Take English to the next level
cambridge.org/levelup
The
story
Learning is an adventure filled with ups and downs, challenges and triumphs. Level Up prepares young learners to be future-ready, with the competencies they need to excel in this ever-changing world. Much more than an English course, Level Up builds the skills to help learners face life’s journey with confidence. Step-by-step real-world learning missions encourage collaboration with others. Every step of the way, learners develop the cognitive and learning competencies they need for their journey. Level Up helps them build confidence in themselves and allows them to take English, and learning, to the next level.
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Give Your Students the Cambridge Advantage Level Up is a fast-paced general English course that takes students through to a B1 exit level by the end of Primary and builds all the skills learners need to be confident and future ready. Creates a mindset of continuous improvement through a combination of embedded missions and traditional assessment Inspires collaboration and develops social skills through motivational, real-world challenges Creates resilience through learning skills and life competencies Grows with students with higher levels reflecting the developing interests of today’s young learners
Take English to the next level Level 1 Level 2 Level 3 Level 4 Level 5 Level 6 CEFR
Pre-A1
A1
A1
A2
A2
B1
3
Collaborative learning This is developed in the Mission lessons which first appear in the unit opener and culminate with a group project at the end of the unit. These multi-stage real world challenges set clear, achievable goals and motivate learners to complete the task together.
Unit Opener The unit starts with a striking real-world image and a video to peak children’s curiosity and create excitement about the unit topic.
Vocabulary 1
Animal world
5
1
r Write a name fo Watch the video. . the documentary
cumentary Plan an animal do In this unit I will: als for 1 Choose anim ar a document y. 2
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animals Write about what can do.
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animals eat. Write about what documentary. Act out an animal
The Mission starts here – a real-life project that learners prepare, stage by stage, throughout the unit. From the first lesson they are aware of what they are doing and why, so that learning is more meaningful and motivating.
Vocabulary 1
Happy birthday!
5 My unit goals
Learn to say
Say and write
Practice 8
10
12
in English
sh new words in Engli diary
My Hooray!
OK
Collaborative activities prepared in stages represent natural learning process. After each stage the learners reflect and do a self-evaluation in the Workbook. As they complete each stage they tick off the check list and see their progress.
Try again
1 2 3
My favorite stage:
age 134 Go to p to your d d a d an tack! s rd o w
I can talk about toys.
I can write a birthday card.
I can ask and answer questions with Whose ‌ ?
I can understand letters of the alphabet that IÂ hear.
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Mission in action The unit culminates with Mission in action. This is where learners put into practice everything they learnt about the unit topic. The project was already prepared in stages, so all the children have to do is to consolidate it in the final collaborative task.
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Mindset for continuous improvement Level Up seamlessly combines embedded Missions, traditional assessment and extensive practice. It creates an environment where learners grow in confidence and showcase their learning regularly and in multiple ways.
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. Watch the video and take the quiz Listen and check (✓). 3
2
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A
B
A
✓
B
A
B
A
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Level Up reinforces learning through regular reviews, additional grammar practice and process writing.
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A
B
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Review, practice and writing
Units 5–6
Review
A
B
A
B
se, give clues, and guess. 3 Play the game. In pairs, choo climb above across from below big close to fly jump small swim
It can jump. It’s the smallest animal on the ground. It’s close to the bear. Is it the rabbit?
Qu iz
1 Read and
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Consolidation of units 5–6
answer th
e questio Who has cu ns. rly hair, Ev a or Jenn 2 Who y? has blond hair, Grand ma or Mrs 3 Does . Friendly? Mr. Friend ly have a mustache 4 Who and beard? is the surp rise party for? 5 Who does Jim dress up as for the pa rty? 2 1
Consolidation of units 5–6
Write.
Regular reviews are important to reinforce learning. Level Up has language and skills practice in the Workbook, review spreads every two units, and a full Review Unit at the end of every level.
blond br ush teeth clown go for a swim lake Adjectives Costumes Daily Routines blond Free time Nature shor t go shoppi movie star ng field get dresse tall d pirate take a sh ower wat ch a mov ie mou ntain Friendly Vote on y Fa rm Animal our favo Contest rite anim Color th a
e numbe r of stars
Animal N am
e
Cameron
Cat
Gracie Go at Harry Horse
.
l on the F riendly F arm.
Number of Animal N ame Stars: 1–5 OVERMATT ER
Henrietta
Hen
Number of Stars: 1–5
Rocky Roos ter Shelly Shee
p
Review un its 4–
6
6
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1–3
Phonics and Process Writing Extended Phonics (Levels 1 and 2) and Pronunciation (Levels 3 to 6) and Process Writing lessons consolidate the book in preparation for the end of year assessment.
Unit 8: Around town
Unit 8: /v/, /b/, and /f/ sounds 1
Writing a fact file and adding details
Read the words. Trace the letters that make the /b/, /v/, and /f/ sounds. fair
2
bench
leaves
photograph
bus
Look at the pictures. Say the words. Match the pictures to their sounds.
1
Read and answer. WRITING TIP Details
Portsburgh: Things to see and do
Details add more information about something. Go swimming is a detail about the Sports center.
Sports center: swimming, play tennis, have a milkshake in the café. Lakeside Park: Try the slide – it’s really high! Shopping center: Biggest shopping center in the world. Shop for anything you want!
/b/ as in boy
/v/ as in violin
/f/ as in frog
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How interested are you in going to each place? Why?
2
Make notes about places in your city.
Interesting places in your city
Reasons to go there
1 2
3
Write a fact file for your city. Use your notes from Activity 2. : Things to see and do
3
4
Help your partner. Look at your partner’s fact file. What else do you want to know?
Say the tongue twister as fast as you can. Fred the frog lived in a forest of vegetables, eating flies and broccoli, taking photographs and having fun in the field!
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Process writing
Phonics
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Grammar Practice Extended Grammar Practice in Levels 1 and 2 further reinforces students’ language skills.
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Future-ready learners Level Up is the first English course to incorporate the Cambridge Framework for Life Competencies. The Framework examines social, emotional and cognitive skills at different stages of students’ learning journey. Level Up improves confidence and resilience by developing students’ learning strategies and life competencies relevant to their age.
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Literature
1 What do you know about kangaroos? They’re …
2.34
They have …
They can …
The kangaroo’s kind to the old wombat all day. When it’s late, she says goodbye to him, and she looks for her baby. Where is he? She can’t find him! “Joey! Joey! Where are you?” the kangaroo shouts. It’s OK. He’s asleep below the biggest tree. The kind kangaroo finds him and goes to sleep, too.
They live …
Why the kangaroo has a pouch
One morning, a mommy kangaroo’s near the river. She’s playing with her joey. A joey’s a baby kangaroo. But what’s that noise? The kangaroo looks and sees a very old wombat. The wombat’s crying. “What’s the matter?” the kind kangaroo asks. “I can’t see and I need to eat and drink. I don’t have any friends to help me!” the wombat answers. “I’m your friend,” the kangaroo says. “Hold my tail.”
The next day she wakes up and sees a pouch. She puts her joey in the pouch. Then she sees the old wombat. “Look! This pouch is amazing, but where does it come from?” “It’s my present to you. You’re the kindest kangaroo that I know,” the wombat says. And from that day, all mommy kangaroos have pouches to carry their babies. The wombat holds the kangaroo’s tail, and she takes him to the river. “Here! Now you can drink,” she says. Then she takes the wombat to the greenest grass and says, “Here! Now you can eat.”
2 Talk about the questions. 1
How does the wombat feel at the beginning of the story?
2
How does the wombat feel when the kangaroo helps him?
3
Why does the wombat give her the pouch?
4
How does the kangaroo feel when the wombat gives her the pouch?
3 Who’s kind to you? Are you kind to people? What do you do? 66
Text type: An Australian dreamtime story
Social and emotional skill: Helping others
Children’s confidence improves thanks to a gentle integration of skills, language and learning strategies. 8
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It’s OK. He’s asleep below the biggest tree. The kind kangar oo finds him and goes to sleep, too.
The next day she wakes up an d sees a pouch. She puts her joey in the pouc h. Then she sees the old wombat. “Loo k! This pouch is amazing, but where does it come from? ” “It’s my present to you. You’r e the kindest kangaroo that I know,” the wo mbat says. And from that day, all momm y kangaroos have pouches to carry their ba bies.
2 Talk about the questio ns.
1 2 3 4
How does the wombat feel at the beginning of the story? How does the wombat feel wh en the kangaroo helps him? Why does the wombat give her the pouch? How does the kangaroo feel when the wombat gives her the pouch?
3 Who’s kind to you? Are you kind to people? What do you do?
Social and emotional skill: Hel
ping others
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Literature and Emotional skills Emotional and Social competencies are part of the literature pages. The learners identify the emotions of the protagonists and then identify their own emotional response to the events. Literature exposes learners to a whole range of emotions and techniques to manage them.
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Vocabulary There are two vocabulary sections in every unit.
Vocabulary 1 The first vocabulary section is presented through a clear visual, a listening task and a chant or pairwork game. In lower levels the visual is an5attractive illustration and an animation. In higher be levels this is a photograph and a video vlog. r.
Vocabulary 1
1
2.20 2.21
num Then listen and Listen and point.
This morning, the ldlife children are in a wi cher. park with their tea
1
In the afternoon
Chants and songs with animated videos support all vocabulary learning. 2 3
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2.22 2.23
Say the chant. e animal. Listen and say th
ic animals
Wild and domest
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Vocabula ry 2 and
1
song
a Listen a nd num ber. The This is o n sing t ur wildli he song fe p And we’r ark. We . e all hav 2.28
e our ma moving li sks. ke wild a He’s 1run nimals! b ning, ru n ning, run She’s 2cli ning like mb a lion. He’s 3jum ing, climbing, c limbing ping, ju like a be mping, ju She’s 4hid ar. mp ing, hid ing, hidin ing like a kanga roo. g . C The parr an you s ot’s gettin ee the kit ten there g food. It likes to ? fly It’s 5losin . g its ban a It’s 6fall d ing in th na! e sky! He’s hop ping, ho pping, h She’s 7fl opping li ying, fly ke a rab in g, fl She’s very bit. slow. Sh 8 ying like a bat. e’s mov He’s 9wa in lking lik g like a e a peng snail. uin. Can you do th at?
Vocabulary 2 The second vocabulary section extends the unit topic with further vocabulary through a song.
c
e f
h i
2 Play the gam e. Corre c
The bear’ s
sleeping .
The parr ot’s eatin g 62
Action ve
rbs
g
1
t your f riend.
No, it isn ’t. It
its banan a.
Move like Can you an animal. r friend g uess?
’s climbin g a tree!
No, it isn ’t. It
’s losing
its banan a!
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Language
Story The story exposes children to the new language in an entertaining way. Language practice 1
DIVERSICUS 1
2.20
This show’s called Icaria. It’s an island in Greece. Do you like the new tree?
Rubber? My eraser’s made of rubber.
2
Yes! What’s it made of?
Yes, rubber is one of the safes materials for acrobats.
n rubber. It’s made of brown and gree Here are Lily’s wings.
3
t
made of That’s smar t. The wings are the show? paper. Are these the wings for
4
Can I put them on?
aren’t OK, but please be careful; they e of rubber. very strong. They aren’t mad
No, Jim. They’re only for the
e of gold! Look at that helmet. It’s mad
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No, Jenny, it isn’t. We painted
it gold.
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These are the wings for the show. What do you think they’re made of?
6
rts! Wow! They’re made of old T-shi
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make the costumes. We always recycle things to , and now we have We painted the old T-shirts gold to help us? to cut them up. Would you like
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2.21
practice.
say Listen to the sentences and
I’d really like to help, but … it’s time for me to fly.
the answers.
Story: be made of in context
In Levels 5 and 6 Jim and Jenny, now aged 11, come to life through a vlog. 12
Levels 1 and 2 feature the adventures of the animals on The Friendly Farm. In Levels 3 and 4 the stories follow a circus family, Diversicus around the world exploring different culture every unit.
Language practice The Grammar Spotlight box highlights the examples of grammar from the story. There are two Language Practice sections in every unit. Each Language Practice leads to a Mission stage 1 and gives children the language to complete the Mission. Language practic e1
1 Read the text. Wh
5
at clothes does Ro bin describe?
These are the 1 clothe s for my costum e. The pants are 2 They’re 3 of paper. purple with yellow 4 . I have yellow and 5 pu rple shoes. They’re made 6 of . My helmet 7 made of gold. Robin
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Grammar spotlig ht
What’s it made of of?
What are the wing
s made of?
It’s made of gold. The wings are ma de
2 Read Activity 1 ag
of paper.
ain and choose th e correct answer . Use the words
in the box.
3 Describe the co st
ume in the pictur e.
He’s wearing a bla ck hat. It’s made of …
STAGE 1
Design a costume . Choose a character from a play, movie , or book. Design a costume for the character. Think about what Write a description it’s made of. of your costume an d what it’s made of. In groups, talk ab out your costume. This is my design for a Peter Pan cos tume. He’s wearing a hat. It’s made of green pa per …
My
diary
Workbook page 58
be made of
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Additional grammar practice in the back of the Student’s Book.
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Levels 5 and 6 have a more mature approach. Reading introduces new language in context and then Language Practice sections provide extension and practice.
Language presentation 1
Riku, aged 9, Japan Most people aren’t surprised that I don’t have a dishwasher. But when I say that fish clean my dishes for me, many people don’t believe me! In my yard, there’s a small room, called the kabata. In the room, there’s a lot of water from our town’s river. My family use the water to clean vegetables and wash dishes. A little food falls off the bowls that we wash – but that’s OK because there are lots of fish living in the water, and the fish eat the food. The fish keep the water clean! After the water comes to my kabata, it goes into the river or onto farms. A kabata is a great way to save water!
Ariadna, aged 10, Spain There isn’t heating or air conditioning in my house. I live in a traditional cave house – a house that’s built inside a hill. The ground around the house keeps the house cool when the weather is hot, and warm when the weather is cold. My house is great because it doesn’t use much electricity. People think that I don’t have Wi-Fi, electricity, or even water in my cave house – but I do!
Madison, aged 11, Canada In my house there isn’t a garbage can. My family don’t need one because we don’t throw away much garbage. In fact, we only throw away a few bags each year. How do we do it? Well, we’re careful when we go shopping – we take our own bags to put our food in. Some things are always wrapped in plastic, but we try not to buy them. Instead, we buy lots of fresh fruit and vegetables. Finally, when we have a little garbage, we try to use it. I’ve made a lot of cool things from plastic bottles!
1 Read the article for 60 seconds. Which item doesn’t each child have in their house? 2 Read the article again and say yes or no. 1
Riku’s kabata is in the kitchen of their home.
2
The kabata is used to do the dishes.
3
The water that’s in the kabata is dirty.
4
Ariadna’s home was built a long time ago.
5
Her house is on top of a hill.
6
She can’t use the Internet in her house.
7
Madison’s family throws away less trash than most people.
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Her family doesn’t buy things in plastic bottles, boxes, or bags.
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She often recycles things by using them in a new way.
3 Why is each house better for the environment than normal houses? Which would you like to live in?
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Integrate new vocabulary and grammar
In Riku’s house they save water. It’s bad for the environment to use too much water because …
Learner autonomy
Grammar Look! reference in the back of the Student’s Book provides the full definitions as a back-up.
Learners analyze the new language and formulate the grammar rules themselves. This is an essential part of learner-autonomy. It helps them think about how the new language works.
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Language practice 1
Grammar look: a lot of, lots of, a few, a little, many, much “There’s a lot of water from our town’s river.” “There are lots of fish living in the water.” “Many people don’t believe me.”
“My house doesn’t use much electricity.” “When we have a little garbage, we try to use it.” “We only throw away a few bags each year.”
1 Lots of and a lot of / A little means “a large amount of” something (e.g. money, time, food) or number of something (e.g. clothes, people, cars). 2 Many / Much means “a large amount of” something (e.g. money, time, food). It’s usually used in negative sentences and questions.
3 Many / Much means “a large number of” something (e.g. clothes, people, cars). It’s usually used in negative sentences and questions. 4 Lots of and a lot of / A little means “a small amount of” something (e.g. money, time, food). 5 A few / Many means “a small number of” something (e.g. clothes, people, cars). page 173
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2.24
PRONUNCIATION Listen and repeat. Look at the three pictures and write the story. Write 35 words or more, using some of the words in the box. a few
Di
you know
a lot of
lots
many
When you’ve finished writing, read your text again and check the grammar and spelling.
Learning strategies improve children’s confidence in exams.
much
We use more than 100,000,000* bottles every day. That’s the same weight as six Statues of Liberty. Many of these bottles aren’t recycled and cause problems for the environment. *one hundred million
?
d
a little
page 168
3 Read your story to a small group. Whose story do you like best?
mission
Mission Stage 1
Find environmentally friendly items at home.
Grammar: a lot of, lots of, a few, a little, many, much
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Literature Every unit features a Literature section exposing children to different literary genres and encouraging them to read for pleasure. The literary texts support the culture strand and explore one aspect of the culture being explored in the unit. This section develops a range of emotional and social competencies.
Different literary genres help to develop literacy skills.
Literature
1 Look at the pictures. What do you think the story is about? Discuss with a partner.
2.30
1
THE MYTH OF ICARUS
One morning on the island of Crete, Icarus and his father Daedalus were in their workshop. Daedalus was an inventor. Suddenly, King Minos arrived, and he spoke to Daedalus. “I’d like you to build me a labyrinth,” he said. “I want to put that Minotaur inside it.” The Minotaur was a terrible monster. He had the head of a bull and the body of a man.
All texts are recorded on the Class Audio CD.
2.28
King Minos was pleased when he saw Daedalus’s work. He put the Minotaur inside the labyrinth. Then he locked Daedalus and Icarus inside a tower. “What are you doing?” said Daedalus. “Well,” said the King, “you know the secret of how to get out of the labyrinth. And I don’t want anyone else to know it.”
2
3
Daedalus and his son felt sad. Days passed, then Daedalus had an idea. He collected feathers from the birds that flew to the window of the tower. Then he made wings with the feathers. He used wax from a candle to stick the feathers together.
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Text type: A Greek myth
Ordering events in the story, prediction, identifying the main points and skimming are essential reading skills. Level Up practices them across all levels.
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Daedalus told Icarus what to do. “Follow me. Don’t go too high because the sun will melt the wax in your wings. Don’t go too low because the sea will make the feathers in your wings wet. Are you ready? Go!” Daedalus and Icarus jumped out of the window. They flew away from the island and away from King Minos. Daedalus flew in front, Icarus followed behind. Icarus loved flying. He was just like a bird! He forgot his father’s words, and he flew higher and higher. But as he got closer to the sun, the wax between the feathers began to melt.
4 When Daedalus looked behind him, he couldn’t see his son. “Icarus!” he shouted. “Icarus! Where are you?” Daedalus looked down. There were feathers in the sea. Daedalus went to the closest island. He sat and looked at the sea for a long time, and he felt sad for his son. That island is now called Icaria, and the sea around it is called the Icarian Sea.
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2 Read and answer. 1
Do you like the story?
2
What is the most exciting part?
3
What is the saddest part?
4
Do you know any other Greek myths? Who are the characters? What happens?
3 Act out with a partner. Imagine you are Icarus and Daedalus in the tower. Talk about how to escape.
Beautifully illustrated literature ignites children’s imagination and takes them deeper into the story.
How can we get out of here?
We could …
OK, let’s try to…
Social and emotional skills: Listening to others
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Cross-curricular and culture lessons Language needed to understand natural and social sciences is the focus of cross curricular lessons.
Cross-curricular
Documentary videos extend the cross-curricular topics.
Materials and properties 1 2
Watch the video. 2.28
Listen and read. Say the opposites.
This crown is made of gold. Gold is heavy.
This table is made of wood. Wood is rigid.
This house is made of bricks. Bricks are rough.
This newspaper is made of This slide is made of paper. Paper is light. metal. Metal is smooth.
3 Read and say.
This ruler is made of plastic. Plastic is flexible.
The opposite of heavy is …
1
Find something flexible and something rigid in the classroom.
2
Think of something heavy and something light at home.
3
Think of something rough and something smooth outside.
4 Choose and say.
Plastic is a good material for this because it’s light and flexible. 64
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Learn about the properties of different materials
Is it a cup?
Yes, it is!
In levels 3 and 4 with every unit explores different country and its culture.
Culture
5
2.29
Listen and read. Then read the sentences and say yes or no.
5
A theater workshop In our theater group, we use different materials to make our costumes, props, and sets. We use materials with different properties. Some materials are flexible and light. Some materials are rigid and strong. It’s important to use materials that are safe. We make masks with papier-mâché. It’s flexible and light because it’s made of paper, glue, and water. You can paint the masks and decorate them with lots of different things.
This section includes the third stage of the Mission. Content knowledge helps children to complete the final Mission.
Today we’re making Greek masks. Theater was very important in Ancient Greece. Most cities had a theater, and people went there to watch comedies (funny shows) or tragedies (sad or serious shows). The actors used masks to show different emotions more clearly. Some masks were double-sided, which means they could have one face on one side and a different one on the other side. Let’s make happy and sad double-sided masks!
1
All materials are flexible and soft.
4
2
Papier-mâché is made with paper, glue, and water.
People in Ancient Greece didn’t like the theater.
5
Tragedies were usually serious shows.
3
You can’t paint papier-mâché.
6
You can have two different emotions on double-sided masks.
STAGE 3 Make a mask.
Instructions
1 Cut a newspaper into strips. l. 2 Mix water and glue in a bow in one) by (one s 3 Put the paper strip the bowl and cover them with the glue. k. 4 Put the strips on a plastic mas rate deco 5 When it’s dry, paint and your mask.
In groups, read the instructions. Design and then make a mask for your character. Tell the class about your mask.
My mask is very light. It’s made of papier-mâché. My mask is bright purple with gold stripes.
My
diary Workbook page 58
Learn about Greek masks
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Take English to the next level
cambridge.org/levelup