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Cambridge University Press978-0-521-66725-8 - Primary Colours Teacher’s Book 2Diana Hicks and Andrew LittlejohnFrontmatterMore information

http://www.cambridge.org/0521667259

http://www.cambridge.org


C A M B R I D G E U N I V E R S I T Y P R E S S

Cambridge, New York, Melbourne, Madrid, Cape Town, Singapore, São Paulo

Cambridge University PressThe Edinburgh Building, Cambridge CB2 2RU, UK

www.cambridge.orgInformation on this title: www.cambridge.org/9780521667258

© Cambridge University Press 2003

This publication is in copyright. Subject to statutory exception and to the provisions of relevant collective licensing agreements,no reproduction of any part may take place without the writtenpermission of Cambridge University Press.

First published 2003Reprinted 2006

Printed in Dubai by Oriental Press

A catalogue record for this publication is available from the British Library

ISBN-13 978-0-521-66725-8 Teacher’s BookISBN-10 0-521-66725-9 Teacher’s Book

ISBN-13 978-0-521-66733-3 Pupil’s BookISBN-10 0-521-66733-X Pupil’s Book

ISBN-13 978-0-521-66729-6 Activity BookISBN-10 0-521-66729-1 Activity Book

ISBN-13 978-0-521-66721-0 Class CassettesISBN-10 0-521-66721-6 Class Cassettes

ISBN-13 978-0-521-75099-8 Class Audio CDsISBN-10 0-521-75099-7 Class Audio CDs

ISBN-13 978-0-521-66717-3 Songs and Stories CassetteISBN-10 0-521-66717-8 Songs and Stories Cassette

ISBN-13 978-0-521-75102-5 Songs and Stories Audio CDISBN-10 0-521-75102-0 Songs and Stories Audio CD






iii

Contents

Map of the course iv

Introduction viTeaching young learners vi

Welcome! 4A The Adventure Car 4B King Cat’s wonderful world: In the sea 6C Octopuses! 8

Unit 1 Adventure in the jungle 101A Where’s our car? 101B King Cat’s wonderful world: In the jungle 121C The monkeys 141D Storytime: The old box 16

Unit 2 Adventure in the mountains 182A Be quiet! 182B King Cat’s wonderful world:

In the mountains 202C Fire and water 222D Storytime: The giant 24Revision 26

Unit 3 Adventure in space 283A Let’s go! 283B King Cat’s wonderful world: In space 303C Help! 323D Storytime: The butterfly 34

Unit 4 Adventure in the sky 364A Let’s find out! 364B King Cat’s wonderful world: In the sky 384C Jump! 404D Storytime: A strange animal 42Revision 44

Unit 5 Adventure in the city 465A Danger! 465B King Cat’s wonderful world: In the city 485C It’s coming this way! 505D Storytime: Treasure! 52

Unit 6 Adventure in the night 546A What was that? 546B King Cat’s wonderful world: In the night 566C Don’t touch! 586D Storytime: Marvin, the wizard 60Revision 62

Classroom language T64

A–Z: teaching young learners T65

Games extra T80

Extra practice T83

Tests T96

Templates T112

Word lists T122

Set lists T124






Welcome!

2 Adventure in the mountains

3 Adventure in space

1A Where’s our car? 10–11

Whose … is this? It’s …Thanks.Nouns bottle, camera, frog,home, jungle, people, snake,spider, track, wayVerbs be careful, takeAdjective littleAdverb always

1B In the jungle 12–13

Nouns clue, crocodile,insect, sun, teethVerb mimeDeterminer another

1C The monkeys 14–15

We haven’t got … … hasn’t got …They haven’t got …Don’t worry! Well done!Nouns disguise, leaves,plan, radio, rope, stick,tent, torchVerbs push, wait

1D STORYTIMEThe old box 16–17

I don’t know.Nouns box, city, spring,strip, volcanoVerbs glue, understandAdjectives old, sure, tired,together

2A Be quiet! 18–19

She lives in / on … She goes …Nouns avalanche, circle,egg, farm, goat, mountain,ski, snow, summer, winter,yearVerbs collect, feed, want toAdjectives enormous, far,quiet

2B In the mountains 20–21

Nouns explosive, helicopter, rescue team,sport, windVerbs build, camp, compare, go for a walk,happen, plant, ski, useAdverbs also, only, sometimes, tooConjunction because

2C Fire and water 22–23

I / People / We don’t …Nouns computer game,fire, food, ground, idea,kilo, life, sleeping bagAdjective sorry

2D STORYTIME The giant 24–25

Nouns giant, hand, material, puppet, rock, staplerVerbs staple, tape, wake upAdjectives delicious, hungry, truePronoun a few

3A Let’s go! 28–29

I’m bored. It’s interesting.I don’t want to …He / She / It doesn’t …Yes, it does.Nouns adventure, Earth,garden, light, moon, night,room, something, space,star, table tennisVerbs drink, feel, get, go to bed, reflect, shineAdjectives bored, fast,great, interesting, spaceAdverb tonightPrepositions at, from, into

3B In space 30–31

Numbers 20+ Does …? Do they …?Yes, it does. / No it doesn’t.Yes, they do. / No, theydon’t.Nouns air, astronaut,crater, flag, kilometre,moon car, order, packet,(space) shuttleVerbs come back, float,washAdjectives difficult, freshPossessive their Pronoun nothing

3C Help! 32–33

That’s my / his / her / our /their / your …Nouns family, glove, helmet, jacketVerbs go back, workAdjectives famous, late,quick

3D STORYTIME The butterfly 34–35

Nouns butterfly, coin, land, topVerbs control, die, growAdjectives crazy, later, lost

A The Adventure Car 4–5

can / can’t … It’s got … They’ve got …Nouns chorus, computer, lots (of),noise, propeller, rocket, roof, second,start / stop button, wheel, wingVerb get inAdjectives adventure, strange, sunny

B In the sea 6–7

Is it …? Can it …? It eats … There’s … There are …

Nouns arm, coral, flying fish, list, mouth, octopus, plant, sea horse,starfish, stone, tailVerbs check, move, testAdjectives beautiful, long, normal, warmPreposition near

C Octopuses! 8–9

I’ve got … We’ve got …

Nouns difference, emergencyVerbs ring, squiggle, wiggleAdjective cleverAdverb (over) therePreposition between

REVISION Units 1 and 2 26–27

Revision of language from Primary Colours 1

Present simple, hasn’t / haven’t got …1 Adventure in the jungle

Present simple 3rd person, Present simple negative

Present simple negative, Possessives

Map of the course

iv






4 Adventure in the sky

6 Adventure in the night

5 Adventure in the city


6A What was that? 54–55

What was …? It was …We played … I went …I saw … What’s the time?It’s … o’clock. It’s half past… It’s quarter past / to …Nouns bang, crash, finger,half, outside, quarter, time,yesterdayAdjective lastAdverb o’clockPreposition pastPronoun somebody

6B In the night 56–57

Yesterday I … We watched …Nouns afternoon,Australia, Canada, morning, sideAdjective amazingAdverb everywhere

6C Don’t touch! 58–59

We’re …ing.Nouns clock, face, meteorVerb touch

6D STORYTIME Marvin, the 60–61wizardNouns feather, lot, quill,roll, shoe, wizardVerb bangAdjectives friendly, safePronouns nobody,something

4A Let’s find out! 36–37

Do they …? Yes, they do. /No, they don’t. Where / What / When dothey …?Nouns cloud, field, lion,meat, panda, storm, swallow, wolf / wolvesVerb know how to

4B In the sky 38–39

When is …? Why do …?Nouns Months of the year,Africa, beak, birthday,Europe, holiday, month,salmon, turtle, whale,worldAdverbs after, all over,before

4C Jump! 40–41

It’s never / sometimes / usually / always …Nouns crack, parachute,troubleAdjectives rainy, stormy,sunny, windyAdverbs always, never, so, usuallyPreposition about

4D STORYTIME A strange 42–43animalLet me go! Nouns dream, elastic band,end, hole, tube, zooAdjectives aluminium, cardboard

5A Danger! 46–47

They’re …ing. It’s …ing.What’s he / she doing? He’s / She’s …ing.Nouns danger, help, waveVerbs answer, clean, leave,needPreposition towardsPronoun everybody

5B In the city 48–49

It’s … because …You’re …ing.Nouns action, crossing,policeman, policewoman,road, traffic lightsVerb crossAdverb safelyPreposition across

5C It’s coming this 50–51way!Is he / she …ing? What areyou doing? I’m …ing.Nouns control, rest, steering wheelAdjectives brilliant, fine,frightened, metalAdverb quickly

5D STORYTIME Treasure! 52–53

Nouns alphabet, code, fastener, message, pot,treasure, yearVerbs dig, joinAdjective hardAdverb inside


Present simple questions, Adverbs of frequency

Present continuous

Past simple, telling the time

v






vi

Introduction

Primary Colours is a course in English for children ofprimary school age, who may be learning English inschool or in a language institute. The courseincludes a Starter level, for complete beginners who have not yet learned to read or write. PrimaryColours 1 can be used after Primary Colours Starter, orwith complete beginners who are familiar with print.This level, Primary Colours 2, is for children who havecompleted Primary Colours 1 or who have completedapproximately one year of English, including workwith reading and writing.

Each level of the course has these components:

● Pupil’s Book● Activity Book● Teacher’s Book● Class Cassettes / CDs● Songs and / or Stories Cassette / CD● Vocabulary Cards for Starter and level 1

Pupil’s BookIn Primary Colours 2, the Pupil’s Book contains thefollowing work for classroom use:

● a Welcome! unit with three sections.● six further units, each with four sections. Sections

A and C have a continuing story about somechildren who have a series of adventures in an‘Adventure Car’, followed by exercises and songs.Section B contains exercises and topic-basedinformation presented by ‘King Cat’. Section D iscalled Storytime. It contains a self-contained storyand a related craft activity.

● three Revision sections.

Activity Book The Activity Book is in full colour. It contains:

● practice exercises for each unit, which thechildren can usually do either in the class or athome.

● three adventure ‘story trails’, which encouragereading and decision-making.

● three Revision sections, which include self-assessment and learning skills.

Teacher’s BookThis Teacher’s Book contains:

● a map of the course.● teaching notes, which are interleaved with the

pages of the Pupil’s Book. They provide guidanceon each exercise, extra ideas, answers, tapescriptsand suggestions for instructional language.

● a Classroom language section with classroomphrases, which are also recorded at the end of thecassette/CD.

● an A–Z: teaching young learners with many moreideas on important aspects of teaching children.

● a Games extra section with additional games forpractising vocabulary, numbers, etc.

● an optional photocopiable Extra practice section foreach unit, concentrating on reading and writing.

● Tests for all units.● photocopiable Templates of cut-outs for the craft

activities in the Pupil’s Book and Activity Book.● Word lists for each unit and Set lists.

Teaching young learnersEvery class and every child is unique. For this reasonit is difficult to give any general ‘rules’ for teachingyoung learners, but the following are some keypoints experienced teachers have found to beimportant in successful teaching. You will find a lot of further support in the teaching notes, in A–Z: teaching young learners and at AndrewLittlejohn’s website: www.AndrewLittlejohn.net

PatienceYoung children generally take a long while to dothings. Although by the time they get to the level ofPrimary Colours 2 they will usually have developed aclear idea of what ‘being in a classroom’ entails, thismay vary considerably from child to child. Children atthis age are often interested in an enormous variety ofthings and easily distracted which the teacher caninterpret as a desire to avoid doing any work. This maybe the case, although it is usually unlikely with youngstudents. Rather, it is a lack of focus. Focus andconcentration are something young children learnthrough schooling, so they need to know what youexpect of them. Helping children to focus andconcentrate requires considerable patience on the partof the teacher. Talk calmly to the children about whatthey will be doing, why they will be doing it and when.






vii

Use English – but be flexibleYoung children need a sense of security and maybecome nervous and withdrawn if they feel that theycannot express themselves. We believe it isappropriate to use the mother tongue to create asense of trust and rapport. At the same time, it isimportant to make sure that English becomes the‘natural’ language of the classroom. Use English asmuch as possible, with gestures and quicktranslations to ensure that everyone is following andhas the same right to learn.

ActivityProbably most people learn best by doing, but youngchildren in particular need to be actively involved.Ask yourself continually How can I involve them more?How can I bring about their activity (not mine)? Activitythat involves moving, making and doing – using theirwhole personalities – is most important. Extensivegrammar teaching is unlikely to work, as it willprobably go in one ear and out the other.

Personal involvementActivity is important, but it is equally important thatthe children are personally involved. This means that itis necessary to provide space and time for the childrento contribute their ideas and experiences and to makedecisions about what they will be doing. Create a senseof belonging in the class by sharing decisions, by making the classroom theirs, by displaying theirwork and encouraging them to bring things in.

Opportunities to learnA child who is not learning anything is usually a boredchild. A bored child will eventually mentally ‘drop out’of the class and may become disruptive. He or she maybe a very able child who feels the class is too easy, or a less able one who feels lost. Use every opportunity tomake the classroom rich with learning opportunitiesfor everyone – opportunities not only to learn English,but also to learn about the world.

EncouragementThink positively! Children monitor the feedbackthat they and others get from you, the teacher. Theyalways make comparisons and usually have a goodidea of who the teacher thinks is the ‘best’ in theclass. Negative feedback can have a bad effect onmotivation and damage the child’s sense of self-esteem. A more useful approach may be to phrasethings positively: That’s a very good try. Well done. Let’ssee how you can make it even better. Above all, it isimportant to believe that everyone can learn and toencourage the children to believe that too.

The way they see thingsSometimes we may jump to conclusions about whychildren do certain things but it is important to seethe class through their eyes. For example, there may beone or two children who seem uninterested and it iseasy to conclude that ‘they just don’t want to learn’.However, the reality may be different. Most of us enjoythe things that we are good at and look forward todoing them again. Conversely, we don’t like doing thethings that we do badly and will avoid doing them ifwe can. So the bored or resistant child may simply betrying to avoid failing. If you see things in this way,through the child’s eyes, you can often recognisemisbehaviour or apparent lack of interest as a cry forextra help. Above all, think before you react.

Primary Colours and Cambridge ESOL YoungLearners English TestsCambridge English for Speakers of other Languages(ESOL) has developed an assessment for children of primary school age who are learning English as a foreign language. They consist of three keylevels of assessment: Starters, Movers and Flyers, with Starters being the first level.

If you are interested in putting forward your pupilsfor the Young Learners English (YLE) Tests, thenchildren who have completed Primary Colours Level 2will have covered the language necessary to sit theStarters exam. Primary Colours has the rightmethodology to prepare children for the kind oftasks included in the YLE Tests and also reflects thetopics and themes used in the tests.

You will see that at the back of Activity Book 2, there are two pages of ‘At Home with King Cat’. This covers vocabulary that does not appear in Primary Colours Level 2 which will help in thepreparation of the Starters exam.

Introduction






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Cambridge University Press 978-0-521-66725-8 - Primary ...assets.cambridge.org/97805216/67258/frontmatter/9780521667258... · Cambridge University Press 978-0-521-66725-8 - Primary