How To Use Cambridge Global English
Cambridge University Press978-1-107-66496-8 – Cambridge Global English Stage 2Annie Altamirano Caroline Linse and Elly Schottman Kathryn HarperExcerptMore 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 theneeds of learners studying in a primary context, theyfeature skills-building tasks for listening, reading,writing and speaking, as well as language focuses.In addition, there is a strong vocabulary-buildingelement to the course. Ways of introducing basiclearning awareness skills are also explored throughfeatures 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 eachclass there are learners of different abilities. It isvery important to support differentiated work in theclassroom and we do this through suggestions in theunit notes and additional differentiation ‘challenge’activities in the Activity Book. The production skillsrequired in the project work at the end of each unitcan 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.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 2Learner’s Book is structured as follows: Units: Nine thematic units provide a year’s worth ofcurriculum 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, in the form of a question, which shouldbe a trigger for input from the learners in line withthe 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. Lesson 3 Words 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 and a range of activities. 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.How to use Cambridge Global English in this web service Cambridge University Press7www.cambridge.org
Cambridge University Press978-1-107-66496-8 – Cambridge Global English Stage 2Annie Altamirano Caroline Linse and Elly Schottman Kathryn HarperExcerptMore information 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. 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.8When 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 charts. You can refer back to these charts inlater lessons. 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. Give homework assignments at the end of everylesson, especially vocabulary reinforcement activities:- Learners draw and label a picture scene withvocabulary items- Learners write and illustrate several sentencesusing vocabulary items- Learners create flash cards- Learners play games such as What’s Missing? orConcentration with a family member using a setof learner-made Word flashcards (Concentrationrequires a double set of flashcards – 6–10 pairsof words)- Learners make ‘favourite word’ posters wherethey draw a picture of their favourite word fromeach lesson/unit.Cambridge Global English Stage 2 Teacher’s Resource in this web service Cambridge University Presswww.cambridge.org
Cambridge University Press978-1-107-66496-8 – Cambridge Global English Stage 2Annie Altamirano Caroline Linse and Elly Schottman Kathryn HarperExcerptMore informationWe would strongly recommend that you supplement thiscore material with the following: An extended reading programme to providelearners with practice of different types of books,leading ultimately to reading independence. It isrecommended that you regularly set aside time forthe learners to read books of their choice in class andthat they are encouraged to read at home. ‘Real’ materials incorporated into the classroom asfar as possible in order to create more interest inthe lessons. Exposure to additional audiovisual material suchas television programmes, songs and film excerptsso that the learners begin to feel confident in theirability to decode and understand a range of mediain English. Supplementary handwriting and phonics materialsto help build on those skills at this crucial time in thelearner’s linguistic development.F Setting up the primary classroomWhile there is not always a lot of flexibility in setting upthe primary classroom, it would be useful to arrange thelearning space in the following way: Set up tables in groups so learners can work togetherand have a bigger surface to do so when doing endof-unit projects and craft activities. Set aside uncluttered spaces for learners to movearound in, do circle activities, role-plays, etc. Designate a reading corner in the room in which youread to the learners and they also read independently.Make a space for a ‘class library’ with a variety ofbooks that changes all the time. Reserve wall space to make displays of the learners’work, show words to remember, etc. Change theseregularly to maintain learner interest.G AssessmentWe recommend that you take the time and opportunityto observe and monitor the progress and developmentof your learners. Many opportunities for informalassessment are provided through the projects, as well asin the self-assessment sections (Look what I can do! ) inthe Learner’s Book. A restatement of the objectives isprovided at the top of most pages in the Activity Bookand in the ‘Look what I can do!’ statements and end-ofunit quizzes in the Activity Book.At the beginning of the year, create individual portfoliofolders to keep work that shows how the learnershave been meeting the curriculum objectives. Use theportfolio to create a feeling of achievement and pridein learners about what they have achieved over the year.Keep this portfolio for parent–teacher meetings andsend it home to show the parents/carers either at theend of each term or the end of the year. You might alsowant to include a letter to parents/carers outlining whatthe learners have achieved over the year.If you would like further learner assessmentopportunities, a table of how the Cambridge EnglishLanguage Assessment exams for primary stages fit inwith the Cambridge Global English levels is set out below:Cambridge English Language Assessmentexams for primary stagesStage654321AssessmentCEFR levelCambridge English: Key (KET)for SchoolsCambridge English: Flyers(YLE Flyers)Cambridge English: Movers(YLE movers)Cambridge English: Starters(YLE starters)A2A1H The home–school relationshipSupport and encouragement at home is extremelyimportant at this age. Encourage parents either face-toface or via letter/email to become as involved as possiblein their child’s learning process by asking them whatthey have learned after every lesson, allowing children to‘teach’ them what they have learned, taking an interestin what they bring home or want to perform for themand supporting any work the learners might try to doat home.How to use Cambridge Global English in this web service Cambridge University Press9www.cambridge.org
Cambridge University Press978-1-107-66496-8 – Cambridge Global English Stage 2Annie Altamirano Caroline Linse and Elly Schottman Kathryn HarperExcerptMore informationI 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.Speaking opportunity / activity recommended forpairwork or small group work. These appear in theLearner’s Book, the Activity Book and Teacher’sResource.Cross-curricular maths and science topics. Theseappear in the Learner’s Book, the Activity Bookand the Teacher’s Resource .ABLinks directly to Activity Book activity andreferences it. These appear in the Learner’s Bookand the Teacher’s Resource.Activity to be written in the learner’s notebook.These appear in the Learner’s Book and theActivity Book.Activity to be done out of the book, in a moreactive classroom setting. These appear in theTeacher’s Resource.Activity incorporating a song. These appear in theLearner’s Book and in the Activity Book.10Cambridge Global English Stage 2 Teacher’s Resource in this web service Cambridge University Presswww.cambridge.org
Cambridge University Press978-1-107-66496-8 – Cambridge Global English Stage 2Annie Altamirano Caroline Linse and Elly Schottman Kathryn HarperExcerptMore informationFramework correlationsLearning objectives from the Cambridge Primary English as aSecond Language Curriculum Framework:Stage 2 correlated with Cambridge Global English, Stage 2Below you will find a table setting out specifically where to find coverage of the framework objectives for Stage 2.Cambridge PrimaryEnglish as aSecond LanguageFramework:Stage 2CGECGECGECGECGECGECGECGECGEUnit 1Unit 2Unit 3Unit 4Unit 5Unit 6Unit 7Unit 8Unit 9ReadingR1 Recognise,identify andsound, withsupport, alimited range oflanguage at textlevel R2 Read andfollow, withsupport, familiarinstructionsfor classroomactivities R3 Begin to read,with support,very short simplefiction and nonfiction texts withconfidence andenjoyment R4 Understand themain points ofvery short, simpletexts on somefamiliar generaland curriculartopics by usingcontextual clues R5 Understand,with support,some specificinformation anddetail in veryshort, simpletexts on a limitedrange of generaland curriculartopics R6 Understand themeaning of veryshort, simpletexts on familiargeneral andcurricular topicsby rereadingthem Framework correlations in this web service Cambridge University Press11www.cambridge.org
Cambridge University Press978-1-107-66496-8 – Cambridge Global English Stage 2Annie Altamirano Caroline Linse and Elly Schottman Kathryn HarperExcerptMore informationCambridge PrimaryEnglish as aSecond LanguageFramework:Stage 2R7 Understand themeaning of simpleshort sentenceson familiar generaland curriculartopicsCGECGECGECGECGECGECGECGECGEUnit 1Unit 2Unit 3Unit 4Unit 5Unit 6Unit 7Unit 8Unit 9 R7 Use, with moreinfrequentsupport, a simplepicture dictionary Opportunities throughout to use picture dictionary in back of bookWritingW1 Plan, write andcheck, withsupport, shortsentences onfamiliar topics W2 Write, withsupport, shortsentenceswhich givebasic personalinformation W3 Write shortfamiliarinstructions withsupport fromtheir peers W4 Begin to usejoined-uphandwriting in alimited range ofwritten work Opportunities provided but not taught specificallyW5 Link with supportwords or phrasesusing basiccoordinatingconnectors W6 Use upper andlower case lettersaccurately whenwriting names,places and shortsentences duringguided writingactivities W7 Spell a growingnumber offamiliar highfrequency wordsaccurately duringguided writingactivities 12 Cambridge Global English Stage 2 Teacher’s Resource in this web service Cambridge University Presswww.cambridge.org
Cambridge University Press978-1-107-66496-8 – Cambridge Global English Stage 2Annie Altamirano Caroline Linse and Elly Schottman Kathryn HarperExcerptMore informationCambridge PrimaryEnglish as aSecond LanguageFramework:Stage 2W8 Include a full stopand questionmark duringguided writingof short, familiarsentencesCGECGECGECGECGECGECGECGECGEUnit 1Unit 2Unit 3Unit 4Unit 5Unit 6Unit 7Unit 8Unit 9 Use of EnglishUE1 Use singularnouns, pluralnouns – includingsome commonirregular pluralforms – anduncountablenouns, genitive‘s/s’ to name andlabel thingsUE2 Use numbers1-50 to count1-151-20UE3 Use adjectives,includingpossessiveadjectives, onfamiliar topicsto give personalinformation anddescribe things UE4 Use determinersa, the, some, any,this, these, thatto refer to familiarobjects UE5 Use who, what,where, how manyto ask questionson familiar topics;use impersonalyou in thequestion: How doyou spell that? UE6 Usedemonstrativepronouns this,these, that,those and objectpronoun one inshort statementsand responses Framework correlations in this web service Cambridge University Press13www.cambridge.org
Cambridge University Press978-1-107-66496-8 – Cambridge Global English Stage 2Annie Altamirano Caroline Linse and Elly Schottman Kathryn HarperExcerptMore informationCambridge PrimaryEnglish as aSecond LanguageFramework:Stage 2CGECGECGECGECGECGECGECGECGEUnit 1Unit 2Unit 3Unit 4Unit 5Unit 6Unit 7Unit 8Unit 9UE7 Use personalsubject andobject pronouns,includingpossessivepronouns mine,yours to givebasic personalinformation anddescribe things UE8 Use imperativeforms [positiveand negative]to give shortinstructionsUE9 Use commonsimple presentforms, includingshort answerforms andcontractions, togive personalinformation Use commonpast simpleforms [regularand irregular] todescribeactions andnarrate simpleevents includingshort answerforms andcontractions Use –ing formsswimming,spelling as nounsto describefamiliar andclassroomactivities14 UE10 Use commonpresentcontinuousforms,including shortanswers andcontractions, totalk about what ishappening nowon personal andfamiliar topicsUE11 Use there is/are to make shortstatements anddescriptions Cambridge Global English Stage 2 Teacher’s Resource in this web service Cambridge University Presswww.cambridge.org
Cambridge University Press978-1-107-66496-8 – Cambridge Global English Stage 2Annie Altamirano Caroline Linse and Elly Schottman Kathryn HarperExcerptMore in
How to use Cambridge Global English 7 How to use Cambridge Global English A Components Cambridge Global English offers the following components: The Learner’s Book provides the core input of the course and consists of nine thematic units of study. Each unit contains six lessons developed around a unifying theme, and linked to a main question at the beginning of the unit. The materials .
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
Cambridge Primary Checkpoint Cambridge Secondary 1 (11–14 years*) Cambridge Secondary 1 Cambridge Checkpoint Cambridge Secondary 2 (14–16 years*) Cambridge IGCSE Cambridge Advanced (16–19 years*) Cambridge International AS and A Cambridge Pre-
Cambridge International GCE Advanced Subsidiary and Advanced level (AS and A level) 47 Cambridge International General Certificate of Secondary Education (Cambridge IGCSE)/Cambridge International Certificate of Education (Cambridge ICE)/Cambridge GCE Ordinary level (Cambridge O level) 47 Cambridge International Diploma in Business 48 European Baccalaureate (EB) 65 International Baccalaureate .
Cambridge International Advanced Level (A Level) Cambridge International Project (CIPQ) Cambridge International Certificate of Education (ICE Diploma) Cambridge Advanced International Certificate of Education (AICE Diploma) Cambridge Checkpoint and Cambridge Primary Checkpoint qualifications are part of the May 2020 series.
The Cambridge Companion to Bede. Cambridge Companions to Literature. Cambridge: Cambridge University Press, 2010. Evans, G.R. The Language and Logic of the Middle Ages: The Earlier Middle Ages. Cambridge: Cambridge University Press, 1984. ———. The Language and Logic of the Middle Ages: The Road to Reformation. Cambridge: Cambridge .
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