MARBLES brochure - Greece

Ready to r ll!

The new six-level course for young learners

by Herbert Puchta and Gavin Biggs

with Anna Osborn

About Marbles

Marbles is a six-level course for young learners of English. Marbles whole-child approach takes lessons from the classroom to the outside world.

Marbles blends real-life topics with exciting storylines and videos to keep interest and motivation levels high.

Pupils develop language competence and Learning for life skills while they have fun and grow in confidence.

Imagination

is the foundation for both artistic expression and scientific research.

Collaboration

is the way in which we can combine our talents to reach a common goal.

Global learning

is important to nurture children as global citizens, respecting other cultures and caring for the environment.

Thinking skills

help us to navigate through life, reflecting on past experience, planning and problem-solving for the way forward.

Creativity

Learning for life

Learning for life skills nurture the children into rounded individuals and responsible global citizens.

is the practical expression of imagination.

Social and emotional learning (SEL)

is essential for children to blossom into rounded adults.

Digital skills

are necessary in today’s world and children need to develop the flexibility to embrace new technology as it develops.

Communication skills

The specific focus of the Communication skills activities in Marbles is an introduction to communicating ideas to an audience.

Topics and Vocabulary

Each new topic is presented through an engaging composite illustration at the start of the unit, with accompanying audio. These illustrations follow the everyday lives or adventures of the characters.

New vocabulary is presented using combined media: photographic video animation and individual illustrations with flashcards. Throughout the unit, there are many opportunities to use the new words, as well as a Picture dictionary for reference.

Children read the Learn to … box to find out about the learning objectives for the unit. Look

Flashcards are also available to reinforce the vocabulary of each unit opener.

Activity Book

The new unit vocabulary is practised through a variety of activities, often writing at word or phrase level.

Language

Each unit presents two language points in context using a variety of reading and listening activities. A comprehension task guides the children to focus first on meaning. There is then the opportunity to focus actively on the new forms in a Remember! box and in a Language reference section.

The language point is practised through a range of activities.

Pupil’s Book

Pupil’s Book

1 32 Read and listen. Then write the names.

1 has a shower in the morning.

2 has a shower in the evening.

3 doesn’t have showers.

Matt: Do you have a shower every morning?

Sue: Yes, I do.

Matt: Oh, I don’t have a shower in the morning.

I have a shower in the evening.

Sue: Tom doesn’t have a shower in the morning or the evening.

Matt: Yuk! Why doesn’t your brother have showers?

Sue: Haha! Tom isn’t my brother. Tom is my dog!

Remember!

I brush my teeth in the morning. Matt brushes his teeth in the evening.

Do you have a shower in the morning?

Yes, I

1 Emma / in the morning

3 Sam and Mark / in the afternoon

✔

Language 2

What

2 Ben / in the evening

✔ ✘

4 May and Grace / in the evening

3 Talk to a friend about your day. Find things that are the same.

Language 1 Activity Book p.25

Activity Book

Activity Book

Language 1

1 Read and circle.

1 Sue get up / gets up at 7 o’clock in the morning.

2 The boys brush / brushes their teeth in the morning and in the evening.

3 We doesn’t / don’t have lunch at school on Saturdays and Sundays.

4 Matt doesn’t / don’t go to school by bus.

5 Do / Does you have a shower in the morning? 6 Do / Does Sam get home before Mark every day?

2 Look and write questions and answers.

What does Matt do in the morning? What do Jo and Tim do in the evening?

watch TV have a shower have dinner

brush his teeth have breakfast

1 Does Matt brush his teeth in the morning ? Yes, he does

Phonics and Song videos

In each unit, children practise key sounds that may be difficult for non-native speakers to identify and produce. The target sounds are presented via age-appropriate language in a fun rhyme.

They are then consolidated in animated song videos - Each phonics page features a song practising the target sounds of the unit. Fun animated audios and videos (chants, songs and raps) are provided to motivate and encourage children to participate, thereby reinforcing language.

Two sounds are presented through a fun rhyme.

Sounds are practised through a listening and reading activity, before pupils watch and listen to an engaging song with video animation.

The spelling of the sounds presented in the Pupil’s Book is practised through a variety of engaging activities.

Pupil’s Book

a_e and ar

Kate and Jake are catching stars in their purple flying car

The big snake by the dark lake is eating cake and playing his guitar

A party by the lake

We’re having a party by the lake. There are lots of games and things to do. We’re having a party by the lake. We're having fun and so can you!

Pat is climbing up a tree. And Max is sitting here with me. Jake is swimming in the lake. And Kate is eating lemon cake.

Jo is playing the guitar, And she is singing like a star! Matt is looking into space. And Tom is making a funny face!

Activity Book

Pupil’s Book Activity Book

The same sounds are presented in two successive units, using different words so that the sounds are reinforced.

1 21 Read, listen and repeat.

2 22 Watch, listen and sing. Circle the ‘a_e’ words and underline the ‘ar’ words.

song audio

that animal? Come and see.

What’s that animal? Please tell me.

I really don’t know what this could be.

I so want to know so please tell me!

Online Practice 1 x

Listen to the Song

Animated song videos

Watch the Song Video

Video

Marbles offers a wide range of video content as a highly effective and motivating learning tool at different stages of the unit. Subjects are brought to life and children look forward to watching the next instalment of the animated videos or are curious to learn more about real life subjects presented by children of their own age.

In Marbles 1 – 6 you can find the following videos per level.

Marbles 1 Animated comic story Whatsit and friends! Our world real-life videos with Jenny and James

Marbles 2 Animated comic story Whatsit and friends! Our world real-life videos with Jenny and James

Marbles 3 Animated comic story Space Time Adventures Mia & Mike real-life videos

Marbles 4 Animated comic story Space Time Adventures

Marbles 5 The Twins real-life videos with Lucy and Leo

The Twins real-life videos with Lucy and Leo

CLIL videos with Luna and Jamie

Animated song videos

Animated song videos

Animated song videos

Animated song videos

Round the world videos

Marbles 6 CLIL videos with Luna and Jamie Round the world videos

Watch the video

Vocabulary videos

Vocabulary videos

Vocabulary videos

Vocabulary videos

Animated videos Rap with Ronnie!

Animated videos Rap with Ronnie!

Watch the video

Watch the video

Watch the video

Animated comic story Space Time Adventures

CLIL videos

Mia & Mike real-life videos

Round the world video

Stories and Skills

Animated stories and videos throughout the course allow children to follow the episodic stories of the characters and get engaged. Stories provide motivating entertainment, consolidate the unit language and vocabulary and allow skills practice. They can be followed in the Pupil’s Book comics and also in the video animations

The Skills pages in the Pupil’s Book and Activity Book integrate the stories and help children practise and consolidate the language and the four skills of the unit. They also learn functional language in useful Let’s talk boxes that present everyday language in familiar situations.

In Units 2, 4, 6 and 8, stories with animated videos.

Pupil’s Book

Children first watch and/or listen to a summary of the story so far before they work with the new episode.

Pupil’s Book

Activity Book

Pupil’s Book

Real world content (CLIL) and Values

Every unit features real-world content with CLIL pages related to the unit topic. Themes span Art, Natural science, Social science, Maths, History and Geography. Children can apply the knowledge they gain from these lessons to other subjects they are learning. Positive values and Learning for life skills are reinforced throughout the course in different ways, while highlighting aspects of Social and emotional learning (SEL) and Global learning.

a tree. A little mouse ran past him and the lion woke up. He put his large paw on the mouse.

‘Please don’t hurt me,’ said the mouse. ‘Let me go!

One day I promise to help you!’ The lion laughed, ‘YOU, a tiny mouse help ME, a huge lion? But you made me laugh, so you can go.’

‘Thank you, lion,’ said the mouse. ‘And wait and see.

I’m small, but I’m clever! Small friends can help big friends … sometimes!’

The mouse ran away quickly before the lion changed his mind.

A few days later, the lion walked through the forest.

Suddenly a trap caught him. So now he was in a net and he couldn’t get out! He roared and roared – more loudly than all the other animals in the forest – but they were all too frightened to help him. Then the mouse came along, but she wasn’t frightened.

‘Hello, lion,’ she said. ‘I’m here to help you!’

‘It’s no good,’ said the lion. ‘How can YOU, a tiny mouse, help ME, a huge lion escape from this net?’ ‘Lie still and watch!’ replied the mouse. She started to eat through the thick ropes of the net. She had sharp teeth and soon the net broke and the lion escaped!

‘Well done! That was amazing!’ said the lion. ‘So, you see, small friends can sometimes help big friends,’ said the mouse. ‘You’re right,’ said the lion. ‘You’re my smallest friend and

Children also have the opportunity to review and consolidate what they have learned in a practical project tasks that develop imagination and creativity and then fosters collaboration and communication skills as children share their ideas.

Learning to learn: review and exams

Review pages in the Pupil’s Book and My Marbles file pages in the Activity Book encourage metacognitive thinking skills. Children review the language and learning objectives of the unit and reflect on their progress. They are invited to reflect on their progress by thinking about what they can now do and what they have learned by doing reflection and selfassessment activities in the Pupil’s Book and Activity Book review pages.

Pupil’s Book

Activity Book

Activity Book Pupil’s Book

Assessment and Exam preparation

This course is designed so that by the end of Level 4, children will be ready to take Cambridge English A1 Movers test and the Cambridge English A2 Flyers test by the end of Level 6. External exam activity types are practised in the Exam practice section at the end of the Activity Book.

Activity Book

Marbles Digital

Whether you teach online or face-to-face, or a blend of both, Marbles offers a wealth of digital materials and resources, available on Helbling e-zone kids

Helbling e-zone kids enable teachers to deliver content, assign tasks and homework, and to monitor children’s progress.

All the audio and video content is also available on the Helbling Media App.

Activity Book Online Games

Fun online games for individual or team challenges, and specially developed Train to think activities for further practice.

Activity e-book+

Interactive Pupil’s Book and Activity Book, with embedded audio and video, also including self-correcting tasks. Marbles e-books+ are also accessible on mobile devices.

Activity Book Helbing Media App

Audio and video available for mobile devices.

Online practice

Activity Book

A range of online interactive tasks covering vocabulary, language and skills work. Select and assign tasks, set a deadline and receive a report detailing children’s results.

Activity PresentationBookSoftware (IWB)

Teacher’s e-book+ version of the Pupil’s Book and Activity Book: all the pupil’s material for presentation on an interactive whiteboard. The software can be used on a smartboard for face-to-face classes or sharing the screen with students in virtual classrooms.

Activity AssessmentBookpackage with audio

Specially designed Diagnostic Tests and Progress Tests allow teachers to effectively evaluate pupils’ level and progress. You can use ready-to-print tests or edit and generate your own versions for face-to-face teaching, or assign tests directly to your students.

Grammar Book

Marbles Grammar Book is a full-colour series of six books with grammar explanations in Greek that focus on form, meaning and use. It supports the syllabus of Marbles Levels 1–6 and is compatible with any primary course. It offers also extra online practice.

1 Read and write.

brush play get study say go cry do eat try watch fly

-s -es -ies gets brushes studies

2 Read and circle.

1 Dad … TV every evening. a watch b watches

2 Matt … home at five o’clock in the afternoon.

a go b goes

3 Emily … lunch at school. a has b have

4 My brother … in his room every Saturday morning.

a study b studies

5 … up at eight o’clock every morning.

a get b gets

6 The girls … their books to school every day. a take b takes

3 Read and write.

get go not / like live study have not / watch

Mark is a student. He 1 lives in London. He

2 up at seven o’clock. He 3 breakfast at half past seven. He drinks milk because he

4 eggs!

He 5 to school by bus at eight o’clock and he leaves school at four o’clock. In the evening, he has dinner with his parents. He 6 TV every night. He 7 in his room and goes to bed at ten o’clock.

και τα do/does ή don’t/doesn’t Do you watch TV in the evening? Yes, I do./No, I don’t.

Does Alex ride his bike to school? Yes, he does./No, he doesn’t.

• Χρησιμοποιούμε τον Present Simple με τις εκφράσεις in the morning/in the afternoon/in the evening at night every day on Mondays/Tuesdays κ.τ.λ. και at the weekend

John goes to school in the morning We play football at the weekend

Spelling rules

Στα περισσότερα ρήματα απλά προσθέτουμε το -s στο ρήμα, στο τρίτο πρόσωπο του ενικού.

I eat – he eats They live – she lives

Όταν το ρήμα τελειώνει σε -sh, -ch -o και -x προσθέτουμε την κατάληξη -es I brush – he brushes You watch – she watches We go – he goes

Όταν το ρήμα τελειώνει σε σύμφωνο + -y αφαιρούμε το -y και προσθέτουμε την κατάληξη -ies Όταν το ρήμα τελειώνει σε φωνήεν + -y απλά προσθέτουμε το -s study – studies but play – plays

Remember!

Το ρήμα have στα πρόσωπα he/she/it γίνεται has They have breakfast at seven o'clock. She has a lesson in the afternoon.

4 Read and write.

1 Steve likes football. (basketball ✘) He doesn’t like basketball.

2 He brushes his teeth at night. (in the afternoon ✘)

3 I go to bed at ten o’clock. (at twelve o’clock ✘)

4 We use the computer for two hours every day. (four hours ✘)

5 Sally eats bread and cheese for breakfast. (eggs ✘)

5 Make questions. Then answer.

Grammar presentations in context through illustrations.

Comprehensive grammar practice through graded exercises.

Grammar explanations in Greek that focus on form, meaning and use.

4 Look, read and write.

2 Present Simple and Present Continuous

Present Simple Present Continuous every day now

2 Read and circle.

1 Evelyn wakes / is waking up at nine o’clock at the weekend.

2 Does Martin eat / Is Martin eating breakfast right now?

3 We go / are going to the beach every summer.

4 They don’t have / aren’t having lunch at school every day.

5 Alex brushes / is brushing his teeth now.

6 I can’t come to the park now. I study / am studying at the moment.

3 Make sentences. have not / eat make read do go

1 Tony is in the bathroom. He is having a shower.

2 I my homework at five o’clock in the afternoon.

3 Jenny bread for breakfast every morning.

4 Grandma a book at the moment.

5 Matt to bed at eleven o’clock every night.

6 Mum is in the kitchen now. She lunch.

REVIEW 3

REVIEW 3

3 Look, read and write. Every morning … Today … Today …

1 Every morning, Natalie gets up at seven o’clock. She brushes (brush) her teeth and gets dressed. Then she goes to the kitchen and (have) breakfast. Today it’s Saturday, and Natalie isn’t at school. She (have) a shower.

Every evening …

John has (John / have) a shower at seven o’clock every morning. Now he is riding (he / ride) his bike at the park.

(John / get) dressed at 7:30 every morning. Now (he / dance) with his friends.

1 2 3

(John / brush his teeth) at eight o’clock every morning. Now (he / eat) some birthday cake.

5 Read and write.

Every morning, Sarah 1 goes (go) to school with her friends. They 2 (not / walk) to school. They go by train. After the three morning classes, she 3 (have) lunch at school with her friends. They 4 (like) rice and cheese. At four o’clock, they 5 (go) home.

But today is Saturday. Sarah 6 (not / go) to school at the moment. She and her friends 7 (ride) their bikes at the park and they 8 (eat) ice cream.

30

1 Look and match. Then write the number.

3 5

2 4 6 7

2 Every evening, David (have) dinner with his family at seven o’clock. Then he plays computer games and he (go) to bed at ten o’clock. Today it’s Sunday evening, and David is in his room. He (do) his Maths homework. He has a test on Monday.

4 Read and circle.

1 Anna: Hello, Mary! What are you doing?

Mary: a I’m having breakfast.

b I have breakfast.

1 Tom has a a home in the afternoon.

c I have a breakfast.

2 Tim has b dressed before breakfast at seven o’clock.

3 Helen brushes c shower every morning. 3

4 Mary gets d up at eight o’ clock every day.

3 Anna: Are you going to school now, Mary?

Mary: a Yes, I am.

5 Dan gets e dinner at seven o’clock in the evening.

6 Sophia goes f her teeth in the morning.

b Yes, it is.

c Yes, I do.

7 Alex comes g to bed at eleven o’clock at night.

32

2 Read and write. are celebrating want at the moment every day am cooking is going

Tina: Hi, Mum. What are you doing 1 at the moment ?

Mum: I 2 dinner.

Tina: Oh, and I see that Dad 3 to the supermarket. Do we need something?

Mum: Yes, I 4 some ice cream for after dinner.

Tina: Really? We don’t have ice cream 5 Mum: Yes, but today we 6 Dad’s got a new job!

31

2 Anna: Do you have eggs for breakfast every day?

Mary: a Yes, I am. b Yes, I do.

c Yes, I have.

4 Anna: How do you go to school?

Mary: a I’m walking.

b I walk. c I walking.

Remember! sections that refer to common grammar errors pupils make.

Cumulative reviews after each unit.

A glossary of main and secondary words and phrases.

Companion

Marbles Companion helps pupils learn and practise the words and phrases included in Marbles Pupil’s Book and Activity Book. It offers a glossary of main and secondary words and phrases. Each entry includes part of speech, accurate Greek translation and useful example sentences. Notes highlight irregular word forms, related words, relevant synonyms and opposites. An alphabetical word list at the back of the book also included.

Activities to consolidate the vocabulary covered at the end of the lesson.

3 My day at home

3.1.10 go to school (phr) πηγαίνω σχολείο Lilly and Max go to school by bus.

3.1.11 have lunch (phr) τρώω μεσημεριανό

Do you have lunch at school?

3.1.12 go home (phr) πηγαίνω σπίτι

What time do you go home?

3.1.13 have dinner (phr) τρώω βραδινό

We have dinner when Dad comes home.

* dinner (n) supper

3.1.14 go to bed (phr) πηγαίνω για ύπνο

I brush my teeth before I go to bed

3.1.15 night (n) νύχτα, βράδυ

The sky is beautiful at night * at night (phr) τη νύχτα

Language 1

3.2.1 AB by bus (phr) με το λεωφορείο Max comes to school by bus * Χρησιμοποιούμε

1 Look, read and write. bed breakfast shower dinner teeth school

πρωινό

I have breakfast with my family.

3.1.7 Don’t you? (phr) Έτσι δεν είναι; You like bananas, don’t you?

* Χρησιμοποιούμε το Don’t you? για να επιβεβαιώσουμε κάποια πληροφορία,

Alphabetical word list at the back of the book.

3.1.16 afternoon (n) μεσημέρι Mum comes home in the afternoon * in the afternoon (phr) το μεσημέρι

3.1.17 evening (n) απόγευμα

In the evening, we do our homework.

* in the evening (phr) το απόγευμα

3.1.18 AB ride my bike (phr) κάνω ποδήλατο

Let’s ride our bikes in the park!

3.1.19 AB do my homework (phr) κάνω την εργασία για το σπίτι, μελετάω για το σχολείο He does his homework at school.

3.1.20 AB go to sleep (phr) αποκοιμιέμαι Nelly goes to sleep at ninet.

go to go to bed have have a have brush my

Mona’s Phonic BeatBox

3.3.1 toothbrush (n) οδοντόβουρτσα

3.3.2 bathroom (n) μπάνιο I brush my teeth in the bathroom  bath (n) μπανιέρα

3.3.3 towel (n) πετσέτα Here’s a towel for your hands.

3.3.4 listen (to) (v) ακούω προσεκτικά Listen to me, children!

Language 2

 listener (n) = ακροατής

3.3.5 until (adv) μέχρι, έως I have school until 2.30 in the afternoon.

3.3.6 end (v) τελειώνω The film ends at nine. * Opp.: start/begin (v) αρχίζω  end (n) τέλος

3.4.1 at the moment (phr) τώρα, αυτή τη στιγμή I’m having lunch, at the moment.

20

Greek translation of key rubrics from Marbles Pupil’s Book and Activity Book.

Cumulative reviews after each unit.

Alphabeth Book

Marbles Alphabet Book is a full-colour book that introduces young pupils to the English alphabet and sight words. Learning the alphabet is the first critical step in learning how to read and write. Marbles Alphabet Book emphasises both upper case and lower case letter recognition and formation through repetition and tracing. It also provides a great variety of easy-to-follow activities that help children develop their thinking skills.

FOR THE PUPIL

Pupil’s Book with access code to:

• e-book+

• Online Practice

Activity Book with access code to:

• e-book+

• Online Games

Grammar Book with access code to extra Online Practice

Companion and Alphabet Book

FOR THE TEACHER

Teacher’s Book with access code to Presentation Software including:

• Pupil’s e-book+

• Activity e-book+

• Digital flashcard

• Train to think

• Teacher’s Resources

• Full assessment package with audio

• Online Practice

Flashcards