Cambridge Primary English
What you need to know
Introduction to the Cambridge Primary Series Cambridge Primary is our exciting new series for the Cambridge Primary curriculum frameworks from Cambridge International Examinations. Joining our other marketleading titles, our Primary series starts the learner’s journey and completes the suite of titles available for a lifetime of learning: from Cambridge Primary to Cambridge Checkpoint, Cambridge O level and Cambridge IGCSE to Cambridge International AS and A level. Cambridge Primary is made up of Primary English (for First Language learners), Global English* (for English as a Second Language learners), Primary Mathematics and Primary Science, and is an innovative set of resources designed to support teachers and help learners to succeed in Primary education. Cambridge Primary English, Mathematics and Science are designed to fulfil the requirements of the Cambridge Primary curriculum, developed by Cambridge International Examinations.*
*Cambridge Global English titles have not gone through the
Cambridge Endorsement as they follow the curriculum frameworks developed by Cambridge English Language Assessment.
Focusing on academic achievement, this series is an ideal resource for any international or bilingual school. Cambridge Global English, Primary Mathematics and Primary Science are all written with English as a Second Language (ESL) learners in mind and focus on developing language, knowledge and skills across English, Maths and Science. The series offers the full advantage of being developed alongside Cambridge International Examinations*, whilst still being compatible with other curricula. Cambridge Primary is suitable for any primary school looking for an innovative and flexible suite of materials. Designed to set the foundations for future learning, Cambridge Primary sets clear goals for learners and teachers, and provides carefully structured questions, tasks and end-of-unit tests to help build students’ confidence and help teachers monitor progress.
*Cambridge Global English titles have not gone through the Cambridge
International Examinations endorsement process process as they follow the curriculum frameworks developed by Cambridge English Language Assessment.
What is Cambridge Primary English? Cambridge Primary English Stages 1-6 is an innovative, flexible and endorsed suite of materials, written specifically to support Cambridge International Examinations curriculum framework. Designed with First Language English learners in mind, our resources encourage young learners through individual, pair and group work to actively explore, use and apply their core listening, speaking, reading and writing skills. Each stage is made up of three core components, a Learner’s Book, an Activity Book, and a Teacher’s Resource Book with accompanying CD-ROM. All are fully integrated and offer a complete solution to teaching Cambridge Primary English. Throughout, our resources provide engaging activities, which address the need for differentiated learning, promoting creativity and critical thinking in the classroom. Lively international fiction, non-fiction and poetry texts are the basis for teaching reading and writing skills, including comprehension, grammar, punctuation, phonics, spelling and handwriting. Cambridge Primary English actively encourages young learners to practise their spoken English to build vocabulary and confidence through class and group discussion.
The suite also has the welcome addition of Phonics Workbooks. Workbooks A and B, provide an essential foundation in phonics skills and ensure children are fully up to speed with the key early reading skill of phonic decoding. Laying the foundations for lifelong learning, Stages 1-6 are tailored specifically for Primary levels and provide an excellent foundation to Cambridge Checkpoint English Stages 7-9 at Secondary level.
Cambridge Primary English Stages 1 - 6: ü Incorporate colourful illustrations throughout. ü Have linked resources for each stage, which provide structured, cumulative lessons covering all objectives in the Cambridge Primary English curriculum framework. ü Provide explicit teaching of skills and strategies to improve reading and writing, including comprehension, grammar, punctuation, phonics, spelling and handwriting. ü Offer a range of activities to suit different levels of academic ability. ü Include one formal spelling session into each stage on a termly basis. ü Provide a scheme which is delivered through detailed lesson plans. ü Are packed full of fun activities, questions and games to develop young learners’ comprehension skills and to aid learners’ familiarity with progression tests. ü Are complimented with two Phonics workbooks, which are provided in the early learning stages to help accelerate early literary skills. ü Promotes and provides ideas for classroom discussion to build young learners’ vocabulary. ü Provide a ‘language tool kit’ within each Learners book to help reinforce and remind young learners of key literary skills.
Cambridge Primary English Table of Contents Stage 1 and 2
Stage 1
Stage 2
Introduction
Introduction
Unit 1.
Playing with friends
Unit 1.
Stories about things we know
Unit 2.
Finding out and making
Unit 2.
How to write instructions
Unit 3.
Nursery-rhyme time
Unit 3.
Poems and rhymes about places and people we know
Unit 4. Joining-in stories Unit 5.
Reading to find out
Unit 4. Stories from around the world with a tale to tell
Unit 6. Rhyme time
Unit 5.
Unit 7.
Unit 6. Poems by famous poets
Make-believe stories
What is my house made of?
Unit 8. Things that have happened
Unit 7.
Unit 9. Poems and rhymes on a theme
Unit 8. Things under the sea
Review and reference
Stories by famous writers
Unit 9. All kinds of creatures Spelling activities Review and reference Tool kit
Cambridge Primary English Table of Contents Stage 3 & 4
Stage 3
Stage 4
Introduction
Introduction
Unit 1. Ordinary days
Unit 1. Storybook
Unit 2. Let’s have a party!
Unit 2. Going Deep
Unit 3. See, hear, feel, enjoy
Unit 3. Mind Pictures
Unit 4. Fiery beginnings
Unit 4. Just Imagine
Unit 5. Letters
Unit 5: Making the News
Unit 6. Poems from around the world
Unit 6. Sensational Poems
Unit 7. Dragons and pirates
Unit 7. What would you do?
Unit 8. Wonderful world
Unit 8. Food for Thought
Unit 9. Laughing allowed
Unit 9. Poems to Ponder
Spelling activities
Spelling activities
Toolkit
Toolkit
Cambridge Primary English Table of Contents Stage 5 & 6
Stage 5
Stage 6
Introduction
Introduction
Unit 1. There’s a lesson in that
Different voices – different times
Unit 2. Exploring space
Unit 2. People in the news
Unit 3. Reflections
Unit 3. Poems – old and new
Unit 4. Myths and legends forever
Unit 4. Time passing
Unit 5: Tell me how…
Unit 5. Poles apart
Unit 6. A different type of story
Unit 6. Words at play
Unit 7. A box of delights
Unit 7. A different medium
Unit 8. Share your views
Unit 8. Make it happen
Unit 9. Let’s perform
Unit 9. Snapshot
Spelling activities
Spelling activities
Toolkit
Toolkit
Cambridge Primary English - A look inside Learner book 4 Activity icons - help both learners and teachers by guiding children to different types of activity around the page and acting as prompts for teachers.
B
Complete your reading log for the
Did you know?
Harry’s Mad blurb and comment on
Dick King-Smith was a
whether you might enjoy reading the story.
farmer and a teacher before becoming a writer and many of his amusing animal stories
2 Harry’s Mad Discussion and paired note-making activities help children of all abilities, in discussing and developing their understanding of the core text before they attempt writing.
A
are based on his farming experiences.
Discuss Harry’s Mad in a group.
1 The word bank shows synonyms for the adjective funny. Starting with funny, order the adjectives in increasing intensity according to how funny you think they are (e.g. side-splitting implies something is funnier than amusing). Share your order with the class. funny
humorous hilarious comical amusing side-splitting
whacky
rib-tickling entertaining riotous hysterical
2 Select one of the adjectives you predict would apply to Harry’s Mad. 3 Choose the front cover that best suits the book. Use evidence from the blurb to back up your opinion.
Harry’s Mad
H ar
ry’s Mad
Harry’s Mad
4 Complete this sentence to summarise the evidence in the blurb suggesting that the book will be funny.
The blurb suggests the book will be funny because …
56
Unit 4 Just imagine
‘Did you know?’ fact boxes provide helpful introductory information for teachers and learners
Tip
B
With a talk partner, jot down notes to answer
Remember to look
the questions about the characters.
at the dialogue!
1 Which characters are mentioned in the blurb? 2 Who do you think are the main characters in the book? Choose one of the options below and give reasons based on evidence from the blurb and your own knowledge of stories.
Harry and Great Uncle George
Mad and Mrs Harry and Mad Holdsworth What do I look like?
3 What did the blurb tell you about Mad? 4 Do you think Harry will end up being
How do I speak?
pleased that Great Uncle George left him Mad rather than lots of money? Why?
5 Which legacy would you prefer? What can I do?
3 Understand the plot
A
Most stories follow a recipe with a few different ingredients each time to add interest. Getting the recipe right is important!
Introduction Characters and settings PLOT: Build-up Events that set the scene for an issue to be resolved.
Complication/ Climax A complication or exciting event occurs. What will happen is unclear.
Resolution
Ending
The issue is resolved.
Reflection by a character or narrator. Happy, sad or ambiguous.
Session 3 Understand the plot
57
Cambridge Primary English - A look inside Learner book 4
Writing skills are supported with embedded grammar activities.
1 Are 1 Are thethe contractions contractions in the in the extract extract used used when when someone someone speaks speaks or in orthe in the narrator narrator text? text? Why? Why?
2 Rewrite 2 Rewrite thethe following following phrases phrases using using an an apostrophe apostrophe to show to show possession. possession. thethe cage cage of the of the parrot parrot thethe house house belonging belonging to the to the family family thethe journey journey of the of the parrot parrot thethe parrot parrot of Great of Great Uncle Uncle George George
3 Find 3 Find these these phrases phrases in the in the extract extract and and rewrite rewrite them them without without using using thethe possessive possessive form: form: bird’s bird’s ear,ear, Harry’s Harry’s mouth. mouth.
4 What 4 What do do youyou think think thethe title, title, Harry’s Harry’s Mad, Mad, means? means? Can Can youyou think think of of twotwo possible possible meanings? meanings?
9 The 9 The Voyages Voyages of of Doctor Doctor Dolittle Dolittle
AA Discussion points are provided to help engage young learners and aid understanding of the main extract
TheThe Doctor Doctor Dolittle Dolittle stories stories areare about about
a doctor a doctor who who learns learns to talk to talk to animals. to animals.
1 Skim 1 Skim over over thethe Doctor Doctor Dolittle Dolittle extract extract and and discuss discuss with with a talk a talk partner partner what what thethe characters characters areare talking talking about. about.
2 Discuss 2 Discuss who who appears appears to be to be telling telling thethe story: story: a boy a boy (Tommy (Tommy Stubbins), Stubbins), or or Polynesia Polynesia thethe parrot? parrot? Find Find evidence evidence to to support support your your answer. answer.
3 Summarise 3 Summarise thethe keykey points points of the of the extract: extract: characters, characters, setting, setting, main main idea. idea.
Did Did you you know? know? Although Although Hugh Hugh Lofting Lofting wrote wrote the the stories stories in the in the 1920s, 1920s, theythey are are set set in Victorian in Victorian England England in the in the 1840s, so they so they historical stories reasons. 1840s, are are historical stories for for twotwo reasons.
Old-fashioned Old-fashioned books books often usedused Roman numerals to to often Roman numerals number number the the chapters. chapters. What What number number chapter chapter is VIII? is VIII?
6464
UnitUnit 4 Just 4 Just imagine imagine
Helpful learning bubbles are there to help point out new or unusual grammar and language points
Brief introductions to the texts help set the scene and build the context for the reader, before going into the full extract.
A nine-year-old A nine-year-old boy named boy named Tommy Tommy Stubbins, Stubbins, the cobbler’s the cobbler’s son, son, has discovered has discovered that Doctor that Doctor Dolittle Dolittle can talk can to talk animals. to animals. WhileWhile he ishe at is theatdoctor’s the doctor’s house, house, having having breakfast breakfast and and drying drying off inoff front in front of theoffire, the Tommy fire, Tommy speaks speaks to Polynesia, to Polynesia, Doctor Doctor Dolittle’s Dolittle’s parrot parrot friend friend fromfrom Africa. Africa.
Chapter Chapter VIIIVIII AreAre youyou a good a good noticer? noticer? “Do “Do you think you think I would I would ever ever be able be able to learn to learn or their or their feet instead. feet instead. ThatThat is because is because many many the language the language of the ofanimals?” the animals?” I asked, I asked, laying laying of them, of them, in the inolden the olden daysdays when when lionslions and and the plate the plate uponupon the hearth. the hearth. “Well, “Well, it allitdepends,” all depends,” said said Polynesia. Polynesia. “Are“Are you clever you clever at lessons?” at lessons?” “I don’t “I don’t know,” know,” I answered, I answered, feeling feeling rather rather
tigerstigers werewere moremore plentiful, plentiful, werewere afraid afraid to to make make a noise a noise for fear for fear the savage the savage creatures creatures heard heard them. them. Birds, Birds, of course, of course, didn’t didn’t care;care; for for theythey always always had had wings wings to flytoaway fly away with.with. But But
that that is theisfirst the thing first thing to remember: to remember: being being a a ashamed. ashamed. “You“You see, I’ve see, never I’ve never beenbeen to school. to school. goodgood noticer noticer is terribly is terribly important important in learning in learning My father My father is tooispoor too poor to send to send me.”me.” animal animal language.” language.” “Well,” “Well,” said said the parrot, the parrot, “I don’t “I don’t suppose suppose you you “It sounds “It sounds pretty pretty hard,” hard,” I said. I said. havehave really really missed missed much much to judge to judge fromfrom whatwhat “You’ll “You’ll havehave to betovery be very patient,” patient,” said said I have I have seenseen of school-boys. of school-boys. But listen: But listen: are you are you Polynesia. Polynesia. “It takes “It takes a long a long timetime to say to even say even a good a good noticer? noticer? Do you Do notice you notice things things well?well? I I a fewa words few words properly. properly. But ifBut you if come you come herehere mean, mean, for instance, for instance, supposing supposing you saw you saw two two oftenoften I’ll give I’ll give you a you fewa lessons few lessons myself. myself. And And cock-starlings cock-starlings on an onapple-tree, an apple-tree, and and you only you only onceonce you get youstarted get started you’ll you’ll be surprised be surprised how how tooktook one good one good look look at them at them – would – would you be you be fast you fast get youon. getIton. would It would indeed indeed be a be good a good able able to tell toone tell from one from the other the other if you if saw you saw thingthing if you if could you could learn. learn. Because Because thenthen you you themthem again again the next the next day?” day?” could could do some do some of the ofwork the work for the forDoctor the Doctor –I –I “I don’t “I don’t know,” know,” I said. I said. “I’ve“I’ve never never tried.” tried.” mean mean the easier the easier work, work, like bandaging like bandaging and and giving pills.pills. Yes, yes, Yes, that’s yes, that’s a good a good idea idea of of “Well “Well that,” that,” said said Polynesia, Polynesia, brushing brushing somesome giving mine. ’Twould ’Twould be a be great a great thingthing if theifpoor the poor crumbs crumbs off the offcorner the corner of the oftable the table withwith her her mine. left foot, left foot, “that“that is what is what you call you powers call powers of of
manman could could get some get some helphelp – and – and somesome rest. rest.
observation observation – noticing – noticing the small the small things things
It is a It scandal is a scandal the way the way he works. he works. I seeIno see no
reason why why you shouldn’t you shouldn’t be able be able to help to help about about birdsbirds and and animals: animals: the way the way theythey walkwalkreason a great a great deal deal – that – that is, if is, you if are youreally are really and and move move theirtheir heads heads and and flip their flip their wings; wings; him him the way the way theythey sniff sniff the air theand air and twitch twitch theirtheir whiskers whiskers and and wiggle wiggle theirtheir tails.tails. You have You have to notice to notice all those all those littlelittle things things if you if want you want to learn to learn animal animal language. language. For you For see, you lots see, lots of the ofanimals the animals hardly hardly talk talk at allatwith all with theirtheir
interested interested in animals.” in animals.” “Oh,“Oh, I’d love I’d love that!” that!” I cried. I cried. “Do “Do you think you think the the Doctor Doctor would would let me?” let me?”
Hugh Hugh Lofting Lofting
tongues; tongues; theythey use their use their breath breath or their or their tails tails Session 9 The Voyages of Doctor Dolittle Session 9 The Voyages of Doctor Dolittle
65 65
Cambridge Primary English Learner’s Books Title
ISBN
Cambridge Primary English: Learner’s Book Stage 1
78-1-107-63298-1
Cambridge Primary English: Learner’s Book Stage 2
78-1-107-68512-3
Cambridge Primary English: Learner’s Book Stage 3
78-1-107-63282-0
Cambridge Primary English: Learner’s Book Stage 4
78-1-107-67566-7
Cambridge Primary English: Learner’s Book Stage 5
78-1-107-68321-1
Cambridge Primary English: Learner’s Book Stage 6
78-1-107-62866-3
Activity Books Title
ISBN
Cambridge Primary English: Activity Book Stage 1
78-1-107-68345-7
Cambridge Primary English: Activity Book Stage 2
78-1-107-69112-4
Cambridge Primary English: Activity Book Stage 3
78-1-107-68235-1
Cambridge Primary English: Activity Book Stage 4
78-1-107-66031-1
Cambridge Primary English: Activity Book Stage 5
78-1-107-63642-2
Cambridge Primary English: Activity Book Stage 6
78-1-107-67638-1
Phonics Workbooks Title
ISBN
Cambridge Primary English: Phonics Workbook A
78-1-107-68910-7
Cambridge Primary English: Phonics Workbook A
78-1-107-67592-6
Teacher’s Resource Books Title
ISBN
Cambridge Primary English: Teacher’s Resource Book with CD-ROM Stage 1
78-1-107-64042-
Cambridge Primary English: Teacher’s Resource Book with CD-ROM Stage 2
78-1-107-68512-3
Cambridge Primary English: Teacher’s Resource Book with CD-ROM Stage 3
78-1-107-63282-0
Cambridge Primary English: Teacher’s Resource Book with CD-ROM Stage 4
78-1-107-67566-7
Cambridge Primary English: Teacher’s Resource Book with CD-ROM Stage 5
78-1-107-68321-1
Cambridge Primary English: Teacher’s Resource Book with CD-ROM Stage 6
78-1-107-62866-3
FAQs ü The Cambridge University Press Primary series seems to be written to a high level. Why is this? ü This is because the series follows the globally recognised curriculum from Cambridge International Examinations. Although it may initially appear challenging, the skills-led, enquiry-based approach means that teachers will be able to help their pupils to attain the appropriate international standards of achievement. ü Is there enough material to last for a whole school year? Is it too much material for the school year? ü Each Learner’s book contains nine units: 2 long units and one shorter unit per 10-week term. Each long unit has been designed to be delivered over four weeks, with three lessons per week. The shorter units are intended to be delivered over two weeks. The units per term may be taught in any order with progression being built in per term rather than unit by unit to add flexibility to the programme and to allow for more cross-curricular matching. ü At what level is each stage? ü As Cambridge Primary Science and Mathematics are also ‘language controlled’, they correspond to levels A1 to A2. Although the language levels do not comprise the content, they do reflect the language skills needed to access the content.
Global English or Primary English? Cambridge Primary English is designed for children who are already English speakers (First Language speakers) whereas Cambridge Global English is designed for English as a Second language speakers. See the table below for more detailed information about which course is right for you and your students.
Global English Are you teaching using the Cambridge Primary English curriculum framework from Cambridge International Examinations? Are you teaching using the Cambridge Primary English as a Second Language curriculum framework?
Primary English
ü ü
Are your children mainly fluent or relatively fluent English speakers?
ü
Are you teaching the International Baccalaureate Primary Years Program or the International Primary Curriculum?**
ü
ü
Are you teaching in a bilingual school?*
ü
ü
Are you teaching in an international school?**
ü
ü
* Cambridge Global English can be used for differentiated or group support in bilingual classrooms where Cambridge Primary English is the main scheme ** Both Cambridge Primary English and Global English use a topic-based structure which can be matched to both the International Baccaleaureate Primary Years Programme (PYP) and the International Primary Curriculum (IPC)
To find out more about the Cambridge Primary Series visit education.cambridge.org/cambridgeprimary