CAMBRIDGE Global English - Cambridge University Press
Cambridge University Press978-1-107-63581-4 – Cambridge Global English Stage 6Jane Boylan Kathryn HarperFrontmatterMore informationCAMBRIDGEGlobal EnglishTeacher’s Resource6Jane Boylanand Claire Medwell in this web service Cambridge University Presswww.cambridge.org
Cambridge University Press978-1-107-63581-4 – Cambridge Global English Stage 6Jane Boylan Kathryn HarperFrontmatterMore informationUniversity Printing House, Cambridge cb2 8bs, United KingdomCambridge University Press is part of the University of Cambridge.It furthers the University’s mission by disseminating knowledge in the pursuit ofeducation, learning and research at the highest international levels of excellence.www.cambridge.orgInformation on this title: www.cambridge.org/9781107635814 Cambridge University Press 2014This 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 2014Printed in Poland by OpolgrafA catalogue record for this publication is available from the British Libraryisbn 978-1-107-63581-4 Teacher’s ResourceCambridge University Press has no responsibility for the persistence or accuracy ofURLs 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, accurateor appropriate.notice to teachersThe photocopy masters in this publication may be photocopied or distributed[electronically] free of charge for classroom use within the school or institution thatpurchased the publication. Worksheets and copies of them remain in the copyrightof Cambridge University Press, and such copies may not be distributed or used inany way outside the purchasing institution. in this web service Cambridge University Presswww.cambridge.org
Cambridge University Press978-1-107-63581-4 – Cambridge Global English Stage 6Jane Boylan Kathryn HarperFrontmatterMore informationContentsMap of the Learner’s Book4Introduction6How to use Cambridge Global English7Framework correlations11Unit 1 Life experience21Unit 2 School39Review 157Unit 3 Sport59Unit 4 The big screen79Review 297Unit 5 Inventions99Unit 6 Explorers118Review 3135Unit 7 Jobs and work137Unit 8 Communication159Review 4178Unit 9 Travellers’ Tales180Review 5200Photocopiable activities202Photocopiable word lists240Contents 3 in this web service Cambridge University Presswww.cambridge.org
Cambridge University Press978-1-107-63581-4 – Cambridge Global English Stage 6Jane Boylan Kathryn HarperFrontmatterMore informationMap of the Learner’s BookpageUnitWords and expressions Use of EnglishReading/Writing6–191 Life experienceFree-time activitiesAdjective and noun formsWords connected with musicSequencing words and phrasesAchievementsVerbs with prepositionsWh- questions reviewPresent perfect simplePast continuousRead to understand general meaningFirst-time experiencesA biography about JK RowlingLiterature: The story of Helen KellerParagraphsWrite a biography20–332 SchoolSchool subjectsExtra curricula activitiesCollocations belong to; dochess; learn about; write forInstead of / as well as noun1st conditional withif/unlessRead for specific information: A text about Brain powerand tips for studying wellLiterature: Extract from a novelLife at schoolCreate a poster on ‘learning tips’Use modals to be polite; ask permissionWrite an email/letter34–35Review 136–493 SportSportsSports equipmentParty of the bodyFootballDescriptive wordsReported speechReported Wh questionsNeed/should/mustn’tScanningArticles about Paralymipian Hannah Cockroft and theLondon MarathonLiterature: Off SideA bar chart and notesA summaryDescribe a sports event50–634 The big screenFilm typesStrong adjectivesCinema historyStrong adjectives:absolutely/reallyPassive (past simple)Defining relative clauseswith where, whoand thatA film reviewA storyboardLiterature: Jurassic ParkGuess meaning from contextDirect speech and reporting verbsCreate a storyboard64–65Review 266–795 InventionsGadgets and equipmentOpinions and reasonsAdverbsUsed to for past habitsWill for prediction2nd conditionalUse your own knowledge to understand a text: Lightingup the world; WheelsLiterature: Start Small, Think BigA quiz on gadgets and inventionsSupport your ideas with reasonsAn essay about an important invention80–936 ExplorersFamous expeditionsExploration of the AmericasEquipmentDescriptive wordsQuestions forms: howmany, what nounLinking expressionsCardinal and ordinalnumbersParticiple adjectivesHistorical explorersAn explorer’s blogLiterature: The Boy Who Biked The WorldA quizTime references and datesA blog/diary entry94–95Review 396–1097 Jobs and workCompound nounsMedia jobsPersonal qualitiesClothes and uniformSuffixesAdjectives prepositions nounPresent continuousCould beSkim a textA TV presenter’s jobJob advertsLiterature: You can be anythingShortened sentencesSomeone’s job; a job advertisement110–1238 CommunicationWays of communicatingGesturesNegotiatingPresent continuous forfuture arrangementsPolite requestsGestures around the worldA class forumLiterature: Thank you LetterOnline communicationOnline politenessAn online forumWrite a verseA poster about communicationA discussion forum124–125Review 4126–1399 Travellers’ talesHoliday activitiesDescriptive adjectivesNouns with -ingExpressions with take2nd conditionalPrepositional verbsAdjectives andprepositionsUse prediction to understand a textAn online review pageA poem: My dream holidayLiterature: The Light Beam That Got Away byPlan your writingPost a comment/reviewWrite a poem: My dream holiday140–141Review 54Map of the Learner’s Book in this web service Cambridge University Presswww.cambridge.org
Cambridge University Press978-1-107-63581-4 – Cambridge Global English Stage 6Jane Boylan Kathryn HarperFrontmatterMore informationListening/SpeakingSchool subjectsPronunciation / Word studyCritical thinking / ValuesListen and talk about free-time activities;first-time experiences; inspiring peopleSequencing words/phrasesGive presentations: An inspiring person;a favourite book; an interesting experienceMaths: A pie chart-tion/-cianAttitudes to blindness and deafnessAnalysing a pie chartWhat makes some experiences special?Who do we admire? Why?Examining famous lives.Word stress for informationSilent lettersValue: Treating classmates fairlyComparing school lifeConsidering good study habitsCreating and analysing solutionsto problemsSchool life in different countriesListen to students talking about differentproblems at schoolPhrases: Giving adviceEmphasising wordsRoleplay a problem at schoolListen for expression and emphasisReasons for liking sportListen to instructions to warm upTalk about sports and equipmentOrder and give instructionsBiology: Parts of thebodyMaths: A bar chartEmphasisTeamworkInterpreting information on a bar chartExpressing opinions about sports eventsExamining personal challenges and goalsListen for specific information: A short historyof cinemaListen to film trailersListen to a film discussionMake information interestingGive presentations: A film review; talkabout filmsMaths: CurrencyDates (years)Facing a problemDescribing filmsCreating film scenesMaking deductions from inferencesMaking predictionsPersonal safety and looking after yourselfMy favourite gadgetA new inventionListen and speak about modern inventionsPrepare presentations: Know your audienceGive presentations: The history of an inventionScience: ThomasEdisonthe a soundBelieving in yourselfComparing and contrasting differentgadgetsMaking assumptions and predictionsCreating and describing an inventionProblem solvingSupporting opinions with reasonsTalk about what you knowThe story of ColumbusPlans for an expeditionUse contractionsGive presentations: A historicalexplorer or expeditionMaths: MeasurementsHistory: Explorersthe ch soundMaking visitors welcomeMaking deductionsSelecting information from researchCreating a plan for an expeditionMaking deductions from inferencesRhyming vowelsWorking hard and setting goalsExpress opinions about different jobsCreating a uniformCreating an advertisementDescribe job qualitiesPicturesJobs that family/friends do; work uniformsGive presentations: Present a design;a job you’d likeKey words for remembering whole sentencesPhone messagesA conversation with a teacherMake notes before you speakRole play: A difficult situationMaths: How much tospendMatching soundsSaying thank youCommunication in different countriesCommunicating in a difficult situationProblem solvingCommunicating appropriately onlineGiving opinionsHoliday activitiesDescription of a special place: PompeiInteresting or surprising informationActivities you’d like to tryGive presentations: Describe a placeScience: The speedof lightMaths: Survey andreportthe o soundLearning from family membersDiscussing positive and negative sidesDescribing feelings about a special placeImagining a dream holidayMap of the Learner’s Book in this web service Cambridge University Press5www.cambridge.org
Cambridge University Press978-1-107-63581-4 – Cambridge Global English Stage 6Jane Boylan Kathryn HarperFrontmatterMore informationIntroductionWelcome to Cambridge Global English Stage 6Cambridge Global English is an eight-level English coursefor young learners from the beginning of primary schoolto the end of junior secondary (roughly ages 6–13).The course has been designed to fulfil the requirementsof Cambridge Primary English as a Second LanguageCurriculum Framework. These internationally recognisedstandards provide a sequential framework for thoroughcoverage of basic English concepts and skills.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.6 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 teamIntroduction in this web service Cambridge University Presswww.cambridge.org
Cambridge University Press978-1-107-63581-4 – Cambridge Global English Stage 6Jane Boylan Kathryn HarperFrontmatterMore 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 devel
Cambridge University Press 978-1-107-63581-4 – Cambridge Global English Stage 6 Jane Boylan Kathryn Harper Frontmatter More information Cambridge Global English Cambridge Global English . Cambridge Global English Cambridge Global English
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