Ae New Generation Pee ay SM Teen ea Caroline Nixon & Michael Tomlinson CAMBRIDGE Teacher’s Book te PalateS CAMBRIDGE Shaftesbury Road, Cambridge CB2 BEA, United Kingdom (One Liberty Plaza, 20th Floor, New York, NY 10006, USA 477 Williamstown Road, Port Melbourne, VIC 3207, Australia 314-321, 3rd Floor, Plot 3, Splendor Forum, Jasola District Centre, New Delhi ~ 110025, India 103 Penang Road, #05-06/07, isioncrest Commercial Singapore 238467 Cambridge University Press & Assessment isa department of the University of Cambridge, \We share the University’s mission to contribute to society through the pursuit of education, learning and research atthe highest international levels of excellence wawscambridge.org Information on thistle: wwew.cambridge.org/97@r108995446 © Cambridge University Press & Assessment 2008, 2014, 2017, 2023 ‘This publication isin copyright. Subject to statutory exception and tothe provisions of relevant collective licensing agreements, no reproduction of any part may take place without the written permission of Cambridge University Press & Assessment, First published 2008, Second edition 2014 Updated second edition 2017 ‘Third edition 2023 201918 171615 4131 N09876S4321 Printed in 000% A catalogue record fortis publication fs available from the British Library ISBN 978:1-108-89544.6 Teachers Book with Digital Pack [Additional resources for this publication at wwnw.cambridge.org/kidsboxng ‘Cambridge University Press & Assessment has no responsibilty forthe persistence oF 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, or wil Femain, accurate or appropriate,Language summary Introduction Hello! My school Marie's art and Trevor's values Favourite toys My family Marie's science and Trevor's values Review Units 1-4 5 Our pets 6 My face Marie’s science and Trevor's values 7 Wild animals 8 My clothes 10 n 2 Marie's geography and Trevor's values Review Units 5-8 Fun times! Atthe funfair Marie's geography and Trevor's values Our house Party time! Marie's science and Trevor's values Review Units 9-12 Grammar reference Review puzzle Pre Al Starters Exam folder Activity Book answer key Consolidation and extension activities TH Tio T16 18 T24 730 132 34 T40 TH6 THs Ts4 T60 162 64 170 116 178 Teh T90 92 T96 T98 T104 T110Clog geemmany Cr) Character names: Mr Star, rs Stor, Stella, Simon, Suzy, Marie, Maskman, Monty, Meera Numbers: 1-10 a pages 2 page 10 Colours: blue, green, pink, purple, red, orange, yellow, rainbow School: book, choir eraser, pen, peneil, table Character names: Alex, Lenny Marie's art: What happens when you mix colours? page 16 ‘Toys: ball, bike, cor, computer, doll, drum, tain Colours: black, brown, grey, white ert eo poge 18 o age 24 Marie's science: Which planets are near Earth? Family: brother, sister, fother, mother, grandfather, grandmother page 30 Revies nits 1,2,3 and page 32 ‘Animals: bird, cat, dog, fish, horse, mouse poge 34 o page so Marie's science: How do we use oursenses? ‘The body and face: ers, eyes, face, hair, head, knees, mouth, nose, shoulders, toes, toothyteeth page 46 * Greetings: Hello. Goodbye, Question words: What's your name? 'm (Stell). How old are you? I'm (five). Question words: Who's thot? That's (Alex). How oldis he/she? He's/She's (seven). she/she...2¥es,he/shels. No, he/she isn’t. How ore you? 'm fine, thank you. Question words: What's your favourite toy? My favourite toys my (drum), Prepositions of place: in, next to, on, under Where's your (bal) t's (under) the (table), Is (the ball on the chair)? Yes, itis. No, itis Adjectives: beautiful, hoppy, sad, ld, young He's/She's (happy). We're (young). Trevor's values: Bekind page 31 Adjectives: big small, lean, dirty, long, short It's (long). They're (dirty) Have got for possession: Have you got (big ears)? Yes, Ihave. No haven't. I've got (black hair) Trevor's values: Look after pets poge 47 Ger Initial letter sound: ‘r ted) Initial etter sounds: ‘pan {gen and bos) ‘Trevor's values: Make friends poge 17 Initial etter sounds"? ond (tou, dot Short vowel sound: ‘a’ (hat) ort vowel sound: (hen) ‘consonant sounds: “Pond'th (tooth, three).Key vocabulary Animals: beor, crocodile, elephant, grate, hippo, ‘monkey, snake, tiger The body ond face: orm, foot/fet, hand, leg, toil page 48 s oge s+ Marie's geography: Where do animels live? Clothes: cop, jacket, shoes, shorts, skirt, socks, trousers, Tshirt age 60 Reviews units 5,6,70nd 8 poge 62 Sports and leisure: ploy bosketball, ploy football, ploy tennis, play the guiter/piano, ride bike, page 64 swim, sing Transport: boat, bus, helicopter, lorry, motorbike, plane At the Crs page 70 Marie's geography: How do we travel? 1) Page 78 2 Page 8% Marie's science: How do we grow frit? page 75 The home: bathroom, bedroom, dining room, hal, kitchen, living room Food: apple, banana, burger, cake, chocolate fish, icecream oges0 Review: units 9,10, 1 ond 12 page 92 PreAl Starters exam folder page 98 Have got for possession: They've got (short legs). They haven't got (big heads) Let's do (the crocodile smile. Have got for possession: He/She got (a blue cop) He/She hasn't got (ed shorts. Hos he/she got (a purple ball)? ‘Trevor's values: Lovenature page6t Can for ability: Nou canjean't (swim), He/She canjcon' (sing). Con youyhe/she (play football)? Present continuous (not with future reference): What re you doing? I'm (riding @ bike) ‘Are you (driving a car)? es, 1am. No, Tmnot, ‘Trevor's values: Work together page 77 Present continuous (not with future reference): What's he/she doing? He's/She's (drawing ‘opicture). Present simple: like (opples).t don't lke (coke). Do yout (fish)? Yes,1 do, No, don't ‘Trevor's values: Keep clean poge 91 Grammarreference page 94 Listening Parts 1and4 Reading and Writing Parts 2and3_ Speaking Ports 1 and 2 ‘Sounds and spelling ‘Short vowel sound: (river) Consonant sounds: ‘stand'sh (spider, shoe) Long vowel sound: ‘ay;'af and'ey? (doy, snail, greu) Consonant sound: ‘ng’ (singing) Initial letter sound: im (mouse) Review of sounds: r/b/piditiale! thyi/sh/s/ng/mWelcome to Kid's Box New Generation is a new and enhanced edition of the trusted course that has inspired thousands of teachers and a whole generation of pupils all over the world to teach and learn English. Kic’s Box New Generation represents the ideal combination of contemporary, research-backed methodology with learner-friendly content. Our course characters will take your pupils on an English-language learning journey, with lessons on values, such os being polite and eating healthily, ‘and CLIL lessons about maths, science, geography, sport ‘nd art, all the while developing the language they need to succeed in the Cambridge English Qualifications for young learners, Kic’s Box New Generation takes a blended approach to learning English and includes e wide variety of print and digital components: «The Pupils Book with eBook features ail the Class Videos and embedded Class Audio. Hil We're Stella, Simon and Suzy. Weill take your pupils on learning journey! I'm Monty. Your pupils will practise sounds and spelling with me! Im Marie. Pil help your pupils with maths, science, geography, sport and art! ‘+ The Activity Book with Digital Pack includes Practice Extra, our suite of online practice activities, as well as the loss Audio and a downloadable Learner Resource Bank. I'm Maskman. Through our stories, your pupils will have fun and learn, + The Teacher's Book with Digital Pack includes a host of resources, such as Presentation Plus, Test Generator and ‘an extensive Teacher Resource Bonk. Im Trevor. Itry to be nice and help people. Your pupils can do that, too! The digital components are delivered through our new-generation learning environment Cambridge One.We asked teachers from around the world to tell us what they like about Kid's Box, as well as what they would like to see in Kid's Box New Generation. Course characters and design “From the start, pupils seem to identify with the characters and the topics.” So, Monty, Maskman, Marie, Trevor, Stella and Simon, ‘and their family and friends are back again to continue inspiring learners. Although the same course characters are back, the artwork and page design have been completely updated. Language focus “The grammar topics are exactly what we want to teach our pupils.” The language focus of each lesson is clearly indicated bothin the Teacher's Book. as it was previously, and now at the bottom of each page in the Pupils Book, Audio and video “The large number of audio recordings that the book offers seems to me a very useful resource that multiplies the percentage of what learners will absorb.” Kid’s Box New Generation continues to offer lots of ‘audio material, as well as even more video content, including videos for all Sounds and spelling and CLIL pages. We have also recreated the story and song animations in a contemporary styl. Resources “What I would highlight most about Kid's Box is the quality of the material that complements the book: the audio, flashcards and Activity Book.” There are now even more resources available. See pages IO and Il ofthis introduction for a ful ‘overview of the course components. Enhanced Teacher's Book From the outset, our aim has been to provide even more support to teachers through the new and enhanced Teacher's Book. This ranges from how to structure a lesson to different ways of providing extra support and challenges to pupils. Each page clearly specifies the ‘objectives, target language and materials needed. Digital Classroom components and Extra Resources for ‘each lesson are indicated at the end of each page.Unit walkthroughKid’s Box New Generation for Learners Pupil’s Book with eBook Learners can listen to all the audio and watch all the videos. from the course in their eBook. Activity Book with Digital Pack The Activity Book practises the target language and vocabulary from the Pupils, Book and includes colourful stickers to ‘add enjoyment of vocabulary practice. Accessing the Digital Pack via the code inside the front cover, learners have a further chance to practise the language ‘and exams skils online, Practice Extra includes a selection of activities and eee eel creer language in each unit. PR ies ren DP ~ SH 8 SOR woo om OTT Se » ° pa e ‘0 —Kid’s Box New Generation for Teachers Teacher's Book with Digital Pack ‘The interleaved Teacher's Book makes your lesson planning and teaching experience as straightforward as possible. Lessons are structured logically ‘ond provide instructions for warmers, presentation, activities and class games, ‘groupwork and pairwork, and ending lessons. You can find what's in the Digital Pack for each unit by looking at the end of ‘each unit for links. Presentation Plus The software includes interactive ‘activities from the Pupils Books and Activity Books and all the course videos. Teacher Resources All the Audio, worksheets and additional photocopiable activities to supplement your classes, The Digital Pack includes: BAlPresentation Plus 48 pigital Flashcards DB Proctice Extra 4B Teacher Resource 1h) Class Audio con) 2, Bicless Video 30 Test Generator It's Stella's Flashcards and Posters Flashcards are a fun way to help learners practise the unit vocabulary, See the Teacher's Book for suggestions on how to use them in class. There are I2 colourful posters which focus on key language from the Pupil's Book, providing teachers with an eye- catching, engaging resource for language practice. nCambridge English Qualifications English Qualifications Cambridge English Qualifications Cambridge English’ three exams for young learners, Pre Al Starters, Al Movers and A2 Flyers are the ist steps in o language learner’ journey. Learners between the ages of sixand I2 can take these exams to start learning English in ‘@ positive and practical way. The exams are fun, colourful cond activity based, motivating children to learn. They help pupils develop the skils needed for everyday ife and build their confidence step by step. Each exam focuses on a level of the Common European, Framework of Reference (CEFR), helping learners improve their speaking, writing, reading and listening skil. achers and school I ambridge Er improves their learne preparing for C lish Qualification nglish The Cambridge English Quolificaions Schoo! Survey" and Kid’s Box New Generation Kid's Box New Generation The Kia's Box New Generation syllabus is built around ‘the Cambridge Engish exams for young learners, which means your pupils will be well prepared for any exams they take. We break down exam preparation into smal steps ‘and make pupils aware of the progress they are making ‘towards their end goal. Pupil's Book Each unit of the Pupils Book prepares learners for their ‘exam by practising the vocabulary and language they see on the exam. The Exam folder at the back of the book, helps familiarise pupils with the level and task types in the exam, Warmer activities in the Teacher's Book help introduce the language learners need to know before each task. “Cambridge Engeh Qualifications Schools Survey asked teachers and school leaders thei Views about the impact Cambridge Englh Qualifications 12 hove onlearning and teaching Itreceived total of 5789 responses from 108 countries.From the Teacher's EXAM SKILLS © Marking sentences with ticks and crosses to inl ‘whether sentences are true or alee “+ Reading a sentence and looking at the corresponding picture carofully to check they match. EXAM TIPS © Pupils ticks and crosses must be clear * Pupils should run their finger to the side of each sentence to find the kay word. They should then keep one finger on the key ward, and place anther on the picture to check they match up correct at nt tT ee [mangas ton ayteotto aren ‘aye tony ra nie Or Naeem nce ont "eh sg ad peg) uot dot) —_ erga i BPreparing young learners for exams Motivating and supporting learners as they approach exam day and on exam day itself are key to their success. Here is some practical advice to help you do this. Look back and reflect ‘Allow time for pupils to look back on the exam tasks they have completed and the progress they are making, ‘The Exam folder (on pages 97-103 of the Kid's Box New Generation Pups Book) provides a useful record of progress for learners to reference. See pages 12-15 of this introduction for more information on where exam-style cctivities can be found in the Pupils Book, Activity Book, Practice Extra and Test Generator. Practise exam tasks in class Practising exam tasks in class gives pupils @ chance to show what they know and what they can do, as well as ‘an opportunity to practise the exam strategies you have, ‘tought them. Doing « full mack exam also helps to make pupils aware of the tasks they have to do and the time they have to complete the exam. On exam day In your last lesson before the exam, remind learners of anything they need to bring and of the structure ‘and length of the exam. Communicate with parents to share information and work with them to help relax and reassure learners. Make sure that everyone knows what time the exam will start and how long it will last! When pupils arrive, smile and do your best to put them at ease, Remind them that they have prepared well for the exam. After the exam Praise learners for completing the exam. Allow them time to reflect and share how they felt about the experience. Ask learners questions and encourage them to ask questions, too. Try to build up a positive attitude ‘towards examination. Ths positive outlooks invaluable to learners’ long-term academic success.The Cambridge Life Competencies Framework kKic!s Box New Generations aligned to the Cambridge Life Competencies Framework, The Framework outlines six key areas of competency that are important for both personal and educational development: creative thinking, critical thinking, learning to learn, communication, collaboration and social responsibilities. Developing these competencies not only helps pupils to learn, but also to communicate and collaborate in the classroom and the world outside. Competencies combine knowledge, skill and attitudes: is what you need to know to do something well refers to the level of mastery or fluency when you apply a competency, Involve mindset and a willingness to develop and use competencies. For more information on the Cambridge Life Competencies Framework, visit our dedicated webpage. The webpage features downloadable competency-specific and learning stage-specific booklets, which help you to introduce these skills to you learners. Se Life Competencies alas CLIL and Values pages The CLIL and Values pages which follow every second unit specifically develop the Cambridge Life Competencies, The competency being developedis flagged at the bottom of each page. With Marie, pupils learn useful knowledge and skills for maths, geography, art, science and sports, while engaging with topics critically ‘and creatively. The projects on these pages encourage pupils to use and develop useful skills, such ‘as planning and presenting, Trevor helps pupils to appreciate cultural diversity, respect differences and develop human values. He also encourages pupils to understand the importance of respecting and protecting our natural environment. 5Inclusive classes One in every IO learners is likely to exhibit signs of specific learning difficulties (SpLDs). These pages outline some strategies for supporting all learners in order to create an inclusive environment in which everyone can thrive. Supporting all learners ‘As we allknow, every learner is unique. SpLD learners often have strengths, such as holistic thinking, and problem-solving and visuospatial skills Individual strengths should be recognised and used to each learner's benefit, ‘Many of the following suggestions are beneficial for SpLD learners, and for all learners in your classes. Raise self-esteem and self-confidence Regular praise and acknowledgement of learners’ work and effort are crucial Setting short-term, ‘achievable goals and rewarding learners for reaching them are great ways of boosting self-confidence and self-esteem. Create an inclusive environment + If possible, speak with learners and their parents to establish what adjustments and assistance they might find useful. ‘= Assess progress regularly and make adjustments to learning goals and instructional methods. ‘+ Assess learning outcomes fairly: focus on more than tests of spelling and vocabulary knowledge as these are areas that some learners with SpLDs find challenging. Practical tips ‘+ Make allowances for learners with SpLDs who work more slowly and need extra time to complete tasks. + Give learners extended time and additional breaks to complete assessment tasks. + Give learners the opportunity to work (or participate) in a variety of group and pair activities, in oles based on their strengths. ‘+ Organise peer support for learners. Language skills ‘When reading, some learners may: + read more slowly and less accurately + misread words which can result in misunderstanding, When listening, some learners may: * find it challenging to listen to longer texts and. remember specific information. * find it dificult to distinguish between similar sounds in English or sounds that are different from the sound system of their first language, When writing, some learners may: * find it particularly hard to spellin Eni + have difficulties organising ideas. * find handwriting challenging. * make more grammatical errors. + be less skilled at reviewing their work. ‘When speaking, some learners may: * find it challenging to express their ideas coherently. + struggle to retrieve words quickly from memory Under the pressure of oral communication ‘+ have difficulty paying attention to accuracy and content at the same time, when either speaking or writing,