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Cambridge University Press978-1-108-61059-9 — Cambridge Global English Stage 6 Teacher's Resource with Cambridge ElevateJane Boylan , Helen TiliouineExcerptMore InformationIntroductionWelcome to Cambridge Global English Stage 6Cambridge 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 for theselevels.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 learnerslearn 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 thinkers. As learners participate ina wide variety of curriculum-based activities, theysimultaneously acquire content knowledge, developcritical thinking skills through tasks that encouragea personal response 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 and success. English for educational success. To meet the challengesof the future, children need to develop facility withboth conversational and more formal English. Fromthe earliest level, Cambridge Global English addressesboth these competencies. Cambridge Global Englishpresents authentic listening and reading texts,writing tasks, and culminating unit projects similarto those students might encounter in a first languageschool situation. Emphasis is placed on developingthe listening, speaking, reading, and writing skillsstudents will need to be successful in using authenticEnglish-language classroom materials. At Stage6, learning strategies and tips for study skills areintroduced and practised. This lays the foundationsfor developing effective study skills for future use. 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 through the text types and activitiespresent in the materials. Many opportunities forrevising these words and using them in personalised,meaningful ways are woven into the activities andlesson 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 students’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 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 very much hope that you and your students willenjoy using these materials as much as we enjoyeddeveloping them for you.The Cambridge Global English team6 Cambridge Global English Stage 6 Teacher’s Resource in this web service Cambridge University Presswww.cambridge.org

Cambridge University Press978-1-108-61059-9 — Cambridge Global English Stage 6 Teacher's Resource with Cambridge ElevateJane Boylan , Helen TiliouineExcerptMore InformationHow to use Cambridge Global EnglishA ComponentsCambridge Global English offers the followingcomponents: The Learner’s Book provides the core input of thecourse. It consists of nine thematic units of study.Each unit contains six lessons developed around aunifying theme that is also linked to a main questionat the beginning of the Reflect on your learningsection of the main units. The materials feature skillsbuilding tasks, including listening, reading, writing,speaking, as well as language focus, catering for theneeds of learners studying in a primary context.In addition, we have included a strong vocabularybuilding element. We also specifically explore waysof introducing basic learning skills and strategies, sothat the children become aware of the act of learningand how it works through such features as: Overt objectives at the beginning of each unit Language and Writing tips Listening and Reading strategies Use of English Reflect on your learning Look what I can do!We try to aim our materials at the whole child withall the experiences that they bring to the classroom.We encourage the learners to see the moral andsocial values that exist in many of our texts and findopportunities for reflecting 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. This means that the learners will seefactual texts, imaginary text, dialogues, poetry, etc. ona 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’s Bookwith listening and pronunciation activities, as well asread-along stories. We recommend that learners usethe Audio CDs at home to practise the stories and toshow their parents what they know. The Activity Book provides additional practiceactivities, deepening learners’ understanding of thelanguage skills 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 children of different ability, particularlywhen children come from different pre-primarybackgrounds. We think it is very important tosupport differentiated work in the classroom and weaim to do this through suggestions in the unit notes,with additional differentiation ‘challenge’ activitiesin the Activity Book. In addition, the productionrequired in the project work can be graded in termsof ability.At the end of this book, we provide photocopiableactivities for additional work. These are referred to inthe unit notes. We also provide a selection of lessonby-lesson spelling words which you can photocopy,cut out and give to the children to learn. The Digital Classroom is a projectable version ofthe Learner’s Book and Activity Book for frontof-class teaching. In addition to the Learner’s Bookand Activity Book pages, it includes videos andanimations, interactive language activities, all of theclassroom audio, pop-up answer keys and glossaries.B Learner’s Book structureCambridge Global English consists of nine thematic unitsof study roughly set out to cover three units per term inmost systems. The Stage 6 Learner’s Book is organisedas follows: Main units: Nine thematic units provide a year’scurriculum. Review pages: Every two units we provide two reviewpages to revise and consolidate learning.C Unit structureEach unit is divided up into six lessons. The length oflessons will vary from school to school, so we have notprescribed a strict time limit for each lesson. The lessonsare organised as follows: Lesson 1 Opening: This lesson introduces the maintopic, and prepares for the Big question which youwill find at the beginning of the Reflect on yourlearning section. We also set out the unit objectivesfor the teacher to share with the learners. This overtteaching of objectives is part of the learning tolearn strategy. The main lesson begins with a ‘Talkabout it’ activity in which the children are expectedto react to information, ideas or visuals. There is acontextualised listening or speaking text which leadsto exploitation of vocabulary and grammar. A freespeaking activity usually ends the lesson.How to use Cambridge Global English 7 in this web service Cambridge University Presswww.cambridge.org

Cambridge University Press978-1-108-61059-9 — Cambridge Global English Stage 6 Teacher's Resource with Cambridge ElevateJane Boylan , Helen TiliouineExcerptMore Information Lessons 2–4 Skills: In these lessons, we explorethe topic in various ways using a variety of shortlistening and reading texts which do include crosscurricular topics. The lessons focus on the mechanicsof reading, including spelling or pronunciation anduse of English and integrate the four skills. Guidedwriting activities are included in these lessons. Lesson 5 Literacy: This literacy lesson involvesreading authentic extracts, stories, poems and factualtexts of longer length. It allows the learner to explorea variety of text types with the class and developcomprehension and writing skills through relatedactivities. The literacy lessons can include some wordfocus and strategies for approaching new text typesand usually include value-related activities. Lesson 6 Choose a project: This is the consolidationand production section of the unit in which thelearners produce language related to some element inthe unit. This lesson begins with the learners takingan active role in choosing a project, carrying it outand presenting it to the class. Then they reflect ontheir learning and do a short self-assessment activity:Look what I can do!D Activity BookEach lesson in the Learner’s Book is supported bytwo Activity Book pages which reinforce and extendthe material introduced in the Learner’s Book. Italso provides opportunities for personalisation andcreative work, as well as challenge activities to supportdifferentiated classroom situations. In these activities,more confident learners can do additional work ata higher level. The last lesson of each unit offersadditional assessment / self-assessment opportunities.E Customising your lessonsWe provide support for planning each lesson in the unitpages of this book. We also clearly set out the teachingobjectives. Please bear in mind the following: These are ideas and guidelines only and you shouldadapt them to your situation and the needs of yourlearner. Do not be afraid to change things and bring inadditional elements. Monitor your learners. If they need additional supportfor some elements, tailor the material to their needs. Bring as much ‘real’ material into the classroom aspossible in order to create more interest for thelessons. Be creative in developing extension activities and roleplays. We offer suggestions, however there is muchmore that can be done. Encourage learning/teaching/showing betweenclasses, even of different age groups. Don’t forget to draw on parent support wherepossible.When using the book, the following guidelines might beuseful:Before using the Learner’s Book Warm up activities (songs, TPR, vocabulary games,alphabet chant, etc.). Pre-teach and practise key language that learnerswill encounter in the Learner’s Book and AudioCDs. (Try to make learning experiences concrete,interactive, motivating.)While using the Learner’s Book Keep learners engaged in an active way. Use the illustrations as a conversation starter –ask learners to name everything they see; playI Spy, etc. Vary the group dynamics in the lesson: move fromwhole group response to individual response topairwork, etc. Provide opportunities for learners to ask questions,as well as to 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 on classcharts. You can refer back to these charts in laterlessons. Adjust your reading and writing expectations andinstructions to suit the literacy level of your learners.Using the Activity Book and further suggestions Use the Activity Book pages related to theLearner’s Book pages. Depending on the ability of the learners, use the‘Additional support and practice’ activities and/or‘Extend and challenge’ activities suggested in theTeacher’s Resource at the end of every lesson. Do a Wrap up activity or game at the end of everylesson. Suggestions are included in the Teachers’Resource.We would strongly recommend that you supplement thiscore material with the following: An extended reading programme to provide thechildren with lots of practice of different typesof books leading to reading independence. It isrecommended that you regularly set aside time for thechildren to read books of their choice in class and thatthey are encouraged to read at home. Exposure to additional audiovisual material, such astelevision programmes, songs, film excerpts, so that8 Cambridge Global English Stage 6 Teacher’s Resource in this web service Cambridge University Presswww.cambridge.org

Cambridge University Press978-1-108-61059-9 — Cambridge Global English Stage 6 Teacher's Resource with Cambridge ElevateJane Boylan , Helen TiliouineExcerptMore Informationthe learners begin to feel confident in their ability todecode and understand a range of resources. Supplementary handwriting and phonics material toreally help build on those skills at this crucial time.F Setting up the primary classroomWe know that there is not always a lot of flexibility inthis, but, if possible, it would be useful to set up theclassroom in this way: Have some open space where learners can do roleplays, etc. Have a flexible seating arrangement, so that you canmix up the groups and pairs, and the learners becomeflexible about working in different ways. Make sure that you have display areas where you andthe learners can bring in pictures and items linked tothe themes you’re working on. Also display examplesof good work and creative work. Make small cards anddisplay important words for the learners to remember. Change displays regularly to keep the learnersinterested and engaged.G AssessmentWe recommend that you take the time and opportunityto observe and monitor the progress and developmentof your learners. We provide many opportunities forinformal assessment through the projects, as well as selfassessment (Look what I can do!) in the main units ofthe Learner’s Book. The Activity Book contains revisionmaterial at the end of each unit.Language Assessment exams for primary stages fits inwith the Cambridge Global English levels is set out below.Cambridge English Language Assessmentexam for primary stagesStage654321CEFR levelCambridge English: Key (KET)for SchoolsCambridge English: Flyers(YLE Flyers)Cambridge English: Movers(YLE movers)Cambridge English: Starters(YLE starters)A2A1H Home–school relationshipSupport and encouragement at home is extremelyimportant at this age. Encourage parents to becomeas involved as possible in their child’s learning processby asking them what they have learned after everylesson, allowing children to ‘teach’ them what they havelearned, taking an interest in what they bring home orwant to perform for them and supporting any work thelearners might try to do at home.I IconsThe following icons have been used to clearly signpostareas of special interest or as shorthand for specificinstructions:Audio and track number reference. These appearin the Learner’s Book, the Activity Book and theTeacher’s Resource.At the beginning of the year, create individual portfoliofolders to keep work that shows how the childrenhave been meeting the curriculum objectives. Use theportfolio to look over with the learners and create afeeling of progress and pride in what they have achieved.Keep this portfolio for parent–teacher meetings andsend it home to show the parents/carers either at the endof each term or the end of the year. You might wantto include a letter to parents/carers outlining what theyhave achieved.Speaking opportunity / activity recommended forpairwork. These appear in the Learner’s Book, theActivity Book and Teacher’s Resource.Cross-curricular maths and science topics. Theseappear in the Learner’s Book, the Activity Book andthe Teacher’s Resource.ABIf you would like further learner assessmentopportunities, a table of how the Cambridge EnglishAssessmentLinks directly to Activity Book activity and referencesit. These appear in the Learner’s Book and theTeacher’s Resource.Activity to be written in the learner’s notebook.These appear in the Learner’s Book and the ActivityBook.Activity to be done out of the book, in a more activeclassroom setting. These appear in the Teacher’sResource.How to use Cambridge Global English 9 in this web service Cambridge University Presswww.cambridge.org

Cambridge University Press978-1-108-61059-9 — Cambridge Global English Stage 6 Teacher's Resource with Cambridge ElevateJane Boylan , Helen TiliouineExcerptMore InformationFramework correlationsLearning objectives from the Cambridge Primary Englishas a Second Language Curriculum Framework:Stage 6 correlated with Cambridge Global English, Stage 6Below you will find a table setting out specifically where to find coverage of the framework objectives for Stage 6.Cambridge PrimaryEnglish as a SecondLanguage Framework:Stage 6CGECGECGECGECGECGECGECGECGEUnit 1Unit 2Unit 3Unit 4Unit 5Unit 6Unit 7Unit 8Unit 9Reading6Rd1 Recognisethe differencebetween fact andopinion in short,simple texts ona wide rangeof general andcurricular topics 6Rd2 Understandindependentlyspecificinformation anddetail in short,simple texts on arange of generaland curriculartopics 6Rd3 Use independentlyfamiliar paper anddigital referenceresources tocheck meaningand extendunderstanding 6Rf1 Read and followindependentlyfamiliar instructionsfor classroomactivities 6Rg1 Recognise,identify and soundindependentlya wide range oflanguage at textlevel 6Rg2 Readindependentlya range of shortsimple fiction andnon-fiction textswith confidenceand enjoyment Framework correlations in this web service Cambridge University Press11www.cambridge.org

Cambridge University Press978-1-108-61059-9 — Cambridge Global English Stage 6 Teacher's Resource with Cambridge ElevateJane Boylan , Helen TiliouineExcerptMore InformationCambridge PrimaryEnglish as a SecondLanguage Framework:Stage 6CGECGECGECGECGECGECGECGECGEUnit 1Unit 2Unit 3Unit 4Unit 5Unit 6Unit 7Unit 8Unit 96Rg3 Recognise theattitude or opinionof the writer inshort texts ona wide rangeof general andcurricular topics6Rm1 Understand themain points ofa wide range ofshort, simpletexts on generaland curriculartopics by usingcontextual clues 6Wa1 Plan, write, editand proofreadwork at textlevel, with somesupport, on arange of generaland curriculartopics 6Wa2 Use joined-uphandwritingin all writtenwork across thecurriculum withappropriate speedand fluency Writing6Wc1 Write, with somesupport, aboutfactual and

Cambridge University Press 978-1-108-61059-9 — Cambridge Global English Stage 6 Teacher's Resource with Cambridge Elevate Jane Boylan , Helen Tiliouine

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