210x297mm
Each Progress Book offers write-in assessment questions which allow learners to apply what they have learned and demonstrate their skills in reading, writing, speaking and listening. Consisting of a Student’s Book, Workbook, Teacher’s Guide and Progress Book for each stage, the course also offers downloadable resources and audio to support teaching and extend learning. Series Editor: Daphne Paizee
Progress Book 1 Student’s Book ISBN 9780008654795
Progress Book 2 Student’s Book ISBN 9780008654801
Progress Book 4 Student’s Book ISBN 9780008654825
Progress Book 5 Student’s Book ISBN 9780008654832
Collins International Primary English • Progress Book 3 Student’s Book
Collins International Primary English offers full coverage of the Cambridge Primary English curriculum framework within a skills-based scheme.
5.5mm spine
I N T E R N AT I O N A L
PRIMARY ENGLISH
Progress Book 3
Progress Book 6 Student’s Book ISBN 9780008654849
Find us at collins.co.uk/international facebook.com/collinsint @Collins_Int
This text has not been through the Cambridge International endorsement process.
Primary English Progress Book 3 Student Book.indd 1
Student’s Book 3/8/2023 5:38 pm
Contents How to use this book
4
I can statements
5
Unit 1 Danger!
12
Unit 2 Staying in touch
18
Unit 3 Bugs
24
Term 1 Test
30
Unit 4 A good read
34
Unit 5 Amazing journeys
42
Unit 6 Myths and legends
50
Term 2 Test
56
Unit 7 On stage
60
Unit 8 Amazing ships
66
Unit 9 Sights, sounds and feelings
76
Term 3 Test
82
3
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How to use this book This book is full of questions. Each set of questions can be completed at the end of each week. The questions allow you to practise the things you’ve learned. They will help you understand topics that you might need more practice of. They will also show you the topics that you are most confident with. Your teacher can use your answers to give you feedback and support. At the end of each set of questions, there is a space to put the date that you completed it. There is also a blank box. Your teacher might use it to: • sign, when they have marked your answers • write a short comment on your work.
Date: _______________________
Now look at and think about each of the I can statements.
Pages 5 to 11 include a list of I can statements. Once you have finished each set of questions, turn to the I can statements. Think about each statement: how easy or hard did you find the topic? For each statement, colour in the face that is closest to how you feel: I can do this
I’m getting there
I need some help.
There are three longer termly tests in the book. These can be completed after each block of units.
4
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I can statements At the end of each week, think about each of the I can statements and how easy or hard you find the topic. For each statement, colour in the face that is closest to how you feel.
Unit 1 Danger!
Date:
Week 1 I can read a story aloud with expression. I can answer questions about a story Week 2 I can recognize different verbs. I can retell a story. I can use verbs to make sentences more interesting. Week 3 I can find information in a report. I can use speech marks and other punctuation marks. I can write direct speech. Unit 2 Staying in touch
Date:
Week 1 I can read and answer questions about an email. I can make a short presentation about a place.
5
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Week 2 I can read and understand the purpose of a text. I can work out the meaning of new words. I can complete a table with information about a text. I can identify pronouns. Week 3 I can put words in alphabetical order. I can use apostrophes, speech marks and paragraphs in writing. I can use homophones and past tense verbs correctly. Unit 3 Bugs
Date:
Week 1 I can read a poem aloud, using punctuation. I can identify nouns, verbs, adjectives, rhyming words and compound words. I can write a short poem with rhyming words. Week 2 I can get information from a non-fiction text. I can compile a chart with information from a text.
6
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Week 3 I can identify nouns, verbs, adjectives and pronouns. I can use synonyms. I can identify and use different types of sentences. Term 1 Test I can read a non-fiction text and answer questions about it. I can identify verbs, nouns and adjectives in sentences. I can use verbs and apostrophes correctly. I can write a letter or an email to a friend or family member. Unit 4 A good read
Date:
Week 1 I can write names in alphabetical order. I can read book covers and reviews. I can complete a chart using information from a text. Week 2 I can read aloud with expression. I can answer questions about a story. I can use verbs in sentences with more than one clause.
7
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Week 3 I can spell words with different consonant sounds. I can read aloud a story I like. I can write a letter to a friend. Unit 5 Amazing journeys
Date :
Week 1 I can find and select information. I can extract information to put in a diagram. I can spell words with -er and -ly correctly. Week 2 I can extract information from texts. I can write about a journey. I can present the information to others. Week 3 I can identify and use verbs. I can use linking words in paragraphs. I can present a travel story.
8
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Unit 6 Myths and legends
Date:
Week 1 I can read a myth aloud and answer questions. I can compare texts. I can use synonyms in a dialogue. Week 2 I can read a legend aloud and answer questions. I can work out meanings of new words. I can write different types of sentences. Week 3 I can use past tense verbs correctly. I can work out the meanings of words in a myth. I can plan and write a myth. Term 2 Test I can read a story and answer questions about it. I can find verbs and give synonyms. I can add clauses to sentences and punctuate sentences. I can write a myth.
9
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Unit 7 On stage
Date:
Week 1 I can work out the meanings of words in a story. I can read instructions. I can write instructions in the correct order. Week 2 I can read a playscript and answer questions about it. I can identify noun phrases. Week 3 I can write a scene from a play. I can read a poem aloud and answer questions about it. Unit 8 Amazing ships
Date:
Week 1 I can read non-fiction texts. I can use synonyms for verbs and adjectives. I can complete a chart of information. Week 2 I can read and use compound words, prepositions and suffixes. I can use punctuation in sentences. I can edit and improve writing.
10
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Week 3 I can put words in alphabetical order. I can use prepositions and connecting words. I can write a description. Unit 9 Sights, sounds and feelings
Date:
Week 1 I can read different types of poems. I can write a poem. I can talk about a poem. Week 2 I can answer questions about a poem. I can write a poem with a pattern and synonyms. Week 3 I can read a poem aloud with expression. I can talk about my poem. Term 3 Test I can read a poem and answer questions about it. I can find nouns and write plural forms of nouns. I can find verbs, nouns and clauses. I can compile a timeline chart. I can write a short character portrait. 11
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Week
1
Unit 1 Danger!
Read this part of the story The Rescue. Read aloud with expression.
1
I was in pain from head to toe. I wouldn’t look down and I couldn’t look up. … And then I heard it. First there was a hum in the air, then a throb and a whirr. I couldn’t see anything but the noise was getting louder, closer. I could picture blades spinning round and round. It was so loud that my ears hurt. A man in a harness banged against the rock beside me. He inched towards me, swinging on a rope. “Almost there,” he said. He put a belt round my waist. Then he pulled it tight. “Now, let go!” he shouted. I still held on. What if my mind was playing tricks on me? What if I fell? “Let go!” the man called once more – and this time, I did. 2
Answer the questions about the text. a Which character tells the story? Circle the correct answer. the boy
the man in the helicopter
the boy’s friend
b Where is the boy? c How does he feel? d What is a harness? Label it on the picture.
12
e What are the blades that the boy could picture? Label them on the picture.
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1
f Write down two words from the text that tell us about the sound of the helicopter. g Underline the verb in this sentence. And then I heard it. h Who said these words?
Unit 1 Danger!
Week
“Now, let go!” he shouted. i
How does the author make this part of the story exciting. Tick one answer. The author uses interesting words and dialogue. The author uses verbs and adjectives.
3
Draw or find and stick a picture in the box of something that is dangerous. Then write an interesting sentence to describe the danger.
Date: _______________________
Look at and think about each of the I can statements. 13
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