Cambridge University Press

978-1-107-63282-0 – Cambridge Primary English Stage 3

Gill Budgell and Kate Ruttle
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1 Ordinary days
In this unit you will look at stories that are about You will also learn about:
children like you. You will learn about settings nouns, verbs and adjectives,
and characters, and you will learn how to dialogue in stories.
make your reading sound interesting. At the
end of the unit you will write your own story.

1 Setting the scene

A B C

D E F

A Talk about places

1 Look at the pictures. What are the places you can see?
2 Have you visited any of these places? Ask and answer the
following questions:
• What did you do there?
• Why were you there?
• Did you enjoy being there?
• Did anything interesting happen to you there?

6 Unit 1 Ordinary days

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 B We use nouns and adjectives when we write stories.
1 Think of nouns and adjectives for the six pictures A–F.
2 In your notebook write six sentences, one for each
picture. Describe each one with a noun and an adjective.
Remember to use a capital letter at the beginning of
each sentence and a full stop at the end.

It is a busy classroom.
I have a messy bedroom.

Language focus
Nouns are words we use to name things. For example, the words house, bed,
shop, beach, hill and flower are nouns.
Adjectives are words we use to describe nouns. For example, the words big,
small, pretty, lovely, nice, dirty, horrible, high and low are adjectives.

C Stories have settings. The setting includes a description

of the place, like your sentences in Activity B.
It can also include information about:
You have just written
• the weather (e.g. in a noisy thunderstorm)
six settings for a
• the time (e.g. When Arturo was a little boy …).
story!
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1 Choose one of the settings you wrote in Activity B.
2 Talk about a story or adventure that could happen in your chosen setting.

Did you know?

The author Roald Dahl used lots of different
settings in his books for children. He wrote
them all in a shed in his back garden!

Session 1 Setting the scene 7

 2 An ordinary school day

Once upon an ordinary school day, an ordinary boy woke

from his ordinary dreams, got out of his ordinary bed,
had ... an ordinary wash, put on his ordinary clothes
and ate his ordinary breakfast.

The ordinary boy brushed his ordinary teeth, kissed his

ordinary mum goodbye and set off for his ordinary school.

A Look at the opening Tip

of a story called Once Upon an If you’re stuck on how to read a word, try
Ordinary School Day. the following strategies:
1 Read the opening of the story. • Sound it out. Remember to look
2 Now re-read the opening through the whole word for spelling
patterns you know. For example, the
aloud to a talk partner. Can
word clothes has o_e so the o is long.
you read it in an interesting
• Divide it into syllables. For example,
way so that your partner wants
the word ordinary can be split into four
to keep on listening?
syllables: or-di-na-ry.

Any volunteers? • Match it to other words you know.

Look again at the first sentence of For example, once is like one, and the o
Once upon an Ordinary School Day. is said the same way.
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Find all the words which contain the
letter o. Read them aloud. How many
different ways do you pronounce the
Tip
letter o in the first sentence? Look at the letter o by itself and as part
of different letter patterns in the words.

B Check your understanding.

1 Answer these questions in your notebook.
a What was the boy doing before he woke up?
b What did he do just before he put his clothes on?
c What did he do after he kissed his mum?
2 Talk about the story opening.
a What does the writer want you to know about the boy?
b What kind of story do you think this is going to be?
c What might happen in the story?

8 Unit 1 Ordinary days

 3 The power of words
The ordinary boy went into his ordinary One girl shouted, “Stampeding horses!”
classroom and sat at his ordinary desk. Someone else said, “No, it was racing cars!”
Then, something quite out of the ordinary
And the ordinary boy said, “I saw
happened …
elephants, Sir, and there were hundreds
“Good morning, everybody!” said a quite of them!”
extraordinary figure, bounding into the
“Yes,” laughed Mr Gee. “Isn’t it wonderful?
classroom. “My name is Mr Gee and I’m
Now, I want all of you to try to put what
your new teacher. Now, you don’t know me
you hear on paper. Start writing!”
and I don’t know you, so, to help me to get
And as the music grew and swooped and
to know you, I’ve had an idea …”
danced and dived once more, the ordinary
As Mr Gee handed out paper, he said, “For
boy began to write.
our first lesson together I want you to listen
to some music and I want you to let the
music make pictures in your heads. Is that
clear?”
And the ordinary children whispered:
“He’s barmy!” “He’s bonkers!” “He’s as
nutty as a fruitcake!” “Music?” “Pictures?”
“What’s he on about?”

ersity Press And Mr Gee said, “Shush, just close your www.cambridge.org
eyes, open your ears and listen.”
And the music began: a rumbling, rolling,
thunderous music that boomed and
crashed around the classroom.
Suddenly it stopped. And Mr Gee said:
“Tell me what the music made you think of.” By Colin McNaughton

A What happens to the ordinary boy? Read what happens next

in the story and answer these questions in your notebook.
1 Who was the quite extraordinary figure?
2 What was the first thing the children had to do?
3 What helped the children while they were writing?

Session 3 The power of words 9

 B Discuss these questions.
1 Did the story continue how you thought it would?
2 What made the change happen?
3 What has changed for the ordinary boy? Any volunteers?
Have you ever made pictures
4 What do you think might happen next?
in your head while listening
to music? If not, try it! Music
without words is best.
Language focus
Remember that adjectives are words that describe things.
Adjectives can go either before a noun or after it.
He is an ordinary boy.
adjective noun

The boy is ordinary.

noun adjective

C Look at the way adjectives are used in the story. Before Mr

Gee arrives the only adjective used is ordinary. But when he arrives there’s
a new adjective: extraordinary.
1 Find all the adjectives in the story after Mr Gee arrives.
ersity Press How many adjectives are there? www.cambridge.org
2 Why does the author suddenly use all Tip
these interesting words? If you don’t know what a
3 Find the underlined word thunderous in word means:
the story. What do you think it means? • think of other words that
4 Look up these adjectives in your look and sound a bit

dictionary. Write the words and their the same, for example
thunderous sounds like
meanings in your notebook.
thunder

bonkers rumbling stampeding • read the rest of the

sentence and see if you
can work it out
• look up the word in a
dictionary.

10 Unit 1 Ordinary days

 4 More about settings

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A Look at the two pictures of a car park near a shopping mall.

1 Decide what is the same and what is different in the two pictures.
2 Look at these adjectives. Which picture does each one describe?

sad cheerful sunny dark rainy warm stormy

bright dull empty colourful busy dangerous
smiley lively thundery gloomy light happy

3 Write three sentences to describe the setting in each of the pictures –

it can be the place, the weather or the time. Remember that adjectives
can go before or after a noun.

Session 4 More about settings 11

 1 2 3 4

B Create a setting and use it in a story.

1 Look at the cartoon strip. What do you think has happened?
What do you think the setting is? Does the cartoon strip tell a story?
2 Think of a title for the cartoon strip story.
3 Write a description of the setting using interesting words.

5 Characters

A We usually want to know four things about the characters

in a story:
• what they look like • what they think or say
• what they do • how they feel.
1 Look back at the cartoon strip in the last session. Tell the story to a talk
partner. Remember to include information about the setting. Give each of
the characters a name. Include some information about them too.
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2 Write a description of the main character using interesting words to make
him or her come to life.

B Create another character.

1 Look at the three illustrations. Who would you most like to be friends with?
Why?
A B C

Juan Asibi Liang

12 Unit 1 Ordinary days

 2 Think of an adjective to describe each of the three characters.
Write your three adjectives in your notebook.
3 Read the character portrait of Liang. Do you think these statements are
true or false?

Liang hangs out in the mall with his friends. He and his
friends usually wear earplugs so they have to SMS each
other if they want to talk. Sometimes Liang texts back;
sometimes he doesn’t.

Liang is interested in computers. He enjoys flicking through

websites, finding out about the latest improvements and
new releases. He and his friends mostly communicate
through SMS and online. When they visit the mall, they
generally saunter over to a computer shop to examine the
computers on display.

a Liang and his friends have fun together.

ersity Press b Liang talks a lot. www.cambridge.org

c Liang knows a lot about computers.

d Liang is excited about visiting the computer shop.
e Liang likes playing football.
4 In your notebook write a character portrait of either Juan or Asibi.
Include information about:
• what Juan/Asibi likes doing
• the kind of person he/she is.

Session 5 Characters 13
 6 Verbs

Language focus
Verbs tell you what someone or something does, is or has.
Verbs also tell you when the action in the sentence happens:
When? What? Tense
Yesterday morning she walked to school. past
Every morning she walks to school. present
Tomorrow morning she will walk to school. future

A sentence must:
• have a verb – if there isn’t a verb, it isn’t a sentence
• begin with a capital letter
• end with a full stop, question mark or exclamation mark
• make sense.
Verbs are sometimes
called ‘doing’ words, but
they are also ‘being’ or
‘having’ words.

Did you know?

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The verb be is the most
common verb in the English
language. Different parts
of the verb are tricky to

A Decide which of the following

recognise. They include the
little words am, is, are, was
are sentences. Write the sentences in your and were.
notebook and underline the verb in each one.
1 The cute kittens.
2 She whispered to her friend. No verb? Not a
sentence!
3 I love chocolate.
4 I heard hundreds of elephants.
5 Some dangerous sharks.
6 They walk to school together.

14 Unit 1 Ordinary days

 B Write these sentences in your notebook, completing
each one with the correct form of the verb be.
1 When he … six, Liang could play the piano very well.
2 His fingers … very good at finding the notes.
3 Now that Liang … eight, he can mend computers.
4 Liang’s teacher says that he … very clever.
5 “I … very interested in computers,” said Liang.

C These sentences all contain a form of the verb

have. Write the sentences in your notebook. Then find
the different forms of have and underline them.
1 Sharks have sharp teeth.
2 I had a toy like that when I was little.
3 She is having a violin lesson at the moment.
4 She has no front teeth at the moment.

Tip
Different forms of a verb often look a bit like each other. Try looking
for words that begin with the same letters as have.

7 Amazing Grace
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1 Grace was a girl who loved stories.

She didn’t mind if they were read to her or
told to her or made up out of her own head.
She didn’t care if they were from books or on
TV or in films or on the video or out of Nana’s
long memory. Grace just loved stories.
And after she had heard them, or sometimes
while they were still going on, Grace would
act them out. And she always gave herself the
most exciting part.

Session 7 Amazing Grace 15