Cambridge Global English Stage 1 Teacher S Resource 6

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Cambridge University Press978-1-108-61060-5 — Cambridge Global English Stage 1 Teacher's Resource with Cambridge ElevateAnnie Altamirano , Helen TiliouineExcerptMore InformationIntroductionWelcome to Cambridge Global English Stage 1Cambridge Global English is a nine-stage course forlearners of English as a Second Language. The ninestages range from the beginning of primary schoolthrough to the end of lower secondary school (roughlyages 5 to 14). The course has been designed to fulfilthe requirements of the Cambridge Primary and LowerSecondary English as a Second Language curriculumframeworks. The frameworks provide a thoroughcoverage of language and skills in English forthese levels.The materials reflect the following principles: An international focus. Specifically developed foryoung learners throughout the world, the themes,situations and literature covered by Cambridge GlobalEnglish strive to reflect this diversity and help learnersfind out about each other’s lives through the mediumof English. This fosters respect and interest in othercultures and leads to awareness of global citizenship. An enquiry-based, language-rich approach to learning.Cambridge Global English engages children asactive, creative learners. As learners participate ina wide variety of curriculum-based activities, theysimultaneously acquire content knowledge, developcritical thinking skills and practise English languageand literacy. The materials incorporate a ‘learning tolearn’ approach, helping children acquire skills andstrategies that will help them approach new learningsituations with confidence. English for educational success. To meet the challengesof the future, children need to develop facilitywith both conversational and academic English.From the earliest level, Cambridge Global Englishaddresses both these competencies. CambridgeGlobal English presents authentic listening andreading texts writing tasks and culminating unitprojects similar to those learners might encounter inEnglish-medium and international schools. Emphasisis placed on developing the listening, speaking,reading and writing skills learners will need to besuccessful in using authentic English-languageclassroom materials. At Stage 1, very basic learningstrategies are introduced and practised. These laythe foundations for future language learning anddevelopment. Rich vocabulary development. Building a large androbust vocabulary is a cornerstone to success in bothconversational and academic English. CambridgeGlobal English exposes learners to a wide range ofvocabulary. Many opportunities for revising thesewords and using them in personalised, meaningfulways are woven into the activities and lesson plans. Individualised learning. We approach learning in anindividual way by both acknowledging the individualnature of the knowledge and background of eachchild and encouraging their specific input. We alsoprovide for differentiated learning in the classroomby offering a range of activities of varying difficultyand extra challenges. Unit by unit support for this isprovided in the unit notes in this book. Integrated assessment. Throughout the course,teachers informally assess their learners’understanding of language and concepts. TheTeacher’s Resource provides suggestions forextending or re-teaching language skills based onlearners’ demonstrated proficiency. At the end ofeach unit, learners apply the skills and knowledgethey have acquired as they work in groups to createand present a project of their choice. This providesteachers with an excellent performance assessmentopportunity. An end-of-unit quiz in the ActivityBook provides another evaluation measure: a quickprogress check on learners’ understanding of keyESL and early literacy skills.Cambridge Global English can be used as a standalone ESL curriculum, or it can be used as part of aninnovative suite of materials created by CambridgeUniversity Press for young learners at internationalprimary schools: Cambridge Primary Science Cambridge Primary Mathematics Cambridge Primary English (L1) Cambridge Global English.We encourage you to learn more about thesecomplementary courses through the CambridgeUniversity Press website: education.cambridge.orgWe hope that you and your learners will enjoy usingthese materials as much as we enjoyed developing themfor you.The Cambridge Global English team6 Cambridge Global English Stage 1 Teacher’s Resource in this web service Cambridge University Presswww.cambridge.org

Cambridge University Press978-1-108-61060-5 — Cambridge Global English Stage 1 Teacher's Resource with Cambridge ElevateAnnie Altamirano , Helen TiliouineExcerptMore InformationHow to use Cambridge Global EnglishA ComponentsCambridge Global English offers the followingcomponents: The Learner’s Book provides the core input of thecourse and consists of nine thematic units of study.Each unit contains six lessons developed around aunifying theme, and linked to a main question at thebeginning of the unit. The materials cater for the needsof learners studying in a primary context: they featureskills-building tasks for listening, reading, writing andspeaking, as well as language focuses. In addition, thereis a strong vocabulary-building element to the course.Ways of introducing basic learning awareness skills arealso explored through features such as: Language tips Words to remember Language detective Look what I can do!Materials are aimed at the learner with all theexperiences that they bring to the classroom.Learners are encouraged to see the moral and socialvalues that exist in many of the course texts, andfind opportunities to reflect on these. We feel thatthe learner needs to be exposed to many differentforms of text topics and styles in order to developthe skills of assessing, interpreting and respondingappropriately to content. Therefore the course aimsto provide a variety of factual and fictional texts,dialogues and poetry, on a range of different topics,at the appropriate level. The Audio CDs include all the listening materialneeded for the Learner’s Book and Activity Book.The listening material supports the Learner’sBook with listening, pronunciation and phonicsactivities, as well as songs and read-along stories. Werecommend that learners also use the Audio CDs athome to practise the songs and stories, and to showtheir parents what they know. The Activity Book provides additional practiceactivities, deepening the understanding of languageskills and content material introduced in theLearner’s Book. The Teacher’s Resource provides valuable guidanceand support for using Cambridge Global English inyour classroom. We understand that within each classthere are learners of different abilities, particularlyat Stage 1 when children come from different preprimary backgrounds. It is very important to supportdifferentiated work in the classroom and we do thisthrough suggestions in the unit notes and additionaldifferentiation ‘challenge’ activities in the Activity Book.The production skills required in the project work at theend of each unit can also be graded in terms of ability.At the end of the Teacher’s Resource, photocopiableactivities, cross-referenced in the unit notes, areprovided to give additional work for each lesson.A selection of lesson-by-lesson spelling words, whichcan be photocopied, cut out and given to the childrento learn, are also included in the end section. The Digital Classroom is a projectable version ofthe Learner’s Book and Activity Book for frontof-class teaching. In addition to the Learner’sBook and Activity Book pages, it includes videosand animations, interactive language activities, allof the classroom audio, pop-up answer keys andglossaries.B Learner’s Book structureCambridge Global English consists of nine thematicunits of study, designed to cover approximately threeunits per term, in most educational systems. The Stage 1Learner’s Book is structured as follows: Starter unit: At the beginning of primary school,learners can come from a variety of backgrounds.Ideally most will have had some basic introductionto letters and numbers in English before they startthis course, but a Starter unit is still included atthe beginning of the Learner’s Book to provide anopportunity to review these basic concepts. TheTeacher’s Resource offers a range of further activitysuggestions for providing learners with additionalsupport and basic language practice, so that theycan all approach the Stage 1 Learner’s Book withconfidence. Main units: Nine thematic units provide a year’sworth of curriculum lessons. Picture dictionary: At the end of the book there isa thematically arranged Picture dictionary. Thisdictionary can be used for a number of activities,such as reviewing material at the end of terms, butits main aim is to introduce the concept of using adictionary in order to look up the meaning of words.This should be done on a fairly regular basis, so thatthe learners become accustomed to the idea.C Unit structureEach unit is divided up into six lessons. The length oflessons will vary from school to school, so a strict timelimit for each lesson has not been prescribed. Lessonsare structured as follows: Lesson 1 Think about it: Lesson 1 introduces themain topic, usually in the form of a question whichshould be a trigger for input from the learners in linewith the enquiry-led approach of the course. A shortpoem and main picture lead into the topic of theunit, giving learners an opportunity to identify keyvocabulary items. This leads to vocabulary practicetasks and culminates in a productive task. Lesson 2 Find out more: Lesson 2 is geared to deeperlearning about a curriculum topic. It usually involvesa short listening or reading passage followed bycritical thinking skills and guided writing tasks.How to use Cambridge Global English in this web service Cambridge University Press7www.cambridge.org

Cambridge University Press978-1-108-61060-5 — Cambridge Global English Stage 1 Teacher's Resource with Cambridge ElevateAnnie Altamirano , Helen TiliouineExcerptMore Information Lesson 3 Letters and sounds: Lesson 3 focuses on themechanics of reading and pronunciation, includingphonics, alphabet skills, reading, listening and writingskills. It usually contains a song or simple phonicsstory. Lesson 4 Use of English: Lesson 4 focuses ondeveloping language skills through contextualisedactivities. It involves combinations of speaking,writing and reading activities. Lesson 5 Read and respond: Lesson 5 focuses onliteracy and reading stories, poems and factual texts.It allows the learner to explore a variety of texttypes and develop comprehension and writing skillsthrough related activities. Lesson 6 Choose a project: Lesson 6 is theconsolidation and production section of the unit.Learners produce a project related to the unitcontent. Lesson 6 begins with a restatement of theinitial unit question and leads to a review of whathas been learned in the course of the unit. Learnerindependence is enhanced by allowing choice.Learners choose one of three projects to complete.At the end of the lesson they carry out a shortactivity (Look what I can do!) where learners can beencouraged to identify and demonstrate skills theyhave accumulated during the course of the unit.D Activity BookEach lesson in the Learner’s Book is supported by twoActivity Book pages that reinforce learning throughactivities, clearly framed within the ‘I can’ objectives ofthe course. The Activity Book provides basic practiceand reinforcement of vocabulary, use of English,writing and concepts. It also provides opportunities forpersonalisation and creative work, as well as activitiesthat can offer a higher level of challenge to supportdifferentiated classroom situations. The last lesson ofeach unit in the Activity Book is devoted to an end-ofunit quiz, offering more in-depth assessment of what thelearners have achieved.E Customising your lessonsSupport for planning each lesson and teachingobjectives are provided in the main unit notes of thisbook. When planning, please also bear in mind thefollowing: These are ideas and guidelines only; you should adaptthem to your situation and the needs of your learners.Do not be afraid of changing things and bringing into the classroom additional elements of your own. Monitor your learners. If they need additionalsupport for some aspect of the book or particularskills work, tailor the material to their needs.8 Learners of this age group need repetition andrevision. Do not be afraid of going over materialseveral times. We would encourage you to continuesinging songs, reading stories and playing gamesthroughout the year. Create routines and chants thatlearners can join in with. Be creative in developing craft activities and roleplays. Some suggestions are given but there is muchmore that can be done. Try combining English witharts and crafts classes. Try to encourage learning/teaching/showing betweenclasses of different age groups. Draw on parental support where possible. There are‘home–school link’ suggestions in every unit.When using the book, the following guidelines mightalso be useful:Before using the Learner’s Book Engage in warm-up activities (songs, total physicalresponse (TPR), vocabulary games, alphabetchants, etc.). Pre-teach and practise key language learners willencounter in the Learner’s Book and Audio CDs.While using the Learner’s Book Keep learners actively engaged. Use the artwork in Lesson 1 as a conversationstarter: ask learners to name everything they see inthe picture; play I Spy, etc. Vary the group dynamics in the lesson: move fromwhole group response to individual response topairwork, etc. Provide opportunities for learners to ask questionsas well as answer them. Encourage learners to act out the language inthe lessons. Encourage learners to use language structures andvocabulary to talk about their own ideas, opinionsand experiences. In class discussions, write the learners’ ideas onclass c

Cambridge University Press 978-1-108-61060-5 — Cambridge Global English Stage 1 Teacher's Resource with Cambridge Elevate Annie Altamirano , Helen Tiliouine

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