CAMBRIDGE
Global English
Learner’s Book
6
Jane Boylan and Claire Medwell
University Printing House, Cambridge CB2 8BS, United Kingdom Cambridge University Press is part of the University of Cambridge. It furthers the University’s mission by disseminating knowledge in the pursuit of education, learning and research at the highest international levels of excellence. www.cambridge.org Information on this title: www.cambridge.org/9781107621251 © Cambridge University Press 2014 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 written permission of Cambridge University Press. First published 2014 Reprinted 2014 Printed in India by Replika Press Pvt. Ltd A catalogue record for this publication is available from the British Library ISBN 978-1-107-62125-1 Learner’s Book with Audio CDs (2) Cambridge University Press has no responsibility for the persistence or accuracy of URLs for external or third-party internet websites referred to in this publication, and does not guarantee that any content on such websites is, or will remain, accurate or appropriate.
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Welcome to Cambridge Global English Stage 6 Cambridge Global English is an eight-stage course
• English for educational success. To meet the
for learners of English as a Second Language
challenges of the future, learners will need
(ESL). The eight stages range from the beginning
to develop facility with both conversational
of primary (Stages 1–6) to the end of the first two
and more formal English. From the earliest
years of junior secondary (Stages 7–8). It is ideal
stage, Cambridge Global English addresses both
for all international ESL learners, and
these competencies. Emphasis is placed on
particularly for those following the Cambridge
developing the listening, speaking, reading
Primary/Secondary English as a Second
and writing skills learners will need to be
Language Curriculum Framework, as it has
successful in using English-language
been written to adhere to this framework. It also
classroom materials.
presents realistic listening and reading texts, writing tasks, and end-of-unit projects similar to
In addition to this Learner’s Book, Cambridge
those students might encounter in the context of
Global English Activity Book 6 provides
a first-language school. These elements provide
supplementary support and practice.
teachers with the opportunity to tailor the level
Comprehensive support for teachers is available
of challenge to meet the needs of their particular
in Cambridge Global English Teacher’s Resource 6.
students. The course is organised into nine thematic units of study which include a range
The following icons are used in this Learner’s
of activities, text types and objectives.
Book:
Cambridge Global English materials are aligned
1 pre-recorded listening activity
with the Common European Framework of
pairwork or small group speaking activity
Reference. The materials reflect the following
(not mediated by teacher)
principles:
write in notebook activity
• An international focus. Specifically developed for young learners throughout the world, the topics and situations in Cambridge Global English have been selected to reflect this diversity and encourage learning about each
AB
linking activity in Activity Book cross-curricular maths activity cross-curricular science activity.
other’s lives through the medium of English. • An enquiry-based, language-rich approach to learning. Cambridge Global English engages children as active, creative learners. At the same time as participating in a range of curriculum-based activities, they can acquire
We hope that learners and teachers enjoy using
content knowledge, develop critical thinking
Cambridge Global English Stage 6 as much as
skills and practise English language and
we have enjoyed writing it.
literacy.
Jane Boylan and Claire Medwell
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Contents
4
page
Unit
Words and expressions Use of English
Reading/Writing
6–19
1 Life experience
Free-time activities Adjective and noun forms Words connected with music Sequencing words and phrases Achievements Verbs with prepositions
Wh- questions review Present perfect simple Past continuous
Read to understand general meaning First-time experiences A biography about JK Rowling Literature: The story of Helen Keller Paragraphs Write a biography
20–33
2 School
School subjects Extra curricula activities Collocations belong to; do chess; learn about; write for
Instead of / as well as + noun 1st conditional with if/unless
Read for specific information: A text about Brain power and tips for studying well Literature: Extract from a novel Life at school Create a poster on ‘learning tips’ Use modals to be polite; ask permission Write an email/letter
34–35
Review 1
36–49
3 Sport
Sports Sports equipment Party of the body Football Descriptive words
Reported speech Reported Wh questions Need/should/mustn’t
Scanning Articles about Paralymipian Hannah Cockroft and the London Marathon Literature: Off Side A bar chart and notes A summary Describe a sports event
50–63
4 The big screen
Film types Strong adjectives Cinema history
Strong adjectives: absolutely/really Passive (past simple) Defining relative clauses with where, who and that
A film review A storyboard Literature: Jurassic Park Guess meaning from context Direct speech and reporting verbs Create a storyboard
64–65
Review 2
66–79
5 Inventions
Gadgets and equipment Opinions and reasons Adverbs
Used to for past habits Will for prediction 2nd conditional
Use your own knowledge to understand a text: Lighting up the world; Wheels Literature: Start Small, Think Big A quiz on gadgets and inventions Support your ideas with reasons An essay about an important invention
80–93
6 Explorers
Famous expeditions Exploration of the Americas Equipment Descriptive words
Questions forms: how many, what + noun Linking expressions Cardinal and ordinal numbers Participle adjectives
Historical explorers An explorer’s blog Literature: The Boy Who Biked The World A quiz Time references and dates A blog/diary entry
94–95
Review 3
96–109
7 Jobs and work
Compound nouns Media jobs Personal qualities Clothes and uniform Suffixes
Adjectives + prepositions + noun Present continuous Could + be
Skim a text A TV presenter’s job Job adverts Literature: You can be anything Shortened sentences Someone’s job; a job advertisement
110–123
8 Communication
Ways of communicating Gestures Negotiating
Present continuous for future arrangements Polite requests
Gestures around the world A class forum Literature: Thank you Letter Online communication Online politeness An online forum Write a verse A poster about communication A discussion forum
124–125
Review 4
126–139
9 Travellers’ tales
Holiday activities Descriptive adjectives Nouns with -ing Expressions with take
2nd conditional Prepositional verbs Adjectives and prepositions
Use prediction to understand a text An online review page A poem: My dream holiday Literature: The Light Beam That Got Away by Plan your writing Post a comment/review Write a poem: My dream holiday
140–141
Review 5
Listening/Speaking
School subjects
Pronunciation / Word study
Critical thinking / Values
Listen and talk about free-time activities; first-time experiences; inspiring people Sequencing words/phrases Give presentations: An inspiring person; a favourite book; an interesting experience
Maths: A pie chart
-tion/-cian
Attitudes to blindness and deafness Analysing a pie chart What makes some experiences special? Who do we admire? Why? Examining famous lives.
Word stress for information Silent letters
Value: Treating classmates fairly Comparing school life Considering good study habits Creating and analysing solutions to problems
School life in different countries Listen to students talking about different problems at school Phrases: Giving advice Emphasising words Roleplay a problem at school
Listen for expression and emphasis Reasons for liking sport Listen to instructions to warm up Talk about sports and equipment Order and give instructions
Biology: Parts of the body Maths: A bar chart
Emphasis
Teamwork Interpreting information on a bar chart Expressing opinions about sports events Examining personal challenges and goals
Listen for specific information: A short history of cinema Listen to film trailers Listen to a film discussion Make information interesting Give presentations: A film review; talk about films
Maths: Currency
Dates (years)
Facing a problem Describing films Creating film scenes Making deductions from inferences Making predictions Personal safety and looking after yourself
My favourite gadget A new invention Listen and speak about modern inventions Prepare presentations: Know your audience Give presentations: The history of an invention
Science: Thomas Edison
the a sound
Believing in yourself Comparing and contrasting different gadgets Making assumptions and predictions Creating and describing an invention Problem solving Supporting opinions with reasons
Talk about what you know The story of Columbus Plans for an expedition Use contractions Give presentations: A historical explorer or expedition
Maths: Measurements History: Explorers
the ch sound
Making visitors welcome Making deductions Selecting information from research Creating a plan for an expedition Making deductions from inferences
Rhyming vowels
Working hard and setting goals Express opinions about different jobs Creating a uniform Creating an advertisement
Describe job qualities Pictures Jobs that family/friends do; work uniforms Give presentations: Present a design; a job you’d like Key words for remembering whole sentences Phone messages A conversation with a teacher Make notes before you speak Role play: A difficult situation
Maths: How much to spend
Matching sounds
Saying thank you Communication in different countries Communicating in a difficult situation Problem solving Communicating appropriately online Giving opinions
Holiday activities Description of a special place: Pompei Interesting or surprising information Activities you’d like to try Give presentations: Describe a place
Science: The speed of light Maths: Survey and report
the o sound
Learning from family members Discussing positive and negative sides Describing feelings about a special place Imagining a dream holiday
5
1
Life experience
We’re going to: talk about free-time activities and life experiences do a presentation about someone you admire write a short biography
1
Talk about it
read about the life of an inspiring person
What do you like doing in your free time?
Which activities in the pictures and the box do you do? 2
AB
Word study Activities
play video games paint play football take photos meet up with my friends play the piano
Match the pictures to the phrases in the box.
2
a
b
c
d
e
f
Listen
3
Listen to this student interviewing her classmates about free-time activities. Write the activities that you hear in Activity 2 in your notebook. 2
4
Listen again and complete these phrases. a I
like watching TV, but I can’t playing video games. b I don’t being inside. c I’m quite good art.
6
d I’m hopeless e I
basketball. watching films on the big screen watching DVDs.
Unit 1 Lesson 1 Vocabulary: free-time activities; expressing preferences and abilities Use of English: question forms review Listen: interview Talk: interviewing your partner Write: summarising interview notes
Use of English Wh- questions review Question word + do + you + verb
What do you like doing when you’ve got some free time? Who do you spend your free time with? Which places do you like going to? 5
Read the Use of English box. What happens to the order of the words when we make questions? AB
6 Read Read the questions 1–4 and match with the correct answers a–d. 1 What do you like doing when you’ve got some free time? 2 Do you prefer doing activities inside or outside? 3 When you go out, which places do you like going to? 4 Who do you spend your free time with?
c
a
Both really – it depends on what I feel like doing. But I can’t stand wet weather, so then I stay inside!
I’ve got three or four close friends who I play basketball with. I also like meeting up with my cousins who live nearby.
b
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I love drawing and playing my guitar. My two best friends also play the guitar quite well, but I think I’m better at playing than them!
d
I really like being outdoors, like in parks or on the beach. But not for sports – I’m hopeless at ball games!
Talk Use the correct question forms to interview your partner and make notes. Use the phrases in Activity 4 to answer about your free time.
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Write Write a summary of your partner’s answers for each question.
Kate loves drawing and playing her guitar.
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2 1
A first time for everything Talk about it
Have you done anything recently that you have never done before?
How did the experience make you feel?
Reading strategy: Understanding general meaning Look for key words in a text to help you understand the general meaning. 2 Read Read about when these children did something for the first time. Find key words to show what each child did, why it was special, and their feelings about the experience.
1 Olivia, 11 It doesn’t seem so amazing now, but I remember the first time I saw the sea on a school trip. I looked at it in amazement. It was so beautiful and so huge! I asked my teacher, ‘How big is it?’, and he laughed and explained that it was very big! We live in a city far from the coast and I’ve only ever been to the seaside twice. 2 Santok, 11 Last year, I went on a rollercoaster for the first time. I was scared, but I decided to try it. It was exciting and terrifying at the same time! I closed my eyes and tried not to scream. When it was finished, I felt a sense of pride because I had done something brave. But I haven’t been on a rollercoaster again! 3 Cody, 12 I felt really proud of myself when I first learned to swim! I remember that feeling of excitement very well. I felt very satisfied because I had achieved something! I was six years old and I had a fear of water. But when I learned how to swim I wasn’t afraid of it any more. Since then, I have never been afraid of water again.
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Unit 1 Lesson 2 Vocabulary: noun and adjective forms Use of English: present perfect Read: first-time experiences Talk/Write: life experiences
3
Word study Adjective and noun forms AB
Copy and complete the table with adjectives or nouns from the texts. 4
Talk Talk about an experience or feeling you had using the words in Activity 3.
I went to the Grand Canyon – it was amazing.
5 Use of English Read the Use of English box and answer true or false. 1 We use has/have + past participle to
form the present perfect. 2 We use the present perfect when we know the time something happened in the past. 6
AB
Nouns
Adjectives
a ...
amazing
beauty
b ...
terror
c ...
d ...
proud
bravery
e ...
f ...
excited
satisfaction
g ...
Use of English Present perfect We use the present perfect to talk about experiences in the past, but we don’t say exactly when they happened.
Have you ever seen the sea? I’ve only ever been to the seaside twice. I haven’t been on a rollercoaster again.
Talk
Match the questions a–c to the the children’s answers in Activity 2. Then write two more questions and ask your partner. a Have you ever felt really proud of yourself? What did you do? b Have you ever seen something you thought was amazing? What did you see? c Have you ever done something you were scared of?
Have you ever ... ? Have you ever ... ? 7
Write Write about one of your own responses to the questions in Activity 6. Use adjectives and nouns to describe how you felt.
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3 1
Speaking: Inspiring people Talk about it
Do you have a hero or an idol?
Is it someone famous or someone you know personally? Why is this person your hero? Look at the photo of will.i.am – do you know him? What is he famous for? 3
2 Listen Listen to the first part of Maria’s presentation about will.i.am, the musician and entrepreneur. How does she attract the attention of her audience and make them listen to her presentation?
4
3 Listen to the next part of Maria’s presentation and answer the questions.
will.i.am
1 Who thought school was important? 2 What did will.i.am do when he was eighteen? 3 What else does will.i.am do apart from make music? 4 What subjects is he interested in? 5
4 Listen to the last part of the presentation. Why does Maria admire will.i.am? How does she finish her presentation?
6
5 Listen to parts 1–3 again. Match the parts with the headings below.
will.i.am’s early life, career and why he is successful. Why Maria chose to talk about will.i.am. The purpose of the presentation and getting the attention of the audience. 6 Word study Words connected with music Match words in the box from the presentation to their definitions.
produce
10
talented
musician
admire
contract
perform
1 An agreement to pay someone to make
4 Someone who manages the
music for other people to buy. 2 A person who makes music 3 Very creative and skilled
production of music. 5 To think very well of someone. 6 To present music (or a play) to an audience
Unit 1 Lesson 3 Vocabulary: words about music; sequencing words Listen: a presentation Talk: giving a presentation
7
7
AB
Pronunciation Word endings (-tion/-cian)
Listen and repeat these words from the presentation. What sound do you hear at the end of the words? 1 musician
2 introduction
3 education
4 organisation
5 presentation
Speaking tip Order your presentation Use sequencing words to help your audience follow your presentation.
Today I’m going to talk about ... As I said in my introduction, he was born in East Los Angeles ... Since then, will.i.am has become a world-famous musician ... As well as this, will.i.am also gives a lot of his own money to educational projects. To sum up, I chose to ... 8 Use of English
Look at the phrases in the Speaking tip box. Which phrases are used at the beginning of a presentation? Which phrases are used at the end?
Present it! Prepare a presentation about someone you admire. Use what you have learned from Maria’s presentation to help you. • Research some interesting facts about the subject of your presentation and make notes. Use the Internet or the library. • Organise your notes into sections using the headings in Activity 5 to help you. • Add sequencing phrases and think of a way to get the attention of your audience at the beginning, e.g. with a question or an interesting picture.
• Does your presentation need any props? e.g. pictures, slides, music or real objects. • Practise your presentation with a partner. • Perform your presentation in front of your class. Listen to your classmates’ presentations and write down one interesting fact from each one.
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4 1
The power of ideas Talk about it
Who are your favourite characters from books?
How much do you know about their authors? Do you know where the idea for the characters came from? 2 Read Read the biography of JK Rowling. Which famous story character did she create? How many years did it take for her idea to become a book?
3 Eventually, the first Harry Potter book was 1 Do you have a great idea for a story published in 1996. It sold out very quickly, and character? JK Rowling, the author of the soon everyone was interested in JK Rowling world-famous Harry Potter series thought of and her fabulous creation. She wrote seven the idea for Harry Potter on a long boring books for the Harry Potter series and soon train journey in 1990. She didn’t forget these books became films too. her ideas and a few years later, she turned them into best-selling books. 4 Today, JK Rowling is a successful, worldfamous author who has created a character 2 JK Rowling was born in the United Kingdom who is loved by children — and adults — all in 1965. Since she was young, she always over the world. Her life story teaches us to wanted to be a writer. She studied French always remember at university in the UK and after that she our interesting, had several different jobs. She started the creative ideas first Harry Potter book in 1990, but she because you couldn’t finish it for a long time. While she never know was working full time, she was bringing up her where they small daughter, so there wasn’t much time might lead! for writing. However, she didn’t give up on her great ideas. 3
Read Decide if these sentences are true or false.. Correct the false sentences.
4
1 JK Rowling was a world-famous author
3 When the first Harry Potter book was
when she first had the idea for Harry Potter. 2 She studied in France.
published, it was very popular. 4 JK Rowling is not very well known. 5 Only children like to read her books.
Talk Discuss the questions in pairs. 1 Do you think JK Rowling is inspiring? Why? Why not? 2 Do you know of other people who have succeeded when their life was difficult?
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Unit 1 Lesson 4 Vocabulary: verbs with prepositions Use of English: past continuous Read: a biography Write: a biography
5 Read Match paragraphs 1–4 of the text to these themes: a Examples of her success and achievements. b Who the biography is about and why she is well known. c Her background and what happened before her success.
Writing tip Divide your text into paragraphs and have a theme for each paragraph.
d A message from the biography for the reader to remember.
Word study Verbs with prepositions
6
Look at the blue words in the text and complete the sentences.
think of
turn into sell out
give up on
bring up
1 Don’t 2 3 4 5
your plans to join the football team. The teacher will choose you if you keep training. Your stories are so creative – you always great ideas. My grandparents my mum in a nice house by the sea. Last week the cakes in minutes, everyone wanted to buy one. When he was young he didn’t like running, but then he a good athlete.
7 Use of English
Use of English
Complete the rule about forming the past continuous.
Past continuous We use the past continuous to describe past actions happening at the same time as another action.
We form the past continuous with was or and the verb +
While she was working full time, she was bringing up her small daughter 8
➔ past
Write Complete the sentences with your own ideas. 3 While my mum was
was playing football, my brother was doing his homework.
1 While I
2 While my class
this morning, I
.
this morning, I 4 While my best friend yesterday, I 5 While my teacher ,I .
. .
Write A short biography Choose a person from these categories and write a short biography about them. Use the Writing tip and the paragraph themes in Activity 5 to help you.
an author a scientist a sportsperson an artist an explorer a national leader
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5 1
Literature: The story of Helen Keller Talk about it
What was life like in the past for blind and deaf people?
How are things different today? 8
2 Read Read and listen to the story of Helen Keller. Are any of your ideas from Activity 1 mentioned? Then answer the questions at the end of each section.
1
The story of Helen Keller This is the story of a woman, born over 100 years ago, who couldn't see the words on this page or hear them spoken. But she could still talk, write, read, and make friends. In fact, she went to college, wrote nearly a dozen books, travelled all over the world, met 12 US presidents, and lived to be 87. Meet Helen Keller, a woman from a small farm town in Alabama, USA, who taught the world to respect people who are blind and deaf. Before Helen was born, society did not understand blind and deaf people very well and there were very few opportunities for them to get a good education. It was very difficult for them to be independent and have a job. They often had to have help from other people to care for them throughout their lives. Helen’s mission came from her own life – when she was 18 months old, she was extremely ill, and she lost both her vision and hearing. It was like entering a different world, with completely new rules, and she got very frustrated.
Helen Keller aged 7
1 What happened to Helen when she was 18 months old? 2 According to the text, what did Helen teach the world? 3 How did she feel when she couldn’t see or hear? a Very angry b Very tired?
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Unit 1 Lesson 5 Literature: The story of Helen Keller
2
By the time she was seven, her parents knew they needed help, so they hired a teacher called Anne Sullivan. Anne was strict, but she had a lot of energy. In just a few days, she taught Helen how to spell words with her hands (called the manual alphabet, which is part of the sign language that deaf people use). The trouble was, Helen didn't understand what the words meant – until one morning at the water pump (like an outdoor water fountain) she saw things in a new way.
Helen Keller with her teacher and companion Anne Sullivan
4 When she was seven, what did Helen’s parents do to help her? 5 What did Anne teach Helen how to do? 6 What was the problem with this?
3
Anne helped Helen to hold one hand under the water. Then she spelled ‘W-A-T-E-R’ into Helen's other hand. It was electric! The feeling turned into a word. Immediately, Helen bent down and tapped the ground; Anne spelled ‘earth’. That day, Helen learned 30 words. 7 What helped Helen to understand the word water? 8 How many other words did Helen learn that day?
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4
From then on, Helen's mind raced ahead. She learned to speak when she was ten by feeling her teacher's mouth when she talked. Often people found it hard to understand her, but she never gave up trying. Meanwhile, she learned to read French, German, Greek, and Latin in braille! When she was 20, she went to one of the best universities in the country. Her first book, called The Story of My Life, was translated into 50 languages. (She used two typewriters: one regular, one braille.) She wrote ten more books and a lot more articles!
How did Helen learn to speak? 10 What do you think braille is? a A reading system for blind people b A book about languages. 9
5
Helen Keller working at her desk, 1911
Helen didn’t stop there! She did research and gave speeches around the world about the experiences and rights of blind people. She visited 39 countries on five different continents! And she helped raise a lot of money for many important organisations, which helped blind people. Helen even inspired two Oscar-winning films, and she received lots of awards for her amazing work. Helen became an exceptional leader, once she saw the potential in her own mind. 11 Why did Helen travel to so many countries? a To speak to people about fair ways to treat blind people. b She wanted to visit lots of different places. 12 Look at the last sentence in the text.
What attitude did Helen have towards her disability? a It stopped her doing the things she wanted to do. b It didn’t stop her doing the things she wanted to do.
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Unit 1 Lesson 5 Literature: The story of Helen Keller Vocabulary: verb–noun collocations Talk/Values/Write: attitudes to blindness and deafness
Talk
3
Discuss with your partner which fact about Helen’s life surprised you the most. What do you think was the most important thing she did to help other blind people? 4 Word study Achievements Find the phrases in the box in the text and match to a definition below. 1 When you find out more about something. 2 When you speak in front of a lot of people about something 3 4 5 6 5
important. When you write something for a magazine or newspaper. When you get a prize because you have done something very brave or important. When you ask people to give money to a good cause. When you attend a place to study something at a high level.
give a speech receive an award do research write an article go to college raise money
Talk Your achievements Have you or someone you know achieved anything from Activity 4?
Last week I gave a speech about ... to my class. When my mum was ... she went to college to study ... . 6
Values Attitudes to blindness and deafness Discuss these questions with your partner. 1 Do you know anyone who is blind or deaf? What do you think
it is like to be blind or deaf? 2 Helen Keller taught people to respect blind and deaf people. What do you think this means? In what ways can we make sure we respect blind and deaf people? 7
Write Make a list of fair ways to treat people who are blind or deaf. Think about: 1 When you meet a blind or deaf person. 2 Ways to help blind and deaf people in public places. 3 Make a poster to display on the wall. Read your classmates’ posters
and make a note of any different points.
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