Cambridge
UNIVERSITY PRESS

Caroline Linse and Elly Schottman

CAMBRIDGE

Global English
Learner's Book

eass

with
Audio CDs

CAMBRIDGE

Global English
Learner's Book
Cambridge Global English is an exciting, eight-stage, language-rich

English course, taking learners from the beginning of primary through
the first two years of junior secondary. It was developed to provide comprehensive
support for learners of English as a Second Language worldwide. The course takes
an active, creative, 'learning to learn' approach that teaches learners to communicate
clearly and fluently in English.

Learners explore a fascinating range of cross-curricular topics, develop critical thinking skills
and build their English language literacy through a wide variety of curriculum-based activities.
The course follows the Cambridge Primary and Secondary 1 English as a Second Language (ESL)
Curriculum Frameworks: part of a world-class teaching programme developed by Cambridge English
Language Assessment and Cambridge International Examinations.
The Learner's Book (for learners aged 5 to 6) contains:
Nine richly-illustrated units, each with six lessons,
cover phonics, vocabulary, use of English, reading
and writing, listening and speaking, critical thinking
and values.
• All units end with an engaging project and
light-touch self-assessment opportunity.
• Two accompanying Audio CDs contain the listening
material for Stage 1 Learner's and Activity Books,
including songs, story texts and poems for use in
class and at home.

• Authentic listening and reading texts include factual
and fictional extracts, dialogue and poetry from
around the world.
• Words to remember, Writing tip and Language
detective features focus on vocabulary development

and language awareness.
• A colourful Picture dictionary helps learners to build
and practise their vocabulary.
• Written by experienced authors who are experts in
young learner teaching methodology.

Series Editor: Kathryn Harper

Other components of Cambridge Global English 1:
Activity Book 1
Teacher's Resource 1

ISBN: 978-1-107-65513-3
ISBN: 978-1-107-64226-3

For our full range of Cambridge Primary titles, including
Mathematics, English (L1) and Science, visit
education.cambridge.org/cambridgeprimary

CAMBRIDGE

Global English
Learner's Book

Caroline Linse and Elly Schottman

Cambridge
UNIVERSITY PRESS

Welcome to Cambridge Global English Stage 1
Cambridge Global English is an eight-stage course
for learners of English as a Second Language
(ESL). The eight stages range from the beginning
of primary (Stages 1-6) to the end of the first two
years of junior secondary (Stages 7-8). It is ideal
for all international ESL learners, and
particularly for those following the Cambridge
Primary/Secondary English as a Second
Language Curriculum Framework, as it has
been written to adhere to this framework. It also
presents realistic listening and reading texts,
writing tasks, and end-of-unit projects similar to
those students might encounter in the context of
a first-language school. These elements provide
teachers with the opportunity to tailor the level
of challenge to meet the needs of their particular
students. The course is organised into nine
thematic units of study which include a range
of activities, text types and objectives.
Cambridge Global English materials are aligned
with the Common European Framework of
Reference. The materials reflect the following
principles:
• An international focus. Specifically developed
for young learners throughout the world,
the topics and situations in Cambridge Global
English have been selected to reflect this
diversity and encourage learning about each
other's lives through the medium of English.
• An enquiry-based, language-rich approach
to learning. Cambridge Global English engages
children as active, creative learners. At the
same time as participating in a range of
curriculum-based activities, they can acquire
content knowledge, develop critical thinking
skills and practise English language and
literacy.

• English for educational success. To meet the
challenges of the future, learners will need
to develop facility with both conversational
and more formal English. From the earliest
stage, Cambridge Global English addresses both
these competencies. Emphasis is placed on
developing the listening, speaking, reading
and writing skills learners will need to be
successful in using English-language
classroom materials.
In addition to this Learner's Book, Cambridge
Global English Activity Book 1 provides
supplementary support and practice.
Comprehensive support for teachers is available
in Cambridge Global English Teacher's Resource 1.
The following icons are used in this Learner's
Book:

1 pre-recorded listening activity
J* pre-recorded song and class singing activity

Q| pairwork or small group speaking activity
(not mediated by teacher)

Jsfe write in notebook activity
EQ? linking activity in Activity Book

H cross-curricular maths activity
H cross-curricular science activity.

We hope that learners and teachers enjoy using
Cambridge Global English Stage 1 as much as we
have enjoyed writing it.
Caroline Linse and Elly Schottman

Unit

Words and expressions

6-9

Starter

Numbers, colours and alphabet objects

10-23

1 Welcome to
school

School objects, people, activities,
vehicles
Greetings
Transport

| Use of English

Singular and plural nouns
Present simple with /, we, you
Possessive adjectives

| Reading/Writing

Poems/songs
Read for information

Guided writing

Colours

by
Adjective order

2 Family time

Families, routines
Feeling words
Likes and dislikes
Favourite foods, recipes and activities
Numbers 1-10

Present simple
Negatives
Questions and short answers
How many are there?
There is/are

Non-fiction
Poems/songs
Read for information
Guided writing: Cards, labels

38-51

3 Fun and games

Activities/games
Body
House and objects
Animals
Left/right
Point to/put

Imperatives/present tense
can for ability
on, under, next to

A play
Guided writing: Game
Read instructions
Read and act out story/play

52-65

4 Making things

Clothes
Colours and shapes
Celebrations
Characters

Present continuous (statements,
questions, word order)
Subject pronouns

Traditional story and song
Information texts

Present continuous - questions
and short answers
Subject pronouns
can

Guided writing
Labelling

24-37

Describe clothes

66-79

5 On the farm

Farms and animals, seeds, vegetables,
plants
Describe animals and their actions
Polite language

Picture captions

Write about clothes
Poem
Write a song verse

Picture captions
Class story writing

above/under

80-93

94-107

6 My five senses

7 Let's go!

Comparatives with -er
can
Ask and answer questions
beginning: Which? Can you?

Transportation
Movement
Descriptions: Colours and size

Imperatives
What's this?
Prepositions

Factual text
Read and follow instructions
Write about activities/experiments
Make a chart
Write about favourite vehicles

Present simple consolidation
yes/no questions
Don't forget to...

Play from Vietnam
Poetry, story, song
Write a poem based on model
Write about animals
Write captions, speech bubbles,
create lists, organise writing
Make a class book

Determiners: this/that
Pronouns: these/those
Plurals

Poem about cities
Guided writing about cities

What's? Do you?

Adjective order

108-121

8 Wonderful water

Weather
Water and nature
Days of the week
Ask about and describe weather

122-135

9 City places

City places and sounds
Traffic and roads
Household objects
Ordinal numbers
Identify opposites
Describe and compare objects
Express opinions

136-143

Picture dictionary

Story from India
Factual texts
Write full sentence captions,
shared writing, short vowel words

Senses
Music
Talk about favourites
Compare
Ordinal numbers
Describe and discuss tastes,
likes and dislikes
Make predictions

Review of vocabulary and themes

Write: Complete sentence frames,
new version of poem, draw and
label places

Listening/Speaking_______________ | School subjects_________| Phonics / Word study

| Critical thinking / Values

Jsten to letters, numbers and colours

Maths: Number review

Alphabet review

Listen for information
Listen to letters
nterviews
Discuss, act out poems and songs

Geography

Letter names
Spelling
Capital letters
Labels

Understanding and conducting
interviews
Organising and making charts

Listen for information
Ask and answer
Talk about families
Discuss, act out poems and songs

Maths: 1-10, simple problem
solving
Geography
Social studies

th
Short a
Rhyming words

Families in different parts of the world
Asking survey questions, creating and
discussing graphs
Classification
How families work and play together

Listen to / give instructions
Make a new song verse
Discuss and act out poems, songs,
stories

Physical education

Short u
Rhyming words
Question marks
Read and act out
decodable story

What games can we play?
Creative problem solving
Compare and contrast
Taking turns, speaking politely,
being a good sport

Listen for information
Ask and talk about pictures
Discuss and act out poems, songs,
stories

Arts and crafts
Shapes and colours

Short e
I'm (contractions)
Rhyming words

What can we make with colours
and shapes?
Recognising and reproducing
word patterns
Planning and making a quilt
Helping others
Cleaning up after ourselves

Interviews
Guided speaking
Discuss and act out stories, poems,
songs
Sing new verses
Ask and answer information questions

Science: Life cycles
Growing vegetables

Short /, ch, sh
Tongue twisters
Identify rhyming words
I'm/we're (contractions)

What can you find on a farm?
Document growth of seeds
Interpreting diagrams
Story maps

Talk about ability
Talk about senses
Act out a story

Music
Science: Senses
Arts and crafts: Making
instruments

Make puppets

Making friends, working, playing
and learning together

Taking care of plants and animals
is important
Short o
-er forms
Compare minimal pairs
Rhyming sounds

How do we use our five senses?
Making lists
Comparing things
Understanding high and low sounds
Inclusion/awareness of disability
Respecting differences

Listen for information
Talk about transportation
and movement
_isten to stories, poems
Song

Arts and crafts: Making a
helicopter
Science: Hands-on
exploration, shapes

Long e sound
Listen for sounds

Listening comprehension
Guided speaking
Dialogues
Emphatic expression
Discuss and act out stories, poems,
songs

Science and the environment
Weather patterns
Experiment: Things that float

Long a spellings ai and ay
Punctuation and capitals

Why is water important?

Jstening comprehension: routes
Talk about where you live
Act out conversation
Play games
Perform poems
Ask for and give things

Social studies: Living in cities

-y endings
Awareness of syllables
Rhyming words

What can you see, hear and do in a city?
Interpreting maps
Interpreting poems
We can appreciate where we live
We can respect different opinions

How do we travel around?
Classifying and identifying difference
between vehicles and movement
Keeping safe while using
transportation

Providing examples to support ideas
Predicting outcomes
Understanding nature and survival
Understanding the importance of water

Welcome to school
Think about it What do we do at school?
3 1 Read and listen
Find each thing in
the picture.

Welcome
Class 1

Hello, school!

Tables and chairs

A list of rules

Books and crayons
Hello, school!
2 What's in the classroom?

Classroom ru(es:
Look and listen.
Pvt ^our hand up.
Ge a good friend. I

Find some more things.

a blue pencil
a green ruler
a red lunchbox
4 3

Making friends
Listen to the children talking.

How old are they?

Practise with your partner.

Unit 1 Lesson 1 Vocabulary: school Use of English: singular and plural nouns Listen: school: treasure hunt Read/Listen: Hello, school! Talk: Introductions Write: a poem

4 Topic vocabulary
Listen, point and say.

a table

an ABC chart

65

a whiteboard

chairs

® Classroom treasure hunt
Listen to Matteo. He is doing a classroom treasure hunt.
Which thing does he forget to say?

Now do a treasure hunt in your classroom!

6

School poem
Write a school poem with your class.

computers

Find out more

Children around the world

1 Before you read
Look at these photos.

What do the children do at school?

Now listen and read.

Writing tip
3 Zak jrom. New Zealand

A name begins with a
capital letter. Amira, Marat, Zak

My name is Zak. I am 6.
I do Maths at school.

do Maths

read

write

use computers

r7
sing

My name is
I am_
I
at school.

Unit 1 Lesson 2 Use of English: present simple: I, we, you Listen/Read: for information Write: making a chart

draw

8

3 How do children go to school?
Read and listen.

I go by bicycle.

We go by bus.

I go by car.

We go by boat.

We walk.

4 Lp O A class chart
How do you go to school? Make a chart with your class.

How Jo yOU go £o school?
Ar-Oh 1 Tanya |
____ ___

I go by bus.

Lar

I go by Car.

KjJJip | Marbaj

I go by biCycle. Lucas 1

I wal k,

PatAoj

Vina |

Paco |

3 Letters and sounds

The alphabet

1 Alphabet poem
Listen and point to the letters.

A B C D E F G
We're in school, you and me.

H

I J

K L M N

I have a pencil. You have a pen.

O P Q R S T
Look around. What do you see?

U V W X Y Z
2 Word wall

Put your hands on your head!

Make a word wall with your class.

What's the first letter of your name? Put your name under that letter.

Unit 1 Lesson 3 Listen: the alphabet Phonics: spelling Song: Bingo: making a new song

10 3 B

A spelling song

Make 5 letter cards.

Point to the letters as you sing.

Bingo
There was a Jarmer had a dog
Arid Bingo was its name-o.
B-I-N-G-O!

B-I-N-G-O! B-I-N-

And Bingo was its name-o!
4 B P Make a new song
Sing some new verses! Make letter cards. Point to the letters as you sing.

4 Use of English

Favourite colours

11 1 Colours
Listen and point to the colours.

Can you think of something

a red
apple

for each colour?

red

orange

blue

black

green

purple

blue pencil

pink

brown

12 2 An interview
Listen to Fatima.

Name: Ben

She is interviewing Ben.

What questions does

she ask?

Favourite colour: black

Fatima interviews

another friend.
What is her name?
What is her favourite

colour?

3 B: Gp Make a name card
Draw a picture of yourself. Write your name and your favourite colour.

16

Unit 1 Lesson 4 Vocabulary: colours Use of English: possessive adjectives Listen/Talk: interviewing

name

Ask your partner some questions.

Can yon s
name, p

Write about your partner.Then introduce your partner to the class.

This is my Jr lend.

Ì

Language detective

His name is_

When do we say his

His Javourite coloar is

and her?

This is my jriend.

This is a girl.
Her name begins with R.
Her Javourite colour
is red.

Her name is_
Her Javourite colour is
5

Mystery child
Choose a name card.
Tell your partner about the child.

Can they guess who it is?

Name: Anna

Name: Rosa

Favourite colour: gellow

Favourite colour: red

Name: Tomas
Favourite colour: green

Í

Name: Lan
Favourite colour: orange

5 Read and respond
13 1 Before you read
This poem tells a story about a girl. The girl is going to school.
Look at the pictures. What do you think happens?

Now listen and read.

I go to school
by Richard Brown and Kate Rattle

I go to school in the morning and I look like this.

I see a little rabbit and it hops like this.

I see a little duck and it swims like this.

I

I go to school in. the morning and I look like this!
Unit 1 Lesson 5 Read: I go to school Talk: seeing things; what animals do

2 Yes or no
Does the girl see these things on her way to school? Say yes or no.

4

What do the animals do?
Match the pictures.
Say the sentences.

1 A squirrel

swims.

2 A rabbit

climbs.

3 A duck

hops.

Choose a project

What do we do at school?

Write a poem
Read this poem.

Then write a poem with your friends.
What do you do at school?

School

We read at school
We write at school
We draw at school
School Is cool!

Unit 1 Lesson 6 Choose o project: making word cards; writing a poem; making a colour book

LOOk what I can do!
• I can say the names of things

in my classroom.

cart

can. write my name.
can. read and write the letters
of the alphabet. Aa Bb Cc Dd Ee

• I cart introduce a friend.

Family time
What do families do together?
14 1 Read and listen
Is your family big or small?

Families

Some families are big,
Some families are small

2 Sam and his family
Sam is talking about his family. What do they do every Saturday evening
Unit 2 Lesson 1 Vocabulary: families and routines Use of English: present simple questions and short answers Read/Listen: Families Talk: asking and answering questions
Write: a card

3 Topic vocabulary
Listen, point and say.

Then listen to Sam talking about his family. Is it true? Say yes or no.

grandpa
-

grandma

Do you

Do you read books

Ask and answer questions about your family.

read books

watch TV

No, I don't.
flu kites
®g

play games
"VWs ca'

is 1ï0<'

wOU.

Make a cord for someone
in your family. Write a message.

2 Find out more

Breakfast time

17 1 Before you read
Look at the pictures. What do the children eat for breakfast?
Now listen and read.

John lives in the United States. Trang lives in Vietnam.
He eats pancakes Jor breakfast. She eats noodles Jor breakfast.
2 Q What do you eat for breakfast?
Ask your partner.

What do you eat
L
Jor breakfast?^/ bread
I eat cereal with milk. )

rice

beans

eggs
yogart

noodles
-

Write about yourself and your partner.

What do yoa eat Jor breakfast?
I eat___ _

cereal with milk

What does yoar partner eat Jor breakfast?
eats___ _
Unit 2 Lesson 2 Vocabulary: breakfast Use of English: present simple forms Listen/Read: for information Write: making a chart

is 4 Talia and Jacob's fruit salad
Read and listen to the recipe.
Point to the correct pictures

as you read.

My sister and I eat
fruit salad for breakfast.
This is our recipe

apple

banana

grapes

mango

stravyjperry

B - Write a recipe

pineapple

Make your own fruit salad recipe. Which fruits do you like?

6

A class chart
Look at the chart. How many children like bananas?

watermelon

orange

pear

Letters and sounds

Short a

19 1 Listen and look
Listen to the short a sound. Say the words.

apple

20 2 Grandma's glasses

cat

Listen to the rhyme. Say it.

Here are Grandma's glasses.
Here is Grandma's hat.
This is how she Jolds her hands

And puts them on her lap.

3 Rhyming words
Say the words.
How are they the same?

How are they different?

map
Here are two other words that rhyme with map.

Spell and say these words.

Unit 2 Lesson 3 Listen: short a sound Phonics: The cat

nap

i 4 Phonics story
Read and listen.

The cat has a hat.

The cat has a map.

The cat is back.

Listen again. How many words do

you hear with the short a sound?

The cat has a nap in Dad's Lap.

Use of English

Let's count!

1 H How many?
How many doors are there?

There is 1 door.
How many windows are there?

There are 4 windows.

How many doors and windows are there in your house?

2 Q Play a counting game
Use a pencil and paper clip. Spin the paper clip.
Ask and answer questions.Take turns.

How many beds
are there?
There are 2 beds.
Unit 2 Lesson 4 Vocabulary: 1 to 10 Use of English: How many... ? There is/are Game: counting game Song: Ten in the bed

3 W El P Sing a counting song
Make number cards.

Count and point from 1 to 10.Then count backwards from 10 to 1.

1

2

3

4

5

6

Listen to the song. Point to the number cards.

Sing the song.

Ten in the bed
Ro ll over
There are 10 in the bed
And the little one says,
'Roll over. Roll over.'
So they all roll over and 1 Jails out.
There are A in the bed

And the little one says,

'Roll over. Roll over.'
So they all roll over and 1 Jails out.

There is 1 in the bed
And the little one says, 'Good night!'

7

8

9

10

al

5 Read and respond

23 1 Before you read
Look at the photos. What do you think this text is about?

Now listen and read.

Families work and have fun
In a family there are grown-ups and children.

The grown-ups work.

Unit 2 Lesson 5 Read: Families work and have fun

The children work.

Families have fun together.

People in a family help each other.

'Thank yon,' says the girl.

This girl helps her little brother.
'Thank you.,' says the boy.

Unit 2 Lesson 5 Read: Families work and have fun Use of English: sentences Talk: asking questions

2 w Family questionnaire
Ask the questions and read the answers with your partner.

Big and small families
How many grown-ups are there in your family?
How many children are there in your family?

Work
bo you lay the table?

3

yes

no

sometimes

bo you tidy your room?

yes

no

sometimes

bo you do homework?

yes

no

sometimes

Fun
bo you play games?

yes

no

sometimes

bo you watch TV?

yes

no

sometimes

bo you talk and laugh?

yes

no

sometimes

Draw and write
How do you help your family? Draw a picture.

Write a sentence about your picture.

Writing tip

Words to remember

A sentence begins with a capital letter.

Find these words in the text:

Most sentences end with a full stop.

this

He helps his JaJ.

his

her.

(o) Choose a project | What do families do together?

Make a chart
Think of a question.

Do you
like eggs?

Do you like ... ?

Yes, I do.

Ask 10 people. Mark the answers on a chart.

Do you like ... ?
Yes, I do.
No, I don't.

13 Learn a poem
Act out the words or draw pictures.

Teach the poem to your class.

Good morning. Mother Hen

Chook, chook, chook, chook, chook.
Good morning, Mother Hen.

How many chicks have you got?
Oh my, I have 10.
II

i

4 of them are yellow.
4 of them are brown.
And 2 of them are speckled red
The nicest in the town.

■

Unit 2 Lesson 6 Choose a project: making a chart; learning a poem; making a counting book

c Make a counting book
Take photos or draw pictures. Write words under each picture.

OQk what I can do!
• I can talk about families.

• I can read and write numbers up to 10.

• I can ask and answer questions about Jood:
Do you like ... ?

• I can read and write words with the short a sound.

cat

Ull UIIU yuill^d
Think about it

J

What games can we play?

25 2 Which picture?
Listen. Point to the right picture.

Unit 3 Lesson 1 Vocabulary: ball Terms Use of English: can Listen: ball games Read/Listen: Bounce the ballVhWe:a ball game

3 Topic vocabulary
Listen, point and say.

Listen to the letters. What word do they spell? Say the word.

4

Can you do it?
Find out which things you and your partner can do.

Go and try! Then tell the class.

• bounce a ball 4 times
• roll a ball to your partner

Can you catch
a big ball?

• catch a small ball
hit a ball with a bat

catch a big ball

Yes, I can.

• throw a ball into a box
5

(¡p Make up a game with a ball
You can use a ball, a box and other things. Write and draw pictures.

Find out more
27

Learning new games

Read and play
Read and listen to the instructions.
Play the game.

Rock, paper, scissors
How to play:
You need 2 people.
1 Face your partner.

paper

2

Say: 1, 2, 3, Go!

3

Make one oj these signs with your hand.

4

Look at your partner's hand and your hand.
Who wins the game?

paper

rock

scissors

rock

Paper can cover a rock, so paper wins.

scissors

A rock can break scissors, so rock wins.

paper

Scissors can cut paper, so scissors win.

Play Rock, paper, scissors with a partner. Who wins?
Play the game 5 times.
Unit 3 Lesson 2 Use of English: comparing and contrasting Game: Rock, paper, scissors; Bird, water, rock Read/Listen: following instructions

2

Read, play and compare
Here is a game from Malaysia. Play this game too.

Bird, water, rock
How to play:
You need 2 people.
1

Face your partner.

Say: 1, 2, 3, Go!
3 Make one of these signs with your hand.
2

4 Look at

your partner's hand and

your hand. Who wins the game?

A bird can drink water, so bird wins.

Water can cover a rock, so

A rock can hit a bird, so
Ploy Bird, water, rock with a partner. Who wins? Play the game 5 times.

3 Ep Similar or different?
How are these two games similar? How are they different?

3 Letters and sounds
29

Short u

Listen and look
Listen to the short u sound. Say the words.

bug

cup

29 2 I can run like a puppy
Listen to the poem. Say it.

I can run like a puppy.
I can jump like a bug.
I can buzz like a bee.
I can sit on the rug.
Rhyming game 'Tic-tac-toe'
Each player makes 9 counters. Write a word from this list on each counter:

bag

track

san

Jlag

hat

cat

sad

cap

Choose a picture. Say the word. Find a counter with a

rhyming word and put it on the picture.Take turns with
your partner.To win, put 3 counters in a row.

clap.

so 4 Phonics story
Read and listen.

Listen again. How many words do you hear with the short u sound?

Run. duck, run!

1

Th.e muddy duck

4

runs again.

5 Qi Puppets
Make puppets for the duck, the truck and the puddle.

Act out the story.

Giving instructions
1 Where is the duck?

1 The duck is

on the table.

2

The duck Is under the table.

3

The duck is next to the table.

2 Q Play an instructions game
Play this game with some friends. One player gives an instruction.

The other players follow the instructions.

3 Left and right
Match the pictures and the instructions.

1 Put your right
2 Touch
3

hand on the table.

a [

®

your right ear.

Shake your lejt Joot.

Listen and follow the instructions.

hair
eye-

4 Point to the baby
Listen to the instructions. Point with your finger.

5 A Wind the bobbin up
Follow the instructions. Sing and dance!

Chorus:

Point to the celling.

Wind the bobbin up.

Point to the Jloor.
Point to the window and
Point to the door.

Wind the bobbin up.

Pull, pull. Clap, clap, clap.
Point to ¡jour shoulders.
Point to your nose.

ClaP Mour hands t09ether' 1 > 2, 3.
Put your hands upon your knees.

Point to your ears and
Point to your toes.
Clap your hands together, 1, 2, 3.

Put your hands upon your knees.
Chorus

window

<

6 Q? ® A Make up a new verse of the song
Teach your new verse to a partner or your class.

Read and respond
34 1 Before you read

About the story
This story is from China.

This is a play about animals.The small pictures show

which animal is speaking. Listen and read. Find the pictures
of a rabbit, 2 ducks, 3 frogs, and a lion.

The Ker-PLUNK
A rabbit is having a nap by a pond.
The rabbit hears a strange and scary sound. / '
Kor-PI 11MKI
™

Oh, no! A scary Ker-PLUNK! Flap, Jlap, jTap!

What's wrong? What's wrong?

It's the scary Ker-PLUNK! Hurry!

Oh, no! A scary Ker- PLUNK!
Jump, jump, jump!
Flap, Jlap, Jlap!

Run, run, run!

STOP! What's wrong?

It's the scary Ker-PLUNK!
It's very scary!
Very scary!
What's a Ker-PLUNK?

I don't know.

■■■■■■

Just then, a big nut

Jails jrom a tree into
the pond. Ker-PLUNK!

Goodbye, silly animals. Good luck!

Unit 3 Lesson 5 Read: The Ker-PLUNK Use of English: questions Talk: answering questions and acting out a play

2 Characters in the story
Who are the characters in this story?

Which characters are silly?

Which character is wise?

3 Scary things
Why is Rabbit scared?
What really made the sound, Ker-PLUNK?

Words to remember
Find these words in the story:

a

the

run

help.

4 IB Questions
What questions do the animals ask in the story?

r

Writing tip

Write your favourite question.

A question ends in

5 QI Act it out
Act out the play in groups.
Choose which part you will play.

a question mark.