For Nepal

Approved by the Government of Nepal, Ministry of Education Curriculum Development Center, Sanothimi Bhaktapur

Revised Edition

Sneh Barker

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University Printing House, Cambridge CB2 8BS, United Kingdom

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It furthers the University’s mission by disseminating knowledge in the pursuit of education, learning and research at the highest international levels of excellence.

www.cambridge.orgInformation on this title: www.cambridge.org/9781108670531

© Cambridge University Press 2012, 2018

This publication is in copyright. Subject to statutory exceptionand to the provisions of relevant collective licensing agreements, no reproduction of any part may take place without the writtenpermission of Cambridge University Press.

First published 2012Second Edition 2018

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ISBN 978-1-108-67053-1 Paperback

Cambridge University Press has no responsibility for the persistence or accuracy of URLs for external or third-party internet websites referred to in this publication,and does not guarantee that any content on such websites is, or will remain, accurate or appropriate. Information regarding prices, travel timetables, and other factual information given in this work is correct at the time of first printing but Cambridge University Press does not guarantee the accuracy of such informationthereafter.

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Every effort has been made to trace the owners of copyright material included in thisbook. The publishers would be grateful for any omissions brought to their notice foracknowledgement in future editions of the book.

Printed in India by Rajkamal Electric Press

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Contents

Introduction iv

Map of the Book vi

1. The Fox in the Well 1 Freddie the Fox 11

2. A Brave Child of Nepal 13 Help, Monsters! 21

3. King of Birds 23 Birds 32

4. The Helpful Ghost 34 The Boastful Ghost 42

5. Brick, Wood or Bamboo? 43

6. The Story of Band-Aid 53 Compass 60

7. I’m Not Afraid of Dogs 62 Bumble Bee 71

8. My Favourite Fruit 72 Fruits 81

9. Three Good Friends 82 A Child’s Christmas Dream 91

10. The Little Red Hen 93

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Introduction

The rationaleThe present times have witnessed numerous changes in a variety of fields – technology, trade and commerce, industry, travel and tourism and climate, to name a few. The English language has not been an exception. New words and phrases have been added to the language and many have acquired new meanings as a result of the changes in various fields.Language teaching needs to respond appropriately to these changes. The focus in teaching, therefore, should be more on equipping learners with self-learning strategies than on providing them with information. A large number of learners use e-mails, text-messaging and the Internet extensively for personal and academic purposes. What makes many of these attractive is the possibility to consume, remix, interact with and create new content. Cambridge Express is a multi-skill course in English for primary and secondary school learners which offers such possibilities and aims to equip them with capabilities for self-learning. While retaining the pedagogic rigour of traditional learning, the course aims to develop learners’ communication skills. It also caters for various types of learners, be it auditory, kinesthetic, visual or verbal. Integrated tasks and exercises with multiple levels of challenge together with lively illustrations that supplement reading passages, poems and tasks make Cambridge Express unique and modern in its approach.

PackageThe components at each level:• Student’sBook• Workbook• LiteratureReader• Teacher’sBook

ObjectivesThe comprehensive course aims• todevelopinlearnersthefourbasicskillsoflistening,speaking,readingand

writing in a well-graded manner• toenablethemtouseEnglishforday-to-daycommunicationinacademicand

social situations• todevelop,nurtureandenrichtheirvocabulary

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• toprovideasoundknowledgeofgrammarandtheabilitytoapplyitinspokenand written communication

• toequipthemwiththeskillsandabilitiesrequiredforlearningontheirownwith a view to promoting learner autonomy

• to inculcate in them the habit of reading extensively and appreciating theliterature in the language

• tocreateopportunitiesforlearnerstorealizetheircreativepotential.

Features of the course• Variety and value of reading materials: The selections include fables, folk

tales, canonical and contemporary stories, descriptions of real-life incidents, as well as extracts from the classics, biographies, historical and journalistic writings on topics of interest to learners at each level. Besides their intrinsic interest factor, many of the passages also promote values and ethics that form the basis of strong human character.

• Assortment of tasks: The tasks and exercises of varying degrees of complexity often call for learners to use their knowledge and skills in a creative manner. In view of the digital world learners are steeped in, some of the tasks make profitable use of the television and the Internet.

• Thematic unity: Besides the link between the reading passage and the poem, most of the tasks in each Unit are woven around the main theme of a given Unit.

• Strong grammar syllabus: The course follows a comprehensive grammar syllabus and attempts to teach grammar in meaningful contexts. Carefully graded and contextualised exercises help learners to internalise the structures and monitor their language use.

• Listening tasks: The tasks that involve listening skills are identified with the icon of headphones[ ]. The texts for listening are made available in the Teacher’s Book.

• Integration of skills: Although each Unit has sub-sections on each of the skills, grammar and vocabulary, in many cases the tasks demand the application of more than one skill as in real-life situations.

We hope Cambridge Express will provide a unique, enjoyable and interesting learning experience to language learners. Teachers, we strongly hope, will enjoy their roles as facilitators and managers of learning. Suggestions and comments to help improve the course are welcome.Have fun with Cambridge Express!

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Acknowledgements

The publisher has applied for permissions to the following but has not heard back from the copyright owners at the time of going to the press:

C J Heck for Help, Monsters!; H N Bialik for Birds; Richard Edwards for The Boastful Ghost; C J Heck for Bumble Bee; Meish Goldish for Fruits.

While every effort has been made, it has not always been possible to identify the sources of all the material used, or to trace all copyright holders. Due acknowledgement for the material will be made at the first opportunity. If any omissions are brought to our notice, we will be happy to include the appropriate acknowledgements on reprinting.

ImagesGettyimages: 148696770/Grant Dixon; 560476761/John Elk III; 529791846/Blaine Harrington III

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StarterLook at the pictures of the animals below. Can you name them?

The Fox in the Well

1

…………………………

…………………………

Did you know that dogs, wolves and foxes all belong to the same family?

1.

2.

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2

The Fox in the Well

Now let’s read a story about a clever fox who tricked a wolf.

Once, a fox was walking through a forest. Suddenly, he fell into a well. He held on tightly to some roots at the side of the well. He began to shout for help. A wolf heard the fox. He came and stood at the well. Then, he asked, “Hello, Foxy. How did you fall into the well?”

“I did not fall into the well. I came to help the villagers,” said the clever fox.

“What do you mean?” asked the wolf.

roots: the part of a plant that grows under the ground

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“Well,” said the fox, “most wells in this village are dry now. This is the only well with water in it. The villagers don’t want this to go dry. They have asked me to help them. So, I am holding the water.”

“What will you get by doing it?” asked the wolf.

“They’ll give me a lot of money and food. I will not have to search for food every day. They will also give me a house.

I don’t have to stay in the well the whole day. My friend will come soon and hold the water. I have told him the secret of holding the water. He will also get the things I will get.”

“Ah Foxy, that sounds very good. Can I also help you? Will I also get a house and a lot of money?” asked the wolf.

secret: something that you tell no one about, or only to a few people

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“Of course,” said the fox. “Go and get a long rope. I will help you get into the well.”

So the wolf got a rope. Up came the fox, and down went the wolf.

“What’s the secret of holding water?” asked the wolf from the bottom of the well.

The fox laughed and said, “My dear wolf, you can stay in the well now.” And, he left the place.

“Alas!” said the wolf, “I think I was very greedy.”

Understanding the Story 1. What did the fox fall into? (Tick the correct answer.) a. a pond b. a well c. a lake

2. The fox did not want the wolf to know that he had fallen into the well. So he gave him a different reason. What was the reason? (Tick the correct answer.)

a. to drink some water b. to help the villagers c. to make the well dry 3. True or False a. The fox was holding the water up for the villagers.

True/False b. The villagers had promised to give him money and food. True/False c. The wolf did not believe the fox. True/False

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d. The wolf did not get into the well. True/False e. The fox made the wolf a fool. True/False

4. What was the secret of holding the water?

Learning WordsCircle the right meanings of the words below.

1. fell: dropped/pulled 2. stay: be at one place/go from a place 3. above: next to/over 4. search: look for/ask for 5. need: close by/want

Let’s ListenFoxes don’t live in water. That is why they would drown in a well. Frogs are lucky. They can live on land and in water.

Listen to this song ‘Froggie went a-courting’ and answer the following questions.

1. Who did the frog want to marry? a. a mouse b. a rat c. another frog 2. Who had to agree to the wedding before the frog could get

married? a. a mouse b. a frog c. a rat 3. What do you think ‘courting’ means? a. going to a court b. to try to please and marry someone

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Let’s TalkIf you want to help somebody, what should you say?You can say ‘May I help you?’ or ‘Do you need any help?’ You can also say ‘Let me help you.’When someone offers to help you, what do you say?You may say, ‘Thank you. I need your help.’If you don’t want help, you can say, ‘No, thanks for asking.’

Do you need some help?

Thanks. I’d love it.

No, thanks.

May I help you?

Look at these pictures. Do you think these people need help? Work in pairs. One of you can act out what the people are doing in the pictures. The other can offer to help.Cam

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1. 2.

3. 4.

SpellingThe word ‘fox’ ends in ‘x’. The word ‘socks’ ends in ‘cks’. But the words ‘fox’ and ‘socks’ rhyme. That means they have the same sounds at the end.Look at these pictures and write the names below. Some words end in ‘x’, others in ‘cks’.

………………… …………………

………………… …………………

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………………… …………………

Language in UseLook at these sentences. The wolf came and stood at the well. Most wells in the village are dry. He held on tightly to some roots at the side of the well.

Words such as ‘in’, ‘on’ and ‘at’ tell us where a person or thing is. Such words are called prepositions.

Look at this picture and see how prepositions are used.

5. 6.

i. The mouse is in the sink. ii. The cat is on the floor. iii. The dog is standing at

the door.

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Look at the picture. Fill in the blanks with the prepositions ‘in’, ‘on’ and ‘at’.

1. Children are swimming …………… the pond. 2. A bird is sitting …………… the tree. 3. A cat is lying …………… the feet of the old woman. 4. An ice cream seller is standing …………… the main gate. 5. The old people are sitting …………… a bench. 6. Birds are flying …………… the sky.

Let’s WritePut these sentences in the right order. Number them as 1, 2, 3… . Then, write the sentences in the correct order in the space provided below.

The wolf offered to help. One day, a fox fell into a well. The fox said he was holding the water for the villagers. He shouted for help.

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A wolf came and asked him why he was in the well. The fox also said he would get money for it. The wolf went down and the fox came up. The wolf went and brought a rope.

………………………………………………………………………

………………………………………………………………………

………………………………………………………………………

………………………………………………………………………

………………………………………………………………………

………………………………………………………………………

Learning to LearnLook at the Contents page of your book. Write down the names of the units that are on the following page numbers.

Page no. Name of the Unit

12

46

30

82

72

38

20

54

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Freddie the Fox

All the chicks were asleep in bed,Unaware of naughty Fred.

They did not hear the wooden latchGently lifted off the catch.

Now Freddie thought that this was grand,Even better than he planned.

‘Yum! Yum!’ said he, ‘nice chicken stew,Is what I’m going home to brew.’

Before he’d said another word,The sound of footsteps he had heard.

It was the farmer by the door,Who scared him off for evermore.

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latch: a small piece of metal that keeps a door locked/closedstew: a type of food made of meat and vegetablesbrew: boil for a long time

Understanding the Poem 1. Why did Fred lift the latch gently? (Choose the correct answer.) a. He didn’t want anybody to hear him. b. He didn’t want to frighten the chicks. c. He did everything gently. 2. What scared Fred? a. the chicks b. some sound c. the farmer 3. Why was Fred scared? (Cross out the wrong answer.) a. He was scared of sounds. b. He heard footsteps. c. He thought that the farmer would beat him up.

Fun TimePaste pictures of three meat-eating animals and three plant-eating animals in your notebook. Don’t forget to write the names below the pictures. Have fun!Cambri

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StarterWhat will you do in these situations?

A Brave Child of Nepal

2

1. You see a lot of smoke coming from your kitchen.

What will you do? ………………………………… ………………………………… ………………………………… …………………………………

2. You are playing in the park. Suddenly, your friend starts bleeding from her nose.

What will you do? ………………………………… ………………………………… ………………………………… …………………………………

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A Brave Child of Nepal

Here is a true story of a Nepali child who was very courageous. Read the story and find out what he did.

It was Wednesday, 27 June 2008. Aradhana Pradhan, a two-year-old girl from Pokhara, fell into a 60-feet deep hole. The hole was surrounded by huge rocks. It was very narrow and dark. A grown-up could not enter the hole. The little girl was stuck there for nearly

grown-up: an adult

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22 hours. A lot of people were gathered around the hole, but nobody could help her.

Then Kamal Nepali, a 12-year-old boy, decided to save the little girl by putting his own life in danger. There was a special team of police which was trying to help the girl come out safely. With the help of the special team, Kamal went inside the deep hole. The people gathered on the spot could not believe that such a young boy was brave enough to face this danger. After some time, Kamal came out, carefully holding Aradhana in his arms. Aradhana’s parents ran to hold her with tears of joy. Everybody thanked Kamal and praised him for his courage. Aradhana was taken to the hospital.

“I am happy I could save Aradhana’s life,” said the brave Kamal Nepali. He said, “I thought about the little girl’s situation. I felt I had to help her.”

Kamal was given a lot of prizes for his bravery. Grand functions were held to honour him. The Everest Insurance Company gave him Rs 1,01,001. The Child Workers in Nepal Concerned Centre gave him Rs 10,000. He also received Bir Ganesh Man Singh Children’s Talent Award 2008.

His story came out in many newspapers. Many television channels praised him a lot. Thus, Kamal Nepali became famous for showing such courage at a very young age.

famous: known by many people

courage: ability to do difficult things

honour: to show great respect to someone

gather: to join other people to make a group

brave: not afraid of danger

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Understanding the Passage 1. Kamal rescued the girl on a. Tuesday, June 7 2008 b. Wednesday, 27 June 2008 c. Wednesday, June 27 2007 2. The gorge was ......................................... feet deep. a. 70 b. 60 c. 65 3. Kamal received a cash prize of Rs 101,001 from ............................... a. The Child Workers in Nepal Concerned Centre b. Everest Insurance Company c. Ganesh Man Memorial Foundation 4. Answer the following in one sentence. a. How old was Kamal? ...................................................................... b. How long was Aradhana inside the deep hole?......................... .............................................................................................................. c. Why did Kamal save the little girl’s life? ................................... .............................................................................................................. d. Why did Kamal receive many awards and prizes? .............................................................................................................. 5. Find the words from the box with the following meanings.

function famous brave praise

a. not having fear: ............................................................................... b. (here) a social gathering held to award someone for a good

deed: .................................................................................................. c. to say that someone or something is very good: ..................... ................................... d. known by a lot of people: .............................................................

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Learning WordsLook at the picture. You can see that some of the things have numbers on them. Can you name them?

4

5

2

6

1

3

Language in UseRead the following sentence:

We heard the whistle of a train.You can say ‘a train’, ‘two trains’, ‘three trains’.You can count the number of trains. ‘Train‘ is a countable noun. There are other countable nouns. E.g. dog, pencil, book etc.

The house was on fire.Can you say ‘one fire’, ‘two fires’?You cannot count the number of fire. ‘Fire’ is an uncountable noun. There are other uncountable nouns. E.g. oil, sugar, milk etc.

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1. 2.

Which are countable nouns? Put a in the box. Which are uncountable nouns? Put a in the box.

3. 4.

5. 6.

Let’s TalkWork in pairs. Look around the classroom and make a list of all the things that you can see. Talk to your partner about them. Your partner will then say whether she can count the number of those things. Study the example.

You: I can see chairs in the classroom. Partner: Chairs are countable nouns. We can count the number

of chairs in the classroom.

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PronunciationListen to the following words and repeat.

talk writewalk kneechalk knife

Did you notice anything different about these words? Each word has a silent letter.

Let’s ListenListen to the story and number the pictures in the correct order.

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Let’s WriteWhat do you do when you have to say ‘thank you’ to somebody? You can write a ‘thank you’ note.You have just read about brave Kamal. He rescued the little girl Aradhana from the gorge. What do you think Aradhana’s parents do after that? They wanted to write a ‘thank you’ card.

Help Aradhana’s father fill the correct words and complete this ‘thank you’ note.

Dear Kamal,

I want to thank you for ………………… (giving/saving) my daughter’s life.

Please come to dinner to our house tonight. My wife is ….………… (cooking/booking) some yummy dishes for you.

Lots of love,

Aradhana’s father

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Help, Monsters!

Help!Monsters in my closet!Monsters in the hall!

Monsters underneath my bed!Monsters in the wall!

Monsters ’hind my bedroom door!They’re in the bathroom, too!

They might be ugly green ones,maybe even red or blue!

My bed feels like an islandwith the monsters everywhere!

... til Mommy says goodnight to them,then they all just disappear.

C J Heck

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closet: a cupboard to keep clothes in island: a land with water all aroundunderneath: below til: until‘hind: behind disappear: not seen again

Understanding the Poem 1. Colour the places where the monsters were present.

Bathroom Wall Car Closet

2. There were red/green/yellow/blue monsters everywhere. (Cross out the wrong option.)

3. What happens when mummy says goodnight to the monsters? a. They start walking. b. They all disappear.

Fun TimeThere are many different kinds of heroes. Paste pictures of:

a. A film hero

b. A sports hero

c. A national hero

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StarterLook at these pictures of some birds. Name them. Where have you seen these birds? Tell your friends about them in class.

King of Birds3

………………… …………………

………………… …………………

1. 2.

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King of Birds

Let’s read a story about a meeting of birds. They wanted to choose their king. What do you think happened at their meeting?

One day, all the birds met in a park. It was a beautiful park. The birds wanted to choose their king.

“Hello,” said Penny the Penguin. “I love eating fish. I live in cold places. I take care of the babies while their mummy goes looking for fish. I should be the king. I will be a caring king.”

“I am Oora,” said the Ostrich. “I think I should be the king. I run the fastest. My legs are the strongest. I love eating worms.”

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“Well, I am the most beautiful of all birds and so I should be the king. I like to dance when it rains,” said Pellu the Peacock. “I love eating ants and insects,” he added.

Just then Mr Wiseowl said, “I can see in the dark. Who can be a better king than me?”

“I fly very high up in the sky. I have very good eyesight and can see even a tiny mouse down below,” said Ernie the Eagle. “I should be made the king. I am the smartest,” he boasted.

All the birds were special. They all could do so many different things. It was very difficult to choose the king. So, what do you think? Who should be the king?

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Understanding the Story 1. Why did all the birds meet in the park? (Cross out the wrong

answer.) a. They wanted to play. b. They wanted to talk. c. They wanted to choose their king. 2. Match the birds with what they can do. a. Can see from far away Ostrich b. Can run very fast Peacock c. Can take care of the babies Owl d. Can see in the dark Eagle e. Can dance Penguin 3. Which bird do you think should be the king? ................................. 4. Why would you make it the king? I would make it the king because ....................................................... .....................................................................................................................

Learning Words

Oora the Ostrich can run really fast.What is the opposite of ‘fast’? The opposite of ‘fast’ is ‘slow’.

The opposites of the words below are given in the box. Write them next to the words.

quickly empty above

high narrow strong

1. low: ……………...…… . 2. broad: ………………… .

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3. below: ……...………… . 4. slowly: …...…………… .5. weak: ………………… . 6. full: ………………...… .

Language in UseRead the following sentence from the story.

One day, all the birds met in a park. It was a beautiful park.Notice the word ‘it’ in the second sentence. It stands for the park mentioned in the first sentence.

We use ‘it’ to talk about an animal or object the second time.

Where are these animals and things? Start your answer with the word ‘It’. The first one has been done for you.

It is in the basket. (basket) 1. Where is the cat? 2. Where is the yellow bird? …………………………..... …………………… . (cage)

3. Where is the ball? 4. Where is the red shirt? …………………… . (table) ……………… . (cupboard)

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5. Where is the lion? 6. Where is my pen? ………………… . (jungle) ………………… . (chair)

Let’s Talk

Read the following conversation between two friends.

Rohan: I know a bird. It has white feathers. It swims in the water. Can you guess its name?

Amita: Is it a swan?Rohan: No.Amita: Is it a duck?Rohan: Yes.

You can also play this game. Ask your friend to describe a bird. He/She must not tell you its name. You have to guess the bird’s name.Ask questions such as these:Does it fly?Does it have a tail?

Let’s ListenManya is talking to her friend Reema. What is she talking about? Listen to their conversation and strike off the wrong word in each sentence. One has been done for you.

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1. Manya wanted to see Reema’s new toy/pet. 2. The new pet was a bird/rabbit. 3. The bird gets nuts/grains and bread crumbs to eat. 4. Manya is sad if she cannot go out to play/for a ride. 5. In the end, the girls decided to buy a bigger cage/to set the

bird free.

SpellingThe words ‘sparrow’ and ‘parrot’ have ‘rr’ in them.

1. Write some more words that have ‘rr’ in their spelling.

a. b_rrow b. n_rr_ _ c. t_ m _ rr_ _ d. arr_ _ e. s_rr_

2. Write some words that have ‘ss’ in their spelling.

a. pr_ss b. dr_ss c. bl_ss d. ch_ss e. l _ss

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I am a bird, but I cannot fly like the other birds. I can live up to

twelve years.

My beak is also called a ‘bill’. It is broad and flat. So, my food doesn’t

slip off my mouth.

I also have webbed feet. It helps me swim. I can even

swim in cold water and still not feel cold!

Like other birds, I have feathers. My feathers are

water-proof.

You can find me in ponds, lakes and even seas. I love

swimming.

Learning to LearnRead the following information about ducks.

Now, fill in this information card about ducks.

Duck Facts

How long do they live? …………………………………… .

Where are they found? …………………………………… .

What are their beaks called? …………………………… .

What is interesting about their beaks? ………………… .

What kind of feet do they have? ………………………… .

What is special about their feet? ………………………… .

Are ducks like other birds? ……………………………… .

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Let’s WriteRead the following sentences. Two children have described their favourite animals. The descriptions are all jumbled up. Separate the descriptions and write them in two different paragraphs.

1. I love monkeys.

2. They have long trunks.

3. They have very long tails.

4. They are plant-eaters.

5. They can swim as well.

6. I love elephants.

7. They eat different things.

8. They have light brown hair.

9. They have tiny tails.

10. They have hands like human beings.

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BirdsLook at the birdUp in the treetop, Building its nest With no time to stop. Hatching its eggs So smooth and so round, Then feeding its babies Worms from the ground.

Look at the birdWith beak for a mouth. When it gets cold, The bird will fly south. When it gets warm, The bird will return. Let’s watch how the birds live, And see what we learn.

H N Bialik

hatching: sitting on the eggs to keep them warmbeak: the hard, pointed part of a bird’s mouth

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Understanding the Poem

1. How are we different from birds? Let’s find out.

BirdsHuman beings

a. Where do they build their houses?

b. What do they feed their babies?c. Which part of their body do they

use for picking up food?

2. In the poem, what are the different things that the bird does? (Cross out the wrong option.)

a. The bird builds a nest. b. The bird takes care of its young ones. c. The bird flies in the sky all day long. 3. The words ‘treetop’ and ‘stop’ rhyme. Can you find three other

pairs of rhyming words from the poem?

Fun Time

Which of these birds do people have as pets? Circle them.Cam

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