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 4 Student’s Book ISBN 9780008654825
Collins International Primary English • Progress Book 5 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 5
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 5 Student Book.indd 1
Student’s Book 3/8/2023 5:35 pm
Contents How to use this book
4
I can statements
5
Unit 1 What’s your name?
12
Unit 2 Strange school stories
22
Unit 3 Hair-raising stories
28
Term 1 Test
36
Unit 4 Reading a classic: Alice in Wonderland
40
Unit 5 Songs of the sea
48
Unit 6 Stories from around the world
56
Term 2 Test
64
Unit 7 Exploring space
68
Unit 8 Here is the news
76
Unit 9 Our changing Earth
84
Term 3 Test
92
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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. Answers and audio files for each test are available by request from www.collins.co.uk/internationalresources.
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I can statements At the end of each unit, 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
Date:
Week 1 I can infer meaning about characters in a story. I can answer questions about realistic fiction. I can identify types of nouns. I can use plural forms and fewer/less correctly. Week 2 I can explain the meaning of some idiomatic phrases. I can find the main idea in a paragraph. I can read a paragraph aloud fluently. I can punctuate direct speech. Week 3 I can find collective nouns in a puzzle. I can extract information from a non-fiction text and an epic poem. I can recognise a viewpoint and use it in writing. Unit 2
Date:
Week 1 I can read and understand persuasive language in advertisements and brochures.
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I can distinguish facts and opinions. I can make notes about persuasive texts. Week 2 I can listen to, discuss and reflect on a story. I can scan a text to answer questions. I can identify words that are not Standard English Week 3 I can read a poem aloud with expression. I can use pronouns. I can follow a process to write a short persuasive text. Unit 3
Date:
Week 1 I can predict the end of a folktale. I can explain some proverbs. I can use different adverbs in sentences. I can read a folktale aloud. Week 2 I can read a text aloud. I can identify parts of speech and give synonyms. I can write a summary of a story.
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Week 3 I can spell adverbs with suffixes. I can form adverbs. I can scan a text for information. I can compare fiction texts. Term 1 Test I can read a poem and answer questions about it. I can recite a poem. I can write a persuasive paragraph. Unit 4
Date:
Week 1 I can read an extract from a classic and answer questions about it. I can make sentences with homonyms. I can write a short biographical text. Week 2 I can read an extract from a play and answer questions about it. I can help to write a short scene from a play and then organise and perform it. I can take part in a discussion and evaluation of our performance. Week 3 I can recognise and use direct and reported speech. I can write comments about a favourite character in a film. 7
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I can role-play an interview with a character. I can present a poem. Unit 5
Date:
Week 1 I can break words into syllables in order to read and spell correctly. I can identify arguments in a debate. I can write a letter to the press, presenting an argument. Week 2 I can write simple and compound sentences with the correct punctuation. I can write a film review. Week 3 I can read an extract from a story and answer questions about it. I can read a poem aloud and talk about it. I can compare poems. Unit 6
Date:
Week 1 I can use suffixes to make new words. I can explain what common expressions mean. I can infer meaning from a text and support this with quotes from the text. Week 2 I can identify clauses and connectives in sentences.
8
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I can write sentences with more than one clause. I can express an opinion about a text. Week 3 I can talk about the features of a fable. I can write text for a comic story and direct speech for a a fable. I can write a fable and make a presentation about it. Term 2 Test I can read a story and answer questions about it. I can write a short myth with dialogue. I can tell a story. Unit 7
Date:
Week 1 I can make notes about the content and structure of a non-fiction text. I can write an email in the appropriate register. I can take part in a discussion. Week 2 I can identify and write sentences with subordinate clauses. I can compile questions and conduct an interview. I can read and compare different types of texts. I can use synonyms and vocabulary about space.
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Week 3 I can write and spell opposite words using prefixes. I can identify similes and metaphors in poems. I can read part of a poem aloud with expression. I can write a short poem with a simile or metaphor. Unit 8
Date:
Week 1 I can listen to a news broadcast, take notes and answer questions. I can use modal verbs. I can spell words with silent vowels. I can identify a personal recount. Week 2 I can use apostrophes. I can write a report about an event. Week 3 I can identify the features of a magazine article and read it aloud in an appropriate way. I can listen to and extract information from a news broadcast. I can write, deliver and evaluate a news presentation. Unit 9
Date:
Week 1 I can explore vocabulary from a text. I can explore the features of commentaries. 10
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I can read a commentary aloud. Week 2 I can read and write a short biography. I can read an information text and use the vocabulary from in the text. I can describe the features of different information texts. Week 3 I can read a diary entry and answer questions about it. I can write comparative and superlative forms of adjectives and adverbs. I can write about climate change. Term 3 Test I can read an information text. I can write an information text. I can make a short presentation.
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Week
Unit 1 What’s your name?
1
1
What is ‘realistic fiction’? Tick four sentences that are true. A story with a setting that is believable. A story that is not true, but could be true. A story that does not have any dialogue. A story with characters that behave like people in real life. A story with events that could happen in real life.
2
Reread this extract from Saffy’s Angel. Answer the questions that follow. Indigo was crouched on the hearth rug sorting through the coal bucket. Pieces of coal lay all around. Sometimes he found lumps speckled with what he believed to be gold. “Come and help me look for Saffron!” pleaded Saffron. “Find the baby first,” said Indigo.
Indigo did not like the baby to be left out of anything that was going on. This was because for a long time after she was born, it had seemed she would be left out of everything, for ever. She had very nearly eluded his pack. She had very nearly died. Now she was safe and easy to find, third row up at the end of the Pinks. Rose. Permanent Rose.
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Rose was screaming because the health visitor had arrived to look at her. She had turned up unexpectedly from beyond the black, rainy windows, and picked up Rose with her strong, cold hands, and so Rose was screaming. “Make Rose shut up!” shouted Saffron from her stool. “I’m trying to read!” “Saffron reads anything now!” the children’s mother told the health visitor, proudly. “Very nice!” the health visitor replied, and Saffron looked pleased for a moment, but then stopped when the health visitor added that her twins had both been fluent readers at four years old, and had gone right through their junior school library by the age of six. Saffron glanced across to Caddy, the eldest of the Casson children, to see if this could possibly be true. Caddy, aged thirteen, was absorbed in painting the soles of her hamster’s feet, but she felt Saffron’s unhappiness and gave her a quick comforting smile. Since Rose’s arrival the Casson family had heard an awful lot about the health visitor’s multi-talented twins. They were in Caddy’s class at school. There were a number of rude and true things Caddy might have said about them, but being Caddy, she kept them to herself. Her smile was enough.
1
No Saffron though. “There isn’t a Saffron,” said Saffron after another long search. “I’ve looked, and there isn’t! I’ve read it all, and there isn’t!” Nobody seemed to hear at first. Indigo said, “Saffron’s yellow.” “I know Saffron’s yellow! I’ve looked under all the yellows,” said Saffron loudly and belligerently, “and I’ve looked under all the oranges too, and there isn’t a Saffron!” Rose wailed louder, because she didn’t want to be undressed. Her mother said, “Oh darling! Darling!” Indigo began hammering at likely-looking lumps of coal with the handle end of the poker. Caddy let the hamster walk across the table, and it made a delicate and beautiful pattern of rainbowcoloured footprints all over the health visitor’s notes.
Unit 1 What’s your name?
Week
“Why isn’t there a Saffron?” demanded Saffron. “There’s all the others. What about me?” Then the health visitor said the thing that changed Saffron’s life. She looked up from unpicking something out of Rose’s clenched fist, and said to the children’s mother: “Doesn’t Saffron know?”
Caddy appeared over and over on the colour chart, all along the top row. Cadmium lemon, Cadmium deep yellow, Cadmium scarlet and Cadmium gold.
a What was Indigo looking for? b What is the baby’s name? 13
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