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 3 Student’s Book ISBN 9780008654818
Progress Book 5 Student’s Book ISBN 9780008654832
Collins International Primary English • Progress Book 4 Student’s Book
Collins International Primary English offers full coverage of the Cambridge Primary English curriculum framework within a skills-based scheme.
6mm spine
I N T E R N AT I O N A L
PRIMARY ENGLISH
Progress Book 4
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 4 Student Book.indd 1
Student’s Book 7/9/2023 10:01 pm
Contents How to use this book
4
I can statements
5
Unit 1 Stories of the past
12
Unit 2 Mars: the trip of a lifetime!
20
Unit 3 The power of the sea
28
Term 1 Test
36
Unit 4 Other people, other places
40
Unit 5 The only problem is …
46
Unit 6 Making the headlines
54
Term 2 Test
60
Unit 7 Inventions
64
Unit 8 Putting on a show
74
Unit 9 Imaginary worlds
82
Term 3 Test
90
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 Stories of the past
Date:
Week 1 I can listen to and read texts and answer questions about them. I can spell verbs with double consonants correctly. I can use powerful verbs. I can describe a character in a story. Week 2 I can use punctuation to help me read a text aloud. I can identify the features of a diary text. I can explain why verbs are used in different tenses. Week 3 I can write an historical story in paragraphs. I can do research and write notes. Unit 2 Mars: the trip of a lifetime!
Date:
Week 1 I can read and understand persuasive language. I can identify and punctuate orders. I can identify and use prefixes and suffixes. 5
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Week 2 I can read persuasive texts I can use commas and connectives. Week 3 I can plan and write a persuasive text. I can proofread my own work and help others to proofread their work. Unit 3 The power of the sea
Date:
Week 1 I can count the number of syllables in a poem. I can read a poem aloud and answer questions about it. I can write a short poem. Week 2 I can read an explanation text and explain what I have read. I can make a word family diagram. Week 3 I can explain a process. I can complete a diagram to show a process. I can write an explanation. Term 1 Test I can read a poem and answer questions about it. I can write verbs with suffixes and find synonyms and connectives. 6
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I can write direct speech with the correct punctuation. I can write an advertisement with facts, opinions and persuasive language. Unit 4 Other people, other places
Date:
Week 1 I can listen to and talk about a story. I can record the structure of a story. I can write a new ending to a story. Week 2 I can make sentences more interesting by adding adjectives, similes and adverbs. I can spell two syllable words correctly. I can use homophones correctly. Week 3 I can write a traditional story with interesting details. I can read a story aloud. Unit 5 The only problem is …
Date:
Week 1 I can read a poem aloud with expression. I can explain what words mean. I can answer questions about a text I have read.
7
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Week 2 I can compare two poems. I can express my ideas about a poem. I can write a poem. Week 3 I can spell words with ea and ough. I can write a text in paragraphs. I can write new paragraphs for a story. Unit 6 Making the headlines
Date:
Week 1 I can skim and identify the features of a newspaper article. I can work out the meanings of unfamiliar words. I can spell words with more than one syllable. I can use commas correctly in sentences. Week 2 I can skim and identify the features of a newspaper article. I can find information in a newspaper article. I can write a short newspaper article.
8
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Week 3 I can read instructions and a magazine article. I can write an instruction text with connectives. Term 2 Test I can read a magazine article and answer questions about it. I can find synonyms, connectives and adverbial phrases. I can write direct speech with the correct punctuation. I can use verbs that agree with the subject. I can write an article with facts and opinions. Unit 7 Inventions
Date:
Week 1 I can read a reference text. I can write a list in alphabetical order. I can write a letter. Week 2 I can talk about a poem. I can punctuate sentences correctly. I can identify verb tenses. I can write about an invention.
9
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Week 3 I can read and answer questions about an explanation text. I can write verbs and nouns from the same word families. I can write an explanation text. Unit 8 Putting on a show
Date:
Week 1 I can read a playscript aloud with expression. I can answer questions about a playscript. I can write a short character profile. Week 2 I can compare a playscript and a diary text. I can spell plural nouns. I can use prefixes to make opposites. I can give synonyms. Week 3 I can write a playscript with stage directions. I can act a scene from a play as part of a group.
10
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Unit 9 Imaginary worlds
Date:
Week 1 I can skim a story and answer questions about it. I can use powerful verbs and adverbs in sentences. Week 2 I can read a poem aloud and talk about the features of the poem. I can write a poem. I can find rhyming words with different spelling patterns. Week 3 I can write a fantasy story. Term 3 test I can read a text and answer questions about it. I can write a story.
11
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Week
Unit 1 Stories of the past
1
1
Listen to this extract from the story Dick Whittington, then answer the questions. Audio 1
a Why is Dick in London? b Who does he meet in the street? Tick one answer. a housekeeper
a tailor
a merchant
c What clues are there that tell us this story is set in the past? d How does Dick feel in this scene? e What do you think might happen next? Give a reason for your answer.
12
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2
1
Read the extract from Street Child again. Then answer the questions that follow. “You ought to go home at once,” Barnie insisted. “Your mother will know the other boys have gone. She’ll wonder what kept you so late.” “I ain’t got no mother.” “Your father, then.” “I ain’t got no father.” Barnie was getting impatient, Jim could see that. It was almost as if he didn’t believe him. “Where are your friends, then? Where do you live?” “Ain’t got no friends. Don’t live nowhere.” Barnie stared at him. He walked away from the fire and back to it again, then went to the desk. He sat down on his chair and stayed with his fingers drumming across the flat of the desk-top, like the patter of rain on a roof. Jim wondered if he was angry with him. “It’s the truth, sir,” he said anxiously, “I ain’t telling you no lies.” He spoke in the whiny voice the other street boys used to adults. “Tell me,” the man said at last. “How many boys are there like you? Sleeping out in the streets?” “Heaps,” said Jim. “More than I can count.” It was Barnie’s turn now to stare into the fire, as if there were secrets in its flames,
or answers to great puzzles. He was as still and quiet as if he had gone to sleep, and Jim kept still too, afraid to break into the man’s thinking. The only sound was the spitting of the logs, and outside, the bleak voice of the wind. “Now,” the man said, very slowly, like someone creeping up on a bird in case they frightened it away. “If I am willing to give you some hot coffee and a place to sleep in, will you take me to where some of these other boys are?” Jim looked sideways at him. “You wouldn’t tell the police?” “No,” said Barnie. “I wouldn’t tell the police.” “All right,” said Jim. “I’ll take you.” It was some time later that they arrived at the high wall of the market. Jim stopped, afraid again. What if Barnie told the police about them, and sent all the boys to the workhouse? But if he didn’t show Barnie, he wouldn’t get the hot meal and the shelter to sleep in. He didn’t know what to do.
Unit 1 Stories of the past
Week
from Street Child by Berlie Doherty
a What is the setting in this extract? (Where and when does this scene take place?) b Underline two words that describe the character called Barnie. young
thoughtful
kind
dishonest 13
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