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Cambridge Global English With varied activities – including crosswords and matching – these workbooks help your learners practise and consolidate what they have learnt. The activities also support the reading, writing and Use of English strands of the Cambridge English as a Second Language Primary curriculum framework. This new edition provides more grammar practice with a short grammar presentation, followed by activities differentiated into three tiers: Focus, Practice and Challenge. Ideal for use in the classroom or for homework.
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CAMBRIDGE
Global English
• Process writing pages consolidate your learners’ knowledge of text types including literature • Three-tiered grammar exercises offer practice opportunities to suit the needs of every learner • Varied activity types keep learners interested • Write-in for ease of use • Answers for all activities can be found in the accompanying teacher’s resource
Workbook 3
For more information on how to access and use your digital resource, please see inside front cover.
✓ P rovides learner support as part of a set
of resources for the Cambridge Primary English as a Second Language curriculum framework (0057) from 2020
✓ H as passed Cambridge International’s rigorous quality-assurance process
✓ Developed by subject experts ✓ For Cambridge schools worldwide
Completely Cambridge Cambridge University Press works with Cambridge Assessment International Education and experienced authors to produce high-quality endorsed textbooks and digital resources that support Cambridge Teachers and encourage Cambridge Learners worldwide. To find out more visit cambridge.org/cambridge-international
Registered Cambridge International Schools benefit from high-quality programmes, assessments and a wide range of support so that teachers can effectively deliver Cambridge Primary.
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This resource is endorsed by Cambridge Assessment International Education
Paul Drury, Elly Schottman & Caroline Linse
Visit www.cambridgeinternational.org/primary to find out more.
Second edition
Digital access
Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108963664
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CAMBRIDGE
Global English
for Cambridge Primary English as a Second Language
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Workbook 3
Paul Drury & Elly Schottman
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Series Editor: Kathryn Harper
Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108963664
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It furthers the University’s mission by disseminating knowledge in the pursuit of education, learning and research at the highest international levels of excellence. www.cambridge.org Information on this title: www.cambridge.org/9781108921657 © Cambridge University Press 2021
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Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108963664
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Contents
Contents 1 Working together 1.2
Giving directions
8 10
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1.1 Celebrating together 1.3 Adding -ing to words
12
1.4
Let’s put on a play!
1.5
Whose team are you on? 16
1.6
Check your progress
2 Families
2.1 A family wedding
14
18
20
Using past simple questions
22
2.3
Saying where things are from
24
2.4
What’s your favourite month?
26
2.5
Special memories 28
2.6
Check your progress
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2.2
30
3 The desert
3.1 Deserts around the world
32
3.2
Using regular and irregular verbs
34
3.3
Comparing things
36
3.4
Desert adaptations
38
3.5
Rattlesnake, Mouse and Clever Coyote 40
3.6
Check your progress
42
3 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108963664
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Contents
4 Look again! 44
4.2
Using pronouns
46
4.3
Using adverbs
48
4.4
Experiments and results
50
4.5
Animal camouflage
52
4.6
Check your progress
54
5 Inventions
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4.1 Optical illusions
Can inventions help the planet?
5.2
Using verbs + to 58
5.3
Using infinitive of purpose
60
5.4
Planning an invention
62
5.5
Jenny, Lenny and the Jumperoo 64
5.6
Check your progress
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5.1
56
66
6 Dinosaurs 6.1
In the time of dinosaurs
68
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6.2 Using could as a past form of can 70 6.3
Using quantifiers
72
6.4
Dinosaur fantasies
74
6.5
Baby dinosaurs 76
6.6
Check your progress
78
4 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108963664
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Contents
7 Puzzles and codes Stripes and spots
80
7.2
Present perfect for experiences
82
7.3
Using pronouns
84
7.4
Secret messages
86
7.5
A fair solution 88
7.6
Check your progress
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7.1
90
8 Our amazing body 8.1
Inside our body
8.2
Using demonstrative pronouns
92
94
96
8.4
A happy, healthy week
98
8.5
Taste, smell and your brain 100
8.6
Check your progress
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8.3 Using will for future intention
102
9 What can robots do? What are robots like?
104
9.2
Direct and indirect objects
106
9.3
Countables and uncountables
108
9.4
Instructions for robots
110
9.5
Robot revolution 112
9.6
Check your progress
SA
9.1
114
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How to use this book
How to use this book 1 Working together
1.2 Giving directions
Language detective
When we give directions, we make the instructions as simple as possible. Stand up, please. Sit down, please. Step on the paper. Draw a picture.
This workbook provides questions for you to practise what you have We often use must to give rules. We use it to say when we have no choice. 3.5 Read and respond You each must follow the rules. must Learner’s not step on the floor.Book. learned in class. There is a unit to match unit in You your
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FocusWriting tip
Tips to help you with your learning.
1
These speakers are giving instructions. Look back at the games on pages 14–15 of Look at these sentences: your Learner’s Book. Which game are they talking about? ‘OK,’asaid she shouted. Draw lineMouse. to match ‘Fantastic!’ each instruction to the correct game. ‘Why?’ she asked. Stand Sit down. Step the paper. Eleven Fingers Use up. speech marks ‘ ’ around the on words a character says. 1 Working together Look at the comma (,), the ? and the ! – they all come before the second speech
mark.
Information to help you find out more about grammar.
3
1.2 Giving directions
Add speech marks and punctuation marks to the sentences below. The first onedetective has been done for you. Language
a ‘Touch ‘ I t h i the n k Ifinish c a n line.’ h e a r s o m et h i n g , ’ h e s‘Link a i d .your elbows the whole time.’ When we give directions, we make the instructions as simple as possible. up, hplease. onmthet ra paper. b Stand H e l p, e l p Sit s adown, i d a please. vo i c e . StepI a p p e dDraw u n daepicture. r t h i s ro ck . up, then sit down.’ ‘Stand on use the must paper.’ We often to give rules. We use it to‘Stand say when we have no choice. c You Is must t h a tfollow yo u ,the R arules. tt l e sYou n a ke a s ke M the o u sfloor. e. must not stepd on
notit’s step on the floor.’ d 1‘Do Yes, me said Rattlesnake. Working together
Focus
e 1
If I l etspeakers yo u o uare t , yo u w iinstructions. l l e a t m e Look s a i dback M o uats ethe . games on pages 14–15 of These giving Get it right! your Learner’s Book. Which game are they talking about? At the end is to the correct game. Draw a of linethe to story, matchRattlesnake each instruction Must is followed by a verb in its simplest form, and without ‘to’. Look at the trapped under the rock again. examples: Language detective Stand up. Sit down. Step on the paper. Eleven Fingers What do you think happens next? Your group must to hold up eleven fingers. Look at the picture and think what the When we give directions, we make the instructions as simple as possible. You must to run. twoStand littleup, snakes please.say. Sit the down, please. Step on the paper. Draw a picture. on paper. You must standing
1.2 Giving directions
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Use the Cambridge Learner Corpus to get your grammar right!
‘Hold out yourthe hands atand the same time.’ Please push rock let me out.
4
Rattlesnake wasmust angry. ‘Coyote tricked We often use to give rules. We use it to say when we have no choice. me,’You she thought. ammust trapped must follow the‘Now rules. I You not step on the floor. again!’
SA
10
Focus Suddenly a noise … ‘Touchshe theheard finish line.’
Each Use of English session is divided into three parts:
1
‘Link your elbows the whole time.’ These speakers are giving instructions. Look back at the games on pages 14–15 of your Learner’s Book. Which game are they talking about? then sit down.’ Draw linethe to match correctup, game. ‘Standa on paper.’each instruction to the‘Stand Stand up. Sit down.
Focus: these grammar questions help you to master the basics.
Step on the paper.
‘Do not step on the floor.’
Eleven Fingers
‘Hold out your hands at the same time.’
Get it right!
41
Must is followed by a verb in its simplest form, and without ‘to’. Look at the examples: ‘Touch themust finish Your group to line.’ hold up eleven fingers. You must to run. You must standing on the paper. ‘Stand on the paper.’
‘Link your elbows the whole time.’ ‘Stand up, then sit down.’
10 ‘Do not step on the floor.’
‘Hold out your hands at the same time.’
Get it right! Must is followed by a verb in its simplest form, and without ‘to’. Look at the examples:
6
Your group must to hold up eleven fingers. You must to run. You must standing on the paper.
Original material © Cambridge University Press 2021. This10material is not final and is subject to further changes prior to publication. ISBN_9781108963664
1.3 Use of English
We are working with Cambridge Assessment Practice International Education towards endorsement of this title. 2
Complete the sentences. Use the words in the box. It is
Dad is
They are
How to use this book
Mum is
1.3 Use of English
a
eating cake.
Practice b
Practice: these grammar questions help you to become more accurate and confident.
2
eating cake. Complete the sentences. Use the words in the box. c eating cake. d
3
It is
Dad is
They are
Mum is eating cake.
How many things are you doing right now? a eating cake. Write sentences. Use the words in the box to help you.
I am sitting. I am writing.
b c
breathe
eating cake. eating look cake. read
think
d
write
How many things are you doing right now? Write sentences. Use the words in the box to help you.
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3
move
eating cake.
I am sitting. I am writing. breathe
Challenge 4
Challenge: these questions will help you use language fluently and prepare for the next level.
think
look
read
move
write
Each of the sentences has a mistake. Find the mistake and write the correct sentence. I studying at home.
I’m listen to music.
She’s makeing a sandwich.
Challenge 4
They’re swiming. Each of the sentences has a mistake. He’s writeing a letter. Find the mistake and write the correct sentence.
I studying at home.
13
I’m listen to music.
1 Working together
She’s makeing a sandwich.
1.4 Let’s put on a play!
They’re swiming.
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He’s writeing a letter. 1 Word study: Write the name below each bird and mammal. Then draw one more bird and mammal. Write the names.
Questions that cover what you have learned in the unit. If you can answer these, you are ready to move on to the next unit.
3.6 Check your progress
13
7–9 Read and write: Write the past simple of the verbs for 7–9.
bear
fox
goose
kangaroo
owl
parrot
penguin
tiger
One day Mouse was looking for food in the desert, He heard a voice near a rock.
Birds
the voice.
‘Help, help!’ (say) 7
to the rock.
Mouse (run) 8
Mouse.
‘Is that you, Rattlesnake?’ (ask) 9
SA
10 What is your favourite animal, and why?
Mammals
Reflection
2
Questions to help you think about how you learn.
Talk with a partner. Think about the activities you did in this unit. Answer the questions.
Label the animals. What do you think these animals like/don’t like doing? What were you good at? Name one or two activities.
Use the words in the box to help you. eat
fly
sleep
swim
jump
talk
What did you find difficult? Name one or two activities.
I am an owl. I like flying at night. I don’t like sleeping at night. I am I am
Low res
14
I am
43
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1
Working together
1.1 Celebrating together Read: Look and read. Write yes or no. a
The children are learning the Dragon Dance.
b
The teacher is dancing.
c
There are eight children holding up the dragon.
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1
A child is playing the drum.
e
The children are holding up the dragon with long poles.
f
The dragon has big eyes and a little mouth.
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M
d
g
The dragon has sharp teeth and a long body.
h
The dragon is dancing in the air.
Challenge 2
Write: Answer the questions.
Do you think dragons are real or not real?
Can you think of any animals that look like dragons?
8 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108963664
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1.1 Think about it
3
Write: Pretend that you are the Chinese New Year dragon. Write a poem about how you dance in the Dragon Dance. Answer these questions.
the Chinese New Year dragon
Who are you? How are you moving? Why are you dancing?
up
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Use some of these words in your poem. down
left
right
slowly
quickly
SA
Challenge
M
I am the dragon
4
Let’s dance! Answer the questions. Do you like to dance?
Do you think dancing is easy or hard?
What do you like about dancing with your friends?
9 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108963664
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1 Working together
1.2 Giving directions Language detective When we give directions, we make the instructions as simple as possible. Stand up, please. Sit down, please. Step on the paper. Draw a picture.
PL E
We often use must to give rules. We use it to say when we have no choice. You must follow the rules. You must not step on the floor.
Focus 1
These speakers are giving instructions. Look back at the games on pages 14–15 of your Learner’s Book. Which game are they talking about? Draw a line to match each instruction to the correct game. Step on the paper.
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Stand up. Sit down.
SA
‘Touch the finish line.’
Eleven Fingers
‘Link your elbows the whole time.’
‘Stand on the paper.’
‘Stand up, then sit down.’
‘Do not step on the floor.’
‘Hold out your hands at the same time.’
Get it right!
Must is followed by a verb in its simplest form, and without ‘to’. Look at the examples:
Your group must to hold up eleven fingers. You must to run. You must standing on the paper.
10 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108963664
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1.2 Use of English
Practice 2
Write three rules for a game. Ask your partner to guess the game. Guess the game! 1
3
Challenge 3
PL E
2
Choose the correct verb to complete the instructions. Walk
Tie
Work
M
fall
SA
The three-legged race 1 You must
your legs together.
2 You must
as a team.
3 Dont’
4 You must
!
quickly.
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1 Working together
1.3 Adding -ing to words Language detective What happens when you add -ing to a short vowel word that ends in a consonant? hop – hopping
swim –
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run – running
What happens when you add -ing to a word that ends in a silent e?
Focus 1
write – writing
M
dance – dancing
make –
What are they doing? Look at the picture. Then complete the words. The first one has been done for you. They are hop ping
e
He is dan
a bridge.
f
They are pla
.
SA
a b
They are ma
c
He is ea
an ice cream.
g
The duck is swi
d
She is ru
after the balloon.
h
She is tal
. . . on the phone.
Get it right! You need three things to make the present continuous: I am reading. 1
The person
2
the verb to be (‘am’, ‘is’ ‘or are’)
3
‘ing’ at the end of the verb.
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1.3 Use of English
Practice 2
Complete the sentences. Use the words in the box. It is
Dad is
They are
eating cake.
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a b
eating cake.
c
eating cake.
d 3
Mum is
eating cake.
How many things are you doing right now? Write sentences. Use the words in the box to help you.
I am sitting. I am writing.
think
look
read
move
write
SA
M
breathe
Challenge 4
Each of the sentences has a mistake. Find the mistake and write the correct sentence. I studying at home.
I’m listen to music.
She’s makeing a sandwich. They’re swiming. He’s writeing a letter.
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1 Working together
1.4 Let’s put on a play! 1
Word study: Write the name below each bird and mammal. Then draw one more bird and mammal. Write the names. fox
goose
Birds
owl
parrot
penguin
tiger
M
Mammals
2
kangaroo
PL E
bear
Label the animals. What do you think these animals like/don’t like doing?
SA
Use the words in the box to help you. eat
fly
sleep
swim
jump
talk
I am an owl. I like flying at night. I don’t like sleeping at night.
I am
I am
14
I am
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1.4 Write about it
3
Look at the diagram. Then complete the sentences. Reptiles
Amphibians
use heat of the Sun to stay warm born on land
Both
lay eggs
are born amphibians 4
born in water frog
PL E
crocodile Reptiles are
breathe underwater
on land and they use the Sun to and they can .A
. Amphibians
underwater. Both reptiles and
is a reptile. A
is an amphibian.
Use of English: Imagine your class is putting on a play. There are many ways to be part of a play. Look back at your chart from the Learner’s Book (page 19). Then write a paragraph about what you and your partner like doing. There are many ways to be part of a play.
Write: Think about the things you and your family like/don’t like doing. Choose one of these topics.
SA
5
M
I like
food
spor t
animals
Food: I like eating strawberry ice-cream. My baby sister likes eating bananas. I don't like eating bananas.
Challenge 6
Write a list. You have one minute. Make a list of things you like doing and things you don’t like doing. How many can you think of?
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1 Working together
1.5 Whose team are you on? 1 Read the story on pages 20–21 of your Learner’s Book again. Then read the sentences and write T (true) or F (false). a The Bird and the Fish teams are playing football.
PL E
b Bat wants to be on the winning team.
c When Bat switches teams, the other players are happy.
d If Bat wants to play football, he needs to follow the rules. 2 How are birds and bats the same? Look at the chart. Write the missing words in the sentences below.
They have wings. They have two legs.
Bats ✓
✓
✓
✓
SA
M
They have feathers.
Birds ✓
Birds have
,
and
and , but they don’t have
. Bats have .
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1.5 Read and respond
3 Now look at the word ‘team’. Think of as many words or phrases beginning with each letter and relating to the topic of ‘teams’. Write your ideas on a separate piece of paper. Then choose the best word for each letter and make a simple poem. 4 Give advice. What can you say if someone on your team says these things? I’m not very good at this game.
Don’t worry. Practise every day.
PL E
She’s not very good at this game.
We lost again. I’m going to join another team.
SA
M
I’m the best player in the team.
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1 Working together
1.6 Check your progress Read and tick: Tick (✔) the correct choice – a, b or c. You should avoid stepping on the floor. a
He is waving. a
3
b
c
SA
b
c
b
c
Underline the correct sentence. a
6
c
They like singing and dancing. a
5
She doesn’t like singing or dancing. a
4
b
M
2
PL E
1
She’s makeing a sandwich.
b
They’re swimming.
c I’m listen to music.
Circle the sentence that is true. a
Bat likes losing. b Bat knows he made a mistake. c Bat likes helping his team.
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1.6 Check your progress
7
A reporter is asking Steve questions. Read and circle the best answer – 1, 2 or 3. a
Reporter: What are you and your friends doing? Steve:
Steve:
8
1 2 3
It’s difficult, but it’s also fun. I like the Dragon Dance. Don’t give up!
Complete the sentences using ‘am’, ‘is’ or ‘are’. I He
talking.
dancing.
reading.
M
She
9
PL E
b
1 It’s Chinese New Year. 2 We’re practising the Dragon Dance. 3 Our dragon is beautiful. Reporter: Is learning the Dragon Dance easy or difficult?
Answer the questions about what you like and don’t like doing.
SA
What do you like doing?
What don’t you like doing?
Reflection
Talk with a partner. Think about the activities you did in this unit. Answer the questions. What were you good at? Name one or two activities.
What did you find difficult? Name one or two activities.
19 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108963664
