CAMBRIDGE UNIVERSITY PRESS CAMBRIDGE Global English for Cambridge Primary English as a Second LanguageContents. Contents [rose [uni [Words nd epressions [use of ngtan Trcodinarwrting roma res ar a soars eee Serene a Fereutncchetondetjee | usec Stay emaceda ase Concmagoe te tame 2 iepanee sumaens 030s 0 saetewnatetes 14-29. | tAdayat schoo! | Clossroom objects Present simple Poems, songs informational text Ssrcnaes pesecaca Sooploon Cienng ond prea pneio | temnene peneunethayeurs | emsac gor tatck as ae a eclece seston ena Er Tsbelis chee tnt oar wahnt ins. ‘any ne he ot aed hater inci oe lacraeceas 1 ora rr Guasiescoreniver, |Recamsedirateen | aumbsclict romans en coe penetra | amie Clothing ‘under, i front of ‘Sean for specific words. Countries ond continents Present simple oon Seeretine ee rg oo ee ils Suc Veatch ne eat | Stooas mans] ane Tiana ls = oe mt eee reuse concer cimy ee ens ets foots Sone Ce, Lemond Scontar tin dt aiepsige ald wt Vite sont Sees Nea Seti as Vorcuecenenariaed Sea rs tan |etresene Jooroaaee Saenger naman [aaj aaa NANE ene cost ae Pork xenon atlas — eee in erence nan ericsed ecuieney Sareea Saerastansrcioay | Eomecdeconl on eee ——Eee = Secon enter ieee seanGreet ond intreduce classmates Understand ond repeat Lear a TPR chant and months of the yeor song Ashlanswer questions ‘Maths: Count from 119 30 Use calendar information (date, month) Enter and discuss information machar ‘Alphabet review Use picture ditonary Contents ‘Work together in partners and in groups Teach newly leamed words to others Cita thinking: [ste for information and lrfication ‘Search for information online and in books (Gictonary) Usten for main ideas ond detac Follow instructions Ask and answer questions Discus kes ond cstes Sing songs. ‘Language arts Distinguish between fiction and Informational text Use a dictionary Soil studies Scho oround Maths Count Tel the time Understand information presented ina chart ‘Alphabet review vowels fond consonants Short vowel sounds Digraphs: sh ch ch th rite words spelled aloud ‘Activote prior knowledge Work collaboratively, teamwork Search for information online on maps, in charts, in books Shate ideos, formation Critical thinking Compare and contrst lossy Reflection /se-ossessment Vols: Being responsible Listen fr main idea and dete As for. give and follow directions stent ond conduct interviews Soy. sing. ect out poems and songs ‘Geogrophy: Interpret a mon, vse a mop ati ‘Lear about counties and continent lanstorms ‘Socal studies: Community, obs -+ modified noun: er Suffer ond -oF Profi un ‘Activate prior knowledge ‘Wort collaboratively Share dear tical thinking: lossy Emer nformation on maps, diagrams. sauvey chorts| Communicate infrmation Reflection /se-ossessment Volues: Being @ good global neighbour stn for detail and mainidea Follow and give instructions Recognise simple words speed loud Askand answer questions Expresses, cisthes ana feeings Play guessing games Say. sing, tout poems, song and play ‘Science: Parts of the body, healthy habits (ood, exercise) Lear about diversity in bids Interpret «chore FE: Active games ond challenges ‘Long vowel sounds ond speling silent e| Longe spelings:a.¢ 0. oy Digroph: ph ‘Activate prior knowledge ‘Work collaboratively Share ideas. information Critical thinking: lossy Compare and contrast Reflection /se-oscessment Volues: identity fesings, show empathy Listen fer main idea ond dete ‘ak ond answer questions Recal fate Deserve actions and events. cause ondetict Expeessteelngs ‘Sy, sing and ac out poems and songs ‘Science: Use physiol models to leon about doy and night ond how shadows change during the doy CCondutt shadow experiments Moke predictions record resus fond findings 00g fspelings: Le, ight, ¥ Compound words ‘Activate prior knowledge Work collabortively Pose questions, reseorch answers Shae dees. information Catieal thinking: CCouse and effect Moke predictions Reflection /se-ossessment Values: Wondering and leaning about the word around usContents 2 —== Page | Unit “Words and expressions, Use of English Reoding/ Writing 80-95 |Stetsmeasure | Numbers 1-100 Pest simple forms: comman itreguiar | Poem, song stories, informational text Ordinal numbers 1st-SOth verbs statements ond questions} | folktales Shopes Adverbs of dente ime: yesterday, | Activate pir knowledge Units of measurement this morning Moke precictone Adjective order: sie. colour Descriptive adjectives Guided writing Informational sentences Adverbtoo Descriptive sentences (describing ‘ualtes of 9 good fend) 96-111 | 6Alraboutbuge | insects ond spiders Present simple: Use question ‘oem, cong folie, informational txt Prepositions of location words to ask bosic questions Body ports Theres /ore — Moke presitons Question words Prepositions of location above, | Recognise story problem and soliton forum Between, behind ont of Post simple Guided waiting: informational sentences Use with indicate instrument and | Express and support an opinion forte indicts recipient arte questions for quiz game Complete a story map 212-113 | check your progress 2 114-129 [7 Thewond | Objects nature twee, gra2s Present continuous with ‘Poem, song. informational tex Ground us pone ete {eccompaniment) biography Earth Day Demonstrative adjectves ord ake predictions Parte of 2 tree/ plant pronouns tis these thot. those | Activate prior knowledge Frats ond vegetables (Object pronoun one Pose a purpose fr reading ‘Shopping ‘There waswere Post simple Guided writing: poem, ‘Oposter on autebiography a Sa Se tomvene | tonsone Sevuer. | iemnenent seer Secreta [tome Smt esceaineerinas, |e Siemicreaeset Ens bees tthe rae Ses cinta Complete ofct sheet ote-tking) 146-161 [OLers explore | City places ‘Contrasting past, present and future | Poems, song, menu, story, the ay “Tronspertavon tenses Informational text = mops ond diagrams Shopping Common + adverbs ein reetice Food Descriptive adjectives 5 Demonstrative adjectives that, | Guided writing: Descriptions, een: those rections, namatve with fate plans ‘Shops and shopping Opposites 262-168 | Check your prowess 3 164-175 [ Picture dictionary | Review of vocabulary ond themes|Contents Lsten for moin idea and detaits | Maths: Counting to 100 by tens. | Werds that sound ake | Activate prior knowiedge Askand answer questions forward end bockware [homophones (0 collaborative problem-sohing Folow structions {Counting by twos ‘Share ideas, information Express opinians Estimating Sing songh, say tongue twisters. act | Meaturing lengths with non- tical thinking: oattenes 7° ‘Rondord and stondord une Creative problem-solving Geometne hopes State and suppert opinions Reflection e¥-orsesement Vole: Identity character quotes weodmire Listen formainideo and detais | Science: Learn about insects | Rhyming words Work collaboratively ‘Askand answer questions Sarl Long e spelings: ca. ee | Share ideas, information ‘Spel words lous Compare how onimols ore | varant sounds of eo ‘Activate prior knowiedge Recol facts fimiorand diferent in their bread. tea Pose questions, research and answers Discuss ond describe animal oe par ‘appearance and behowour Understand how insects help tical thinking ‘Say. sng, oct out poems, song oe CCompore ond controst ‘ond stones lossy Couse and effect Sequence Reflection /sef-ossessment Volues: Everyone needs a ite help sometimes. tis important tobe helpful inten formoin ideo and details] Science: Envonmental Long © spelings:a.e.09, | Integrate prior knowledge Follow and give instructions eworeness ond protection oe. awe ‘won oaisboreely ‘Ask ond answer questions Ports of plont Voriant sounds of ow slow, | Share ideas informtion Discuss ond apply information | Materials ond goods from a tee | cow Critical thinking: Gossty {Cause and effect Sequence ined ee Usten for main idea and deta Follow and give instructions ‘Askand answer questions Moke decisions ond choices ‘Shae infomation Social tudes / Geography: Fomes rou te ead Wor places Cimotes Science: Piayoround Biysis romps) Making predictions ‘imal homes Buicing moterios Long wspelings:u.e, ue, ‘Variant sounds of 00: 1k root ‘olues: We need to take care of planet Earth Reflection /sllassessment “Activote prior knowledge ‘Work colsboratvely Share ideas, information Critica hin Compare and contrast Cossty Cause ond eect Interpret bogroms Refecion/se-assesament ‘Values: Recognise the benefits of working together stn for information ‘Geography / Socal stucles: Mops | identity oppostes ‘Apply prior knowledge Folow drecvons Paces ne cy “iy sutf ders) ‘Work collaboratively ‘skand answer questions “Transportation ‘Shar ideas, information Make ond explain choices Schedules gare Express opinions kes and diskes | Oigital iteracy Geen ining: Interpret mops and diagrams ‘Suppart an apinion with reasons Reflection /se-ossessment ‘Values: Appreciate your home Describe specie tings you lve about yourhomeHow to use this book In this book you will find lots of different features to help your learning. Find out what you are going to learn in the lesson. ————+ Get started by thinking about a ‘big question’. _——+ Look at a photo and talk about what you know. Important words and =—___4 their meanings. These words calendar are included on wordlists in > the Teacher's Resource. The key words include ————> vocabulary from other subjects, instruction words and Academic English terms. rns Hf your teacher is @ man, Tips you can use to help you —> | tri werthe with your learning. it your teachers a woman, use the word she Be a Language detective! —_, @@iREREEts Find out more about Sey and write the grammar. 4 The children sing Marco sings The children read. Marco>> At the end of each unit, there is a choice of projects to work on together, using what you have learned. You might do some research or make something. ————+> Questions help you think about how you learn. * Look at what you have learned in the unit! Think about which skills you do well and which you need more practice with. At the end of every 3 units, —+ stop and check your progress! Play games and do activities to review what you have learned. Find out the meaning of ——> words and stick your stickers in the Picture dictionary. How to use this book ‘What's your favourite school subject? ‘Your teacher will give you a chart. Reod the subjects in the column on theleft. ‘Ask your classmates, "Whi ‘avourte school subject?” ‘Ask them to write their names in the row next to that subject. > Check your progress 1 Bs hunt 4 _— rg aes 11 Food (e7y BS Audio is available with the Digital Learner's Book, the Teacher's Resource or Digital Classroom Aa Video is available with Digital Classroom fqpeHow to use this book: Teacher > Lesson 1: The Think ——> About It lesson introduces the topic through a big question and an = & Poems and +— chants help to te t i reinforce topic be vocabulary. include a video, U ‘available on = Digital Classroom. lesson explores tthe unit topic further. Sticker activities encourage = — learners to think critically. Lesson 3: The ————> cross-curricular lesson prepares leamers to learn in English across There are ‘opportunities to i k critically the curriculum. think Inthis lesson —1 information in the you'll find the key text. words.How to use this book Lesson 4: The Use of English lesson develops grammar and language. Language detective boxes present the main grammar point of each unit through an active learning approach. Digital Classroom includes ‘grammar presentations. Lesson 5: In Stoge 2,the —___> Words and ‘Sounds lesson includes a TPR song to develop phonics a awareness. Phonics practice continues with icture Dictionary sticker activity. Lesson 6: The —————+ Read and Respond lesson The literature includes literature. isused os a This might be a platform for work fictional story, a on values. poem ora play. There is also an opportunity for creative writing. The audio canbe — played the first time you meet the story, before learners read the text. 4 Py Projects reo chasnal r — encourage eee 2ist-century lesson includes a choice of projects. skills such as communication, collaboration, and creativity. Self and peer- evaluation checklists for projects are ovailable in the Teacher's Resource. 9 >BD Starter unit > 1 Welcome! We are going to... Share your ideas. ey This is my partner. Her name is Rani. She likes trees. Spell your name. Listen to the boy spell his name. Write his name on a piece of paper. Then, ask your partner, How do you spell your name? Write your partner's name.(2 1 Welcome! What does Rani like? Listen to Amara introduce her partner, Rani. Look at the chart on the wall in the big picture. Language tip Does Amara say She or He? jae oe) Why? Talk with your class about things you like. Make a list. Then draw a picture and write a sentence below: | like ... Things we like ice cream football flowers SE eee Introduce your partner. Listen to Amara introduce Rani again. Then introduce your partner. First, write the sentences. Then tell the class your partner's name and what he or she likes. Learn a hello and goodbye chant. ‘honey and jam Bread and butte! oftly as you can.Starter unit » > 2 The calendar 1 Relea ie Rd Count the days. Look at the calendar for the month of September. There are 30 days in September. Point to the numbers as you count. Find the date. Listen, repeat and point to these dates on the calendar. 1st September 2ndSeptember 3rd September 5th September 9th September 16thSeptember 23rd September 30th September Twelve months in a year. Listen and point to the names of the months as you sing. Happy Birthday a Februar, March April Mai J June “ September October November December )2 The calendar Look at the birthday chart. Answer these questions. Then think of your own questions. a How many children have birthdays in April? When is Kira's birthday? b Look at October. When is Sami's birthday? c¢ Which month has the most birthdays? When is your birthday? Make a birthday chart with your class. Ask and answer questions. Listen and match. What can you say when you don’t understand a word in English? Listen and repeat. Point to the correct picture in Activity 7. What does dictionary mean? How do you say it in English? Think of a word that you would like to say in English. Look it up! Practise saying it! Usea computer oJ , a mobile phone g or a dictionary e. Write the word and draw a picture. Teach your new word to your class. How do you say in English?A day at school - Listen and point. What are the children reading? A Sing a calendar song. What day is it today? Monday Wednesday Thursday Friday ee @: Watch this!1.1 Think about it D) 3 Listen, point and say. Then listen and answer the questions. calendar clock tablet 4 Colours and numbers Look around your classroom. Ask questions about colours and numbers. What colour is How many chairs Tom's jacket? are there? 5 Read and listen to the poem. When I open up a book When I open up a book Each page whispers, ‘Look! Look! Look!” Sports and monkeys, trains and kings, Stories of amazing things. When I open up a book Each page whispers, ‘Look! Look! Look!’ a 6 Write a new version of the poem. What do you like to read about? Write new words instead of the red words. Draw a picture to go with your poem. —_1 A day at school » > 1.2 Our busy classroom Waren kon 1 What time is it? Use a paper clip on the clock to show a time. Ask your partner: “What time is it?” @) 2. Sticker activity In Marco's class, the children do different activities on different days of the week. Listen to Marco and put stickers on the chart. Aol] Tuesday Wednesday Thursday i Eero icy What does Marco do on Tuesday? Say and write the missing word. The children sing. Marco sings. The children read. Marco __ 161.2 Let's explore 3 Real or make-believe? There are a lot of books in Marco's classroom. Some of the books tell stories. Stories are not real; they are make-believe. The people or animals in a story are called characters. Look at the book, The Snowy Day. Who are the characters? Some books give real information. Look at the book, Animals in the Winter. 4 Do you think it tells a story or gives real information? Why do you think so? 4 Choose some books. Different children like different kinds of books. Choose books for Rasha and Miguel. Then choose a book for yourself! My name is Rasha. I like reading books with my dad. We like learning new things. My name is Miguel. T like funny stories about animals. I don't like scary stories! 5 Draw and write: A book for me! Draw the cover of a book you would like to read. Does your book tell a story or give real information? Write the name of the book on the cover. 17 >1 Aday at school » > 1.3 Inside a book 18 Key words title: name of a book or story author: the writer We are going to 1 Look at the cover of a book. What is the title of the book? Who is the author of the book? Find another book in your classroom. Answer the questions again. 2 Look inside a book. A contents page is at the beginning of a book. It tells you what is in the book. Contents page There are four chapters in this book. 1. School uniforms 2 Here are four pictures from the book 2 First day of eriteding 6 Schools Around the World. In which ; chapter can you find each picture? 3 Art class 10. Which page will you look at? 4 Lunchtime 14 | a These children in China are b These boys eat lunch in their painting in art class. Li Na classroom in Oman. stands up to show her picture.1.3 Language arts ¢ Sizani and Nandi live in d Ivan lives in Russia. On the South Africa. All the children first day of school, Ivan and in their class wear green his friends bring flowers for school jackets. their teacher. Compare and contrast. Think about how your own school is similar to and different from the schools described in Schools Around the World. Talk with a partner or your class. a_ Do you have art class in your school? What do you use to make art? —- / / @ Crayons? Markers? Paint? O clay? b_ Do you eat lunch at your school? Where do you eat lunch? ‘(] Athome In our classroom . In our school cafeteria Outdoors at school c¢ Do you wear uniforms in your school? Describe what you are wearing now. How do you say the name of your country in English? dd What do you do on the first day of school? 191 Aday at school > > 1.4 Talking about possessions Whose backpack is it? Look at the picture. These children are on a field trip and their backpacks are all mixed up! Listen and repeat. Draw a line with your finger from the child to his or her backpack. Say and write the name of the child. Remember to eeTteTolel el adh use Te Look at different ways of talking about Lucy’s backpack is red. possessions. = — backpack is blue | Is this your backpack? = Is it yours? with white stars. Yes, it's my backpack. = Yes, it’s backpack is Which backpack? = Which one? _ yellow with orange stripes. | The red backpack. = The red backpack is black. 20 >1.4 Use of English 2 What do they have in their backpacks? Talk with your partner. This is Jill's backpack. What does she have in her backpack? This is Jing’s backpack. What does he have in his backpack? He has two keys. & oae7rwa - She has a yellow jumper. skipping rope phone jumper pencil lunchbox notebook sunglasses 3 Can you remember? Choose one of the backpacks in Activity 2. Is it Jill's or Jing's? Look at the picture of the things inside. Then close your eyes. Tell your partner what is in the backpack. Win a point for each thing you remember! Who has the most points?1 Aday at school > > 1.5 Review of short vowels We are going to. @1 Sing an ABC song. {5 ) ABCDEFGHIJ Point to the letters as you sing. KLMNOPQRST UVWXYZ Clap the vowels. Some letters are called consonants and some are called vowels. A, E, |, O, and U are vowels. Sing the ABC song again. Clap when you sing each vowel. Sticker activity These words start with the 5 short vowel sounds. Listen, point and say. Then put the stickers on the Apnebes chart oo 165). ~ — Ok 6 insect umbrella octopus apple Find the vowels in the middle. Write the 5 vowel letters on 5 cards. Listen and repeat these words. Which vowel sound do you hear in the middle? Hold up the card. Lb ay Say a sentence for each picture.1.5 Words and sounds Look and say the sounds of sh, ch, th, and tch. Look for these letter combinations in some of the pictures below. Say the words. What special sound does each letter combination make? —=— Maths 8+8 ———) cat maths pen = « iii chips ship rock fifth Play a partner game: How do you spell it? Choose a picture from Activity 5. Your partner will ask, ‘How do you spell it?’ Your partner will write down the letters, pet aa Open) say the word and point to the picture. Make a bilingual word poster. — Work with a group. Think of \ a category, for example, a Toys f toys, animals or food. Find photos or draw pictures © Z of things in that category. Write the words in your home language and la muRieca la pelota in English. a doll a ball el patinete a scooter Ve wumw 7/1 a 231 Aday at school » > 1.6 My school We are going to... 1 Before you read This reading has 5 chapters. Each chapter title is written in blue letters. Read the titles then look at the pictures. What do you think each chapter is about? ) My school Chapter 1: This is my school My name is Fernando. I live in Cebu, the Philippines. I go to Oceanside Primary School. Tam in the second grade. My teacher’s name is Ms Cruz. Chapter 2: My classroom Tn my classroom there are tables and chairs. There are windows with curtains. There is a world map and a calendar on _ the wall. My teacher puts our artwork on the board. The room looks cheerful and bright!1.6 Read and respond Chapter 3: Science class | like science class. We study electricity. We do experiments. Our teacher tells us safety rules. We listen and follow the rules. We use batteries and wires to make a light bulb turn on. Chapter 4: Break time Thave 15 minutes for break time. I go outside for break time. Thave a snack. I eat dried mango. When the bell rings I know break time is over. Chapter 5: End of the day It’s almost 2:00. I tidy up my desk. T put my homework in my backpack. I put on my jacket and line up at the door. It’s time to go home!1 A day at school » 2 Compare and contrast. Look at the sentences and the picture in each chapter. a How is your classroom the same as Fernando's? How is it different? b How is your science class and Fernando's science class the same or different? ¢ Howis break time at your school and Fernando's school the same or different? d What do you do at the end of the school day? What do you do that is the same as Fernando? What do you do that is different? 3 Values: What does being responsible mean? ¥ You take good care of your books and papers. ¥ You use science materials carefully and safely. /¥ You tidy up after yourself. ¥ You remember to do your homework. What does Fernando do that shows he is responsible? What do you do that shows you are responsible? 26 >1.6 Read and respond Write a class book. You are going to write a book with your class called ‘This is our school’. Follow these steps to write your book. « What chapters will you have in your book? ¢ Make a list. You can use the chapter titles in Fernando's book. You can think of other chapter titles too. Each group will write a different chapter. « Use the questions in Activity 1 and questions your teacher gives you to help you write. After you write your chapter, read your sentences aloud. Did you remember to write all the words? Draw a picture to go with your sentences. Step 5:Makea — Write the title and authors on the cover. cover for your book. Add a picture. Mudie Does your school have a website? Look at the website to find hotos or facts you can use T am in the second grade. a ir aah Pee My teacher’s name is Ms Cruz. Fernando wrote his book by himself so he uses the words | and my. You are writing your chapter with other children, so you will use the words we and our. We are in the second grade. Our teacher’s name is...1 A day at school » 28 > 1.7 Project challenge Work on the project with a partner or group. Then share with the class. eens = * ‘ . alk What's your favourite school subject? Science Your teacher will give you a chart. cata iN Read the subjects in the column on Maths the left. » Ask your classmates, ‘What's your English favourite school subject?’ wie Ask them to write their names in the Music row next to that subject. es. A Art CACC R milter Write the names of things in your classrooms on cards. (Look in the Picture dictionary on page 169 for some words and ideas.) Stick each word card on or near the object. Teach the words to your class. Say ‘Point to the clock, please!”1.7 Project challenge (ord Tihiele Neel a lela Ask your partner questions. Write down the answers. Then introduce your partner to the class. What's your name? How do you spell your name? How old are you? What colours do you like? Do you have any brothers or sisters? This is my partner. nameis is____ years old. likes the colours and has ____ brothers and sisters. did you help your group do the project? Look what I can do! ¢ can talk about classroom objects and school activities. ¢ | can talk about the time and the days of the week. e |can talk about parts of a book. ¢ can talk about who things belong to. « |can read and write words with short vowel sounds. * |can read and write about schools. (ae Good neighbours __ > 2.1 People in your neighbourhood We are going to. ol. WS. Listen and point. Ben and his family are helping their neighbours. What is Ben doing? What is his cousin doing? 9 What are his sister and grandpa doing?2 3 5 2.1 Think about it Listen, point and say. window police reporter cleaner officer Look at the big picture. Then answer the questions. What is the police officer doing? Who is the nurse helping? Work with a partner. Ask other questions that begin with What? and Who? Count the people in the big picture. How many children? How many grown-ups? How many people all together? Read and say the poem. My neighbourhood Come and meet the people in my neighbourhood. There are neighbours hbours in my neighbourhood. There are grandmas Mums and dads, gir! In my neighbourhood, the streets around my home.2 Good neighbours >» > 2.2 Jobs re eh om @) 1. Read and listen. Use stickers to label the firefighters’ clothes in the picture. Firefighters have important jobs. They put out fires. They rescue people who are inside burning buildings. Firefighters wear special clothes that keep them safe. They wear heavy boots on their feet. They wear heavy jackets made from materials that do not burn. Firefighters wear helmets. If something falls on a firefighter’s head, the helmet keeps the firefighter safe. A firefighter wears a mask on their face and an air pack on their back. The mask lets the firefighter breathe fresh air. . Firefighters wear heavy gloves on their hands. They can touch hot things with their gloves.2 Listen to an interview. Josef is a year 2 student. He is interviewing a firefighter. The firefighter's name is Miss Dilov. Listen to the interview to learn about Miss Dilov's job. Look at the picture here and on page 32. Point to some of the things Miss Dilov talks about. Complete the report. Josef writes a report about Miss Dilov and her job. Fill in the missing words. Miss Dilov is a firefighter. She at the fire station. When there's a fire, she on the fire engine. She uses to fight the fire. She also visits and to children about fire safety. 4 Interview your teacher. A teacher has an important job. Imagine you are a reporter. Interview your teacher. Use these questions. * What is your job? e Where do you work? Writing tip e What do you teach? 5 Write a report. If your teacher is a man, . . use the word he. Write a report about your teacher's job. Look at Josef’s report for ideas. !f your teacher is a woman, use the word she. 33 >2 Good neighbours » > 2.3 Where do you live? ©) 1. Read the letter and talk about the questions. This is a letter from Silvia. Dear unknown friend, My name is Silvia Lopez. I am eight years old. live in an apartment building. My family lives on the second floor. Look at the picture I drew of my building. Can you see me? Tlive in Mexico, in a city called Merida, On the map, Merida is in square D-1. Can you see it? My grandparents live in the largest city in Mexico. It is the capital of Mexico. It is in square C-1 of the map. Can you find the name of / 3 the city? What is the capital of your country? Do you live in the capital? 2 T like to travel and meet new friends. Maybe someday you and I will meet! Your friend, Silvia wy2.3 Geography 2 Learn about continents. PeMa rit) Silvia lives in Mexico. Mexico is in North America. North America is a continent. How many continents are there? Which one do you live in? 3 In the lift: Going up! Silvia's grandparents live in a tall apartment building. Silvia likes pressing the buttons in the lift. Which button does she press to get to each floor? third floor 3 twelfth floor tenth floor second floor fourteenth floor first floor2. Good neighbours y > 2.4 Saying where things are We are going to. 1 Explore the shopping centre. Look at the map of the shopping centre. Put your finger on the red star. Go straight ahead. Which shops are on your left? At the end, turn right. Now which shop is on your left? Find the mystery shop. Read the clues. Find the shops. 1 It’s between the bookshop ) | 2 It’s next to the | ( 3 It’s opposite and the sweet shop. { shoe shop. the gift shop. Write a new clue. Read it aloud. Can your friends find it? Language detective ” rn, next to ; between 4 net Ask for directions. Listen and follow the directions. Practise the conversation with a partner. opposite Excuse me, where is the gift shop?4 4 Look behind the door. 2.4 Use of English Look at the pictures. Then listen and follow the instructions. behind in front of under Find the treasure. Two children are on a treasure hunt. Listen to each clue. Where do the children look? Where is the treasure? Make up a clue. Say a clue for your partner. Your partner must point to the map. Look behind the ... Classroom treasure hunt Work in a group. Write four clues for your classroom. Then hide clues 2, 3 and 4. Put a treasure where clue 4 says the treasure is. Give clue 1 to another group! Here are some examples. Clue 4 leads to the treasure! Where did these children put the treasure? 72 Good neighbours > ©) 1. Jobs that end in -er and -or 38 b lamawriter.|_——_ books. ¢ lamasailor.|__ boats. d lamapainter.| | pictures, e |am a clothes designer. | clothes. f lamabaker.|_ bread. 3) Who am |? > 2.5 Vowels followed by r Listen and repeat the sentences. Listen to the sound that -er and -or makes. a_ I'ma singer. | sing. sing + er = singer b I'ma teacher. | teach. teach + er = teacher c I'man actor. | act. act + or = actor Would you like to be a singer, a teacher, or an actor? 2 Finish the sentences below by saying what the person does. alam a window cleaner.|_clean _ windows. Act out a worker at work. Your friends i ? ask questions to guess your job. Are BoURoys Wiens No, I'm not. Try again. >4 2.5 Words and sounds Read the sentences. Look and listen for the sounds of vowels followed by r. Find the matching picture. a lamasailor. | got a sailboat for my birthday. b lama birdwatcher. | like to watch birds. c I'mawriter. This is a story about a tiger. d ltamanurse. Does your elbow hurt? Language tip The spellings -er, -ir, -or and -ur can all stand for the same sound! Write the words in Activity 4 that have the spelling -er, -ir, -or or -ur. Sticker activity Read the words. Look for the spellings er, or, and ur. Put the matching stickers on the Jobs page (page 172) of the Picture dictionary. Listen and sing. When you grow up, what do you want to be? Point to the picture of each job mentioned in the song. \. ie o Lots of jobs Look around at all the jobs. There’s lots of work to do. What do you want to be? The choice is up to you. 39 >2 Good neighbours > > 2.6 A lot of kids We are going to... 1 Before you read The title of this poem is A lot of kids. Look quickly over the lines of the poem. How many times can you find the phrase a lot of? How many times can you find the words kids and kid? ©) Alot of kids There are a lot of kids Living in my apartment building And a lot of apartment buildings on my street And a lot of streets in this city And cities in this country And a lot of countries in the world.