English
LEVEL 2
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Week 1
SpellWell
achieve
recognise
accompany
recommend
excellent
relevant
GRAMMAR
Pronouns
A pronoun is a word that takes the place of one or more nouns. A pronoun must match the noun it refers to. Singular pronouns are I, you, he, she, it, me, him, and her. The pronoun I must
always be capitalized. Plural pronouns are we, you, they, us, and them. Exercise 1
Instructions: Underline the incorrect pronoun in each sentence. Then write the
correct pronoun on the line provided. 1.
2.
3.
4.
5.
6.
7.
8.
There was no apple cake left because the dog ate them.
_______________________
Mrs. Hibbins says her cats are angels, but he are not. _______________________
Why doesn’t he send her own dog to obedience school? _______________________
Ask the dogs to please be quiet because he am trying to sleep. _______________________
I feel sick, and I don’t know what’s wrong with I. _______________________
My brother and I hope that us can get a dog. _______________________
When Mrs. LaRue throws the ball, the dog will fetch it for
she. _______________________
Ike said that him wanted to come home. _______________________
Exercise 2
Instructions: Write the pronoun that correctly replaces the underlined noun in the first
sentence.
1.
2.
At first, Roy didn’t want to go to the nursing home because Roy thought the
place was boring. Mrs. Allen said Mrs. Allen found out that dogs were allowed in the nursing
home. 1
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3.
Roy knew Grandpa would be happy to see Buddy, so Roy decided to bring
Buddy. 4. The receptionist at the nursing home said to Roy, “I see Roy brought a
friend today.” 5. Mrs. Allen said, “Mrs. Allen got Buddy’s medical records this morning.” 6. Grandpa said, “I’m glad you brought Buddy to Grandpa.” 7. Grandpa asked Martha if Buddy was allowed in the nursing home. 8. Another man saw Buddy and said he had a dog that looked like Buddy. 9. You can treat high blood pressure if you take medicine for the problem. 10. Roy threw the ball to Buddy so Buddy could fetch it. Exercise 3
Instructions: Write the pronoun that correctly completes each sentence.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
I said, “
think I must take my cat to the vet.” I took the leash because I would need
to hold the dog. I am brushing my dog Trixie’s coat because
will be in a
show tomorrow. My dog Edward needs medicine. I give it to
every morning. Janice’s brother gave
a picture of their dog Buddy. Fido buried his bone in the yard, but now he can’t find
.
My sister and
threw the stick, and our dog brought it back to
us.
Fran’s mother told us that
had a cat when she was little.
My cousins called and
told me their cat just had kittens.
My little brother wanted to feed the dog, so
showed him how
to do it.
Exercise 4
Instruction: Write the pronoun that can replace the underlined word or words in each
sentence.
1.
2.
3.
4.
5.
6.
The dog led the police to the suspect. My sister told my brother to walk the dog. Sally and her friend tried to give the cat a bath. Fido had the ball in his mouth, but he wouldn’t give the ball to me. Edgar and I took his dog around the lake. He and I were both tired afterward. If the cats don’t stop scratching the couch, we’ll have to keep the cats
outside. 7. We saw our neighbours across the street. 8. I told my sister not to pet the cat. 1
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READING
Skill: Author’s purpose
In these stories, you will identify the author’s reason for writing about a subject. Good
readers make connections with a text so they can better understand it. Using
information from other things you have seen, read, or done can also help you better
understand the subjects you read about.
Story 1
Cookie Wars
No one really knows exactly how, when, or where fortune cookies were invented.
One
thing is for sure, though. Fortune cookies are not from China. They were created in
America. However, they may have been inspired by Chinese or Japanese treats.
Some people think that fortune cookies come from mooncakes, small Chinese cakes
with messages inside. Others believe that fortune cookies are similar to a traditional
Japanese rice cracker that once had a fortune inside it.
Fortune cookies are so popular that two American cities, San Francisco and Los
Angeles, fought over the right to be the “home” of the fortune cookie. In 1983, a fake
trial was held to determine where the fortune cookie came from. One side argued for
David Jung, founder of the Hong Kong Noodle Company in Los Angeles. He claimed
to have invented the fortune cookie in 1918.
The other side argued the cookie was invented by Makoto Hagiwara, a man who ran
the Japanese Tea Garden in San Francisco in the 1890s. The court sided with
Hagiwara. This was no surprise, because the trial was held in San Francisco. People
in Los Angeles later held their own trial and decided that their city was the home of
the fortune cookie.
No matter where fortune cookies are from, it is hard to imagine nishing a meal of
Chinese food without cracking open this sweet, crunchy treat and reading its
message.
Instructions: Read and each question and answer.
1.
2.
3.
4.
Why does the author explain what mooncakes are?
What do you think is the purpose of the first paragraph?
What were San Francisco and Los Angeles arguing about in the story?
Why does the author describe the fake trial?
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Story 2
The Mongolian Death Worm
The sun beat down on the travelers as their camels trudged across the Gobi (GObee) Desert’s blazing hot sand. The people were tired and almost out of water. They
just wanted to get to their campsite. But they would never make it.
So began many of the stories that Richard Freeman and his team had heard about
the Mongolian Death Worm. In 2005, Freeman searched for this mysterious creature.
It seemed like everyone he spoke to had a story about it. The Mongolian Death
Worm was said to be a two- to ve-foot-long, red worm-like creature that lived
underground. It could spit venom and shoot electricity. Some people claimed that
they had seen the worm themselves. More often, however, they knew someone else
who had seen it. All of the stories, though, gave the same description of the worm.
Freeman and his group spent a month in the Gobi Desert. The team set traps for the
worm. They searched places where it had been seen. They offered a reward to
anyone who could show them the worm. They even ew over vast regions of the
desert. However, they found no proof of the Mongolian Death Worm.
In the end, Freeman and his team concluded that the tall tales of the Mongolian
Death Worm are most likely about a type of legless reptile. But again, there is no
proof. For now, the Mongolian Death Worm remains a legend.
Instructions: Read each question and answer.
1. What do you think the last sentence of the first paragraph (“But they would
never make it.) is trying to do?
2. What do you think is the purpose of the third paragraph?
3. How did Freeman and his team try to find the Mongolian Death Worm.
4. Why do you think the author wrote this short story?
WRITING
Instructions: Read the writing prompt below and write a paragraph to answer it.
Describe a legendary creature that you have heard tales about.
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Week 2
SpellWell
ancient
apparent
familiar
forty
rhyme
appreciate
GRAMMAR
Adjectives
Adjectives are words that describe nouns or pronouns. For example, adjectives
may tell what a noun or pronoun looks, sounds, smells, tastes, or feels like. Adjectives may be placed before a noun or pronoun. Adjectives may come after the
words a, an, and the. Adjectives may follow a linking verb. Use commas to separate three or more adjectives in a series. Proper adjectives are formed from proper nouns. A proper adjective begins with a
capital letter.
Common adjectives are not formed from proper nouns.
Do not capitalize common adjectives.
Exercise 1
Instructions: Read the sentences below. Write each adjective on the line provided.
Some sentences may have more than one adjective. 1.
Florida has big mosquitoes.
__________________________________________
2.
Miss Franny wanted a little house with lots of books.
__________________________________________
3.
That short, smart woman is the librarian.
__________________________________________
4.
She feared that she would seem like a silly woman.
__________________________________________
5.
This book is long and difficult.
__________________________________________
6.
The large bear had a strong smell.
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__________________________________________
7.
The bear looked dangerous.
__________________________________________
8.
Winn-Dixie had clean, sharp teeth.
__________________________________________
9.
Miss Franny’s father was rich.
__________________________________________
10. When she saw the dog, she let out a loud, high scream.
__________________________________________
11. The dog was friendly and clean.
__________________________________________
12. The bookshelves are high.
__________________________________________
13. Her father had a loud, scratchy voice.
__________________________________________
14. The road was not steep at all.
__________________________________________
Exercise 2
Instructions: On the line, rewrite each proper adjective correctly.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Today I sat and read in the east ham library.
I read a book about bears who live in the california woods.
I also learned that mosquitoes live in summer.
I read about a chinese custom of having brides wear red at weddings.
The room had a shelf of books about asian countries.
This library has more books than both pleasantville libraries put together.
I won’t miss the chill of swedish winters.
I lived near the canadian border, where it got very cold.
That reminds me, I want to any a book on eskimo life.
I already read a book on native american tribes.
Exercise 3
Instructions: Circle the adjectives in each sentence.
1. The library is just a little, old, house with lots of books.
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2.
3.
4.
5.
6.
7.
8.
My dog is friendly, and, calm.
The bear came out of the wild, Florida forest.
The book was long interesting and hard.
That snobby, young girl just came into the library.
The bear put his big, and black nose in the air.
I grew up in a small, town.
I enjoyed the bright colorful exciting pictures in this book. Exercise 4
Instructions: Complete the sentence by filling in an adjective in each line.
1.
2.
3.
4.
5.
6.
7.
8.
The __________________ chef wakes up early every day.
She shops at the ____________________ market.
She opens the _____________________ restaurant.
She bakes ______________________ loaves of bread.
She slices pieces of __________________ fruit.
The chef creates _____________________ menus.
She tastes some __________________ samples of baked goods.
She sprinkles on the spices.
READING
Skill: Visual Information
Students identify the author’s reason for writing about a subject.
Story 1
Bryan’s Rides
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Instructions: Read each question and answer.
1.
2.
3.
4.
What is the name of the river that flows through the Grand Canyon?
What do you think is the main purpose of the map?
Which is probably not a place you could reach easily from Bryan’s Rides?
a. the South Rim
b. Highway 64
c. Lake Mead
d. the Colorado River
The shaded part of the map represents __________________.
a. the area of the Grand Canyon National Park
b. where water is located
c. where mountains are located
d. areas that are flooded by the Colorado River
Story 2
A Word “Smash” (Smack + Mash)
You know what the word squiggle means, but did you know that it came from two
other words, squirm and wiggle? It’s a portmanteau (port-MAN-toe), or a word that
comes from two other words. Below are some other fun portmanteaus.
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Instructions: Read each question and answer.
1.
2.
3.
4.
In the chart, what do the underlined letters tell you?
Which of these words might appear in the middle column of the chart?
a. flurry, a combination of flutter and hurry b. tween, a combination of between and teen c. zonkey, a combination of zebra and donkey d. freeware, a combination of free and software What do the sentences in the chart tell you.
Why are some of the works in the paragraph in italics?
WRITING
Instructions: Re-read A Word “Smash” and answer the question below.
In which column would you place the word spork, which comes from spoon and fork?
1
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Week 3
SpellWell
sacrifice
guarantee
attached
shoulder
available
average
GRAMMAR
Adjectives that compare
Add -er to most adjectives to compare two people, places, or things.
Add -est to most adjectives to compare more than two.
Examples:
He is taller than her.
That is the biggest lake in the country.
Exercise 1
Instructions: Read each sentence. Underline the adjective in brackets that correctly
completes the sentence.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
Have you ever imagined exploring the (deeper, deepest) waters of
the ocean? The sun looks (brighter, brightest) on the water than it does on land. The Pacific Ocean looks (clearer, clearest) than the Atlantic Ocean. The blue whale is the (larger, largest) mammal of all. The deep water is (colder, coldest) than the shallow water by the shore. This mussel shell is the (prettier, prettiest) shell I found today. I think scuba divers are the (braver, bravest) of all explorers. It is so much (quieter, quietest) under water than it is on the surface. The colours of this share the (stranger, strangest) I have ever seen.
Andrea is a (faster, fastest) swimmer than Eric. Which of the waves do you think is (higher, highest)? My towel is (sandier, sandiest) than yours. This sh is (smaller, smallest) than the other one. My shell collection is (better, best) than Ralph’s. This rock is the (heavier, heaviest) of them. Andrea can stay a oat (longer, longest) than Cyril can. Exercise 2
Instructions: Rewrite the sentences below, correcting the form or spelling of the
underlined adjective. 1.
2.
After the sun went down, the air felt coldr than before.
I think fish feel safeer in the ocean than they do in tanks.
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3.
4.
5.
6.
7.
8.
Dad caught the bigest fish of all.
I wonder which ocean is the saltyest.
The dolphin is one of the smartiest animals.
The water is calmmer than it was yesterday.
My clothes are wettest than they were this morning.
That shark has the paleest skin I’ve ever seen. Exercise 3
Instructions: Correct the underlined adjective.
1.
2.
3.
4.
5.
6.
7.
That beach is big than the one next to my house.
The dead sea is the low place in the world.
A octopus is large than a squid.
I’ve heard that ocean life is small than life on land.
We are going scuba diving soon than her family.
Jacques cousteau was the great French undersea explorer.
Cousteau was born in France which is close to the UK than Russia. Exercise 4
Instructions: Reach each sentence and use the correct form of the adjective in
brackets.
1.
2.
3.
4.
5.
6.
This lionfish has the (long)
spines I have ever seen! Next to the green algae, the coral looked even (red) than before. You will be (safe) if you wear a life preserver.
September is one of the (wet) months.
This fish tastes (fresh) than the other one.
You look (pale) than I do.
READING
Skill: Compare and contrast
You will practice comparing and contrasting by looking at the similarities and
differences between two or more people or things. You will also practice making
inferences by using clues in the passage to understand what is being implied or
inferred.
1
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Story 1
Destruction and Recovery
The eruption of Mount St. Helens, a volcano in southwestern Washington, was the
most destructive eruption in North America ever recorded. It happened on May 18,
1980. Inside the volcano, hot melted rock, or magma, had been rising toward the
surface for weeks. This rock was under intense pressure. On the day of the eruption,
an earthquake caused the north side of the mountain peak to collapse and slide into
the valley. Without the weight of the mountaintop, the pressure inside the volcano
was released. As a result, a huge explosion sent steam, dust, rock, and ash soaring
into the sky.
In a matter of minutes, the landslide and explosion completely destroyed an area
12
miles long by 18 miles wide. Thousands of towering old trees were flattened and
buried in hot dust, ash, and rock. Fifty-seven people were killed. No large animals
close to the eruption survived. The only creatures that lived through the blast were
those hidden in underground burrows. And hundreds of homes and miles of highway
were destroyed.
Today, life is almost back to normal on Mount St. Helens. Even the areas that were
most badly scorched and buried are now blanketed with wild owers. Deer and elk are
thriving. And millions of trees that people planted after the 1980 eruption are already
growing tall. Scientists predict that 200 years from now, if the volcano has not
erupted again by then, the area should have completely returned to the way it was.
Instructions: Read each question and answer.
1.
2.
3.
4.
Why do you think only the animals who lived underground survived the
eruption?
How do you think scientists know it will take 200 years for Mount St. Helens to
recover?
What do you think the explosion was probably most similar to?
a. a shaken bottle of soda exploding
b. a rocket being launched into space
c. a window shattering
d. popcorn popping
Why do you think deer are thriving on Mount St. Helens today?
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Story 2
“Seeing” with Sound
Ben Underwood was just a baby when he got a rare form of eye cancer. Because of
the cancer, doctors had to remove his eyes by the time he was three years old. But
Ben never let blindness stop him. He taught himself how to “see” with his ears, just
as bats, whales, and other animals do. This type of “seeing” is called echolocation.
Ben found his way around by making clicks with his tongue. The clicks traveled to
objects and bounced off them. By listening to their echoes, Ben could tell all sorts of
things about his surroundings. He could tell how far away something was, what
shape it was, and what it was made of. Using his amazing skills, he was able to play
kickball and basketball with friends, ride a skateboard, and even play some video
games. Ben became a star all around the world. He helped doctors better
understand how blind people can learn how to echolocate.
Sadly, Ben’s cancer came back. He died in 2009, just a week before his 17th
birthday. But because of his talent, more people now understand that a physical
condition doesn’t need to hold you back. In his short life, Ben became an inspiration
to many people—those with and without sight.
Instructions: Read each question and answer.
1.
2.
3.
4.
What is echolocation and which animals use it?
Ben’s life showed that
a. blindness can ruin a person’s life
b. blind people can hear as well as bats and whales can
c. being blind is just like having sight
d. blind people can use their other senses to do things that people with
sight can do
Hoe does Ben find his way around?
What activity would echolocation not help with?
a.
b.
c.
d.
taking out the garbage
reading
pouring a bowl of cereal
taking a walk
WRITING
Instructions: Re-read “Seeing” with Sound and answer the question below.
Make inferences about Ben’s personality and describe what you think he is like.
1
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Week 4
SpellWell
awkward
identity
sincere
soldier
bargain
bruise
GRAMMAR
Adjectives vs adverbs
Adjectives and adverbs should not be confused.
An adjective describes nouns. It gives information about a person, place, or thing.
An adverb tells more about the verb, such as how, when, and where an action takes
place.
Good is an adjective and is used to describe nouns.
Well is an adverb that tells how about a verb.
Do not confuse the adjective good with the adverb well.
Use well as an adjective when you refer to someone’s health.
Exercise 1
Instructions: Read each sentence and look at the underlined word. Then tell if the
word is an adjective or an adverb.
1. In 1848, many people quickly moved to California in search of gold. 2. The forty-niners hoped to become rich men. 3. I like to read interesting stories about the California Gold Rush. 4. Show your father the treasure map that you found yesterday. 5. The miner dug deeply into the hole to see if there was gold inside. 6. I do not think that what you found in the river is real gold. 7. On our field trip to the gold mine, our guide led us through a dark tunnel. 8. Matt and Eric were standing by a muddy road. 9. Raven always wanted to travel back in time to see how her neighborhood
used to look. 10. They eagerly waited to join the wagon train to California. Exercise 2
Instructions: Underline the adverb in each sentence. Then write on the if the adverb
tells how, when, or where the action takes place.
1.
My mother and I went to the library together for information about our
ancestors. ____________________________
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2.
Many Native Americans lived freely on this
land. ____________________________
3. Tomorrow we will visit our local museum of natural
history. ____________________________
4. Were they traveling far in search of gold? ____________________________
5. Did James Marshall first find gold at Sutter’s
Mill? ____________________________
6. John Sutter, Jr. built a new city nearby along the Sacramento
River. ____________________________
7. We patiently sifted the sand for gold. ____________________________
8. Our uncle examined the rock carefully. ____________________________
9. He carelessly threw the stone back in the
water. ____________________________
10. That greedy miner looked at them
suspiciously. ____________________________
11. We quickly ran down the path. ____________________________
12. We then found the gold. ____________________________
Exercise 3
Instructions: Complete each sentence by writing the word good or well on the line.
1.
2.
Today our team did
in the class treasure-hunt game.
Our teacher hid the treasure pieces so
that they were very
hard to find. 3. The other team also did
, but we found the pieces faster than
they did. 4. Though I didn’t feel
, I helped find the last, hidden treasure
piece. 5. It was
experience to win the game for a second a year. 6. This river is a
place to look for gold pieces.
7. Grandfather, would it be a
idea to look for gold in the river? 8. If we pan for gold all day and night, we should do
.
9. We can have a
time swimming in the water if we do not find
anything. 10. Is your father feeling
enough to come with us? READING
Skill: Making connections
Put what you are reading into context by seeing the connections between the text
and yourself, the world around you, and other thing you have read or seen.
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Story 1
Rare and Beautiful Blooms
One of the rarest flowering plants in the world, the Snowdonia hawkweed, grows wild
only in Snowdonia National Park in northern Wales. The region is rocky and
mountainous, and the air is cool and damp. The Snowdonia hawkweed prefers this
habitat. In fact, it grows nowhere else in the world. It is even picky about where it
grows in the park.
Snowdonia hawkweed is about 11 inches tall. Its bright yellow blossoms have thin
petals with ragged edges. The Snowdonia hawkweed may not be the most beautiful
plant in the world, but it is a favorite snack of sheep.
In 1953, the Snowdonia hawkweed disappeared. People feared that the plant was
gone forever. They believed that sheep grazing on the land had eaten the last few
plants. So, the people who ran the park removed the sheep from the area, hoping
that the hawkweed might return. Forty-nine years later, a group of plant scientists
found the yellow flowers blooming in one spot in the park. The hawkweed had
returned!
Scientists collected seeds from the plant in case it disappeared again. But since
2002, the rare plant has continued to bloom in the park.
Instructions: Read each question and answer.
1.
2.
3.
4.
How would you describe the climate of Snowdonia National Park?
Which group of people would probably care most if Snowdonia hawkweed
disappeared?
a. scientists who study plants
b. farmers who graze their sheep in the mountains
c. scientists who study rare birds and insects
d. visitors who enjoy hiking in the mountains
How did the Snowdonia hawkweed disappear?
What adjectives in the story are used to describe how the Snowdonia
hawkweed looks?
Story 2
World Champion Magician
As a young girl growing up in China, Juliana Chen never imagined the success she
would have as a performer. At just 10 years old, she was chosen to attend the
Hunan Academy for the Performing Arts. The Hunan Academy is one of China’s best
schools for dancers, acrobats, and other kinds of performers.
Juliana first trained in ballet. Then she studied juggling and acrobatics and joined a
famous acrobatic troupe. But the work was physically difficult, and Juliana injured her
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leg several times. While she was recovering from one of her injuries, Juliana
watched a magic show on television. That’s when Juliana knew she would become a
magician.
Juliana impressed people with her special skill. Because of her acrobatic training,
she was skilled with her body and her hands. She could make cards appear out of
thin air, it seemed. In 1986, Juliana won the All-China Best Magician competition.
After her success in China, Juliana immigrated to Canada. There, she became an
even bigger star. Soon, she traveled around the world, learning new tricks and
performing in front of royalty. In 1997, she became the rst woman and the rst
magician from China to win a world title for a solo act at the World Congress of
Magicians, a major competition for magicians. Juliana continues to teach, perform,
win awards, and learn new magic tricks.
Instructions: Read each question and answer.
1.
2.
3.
4.
Why did Juliana Chen become a magician?
What is one theme of the passage?
In what way are ballet, juggling and acrobatics alike?
a. They all involve competition.
b. They are all performing arts.
c. They are all easy to learn.
d. They have nothing in common.
What inference can you make about Juliana Chen?
a. She dislikes being around others.
b. She is shy and private.
c. She is fun-loving and not very serious.
d. She works bard to achieve her goals.
WRITING
Write a paragraph to describe something rare or special that you have seen and
where you saw it.
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Week 5
SpellWell
forward
probably
pressure
guard
address
quarter
GRAMMAR
Review
Exercise 1 – Sentence types
Instructions: Decide if each sentence is a statement, a question, a command, or an
exclamation. Write each sentence with the correct punctuation.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Are you sure you brought your lunch
Maybe Jack took your cake
Class, stay in your seats
Don’t you dare say I stole it
Have you seen a stray cat in the building
Cats like eating fish
I can’t believe the cat took the sandwich
Do you think we should feed the cat each day
What a funny story
That stain looks like mustard
Exercise 2 – Subject and verbs
Instructions: Circle the subject and underline the verb in each sentence.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
The park has trees and grass.
Tired birds rest in the branches.
Squirrels hop through the park.
Summers get very hot.
Winters are cold and snowy.
People rush by quickly.
Large buses stop at the corner.
The deer runs through the park.
Trees lose their leaves.
Children play on the playground.
The bikes are on the grass.
The bus is crowded in the winter.
Exercise 3 - Predicates
Instructions: Draw a line under the predicate.
1.
2.
Penguins live in cold climates.
A layer of fat keeps penguins warm.
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3.
4.
5.
6.
7.
8.
9.
10.
Penguins shed their feathers.
These big birds grow new feathers.
Penguins gather in large groups.
They settle along the shore.
Many penguins hop over the rocks.
The young birds slide along the snow.
Penguins dive into the water.
Penguins swim very quickly.
Exercise 4 – Combining and compound sentences
Instructions: Combine each pair of sentences. Use a comma and the word and or
but.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
I like yellow birds. My mother likes green birds.
Tame birds eat special bird food. Wild birds like insects.
Most birds can sing. Some birds can learn words.
Birds can escape from their cages. They can fly around a room.
A small bird can sit on your finger. It can even ride on your shoulder.
Hamsters are fun. Goldfish are easier to care for.
Hamsters are small. Cats are quiet.
Some hamsters have long hair. Others have short hair.
Hamsters are small. They can fit in your pocket.
Some animals stuff food in their cheeks. Hamsters carry it that way.
READING
Skill: Organisation
Students look at how a passage or selection is organised to better understand the
author’s intent and predict the information they will encounter.
Story 1
A Splashy Sport
The sport of synchronised swimming is one part swimming, one part dancing, and
one part gymnastics. This unique sport features a pair or a team of athletes
performing acrobatic routines in the water. It is one of the most difficult sports
because it requires concentration, athletic skill, endurance, and gracefulness.
Professional synchronised swimmers need strong basic skills. They must be good
swimmers and must be able to hold their breath underwater for long periods of time.
They must also be able to tread water, supporting themselves without touching the
bottom of the pool. The swimmers learn challenging moves, such as holding
themselves upside down vertically in the water while moving their legs and rotating
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their bodies. They also learn how to lift their teammates out of the water and to stay
perfectly in sync with each other.
You will find synchronised swim teams throughout the country. They compete with
each other and give performances to audiences of all ages. The sport of
synchronised swimming is sure to take your breath away, whether you’re watching or
participating.
Instructions: Read each question and answer.
1. Write one fact about synchronised swimming.
2. What skills are important for synchronised swimming?
3. What do you think it means to tread water?
a. to hold your breath underwater
b. to swim upside down
c. to keep moving so you stay on the surface of the water
d. to swim with great speed across the pool
4. Which of the following is an opinion about synchronised swimming?
a. All of the movements are graceful.
b. A team has two or more athletes.
c. There are teams across the country.
d. The sport includes dance moves.
Story 2
Dandelions to the Rescue
Some people consider the hardy dandelion to be an annoying weed, despite its
sunny yellow blossoms, because it grows quickly and chokes out other plants. These
people work hard, therefore, to remove dandelions from their lawns. However, this
useful plant has played an important role in American history. And it may even have
found its way to your dinner table.
Early settlers brought the dandelion from Europe to North America, and, as a result,
the aggressive plant spread. But the settlers had a good reason for bringing the plant
with them. They relied on dandelions for food and medicine. They ate the green
leaves and roasted the roots to make a hot drink. Because dandelion greens are a
good source of vitamins and minerals, it is likely that dandelions saved lives during
times when food was scarce.
You don’t have to be a starving settler to eat tasty dandelion greens. The key is to
pick the leaves in the spring, before the flowers form. The young leaves are tender
and less bitter. You can add the smaller leaves to salads, but larger leaves should be
steamed to bring out the flavour. Put a little salt and olive oil on the greens. You’ll be
surprised by how tasty this common weed can be.
Instructions: Read each question and answer.
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1.
2.
3.
4.
Why are dandelions weeds?
Why should dandelions be picked early in the spring?
Based on the information in the passage, how did dandelions most likely save
lives?
a. The flowers were a source of food for farm animals.
b. The greens provided vitamins and minerals.
c. Dandelions were the only healthful food available.
d. The roots were a good source of water.
Which statement is an opinion?
a. Dandelions have a delicious flavour.
b. Settlers got vitamins from dandelions.
c. Settles brought the plant to North America.
d. People today still eat dandelions.
WRITING
Instructions: Re-read Dandelions to the Rescue and answer the question below.
What are the effects of eating dandelions?
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Week 6
SpellWell
believe
imagine
question
business
remember
separate
GRAMMAR
Review
Exercise 1 – Common and proper nouns
Instructions: Determine whether each underlined is a common or proper noun.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
We have an ant farm in our classroom.
Let’s study the ant farm with Mr. Clark.
I named my favorite ant Crazy Legs.
He is fast and could win an ant race.
Open School Night takes place in October.
Parents will visit our classroom on Thursday.
Our teacher will tell them about our classes.
I plan to show my parents the ant farm!
My sister and I got some soil.
My grandparents visited us in September.
I decided to meet my friends.
We did not have school on Monday.
Exercise 2 – Singular and plural nouns
Instructions: Write whether each underlined word is singular or plural.
1.
2.
3.
4.
5.
6.
7.
8.
Elaine goes to art school. Elaine studies painting.
The students sketch outside. The students paint in the classroom.
Elaine mixes paint. Elaine invents colours.
The brush sweeps the canvas. The brush leaves colours behind.
The students look at paintings. The students talk about them.
Elaine stands near the tree. Elaine draws the bird.
The teacher points to a painting. The teacher explains it.
Elaine finished her painting. Elaine shows it to others.
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Exercise 3 – Possessive nouns
Instructions: Complete each sentence with the possessive form of the noun in
parentheses.
1.
2.
3.
4.
5.
6.
7.
8.
Both (classes) ________________________ visits to the science center
were on Wednesday.
The (students) _____________________ buses arrived at 9:00 a.m.
The classes saw a show about the (Earth) ______________ solar system.
The (planets) ________________________ paths around the sun are
called orbits.
The (orbits) ________________________ lengths are all different.
A (comet) ________________________ tail is made of dust and gas.
The (Science Center) ________________________ guides talked to the
students.
The guides answered the (children) _______________ questions.
Exercise 4 – Irregular plural nouns
Instructions: Join the sentence pairs below into single sentences.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
man
________________
child
________________
woman
________________
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
life ________________
calf ________________
thief
________________
potato
________________
goose
________________
ox
________________
wife
________________
foot
________________
hero
________________
tooth
________________
gentleman __________
knife
________________
tomato
________________
mouse
________________
louse
________________
leaf ________________
half________________
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READING
Skill: Determining important information
Story 1
Planning a Beautiful Day
Janette Flores is a wedding planner in London, United Kingdom.
Bubbly Bride magazine wanted to find out what it takes for a professional to plan
one of the most important days of someone’s life.
Bubbly Bride: What happens in a typical day for a wedding planner?
Janette Flores: Planning a wedding involves much more than the wedding day
itself. I start at least six months in advance, calling catering companies and arranging
flower deliveries and dress fittings.
Bubbly Bride: What do you do on the day of the wedding?
Janette Flores: I make sure everything goes smoothly. No matter how carefully you
plan, there can often be last-minute problems or surprises.
Bubbly Bride: Have you planned any weddings that you think are especially
memorable?
Janette Flores: Every wedding I plan is memorable for a different reason. One
couple, both scuba divers, wanted to get married under water. Another couple
wanted to exchange vows on the train where they had met. The best weddings
reflect the couple’s personalities.
Instructions: Read each question and answer.
1. According to the interview, which is not the job for a wedding planner?
a. calling catering companies
b. arranging flower deliveries
c. solving last-minute problems
d. sewing wedding dresses
2. What is the purpose of the text between the title and the first question?
3. Who do you think would probably be interested in reading the interview?
4. When does Janette start planning a wedding?
Story 2
Breaking Away
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Instructions: Read each question and answer.
1. From the excerpt, you could conclude that_____________.
a. modern music has changed dance
b. hip-hop is older than ballroom dancing
c. ballet has not changed since 1900
d. the history of ballet began in 1900
2. Which chapter could be added to this book?
a. Tap Dancing
b. Classical Music
c. History of Spain
d. Satin Shoes
3. In which chapter would you most likely find the “Breaking Away” section?
4. Which style of dancing cannot be found in this book?
a. Salsa
b. Belly dancing
c. Waltz
d. Tango
WRITING
Instructions: Re-read Planning a Beautiful Day. Write a paragraph
summarising the tasks that Janette Flores does in her job.
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Week 7
SpellWell
strength
recent
knowledge
medicine
consider
material
GRAMMAR
Review
Exercise 1 – Combining sentences
Instructions: Combine the subjects of the sentences and write the new sentence.
1.
2.
3.
4.
Teachers like class trips. Students like class trips. Jim went to see a play. Tess went to see a play. The stories were very good. The songs were very good. The words were written by the play’s author. The songs were written by the
play’s author. 5. The author talked to us after the play. The actors talked to us after the play. 6. The students enjoyed the play. The teachers enjoyed the play. Exercise 2 – Action verbs
Instructions: Rewrite each underlined verb, using the correct past-tense form.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
Ed watches the chef.
He likes TV cooking shows.
He listens to the instructions.
He learns about cooking.
Ed imagines new recipes.
Ed plans a dinner.
Ed and Dad decide on a menu.
Dad shops for food with Ed.
The food smells good.
Mom, Dad, and Wendy love the dinner.
We buy fresh vegetables.
Ed and Wendy work together.
Dad cuts the food.
Ed mixes the food in the bowl.
Everyone eats the meal.
Exercise 3 – Present tense
Instructions: Each sentence is followed by two forms of a verb. Choose the
form of the verb that correctly agrees with the subject of the sentence.
Circle your answer. www.TheAcademyLearning.co.uk/
27
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Andy __________________ to do a show.
want wants
He __________________ some tricks
learn
learns
Lisa __________________ him write jokes and riddles.
help helps
I ___________________to ask the audience to answer the riddles.
plan plans
The girl ___________________ plenty of clues in the riddles.
put
puts
You ___________________ to the show.
come
comes
I ___________________ at the jokes.
laugh
laughs
You ___________________ the riddle.
solve
solves
I ___________________ some popcorn.
share
shares
Andy ___________________ to the crowd.
bow bows
Exercise 4 – Past tense
Instructions: Underline the past-tense verb in each sentence.
1. We placed our towels on the sand.
2. Mom stretched out on her towel.
3. We picked up our buckets.
4. I filled mine with sand.
5. Rob stacked the buckets of sand.
6. They formed towers at each corner.
7. In the center, I shaped a big square of sand.
8. I carved windows into the square.
9. We smoothed out the edges.
10. Everyone liked the size of our castle.
11. We marked some spots in the sand.
12. I wiped off my sneakers.
13. Rob poured some water.
14. We fixed a loose spot.
15. We played for many hours.
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READING
Skill: Main idea and details
Story 1
Letter
Dear Johanna,
How are you? My name is Melissa. I’ve been looking forward to having a pen pal for
a long time now. I hope we can become great friends!
Ever since I got your name and address from my teacher, Mrs. Sands, I have been
thinking about what to write. First, I thought of giving you a description of what it’s
like to go to school here in Minnesota, but then I figured you could look up Minnesota
on the Internet and read about it yourself. Then I had the idea to tell you about my
family, but I realized that the story of my little brother losing a tooth or the time we got
a new kitten might be kind of boring. After that, I thought about asking you questions
about what it’s like to live in Belgium, but I was afraid you might think my questions
were silly.
I guess I can tell you a little about myself. In fact, you’ve probably already learned
one thing about me. I sometimes have a hard time making up my mind! I hope you
will write me back anyway.
Sincerely,
Melissa
Instructions: Read each question and answer.
1.
2.
3.
4.
How did Melissa first year about Johanna?
Why does Melissa decide not to ask Johanna what Belgium is like?
What is the main idea of Melissa’s letter?
According to Melissa, which topic might be too boring for her letter?
Story 2
Dog of the Millennium
You may have heard of dogs that can shake hands and roll over, but have you ever
heard of a dog that knows more than 100 commands? For Endal, a yellow Labrador
retriever, learning all those commands was just part of his job as a service
dog. After naval officer Allen Parton suffered an injury in the Gulf War and
was confined to a wheelchair, Endal came to live with Parton to help him
recover from his injuries and resume a normal life.
Endal had to learn a lot in order to help his human partner. He learned to
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stand on his hind legs to pay for and collect a bus ticket. He even learned how to use
a credit card at the grocery store! One time when Parton was struck by a car and
thrown from his wheelchair, Endal covered him with a blanket, brought him a mobile
phone, and alerted help. Endal’s quick thinking and helpful response explains why
Parton thought of the dog more as a partner than as a pet. It’s no wonder that this
wonder dog was named “Dog of the Millennium” by Dogs Today in 2002.
When Endal passed away at the age of 13, Parton felt sad but grateful. “He will be
missed, but I really want to celebrate his life,” Parton said.
Instructions: Read each question and answer.
1.
2.
3.
4.
What is the main idea of the passage?
According to the passage, when did Endal enter Allen Parton’s life?
Which of these was not mentioned as one of Endal’s special skills?
a. buying a bus ticket
b. using a credit card
c. shaking hands and rolling over
d. Fetching a mobile phone
Where does the title of the passage come from?
WRITING
Instructions: Re-read Dog of the Millenium and answer the following question:
What details describe what Endal did when Parton was hit by a car? Describe how
you visualized the scene.
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Week 8
SpellWell
favourite
particular
eight
difficult
opposite
height
GRAMMAR
Review
Exercise 1 – Future tense
Instructions: Each sentence below has a time clue that tells if the action is happening
now, in the past, or in the future. Circle the correct form of the verb to complete each
sentence.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Now Pete (needs, needed) a gift for his Uncle Carl. Tomorrow he (will shop, shop) for something. Years ago, Uncle Carl (will play, played) baseball. Today he (works, worked) as an announcer at games. Now Pete (walks, walked) through the stores. In the past, his mother (will pick, picked) out presents for him. Now he (chooses, will choose) a big book about baseball. The baseball stars in the book (play, played) many years ago. Pete (will give, gives) it to Uncle Carl on Saturday. Uncle Carl (enjoyed, will enjoy) reading the book on the plane ride home. Exercise 2 – Sentence combining with verbs
Instructions: Underline the predicate in each pair of sentences. Then combine the
two sentences and write your one sentence on the line.
1.
2.
3.
4.
5.
6.
7.
8.
Elaine goes to art school. Elaine studies painting.
The students sketch outside. The students paint in the classroom.
Elaine mixes paint. Elaine invents colours.
The brush sweeps the canvas. The brush leaves colours behind.
The students look at paintings. The students talk about them.
Elaine stands near the tree. Elaine draws the bird.
The teacher points to a painting. The teacher explains it.
Elaine finished her painting. Elaine shows it to others.
Exercise 3 – Combining sentences
Instructions: Combine each pair of sentences to for one sentence.
1.
2.
3.
The longs are 100 feet long. The logs are very colourful.
Rainwater boils. Rainwater turns into steam.
Old Faithful is a geyser. Giantess is a geyser.
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4.
5.
6.
7.
8.
9.
10.
11.
12.
Water shoots up in geysers. Water bubbles in ponds.
Elks live in the park. Bears live in the park.
My dad likes camping. My sister likes camping.
Ava cooked hot dogs. Trey cooked hot dogs.
Koala bears live in Australia. Kangaroos live in Australia.
Sarah gathered wood. James gathered wood.
Dad packed the rucksack. I packed the rucksack.
Mom likes to go hiking. Dad likes to go hiking.
Serena is going camping. Maria is going camping
READING
Skill: Sequence
Story 1
Mira’s Visit
From the moment the airplane touched down at the Hong Kong airport, Mira knew
she was in for an adventure. The busy airport was full of people bustling about. The
people looked like they came from all over the world. Mira heard bits of conversation
in many different languages.
Mira and her parents hurried to the hotel, where they checked in and dropped off
their luggage. They were eager to begin exploring the city. Mira’s dad brought a map
and a detailed plan of what sights they would see.
The first stop on the list was the Hong Kong Wetland Park, just outside the city. The
peaceful park had lots of places to walk, and Mira enjoyed sketching pictures of
wildlife, including a crocodile lounging beside its private pool. On the train back to the
city, the family marveled at the towering skyscrapers. Next, they stopped at the
Science Museum, where Mira and her mom visited the World of Mirrors exhibit. After
a lunch of local treats from a street-food cart, the family rushed to Victoria Harbor for
the “Symphony of Lights.” In the light show, beams of light were projected onto the
buildings around the harbor and reflected off the calm waters below.
The family returned to the hotel, ready for a good night’s sleep. Mira looked forward
to another day of fun in Hong Kong. She was amazed to think of all they had done on
their first day!
Instructions: Read each question and answer.
1.
2.
3.
4.
What did Mira and her family do before exploring Hong Kong?
What did the family plan to do first?
When did the family eat lunch?
When did Mira first realise that Hong Kong was probably a busy
city?
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Story 2
Hidden Treasure
When Alex first looked at the map, he thought it was just an old piece of newspaper.
Looking closer, however, he noticed the instructions. He ran across the beach to
show it to his older sister.
“Nina! Look at this!” he shouted, waving the map in her face. “What does it say?”
Nina stopped working on her sand castle and took the map from Alex’s hands. “‘Start
at the dock and take three steps toward the water,’” she read aloud. “‘Turn to the
right and walk 20 steps. Dig 1 foot down for the key.’ Alex, what is this?”
“It’s a map for a hidden treasure!” Alex said breathlessly. He grabbed the map and
struggled to sound out the words, reading slowly. “‘Carry the key to the old
boathouse.’ Where’s the boathouse, Nina?”
“It’s over there,” said Nina as she pointed toward the dock. “The instructions say to
look for a yellow bird cage and then find a second key. Where did you get this map,
Alex?”
Alex pointed toward a cluster of beach umbrellas. “Dad gave it to me,” he said. Nina
thought she could see their father pretending to read while he watched them talk, but
he quickly ducked back behind his book. “He said a pirate gave it to him!” Alex
exclaimed.
“I see,” Nina said. She thought for a moment and then smiled brightly. “Well, let’s go
find some treasure.”
Instructions: Read each question and answer.
1.
2.
3.
4.
What did Alex think the treasure map was at first?
What is the first instruction on the treasure map?
How did Alex get the treasure map?
What does the map tell Nina and Alex to do after they find the oar house?
WRITING
Instructions: Re-read Mira’s Visit and answer the following question:
Choose one of the sites that Mira visited and describe your mental image
of it in one paragraph.
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