get Ready W ords O Listen a n d point to the words. Listen a g a in a n d sa y the words. © 3.18 living nonliving breathe move change air people plant 0 Read, look, and circle the correct picture. 1 It moves. 2 It grows. 3 It breathes. G Do you think these things are living? Read and write L (Living) or N (Nonliving). □police officer □bicycle □T-shirt □tree □drum 1 6 8 Unit 17 Vocabulary: Living Things

Before You Read I PREVIEW T h in k Look around you. W hat m oves? W hat changes? iv m g & o&-~ ^ In this text, Contrasting w e learn about living and Remember, to contrast things, we say how they nonliving things. are different. As you read, look out for w h a t is T h is text is a n different. This helps you understand the text. inform ational text. Read the texts. W h a t is different? Com plete the charts. Life Science Dance class is in the Bring your instrument to Beth Cody Kimmel afternoon. Come to the the music room. Music is a children's book gym. Bring your ballet class is in the morning. writer. She lives in New York's Hudson shoes! Valley. She likes to read and hike, Dance Class M usic C lass and her favorite living thing is her When is it? in the afternoon daughter, Emma! What do I take? ballet shoes Where is it? in the gym <J M y toy bear is This big bear lives in the woods. small and yellow. It's brown and it It doesn't grow. grows fast. Toy Bear Bear Is it big o r sm all? What color is it? D o e s it g ro w ? G Can you think of any differences between living and nonliving things? Reading: Contrasting Unit 17 1 6 9

Read © W e see many things in our world every day. ALL of these things are Living or nonliving. Let's read about how they are different. Living things A Living thing can grow and change. Look at the caterpillar and butterfly. W h a t is different? A plant is a living thing. An anim al is a living thing. You are a living thing! Living things breathe air and they need food and water. People and animals can move by themselves. They can get food and water from different places. W here can animals get water? Plants can't move by themselves. They make their food from sunlight, water, and air. They can grow ta ll to get sunlight. W ater comes to them. . W h a t living things do you see every day? ^

Nonliving tilings A nonliving thing doesn't need food, air, or water. It can't breathe. A toy is a nonliving thing. Oq T H in lc k ------- A nonliving thing doesn't grow, but How are living it can change. Look at the sneakers. and nonliving W hat's different? things different? A bait can move. Is a b all a living thing? No, it isn't. A ball can only move if we move it. It can't move by itself. It can't breathe and it doesn't grow. It's a nonliving thing. W h a t nonliving things do you move every day? Look around you. W hat nonliving things do you see? ALL living and nonliving things in our world are important. It is good to take care of a ll of them

Understand Com prehension T h i n k W h a t do yo u like a b o u t the text? C heck [>/). oO ^ a□□□® □□oat.?! co□□®J 1 the bird growing 2 the sneakers changing 3 the ball moving 4 the plant growing O A sk and answ er the question. What’s your favorite part? The plant growing. I’m growing, too! 0 Contrast living a n d n o n livin g things. Write a (>/) or a n (X) in the chart. Living Things Nonliving changes People and Anim als Plants Things moves by itself qrows ✓ y y breathes air needs food and water T h in k Talk to a partner. 1 Do all living things need a home? Can you think of a living thing that doesn't? 2 Do nonliving things get old? Can you think of some old nonliving things? 172 Unit 17 Comprehension

1 W orkbook 11 G ra m m a r pages 150-151 G ram m ar in Use e Listen a n d sing along. Living Thing s © 3-20 Move! Breathe! Plants can’t dance, Jum p up and down! Clap your hands, and dance around! VBut they’re living, too. We can ride a bike, They can breathe the air, ^ And breathe in the air. ju s t like we do! Run in the park, play an Move! Breathe! instrument. Yeah! Jum p up and down! _ ' Clap your hands, and dance around! O L e a r n G ra m m a r Can and C a n 't A n anim al can grow. A toy c a n ’t grow. People can breathe. S n e a k e rs c a n ’t breathe. C an it move, grow, or c h a n g e ? Lo o k at the picture. Practice with a partner. A tree can grow. A doll can’t grow. A house ca n ’t move. G N o w look a ro u n d yo u r classroom . Tell yo u r partner a b o u t a living or nonliving thing. Your partner guesses. It’s a living thing. \"-v It’s the plant! It’s green. It can grow. It can change. Grammar: Can an d Can't Unit 17 1 7 3

Comm unicate W ords © Listen a n d point to the words. Listen a g a in a n d sa y the w ords. © 3.21 bench bush statue grass rose fountain O T hink a b o u t the w ord s in Q . A d d them to the chart. Livinq N o n liv in q U stening T h i n k W hich nonliving th in gs are in yo u r favorite p ark? Q Listen. W h o is in the park: M om , Dad, son, d a u g h te r? © 3.22 O Listen a g a in a n d check (\\/) the th in g s in the park. © 3.23 1 7 4 Unit 17 Vocabulary: Parks • Listening: Details

Speaking Q Listen an d repeat. Then practice with a partner. © 3.24 Oh, no! rm sorry. Word Study Adjectives Adjectives describe nouns. They tell you more about the nouns. The fountain is noisy. fountain = noun noisy = adjective Read the sentences an d circle the adjectives. 1 The roses are lovely. 4 It's a safe, quiet neighborhood. 2 The drums are loud. 5 It's a cold and w indy day. 3 The bench is old and plain. 6 I need new sneakers. tN W r i t e Tell y o u r p artn e r a b o u t living a n d n o n livin g things. N ow write a b o u t them in your Workbook. Speaking: Apologizing • Adjectives U n it 1 7 175 BIG Q U E ST IO N Q I think living things can breathe and grow. What are living I think we are things? living things!

U N |T f g Get Ready W ords © Listen a n d point to the words. Listen a g a in a n d sa y the words. © 3.25 run aw ay chase catch cross bake smell open O Think a b o u t the w ord s in © • A dd them to the chart. _Iuse myhands^ f I use mynose. _iuse myfeeL catch 176 Unit 18 Vocabulary: Verbs

T h in k W hen do you run aw ay from som ething? PREVIEW od^ — ^ The Sequence Gingerbread Remember, stories have a sequence. As you read, look out Man for the sequence. This helps you understand the story. In this play we Read and num ber the parts of the story read about a in the correct order. gingerbread cookie that They play their favorite game. runs away. Manu runs away. They cant catch him. He runs very fast! The story of this 1 Manu goes to the park with his friends. p la y is from a fairy tale. In fairy tales, Ali chases Harry. He catches him. a thing speaks Now, Ali and Harry chase Manu. that can't sp e a k in real life. They're scared. They run away. They look at the statue. It moves! Grace a n d Em m a see a statue in the street. It h as a drum . They stop a n d look back. It isn't a statue. It's a person! Grace a n d Emma laugh. o The play on p a g e s 178 a n d 179 is ab ou t a gingerbread cookie. Do you know w hat a gingerbread cookie looks like? Reading: Sequence Unit 18 177

Read GiTnhgeerbread Man G in g e rb re a d Man N arrator O ld Woman O ld Man Chicken Cow Horse Fox One day, an old woman makes &■ a gin ge rb re a d man cookie. She b a k e s it in the oven. It smells g o o d ! I ’m hungry! The old woman opens the oven door. The g in ge rb re a d man jumps up and runs out the door! X Stop! Don’t run away! We want to eat you! © © The old woman and old man chase the gin ge rb re a d man. © He should run fast! Run, run as fast a s you can! You can’t catch me, I ’m the gin ge rb re a d man! The gin ge rb re a d man sees •''**i:■v • . \\ S \\ ©■•’ a chicken in the yard. Stop! Don’t run away! •-\"T' ftp}i ■-s I want to eat you! Ml *L The old woman, old man, and the chicken all chase the g in ge rb re a d man. But he’s too fast. Run, run as fast a s you can! You ca n ’t catch me, I ’m the gin ge rb re a d man! He sees a cow in a g ra ssy field.

Stop! Don’t run away! I want to eat you! The old woman, old man, chicken, and the cow all chase the gin ge rb read man. But he’s too fast Run, run a s fast a s you can! You can’t catch me, I ’m the gin ge rb re a d man! 9 He sees a horse next to a tree Stop! Don’t run away! I want to eat you! The old woman, old man, chicken, cow, and the horse all chase the gin ge rb read man. But he’s too fast Run, run a s fast a s you can! You can’t catch me, I ’m the gin ge rb re a d man! The gin ge rb rea d man comes to a river. He should swim a c ro ss it! The gin ge rb rea d man sees a fox He shouldn’t talk to the fox! You really shouldn’t stay here. I can help you Climb on my nose and we can cro ss the river The gin ge rb re a d man jumps on the f o x ’s nose. The fo x throw s the gin ge rb read man up in the air and Yum! Delicious! And that’s the end o f the gin ge rb re a d man!

Understand Com prehension T h i n k W h a t do yo u like a b o u t the p la y ? C heck (>/). o&~~ ^ 1 The old wom an bakes the gingerbread man. □i ci 1 1□1 2 The gingerbread man runs away. □i ci 1 □1 1 3 The animals chase the gingerbread man. □i ci 1 □11 4 The fox eats the gingerbread man. O A sk and answ er the question. What’s your The animals. favorite part? They’re funny! O Look at the pictures. N um ber them in the correct order. N e In w hat order do they chase the gingerbread m an? Old Woman Cow Horse Old Man Chicken □□□□□ T h in k Talk ab out the play. 1 Why does everyone chase the gingerbread man? 2 Why does the fox tell the gingerbread man to climb on his nose? 1 8 0 Unit 18 Comprehension

G ram m ar in Use ^J J3 O Listen a n d sing along. Run Away! © 3.27 You can’t catch me! j You can’t catch me! You can’t catch me! I can run away! You can’t catch me! I can run away! C hase, chase, chase him! You shouldn’t stay! C hase, chase, chase him! Stop, stop, stop him! You shouldn’t stay! You should run aw ay! Stop, stop, stop him! You should run aw ay! L e a r n G r a m m a r Should and Shouldn't You should run away! You sh o u ld n ’t sta y here. W h a t sh o u ld or sh o u ld n ’t they d o ? should shouldn't Look and practice with your partner. close the door run aw ay She should 3 close the run fast Gram m ar: Should a n d Shouldn't U nit 18 181

Comm unicate W ords © Listen a n d point to the words. Listen a g a in a n d sa y the words. © 3.28 go to bed play outside early late healthy food junk food O T h in k a b o u t the w ord s in © . Com plete the chart. Taking C a re of M yself I sh o u ld ... I s h o u ld n ’t ... eat eat qo to bed qo to bed plav U stening T h i n k W ho tells you w hat you should and shouldn't d o ? oOv-\"— ^ Q Listen. W h o is telling the children w hat they should an d shou ld n't d o ? © 3.29 O Listen a g a in a n d check (>/) w h a t th e y sh o u ld do. © 3.30 182 Unit 18 Vocabulary: Taking Care o f Yourself • Listening: Details

Speaking e Tell y o u r partn er w h a t he or she sh o u ld or sh o u ld n 't d o in school. Act with a partner for the class. Use the w o rd s in the box to help. © 3.31 Stop! You shouldn’t You s h o u ld ... run in the classroom You shouldn't You should walk! OK, you’re right. W\\\\\\\\\\\\\\ W riting Study Punctuation Review Remember, the first letter of a sentence is c a p it a l letter. There is a p e rio d , a question m ark, or an e xcla m a tio n p o in t at the end of a sentence. A tree grow s. D oes that tree grow tall? That tree grow s very tall! Some words are nouns, some words are verbs, and some words are adjectives, tree = noun grow (s) = verb tall = adjective Write the sentences correctly. 1 an old wom an opens the oven door 2 do you eat healthy food 3 don't jum p on the fox's nose O Circle the nouns, underline the verbs, an d draw a square around the adjectives. 1 M a ry plants roses. 2 The kitten chases the small mouse. tv W r i t © Tell y o u r partn er w h a t yo u sh o u ld d o to take care of living things. N o w write a b o u t it in y o u r W o rk b o o k . Speaking: Giving Advice • Writing: Punctuation Review Unit 18 1 8 3

U nits 17a n d 18 1 o Listen an d read along. © 3.32 Dot can hear a sound. The thing moves! Billy and Dot are scared. move Run awau! 1 8 4 Review

Proj e c t: A V e n n D ia g ra m ______ Draw your diagram and write. o M ake a Venn diagram. Draw or find pictures. • Choose a living thing and a nonliving thing. • Compare them. How are they the same? • Contrast them. How are they different? O Put your diagram on the wall. My sneakers ca n ’t breathe. Tell the class a b o u t it. My goldfish can breathe. O Look at all the diagram s. The elephant is gray. Talk about them. The train is red. o W atch the video. a W h a t do you know about living O Think more about the Big Question. thinqs now? BIG Q UESTIO N Q G Complete the Big Question What Chart. are living th in g s? Project: Venn Diagram • Big Question 9 1 85

Playscript 1 Elliot's New Friend Characters Zebras Lions Elliot o n elephant Elephants Tuti o tortoise Sun Narrator Moon Chorus Tortoises Tuti and other Tortoises enter slowly, then stop. Elliot enters. Tuti looks at him. N a rra to r Elliot is a sad and lonely little elephant. N a rra to r He can't find his family. He walks and walks. He sees some tortoises. Elliot walks to Tortoises. Tuti Hello, I'm Tuti. W ho are you? Elliot I'm Elliot. I can't find my family. Chorus Poor Elliot! He feels sad. Being lonely feels very bad! Tuti I can help! Let's go! N arrato r They w alk and walk. They see some zebras. Tortoises leave. Elliot and Tuti walk around. Zebras enter. Elliot and Tuti stop near Zebras. Tuti Is that your family? Elliot No! Those are zebras. I'm not a zebra. I'm an elephant. Chorus Elliot's an elephant as you can see. Those zebras aren't his family! N a rra to r The zebras see Elliot and Tuti. The zebras are scared and they run away. Zebras leave, running. Tuti and Elliot eat something. Then they play together. N a rra to r Tuti is Elliot's new friend. They eat together and they play together. Chorus Elliot has a friend, and they can play. He's not so lonely. He feels okay. N a rra to r Then they w alk and w alk again. They see some lions. Elliot and Tuti walk around. Lions enter. Elliot and Tuti stop near Lions. Tuti Is that your family? Elliot No! Those are lions. I'm not a lion. I'm an elephant. 1 8 6 Playscript 1 Elliot's N ew Friend

Chorus Elliot's an elephant as you can see. Those lions aren't his family! Narrator The lions see Elliot and Tuti. Elliot and Tuti are scared and they run away. The lions roor. Elliot and Tuti run awoy. N arrator It's night time. They sleep side by side. Lions leave. Elliot and Tuti fall asleep side by side. Sun and M oon enter, walk across the stage, then leave. Chorus It's dark outside but the stars shine bright. The two friends sleep in the moonlight. Elliot and Tuti wake up, then walk around. Narrator The next day, they w alk and w alk again. They see some elephants. Elephants enter. Elliot and Tuti stop near Elephants. Tuti Is that your family? Elliot YES! Those are elephants. I'm an elephant. Thank you,Tuti. You're my best friend. Narrator Now Elliot has his fam ily and a new best friend. All characters enter. Elliot and Tuti dance in the middle o f the circle o f Elephants. Everyone except Elliot and Elephants Elliot's happy in the end. He's found his fam ily and a friend! Elliot's New Friend P la y s c r ip tl 1 8 7

Playscript 2 Stone Soup: The Play Characters M an a father Son his son Hans a father Narrator Ann a mother Chorus Olga their daughter Townspeople Old Woman 1 Old Woman 2 Narrator This is a play called Stone Soup. In this story people learn an important lesson. Old Wom an 7 enters. Hans, Ann, and Olga enter. H ans has a large empty pot. They see Old Wom an 7. Hans Excuse me. We're very hungry. Do you have any food?\" Old W om an 1 No! I'm hungry, too! I'm sorry. Chorus They are hungry, very hungry. What can they do? They don't have enough to eat. This is very true. Old Wom an 7 leaves. M an enters. The family sees Man. O lg a Excuse me. We're very hungry. Do you have any food? No! I'm hungry, too! I'm sorry. Chorus They are hungry, very hungry. What can they do? They don't have enough to eat. This is very true. M an leaves. Narrator The family has a good idea. H ans puts his pot dow n and puts water in it. Then he looks for a stick. He finds a stick and walks back to the pot. Ann and Olga look for stones. Narrator Ann and Olga look for some stones. Ann and Olga go to the pot. They each have four stones. O lg a Look! I have four stones. Ann Look! I have four stones, too. Hans Good! Put them in the pot. Ann and Olga put the stones in the pot. Hans stirs the pot. Old Wom an 7 and Old Wom an 2 enter. They have baskets. They point to the pot. Old W om an 1 and Old W om an 2 What's in that pot? 1 8 8 Playscript 2 Stone Soup

Hans It's stone soup. It's tasty. You can try some, but we don't have any potatoes. It's good with potatoes. Old W om an 7 and Old Wom an 2 take potatoes out o f their baskets. O ld W om an 1 Look! I have five potatoes! O ld W om an 2 Look! I have seven potatoes! They put the potatoes into the pot. M an and Son enter. They have bags. They point to the pot. What's in that pot? O lg a It's stone soup. It's tasty. You can try some, but we don't have any sausages. It's good with sausages. M an and Son take sausages out of their bags. Look! I have two sausages! Look! I have three sausages! They put the sausages into the pot. Narrator Yum! The soup smells good. The townspeople smell the soup. Townspeople enter and take out carrots and onions from their baskets. Tow nspeople Look! We have some onions. Tow nspeople Look! We have some carrots. They put the onions and carrots into the pot. Olga, Ann, and Hans give everyone a little soup. Narrator Everyone eats som e soup. Yum! They like it. It's very tasty. Chorus They were very hungry, very hungry. What did they do? Everyone walks to the front of the stage. We didn't have enough food. But we added our food together in the pot, and now we all have some tasty soup. Narrator The lesson of this story is ... Everyone It's good to share things. Stone So u p Playscript 2 18*1

World M ap The Seasons of A rnold's Apple Tree Anim al Homes Page 78 Page 50 W h e re 's The Gingerbread Your Home? Man Page 130 Page 178 W here's Your Home? Page 130 The Farmer Wants and Needs and The Hat Page 118 Page 110

Wants and Stone Soup Needs Page 98 Page 118 City M ouse W here's and Country Your Home? M ouse Page 130 Page 138 M y Friend, Let's M a ke Anak s J Music! Page 58 (y Page 158 Elliot's New Friend Page 98

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M c G lo u g h lin ), 3 6 (s a n d /n r t), 3 6 (je lly fis h /V ila in e c r e v e tte ), 4 2 (ja ck e t/3 D sto c k ), 3 2 (fr o g s ); D u s a n L a k ic e v ic /B e e h iv e I llu s tr a tio n p p .9 , 1 7 (F.x C), 4 9 , 5 7 (E x C ), 6 9 , 7 7 (E x C ), 9 7 (E x 4 2 (sh o rts/N o rd lin g ), 4 2 (sn eak ers/P reto P e r o la ), 4 2 (h at/M arek R. Sw ad zba ), 4 2 (trousers/O lga C ), 109 (Ex C). 117 (Ex C ), 129, 157 (Ex C), 169, 177 (Ex C ); M arin a Le Ray/A dvocate Art pp. 109 (T he Popova ), 4 8 (n est/M aria Bell), 4 8 (tre e h ollow /K erstin ), 5 0 /5 1 (b ack g rou n d leaves/Trifi ), 5 1 (crabJ F arm er an d th e Hat), 110, 111, 112 (The F a n n e r an d th e H at); Em m a M cC an n p p .77 (T h e Season s h a v e s e e n ), 5 4 (p o n d /P a v e lk ), 5 4 (m e a d o w /b y P a u l), 68 (r a in /A le x a n d e r S h a d r in ), 6 9 (fa ll/B o to n d o f A r n o ld ’s A p p le T r e e ), 7 8 , 7 9 , 8 0 (A rn o ld ); V ic t o r R iv a s /S h a n n o n A s s o c ia te s L.L.C p p . 1 5 7 (L e t ’s H orvath ), 7 0 (su m m er/B rvk aylo Yuriy), 71 (fall/B o to n d H orvath ), 7 4 (w indy/Jim Lopes), 7 4 (snow y/ m a k e m u s ic !) , 1 5 8 , 1 5 9 ,1 6 0 (L e t’s m a k e m u s ic !) ; M a r k R u ff le p p . l 18, 1 1 9 ; A le s s a n d r a S a r t o r is / D ou g B a in es), 8 2 (b icy cle /g re e n la n d ), 88 (p lu s/N u E n g in e ), 88 (eq u als/N u E n gin e ), 88 (odd M IA M ilan Illu stra tio n s A g en cy p p . 137 (C ity M o u se a n d C ou ntry ' M ou se), 1 3 8 ,1 3 9 . 140 (City n u m b e r s /S a lly S c o t t ), 88 ( e v e n n u m b e r s /S a lly S c o t t ), 8 9 (k ite s /N o p p a r a tK ), 9 2 (k ite /N o p p a r a tK ). M ouse a n d C ou ntry M ouse); Sh a h a b Sh am sh iisaz/Sylv ie Poggio A rtists A gency' p p .9 7 (Stone 9 4 ( n ile r / n ik s h o r ) , 9 4 ( n o t e b o o k / c o o p e r r ), 9 6 (s t o n e / r e o o ll) , 9 6 (p o ta to e s /Ju s ty n a K a m in s k a ), S o u p ), 9 8 , 9 9 , 100 ( S t o n e S o u p , E x B ); J a m i e S m ith /M B A rtis ts p p . 1 4 , 1 5 (f a m ilie s ) , 2 1 (E x D), 22, 102 (to m a to e s/R o b S t a r k ), 102 (m a n g o /N a ttik a ), 102 (p e a c h /ir e n c ik ), 1 0 8 (co w /sm erek a), 2 8 ,3 2 (E x B), 3 3 (Ex D ), 3 4 , 3 6 , 4 0 (E x C), 4 1 (E x E), 4 2 ,5 3 (E x D ), 5 4 ,5 5 (E x F), 61 (E x D T ree), 6 2 , 114 (b o a rd g a m e/T a tik 22), 1 1 6 (jo b /k u rh a n ), 118 (p en cil/P icsfiv e), 119 (doctor/AVAVA), 6 8 . 7 2 (E x B), 7 3 (E x D ), 7 4 , 7 5 (E x F ), 8 1 (E x E ), 8 2 , 9 3 (E x E ), 9 4 , 101 (E x E ), 1 0 2 , 1 0 8 , 1 1 3 (E x D), 1 1 9 (teach eifG ood lu z), 12 2 (sand w ich/M SP hotographic), 122 (chips/A erostato), 1 2 8 (tow n/A nne 1 1 4 , 1 1 6 , 121 (E x D ), 122, 133 (E x E ), 1 3 4 , 1 3 5 (E x F), 1 3 6 , 141 (E x E ), 153 (Ex E ), 1 5 4 , 161 (E x D), K it/m an ), 128 (city/Tupungato), 128 (a p a rtm en t/R a lfG osch), 1 2 8 (asphalt/K rivosheev Vitaly), 1 6 2 , 1 6 8 , 173 (E x D ), 1 7 4 , 1 7 5 (E x F), 1 7 6 , 181 (E x E ), 1 8 2 ; A n n e W e rth e im p .1 7 0 ; T o m isla v Z Ia tic/S y lv ie 128 (subu rb aerial/iofoto), 135 (w atering flow ers/A lexander R atlis), 135 (snow house/Eric Poggio A rtists A gency p.39. F ah n ier), 135 (bot tle/P ics five), 136 (cin em a/P avel I. P h o to an d V id e o ), 136 (field /Z eljk o R a d o jk o ), 1 3 6 (old h o u se/F o to g raF F F ). 142 (lib ra ry /P e te rB a x te r), 148 (tria n g le /E len a S ch w e itz e r), C om m ission ed photography b y G ra h a m A ld e r a t MM Studios with illustrated backgrounds by M ark R affle 148 (sh ak e/Ih o m as M P erkins), 148 (strike/m km 3), 148 (in strum ents/Elena Schw eitzer), p p .9 (h eadshots), 12 (h eadshots), 1 3 ,1 5 (playground), 1 7 ,2 0 ,2 3 ,2 5 (h eadshots), 29 (ch ild head shots), 3 2 , 150/151 (drum background/D A A rtist), 151 (tam b ou rin e/T h om as M Perkin s), 154 (slow /EcoPrint), 3 3 ,3 5 ,3 7 ,3 8 ,4 0 ,4 3 ,4 5 (h eadshots), 38 (paint pots an d splats) 4 9 (ch ild headshots), 5 2 (h eadshots), 55, 154 (soft/A natoliy Sam ara), 156(idea/FX Q uadro), 156 (piano/Jesse K unerth), 1 6 2 (play/Igor 6 0 .6 1 .6 3 .6 5 .7 2 (h eadshots), 70-71 (leaves), 7 5 ,8 0 ,8 1 , 8 3 ,8 5 (h eadshots), 8 9 (h ead shots), 9 2 (headshots), Bulgarin), 168 (plant/A lexander Bark), 170/171 (path/A ndrey tiyk), 171 (robot/M ikael D am kier), 9 5 , 100, 10 1, 1 0 3 , 1 0 5 (h e a d s h o ts ), 12, 1 1 3 , 1 1 5 . 1 1 7 (h e a d s h o ts ), 120 (h e a d s h o ts ), 1 2 3 , 1 2 5 (h e a d s h o ts ), 174 (bush/A disa), 176 (bake/Jam i G arrison ), 182 (h ealth y fbod/saddako), 182 (ju n k food /Elena 1 32 (h eadshots), 135, 1 4 0 ,1 4 1 ,1 4 3 ,1 4 5 (h eadshots), 152 (headshots), 153, 155, 160, 163, 1 6 5 ,1 7 2 S c h w e it z e r ) , 1 8 6 /1 8 7 (N e ls o n M a rq u e s ); Z o o id P ic t u r e s p .4 6 / 4 7 () (h ead shots), 1 7 5 ,1 8 0 , 1 8 1 ,1 8 3 a n d l8 S , 170 171 (h an d , trainers). C ov erillfisfration: M ik e Boldt Tlit? Publishers would like t o th a n k t h e f o l l o w in g f o r their kind perm ission t o r e p r o d u c e p h o t o g r a p h s a n d other copyright m ate rial: A la m y p p .8 (fa m ily 3 /J u ic e Im a g e s ), 8 (f r ie n d s 2/F ancy '), 1 5 (o ld /G lo w A s ia RF), Covvrpliofo: C a m ille T o k eru d /G etty Im ag es 1 5 (cold /D esign Pics In c.), 1 5 (sm all/Food C e n tra le H am b u rg G m bH ), 1 5 (big/D. H u rst), 15 (young/ D avid Y o u n g -W o lff), 1 6 (play/C oit>is P rem iu m RF), 22 (h am ster/V asiliy V ish n ev sk iy), 22 (g old fish / AHJiough evety e ffo r t h a s been m a d e t o tr a c e a n d c o n ta c t copyright holders before pnW ication, th is h a s no! M a rlin S h ield s), 22 (ra b b it/D o m in ic Jo n e s), 22 (k itten /P ick and M ix lin a g es), 3 4 (lig h th o u se/Jan been possible in som e cases. W e apologisefo r an y ap p aren t infringem ent o f copyright and, i f notified, the Treger). 3 6 (m ix/E lisabeth C oelfen), 3 6 (seaw eed/A ndre Seale), 3 6 (shell/Eye U biquitous), p u b lis h e r will be p le a s e d t o rec tify a n y e r r o r s o r o m ission s a t t h e e a r lie s t p o s s ib le o p p o r tu n ity 3 6 (starfish /C arlo s V illo ch M agicSea.co m ), 4 2 (t sh irt/e u rek a im a g e s.co m ), 4 2 (sch o o l boy/ACE ST O C K LIM IT E D ), 4 8 (e a g le /A c c e n t A la s k a .c o m ), 4 8 (c h ic k /S u p e r S to c k ), 4 8 (o p o s s u m /R ic k Ni N o ra Bow ers), 4 9 (eagle nest/A urora Photos), 50 (eagle nest/A urora Photos), 5 0 (opossum /Paul C annon), 5 4 (squirrel/A ndrew D arrin gto n ), 5 4 (m ou se/Ju n iors B ild a rch iv G m b H ),5 4 (frog/i m agebroker), 5 4 (tail/Jo n ath an H ew itt), 5 4 (m ou se/Ju n iors B ild arch iv Gm bH ), 5 6 (oran gutan/D avid Da C osta),

Creating young thinkers with g re a t fu tu res Who a re your fam ily and frie n d s? W here can we see co lo rs? How can we m ake m usic? O x f o r d D is c o v e r uses B ig Q u e s t io n s like these to tap into children's n a tu ra l c u rio sity and enable them to ask their own questions, find their own answers, and explore the world around them. This approach to language learning and literacy, supported by a c o n tro lle d g r a m m a r a n d s k ills sy lla b u s, helps children achieve n e a r-n a tiv e flu e n c y in English. O x f o r d D is c o v e r gives teachers the tools to d e v e lo p c h ild re n 's 21 st c e n tu ry skills, creating young thinkers with great futures. O x fo rd >making sense Student Book Lesley Koustaff Susan Rivers W orkbook W orkbook with Online Practice Recommended Readers Integrated Teaching Toolkit Teacher's Book Oxford Read Assessment for Learning CD-ROM and Im agine Big Question DVD Online Practice lip At the Class Audio CDs Picture Cards B IDoootb Poster Pack Oxford iTools: Digital Classroom Resources .§ • «- Oxford Read Oxford Discover Writing and Spelling and Discover Oxford Discover Gram m ar Parent website Teacher website Use with a s part of a R-level course 9780194278553 UNIVERSITY PRESS www.oup.com