For a future full of opportunities
Taking a Better Learning approach Cambridge Primary Path is a 7-level American/International English course that combines an ESL approach to literacy with ELT support. With its unique combination of three learning pillars – literacy, oracy and creativity – Cambridge Primary Path empowers children to reach their full potential. Its research-informed insights have led to a rich variety of content, both print and digital, and a child-friendly design to create a better learning environment in school and at home.
Insights
Collaboration with Market Research, Language and Pedagogy Research and the Faculty of Education at the University of Cambridge offers the latest thinking in effective, childcentered language and literacy approaches.
Content
A systematic approach to literacy, oracy and creativity provides a rich language input, develops confident communication and fosters creativity.
Results
Children become confident, articulate and responsible global citizens with a love of learning. It empowers them to achieve B2 level by the end of Primary in an enjoyable, ageappropriate way.
Literacy: Children are immersed in rich, natural language through authentic fiction and nonfiction texts. They advance from learning to read to reading to learn. Oracy: The systematic approach to strengthening communication skills encourages students to become confident speakers able to successfully articulate their ideas in a variety of social situations. In doing so, they also develop empathy, awareness and resilience. Creativity: Activities based on seven creativity principles help children to become better thinkers and problem-solvers, who enjoy expressing themselves!
Supporting teachers and learners
FOR TEACHERS
All the support teachers need to implement the program with confidence and the tools students need to master the key skills, and have fun along the way!
Unit Opener
Unit
3
Ready ReadytotoRead: Read:Nonfi Nonfi ction ction Unit
3
3A
Why do we need to take care of nature? Talk
2 Read the text again. Underline the details that support the main idea in green.
Ready to Read: Nonfiction
Ask students to reread the text and underline the supporting details in green. Ask questions to guide them: What do jellyfish eat? What looks like plastic bags? Who dumps them in the ocean?
Reading Strategy: Identifying the Main Idea The main idea is what the text is about. You can often n find it in the first and last sentences.
about animals and their habitats.
Learn how to be an active listener.
1 Read the text and underline the main idea in blue. e.
Write a brochure about an insect.
Sea
Give a presentation on protecting an animal. Plan for an Arctic adventure.
Turtles
What
can c you
see?
Sea turtles are endangered because ausse of humans. Pollution in the ocean is a big problem robblem for sea turtles. One of their favorite ritte foods is jellyfish. People dump plastic bags gss in the ocean. Plastic bags look like jellyfish. Sea ea a turtles eat the plastic bags by mistake. Sometimes tim mes turtles get stuck in pieces of plastic trash. Fishing hinng can be bad for sea turtles, too. Fishing nets catch tchh fish, fish, but b they also catch turtles. The turtles can’t escape, scape, and d they die. We need to work together to protect turtles. les
2 Read the text again. Underline the details that support the main idea in green. 3 Which summary best describes the main idea of the text? Circle. a Oceans and rainforests are being damaged by humans.
Where
c Fishing is bad for turtles. 3.1
live?
Talk
1
3.1
extinct hon o eybee ey
oran ngu guta ta an
gra rass ssla land n s
enda angerred d
pol ollu luti tion
questions.
a What animals can you see? b Where do you think they live? c What do you think this text is about?
2
extreme habitats are?
Watch th he video and number in order.
3 honeybee
extinction?
1 sea turtle
?
2 orangutan
3.11 Watch again. Complete the graphic 3. org ganiz zer in the Activity Book.
AB page 42
50
These Animals Need You! Use bits of paper to clean up the ocean.
about animals and their habitats.
Learn how to be an active listener.
Quick, give this anglerfish lots of water.
Write a brochure about an insect.
Where would you prefer to live?
Give a presentation on protecting an animal.
We might think that animals and plants need a nice, clean healthy habitat—but this is not always true. There is a kind of bat, the Mexican free-tail bat, that lives in some of the most toxic habitats on Earth.
Plan for an Arctic adventure.
What
c can you
see?
Somewhere like this?
WHY DO WE NEED TO TAKE CARE OF NATURE?
Go over the pictures and questions on the page. Provide language as needed. First picture: What is this? (A polar bear.) What else is in the picture? (snow, ice, water) Where do polar bears live? (Where there’s ice. In the Arctic.) Right, the polar bear’s habitat is the Arctic. It’s cold. Remaining pictures: What can you see? (a honeybee, a sea turtle, the ocean, a camel, sand) Read out the final question. Then, ask: Why are polar bears in danger? Accept all logical answers. (lack of food, ice is disappearing) Explain that polar bears are in danger because they don’t have enough food. Help students understand the word extinct: What can happen to polar bears if they don’t have a home/ food? (They can disappear.) Ask whether they think any of the animals pictured are in danger and why.
or somewhere like this?
What can we do to protect sea animals? I think we can ...
Objective: to identify the main idea and prepare to read a nonfiction text Key Words 1: rainforest, habitat, orangutan, endangered, extinct, honeybee, grasslands, pollution Materials: Audio CD 3.1, Flashcards 3.1–3.8, blue and green pencils; Build Creativity: paper
Read out the unit objectives and discuss them with students.
Key Words 1 3.1 Use the flashcards and audio to present Key Words 1. This animal is an orangutan. Listen and say it with me. Orangutans live here. Hold up the rainforest Flashcard. What is the orangutan’s habitat? (The rainforest.) What do you think a rainforest is like? (rainy/ wet, full of trees)
1
3.1
Watch the video and number in order.
Watch the video and invite students to ask questions. Watch the video again, pause as needed, and ask: What animals did you see? (sea turtles, orangutans, honeybees) What problems do they have? (pollution/plastic, people are cutting down rainforests, chemicals can kill honeybees) Can that make the animals endangered? (Yes.) How can we help? (stop polluting, don’t cut down trees, don’t use chemicals on plants) Right, we can help the animals by taking care of nature!
2 3.1 Watch again. Complete the graphic organizer in the Activity Book. Play the video again and have students complete Activity 1 on page 42 in their Activity Books. Have pairs compare answers. AB page 42
?
Big Question Link
Have a volunteer read the Big Question Link box. Say: I think we can stop using plastic bottles because a lot of them end up in the ocean. Invite volunteers to share their ideas. Encourage students to explain their answers.
Build Creativity!
51
Read the Big Question aloud. Encourage students to give possible answers. Accept all their answers. Brainstorm nature vocabulary and write a list of useful words on the board.
m e. .. Ho m e Sw ee t Ho al ly ? Sw ee t, Re
a sea turtle, insect, seal, camel, (angler) fish, polar bear b in the desert, deep ocean, Arctic c how animals survive in extreme habitats d places where it’s hard to live
52
Objective: to introduce the topic of taking care of nature Key Words 1: rainforest, habitat, orangutan, endangered, extinct, honeybee, grasslands, pollution Materials: Video 3.1, Audio CD 3.1, Flashcards 3.1–3.8
Why do we need to take care of nature? B B B B B
ra rain ain info fo ore rest ha abit bitat
d Read the title. What do you think
any off these h animals in danger of
?
3
4 Look at pages 53–54. Answer the
Key Words 1
Are
FOR STUDENTS
4 Look at pages 53–54. Answer the questions. Answer the questions as a class. Write ideas on the board.
b People’s actions are endangering sea turtles.
do these animals ls
3 Which summary best describes the main idea of the text? Circle. Invite individuals to read each summary aloud. Ask: Which sentences are true? (All of them.) Which best summarizes this text? Why? (b because it contains all the other ideas. a may be true, but the text doesn’t mention rainforests. c is true and is mentioned, but it’s only one detail, not the main idea.)
3.1
Key Words 1
review Key Words 1.
1
Use the flashcards and audio to
Clean the Oceans Contest Objective: Focus Have a class contest for the most creative idea to remove plastic from the ocean and make sea creatures safe from plastic forever. Students can base their ideas on reality, e.g., a machine that detects plastic, or they can use their imagination, e.g., breeding a new species of shark that eats plastic. They can draw a picture of their idea and present it to the class.
Read the text and underline the main idea in blue.
Read out the text in the Reading Strategy box and ask students to explain in their own words what a main idea is. Ask: What do you think the text is about? How do you know? (Sea turtles. There’s a picture of a sea turtle.) Briefly brainstorm with students what they know about sea turtles. Have students do the task. Remind them that first and last sentences can help.
Differentiated Instruction Below-level
On-level
Above-level
Write rain + forest on the board. Ask students what each word means and then what the compound word means. Repeat with grass + land and honey + bee.
Have students describe what extinct and endangered mean and give an example of an animal that is endangered.
Have students name another animal that might be harmed by pollution, cutting down trees, or spraying chemicals and say why they think so.
69
68
For the Mexican free-tail bat
Where
do these animals ls
Now count the dots again. And again. Count them 10,000 times. That’s how many bats are in the cave!
Key Words 1
Are
1
any off these h animals in danger of
3.1
2
extinct hon o eybee ey
oran ngu guta ta an
gra rass ssla land n s
enda angerred d
pol ollu luti tion
Draw a polar bear in a snowstorm.
51
Watch th he video and number in order.
honeybee
extinction?
ra rain ain info fo ore rest ha abit bitat
sea turtle
orangutan
3.11 Watch again. Complete the graphic 3. org ganiz zer in the Activity Book.
AB page 42
50
51
Student’s Book: Foundation–6
Intriguing Big Questions, captivating fiction and nonfiction, Oracy Time and Speaking Missions, phonics and grammar lessons. Reading: Nonfiction
Explore the Text
Reading Strategy: Identifying the Main Idea
2 Read again. Complete the chart.
3A
stuck This numbe r got Can you in the mirror . ? turn it around
UNIT 3
Ten million bats, living together gets REALLY smelly and dirty. Scientists who have visited the caves say the piles of dirt can be up to 15 meters deep. That’s as high as three giraffes!
Grammar: Interrupted Past
b People are o often dangerous for plants and animals.
There are
c Dodos lived in the rainforest 400 years ago.
Where did all the dodos go?
people in the world.
destroy habitats when they build new buildings and roads. People also cause pollution. Pollution can destroy habitats, too. Then, plants and animals can become endangered or even extinct. Orangutans, tigers, sea turtles, and camels are all endangered. There are 00 two humped camels left only around 800 two-humped orld! Thousands of in the whole world! mals plants and animals could disappearr soon. People made them an endangered. Can m people help them survive?
1 1600
a The dodos were extinct by then.
2 Indian Ocean
b About the number of two-humped camels in the
3 thousands
c About when people from Europe arrived where the
4 1700
d How many plants and animals are endangered today.
5 800
e The dodos lived on an island there.
When I was writing a letter, I broke my pencil.
3 Circle the correct form.
I hope you’re having a great summer, too.
a I walked / was walking in the park when I saw / was seeing my friend.
Love,
b While I listened / was listening to music, the lights went / were going out.
Florence
c When I brushed / was brushing my teeth, I heard / was hearing a sound. d He ran / was running for the bus when he fell / was falling down. e I took / was taking pictures when my cell phone stopped / was stopping working.
4 Unscramble and make sentences. a playing / when / in the park / started / We were / the storm
c There are more endangered species today
T F
2 Read again and match. 1
Digital Package: Foundation–6
c having / we were / Mom’s phone / dinner / when / rang
When did Florence and her dad go on a nighttime trip?
2 What were Florence and her dad doing when they saw the sea turtle?
3 What did the sea turtle do while Florence
a It laid its eggs in the sand. b When they were visiting the Yucatan peninsula.
c They were walking along the beach.
d when / shining / the beach / arrived at / was / The sun / they e my leg / soccer / I was / hurt / playing / when I
and her dad were watching? 44
45
26
27
SB pages 52–55
Activity Book (with Practice Extra): Foundation–6
Exercises to further practice the language and skills presented in the Student’s Book with an access code to Practice Extra.
Test Generator All your teaching resources only one click away on Cambridge One. Download a test-generating tool and ready-made tests
Grammar and Writing Workbook: 1–6
Student and Activity Books with interactive activities and answers, plus integrated audio and video and teaching notes.
Presentation Plus Present course content using custom options and additional resources
An optional workbook with additional grammar and writing practice. Terms of Use
Privacy Policy
Accessibility
System Status
Teacher’s Resource Bank
Experience Better Learning
© Cambridge University Press 2019
Practice Extra: Foundation–6
Extra online activities, including the course videos, with a childfriendly design that motivates students through a clear learning pathway.
Presentation Plus
Download additional resources including study guides and flashcards
b a fish / was / the seal / swimming / caught / it / While
past progressive verbs.
T F
Teacher’s Resources
We were playing in the park when the storm started.
1 Read the postcard. Circle the past simple verbs. Underline the
4 Read and circle T (true) or F (false). b Pollution can destroy animals’ habitats.
Digital Components
She fell asleep while she was reading a book.
back into the sea.
dodos lived.
T F
The music stopped.
We can link events with when and while.
world today.
a Two-humped camels are extinct.
I was dancing.
shorter action:
I was dancing when the music stopped.
We were walking along the beach when we saw a sea turtle! Sea turtles are endangered, so it was very exciting to see one. We stopped, stayed still, and were very quiet. While we were watching, the sea turtle laid its eggs in the sand. Then, it went
Hello from O! IC MEX
longer action:
Primary
Cambridge Primary Path is an English language and literacy course that will help young learners become articulate writers and speakers of English, empowering them to make the most of life’s opportunities. Through its three essential pillars, Cambridge Primary Path offers a truly effective approach to learning.
We can link the actions in one sentence. We use the past progressive to show the longer action, and the simple past to show the shorter action.
we saw something amazing.
3 Match.
because there are more humans.
2019
3
We’re having a fantastic time in Mexico, and we’ve done some awesome things. When we were visiting the Yucatan Peninsula, my dad and I went on a nighttime walk. We went to a nature reserve where
. .
They cause It destroys
Some Sometimes people are dangerous to plants and animals. Look at this animal. Do you know what it is? It’s I ’ a dodo. dodo Dodo Dodos disappeared over 400 years ago. Do you know why?
Cambridge Primary Path Level 3
Two things were happening at the same time:
They when they build new buildings.
An illustrated pack of the unit and nonfiction vocabulary. Available digitally for Levels 5 and 6.
Elena
Grammar: Interrupted Past
Hi Sophie,
a Pollution can destroy habitats.
So the really big question is: WHY do scientists want to go into these caves?
16 UNIT 3
Step-by-step guidance for every lesson, sections to encourage critical and creative thinking, dialogic reading questions, differentiated instructions, games and more.
Topic-linked creative puzzles and games, designed to encourage problem solving, playful use of language and self-expression.
Why are humans so dangerous for plants and animals today?
1 Read the article. What is the main idea of the text?
If you went into that cave, you wouldn’t last very long. After twenty minutes, you’d need one of these.
Flashcards: Foundation–4
My Creative Journal: Foundation–6
The main idea tells us what the text is about.
Today, there are many more people in the world. There are many more endangered plants and animals, too. All these people need places to live and work. People
Mexican free-tail bats live in big caves, where they sleep, make smells, and leave a mess. Some caves have up to 10,000,000 bats in them. Any idea what that looks like? Well, count the dots.
3.1
live?
Dodos D odos lived liv on an island in in the Indian island Ocean. T h Ocean. There were no p eop ple on tthis island people unt til ab boutt 1 until about 1600. Then, p eople ffrom rom Europe people came. They y hunted the d od dos. T hey a dodos. They also brought othe th animals i l th other thatt ate the dodos’ food. The people cut down the rainforest where the dodos lived. By 1700, no dodos were left. The dodos were extinct!
Teacher’s Edition: Foundation–6
This
Help the camel survive in the desert. What does it need?
Help
Includes home-school resources to help parents support their child practicing English at home and revising ahead of exams.
Teacher Training
An online self-study course with teaching ideas to help you make the most of the program. Practice Extra
1 What makes your
community special?
2/2
2 What is food for? 2/2
Test Generator
Customizable tests for every unit.
Cambridge Primary Path Unit Walkthrough
Nonfiction Reading
Unit Opener Every unit starts off with a Big Question that sets the context for the unit, fosters high-level thinking skills, and promotes a deeper exploration of the theme.
Each unit includes a unit-opener video that introduces the topic and prompts students to start considering different angles.
3
Activity Book Graphic organizers allow students to systematize the information from the video as well as provide a means for more profound understanding of the topic. Students also practice Key Words 1.
1
3.1
A photo collage with exploration questions activates prior knowledge and gets students thinking about the topic. The items pictured will be revisited in the unit.
Why do we need to take care of nature?
The video also presents Key Words 1. These words are clearly marked and can be presented through full-color Flashcards (Levels Foundation through 4). Put these words in the graphic organizer.
rabbit
grasslands
ocean rainforest
camel
Ready to Read: Nonfiction introduces students to a reading strategy before they read the nonfiction text. Each text focuses on a different strategy, from predicting, comparing and contrasting to identifying author’s purpose, providing students with a variety of techniques to become better readers.
Big Question links provide cues for students to further discuss the Big Question. They offer an opportunity for students to sharpen speaking skills through discussions on relevant, real-world topics.
Key Words 2 help students comprehend the nonfiction text. These are clearly presented with photos and are highlighted in the body of the text.
Nonfiction texts inspired by children’s magazines provide meaningful content and language input on a wide range of topics. Students learn about the world and acquire language with appropriate scaffolding and support.
desert habitats
Activity Book sea turtle
2 What other animals can you add to the graphic organizer?
orangutan
Students practice Key Words 2 and reading strategies in another nonfiction text linked thematically to the unit topic.
3.4
Animal survival in
T Think
3.4
extreme habitats
Nonfiction Reading
How do people survive very cold and hot weather?
Dialogic reading strategies create memorable, participative reading classes Brrrr! Temperatures in the Arctic rctic regions go down to -50 degrees Celsius! It’s very, very cold and windy. Animals here eat meat because there are no and young readers who think critically plants to eat. In winter, it is dark all day. Polar bears have feet for walking on snow. Their furIn is very thick—perfect andhuge talk about the texts. the Teacher’s for keeping warm. They even have fur on the bottom of their feet! White fur Edition, you’ll questions helps them to hide in the snow. This isfind useful all whenthe they need to catch sealsand . Polar bears have oil in their fur, so, when they get wet, they don’t need a towel. prompts need to help students fully They just shake off the water,you and they’re ready! engage with the texts.
Case Study: The North Pole and the Polar Bear
Adapting Animals
These amazing animals live in a delicate balance with nature. Over thousands of y ea ars, tthey hey have a dapted to their years, adapted habitats. Camels h abitats. C amelss are happy in the hot hot desert. d eser t. Anglerfi Anglerfish sh don’t need llight ight tto o find nd ffood. ood. Polar Polar bears bears can can survive su urvivee on tthe he ice Arctic. But what happens iin n the the A rctic. B ut w hat happ pens if if their their habitats h abitats start sttar t tto o cchange hange quickly? quickly? What What happens h appens to to the the animals? animals?
Climate Change: Habitats in Danger
The oceans of the world are changing, too. The temperature of the water is slowly rising. Many ocean creatures eat plankton, tiny animals that are sensitive to the temperature. tempera ature. What What happenss if if the the water is too warm and all all of of the the plankton plankton driest deserts, die? Even in the dri iest d eser ts, tthere here is a rainy rainy season. season. Now Now w with with h climate climate change, in in some some deserts, deseertss, it it does does not att a all. How plants n ot rrain ain a ll. H ow ccan an p la ants and without a nd animals aniimals survive sur viv ve w ithout water? w ater?
Think boxes promote critical People need to change their thinking skills and creativity. ways, or their actions will
Human activity Hum man activi it y iiss quickly quick kly changing changing thee world’s w orld’s cclimate. liimate. The The Arctic Arctic is is getting gettin ng hotter, h otter, sso o tthe he ice iiss melting. melting. Ice is the polar home. ice, bears p olarr bears’ bears’’ hom me. Withoutt ice e, the b ears can’t close food. Hungry ca an’t get clo ose to seals, seeals, ttheir heir foo od. Hun ngr y now travel polar bears bears n ow trav vell a long way Without food, w ay ffor or ffood. ood d. W ithout foo od, they cannot survive.
destroy the natural world.
Have students look at the text and the pictures on page 34. Ask: What do you think this part of the text will be about? Play Track 3.4 up to the phrase “and they’re Teacher’s Edition: ready!” Pause, point to the pictures, and ask questions:
Grammar and Phonics
Which habitat is this section about? How is the Arctic extreme? What do polar bears eat? Why are polar bears’ feet special? What is the polar bear’s fur like? How does their fur help polar bears? How does hiding help them? How are polar bears like camels and anglerfish? How are polar bears’ feet like camels’ feet? What does “adapt” mean? How have the three animals adapted to where they live?
The Grammar in Context page provides systematic presentation and practice of key grammar structures. Students reflect on the structure based on examples—at least one of which comes from the reading text—and then explore the grammar rule. Finally, students practice the structure through a song, a chant or a speaking activity.
There are two additional pages of grammar practice for each grammar point in the Grammar and Writing Workbook!
Personalization Ask: Howwill have you adapted to where you live? Students practice the reading comprehension strategy they learned on the Explore the Text page as well as implement a variety of other strategies to organize information and comprehend the text deeply. 3.4
Page 54
Play the last part of Track 3.4. Ask questions: What is human activity changing? What another word for “world”? What is happening in the Arctic? Why do polar bears need ice?
54 54 54
T
Page 54
Think
Have students point to the ice and describe what it’s like.
Read the text in the Think box aloud. Ask questions to promote critical thinking: What’s it like in the desert? What could you do to survive in the extreme cold and extreme hot of the desert? If time allows, organize students into small groups and have them brainstorm a list of things to do to survive in very hot or cold weather. Encourage them to be as creative as possible. The group with the longest and most creative list wins the game.
What other habitat is changing? What are plankton? What happens to plankton if water is too warm? How do humans affect habitats? What will happen to the animals that eat plankton if plankton dies? What will happen to animals if they can’t adapt to the changes to their habitat?
Personalization Ask: What is your habitat? How do you think your habitat might change? How would you feel if your habitat changed? Finally, read the caption aloud and ask: How do you think people could change their ways? Accept all logical answers.
Activity Book Students have two full pages of additional grammar practice per grammar point.
AB page 43
Differentiated Instruction Below-level
On-level
Above-level
Have students describe to a partner Have students locate the highlighted the polar bears’ habitat and how words in the text. Have them say bears survive link each, find the matching Flashcard, Key Words 3 (Words in Context)polar appear in are adapted A Big to Question there. and describe what it means.
the nonfiction text. Students learn techniques to deduce their meaning from context.
Have students discuss with a partner how seals might be adapted to live in the Arctic and what might happen to them if all the ice melts.
connects the nonfiction text to the Big Question.
Activity Book Students practice reading comprehension in the new text.
Oracy reminders encourage students to utilize their oracy skills when they discuss the Big Question link.
71
The Phonics and Spelling pages help young readers explore graphemes (letters and letter combinations) and phonemes (individual speech sounds). Initially this helps children decode and read words accurately (Level Foundation – Level 3), and, as they progress, they become better spellers as they practice and acquire English spelling patterns through guided word study (Levels 4 – 6).
Activity Book Students have additional practice with the target sounds, spelling, and word patterns.
Oracy
Writing
Oracy is the skill of communicating confidently and effectively in diverse situations, from presentations to participating in group discussions. Oracy goes well beyond the words we use. It includes physical skills, like projecting your voice and conveying confidence; social-emotional skills, like understanding group dynamics and helping a group come to a collective decision; and cognitive skills, like structuring your ideas into a coherent argument.
The Writing page is part of a structured process writing program that enables students to produce more effective writing. Each page begins with a model text that familiarizes students with a particular genre, such as a letter/email, brochure, or news reports. Students discover its key features and then practice writing their own texts.
Grammar and Writing Workbook offers an additional three pages of writing practice.
Animated Oracy Videos feature Oracy Morris, Kate, Jack, Emma, and Liam, who present and demonstrate each oracy skill.
In Let’s Practice Oracy!, students practice oracy skills and observe each other. Cue cards with key phrases provide additional language support.
Check Your Oracy! invites students to reflect on and evaluate their oracy skills and recognize their own progress in oracy as they advance through the course.
Activity Book Students review oracy skills and participate in self- and peer-assessment activities.
Improve Your Writing sections focus on elements of written language such as capitalization, conjunctions, or sequencing adjectives modeled in the text to guide students in the correct usage.
Activity Book Students review and practice the target language from Improve Your Writing. Then, in class they follow a 4-step process writing section in which they read and analyze the model text, make a plan, and finally write and edit their own text.
Fiction Reading Ready to Read: Fiction starts with Key Words 4. These words are presented through images (Levels Foundation through 4) and then practiced in a meaningful activity before students encounter them in a fiction text.
Students are again presented with a reading strategy, this time linked to a piece of fiction, and given an opportunity to practice it before they apply it to the text.
3.14
The Day
3.13
They
Didn’t Come!
Page 64
Have students look at the illustrations and predict what will happen next in the story. Then, play Track 3.13 up to the phrase “bad weather is on the way!” Pause and ask questions:
“Mom, I’m calling Uncle Pablo. I’m sure he can help us!” she said. Pablo lived in Canada. He was a biologist and part of Monarchwatch, an organization that studies the monarch butterfly. Luisa explained the problem to him.
Who is Pablo? Why does Luisa think Pablo can help? What do you think a biologist does? What does Pablo say? Do you think Pablo is worried? Why? plant is important for the monarch butterflies? Illustrated original and adapted fictionWhat stories What is happening to that plant? form the backbone of the second half ofWhat the unit. does Pablo say butterflies are like? These stories motivate and engage students Whaton does “sensitive” mean? an emotional level while providing rich vocabulary What does Pablo say may be coming? What is a storm? input and enabling them to connect with Think T Think What do the villagers do when Luisa warns them a storm authentic, natural language. Does nature is coming? warn us in other ways? How? Why do the villagers think butterflies predicting the weather is funny? It wasn’t the time of year for a storm , but Luisa decided to warn the villagers. She told them that bad weather was coming. How does Luisa feel then? Why? “Are you joking? Stop everything?” one of the villagers shouted. “Butterflies What happened next? predicting the weather!” another laughed. Why do you think people were yelling? Luisa was very upset. “Why don’t people listen to nature?” she asked herself. What was the storm like? That night, a big storm came. It was raining, and the wind was blowing very hard. While Luisa was brushing her teeth, she heard a loud crash. She ran to How did Luisa feel during the storm? Why? “There are fewer butterflies every year,” Uncle Pablo explained. “Butterfly larvae feed on milkweed plants. Farmers are destroying milkweed.” He paused and then added, “You know, they’re very sensitive to environmental changes. Maybe some bad weather is on its way!”
her bedroom window and saw a big tree lying on the ground. She felt afraid. The river was f looding . She heard people yelling in the distance.
Personalization
64
Ask: How do you feel in a storm? What kinds of storms have you been in? What were they like? 3B
T “Over here! We need more sandbags!”
Time to Talk! helps students practice fluency by discussing child-friendly topics. Students are encouraged to work in pairs and then switch partners for additional practice.
Activity Book In another fiction text, students practice the reading strategy and Key Words 4.
A Big Question link motivates students to think about the Big Question, now in the context of the fiction.
As students discuss the Big Question link, an oracy reminder prompts them to implement the oracy skills they have been learning.
Think Have a volunteer read the Think box and invite groups to discuss. Model as needed. I think my dog warns us when a thunderstorm is coming because she hides before the rain starts.
At that moment, her great-grandmother came into the room and sat on her bed. “Don’t worry, dear. Everything’s going to be OK,” she said and gave her a hug. Luisa covered her head with a blanket and curled up next to her great-grandmother. The storm lasted all night. The next morning, the sun was shining . Luisa opened her window and looked outside. Mud and broken branches were everywhere. Fallen trees were lying on the road. Some homes were flooded, and others were destroyed . “Why didn’t they listen to me?” she asked herself. At that moment, an orange, black, and white butterfly flew through the window and landed softly on her shoulder.
3.13
“Mom,” she yelled. “They’re here!”
Students are encouraged to explore the text with critical Think T Think Do you in thinkthe butterfl ies thinking questions Think can predict the weather? Why orreading why not? prompts. Dialogic prompts are included in the Teacher’s Edition to promote deeper engagement with and discussions about the text.
Luisa now knew that what her great-grandmother believed about the butterflies wasn’t so crazy after all. The butterflies were warning them.
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Have students look at the illustrations. Ask how Luisa is feeling in each. Teacher’s Edition:
Then, play the rest of Track 3.13 and ask questions: What are sandbags? What was it like the next morning? What did the storm do? Why did Luisa yell, “They’re here”? Was Luisa’s great-grandmother right about the butterflies? How does Luisa feel at the end of the story? Why?
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Think Have a volunteer read the Think box and discuss answers as a class. Encourage students to say why.
Fiction Reading and Grammar
Listening and Values
In Explore the Text, students complete a variety of comprehension tasks. These tasks encourage children to develop skills such as making connections, predicting, organizing information, summarizing, and inferring. This approach prepares students to become more proficient readers.
The Listening page develops listening comprehension skills, from listening for gist to listening for details, from predicting content to inferring meaning.
Activity Book Student have two full pages of additional grammar practice. Another three pages are offered in the Grammar and Writing Workbook.
On the Grammar in Context page, students see a new grammar structure or a new aspect of the same structure that was introduced in the first part of the unit. The sample language is introduced in the fiction story.
An oracy extension task is included at the end of each unit, either on the Listening page or on the Big Challenge page. The oracy extension tasks offer students further practice to consolidate the oracy skill they learned in the unit.
Activity Book Students explore and reflect on universal Values linked to the unit theme. Thinking about values and applying them when interacting with others is a key life competency and builds socially responsible individuals.
Unit Project
Each unit culminates in a Big Challenge project that brings together the language and knowledge students have acquired in a hands-on, creative, and often collaborative task. Students demonstrate their understanding of the Big Question and share their knowledge with their classmates.
Speaking Speaking Missions are designed to build the confidence students need to speak English in real-world scenarios, such as buying a souvenir, ordering an ice-cream cone, or visiting a museum in a foreign country. The focus here is on high-frequency vocabulary and functional language so that children gradually become comfortable speaking English in everyday situations.
Before Your Mission presents key vocabulary to expose students to the language they will need. They also listen to a sample dialogue that features the structures they will use.
During Your Mission supports students with cues and step-by-step instructions to carry out their mission.
The Home-School Connection gives parents a window into the classroom. Study Guides are another key component of the Home-School Connection. These make it possible for parents to work with their children while they study for unit exams and assessments.
Activity Book Students reflect on their performance in the Big Challenge and evaluate the oracy skills linked to the oracy extension task. At the end of every unit, there is a two-page Unit Review.
Monthly Blasts are activities designed specifically for parents and children to do together with the aim of practicing English at home.
Time to Talk! or a Big Question link allows students to extend the Speaking Mission topic further, with a focus on either building fluency (Time to Talk!) or strengthening discussion skills (Big Question link).
Activity Book Students consolidate the work they did during the Speaking Mission.
Cambridge Primary Path
Oracy Task Students first review the oracy skills and language from the previous three units. Then, they are presented with the Oracy Task. Oracy Performance Tasks enable students to apply the oracy skills they learned in the previous three units by collaborating on a communicative quest. In addition to providing students with a valuable review and reinforcement of their oracy skills, the performance task can be used to evaluate students’ ongoing progress in oracy.
Explicit vocabulary for the task is provided. Students agree on the ground rules that they will follow and then put their skills into practice by performing a task together.
Following the task, students reflect on their talk and complete a Check Your Oracy! evaluation and discuss how they can improve their oracy skills in the future.
Components
Foundation Level 1
Level 2
Level 3
Level 4
Level 5
Level 6
Student’s Book with Creative Journal Activity Book with Practice Extra Grammar and Writing Workbook
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Teacher’s Book Flashcards
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Class Audio
Activity Book Students reflect on and consolidate the work they did during the Oracy Performance Task.
Test Generator Teacher’s Resource Bank Presentation +
* Available on Cambridge One
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We want to help you find the right solution for your needs, from course materials to support and teacher training. More information and resources are available here:
cambridge.org/primarypath If you have any questions, or would like further information, please get in touch with your local representative. For the ideal introduction to Cambridge Primary Path, try Cambridge Little Steps.
cambridge.org/littlesteps