How to use this Teacher’s Resource

This Teacher’s Resource contains both general guidance and teaching notes that help you to deliver CAMBRIDGE PRIMARY ENGLISH 3 TEACHER’S RESOURCE the content in our Cambridge Primary English resources. Some of the material is provided as downloadable files, available on Cambridge GO. (For more information about how to access and use your digital resource, please see inside front cover.) See the Contents page for details of all the material available to you, both in this book and through Cambridge GO. 1 Story writing with Teaching notes This book provides teaching notes for each unit of the Learner’s Book and Workbook. Each set of teaching notes contains the following features to help you deliver the unit. Roald Dahl The Unit plan summarises the topics covered in each unit, including the number of learning hours recommended for each topic, an outline of the learning content and the Cambridge resources that can be used to deliver the topics. 1The Background knowledge feature outlines specific skills, suggested resources, grammar and subject knowledge that you can familiarise yourself with in order to help you teach the unit content effectively. Learners’ prior knowledge can be informally assessed through the Getting started feature in the Learner’s Book.

Unit plan

Session Approximate number of learning hours Outline of learning content Resources

1.1 Setting the scene 1 Identify what a setting is, explore and talk about different settings, and write sentences to describe settings. Think about stories that could take place in a setting. Learner’s Book Session 1.1

Workbook Session 1.1

1.2 Looking at a Read a description of a setting from Learner’s Book Session 1.2 setting BACKGROUND KNOWLEDGEMatilda. Use decoding skills and dictionaries to help with unfamiliar Workbook Session 1.2 It would be useful to have some familiarity with words, then answer questions about Roald Dahl’s stories, in particular: the extract. Find nouns and adjectives Matilda, Charlie from the text. and the Chocolate Factory, Danny the Champion 1.3 Building 1–1.5 of the World and Read a description from Danny The Enormous Crocodile. Try to Learner’s Book Session 1.3 a picture with use one of Roald Dahl’s books as a class story.the Champion of the World in an words engaging way. Answer questions and Workbook Session 1.3 The Teaching skills focus feature covers a teaching skill and suggests how to implement it in each unit. TEACHING SKILLS FOCUS draw a picture of a described setting. Explore the ou sound. 1.4 Writing a setting 1 As with all skills, metacognition skills need to be Talk about familiar settings and list Learner’s Book Session 1.4 taught. Ask yourself: How often do I show learners that I am thinking? words that describe them. Compare the same setting in different Workbook Session 1.4 weather conditions and meet new Worksheet 1.1 vocabulary for familiar adjectives. Write sentences to describe a known setting.

Reflecting the Learner’s Book, each unit consists of multiple sessions. A session covers a learning topic. At the start of each session, the Learning plan table includes the learning objectives, learning intentions and success criteria that are covered in the section. It can be helpful to share learning intentions and success criteria with your learners at the start of a lesson so that they can begin to take responsibility for their own learning

There are often common misconceptions associated with particular learning topics. These are listed, along with suggestions for identifying evidence of the misconceptions in your class and suggestions for how to overcome them.

For each topic, there is a selection of starter ideas, main teaching ideas and plenary ideas. You can pick out individual ideas and mix and match them depending on the needs of your class. The activities include suggestions for how they can be differentiated or used for assessment. Homework ideas are also provided.

LEARNING PLAN

Learning objectives 3Rv.01, 3Rv.04, 3Rg.01,

Learning intentions • Explore different settings for stories. • Learners can explore different settings for stories.

Success criteria

Misconception Adjectives can be added after the noun without using a verb (e.g. There are flowers colourful). How to identify When learners describe a setting (note the word class order). Give learners several simple sentences containing an adjective. Cut each sentence into individual words. Ask learners to put the sentences in order. You could give each word to a different learner so that they have to physically put themselves in order.

How to overcome

Starter idea

Talk about a picture (10 minutes)

Resources: Learner’s Book, Session 1.1: Getting started Description: Ask learners to talk in groups about what they can see in the pictures in the Learner’s Book. Ask each group to focus on one of the settings and note down words they could use to describe it. Ask each group to share their words and write them on the board. 1 Talk about places (10 minutes)

Learning intention: To describe different settings shown in photographs. Resources: Learner’s Book, Session 1.1, Activity 1; Session 1.1: Getting started Description: Ask learners to look at the photographs. Elicit the names of the places (a market, a beach, a wood/park/jungle, a fairground). Ask learners to work in pairs to talk about the photos using the questions as prompts.

The Language support feature highlights specific vocabulary and uses of English throughout the unit that learners might not have encountered before, or may struggle with. It contains suggestions on how to approach these with your class and helpful examples to help them better understand. LANGUAGE SUPPORT

Help learners to remember and use their phonics while reading these poems. For those who need more practice, use games. For example, ask learners to stamp on a cup / jump over a letter grapheme written on a card and placed in front of them / leap up from their seat when they hear a specific sound.

The Cross-curricular links feature provides suggestions for linking to other subject areas. CROSS-CURRICULAR LINKS

Science: As an introduction to solids, liquids and gases, learners could classify and describe materials with adjectives based on their properties (e.g. dull, shiny, hard, soft, transparent, opaque).

Digital resources to download

This Teacher’s Resource includes a range of digital materials that you can download from Cambridge GO. (For more information about how to access and use your digital resource, please see inside front cover.) This icon indicates material that is available from Cambridge GO. Helpful documents for planning include: • Letter for parents – Introducing the Cambridge Primary and Lower Secondary resources: a template letter for parents, introducing the Cambridge Primary English resources. • Lesson plan template: a Word document that you can use for planning your lessons. • Curriculum framework correlation: a table showing how the Cambridge Primary English resources map to the Cambridge Primary English curriculum framework. • Scheme of work: a suggested scheme of work that you can use to plan teaching throughout the year. Each unit includes: • Differentiated worksheets: these worksheets are provided in variations that cater for different abilities. Worksheets labelled ‘A’ are intended to support less confident learners, while worksheets labelled ‘C’ are designed to challenge more confident learners. Answer sheets are provided. • Language worksheets: these worksheets provide language support. Answers sheets are provided. • End-of-unit tests: these provide quick checks of learners’ understanding of the concepts covered in the unit. Answers are provided. Advice on using these tests formatively is given in the

Assessment for Learning section of this Teacher’s Resource. Additionally, the Teacher’s Resource includes: • Diagnostic check and answers: a test to use at the beginning of the year to discover the level that learners are working at. The results of this test can inform your planning. • Mid-point test and answers: a test to use after learners have studied half the units in the Learner’s

Book. You can use this test to check whether there are areas that you need to go over again. • End-of-year test and answers: a test to use after learners have studied all units in the Learner’s

Book. You can use this test to check whether there are areas that you need to go over again, and to help inform your planning for the next year. • Answers to Learner’s Book questions

• Answers to Workbook questions • Glossary

In addition, within each unit’s teaching notes you can find more detailed information about teaching approaches. Audio is available for download from Cambridge GO (as part of this Teacher’s Resource and as part of the digital resources for the Learner’s Book and Workbook).

UNIT 1 WORKSHEET 1.4

Name Date

UNIT 1 WORKSHEET 1.3 Worksheet 1.4: Sequencing events from The Enormous Crocodile

Name Worksheet 1.3: Dialogue in Stories

Read the story.

UNIT 1 WORKSHEET 1.2

Name

Cut out each of these events from The Enormous Crocodile. Date a Enormous Crocodile b Enormous Crocodile leaves the river saying tries out his secret he has secret plans and clever tricks to plans and clever tricks. catch a child to eat.

UNIT 1 WORKSHEET 1.5

Name

d Enormous Crocodile tells Notsobig One he is going to eat a little child for lunch.

e The jungle animals help protect the children. They warn the children when crocodile is trying Date to catch them. Worksheet 1.2: Changing adjectives

Date Cambridge Primary English – Budgell & Ruttle © Cambridge University Press 2021 1 Worksheet 1.5: Thinking of ideas for a story You can get some ideas for a new story by looking carefully at a story you already know. Think about the order of events in The Enormous Crocodile. Change the events to make a new story. Original Order of events New story Enormous Crocodile tells Notsobig One he is going to eat a little child for lunch. Introduction Introduce the main character and main idea. Enormous Crocodile leaves the river saying he has secret plans and clever tricks to catch a child to eat. Beginning / Problem Explain what’s going to happen in the story. Enormous Crocodile 3 meets other jungle animals. He tells them his plan to eat a child. None of them like his idea, they all like the children in the town. Development Someone says the main character can’t do something. Enormous Crocodile tries 4 out his secret plans and clever tricks. Exciting part The main character tries. The jungle animals try to 5 stop Enormous Crocodile. Then what happens Other characters stop the main character. The elephant grabs 6 Enormous Crocodile and Enormous Crocodile flies into space and is never seen again. Ending The other characters succeed and the main character is never seen again. Cambridge Primary English – Budgell & Ruttle © Cambridge University Press 2021 1 Vihaan and his sister, Ananya, were on their way to school. ‘Hurry up, Vihaan’, called Ananya, who was already several steps ahead. ‘What are you looking at now?’ Vihaan was staring into one of the shop windows they passed on their way. Ananya could see Vihaan was in a world of his own and certainly not listening to her. Ananya headed back and shook Vihaan by the arm, ‘Come on’, she shouted, shaking his arm. ‘We’re going to be late!’ ‘But look, Ananya’, said Vihaan. ‘Don’t they look wonderful!’ Ananya looked in the shop window at the trays and trays of sugary cakes. In a few days it would be the start of this year’s Diwali festival and the food on display looked even more delicious than ever and Ananya knew that, at ten year’s old, Vihaan was always hungry! ‘I hope mum makes some barfi this year like that’, he said. ‘That one is really sparkly and it has little pieces of silver sprinkled on it. I could eat it right now’, he sighed. Ananya took another look. ‘Ooh yes. But that one looks yummy-scrummy’, she murmured, licking her lips and pointing at a tray of bright yellow candy, glittering with crystallised fruits at the front of the window. ‘I think that’s Agra Ka Petha’, said Vihaan. ‘It does look good but what about those?’ he asked, pointing to another tray right at the back of the window. ‘Don’t they look wonderful?’ Cambridge Primary English – Budgell & Ruttle © Cambridge University Press 2021 1 1 c The elephant grabs Enormous Crocodile by the tail and swings him round and round. When he lets go Enormous Crocodile flies in to space and is never seen again. 2 F Enormous Crocodile meets other jungle animals. He tells them his plan to eat a child. None of them like his idea, they all like the children in the town. Stick each event to the correct place in the story mountain. Cambridge Primary English – Budgell & Ruttle © Cambridge University Press 2021 Roald Dahl liked to paint very clear pictures of the characters in his stories. He liked his readers to know how special a character was. In Charlie and the Chocolate Factory he used lots of adjectives to describe Mr Wonka. Sometimes he used words to emphasise a characteristic, such as ‘extraordinary little man’ or ‘marvellously bright eyes’. Look at the words in Box A: Box A incredibly revoltingly dangerously ridiculously disappointingly disgustingly fabulously wonderfully Now look at the pairs of words in Box B: Box B small box yellow jelly beautiful necklace clever monkey scary spider fierce monster Choose a word from Box A to match with one of the pairs of words in Box B. Write a sentence using these words. Now do this again with other words from both boxes. Write as many sentences as you can. How many sentences can you write? UNIT 1 WORKSHEET 1.1 Name Date Worksheet 1.1: Ordering adjectives Read these sentence pairs. Tick the sentence where the adjectives are in the correct place. Then, write the correct sentence underneath. The first one has been done for you. Writing tip: in English, when you use an adjective next to a noun, you always put the adjective in front. Miss Honey’s cottage had windows two. Miss Honey’s cottage had two windows.  Miss Honey’s cottage had two windows. a In the corner was a tiny little bed. In the corner was a bed tiny little. b The hyenas two chased the giraffe. The two hyenas chased the giraffe. 1 c Dak had a big smile on his face. Dak had a smile big on his face. Writing tip: When the adjective is not next to the noun, it must be separated by a verb. d It was an amazing ship. The ship amazing is. e The turtle very slow was. The turtle was very slow.

Cambridge Primary English – Budgell & Ruttle © Cambridge University Press 2021

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