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C3 q j V on 4- co , C l, j-T + *3 ^ ‘S 'Z h ^ M O O a r O < £ £ ^ B J-4 O B^ CO > s S ^ to s H « O SL g x J - r t tS S o 0 P o C JX ) v H C i o S3 in o Welcome to the course This is the fifth level of a six-level primary course The course provides teachers with a very rich and flexible set of teaching materials, allowing them to expand the language syllabus into other areas of the curriculum, and providing a wide range of optional additional materials to cater for different timetabling needs The context is fresh, light-hearted, and fun while the underlying methodology is sound and well-established Level components Class Book This is an 88-page colour book containing the main presentation material you will need for your lessons, including stories, songs, games, reading texts, and other activities The nine main units of the book are eight pages long and are based on topics familiar to children of this age group Each unit includes a focus on text types and also on CLIL (Content and Language Integrated Learning), whereby a topic from another area of the curriculum (e.g Science or Music) is presented through the medium of English, in this case through the 'Learning through English' lessons After the main units there are three festivals sections (on Thanksgiving, Christmas, and Chinese New Year) and three sections focusing on cultural, environmental, and social topics, as presented by children from around the world At the back of the book you will find a syllabus summary A ctivity Book This is a 96-page black-and-white book full of challenging and entertaining tasks to practise the language and develop pupils' writing skills New at this level is the focus on functional language: on the second page of each unit the pupils see and practise examples of functional language using the new vocabulary of the unit There is a list of the functions taught in Level in the Functional Language section on page 12 Also new at this level are the three four-page Revision units after Units 3, 6, and These units provide a variety of activities to review and consolidate the new language and new vocabulary of the previous three units The course structure integrates the Activity Book fully with the Class Book in the lessons The Activity Book is designed mainly for use in the class, although some activities may be suitable for homework, such as the writing activities which not involve listening A separate list of suggestions for homework activities is included in this Introduction (see 'Homework' on page 14) The Activity Book includes a self-evaluation feature at the end of each unit, designed to make pupils aware of their own learning (see the Lesson 12 section on page 18 for further details) T eacher's Book The Teacher's Book serves as a clear and flexible guide for the teacher in all aspects of the course It contains the following: • The course syllabus; • This introduction, which sets out the overall objectives and principles that underlie the course, as well as giving an outline of how the course works; • A resource bank of games and activities (pp20-21); • Step-by-step teaching notes for every lesson in the book, including Teaching tip' boxes with extra teaching ideas or suggestions for classroom management; • Transcripts for all the recordings (with the exception of some of the reading passages for CLIL, Festivals, and 'Children around the world'); • Answers for all the activities (unless these are included in the transcripts); • Teaching notes for the three Festivals sections and the three 'Children around the world' sections, including cultural information; • Teaching notes for the three Revision units; • Photocopiable test pages (see below); • A wordlist containing the core vocabulary and other key language Test sectio n This section in the Teacher's Book includes flexible test material that reflects the objectives of the course It contains nine end-of-unit tests that review what pupils have done in each unit and three end-of-term tests (with optional listening sections) that can be used after Units 3, 6, and These tests use a mixture of exercise formats similar to the activities pupils have become familiar with in their Activity Books and formats which offer practice for the Cambridge Young Learners English Tests (Movers level) For flexibility, there are two parallel tests (Tests A and B) for each end-of-term test Teachers can set both tests at the same time to avoid cheating, i.e in pairs one pupil has Test A and the other has Test B Alternatively, the teacher can just set one test, and save the other test to use as a remedial test, or a followup test later in the year A photocopiable record card is included to allow you to keep a unit-by-unit record of pupils' achievements in reaching linguistic objectives CDs For Level of the course there are three CDs to support teaching in class These contain recordings of all the songs, chants, stories, and other listening activities, as well as the unit and term tests Songs and chants can be used to change the pace of the lesson and to help manage the transition from one stage to another Teacher's R esource P a ck The Teacher's Resource Pack contains material for Levels and of the course The Level components are described below P h o to co p y M a sters B o o k (PM B) The PMB has 56 pages of material: • cut-out 'grammar tiles' for the main new language in each unit (in Lesson and of each unit); • a Book Review template in Unit 1, which can be used for book reviews throughout the course; • a playscript cover, which can be coloured in and stuck on the front of a folder to store the playscripts from Lesson in each unit; • a Vocabulary record page for each unit, which pupils can use to make a note of the new vocabulary; • an optional extra lesson for each unit ('Learning through English' extension - Lesson 11a); • pages developing the theme of the Festivals pages in the Class Book (for Thanksgiving and Chinese New Year there is a page each of follow-up activities, and for Christmas there is a two-page play); • pages developing the themes of the 'Children around the world' section in the Class Book (for 'Scouts' and 'Endangered animals' there is a page each of followup activities, for 'History all around us' there is a two page play); • three double-page communicative speaking activities, one for each of the Revision units Revision unit communicative activities These activities are designed to develop the pupils' speaking skills and to offer scope for a writing extension The pupils work in pairs, and there are separate pages for each pupil of the pair The first activity on the page focuses on the language which is being practised; after this, there is a question and answer activity in which the pupils ask each other for information to complete a table, a map, or a timeline on their sheets; finally, there is a follow-up writing activity which expands on the theme of the page Vocabulary record page There is a vocabulary record page for each unit These pages give the pupils a chance to collect all the new vocabulary for a unit in one place They also encourage the pupils to think about the meaning and the use of the new vocabulary Because of this, and also because they give the pupils practice of using dictionaries, they are an excellent learner-training tool Their use is optional, but highly reccommended if there is sufficient time T h e In cre d ib le A d ven tu re G am e p o ster This poster is used to make pupils aware of their learning throughout the unit, and to play a game at the end of the unit It is used in three specific lessons (though it can be kept on the wall and referred to at any point): Grammar tiles These are cut-out word and phrase cards, which are used in Lessons and by pupils to create different sentences using the target structures of the unit In Lesson pupils use these sentences as a basis for a speaking activity Lesson - Unit overview In Lesson the poster is used to give an overview of what is to come Pupils are asked to look through the new unit in the Class Book and Activity Book, and to tell the teacher what activities they think they will be doing The teacher writes a quick summary on the board, relating the activities to the sections on the poster 'Learning through English' extension The PMB pages for the optional 'Learning through English' extension lesson (Lesson 11a) follow on from the main 'CLIL' (Content and Language Integrated Learning) topic, giving you the opportunity to further develop the themes explored in the content areas of each unit The activities aim to extend the pupils' interest in the topic, and add to their enjoyment of learning through active participation Lesson - Unit review In Lesson the poster is used to revise the language of the unit so far At this point in the unit there is the opportunity for reflection and re-evaluation When you take out the poster you can ask the pupils to recall the vocabulary and talk to them about the activities they have been doing This can encourage and motivate the pupils to continue to participate in the lessons as they recognize and remember what they have done Festivals These pages are based on the themes of the corresponding pages in the Class Book For Thanksgiving there is a board game which focuses on the first year (1620-1621) of the settlers' colony at Plymouth in the United States; for Chinese New Year, there is a Chinese dragon jigsaw to cut out and make; for Christmas, there is a two-page play which can be practised in class and then performed either as a class activity, or as an end-of-year performance for the rest of the school and / or the parents Lesson 12 - End o f unit review In Lesson 12 the poster is used to recall the activities and related language and to prepare the pupils for self-evaluation As in Lesson there is opportunity for reflection Pupils can discuss their personal learning, saying what they like, and what they find difficult / easy Pupils can then use the poster to play a game in groups, to see how much they have done Children around the world These pages are based on the themes of the corresponding two-lesson mini-unit For the 'Scouts' and 'Endangered animals' mini-units, they allow the pupils to develop the themes of the mini-unit with their own ideas; for the 'History all around us' mini-unit, there is a two-page play which can be used in a similar way to the Christmas play described above The Incredible Adventure Game The Incredible Adventure Game is played in groups Each group has a press-out story character counter which is moved around the poster along the route of their choice The poster shows a trail through an adventure park, which leads to six different 'activity stations', marked by a shape on a flag The shapes correspond to the shapes used throughout the course to denote different activity types / lesson focuses The pupils should be made aware of the following: square = words, triangle = story, circle = song, chant and pronunciation, diamond = grammar, rectangle = reading, writing, listening and speaking, semi-circle = 'Learning through English' (CLIL) subjects Pupils must answer a question correctly at each station to complete the game (see the question cards provided in the Resource Pack) When pupils land on a shape, they will have a question for that shape If they answer correctly, they tick the correct box on a scoreboard (this is printed on the reverse of the poster - the teacher can either enlarge it using a photocopier and stick it on the board, or copy a simple version onto the board) and play passes to the next group If they get the answer wrong, they stay where they are until their next turn, where they will get another question for the same shape The winning team is the first one to tick all the boxes on the scoreboard for their character The game is finished when all groups have answered a question for each shape DVD an d DVD Activity Book (Levels an d 6) An optional DVD (covering Levels and 6) and an accompanying Activity Book are available to support the 'Learning through English' aspect of the course, which aims to connect English with other areas of the curriculum The DVD provides exciting reports on cultural and educational topics, and features a distinctive, interactive format The DVD Activity Book provides activities for pupils and notes for teachers so that these components form a stand-alone, easyto-teach thinking skills course as well as offering an extension of the book material W ebsite / Portfolio Extra materials and resources are available for this level on the Incredible English website In particular, the website offers downloadable pages which allow pupils to create the framework for their own Language Portfolio, to which they can add examples of their work, exam certificates, materials from trips abroad, etc., in accordance with the recommendations of the Council of Europe (For further information on portfolios, see the website.) Course principles The learn in g objectives The learning objectives of this course are based on fundamental educational aims They recognize the importance of helping pupils to apply their learning and develop interpersonal and intrapersonal skills Six threads run through the course: Language Strategies for learning Learning for life Understanding myself and others Learning through English Assessment These strands are further explained below Language Question cards for Levels and are included in the Resource Pack The game cards for Level are printed on one side in purple, and Level on the other side in turquoise They will need to be cut out by the teacher in advance The unit number appears at the top of the card and the shape in the background shows which activity it relates to 'L e a rn in g th ro u g h E n g lish ' posters There are eight posters which aim to help teachers who would like more materials to develop the 'Learning through English' topics that are taught in the Class Book and on the Incredible English DVD (see below) They develop the subject from a different angle to the one on the DVD or in the Class Book but use the same subject so pupils already have the language for that topic They give pupils extra information and also extra practice in using the Class Book language The posters include interactive questions to engage pupils' interest, and offer scope for personalization through a 'Show and tell' activity There are many activities and suggestions for how to use each individual poster which can be found on the back of the posters themselves Language in context Children are likely to learn a second language more effectively if they hear and see the language used in meaningful contexts before they use it, and if they are involved in enjoyable activities In line with this approach it is hoped that the teacher will: • make connections with the pupils' developing sense of the world; • use the pupils' mother tongue as a bridge to their learning of English; • take as many opportunities as possible to speak in English; • be aware of the potential for absorbing English when organizing and preparing activities and talking to pupils about their immediate surroundings In Level 5, language is presented and practised in a clear context through the four skills: • New vocabulary is presented in a story-related context or a CLIL context (CLIL stands for Content and Language Integrated Learning, and in this course takes the form of the 'Learning through English' lessons) The pupils become more familiar with the vocabulary through reading and listening activities They are encouraged to use the new vocabulary in speaking and writing tasks Look and write marks ratlipralce thregfirefi tirsta geedhgoh ceoangni gniwrusdinf Look and read Write true or false marks W I can't ride a horse but I can ride a bike He hasn't been to Rome He's never ridden a camel but he has been to Paris She's going to go to Africa She's going to go horse riding PHOTOCOPIABLE © Oxford University Press | Incredible English Read and choose the best answer marks Lucy: Have you ever ridden a camel? Grandpa: A Lucy: Have you ever been skiing? Grandpa: A No, I didn't ride a camel No, I haven't ridden C Yes, I've walked in the mountains a camel B Yes, I love snowboarding No, I wasn't riding C Yes, I've been skiing a camel Lucy: Have you ever been Grandpa: A Lucy: No, Are you going to go to the beach this year? rock climbing? Lucy: Grandpa: A Yes, I'm at the beach but I am hiking B Yes, I went every year B No, but I've been hiking C Yes, I'm going to go to C No, but I was hiking Do you like it? the beach Lucy: Have you got a new red car? Grandpa: A Yes, I was Grandpa: A B Yes, I B Yes, I am C Yes, I am C Yes, I was PHOTOCOPIABLE Yes, I have © Oxford University Press | Incredible English Term Test B Look and write cabkirdlb marks qlirruse haceminc rellabgdinorl redblui korc gcnlmibi f Look and read W rite true or false marks U 1 haven't got a cat but I have got a dog true He's going to go skiing She's never juggled but she's walked on stilts She's never been on an aeroplane They're going to go hiking He's going to go abseiling PHOTOCOPIABLE Oxford University Press | Incredible English Read and choose the best answer marks Freddie: Have you ever been on an aeroplane? Grandma: B Freddie: Is that a good book? Grandma: A Yes, I reading it last month No, I've never been B Yes, it's great on an aeroplane C Yes, I'm reading the newspaper No, I'm not on an aeroplane No, I didn't go Freddie: Have you and Grandpa ever been to Scotland? on aeroplanes Grandma: A Freddie: Are you going to go to France B Yes, we're in Scotland on holiday again this year? C Yes, we went last year Grandma: A No, we're going to go to Italy B C Freddie: Freddie: Are you going to go to the restaurant tonight? No, we're eating in a Grandma: A restaurant Yes, we're going next year Yes, I'm going to go with Grandpa No, we went to Italy Have you seen the new Tim B Yes, I went there today C Yes, I ate there yesterday Spears film? Grandma: A Yes, I'm going to see it tomorrow B Yes, I saw it yesterday C Yes, I will see it soon PHOTOCOPIABLE © Oxford University Press | Incredible English Listening Test Listen an d tick (✓) the box *#) 49 marks What animals were there? What could you when you were five? Which town? What did she buy at the supermarket? What was there in the town you saw at the weekend? What did you yesterday? PHOTOCOPIABLE © Oxford University Press | Incredible English ESBnSSSESSSSSf Listen and write #)) 50 ^^SaBBBSSk marks PHOTOCOPIABLE Oxford University Press | Incredible English Listen and tick (✓) the box *© 51 marks What does he want to eat? What was Joe doing at o'clock? What did Peter use for his model? What were they doing at o'clock yesterday? What does she have? What was Sue doing when Mia rang? PHOTOCOPIABLE © Oxford University Press | Incredible English Listen and write letters *#) 52 Q^^’lSSSEESSSSBSI^SSk marks PHOTOCOPIABLE © Oxford University Press | Incredible English Term Listening Test Listen an d tick (✓) the box *^) 53 marks Which is Sam? Where is Sam going to stay? What pet does Sam's sister have? What is Sam going to at the weekend? What has Sam seen? What has Sam done? PHOTOCOPIABLE Oxford University Press | Incredible English Listen and write short answers No, I didn't Yes, I am ’$) 54 Yes, I did marks No, I haven't PHOTOCOPIABLE Yes, I am No, I haven't © Oxford University Press | Incredible English R ecord ca rd : Linguistic objectives (Units 1-9) Name of pupil: Needs a lot of help Needs some help Target achieved Unit Unit Unit Term test Unit Unit Unit Term test Unit Unit Unit Term test Tick the relevant column for the pupil's level of achievement in each unit In addition, you may like to use the following key to indicate in which areas the pupil still needs help: V = vocabulary L = listening S = speaking R = reading W = writing Use the Test score' column to keep a record of each pupil's scores for the unit tests and term tests PHOTOCOPIABLE Oxford University Press | Incredible English Test score This wordlist shows the core language items in bold and other language items (e.g from songs, stories, and reading texts) in non-bold, and gives the unit where the word or phrase is first used 'C' indicates the 'Children around the world' sections and 'F' indicates the Festivals sections 3D (3 dimensional) abseiling accident acrobat add adopt adventure sports centre adventure story alibi angle animal rescue centre answer (n) (v) anything anywhere apple pie archer archery Argentina (suit of) armour arrive arrow article artist atlas attic C author back badge C badger bad-tempered baked potato balance ballpoint pen banana milkshake band (music) bank beans Beaufort scale beaver bell Better luck next time! better than between binoculars bird of prey birthday party bison blackbird blow (v) blow off bone book review bottle bow bowl brain branch brave break break a leg Brilliant! British C broccoli broom brush brussels sprouts F bucket builder bull bus driver butter button cabin calcium calculation calendar calories cam era camping C campsite canoeing capital letters car carbohydrate card carnivore carrot carry cartoon castle caterpillar cave ceiling certificate character chemist chest C chick chips (chocolate) mousse chocolatier church clarinet clean the windows cleaner clear up C clever cloth coal F coconut milk colours comic community C competition concept map concrete C consume consumer continent cook (n) cook (v) copy (v) corn F correct (adj) costume count (v) cranberry sauce F crash (computer) (v) crash (v) creepy crook crowd cub cup curtains cut (out) dance (v) dangerous decomposer decorate decorations deer defence detective story diamond diary dictionary different difficult dig (n) (v) dinner F dinosaur disappear discover the washing the washing up documentary dodo Don't be silly! donation donkey dotted line dough dragon F drawing pins dress up drink (n) drop drums easy electronic keyboard encyclopedia end (n) endangered C energy engine enter (a competition) envelope F equal equals equator everyone exciting exercise (work) exhibition expensive explore fact fact sheet factory falconer fall off fall over fat (n) feast feather feed felt tip (n) fibre fight find out finish line fire engine fire station firefighter floor flour flute fly off fold (v) folk tale follow food chain food taster food web footprint forest F fork fossil fox freezing (adj) fridge friendly fruit yoghurt (have) fun funky future gas light genius giant (adj) glass glue goat gods go-karting good at Grab him! gramme (grandfather) clock group guitar habitat hammer handprint hard-boiled egg hard-working harvest F hawk heart heavy hedgehog help (v) heptagon hibernate C herbivore hexagon hiking historical story hit hold (v) hole holiday horrible horse horse riding hospital hotel housework hundred hunt hunter I'm starving! (strawberry) ice cream ice skating iceberg idea important impossible in the middle information ingredients injured C ink instructions intelligent interesting international internet interview interviewer invent invention inventor invite F irregular island It doesn't matter It looks like It's called It's hurt It's made of jeans jewel jewellery C job jug Just kidding! kangaroo keyboard (adj) (instrument) kid kill kind (adj) king knife knight knobbly label lake C lamb stew lamp lantern F last night leaf leaflet leaves lemonade lemon Let's lever librarian library light bulb lighthouse living llama look after look at look for lost love (v) lovely loyal lucky F magazine magic make the bed make the dinner Malaysia C mammal m am m oth manager mandarin orange F mango map maraca marching band market marry C mashed potato mast meal mechanic medal medicine C medieval mend microwave oven minerals minus mirror mix (v) mix up moat mobile phone modelling clay moon F mop mould (shape) mountain biking mouse (animal) mouse (computer) move (v) mug murder museum musical instrument musician mystery Native American (n) F neighbour net C Never mind New Year's Day F newspaper next to notebook notice nurse octagon oil omnivores opinion ordinary organ (musical instrument) organized orphan Ouch! oven overturn paint paintbrush painting (n) paper clips parade F part (in a play) past (n) pattern pencil pentagon people percussion perhaps periscope personal computer (PC) personality pet piano pictures pier pigeon pilgrim F place m at plague C plant (v) F plate play (a trick) play (at theatre) (n) playground pluck (strings) plus Poland C police station police officer Poor thing poster postman pound (£) present (n) F pretty printer produce producer protect C protein pumpkin F pumpkin pie F put out the rubbish put up (tent) C quadrilateral queen quiz race (n) radio radio waves ready record (n) recorder rectangle regular relax remember reporter rescue (v) restaurant rhino roast beef robin rock climbing rockface rocks rollerblading Roman roof round route rubber rubbish C sack F safe sail (n) sailing salad salt samosa saturated / unsaturated fat saucer sausages save (a life) Scotland C Scottish Scout C screen secret (n) secretary set in (story) shake shelf shell C ship F shop assistant shortbread side (of shape) sign signal skeleton skiing skill C sleigh F small letters smoke snail snowboarding solid line sound (n) (tomato) soup space Spain F spanner special special effects spines spinner sponge spoon sportsman spy square squash (n) F squirrel stapler starch stay sticks Stone Age Stop her! story straight strange straws street party string string (adj) (instrument) strong stuck (adj) subtract sugar suggest sun supermarket surf the internet surfer surname survive Sweden F sweet (adj) symbol take part (in) tambourine tap (v) tape taxi rank teabag team tell the time tent text message Thanksgiving F the Netherlands F theatre theatre programme thick lines thin lines think of thousand ticket tidy the living room tile time machine timeline title tonight tonne Too late top (toy) tornado tourist C tournament travel traveller triangle trumpet try (windsurfing) try on turkey F turn over (boat) C turtle C TV programme twig ugly umbrella uncomfortable unequal uniform use (v) useful vacuum the carpet vase vegetables vet vibrate vibration violin vitamins waitress want (v) water the plants wave (v) wave (in sea) (n) We've finished! website weigh Well spotted whale What you mean? wheel wind wind (adj) (instrument) windsurfing winner winter F wire witch wizard wonderful woodland (adj) work (v) world record world-famous worm write down xylophone yard yesterday You're kidding! 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