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(1st Edition) 1.Cambridge Global English Learner Book (ESL) · 2.Cambridge Global English Activity Book (ESL) · 3.Cambridge Primary Science Learner Book · 4.Cambridge Primary ...(1st Edition) 1.Cambridge Global English Learner Book (ESL) · 2.Cambridge Global English Activity Book (ESL) · 3.Cambridge Primary Science Learner Book · 4.Cambridge Primary ...
Cambridge Primary Stage Activities to support you at home Unit Photocopiable activity 5: Expressing time – in, at, on, last ✂ Do you usually ? go to school stay up late Do you usually ? go hiking go swimming the morning? the afternoon? the evening? Friday? Saturday? Sunday? ✂3 Do you usually ? study English feel tired Do you usually ? meet your friends play basketball Tuesday? Wednesday? Thursday? night? midday? midnight? weekends? Do you usually ? get up visit your grandparents Do you usually ? watch TV listen to music 5.00 am? 10.00 am? 11.30 pm? midnight? midday? weekends? Cambridge Global English Stage Teacher’s Resource © Cambridge University Press 2016 155 Photocopiable activity Comparatives quiz cards Aim: Learners use quiz cards to ask and answer questions using comparative adjectives The activity should give the learners ideas and support for the writing activity on page 39 of the Learner’s Book Preparation time: minutes Language focus: Practice asking questions with comparative adjectives to compare features of landscape, climate and size Vocabulary: Comparative adjectives: longer, shorter, higher, bigger, smaller, wider, older, drier, wetter, hotter Materials: One set of Comparatives quiz cards, cut up as indicated, per pair or small group of learners Procedure • To demonstrate the activity, ask learners the question from Card 1: Which is older – Rome or London? Cover up the answer • Nominate learners and ask their opinions before telling them to look for Card and find the answer • Explain that they are going to continue asking and answering questions like this one with their partner • Allow time to continue the activity in pairs, while you circulate, giving assistance to lower-level learners • Higher-level learners could make some more cards of their own and continue the activity They could use their knowledge from other subjects, or they could research facts for the quiz for homework Wrap up • Give higher-level learners an extra challenge by having a competition to remember the most facts within a set time Lower-level learners will benefit from hearing repetition of the target structure • Tell the learners that they are going to receive a quiz in the form of 12 cards to with their partners • Distribute one set of the Comparatives quiz cards to each pair of learners If your class is lower ability, you could use only the first six cards In a mixed class, pair lower- and higher-level learners together 156 Cambridge Global English Stage Teacher’s Resource © Cambridge University Press 2016 Unit Photocopiable activity 6: Comparatives quiz cards ✂ Which is older Which is higher Which is wider Rome or London? Mount Everest or Mount Snowdon? the River Nile or the River Amazon? Answer: Rome Answer: Mount Everest Answer: River Amazon Which is bigger Which is bigger Which is drier London or Sydney? France or Germany? the Sahara Desert or London? Answer: London Answer: France Answer: Sahara Desert Which is smaller Which is smaller Which is hotter New York or Edinburgh? New Zealand or Australia? Glasgow or Bangkok? Answer: Edinburgh Answer: New Zealand Answer: Bangkok 10 11 12 Which is smaller Which is longer Which is wetter South America or Asia? the Rio Grande or the River Thames? Cherrapunji (India) or Taipei (Taiwan)? Answer: South America Answer: Rio Grande Answer: Cherrapunji ✂ Cambridge Global English Stage Teacher’s Resource © Cambridge University Press 2016 157 Photocopiable activity 10 Matching halves of sentences: zero conditional Aim: Learners play a card game in which they match sentence halves Preparation time: 10 minutes Language focus: Using the zero conditional: If/When + present simple + present simple for things that are always true Vocabulary: Methods of transport and road safety Materials: For each pair of students, one copy of the Matching halves of sentences: Zero conditional cards, cut up as indicated Procedure • Focus on two examples of the target structure from the unit, for example: When I ride my bike, I always wear a helmet If I can’t find a pedestrian crossing, I find a quiet place to cross the road • Write another if and another when clause, on the board Ask learners for suggestions for the second half of the sentence Ensure learners know the if and when clause could come after the ‘second half’ • Distribute one copy of the Matching halves of sentences: Zero conditional cards, cut up as indicated, to each pair of learners • Explain the game by choosing a pair of learners to demonstrate Each takes seven cards Put the rest of the cards face down in a pile for learners to pick up from The first learner puts down a card at random, for example: If I cross the road, The second looks for a card which could logically follow, for example: I look for a quiet place with no traffic, I don’t cross at corners or I’m always careful For each card, there are at least two possibilities, but if the player can’t go, he/she picks up a card from the pile After each turn, learners pick up a card from the pile The winner is the first to put down all their cards • Read out some sentences that would be ‘wrong’, and check learners know why • Allow learners time to play the game in pairs while you circulate and check they are playing correctly and answer any queries Wrap up • Learners tell the class about what they to stay safe on the roads 166 Cambridge Global English Stage Teacher’s Resource © Cambridge University Press 2016 I don’t cross at corners When my older brother isn’t with me, I don’t cross the main road When it gets dark, I wear reflective armbands If my older brother isn’t with me, I stay on the main road If I travel by plane, I always sit near the window If I cross the road, I’m always careful When I cross the road, it’s difficult for drivers to see me If I walk at night, I always wear a helmet If I ride my bike, I look for a quiet place with no traffic If I can’t find a pedestrian crossing, my father makes me put it on again If I take my seatbelt off, When I take my seatbelt off, my mother stops the car I always wear a seatbelt When I travel by car, I don’t talk to strangers When I walk alone, I use the cycle track When I ride my bike, I look carefully before I cross the main road If I walk alone, Photocopiable activity 10: Matching halves of sentences – zero conditional ✂ Cambridge Global English Stage Teacher’s Resource © Cambridge University Press 2016 167 Photocopiable activity 12 Shopping dialogues Aim: Practice of shopping dialogues Preparation time: minutes Completion time: 20–30 minutes Language focus: Shopping expressions: Would you like ? I’ll have Can I have ? Vocabulary: quantity expressions: any, a bottle, a can, a carton, a cup, a few , a little, a loaf, many, much, a packet, a slice (new!), some, a tub Materials: One copy of the Shopping dialogues handout per learner Note: In the UK, the word crisps usually refers to thinlysliced flavoured potatoes sold in packets and eaten cold In other parts or the world, these are known as chips In the UK, the word chips (from chipped potatoes) usually refers to long, thin pieces of potato eaten hot, often with salt and vinegar and sometimes tomato ketchup Suggestion for lower-/higher-level learners The handout has been designed to give opportunities for revision It provides the chance to give lower-level learners necessary support and practice to reinforce the language of Unit Lesson See Procedure for suggestions for higher-level learners Procedure • Distribute one copy of the Shopping dialogues handout to each learner • Skim through the dialogues as a class and identify where they take place • With lower-level learners, look at the dialogues together and discuss the possibilities for the gap fill activity, before drilling pronunciation and allowing time for learners to practise the dialogues in pairs • In a higher-level class, learners read dialogues directly with correct quantity expressions before using the handout as a basis for creating their own dialogues Wrap up • Learners perform their dialogues for the class 170 Cambridge Global English Stage Teacher’s Resource © Cambridge University Press 2016 Unit Photocopiable activity 12: Shopping dialogues Match the dialogue with a place Choose from: In a grocer’s shop, or In a sandwich bar Complete each dialogue with the quantity expressions below any Customer: Assistant: Customer: Assistant: Customer: can many packet some Can I have a of crisps, please? Here you are Is that everything? No, I’d like a of cola Have you got sandwiches? Yes, but there aren’t left – only cheese I’ll have cheese ones then please any Assistant: Customer: Assistant: Customer: Assistant: Customer: Assistant: any bottle little slice much Yes, please? A of mushroom pizza please Here you are, thing else? Yes, a small of water please Have you got chocolate ice cream? Yes, but only a Sorry? Yes, but there isn’t left any Customer: Assistant: Customer: Assistant: Customer: Assistant: Customer: carton few loaf much some orange juice please How would you like? One please Could I have a of white bread? Here you are, thing else? Yes, could I have apples please? Yes, is four OK? Yes, thank you any Customer: Assistant: Customer: Assistant: Customer: Assistant: Customer: little much some tub A of ice cream please What kind? Coffee please Sorry, there isn’t left OK, strawberry then, please Can I also have cheese? Yes, is that much OK? That isn’t very A more please Cambridge Global English Stage Teacher’s Resource © Cambridge University Press 2016 171 Photocopiable activity 15 Let’s invent a new dance! Aim: Learners create their own new dance using the vocabulary from Unit Lesson Preparation time: minutes Completion time: 20–30 minutes Language focus: verbs of movement Vocabulary: Speaking about traditional dances Materials: One Let’s invent a new dance! handout for each pair of learners • Learners write the answer to the first question on the handout Encourage them to be as creative and funny as possible • Learners fold back the section of the page so it can’t be read, before passing the handout on to the next pair to fill in question and so on to question • Unfold the handouts and ask learners to read them to the class Wrap up • Choose some interesting dances and try and perform them Procedure • Revise the verbs of movement Ask learners what they can with their arms, hands, legs, knees, feet – for example: bend, lift, clap, point, stamp, swirl Try to demonstrate this • Ask learners the five questions from the main activity about the dances they like doing • Tell learners they are going to invent a new dance and distribute a handout to each pair of learners 176 Cambridge Global English Stage Teacher’s Resource © Cambridge University Press 2016 Unit Photocopiable activity 15: Let’s invent a new dance! Create a new dance by answering the question, folding back the page along the dotted line and passing it along to a friend When is the dance performed? What the dancers with their arms and hands? What the dancers with their legs (including knees)? Do the dancers sing or shout? What the male dancers wear? What the female dancers wear? Cambridge Global English Stage Teacher’s Resource © Cambridge University Press 2016 177 Worksheet 2.3 Soil habitat for earthworms Name: _ Date: Earthworms like damp soil with a lot of decaying plant material, which they eat along with soil A class of learners dig in three fields looking for earthworms Answer the questions about the earthworms 1 Can you say why Field had more earthworms? Why did Field have no earthworms? Cambridge Primary Science © Cambridge University Press 2019 Wo orksh heet 2.4 Make e an id dentification n key Name: _ Date: _ y own identificat i Can youu create your ion key? Try this one and include th hese animaals Your firrst questioon could be: ‘Does tthe anim mal have le egs?’ yes ye es no no o yes no n Cambbridge Primarry Science © Cam mbridge University y Press 2019 Worksheet 2.5 A different style of key Name: _ Date: _ We can make a key by asking questions Look at this key below Question Does the invertebrate have wings? yes - go to question no – go to question Question Does it have legs? Question Does it have a shell? yes – it is a butterfly yes – it is a snail no - it is a slug Write your own key of the invertebrates shown here Think up suitable questions Question Can this invertebrate fly? Question _ Question _ Question _ yes - go to question _ no - go to question _ yes - it is a no - it is a yes - it is a no - go to question _ yes - it is a Cambridge Primary Science © Cambridge University Press 2019 Worksheet 3.2 Plant a hunt Make particle model Name: Date: Date: Whatisplants can you find outside the classroom? This a practical investigation Youmight will need: Label the stem, leaves and flowers then draw how the roots look a rectangular box such Example Small plant as a shoe box a piece of cardboard flower that fits the width of the box to divide it into sections about six marbles • • • Place the box on a table Do not put the divider into the box Put the marbles in the box.stem Shake the box in all directions, leaves but without lifting the box from the table Observe the movement of the marbles roots Observe the spaces between the marbles Large plant Another plant Put the divider about half way along the base of the box to make the space for the marbles smaller Put the marbles in one section only Shake the box in all directions, but without lifting the box from the table Observe the movement of the marbles How is the movement different to the movement of the marbles in step 1? Observe the spaces between the marbles How are the spaces different to the spaces between the marbles in step 1? Cambridge Primary Science © Cambridge University Press 2014 81 Worksheet 3.2 Put the divider close to one end of the box Plant hunt to make the space for the marbles even smaller This time the marbles must be Date: as Name: closely packed as possible Shake the box in all directions, but without lifting the box What plants can you find outside the classroom? from the table Label the stem, leaves and flowers then draw how the roots might look Observe the movement of the marbles Example How is the movement different to theSmall plant movement of flower the marbles in steps and 2? Observe the spaces between the marbles How are the spaces different to the spaces between the marbles in steps and 2? You have made three arrangements with the box and marbles Which one you think is a model for how particles behave in a solid? Say why you chose this arrangement stem leaves roots Large plant Another plant Which you think is a model for how particles behave in a liquid? Say why you chose this arrangement Which you think is a model for how particles behave in a gas? Say why you chose this arrangement What else could you have used to represent the particles of matter? 82 Cambridge Primary Science © Cambridge University Press 2014 Worksheet 3.3a Plant hunt gases, liquids and solids Squashing Name: Date: Date: Whatisplants can you find outside the classroom? This a practical activity Label the stem, leaves and flowers then draw how the roots mightYou look will need: a syringe without the Pull the plunger back to the 10 ml mark Example Small plant needle The syringe now contains 10 ml air flower some water in a cup Cover the open end of the syringe with or beaker your free thumb a freezer Push the plunger in as hard as you can Can you push the plunger below the 10 ml mark to squash the air? stem • • • leaves roots Large plant Another plant It is easy to squash or compress air Think back to the particle model Remember that particles in a gas are far apart There is plenty of space between the particles so it is easy to squash the particles Now push the plunger into the syringe as far as it will go Place the open end of the syringe in the water Slowly pull the plunger out to let in about 12 ml water You will see that you have sucked up some air with the water Cambridge Primary Science © Cambridge University Press 2014 83 Worksheet 3.3a Plant hunt Hold the syringe with the plunger downwards Gently push plunger up to the 10 ml mark TheDate: air should Name:the be pushed out now Press open the syringe the thumb of What the plants canend you of find outside theagainst classroom? your other hand Push the plunger into the syringe as Label the stem, leaves and flowers then draw how the roots might look hard as you can Can you push the plunger below the Example Small plant 10 ml mark? Is it easier or more difficult than squashing air? flower It is difficult to compress a liquid when it is in an enclosed space like a syringe But it is possible Think back to the particle model Remember that particles in a stem liquid can slide over each other.leaves Fill the syringe with water Freeze the water in the syringe When it isroots frozen, try to compress the ice by pushing down the plunger Can you it?Another Is it easier Large plant plantor more difficult than squashing air or water? Which is easiest to squash, a gas, a liquid or a solid? _ Use the particle model to write a sentence to explain how you can squash a gas _ _ _ 84 Cambridge Primary Science © Cambridge University Press 2014 Worksheet 3.3b Plant hunt Making crystals Name: Date: Date: This practical activity shows how a solid keeps the What plants can you find outside the classroom? same shape as it grows You will need: Label the stem, leaves and flowers then draw how the roots might look a crystal of salt which is large enough to tie a piece Example Small plant of cotton to Tie the cottonflower thread round your large crystal a piece of cotton thread Fill the drinking glass about one third full of about 10 cm long warm water Add salt slowly, and use the pencil a drinking glass or jam jar to stir the mixture Stop adding salt when no some table salt or cooking salt more will dissolve in the water a pencil Allow the mixture to cool some warm water • • • • • • stem Large plant Carefullyleaves hang your large crystal in the mixture in the glass so that it is just covered by the mixture Keep it in place by winding the other end of the cotton thread round the roots pencil and balancing the pencil across the top of the drinking glass Another plant Leave the drinking glass in a safe place for several days Make sure each day that the crystal is still in the mixture Watch your crystal grow Draw your crystal to show the shape Cambridge Primary Science © Cambridge University Press 2014 85 Worksheet 3.4b Plant hunt a lit candle Observing Name: Date: Date: Carry out this andclassroom? answer the questions What plants canpractical you find activity outside the Label the stem, leaves and flowers then draw how the roots might look Light the candle Observe what happens Small Example plant Let the candle burn down completely Observe what happens flower You will need: a candle in a holder matches • • What happened to the candle when it burnt? _ Fill in the phase changes a candle went through when you heated it heat candle wax ( phase) → candle wax ( _ phase) stem leaves a How did some of the candle wax change when you heated it more? roots _ Large plant Another plant b Describe the phase change that happened when you heated it more _ a What happened to the liquid wax when it cooled down? _ b What phase change took place? _ Cambridge Primary Science © Cambridge University Press 2014 87 Worksheet 4.3 Plant hunt Observe how vibrations cause sound Name: Date: Date: Whatisplants can you find outside the classroom? You will need: This a practical activity All sound is caused by vibrations Labelwill theexplore stem, leaves and flowers then draw how to themake roots sounds might look a ruler You how different materials vibrate Example Small plant • an elastic • band flower Stretch out the elastic band, like the girl in the picture Get a partner to pull it gently and let go Observe the vibrations of the elastic band stem leaves a Does the elastic band make a sound when it vibrates? yes/no b Pull the elastic band harder What happens to the size of the vibrations? roots _ Another plant Large plant c What happens to the sound? _ Hold one end of the ruler on the edge of a desk Get your partner to push the other end down and let go Observe the vibrations of the ruler a Does the ruler make a sound when it vibrates? yes/no b Push harder on the end of the ruler What happens to the size of the vibrations? _ 116 Cambridge Primary Science © Cambridge University Press 2014 Worksheet 4.3 Plant hunt c What happens to the sound? Name: Date: _ What plants can you find outside the classroom? Fill in the missing words to complete the following sentences Label the stem, leaves and flowers then draw how the roots might look a Objects make sound because they Small plant Example flower b When vibrations are small, an object makes a sound c When the vibrations get bigger, the sound gets stem leaves roots Large plant Another plant Cambridge Primary Science © Cambridge University Press 2014 117 Worksheet 4.1 Plantan hunt Plan investigation Name: Date: Date: Whatisplants can you find outside the classroom? This a practical activity You have to think about some You will need: Label the stem, and flowers draw how the roots might look questions beforeleaves you carry out thethen practical activity paper cups Example Small plant flower • string • Lee said at his school they made paper cup telephones because they work better than tin can telephones What you think? Write down a question that you can test _ stem leaves What will you measure or test? How will you this? roots _ Large plant Another plant _ What will you keep the same? How will you this? _ _ _ _ _ 112 Cambridge Primary Science © Cambridge University Press 2014 Worksheet Worksheet 1.2a 4.1 4Plant Whathunt will you change? How will you this? _ Name: Date: _ What plants can you find outside the classroom? thewill stem, leaves flowers then draw how the roots might look 5Label How you makeand your test fair? Example Small plant _ flower _ Predict the result you will get _ Conduct the investigation Was your prediction correct? stem leaves _ roots _ Large plant Another plant Cambridge Primary Science © Cambridge University Press 2014 113 Worksheet 4.2 Plant hunt Which material does sound travel through best? Name: Date: Date: Yasmin and can Ahmed listened to sounds through different materials This is a table What plants you find outside the classroom? of their results Label the stem, leaves and flowers then draw how the roots might look Material Example Loudness of sound Small plant flower water ✔✔ wood ✔✔ ✔✔ steel ✔✔ ✔✔ ✔ air ✔ Draw a bar chart of their results stem leaves roots Loudness of sounds Large plant Another plant Materials 114 Cambridge Primary Science © Cambridge University Press 2014 Worksheet 4.2 2Plant a Through huntwhich material was the sound the loudest? _ b Through which material was the sound the softest? _ Name: Date: plants canthe youbar findchart outside classroom? 3What What does tellthe you about how well sound travels through liquids? Label the stem, leaves and flowers then draw how the roots might look Example Small plant _ flower _ _ a If the sound travels through plastic, predict if the sound will be louder or softer than through water _ stem leaves b Give a reason for your prediction _ roots _ Large plant Another plant c Draw another bar on the chart to show how loud you think the sound will be through plastic Loudness of sounds Materials Cambridge Primary Science © Cambridge University Press 2014 115