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 6 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 6
Progress Book 5 Student’s Book ISBN 9780008654832
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 6 Student Book.indd 1
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Contents How to use this book
4
I can statements
5
Unit 1 Backwards and forwards
12
Unit 2 Family matters
22
Unit 3 From pencils to pixels
30
Term 1 Test
38
Unit 4 It’s about time
42
Unit 5 Facts and fables
50
Unit 6 Holey-moley!
58
Term 2 Test
66
Unit 7 Stop!
70
Unit 8 I spy
78
Unit 9 Star-crossed
86
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 Backwards and forwards
Date:
Week 1 I can listen to and read different fiction genres. I can identify features of texts. I can find and use interesting words in a text. Week 2 I can change adjectives to nouns. I can use the active and passive voice. I can use punctuation marks to add emphasis. Week 3 I can plan, draft, proofread and edit my writing. I can identify the features of a newspaper report. I can write a newspaper report. Unit 2 Family matters
Date:
Week 1 I can read and enjoy a playscript and a news report. I can answer questions with reference to the text. I can identify rhyming words.
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Week 2 I can use brackets correctly. I can use interesting adverbs and adjectives. I can identify synonyms and antonyms. Week 3 I can rewrite a poem into a playscript. I can use language to make my characters interesting. Unit 3 From pencils to pixels
Date:
Week 1 I can read an autobiography/biography and respond personally. I can identify different narrative points of view. I can identify nouns and understand their purpose. Week 2 I can spell and punctuate correctly. I can use adjectives. I can transform meaning with suffixes. I can use apostrophes correctly. Week 3 I can explore the use of words from other languages. I can plan and write an autobiographical account.
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Term 1 Test I can identify different types of text. I can identify parts of speech. I can punctuate correctly. I can continue a piece of writing in a particular genre. Unit 4 It’s about time
Date:
Week 1 I can identify fiction and non-fiction text. I can recognise the features of a fiction text. I can use direct and indirect speech. Week 2 I can structure simple sentences. I can use relative pronouns in sentences. I can use suffixes to change verbs to nouns. I can identify figurative language. Week 3 I can use figurative language. I can plan, structure and plot a story.
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Unit 5 Facts and fables
Date:
Week 1 I can identify the features of information texts. I can use language to convey my ideas and opinions. I can use simple, compound and complex sentences. Week 2 I can identify and use figurative language. I can learn spelling rules around the ‘k’ sound. I can write a short, interesting fable. Week 3 I can use a variety of sentence types to make my writing interesting. I can plan, structure and write a report. Unit 6 Holey-moley!
Date:
Week 1 I can tell the difference between fact and opinion. I can infer implicit and explicit meanings in a text. I can use connectives to sequence events. Week 2 I can make notes for a speech. I can link ideas using connectives. I can use prefixes to create opposites. I can explore spelling rules and exceptions. 8
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Week 3 I can write a Kennings. I can write a story with a flashback. Term 2 Test I can answer questions about a text in different genres. I can write an information text. Unit 7 Stop!
Date:
Week 1 I can recognise persuasive language. I can identify shades of meaning in the use of words and phrases. Week 2 I can use colons and semicolons. I can use action verbs and linking verbs. I can spell words with the ‘j’ sound. Week 3 I can plan a persuasive argument. I can write an essay with a balanced argument.
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Unit 8 I spy
Date:
Week 1 I can read and respond to a biography and an infographic. I can scan a text to identify its features. I can draw an infographic. I can use verb forms appropriately. Week 2 I can add prefixes to root words to transform their meaning. I can use the active and passive voice. I can use verb forms correctly. I can use the conventions of standard English (spelling and punctuation). Week 3 I can create an infographic. I can write a letter/an email. Unit 9 Star-crossed
Date:
Week 1 I can listen, read and respond to a playscript. I can use language to convey ideas and opinions. I can understand figurative language.
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Week 2 I can use verb forms accurately. I can write complex sentences. I can use a wide range of words and figurative language. Week 3 I can write a playscript. I can read aloud fluently. I can write a review. Term 3 Test I can summarise a text. I can respond to a poem. I can identify features of a piece of writing. I can use different sentence constructions. I can write a persuasive text.
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Week
Unit 1 Backwards and forwards
1
1
Audio 1
Listen to this extract from The Railway Children, then answer the questions.
They weren’t railway children to begin with. They were just ordinary children, and they lived with their father and mother in a large redbrick house in the suburbs of London. There were three of them. The eldest was Roberta – Bobbie for short. Next came Peter, and the youngest was Phyllis. These three lucky children had everything they needed: good clothes, warm fires and plenty of toys, a mother who made up funny pieces of poetry for their birthdays, and a father who was never cross, never unjust and always ready for a game. They ought to have been very happy. And so they were, but they didn’t know how happy until their life in the redbrick house was over and done with, and they had to live a very different life indeed. The dreadful change came quite suddenly. … After dinner … there was a knock on the front door. A moment later the maid came in and said that two gentlemen wanted to see Father. “Get rid of them quickly, dear, whoever they are,” said Mother, as Father got out of his chair. “It’s nearly the children’s bedtime.” But Father couldn’t get rid of them quickly. Peter, Bobbie and Phyllis waited a long time. They could hear Father talking to the gentlemen in another room, and his voice sounded louder than usual and different, somehow. After a while Mother went to join them, and there was more talking.
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Week
1
Unit 1 Backwards and forwards
At last the children heard boots go out and down the front steps. “They’re leaving!” said Phyllis with relief. The clip-clop of hooves echoed in the street outside as a horse-drawn cab drove away. Then Mother came back into the room. Her face was as white as her lace collar, and her eyes looked very big and shining. “Father’s been called away – on business,” she said. “Come, darlings, it’s your bedtime.” The next morning, when the children came down to breakfast, Mother had already gone out. It was seven in the evening before she got back, looking so ill and tired that the children felt they couldn’t ask her any questions. She sank into an armchair and Peter fetched her soft velvety slippers. Then one morning, at breakfast, Mother said, “Everything’s settled, my pets. We’re going to leave this house, and go and live in the country.”
a Where did the children live at the beginning of the story? b How do we know, from the beginning, that there will be a change in their lives?
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